IMPROVING STUDENTS’ ACTION VERB VOCABULARY THROUGH TPR METHOD AT SEVENTH GRADE OF SMP MA’ARIF BONGAS

Abstrak

This research aims to improve the mastery of verb vocabulary of seventh grade students of SMP Ma'arif Bongas through the Total Physical Response (TPR) method. Students at SMP Ma'arif Bongas struggle to memorize action verbs, finding traditional methods boring and ineffective. This research specifically focuses on using TPR to improve action verb mastery in junior high school students. In obtaining these data, researcher conducted quantitative methods with quasi-experimental research on students in class VII-A as the experimental class and class VII-B as the control class at SMP Ma'arif Bongas, each class totaling 30 students. The results showed that there was a significant increase in the mastery of action verb vocabulary. This result was found by comparing the mean pre-test score was 47.50, and the mean post-test score was 89.17 in the experimental class. The hypothesized results also showed the difference in the mean gain score between the experimental group and the control group was 0.51240, with a significance value (0.000) less than 0.05, indicating a statistically significant difference. Based on the data obtained, the researcher concludes that the ability in vocabulary mastery especially on action verb increased, they were also interested and motivated in the learning process.