Professional Documents
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Kornelia Rev Seminar 1
Kornelia Rev Seminar 1
THESIS PROPOSAL
WRITTEN BY:
i
APPROVAL SHEET
Student ID : 190307102
Approved by:
The Chair of English Language Education Study Program
Sijono, M.Pd
NIDN. 1115028901
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ABSRACT
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ACKNOWLEDGEMENT
Grateful to the Lord for guidance, kindness, and good health, the writer
would like to thank Jesus Christ sincerely for His blessings and mercies that
allowed her to begin and complete this thesis proposal research entitled ”The
Implementation of Total Physical Response for Teaching Vocabulary to Young
Learners At TK Santa Maria Sintang” through Classroom Action Research. It
dawns on the writer that she was greatly helped, advised, and suggested by the
number person when she was preparing this thesis proposal. This thesis proposal
would never have been created without the referral, counsel, and support of these
individuals. As a result, the writer would also like to sincerely thank and show her
appreciation to them, particularly to:
1. The writer would like to extend her sincere gratitude to her first and second
advisors, Henry Elisa, M.Pd and Tuti, M.Pd for their invaluable counsel and
insightful suggestions throughout the writing of this thesis proposal. Without
their assistance, the writer could not have finished this thesis proposal.
2. The English Language Education Chair and all lecturers in the STKIP Persada
Khatulistiwa Sintang English Study Program, who have provided knowledge
and inspiration for the writer throughout the learning process. Very grateful for
the guidance and assistance over the entire semester. The writer prays for God
to continually bless and grant all of the lecturers his grace.
3. In addition, the writer truly wants to thank her parents, who have always
supported her in completing her thesis proposal and given her boundless love
and affection in addition to sacrifice and prayer. Additionally, writer would
want to express the gratitude to her dear daughter, who has always been the
greatest inspiration to chase her goals. The writer grateful for prayers and
inspiration to help the writer complete her thesis proposal.
4. Thank you to each and every one of the writer's English Language Study
Program classmates for sticking together during the entire semester.
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5. Lastly, the writer would like to express gratitude to everyone who helped make
this thesis a reality. Although this proposal is far from ideal, it should
nevertheless be helpful to readers as well as writer.
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TABLE OF CONTENT
COVER ............................................................................................................. i
ACKNOWLEDMENT ..................................................................................... iv
F. Terminology ...................................................................................... 10
A. Vocabulary ......................................................................................... 12
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REFERENCES ................................................................................................. 49
APPENDICES .................................................................................................. 51
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CHAPTERiI
INTRODUCTION
In this section, the writer highlights the rationales for how the study will
A. ResearchiBackground
influence on how kids form their personalities. Since they will be the
country's future leaders and they need to stay up to date with society, children
should obtain an education. A person’s formative years are the most sensitive
formative years as it is the ideal period for kids to acquire the cognitive and
1
2
develop their futures in school. For children, this is crucial for both learning
basis for skill development, particularly for young learners. For young
communicate well with teachers and other students as well as for their
special care due of their unique qualities; therefore there are must have more
we must teach them the fundamental terminology. The teacher needs to get
ready to instruct the kids before moving on to the next phase. When teachers
offer English to their kids, they will encounter far too many challenges. The
students will receive something fresh and distinct from their native tongue,
Even if kids might not give it much thought, they nonetheless wonder why
they should call their mother instead of mama. Another issue is that, unless
their parents are English-speaking, they do not utilize the new vocabulary at
home
few reasons why young children learn more effectively. Young children have
more opportunities than adults and because their brains are more flexible
Thus, the main goal of teaching English in the early years of education
polyglots, therefore their offspring must learn two or three languages from
relocate to a different nation. Since English is not their native tongue in their
young learners, we should understand early on that a child's age should not be
to children at school so that they can more easily understand and learn
English.
The strategy used to teach English to young learners and how they learn
respond to language by thinking about what they can do with it or what they
should do. Young leaners have an advantage in that they are quick to copy,
activities their teachers have planned for them. These elements make it simple
to keep students' interest levels high and turn teaching English into a fun
Beside that there are four abilities that one must acquire when studying
writing, listening, and reading. Receptive language skills include things like
reading and listening. While speaking and writing are instances of useful
language abilities. Young learner are children who like to playing, the teacher
span.
children learn about their surroundings, explore new locations, and identify
unfamiliar individuals and things. Their favorite place to study and have fun
strategy that English teachers may employ. Using physical gestures, Total
demonstrating the target words such as run, leap, and throw to the class, the
teacher instructs them to copy their actions. Throughout the class, the pupils
comply with all of the teacher's instructions. This makes it possible to lay the
relieves them of pressure and makes them happy to learn new vocabulary in
6
English that they have never heard before or to listen to the language, which
they do not use for everyday communication with their families, friends, and
which they speak on a daily basis, is different and simpler than teaching them
may be highly helpful for teaching young learners because it respects their
spend as much time as needed before feeling ready to talk. It also reacts
for the easy integration of play and physical activity into language instruction,
outside of physical education classes, which benefits both the linguistic and
could be done to address the issues that were in TK Santa Maria, the writer
teacher and some students. Then the writer observed the learning activities. It
vocabulary. Writer found that learning activities not effective for the students
decided to use TPR (Total Physical Response) method to solve the problems
Physical Response will be used by the writer in this research, and it may help
using the TPR method can help kids acquire vocabulary more effectively. The
The use of media, the selection of techniques and approaches, and the
considered teaching strategies in this study. Essentially, the teacher use this
action, and then give student instructions to carry out the same activity.
B. ResearchiQuestions
questions as follows:
Physical Response?
C. ResearchiPurposes
formulated as follows:
D. ResearchiSignificancesi
The writer hopes that after finishes the research, there are some benefits
which useful both for teacher, student and other researcher in the future.
1. Theoretically Significance
This research can be used as the references for someone who wants to do a
2. Practically Significance
Beside the theoretical significance, the writer hopes this research is able to
readers.
1. The Teacher
2. The Student
Through the total physical response, the writer hopes that all
this method can make all students learn effectively because they
will get a new classroom environment and they will also help one
learn English.
3. School
E. LimitationiOfiTheiResearchi
A state on the research background and the research problem above, the
writer cannot possibly address every issue due to the larger breadth of this
research. As so, the writer restricts the study's scope. As stated in research
background and research question above here, the writer focuses on how
students at TK Santa Maria Sintang are expanding their English through the
F. Terminology
understood by other researcher and readers. There are some key terms that are
Young Learners.
1. Vocabulary
research the level that writer use is noun and high frequency word.
decreases stress levels and lowers student inhibitions. The goal of Total
method for learning new words that may be applied to both native speakers
3. Young Learners
becomes four or five years old. When they are seven, kids can start
primary school, marking the end of their schooling. At the transition phase,
young students are talkative. They are interested in exploring since they
are mobile and energetic as well. Ages 4 to 7 often exhibit the following
traits. They are: gregarious and ebullient, inquisitive and inquiring, and
vocal.
CHAPTER II
LITERATURE REVIEW
then in this part the writer is going to present some reviews of relevant
theories and studies that are about the Vocabulary, Total Physical
Response, Young Learners, and English for young learner and teaching
vocabulary
A. Vocabulary
In this part, the writer will explain the definition of vocabulary and the
p.73) vocabulary is about learning words, children are not only expected
to know the word but also they have to know what the meaning of that
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Vocabulary can be defined, roughly, as the words we teach in the
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13
just a single word: for example, post office, and mother in law, which are
made up of two or three words but express a single idea. One helpful
vocabulary is the tool we use think, to express ideas and feelings, and learn
about the world. It is said that vocabulary is used by people as the basic
all the words in language and which enhance the skill in language.
vocabulary really supports the young learners to learn the skill of the target
language.
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2. Level of Vocabulary
develops the language skills. The learners feel difficult if they are lack of
that the students who have good vocabulary mastery will have good
active and passive vocabulary. Active vocabulary refers to the word that’s
clearly by Harmer (1991: 109) in the language test, there are two kinds of
a. Active Vocabulary
b. Passive Vocabulary
someone to say something that help them recall the word meanings.
materials. They will find the meaning of the word when they read the
words in a text and will know the meaning of the unknown word on the
text.
3. Vocabulary Assessment
a. Meaning
their students that a word may have more than one meaning when used
in different context.
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b. Spelling
correctly.
c. Pronunciation
pronunciations.
d. Word Classes
semantic analysis, for example: Noun (father, car, John, hospital, Paris),
Verb (be, sing, drive, grow, think), Adverb (soon, then, there, recently,
e. Word use
Word use may also involve grammar and thus be the subject of
well as meaning
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aspects that must be considered. Piccolo cited in (Arda and Doyran. 2017.
students between the ages of three and eleven. Teaching English to adults,
or even teens, is not the same as this. Young learners are also unique social
respond to language based on what it does or what they can do with it.
Young learners have the advantage that they like to imitate and they are
often not aware of themselves and usually they are ready to enjoy the
activities that have been prepared by the teacher for them. These factors
Classroom commands such as stand up, sit down, open your book, etc. The
general. All or not given or even added with other material depending on
the ability of the learners and the teacher who knows better. The
deciding about the content and method of instruction is the age of students.
kindergarten age, who are likely to pick up a foreign language mostly via
works better with young learners. The students should feel that they are
winning and having fun altogether. Yet this should not be understood as
and the more fun the students have the better they will remember the
In this section the writer will explain some theories about definition of
Total Physical Response is the idea that any natural language in the world
teacher watch children pick up their mother language, teacher can see the
parents say. The parents' words also serve to favorably encourage the
replies. Children internalize and break codes throughout the months they
are unable to speak as they acquire the language. Following this phase,
kids may repeat the language on their own. The language teacher attempts
precedes speaking.
learning process allows for the easy integration of play and physical
new lesson builds on the ones before, the primary goal of the total physical
created in the 1980s and suggests that grammatical explanations are not
conversation.
even while it can help students achieve high competence levels and gain a
this approach is popular for teaching novices and works well for young
a song or tale, and eventually they take over from the teacher and issue
speaking, and children obeys orders with their body before responding
with words; Since affective factors play a major role in learning, educators
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excellent tools for teaching new language through total physical response
stories and competitive games are the steps in the teacher's interaction with
a. Raise your hand. Put your hand on your foot. Turn around. Put your
b. Put your hand on your elbow. Raise your knee. Turn around. Jump
d. Raise your hand. Walk backwards to the map, put your left hand on
e. Angie, hold the (stuffed animal) monkey with your right hand. Mario,
put your right elbow on the monkey’s head. Kim, put your elbow on the
monkey’s nose. Class, take out your (imaginary) cameras and take a
toward teaching and learning process. Total physical response has some
1) It is a lot of fun. Learners enjoy it, and this method can be a real
or words;
the class;
matter to have how many students you have as long as you are
across the meaning effectively so that all the learners are able to
Physical Response;
embarrassing.
e. Story-telling
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stages. In this case, the teacher's voice, actions, gestures, and common
Response. The teacher may be required to use pictures, regalia, slides, and
until the class internalizes them. First, the class watches as the teacher
gives a command and then has four volunteers carry out the matching
action in front of the class (command: Stand up). One by one, the new
(Stand up, sit down, turn around, jump, stop, walk), and the teacher often
modifies the order of orders while also modelling the relevant activities
beginning (open your eyes, close your eyes) but after some time they may
become more complex (I want the boys to put your hands up). A Total
compound task (take pen and paper, sit down, begin at the top of your
activities so that they can act out what they have heard. There is no
pressure on them to speak the foreign language. Before any learner can
creatively, she must feel the inner readiness to do so. When learners are
ready, they feel that the words of the language-sound and meaning
themselves. This inner readiness will develop gradually but inevitably with
C. Young Learners
In this part, the writer will highlight some important points such as the
different. We ought to take into account their growth as well. Some kids
grow more quickly, while others require more the present (Pribilova.
are considered young learners. They can be separated into two groups:
the younger group, which includes those aged 6 to 8, and the older group,
lower classes, such as first, second, and third years students, and upper
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classes, such as fourth, fifth, and sixth years students, depending on their
level. They were split into two groups, level one, "5-7 years old," and
level two, "8-10 years old," by Scott and Yterberg (1990. p.18).
from structures; instead, they are more interested in the meaning and
sing songs, or act out stories. As people age, so does their understanding
of language and the parts that make it up. When kids learn new words,
what it means.
everything.
on the stage, according to Scott & Ytreberg (2004. pp. 1-4). between the
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ages of 5-7; They can talk about what they are doing; they can tell you
what they have done or heard; they can plan activities; they can argue for
something and tell you why they think what they think; They can use
logical reasoning; They can use their vivid imagination; they can use a
concepts are formed. They have very decided views of the world; they
can tell the difference between fact and fiction; they ask question all the
time; they rely on the spoken word as well as the physical world to
convey and understand meaning; they are able to make some decisions
about their own learning; they have definite views about what they like
and do not like doing; they have a developed sense of fairness about what
first stage, meaning they can transmit meaning or will, and they can
suggests that even if students' cognitive abilities have grown at this point,
of young learner that you taught. Young learners have own special
their quality of teaching and learning process. On the other hand, children
are more enthusiastic than adults. They will be enthusiastic if they are
learning the language. They respond the language well through concrete
things (visual things) rather than abstract things. Physical movements and
teaching them requires different methods. The teacher should know and
D. Related Studies
There are three previous study conducted to observe the teaching and
learning vocabulary to young learners. The writer can make the comparison
among the teaching vocabulary used and the result of every method for the
student in the different schools and also the writer can make conclusion to
research. The data was analysed by using descriptive statistics, analysing the
scores of English vocabularies. The results showed that noun categories had
vocabularies that used by children were verbs (24.44 %), nouns (11.11 %),
while the children were still not capable in using adjectives (0 %). The results
learning for young learners. The activities are succcesful in motivating the
children to learn English. In two meetings which held for 15 minutes, which
are great achievement. It is not easy to teach foreign language to the children,
Based on the research result, it can be concluded that all children have high
vocabulary that mostly used by the children are verbs and noun. The students
Ade Eka Safitri (2017). Total Physical Response principles can increase
students’ vocabulary achievement. It can bee see from the fact that there was
at the fifth grade students of SDN 3 Mulya Asri. The students’ mean score in
improvement reached 15.60 points. In the pre-test, the highest score was 16,
the lowest score was 7. While in the post-test, the highest score was 30, the
lowest was 25. Relating to the previous researches about this topic, it can be
students did use correctly during teaching learning activity. At this research
there are 22 commands cannot be performed by all the students because those
words were low frequency (quite frequently used in daily activity) and the
writer only taught in once meeting which only 35 minutes to learn the words.
effective vocabulary learning. There was one principle which could not be
vocabulary, finally, the writer got some data. The following writer presents
the findings of the study that are divided into three findings: The material
learning process. the use of media is very needed to teach the purposes of
teaching and learning and it should be various. The using of media will
increase the probability that students will learn more and the knowledge will
retain better in their mind. There are some media used by the teacher in
From the third studies above the equation of these research with the
research, writer used qualitative data for the research; meanwhile in this
research the writer will conduct this research with Classroom Action
SDN 3 Mulya Asri, the difference can be seen from the population of the
Daar el-qolam 3, with the strategy that used by the writer through media
plays, in this research the writer will implement Total Physical Response
RESEARCH METHODOLOGY
The writer will outline the research methodology in this part. The
components of the research methodologies are research design, and subject of the
study, data collection technique and instrumentation and its data analysis.
A. ResearchiDesigni
learning from one another and from their experiences by doing action
research in the classroom. It is a way to figure out what makes the most
problems, collect and analyze data, then implement changes or action plans
based on the results. The term of action research always refers to process how
people interact with one another. What the researchers do in action research
was share a set of teaching practices which show beliefs, commitments and
the teaching and learning process in the classroom were used in this study.
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altering both the culture of the organizations, institutions, and societies that
interaction.
(2011. p.145), the goal of classroom action research for English education is
learning the language. If the right learning technique is offered, every student
improve teaching practice and achieve the learning goals (Pelton, 2010. p. 3).
In this case, the writer would improve students’ vocabulary mastery through
total physical response. The research started from the problems that found in
pre-observation.
classroom. Those data will be analyzed through some steps in the cycles. The
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form of the language and discourses, activities and practices, and social
process or the students' comprehension of the lesson. The writer in this study
At this point the writer will explain what the writer will do when
namely: planning, acting, observing and reflecting. In this part, the writer
will also explain what the writer will do in each of these sections.
p.227) there are four components in one cycle for doing classroom action
a. Planning
conducting research. In this case the writer will prepare the RPPM that
schools. The writer did this to ensure that the topics presented were in
writer will also prepare the tools and materials needed to support the
research. Writer will prepare songs and videos that will be used in
b. Acting
In this phase, the writer will start teaching based on the teaching
plan that has been prepared previously. In this section, the writer will
giving a simple warming up about human body parts. After that, the
writer will teach students the song and how to demonstrate the song that
using songs and how to demonstrate them, writer will also use videos
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that writer have prepared to ensure students can follow properly. After
that, the writer will ask students to demonstrate the song that they have
sung together. At the end, the writer will ask about the parts of the
c. Observing
responses. In this phase the writer will be assisted by the teacher who is
the collaborator of the writer in this study. In this phase, apart from
students' responses, the writer will also pay attention to how students'
responses method. The writer will also pay attention to the extent of
method.
d. Reflecting
based on the observations that writer made. In this section, writer will
consider what difficulties students find when using the total physical
reflection section, the writer will also improve all the shortcomings in
the writer and teacher will analyze which parts are the students'
B. TheiSubjectiofitheiStudy
Provinsi Kalimantan Barat. The main subject of this research comes from TK
B class, it is consist of 12 students they are 3 males and 9 females. This class
will use as the subject because class had difficulty in learning English
vocabulary.
C. DataiCollectioniTechniqueiandiInstrumentation
1. DataiCollectioniTehcniquei
uses to seek and collect the data that it can be dire and indirect data. Base
on the purpose of research, the data collection technique that will use in
documentation.
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a. Observation
events, and interactions that occur (Efron & Ravid, 2013. p. 68). In this
case, the observer observed the learning process which includes all
activities that students and the teacher did in the classroom. In this case,
students which aimed to know activities that the students did in the
method was to get the information about teaching and learning activity
in the classroom. The results were used to identify the problems in the
acting and observing stage, the results were used to describe the
students’ and the teacher’s behaviors and the problems that occurred
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b. Interview
with one or more statements (Tomal, 2013. p. 37). The writer will do
the interview to the student. For the student the writer will use
interview guideline.
c. Measurement
skills and behaviors of individual and group (Tomal, 2003, pp. 70-71).
2. Instrumentation
Based on the data collection techniques that uses in the research, the
writer is going to use the tools to support the writer collect the data. The
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a. Observation Checklist
which is always present to the class during the teaching and learning
process. The observation checklist contains about the writer and the
b. Field Note
Field note will be used to record all events that happen during the
classroom activities. Field note can be a tool for gathering the data
about teacher and student activities in the teaching and learning process.
The writer will make a note to evaluate the process during the action
c. Interview guideline
The interview guide helped the writer to gather the data about the
d. Test
D. DataiAnalysis
Data analysis describes about the step of how the writer is implementing the
technique in order to gather the data in the research. The classroom action
research is use both of qualitative and quantitative data. The whole point of
After collecting the data, the next step of the research was analyzing the
explanations, and conclusions about the research (Efron & Ravid, 2013,
p.165).
The main purpose of this research is to find out the suitable technique to
be use in teaching English to Young Learners and the writer will use to Total
Physical Response method to improve their English Lesson. The writer will
analysis the data from the action and then reports the findings. Qualitative
data is use to describe the process during the action with data condensation,
data display and verification. Quantitative data is use to know the result after
the implementation of the total Physical Response, and how the student’
improvement after the action. Quantitative data means declaring the data in
numeric form but quantitative data are expressed in the form of observations
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The data from observation are describe in qualitative way, while the
data from the students’ test calculated using quantitative data. Below the
1) Observation
following formula:
Rating
No Aspect Indicator
1 2 3 4
warming up
physical response
activity
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While, observation sheet for students used rating scale type. Rating
happened. Response choices ranged on this rating scale are divided into
point 2 and strongly disagree or point 1 (Efron & Ravid, 2013, pp. 96-
2) Test
The writer will use a test to know whether teaching and learning
from the subjects, first of all, the writer used the rubric score as follows:
Aspect Score
1 2 3 4
English properly
pronounce
English properly
spelling
words 10 words
To find out the conclusions from the scoring rubric, the writer will
In scoring the students test if the students can get score more than
3) Criteria of success
research was when the students respond positively toward the applying
writer needed the criteria of success to find out whether the cycle is
whether to do the next cycle or not so the writer can do repairs. The
No Indicator instrument
If 75% of students have very good a. Observation sheet
responses toward the applying b. Field note
1 total physical responses and they c. Interview guideline
are active in the teaching and
learning process through TPR
If 70% of students achieve the test
2 minimum score or the test of the
students achieve average score
REFERENCES
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Arda, S., & Doyran, F. (2017). Analysis of Young Learners' and Teenagers'
Attitudes to English Language Learning. International Journal of
Curriculum and Instruction, 9(2), 179-197.
Burns, A. (2009). Doing action research in English language teaching: A guide for
practitioners. Routledge.
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Creswell, J. W. (2014). In Educational research: Planning, conducting, and
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Efron, S., & Ravid, R. (2013). Action research in education. New York: The
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Harmer, Jeremy. 2007. How to Teach English. Pearson Education.
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Hudelson, S. (1994). Literacy development of second language children.
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Appendix 1
OBSERVATION CHECKLIST
Cycle/meeting :
Day/Date :
Time :
School :
Theme/subtheme :
Rating
No Aspect Indicator
1 2 3 4
warming up
51
Students act like teacher when
physical response
activity
52
Sintang, 2024
Observer
Yuliana Sumiati,
S.Pd
Appendix 2
SCORING RUBRIC
53
Cycle/meeting :
Day/Date :
Time :
School :
Theme/subtheme :
Aspect Score
1 2 3 4
English properly
pronounce
English properly
spelling
words 10 words
54
Peneliti
Guru Kelas
Appendix 3
Interview Guideline
55
For Student
Name :
Class :
Day/Date :
3. Do you have any problem during learn English through Total Physical
Response?
4. Can you get the new vocabulary through Total Physical Response?
Sintang, 2024
Interviewer
Appendix 4
FIELD NOTE
56
Cycle/meeting :
Day/Date :
Time :
School :
Theme/subtheme :
Activities Description
Pre- activities
Main activities
Post activities
Sintang, 2024
Observer
Yuliana Sumiati,
S.Pd
57
Appendix 5
Fase Pondasi : TK B
Minggu/Semester : 6-7/1
Bulan/Tahun : Mei/2024
1. Tujuan Kegiatan
Mengenal anggota tubuh
Melakukan gerakan motorik halus
Anak menunjukkan rasa ingin tahu pada berbagai hal tentang anggota tubuh
Mengetahui anggota tubuh
Menumbuhkan rasa cinta terhadap diri dan sesama
2. Topik : Anggota Tubuh
58
bagian atas yang ditonton bagian bawah anggota tubuh
Alat dan bahan Menonton Bernyanyi Menonton video Bernyanyi Menonton video Bernyanyi
video bersama sambil dan bernyanyi bersama
memperagakan
Mengetahui,
Kepala Sekolah TK Santa Maria
59
HEAD
Appendix 6
LEARNING ACTIVITIES
Indicator
No. Aspect
Teacher Students
teacher
attendance
the teacher
60
b. Teacher ask the b. Students begin to
to their foot
teacher invites
teacher demonstrate.
61
demonstrate part of teacher
sing a song
enthusiastically watch
of body and
demonstrate it.
it
62
show them up in front of body.
of class
by the teacher
English
Peneliti
63