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and Literature) 

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1 
 

HE USE OF CARD GAME AND TOTAL PHYSICAL RESPONSE 
(TPR) METHOD TO IMPROVE DEAF STUDENTS’ ENGLISH 

ACHIEVEMENT AT SLB-B PERTIWI  PONOROGO 
                                     

Septian Eka Pratiwi, Pryla Rochmawati. 
Institut Agama Islam Negeri Ponorogo 

 
septianekapratiwi@gmail.com 

 
Abstract 
 
 Deaf students are having challenge in understanding language especially English 
language as third language. The difficulty of the students is  to understand new vocabulary 
without the visual media. Besides that, the teacher seldom uses sign language and 
approaches to every student in teaching-learning process. In order to make students easily 
in learning English language, Some possible ways should be applied by using card game 
and one of method by using total physical response (TPR) method. Card game is a tool 
applied in learning process which helps student to remember new vocabulary by using 
picture and total physical response (TPR) is teaching method that can be applied to 
practice student motor activity. This research aimed to improve deaf students’ 
achievement by using card game and total physical response (TPR) on eleventh grade at 
SLB Pertiwi Ponorogo. In this research, researcher formulated the problems are: 1) How 
can card game and total physical response (TPR) improve student’s activeness in English 
class at SLB Pertiwi Ponorogo?. 2) How can card game and total physical response (TPR) 
method improve deaf students’ achievement at SLB Pertiwi Ponorogo?. The design of this 
research was classroom action research. It included two cycles to enrich deaf student 
English achievement. Each cycle covered four steps: planning, acting, observing and 
reflecting. The data were collected by observation, interview and documentation and 
vocabulary test.The result of the research showed that the students improve their 
achievement in two cycles. Students’ activeness improve significantly at 33,33% to 
83,33% at the second cycle. Furthermore, there is improvement at students’ vocabulary 
mastery 66,67 % first cycle to 100% at second cycle.Based on result of the research, it can 
be concluded that the implementation of card game and total physical response (TPR) 
method can improve student’s English achievement.  

 
Keyword: Card Game, Total Physical Response (TPR) Method, and Deaf Students’ English 
Achievement. 

 
INTRODUCTION 
       Deaf students have difficulties in some skills especially for hearing and interact 
each other.  According to Peter Westwood the degree of hearing loss influences the 
degree of difficulty the student will have in learning from auditory methods   of 
teaching. A priority goal in the education of all students  
 
 

mailto:septianekapratiwi@gmail.com


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with impaired hearing it to advanced their language and literacy skill as much as 
possible.1 
       Language is a systematic means of communicating ideas or feelings by the use 
of conventionalized signs, sounds, gestures, or marks having understood 
meanings.2 Actually, the students use sign language for interaction  during learning 
process in the classroom. In every nation, sign language is developed variously 
based on the sign used in daily. So, sign language  is different based on the 
grammatical language and vocabulary in every nation. 
       The teacher uses Indonesian sign language  in learning process. He has 
difficulties in understanding language, especially for deaf students who get deaf 
since they were born. It supports the prediction that the readers who are deaf and 
do not speak well will have difficulty reading.3  In primary school, the teacher using 
signs can accelerate the child’s understanding. It had been an experience that ‘the 
flowing movements of sign seem to assist the speech patterns’.4 It applied  in 
senior high school  of SLB  to helps students understand the lesson. Sign language 
has its own grammar, vocabulary, and literature used just as a spoken language.5 In 
Sign language, students who are deaf use expression and body language to 
construct what they informed. So, sign language as an aid is to improve students 
skill during the learning process. 
       Gesture language also helps the teacher to communicate the material of 
education.  The gesture is designed to help the student understand the message.6 
When it uses by hearing children, we can easily distinguish gestures from words. 
        The teacher who teaches in SLB has a particular skill for teaching the students, 
especially in communication language. The classroom is not interesting because of 
some factors such as teachers seldom use the various method of teaching,  besides 
that teachers have a limitation in using sign language. So,  the teacher does not get  
participation from the students. 
        Based on the observation at SLB Pertiwi Ponorogo, the researcher found that 
the students are not interesting in learning the English language because the 
teacher seldom used visual aid to explain the lesson. Besides that, The  teacher 
usually taught  the English lesson by giving the meaning of the word. Besides that, 
the teachers always give exercises without the explanation of material. It  had done 
the teacher because the teacher has low skill in Indonesia sign  language. So, the 

                                                           
1 Peter Westwood, What Teachers Need Know About Teaching Methods(Australia: ACER 

Press, 2008), 50. 
2 H. Douglas Brown, Principles of Language Learning and Teaching, 5th ed (White Plains, NY: 

Pearson Longman, 2007), 6. 

3 Marc Marschack and Praticia Elizabeth Spencer, The Oxford Handbook of Deaf Studies, 
Language, and Education, Vol.2 (New York : Oxford University Press, 2010), 288. 

4 Jenny Frouded, Making Sense in Sign : A Lifeline for a Deaf Child ( Britain : Cromwell press, 
Ltd, 2003), 26. 

5 Tammy  Gallion, Improving Vocabulary Comprehension for Deaf or Hard of Hearing 
Students (Marshal University Press: Marshal University Scholar, 2016), 12-13. 

6 Arthur M. Glenberg and Michael P. Kaschak.”The Body’s Contribution To Language”. In 
The Psychology of Learning and Motivation, ed. Brian H. Ross (United Stated of America : Academic 
Press, 2003), 111. 



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student  was hard to get what teacher taught.7   The observation provides that the 
teacher who  are teaches  in  SLB  have to know  the approach  during teaching-
learning process. 

 One of the approach in teaching  deaf student is giving deaf reader a full and 
accurate picture of what reading is all about.8 It be a  practice  for deaf student to 
understand the text themselves.  The students also interested about the material of 
the lesson. So, student  can study the material by giving the meaning of  the picture.  

Based on the interview with an English teacher at SLB Pertiwi Ponorogo, The 
teacher makes the English test depend on students’ grade English skill and their 
awareness. The aim of the teaching English at SLB  is to understand the English 
language as second language. The curriculum of the special school is 2013 
curriculum. The focus of teaching English is  help the student to get vocabulary and 
giving knowledge about the grammar of English Language.9  

Felder and Solomon assert that the four dimensions of learning style are 
visual-verbal, active-reflective, sensing-intuitive, sequential-global.10 Based on the 
dimension of the learning style, the teacher have to know how to teach the 
students. The deaf students  as visual-verbal learners because they are loss hearing 
so they get knowledge from visual media.  Besides that, the visual learners 
remember best what they see pictures, diagrams, flowcharts, timelines, films, and 
demonstrations.  Students who are verbal learners get more out of words written 
and spoken explanations.11 So, the researcher uses picture media in the learning 
process.  

Teachers always use a picture or graphics-whether drawn, taken from books, 
newspapers, and magazines, or photographs to facilitate learning. Pictures of all 
kinds can be used in a multiplicity of ways, as show drill, communication games, 
understanding, ornamentation, prediction, and discussion. One of the most 
appropriate uses for pictures is in the presenting and the checking of the 
meaning.12 

Teacher also uses  game to  teach  English learning  in group or every person. 
The game is properly organized, and to act as an intermediary between learners 
and the teacher. Games also help the teacher to create contexts in which the 
language is useful and meaningful.13 The kinds of game for learning language  is 
matching game, board game and  g The game language for the deaf student is card 
game to interact and giving understanding the English Language. 

                                                           
7 Observation at SLB Pertiwi, Ponorogo, on  October 10 th 2017. 
8 Marc Marschark, Harry G. Lang and John A. Albertini, Educating Deaf Students from 

Research to Pratice, (New York: Oxford University Press, 2002), 166. 
9 Interview with English teacher at SLB Pertiwi, Ponorogo, on February 1 th 2018. 
10  Marc Marschark,et.al., Don’t Assume Deaf Students are Visual Learners , (Online), 

2016,(http://crossmark.crossmef.org/dialog/?doi=10.1007/s10882-016-9494-0&domain=pdf, 
accessed on December 15 th 2017) 

11 Ibid., 
12 Jeremy Harmer, The Practice of English Language Teaching, Third Edition (San Francisco: 

Longman, 2007), 134-135. 
13 Adrew Wright, David Betterdge and Michael Buckby,  Game for Language Learning, Third 

Edition. (New York: Cambridge University Press, 2005), 3. 

http://crossmark.crossmef.org/dialog/?doi=10.1007/s10882-016-9494-0&domain=pdf


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The card is useful for matching activities, where students have to find 
another student in the class with a similar card or one that has the answer to the 
question on his or her card. The student can each be given word cards to hold in 
front of them and then be asked to move around until students form a line where 
all the cards together form a question or a sentence.14 

The card game is one of the kinds of education game. Card game usually 
offers the fascinating challenges that the player may ever encounter. During the 
course of play, the player uses strategy, memory, cunning, and a whole host of 
other qualities to put together the best hand possible (or to bluff with the worst 
hand out there).15 The card game will help deaf students in understanding the 
English language by using pictures and game. By relaxing condition, the student 
can input the material of the English language easily.  

 Generally, the deaf students need more time to develop their brain than 
normal children because of students’ environment is not support on their 
development. Their input is lower than normal children in the learning process. So, 
teachers have to use teaching method which focuses on motor activity to improve 
their communication and the mental. TPR is a language teaching method built 
around the coordination of speech and action; it attempts to teach language 
through physical (motor) activity. 16  TPR is right-brain learning. The TPR 
classroom, then, was a great deal of listening and acting.17 The students are 
understood and response what the teacher instructs attentively. This method helps 
the teacher to improve student activeness in the learning process.  

Based on the explanation, the researcher wants to portray card game and 
total physical response (TPR) method to improve deaf students’ English 
achievement at SLB-B Pertiwi Ponorogo. 
 
METHODS 

In this research,, the researcher applied  Classroom action research.This 
research intended to improve student’s skill   in English class and their activeness  
in  teaching-learning process by card game and total physical response (TPR) at 
SLB-B Pertiwi Ponorogo. Ebbutt asserts that action research as a systematic study 
that combines action and reflection with the intention of improving practice.18  It 
helps researcher to get solution for improving  students’ achievement. Zuber-
Skerritt asserts that ‘the aims of any action research project or program are to 
bring about practical improvement, innovation, change or development of social 
practice, and the practitioners’ better understanding of their practices’. 19 
Classroom action research involves teacher in their classroom. It also involves 

                                                           
14 Ibid., 140-141. 
15 Barry Rigal, Card Game for Dummies (Canada: Willey Publishing Inc, 2005), 1. 

 16Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching 
(United of state America: Cambidge University Press, 1999),  87. 
 17Cantoni, Gina P, Using TPR-Storytelling To Develop Fluency and Literacy in Native 
American Languages (  US: Educational Resources Information Center (ERIC), 1999), 54. 

18 Louis Cohence, Research Methods In Education (New York: Taylor& Francis e-Library, 
2007), 298. 

19 Ibid,. 



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groups of teachers examining common issues. The aim of this action research is to 
improve classroom practice or to improve practices in the school.20 It implied to 
this research to improving students’ English achievement.  
 According to Kemmis and McTaggart, who are major authors in this field, AR 
typically involves four broad phases in a cycle of research. The first cycle may 
become a continuing, or iterative, spiral of cycles which recur until the action 
researcher has achieved a satisfactory outcome and  the research time to stop.21 
the procedure of the classroom Action Research (CAR) covers fourth components, 

there are as plan, ,action, observation and reflection.  The second data is 

quantitative by calculating the students’ answers of multiple choice test and 

written test. The average score of the test and percentages of students score 

wether they achieve the minimum mastery criterion (KKM) or not through the 

formula. The data from test from test was analyzed by using calculating the mean 

the formula:22 

   
   

 
 

Note: 

 X: Mean 

∑: Sum The score 

n: Total Numbered if the student 

f: Frequently 

X: Total Score 

                                                           
20Donald Ary, et al, Introduction to Research in Education (Canada: Nelson Education, Ltd, 

2010), 515. 
21  Anne Burns, Doing Action Research in English Language Teaching: A Guide for 

Practitioners( New York: Routledge, 2010),9.  

22 Retno Widyaningrum, Statistik Pendidikan ( Ponorogo: STAIN PO Press, 2007), 20-49. 



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 It is also analyzed by using percentage as follows 

  
 

 
      

Note: 

 P: Percentage 

f: Frequency of answer 

n: The number of respondent 

FINDINGS 
The descriptions of the classroom action research process of each cycle follow: 

1. Cycle 1  
a. Planning  

For the first cycle, the researcher planned everything that needed for the 
researcher. Based on the observation in teaching-learning process, the researcher 
prepared treatment in improving students’ vocabulary and writing skill of eleventh 
grade. The activities  were done in these  method points  as follows: 

1)  Make a lesson plan based on the theme. 
The teacher made lesson plan as the foundation for teaching-learning 

process. The teacher prepared subject matter, manage time, choosing of 
determining of the evaluation system, determine of study source, prepare the tools 
to support teaching learning process etc. The researcher prepared the lesson plan 
for the first cycle with “ Make a Plan “ as the theme. 

2) Prepare the material 
The material used was the dialogue text about “ activities”.  Besides that, 

the researcher gives the future tenses material. It was copied as many as 6 pieces 
for students’ text and students’ worksheet. 

3) The researcher prepared the research instruments 
4)  The teacher made evaluation instruments to know students’ development such as 

: 
a. Observation sheet which would be used in observing the research. 
b. Field note which would be used to note the situation when students do the activity. 
c.  The teacher gave evaluation formed written and multiple choice assignment. This 

assignment worked by each student. 
 
 
 
 



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b. Acting  
  For the third meeting, the researcher did some activities. The researcher 

came into the classroom and ascertained all students watch the researcher in front 
of the class. Then the researcher greeted by using oral language clearly. The 
researcher gave explanation about activities.the researcher ask to give some the 
example of the activities.  Students rewrote the dialogue on the whiteboard and 
translate  every word  together.  The researcher explained the picture and the 
vocabularies of the activities. The researcher ask to  repeated the vocabularies by 
observing the researcher which use oral language. 

The resesrcher explained the  future tense one by one the formation of the 
future tense. The researcher ask to student to make  the example of the sentence 
by using future tense on the whiteboard. The reseacher asked to make a grup 
which conducted 2 students and  matched the picture card and word card. The 
time to work was 8 minutes. If   the grup was finished, the researcher asked to 
student rised their hand and submitted their worksheet.  The researcher reflecting 
the students’ working. 

The researcher gave a written test about future tense. The times was 10 
minutes. After that, the researcher giving  multiple choice test about the material of 
the day. The time was 20 minutes. The researcher reviewing about  all material 
which would be teach to students  that day.Then, the  researcher ascertained 
students to watch the researcher and then the researcher greeted  to students to 
close the teaching-learning in the classroom. ( look appendix 1) 

c. Observing 
During  in the classroom, the researcher observe  and made some notes about 

class situation and student activeness during the teaching-learning process. The 
researcher got the result of the students achievement as their comprehension of 
the material and activeness in learning writing and vocabulary using TPR method 
and card game. The result of observation in the first cycle  explained  as follows: 

 
1) Observation sheet 

 
Table 4.1 

Result of The Observation sheet in Cycle 1 

No Aspect of being observed Yes No Notify 

1 writing activities       

2 vocabularies activities       

3 discussion with the pair       

4 the class is active       

5 
Following the teaching-learning 
process well       

6 getting the passiveness         
 
              The researcher found that the students response on instruction to make a 
pair for discussing the material. Students also see the students’ explanation during 



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teaching process but they did not give feedback to get understanding the material.  
In the cycle 1, the researcher found that students’ vocabulary is limited. So, the 
classroom was not active to ask the answer to the material.  

In another side, the researcher found the result of the observation in cycle 1 
in the following: 

Table 4.2 
The Result of Students’ Activeness Observation in Cycle 1 

No Name 

Aspect of 
Variable 

A P 

1 Dicky Cahyo Gumelar      

2 Muhammad Faisal Amin 
 

  

3 Niamul Tamami   
 4 Rifa Bela Rafsanjani     

5 Safitri     

6 Subekti Lulus Raharjo     
Notes: 

A: activeness: students are smart and fast response to doing teacher’s instruction 
in the learning process. 
P: Participate: students follow another student without have an idea. 
          Based on table 4.1, the researcher found that the participation of the student 
was low. It provided that  2 of 4 students were active during learning process.  
 
2) Test  

The researcher measured students’ achievement used multiple choice test 
about the activities.  The teacher asks the students to answer by choosing one of 
the multiple answers. The KKM is 70. If the result of the test is same or up to 70, 
the student was achieved.  On the other way, If students’score is under to 70, the 
student was not achieved.  

Table 4.3. 
The Test Result  of  Test in Cycle 1 

NO NAME 
SCORE 

Note 
KKM SCORE 

1 Dicky Cahyo Gumelar  70 96 Achieve 

2 Muhammad Faisal 
Amin 

70 80 Achieve 

3 Niamul Tamami 70 76 Achieve 

4 Rifa Bela Rafsanjani 70 66  Not 
Achieve 

5 Safitri 70 73 Achieve  

6 Subekti Lulus Raharjo 70 63  Not 
Achieve  

Total Finish 454 4 

Percentage  
 

66,67% 



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In table 4.3, the researcher found that 2 of 6 students are not achieving 

because they get a score below the KKM. So, the researcher has to improve 
students’ skill to get score more than KKM. 

d. Reflection 
Based on the observation in the class,  the student still confused about what 

would they do in class.  They always do not to pay attention the teacher to know 
teacher’s instruction. Automatically, the class was passive because  student have 
limited vocabulary to understand the english language. So, the  teacher  need to 
guide student one by one for understand the material and vocabularies.  

Based on the table above,  it can be state that student progress record 
increased when taught by using  TPR method and card game in cycle one. The 
result of observation on students’ activeness and participate did not show maximal  
score. The evaluation result of students’ vocabulary was poor. 2 of 6 students were 
active in learning process, 4 studets were participate but they have achievement. 
So, any students still not yet success.  Teacher should monitor students’ discussion 
intensively and give clearly reinforcement for the better result. Besides that, There 
were 3 students  who got more than 70 and 3 students who got under 70. It means 
that the students’ progress record is under the criteria of succes. So, the researcher 
want continues to the cycle 2 

 
2. Cycle 2 
a.  Planning  

In this stage, the researcher planned a better planning to solve the problems in 
the previous meeting. The meeting in the cycle was one meeting. The activities 
were same with the first cycle, the differences than cycle 1 is giving attention and 
explanation for every student. Besides that, the students ask to give  instruction so 
that students focuss on the material. The activities was explain in the following : 

1) Make a lesson plan based on the theme. 
The teacher made lesson plan as the foundation in teaching learning 

process. The teacher prepared  subject matter, manage time, choosing of 
determining of the evaluation system, determine of study source, prepare the tools 
to support teaching learning process etc. The researcher prepared the lesson plan 
for the first cycle with “Make a Plan “ as the theme ( look the appendix 1) 

2) Prepare the material 
The material used was the  dialogue text about “ activities” and for the next 

material is future tense. it was copied as many as 6 pieces for students’ text and 
students’ worksheet. 

3) The researcher prepared the research instruments 
4)  The teacher made evaluation instruments to know students’ development such as 

: 
a. Observation sheet which would be used in observing the research. 
b. Field note which would be used to note the situation when students do the activity. 
c.  The teacher gave evaluation  formed  written and multiple choice assignment. This 

assignment  worked by each students. 
 



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b. Acting  
For the  third meeting, the researcher did some activities. The researcher 

came into the classroom and  ascertained all students watch the researcher in front 
of the class. Then the researcher greeted by using oral language clearly. The 
researcher gave explanation about  the activities. The researcher ask to give some 
the example of the activities.  Students rewrote the dialogue on the whiteboard and 
translate  every word  together. The researcher explained the picture and the 
vocabularies of the activities. The researcher ask to  repeated the vocabularies by 
observing the researcher which use oral language. 

The resesrcher explained the  future tense clearly. The researcher ask to 
student to make  the example of the sentence by using future tense on the 
whiteboard. The reseacher asked to make a grup which conducted 2 students and  
matched the picture card and word card. The time to work was 8 minutes. If   the 
grup was finished, the researcher asked to student rised their hand and submitted 
their worksheet.  The researcher reflecting the students’ working. 

The researcher gave a written test about future tense. The times was 10 
minutes. After that, the researcher giving  multiple choice test about the material of 
the day. The time was 20 minutes. The researcher reviewing about  all material 
which would be teach to students  that day.Then, the  researcher ascertained 
students to watch the researcher and then the researcher greeted  to students to 
close the teaching-learning in the classroom. (look appendix 2) 

c. Observing 
During  in the clasroom, the researcher observe  and made some notes about 

class situation and student activeness during the teaching-learning process. The 
researcher got the result of the students achievement as their comprehension of 
the material and activeness in learning writing and vocabulary using TPR method 
and card game. The result of observation in the second cycle  explained  as follows: 

1) Observation sheet 
Table 4.5 

The Result of The Observation Sheet In Cycle 2 

No Aspect of being observed Yes No Notify 

1 writing activities   
 

  

2 vocabularies activities   
 

  

3 discussion with the pair       

4 the class is active   
 

  

5 
Following the teaching learning 
proccess well       

6 getting the passiveness         
   

The table 4.5 explained that there are a changing  in every aspect of the 
observation after revised the planning of the research. the researcher found that 
the classroom was more be active  to the material of the lesson. 

In another one, the observation of students’ participation get improvement 
than cycle 1. It explains on the table  4.6.  

 
 



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Table 4.6. 
The Result of Students’ Activeness Observation in Cycle 2 

 

No Name 
Aspect of 
Variable 

A P 

1 Dicky Cahyo Gumelar   
 

2 Muhammad Faisal Amin   
 

3 Niamul Tamami   
 

4 Rifa Bela Rafsanjani   
 

5 Safitri   
 

6 Subekti Lulus Raharjo   
 

 
 
Notes: 
A: Activeness : students are smart and fast response to doing teacher’s instruction 
in learning process. 
P: Participate  : students are  follow another student without have an idea. 

2) Test  
        The researcher  measured  students’ achievement used multiple choice test 
about the activities.  The  teacher ask the students to  answer by choosing one of 
the multiple answer. The KKM is 70. If the  result of the test is up or same in 70, the 
student was achieved. If the students get score under KKM criteria, the student was 
not achieved. 
 

Table 4.7. 
The Test Result  of Cycle 2 

NO NAME 
SCORE 

NOTE 
KKM SCORE 

1 Dicky Cahyo 
Gumelar 

70 100 Achieve 

2 Muhammad Faisal 
Amin 

70 80 Achieve 

3 Niamul Tamami 70 100 Achieve 

4 Rifa Bela Rafsanjani 70 93 Achieve 
5 Safitri 70 83 Achieve  

6 Subekti Lulus 
Raharjo 

70 73 Achieve  

Total Finish 529 6 
 

         Based on the table 1.7,  it was  better result than cycle 1. All students get 
achieve and get the score up to the KKM . It means that the use TPR method and  
card game in learning english language was success to improve their brains’skill 
and English skill. 



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d. Reflection 
       Based on the observation in the class, the students more anthusias to attend in 
learning process. They were active to answer  the teacher’s question when teacher 
tried to ask the example of the activites in the whiteboard. Besides that, There 
were 6 students  who got more than 70. It means that the students’ were succes  by 
getting  score more than KKM. 
DISCUSSION 
         After the data had been collected, the research analyzed the data. Analysis 
data is the process of interpreting data which has purpose to manage the 
information as its functions till has the correct meaning with the suitable purpose 
of the study.23 Besides that, analysis data is break the data into manageable units, 
and discovering what is important and what is to be learned, and the data obtained 
from the result or responses from teaching activities by using TPR method and 
card game. The results of analyzing was to see whether the implementation of TPR 
method and card game is successful or not. So,the decision is made whether the 
implementation or continue the next cycle. 
         The data from the test is analyzed by using calculating the mean, the formula 
is.24  
 

   
   

 
 

Note:  
 X: Mean 
∑: Sum The score 
n: Total Numbered if the student 
f: Frequently 
X: Total Score 
 It is also analyzed by using percentage as follows: 
 

  
 

 
      

Note: 
 P: Percentage 
f: Frequency of answer 
n: The number of respondents 
To interpret students’ score, the researcher used ordinal scale as the measurement 
tool to determine students’ vocabulary skill. The criteria of students’s score as 
follows: 
90-100 = very good 
80-89  = Good 
70-79  = Fair 
60-69 = low/ remedial 

                                                           
23 Prof. Dr. H. Wina Sanjaya, M. Pd, Penelitian Tindakan Kelas (Jakarta: Kencana Prenada 

Group, 2009) 26. 
24 Retno Widyaningrum, Statistik Pendidikan ( Ponorogo: Stain Ponorogo Press, 2007), 49. 



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13 
 

0

20

40

60

80

100

cycle 1 cycle 2

activeness

participation

test result

50-59 = remedial 
 Formula of Mastery Learning : 
Mastery learning   = number of students who achievement KKM x 100 
      Number of students 
 The criteria of students’vocabulary at eleventh gradeof SLB-B Pertiwi is said 
imptove if the mean of students in the second cycle is higher than the mean score 
of students in the first cycle and soon. 

The researcher conducts the research in two cycles. By using TPR Method 
and card game, the research’s result had established that there are a significance 
improvement in students’ activeness and achievement. It can be seen in diagram 
below, as follow: 
 

 
 
 
 
 
 
 
 
 
 
 

Diagram 5.1  
The Percentage of Students Activeness and Achievement 

1. Sudents’ Activeness 
Based on the responses’ students  in learning process during in two cycles, 

the researcher find out the improvement in the students activeness. It can be seen 
in a table below : 

 
 

Table 4. 13 
The Student Activeness in Cycle 1 and Cycle 2 

Cycle 
Students’ Activeness Students’ Participation 

Students Percentage Students Percentage 
Cycle 1 2 33,33% 4 66,67% 
Cycle 2 4 83,33% 1 16,67% 

 
 In table  1.9, the  researcher  found that   there are 2 student are active and 4 

student are participate in cycle 1. The students’s activeness is 33% and the 
students’ participation  is 66%.  In cycle 2, the researcher found 5 students are 
active in the class. The percentage of students activeness in cycle 2 is 83,33%. It 
proved that the students’ activeness is rising from 33% to 83,33%.  

2. Students’Achievement 
The researcher also also observes students’ achievement bu using multiple 

choice test. Based on th students achievement, the researcher find out that there 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 1, 2021  
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14 
 

cycle 1

cycle 2

are 66% of students who passed in the cycle 1 and the amount of passed student in 
the cycle 2 increase well enough become 100%. In can be explained in the table as 
follows: 

 
Table1.4.14.  

The Students’Achievement in Cycle I and Cycle II 

Cycle 
Students’Achievement 

Total of 
Students 

Percentage 

Cycle 1 4 66,67% 
Cycle 2 6 100% 

 
It also provided that there was improvement from cycle 1 to cycle 2 in the 

criteria result of vocabulary test. The researcher found two students got  good very 
good score, two students got good score and two students got fair score in cycle 
one.  The other one, there are three students got very good score, two students got 
good score and one students got fair score. 

 
 

 
 
 
 
 
 
 
 
 
 
 
 

Diagram 4.2 
The  Result of vocabulary Test Based on Score Criteria  

 
The researcher concluded that the use of TPR method and was able to 

improve the students  vocabulary and writing achievement for eleventh grade 
students of SLB-B Pertiwi Ponorogo. 

 It supports that the history of the total physical response based on premise 
that the human brain has biological program  for acquiring any natural language on 
the earth-including the sign language of the deaf. The process is visible when the 
researcher observes how infants internalize their first language. It looks to the way 
that children learn their native language.25 

                                                           
25 Nining Pujiningsih, “Improving Students’English vocabulary by Using Total Physical 

Response”, ( Thesis, Sebelas Maret University, Surakarta,2010) , 26. 



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15 
 

 In another one, games are important in teaching vocabulary because they 
highlight the necessary and important word to achieve the objectives of the 
game.26  Besides that, games create a fun and relaxed atmosphere where young 
learners could learn fast and retain word better.27Vernon also argued that games 
are an effective tool to teach vocabulary to young learner.28 Children participate 
and pay more attention because they enjoy themselves and the classroom and feel 
and doo better during and after the game.repeetation will be less boring and fun 
for children to which consolidates their lesrning of new words. 

From the action in cycle 1 and cycle 2, the researcher found the strength 
and weakness of the TPR method and card game. 

a. The Strengthness of  Card Game and Total Physical Response (TPR) method 
1) Card Game 
a) Student more actively to understanding the material especially vocabularies by 

using picture media. 
b) Students are enthusiastic to  doing the game  and discus with other students about 

the vocabularies. 
c) The  card game help students to remember the vocabularies easily. 
2) Total Physical Response (TPR) method 
a) The students more focus on teacher’s instruction and do it quickly. 
b) the students always give active response during teaching-learning process.   
b. The Weakness of Card Game and Total physical response ( TPR) method 

On applying total physical response(TPR) method, the researcher found that 
the student sometimes confuse when  the teacher  give instruction in fast speaking. 
So, the students can not to response the instruction correctly.  

In other side, on applying card game, the students more focus  on time of 
game. They do not correct their worksheet before they submit to the teacher. 

 
CONCLUSION AND SUGGESTION 
 

According to the research result, the use of  card game and total physical 
response ( TPR) method at SLB-B Pertiwi Ponorogo can improve deaf students’ 
English Achievement in acdemin year 2017/2018. The result of students’ 
activeness showed at 33,33%  to 83,33%  at second cycle. In another one,  the 
result of this research showed that the result of students’achievement on 
vocabulary  is 66,67% at first cycle and 100% at second cycle. It means  that the 
result  of cycle 1 and cycle 2  have improvement significantly. 

 
 
 
 

                                                           
26 Sahar Ameer Bakhsh, Using Games as a Tool in Teaching Vocabulary to Young Learners, 

(Online),Vol. 9, No. 7, 2016,(http://dx.doi.org/10.5539/elt.v9n7p120, accessed on  December   30th 

2017), 123. 
27  Huyen N and Nga K. Learning vocabulary Through Games. Asian EFL Journal, 2003, 5. 
28 Vernon, S. The Benefits of Using Games, Retrived June 20 th 2014, 

2009,(http:www.english.com). 

http://dx.doi.org/10.5539/elt.v9n7p120


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16 
 

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ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 1, 2021  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

17 
 

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http://crossmark.crossmef.org/dialog/?doi=10.1007/s10882-016-9494-0&domain=pdf
http://crossmark.crossmef.org/dialog/?doi=10.1007/s10882-016-9494-0&domain=pdf
http://dx.doi.org/10.5539/elt.v9n7p120

