TRIGGER FOR MEMORY ENHANCEMENT
WITHIN GBPP MUATAN LOKAL BAHASA INGGRIS SEKOLAH DASAR 1994
By Herri Mulyono, S.Pd
Teacher at SDN Kebon Bawang 08 Petang, Jakarta Utara
GBPP Muatan Lokal Bahasa Inggris Sekolah Dasar 1994 is originally developed to cover the need of guidelines in teaching English at elementary school. It contains materials of English that further will be taught gradually to students from class 1 to 6. As the nature of a syllabus, particular teaching methods must have already been equipped over the GBPP to assist English teachers in delivering those materials to students in real classroom situation.
Examining those particular teaching methods, the GBPP Muatan Lokal Bahasa Inggris Sekolah Dasar 1994 appears to be of trigger improving students’ retention over lessons being taught. This value is understandably performed by the total physical response method (TPR) which bases its technique of teaching on coordination between speech and action undertaken. The use of learner’s psychomotor in the method is merely as reinforcement of comprehension related to particular basic items learnt.
Within the GBPP, the TPR method is clearly implemented in listening activities. In the enabling objective for the listening, it says “students are able to perform some simple instructions.” For instance, in the GBPP for student class 6, the material focuses on language function of expressing likeness and dislike. The function may device some verbs such as like, dislike, eat and drink concerning to topic of the lesson which is about food and drink. As the teacher says; “I eat apple everyday” then the students perform the action of eating apple as a response of their understanding towards the teacher’s speech.
Utilizing the TPR method to assist English teacher in delivering English materials must be in purpose as the GBPP is developed not only to bridge the teaching of particular subjects but also to develop students as human in general. At this view, TPR are taken as a tool to empower students’ psychomotor and keep their retention of what have been learned along the school hours.
Exploring how the TPR method is genuinely powerful to enhance students’ memory through their psychomotor function is something interesting to discuss. Some researches have been conducted related to the benefits from devising the TPR method in process of teaching foreign language, enhancing students’ memory in particular. Study conducted by Schemid reports that teaching foreign language by involving students’ five senses and action results on making the language learning more fun and improves students’ memory. In addition, Ried Wilson adds that employing the TPR methods in his design may have enabled his students to retain in average 500 words of vocabularies.
Ways of the TPR method boosting students’ retention towards particular items being taught are simply explained over researches and study already conducted. Sheal (1989) notes that typically students learn 20% from what they hear, 30% from what they see, 50% from what they see and hear, 70% from what they say and 90% from what they say and act. In obvious what Sheal (1989) has noted above occurs in the TPR steps of learning. The steps open widely opportunities for the students to see and hear at the beginning of the lesson (meaning they have already absorbed 50% of the lesson being taught), and lead the students to perform the instructions given (meaning they have reached 90% of the lessons by now).