Ivonne Susan, 2013 THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING TPRS TO IMPROVE
STUDENTS’ LISTENING COMPREHENSION Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
Chapter III Research Method
This chapter discusses the methodology of the research. It covers; research problems, design of the research, hypothesis, data collection, and data analysis of
the research.
3.1 Research Problems
This research was aimed to find out the effectiveness of using TPR Storytelling in order to improve student
s’ listening comprehension. The research question appeared in this research are:
a. Can the use of TPR Storytelling improve students’ listening comprehension?
b. What are the advantages or disadvantages of using TPR Storytelling
perceived by the teacher and students?
3.2 Design of the Research
In order to respond to the first research question, this research uses pre experimental design: one group pre test-post test. This technique only involves
one class, so there is no control group used in this research. There are two variables in this study. They are independent TPRS technique and dependent
variable the student’s listening achievement. The pre test was given in the beginning in order to find out the students’ listening basic comprehension. And
post test was given in order to find out the students’ listening comprehension after
the treatment is applied.
Ivonne Susan, 2013 THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING TPRS TO IMPROVE
STUDENTS’ LISTENING COMPREHENSION Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
O1 X
O2 Pre test
treatment post test
O1 : the result before treatment
O2 : the result after treatment
3.3 Hypothesis
This research uses null hypothesis. This means that if there was no difference between before and after treatment was done, the null hypothesis was accepted. In
other words, the TPRS technique could not improve students’ listening comprehension. But if there were some differences between before and after
treatment was done, the null hypothesis was rejected. It means that TPRS could improve students’ listening comprehension.
Ho: µ pretest = µ posttest
3.4 Population and sample
Population in this research was private a junior high school in Bandung. The sample of this research was 20 students of 2
nd
grade of the private junior high school. The second grade was taken because the material which is used in this
research is learned in this grade. There was only one class involved in this study, the class obtained pre-
test to measure the students’ listening comprehension before the treatment was done and post-test to measure their capability after the
treatment. The data collection was done at one of private junior high schools in
Ivonne Susan, 2013 THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING TPRS TO IMPROVE
STUDENTS’ LISTENING COMPREHENSION Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
Bandung. In the first place, the data collection would be held in about 6 weeks but because of some limitations, it was only held in 4 weeks.
3.5 Data collection
