no definite critical value in the table. It was necessary to find the definite critical value using interpolation in order to get the closest of the critical value in the t- table.
t- table for 40= 2.021 60= 2.00
32=?
60 40
32 40
00 .
2 021
. 2
021 .
2 −
− =
− − t
20 8
021 .
021 .
2 −
= − t
20t=0,168+40.42 t=
20 588
, 40
t= 2. 0294 The t- table was 2. 0294. The obtained t- value was 7, 9631 so the t- value was
higher than the critical value on the table 7, 96312. 0294 From the result, it could be concluded that the difference was statistically
significant. Therefore, based on the computation there was significant difference between teaching English preposition after and before using Total Physical Response.
Teaching English preposition after was more effective than teaching English preposition before sing Total Physical Response. It could be seen by the result of the
test where the students’ score was higher after giving treatment.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
The objective in this study was to know if there was an effect of using TPR method in teaching English preposition to the English preposition mastery achieved
by the fifth grade students of elementary school. In order to gain the objective of the study, the writer conducted an experiment.
After conducting the experiment the writer found out the difference between the mean scores of the pre- test and the post- test.
The test was about English preposition. The students were asked to do the test by answering the 10 true- false items and 20 supply- test items. To make sure that the
test was reliable and valid, the test was tried out first. The result of the try- out number 1 was 0.456. it was greater than critical value of 95 and 99 with
confidence level 0,374 and 0, 403. It means that the test was reliable and valid. In chapter IV the writer has analyzed the data statistically. Based on the
statistical analysis, it could be seen that the mean score of the post- test was higher than the mean score of post-test. In order to know whether the difference between the
two means was significant or not, t- test was applied. The result of computation was 7, 9631. The critical value at 0, 05 alpha level of significance was 2. 0294.
Since the obtained t- value 7, 9631 was higher than critical value at0.05 alpha level of significance 2. 0294, the writer concluded that the test was
statistically significant. As the mean of the post- test was higher than that of the pre- test, the writer concluded that the English preposition mastery achieved by the fifth
graders of elementary school improved after they were taught using TPR method. After finishing the experiment, the writer concluded the advantages of using
TPR method to teach English preposition to the fifth graders of elementary school. The advantages could be described as follows:
a. The students showed a great enthusiasm during the lesson. The class was fun
because TPR method could be enjoyed both the teacher and the students. b.
Using TPR method to teach English preposition to the fifth grades was very goon. It was supported by the higher scores gained by the students who have
been taught using TPR method. c.
TPR method could be combined with conventional textbooks which were commonly used in class. However, teachers have to select the suitable
material to create TPR lesson.
5.2 Suggestions
Based on the conclusions above, the writer would like to offer some suggestions. First, English teacher, especially English teacher of elementary school,
must be able to create his or her own technique in order to raise his or her students’ interest in following his or her teaching since it is the first time for the students in
elementary school gets English.
