B. Review of Related Studies
This research is about developing listening – speaking materials based on
Total Physical Response theory for Primary School students. Based on researcher’s knowledge, there are some previous studies related to the
development of listening – speaking materials for children and the use of Total
Physical Response to teach English for young learners. Indah 2012 conducted a research on the development of speaking kits
using TPR approach for the fifth grade students of Mejing Elementary Schools. She stated that TPR was relevant approach for developing speaking kits. After
implementing the speaking kits, the students had great progress in speaking. Nuryani 2013 investigated the implementation of TPR method in
learning listening. She suggested that TPR was an appropriate method for teaching listening skill of English. Based on her research, TPR could reduce the
pressure for the students and increase the students’ confidence and in the same time provide the students with long-term retention of language items.
Another study was done by Astuti 2010 who implemented TPR in developing listening tasks for the third grade students in Margosari Elementary
School. She stated that TPR was relevant with listening tasks and the students understood the tasks easier.
C. Conceptual Framework
This research is aimed at developing listening – speaking materials for the
fourth grade students in Chit – Chat program based on Total Physical Response
theory. Listening and speaking are two important skills that students need to comprehend for the very first of learning language. Just as in mother tongue,
English as a foreign language for them is better to introduced by giving many listening sources.
Since the English teachers teach the target language to the students only by using students’ worksheet, students cannot develop their listening – speaking
skills. The tasks in the worksheets do not provide appropriate activities that give enough opportunities for students to practice the target language orally. Besides,
students need more time to know English well. The once-a-week meeting is not enough to help them improve their listening and speaking skills. So, since the
worksheets are not suitable with students ’ needs and characteristics and the time
for English lesson does not give them many chances to practice their English, it cannot improve students’ listening – speaking skills to fulfill communicative
demands. To overcome that problem, it is necessary to develop listening
– speaking materials for an extra-hour English program. By holding this program, it is hoped
that students’ listening – speaking skills will be improved and they will get better understanding in learning English. Besides considering studen
ts’ needs in learning the target language which should be related to their real life, the students’
characteristics should also be taken into account during the process of developing the materials. Fourth grade students as young learners who are active, delighted in
talking, curious, explorative, and able too learn through social interaction need appropriate activities which can cater their characteristics. Thus, the activities in
this material should be set up in certain way in order to make them get involved in the program.
In developing the materials, the researcher is required to follow some steps of the R D cycle used to develop materials. First is conducting the need
analysis. Then, the researcher is selecting topic and objective of the learning activities. Next, it is developing listening
– speaking materials based on Total Physical Response theory. After that, the materials are implemented in the Chit
– Chat program. Finally, it is evaluated and revised. The conceptual framework of
the study can be seen in the following chart.
Figure 5: The conceptual framework of the research
The materials do not provide enough opportunities to
practice listening – speaking
skills Needs to develop listening
– speaking skills
Develop listening – speaking
materials for an extra-hour English program Chit
– Chat
Availability of a set of listening
– speaking materials for Chit
– Chat program
CHAPTER III RESEARCH METHOD
A. Type of the Research
The objective of this study was to develop a particular educational product. For this reason, it could be classified as Research and Development
RD. This research is also aimed at using the research findings to design new products and procedures as an industry-based development model Borg Gall,
2003.
B. Subjects of the Research
The subjects of the research were the 4
th
grade students of SD Negeri Tempurejo 3 following the Chit
– Chat program with the number of the research subject are 23 students.
C. Setting of the Research
The research was conducted in SD Negeri Tempurejo 3 Blora which is located at Jalan Rembang km.4, Tempurejo, Blora. It was held in 25
th
– 29
th
September 2014.
D. Research Procedure
This section presents the underlying concepts that were used in this research study. The materials development model employed was the model
proposed by Jolly and Bollitho on Tomlinson 1998 with some modification to meet the conditions of the research. The research procedure can be visually
presented in the following chart.
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