THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A Quasi Experimental Study In The Third Grade Of An Elementary School In Bandung.
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN
TEACHING VOCABULARY TO YOUNG LEARNERS
A quasi experimental study in the third grade of an elementary school in
Bandung
A PAPER
Submitted to the English Department of FPBS UPI in Partial Fulfillment of
the Requirements for Sarjana Pendidikan Degree
By:
Hana Siti Nurainun
0801194
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2013
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
The Use of Total Physical Response
Method in Teaching Vocabulary to
Young Learners
Oleh
Hana Siti Nurainun
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar
Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Hana Siti Nurainun 2013
Universitas Pendidikan Indonesia
Oktober 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
PAGE OF APPROVAL
THE USE OF TOTAL PHYSICAL RESPONSES METHOD
IN TEACHING VOCABULARY TO YOUNG LEARNERS
(A Quasi Experimental Study on Teaching Vocabulary to Young Learners in Third Grade
Students of an Elementary School in Bandung)
By
Hana Siti Nurainun
Std. No. 0801194
Approved by:
First Supervisor,
Supervisor,
Second
Prof. Dr. Nenden Sri L, M.Pd.
M.S. Ed.,Ph.D.
Pupung Purnawarman,
NIP. 195111241985032001
196810231998031001
NIP.
The Head of English Education Department
Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M.Ed.
NIP 196211011987121001
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
ABSTRACT
There are some problems in learning English. One of the main problems
that students (i.e young learner) face in learning a foreign language is mastering
vocabulary. The weakness in mastering vocabulary is often assumed as the main
problem for people who want to learn a foreign language. Especially for young
learners, it will significantly inhabit them from learning English effectively in the
classroom. For example, young learners may find difficulty to write a good essay
because their lack of vocabulary. As a result, the essay contains similar or
repeated vocabulary.
This study, entitled “The Use of Total Physical Responses (TPR) Method
in Teaching Vocabulary to Young Learners”, is aimed at discovering whether
using TPR method is effective in improving young learners‟ vocabulary and to
find out students „response toward the method. This research applied quasiexperimental design and employed pre-test and a post-test to obtain the data.
The sample of this research was forty third grade students in Bandung
divided into 2 classes, one as an experimental group and the other one as a control
group. The experimental group received a treatment using the TPR method while
the control group did not receive any special treatment. The data were collected
through multiple choices tests and interview.
The findings revealed that the TPR method was significantly effective in
improving students‟ vocabulary mastery. The data from paired t-test computation
of the pre-test and the post-test scores of the experimental group showed that the
significance value was lower than the level of significance. It means that the null
hypothesis was rejected because there was a significant different between the pretest and the post-test scores of experimental group after receiving the TPR
treatment. Furthermore, the data taken from the interviews indicated that students
gave positive response toward TPR method. The students said they liked to learn
English using some actions and TPR made the class more fun. This method also
helped them in memorizing vocabulary easily. Based on the result of the study, it
can be concluded that Total Physical Response method was effective in improving
students‟ vocabulary mastery. As for suggestion, TPR method was recommended
to use by teachers in teaching English vocabulary to young learners.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
ABSTRAK
Ada beberapa masalah dalam belajar bahasa Inggris . Salah satu masalah
utama yang dihadapi siswa dalam belajar bahasa asing adalah menguasai
kosakata. Kelemahan dalam penguasaan kosa kata sering diasumsikan sebagai
masalah utama bagi orang-orang yang ingin belajar bahasa asing . Khusus untuk
pelajar muda, secara signifikan akan menghambat mereka dalam belajar bahasa
Inggris secara efektif di dalam kelas. Misalnya, pelajar muda mungkin
menemukan kesulitan untuk menulis esai yang baik karena kurangnya kosa kata.
Akibatnya, esai berisi kosa kata yang sama atau berulang-ulang.
Penelitian ini berjudul " Penggunaan Metode TPR pada Pengajaran
Kosakata kepada pelajar muda", bertujuan untuk menemukan apakah
menggunakan metode TPR efektif dalam meningkatkan kosakata siswa dan untuk
mengetahui respon siswa terhadap metode ini. Penelitian ini menggunakan desain
kuasi - eksperimental dan memgadakan pre -test dan post-test untuk mendapatkan
data.
Sampel dari penelitian ini adalah empat puluh siswa kelas tiga di Bandung
dibagi menjadi 2 kelas, satu sebagai kelompok eksperimen dan satu lainnya
sebagai kelompok kontrol . Kelompok eksperimen menerima perlakuan
menggunakan metode TPR sedangkan kelompok kontrol tidak menerima
perlakuan khusus. Data dikumpulkan melalui pilihan beberapa tes dan
wawancara.
Temuan menunjukkan bahwa metode TPR secara signifikan efektif dalam
meningkatkan penguasaan kosakata siswa . Data dari uji-t berpasangan
perhitungan pre-test dan skor post-test dari kelompok eksperimen menunjukkan
bahwa nilai signifikansi lebih rendah dari tingkat signifikansi . Tingkat
signifikansi adalah 0,05 dan hasil tingkat signifikansi two tailed adalah 0,069 . Ini
berarti bahwa hipotesis awal ditolak karena ada perbedaan yang signifikan antara
pre-test dan skor post-test dari kelompok eksperimen setelah menerima perlakuan
TPR. Selain itu, data yang diambil dari wawancara menunjukkan bahwa sebagian
besar siswa memberikan respon positif terhadap metode TPR . Para siswa
mengatakan mereka menyukai belajar bahasa Inggris dengan menggunakan
beberapa tindakan dan TPR membuat kelas lebih menyenangkan . Metode ini juga
membantu mereka dalam menghafal kosakata dengan mudah . Berdasarkan hasil
penelitian , dapat disimpulkan bahwa metode Total Physical Respon efektif dalam
meningkatkan penguasaan kosakata siswa . Adapun saran , metode TPR
direkomendasikan untuk digunakan oleh guru dalam mengajar kosakata bahasa
Inggris untuk pelajar muda .
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION .................................................................... i
PREFACE .................................................................................................................... ii
ACKNOWLEDGEMENT ......................................................................................... iii
ABSTRACT ................................................................................................................. v
TABLE OF CONTENTS .......................................................................................... vii
CHAPTER I INTRODUCTION................................................................................ 1
1.1 Background of the Study ..................................................................................... 1
1.2 The Research Questions ...................................................................................... 6
1.3 Aims of the Study ............................................................................................... 6
1.4 Scope of the Study ............................................................................................... 6
1.5 Significance of the Study .................................................................................... 6
1.6 Research Methodology ........................................................................................ 7
1.7 Population and Sample ........................................................................................ 8
1.8 Hyphotheses ....................................................................................................... 8
1.9 Data Collection ................................................................................................... 9
1.10 Data Analysis .................................................................................................. 10
1.11 Clarification of Terms ..................................................................................... 10
1.12 Organization of Paper ..................................................................................... 11
1.13 Concluding Remarks ....................................................................................... 12
CHAPTER II THEORETICAL FOUNDATION .................................................. 14
2.1 Total Physical Responses .................................................................................. 14
2.1.1 TPR Method in Teaching Young Learner
............................................ 15
2.1.2 TPR Method based on Experts’ View ........................................................ 17
2.1.3 Related Research......................................................................................... 19
2.2 Vocabulary ........................................................................................................ 23
2.2.2 Definition ................................................................................................... 23
2.1.2 The Important of Teaching Vocabulary ..................................................... 24
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
2.1.3 Teaching Vocabulary through TPR Method .............................................. 24
2.3 Characteristics of Young Learner ...................................................................... 26
2.3.1 The Characteristics of Elementary School Students ................................. 30
2.4 Concluding Remark ........................................................................................... 31
CHAPTER III RESEARCH METHODOLOGY .................................................. 32
3.1 Research Method ............................................................................................... 32
3.2 Research Design ................................................................................................ 33
3.3 Variable ............................................................................................................. 34
3.4 Hypothesis ............................................................................................................ 34
3.5 Population and Sample ......................................................................................... 35
3.5.1 Population .................................................................................................. 35
3.5.2 Sample ....................................................................................................... 36
3.6 Research Procedure ......................................................................................... 36
3.7 Research Instruments and Data Collected ........................................................ 37
3.7.1 Try out Test ................................................................................................ 38
3.7.2 Pre-test ........................................................................................................ 38
3.7.3 Treatment .................................................................................................... 39
3.7.4 Post-test ...................................................................................................... 39
3.7.5 Interview .................................................................................................... 39
3.8 Data Analysis ................................................................................................... 40
3.8.1 Scoring Technique ..................................................................................... 40
3.8.2 Data Analysis of Try-out Test ................................................................... 40
3.8.3 Pre-test and Post-test Data Analysis .......................................................... 41
3.9 Clarification of Terms ...................................................................................... 44
3.10 Concluding Remark ........................................................................................ 45
CHAPTER IV FINDINGS AND DISCUSSION .................................................... 46
4.1 Research Findings ............................................................................................. 46
4.1.1 Preliminary Data Analysis .......................................................................... 46
4.1.2 Try-out Test Data Analysis ......................................................................... 47
4.1.3 Pre-test Data Analysis ............................................................................... 49
4.1.4 Post-test Data Analysis ...... ...................................................................... 50
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
4.2 t-test Computation ............................................................................................. 52
4.2.1 Comparison of Independent t-test Computation of Pre-test Scores in
Control and Experimental Groups ....................................................................... 53
4.2.2 Comparison of Independent t-test Computation of Post-test in Control
and Experimental Groups .................................................................................... 53
4.2.3 Comparison of Paired t-test Computation of Pre-test and Post-test
Scores in Experimental Group ............................................................................. 54
4.2.4 Comparison of Pre-test and Post-test Result of Control Group .................. 55
4.3 The Interview Result ......................................................................................... 56
4.4 The Discussion of Research Findings ............................................................... 58
4.4.1 The Effectiveness of TPR Method in Teaching English Vocabulary to
Young Learner ..................................................................................................... 58
4.4.2 Students’ Response toward the Implementation of TPR Method in
Learning English Vocabulary .............................................................................. 63
4.5 Concluding Remark .......................................................................................... 67
CHAPTER V CONCLUSIONS AND SUGGESTIONS........................................ 68
5.1 Conclusions ....................................................................................................... 68
5.2 Suggestion ......................................................................................................... 70
BIBLIOGHRAPHY .................................................................................................. 71
APPENDICES ........................................................................................................... 73
A. Teaching Instruments ....................................................................................... 73
B. Research Instruments ....................................................................................... 96
C. The Result of The Testing Research Instruments .......................................... 112
D. Official Letters ............................................................................................... 124
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
CHAPTER I
INTRODUCTION
This chapter presents the foundation and general overview of the study which consists of the
background of the study, research questions, aims of the study, the scope of the study,
reasons for choosing the topic, the significance of the study, research methodology, data
source, data collection and data analysis, clarification of terms, organization of the paper and
concluding remarks.
1.1
Background of the study
It cannot be denied that mastering an adequate vocabulary has an important role in
communication. The weakness in mastering vocabulary is often assumed as the main problem
for people who want to learn a foreign language. The lack of vocabulary can cause many
problems. Especially for young learners, it will significantly inhabit them from learning
English effectively in the classroom. For example, young learners may find difficulty to write
a good essay because their lack of vocabulary. As a result, the essay contains similar or
repeated vocabulary. In addition, when students take a TOEFL test, they will find some
difficulties in reading comprehension and grammar structure. They cannot answer the
questions if they even do not know the meaning of the words in the test. It gets worse while
they are doing grammar structure, they will not understand the questions because of their
limitation in vocabulary. In fact, many students‟ TOEFL score cannot reach the minimum
standard. It is because their knowledge about vocabulary. Both of the examples are the real
problems that should be a main concern for students and teachers. We have to find out the
solution for our education development.
Vocabulary has an important role, especially for young learners, in learning English as a
foreign language. Cameron (2005) states that it is very important to build a useful vocabulary
repertoire since it is central to the learner. It means that young learners have to learn
vocabulary first before they can comprehend other elements of language such as grammar
and writing. Hence, teaching English for young learners is considered to be a challenging
activity for teacher to find out an appropriate way to build students vocabularies. Children are
usually full of enthusiasm and energy when they learn something new. According to
Cameron (2005), teaching language to children is often more exciting rather than adult.
In the context of learning English as a foreign language, the crucial role of vocabulary is
inevitable. This has been claimed by many linguists and experts in the field. For example,
Wilkins (1972) states that “without grammar, very little can be conveyed; without
vocabulary, nothing can be conveyed”. Krashen (1993) also states that "When students travel,
they do not carry grammar books, they carry dictionaries”. From the statements above, it can
be seen that vocabulary is very important rather than grammar as the first thing people should
know when they learn a foreign language. Talking about the importance of vocabulary for
young learners, their vocabulary development is not only about learning words, but it is also
important to expand and deepen word knowledge. Children often need to meet words in order
to help them increase what they know about words. As Vygotsky (1962) warned that
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
although children may use the same words as adults, they may not hold the same meanings
for those words. In communication, students need vocabulary to support them to create
meaningful sentences. That is why vocabulary is important to be mastered. With some
references on how important vocabulary is, teachers should help young learners acquire as
many words as they can in order to increase their language competence. It has to be a concern
for teachers to find out an appropriate method for students which matches their characteristics
and stage of cognitive development.
According to Hadley (2001) there are three traditional methods that have been practised in
many countries for years: grammar translation, direct method, and audio-lingualism. Brown
(2001) states that it is ironic that grammar translation method has been so stalwart practiced
in many educational contexts among many competing methods. Meanwhile, grammar
translation method is one of teaching method that has been used in Indonesia in teaching
vocabulary.
Krashen (1982) suggests in a second language acquistion field there are four main
requirements for optimal input in learning a language: oral proficiency, interesting, affective
filter level, and amount of comprehensible input. In contrast, Brown (2001) states that the
grammar translation method has main focus on grammatical rules, memorizing vocabulary,
translating text and doing written exercise method. Consequently, in oral proficiency aspect,
the grammar translation method does not give students a chance to practice in oral, students
are expected to be accurate in writing aspect. Besides, the grammar translation method is not
interesting because it is not contextual in teaching learning process. It means that the lesson
does not relate to the students‟ experience. Finally, it does not have sufficient amount of
comprehensible input because in a teaching-learning process, teachers speak in their native
language in the model of sentence, reading and exercise.
In response to those problems above, this study is conducted to find out what method should
be used by teachers to create a good language teaching process. There are several alternative
methods in teaching language to develop the quantity and quality of the student‟s vocabulary.
These methods are cognitive code, Total Physical Response (TPR), the natural approach,
Communicative Language Teaching (CLT) approach, Community Language Learning (CLL)
approach, the silent way and suggestopedia. The method chosen for this study is Total
Physical Response (TPR) method. TPR was developed by Asher in 1977 (Brown, 2001).
Total Physical Response (TPR) method is concerned with principles of child language
acquisition. Asher (1997) notes that children in learning their first language appear to do a lot
of listening before they speak and their listening is accompanied by physical response
(reaching, grabbing, moving, looking and so on). TPR method is similar to the period of
children when they learn their first language. The TPR method creates meaningful language
learning because it holds in a cheerful situation. Children will not feel that they are forced to
memorize vocabulary that the teacher has given. Students are just asked to see, listen, and
practice what teacher does.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
Considering the facts about teaching vocabulary to young learners, teachers should be aware
of students‟ cognitive stage and also they have to give an appropriate method of teaching and
learning language process. The study conducted is aimed at finding out the benefit of using
the TPR method in improving student‟s vocabulary and also to find out the student‟s response
toward this method.
1.2
The Reasearch Questions
The problems of the research can be stated as follows:
1.
Is the use of Total Physical Response method effective in improving young learners‟
vocabulary?
2.
What are the student‟s responses toward Total Physical Responses method in learning
English?
1.3
Aims of Study
The aims of this study are to discover the effectiveness of using the TPR method in building
students vocabulary and to identify students‟ response toward the TPR method while they are
learning English.
1.4
Scope of Study
This study will focus on the effectiveness of using the TPR method in teaching English
vocabulary for the third grade students of an elementary school in Bandung and also how
students respond to this method.
1.5
The Significance of Study
The result of this study is expected to give a contribution toward the practice of teaching
English vocabulary to young learners related to the method used by the teachers. The writer
hopes this research will give a beneficial reference for further research on teaching English
vocabulary to young learners, and give some considerations about the kinds of teaching
strategies in teaching English vocabulary in elementary school employed by teachers.
1.6
Research Methodology
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
To find out the effectiveness of the Total Physical Response method in teaching vocabulary
in elementary school, this study will use an experimental method with two groups: control
and experimental groups.
During the experiment, this study will use TPR treatment in the experimental group in order
to prove the effectiveness of TPR method in teaching vocabulary in third grade students of
elementary school. An interview is used to find out the student‟s responses toward the TPR
method.
1.6.1 Research Design
To answer the research questions, this study used a quasi-experimental design. A quasiexperimental study is a type of evaluation which aims to determine whether a program or
intervention has the intended effect on a study‟s participants. A quasi-experimental design is
one of experimental designs in which we compare means of groups‟s performance take place
normally. Neither experimental nor control group is randomly chosen because individuals
naturally belong to one group or the other. A quasi-experimental design is also called
„naturally occurring group design‟(Brown, 1988).
Moreover, both approaches are used in this study. The quantitative approach is used to
analyze the data from the result of pre-test and post-test. On the other hand, qualitative
approach is used to analyze, describe and clarify the data from the interviews.
1.7
Population and sample
The population of this study is the third grade students of one of the elementary schools in
Bandung. There are two classes of third grade; each of them consists of 20 students. 3A class
is the experimental group which received experimental treatments and 3B is the control group
which did not receive any experimental treatments.
The study involved the third grade students of an elementary school because
they have learnt English and they are still learning basic vocabulary. In this stage, students
need guidance and learn a language with appropriate method related to their cognitive stage.
1.8
Hypothesis
A hypothesis is a specific statement of prediction. It describes in concrete (rather than
theoretical) terms about what the researcher expects will happen in the study.
Fraenkel&Wallen (1990:40) state that research question is often restated as a hypothesis.
There are two kinds of hypothesis namely null hypothesis and alternative hypothesis. In the
experimental research, the most common hypothesis used is the null hypothesis. Coolidge
(2000:106) defines that null hypothesis is starting point in scientific research where the
experimenter assumes there is no effect of the treatment or no relationship between two
variables.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
Therefore, the null hypothesis is needed as the foundation of this study. The hypothesis of
this study: there is no difference of student‟s vocabulary mastery between the students who
receive experimental treatments and the students who do not receive experimental treatments.
1.9
Data Collection
The data of this study are collected through administering tryout test, pre-test, post-test and
interview. Tryout test is conducted to validate the test and to know the reliability of the test.
After validating the test, pre-test is used to measure initial ability of the children before they
receive any experimental treatments. After all treatments, post-test is administered to control
and experimental groups. The scores from post test are used to measure whether the
implemented method influence the experimental group or not.
The interview is conducted for students in order to answer the second research question about
student‟s responses toward TPR method.
1.10
Data Analysis
In this study, the scores which are obtained from pre-test of control and experimental group
are analyzed using independent t-test formula as the two groups are paired. The scores show
that there is no difference betweeen the two groups before TPR treatments is given to the
experimental group.
The matched t-test is used to analyze the two dependent groups of scores; pre-test and post
test that are paired. The analysis of matched t-test is aimed to find out whether there is any
development after treatments or not. This formula shows the possible change of the group
influenced by the implemented method.
The data collections from the interview are used to strengthen data taken from the scores of
pre-test and post-test.
1.11
The Clarification of Terms
To avoid misinterpretation of terms and make the terms stated clearly in this research
paper, the writer would like to clarify and specify each term as follow:
a.
Effectiveness in this research refers to better improvement of students‟ English
vocabulary through the use of TPR method.
b.
Total Physical Response (TPR) is a language teaching method built around the
coordination of physical (motor) activity. (Brown, 2001: 29)
Total Physical Responses in this study is a language teaching method that is used by the
teacher to teach vocabulary in the third grade of an elementary school in Bandung.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
c.
Vocabulary is defined as all the words that exist in a language, or that are used when
discussing a particular subject. (Cambridge learner‟s dictionary, second edition)
Vocabulary in this study is defined as words that will be learned by the students.
d.
Young learners are young children up to the ages of seven until twelve (Slatterly and
Willis 2001, p.4)
Young learners in this study are third grade students of an elementary school in Bandung.
e.
Students‟ responses in this research cover the level of students‟ satisfaction to
learning result and the level of students‟ enjoyment during learning activity.
f.
Teaching refers to giving lessons in a particular subject at a school, university, etc
(Cambridge Learners‟ Dictionary, 2004).
1.12
Organization of Paper
This research paper is divided into five chapters. Chapter I is about introduction. Chapter II is
theoretical foundations. Chapter III is the research methodology. Chapter IV is the findings
and discussion of the research. Last, chapter V is the conclusion and suggestion.
Chapter I Introduction
This chapter provides background of the study, research questions, aim of the study, scope of
the study, significance of the study, research methodology, data source, data collection, data
analysis, clarification of terms, organization of the paper and concluding remarks.
Chapter II Theoretical Foundation
This chapter contains some theoretical foundations. It consists of TPR methods, vocabulary,
young learners learning characteristics, importance of learning vocabulary for young learners
and concluding remarks.
Chapter III Methodology
This chapter presents methodology conducted in conducting the research. It includes research
design, research questions employed, the instrument of the research, the site and respondent
of the research, the data collecting procedures, and data analysis.
Chapter IV Findings and Discussion
This chapter consists of findings and discussions which present the result of the research.
Chapter V Conclusions and Suggestions
This chapter concludes research result and recommendations for teaching process and further
research.
1.13
Concluding Remarks
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
This opening chapter provides several basic points of the research that is conducted. This
chapter is the foundation for the proceeding chapters. The researcher will explain each point
in details on the next four chapters. Next, the theoretical foundation of the research will be
explained in chapter II.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
CHAPTER III
RESEARCH METHODOLOGY
This part includes the methodology of the research, which dissucess the research method,
research design, hyphothesis, population and sample, instruments, the data collection,
description of the data analysis, clarification of terms and concluding remarks.
3.1 Research Method
This study was conducted to investigate the effectiveness of Total Physical Response method
in teaching vocabulary in one of elementary schools in Bandung. Therefore the experimental
method was used to answer the research questions.
The experimental method is a systematic and scientifict approach to research in which the
researcher manipulates one or more variables and control, and measure any change in other
variables. Therefore this study involved two groups: control and experimental groups.
During the experiment process, this study would use TPR treatment in the experimental
group in order to prove the effectiveness of TPR method in teaching vocabulary in the third
grade students of an elementary school.
This study used quantitative and qualitative approaches. A quantitative approach was
used to answer the first question whether TPR method was effective or not. Besides, to
observe the students’ responses toward TPR method this research used the interview method.
The interview as a qualitative approach was used to obtain information on students’
perception about TPR method which had been given by the researcher during the treatment
process.
3.2 Research Design
The study used a quasi-experimental non equivalent pre-test-post-test control design.
As Brown (1988) states that a quasi-experimental study is a type of evaluation which aims to
determine whether a program or intervention has the intended effect on a study’s participants.
A quasi-experimental design is one of the experimental designs in which we compare means
of groups’s performance. Neither the experimental nor the control group was randomly
chosen because individuals naturally belong to one group or the other. A quasi-experimental
design is also called ‘naturally occuring group design. The reason for choosing this design
was the population did not consist of individuals but groups of individual or cluster, so that
students were not randomly chosen and assigned to the group. Best (1981:73) states that the
experimental non equivalent pretest-posttest control design is often used in classroom
experiments when experimental and control groups were such naturally assembled group as
intact classes which maybe similar. Through this design, the sample was taken from two
available classes (intact), each class was assigned as experimental and control groups.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
A pre-test and a post-test were administered to both group. After the pre-test was
administered and there was no difference of mean statistically between two groups or
equivalent based on the calculation by using t-test, this research conduct Total Physical
Response method as a treatment in several meetings to the experimental group. The
vocabulary materials given to both groups were similar. In the experimental group, the
teacher used Total Physical Response method.
3.3 Variable
This study measured whether Total Physical Response method as independent
variable was effective in teaching vocabulary to the third grade students of an elementary
school or not. The effeciveness could be seen from the improvements of students’ vocabulary
mastery in the experimental group.
The second variable was dependent variable. The dependent variable was the variable
that the researcher would observe or measure. The Dependent variable in this research was
the improvement of young learners’vocabulary mastery as measured by the scores from the
pre-test and the post-test.
3.4 Hypothesis
This study used null hypothesis (H0) as its foundations. The null hypothesis
means that there was no relationship between the independent variable and the dependent
variable (Coolidge, 2000: 95). It means that there was no difference between the two
classes’ means, experimental class and control class (Coolidge, 2000: 98). It was
believed that the control group and the experimental group were similar.
Coolidge (2000) stated that if research uses the null hypothesis, two possibilities of the
research can be shown as follows: (1) if the hypothesis is rejected, it means that the
experiment works, (2) if the hypothesis is accepted, then the experiment does not work.
In conclusion, the hypothesis of this study: there was no difference of student’s vocabulary
mastery between the students who receive experimental treatments and the students who did
not receive any experimental treatments.
3.5 Population and Sample
3.5.1 Population
Population of this study was the third grade students of an elementary school in Bandung.
This study decided to take the third grade students of an elementary school because they had
learnt English and they were still learning basic vocabulary. In this stage, the students need
guidance and learn language with appropriate method matches their cognitive stage. During
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
the implementation of the Total Physical Method, they learned in fun and easy way without
being forced.
The characteristic of populations were:
1.
The students were native Indonesian
2.
The students study English as a local subject
3.
The students’ age was around 8-9 years old
4.
The students have never attended any english course
5.
The students only learned English at school
3.5.2 Sample
Sample could be stated as a small group that is investigated. The sample of this study
was the third grade students of an elementary school in Bandung. Sample that represented
those characteristic above was selected through purposive sampling. Purposive sampling was
a sample selected because the individuals have special qualification of some sort (Franklen
and Wallen, 1990:84). The qualifications that researcher saw from the sample were the
following: (1) they had learned english before, (2) they were accustomed to learning
vocabulary through translation method and memory strategy, and (3) they only learned
English at school. The sample of this research was two classes of the third grade; each
of them consists of 20 students. 3A class was the experimental group which received
experimental treatments and 3B was the control group which did not receive any
experimental treatments. The research was conducted in early 2013.
3.6 Research Procedure
There were some procedures conducted in the research. The first step was preparing
and organizing teaching procedure by using TPR method in teaching vocabulary to the
experimental group. The main components in this step were material and activities that would
be applied in the classroom. Those procedures were aimed to improve students’ vocabulary in
the end of their learning process.
The second step was constructing and trying out the instrument to find out the validity
and reliability of the test. The try out test was carried out in a class that was in the same grade
with the control and the experimental groups. The instrument used in this research was
vocabulary achievement test.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
The third step was administering a pre-test to the experimental and the control groups
to find out students initial ability. Fourth was organizing lesson plans in teaching vocabulary
for the experimental class. Fifth was conducting a post-test to both groups to measure their
abilities after treatment.
The last procedure was administering the interview to the experimental group to know
students’ responses toward TPR method in learning English vocabulary. After all procedures
were conducted, the data collected from the pre-test, the post-test and the interview were
further analyzed. Reflecting from the result of data analysis, some conclusions and
suggestions were then drawn.
3.7 Research Instruments and Data Collected
In the purpose of gaining data related to the research problems, there were two
kinds of instruments used in this research, namely multiple choice test and interview. The
multiple choice test was used to answer the first research question about the effectiveness of
TPR method and the interview was used to support the data about students’ responses toward
TPR method. The data collected from the try-out test, the pre-test, the treatment, the post-test
and the interview would be elaborated further in the following sections.
3.7.1 Try Out Test
The try-out test was administered to examine the feasibility of the instrument before it was
carried out for the pre-test and the post-test. The tests were validity and reliability. There
were 30 questions related to subject and they were distributed to twenty students of the third
grade of an elementary school in Bandung. The try-out test was conducted on January 9th
2013 before the treatment was applied. The students were selected from another school at the
same level.
3.7.2 Pre-Test
A pre-test and a post-test of the research were conducted in the form of multiple choice.
The tests were used to measure the effectiveness of Total Physical Response method in
teaching vocabulary in the third grade of an elementary school in Bandung.
A pre-test was implemented in order to obtain the data of students’ vocabulary knowledge. It
was used to measure the initial ability of young learners before they received any
experimental treatment. The test was given to the experimental and the control groups
without any information before.
The pre-test sheets consisted of 30 items measured student’s ability of using vocabularies
related to the themes that would be taught. The researcher used multiple choice because it
was easy to analyzed and suitable for students in the third grade of elementary school.
Furthermore, some items were put together with pictures to avoid misunderstanding.
3.7.3 Treatment
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
The treatment for the experimental class used Total Physical Response as the teaching
methodology. It also used some songs and pictures as the media in teaching vocabulary.
However, the control group did not get any special treatment to learn the same material.
The treatment was conducted in five meetings. It took place from 23 February to 23 March
2013. The Duration of each meeting was 60 minutes. The topics were vocabulary about part
of body, numbers, colours, fruits and things in the classroom.
3.7.4 Post-Test
After all treatments were conducted, the post-test was administered to the control and the
experimental groups. The scores from the post-test were used to measure whether the
implemented method influenced the experimental group or not. The test was conducted on
March 2013. The post-test contained thirty multiple choices questions. Form and the
indicators of the questions were similar to the pre-test questions.
3.7.5 Interview
The interview was aimed at finding the students’ response toward the implementation of the
method. As Alwasilah (2006) states that the deep information that might not be acquired from
documents could be obtained by interview. The data from students’s interview was used to
strengthen the data taken from the scores of pre-test and post-test. The interview was
conducted to 20 students in the experimental group. They were interviewed individually with
some questions. The questions were whether they like English or not, their response about
TPR method, the topics that students liked the most and their reasons whether they liked the
method or not.
3.8 Data Analysis
3.8.1 Tryout Test
In order to make sure that the instrument was valid and reliable, items that would be used as
the instruments research and the obtained data from tryout test should be analyzed. Therefore,
instrument validity and reliability were very essential in the research.
a)
Instrument Validity and Reliablity
Validity was the most important idea to consider when preparing or selecting an instrument to
use (Fraenklen and Wallen, 2006:150). Validity of a test is used as a measurement in order to
figure out how a test runs as its function. A test is considered as valid if the content and the
format of the test are familiar for the students, and the test measure what it should be
measured. Moreover, this research used Pearson product moment correlation to determine the
validity of each instrument items.
Reliability test is used to measure an instrument in order to figure out whether the instrument
can be used as measuring tool or not whenever the instrument is used. In order to find how
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
reliable the test instrument was, this research used Spearman – Brown formula to
investigate the reliability of the instrument.
b)
Try-out Test Data Analysis
In attempt to measure the appropriateness of the pre-test in terms of validity and
reliability, the try-out test was administered to a class different from the control group and the
experimental group which was at the same level, on January 7th, 2013. There were 20
students who participated in try-out test. Thirty multiple choice questions were administered
to the students.
Validity Test
Validity test was conducted on the try-out test to find out the characteristics of the instrument
before administering the pre-test. After that, the data gathered from the tryout test were
calculated by using SPSS 17 for windows.
The results showed that there was no difficulty during the try-out test. Students’ responses to
the instructions were good and appropriate with expectation. Therefore, the try-out test was
clear and appropriate for the pre-test.
The result showed tha
TEACHING VOCABULARY TO YOUNG LEARNERS
A quasi experimental study in the third grade of an elementary school in
Bandung
A PAPER
Submitted to the English Department of FPBS UPI in Partial Fulfillment of
the Requirements for Sarjana Pendidikan Degree
By:
Hana Siti Nurainun
0801194
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2013
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
The Use of Total Physical Response
Method in Teaching Vocabulary to
Young Learners
Oleh
Hana Siti Nurainun
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar
Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Hana Siti Nurainun 2013
Universitas Pendidikan Indonesia
Oktober 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
PAGE OF APPROVAL
THE USE OF TOTAL PHYSICAL RESPONSES METHOD
IN TEACHING VOCABULARY TO YOUNG LEARNERS
(A Quasi Experimental Study on Teaching Vocabulary to Young Learners in Third Grade
Students of an Elementary School in Bandung)
By
Hana Siti Nurainun
Std. No. 0801194
Approved by:
First Supervisor,
Supervisor,
Second
Prof. Dr. Nenden Sri L, M.Pd.
M.S. Ed.,Ph.D.
Pupung Purnawarman,
NIP. 195111241985032001
196810231998031001
NIP.
The Head of English Education Department
Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M.Ed.
NIP 196211011987121001
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
ABSTRACT
There are some problems in learning English. One of the main problems
that students (i.e young learner) face in learning a foreign language is mastering
vocabulary. The weakness in mastering vocabulary is often assumed as the main
problem for people who want to learn a foreign language. Especially for young
learners, it will significantly inhabit them from learning English effectively in the
classroom. For example, young learners may find difficulty to write a good essay
because their lack of vocabulary. As a result, the essay contains similar or
repeated vocabulary.
This study, entitled “The Use of Total Physical Responses (TPR) Method
in Teaching Vocabulary to Young Learners”, is aimed at discovering whether
using TPR method is effective in improving young learners‟ vocabulary and to
find out students „response toward the method. This research applied quasiexperimental design and employed pre-test and a post-test to obtain the data.
The sample of this research was forty third grade students in Bandung
divided into 2 classes, one as an experimental group and the other one as a control
group. The experimental group received a treatment using the TPR method while
the control group did not receive any special treatment. The data were collected
through multiple choices tests and interview.
The findings revealed that the TPR method was significantly effective in
improving students‟ vocabulary mastery. The data from paired t-test computation
of the pre-test and the post-test scores of the experimental group showed that the
significance value was lower than the level of significance. It means that the null
hypothesis was rejected because there was a significant different between the pretest and the post-test scores of experimental group after receiving the TPR
treatment. Furthermore, the data taken from the interviews indicated that students
gave positive response toward TPR method. The students said they liked to learn
English using some actions and TPR made the class more fun. This method also
helped them in memorizing vocabulary easily. Based on the result of the study, it
can be concluded that Total Physical Response method was effective in improving
students‟ vocabulary mastery. As for suggestion, TPR method was recommended
to use by teachers in teaching English vocabulary to young learners.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
ABSTRAK
Ada beberapa masalah dalam belajar bahasa Inggris . Salah satu masalah
utama yang dihadapi siswa dalam belajar bahasa asing adalah menguasai
kosakata. Kelemahan dalam penguasaan kosa kata sering diasumsikan sebagai
masalah utama bagi orang-orang yang ingin belajar bahasa asing . Khusus untuk
pelajar muda, secara signifikan akan menghambat mereka dalam belajar bahasa
Inggris secara efektif di dalam kelas. Misalnya, pelajar muda mungkin
menemukan kesulitan untuk menulis esai yang baik karena kurangnya kosa kata.
Akibatnya, esai berisi kosa kata yang sama atau berulang-ulang.
Penelitian ini berjudul " Penggunaan Metode TPR pada Pengajaran
Kosakata kepada pelajar muda", bertujuan untuk menemukan apakah
menggunakan metode TPR efektif dalam meningkatkan kosakata siswa dan untuk
mengetahui respon siswa terhadap metode ini. Penelitian ini menggunakan desain
kuasi - eksperimental dan memgadakan pre -test dan post-test untuk mendapatkan
data.
Sampel dari penelitian ini adalah empat puluh siswa kelas tiga di Bandung
dibagi menjadi 2 kelas, satu sebagai kelompok eksperimen dan satu lainnya
sebagai kelompok kontrol . Kelompok eksperimen menerima perlakuan
menggunakan metode TPR sedangkan kelompok kontrol tidak menerima
perlakuan khusus. Data dikumpulkan melalui pilihan beberapa tes dan
wawancara.
Temuan menunjukkan bahwa metode TPR secara signifikan efektif dalam
meningkatkan penguasaan kosakata siswa . Data dari uji-t berpasangan
perhitungan pre-test dan skor post-test dari kelompok eksperimen menunjukkan
bahwa nilai signifikansi lebih rendah dari tingkat signifikansi . Tingkat
signifikansi adalah 0,05 dan hasil tingkat signifikansi two tailed adalah 0,069 . Ini
berarti bahwa hipotesis awal ditolak karena ada perbedaan yang signifikan antara
pre-test dan skor post-test dari kelompok eksperimen setelah menerima perlakuan
TPR. Selain itu, data yang diambil dari wawancara menunjukkan bahwa sebagian
besar siswa memberikan respon positif terhadap metode TPR . Para siswa
mengatakan mereka menyukai belajar bahasa Inggris dengan menggunakan
beberapa tindakan dan TPR membuat kelas lebih menyenangkan . Metode ini juga
membantu mereka dalam menghafal kosakata dengan mudah . Berdasarkan hasil
penelitian , dapat disimpulkan bahwa metode Total Physical Respon efektif dalam
meningkatkan penguasaan kosakata siswa . Adapun saran , metode TPR
direkomendasikan untuk digunakan oleh guru dalam mengajar kosakata bahasa
Inggris untuk pelajar muda .
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION .................................................................... i
PREFACE .................................................................................................................... ii
ACKNOWLEDGEMENT ......................................................................................... iii
ABSTRACT ................................................................................................................. v
TABLE OF CONTENTS .......................................................................................... vii
CHAPTER I INTRODUCTION................................................................................ 1
1.1 Background of the Study ..................................................................................... 1
1.2 The Research Questions ...................................................................................... 6
1.3 Aims of the Study ............................................................................................... 6
1.4 Scope of the Study ............................................................................................... 6
1.5 Significance of the Study .................................................................................... 6
1.6 Research Methodology ........................................................................................ 7
1.7 Population and Sample ........................................................................................ 8
1.8 Hyphotheses ....................................................................................................... 8
1.9 Data Collection ................................................................................................... 9
1.10 Data Analysis .................................................................................................. 10
1.11 Clarification of Terms ..................................................................................... 10
1.12 Organization of Paper ..................................................................................... 11
1.13 Concluding Remarks ....................................................................................... 12
CHAPTER II THEORETICAL FOUNDATION .................................................. 14
2.1 Total Physical Responses .................................................................................. 14
2.1.1 TPR Method in Teaching Young Learner
............................................ 15
2.1.2 TPR Method based on Experts’ View ........................................................ 17
2.1.3 Related Research......................................................................................... 19
2.2 Vocabulary ........................................................................................................ 23
2.2.2 Definition ................................................................................................... 23
2.1.2 The Important of Teaching Vocabulary ..................................................... 24
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
2.1.3 Teaching Vocabulary through TPR Method .............................................. 24
2.3 Characteristics of Young Learner ...................................................................... 26
2.3.1 The Characteristics of Elementary School Students ................................. 30
2.4 Concluding Remark ........................................................................................... 31
CHAPTER III RESEARCH METHODOLOGY .................................................. 32
3.1 Research Method ............................................................................................... 32
3.2 Research Design ................................................................................................ 33
3.3 Variable ............................................................................................................. 34
3.4 Hypothesis ............................................................................................................ 34
3.5 Population and Sample ......................................................................................... 35
3.5.1 Population .................................................................................................. 35
3.5.2 Sample ....................................................................................................... 36
3.6 Research Procedure ......................................................................................... 36
3.7 Research Instruments and Data Collected ........................................................ 37
3.7.1 Try out Test ................................................................................................ 38
3.7.2 Pre-test ........................................................................................................ 38
3.7.3 Treatment .................................................................................................... 39
3.7.4 Post-test ...................................................................................................... 39
3.7.5 Interview .................................................................................................... 39
3.8 Data Analysis ................................................................................................... 40
3.8.1 Scoring Technique ..................................................................................... 40
3.8.2 Data Analysis of Try-out Test ................................................................... 40
3.8.3 Pre-test and Post-test Data Analysis .......................................................... 41
3.9 Clarification of Terms ...................................................................................... 44
3.10 Concluding Remark ........................................................................................ 45
CHAPTER IV FINDINGS AND DISCUSSION .................................................... 46
4.1 Research Findings ............................................................................................. 46
4.1.1 Preliminary Data Analysis .......................................................................... 46
4.1.2 Try-out Test Data Analysis ......................................................................... 47
4.1.3 Pre-test Data Analysis ............................................................................... 49
4.1.4 Post-test Data Analysis ...... ...................................................................... 50
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
4.2 t-test Computation ............................................................................................. 52
4.2.1 Comparison of Independent t-test Computation of Pre-test Scores in
Control and Experimental Groups ....................................................................... 53
4.2.2 Comparison of Independent t-test Computation of Post-test in Control
and Experimental Groups .................................................................................... 53
4.2.3 Comparison of Paired t-test Computation of Pre-test and Post-test
Scores in Experimental Group ............................................................................. 54
4.2.4 Comparison of Pre-test and Post-test Result of Control Group .................. 55
4.3 The Interview Result ......................................................................................... 56
4.4 The Discussion of Research Findings ............................................................... 58
4.4.1 The Effectiveness of TPR Method in Teaching English Vocabulary to
Young Learner ..................................................................................................... 58
4.4.2 Students’ Response toward the Implementation of TPR Method in
Learning English Vocabulary .............................................................................. 63
4.5 Concluding Remark .......................................................................................... 67
CHAPTER V CONCLUSIONS AND SUGGESTIONS........................................ 68
5.1 Conclusions ....................................................................................................... 68
5.2 Suggestion ......................................................................................................... 70
BIBLIOGHRAPHY .................................................................................................. 71
APPENDICES ........................................................................................................... 73
A. Teaching Instruments ....................................................................................... 73
B. Research Instruments ....................................................................................... 96
C. The Result of The Testing Research Instruments .......................................... 112
D. Official Letters ............................................................................................... 124
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG
LEARNERS : A quasi experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
CHAPTER I
INTRODUCTION
This chapter presents the foundation and general overview of the study which consists of the
background of the study, research questions, aims of the study, the scope of the study,
reasons for choosing the topic, the significance of the study, research methodology, data
source, data collection and data analysis, clarification of terms, organization of the paper and
concluding remarks.
1.1
Background of the study
It cannot be denied that mastering an adequate vocabulary has an important role in
communication. The weakness in mastering vocabulary is often assumed as the main problem
for people who want to learn a foreign language. The lack of vocabulary can cause many
problems. Especially for young learners, it will significantly inhabit them from learning
English effectively in the classroom. For example, young learners may find difficulty to write
a good essay because their lack of vocabulary. As a result, the essay contains similar or
repeated vocabulary. In addition, when students take a TOEFL test, they will find some
difficulties in reading comprehension and grammar structure. They cannot answer the
questions if they even do not know the meaning of the words in the test. It gets worse while
they are doing grammar structure, they will not understand the questions because of their
limitation in vocabulary. In fact, many students‟ TOEFL score cannot reach the minimum
standard. It is because their knowledge about vocabulary. Both of the examples are the real
problems that should be a main concern for students and teachers. We have to find out the
solution for our education development.
Vocabulary has an important role, especially for young learners, in learning English as a
foreign language. Cameron (2005) states that it is very important to build a useful vocabulary
repertoire since it is central to the learner. It means that young learners have to learn
vocabulary first before they can comprehend other elements of language such as grammar
and writing. Hence, teaching English for young learners is considered to be a challenging
activity for teacher to find out an appropriate way to build students vocabularies. Children are
usually full of enthusiasm and energy when they learn something new. According to
Cameron (2005), teaching language to children is often more exciting rather than adult.
In the context of learning English as a foreign language, the crucial role of vocabulary is
inevitable. This has been claimed by many linguists and experts in the field. For example,
Wilkins (1972) states that “without grammar, very little can be conveyed; without
vocabulary, nothing can be conveyed”. Krashen (1993) also states that "When students travel,
they do not carry grammar books, they carry dictionaries”. From the statements above, it can
be seen that vocabulary is very important rather than grammar as the first thing people should
know when they learn a foreign language. Talking about the importance of vocabulary for
young learners, their vocabulary development is not only about learning words, but it is also
important to expand and deepen word knowledge. Children often need to meet words in order
to help them increase what they know about words. As Vygotsky (1962) warned that
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
although children may use the same words as adults, they may not hold the same meanings
for those words. In communication, students need vocabulary to support them to create
meaningful sentences. That is why vocabulary is important to be mastered. With some
references on how important vocabulary is, teachers should help young learners acquire as
many words as they can in order to increase their language competence. It has to be a concern
for teachers to find out an appropriate method for students which matches their characteristics
and stage of cognitive development.
According to Hadley (2001) there are three traditional methods that have been practised in
many countries for years: grammar translation, direct method, and audio-lingualism. Brown
(2001) states that it is ironic that grammar translation method has been so stalwart practiced
in many educational contexts among many competing methods. Meanwhile, grammar
translation method is one of teaching method that has been used in Indonesia in teaching
vocabulary.
Krashen (1982) suggests in a second language acquistion field there are four main
requirements for optimal input in learning a language: oral proficiency, interesting, affective
filter level, and amount of comprehensible input. In contrast, Brown (2001) states that the
grammar translation method has main focus on grammatical rules, memorizing vocabulary,
translating text and doing written exercise method. Consequently, in oral proficiency aspect,
the grammar translation method does not give students a chance to practice in oral, students
are expected to be accurate in writing aspect. Besides, the grammar translation method is not
interesting because it is not contextual in teaching learning process. It means that the lesson
does not relate to the students‟ experience. Finally, it does not have sufficient amount of
comprehensible input because in a teaching-learning process, teachers speak in their native
language in the model of sentence, reading and exercise.
In response to those problems above, this study is conducted to find out what method should
be used by teachers to create a good language teaching process. There are several alternative
methods in teaching language to develop the quantity and quality of the student‟s vocabulary.
These methods are cognitive code, Total Physical Response (TPR), the natural approach,
Communicative Language Teaching (CLT) approach, Community Language Learning (CLL)
approach, the silent way and suggestopedia. The method chosen for this study is Total
Physical Response (TPR) method. TPR was developed by Asher in 1977 (Brown, 2001).
Total Physical Response (TPR) method is concerned with principles of child language
acquisition. Asher (1997) notes that children in learning their first language appear to do a lot
of listening before they speak and their listening is accompanied by physical response
(reaching, grabbing, moving, looking and so on). TPR method is similar to the period of
children when they learn their first language. The TPR method creates meaningful language
learning because it holds in a cheerful situation. Children will not feel that they are forced to
memorize vocabulary that the teacher has given. Students are just asked to see, listen, and
practice what teacher does.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
Considering the facts about teaching vocabulary to young learners, teachers should be aware
of students‟ cognitive stage and also they have to give an appropriate method of teaching and
learning language process. The study conducted is aimed at finding out the benefit of using
the TPR method in improving student‟s vocabulary and also to find out the student‟s response
toward this method.
1.2
The Reasearch Questions
The problems of the research can be stated as follows:
1.
Is the use of Total Physical Response method effective in improving young learners‟
vocabulary?
2.
What are the student‟s responses toward Total Physical Responses method in learning
English?
1.3
Aims of Study
The aims of this study are to discover the effectiveness of using the TPR method in building
students vocabulary and to identify students‟ response toward the TPR method while they are
learning English.
1.4
Scope of Study
This study will focus on the effectiveness of using the TPR method in teaching English
vocabulary for the third grade students of an elementary school in Bandung and also how
students respond to this method.
1.5
The Significance of Study
The result of this study is expected to give a contribution toward the practice of teaching
English vocabulary to young learners related to the method used by the teachers. The writer
hopes this research will give a beneficial reference for further research on teaching English
vocabulary to young learners, and give some considerations about the kinds of teaching
strategies in teaching English vocabulary in elementary school employed by teachers.
1.6
Research Methodology
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
To find out the effectiveness of the Total Physical Response method in teaching vocabulary
in elementary school, this study will use an experimental method with two groups: control
and experimental groups.
During the experiment, this study will use TPR treatment in the experimental group in order
to prove the effectiveness of TPR method in teaching vocabulary in third grade students of
elementary school. An interview is used to find out the student‟s responses toward the TPR
method.
1.6.1 Research Design
To answer the research questions, this study used a quasi-experimental design. A quasiexperimental study is a type of evaluation which aims to determine whether a program or
intervention has the intended effect on a study‟s participants. A quasi-experimental design is
one of experimental designs in which we compare means of groups‟s performance take place
normally. Neither experimental nor control group is randomly chosen because individuals
naturally belong to one group or the other. A quasi-experimental design is also called
„naturally occurring group design‟(Brown, 1988).
Moreover, both approaches are used in this study. The quantitative approach is used to
analyze the data from the result of pre-test and post-test. On the other hand, qualitative
approach is used to analyze, describe and clarify the data from the interviews.
1.7
Population and sample
The population of this study is the third grade students of one of the elementary schools in
Bandung. There are two classes of third grade; each of them consists of 20 students. 3A class
is the experimental group which received experimental treatments and 3B is the control group
which did not receive any experimental treatments.
The study involved the third grade students of an elementary school because
they have learnt English and they are still learning basic vocabulary. In this stage, students
need guidance and learn a language with appropriate method related to their cognitive stage.
1.8
Hypothesis
A hypothesis is a specific statement of prediction. It describes in concrete (rather than
theoretical) terms about what the researcher expects will happen in the study.
Fraenkel&Wallen (1990:40) state that research question is often restated as a hypothesis.
There are two kinds of hypothesis namely null hypothesis and alternative hypothesis. In the
experimental research, the most common hypothesis used is the null hypothesis. Coolidge
(2000:106) defines that null hypothesis is starting point in scientific research where the
experimenter assumes there is no effect of the treatment or no relationship between two
variables.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
Therefore, the null hypothesis is needed as the foundation of this study. The hypothesis of
this study: there is no difference of student‟s vocabulary mastery between the students who
receive experimental treatments and the students who do not receive experimental treatments.
1.9
Data Collection
The data of this study are collected through administering tryout test, pre-test, post-test and
interview. Tryout test is conducted to validate the test and to know the reliability of the test.
After validating the test, pre-test is used to measure initial ability of the children before they
receive any experimental treatments. After all treatments, post-test is administered to control
and experimental groups. The scores from post test are used to measure whether the
implemented method influence the experimental group or not.
The interview is conducted for students in order to answer the second research question about
student‟s responses toward TPR method.
1.10
Data Analysis
In this study, the scores which are obtained from pre-test of control and experimental group
are analyzed using independent t-test formula as the two groups are paired. The scores show
that there is no difference betweeen the two groups before TPR treatments is given to the
experimental group.
The matched t-test is used to analyze the two dependent groups of scores; pre-test and post
test that are paired. The analysis of matched t-test is aimed to find out whether there is any
development after treatments or not. This formula shows the possible change of the group
influenced by the implemented method.
The data collections from the interview are used to strengthen data taken from the scores of
pre-test and post-test.
1.11
The Clarification of Terms
To avoid misinterpretation of terms and make the terms stated clearly in this research
paper, the writer would like to clarify and specify each term as follow:
a.
Effectiveness in this research refers to better improvement of students‟ English
vocabulary through the use of TPR method.
b.
Total Physical Response (TPR) is a language teaching method built around the
coordination of physical (motor) activity. (Brown, 2001: 29)
Total Physical Responses in this study is a language teaching method that is used by the
teacher to teach vocabulary in the third grade of an elementary school in Bandung.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
c.
Vocabulary is defined as all the words that exist in a language, or that are used when
discussing a particular subject. (Cambridge learner‟s dictionary, second edition)
Vocabulary in this study is defined as words that will be learned by the students.
d.
Young learners are young children up to the ages of seven until twelve (Slatterly and
Willis 2001, p.4)
Young learners in this study are third grade students of an elementary school in Bandung.
e.
Students‟ responses in this research cover the level of students‟ satisfaction to
learning result and the level of students‟ enjoyment during learning activity.
f.
Teaching refers to giving lessons in a particular subject at a school, university, etc
(Cambridge Learners‟ Dictionary, 2004).
1.12
Organization of Paper
This research paper is divided into five chapters. Chapter I is about introduction. Chapter II is
theoretical foundations. Chapter III is the research methodology. Chapter IV is the findings
and discussion of the research. Last, chapter V is the conclusion and suggestion.
Chapter I Introduction
This chapter provides background of the study, research questions, aim of the study, scope of
the study, significance of the study, research methodology, data source, data collection, data
analysis, clarification of terms, organization of the paper and concluding remarks.
Chapter II Theoretical Foundation
This chapter contains some theoretical foundations. It consists of TPR methods, vocabulary,
young learners learning characteristics, importance of learning vocabulary for young learners
and concluding remarks.
Chapter III Methodology
This chapter presents methodology conducted in conducting the research. It includes research
design, research questions employed, the instrument of the research, the site and respondent
of the research, the data collecting procedures, and data analysis.
Chapter IV Findings and Discussion
This chapter consists of findings and discussions which present the result of the research.
Chapter V Conclusions and Suggestions
This chapter concludes research result and recommendations for teaching process and further
research.
1.13
Concluding Remarks
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
This opening chapter provides several basic points of the research that is conducted. This
chapter is the foundation for the proceeding chapters. The researcher will explain each point
in details on the next four chapters. Next, the theoretical foundation of the research will be
explained in chapter II.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
CHAPTER III
RESEARCH METHODOLOGY
This part includes the methodology of the research, which dissucess the research method,
research design, hyphothesis, population and sample, instruments, the data collection,
description of the data analysis, clarification of terms and concluding remarks.
3.1 Research Method
This study was conducted to investigate the effectiveness of Total Physical Response method
in teaching vocabulary in one of elementary schools in Bandung. Therefore the experimental
method was used to answer the research questions.
The experimental method is a systematic and scientifict approach to research in which the
researcher manipulates one or more variables and control, and measure any change in other
variables. Therefore this study involved two groups: control and experimental groups.
During the experiment process, this study would use TPR treatment in the experimental
group in order to prove the effectiveness of TPR method in teaching vocabulary in the third
grade students of an elementary school.
This study used quantitative and qualitative approaches. A quantitative approach was
used to answer the first question whether TPR method was effective or not. Besides, to
observe the students’ responses toward TPR method this research used the interview method.
The interview as a qualitative approach was used to obtain information on students’
perception about TPR method which had been given by the researcher during the treatment
process.
3.2 Research Design
The study used a quasi-experimental non equivalent pre-test-post-test control design.
As Brown (1988) states that a quasi-experimental study is a type of evaluation which aims to
determine whether a program or intervention has the intended effect on a study’s participants.
A quasi-experimental design is one of the experimental designs in which we compare means
of groups’s performance. Neither the experimental nor the control group was randomly
chosen because individuals naturally belong to one group or the other. A quasi-experimental
design is also called ‘naturally occuring group design. The reason for choosing this design
was the population did not consist of individuals but groups of individual or cluster, so that
students were not randomly chosen and assigned to the group. Best (1981:73) states that the
experimental non equivalent pretest-posttest control design is often used in classroom
experiments when experimental and control groups were such naturally assembled group as
intact classes which maybe similar. Through this design, the sample was taken from two
available classes (intact), each class was assigned as experimental and control groups.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
A pre-test and a post-test were administered to both group. After the pre-test was
administered and there was no difference of mean statistically between two groups or
equivalent based on the calculation by using t-test, this research conduct Total Physical
Response method as a treatment in several meetings to the experimental group. The
vocabulary materials given to both groups were similar. In the experimental group, the
teacher used Total Physical Response method.
3.3 Variable
This study measured whether Total Physical Response method as independent
variable was effective in teaching vocabulary to the third grade students of an elementary
school or not. The effeciveness could be seen from the improvements of students’ vocabulary
mastery in the experimental group.
The second variable was dependent variable. The dependent variable was the variable
that the researcher would observe or measure. The Dependent variable in this research was
the improvement of young learners’vocabulary mastery as measured by the scores from the
pre-test and the post-test.
3.4 Hypothesis
This study used null hypothesis (H0) as its foundations. The null hypothesis
means that there was no relationship between the independent variable and the dependent
variable (Coolidge, 2000: 95). It means that there was no difference between the two
classes’ means, experimental class and control class (Coolidge, 2000: 98). It was
believed that the control group and the experimental group were similar.
Coolidge (2000) stated that if research uses the null hypothesis, two possibilities of the
research can be shown as follows: (1) if the hypothesis is rejected, it means that the
experiment works, (2) if the hypothesis is accepted, then the experiment does not work.
In conclusion, the hypothesis of this study: there was no difference of student’s vocabulary
mastery between the students who receive experimental treatments and the students who did
not receive any experimental treatments.
3.5 Population and Sample
3.5.1 Population
Population of this study was the third grade students of an elementary school in Bandung.
This study decided to take the third grade students of an elementary school because they had
learnt English and they were still learning basic vocabulary. In this stage, the students need
guidance and learn language with appropriate method matches their cognitive stage. During
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
the implementation of the Total Physical Method, they learned in fun and easy way without
being forced.
The characteristic of populations were:
1.
The students were native Indonesian
2.
The students study English as a local subject
3.
The students’ age was around 8-9 years old
4.
The students have never attended any english course
5.
The students only learned English at school
3.5.2 Sample
Sample could be stated as a small group that is investigated. The sample of this study
was the third grade students of an elementary school in Bandung. Sample that represented
those characteristic above was selected through purposive sampling. Purposive sampling was
a sample selected because the individuals have special qualification of some sort (Franklen
and Wallen, 1990:84). The qualifications that researcher saw from the sample were the
following: (1) they had learned english before, (2) they were accustomed to learning
vocabulary through translation method and memory strategy, and (3) they only learned
English at school. The sample of this research was two classes of the third grade; each
of them consists of 20 students. 3A class was the experimental group which received
experimental treatments and 3B was the control group which did not receive any
experimental treatments. The research was conducted in early 2013.
3.6 Research Procedure
There were some procedures conducted in the research. The first step was preparing
and organizing teaching procedure by using TPR method in teaching vocabulary to the
experimental group. The main components in this step were material and activities that would
be applied in the classroom. Those procedures were aimed to improve students’ vocabulary in
the end of their learning process.
The second step was constructing and trying out the instrument to find out the validity
and reliability of the test. The try out test was carried out in a class that was in the same grade
with the control and the experimental groups. The instrument used in this research was
vocabulary achievement test.
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
The third step was administering a pre-test to the experimental and the control groups
to find out students initial ability. Fourth was organizing lesson plans in teaching vocabulary
for the experimental class. Fifth was conducting a post-test to both groups to measure their
abilities after treatment.
The last procedure was administering the interview to the experimental group to know
students’ responses toward TPR method in learning English vocabulary. After all procedures
were conducted, the data collected from the pre-test, the post-test and the interview were
further analyzed. Reflecting from the result of data analysis, some conclusions and
suggestions were then drawn.
3.7 Research Instruments and Data Collected
In the purpose of gaining data related to the research problems, there were two
kinds of instruments used in this research, namely multiple choice test and interview. The
multiple choice test was used to answer the first research question about the effectiveness of
TPR method and the interview was used to support the data about students’ responses toward
TPR method. The data collected from the try-out test, the pre-test, the treatment, the post-test
and the interview would be elaborated further in the following sections.
3.7.1 Try Out Test
The try-out test was administered to examine the feasibility of the instrument before it was
carried out for the pre-test and the post-test. The tests were validity and reliability. There
were 30 questions related to subject and they were distributed to twenty students of the third
grade of an elementary school in Bandung. The try-out test was conducted on January 9th
2013 before the treatment was applied. The students were selected from another school at the
same level.
3.7.2 Pre-Test
A pre-test and a post-test of the research were conducted in the form of multiple choice.
The tests were used to measure the effectiveness of Total Physical Response method in
teaching vocabulary in the third grade of an elementary school in Bandung.
A pre-test was implemented in order to obtain the data of students’ vocabulary knowledge. It
was used to measure the initial ability of young learners before they received any
experimental treatment. The test was given to the experimental and the control groups
without any information before.
The pre-test sheets consisted of 30 items measured student’s ability of using vocabularies
related to the themes that would be taught. The researcher used multiple choice because it
was easy to analyzed and suitable for students in the third grade of elementary school.
Furthermore, some items were put together with pictures to avoid misunderstanding.
3.7.3 Treatment
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
The treatment for the experimental class used Total Physical Response as the teaching
methodology. It also used some songs and pictures as the media in teaching vocabulary.
However, the control group did not get any special treatment to learn the same material.
The treatment was conducted in five meetings. It took place from 23 February to 23 March
2013. The Duration of each meeting was 60 minutes. The topics were vocabulary about part
of body, numbers, colours, fruits and things in the classroom.
3.7.4 Post-Test
After all treatments were conducted, the post-test was administered to the control and the
experimental groups. The scores from the post-test were used to measure whether the
implemented method influenced the experimental group or not. The test was conducted on
March 2013. The post-test contained thirty multiple choices questions. Form and the
indicators of the questions were similar to the pre-test questions.
3.7.5 Interview
The interview was aimed at finding the students’ response toward the implementation of the
method. As Alwasilah (2006) states that the deep information that might not be acquired from
documents could be obtained by interview. The data from students’s interview was used to
strengthen the data taken from the scores of pre-test and post-test. The interview was
conducted to 20 students in the experimental group. They were interviewed individually with
some questions. The questions were whether they like English or not, their response about
TPR method, the topics that students liked the most and their reasons whether they liked the
method or not.
3.8 Data Analysis
3.8.1 Tryout Test
In order to make sure that the instrument was valid and reliable, items that would be used as
the instruments research and the obtained data from tryout test should be analyzed. Therefore,
instrument validity and reliability were very essential in the research.
a)
Instrument Validity and Reliablity
Validity was the most important idea to consider when preparing or selecting an instrument to
use (Fraenklen and Wallen, 2006:150). Validity of a test is used as a measurement in order to
figure out how a test runs as its function. A test is considered as valid if the content and the
format of the test are familiar for the students, and the test measure what it should be
measured. Moreover, this research used Pearson product moment correlation to determine the
validity of each instrument items.
Reliability test is used to measure an instrument in order to figure out whether the instrument
can be used as measuring tool or not whenever the instrument is used. In order to find how
Hana Siti Nur Ainun, 2013
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A quasi
experimental study in the third grade of an elementary school in Bandung
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
reliable the test instrument was, this research used Spearman – Brown formula to
investigate the reliability of the instrument.
b)
Try-out Test Data Analysis
In attempt to measure the appropriateness of the pre-test in terms of validity and
reliability, the try-out test was administered to a class different from the control group and the
experimental group which was at the same level, on January 7th, 2013. There were 20
students who participated in try-out test. Thirty multiple choice questions were administered
to the students.
Validity Test
Validity test was conducted on the try-out test to find out the characteristics of the instrument
before administering the pre-test. After that, the data gathered from the tryout test were
calculated by using SPSS 17 for windows.
The results showed that there was no difficulty during the try-out test. Students’ responses to
the instructions were good and appropriate with expectation. Therefore, the try-out test was
clear and appropriate for the pre-test.
The result showed tha