THE EFFECT OF USING TOTAL PHYSICAL RESPONSE STORYTELLING ON STUDENTS SPEAKING ACHIEVEMENT.
THE EFFECT OF USING TOTAL PHYSICAL RESPONSE
STORYTELLING ON STUDENTS’ SPEAKING
ACHIEVEMENT
A THESIS
Submitted to the English Department, Faculty of Language and Arts
Unimed, in Partial Fulfillment of the Requirements for
the Degree of Sarjana Pendidikan
By
YENNI ROFINA SIMANJUNTAK
Registration Number 2103321049
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Simanjuntak, Yenni Rofina. 2103321049. The Effect of Using Total Physical
Response Storytelling on Students’ Speaking Achievement. A Thesis. English
Department. Faculty of Languages and Arts. States University of Medan.
2014.
This study deals with the investigation of the effect of using Total Physical
Response Storytelling on Students’ Speaking Achievement. This study was
conducted by using experimental research. The population of the study was the
third grade of SMP N 22 Medan. There were seventy two students used as the
sample out of the research taken from two classes and they were divided into two
groups namely the experimental group and control group. The experimental group
was taught by using Total Physical Response Storytelling while the control group
taught without using Total Physical Response Storytelling. The instrument of
collecting the data was an oral test. To obtain the result of the reliability of the
test, the researcher used the Product Moment Formula. The result of the
calculation showed that the reliability of the test was 0.63, which means that the
reliability of the test is high. The data were analyzed by using t-test formula. The
result of the analysis showed that tobserved is exceeded than ttable (3,692 > 1,994) at
the level of significance of 0.05 with the degree of freedom (df) 70. The result of
this study showed that the students’ speaking achievement taught by using Total
Physical Response Storytelling is higher than those who taught without using
Total Physical Response Storytelling.
Keyword : Total
Achievement
Physical
Response
Storytelling,
Students’
Speaking
ACKNOWLEDGEMENT
A greatest to the Almighty Jesus Christ for blessing and guiding the
writer so she can finally complete this thesis to fulfill the requirements for the
degree of Sarjana Pendidikan.
The writer would like to take her opportunity to express her deep and
sincere gratitude to the following:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of
Medan.
Faculty
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and
also her Academic Consultant, Dra. Meisuri, M.A, the Secretary of
English department, and Dra. Masitowarni Siregar, M.Ed., the Head
of English Education Study Program,.
Suswati, S.Pd, M.Hum.
giving knowledge, advices and amazing study experiences.
Prof. Dr. Lince Sihombing, M.Pd., her Thesis Consultant and Rita
All Lecturers who have taught her in this English Department, for
The writer never ending thankfulness is fully belong to her beloved
father R. Simanjuntak and her mother R. Siahaan for their
everlasting love, hopeful prayers in his life, and the entire moral and
the financial support that have enabled to finish her study. Her special
thanks admiration are also due to her brother and sisters, Ronald
Simanjuntak, Cecilia Simanjuntak and Agnesia Simanjuntak
thankyou for your support, your caring and help to accomplish this
thesis.
The writer also thanks to the headmaster of SMP Negeri 22 MEDAN,
Dermawati, M.Pd and English teacher Dra. R. Siahaan and all the
teachers and students especially XI-1, XI-2 academic 2013/2014 in
SMP Negeri 22 MEDAN who received the presence ot the writer
during research in these classes.
The writer dearest friends of Extension B 2010; Titik, Mimi, kak
Iyus, Cacamarica, Kak Asri, Bebeb, Goklas, Pira, and Cida. Her
beloved closed friends’ kakun, sorbet, kak uti, upan, utut, surip and
all friends whose names can not be mentioned thank you for all of your
motivation, supports and togetherness.
The writer hopes this thesis will be useful for those who read it, especially
for the student of English Department.
Medan,
January 2015
The Researcher,
Yenni Rofina Simanjuntak
Reg. No.2103321049
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT ............................................................................... i
ABSTRACT ...................................................................................................... iii
TABLE OF CONTENTS .............................................................................. iv
LIST OF TABLES .............................................................................................vi
LIST OF APPENDICES ...................................................................................vii
CHAPTER I INTRODUCTION
A. The Background of the Study ............................................................. 1
B. The Problem of the Study ................................................................... 5
C. The Objective of the Study ................................................................. 5
D. The Scope of the Study ....................................................................... 5
E. The Significance of the Study ........ ..................................................... 6
CHAPTER II: REVIEW OF LITERATURE
A. Theoretical Framework ....................................................................... 7
1. Speaking ........................................................................................ 7
a. The Concept of Teaching Speaking .......................................... 9
b. Student’s Ahievement in Speaking ........................................... 10
c. The Assessment of Speaking .................................................... 13
a. Total Physical Response Storytelling ............................................ 15
a. The Characteristics of Total Physical Response Storytelling ... 18
b. The Advantages of TPR Storytelling ........................................ 18
B. Conceptual Framework ...................................................................... 20
C. Hypothesis .......................................................................................... 21
CHAPTER III: THE RESEARCH METHOD
A. Research Design .................................................................................
B. Population and Sample .......................................................................
a. Population
............................................................................
b. Sample
...........................................................................
C. Instrument of Collecting Data ............................................................
D. Scoring the test ...................................................................................
E. The Procedure of Research .................................................................
a. Pre-test ........................................................................................
22
23
23
23
24
24
28
28
b. Treatment ........................................................................................ 28
c. Post-test ........................................................................................ 31
F. The Validity and Reliability of The Test ............................................ 31
a. Validity
............................................................................ 31
b. Reliability
............................................................................ 32
G. Technique for Analyzing Data ........................................................... 34
H. Statistical Hypothesis ........................................................................ 35
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS
A. The Data .............................................................................................
B. The Data Analysis ..............................................................................
1. Analyzing the data by using t-test formula ....................................
2. Testing Hypothesis ........................................................................
3. Research Findings ........................................................................
36
39
40
41
41
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ......................................................................................... 43
B. Suggestion ......................................................................................... 43
REFERENCES ..............................................................................................
45
APPENDICES
46
..............................................................................................
LIST OF TABLES
Page
Table 1.1 The Eight Grade (VIII) Students’ Score of Speaking .............
3
Table 3.1 Research Design .....................................................................
22
Table 3.2 FSI (Foreign Service Institute) Weighting Table ..................
27
Table 3.3 Treatment for Experimental Group .......................................
28
Table 3.4 Treatment for Control Group ................................................
30
Table 4.1 The Result of Pre-test and Post-test of the Experimental Group
37
Table 4.2 The Result of Pre-test and Post-test of the Control Group .....
38
LIST OF APPENDICES
Page
Appendix A
The Result of Pre-test and Post-test of
The Experimental Group....................................................... 47
Appendix B
The Result of Pre-test and Post-test of
The Control Group................................................................. 51
Appendix C
The Calculation of the T-Test................................................. 55
Appendix D
Table of Distribution T........................................................... 61
Appendix E
The Reliability of the test ....................................................... 63
Appendix F
Lesson Plan (Experimental Group)......................................... 65
Appendix G
Lesson Plan (Control Group)..................................................
87
CHAPTER I
INTRODUCTION
A. The Background of The Study
English is very important tool of communication used to communicate
between two or more people in carrying out their daily activities and has main role
to make people understand. The function of language is not only for
communication but also for culture transfer. English is an international language;
and the most important language which is taught in the most countries in the
world. In Indonesia it is treated as the first foreign language, considered to be
important for developing and applying science and technology, as well as for
increasing International relationship and cooperation.
It is supported by Maxom (2009:183) who said that speaking is the most
important skill in English language teaching to be mastered in school. Through
speaking, students can express their ideas, feelings and desires to others. In school
the students learn how to speak English easier because there are teachers and
friends who can be their facilitators and pairs to practice English. Izzan (2007:1)
added that English as a second and International Language mostly used in all
countries in this world. He said English is used in almost every aspect of our life,
such as in science, education, technology, business and news. To get job, one
must be qualified in fulfilling the job requirements including is speaking English
fluently. In learning English, students are expected to be able to achieve and be
familiar with the four language skills, such as listening, speaking, reading and
writing. In speaking, students find that speaking is difficult to practice. When the
teacher asks students to say something about their opinion, most of the students
feel unconfident to express it. They are ashamed to make a mistake in speaking
English language. Piccolo (2010) said one speaking problem faced by the students
occurred because they worried about making mistake, receiving critic or losing
face in front of the rest of the class.
It is supported by Kartini (2010) who said that anxiousness about making
mistakes when speaking in front of class is the problem faced by the students in
speaking English. And according to Tsiplakides (2009) students who exhibit
communication apprehension do not feel comfortable communicating in the target
language in front of others, due to their limited knowledge of the language,
especially in relation to speaking and listening skills. Students who experience
fear of negative evaluation do not consider language errors as a natural part of the
learning process, but as a threat to their image, and a source for negative
evaluations either from the teacher or their peers.
As a result, they are silent and withdrawn most of the time, and do not
participate in language activities. Students who experience test anxiety consider
the foreign language process, and especially oral production, as a test situation,
rather than an opportunity for communication and skills improvement. The
researcher strongly convinced that when something is not interesting for students,
it does not matter what you teach or the best way you teach it; in the long run, it
will be a waste of time. It is taken for granted that there must be more than one
way for developing fluently oral production, a way for students to express
themselves orally in their own words, not memorizing lines.
The phenomenon above shows that there is a serious problem in learning
speaking. The researcher found this condition when doing observation in SMP
NEGERI 22 MEDAN. The students got direct material and forced to give correct
respond to the question from the teacher without exploring it with their own
knowledge. The situation above made most of the students bored and did not have
big desire to learn and to speak English in the class. Only a few members of
students are interested to be involved actively in learning the material and the rest
passively involved without performing their best when the teacher ask them to
speak about the material like table of Minimal Completeness Criteria (KKM) of
English lesson for Junior High School below. The score of speaking from the
students can be seen in table 1.1.
Table 1.1 The Eight Grade (IX) Students’ Score of Speaking
Semesters
Score
Students
Percentage
Mean
1st Semester 2012/2013
STORYTELLING ON STUDENTS’ SPEAKING
ACHIEVEMENT
A THESIS
Submitted to the English Department, Faculty of Language and Arts
Unimed, in Partial Fulfillment of the Requirements for
the Degree of Sarjana Pendidikan
By
YENNI ROFINA SIMANJUNTAK
Registration Number 2103321049
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Simanjuntak, Yenni Rofina. 2103321049. The Effect of Using Total Physical
Response Storytelling on Students’ Speaking Achievement. A Thesis. English
Department. Faculty of Languages and Arts. States University of Medan.
2014.
This study deals with the investigation of the effect of using Total Physical
Response Storytelling on Students’ Speaking Achievement. This study was
conducted by using experimental research. The population of the study was the
third grade of SMP N 22 Medan. There were seventy two students used as the
sample out of the research taken from two classes and they were divided into two
groups namely the experimental group and control group. The experimental group
was taught by using Total Physical Response Storytelling while the control group
taught without using Total Physical Response Storytelling. The instrument of
collecting the data was an oral test. To obtain the result of the reliability of the
test, the researcher used the Product Moment Formula. The result of the
calculation showed that the reliability of the test was 0.63, which means that the
reliability of the test is high. The data were analyzed by using t-test formula. The
result of the analysis showed that tobserved is exceeded than ttable (3,692 > 1,994) at
the level of significance of 0.05 with the degree of freedom (df) 70. The result of
this study showed that the students’ speaking achievement taught by using Total
Physical Response Storytelling is higher than those who taught without using
Total Physical Response Storytelling.
Keyword : Total
Achievement
Physical
Response
Storytelling,
Students’
Speaking
ACKNOWLEDGEMENT
A greatest to the Almighty Jesus Christ for blessing and guiding the
writer so she can finally complete this thesis to fulfill the requirements for the
degree of Sarjana Pendidikan.
The writer would like to take her opportunity to express her deep and
sincere gratitude to the following:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of
Medan.
Faculty
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and
also her Academic Consultant, Dra. Meisuri, M.A, the Secretary of
English department, and Dra. Masitowarni Siregar, M.Ed., the Head
of English Education Study Program,.
Suswati, S.Pd, M.Hum.
giving knowledge, advices and amazing study experiences.
Prof. Dr. Lince Sihombing, M.Pd., her Thesis Consultant and Rita
All Lecturers who have taught her in this English Department, for
The writer never ending thankfulness is fully belong to her beloved
father R. Simanjuntak and her mother R. Siahaan for their
everlasting love, hopeful prayers in his life, and the entire moral and
the financial support that have enabled to finish her study. Her special
thanks admiration are also due to her brother and sisters, Ronald
Simanjuntak, Cecilia Simanjuntak and Agnesia Simanjuntak
thankyou for your support, your caring and help to accomplish this
thesis.
The writer also thanks to the headmaster of SMP Negeri 22 MEDAN,
Dermawati, M.Pd and English teacher Dra. R. Siahaan and all the
teachers and students especially XI-1, XI-2 academic 2013/2014 in
SMP Negeri 22 MEDAN who received the presence ot the writer
during research in these classes.
The writer dearest friends of Extension B 2010; Titik, Mimi, kak
Iyus, Cacamarica, Kak Asri, Bebeb, Goklas, Pira, and Cida. Her
beloved closed friends’ kakun, sorbet, kak uti, upan, utut, surip and
all friends whose names can not be mentioned thank you for all of your
motivation, supports and togetherness.
The writer hopes this thesis will be useful for those who read it, especially
for the student of English Department.
Medan,
January 2015
The Researcher,
Yenni Rofina Simanjuntak
Reg. No.2103321049
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT ............................................................................... i
ABSTRACT ...................................................................................................... iii
TABLE OF CONTENTS .............................................................................. iv
LIST OF TABLES .............................................................................................vi
LIST OF APPENDICES ...................................................................................vii
CHAPTER I INTRODUCTION
A. The Background of the Study ............................................................. 1
B. The Problem of the Study ................................................................... 5
C. The Objective of the Study ................................................................. 5
D. The Scope of the Study ....................................................................... 5
E. The Significance of the Study ........ ..................................................... 6
CHAPTER II: REVIEW OF LITERATURE
A. Theoretical Framework ....................................................................... 7
1. Speaking ........................................................................................ 7
a. The Concept of Teaching Speaking .......................................... 9
b. Student’s Ahievement in Speaking ........................................... 10
c. The Assessment of Speaking .................................................... 13
a. Total Physical Response Storytelling ............................................ 15
a. The Characteristics of Total Physical Response Storytelling ... 18
b. The Advantages of TPR Storytelling ........................................ 18
B. Conceptual Framework ...................................................................... 20
C. Hypothesis .......................................................................................... 21
CHAPTER III: THE RESEARCH METHOD
A. Research Design .................................................................................
B. Population and Sample .......................................................................
a. Population
............................................................................
b. Sample
...........................................................................
C. Instrument of Collecting Data ............................................................
D. Scoring the test ...................................................................................
E. The Procedure of Research .................................................................
a. Pre-test ........................................................................................
22
23
23
23
24
24
28
28
b. Treatment ........................................................................................ 28
c. Post-test ........................................................................................ 31
F. The Validity and Reliability of The Test ............................................ 31
a. Validity
............................................................................ 31
b. Reliability
............................................................................ 32
G. Technique for Analyzing Data ........................................................... 34
H. Statistical Hypothesis ........................................................................ 35
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS
A. The Data .............................................................................................
B. The Data Analysis ..............................................................................
1. Analyzing the data by using t-test formula ....................................
2. Testing Hypothesis ........................................................................
3. Research Findings ........................................................................
36
39
40
41
41
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ......................................................................................... 43
B. Suggestion ......................................................................................... 43
REFERENCES ..............................................................................................
45
APPENDICES
46
..............................................................................................
LIST OF TABLES
Page
Table 1.1 The Eight Grade (VIII) Students’ Score of Speaking .............
3
Table 3.1 Research Design .....................................................................
22
Table 3.2 FSI (Foreign Service Institute) Weighting Table ..................
27
Table 3.3 Treatment for Experimental Group .......................................
28
Table 3.4 Treatment for Control Group ................................................
30
Table 4.1 The Result of Pre-test and Post-test of the Experimental Group
37
Table 4.2 The Result of Pre-test and Post-test of the Control Group .....
38
LIST OF APPENDICES
Page
Appendix A
The Result of Pre-test and Post-test of
The Experimental Group....................................................... 47
Appendix B
The Result of Pre-test and Post-test of
The Control Group................................................................. 51
Appendix C
The Calculation of the T-Test................................................. 55
Appendix D
Table of Distribution T........................................................... 61
Appendix E
The Reliability of the test ....................................................... 63
Appendix F
Lesson Plan (Experimental Group)......................................... 65
Appendix G
Lesson Plan (Control Group)..................................................
87
CHAPTER I
INTRODUCTION
A. The Background of The Study
English is very important tool of communication used to communicate
between two or more people in carrying out their daily activities and has main role
to make people understand. The function of language is not only for
communication but also for culture transfer. English is an international language;
and the most important language which is taught in the most countries in the
world. In Indonesia it is treated as the first foreign language, considered to be
important for developing and applying science and technology, as well as for
increasing International relationship and cooperation.
It is supported by Maxom (2009:183) who said that speaking is the most
important skill in English language teaching to be mastered in school. Through
speaking, students can express their ideas, feelings and desires to others. In school
the students learn how to speak English easier because there are teachers and
friends who can be their facilitators and pairs to practice English. Izzan (2007:1)
added that English as a second and International Language mostly used in all
countries in this world. He said English is used in almost every aspect of our life,
such as in science, education, technology, business and news. To get job, one
must be qualified in fulfilling the job requirements including is speaking English
fluently. In learning English, students are expected to be able to achieve and be
familiar with the four language skills, such as listening, speaking, reading and
writing. In speaking, students find that speaking is difficult to practice. When the
teacher asks students to say something about their opinion, most of the students
feel unconfident to express it. They are ashamed to make a mistake in speaking
English language. Piccolo (2010) said one speaking problem faced by the students
occurred because they worried about making mistake, receiving critic or losing
face in front of the rest of the class.
It is supported by Kartini (2010) who said that anxiousness about making
mistakes when speaking in front of class is the problem faced by the students in
speaking English. And according to Tsiplakides (2009) students who exhibit
communication apprehension do not feel comfortable communicating in the target
language in front of others, due to their limited knowledge of the language,
especially in relation to speaking and listening skills. Students who experience
fear of negative evaluation do not consider language errors as a natural part of the
learning process, but as a threat to their image, and a source for negative
evaluations either from the teacher or their peers.
As a result, they are silent and withdrawn most of the time, and do not
participate in language activities. Students who experience test anxiety consider
the foreign language process, and especially oral production, as a test situation,
rather than an opportunity for communication and skills improvement. The
researcher strongly convinced that when something is not interesting for students,
it does not matter what you teach or the best way you teach it; in the long run, it
will be a waste of time. It is taken for granted that there must be more than one
way for developing fluently oral production, a way for students to express
themselves orally in their own words, not memorizing lines.
The phenomenon above shows that there is a serious problem in learning
speaking. The researcher found this condition when doing observation in SMP
NEGERI 22 MEDAN. The students got direct material and forced to give correct
respond to the question from the teacher without exploring it with their own
knowledge. The situation above made most of the students bored and did not have
big desire to learn and to speak English in the class. Only a few members of
students are interested to be involved actively in learning the material and the rest
passively involved without performing their best when the teacher ask them to
speak about the material like table of Minimal Completeness Criteria (KKM) of
English lesson for Junior High School below. The score of speaking from the
students can be seen in table 1.1.
Table 1.1 The Eight Grade (IX) Students’ Score of Speaking
Semesters
Score
Students
Percentage
Mean
1st Semester 2012/2013