THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS) METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A Descriptive Qualitative Study of Teacher’s Techniques and Students’ Responses in one Elementary School in Cianjur.

THE IMPLEMENTATION OF TOTAL PHYSICAL

RESPONSE STORYTELLING (TPRS) METHOD IN

TEACHING VOCABULARY TO YOUNG LEARNERS

(A Descriptive Qualitative Study of Teacher’s Techniques and Students’ Responses

in one Elementary School in Cianjur)

A Research Paper

Submitted to the English Education Department of Faculty of Language and Arts Education of UPI in Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree

By

Ginta Gantika

0706189

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS) METHOD IN TEACHING VOCABULARY TO

YOUNG LEARNERS

(A Descriptive Qualitative Study of Teacher’s Techniques and Students’

Responses in one Elementary School in Cianjur)

Oleh Ginta Gantika

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

© Ginta Gantika 2013 Universitas Pendidikan Indonesia

Agustus 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.

PAGE OF APPROVAL

THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS) METHOD IN TEACHING VOCABULARY TO

YOUNG LEARNERS

(A Descriptive Study of Teacher’s Techniques and Students’ Responses in

One of Elementary Schools in Cianjur)

Ginta Gantika 0706189

Approved By:

Main Supervisor Co-Supervisor

Dr. Didi Sukyadi, M.A. Ika Lestari Damayanti, S.Pd., M.A NIP: 196706091994031003 NIP: 197704142001122003

Head of English Department Faculty of Language and Arts Education

ABSTRACT

The study entitled The Implementation of Total Physical Response

Storytelling (TPRS) Method in Teaching Vocabulary to Young Learners is aimed

at investigating how the English teacher applied TPRS method in teaching

vocabulary to the 4th graders and figuring out the students’ responses towards the implementation of the method. This study employed a descriptive qualitative study and was conducted in one of elementary schools in Cianjur. An English teacher and her 27 fourth grade students were the subjects of this study. To obtain the data, a classroom observation and interview with the English teacher were conducted. The findings revealed that the teacher applied four steps of TPRS method with two additional steps whichwere labeled as teacher’s preparation steps. The first two (preparation) steps were choosing new vocabularies that would be introduced to the students and also the stories. The second step was showing the words, the third step was telling the words, the next step was storytelling, and the last step was vocabulary learning activity. The students responded physically as instructed. Moreover, they gave correct responses with full of enthusiasm to the teacher’s instructions. Additionally, this method is able

to motivate students to learn vocabulary, since the students’ responses towards the

teacher’s instructions increase in each word and step. Another result was that

TPRS can help students’ attention last longer because the method employs stories and physical moves that children like.

Key Words: TPRS method, Vocabulary, Young learners, Physical moves, Instructions

ABSTRAK

Penelitian berjudul Penggunaan Metode Total Physical Response

Storytelling (TPRS) dalam Mengajarkan Kosa Kata Bahasa Inggris untuk Anak Usia Dini ini bertujuan untuk meneliti bagaimana guru bahasa Inggris

menggunakan metode TPRS ini dalam mengajarkan kosa kata bahasa Inggris kepada siswa kelas 4 SD dan mencari tahu bagaimana respon siswa terhadap penggunaan metode TPRS tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif dan dilakukan di salah satu sekolah dasar di Cianjur. Guru bahasa Inggris dan 27 orang siswanya menjadi subjek dari penelitian ini. Observasi kelas dan wawancara dengan guru bahasa Inggris dilakukan untuk memperoleh data. Berdasarkan hasil yang diperoleh dari penelitian ini, guru bahasa Inggris yang diteliti melakukan empat langkah dari metode TPRS ini dan dua langkah tambahan yang ia sebut sebagai langkah persiapan. Dua langkah pertama sebagai langkah persiapan adalah memilih kosa kata yang akan diperkenalkan kepada siswa dan juga memilih cerita. Langkah ke dua adalah showing the words, langkah ke tiga adalah telling the words, langkah selanjutnya adalah storytelling, dan langkah terakhir adalah vocabulary learning

activity. Siswa merespon dengan gerakan seperti yang diinstruksikan. Siswa juga

merespon perintah guru dengan benar dan baik juga dengan penuh antusias. Metode TPRS ini juga dapat memotivasi siswa untuk belajar kosa kata karena respon siswa terhadap perintah guru meningkat di setiap kata dan langkah. Hasil yang lain menunjukkan bahwa TPRS dapat membantu perhatian siswa menjadi lebih lama karena metode ini menggunakan cerita dan gerakan badan yang disukai anak-anak.

i

TABLE OF CONTENTS

Page PAGE OF APPROVAL

STATMENT OF AUTHORIZATION ... i

PREFACE ... ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ... v

TABLE OF CONTENT ... vi

LIST OF TABLE ... ix

LIST OF EXCERPT ... x

I. CHAPTER I INTRODUCTION ... 1

1.1Background ... 1

1.2Research Questions ... 4

1.3Aims of the Study ... 4

1.4Scope of the Study ... 5

1.5Significance of the Study ... 5

1.6Research Methodology... 6

1.7Clarification of Terms ... 7

1.8Organization of Paper ... 8

II. CHAPTER II THEORITICAL FOUNDATION... 10

2.1Teaching English to Young Learners ... 10

2.2The Characteristics of Young Learners... 15

2.3Vocabulary ... 18

ii

2.3.2 The Importance of Vocabulary Learning ... 20

2.4Total Physical Response (TPR) Method ... 23

2.3.3 General Concept of TPR Method ... 23

2.3.4 The Advantages of TPR Method ... 26

2.5General Concept of Storytelling ... 27

2.6General Concept of Total Physical Response Storytelling (TPRS) Method ... 32

2.6.1 The Steps in Implementing TPRS Method ... 35

2.6.2 The Benefits of TPRS Method ... 37

2.7 Students’ Learning Motivation ... 38

2.7.1 Indicators of Motivation ... 39

III. CHAPTER III RESEARCH METHODOLOGY... 41

3.1Research Design ... 41

3.2Research Questions ... 42

3.3Purposes of the Research ... 42

3.4Site and Participant ... 42

3.5Data Collection Techniques ... 43

3.5.1 Classroom Observation ... 43

3.5.2 Interview ... 47

3.6Data Analysis ... 48

3.6.1 Data Analysis of Classroom Observation ... 49

3.6.2 Data Analysis of Interview ... 51

3.7Data Validity ... 51

3.8Concluding Remarks ... 51

IV. CHAPTER IV FINDINGS AND DISCUSSION ... 53

4.1 The Teacher’s Steps in Applying TPRS Method in Teaching Vocabulary ... 53

iii

4.1.1.1 Choosing Stories ... 54

4.1.1.2 Choosing New Vocabularies ... 58

4.1.2 Showing the Words ... 61

4.1.3 Telling the Words ... 65

4.1.4 Telling the Story ... 69

4.1.5 Vocabulary Learning Activity ... 78

4.2 Students’ Responses towards the Implementation of TPRS Method ... 81

4.3 Concluding Remarks ... 91

V. CHAPTER V CONCLUSION AND RECOMMENDATIONS ... 93

5.1Conclusions ... 93

5.2Recommendations ... 95

BIBLIOGRAPHY APPENDICES

iv

LIST OF TABLES

Page 2.1 Aspects of Word ... 21 3.1 Observation Schedule ... 45 3.2 Observation Framework for Teacher’s Steps in Implementing

TPRS Method... 46 3.3 Observation Framework for Students’ Responses toward TPRS

Method ... 46 3.4 Guideline for Fieldnotes ... 47 3.5 Illustration of Coding System Regarding the TPRS Method

Implemented by the Teacher ... 50 4.1 List of Stories ... 60 4.2 The Chosen Vocabularies ... 57 4.3 The Percentage Numbers of Students’ Responses in each word,

Step, and Meeting ... 83 4.4 The Average Numbers of Students’ Responses in each Step and

v

LIST OF EXCERPTS

Page

4.1 Teacher’s Statement on TPRS Steps- Choosing the Story ... 54

4.2 Teacher’s Statement on Choosing Story that is Related to the Lesson ... 55

4.3 Teacher’s Statement on Choosing the Light and Understandable Stories ... 56

4.4 Teacher’s Statement on Stories that Students Like ... 57

4.5 Teacher’s Statement on TPRS Steps-Choosing New Vocabula- ries ... 58

4.6 Teacher’s Statement on Choosing Vocabularies after Choosing The Story ... 59

4.7 Teacher’s Statement on Choosing Verbs ... 59

4.8 Teacher’s Statement on TPRS Steps- Showing the Words ... 61

4.9 Teacher’s Statement onPronouncing the Words ... 62

4.10TPRS Steps- Showing the Words ... 62

4.11Teacher’s Statement on Checking Students’ Prior Knowledge of the Words ... 63

4.12Teacher’s Activity in Checking Students’ Prior Knowledge of the Words ... 64

4.13Teacher’s Statement on Acting the Words while Pronouncing Them ... 65

4.14TPRS Steps- Telling the Words ... 66

4.15Teacher’s Statement- the Importance of Repetition ... 67

4.16Instructing the Students to Act the Words ... 68

4.17Teacher’s Statement on Starting to Engage Students in the Story ... 69 4.18Teacher’s Statement on Giving Questions around the Elements

vi

of the Story ... 70 4.19Teacher’s Statement- the Aim of Telling the Elements of

the Story ... 71 4.20Telling and Questioning the Elements of the Story ... 71 4.21Teacher’s Statement- the Aim of Giving the Translation of

the Story ... 73 4.22The First Storytelling ... 73 4.23Teacher’s Statement- the Aim of Asking the Meaning of the

Words that are being Acted in Storytelling Activity ... 74 4.24Teacher’s Activity in Performing the Words in the Storytelling

Acivity... 75 4.25 The Second Storytelling ... 76 4.26Teacher’s Statement on TPRS Steps- Vocabulary Learning

Activity ... 78 4.27Teacher’s Statement- Involving Students in Vocabulary

Learning Activity in Forms of Games ... 79 4.28 Vocabulary Learning Activity ... 81 4.29Students’ Responses toward the Implementation of TPRS

Method- Showing the Words Step ... 87 4.30 Students’ Enthusiasm to the Story ... 89

CHAPTER I

INTRODUCTION

This chapter presents the introduction of this study. It contains the background of the study, research questions, aims of the study, scope of the study, and significance of the study. This chapter also provides a brief concept concerning research methodology employed in this study that consists of data collection and data analysis. Finally, this chapter is completed with the clarification of terms and organization of the paper that present a general

description of each chapter’s content.

1.1 Background

According to the policy of the Ministry of Education and Culture No. 060/V/1993, English is taught to elementary school students as a local content. Hence, most elementary schools in Indonesia consider the necessity to include English as one of local subjects taught at school. Yet in fact, English is a new language for students since they do not use English to communicate on their daily life. Therefore, students find it difficult to acquire English and to achieve the communicative function through it.

In order to achieve the communicative function through English, there are four language skills that should be mastered. Those are reading, writing, listening, and speaking which are considered as crucial things to be grasped in both classroom context and extracurricular environment (Grabe & Stoller, 2002). In

helping students to achieve the success in those four language skills, children need to master adequate vocabulary as one of the language components to enable them to acquire English as the foreign language. That statement is in line with Harmer (1991 cited in Cameron, 2001) who says that vocabulary plays a vital part in acquiring English. The statements prove that vocabulary plays the central component in learning a target language, and the absence of which often obstructs the conveyance of the meaning completely.

Teaching English, especially introducing vocabulary for young learners may be different and more challenging than that for adults, particularly due to different characteristics between them. Children tend to be very excited to learn something new, including learning English, making them better learners than adults. Fisher (1977:26) states that children are active learners; however, they still need chances to move about and become actively involved in the learning process.

Furthermore, it should be taken into teachers’ account that children will feel bored

easily, they tend to find another interesting activity and lose their interest very quickly if the material and method are not interesting for them. Therefore, introducing new vocabularies to young learners requires interesting and enjoyable activities in order to be more fun and effective.

Unfortunately, the vocabulary teaching methods used in most schools in Indonesia are still irrelevant to children’s needs and characteristics. Teachers usually employ the fastest and the simplest methods to teach vocabulary, for example memorizing strategy, in which students are asked to find the synonyms or the antonyms of the words and they have to memorize them all. Another way

that most teachers usually use to teach vocabulary is by using conventional method, or some people label it as translation method or direct method. Brown (2001) notes that one of the characters in translation method is introducing new words in mother tongue with little use of the target language. Consequently, the method does not give students a chance to explore the meaning of the words by themselves and it is not yet successful in improving students’ language

proficiency as well. Additionally, this method will not attract students’ attention

because it seems monotonous.

One of the methods which is considered good to help children learn vocabulary in a fun way is storytelling. It provides children with excitement, motivates, interests them unintentionally, and allows an incidental vocabulary acquisition (Cameron, 2001). It is also believed that the finding and integration of the information about letters, words, and sentence can be driven more automatically by listening to a story many times.

A fun and enjoyable method that applies storytelling in teaching vocabulary is Total Physical Response Storytelling (TPRS). It was developed for the first time by Blaine Ray, a Spanish teacher in Bakersfield, as the extension of

James Asher’s Total Physical Response (TPR) method. TPRS is considered as a

fun way to teach vocabulary since a teacher teaches vocabulary to students through a story and repeated commands in order to have students to response to it physically. James Asher would suggest (cited in Brown, 2001:30) TPR and TPRS method as a stress-free language teaching method, therefore students would not feel overly self-conscious and defensive. Furthermore, Lasern-Freeman

(2000:113) states that TPRS has been developed in order to motivate students to study foreign languages and thereby encourages them to persist in their study beyond a beginning level proficiency.

Based on the consideration above, this study will focus mainly on the implementation of TPRS in teaching vocabulary to young learners in one of the elementary schools in Cianjur. This study aims at investigating how the teacher applies TPRS to teach vocabulary. Moreover, this study will also investigate the

students’ responses towards the implementation of TPRS method in learning vocabulary.

1.2 Research Questions

This study proposes two research questions as follows:

1. How does the teacher apply the Total Physical Response Storytelling (TPRS) method in teaching vocabulary to young learners?

2. What are the students’ responses towards the implementation of Total Physical Response Storytelling (TPRS) method in learning vocabulary?

1.3 Aims of the Study

Related to the research questions, this study aims at:

1. Investigating how the teacher applies the Total Physical Response Storytelling (TPRS) method in teaching vocabulary to young learners.

2. Investigating the students’ responses towards the implementation of the Total Physical Response Storytelling (TPRS) method in learning vocabulary.

1.4 Scope of the Study

The main focus of this study is the implementation of TPRS method in teaching vocabulary to young learners. In this case, the implementation refers to how the teacher applies the TPRS method in teaching vocabulary. Young learners in this study are 4th grade elementary students around 9-11 years old who still learn the basic level of vocabulary and basic level of English proficiency.

Furthermore, another concern of this study is to find out the students’ responses

towards the implementation of the method in learning vocabulary.

1.5 Significance of Study

The findings of this study are expected to give significant contributions and to be valuable input for EFL language teaching and learning process, especially in teaching it to young learners. The expected contributions are as follows:

1. Theoretical Benefit

The results of the study are expected to enrich the literature on methods in language teaching and learning, particularly for young learners. In addition, this study is expected to be one of the valuable references for other researchers to conduct further research in the same field especially about the strategy in language teaching and learning for young learners.

2. Practical Benefits

For practical benefits, the results of this study are expected to be the reference of a good language teaching and learning method that can enable students to learn

vocabulary more enjoyable as they will better master vocabulary easily. It is also expected to give valuable reference and input concerning the use of TPRS, especially the steps in implementing the method for English teachers to teach vocabulary to young learners. Furthermore, it is also expected useful for the readers who are interested in the vocabulary teaching method for young learners.

3. Professional benefits

The results of this study are expected to provide educators and schools the beneficial information about the implementation of Total Physical Response Storytelling method in the classroom. Therefore, it is expected to be the reference and guidance for teachers use the method in teaching vocabulary.

1.6 Research Methodology

This study aims to describe how the English teacher in one elementary school in Cianjur applies TPRS method in teaching vocabulary and also to find

out students’ responses to the implementation of the method. Therefore,

descriptive qualitative was used as a research design in analyzing the data of this study. The participants involved in this study were the English teacher and her 4th grade students.

The data collected in this study were obtained from interview addressed to the teacher and classroom observation that included video recording, field notes, and observation sheets. In order to answer the first research question about the steps of TPRS method applied by the teacher, the data gathered from classroom observation were transcribed, analyzed, then classified into selected categories based on the stages in implementing TPRS method. Next, data from interview

were transcribed and analyzed to confirm and complete the results gained from the classroom observation and documents.

Meanwhile, to answer the second research question considering to students’

responses towards the implementation of TPRS method, the number of students who responded and did not respond the instructions in each word, step, and meeting were calculated. Then, the percentage numbers of students who responded in each word, step, and meeting were then analyzed to find an increasing number of students who responded to the instructions. It aimed at finding out how the method is able to motivate students to learn.

The further step was obtaining the average of percentage of students who responded in each word, step, and meeting compared to the duration of each

meeting in order to see students’ attention span while dealing with the lesson.

1.7 Clarification of Terms

To avoid misinterpretation in understanding this study, several important terms are clarified as follows:

1. Total Physical Response Storytelling (TPRS) is regarded as a language teaching method which is developed first time by Blaine Ray. This method is the extension of the TPR method by James. J .Asher. This teaching method uses commands from teacher to students through storytelling, in order to make students respond to it by using physical movement.

2. Vocabulary: Based on Oxford Learners Dictionary, vocabulary defined as all words in a language that person know and use. This study only covers the basic level of vocabulary since this study involves elementary students. 3. Young Learners: Young learners are children around 4-12 years old

(Wright, 1995). In this study, the subject is elementary school students around 9-11 years old.

4. Students’ Responses in this study refers to the physical action that the

students do in responding the teacher’s instructions.

1.8 Organization of Paper Chapter I - Introduction

This chapter contains a brief explanation about the background of study, statement of problems, aims of the study, the scope of the study, the significance of the study, a brief of research methodology, clarification of terms, and organization of the paper.

Chapter II – Literature Review

This chapter presents the concept and theories related to this study. They cover the theory of teaching English to young learners, the characteristics of young learners, definition of vocabulary, the importance of teaching vocabulary, the theory of storytelling, and the theory of Total Physical Response Storytelling (TPRS) method.

Chapter III- Research Methodology

This chapter provides the procedure of the study to answer the research questions. This chapter also presents further explanations of research methodology which consists of research design employed, research instruments, procedure in collecting data, and analysis of the data.

Chapter IV- Findings and Discussion

This chapter mainly elaborates the results and interpretations of the research findings. This part covers the data collected, data analysis, and the interpretation of findings from the study.

Chapter V- Conclusion and Suggestion

In this chapter provides the conclusion and recommendation of this study. This chapter also presents the recommendations as contribution for English teaching and learning, and also for the further research on the same field.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology that was employed in this research. It consists of research design, research questions, purposes of the research, and research site and participants. Data collection and data analysis techniques are also presented in this chapter.

3.1 Research Design

This study aimed at describing the implementation of TPRS method in teaching vocabulary to young learners, specifically at how the teacher applied the method to teach vocabulary. This study was also conducted to describe and

explain the students’ responses towards the implementation of the method.

In accordance with the aims of this study stated earlier, Descriptive qualitative study was chosen since it was suitable to give a complete description of the implementation of Total Physical Response Storytelling (TPRS) method in teaching vocabulary to young learners. As stated by Creswell (2008: 254) that descriptive qulitative study aims at investigating detaily rendering of people, places, or events in a setting in qualitative approach. Besides, Wu and Volker (2009) also state that descriptive qualitative design is used to give a description and explanation of beliefs, meanings in context-specific setting and behaviors.

3.2 Research Question

It is imperative to identify the problem of the study in order to meet the purposes of the study. According to Arikunto (2006), to have research conducted appropriately, a researcher should formulate the problems as clearly as possible. Therefore, this study formulated these two following questions:

1. How does the teacher apply Total Physical Response Storytelling (TPRS) method in teaching vocabulary to young learners?

2. What are the students’ responses towards the implementation of Total Physical Response Storytelling (TPRS) method in learning vocabulary?

3.3 Purposes of the Research

The aims of this study were to find out how the teacher applied Total Physical Response Storytelling (TPRS) method in teaching vocabulary to young

learners and to find out the students’ responses toward the implementation of

Total Physical Response Storytelling (TPRS) method in learning vocabulary.

3.4 Site and Participants

This study was conducted in one of the Elementary schools in Cianjur, West Java. The reason of choosing this Elementary school as the site of this study was because this school applied TPRS method in teaching vocabulary.

The main participant (the focus) of this study was the English teacher who implements TPRS method in teaching vocabulary and the 4th graders she teaches. The teacher was chosen purposively since she applied TPRS method in teaching

English vocabulary. Meanwhile, the elementary students were chosen based on the consideration that they still learn a basic level of English competency.

3.5 Data Collection Techniques

Data collection techniques employed in this study were classroom observation, interview and document analysis. As stated by Creswell (2007) the data collection in descriptive study is typically extensive, drawing on multiple sources of information, such as observation, documents, and audiovisual materials. Each technique is described below.

3.5.1 Classroom observation

The first instrument employed in order to gain the data was classroom observation. According Cresswell (2008), observation is an instrument of collecting data that can be used to obtain a comprehensive picture of a situation. Alwasilah (2008) also states that by observation, the researcher has their own understanding about theory-in use and even respondent‘s point of view that could not be analyzed by interview or survey. Therefore, this classroom observation was used in order to gain a comprehensive picture or general description of the

teacher’s steps in applying the TPRS method and the students’ responses towards the method.

There are several types of observation and this study specifically employed non-participant observation in which the researcher did not participate in the setting of the research. Yet, the researcher only observed all the things happened in the classroom during the teaching and learning process. As stated by Fraenkel

& Wallen (1993), non-participant observation means the researcher does not participate or do the interaction in the research.

To help the researcher to observe all the classroom activities and to complete the information, video recording was used in this study. It was a rich source, since it captured all the things happened or emerged during the classroom observation. Fraenkel and Wallen (1993) state that one of the strengths of the video recording is that it can be replayed for several times in order to check and clarify the data. The data of classroom observation that was recorded on the video recorder was converted to video transcription. The transcription of video recording was then analyzed to find out how the teacher applied the method. Moreover, it was used to analyze how many students who responded physically to

the teacher’s instructions and students who did not respond physically to the teacher’s instructions.

The classroom observations were conducted four times in the classroom, from September 4th 2012 to September 25th and it took 90 minutes each. The observation schedules as follows.

Table 3.1 Observation Schedule

Date Day Time Place

1st Observation September 4th, 2012

Tuesday 09.15 am-10.25 am

Class 4A

2nd Observation September 11th, 2012

Tuesday 09.15 a. m-10.25 am

3rd Observation September 18th, 2012

Tuesday 09.15 a. m-10.25 am

Class 4A

4th Observation September 25th, 2012

Tuesday 09.15 a. m-10.25 am

Class 4A

Besides videotaping, this study was also completed by observation sheet and field notes to document the data. The first observation sheet focuses on

teacher’s steps in implementing TPRS method in teaching vocabulary. Framework

of this first observation sheet was based on the combination of TPRS stages proposed by Gaab (2008) and the steps of storytelling activity proposed by

Cameron (2001). The observation framework to document the teacher’s step can

be seen are as follow.

Table 3.2

Observation Framework for Teacher’s Steps in Implementing TPRS Method

Stage Activity Teacher’s Activity

Preparation Activity

 Show the words

 Tell the words

 Introduce the story

 Introduce the characters

 Introduce the setting Core

Activity

Follow-up Activity

 Give students a set of vocabulary taks

(Let students learn the meaning of the new words)

Adapted from Gaab (2008) and Cameron (2001) The second observation sheet was used to document students’ responses

towards the method. It documented the numbers of students who responded to the

teacher’s instructions and also the numbers of students who did not respond to the teacher’s instructions. It was also completed by the percentage of numbers in

order to get an overview of the total number of the object. So that, it could simplify the calculation. Below is the second observation sheet framework.

Table 3.3

Observation Framework for Students’ Responses toward the Method.

Additionally, in order to support and complete the observation, this study also employed field notes. It was used to complete the note of teachers’ steps in implementing the method. As stated by Cresswell (2008) field notes can be used

1st Meeting Date :

Words Teacher’s Instructions

Students who

respond Percentage

Students who do

to record those behaviors which are not recorded in videotaping. The following table is the guideline for field notes.

Table 3.4

Guideline for Field Notes

Adapted from Septiana (2008, cited in Mariam, 2012)

3.5.2 Interview

The second instrument used in this study was an interview. It was employed in order to gain the information that could not be revealed in classroom observation, such as mind, thought, and feeling of the participants through classroom observation and document analysis (Merriam, 1998). In addition, to avoid misunderstanding, the interview was used to confirm some unclear results of classroom observation in an attempt to complete the data. Besides, some questions in the interview proposed to confirm the phenomena emerged in the classroom. Cresswell (2007) assumes that interview is good since the question can be limited by the researcher due to the need of the interview. Moreover, interview is a good instrument to gain deep information about the issues arisen from the informant (Nasution, 2003:144).

Nazir (2006) asserts that interview is the process of gaining the information for the specific goal of the study by proposing some questions to the

Data Source Revealed Aspects

1. Teacher

a. The steps in implementing TPRS in teaching vocabulary

respondent initiated by the interviewer. The interview conducted in this study was in semi-structured form with open-ended questions. This type of interview was used since it lets the researcher take control of the interview (Nunan, 1992: 149). Additionally, it allows the researcher to get in-depth information about the data (Cohen and Laurence, 1994 cited in Derisyandi 2012). Therefore, the participant was allowed to give her answers freely without being limited to any specified alternative answers as well as expected to be able to give the complete and deep explanations in answering the questions.

The interview session was conducted once and addressed to the English teacher after the classroom observation ended and it was recorded by voice recorder. This interview session was conducted on Wednesday, September 26th 2012. The interview questions were scheduled in Bahasa Indonesia and they would be transcribed and translated when necessary (see Appendix B for detail).

3.6 Data Analysis

After collecting the data through classroom observation and interview, those data were then analyzed by descriptive qualitative data analysis. The data analysis was divided into two steps; data analysis of classroom observation and data analysis of the interview. In analyzing and presenting the analysis of each research instrument, this study proposed descriptive explanation. The following are the steps of data analysis.

3.6.1 Data analysis of classroom observation

The data collected from classroom observation in this study were in observation sheet, fieldnotes, and video transcription. There were several steps employed in this study to analyze the video in order to answer the first research question about the way the teacher applied TPRS method. The first step was transcribing, the second step was reading, the third step was coding, and the last step was categorizing the data into some selected categories based on TPRS steps proposed by Gaab (2008) and the steps of storytelling by Cameron (2001). The following were the steps in analyzing video recording to answer the first research question.

First step, the video was transcribed in order to see how the teacher applied TPRS method in teaching vocabulary. Creswell (2008) defined transcription process as converting the data gained from video recording or audio recording into textual data. In order to gain the data, the videos of all classroom activities in four meetings were transcribed.

Second step, reading the whole transcription of videotaping and field notes to see how the teacher implemented the method. This step is in line with the next step after transcribing the data suggested by Creswell (2008) that reading the data should be done after having the transcription process.

After reading the whole transcription of the data, they were then coded into some categories based on the TPRS steps proposed by Gaab (2008). SW referred to show the words step, TW for telling the words step and TW (i) for Telling the words with instructions. ST stood for storytelling, and VLA referred to

vocabulary learning activity step. Below is the example of coding in data analysis. See Appendix B for detailed information.

Table 3.5

Illustration of Coding System Regarding the TPRS Steps Implemented by the Teacher.

(Fourth Meeting)

TPRS steps Illustration

SW (writes ‘eat’ on the whiteboard) eat eat (.) apa eat? TW Goo:::d sekarang yawn (yawns) ha:::::::m

ST Iya:::: i want some breakfast say the dragon (.) then he goes down the mountain and run to the village (.) run! semua run!

VLA Sekarang ibu mau nine! Ayo nine mana:::? Oke, nine run!

After coding the data, the next step was analyzing and classifying the data

into categories on the observation sheets; teacher’s activity in implementing TPRS

method.

Meanwhile, in order to answer the second research question considering to

students’ responses towards the implementation of TPRS method, the number of students who responded and did not respond the instructions in each word, step, and meeting were calculated. The number was then put into percentage in order to simplify the calculation. Afterwards, the percentage numbers of students who responded in each word, step, and meeting were then analyzed to find an increasing numbers of students who responded to the instructions. It aimed at finding out how the method is able to motivate students to learn.

The further step was obtaining the average of percentage of students who responded in each word, step, and meeting compared to the duration of each meeting in order to see students’ attention span while dealing with the lesson.

3.6.2 Data analysis of the interview

To analyze the data gained from the interview, the interview session was recorded by voice recorder, replayed, and transcribed. After transcribing the result of the interview, then it was analyzed and classified into some categories of

teacher’s activity in implementing TPRS method on the observation sheet. However, the students’ responses could not be gained through interview since the

teacher could not count the sum of students who responded and students who did not respond in the same time while she was teaching. Then, the last step was presenting the result of the data analysis into description.

3.7 Data Validity

The data gained from three instruments were then cross checked by using triangulation. Triangulation can help the researcher to find the conclusion of the results among different research instruments (Alwasilah, 2000 and Frankael & Wallen, 1990). The data taken from three different instruments then were compared in order to avoid unclear answers from the participant that probably emerged.

3.8 Concluding Remarks

This chapter has presented the detail of research methodology of the study to find out how the teacher applied TPRS method in teaching vocabulary and the

students’ responses towards the implementation of the method. The data were obtained from interview, classroom observation included observation sheet, video

recording, and field notes. Those data were analyzed by descriptive qualitative method and the whole findings from those data will be discussed in chapter IV.

1

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations for further research and English teachers who deal with young learners. The conclusions are based on the findings and discussions in the previous chapter.

5.1 Conclusions

Based on the theory of TPRS and the result revealed in the observation that had been conducted, this method is considered suitable for young learners since the method employs stories and physical movements that children like.

As discussed and presented in Chapter IV, it can be concluded that the teacher did four steps and two additional steps in applying TPRS method to teach vocabulary. The first two additional steps were choosing new vocabularies and also the stories that would be introduced to the students. This step was conducted at teacher’s preparation stage before she came to the classroom.

The second step was showing the words. The teacher displayed the new words by writing them on the whiteboard one by one while pronouncing it. After writing each word, the teacher made sure whether the students were familiar with the words displayed or not. In this step, the teacher did not give any instructions to the students to act the words physically.

2

The third step was telling the words. In this step, the teacher told the meaning of the words by performing them with gestures repeatedly as she pronounced them. It aimed at giving the students the meaning of the words without translating them directly into Bahasa. Afterwards, the teacher asked students to act the words with gesture repeatedly.

The next step was storytelling. This step was preceded by telling the students about the setting and the characters in the story. She also involved the students in a discussion about the elements of the story that had just been told. The teacher told the story twice. In the first storytelling, the teacher translated the story after each sentence and when she came to the words that had been introduced earlier, she gestured the words. While in the second storytelling, the teacher read the whole story without translating each sentence. Then, she instructed the students to act out the words when she came to the new vocabularies.

The last step was vocabulary learning activity. The teacher provided the students with the various activities in order to practice their knowledge about the previous vocabularies that had been introduced. She instructed the students to gesture the words repeatedly. The teacher also combined it with practice that aimed at recalling the current lessons.

In each word, step, and meeting the teacher gave the instructions not more than four times. The result showed that the number of students who responded each instruction increased. Based on the result, it indicates that students were

3

motivated because they still responded enthusiastically to the instructions though the same instructions were given repeatedly. Moreover, considering to the duration of each step, the results also revealed that they had a good attention span based on the assumption that children have attention span from 10 to 15 minutes. It was proved that the students could keep engaging to the lesson and instructions for more than 15 minutes long.

5.2 Recommendations

Based on the findings of the research that reported in Chapter IV, some recommendations to implement the TPRS method in teaching new vocabularies for young learners are offered.

It is recommended to EYL teachers who also implement the TPRS method to use various instructions and vary the sequence of the instructions in order not to make the students simply guess based on the sequence. This is also done to avoid students’ boredom. Furthermore, for teachers who use storytelling, it is better for them not to translate the story after each sentence or each paragraph. Even though elementary students still learn basic levels of English, they need to be familiarized with English as early as possible. Basic level of English means, there are only limited numbers of vocabularies that can be grasped and they do not know how to use the words appropriately. Additionally, they have a lack of knowledge in constructing sentences in good structures. Besides, it is recommended that teachers repeat the activity more than twice in order to let the students practice the

4

vocabulary over and over again until they can grasp and memorize the vocabulary very well.

Dealing with young learners who have a short attention span, teachers may want to provide them with attractive activities that involve physical actions that they like i.e. TPR or TPR with storytelling since it is able to attract students and make their attention span last longer.

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2011 available at http://www.asian-efl-journal.com/dec_03_sub.Vn.php

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graders through the Application of TPR Method. Univeristy of Technology

on De Perier.

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Teaching. Semarang: Semarang State University.

Osborn, Jean. & Lehr, Fran. (1998). Literacy for All: Issues in Teaching and

Learning. Guilford Press.

Parker, C. Joshua. (2007). G e n d e r D i f f e r e n c e s i n t h e M o t i v a t i o n t o L e a r n_{. The Evergreen State Collage,} USA.

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Pinter, Annamaria. (2006). Teaching Young Language Learners. Oxford: Oxford University Press.

Richard, C. Jack & Theodore S Rodgers. (1986) Approach and Method on

_____________________________________. (2001). Approaches and Methods

in Language Teaching (2nd edition). Ney York: Cambridge University

Press.

Robertson, Kristina. (2009). Connect Students’ Background Knowledge to Content

in the ELL Classroom. Retrieved on 28 September 2012. Available at

http://www.readingrockets.org/article/20827/

Sardiman, A. M. (2004). Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT Raja Grafindo Persada.

Sedita, Joan. (2005). Effective Vocabulary Instruction. Published in Insight on Learning Disabilities. Retrieved on 10 February 2012. Available at: www.keystoliteracy.com

Scott, A. Wendy & Ytreberg, H. Lisbeth. (1995). Teaching English to Children. New York: Longman Inc.

Teel, M. Karen. (1999). Overcoming Students’ Failure (changing motives &

incentives for learning). American Psychological Association: Washington,

DC.

Wajnryb, Ruth. (2003). Narrative Activities for the Language Classroom

(Cambridge Handbook for Language Teachers). UK: Cambridge University

Press.

Wallace, Christopher. (2008). Vocabulary: The Key to Teaching English Language

Learners to Read. Academy Publisher.

Wherestler, M. Jessica. (2002). Total Physical Response Storytelling:A Study in

Actively Engaging Students Across the Modalities. Central Connecticut State

Williams, Marion & Burden, L. Robert. (1997). Psychology for language

teachers: A social constructivist approach. Cambridge: Cambridge

University Press.

Wright, Andrew & Maley, Alan. (1995). Storytelling with Children. USA: Oxford University Press.

Wu, Hung-Lan & Volker, Deborah. (2009). The Use of Theory in Qualitative Approaches to Research: Application in End-of-Life Studies. A Journal of

Advance Nursing, Volume 65, 2719-2732. Doi: 10.1111/j.1365-2648.2009.05157.x