IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS): A Quasi Experimental Study.

(1)

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING

(TPRS)

Abstract

This study was aimed to investigate whether Total Physical Response Storytelling significantly improves young learners’ listening skill or not. Moreover, opinions from the students toward the use of TPRS in teaching listening were also discussed.

The subject in this study was fifth grader of an elementary school in Sukabumi. This quasi-experimental research employed quantitative research method. The data were collected by using pretest and posttest which then analyzed to determine the effect of TPRS in teaching listening. Furthermore, a questionnaire was given to the students to see their opinions toward TPRS.

The study found that Total Physical Response Storytelling was significantly improve students’ listening skill. Moreover, opinions from the students toward TPRS in teaching listening mostly positive. They were enjoy the use of TPRS in learning activities.

(2)

Penelitian yang berjudul “Meningkatkan kemampuan Mendengarkan Siswa Melalui Total Physical Response Storytelling” bertujuan untuk menginvestigasi apakah penggunaan Total Physical Response Storytelling dapat meningkatkan kemampuan mendengarkan siswa atau tidak. Lebih lanjut lagi, opini siswa terhadap penggunaan metode TPRS dalam kegiatan belajar pun didiskusikan dalam studi ini.

Subjek dalam penelitian ini adalah siswa kelas 5 SD di sebuah sekolah dasar di Sukabumi. Penelitian kuasi ini menggunakan metode kuantitatif. Data yang dikumpulkan menggunakan pretest dan protest di analisis untuk mengetahui efek dari penggunaan TPRS dalan kegiatan pembelajaran. Kemudian, kuesioner diberikan kepada siswa untuk mengetahui pendapat atau opini mereka tentang penggunaan TPRS.

Hasil penelitian ini menemukan bahwa TPRS mampu meningkatkan kemampuan mendengarkan siswa secara signifikan. Adapun opini dari para siswa terhadap penggunaan TPRS adalah mereka senang dan menikmati penggunaan TPRS dalam aktivitas pembelajaran.

(3)

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE

STORYTELLING (TPRS)

Table of Contents

Approval Page ... Error! Bookmark not defined.

DECLARATION ... Error! Bookmark not defined.

PREFACE ... Error! Bookmark not defined.

ACKNOWLEDGEMENTS ... Error! Bookmark not defined.

Abstract ... Error! Bookmark not defined.

Table of Contents ... 1

LIST OF TABLES ... Error! Bookmark not defined.

CHAPTER 1 INTRODUCTION ... Error! Bookmark not defined.

1.1 Background of the study ... Error! Bookmark not defined.

1.2 Research Question ... Error! Bookmark not defined.

1.3 The Aims of The Study ... Error! Bookmark not defined.

1.4 The Scope of The Study ... Error! Bookmark not defined.

1.5 Significance of The Study ... Error! Bookmark not defined.

1.6 Clarification of Main Terms ... Error! Bookmark not defined.

1.7 Organization of The Paper ... Error! Bookmark not defined.

CHAPTER II THEORETICAL FOUNDATION ... Error! Bookmark not defined.

2.1 The Nature of Listening Skill ... Error! Bookmark not defined.

2.2 Teaching Listening ... Error! Bookmark not defined.

2.3 Teaching Listening to Young Learners ... Error! Bookmark not defined.

2.3.1 Characteristics of Young Learners ... Error! Bookmark not defined.

2.3.2 Strategies in Teaching Young Learners ... Error! Bookmark not defined.

2.4 The Use of Total Physical Response Storytelling (TPRS) in Teaching English to Young Learners ... Error! Bookmark not defined.

(4)

2.4.2 Total Physical Response Storytelling (TPRS) ... Error! Bookmark not defined.

2.5 Opinion and Perception ... Error! Bookmark not defined.

2.6 Related Studies ... Error! Bookmark not defined.

CHAPTER III RESEARCH METHODOLOGY ... Error! Bookmark not defined.

3.1 Research Design ... Error! Bookmark not defined.

3.2 Variables... Error! Bookmark not defined.

3.3 Population and Sample ... Error! Bookmark not defined.

3.4 Time Allocation ... Error! Bookmark not defined.

3.5 Instruments ... Error! Bookmark not defined.

3.6 Research Procedures ... Error! Bookmark not defined.

3.7 Data Analysis ... Error! Bookmark not defined.

3.7.1 Test Instrument Analysis ... Error! Bookmark not defined.

3.7.2 Pre-Test Data Analysis ... Error! Bookmark not defined.

3.7.3 Post-test Data Analysis ... Error! Bookmark not defined.

3.7.4 Data Analysis of Questionnaire ... Error! Bookmark not defined.

CHAPTER IV FINDINGS AND DISCUSSIONS ... Error! Bookmark not defined.

4.1 The Effects of TPRS o You g Lear ers’ Liste i g SkillError! Bookmark not defined.

4.1.1 Test Instrument Analysis ... Error! Bookmark not defined.

4.1.2 Pre-Test Data Analysis ... Error! Bookmark not defined.

4.1.3 Post-Test Data Analysis ... Error! Bookmark not defined.

4.1.4 Control Group Data Analysis ... Error! Bookmark not defined.

4.1.5 Experimental Group Analysis ... Error! Bookmark not defined.

4.2 Stude ts’ Respo se o TPRS ... Error! Bookmark not defined.

4.2.1 Questionnaire Data Analysis ... Error! Bookmark not defined.

(5)

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE

STORYTELLING (TPRS)

4.3.1 I provi g You g Lear ers’ Liste i g Skill through TPRSError! Bookmark not defined.

4.3.2 The Stude ts’ Opinions towards TPRS in Improving Their Listening SkillError! Bookmark not de

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... Error! Bookmark not defined.

5.1 Conclusions ... Error! Bookmark not defined.

5.2 Suggestions ... Error! Bookmark not defined.

References ... Error! Bookmark not defined.

(6)

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology which is used as the framework of this research. It involves the research design, population and sample, time allocation, instruments used in this research, procedure of the research, and procedure of data analysis.

Research Design

This research is a quantitative research which employs an experimental research design. Experimental research design is a study which investigates the effect of an independent variable on dependent variable (Gay, 1992). In an experimental research design, there is a manipulated activity called treatment which is believed to make difference or effect to the dependent variable.

Specifically, this research use a quasi-experimental research design. In this research design, pre-test and post-test were provided to both experimental and control group. However, unlike true-experimental research design, the experimental and the control group in quasi-experimental design had already been grouped before the research was conducted. As stated by Nunan (1992), quasi-experimental research contains pre-test and post-test with quasi-experimental and control groups but no random assignment of subjects.

The formulation of quasi-experimental research based on Cresswell (2003) is presented in the following table:

Table 3.1

Pre-test Post-test Group Design

Group Pre-test Treatment Post-test

Experimental Group (A) O1 X1,X2,X3,X4,X5,X6 O2

Control Group (B) O1 Placebo-treatment O2

Note:

(7)

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

X : treatment for the experimental group

O2 : post-test of experimental and control groups

From the table, it can be seen that pre-test and post-test were given to both experimental and control groups. Whereas the experimental group received TPRS as the treatment, the control group received non-TPRS as the placebo-treatment. Both of the group were given the treatment in six meetings.

Variables

A variable can be defined as an attribute of a person or of an object which

“varies” from person to person or from object to object (Hatch and Farhady (1982). Moreover, Nunan (1992) states that variable is anything which does not remain constant.

In quasi-experimental research, there are two major types of variable to be identified; independent and dependent variable. According to Hatch and Farhady (1982) Independent variable is the variable which is selected, manipulated, and measured by the researcher. Meanwhile, dependent variable is the variable which is observed and measured to determine the effect of the independent variable.

In case of this research, the independent variable is Total Physical Response Storytelling (TPRS) method, while the dependent variable is the

students’ listening score. Population and Sample

A population is a theoretical group of all possible scores with the same trait or traits (Collidge, 2000). According to Nunan (1992) population is a group of people which share common, observable characteristics that differentiate them from other groups. In case of this research, the population of this research was the students of a Primary School in Sukabumi.

Meanwhile, a sample is a subset of individuals from a given population. Hence, the samples of this research then were 60 fifth grade students of Primary

(8)

School. The students were divided into two classes that were labeled as experimental and control groups.

Time Allocation

The time allocation of this research was adjusted with the schedule that already existed in the school. The research was conducted in eight meetings, the pre-test, six times treatments, and the post-test. Both experimental and control groups were given two meetings in a week. Hence, the research was done in one month. In detail, the schedule of the research can be seen in the following table:

Table 3.2

Schedule of the Research

No Experimental Group Control Group

Date Materials Date Materials

1. 12th Nov 2013 Pre-test 13th Nov 2013 Pre-test 2. 14th Nov 2013 Treatment 1:

Introduction to Parts of The Body

14th Nov 2013

Placebo-Treatment 1:

Introduction to Parts of The Body

3. 19th Nov 2013

Treatment 2 :

Learn parts of body using a story

“Bolang and The Green Monster”.

In this meeting, TPRS was applied to the story.

20th Nov 2013

Placebo-Treatment 2 :

Learn parts of the body using story

“Bolang and The Green Monster”

without the use of TPRS

4. 21st Nov 2013

Treatment 3:

Learn parts of body using a story

“Bolang and The Green Monster”.

In this meeting, TPRS was applied to the story.

21st Nov 2013

Placebo-Treatment 3:

Learn parts of the body using story

“Bolang and The Green Monster”

without the use of TPRS

5. 26th Nov 2013

Treatment 4:

Introduction to Daily Routines

27th Nov 2013

Placebo-Treatment 4: Introduction to Daily Routines

(9)

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS) 6. 28th Nov 2013 Treatment 5:

Learn Daily Routines using story

“Bolang The Adventurer Boy”

In this meeting, TPRS was applied to the story

28th Nov 2013

Placebo-Treatment 5:

Learn Daily Routines using story

“Bolang The Adventurer Boy” without

the use of TPRS

7. 3rd Dec 2013

Treatment 6:

Learn Daily Routines using story

“Bolang The Adventurer Boy”

In this meeting, TPRS was applied to the story

4th Dec 2013

Placebo-Treatment 6:

Learn Daily Routines using story

“Bolang The Adventurer Boy” without

the use of TPRS

8. 5th Dec 2013

Post-test and administering questionnaire and interview.

5th Dec 2013

Post-test and administering questionnaire and interview.

Instruments

Instrument is a device (such as test, questionnaire, or rating scale) the researcher uses to collect data (Fraenkel, 2006). The test instrument included pre-test, post-pre-test, and questionnaire. Both pre-test and post-test were given to experimental and control group. Pre-test was intended to measure the students’ ability before the treatments and to ensure that both control and experimental group had the equal ability. Meanwhile, post-test was conducted after the treatments to find out the effect of Total Physical Responses Storytelling in

improving the students’ listening skill. The pre-test and post-test were provided in multiple choice. The questions in pre-test and post-test were different. It was to avoid the students remembering the answers. However, the level of difficulty was still equal

In order to answer the second question of this research, questionnaire technique was used. The questionnaire was conducted only to experimental group. The instrument for questionnaire consisted of 7 questions related to the students’

(10)

responses toward the use of Total Physical Response Storytelling in improving their listening skill. Refer to appendix to see the questions of the questionnaire.

Research Procedures

The first step in conducting this research was preparing and creating the lesson plan. The lesson plan for this research was adjusted with the Standard Competence and Basic Competence of English (listening) for grade 4 students:

Table 3.3 English Syllabus

Standard Competence Basic Competence

Mendengarkan

1. Memahami instruksi sangat sederhana dengan tindakan dalam konteks kelas.

1.1 Merespon dengan melakukan tindakan sesuai instruksi secara berterima dalam konteks kelas. 1.2 Merespon instruksi sangat

sederhana secara verbal dalam konteks kelas.

After the Standard Competence and Basic Competence had been analyzed, the lesson plan was then created. The lesson plan used Total Physical Response Storytelling. The activities, materials, and stories used in the lesson plan had been suited with the level of 4 grade students as well. The lesson plan presented in Appendix.

The next step was preparing the instruments to be used in collecting data. The instruments were pre-test, post-test, and interview. However, before distributing the instruments, a pilot test was conducted to see the reliability and validity of the pre-test. Pilot testing is important to ensure that the instruments used are valid and reliable. In this research, pilot test was conducted to a class of grade 4 students who were not assigned as experimental and control group. The result of pilot test then determined the valid and reliable questions that can be used in the instrument.

(11)

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

As soon as the instrument was ready, the pre-test was given to both experimental and control group. The result of pre-test was very crucial in order to

know the students’ ability before the treatments. Moreover, it was also to ensure

that the students in experimental and control group had equal ability.

The treatments were given in six meetings to the experimental group only. The treatments were presented using Total Physical Response Storytelling in different materials and various activities. It was to prevent the students from feeling bored with the lesson.

After the treatments, the post-test (see Appendix) were then conducted to experimental and control group. The result of post-test was used to determine the

effect of Total Physical Responses Storytelling in improving the students’

listening skill. Moreover, it was also intended to find out the significance of the effect.

Lastly, in order to answer the second question of the research, questionnaire technique was employed. Questionnaire was conducted to experimental group. The questionnaire was then analyzed to see the responses of the students toward TPRS. Furthermore, the result of the questionnaire was presented in the next chapter.

Data Analysis

Test Instrument Analysis

In order to get the valid data collection, the instruments used in the research has to be valid and reliable. It was supported by Nunan (1992) who said that to be valid in data collection, every procedure used in collecting data has to have acceptable validity and reliability. Hence, the validity and reliability of the instruments of this research were tested through pilot test.

1.7.1.1Validity Analysis

Following Fraenkel&Wallen (1990), an instrument is valid if it measures what is supposed to be measured. The validity of each question in the instruments

(12)

was tested using a statistical tool named Karl Pearson Product-Moment. In detail, the formulation of Pearson Product-Moment can be seen as follows:

Note:

rxy = index correlation n = number of students x = total score of each item y = total score of all student

The data were computed using computer software named Anates V4 and SPSS 18. The computation result was then analyzed to decide if the question is valid or not. The decision was made by considering the criteria of the coefficient correlation by Arikunto (2006).

Table 3.4

The Criteria of the Coefficient Correlation (Arikunto, 2006) Coefficient Interval Interpretation

00 , 1 90

0 r_xy  Very High

90 , 0 70

0 r_xy  High

70 , 0 40

0 r_xy  Moderate

40 , 0 20

0 r_xy  Low

20 , 0 00

0 r_xy  Very Low

00 , 0  xy

r Not Valid

Reliability Analysis

Reliability refers to the consistency of scores or answers from one administration of an instrument to another, and from one set item to another (Fraenkel&Wallen, 1990). In order to find out the reliability of instruments for

(13)

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

pre-test, post-test, and questionnaire, AnatesV4 and SPSS 18 were employed. Furthermore, followingKranzler&Moursand (1999), the reliability value was also compared to r table to find out the level of reliability.

Pre-Test Data Analysis 1.7.1.1Independent t-test

Pre-test was conducted before treatments to ensure that both control group and experimental group had relatively equal ability in listening comprehension. The result of pre-test was analyzed using SPSS 18. The statistical tool which was used is Independent T-test. The following is the formula of Independent t-test:

� = �̅ − �̅

√[∑ � − ∑ ��_{� + � −}+ ∑ � − ∑ �� _{] . [� + � ]} �̅ = the mean of the scores of the first group

�̅ = the mean of the scores of the second group

∑ � =the sum of the squares of the first group

∑ � = the sum of the squares of the second group ∑ � = the square of the sum of the scores of the first group

∑ � = the square of the sum of the scores of the second group

� = the total number of the scores in the first group

� = the total number of the scores in the second group

Normality Test

Normality test was conducted to ensure that the distribution of scores in the data was normal. To compute the normality of the pretest, Kolomorgov-Smirnov test in SPSS 18 for windows was employed

Variance Homogeneity Test

Variance homogeneity test was conducted to ensure that the two groups tested in Independent t-test were equal or approximately equal (Collidge, 2000).

(14)

The variance homogeneity in this pretest then was computed using Levene formula in SPSS 18 for windows.

Post-test Data Analysis

The data collected from posttest of both groups were analyzed using the same procedure as pretest which involved Independent t-test, normal distribution test, and variance homogeneity test. It could be identified then whether there was a difference between the listening scores of control and experimental group.

Moreover, to find out whether there was a significant difference between pretest and posttest in each group, a statistical tool which was dependent t-test was employed. The dependent t-test score was computed using SPSS 18. Meanwhile, the formulation of dependent t-test is as follows:

� = �̅ − �̅ √∑ � − ∑ �_�

� � − �̅ = the mean of the pre-test score

�̅ = the mean of the post-test score

∑ � = the sum of the squares of the differences between the pre-test and post- test scores

∑ � = the square of the sum of the differences between the pre-test and post- test scores

Meanwhile, to measure how significant the effect of treatments to experimental group, it is important to calculate the effect size (Collidge, 2000). The following is the formulation of effect size:

� = √_{� + ��}�

r = effect size t = t-test value

(15)

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

Table 3.5 Effect Size Scale Effect Size r Value

Small .100

Medium .243

Large .371

Data Analysis of Questionnaire

Questionnaire was intended to find out students’ responses toward the use

of TPRS in improving their listening skill. The data from questionnaire then were analyzed and calculated in percentage using SPSS 18 for windows. Moreover, the result was then presented in the form of table.

(16)

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of what has been investigated in this research and the suggestions for further research.

Conclusions

This research has investigated the use of Total Physical Response Storytelling (TPRS) in improving young learners’ listening skill. It is aimed at

finding out whether TPRS could improve young learners’ listening skill or not and

the students’ responses toward TPRS are also discussed.

The results show that there is a significant improvement of students’ listening skill in experimental group which was taught by using TPRS. The result is obtained through comparing the mean scores of control group and experimental group which were 81.29 and 86.76. In addition, it is evidenced by the computation of Independent t-test which reveals that the t obtained is higher than the t critical (3.921 > 2.000, α = 0.05, df = 63, two tailed). Hence, as a conclusion, it can be stated that TPRS significantly improves the students’ listening skill.

The students’ responses toward the use of TPRS have been investigated by distributing the questionnaire. The data taken show that the students like the use of TPRS in the teaching and learning activities since it brings a lot of benefits.

Most of the students agree that the use of TPRS is useful for them to understand the lesson given by the teacher. The use of TPRS could enrich their vocabulary and help them easily understand the vocabularies they do not know before. Moreover, the students feel that by using TPRS they can do a lot of movement and it makes the learning activities more fun, interesting, and enjoyable. Furthermore, it makes them feel motivated to learn more.

In addition, the use of TPRS also brings advantages for the teacher. The teacher can use TPRS when explaining the learning materials, and use them in

(17)

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE

STORYTELLING (TPRS)

various learning activities. TPRS help teacher create a fun atmosphere in the

classroom and get students’ attention.

Suggestions

Regarding what have been done in this research, there are some suggestions for further research in the field of using TPRS to improve young

learners’ listening skill. The suggestions are expected to be taken as consideration

by the researchers who are willing to do research in the same field. Moreover, it is also expected to be suggestions for teachers to teach better.

Since this research only concerned with listening skill, it is suggested for further research to pay attention to other language skills (speaking, reading, and writing). In addition, it is possible to focus on not only one language skill but two integrated language skills such as reading and writing, or listening and speaking.

Focusing on teacher’s performance in this research, it is recommended for

teachers to develop their creativity and ability to present a good combination in telling the story and do the TPRS. This will make an enjoyable learning activities. It is very crucial since the students will not be engaged in the activities and will not be motivated to learn if the learning activities are not interesting. To be more interesting, teachers can use some additional things to improve their learning activities such as costume, backsound, or anything that could make a better atmosphere and make the story more interesting in doing the TPRS. The learning activities also can be done by collaborating TPRS with group work or games.

However, due to the limitation of this research, the result of this research cannot be generalized. Since this research employed quasi-experimental research design, the samples and time are limited. Hence, it is suggested for further research to conduct true-experimental research which involves larger samples and longer time.

(18)

References

Aprilia, W.A. (2009). The Use of TPR Method in Teaching English to Young

Learners’ Vocabulary Mastery. Bandung: Unpublished paper

Arikunto, S. (2006) Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta

Asher, J. J. (2010). How to Apply TPRS for best results. Retrived from

http://www.tpr-world.com/tpr-strorytellling.html

Ben Shearon, B. (2012). James Asher’s Total Physical Response: A Short Introduction. Retrived from www.c-english.com/files/tpr.pdf

Brown, H.D. (2001). Teaching by principles: An Interactive Approach to

Language Pedagogy (second Edition). San Francisco, California: Addison Wesley Longman Inc.

Brune, Michael K. (2004). Total Physical Response Storytelling: An Analysis and Application. (University of Oregon). Retrieved on June 2012

http://Scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/310/TPRSthesisFI NISHED.pdf?sequence=1(5)

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge university Press

Collidge, F.L. (2000). Statistics: A Gentle Introduction. London: SAGA Publications

Cresswell, J.W. (2003). Research Design Qualitative, Quantitative, and Mixed Approaches. California: Sage Publications

(19)

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE

STORYTELLING (TPRS)

Curtain, H.I & Dahlberg, C.A.A. (2010). Languages and Children: Making the Match, New Languages for Young Learners, Grades K-8 (4th Edition). Pearson Higher Education

Decker, Beth. (2008). Body language: The Use of Total Physical Response Storytelling in Secondary Foreign Language Teaching. (Research Discussion Paper EDUC 480). Retrieved in June 2014 at http://www.macalester.edu

Fraenkel, J.R. and Wallen, N. E. (1990). How to Design and Evaluate Research in Education. New York: McGraw-Hill Companies, Inc.

Frost, R. (2007). The Introsuction of Total Physical Response. Retrieved on July 2012 at http://www.teachingenglish.org.uk/content/total-physical-response-tpr

Gay, L.R. (1992). Educational Research: Competencies for Analysis and Application. New York: Macmillan Publishing Company

Grasha, A. F. (1987). Practical Applications Psychology. Third Edition. Illnois:Scott, Foresman and Company

Handayani, A. M. (2012). The Use of TPR Storytelling in Teaching Vocabulary to Young Learners. Bandung: Unpublished Paper.

Hatch and Farhady. (1982). Research Design and Statistic for Applied Linguistics. Los Angeles: Newbury House Publisher, Inc

Kranzler, G. & Moursand, J. (1999). Statistics for the Terrified, Second Edition. Upper Saddle River. NJ: Prentice Hall

(20)

Lichtman, K. (2014). Research on TPR Storytelling. Retrived from

www.academia.edu/4692862/Research_on_TPR_Storytelling

Linse, C. T. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill Companies, Inc.

Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press

Nunan, D. (2003). Practical English Language Teaching. New York: McGraw Hill

Oskamp, S. & Schultz, P. W. (2005). Attitudes and Opinions. Third Edition. New Jersey: Lawrence Erlbaum Associates, Publishers

Pinter, A. (2006). Teaching Young Language Learner. Oxford: Oxford University Press

Porte, G.K. (2002). Appraising Research in Second Language Learning: A Practical Approach to Critical Analysis of Quantitative Research. Philadelphia: John Benjamins Publishing Company

Purbasari, F. (2009). Storytelling Towards English Vocabulary Mastery of Young Learners. Bandung: Unpublished Paper

Ray, B. & Seely, C. (2008). Fluency through TPR Storytelling: Achieving Real Language Acquisition in School. Fifth Edition. Berkeley,CA:Command

Performance Language Institute

Richard, C.J. & Rodgers, T.S. (1986). Approach and Method on Language Teaching. New York: Cambridge University Press.

(21)

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE

STORYTELLING (TPRS)

Rost, M. (2002). Teaching and Researching Listening. Harlow: Pearson Education Ltd

Wiliyanti. (2008). The Effectiveness of Total Physical Response Storytelling in Improving the Students Listening Comprehension. Bandung: Unpublished paper.

Wright, A. (1995). Storytelling With Children. New York:Oxford university Press

Zanden, J. W. V. (1987). Social Psychology.Fourth Edition. New York: Random House, Inc.

(1)

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of what has been investigated in this research and the suggestions for further research.

Conclusions

This research has investigated the use of Total Physical Response Storytelling (TPRS) in improving young learners’ listening skill. It is aimed at finding out whether TPRS could improve young learners’ listening skill or not and the students’ responses toward TPRS are also discussed.

(2)

various learning activities. TPRS help teacher create a fun atmosphere in the classroom and get students’ attention.

Suggestions

Regarding what have been done in this research, there are some suggestions for further research in the field of using TPRS to improve young learners’ listening skill. The suggestions are expected to be taken as consideration by the researchers who are willing to do research in the same field. Moreover, it is also expected to be suggestions for teachers to teach better.

Focusing on teacher’s performance in this research, it is recommended for teachers to develop their creativity and ability to present a good combination in telling the story and do the TPRS. This will make an enjoyable learning activities. It is very crucial since the students will not be engaged in the activities and will not be motivated to learn if the learning activities are not interesting. To be more interesting, teachers can use some additional things to improve their learning activities such as costume, backsound, or anything that could make a better atmosphere and make the story more interesting in doing the TPRS. The learning activities also can be done by collaborating TPRS with group work or games.

(3)

References

Aprilia, W.A. (2009). The Use of TPR Method in Teaching English to Young Learners’ Vocabulary Mastery. Bandung: Unpublished paper