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Applying Total Physical Response (TPR) Method in Storytelling to Improve Young Learners’ Listening Skill.

ABSTRACT
Astuti, Ima P. 2009. Applying Total Physical Response (TPR) Method in
Storytelling to Improve Young Learners’ Listening Skill. Final Project,
English Department, Faculty of Languages and Arts, Semarang State
University. First Advisor: Dr. Abdurrachman Faridi, M.Pd; Second
Advisor: Dra. C. Murni Wahyanti, M.A.
Keywords: Total Physical Response in Storytelling, Young Learners, Listening
Skill
This final project is based on a study that attempted to examine the
application of Total Physical Response (TPR) method in storytelling to improve
young learners’ listening skills.
In this study, the writer applied ‘one group pretest-posttest’ as the
research design. The subject of this research was the year-five-students of MI Al
Islam Mangunsari 02, Gunungpati Semarang. There were 30 students participating
on this research.
The researcher conducted three activities in the experiment. They were
pre-test, treatments, and post-test. From the pre-test finding, the average score was
68,67. It could be seen that the initial condition of the students’ listening skill
before the treatment was relatively poor. That was why a series of treatments were
needed. After the treatments were conducted, the post-test was given. This
resulted on the average score of the post-test, which was 74,73. To know the

significance difference between the pre- and post-test, t-test was calculated. The
mean difference between pre-test and post-test was significant if the t-value > ttable. Therefore, as the t-value in this research was 3,77 > 2.00, the writer
concluded that there was a significant difference between pre- and post-test.
The research findings indicated that after having treatments, the students
had great progress in listening. It was showed by the improvement of the average
score between the pre- and post-test. Based on these results, the application of
Total Physical Response (TPR) in storytelling is beneficial for the students and it
can be suggested as a new method in teaching listening to young learners.

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