The Use of âSimon Saysâ Game: A Teaching Method of Total Physical Response (Tpr) in Teaching English Vocabulary to Young Learners.
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ABSTRAK
Penelitian ini dilatarbelakangi oleh permasalahan kemampuan berbahasa Inggris siswa yang belum maksimal secara tertulis maupun lisan. Rumusan masalah penelitian ini adalah: (1) apakah penerapan metode TPR yang menggunakan permainan ‘Simon Says’ efektif dalam pengajaran kosakata bahasa Inggris untuk siswa kelas 4 SD?; (2) bagaimana respon siswa terhadap penerapan metode TPR dalam Kegiatan Belajar dan Mengajar (KBM) mengenai kosakata bahasa Inggris?
Sampel penelitian ini adalah dua kelas yang ditentukan secara acak dengan menggunakan metode penelitian kuasi eksperimen dengan design penelitian group pra-tes dan pasca-tes. Kelas yang digunakan adalah kelas 4 sebagai kelas experimen dan kelas 3 Sekolah Dasar sebagai kelas kontrol.
Berdasarkan data yang diperoleh, nilai rata rata pra-tes kelas eksperimen adalah 14.67 dan pasca-tes 17.83 sedangkan nilai rata-rata kelas kontrol pra-tes adalah 13.00 dan pasca-tes 9.67. Berdasarkan perhitungan uji hipotesis yang dilakukan dengan uji Mann-Whitney didapatkan nilai P sebesar 0,000 yang lebih kecil daripada nilai alpha (0,000 < 0,05). Penelitian ini membuktikan bahwa metode TPR yang menggunakan permainan ‘Simon Says’ efektif diterapkan dalam pembelajaran kosakata bahasa Inggris. Data hasil kuesioner pun menunjukkan bahwa mayoritas siswa memberikan respon positif terhadap penerapan metode TPR. Berdasarkan hasil penelitian, peneliti berharap guru
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Bahasa Inggris dapat menggunakan metode ini, sebagai salah satu alternatif dalam pengajaran kosakata bahasa Inggris.
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TABLE OF CONTENTS
PREFACE ... i
ACKNOWLEDGEMENTS ... ii
ABSTRAK ... iv
TABLE OF CONTENTS ... vi
LIST OF TABLES ... viii
LIST OF FIGURES ... ix
CHAPTER ONE: INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Statement of the Problem ... 3
1.4 Method of the Study ... 4
1.5 Significance of the Study ... 4
1.6 Limitations of the Study ... 5
1.7 Organization of the Study ... 6
CHAPTER TWO: LITERATURE REVIEW ... 7
2.1 Young Learners Learning Language ... 7
2.2 The Importance of Vocabulary Learning ... 9
2.3 General Concept of TPR ... 10
2.4 ‘Simon Says’ Game ... 12
2.5 Previous Study ... 13
CHAPTER THREE: RESEARCH DESIGN ... 15
3.1 Research Design ... 15
3.2 Population and Sample ... 18
3.3 Research Instrument ... 20
3.3.1 Pre-Test and Post Test ... 20
3.3.2 Questionnaire ... 21
3.4 Research Hypothesis ... 21
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3.5.1 Data Analysis of Pre-test and Post-test ... 22
3.5.1.1 Validity Test ... 23
3.5.1.2 Reliability Test ... 23
3.5.1.3 Normal Distribution Test ... 24
3.5.1.4 Homogeneity Test ... 24
3.5.1.5 Comparative Analysis (Independent T-test) ... 24
3.5.2 Data Analysis of Questionnaire ... 25
CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSIONS ... 27
4.1 Research Findings ... 27
4.1.1 Comparison Test ... 27
4.1.1.1 Comparison of the Control Pre-test and the Control Post-test ... 27
4.1.1.2 Comparison of the Treatment Post-test and the Treatment Pre-test ... 30
4.1.2 Analysis of the Result of Questionnaire ... 34
4.2 Discussions ... 44
4.2.1 The Effectiveness of ‘Simon Says’ Game in Learning Vocabulary ... 44
4.2.2 Students Responses to the Use of ‘Simon Says’ Game in Learning Vocabulary ... 45
CHAPTER FIVE: CONCLUSION AND SUGGESTIONS ... 47
5.1 Conclusion ... 47
5.2 Suggestions ... 48
BIBLIOGRAPHY ... 50
APPENDICES Appendix A: Lesson Plan of the Third Grade ... 53
Appendix B: Lesson Plan of the Fourth Grade ... 56
Appendix C: Pre-test and Post-test Sheet ... 59
Appendix D: Pre-test and Post-test Result ... 63
Appendix E: Kuesioner ... 73
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LIST OF TABLES
Table 3.1: Time Schedule of Research ... 17 Table 3.2: Sample Numbers ... 19 Table 3.3: Category of Coefficient Correlation of ReliabilityError! Bookmark not defined.
Table 3.4: Percentage Criteria of Respondent... 26 Table 4.1: Normality Test of the Control Pre-test and the Control Post-test Data 27 Table 4.2: Homogeneity Test of the Control Pre-test and the Control Post-test Data ... 28 Table 4.3: Comparison of the the Control Pre-test and the the Control Post-test . 30 Table 4.4: Normality Test of the Treatment Pre-test and the Treatment Post-test
Data ... 31 Table 4.5: Homogeneity Test of the Treatment Pre-test and the Treatment Post-test Data ... 31 Table 4.6: Comparison of Treatment Group Pre-test and Treatment Group Post-test ... 33 Table 4.7: Positive Response from the Students ... 43
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LIST OF FIGURES
Figure 4.1: The students Like ‘Simon Says’ Game ... 34 Figure 4.2: ‘Simon Says’ Game Making Vocabulary Learning More Fun ... 35 Figure 4.3: ‘Simon Says’ Game Making Vocabulary Learning More Interesting 36 Figure 4.4: ‘Simon Says’ Game Not Making the Students Easily Bored in
Learning Vocabulary ... 37 Figure 4.5: The Students are Aware of the Advantages of the Use of ‘Simon Says’
Game in Learning Vocabulary ... 38 Figure 4.6:‘Simon Says’ Game Helping the Students to Remember New
Vocabulary More Easily... 39 Figure 4.7: ‘Simon Says’ Game Helping the Students to Understand the Meaning
of Words More Deeply ... 40 Figure 4.8: ‘Simon Says’ Game Helping the Students to Pronounce Words More
Appropriately ... 41 Figure 4.9:‘Simon Says’ Game Helping the Students to Spell Words More
Appropriately ... 42 Figure 4.10:‘Simon Says’ Game Helping the Students to Improve Their
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CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Listening, speaking, reading and writing are four language skills that should be mastered in English. Students will be able to master all the four language skills if they know enough vocabulary. The weakness in mastering vocabulary is often assumed as the main problem for people who want to learn a language. Learning a foreign language is basically a matter of learning the vocabulary of that language (Wallace, 1984). To be able to express ourselves throughout the language we need vocabulary to support us in expressing what we want to say, both in written and verbal communications.
Young learners may find it difficult to express their ideas through their writing because of their lack of vocabulary. The same case is true when students take an English test; they will have difficulty in reading and understanding the topic if their vocabulary is poor. Therefore, vocabulary plays an important role in mastering the four skills of the English language as a foreign language, especially for young learners.
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Teachers have to be concerned about finding an appropriate teaching method which matches their stage of cognitive development and characteristics, especially for students to master English vocabulary.
Total Physical Response (TPR) is one of the methods which is used in teaching vocabulary. TPR is a language teaching method that attempts to teach language through physical (motoric) activity built around the coordination of speech and action (Richards & Rodgers, 2001).
“Vocabulary is a teaching topic which lends itself very easily to the game
approach” (Wallace, 1984, p. 41). The use of language games has been widely used
recently especially ‘Simon Says’ game. It is a game based on TPR method, which engages in giving commands, listening skill and physical movement (Richards and Rodgers, 2001). TPR introduces a method which can build a happy atmosphere in the classroom and engages the students to listen, see and respond to or practice what teacher does. As a result, the students will not feel forced to memorize the vocabulary that the teacher has given them.
“It is a common place that young children learn better through play or at least they can be induced to go along with teaching that is tempered by ‘fun’ activities” (Rixon, Shelagh, 1995, p.46). The fact that children are absorbed in “fun” in language classroom has made the researcher attracted to find out how well the students can absorb English vocabulary through an activity called ‘Simon Says’ game.
Listening is a skill that many children, especially foreign language learners, find difficult to master. With foreign language learners, difficulties with sound discriminations, speed of delivery, length of utterance and time allowed for
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assimilation make listening an even more demanding task (Anne & Slaven, 1995). ‘Simon Says’ game is one of the games that can be used to improve the students’ listening skill and to have them listen carefully to the command that is given before they respond to it.
The researcher tries to use the activity of ‘Simon Says’ game to make vocabulary learning become more enjoyable and understandable, while at the same time the researcher challenged the students to succeed by demanding an active response.
Based on these facts, the method of TPR namely ‘Simon Says’ game in teaching vocabulary needs to be evaluated for its effectiveness in teaching vocabulary. Moreover, the researcher investigates the students’ responses to the game application in learning vocabulary.
1.2 Statement of the Problem
The study proposes two statements of the problem as follows:
1. Is the use of Total Physical Response (TPR) method by using ‘Simon Says’
game effective in teaching and learning vocabulary to the fourth grade students?
2. What are the students’ responses towards the use of ‘Simon Says’ game in
teaching and learning vocabulary?
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1. To investigate whether the use of Total Physical Response (TPR) method of ‘Simon Says’ game is effective in teaching and learning English vocabulary in the fourth grade.
2. To reveal the students’ responses towards the use of ‘Simon Says’ game in
teaching and learning vocabulary.
1.4 Method of the Study
This method is conducted on quasi-experimental research. In this study two classes will be taken as the sample of the research. One class is for the experimental class (4th grade) which learn vocabulary using ‘Simon Says’ game, and the other one is the control class (3rd grade) which learn vocabulary without using “Simon Says’ game treatment.
1.5 Significance of the Study
The findings in this study are expected to give contributions to the English as a Foreign Language (EFL), specifically teaching English vocabulary to young learners. The expected contributions are as follows:
1. Theoretical Benefits
The results of the study are expected to enrich the literature on methods in language teaching and learning, particularly teaching English vocabulary to young learners. Moreover, this study is expected to be a valuable reference for other researchers to conduct further researches in the same field, especially about the strategy in teaching a foreign language to young learners.
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The results of this study are expected to be reference of a good language teaching and learning method that will enable students to learn vocabulary in more enjoyable way as they will learn English vocabulary easily. Furthermore, it is also expected to be useful for 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 with useful information about the implementation of Total Physical Response (TPR) method in the classroom. Therefore, it is expected to be a reference and guidance for teachers who use this method in teaching vocabulary.
1.6 Limitations of the Study
The main focus of this study is the effectiveness of TPR method of ‘Simon Says’ game in teaching vocabulary to young learners at a primary school in Bandung and to find out the students’ responses towards the use of ‘Simon Says’ game in the process of teaching and learning vocabulary.
The young learners in this study are the 3rd and the 4th grade elementary students. They are approximately around 8-10 years old who still learn the basic level of English vocabulary and basic level of English proficiency. The vocabulary that the teacher use to teach the students is noun about emotions, animals and parts of body, and also verb from the instructions given by the teacher.
The activity of TPR that is used by the researcher in teaching vocabulary of nouns and instructions to the 3rd and 4thgrade students is ‘Simon Says’ game.
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This research paper is divided into five chapter. First, Chapter One is divided into subtopics to elaborate the issues as follows: Background of the Study, Statement of the Problems, Purposes of the Study, Method of the Study, Significance of the Study, Limitations of the Study and Organization of the Study. The next chapter is Chapter Two, which provides a literature review of the issues that are relevant to the study. Chapter Three includes the research design. Chapter Four contains the research findings and discussions. The last chapter is the conclusion of the research and suggestions for further researches.
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CHAPTER FIVE
CONCLUSION AND SUGGESTIONS
5.1 Conclusion
In accordance with the research findings, it can be concluded that there are two main conclusions about the use of ‘Simon Says’ game in teaching vocabulary: (1) ‘Simon Says’ game increased students’ vocabulary mastery; (2) ‘Simon Says’ game is positively responded to by the students. The elaboration of each point is given below.
First, the conclusion is supported by the result of Mann-Whitney test in post-test scores. The score of experimental group improved more significantly than the score of control group. This result indicates that the pre-test and post-test score between the experimental and control group is significantly different. Therefore, there is a significant difference between the mean of experimental and control group after the treatment. As a result, it can be concluded that using a vocabulary game
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Second, the results of the questionnaire show that the students gave positive responses towards the use of ‘Simon Says’ game in teaching vocabulary. Most of the students agreed that ‘Simon Says’ game made learning English more enjoyable and interesting and not easily boring during the teaching and learning process. Moreover, most of the students agreed that teaching vocabulary through ‘Simon
Says’ game improved their vocabulary mastery. This confirms the theory that says
young learners response positively to TPR method and it makes the learning process becomes more enjoyable and understandable.
5.2 Suggestions
There are some suggestions that hopefully can be useful. For teachers who want to teach vocabulary by using Total Physical Response (TPR), especially ‘Simon Says’ game, there are several recommendations. The first is to provide variation of the instructions or commands in the game so that it will explore students’ ability in vocabulary knowledge, listening skill and movement that they express. Second, it is recommended that teachers should pay attention to the students during the game and apply some rules to make the game effective because some students may overact. Teacher should remind the students about the rules that they should obey in the classroom during the activity and manage the classroom atmosphere to become interesting but still under control.
In addition, there are some suggestions for further researchers who are interested in investigating the use of TPR method or ‘Simon Says’ game in teaching and learning process. First, it is suggested that researchers should choose another activity of Total Physical Response (TPR) method. Second, researchers should
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choose another level of class or level of education to apply the TPR method or the ‘Simon Says’ game. Finally, researchers should choose another focus in teaching English, such as in teaching writing, listening, grammar or reading.
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BIBLIOGRAPHY
Arikunto S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34.
Anne & Slaven, G. (1995). ‘Ali, are you a boy or a monster?.’ In C. Brumfit., J. Moon & R. Tongue (Eds.), Teaching English to Children: From Practice to Principle. Malaysia: Longman.
Arends, R, I. (2002). Learning to Teach. 5th ed. Colombus: McGraw-Hill Humanities Cohen, L., Manion, L., & Morrison K. (2007). Research Methods in Education. 6th
ed. Canada: Routledge
Ferreira, L, H. F. (2007). How to Teach Vocabulary Effectively: An Analysis of the Course Book Eyes and Spies. Praia.
Ghani, M, Z., & Ghous, M, H. (2014). The effectiveness of Total Physical Response (TPR) in helping slow young learners with low achievement acquire English as a second language. International Journal of Research in Social Media, 4(6), 11. Harmer, Jeremy. (2001). The Practice of English Language Teaching. Malaysia:
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Hiebert, E, H., & Kamil, M, L. (2005). Teaching and Learning Vocabulary: Bringing Research to Practice. New Jersey: Erlbaum Associates.
Hoffman, A. H., Young, J., & Klesius, S. E. (1937). Meaningful Movement for Children: A Development Theme Approach to Physical Education. Boston: Allyn and Bacon, Inc.
Jiandong, D., & Lingzhu, J. (2008). TPR: Teaching English for Academic Purpose. Shanxi: Taiyuan Normal University.
Ludewig, A., & Swan, A. (2007). 101 Classroom Games. New York: McGraw-Hill. McDevitt, T, M., & Ormrod, J, E. (2002). Child Development and Education. New
Jersey: Pearson Education Inc.
Norris, J., & Fessler, J. (2001). How to Plan Your School Year. Monterey: Evan-Moor Educational Publishers
Richards, J, C., & Rodgers, T, S. (2001). Approaches and Methods in Language Teaching. 2nd ed. New York: Cambridge University Press.
Rixon, S. (1995). ‘The role of fun and games activities in teaching young learners’. In C. Brumfit., J. Moon & R. Tongue (Eds.), Teaching English to Children: From Practice to Principle. Malaysia: Longman.
Sariyati, I. (2013). The effectiveness of TPR (Total Physical Response) method in English vocabulary mastery of elementary school. Journal of Linguistics and Education. 3(1), 50-64.
Sigurðardóttir, S, D. (2010). The Use of Games in the Language Classroom. Háskóli Íslands: Sigillum Universitasis Islandiae.
Santoso, S. (2003). SPSS Versi 10: Mengolah Data Statistik Secara Profesional. Jakarta: Elex Media Komputindo.
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Sistiawan, F. (2011). The Use of Mnemonic Technique in Improving Students’ Mastery of Past Tense. Bandung: Indonesia University of Education.
Sugiyono. (2008). Metode Penelitian Bisnis. Bandung: Alfabeta.
Sopiyudin, D. (2013). Statistika Untuk Kedokteran dan Kesehatan. Salemba Medika: Jakarta.
Tough, H. (1995). Teaching English to Children: From Practice to Principle. Malaysia: Longman.
Wallace, M. (1984). Teaching Vocabulary: Practical Language Teaching. London: Heinemann Educational Books.
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CHAPTER FIVE
CONCLUSION AND SUGGESTIONS
5.1 Conclusion
In accordance with the research findings, it can be concluded that there are two main conclusions about the use of ‘Simon Says’ game in teaching vocabulary: (1) ‘Simon Says’ game increased students’ vocabulary mastery; (2) ‘Simon Says’ game is positively responded to by the students. The elaboration of each point is given below.
First, the conclusion is supported by the result of Mann-Whitney test in post-test scores. The score of experimental group improved more significantly than the score of control group. This result indicates that the pre-test and post-test score between the experimental and control group is significantly different. Therefore, there is a significant difference between the mean of experimental and control group after the treatment. As a result, it can be concluded that using a vocabulary game such as ‘Simon Says’ game to young learners is effective.
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Second, the results of the questionnaire show that the students gave positive responses towards the use of ‘Simon Says’ game in teaching vocabulary. Most of the students agreed that ‘Simon Says’ game made learning English more enjoyable and interesting and not easily boring during the teaching and learning process. Moreover, most of the students agreed that teaching vocabulary through ‘Simon Says’ game improved their vocabulary mastery. This confirms the theory that says young learners response positively to TPR method and it makes the learning process becomes more enjoyable and understandable.
5.2 Suggestions
There are some suggestions that hopefully can be useful. For teachers who want to teach vocabulary by using Total Physical Response (TPR), especially ‘Simon Says’ game, there are several recommendations. The first is to provide variation of the instructions or commands in the game so that it will explore students’ ability in vocabulary knowledge, listening skill and movement that they express. Second, it is recommended that teachers should pay attention to the students during the game and apply some rules to make the game effective because some students may overact. Teacher should remind the students about the rules that they should obey in the classroom during the activity and manage the classroom atmosphere to become interesting but still under control.
In addition, there are some suggestions for further researchers who are interested in investigating the use of TPR method or ‘Simon Says’ game in teaching and learning process. First, it is suggested that researchers should choose another activity of Total Physical Response (TPR) method. Second, researchers should
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choose another level of class or level of education to apply the TPR method or the ‘Simon Says’ game. Finally, researchers should choose another focus in teaching English, such as in teaching writing, listening, grammar or reading.
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BIBLIOGRAPHY
Arikunto S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34.
Anne & Slaven, G. (1995). ‘Ali, are you a boy or a monster?.’ In C. Brumfit., J. Moon & R. Tongue (Eds.), Teaching English to Children: From Practice to Principle. Malaysia: Longman.
Arends, R, I. (2002). Learning to Teach. 5th ed. Colombus: McGraw-Hill Humanities Cohen, L., Manion, L., & Morrison K. (2007). Research Methods in Education. 6th
ed. Canada: Routledge
Ferreira, L, H. F. (2007). How to Teach Vocabulary Effectively: An Analysis of the
Course Book Eyes and Spies. Praia.
Ghani, M, Z., & Ghous, M, H. (2014). The effectiveness of Total Physical Response (TPR) in helping slow young learners with low achievement acquire English as a second language. International Journal of Research in Social Media, 4(6), 11. Harmer, Jeremy. (2001). The Practice of English Language Teaching. Malaysia:
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Hiebert, E, H., & Kamil, M, L. (2005). Teaching and Learning Vocabulary: Bringing
Research to Practice. New Jersey: Erlbaum Associates.
Hoffman, A. H., Young, J., & Klesius, S. E. (1937). Meaningful Movement for
Children: A Development Theme Approach to Physical Education. Boston: Allyn
and Bacon, Inc.
Jiandong, D., & Lingzhu, J. (2008). TPR: Teaching English for Academic Purpose. Shanxi: Taiyuan Normal University.
Ludewig, A., & Swan, A. (2007). 101 Classroom Games. New York: McGraw-Hill. McDevitt, T, M., & Ormrod, J, E. (2002). Child Development and Education. New
Jersey: Pearson Education Inc.
Norris, J., & Fessler, J. (2001). How to Plan Your School Year. Monterey: Evan-Moor Educational Publishers
Richards, J, C., & Rodgers, T, S. (2001). Approaches and Methods in Language
Teaching. 2nd ed. New York: Cambridge University Press.
Rixon, S. (1995). ‘The role of fun and games activities in teaching young learners’. In C. Brumfit., J. Moon & R. Tongue (Eds.), Teaching English to Children: From
Practice to Principle. Malaysia: Longman.
Sariyati, I. (2013). The effectiveness of TPR (Total Physical Response) method in English vocabulary mastery of elementary school. Journal of Linguistics and
Education. 3(1), 50-64.
Sigurðardóttir, S, D. (2010). The Use of Games in the Language Classroom. Háskóli Íslands: Sigillum Universitasis Islandiae.
Santoso, S. (2003). SPSS Versi 10: Mengolah Data Statistik Secara Profesional. Jakarta: Elex Media Komputindo.
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52
Sistiawan, F. (2011). The Use of Mnemonic Technique in Improving Students’ Mastery
of Past Tense. Bandung: Indonesia University of Education.
Sugiyono. (2008). Metode Penelitian Bisnis. Bandung: Alfabeta.
Sopiyudin, D. (2013). Statistika Untuk Kedokteran dan Kesehatan. Salemba Medika: Jakarta.
Tough, H. (1995). Teaching English to Children: From Practice to Principle. Malaysia: Longman.
Wallace, M. (1984). Teaching Vocabulary: Practical Language Teaching. London: Heinemann Educational Books.