THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) TO IMPROVE STUDENTS’ LISTENING COMPREHENSION.

THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) TO IMPROVE STUDENTS’ LISTENING

COMPREHENSION

(Pre-experimental research at a second grade of a private junior high school in Bandung)

A Research Paper

Submitted to the English Education Department of Indonesia University of Education (UPI) as a Partial Fulfilment of the Requirements for the Sarjana

Pendidikan Degree

By

Ivonne Susan 0604087

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION 20

THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) TO IMPROVE STUDENTS’ LISTENING COMPREHENSION

Oleh Ivonne Susan

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

© Ivonne Susan 2013 Universitas Pendidikan Indonesia

Februari 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 USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) TO IMPROVE STUDENTS’ LISTENING

COMPREHENSION

(Pre-experimental research at a second grade of a private junior high school in Bandung)

IVONNE SUSAN 0604087

Approved by:

Supervisor

Fazri Nur Yusuf, M.Pd. NIP. 197308162003121002

Co. Supervisor

R. Dian Dia-an M., M.Hum. NIP. 198110242005012001

Head of Department of English Education Faculty of Languages and Arts Education

Indonesia University of Education

Prof.Dr.H. Didi Suherdi, M.Ed. NIP. 196211011987121001

PREFACE

Praise to Allah Subhanahu Wa Ta’ala, the Lord of the universe. It is by His grace that this research paper can be accomplished. This paper discusses whether or not

TPRS improve students’ listening comprehension. The study also discusses the

students’ and the teachers’ view toward the advantages and disadvantages of using TPRS in teaching learning process.

For further improvement of this paper, comments and criticism are expected. However, it is hoped that this paper will be encouraging as the guideline of further research explore the new learning technique and the basis of developing and implementing the new learning media in the context of Indonesian education.

The writer,

Ivonne Susan 0604087

ACKNOWLEDGEMENT

I would like to convey my greatest gratitude to Allah Subhanahu Wa Ta’ala as the never-ending source of motivation in my entire life. The great gratitude is also conveyed to the head of English Department, Prof. Dr. H. Didi Suherdi, M.Ed,

my supervisors for sharing the expertise, Fazri Nur Yusuf, M.Pd. and R. Dian Dia-an M., M.Hum. May Allah lead you to be the best.

I would like to appreciate to class VIII-8, Mr. Uyun, S.Pd. and teachers and all the staffs in SMP Percontohan UPI Kampus Cibiru. Thank you to my Dad for giving me courage to pursue my dream, my beloved husband Panji Nurul Fath, my brother and my mom for paying my bill, Mika Manalu for helping me record the teaching learning process, the Prophet, all my classmates, and all people who gave a big favour in this research. Then, thank to Ihsan Solihin S.Pd, Dwi Utomo S.Pd, and those who have been thinking along together to accomplish this research.

ABSTRACT

“The Use of Teaching Proficiency through Reading and Storytelling (TPRS) to Improve Students’ Listening comprehension”

(Pre-experimental research at a second grade of a junior high school in Bandung)

This study investigates whether the use of Teaching Proficiency through Reading and Storytelling (TPRS) is able to improve students’ listening comprehension and its advantages and disadvantages. It is a pre-experimental research. The study involved 20 students of a second grade of Junior High School as participants. The data were gained through pre-test, post-test, and interview which was viewed from teacher’s and students’ perspective. The data from pre-test and post-test were analyzed by using dependent t-test from the SPSS 18.0 program for Windows. Data attained from interview were analyzed in order to explore teacher’s and students’ responses towards the advantages and disadvantages of using TPRS in teaching-learning processes.

The study shows that t obt > t crit (20.870>0.456), and it means that the null hypothesis was rejected. In other words, there is likely a difference in students’ listening comprehension before and after the TPRS technique was done.

Both teacher and students confirm that TPRS is able to improve able to improve

students’ listening comprehension, students’ vocabulary mastery, lets the students understand more about the story, and makes the students feel comfortable in the learning process.

Keyword: TPRS, comprehension, pre-experimentall, pre-test, post-test, dependent t-test.

ABSTRACT

“The Use of Teaching Proficiency through Reading and Storytelling (TPRS) to Improve Students’ Listening comprehension”

(Pre-experimental research at a second grade of a junior high school in Bandung)

This study investigates whether the use of Teaching Proficiency through Reading and Storytelling (TPRS) is able to improve students’ listening comprehension and its advantages and disadvantages. It is a pre-experimental research. The study involved 20 students of a second grade of Junior High School as participants. The data were gained through pre-test, post-test, and interview which was viewed from teacher’s and students’ perspective. The data from pre-test and post-test were analyzed by using dependent t-test from the SPSS 18.0 program for Windows. Data attained from interview were analyzed in order to explore teacher’s and students’ responses towards the advantages and disadvantages of using TPRS in teaching-learning processes.

The study shows that t obt > t crit (20.870>0.456), and it means that the null hypothesis was rejected. In other words, there is likely a difference in students’ listening comprehension before and after the TPRS technique was done.

Both teacher and students confirm that TPRS is able to improve able to improve students’ listening comprehension, students’ vocabulary mastery, lets the students understand more about the story, and makes the students feel comfortable in the learning process.

Keyword: TPRS, comprehension, pre-experimentall, pre-test, post-test, dependent t-test.

ABSTRAK

Penggunaan Teaching Proficiency through Reading and Storytelling (TPRS) untuk meningkatkan pemahaman listening siswa

(studi pre-eksperimental yang diselenggarakan di salah satu sekolah menengah pertama di bandung)

Studi ini dilakukan untuk mengetahui apakah penggunaan Teaching Proficiency through Reading and Storytelling (TPRS) dapat meningkatkan kemampuan listening siswa serta mengeksplorasi kelebihan dan kekurangan dari penggunaan teknik tersebut. Studi ini adalah studi pre-eksperimental. Studi ini melibatkan 20 murid dari sekolah menengah pertama sebagai partisipan. Data-data studi ini diperoleh melalui: pre-tes, post-tes, dan interview terhadap sudut pandang para siswa dan guru mengenai teknik ini. Data yang telah diperoleh melelui pre-tes dan post-tes dianalisis menggunakan dependent t-test pada SPSS 18.0. Data yang telah diperoleh melelui interview dianalisis untuk memaparkan respon guru dan para murid mengenai kelebihan dan kekurangan dalam penggunaan teknik TPRS dalam proses belajar mengajar.

Hasil dari studi ini yaitu t obt > t crit (20.870>0.456), hitung lebih besar dari T-tabel membuktikan bahwasanya nol hipotesis ditolak. Dengan kata lain, adanya perbedaan kemampuan listening siswa sebelum dan sesudah teknik ini digunakan. Guru dan siswa juga menyatakan bahwa TPRS dapat meningkatkan pemahaman listening siswa, meningkatkan penguasaan kosakata, membuat siswa lebih memahami cerita, dan membuat siswa merasanyaman dalam menjalani PBM di dalam kelas.

Kata kunci: TPRS, pemahaman, pre-eksperimental, pre-tes, postes, dependent t-tes.

TABLE OF CONTENTS

Page of Approval ... i

Preface ... ii

Acknowledgments ... iii

Abstract ... iv

Table of Contents ... v

List of Tables ... ix

List of Charts ... x

CHAPTER I INTRODUCTION 1.1 Background ... 1

1.2 Research Questions ... 2

1.3 Scope of the Research ... 3

1.4 Aims of the Research ... 3

1.5 Hypothesis ... 3

1.6 Significance of the Research ... 4

1.7 Research Methodology ... 4

1.7.1 Design of the Research ... 4

1.7.2 Population and Sample ... 4

1.7.3 Data Collection ... 5

1.7.4 Data Analysis ... 5

1.9 Organization of Paper ... 7

CHAPTER II THEORETICAL FOUNDATION 2.1 TPRS ... 8

2.1.1 The basic concept of TPR ... 8

2.1.2 Storytelling ... 10

2.1.3 Concept of TPRS ... 12

2.1.4 How to apply TPRS ... 13

2.2 Listening ... 15

2.2.1 The Nature of Listening ... 15

2.2.2 What Makes Listening Difficult? ... 16

2.2.3 The Importance of Listening ... 18

2.2.4 Kinds of Listening ... 19

CHAPTER III RESEARCH METHOD 3.1 Research Problems ... 22

3.2 Design of the Research ... 22

3.3 Hypothesis ... 23

3.4 Population and Sample ... 23

3.5 Data Collection ... 24

3.5.1 Pre Test ... 25

3.5.2 Observation ... 25

3.5.3 Post Test ... 25

3.6 Data Analysis ... 25

3.6.1 Try out Test ... 26

3.6.1.1 Validity of Each Item ... 26

3.6.1.2 Reliability of Test ... 27

3.6.1.3 Difficulty Index of Each Item ... 28

3.6.1.4 Discriminating Index of Each Item ... 29

3.6.2 Analyzing The Result of Pre Test and Post Test ... 30

3.6.3 Analyzing The Result of Interview ... 31

CHAPTER IV FINDINGS AND DISCUSSION 4.1 Findings ... 32

4.1.1 Try Out ... 32

4.1.1.1 Validity Result ... 32

4.1.1.2 Reliability Result ... 34

4.1.1.3 Difficulty Index Result ... 34

4.1.1.4 Discrimination Index Result ... 35

4.1.2 Pre Test ... 36

4.1.3 Post Test ... 39

4.1.4 Hypothesis Testing ... 41

4.1.5 Interview Analysis ... 43

4.1.5.1 The Analysis of Students’ Interview ... 43

4.1.5.2 The Analysis of Interview to The Teacher... 50

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ... 55 5.2 Suggestions ... 56

REFERENCES

APPENDICES

LIST OF TABLES

Table 3.1 Research Schedule ... 24

Table 3.2 Category of Coefficient of Validity ... 27

Table 3.3 Criteria of Difficulty Index ... 29

Table 3.4 Criteria of Discrimination Index ... 30

Table 4.1 Validity Result of Each Item ... 33

Table 4.2 Difficulty Index Result of Each Item ... 35

Table 4.3 The Discrimination Index ... 36

Table 4.4. Haris Categorization ... 37

Table 4.5 The Result of Pre Test in Haris Categorization ... 37

Table 4.6 Statistic Calculation Result of Pre Test ... 38

Table 4.7 Haris Cagorization ... 39

Table 4.8 The Result of Pre Test in Haris Categorization ... 40

Table 4.9 Statistic Calculation Result of Post Test ... 41

LIST OF CHARTS

Chart 4.1 Learning English Preferences ... 44

Chart 4.2 Students’ Opinion About Learning English ... 44

Chart 4.3 Learning Activity Before TPRS Implemented ... 45

Chart 4.4 Story Delivered Before TPRS Implemented ... 46

Chart 4.5 Students’ Favorite Story ... 47 Chart 4.6 Advantages and Disadvantages of TPRS Viewed by The Students 48

Chapter I Introduction

This chapter presents background of the research, research question, scope of the research, aim of the research, hypothesis, significance, research methodology, clarification of the key terms, and organisation of paper.

1.1 Background

It is common that English skills are divided into four skills. In the process of teaching English, speaking, listening, writing and reading have commonly been known as four skills. In language learning, these four skills are very important. Not only the four skills, but also there are two other components which support English teaching learning process. The basic of language curriculum in Indonesia, covers the four language skills. They are speaking, listening, writing, and reading, and two other language parts i.e. grammar and vocabulary (Widyanto 2000). Those four skills are significant to sustain the language performance and communication (Brown 2001). However, there are some people who consider that reading and writing are more important than listening and speaking.

On the other hand, improving listening skill is not as easy as improving the other skills because of some reasons such as: the learners do not get special treatment from the teacher during the course; the learners do not use and practice their skills intensively (Pinter 2006:45; Mandelson 1984). This statement denies peoples’ presumption about listening. Therefore, there is a need to find a way in order to improve listening comprehension optimally.

Regarding this, there is a technique named teaching proficiency through reading and storytelling (TPRS). This technique is an extension from its previous method, i.e. Total Physical Responses (TPR) which was developed by Asher (Gaab, 2001). Further, teaching proficiency through reading and storytelling (TPRS) was developed to gain the effectiveness of teaching vocabulary. This belief comes from a research conducted by Sumiati (2006) who proves that TPRS is effective to teach Vocabulary. Furthermore, it is found that the story in TPRS technique has many benefits by bringing motivation, joy, and fun to the classroom (Wiliyanti 2008). McKay Cites in Asher (2000) compared one class with TPRS and another with ALM (audio lingual method), and the result is the performance of the class with TPRS is higher than ALM class.

Based on the results of McKay’s research, the focus of this study is to discuss the

use of TPRS in improving student’s listening comprehension and its advantages and disadvantages. It is expected that this research will contribute to improve the quality of English teaching, especially in listening comprehension.

1.2 Research Question

This research is conduct to answer the following research question;

a. Can the use of teaching proficiency through reading and storytelling (TPRS) improve students’ listening comprehension?

b. What are advantages or disadvantages of using teaching proficiency through reading and storytelling(TPRS) perceived by the teacher and students?

1.3 Scope of the Research

This research is only focused on the effectiveness of using teaching proficiency through reading and storytelling (TPRS), in order to improve student’s comprehension in listening English at second grade in one of private junior high school in Bandung. Moreover, the study investigates the advantages and disadvantages of it.

1.4 Aim of the Research

The aim of this research is to find out whether or not teaching proficiency through reading and storytelling (TPRS) is going to improve students listening comprehension. This research, also obtains the information about advantages and disadvantages of using this technique.

1.5 Hypothesis

This research uses null hypothesis. This means, that if there was no difference between before and after treatment was applied, the null hypothesis is accepted. In other words, the teaching proficiency through reading and storytelling (TPRS) technique is not effective to improve students’ listening comprehension. But if there are some differences, between before and after the treatment was applied, it means that the null hypothesis is rejected.

Ho: µ pretest = µ posttest

This means, that there is no difference in students listening comprehension before and after the teaching proficiency through reading and storytelling (TPRS) technique was applied.

1.6 Significance of the Research

Hopefully, the finding of this research would contribute some information that teaching proficiency through reading and storytelling (TPRS) is able to help English teacher improve their students’ listening comprehension, and know why he/she should teach by using this method. This research hopefully can explain what the advantages and disadvantages of using TPR Storytelling in the classroom are.

1.7 Research Methodology 1.7.1 Design of the Research

This research uses pre experimental design which used one group pre test-post test design. This technique occurs in one class, firstly the try out was held, then the class was given both pre and post test. Treatment of teaching proficiency through reading and storytelling (TPRS) was acquired among the pre test and post test. Both pre test and post test are measured and compared in order to find out whether or not teaching proficiency through reading and storytelling (TPRS) is able to improve student’s listening comprehension.

1.7.2 Population and Sample

The population of the research was private junior high school students in Bandung. The class chosen was the second grade of junior high school. The second grade was taken because the material which is used in this research is learned in this grade. There was only one class involved in this study, this class obtained pre-test and post-test to measure their capability.

1.7.3 Data Collection

Data of this research was collected by:

1. Pre-test. Listening comprehension test was given in order to find out the basic ability between experimental group and control group.

2. Post-test. Listening comprehension test was given in order to find out the differences between the two groups after the treatment.

3. Interview: interview was given both to the teacher and the students. The teacher was interviewed about his/her opinion about TPR Storytelling, which was used in his/her class during the study. While the students would be interviewed about their opinion about this technique.

1.7.4 Data Analysis

In order to answer the research question which was mentioned before, there were four steps to analyze the data as follows;

1. Calculating students’ prior listening comprehension from the pre-test by transforming the achieved score into 1-100 scale.

2. Calculating students’ prior listening comprehension from the post-test by transforming the achieved score into 1-100 scale.

3. Analyzing the result of the pre test and post test by using SPSS 18 program for Windows.

4. Converting the teacher and students interview in the form of chart.

1.8 Clarification of the Key Terms

This research mentioned some uncommon terms. The terms which were mentioned in this research are;

1. TPR Storytelling

TPRS (Total Physical Response Storytelling) or also known as (Teaching Proficiency through Reading and Storytelling) is an input-based approach to teaching language that focuses on the systematic instruction of vocabulary in a highly comprehensible, personalized and contextualized manner (Gaab 2011).

2. Listening

Listening is receiving the transfer of images, impressions, thoughts, beliefs, attitudes, and emotion from the speaker (Rost 2002).

3. Storytelling

Storytelling is a linguistic activity that is educative because it allows individuals to share their personal understanding with others, thereby creating negotiated transaction (Egan 1986).

4. Reading

Reading is to look at carefully so as to understand the meaning of (something written, printed) (Ed. Urdang 1968).

5. Proficiency

Proficiency is Skill; ability; expertness (Ed. Urdang 1968). 6. Comprehension

1.9 Organisation of Paper

This paper was presented in five chapters, they are; a. Chapter 1: Introduction

This chapter contains the background of the research. This chapter is also covers research questions, scope of the research, aim of the research, null hypothesis, significance of the research, and method used in the research. b. Chapter 2: Theoretical Foundation

This chapter presents theories used in the research c. Chapter 3: Research Methodology

This chapter serve details of method in the research. d. Chapter 4: Findings and Discussion

Not only contains findings of the research, but this chapter, also discuss the finding of the research.

e. Chapter 5: Conclusions and Suggestions

This chapter contains conclusions of the research and suggestion for the next researchers.

Chapter III

Research Method

This chapter discusses the methodology of the research. It covers; research problems, design of the research, hypothesis, data collection, and data analysis of the research.

3.1 Research Problems

This research was aimed to find out the effectiveness of using TPR Storytelling in order to improve students’ listening comprehension. The research question appeared in this research are:

a. Can the use of TPR Storytelling improve students’ listening comprehension? b. What are the advantages or disadvantages of using TPR Storytelling

perceived by the teacher and students?

3.2 Design of the Research

In order to respond to the first research question, this research uses pre experimental design: one group pre test-post test. This technique only involves one class, so there is no control group used in this research. There are two variables in this study. They are independent (TPRS technique) and dependent

variable (the student’s listening achievement). The pre test was given in the

beginning in order to find out the students’ listening basic comprehension. And post test was given in order to find out the students’ listening comprehension after the treatment is applied.

O1 X O2 Pre test treatment post test O1 : the result before treatment O2 : the result after treatment

3.3 Hypothesis

This research uses null hypothesis. This means that if there was no difference between before and after treatment was done, the null hypothesis was accepted. In

other words, the TPRS technique could not improve students’ listening

comprehension. But if there were some differences between before and after treatment was done, the null hypothesis was rejected. It means that TPRS could

improve students’ listening comprehension.

Ho: µ pretest = µ posttest

3.4 Population and sample

Population in this research was private a junior high school in Bandung. The sample of this research was 20 students of 2nd grade of the private junior high school. The second grade was taken because the material which is used in this research is learned in this grade. There was only one class involved in this study, the class obtained pre-test to measure the students’ listening comprehension before the treatment was done and post-test to measure their capability after the treatment. The data collection was done at one of private junior high schools in

Bandung. In the first place, the data collection would be held in about 6 weeks but because of some limitations, it was only held in 4 weeks.

3.5 Data collection

Research questions were used as the basis for data collection of this research covered pre-test, post test, and interview. To answer the first research question, pre test, post test, and observation were used. Try out was conducted to measure the validity, reliability, difficulty index, and discrimination index of the instrument. Meanwhile, interview was conducted to answer the second research question i.e. What are the advantages or disadvantages of using TPR Storytelling perceived by the teacher and students?. The schedule for collecting data was presented in table 3.1. Elaboration of each instrument for data collection is given in the following sub parts of this section.

Table 3.1 Research schedule

Stages Date Events

1 22nd October 2012 Pre test

2 24th October 2012 Treatment 1

3 29th October 2012 Treatment 2

4 31st October 2012 Treatment 3 and teacher’s interview

5 5th November 2012 Treatment 4

6 7th November 2012 Post test

Data collection covered; 3.5.1 Pre test

To respond the first research question “Can the use of TPR Storytelling improve

students’ listening comprehension?” Pre test was given in order to uncover the

students’ basic comprehension in listening, before they were treated by using TPRS.

3.5.2 Post test

Post test was conducted in the end of the research to respond to the first research

question “Can the use of TPR Storytelling improve students’ listening comprehension?” The post test of Listening comprehension test was given in

order to find out the student’s listening Comprehension after the treatment. 3.5.3 Interview

The interview was done both to the teacher and students in the end of the research. It was conducted in order to answer the second research question “What are advantages or disadvantages of using TPR Storytelling perceived by the teacher and students?“ the interview was taken not only to focus on the teacher’s point of view about this technique, but also to compare the teacher’s answer and how

student’s response to it.

3.6 Data analysis

Main data of this research were collected through pre test, post test, and observation. To measure the validity, reliability, difficulty index, and discrimination index of the instrument, try out was conducted before the pre test.

Further, the research of data collection was analyzed. The analysis was conducted in the following steps: analyze pre test, compared the result of pre test and post test, analyze the observation, and analyze the interview. Moreover, the try out test was also analyzed to check the validity, reliability, difficulty index, and discrimination index of the instrument.

3.6.1 Try out test

The try out test was conducted in order to gain the validity, reliability test, difficulty index of each item, and discrimination index of each item. Therefore the result revealed good instrument to measure the pre-test and post test.

3.6.1.1 Validity of each item

To achieve valid research, the test was measured by formula as follows;

Note :

γpbi = coefficient correlation bi-serial

Mp = mean of students who answer correctly Mt = mean of total score

St = standard deviation of total score

P = proportion of students who answer correctly q = proportion of students who get the wrong answer (Arikunto, 2010:79)

Table 3.2

Category of coefficient of validity

r value Interpretation 0.80 – 1.00 Very high 0.60 – 0.80 High 0.40 – 0.60 Satisfactory 0.20 – 0.40 Low 0.00 – 0.20 Very low

(Arikunto, 2010:75)

3.6.1.2 Reliability of test

Not only valid, but the research should also reliable. In order to obtain reliable instrument, the instrument measured by this following steps and formula.

(Arikunto, 2010:231) Note :

r

11 = Reliability test index

p = Proportion of students who answer the item correctly divided by Number of students

q = Proportion of students who answer the item incorrectly (q = 1-P)

k = Number of items

Vt = Variance of the total score

3.6.1.3 Difficulty index of each item

Try out test was done in order to acquire the difficulty rage of the test that would be given to the students. The difficulty range would be measured by using the formula below:

Note :

P = Difficulty index

B = Number of correct answers filled by the subjects JS = Subjects who fill the test

(Arikunto, 2010: 208)

Table 3.3

Criteria of difficulty Index

Difficulty Index Interpretation 0.00 – 0.30 Difficult 0.31 – 0.70 Medium 0.71 – 1.00 Easy

3.6.1.4 Discriminating index of each item

The aim of using discriminating index was to distinguish the higher and the lower

sample’s achievement. The research used the following formula to achieve discriminating index;

Note :

D = Discrimination index

BA = Number of right answer from upper group JA = Number of students from upper group BB = Number of right answer from lower group JB = Number of students from lower group PA = Upper students’ proportion

(Arikunto, 2010 :213-214)

Table 3.4

Criteria of discrimination index

Discrimination index Interpretation

0.00 – 0.20 Poor

0.20 – 0.40 Satisfactory

0.40 – 0.70 Good

0.70 – 1.00 Excellent Arikunto (2010:218)

3.6.2 Analyzing the result of pre test and post test

In this research, the sample which was used was relating to each other so that the result of data pre test and post test was calculated by using dependent paired t-test formula. Based on Arikunto (2008:172) the procedures were;

a) The result of pre test and post test was transformed into scale 1-100. By using formula as follows;

Note :

S = The Raw Score 40 = Total Row Score 100 = Constant Value

b) The result of the data was tested by using Kolmogorov-Smirnov formula in order to gain the distribution score. This test will be done by using SPSS 18. There are three phases in calculating this test; first is setting the alpha level at 0.05 (two-tailed test) and stating the hypothesis.

c) The data from pre test and post test were analyzed by using dependent t-test in order to compare the differences of means between pre-test and post-test. SPSS 18.0 will be done to calculate the test. In this step, the t value (t

obtained) will be compared with t critical. If the t obtained ≥ t critical at the

significant level (p)= 0.05, the null hypothesis (Ho) is rejected and if t

3.6.3 Analyzing the result of interview

To analyze the result of interview, in this research, the interview was given to both the teacher and the students. It was conducted to obtain not only the teacher’s

point of view but also students’. It was held to gain their opinion about TPRS.

Then, the data was classified into the students’ and the teacher’s point of view about the advantages and disadvantages of the technique. The result of it would be presented in chart form.

Chapter V

Conclusions and Suggestions

This chapter discusses conclusion and suggestion which appeared in the research. First, it concluded whether or not the use of TPRS technique is effective to improve students’ listening comprehension. Second, it concluded the advantages and the disadvantages of using TPRS as perceived by teacher and students.

5.1 Conclusions

From the previous findings and discussion, it concludes that TPRS is likely to

improve students’ comprehension especially in listening. TPRS gives advantages

to both teacher and students. It changes the situation of English learning atmosphere in the classroom to become livelier and dynamic. It is evident by the

following things: students’ can break the ice among them; students are able to see

and curious about the story presented, students can guess the meaning of words in the story; students can upgrade their vocabulary; students can have long term memory of words; and students can understand more about the stories.

However, to certain extent, TPRS gives disadvantages, mostly, to teachers. Teachers are demanded to have good competence in telling stories; teachers are also demanded to be able to encourage the students to guess some vocabularies; teachers must base their teaching materials on stories. To conclude, TPRS is one of techniques that is suitable to apply in teaching narrative text.

5.2 Suggestions

The study found that the use of TPRS in teaching learning process is capable to

improve students’ listening comprehension. The teacher and students view that

TPRS has its own advantages and disadvantages. Regarding the conclusion of this research, there are some suggestions for teachers or other researchers in using TPRS technique.

1. Based on the study, it is suggested that teachers or other researchers who intend to conduct a research about TPRS to be more acknowledgeable about students’ need.

2. It is also suggested that TPRS is used to teach other skills i.e. speaking, reading, or writing.

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Rowley: Newbury House Publisher, Inc.

Malkina, Natasha. (1995). Storytelling in Early Language Teaching. [online]. Available: http://www.exchanges.state.gov/forum/vols/voll33/no1/p38.htm. [July 14, 2008]

Mendelson, D.J. and Robin,J. 1995. A Guide for the Teaching of Second Language Listening. New York: Brace Jovanovich.

Musthafa, B. (2008). Teaching English to Young Learners. School of Postgraduate Studies: Indonesia University of Education.

Nunan, David. (2000). Language Teaching Methodology. Sydney: Pearson education Ltd Nurman, S. et.al. (2009). Storytelling: Sebuah Terobosan dalam Upaya Meningkatkan

Output Pembelajaran Anak Usia Dini. Bandung: Reported paper.

Pinter, A. (2006). Teaching Young Language Learner. Oxford: Oxford University Press. Rahmawati, Indah. (2008). Improving Students’ Listening Comprehension Through

Storytelling Technique. Bandung: Unpublished paper.

Rost, Michael. (2002). Teaching And Researching Listening. Edinburgh Gate: Pearson education Ltd

Rubin, R. B. (1983). Improving Speaking and Listening Skills. San Francisco: Jossey-Bass Inc., California

Saricoban, Arif. (1999). The Teaching of Listening. The Internet TESL Journal vol. V No. 12. [online] Available at http://www.aitech.ac.jp/~iteslj/articles/Saricoban-Listening.html

Sugiyono. (2010). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan

R&D. Bandung: Alfabeta

Sumiati, Siti. (2006). The Effectiveness of Teaching Vocabulary Using Total Physical

Response Storytelling (TPRS). A research report. Bandung: Unpublished paper.

Urdang, Laurence. (1968). The Random House Dictionary of the English Language College

Edition. USA: The River Side Press.

Widyanto. (2000). Developing The Listening Skill Through Small Group Work Interaction. A research report. Bandung: Unpublished paper.

Wiliyanti. (2008). The Effectiveness of Total Physical Response Storytelling in Improving the

Ivonne Susan, 2013

THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) TO IMPROVE STUDENTS’ LISTENING COMPREHENSION

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

3.6.3 Analyzing the result of interview

To analyze the result of interview, in this research, the interview was given to both the teacher and the students. It was conducted to obtain not only the teacher’s

point of view but also students’. It was held to gain their opinion about TPRS.

Then, the data was classified into the students’ and the teacher’s point of view about the advantages and disadvantages of the technique. The result of it would be presented in chart form.

Ivonne Susan, 2013

THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) TO IMPROVE STUDENTS’ LISTENING COMPREHENSION

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Chapter V

Conclusions and Suggestions

This chapter discusses conclusion and suggestion which appeared in the research. First, it concluded whether or not the use of TPRS technique is effective to improve students’ listening comprehension. Second, it concluded the advantages and the disadvantages of using TPRS as perceived by teacher and students.

5.1 Conclusions

From the previous findings and discussion, it concludes that TPRS is likely to

improve students’ comprehension especially in listening. TPRS gives advantages to both teacher and students. It changes the situation of English learning atmosphere in the classroom to become livelier and dynamic. It is evident by the

following things: students’ can break the ice among them; students are able to see and curious about the story presented, students can guess the meaning of words in the story; students can upgrade their vocabulary; students can have long term memory of words; and students can understand more about the stories.

However, to certain extent, TPRS gives disadvantages, mostly, to teachers. Teachers are demanded to have good competence in telling stories; teachers are also demanded to be able to encourage the students to guess some vocabularies; teachers must base their teaching materials on stories. To conclude, TPRS is one of techniques that is suitable to apply in teaching narrative text.

Ivonne Susan, 2013

THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) TO IMPROVE STUDENTS’ LISTENING COMPREHENSION

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

5.2 Suggestions

The study found that the use of TPRS in teaching learning process is capable to

improve students’ listening comprehension. The teacher and students view that TPRS has its own advantages and disadvantages. Regarding the conclusion of this research, there are some suggestions for teachers or other researchers in using TPRS technique.

1. Based on the study, it is suggested that teachers or other researchers who intend to conduct a research about TPRS to be more acknowledgeable about

students’ need.

2. It is also suggested that TPRS is used to teach other skills i.e. speaking, reading, or writing.

Ivonne Susan, 2013

THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) TO IMPROVE STUDENTS’

LISTENING COMPREHENSION

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

References

Arikunto, Suharsimi. (2010). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara Asher, J. James. (2000). Research for TPR Storytelling. www.tpr-world.com.

Asher, J. James. (2007). TPR Storytelling: Hypothesis Waiting to be Tested. www.tpr-world@aol.com.

Brown, H.D. (2001). Teaching by principles:An Interactive Aproach to Language Pedagogy (second Edition). San Francisco, California: Addison Wesley Longman Inc.

Egan, K. (1986). Teaching as Story Telling: An alternative approach to teaching and curriculum in the elementary school. Chicago: The University of Chicago Press. Gaab Carol. (2006). TPRS: Evolution or Creation?. The Internet Language Magazine Vol 5,

No.7 [online] Available at www.languagemagazine.com

Gaab, Carol. (2011). Explain The Relevance of Teaching Proficiency through Reading and Storytelling to Modern Teaching. The Internet Language Magazine. [online] available at www.languagemagazine.com

Harmer, Jeremy. (2007). How To Teach English. Edinburgh Gate: Pearson education Ltd Hatch, E., & Hossein Farhady. (1981). Research Design and Statistic for Applied Linguistic.

Rowley: Newbury House Publisher, Inc.

Malkina, Natasha. (1995). Storytelling in Early Language Teaching. [online]. Available: http://www.exchanges.state.gov/forum/vols/voll33/no1/p38.htm. [July 14, 2008]

Mendelson, D.J. and Robin,J. 1995. A Guide for the Teaching of Second Language Listening. New York: Brace Jovanovich.

Ivonne Susan, 2013

THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) TO IMPROVE STUDENTS’

LISTENING COMPREHENSION

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Musthafa, B. (2008). Teaching English to Young Learners. School of Postgraduate Studies: Indonesia University of Education.

Nunan, David. (2000). Language Teaching Methodology. Sydney: Pearson education Ltd Nurman, S. et.al. (2009). Storytelling: Sebuah Terobosan dalam Upaya Meningkatkan

Output Pembelajaran Anak Usia Dini. Bandung: Reported paper.

Pinter, A. (2006). Teaching Young Language Learner. Oxford: Oxford University Press. Rahmawati, Indah. (2008). Improving Students’ Listening Comprehension Through

Storytelling Technique. Bandung: Unpublished paper.

Rost, Michael. (2002). Teaching And Researching Listening. Edinburgh Gate: Pearson education Ltd

Rubin, R. B. (1983). Improving Speaking and Listening Skills. San Francisco: Jossey-Bass Inc., California

Saricoban, Arif. (1999). The Teaching of Listening. The Internet TESL Journal vol. V No. 12. [online] Available at http://www.aitech.ac.jp/~iteslj/articles/Saricoban-Listening.html

Sugiyono. (2010). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta

Sumiati, Siti. (2006). The Effectiveness of Teaching Vocabulary Using Total Physical Response Storytelling (TPRS). A research report. Bandung: Unpublished paper. Urdang, Laurence. (1968). The Random House Dictionary of the English Language College

Edition. USA: The River Side Press.

Widyanto. (2000). Developing The Listening Skill Through Small Group Work Interaction. A research report. Bandung: Unpublished paper.

Ivonne Susan, 2013

THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) TO IMPROVE STUDENTS’

LISTENING COMPREHENSION

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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