THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE (TPR)

USING STORYTELLING METHOD IN TEACHING ENGLISH

VOVABULARY AT SDN 017 MARANGKAYU

THESIS
BY:

AIDIL SATRIANI

SN. 18.1120.4032

UNDERGRADUATE DEGREE
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND TARBIYAH FACULTY
SULTAN AJI MUHAMMAD IDRIS STATE ISLAMIC UNIVERSITY OF
SAMARINDA
2023
 THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE (TPR)
USING STORYTELLING METHOD IN TEACHING ENGLISH
VOVABULARY AT SDN 017 MARANGKAYU

THESIS
BY:

AIDIL SATRIANI

SN. 18.1120.4032

Submitted to Fulfill One of the Requirements For The Completion Of

Undergraduate Degree in English Education Department

UNDERGRADUATE DEGREE
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND TARBIYAH FACULTY
SULTAN AJI MUHAMMAD IDRIS STATE ISLAMIC UNIVERSITY OF
SAMARINDA
2023
 APPROVAL

THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE (TPR) USING

STORYTELLING METHOD IN TEACHING ENGLISH VOCABULARY
AT SDN 017 MARANGKAYU

BY

AIDIL SATRIANI
SN.18.1120.4032

This thesis has been approved to be examined by the Board of Thesis

Examiners of Teacher Training and Education of English Department,
State Islamic University Sultan Aji Muhammad Idris Samarinda

Samarinda , 2023 M
, 1444 H

Advisor I Advisor II

Rostanti Toba, M.Pd Anis Komariah, M.Pd

NIP.19810419201102006

Acknowledeged by,
Dean of Teacher Training and Education Faculty
State Islamic University Sultan Aji Muhammad Idris Samarinda

Dr. Muchammad Eka Mahmud, M.Ag

NIP.197408062002121002
 PRONOUNCEMENT

Bismillahirrohamnirrohim

Name : Aidil Satriani

SN : 18.1120.4032

Department : Teacher Training and Education of English Department, State

Islamic University Sultan Aji Muhammad Idris Samarinda

Addres : Jl.H.Husein RT 08 Handil dua Santan Tengah

Declare that :

1. This thesis has never been submitted to any other teritiary education

institution for any academic degree.

2. This thesis is the sole of work of author and has not been written in any

collaboration with any other person, nor does it include, without due

acknowledgement, the work of any other person.

3. If later time it is found that this thesis is a product of plagiarism, I am willing

to accept any legal consequences that be imposed to me.

Samarinda, March, 2022

Aidil Satriani
SN.18.1120.4003
 CURRICULUM VITAE

Name : Aidil Satriani

Place/Date of Birth : Santan Tengah, March 3th, 2000

Religion : Islam

Gender : Female

Nationality : Indonesia

Address : Jl.H.Husein RT 08 Handil dua Santan Tengah

Education

a. Elementary School : SDN 016

b. Junior High School : MTS As’adiyah Santan Tengah

c. Senior High School : MA As’adiyah Santan Tengah

d. Bachelor Degree : UINSI Samarinda

Parents

a. Father’s Name : Andi Suardi

Job : Farmer

Address : Jl. H. Husein RT 08 Handil 2 Santan Tengah

b. Mother’s Name : Hajirah

Job : Housewife

Address : Jl. H.Husein RT 08 Handil 2 Santan Tengah

 DEDICATION

I dedicate this thesis to my beloved parents, Mr. Andi Suardi and Mrs Hajirah
who have filled my world with love, affection and happiness thanks for
introducing to me what true love is and always pray for the best for me, thank you
for always believing me and all the decision I make, I promise to make you happy
with my hard work, and also for my siblings. Andi Lilis Sumarni, Andi Jumardin,
Andi Jusmiati, Andi Hasmiati, Andi Samsul Ma’arif, Andi Sartika, and my
brother in law Supardi, and my nephew Fadil, Faris Maulana, Fatih Al-bukhori,
Fatia Az-zahra. Thank you for all the love and support, morally and materially,
This thesis I dedicate to my beloved advisor, Mrs. Rostanti Toba, M.Pd and Mrs.
Anis Komariah, S.Pd, who always patiently guides and motivate me, May Allah
SWT reward you for the kindness you have given.

This thesis is also dedicate to my best friend, Khusnul Fahira, Fera Nurul Gusniar,
Nur hasanah, Nurul Ibrah, Rabiana, Kurniati Fauziah, Sofia Ifadah Fauziah,
Anggita Damayanti, Fatimah, Ridha Maghfirah, Wulan Sari Nur Hayati, my
roommate Fatiah Khafifah, Sofwatunnida, Nur Rahmi Aida, Hafidzah Unmul
Khair, Sitti Maimunah, Nur Hasanah and my beloved little sisters Mu’jizah Nur
Syahadah, RTTQ, KKN, TBI 1, TBI 2018, and all cannot be mentioned. Thanks
for all support and pray, thanks for always stands beside me even I do jokes, and
stupid staff, it’s very grateful for me have you all in my life, my life was enriched
when all of you entered it, thanks for keeping my secret all this time, who laughs
at all my silly jokes, thank you for standing by my side, thank you to all who have
contributed to helping me. I feel so lucky to have you all as my best friend.
Thanks for being such a great friend to me. I hope you are always happy and
prosperous wherever you are. May Allah SWT bless you and repay all of your
kindness, love you so much all. Last for my one and only Lalisa Manoban thank
you for accompanying tiring times, I will always be your number one fan.
 MOTTO

‫بِقَ ْد ِر َماتَ ْعتَنِى تَنَال َما تَتَ َمنَّى‬

“According to your efforts you will get what you dream of”
 ABSTRACT

Satriani, Aidil. 2023. The Effectiveness of Total Physical Response (TPR) Using
Storytelling Method in Teaching English Vocabulary at SDN 017 Marangkayu in
The Academic Year 2022/2023. Thesis, English Education Department, Teacher
Training and Education Faculty, Sultan Aji Muhammad Idris State Islamic
University of Samarinda. This research is under the guidance of Mrs. Rostanti
Toba, M.Pd as the first advisor, and Mrs. Anis Komariah, M.Pd as the second
advisor.
Vocabulary is one of the language aspects have to learner because it is
important for daily activities and the classroom teaching learning process,
particularly in English classes. Despite this, many students may still struggle to
achieve a new word in English. Teacher must be more creative and innovative in
implementing method to make students feel comfortable in learning English
because there are many factors that must be achieved and requires more
concentration to master it, based on the result of the problems above, the
researcher generates the concept of constructing a teaching strategy/method that
can apply namely total physical response (TPR) using storytelling to help students
improve their vocabulary. This research was conducted to find out whether TPR
using storytelling is significantly effective or not significantly effective to
teaching vocabulary at SDN 017 Marangkayu.
This research approach employed in this research was quantitative, using a
quasi-experimental design to compare two classes. Class fourth in SDN 017
Marangkayu served as the samples. Class IV (A) and IV (B) were the samples of
this research. With 14 students in the experimental class and 14 in the control
class, multiple-choice examinations served as the research instrument. The
researcher utilized the SPSS version 21 program and the independent sample T-
test formula to evaluate the data. In this research using observation and
documentation data collection technique that have been tested for validity and
reliability, then data has met the requirements for normally and homogeneity.
The researcher was concluded that Total physical response (TPR) using
storytelling was “effective” to improve students achievement in learning new
vocabulary, the results of the data was conducted by giving pre-test and post-test
to both of groups, the 2-tailed significance value was obtained at 0,008 < 0,05,
which means that H0 is rejected and Ha is accepted, so this research shows that
TPR using storytelling is a significance influence between total physical response
using storytelling method in teaching vocabulary to students.
 ACKNOWLEDGMENT

Assalamualaikum Wr Wb

Alhamdulillahirabbil Alamin all praise and gratitude the author prays to

Allah SWT, who has bestowed his mercy and gift so the author can complete this

thesis entitled “The Effectiveness Of Total Physical Response (TPR) Using

Storytelling Method In Teaching English Vocabulary At SDN 017 Marangkayu”

as one of the requirements for the completion of under graduate degree in English

Education Department at UINSI Samarinda. Shalawat and salam may be given to

prophet Muhammad SAW who has guided humans from the darkness to the

lightness.

The author realizes that in the successful preparation of this thesis, there

are many prayer, support, help, motivation and guidance from others. With

sincerity of heart, the author would like to express gratitude and appreciation to:

1. Prof. Dr. H. Mukhmad Ilyasin, M.Pd, as the Rector of UINSI Samarinda.

2. Dr. Muchammad Eka Mahmud, M.Ag, as the Dean of Teacher Training and

Education Faculty of UINSI Samarinda.

3. Rostanti Toba, M.Pd, as the Head of Language Major in Teacher Training

and Education Faculty of UINSI Samarinda and the researcher’s first advisor.

Thank you for all the advice, support, guidance, encouragement, revision,

patience to guide researcher till this thesis can be finished. May Allah SWT

always gives her happiness, healthy and blessing.

4. Anis Komariah, M.Pd, as the second advisor of my thesis, Thank you for all

the advice, support, guidance, encouragement, revision, patience to guide

researcher till this thesis can be finished, May Allah SWT always give her

happiness, healthy and blessing.

5. Nadia Sya’ya, M.Pd, M.TESOL as the researcher’s academic advisor, thank

you for all the support and encouragement. May Allah SWT always gives her

happiness and blessing.

6. All of the lectures and academic staff of Sultan Aji Muhammad Idris State

Islamic University of Samarinda thank you for all knowledge and experience.

7. Mr. Pirman, S.Pd, as the school Head Master of SDN 017 Marangkayu, who

has given the researcher permission to conduct research in this school.

8. All TBI friends of the class of 2018 have fought together and provided

mutual support and enthusiasm in completing the writing of this thesis.

9. All the people who have supported the author so far, who the author can not

name one by one. Thank you very much.

For all parties who have helped, hopefully, you will get a reply from Allah

SWT. The author realizes that this thesis is far from perfect, but the author

hopes that this thesis can provided benefits and information for both the

author and the readers.

Samarinda, March 2023

Aidil Satriani
 CHAPTER I

INTRODUCTION

This chapter presents introduction which related with this research. The

parts of this research are divide, research background, research problems, research

objectives, research significance, research scope and limitation, and definition of

key terms.

A. Research Background

Study linguistics, language is an arbitrary sound symbol that is agreed

upon by human as a means of social interaction1, language is a written and

spoken methods of combining words to create meaning used by a particular

group of people. According to Pilkington, “Language is a different piece of

the biological make up of our brains” 2. There are many language are used in

the world, one of them is English. English is an international language that is

used in many countries as a mother language (first language). Teaching

English is challenging in order to achieve the quality of teaching and learning

because students feel that English is a difficult subject.

We live in global community and it is important that individuals learn

about different language and culture. According to Darbyshirne, “Language is

undoubtedly a kind of means of communication among human being. It

consists primarily of vocal sounds. It is an articulatory systematic and

1
Abdul Chaer, Kesantunan Berbahasa, (Jakarta: PT. Rineka Cipta, 2010), p. 14
2
Steven Pinker, “The Language Instinct: The New Science Of and Mind”, Language and
Literature: International Language Journal Stylistics, Vol. 5, 1996.
 arbitrary”3.In education to have good English there are four basic language

skills are, listening, speaking, reading and writing. Those skills are included

in the Curriculum of Education Ministry to be learned by students in

teaching-learning process. There is a way to find the best method to teach

English as a second language, language learning method also has a big

contribution to English learners to improve their English as a foreign

language, because it is part of school subject and it is important for

understanding another culture. It is related to Stella Hurd argues that foreign

learners are developing learner autonomy, which includes selecting the use of

gaining knowledge of method are applicable to their challenge and desire to

improve their language4. In order to lessen the student’s burden in learning

English and to answer the challenge, the teacher must be more creative and

innovative in implementing method to make students feel comfortable in

learning English.

One method for helping students to learn a second language is known

as “Total Physical Response Using Storytelling”. This method allows

students to choose up the foreign language through listening, reading, visual

sources, and action. Students are able to comprehend the target language

through an enticing story that’s repetitive and interesting. Since TPR using

Storytelling faucets into multiple modes of learning, it should be particularly

helpful for college learners with learning difficulties.

3
M.F.Patel and Praveen M. Jain. English Language Teaching, (Jaipur: Sunrise Publisher
& Distributors, 2008), p.28.
4
Kyungsim Hong-nam & Alexandra G. Leavell, Language Learning Strategy use of ESL
students in an Intensive English Learning Context, Science Direct Journal, System 34, 2006, p.
400.
 Total physical response using storytelling methods begins with initial

establishing the meaning of a word in the target language. This can be done

by giving the word a translation, picture and gesture and teaching a gesture

with the word. This is followed by the storytelling process. Total Physical

Response Using Storytelling wholly students in the learning method and to

differentiate instruction.

Total physical response storytelling provides an interesting way in

learning which means of English vocabulary, through this teaching method

students are expected to learn English vocabulary easily for it uses gesture to

explain the vocabulary meaning, and to classification the type of vocabulary.

Instead of giving direct translation, teachers ask students to guess the

meaning of the vocabulary based on the associated gesture. By guessing the

meaning of vocabulary, it encourages game like fun and prevents boredom

among students.

Because the method islike a game and uses gesture to teach words, the

teacher can create lesson plan that encourages students to actively participle

in the lesson. Vocabulary is one of the most important skills in a language 5, it

means that vocabulary is one of the key that must be mastered by the students

if they want to have good knowledge in the four skills. Vocabulary is also one

of the essential language components in learning English. Based on initial

observation to students at SDN 016 Marangkayu that the teacher has

5
Schmit, N and Carthey, Mc. M, Vocabulary in Language Teaching, in Fatmawati, the
correlation between students achievement vocabulary and reading comprehension the eleventh
grade students, (Toliyoli, ISSN 2331-1841, 2014), p.2.
 introduced easy vocabulary to students by means of the teacher mentioning

the word, then students are asked to determine whether the word is included

in the type of verb, nature or other in turn. So that researcher found problems

with the students, there were students who could not mean the word. And still

limited in vocabulary mastery because students are less interested in English

lessons, some of the students said they lacked confidence when using English

because words were difficult to pronounce and learning English which was

fixated on textbook/theories even before teaching, students said it was

difficult. In this case the researcher is interested in applying a method where

students feel happy and feel like they are playing.

Based on the explanation above, the researcher is interested to know the

effectiveness of total physical response using storytelling in teaching English

vocabulary. Therefore, the researcher will conduct a research entitled “The

effectiveness of total physical response using storytelling method in teaching

English vocabulary At SDN 016 Marangkayu”.

B. Research Problem

Based on the background of the study, research problem of this study is

formulated as the following “How effective is total physical response storytelling

method in teaching English vocabulary at SDN 016 Marangkayu?”

C. Research Objectives
 The research objective is to find out the effectiveness of Total Physical

Response (TPR) Storytelling method in teaching English at SDN 016

Marangkayu.

D. Research Significance

This study is expected to obtain results and provide several benefits in two

aspects:

1. Theoretically

This research is expected to give information and reference to

readers about teaching English vocabulary use total physical response (TPR)

storytelling method, especially in Elementary school. Furthermore, the

research also hopes this research can be used as a reference for others

researcher who are interested in teaching English with this method.

2. Practically

a. For Researcher

The researcher is expected to get more understanding about the

method are apply in teaching learning process, so the researcher can prepare

to be an innovative, creative and professional teacher in teaching English

lesson in the future.

b. For Students

This research of this study is expected to give more knowledge to

students, give more understanding about the important of method to

improve their English skills or their performance in English class.

c. For the next researcher

 This study hopefully can give some information and experience

related to teaching method.

E. Research Scope and Limitation

In order to make this research more focused, it is important to limit the

research as follows:

1. This research focuses on the effectiveness total physical response (TPR)

using storytelling method in teaching vocabulary at SDN 016 Marangkayu.

2. This subject of this research is English teacher at SDN 016 Marangkayu.

F. Definition of Key Terms

1. Effectiveness

Effectiveness implies the achievement of success in achieving the

goals that have been set effectiveness is always related to the relationship

between the expected results and the results actually achieved.

Effectiveness as a determination of use or support of goal is the main

element to achieve the goals or objectives that have been determined in

each organization activity. So an activity is said to be effective if it runs

according to the rules or runs according to the specified target 6.

Effectiveness it also said to be a measure that states how far the quantity

and quality targets have been achieved. In this research effectiveness is the

result or something produced by students activities in learning process

with and without storytelling.

6
Iga Rosalina, “Efektivitas Program Nasional Pemberdayaan Masyarakat Mandiri
Perkotaan Pada Kelompok Pinjaman Bergulir Di Desa Mantren Kec. Karangrejo Kabupaten
Madetaan”, Jurnal Efektivitas Pemberdayaan Masyarakat, Vol. 1 no. 2, 2012, p. 3.
 2. Total Physical Response Using Storytelling

Total Physical Response Using Storytelling has been described as an

improvement of James Asher’s Total Physical Response (TPR), it was

developed by Blaine Ray in 1990s with the purpose to develop an efficient

technique for the teaching and learning language. Ray asserted that total

physical response storytelling can increase the student interest in learning

Vocabulary and can develop an enjoyable classroom condition7.

3. Storytelling Method

In this method, teacher explain the lesson in the form of a story related

to the subject in the middle of the lesson to make the studying more

interesting. Storytelling is a means for sharing and interpreting experience,

storytelling can be used as a method to teach ethics, values and cultural

norm, and also this storytelling can be combined with various methods for

learning. For example combined with English language lesson to enriching

learners vocabulary and acquiring new language structure.

4. Teaching English

Teaching is something that comes naturally to people regardless of their

age and can take place anywhere and anytime, children is also capable of

teaching by showing their peers how to do something provided she/he

(who teaches) has learned something. Teaching is important thing of the

process education, teaching is also activity in which all kinds of aspects in

7
Ray, B. TPR Storytelling:Teaching Proficiency through Reading, (Utah:Workshop, Inc,
2012).
 it can be minimized or simplified. It is also an activity to share the

knowledge from the teacher to the learners.

5. Vocabulary

Vocabulary as one of the language aspects have to learner of the foreign

language will speak fluently and accurately, write easily, or understand what

are they read, or hears. If they has enough vocabulary and has a capability

of using it accurately, vocabulary is the Everest of language. Vocabulary

can be defined as sounds that express a meaning and from a self-contained

unit in a language, vocabulary can be defined as the smallest unit of speech

that processes individual meaning of speech and can be used to interact with

each other, and the vocabulary can be said as group of words in a given

language in the context of teaching-learning a foreign language. Without

extensive vocabulary and strategies for learning new vocabulary, learners

often reach their potential and can become discouraged from taking

advantages of the language learning opportunities around them.

6. TPR using storytelling as a method that researcher hope is effective in

teaching vocabulary, seeing the problems that occur in the field, this TPR

using storytelling method is suitable to be applied to students so that made

students interest in learning vocabulary and can developed enjoyable

classroom condition, because TPR using storytelling requires students to be

active in listening and seeing directions from the teacher.

G. Previous Studies
 Previous study is the part that presents theories relevant to the problem to

be studied, in this research the researcher has conducted a review of several other

researcher related to the research that researcher is doing.

First, in thesis and dissertation by Laura E. Holleny entitled “The

Effectiveness Of Total Physical Response Storytelling For Language Learning

With Special Education Students” the results of the research conducted show that

it was hypothesized that Total physical response using storytelling would be more

effective method for teaching a foreign language to students with disabilities as it

engages a more multi-model approach then traditional learning methods. This

research showed that TPR storytelling seems to engage the students more quickly

and for a longer period of time. This research examined two different strategies

for teaching a foreign language to students with mild disabilities and found that

Total physical response storytelling strategies to be slightly more effective,

engaging and efficient than the traditional method for foreign language learning in

students with mild disabilities8. This study has similarities with this research,

namely the object of research both examine the use of the Total Physical

Response Storytelling method in teaching English, the difference is that this

researcher uses the experimental method by dividing the class two groups, namely

the experimental class and the control class, while the researcher does not use the

experimental class and the control class.

Second, the thesis written by Stefani Dewi Rosaria entitled “Improving

Students English vocabulary mastery through total physical response (TPR)

8
Laura E. Holleny, The Effectiveness Of Total Physical Response Storytelling For
Language Learning With Special Education Students, Thesis and Dissertation, (Rowan University,
2012), p.50.
storytelling” based on the finding, the writer draws several conclusions. There is,

students enjoyment in receiving TPR storytelling as a fun learning method, it

means that through TPR storytelling the students understand English vocabulary

easily because students experiencing the real activities as a result it increases their

enjoyment and happiness in learning English especially English vocabulary9

Similarities in this research is to make improvement to students that should be

active in class, and brought happiness in learning English. The difference in this

study is, Stefani Dewi Rosaria used a questionnaire to collect the data, while the

researcher uses a test, that is pre-test and post-test.

Third, in the journal by Rusiana and Nuraeningsih entitled “Improving

students vocabulary mastery through Total Physical Response storytelling” show

that the use of TPR storytelling are benefited both the teacher and students. TPR

storytelling can improve the student vocabulary mastery, that stories will be useful

either to the student development in the class or to student language development.

In other words TPR storytelling is effective to be used in teaching vocabulary for

some reasons, this method enables student to memorize and understand the

vocabulary in a contextual meaning. Students experience a fun learning and

perform better in vocabulary achievement10. The similarities is both discussed the

use of Total Physical Response (TPR) Storytelling method in teaching

vocabulary, the difference is Rusiana and Nuraeningsih used action research for

9
Stefani Dewi Rosaria, Improving Students English Vocabulary Mastery Through Total
Physical Response(TPR) Storytelling Action Research Of The Fourth Grade Students AT SDN
Mlatiharjo 01 Semarang Academic Year 2011/2012, Thesis, (Semarang: University Diponegoro,
2012), p. 78
10
Rusiana, Nuraeningsih. “Improving Students Vocabulary Mastery Through TPR
Storytelling”, In Indonesian Journal Of English Language Teaching And Applied Linguistics, e-
ISSN: 2527-8746 Vol 1, No.1, 2016, p. 59
 their research design, action research involves four steps there is planning, acting,

observing and reflecting while the researcher used a pre-test post-test one group

design.

TABLE I
PREVIOUS STUDIES

No Name Research Tittle Equality Difference

1. Laura E. The Effectiveness of The object of rese- Laura E. Holleny uses

Holleny TPR storytelling for arch both examine the experimental
 (2012) Language learning the use of TPR method
With special storytelling by dividing in two
education method groups
Students. in teaching namely the
English. experimental
class and the control
class
while this research used
a observation sheet to
know how students
growing.
2. Stefani Dewi Improving Students Object of the Stefani Dewi Rosaria
Rosaria English vocabulary research that both research used a
(2014) mastery through total discuss the use of questionnaire to collect
physical response TPR storytelling the data, while the
(TPR) storytelling. method in researcher uses a test,
teaching English that is pre-test and post-
Vocabulary and to test.
make
improvement to
students that
should be active in
class, and brought
happiness in
learning English
3. Rusiana, Improving students is both discussed Rusiana and
Nuraeningsih vocabulary mastery the use of Total Nuraeningsih used
(2016) through TPR Physical Respons action research for their
storytelling (TPR) Storytelling research design, action
method in research involves four
teaching steps there is planning,
vocabulary acting, observing and
reflecting while the
researcher used a pre-
test post-test with
observation sheets.

CHAPTER II

THEORETICAL FRAMEWORK
 This chapter presents some theories which related with this research, the

part of this chapter are divide to learning method, total physical response (TPR),

total physical response using, storytelling and vocabulary.

A. Learning Methods

The concept of learning is a process of consciously directing a person’s

environment to support and implement specific behaviors under specific

circumstances or to respond to a specific situation 11. The learning

environment must be used properly because learning plays a very important

role in education. The Trianto concept of the learning model states that the

learning model is a plan or pattern used as a guide for the design of learning,

relating to the learning approach used, including the objectives of the learning

activities and the learning environment and instructional management.

Learning method is a method to achieve the set goals, in teaching and

learning activities, the methods teachers needs to use vary depending on what

they want to achieve after completing the lesson12.

1. Learning method position

11
Muhammad Afandi, Model dan Metode pembelajaran di sekolah, (Semarang:
UNNISSULA PRESS, 2013), P. 16.
12
Trianto, Mendesain Model Pembelajaran Inovasi-Progresif, (Jakarta: Bumi Aksara,
2010), P. 51.
 Teaching and learning activities that evoke interaction of human

elements are a process to achieve the goals of teaching. One of the efforts

is to understand the place of teaching methods as a component of success

in the learning process. The position of the teaching method is as follows:

a. The method as a fool for extrinsic motivation

In applying the method, the teacher sometimes has to adapt to

the conditions and atmosphere for the class. The number of children

influences the application of the method. Lesson goals are absolute

guidelines for the selection of methods. When formulating goals,

teachers should make them clear and measurable to facilitate the

selection of methods to support the achievement of the stated goals.

When teaching, the teacher does not use a single method, but use

several methods to avoid students feeling bored and not interest in

learning. If a teacher uses only one method students will less

enthusiastic in the learning process, boredom and laziness will

appear in the learning activities. This means that the method cannot

act as an extrinsic tool in learning, so it can be used different

methods, as alternative extrinsic motivational tools in school

learning13.

b. The method as a teaching strategy

13
Sadirman A.M. Interaksi dan Motivasi Belajar: Pedoman bagi guru dan calon guru.
(Jakarta: 1988, Rajawali Pers), P. 90.
 In teaching and learning activities, not all students are able to

concentrate for long periods of time, each student’s ability to absorb

is different. Intelligence factors affect student absorption. Every

teachers must have a strategy so that students can learn effectively

and efficiently, recognizing in the in the initial goal that one of the

ways to master the strategy is destined to master presentation

techniques or teaching methods in general. Appropriate learning

strategies are therefore required, the method is one of them, maybe a

group of students can easily absorb the learning using the quiz,

method or game, experiments, and demonstration methods14.

c. The method as a tool for achieving goals

The goal is an ideal to be achieved in the learning process,

which specifies the direction in which the learning process should

go. The purpose of the learning process will not be achieved if the

other components are not considered. Is through the optimal use of

the method that the learning objectives are achieved, so the teacher

must use a method that can support the learning process in order for

it to become an affective tool to achieve the learning objectives. The

teacher as the source of learning is commited to providing a creative

learning environment for students learning activities in the

classroom. One of the activities that the teacher must undertake is to

select and determine how the method will be chosen to achieve the

14
Djamarah S.B, Strategi………, P. 51
 teaching goals. The teaching method used by the teacher in each

meeting varies according to the didactic objectives formulated15.

B. Total Physical Response (TPR)

Total physical Response (TPR) Method proposed by James Asher,

professor of Psychology at san Joe State University, California, and has been in

use for almost thirsty years16. Total Physical Response (TPR) is implemented

based on commands from the teacher and students are required to provide a

physical response. Total Physical Response method is a language teaching

method that involves the coordination of language and action. Teachers give

students a set of instructions in a target language to performs some task to

activate their sensory-kinesthetic system17.

The Total Physical Response method is considered a simple teaching

method that can be used in language classes, where the students do not have to

give a verbal answer, but can respond with physical actions to the commands

of the teachers. The TPR method involves two different roles between the

teacher and the students, the teacher plays an active role as headmaster of a

play and instruct the students to do what the teacher wants. On the contrary, the

students actively act as actors, they actively do what teacher tell them what to

do18.
15
Canara Wijaya dan Darwinto Manullang, “Kedudukan Metode Pengajaran Dalam
Proses Kegiatan Belajar Mengajar”, Seminar Nasional Dasar, Univversitas Negeri Medan (2018),
P. 7-8
16
Brown, H. Douglas, Teaching by principle: An Interactive Approach Language
Pedagogy 2nd Edition, San Fransisco:Longman (2001)
17
Kimtafsirah, Modul 3, English Learning and teaching strategy,(Bandung, 2011)
18
Richards, Jack Rodgers, Theodove, Ápproach and method in language teaching,
(Cambridge:Cambridge University Press, 2001), P. 73.
 1. Procedures and Techniques of the TPR method

There are several techniques that can be used in Total Physical

Response Method, namely the introductory technique and the active work

technique. Introductory technique is ways to teach new vocabulary or

command to students for the first time. Furthermore, active work is the

implementation from the introductory technique to find out how increasing

students understanding in the target language.

C. Total Physical Response Using Storytelling

Total physical response can also combine with storytelling, it works

especially well with stories where sentence patterns are repeated19. It can be

repeated two or more times until the students master all words and instruction

from teacher, the repetition helps students to memorize the vocabulary. TPR

using storytelling is a method to learn a second or foreign language teaching

that includes actions, pantomime, and techniques. Much is taught through

stories, then TPR using storytelling focuses on story but the basic of TPR is

still exist20. It can be concluded that TPR using storytelling is an extension of

James Asher’s TPR material. Stories which rely so much on words or

sentence offer a major source of language experience for students, because

stories are motivating, rich in language experience and inexpensive21.

19
Linse Caroline T, Practical English Language Teaching: Young Learners, (New York,
2006), P. 15
20
Celce Murcia, Discourse and context in language teaching, (Cambridge University:
2000)
21
Wright A, Storytelling with children, (New York: 1995), p. 3
This TPR using Storytelling method of foreign language instruction has shed

a new light on language acquisition, the desire to learn a second language

combined with new possibilities of doing so, has increased. Story has some of

the most important reasons why it plays a role in teaching a foreign language

to students, the reason are: students are motivated by listening something,

children enjoy listening to the story so it can be easy improve their listening

skill. Also encourages students to find meaning by finding the meaning from

what students hear, students can understand the flow of the story, it can be

said that students listen with the purpose. The experience of the story

encourages response through speaking and writing.

TPR using storytelling can improve student skill in listening, reading,

writing, and speaking. When the story uses number or grammatical patterns,

it creates students logical intelligence. For example students will understand

the reason why the word “you” must be followed by “are”. Teaching

vocabulary using visualization create spatial intelligence.

1. The steps to implement Total Physical Response Using storytelling

According to Brune, TPR using storytelling is divided into five types,

First is introducing the target vocabulary of the day. During this type

teacher teaching the vocabulary using classic TPR gesture. Second the

teacher test the students by giving a series of TPR commands and

observing the students to make sure they know the appropriate gestures.

When the teacher is sure that the students have mastered the vocabulary,

so teacher can move on to the next step called a personalized mini-

 scenario” the teacher tells a story using the target vocabulary of the day

and also asks questions about the story, and ask students to classification

the vocabulary into a types of vocabulary. To check students

understanding, the teacher repeats the story and asks a further questions

while acting out the story in place of the teacher. This can be done in

number of ways, starting with a single student retelling the entire story,

retell in pairs or have students take turns retell sections of the story22.

The objective of Total Physical Response Using Storytelling is to

encourage a second language in the same way that they acquired their first

language combines scientific research that involves second language

acquisition with what really happens in the second language classroom. Is

not same with many other methods of language instruction, this take place

through the senses and comprehensible input, with TPR using Storytelling

there is little focus on study and memorizing instead the main focus of this

technique is on the acquisition and communication of language 23. The use

Of Total Physical Response Storytelling method is to introduce new

vocabulary so that English learning is more interesting, because listening

to the stories is one the favored by students at MIS As’adiyah Santan

Tengah. In addition this method also requires students to actively to follow

movements to learn English vocabulary, so that students ability to learn

and remembered new vocabulary is faster.

22
Brune, Michael K, Total physical response storytelling: an analysis and application,
(University of Oregon: 2004), p. 22-23
23
Werstler J. M, Total physical response storytelling: a study in actively engaging
students across the modalities, (Centeral Connecticut State University: 2002), p. 3
D. Storytelling

Storytelling is one of the oldest arts and historical past whose life

existence still exist today, therefore storytelling should be preserved and

developed as a positive approach to guide wider social interest. One of them is

used as a method for interest in education, long earlier than the emergence of

written relics and books, human being communicated and recorder occasions in

their lives by speaking from generation to generation. Oral way of life was

once the prima donna and mainstay of parents, specifically moms and

grandmother in bringing their youngster and grandchild to bed 24. From the

explanation above the researcher concluded that storytelling is an activity that

conveys stories from a storyteller (teacher) to listener (students) with the aim of

providing information for listener in order that they may be used to understand

the feelings of themselves and others in addition to being capable of problem

solving.

1. Storytelling Stages

Bunanta said there are three stages in storytelling, namely25:

24
Susanti Agustina, Mendongeng Sebagai Energi Bagi Anak (Jakarta: Rumah Ilmu
INDONESIA, 2008), P.1
25
Murti, Bunanta, Buku Dongeng dan Minat Baca, (Jakarta: Murti Bunanta Foundation,
2009), p.37
a. Preparation before storytelling

The first thing to do is to choose a tittle that is catchy and easy to

remember, to choose a tittle the teacher need the right consideration so

that what is conveyed is accepted by the students. In this research the

researcher choose a story that has been prepared before a text/story

containing new vocabulary that has been adapted to the type of

vocabulary that has been determine by the researcher.

b. Storytelling in progress

This is the most important stage, to start the storytelling the

teacher must set the time or condition of the students to be calm

and ready to listen to the story, there are several factors can support

the storytelling process, including

1) Eye contact, teacher must be able to control all students

through their sense of sight in order to stay focused on the

story being conveyed.

2) Facial expression, the teacher expression must be adjusted to

the conditions of the role story being read. So that students

easily grasp the meaning of what is conveyed.

3) Gestures, are important to play when telling a story so that it

supports the story being told.

c. Storytelling is over
 This stage is where the teacher evaluates students, how

much new vocabulary has been obtained from the story earlier.

E. Vocabulary

1. Definition of vocabulary

In every situation we say something to express our feelings and tell

what we want to say. All the things need The learners have to understand

what is vocabulary first, vocabulary as one of the language aspects have to

be learned when people are learning a language, especially foreign

language. A learner of the foreign language will speak fluently and

accurately, write easily or understand what other people talking if we has

enough vocabulary and has capability of using it accurately. Vocabulary is

the Everest and the key of language and communication, English

vocabulary is extremely large and varies as well it is according to Wilkins

assumed that “without grammar very little can be conveyed, without

vocabulary nothing can be conveyed”26.

Limited knowledge of vocabulary can cause problems in language

learning especially in English for specific purpose (ESP), students need on

English vocabulary should be invested for learning achievement 27.

Vocabulary is a target language phrases/words, and the whole variety of

phrases/word in a language all of the word acknowledge to someone or

utilized in a selected book, subject. A listing of word with means

26
Scott Thornbury, How to teach vocabulary, (Harlow: Longman Pearson Education Ltd,
2002, p. 13
27
Piyada Low, “students need and vocabulary development in english for specific
purpose (ESP) course”, e-ISSN:2502-6062, Vol.3(2),2018. P.151.
 specifically one which accompanies a textbook, in language gaining

knowledge of vocabulary takes location in building the language

proficiency. The objectives of the vocabulary is to make students have an

amazing language skills28.

David Grambs said that “The vocabulary is a generally defined and

alphabetically ordered full word list of words from a specialized dictionary

or glossary existence of a language”29, based on Harmer vocabulary is now

more than just a list of word that express a meaning but are a slippery

concept, some words seem to simply refer to something and are therefore

easy to teach, but some words can also be difficult to teach because their

meaning can change depending on the words they are associated with30.

Norbert Schmitt gave the definition of vocabulary as follows “I had

a good productive grasp of the oral form of the indictment, but not the

written form. This suggests that we should also consider the different

facets of word knowledge. Of course everyone realizes that the meaning of

word must be learned before that word can be of any use. In addition there

is the practical issue of mastering the spoken or written form of the word

before it can be used in communication31.

In other words vocabulary is a part of a language preserving all of

statistics approximately which means and the usage of words in a language

28
Richard, “Chapter literature review and conceptual framework”, 2002. P. 8-9.
29
Davit Grambs, “Word about word”, (New York: Mc Graw Hill Book Company, 1984),
p. 734
30
Jeremy Harmer, “Teaching Vocabulary English and teaching professional English
teaching forum”, (Issued: Thirteen, October 1999), P.3
31
Norbert Schmitt, Vocabulary in language teaching, (USA: Cambridge University Press,
2000), p. 5.
 from that statement it is clear that vocabulary could be very crucial

additives of language and it is a key of language mastery to apprehend a

number of statistics. Cause if the vocabulary is limited, we could not

transmit the thoughts to communication, We recognize that each specialist

in each book is specific in classifying the type of vocabulary, due to the

fact all of us has specific methods in displaying and telling their reviews

and thoughts a number of them who emphasize vocabulary to the gadgets

which the inexperienced persons can use accurately in speaking or writing

to the language object which the inexperienced persons can use accurately

in speaking or writing and to the language items that may be identified and

understood in the context of reading and listening and some of them

classify vocabulary that they have made are specific, however the factors

is the identical due to the fact their type are primarily based totally at the

specific side and aspects32.

From the definition above, the researcher conclude that all the

words of a language in a group or individually that supply an expressive

means. It is able to be passive or lively from that used to specific ideas.

Vocabulary is considered as the most important part in learning language.

It is impossible for the students to read, write and speak a foreign language

without having enough knowledge of the vocabulary.

2. Kinds of Vocabulary

32
Kridalaksana Harimurti, “Kamus Linguistics”, Third edition (Jakarta: PT. Gramedia
Pustaka Utama, 1993),p. 127.
 Actually there are few words in a sentence and those collections of

words consist of the vocabulary due to the fact vocabulary is listing or

collections of words organized in alphabetical order and explained. The

one word can be noun that is commonly used as challenge or object, verb

or it commonly used as predicate in a sentence, adverb, etc. the sentence

can be in addition divided in line with the features of every words has in

the subject – predicate relationship – each of these functions is classified

as a different part of speech33.

a. Noun

It is one in every of maximum crucial a part of speech, it is

association with the verb facilitates to from the sentence core which is

essential to every complete sentence. It can be call of person, location,

aspects or idea. Example: There is an umbrella.

b. Verb

It is the word which explicit a movement or assist to make a

statement. Example: Mr. Julian is teaching biology.

c. Adjective

It is the phrase used to qualify noun or pronoun. Example: This book

is expensive.

d. Adverb

33
Paul Nation, New Ways of teaching vocabulary (New York: Teacher of English to
speaker of another language/TESOL Inc, 1994), p.3
 It is a word used for qualifying the means of verb, adjective or every

other adverb. Example: I go to mosque at seven o’clock.

e. Conjunction

It is a word used to narrate one word to every other or one sentence

to another one. Example: I have to call her before I go.

f. Pronoun

It is the word that may take the location of a noun. Example: She is

my students.

g. Interjection

It is word placed right into a sentence to explicit an unexpected feeling

of thoughts or emotion. Example: Yuhhuuu! I am the winner.

3. Types of vocabulary

Vocabulary varies in the four skills of language, listening, writing,

reading and speaking. Generally a students will absorb listening and

speaking vocabulary earlier than coming to the analyzing and writing

vocabulary. According with Ambruster vocabulary may be defined as oral

or reading. Oral vocabulary refers to words that use in speaking or

understand use in print34. The primary represent spoken vocabulary and the

final written vocabulary, children begin to acquire listening and speaking,

vocabularies to speak the equal thoughts in writing. Their writing

vocabulary strongly prompted with the aid of using the word their able to

explain. When reading a students hearing will say all the phonemes related

34
Dzurrif’ah Mahmudah, “The correlation between students writing ability and their
vocabulary mastery”, in exposure journal 192, Vol. 3 no. 2, 2014.
 to a word to sound it out they will guess a word they know. This is

dependent upon their lexicon (mental dictionary), students would not guess

word they did not use auditory memory sound out a word. They mostly

memorize spelling patterns, therefore students who are deaf typically use a

discounted sort of word in writing while students are learning.

a. Respective vocabulary

Respective vocabulary refers to the words which learners

understand when they listen and read or the words they concentrate and

examine or the words they know when receive from another.

Respective vocabulary can be called passive vocabulary.

b. Expressive vocabulary refers to the words which learners use when they

speak or write, and it known as active vocabulary to increase the

expressive vocabulary ability, the students should to attempt a whole lot

their four skills35.

c. Teaching Vocabulary

Vocabulary is primary to communication if humans do not

recognize the meaning of the key words used by those who address

them, they will not able to participate in the conversation. In the event

they need to specific thoughts or ask for information, they must be

capable to produce the words to bring their which meaning. Teaching

vocabulary is actually extra than simply providing a new word, in

35
Scott, Thornbury, “How to Teach vocabulary”, (New York: Person Education Limited,
2002), p. 13.
 teaching vocabulary teachers are hoping to have a few method in order

to make students familiar with the vocabularies so that they understand

new word easily. The strategies or techniques functions not only to help

the students grasp the meaning of new words quite easily, but also to

vary the teaching activity in order to avoid the boredom on the part of

students.

CHAPTER III

RESEARCH METHODS

This chapter discussed about research method, which consist of research

design, population and sample, research instrument, data validation, data analysis

technique, T test.

A. Research Design
 In this research the researcher used the type of experimental research

namely Quasi experimental which is the development of a true experimental

design. The design of this researcher has a control group, but the control

group does not function to control external variables that effect the

implementation of the experiment36. Quasi experimental is a research design

that involves two or more groups, one group as the control group and one

group as the experimental group.

Research design is very important in process research, this aim to

decided part of finding to answer of research question. Research design is

process of steps used to collect and analyzed data information to increase the

understanding of a topic or problems. Design used in this research is

Nonequivalent Control Group (preliminary and final test design) the design

of this research almost the same as the pretest-posttest control group design,

the difference is that the experimental group is not selected random37.

After selecting the experimental group and the control group, then

both groups were given the same pretest, namely the vocabulary test to

determine the extent of students understanding. After giving pretest to both

groups, then the experimental groups given treatment, the treatment is TPR

using storytelling while the control groups is not given treatment, but the

control group was still given learning and activities in according to the school

RPPH. The same posttest is given to both groups after giving treatment to the
36
Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif dan R&D,
(Bandung: Alfabeta, 2018), p. 114.
37
Rukminigsih, dkk, Metode Penelitian Pendidikan Penelitian Kuantitatif, Penelitian
Kualitatif, Penelitian Tindakan Kelas, (Yogyakarta: Erhaka Utama, 2020), p. 51.
 experimental group to find out whether there is an effect of the total physical

response using storytelling method in the development of students

vocabulary.

The research design that will be used is described as follows:

TABLE II
RESEARCH DESIGN

Groups Pretest Treatment Posttest

4A Y1 Y2
4B Y2 X Y2

Description:

4A : Control group
4B : Experimental group
Y1 : Pretest control group
Y1 : pretest experimental group
X : Treatment (TPR using Storytelling)
Y2 : posttest control group
Y2 : posttest experimental group.38

The method used in this research is quantitative, since we know the

quantitative method as the collecting of numerical data from a large number

of people using an instrument to measure the variables, the product moment

analysis shows a relationship between the variables39. Quantitative research is

a form of educational research in which the researcher decides what to

38
Rukminingsih, dkk, Metode …, P. 51.
39
Suryabrata, Sumadi. Metodologi Penelitian. (Jakarta: Raja Grafindo Persada. 2009), P.
82
 research asks specific question collects quantifiable data from participants

analyzed these numbers using statistics and conduct the research in an

unbiased and objective manner.

This research attempts to directly affect a specific variable. When

used correctly, it is the best way to test hypotheses about cause and effect

relationships, this research allows the researcher to examine the effects of at

least one independent variable and one or more dependent variables. The

researcher wanted to see if the experiment did something different or not, this

research included a pre-test and a post-test to measure the student’s

performance.

B. Population and sample

In this part would discuss the population and sample which would

be the researcher use:

1. Population

According to Arikunto “ Population is the whole subject of research, if

someone wants to research all object in the research area then his research in

the cencus is called population research40. A population is group of people who

share the same characteristic, population is defined as all members of a well-

defined class of people, events or subjects. Population is a group of individuals,

40
Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta:Rineka
Cipta, 2010), P. 173
 objects, or elements from which samples are taken for measurement41. The

population of this research conducted at SDN 017 Marangkayu. The researcher

would focus on the fourth grade of SDN 017 Marangkayu.

2. Sample

Sample is a part or number and characteristic possessed by the

population if a large population and researchers can’t learn everything in the

population, because of funding, energy and time, researchers will draw samples

from this population. What is learned by the sample, the conclusion is applied

to the population. From that sample taken from the population must be really

representative42. The sample is part of the population that want to analyzed,

therefore the sample must be viewed as a term for the population. The sample

must be representative if it to be possible to reliably generalize from the sample

to the population43.

If we examine a part of the population, then the research is called

sampling. In facilitating this sampling is better to take all if the subject is less

than 100 for the research to be a population study. If the number of subjects is

large, 10 to 15% or 20 to 25% or more can be occupied. In this research, the

researcher took all of students at SDN 017 Marangkayu as the sample.

Table III Population and Sample

41
Singh, Kultur. Quantitative Social Research Methods, (Los Angeles: Sage Publications,
2007), P. 88
42
Sugiyono, Metode Penelitian Kuantitatif & Kualitatif, (Yogyakarta: Graha Imu, 2011),
P. 150
43
Arikunto, Prosedur Penelitian Suatu PendekatanPraktis, 2002, (Jakarta: PT. Rineka
Cipta), P. 131
 CLASS POPULATION SAMPLE
4A 28 14
4B 28 14
Total 28 14 Students

C. Data Collection Technique

1. Observation

Observation is an activity towards an object or process that we want to feel

in order to towards an object or process that we want to feel in order to later

understand knowledge from a phenomenon based on the idea and knowledge

that was previously known in order to obtain information necessary to continue

the research. Observation is one of the methods of data collection that uses

direct verification at the research site to demonstrate the accuracy of the

research design. Observation aims to obtain information related to the

phenomenon or occasion that is happening in the area/environment44

In this research, the researcher observe seventh point, first is to observe

how students find new vocabulary including the way teacher explained and

conveyed the material, as well as the purpose of the lesson. The second point is

observed how the students classifying the types of vocabulary, determine the

noun , determine the verb, determine the adjective, determine the adverb, to

know the conjunction, to know the pronoun for example whether they listened

44
Nasution, Metode Research: Penelitian Ilmia, (Jakarta: Bumi Aksara, 2011), P. 106
 to their teachers explanation, whether they asked a question or did they take a

notes.

3. Test

The test are various questions that are answered as a measurement tool

in the assessment or evaluation process, and plays an important role in

measuring the knowledge, intelligence, talents, skills or abilities possessed by

individuals or groups45. The test is something that can measure children's

abilities indirectly, and it is also a tool that can collect information about the

properties of objects, which are in the form of students' abilities, interests,

attitudes and motivation46. In this research, the test used was a vocabulary test,

the students were given some vocabulary to assess the student’s knowledge

level before and after the treatment.

a. Pre-test

Before the researcher conducts the experiment, the researcher

conducts a pre-test with the students to see the students vocabulary

score/comprehension before they begin the experiment process. The pre-

test is vocabulary test to know the extent to which students knowledge of

vocabulary.

b. Experiment

45
Amos Neolaka, “Metode …, P. 69.
46
Eko Putro Widoyoko, “Evaluasi program pembelajaran”, Academia (Yogyakarta),
2009, P. 4.
 After the pre-test, the researcher conducted the experiment. The

experiment for the students is story that uses a total physical response (TPR)

using storytelling. So the teacher introduce new vocabulary using TPR

method.

c. Post-test

After conducting the experiment, the researcher conducts a post-test

to see the progress of the student’s vocabulary. It is done to know the final

grade and to know the different skills of the student before and after

experiment.

D. Variable and Indicators the research

1. Variable

Variable is an attribute or nature and value of a person, object or activity

that has a certain variation determined by the researcher to be studied and then

drawn conclusion47. In this research, the variable used independent variables

and dependent variables.

a. Independent variable in this research is Effectiveness of total physical

response storytelling method (This variable is the one of affects).

b. While the dependent variable in this research is teaching vocabulary at

SDN 017 Marangkayu (This is the affected variable).

47
Sugiyono, “Metode…, P. 60
2. Indicator

a. Student have to find new vocabulary

b. Students can determine the noun

c. Students are able to determine the verb

d. Students are able to determine the adjective

e. Students are able to determine the adverb

f. Students are able to know the conjunction

g. Students are able to know the pronoun

E. Research Instrument

The instrument is the most important thing to support the research, so that

the research is accurate and reliable. Instrument is a tool used by the researcher

to obtain the data. Research instrument are tools or facilities used by researcher

to collect data in order to facilitate their work and improve the results, in the

sense of being more precise, complete and systematic so that they are easier to

process. In this research the instrument that the researcher used is vocabulary

test, the form of the test is multiple choices that consist of four alternative

answer in which one option is correct answer and other option are incorrect

answer. Research instrument is a tool or facility used by researcher to collect

data, facilitate their work and make research result better, more accurate,

complete, and more systematic, this makes it easier to work with. This research

data is processed using a scale, the scale used is in the form of a checklist.

Using scale consisting of 4 alternative answers with each given a score, where

the score used by the researcher is as follows:

 1. Growing very well(GVW) : Score 4

2. Growing as expected(GAE) : Score 3

3. Start to developed(STD) : Score 2

4. Undeveloped(U) : Score 1

TABLE II
ASSESSMENT INDICATORS
NO. Aspect Indicator Scale Score Description
1. Mention the words Students U 1 Students
have to have not
mention/fin found
d new vocabulary
vocabulary
STD 2 Students
have started
to find
vocabulary
with help
GAE 3 Students
have found
vocabulary
without
help
GVW 4 Students
have found
new
vocabulary
2. Determine Noun Students U 1 Students
can can’t
determine determine
the noun nouns
STD 2 Students
can
determine
nouns with
help
GAE 3 Students
can
determine
nouns
without
help
GVW 4 Students
 can
determine
the noun
3. Determine Verb Students U 1 Students
are able to can’t
determine determine
the verb the verb
STD 2 Students
can
determine
verb with
help
GAE 3 Students
can
determine
verb
without
help
GVW 4 Students
can
determine
verb
4. Determine Students U 1 Students
Adjective are able to can’t
determine determine
the adjective
adjective
STD 2 Students
can
determine
adjective
with help
GAE 3 Students
can
determine
adjective
without
help
GVW 4 Students
can
determine
adjective
5. Determine Adverb Students U 1 Students
are able to can’t
determine determine
the adverb adverb
 STD 2 Students
can
determine
adverb with
help
GAE 3 Students
can
determine
without
help
GVW 4 Students
can
determine
adverb
6. Find The Students U 1 Students
Conjunction are able to didn’t know
know the conjunction
conjunction
STD 2 Students
know the
conjunction
with help
GAE 3 Students
know the
conjunction
without
help
GVW 4 Students
know the
conjunction
7. Find the pronoun Students U 1 Students
are able to didn’t know
know the pronoun
pronoun
STD 2 Students
know the
pronoun
with help
GAE 3 Students
know the
pronoun
without
help
GVW 4 Students
know the
pronoun
F. Data Validation

1. Validity test

Validity test is done by comparing the Value of rcount with the value of rtable

for degree freedom (df). df = n – 1 with alpha 5% (0,05). If r count is greater that

rtable and the value of r positive, then the statement item is declared valid 48. To

test the validity of using the product moment formula with a valid

determination if the product moment correlation coefficient > table, the product

moment correlation formula is as follow:

N ∑ Y −( ∑ X )( ∑ Y )
r=
√ [( N ∑ X −(∑ X ) )( N X ∑ Y −(∑ Y ) )]
2 2 2 2

N : Number of Responding

X : Total Score Before Teaching

Y : Total Score After Teaching

2. Reliability test

Reliability test is a measuring instrument that shows the extent to which a

measuring instrument can be trusted and used49, reliability refers to consistency

of the test scores. That is, how consistent test scores or other evaluation results

48
Muslich Anshori dan Sri Iswati, Metodologi Penelitian Kuantitatif, (Surabaya: AUP,
2012), p. 122.
49
Amos Neolaka, “Metode…,h. 115.
 are measurement to another50. An instrument can be said to be an instrument if

it gets fixed and consistent results, and when it has been tested several times 51,

in this research to test the reliability of the instrument using Cronbach Alpha.

( )
2
∑σ
( )
r 11 =
n
n−1
1
σ
2
1

r 11: Instrument Reliability

N : Many Questions

2
∑σ : Number of question variants
1

2
σ : Total variance52
1

If the reliability coefficient of the calculation results shows the number >

0,6, it is concluded that the instrument that has been applied is declared

reliable53.

G. Data Analysis Technique

Data analysis is a process of topic-solving activities on the formulation of

the problem which data has been collected through the treatment carried out by

the researcher. With various stages of collecting data from respondents or other
50
J.B. Heaton, Writing English Language Test, (London: Longman Group Ltd, 1975),
p.167.
51
Eko Putro Widoyoko, “Teknik…, h. 157.
52
Amos Neolaka, “Metode…, h. 123
53
Zainal Mustafa, Mengurai Variabel hinnga instrumentasi, (Yogyakarta:Graha Ilmu,
2013), p. 226
data sources, such as grouping variables and types of respondents, stabilizing data

based on variables from all respondents presenting data on the variables studied,

performing calculations to answer problem formulations to calculating hypotheses

that have been proposed. The data will be analyzed to examine the effect of small

group discussion on language teaching, the researcher uses a T-test to analyze the

data. Quantitative research is useful in helping a study identify a specific question

and direction for conducting the research, and without this guidance, the study

could unnecessarily waste time asking questions that quantitative data collection

might have eliminated.

1. Normality test

The main test for the assessment of normality are Kolmogorov-Smirnov.

The test mentioned above compare the scores in the sample to a normally

distributed set of scores with the same mean and standard deviation, the

hypothesis is that “sample distribution is normal”. In this research the data

normality test uses the Liliefors Significance Correction, which is used when

the sample (n) is smaller than 30, the formula is:

LO = F(ZI) – S(ZI)

Description:

LO : Greatest absolute price

F : Standard number odds

S(ZI) : Standard number proportion

The steps are as follows:

a. Calculate the mean and standard deviation

b. Arrange the data from the smallest to the largest in the table

c. Change the value of x to value of z

d. Calculate the area of z using z table

e. Determine the value of the proportion of data that is small or equal to the

data

f. Calculate the difference between the area of z and the value of the

proportion

g. Determine the maximum area Lmaks/Lcount of F

h. Determine the area of the table Lilifors Ltable ; Ltable = La (n-1) if the

calculation obtained is Lcount < Ltable it can be stated that the distribution is

normal. On the other hand, if Lcount > Ltable it is stated that the data is not

normally distributed54.

2. Homogeneity test

Homogeneity test is one of the statistical test procedures used in

research to find out that two or more groups of data in the research sample

come from the same population. Homogeneity test of the prerequisite test

other than the normality test before conducting the hypothesis test. In this

research using the levene test for homogeneity because the data obtained

has been normally distributed, the homogeneity test that is prioritized to be

used is the levene test. For data management in this research was

54
Nana Sudjana, Metode Statistika, (Bandung: P.T. Tarsito Bandung, 2005), p. 446
 calculated with the SPSS 21 version. The basis for decision making for the

homogeneity test namely:

a. If the significance value is > 0,05 then the data has been distributed

homogeneously or the same.

b. If the significance value is < 0,05 then the data is not homogeneous

ore not the same distribution.

H. Hypothesis test

After normality and homogeneity test were carried out next is hypothesis

test, in this research using T-test or independent sample test, where the T-

test was used to test the difference between the mean values of two

variables, either from related or independent samples. This research uses

the analysis of the T-test for the sample separated by the formula:

M 2−M 1

√
t = ∑ X 2+ ∑ X 22
N (N −1)

Description:

M1 = The average value of the group X1 (experimental group)

M2 = Group mean score X2 (Control group)

X1 = Deviation of each X1 value from the mean X2

X2 = Deviation of each X2 value from the mean X1

N = The number of subjects or research samples.55

55
Sulthon Masyhud, Metode Penelitian pendidikan, (Jember: Lembaga Pengambangan
Manajemen dan Profesi Kependidikan, 2016), p. 382
 Hypothesis testing is carried out in order to find out

whether there was a significant influence on vocabulary development in

SDN 017 before and after the total physical response using method was

carried out, to make this decision, it can be seen after conducting data

analysis, namely:

a. If significance value 2-tailed > 0,05 then H0 is accepted, and Ha is

rejected

b. If significance value 2-tailed < 0,05 then H 0 is rejected, and Ha is

accepted.

CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter researcher will explain some part, there are school profile, data

description and discussion.

A. The description of school

In this section show profile, vision and mission of school

1. Profile of SDN 017 Marangkayu

SDN 017 is a school located in the village of Santan Tengah

Marangkayu. This school was formerly called SDN 035 Muara Badak, but

the Muara Badak district was separated and formed a new sub-district
called Marangkayu. The new sub-district has eleven villages, one of them

is Santan Tengah where the SDN 017 Marangkayu building stands. Not

only name, the SDN 017 Marangkayu building also has several changes

both in terms of location and shape. In the past there was a SDN 017 filial

(distant class) building to make it easier for students whose homes were

located in the upper Handil Mico area. The filial school has three classes

from from grade one to grade three. However this filial building is no

longer in use because the access road to the core school has been repaired.

Meanwhile, the main SDN 017 building is located at the bottom of Handil

Mico. SDN 017 Marangkayu is the only school chosen by the Handil Mico

community to send their vhildren to elementary school, until now SDN

017 has always done the improvements and maintain the culture of society.

TABLE III
IDENTITY OF STATE ELEMENTARY SCHOOL (SDN 017)
MARANGKAYU

Identity Information
School name SD Negeri 017 Marangkayu
NPSN 30405045
Educational Stage SD
School Status Negeri
School Address Handil Mico
Ward/village Santan Tengah
Sub-district Marangkayu
Regency/City Kutai Kartanegara
Province Kalimantan Timur
Postal Code 75385
 Ownership Status Local Government
Operational Permit Decree 2014-11-13
Operational Permit Decree Dtae 625/SK-BUP/HK/2014
E-mail [email protected]

2. Vision and mission of SDN 017 Marangkayu

a. Vision

1) Realizing students who are noble, intelligent and creative

2) Dare and able to be creative

3) Accustomed to good behavior and polite

b. Mission

1) Improving the atmosphere of a school with a religious nuance

2) Improving a creative learning atmosphere

3) Creating clean and comfortable environment

4) Improving facilities and infrastructure

3. List of educators and education personnel at SDN 017 Marangkayu

TABLE IV
DATA EDUCATORS AND EDUCATIOANL WORKERS SDN 017
MARANGKAYU

NO Name Employment Status PTK types

.
1 Pirman Civil servant Headmaster
2 Fitriati Honorary school teacher Subject teacher
3 Hanawati P3K Class teacher
4 Hapsa Civil servant Class teacher
5 Herlina Civil servant Class teacher
6 Idaryani Civil servant Class teacher
7 Mirnawati P3K Subject teacher
8 Purwati Civil servant Subject teacher
9 Siti Nurlaila Civil servant Class teacher
 10 Siti Rusnaini Civil servant Class teacher
11 Eka Anis Martika School honors Administration
staff
12 Suratmi School honors School guard

B. Data Description
Data the researcher got from vocabulary test, in this chapter researcher

shows the data obtained from the test with the students ion SDN 017

Marangkayu. That is:

1. Validity test

Before the instrument is given to the main sample to be research,

the instrument must be tested for its validity first against other research

samples that have the same characteristics. The validity test used in this

study is Microsoft excel assistance using the product moment correlation

test technique with the following:

a. If rcount > rtable then the questions is declared valid

b. If rcount < rtable then the questions is declared invalid

The validity test in this study was conducted at MIS As’adiyah

using 9 samples and 13 items to determine whether a research instrument

is valid or not, it can be seen by comparing the correlation index of the

pearson moment product with a significance value of 5%. In other words it

can be compared between rcount and rtable for degrees of freedom/df = n – 2

with numbers n = number of samples. In this research the number of

samples as many as 9 students, then n = 9 and for df= 7 results from (9 – 2

= 7) with a significance level of 5% obtained from rtable of 0,666 then items

are declared valid if rcount > rtable.. As for the results of the validity test of the

research instrument are:

TABLE V
THE RESULT OF THE VALIDTY TEST

Indicator rcount rtable Description

1 0,760 0,666 Valid
2 0,637 0,666 Invalid
3 0,724 0,666 Valid
4 0,828 0,666 Valid
5 0.724 0,666 Valid
6 0,776 0,666 Valid
7 0,790 0,666 Valid
8 0,788 0,666 Valid
9 0,402 0,666 Invalid
10 0,782 0,666 Valid
11 0,018 0,666 Invalid
12 0,776 0,666 Valid
13 0,678 0,666 Valid

Based the presentation table above it can be concluded that the

value of rcount is greater than rtable, then of 13 questions items 10 are valid

and 3 are invalid.

2. Reliability test

Reliability test is used to measure the extent to which consistency

in a research instrument, using the same object will produce the same

data. Reliability test was conducted on MI As’adiyah students as

many 9 students. The data used are questions that have been declared

valid in the previous validity test and their reliability will be

 determined. Reliability test in this research using Microsoft excel. The

variable is declared reliable with the following criteria:

a. If cronbach’s alpha value > 0,6 then reliable.

b. If cronbach alpha value < 0,6 then it is not reliable.

Variable is said reliable if value r > 0,656.

TABLE VI
REALIBILITY ENGLISH VOCABULARY

Variable Cronbach’s N of Alpha Description

alpha value items value
English 0, 85 13 0,60 Reliable
Vocabulary

Based on the table above, it can be concluded that the Cronbach

alpha value is 0, 85 > 0,60 which means that the instrument in this

research is declared reliable.

TABLE VII
INTERPRETATION OF THE RESULTS OF THE
REALIBILITY TEST OF THE INSTRUMENT

Reliability test result Reliability description

0,00 – 0,79 Unreliable
0,80 – 0,85 Sufficient reliability
0,86 - 0,89 High reliability
0,90 – 1,00 High reliability

Based on the reliability test interpretation table it can be concluded

that the Cronbach alpha value in this research was 0,85 which was declared

reliable and could be used to measure effectiveness of total physical

56
Jenniver Olivia dan Sylvie Nurfebrianing, “pengaruh video advertising Tokopedia
Terhadap Respon Efektif Khalayak” dalam jurnal lontar edisi No. 1, Vol, VII, 2019.
 response (TPR) using storytelling method in teaching vocabulary at SDN

017 Marangkayu.

C. Data Analysis

The first thing that the researcher did before conducting the research

was to ask permission from the school to headmaster of SDN 017 Marangkayu

to providing a research permit, after obtaining permission from the school the

researcher continued by explaining the purpose of the research. Sample that the

researcher used is divided into 2 groups that are 4A and 4B in which each

group consist of 14 students. This research used quasi-experimental method

which involved 2 groups, namely the control groups and experimental groups

then the researcher made 4A as the control groups and 4B as the experimental

groups.

To produce data in this research, the researcher used the pretest and

posttest, the pretest was used as an initial test for the two groups where the

pretest was a multiple choice test, after the pretest was carried out then the

experimental group was given treatment that was TPR using storytelling while

the control group was not given treatment but still given learning and activities

in accordance with the school’s RPPH. After being given treatment of the

experimental group then proceed with the posttest as the final test to which of

the two groups was multiple choice test/vocabulary test.

The description of the data from control groups and experimental

groups in this research as follows:

a. Results of the pretest and posttest control groups

 TABLE VIII
RESULT OF PRETEST AND POSTTEST CONTROL GROUP

No Name of the students Pretest Posttest Post-pre

1 Amabel Damara Elysia 40 35 -5
2 Andi Sartika 41 38 -3
3 Adelia Nur Rahma 41 37 -4
4 Della Afrida 40 37 -3
5 Fajri 42 34 -8
6 Muhammad Ridho 37 37 0
7 Muhammad Rizky 47 47 0
8 Muhammad Firdaus 40 42 2
9 Nur Asyifa 37 33 -4
10 Nur Mita 39 37 -2
11 Ridha Anngriani 45 45 0
12 Rusdiansyah 49 47 -2
13 Rahmawita 43 39 -4
14 Zaenab 39 39 0
Score total 580 547 -33

From the table it can be concluded that the total amount of data from
the pretest results of the control group of 580 while the posttest the control
group was 547 with the value of the difference between the pretest –
posttest control group -33.

b. Results of the pretest and posttest experimental group

TABLE IX
RESULT OF THE PRETEST AND POSTTEST EXPERIMENTAL
GROUP
No Name of the students Pretest Posttest Post-pre
1 Ahmad Zhariif M. 39 40 1
2 Hasnita 45 47 2
3 Indah Cahya Anggrainy 36 40 4
4 Muhammad Fauzan 34 38 4
5 Muhammad Ikhwan 36 40 4
6 Muhammad Khairul A. 37 52 15
7 Mikha 38 47 9
8 Rehan 43 47 4
9 Rabiatul 37 41 4
10 Sofian Usman 39 40 1
 11 Salsabila Aulia Putri 43 44 1
12 Taufik Syahrani 44 46 2
13 Wahyuni 49 49 0
14 Yusuf Jalaluddin 43 43 0
score total 563 614 51

Based on the table it can be concluded that the total of data from the
results of the experimental group pretest of 563 while the posttest the
experimental group was 614 with difference between the pretest and the
posttest of the experimental group of 51.

c. Normality test
In this research the researcher used a normality test to find out if

the instrument used were normally or not normally distributed, as for the

normality test in this research used SPSS application by using the

kolmogrov smirnov technique, for the results and the normality test can be

seen in the table:

TABLE X
NORMALITY TEST

Tests of Normality
Class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
English Pretest Experiment .183 14 .200 *
.939 14 .400
Vocabulary
Posttest Experiment .180 14 .200* .925 14 .260

Pretest Control .191 14 .176 .916 14 .193

Posttest Control .221 14 .063 .893 14 .090

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Source: SPSS output 21 Version.

Based on the table from all data the experimental group and the

control group both pretest and posttest show that the significance value is

greater than 0,05 so the data distribution or declared normal.

d. Homogeneity test

Homogeneity test is used as one the requirements before testing the

hypothesis or T test, as for processing homogeneity test data in this research

the researcher used SPSS with the Levene statistic technique, the results can

be seen in the table below:

TABLE XI
HOMOGENEITY TEST

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.
Based on Mean .002 1 26 .964
Based on Median .042 1 26 .838
English
Vocabulary Based on Median and with .042 1 21.432 .839
adjusted df
Based on trimmed mean .007 1 26 .933
Source: SPSS output 21 Version.
 From the table above it can be concluded that the panicle of

significance based on the mean obtained is 0,96 based on the rules and

taking the homogeneity test in can be said that value is 0,96 > 0,05 which

means that the data in this research are distributed homogeneously or

equally.

e. Hypothesis test

1. T test

The use of the T test in this research was to determine the effect of

total physical response using storytelling method in teaching English

vocabulary on the development of SDN 017 Marangkayu, the basis for

decision making for the independent sample T test is as follows:

a) If the 2-tailed significance value is > 0,05 then the H0 is accepted and

Ha rejected.

b) If the 2-tailed significance value < 0,05 then H0 is rejected and Ha

accepted.

Sample independent test in this research using SPSS

application, the results of hypothesis testing using the SPSS

application are:

TABLE XII
INDEPENDENT SAMPLE TEST RESULTS T TEST
Independent Samples Test
Levene's Test for t-test for Equality of Means
Equality of
Variances
F Sig. t df Sig. (2- Mean Std. Error 95%
tailed) Difference Difference Confidence
Interval of the
Difference
Lower Upper
 Equal .002 .964 2.897 26 .008 4.786 1.652 1.390 8.181
variances
assumed
English
Equal 2.897 25.855 .008 4.786 1.652 1.389 8.182
vocab-
variances
not
assumed
Source: SPSS output 21 Version.

Based on the table it can be seen that the 2-tailed significance

value is 0,08 in order to know the final result of the T test, so it can

be determined by the decision making step of the T test, if the 2-

tailed significance value is > 0,05 then H0 is accepted and Ha is

rejected, and if the 2-tailed significance value is < 0,05 then H0 is

rejected and Ha is accepted.

It is known that the 2-tailed significance value obtained is 0,08

< 0,05 which means H0 is rejected and Ha is accepted so that there

is a significance influence between total physical response using

storytelling method in teaching vocabulary to students at SDN 017

Marangkayu.

TABLE XIII
FINAL RESULTS OF INDEPENDENT T TEST

Group Statistics
Class N Mean Std. Deviation Std. Error
Mean
Posttest 14 43.86 4.204 1.123
Experiment
English
Vocabulary
Posttest 14 39.07 4.531 1.211
Control
Source: SPSS output 21 Version.

From the table above it can be concluded that the average

posttest students ability obtained control class without carry out

 treatment of total physical response (TPR) using storytelling of

39,07, while the average value of the posttest ability value obtained

by the experimental class given the treatment of TPR using

storytelling is 43,86. Which means total physical response using

storytelling method has an effect on students vocabulary.

D. Discussion

This research was conducted at SDN 017 Marangkayu with total

physical response using storytelling method as an experiment to determine

the effect of total physical response (TPR) using storytelling in teaching

English vocabulary, the population used in this research is class 4 in SDN 017

totaling 28 students consisting of two groups namely 4A and 4B with each

groups has 14 students.

In this research the researcher divided in two groups 4A for the

control group and 4B for the experimental group and the researcher is carried

out regularly in 6 meetings, for the first meeting to be held on Monday 31

October 2022, to giving a pretest using a question for both groups, this test to

see how the students initial ability how much English vocabulary that

students know by the experiment and control groups before being given

treatment.

The second, third and fourth meetings were held on the 2, 3, and 4

of November 2022 are giving treatment TPR using storytelling method in the

experimental group. For the control group was still given learning and

activities in accordance with the school’s RPPH. The fifth meetings was held
on Wednesday 9 November 2022, to giving posttest to experimental and

control groups with the vocabulary test, this is to see there is a difference in

ability students vocabulary between the control group without treatment with

the experimental group that was given treatment TPR using storytelling

method. For the last meetings was to collect school data and documentation.

In this research to find out there is an effect of total physical

response using storytelling method in teaching vocabulary, the researcher

used an assessment or test consisting of 7 variables with 13 indicator items

from the vocabulary aspects. From the test sheets an instrument test was

carried out to obtain the validity of the test instrument and all of the questions

are declared valid. And this assessment can be used as a measuring tool to see

differences in the student’s vocabulary ability groups that given treatment

with groups of students that are not given treatment of total physical response

using storytelling method.

The first meeting the researcher giving a pretest (multiple choice)

to the two groups, in the pretest results it can be seen that there are still many

students who answered incorrectly on the instrument sheet, there were some

students who randomly chose an answer, and the students problem are less

confident in learning, the students felt difficult in remember the vocabulary.

After that the researcher giving treatment to the experimental group that is

total physical response using storytelling method, which the method attracted

the attention of students, so the students enthusiastic to learn new vocabulary.

 The researcher can conclude because when the researcher used the

total physical response using storytelling method in the experimental class it

was seen that the students were active, enthusiastic and high motivation in

participating in the lesson, because students in the learning process

unconsciously participated actively in learning, where students were ordered

to make the movements demonstrated by the researcher related to new

vocabulary and causes students not to feel bored in participating in lesson,

besides that students can know directly the meaning of the words that have

been told and then shown physically.

For the second and last treatments the researcher found that the

students developed well, the students are able to know various vocabulary

and the students can mention some new vocabulary, and also when the

researcher asked some vocabulary students can answer well without opening

books or asking friends. The fifth meetings was held on Wednesday the

researcher was giving a posttest for experimental and control groups

consisting of 13 multiple choice questions.

Then the results from the control groups were not given treatment

many students whose ability do not develop properly, seen from the answers

given there were still many students answered incorrectly in the test, there

were many students who could not identify the new vocabulary, and when the

researcher gave questions many students could not answer, and the answers

given almost the same as the answers during the pretest.

 In this research total physical response using storytelling method

is effective on students vocabulary skills which can be shown by the students

ability to answer questions, and be able to identify new words. This is similar

to Nuraeningsih and Rusiana journal entitled Improving Students Vocabulary

Mastery through Total Physical response Storytelling in which the stories are

presented together with the physical activities, this method provides students

to have less stress classroom situation that allows the students to be involved

in the story by imitating what the teacher says and performing the story then,

it is also enables students to memorize and understand the vocabulary in a

contextual meaning57. From this description we can concluded that the

students response is very good, the students were active and engaged in class,

it was taught in a contextual meaning that enable students to keep the

vocabulary stay longer in their long time-term memory. Also the students

experienced fun English learning by playing game, listening, doing exercises,

and acting out of the stories.

The use of total physical response using storytelling are benefited

both the students and the teacher, in the precious research conducted by

Nurdan Bulan and Koray Kasapoglu concluded that the difference between

the pre-test and post-test scores of the experimental group students regarding

the vocabulary acquisition test was significant, it can be suggested that the

total physical response storytelling method effective in the experimental

group students, the experimental group students exposed to the total physical
57
Rusiana, Nuraeningsih. “Improving Students Vocabulary Mastery Through TPR
Storytelling”, In Indonesian Journal Of English Language Teaching And Applied Linguistics, e-
ISSN: 2527-8746 Vol 1, No.1, 2016, p. 59
 response storytelling method that the lesson was too funny and that they felt

happy and learned new words58.

Based on the results of the research above, the researcher draws the

conclusion that the total physical response using storytelling method not only

makes it easier for students to understand new vocabulary but also makes

students motivated to learn English with a fun method, and the total physical

response using storytelling method also makes the class active and conducive

as to facilitate the teaching and learning process.

There have been many research that have examined the total

physical response storytelling but each finding has its own characteristics

related on this research, can be seen from the several journals and thesis

above, the researchers only focused on class activities where students felt

happy and active in learning process, while in this research it focused more

on students ability to understand new vocabulary and identify the types of

vocabulary and also in this research focused to identify whether student’s

abilities develop well with this method or not. As for several journal and

thesis it is intended that the research carried out becomes more robust because

the contents of each journal and thesis can be used as a reference, of these

several journals and thesis that have been mentioned there is no discussion of

whether student’s abilities have increased or not, thus it can be concluded that

this research is still relatively new and has not been carried out by many

previous researchers.
58
Bulan, N & Kasapoglu, k, “An investigation of the effect of TPRS on vocabulary
acquisition among third graders” in Journal of Language and Linguistic Studies, Special Issue I,
2021.
 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter is explained into several parts, they are the conclusion and

suggestion, this chapter explain the result of the research and suggestion.

A. Conclusion

This research had quasi-experimental design which was intended to

get empirical evidence of the effectiveness of TPR using storytelling based on

the result of the research that has been carried out, the researcher can
 conclude several things regarding the total physical response using

storytelling has a significant effect on the English vocabulary of SDN 017

Marangkayu, the scores of experimental class in the pre-test were lower than

the control group, from the scores of both classes it means that there was a

difference between the students achievement of scores in pre-test

(experimental and control group). Moreover, there is also a significance

difference between the experimental and control group scores in post-test. In

the post-test session the experimental class got the higher score than the

control group, the statistical analysis result obtained a significance value of

0.08 < 0.05 so it can be concluded that H 0 is rejected and Ha is accepted. It

means the method is effective to be applied in teaching English vocabulary.

B. Suggestion

Considering the conclusion above, the researcher would like to

give the following suggestions:

1. For the Students

For the students who learn English, especially the beginner could

practice again and again to increase their English students need to be more

active in class. Also this research of this study is expected to give more

knowledge to students, give more knowledge about the important method

in learning process especially learning English. In the area of education

with English as the foreign language, the students are required to

communicate or speak in English, so that the researcher also suggests the

students to increase their enthusiasm and willingness.

2. For the Teacher

The English teacher should consider the student’s needs and

interest before designing the English material, it is important for the

teacher to make a variation of the activities and use the various methods in

teaching, the teacher must be able to create a good classroom so that

students do not feel bored, teacher also required to give motivations so the

students will be motivated to increase their willingness in learning, besides

the teacher is required to apply the effective model, strategy and method in

the teaching and learning process to help the teacher deliver the materials

easily and keep them interesting.

3. For the next Researcher

The researcher realized that this research is not perfect and has so

many weaknesses, because this research have been done for a limited time

in implementing the actions. Other researchers who are interested in the

same field are recommended to implement the actions in a longer period of

time to get more maximum results so that the improvement score will be

more significantly seen.

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 APPENDICES

APPENDICES I

Variables Sub-variable Students name

1 2 3 4 5 6 7 8 9 10 11 12 13 14
Mention the Students have to
words mention new
vocabulary
Determine Students can
Noun determine the noun
 Determine Students are able to
Verb determine the verb

Determine Students are able to

Adjective determine the
adjective
Determine Students are able to
Adverb determine the adverb

Find the Students are able to

conjunction know the
conjunction
Find the Students are able to
pronoun know the pronoun

INITIAL ABILITY (PRE-TES) AND FINAL ABILITY (POST-TEST)

OBSERVATION SHEETS

Description: GVW (4) = Growing Very Well

GAE (3) = Growing as expected

STD (2) = Star to develop

U (1) = Undeveloped
 DATA RESULTS EARLY ABILITY (PRE-TEST)
CONTROL GROUP (4A)
No. Name 1 2 3 4 5 6 7 8 9 10 11 12 13 Score
1 Amabel Damara Elysia 2 3 2 3 3 4 3 3 4 4 3 3 3 40
2 Andi Sartika 3 3 3 3 3 4 3 3 4 3 3 3 3 41
3 Adelia Nur Rahma 3 3 3 3 4 4 3 3 4 4 2 2 3 41
4 Della afrida 2 3 3 3 3 4 3 3 4 4 3 2 3 40
5 Fajri 3 3 3 4 3 4 3 3 4 3 3 3 3 42
6 Muhammad ridho 3 3 2 3 3 3 3 3 3 3 2 3 3 37
7 Muhammad risky 4 4 3 4 4 4 4 4 4 4 2 3 3 47
8 Muhammad firdaus 3 3 3 3 3 4 3 3 4 3 3 2 3 40
9 Nur asyifa 3 3 2 3 3 3 3 3 3 3 3 2 3 37
10 Nur mita 3 3 3 3 3 3 3 3 3 3 3 3 3 39
11 Ridha anggriani 4 4 3 4 4 3 3 3 3 4 3 3 4 45
12 Rusdiansyah 4 4 4 4 4 4 4 4 4 3 3 3 4 49
13 Rahmawita 3 3 3 4 4 4 3 3 4 3 3 3 3 43
14 Zaenab 2 3 2 3 4 4 2 3 4 4 3 2 3 39
No. Name 1 2 3 4 5 6 7 8 9 10 11 12 13 Score
1 Ahmad zhaerin 3 3 3 3 3 3 3 3 3 3 3 3 3 39
2 Hasnita 4 4 3 4 4 3 3 3 3 4 3 3 4 45
3 Indah kaerunnisa 2 3 2 3 3 4 2 3 4 3 2 2 3 36
4 Muhammad fauzan 2 2 2 3 3 3 3 3 3 4 2 2 2 34
5 Muhammad ikhwan 3 3 3 3 3 3 3 3 3 3 2 2 2 36
6 Muhammad anam 3 3 3 3 3 3 3 3 3 3 2 2 3 37
7 Mikha 2 3 2 3 4 4 2 3 4 4 2 2 3 38
8 Rehan 3 4 2 4 4 4 3 3 4 3 3 3 3 43
9 Rabiatul 3 3 2 3 3 4 3 3 4 3 2 2 2 37
10 Sofian usman 3 3 3 3 4 3 3 3 3 4 2 2 3 39
11 Salsabila aulia P. 3 3 3 4 4 4 3 3 4 4 2 3 3 43
12 Taufik syahrani 4 3 3 4 4 4 4 3 4 3 2 3 3 44
13 Wahyuni 4 4 4 4 4 4 4 4 4 4 3 3 3 49
14 Yusuf jalaluddin 4 3 3 4 4 3 3 3 3 3 3 3 4 43
DATA RESULT EARLY ABILITY (PRE-TEST)

EXPERIMENTAL GROUP (4B)

NO Scor
. NAMA 1 2 3 4 5 6 7 8 9 10 11 12 13 e
1 Ahmad zhariif M. 4 3 4 4 3 4 4 3 3 4 4 4 4 48
Indah Cahya 47
2 Anggi 4 4 4 4 4 3 4 3 4 4 3 3 3
3 Muh.khairul anam 3 3 3 3 3 3 3 2 4 3 3 3 2 38
4 Sofian alif 3 3 4 3 4 4 3 3 3 4 4 4 4 46
5 Hasnita 3 2 3 3 3 3 3 3 4 4 3 3 3 40
6 Mikha 2 3 3 3 3 3 2 2 4 3 3 3 3 37
7 Sartika 3 4 4 4 4 4 4 3 4 4 2 4 4 48
8 Ridha anggriani 4 4 3 4 4 4 4 3 4 4 3 4 3 48
9 Muh.khairul anam 3 3 3 3 3 3 4 2 4 4 4 3 3 42

Score 29 29 31 31 31 31 31 24 34 34 29 31 29
0,66 0,66 0,66 0,66 0,66 0,66 0,66
R table 0,666 0,666 6 6 6 0,666 0,666 0,666 6 6 0,666 6 6
0,72 0,82 0,72 0,40 0,78 0,77 0,67
R Count 0,760 0,637 4 8 4 0,776 0,790 0,788 2 2 0,018 6 8
APPENDICES II

Results of validity Test

 APPENDICES III

Results of Reliability Test

NO Scor
. NAMA 1 2 3 4 5 6 7 8 9 10 11 12 13 e
1 Ahmad zhariif M. 4 3 4 4 3 4 4 3 3 4 4 4 4 48
Indah Cahya 47
2 Anggi 4 4 4 4 4 3 4 3 4 4 3 3 3
3 Muh.khairul anam 3 3 3 3 3 3 3 2 4 3 3 3 2 38
4 Sofian alif 3 3 4 3 4 4 3 3 3 4 4 4 4 46
5 Hasnita 3 2 3 3 3 3 3 3 4 4 3 3 3 40
6 Mikha 2 3 3 3 3 3 2 2 4 3 3 3 3 37
7 Sartika 3 4 4 4 4 4 4 3 4 4 2 4 4 48
8 Ridha anggriani 4 4 3 4 4 4 4 3 4 4 3 4 3 48
9 Muh.khairul anam 3 3 3 3 3 3 4 2 4 4 4 3 3 42

Score 29 29 31 31 31 31 31 24 34 34 29 31 29
0,444 0,444 0,277 0,277 0,277 0,527 0,194 0,194 0,444 0,277 0,444
Variants 4 4 8 0,2778 8 8 8 0,25 4 4 4 8 4
20,69444
Variants Total 4

Reliability 0,856488
 RESEARCH INSTRUMENT
Vocabulary Test

Name :

Class :

1. The students go camping in the …

a. Garden c. School yard

b. Canteen d. Office

2. Banu is playing football in the…

a. Office c. Canteen

b. Field d. Parking garage

3. There are many bicycles in the…

 a. Parking garage c. Laboratory

b. Classroom d. House

4. He … a note in the classroom

a. Writes c. See

b. Read d. Draw

5. Wilda… the window every morning

a. Sweep c. Close

b. Opens d. Wash

6. Tania and friends reads books in the…

a. Yard c. Class

b. Library d. Parking area

7. The students buy… in the canteen

 a. Pencil c. Food and drinks

b. Book d. Table

8. she … a book in the library

a. Borrows c. Write

b. Broke d. Use

9. The students… in the classroom

a. Playing c. Cooking

b. Studying d. Do gymnastic

10. Doni… on the blackboard

a. Have a break time c. Eat

b. Read d. Sleep