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My Lovely Thesis
My Lovely Thesis
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
UNDERGRADUATE DEGREE
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND TARBIYAH FACULTY
SULTAN AJI MUHAMMAD IDRIS STATE ISLAMIC UNIVERSITY OF
SAMARINDA
2023
APPROVAL
BY
AIDIL SATRIANI
SN.18.1120.4032
Samarinda , 2023 M
, 1444 H
Advisor I Advisor II
Acknowledeged by,
Dean of Teacher Training and Education Faculty
State Islamic University Sultan Aji Muhammad Idris Samarinda
Bismillahirrohamnirrohim
SN : 18.1120.4032
Declare that :
1. This thesis has never been submitted to any other teritiary education
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
Aidil Satriani
SN.18.1120.4003
CURRICULUM VITAE
Religion : Islam
Gender : Female
Nationality : Indonesia
Education
Parents
Job : Farmer
Job : Housewife
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
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
Allah SWT, who has bestowed his mercy and gift so the author can complete this
as one of the requirements for the completion of under graduate degree in English
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:
2. Dr. Muchammad Eka Mahmud, M.Ag, as the Dean of Teacher Training and
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
researcher till this thesis can be finished, May Allah SWT always give her
you for all the support and encouragement. May Allah SWT always gives her
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
8. All TBI friends of the class of 2018 have fought together and provided
9. All the people who have supported the author so far, who the author can not
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
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
key terms.
A. Research Background
the biological make up of our brains” 2. There are many language are used in
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
learners are developing learner autonomy, which includes selecting the use of
English and to answer the challenge, the teacher must be more creative and
learning English.
sources, and action. Students are able to comprehend the target language
through an enticing story that’s repetitive and interesting. Since TPR using
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
differentiate instruction.
students are expected to learn English vocabulary easily for it uses gesture to
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
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
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
lessons, some of the students said they lacked confidence when using English
because words were difficult to pronounce and learning English which was
B. Research Problem
C. Research Objectives
The research objective is to find out the effectiveness of Total Physical
Marangkayu.
D. Research Significance
This study is expected to obtain results and provide several benefits in two
aspects:
1. Theoretically
readers about teaching English vocabulary use total physical response (TPR)
research also hopes this research can be used as a reference for others
2. Practically
a. For Researcher
method are apply in teaching learning process, so the researcher can prepare
b. For Students
research as follows:
1. Effectiveness
goals that have been set effectiveness is always related to the relationship
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
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
technique for the teaching and learning language. Ray asserted that total
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
norm, and also this storytelling can be combined with various methods for
4. Teaching English
age and can take place anywhere and anytime, children is also capable of
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
5. Vocabulary
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
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
often reach their potential and can become discouraged from taking
teaching vocabulary, seeing the problems that occur in the field, this TPR
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
With Special Education Students” the results of the research conducted show that
it was hypothesized that Total physical response using storytelling would be more
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
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
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
means that through TPR storytelling the students understand English vocabulary
easily because students experiencing the real activities as a result it increases their
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
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
some reasons, this method enables student to memorize and understand the
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
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),
A. Learning Methods
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
learning activities, the methods teachers needs to use vary depending on what
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
the conditions and atmosphere for the class. The number of children
When teaching, the teacher does not use a single method, but use
appear in the learning activities. This means that the method cannot
learning13.
and efficiently, recognizing in the in the initial goal that one of the
group of students can easily absorb the learning using the quiz,
go. The purpose of the learning process will not be achieved if the
the method that the learning objectives are achieved, so the teacher
must use a method that can support the learning process in order for
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
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
method that involves the coordination of language and action. Teachers give
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
Response Method, namely the introductory technique and the active work
command to students for the first time. Furthermore, active work is the
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
stories, then TPR using storytelling focuses on story but the basic of TPR is
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
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
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
writing, and speaking. When the story uses number or grammatical patterns,
the reason why the word “you” must be followed by “are”. Teaching
First is introducing the target vocabulary of the day. During this type
teacher teaching the vocabulary using classic TPR gesture. Second the
observing the students to make sure they know the appropriate gestures.
When the teacher is sure that the students have mastered the vocabulary,
and also asks questions about the story, and ask students to classification
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.
encourage a second language in the same way that they acquired their first
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
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
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
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
solving.
1. Storytelling Stages
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
b. Storytelling in progress
and ready to listen to the story, there are several factors can support
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
what we want to say. All the things need The learners have to understand
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
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.
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
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
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
fact all of us has specific methods in displaying and telling their reviews
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
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
From the definition above, the researcher conclude that all the
It is impossible for the students to read, write and speak a foreign language
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
one word can be noun that is commonly used as challenge or object, verb
can be in addition divided in line with the features of every words has in
a. Noun
association with the verb facilitates to from the sentence core which is
b. Verb
c. Adjective
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
e. Conjunction
f. Pronoun
It is the word that may take the location of a noun. Example: She is
my students.
g. Interjection
3. Types of vocabulary
understand use in print34. The primary represent spoken vocabulary and the
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
a. Respective vocabulary
understand when they listen and read or the words they concentrate and
b. Expressive vocabulary refers to the words which learners use when they
c. Teaching Vocabulary
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
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
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
design. The design of this researcher has a control group, but the control
group does not function to control external variables that effect the
that involves two or more groups, one group as the control group and one
process of steps used to collect and analyzed data information to increase the
Nonequivalent Control Group (preliminary and final test design) the design
of this research almost the same as the pretest-posttest control group design,
After selecting the experimental group and the control group, then
both groups were given the same pretest, namely the vocabulary test to
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
vocabulary.
TABLE II
RESEARCH DESIGN
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
used correctly, it is the best way to test hypotheses about cause and effect
least one independent variable and one or more dependent variables. The
researcher wanted to see if the experiment did something different or not, this
performance.
In this part would discuss the population and sample which would
1. Population
someone wants to research all object in the research area then his research in
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
2. Sample
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
therefore the sample must be viewed as a term for the population. The sample
to the population43.
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
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
1. Observation
the research. Observation is one of the methods of data collection that uses
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
abilities indirectly, and it is also a tool that can collect information about the
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
a. Pre-test
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)
method.
c. 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.
1. Variable
that has a certain variation determined by the researcher to be studied and then
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
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
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
N ∑ Y −( ∑ X )( ∑ Y )
r=
√ [( N ∑ X −(∑ X ) )( N X ∑ Y −(∑ Y ) )]
2 2 2 2
N : Number of Responding
2. Reliability test
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
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.
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,
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
and direction for conducting the research, and without this guidance, the study
could unnecessarily waste time asking questions that quantitative data collection
1. Normality test
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
normality test uses the Liliefors Significance Correction, which is used when
LO = F(ZI) – S(ZI)
Description:
b. Arrange the data from the smallest to the largest in the 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
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
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
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
a. If the significance value is > 0,05 then the data has been distributed
b. If the significance value is < 0,05 then the data is not homogeneous
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
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:
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
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:
rejected
accepted.
CHAPTER IV
In this chapter researcher will explain some part, there are school profile, data
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
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]
a. Vision
b. Mission
TABLE IV
DATA EDUCATORS AND EDUCATIOANL WORKERS SDN 017
MARANGKAYU
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
1. Validity test
the instrument must be tested for its validity first against other research
samples that have the same characteristics. The validity test used in this
TABLE V
THE RESULT OF THE VALIDTY TEST
value of rcount is greater than rtable, then of 13 questions items 10 are valid
2. Reliability test
in a research instrument, using the same object will produce the same
many 9 students. The data used are questions that have been declared
TABLE VI
REALIBILITY ENGLISH VOCABULARY
alpha value is 0, 85 > 0,60 which means that the instrument in this
TABLE VII
INTERPRETATION OF THE RESULTS OF THE
REALIBILITY TEST OF THE INSTRUMENT
that the Cronbach alpha value in this research was 0,85 which was declared
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
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
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.
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
kolmogrov smirnov technique, for the results and the normality test can be
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
Based on the table from all data the experimental group and the
control group both pretest and posttest show that the significance value is
d. Homogeneity test
the researcher used SPSS with the Levene statistic technique, the results can
TABLE XI
HOMOGENEITY TEST
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
equally.
e. Hypothesis test
1. T test
The use of the T test in this research was to determine the effect of
a) If the 2-tailed significance value is > 0,05 then the H0 is accepted and
Ha rejected.
accepted.
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.
value is 0,08 in order to know the final result of the T test, so it can
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.
39,07, while the average value of the posttest ability value obtained
D. Discussion
English vocabulary, the population used in this research is class 4 in SDN 017
control group and 4B for the experimental group and the researcher is carried
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.
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
with groups of students that are not given treatment of total physical response
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
After that the researcher giving treatment to the experimental group that is
total physical response using storytelling method, which the method attracted
was seen that the students were active, enthusiastic and high motivation in
besides that students can know directly the meaning of the words that have
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
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
ability to answer questions, and be able to identify new words. This is similar
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,
students response is very good, the students were active and engaged in class,
vocabulary stay longer in their long time-term memory. Also the students
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
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
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
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
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
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
the result of the research that has been carried out, the researcher can
conclude several things regarding the total physical response using
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
the post-test session the experimental class got the higher score than the
B. Suggestion
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
teacher to make a variation of the activities and use the various methods in
students do not feel bored, teacher also required to give motivations so the
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
The researcher realized that this research is not perfect and has so
many weaknesses, because this research have been done for a limited time
time to get more maximum results so that the improvement score will be
Books
Agustina, Susanti Mendongeng Sebagai Energi Bagi Anak (Jakarta: Rumah Ilmu
INDONESIA, 2008), P.1.
Grambs, Davit. “Word about word”, (New York: Mc Graw Hill Book Company,
1984), p. 734
Murti, Bunanta, Buku Dongeng dan Minat Baca, (Jakarta: Murti Bunanta
Foundation, 2009), p.37.
Sadirman, A.M. Interaksi dan Motivasi Belajar: Pedoman bagi guru dan calon
guru. (Jakarta: 1988, Rajawali Pers), P. 90
Sugiyono, “Metode…, P. 60
Sudjana, Nana. Metode Statistika, (Bandung: P.T. Tarsito Bandung, 2005), p. 446
Thesis
Holleny, Laura E. The Effectiveness Of Total Physical Response Storytelling For
Language Learning With Special Education Students, Thesis and
Dissertation, (Rowan University, 2012), p.50.
Journals
Dzurrif’ah Mahmudah, “The correlation between students writing ability and their
vocabulary mastery”, in exposure journal 192, Vol. 3 no. 2, 2014
Eko Putro Widoyoko, “Teknik…, h. 157.
Low, Piyada. “students need and vocabulary development in english for specific
purpose (ESP) course”, e-ISSN:2502-6062, Vol.3(2),2018. P.151
Nation, Paul. New Ways of teaching vocabulary (New York: Teacher of English
to speaker of another language/TESOL Inc, 1994), p.3
Patel, M.F and Praveen M. Jain. English Language Teaching, (Jaipur: Sunrise
Publisher & Distributors, 2008), p.28.
Pinker, Steven. “The Language Instinct: The New Science Of and Mind”,
Language and Literature: International Language Journal Stylistics, Vol.
5, 1996.
APPENDICES I
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)
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
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 :
b. Canteen d. Office
a. Office c. Canteen
b. Classroom d. House
a. Writes c. See
b. Read d. Draw
a. Sweep c. Close
b. Opens d. Wash
a. Yard c. Class
b. Book d. Table
a. Borrows c. Write
b. Broke d. Use
a. Playing c. Cooking
b. Studying d. Do gymnastic
b. Read d. Sleep