The effect of using TPR as compared to
word list in teaching action verbs on the vocabulary
achievement of the second grade students of elementary
school
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Institusion
Universitas Katolik Widya Mandala Surabaya
Author
Njoto, Cicilia Dwi
Subject
English Education
Datestamp
2017-03-06 03:37:01
Abstract :
Nowadays, teaching English is very important because English plays a main role in communication. Therefore, English should be taught as early as possible to children. In mastering English, there are four basic skills to be learnt. They are listening, speaking, reading, and writing. Though, those skills cannot be carried out without vocabulary. One cannot speak, read, write, and understand if he/she does not know a lot of words. In teaching vocabulary, many English teachers give the students the word list that has to be memorized. Most children find learning English vocabulary difficult due to the boring and monotonous teaching learning process. The children may become unmotivated to learn vocabulary. Being aware of this problem, the writer thought that an enjoyable way of teaching vocabulary is required. She tried to conduct TPR technique as a means of teaching vocabulary. In this study, the writer wants to know which one is better, teaching English vocabulary using TPR or teaching English vocabulary using word list. The sample of this study was the second grade students of SDK Santa Clara Surabaya, of the year 2011/2012. In conducting this study, three classes were used. To decide which class became the experimental, the control, and the pilot groups, the writer chose the classes randomly. The pilot group was used to know the validity and the reliability of the instrument. The experimental group was taught by using TPR technique while the control group was taught by word list. First, there was a pretest for the experimental and control group. Then, the treatments were given in three meetings. After the treatments were over these two groups were finally given the posttest. To analyze the result of the posttest of the two groups, the writer used t-test to find the answer to the question and directly to test the hypothesis of this study. Afterthat, the writer calculated the mean, the standart deviation, and the observed t (to). Next, she determined the level of significance at 5 percent (0.05) with 48 degrees of freedom (df) which is 2.313. The result showed that there is no significant difference between the two groups. Therefore, it can be concluded that both techniques are effective to teach vocabulary, however, the score of the students who were taught using word list is better than those taught using TPR. In order to get more complete and valid results, the writer would like to suggest the following points to other researchers who want to do a further study on this topic. First, choose a school whose students are from the lower society group. Second, the treatment should be given more thanB three meetings so that the students have enough time to adjust to the technique. Third, the researchers may take wider samples. In the end, the writer hopes that all of what she has done in this study will give worthy contribution not only for the writer and teachers, but also for the students.
Nowadays, teaching English is very important because English plays a main role in communication. Therefore, English should be taught as early as possible to children. In mastering English, there are four basic skills to be learnt. They are listening, speaking, reading, and writing. Though, those skills cannot be carried out without vocabulary. One cannot speak, read, write, and understand if he/she does not know a lot of words. In teaching vocabulary, many English teachers give the students the word list that has to be memorized. Most children find learning English vocabulary difficult due to the boring and monotonous teaching learning process. The children may become unmotivated to learn vocabulary. Being aware of this problem, the writer thought that an enjoyable way of teaching vocabulary is required. She tried to conduct TPR technique as a means of teaching vocabulary. In this study, the writer wants to know which one is better, teaching English vocabulary using TPR or teaching English vocabulary using word list. The sample of this study was the second grade students of SDK Santa Clara Surabaya, of the year 2011/2012. In conducting this study, three classes were used. To decide which class became the experimental, the control, and the pilot groups, the writer chose the classes randomly. The pilot group was used to know the validity and the reliability of the instrument. The experimental group was taught by using TPR technique while the control group was taught by word list. First, there was a pretest for the experimental and control group. Then, the treatments were given in three meetings. After the treatments were over these two groups were finally given the posttest. To analyze the result of the posttest of the two groups, the writer used t-test to find the answer to the question and directly to test the hypothesis of this study. Afterthat, the writer calculated the mean, the standart deviation, and the observed t (to). Next, she determined the level of significance at 5 percent (0.05) with 48 degrees of freedom (df) which is 2.313. The result showed that there is no significant difference between the two groups. Therefore, it can be concluded that both techniques are effective to teach vocabulary, however, the score of the students who were taught using word list is better than those taught using TPR. In order to get more complete and valid results, the writer would like to suggest the following points to other researchers who want to do a further study on this topic. First, choose a school whose students are from the lower society group. Second, the treatment should be given more thanB three meetings so that the students have enough time to adjust to the technique. Third, the researchers may take wider samples. In the end, the writer hopes that all of what she has done in this study will give worthy contribution not only for the writer and teachers, but also for the students.
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