THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS) METHOD IN TEACHING VOCABULARY TO YOUNG LEARNERS : A Descriptive Qualitative Study of Teacher’s Techniques and Students’ Responses in one Elementary School in Cianjur.

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THE IMPLEMENTATION OF TOTAL PHYSICAL

RESPONSE STORYTELLING (TPRS) METHOD IN

TEACHING VOCABULARY TO YOUNG LEARNERS

(A Descriptive Qualitative Study of Teacher’s Techniques and Students’ Responses

in one Elementary School in Cianjur)

A Research Paper

Submitted to the English Education Department of Faculty of Language and Arts

Education of UPI in Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree

By

Ginta Gantika

0706189

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS) METHOD IN TEACHING VOCABULARY TO

YOUNG LEARNERS

(A Descriptive Qualitative Study of Teacher’s Techniques and Students’

Responses in one Elementary School in Cianjur)

Oleh

Ginta Gantika

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

Universitas Pendidikan Indonesia

Agustus 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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PAGE OF APPROVAL

THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS) METHOD IN TEACHING VOCABULARY TO

YOUNG LEARNERS

(A Descriptive Study of Teacher’s Techniques and Students’ Responses in

One of Elementary Schools in Cianjur)

Ginta Gantika

0706189

Approved By:

Main Supervisor Co-Supervisor

Dr. Didi Sukyadi, M.A. Ika Lestari Damayanti, S.Pd., M.A

NIP: 196706091994031003 NIP: 197704142001122003

Head of English Department

Faculty of Language and Arts Education

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ABSTRACT

The study entitled The Implementation of Total Physical Response

Storytelling (TPRS) Method in Teaching Vocabulary to Young Learners is aimed

at investigating how the English teacher applied TPRS method in teaching

vocabulary to the 4th graders and figuring out the students’ responses towards the implementation of the method. This study employed a descriptive qualitative study and was conducted in one of elementary schools in Cianjur. An English teacher and her 27 fourth grade students were the subjects of this study. To obtain the data, a classroom observation and interview with the English teacher were conducted. The findings revealed that the teacher applied four steps of TPRS method with two additional steps whichwere labeled as teacher’s preparation steps. The first two (preparation) steps were choosing new vocabularies that would be introduced to the students and also the stories. The second step was showing the words, the third step was telling the words, the next step was storytelling, and the last step was vocabulary learning activity. The students responded physically as instructed. Moreover, they gave correct responses with full of enthusiasm to the teacher’s instructions. Additionally, this method is able

to motivate students to learn vocabulary, since the students’ responses towards the

teacher’s instructions increase in each word and step. Another result was that

TPRS can help students’ attention last longer because the method employs stories and physical moves that children like.

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ABSTRAK

Penelitian berjudul Penggunaan Metode Total Physical Response

Storytelling (TPRS) dalam Mengajarkan Kosa Kata Bahasa Inggris untuk Anak Usia Dini ini bertujuan untuk meneliti bagaimana guru bahasa Inggris

menggunakan metode TPRS ini dalam mengajarkan kosa kata bahasa Inggris kepada siswa kelas 4 SD dan mencari tahu bagaimana respon siswa terhadap penggunaan metode TPRS tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif dan dilakukan di salah satu sekolah dasar di Cianjur. Guru bahasa Inggris dan 27 orang siswanya menjadi subjek dari penelitian ini. Observasi kelas dan wawancara dengan guru bahasa Inggris dilakukan untuk memperoleh data. Berdasarkan hasil yang diperoleh dari penelitian ini, guru bahasa Inggris yang diteliti melakukan empat langkah dari metode TPRS ini dan dua langkah tambahan yang ia sebut sebagai langkah persiapan. Dua langkah pertama sebagai langkah persiapan adalah memilih kosa kata yang akan diperkenalkan kepada siswa dan juga memilih cerita. Langkah ke dua adalah showing the words, langkah ke tiga adalah telling the words, langkah selanjutnya adalah storytelling, dan langkah terakhir adalah vocabulary learning

activity. Siswa merespon dengan gerakan seperti yang diinstruksikan. Siswa juga

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i

LIST OF TABLES

Page

2.1 Aspects of Word ... 21

3.1 Observation Schedule ... 45

3.2 Observation Framework for Teacher’s Steps in Implementing

TPRS Method... 46

3.3 Observation Framework for Students’ Responses toward TPRS

Method ... 46

3.4 Guideline for Fieldnotes ... 47

3.5 Illustration of Coding System Regarding the TPRS Method

Implemented by the Teacher ... 50

4.1 List of Stories ... 60

4.2 The Chosen Vocabularies ... 57

4.3 The Percentage Numbers of Students’ Responses in each word,

Step, and Meeting ... 83

4.4 The Average Numbers of Students’ Responses in each Step and

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v

LIST OF EXCERPTS

Page

4.1 Teacher’s Statement on TPRS Steps- Choosing the Story ... 54

4.2 Teacher’s Statement on Choosing Story that is Related to the Lesson ... 55

4.3 Teacher’s Statement on Choosing the Light and Understandable Stories ... 56

4.4 Teacher’s Statement on Stories that Students Like ... 57

4.5 Teacher’s Statement on TPRS Steps-Choosing New Vocabula- ries ... 58

4.6 Teacher’s Statement on Choosing Vocabularies after Choosing The Story ... 59

4.7 Teacher’s Statement on Choosing Verbs ... 59

4.8 Teacher’s Statement on TPRS Steps- Showing the Words ... 61

4.9 Teacher’s Statement onPronouncing the Words ... 62

4.10TPRS Steps- Showing the Words ... 62

4.11Teacher’s Statement on Checking Students’ Prior Knowledge of the Words ... 63

4.12Teacher’s Activity in Checking Students’ Prior Knowledge of the Words ... 64

4.13Teacher’s Statement on Acting the Words while Pronouncing Them ... 65

4.14TPRS Steps- Telling the Words ... 66

4.15Teacher’s Statement- the Importance of Repetition ... 67

4.16Instructing the Students to Act the Words ... 68

4.17Teacher’s Statement on Starting to Engage Students in the Story ... 69

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vi

of the Story ... 70

4.19Teacher’s Statement- the Aim of Telling the Elements of

the Story ... 71

4.20Telling and Questioning the Elements of the Story ... 71

4.21Teacher’s Statement- the Aim of Giving the Translation of

the Story ... 73

4.22The First Storytelling ... 73

4.23Teacher’s Statement- the Aim of Asking the Meaning of the

Words that are being Acted in Storytelling Activity ... 74

4.24Teacher’s Activity in Performing the Words in the Storytelling

Acivity... 75

4.25 The Second Storytelling ... 76

4.26Teacher’s Statement on TPRS Steps- Vocabulary Learning

Activity ... 78

4.27Teacher’s Statement- Involving Students in Vocabulary

Learning Activity in Forms of Games ... 79

4.28 Vocabulary Learning Activity ... 81

4.29Students’ Responses toward the Implementation of TPRS

Method- Showing the Words Step ... 87

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CHAPTER I

INTRODUCTION

This chapter presents the introduction of this study. It contains the

background of the study, research questions, aims of the study, scope of the study,

and significance of the study. This chapter also provides a brief concept

concerning research methodology employed in this study that consists of data

collection and data analysis. Finally, this chapter is completed with the

clarification of terms and organization of the paper that present a general

description of each chapter’s content.

1.1 Background

According to the policy of the Ministry of Education and Culture No.

060/V/1993, English is taught to elementary school students as a local content.

Hence, most elementary schools in Indonesia consider the necessity to include

English as one of local subjects taught at school. Yet in fact, English is a new

language for students since they do not use English to communicate on their daily

life. Therefore, students find it difficult to acquire English and to achieve the

communicative function through it.

In order to achieve the communicative function through English, there are

four language skills that should be mastered. Those are reading, writing, listening,

and speaking which are considered as crucial things to be grasped in both

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helping students to achieve the success in those four language skills, children need

to master adequate vocabulary as one of the language components to enable them

to acquire English as the foreign language. That statement is in line with Harmer

(1991 cited in Cameron, 2001) who says that vocabulary plays a vital part in

acquiring English. The statements prove that vocabulary plays the central

component in learning a target language, and the absence of which often obstructs

the conveyance of the meaning completely.

Teaching English, especially introducing vocabulary for young learners

may be different and more challenging than that for adults, particularly due to

different characteristics between them. Children tend to be very excited to learn

something new, including learning English, making them better learners than

adults. Fisher (1977:26) states that children are active learners; however, they still

need chances to move about and become actively involved in the learning process.

Furthermore, it should be taken into teachers’ account that children will feel bored

easily, they tend to find another interesting activity and lose their interest very

quickly if the material and method are not interesting for them. Therefore,

introducing new vocabularies to young learners requires interesting and enjoyable

activities in order to be more fun and effective.

Unfortunately, the vocabulary teaching methods used in most schools in

Indonesia are still irrelevant to children’s needs and characteristics. Teachers

usually employ the fastest and the simplest methods to teach vocabulary, for

example memorizing strategy, in which students are asked to find the synonyms

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that most teachers usually use to teach vocabulary is by using conventional

method, or some people label it as translation method or direct method. Brown

(2001) notes that one of the characters in translation method is introducing new

words in mother tongue with little use of the target language. Consequently, the

method does not give students a chance to explore the meaning of the words by

themselves and it is not yet successful in improving students’ language

proficiency as well. Additionally, this method will not attract students’ attention

because it seems monotonous.

One of the methods which is considered good to help children learn

vocabulary in a fun way is storytelling. It provides children with excitement,

motivates, interests them unintentionally, and allows an incidental vocabulary

acquisition (Cameron, 2001). It is also believed that the finding and integration of

the information about letters, words, and sentence can be driven more

automatically by listening to a story many times.

A fun and enjoyable method that applies storytelling in teaching

vocabulary is Total Physical Response Storytelling (TPRS). It was developed for

the first time by Blaine Ray, a Spanish teacher in Bakersfield, as the extension of

James Asher’s Total Physical Response (TPR) method. TPRS is considered as a

fun way to teach vocabulary since a teacher teaches vocabulary to students

through a story and repeated commands in order to have students to response to it

physically. James Asher would suggest (cited in Brown, 2001:30) TPR and TPRS

method as a stress-free language teaching method, therefore students would not

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(2000:113) states that TPRS has been developed in order to motivate students to

study foreign languages and thereby encourages them to persist in their study

beyond a beginning level proficiency.

Based on the consideration above, this study will focus mainly on the

implementation of TPRS in teaching vocabulary to young learners in one of the

elementary schools in Cianjur. This study aims at investigating how the teacher

applies TPRS to teach vocabulary. Moreover, this study will also investigate the

students’ responses towards the implementation of TPRS method in learning

vocabulary.

1.2 Research Questions

This study proposes two research questions as follows:

1. How does the teacher apply the Total Physical Response Storytelling (TPRS)

method in teaching vocabulary to young learners?

2. What are the students’ responses towards the implementation of Total

Physical Response Storytelling (TPRS) method in learning vocabulary?

1.3 Aims of the Study

Related to the research questions, this study aims at:

1. Investigating how the teacher applies the Total Physical Response

Storytelling (TPRS) method in teaching vocabulary to young learners.

2. Investigating the students’ responses towards the implementation of the Total

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1.4 Scope of the Study

The main focus of this study is the implementation of TPRS method in

teaching vocabulary to young learners. In this case, the implementation refers to

how the teacher applies the TPRS method in teaching vocabulary. Young learners

in this study are 4th grade elementary students around 9-11 years old who still

learn the basic level of vocabulary and basic level of English proficiency.

Furthermore, another concern of this study is to find out the students’ responses

towards the implementation of the method in learning vocabulary.

1.5 Significance of Study

The findings of this study are expected to give significant contributions

and to be valuable input for EFL language teaching and learning process,

especially in teaching it to young learners. The expected contributions are as

follows:

1. Theoretical Benefit

The results of the study are expected to enrich the literature on methods in

language teaching and learning, particularly for young learners. In addition, this

study is expected to be one of the valuable references for other researchers to

conduct further research in the same field especially about the strategy in

language teaching and learning for young learners.

2. Practical Benefits

For practical benefits, the results of this study are expected to be the reference

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vocabulary more enjoyable as they will better master vocabulary easily. It is also

expected to give valuable reference and input concerning the use of TPRS,

especially the steps in implementing the method for English teachers to teach

vocabulary to young learners. Furthermore, it is also expected useful for the

readers who are interested in the vocabulary teaching method for young learners.

3. Professional benefits

The results of this study are expected to provide educators and schools the

beneficial information about the implementation of Total Physical Response

Storytelling method in the classroom. Therefore, it is expected to be the reference

and guidance for teachers use the method in teaching vocabulary.

1.6 Research Methodology

This study aims to describe how the English teacher in one elementary

school in Cianjur applies TPRS method in teaching vocabulary and also to find

out students’ responses to the implementation of the method. Therefore,

descriptive qualitative was used as a research design in analyzing the data of this

study. The participants involved in this study were the English teacher and her 4th

grade students.

The data collected in this study were obtained from interview addressed to

the teacher and classroom observation that included video recording, field notes,

and observation sheets. In order to answer the first research question about the

steps of TPRS method applied by the teacher, the data gathered from classroom

observation were transcribed, analyzed, then classified into selected categories

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were transcribed and analyzed to confirm and complete the results gained from

the classroom observation and documents.

Meanwhile, to answer the second research question considering to students’

responses towards the implementation of TPRS method, the number of students

who responded and did not respond the instructions in each word, step, and

meeting were calculated. Then, the percentage numbers of students who

responded in each word, step, and meeting were then analyzed to find an

increasing number of students who responded to the instructions. It aimed at

finding out how the method is able to motivate students to learn.

The further step was obtaining the average of percentage of students who

responded in each word, step, and meeting compared to the duration of each

meeting in order to see students’ attention span while dealing with the lesson.

1.7 Clarification of Terms

To avoid misinterpretation in understanding this study, several important

terms are clarified as follows:

1. Total Physical Response Storytelling (TPRS) is regarded as a language

teaching method which is developed first time by Blaine Ray. This method is

the extension of the TPR method by James. J .Asher. This teaching method

uses commands from teacher to students through storytelling, in order to

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2. Vocabulary: Based on Oxford Learners Dictionary, vocabulary defined as all

words in a language that person know and use. This study only covers the

basic level of vocabulary since this study involves elementary students.

3. Young Learners: Young learners are children around 4-12 years old

(Wright, 1995). In this study, the subject is elementary school students around

9-11 years old.

4. Students’ Responses in this study refers to the physical action that the

students do in responding the teacher’s instructions.

1.8 Organization of Paper

Chapter I - Introduction

This chapter contains a brief explanation about the background of study, statement

of problems, aims of the study, the scope of the study, the significance of the

study, a brief of research methodology, clarification of terms, and organization of

the paper.

Chapter II – Literature Review

This chapter presents the concept and theories related to this study. They cover the

theory of teaching English to young learners, the characteristics of young learners,

definition of vocabulary, the importance of teaching vocabulary, the theory of

storytelling, and the theory of Total Physical Response Storytelling (TPRS)

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Chapter III- Research Methodology

This chapter provides the procedure of the study to answer the research questions.

This chapter also presents further explanations of research methodology which

consists of research design employed, research instruments, procedure in

collecting data, and analysis of the data.

Chapter IV- Findings and Discussion

This chapter mainly elaborates the results and interpretations of the research

findings. This part covers the data collected, data analysis, and the interpretation

of findings from the study.

Chapter V- Conclusion and Suggestion

In this chapter provides the conclusion and recommendation of this study. This

chapter also presents the recommendations as contribution for English teaching

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology that was employed in this research.

It consists of research design, research questions, purposes of the research, and

research site and participants. Data collection and data analysis techniques are

also presented in this chapter.

3.1 Research Design

This study aimed at describing the implementation of TPRS method in

teaching vocabulary to young learners, specifically at how the teacher applied the

method to teach vocabulary. This study was also conducted to describe and

explain the students’ responses towards the implementation of the method.

In accordance with the aims of this study stated earlier, Descriptive

qualitative study was chosen since it was suitable to give a complete description

of the implementation of Total Physical Response Storytelling (TPRS) method in

teaching vocabulary to young learners. As stated by Creswell (2008: 254) that

descriptive qulitative study aims at investigating detaily rendering of people,

places, or events in a setting in qualitative approach. Besides, Wu and Volker

(2009) also state that descriptive qualitative design is used to give a description

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3.2 Research Question

It is imperative to identify the problem of the study in order to meet the

purposes of the study. According to Arikunto (2006), to have research conducted

appropriately, a researcher should formulate the problems as clearly as possible.

Therefore, this study formulated these two following questions:

1. How does the teacher apply Total Physical Response Storytelling (TPRS)

method in teaching vocabulary to young learners?

2. What are the students’ responses towards the implementation of Total

Physical Response Storytelling (TPRS) method in learning vocabulary?

3.3 Purposes of the Research

The aims of this study were to find out how the teacher applied Total

Physical Response Storytelling (TPRS) method in teaching vocabulary to young

learners and to find out the students’ responses toward the implementation of

Total Physical Response Storytelling (TPRS) method in learning vocabulary.

3.4 Site and Participants

This study was conducted in one of the Elementary schools in Cianjur,

West Java. The reason of choosing this Elementary school as the site of this study

was because this school applied TPRS method in teaching vocabulary.

The main participant (the focus) of this study was the English teacher who

implements TPRS method in teaching vocabulary and the 4th graders she teaches.

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English vocabulary. Meanwhile, the elementary students were chosen based on

the consideration that they still learn a basic level of English competency.

3.5 Data Collection Techniques

Data collection techniques employed in this study were classroom

observation, interview and document analysis. As stated by Creswell (2007) the

data collection in descriptive study is typically extensive, drawing on multiple

sources of information, such as observation, documents, and audiovisual

materials. Each technique is described below.

3.5.1 Classroom observation

The first instrument employed in order to gain the data was classroom

observation. According Cresswell (2008), observation is an instrument of

collecting data that can be used to obtain a comprehensive picture of a situation.

Alwasilah (2008) also states that by observation, the researcher has their own

understanding about theory-in use and even respondent‘s point of view that could

not be analyzed by interview or survey. Therefore, this classroom observation was

used in order to gain a comprehensive picture or general description of the

teacher’s steps in applying the TPRS method and the students’ responses towards

the method.

There are several types of observation and this study specifically employed

non-participant observation in which the researcher did not participate in the

setting of the research. Yet, the researcher only observed all the things happened

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& Wallen (1993), non-participant observation means the researcher does not

participate or do the interaction in the research.

To help the researcher to observe all the classroom activities and to

complete the information, video recording was used in this study. It was a rich

source, since it captured all the things happened or emerged during the classroom

observation. Fraenkel and Wallen (1993) state that one of the strengths of the

video recording is that it can be replayed for several times in order to check and

clarify the data. The data of classroom observation that was recorded on the video

recorder was converted to video transcription. The transcription of video

recording was then analyzed to find out how the teacher applied the method.

Moreover, it was used to analyze how many students who responded physically to

the teacher’s instructions and students who did not respond physically to the

teacher’s instructions.

The classroom observations were conducted four times in the classroom,

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3rd Observation September 18th,

Besides videotaping, this study was also completed by observation sheet

and field notes to document the data. The first observation sheet focuses on

teacher’s steps in implementing TPRS method in teaching vocabulary. Framework

of this first observation sheet was based on the combination of TPRS stages

proposed by Gaab (2008) and the steps of storytelling activity proposed by

Cameron (2001). The observation framework to document the teacher’s step can

be seen are as follow.

Table 3.2

Observation Framework for Teacher’s Steps in Implementing TPRS Method

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Follow-up

Adapted from Gaab (2008) and Cameron (2001)

The second observation sheet was used to document students’ responses

towards the method. It documented the numbers of students who responded to the

teacher’s instructions and also the numbers of students who did not respond to the

teacher’s instructions. It was also completed by the percentage of numbers in

order to get an overview of the total number of the object. So that, it could

simplify the calculation. Below is the second observation sheet framework.

Table 3.3

Observation Framework for Students’ Responses toward the Method.

Additionally, in order to support and complete the observation, this study

also employed field notes. It was used to complete the note of teachers’ steps in

implementing the method. As stated by Cresswell (2008) field notes can be used

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to record those behaviors which are not recorded in videotaping. The following

table is the guideline for field notes.

Table 3.4

Guideline for Field Notes

Adapted from Septiana (2008, cited in Mariam, 2012)

3.5.2 Interview

The second instrument used in this study was an interview. It was

employed in order to gain the information that could not be revealed in classroom

observation, such as mind, thought, and feeling of the participants through

classroom observation and document analysis (Merriam, 1998). In addition, to

avoid misunderstanding, the interview was used to confirm some unclear results

of classroom observation in an attempt to complete the data. Besides, some

questions in the interview proposed to confirm the phenomena emerged in the

classroom. Cresswell (2007) assumes that interview is good since the question can

be limited by the researcher due to the need of the interview. Moreover, interview

is a good instrument to gain deep information about the issues arisen from the

informant (Nasution, 2003:144).

Nazir (2006) asserts that interview is the process of gaining the

information for the specific goal of the study by proposing some questions to the

Data Source Revealed Aspects

1. Teacher

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respondent initiated by the interviewer. The interview conducted in this study was

in semi-structured form with open-ended questions. This type of interview was

used since it lets the researcher take control of the interview (Nunan, 1992: 149).

Additionally, it allows the researcher to get in-depth information about the data

(Cohen and Laurence, 1994 cited in Derisyandi 2012). Therefore, the participant

was allowed to give her answers freely without being limited to any specified

alternative answers as well as expected to be able to give the complete and deep

explanations in answering the questions.

The interview session was conducted once and addressed to the English

teacher after the classroom observation ended and it was recorded by voice

recorder. This interview session was conducted on Wednesday, September 26th

2012. The interview questions were scheduled in Bahasa Indonesia and they

would be transcribed and translated when necessary (see Appendix B for detail).

3.6 Data Analysis

After collecting the data through classroom observation and interview, those

data were then analyzed by descriptive qualitative data analysis. The data analysis

was divided into two steps; data analysis of classroom observation and data

analysis of the interview. In analyzing and presenting the analysis of each research

instrument, this study proposed descriptive explanation. The following are the

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3.6.1 Data analysis of classroom observation

The data collected from classroom observation in this study were in

observation sheet, fieldnotes, and video transcription. There were several steps

employed in this study to analyze the video in order to answer the first research

question about the way the teacher applied TPRS method. The first step was

transcribing, the second step was reading, the third step was coding, and the last

step was categorizing the data into some selected categories based on TPRS steps

proposed by Gaab (2008) and the steps of storytelling by Cameron (2001). The

following were the steps in analyzing video recording to answer the first research

question.

First step, the video was transcribed in order to see how the teacher applied

TPRS method in teaching vocabulary. Creswell (2008) defined transcription

process as converting the data gained from video recording or audio recording

into textual data. In order to gain the data, the videos of all classroom activities in

four meetings were transcribed.

Second step, reading the whole transcription of videotaping and field notes

to see how the teacher implemented the method. This step is in line with the next

step after transcribing the data suggested by Creswell (2008) that reading the data

should be done after having the transcription process.

After reading the whole transcription of the data, they were then coded into

some categories based on the TPRS steps proposed by Gaab (2008). SW referred

to show the words step, TW for telling the words step and TW (i) for Telling the

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vocabulary learning activity step. Below is the example of coding in data analysis.

See Appendix B for detailed information.

Table 3.5

Illustration of Coding System Regarding the TPRS Steps Implemented by the Teacher. mountain and run to the village (.) run! semua run!

VLA Sekarang ibu mau nine! Ayo nine mana:::? Oke, nine run!

After coding the data, the next step was analyzing and classifying the data

into categories on the observation sheets; teacher’s activity in implementing TPRS

method.

Meanwhile, in order to answer the second research question considering to

students’ responses towards the implementation of TPRS method, the number of

students who responded and did not respond the instructions in each word, step,

and meeting were calculated. The number was then put into percentage in order to

simplify the calculation. Afterwards, the percentage numbers of students who

responded in each word, step, and meeting were then analyzed to find an

increasing numbers of students who responded to the instructions. It aimed at

finding out how the method is able to motivate students to learn.

The further step was obtaining the average of percentage of students who

responded in each word, step, and meeting compared to the duration of each

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3.6.2 Data analysis of the interview

To analyze the data gained from the interview, the interview session was

recorded by voice recorder, replayed, and transcribed. After transcribing the result

of the interview, then it was analyzed and classified into some categories of

teacher’s activity in implementing TPRS method on the observation sheet.

However, the students’ responses could not be gained through interview since the

teacher could not count the sum of students who responded and students who did

not respond in the same time while she was teaching. Then, the last step was

presenting the result of the data analysis into description.

3.7 Data Validity

The data gained from three instruments were then cross checked by using

triangulation. Triangulation can help the researcher to find the conclusion of the

results among different research instruments (Alwasilah, 2000 and Frankael &

Wallen, 1990). The data taken from three different instruments then were

compared in order to avoid unclear answers from the participant that probably

emerged.

3.8 Concluding Remarks

This chapter has presented the detail of research methodology of the study

to find out how the teacher applied TPRS method in teaching vocabulary and the

students’ responses towards the implementation of the method. The data were

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recording, and field notes. Those data were analyzed by descriptive qualitative

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1

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations for further

research and English teachers who deal with young learners. The conclusions are

based on the findings and discussions in the previous chapter.

5.1 Conclusions

Based on the theory of TPRS and the result revealed in the observation

that had been conducted, this method is considered suitable for young learners

since the method employs stories and physical movements that children like.

As discussed and presented in Chapter IV, it can be concluded that the

teacher did four steps and two additional steps in applying TPRS method to teach

vocabulary. The first two additional steps were choosing new vocabularies and

also the stories that would be introduced to the students. This step was conducted

at teacher’s preparation stage before she came to the classroom.

The second step was showing the words. The teacher displayed the new

words by writing them on the whiteboard one by one while pronouncing it. After

writing each word, the teacher made sure whether the students were familiar with

the words displayed or not. In this step, the teacher did not give any instructions to

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2

The third step was telling the words. In this step, the teacher told the

meaning of the words by performing them with gestures repeatedly as she

pronounced them. It aimed at giving the students the meaning of the words

without translating them directly into Bahasa. Afterwards, the teacher asked

students to act the words with gesture repeatedly.

The next step was storytelling. This step was preceded by telling the

students about the setting and the characters in the story. She also involved the

students in a discussion about the elements of the story that had just been told.

The teacher told the story twice. In the first storytelling, the teacher translated the

story after each sentence and when she came to the words that had been

introduced earlier, she gestured the words. While in the second storytelling, the

teacher read the whole story without translating each sentence. Then, she

instructed the students to act out the words when she came to the new

vocabularies.

The last step was vocabulary learning activity. The teacher provided the

students with the various activities in order to practice their knowledge about the

previous vocabularies that had been introduced. She instructed the students to

gesture the words repeatedly. The teacher also combined it with practice that

aimed at recalling the current lessons.

In each word, step, and meeting the teacher gave the instructions not more

than four times. The result showed that the number of students who responded

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3

motivated because they still responded enthusiastically to the instructions though

the same instructions were given repeatedly. Moreover, considering to the

duration of each step, the results also revealed that they had a good attention span

based on the assumption that children have attention span from 10 to 15 minutes.

It was proved that the students could keep engaging to the lesson and instructions

for more than 15 minutes long.

5.2 Recommendations

Based on the findings of the research that reported in Chapter IV, some

recommendations to implement the TPRS method in teaching new vocabularies

for young learners are offered.

It is recommended to EYL teachers who also implement the TPRS method

to use various instructions and vary the sequence of the instructions in order not to

make the students simply guess based on the sequence. This is also done to avoid

students’ boredom. Furthermore, for teachers who use storytelling, it is better for

them not to translate the story after each sentence or each paragraph. Even though

elementary students still learn basic levels of English, they need to be familiarized

with English as early as possible. Basic level of English means, there are only

limited numbers of vocabularies that can be grasped and they do not know how to

use the words appropriately. Additionally, they have a lack of knowledge in

constructing sentences in good structures. Besides, it is recommended that

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4

vocabulary over and over again until they can grasp and memorize the vocabulary

very well.

Dealing with young learners who have a short attention span, teachers may

want to provide them with attractive activities that involve physical actions that

they like i.e. TPR or TPR with storytelling since it is able to attract students and

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