IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS): A Quasi Experimental Study.

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Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING

(TPRS)

Abstract

This study was aimed to investigate whether Total Physical Response Storytelling significantly improves young learners’ listening skill or not. Moreover, opinions from the students toward the use of TPRS in teaching listening were also discussed.

The subject in this study was fifth grader of an elementary school in Sukabumi. This

quasi-experimental research employed quantitative research method. The data were collected

by using pretest and posttest which then analyzed to determine the effect of TPRS in

teaching listening. Furthermore, a questionnaire was given to the students to see their

opinions toward TPRS.

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Penelitian yang berjudul “Meningkatkan kemampuan Mendengarkan Siswa Melalui Total Physical Response Storytelling” bertujuan untuk menginvestigasi apakah penggunaan Total Physical Response Storytelling dapat meningkatkan kemampuan mendengarkan siswa

atau tidak. Lebih lanjut lagi, opini siswa terhadap penggunaan metode TPRS dalam kegiatan

belajar pun didiskusikan dalam studi ini.

Subjek dalam penelitian ini adalah siswa kelas 5 SD di sebuah sekolah dasar di

Sukabumi. Penelitian kuasi ini menggunakan metode kuantitatif. Data yang dikumpulkan

menggunakan pretest dan protest di analisis untuk mengetahui efek dari penggunaan TPRS

dalan kegiatan pembelajaran. Kemudian, kuesioner diberikan kepada siswa untuk mengetahui

pendapat atau opini mereka tentang penggunaan TPRS.

Hasil penelitian ini menemukan bahwa TPRS mampu meningkatkan kemampuan

mendengarkan siswa secara signifikan. Adapun opini dari para siswa terhadap penggunaan

TPRS adalah mereka senang dan menikmati penggunaan TPRS dalam aktivitas

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Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE

STORYTELLING (TPRS)

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE

4.3.1 I provi g You g Lear ers’ Liste i g Skill through TPRSError! Bookmark not defined.

4.3.2 The Stude ts’ Opinions towards TPRS in Improving Their Listening SkillError! Bookmark not de

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... Error! Bookmark not defined.

5.1 Conclusions ... Error! Bookmark not defined.

5.2 Suggestions ... Error! Bookmark not defined.

References ... Error! Bookmark not defined.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology which is used as the

framework of this research. It involves the research design, population and

sample, time allocation, instruments used in this research, procedure of the

research, and procedure of data analysis.

Research Design

This research is a quantitative research which employs an experimental

research design. Experimental research design is a study which investigates the

effect of an independent variable on dependent variable (Gay, 1992). In an

experimental research design, there is a manipulated activity called treatment

which is believed to make difference or effect to the dependent variable.

Specifically, this research use a quasi-experimental research design. In this

research design, pre-test and post-test were provided to both experimental and

control group. However, unlike true-experimental research design, the

experimental and the control group in quasi-experimental design had already been

grouped before the research was conducted. As stated by Nunan (1992),

quasi-experimental research contains pre-test and post-test with quasi-experimental and

control groups but no random assignment of subjects.

The formulation of quasi-experimental research based on Cresswell (2003)

is presented in the following table:

Table 3.1

Pre-test Post-test Group Design

Group Pre-test Treatment Post-test

Experimental Group (A) O1 X1,X2,X3,X4,X5,X6 O2

Control Group (B) O1 Placebo-treatment O2

Note:

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IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

X : treatment for the experimental group

O2 : post-test of experimental and control groups

From the table, it can be seen that pre-test and post-test were given to both

experimental and control groups. Whereas the experimental group received TPRS

as the treatment, the control group received non-TPRS as the placebo-treatment.

Both of the group were given the treatment in six meetings.

Variables

A variable can be defined as an attribute of a person or of an object which

“varies” from person to person or from object to object (Hatch and Farhady (1982). Moreover, Nunan (1992) states that variable is anything which does not

remain constant.

In quasi-experimental research, there are two major types of variable to be

identified; independent and dependent variable. According to Hatch and Farhady

(1982) Independent variable is the variable which is selected, manipulated, and

measured by the researcher. Meanwhile, dependent variable is the variable which

is observed and measured to determine the effect of the independent variable.

In case of this research, the independent variable is Total Physical

Response Storytelling (TPRS) method, while the dependent variable is the

students’ listening score.

Population and Sample

A population is a theoretical group of all possible scores with the same

trait or traits (Collidge, 2000). According to Nunan (1992) population is a group

of people which share common, observable characteristics that differentiate them

from other groups. In case of this research, the population of this research was the

students of a Primary School in Sukabumi.

Meanwhile, a sample is a subset of individuals from a given population.

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School. The students were divided into two classes that were labeled as

experimental and control groups.

Time Allocation

The time allocation of this research was adjusted with the schedule that

already existed in the school. The research was conducted in eight meetings, the

pre-test, six times treatments, and the post-test. Both experimental and control

groups were given two meetings in a week. Hence, the research was done in one

month. In detail, the schedule of the research can be seen in the following table:

Table 3.2

Schedule of the Research

No Experimental Group Control Group

Date Materials Date Materials

1. 12th Nov 2013 Pre-test 13th Nov 2013 Pre-test 2. 14th Nov 2013 Treatment 1:

Introduction to Parts of The Body

14th

Nov

2013

Placebo-Treatment 1:

Introduction to Parts of The Body

3. 19th

Nov

2013

Treatment 2 :

Learn parts of body using a story

“Bolang and The Green Monster”.

In this meeting, TPRS was applied to the

story.

20th

Nov

2013

Placebo-Treatment 2 :

Learn parts of the body using story

“Bolang and The Green Monster”

without the use of TPRS

4. 21st

Nov

2013

Treatment 3:

Learn parts of body using a story

“Bolang and The Green Monster”.

story.

21st

Nov

2013

Learn parts of the body using story

“Bolang and The Green Monster”

without the use of TPRS

5. 26th

Nov

2013

Treatment 4:

Introduction to Daily Routines

27th

Nov

2013

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Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS) 6. 28th Nov 2013 Treatment 5:

Learn Daily Routines using story

“Bolang The Adventurer Boy”

story

28th

Nov

2013

“Bolang The Adventurer Boy” without

the use of TPRS

7. 3rd

Dec

2013

Treatment 6:

“Bolang The Adventurer Boy”

story

4th

Dec

2013

“Bolang The Adventurer Boy” without

the use of TPRS

8. 5th

Dec

2013

Post-test and administering questionnaire

and interview.

5th

Dec

2013

Post-test and administering

questionnaire and interview.

Instruments

Instrument is a device (such as test, questionnaire, or rating scale) the

researcher uses to collect data (Fraenkel, 2006). The test instrument included

pre-test, post-pre-test, and questionnaire. Both pre-test and post-test were given to

experimental and control group. Pre-test was intended to measure the students’

ability before the treatments and to ensure that both control and experimental

group had the equal ability. Meanwhile, post-test was conducted after the

treatments to find out the effect of Total Physical Responses Storytelling in

improving the students’ listening skill. The pre-test and post-test were provided in multiple choice. The questions in pre-test and post-test were different. It was to

avoid the students remembering the answers. However, the level of difficulty was

still equal

In order to answer the second question of this research, questionnaire

technique was used. The questionnaire was conducted only to experimental group.

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responses toward the use of Total Physical Response Storytelling in improving

their listening skill. Refer to appendix to see the questions of the questionnaire.

Research Procedures

The first step in conducting this research was preparing and creating the

lesson plan. The lesson plan for this research was adjusted with the Standard

Competence and Basic Competence of English (listening) for grade 4 students:

Table 3.3 English Syllabus

Standard Competence Basic Competence

Mendengarkan

1. Memahami instruksi sangat

sederhana dengan tindakan

dalam konteks kelas.

1.1 Merespon dengan melakukan

tindakan sesuai instruksi secara

berterima dalam konteks kelas.

1.2 Merespon instruksi sangat

sederhana secara verbal dalam

konteks kelas.

After the Standard Competence and Basic Competence had been analyzed,

the lesson plan was then created. The lesson plan used Total Physical Response

Storytelling. The activities, materials, and stories used in the lesson plan had been

suited with the level of 4 grade students as well. The lesson plan presented in

Appendix.

The next step was preparing the instruments to be used in collecting data.

The instruments were pre-test, post-test, and interview. However, before

distributing the instruments, a pilot test was conducted to see the reliability and

validity of the pre-test. Pilot testing is important to ensure that the instruments

used are valid and reliable. In this research, pilot test was conducted to a class of

grade 4 students who were not assigned as experimental and control group. The

result of pilot test then determined the valid and reliable questions that can be

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IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

As soon as the instrument was ready, the pre-test was given to both

experimental and control group. The result of pre-test was very crucial in order to

know the students’ ability before the treatments. Moreover, it was also to ensure

that the students in experimental and control group had equal ability.

The treatments were given in six meetings to the experimental group only.

The treatments were presented using Total Physical Response Storytelling in

different materials and various activities. It was to prevent the students from

feeling bored with the lesson.

After the treatments, the post-test (see Appendix) were then conducted to

experimental and control group. The result of post-test was used to determine the

effect of Total Physical Responses Storytelling in improving the students’

listening skill. Moreover, it was also intended to find out the significance of the

effect.

Lastly, in order to answer the second question of the research,

questionnaire technique was employed. Questionnaire was conducted to

experimental group. The questionnaire was then analyzed to see the responses of

the students toward TPRS. Furthermore, the result of the questionnaire was

presented in the next chapter.

Data Analysis

Test Instrument Analysis

In order to get the valid data collection, the instruments used in the

research has to be valid and reliable. It was supported by Nunan (1992) who said

that to be valid in data collection, every procedure used in collecting data has to

have acceptable validity and reliability. Hence, the validity and reliability of the

instruments of this research were tested through pilot test.

1.7.1.1Validity Analysis

Following Fraenkel&Wallen (1990), an instrument is valid if it measures

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was tested using a statistical tool named Karl Pearson Product-Moment. In detail,

the formulation of Pearson Product-Moment can be seen as follows:

Note:

rxy = index correlation

n = number of students

x = total score of each item

y = total score of all student

The data were computed using computer software named Anates V4

and SPSS 18. The computation result was then analyzed to decide if the question

is valid or not. The decision was made by considering the criteria of the

coefficient correlation by Arikunto (2006).

Table 3.4

The Criteria of the Coefficient Correlation (Arikunto, 2006) Coefficient Interval Interpretation

00 , 1 90

,

0 r_xy  Very High

90 , 0 70

,

0 r_xy  High

70 , 0 40

,

0 r_xy  Moderate

40 , 0 20

,

0 r_xy  Low

20 , 0 00

,

0 r_xy  Very Low

00 , 0  xy

r Not Valid

Reliability Analysis

Reliability refers to the consistency of scores or answers from one

administration of an instrument to another, and from one set item to another

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IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

pre-test, post-test, and questionnaire, AnatesV4 and SPSS 18 were employed.

Furthermore, followingKranzler&Moursand (1999), the reliability value was also

compared to r table to find out the level of reliability.

Pre-Test Data Analysis 1.7.1.1Independent t-test

Pre-test was conducted before treatments to ensure that both control group

and experimental group had relatively equal ability in listening comprehension.

The result of pre-test was analyzed using SPSS 18. The statistical tool which was

used is Independent T-test. The following is the formula of Independent t-test:

� = �̅ − �̅

√[∑ � − ∑ ��_{� + � −}+ ∑ � − ∑ �� _{] . [� + � ]}

�̅ = the mean of the scores of the first group

�̅ = the mean of the scores of the second group

∑ � =the sum of the squares of the first group

∑ � = the sum of the squares of the second group ∑ � = the square of the sum of the scores of the first group

∑ � = the square of the sum of the scores of the second group

� = the total number of the scores in the first group

� = the total number of the scores in the second group

Normality Test

Normality test was conducted to ensure that the distribution of scores in

the data was normal. To compute the normality of the pretest,

Kolomorgov-Smirnov test in SPSS 18 for windows was employed

Variance Homogeneity Test

Variance homogeneity test was conducted to ensure that the two groups

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The variance homogeneity in this pretest then was computed using Levene

formula in SPSS 18 for windows.

Post-test Data Analysis

The data collected from posttest of both groups were analyzed using the

same procedure as pretest which involved Independent t-test, normal distribution

test, and variance homogeneity test. It could be identified then whether there was

a difference between the listening scores of control and experimental group.

Moreover, to find out whether there was a significant difference between

pretest and posttest in each group, a statistical tool which was dependent t-test was

employed. The dependent t-test score was computed using SPSS 18. Meanwhile,

the formulation of dependent t-test is as follows:

� = �̅ − �̅

√∑ � − ∑ �_� � � −

�̅ = the mean of the pre-test score

�̅ = the mean of the post-test score

∑ � = the sum of the squares of the differences between the pre-test and post- test scores

∑ � = the square of the sum of the differences between the pre-test and post- test scores

Meanwhile, to measure how significant the effect of treatments to

experimental group, it is important to calculate the effect size (Collidge, 2000).

The following is the formulation of effect size:

� = √_{� + ��}�

r = effect size

t = t-test value

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IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

Table 3.5 Effect Size Scale Effect Size r Value

Small .100

Medium .243

Large .371

Data Analysis of Questionnaire

Questionnaire was intended to find out students’ responses toward the use

of TPRS in improving their listening skill. The data from questionnaire then were

analyzed and calculated in percentage using SPSS 18 for windows. Moreover, the

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of what has been investigated in this

research and the suggestions for further research.

Conclusions

This research has investigated the use of Total Physical Response

Storytelling (TPRS) in improving young learners’ listening skill. It is aimed at

finding out whether TPRS could improve young learners’ listening skill or not and

the students’ responses toward TPRS are also discussed.

The results show that there is a significant improvement of students’

listening skill in experimental group which was taught by using TPRS. The result

is obtained through comparing the mean scores of control group and experimental

group which were 81.29 and 86.76. In addition, it is evidenced by the computation

of Independent t-test which reveals that the t obtained is higher than the t critical

(3.921 > 2.000, α = 0.05, df = 63, two tailed). Hence, as a conclusion, it can be

stated that TPRS significantly improves the students’ listening skill.

The students’ responses toward the use of TPRS have been investigated by distributing the questionnaire. The data taken show that the students like the use

of TPRS in the teaching and learning activities since it brings a lot of benefits.

Most of the students agree that the use of TPRS is useful for them to

understand the lesson given by the teacher. The use of TPRS could enrich their

vocabulary and help them easily understand the vocabularies they do not know

before. Moreover, the students feel that by using TPRS they can do a lot of

movement and it makes the learning activities more fun, interesting, and

enjoyable. Furthermore, it makes them feel motivated to learn more.

In addition, the use of TPRS also brings advantages for the teacher. The

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Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE

various learning activities. TPRS help teacher create a fun atmosphere in the

classroom and get students’ attention.

Suggestions

Regarding what have been done in this research, there are some

suggestions for further research in the field of using TPRS to improve young

learners’ listening skill. The suggestions are expected to be taken as consideration

by the researchers who are willing to do research in the same field. Moreover, it is

also expected to be suggestions for teachers to teach better.

Since this research only concerned with listening skill, it is suggested for

further research to pay attention to other language skills (speaking, reading, and

writing). In addition, it is possible to focus on not only one language skill but two

integrated language skills such as reading and writing, or listening and speaking.

Focusing on teacher’s performance in this research, it is recommended for

teachers to develop their creativity and ability to present a good combination in

telling the story and do the TPRS. This will make an enjoyable learning activities.

It is very crucial since the students will not be engaged in the activities and will

not be motivated to learn if the learning activities are not interesting. To be more

interesting, teachers can use some additional things to improve their learning

activities such as costume, backsound, or anything that could make a better

atmosphere and make the story more interesting in doing the TPRS. The learning

activities also can be done by collaborating TPRS with group work or games.

However, due to the limitation of this research, the result of this research

cannot be generalized. Since this research employed quasi-experimental research

design, the samples and time are limited. Hence, it is suggested for further

research to conduct true-experimental research which involves larger samples and

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Rost, M. (2002). Teaching and Researching Listening. Harlow: Pearson

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IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS): A Quasi Experimental Study.

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING

Abstract

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE

Table of Contents

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE

CHAPTER III

Research Design

Table 3.1

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

Variables

Population and Sample

students of a Primary School in Sukabumi.

Table 3.2

Alfian Azhar Yamin, 2014

Instruments

Research Procedures

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

Data Analysis

1.7.1.1Validity Analysis

Table 3.4

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

Pre-Test Data Analysis 1.7.1.1Independent t-test

Normality Test

Post-test Data Analysis

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

Table 3.5 Effect Size Scale Effect Size r Value

CHAPTER V

Conclusions

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE

Suggestions

References

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE

Alfian Azhar Yamin, 2014

IMPROVING YOUNG LEARNERS’ LISTENING SKILL THROUGH TOTAL PHYSICAL RESPONSE