The effect of TPR and word lists on the vocabulary achievement of the fourth grade students of Elementary School - Widya Mandala Catholic University Surabaya Repository

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THE EFFECT OF TPR AND UTORD

LISTS ON THE

VOCABUI.^A.RY

ACHIEVEMENT OF THE FOURTH

GRADE STUDENTS OF EI.EMENTARY SCHOOL

A THESIS

In Pardal Ful{illmcnt of thc Requiremcnr

for the Sarfana Pcndidiken Degree in

English Languege Teaching

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By:

SAI$TI

r2|1098t36

UNIVERSITAS KATOLIK WIDYA MANDAI.A SURABAYA

FAKI.'LTAS reGURUAT{ DAN' ILMU PENDIDIKAN

JURUSAN

PENDIDIKAN BAHASA

DAhI SENI

PROGNAM

STUDI PENDIDT(AN BATIASA

INGGRIS

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APPROVAL SI-IEEI

( 1 . ,

This thesis entiti'i rhe Effect of reaching vocabuiary Ti'ougir Childre'

songs using TPR. on the vocabuiary Acfuevement

of Foruth Gra<ie

Eienentary

School-

which is prepared

a''.r submitted

by Santi has been approved

and accepted.

a^s

a partial fulfiilment of the requironents

for the sarjana

pendi<iikan

Deprree

in

Engiish

i.anguage

Teaching

Facuiry

by the foilowing

advisors:

, , t . \ . . . . \

\}. I

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APPROVAL SHEET

( 2 \

This thesis has been examined by the committee of an oral examination

with a grade of _ on the 15fr of .Ianuary 2004.

Daqv Budiono. S.Pd Member

C

. l \

Y-a

Dra. Siti Miffi Tamah. M.Pd Member

L4_-W4--z--,

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AC'KNOWLEDGEMENT

First of all, the writer would like to give the greatest thank to the Armighf God Jesus christ for His blessings and lovi in heriire that enables -o-r"pp?n, her in accomplishing this thesis.

The writer would _{. also like to express her deepest gratitude and}

appreciation to those fonowing peoprc who had herped and goio"o rrl rn nnistrng this thesis:

l. Prof Dr. Veronica L. Diptoadi, M.Sc, the writer,s first advisor, who had patiently guided and grven varuable suggestion, ideas, and solution dunng her busy days for exarnining the write'iifroi.

2. Dra. Siti Mina Tamatr the writer's second advisor, who had examined the writer's thesis bv giving sorne guidance. suggestion and arso sorution rn

constructrng _{the thesis}

3' Veronica Sumarni A. Ma. pd- the headmistress _{of sDK. si. r'heresia t.}

who had welcomed the rrrniter wannly and altowed her to colrect some dah needed _{for her thesis.}

4. Mc. Santi Prasasti _{A- Md, the English teacher of SDK St. Theresia Ir, who}

had kindly shared her tirne for the writer to co[ect sorne data needed for

completing _{her thesis.}

5 Johana Djajadr, S.psi, the headmistress _{of SDK st. yohannes crabrier, who}

had willingly rvelcomed and given opportunity for the writer to conaua her research.

6

lX Tri Widjayanto, S.pd, the English teacher of SDK St. yohannes Gabriel' who had shared his schedule with the rvriter and r,"rpJlo--r, carrytng out the treatonents.

7' All the belovd students _{of the Fourth Grade students}_{of SDK St.Theresia}

II and sDK St- yohannes Gabriel suratraya at the academic year

otlooz--20a4.They were a[ nice a'd acti'e in the classroom. Thank vou very for

the participation.

8. All the lech*ss of the English Deparfment of widya Ma'dala cathorrc University Surabaya for their guidance and wiUingly st u..a tfr"ii _;;;, knowledge during her studv.

9' The writer' s beloved pa.*t, and ari the members of the famirv. who had g"."l .ro many supllorts, love, money, prayers *a put

"ntil,. *uiil L;;" finish her thesis. Thanks Uom. Thanks iXi.

10. Ali the writer's best friends (Mrng Mung, Kwadrani, Selvie, David and Dewi). frieuds in the previous boarding house lyenni. Maria- cici. yuri

and Luci)' and arso

rhe

fanily member

Jf th. oe* uoa.ong

rtous;

iil , i;.

Pak Agus, Eyang,

Mbah S,iti, ,!nti and especialll.

to Triifor tfr.ii n"fpr,

supports, love, and attentiori- the writer iould finish her thesis without being hopeless. Thanlis palls.

1l Andy octavianus widjaya, S.E.. a person that the writer lo'es very much.

thank you for the time given by accompanying _{her to coilect ttre iuta arrr:}

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supporhng the rwiter when she was confused and hopeless. Thanks for the

en@uragemeDf, _{love and patient that he gave to the writer.}

12. The librarians, who had helped the writer with the books that she needed for her thesis and she thanked them also for the hospitaliy given when the writer was in the library.

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I-ABLE OF CONTENTS

APPROVAL SHEET (l)

A P P R O V A L S F I E E T ( 2 ) . . .

. . . r 1

ACKNOWLEDGMENT.

'TABLE

OF CONTENTS

ABSTRACT

CHAPTERI: INTRODUCTIoN

1.i Background _{of the Stu6/}

1.2 Statementof the problem

1.3 The Objective of the Study

1.4 Hypothesis

1.5 The Significance _{ofthe Study}

1.6 Scope and Limitation of the Study

1.7 The Definition of the Key Terms

1.8 Theoretical Framework

1.9 Organization _{of the Snrdy}

CHAPTER II: REVIEW oF THE RELATED LITERATTJRE

2,1 Teaching _{English to young Learners}

2. I . 1 Tlie Chmacteristics _{of young Learners}

2.1.2 The Teaching _{of Vocabularv}_{to young I_earners}

2.2 Tlte Use of Songs in Langrnge Leaming

2.2,1 The Advantages _{of Using Song}

2.2.2I'lte Criteria of tlhoosing _{A Song}

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2.2.3,,he [Jse of Songs in teaching Vocabulary

2.2.4The Steps ir Teaching Vocabulary Using Songs

2.3 The Use of TPR Method in Language leaming

26

2 6

29

2.3.1 The Advantages and Disadvantages of TpR Method 31

2.3.2 Using TPR in Teaching Vocabulary

3 2

2.3.3 The Use of Songs in TpR Method to Teach Vocabularv 33

2.4 Wbrd List

2.5 Memonzation

2 6 Revierv _{of ptevious Studies}

CHAPTER III: RESEARCH METHODOLOGY

3.1 Research Design

3.2 Variables

3.3 Population and Sarnple

3.4 Research Instrument

3.5 'Iry _{Out of the Instrument}

3.5. I It€rn Reliabilitv

3.5.2 Itern Analysis

3.5.2.1 Item DifficulS,

3.5.2.2 Item Discrimination

3.6 Test Validit_y

3.7 The Treatments

3.7. I The Treatments _{for the Control Group and the}

3 4

-'t:) J Y .+J 4 3 44 4 5 1 6 46 47 49 49 5 0 5 1 5 1

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3.8 Procedures of Collecting the Data ₅₅

3.9 The Technique of Data Analysis ₅₅

CHAPTER IV: DATA ANALYSIS AND INTERPRETATIONoF THE

FINDINGS

4.1 Analysis ofthe Findings

4.1.1 The Findings

4.2 Lrterpretation ofthe Findings

CHAPTER V: CONCLUSION AND SUGGESTION

5. I Conclusion

5.2 Suggestion

5.2.1 Suggestion forthe Teaching ofVocabutary

5.2.2 Recommendation _{for Further Studies}

BIBLIOGRAPHY

APPENDICES

1. The Calculation of the Final Test Scores of the Third Grade 2. The Calculation of the Try Out Reliability

3. The Calculation of Difficulry Index and ltqn Dscnmination

4. The Calculation of the post Test

5. Treatment _{for the Control Group about..Daily Activities.,}

6, Treatment _{for the Experimental}_{Group about .,Daiiy Activities,,}

7. Treatment _{for the Control Group about..parts of Body,,}

8. Treatment _{for the Experimental}_{Goup about..parts}_{of Bodv,,}

5 8

5 9

60

62

o4 64 6 5 66 70 7 8 8 l 83 8'l 9 3 99

1 0 5

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9. Treatment _{for the Control Group about..physical}_Education,'

10. Treafinent for the Experimental Group about *physical Education"

I l. Post Test

1 0 9

1 1 5

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Key Words: songs. TP( vocabulary and achievement

Children sho'ld start to leam a foreign language at their early age. They have to leam it piece by piece until thyy ian *atJ a complete sentince. rn acquinng a foreign ranguage, the children usually find some difficulties and boring situation like the monotonous way of teaching of their teachers and also various subjects that they

!av9 to leam everyday. au-or tnese acton namper trre students in experiencing a firn learning.

To overcome the boring situafion of leaming that the students face everyday, the writer combines the use of songs md rFt method. she wants to know which one is better teaching Engtish noduutury using word lists or teachrng English vocab'lary through songs using TpR method. She also mentions some ldugog:r of teaching vocabulary thto"gh children's songs using TpR method to the fourth grade ofelementary school.

She conducts her experiments at SDK St. yohannes Gabriel Surabaya. She uses two classes randomly. She uses class IV A as the control group and ciass Iv I as the experimental group. There are thrw topics of teaching"thaishe ur*. lr" first one rs _{-about Daily Activities, second is parrs of Body io tn" r^i toli" i,} Physical Education. For the m€asurement she hords u portt"st ro. uotn ;i;ro. There are 20 iterns of the test. The iterns are conducted in the multiple

"t oi.", wifh fow options.

She analyzes the rezurts of the posftests and she fi,,ds that there is a difference between teaching English ygi"brrroty using word rists and t*"rr.g Fnglish v^ocabulary using songs combined wiitr rpi. method. It ; h.pp; because of some possibilities like the students from control group can *"rdL.

the vocabulary longer than the. students from experimentur -gro,;p _{uoause it.y}

know. the meaning first and also have repetition while thJ students from the ellqmental group feel over excited because they have u n"r" rltuutlon, ,o ,rr* they do not seriously follow the lesson.

- In chapter five she concludes that there is a sipificant difference between t:nching English vocabulary using wordlists and teaching Engrish uo"Jomy ,Fgu*h ciril-dren _{ssngs using TpR method. She also mentions ,ori'",uggotio;fo,} {irther studies about how importmt to obey all the rules of the method in order to

avoid the weaknesses _{that may occur and to make the study success and useful not}

only for the writer herself but also for the students. the teachers ano otrreiptpre who want lo use the same method_

Santi. 1998. Ihe Effect of Teaching Vocabulary Through Childrcn Songs using TPR on the Vocabulary Achievement of the Fourth Grarre sfudents of Elementary school. Thesis. program studi pendidikan Bahasa dan Seni. FKIp. Universitas Katolik Widya Mandala Surabaya.