THE USE OF TEACHING PROFICIENCY THROUGH READING AND
STORYTELLING (TPRS) TO IMPROVE STUDENTS’ LISTENING
COMPREHENSION
(Pre-experimental research at a second grade of a private junior high school in Bandung)
A Research Paper
Submitted to the English Education Department of Indonesia University of Education (UPI) as a Partial Fulfilment of the Requirements for the Sarjana
Pendidikan Degree
By
Ivonne Susan
0604087
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS)
TO IMPROVE STUDENTS’ LISTENING COMPREHENSION
Oleh Ivonne Susan
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Ivonne Susan 2013 Universitas Pendidikan Indonesia
Februari 2013
Hak Cipta dilindungi undang-undang.
PAGE OF APPROVAL
THE USE OF TEACHING PROFICIENCY THROUGH READING AND
STORYTELLING (TPRS) TO IMPROVE STUDENTS’ LISTENING
COMPREHENSION
(Pre-experimental research at a second grade of a private junior high school in Bandung)
IVONNE SUSAN
0604087
Approved by:
Supervisor
Fazri Nur Yusuf, M.Pd. NIP. 197308162003121002
Co. Supervisor
R. Dian Dia-an M., M.Hum. NIP. 198110242005012001
Head of Department of English Education Faculty of Languages and Arts Education
Indonesia University of Education
PREFACE
Praise to Allah Subhanahu Wa Ta’ala, the Lord of the universe. It is by His grace
that this research paper can be accomplished. This paper discusses whether or not
TPRS improve students’ listening comprehension. The study also discusses the
students’ and the teachers’ view toward the advantages and disadvantages of
using TPRS in teaching learning process.
For further improvement of this paper, comments and criticism are expected.
However, it is hoped that this paper will be encouraging as the guideline of further
research explore the new learning technique and the basis of developing and
implementing the new learning media in the context of Indonesian education.
The writer,
ACKNOWLEDGEMENT
I would like to convey my greatest gratitude to Allah Subhanahu Wa Ta’ala as the
never-ending source of motivation in my entire life. The great gratitude is also
conveyed to the head of English Department, Prof. Dr. H. Didi Suherdi, M.Ed,
my supervisors for sharing the expertise, Fazri Nur Yusuf, M.Pd. and
R. Dian Dia-an M., M.Hum. May Allah lead you to be the best.
I would like to appreciate to class VIII-8, Mr. Uyun, S.Pd. and teachers and all the
staffs in SMP Percontohan UPI Kampus Cibiru. Thank you to my Dad for giving
me courage to pursue my dream, my beloved husband Panji Nurul Fath, my
brother and my mom for paying my bill, Mika Manalu for helping me record the
teaching learning process, the Prophet, all my classmates, and all people who gave
a big favour in this research. Then, thank to Ihsan Solihin S.Pd, Dwi Utomo S.Pd,
and those who have been thinking along together to accomplish this research.
ABSTRACT
“The Use of Teaching Proficiency through Reading and Storytelling (TPRS) to Improve Students’ Listening comprehension”
(Pre-experimental research at a second grade of a junior high school in Bandung)
This study investigates whether the use of Teaching Proficiency through Reading and Storytelling (TPRS) is able to improve students’ listening comprehension and its advantages and disadvantages. It is a pre-experimental research. The study involved 20 students of a second grade of Junior High School as participants. The data were gained through pre-test, post-test, and interview which was viewed from teacher’s and students’ perspective. The data from pre-test and post-test were analyzed by using dependent t-test from the SPSS 18.0 program for Windows. Data attained from interview were analyzed in order to explore teacher’s and students’ responses towards the advantages and disadvantages of using TPRS in teaching-learning processes.
The study shows that t obt > t crit (20.870>0.456), and it means that the null hypothesis was rejected. In other words, there is likely a difference in students’ listening comprehension before and after the TPRS technique was done.
Both teacher and students confirm that TPRS is able to improve able to improve
students’ listening comprehension, students’ vocabulary mastery, lets the students understand more about the story, and makes the students feel comfortable in the learning process.
ABSTRACT
“The Use of Teaching Proficiency through Reading and Storytelling (TPRS) to Improve Students’ Listening comprehension”
(Pre-experimental research at a second grade of a junior high school in Bandung)
This study investigates whether the use of Teaching Proficiency through Reading and Storytelling (TPRS) is able to improve students’ listening comprehension and its advantages and disadvantages. It is a pre-experimental research. The study involved 20 students of a second grade of Junior High School as participants. The data were gained through pre-test, post-test, and interview which was viewed from teacher’s and students’ perspective. The data from pre-test and post-test were analyzed by using dependent t-test from the SPSS 18.0 program for Windows. Data attained from interview were analyzed in order to explore teacher’s and students’ responses towards the advantages and disadvantages of using TPRS in teaching-learning processes.
The study shows that t obt > t crit (20.870>0.456), and it means that the null hypothesis was rejected. In other words, there is likely a difference in students’ listening comprehension before and after the TPRS technique was done.
Both teacher and students confirm that TPRS is able to improve able to improve students’ listening comprehension, students’ vocabulary mastery, lets the students understand more about the story, and makes the students feel comfortable in the learning process.
ABSTRAK
Penggunaan Teaching Proficiency through Reading and Storytelling (TPRS) untuk meningkatkan pemahaman listening siswa
(studi pre-eksperimental yang diselenggarakan di salah satu sekolah menengah pertama di bandung)
Studi ini dilakukan untuk mengetahui apakah penggunaan Teaching Proficiency through Reading and Storytelling (TPRS) dapat meningkatkan kemampuan listening siswa serta mengeksplorasi kelebihan dan kekurangan dari penggunaan teknik tersebut. Studi ini adalah studi pre-eksperimental. Studi ini melibatkan 20 murid dari sekolah menengah pertama sebagai partisipan. Data-data studi ini diperoleh melalui: pre-tes, post-tes, dan interview terhadap sudut pandang para siswa dan guru mengenai teknik ini. Data yang telah diperoleh melelui pre-tes dan post-tes dianalisis menggunakan dependent t-test pada SPSS 18.0. Data yang telah diperoleh melelui interview dianalisis untuk memaparkan respon guru dan para murid mengenai kelebihan dan kekurangan dalam penggunaan teknik TPRS dalam proses belajar mengajar.
Hasil dari studi ini yaitu t obt > t crit (20.870>0.456), hitung lebih besar dari T-tabel membuktikan bahwasanya nol hipotesis ditolak. Dengan kata lain, adanya perbedaan kemampuan listening siswa sebelum dan sesudah teknik ini digunakan. Guru dan siswa juga menyatakan bahwa TPRS dapat meningkatkan pemahaman listening siswa, meningkatkan penguasaan kosakata, membuat siswa lebih memahami cerita, dan membuat siswa merasanyaman dalam menjalani PBM di dalam kelas.
TABLE OF CONTENTS
Page of Approval ... i
Preface ... ii
Acknowledgments ... iii
Abstract ... iv
Table of Contents ... v
List of Tables ... ix
List of Charts ... x
CHAPTER I INTRODUCTION 1.1 Background ... 1
1.2 Research Questions ... 2
1.3 Scope of the Research ... 3
1.4 Aims of the Research ... 3
1.5 Hypothesis ... 3
1.6 Significance of the Research ... 4
1.7 Research Methodology ... 4
1.7.1 Design of the Research ... 4
1.7.2 Population and Sample ... 4
1.7.3 Data Collection ... 5
1.7.4 Data Analysis ... 5
3.6 Data Analysis ... 25
3.6.3 Analyzing The Result of Interview ... 31
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ... 55
5.2 Suggestions ... 56
REFERENCES
APPENDICES
LIST OF TABLES
Table 3.1 Research Schedule ... 24
Table 3.2 Category of Coefficient of Validity ... 27
Table 3.3 Criteria of Difficulty Index ... 29
Table 3.4 Criteria of Discrimination Index ... 30
Table 4.1 Validity Result of Each Item ... 33
Table 4.2 Difficulty Index Result of Each Item ... 35
Table 4.3 The Discrimination Index ... 36
Table 4.4. Haris Categorization ... 37
Table 4.5 The Result of Pre Test in Haris Categorization ... 37
Table 4.6 Statistic Calculation Result of Pre Test ... 38
Table 4.7 Haris Cagorization ... 39
Table 4.8 The Result of Pre Test in Haris Categorization ... 40
Table 4.9 Statistic Calculation Result of Post Test ... 41
LIST OF CHARTS
Chart 4.1 Learning English Preferences ... 44
Chart 4.2 Students’ Opinion About Learning English ... 44
Chart 4.3 Learning Activity Before TPRS Implemented ... 45
Chart 4.4 Story Delivered Before TPRS Implemented ... 46
Chart 4.5 Students’ Favorite Story ... 47
Chapter I
Introduction
This chapter presents background of the research, research question, scope of the
research, aim of the research, hypothesis, significance, research methodology,
clarification of the key terms, and organisation of paper.
1.1 Background
It is common that English skills are divided into four skills. In the process of
teaching English, speaking, listening, writing and reading have commonly been
known as four skills. In language learning, these four skills are very important.
Not only the four skills, but also there are two other components which support
English teaching learning process. The basic of language curriculum in Indonesia,
covers the four language skills. They are speaking, listening, writing, and reading,
and two other language parts i.e. grammar and vocabulary (Widyanto 2000).
Those four skills are significant to sustain the language performance and
communication (Brown 2001). However, there are some people who consider that
reading and writing are more important than listening and speaking.
On the other hand, improving listening skill is not as easy as improving the other
skills because of some reasons such as: the learners do not get special treatment
from the teacher during the course; the learners do not use and practice their skills
intensively (Pinter 2006:45; Mandelson 1984). This statement denies peoples’
presumption about listening. Therefore, there is a need to find a way in order to
Regarding this, there is a technique named teaching proficiency through reading
and storytelling (TPRS). This technique is an extension from its previous method,
i.e. Total Physical Responses (TPR) which was developed by Asher (Gaab, 2001).
Further, teaching proficiency through reading and storytelling (TPRS) was
developed to gain the effectiveness of teaching vocabulary. This belief comes
from a research conducted by Sumiati (2006) who proves that TPRS is effective to
teach Vocabulary. Furthermore, it is found that the story in TPRS technique has
many benefits by bringing motivation, joy, and fun to the classroom (Wiliyanti
2008). McKay Cites in Asher (2000) compared one class with TPRS and another
with ALM (audio lingual method), and the result is the performance of the class
with TPRS is higher than ALM class.
Based on the results of McKay’s research, the focus of this study is to discuss the
use of TPRS in improving student’s listening comprehension and its advantages
and disadvantages. It is expected that this research will contribute to improve the
quality of English teaching, especially in listening comprehension.
1.2 Research Question
This research is conduct to answer the following research question;
a. Can the use of teaching proficiency through reading and storytelling (TPRS)
improve students’ listening comprehension?
b. What are advantages or disadvantages of using teaching proficiency through
1.3 Scope of the Research
This research is only focused on the effectiveness of using teaching proficiency
through reading and storytelling (TPRS), in order to improve student’s
comprehension in listening English at second grade in one of private junior high
school in Bandung. Moreover, the study investigates the advantages and
disadvantages of it.
1.4 Aim of the Research
The aim of this research is to find out whether or not teaching proficiency through
reading and storytelling (TPRS) is going to improve students listening
comprehension. This research, also obtains the information about advantages and
disadvantages of using this technique.
1.5 Hypothesis
This research uses null hypothesis. This means, that if there was no difference
between before and after treatment was applied, the null hypothesis is accepted. In
other words, the teaching proficiency through reading and storytelling (TPRS)
technique is not effective to improve students’ listening comprehension. But if
there are some differences, between before and after the treatment was applied, it
means that the null hypothesis is rejected.
Ho: µ pretest = µ posttest
This means, that there is no difference in students listening comprehension before
and after the teaching proficiency through reading and storytelling (TPRS)
1.6 Significance of the Research
Hopefully, the finding of this research would contribute some information that
teaching proficiency through reading and storytelling (TPRS) is able to help
English teacher improve their students’ listening comprehension, and know why
he/she should teach by using this method. This research hopefully can explain
what the advantages and disadvantages of using TPR Storytelling in the classroom
are.
1.7 Research Methodology
1.7.1 Design of the Research
This research uses pre experimental design which used one group pre test-post test
design. This technique occurs in one class, firstly the try out was held, then the
class was given both pre and post test. Treatment of teaching proficiency through
reading and storytelling (TPRS) was acquired among the pre test and post test.
Both pre test and post test are measured and compared in order to find out whether
or not teaching proficiency through reading and storytelling (TPRS) is able to
improve student’s listening comprehension.
1.7.2 Population and Sample
The population of the research was private junior high school students in
Bandung. The class chosen was the second grade of junior high school. The
second grade was taken because the material which is used in this research is
learned in this grade. There was only one class involved in this study, this class
1.7.3 Data Collection
Data of this research was collected by:
1. Pre-test. Listening comprehension test was given in order to find out the basic
ability between experimental group and control group.
2. Post-test. Listening comprehension test was given in order to find out the
differences between the two groups after the treatment.
3. Interview: interview was given both to the teacher and the students. The
teacher was interviewed about his/her opinion about TPR Storytelling, which
was used in his/her class during the study. While the students would be
interviewed about their opinion about this technique.
1.7.4 Data Analysis
In order to answer the research question which was mentioned before, there were
four steps to analyze the data as follows;
1. Calculating students’ prior listening comprehension from the pre-test by
transforming the achieved score into 1-100 scale.
2. Calculating students’ prior listening comprehension from the post-test by
transforming the achieved score into 1-100 scale.
3. Analyzing the result of the pre test and post test by using SPSS 18 program
for Windows.
4. Converting the teacher and students interview in the form of chart.
1.8 Clarification of the Key Terms
This research mentioned some uncommon terms. The terms which were
mentioned in this research are;
1. TPR Storytelling
TPRS (Total Physical Response Storytelling) or also known as (Teaching
Proficiency through Reading and Storytelling) is an input-based approach to
teaching language that focuses on the systematic instruction of vocabulary in
a highly comprehensible, personalized and contextualized manner (Gaab
2011).
2. Listening
Listening is receiving the transfer of images, impressions, thoughts, beliefs,
attitudes, and emotion from the speaker (Rost 2002).
3. Storytelling
Storytelling is a linguistic activity that is educative because it allows
individuals to share their personal understanding with others, thereby creating
negotiated transaction (Egan 1986).
4. Reading
Reading is to look at carefully so as to understand the meaning of (something
written, printed) (Ed. Urdang 1968).
5. Proficiency
Proficiency is Skill; ability; expertness (Ed. Urdang 1968).
6. Comprehension
1.9 Organisation of Paper
This paper was presented in five chapters, they are;
a. Chapter 1: Introduction
This chapter contains the background of the research. This chapter is also
covers research questions, scope of the research, aim of the research, null
hypothesis, significance of the research, and method used in the research.
b. Chapter 2: Theoretical Foundation
This chapter presents theories used in the research
c. Chapter 3: Research Methodology
This chapter serve details of method in the research.
d. Chapter 4: Findings and Discussion
Not only contains findings of the research, but this chapter, also discuss the
finding of the research.
e. Chapter 5: Conclusions and Suggestions
This chapter contains conclusions of the research and suggestion for the next
Chapter III
Research Method
This chapter discusses the methodology of the research. It covers; research
problems, design of the research, hypothesis, data collection, and data analysis of
the research.
3.1 Research Problems
This research was aimed to find out the effectiveness of using TPR Storytelling in
order to improve students’ listening comprehension. The research question
appeared in this research are:
a. Can the use of TPR Storytelling improve students’ listening comprehension?
b. What are the advantages or disadvantages of using TPR Storytelling
perceived by the teacher and students?
3.2 Design of the Research
In order to respond to the first research question, this research uses pre
experimental design: one group pre test-post test. This technique only involves
one class, so there is no control group used in this research. There are two
variables in this study. They are independent (TPRS technique) and dependent
variable (the student’s listening achievement). The pre test was given in the
beginning in order to find out the students’ listening basic comprehension. And
post test was given in order to find out the students’ listening comprehension after
O1 X O2
Pre test treatment post test
O1 : the result before treatment
O2 : the result after treatment
3.3 Hypothesis
This research uses null hypothesis. This means that if there was no difference
between before and after treatment was done, the null hypothesis was accepted. In
other words, the TPRS technique could not improve students’ listening
comprehension. But if there were some differences between before and after
treatment was done, the null hypothesis was rejected. It means that TPRS could
improve students’ listening comprehension.
Ho: µ pretest = µ posttest
3.4 Population and sample
Population in this research was private a junior high school in Bandung. The
sample of this research was 20 students of 2nd grade of the private junior high
school. The second grade was taken because the material which is used in this
research is learned in this grade. There was only one class involved in this study,
the class obtained pre-test to measure the students’ listening comprehension
before the treatment was done and post-test to measure their capability after the
Bandung. In the first place, the data collection would be held in about 6 weeks but
because of some limitations, it was only held in 4 weeks.
3.5 Data collection
Research questions were used as the basis for data collection of this research
covered pre-test, post test, and interview. To answer the first research question,
pre test, post test, and observation were used. Try out was conducted to measure
the validity, reliability, difficulty index, and discrimination index of the
instrument. Meanwhile, interview was conducted to answer the second research
question i.e. What are the advantages or disadvantages of using TPR Storytelling
perceived by the teacher and students?. The schedule for collecting data was
presented in table 3.1. Elaboration of each instrument for data collection is given
in the following sub parts of this section.
Table 3.1
4 31st October 2012 Treatment 3 and teacher’s interview
5 5th November 2012 Treatment 4
6 7th November 2012 Post test
Data collection covered;
3.5.1 Pre test
To respond the first research question “Can the use of TPR Storytelling improve
students’ listening comprehension?” Pre test was given in order to uncover the
students’ basic comprehension in listening, before they were treated by using
TPRS.
3.5.2 Post test
Post test was conducted in the end of the research to respond to the first research
question “Can the use of TPR Storytelling improve students’ listening
comprehension?” The post test of Listening comprehension test was given in
order to find out the student’s listening Comprehension after the treatment.
3.5.3 Interview
The interview was done both to the teacher and students in the end of the research.
It was conducted in order to answer the second research question “What are
advantages or disadvantages of using TPR Storytelling perceived by the teacher
and students?“ the interview was taken not only to focus on the teacher’s point of
view about this technique, but also to compare the teacher’s answer and how
student’s response to it.
3.6 Data analysis
Main data of this research were collected through pre test, post test, and
observation. To measure the validity, reliability, difficulty index, and
Further, the research of data collection was analyzed. The analysis was conducted
in the following steps: analyze pre test, compared the result of pre test and post
test, analyze the observation, and analyze the interview. Moreover, the try out test
was also analyzed to check the validity, reliability, difficulty index, and
discrimination index of the instrument.
3.6.1 Try out test
The try out test was conducted in order to gain the validity, reliability test,
difficulty index of each item, and discrimination index of each item. Therefore the
result revealed good instrument to measure the pre-test and post test.
3.6.1.1 Validity of each item
To achieve valid research, the test was measured by formula as follows;
Note :
γpbi = coefficient correlation bi-serial
Mp = mean of students who answer correctly Mt = mean of total score
St = standard deviation of total score
Table 3.2
Category of coefficient of validity
r value Interpretation
0.80 – 1.00 Very high 0.60 – 0.80 High 0.40 – 0.60 Satisfactory 0.20 – 0.40 Low 0.00 – 0.20 Very low
(Arikunto, 2010:75)
3.6.1.2 Reliability of test
Not only valid, but the research should also reliable. In order to obtain reliable
instrument, the instrument measured by this following steps and formula.
(Arikunto, 2010:231)
Note :
r
11 = Reliability test indexp = Proportion of students who answer the item correctly divided by Number of students
q = Proportion of students who answer the item incorrectly (q = 1-P)
k = Number of items
Vt = Variance of the total score
3.6.1.3 Difficulty index of each item
Try out test was done in order to acquire the difficulty rage of the test that would
be given to the students. The difficulty range would be measured by using the
formula below:
Note :
P = Difficulty index
B = Number of correct answers filled by the subjects JS = Subjects who fill the test
(Arikunto, 2010: 208)
Table 3.3
Criteria of difficulty Index
Difficulty Index Interpretation
0.00 – 0.30 Difficult 0.31 – 0.70 Medium 0.71 – 1.00 Easy
3.6.1.4 Discriminating index of each item
The aim of using discriminating index was to distinguish the higher and the lower
sample’s achievement. The research used the following formula to achieve
discriminating index;
Note :
D = Discrimination index
BA = Number of right answer from upper group JA = Number of students from upper group BB = Number of right answer from lower group JB = Number of students from lower group PA = Upper students’ proportion
(Arikunto, 2010 :213-214)
Table 3.4
Criteria of discrimination index
Discrimination index Interpretation
0.00 – 0.20 Poor
0.20 – 0.40 Satisfactory
0.40 – 0.70 Good
0.70 – 1.00 Excellent
3.6.2 Analyzing the result of pre test and post test
In this research, the sample which was used was relating to each other so that the
result of data pre test and post test was calculated by using dependent paired t-test
formula. Based on Arikunto (2008:172) the procedures were;
a) The result of pre test and post test was transformed into scale 1-100. By using
formula as follows;
Note :
S = The Raw Score 40 = Total Row Score 100 = Constant Value
b) The result of the data was tested by using Kolmogorov-Smirnov formula in
order to gain the distribution score. This test will be done by using SPSS 18.
There are three phases in calculating this test; first is setting the alpha level at
0.05 (two-tailed test) and stating the hypothesis.
c) The data from pre test and post test were analyzed by using dependent t-test
in order to compare the differences of means between pre-test and post-test.
SPSS 18.0 will be done to calculate the test. In this step, the t value (t
obtained) will be compared with t critical. If the t obtained ≥ t critical at the
significant level (p)= 0.05, the null hypothesis (Ho) is rejected and if t
3.6.3 Analyzing the result of interview
To analyze the result of interview, in this research, the interview was given to
both the teacher and the students. It was conducted to obtain not only the teacher’s
point of view but also students’. It was held to gain their opinion about TPRS.
Then, the data was classified into the students’ and the teacher’s point of view
about the advantages and disadvantages of the technique. The result of it would be
Chapter V
Conclusions and Suggestions
This chapter discusses conclusion and suggestion which appeared in the research.
First, it concluded whether or not the use of TPRS technique is effective to
improve students’ listening comprehension. Second, it concluded the advantages
and the disadvantages of using TPRS as perceived by teacher and students.
5.1 Conclusions
From the previous findings and discussion, it concludes that TPRS is likely to
improve students’ comprehension especially in listening. TPRS gives advantages
to both teacher and students. It changes the situation of English learning
atmosphere in the classroom to become livelier and dynamic. It is evident by the
following things: students’ can break the ice among them; students are able to see
and curious about the story presented, students can guess the meaning of words in
the story; students can upgrade their vocabulary; students can have long term
memory of words; and students can understand more about the stories.
However, to certain extent, TPRS gives disadvantages, mostly, to teachers.
Teachers are demanded to have good competence in telling stories; teachers are
also demanded to be able to encourage the students to guess some vocabularies;
teachers must base their teaching materials on stories. To conclude, TPRS is one
5.2 Suggestions
The study found that the use of TPRS in teaching learning process is capable to
improve students’ listening comprehension. The teacher and students view that
TPRS has its own advantages and disadvantages. Regarding the conclusion of this
research, there are some suggestions for teachers or other researchers in using
TPRS technique.
1. Based on the study, it is suggested that teachers or other researchers who
intend to conduct a research about TPRS to be more acknowledgeable about students’ need.
2. It is also suggested that TPRS is used to teach other skills i.e. speaking,
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