THE USE OF TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS) TO IMPROVE THE STUDENTS’ VOCABULARY MASTERY (A Classoom Action Research of Al Quddus Second Graders of SDIT Lukman Al Hakim in Academic Year 2012/2013)

Syafei, Muh. dan Nuraeningsih, - dan Rusiana, - (2014) THE USE OF TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS) TO IMPROVE THE STUDENTS’ VOCABULARY MASTERY (A Classoom Action Research of Al Quddus Second Graders of SDIT Lukman Al Hakim in Academic Year 2012/2013). [Laporan Penelitian/ Pengabdian Masyarakat] (Submitted)

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Abstrak

Teaching English for primary school students much emphasizes on vocabulary. It is understandable since they are at the first stage of learning the language. Unfortunately, in many teaching practices, vocabulary is taught in an isolated way without the presence of meaningful context. Vocabularies are often given in the form of long list to be memorized by the students. Actually, vocabularies are given to equip the students to be ready to use the language (i.e. speaking). Therefore, here, Total Physical Response Storytelling (TPRS) is to meet with the students’ need. TPR Storytelling is one of foreign language teaching methods proposed by Blaine Ray of Bakersfield, California. Using TPR Storytelling (TPRS), teachers told two stories, Crocodile Tears and The Very Hungry Caterpillar and students acted those stories out. The research is conducted to know the influence of TPR Storytelling on the student’s vocabulary mastery. It elaborates what works and what does not work in implementing Total Physical Response Storytelling to teach vocabulary. To achieve the purpose of this research, a Classroom Action Research consisting of two cycles was conducted. The subjects of the research were Al Quddus Second Graders of SDIT Lukman Al Hakim Kudus, with the number of 20 students. Three instruments were used to collect the data, i.e.: test, observation, & questionnaire. The result of the research shows that the use of TPRS can improve the students’ vocabulary mastery. The improvement also takes place on the teaching and learning process. The teacher makes use of stories better and the students’ performance on vocabulary is improved. It can be seen from the mean of the students’ vocabulary mastery, it is 8.04. In other words, TPRS is effective to be used in teaching vocabulary for some reasons. TPRS enables students to memorize and understand the vocabulary in a contextual meaning. It is also a new experience for them learning English through stories. Therefore they experience a fun learning and perform better in vocabulary achievement. Based on the conclusions, there are some suggestions presented. For the teacher, it is expected that the teacher make use of other stories by considering vocabularies that meet with the syllabus and the students’ need. She also can employ more various media to help the students understand the stories easily. For further researchers who are interested in the same field, this research hopefully could be the reference. The use TPRS to improve skills or other language component might be another idea for the next research.

Tipe dokumen: Laporan Penelitian/ Pengabdian Masyarakat
Uncontrolled Keywords: TPR Storytelling, story, vocabulary mastery.
Subjects: Pendidikan > Pendidikan (Umum)
Divisions: Fakultas Keguruan & Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User: pustakawan umk
Tanggal Deposit: 01 Sep 2014 01:36
Last Modified: 01 Sep 2014 01:36
URI: http://eprints.umk.ac.id/id/eprint/3226

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