THE USE OF TPR METHOD IN TEACHING ENGLISH TO YOUNG LEARNERS' VOCABULARY MASTERY(A QUASI EXPERIMENTAL STUDY OF SDN HARAPAN BANDUNG)

• Main Author: Winda Andini Aprilia, - (Author)
• Format: Book
• Published: 2009-06-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/98962/4/s_ing_043490_table_of_content.pdf; http://repository.upi.edu/98962/2/s_ing_043490_chapter1.pdf; http://repository.upi.edu/98962/1/s_ing_043490_chapter2.pdf; http://repository.upi.edu/98962/2/s_ing_043490_chapter3.pdf; http://repository.upi.edu/98962/5/s_ing_043490_chapter4.pdf; http://repository.upi.edu/98962/3/s_ing_043490_chapter5.pdf; http://repository.upi.edu/98962/2/s_ing_043490_bibliography.pdf
• Keywords: L Education (General); PR English literature

This paper was aimed to investigate the effectiveness of TPR method in improving vocabulary mastery of fourth graders in elementary school. The fact that young learners in most elementary schools in KPAD area learn English vocabulary in a traditional way becomes the background of this quasi experimental study. The study employed non-equivalent control group design. The sample selected by using purposive sampling was fourth graders of SDN Harapan in KPAD area-Bandung-West Java. The data were obtained through pretest and posttest and analyzed by using independent sample t-test on SPSS 16 for Windows Program. Furthermore, interview was used to answer the second question on the students' perception towards TPR method in learning English. The data analysis suggested that TPR method was effective in improving the students' vocabulary mastery (t obt. (-4.508) < t crit. (-2.009), at p=0.05). In addition, the effectiveness of TPR method was supported with a large effect size (r = 0.537). Furthermore, the interview result led to the conclusion that TPR method was successful to improve students' motivation in learning English. Based on the interview, there were several students' perceptions towards TPR. Firstly, students perceived that the materials given in the classroom matched the students' interests, needs, and wants, and exposed real life situation. Secondly, students viewed that classroom activities given were able to raise their active participation in learning. Thirdly, compared to traditional methods, TPR made students more relaxed and motivated to learn English. Therefore, they thought that they found it easier to comprehend vocabulary items by using TPR.