The effect of TPR and traditional method on the fourth grade elementary students' vocabulary achievement

Christophorus Reko T, . (2007) The effect of TPR and traditional method on the fourth grade elementary students' vocabulary achievement. Undergraduate thesis, Widya Mandala Catholic University Surabaya.

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Abstract

Since English is an international language which is used and taught in most countries all over the world, it is considered to be the most important language that the students need to learn. People must learn English as a means of communication to survive in this globalization era. Therefore, the government has stated English as a compulsory subject in the curriculum. In order to master English, someone must master the vocabulary first, since vocabulary is the important language component in learning the other skills such as reading, listening, writing, and speaking. However, many students lose their interest in learning vocabulary because it is hard for them to memorize all the words. Moreover, many English teachers still use traditional ways in teaching vocabulary by asking the students to memorize some English words with their meanings. This has made the students get bored and as a result it is hard for them to make good achievement in learning the language. Therefore, to gear-up the students’ interest and motivation in learning vocabulary, the teachers should vary their teaching methods. One of the methods that can lessen the student’s boredom in learning English is Total Physical Response method (TPR). In this study, the writer used the TPR method and the traditional method in teaching vocabulary. In this study, the writer tried to find out whether the TPR and traditional method are effective to teach vocabulary and whether the students who are given the TPR method have significantly better vocabulary achievement than those who are given the traditional method. This study was a quasi-experimental study employing two groups pre- and post-test design. The subject of the study was the fourth grade students of elementary school. The control group was taught using the traditional method while the experimental group was taught using the TPR method. The data was collected by giving pre-test and post-test on vocabulary to the students. The data was analyzed using t-test technique. The result of the calculation shows that both techniques are effective to teach vocabulary, however, the achievement of the students who were taught using the TPR method is significantly better than those taught using the traditional method.

Item Type:	Thesis (Undergraduate)
Department:	["eprint_fieldopt_department_Faculty of Teacher Training and Education" not defined]
Subjects:	English Education
Divisions:	Faculty of Teacher Training and Education > English Education Study Program
Depositing User:	Users 14 not found.
Date Deposited:	15 Jun 2015 02:01
Last Modified:	15 Jun 2015 02:01
URI:	http://repository.ukwms.ac.id/id/eprint/2582

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