THE EFFECT OF TOTAL PHYSICAL RESPONSE STORY ON THE VOCABULARY MASTERY OF GRADE SEVEN STUDENTS

Paulina Gloria Tobing

Abstract


Vocabulary is one of the most important aspects of language developments. Unfortunately, not all students have a good skill of memorizing vocabularies given by the teacher. Apparently, the students receive limited number of vocabulary items. They need a technique to help them easier in learning new vocabulary and keep it for long term memory. This paper discusses the effect of Total Physical Response in teacher’s storytelling on vocabulary mastery at seventh grade students in a private school in Surabaya. It was a quasi-experimental study. The writer used two groups, pretestposttest design. The experimental group was taught by using Total Physical Response-Story while the control group was taught by using translation.
The research instrument used in this study is vocabulary test that consisted of 60 multiple-choice items that the students had to finish in 120 minutes. The stories were taken from 30 Teenage Stories by Children's Book Trust, New Delhi, and the participants will be grade seven of junior high school students in a state school in Surabaya.
The result reveals that there is a different score between students who are taught by Total Physical Response and those who are taught by translation.

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