The Effectiveness of Total Physical Response-Story Telling to Teaching Vocabulary to Improve Elementary Students' Vocabulary Achievement  

Oleh:

Dewi, Luh Arumdiah Rosita

Jenis: Article from Journal - ilmiah nasional
Dalam koleksi: Magister Scientiae no. 21 (Mar. 2007), page 11-24.
Topik: TPR-S; Translation; Vocabulary Achievement

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: MM33.3 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

This study was conducted to find out the effectiveness of Total Physical Response-Story Telling to teach vocabulary to improve Elementary students' vocabulary achievement. It was a quasi-experimental study. The research instrument in this study was the vocabulary test that consisted of 50 multiple-choice items that the students had to finish in 90 minutes; she analyzed the data by using Mann Whitney U Test. The study showed that TPR-S gave significant influence to improve students' vocabulary development. The students who were taught by using TPR-S obtained higher vocabulary achievement than those who were taught by using translation. It is then suggested the teachers of "MIMI" Elementary School use TPR-S as their teaching technique to teach vocabulary in their classroom. It also suggested the students not only to review the new vocabulary they have learned but also to apply it in their daily life so that they will not forget it easily.

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