Students’ Vocabulary Enhancement in Grade V A Comparative Study Using Total Physical Response Storytelling and Jigsaw IV

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Caroline V. Katemba
Evi J. A. Sianipar


The purpose of this study was to see the enhancement of student’s vocabulary learned through the Total Physical Response Storytelling (TPRS) & Jigsaw IV methods. This study sought to answer the following questions: (1) is there any significance difference in students’ vocabulary mastery enhancement between those taught using TPRS and those taught using Jigsaw IV? (2) Which technique is better to use in teaching vocabulary to elementary students? This was a quantitative research experiment with a comparative design using a pre-test and a post-test. The participants of the study were 60 students of Grade V-B and V-C in Kartika X-3 Primary School, Parongpong, Bandung, West Java, Indonesia. They were randomly picked and divided into two intact groups. The students in Grade V-B learned through, TPRS while the students in Grade V-C learned through Jigsaw IV. After analyzing the data, the researchers found that there was a significant difference in vocabulary mastery between students who were taught using TPRS and those who were taught using the Jigsaw technique. Between these two techniques, Jigsaw IV was better in enhancing primary students’ vocabulary.


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