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ENHANCING STUDENTS’ VOCABULARY MASTERY THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING AND JIGSAW IV FOR GRADE V ELEMENTARY SCHOOL

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ABSTRACT The purpose of this study is to know whether there is any significant difference in the students‟ vocabulary mastery enhancement between those who acquired Total Physical Response Storytelling (TPRS) and those who acquired Jigsaw IV. This study used quantitative research method and comparative design by using pre-test and post-test. The participants of the study were 60 students‟ of Grade V of SD Kartika X-3 Parongpong, Bandung Barat in grade VB and VC. They were divided into 2 groups. The students of grade VB acquired Total Physical Response Storytelling while the students of grade VC acquired Jigsaw IV. After analyzing the data, the researcher found out that there is significant difference in vocabulary mastery between students who acquired Total Physical Response Storytelling and students who acquired Jigsaw technique to improve students‟ vocabulary mastery. Keyword: Total Physical Response Storytelling, Jigsaw IV, Students, Vocabulary Mastery.