Improving Students’ Vocabulary Mastery Through Total Physical Response Learning Method

Khakim, Lukmanul; Anwar, Choiril

doi:10.2991/assehr.k.200225.110

Cited by 4 publications

(6 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, the TPR teaching method can arouse students' interest in learning English. The TPR method is an effective method to improve students' vocabulary mastery (Khakim & Anwar, 2020;Gayanti & Satriani, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, the TPR method is a suitable method to use by teachers in teaching English because the students can more understand what they learn from the method. (Khakim & Anwar, 2020) investigated the effectiveness of using the Total Physical Response (TPR) method in improving students' vocabulary mastery at Indonesian private Islamic junior high school. The researchers have used the quasi-experimental research design and concluded that the use of the Total Physical Response was effective to improve the students' vocabulary mastery of the Indonesian private Islamic junior high school students.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching English Vocabulary through TPR Method in Virtual Classroom: Students' Perception at Fifth Grade Thai Students

Ningrum

2021

JETLAL

View full text Add to dashboard Cite

This study aims to investigate the students’ perception of teaching English vocabulary toward the Total Physical Response (TPR) method in virtual classrooms. This research used a survey design and Focus Group Discussion. The students have taught the English vocabulary toward the TPR method virtually for about 4 months in the odd semester 2020-2021. The objects of this research were fifth-grade students of Ban Wangmuang School, Loei Thailand. The result showed that the students positively perceived the use of the TPR method in English vocabulary in a virtual class. The Total Physical Response (TPR) method makes the students feel more enjoyable, happy, and active with the various activities which can increase the students’ participation during the virtual class. It could help the students to understand and remember new vocabulary easier.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching English Vocabulary through TPR Method in Virtual Classroom: Students' Perception at Fifth Grade Thai Students

Ningrum

2021

JETLAL

View full text Add to dashboard Cite

show abstract

“…According to Khakim and Anwar (2019) teachers support students learning helping them to understand vocabulary and the correct ways to describe everyday situations in the use of the target language. Thus, TPR method contributes the children learning process making the classes fun for reducing the monotonous traditional classes focus on the teacher (Susanti, 2019).…”

Section: Total Physical Response In the English Language Instructionmentioning

confidence: 99%

“…Generally, EFL instructors use mimes to help learners to understand new words meanings during formal classes at schools. They also describe the words meaning and present phrases related to the context they live, but using environments without any motivational element as movement, color, or sounds (Khakim and Anwar, 2019).…”

Section: Introductionmentioning

confidence: 99%

Physical activity and motivation for learning English as a foreign language in young children in Ecuador (Actividad física y motivación al aprendizaje del inglés como lengua extranjera en niños pequeños de Ecuador)

Pacheco¹,

Villafuerte²,

López³

2022

Retos

View full text Add to dashboard Cite

The exploration of English as a foreign language (EFL) instruction in public elementary schools in Ecuador shows the necessity of improving teaching and learning methodologies, where instructors have limited experience working with young children. This study set out to investigate the usefulness of dancing and singing to increase young children's motivation for learning EFL vocabulary. This work used the paradigm post-modern and mixed research approach. The participants were 75 people, sixty-five students, and ten instructors from 3 elementary public schools located in the province of Manabí, Ecuador. They took part in an educational intervention that combined the national curriculum for English as a Foreign Language subject and the Total Physical Response methodology during 2019-2021. Data for this study were collected using semi-structured interviews, direct observation, and the assessment vocabulary learning rubric of Windi (2017). The results offer some important insights into meaningful learning when students had physical movement in their classes. There were significant differences between pretest and post-test in motivation for learning and vocabulary acquisition when instructors expose learners to dancing and singing supported with lyric videos in the English language. This investigation results show that dancing as part of Total Physical Response activities could contribute positively to the participants' motivation for learning new vocabulary. However, it persists in the parent's and schools’ administrators the preconception that traditional methodologies allow keeping the class control. Resumen: La exploración de la enseñanza del inglés como lengua extranjera (EFL) en las escuelas primarias públicas de Ecuador muestra la necesidad de mejorar las metodologías de enseñanza y aprendizaje, donde los instructores tienen una experiencia limitada trabajando con niños pequeños. Este estudio se propuso investigar la utilidad de bailar y cantar para aumentar la motivación de los niños pequeños para aprender vocabulario de EFL. Este trabajo utilizó el paradigma posmoderno y el enfoque mixto de investigación. Participaron 75 personas, sesenta y cinco estudiantes y diez docentes de 3 escuelas primarias públicas ubicadas en la provincia de Manabí, Ecuador. Participaron en una intervención educativa que combinó el currículo nacional de la asignatura de Inglés como Lengua Extranjera y la metodología Total Physical Response durante 2019-2021. Los datos para este estudio se recopilaron mediante entrevistas semiestructuradas, observación directa y la rúbrica de aprendizaje de vocabulario de evaluación de Windi (2017). Los resultados ofrecen algunas ideas importantes sobre el aprendizaje significativo cuando los estudiantes tenían movimiento físico en sus clases. Hubo diferencias significativas entre la prueba previa y la prueba posterior en la motivación para el aprendizaje y la adquisición de vocabulario cuando los instructores exponen a los alumnos a bailar y cantar con el apoyo de videos con letras en inglés. Los resultados de esta investigación muestran que bailar como parte de las actividades de Respuesta Física Total podría contribuir positivamente a la motivación de los participantes para aprender nuevo vocabulario. Sin embargo, persiste en los administradores de las escuelas y padres de familia la idea preconcebida de que las metodologías tradicionales permiten mantener el control de la clase.

show abstract

“…Before the emergence of the COVID-19 pandemic, related studies on TPR investigated it as a language learning tool to concentrate on vocabulary mastery (Ekawati, 2017;Khakim, & Anwar, 2020) and teaching listening (Englishtina, 2019). Previous studies on ALM, on the other hand, discussed how it can address students' speaking skills (Aprianto, Ritonga, Marlius, & Nusyur, 2020), grammar (Maaliah, Widodo, & Aziz, 2017;Vidhiasi & Lengari, 2018), and second language acquisition (Tassev, 2019).…”

Section: Introductionmentioning

confidence: 99%

Learning by Doing Intervention: Addressing Phonological Difficulties of Children through Audiolingual Method and Total Physical Response

Romupal

Rubio

Toquero

2021

Elsya

View full text Add to dashboard Cite

Phonological awareness is a critical skill that children must master during the early foundations of literacy. It is considered a highly accurate predictor of a child’s success in learning to read. However, at the expected age, there are cases in which children have not developed phonological awareness that consequently result in poor reading skills. This case study sought to determine the alphabet knowledge of two seven-year-old children and address their difficulties in phonological awareness through the alphabetic code. The researchers conducted ten sessions of phonological interventions to children with identified language learning difficulties in reading. The data analysis and collection process included curriculum document reviews, diagnostic assessments, phonological interventions, and evaluation. Diagnostic results indicated that the children have difficulties in letter recognition of Consonant-Vowel-Consonant (CVC) patterns, blending, and segmentation of phonemes. However, anchoring on the principles of learning-by-doing delivered through oral-situational as a core language approach, the interventions in this case study were found effective for phonics instruction. The audio-lingual method and the total physical response in learning phonics, or letter sounds, activated children’s basic phonological skills. Repetition, drilling, memorisation and performing language or vocabulary concepts using physical movement to react to verbal input can lessen the phonological difficulties of children. In light of the current global situation, no previous studies have applied a case study utilizing both audiolingualism and total physical response to address the phonological issues of non-readers. Hence, this study offers scientific and pedagogical implications.

show abstract

Improving Students’ Vocabulary Mastery Through Total Physical Response Learning Method

Cited by 4 publications

References 2 publications

Teaching English Vocabulary through TPR Method in Virtual Classroom: Students' Perception at Fifth Grade Thai Students

Teaching English Vocabulary through TPR Method in Virtual Classroom: Students' Perception at Fifth Grade Thai Students

Physical activity and motivation for learning English as a foreign language in young children in Ecuador (Actividad física y motivación al aprendizaje del inglés como lengua extranjera en niños pequeños de Ecuador)

Learning by Doing Intervention: Addressing Phonological Difficulties of Children through Audiolingual Method and Total Physical Response

Contact Info

Product

Resources

About