Total Physical Response Method for Mastering English Vocabulary

Saehu, Andang; Sariyati, Ice; Syah, Muhibbin

doi:10.5220/0007093100730076

Cited by 3 publications

(3 citation statements)

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“…In regards to the significant result of this pre-test and post-test study, the writers believe that exercises and tasks of Total Physical Responsebased played a crucial purpose. Saehu, Sariyati, and Syah (2017) proved that TPR could improve elementary students' vocabulary and show good responses from the students. Likewise, Fahrurrozi (2017), Ikhawati and Megawati (2018) demonstrate alike significant results when using the TPR method for elementary students.…”

Section: Assessment Of Media Expertmentioning

confidence: 90%

Developing cultural – based English textbook based on total physical response method for elementary school students

Hikmawati

Handayani

2021

UAD TEFL Int. Conf.

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This study aimed to develop and provide an enjoyable, meaningful, and cultural – based English textbook for elementary school students on the coast of Kurau village, Bangka Belitung Province. The observation and interview were undertaken to acknowledge the needs of the students in improving and advancing their understanding of English as well as to afford them an expedient textbook to be explored. Lee and Owens (2004) model has been used for this research and development study in designing the book. Total physical response method was also implemented in some exercises within the book to engage students’ attention and comprehension towards English learning. The data gathered in this study were collected through questionnaires, pre-test, and post-test. Based on the data analysis, the research finding shows that the cultural-based English textbook for elementary students is feasible. Feasibility obtained from the book was very good. Percentage of assessment by the content expert reached 82 % and the media expert was 87%. The calculation of T-paired test showed that there was a difference in learning achievement between the pre-test and the post-test score, which was 70.00 to 78.00 or increased 15%. Thus, there is an increasing score and this cultural – based textbook is effective to be used by the elementary students.

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Section: Assessment Of Media Expertmentioning

confidence: 90%

Developing cultural – based English textbook based on total physical response method for elementary school students

Hikmawati

Handayani

2021

UAD TEFL Int. Conf.

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“…TPR combines psychology and human movement principles to increase the students' confidence tracing their memory towards a foreign language in a natural way (Saehu et al, 2017). Evidence shows children have a good acceptance of this method, allowing students to improve their vocabulary acquisition through the physical and verbal movement articulated to a foreign language acquisition process (Nafkhatul and Taranindya-Zulhi, 2017).…”

Section: Total Physical Response In the English Language Instructionmentioning

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

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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.

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“…It can be said that this method uses gestures as well as physical actions to teach new vocabulary when transitioning from one piece of the lesson to the next so that EFL learners can experience repeated exposure to new vocabulary over the course of a day. Although this method is presumed to be perfectly suitable for young learners, kids, or beginners (Saehu et al, 2017;Arlette & Hounhanou,2020) as it is a fun method to alter the style and pace of a lesson, it cannot be flexibly adopted to teach academic words for adult EFL learners especially if they could not be represented or expressed physically. Also, this method turns to be ineffective if it was used alone for a long period of time without resorting to depend on other types of drills and tasks.…”

Section: The Total-physical Response and Teaching Vocabularymentioning

confidence: 99%

Teaching English Language Vocabulary to EFL Learners in the Arab Region: A Preliminary Reading

Nasser

Mahmoud

2022

MEJTEFL

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This study is intended to have an in-depth discussion on the chief subject of this research paper, which is the most appropriate method of teaching English language vocabulary to EFL learners in the Arab region. To conduct this study, the two researchers investigated and gathered a large set of notable sources of information and research papers having dealt with vocabulary instruction to find an answer to the main question of this study. Both researchers attempted to provide theoretical coverage of specific areas applicable to English language vocabulary instruction. This theoretical coverage investigated the basic methods and strategies employed by each one of them, which specialists have classified as specific media for teaching vocabulary. They are, in order, Grammar-translation, Direct Method, Audio-lingual, Total-physical Response and Communicative Learning. These methods have proven their efficiency, seriousness, quality, and practical validity in educational circles, whether there or here in the Arab region. However, these methods, despite their importance, did not prove their worth as did other simple techniques and strategies that were effective and more influential on the EFL learners. These include the use of visual aids, bi-lingual dictionaries, the introduction of repeated verbal/written drills and guesswork exercises to find the appropriate meanings of words or phrases. To attain such conclusions, the collected data ought to be comprehensive and insightful, with study results arising from detailed review of related literature.

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Total Physical Response Method for Mastering English Vocabulary

Cited by 3 publications

References 4 publications

Developing cultural – based English textbook based on total physical response method for elementary school students

Developing cultural – based English textbook based on total physical response method for elementary school 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)

Teaching English Language Vocabulary to EFL Learners in the Arab Region: A Preliminary Reading

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