Abstract
The purpose of this study was to describe the use of Total Physical Response (TPR) method on early childhood English Language Teaching (ELT) at Panti Asuhan Yauma Jakarta and to know the students’ response after learning English using TPR method. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta . The class consist of 6 students which their age was around 5 to 11 years old. The data collected through observation and interview both teacher and students. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 6 (six) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, speaking easily,and intonation. The results showed that there was any improvement on vocabulary score about 26.16 and comprehension score about 27.16. The research finding firstly showed the TPR method was able to be applied to children because they enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for early childhood. It was proved by the score from pre-test and post-test.
Highlights
Teaching English for early childhood is challenging for teachers because they require more preparation and patience to create comfortable and enjoyable in teaching
The aim of this study is to investigate what so called Total Physical Response (TPR) method in teaching English vocabulary
They categorized as early childhood students, which they loved to play in the class, made noise, ran here and there or just shout each other
Summary
Teaching English for early childhood is challenging for teachers because they require more preparation and patience to create comfortable and enjoyable in teaching. It is not easy to do because the teacher should know the effective ways of teaching them, such as employing appropriate tricks and treats, creating students’ interest and making them to pay great attention to learning process in the classroom (Ummah, 2017). Good teachers are those who teach and are able to create positive response in their students. English teaching and learning between early childhood and adults cannot be equated This is reflected by the different characteristics of adults and children. In the level of early childhood, the teachers must relax and fun in delivering the materials
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