Traditional, Natural and TPR Approaches to ESL: A Study of Japanese Students

A total of 109 cases of Chinese word overlap errors acquired by Japanese students. Through classification analysis, based on the HSK dynamic Composition corpus, using contrastive analysis and induction methods, etc., the errors in Chinese word overlap acquired by Japanese students were compared and analyzed, and the mistakes made by Japanese students in verb overlap, adjective overlap, noun overlap, etc The errors were obvious, and there were also errors in the use of other word overlaps, such as numerals, adverbs, pronouns, etc. Chinese word overlap is one of the difficulties in second language teaching. Through an analysis and study of Japanese students' acquisition of Chinese word overlap, corresponding teaching countermeasures are proposed.

The objectives of the research are (1) to describe the mastery of English vocabulary of the fourth graders of SD N 04 Karangbrai in the academic 2010/2011 using Total Physical Response and Direct Method, (2) to identify the advantages and disadvantages of Total Physical Response and Direct Method in teaching foreign language vocabulary, (3) to describe whether there is or not any significant difference between the mastery of English vocabulary of the fourth graders of SD N 04 Karangbrai in the academic 2010/2011 using Total Physical Response and Direct Method.In this study, the writer used experimental research. The reason was the writer tried to compare two variables and observe their differences. The writer took two groups of the students for doing the research. In this research the writer used control and experimental group. The first group was taught by using direct method and the second group taught by Total Physical Response. The material of this research is vocabulary. The population of this research is the fourth graders of SD N 04 Karangbrai in the academic 2010/2011. The number population is 30 students.This research used test as an instrument. The writer uses oral and essay test, The oral test for Total Physical Response (TPR) and essay test for Direct Method (DM). The test is twenty items, in which each item are scored by one (1) point for right answer and zero (0) for wrong answers. After the data have been collected and analyzed,Based on t-result, the degree of freedom could be measured. The formula was used as follows = df = N1 + N2 – 2 so that the calculation is (30 + 30 – 2 ) = 58. The value of the table with df = of 5 % from the table is 1.672 it could be calculated that t- value is higher than t-table (10.477 > 1.672). It means that any significant difference between using Total Physical Response and Direct Method in teaching vocabulary. It can be seen from the average of experiment group ( x ) is 77.66 and control group ( y ) is 64.8. so the average of experimental group higher than of control group. The data prove the using Total Physical Response to teach vocabulary is effective.Key words: comparative, vocabulary, Total Physical Response, Direct Method, SD N 04 Karangbrai Bodeh Pemalang.

The background of the development of speaking material based on Total Physical Response (TPR) is looking at the state of the learning method in general. The objectives of this study analyzed the process of development, validity, practicality, and effectiveness of the method for teaching speaking based on the 2013 of problems: 1) developing speaking material based on Total Physical Response (TPR) for the eighth-grade student. 2) The feasibility the developing speaking material based on the Total physical response (TPR) Method for the eighth-grade student. The researcher applied the research and development (R&D) from Sugiyono (2016). The data were collected in only 8 steps. The subject of this study was VIII B at MTS Syech Subakir Nglegok which consist of 30 students who participated the in the testing activities. The collection techniques used were observation through interviews and Questionaire. Experts’ validation and students learning outcomes tests. While the data analysis techniques used were validity analysis, practical analysis, and effectiveness analysis of learning speaking based on the Total Physical Response (TPR) Method. The results of the design and development show that the model Total Physical Response is valid, the average of the two material experts, media experts, and learning experts is 80%. The test results show that the model is effective. This research was conducted in class VIII MTS Sheikh Subakir Nglegok. The class consists of 30 students involved in the needs analysis and trials that use the method of one experimental design group pre and post-test. The pre-test (57,75) results increase in the post-test (78) results. In the paired sample t-test, the t-count is 17,71 with a t-table of 3,767. The product is valid and can be used as a medium in the teaching and learning proses. The English-speaking material based on Total Physical Response was completed with the teacher and student book. It made the teacher easily use the method. The Total Physical Response (TPR) Method enchanted the students' speaking and Appropriate with the 2013 Curriculum. Keywords: Total Physical Response, Speaking, Teaching Method

<p><em>This training is carried out to provide knowledge and skills to PAUD teachers in implementing English language </em><em>l</em><em>earning for early childhood. The subjects of the training were 30 Kindergarten (Kindergarten) and PAUD teachers of Bendosari kindergarten. The training is carried out in 3 stages, namely: (1) strengthening of materials related to the TPR (Total Physical Response) method in early childhood learning; (2) implementation of the TPR (Total Physical Response) method in learning aged children; and (3) evaluation of the material for the TPR (Total Physical Response) method in learning children. Training on the application of the TPR (Total Physical Response) method in learning English for early childhood can improve the understanding, abilities and skills of Kindergarten and PAUD teachers in the District, Sukoharjo Regency in compiling, developing, and implementing English learning using the TPR (Total Physical Response) method. Where the deepening of the material for each training stage reaches 90%. This is evidenced by the results of practice and the implications of each material. Kindergarten and PAUD teachers in Bendosari Subdistrict, Sukoharjo Regency can develop themes and materials, create and use media, choose English vocabulary according to themes and materials, and apply English learning using the TPR (Total Physical Response) method.</em></p>

This research was starting from the researchers' case about learning vocabulary for young learners who have to face the digital era, especially in the Pandemic era Covid 19. The researcher investigated one of suitable method for teaching vocabulary to young learners, which is called TPR. For this reason, the researcher wants to see the teaching of vocabulary to young learner using TPR. This research is a qualitative descriptive research. The subjects of this research are the owner of English Box Course, a vocabulary tutor and learners. Data collection in this research was carried out in three ways, namely: observation, interviews, and documentation and using three instruments there are observation checklist, interview guide, and list of documentation. Data analysis was carried out according to theory Miles and Hubermen, namely: data reduction, data display, and verification. The results of this research is explained into three parts: 1) The implementation of Total Physical Response (TPR) method in the term of planning, process and evaluation of teaching vocabulary through E-Learning: a) There are two steps in the planning, those are make a lesson plan and media preparation. b) The process of implementation of Total Physical Response (TPR) method to teach vocabulary in E-Learning is started with apperception. c) The evaluation is taken in general of learning-teaching process that aims to make sure understanding of the students. 2) The implementation of Total Physical Response (TPR) method in teaching vocabulary through E -Learning produce exciting and enjoyable response of two students. 3) It is conducted oral and movement assessment test of the implementation of Total Physical Response (TPR) method in teaching vocabulary through E-Learning.

This study aimed to investigate the impacts of total physical response (TPR) method on the fourth graders’ vocabulary ability and their perceptions toward this method. This study was conducted at Luong The Vinh Primary school. There were 30 students participating in this study and they were divided into two groups: 15 students in experimental group (EG) and 15 students in control group (CG). The students in the experimental group were taught with TPR while students in the control one with grammar translation method. A mixed method was employed consisting of quantitative and qualitative approaches. Qualitative data were from the interviews to get feedback of students’ perception and advantages and disadvantages they faced when TPR was implemented in teaching vocabulary in their classroom. Quantitative data were from the questionnaire, scores of the pretest and posttest to check the impact of TPR on students’ vocabulary ability. The study revealed that the EG had better vocabulary learning ability than the CG. They not only remembered vocabulary better but also understood the meaning of the words more easily. It also showed that students had positive perceptions in learning vocabulary through TPR. In addition, the result from the interviews also revealed a limitation that it was sometimes not suitable especially for some outstanding students in the class. The results shed light on the impact of TPR on young learners’ vocabulary ability and perceptions toward TPR and provide some valuable features for further research studies that relate to TPR method in teaching vocabulary for young learners.

This study aims to describe how Total Physical Response improves students’ vocabulary learning outcomes at the third-grade elementary school Guntur 03 South Jakarta, Indonesia. This research was conducted in the first semester of the academic year 2015 - 2016 with the number of students as many as 40 students. The method used in this research is a Classroom Action Research using the cycle model of Kemmis and Taggart. Class Action Research is conducted through the plan, class action or implementation, observation, and reflection stages. The data collection was done by using a non-test, test instruments and monitoring instruments in the form of action, and field notes. Validity and reliability of the instrument were reached through expert judgment. The results obtained from this study was the improvement in vocabulary learning outcomes of students by applying the Total Physical Response (TPR) method. Percentage of learning outcomes in the first cycle reached 74.13% and 83.38% in the second cycle. The percentage shows improvement of learning effectiveness by applying the Total Physical Response method. The first cycle resulted in an improvement of 64.29% and the second cycle resulted in an increase of 87.14%. Thus, learning process by using Total Physical Response (TPR) can improve students’ vocabulary learning outcomes. The implication of this study is that teaching vocabulary using the Total Physical Response is more effective.

The acquisition of second language (L2) is a detailed and a time-consuming process. It is illustrated in the differences between spontaneous and studied capabilities, where the former describes the ability to acquire language naturally and subconsciously and the latter one allows students to organize their thoughts and apply conscious efforts of attention all while engaging in work, which cannot be performed automatically (Palmer, 1921:48). Lennenberg (1967: 176), in the argument, which referred to L2 learning, suggested that after puberty, the learning of L2 requires a labored effort and that foreign accents cannot be overcome easily, due to the inability to continue to spontaneously acquire foreign languages. This is known as the Critical Period Hypothesis, which states that if a child’s second language acquisition starts in the period between the ages of two and twelve it is possible to fully master the learning process with a positive outcome, while learners who embark on a learning process after this period will face obstacles and incompletion of the process of language learning (Abello-Contesse, 2006:13). Thus, the research focuses on young learners and their natural ability for a faster and efficient language acquisition. The primary concern of this research is the vocabulary acquisition of young, pre-adolescent, learners using TPR (Total Physical Response), in an online teaching setting. The research investigates whether pre-adolescent learners acquire vocabulary more naturally and effectively using TPR (thirty students as a part of the experimental group) than the learners who acquire vocabulary through a more traditional, Form-Meaning-Use (FMU), type of acquisition (thirty students as a part of the control group) in an online teaching setting. Moreover, the author explores the students’ ability to acquire a larger set of twelve vocabulary items within one 25-minute class and whether TPR is indeed effective in this process. If so, the researcher will potentially conduct a follow up research on this topic to see how strongly these vocabulary items could be retained in the students’ memory. This paper investigates the efficiency of TPR on students with kinesthetic, auditory, and visual learning preferences. The entire research is conducted in an online teaching setting.

English is very important and in the era of globalization English will be found in everyday life. Therefore, children must be provided with sufficient provisions as early as possible to get learning English, one of which starts from elementary school age because at that age between the ages of 6-13 years, children are in a critical period, namely experiencing very rapid development of the brain, so that easy to understand, remember and apply. SDN Gampingrowo 02 Sidoarjo, which is located in a remote area the of Tarik sub-district, is far from urban areas, making people have different thoughts about school. People in these areas tend to think that school is not important, so many children do not get an education. This results in a very small number of students in each class. The small number of students also makes teachers in the surrounding area less interested in working in the school which makes the school lack of teachers in it. Due to these conditions, we decided to do community service with the Total Physical Response (TPR) technique. TPR technique is a learning technique that focuses on body movement. This technique is often used in learning activities that require a student's memory. With movement, students are easier to memorize a vocabulary because they are not easily bored and move actively which can improve their ability to remember. This community service activity was carried out on Wednesday and Thursday, 22-23 June 2022. This activity lasted for 2 consecutive days. The results of this community service activity show that by teaching modeling with the Total Physical Response (TPR) technique 5th-grade students at SDN Gampingrowo 02 Sidoarjo, totaling 10 people, can understand English vocabulary easily. The TPR technique is very influential and succession introducing basic English to elementary school students. In addition, teachers can find out about learning with TPR strategies, namely using body movements and music. The TPR strategy can also train students' self-confidence. So, it is highly recommended to use the Total Physical Response (TPR) technique when adding English vocabulary.

The research is aimed to know whether there is a significant difference of student’s vocabulary mastery between those who are taught by using Total Physical Response and those who are taught by using Direct Method. The researcher took the ninth grade student of Mambaúl Hikmah Islamic Boarding School Magelang as the population. There were 80 student. We used total random sampling and divided the student into two groups, group A as the Experimental group was taught using “Total Physical Response”and group B as the control group was taught by using “Direct Method”. The methods used to collect the data are documentation pre-test and post-test answer sheet. There were two tests given in this research. They were pre-test and post-test. To analyze the data the researcher used comparative analysis. The comparative formula of the data analysis used t-test calculation. The researcher used t-test to analyze the data. In which the pre-test score group A is 53, 275 that was higher than the second group. The post test score of group A is 67, 25 that was higher than the group B as the Control group. While t-test proves that difference is significant because the result of T-test is higher that the figure shown on the t-table. Based on the above result, the researcher concludes that there is significant difference between the student who are taught using “Total Physical Response” and those who were taught using “Direct Method”. It is better for English teacher to use “Total Physical Response” as one of technique in teaching vocabulary mastery for junior high school especially in the Islamic Boarding School.

This paper explores the difference between teaching methods and critical assessment of teaching methods in the educational process. Total Physical Response (further TPR) and Natural approach will be reviewed. The literature review results will help to notice the differences between these methods when it comes to teaching/learning processes that are in use today. Choosing an appropriate method to teach is way more complicated. But the common thing for all students is the goal of their learning, which is to adopt the foreign language. Students need to have a desire to learn, the purpose of their learning process, and additionally, they need to have the opportunity to speak and fully develop speaking abilities. The current study findings may conclude what method will make students acquire a target language and how they will adopt it even if they are early beginners. The paper focuses on the descriptive method according to the previous findings among works of other researchers. The paper concludes that Total Physical Response has a positive impact. It brings a desire for learning because of its method for building a happy classroom environment. At the same time, the Natural Approach enhances the students to express their opinion and feelings freely. Total Physical Response is common at a very early stage of a learning process, while the Natural Approach can be used among students who want to improve their speaking abilities in a positive and natural environment

This article through two teachers’ cases, namely, observation of two teachers’ classes and interview with them, interview with their students and their students’ parents, attempts to investigate the effectiveness of TPR as a classroom technique with young learners and to explore how teachers use TPR and to identify some of the challenges of using it in practice. All the findings are discussed referring back to the relevant literature review and context. The findings of observation indicate that the TPR technique is a good way on the basis of games, role-play, storytelling and pair works with the physical actions. It also finds some potential factors that contribute to TPR’s challenges in practice, such as the use of traditional method, training constraints, students’ low English proficiency, the lack of authentic environment and exam-oriented assessment. The findings from the various angles obtained seem to be very similar to those reported earlier by literature review. This study also makes a contribution to the existing literature in terms of the providing insights into the attitudes toward English education for parents or students, and the lack of parents’ supervision to some extent that they have influenced on the TPR. Importantly, through a systemic introduction of TPR in this study, it is useful to help future teachers to implement TPR methods into their young learner teaching. The results of this study can also help me to reflect on my own teaching approaches and support other teachers working in my college.

Learning a foreign language is quite common for children to improve their abilities. Moreover, teaching a foreign language to younger students (K-12) is also crucial to enhance their foreign language proficiency level in many societies. This review aimed to describe the effects and limitations of using Total Physical Response (TPR) in foreign language classrooms. TPR is a good teaching method to teach younger students (K-12) to learn a foreign language. This review mainly focuses on (1) the positive functions of using TPR (2) how and when to use TPR in an appropriate way (3) TPR still has some limitations.

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.

In acquiring a language, it should be considered that internal and external motivation hold the crucial place as the basic thing to support young learners’ willingness and attract them to have some interested in learning new language, such as learning English. This research has an aim to investigate the implementation of total physical response (TPR) in increasing students’ motivation in learning vocabularies by observing the second graders of SD Negeri 2 Kayuputih Melaka, Bali. TPR is a good method to teach new language for young learners. TPR is used to see how it affects students’ motivation to learn more English vocabularies. This study designed in form of qualitative research. The method being used to analyze the data belongs to descriptive qualitative. The result of this research indicates that the use of TPR is successfully increase students’ motivation to participate more in learning vocabularies. The students showed a significant knowledge of new vocabularies that had been learnt during the meetings shown by the chart being explained that shown the increment of students’ participation and new vocabularies achievement. The conclusion of this study is TPR positively works in increasing students’ participation in learning vocabularies for second graders at SD 2 Kayuputih Melaka.