Total Physical Response Method Research Articles

Using realia in teaching english vocabulary to a mildly intellectually disabled student

This research analyzes the benefits of using realia as a teaching tool to teach English vocabulary to a student with mild intellectual disability. As background, it is known that the use of real objects improve comprehension and retention of new words, providing a more attractive and effective learning experience; this in turn, can be adapted to the needs of students with this condition. The study was carried out with a 10-year-old student with MID, who participated in a series of six classes, in which she was taught vocabulary through the use of tangible elements, supported by interactive activities. The main focus was the acquisition of new vocab through the Total Physical Response method, which not only supports language acquisition but also encourages sensory experiences and hands-on understanding, contributing to the effective development of communication skills. An action research design was used that included the phases of problem identification, planning, implementation, and reflection, framed within a qualitative approach. The findings suggest that the integration of realia in vocabulary instruction not only supports cognitive development but also promotes a more inclusive, dynamic learning environment.

The Effect of the Total Physical Response (TPR) Method on Children’s Listening Skills

The Effect of the Total Physical Response (TPR) Method on Children’s Listening Skills

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH TOTAL PHYSICAL RESPONSE METHOD AT SEVENTH GRADE STUDENTS OF MTS HIDAYATUSSALAM BANDAR KHALIPAH

<p>This research was conducted to describe the improvement of students’ vocabulary mastery through Total Physical Response method at seventh grade students of MTs Hidayatussalam in 2020/2021 academic year. The research design used was Classroom Action Research (CAR). The participants of this research consisted of 25 students of VII-1. In this research, the English teacher of MTs Hidayatussalam act as the observer. The research conducted in two cycles, each cycle consisted of two meetings. The research was carried out through four steps; planning, acting, observing, and reflecting. There are two kinds of data, qualitative and quantitative data. The qualitative data were taken from by the interview and observation sheet result, diary notes, and documentation. Meanwhile, quantitative data were obtained from the students' score of vocabulary test, include pre-test, post-test I, and post-test II. The result of data analysis indicated that there was the improvement of students’ vocabulary mastery through Total Physical Response method. The students achieved better score in every cycle. The minimum passing grade (KKM) in this school was 75. From the data analyzing, it showed the mean of the pre-test was 56,3, the mean of post test I was 79,4, and the mean of post test II was 83,2. It can be seen that the mean improved in each cycle. The percentage of students’ score also increased. In the pre-test, there were just 5 students who achieved score ≥75 or passed the test (20%). In the post-test I, 17 students successfully passed the test (68%). From the pre test to post test I the increase was 48%. In the post-test II, there were 23 students who passed the test (92%). The increase from the post test I was 24%. The percentage of students’ score improved and getting higher in every cycle. In conclusion, the students’ vocabulary mastery improved by the implementation of the TPR method. Based on qualitative data analysis, it showed that the students give positive responses to this research. The students enjoy and enthusiast in teaching learning activity. It was found that the implementation of Total Physical Response method can make students easier to memorize the vocabulary, and it makes them can improve their vocabulary mastery. In other words, the Total Physical Response method effective to improve the students’ vocabulary mastery.</p><p><strong><em>Keywords</em></strong><strong>: Vocabulary, Total Physical Response method</strong></p>

A proposal to use TPR and REALIA to enhance vocabulary acquisition in an EFL class

This study aims to explore the impact of the Total Physical Response (TPR) method and realia technique on vocabulary acquisition in an eighth-grade EFL class at Ejército Ecuatoriano Educational Unit. TPR, created by Dr. James Asher, is based on the idea that language acquisition is more effective when students engage in physical actions. Realia involves using real-life objects to facilitate language learning and understanding. This combination is helpful and fruitful, allowing young learners to acquire vocabulary differently from traditional methods. It is crucial for teachers to integrate these methods into their classes to make them enjoyable, interesting, dynamic, and participative. This means that students learn without feeling afraid, nervous, or shy; instead, they feel comfortable, integrated, confident, and motivated. The research uses a diagnostic test and a perception survey, employing mixed methods. The qualitative method provides a deep understanding by analyzing survey responses, while the quantitative method collects and analyzes numerical data. This combination boosts students’ vocabulary acquisition, enhancing their ability to understand, communicate naturally, and improve long-term retention.

THE USE OF TOTAL PHYSICAL RESPONSE IN TEACHING IMPERATIVE SENTENCES AT SMP N 6 KOTA TERNATE

The objective of this research is to discuss the effectiveness of the Total Physical Response (TPR) method in teaching imperative sentences for grade 7 students of SMP Negeri 6 Kota Ternate. This research was experimental research. The design of this research used a pre-experiment and the population in this research were students of class 7A SMP N 6 Kota Ternate with a total population of 186 students. Therefore, the researcher used convenience sampling where the authors 30 students as a sample in this research. The instruments used to collect data were pre-test, post-test, and questionnaire. The results of the average pre-test score of 17.66 and the average post-test score of 82.66. In addition, the results of the t-test received are greater than the t-table, where the t-test is 33. 163 and the t-table are significantly 0.05 = 1. 699 with df = 29 so there is a significant development of students’ vocabulary (imperative sentence) and the ability to use the Total Physical Response method because it can improve grammar and vocabulary skills, especially imperative sentence.

Teaching English Vocabulary Using Total Physical Response (TPR) Method

Vocabulary is the most important part of learning a second language. Teaching vocabulary, especially for young learners, should be fun, engaging, and easy to understand. One alternative method that can be applied in class is total physical response. The purpose of the research is to analyze Teaching English Vocabulary Using the Total Physical Response (TPR) Method at elementary school. To find out the results and describe the students' difficulties, the researcher used a qualitative descriptive analysis method. To obtain qualitative information, material was taken from observations in the form of field notes, documentation, and interviews, as well as student and teacher interviews. The method of analyzing the data would be in descriptive analysis. The steps in the data analysis process are data reduction, data display, conclusion, and verification. Apart from the TPR test results, after attending the class, the average student is 80–70. It can be concluded that fourth grade students at elementary school can understand the material better and are motivated to learn using Total Physical Response (TPR), which effectively improves students' skills and control.

Promoting Social Interaction through Total Physical Response Method for Autistic Students

Promoting Social Interaction through Total Physical Response Method for Autistic Students

Effects of Total Physical Response on Vocabulary Learning in Urdu-English Deficit Bilingual Children

Learning vocabulary items via multiple methods and strategies (one of them is TPR) is a challenging task not only in monolingual but also in bilingual speaker[s] who developed delayed speech (autism); therefore, in the current study, it is examined effects of total physical response (TPR) to enhance the vocabulary learning (VL) in Urdu-English deficit bilingual children (UEDBC). To achieve this goal, this study adopts an experimental research design. The participants have been recruited from Mianwali Region, Pakistan. Fifty-two Urdu-English deficit bilingual children (mean age 5-7) have randomly been included in this study after obtaining consent from their parents. They are divided into two groups: (a) control (n=26) and (b) experimental (n=26). The instructional materials consisted of chunks (words) that have been selected to provide stimuli for the students. The study reports that the results of post-tests predict a significant improvement in vocabulary learning and conceiving even in the deficit bilingual children typically using the total physical response method. It vehemently indicates that bi-competence is triggered via total physical response if and only the input material is unifiedly compatible with the sensory-motor system of bilingual competence.

The Implementation of English Conversation Program in Elementary School at Rural Area

This article discusses how to participate in Teaching campus programs and implementing English conversation programs in rural areas. Because English is one of the subjects considered difficult by elementary school students, especially in rural areas, teachers need to be active and communicative in giving instruction. This research was conducted in an elementary school at rural areas, This study used the self-study method, in which data are taken from observations and interviews with and English teacher in the school to find out the difficulties or challenges in teaching and learning in rural areas at Tulungagung East Java, Therefore, the self-study researcher is not the self who does the research, but rather the self being studied, not that the self is the only focus. This progression in self-study characterizes teaching as well. So after that, the author compiled this conversation program. The method used in the implementation of this conversation program was the appropriate TPR (Total Physical Response) method to support challenges or difficulties in teaching and learning. This program was carried out once every 2 weeks and was only attended by class 5. And to find out the improvement of students after joining this program, the researcher give assessment. When this activity was carried out the students were very enthusiastic and understood the lessons that I given, many improvements were obtained by them such as word pronunciation, word spelling, vocabulary knowledge, and word composition. This study strongly recommended that TPR is needed to learn English in rural area.

The Influence of Total Physical Response (TPR) Method in Mastering Arabic Vocabulary

The lack of mastery in students' vocabulary greatly influences the objectives of learning Arabic, as students lack interest in following Arabic lessons, which are considered boring. This study aims to determine the Arabic vocabulary mastery of fifth grade students at the elementary school (SD) using the total physical response (TPR) method. The type of research used is quantitative research with an experimental research process. Data collection techniques used in the form of observation, interviews, and tests The data obtained showed that this study used normality test techniques, hypothesis testing, and one-sample t tests on Arabic vocabulary mastery. The sample in this study was 23 students in class V, using the pretest and posttest. The results of this study showed significant results: mastery of Arabic vocabulary before treatment was carried out using the total physical response (TPR) method obtained an average value of 69.35 with a standard deviation of 9.208. While the students' mastery of Arabic vocabulary improved after the total physical response (TPR) method was applied, the average value was 80.87, with a standard deviation of 10.407. There was an increase in Arabic vocabulary mastery after the total physical response (TPR) method was applied. So it can be concluded that the Total Physical Response (TPR) method is influential and suitable for increasing fifth grade students' mastery of Arabic vocabulary. Abstrak Faktor kurangnya penguasaan kosakata Arab siswa adalah kurangnya minat siswa dalam mengikuti pelajaran bahasa Arab yang dianggap membosankan. Penelitian ini bertujuan untuk mengetahui penguasaan kosakata bahasa Arab siswa kelas V Sekolah Dasar dengan menggunakan metode Total Physical Response (TPR). Penelitian ini adalah penelitian kuantitatif dengan metode eksperimen. Teknik pengumpulan data yang digunakan berupa tes, observasi, dan wawancara. Data kuantitatif penelitian diperoleh berdasarkan pretest dan posttest yang diuji normalitas, uji hipotesis dan uji one-sample t test terhadap penguasaan kosakata bahasa Arab. Sampel penelitian adalah siswa kelas V berjumlah 23 siswa. Hasil penelitian ini menunjukkan bahwa penguasaan kosakata bahasa Arab sebelum dilakukan treatment menggunakan metode TPR diperoleh nilai rata-rata sebesar 69.35, dengan standar deviasi sebesar 9.208. Kemudian setelah diterapkan metode TPR nilai rata-rata siswa menjadi 80.87, dengan standar deviasi sebesar 10.407. Berdasarkan hasil tersebut terdapat peningkatan penguasaan kosakata bahasa Arab setelah diterapkanya metode TPR. Sehingga dapat disimpulkan bahwa metode TPR berpengaruh dan cocok digunakan untuk meningkatkan penguasaan kosakata bahasa Arab siswa SD.

TOTAL PHYSICAL RESPONSE (TPR) METHOD THROUGH TIKTOK AS A LEARNING MEDIA TO IMPROVE STUDENTS’ LISTENING SKILL AT SMAN 18 MAKASSAR

This study aimed to determine the use of the Total Physical response method (TPR) through tiktok as a learning media to improve students' listening skill at SMAN 18 Makassar. The research used pre-experimental research method. The population of this research was eleventh grade students of SMAN 18 Makassar at first semester academic year 2023/2024. The number of the sample were 33 students. The research collected the data by giving pre-test, treatment, and post-test. The data of this research was analyzed by SPSS 25 version. The researcher concluded that there was a significant improvement in students' listening skills by using the Total Physical Response (TPR) Method through Tiktok as a learning medium. This is supported by the results of the average scores in the pre-test and post-test. The average score on the pre-test was 55.45, while on the post-test was 84.70. The significant value in this study is 0.000 which is smaller than 0.5. This means that there is a significant improvement in students' listening skills with the Total Physical Response (TPR) Method through Tiktok as a Learning Media

Implementasi Metode Total Physical Response (TPR) Dalam Pembelajaran Maharah Kitabah

Writing skills (maharah al-kitabah) are the highest of the four language skills. Writing is an activity that is related to the thinking process and expression skills in written form. Maharah Kitabah or also known as applied writing has a very important role in human life. Even in educational institutions, learning a foreign language is the main aim of writing skills. In general, writing skills have unique characteristics compared to other types of skills that have an impact on teaching methods. Therefore, every educator needs to look for effective writing teaching methods to improve student achievement. The most effective is the Total Physical Response method or known as Perfect Physical Response (TPR). In the 1960s, American psychologist James Asher developed the TPR method. This research uses a qualitative method, descriptive research type. In other words, this method provides comprehension practice through the use of physical drawing techniques during foreign language teaching at the initial level. This method has the following principles: First, teaching must reduce productive skills in language learning (spoken and written). Second, delay teaching speaking before the child's understanding has developed. Third, language skills acquired through hearing transfer to other skills (speaking, reading and writing). Fourth, teaching must emphasize the meaning of form.

Pelatihan Pengenalan Kosa Kata Bahasa Inggris untuk Anak-anak Dengan Metode Total Physical Response (TPR)

The presence of an independent curriculum initiated by the Indonesian Minister of Education has begun to support the optimization of English language learning in elementary schools (SD). However, teaching English to elementary school children is a challenging matter. Teachers are expected to be able to have particular strategies that make it easier for children to enjoy English. Total Physical Response (TPS) is a technique for learning English that is innovative and fun for children. TPS uses body movements to interpret words and facilitate children to recognize English vocabulary. This training aims to help elementary school children to learn English vocabulary and create a pleasant classroom atmosphere. This community service activity was conducted at SDN 05 Sumanik Salimpaung district Tanah Datar Regency, West Sumatra, on Wednesday, 6 September 2023, from 08.00 until Finish. Thirty-three students were participated in this activity, including students from grades 4 and 5. This activity was successfully conductedl, and the participants participated enthusiastically in the whole program. According to results of oral quiz on the use of TPS method, students could comprehend and master the English vocabulary that was introduced quickly and very well.

The Use Of Total Physical Response Method For Improving The Speaking Skills/ استخدام طريقة الاستجابة الجسدية الكاملة لترقية مهارة الكلام

A common problem in learning Arabic is students' weak ability to speak Arabic, even though they have studied Arabic for a long time. This encourages Arabic language teachers to be smart in choosing and using the right methods. One of the methods in question is the Total Physical Response Method, abbreviated as TPR. This research aims to determine the improvement in students' speaking skills using the Total Physical Response method. This research uses the Classroom Action Research method. Interviews, observation, documentation, and tests carried out data collection. The total population is 27 class VII students at MTs Raudhatul Akmal Batang Kuis. The research results show that students' abilities increase by using the Total Physical Response method, this can be seen from the students' activeness in participating in learning and the Post-test scores are higher than the Pre-test scores. In the pre-cycle only 26.0% of students exceeded the Minimum Completeness Criteria (MCC), in the first cycle, 70.4% of Arabic language teachers, both in schools, madrasas, and Islamic boarding schools, applied the Total Physical Response method so that students' ability to speak the language Arabic is getting better. Students who reached the MCC, and in cycle II 92.6% of students reached the MCC. This shows that the Total Physical Response method is effective in improving students' ability to speak Arabic. The implications of the research provide alternatives to Arabic language teachers, both in schools, madrasas, and Islamic boarding schools, to apply the Total Physical Response method so that students' ability to speak Arabic is getting better.

Managing Classroom Activities for Autistic Students in Improving English Vocabularies by Using Total Physical Response

English is one of the subjects studied in special education schools, and until now, are still many problems faced in the process of teaching this foreign language. Teachers' understanding of classroom management and appropriate learning strategies is a solution to overcome the problems that occur in learning English for children with autism. The application of the Total Physical Response (TPR) method is one of the effective methods used to learn English. The purpose of this study is to explore more information about classroom management activities and the application of the Total Physical Response (TPR) method at Satria Galdin Junior High School. The research approach used by the author is a qualitative method with a descriptive research design. Sources of data collection using interviews and observations. To analyze the data, the author uses descriptive techniques to present data based on the results of observations and interviews. The participants were selected using a purposive sampling technique. The participants of this study were students in the 2022/2023 school year, especially class VII of Satria Galdin Junior High School, as many as 20 people. The results of this study can conclude that good classroom management supported by the application of the Total Physical Response (TPR) method in teaching English vocabulary is proven to be effective for student's mastery of English vocabulary and helps students maximize and explore their abilities. The effectiveness is seen in autistic students at Satria Galdin Junior High School.

The Effects of TPR on the Second Language Learning of 3-4-year-old Children

This paper focuses on comparing the efficacy of the Total Physical Response (TPR) and Audio-Lingual Method (ALM) for teaching a second language to children aged 3-4. TPR is a language learning method that employs physical movements and commands to facilitate language acquisition, while ALM focuses on accurate pronunciation and grammar through repetitive practice and reinforcement. Research has shown that early language exposure has long-term benefits for children, including improved cognitive development, academic performance, and socio-emotional outcomes. However, previous studies have focused on older children or adults, and there is limited research on TPRs effectiveness for 3-4-year-olds. The proposed study aims to address this gap by testing whether TPR is better than ALM in teaching a second language to young children. The study involved sixty 3-4-year-old children from a kindergarten in Hangzhou, China, and used the Preschool Language Scale-5 (PLS-5) as an assessment tool.

DEVELOPING SPEAKING MATERIAL BASED ON THE TOTAL PHYSICAL RESPONSE (TPR) METHOD FOR THE EIGHT GRADE STUDENT

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

THE USE OF TOTAL PHYSICAL RESPONSE METHOD ON THE STUDENTS’ LEARNING MOTIVATION

This paper reported on the findings of Total Physical Response (TPR) method on the students’ learning motivation. This study belongs to an experimental research. The subjects of this study were the students of Universitas Muhammadiyah Lampung at the first semester in academic year 2022/2023. The writer uses questionnaire to know the students’ responses toward using the TPR method in the classroom. Then the researcher masured the students’ motivation by questionnaire test and analyzed the data by using T-test formula. The findings showed that there was a significant influence on using the Total Physical Response method toward the students’ learning motivation.

Using Total Physical Response Method in Teaching Speaking at A Primary School in Sumedang

The purposes of this research are to investigate how the teacher uses TPR Method in teaching speaking skill to young learners, to find out challenges in using TPR method to young learners, and to figure out the advantages and disadvantages of using TPR method in teaching speaking skill to young learners. The descriptive qualitative research design was used for this study. The data were collected through classroom observation, questionnaire, and documentation. The subjects were A-2 Class students at Al-Ma’soem Primary School in Sumedang which consists of 23 students. The result of the researches are the challenges in the application of the TPR Method are more about how we can continue to be creative in providing material. Then, the advantages in implementing the TPR Method are making them feel fun, enthusiasm, more active, and made them easily to remember the words. The disadvantages the material must be creative in every lesson, must be able to manage young learners, must be patient. The use of the TPR Method is very helpful for teachers in maintaining the mood of young because based on the characteristics of young learners they prefer to be active, the TPR Method is a suitable method.

PENGARUH METODE TPR (TOTAL PHYSICAL RESPONSE) TERHADAP PENINGKATAN KECERDASAN LINGUSITIK ANAK USIA DINI PADA KELOMPOK B TK MELATI DESA SIKUR

The purpose of this study was to see the effect of the TPR (total physical response) method on increasing linguistic intelligence in group B early childhood TK Melati Sikur Village. This study used a quantitative research approach with a pre-experimental type and a one group pretest-posttest research design. The research subjects were 27 children. Methods of data collection used observation, test and documentation. Data analysis used a statistical non-parametric level test marked Wilcoxon (Wilcoxon match pairs test). Based on the results of data analysis on linguistic-verbal intelligence at the time of initial observation (pre-test) and post-test Physical Response) shows that the average value of children's linguistic intelligence before using the TPR method is included in the sufficient category. Whereas after using the TPR method in group B early childhood TK Melati Sikur Village experienced an increase to a good category. This can be interpreted that there is an influence of the TPR (Total Physical Response) method on increasing the linguistic intelligence of early childhood group B TK Melati Sikur Village.