Total Physical Response Research Articles

The Application of Total Physical Response (TPR) Method Through Songs to Improve Students' Vocabulary Mastery and Creativity: A Classroom Action Research at The First Grade

This study investigates the efficacy of using songs in conjunction with the Total Physical Response (TPR) method to enhance vocabulary mastering and creative thinking in EFL students. 36 first-grade students participated in two cycles of Classroom Action Research (CAR) at SMAN 03 Pamekasan. Students' low average score of 58 on the pre-test and initial observations indicated serious difficulties with vocabulary retention, spelling, pronunciation and accurate usage. TPR, which combines movement with language learning, was combined with songwriting exercises. In order to improve memory through dance and music, students worked in groups to compose and perform songs utilizing vocabulary words in the first cycle. Despite a 12.1% improvement in post-test scores, the results fell short of the minimal passing requirements set by English Teacher of SMAN 03 Pamekasan. Within the moment cycle, extra hone and anxiety-reducing measures, such as singing and acting out melodies some time recently testing, driven to a eminent advancement, with the normal score rising to 80. The think about found that the TPR strategy, when combined with tunes, altogether improved students' lexicon run, spelling, articulation, and exactness of utilization. Additionally, it cultivated more prominent understudy engagement, motivation, and inventiveness within the classroom. By and large, the investigate illustrates that TPR and tunes offer an compelling, intuitively approach to lexicon learning, making a difference understudies overcome challenges in dialect securing and making a more energetic and agreeable learning environment.

DIFFERENT VARIATIONS OF TOTAL PHYSICAL RESPONSE ACTIVITIES AND THEIR BENEFITS IN TEACHING LANGUAGE

Total Physical Response (TPR) is a dynamic language teaching method that combines physical movement with verbal input to enhance language acquisition. This article examines various TPR activities, such as commands, storytelling, role-playing, and games, which engage students physically while they learn. These activities accommodate diverse learning styles, benefiting kinesthetic learners who excel with movement. The article emphasizes TPR's effectiveness in improving vocabulary retention, listening skills, and engagement. By linking actions to the language being taught, TPR reduces anxiety, creating a more enjoyable and less intimidating learning environment. Variations like group commands and interactive storytelling offer flexibility for different age groups and proficiency levels, making TPR a versatile method. Additionally, TPR promotes natural language acquisition by mirroring how children learn their first language—through listening and physical response before speaking. The article concludes that incorporating diverse TPR activities accelerates learning and fosters a dynamic, inclusive classroom atmosphere.

Teaching Young EFL Learners New Vocabulary: A Comparison of the Efficiency of Traditional and Personalized TPR Strategies

This paper proposes a personalized teaching strategy based on Total Physical Response (TPR) to acquire new words. TPR combines target language items with semantically corresponding gestures conducive to learners understanding and memorizing them by repeatedly executing commands from their teachers. One limitation of TPR is that it does not allow students any freedom to creatively execute an order in ways that seem to be more interesting and meaningful to them. To address these disadvantages, we have integrated the TPR teaching strategy with a personalized teaching strategy. The participants of the experimental group (EG) performed their movements creatively; they integrated the movements with the target words to produce video productions. The participants in the control group (CG) followed the dance video supplied with the textbook. The results of the study demonstrated that the personalized TPR teaching strategy is effective and helpful for recalling the meaning of English vocabulary for higher-level students. The results of this study can benefit K-12 teachers to determine and incorporate best TPR practices for students of different levels.

Investigating the Methods of Teaching English as a Foreign Language to Students with Autism Spectrum Disorder

Introduction: Teaching foreign languages, such as English, as an international language, to children with autism spectrum disorder (ASD) has been considered by the researchers of language instruction, language learning, and teachers of children with special needs. The population of children diagnosed with autism is rapidly growing and they must have similar opportunities for enhancing life skills, education, successful interactions, and universal communicative skills. Materials and Methods: This study reviews and discusses the findings of past studies that investigated effective ways and efficient methods for teaching these children English as a foreign language. Results: Although there has been restricted literature throughout the world, the reviewed studies demonstrated improvement of English language learning by suitable strategies and various methods, including pictures representing, humanoid robots, Montessori-oriented methods, applied behavior analysis (ABA), cognitive method, the picture exchange communication system (PECS), well-designed educational environments, mixed methods and strategies, speech therapy, media, total physical response (TPR), and individualized education plan (IEP). Conclusion: This narrative review encourages various interventions and integrated methods for teaching the English language to autistic children, considering their differences from diverse aspects.

Predictive factors of stress response of nursing student repeaters under the background of abolishing the final supplementary examination in China

BackgroundAcademic pressure and frustration stimulation are significant stressors in college students, and response to the prolonged stimuli would cause adverse mental and physical outcomes. However, more is needed to know about the stress response and its predictors among undergraduate nursing students retaking failed course under the background of the abolition of the Final Supplementary Examination in China. This study aimed to investigate the stress response and its predictive factors of nursing student repeaters who are retaking at least one failed course.MethodsA cross-sectional study was conducted, utilizing convenience sampling to recruit 120 nursing student repeaters from four 4-year undergraduate medical universities in China between September 2020 and May 2021. Data collection instruments included a general information questionnaire, a stress response questionnaire, the Connor-Davidson resilience scale, a self-control scale, and a academic self-efficacy questionnaire. The data were analyzed using descriptive statistics, Pearson correlation coefficients, t-tests, analysis of variance (ANOVA), and multiple linear regression.ResultsThe average scores of the total stress response, emotional response, physical response, and behavioral response were 58.07 ± 26.72, 86.97 ± 17.12, 57.69 ± 9.75, 67.16 ± 9.22, respectively. Stress response was predicted by psychological resilience, self-control ability, academic self-efficacy and the number of retaking courses.ConclusionsThe stress response among nursing student repeaters is relatively active. Higher psychological resilience, self-control ability, and academic self-efficacy predict lower levels of stress response. In order to help nursing students with failing and repeating course release their psychological stress and maintain well-being, nursing educators could adopt self-control promotion strategies and emphasize the cultivation of psychological resilience and academic self-efficacy as parts of health promotion programs for this particular student group.

Designing an Effective Animal-Themed Review Lesson for Young Learners in EFL Classroom

This paper provides a detailed rationale for an animal-themed review lesson plan designed for preschoolers aged 3-5 years in a central Chinese city. The lesson integrates vocabulary related to animals and colors, employing Total Physical Response (TPR) and interactive multimedia resources to meet the developmental needs of young learners. The rationale emphasizes the significance of engaging multisensory activities in enhancing language retention and encouraging active participation in early childhood education. By incorporating digital courseware, the lesson plan aims to create a dynamic and immersive learning environment that supports vocabulary acquisition and motor skill development. This study highlights the importance of tailoring educational strategies to align with the cognitive and emotional stages of preschool-aged children, ensuring an effective and structured approach to language learning.

Development of Teaching Elements Based on Total Physical Response Activities for Improving Quranic Recitation Proficiency among Converts: Application of The Fuzzy Delphi Method

The Quran is a vital guide for Muslims, requiring proper recitation with tajwid. However, many converts struggle with accurate Quranic recitation even after years of embracing Islam. This study aims to develop Total Physical Response (TPR)-based teaching activities to enhance Quranic recitation proficiency among converts by integrating physical movements with learning, aiding in recognizing Hijaiyah letters and tajwid rules. Utilizing the Fuzzy Delphi Method (FDM), this study achieved expert consensus on proposed TPR-based activities. Ten experts in technical and vocational education, educational technology, and curriculum development participated, selected through purposive sampling. Data collection involved a two-stage process: a workshop where experts rated each activity on a 5-point Likert scale, followed by FDM analysis, transforming responses into triangular fuzzy numbers. This rigorous evaluation required at least 75% consensus and a threshold value (d) not exceeding 0.2. Findings validated all 25 TPR-based activity elements, demonstrating their suitability for teaching Quranic recitation to converts. TPR’s integration of physical activities significantly enhances memory retention and understanding, making it effective for converts with diverse backgrounds and minimal prior Quranic knowledge. The study recommends developing structured modules, providing expert training, creating interactive learning environments, and implementing continuous assessments. Incorporating Higher Order Thinking Skills (HOTS) and varied teaching methods aims to improve engagement and motivation, ultimately making Quranic learning more effective and enjoyable for converts.

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.

A Comprehensive Review of Total Physical Response

A Comprehensive Review of Total Physical Response

Evaluating the Efficacy of Total Physical Response (TPR) in Video-Based Vocabulary Instruction: A Case Study at Dokuz Eylul University, Türkiye

Evaluating the Efficacy of Total Physical Response (TPR) in Video-Based Vocabulary Instruction: A Case Study at Dokuz Eylul University, Türkiye

The Students’ English Vocabulary By Using Total Physical Response A Literature Study

The vocabulary is needed to be mastered by the students in learning English. But in teaching vocabulary, we need to use an appropriate method. It is because with an inappropriate method, it would be difficult for students to master the vocabulary. The purpose of this research is to determine the Total Physical Response (TPR) can improve the students’ English vocabulary. This research uses a literature research. The sources are from journals, theses, and book. The results of the research show that an improvement in the students’ learning of every source. The average percentage of all researches used in this research on the students’ English vocabulary through Total Physical Response (TPR) starts from the lowest 40,33% to the highest 73,3% with a difference of 32,97%. Furthermore, the average percentage before using Total Physical Response (TPR) is 30,76%. After that, the results are improved when used TPR method. It improves to 56,81% for overall improvement. Based on that, it can be concluded that the Total Physical Response (TPR) method can improve the students’ English vocabulary.

The most suitable English learning methods for young learners

The aim of this article was to know the most suitable and effective methods to apply to young learners as elementary graders. The researcher got 17 female and male students. Their grade varied from class 1 to class 6. Before conducting this study, the problems faced by the students are they seemed got difficulty memorizing English words, lacked motivation, and lacked concentration in learning English. There were 3 methods used in this study: Grammar Translation Method (GTM), Audio Lingual Method, dan Total Physical Response. The students were taught English once a week. The researcher observed the effectiveness of each method in each meeting. Those methods were used all together in each learning process. The finding showed that GTM was not effective to apply, while the two latter were good and effective to apply for those students.

The Effect of TPR Tasks on Word Knowledge of Thai Primary School Learners

Vocabulary acquisition is a fundamental element of mastering the English language, necessitating a comprehensive lexicon that evolves through experiential learning to facilitate accurate comprehension and production of language. The current study examined the impact of Total Physical Response (TPR) tasks on the vocabulary acquisition of Thai primary school students, with a particular focus on the definition of words. It also explored the students’ attitudes towards using TPR tasks for vocabulary learning. The TPR tasks were designed to engage three of the human senses—visual, auditory, and tactile—by incorporating multisensory tasks. Employing a mixed-methods research design, the study involved 27 second graders from a primary school in northeastern Thailand. The research methodology utilized three instruments. From a quantitative perspective, the Receptive Word Knowledge Test (RWKT) and the Productive Word Knowledge Test (PWKT) were administered to assess the students’ vocabulary knowledge before and after the intervention within a single-group pretest-posttest framework. Qualitatively, a focus group interview was conducted to gain deeper insight into the students’ attitudes towards participation in TPR activities. The quantitative data indicated a significant enhancement in both receptive and productive vocabulary knowledge among the participants. Furthermore, the qualitative findings highlighted the advantages of TPR tasks, with students expressing increased enthusiasm and competitive spirit and a shared willingness and pleasure in vocabulary learning through interactive tasks and peer interaction. In conclusion, this study corroborates the efficacy of TPR tasks in significantly advancing Thai primary school students’ receptive and productive vocabulary knowledge.

The embodied nature of students’ engagement and participation during a total physical response activity

ABSTRACT This study examines the embodied nature of students’ engagement and participation during a total physical response activity (TPR) in a beginning ESL classroom. A video excerpt is transcribed. Using multimodal conversation analysis, we examine students’ embodied actions following the teacher’s demonstrations for the verb ‘pick up’, following the teacher’s commands for the verbs ‘pick up’ and ‘drop’, and when the teacher is writing on the board. We found the followings: a) even when students are engaged and participate, they display various levels of engagement and participation, b) students’ engagement and participation at any particular moment can be characterised into one of the four quadrants in Jacknick’s (2021) model, namely engaged participation, engaged non-participation, disengaged non-participation, and disengaged participation, and c) students’ engagement and participation vary not only across students but also within individual students. The study sheds light on the embodied nature of students’ engagement and participation from a multimodal multi-activity perspective, and contributes to the still under-investigated research of students’ embodied engagement and participation in teacher-centred interaction.

Foreign language at the pre-primary level

By presenting the theoretical framework and several examples of relevant studies regarding very early foreign language acquisition in the world and in Croatia, the aim of the paper is to raise awareness of the positive effects of learning English in pre-primary education. The theoretical background for early foreign language learning and acquisition is provided and complemented by descriptions of contemporary teaching methods which are based on play, environment, literature, and culture (as the key components). The paper further offers an overview of research, encompassing eight recent studies on early language acquisition in pre-primary education. The primary focus is on exploring the sample of participants, research methodology, and findings of these studies. The selection criteria for these studies are based on their relevance to the language learning domains outlined in the theory section. Through analysis, it becomes evident that researchers employ a combination of age-appropriate and child-friendly quantitative and qualitative methods. Although the studies may not support generalization due to small sample sizes, their results consistently demonstrate a positive impact of Total Physical Response (TPR), music, literature, integrated and project-based learning, as well as digitalization on vocabulary acquisition and the emergent literacy skills of pre-primary children.

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>

Exploring Elementary School English Teachers' Voices in Gaining Students' Attention in Learning

Student attention plays a pivotal role in learning. It becomes the gateway to learning engagement, behavioral management, and academic achievement. This research investigates several methods elementary school teachers use in Indonesia to capture and maintain students' attention during English language instruction. This study examines the methods and challenges faced in the interaction process, which is crucial for successful learning. The research utilizes a qualitative descriptive study design, including in-depth interviews with three experienced English teachers. The findings indicate that teachers use many interactive and sensory-stimulating methods, including games, total physical response activities, songs, gestures, and visual aids, to attract and hold students' attention. These methods are essential for sustaining involvement and accommodating learning preferences and cultural contexts. However, teachers need more resources, training needs, and a diverse array of students' interests and learning styles, all of which might hinder the execution of these methods. This research emphasizes the need to provide teachers with customized training and resources to use attention-grabbing methods successfully. This study adds to the broader conversation on educational methods in linguistically and culturally diverse settings, indicating that improving teacher support and resources is crucial for promoting successful English language instruction at the elementary school level.

Total Physical Response Approach In Language Skills Development In Early Childhood

Language is one of the most important developments in early childhood. Language is used to communicate with others. However, the language learned is not only the mother tongue, but also a foreign language. The development of language skills in early childhood requires the right approach in its implementation so that children easily recognize vocabulary. One approach used is Total Physical Response, where the method uses coordination of commands, speech, and motion so that all aspects of child development can be optimal. The purpose of this study is to describe the Total Physical Response approach in the development of language skills in early childhood. The research method used is qualitative descriptive type. The result of this study is the Total Physical Response approach includes several children's learning styles including visual, auditory, and kinesthetic or physical motion with various elements.

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.