Pubmedia Jurnal Pendidikan Bahasa Inggris Vol: 1, No 4, 2024, Page: 1-13

Pubmedia Jurnal Pendidikan Bahasa Inggris Vol: 1, No 4, 2024, Page: 1-13

Using the Total Physical Response Method to Improve

Young Learners' Perceptions of Vocabulary Mastery
Iklimatul Nur Jazila, Fika Megawati*
Universitas Muhammadiyah Sidoarjo
DOI:
https://doi.org/ 10.47134/jpbi.v1i4.692 Abstract: This study aims to explain how early childhood English language learners are
*Correspondence: Fika Megawati taught English using the Total Physical Response (TPR) technique. This kind of study is
Email: [email protected]
qualitative descriptive in nature. The researcher in this study outlines the TPR method-
Received: 11-06-2024 based tasks that instructors and students completed. Teachers and students at kindegarten
Accepted: 13-06-2024 are the source of the data. There are ten pupils in the class, and their ages range from five
Published: 19-06-2024 to six. Through observation of learning activities, data was gathered. Comprehension and
understanding were the criteria examined, and the methods utilized were interviews and
observation. Researchers' findings demonstrate that young learners like participating
actively in English language learning activities and that students may expand their
Copyright: © 2024 by the authors. vocabulary when utilizing the TPR approach. The goal of the project is to help improve
Submitted for open access publication English language learning and teaching activities, particularly for younger pupils. The
under the terms and conditions of the
findings of the TPR technique observations made in the classroom and the interviews that
Creative Commons Attribution (CC BY)
researchers did with instructors and students attest to this reality.
license
(http://creativecommons.org/licenses/by/
4.0/). Keywords: English Language Instruction, Vocabulary Mastery, And Total Physical
Response.
Introduction
The prevalence of English usage in modern times is a common occurrence. However,
young students typically do not practice speaking English with their families or those
around them(Pranoto & Suprayogi, 2020). Moreover, teaching English to younger learners
poses a challenge for educators as it requires thorough preparation for successful
instruction. This can prove to be daunting as teachers must possess the skills to effectively
engage young minds, utilizing appropriate methods and strategies, capturing their interest,
and keeping them engaged during lessons . The most significant characteristic of young
students is their tendency to be highly active, with some displaying more than
others(Luchene & Delens, 2021). As a solution, various methods can be employed, such as
the Total Physical Response (TPR) technique. This approach integrates language instruction
with physical movement, building coordination between speech and action . Some students
may struggle with effectively conveying their thoughts through communication .
Furthermore, foreign language learners with limited vocabulary may require more time to
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Pubmedia Jurnal Pendidikan Bahasa Inggris Vol: 1, No 4, 2024 2 of 13
master new words and may have difficulty understanding written texts or engaging in oral
discourse with their peers(Ammar et al., 2020).
It might be difficult for educators to introduce English to young students. They'll
make an effort to determine what and how English instruction should be tailored to the
pupils' ages. Young students are still unaware of the value of learning English. Give n that
young learners' ability to absorb information is growing ahead of time, teaching English to
them from a young age, sometimes referred to as the "golden age," is therefore seen to be
vital in establishing language proficiency(Aune et al., 2021) . Any English language
instruction strategy should be able to motivate students to pick up the language. In actuality,
it doesn't seem like many kindergarten teaching strategies are really intended to make
English acceptable and understandable. Actually, the majority of educators utilize student
worksheets. to aid in the teaching and learning of English. In actuality, English instruction
for young learners need to be engaging and inspiring. Children will study best when they
are very motivated. As a result, students will be able to speak in English and possess strong
language abilities(Aune et al., 2021).
The first crucial skill that needs to be taught in order for someone to talk is
vocabulary. The instruction of vocabulary to elementary school pupils needs to be done
correctly. Numerous scholars have stressed the need of expanding one's vocabulary in orde r
to enhance one's language proficiency(Bestley & McNeil, 2022). Unless the language cannot
be utilized in that context, this should be taught in a meaningful context rather than in an
isolated manner. Students won't be able to use a lengthy vocabulary list because they won't
know how to apply it in the language. Unfortunately, it appears that Bayt Al Fath Level1
follow the same methodology while teaching vocabulary in English. Because students
frequently just memorize words like "this is running," "this is jumping," and "this is
walking," their vocabulary proficiency is deemed inadequate. It is surprising to realize that
this type of learning approach is not exclusive to Indonesia. claimed that the majority of
Asian nations continue to employ traditional teaching methods that heavily rely on rote
learning techniques, particularly when it comes to vocabulary acquisition. This is because
numerous studies have shown that rote learning techniques are crucial to the vocabulary
acquisition of Asian EFL learners(Bestley & McNeil, 2022). But rote learning has come under
fire for being antiquated and uncontextual. Understanding vocabulary in a meaningful
context is more crucial for vocabulary mastering than simply knowing a word's meaning in
a vague context. When it comes to vocabulary, the elementary school English curriculum
mostly concentrates on having students reply verbally to new words or sentences that
emphasize vocabulary. It also demonstrates the capacity to act out basic instructions in
response to them. Numerous scholars have underscored the significance of expanding one's
vocabulary as a means of enhancing language proficiency(Bardossy & Duckstein,

2022).Within the context of education, English has been taught in classrooms, beginning
with kindergarten students. Because of this, it is advised that teachers foster a supportive
and engaging environment in the language classroom . Teachers that are aware of how
young learners acquire words will be better able to apply instructional strategies in these
settings. Young pupils will not be able to communicate their needs to their foreign teachers
or comprehend what is stated in class if they do not have a sufficient vocabulary in English.
Bayt Al Fath level 1 is an educational institution equivalent to a kindergarten, this school is
located in Sidoarjo(Thomas et al., 2022). Bayt al Fath level 1 involves learning English as a
lesson taught to children. However, based on researchers' interviews with class teachers,
students sometimes feel bored when learning English. This means that the right choice can
increase students' preception in learning English(Zhao et al., 2020).
When learning English, it was found that students and teachers had difficulties in
teaching and learning English, this could be explained when researchers made observations
when teachers taught English in class before implementing the total physical response
method(Szabó & Babuška, 2021). The teacher explains the English material then mentions
the words in English and then interprets them into Indonesian (walking = berjalan, running
= belari, jumping = melompat), the teacher asks the students to repeat the words that have
been said by the teacher “ayo anak-anak ulangi setelah ustadzah”, students are asked to
name the words said by the teacher. However, many students in the class admitted that they
had difficulty remembering the words taught by the teacher, such as "Ustadzah, saya lupa",
and students even tended to remain silent when asked to repeat the words taught.
Concretizing the learning notion proved to be challenging for the instructor. The teacher's
statement that "saya belum menemukan strategi yang tepat dalam mengajar bahasa inggris
dikelas" demonstrated his inability to effectively communicate the English topic he was
presenting. Thus, in order to further enhance students' vocabulary, particularly when
studying English, researchers employ the complete physical reaction method as a teaching
tool. Drawing from the aforementioned issues and many facts, the researcher aims to gain
a detailed understanding of students' perspectives on English language learning through a
study named " Using the Total Physical Response Method to Improve Yo ung Learners'
Perceptions of Vocabulary Mastery(Ma et al., 2019)."
Methodology
Based on the research background above, the problem formulation in this research is
“What is teachers’ perception of using the total physical response to Improve Young
Learners' Perceptions of Vocabulary Mastery"? The aim of this research is to find out
teachers and students’ perception of using the total physical response method to Improve
Young Learners' Perceptions of Vocabulary Mastery. To assess data, this research employs
descriptive qualitative analysis, which summarizes theories in specific terms and events that
are experienced by individuals, groups, or people. Data collection for this project must be
targeted at identifying particular events. As a result, observation and document, report, and
record inspection are included in data gathering.
Direct observation of students through interviewing them served as the method of data
collection for this study. Using the TPR approach, the researcher observed English teaching
and learning activities. Observation is an empirical scientific method that relies on texts and
field data and involves five senses without the need for manipulation . Interviewing is the
second technique. Because human attitudes are sufficiently complicated, triangulation is a
mixture of three or more procedures for gathering data regarding attitudes: observation,
interviews, and study subject surveys . Researchers employ this method to get more data
and learn how teachers and students feel about using the Total Physical Response (TPR)
method(Lang et al., 2019).
Teachers' opinion on using the Total Physical Response (TPR) method to expand
young learners' vocabulary. Qualitative research is an investigation procedure that focuses
on human behavior, and as such, researchers employ it as a research approach .
comprehension. In addition, qualitative research involves investigating the phenomenon
under inquiry. Qualitative research is carried out in normal and natural settings where
conditions cannot be manipulated. Researchers employed qualitative descriptive research,
which is defined as a type of research that refers to investigations using existing data , for
their research design. The qualitative descriptive technique was employed in this study
because the researcher wished to characterize the challenges faced by students when
producing descriptive texts. Aside from that, the descriptive method is a method that aims
to describe current phenomenon circumstances. For research design, researchers used
qualitative descriptive research, qualitative descriptive research "as a type of research that
refers to investigations using existing data". Apart from that descriptive method is a method
that attempts to describe existing phenomena situations therefore the qualitative descriptive
method was used in this research because the researcher wanted to describe students'
difficulties. in writing descriptive text (Miller & Abovitz, 2020).
The research was carried out at Bayt Al Fath Tanggulangin Sidoarjo(Setiyadi, 2020).
The research subjects were class B students aged 5 to 6 years at Bayt Al Fath level 1. In one
class there were 10 students, 5 girls and 5 boys. The research was carried out during English
learning. The researcher chose a class of teachers and students from class B to carry out
observations and interviews because they could answer and respond to questions well
when the researcher asked. Two methods were used to obtain data collection procedures
for this research: interviews and observation. The researcher used the TPR (Total Physical
Response) method to observe the English teaching and learning process for students at Bayt
Al Fath Level 1 Tnggulangin Sidoarjo(Aker et al., 2019). The researcher did not participate
in the Bajasa English teaching and learning process in the classroom; rather, the researcher
operated as an observer, recording every aspect of the process. Additionally, researchers
watched as teachers used the Total Physical Response (TPR) method to teach English. The
roles that instructors and students play in the teaching and learning of English were also
examined by researchers. Using an observation sheet, the researcher kept an eye on the
teaching and learning process. Researchers conducted interviews with Bayt Al Fath level 1
Sidoarjo class B pupils, ages five to six, as well as teachers and English language instructors.
Following instructional activities, teachers were the first to be interviewed by researchers.
To get data, the researcher interview students and observe them in the role of a co -
teacher to learn how they feel about the total physical response (TPR) method for younger
pupils. The qualitative descriptive approach employed in this study summarizes particular
theories and experiences that have been experienced by individuals, groups, or people in
order to assess data. Data collection for this project must be targeted at identifying particular
events. As a result, observation and document, report, and record inspection are included
in data gathering. The purpose of this study is to look into how students feel about adopting
the entire bodily response method to increase their vocabulary when studying English.
Qualitative research is an investigative process that focuses on human behavior, and as
such, researchers employ it as a research approach. comprehend. In addition, research that
examines research phenomena is included in qualitative research. Qualitative research is
conducted under unmanipulated conditions in typical and natural settings.
In the classroom, researchers also help as teachers. The research was conducted for
three days, the first day of pre-teaching the researcher observed the classroom situation
during teaching and learning activities, the second day of applying the method during
teaching, and the third day of post-teaching were the three key phases of the two
observation stages carried out by the researcher. When teaching students how to use TPR
in English language teaching (ELT) activities, researchers observed the students. In
addition, researchers interviewed a number of students using open-ended questions to
collect data. When talking with English teachers and students, the researcher used a number
of research tools. Researchers used a qualitative descriptive research design.
In order to learn more about how the whole physical response approach is applied
to pupils learning English for young learners, interviews are conducted. Six steps will be
taken in the analysis of the interviews in this study. In qualitative research, there are six
processes involved in data analysis. Arrange the data first in order to analyze it . Read all of
the data second. Codify all the data, third. Fourth, code the individuals, places, categories,
and themes that will be examined. Fifth, give an overview of the qualitative report's themes.
Sixth, the conclusions of the qualitative research based on the collected data. An interview
is a type of discussion in which two persons exchange concepts and details. The other
individual will respond to questions posed to them. Researchers spoke face -to-face with
class B students at Bayt Al Fath level 1 who were between the ages of 5 and 6 for this
interview. Six girls and five boys made up the eleven students in one class. Techniques for
descriptive data analysis are used in this study. By using this method, information about
the observed data is provided so that it can be understood by others. From the moment the
data is collected at the start of the research project until it is presented and shared, the data
analysis procedure is carried out. Data reduction, visualization, and conclusion-making are
the phases of qualitative data analysis approaches(Jiang et al., 2021).
The amount of data gathered from the field is substantial. These data are
meticulously and thoroughly recorded. Reducing data involves summarizing, picking the
most crucial information, concentrating on what matters, searching for themes, and
eliminating unnecessary information. The distilled data consists of sophisticated field notes,
observations, interviews, and documentation. Through reduction, scientists condense and
extract fundamental and significant data in accordance with the study question. Reduced
data will give a clear picture and facilitate the collection of further data by researchers. The
results of this study provide a thorough yet succinct explanation of the challenges associated
with implementing learning for hyperactive kids enrolled in mainstream schools. By
providing answers to the researcher's questions based on an explanation of the study
findings and a conversation, conclusions are reached(Ekelund et al., 2019).
Result and Discussion

The majority of kindergarten pupils at Bayt Al Fath level 1 Sidoarjo showed an
increased interest in studying English at that time, according to the findings of observations.
The researcher conducted observation twice. The first observation was on 1 January 2024
and the second observation was on 04 January 2024. When the teacher asks them to teach
English, they respond physically as young children prefer to learn the language via
imitation, movement, and other activities. Most individuals believe that they are learning a
foreign language in the same way that they learnt their native tongue when it comes to
teaching. In essence, kids are capable of learning new languages, and they even pick them
up more quickly than those who start studying after puberty (Hestiana & Anita, 2022).
Thus, learning English from a young age is not at all difficult. Nevertheless, this
means that English teachers need to be adaptable and innovative in their approach to
teaching, selecting instructional strategies that will still result in Great Spirit, jo yful, daring,
delectable, and striking English classes. The following are some examples of English
teaching exercises that might inspire students.
The fact that the students in this portion appear content, enjoying themselves, and
finding the subject more intriguing to learn about indicates that they are more motivated
and excited about participating in the English teaching process in the classroom. They make
an effort to demonstrate the importance of speech by substituting body language. They
don't pause while instructing to attempt demanding speaking through bodily means. In this
instance, they want to attempt as soon as possible. If that's the case and they're asked to
mimic it in class, they're more engaged. When they can accurately follow the teacher's
directions, they also exhibit more confidence. When teachers model the action of "jumping"
instead of using the term "jumping" (Indonesian), researchers see that students are very
motivated to learn English. Thus, the majority of pupils collectively mimicked the teacher's
movements by saying, "Jump, jump, jump!" Together, they exclaim "jump" with joy. They
appeared as though they had never found practicing it to be tedious and exhausting.
Researchers discovered that during instruction, pupils are more eager to participate in the
teaching and learning of English. The pupils pay close attention to the body's components
when being taught. That The teacher takes images while writing the names of the bodily
parts on the paper. Thus, it is simple for kids to comprehend them. This can facilitate pupils'
rapid memorization of it. Researchers observed that the majority of pupils in this instance
actively participated in the teaching and learning of English. They really serve as excellent
incentives to follow directions from teachers. Their voice came back louder. In addition,
after-teaching pupils have a strong desire to study English. When the teacher invites the
class to sing a song called "If You Happy," the pupils in this phase seem engaged and lively.
At that time, songs that are spoken in English are still connected to the English lesson. They
actually love it, and singing it makes them so happy. Even after the allotted time has passed,
they still want the teacher to sing. English teacher Bayt Alfath, level 1, Sidoarjo focuses on
teaching English in class B. All students are expected to actively engage in class activities by
using this strategy. The TPR approach can encourage the development of new vocabulary
and cognitive abilities in young kids, which is one of its benefits. Additionally, students'
drive, interest, and recall are enhanced by word repetition. This class does not make use of
such technology. This implies that English teachers should only use their most effective
techniques and approaches to get their students involved in class(Hagen et al., 2019).
In the first observation
2. The English teacher 3. The English teacher and

1. The English teacher asked the
requested the class to recite pupils physically read
students to pray to the Lord these necessary statements several imperative
together. out quickly in imitation of statements and their replies.
her.
Due to the kindergarten students' early age, the TPR (Total Physical Response)
approach has been used and found to be appropriate for use in the English teaching and
learning process at Bayt Al Fath Level 1 Sidoarjo. Their preferred method of learning Engl ish
is imitation, memorization, repetition, and whole bodily reaction demonstration. Early
childhood English language instruction should be joyful, engaging, enjoyable, entertaining,
unstoppable, comprehensible, and unforgettable for the students. They may therefore
readily implement it in their daily lives. Researchers have knowledge of students' responses
after the English teaching and learning process through the use of the Total Physical
Response (TPR) technique, thanks to the findings of interviews conducted with English
instructors and students at Bayt Al Fath level 1 Sidoarjo. The student replies from the
interviews with English teachers at Bayt Al Fath level 1 Sidoarjo are known to the researcher.
It was shown that when an English instructor does not use innovative and judicious
teaching strategies, students typically get disinterested and lethargic when learning the
language. Next, in order for students to learn English in a joyful, upbeat, fearless, worry -
free, and joyful manner, English teachers can employ the TPR (Total Physical Response)
method, which involves the teacher acting as a supervisor and giving instructions to the
students. Students, on the other hand, mimic the verbal and nonverbal cues of their
professors. The first step in the teaching and learning process is modeling. In this instance,
the instructor is the one giving the kids instructions and acting on them. Students show that
they grasp instructions by following them on their own in the second phase. The teacher
keeps an eye on the pupils' behavior(Aker et al., 2019). Above all, a teacher's speech and the
students' nonverbal responses define a teacher-student exchange. As time goes on, the
teacher replies nonverbally while the kids speak more. Students will find it simpler to recall
English teachings if they do this. Researchers discuss the findings from their student
interviews. Since they are still young, the majority of pupils are often excited, joyful, and
eager when they first enroll in the English course. Easy ways for teaching foreign languages
from an early age include singing, mimicking, performing, and significant drilling . They
may put it into immediate practice in class. Additionally, they find it simpler to comprehend
the way the teacher explains English classes since the teacher delivers directions that
encourage students to attempt to grasp the material as fast as possible. In addition, students
reported that they found it easy to understand the material the teacher presented, which
was evident from their ability to repeat the vocabulary the teacher had presented. Students
expressed that they were happy that the teacher had made learning English enjoyable and
that they had learned through movement.
The second observation
1. The English teacher 2. the English instructor put 3. The English teacher asked the
invited the class to pray down the specific topic, students to sing a song
to God as a group before "parts of body." together
the English lesson began.
Using the physical response method as a learning medium to overcome student

problems in their English learning, researchers employed the Total Physical Response
method to enhance students' perceptions of learning English. This method is used to make
it easier for students to understand words in English and ensures that they do not quickly
become bored after understanding words in English. When employing the entire physical
response approach, pupils must speak words in the English language. This is to promote
student participation in the classroom and their ability to voice their thoughts. instructors
may provide a comfortable learning environment and help students to become more at ease
during the learning process. This study also implies that, while teaching vocabulary to kids
using interactive techniques like TPR may be age-appropriate and enjoyable, there is a need
to address the methods' presumed effectiveness in comparison to more conventional
techniques like single-picture presentations(Panwar et al., 2021).
There are several researchers who have conducted research on students' difficulties
in writing English, some of them researchers conducted research at the elementary school
level, precisely at the age of 7 to 11 years . Then, the researcher used 2 studies, namely
qualitative and quantitative . Furthermore, collecting data in this research using three
instruments, namely tests, observations and questionnaires . Next is a journal by collecting
data in schools in the Pamekasan area . Then a journal data was collected through
observation in learning activities, the instruments used are pre-test and post-test with 2
(two) assessment criteria, namely vocabulary and understanding .
Based on the previous research described above, there are similarities with this
research, but there are also differences in this research in the location, research methods and
sample. The research method that the researcher applied was descriptive qualitative. The
sample for this research was students aged 5-6 years at Bayt Al Fath Tanggulangin
kindergarten.
Conclusion
Based on the results of the study, the researchers concluded that TPR (Total Physical
Response) is the correct method for the process of teaching English to students of Sidoarjo
Level 1 at Bayt Al Fath. There are two meetings in one class in English class. Each of them
has different activities. It depends on the specific topic the teacher is discussing. When
teaching English, teachers also combine the TPR (Total Physical Response) method with
English songs to stimulate students' interest in learning English during the classroom
teaching process. It turns out that studying is not boring or lazy. It has been observed that
students in the classroom are more motivated and enthusiastic to participate in the English
teaching process. In this case, most students are generally interested, happy, and
enthusiastic when participating in the English teaching process because they can embed it
directly in the classroom.
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Pubmedia Jurnal Pendidikan Bahasa Inggris Vol: 1, No 4, 2024, Page: 1-13

Using the Total Physical Response Method to Improve

vocabulary as a means of enhancing language proficiency(Bardossy & Duckstein,

Result and Discussion

In the first observation

2. The English teacher 3. The English teacher and

The second observation

Using the physical response method as a learning medium to overcome student

directly in the classroom.

Setiyadi, A. B. (2020). Teaching English as a foreign language. repository.lppm.unila.ac.id.

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