Pre-Service English Teachers’ Use of Total Physical Response (TPR) in Young Learners’ Online and Offline English Lesson

Fayza Aqila, Irma Windy Astuti

Abstract


Numerous studies have explored the implementation of Total Physical Response (TPR); however, most have primarily focused on offline teaching contexts. This study aims to describe the implementation of TPR in both online and offline young learners' English lessons. A qualitative descriptive approach was employed, with classroom observations as the primary data source and interviews serving as supplementary data. The observation instrument was based on the 13 principles of TPR outlined by Larsen-Freeman and Anderson (2011). The participants were two female pre-service English teachers: one teaching offline and the other online. The findings indicate that both teachers were unable to fully optimize the application of TPR in their respective settings. The observation results revealed variability in the number and frequency of TPR principles applied by each teacher, with some principles being implemented consistently, others infrequently, and some not at all. The interview data confirmed that the implementation of TPR was shaped by various factors perceived as either advantages or challenges in each context. The study suggests that teachers’ knowledge and experience with TPR are critical factors influencing the effective implementation of TPR in both online and face-to-face classrooms.

 


Keywords


Pre-service English Teachers; Teaching English to Young Learners; Total Physical Response (TPR)

Full Text:

PDF

References


Albaqami, R. (2022). The role of lexical chunks in promoting English writing competence among foreign language learners in Saudi Arabia. Center for Open Science. http://dx.doi.org/10.31235/osf.io/mwfz8

Astutik, Y., Aulina, C. N., & Megawati, F. (2019). Total physical response (TPR): How is it used to teach EFL young learners?. International Journal of Learning, Teaching and Educational Research, 18(1), 92–103. https://doi.org/10.26803/ijlter.18.1.7

Astutik, Y., & Aulina, C. N. (2017). Metode total physical response (TPR) pada pengajaran bahasa Inggris siswa taman kanak-kanak. Jurnal Pendidikan Bahasa Dan Sastra, 17(2), 200. https://doi.org/10.17509/bs_jpbsp.v17i2.9658

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy (Second Edition). Pearson ESL.

Celce-Murcia, M. (1991). Teaching English as a second or foreign language (Third Edition). Heinle & Heinle.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (Third Edition). SAGE.

Ekawati, A. D. (2022). The implementation of total physical response (TPR) to improve student’s English vocabulary during pandemic. English Journal, 16(1).

Ellis, N. C., & Sinclair, S. G. (1996). Working memory in the acquisition of vocabulary and syntax: Putting language in good order. The Quarterly Journal of Experimental Psychology A, 49(1), 234–250. https://doi.org/10.1080/027249896392883

Harahap, S. W., & Panjaitan, B. (2021). Komparasi metode blended learning dengan metode tpr dalam keefektifannya terhadap sistem pembelajaran daring pada materi vocabulary bahasa Inggris. Jurnal Mutiara Pendidikan, 6(2). https://doi.org/10.51544/mutiara%20pendidik.v6i2.2265

Harmer, J. (2001). How to teach English (p. 66). Pearson Education Limited.

Hounhanou, A. J. V. (2020). Promoting TPR (total physical response) method in teaching vocabulary for EFL beginners in Benin secondary schools. International Journal of Applied Linguistics and English Literature, 9(6), 23. https://doi.org/10.7575/aiac.ijalel.v.9n.6p.23

Ibrohim, A. T., Septianti, A., & Sadikin, I. S. (2018). Students’ perception toward teaching English vocabulary through total physical response (TPR) method. PROJECT (Professional Journal of English Education), 1(2), 147. https://doi.org/10.22460/project.v1i2.p145-156

Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in Language Teaching 3rd edition - Oxford Handbooks for Language Teachers. Oxford University Press.

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.

Nigora, U. (2018). Using total physical response in primary school classes. European Journal of Research and Reflection in Educational Sciences, 6(1).

Nuraeni, C. (2019). Using total physical response (TPR) method on young learners English language teaching. Metathesis: Journal of English Language, Literature, and Teaching, 3(1), 26. https://doi.org/10.31002/metathesis.v3i1.1223

Qoriah, D., & Farisya, G. (2022). Communicative language teaching (CLT) method combined with total physical response (TPR) method on upgrading communication skill on English laboratory. Journal Civics and Social Studies, 6(2), 120–129. https://doi.org/10.31980/civicos.v6i2.2319

Safitri, A. E., Setiyadi, A. B., & Huzairin, H. (2017). Implementation of total physical response principles in teaching vocabulary at elementary school. UNILA Journal of English Teaching, 6(6).

Scott, W. A., & Ytreberg, L. H. (1991). Teaching English to children. Longman.

Shabani, K., & Safari, F. (2016). Immediate vs delayed correction feedback (CF) and accuracy of oral production: The role of anxiety. Theory and Practice in Language Studies, 6(11), 2222. https://doi.org/10.17507/tpls.0611.21

Sumarni, B., Bhatta, D. D., & Kho, S. F. C. (2022). The use of total physical response in teaching vocabulary integrated with meaningful classroom interaction. Journal of Language and Literature Studies, 2(1), 23–32. https://doi.org/10.36312/jolls.v2i1.710




DOI: https://doi.org/10.24176/pro.v8i2.13800

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View Prominent Stats

Flag Counter

Prominent Journal of English Studies is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Dedicated to:

in Collaboration with APSPBI: