Teachers’ Perception on The Total Physical Response Use in Teaching Vocabulary to Students at Elementary Schools in Indonesia

Meida Kusuma Wardani, Achmad Hilal Madjdi, Farid Noor Romadlon

Abstract


This research aimed to investigate the perceptions of English teachers who had implemented the Total Physical Response (TPR) method in teaching vocabulary to young learners. TPR is a dynamic, varied, and engaging method that enhances students' attention and comprehension during language lessons. The research applied a qualitative descriptive approach, focusing on English teachers at Jepang Elementary Schools, Kudus, Central Java, Indonesia, where TPR had been applied in English vocabulary instruction. Data were gathered through questionnaires and interviews with the teachers. The results showed that TPR was highly effective in teaching vocabulary. According to the teachers' perceptions, TPR significantly improved students' vocabulary comprehension and retention by incorporating interactive physical movements. These findings proved that TPR facilitated better understanding and long-term retention of vocabulary among young learners. Future research on the TPR method should focus on developing supplementary techniques for teaching abstract vocabulary, supporting students’ lack of understanding with physical movements, and streamlining preparation. Additionally, evaluating the long-term effects of TPR on vocabulary retention and exploring its adaptability across various cultural and educational contexts could provide valuable insights.

Keywords


teachers’ perception; TPR Method; teaching vocabulary

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References


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