TPR for a Toddler in Learning Simple English Instruction: A Case Study

Fatiha Dyah Puspa Ardianti, Rismiyanto Rismiyanto, Titis Sulistyowati

Abstract


This study investigates the effectiveness of the Total Physical Response (TPR) method in teaching simple English instructions to a 3-year-old toddler in a multilingual environment. Using a qualitative case study approach, the research involved five consecutive sessions where the subject was exposed to instructions such as "Stand up!", "Sit down!", "Look!", "Listen!", and "Be quiet!" The sessions included pretests to assess baseline comprehension, TPR treatments using verbal commands paired with physical actions, and post-tests to evaluate progress. The findings revealed that the subject demonstrated significant improvements in comprehension, engagement, and the ability to perform and verbalize the instructions. While initial reliance on visual aids like flashcards was necessary, repeated exposure through interactive and playful drills enabled the subject to transition to independent comprehension. By the final session, the subject was able to follow, articulate, and spontaneously use the instructions in casual contexts, indicating functional language acquisition. This study highlights TPR’s potential as an effective and engaging method for early language instruction. The integration of physical movement, verbal commands, and interactive activities fosters comprehension and retention while promoting positive engagement. The results support TPR as a practical approach for introducing foreign languages to young children, particularly in multilingual settings. Future research could explore its application in larger groups and varied linguistic contexts to further validate its effectiveness.

Keywords


TPR; physical action; instruction

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References


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