PROMOTING ELEMENTARY STUDENTS’ VOCABULARY MASTERY USING TOTAL PHYSICAL RESPONSE IN NGADILUWIH ACADEMIC YEAR OF 2021/2022

Setiawan, Deni and SULISTYANI, SULISTYANI and NURHAJATI, DIANI (2022) PROMOTING ELEMENTARY STUDENTS’ VOCABULARY MASTERY USING TOTAL PHYSICAL RESPONSE IN NGADILUWIH ACADEMIC YEAR OF 2021/2022. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study aimed to investigate the implementation of Total Physical Response (TPR) in teaching vocabulary to elementary students. Due to the importance of learning vocabulary, it is necessary to teach English vocabulary since elementary school. Ideally, teaching English in elementary school uses a method that suits the characteristics of children. However, there are still many elementary school English teachers who implement classical method or the translation method, which is not child-friendly. Thus, the problems arouse lead to the research questions. They are: 1) How is the teaching stage of TPR in teaching vocabulary to elementary students? 2) What are the teacher’s roles in teaching vocabulary using TPR to elementary students? 3) What is the teaching material used by the teacher in teaching vocabulary using TPR to elementary students? This study is descriptive qualitative research with the English teacher as the subject. The instruments used to gain data are observation, interview and documentation. The observation was conducted twice in class meeting during COVID-19 pandemic era. The interview with teacher and documentation of lesson plan and teaching material were used to collect more data in regard of the research questions. The results of this study showed that 1) The teaching stage of TPR in teaching vocabulary to elementary students was carried out through three stages, namely pre-teaching, whilst-teaching and post-teaching. 2) The teacher has several roles namely as a planner, as director, as a model and as an assessor. 3) The teaching material used was vocabularies with a theme daily activities which they familiar with. Some suggestions were drawn from the result. They are: 1) In TPR, teacher should make a variation of class activities that appropriate with students’ need and condition so that they will not bored. 2) Further study with broader limitation is needed to explore many aspects of teaching vocabulary through TPR that have not been explored yet in this study.

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