Nghiên cứu về việc sử dụng phương pháp phản xạ toàn thân (TPR) để nâng cao vốn từ vựng tiếng anh cho học sinh lớp 2 trường tiểu học lomonoxop

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POSTGRADUATE STUDIES

ĐÀO THỊ PHƢƠNG THẢO

A STUDY ON USING TOTAL PHYSICAL RESPONSE METHOD (TPR)
TO IMPROVE ENGLISH VOCABULARY FOR THE SECOND GRADE
STUDENTS AT LOMONOXOP PRIMARY SCHOOL
(Nghiên cứu về việc sử dụng phương pháp Phản xạ toàn thân (TPR) để nâng cao
vốn từ vựng tiếng Anh cho học sinh lớp 2 trường tiểu học Lomonoxop)

MA MINOR THESIS (Type 1)

Major: English Teaching Methodology
Course code: 8140231.01

HANOI - 2019


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POSTGRADUATE STUDIES

ĐÀO THỊ PHƢƠNG THẢO

A STUDY ON USING TOTAL PHYSICAL RESPONSE METHOD (TPR)
TO IMPROVE ENGLISH VOCABULARY FOR THE SECOND GRADE
STUDENTS AT LOMONOXOP PRIMARY SCHOOL
(Nghiên cứu về việc sử dụng phương pháp Phản xạ toàn thân (TPR) để nâng cao
vốn từ vựng tiếng Anh cho học sinh lớp 2 trường tiểu học Lomonoxop)

MA MINOR THESIS (Type 1)

Major: English Teaching Methodology
Course code: 8140231.01
Supervisor: Prof. Dr. Nguyễn Hòa

HANOI - 2019


STATEMENT OF AUTHORSHIP

I hereby acknowledge that this study is mine. The data and findings discussed in the
thesis are true. I further declare that this thesis has not been published elsewhere.

Author

Đào Thị Phương Thảo

i


ACKNOWLEDGEMENTS

This thesis could not be completed without the assistance of many people.
On this occasion, I would like to express my sincere gratitude to my supervisor,
Prof. Dr. Nguyễn Hòa who had given me the valuable advice, guidance and also
motivation to complete this thesis.
It is an honor for me to extend my special thanks to the Head of English
Department and all of my colleagues as well as the students in class 2A1 at

Lomonoxop primary school. Without their help and encouragement, I would not
have accomplished my work.
Finally, I would like to show my deepest gratitude to all of my friends and my
family, especially my parents, and my brother, whose continuous encouragement,
support and love have helped me pass through insurmountable difficulties during
my project.
This thesis is expected to be able to provide useful knowledge and information to
the readers. I realize that it is far from being perfect. Therefore it is really a pleasure
for me to receive suggestions and contributions to improve my thesis.

Hanoi, June 2019

Đào Thị Phương Thảo

ii


ABSTRACT

This study aims to describe how Total Physical Response improves students‟
English vocabulary retention as well as motivate them to study vocabulary.
This research was conducted in a class with 25 students. It is a Classroom Action
Research using the cycle model of Kemmis and Taggart. It adopted the concurrent
embedded strategy of mixed methods design. Quantitative data from pre-tests and posttests as well as the result from the interviews were used to analyze the improvement of
the students‟ vocabulary. Qualitative data from observation, interview and the results of
the questionnaire were used to figure out the students‟ attitude towards learning English
by TPR.
The research findings showed that, there was a significant improvement in students‟
vocabulary retention after TPR was used in class. Additionally, students expressed
positive attitudes towards using TPR in their English vocabulary lessons.

These findings can lead to the conclusion that the writer concluded that teaching
English vocabulary through TPR is very beneficial for the students in learning
English vocabulary. Therefore, the Total Physical Response method is
recommended for English teachers in teaching vocabulary.

iii


TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP ......................................................................... i
ACKNOWLEDGEMENTS ..................................................................................... ii
ABSTRACT ............................................................................................................. iii
LIST OF TABLES ................................................................................................. vii
LIST OF FIGURES ............................................................................................... vii
LIST OF ABBREVIATIONS............................................................................... viii
CHAPTER 1. INTRODUCTION ............................................................................1
1.1. Rationale ..............................................................................................................1
1.2. Objectives .............................................................................................................1
1.3. Research questions ...............................................................................................1
1.4. Scope ....................................................................................................................2
1.5. Significance of the study ......................................................................................2
1.6. Research outline ...................................................................................................2
CHAPTER 2. LITERATURE REVIEW ................................................................4
2.1. Conceptual framework .........................................................................................4
2.1.1. Teaching English vocabulary ............................................................................4
2.1.2. Teaching vocabulary to young learners ............................................................7
2.1.3. Teaching English vocabulary to young learners with TPR method ...............10
2.1.4. Attitudes ..........................................................................................................14
2.2. Previous studies ..................................................................................................17

CHAPTER 3. METHODOLOGY .........................................................................20
3.1. Context of the research.......................................................................................20
3.2. Participants .........................................................................................................20
3.3. Research design ..................................................................................................20
3.4. Research procedure ............................................................................................21
3.4.1. Action research................................................................................................21
3.5.2. Questionnaires .................................................................................................27
iv


3.5.3. Field notes .......................................................................................................28
3.5.4. Interviews ........................................................................................................28
3.6. Data analysis procedure .....................................................................................31
3.6.1 Quantitative data analysis ................................................................................31
CHAPTER 4. FINDINGS AND DISCUSSION ...................................................33
4.1. Quesion 1. To what extent can the use of TPR method affect 2nd graders‟
vocabulary retention at Lomonoxop Primary School? .............................................33
4.1.1. Test ..................................................................................................................33
4.1.2. Field notes .......................................................................................................38
4.1.3. Interview .........................................................................................................40
4.2. Quesion 2. What are the students‟ attitudes towards using TPR in learning
English vocabulary? ..................................................................................................41
4.2.1. Questionnaire ..................................................................................................41
4.2.2. Interview .........................................................................................................43
4.2.3. Field notes .......................................................................................................44
CHAPTER 5. CONCLUSION AND SUGGESTIONS ........................................47
5.1. Recapitulation ....................................................................................................47
5.2. Conclusion..........................................................................................................48
5.3. Implications ........................................................................................................48
5.4. Limitiations ........................................................................................................49

REFERENCES ........................................................................................................50
APPENDICES ........................................................................................................... I
APPENDIX 1. FIELD NOTES ................................................................................ I
APPENDIX 2. LESSON PLAN .............................................................................. II
APPENDIX 3. TEST RESULT ............................................................................. IV
APPENDIX 4. PRE-TEST 1.................................................................................... V
APPENDIX 5. POST-TEST 1 ............................................................................... VI
APPENDIX 6. PRE-TEST 2................................................................................. VII
APPENDIX 7. POST-TEST 2 ............................................................................. VIII
v


APPENDIX 8. QUESTIONAIRE ......................................................................... IX
APPENDIX 9. QUESTIONAIRE ........................................................................... X
APENDIX 10. QUESTIONAIRE RESULT ........................................................ XI
APENDIX 11. INTERVIEW ................................................................................ XII
APENDIX 12. INTERVIEW ............................................................................... XIII
APENDIX 13. INTERVIEW NOTE-TAKING SAMPLE .............................. XIV
APENDIX 14. INTERVIEW NOTE-TAKING SAMPLE .............................. XVI

vi


LIST OF TABLES

Table 3.1. Content for testing in cycle 1 ...................................................................26
Table 3.2. Content for testing in cycle 2 ...................................................................26
Table 3.3. Field note sample .....................................................................................28
Table 3.4. Interview participants description ............................................................29
Table 3.5. Classification of Graded Scores ...............................................................31

Table 4.1. Pre-test 1 scores .......................................................................................33
Table 4.2. Post-test 1 scores ......................................................................................34
Table 4.3. Paired Samples Statistics cycle 1 .............................................................35
Table 4.4. Paired Samples Correlations cycle 1........................................................35
Table 4.5. Paired Samples Test cycle 1 ....................................................................35
Table 4.6. Pre-test 2 scores .......................................................................................36
Table 4.7. Post-test 2 scores ......................................................................................36
Table 4.8. Paired Samples Statistics cycle 2 .............................................................37
Table 4. 10. Paired Samples Test cycle 2 .................................................................38
Table 4.11. Interview result for question 1 ...............................................................40
Table 4.12. Questionnaire Analysis ..........................................................................42
Table 4.13. Category of the criterion ........................................................................43
Table 4.14. Interview result for question 2 ..............................................................43

LIST OF FIGURES

Figure 3.1. Classroom action research cycle .............................................................23

vii


LIST OF ABBREVIATIONS

TPR: Total Physical Response
No. : Number
Q: Question

viii

CHAPTER 1. INTRODUCTION

In this chapter the writer introduces the rationale, the objectives, the scope, and the
outline of the study. Besides, the research questions and the significance of the
study are also mentioned.
1.1. Rationale
English as a means of communication is widely used among people around the
world. Learning vocabulary is, therefore, very important because vocabulary
provides learners with materials in order to produce complete utterances. It is the
key component that links the four language skills of speaking, listening, reading and
writing all together. Wilkins (1972) wrote that “…while without grammar very little
can be conveyed, without vocabulary nothing can be conveyed”. We can often
manage to communicate with some useful words or expression even without
grammar. Lewis (1993) went further to argue, “Lexis is the core or heart of
language”.
At the school where the research was conducted, the students start learning English
from grade 1. The 2nd graders have eight periods of English every week with the
book Super Minds 2 published by Oxford University Press, (2013). The students
have chance to learn and practice using new vocabulary frequently. However, how
to encourage students in learning English vocabulary and guide them to learn it
effectively are the two important points which needs putting under consideration by
teachers. Among many activities, TPR is considered to be a very useful way
because it can make used of the main characteristics of children. It catches the
attention of the children, it makes the children give attention to the form meaning or
use of the words.
1.2. Objectives
This study attempts to solve the problems which need positive solution. They are:
To know how Total Physical Response help improve students‟ English vocabulary
retention and how to motivate them to study vocabulary.
1.3. Research questions

In order to get the objectives of the study systematically, the following questions
1


are raised:
1) To what extent can the use of TPR method help improve 2nd graders‟ vocabulary
retention at Lomonoxop primary school?
2) What are the students‟ attitudes towards using TPR in learning English
vocabulary?
1.4. Scope
This study is only conducted at a local class of a primary school with 25 second
graders, in the academic year 2018-2019. It focuses on teaching vocabulary by
using TPR in class.
1.5. Significance of the study
a. Theoretical significance
This study will provide useful information about how English is taught at primary
school using Total Physical Response with the purposes of improving students‟
vocabulary and motivating them in learning.
b. Practical significance
This study will contribute to the improvement of students‟ English vocabulary
retention as well as help the English teachers in designing the process of teaching
English especially in using TPR method in teaching English at primary school.
Additionally, the result of this research is expected to be used as an additional
reference in carrying out further researches.
1.6. Research outline
Chapter 1 is introduction. In this part, rationale, objectives, research questions,
benefits, scope and outline of the research are introduced.
Chapter 2 is literature review which discusses the theoretical framework which
consists of the discussion about: Teaching English vocabulary, teaching English
vocabulary to young learners, teaching English vocabulary to young learners with

TPR method and attitude. The previous studies in this field are also mentioned.
Chapter 3 is methodology. It covers the context of the research, research design,
research procedure, data collection and data analysis.
Chapter 4 is findings and discussions. In this part, the findings of the research in
2


accordance with the two research questions and some discussions are mentioned.
Chapter 5 is conclusion. This chapter covers the main points of the research, the
conclusion and some implications and limitations of the study

3


CHAPTER 2. LITERATURE REVIEW

In this chapter, the conceptual framework of this study which consists of teaching
English vocabulary, teaching English vocabulary to young learners, teaching
English vocabulary to young learner with TPR method and attitudes. The previous
studies related to this field are also mentioned by the writer.
2.1. Conceptual framework
2.1.1. Teaching English vocabulary
2. 1.1.1. Definition of vocabulary
Hornby (1995) defines vocabulary as „total number of words which make up the
language with rules for combining them‟ while Linse (2005:121) considers it as „the
collection of words that an individual knows‟. According to Laufer (1997:54)
vocabulary learning is at the heart of language learning and language use. In fact, it
is what makes the essence of a language. Without vocabulary, speakers cannot
convey the meaning and communicate with each other in a particular language.
Webster (1983: 2046) states that vocabulary is a list of words, and sometimes,

phrases, usually arranged an alphabetical order and defined: a dictionary, glossary,
or lexicon. According to him, vocabulary is all the words of a language and they are
used by a particular person, class, profession, etc. Sometimes, they are all the words
recognized and understood by a particular person, although not necessarily used by
him (in full, passive vocabulary).
Talking about the importance of vocabulary, Schmitt (2000) emphasizes that
“lexical knowledge is central to communicative achievement and to the acquisition
of a second language” Other researchers such as Laufer and Nation (1999), Maximo
(2000), Read (2000), Gu (2003), Nation (2001) and others have realized that the
acquisition of vocabulary is essential for successful second language use and plays
an important role in the formation of complete spoken and written texts.
From the above definitions, it comes to the conclusion that vocabulary is an
important tool to express the idea. For anyone who learns a second language,
4


vocabulary knowledge is considered as a crucial tool because vocabulary directly
affects the success of communication. Vocabulary proficiency depends much on the
quality and quantity of the vocabulary that the learners have mastered. The richer
the number of word that the students can know, the better they can be in using
language. This study followed the definition of Linse (2005:121) which defines
vocabulary as the collection of words that a person knows.
2.1.1.2 Types of vocabulary
There are many ways to classify vocabulary. According to Judy K. Montgomery
(2007), there are four kinds of vocabulary. They are: Listening vocabulary,
speaking vocabulary, reading vocabulary and writing vocabulary. Listening
vocabulary are the words we hear and understand. When people were the babies,
they just listen then look and get the meaning of the words. They continue to learn
new words this way all of their lives; Speaking vocabulary are the words people use
when speaking. The number of people‟s speaking vocabulary is much less than their

listening vocabulary most likely due to the ease of use; Reading vocabulary is the
words people understand when reading texts. Among these words, there are words
people do not use in speaking vocabulary; Writing vocabulary are the words people
can retrieve when they write to express themselves. They are strongly influenced by
the words they can spell. Harmer (1991) divides vocabulary into two types: active
and passive vocabulary. The first type, active vocabulary is the vocabulary that the
students have been taught and that they are expected to be able to use. The second
one, passive vocabulary refers to the words which the students are able to recognize
when they meet them, but which they will probably not be able to pronounce.
Haycraft, quoted by Hatch and Brown (1995) agrees that there are two kinds of
vocabulary: receptive vocabulary and productive vocabulary. Receptive vocabulary
is the vocabulary that that learners can understand when reading text or listening to
the text. Learners know and recognize the meaning of words when they see them.
This causes them to understand the text they have read but not used to speak
and write. Productive vocabulary is the words that are understood and can be
5


pronounced by the learners. The learners can use these words well in speech
and writing.
Understanding the classification of English vocabulary will help teachers optimize
each type then have appropriate choices of vocabulary and methods when teaching
students.
2.1.1.3. English vocabulary retention
According to Richards & Schmidt (2002) vocabulary retention is “the ability to
recall or remember things after an interval of time. In language teaching, retention
of what has been taught depends on the quality of teaching, the interest of the
learners, or the meaningfulness of the materials”
Ellis (1995) states that learning a word, both in L1 and L2 involves various
components: processing auditory and visual input, producing spoken and written

output, and knowing the syntactic and semantic relations between words, making it
a complex task. Vocabulary needs to be retained in the mental lexicon or long-term
memory before it can be recalled and produced in meaningful sentences. Atkinson
and Shiffrin (1968) describe the process of remembering words in different stages:
after a word comes in and attention is paid to this by the learner, a transfer to shortterm memory takes place.
This research followed the definition of Richards & Schmidt to investigate the
ability of recall and remember the vocabulary of the students after learning by
TPR method.
2.1.1.4. Teaching English vocabulary
There are many comments related to teaching vocabulary. According to Ratnawati
(2005), students do not use all the words we just hear or read in speaking or writing.
There are some words which remain „passive‟. The „active‟ vocabulary should be
presented and used systematically. Vocabulary should be always taught in normal
speech utterances and the structures which the students know already should be
used to introduce new vocabulary. Vocabulary items should be focus on one topic,
words should be taught again even they are taught already when they are in the new
6


contexts. Teachers can give the students an understanding of the meaning in many
ways. Additionally, vocabulary should be practiced regularly in many forms like
transformation drills, questions and answers, etc. They should be put in many
structures and situations in which students can practice using it many times and the
last point is that students should be encouraged to learn the words which contain the
same roots.
Harmer (2001) mentions five techniques for teaching vocabulary in general. The
first technique is demonstration. It means the teachers use actions to illustrate the
words which students will learn. The second technique is explanation. With this
technique, teachers use diagram, textbook, board to explain the construction of
language. The third one is discovery. It means new language form could be

understood by letting students to discover them in a test or by looking at
grammatical evidence. The fourth one is check question which is used to check the
students ‟understanding of the meaning and words usage in the text or paragraph.
The last technique is presentation. With this technique, the teacher shows pictures,
videos and also uses the mime, actions, and gestures to present the words.
It can be clearly seen that vocabulary should not be learnt in only individual words.
They should be put together with other words or in sentences, in contexts so that the
learning process will not be boring and passive like the traditional way. Teachers
need choose the appropriate techniques to help the students learn vocabulary in an
effective way.
2.1.2. Teaching vocabulary to young learners
2.1.2.1. Characteristics of young learners
According to Scoot and Ytreberg (1990), children have five main characteristics.
First, they ask questions all the time. Second, They rely on both spoken words
and the physical representation of the words to convey and understand the
meaning; They have definite views about what they like and do not like to do;
Children have developed sense of fairness about what happens in the classroom
and they begin to question the teachers‟ decisions; They are able to work with
others and learn from others.
7


Slattery and Jane (2001, 4) points out that young learners acquire through hearing
and experiencing. They learn through doing things. They love playing, learn best
when they are enjoying and using their imagination and love playing with language
sounds. Young learners‟ grammar will develop gradually on its own. They
understand situations more quickly than the language used. Additionally, they use
language skills long before being aware of them. They have a very short attention
and concentration span and so need variety. Young learners are comfortable with
routines and enjoy repetition. They respond the language well through concrete

things (visual things) rather than abstract things, and need physical movements and
real activities to stimulate their thinking.
Young learners have much energy and they like to be involved in activities which
make them happy and release their energy. They learn languages mostly by looking
and listening. They can learn effectively through doing and playing. They do not
think seriously about trying to learn vocabulary, they learn new vocabulary better in
natural ways and because they like to learn. Children like learning by hearing the
sounds, by imitating and making funny actions or sounds. They do not have serious
reasons for studying English. They do not realize that they are learning a language.
Therefore, let them see a natural reason is necessary. They are easily motivated but
also easy to feel bored with activities repeated many times. They learn more
effectively through their real experience by directly doing actions.
Based on “Psikologi Perkembangan” written by Tim Pengembangan MKDK IKIP
Semarang (1989: 102), the elementary school students are the children between 6 to
12. They are in the smart age. They often show what they know and are proud of it.
There is a strong correlation between physical condition and school achievement.
Primary students intend to praise themselves. At the end of this phase, they begin to
have an interest in special subject.
Eled (2015) highlights eleven key characteristics of primary learners: (1) Primary
learners find security in rhythm, ritual, and repetition; (2) Primary learners learn
through play; (3) They want to belong to a community that is safe, beautiful, and
8


good; (4) They explore the world with wonder; (5) Primary learners “understand” the
world first through their bodies; (6) primary learners seek independence and mastery;
(7) They thrive in the natural world; (8) They use stories to construct meaning; (9)
They seek patterns in the world around them; (10) They construct their identities and
build cultural bridges; (11) They express themselves in complex ways.
Obviously, primary students have different characteristics and attitudes that contrast

with the high school students and the key point is how to understand and make use
of these characteristics to support the teaching and learning process.
2.1.2.2. Teaching English vocabulary for students in primary school
The students of the primary school may have different motivation levels towards
learning. In this case, teachers have to challenge and motivate their students to learn
something new. Teaching English vocabulary for children in primary schools is
different from teaching English for adult learners. Therefore, methodologies and
techniques should be considered carefully by teachers when teaching English for
primary students.
Brown (2001) lists out several teaching methods for language teaching.
Grammar translation method can be viewed as a traditional method which
concentrates on memorization of vocabulary and grammatical rules. It provides
vocabulary with direct translations to memorize. Students will learn mostly by their
mother tongue. They are passive in using target language.
In direct method, the grammatical rules were not focused much; instead the
interaction is paid much attention. Teacher explains new vocabulary using realia,
visual aids or demonstrations.
In audio-lingual method, teachers put new materials in dialogue forms. Structural
patterns are taught using repetitive drills. Therefore, vocabulary is learned in
context. There is a great effort to get students to produce utterances.
Suggestopedia is the method which suggests that the human brain could process
great quantity of materials if it is given the right conditions for learning. This is
considered as a very effective way to help children learn vocabulary.

9


In silent way method, students discover and create the knowledge by their own
rather than remember and repeat. This method is suitable to improve student‟s
vocabulary in narrative text. The student can discover some new words and try to

remain the words then they performance in front of the class.
Total Physical Response (TPR) is also in this list. In this method, learners develop
their comprehension through carrying out commands and the imperative drills elicit
physical action before production. With the second graders in primary school, the
purpose of teaching English is to introduce English to the students in order to build
them the ability of communicating in simple English. Therefore, what teachers need
consider when selecting vocabulary should be the number of words which are
taught and the students‟ need. When they present new vocabulary they should
primarily try to enable students to recognize the words and their meanings perfectly.
Based on the explanations above about primary students and teaching vocabulary
for primary students, it can be seen that students in primary schools like to see how
things operate and they are interested in learning something by making them being
active in the classroom. Teachers should choose the methods which are appropriate
with the children‟s levels, characteristics and the curriculum of the school they are
studying. And among various methods which can be used in teaching vocabulary
for children in elementary schools, TPR is highly recommended, since the TPR is
full with real situations being demonstrated.
2.1.3. Teaching English vocabulary to young learners with TPR method
2.1.3.1. Definition of TPR
Total Physical Response (TPR) is a teaching method developed by James Asher, a
professor of psychology at San José State University, California, USA. It was
designed to support teaching-learning foreign language.
Richard and Rodgers (1986) states that TPR is a language teaching method which is
constructed around the coordination of speech and action. It makes use of physical
(motor) activity to teach language. According to Garcia (2001) there are two very
important concepts in TPR. They are the total physical response involvement in
learning process and the role played by the right hemisphere of the brain. The first
10

concept refers to the using action responses to introduce the second language. This
is influenced by the way people acquire their first language. People listen before
speaking. The babies listen to the sounds around them and then do things in
response to their utterances. They do not speak immediately. They will speak when
they are ready. The second concept is related to the brain hemisphere. Our brain is
divided into two parts, left and right hemispheres. They have different functions.
The right brain controls physical movements and TPR is a right brain method of
learning language because the language is learnt mostly through actions.
Similarly, Asher (1977) focuses on the way that children combine both verbal
and physical aspects to explain for this method. A child responds physically to
the speech of their parents. The responses of the child are in turn positively
reinforced by the speech of the parents. It is the combination of both verbal and
physical aspects.
Larsen-Freeman (2000: 113) claims that Total Physical Response was developed in
order to reduce the stress people feel when studying foreign languages and thereby
encourage students to persist in their study beyond a beginning level of proficiency.
Obviously, TPR emphasizes the link between words and physical movement. The
main activity of TRP relates to the commands that teacher gives to students who
will obey the teacher‟s commands. It will benefit a lot in helping the students recall
the words they have learnt because they would remember words better when using
their body movements.
Learner roles
According to Asher (1997) learners of TPR are the listeners and performers in the
lesson. After listening to teacher‟s commands, they use actions to respond to
teacher. They will physically respond in both individuals and in teams or in groups.
They will follow the content determined by the teacher. Learners are also required
to produce novel combinations of their own. Learners monitor and evaluate their
own progress. They are encouraged to speak when they feel ready to speak - that is,
when a sufficient basis in the language has been internalized.
11

Teacher roles
According to Larsen and Freeman (2000: 113) the teacher is the director of all
students‟ behaviors. Teacher is the person who determines the content of the lesson:
what to teach, who models. Teacher plays a more active role in TPR, not students.
Therefore, careful preparation is necessary so that the lesson can run smoothly step
by step. This determines the success of the lesson.
Asher (1977) states that teachers‟ role is not only to teach as to provide
opportunities for learning. The responsibility of teachers is also to provide the best
kind of exposure to language so that the learners can internalize the basic rules of
the target language. The language input that learners receive is controlled by
teachers. They give learners raw materials which will help them construct in their
own minds. Speaking abilities should be allowed to develop in learners at their own
natural pace. Teachers should not interrupt to correct errors because this will
discourage learners‟ learning process.
2.1.3.2. Principle of TPR
TPR is an example of the comprehension approach to language teaching. In the
lesson using TPR, students are not forced to speak. Instead, teachers wait until
students acquire enough language through listening that they start to speak
spontaneously.
In a group study, Yuliana (2014) lists out 13 principles of TPR: (1) Meaning in the
target language can often be conveyed through actions. Memory is active through
learner response. Beginning foreign language instruction should address the right
hemisphere of the brain, the part which controls nonverbal behavior. The target
language should be presented in chunks, not just word by word; (2) The students
understanding of the target language should be developed before speaking; (3)
Students can initially learn one part of the language rapidly by moving their bodies;
(4) The imperative is a powerful linguistic device through which the teacher can
direct students‟ behavior; (5) Students can learn through observing actions as well

as by performing the actions as well as by performing the actions themselves; (6) It
12


is very important that students feel successful. Feelings of success and low anxiety
facilitate learning; (7) Students should not be made to memorize fixed routines; (8)
Correction should be carried out in an unobtrusive manner; (9) Students must
develop flexibility in understanding novel combinations of target language chunks.
They need to understand more than the exact sentences used in training. Novelty is
also motivating; (10) Language learning is more effective when it is fun; (11)
Language should be emphasized over written language; (12) Students will begin to
speak when they are ready; (13) Students are expected to make errors when they
first begin speaking. Teachers should be tolerant of them. Work on the fine details
of the language should be postponed until students have become somewhat
proficient”.
Additionally, Blair (1992) states four principles of TPR method. The first principle
is that comprehension must be developed first before students speak because only
when the learners have good comprehension, they can learn the new language best.
The next principle is that comprehension and memory are well acquired through
physical movement. He stated that students need time to understand and response to
parts of language before trying to speak it out when they are ready. This is call
„silent period‟. The last principle is that by responding through actions, learners‟
memory is activated and so they can understand the meaning of new vocabulary.
Based on these above principles, Asher (2012) draws three learning hypotheses of
using TPR in teaching English. First, children develop their comprehension by
responding physically to their parents‟ commands. It will help to develop their
speech naturally. They acquire listening comprehension before starting to speak.
Second, TPR is related to right brain activities. Third, a stress free environment will
benefit the second language learning process like with the first language. TPR
focuses on the meaning without putting the stress on grammar rules or language

forms. This helps to create a comfortable environment for learners.
Obviously, TPR method is widely used in teaching children. Its principles mostly
base on the movement of the body and relate to the right brain activities. The
13


complexity of the input is gradually increased. Children are involved in listening,
responding to commands, and doing actions, and after some time they take over
from the teacher and give commands themselves.
2.1.3.3. Procedure of TPR
Asher (1977) states that there are four main steps in the procedures of TPR method:
1) Review: this is the quick warm- up for students before the lesson. Students move
with commands to review the vocabulary they learned in the previous lesson.
2) New commands: Teacher introduces the new commands.
3) Role reversal: Students readily volunteer to command their teacher and
classmates.
4) Reading and writing. Teacher writes new vocabulary items on the board and
gives sentences to illustrate the words.
According to Asher, TPR lesson plans should present the detailed commands that
the teacher intends to use in his/her lessons. He said, “It is wise to write out the
exact utterances you will be using and especially the novel commands because the
action is so fast-moving. There is usually not time for you to create spontaneously.”
From these above characteristics and principles of TPR, it can be concluded that
TPR is a great tool for learning and teaching a second language for students
especially for children. The lesson plan of this research will apply this procedure.
2.1.3.4. Types of vocabulary used in the lessons with TPR

TPR is largely about movement. Verbs are the most suitable type of
vocabulary for this method because teacher can easily illustrate them by
actions. With the words that are not easy to be illustrated by doing actions like

nouns or some adjectives, etc. teacher can combine them with the suitable
verbs in lots of interesting ways. For example: With some names of animals
teacher can guide the students to move, make the sounds or act out like these
animals; With some nouns, teacher can combine them with the verbs like:
wear the hat, look at the mirror, sit on the chair, etc.

14


2.1.4. Attitudes
There have been numerous definitions given to attitudes. Attitudes is defined Baker
(1992) as “a hypothetical construct used to explain the direction and persistence of
human behavior”. Likert (1932) defines the term attitude as "an inference which is
made on the basis of a complex of beliefs about the attitude object". Ajzan (1988)
considers attitudes as “a disposition to respond favorably or unfavorably to an
object, person, institution, or event”. Brown (2000) states that “Attitudes, like all
aspects of the development of cognition and affect in human beings, develop early
in childhood and are the result of parents‟ and peers‟ attitudes, contact with people
who are different in any number of ways.” Brown (2001) indicates that attitude is
described by emotional involvements such as feelings, and relationship in
community. Moreover, attitudes refer specifically to states of emotions and thought
relating to the target language, to the learning of the target language, and to the
culture of the target language. Bagozzi and Burnkrant (1979) states three
components of attitude: (1) Knowledge about the object, the beliefs, ideas
components (Cognitive). (2) A feeling about the object, like or dislike component
(Affective). (3) A tendency-towards-action the object component (Behavioral).
Gardner (1985) considers attitudes as components of motivation in language
learning. Students‟ attitudes positively correlated with their achievement in English.
For instance, students with positive attitudes towards learning a language were more
at an advantage compared to those with negative attitudes (Spolsky, 1969;

Littlewood, 1984; Holmes, 1992; Norlida, 1997). Therefore, the importance of
attitudes in enhancing language learning was undeniable. This study follows the
definition of Gardne.
According to Simonson & Maushak (2001) there are four widely used and accepted
categories, or approaches, for collecting attitude information. The first way is selfreports, where the members of a group report directly about their own attitudes.
With self-reports a person is asked to report on his or her own attitudes. This
information can be provided orally through the use of interviews, surveys or in
15