Enhancing Students’ Vocabulary Mastery Through Total Physical Response (TPR) for Elementary School Students

Hanifah Ayu Retnoningsih, Suparno Suparno, Ellisa Indriyani Putri Handayani

Abstract

This article is aimed to describe whether Total Physical Response can enhance the students’ vocabulary mastery and the students’ attention during the implementation of Total Physical Response. The Classroom Action Research is adopted as the research design. The data were collected by conducting observation, interview, test and making field notes. The qualitative data were analyzed by Miles and Huberman’s method namely data reduction, data display, and conclusion drawing. Meanwhile, the quantitative data were analyzed by using non-independent t-test and simple statistical method. Based on the data collected from 32 students of one elementary school in Surakarta in the academic year of 2017/2018, the findings show that the implementation of Total Physical Response can enhance the students’ vocabulary mastery and there are active students in the classroom during the implementation of Total Physical Response.

Keywords

action research;students’ attention;vocabulary mastery;total physical response

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DOI: https://doi.org/10.20961/eed.v7i1.35837

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