THE IMPACT OF THE TOTAL PHYSICAL RESPONSE METHOD ON PUPILS’ MOTIVATION

2019 ◽  
pp. 28-33 ◽  
Author(s):  
O. V. Smolovik
Keyword(s):  
Physical Response ◽  
Response Method ◽  
The Impact

scholarly journals “It can’t happen to me”

2017 ◽  
Vol 34 (5) ◽  
pp. 385-399 ◽  
Author(s):  
Vendula Belackova ◽  
Barbara Janikova ◽  
Jaroslav Vacek ◽  
Hana Fidesova ◽  
Michal Miovsky
Keyword(s):  
Rapid Assessment ◽  
Alcoholic Beverages ◽  
Vulnerable Groups ◽  
Lower Probability ◽  
Drinking Patterns ◽  
Structured Interviews ◽  
Emergency Situations ◽  
Response Method ◽  
Alcohol Users ◽  
The Impact

Background: In September 2012, a series of methanol poisonings occurred in the Czech Republic as a result of an influx of illicit alcohol into (predominantly) cheap alcoholic beverages on the retail market. The public authorities decided to prevent public health risks by prohibiting sales of liquors that contained more than 20% alcohol (> 20% liquor). The “partial” prohibition lasted for almost two weeks, but the poisonings still continued. This article assesses the impact of the methanol poisoning risks and the (partial) prohibition on alcohol drinking patterns, and describes the understanding of risks and their mitigation in vulnerable groups. Methods: The rapid assessment and response method (RAR) was used during the (partial) alcohol prohibition. Semi-structured interviews were conducted with respondents recruited for the study in alcohol-intake settings (e.g., bars and restaurants, street alcohol outlets) in six regions. In total, 107 alcohol users were interviewed, mostly with risky drinking patterns (69% scored ≥ 1 on the CAGE scale), and 53 alcohol retailers/staff members serving alcohol. Results: About one third of the alcohol users in the study (35%) drank > 20% liquors during the prohibition; a higher score on the CAGE scale was associated with a lower probability of drinking > 20% liquors during the period of the prohibition, probably because of the perception of being at high risk of poisoning. There was some increase in drinking liquors with an alcohol content less than 20%. Those who continued drinking > 20% liquors typically did so in the belief that some sources of these were safe. Conclusions: Public policies aimed at reducing the risk of methanol poisonings in emergency situations should adopt broader measures than those focusing on market control. These measures include increased access to brief interventions, addressing the strategies that alcohol consumers adopt to prevent risk, and, in general, helping consumers make informed choices to prevent further fatalities.

scholarly journals IMPROVING ENGLISH VOCABULARY BY USING TOTAL PHYSICAL RESPONSE (TPR) METHOD TO THE FIFTH GRADE STUDENTS OF SDN PASIRKALIKI 1 CIMAHI

2018 ◽  
Vol 1 (1) ◽  
pp. 27
Author(s):  
Irfan Hidayat ◽  
Aris Munandar
Keyword(s):  
Data Analysis ◽  
Alternative Hypothesis ◽  
Fifth Grade ◽  
Teaching English ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Physical Response ◽  
The Subject ◽  
The Mean ◽  
Response Method

The objective of this research entitled “IMPROVING ENGLISH VOCABULARY BY USING TOTAL PHYSICAL RESPONSE (TPR) METHOD TO THE FIFTH GRADE STUDENTS OF SDN PASIRKALIKI 1 CIMAHI” was to find out whether or not teaching English Vocabulary using Total Physical Response Method was effective to improve the students’ vocabulary ability. The research used quantitative method and one group pretest-posttest design. The population of this research was 31 of the fifth grade elementary school while the sample was entire population. They are consisted of 31 students. The data of this research were collected by giving pretest and posttest to the subject. The collected data were analyzed by using t-test formula. The results of the data analysis showed that: the mean score of pretest was 44.61, the mean score of posttest was 44.83, the tobs was 2.442, the tcritical value at the significance level 0.05 with degree of freedom (df) 30 was 2.042. Based on the data analysis above, the alternative hypothesis was accepted because the tobs was higher than t critical (2.442>2.042). It also meant that improving English vocabulary using Total Physical Response Method was effective to improve the students’ vocabulary ability. Keywords: Vocabulary, Total Physical Response Method

scholarly journals Implementation of Total Physical Response (TPR) in English Learning for Attention Deficit Hyperactivity Disorder Students

2021 ◽  
Vol 1 (2) ◽  
pp. 87-98
Author(s):  
Kadek Nesya Febi Pramesti
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
English Language Teaching ◽  
Hyperactivity Disorder ◽  
English Class ◽  
Physical Response ◽  
Response Method

Abstract   English becomes an international language to help people who have different mother tongue to communicate each other. Learning English is very important because it also helps to increase the quality of human resource. Each individual has right to learn English without exception. Students with Attention Deficit Hyperactivity Disorder also can learn English. This study aimed is to describe the process implementation of Total Physical Response method in teaching English and the response from students with Attention Deficit Hyperactivity Disorder. This study uses descriptive qualitative as research design with observation and interview. The participants in this study are five students who have Attention Deficit Hyperactivity Disorder in one of special need schools in Bali.  The result of this study shows that implementing Total Physical Response method, students are easy to remember the new words in English and they also practice the word physically and verbally. Total Physical Response method makes students feeling comfortable and enjoy in teaching and learning process. They are also being motivated and active in the English class.   Keywords: Attention Deficit Hyperactivity Disorder, English language teaching, TPR method

scholarly journals Educational innovation into English as a Foreign Language Practices for Early Children: Neuroeducation and the Total Physical Response Method

2021 ◽  
Author(s):  
Jean Carlos López Vélez ◽  
Jhonny Saulo Villafuerte Holguin
Keyword(s):  
Foreign Language ◽  
Learning Environments ◽  
Educational Innovation ◽  
Meaningful Learning ◽  
Research Approach ◽  
Language Practices ◽  
Structured Interviews ◽  
Motivation For Learning ◽  
Physical Response ◽  
Response Method

This work aims to improve the practices of English as a foreign language of early children through the articulation of Neuroeducation and the Total Physical Response methodology. This work subscribes to the postmodern paradigm and the mixed educational research approach. The participants were thirty-five students from the second grade of primary education from Ecuador. The research team designed an educational intervention that mixed music and dance for creating more meaningful learning environments in language practices. The instruments used were contextualized observation, semi-structured interviews, and tests of English knowledge. The results allow determining the increase in the significant level of the classes and the motivation for learning English in all students. It is concluded that the articulation of the Total Physical Response methodology and Neuroeducation can contribute positively to the creation of meaningful learning environments and to the innovation of didactics for teaching young children of English as a foreign language.

scholarly journals PENERAPAN METODE ‘TOTAL PHYSICAL RESPONSE’ UNTUK MENINGKATKAN PROSES PEMBELAJARAN BAHASA INGGRIS SISWA SDN 2 ARJASARI

2021 ◽  
Vol 7 (2) ◽  
pp. 1-21
Author(s):  
Ahmad Fauzan
Keyword(s):  
Data Collection ◽  
Communication Skills ◽  
Learning Process ◽  
English Language ◽  
English Learning ◽  
Research Subjects ◽  
School Students ◽  
Physical Response ◽  
Active Communication ◽  
Response Method

Abstrak: Tujuan penelitian ini adalah untuk meningkatkan proses pembelajaran Bahasa Inggris siswa SD N 2 Arjasari Kecamatan Patrol Kabupaten Indramayu melalui Metode ‘Total Physical Response (TPR)’ Penelitian ini difokuskan pada bagaimana penerapan metode TPR dalam meningkatkan kemampuan komunikasi berbahasa Inggris secara aktif  bagi siswa sekolah dasar khususnya di Desa Arjasari. Metode penelitian yang diterapkan dalam penelitian ini adalah penelitian tindakan kelas (PTK). Subjek penelitiannnya adalah Siswa Kelas IV SD N 2 Arjasari Patrol Indramayu. Teknik pengumpulan data yang digunakan yaitu observasi dan tes. Instrumen penelitian yang digunakan dalam pengumpulan data pada penelitian ini adalah lembar observasi dan tes objektif pilihan ganda.  Penelitian ini menerapkan teknik deskriptif kualitatif sebagai metode analisis datanya. Hasil penelitian ini menunjukkan bahwa ada peningkatan proses pembelajaran Siswa SD N 2 Arjasari  pada kemampuan berkomunikasi berbahasa Inggris secara aktif dengan penerapan metode ‘Total Physical Response’.  Peningkatan secara signifikan dapat dilihat pada kemampuan respon fisik siswa dengan melakukan  kegiatan-kegiatan berdasarkan pada perintah-perintah lisan yang diucapkan oleh guru. Selain itu, siswa juga mampu merespon dengan baik dan benar dengan melakukan gerakan-gerakan dan ucapan-ucapan  secara langsung atau spontan dari instruksi-instruksi guru dan temannya baik secara lisan maupun gerakan-gerakan yang diperagakan oleh guru dan temannya. Di samping itu, terdapat peningkatan yang signifikan pada kegiatan motorik siswa dalam komunikasi interaktif. Hal ini dapat dilihat dari kemahiran siswa dalam memilih kosa kata dan kemampuannya dalam berfikir dan merepon secara langsung dari instruksi yang diberikan sehingga kemampuan komunikasi Bahasa Inggris siswa dapat meningkat dengan baik. Dengan demikan, Metode ‘Total Physical Response’ dapat meningkatkan proses pembelajaran Bahasa Inggris Siswa SD N 2 Arjasari Patrol Indramayu. Kata Kunci: proses pembelajaran, kemampuan berbahasa Inggris, total physical response   Abstract: The aim of this study was to improve the English learning process for students of SD N 2 Arjasari, Patrol District, Indramayu Regency through the 'Total Physical Response (TPR)' method. This research is focused on how the application of the TPR method in improving active communication skills in English for elementary school students, especially in Arjasari Village. The research method applied in this research is classroom action research. The research subjects were fourth grade students of SD N 2 Arjasari Patrol Indramayu. The data collection techniques used were observation and tests. The research instruments used in data collection were observation sheets and multiple-choice objective tests. This study applies a qualitative descriptive technique as a method of data analysis. The results of this study indicate that there is a significant increase in the learning process of SD N 2 Arjasari students on their active communication skills in English with the application of the 'Total Physical Response' method. Significant improvement can be seen in the physical response abilities of students by carrying out activities based on verbal commands spoken by the teacher. In addition, students are also able to respond properly and correctly by making movements and utterances directly or spontaneously from the instructions of the teacher and their friends, both verbal instructions and movements demonstrated by the teacher and their friends. In addition, there was a significant increase in the students’ motoric activities in interactive communication. This can be seen from the students' proficiency in choosing vocabulary and their ability to think and respond directly to the instructions given so that students' English communication skills can improve well. Thus, the "Total Physical Response" method can improve the students’ English learning process at SD N 2 Arjasari Patrol Indramayu. Key words: learning process, English language ability, total physical response

scholarly journals Penerapan Metode Total Physical Response (TPR) untuk Meningkatkan Keterampilan Kosakata Bahasa Inggris bagi Siswa Tunagrahita

2019 ◽  
Vol 2 (1) ◽  
pp. 60
Author(s):  
Nur Endah Nugraheni ◽  
Lukas Danu Kristian
Keyword(s):  
Mental Retardation ◽  
Test Score ◽  
Psychological Test ◽  
Average Score ◽  
Post Test ◽  
Physical Response ◽  
The Subject ◽  
Direct Teaching ◽  
Response Method ◽  
11Th Grade

This study aims to understand the use of Total Physical Response or TPR method to improve English vocabulary skill of students with mental retardation. Students with mental retardation are students who have an IQ score less than 70 on a psychological test of intelligence; therefore, they have difficulty in learning including learning English. TPR is a fun method to teach students with mental retardation. The subject of this study was eight students with mental retardation of the 11th grade in SLB N Kota Magelang. To investigate the TPR method, the researchers did direct teaching to the students. Pre-test was given before TPR method was employed then post-test was done afterwards. By comparing the pre-test and post-test score, the result shows that the students’ average score increases after the TPR method was implemented. The highest score in pre-test is 90 and the lowest score is 60. Meanwhile, the highest score in post-test is 100 and the lowest score is 70. The average score in pre-test is 71,25 and the average score in post-test is 87,50. It can be concluded that Total Physical Response method was successfully implemented in increasing the students’ English vocabulary skill. 

Spill Response that Benefits the Long-Term Recovery of Oiled Mangroves

2003 ◽  
Vol 2003 (1) ◽  
pp. 539-550 ◽  
Author(s):  
Charles D. Getter ◽  
Roy R. Lewis
Keyword(s):  
Mangrove Forests ◽  
Response Effort ◽  
Short Term ◽  
Habitat Creation ◽  
Heavy Equipment ◽  
Nearshore Environments ◽  
Beneficial Response ◽  
Response Method ◽  
The Impact

ABSTRACT We revisited three sites in Florida and Puerto Rico that were oiled 23 to 29 years ago, analyzing them and the published literature to determine that mangroves follow a 6 to 25 year recovery cycle. We reviewed response methods and determined that the use of offshore dispersants, the booming of tidal creeks and inlets, the use of onshore sorbents, low-pressure flushing and the manual collection of oily debris provide benefits for recovery at least in the short term. Non-beneficial response efforts that have degraded mangroves include forest cutting, heavy equipment and personnel traffic, tree burning, onshore use of chemicals, and plantings in toxic soil. Perhaps the most detrimental response effort studied was the impoundment of basin forests that has resulted in long-term losses and slow recovery rates. The intertidal use of dispersants has been shown to be beneficial to mangroves, however their use has also caused damages to nearshore environments such as coral reefs. In summary, once the oil has reached sheltered mangrove forests there exist only short-term benefits from traditional response efforts. More likely there are only non-beneficial results compared to natural attenuation. We conclude that the only longterm beneficial response method appears to be a combination of non-intrusive oil collection and booming techniques in heavily oiled, sheltered areas with closely monitored natural recovery in forests more lighly oiled. This should be paired with mitigation programs involving habitat creation either in unoiled areas or in the impact zone following the attenuation of oil and removal of debris from the deteriorating forests.

scholarly journals The Application of Total Physical Response Method (TPR) in Preschool Children’s English Teaching

2021 ◽  
Vol 11 (10) ◽  
pp. 1323-1333
Author(s):  
Yujing Duan
Keyword(s):  
Teaching Experiment ◽  
Future Research ◽  
Long Term Memory ◽  
Teaching Staff ◽  
Performance Skills ◽  
English Teaching ◽  
Post Test ◽  
Physical Response ◽  
Abstract Words ◽  
Response Method

This article through a four months’ TPR teaching experiment among six preschool children, namely, Pre-interview, Pre-test, TPR Teaching Experiment (such as “Display and Imitation”, “Instructions and Action”, “Situational Communication”), Post-test, and Post-interview, attempts to investigate the application and effectiveness of the TPR method in preschool children’s English teaching. The experimental results show that this approach can not only help children understand the new language quickly and gain long-term memory, but also allow children to learn English happily in a “zero stress” environment. However, abstract words and sentences are difficult to express in the TPR methods. At the same time, this “teaching through lively activities” method is easily leads to classroom discipline chaos. The TPR method also requires teachers to have high professional quality and comprehensive skills, including language expression ability, sports ability, performance skills, etc. Therefore, promoting this approach in preschool English teaching also faces technical and teaching staff difficulties. This study validates some conclusions of earlier studies which can provide experience and lessons to preschool English teachers in applying TPR as well as theoretical and practical contributions to future research.

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