scholarly journals The Implementation of TPR (Total Physical Response) Method in Teaching English for Early Childhood

2017 ◽  
Author(s):  
Siti Sumihatul Ummah
Keyword(s):  
Early Childhood ◽  
Teaching English ◽  
Physical Response ◽  
Response Method

scholarly journals TPR (TOTAL PHYSICAL RESPONSE) METHOD ON TEACHING ENGLISH TO EARLY CHILDHOOD

2020 ◽  
Vol 2 (1) ◽  
pp. 9
Author(s):  
Ruli Hafidah ◽  
Nurul Kusuma Dewi
Keyword(s):  
Early Childhood ◽  
English Language ◽  
English Learning ◽  
Teaching English ◽  
Knowledge And Skills ◽  
Training Stage ◽  
Physical Response ◽  
Response Method ◽  
Early Childhood Learning ◽  
Learning English

<p><em>This training is carried out to provide knowledge and skills to PAUD teachers in implementing English language </em><em>l</em><em>earning for early childhood. The subjects of the training were 30 Kindergarten (Kindergarten) and PAUD teachers of Bendosari kindergarten. The training is carried out in 3 stages, namely: (1) strengthening of materials related to the TPR (Total Physical Response) method in early childhood learning; (2) implementation of the TPR (Total Physical Response) method in learning aged children; and (3) evaluation of the material for the TPR (Total Physical Response) method in learning children. Training on the application of the TPR (Total Physical Response) method in learning English for early childhood can improve the understanding, abilities and skills of Kindergarten and PAUD teachers in the District, Sukoharjo Regency in compiling, developing, and implementing English learning using the TPR (Total Physical Response) method. Where the deepening of the material for each training stage reaches 90%. This is evidenced by the results of practice and the implications of each material. Kindergarten and PAUD teachers in Bendosari Subdistrict, Sukoharjo Regency can develop themes and materials, create and use media, choose English vocabulary according to themes and materials, and apply English learning using the TPR (Total Physical Response) method.</em></p>

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 PENINGKATAN PENGUASAAN KOSA KATA BAHASA INGGRIS MELALUI METODE TOTAL PHYSICAL RESPONSE (TPR) PADA ANAK USIA DINI

2016 ◽  
Vol 4 (1) ◽  
pp. 148
Author(s):  
Setyoningsih Setyoningsih
Keyword(s):  
Early Childhood ◽  
Language Learning ◽  
Oral Language ◽  
Spoken Language ◽  
General Purpose ◽  
Adult Brain ◽  
Physical Response ◽  
Oral Language Skills ◽  
Response Method ◽  
Child's Brain

<p>IMPROVING ENGLISH VOCABULARY MASTERY THROUGH TOTAL<br />PHYSICAL RESPONSE METHOD IN EARLY CHILDHOOD. In general, the language<br />component consists of three, namely grammar, vocabulary, and pronunciation.<br />Vocabulary is a language center and is important for language learning. Without<br />sufficient vocab, one can not communicate effectively or express all his ideas either<br />orally or in writing. Teaching vocabulary especially in early childhood should be<br />emphasized, because having sufficient vocabulary will make it easier for children<br />to communicate. In addition, early childhood is a very vulnerable or golden age,<br />because at this time the child’s brain has accelerated the development of up to 80%<br />of the entire adult brain. Total Physical Response is the perfect method for learning<br />English for early childhood because the general purpose of the TPR method is<br />to teach oral language skills at the beginner level. Thus, students understand<br />spoken language before developing speaking skills, emphasizing the transfer of<br />communication information.</p>

scholarly journals Promoting TPR (Total Physical Response) Method in Teaching Vocabulary for EFL Beginners in Benin Secondary Schools

2020 ◽  
Vol 9 (6) ◽  
pp. 23
Author(s):  
Arlette J. Viviane Hounhanou
Keyword(s):  
Language Learning ◽  
English Language ◽  
Research Work ◽  
Teaching English ◽  
Efl Teachers ◽  
Physical Representation ◽  
Physical Response ◽  
Response Method ◽  
Insight Into ◽  
Rules And Exceptions

Vocabulary learning is one of the most important fields in teaching English or any foreign language. One could learn all of the grammatical rules and exceptions that the language contains, but what if our brain did not store the needful amount of words to complete and utter the message that a person want to transmit ? The present research work aimed at promoting the use of Total Physical Response (TPR) method, as a technique to introduce English language vocabulary to EFL beginners. An overall of 150 students and 26 EFL teachers were involved in this study. To achieve the objectives of the study, class observation was used as an instrument to gain insight into learners’ attitudes and reactions toward English language learning. Questionnaire was also used to collect reliable data. The results obtained revealed that teaching English vocabulary through Physical Response allows students to learn faster and easier, since children find support from the physical representation of their facilatator or their peers. Also the results may be a reference for other researchers who are interested in undertaking research on the learning or teaching of English vocabulary.

scholarly journals INTRODUCING ENGLISH TO EARLY CHILDHOOD THROUGH SINGING WITH THE TOTAL PHYSICAL RESPONSE METHOD

2021 ◽  
Vol 3 (1) ◽  
pp. 86-94
Author(s):  
Septi Gumiandari
Keyword(s):  
Early Childhood ◽  
Teaching Methods ◽  
Descriptive Analysis ◽  
Learning Activities ◽  
Early Age ◽  
Physical Response ◽  
Response Method

Introducing English from an early age should be supported by adequate media and infrastructure. Learning should be arranged in such a way as to give birth to learning activities that are important and fun. Therefore, it requires perfect and efficient teaching methods. Research on "Introducing English to early childhood through singing with the TPR method" aims to introduce English by singing to early childhood at al-Hidayah Kindergarten, Greged District, Cirebon. The method used is a descriptive analysis of activities carried out by fostering the ability to recognize English in early childhood. The process is carried out using several methods such as singing while playing and singing, with movements using learning media. The conclusion is that by using the singing and playing method, early childhood children can easily recognize the vocabulary, and can accidentally add to the vocabulary of the child.

scholarly journals Metody nauczania języka angielskiego

2021 ◽  
pp. 31-42
Author(s):  
Klaudia Jaskiernia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Direct Method ◽  
Teaching English ◽  
Childhood Education ◽  
Physical Response ◽  
Conventional Methods

Methods of teaching English in early childhood education The aim of this work is to present and discuss the methods used in teaching English in 1–3 grades in primary school and the frequency of their use by teachers during classes. We have unconventional and conventional methods. The first group of methods includes: Total Physical Response, The Silent Way, Community Language Learning, Natural Method, Sugestopedia and Communicative Language Teaching. Teachers also use the second group of methods, in which we have: direct method, grammatical-translation method, audiolingual method and cognitive method. The research was conducted using a diagnostic survey in primary schools among of English teachers in early childhood education. The research show that teachers often use these methods in 1–3 grades in primary school. Connecting unconventional and conventional methods allows teachers to diversify their activities and adapting issues to the children during the lessons.

scholarly journals PROMOTING TOTAL PHYSICAL RESPONSE (TPR) METHOD ON EARLY CHILDHOOD ENGLISH LANGUAGE TEACHING

2019 ◽  
Vol 20 (2) ◽  
pp. 67-79
Author(s):  
Cicih Nuraeni
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

The purpose of this study was to describe the use of Total Physical Response (TPR) method on early childhood English Language Teaching (ELT) at Panti Asuhan Yauma Jakarta and to know the students’ response after learning English using TPR method. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta . The class consist of 6 students which their age was around  5 to 11 years old. The data collected through observation and interview both teacher and students. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 6 (six) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, speaking easily,and intonation. The results showed that there was any improvement on vocabulary score about 26.16 and comprehension score about 27.16. The research finding firstly showed the TPR method was able to be applied to children because they enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for early childhood. It was proved by the score from pre-test and post-test.

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

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