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)

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

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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.

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
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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

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

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LIST OF ABBREVIATIONS

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

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

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,
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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

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
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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

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
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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

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
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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

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
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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

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
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