Describing the use of Total Physical Response to help kindergarten students in learning English vocabulary
DOI:
https://doi.org/10.30659/elitation.2.1.161-170Keywords:
kindergarten, total physical response, vocabularyAbstract
In the beginning stages, young learners' vocabulary plays a vital role. However, children often lack the focus required; learning methods that involve movement can help children remember and understand more easily. This study aims to describe how the Total Physical Response method is used to help kindergarten students in learning English vocabulary. The research employs a qualitative descriptive design focused on a single class. This research was conducted with the participation of teachers and students from one class. The sampling technique used in this research is purposive sampling. The research sample includes kindergarten students and their teachers in Semarang. Data collection in this research was conducted through field notes and video recording. The data was analyzed qualitatively using thematic analysis techniques, which involve grouping data based on themes or patterns that emerge from interviews, field notes, and video recordings. The findings demonstrate that the Total Physical Response (TPR) method provides a meaningful framework for vocabulary acquisition by addressing psychological, practical, and cognitive dimensions. Specifically, the results reveal that TPR reduces language anxiety by prioritizing auditory comprehension and delaying the pressure of immediate speech production, thereby fostering a secure, low-stress environment. This psychological security allows the method to offer an authentic space for practice where students transition from passive observers to active participants. To complement this engagement, integrating gross motor movements serves as a natural tool for maintaining focus and channelling students' energy into purposeful tasks while embedding long-term memory through kinaesthetic traces. Ultimately, this study implies that fostering a learning ecosystem that prioritizes physical engagement is essential for cultivating confident and proactive language learners in early childhood education.References
Afrianti, U. U., & Rustipa, K. (2024). Teaching English vocabulary using Total Physical Response (TPR) method. Jurnal Pendidikan Bahasa Inggris Undiksha, 11(2), 213–219. https://doi.org/10.23887/jpbi.v11i2.61065
Bakhsh, S. A. (2016). Using games as a tool in teaching vocabulary to young learners. English Language Teaching, 9(7), 120. https://doi.org/10.5539/elt.v9n7p120
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Celik, T. I., Cay, T., & Kanadli, S. (2021). The effect of total physical response method on vocabulary learning/teaching: A mixed research synthesis. English Language Teaching, 14(12), 154. https://doi.org/10.5539/elt.v14n12p154
Chad R. Lochmiller, & Jessica N. Lester. (2025). An introduction to educational research: Connecting methods to practice. Sage Research Methods. https://doi.org/10.4135/9781071984277
Fahrurrozi, . (2017). Improving Students’ Vocabulary Mastery by Using Total Physical Response. English Language Teaching, 10(3), 118. https://doi.org/10.5539/elt.v10n3p118
Intan Melina Kristy, Putu Aditya Antara, & Kurnia Widiastuti Giri. (2024). Metode pembelajaran Total Physical Response (TPR) berbasis media realia dan interaksi sosial terhadap kemampuan berbicara informatif pada pembelajaran bahasa inggris anak TK B. Journal of Education Action Research, 8(3), 453–458. https://doi.org/10.23887/jear.v8i3.80442
Jayanti, S., & Rachmawati, E. (2025). Total Physical Response (TPR) method in teaching English classroom interaction for young learners. Journal of English Education Program (JEEP), 12(1), 14. https://doi.org/10.25157/(jeep).v12i1.17390
Jazila, I. N., & Megawati, F. (2024). Using the Total Physical Response method to improve young learners’ perceptions of vocabulary mastery. Pubmedia Jurnal Pendidikan Bahasa Inggris, 1(4), 13. https://doi.org/10.47134/jpbi.v1i4.692
John W. Cresswell, & J. David Creswell. (2018). Research design qualitative: Quantitative and mixed methods approaches. Sage Publication. https://lccn.loc.gov/2017044644
Kara, K., & Eveyik-Aydın, E. (2019). Effects of TPRS on Very Young Learners’ Vocabulary Acquisition. Advances in Language and Literary Studies, 10(1), 135. https://doi.org/10.7575/aiac.alls.v.10n.1p.135
Khorasgani, A. T., & Khanehgir, M. (2017). Teaching New Vocabulary to Young Learners: Using Two Methods Total Physical Response and Keyword Method. International Journal of Evaluation and Research in Education (IJERE), 6(2), 150–156. http://iaesjournal.com/online/index.php/ijere
Luh, N., Titin Wulandari, P., Ratminingsih, N. M., & Ramendra, D. P. (2020). Strategies implemented in teaching English for young learners in primary school. Journal of Educational Research and Evaluation, 4(3), 235–241. https://ejournal.undiksha.ac.id/index.php/JERE
Mariyam, S. N., & Musfiroh, T. (2019). Total Physical Response (TPR) Method in Improving English Vocabulary Acquisition of 5-6 Years Old Children. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 4(2), 257–264. https://doi.org/10.24042/tadris.v4i2.4071
Nugroho, K. Y., Anwar, C., & Hartono, H. (2024). Social Constructivist Mentoring Program to Support Teacher Professional Development: An Action Research Approach. Qualitative Report, 29(5), 1416–1436. https://doi.org/10.46743/2160-3715/2024.6634
Nugroho, K. Y., & Sakhiyya, Z. (2022). Photovoice: Young children online English language learning, parents’ voices and its implication to educational policy and provision. Indonesian Journal of Applied Linguistics, 11(3), 612–622. https://doi.org/10.17509/ijal.v11i3.35083
Nugroho, K. Y., Sakhiyya, Z., Saleh, M., Mujiyanto, J., & Rukmini, D. (2020). Exploring the constructivist mentoring program in developing EFL teacher professionalism: A qualitative approach. Indonesian Journal of Applied Linguistics, 10(1), 132–142. https://doi.org/10.17509/IJAL.V10I1.25021
Nuraeni, N., & Aisyah, S. (2020). Understanding EFL students’ motivation to learn: Why do you study English? Jurnal Bahasa Lingua Scientia, 12(1), 51. https://doi.org/10.21274/ls.2020.12.1.51-70
Paramita, P. W. G. (2022). The implementation of total physical response in increasing students’ participation in learning vocabulary. Journal of Educational Study, 2(1), 119–125. https://doi.org/10.36663/joes.v2i1.270
Ramadini, A., & Halimah, S. (2019). Using Song to Improve Vocabulary Mastery for Elementary School. Professional Journal of English Education. https://doi.org/https://doi.org/10.22460/project.v2i1.p52-57
Riyanti, A., Rustipa, K., & Stikubank Semarang, U. (2024). The implementation of total physical response to encourage student at Margosari Kindergarten to learn vocabulary. Jurnal JOEPALLT, 12. https://jurnal.unsur.ac.id/jeopallt
Saban, A. H., Wahid, J. H. J., & Marisalawerang, N. (2021). The effect of total physical response (TPR) in teaching English vocabulary. Jurnal Bilingual, 11(1). https://ejournal.unkhair.ac.id/index.php/bilingual/article/view/3382/2230
Setiawan, D., Nurhajati, D., & Sulistyani, S. (2022). Teaching vocabulary through total physical response to elementary students. Journal of Development Research, 6(2), 158–163. https://doi.org/10.28926/jdr.v6i2.231
Sokhiba Janikulovna, D., & Diyora, T. (2025). Total physical response as an effective method for teaching young learners. https://doi.org/10.5281/zenodo.15176071
Suryana, D., Sari, N. E., Winarti, Lina, Mayar, F., & Satria, S. (2021). English learning interactive media for early childhood through the total physical response method. JPUD - Jurnal Pendidikan Usia Dini, 15(1), 60–80. https://doi.org/10.21009/jpud.151.04
Tandilo Mamma, A., & Sirjon. (2024). The effect of the total physical response (Tpr) method on children’s listening skills. Jurnal Pendidikan Anak Usia Dini Undiksha, 12(1), 9–16. https://doi.org/10.23887/paud.v12i1.69841
Tisdell, E. J. ., Merriam, S. B. ., Stuckey, Heather., & Haidet, Paul. (2025). Qualitative research : a guide to design and implementation. John Wiley & Sons, Inc.
Xie, R. (2021). The effectiveness of total physical response (Tpr) on teaching English to young learners. Journal of Language Teaching and Research, 12(2), 293–303. https://doi.org/10.17507/jltr.1202.11
Yanti, I., Syaepul Uyun, A., & Sakina, R. (2024). The use of the total physical response method in teaching vocabulary at the fourth grade of Al Ma’soem Elementary School. Jurnal Dimamu, 3(2), 207–217. https://doi.org/10.32627
Downloads
Published
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
