Describing the use of Total Physical Response to help kindergarten students in learning English vocabulary

Atmim Lana Nurona, Kurniawan Yudhi Nugroho, Mega Mulianing Maharani, Choiril Anwar

Abstract


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.

Keywords


kindergarten; total physical response; vocabulary

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References


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DOI: http://dx.doi.org/10.30659/elitation.2.1.161-170

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