Implementing the TPR method to assist young learners enhance their English vocabulary

Abstract

The current research is aimed at boosting young learners' English vocabulary proficiency. It was created to investigate the use of the Total Physical Response (TPR) method in the context of enhancing young learners’ English vocabulary. The goal of this study was to see if there were any significant differences in students' vocabulary mastery success before and after using the TPR approach. To achieve the research purpose, a pre-experimental design was used. The sample included 32 first-graders from SMP N 1 Kendal. Data was collected using pre- and post-tests that included multiple-choice, matching, and translating questions. The data was then analyzed in SPSS using the t-test method to calculate the value of the t-test and t-table, which were used to assess whether there was a significant improvement in students' vocabulary before and after TPR application. The data analysis of the learners' pre-test revealed that they lacked vocabulary. On the other hand, after using the TPR method, students' scores improved. The students' post-test results topped 100 points. It was higher than the pre-test score of around 65 points. When calculated with equations, the t-test result was 9,594. Meanwhile, the t-table at the 5% level of significance was 2.04. The results show that the t-test was greater than the t-table. It shows a significant improvement in kids' vocabulary mastery following TPR therapy. One of the most important aspects influencing the students' progress was their motivation for teaching the learning process through Total Physical Response. Based on the information, the researcher concluded that TPR helps students learn vocabulary.