The implementation of Total Physical Response in Teaching Vocabulary in Elementary School ( a case study at grade 4th SDN Lubang Buaya 01 Pagi Cipayung East Jakarta)

tri isti hartono, m.pd.; h. ujang suparman, m.a. ph,d. ; dr. h. atiq susilo, m. a.;

This thesis aims to reveal the implementation of Total Physical Response
in teaching vocabulary allows children to learn faster and easier, since children
find support from the physical representation of their facilitator of their peers. On
the other hand, a stress free environment allows children to be more receptive and
motivated to the target language learning. Therefore, this study provides EFL
teachers with relevant information based on the design and the implementation of
activities for children. It explains the theoretical basis of TPR and analyzes the advantage and function of TPR in primary English teaching. It also discusses the concrete training in stimulating and improving young learner’s learning interest combining with some activities. In this research, the researcher applied thematic material to the students. In the technique of thematic, the teacher gave the instructions and do some activities based on the topic. The students study with body movement, and their performing in physical actions in the target language can minimize their stress and it can avoid the boring time without stressing in it.
Finally, the result of this study showed a fact that using TPR method allows students to learn faster and easier in teaching English vocabulary. They can memorize vocabularies for a long time, because there are several activities, repetition, and paraphrase to ensure comprehensibility of the input.