ma (tesol) nopphadol panyadee a study of the impact of … · 2013-11-14 · ms. alice oxholm, mr....

MA (TESOL)

NOPPHADOL PANYADEE

A study of the Impact of Total Physical Response (TPR)

Method on Primary 4 EFL Learners Perception of

Vocabulary Acquisition

March 2013

i

ACKNOWLEDGMENTS

I would like to thank deeply the following for their help, support and

encouragement: Dr. Teresita Bunyakarte, Asst. Prof. Dr. Linchong Chorrojprasert,

Ms. Alice Oxholm, Mr. Tim Graham, Mr. Ben Potter, Ms. Rosukon Srimunee and Mr.

Jezer Flores.

My special thanks goes to Rev. Bro. Dr. Monthol Prathumarach, the directot

of Saint Louis School, Chacheongsao.

Most importantly, I would like to thank Assumption College Sriracha through

Rev. Bro.Dr. Sirichai Fonseka, the director who granted the scholarship for my

study in this program.

I also would like to thank the students at St. Louis School Chacheongsao who

participated in this study.

Finally, I extend my gratitude to Mrs. Montida Panyadee and Chawanwitch

Panyadee for their encouragement and understanding during my study.

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Abstract

To investigate the learners’ perceptions towards the use of Total Physical Response

method on primary four EFL learners’ perception of vocabulary acquisition, this study

employs a qualitative and quantitative approach. Thirty five Thai male primary

students from private school in Thailand volunteered to participate in this study. The

data instruments developed and employed in response to the study objectives

included a survey questionnaire for quantitative and an interview for qualitative data.

The descriptive statistical analysis was used in analyzing the data. The results

revealed that the use of TPR as a classroom strategy for students to learn new

vocabulary has a positive effects and therefore it is recommended that English

language teachers will implement and considered use of TPR on their English

vocabulary teaching instruction.

Keywords: Total Physical Response, Vocabulary Acquisition, Language Teaching,

Thailand EFL learners

11,200 words, excluding acknowledgment, abstract, table of contents, appendices

and references

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LIST OF TABLES

Table 1 Result of Pre-Test – Week One 23

Table 2 Result of Post-Test – Week One 25

Table 3 Result of Pre-Test – Week Two 27

Table 4 Result of Post-Test – Week Two 29

Table 5 Results of Pre-Test – Week Three 31

Table 6 Results of Post-Test – Week Three 33

Table 7 Results of Students’ Perception of TPR 35

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TABLE OF CONTENTS

ACKNOWLEDGMENTS i

ABSTRACT ii

LIST OF TABLES iii

TABLE OF CONTENTS iv

CHAPTER 1: INTRODUCTION 1

1.1Background of the Study 1

1.1.1 English Language and Thailand Education System 1

1.2 Purpose of the Study 3

1.3 Significance of the Study 4

1.4 Research Questions 4

1.5 Definition of Terms 5

CHAPTER 2: LITERATURE REVIEW 6

2.1 Learning a Foreign Language 6

2.2 Foreign Language Vocabulary Acquisition 7

2.2.1 Definition of Vocabulary 8

2.3 Characteristics of Primary Students 8

2.4 Teaching English Vocabulary to Primary Students 10

2.5 The Total Physical Response 11

2.5.1 History of TPR 11

2.5.2 Definition of TPR 12

2.5.3 The Effects of TPR 12

2.6 Summary 14

CHAPTER 3: METHODOLOGY 15

3.1 Ethical Considerations 15

3.2 Research Design 15

3.3 Data Gathering Procedures 16

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3.4 Sample 17

3.5 Instruments 18

3.5.1 Survey Questionnaire 18

3.5.2 Interview 18

3.5.2.1 Interview Procedures 19

3.6 Pilot Study 19

3.6.1 Initial Survey Findings 20

3.6.2 Modified Survey Findings 20

3.7 Data Analysis 20

3.8 Data Presentation 21

3.9 Limitations 21

3.10 Summary 21

CHAPTER 4: FINDINGS 22

4.1 Weekly Vocabulary Test Results 22

4.1.1 Week 1 Pre-Test Results 23

4.1.2 Week 1 Post-Test Results 25





4.2 Students’ Perceptions of TPR 35

4.2.1 The Results of the Questionnaire 35

4.2.2 Interview Results 37

4.3 Summary 39

CHAPTER 5: ANALYSIS AND DISCUSSION 40

5.1 Summary of Findings 40

5.1.1 Weekly Vocabulary Test Results 40

5.1.2 Students’ Perceptions of TPR 41

5.2 Discussion of Findings 41

5.2.1 Students’ Perceptions of TPR 41

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5.2.2 Effectiveness of TPR 42

5.2.2.1 Enhanced Vocabularies 42

5.2.2.2 High in Motivation and Enjoyment 42

5.2.2.3 Increased Interaction 43

5.3 Limitations 44

5.4 Summary 44

CHAPTER 6: CONCLUSION AND RECOMMENDATION 45

6.1 Conclusion 45

6.2 Recommendation 46

6.3 Reflections 46

REFERENCES 48

APPENDIX 1: Inform Consent Letter 51

APPENDIX 2: Vocabulary Words for Three Weeks Lesson 52

APPENDIX 3: WH Questions for Brainstorming 54

APPENDIX 4: Questionnaires before Pilot Study 56

APPENDIX 5: Modified Survey Questionnaire (English Version) 60

APPENDIX 6: Modified Survey Questionnaire (Thai Version) 64

1

Chapter 1

Introduction

Overview of the chapter

This chapter described the English language in Thailand and presents the reasons

why TPR method has to be investigated to Thai EFL primary students learning. Section

1.1 of the chapter describes the English language in Thailand as well as its educational

system; section 1.2 presents the purpose of the study explaining the dependent and

independent variables; section 1.3 explains the significance of the study to the people

involved; section 1.4 presents the research questions; and lastly section 1.5 is all about

the terminologies used.

1.1. Background of the Study

English language plays an important role in every student’s life because it has been

widely used as a medium of instruction in the classroom (Tsao, 2001). For this reason, it

has to be developed so that they can understand the basic and essential things that will

help them attain their aspirations.

1.1.1 English Language and Thailand’s Education System

The teaching of English language in Thailand started way back in 1800

(Wongsothorn, Hiranburana, & Chinnawongs, 2002). Although it started long time ago,

the use of English language was not given more emphasis except for those Thai elite

(Hayes, 2008:477).

In Asia, as seen in Kachru’s circles of English users, Thailand has been placed in the

expanding circle (Baker, 2008:135). Because of this and with the purpose of educating

children, English language has been taught in the classroom so that Thai students could

acquire the knowledge and use it for international communication (Wongsothorn et al.

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2002). As the economy continuously grows it also calls for higher English language

proficiency. Compared to other ASEAN (Association of Southeast Asian Nation)

countries, English language in Thailand was considered in a below average level

(Chanchokpong, 2012).

The 2002 National Education curriculum of the country gives equal rights to a free

education to every citizen. As specified in section 43 of its 1997 Constitution, each

citizen has the right to enjoy the 12 years free education (UNESCO, 2011; Wongsothorn

et al. 2002) and as of May 2004, 2 more years of free education were added making up

14 years of free of charge in Thailand’s basic education (UNESCO, 2011).

According to ONEC (2002: 33), the Ministry of Education started the EP (English

Programme) in 2003. In this program the use of English in Teaching Math, Science,

Social Studies and Computer subjects has integrated. In this way students will be able

to train and prepared in global competition.

Saint Louis School Chachoengsao is a school in Thailand that has adopted an

English curriculum. To achieve English fluency, the English teachers teach the basic

conversation and communication development to the students and the researcher, as a

teacher observed that the students faced difficulties to understand the English words

being used. Some students do not have confidence to communicate in the classroom

and cannot follow the teachers’ simple instructions. This researcher thinks that

overlooking this scenario among the students learning is also snatching away the right

of each learner to experience the learning without having troubles. Knowing and

understanding vocabulary help them formulate correct sentences and be able to speak

fluently.

The researcher, as a teacher, never stops learning and finding ways on how to

improve the methods and techniques for the students to learn more. Thai students have

difficulty memorizing and understanding the vocabulary words and therefore various

ways are done to make learning enjoyable for them. The scenarios of the way the

students perceive English are lamentable. Some learners lack the necessary interest

that would ignite their momentum in learning the English language and it hinders them

in broadening their horizons.

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Students’ learn in different ways and the researcher believes that Total Physical

Response (TPR) method would have an impact on their language acquisition because it

will accommodate the learners’ different learning styles. According to Asher (1969:254),

“the TPR technique involves having students listen to a command in a foreign language

and immediately respond with the appropriate physical action”.

Sano (1986), defined TPR based on Asher’s definition: “Total Physical Response

(TPR) is a teaching method which requires learners to respond physically to imperatives

given by the teacher, who has contrived these imperatives in such a way as to cover the

linguistic items that he or she wishes to teach”. Further, Sano (2005:270) rephrase what

Asher’s then have said about TPR. The effectiveness of TPR is not only because its

process is based on how the students learned their native language but also because it

facilitates a relaxed way of learning.

This would be an appropriate method of teaching vocabulary because it focuses on

active learning. Therefore, it is crucial to consider what the learners’ think of this

method, how it stimulates their learning and how their enthusiasm helps develop their

linguistic skills such as vocabulary acquisition.

1. 2. Purpose of the Study

This study looked into Thai EFL primary students’ perceptions towards the use of

TPR method on their vocabulary acquisition. This study employed activities using total

physical response method.

The participants’ perceptions on TPR method which was measured by using survey

questionnaire as well as the vocabulary used are the independent variables in this

study. The students’ vocabulary comprehension that was measured by their scores in

vocabulary test was the dependent variable. The data collection started from July 2 to

July 31, 2012 and was conducted in Thailand.

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1.3. Significance of the Study

In more than a decade of the researcher’s teaching Thai students. He observed that

these EFL students have different learning styles and facing difficulties in understanding

the vocabulary words that their teachers have taught them. The researcher thought that

learning vocabularies and acquiring it is fundamental for the student’s to comprehend

the given instructions in the class and will help them perform well during class

discussions.

Since students learned differently, the researcher will employ the alternative way for

the students to know the vocabulary words in English language. The TPR technique

assists students learning without losing interest on the subject being taught and

therefore helps them to learn more. To better understand the impact of TPR method on

EFL learners’ vocabulary acquisition it is necessary to be investigated.

This study will also help out EFL classroom teachers, learners and researchers on

their learning and teaching. Knowing the students preference will help teachers use the

appropriate technique to improve students’ learning abilities. The research findings will

lead them to plan useful teaching and learning instructions. This study on the impact of

TPR method on EFL learners’ perception of vocabulary acquisition will give classroom

teachers a full understanding on how the EFL learners learn and understand.

1.4. Research Questions

This study will investigate the impact of TPR method on primary 4 EFL learners’

perception of vocabulary acquisition. It aims to investigate the following questions:

1. What are the students’ perceptions of the Total Physical Response (TPR)

method of vocabulary acquisition?

2. How effective is the TPR method for helping learners remember

vocabulary?

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1.5. Definition of Terms

This study used the following terms:

Chant - is a motion of the body to follow the rhythm of a song to

show the comprehension of English vocabulary words and

practice pronunciation, intonation, listening skill and fluency

Dependent variable – the variable that is observed for changes (Gravetter &

Wallnau, 2000)

Gesture - is a motion of the body to follow a (English) command to

show the comprehension of a word

Independent variable – the variable that is manipulated by the researcher

(Gravetter & Wallnau, 2000)

Pilot test – the research procedure or instrument which is

administered to a group of participants prior to the actual

research (Kervin, Vialle, Herrington, & Okely, 2006)

Qualitative research – involves the collection of data that are analyzed and

reported verbally (Kervin et al., 2006)

Quantitative research – involves the collection and analysis of numerical data

(Kervin et al., 2006)

Sample – a group selected from the population to participate in the

research study (Gravetter & Wallnau, 2000)

Total physical response (TPR) – is a teaching method which requires learners to

respond physically to imperatives given by the teacher, who

has contrived these imperatives in such a way as to cover

the linguistic items that he or she wishes to teach (Sano,

1986)

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Chapter 2

Literature Review

Overview of the Chapter

This study aims to investigate the student perceptions of the use of TPR method on

their vocabulary acquisition. This chapter deals with the teaching and learning of a

foreign language and vocabulary acquisition. Some literature with regards to students’

characteristics was discussed as well as the effects of total physical response to the

students.

2.1. Learning a foreign language

Communication plays an important role in teaching and learning. Every individual

sees it as one of the most important factor in life to survive. It is a two way process and

to avoid misunderstanding each person has to communicate properly. Through this,

people were able to share their experiences in life and exchange information.

People across the globe speak different languages. If the person wants to achieve

the best thing in life he has to understand and speak the language of that particular

country where he stays. With the continuous growth of the economy around the world

and with the competitions in the world market changes happened in every nation. In

order to adapt with the current trend people has to learn foreign language.

Among the foreign language, people gives highly regard to the English language,

English language has been the widely spoken language nowadays. Some says that if a

foreigner knows the language it will bring good things in his life. Like for instance, an

opportunity to get a good job in multinational companies. Since English language is

foreign to other nation, people of those countries struggle a lot to know the language

and therefore they have done several ways to acquire vocabularies in English. Swan

and Walter (1984) mentioned that vocabulary acquisition is important for learning the

English language. This researcher believe that in learning a certain language it is crucial

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to know lots of vocabulary words, should remember each word and understand its

meaning to formulate a sentence.

Each person was born unique and therefore with different abilities. We have different

ways in learning things and we always tend to use our memory and instinct in doing so.

According to Ehrman and Oxford (1990), building memory involves mental linkages,

applying images, sounds, reviewing and using physical response. It depends on us on

how we use the innate talents that we have.

Both adults and young learners are facing difficulties understanding the foreign

language. Young learners for instance are confronted with many learning problems.

They find it difficult to understand the meaning of vocabulary words, its pronunciation

and the construction of words into sentences which is far way different from their native

language. Ramelan (1994) states that:

“If someone wants to learn a foreign language, he will obviously meet with all kinds

of learning problems. The difficulties have to do with the learning of the sound system,

the learning of new vocabulary items, and the learning of the unfamiliar ways of

arranging the foreign words into sentences”.

Hayes (2008:471) talks about motivation. According to him, motivation and personal

circumstances are important factors to learn a new language. Learning a foreign

language in Thai classroom environment needs new ideas every now and then because

students get easily bored and distracted. To acquire more vocabularies the learners

were motivated by their teachers in many ways for them to respond and get involved in

class discussions and one of their motivations is through the body movement.

2.2. Foreign Language Vocabulary Acquisition

Learning a foreign language or English has always been an exciting and wonderful

experience in the life of each student. A new vocabulary words plays an important factor

in their success. Through this, they have a chance to enter into the realms of wonders

as they discover new and finer things that will be beneficial to them.

Part of their learning English is to understand the full context of the vocabulary words

that is fundamental in building the potentials and knowledge of the learners.

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Comprehension of what a child reads is one of the most important factors in having a

full grasp of what has been transpired to him. Acquiring a new vocabularies help the

learners unlock the difficulties that hinder them understanding the subject matter.

2.2.1. Definition of Vocabulary

To be able to adapt in a new environment, a person should speak the language

spoken in a community where he/she is at with. The problem sometimes arises if we do

not know and understand the language used of people around us. We relied on the sign

language which is oftentimes misinterpreted. Dealing with this kind of scenario is quite

difficult but manageable if we know more vocabularies.

Foreign language learners spend more time studying either in their native language

or the English language due to the low general point average on their studies. Because

of the integration of English language in schools of Thailand (ONEC, 2002), students

were force to learn the English language. One of the main problems which this

researcher observed was the limited number of vocabularies students’ knew. It hindered

to this young EFL learners to communicate and be understood by their foreign teachers.

Vocabulary is one of the language components which have to be mastered by the

students in learning a new language. According to Webster (1934) vocabulary is a list of

vocabulary words which each person used in order to communicate to the community

and to the world. Similarly, Hornby (1995:1331) defines vocabulary as the list of words

with meaning.

With the mentioned definitions, vocabulary can be summarized as the terms used by

every individual in their communication. More vocabularies allowed them to understand

the basic and necessary things in life.

2.3. Characteristics of Primary Students

According to Widodo (2005:236), young learners started to learn easy words or

expressions and he suggests that teachers should encourage the students’ to have a

positive outlook on their studies.

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Every student in each level has different characteristics and learns differently. Their

learning style depends on their preferences because of their short span in studying.

Omari (2001) point out about the actual developmental level of a young learners that

could be done by them independently and also a potential developmental level which

they could done with the knowledge of MKO. The teacher as More-Knowledgeable

Other (MKO) has a great contribution and a factor on how they learned a foreign

language. It is crucial that English teachers are aware of the students’ behaviors.

Writers like Scoot and Ytreberg (1990:2-4) in their book Teaching English to

Children, mentioned about the characteristics of primary students in general. They said

that primary students are:

Competent speakers in their native language

Able to identify what is truth and fiction

Learn more if they are stress-free and happy

Passionate and has positive view in learning

Can do the work either alone or in group

Have strong believed that they learn more especially vocabulary words through

body movement.

In addition to the above mentioned characteristics, Slattery and Willis (2001) pointed

out their views about the characteristics of students in primary level and they have said

that these students are:

Developing their thinking process

Learning to have more knowledge on languages

To summarize, students actively participate in the class in an environment which is

conducive for learning. Those preferences of the students somehow help classroom

teachers to facilitate learning in variety of ways. Students’ characteristics has to be

considered in developing lesson plans and classroom instruction because it is the

students learning that will be jeopardized if the learning needs of the young learners will

not be met. A collaborative effort between teachers and students is necessary to foster

understanding and comprehension in learning English language.

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2.4. Teaching English Vocabulary to Primary Students

This researcher observed that EFL teachers in his school in Thailand struggle a lot

teaching English to the students. It is possibly because English is a foreign language to

them and its structure is completely different from their native language. In order to

construct a sentence student were taught different vocabulary words.

Teaching vocabularies to the students requires more innovative materials and visual

aids to cater the learning style of each student and make it appropriate for them. It is an

excellent technique so that students will learn more (Saragi, Nation & Meister, 1978).

Understanding the meaning of every single word and gives attention to it is a great help

for them to communicate. According to Gass (1988:94) what is important is for the

learners to know the meaning of the word. Mastery of vocabulary aids them in writing

sentences and other words that are useful on their studies (Finocchiaro, 1974).

In teachers’ vocabulary instruction, students must not encourage learning vocabulary

word for word or focus on it but rather teach them how to apply it in a context. According

to Englebart and Theuerkauf (1999:57), explaining the meaning of words in context is a

very good method for learning vocabulary and it is successfully proven. It is vital that the

facilitator of vocabulary instruction teaches the learners on how to use it. This kind of

teaching was also agreed by Charty (1995) and he considered it as best method of

vocabulary instruction. In vocabulary learning, students should memorize the word,

pronounce it and use in a proper way. It is important that young learners who learn and

practice the foreign language have a good perception of vocabulary learning. Learning

must be free of anxiety and the technique used by the teacher is comprehensible by the

students. A clear explanation of the vocabulary learning instruction is necessary so that

the learners will able to follow it.

Haycraft (1978) mentioned that teachers should select vocabulary words suitable to

the learners. In this case the teacher must consider the differences of each learner and

be able to deliver the instruction of vocabulary words clearly to know and understand

the target language. Wallace, Guilford and Lynn (1982:27) the suggested that

vocabulary instruction principles should aimed for quantity, repetition, meaning and

appropriation.

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The number of words on each vocabulary learning session should depend on the

students’ abilities to learn. More vocabulary words in just one session make them

perplexed and as a result give low probability of understanding the words. Students

might not understand all the meaning of the given words and discouraged them to

memorize all.

An appropriate number of vocabulary words to learn by certain individual are

depending on their capabilities to learn the new language. Because their brain could not

contain it all if it exceed to what they could only get. Aside from this, it has to be

repeated more often for familiarity and recognition. We all know that, it is the students

learning that we are measuring and not for the quantity of words that we have taught

them. Repetition of words is necessary to check if the students really learned the target

language. They have to had understand the words clearly and be able to apply it on

their daily walks of life.

Teaching English vocabulary to young learners is so important because it has an

impact on their future. The new generation must know the universal language so that

they can compete on the global market.

2.5. The Total Physical Response (TPR)

The total physical response has been applied in classroom teaching and learning for

four decades now. Its attempt to help students learned a new language has proven

effective since then. This strategy of learning seems to have a high motivation to the

students because it helps lessen their anxiety.

2.5.1 History of TPR

Asher (1969:254) claimed that their work of total physical response technique of

learning started in 1963. They have done this to try to speed up the rate at which the

adults and children in America could be able to learn to comprehend Japanese.

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2.5.2. What is TPR?

The total physical response technique is a technique involving students to listen and

respond with action to the command being given (Asher, 1969). For instance, an

English teacher will say “Point to your ears” and then the learners have to point to their

ears to show their understanding of the English vocabulary words. It is teaches

language through physical action (Widodo, 2005). Furthermore, Richard and Rodgers

(1986) state that TPR method is instruction method that relates between the speaking

and action through the body and it endeavors to instruct language through physical

activity.

This method was like a like someone is being trained by someone. In this method,

the facilitator says a word in language that they are learning and gives an appropriate

action. He/she will then say to the learners to mimic the one that he/she did. The

process goes on and on until the learners will be able to give the command as well and

being followed by his/her colleagues.

2.5.3 The effects of Total Physical Response

The proponent of TPR, during 60’s conducted a series of studies to children and

adults of different ages to see the effects of total physical response. Back then, the

target languages that he did tests including Japanese, Russian etc.

It appears on the literature that the strategy of the total physical response aids in

learning foreign languages. Asher (1966) experiments the TPR to thirty two American

six graders who has no prior knowledge of the Russian language. The students were

divided into two groups: half of the class belonged to the experimental group while the

others in control group.

The instruction was, the students in experimental group has to listen to the Russian

language and act on it with the help of the trainer while the children in the control group

will listen to the Russian language and observed the action of the trainer. These groups

of students took the retention test. During the test, the experimental group individually

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acted the Russian language while those in the control group have to translate the

Russian into English language.

The result of this experiments revealed that there was significant difference on

retention test between the two groups and the results favored to the experimental group

no matter how complex the language is. It has been seen that the TPR has long term

effects on students’ retention.

Based on the findings of the above mentioned study, Asher’s decided to conduct

another study to adults and children to see its effects. Asher & Price (1967) studied the

learning strategy of American students using TPR to learn Russian language. They

conducted the test to different age groups. A total of 133 students were chosen: ninety-

six public school students were drawn from the second, fourth and eight graders with

ages ranging from 8, 10 and 14; while thirty seven college students voluntarily

participated in their studies. The findings of the study revealed that the participants

showed understanding of the Russian language with TPR method.

The purpose of this study is to check which of the participants have a good listening

comprehension in studying foreign language. Is it the children or the adults? The results

showed that the adults performed quite like the children. The difference among the

participants has seen on the way they spend more time paying attention on learning the

language. Between the age groups, adults got the highest scores in comprehension of

Russian and the 8 year old participants got the lowest scores.

It has been noticed on their findings that when adults and children learn together, the

adults will show superiority. However, this may not be the same results all the time. In

this study, the adults that Asher and Price selected belong to the top one-third of high

school graduates and so it is expected that their mental ability is on above average.

With the findings on the children, 10 and 14 years old performed well than 8 years old. It

is because 8-year-old students have short attention span given in studying the language

and therefore is expected to have a poor performance.

Davidheiser (2002) taught German with TPR on his class storytelling. He adopted

Asher’s strategy for second language learning in teaching his class and found that it is

really helpful to develop students’ learning. Davidheiser found out that with TPR

students actively learn, they take ownership on their learning, have more

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comprehensible input, they feel the sense of belongingness and become engaged in the

class and lastly it is fun for the learners. In addition, Sano (1986) stated that TPR helps

the students’ learned in a relax manner and it gives positive effect on students

performance in the class. This only indicates that TPR is suitable to the students with

different learning styles and needs.

2.6. Summary

The review of related theories and findings has been presented in this chapter. It

examined the effects TPR in teaching and learning. Findings indicated that TPR has

effects on students’ retention, increase student engagement and motivation in

classroom activities (Asher, 1966; Asher & Price, 1967; Davidheiser ,2002) ) thus help

improve their learning. The next chapter presents the methods of this study.

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Chapter 3

Methodology


To investigate the impact of TPR method on learners’ perceptions of vocabulary

acquisition, this exploratory classroom-based study employs a mixed mode design. The

data instruments developed and employed in response to the study objectives included

a vocabulary words test and a survey questionnaire. The descriptive statistical analysis

was used to analyze the data.

3.1. Ethical Considerations

This study did not create any harm to the student participants. The researcher

submitted an ethics pro forma to his dissertation supervisor before he conducted the

study. Aside form the ethics pro forma that he sent, he also obtained the informed

consent from the school director in behalf of the parents of his student participants (see

Appendix 1). The participants have been informed that their participation is on voluntary

basis and with no consequences in case they want to withdraw their participation

anytime.

They participants were assured that their privacy was not at stake and the

confidentiality of the data and their identities was kept secure. The collected data was

kept in a storage cabinet where only the researcher can have access.

3.2. Research Design

This exploratory classroom-based study tried to investigate the impact of the use of

TPR method on primary students’ vocabulary acquisition. Due to the limited knowledge

of the researcher on this issue, he wanted to know the effects of this method on

student’s learning.

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This study employed a descriptive research design using survey questionnaires and

semi-structured interview. The researcher used songs and games to determine the

students’ comprehension. Students’ vocabulary comprehension was determined from

the scores on the pretest and posttest. The test scores were linked into the students’

perceptions to check if there was an impact.

The inquiry was started by giving the vocabulary test (quantitative approach) and

later the survey questionnaires (qualitative approach).

3.3. Data Gathering Procedures

The procedures for gathering the data started with developing the survey

questionnaires employing a quantitative approach for pilot study. The teaching and

learning process using the total physical approach was done after conducting a pre test.

The researcher as a teacher planned to teach thirty vocabulary words for three

weeks to the participants (see Appendix 2). The students have to understand the

meaning of ten new vocabulary words each week through activities by using the Total

Physical Response method. Students were divided into seven groups with new five

members each group every week.

On the first week, the teacher used songs in teaching 10 new pieces of vocabulary

all of which relate to animals. To understand the meaning of the new vocabularies, the

teacher started singing the sound of animals’ song. While singing the teacher pointed a

particular group and then that group must make the sound of animals correctly the way

the teacher sang. The teacher encouraged each group to brainstorm by using the WH

questions (see Appendix 3). Each group cooperates well and learns from each other.

For the second week, the teacher helped the student to learn the meaning of new

vocabularies through the gesture games. He explained and gesture the meaning of

words and let the students do the same as well. The participants read and gestured the

meaning of the new vocabularies.

Lastly, on the third week, the teacher prepared ten flashcards of living things and

posted it on the board for this week new vocabularies to learn. The teacher explained

the game mechanics for each group and gave the commands to them. For example,

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when the teacher said “Point to the rose” each group has to point the flashcards with the

picture of the rose that was posted on the board. After the group game, the teacher

assessed the students individually by giving the commands to check if they understood

the words.

After three weeks of teaching and learning, a new set of test was prepared. The

teacher conducted the post-test which divided into 3 parts representing the three weeks

of teaching new vocabularies. The test on part one to three was all about the

vocabularies taught for each week respectively. To consider test administration

reliability, the location was reliable as it was free from outside noise, the classroom was

conducive to study and air conditioned, and the tables and chairs were comfortable.

Subsequent to the vocabulary test, students completed the survey questionnaire.

The result of the survey questionnaire was encoded into a computer by using the SPSS

program to find out the effect of the Total Physical Response method on students

learning new vocabularies. A week after the test and survey, the researcher randomly

selected six students to be interviewed and get their perceptions about using TPR

method on acquiring vocabularies.

3.4. Sample

The participants of this study were 35 Thai primary students. They were boys and

girls aged 9-10 with mixed abilities and have been studying English since kindergarten

with foreign and native teachers. Some of them do not have confidence to communicate

in the classroom and cannot follow the teacher’s instructions.

The choice of TPR by the researcher is supported by what Slattery and Willis (2001)

stated about the method being suitable to use with young learners. The selection of the

sample was purposive because the participants were the researcher’s students whom

he believes that was willing to give their time for this study.

18

3.5. Instruments

3.5.1 Survey Questionnaire

One survey questionnaire was developed in this study. The participants’ survey

questionnaire (see Appendix 4) was made based on the two research questions and

explored the participants’ perceptions of the use of TPR method on their vocabulary

acquisition. It has 19 questions and uses 5 Likert scale: 1 (Strongly disagree), 2

(Disagree), 3 (Undecided), 4 (Agree), 5 (Strongly Agree). The use of 5 Likert scale was

decided by the researcher because according to Leung (2011:412) it is “widely used

instruments for measuring opinion, preferences and attitude”.

The instructions and art of questioning were simple and clear to easily understand.

The negative statements were avoided so that students were not confused. As stated

by Borgers, De Leeuw & Hox (2000:71) negations in questioning has to be avoided

because young learners faced difficulties answering negative questions.

Moreover, to clearly understand the questions by the participants, the questionnaire

was translated by the researcher from English to Thai language.

3.5.2 Interview

A semi-structured interview was used by the researcher to get the needed data for

this study. He employed this kind of interview because it is convenient to use. In semi-

structured interview, a list of written interview questions was written as an interview

guide questions (Mackey & Gass, 2005:173).

The interview questions used closed and open-ended questions. The researcher

followed this way so that he could gather the necessary information he needed.

Through open-ended form the participants can elaborate his/her answer.

The following were the interview questions asked to the participants.

1. Do you feel embarrassed when you study the meaning of words through TPR?

Why?

2. Do you enjoy learning vocabulary by moving your body? Why?

19

3. Do you feel anxiety and stress when you study vocabulary through movement of

your body? Why?

4. How do you feel when you learn vocabulary through body action?

5. Please give me the advantages of learning vocabulary through TPR method.

6. Please give me the disadvantages of learning vocabulary through TPR method.

7. Do you remember the meaning of vocabulary more easily after the end of the

teaching through TPR method? Why?

3.5.2.1 Interview Procedures

The interview was conducted in a convenient room. The room is spacious and free of

noise and interruptions.

During the interview, the researcher tape-recorded the process to transcribe the data

afterwards. The interview process took 30 minutes for each student and it was done by

the researcher.

3.6. Pilot Study

A draft of the survey questionnaire was made to deal with the research questions:



4. How effective is the TPR method for helping learners remember

vocabulary?

To develop a right survey questionnaire, its first version was sent to the dissertation

supervisor for initial checking. Based on the comments of the dissertation supervisor,

the survey questionnaire was change accordingly.

20

3.6.1. Pilot study 1: Initial Survey Findings

Fifteen copies of the English version of the 5 Likert scale survey questionnaire (see

Appendix 5) were randomly given to another group of students with a similar

background. Although, it is written in English, the participants managed to answer all the

questions with confusion. Surprisingly, nobody ticked the undecided option which is

contrary to what Borgers, Hox, & Sikkel (2004:20) said that young learners were easily

tempted to choose the undecided category because their ‘cognitive ability,

communicative and social skills’ were still limited.

Since the participants were confused on the English survey questionnaire, the

researcher translated the questionnaire into Thai language and made some modification

on the English terms used to understand it easily.

Regarding the interview questions, 5 young learners with similar background were

randomly selected to be interviewed. The researcher conducted the interview with the

use of Thai language so that the participants can express their opinions well and

fortunately the interview ended well.

3.6.2. Pilot Study 2. Modified Survey Findings

After the first pilot study, 10 copies of Thai modified survey questionnaire (see

Appendix 6) were given to another group of students with similar background. During

the survey, the questions were easily understood by the respondents without hesitations

and confusions thus making the survey questionnaire ready for the actual study.

The final Thai version survey questionnaire was composed of 19 items.

3.7. Data Analysis

The data analysis examined the following research questions:



2. How effective is the TPR method for helping learners remember vocabulary?

21

The data that was collected from the vocabulary test scores and the survey

questionnaire was quantified and encoded in the computer and was analyzed

statistically by using SPSS program. The information obtained from the interview was

transcribed and organized according to each questions.

3.8. Data Presentation

The study aims to investigate the learners’ perceptions towards the use of TPR on

their vocabulary acquisition. The researcher chose the quantitative and qualitative

approach. It was mentioned by Chorrojprasert (2005) that the use of both methods

helps “strengthen the study.” In addition, a sequential explanatory strategy was

employed in presenting the data.

3.9. Limitations

The limitations of this study are: firstly, the participants of this study did not represent

to the whole population of primary 4 students of Saint Louis School Chachoengsao and

secondly, my role as a teacher might affect the participants answered during interview

because they might get nervous.

3.10. Summary

In conclusion, issues on ethics were considered prior to data collection. A

quantitative and qualitative approach was employed in this study. Pilot study was

conducted to create a right survey questionnaire and was analyzed through descriptive

statistical analysis. The next chapter will present the data gathered from the

instruments, the analysis and the results.

22

Chapter 4

Findings


The research findings of the study are presented in this chapter. The data gathered

from test, interviews and survey questionnaires have been organized into key themes to

better presents the results. Based on the research questions, the themes below were

developed:

Weekly vocabulary test results.

Students’ perceptions of Total Physical Response on their vocabulary

acquisition.

4.1. Weekly Vocabulary Test Results

The vocabulary tests were carried out from 2nd to 20th July 2012. The pre tests and

post tests scores was individually analyzed to find the students’ achievement by using

the following formula:

The number of right answer

The percentage = ________________________ x 100%

The number of the item

The average of the students’ outcome was calculated by using the following

formula:

The total of the percentage

The average of the students’ test result = ________________________

The number of the students

23

4.1.1. Week 1 Pre-Test Results

Prior to the conduct of the study, the participants took the test. The main purpose

of this test was to check the knowledge of the learners about the vocabulary words that

they are going to study. Thirty five students in the classroom of primary four students

did the test. They had to translate 10 vocabulary words from English into Thai language.

The result of the pre-test can be shown in the table below.

Table 1 Result of Pre-test – Week 1

NO Test

code

Total

Score

Percentage

1 P-01 3 30

2 P-02 4 40

3 P-03 5 50

4 P-04 6 60

5 P-05 3 30

6 P-06 5 50

7 P-07 7 70

8 P-08 6 60

9 P-09 4 40

10 P-10 4 40

11 P-11 4 40

12 P-12 3 30

13 P-13 4 40

14 P-14 2 20

15 P-15 4 40

16 P-16 5 50

17 P-17 3 30

18 P-18 6 60

19 P-19 4 40

24

20 P-20 6 60

21 P-21 3 30

22 P-22 5 50

23 P-23 2 20

24 P-24 6 60

25 P-25 4 40

26 P-26 5 50

27 P-27 5 50

28 P-28 3 30

29 P-29 4 40

30 P-30 5 50

31 P-31 4 40

32 P-32 6 60

33 P-33 4 40

34 P-34 5 50

35 P-35 4 40

Total of the students = 35 1490


The average of the students’ result = __________________________


= 1490/ 35

= 42.57%

The mean students’ outcome of the pre-test was 42.57%. This outcome was

very low. It showed that most students had no comprehension of the meaning of

vocabulary. Most significantly, most students were not accustomed to these vocabulary

words. Therefore, each activity in the three weeks had to very significant to develop and

improve the students’ vocabulary through Total Physical Response method.

25

4.1.2. Week 1 Post Test Results

After the pre-test, the teaching and learning process started. The teacher explained

the procedures of the activity. The teaching aids that were used are flash cards, songs

and worksheets.

The activity starts with the teacher giving a command to the participants. The

learners should make a sound of 10 different animals. The animals that they are going

to imitates are dog, cat, bird, snake, rabbit, fish, goat, cow, pig, and a horse. The

teacher started singing the animal song and then point to a particular group for them to

produce an animal sound.

After the students made the sound of each kind of animal correctly, the teacher orally

read to the students the names of 10 animals and let the students do the same as well.

The teacher showed each word by using flash cards and then all the students had to

make the sound of the animals to relate to this word. The teacher showed each word

again by using flash cards and then called the students one by one to make the sound

of the animal and pronounce the word to check the comprehension of every student.

Once again, the teacher read the ten words in English and instructs students to

translate the words into Thai language. This way the teacher was able to assess the

student’s vocabulary comprehension.

The first week ends up of giving a post test to the 35 participants. A total of 10

vocabulary test was given and the results showed that 3 students received 60, 6

students received 70, 8 students received 80, 7 students received 90 and 11 students

received 100.

The outcome of the post-test in the first week can be shown in the table below.

Table 2. Results of Post Test – Week 1

NO Test

code

Total

Score

Percentage

1 P-01 7 70

2 P-02 7 70

26

3 P-03 9 70

4 P-04 10 100

5 P-05 6 60

6 P-06 9 90

7 P-07 10 100

8 P-08 10 100

9 P-09 8 80

10 P-10 8 80

11 P-11 8 80

12 P-12 7 70

13 P-13 9 90

14 P-14 6 60

15 P-15 8 80

16 P-16 10 100

17 P-17 7 70

18 P-18 10 100

19 P-19 8 80

20 P-20 10 100

21 P-21 7 70

22 P-22 9 90

23 P-23 6 60

24 P-24 10 100

25 P-25 10 100

26 P-26 9 90

27 P-27 9 90

28 P-28 9 90

29 P-29 9 90

30 P-30 10 100

31 P-31 8 80

32 P-32 10 100

27

33 P-33 8 80

34 P-34 10 100

35 P-35 8 80





= 2990/ 35

= 84.85%

The mean of learners’ outcome in the first week is 84.85%. This outcome is higher

than the outcome of pretest.

4.1.3. Week 2 Pre Test Results

Before learning the meaning of vocabulary through the TPR method, the learners

took the pretest. The result can be seen in the table below.

Table 3. Results of Pre-test – Week 2

NO Test

code

Total

Score

Percentage

1 P-01 4 40

2 P-02 4 40

3 P-03 6 60

4 P-04 5 50

5 P-05 4 40

6 P-06 6 60

7 P-07 6 60

28

8 P-08 7 70

9 P-09 4 40

10 P-10 5 50

11 P-11 4 40

12 P-12 3 30

13 P-13 5 50

14 P-14 3 30

15 P-15 3 30

16 P-16 4 40

17 P-17 4 40

18 P-18 7 70

19 P-19 5 50

20 P-20 6 60

21 P-21 4 40

22 P-22 6 60

23 P-23 3 30

24 P-24 6 60

25 P-25 4 40

26 P-26 4 40

27 P-27 4 40

28 P-28 4 40

29 P-29 4 40

30 P-30 6 60

31 P-31 3 30

32 P-32 5 50

33 P-33 5 50

34 P-34 5 50

35 P-35 4 40


29

The total percentage

The average of the students’ result = ____________________

The number of students

= 1620/ 35

= 46.28%

The mean of the students’ outcome of the pre-test was 46.28%. This outcome

was very low.


After the second week of teaching and learning process through TPR method, ,

the thirty five students took the post test. The students were assessed based on the 10

vocabulary words that the teacher taught them. There were 3 students who received 60,

6 students received 70, 8 students received 80, 7 students received 90 and 11 students

received 100. Table 4 shows the outcome of the post-test in second week.

Table 4 The results of the Post-test – Week 2

NO Test

code

Total

Score

Percentage

1 P-01 7 70

2 P-02 8 80

3 P-03 10 100

4 P-04 9 90

5 P-05 8 80

6 P-06 10 100

7 P-07 10 100

8 P-08 10 100

9 P-09 8 80

30

10 P-10 9 90

11 P-11 8 80

12 P-12 6 60

13 P-13 9 90

14 P-14 6 60

15 P-15 6 60

16 P-16 9 90

17 P-17 8 80

18 P-18 10 100

19 P-19 10 100

20 P-20 10 100

21 P-21 8 80

22 P-22 10 100

23 P-23 6 60

24 P-24 10 100

25 P-25 8 80

26 P-26 9 90

27 P-27 9 90

28 P-28 9 90

29 P-29 9 90

30 P-30 10 100

31 P-31 7 70

32 P-32 9 90

33 P-33 9 90

34 P-34 10 100

35 P-35 7 70


31


The average of the students’ result = _____________________


= 3010/ 35

= 86.00%

The mean learner outcome in the second week is 86.00%. This outcome is higher than

the outcome of the pre-test.

4.1.5. Week 3 Pre Test Results

The students did the pre-test for ten kinds of living things: jasmine, rose, lizard,

iguana, ostrich, goose, eagle, carp, catfish and fighting fiss. These words were

translated in Thai before teaching using TPR. The results can be seen in the table

below.

Table 5 Results of the Pre-test – Week 3

NO Test

code

Total

Score

Percentage

1 P-01 5 50

2 P-02 5 50

3 P-03 5 50

4 P-04 5 50

5 P-05 4 40

6 P-06 5 50

7 P-07 6 60

8 P-08 6 60

9 P-09 5 50

10 P-10 5 50

11 P-11 5 50

12 P-12 4 40

32

13 P-13 5 50

14 P-14 3 30

15 P-15 5 50

16 P-16 6 60

17 P-17 4 40

18 P-18 5 50

19 P-19 5 50

20 P-20 5 50

21 P-21 4 40

22 P-22 6 60

23 P-23 3 30

24 P-24 6 60

25 P-25 5 50

26 P-26 6 60

27 P-27 5 50

28 P-28 4 40

29 P-29 5 50

30 P-30 4 40

31 P-31 5 50

32 P-32 6 60

33 P-33 5 50

34 P-34 5 50

35 P-35 3 30



The average of the students’ result = _____________________


= 1700/ 35

= 48.57%

33

The mean student result of the pre-test was 48.57%. This outcome was very low.


After the teaching and learning process in the third week had finished, the thirty five

students were post tested. The students were assessed on 10 items by the teacher.

There were 3 students who received 60, 6 students received 70, 8 students received

80, 7 students received 90 and 11 students received 100.

The outcome of the post-test in the first week can be seen in the table below.

Table 6 Results of the post-test – Week 3

NO Test

code

Total

Score

Percentage

1 P-01 10 100

2 P-02 10 100

3 P-03 9 90

4 P-04 9 90

5 P-05 8 89

6 P-06 9 90

7 P-07 10 100

8 P-08 10 100

9 P-09 9 90

10 P-10 9 90

11 P-11 9 90

12 P-12 8 80

13 P-13 9 90

14 P-14 7 70

15 P-15 9 90

16 P-16 10 100

34

17 P-17 8 80

18 P-18 9 90

19 P-19 9 90

20 P-20 9 90

21 P-21 7 70

22 P-22 10 100

23 P-23 6 60

24 P-24 10 100

25 P-25 9 90

26 P-26 10 100

27 P-27 9 90

28 P-28 8 80

29 P-29 9 90

30 P-30 9 90

31 P-31 9 90

32 P-32 10 100

33 P-33 9 90

34 P-34 9 90

35 P-35 7 70

Total students = 35 3119




= 3119 / 35

= 89.11%

The mean learner outcome in the first week was 89.11%. This result means that

the score of the posttest is higher than the score of the pre-test.

35

4.2. Students’ Perceptions of Total Physical Response on their Vocabulary

Acquisition

4.2.1. The results of the questionnaire

The survey questionnaire was distributed to the participants after the three

weeks of teaching and learning process. The result was entered into a computer and

was analyzed by using the SPSS program to get the mean and standard deviation in

order to find out the impact of the Total Physical Response method on students’

vocabulary acquisition.

Table 7. Results of Students’ Perception of Total Physical Response as a method of

teaching vocabulary.

Item Statements Mean

score

SD Result

1 The TPR method through songs is

useful in my acquisition of

vocabulary words.

4.37 0.69

High

2 The TPR method through games is

useful in my acquisition of

vocabulary words.

4.66 0.59

High

3 The use of the TPR method has an

impact on my understanding

meaning of vocabulary words.

4.29 0.61

High

4 TPR method is useful in making my

learning to apply the meaning of

vocabulary words when I make

sentences of my own.

4.37 0.60 High

5 Using the TPR method promotes 4.37 0.65

36

me to recognize vocabulary without

difficulty.

High

6 The physical actions get across the

meaning effectively so that all the

students are able to understand and

use the target language.

4.34 0.68

High

7 The TPR method motivates me to

learn vocabulary.

4.53 0.47

High

8 The TPR method gives me a

chance to use vocabulary in speech

and writing.

4.69 0.56 High

9 The TPR method facilitates my

quick memorization of vocabulary.

4.60 0.55

High

10 The TPR methods help me

recognize vocabulary easily.

4.13 0.75

High

11 The TPR method promotes my

understanding of the meaning of

vocabulary in my long term

memory.

4.14 0.73

High

12 The TPR method gives opportunity

to enjoy learning vocabulary.

4.74 0.52 High

13 The TPR method provides the slow

learners in my class a chance to

learn from fast students.

4.06 0.80

High

14 The TPR method is suitable to the

age level of the students in my

class.

4.51 0.67

High

15 The TPR method links games and

songs effectively to promote

4.34 0.64

High

37

learning vocabulary in my class.

16 I can move my body correctly to

conform to the meaning of

vocabulary.

4.09 0.78 High

17 I can understand the meaning of

vocabulary better through the

movement of my body when I am

playing games and singing songs.

4.37 0.94

High

18 Moving my body really helps me to

remember phrases or words.

4.26 0.65

High

19 The TPR method is good for all

kinds of learners in my class, for

example those who learn visually or

kinesthetically

4.66 0.54 High

From the questionnaire, item 12 have the highest mean and item 13 lowest mean. All

means are generally higher than 4, showing that the level is high.

4.2.2. Interview Results

Below are the results of the interview to the participants.

1. Do you feel embarrassed when you study the meaning of words through TPR? Why?

Most students did not feel embarrassed studying the meaning of words through

TPR because they enjoyed learning together and like to sing and dance except for one

student who felt embarrassed because he is not confident in singing and moving in front of

the class. However, this student was happy to learn from the performance of friends.

Student 7. “Yes, I am shy because I do not have confidence to sing and move the body.”

2. Do you enjoy learning vocabulary by moving your body? Why?

38

Most of the students felt happy and enjoyed to move their bodies when learning the

meaning of vocabulary because they said that they could understand and memorize the

words easily and it is funny.

Student 3. “It is funny and happy because it is not stressful and makes me learn the

meaning of words easily.”

Student 16. “ I am pleased and happy to learn vocabulary like this way because I enjoyed a

lot and can memorize the vocabulary easily.”

3. Do you feel anxiety and stress when you study vocabulary through movement of your

body? Why?

From the interviews with the students, 5 students reported that they did not feel

anxiety and stress because they enjoyed learning with their friends. There was one

student who had feeling of anxiety and stress because this student was confused by the

commands of the teacher.

Student 20. “Yes, I feel worried because I confuse the commands of teacher and I do not

use to any words.”

4. How do you feel when you learn vocabulary through body action?

All of the students felt happy and enjoy. Significantly, this method promoted them to

understand the meaning of words very well.

5. Please give me the advantages of learning vocabulary through the TPR method.

Most students answered the same way, they said that they had no stress and had no

anxiety and they enjoyed and shared experiences. They understood most meaning of

vocabulary very well.

6. Please give me the disadvantages of learning vocabulary through the TPR method.

The disadvantages pointed out by the interviewed participants are: it is tiring, noisy,

can disturb other classes.

Student 18. “It disturbs the friends studying near our room.”

Student 30. “ Shouting loudly makes me tired.”

39

7. Do you remember the meaning of vocabulary more easily after the end of the teaching

through the TPR method? Why?

The participants understood the meaning of vocabulary words easily through TPR

and that learning the meaning of vocabulary through movement body by games, singing

songs and using flash cards helped them comprehend the meaning of vocabulary.

4.3. Summary

The research questions of the study guided the presentation of the results with the

use of quantitative and qualitative approaches. The test results, the gathered data from

survey questionnaires were presented in tables and selected excerpts from participants’

interview were inserted to support its explanation.

The analysis and discussions of findings in this study will be presented in the next

chapter.

40

Chapter 5

Analysis and Discussion

The purpose of this study was to investigate EFL students’ perception about the

impact of TPR method on their vocabulary acquisition. The study aims to investigate the

following questions:

5. What are the students’ perceptions of the TPR method of vocabulary

acquisition?

6. How effective is the total physical response method for helping learners

remember vocabulary?

5.1 Summary of findings

This study used quantitative and qualitative approaches and the results were

analyzed through descriptive statistical analysis. The findings were presented according

to the following themes:

Weekly vocabulary test results.

Students’ perceptions of Total Physical Response on their vocabulary

acquisition.

5.1.1 Weekly Vocabulary Test Results

The findings showed that there was a positive effect of using TPR method in

classroom teaching and learning. The test results indicated that students’ vocabulary is

enhanced by TPR method. It is evident during the three weeks of teaching and learning,

that the scores of post-test are better than the results of students pre-test.

41

5.1.2 Student’s Perceptions of Total Physical Response on their Vocabulary

Acquisition

The participants stated that they enjoyed much and understand the vocabularies with

TPR method. It only indicates that this method is useful in students’ learning new

vocabularies. Their participation in class discussions increased although sometimes

there were students who does not feel moving but the method does not distract their

attention in learning and they still thought that the activities is helping them understand

the new words and motivated them to learn more. They are still paying attention on the

instructions given by the teachers.

5.2 Discussion of findings

Based from the findings, it is evident that total physical response method is a good

method that the students in the primary level can learn and benefits from it. It gives

them high motivation, enjoyment and increased their engagement and interactions and

retention of the discussed lessons in classroom teaching and learning. These significant

findings that were discussed in this chapter are helpful to better understand the effects

of using Total Physical Response method in classroom teaching and learning.

5.2.1Students’ perceptions of TPR

In response to the first research questions, the results of the study revealed that

students perceived the use of TPR method positively. The participants have said that

they enjoyed and felt happy when TPR method is applied in their learning. They felt

stress free and no anxiety because they learn together and their friends helped them if

they cannot answer correctly. This active participation of the students in TPR method

augments the students’ interests in learning. According to Willis & Willis (1996), a task

which is carefully chosen by the teacher encourages learner to participate. So, with the

use of songs, games and other strategies involving physical response students learned

more and acquire new vocabularies.

42

5.2.2 Effectiveness of TPR

Based on the students test results and their responses on the survey questionnaire,

it can be inferred that TPR method is effective and helpful to the students as it is

perceived by them positively. Students improved their vocabularies as their time

studying is lengthen with good retention in their memory and highly motivated with the

method used in their classroom environment.

5.2.2.1 Enhanced vocabularies

With TPR method, the participants acquired more vocabularies. As have seen in the

post test results that students vocabularies improved. It has been emphasized on Asher

and Price’s studies (1967) that by the teachers’ instructions and students to act out

during discussions helped the learners achieve listening fluency and that the approach

of acting out the commands plays an important factor to child’s retention in learning

foreign language. The vocabularies have retained on the students memory and able to

apply it whenever it is possible. It is because the method is done in a natural way

wherein students were not feel pressured. This agrees to what Sano (1986) have said

that TPR will only be effective if learners feel relaxed and are not forced to utter words

which are not familiar to them. It is vital to have background knowledge of the words

and it has to be considered.

5.2.2.2 High in motivation and enjoyment

The findings of the study showed that TPR method augment the learners’ enjoyment

in the lessons being taught by the teachers. Their interest level during class

discussions was high. According to Davidheiser (2002:26) “students learn a second

language faster as a result of their play”. When they learn and play at the same time it

easily registered to their brain what they have just done. The participants claimed that

learning the topics with songs and games is fun and it gives them enjoyment. Lessons

were easy to understand and help them recognize the vocabulary without having

43

difficulty. It helped them not to get distracted but rather have focused on the topics

discussed to learn more.

During the students’ interview, the researcher asked them about their feelings when

the method is being done in their learning and most of them enjoyed and even though

some students did not participate well it is because they are hesitant to act and be funny

but still they enjoy every activity employed in their lessons.

5.2.2.3 Increased Interaction

The aspiration of the students’ to interact with their teachers in their lessons was

high in using TPR method. They tend to be more participative and engaged in the

lessons. Their enthusiasm in class participation was absolutely an advantage in their

learning. Moving their bodies has a positive effect on their learning because it helps

them remember and memorize phrases or words in a particular topic being studied. As

they continuously actively participate it eventually helped them acquire more

vocabularies to be used in their studies.

Although most of the students enjoyed the experience of learning through physical

means, few students felt embarrassment due to their personality. Like for instance, one

of the students during interview said that “I am embarrassed because I do not have

confidence to sing and move in front of the class.” as they do not have confidence

acting in front of their classmates. Even though this particular student is shy and no

confidence acting in front of others but still he actively participate and enjoy the

experience. It is similar to the report of Davidheiser (2002) that even if the students feel

like they are not talented on the language they get engaged in the class and eventually

develop confidence. This scenario implied that the TPR method help the students with

different personalities. In this study sometimes, we noticed that students feel

uncomfortable doing the activities but they all agreed that with activities their

vocabularies developed.

44

5.3 Limitations

The limitations of this study are: first, on choosing the sample. The sample is not

large enough to represent the primary 4 students. It would be beneficial to use a larger

sample to know the students different perceptions. Second, it would be helpful and

more accurate if more teachers are employing the TPR method in their classroom

teaching and learning. Finally, because of the short time period that this study was

conducted, less valuable information has been gathered. More information could have

been gathered if longer time permits.

5.4 Summary

The results in this study revealed that TPR method has a positive effect on students

learning. It has good effect on the students’ engagement in classroom discussions

which eventually helped the learners to have a best learning experience wherein he

could benefit more. In spite of students’ differences, the method helps them get

engaged and interact more.

45

Chapter 6

Conclusion and Recommendation


The general conclusion is presented in this study together with the recommendation

and the reflections of the researcher in conducting this study.

6.1 Conclusion

From the discussion of findings, it showed that the use of TPR as a classroom

strategy for students to learn new vocabulary has a positive effects and an effective way

for teacher’s teaching instruction. The results indicated that during teaching and

learning, students’ class engagement as well as their interaction improved. It is

apparent that when TPR is employed in the classroom teaching, students started to

smile and this only indicates that TPR is a good motivator to the learners.

The result implied that the total physical response help also the teacher creating a

lively classroom environment and teaching instruction became easy. In addition,

learning for students tend to be a stress free and therefore leaving them a positive

impression towards their learning.

In pursuit for more knowledge, Thai students must be helped for them to compete

globally. As previous researches (Baker, 2008; Chanchokpong, 2012) pointed out that

Thailand belonged to the expanding circle of English users and that their English

language is below average as compared to the neighboring countries. With these

issues, TPR method might not that helpful for some students to learn and acquire more

vocabularies but it will help students and teachers to ease their problem somehow.

46

6.2 Recommendation

The present study found that total physical response method helped students

improved their vocabularies. Regarding this, the researcher proposes the following

recommendations based on the findings of this study:

1. To motivate students to learn and to get their attention, it is suggested that TPR

method will be employed in the teachers English vocabulary instruction.

2. The Total Physical Response method should be incorporated into the Thai

primary and secondary school curriculums as the teaching of vocabulary is

necessary to all levels and ages.

3. The TPR method should be applied in the teaching of vocabulary in different

content areas such as science, mathematics, social studies and moral values.

4. The teachers should think of different instructions and presentations using TPR

method to motivate well the students and not get bored. The learning needs of

the students must be accommodated for their development.

5. Teachers training on TPR method are important to cater students’ different

learning style.

6. The result of this study will be an eye opener to the teachers and those have

directly contact to the students to improved students’ learning. This somehow will

help teachers on their teaching instruction.

6.3. Reflections

In doing this research, I thought I could not carry out this task. But as time goes by

and with the encouragement of those people around I felt like this study is doable. I

realized that doing a research is fun especially if you are dealing it with young learners.

But a researcher must not forget that research requires more time and lots of effort to

finish it plus the pressure that the profession brings.

It is not only I discovered the skills that I have but also the innate talents and skills of

my students. I could not imagine that me as a teacher could do funny things in order for

47

my students to learn. With their active class participation the discussions was

lengthened and as a result enable them to learn more. I was able to come with different

ideas to cater the different learning styles of my participants. Sometimes boredom

strikes to other students and it help me see the differences of each child. I was able to

look at their different personalities and skills and the way they behave themselves on

our class discussion. It flashbacks in my memory how my teachers way back then

handled troubled kids like me and my friends. Being a teacher and at the same time a

researcher helped me realized that the profession needed more patience and

perseverance and if you love what you are doing you will enjoy the hardships. You do

not care about the storms that come along the way.

As their mentor, it is rewarding to see that they learned and improved. Indeed,

producing great students takes a lot of effort and patience in honing their minds

because it will not happen in just one snap.

When I started writing this study I am not sure what it brings in the future because I

felt that it is not easy. Many times I wanted to give up, but with positive thoughts and

self determination I was able to finish it. My colleagues’ advices and their positive

attitudes inspire me to go on and motivated me to do this research. I am not that kind of

person who loves reading and it is amazing that I spent many hours reading articles and

critically analyzing the studies the best I could. There were times that I got distracted

and could not avoid the obstacles and I just remind myself always to stay focused and

look on what is ahead, for there is always bright light shining after the storms.

I have seen a lot of changes in my life. Nowadays, I valued the time most and

become systematic and critically evaluate my plans and actions. Truly, those sleepless

nights that I endured help me to become a better person and look things in a different

perspective.

Let me end this reflection with the message of hope that I am always keeping in

mind. A message from the president of the United States, Mr. Barack Obama:

“The best way to not feel hopeless is to get up and do something. Don’t wait for good things to

happen to you. If you go out and make some good things happen, you will fill the world with

hope, you will fill yourself with hope.”

48

References

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Modern Language Journal, 50 (2), 79 – 84

Asher, J. (1969). The Total Physical Response Technique of Learning. The Journal of

Special Education, 3 (3), 253 – 262

Asher, J. & Price, B. (1967). The Learning Strategy of the Total Physical Response:

Some Age Differences, Child Development, 38 (4), 1219 – 1227

Baker, W. (2008). A Critical Examination of ELT in Thailand: The Role of Cultural

Awareness. Regional Language Center Journal, 39 (1), 131-146

Borgers, N., De Leeuw, E., Hox, J. (2000). Children as Respondents in Survey

Research: Cognitive Development and Response Quality. Bulletin de

Methodologie Sociologique, 66, 60-75

Borgers, N., Hox, J., & Sikkel, D. (2004). Response Effects in Surveys on Children and

Adolescents: The Effect of Number of Response Options, Negative Wording, and

Neutral Mid-Point. Quality & Quantity, 38, 17-33

Chanchokpong, N. (2012). Special Report: Thai Education Reform for AEC. National

News Bureau of Thailand (NNT).

Charty, M. (1995). Discourse Analysis for Language Teachers. New York:McMillan Inc.

Chorrojprasert, L. (2005). The Use of Teaching Portfolios by Secondary School

Teachers in Thailand. Ph.D. Dissertation, University of Wollongong

http://ro.uow.edu.au/cgi/viewcontent.cgi?filename=0&article=1437&context=thes

es&type=additional [Accessed: 09 July 2012]

Davidheiser, J. (2002). Teaching German with TPRS (Total Physical Response

Storytelling). Teaching German, 35 (1), 25 – 35

Englebart, S.M. & Theuerkauf, B. (1999). Defining Context within Vocabulary

Acquisition, Language Teaching Research, 3:1, 57-69

Ehrman, M., & Oxford,R. (1990) Adult Language Learning Style and Strategies in an

Intensive Training Setting . Modern Language Journal.

Finocchiaro, M. (1974). English as A Second Language: From Theory to Practice. New

York: Regent Publishing Company.

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Gass, S. (1988). Second Language Vocabulary Acquisition. Annual Review of Applied

Linguistics, 9, 92-106. doi:10.1017/S0267190500000829.

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USA, Wadsworth / Thomson Learning

Haycraft, J. (1978). An Introduction to English Language Teaching. Great Britain:

Longman Group, Ltd.

Hayes, D. (2008). Becoming a Teacher of English in Thailand. Language Teaching

Research, 12 (4), 471- 494

Hornby, A.S. (1995). Oxford Advanced Learner’s Dictionary of Current English. 5th

Edition, Oxford: Oxford University Press.

Kervin, L., Vialle, W., Herrington, J., & Okely, T. (2006). Research for Educators. 1st

edition, Australia. CENGAGE Learning

Leung, S. (2011). A Comparison of Psychometric Properties and Normality in 4-, 5-, 6-,

and 11- Point Likert Scales. Journal of Social Service Research, 37 (4), 412-421

Mackey, A. & Gass, S. (2005). Second Language Research: Methodology and Design.

USA, Lawrence Erlbaum Associates, Inc

Omari, D.R. (2001). A Comparison of Foreign Language Teaching Methods: Total

Physical Response Versus Song/Chants with Kindergartners. M.A. Dissertation,

Johnson Bible College

ONEC. (2002). Education in Thailand. Office of the National Education Commission, pp.

1-160

Ramelan, M. (1994). English Phonetics Fourth Edition. Semarang: IKIP Semarang

Press.

Richards, J., & Rodgers, T. (1986). Approaches and Methods in Language Teaching.

Cambridge , UK: Cambridge University Press.

Sano, M. (1986). How to Incorporate Total Physical Response into the English

Programme. ELT Journal, 40 (4), 270 – 277

Scoot, W. & Ytreberg, L. (1990). Teaching English to Children. NewYork: Longman.

Slattery, M. & Willis, J. (2001). English for Primary Teachers. A Handbook of Activities

and Classroom Language. New York: Oxford University Press

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Saragi, T., Nation, I. S. P., & Meister, A. (1978). Vocabulary Learning and Reading.

System, 6, 70-78

Swan, M. & Walter, C. (1984). The Cambridge English Course 1, Cambridge

University Press

Tsao, F. (2001). Teaching English from Elementary School in an Asian Context: A

Language-planning Perspective. The Language Teacher, 20 (6), 1- 4

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World Data of Education, 7th edition, Bureau of International Education

Wallace, J., Guilford, M. & Lynn, K. (1982). Teaching Vocabulary. London:

London: Bridles Ltd.

Webster, M. (1934). Webster’s New International Dictionary of English language.

Springfield, MA

Widodo, H. (2005). Teaching Children Using a Total Physical Response (TPR) Method:

Rethinking. Bahasa Dan Seni, 33: 2

Willis, J & Willis, D. (1996). Second Language Acquisition and Task-based Instruction.

Longman

Wongsothorn, A., Hiranburana, K., & Chinnawongs, S. (2002). English Language

Teaching in Thailand Today. Asia-Pacific Journal of Education, 22 (2), 107-116

51

Appendix 1: Informed Consent Letter

52

Appendix 2: Vocabulary Words for 3 Weeks Lesson

Direction Translate into Thai language.

English vocabulary

Translation into Thai

The first week

1. Breathe in

2 Breathe out

3. dragonfly

4. lion

5. shell

6. fish

7. bird

8. rabbit

9. snake

10. frog

The second week

11. inhale

12 exhale

13. diaphragm

14. take a deep breathe

15. pulse

16. reptiles

17. mammals

18. birds

19. plants

20. sunflower

The third week

21. jasmine

53

22 rose

23. lizard

24. iguana

25. ostrich

26. goose

27. eagle

28. carp

29. catfish

30. fighting fish

54

Appendix 3: WH Questions for Brainstorming

.

The first week

WH Questions Vocabulary

How do you take oxygen into the lungs? 1. Breathe in

How do you take carbon dioxide out the lungs? 2 Breathe out

Which of these is an insect? 3. dragonfly

What is the king of forest? 4. lion

5. shell

Which kind of animal can swim ? 6. fish

Which kind of animal can fly? 7. bird

Which kind of animal like to eat carrot? 8. rabbit

Which kind of animal like to eat a rat? 9. snake

Which kind of animal like to move by jumping? 10. frog

The second week

What do you call when you breathe in? 11. inhale

What do you call when you breathe out? 12 exhale

Which of organ help to inhale and exhale? 13. diaphragm

Which of these is breathing deeply? 14. take a deep breathe

Which of organ can beat like a heart? 15. pulse

What kind of animal move by crawling? 16. reptiles

Which kind of animal has breast ? 17. mammals

Which of these can fly in the sky? 18. birds

Which of living thing make their own food? 19. plants

What is a yellow flower? 20. sunflower

The third week

What is a white flower? 21. jasmine

What is a red flower? 22 rose

What is a small reptile? 23. lizard

Which of these is a giant chameleon? 24. iguana

55

What is the biggest bird? 25. ostrich

Which kind of bird like to swim? 26. goose

Which kind of bird is a killer? 27. eagle

Which kind of fish is a gold color? 28. carp

Which kind of fish has long beard? 29. catfish

Which kind of fish like to fight? 30. fighting fish

56

Appendix 4: Questionnaires before Pilot Study

Questionnaire

Impact of TPR method

Part A: Please tick () in the circle of your gender boy girl

Part B: Please tick () in the blanks of each statement which correspond most closely to

your desired response.

Item

State

scale

Strongly

disagree

disagree

Undecided

agree

Strongly

agree

1 The TPR method

through songs is

useful in my

acquisition of

vocabulary words.

2 The TPR method

through games is

useful in my

acquisition of

vocabulary words.

3 The use of TPR

method has an

impact on my

understanding

meaning of

vocabulary words.

4 TPR method is

useful in making my

57

learning to apply the

meaning of

vocabulary words

when I make

sentences of my

own.

5 The using TPR

method promotes me

to recognize

vocabulary without

difficulty.

6 The physical actions

get across the

meaning effectively

so that all the

students are able to

understand and use

the target language.

7 TPR method

motivates me to learn

vocabulary words.

8

TPR method gives

me a chance to use

vocabulary words in

speech and writing.

9 TPR method

facilitates my quick

memorization of

vocabulary words.

10 TPR methods help

58

me recognize

vocabulary words

easily.

11 TPR method

promotes my

understanding of the

meaning of

vocabulary words in

my long term

memory.

12 TPR method gives

opportunity to enjoy

learning vocabulary.

13 TPR method

provides the slow

learners in my class

to learn from fast

students.

14 TPR method is

suitable to the age

level of the students

in my class.

15 TPR method links

games and songs

effectively to

promote learning

vocabulary words in

my class.

16 I can move my body

correctly to conform

to the meaning of

59

vocabulary.

17 I can understand the

meaning of

vocabulary words

better through

movement of my

body when I am

playing games and

singing songs.

18 Moving my body

really helps me to

remember phrases or

words.

19 TPR method is good

for all kinds of

learners in my class,

for example those

who learn visually,

kinesthetically

60

Appendix 5: Modified Survey Questionnaire (English Version)

Questionnaire

Impact of TPR method

Part A: Please tick () in the circle of your gender boy girl

Part B: Please tick () in the blanks of each statement which correspond most closely to

your desired response.

Item

State

scale

Strongly

disagree

disagree

Undecided

agree

Strongly

agree

1 The TPR method

through songs is

useful in my

acquisition of

vocabulary words.

2 The TPR method

through games is

useful in my

acquisition of

vocabulary words.

3 The use of TPR

method has an

impact on my

understanding

meaning of

vocabulary words.

4 TPR method is

useful in making my

61

learning to apply the

meaning of

vocabulary words

when I make

sentences of my

own.

5 The using TPR

method promotes me

to recognize

vocabulary without

difficulty.

6 The physical actions

get across the

meaning effectively

so that all the

students are able to

understand and use

the target language.

7 TPR method

motivates me to learn

vocabulary words.

8

TPR method gives

me a chance to use

vocabulary words in

speech and writing.

9 TPR method

facilitates my quick

memorization of

vocabulary words.

62

10 TPR methods helps

me recognize

vocabulary words

easily.

11 TPR method

promotes my

understanding of the

meaning of

vocabulary words in

my long term

memory.

12 TPR method gives

opportunity to enjoy

learning vocabulary.

13 TPR method

provides the slow

learners in my class

to learn from fast

students.

14 TPR method is

suitable to the age

level of the students

in my class.

15 TPR method links

games and songs

effectively to

promote learning

vocabulary words in

my class.

63

16 I can move my body

correctly to conform

to the meaning of

vocabulary.

17 I can understand the

meaning of

vocabulary words

better through

movement of my

body when I am

playing games and

singing songs.

18 Moving my body

really helps me to

remember phrases or

words.

19 TPR method is good

for all kinds of

learners in my class,

for example those

who learn visually,

kinesthetically

64

Appendix 6: Modified Survey Questionnaire (Thai Version)

แบบสอบถาม

ผลการใช การเคลื่อนไหวรางกายในการเรียนรูความหมายของคําศัพท

------------------------------------------------------------------------------------------------

ตอนที่ 1 กรุณาใสเครื่องหมาย () แสดงสถานะทางเพศ เพศชาย เพศหญิง

ตอนที่ 2 กรุณาใสเครื่องหมาย () ลงในชองวางใหสอดคลองกับตามความเปนจรงิมากที่สุดของคุณในการ

เรียนรูศัพทผานทางการเคลื่อนไหวรางกาย

ลาํดับ

ที่

รายการ

ระดับความคิดเห็น

ไมเห็นดวย

อยางมาก

ไมเห็นดวย

เห็นดวยปานกลาง

เห็นดวย

เห็นดวยอยางมาก

1 วิธกีารเคลือ่นไหวออกทาทาง

ตามเพลงเปนประโยชน

สาํหรับฉนัมีการพฒันาทกัษะ

ดานคาํศัพท

2 วิธกีารเคลือ่นไหวรางกาย

ออกทาทางผานเกมเปน

ประโยชนสาํหรับฉนัมีการ

พัฒนาทักษะดานคาํศัพท

65

3 วิธกีารเคลือ่นไหวรางกายมี

ผลทาํใหการเขาใจความหมาย

ของคาํศัพทของฉนั

4 วิธกีารเคลือ่นไหวรางกาย

เปนประโยชนที่ทําใหการ

เรียนรูความหมายของคาํศัพท

และฉันสามารถนาํความหมาย

ของคาํนั้นมาใชในการสราง

ประโยคได

5 การใชวิธีการเคลือ่นไหว

รางกายสงผล ใหฉนัจาํศัพท

ไดงาย

6 การใชวธิีการเคลือ่นไหว

รางกายทําใหไดรับความ

เขาใจความหมายของคาํอยาง

มีประสิทธิภาพและนักเรียน

สามารถใชภาษาอยางมี

66

เปาหมาย


รางกายทําใหเกิดแรงบนัดาล

ใจในการเรียนรูคาํศัพท

8

การใชวธิีการเคลือ่นไหว

รางกายทําใหฉันมีโอกาสใน

การใชคาํศัพทในการเขียน

และการพูด


รางกายอาํนวยความสะดวก

ในการจาํคาํศัพทไดเรว็ขึ้น


รางกาย ชวยทาํใหฉนัจดจาํ

คําศพัทได


รางกาย สงเสริมใหฉนัจดจาํ

คําศพัทไดนานไมลืม


รางกาย ทําใหฉันสนกุสนานมี

67

ความสุขในการเรียนรูคาํศัพท


รางกายชวยใหนกัเรียนที่เรียน

ชาไดเรยีนรูจากนกัเรียนท่ี

เรียนรูไดเรว็


รางกาย เปนวิธีที่เหมาะสม

กับอายขุองนกัเรียน


รางกายเช่ือมโยงกับเพลงได

เปนอยางดีทาํใหสงเสริมใน

การเรียนรูคาํศัพทไดอยางมี

ประสิทธิภาพ

16 ฉันสามารถเคลือ่นไหว

รางกายสอดคลองกับ

ความหมายของคําศัพท

17 ฉันสามารถเขาใจความหมาย

ของคาํศัพทดขีึ้นผานทางการ

เคลือ่นไหวรางกายของฉัน

68

ขณะท่ีฉันกาํลังเลนเกมและ

รองเพลง

18 การเคลื่อนไหวรางกายออก

ทาทางชวยทาํใหฉันจาํถอยคาํ

และคาํศัพทไดจริง ๆ

19 การออกทาทาง เคลือ่นไหว

รางกายในการเรียนรูศัพท ดี

สาํหรับ ผูเรียนที่มีเรียนรูแบบ

การมอง การฟงและการเคลื

นอยไหวรางกาย

ma (tesol) nopphadol panyadee a study of the impact of … · 2013-11-14 · ms. alice oxholm, mr....

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