An Analysis of Teacher's Use of Total Physical Response Method for Teaching English to Young Learners

Abstract

This thesis reported research findings that intended to analyze how the English school teacher implemented Total Physical Response (TPR) method that involved the coordination of speech and action and also to find out the teachers’ reasons for using this method in teaching English to young learners in an English school. It was conducted in a legal English School and the participant in this research was the English school teacher himself. The research was conducted as a descriptive qualitative study, where the data were gathered through both observation and interviews and analyzed thematically. During the research, I observed the TPR activities used by the teacher within the teaching and learning process. Moreover, I interviewed the teacher to understand his reasons for utilizing the TPR method in his teaching practices. The findings of this research revealed that the teacher employed various TPR activities, including song with gestures, TPR games, gesture the words, and instruction and command to facilitate speaking skills, vocabulary acquisition, and foster teamwork among students. Additionally, the teacher's reason for using TPR was that it had a beneficial influence on students' emotions, aligned effectively with the characteristics of young learners, and fostered a pleasant learning environment.