INTRODUCTION
Rationale
English serves as a global language, recognized officially in over 80 countries (British Council, 2016), making its study essential According to Saleh (1997), mastering a language hinges on the breadth of vocabulary acquired, while Wilkins (1972) emphasized that grammar alone cannot communicate effectively without vocabulary Vocabulary is thus a fundamental component of language, likened to "bricks" that form the structure of a language wall, with grammar acting as the "mortar" that holds it together Without a solid vocabulary foundation, both language production and comprehension are unattainable Consequently, retaining vocabulary knowledge is crucial for mastering a new language, achievable only through effective teaching methods.
Children's playful nature and limited attention span make it challenging for them to focus on learning without visual aids Thornbury (2002) emphasizes that learners must not only acquire vocabulary but also retain it Teaching English to primary students differs significantly from teaching secondary or high school students, as younger learners are still developing their first language, making second language vocabulary acquisition particularly complex (Brewster et al., 2002) Their motivation to learn English may be low due to their easily distracted attention and lack of sustained focus Consequently, teachers face the challenge of finding effective methods to enhance students' vocabulary comprehension and retention.
To achieve stress-free language learning, it is essential to harness the natural bio-program for language development, reminiscent of the enjoyable experiences tied to first language acquisition Teachers should focus on fostering an engaging classroom environment and invest time in preparing dynamic materials and activities that promote vocabulary acquisition, rather than relying on monotonous explanations that overlook the unique characteristics and needs of each child.
Total Physical Response (TPR), developed by James Asher in 1988, is an effective vocabulary teaching method that combines speech and action through physical activity This approach makes learning enjoyable and less stressful for children, as it resembles play and movement TPR is particularly beneficial for young learners, helping them to easily remember phrases and words, as their initial vocabulary can often be effectively communicated through actions.
Quang Son Primary School, located in a challenging mountainous commune, has implemented an English teaching program for grades 3 to 5 since 2015, in line with Vietnam's National Foreign Language 2020 Project Despite this initiative, students struggle with pronunciation, writing, spelling, and correct grammatical usage, leading to difficulties in retaining knowledge over time This situation highlights the need for effective methods to enhance vocabulary retention, with Total Physical Response (TPR) emerging as a promising solution that aligns well with children's psychological learning needs.
The research titled "Using Total Physical Response to Enhance Vocabulary Retention for Third Grade Students" aims to investigate the impact of the TPR method on English vocabulary retention among third graders This study will focus on how TPR can be effectively implemented in teaching vocabulary at Quang Son Primary School The writer hopes this research will serve as a valuable reference for educators interested in employing the TPR method in their teaching practices.
Aims of the study
The aim of this study is to explore the impact of applying TPR method in teaching and learning in order to enhance students‘ retention of English vocabulary
To fulfill the aim, the following objectives are carried out for exploration:
- to investigate into how TPR can improve students' vocabulary
- to identify the improvement of students by using TPR method
- to give suggestions in applying TPR to help students enhance their vocabulary retention.
Research questions
To make the tasks manageable, the above objectives are translated into the following research questions:
1 How does TPR improve students' vocabulary?
2 To what extent does the use of TPR help students to retain vocabulary?
3 What suggestions should be given regarding the application of TPR in enhancing students‘ vocabulary retention?
Scope of the study
Teaching English to children should encompass all language skills, but this study specifically examines the impact of the Total Physical Response (TPR) method on vocabulary retention among students at Quang Son Primary School, where English is a compulsory subject.
Due to the time limit, this research is conducted on only two classes with 60 third grade students at Quang Son Primary School in school year 2019 - 2020.
Structure of the study
This study is divided into five chapters They are:
Chapter I - Introduction - provides the rationale for the study, aims of the study, research questions, scope of the study and structure of the study
Chapter II - Theoretical background - provides the theoretical background of the study, namely basic knowledge about English vocabulary and vocabulary learning; TPR method in generally and in teaching and learning vocabulary
Chapter III - Methodology - describes the methods used for this study, data collection instruments, data collection procedures and data analysis procedure Chapter IV - Finding and discussion - presents, analyzes and discusses the results collected In this chapter, the answer for the research question is found Chapter V - Conclusion - summarizes the main issues of this paper, giving the limitations, pedagogical implications of the study and suggestions for further studies.
THEORETICAL BACKGROUND
Vocabulary
Mastering vocabulary is crucial for language learning, as it encompasses various definitions The Cambridge Advanced Learner's Dictionary Online defines vocabulary as: a) the collection of new words known or used by an individual; b) the complete set of words in a specific language; c) the terminology associated with a particular subject; and d) a compilation of words along with their meanings, particularly in educational resources for learning foreign languages.
Vocabulary is defined in various ways by experts in the field Hornby (1994) describes vocabulary as the total number of words that constitute a language, while Hatch and Brown (1995) refer to it as a list of words specific to a language or the words used by individual speakers Brown (2001) emphasizes that vocabulary items are often perceived as mere lists that students must memorize, yet he acknowledges their essential role in meaningful and contextualized language use Additionally, Richards (2002) highlights vocabulary as one of the most recognized components of language.
Vocabulary serves as the foundation of communication, making it essential for educators to adopt diverse teaching styles that promote positive vocabulary acquisition (Kim & Kim, 2012) McCarthy (1990) emphasizes that effective communication in a second language is impossible without a broad vocabulary Furthermore, students develop their vocabulary knowledge gradually, forming connections with other words and understanding their usage through examples and context (Snow, Griffin, & Burns, 2005).
Vocabulary comprises the total number of words in a language, serving as a fundamental element of language proficiency It encompasses various aspects, including meaning, usage, form (pronunciation and spelling).
2.1.2 The role of vocabulary in language learning
Vocabulary is essential to language, as it serves as the foundation for communication According to Wilkins (1972), while grammar is important for conveying meaning, it is vocabulary that truly enables expression and understanding Without a robust vocabulary, individuals struggle to share their thoughts or comprehend others, highlighting its crucial role in effective communication.
In learning a foreign language, vocabulary plays an extremely important role Mastering vocabulary is essential for successful second language use As Huckin
According to research, second language (L2) readers face significant challenges primarily due to limited vocabulary knowledge, which is the largest obstacle they must overcome A robust vocabulary is crucial for effectively expressing meanings and concepts Furthermore, Dunlap and Weisman (2007) emphasized that vocabulary development is vital for the academic success of English learners, highlighting a strong connection between vocabulary knowledge and overall academic achievement.
Vocabulary plays a crucial role in language mastery; the broader your word knowledge, the more proficient you become in using the language effectively.
Elfrieda and Michael (2005) stated that vocabulary can be presented in different types according to different purposes
According to Lehrer (2000), vocabulary is defined as the knowledge of word meaning so it can be classified into the oral and written vocabulary
- Oral vocabulary includes all the words we use while speaking (speaking vocabulary) and all the words we hear and understand while listening (listening vocabulary)
Written vocabulary encompasses the words we comprehend while reading (reading vocabulary) and those we can recall when expressing our thoughts in writing (writing vocabulary).
Besides, Jo Ann Aeborsold and Mary Lee Field (1977) divided vocabulary into two main types: active and passive vocabulary
- Active vocabulary is the words that we understand and use in speaking or writing It is called as the productive side of language for:
• The use of right word in right place
• The spontaneous recall of words
• Grammatical accuracy: use of correct tenses, inflections and word order
• In speech, fluency and ability to reproduce correct sounds, pronunciation, intonation, rhythm etc
- Passive vocabulary, on the other hand, refers to words that we understand but are not yet able to use It is called as the receptive side of language for:
• A recognition of vocabulary in speech or writing
• An acquaintance with major grammatical items or forms
• The skill of stimulating rapidly the sense of large word groups
As such, it can be summed up that vocabulary consists of several major types in the diagram below:
Learning vocabulary is a multifaceted process that requires the integration of auditory and visual input, as well as the ability to produce both spoken and written language According to Ellis (1995), it also involves understanding the syntactic and semantic relationships among words For vocabulary to be effectively used in constructing meaningful sentences, it must first be retained in the learner's memory.
Retention is defined as a memory storage process Atkinson and Shiffrin
In 1968, the process of learning new words was outlined in several stages: initially, a new word is perceived by the senses and stored in sensory memory Next, focused attention allows the word to move into short-term memory Through repetition, the word can then be transferred to long-term memory However, if maintenance rehearsal does not take place, the word may be forgotten and lost from short-term memory.
Figure 2.2: Atkinson and Shiffrin memory model (1968)
Vocabulary retention refers to the ability to recall words after a certain period, playing a crucial role in the success of vocabulary learning Factors influencing retention include the quality of teaching, learner interest, and the meaningfulness of the materials used (Richards & Schmidt, 2002) To effectively transfer information from working memory to long-term memory, foreign language (FL) or second language (L2) learners must engage actively with the material and interact with it in meaningful ways (Schmitt).
FL/L2 learners should identify both the connections and distinctions between new information and their existing long-term memory, effectively linking these elements together to enhance their understanding (Amiryousefi & Ketabi, 2011; Mayer, 2014).
To effectively transfer new lexical terms from short-term to long-term memory, it is essential to create connections within the mental lexicon By identifying and linking new vocabulary to existing elements, learners can enhance their retention of these terms (Amiryousefi & Ketabi, 2011; Schmitt, 2000).
In the context of this research, information transfer pertains to the movement of target vocabulary from the short-term memory of L2 learners to their long-term memory To effectively acquire and consolidate new lexical information, learners need to employ specific vocabulary learning strategies.
Teaching vocabulary for primary students
Primary school students, typically aged six to ten, possess unique characteristics and motivations that differ from those of older students During this critical educational stage, positive encouragement plays a significant role in their development Teachers must employ engaging teaching methods to capture children's attention and enhance their learning experience.
In order to teach English successfully, above all, it is essential for the teachers to identify learners‘ characteristics to choose appropriate methods and activities Most primary school students are:
Energetic individuals thrive on physical activity, favoring movement over prolonged periods of stillness Their concentration is enhanced through dynamic engagement in practical tasks, allowing them to focus better and retain information more effectively Direct interaction keeps them attentive, contrasting sharply with the distractions of monotony and confinement.
Spontaneous, active, and receptive learners eagerly engage in activities and express themselves in English without embarrassment They excel at imitating language, allowing them to repeat phrases, sing new songs, perform various actions, and take on different roles, even if their understanding of English is limited or they are unfamiliar with certain words.
- Imaginative and creative: students at this age are so imaginative They like to join the role plays, interactive games, or perform activities that simulate familiar
Primary school students often exhibit easily distracted behavior and have a short memory span, which is characteristic of sensory memory At this age, their first signaling system is highly active, allowing their brain's hemispheres to quickly process and retain specific visual, color, and object signals As a result, they tend to remember concrete images and phenomena more effectively than lengthy definitions and explanations.
In short, it is very important to consider the characteristics of learners Teachers should rely on them to choose appropriate methods and activities to achieve the best teaching results
2.2.2 Principles of teaching vocabulary to primary students
Chomsky (1959) posited that children possess an innate ability to learn language, while Vygotsky (1986) emphasized the importance of language in cognitive development, highlighting the role of adult support in this process Supporting Vygotsky's view, Bruner (1983) described adult instruction as scaffolding that aids children in their thinking and learning Additionally, children acquire knowledge about their environment through various learning styles, which can be categorized as visual, auditory, or kinesthetic.
According to Lado (1964), a prominent American linguist, there are key principles of language teaching that can effectively enhance vocabulary instruction for primary students Three essential principles include the importance of context in learning new words, the use of repetition to reinforce retention, and the integration of vocabulary with meaningful communication These strategies can significantly improve young learners' vocabulary acquisition and overall language development.
Young learners are naturally adept at imitating sounds and accurately listening to language patterns Establishing their language habits requires daily practice and gradual expansion of these patterns As Lado (1964) notes, knowing a language involves understanding its structural patterns While comprehension and verbalization of these patterns aid learning, they cannot replace the essential practice through analogy, variation, and transformation to solidify them as habits For third-grade beginners, language instruction should begin with the simplest forms to facilitate effective learning.
Wash your hands your face your hair
Touch your head your nose your knees
Primary students are still mastering their mother tongue while adapting to the sound system and grammar of a second language Therefore, English vocabulary for these students should focus on familiar topics from their daily lives, such as family, animals, colors, and shapes Additionally, teachers should introduce vocabulary in a progressive manner, ranging from simple sounds and letters to words, phrases, and basic sentences, ensuring that the complexity aligns with the students' cognitive abilities This approach helps enhance vocabulary retention and memory.
Engaging students in practice during the majority of their learning time is essential for effective education This principle is supported by psychological research, which indicates that the quantity and retention of learning are directly proportional to the amount of practice involved (Lado, 1964: 55).
Primary students have short attention spans and benefit from diverse activities like handwriting, storytelling, songs, games, and role-playing to alleviate boredom They respond positively to praise and rewards, making regular encouragement from teachers essential for motivating learning Additionally, due to their imaginative nature and short memory, it is important to expose them to vocabulary repeatedly within rich contexts, utilizing real objects, actions, pictures, and mime to enhance retention.
2.2.3 Techniques of teaching vocabulary to primary students
In primary schools, the emphasis of English language teaching is on vocabulary development To enhance students' ability to memorize and retain vocabulary, various effective teaching techniques can be implemented These techniques encompass the methodologies and skills that teachers utilize during instruction to foster better learning outcomes.
Brumfit (1995) emphasizes that young children often learn more effectively when their educational experiences are integrated with play, suggesting that incorporating enjoyable activities into teaching can enhance their engagement and learning outcomes.
As Ytreberg (1998) stated that most activities for young learners should include movement and involve the senses The teacher will need to have plenty of objects and pictures
According to Gains & Redmen (1986), vocabulary teaching techniques can be categorized into two main groups: visual techniques and verbal techniques Visual techniques encompass methods such as visuals, mime, and gestures, while verbal techniques involve the use of illustrative situations (both oral and written), synonymy, antonymy, definitions, and translation.
Effective vocabulary teaching can be categorized into two main techniques: unplanned and planned vocabulary teaching (Seal, 1991) Unplanned vocabulary teaching involves introducing vocabulary items spontaneously during a lesson, while planned vocabulary teaching refers to the method where teachers select and prepare specific vocabulary items in advance of the lesson.
Effectively teaching vocabulary requires the use of appropriate methods to engage learners, as ineffective approaches can result in disinterest and poor comprehension The success of vocabulary instruction hinges on creating a comfortable, creative, and effective learning environment Total Physical Response (TPR) is a particularly suitable method for young learners, aligning well with their unique characteristics and enhancing their learning experience.
Total Physical Response
Total Physical Response (TPR) is a language teaching method developed by Dr James Asher, a psychology professor at San Jose State University in the late 1960s This innovative approach is grounded in Asher's research on second language acquisition and is based on three key hypotheses: the bio-program, brain lateralization, and stress reduction.
The Total Physical Response (TPR) method, as proposed by Asher (1977), is based on the idea that the human brain is naturally equipped to learn languages through interaction This method emphasizes that learning a second language mirrors the process of acquiring a first language, allowing learners to engage in extensive listening and comprehension before they begin to speak For instance, in parent-child interactions, children often respond physically to their parents' verbal cues, demonstrating their understanding even before they can articulate words themselves.
Asher (1977) asserts that effective language learning requires engagement of the right hemisphere of the brain, as activities in this hemisphere are essential for the left hemisphere to process language for production This indicates that the left hemisphere needs substantial experience with right-hemisphere input before natural speech can develop Furthermore, since physical movement is primarily governed by the right hemisphere, it plays a crucial role in language acquisition.
Successful language learning hinges on a stress-free environment, similar to first language acquisition, which thrives on encouragement and positive reinforcement from adults In second language acquisition, Asher suggests that teachers should prioritize meaning conveyed through movement instead of abstract concepts This approach helps alleviate stress, allowing learners to fully engage and dedicate their energy to the learning process.
In short, TPR's nature is a language learning method based on the coordination of speech and action with the priority to develop speaking and listening skills in a comfortable learning environment
According to Richard and Rodgers (1986), the primary goal of Total Physical Response (TPR) is to develop oral proficiency at the beginner level, with comprehension serving as a means to achieve this end The ultimate objective is to equip learners with basic speaking skills, enabling them to communicate freely and understandably with native speakers.
Total Physical Response (TPR), developed to alleviate the stress of learning foreign languages, encourages students to continue their studies beyond the beginner level (Larsen-Freeman, 2000) Asher links TPR to the "trace theory" of memory, which suggests that frequent and intense repetition strengthens memory associations, making recall easier Consequently, the TPR method, through rote repetition and movement association, enhances learners' memory retention.
From the statements above, there are some objectives of TPR:
1) Developing listening and speaking skills at a beginning level However, listening and physical response skills are emphasized over oral production
2) Using comprehension as a mean to speaking Students are not required to speak until they feel naturally ready or confident enough to do so Grammar and vocabulary are emphasized over other language areas Spoken language is emphasized over written language
3) Imparting instructions in the imperative form The teacher directs and students "act" in response "The instructor is the director of a stage play in which the students are the actors" (Asher, 1977)
4) Remembering a command or order through the association with a physical movement or action Using commands to direct behavior, the use of commands requiring physical actions from the students in response become the most important teaching technique in terms of TPR
5) Injecting joy into the lessons whenever possible to make them more enjoyable for learners The imperative mood is the most common language function employed in TPR., so the teacher must add the funny side
6) Memory retention is long when a concept is learned and associated to a physical movement
The primary goal of Total Physical Response (TPR) is to develop oral proficiency among beginners, focusing on basic speaking skills as the ultimate objective Comprehension serves as a tool to facilitate this process, enabling learners to communicate freely and effectively in a way that is understandable to native speakers.
2.3.3 Principles of applying TPR in language teaching
Asher (1977) created the following basic principles of Total Physical Response:
1 We should stress comprehension rather that production at the beginning levels of second language instruction with no demand on the learners to generate the target structure themselves
2 We should obey the ‗here and now‘ principle
3 We should provide input to the learners by getting them to carry commands These commands should be couched in the imperative
In addition, to depict better ideas about teaching learning process by using TPR method Larsen (2000) proposed some principles as follows:
1 Meaning in target language can often be conveyed through actions
2 Memory is activated through learner response Beginning foreign language instruction should address the right hemisphere of the brain, the part which controls nonverbal behavior The target language should be presented in chunks, not just word by word
3 The student‘s understanding of the target language should be developed before speaking
4 The imperative is a powerful linguistic device through which the teachers can grammar translation student‘s behavior
5 Students can initially learn one part of the language rapidly by moving their bodies
6 Students can learn through observing actions as well as by performing the actions themselves
7 It is very important that students feel successful Felling of success and low anxiety facilitate learning
8 Students should not be made to memorize fixed routines
9 Correction should be carried out in an unobtrusive manner
10 Students must develop flexibility in understanding novel combinations of the target language chunks They need to understand more than the exact sentences used in training Novelty is also motivating
11 Language learning is more effective when it is fun
12 Spoken language should be emphasized over written language
13 Students will begin to speak when they are ready
Students can effectively acquire vocabulary by integrating physical movement into their learning process Creating a relaxed and enjoyable learning environment is essential, even when corrections are necessary.
2.3.4 The Role of the Teacher and Learners in TPR
In the teaching learning process using TPR method, the learners and the teacher play different roles They take on roles similar to that of the parent and child respectively
In Total Physical Response (TPR), learners engage as both listeners and performers, responding attentively to instructions given by the teacher The content is primarily dictated by the teacher, who utilizes the imperative form to guide lessons (Richard and Rodgers, 1986) According to Larsen and Freeman (2000), students mimic the teacher's nonverbal cues while also being encouraged to create their own unique combinations of language They actively monitor and assess their progress, speaking up only when they feel adequately prepared, ensuring that a solid foundation in the language has been internalized.
In Total Physical Response (TPR), teachers play an essential and proactive role, acting as directors of student behavior As noted by Larsen and Freeman (2000), educators are responsible for determining the curriculum, modeling and presenting new materials, and selecting appropriate supporting resources for effective classroom instruction.
METHODOLOGY
Methods of research
In order to answer the research questions, a quasi-experimental design was adopted
Quasi-experimental research is similar to true experimental research but lacks random assignment of subjects to treatment and control groups This design aims to identify causal relationships by applying a treatment to one group and comparing outcomes with a control group Due to various constraints, random assignment may not always be feasible, making quasi-experimental designs more versatile They enable researchers to assess the effects of quasi-independent variables in naturally occurring settings.
This research utilized a quasi-experimental design to effectively demonstrate the impact of the Total Physical Response (TPR) method on enhancing vocabulary retention among students.
Quasi-experimental designs include various types such as one-group pre-test post-test, nonequivalent control group, interrupted time series, and time series with non-equivalent control groups For this research, the most suitable design was the non-randomized control group design, chosen due to the presence of both control and experimental groups despite the absence of randomization The student allocation in two classes was predetermined by the school at the start of the academic year, limiting the researcher’s ability to select participants for treatment.
Figure 3.1 Non Randomized Control Group Design
The independent variable was TPR method that was applied to teach vocabulary for students, and the dependent variable was the students‘ scores in the vocabulary tests.
Participants
This study involved 60 third-grade students from Quang Son Primary School during the 2019-2020 academic year, divided into two classes: 3A and 3B Class 3A served as the experimental group with 30 students, while class 3B functioned as the control group, also comprising 30 students.
English is a mandatory subject for third-grade students, serving as a crucial foundation for building essential vocabulary and fostering a passion for learning the language in future academic years.
English teaching and learning at Quang Son Primary School has proven to be ineffective, as many students struggle to retain knowledge over time Some students even forget what they learned by the end of the third grade This issue arises from a combination of subjective and objective factors.
Students in mountainous areas often face limited opportunities to practice English, as they lack interaction with foreigners and cannot use the language in their daily lives Their schedules are typically filled with class hours at school, leaving little room for practical application of their English skills.
• Lack of facilities: There is no English room Students also do not have the conditions to use smart appliances for self-learning English at home
• Lack of time: with only 3 periods per week (about 35 minutes each period) teachers cannot organize diverse activities and students are also not able to have enough time to practice
Many third-grade students struggle with motivation due to a lack of understanding of the subject's importance Their playful nature often leads to distractions, causing them to forget what they have learned quickly.
Thus, it was extremely necessary to apply a new and effective method to improve students‘ vocabulary memory
Data collection
In the pre-empirical stage, the researcher meticulously evaluated both subjective and objective factors influencing the study, ultimately determining that it would employ a mixed-methods approach, incorporating both qualitative and quantitative descriptive elements Data collection involved assessing students' scores from pre- and post-vocabulary tests, along with analyzing questionnaire responses gathered after the designated timeframe.
Various perspectives exist regarding the definition of a "test." Hughes (2003) describes a test as a tool for assessing students' language proficiency, while Brown (2004:3) views it as a method for evaluating an individual's knowledge, abilities, or performance in a specific area Similarly, Anthony J Nitko (1983:6) defines a test as a systematic approach to observing and describing characteristics of a person using either numerical or categorical systems.
A test serves as an evaluation tool that encompasses description, collection, and interpretation of data Its primary goal is to measure and assess the knowledge acquired by test takers during their learning journey Ultimately, test results provide insight into the effectiveness of both teaching and learning processes.
This study employed both Pre-test and Post-test assessments to evaluate student performance The Pre-test was administered prior to the treatment, providing teachers with insights into students' initial abilities Conversely, the Post-test was conducted after the treatment to assess students' achievements and measure the effectiveness of the instructional method used.
The pre-test was designed to check students' vocabulary before applying TPR method
The post-tests aimed to assess students' retention of English vocabulary following the application of the Total Physical Response (TPR) method One post-test was administered immediately after the completion of all lessons, while a second post-test was conducted three weeks later to evaluate long-term retention of the vocabulary learned.
The tests consisted of multiple-choice questions, matching exercises, gap-filling tasks, and coloring activities, each containing 20 items and requiring a 30-minute completion time All three tests were designed to be at the same difficulty level and were administered uniformly to both groups.
Objectives The students are able to remember the words in four themes:
This article focuses on key vocabulary themes, including "Shapes and Colors," "Body Parts," "Daily Routines," and "Prepositions of Place." It aims to enhance students' ability to recall words and phrases within these categories effectively By organizing vocabulary into these themes, learners can improve their language skills and comprehension.
2 Students are able to maintain vocabulary for a long time
To assess the effectiveness of vocabulary tests, the researcher focused on two key concepts: reliability and validity Reliability refers to the consistency of the test results, while validity evaluates the overall quality of the test This study measured both the validity and reliability of the tests to ensure accurate outcomes.
Before administering the tests to students, the researcher developed the test content to align with the third-grade English curriculum The tests were subsequently reviewed by all English teachers at Quang Son Primary School, ensuring their validity for objectively and accurately assessing students' vocabulary To measure the reliability of the vocabulary tests, the Kuder-Richardson 21 formula was employed.
KR-21 : Kuder-Richardson Reliability Coefficient
K : Number of Items in the Test
M : Mean of the Set of the Test Scores
SD : Standard Deviation of the Set of the Test scores
The formula of Standard Deviation was calculated as follow:
Reliability coefficients, which measure the consistency of tests, range from zero to one, with higher values indicating greater reliability (Hughes, 1989) According to Lado (1961, as cited in Hughes, 1989), effective grammar, vocabulary, and reading assessments typically exhibit reliability coefficients between 0.70 and 0.99, while listening tests generally fall within the 0.80 to 0.89 range, and speaking tests usually have coefficients between 0.70 and 0.79.
The table displaying students' scores and the reliability coefficients for the Pre-test, Post-test 1, and Post-test 2 uses coded names, where A + number represents control group students and B + number represents experimental group students The reliability coefficients calculated using KR-21 were 0.70 for the pre-test, 0.73 for post-test 1, and 0.74 for post-test 2, indicating that all results exceeded 0.7 but remained below 0.79, confirming the validity and reliability of the test materials (see appendix H – I - J).
A questionnaire is a vital research tool composed of a series of questions aimed at collecting information from respondents, primarily serving as a measurement instrument It is the primary method for data collection in surveys, generating quantitative data Given the limited reading and writing skills of the young participants, the researcher opted for a closed questionnaire to gather students' opinions, attitudes, and feelings towards the Total Physical Response (TPR) method This questionnaire includes three questions formulated in Vietnamese for better comprehension, with English translations provided for data processing and analysis.
Objectives Survey students‘ evaluation about TPR method in teaching and learning English vocabulary for the third-year students at Quang Son Primary School
Materials - Questions about how students feel about the TPR method
- Questions about TPR learning activities which teachers have used to teach English vocabulary
Numbers and types 3 opened questions
The whole procedure of the study is expected to follow four phases below
(three weeks after the lesson)
A vocabulary assessment will be administered to 60 third-grade students prior to the implementation of the Total Physical Response (TPR) method This test, consisting of 20 items in various formats such as multiple-choice questions, matching, coloring, and gap-filling, aims to evaluate the students' English vocabulary skills Students will have 30 minutes to complete the assessment.
The study's critical phase involves two classes experiencing distinct vocabulary lessons after a pre-test, with identical objectives and word items for both groups Class 3B, the control group, will utilize traditional teaching methods, while Class 3A, the experimental group, will implement the Total Physical Response (TPR) method Over eight weeks, students will cover four topics: "Shapes and Colors," "Body Parts," "Daily Routines," and "Prepositions of Place." According to the curriculum at Quang Son Primary School, each week includes an English club lesson, allowing students to complete one topic every two weeks.
The TPR (Total Physical Response) method enhances vocabulary acquisition by teaching not only individual words but also word phrases accompanied by engaging actions, aiding students in contextual retention Prior to introducing new lessons, the teacher facilitates a review of previously learned material, adhering to a spiral learning approach By incorporating dynamic TPR activities such as singing, chanting, role-playing, and games, the teacher fosters interest and motivation, ensuring effective learning and long-term vocabulary retention For instance, in the initial unit, students learn about body parts—such as head, shoulders, knees, and toes—through amusing actions, which can be integrated into various activities like Simon Says, poems, and TPR photographs.
The procedure of training was shown in detail in the table below:
Table 3.3: The procedure of training
1 40 mins Textbook, tapes, real things, PowerPoint, handouts, posters
- Carry out the lesson with the first topic: ―SHAPES‖ based on lesson plans
2 40 mins Textbook, tapes, real things, PowerPoint, handouts, posters.
- Carry out the lesson with topic:
―COLORS‖ basing on lesson plans using TPR method
3 40 mins Textbook, tapes, real things, PowerPoint, handouts, posters.
- Carry out the lesson with topic:
―BODY PARTS‖ basing on lesson plans using TPR method
4 40 mins Textbook, tapes, real things, PowerPoint, handouts, posters.
- Carry out the lesson with topic:
―BODY PARTS‖ basing on lesson plans using TPR method
5 40 mins Textbook, tapes, real things, PowerPoint, handouts, posters.
- Carry out the lesson with topic:
―DAILY ROUTINES‖ basing on lesson plans using TPR method
6 40 mins Textbook, tapes, real things, PowerPoint, handouts, posters.
- Carry out the lesson with topic:
―DAILY ROUTINES‖ basing on lesson plans using TPR method
7 40 mins Textbook, tapes, real things, PowerPoint, handouts, posters.
- Carry out the lesson with topic:
―PREPOSITIONS OF PLACE‖ basing on lesson plans using TPR method
8 40 mins Textbook, tapes, real things, PowerPoint, handouts, posters.
- Carry out the lesson with topic:
―PREPOSITIONS OF PLACE‖ basing on lesson plans using TPR method
9 30 mins Handouts - Do post-test 1
12 30 mins Handouts - Do post-test 2
Feasibility of the research method
This methodology may help the researcher to evaluate the impact of TPR method under naturally occurring conditions without disturbance of knowledge, time and participants
Total Physical Response (TPR) is an effective language teaching method that combines speech and action, making it particularly engaging for children By harmoniously integrating these elements, students can optimize their learning advantages This approach significantly enhances vocabulary acquisition and retention, as demonstrated in a study focused on third-grade students at Quang Son Primary School Overall, utilizing TPR can be a practical strategy for improving vocabulary retention among young learners.
FINDINGS AND DISCUSSION
Tests analysis
In the methodology chapter, the pre/post-test scores of students were analyzed to calculate the reliability coefficient of the Vocabulary Pre-test items (refer to appendices H-I-J) It is important to note that these appendices only display the correct answers of the students, not their final scores To ensure an objective assessment of the scores between the two groups, the researcher employed the formula for Individual Scores: X = x 100.
4.1.1 The Results of Data Analysis of the Pretest
Table 4.1: Students’ scores of the control group in the pre-test
Table 4.2: Students’ scores of the experimental group in the pre-test
A pre-test assessing vocabulary was administered to students in both groups, with scores ranging from 20 to 75; notably, over 40% scored below 5, indicating unfamiliarity with many vocabulary items The mean score for the control group was 44.6, while the experimental group had a mean score of 44.5, demonstrating that both groups had comparable vocabulary levels prior to training.
4.1.2 The Results of Data Analysis of the Post-test 1
The aim of posttest 1 was to investigate how Total Physical Response (TPR) enhances students' vocabulary After their lessons, students from two groups took the same post-test, revealing that the control group achieved a mean score of 53.2, indicating a moderate performance While the highest score reached 85 by only three students, six students received very poor scores Overall, there was an improvement in students' scores compared to the pre-test; however, the presence of low grades and a limited number of high scores suggests that further enhancement is needed.
Table 4.3: Students’ scores of the control group in post-test 1
The detailed data of students ‗scores of the experimental group in post-test 1 could be seen in the table below
Table 4.4: Students’ scores of the experimental group in post-test 1
The post-test results for the experimental group revealed a significant improvement in student scores, ranging from 40 to 100, with no students receiving very poor marks Over 70% of the students achieved good to excellent scores, while only 12.7% scored poorly and 17% received average scores The mean score for the experimental group in post-test 1 was 71, indicating a strong performance that surpassed the results of the control group.
The chart compares the post-test 1 scores of students in both the control and experimental groups The results indicate a significant difference, with the experimental group, which was taught using the Total Physical Response (TPR) method, achieving a higher mean score than the control group.
Figure 4.1: The comparison between scores in post-test 1 of control and experimental group
Very poor Poor Average Good Excellent
The chart indicates that both teaching methods yielded positive outcomes after eight weeks of training, yet significant differences in mean scores were observed between the two groups Students in the experimental group, who were taught using the Total Physical Response (TPR) method, achieved higher mean scores compared to those in the control group Notably, there were no students with very poor scores in the experimental group, and the percentage of students with poor and sufficient scores was 19.1% lower than in the control group Additionally, a higher percentage of students in the experimental group scored in all higher ranges, with 38.2% achieving excellent scores—22.2% more than their counterparts in the control group These findings suggest that vocabulary learning through the TPR method is more effective than traditional approaches, demonstrating its potential to enhance students' vocabulary development.
4.1.3 The Results of Data Analysis of the Post-test 2
Three weeks post-instruction, both groups participated in a post-test to assess their retention of the same language items This test aimed to address the second research question: "To what extent does the use of Total Physical Response (TPR) aid students in retaining vocabulary?"
Table 4.5: Students’ scores of the control group in post-test 2
The data indicates a significant decline in the control group's student scores, with the average dropping from 53.2 to 49.5 Additionally, there were 10 notably low scores, and the proportion of excellent and good scores decreased from 56.3% to 32.5% compared to posttest 1.
Table 4.6: Students’ scores of the experimental group in post-test 2
The scores of students in the experimental group showed minimal change between post-test 1 and post-test 2, with the lowest score remaining at 45 Notably, two students achieved the highest score in this assessment.
100 Meanwhile, the lowest score of students in the post test 1 was 40 and there was only one student scored 100 points
The results indicate that after three weeks, the difference in mean scores between the Experimental and Control groups increased significantly, ranging from 6.3 to 13.5 This suggests that the Total Physical Response (TPR) method is highly effective in teaching vocabulary and improving vocabulary retention among students.
Table 4.7: Mean scores of two groups in vocabulary tests
Pre-test Post - test 1 Post - test 2
Figure 4.2: Comparison between pre-test score and post-test 2 score of experimental group
The chart clearly illustrates a marked improvement in the pre-test and post-test 2 scores of students in the experimental group, with the post-test conducted three weeks after training to assess long-term retention Following eight weeks of instruction using the Total Physical Response (TPR) method, the percentage of very poor scores among these students disappeared, while the proportion of good and excellent scores saw a dramatic increase This substantial change serves as compelling evidence of enhanced vocabulary retention through the application of the TPR method.
Research indicates that students taught vocabulary through the Total Physical Response (TPR) method demonstrate significant improvements in vocabulary retention Therefore, implementing the TPR method for teaching vocabulary to third-year students has been shown to be effective.
Questionnaire result analysis
The TPR method has proven to be effective in teaching English vocabulary and improving students' vocabulary retention This section addresses the research question regarding recommendations for implementing TPR to enhance vocabulary retention among students A questionnaire consisting of three questions was distributed to 30 students to gather insights on this matter.
A study was conducted to gather student opinions on the Total Physical Response (TPR) method, utilizing a questionnaire to assess their feedback The results, categorized from very poor to excellent, reflect the actual number of responses provided by the students.
Table 4.8: Question 1 - Students’ opinions about TPR English lessons
The survey aimed to assess students' interest in the Total Physical Response (TPR) method Responses A and B indicated a positive interest in TPR among the students, while answers C and D reflected feelings of boredom Notably, only one student selected the latter options, suggesting that the majority found the TPR method engaging.
C It means that 29 students found their interest in TPR English lessons In addition, there were 17 students who chose the answer A (very interesting) which means that more than half of the students held an extremely positive attitude to the TPR method Based on the data stated above, 29 out of 30 students affirmed the interest value of the TPR method It is can be asserted that the basic effectiveness of the TPR method could be realized as a result of the students‘ positive attitudes to this method
Table 4.9: Question 2 - Students’ opinions about TPR activities
Extremely like Like A little Dislike
The study aimed to assess student perceptions of Total Physical Response (TPR) activities in English vocabulary lessons The results indicated that a majority of students enjoyed these activities, with Simon Says receiving unanimous approval (100% for answers A and B) Charades and Storytelling also garnered high approval ratings at 90%, while the Mine activity attracted 70% of students Notably, no students selected the dislike option (answer D), suggesting that all TPR activities effectively engaged students and contributed to a positive learning experience.
Table 4.10: Question 3 - Interest in learning English vocabulary through TPR activities
Extremely dislike Dislike Like Strongly like
The third question aimed to assess students' interest in continuing to learn English vocabulary using the Total Physical Response (TPR) method According to Table 4.10, 100% of students expressed positive feedback, selecting options C (like) and D (strongly like), while no students chose options A or B, indicating a lack of interest This data demonstrates that the TPR method is highly effective in fostering student engagement and enhancing the overall quality of teaching and learning.
The analysis of the questionnaire revealed that students had a positive and enthusiastic response to the TPR lessons The engaging nature of the TPR activities not only captured their interest but also motivated them to continue their learning journey This indicates the effectiveness of using the TPR method for teaching English vocabulary.
Discussion
Research indicates that the Total Physical Response (TPR) method is highly effective for teaching English vocabulary to third-grade students This approach significantly enhances vocabulary mastery, aligning with the findings of Li (2010), who referenced Palled's insights on its effectiveness.
In 1988, it was highlighted that students acquire new vocabulary by following commands, with their comprehension being evident through their actions The study effectively showcased this relationship, as evidenced by the results of the pre-tests and post-tests.
1 Before the experiment, there was little difference between the two groups The average score of students in control group was 44.6 and the average score of students in experimental group was 44.5 That is to say, the vocabulary of students in both groups before training was at the same level However, after the teaching experiment, from the analysis the results of the post-tests 1, we can see an obvious difference between the experiment group and the control group The average score of students in experimental group jumped from 44.5 to 71 Meanwhile, the average score of those in control group only increased gently from 44.6 to 53.2 Thus, it can be concluded that learning vocabulary with the TPR method is remarkably effective In other words, the TPR method can helps to improve students' vocabulary effectively
The Total Physical Response (TPR) method significantly enhances vocabulary retention among students, as evidenced by Li (2010), who states that it helps learners connect actions with the target language, leading to better understanding and longer memory retention Machova (2009) also highlights TPR's effectiveness in teaching English vocabulary to young learners, facilitating long-term recall This study supports these claims, particularly through the results of post-test 2, which revealed that primary school students, who typically exhibit short-term memory and are easily distracted, benefited from TPR training After 8 weeks, the experimental group outperformed the control group in vocabulary memorization, with their scores remaining relatively stable in post-test 2, while the control group's scores significantly declined Thus, it is evident that TPR can effectively improve students' vocabulary retention over time.
Students' attitudes, interest, and motivation towards the English language significantly impact their learning experience Hurlock (1983) emphasizes that interest enhances the effectiveness of any activity Engaging Total Physical Response (TPR) activities, such as plays, games, songs, and stories, foster a stress-free classroom environment, allowing students to integrate more effectively This dynamic TPR setting stimulates students, helping them achieve lesson objectives while cultivating positive attitudes and motivation As students actively participate through physical responses to verbal commands, they develop a love for learning, leading to successful outcomes and improved retention.
The TPR method fosters a stress-free learning environment that enhances student cooperation and boosts self-confidence Through collaborative activities, students learn from one another, which particularly benefits shy individuals by stimulating their confidence.