A Study on Teaching Vocabulary Using Total Physical Response to the Seventh Grade of Junior High School Students

SUPARDJI, Maria Stefania (2025) A Study on Teaching Vocabulary Using Total Physical Response to the Seventh Grade of Junior High School Students. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

This research is entitled “A Study on Teaching Vocabulary Using Total Physical Response to the Seventh Grade students of SMPK Rosa Mystica”. The main objectives of this study are: (1) To examine how the Total Physical Response (TPR) method can be implemented to improve students vocabulary mastery. (2) To identify the challenges encountered during the implementation of the TPR method in teaching vocabulary. This study used Classroom Action Research (CAR) as the research design. The participants were the 17 students of the seventh grade students of SMPK Rosa Mystica Kupang in the 2025/2026 academic year, consisting of 17 students. The instruments used in this research were Lesson Plan, Teaching Observation, and Pre-Post Tests. The data were obtained by implementing two cycles of action research, each consisting of planning, acting, observing, and reflecting stages. The results of this study show that the implementation of the Total Physical Response (TPR) method is able to improve students’ vocabulary mastery. The average pre-test score was 58.47, which increased to 82.35 in Post-test Cycle I, and subsequently increased again to 88.59 in Post-test Cycle II. The improvement in test scores indicates that TPR is effective in enhancing students’ vocabulary mastery. The results further show that the use of TPR increased students’ participation, confidence, and engagement during the learning process. Moreover, TPR created a more enjoyable and non-threatening learning atmosphere as students learned new vocabulary through direct physical movements, repetition, and contextualized commands. However there this study also found were several Challenges during the implementation including students less participation due to shyness and low confidence, insufficient or limited vocabulary, active students dominating task and limited time. Based on these findings, it is recommended that English teachers need to apply TPR to support active, meaningful, and enjoyable vocabulary learning.

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