APPLYING “TOTAL PHYSICAL RESPONSE” IN TEACHING ENGLISH TO YOUNG LEARNERS AT “DANAU INA” PRIMARY SCHOOL, KUPANG, EAST NUSA TENGGARA PROVINCE

Abstract

This study aims to investigate the implementation of “Total Physical Response” (TPR) method in teaching English to young learners at “Danau Ina” Primary School in Kupang, East Nusa Tenggara Province. The research focuses on exploring students' responses, the perceived benefits, and the challenges they encounter when learning English using TPR. A qualitative research method was employed, involving classroom observations and semi-structured interviews with fifth-grade students and their teacher. Data collection techniques included detailed observations of students’ engagement and participation, as well as interviews to gather their perceptions and experiences with TPR. The collected data were analyzed using thematic analysis. The results of the study revealed that students responded positively to the TPR method, demonstrating high levels of active participation, positive verbal and non-verbal responses and a strong understanding of the materials taught. They perceived several benefits, including improved vocabulary comprehension, creative language production, and increased confidence in speaking English. However, some challenges were noted, as students occasionally felt frustrated, bored, and overwhelmed. Yet, despite these challenges, the study concludes that TPR is an effective approach to engage young learners in English language learning, and make the learning process more interactive and enjoyable.