CHAPTER I

INTRODUCTION

A. Background of The Study

Vocabulary plays a foundational role in learning English as a foreign

language. It serves as the basis for the four essential language skills:

speaking, reading, listening, and writing. Without sufficient vocabulary

knowledge, learners will struggle to comprehend messages or express

themselves effectively in English. As emphasized by Liu, Chen, & Chen

(2024), vocabulary mastery is not just a supporting element but a critical

determinant of communicative competence in young EFL learners. In

the context of Indonesian students—especially those at the junior high

school level—vocabulary becomes a crucial entry point to acquiring

language proficiency. According to Yang (2024), young learners with

limited vocabulary tend to experience significant barriers in classroom

engagement and language retention. Therefore, mastering vocabulary,

alongside understanding basic grammatical structures, is essential for

enabling learners to interact meaningfully in English. This reinforces the

idea that vocabulary acquisition should be prioritized in early and

middle-stage English education, especially for learners from

marginalized backgrounds such as children in orphanages.

In the realm of English language acquisition, particularly regarding

vocabulary enhancement, orphaned elementary school children

frequently encounter heightened difficulties owing to their insufficient

early engagement with the language. A significant number of these

children have not undergone systematic English instruction prior to their

entry into formal educational environments, which culminates in a

fragile foundational vocabulary and a protracted learning trajectory. The

vocabulary that is presented to them is predominantly rudimentary and

devoid of contextual depth, thereby complicating their capacity to

internalize and utilize the lexicon in communicative situations. As

articulated by Garcia Sandoval et al. (2023), this demographic is

inclined to experience more pronounced challenges in vocabulary

retention when juxtaposed with peers in conventional educational

frameworks. Educators in orphanages often depend upon traditional

pedagogical approaches, such as oral dialogue practice or sentence-

formation exercises, to enhance vocabulary competencies. Although

these methodologies confer some advantages, they may fall short of

adequately accommodating the varied learning requirements of students

who necessitate more stimulating, multimodal instructional approaches.

Many orphaned children face significant challenges in language

acquisition due to limited exposure to English and a lack of engaging

learning methods. Traditional teaching approaches often fail to capture

the interest of young learners, leading to low vocabulary retention and

comprehension (Warman et al., 2020). The COVID-19 pandemic has

further exacerbated these challenges, as many children have had to adapt

to virtual learning environments that lack interactive elements. Reports

indicate that children in Indonesia, particularly those in orphanages,

have limited access to quality English language education, which is

crucial for their future opportunities in a globalized world (Suryana et

al., 2021).

Teaching English vocabulary to orphaned elementary school

children presents a distinct set of challenges for educators. Many of

these learners enter the classroom with minimal prior exposure to

English, resulting in low vocabulary knowledge and limited linguistic

confidence. As emphasized by Hermida et al. (2024), young learners in

disadvantaged settings often lack the environmental support systems

that facilitate early language development. In addition, these children

may struggle with focus and classroom discipline due to emotional and

psychological factors associated with their background, making it more

difficult for teachers to implement consistent instructional routines. As

a result, students often perceive English as a difficult and unenjoyable

subject, which can further reduce their motivation to engage with the

material. Sulistyani (2023) found that negative perceptions of English

are particularly common among young learners when instruction lacks

interactivity and contextual relevance. These challenges place a

significant burden on teachers, who must balance the dual

responsibilities of content delivery and emotional support. Therefore,

vocabulary instruction for this demographic must not only be

linguistically effective but also emotionally engaging and accessible.

 Among the various methods available for teaching English

vocabulary, Total Physical Response (TPR) stands out as an effective

and engaging approach, particularly for young learners. The TPR

method, developed by Asher in 1969, emphasizes the use of physical

actions and movements to aid language learning. TPR integrates

language with physical movement, enabling students to associate new

vocabulary with actions, which strengthens memory and

comprehension. This method is especially beneficial for orphaned

elementary school children, as it captures their attention through active

participation and reduces anxiety that often hinders language learning

in traditional settings. According to Yang (2024), the use of physical

activity in TPR creates a more stimulating and enjoyable learning

environment, which is essential for maintaining interest and motivation

among children with limited prior exposure to English. Unlike passive

learning techniques, TPR involves learners in direct practice, allowing

them to experience vocabulary within meaningful, real-life contexts.

This connection between word and action not only improves retention

but also supports emotional engagement, which is vital for vulnerable

populations. As highlighted by García Sandoval et al. (2023), using fun

and interactive strategies like TPR fosters positive attitudes toward

language learning and enhances overall student motivation. For these

reasons, researchers and educators committed to improving English

vocabulary instruction—especially in under-resourced settings—should

consider TPR as a powerful tool for building interest, confidence, and

competence among young learners.

A research by Sanfo & Malgoubri (2021) showed that children learn

languages more effectively when they are engaged in physical activities

that reinforce vocabulary. A study conducted by Pramesti (2021)

demonstrated that TPR significantly improved vocabulary acquisition

in young learners compared to traditional methods, with an average

increase in vocabulary retention of 30% among students who

participated in TPR activities. Furthermore, data from Yuquilema

(2024) revealed that students using TPR methods scored an average of

41.49 in vocabulary tests, compared to 20.78 for those using traditional

methods, indicating a substantial improvement in vocabulary

acquisition. A survey conducted in 2021 among teachers in orphanages

indicated that 85% believed that interactive methods like TPR could

enhance children's engagement and learning outcomes (Duan, Y, 2021).

The observed phenomena reveal a significant gap in vocabulary

acquisition among orphaned children, which can impede their overall

academic success and communication skills. Moreover, this gap is

exacerbated by the lack of engaging and interactive teaching methods,

such as Total Physical Response (TPR), as traditional approaches often

fail to accommodate the diverse learning styles of young children (Xie,

2021). In light of this, a focused analysis indicates that implementing

TPR can effectively address these challenges by creating a more

dynamic and interactive learning environment, thereby enhancing

vocabulary retention and comprehension (Beno et al., 2022).

Consequently, this research aims to investigate the effectiveness of

TPR in overcoming the barriers that orphaned children face in learning

English, ultimately contributing to their educational development and

future opportunities (Mohan et al., 2022) Furthermore, findings from

various studies conducted after 2020 underscore the urgent need for

innovative teaching strategies in response to the challenges posed by the

pandemic, thereby highlighting the relevance of this research within the

current educational landscape (Daligdig et al., 2023).

Considering the challenges outlined above, this research aims to

implement the Total Physical Response (TPR) method within the

context of English language instruction for orphaned elementary school

children. The goal is to motivate students to engage more actively with

vocabulary learning by practicing target language words in real-life,

contextualized situations. By encouraging physical involvement

through coordinated movements, TPR allows learners to internalize

vocabulary more naturally and retain it in a shorter amount of time. As

highlighted by Setiawan, Nurhajati, and Sulistyani (2022) body-based

instruction not only captures students’ attention but also enhances

comprehension through multisensory engagement. This approach is

particularly effective for young learners in orphanages, where

conventional instructional methods may fail to sustain attention or

stimulate meaningful language interaction. Therefore, based on these

pedagogical advantages, this study explores the effectiveness of using

the Total Physical Response method to enhance vocabulary acquisition

among orphaned elementary school students. The researcher believes

that implementing TPR in this specific setting will foster greater

interest, improve memory retention, and ultimately expand students’

English vocabulary repertoire. In doing so, this research is expected to

contribute both practical solutions for teachers and theoretical insight

into language instruction for underserved learner populations.

B. Identification of the Problem

Based on the background of the study above, problems identification

are as follows:

1. Despite the importance of English language skills for future

opportunities, orphaned children in Indonesia have limited

access to quality English education, particularly methods that

engage them effectively. Traditional teaching approaches often

result in low vocabulary retention and poor comprehension,

hindering their academic and communicative development.

2. The lack of interactive and student-centered teaching methods in

orphanage-based education, especially during and after the

COVID-19 pandemic, has worsened the gap in English

vocabulary acquisition among orphaned children. This suggests

a need for alternative methods like Total Physical Response

 (TPR) to accommodate diverse learning styles and improve

learning outcomes.

3. Although research has shown that Total Physical Response

(TPR) significantly enhances vocabulary learning in young

learners, its implementation remains limited in orphanage

learning environments. The absence of this method contributes

to the continued struggle of orphaned elementary school

children in mastering basic English vocabulary.

C. Scope and Limitation

The scope of this research is specifically delineated to investigate

the implementation of the Total Physical Response (TPR) method in

enhancing English vocabulary acquisition among orphaned elementary

school children. This focused approach allows for a detailed examination

of the effectiveness of TPR as a pedagogical strategy within a defined

context, thereby ensuring that the research remains directed and relevant

to the unique challenges faced by this vulnerable population. The study

will employ a quantitative research design, utilizing pre-tests and post-

tests to measure vocabulary acquisition among participants, which will

provide measurable data to assess the impact of TPR on learning

outcomes.

The research will involve a sample of 30 orphaned elementary

school children, divided into control and treatment groups, to facilitate a

comparative analysis of vocabulary retention and comprehension. The

tests will consist of multiple-choice questions and matching word

assignments, specifically designed to evaluate the effectiveness of TPR

in a structured manner. By concentrating on this specific demographic

and educational setting, the study aims to yield insights that are both

applicable and significant to the field of language education for orphaned

children.

However, it is essential to acknowledge the limitations inherent in

this research. Firstly, the study will be confined to a single orphanage,

which may limit the generalizability of the findings to other contexts or

populations. The unique characteristics of the orphanage, including its

resources, teaching staff, and student demographics, may not reflect the

experiences of orphaned children in different regions or educational

settings. Consequently, while the results may provide valuable insights,

they should be interpreted with caution when considering broader

applications.

Additionally, the research will not explore the long-term effects of

TPR on vocabulary acquisition beyond the immediate post-test

assessments. The focus will be on short-term improvements in

vocabulary retention, and thus, the study will not address how these gains

may influence overall language proficiency or academic success in the

long run.

In summary, while this research aims to provide a focused and

systematic examination of the TPR method's impact on vocabulary

acquisition among orphaned children, it is essential to recognize the

boundaries of the study. By clearly defining what will and will not be

covered, the research maintains a measurable focus that aligns with its

main objectives, ensuring that the findings contribute meaningfully to the

discourse on effective language education for vulnerable populations.

D. Formulation of the Problem

In general, the formulation of the problem in this study is: How

effective is the Total Physical Response (TPR) method in improving the

English vocabulary of orphaned elementary school children? Based on

the background and the general formulation of the problem described

above, the researcher limits the scope of the study to the following

specific research questions:

1. What is the English vocabulary ability of orphaned

elementary school children by traditional teaching

approaches before using the Total Physical Response (TPR)

method?

2. What is the English vocabulary ability of orphaned

elementary school children after using the Total Physical

Response (TPR) method which more interactive to

accommodate diverse learning styles and improve learning

outcomes?

3. Is there an improvement in the English vocabulary ability of

orphaned elementary school children before and after using

 the Total Physical Response (TPR) method which limited in

orphanage learning environments?

E. Objective of the Research

The main objective of this research is to investigate the

effectiveness of the Total Physical Response (TPR) method in

improving the English vocabulary acquisition of orphaned elementary

school children within limited orphanage-based learning environments.

Specifically, this study aims to:

1. Assess the baseline English vocabulary ability of

orphaned elementary school children when taught using

traditional teaching approaches.

2. Examine the vocabulary development of orphaned

elementary school children after being taught using the

TPR method, which emphasizes interactivity and

accommodates diverse learning styles.

3. Determine whether there is a significant improvement in

the English vocabulary ability of orphaned elementary

school children before and after the implementation of

the TPR method in orphanage-based learning settings.

F. Significances of the Research

The research on the implementation of the Total Physical

Response (TPR) method in enhancing English vocabulary acquisition

among orphaned elementary school children offers significant

theoretical and practical benefits that contribute to the broader

educational landscape.

1) Theoretical Benefits

From a theoretical standpoint, this study enriches the

existing body of knowledge surrounding language acquisition

theories, particularly in the context of young learners in vulnerable

populations. By investigating the effectiveness of TPR, the

research provides empirical evidence that supports the notion that

interactive and kinaesthetic learning methods can significantly

enhance vocabulary retention and comprehension. This finding

aligns with and extends the principles of constructivist learning

theories, which advocate for active engagement in the learning

process. Furthermore, the study challenges traditional pedagogical

approaches that prioritize passive learning, thereby prompting a re-

evaluation of existing frameworks in language education.

The results of this research can serve as a reference point

for future studies, particularly those exploring innovative teaching

methodologies in similar contexts. By documenting the specific

outcomes associated with TPR, this study lays the groundwork for

subsequent investigations into the efficacy of various interactive

learning strategies. Additionally, it opens avenues for

interdisciplinary research that examines the intersection of

language acquisition, psychology, and educational practices,

thereby fostering a more comprehensive understanding of how

children learn in diverse environments.

2) Practical Benefits

The significance of this study practically extends across

multiple stakeholders, including teachers, students, and readers,

each of whom can derive valuable insights and practical

applications from the research findings.

1. For Teachers: This study highlights the critical

importance of integrating interactive teaching methods,

such as the Total Physical Response (TPR) method, into

English language curricula for orphaned children. By

demonstrating the effectiveness of TPR in enhancing

vocabulary acquisition, teachers are provided with concrete

strategies that can be directly applied in their classrooms.

The findings encourage educators to adopt more engaging

and student centered approaches, which can lead to

improved student outcomes. Furthermore, the research

advocates for professional development opportunities that

equip teachers with the necessary skills to implement these

innovative methodologies, ultimately fostering a more

dynamic and effective learning environment.

2. For Students: The implications of this research are

particularly significant for orphaned children, who often

face unique challenges in their educational journeys. By

focusing on the TPR method, the study aims to enhance

vocabulary acquisition and overall language proficiency

among these learners. The adoption of interactive teaching

strategies can lead to more engaging and enjoyable

learning experiences, thereby increasing motivation and

participation. As a result, students are likely to experience

improved academic performance and greater confidence in

their language abilities, which can positively impact their

future opportunities in an increasingly globalized world.

3. For Readers: The findings of this research contribute to

the broader discourse on language acquisition and

educational practices for marginalized groups. Readers,

including policymakers, educators, and researchers, can

gain valuable insights into the challenges faced by

orphaned children and the potential solutions that can be

implemented to address these issues. The study provides

empirical data that can inform policy-making processes

aimed at enhancing the quality of education for vulnerable

populations. By advocating for the allocation of resources

towards training educators in interactive teaching

 methodologies, the research underscores the importance of

creating inclusive and effective educational practices.

Additionally, the insights gained from this study can

inspire further research and exploration into innovative

teaching methods that cater to diverse learning needs.

In conclusion, the significance of this study lies in

its potential to drive meaningful improvements in

educational practices for orphaned children. By generating

robust empirical data and actionable insights, the research

not only contributes to theoretical discussions on language

acquisition but also offers practical solutions that can

transform the learning experiences of this vulnerable

population. Ultimately, the integration of evidence-based

applications derived from this research has the potential to

enhance academic success and future opportunities for

orphaned children, thereby fostering a more equitable

educational landscape.

G. Research Novelty

This The present study on the implementation of the Total

Physical Response (TPR) method to enhance English vocabulary

acquisition among orphaned elementary school children represents a

significant contribution to the existing body of literature in several key

areas. While numerous studies have explored the efficacy of TPR in

various educational contexts, this research distinguishes itself through

its specific focus on a marginalized population—orphans—who often

face unique challenges in language learning due to socio-economic

disadvantages and limited access to quality educational resources.

The target population of this study is a critical aspect of its

novelty. Previous research has predominantly concentrated on

mainstream educational settings, where students typically have more

access to resources and support systems. In contrast, this study

addresses the educational needs of orphaned children, a demographic

that is frequently overlooked in language acquisition research. By

focusing on this vulnerable group, the study aims to fill a significant gap

in the literature, providing insights that are particularly relevant to

educators and policymakers working in orphanages and similar

institutions.

Moreover, the methodological approach employed in this

research adds another layer of novelty. Utilizing a quantitative design

with pre-tests and post-tests allows for a rigorous assessment of

vocabulary acquisition outcomes, providing empirical data that can

substantiate the effectiveness of TPR. While many studies have utilized

qualitative methods to explore the experiences of learners, this

research's quantitative focus enables a more objective evaluation of

TPR's impact on vocabulary retention and comprehension. This

methodological rigor is essential for establishing a clear causal

relationship between the TPR method and improvements in language

acquisition, thereby contributing valuable evidence to the field.

In summary, the novelty of this research lies in its targeted focus

on orphaned elementary school children, its contextual relevance within

a specific socio-economic setting, and its robust quantitative

methodological approach. By addressing the unique challenges faced by

this population and employing a rigorous research design, the study

aims to provide meaningful insights that can inform educational

practices and policies, ultimately contributing to the enhancement of

language learning for vulnerable groups. This research not only fills a

critical gap in the literature but also sets the stage for future studies that

may explore similar interventions in diverse educational contexts.