CHAPTER II

LITERATURE REVIEW

A. Theory Description

1. Definition of the Total Physical Response (TPR) method

Etymologically, the term method originates from the Greek word

methodos, which is composed of two morphemes: meta, meaning

"through," and hodos, meaning "way" or "path." Therefore, a method

essentially refers to a pathway or procedure undertaken to achieve a

particular goal.

A method in educational practice represents a comprehensive plan

for presenting instructional content in a systematic and coherent manner.

A method ensures that no component contradicts the underlying

approach from which it is derived. While an approach reflects a set of

assumptions about the nature of language and language learning, a

method is procedural in nature—it operationalizes an approach through

sequenced instructional steps. These typically include lesson planning,

content delivery, the teaching–learning process, and assessment of

learning outcomes.

The Total Physical Response (TPR) method was innovatively

introduced by James Asher in the year 1977. He posited that the retention

of memory could be notably augmented through the incorporation of

physical activity, thereby suggesting a robust correlation between

physical movement and cognitive functions. Consequently, TPR was

conceived as a pedagogical approach that amalgamates language

acquisition with corporeal movements, establishing a kinaesthetic

framework for second language learning. This methodology is predicated

on the conviction that the integration of physical reactions to verbal

stimuli significantly fortifies the learner's understanding and retention of

the language.

TPR derives substantial insights from empirical observations

regarding the manner in which children acquire their native language.

Asher's theoretical construct is founded on the assertion that prior to the

onset of verbal communication, children devote a considerable duration

to the auditory reception of spoken language within their surroundings

while simultaneously partaking in diverse physical activities. This pre-

verbal phase, characterized by comprehension that precedes expressive

language production, constitutes the basis of what is frequently termed

the Comprehension Approach—an instructional strategy that emphasizes

listening comprehension as the primary and pivotal stage of language

acquisition.

In concordance with this viewpoint, TPR accentuates receptive skills

during the preliminary stages of instructional delivery. Asher (as

referenced in Larsen-Freeman, 2000) noted that children acquiring their

first language generally experience an extended interval of auditory

engagement prior to their endeavours to produce spoken language.

Infants, for example, may engage in the auditory reception of spoken

language for several months before articulating their inaugural words.

This organic progression inspired Asher to formulate a pedagogical

framework that emulates this process for second language learners,

particularly among children.

By engaging learners in activities that necessitate their physical

responses to oral directives, TPR creates an immersive and stimulating

environment conducive to language acquisition. Directives such as "Sit

down," "Stand up," "Turn around," or "Clap your hands" compel

learners to interpret language in a meaningful manner prior to executing

a corresponding action. This methodology promotes understanding

through enactment, effectively bridging cognitive and motor learning

within a low-anxiety context, which is particularly advantageous for

young learners.

Thus, TPR is regarded as remarkably effective in imparting English

language skills to early childhood learners, as it emulates the natural

phases of language acquisition and guarantees that language exposure is

both meaningful and physically engaging. Its focus on comprehension

preceding production renders it particularly suitable for learners who are

embarking on the initial stages of foreign language education.

In the realm of natural language acquisition, it is uncommon for

adults to coerce infants into verbal expression; rather, children initiate

language production upon reaching a developmental stage conducive to

such activity. This principle of permitting learners to transition from

comprehension to production serves as the foundational basis for the

Natural Approach, conceptualized by Krashen and Terrell. The

methodology accentuates the necessity of an educational atmosphere

characterized by plentiful and meaningful language input, wherein

learners are not pressured to articulate their thoughts prematurely. This

theoretical writing explores the application of Total Physical Response

(TPR) in enhancing the vocabulary acquisition of orphaned elementary

school children by highlighting its alignment with theories of language

acquisition through behaviourism.

According to behavioristic theory, learning is a change in behavior

as a result of the interaction between stimulus and response.

Behavioristic learning theory is also known as behavioral learning

theory, because the analysis is carried out on behavior that is visible, can

be measured, described and predicted. Learning is a change in human

behavior that is caused by the influence of the environment. Behaviorism

only wants to know how the behavior of individuals who learn is

controlled by factors. environmental factors, meaning more emphasis on

human behavior.

According to behavioristic theory, what happens between a stimulus

and a response is considered unimportant to pay attention to because it

cannot be observed and cannot be measured, what can be observed is

only the stimulus and response. Therefore, whatever the teacher gives are

a stimulus, and whatever the students produce is a response, everything

must be observable and measurable. Behaviorists prioritize

measurement, because measurement is important to see whether changes

in behavior occur or not. The characteristics of this theory are that it

prioritizes small elements and parts, is mechanistic, emphasizes the role

of the environment, emphasizes the formation of reactions or responses,

emphasizes the importance of training, emphasizes the mechanism of

learning outcomes, emphasizes the role of abilities and the learning

outcomes obtained are the emergence of the desired behavior. In this

learning theory, it is often called psychological S-R (Stimulus -

Response), meaning that human behavior is controlled by rewards and

reinforcement from the environment. Thus, in learning behavior there is

a close relationship between behavioral reactions and the stimulus.

Educators who adhere to this view are of the opinion that student

behavior is a reaction to the environment and behavior is the result of

learning. (Hull, Guthrie, and Thorndike 2014). Behaviorist learning

theory is oriented towards results that can be measured, observed,

analyzed and tested objectively. This approach contributes to achieving

changes in thoughts, feelings and behavioral patterns for individuals

(Sanyata, 2012). Repetition and training are used so that the desired

behavior can become habits. The expected result of applying behaviorism

theory is the formation of a desired behavior. The desired behavior

receives positive reinforcement and inappropriate behavior receives

negative rewards. Evaluation or assessment is based on visible behavior.

 Behaviorism holds particular significance within the realm of early

education, notably among orphaned elementary school students, who

stand to gain from systematic, repetitive, and reinforcement-oriented

methodologies that mitigate anxiety and enhance engagement. The focus

on stimulus-response paradigms constitutes the philosophical and

psychological foundation for the implementation of Total Physical

Response (TPR) in the acquisition of the English language.

2. Techniques in the Total Physical Response (TPR)

Method In the execution of the Total Physical Response (TPR)

methodology, three distinct techniques have been formulated to enhance

the acquisition of foreign languages:

a) Employment of Commands for Directional Methodology –

In this approach, the educator employs commands to direct the

learners in executing the Total Physical Response methodology.

b) Inversion of Roles – Following the receipt of instructions, the

learners alternate in carrying out the actions dictated by the

educator.

c) Sequential Actions – The learners subsequently engage in a

succession of physical movements in a predetermined sequence

based on the directives previously provided by the educator.

3. The Use of Total Physical Response in the Classroom

Total Physical Response (TPR) is used to acquire language, both

inside and outside the classroom. The teaching and learning process in

class using the TPR method can train several aspects, such as:

a) Vocabulary related to actions (e.g., smiling, cutting, headache,

stretching).

b) Grammar, including aspects of past/present/future tenses and

continuous forms (e.g., every morning, I brush my teeth, I make

my bed, I eat breakfast).

c) Classroom language (e.g., open your book).

d) Commands or instructions.

e) Storytelling.

Teaching with this method places the teacher as a kind of director

in a storytelling performance, and the children as the actors. Teaching

and learning activities that often use this method include command-based

drills and role plays—for instance, when the teacher gives instructions to

students or says a phrase, and the students respond with a physical

movement.

Winiz outlines five approaches that help children develop language

comprehension, known as the comprehension approach. These five

emphases are:

a) Comprehension ability is followed by the child's productive

ability in learning a language.

b) Speaking skills should be taught only after comprehension

skills have been developed.

 c) Skills acquired through listening activities can be transferred

to other language skills.

d) Teaching should emphasize meaning rather than form.

e) Teaching should minimize stress levels in learners.

The Total Physical Response (TPR) method is considered very easy

to use in language learning, even for foreign languages, because it

involves playful physical movements, allowing children to learn in a

joyful and happy atmosphere. The teacher plays an active role in

implementing the TPR method, as it was developed to reduce pressure

on children in the classroom and aims to create an enjoyable and relaxed

classroom environment.

4. Principles of the Total Physical Response (TPR) Method

The fundamental principles of learning based on the Total Physical

Response (TPR) method are as follows:

a) The meaning of the target language can often be conveyed

through demonstration. Memory is activated through

learners' responses. The target language should be presented

in chunks rather than just word-by-word.

b) Children's comprehension of the target language must be

developed before speaking skills.

c) Children can quickly learn parts of the language by moving

their bodies.

d) Imperatives (commands) are a powerful linguistic tool

 through which teachers can guide children’s behaviour.

e) Children learn by observing demonstrations and performing

actions themselves.

f) Children feel successful when they achieve learning

outcomes.

g) Correction should be carried out appropriately and

sensitively.

h) Language learning is more effective when it is enjoyable for

children.

i) Spoken language is emphasized more than written language.

j) Children will begin to speak when they are ready.

k) Mistakes made by children when they first begin to speak

are acceptable and understandable.

From the explanation above, it can be concluded that the principle of

the Total Physical Response (TPR) method places more emphasis on

children's acquisition of vocabulary.

5. Strengths and Weaknesses of the Total Physical Response

a) The Total Physical Response (TPR) method indeed has great

potential to actively engage children in every learning session.

Children play an active role by following the movements

demonstrated by the teacher. In addition, this method has several

advantages. According to Handoyo, the Total Physical Response

method has seven benefits:

 1. The Total Physical Response method is very enjoyable for

children, and they greatly enjoy it, which helps improve

language comprehension more quickly.

2. The TPR method consists of activities that are easily

understood by children and assist them in recognizing words.

3. TPR is beneficial for children because it uses body

movements to keep them active in class.

4. TPR is very easy to use anywhere and in any classroom

setting, as long as the teacher provides instructions for the

students to follow.

5. There are no specific requirements for this method; the key is

for the teacher to stay focused on what they are teaching.

6. This is one of the methods that is easiest for children to

understand.

7. TPR engages both the left and right hemispheres of the brain.

b) Despite these advantages, the Total Physical Response method

also has several weaknesses:

1. The rules of language can be very complex, making it

difficult to teach certain aspects of language using

instructions alone.

2. Not all children will follow the teacher’s commands to

perform the movements.

3. To effectively apply the TPR method, the teacher is required

 to speak the target language correctly and fluently.

The Total Physical Response method also has limitations in that some

linguistic elements cannot be taught through physical movement.

Additionally, not all children may be willing to participate in the physical

activities, and teachers must be capable of using the target language

properly and effectively when implementing the TPR method.

B. English Vocabulary Learning in Children

There are four essential skills that must be mastered when

learning a new language: reading, listening, speaking, and writing.

However, aside from these skills, one of the most fundamental aspects

that must also be acquired in language learning—especially in learning a

foreign language—is vocabulary. Vocabulary is a crucial component that

supports the four language skills, as the richer a person's vocabulary, the

easier it becomes to communicate both orally and in writing. Suyanto

(2008) stated that in language learning—whether it is the first language,

second language, or a foreign language—the teaching of language

components is an essential part of the language program. Generally, the

core components of a language include three aspects: grammar,

vocabulary, and pronunciation. Vocabulary instruction, especially for

young children, must be emphasized, as having an adequate vocabulary

will make it easier for them to communicate. Vocabulary is at the heart

of language and is crucial for language learning. Without sufficient

vocabulary, one cannot communicate effectively or express ideas, either

orally or in writing. In other words, limited vocabulary is a major obstacle

for students learning a foreign language. When they are unable to

improve their vocabulary, they will gradually lose interest in learning.

One of the hallmark stages of early childhood is known as the

golden age or the golden period. Numerous concepts and research

findings describe early childhood as a time when a child’s potential

develops most rapidly. One concept that is closely associated with early

childhood is the play period.

According to Piaget, the stages of play activities are divided into

four, one of which is symbolic play. During the symbolic play stage (ages

2–7), children tend to ask and answer many questions. Often, they ask

questions without paying much attention to the answers given, and even

when their questions are answered, they continue asking more.

In relation to this, the language development of elementary

school students must be continuously stimulated to ensure balanced

growth, especially in the area of vocabulary acquisition. Vocabulary

plays a crucial role in supporting their overall language skills, including

speaking, reading, writing, and listening. By the time children enter

elementary school, their vocabulary continues to expand rapidly, forming

the foundation for academic learning across subjects. A rich vocabulary

enables students to comprehend reading materials more effectively,

express their ideas clearly, and engage in meaningful communication.

Therefore, teachers play an essential role in enriching students'

vocabulary through structured activities, contextual learning, and

interactive teaching methods that encourage active language use in both

academic and social contexts.

The more vocabulary elementary school students acquire, the

greater their ability to grasp diverse concepts, leading to more enriched,

precise, and expressive language use. A strong vocabulary base

empowers students to engage more confidently in classroom discussions,

comprehend academic texts, and construct meaningful written

compositions. Therefore, it becomes essential for teachers to introduce

and reinforce vocabulary that supports students’ linguistic and cognitive

development. In this context, storytelling continues to be recognized as a

powerful method for vocabulary instruction. By immersing students in

narrative-rich environments, teachers can expose them to new words in

meaningful contexts, making it easier for students to understand,

remember, and use the vocabulary appropriately in their daily

communication.

Vocabulary acquisition in early childhood begins with general

vocabulary and later progresses to more specific terms. In order to master

vocabulary, children must be able to pronounce the word and explain its

meaning, so that they can construct simple sentences. However, in

reality, some children may be able to say words but are still unable to

explain their meanings. It can be concluded that in language learning,

children must be able to understand the meaning of every word they

learn. This understanding will make it easier for them to acquire the

language, as language development aligns with the child's age range.

1. Definition of Vocabulary

Vocabulary refers to the collection of words a person understands

(receptive vocabulary) and is able to use when speaking or writing

(productive vocabulary). For elementary school-aged children,

vocabulary plays a crucial role in supporting the development of the four

core language skills: listening, speaking, reading, and writing. At this

stage, children are in a critical period of cognitive and linguistic growth,

making vocabulary acquisition essential for their academic and social

development. Vocabulary is synonymous with word stock, lexicon, or

vocabulary repertoire, which can be defined as:

a) All the words found in a language

b) The richness of words possessed by a speaker or writer

c) All the words used within a specific field of knowledge

d) All the words commonly used by a group of people within a

particular environment

e) A list of words arranged like a dictionary, accompanied by

brief and practical explanations

Based on these definitions, vocabulary refers to all words expressed—

whether spoken or written—intended for use in specific fields of

knowledge. From this explanation, it can be concluded that vocabulary

consists of words that carry meaning, allowing them to be understood

and used to form new sentences that can be communicated to others.

In the context of learning English as a foreign language, vocabulary

serves as the essential foundation upon which other language skills—

such as reading, writing, listening, and speaking—are developed.

Without an adequate vocabulary base, elementary school students will

struggle to comprehend spoken and written texts, articulate their thoughts

effectively, and actively participate in classroom discussions.

Recognizing these challenges, it is vital that vocabulary instruction for

children at this stage be meaningful, developmentally appropriate, and

delivered through interactive, engaging methods. Approaches such as

storytelling, songs, educational games, and physical activities like Total

Physical Response (TPR) have proven effective in enhancing vocabulary

retention. These methods not only make the learning experience more

enjoyable but also support better cognitive engagement and long-term

recall of new words.

2. Types of Vocabulary

There are two forms of vocabulary:

a) Productive vocabulary is the set of words that a person can utilize when

writing or speaking. It means that beneficial vocabulary tends to the

students' exercises when they compose or talk.

b) Receptive vocabulary is the set of words for which an individual can

dole out implications when tuning in or reading. It implies that receptive

vocabulary is not utilizing numerous exercises likes productive

 vocabulary, since students get this lexicon type in listening and reading.

They only ought to get it the meaning by listen or read.

3. How Vocabulary is Acquired in Elementary School Students

Vocabulary acquisition in elementary school students must continue to

develop systematically as part of their language growth and academic

readiness. At this stage, students are expected to expand their vocabulary

more intentionally through both formal instruction and daily interactions.

According to Tarigan, there are two primary ways students can acquire

vocabulary:

a) Vocabulary is obtained through listening to others—such as teachers,

classmates, parents, media (television, podcasts, audiobooks), and

through interactions in school and social environments like

playgrounds, libraries, and public places.

b) Vocabulary is also acquired through students’ direct experiences—for

example, by naming and interacting with real objects during science

experiments, reading picture books, participating in role-plays, or

engaging in hands-on activities that involve touching, tasting, or

observing things in their environment.

Musfiroh outlines practical strategies that teachers can apply in the

classroom to stimulate vocabulary development in elementary students.

These include:

a) Clearly identifying and selecting target vocabulary

relevant to students' learning themes or daily

 communication needs.

b) Embedding the vocabulary in meaningful learning

contexts, such as storytelling, subject content, or project-

based activities, and repeating these words in appropriate

situations until students can grasp their meanings.

c) Pronouncing each word clearly and with emphasis to help

students recognize and retain new vocabulary.

d) Assessing students’ understanding by asking targeted

questions or using vocabulary games and interactive tasks

that encourage application.

e) In conclusion, vocabulary learning for elementary

students should be supported through structured yet

engaging methods. Activities like storytelling, reading

aloud, vocabulary games, singing, and physical-based

approaches such as Total Physical Response (TPR) can

make vocabulary acquisition more effective and

enjoyable. These methods not only build students'

language proficiency but also help them use words

confidently in speaking and writing.

4. Vocabulary Expansion in the Context of TPR for Orphaned

Elementary School Children

In the development of English language skills among orphaned

elementary school children, the depth and breadth of vocabulary

mastery serve as key indicators of overall language competence. A

larger and richer vocabulary significantly contributes to more

effective communication—both in spoken and written forms. For this

reason, vocabulary acquisition must be continuously expanded,

particularly during the elementary school years, which represent a

critical phase for linguistic growth.

During this developmental stage, children begin to engage more

with their environment and become increasingly aware of the words

associated with their basic needs, daily routines, emotions, body parts,

and family structures—even in contexts where traditional familial

experiences are absent, such as orphanages. This makes it essential for

language instruction to be responsive, engaging, and supportive of

their unique social-emotional background.

The Total Physical Response (TPR) method offers an ideal

approach in this context. By combining physical movement with

language instruction, TPR not only facilitates vocabulary retention

through active learning but also supports holistic development by

reducing stress and building confidence—an especially important

factor for children who may have experienced trauma or instability.

 Through TPR, vocabulary related to actions, objects, and classroom

instructions can be internalized more naturally and effectively,

providing a strong foundation for further language acquisition.

Thus, implementing TPR in English language learning for

orphaned children does not only support vocabulary enrichment but

also addresses their specific developmental needs. By focusing on

physical engagement, repetition, and contextualized learning, TPR

can help close the vocabulary gap these children might face due to

limited prior exposure and create meaningful opportunities for long-

term language development.

5. Language Development Theory in the Context of Orphaned

Elementary School Children

In the context of English language learning for orphaned

elementary school children, understanding the stages of language

development is essential to designing and implementing effective

instructional methods such as Total Physical Response (TPR).

According to Susanto (2011), children's language development

progresses through two primary phases: the prelinguistic period (0–1

year) and the linguistic period (1–5 years). While these stages

typically cover early childhood, their foundational impact extends into

the elementary school years, particularly for children with limited

early exposure to enriched language environments—such as orphans.

 Many orphaned children face delays in linguistic stimulation due

to limited interaction with caregivers, affecting their vocabulary

acquisition and communicative competence as they enter formal

education. Thus, instructional strategies must bridge the gap between

early linguistic foundations and the cognitive and emotional needs of

school-aged learners.

For orphaned elementary school students, the following

developmental considerations are critical:

a) Holophrastic to Phrase Construction Abilities (Ages 1–

2)

Although typically observed in toddlers, some

orphaned children may still be operating at this stage due to

delayed exposure to interactive language environments.

This phase involves using single words or two-word

phrases to communicate more complex ideas. Teachers

using TPR can support students in bridging this

developmental gap by modelling language through physical

actions that reinforce word meanings.

b) Grammar and Vocabulary Expansion (Ages 3–5

beyond)

By the elementary years, children should be capable of

constructing simple and increasingly complex sentences.

However, orphaned children may require additional support

 in extending their vocabulary and grasping grammatical

patterns. The TPR method helps facilitate this by

combining verbal input with physical responses, which

enhances retention and internalization of new vocabulary.

c) Advanced Language Use and Integration (Ages 6–8 and

beyond)

At this stage, children begin using more structured

sentences and demonstrate greater control over language

functions such as asking questions, making requests, or

expressing opinions. TPR activities that involve role-play,

command sequences, and storytelling can serve as effective

tools to engage orphaned learners in authentic and low-

stress language use, promoting both comprehension and

production.

In summary, understanding these stages of language development

enables educators to tailor TPR strategies to the unique needs of orphaned

elementary students. The integration of movement, context-rich

instructions, and emotional engagement provided by TPR aligns well with

the linguistic and psychological profiles of these children, making it a

powerful method for vocabulary enhancement and overall language

acquisition. There are three prominent perspectives on theories of

children's language development: Nativism, represented by Noam

Chomsky; Behaviorism, represented by B.F. Skinner; and Cognitivism,

represented by Jean Piaget.

a) Nativist Theory

Nativism posits that in the process of first language acquisition, children

gradually unfold their linguistic abilities through innate, genetic

mechanisms. According to this theory, children are born with a

biologically pre-programmed mechanism called the Language Acquisition

Device (LAD), which facilitates language development.

Nativist scholars argue that the ability to use language is a natural human

trait, much like the ability to walk, and is part of the broader developmental

process influenced by brain maturation. They believe that children are

capable of internalizing grammatical rules and can generate a wide variety

of sentences without needing explicit instruction, reinforcement, or

imitation from adults.

b) Behaviorist Theory

The Behaviorist approach maintains that language acquisition is primarily

shaped by external stimuli from the environment. According to this view,

language learning is a matter of response and imitation. Behaviorist

theorists assert that children's basic language skills are acquired through

environmental conditioning and are largely the result of mimicking adult

speech. This learning is reinforced through repetition and external

feedback.

c) Cognitivist Theory

Cognitivism asserts that language is not an isolated innate ability, but

rather one of several cognitive capacities that emerge from mental

maturation and reasoning. In this view, language development is closely

tied to the child’s overall intellectual growth.

All human languages are governed by grammatical rules, which include

several components:

1) Phonology, the sound system of a language. In learning

phonology, children must become familiar with both the types

of sounds and the allowable sequences of sounds (e.g., “a”,

“b”, “c”). This is essential for future reading development.

2) Morphology, the set of rules for combining morphemes—the

smallest units of meaning in a language.

3) Syntax, the rules for combining words into phrases and

sentences that convey meaning (e.g., in the sentence "Bob was

hit by Tom," the syntactic structure reveals who performed the

action and who received it).

4) Semantics, which refers to the meaning of words and

sentences. For instance, the words "girl" and "woman" both

refer to females but differ semantically in terms of age.

5) Pragmatics, the appropriate use of language in different social

contexts. This involves knowing how to adjust speech

depending on whom one is speaking to, such as distinguishing

between polite and informal language. Children gradually

learn to navigate such distinctions through social interaction.

C. Relevant Studies

In conducting this study, the researcher refers to several previous

studies that share similar themes—particularly on the use of the Total

Physical Response (TPR) method in teaching English vocabulary to young

learners. These studies provide a strong theoretical foundation and

highlight the pedagogical significance of TPR, even though most do not

specifically focus on orphaned elementary school children. Therefore, this

research aims to fill that gap by implementing TPR in the unique context

of orphaned children.

A study conducted by Binti et al. (2023) entitled "The Application of

Total Physical Response (TPR) Method Through Songs to Improve

Students' Vocabulary Mastery and Creativity" revealed that the integration

of TPR and music significantly improved vocabulary acquisition and

student engagement among first-grade elementary students. Although the

participants were not orphaned children, the study confirms the

effectiveness of TPR as an engaging method suitable for early learners

with varying cognitive and emotional needs.

Wati (2022) in her research "Improving Students’ English Vocabulary

Mastery Through Total Physical Response Method at Grade VII A of MTs

Negeri 2 Kuantan Singingi" demonstrated that TPR could substantially

improve vocabulary retention through physical activities and direct

teacher commands. This study, while conducted in a junior high school

setting, affirms that TPR supports students with limited prior English
exposure—characteristics that are often found among orphaned children.

Xie (2021) in the Journal of Language Teaching and Research

authored "The Effectiveness of Total Physical Response (TPR) on

Teaching English to Young Learners". The findings highlight that using

games, storytelling, and physical responses enhances vocabulary mastery

and supports the affective development of young learners. This study

underlines the suitability of TPR for emotionally sensitive groups, which

aligns with the needs of orphaned children who may benefit from non-

threatening, movement-based learning approaches.

Lastly, Mohammed (2023) conducted a study titled "Enhancing

Language Learning Outcomes: Integrating the Silent Way, Total Physical

Response, and Suggestopedia in the New Headway Elementary Course".

While not focusing specifically on orphaned learners, the study illustrates

the adaptability and effectiveness of TPR when combined with other

methods to address diverse learner needs. This supports the idea that TPR

can be customized and effectively applied in under-resourced learning

environments such as orphanages.

In conclusion, the studies above consistently support the effectiveness

of TPR in improving English vocabulary acquisition among young

learners. However, none have specifically examined the implementation

of TPR within the context of orphaned elementary school children. This

research seeks to address this gap by investigating the use of TPR as a

vocabulary enhancement method tailored to the educational and emotional

needs of children in orphanage-based elementary education.

D. Theoretical Framework Commented [A1]:

In the mastery of vocabulary becomes very essential since it play an

important role to make language work. The teaching and language learning

technique should be varied and enable students obtain new vocabulary

more than by using some traditional technique. The theoretical framework

underlying this research is given in the following diagram:

The researcher initially administered a pre-test to determine the

students’ baseline level of vocabulary mastery. Following this, a treatment

phase was conducted in which vocabulary was taught using the Total

Physical Response (TPR) method over four instructional sessions. After

the treatment, a post-test was administered to evaluate any improvement

in the students’ vocabulary mastery. The results from the pre-test and post-

test were then compared to assess the effectiveness of the TPR method in
enhancing vocabulary acquisition among the students.

E. Hypothesis

Based on the explanation above, with the title of this research

“Implementation of Total Physical Response (TPR) In English Language

Learning for Orphaned Elementary School Children: Enhancing

Vocabulary Acquisition”. There are two forms of hypothesis in this

research, they are Null hypothesis (Ho) and Alternative hypothesis (Ha) as

follows:

a) Null Hypothesis (Ho): There is no significance effect of the use of

Total Physical Response Method on students’ vocabulary

acquisition at Al- Hidayah orphanage in Padang, West Sumatera.

b) Alternative Hypothesis (Ha): There is a significant effect of the use

of Total Physical Response Method on students’ vocabulary

acquisition at Al- Hidayah orphanage in Padang, West Sumatera.