1

Chapter I
THE PROBLEM AND ITS BACKGROUND

Introduction
Vocabulary plays an important role in English acquisition, especially for young
children. According to the Critical Period Hypothesis, there is a relationship between age
and successful L2 acquisition (Lightbown & Spada 1999: 27). How to make use of young
childrens age advantage in L2 acquisition is a matter that linguists and researchers are all
concerned with. The core of language is communication. Comprehending the meaning of
words is the foundation of communication (Perry 2002). In communication, pupils need
vocabulary which can support them to produce and use meaningful sentences because
vocabularies provide the organ of a sentence. Vocabulary takes place in building the
language proficiency. The objective of the vocabulary mastery is to make the students
have a good language proficiency in the language skills. It depends on the quality and
quantity of the vocabulary that they have mastered. The richer the vocabulary that can be
mastered by the students, the more they will get the better skill that can be reached in
using language. For this reason, the pupils have to develop their vocabulary and master it
to be able to communicate with others.
Finding an efficient teaching method for the meaning of words is necessary. More
often, English teachers are trying to find out the best method to be used in teaching
vocabulary because the more vocabulary pupils learn, the more ideas they will have.
They can communicate by using their ideas more effectively as well. However, pupils
sometimes get difficulties to use or apply the vocabulary. Their difficulties in using

vocabulary which have been studied can be caused by some reasons. One of the reasons
could be in the method which is used by the teacher in presenting the lesson in the
classroom. Thats why the appropriate method in delivering the lesson in the classroom
should be considered.
Total Physical Response (TPR) is a language teaching method which establishes a
link between speech, a primary mode of language and action. The mode of teaching
language here is a motor activity. TPR reflects a grammar-based view of language. It was
James Asher, an American Professor of Psychology who brought the idea of TPR in
1960s. He states that most of the grammatical structures of the target language and
hundreds of vocabulary items can be learned from the skillful use of the imperative by
instructor (1977, p.4, cited in Richards & Rodgers, 2002, p.73).
Imperative drills are the prominent classroom activity in TPR. They are typically
geared to highlight physical actions and activity on the part of the learners Widodo
(2005). Commonly imperative sentences consist of verbs which focuses on action and
prepositions which aids in telling the relationship of words such as nouns or pronouns as
in the following example : Maria pick up the box of rice and hand to Miguel. Sometimes
children have a hard time following such simple command for they lack vocabulary
words. They find it difficult to understand some common verbs and prepositions.
In the Philippines where English language is a part of the education curriculum,
pupils in both the public and private schools are taught of the different competencies
where listening, speaking, reading, and writing are taken into consideration. However,
pupils find it hard to express themselves in the English language because of lack of
vocabulary. They tend to ask their teachers about the English term of a certain tagalog

word so they can complete the task given to them. This is the problem faced by both the
teachers and learners when it comes to language teaching and learning. Therefore, the
teacher also plays an inevitable role in the vocabulary development of the pupils. It is
important that teachers must be equipped with different learning strategies that they can
use in order to help the pupils gain vocabulary words.
In the recent roundtable discussion organized by the British Council Philippines
(2016), they emphasized the need to step up the efforts in teaching and learning the
English language. Dr. Alonzo, Dean of the College of Education in the University of the
Philippines also states that the future teachers should ensure that English is a means of
communication, rather than a set of facts to be learned. In the same way, the Department
of Education focuses on the needs of learners and ensures that they learn the English
language holistically, as specified under the K to 12 basic education frame work.
In line to this, the National Achievement Test for Grade 3 and 6 of Sto. Cristo
Integrated School has shown that subjects that use English as a medium of instruction
like English, Science and Math almost got the lowest scores. In the 2011 NAT results for
Grade 3, the school ranked 78 in the whole division getting only an MPS of 38.48 in
English Reading and 49.12 in English Grammar. In the whole Central District, Sto. Cristo
ranked 7 out of 8 schools. In the year 2012, NAT grade six also lagged behind making it
rank 45 in the whole division. Most of the subjects taken in the said test are taught using
the English instruction. The problem here is the understanding of vocabulary words. If
pupils have only limited vocabularies, they will find it hard to comprehend the given
question. This is one of the common problems faced by the English teacher in the day to
day lesson. Learners are quite hesitant when given different activities/tasks because

pupils have difficulty expressing themselves in the target language. Another problem
encountered by the teacher is the learners difficulty in following instructions.
Sometimes, they do not understand simple commands. They could hardly comprehend
some verbs and are confused on the usage of some prepositions so as a result they fail to
follow such instructions. Since they already belong to the intermediate level, they must
be well-equipped with vocabulary words.
Teaching pupils in the English language is really a challenging task; therefore, a
teacher must be able to adopt a teaching strategy that could meet the needs of these
learners especially in the use of the target language. It is very important therefore that
pupils have rich vocabulary so that they will not have any inhibitions in expressing their
ideas. With this, the teachers and the methods used are key essentials in achieving success
in terms of gaining vocabulary words among the learners. That is why the appropriate
method in delivering the lesson in the classroom should be considered.
Because of this teaching scenario, the teacher-researcher utilized the Total
Physical Response Method to help pupils gain vocabulary words by executing
imperatives. This is also to determine whether this teaching method was effective in
gaining and understanding vocabulary words by following certain imperatives.

Statement of the Problem

This study aimed to determine the effectiveness of Total Physical Response (TPR)
method in executing imperatives among the selected Grade Four Learners of Sto. Cristo
Integrated School.

Specifically, this study sought to answer the following questions:

1. What is the performance level of the pupils in the pre-test and post-test on
imperatives with verbs and prepositions?
2. Is there a significant difference in the performance level of the pupils in the
pre-test and post-test on imperative with verbs and prepositions?
3. How effective is the Total Physical Response as a method in developing the
pupils ability to execute imperatives?
4. What is the implication of the findings of the study to methodology in teaching
English in the classroom?
Hypothesis
1. There is no significant difference in the performance level of the pupils in the pre-test
and post-test on imperatives.
2. Total Physical Response is not effective as a method in developing the pupils ability to
execute imperatives.
Significance of the Study
The aim of this study is to measure the effectiveness of TPR method in executing
imperatives to selected Grade Four pupils.
To the parents, this study can provide useful information on how they can boost
their childrens vocabulary by continually engaging in vocabulary development activities
at home, they can also serve as role models for their children to stimulate their own
verbal abilities, and improve their childrens probabilities for success in school.

To the English teachers, this study would be valuable since they would be given
another means on how to improve their pupils vocabulary development by using Total
Physical Response method and how it is used in the teaching-learning process.
To the school administrators, the results of this study would provide empirical
data on the use of TPR method in vocabulary development. Thus, they would be provided
additional information on the use of alternative methods that could help improve pupils
vocabulary therefore making the reading program more effective.
To the learners, this study can help enrich their vocabulary, thus, making them
more efficient communicators. This study will also strengthen their motivation to learn
vocabulary words through the use of TPR method.
To future researchers, who are interested in teaching vocabulary at the
elementary school level, they can get the basic information from this study to do further
research.
Scope and Delimitation
This study focused on the effectiveness of Total Physical Response in executing
imperatives to selected grade four pupils of Sto. Cristo Integrated School for the school
year 2016-2017.
The study specifically determined the effectiveness of Total Physical Response
(TPR) method through an experimental design using pretest and posttest to both the
control and experimental group in which results were compared. The results determined
the effectiveness of TPR in executing imperatives. The teacher-researcher wrote and used
15 imperative sentences with verbs and prepositions during the application of TPR
method. A pre-test and post-test on imperative drills consisting of verbs and prepositions

were administered to the pupils to determine the effectiveness of the method in executing
imperatives among the grade four learners.
Due to the large number of the grade four pupils in Sto. Cristo, the respondents of
the study were limited to the 30 grade four special science class which were divided into
control and experimental group and since this is the advisory class of the teacherresearcher found it easier for her to handle the pupils.

Definition of Terms
For clarification and to avoid ambiguity, some terms in this study were defined:
Ability. In the Cambridge English dictionary online this term is defined as the
mental or physical or skill needed to do something. In this study, it is used as the
capability of the grade four learners to follow certain imperatives which is the basic
principle in the Total Physical Response method of teaching.
Effectiveness. This word refers to the degree to which objectives are achieved
and the extent to which targeted problems are solved. Operationally, it refers to the
positive or desired outcomes of teaching and learning through the use of Total Physical
Response method that are measured through pupils gain or increase in their scores in the
posttest.
Executing. This term is defined as the capacity to complete assigned tasks and
responsibilities to customary or specified standards within a certain timeframe. In this
study this word refers to carrying out or putting into action the list of imperative drills.
Imperatives. These are sentences that give advice or instructions or that
expresses a request or command. In this study, this term refers to the 15 list of commands

which are used to test the learners ability in understanding the English language which is
also the aim of the Total Physical Response method.
Performance Level. This is based on scale scores. The raw score (number correct
on the test) is translated into the scale score. Scale scores show the level of student skills,
and can be compared across grades. In this study, performance level refers to the degree
of accomplishment of the learners in executing imperatives with the use of Total Physical
Response method of language teaching.
Pre-Test. This is a test given to measure the outcome variable before the
experimental manipulation is implemented . In this study, the term refers to the
preliminary test administered to determine the pupils prior knowledge in vocabulary
words before the treatment of TPR method will be employed.
Post-Test.

It is a test given to students after completion of an instructional

program or segment and often used in conjunction with a pretest to measure their
achievement

and

the

effectiveness

of

the

program.

(http://www.merriam-

webster.com/dictionary/posttest). In this study, this term refers to the test given to both
the control and experimental group after the treatment of TPR.
Total Physical Response Method. It is a language teaching method built around
the coordination of speech and action; it attempts to teach language through physical
(motor) activity. (Haynes, 2004; Larsen-Freeman, 1986; Linse, 2005). In this study, TPR
is the method used by the teacher-researcher in determining the pupils ability in
executing imperatives.
Method. This term usually refers to a step by step process used to achieve a
desired goal. A method can be either a physical or a mental process. Operationally,

method refers to the strategy used by the teacher-researcher which is the Total Physical
Response in determining the learners ability in executing imperative drills.
Methodology in Teaching English- This term refers to the practices, procedures,
and rules in teaching English. The task of methodology in this study is to enhance the
process of teaching English by empowering and facilitating teachers to work
proficiently.
Prepositions. This is a word used to link nouns, pronouns, or phrases to other
words within a sentence. Prepositions are usually short words, and they are normally
placed directly in front of nouns. In some cases, youll find prepositions in front of
gerund verbs. In this study, this word is considered as vocabulary words found in the
imperatives.
Verbs. The verb signals an action, an occurrence, or a state of being. Whether
mental, physical, or mechanical, verbs always express activity. In this study, verbs are
actions embedded in the imperatives drills

10

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of related literature and studies which are relevant
to the present study, contributing greatly on the effectiveness of Total Physical Response
Method in vocabulary mastery of children.
Related Literature
Total Physical Response (TPR) method which was proposed by James Asher, a
Professor of Psychology at San Jose State University, California has been applied for
almost thirty years (Brown, 2001). It is built upon the foundational theory of second
language acquisition. The researchers in L2 acquisition believe that only if the learner can
get comprehensible input, their L2 acquisition can be improved. In other words, for the
learners of L2, it is more efficient to learn the comprehensible target language directly
than the incomprehensible one. And the basic idea of the TPR method is that the language
learners can comprehend the words in the target language said by their teachers and then
they respond physically to it Wilson (2000). Total Physical Response (TPR) is
implemented based on commands which are put forward by the teacher and the students
should give physical response (Kimfasirah, 2011).
Total Physical Response in learning the target language aims at letting children learn
both vocabulary and also grammatical structure, in other words, grammatical structure
and vocabulary can be exposed by using this method. In line with statement, Asher (1977,

11

cited in Richard and Rodgers, 2001:73) states that most of grammatical structure and
hundreds of vocabulary of the target can be learned from teachers instruction.
The principles of TPR include: (1) The teacher plays the role as the director, and the
pupils respond physically in accordance with the instructions of the teacher, James (1996:
43); (2)Listening, comprehending and then physical response are emphasized more than
oral productions; (3) The imperative and interrogative modes are usually employed; (4)
Humor is often employed to increase the enjoyment of learning; (5) The TPR method can
improve the pupils confidence to speak the target language, Nugrahaningsih (2007:17).
According to Asher (2000), most of the grammatical features in a language can be
nested in the imperative and that almost any grammatical constituent can be taught
through the skillful use of the imperative. There are many kinds of TPR teaching
activities: pointing, guessing, performing physical actions, picture work, storytelling and
acting etc. This model means that second language learning should be based on the model
of first language learning. It has three vital aspects: a). understanding the spoken
language must come before speaking, b). understanding is developed through body
movements, and c). the listening period creates a readiness to speak, Asher (2000).
Stripped down to its essentials, it is a way of using movements, gestures and group
dynamics linked with spoken language in the form of commands, to create an atmosphere
in which learners quickly and easily acquire comprehension of new vocabulary and
structures in a target language. In the process, something called impulse to language
also comes into play, Cain (2000)
Generally, children like doing any kinds of activities as long as they feel happy.
Children will choose the activities they like to do according to their own characteristics.

12

Brown (2001) commented that, the children at the age between seven up to eleven years
old are enthusiastic, physically active, and they are curious to know and learn
everything. In addition, children at that age do not like activity that makes them bored,
useless, or too difficult to do. Cameron (2001) added that, children are active learners,
thats why a teacher should be able to make the circumstance of learning process suitable
to the characteristics of the children. By that way, students would be motivated to learn
the target language. In addition to that, a teacher must be able to use a certain method in
teaching language vocabulary to assure that children will have a variety of words which
they can use in communicating their responses in the target language. A teacher has to
decide which word should be mastered by his/her students and should select high
frequency words or sentences. Teacher may have to decide the number of vocabulary
items to be learnt and how many words in the lesson can be achieved by the learners.
Students would be confused, discouraged, and frustrated, if they found too many words.
Hsu & Lin (2012), said that a teacher must make the instruction interesting and active
to make the pupils attention span longer and from the view of sensory input, TPR helps
to stimulate childrens sense and encourage them to participate. As stated by (Sophaktra,
2009), which was mentioned in the study of Sariyati (2011) using TPR in teaching
English to children can be a lot of fun and enjoyable, does not demand many preparations
or materials, is very effective for teenagers and young learners, is appropriate for
kinesthetic learners who are active in class, is memorable for students to remember
phrases and words well and works properly with mixed-ability classes.
Moreover, according to Morroto, Garrido and Fuentes (2005) as quoted in the study
of Sariyati (2011) it makes students obtain good pronunciation and memorize learnt

13

things for long. In an article stated in the British Council Journal (2004), TPR can be used
to teach and practice many things. It can be used with vocabulary connected with actions,
tenses

past/present/future

and

continuous

aspects,

classroom

language,

imperatives/instructions and storytelling.

Machova (2009) claimed that The TPR is a successful method in achieving very
good results in teaching English vocabulary to young pupils; it makes long term recall of
vocabulary easier. In Psychology, Total Physical Response is linked to the trace theory of
memory, which holds that the more often or intensively a memory connection is traced,
the stronger the memory will be and the more likely it will be recalled. Retracing can be
done verbally such as rote repetition or in association with motor activity.
The TPR method aims to teach learners oral proficiency and conversational
fluency in a second language. It emphasizes the voices, actions and gestures of learners
and teachers rather than the text or media. The most important principle is that only the
target language is used for all instructions (Molina & Balla 2007).
Another characteristic of Total Physical Response Method is that it creates a
stress-free learning environment and this was emphasized by Asher, that the lower the
stress the greater the learning. Shin (2006) also emphasizes that teaching English to
pupils of Elementary schools is different from teaching adults as they especially have fun
to physical movements and physical participation. He adds that the more fun the pupils
have the better they will remember the language learned thus creating a stress-free
learning environment.
The advantages of TPR can determine the success of the TPR implementation
itself. Some experts claimed that this method has advantages. The first one, Frost (2007)

14

asserts that; firstly, students can enjoy the learning time and it will lift the students mood,
it helps the students to acquire a target language without having them involved in a
stressful way (Asher cited in Larsen, 2000). Secondly, the method can help students to
memorize the words or phrases of a target language easily. Thirdly, it is an effective
means for young and teenage learners to learn a target language. Furthermore, the method
is suitable for large and small classes. Lastly, the physical action presented in TPR can
get across the meaning of words, therefore it can help students understand the words of a
target language and use the words for communication.
Asher (2003) also mentions some advantages of TPR method. He claimed that
TPR is useful to assist students in learning a target language instantly by having them
engage in a stress-free situation and fun activities. Asher believes that TPR is suitable for
all levels of ages and he also believes that TPR is beneficial to build students confidence.
It can be concluded that Total Physical Response (TPR) method provides fun and
enjoyment for young learners during learning a target language. It is an effective means
of teaching vocabulary to pupils since it puts emphasis on the link between word and
action. The activity, where a command is given in the imperative and the learners obey
the command, is the main activity of TPR. Therefore, it will be easier for the pupils to
recall the words they have learned if they use their body in learning vocabulary items.
The powerful method of TPR is best applied to introduce new vocabulary and new
grammatical feature at any level. Furthermore, TPR can help students to memorize the
words or phrases of a target language.

15

Related Studies
A. Foreign
A number of studies were conducted with regards to the effectiveness of Total
Physical Response. In the study conducted by Munoz and Forero (2011) on teaching
English Vocabulary to third graders through the application of the Total Physical
Response Method, it was revealed that teaching English vocabulary through physical
response allows children to learn faster and easier, since children find support from the
physical representation of their facilitator or their peers. On the other hand, a stress-free
environment allows children to be more receptive and motivated to the target language
learning. This study was supported by the study of Octaviani (2007) entitled The
Application of Total Physical Response in Teaching English Vocabulary to the Fourth
Graders where she concluded that most of the students mastered English vocabulary
using the activities in TPR. In addition, the students motivation in learning English is
increased.
Hui-Ching Hsu and Chien-Hui Lin (2011) investigated on the effects of Total
Physical Response on English functional vocabulary learning for resource classroom
students in the Elementary English in Taiwan. They utilized a multiple probe design
across subjects of single-subject experimental design to evaluate the effects and it was
found out those students who are exposed with TPR method of teaching learned the
expressing abilities of English functional vocabulary immediately than those students
who did not. Likewise, students motivation and interests in learning English were
enhanced through TPR.

16

Buckman (2013) conducted a study entitled Total Physical Response in the

Foreign Language Classroom. Her research shows that TPR helps with vocabulary
retention in Spanish 2 students. Overall, students who used TPR scored slightly higher on
vocabulary quizzes and they personally felt as if they benefited from the use of Total
Physical Response. However, there is not a drastic change, meaning TPR helps to a
degree; however, more research needs to be done to see what other methods may lead to a
greater increase in vocabulary retention for the second year Spanish students. Buckman
also recommended using Total Physical Response in a classroom to begin introducing
vocabulary because it will initially help students to retain slightly more information;
however, students will need more than TPR to further increase vocabulary retention.
Hewitt & Linares (2001) as cited by Hanim (2013) state on their findings that the
activities involving physical movement in English language teaching are fun and
stimulating for younger students. Therefore, Total Physical Response method could
develop a high stimulus in children when they start to achieve the goals of the lessons.
When children are integrated to the activities, and when they are becoming active part of
the class through their physical representation of verbal commands, their attitude and
motivation increases as their outcomes are successful.
The study conducted by Ilwana (2011), revealed that there was a significant
difference in vocabulary achievement between students taught by Total Physical
Response and those taught by Grammar Translation Method and the group taught by TPR
had a better achievement in vocabulary mastery than those taught by Grammar
Translation Method.

17

Similarly, Sariyati (2013) on its study on the effectiveness of TPR Method in

English vocabulary mastery to elementary school children, she concluded that TPR
method is effective to vocabulary mastery of elementary school children, specifically on
the first grade. It is supported by the post test result of the experiment class that is
significantly improved after being given the TPR method treatment different from that of
the control class after being given the conventional method treatment
Likewise, Varguez (2009) also found out that TPR with the use of storytelling
technique was effective. She compared four beginning high school classrooms with
different teaching methods and socioeconomic status, using a standardized Second
Language Proficiency Examination. Her study showed that when socioeconomic status
was held constant, the TPRS classroom outperformed the traditional classroom, and
disadvantaged students who were taught with TPRS equaled the traditional students in
the more affluent school district. She further concluded that TPRS is effective in both rich
and poor schools, and can be used to close achievement gaps caused by socioeconomic
status.
Braunstein (2006) discovered that even adult ESL students, who expected more
traditional instruction, responded positively to TPRS. Students were enthusiastic about
the class and reported that the methods helped them to remember vocabulary, and
understand English. The same result were revealed in the study of Davidheiser (2001)
where she reported that TPRS improves pronunciation and vocabulary memory, reduces
anxiety and is a natural way to learn language, promotes active learning, and is good for
different types of learners.

18

Total Physical Response (TPR) had also been utilized in teaching English
adjectives to 11-year-old pupils of Kristianstad. In the study of Zhen Ye (2011), she
investigated whether the TPR method is effective in teaching English adjectives. She
used a quasi-experiment design and results revealed that pupils achievements in the
experimental group were improved by the TPR method.
In the classroom action research conducted by Pujiningsih (2010), entitled
Improving Students English Vocabulary by using TPR, shows that Total Physical
Response can improve the students English vocabulary including the

meaning,

spelling, pronunciation, and using of words. The most significant improvement was the
aspect of meaning and spelling. TPR could increase the students motivation and
confidence in learning vocabulary. TPR could change the students to be active learners
as they involved in the activity and they automatically learned by doing.
The foreign studies and the present study have similarities to the proposed study.
The study of Munoz and Forero focused on teaching vocabulary to third graders through
the application of TPR in which this study will also focus on the use of TPR to fourth
graders. In the study of Hewitt & Linares (2001) as cited by Hanim (2013), physical
representations of verbal commands are used. Likewise, in the study of Varguez (2009),
she made use of storytelling technique with the use of TPR as method of language
teaching. This present study will make use of imperatives in developing the vocabulary of
the learners. On the other hand, in the study conducted by Zhen Ye (2011), she used Total
Physical Response in teaching English adjectives. Likewise, the present study will make
use of TPR using imperatives focusing on verbs and prepositions. That of Pujiningsih
(2010) showed improvement in the English vocabulary of the students with the use of

19

TPR which this present study will try to find out if there will be significant changes in the
vocabulary gain of the learners.

B. Local
Vocabulary is a vital part of learning all kinds of learning material. One reason
why many students find reading difficult in some subject fields is because of their lack of
concepts for these specialized words. Hence, it is vital that students develop the ability to
acquire vocabulary needed to label important concepts, elements, and relationships.
The study conducted by Concepcion (2007) entitled Proposed Science Group
Activities for Vocabulary Skills Enhancement, pointed out that knowledge of
vocabulary helps one to see the relationship of acts, conditions and living things. This
makes it an indispensable tool in acquisition of almost all kinds of information.
Observation prints out the fact that todays pupils with meager vocabulary are greatly
handicapped in their studies. Verbal poverty is not only reflected in their slow reading
rate but also in their ability to read intelligently. One can hardly read without knowing or
learning meanings of the words that are read. Vocabulary development in a content area
deals with development of versatility and depth in the understanding of words that
students used when they think, talk, listen to, write and read in that content area.
Therefore students understanding of the vocabulary can never be left to chance.
The study by Dalay-on (2000), Factors that Affect the Vocabulary Skills of
Sophomore Students in the Cordillera Career Development College- High School
Department, revealed that the achievement of the second year students in the vocabulary
test is remarkably low since they are very deficient on the other skills. It is evident that

20

they had not been equipped with vocabulary skills. One main reason for such low
achievement in vocabulary is the method used in teaching and how to make the lesson
easier for the pupils to comprehend. Vocabulary lessons must be fun and enjoyable to the
children to ensure a stress-free learning environment therefore making the learning
outcome effective.
According to Elley (1998) as cited by Tumbresa et.al. (2009) in their study
Performance of Grade IV Pupils in a Vocabulary Test mentioned that building
vocabulary requires both patience and effort. A persons good knowledge of vocabulary
can assure him of inner success, self-confidence as well as deeper understanding of the
world.
Dacara (2003), as cited by Concepcion (2007), indicated the value of emphasizing
the teaching of vocabulary in content areas. Vocabulary development in content area is
functional. Specific vocabulary is studied for the purpose of improving communication
and understanding specific concepts. Pupils also have the chance to communicate their
ideas in a specific concept where English is used as medium of instruction like Math and
Science. This study makes use of the Special Science pupils where they have varied
activities that require them to express their ideas. Having rich vocabulary would help
them to be confident and they will have a chance to excel in their own craft.
Tumbreza (2009) et.al. in their study Performance of the Grade IV Pupils in a
Vocabulary Test really proves that it is important to know first the meaning of a word
you are reading. Vocabulary improvement is undoubtedly one of the key elements in any
language learning process.

21

On the other hand, in the study conducted by Asuncion (2010) Filipino Freshman
Students Oral Compensatory Strategies, indicated that the third most frequently used
compensatory strategy was the use of circumlocution or synonym in oral production. This
means getting the meaning across by describing the concept or using a word that mean
the same thing.
In teaching vocabulary to children, a teacher should be able to adopt a specific
strategy to ensure mastery. A research conducted by Singzon and Prado (2011) on Using
Story Reading and Explicit Instruction in the Vocabulary Acquisition of Kindergarten
Children investigated on the relationship of childrens literature with vocabulary
acquisition of kindergarten children. A quasi-experimental study was conducted involving
three kindergarten classes, with a proportionate number of boys and girls, from a public
school in Quezon City. Filipino was the first language of most of the subjects. The
medium of instruction used in the study was predominantly English. The first group was
exposed to Method 1 (story reading with unlocking of difficulty activities), the second
group to Method 2 (story reading without unlocking of difficulty vocabulary) and the
third group to Method 3 (explicit instruction in vocabulary without story reading). A pretest and post-test was given prior to and after the vocabulary acquisition sessions. Results
show that Method 1 was the most effective in contributing to the vocabulary development
of the kindergarten subjects.
In the study entitled Vocabulary Performance of the Third Year Students, Basis
for the Development of Intervention Program by Valenton (2013), games were used as a
strategy in teaching vocabulary among the students. Pre-test, Post-test and attitude
inventory show that students in the experimental group gained significantly more

22

knowledge and positive attitude towards English vocabulary than the students in the
control group. This proves that the use of vocabulary games in developing vocabulary
among students effect better learning.
The present study is similar with the local studies Concepcion, Dalay-on,
Tumbreza, Asuncion,and Valenton. because all aimed to develop the vocabulary skills of
the students through the use of different strategies. The present study also aimed in
improving the vocabulary development of the Grade Four learners but through the use of
Total Physical Response, a method of language teaching that is said to be effective in
vocabulary mastery. In addition to this, imperative sentences will also be utilized. These
are what make the present study different from the previous studies since there are still no
further research conducted using such method in teaching vocabulary locally. To sum up,
teaching vocabulary to children is indeed challenging. It is also important that teachers
should be creative and innovative in teaching so that students can enjoy and have fun in
learning vocabulary. The related literature and studies were aimed to determine the
possible relationship of the present study and the past study in vocabulary development
of pupils. There are different learning strategies and methodologies that can help improve
pupils vocabulary and this is the aim of the researcher, to utilize Total Physical Response
and to determine its effectiveness to the vocabulary development of the selected Grade
Four Learners of Sto. Cristo Integrated School. Through this, its implication to learning
the English language were drawn.

23

Conceptual Framework
This study determined the effectiveness of Total Physical Response (TPR) in
executing imperatives to selected grade four learners. The framework is encapsulated in
Figure 1.

Pre- Test

Performance Level
of the pupils

Post- Test

Effectiveness of Total Physical

Response Method in Executing
Imperatives

Implications to English language teaching

Figure 1
As seen in the framework of the study, pretest and posttest were administered to
the pupils. Both tests consist of 15 imperative drills with verbs and prepositions as the
vocabulary words which were used to find out if there is a significant difference in the
performance level of the pupils in terms of their vocabulary development.
Likewise, through the results of the pre and posttests, the pupils ability to execute
imperatives were derived. Based on the findings, implications to English language
teaching were drawn. Methodologies in teaching English in the classroom were enhanced
as well as in improving the vocabulary development of the learners.

24

Chapter 3
METHODS OF STUDY AND SOURCES OF DATA
This chapter presented the research design, subjects of the study, the method of
gathering data, the research instruments, and the statistical treatment to get the pertinent
data in the study.
Research Design
The study used the experimental design to determine the effectiveness of the
Total Physical Response Method in executing imperatives among the selected grade four
learners. Specifically, it utilized the pretest/posttest control group design. Prior to the start
of the experiment, the subjects were selected at random and assigned to the experimental
and control group. The pretests were administered to both the control and experimental
group to determine the gain scores. Likewise, results of the posttests were used to
determine the effectiveness of TPR method in executing imperatives.
Research Locale
This study was conducted at Sto. Cristo Integrated School. The Central School of
Tarlac Central District of Tarlac City Schools Division. It is located at Barangay Sto.
Cristo, Tarlac City. From a primary two-room Nipa hut light materials in 1591 to
Gabaldon type of school building in 1930. From, then, onwards school buildings were
constructed due to the increased number of teachers and pupils population. The painting
of the school building was taken effected in 1969 through the incumbent Provincial
Governor, Eduardo M. Cojuangco with the initiative and combined efforts of the
Administrator Bienvinido Dungca, the Barrio Captain, Mr. Nicanor Carreon and some

25

active officers of the PTA. At present the school has a total population of 2, 484 pupils
from primary to intermediate grade. It has a total number 61 teaching personnel and 12
non-teaching personnel.
The Respondents
The respondents of the study were the Grade Four Special Science pupils of Sto.
Cristo Integrated School enrolled during the school year 2016-2017. The class has 30
pupils which were divided into control and experimental group through a random
selection. Prior to the treatment of the Total Physical Response method, a pretest on
imperative drills consisting of verbs and prepositions was administered to both groups.
This was the basis of comparison after the treatment has been applied using the posttest.
Sampling Technique
In choosing the respondents of this study, the random sampling technique was
used. Pupils were randomly selected by using the odd-even numbers. They were asked to
count from numbers 1 to 30. All pupils representing the even numbers were control group
and those who are odd numbers belonged to the experimental group. Each group
consisted of 15 pupils. The control group was taught the traditional way while the
experimental method was taught using the TPR method of language teaching.

Methods of Gathering Data

A letter of request to conduct the study at Sto Cristo Integrated School was
prepared to seek the permission of the Principal and the Schools Division Superintendent.

26

Lesson plan in semi-detailed form was prepared prior to the utilization of the
strategy. A pretest and posttest in imperatives consisting of verbs and prepositions were
utilized to determine the gain scores using a score scale and through this the effect of the
treatment was determined. The experimentation ran for a week since the English class has
only 80 minutes allotted time. Prior to the application of TPR, pre-test was administered
to each of the pupils in each group orally. They were asked to follow certain imperatives.
A checklist for each pupil was used to check whether they are able to follow the
commands correctly. During the second day of experimentation, the control group was
taught the traditional way then the following day the TPR method was used with the
experimental group. During the application of the TPR method, the teacher made use of
imperatives using verbs and prepositions as vocabulary words. The teacher introduced the
lesson using the motivation Simon Says in which pupils were asked to follow the
commands given by the teacher. Imperatives were introduced to the pupils, as well as the
verbs and prepositions used in each command. Pictures were used to aid the teacher in
teaching the verbs and prepositions. During the enrichment activity pupils were grouped
into three. Each group were asked to follow a command in the form of a game. The group
with the most number of correctly followed commands was declared the winner.
After the application of TPR, posttest was administered. Imperative drills were
read to each of the pupils and they were asked to follow each command. The teacher
monitored if each imperative was executed correctly with the use of a checklist. The
teacher then compared if there is an increase, a decrease or similarity in the result of the
pretest and posttest.

27

Research Instruments
The research instrument used in determining the effectiveness of TPR method
was a pre-test and posttest consisting of 15 imperative drills, checklist and a score scale.
Each imperative was specifically consisted of verbs and prepositions to determine if there
is a significant difference in the performance level of the pupils in executing imperatives.
The test was made in congruence with the instructional objectives of the lessons covered
in the experimentation. A checklist was used to record each pupils score in the pretest
and posttest after which was analyzed descriptively through a score scale.
Validation of the Instrument
The researcher used the prescribed teachers guide in the learning competencies of
English IV and read supplementary books relevant to the lessons. Additional information
was noted especially with the application of TPR method in the lesson for this was vital
in measuring the performance level of the pupils. The test materials were given to the
teachers who have the expertise on the subject and each imperative was given thorough
perusal to see its relevance to the lesson. Comments, suggestions, revisions and
addendums were taken into consideration to improve the testing materials to be used. The
panels of teachers who validated the test instruments include the English school leader of
Sto. Cristo Integrated School, the district leader of Central District and the Education
Program Supervisor in English of the City Schools Division.
After the validation of the test instruments, it was administered to the respondents
of the study as pre-test then after the application of the treatment; the post test was given
to them to find out the effectiveness of the method used.

28

Statistical Treatment
The data collected was analyzed using the dependent t-test or paired sample t-test.
This is a statistical technique that is used to compare two population means in the case of
two samples that are correlated. Paired sample t-test is used in before-after studies, or
when the samples are the matched pairs, or when it is a case-control study.
For calculating the t-test, the following formula was used:

Where d bar is the mean difference between two samples, s is the sample variance, n is
the sample size and t is a paired sample t-test with n-1 degrees of freedom. An alternate
formula for paired sample t-test is:

Results of the pupils pretest and post-test were classified using the following scale:
Table 1
Scale

Classification

11-15

Very Good

6-10

Good

05

Poor

29

Chapter 4
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter mainly presents the results of the study through an experimental
design using the paired sample t-test. First, the performance level of the pupils in the pretest and post-test was addressed. Then the difference between the level of performance of
the pupils in the pre-test and post-test was drawn and the effectiveness of the TPR
method was also determined. Through the results of the study its implication to teaching
the English language was identified.

1. Performance Level of Pupils in the Pre-test and Post-test

In the study conducted by Buckman (2013) entitled Total Physical Response in
the Foreign Language Classroom, it reveals that TPR helps with vocabulary retention in
Spanish 2 students in which they scored slightly higher on vocabulary quizzes and they
personally felt as if they benefited from the use of Total Physical Response. However,
there is not a drastic change, meaning TPR helps to a degree; however, more research
needs to be done to see what other methods may lead to a greater increase in vocabulary
retention for the second year Spanish students. Buckman also recommended using Total
Physical Response in a classroom to begin introducing vocabulary because it will initially
help students to retain slightly more information; however, students will need more than
TPR to further increase vocabulary retention.
Likewise in this study, TPR was also used to determine the performance level of
the grade four pupils in terms of executing imperatives with the use of verbs and
prepositions. To determine the effectiveness of the Total Physical Response Method, pre-

30

test and post-test were used. Traditional teaching method was utilized in the control group
while the TPR method was used with the experimental group. Pupils performance level
is evaluated using a scale.
Table 1 presents the statistical data on the performance level of the pupils in the
pre-test and post-test.
Table 2
Performance Level of the Pupils in the Pre-test and Post-test
Group
Control
Experimental

Mean Pre-test
Score
6.00
6.20

Verbal
Description
Good
Good

Mean Post-test
Score
9.33
11.87

Verbal
Description
Good
Very Good

The table shows the results of the tests administered to the pupils. Results were
interpreted using a scale from 0- 15. The control group got a mean score of 6.00 in the
pre-test while 9.33 in the post-test. The experimental group obtained a mean score of 6.20
and 11.87 in the post-test. Both the control and experimental groups had a good level of
performance in the pre-test, with the experimental group scoring just 0.20 higher than the
other group. On the other hand, the experimental group had a very good performance in
the post-test (Mean = 11.87), while the control group maintained a good performance
(Mean = 9.33) but scored 3.33 mean points higher than their pre-test.
This simply means that both methods can be used in teaching imperatives since
both groups had shown a good performance in both tests. Just like the study of Buckman,
TPR can help to a certain degree however the traditional ones cannot be totally abolished
hence; they can be used as a supplemental strategy to further increase pupils vocabulary
retention.

31

2. Difference between the Performance Level of the Pupils in the Pre-test and Posttest
The study conducted by Ilwana (2011), revealed that there was a significant
difference in vocabulary achievement between students taught by Total Physical
Response and those taught by Grammar Translation Method and the group taught by TPR
had a better achievement in vocabulary mastery than those taught by Grammar
Translation Method. This can be attributed to the advantages of TPR according to Frost
(2007). Firstly, students can enjoy the learning time and it will lift the students mood, it
helps the students to acquire a target language without having them involved in a stressful
way. Secondly, the method can help students to memorize the words or phrases of a target
language easily. Thirdly, it is an effective means for young and teenage learners to learn a
target language. Furthermore, the method is suitable for large and small classes. And
lastly, the physical action presented in TPR can get across the meaning of words,
therefore it can help students understand the words of a target language and use the words
for communication.
The present study used pre-test and post-test to find out if there is a significant
difference between the performance level of the pupils with the use of conventional and
TPR method of teaching and how effective TPR is in executing imperatives. Pictures
were used during the presentation of the lesson in the conventional method while pupils
follow literally the commands using the TPR method.
Table 3 shows the difference between the performance level of both the control
and experimental group in the pre-test and post-test.

32

Table 3
Performance Level of the Pupils in the Pre-test and Post-test
Group
Control
Experimental

Mean
Difference
-3.33
-5.67

df

p-value

Conclusion

-7.513
-10.007

14
14

.000
.000

Significant
Significant

The Control group got a mean difference of -3.33 while the Experimental group
obtained -5.67. Using the conventional method, there was a significant difference
between the pre-test and post-test of the control group (t = -7.513, p = .000, df = 14). This
implies that the conventional method is still effective in improving the performance of the
pupils.
Also, with the use of the TPR method, it shows that there was a significant
difference between the pre-test and post-test of the experimental group (t = -10.007, p = .
000, df = 14). This indicates that the TPR method is also effective in improving the
performance of the students.
The findings revealed that other strategies can also be used to increase the pupils
vocabulary retention using the verbs and prepositions however to make the learning more
fun and enjoyable to the pupils TPR can also be used since it also shows improvement to
the pupils performance. This also implies that other teaching methods can be integrated
with TPR to make the teaching-learning process more effective. As stated by Brown
(2001) that children at the age between seven up to eleven years old are enthusiastic,
physically active and they are curious to know and learn everything. In addition, children
at that age do not like activity that makes them bored, useless, or too difficult to do.
Cameron (2001) also added that children are active learners that is why a teacher should

33

be able to make the circumstance of learning process suitable to the characteristics of the
children.
3. Effectiveness of Total Physical Response Method
The effectiveness of the TPR method can be nested through the skillful use of the
imperatives, Asher (2000). Through the use of different TPR teaching activities like
pointing, guessing, performing physical actions, picture work, storytelling and acting etc.,
learning the target language can be easy and fun for the pupils. The study of Sariyati
(2013) on the effectiveness of TPR method in English vocabulary mastery to elementary
school children, she concluded that TPR method is effective to vocabulary mastery of
pupils specifically on the first grade. It is supported by the post test result of the
experiment class that is significantly improved after being given the TPR method
treatment different from that of the control class after being given the conventional
method treatment.
This study aimed at determining the effectiveness of Total Physical Response in
executing imperatives and to find out how effective it is, experimental design was used
specifically the pre-test/post-test control group design. The following table presents the
effectiveness of TPR method in executing imperatives.
Table 4
Effectiveness of Total Physical Response Method
Test
Pre-test
Post-test

Mean
Difference
-0.20
-2.53

df

p-value

Conclusion

-0.435
-4.623

28
28

.667
.000

Not Significant
Significant

34

The comparison of the means of the pre-test results of both groups shows that
their performance do not significantly differ (t = -0.435, p = .667, df = 28). This means
that they are more or less at the same level prior to the implementation of the two
methods. The performance of both groups in the pre-test can be associated with their
section, since they both belong to the special science class.
However, it may be seen that there is a significant difference between the means
of the post-test results of the two groups (t = -4.623, p = .000, df = 28). This implies that
the experimental group had a better performance than the control group, which may be
attributed to the implementation of the TPR method.

4. Implications of Total Physical Response Method in Teaching English

English to the primary school students is not an easy task since it requires a lot of
creativity. According to Harmer (2001), young learners learn differently from older
learners, adolescents, and adults. They easily get bored, losing interest after ten minutes
or so. Their world is still full of enjoyable activities. If English is taught interestingly, it
will motivate them to learn it better. According to child psychology, childrens language
ability is developed through practical application; thus, the acquisition of language should
be nature and direct. Brown (2001), states that people speak first instead of both reading
and writing. In the classroom, speaking is used twice as often as listening and the most
often used skill. He also added that many teachers still apply traditional method in
teaching English for young learners. For example, teachers make the students keep
learning through teachers explanation of new words or grammar. In fact, this method is
not effective because students will easily forget the words and the material if they learn

35

different topics. Especially for young learners, those who are seven to twelve years old,
this method is uninteresting. However, there are many methods that can be used in
teaching English to young learners. But the applied methods need to be not only
interesting but also effective in teaching language. Cameron (2001) said that students will
not be able to speak foreign language well just my memorizing lists of words, repeating
mechanically some useful expressions, and so on. If young learners do not understand the
spoken language, they cant learn it effectively. Harmer (2007: 84) said that some
students forget the material easily because they are not active during learning process or
involved in learning process directly; there are no good atmosphere and environment of
learning process in the class if there is no interaction or response between students and
teacher. If students just sit in their chairs and listen to teachers explanation it will make
students bored and they will not enjoy the learning process. Harmer (2007: 84) states that
the students must be encouraged to respond to texts and situations with their own
thoughts and experiences, rather than just answering questions and doing abstract
learning activities. The teacher must give them tasks which they are able to do and
activities that will make them enjoy Teachers must make the learning fun for their
students so it will be a stress-free learning environment.