ARTICLE RIVIEW

HAJRAH NURUL ANNIZA

Article Indentity

Title Investigating the Influence of the TPR Method on the Development of

English Vocabulary in Small Classroom

Name of Journal/ 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL

Proceeding 2022)

Source https://doi.org/10.2991/978-2-38476-054-1_66

Authros Zul Astri, Nurmadina Hs, Nurul Fachrunnisa, Misnawati Misnawati

Article Summary

This study aims to approach children for beginners because this is one of the most important

things for the younger generation, especially for young children by using the Total Physical

Response (TPR) approach to teach basic English. vocabulary is an effective strategy for students

at the beginner level in language. When teaching students in class, teachers and lecturers do not

always consider each student's learning style as one of the many student variables [4]. Majority

teachers use their teaching styles rather than taking into account the learning styles of their

students. In this problem, teaching methodology can be included as a factor influencing students

show. Students will learn effectively if the teacher presents appropriate teaching methods to

stimulate the learning process, and will ultimately improve students performance and

achievements. As for the method used in this study, namely, (1) Research Design In this

HAJRAH NURUL ANNIZA-ARTICLE REVIEW 1

research, the researcher applies an experimental design. It is used to explain how the Total

Physical Response Method can be used to help students learn vocabulary in a variety of ways,

(2) population and sample, population. The purpose of this identification is so that the teacher

can find out students' learning styles and are more forgiving of some of the characteristics of

students as well making them easier in the process of transferring knowledge and information

although in practice there is no specific method applied by the teacher. sample Researchers used

random sampling by taking only one class as the research sample because as the previous

researcher said, there were 4 classes have the same characteristics, there are 3 types of learning

styles based on the results of the teacher's assessment are (VISUAL, AUDITORY,

KHINESATHETIC STYLE). (3) Method of Analyzing Data In analyzing the data researcher

uses mixed methods, descriptive qualitative, and quantitative methods. This is used to solve the

problems that exist from data. The researcher firstly investigated the various learning styles of

the students and then compare the results of the students’ pre-test and post-test to determine

whether or not there was an improvement in their vocabulary knowledge. Only 15.8 percent of

students were found to have a kinesthetic learning style, according to the results of research

conducted using the Learning Styles Inventory (LSI). The majority of students were found to

have a visual or auditory learning style. Based on this, the level of success achieved by students

was in the process The acquisition of English Vocabulary as a result of TPR implementation has

been significant improved

Commentar and suggestion

I read in this article that (teachers use their teaching style rather than considering the learning

styles of their students) in my opinion this is not allowed because maybe we are comfortable

with our way of teaching but students cannot catch what we describe so if we become teachers
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we have to look at the learning styles of our students because they definitely have their own

learning styles so we have to present a method or way of learning that students like.

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BIBLIOGRAPHY

Astri, Z., Hs, N., Fachrunnisa, N., & Misnawati, M. (2023, May). Investigating the Influence of

the TPR Method on the Development of English Vocabulary in Small Classroom. In 20th

AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL 2022) (pp. 771-781).

Atlantis Press.

Wahab, I., & Astri, Z. (2022). Students’ Interest in Using Semantic Mapping Technique in

Learning English Writing Ability. Journal of Indonesian Scholars for Social

Research, 2(1), 68–71. Retrieved from

https://www.ojs.ycit.or.id/index.php/JISSR/article/view/19

Astri, Z., & Wahab, I. (2018). THE EFFECT OF READING TEACHING MATERIAL FOR

DIFFERENT LEARNING STYLES IN IMPROVING STUDENTS’READING

COMPREHENSION. Jurnal Bahasa Lingua Scientia, 10(2), 215-230.

Hairuddin, N., Abubakar, M., & Astri, Z. (2022). The Utilization of Video-Based Learning in

Teaching English for Non-English Major Students. SELTICS, 5(1), 27-33.

https://doi.org/10.46918/seltics.v5i1.1156

Zul Astri, Kasmawati, Fhadli Noer, & Wahab, I. . (2022). The use of WhatsApp in learning

English during pandemic Covid-19: Students’ perception. Journal of Teaching and

Education for Scholars, 1(1), 47–53. Retrieved from

https://www.ojs.ycit.or.id/index.php/JOTES/article/view/28

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