A study on using total physical response method (TPR) to improve english vocabulary for the second grade students at lomonoxop primary school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ĐÀO THỊ PHƢƠNG THẢO A STUDY ON USING TOTAL PHYSICAL RESPONSE METHOD (TPR) TO IMPROVE ENGLISH VOCABULARY FOR THE SECOND GRADE STUDENTS AT LOMONOXOP PRIMARY SCHOOL (Nghiên cứu việc sử dụng phương pháp Phản xạ toàn thân (TPR) để nâng cao vốn từ vựng tiếng Anh cho học sinh lớp trường tiểu học Lomonoxop) MA MINOR THESIS (Type 1) Major: English Teaching Methodology Course code: 8140231.01 HANOI - 2019 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ĐÀO THỊ PHƢƠNG THẢO A STUDY ON USING TOTAL PHYSICAL RESPONSE METHOD (TPR) TO IMPROVE ENGLISH VOCABULARY FOR THE SECOND GRADE STUDENTS AT LOMONOXOP PRIMARY SCHOOL (Nghiên cứu việc sử dụng phương pháp Phản xạ toàn thân (TPR) để nâng cao vốn từ vựng tiếng Anh cho học sinh lớp trường tiểu học Lomonoxop) MA MINOR THESIS (Type 1) Major: English Teaching Methodology Course code: 8140231.01 Supervisor: Prof Dr Nguyễn Hòa HANOI - 2019 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true I further declare that this thesis has not been published elsewhere Author Đào Thị Phương Thảo i ACKNOWLEDGEMENTS This thesis could not be completed without the assistance of many people On this occasion, I would like to express my sincere gratitude to my supervisor, Prof Dr Nguyễn Hòa who had given me the valuable advice, guidance and also motivation to complete this thesis It is an honor for me to extend my special thanks to the Head of English Department and all of my colleagues as well as the students in class 2A1 at Lomonoxop primary school Without their help and encouragement, I would not have accomplished my work Finally, I would like to show my deepest gratitude to all of my friends and my family, especially my parents, and my brother, whose continuous encouragement, support and love have helped me pass through insurmountable difficulties during my project This thesis is expected to be able to provide useful knowledge and information to the readers I realize that it is far from being perfect Therefore it is really a pleasure for me to receive suggestions and contributions to improve my thesis Hanoi, June 2019 Đào Thị Phương Thảo ii ABSTRACT This study aims to describe how Total Physical Response improves students‟ English vocabulary retention as well as motivate them to study vocabulary This research was conducted in a class with 25 students It is a Classroom Action Research using the cycle model of Kemmis and Taggart It adopted the concurrent embedded strategy of mixed methods design Quantitative data from pre-tests and posttests as well as the result from the interviews were used to analyze the improvement of the students‟ vocabulary Qualitative data from observation, interview and the results of the questionnaire were used to figure out the students‟ attitude towards learning English by TPR The research findings showed that, there was a significant improvement in students‟ vocabulary retention after TPR was used in class Additionally, students expressed positive attitudes towards using TPR in their English vocabulary lessons These findings can lead to the conclusion that the writer concluded that teaching English vocabulary through TPR is very beneficial for the students in learning English vocabulary Therefore, the Total Physical Response method is recommended for English teachers in teaching vocabulary iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES vii LIST OF FIGURES vii LIST OF ABBREVIATIONS viii CHAPTER INTRODUCTION 1.1 Rationale 1.2 Objectives .1 1.3 Research questions .1 1.4 Scope 1.5 Significance of the study 1.6 Research outline CHAPTER LITERATURE REVIEW 2.1 Conceptual framework 2.1.1 Teaching English vocabulary 2.1.2 Teaching vocabulary to young learners 2.1.3 Teaching English vocabulary to young learners with TPR method .10 2.1.4 Attitudes 14 2.2 Previous studies 17 CHAPTER METHODOLOGY 20 3.1 Context of the research .20 3.2 Participants 20 3.3 Research design 20 3.4 Research procedure 21 3.4.1 Action research 21 3.5.2 Questionnaires 27 iv 3.5.3 Field notes .28 3.5.4 Interviews 28 3.6 Data analysis procedure .31 3.6.1 Quantitative data analysis 31 CHAPTER FINDINGS AND DISCUSSION 33 4.1 Quesion To what extent can the use of TPR method affect 2nd graders‟ vocabulary retention at Lomonoxop Primary School? .33 4.1.1 Test 33 4.1.2 Field notes .38 4.1.3 Interview 40 4.2 Quesion What are the students‟ attitudes towards using TPR in learning English vocabulary? 41 4.2.1 Questionnaire 41 4.2.2 Interview 43 4.2.3 Field notes .44 CHAPTER CONCLUSION AND SUGGESTIONS 47 5.1 Recapitulation 47 5.2 Conclusion 48 5.3 Implications 48 5.4 Limitiations 49 REFERENCES 50 APPENDICES I APPENDIX FIELD NOTES I APPENDIX LESSON PLAN II APPENDIX TEST RESULT IV APPENDIX PRE-TEST V APPENDIX POST-TEST VI APPENDIX PRE-TEST VII APPENDIX POST-TEST VIII v APPENDIX QUESTIONAIRE IX APPENDIX QUESTIONAIRE X APENDIX 10 QUESTIONAIRE RESULT XI APENDIX 11 INTERVIEW XII APENDIX 12 INTERVIEW XIII APENDIX 13 INTERVIEW NOTE-TAKING SAMPLE XIV APENDIX 14 INTERVIEW NOTE-TAKING SAMPLE XVI vi LIST OF TABLES Table 3.1 Content for testing in cycle 26 Table 3.2 Content for testing in cycle 26 Table 3.3 Field note sample .28 Table 3.4 Interview participants description 29 Table 3.5 Classification of Graded Scores .31 Table 4.1 Pre-test scores .33 Table 4.2 Post-test scores 34 Table 4.3 Paired Samples Statistics cycle .35 Table 4.4 Paired Samples Correlations cycle 35 Table 4.5 Paired Samples Test cycle 35 Table 4.6 Pre-test scores .36 Table 4.7 Post-test scores 36 Table 4.8 Paired Samples Statistics cycle .37 Table 10 Paired Samples Test cycle 38 Table 4.11 Interview result for question .40 Table 4.12 Questionnaire Analysis 42 Table 4.13 Category of the criterion 43 Table 4.14 Interview result for question 43 LIST OF FIGURES Figure 3.1 Classroom action research cycle .23 vii LIST OF ABBREVIATIONS TPR: Total Physical Response No : Number Q: Question viii Practice Production vocabulary, teacher asks volunteer to go to the board and the gestures while others guess the phrases Reading and writing: - The teacher writes all the phrases on the board and uses sentences to illustrate the words - The students practice doing actions in groups and in pairs - Game: Hot seat The teacher divides class into three teams One member from each team sits in front of the class The teacher shows the word cards containing the phrase that the students have just learnt All the team members have to the gestures without saying the phrase so that their friends can guess the phrases The fastest will get points - Teacher creates the environment so that Pictures students can put all the words they‟ve just learnt in the context by set up five corners with five pictures (Teacher prepares before the class starts) These corner will be the area for each activity („get up‟ and „go to bed‟ are in the same corner): Conner 1: Bedroom picture Conner 2: Bathroom picture Conner 3: Wardrobe picture Conner 4: School picture Conner 5: Park picture Six students at one time will go to the board and choose the word cards that teacher prepares then go to the suitable corner and the actions Teacher asks the class to describe the activities that each person and in what places using the phrases they‟ve just leant Teacher sums up the lesson III 10-12 mins 10 mins APPENDIX TEST RESULT No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Pre-test scores 11 10 9 10 10 13 12 10 11 13 11 14 10 11 10 Post- test scores 17 12 14 14 18 15 12 14 14 16 16 19 17 15 16 15 13 13 17 15 19 14 15 16 16 IV Pre-test scores 12 10 10 13 10 11 10 11 10 13 13 12 11 11 14 12 10 12 10 13 13 10 12 12 Post- test scores 20 19 20 17 19 18 19 17 20 20 20 19 19 19 20 18 19 20 20 20 19 19 18 17 17 APPENDIX PRE-TEST I Circle the odd one out (5 points) wall window breakfast bookcase get dressed zebra get up have lunch crocodile hippo bear zoo floor brush close open animal floor wardrobe door II Match the words with the correct pictures (8 points) Bear have lunch clock go to bed board snake parrot play in the park III Circle the correct answers (7 points) I have ……………… at seven o‟clock A get up B bed C breakfast When you ………….your teeth? – At six o‟clock A go B brush C have Please open the………………… A floor B wall C door He sits on the ……………………… A chair B board C bookcase There is a ……………… on the wall A zebra B table C board ………….usually like bananas A Snakes B Tigers C Monkeys This animal has no legs It is a……………… A snake B zebra C hippo V APPENDIX POST-TEST I Circle the odd one out (5 points) cupboard floor wall crocodile get up go to school animal hippo zebra table sit stand board window get II Match the words with the correct pictures (8 points) door have dinner bookcase go to school get dressed zebra hippo dinner have lunch snake close clock chair III Circle the correct answers (7 points) I have ……………… at eleven o‟clock in the afternoon A dinner B lunch C breakfast When you ………….in the park? – At five o‟clock A play B brush C have Don‟t close your………………… You need to read the story A floor B book C board He sleep on his ……………………… A cupboard B bed C window There are many animals in the zoo like zebras or……………… A animals B parrots C trees This animal is big It lives in the water It is a………… A hippo B tiger C monkey This animal has four legs It is black and white It likes grass It is a…………… A crocodile B bear C zebra VI APPENDIX PRE-TEST I Circle the odd one out (5 points) shop street station mat lemon food mango grape watermelon armchair wardrobe sofa lamp park cinema playground place bread egg potato II Match the words with the correct pictures (8 points) hospital mirror street beans swimming pool tomatoes mat bread III Circle the correct answers (7 points) My favourite place in town is the ……………… A mat B cinema C bed It is hot I want to go to the ………… to swim A bus stop B train station C swimming pool I am thirty Please give me a………………… A fish B egg C watermelon This fruit is small It is purple It is a ……………………… A grape B lemon C potato She sits on the ……………… and reads books A mirror B armchair C lamp When I look at the………… I see me A wardrobe B mat C mirror Where are the socks? - They‟re under the……………… A sofa B café C hospital VII APPENDIX POST-TEST I Circle the odd one out (5 points) lamp park bus stop hospital mango place grape mat town street swimming pool café lamp park cinema playground watermelon bread lemon apple II Match the words with the correct pictures (8 points) wardrobe lemon sofa mango lamp potatoes playground bus stop III Circle the correct answers (7 points) My favourite food is the ……………… A fish B mat C cinema My town has got a………………… A tomato B bean C playground I am hungry Please give me some………………… A book B eggs C shop I go to school at o‟clock I go to the …………………to take the bus to school A train station B park C bus stop Your………………is nice I want to sleep on it A bed B lamp C wardrobe It is brown I often eat it in my breakfast A apple B bread C tomato I want to play with my brother I can go to the……………….There are many trees there A hospital B shop C park VIII APPENDIX QUESTIONAIRE (English) This questionnaire is about your attitude towards learning English vocabulary by Total physical response method (TPR) You are required to read the statements bellow carefully, then colour in the correct columns Questions Disagree I like learning English vocabulary by doing actions Learning English by doing actions is good for me in learning English vocabulary I got better result after learning English by doing actions I can use the words I learnt in communicating with foreign people? I want to study regularly by this way IX Doubt Agree APPENDIX QUESTIONAIRE (Vietnamese) Đây bảng câu hỏi thái độ với việc học từ vựng Tiếng Anh phương pháp phản xạ toàn thân (TPR) Con đọc thật kĩ câu sau, sau tơ màu vào phù hợp Khơng đồng ý Câu hỏi Con thích học từ vựng Tiếng Anh cách làm hành động Học Tiếng Anh cách làm hành động tốt cho việc học từ vựng Tiếng Anh Sau học cách làm hành động, kết qủa học Tiếng Anh tốt Con dùng từ học để nói chuyện với người nước ngồi Con muốn thường xuyên học cách X Không Đồng ý APENDIX 10 QUESTIONAIRE RESULT No Score for each item Total Q1 Q2 Q3 Q4 Q5 score 3 3 15 3 3 15 3 3 3 15 3 3 14 3 3 15 3 3 14 3 3 15 3 3 15 3 3 14 10 3 3 14 11 3 3 15 12 2 3 13 13 3 3 15 14 3 3 15 15 3 3 14 16 3 3 15 17 3 3 15 18 3 3 15 19 3 3 15 20 3 3 15 21 3 3 15 22 3 3 14 23 3 14 24 3 3 14 25 3 3 15 XI APENDIX 11 INTERVIEW (English) Students’ attitudes towards using TPR in learning English vocabulary Guiding question: Probe questions: - What did learning - Did it help you to remember more English by doing actions words? help you in learning - Do you feel more confident when vocabulary? using English Vocabulary after learning with this method? Question - Can you use the words you learnt in speaking with foreign people? Question Guiding question: Probe questions: - How you feel about - Do you like this method? learning English - Were you happy when learning by vocabulary by doing this method? actions? - Do you want to study regularly with this method? XII APENDIX 12 INTERVIEW (Vietnamese) Thái độ học sinh với việc sử dụng phƣơng pháp TPT việc dạy từ vựng Tiếng Anh Câu hỏi định hướng: Câu hỏi gợi ý: - Học Tiếng Anh cách - Nó có giúp nhớ nhiều từ làm hành động giúp khơng? việc học tự - Sau học phương pháp này, vựng? có cảm thấy tự tin dùng từ vưng Tiếng Anh học khơng? - Con dùng từ học Câu hỏi để nói chuyện với người nước ngồi khơng? Câu hỏi định hướng: Câu hỏi gợi ý: - Con cảm thấy - Con có thích phương pháp học từ vựng Tiếng Anh không? cách làm hành động? - Con có thấy vui học phương pháp khơng? - Con có muốn thường xuyên học Question cách không? XIII APENDIX 13 INTERVIEW NOTE-TAKING SAMPLE (Vietnamese) Ngày: Thứ 3, ngày 22 tháng năm 2019 Thời gian: Từ 9h15 đến 9h 35 Tên học sinh: Ngô Hải Nam Nội dung vấn Ngƣời vấn: Chào con, họ tên đầy đủ gì? Học sinh 1: Con tên Ngô Hải Nam (cười) Ngƣời vấn: Ok Bây giờ, cô muốn biết nghĩ việc học Tiếng Anh cách làm hành động mà dạy Con có sẵn sàng để trả lời câu hỏi cô không? Học sinh 1: Có ạ! Ngƣời vấn: Câu hỏi là: Học Tiếng Anh cách làm hành động giúp việc học từ mới? Học sinh 1: Um…nhớ từ dễ Ngƣời vấn: Nó có giúp nhớ nhiều từ khơng? Học sinh 1: Có Ngƣời vấn: Ví dụ nào? Học sinh 1: Ví dụ là…tiger, crocodile, parrot, snake, um monkey Ngƣời vấn: Thế mà lại nhớ nhiều từ vậy? Học sinh 1: Um… Con… (laugh) Ngƣời vấn: Thế sau học cách có thấy tự tin dùng từ Tiếng Anh học không? Học sinh 1: Tự tin ạ? Con có Ngƣời vấn: Vì mà tự tin hơn? Học sinh 1: Vì biết nhều từ Nhưng mà giỏi từ biết thơi Ngƣời vấn: Ok Thế có nghĩ dùng từ dạy để nói chuyện với người nước ngồi khơng? XIV Học sinh 1: Có ạ, nhớ hết tên vật Con nhớ đồ ăn Mango, fish, bread,…với get up, go to school, have….br…à breakfast Ngƣời vấn: Tốt Bây câu hỏi số 2: Con cảm thấy học từ Tiếng Anh TPR nào? Học sinh 1: Con thích Vì học vui Ngƣời vấn: Tại vui? Học sinh 1: Vì chơi trị chơi để học Ngƣời vấn: Nhưng mà lúc chơi trò chơi suốt học mà phải viết không Học sinh 1: Vâng viết mà Nhưng mà chán Ngƣời vấn: Thế thích trị chơi gì? Học sinh 1: Um…Con thích trị Simon says À khơng thích trị chơi đốn hành động Con đoán nhiều hành động mà lúc bạn làm khơng giống nên khơng đốn Ngƣời vấn: Thế có muốn học cách thường xun khơng? Học sinh 1: Có ạ! Ngƣời vấn: Ok, tốt Cám ơn trả lời câu hỏi cô Bây hết vấn rồi, quà Học sinh 1: Yeah, cám ơn cô! XV APENDIX 14 INTERVIEW NOTE-TAKING SAMPLE (English) Date: Tuesday 22nd January, 2019 Time: From 9:15 to 9:35 Student’s name: Ngô Hai Nam Interview content Interviewer: Hello, can you tell me your full name? Student 1: My name is Ngo Hai Nam (laugh) Interviewer: Ok Now I would like to know what you think about learning English vocabulary by doing actions Are you ready to answer some of my questions? Student 1: Yes, I Interviewer: The first question: What did learning English by doing actions help you in learning vocabulary? Student 1: Um…remembered the words more easily Interviewer: Did it help you to remember more words? Student 1: Yes Interviewer: Can you give me examples of some words? Student 1: For example: Tiger, crocodile, parrot, snake, um… monkey Interviewer: Why could you remember more words? Student 1: Um…I… don‟t know.(laugh) Interviewer: Ok So you feel more confident when using English Vocabulary after learning with this method? Student 1: Confident? Yes Interviewer: Why? Student 1: Because I remember more words but I am only good at the words I know Interviewer: Ok So I think you can use the words I taught to speak to the foreigners, right? Student 1: Yes, I can remember all the names of animals I remember words of food: mango, fish, bread, …or get up, go to school, have…br….ah breakfast XVI Interviewer: Good! So now is the second question: - How you feel about learning English vocabulary by doing actions? Student 1: I like it because learning by this way was fun Interviewer: Why? Student 1: Because I can play games to learn I like playing games Interviewer: But you cannot play games all the lesson Sometimes you have to write Student 1: Yes, I still write But it‟s boring Interviewer: What game did you like? Student 1: Um…I liked Simon says Ah No I preferred guessing game I could guess many actions but sometimes our team members they didn‟t act out well so I couldn‟t guess Interviewer: So you want to regularly learn by this way? Student 1: Yes! Interviewer: Ok, good! Thank you very much for answering my questions That‟s all Please get your gift Student 1: Yeah, thank you teacher! XVII ... several teaching methods for language teaching Grammar translation method can be viewed as a traditional method which concentrates on memorization of vocabulary and grammatical rules It provides vocabulary. .. previous action or treatments for the next cycle In this step, the researcher analyzes the data and make the conclusion act based on the data gathered then compares them to the criteria of success... straightforward four- step model of an action research: Clarify vision and target, articulate appropriate theory, implement action and collect data, reflect on the data and plan informed action In a