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 post-tests 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 1.3 Research questions 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 nd 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 APPENDIX QUESTIONAIRE APENDIX 10 QUESTIONAIRE RESULT APENDIX 11 INTERVIEW APENDIX 12 INTERVIEW APENDIX 13 INTERVIEW NOTE-TAKING SAMPLE APENDIX 14 INTERVIEW NOTE-TAKING SAMPLE 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 APPENDIX PRE-TEST I Circle the odd one out (5 points) wall get dressed crocodile floor animal 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 When you ………….your teeth? – At six o‟clock A go Please open the………………… A floor He sits on the ……………………… A chair There is a ……………… on the wall A zebra ………….usually like bananas A Snakes This animal has no legs It is a……………… A snake V I Circle the odd one out (5 points) cupboard crocodile animal table board II Match the words with the correct pictures (8 points) door have dinner bookcase go to school get dressed zebra hippo 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 I Circle the odd one out (5 points) shop lemon watermelon lamp place 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 It is hot I want to go to the ………… to swim A bus stop I am thirty Please give me a………………… A fish This fruit is small It is purple It is a ……………………… A grape She sits on the ……………… and reads books A mirror When I look at the………… I see me A wardrobe Where are the socks? - They‟re under the……………… A sofa VII APPENDIX POST-TEST I Circle the odd one out (5 points) lamp mango town lamp watermelon 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 My town has got a………………… A tomato I am hungry Please give me some………………… A book 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 I like learning English vocabulary by doing actions for me in learning English vocabulary doing actions communicating with foreign people? I want to study regularly by this way IX 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 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 Con muốn thường xuyên học cách X APENDIX 10 QUESTIONAIRE RESULT No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 XI APENDIX 11 INTERVIEW (English) Students’ attitudes towards using TPR in learning English vocabulary Question Question XII APENDIX 12 INTERVIEW (Vietnamese) Thái độ học sinh với việc sử dụng phƣơng pháp TPT việc dạy từ vựng Tiếng Anh Câu hỏi Question 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 khơng? 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 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 đốn nhiều hành động mà lúc bạn làm khơng giống nên khơng đốn Ngƣời vấn: Thế có muốn học cách thường xuyên không? 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 22 nd 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