Applying total physical response (TPR) in teaching english vocabulary to grade 5 students at tran quoc toan primary school, bac ninh province

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI HUYEN APPLYING TOTAL PHYSICAL RESPONSE (TPR) IN TEACHING ENGLISH VOCABULARY TO GRADE STUDENTS AT TRAN QUOC TOAN PRIMARY SCHOOL, BAC NINH PROVINCE M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2020 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI HUYEN APPLYING TOTAL PHYSICAL RESPONSE (TPR) IN TEACHING ENGLISH VOCABULARY TO GRADE STUDENTS AT TRAN QUOC TOAN PRIMARY SCHOOL, BAC NINH PROVINCE M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2020 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ NGUYỄN THỊ HUYỀN ÁP DỤNG PHƯƠNG PHÁP PHẢN XẠ TOÀN THÂN TRONG VIỆC DẠY TỪ VỰNG TIẾNG ANH CHO HỌC SINH LỚP TẠI TRƯỜNG TIỂU HỌC TRẦN QUỐC TOẢN, TỈNH BẮC NINH LUẬN VĂN THẠC SĨ Ngành: Ngôn ngữ Anh Mã số: 8220201 THAI NGUYEN – 2020 DECLARATION I certify that the minor thesis entitled “Applying Total Physical Response (TPR) in teaching English vocabulary to grade students at Tran Quoc Toan Primary School, Bac Ninh province” is my own study in the fulfillment of the requirement for the Degree of Master of Arts at Foreign Language Faculty, Thai Nguyen University Thai Nguyen, 2020 Approved by Supervisor Student Dang Thi Thu Huong, PhD Nguyen Thi Huyen i ACKNOWLEDGEMENTS Thanks to the support of many people, this research has been completed I would like to start by expressing my great gratitude to my supervisor, Dr Dang Thi Thu Huong for her valuable comments, constant support and encouragement I also want to give my special thanks to teachers and grade students of Tran Quoc Toan Primary School for their supports in my experiment and response to my survey questionnaires Finally, I am truly grateful to my family for their wholehearted care and supporting me during the time I conducted the research and encouraging me all the time when I encountered difficulties in completing the thesis ii ABSTRACT This study was conducted to explore the application of Total Physical Response (TPR) method in teaching English vocabulary for grade students at Tran Quoc Toan Primary School, Bac Ninh province The thesis began with literature review on vocabulary teaching and TRP approach Then quasi-experimental design was applied to find out the improvement of students in retaining vocabulary by using TPR method A questionnaire was employed to 50 grade students at Tran Quoc Toan Primary School after tests and lessons with and without applying TPR method to explore the benefits and difficulties of students in learning vocabulary with TPR The findings of the research show that TPR method has been used in many subjects, and it is also applicable and effective to teach English vocabulary Therefore, the method was suggested to be exploited more in the context of teaching vocabulary for grade students at Tran Quoc Toan Primary School, Bac Ninh province iii TABLE OF CONTENT DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENT iv LISTS OF TABLES vii LIST OF FIGURES AND ABBREVIATIONS viii CHAPTER I: INTRODUCTION 1.1 Rationale of the study .1 1.2 Aims of the study 1.3 Scope of the study .3 1.4 Significance of the study 1.5 Structure of the study CHAPTER II: LITERATURE REVIEW 2.1 Vocabulary and vocabulary learning and teaching 2.1.1 Definitions of vocabulary 2.1.2 Learning vocabulary 2.1.3 Teaching vocabulary 2.1.4 Difficulty of teaching and learning vocabulary 10 2.1.5 Vocabulary retention 11 2.2 Total Physical Response (TPR) 12 2.2.1 Definitions of TPR 12 2.2.2 The characteristics of TPR .14 2.2.3 The procedure of vocabulary teaching using TPR 15 2.2.4 The Design of TPR 17 2.2.5 Techniques of TPR 19 2.2.6 Variations of TPR .21 2.7 The Advantages of TPR 23 iv 2.2.8 The Disadvantages of TPR .23 2.3 Overview of previous studies 24 CHAPTER III: METHODOLOGY 25 3.1 Research questions 25 3.2 Research Methods 25 3.3 Participants 26 3.4 Data collection 27 3.4.1 Data collection instruments 27 3.4.2 Data collection procedure 31 3.5 Data analysis 34 3.5.1 Test result analysis 34 3.5.2 Questionnaire analysis 35 CHAPTER IV: FINDING AND DISCUSSION 36 4.1 Test analysis 36 4.1.1 The students’ pre-test scores of the experimental and control group .36 4.1.2 The students’ scores in post – test 38 4.1.3 The students’ scores in post – test 40 4.2 Questionnaire result analysis 43 4.3 Discussion .45 CHAPTER V: IMPLICATIONS AND CONCLUSION 47 5.1 Conclusion 48 5.2 Implications 49 5.3 Limitations of the study 49 REFERENCES 50 APPENDIXES II APPENDIX B: VOCABULARY TEST (POSTTEST 1) IV APPENDIX C: VOCABULARY TEST (POSTTEST 2) V APPENDIX D VII v APPENDIX E IX LESSON PLAN FOR THEME 2: XI LESSON PLAN FOR THEME 3: XIII APPENDIX F XV APPENDIX G XVIII APPENDIX H XXI vi LISTS OF TABLES Table 3.1: Test description 28 Table 3.2: Questionnaire description 30 Table 3.3: Procedure of training 33 Table 3.4: Conversion of percentage range 35 Table 4.1: Students’ scores of control group in pre-test 36 Table 4.2: Students’ scores of experimental group in pre-test 37 Table 4.3: Students’ scores of experimental group in post-test 39 Table 4.4: Students’ scores of control group in post-test 40 Table 4.5: Students’ scores of experimental group in post-test 42 Table 4.6: Students’ scores of control group in post-test 43 Table 4.7: Mean scores of two groups in vocabulary tests 43 Table 4.8: Question – Students’ opinions about TPR English lessons 45 Table 4.9: Question – Students’ opinions about TPR activities 46 Table 4.10: Question – Interest in learning English vocabulary through TPR activities 47 vii APPENDIX E LESSON PLAN FOR THEME 1: WHAT’S THE MATTER WITH YOU? I Objectives: By the end of this unit pupils will be able to:  Use the words and phrases related to the topics Common health problems Ask and answer questions about Common health problems, using What’s the matter with you? I have  Improve speaking and listening skills  Solve problems in health sector II Description: Students are going to learn basic English vocabulary; they will be exposed to English by the teacher’s pronunciation and teacher’s command Listening is very important because the students will recognize English words Next, physical activities will help students acquire the vocabulary in the most natural way III Vocabulary - Flu, dizzy, cough, stomachache, rash, cough, headache, … III Teaching procedure At the beginning of the lesson, the teacher will teach the Common health problems with the use of body language, flash cards and a poster, during this session also some verbs will be taught by the use of body language Students are required to practice actions and reinforce vocabulary by the game "taking photograph" In the second stage of the lesson, teacher leads students in Simon Says to have a game with the common healthy problems vocabulary Once teacher demonstrates a few times, pass off the “Simon torch” to a student and have them lead Practice: - When teacher says one of the vocabulary words they will describe the word in action IX - When teacher describes the word in action, students will speak out this word in English Consolidation (Home-link): Teacher will summarize common health problems And then she/he will ask students to apply the knowledge they have learned to complete the report “What’s the matter with you?” What is being learned? Students learn about common healthy problems as well as improve their body language skills Moreover, they are improving their memory skills - their ability to listen, to remember, and it X LESSON PLAN FOR THEME 2: WHAT DO YOU DO IN THE FREE TIME? I Objectives: By the end of this unit pupils will be able to  Use the words/ phrases related to the topics Free time activities  Ask and answer questions about what their family members in their free time, using What does your in his/her free time? He/ She  Develop speaking and listening skills  Share their interests and hobbies with their families and friends  Choose suitable hobbies for their leisure time II Description: With this activity, students will learn about free time activities that requires social interaction and cooperative learning Also, they will be exposed to audiovisual materials in which they will interact with English vocabulary III Vocabulary: - Verbs: play, go, … - Nouns: jogging, hiking, swimming, sailing, volleyball, basketball, … IV Material: Flash cards, audio-visual materials, and a poster V Teaching procedure: The first stage of the lesson the teacher - Point the pictures & practice asking & answering question: - What does your in his/her free time? He/ She Next, teacher ask students play a game “slap board” Teach write name of free time activities on the board, divides class into two groups The teacher will say what teacher does in free time in Vietnamese The student's task is clap this word by English on the board Practice: Students work in pairs to role plays: Example: P1: What you in the free time? P2: I go fishing XI P1: What does your father in his free time? P2: He plays football Consolidation (Home-link): Teacher hands each student a worksheet with a draw of the action, and then the students must write down the name of their leisure activities What is being learned? Students learn about free time activities not just by memorizing but internalizing the words through movements so that students more enhance the words XII LESSON PLAN FOR THEME 3: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? I Objectives: By the end of this unit pupils will be able to: - Use the words and phrases related to the topics future plan Ask and answer questions about what someone would like to be in the future, using What would you like to be in the future? I’d like to be a/an - Improve their speaking and listening skills - Analyse and make decisions for future jobs by themselves - Be more responsible for their decisions II Description: Students will learn the name of the jobs III Vocabulary: - Doctor, teacher, dentist, policeman, … IV Material: Flashcards, PowerPoint and handouts V Teaching procedure: At the beginning of the lesson, the teacher shows some flashcards about jobs, then, explains the meaning of the jobs by using TPR storytelling style For example, the doctor treats people, they work in hospitals Astronauts study about space, the universe They have to work without the gravity They can work on the moon, Mars, In the second stage of the lesson, the teacher shows the flashcards and the students identify the jobs and say the words of the jobs, then the teacher pastes on the board the flash cards scrambled for the students to match the name of the jobs Practice: - Students work in pair to ask and answer about “What would you like to be in the future? I’d like to be a/an ” Give each of pair minutes to practice before coming up to the front of the class and acting out their future careers for example: - Tuan: Hello My name’s Tuan XIII - Hoa: Hi Tuan, I’m Hoa - Tuan: What would you like to be in the future? - Hoa: I’d like to be a doctor - Tuan: Why? - Hoa: I want to treat patients, and you? - Tuan: I’d like to be an astronaut because I want to work in the universe At the end, let everyone vote for their favorite play Consolidation (Home-link): Teacher creates a context for students to image that they have a pen friend from England and she/he is curious about their jobs in the future In order to inform his/her pen friends, they will write a letter to talk about what they would like to be in the future What is being learned? Students learn about the other students and the physical representation of the actions They will learn ways to ask and answer about what they want to be in the future XIV APPENDIX F STUDENTS' SCORES AND REALIBILITY COEFFICIENT OF THE TEST ITEMS IN PRETEST Number of Student Number of Items Students' Correct Answers Mean ( X ) (X- X ) (X- X )2 (X) C1 20 10.04 -4.04 16.32 C2 20 10 10.04 -0.04 0.00 C3 20 11 10.04 0.96 0.92 C4 20 10.04 -6.04 36.48 C5 20 11 10.04 0.96 0.92 C6 20 10.04 -7.04 49.56 C7 20 15 10.04 4.96 24.60 C8 20 10.04 -2.04 4.16 C9 20 17 10.04 6.96 48.44 C10 20 10.04 -4.04 16.32 C11 20 18 10.04 7.96 63.36 C12 20 11 10.04 0.96 0.92 C13 20 10.04 -7.04 49.56 C14 20 15 10.04 4.96 24.60 C15 20 10.04 -3.04 9.24 C16 20 11 10.04 0.96 0.92 C17 20 10.04 -1.04 1.08 C18 20 10.04 -4.04 16.32 C19 20 13 10.04 2.96 8.76 C20 20 10 10.04 -0.04 0.00 C21 20 10.04 -3.04 9.24 XV Number of Student Number of Items Students' Correct Answers Mean ( X ) (X- X ) (X- X )2 (X) C22 20 10.04 -3.04 9.24 C23 20 15 10.04 4.96 24.60 C24 20 13 10.04 2.96 8.76 C25 20 12 10.04 1.96 3.84 E1 20 10.04 -5.04 25.40 E2 20 10 10.04 -0.04 0.00 E3 20 11 10.04 0.96 0.92 E4 20 10.04 -3.04 9.24 E5 20 10 10.04 -0.04 0.00 E6 20 10 10.04 -0.04 0.00 E7 20 10.04 -3.04 9.24 E8 20 11 10.04 0.96 0.92 E9 20 10.04 -6.04 36.48 E10 20 10 10.04 -0.04 0.00 E11 20 12 10.04 1.96 3.84 E12 20 10 10.04 -0.04 0.00 E13 20 12 10.04 1.96 3.84 E14 20 15 10.04 4.96 24.60 E15 20 14 10.04 3.96 15.68 E16 20 10 10.04 -0.04 0.00 E17 20 10.04 -6.04 36.48 E18 20 12 10.04 1.96 3.84 E19 20 18 10.04 7.96 63.36 E20 20 10.04 -3.04 9.24 E21 20 15 10.04 4.96 24.60 XVI Number of Student Number of Items Students' Correct Answers Mean ( X ) (X- X ) (X- X )2 (X) E22 20 10.04 -2.04 4.16 E23 20 10 10.04 -0.04 0.00 E24 20 12 10.0 1.96 3.84 E25 20 10 10.0 -0.04 0.00 502 SD = = = = 10.04  X  X X M= N KR-21 = N K  M K  M  1   K 1  K (SD )  = = 3,74 = 0,715 KR-21 (pretest) = 0,715 XVII APPENDIX G STUDENTS' SCORES AND REALIBILITY COEFFICIENT IN POSTTEST Number of Student Number of Items Students' Correct Answers Mean ( X ) (X- X ) (X- X )2 (X) C1 20 10 14.48 -4.48 20.07 C2 20 12 14.48 -2.48 6.1504 C3 20 14.48 -5.48 30.03 C4 20 15 14.48 0.52 0.2704 C5 20 14 14.48 -0.48 0.2304 C6 20 14.48 -5.48 30.03 C7 20 14.48 -5.48 30.03 C8 20 13 14.48 -1.48 2.1904 C9 20 16 14.48 1.52 2.3104 C10 20 11 14.48 -3.48 12.11 C11 20 17 14.48 2.52 6.3504 C12 20 14.48 -10.48 109.83 C13 20 14.48 -6.48 41.99 C14 20 14.48 -7.48 55.95 C15 20 14.48 -7.48 55.95 C16 20 13 14.48 -1.48 2.1904 C17 20 14 14.48 -0.48 0.2304 C18 20 14.48 -7.48 55.95 C19 20 15 14.48 0.52 0.2704 C20 20 19 14.48 4.52 20.43 C21 20 14 14.48 -0.48 0.2304 C22 20 10 14.48 -4.48 20.07 XVIII Number of Student Number of Items Students' Correct Answers Mean ( X ) (X- X ) (X- X )2 (X) C23 20 18 14.48 3.52 12.39 C24 20 14.48 -9.48 89.87 C25 20 14.48 -5.48 30.03 E1 20 15 14.48 0.52 0.2704 E2 20 18 14.48 3.52 12.39 E3 20 18 14.48 3.52 12.39 E4 20 19 14.48 4.52 20.43 E5 20 18 14.48 3.52 12.39 E6 20 20 14.48 5.52 30.47 E7 20 16 14.48 1.52 2.3104 E8 20 18 14.48 3.52 12.39 E9 20 20 14.48 5.52 30.47 E10 20 17 14.48 2.52 6.3504 E11 20 15 14.48 0.52 0.2704 E12 20 18 14.48 3.52 12.39 E13 20 15 14.48 0.52 0.2704 E14 20 19 14.48 4.52 20.43 E15 20 18 14.48 3.52 12.39 E16 20 16 14.48 1.52 2.3104 E17 20 17 14.48 2.52 6.3504 E18 20 19 14.48 4.52 20.43 E19 20 20 14.48 5.52 30.47 E20 20 14 14.48 -0.48 0.2304 E21 20 19 14.48 4.52 20.43 E22 20 18 14.48 3.52 12.39 XIX Number of Student Number of Items Students' Correct Answers Mean ( X ) (X- X ) (X- X )2 (X) E23 20 19 14.48 4.52 20.43 E24 20 14 14.48 -0.48 0.2304 E25 20 19 14.48 4.52 20.43 724 = 14,48  X  X X M = N = 954.48 SD = N KR-21 = K  M K  M  1   K 1  K (SD )  20  14,48 (20  14,48)  1   20 (4,37 ) = 19   = = 4,37 = 0,84 KR-21 (posttest 1) = 0,84 XX APPENDIX H STUDENTS' SCORES AND REALIBILITY COEFFICIENT IN POSTTEST Number of Student Number of Items Students' Correct Answers Mean ( X ) (X- X ) (X- X )2 (X) C1 20 10.74 -3.74 13.988 C2 20 12 10.74 1.26 1.5876 C3 20 10.74 -5.74 32.948 C4 20 11 10.74 0.26 0.0676 C5 20 10.74 -2.74 7.5076 C6 20 10.74 -4.74 22.468 C7 20 10 10.74 -0.74 0.5476 C8 20 10.74 -2.74 7.5076 C9 20 10.74 -5.74 32.948 C10 20 15 10.74 4.26 18.148 C11 20 10.74 -4.74 22.468 C12 20 10.74 -3.74 13.988 C13 20 12 10.74 1.26 1.5876 C14 20 10.74 -1.74 3.0276 C15 20 10.74 -4.74 22.468 C16 20 10.74 -6.74 45.428 C17 20 10.74 -1.74 3.0276 C18 20 14 10.74 3.26 10.628 C19 20 10.74 -1.74 3.0276 C20 20 10.74 -5.74 32.948 C21 20 10.74 -1.74 3.0276 C22 20 10.74 -4.74 22.468 XXI Number of Student Number of Items Students' Correct Answers Mean ( X ) (X- X ) (X- X )2 (X) C23 20 14 10.74 3.26 10.628 C24 20 13 10.74 2.26 5.1076 C25 20 14 10.74 3.26 10.628 E1 20 18 10.74 7.26 52.708 E2 20 13 10.74 2.26 5.1076 E3 20 14 10.74 3.26 10.628 E4 20 19 10.74 8.26 68.228 E5 20 10.74 -4.74 22.468 E6 20 16 10.74 5.26 27.668 E7 20 17 10.74 6.26 39.188 E8 20 10.74 -3.74 13.988 E9 20 15 10.74 4.26 18.148 E10 20 17 10.74 6.26 39.188 E11 20 10.74 -3.74 13.988 E12 20 10.74 -3.74 13.988 E13 20 15 10.74 4.26 18.148 E14 20 13 10.74 2.26 5.1076 E15 20 17 10.74 6.26 39.188 E16 20 10.74 -5.74 32.948 E17 20 13 10.74 2.26 5.1076 E18 20 10.74 -1.74 3.0276 E19 20 10.74 -2.74 7.5076 E20 20 13 10.74 2.26 5.1076 E21 20 15 10.74 4.26 18.148 E22 20 10.74 -2.74 7.5076 XXII Number of Student Number of Items Students' Correct Answers Mean ( X ) (X- X ) (X- X )2 (X) E23 20 11 10.74 0.26 0.0676 E24 20 17 10.74 6.26 39.188 E25 20 13 10.74 2.26 5.1076 537  X  X X M = N SD = = = = 10,74 859,62 N KR-21 = = = 4,1 K  M K  M  1   K 1  K (SD )  20  10,74 (20  10,74 )  1   19  20 (4,1)  = 0,744 KR-21 (posttest 2) = 0,758 XXIII ... that the minor thesis entitled ? ?Applying Total Physical Response (TPR) in teaching English vocabulary to grade students at Tran Quoc Toan Primary School, Bac Ninh province? ?? is my own study in. .. NGUYEN THI HUYEN APPLYING TOTAL PHYSICAL RESPONSE (TPR) IN TEACHING ENGLISH VOCABULARY TO GRADE STUDENTS AT TRAN QUOC TOAN PRIMARY SCHOOL, BAC NINH PROVINCE M.A THESIS Field: English Linguistics Code:... the application of Total Physical Response (TPR) method in teaching English vocabulary for grade students at Tran Quoc Toan Primary School, Bac Ninh province The thesis began with literature review