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The problem in this research was fewer students’ motivation in learning English. This research aimed to increase students’ motivation in learning English by using the Total Physical Response (TPR) method. This research is a Classroom Action Research (CAR). The participants in this research were twenty-five students, twelve men and thirteen women in the sixth-grade of MI Sa'adah El-Islamiayah Tembilahan. The data were collected in each cycle from observation, questionnaire, and field notes. The findings of this research showed that the study by using the Total Physical Response (TPR) method has increased the students’ motivation in learning English in the sixth-grade of MI Sa'adah El-Islamiyah Tembilahan after two cycles have done. It can be seen from the result of the questionnaire, observation, and field note. In the first cycle, it was seen that there was a slight increase to the students’ motivation in learning English while in the second cycle; the students' motivation was more increased than the first cycle. Furthermore, the researchers concluded that using the Total Physical Response (TPR) method was able to increase the students’ motivation in learning English. As a recommendation, the method can be utilized to grade up the students’ better-learning motivation.

Türkçenin çocuklara yabancı dil olarak öğretimi özellikle son dönemde öncelikli bir alan hâline dönüşmüştür. Ancak literatürdeki çalışmaların hedef kitle bakımından çoğunlukla gençlere ve yetişkinlere yönelik olduğu görülmektedir. Bu yüzden Türkçenin çocuklara yabancı dil olarak öğretimi ile ilgili akademik çalışmalar ve mevcut kaynaklar yeterli seviyede değildir. Özellikle Türkçenin yabancı dil olarak çocuklara çeşitli öğretim yöntemlerine göre nasıl öğretileceğini ele alan çalışmalar konusunda büyük bir boşluk bulunmaktadır. Bu çalışmada, Türkçenin çocuklara yabancı dil olarak öğretiminde kullanılabilecek tüm fiziksel tepki yöntemi ele alınmıştır. Literatür taraması yapılarak gerçekleştirilen çalışmada, tüm fiziksel tepki yöntemi tanıtılmış ve A1 düzeyinde etkinlik tasarım örnekleri sunulmuştur. Çünkü yabancı dil olarak Türkçe öğretimi alanında tüm fiziksel tepki yöntemine yönelik yapılan çalışmalar incelendiğinde çalışmaların yöntemi öz bir şekilde tanıttığı ve kullanım örneklerine yer vermediği görülmektedir. Tüm fiziksel tepki yöntemi hem teorik hem de uygulamalı olarak ele alınarak literatüre katkı sağlanması ve çalışmanın sahadaki öğretmenlere yol göstermesi amaçlanmıştır. Özellikle A1 düzeyinde tasarım örnekleri verilerek öğretmenlerin bu çalışmadan yararlanabilmeleri, sunulan örnekleri derslerinde kullanabilmeleri ve kendilerinin de benzer uygulamalar gerçekleştirmeleri hedeflenmektedir., Teaching Turkish as a foreign language has become a priority area in the recent period. However, studies in the literature in terms of target group seems to be mostly for young people and adults. Therefore, the academic studies and resources available in teaching Turkish as a foreign language to children are not at a sufficient level. There is a great gap in the studies that focus on how to teach Turkish as a foreign language to children according to various teaching methods. In this study, total physical response method that can be used in teaching Turkish as a foreign language are discussed. The total physical response method are introduced by reviewing the literature and examples of activities at A1 level are presented. Because, when the studies on all physical reaction method in the field of teaching Turkish as a foreign language are examined, it is seen that the studies have introduced the method in a concise manner and do not include usage examples. It is aimed that the total physical response method is taken both theoretically and practically so that it contributes to the literature and guides the teachers who work in the field. Especially, it is aimed to give examples of using at A1 level so that teachers can benefit from this work, use the presented examples in their lessons and implement similar applications by themselves.

This paper is intended to report my internship experience at Institución Educativa Alfonso Spath Spath (INEDAS) located in Martínez, Cereté. The purpose of the internship was to enhance and improve 4th and 5th graders’ academic performance and change their attitude towards learning English as a foreign language. In the process, vocabulary acquisition was sought and therefore the strengthening of the speaking skill which is involved in the communicating process. This report includes brief descriptions of ICTs and the use of Web 2.0 in language teaching/ learning, Communicative Language Teaching, and the Total Physical Response approach. Moreover, it targets the relevant aspects that were part of my internship process such as objectives, problems, as well as the strategies, and means used to address those. Additionally, it highlights the context, limitations, and the opinion I had before starting it while taking part in the experience and after I finish it. Also, it details the impact it had on me, and the possible recommendations for future interns. 1. Introduction 7 2. Pedagogies 9 2.1. ICTs in Language Teaching 9 2.1.1. Web 2.0 10 2.2. Communicative Language Teaching Approach 11 2.3. The Total Physical Response Approach 12 2.4. Teacher-centered approach 14 2.5. Learner-centered approach 14 3. Methodologies 16 3.1. Chart of duties 20 4. Findings 20 5. Conclusions and recommendations 30 6. Limitations 32 7. References 35 8. Appendices 39 This paper is intended to report my internship experience at Institución Educativa Alfonso Spath Spath (INEDAS) located in Martínez, Cereté. The purpose of the internship was to enhance and improve 4th and 5th graders’ academic performance and change their attitude towards learning English as a foreign language. In the process, vocabulary acquisition was sought and therefore the strengthening of the speaking skill which is involved in the communicating process. This report includes brief descriptions of ICTs and the use of Web 2.0 in language teaching/ learning, Communicative Language Teaching, and the Total Physical Response approach. Moreover, it targets the relevant aspects that were part of my internship process such as objectives, problems, as well as the strategies, and means used to address those. Additionally, it highlights the context, limitations, and the opinion I had before starting it while taking part in the experience and after I finish it. Also, it details the impact it had on me, and the possible recommendations for future interns. Pregrado Licenciado(a) en Lenguas Extranjeras con Énfasis en Inglés Pasantías

Сегодня профессиональный преподаватель иностранного языка хорошо разбирается в различных техниках и новых подходах, знает и понимает историю эволюции методик преподавания. Современный преподаватель фактически использует различные методы и подходы, выбирая наиболее подходящие как под уровень знаний студентов, так и в зависимости от целей обучения. Преподаватель готовит свои занятия так, чтобы облегчить понимание и восприятие изучаемого языка и не полагается на какой-то определенный «наилучший метод». Преподаватели иностранных языков Башкирской академии государственной службы и управления при Главе Республики Башкортостан сочетают различные методы преподавания иностранных языков, применяя современные тенденции в методике преподавания, чтобы сделать учебный процесс более интересным и разнообразным., Today, a professional foreign language teacher is well versed in various techniques and new approaches, knowing and understanding the history of the evolution of teaching methods. The modern teacher virtually uses different methods and approaches, choosing the most suitable both for the level of knowledge of students and the purpose of studying. The teacher prepares the classes to facilitate understanding and perception of the studied language and does not rely on any particular «the best method». Foreign languages teachers of the Bashkir Academy Of Public Service And Management combine various methods of teaching, applying modern tendencies in their methods to make the learning process more interesting and diverse., Международный научно-исследовательский журнал, Выпуск 6 (120) 2022, Pages 36-38

This study aimed to investigate the impacts of total physical response (TPR) method on the fourth graders’ vocabulary ability and their perceptions toward this method. This study was conducted at Luong The Vinh Primary school. There were 30 students participating in this study and they were divided into two groups: 15 students in experimental group (EG) and 15 students in control group (CG). The students in the experimental group were taught with TPR while students in the control one with grammar translation method. A mixed method was employed consisting of quantitative and qualitative approaches. Qualitative data were from the interviews to get feedback of students’ perception and advantages and disadvantages they faced when TPR was implemented in teaching vocabulary in their classroom. Quantitative data were from the questionnaire, scores of the pretest and posttest to check the impact of TPR on students’ vocabulary ability. The study revealed that the EG had better vocabulary learning ability than the CG. They not only remembered vocabulary better but also understood the meaning of the words more easily. It also showed that students had positive perceptions in learning vocabulary through TPR. In addition, the result from the interviews also revealed a limitation that it was sometimes not suitable especially for some outstanding students in the class. The results shed light on the impact of TPR on young learners’ vocabulary ability and perceptions toward TPR and provide some valuable features for further research studies that relate to TPR method in teaching vocabulary for young learners.

This work aims to improve the practices of English as a foreign language of early children through the articulation of Neuroeducation and the Total Physical Response methodology. This work subscribes to the postmodern paradigm and the mixed educational research approach. The participants were thirty-five students from the second grade of primary education from Ecuador. The research team designed an educational intervention that mixed music and dance for creating more meaningful learning environments in language practices. The instruments used were contextualized observation, semi-structured interviews, and tests of English knowledge. The results allow determining the increase in the significant level of the classes and the motivation for learning English in all students. It is concluded that the articulation of the Total Physical Response methodology and Neuroeducation can contribute positively to the creation of meaningful learning environments and to the innovation of didactics for teaching young children of English as a foreign language.

This study evaluates the value of the total physical response (TPR) method for teaching Igbo to L2 learners. Specifically, it evaluates which of these methods is more effective. It is quantitative ...

The article deals with the role songs play in formation of the foreign grammatical communicative competence of young learners during the English lessons. The age groups are identified and peculiarities of English as a foreign language learning for every age group are outlined with special stress on young learners as the target age group. Young learners (students at the age of 6-10) have limited attention spam, that is why tasks have to be short, various and meaningful, grammar explanation should be avoided while grammatical patterns should be presented indirectly through interactive contexts. On the basis of identified needs and preferences in learning basic principles of presentation and practicing of grammatical patterns among young learners are revealed in the article. It is focused on teaching methods and techniques suitable for the target age group, among which total physical response teaching method and storytelling are chosen as the most productive ones. The article also reveals benefits of a foreign language acquisition rather than learning and overviews principles to be followed in order to create the process of acquisition in and beyond the classroom. Songs and short rhymes are chosen as an easy to remember way to present grammatical patterns. While singing songs young learners unconsciously remember not separate words but complete grammatically correct phrases or sentences and will be able to use them in other language context. Such way of presentation enables learners of primary school to develop grammatical communicative competence without direct learning. The article gives the procedure how to implement songs to develop grammatical competence of young learners.

The aim of this study is to present three contributing factors to kinesthetic learning. This study employed advanced recognition technologies, pedagogical mechanisms, and interesting activity design. First, kinesthetic learning with a speaking accuracy measuring function to facilitate English as foreign language (EFL) learning is proposed. Namely, this function is about measuring the learners’ speaking accuracy and recognizing whether their body movements and facial expressions match their English speaking content via recognition technology. This function is expected to improve the learners’ pronunciation and motivation during the experiment. Second, we propose Collaborative Kinesthetic English Learning System based on the second-language acquisition method Total Physical Response. By integrating our system with Total Physical Response, it helps the learners improve EFL learning with physical movements and stimulates their memorization and motivation from collaborative perspectives. Finally, the last significant contribution of this study is to design and implement interesting interactive activities: Experience-based Sentence-Making and Interactive Dialogue. These two activities are to help learners produce their English output. In this study, our experimental results show Experience-based Sentence-Making and Interactive Dialogue can significantly improve EFL learning.

The research presents about the effect of total physical response technique toward the students’ speaking ability at the first grade of SMA Negeri 2 Kolaka. It was based on the research question” Is there any effect of total physical response technique toward the students’ speaking ability at the first grade students at SMA Negeri 2 Kolaka?’. The objective of this research was find out the data and information whether there is an effect of total physical response technique toward the students’ speaking ability at the first grade of SMA Negeri 2 Kolaka. The design of this research was pre-experimental design which one group pretest and posttest design. The subject of this research was class X3 of SMA Negeri 2 Kolaka consisted 22 students based on purposive sampling. The research consist of two variable, they are independent variable and dependent variable. The independent variable was Total Physical Response while the dependent variable was the students’ speaking ability. The instrument of the research was oral test which is recommended by Ur (1996). The data were analyzed by using inferential and descriptive statistic. The inferential statistic was used to examine the hypothesis, while the descriptive statistics was used to describe the students’ characteristics score such as mean score, frequency, minimun and maximun score in both pretest and posttest session. Based on findings in this research, it can be confirmed that the students’ mean score of post-test (3,9) is higher than pre-test (2,25). Standar deviation of post-test (0,541 ) was smaller than the the standard deviation of pre-test (0,668), and the value of tcount (11,2) was bigger than ttable (2,080) at the significant level 0,05 and degree of freedom = 21, it means that H0 was rejected and H1 was accepted. It can be concluded that there is an effect of total physical response technique toward the students’ speaking ability at the first grade of SMA Negeri 2 Kolaka.

The purpose of this study was to describe the use of Total Physical Response (TPR) method on early childhood English Language Teaching (ELT) at Panti Asuhan Yauma Jakarta and to know the students’ response after learning English using TPR method. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta . The class consist of 6 students which their age was around 5 to 11 years old. The data collected through observation and interview both teacher and students. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 6 (six) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, speaking easily,and intonation. The results showed that there was any improvement on vocabulary score about 26.16 and comprehension score about 27.16. The research finding firstly showed the TPR method was able to be applied to children because they enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for early childhood. It was proved by the score from pre-test and post-test.

Educators and policy makers have increasingly recognized the importance of computational thinking (CT). Despite the growing body of CT literature, how to cultivate CT is still underexplored and undertheorized in early childhood education. Informed by Piaget’s Theory of Cognitive Development, this exploratory study was conducted with a focus on three CT skills: pattern recognition, sequencing, and algorithm design. The framework for the study was developed in two stages. First, we designed two sets of unplugged activities (relying on tangible materials), aiming to (1) provide students with more concrete experiences of CT and (2) equip them with the necessary vocabularies/instructions for the subsequent plugged activity (with a digital device). The theoretical foundation for such an unplugged and plugged design comprised Piaget’s Theory of Cognitive Development and Asher’s Total Physical Response. In the second stage, we offered our CT course in a kindergarten in Hong Kong, involving six teacher participants and a total of 11 students from K1 to K3 (aged 3 to 6). After 10 h of CT training, almost all students demonstrated their mastery of pattern recognition and sequencing. However, the K1 students could only partially complete the tasks of algorithm design while the others generally reached the target level of achievement. Strengthening preschoolers’ training on CT language and differentiated instruction are some possible strategies to improve the CT instructions.

The purpose of this study is to find out how the application of the Total Physical Response method in an effort to improve English language skill. The subjects in this study were the college students of Potensi Utama University in Medan. While the object of this research is the application of the TPR method, to improve students' skill to speak English. Based on the results of the study it can be seen that the percentage of the results of the completeness of the students' scores between the preliminary conditions and the first and the second cycle has increased. In the preliminary conditions the percentage of completeness in student grades is only 24%. In the first cycle, the percentage of completeness of students' scores increased to 40%, while in the second cycle there was a significant increase to 68%. If a comparison is made between students 'speaking abilities during the preliminary conditions and after the application of the TPR method, there is a 53% increase in students' English speaking skill using the TPR method. Thus it can be said that the use of the TPR method can improve students' English skill in the procedure text. Keywords: Speaking skill, Total Physical Response method

The аrticle deаls with the wаys of tаckling the problems of primаry school foreign lаnguаges teаchers’ re-trаining аbroаd; It аlso exаmines the issues of quаlity аnd efficiency of foreign lаnguаges teаchers аs well аs the implementаtion of concept of innovаtive educаtion for pre-school аnd primаry school teаchers аnd future foreign lаnguаges teаchers. There are two main reasons behind the introduction of foreign languages in primary classrooms. The first is the belief that ‘the younger the better’, the idea that young children are intrinsically better language learners, and will therefore become more proficient more quickly. The second is that in an increasingly globalized world, intercultural competence is essential, and that it is important to awaken children’s interests in other people and cultures at a time when they are open and receptive. Advantages in early learning of foreign languages, as well as methods and approaches conducing the formation of communicative competences in foreign languages for pre-school and elementary school children are considered in this article.

This research aimed to increase the English vocabulary mastery of the deaf students, especially in the material of instruction by using the total physical response method with word wall picture in the first grade of SMP Luar Biasa Negeri Martapura in the academic year of 2014/2015. The subject of this research consisted of 9 students. The method used in this research was Classroom Action Research (CAR) designed based on the model proposed by Kemmis and McTaggart. This research was conducted in three cycles, in which for each cycle consisted of 3 meetings. It consisted of a planning phase, acting, observing, and reflecting. To answer the research questions, qualitative and quantitative were collected. The qualitative data were obtained through observation, while the quantitative data were obtained through tests and a questionnaire. The result showed there was an increase of the deaf students’ English vocabulary mastery. The pre-cycle test mean score was 48.89, while the mean score in the test of cycle 1, cycle 2, and cyle 3 was respectively 56.67, 63.89, and 78.89. So, the criteria of success had been achieved. The data obtained through the questionnaire showed there was a positive response given by the students in the teaching-learning process of English vocabulary using the total physical response method with word wall picture. In which the mean score of the pre-questionnaire was 32.22%. Then the mean of the post-questionnaire was 77.04%, so it increased as much as 44.82%. Furthermore, the results of observation showed that deaf students were motivated in the teaching-learning process during the implementation of total physical response method with word wall picture. Keywords: Total physical response, word wall picture, vocabulary mastery, deaf students, and classroom action research.

This article covers ways to learn English, which is one of the most pressing issues to day. In this article, explained new methods of how to learn English language faster and how to learn it.

This essay has been prepared in order to explain the usefulness of the method for language learning called total physical response (TPR), with a focus on the development of skills for expression in English and in the context of pandemic, as well as the confinement produced by the COVID-19 around the world. The author's vision about the chosen topic is presented within the text and it is recognized that the total physical response system combines the use of body expression as a way to channel learning in a fun and enjoyable way, as it is based on the acquisition of linguistic knowledge in a similar way to know the mother tongue with parental support. It was concluded that the model explained here may represent an opportunity in the midst of the adversities gestated with the SARS-CoV-2 for teachers to enrich their educational practices so that students internalize knowledge, in a way that is not closed to their needs for comfort and identification with those who have to unravel in the relevant classes., Este ensayo ha sido elaborado con la finalidad de explicar la utilidad del método para aprendizaje de lenguas denominado como total physical response (respuesta física total, TPR), con enfoque en el desarrollo de las competencias para la expresión en inglés y en el contexto de la pandemia, así como el confinamiento producidos por la enfermedad COVID-19 en todo el mundo. Se presenta dentro del texto, la visión del autor acerca del tópico escogido y se reconoce que el sistema de total physical response combina el uso de la expresión corporal como forma para canalizar el aprendizaje de forma divertida y amena, pues se fundamenta en la adquisición de saberes lingüísticos de manera similar a la manera en que se produce para conocer la lengua materna con apoyo de los padres. Se concluyó que el modelo aquí explicado puede representar una oportunidad en medio de las adversidades gestadas con el SARS-CoV-2 para que los docentes, bien sea de forma presencial, semipresencial o remota, puedan enriquecer sus prácticas educativas de manera que los alumnos internalicen los conocimientos, de una forma que no resulte cerrada ante sus necesidades de comodidad e identificación con aquellos que se ha de desentrañar en las clases pertinentes.

Using the concept of a journey through time, this article examines the theoretical foundation underpinning the use of digital storytelling as a pedagogical tool in the language classroom. It describes the arguments developed by Dewey, Piaget and Vygotsky, which form the basis of social constructivist theory and the work of Kolb from which experiential learning theory was developed. It goes on to describe how these theories are reflected in pedagogical approaches to language learning, from Asher’s total physical response approach, to Blaine Ray’s TPR storytelling and finally to the development of digital storytelling by Lambert and Atchley. Along this journey, the reader is able to pause and consider progressive theories of education and to take account of cognitive development and sociocultural theory. The significance of experience in the learning process and the value of a physical response becomes evident and the benefits of telling stories, whether these are told in the traditional way or through the use of digital technology is apparent.

The main objective of our master's thesis is to offer educational resources to improve the teaching of Spanish as a foreign language aimed at three-year-old students with a diagnosis of Sensory Processing Disorder. To do this, in the first place, we turn to the studies developed by Arries (1999); Kleinert, Cloyd, Rego, and Gibson (2007); Skinner and Smith (2011) on this condition and how it affects the learning of a second language and then we configure the method of Total Physical Response of Ayres (1954-1998), a technique that is considered effective for teaching a second language to students. with learning disabilities, which consists of the use of gestures, modeling and commands. For this reason, a didactics based on activities designed from the method of Total Physical Response aimed at children between 3 and 4 years old was developed and it was concluded that it can be carried out within a children's classroom and would help students teachers to have a base to begin working with students who present the diagnosis of sensory processing disorder and contribute to the learning of the Spanish language through movement and fun. El objetivo principal de nuestro trabajo de fin de máster es ofrecer recursos educativos para mejorar la enseñanza del español como lengua extranjera dirigida a estudiantes de tres años de edad que presentan un diagnóstico de Trastorno de Procesamiento Sensorial. Para ello, en primer lugar, acudimos a los estudios desarrollados por Arries (1999); Kleinert, Cloyd, Rego, y Gibson (2007); Skinner y Smith (2011) sobre esta condición y como afecta el aprendizaje de un segundo idioma y seguidamente configuramos el método de la Respuesta Física Total de Ayres (1954-1998), técnica que se considera efectivas para la enseñanza de un segundo idioma para estudiantes con discapacidades de aprendizaje, que consiste en el uso de gestos, modelaje y comandos. Por esto, se elaboró una didáctica basada en actividades diseñadas desde el método de la Respuesta Física Total dirigida a niños entre 3 y 4 años y se llegó a la conclusión que la misma se puede llevar a cabo dentro de un aula infantil y ayudaría a los maestros a tener una base para comenzar a trabajar con estudiantes que presenten el diagnóstico de trastorno de procesamiento sensorial y coadyuve en el aprendizaje del idioma español a través del movimiento y la diversión.

Secondo la metodologia glottodidattica del Total Physical Response (TPR), l'ascolto è il canale più valorizzato, in quanto la comprensione orale è fondamento di una reale e naturale competenza linguistica: l'acqquisizione di una lingua seconda è essenzialmente un processo implicito, poiché l'acquisizione della conoscenza linguistica non è, per lo più, sotto l'esplicito controllo sotto la conscia consapevolezza dello studente, che apprende la grammatica. Nel TPR il docente fornisce agli studenti un input verbale formato da comandi al quale essi rispondono fisicamente, con compartimenti non verbali, ovvero eseguendo i comandi dati: essi vanno da semplice ordini del genere "apri la porta" a lunghe sequenze di azioni e comportamenti diversi; tali comandi, a livello linguistico, possono contenere tempi verbali diversi, forme negative, sinonimi o contrari, espansioni più o meno lunghe e complesse, per proporre un input linguistico ricco e variato. Così l'input verbale è arricchito da gesti, disegni, oggetti, immagini per facilitarne la comprensione, vera modalità dell'effettiva acquisizione della L2 ovvero della lingua latina, almeno ai livelli iniziali. In questa conferenza si proporranno due esempi di proposte didattiche alla luce della lingua latina, in sinergia con il Cooperative Learning che costituisce una specifica metodologia di insegnamento attraverso la quale gli studenti apprendono in piccoli gruppi, aiutandosi reciprocamente e sentendosi corresponsabili del reciproco percorso. L'insegnante assume un ruolo di facilitatore ed organizzatore delle attività, e vuole anche perseguire obiettivi educativi secondo i quali gli studenti sviluppano determinate abilità e competenze sociali: la collaborazione.

Learning a foreign language is quite common for children to improve their abilities. Moreover, teaching a foreign language to younger students (K-12) is also crucial to enhance their foreign language proficiency level in many societies. This review aimed to describe the effects and limitations of using Total Physical Response (TPR) in foreign language classrooms. TPR is a good teaching method to teach younger students (K-12) to learn a foreign language. This review mainly focuses on (1) the positive functions of using TPR (2) how and when to use TPR in an appropriate way (3) TPR still has some limitations.

Romanian is a Romance language and it is not a widely spoken language. Twenty seven universities out of over eighty public and private universities in Romania offer the preparatory year for learning Romanian for foreign citizens. The present article focuses on methods of using English as a tool in teaching Romanian language for foreign students. It also provides recent theoretical literature and practice in the area of teaching methodology and approaches the issues arising while teaching Romanian language, using traditional methods: the direct method, grammar-translation, audio-lingual, the structural approach, total physical response, communicative language teaching, the silent way, community language learning, immersion, task-based language learning, the natural approach, the lexical syllabus, just to mention few of them suggested by Dave Willis.

This research aims to analyze strategies and methods of learning Arabic vocabulary that is tailored to the level of students. The research method is library research which is some of the data resources took by books and journals; then researchers analyze the data with content analysis methods. The problem which mostly figured out by students in learning Arabic is their lack knowledge of understanding its vocabulary, the problem which mostly figures out by students in learning Arabic is short of knowledge in vocabulary and understanding its meaning. Those impact to the low skills of students in learning the Arabic language. So, there is a need for vocabulary learning strategies and methods that are appropriate to the level of students. The results found that there were strategies and methods which appropriate to the level of students for the primary level (mubtadi'): (1) the mim-mem method, and (2) the singing method, for the intermediate level (mutawasiṭ): (1) Total Physical Response (TPR) method, (2) effective demonstration method, and (3) direct method, and for advanced-level (mutaqaddim): (1) reading method, and (2) cognitive method.

The purpose of this report is to put in evidence my experience, personal and professional growth gained, as well as negative implications and limitations presented when designing material as an intern at Cordoba Transformada, specifically in Cordoba: Mis Primeros Pasos - Speakers, an internship program held by The University of Cordoba, in Monteria, Colombia. The purpose of the internship was to teach English as a Foreign language to children from a Child Development Center named El Recuerdo, located in the southern part of the city. Nevertheless, COVID-19 emergency alert arose and the CDC closed its gates. Preceding its closure, this internship requirement changed, Speakers team was asked to design material implementing virtual educational tools to be developed when conditions permit. The aforementioned material resulted to be a project reflected in a macro unit whose main goal is to assure a meaningful english first encounter to early aged kids. My report is focused on an EFL association implementing methodologies such as Phonics in Early Childhood, Project-Based Learning (PBL), Total Physical Response (TPR), and English in Early Childhood supported by approaches and pedagogies explained in detail in the following chapters. 1. INTRODUCTION ............................................................................................................. 1 2. PEDAGOGIES ................................................................................................................... 4 2.1. Phonics in Early Childhood ............................................................................................. 4 2.2. Total Physical Response (TPR) ...................................................................................... 6 2.3. Project-Based Learning (PBL) ........................................................................................ 9 2.4. English in Early Childhood ............................................................................................ 11 3. METHODOLOGY ........................................................................................................... 14 4. EXPERIENCE .................................................................................................................. 18 5. CONCLUSIONS, RECOMMENDATIONS, AND LIMITATIONS .............................. 27 REFERENCES ..................................................................................................................... 29 APPENDIX ........................................................................................................................... 31 ANNEXES ............................................................................................................................ 38 Article Pregrado Licenciado(a) en Lenguas Extranjeras con Énfasis en Inglés

The teaching of vocabulary is very essential in teaching a particular language. In Indonesia, English is taught from kindergarten up to higher educations. Unfortunately not all of the teachers in those levels especially in kindergartens and primary schools major in English or at least have good English proficiency. That is why English Language Education Study Program, the Faculty of Teacher Trainings and Educational Sciences, Pakuan University always conducts community service to provide trainings to teachers from any part of the city. The first thing done before the community service was doing need analysis. In 2019, the result of the need analysis was the teaching of vocabulary which is fun and meaningful. 28 teachers were involved in this research. They were divided into two groups to conduct experiment. From the experiment, it is proven that the training given to the teachers increase their understanding about TPR and the teaching of vocabulary. The teachers were also given questionnaire to find out their perception on the use of TPR and YouTube and from the questionnaire the teachers think that their knowledge on the teaching using TPR increased their knowledge and they can find benefits in using TPR and YouTube in the classroom namely: the use of TPR itself can help them accommodate students’ different learning styles, teach vocabulary in context so that it is more meaningful, and the teaching learning situation becomes more fun.

Foreign languages learning, especially English is needed to face 4.0 revolution industries. Everything related to technology always uses English as its main language. Therefore, English should be introduced since early to optimize English ability. One of the problems for Indonesian people in learning English is the English position that usually known as a foreign language. This should be one of the biggest things that must be considered by the Indonesia Government to be able to communicate whether with the international or technology world. The introduction and learning of English from an early age can overcome difficulties in understanding and using foreign languages in everyday life. Total Physical Response (TPR) Method application in English Learning are one of the most appropriate and effective for being applied in teaching and learning process in the classroom for the level of Early Childhood Education (PAUD) or Kindergarten (TK) especially for TK / KB Islam Al-Ikhlas Tenggilis - Surabaya as one of the pilot Islamic kindergartens in Surabaya

When teachers teach the English vocabulary about parts of the body, they use rhythm and body movements while mentioning its name. It is called Total Physical Response (TPR) method. This article investigates the implementation of the TPR method used by three teachers in teaching English vocabulary to young learners. Additionally, the researchers investigated the problems faced by the three teachers as well as potential solution for those problems. In this research, the researchers used qualitative descriptive to understand the way teachers implemented TPR in their classrooms. Data from this study indicates that, from the thirteen principles of TPR method found that; Teacher 1 (T1) used seven principles in the 1st observation and six principles in the 2nd observation, and Teacher 2 (T2) only used one principle in the 1st observation and two principles in the 2nd observation. Then, Teacher 3 (T3) used two principles both in the 1st and the 2nd observation. The difficulties faced by those three teachers implementing TPR stemmed from their lack of understanding about the implementation of the TPR method even they did not distinguish the appropriate theoretical basis of TPR. Finally, to address challenges in implementing TPR, the teachers expect additional training related to teaching English to young learners especially with a specific theory related to TPR method so that they can implement it well and have more practice with the principles of TPR method in teaching English to young learners. Â https://doi.org/10.26803/ijlter.18.1.7

The issue of preserving young learners’ health under the conditions of constantly increasing educational pressure has concerned the pedagogical society for decades. The article focuses on physical activities integrated into language lessons and offers definitions of the terms “a physical activity break”, “a PE break”, “a dynamic break”. A physical activity break is a short break from studies for a set of special exercises aimed to prevent fatigue and other unfavourable consequences of learning activities. The term “a dynamic break” or “a PE break” is commonly referred to as the time allocated for physical activity during the lesson (Vajner, Kastyunin 2012). In our opinion, since a dynamic break or a PE break is a special time for physical activity breaks, and the two concepts are closely linked with each other, a sustainable word combination “physical activity and dynamic breaks” was formed in national methodological research. In our research, particular attention is devoted to the classification of physical activity and dynamic breaks. A thorough examination of scientific and methodological literature has shown that there is no unique generally accepted classification of physical activity and dynamic breaks for young learners. Moreover, there is no such classification for children who are learning English as a foreign language. It is for this reason that we introduce an original classification of physical activity and dynamic breaks for English lessons at primary school. It is based on the development of young learners’ language skills, i. e. pronunciation, vocabulary and grammar skills. This classification includes articulation and breathing exercises, Total Physical Response (TPR), physical exercises for different parts of the body and special exercises for fingers fatigue prevention. We recommend introducing songs, chants and poems, videos, sketches, educational games, and mini-games in the course of physical activity and dynamic breaks. Physical exercise promotes physical and emotional discharge as well as helps young learners to transit from one activity to another, it has a favourable effect on pupils, and makes a positive impact on the acquisition of learning material. The younger the children, the greater their need for physical activity, and the higher the importance of physical activity and dynamic breaks during the lesson. The article offers examples and recommendations for physical activity and dynamic breaks on the topic “Animals” for young learners (2nd form, the first year of English instruction).

Preface -- Acknowledgements -- CHAPTER: THE BRAIN AS BACKGROUND -- Right Brain/Left Brain -- The Theory of Leslie Hart -- CHAPTER 2: THE CONTRIBUTION OF LOZANOV -- The Mental Reserve Capacities -- The Limiting Social Suggestive Norms -- The Key Principles of Suggestology -- The Rok of Suggestion -- The Anti-Suggestive Barriers -- Lozanov's Means of Suggestion -- Authority -- A Childlike State -- Pseudopassiviiy -- Doubleplaneness -- Peripheral Stimuli -- Lozanov'sSuggestopedia -- The Means of Lozanov's Suggeslopedia -- CHAPTER 3: LANGUAGE ACQUISITION! -- LANGUAGE LEARNING -- The Pioneering Work of Krashen, Asher and Terrell -- The Work of Stephen Krashen -- Krashen's Five Hypotheses -- Two Successful Models for Second Language Acquisition -- The Total Physical Response Approach (TPR) -- The Natural Approach -- CHAPTER 4: THE ACT MODEL OF ACCELERATIVE, FULL-SPECTRUM LEARNING -- Overview -- Bridging Conscious and Subconscious Elements -- The Role of Suggestion -- The Role of the Physical Environment -- The Role of the Teacher -- CHAPTER 5: SOME "HOW-TO'S" OF SUGGESTION -- Meditation and/or Centering Techniques -- Visualization Techniques -- Rapport-Building Techniques -- Acknowledging Eyes -- Voice Intonation -- Body Presence -- Entrainment: Our Intimate Dance of Communication -- How WeDress -- CHAPTER 6: THE EVOCATIVE POWER OF WORDS Speaking to the Whole Person -- Words as Catalysts -- Words for Seeing and Hearing and Feeling -- The Use of Metaphors -- A Guided Fantasy Recalling a Positive Learning Experience -- TempoinGuidingFantasies -- Degree of Directiveness -- Embedded Suggestions -- Embedding Direct Suggestions -- Anchonng -- The Stoiy as Metaphor -- Commentary -- Pacing -- Leading -- Positively Suggestive Language and Images -- Positive Inter-Personal Relations and Group Interaction -- Renewed Doubt and Challenge -- Future Pacing -- Name Symbolin -- CHAPTER 7: GET11NG STARTED RIGHT -- Crucial First Impressions -- Before the Course Begins -- The First Day of Class -- TheRoom -- General Arrangement -- Purposeful Use of Visual and Peripheral Stimuli -- Student Sealing -- First Contact -- Non-Verbal Messages -- Opening Welcome -- Grades and Dispelling Fear of Failure -- Invitation into a New Language -- Invitation to Play: Assuming aFanlasy Identity -- Language through Actions: An Initial Semi-Silent Period -- CHAPTER 8: THE ACT TEXT -- Main Features -- Commcreial Texts -- Supplementary Materials for Grammar and Practice -- CHAPTER 9: MUSIC AND THE PRESENTATION OF MATERIAL -- The Role of Music -- Background Music before Class and during Breaks -- Background Support for Guided Fantasies and Relaxations -- Songs: Folksongs, Popular Songs, Classical Art Songs, and Fol.kdances -- General Background Music: To Use or Not to Use -- The Presentation of New Material: Musical, Relaxed. Global and Multi-Modal -- The Global Prelude -- The Concert Presentations -- The First or Active Concert -- 'The Second orPassive Concert -- CHAFFER 10: THE ACTIVATION PHASES -- Retrieving and Using What Is Learned -- Activation Is More Than Speech Production -- Setting the Stage for Easy Activation -- Puppets and Rapport -- Primary Activation Activities -- Whole Group Choral Echo/Antics -- Role Reading in Diads or Triads -- Individual or Small Group Role Reading -- Ccwnprehension Check -- Secondary Activation Activities -- Appealtothelmagtnauo -- Using Props -- Singing. Miming and Dancing -- Drama*izations -- Games -- The Accelerative Snowball Effect -- CHAPTER 11: ERROR CORRECTION, GRAMMAR ANDHOMEWORK -- Error Correction -- TheRole of Grammar -- Homework -- CHAFFER 12: DOCUMENTED RESULTS I -- The ACT Courses at the University ol Massacbusetts at Boston -- ACT German Courses at the University of Massachusetts at Boston -- ACT German: Level I -- Students -- ClassForrnat -- Method -- Physical Setting -- Instructional Materials -- Credits -- Grades -- Requirements -- EvaluationandTesting -- Video Taping and Outside Observers -- The Students Own Post-Course Evaluations -- Testing -- Conclusions -- ACT German: Level II -- Rationale -- Level 2 Objectives -- Students -- Class Format and Facilities -- Melhod -- Materials -- Credits, Grades and Requirements -- Evaluation, Testing, and Results -- Standardized Testing -- Video Taped Drama Peiformance -- Conclusions -- CHAPTER 13: THE ACT APPROACH FOR THE US. ARMY -- A Documented Experiment -- Background -- Purpose -- Objectives -- Description of Course -- Student Selection -- Language Background -- Tablel -- Disparity in Linguistic Background -- Pre-Testing -- Course Format -- Course Materials -- The Instructional Environment -- Physical Setting -- Psychological Setting and Psychological Means -- First Contact -- Guiding the Emerging Group Dynamics -- First Day of Class -- Establishing Rapport -- Integrating the Total Physical Response Approach (TPR) -- The Use of Music -- Activation Techniques: From Skits to Formal Briefings -- ATypicalDayinCbss -- The Snowball Effect of Success -- CourseEvaluation -- Procedures and Tests -- The Defense Language Proficiency Test (DLPT) -- A Special Task Oral Eram (STO) -- Scoring -- Listening and Reading -- Speaking -- ResultsandDiscussion -- Table 2 -- Discussion -- DLPT Listening Comprehension -- DLPT Reading -- STO Listening -- STO Speaking -- Other -- Comparing the Experimental Course with Regular Devens Geniian Courses -- Comparing the Achievement of Course Objectives -- Table3 -- Comparing DLPT Scores -- Table 4 -- Discussion -- CHAPTER 14: TESTING -- Some Personal Thoughts on Its Use and Abuse -- Testing to Demonstrate Course Effectiveness -- Other Ways of Knowing about Course Effectiveness -- Testing and Homework to Produce Grades -- An Expenment with More Homework and Tests -- Some Concluding Thoughts on Our Obsession with Testing -- APPENDICES -- Appendix 1: ACT Text Exceipt -- Appendix 2: Activation Ideas -- Appendix 3: ACTFL Provisional Proficiency Guidelines -- Appendix 4: Defense Language Institute (DLI) Skill Level Descriptions -- REFERENCES -- BIBLIOGRAPHY.

The objectives of this study are to find out whether there is any significant effect of Total Physical Response (TPR) method on students’ achievement reading procedure text to the tenth grade students in one of Indonesian state vocational schools. This study is designed by using experimental method. It aims to know the effect of TPR method on students’ achievement reading procedure text. In this research, the tenth Grade were the population consisting of 572 students. Then, the researcher applied cluster random sampling to get 2 classes which have 78 students. Then the data was collected by using instrument. The instrument used is multiple choices test in which is the test divided post test and pre test. It showed that the scores got by students in X variable is 70.26 in which categorized to the good category. Afterwards, the scores got by students in Y variable is 62.95 in which categorized to the enough category. It is found that the result shows the score of t test > t table (3.91> 2.00). It means that there was any significant effect of Total Physical Response (TPR) Method on students’ achievement reading procedure text.

This study aims to understand the use of Total Physical Response or TPR method to improve English vocabulary skill of students with mental retardation. Students with mental retardation are students who have an IQ score less than 70 on a psychological test of intelligence; therefore, they have difficulty in learning including learning English. TPR is a fun method to teach students with mental retardation. The subject of this study was eight students with mental retardation of the 11th grade in SLB N Kota Magelang. To investigate the TPR method, the researchers did direct teaching to the students. Pre-test was given before TPR method was employed then post-test was done afterwards. By comparing the pre-test and post-test score, the result shows that the students’ average score increases after the TPR method was implemented. The highest score in pre-test is 90 and the lowest score is 60. Meanwhile, the highest score in post-test is 100 and the lowest score is 70. The average score in pre-test is 71,25 and the average score in post-test is 87,50. It can be concluded that Total Physical Response method was successfully implemented in increasing the students’ English vocabulary skill.

Vocabulary is the foundation of the language. It is used to communicate for both oral and written communication. Business terms are used to communicate in the business world activities. It may relate to economic, accounting, banking, tourism, hotel, and others business field. This paper focused on the use of flash cards in enriching the students’ business terms mastery based on the writers’ experience. There are some activities may occur in the classroom by using flashcards. It is classified as memory activity, drilling activity, identification, and Total Physical Response (TPR) activity. They are an abundant approach to present, practice and recycle vocabulary.

The study was conducted in Madrasah Tsanawiah (MTs) Totolisi Sendana Majene Distric, West Sulawesi Province, this school was chosen purposively based on several considerations, namely: 1) the lack of number of English teachers, 2) the minimum number of learners is proportional to their interest in learning English, 3) the methods used by educators are less creative and innovative. Based on the issues raised in this study, the research entitled "The Effect of TPR (Total Physical Response) Method on Improving Learning Outcomes through Story Telling Activity English" is a method of Quasi Experimental Design research which in this study using a model that is two groups pretest-posttest design. The research design used in this study is a research model conducted by involving a comparison group ". Thus the treatment results can be known more accurately, because it can compare with the situation before being treated and compare methods applied by the English teacher. Based on the descriptions, it can be concluded that There is an influence between the learning value of English learners at the time before and after the implementation of TPR method of Total Physical Response) through story telling activity to students of Madrasah Tsanawiah (MTs) Totolisi Sendana Majene district. There is an increase in the average value in the experimental group that has the average value of pre-test of 47.26 after being given treatment in the form of application of TPR method (Total Physical Response) through the activity of storytelling, the result of the value of English increases with the average value post-test of 68.44. While in the control group did not increase with the value in pre-test 44.62 while post-test 56.52.

The aim of this research is to find a significant difference between teaching vocabulary using TPR method and teaching vocabulary using conventional method and prove the influences of both. The research was conducted in the form of quasi experiment. The researcher did the experiment using these two classes as a comparison. To analyze the data the writer used statistical calculation of the t-test to determine the final calculation of to (t- observation) that was done to measure the last score of the research test. In analyzing the data, the writer uses the comparative and the influences techniques. This techniques is to prove statistically whether any significant differences and influences between two variables. The processed and analyzed data through the following steps: describing the result of the test of each class, determining interval, mean, modus, median, deviation standard, variance of each class and the last is proving of t-test. The result of the statistic calculation indicated that t-observation (t0) is higher than t-table (tt), 5.82>2.462, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. And based on the comparison result, it was found that zh = 4.64, Z0.05 = 1.645, Z0.01= 2.462, it concludes that 2.462 < 4.64 > 1.645, So Ho rejected if t0 > tα/2. According to the explanation above, we can interpret that teaching vocabulary using Total Physical Response is quite success. It can be proved by the data of students’ score of experiment class is higher than controlled class.

Penguasaan bahasa Arab sangat penting untuk memahami ajaran Islam. Umat Islam membentuk satu masyarakat atas dasar kesamaan keyakinan, terlepas dari perbedaan bahasa, budaya, dan ras mereka. Masyarakat Muslim mendasarkan keyakinan kepada Allah yang Maha Esa dan juga wahyu terakhir, yaitu Al-Qur’an dalam bahasa Arab sebagai pedoman bagi umat manusia. Bahasa Arab berfungsi sebagai bahasa pemersatu umat Muslim. Oleh karena itu, mempelajari dan mengajarkan bahasa Arab sangat penting bagi umat Islam. Di Indonesia, selain menggunakan tulisan dan bahasa Arab, pada masa silam banyak orang menggunakan huruf Jawi. Misalnya, di Lombok masih dapat ditemukan buku-buku keislaman yang ditulis dengan huruf Jawi dan dalam bahasa Melayu. Sayangnya, huruf Jawi ini tidak lagi diajarkan kepada generasi muda. Artikel ini membahas tentang pentingnya memperkenalkan kembali huruf Jawi kepada generasi muda dengan menggunakan metode Total Physical Response (TPR). إن اتقان اللغة العربية مهم لفهم التعاليم الإسلامية. كوّنت الأمة الإسلامية مجتمعا واحدا على أساس وحدة العقيدة، وعلى اختلاف اللغات والثقافات والجنسيات. يعتقد المسلمون بالإيمان بالله وحده والوحي الأخير – القرآن الكريم – المكتوب باللغة العربية المنزّل منذ 1400 سنة وهو هدى للناس. لذا فإن اللغة العربية أصبحت لغة موحّدة للمسلمين. لذا فإن تعلّم اللغة العربية وتعليمها مهمان للمسلمين. وإتقان اللغة العربية يستجلب المنافع الاقتصادية، لأن المتقنين بها يمكن أن يعملوا في الدول الغنية (الشرق الأوسط) مثل السعودية ودولة الإمارات المتّحدة. وعلى الأخص في إندونيسيا، بجانب استخدام الحروف العربية، قديما تُستخدم كذلك الحروف الجاوية. والمثال على ذلك، توجد في لومبوك الكتب الإسلامية مكتوبة بالحروف الجاوية وباللغة المالوية .ومع الأسف فإن هذه الحروف الجوية لا تُعلّم للشبان الإندونيسيين. لذلك، فإن هذه المقالة تبحث في إعادة التعريف بالحروف الجاوية وتطبيق طريقة (Total Physical Response (TPR في تعليم اللغة العربية.

This aim of this study is to determine the effect of the TPR method on students' vocabulary learning and the factors affecting the effectiveness of this method by combining the findings obtained from both qualitative and quantitative studies. For this purpose, a primary study with 13 quantitative and 7 qualitative findings was included in this study using mixed research synthesis. The data obtained from the studies with quantitative findings were combined with the meta-analysis method and the studies with qualitative findings were separately combined with the thematic synthesis method. Then, using the analytical themes obtained from the thematic synthesis, the variance among the studies included in the meta-analysis was attempted to be explained. As a result of the meta-analysis, it was determined that instruction based on the TPR Model had a “strong” effect size (ES=1.131, 95% CI: -0.705 to 3.729) on academic achievement. As a result of the thematic synthesis, four descriptive themes were formed: "Learning-teaching process in TPR method", "Learning outcomes in TPR method", "motivation" and "Implementation suggestions/requirements". It has been determined that teaching based on the TPR method has significant contributions to the learning process (increasing active participation, learning by having fun, cooperative learning, etc.) and learning outcomes (word learning, correct use, creativity, etc.), motivation in learning, and some requirements (according to teacher and feature) have been determined. According to the descriptive themes obtained from the thematic synthesis, 10 analytical themes were developed. It was observed that all analytical themes were made in the experimental studies, and two of the 10 analytical themes explained the variance among the studies included in the meta-analysis significantly (p

Early childhood is an individual figure that is in the age range of 0-7 years where at this time is often referred to as the Golden Age. At this time adults play a very important role that provides stimulation in developing aspects of development. Therefore, the right start-up is needed so that children feel happy so that they can receive good learning. The research approach used in this research is a qualitative approach. The type of research is Library Research research. And this study uses descriptive qualitative analysis. There are several strategies that can be used, including by applying the TPR (Total physical response) learning model, which focuses on introducing them to Arabic vocabulary through speech and action. Furthermore, there is a method of singing that is very liked by all children so that they do not feel bored in doing an activity. And lastly by applying educational game methods that students hope to no longer feel bored with Learning Arabic. The purpose of this research is to find the right and relevant strategies in learning Arabic. The Results of the implementation of this strategy are able to stimulate early childhood in acquiring a second language, namely Arabic.

This study explores the integration ofEnglish with Total Physical Response (TPR) for pre-schoolers’cognitive development. Research wasbuilt upon, review of cognitive developmental theorists, stakeholders, teachers’feedback and experience. Five TPR related lesson plans arespecially created and vetted by experts in order to collect data related to young learners' cognitive development with the integration of English with TPR.This study employs anaturalistic observational methodology. The researchersconducted observation, attentive listening and tool field notes concurrently. A structuredreflective notefrom the researchers isalso used for analyses. The observation procedure seeksto record descriptive details about cognitive processes, ambience, and social activities among pre-schoolers. The findings indicate that there is improvement in language progressions,observable cognitive output with the ability to think, questioning skill,justifying thoughts and opinions and higher interest in learning through TPR.Therefore it isconcluded that by integrating English with TPR, pre-school educators can maximize the output of their teaching.

This study was aimed at determining the improvement of the character building and creativity levels of the students through TPR Warm Up Game. The study was action research including the activities of planning, implementation, data collection, and data analysis. The study was conducted in the second semester of the school year 2011/2012. The subjects were teachers and students of Class A of Doa Ibu kindergarten. Data were collected through observation, field notes, interviews, and documentation. The validity of the data was verified by triangulation. The data were analyzed using the descriptive qualitative flow model. Results show that there was an improvement in the character building and creativity levels of students after the implementation of the TPR Warm up Game. Improvement was also indicated by creative reactions, longer attention spans, self-confidence/organization, the expression of ideas, development of imagination, and increament of new vocabulary. The success of character building and creativity improvement is also supported by the methods of giving the opportunities for exploration and giving motivation in the form of praisesPENGEMBANGAN KARAKTER DAN KREATIVITAS ANAK USIA DINI MELALUI TOTAL PHYSICAL RESPONSE WARM UP GAMEPenelitian ini bertujuan untuk mengetahui peningkatan pengembangan karakter dan kreativitas anak melalui Total Physical Response (TPR) Warm Up Game. Penelitian ini merupakan penelitian tindakan kelas. Kegiatan penelitian meliputi perencanaan, pelaksanaan, pengumpulan data, dan menganalisis data/informasi. Pelaksanaan penelitian direncanakan pada Semester II Tahun Pelajaran 2011/2012. Subjek penelitian adalah guru dan anak didik kelompok A TK Doa Ibu, Kecamatan Tembalang, Semarang. Data dikumpulkan melalui observasi, catatan lapangan, wawancara, dan dokumentasi. Keabsahan data diperiksa dengan triangulasi. Data dianalisis secara deskriptif kualitatif model alur. Hasil penelitian menunjukkan bahwa ada peningkatan pengembangan karakter dan kreativitas anak melalui TPR Warm Up Game. Untuk meningkatkan pengembangan karakter dan kreativitas anak melalui TPR Warm Up Game juga didukung oleh beberapa indikator yaitu reaksi kreatif, rentang perhatian yang panjang, pengorganisasian diri/kepercayaan diri, mengaitkan ide atau gagasan/berekspresi, pengembangan imajinasi, dan penambahan kosakata baru. Selain itu, keberhasilan dalam peningkatan pengembangan karakter dan kreativitas juga didukung metode pendukung di antaranya adalah pemberian waktu untuk bereskplorasi dan pemberian motivasi berupa pujian

Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.