The Effect of TPR and Audio-Lingual Method in Teaching Vocabulary Viewed from Students’ IQ
Abstract
This research aimed to investigate the effect of Total Physical Response (TPR) on elementary school students’ English vocabulary mastery with regards to their Intelligence Quotient (IQ). Whether or not there is an interaction between the teaching method and IQ in teaching vocabulary was also investigated in this study. The research was carried out at an elementary school in Central Java, Indonesia. The population was the fifth year students of two classes. Both the experimental and control groups consisted of 40 students. The data were analyzed using multifactor analysis of variance 2 x 2 (ANOVA). Then, it was analyzed using Tukey test. The study reveals that TPR was an effective method for teaching vocabulary in elementary school, and the effectiveness of the method was influenced by the level of students’ IQ. The results of the study may become a reference for EFL teachers to apply an effective method to teach English vocabulary to elementary school students. Moreover, EFL teachers need to take into account students’ IQ in implementing the teaching method.References
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Pujiningsih. (2010). Improving students’ English vocabulary by using total physical response. Unpublished master thesis, University of Sebelas Maret, Surakarta, Indonesia.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. UK: Cambridge University Press.
Rodgers, T. S. (2001). Language teaching methodology. Washington: ERIC Clearinghouse on Languages and linguistics.
Zhihong, Y. (2000). Language learning. UK: Longman.
Hsu, H., & Lin, C. (2011). The Effect of total physical response on English functional vocabulary learning for resource classroom students in the elementary school. Taiwan: National Changhua University of Education.
Kail, R. V. (2010). Children and Their Development. New Jersey: Prentice Hall.
Kariuki, P. N. K., & Bush, E. D. (2008). The effects of total physical response by storytelling and the traditional teaching styles of a foreign language in a selected high school. Tennessee: Annual Conference of the Mid. South Educational Research Association.
Kumaravadivelu, B. (2006). Understanding Language Teaching: from Method to Postmethod. New Jersey: Lawrence Erlbaum Associates, Inc.
Lahey, B. (2009). Psychology: An Introduction. New York: McGraw-Hill
Larsen-Freeman, D. (2002). Technique and Principles in Language Teaching. New York: Oxford University Press.
Mart, C. T. (2013). The audio-lingual method: An easy way of achieving speech. International Journal of Academic Research in Business and Social Sciences, 3(12), 63-65.
Marzano J. 2004. Closing the Achievement Gap: A Vision for Changing Beliefs and Practices. Alexandria: Association for Supervision and Curriculum Development
Neupane, G. (2008). Act, don't explain: Total physical response at work. Journal of NELTA, 13(1-2).
Pujiningsih. (2010). Improving students’ English vocabulary by using total physical response. Unpublished master thesis, University of Sebelas Maret, Surakarta, Indonesia.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. UK: Cambridge University Press.
Rodgers, T. S. (2001). Language teaching methodology. Washington: ERIC Clearinghouse on Languages and linguistics.
Zhihong, Y. (2000). Language learning. UK: Longman.
Published
2017-02-01
How to Cite
EKAWATI, Anita Dewi.
The Effect of TPR and Audio-Lingual Method in Teaching Vocabulary Viewed from Students’ IQ.
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, [S.l.], p. 55-65, feb. 2017.
ISSN 2527-7448.
Available at: <https://journal.uhamka.ac.id/index.php/jer/article/view/160>. Date accessed: 23 nov. 2019.
Section
Articles
