Total Physical Response (TPR) as an Effective Method for Teaching Action Vocabulary at Muhammadiyah Private Elementary School 05 Medan

Abstract

This study investigates the effectiveness of the Total Physical Response (TPR) method in improving students’ mastery of action vocabulary at Muhammadiyah Private Elementary School 05 Medan. The research was conducted using Classroom Action Research (CAR) in two cycles involving 28–32 fourth- and fifth-grade students. The learning intervention followed a structured TPR sequence: listen, act, say, read, and write. Data were collected through pre-test and post-test vocabulary assessments, observation notes, and teacher reflection journals. Quantitative data were analyzed using normalized gain and paired t-test/Wilcoxon, while qualitative data were examined through thematic analysis. The findings show an average score improvement exceeding 20 points and more than 80% of students achieving mastery in action vocabulary. Students demonstrated high engagement and active participation, confirming that TPR is an effective method for young learners. The study supports the alignment of TPR with the Merdeka Curriculum, emphasizing meaningful learning, student-centered activities, and improved vocabulary retention.