Abstract:
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ABSTRACT
This paper raised topics regarding the use of the TPR method as a learning media
for the English language as a foreign language to young learners. This study
aimed to determine how the teachers experience the TPR method as a means of
teaching English to young learners. Narrative inquiry was used as a research
design in this study, with the participants of an English teacher at one of the non-
formal education literacy communities in Ciamis. The subject of this research
were students in non-formal education and English teacher in Ciamis. The data
were collected using classroom observation and semi-structured interviews. From
the results of the study in the field of teacher’s experience in the use of the TPR
method and the student's response to the method, it was found that the TPR
method had a positive impact on its use as a means of learning English as a
foreign language, especially in vocabulary learning which she had applied to her
students. From the five-question indicators, it can be concluded that the TPR
method is also quite effectively applied as a learning medium for young learners
because young learners are easier to remember the vocabulary that is being taught.
Besides, making it easier for the teacher to provide learning, the enthusiasm of
students in learning is quite visible and makes the class not monotonous. Some
suggestions and recommendations related to the results of her research, especially
for English teachers, students, and future researchers, for the teachers must be able
to implement the use of the TPR method in learning English in the classroom.
Therefore, all teachers and students could work together to achieve the learning
objective. In addition, teachers should be able to know more about learning media
that can be combined with TPR methods such as applications related to speaking,
writing, and listening to make learning better, so that teachers do not spend too
much extra energy because of the combination of the TPR method with other
learning media.
