The application of total physical response (TPR) in teaching vocabulary for children aged 3 to 5 at a kindergarten in hanoi

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐỖ THỊ MINH THU THE APPLICATION OF TOTAL PHYSICAL RESPONSE TPR IN TEACHIN

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

ĐỖ THỊ MINH THU

THE APPLICATION OF TOTAL PHYSICAL RESPONSE (TPR)

IN TEACHING VOCABULARY FOR CHILDREN AGED 3 TO 5

AT A KINDERGATEN IN HANOI

Ứng dụng phương pháp phản xạ toàn thân (TPR) trong việc dạy từ vựng

cho trẻ từ 3 đến 5 tuổi tại một trường mầm non ở Hà Nội

MA MINOR THESIS

Field: English Teaching Methodology Code: 8140231.01

HANOI, 2018

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

ĐỖ THỊ MINH THU

THE APPLICATION OF TOTAL PHYSICAL RESPONSE (TPR)

IN TEACHING VOCABULARY FOR CHILDREN AGED 3 TO 5

AT A KINDERGATEN IN HANOI

Ứng dụng phương pháp phản xạ toàn thân (TPR) trong việc dạy từ vựng

cho trẻ từ 3 đến 5 tuổi tại một trường mầm non ở Hà Nội

DECLARATION

I hereby declare that this thesis submitted for the Master of Art degree at the

University of Languages and International Studies is a presentation of my own

research and has not been previously submitted by any other person at any other

universities for any degrees Wherever contributions of other researchers are

involved, every effort is made to indicate this clearly, with due reference to the

literature, and acknowledgement of collaborative research and discussion The work

was done under the supervision of Dr Tran Thanh Nhan, at the University of

Languages and International Studies

Hanoi, June 2018

Do Thi Minh Thu

Formatted: English (U.S.)

ACKNOWLEDGEMENTS

At the completion of this thesis, I would like to express my sincere thanks to

my lecturer and my supervisor, Dr Tran Thanh Nhan for her valuable suggestions and instructions without which it would have been really challenging for me to accomplish this study

I would like to acknowledge my great appreciation to my colleagues for their effective cooperation in collecting data for completing this study Their enthusiastic participation was indispensable to my research

Finally, I would like to express my gratitude to my family for all the support

I received to finish this thesis

ABSTRACT

Early childhood is a precious period when children get their most rapid performance in terms of emotional, physical, cognitive and language development (Crain, 2005) It is deemed to be the most valuable time to start teaching one or more languages to young children There are various methods and techniques in teaching foreign languages; Total Physical Response (TPR) is one of the effective methods of teaching children TPR is a method which is built around the coordination of speech and action, in other words it is to teach language through activity (Richards and Rodgers, 2001) There would be no texts involved in the teaching environment but songs, games, and stories accompanied with actions, which attract the attention of young active learners

The purpose of this research project was to observe the impact that the application of TPR method reveals in teaching English vocabulary to children aged 3-5 at a kindergarten in Hanoi The findings and discussion are based on the analysis of the data collected from 30 children The results also highlight that the use of TPR can be an effective way to help young learners improve their vocabulary especially in understanding the meaning of words, pronouncing the words correctly and using them in daily life On the other hand, a stress-free environment allows children to be more receptive and motivated to the target language (TL) learning

LIST OF ABRREVIATIONS

TPR: Total Physical Response

ELT: English Language Teaching

EFL: English as a Foreign Language

GMT: Grammar Translation Method

LIST OF CHARTS AND TABLES

Table 2.1: Information of the observed classes 13

Table 2.2: Information of the Test Plan 14

Table 2.3: Test Criteria 14

Table 3.1: Information of the Pre-Test 17

Table 3.2: Result of the Pre-Test 18

Table 3.3: Information of the First Cycle Test 20

Table 3.4: Result of the First Cycle Test 21

Table 3.5: Information of the Second Cycle Test 23

Table 3.6: Result of the Second Cycle Test 24

Table 3.7: Information of the Post Test 25

Table 3.8: Result of the Post Test 26

Table 3.9: The result of the test during the Action Research 27

Chart 3.1: The result of the tests during Action ResearchError! Bookmark not defined Figure 2.1 Cycle of Action Research 17

TABLE OF CONTENT

DECLARATION i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

LIST OF ABRREVIATIONS iv

LIST OF CHARTS AND TABLES v

PART A: INTRODUCTION 1

1 Rationale 1

2 Aims and objectives of the study 1

2.1 Aims of the study 1

2.2 Objectives of the study 2

3 Research questions 2

4 Scope of the study 2

5 Methods of the study 2

6 Significance of the study 3

7 Organization of the study 3

PART B: DEVELOPMENT 5

CHAPTER 1: LITERATURE REVIEW 5

1.1 The principles of teaching vocabulary to children 5

1.1.1 Definition vocabulary mastery 5

1.1.2 Characteristics of children 5

1.1.3 The principles of teaching vocabulary to children 5

1.2 A brief history of Total Physical Response 6

1.2.1 The conception of TPR 6

1.2.2 The objectives of TPR 7

1.2.3 The teacher and learners role in TPR 7

1.2.4 The principles of TPR 8

1.3 Related studies 9

CHAPTER 2: METHODOLOGY 11

2.1 Setting and participants 11

2.1.1 Setting 11

2.1.1.1 General information about the kindergarten 11

2.1.1.2 Students and English classes at the kindergarten 11

2.1.2 Participants 12

2.2 Data collection instruments 13

2.2.1 Tests 13

2.2.2 Classroom observation 14

2.3 Data collection procedure 15

2.4 Data analysis procedure 16

CHAPTER 3: DATA ANALYSIS AND DISCUSSION 17

3.1 Data analysis 17

3.1.1 Tests analysis 17

3.1.1.1 Pre-test 17

3.1.1.2 First Cycle Test 19

3.1.1.3 Second Cycle Test 22

3.1.1.4 Post- test 25

3.1.2 Classroom observation analysis 29

3.1.2.1 Students’ engagement in activities 29

3.1.2.2 Students’ motivation 29

3.1.2.3 Students’ vocabulary mastery 29

3.1.2.4 Their reactions towards the English Language 30

3.2 Findings and discussion 30

PART C: CONCLUSION 32

1 Summary of major findings 32

2 Concluding remarks 32

3 Recommendations 33

4 Limitations 33

5 Suggestions for further studies 33

REFERENCES 35 APPENDICES 37

PART A: INTRODUCTION

1 Rationale

The importance of English as an international language causes a phenomenon in Vietnam where English is taught to students at very young ages Working as an English teacher, the researcher found that young learners had problems in memorizing and mastering English vocabulary items Therefore, it is necessary to find a proper teaching method in order to stimulate students’ interest in learning vocabulary

According to Harmer (2001: 38), young learners especially those up to the age of nine to ten learn differently from older learners, adolescents, and adults They may easily get bored, and lose their interest after ten minutes or so As a result, teachers of this level need to plan a wide range of activities for a given time period, and also be flexible enough in conducting their activities in order to achieve the aims of the lesson

In teaching English to children, teachers play an important role since they not only keep students interested in learning English but also motivate them to use English in real life There are many methods applied in teaching language to children Total Physical Response (TPR), a method developed by James J Asher (1942), is one of the methods that motivate children to learn and use vocabulary as a set of language, not just a separated component The research conducted by Wulandari (2002), has proven that there is a significant difference of the students’ achievement in mastering English vocabulary by using TPR Therefore, in this study, the writer will focus on applying TPR in teaching English vocabulary for the very young children

Aims and objectives of the study

1.1 Aims of the study

As the title suggests, the overarching aim is to study the application of TPR

in teaching vocabulary for children in the context of a kindergarten in Hanoi

1.2 Objectives of the study

To achieve the above aims, the following objectives are set for exploration:

a To know how TPR can improve children’s English vocabulary

b To identify the improvement of students by using TPR methodology

c To study the effectiveness of TPR approach to help children master English vocabulary

3 Scope of the study

Actually, the TPR method can be used to teach listening, speaking, reading and writing, too However, within the framework of this minor thesis, the study only focuses on the teaching of vocabulary using the TPR method, in particular to the teaching of children aged 3-5 at a kindergarten in Hanoi

4 Methods of the study

The researcher used action research to investigate the topic According to Cohen, Manion, and Morrison (2005: 226) “action research may be used in almost setting where a problem involving people, tasks, and procedures try out for solutions, or where some change of feature result in a more desirable outcome” The writer carried out the study with two cycles to investigate how effective the TPR was in improving students’ vocabulary

The study adopted qualitative and quantitative method for data collection and data analysis Two collection instruments were employed including four tests (1 pre-tests, 2 cycle-tests, and 1 post-tests), which would contribute to quantitative

collection method and classroom observation which would give data for qualitative collection method

5 Significance of the study

The findings of the present study are hoped to be useful to the following groups:

a For the teacher: English Teachers at investigated kindergarten and other

kindergartens or English centers for children can make use of the findings and become aware of the effectiveness of TPR in teaching second language (L2) They also can consider using TPR as an alternative teaching method

so that they can get the best results in teaching English for the early age children

b For students: Children can learn English in an interesting way and

naturally enrich their vocabulary by implementing the TPR method

c For researchers: Language teaching methodology researchers can conduct

further studies in the area which may form other new English teaching methods and techniques that identify the appropriate way of teaching L2 for children at very young age

6 Organization of the study

The thesis consists of three parts, namely Introduction, Development and Conclusion

This chapter provides an overview history of TPR as well as the review of

related works in this topic

Chapter 2: Methodology

It presents the subjects of the study, research instruments, collecting data

procedure and data analysis procedure from which answers for research questions

could be found

Chapter 3: Data analysis and discussion

The data collected from tests (Pre-tests and Post-tests) and classroom

observations are analyzed in this chapter Also, some findings and discussion based

on the analysis are presented

Part C: Conclusion

In this part, the major findings, some recommendations, limitations of the

research as well as suggestions for further study are presented

The appendices are the last part of the study following the reference

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

1.1 The principles of teaching vocabulary to children

1.1.1 Definition vocabulary mastery

Vocabulary is one of the language aspects which should be learnt In learning vocabulary automatically students have to know the meaning of words itself, how to pronounce, how to spell, and how to use them in different contexts The vocabulary tests will be utilized to measure the learners’ vocabulary mastery

1.1.2 Characteristics of children

Generally, the way children learn L2 is different from the way adults do due

to their characteristics Children are willing to do any kinds of activities as long as they feel relaxed and happy Piaget (Cameron, 2001:2) added that, “children are active learners, that’s why a teacher should be able to make the circumstance of learning process suitable to the characteristics of the children” They love to play and learn best when they enjoy themselves, but they also take themselves seriously and like to think what they are doing is really work They have very short attention and concentration span Concerning those characteristics, a teacher needs to make his teaching be more interesting like their daily world By that way, students would

be motivated and enjoy learning the target language

1.1.3 The principles of teaching vocabulary to children

Teaching vocabulary plays an important role in language acquisition because the mastery of vocabulary will help students in mastery all the language skills; listening, speaking, reading, and writing Vocabulary will help students practice the structure more easily; it is useful for the students in order to communicate in daily life and will strengthen the belief that English can be used to express some ideas or feeling they express in their native language (Finocchiaro, 1974: 38) In teaching vocabulary, teachers should not give it separately word by word It will make the students know the words just the way they are without understanding how to apply

the words whether in spoken or written into sentences or paragraph As stated by Charty (1995:64), that is the best method of teaching vocabulary is not teaching the students to memorize but also teaching them to pronounce, to spell, and to use it in context

According to Wallace (1984:27), there are six principles of the teaching vocabulary First, teachers should define clearly the aim of the lessons They have

to decide which words should be mastered by his/her students Second, teacher may have to decide the number of vocabulary items to be learnt; how many words in the lesson can be achieved by the learners because they would be confused, discouraged, and frustrated if there are too many Next, in teaching vocabulary, teachers should choose highly frequency words in order to put students in context Furthermore, frequent exposure and repetitions are also important for students to truly understand and use the words confidently In addition, teachers should make sure to provide students meaningful presentation so the learners fully and clearly understand what they taught Lastly, the choice of words can be various to the situation Therefore, students should learn words in situations that appropriate to the context

1.2 A brief history of Total Physical Response

1.2.1 The conception of TPR

Total Physical Response (TPR) is one of new methods developed by James Asher, a professor of psychology at San José State University, California, USA, to aid learning foreign language TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activities (Richard & Rodgers, 2001)

In TPR classroom, students respond to command that require physical movement (Richard and Rodgers: 2001) They are involved through teaching learning process by following the teacher’s instruction This method is suitable for the children in learning a foreign language TPR makes learning become enjoyable and less stressful

From the explanation above, the writer concludes that TPR places more emphasis on the link between word and action The activity, where a command is given in the imperative and the learners obey the command, is the main activity of TPR Therefore, it will be easier for the students to recall the words they have learned if they use their body in learning vocabulary items TPR can be varied in any different activities such as storytelling, dialogue, games, or a pattern drill

1.2.2 The objectives of TPR

TPR was developed in order to improve the better result of teaching learning process of a new language Teachers who use TPR believe in the importance of having the students enjoy their experience in learning to communicate a foreign language According to Larsen-Freeman (2000: 113), TPR was developed in order

to reduce the stress people feel when studying foreign languages and thereby encourage students to persist in their study beyond a beginning level of proficiency Richard and Rodgers (1986: 91) say:

“The general objectives of Total Physical Response are to teach oral proficiency at a beginning level Comprehension is a mean to an end, and the ultimate aim is to give basic speaking skills TPR aims to produce learners who are capable of an uninhibited communication that is intelligible to a native speaker” From the statement above, there are some objectives of Total Physical Response:

1) Teaching oral proficiency at a beginning level

2) Using comprehension as a means to speaking

3) Using action-based drills in the imperative form

1.2.3 The teacher and learners role in TPR

In the teaching learning process using TPR method, the learners and the teachers play different roles

For learners, in TPR they play the primary roles of listeners and performers They listen attentively and respond both individually and collectively They have little influence over the content of learning since the content is determined by the

teacher who must follow the imperative form for lesson (Richard and Rodgers 1986:93) In TPR, the learners monitor and evaluate their own progress They are encouraged to speak when they feel ready to speak that is when a sufficient basis in the language has been internalized

For teachers, in the teaching learning process using TPR method, they play

an active and a direct role According to Larsen and Freeman (2000: 113) teacher is the director of all students’ behaviors Teacher is the one who decides what to teach, who models and presents the new material, and who selects supporting materials for classroom use Teacher encouraged to be well prepared and well organized so that the lesson flows smoothly and predictable

1.2.4 The principles of TPR

Before applying TPR method for teaching a foreign language, in this case is English, a teacher should understand its principles well so he will be able to use it properly in the teaching learning process

Asher as the developer of TPR elaborates the five principles of this method

- L2 learning is parallel to first language (L1) learning and should reflect the same naturalistic process

- Listening should be developed before speaking

- Children respond physically to spoken language, and adult learners learn better if they do that too

- Once listening comprehension has been develop, speech develops naturally and effortlessly out of it

- Delaying speech reduces stress

Moreover, Larsen and Freeman (2000: 111) describe several principles based

on teacher’s behaviors

- Meaning in the target language (TL) can often be conveyed through action Students can learn through observing actions as well as by performing the action themselves

- The imperative is a powerful linguistic device that the teacher can direct student’s behavior

- The TL should be presented in chunks; not just word by word Students cannot develop flexibility in understanding a novel combination of TL chunks They need to understand more than the exact sentences used in training

- Language learning is more effective when it is fun Feeling of success and low anxiety facilitate learning Correction should be carried out in an unobtrusive manner

- Spoken language should be emphasized over written language Students will begin to speak when they are ready

- Students are expected to make errors when they first begin speaking Work

on the fine details of the language should be postponed until students have become somewhat proficient

According to the principles above, it can be concluded that students are able

to master vocabulary items easily if they use their bodies while they are learning In the learning, students should feel free and enjoyable, even when being corrected As

a result, teachers should be careful when giving correction Also, vocabulary should

be presented in a context not word by word

“new items are introduced within the framework of items taught in previous lessons

or available from the learners’ preexisting knowledge” (Cantoni, 1999, p 54)

Currently, TPR is used in most western foreign language teaching, such as Spanish, French, German, etc., and has proven to be effective for students’ language proficiency Based on the studies of Patrick et al (2008), the students taught through TPR “performed significantly higher” than the other students Also, Sitaula (2008) and Yadav (2010) conducted research studies comparing the effects of TPR with traditional methods on foreign language learner’s listening and speaking, and vocabulary learning, and they came up with similar results

Why is TPR effective? As an interactive student-center learning mode, TPR

is practiced by consistently using TL, assisted with visual aids and body language to help ensure students’ comprehension Within the immersion TL context, commands are repeated frequently Students absorb the language through multiple stimulations, including listening, watching, physical movement and repetition The language is directly connected to the concept; therefore, the learning process is much more natural than getting help from students’ L1

TPR is effective for the teaching of language, especially for the foreign language teaching The researches on the ESL concern English vocabulary and grammar When it comes to English vocabulary, studies of TPR have expanded to pronunciation and meaning involving all word classes Nugrahaningsih has studied the effectiveness of TPR in teaching English prepositions (Nugrahaningsih 2007: 24) Arif Yulianto argues that the TPR method has considerable advantages over the Grammar-Translation Method (GTM) when it comes to English vocabulary to children of the same age (Yulianto 2009) Handoyo Puji Widodo’s experiment shows that TPR can significantly improve the acquisition of English (Widodo 2005)

CHAPTER 2: METHODOLOGY

2.1 Setting and participants

2.1.1.1 General information about the kindergarten

The study is conducted at kindergarten which was established in 2009 and was the pioneers in learner- centered approach Ever since, it has upheld its reputation as the leading school for children in Hanoi

The school’s prestige was made not only by its effective teaching methodology but by a thorough understanding of the development needs of the children as well From the beginning, the school has focused on providing the students a safe, productive and rich learning environment in which students learn not only essential life skills but also English as a second language

In teaching English, their modern teaching methods are the result of continuous development and research into the ELT field combined with infant education With a communicative approach to learning, four skills of listening, speaking, reading and writing are focused so that students can communicate in English in real life Also, by acknowledging the different learning styles of students, they have made sure that the English learning experience at school stimulates as many senses as possible through the use of visual aids, songs, realia and fun activities as well as experiments

2.1.1.2 Students and English classes at the kindergarten

The children’s age at that kindergarten ranges from 24 months old to 5 years old There are from twenty five to thirty students in each class and most of them are

at the same age Each class also benefits of a weekly session with a native English speaker in order to develop a natural fluency, pronunciation and speaking skills as well as benefit from this inter-cultural exposure In most English lessons, students sit on chairs in U shape and use flexible tables when needed Due to the fact that children below three years old need more special learning approach, this study focuses on researching the students at the age from three to five years old

The class division is mostly based on students’ age Within this research, there are three main levels named: “Pooh”, “Donald”, and “Mickey” Students in all researched levels have one hour with foreign teachers out of four learning hours per week This research studies only the effectiveness and students’ response of using TPR in teaching vocabulary

The teaching curriculum at the school is quite complicated, depending on the students’ age and their English background Therefore, the school’s lesson plans are gradually updating each semester

Table 2.1: Information of the observed classes

Observed classes’ information

- Like observing

- Enthusiastic, physically active

- Like moving

- Confident and active

2.2 Data collection instruments

To collect data for investigation, the researcher decided to use two instruments: they are tests and classroom observation The aims of using these techniques were to know the learners’ responses during the activities They were applied to figure out to what extent the students’ achievement and their progress in mastering vocabulary was using TPR

2.2.1 Tests

There are four vocabulary tests: 1 Pre-test, 2 tests in each cycle (cycle 1 and cycle 2), and 1 post-test These tests are utilized to measure the students’ achievement in mastering the vocabulary English Department is responsible to design these tests based on the school’s curriculum and lesson plan; then these tests are submitted to the board before implementing Testing plan was listed as below:

Table 2.2: Information of the Test Plan

Expected result (average score)

Actual result (average score)

1 Pre-Test 20 Test students’

vocabulary mastery, including:

meaning, pronunciation, using of the words

Table 2.3: Test Criteria

Pronunciation

- Students pronounce clearly and accurately all the time (90-100%)

- Students quite understand the teacher’s command and sometimes use inappropriate vocabulary to response

Using of the

words

- Student is able to accurately answer almost all questions posed by teacher about the topic

- Always (90-100% of time) speaks in complete sentences

- Student is able to accurately answer a few questions posed

by teacher about the topic

- Sometimes (70-80%) speaks in complete sentences

Speak clearly

- Speaks clearly and distinctly all of the time (90-100%) and mispronounces no words

- Often mumbles or cannot be understood OR mispronounces more than one word

2.2.2 Classroom observation

In the study, to get information about the effectiveness of using TPR in teaching vocabulary for children, the researcher observed thirty students at the age

of 3-5 years old The information of the observed classes was indicated in table 2.1

In all observed lessons, the researcher played the role of non-participant observer, sitting in the corner of the class and taking notes All observed lessons were video recorded and then transcribed later

2.3 Data collection procedure

The data collection started by contacting the principal of the school, informing her about the purposes of the study and asking for her permission for the study to take place After being allowed, the researcher contacted all the Vietnamese teachers; then chose three volunteer teachers in charge of different-aged classes to participate in this action research

After that, three classes of these participants in three main levels including Pooh, Donald and Mickey were chosen for the observations The researcher played

a role as a non-participant observer, recorded and took notes during the lessons

Also, to carry out this action research, the writer planned two cycles which

consisted of four steps: Plan, act, observe, and reflect (Kemmis and McTaggart,

1988) Then to measure the students’ achievement, the researcher carried out four vocabulary tests as mentioned above

2.4 Data analysis procedure

The analysis was based on the notes from the observational notes taken during observed lessons and four tests: 1 Pre-test, 2 tests in each cycle (cycle 1 and cycle 2), and 1 post-test First, data from four tests was collected, calculated and analyzed Then the writer compared the result from each test and evaluated the students’ progress after applying TPR in teaching vocabulary

Also, the data in the observation sheets was also sorted out, summarized and analyzed qualitatively Finally, after analyzing the data from the observations, the researcher compared it with the data obtained from the tests

CHAPTER 3: DATA ANALYSIS AND DISCUSSION

3.1 Data analysis

This action research would be carried out through two cycles Both cycles consisted of four steps: plan, act, observe, and reflect The pre-test was conducted at the beginning of the research before the two cycles and post-test The aim of this activity was to check the students’ ability in mastering English vocabulary

Point and say

Test’s items:

Listen to command and response

Total test items

Table 3.2: Result of the Pre-Test

The average of students’ result in the pre-test was 57.22% In total 30 tested students, there were 23 students who achieved above 50% test score (account 76,7% number of tested students), and 7 students who achieve 75% test score (account 23,3% number of tested students) According to this result, the writer concludes that

the students are not familiar with the words that are taught before Therefore, treatments in each cycle are important to improve the students’ result

3.1.1.2 First Cycle Test

Plan and act

Based on the results of pre-test, the first cycle of the action research is implemented The researcher together with her colleagues discussed, planned and acted for the first cycle as below

1) Conduct TPR in teaching vocabulary (movements, sounds, commanding, etc.) 2) Create a free-stress environment

3) Combine with TPR in designing games and activities

Observe and reflect

In this cycle, the writer played a role as a non-participant observer, recorded and took notes during the lessons During implementation of the method, the researcher observed students’ engagement in activities, their motivation, their vocabulary mastery and their reactions towards the English Language

At first, the students seemed confused with the method used, but they soon adapted to the situation and began to imitate teacher’s actions Through 2-3 lessons with the application of TPR, they showed their eagerness and enjoyment in learning and using English With this method, activities bring a lot of fun, so classroom atmosphere became relaxed without any tension

Then, to check the students’ vocabulary mastery, the writer evaluated them

by giving a test The topic and test-level coordinated with students’ level

Table 3.3: Information of the First Cycle Test

First Cycle Test information Students’

“Shape song”-

Dream English Song

“What animal is it?”

-“It‟s an elephant”

- Say-do-repeat: Act the animals + their sounds

- Integrate with action

song: “What do you

see?”- Dream

English Song

“What animal is it?”- “It‟s a whale”

- Say-do-repeat: Act the animals + their sounds

- Integrate with action song:

“Under the sea”-

Genki

The result of the test in the first can be seen in the table below

Table 3.4: Result of the First Cycle Test

The average of the students’ achievement in the first cycle is 73.89% In total

30 tested students, there were 30 students who achieved above 50% test score (account 100% number of tested students), and 15 students who achieve 75% test