The TPR Promotes a Free-stress Class Environment Among Students, Catches Students’ Attention During Lessons, and Improves Active Attitude and

3.3. Findings 1. Findings from Observation and Recordings

3.3.1.1. The TPR Promotes a Free-stress Class Environment Among Students, Catches Students’ Attention During Lessons, and Improves Active Attitude and

The students looked enthusiastic, positive and excited at the lesson. They happily participated in the class activities without any stress condition. One of the main factors that facilitated the learning of foreign languages is the absence of stress. During the lessons in which the Total Physical Response method was used to introduce English vocabulary to students, the writer found that the participants could learn easily in an environment free from stress when the writer proposed activities in which students excitedly engaged in physical movement with inclusion of songs, chants and games. It was in the free – stress class that the TPR created active thinking which facilitated students’ participation in learning process;

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therefore, it promoted not only good attitude but also motivation from students towards English learning. Those factors helped students learn in a fast and effective way. The fact that high stimulus for learning English vocabulary and high motivation for being active part of activities resulted in students’ understanding and using the new vocabulary in the class as shown by notes below:

Lesson: Letter C September 17 th , 2013 at 7:30 a.m

- In the stagment of learning new words and learning more, all students could not help laughing when the teacher made sounds and gestured as a cow. Some of them imitated the teacher while some were creative to make sounds and do actions of a cow properly. When asked to chew grass, some students scrambled on the ground, then the others imitated and pretended to pick grass up and chewed it plummily, making funny sounds.

- When the teacher taught how to count numbers, students responded to this activity actively. They counted the number of things in the class loudly as asked, even many students suggested counting things that had not been counted in the class such as desks, chairs, board, ect…

- Students were so excited about standing in queues to count themselves and they played the game respond to command happily.

- When the music was played, all students listened to the rhyme of the song attentively. They learned the song quickly and sang, doing action as modeled by the teacher.

Lesson: Letter D September 23 rd , 2013 at 7:30 a.m

- At the vocabulary revision, students showed their enthusiasm and interest when the teacher raised the flashcard of cow. Most of students who were impatient to wait for teacher’s question shouted “cow” excitedly. They also turned to each other and imitated sound of a cow and laughed happily.

- While the teacher was guiding students how to pronounce the letter D and the sound d, many students imitated the teacher’s gesture. Most students clapped their

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hands loudly when the teacher asked them to clap hands once for the letter D and twice for the sound d.

- The teacher gestured and made sound of a duck, then she asked students what animal it was. Most of students shouted in Vietnamese “ con vịt, con vịt, con vịt” . When she raised the flash card of a duck, some students were so excited that they ran to the teacher, touched and kissed the duck. Even when the teacher asked students to stop doing actions of a duck, some still did actions while saying “ walk as a duck, duck, duck, duck. Swim as a duck, swim, swim, swim.” They changed gesture quickly (see Appendix 3.2) .

- When the teacher gave them non-color picture of a duck and asked them to color it. Some students seemed so impatient to wait for their turn that they stood up and raised their hands to ask for picture as if they had not had a chance to have it. They colored while saying it.

- Students played the game touch the right duck joyfully and enthusiastically. Most students ran and touched the right duck, even some kissed the student who was holding the picture of duck and shouted “ a yellow duck” (see Appendix 3.2).

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Lesson: Revision of letters A, B, C, D September 30 th , 2013 at 7: 30 a.m

- The class atmosphere was warmed up when all sang the song “head, shoulder, knee and toe”.

- When the teacher first asked students to open their eyes and speak out what flashcard was missing on the ground, most of students said the missing flashcard properly. However, later they said the missing flashcard immediately when opening eyes without waiting for the teacher’s question (see Appendix 3.2) .

- Students were interested in helping the teachers upturn and jumble flashcards on ground (see Appendix 3.2).

- Most of the students raised their hands to respond when the teacher pointed at a given picture and asked, “What is it?”. Some students waited for the teacher’s question to response impatiently while others gave their own guess without waiting for question. This activity motivate students’ speaking.

- The class atmosphere became more ebullient when students played game Simon Says. At first when the teacher said, “Simon Says „walk as a duck‟”, many students did the right action while others did wrong; however, students who did right laughed and told ones who did wrong to follow them. Quickly later many students became wiser to respond to the game (see Appendix 3.2) .

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During the observation process the observer paid attention to some reserved students. At first, they only observed without doing actions; however, they were quickly fascinated with the activities and friendly atmosphere in class. Most of students performed the teacher’s commands perfectly after the teacher did as model and repeated the commands several times. The students were entertained and had fun. However, quite many students were frequently over acting when performing the commands. Quite many students look less enthusiastic, less nimble and shy.

From recordings and observation which were taken notes and analyzed, the writer found that the TPR method was effective to teach vocabulary and to establish the appropriate setting to carry out lessons for children, so we should be aware of creating rapport and friendly setting which provides the adequate conditions for learning. The construction of a relaxed environment was naturally smooth as this methodology permits free-stress learning to emerge in which children felt safe and happy to perceive new knowledge without feeling shy (see Appendix 3.2).