PHẠMTHỊ LÀNH

VIETNAM ACADEMY OF SOCIAL SCIENCES

GRADUATE ACADEMY OF SOCIAL SCIENCES

Phạm Thị Lành

APPLICATION OF BEHAVIORAL LEARNING

ENGLISHLANGUAGE

COVER PAGETHEORY2 IN TEACHING ENGLISH

VOCABULARY FOR THE STUDENTS AT BAC
HONG PRIMARY SCHOOL IN HANOI

MA THESIS IN ENGLISH LANGUAGE

COURSE:2017 –

HANOI, 2019
 VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

Phạm Thị Lành

APPLICATION OF BEHAVIORAL LEARNING

THEORY IN TEACHING ENGLISH
VOCABULARY FOR THE STUDENTS AT
BAC HONG PRIMARY SCHOOL IN HANOI

Field: English Language

Code: 8220201
Supervisor: Assoc. Prof. Dr. Hồ Ngọc Trung

HANOI, 2019
 DECLARATION BY AUTHOR
I, the undersigned, hereby certify that the thesis entitled “Application
of behavioral learning theory in teaching English vocabulary for the
students at Bac Hong primary school in Hanoi” is the result of my own
research for the Degree of Master of Arts in English Language. The
substance of the thesis has not, wholly or in part, been submitted for any
other degree to any other universities or institutions.
Except where reference has been made in the text, this thesis contains
no material previously published or written by another person.
The study reported in this thesis was approved by Graduate Academy
of Social Sciences.
Author’s Signature

Phạm Thị Lành

Approved by
SUPERVISOR

Assoc. Prof. Dr. Hồ Ngọc Trung

Date: August 16th, 2019

i
 ACKNOWLEDGEMENTS
I would like to express my sincere gratitude and deep appreciation to
Assoc. Prof. Dr. Hồ Ngọc Trung, my supervisor, for his helpful and warm
encouragement as well as his insightful comments on my work from the
beginning to the end of my study. In addition, many thanks go to the teachers
at the Faculty of Foreign Languages, GASS, for their interesting lessons
from which I have benefited a lot for the accomplishment of the thesis.
The completion of this thesis would not have been possible without the
cooperation from the respondents (84 students from the fifth grade at Bac
Hong primary school in Hanoi) who have been willing to take part in the
study. I am very grateful to all of them for providing detailed information for
the analysis of this study.
I also offer my special thanks to my colleagues and friends whose
support and encouragement help me to have this thesis accomplished.
Last but not least, I am greatly indebted to my family for their
patience, endless love, and devotion. Whatever choices I have made, they
have always stood by me and believed in me. I am immensely thankful for all
the assistance they have given me.

ii
 TABLE OF CONTENTS
DECLARATION BY AUTHOR...............................................................................................i
ACKNOWLEDGEMENTS......................................................................................................ii
TABLE OF CONTENTS.........................................................................................................iii
ABSTRACT............................................................................................................................viii
LIST OF TABLES....................................................................................................................ix
LIST OF FIGURES...................................................................................................................x
LIST OF ABBREVIATIONS..................................................................................................xi
CHAPTER 1: INTRODUCTION............................................................................................ 1
1.1. Rationale.................................................................................................1

1.2. Aim(s) of the Study................................................................................ 3

1.3. Research Questions................................................................................3

1.4. Scope of the Study..................................................................................3

1.5. Significance of the Study....................................................................... 4

Hopefully, the study will make a small contribution to the application of

behaviorism in improving the young students’ vocabulary at Bac Hong
primary school in Dong Anh, Hanoi............................................................ 4

1.6. Research Methods..................................................................................4

1.7. Structure of the Study............................................................................4

CHAPTER 2: LITERATURE REVIEW................................................................................ 6

2.1. An overview of behaviorism....................................................................6

2.1.1. Concept of behaviorism..................................................................6

2.1.2. Behaviorism's point of view and foreign language teaching

methodology............................................................................................. 8

2.2. The primary school learners...................................................................10

2.2.1. Characteristics.............................................................................. 10

2.2.2. Cognitive development.................................................................11

iii
2.3. Teaching vocabulary for primary school students................................. 13

Obviously, vocabulary is very important in learning a language,

especially in learning English, because the English vocabulary is
extremely large and varies as well. According to El-Koumy (2004, p.
40), vocabulary is an essential component of language and we would be
totally mistaken if we ignore teaching it.................................................13

2.3.1. Concept of vocabulary..................................................................14

2.3.2. The role of vocabulary in language teaching and learning...........14

2.3.3. Teaching English vocabulary effectively.....................................15

2.4. Vocabulary teaching activities based on behavioral learning theory.....17

2.4.1. General concept of TPR............................................................... 17

2.4.2. Characteristics of TPR..................................................................18

Total physical response (TPR) helps students to understand the target

language as a whole rather than the rules of the language. For example,
to explain particular word such pen, the teacher holds up a book and say
“this is a pen” and repeated by the students. This method is closely
related with Grammar Translation Method which uses translation
method to explain a language to students but instead of telling the
meaning, the teacher gives a clue (picture, gesture) and let the students
to figure by themselves...........................................................................18

2.4.3. Procedures of TPR........................................................................19

2.4.4. TPR activities used for primary school learners in the study......21

2.5. Previous studies......................................................................................24

2.6. Summary................................................................................................28

iv
CHAPTER 3: METHODOLOGY......................................................................................... 29
3.1. Research setting..................................................................................... 29

3.1.1. Context of the study......................................................................29

3.1.2. Definition of experimental research.............................................31

3.1.3. Steps of an Experimental research............................................... 32

3.2. Participants.............................................................................................33

3.2.1. The Researcher.............................................................................33

3.2.2. The Students................................................................................. 34

3.3. Data collection instruments....................................................................35

3.3.1. Pre- test.........................................................................................35

3.3.2. Post test.........................................................................................36

3.3.3. Classroom observation................................................................. 37

3.3.4. Questionnaires.............................................................................. 38

3.4. Research design......................................................................................40

3.5. Procedures..............................................................................................42

3.5.1. Experiment Group........................................................................ 42

3.5.2 Control Group................................................................................43

3.6. Methods of data analysis........................................................................44

Students' score =........................................................................................... 44

total number of correct answers....................................................................44

3.7. Summary................................................................................................45

CHAPTER 4: FINDINGS AND DISCUSSIONS................................................................. 46

4.1. Data analysis from the tests................................................................... 46

v
 4.1.1. The Scores and Analysis of the Experiment Group.....................46

4.1.3. The comparison of the mean scores between two groups............49

4.2. Students’ Response from Classroom Observation.................................50

4.2.1. Experiment Group........................................................................ 50

4.2.2. Control Group...............................................................................51

4.3. Data Analysis from Questionnaires....................................................... 51

4.3.1. Analysis of the first questionnaire................................................52

4.3.2. Analysis of the second questionnaire......................................... 56

4.4. Discussion..............................................................................................61

CHAPTER 5: CONCLUSION............................................................................................... 63
In this chapter, we summarize the study and the research findings. Then, we
would like to discuss the applications, the limitations of this study, and the
further studies............................................................................................. 63

5.1. Recapitulation......................................................................................63

The experimental research project was carried out in optional lessons during
4 months in the second semester of school year 2018 -2019 of eighty -four
students in class 5A and 5B at Bac Hong primary school. The previous
chapters show that using TPR method that implied from behavioral
learning theory in English vocabulary lessons consumed a lot of time. Most
of the students had few opportunities to be taught with TPR activities.
However, from the author's experience in teaching English with TPR
method, two types of lessons and class observation can be drawn for
experiment group and control group. First, TPR method can be used
effectively for experiment group to develop student's English vocabulary.
Second, traditional method is conducted to use for control group in

vi
 learning English vocabulary. After that, we compare the results of the two
groups to find the differences between them..............................................63

5.2. Concluding Remarks..............................................................................64

5.3. Implications............................................................................................66

5.4. Limitations and Suggestions for Further Studies...................................67

5.4.1. Limitations....................................................................................67

5.4.2. Suggestions for Further Studies............................................... 68

REFERENCES...........................................................................................................................I
Foreign Authors.........................................................................................................................I
Pinter, A. (2006). Teaching Young Language Learners. Oxford, UK: Oxford
University Press.......................................................................................................................III
Vietnamese Authors................................................................................................................IV
APENDIX 1...............................................................................................................................V
First questionnaire - Questionnaire for both groups Direction.......................V

APPENDIX 2........................................................................................................................VIII
APPENDIX 3........................................................................................................................... XI
APPENDIX 4........................................................................................................................XIII
POST TEST 1.......................................................................................................................XIII
APPENDIX 5..........................................................................................................................XV
APPENDIX 6.......................................................................................................................XVII
APPENDIX 7..........................................................................................................................XX
APPENDIX 8.......................................................................................................................XXII
Unit 13: WHAT DO YOU DO IN YOUR FREE TIME?...............................................XXII
I. Objectives: By the end of this unit pupils can..............................................................XXII
II. Languages focus:...........................................................................................................XXII
III. Teaching aids:...............................................................................................................XXII
IV. Teaching processes:......................................................................................................XXII
1. Class organization:..........................................................................................................XXII
2. New lesson........................................................................................................................XXII

vii
 ABSTRACT
This study is conducted to investigate the the extent to which behavioral
learning-based activities facilitate vocabulary learning at Bac Hong Primary
School and the attitudes of the students towards using behavioral learning-
based activities in vocabulary teaching and learning. There are 84 students
who are from class 5A and 5B at the school take part in this study. The study
lasted 4 months. A pre-test, 4 posttests, 2 questionnaires and class
observation are chosen as the data collection instruments of the experimental
research. Research findings showed that the students had positive attitudes
and progress in learning English vocabulary in the treatment group in which
the researcher applied TPR method based on behavioral learning theory
rather than in the control group. After analyzing and synthesizing the
statistics, the researcher discussed and recommended some implications
along with suggestions for further research. Last but not least, it is much
hoped that the results of the study could be useful for the development of
teaching and learning English vocabulary in particularly and all aspects of
this language in general at Bac Hong primary school.

viii
 LIST OF TABLES

Page
Table 3.1: Frame of Questionnaire for 2 groups of students 47
Table 3.2: Frame of Questionnaire for students in experimental 49
group
Table 4.1: The scores of the experiment group 47
Table 4.2: The score of the control group 48
Table 4.3: Results of Questionnaire for 2 groups of students 52
Table 4.4: Results of Questionnaire for students in experimental 56
group

ix
 LIST OF FIGURES

Page
Figure 4.1: Mean score of the two groups 49

x
 LIST OF ABBREVIATIONS

EFL: English as a Foreign Language

TPR: Total Physical Response
ALM: Audio-lingual Method
GMT: Grammar Translation Method
LAD: Language Acquisition Device

xi
 CHAPTER 1: INTRODUCTION
1.1. Rationale
There is no doubt that knowledge of a foreign language is nowadays
necessary. The ability to speak another language not only increases the chance
to get a decent job but it is also convenient for personal use – to make oneself
understood abroad. As today’s international language for communication is
considered to be English, the demand for English speaking people has rapidly
increased. Due to its great importance, English language has become an
obligatory school subject at all primary schools in Vietnam. This means that
the pupils are obliged to start learning this foreign language at a very early
age. Some of them, however, might be exposed to English even earlier,
though not mandatorily, since a lot of kindergartens offer English classes. It is
not easy to study perfect English vocabulary. Almost all students often face
up with some problems in learning vocabulary at first, especially primary
school students. In fact, it is difficult to memorize a new word with its
meaning, spelling and pronunciation, many primary students are often
confused with knowing how can apply grammar into sentences, sometimes,
they cannot understand when being opposed to video and audio. Moreover,
techniques to teach English in primary schools is traditional teaching methods
and similar activities days by days, which makes students become fed up with
learning English.
Therefore, English teaching for primary school children is especially
concerned by parents and society in our country. Interesting techniques to
teach English are necessary to help students learn English vocabulary better;
they also attract students' interest on English. To create a good condition of
learning English at school, teachers should give students opportunities to be
sensitive to this foreign language. Children develop the ability to use

1
language to understand others and to express their own meanings in the pre-
school years, and in the school years, this ability expands and grows. We must
bear in mind that children have different competences and abilities than adult
learners do.
In language learning, there are four major and familiar theories of
language acquisition and language learning named behaviorism, cognitivism,
humanism, and constructivism. Based on the historical development,
behaviorism is the first theory of that is presented by Skinner and Noam
Chomsky. Speaking simply, behaviorists’ view on learning shows how
learners’ behavior is shaped through stimulus and response. They also view
that behavior is observable.
In English Language Teaching, the teacher needs a method that is
suitable to teach children by considering their language acquisition. Actually,
children will learn easily when it is fun with movement and physical
participation. As teaching adults and teaching children are different, teachers
should choose the suitable method and act properly. Considering the problem
existed, it is believed that implementing an appropriate method to teach
children is necessary.
From the above reasons, we decide to conduct a research on
“Application of behavioral learning theory in teaching English vocabulary
for the students at Bac Hong primary school in Hanoi”. We hope to give
some small suggestions for English primary school teachers to choose
adequate teaching methods and classroom activities. It is necessary to hold
discussion of the theory of behaviorism. This research will briefly examine an
overview of behaviorism theory, how behaviorism theory is applied to a
particular method of English language teaching methodology, and to an
approach of teaching English vocabulary. Hopefully the discussion will result

2
in minimizing false assumptions about the theory of behaviorism
understanding of why teachers choose a particular method or technique of
teaching for particular learners with particular learning objectives.
1.2. Aim(s) of the Study
The study is aimed to examine the effectiveness of using activities
based on behavioral learning theory in teaching English-as-a-foreign-language
vocabulary to primary school children.
In order to achieve the above aim, the study centres on:
- Investigating the extent to which behavioral learning-based activities
facilitate vocabulary learning at Bac Hong Primary School;
- Finding out the attitudes of the students towards using behavioral
learning-based activities in vocabulary teaching and learning.
1.3. Research Questions
The thesis addresses the following research questions:
- To what extent does the use of behavioral learning-based activities
facilitate vocabulary learning at Bac Hong Primary School?
- What do the students think about the use of behavioral learning-based
activities in vocabulary teaching and learning?
1.4. Scope of the Study
Within the shortage of time, experience, and references, my research
cannot cover all aspects of English teaching methods. It mainly focuses on
studying the primary children’s English acquisition influenced by
behaviorism and giving typical sample lessons in a period of 40 minutes for
grade 5 at Bac Hong Primary School (Dong Anh, Hanoi) where I am working
as a teacher of English.

3
1.5. Significance of the Study
Hopefully, the study will make a small contribution to the application
of behaviorism in improving the young students’ vocabulary at Bac Hong
primary school in Dong Anh, Hanoi.
1.6. Research Methods
The study was carried out by qualitative approach with the research
method of Experimental Research which analyzes and gives examples
behaviorism and its influence in teaching English as a foreign language for
young children. Comments, remarks, suggestions and conclusions are based
on problem identification, planning, actual researche, experience, and
discussions.
Preliminary survey was conducted in order to identify students’ initial
problems in English vocabulary.
Questionnaires were given to analyze the learners’ attitudes towards
teaching and learning English vocabulary based on behavioral learning theory
in the EFL classes.
1.7. Structure of the Study
The study consists of five chapters:
Chapter 1 – Introduction: give reasons for choosing the thesis, scope
and aims of the study as well as the research method and the structure of the
study.
Chapter 2 – Literature Review: This chapter focuses on an overview of
brief knowledge about the behaviorism theory in language acquisition,
analyzes the teaching methods and techniques that make use of the theory,
characteristics and cognitive development of young learners and teaching
English at primary school.

4
 Chapter 3 - Methodology: This chapter reports the context settings,
research hypothesis, participants, instruments and the procedure of
conducting Experimental Research for the study. The detailed results of the
surveys and a critical comprehensive analysis on the data collected are
presented.
Chapter 4- Findings and Discussion: The part gives the data analysis
from the Experimental Research results to make the foundation for the
activities in chapter 5.
Chapter 5 – Conclusion: summarizes the study, suggestions some
th
typical activities and practical tips for teacher to improve 5 -grade students’
English vocabulary and examples for illustration, limitations of the study and
suggestions for further study.

5
 CHAPTER 2: LITERATURE REVIEW
This chapter is concerned with the conceptions of behaviorism, the
young learners' characteristics and cognitive development, teaching English
vocabulary at primary school, Total Physical Respond method and previous
studies on teaching English vocabulary for primary school children.
2.1. An overview of behaviorism
2.1.1. Concept of behaviorism
Behaviorism is a theory of learning that was influential in the 1940s
and 1950s, especially in the United States. With regard to language learning,
the best-known proponent of this psychological theory was B. F. Skinner
(1957). Traditional behaviorists hypothesized that when children imitated the
language produced by those around them, their attempts to reproduce what
they heard received ‘positive reinforcement’. This could take the form of
praise or just successful communication. Thus encouraged by their
environment, children would continue to imitate and practise these sounds
and patterns until they formed ‘habits’ of correct language use.
Behaviorism states that children learn a language mainly through
repetition, imitation and habit formation. Chomsky (1959) deviating from the
tenets of Behaviorism introduces the Innate Hypothesis. Chomsky (1993)
states that ‘Language learning is not really something that the child does; it is
something that happens to the child placed in an appropriate environment,
much as the child’s body grows and matures in a predetermined way when
provided with appropriate nutrition and environmental stimulation’ (p. 519).
Behaviorism learning theory oriented "results that can be measured,
observed, analyzed, and tested objectively". Repetition and training are used
so that the desired behavior can become a habit. The expected result of the
application of the theory of behaviorism is the formation of a desired

6
behavior. Desired behavior gets positive reinforcement. Skinner (1976) noted
that evaluation or assessment is based on observed behavior. In this theory, a
lot of teachers do not lecture, but brief instructions are followed by examples,
either by themselves or through stimulation.
Behaviorism Learning Theory is a theory of learning that emphasizes
human behavior as a result of the interaction between stimulus and response.
Behaviorism theory is a theory proposed by Gage and Berliner. This theory
later developed into the flow of learning psychology that influence the
development of education and learning theory known as behaviorism flow.
This emphasis on the formation of the flow behavior appears to be a result of
learning.
According to Alissa (2003), behaviorism theory with stimulus-response
relationship model, seated person as an individual passive learning. Specific
behavioral responses analyzed by using training methods or habituation alone.
The emergence of behaviors will be stronger when given reinforcement and
will disappear when sentenced. A person is considered to have learned
something if he can show changes in behavior. According to this theory the
important learning is in the form of inputs and outputs in the form of stimulus
response.
Stimulus is all that is given by the teacher to the learner, while the
response in the form of student reactions or responses to the stimulus given
by the teacher.
Therefore, it is something given by the teacher (stimulus) and
something that is accepted by the students (response) should be observed and
measured (Fauziati, 2016). It focuses on the theory of measurement, since the
measurement is an important thing to notice changes in behavior occurs or
not.

7
2.1.2. Behaviorism's point of view and foreign language teaching
methodology
Behaviorism, one of the theories in Children Language Acquisition
which proposed by B.F. Skinner. Skinner (1976) stated that in this theory the
teacher emphasizes in giving instruction and examples, either by themselves
or through stimulation. In other words, by giving examples the children can
imitate and then reinforce what they get. To support the assumption, the
journal entitled “Behaviorism in Foreign Language Teaching Methodolody”
proves by explained and underlined that human behavior is a result of
stimulus and response (Budiman, 2017). Therefore, to help children learn a
language, the teacher does not lecture the children but rather offer commands
than lecturing.
There have been some well-known researchers whose work on kids’
language acquisition. Skinner studied habit formation in behaviorism. He
agreed that repetition can make pupils learn well. The Critical Period
Hypothesis is that there is a time in human development when the brain is
predisposed for success in language learning. It has been hypothesized that
there is a critical period for second language acquisition just as there is for
first language acquisition. Noam Chomsky explained the development of
language ability by innate language acquisition device. Chomsky theorized
that children were born with a hard-wired language acquisition device
(hereafter, LAD) in their brains (cited in Pinker, 1994). Pinker (1994) claimed
that LAD is a set of language learning tools, intuitive at birth in all children.
He also showed that each person has universal grammar.
Behaviorism theory is crucial in foreign language learning. The
influence of this theory can be seen in the close relation to a particular

8
language teaching method called Audio-lingual Method (ALM). This ALM
has two principles:
(1) Stimulus-Response concept, and
(2) an assumption that second language learning should reflect and
imitate the perceived process of mother tongue learning.
According to Fauziati (2016), the application of behaviorism theory in
Audio-lingual method is as follows:
(1) the organism is the learner,
(2) the behavior as verbal behavior,
(3) the stimulus as what is presented of the foreign language,
(4) the response as the learners’ reaction to the stimulus, and
(5)the reinforcement as the extrinsic approval and praise of the teacher,
fellow students, and self-satisfaction of target language use.
Based on the relation between behaviorism theory and ALM, it is clear
now that ALM is marked by the following characteristics:
(1) new language should always be dealt with in the sequence of
listening, speaking, reading, and writing with emphasis on teaching receptive
skills before productive skills, nothing will be spoken before it has been
heard, and nothing will be written before it has been read,
(2) habit formation through frequent repetition,
(3) errors are avoided,
(4) the use of dialogues as the chief means of presenting language,
(5) using mimicry, memorization, and pattern drills techniques,
(6) discouraging the use of mother tongue in the classroom, and
(7) the use of language lab in conducting teaching and learning process.
From that theory, young learner tends to remember better the language
when the learning process using and applying physical activities. Asher

9
(1977) showed that in learning the first language, before they speak, the
listening should be accompanied by physical responses like reaching,
grabbing, moving, or looking. This theory is familiar with the name of Total
Physical Response (TPR). It is assumed that Total Physical Response method
has the similar principle with behaviorist theory. The teacher’s direct here
means the instruction given by the teacher. Therefore, it can be concluded that
it is the stimulus they deliver to the children. Moreover, the students act is the
response of it. If the teacher gives the command and gives the example or be
the model, while the students copy what they did, it is similar with the theory
of imitation in behaviorism. Whereas the teacher gives the same command
over and over or repetition instruction, and makes the students habitual with
it, it is the application of behaviorist theory in correlation with TPR method.
For instance, in a lesson: Let say the topic is part of body. The teacher may
ask “repeat after me”, “touch your ear”, while pointing the ear and the
students should repeat what the teacher say and do. If the teacher does it
repeatedly and the students imitate it until they pronounce it well, so that the
method is successfully implemented.
2.2. The primary school learners
According to Vietnamese education, the primary school learners mean
children from the first year of formal schooling (six years old) to the fifth
grade (eleven years old).
2.2.1. Characteristics
In most of the literature dealing with teaching at primary level, children
are capable of using logical reasoning but they can also use their vivid
imagination. Their basic concepts are formed and they have very decided
views of the world. Children at this age do not see the teacher as an absolute

10
authority anymore. They are able to make some decisions about their own
learning and they begin to question the teacher’s decisions.
Young learners need to move, they have got huge amount of energy.
They tend to have short attention spans. Children are very much linked to
their surroundings and are more interested in the physical and the tangible.
According to Scott and Ytreberg (1995), children’s own understanding comes
through hands and eyes and ears and their physical world is dominant at all
times. Scott and Ytreberg (1995) concludes characteristics of children:
- The children ask questions all the time.
- They rely on both the spoken word and the physical representation of
the word to convey and understand meaning.
- They have definite views about what they like and do not like to do.
- They have developed sense of fairness about what happens in the
classroom and they begin to question the teachers’ decisions.
- They are able to work with others and learn from others.
- They love to play and they learn better when they enjoy themselves.
2.2.2. Cognitive development
What children can or cannot do at different ages is connected not only
to their physical, but also to their cognitive development. The greatest part of
these changes takes place during the primary school years. “The years at
primary school are extremely important in children’s intellectual, physical,
emotional, and social development. They go through a series of stages,
progressively acquiring skills that are thought necessary by the society they
live in” (Phillips, 1993, p. 6). Jean Piaget's theory of cognitive development
has greatly influenced the views on teaching foreign language to children.
Curtain and Pesola in their book "Languages and Children – Making the
Match" refer to Wadsworth, who studied Piaget’s

11
developmental stage theory: “The child develops cognitively through active
involvement with environment, and each step in development builds on and
becomes integrated with previous steps. Because two of the four
developmental stages normally occur during the elementary school years, it is
important for language teachers working with children to keep the
characteristics of each cognitive stage in mind” (Curtain and Pesola, 1988, p.
66).
Children aged seven to eleven belong to the stage of concrete
operations. During this stage children are able to gradually apply logical
thinking to concrete problems. Learners can already work well with their
classmates but they might be reluctant to co-operate with children of the
opposite sex. They learn effectively through concrete experience and with
help of context. The final stage is called the stage of formal operations and
involves children of eleven to fifteen years old and older. During these years
the child’s cognitive structures are fully developed and children are capable of
applying logical reasoning to all classes of problems. It is claimed (Curtain
and Pesola, 1988, p.66-68) that positive self-image, positive relationships,
independence and sense of belonging to a peer group are very important at
this age. Young learners tend to be better in remembering the language when
the learning process using and applying physical activities.
In 1995, Scott and Ytreberg stated that children particularly aged from
eight to ten are competent mother tongue users. In this regard, they are aware
of basic linguistic rules of their mother tongue. At these ages, children are
able to grasp abstracts and symbols, generalize language, and systematize it.
Children are also capable of interpreting meaning without understanding
words

12
separately, are powerful in using language creatively, are fond of doing
exploration and create a certain funny condition; establish imagination; and
are keen on communicating.
McLaughlin (1978) regarded that in language teaching, most people
believe that children learn a foreign language in the same way of that they
learn their mother tongue. Actually, children are potential in acquiring and
learning a foreign language, and even they learn it more quickly than those
who are learning the foreign language after puberty. On the contrary, Long
(1990) denied that children are less capable of absorbing or acquiring a
foreign language optimally.
2.3. Teaching vocabulary for primary school students
The first part of this chapter deals with description of young learners
and aspects of their cognitive development. This part will discuss concept of
vocabulary, the role of vocabulary in language teaching and learning and
Teaching English vocabulary effectively. A foreign language’s learners will
speak fluently and accurately, write easily, or understand what the learner
reads or hears if they have enough vocabulary and have the capability of using
it accurately.
Obviously, vocabulary is very important in learning a language,
especially in learning English, because the English vocabulary is extremely
large and varies as well. According to El-Koumy (2004, p. 40), vocabulary is
an essential component of language and we would be totally mistaken if we
ignore teaching it.
We declare that the basis of a language is the vocabulary.
Consequently, teaching English vocabulary is the priority when the learners
are in the beginning stage of the process. The teacher should explain new
words in English, performing pronunciation modeling, and word-building in

13
order to help learners grasp English vocabulary. The classification and
association with other words will help students to comprehend new
vocabulary.
2.3.1. Concept of vocabulary
Vocabulary is a matter that a lot of linguists and English teachers have
paid attention to for a long period. Vocabulary means all the words known by
a particular individual and the appropriate diction and understanding when
used in communication. Vocabulary is a list of words with their meanings,
especially one given in a reading book of a foreign language. Vocabulary is
one of the language components which have to be mastered by the students in
learning a new language. They students will get difficulties in using English if
they lack vocabularies. According to BBC English Dictionary (1992, p.
1316), vocabulary is the total of words you know in a particular language. It is
generally believed that knowing a word means knowing its meaning.
Actually, knowing a word may involve four aspects: form of the word (for
instance spelling and pronunciation), grammatical properties (for example,
grammatical category of a word, its possible and impossible structure), lexical
properties (for instance, word combinations and appropriateness), and general
meaning and specific meaning.
According to the definitions above it can be concluded that vocabulary
is a stock of words in a language, written or spoken, with meaning conveyed
within a given society and culture.
2.3.2. The role of vocabulary in language teaching and learning
Learning vocabulary plays an important role in language learning
because Gass (1999) noted that “learning a second language means learning
its vocabulary” (p. 325). Vocabulary is essential in language acquisition
because the mastery of vocabulary will help students master all the language

14
skills; listening, speaking, reading, and writing. Vocabulary is able to make
the students practise the structures easier; it is useful for the students to
communicate in daily life and will strengthen belief that English can be used
to express some ideas or feeling they express in their native language
(Finocchiaro, 1974, p. 38). Thus, students should expand their vocabulary in
order to be able to communicate with others.
Vocabulary is believed to be the root for any language acquisition
process. Everyone learning a language must have enough vocabulary
knowledge to epress their ideas, thought and emotion. It is hard to learn a
language without having enough vocabulary knowledge. No matter how well
the learners learn grammar without words to express meaning,
communication in a foreign language may not occur in any meaningful ways.
In teaching primary school pupils, vocabulary is considered to be really
initial important to be mastered first. For this reason, teacher should pay more
attention to the teaching and learning English vocabulary to children as the
learners. Teacher should choose and apply some teaching techniques and
media which are suitable with the students’ needs based on the curriculum.
All in all, an effective vocabulary teaching technique is the one which attracts
the learners' attentionin order to make the learners understand the use of the
words, and provide an opportunity for repetition.
2.3.3. Teaching English vocabulary effectively
In teaching vocabulary, teacher 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 a teacher of English for s long time, I see that the
best way of teaching vocabulary is not only teaching the students to memorize
but also teaching them to pronounce, to spell, and to use it in context.

15
 Vocabulary should not rely on the spoken words only; teacher should
try to give as clearly as possible the explanation of the meaning of the words
being taught by showing picture, dramatizing, illustrating, paraphrasing, or
giving the similarity with their native language.
Richards, S. and Viliers, S. (2014) considered that young learners learn
fast but forget fast, so we need to do a lot of revision. Also, we must
remember not just to present them with individual words but also simple
common phrases. We must remember learners have different learning styles
and different intelligences. They state in their Methodology Booklet of Oxford
Primary Teachers' Academy that learners need to hear and say a word many
times before they come to see it. This is partly because young learners
naturally learn language by listening (this is how they learnt their mother
tongue). It is also because English is not phonetically spelt and seeing a word
too early can cause confusion.
Teachers also need to clarify ga
In brief, teachers are successful in English lessons only when learners
are able to use the word in a meaningful context appropriately and
spontaneously. Only when a learner realizes a lexical item in all of these
stages can we say they know the word. But this, of course, initially relates to
short-term memory. Teachers need to offer plenty of opportunities for regular

16
revision, recycling , and revising so that the word becomes fixed in long-term
memory also learners are at different levels, aptitudes, attitudes and have
different areas of interest in order to provide sufficient new words to be
motivating, interesting and challenging.
2.4. Vocabulary teaching activities based on behavioral learning theory
The important method which stimulates students’ learning and helps
them to acquire language quickly and effectively is students’ involvement.
This part involving Total Physical Response approach - one of the foreign
language teaching approachs applied by behaviorism.
2.4.1. General concept of TPR
It is assumed that Total Physical Response method has the similar
principle with behaviorist theory. The teacher’s direction here means the
instruction given by the teacher. Therefore, it can be concluded that it is the
stimulus they deliver to the children. Moreover, the students act is the
response of it. If the teacher gives the command and gives the example or be
the model, while the students copy what they did, it is similar with the theory
of imitation in behaviorism. Whereas the teacher gives the same command
over and over or repetition instruction, and makes the students habitual with
it, it means the application of behavioral theory in correlation with TPR
method.
TPR is a teaching-learning strategy developed by Dr. James Asher, a
professor of psychology at San Jose State University, where the students
understand the new language first before they have to speak it, or write it, or
read it - just as a child learns language the first time. TPR is based on the
premise that the human brain has a biological program for acquiring any
natural language on earth - including the sign language of the deaf. The
process is visible when we observe how infants internalize their first

17
language. Asher showed that the fastest, least stressful way for understanding
of any target language is to follow directions uttered by the instructor.
Total Physical Response (TPR) is a language teaching method built
around the coordination of speech and action; it attempts to teach language
through physical (motor) activity. TPR is linked to the “trace theory” of
memory in psychology which holds that the more often or the more
intensively a memory connection is traced, the stronger the memory
association will be and the more likely it will be recalled. Retracing can be
done verbally (e.g., by rote repetition) and in association with motor activity.
Combined tracing activities, such as verbal rehearsal accompanied by motor
activity, hence increase the probability of successful recall. Asher’s emphasis
on developing comprehension skills before the learner is taught to speak links
him to movement in foreign language teaching. It is believed that:
- Comprehension abilities precede productive skills in learning a
language.
- The teaching of speaking should be delayed until comprehension
skills are established.
- Skills acquired through listening transfer to other skills.
- Teaching should emphasize meaning rather than form.
- Teaching should minimize learner stress. Benefit of TPR: World's
most thoroughly researched approach in second language acquisition.
- Successful with children and adults learning any language.
- Three strong features: High-speed understanding of any target
language, Long-term retention and Zero stress!
- Another unusual feature: enjoyable for teachers as well as students!
2.4.2. Characteristics of TPR
Total physical response (TPR) helps students to understand the target

18
language as a whole rather than the rules of the language. For example, to
explain particular word such pen, the teacher holds up a book and say “this is
a pen” and repeated by the students. This method is closely related with
Grammar Translation Method which uses translation method to explain a
language to students but instead of telling the meaning, the teacher gives a
clue (picture, gesture) and let the students to figure by themselves.
In a TPR classroom, the students are more active since they are
involved in the learning activity as listener and performer. They listen to their
teacher’s commands, mostly imperative commands then followed by actions.
The commands are given several times (drills) to make the students clearly
understand the concept of the target language.
In short, TPR teaching methods has following characterisitcs:
1. The teacher directs and the students “act” in response.
2. Understanding of the spoken language must be developed in advance
of speaking.
3. Understanding and retention is best achieved through movement of
the students’ bodies in response to commands.
4. Listening and physical response skills are emphasized over oral
production.
5. Students should never be forced to speak before they are ready. As
the target language is internalized, speaking will be emerged naturally.
6. Grammar and vocabulary are emphasized over other long areas.
Spoken language is emphasized over written language.
7. Whenever possible, humor is injected into the lessons to make the
learners more comfortable in learning languages.
2.4.3. Procedures of TPR
It is difficult for primary school learners to master the grammatical

19
structure of a language. Teachers should be aware of this and apply TPR
theory to students’ vocabulary learning. For instance, if teachers are teaching
vocabulary: walk, run and stop, they can use physical actions to help students
understand the meanings of these words.
In TPR lessons, teachers design suitable games which can stimulate
students’ interest and motivate them to learn effectively.
Pictures can give students visual impression. Teachers can use drawing
activities in class (Wu Fei, 2012, p.183). For example, in review section,
teachers require students to draw on the blackboard what the vocabulary
stands for.
Wu Fei (2012, p. 183) also stated that music always generates a kind of
relaxing and ease environment for learning. Teachers combine music with
teaching content. Students can sing and dance with music. In this case, they
can easily apprehend the meaning of teaching material.
Children are good at performing. Teachers plan some scenes based on
daily life in which students are asked to play their respective roles. Real
situation can enhance students’ memory for the new content (Wu Fei, 2012, p.
183). These are four steps in an English lesson applied by TPR teaching
methods:
- First, teachers give instruction and do physical actions accordingly.
Students just look, listen and observe.
- Second, teachers give instructions and do physical actions, and
students act following what teachers have done.
- Third, teachers give instructions without doing anything, and
students do physical actions according to teachers’ instructions.
- Last, some students give instructions and other students complete
physical actions.

20
 The majority of class time in TPR lessons is spent doing drills in which
instructors give commands by using the imperative mood. Students respond
to these commands with physical actions. Apart from drills using the
imperative, teachers can use other activities as well, such as role-plays,
games, slide presentations, etc.

2.4.4. TPR activities used for primary school learners in the study

TPR can easily be used in a everyday classroom routine. The teacher

encourages the children to recognize and respond to simple classroom
instructions and gestures, such as; hands up, stand up, sit down, wave
goodbye etc. She can make visual associations with words that the children
can learn and mimic especially descriptive words. For example: big, happy,
small, and sad. It should be kept in mind that they love to mime professions,
animals, vehicles, weather conditions etc. In such activities children first
listen and then understand messages, decide whether they are right or wrong,
and finally act accordingly (Pinter, 2006).
* Commands
The most usual TPR activities involve teacher’s commands to which
students respond physically, demonstrating comprehension. Some commands
require using largemotor skills, while others involve interaction with
classroom objects, like desks, chairs, maps, the whiteboard, board markers, or
pictures and charts. For example:
Depending on the topic of the lesson, the teacher can prepare
commands that will strengthen vocabulary learning using hand movement to
manipulate any set of pictures or flashcards: Point to / Touch / Pick up (an
apple / a pear / an orange / a strawberry). The activity can become more
physically demanding if carried out as a competitive game in which the speed

21
of running and the ability to understand commands are combined: the pictures
or flashcards can be stuck on the whiteboard and individual members of two
groups of children run to the whiteboard to touch or pick up the picture with
the word the teacher uses in his/her command; the group that collects more
flashcards is the winner. This activity can be done as a lead-in for introducing
new vocabulary, or as a practice activity for reviewing vocabulary.
A more demanding activity will be the one requiring children to act out
the verbs or verb phrases appearing in a lesson. A good example are lesson 1
and lesson 2 of each unit in the book "Tieng Anh 5" - Vietnam National
Education Press such as: climb the tree, do karate, play with the knife, touch
the stove, fly a plane, design, walk in space, turn right, turn left,... .Children
can mime the verbs, either while listening to the story or responding to
teacher’s commands. Hearing impaired children can be scaffolded with
flashcards showing the pictures of activities, while physically impaired
children can respond by holding up a flashcard showing the action that
corresponds to the teacher’s command. Further, the verbs can be practiced by
playing the game Simon says. Simon says laugh haha..! Simon says swim!
Simon says wave! Simon says stand up!, Simon says sit down! Children are
supposed to perform only the activities introduced with Simon says. If
children mime the action when the teacher says Laugh! without saying Simon
says, they are out (Alphin,2002). The commands can be made more
challenging if given with increasingly faster speed. These activities can be
used as practice or wrap-up activities, or at any time during the lesson if a
change of pace is needed.
For lessons ouside the classroom, more action can be introduced with
commands like: Run forward. Take three teps to the left. Jump up and down.

22
Throw the ball. The sequence of commands should be prepared in advance so
that they are given fast, for the amusement of children (Lee, 1986, p. 102).
* Games
Depending on the nature of students’ psychological characteristics,
they can not keep their attention a long time and not often listen to the
teacher. In this way, a positive classroom atmosphere will enable some of
students to interact with teachers and other students to maintain their
attention. In this mode, the teacher can also design some of the relevant
content of the game.
Prepare some commands: touch your nose, touch your lips, touch your
eyes etc.
The teacher showed the students part of the body by mentioning and
touching.
Give the commands to touch part of their body according to what the
teacher says.
To know students’ understanding, the teacher can do miss-direction
technique for example when saying “touch your nose” the teacher touches
his/her lips.
Repeat this techniques several times.
The teacher can judge by the time of rule or control which group is the
winner, and then gives them some gifts or prizes. This game can cultivate
students’ sense of English and English thinking in a relaxed and pleasant
atmosphere.
* Storytelling
Storytelling is also a way to emphasize the uniqueness of each person’s
imagination, and imagination can generate language. TPR storytelling is
another method that uses pantomime and physical activity: each word in a

23
story has its own gesture. Furthermore, because teachers will contextualize
the acquired vocabulary and act it out, their students will be able to hear, see,
act out, retell, revise and rewrite it (Marsh, 2000).
* Miming and role-playing
This group of activities/games are usually related to a traditional song
and focus on bringing language of the songs to life with simulation. Using
simulation and dramatisation children act out the traditional songs, like The
Mulberry Bush. When listening to the song, children join hands and run round
a ring, and then stand still to mime washing their hands, cleaning their teeth,
brushing their hair, cleaning their shoes, or going to school. Another well-
known action song is Head, shoulders, knees and toes, in which children
touch respective body parts, thus performing physical exercise that requires
them to bend forward and croach down.
TPR reflects the way the baby learn their first language in which first
they are observing all utterances they hear and they will speak when they are
ready to do so. TPR is a teaching strategy which involves the students to the
learning process. This strategy requires the teacher to be a commander to
students. The activities on the Total Physical Response Storytelling stimulate
student’s ability in thinking and imagining. All ideas given by the students are
appreciated so the students will not afraid in making mistake and students will
be motivated to learn more and more.
2.5. Previous studies
There is a large number of research studies, focusing on teaching
English vocabulary using TPR method that were conducted by both foreign
and Vietnamese researchers. From the experiences and what the researcher
has searched, few important studies particularly concentrate on how to

24
improve the vocabulary competence for primary students. Following are some
related articles and studies:
Burston, J. (2011) conducted a research project to reexamine the
effectiveness of vocabulary learning via mobile phones. The participants of
this study consisted of 78 students aged from 18 to 22 were assigned to two
groups: the SMS group (the experimental group) and the paper group (the
control group). Then, they were administered a pretest to identify the level of
their prior vocabulary knowledge. Next, they were put into two intervention
conditions. The SMS group studied a selected list of vocabulary via mobile
phone SMS text messages while the paper group worked on the same list of
vocabulary through paper material in a self-regulated manner. The study
concludes that vocabulary learning through these two methods is effective in
their own way and that a blended approach to vocabulary learning may better
help increase the effectiveness from the perspective of sustained retention
rates.
Laura Holleny (2012) investigated the effectiveness of Total Physical
Response Storytelling for language learning with special education students
to ascertain the validity of the Total Physical Response Storytelling (TPRS)
language learning method in comparison with “traditional” language learning
methods. The participants of this research consisted of 44 high school
students in grades 9-12 with mild learning disabilities such as specific
learning disorder, other health impairment, communication impairment, and
multiple disabilities. The four classes were divided into two groups: a control
and treatment group. Each group consisted of ten to twelve students. The
results from this study vary from class to class, as to the advantage of having
material taught using TPRS techniques.

25
 Besides, Sühendan Er (2012) researched the effects of Total Physical
Response Method in Early Childhood Foreign Language Teaching
Environments. The participants in this study were not mentioned and no texts
was mentioned, so the classroom objects can be used easily but there were
teaching via songs, games, stories accompany actions which attracted the
attention of young active learners. In this paper, the positive sides of using
TPR in foreign language classrooms for young learners are discussed and
some sample activities are introduced. This study found that TPR was the
most effective technique which could be used in foreign language classrooms
for young learners.
Moreover, Sasan Washang (2013) investigated the boosting vocabulary
retention through adding a video component to the vocabulary building
classes in English for specific purpose situations. The 46 participants of the
study were divided into 2 groups randomly. Both groups attended classes for
reading texts related to port management with special focus on the new
vocabulary. The first class was treated with only texts and exercises. The
second class was treated with the same texts and exercises with the addition
of selected videos with the length of around 10 minutes, also related to port
management and specially selected to contain and discuss the same
vocabulary. After 16 weeks, 2 tests were administered to measure the
students’ level of word retention. The results showed the second group
performed significantly better in both tests.
Ice Sariyati (2013) performed a research project on the effectiveness of
TPR (Total PhysicalResponse) Method in English Vocabulary Mastery of
Elementary School Children and how the students respond toward teaching
English vocabulary using TPR method. The participants of this research were
42 elementary school children in the first class in Bandung, divided into 2

26
groups randomly. This research used quasi-experimental design to find out
whether the TPR method was effective in English vocabulary mastery of
elementary school children with two groups (control and experiment). Pre-test
and post-test and observation were used to know the students’ response
toward the TPR method in the experiment class. The result of the research
showed that the TPR was effective and suitable to be used for elementary
school children to learn English, especially English vocabulary and they felt
happier and easier when learning with TPR method
Lately, Pham Vu Phi Ho and Ngo Thi Cam Anh (2018) operated the
research article on the effect of using total physical response (TPR) on EFL
young learners' vocabulary and speaking fluency in 2018. The majority of
research on language learning methods supports using various learning
strategies for learning vocabulary, but developing speaking skill. The article
focuses on effective ways to help young learners to remember vocabulary and
speak fluently and provides, using TPR to create an active and friendly
atmosphere in the classroom in order to make the young learners remember
vocabulary in long-term and enhance their speaking fluency. The researchers
also explore the attitudes of young learners when TPR is used in language
teaching in EFL classrooms in Vietnam so that deeper understanding of
learners would be collected to make it more effective.
Howerver, in Dong Anh District, Hanoi City where the researcher has
been working for more than 14 years as a teacher of English, there has not
been any research studies or articles related to the subject of improving
English vocabulary for primary school students through TPR method applied
from behaviorism. Therefore, this thesis hopefully will make a small
contribution to the application of behaviorism in which TPR method is
presented in developing the students’ ability in English vocabulary at primary

27
school level in general and at Bac Hong Primary School in Dong Anh, Hanoi
in particular.
2.6. Summary
To sum up, this chapter conceptualizes the discussion of issues and
aspects concerning the topic of the study. It is concerned with the definitions
of behaviorism, its point of view in foreign language teaching, the young
learners' characteristics and cognitive development. Then it also deals with
concept of vocabulary, the role of vocabulary in language teaching and
learning, and vocabulary activities based on behavioral learning theory in
which it concentrates on general concept of TPR, characteristics of TPR and
TPR Activities for Young Learners. Finally, the literature review of previous
studies on TPR approach serves as the base for the researcher to conduct the
study. In the following chapter, the methodology employed in the study will
be presented.

28
 CHAPTER 3: METHODOLOGY
This chapter presents the methodology for the study on using Total

Physical Response learning to improve the 5 th graders’ English vocabulary at

Bac Hong Primary School. In this section, the author carries out an
experimental research on TPR teaching method. In this experiment, two
groups of students adopted different teaching methods, the TPR teaching
method and the traditional method. Data from the teaching experiment and
the results of classroom observation are analyzed in order to get the practical
effect of TPR in the classroom.
3.1. Research setting
3.1.1. Context of the study
Bac Hong primary school is in a rural district in Hanoi where the
environment for teaching and learning English was not fully facilitated. The
teachers at Bac Hong primary school are co-operative and enthusiastic in
teaching. Almost all the students are interested in studying natural science
subjects (such as Maths, Physics and Chemistry) rather than English.
However, English is becoming more and more important in our modern life
and has been taught as a compulsory subject for all students, English is now
getting its essential part in students' mind.
Being a teacher of English, I face with a number of difficulties in
teaching English, especially vocabulary for my students. With my students,
they usually feel fed up with learning by heart the English new words.
Moreover, the current examinations for the upper levels (the entrance exam
into the 10th grade and into university) are almost in the format of multiple -
choice questions and mainly focus on grammar, vocabulary, pronunciation,
reading comprehension and some controlled writing which require a large
number of vocabulary. This makes the English new words in all lessons at

29
class become really important while the teachers are still hesitating without
knowing how they should teach to gain the best results. On the other hand, the
students living in such rural areas as the author’s hometown have little chance
to meet native speakers. They have hardly been aware of the English language
knowledge. As a result, some are so weak at English that they seem to be
afraid of learning English.
In this study, the researcher used experimental research approach to
identify the problems the students are facing in learning English vocabulary in
order to investigate students’ attitude toward total physical response (TPR)
learning activities and to examine the effectiveness of this technique in
improving the students’ vocabulary. The research was conducted at Bac Hong
primary school where the researcher is working as a teacher of English.
Experimental research was selected as the methodology for the current
research project because of its outstanding advantages. First, it helps to
identify problems, solves the problems and then to bring about improvements
in her classroom activities. Second, it shows the teacher what is actually
different between the two classrooms with the two teaching methods, what
learners are thinking, how learners are reacting to the TPR activities and what
extents to which behavioral learning - based activities (presented by TPR
method) facilitate students' vocabulary learning at school. As presented in
Chapter 1, through teaching experience and observation, the teacher-
researcher discovered that her students found it difficult to remember new
words, even they did not know how to speak English due to lack of
vocabulary and they were too shy to express their ideas in English in front of
the whole class. Therefore, an effective strategy needed putting into an
experiment with the hope of bringing better change for students’ engagement
in mastering English vocabulary.

30
 The target students were in their fifth grade at Bac Hong Primary
school in Dong Anh District, Hanoi City. Eighty - four students who were
about eleven years old from two classes were chosen. Each class accounted
for forty - two. Their English ability was in the same level. All of them were
local. They were divided into two groups, including the experiment group and
the control group. The experiment group used the TPR approach to learn
vocabulary. The control group adopted the traditional teaching methods. The
experiment was carried out in the second semester of the school year 2018-
2019 and lasted four months from the middle of January, 2019 to the middle
of May, 2019. The teacher gave five lessons each months. Every class lasted
forty minutes. Pre-test, 4 posttests (one posttest was made after each month)
were covered. The results of the tests were collected and discussed in the end
of the experiment.
The text book used was the 2nd semester English Students' Book of the
Fifth Grade, published by the Vietnam National Education Press. Lesson 1
and lesson 2 of ten themes from Unit 11 to Unit 20 totally were chosen.
3.1.2. Definition of experimental research
Fraenkel, J. R. and Wallen, N. E. (2000, p. 9) stated that experimental
research is the most conclusive and scientific methods because the researcher
actually establishes different treatments and then studies their effects. Beside,
Arikunto (2003, p. 272) stated that experimental research has a purpose to
investigate whether there is an effect on “something” that is treated as the
subject of the search. In other words, an experimental research tries to observe
the cause and effect relation. Comparing one or more experimental groups
which get a treatment with one or more control groups, which get no
treatment, is the way to conduct experimental research. Experimental research

31
provides a systematic and logical method of answering the question, “If this is
done under carefully controlled conditions, what will happen?”
In a research, a condition or a situation is arisen in order to find out the
effect. In other words, the experiment is the way to find out the cause and
effect relation between two factors that are intentionally arisen by the
researcher by eliminating, decreasing, or separating out the factors that may
disturb. Thus, an experiment is conducted in order to know the effect of the
treatment.
Experimental design is the blueprint of the procedures that enable the
researcher to test hypotheses by reaching valid conclusions about
relationships between independent and dependent variable (Best, 1981, p. 68).
Based on Campbell and Stanley in their book “Experimental and Quasi-
Experimental Designs for Research”, as quoted by Arikunto (2003, p. 276),
there are two kinds of experimental research, true experiment and quasi
experiment. Selection of a particular design is based upon the purposes of the
experiment, the type of variables to be manipulated, and the conditions or
limiting factors under which it is conducted (Best, 1981, p. 68).
3.1.3. Steps of an Experimental research
Basically, the strategies and the steps in conducting experimental
research are similar to the strategies and the steps in conducting research in
general. An experimental research is conducted in the seven following steps:
- Reading literature sources to get the problems of the research,
- identifying and stating the problems,
- determining the limitation of terms and variable, hypothesis, and
supported theory,
- arranging the plan of the experiment,
- conducting the experiment,

32
 - choosing the appropriate data that can represent the experimental
group and the control group,
- finding out the significant relation to get the result of the experiment
using the appropriate technique.
It can be concluded that experimental research is a systematic and
scientific approach to research in which the researcher manipulates one or
more variables, controls and measures any change in other variables. The
study uses this method as the most appropriate method in measuring the
effectiveness of Total Physical Response to enhance students’ vocabulary
mastery by comparing two groups of students. One group is taught using
Total Physical Response, while other group is taught using traditional
method. In the end of the study, the result of the study from two groups will
be compared.
3.2. Participants
3.2.1. The Researcher
The researcher graduated from The College of Foreign Languages –
Hanoi National University in 2005. Since then, she has been teaching English
at Muong Khuong II High school in Lao Cai province, An Duong Vuong
High school, Thuc Nghiem Primary school, Bac Hong Primary School and
Bac Hong Secondary school in Hanoi. She is currently taking an M.A course
in English Language in Graduate Academy of Social Sciences.
The researcher is also the teacher of English in Bac Hong primary
school and is also the observer in the study. During the first two weeks of the
second semester of school year 2018-2019, the teacher- observer taught and
observed the class to collect initial data. During the experimental research, she
invited two English teachers to follow the class when the new set of

33
activities was conducted to elicit data on the effectiveness of the action
adopted.
3.2.2. The Students
Most of the students at Bac Hong primary school are from agrarian
families so their lives are rather poor. Their learning condition is rather
difficult, especially to improve English through the mass media and English
centers. Apart from learning, they have to help their families with housework
and farming. The current grade 5 students have been learning English at least
for 4 years (the first 2 years of English phonics and the last 2 years of
National curriculum) but their English is still undervalued. The students
chosen are from the fifth grade primary school studying at Bac Hong primary
school, Dong Anh, Hanoi where parents have not yet known much about
benefits of foreign language and do not encourage their kids to learn it.
Moreover, English seems to be something difficult and strange to them.
Consequently, most of the students do not know what they learn English for,
except for the reason of achieving high score in order to enter a good
secondary school. They do not know the importance of English in the modern
life as well as in their future. They become bored with learning this language
because they find it too difficult to master. In each class, there are only a few
students really learning English and being interested in learning it. The rest
almost forget all the things they have learnt. Once the learners have no
motivation for learning, the learning quality is very difficult to be improved.

The participants of the study are eighty - four students who are selected
from class 5A and 5B at Bac Hong primary school, each class accounted for
forty - two. They were local and about eleven years old. They were divided
into two groups, including the experiment group and the control group. The

34
experiment group used the TPR approach. The control group adopted the
traditional teaching methods.
The target students were in the fifth grade which was the third year they
started to learn English with compulsory material, they are not familiar to
word form. The experiment lasted four months from the middle of January,
2019 to the middle of May, 2019. The teacher gave two lessons each week,
ten lessons each months. Every class lasted forty minutes.
3.3. Data collection instruments
The main data collection instruments used in this experimental research
project were questionnaire, pre-test, post-tests, and classroom observation.
These methods were chosen as they could be the most suitable means of
collecting, analyzing, and evaluating modified tasks during study. The
combination of these methods would help minimize the limitation of each
one, thus increased the reliability of the information in this study. These three
instruments were used in different stages of the action.
3.3.1. Pre- test
In order to learn about the students’ English ability, the pretest
(Appendix 3) was conducted in the first day of the second semester of school
year 2018 -2019. There were twenty questions totally in the pre-test; each
question was worth 0.5 point. The questions were divided into four types. The
first five questions belong to identification of word form which means to
leave one unneccessary letter to make a meaning word. For another five
questions, students were asked to find one word that does not stand in the
group with the three others. The next task is to fill the missing word in the
blank with the given cues (by pictures or words in the table). In the last five
questions, students choose the best suitable words to make a correct sentence.

35
Students do the test in 20 minutes. Then the teacher divided eighty-four
students into two groups based on the unit of the class 5A and 5B.
3.3.2. Post test
The post-test was performed to measure and compare the results of the
two groups. The treatment was only carried out for the experimental group;
therefore, the different results between the experimental group and the control
group can indicate the effectiveness of the treatment (the TPR method). The 4
posttests (Appendix 4,5,6,7) in this study were carried out for both groups
after each of the 4 months of the experiment. The first posttest was on
Monday, February 11, 2019 after one month of applying two teaching
methods for two classes. Then the second one was done on Monday, March
11, 2019. The third posttest was on Thursday, April 11, 2019. The last one
was conducted on Friday, May 10, 2019. After the data of the two groups’
results had been collected, the effectiveness of the treatment was measured
through the two groups’ mean scores. The contents of the post-test were about
the vocabulary of ten lessons in the second semester of the fifth grade.
The form of the posttests were the same as the pretest. The only
difference was the test contents. There were twenty questions in each test,
time allowance for each test was 20minutes. The first five questions was to
leave one unneccessary letter to make a meaning word that asked students to
identify the word form. For another five questions, students were asked to
find one word that does not belong to the group of the three others. The next
task is to fill the missing word in the blank with the given cues. In the last
task, students chose the best suitable words to make a correct sentence. Each
question valued 0.5 point. The contents of the posttest was based on the
teaching material during the experiment from February 2019 to May 2019.
The results and data of these tests were calculated and compared.

36
 3.3.3. Classroom observation
Experiment group
Forty - two students in the experimental group were treated with a
slightly different environment. Their desks were usually removed, so that
students have more freedom to interact with learning materials. Since the use
of TPR method, students have a lot of chances to touch and see the visual
aids. The teacher is ready to give guidance. In order not to confuse the
students, she needs to be definite and clear. Moreover, the teacher paid more
attention to the students’ social need and she created a relaxing and funny
atmosphere for the students to complete a part of the course. The teacher
prepared in advance, or to provide students with comprehensive listening
comprehension, students need to understand. The teacher used techniques of
TPR methods based on the behaviorism in teaching English to design some
games, for instance, two students come to the front of the class in pairs, and
then one of them performs the action, at the same time, the other person
outputs the appropriate language.
Control group
The control and experimental groups studied the same unit of
vocabulary using different types of instructions. Both groups received the
same test for each unit that included both TPR and traditional components.
The teacher must maintain a dominant position on the students in this class.
This classroom is dominated by a strict teacher. There is a rigid seat, with the
students in a row. The seat does not need to change. This class does not
require additional visual aids or special preparation. Teachers use textbooks as
a means to convey the information to students. In order to get a target
language, students do not need to do special activities in class, the basis for
teaching is memory. Such an atmosphere is quiet, diligent, and sometimes

37
oppressive. Students are not active in the classroom, because the atmosphere
is very depressed. The teacher gives more work to guide the target language,
instead of using the language to speak. Students spend a lot of time on
alternative and extra exercises. Teacher focuses on the accuracy of the
pronunciation of the students. It takes a lot of time to correct students’
mistakes. So, students spend more time under the tutor’s stress, rather than
through the language or actions from the master to use the language. Students
spend most of their time in mechanical time, and do not need to fully
understand the new vocabulary they have learned.
3.3.4. Questionnaires
Undoubtedly, questionnaires are one of the primary sources of
acquiring data in any research. Questionnaires are the most direct way to get
feedback from these pupils. According to Salkind (2003), questionnaire is a
useful tool in educational research since “individuals can complete them
without any direct assistance or intervention from the researchers”. The
questionnaires are effective for a scientific research because they are easy to
analysize. Nunan (1999, p. 143) stated: “The important issue in closed-ended
questions is that the responses to these types of questions will more accurately
reflect what the respondent wants to say”.
Due to the fact that questionnaires save time and efforts for both
researchers and participants, in the scope of this research, questionnaires for
students were employed as one of the primary instruments for data collection.
In responding to the questionnaires, the participants were asked to indicate the
extent to which they express their ideas with the statements by choosing the
option(s) among A, B, C or D. Moreover, students were given as much time
as they needed to complete the questionnaire.
There were two bilingual questionnaires (English and Vietnamese) in

38
this study. The first was for both groups ( Appendix 1), was carried out right
after the pre-test. The aim of the first questionnaire was to investigate whether
the pupils need a new teaching method and what kind of teaching method they
need. The first questionnaire was used to collect initial data to investigate
problems of students’ real situation of studying English, especially learning
vocabulary. It consisted of twelve items and was conducted for 84 students of
Grade 5A and 5B at Bac Hong primary school. The table 3.1 below will show
the frame of the first questionaire for both groups of students in the study.
Table 3.1: Frame of Questionnaire for 2 groups of students
Categories Questions
A. The pupils’ opinions on the English Questions 1, 2, 3, 4, 5, 6
vocabulary

B. Information about their motivation in Question 7, 8, 9, 10, 11,12

learning English vocabulary and the
pupils’ opinions on the zero-stress teaching
lesson
This questionnaire concerns with two specific areas: (A) The pupils’
opinions on the English vocabulary that involves questions like: their interest
in learning English, the teaching methods for their English vocabulary and
whether they need new teaching methods for their English vocabulary
teaching (question 1 to 6). (B) Information about their motivation in learning
English vocabulary and the pupils’ opinions on the zero-stress teaching lesson
(question 7 to 12). For each question, there are several choices for students to
circle or tick the most suitable answer. For some questions, learners can tick
more than one answer.
The second questionnaire (Appendix 2) was conducted to collect final
data to investigate the progress of students after applying TPR method in

39
teaching English vocabulary. It consisted of twelve questions and was
conducted for 42 students of class 5A - the experimental group - at Bac Hong
primary school. All the questions were about the TPR method.
Table 3.2: Frame of Questionnaire for students in experimental group
Categories Questions
1. Students' attitudes towards using behavioral Questions 1, 2, 3, 4, 5, 6,
learning-based activities in vocabulary
teaching and learning.
2. The extent to which behavioral learning- Question 7, 8, 9, 10
based activities facilitate vocabulary learning.
The purpose of designing these questions was to investigate the
pupils’ opinions about the TPR method and the extent to which behavioral
learning-based activities facilitate vocabulary learning. The first question
group focused on investigating the interest value of the TPR method.
Choosing the answers of A, B and C manifested that the pupils affirmed the
interest value of the TPR method. On the contrary, the answer D means the
pupils still feel bored even in the TPR lesson.
3.4. Research design
This study uses Randomized Control-Group Pretest-Post-test design of
the experimental research. This design was chosen because it is frequently
described as the most desirable of the true experimental design. Fraenkel and
Wallen (2000, p. 290) stated that this design involves two groups, both of
which are formed by random assignment. One group receives the
experimental treatment while the other does not. This study would have two
groups in the experiment. Furthermore, the experimental studies is designed
under various settings of the treatment. In a simple experiment, the subject
might be divided into two groups, one to undergo a treatment condition

40
(called the experimental or treatment group), and the other to receive a neutral
treatment (or control group). The two groups are compared after the treatment
is applied. Marson and Bramble (1997, p. 104) states that the characteristics
of control group are as follows:
1. They should be as desirable to the subjects as are the treatment -
group conditions.
2. They should be similar in duration and procedure to the
experimental-treatment conditions.
3. The control conditions should be concerned with variables unrelated
to the treatment effects under study.
Based on the theory above, this study used experimental group and
control group. In measuring the effectiveness of Total Physical Response to
enhance students’ vocabulary mastery, the experimental group of this study
will be taught by Total Physical Response, while the control group will be
taught by Grammar Translation Method. In the end of the study, the result of
two groups will be compared. Clearly, this design is presented as follows:
Pretest Treatment Post-test
R O1 X O2
R O3 O4
R = Randomized, that is, subjects are randomly sellected and randomly
assigned to the treatment group
O = Observation or testing
X = The treatment
After the two groups are formed through random assignment, the two
groups will get the treatments. They will not get the same treatments. The
treatment which is used in this research is Total Physical Response method in
which the reseacher chose three common activities namely: games, songs

41
and storytelling. Then the two groups will be tested after the treatment, and
the results will be compared.
3.5. Procedures
In this study the writer took the fifth grade students of Bac Hong
primary school, consists of 276 students. The writer took 84 students as the
sample consisting of 42 students as the experimental group and 42 students as
the control group. Before giving the treatment, the writer had conducted a pre-
test and the first questionaire for two groups. The pre-test was conducted on
Tuesday, January 3, 2019 when students started a new semester. The
vocabulary mastery test consisted of 20 items in the form of crossing one
unneccessary letter to make a correct word, filling the missing words, multiple
choices, and odding one word out. After conducting the pre-test, the writer
had students in 2 groups to anwser the first questionaire for initial information
about the problems that students face when learning English at school. Then
she gave a treatment which began on Wednesday, January 9, 2019 and ended
on Thursday, May 9, 2019. The writer gave 4 post-tests for both of two
groups after each month of the experiment. Having finished the treatment, the
last posttest was conducted on Friday, May 10, 2019 for both groups. The
second questionaire was done for only experimental group on the same day of
the last test.
3.5.1. Experiment Group
Through watching and listening to the teacher’s word, students wrote it
down and explain the word by action or picture. The teacher examined their
understanding by performing other actions and asking whether the word they
had learned is related to the behavior. Students should be able to use different
language input and action to convey to the teacher.
Practice: Students had the opportunity to practice new words through

42
action, with the teacher’s input, and they had to decode and respond. In this
way, students could remember new words by repeating actions. Once the
students were comfortable and familiar with the input of the new vocabulary,
the teacher reversed her dominance and students took up the role of teaching.
In this regard, the students were expressing their hope for the teacher to
communicate through words.
Production: Students interacted with each other by using new words
through competitive games. Teachers could present students with visual
input, and students could use their understanding of memory. In this process,
students were required to take an exam to test the students’ listening
comprehension and the memory of the day’s target language.
3.5.2 Control Group
The teacher asked students to come up with their textbooks and find the
pages of the new vocabulary. The teacher read the word, and then students
repeated it over and over again until they could recite the pronunciation of the
word and the meaning of the word. The teacher asked students to read every
word, and then translated the English into Vietnamese or Vietnamese to
English.
Practice: the teacher gave some examples of the use of new words in
sentence structure. The students required copying the sentences that the
teacher made for them. The teacher then asked the students to use the words
they had learned to make a sentence.
Production: The teacher took out the workbook and lets students filled
in the blanks with the new words that were learned. Students needed to rely
on the word to complete the task. The teacher asked students to stand up and
give answers, then she checked if they were properly used and pronounced.
The interaction between students was very little. In this process, students were

43
required to take an exam to test the students’ ability and the memory of the
day’s target language.
3.6. Methods of data analysis
Data collecting as one of the processes of a research plays an important
role in a research. It is a process of obtaining the primary data in a research. A
good research is built upon adequate data and correct procedures. All kinds of
data were analyzed to meet the requirements of this study. As stated in this
action research project, both qualitative and quantitative methods were used
by the researcher.
For the tests, the scores from the pre-test and post-test were computed,
calculated and converted into mean scores based on the total number of
participants. The steps of data analysis process involved determining the mean
scores to check whether there were any significantly differences between pre-
test and post-test.
The formula of calculating the score is:

total number of correct answers

Students' score =
2

The formula of calculating the mean of the scores is:

∑X
M=
N

M = mean score of the test

∑X = the total scores of the pupils
N = the number of the pupils

44
 For the questionnaire, it is aimed at finding out students’ opinions and
attitude toward the teacher’s activities applying TPR approach that is based on
the behaviorism. Data gathered from the students’ feedback were firstly read
through, and then classified and interpreted to get the answers for the research
questions. Therefore, the students’ opinions were counted and converted to
percentage and illustrated in the form of figures and tables. Then, the
researcher compared the valid percent of some agree opinions with some
disagree options to determine the treatment.
For the classroom observation, the reseacher as well as the teacher can
observe students' enthusiasm and attitude toward TPR method applied in the
English lessons. After that, a descriptive and interpretive analysis was applied
to synthesize those data.
In brief, the data was displayed, analyzed and interpreted to attain the
findings of the study. The analysis and interpretations were based on pre- and
post- test scores, classroom observation and students’ opinions.
3.7. Summary
Throughout this chapter, the methodology of the paper, which is a
combination of qualitative and quantitative methods of experimental research,
has been presented. Additionally, this chapter also gives information of the

target population of the study, who are the 5 th grade students at Bac Hong
primary school, in Dong Anh, Hanoi. Moreover, the description of data
collection instruments and procedures as well as data analysis procedures are
identified. The following chapter will show the results of the study.

45
 CHAPTER 4: FINDINGS AND DISCUSSIONS
As stated, the purpose of the study was to improve the 5th graders’
English vocabulary at Bac Hong primary school by using TPR method - one
of the teaching methods based on the behavioral learning theory. Through the
data collected, the researcher could evaluate the effectiveness of TPR method
applied to English vocabulary teaching and uncover the 5th graders’ attitudes
towards TPR method used in teaching English vocabulary at class.
This chapter introduces the main findings of the study. All the
information and data collected from the test papers, classroom observation
and questionnaires would be analyzed and discussed to provide answers to the
two research questions. The data collected will be presented in the tables and
figures.
4.1. Data analysis from the tests
4.1.1. The Scores and Analysis of the Experiment Group
The table 4.1 below shows the mean scores in pre-test, three posttests
and the everage point of students in experiment group. Students in the
experiment group achieves very good results. In other words, students not
only are tested at the end of each month, but also there are no extreme
differences between each post test. Moreover, the mean score of the post tests
are strongly improved from month to month. These results are consistent with
our belief that the experiment group uses TPR method that will provide
consistently high results. There are no pressure on the learning environment,
and the opportunity to use language. In such a relaxed environment, they will
learn better.

46
 Table 4.1: The scores of the experiment group
Students Pre-test Post test 1 Post test 2 Post test 3 Post test 4 Everage point
1 9 9 9.5 9 10 9.4
2 10 9 9.5 10 10 9.6
3 9 9 9 9 9 9.0
4 10 10 9 10 10 9.8
5 7 7 8 9 9 8.3
6 9 9 9 9 9 9.0
7 10 10 10 10 10 10.0
8 7 8 8 9 8 8.3
9 6 7 8 8 9 8.0
10 8 9 9 9 10 9.3
11 9 9 10 9 9 9.3
12 8 8 9 9 9 8.8
13 10 10 9 9.5 10 9.6
14 9 9.5 8.5 9.5 10 9.4
15 10 9 10 9 10 9.5
16 8 9 9 9 9 9.0
17 6 7.5 8.5 8 9 8.3
18 10 9 9.5 9 9 9.1
19 8 9 8.5 8 9 8.6
20 9 9 9 10 9.5 9.4
21 9 9 9 9 9 9.0
22 7 8 8 9 8 8.3
23 7 8 7 8 8.5 7.9
24 9 9 9 9 9 9.0
25 9 9 9 9 9 9.0
26 8 8.5 8 9 9 8.6
27 9 9 9 9 9.5 9.1
28 10 10 9 10 9.5 9.6
29 8 9 9 9 9 9.0
30 5 6 6 6 6.5 6.1
31 10 9.5 9 10 9.5 9.5
32 9 9 9 9 9 9.0
33 9 8 8 9 8 8.3
34 9 8 9 8 8.5 8.4
35 9 9 9 9 10 9.3
36 9 9 9 9 9 9.0
37 7.5 7 7 7 9 7.5
38 5 6 7 9 8 7.5
39 5 6 6 6 6 6.0
40 9 9 10 9 9 9.3
41 7 9 8.5 8 8 8.4
42 7 8 9 8.5 9 8.6
Mean 8.3 8.5 8.7 8.8 9.0 8.8

47
4.1.2. The Scores and Analysis of the Control Group
Table 4.2: The score of the control group
Students Pre-test Post test 1 Post test 2 Post test 3 Post test 4 Everage point
1 9 9.5 9 10 10 9.6
2 7.5 6.5 7 7 8 7.1
3 10 10 10 10 10 10.0
4 9 8 8 8.5 8.5 8.3
5 9 10 10 10 10 10.0
6 6 5 8 6 7 6.5
7 6.5 7 8 7 7 7.3
8 9 8 9 8.5 9 8.6
9 10 10 10 10 10 10.0
10 9 9 9 8 9 8.8
11 8 7 7 7 8 7.3
12 9 8 8 8 9 8.3
13 6 6 6 6 6 6.0
14 7 8 7.5 6 8 7.4
15 9 9 9 9 9 9.0
16 7 6.5 6 7 7 6.6
17 6 6 7 6 7 6.5
18 8 8 9 7.5 8 8.1
19 9 10 9 9 9 9.3
20 7 8 8 7 8 7.8
21 10 10 10 10 10 10.0
22 9 9 9 9 9 9.0
23 8 10 8.5 8 9 8.9
24 10 9 9 10 9 9.3
25 10 10 10 10 10 10.0
26 6.5 7 6 6.5 6.5 6.5
27 5 6 6 6 7 6.3
28 7 6 7 7 7,5 6.9
29 8.5 8 8 9 9 8.5
30 9 9 9 9 9 9.0
31 9 10 9 10 10 9.8
32 8.5 9 9 9 9 9.0
33 8 8 9 8 9 8.5
34 7 6 6 6 7 6.3
35 9 7 7 9 7 7.5
36 7 8 7 8 9 8.0
37 6 7 7 7 7 7.0
38 8 9 9 9 8 8.8
39 7 8 8 8 9 8.3
40 10 9 9 9 10 9.3
41 10 9 9 10 9 9.3
42 9 9 8 8.5 9 8.6
Mean 8.2 8.2 8.2 8.2 8.5 8.3

48
 The average scores of the students in the control group are lower than
the average scores of students in the experiment group. There exist some
extreme differences between the students’ scores. These results prove that the
control group uses the traditional teaching method that provides wavering
results for memory. It lightly grows up in the final test because of being seen
as the students' results in all school year and therefore students must try their
best to revise and do the test. Stressful learning environment and the lack of
language skills are affecting students’ learning.
4.1.3. The comparison of the mean scores between two groups
The chart below will show the different mean scores in pre-test and four
posttests of the two groups in the experiment.
Figure 4.1: Mean score of the two groups

9.2

8.8

8.6

8.4

8.2

7.8
Pre- test Posttest 1 Posttest 2 Posttest3 Posttest 4
Experimental group Control group

As we see from the figure, the mean scores of the experimental group
and the control group are extremely different. The researcher would like to
compare the mean scores of the two groups which the total scores of sample

49
divided by the total number of subjects. The figure shows that pre-test mean
scores of both groups in the study are quite similar. However; the mean score
of the experimental group becomes higher and higher through each posttest
and much higher than the control group's. The mean score of the students
taught using TPR is significantly raised, while the mean score of the students
taught using GTM is hardly raised or rises slowly. It shows that the mean
score of the students taught using TPR is higher than the mean score of the
students taught using GTM. It can be concluded that using TPR to enhance
students’ vocabulary mastery has better result than using GTM. On the other
hand, TPR seems more effective to enhance students’ vocabulary mastery.
4.2. Students’ Response from Classroom Observation
4.2.1. Experiment Group
In the experiment group, there is a massive range of sound and video
used in the classroom. The college students reply positively to the teacher’s
suggestion in the classroom. The students have enough time to hear and
apprehend the target words, so they are very assured and seldom worry about
making errors when they come to speak. Classroom surroundings is not
moderated, it is very lively, the students are also very happy. Students sit
down face to face to see each other from a distance, and pastime occurs in the
center of the group. Students no longer have to face each others’ back, which
makes it less difficult to interact in the target language. In addition, as
instructors use the most important goal language in study room
communication, students are uncovered to the second language in this period.
All students want to take part in this recreation and are keen to show their
behavior. In this way, they can easily produce the second language again.

50
4.2.2. Control Group
In the control group, the main activities of students are listening and
taking notes, without plenty of visual input, and the contents are instructed
over and over again. Students have little time to find out whether they have
acquired the necessary understanding including the words that have been
learned. Grammar rules are given in class and students spend a lot of time
writing the grammar rules. Then, the students need to complete grammar
exercises. The use of target language for any type of voice interaction spends
little time. Needed space is not available for students to move or perform
actions. Students are in the face of the teacher and the blackboard and their
seats are fixed. When the students read after teacher over and over again, and
spend most of the time on the exercises, the atmosphere is not active and
makes them depressed. The output of the students is entirely based on the
teacher’s example. Students do not appear to stimulate learning; their answer
is just to answer the teacher’s questions, rather than a positive part of the
classroom.
4.3. Data Analysis from Questionnaires
The analysis of results collected from two questionnaires aimed at
answering the second research question of the study: “What do the students
think about the use of behavioral learning-based activities in vocabulary
teaching and learning?” According to the data and computations in 4.1 above,
the TPR method is effective in teaching English vocabulary. As shown in the
theoretical background, the method fits the learning characteristics of pupils
aged 11. In the previous section, the effectiveness of the TPR method in
English vocabulary teaching has been calculated. This section aims to discuss
the pupils’ opinions of TPR which is issued from behavioral learning theory,
its effectiveness and relevance. There are two questionnaires in this study, the

51
first one was distributed to both the experimental and the control group
(eighty - four pupils in total), before we carried out the experiment; the
second was given to the experimental group only (forty - two pupils in total),
after TPR method was applied. The results of the questionnaires were
presented according to the actual number of responses given by these pupils.
4.3.1. Analysis of the first questionnaire
The results of questionnaire one is shown in Table 4.4 below.
Table 4.3: Results of Questionnaire for 2 groups of students
Sections Items Multiple choice
A B C D
A 1. Do you think learning English 20 23 22 19
vocabulary is interesting? (23.8%) (27.4%) (26.2%) (22.6%)
A. No, not at all.
B. No, it is boring
C. Yes, a little
D . Yes, I like it.
2. In your opinion, learning 60 22 2 0
English vocabulary is: (71.4%) (26.2%) (2.4%)
A. very important
B. important
C. not very important
D. not important
3. Can you remember all the 9 16 20 39
English new words that your (10.7%) (19.1%) (23.8%) (46.4%)
teacher gives?
A. Yes, of course.
B. some words
C. A few words
D. No, I can't.

52
 4. Which aspect of vocabulary 68 10 4 2
do you have the most when (80.9%) (11.9%) (4.8%) (2.4%)
learning a new word?
A. meaning C. pronunciation
B. spelling D. formation
5. Which difficulties do you 32 25 8 9
have in learning English (38.1%) (29.8%) (9.5%) (10.7%)
vocabulary?
A. I remember and forget
quickly the word’s meaning
B. I’m easily get bored
C. I find it difficult to write
some words
D. I can not pronounce some
syllables
6. Which ways do you often 45 10 24 5
apply in memorizing words? (53.6%) (11.9%) (28.6%) (6%)
A. write down and learn by
heart
B. think about them in your
mind
C. read them repeatedly
D. make sentences with them
B 7. Do you think it is necessary 66 12 5 1
to bring some other methods (78.5%) (14.3%) (6%) (1.2%)
into the teaching lesson for the
English vocabulary?
A. very necessary
B. necessary
C. not so necessary D.
not necessary at all

53
8. Do you think it is necessary 71 7 4 2
for teachers to bring something (84.5%) (8.3%) (4.8%) (2.4%)
funny to the classroom?
A. very necessary
B. necessary
C. not so necessary
D. not necessary at all
9. Do you feel stress during the 43 21 12 8
English lessons? (51.2%) (25%) (14.3%) (9.5%)
A. very stressful.
B. stressful
C. a little stress
D. Not at all
10. Do you think teachers’ 78 5 1 0
praises are very important for (92.8%) (6%) (1.2%)
your motivation to study
English?
A. very important
B. important
C. not so important
D. not important at all
11. What do you think about 80 4 0 0
the zero-stress English lesson? (95.2%) (4.8%)
A. perfect B. good
C. just so so D. I hate it.
12. What kind of things below 30 23 25 6
can attract your attention in the (35.7%) (27.4%) (29.8%) (7.1%)
English lesson?
A. Action B. Pictures
C. Story D. Nothing

54
 The first part of the questionnaire was from the first to the sixth
question. The aim of the first question was to investigate the pupils’ attitudes
on learning English vocabulary in which 43 (51.2 %) children who were
asked answered that learning English vocabulary was not interesting while
97.6% of them agreed that vocabulary is necessary. As the table shows, 59
pupils consider learning English vocabulary is difficult and they cannot
remember all the new words and 68 (80.9%) pupils admitted knowing only
meaning when they learn English vocabulary. Meanwhile, all of the sutdents
who were asked had trouble with learning English vocabulary, 45 pupils
(88.1%) memorized the words by writing down and learning by heart. That is
to say, almost pupils thought studying English vocabulary was not interesting
and they find it difficult to remember the new words.
The objective of the second question group was to investigate whether
the pupils wanted some new teaching methods in their vocabulary teaching
lessons. As the table shows, 64 students admitted that they felt the lessons are
stressful and 78 of them would like something funny in the English lessons.
Respectively, that is to say, almost the pupils thought it was necessary to
adapt some new teaching techniques for the English vocabulary teaching.
The second question group also concerned the level of enjoyment and
the motivation in teaching and learning English vocabulary. The table shows
that 92.8% pupils would like some other methods in vocabulary lessons that
are zero-stress and funny. Most pupils clearly thought that learning English
vocabulary was not interesting. They needed some new teaching techniques
that can be used to produce fun in their English vocabulary lessons. These
questions aim to identify some factors’ functions in TPR learning, such as
stress and praise.

55
 In brief, stress usually reduces pupils’ motivation. In this study, more
than 80 percent of the pupils felt stress in their English lessons. Therefore, a
new teaching way which enables to reduce the pupils’ stress in the lesson was
indispensable. The data analysis indicates that most of the pupils suffered by
the stress from the English lessons which reduced their motivation of English
learning. Furthermore, most of them hoped their teacher would introduce
some new methods to make the teaching lessons zero-stress.
4.3.2. Analysis of the second questionnaire
The results of the second questionnaire are as follows:
Table 4. 4: Results of Questionnaire for students in experimental group
Sections Items Multiple choice
A B C D
A 1. Do you think the TPR 22 12 8 0
method teaching lesson is (52.4%) (28.6%) (19%)
funny?
A. Very funny
B. Funny
C . Not so funny
D. Not at all
2. Is it useful in lengthening 24 11 7 0
your attention time in the TPR (57.1%) (26.2%) (16.7%)
lesson?
A. Very useful
B. Useful
C. Little useful
D. Useless
3. Do you think the TPR 20 15 5 2
method is effective in teaching (47.6%) (35.7%) (11.9%) (4.8%)
English vocabulary?

56
 A. very effective
B. effective
C. a little
D. not at all
4. Does the TPR method 25 10 6 1
promote your interest in (59.2%) (23.8%) (14.3%) (2.4%)
learning English vocabulary?
A. very useful
B. useful
C. a little useful
D. useless
5. Do you think the TPR 21 13 6 2
method is helpful for recalling (50%) (30.9%) (14.3%) (4.8%)
the meaning of English
vocabulary?
A. very useful
B. useful
C. little useful
D. no useful at all
6. Are you satisfied with this 24 11 6 1
TPR lesson? (57.1%) (26.2%) (14.3%) (2.4%)
A. I like it very much
B. I like it
C. a little
D. I do not like it at all.
B 7. In your opinion, is it easy to 28 8 5 1
memorize new words when (66.7%) (19%) (11.9%) (2.4%)
your teacher uses TPR method?
A. very easy
B. easy
C. a little easy

57
 D. Not easy at all
8. Which techniques do you 19 14 7 2
find most effective to learn (45.2%) (33.3%) (16.7%) (4.8%)
English vocabulary?
A. games B. songs
C storytellingD. video
9. In your opinion, is it easy to 10 12 8 12
understand the new words when (23.8%) (28.6%) (19%) (28.6%)
the teacher applies TPR
methods?
A. very easy
B. easy
C. a little easy
D. Not easy at all
10. How do you work in the 12 11 8 1
English lessons when your (28.6%) (26.2%) (19%) (2.4%)
teacher applies TPR method?
A. very actively
B. actively
C. inactively
D. very inactively

The first question focused on investigating the interest value of the

TPR method. Choosing the answers of A, B and C manifested that the pupils
affirmed the interest value of the TPR method. On the contrary, the answer D
means the pupils still feel bored even in the TPR lesson. However, no pupil
chose D in this question. That is to say, 42 pupils found their funs in the TPR
method class. In addition, there were 22 pupils choosing the answer of A
(very funny) which means that more than half of the pupils held an extremely
positive attitude to the TPR method. From the data stated above, 100 percent

58
of pupils affirmed the interest value of the TPR method. It is asserted that the
basic effectiveness of the TPR method could be realized as a result of the
pupils’ positive attitudes to this method.
The second question aimed at investigating whether the TPR method
really could keep the attention time of pupils longer. All the pupils chose A
(very useful) or B (useful). There were no pupils who chose the negative
answer D. It means all the pupils regarded the TPR method as an effective
teaching method which can improve their concentration span. Besides the
data analysis of the post-test, the treatment (the TPR method) demonstrated
that it was an effective teaching technique for teaching the meaning of
English vocabulary.
In the third question, there were only two pupils who selected D
(useless). In other words, most pupils believed that the TPR lesson is effective
in their English learning. As the result of the first questionnaire shows, most
of the pupils found learning English vocabulary was boring. Therefore, it was
necessary to offer the pupils a teaching method which can help them promote
their interest in English learning.
The objective of the forth question was to find whether the TPR lesson
could promote the interest of the pupils in learning English. As we see in
table 4.6, 25 students chose the positive answers of A and 10 students chose B
which means most of the pupils thought the TPR method was useful in
promoting their interest in English learning.
The fifth question was about whether it was easier for the pupils to
recall the meaning of English vocabulary if these words had been taught with
the TPR method. There were 34 pupils who selected A (very useful) and B
(useful) as their answer, that is to say, 81 percent of the pupils who took part

59
in the lesson agreed that the TPR method was helpful for them to recall the
meaning of English adjectives easily.
The sixth question was to investigate whether the pupils who were
taught by TPR were satisfied with this lesson. Only one pupil selected the
negative answer D, that is to say, 41 pupils who had taken part in the TPR
lesson were satisfied with it.
From the analysis of 6 questions above, the evaluation from the pupils
about the TPR lesson was positive and affirmative. They were satisfied with
the TPR lesson. In their opinions, the TPR method was effective and helpful.
It was an effective teaching method in teaching the English adjectives. It was
useful for the pupils to promote their interests in English learning and recall
the meaning of the English vocabulary that had been taught. Whenever this
method is applied in the English lesson, it can attract the pupils' attention by
the interest value produced.
To answer the second research question in this study, we conducted the
questions 7, 8, 9, 10 to investigate the extent to which behavioral learning-
based activities facilitate vocabulary learning.
In the seventh question, 36 students agreed that it is easy to comprehend the
new words when the teacher used TPR method in the English lesson.
The eighth question was to find out whether it is easy to memorize the
new words after using TPR method. Only 2 students selected the answer D,
which means 40 out of 42 students find it easy to remember vocabulary.
The nineth question asked students about the most effective technique of TPR
method in learning English vocabulary that the teacher used in the lessons.
The choice for 4 answers is relatively similar. That means the activities of
TPR method used are attractive and useful.

60
 The last question was used to search how students work in the English
lessons applied TPR method. There was only one choice for D; that is
confident to say students are comprehensive and active in learning English
vocabulary.
From the analysis of the last 4 questions in the second questionnaire,
we conclude that TPR method makes students more active in the English
lessons. This method also helps them to understand and remember the new
words more easily. Moreover, all of the four activities of TPR method used in
the experimental research are effective.
4.4. Discussion
The general goal of the TPR teaching method is to make the students
learn to use the foreign language, especially English language. The initial
stage about teaching is to let the students understand the content of the study,
and to teach the language through action. However, the traditional English
teaching method in our country is to teach grammar, to master the grammar
structure, and the final purpose is to test, instead of using the language in
daily life. This leads to the traditional teaching method into a single and rigid
teaching dead end. Before the experiment, there is little difference between
the two groups. But after carrying out the teaching experiment at the two
classes, we can see an obvious difference between the experiment group and
the control group. From the analysis of the data, in the experiment group,
there are no extreme differences between students’ scores and the mean scores
of students in this group are gradually raised. However, in the control group,
there exists some extreme differences between the students’ scores and the
mean scores of the students hardly grow up. On the basis of the above
analysis, this paper comes to a conclusion that the TPR teaching method is

61
better than the traditional method. There are lots of advantages of the TPR
teaching method, as shown below.
1) It helps to arise students’ learning interest and inspires the
enthusiasm of students’ learning.
2) The TPR teaching method can lessen the pressure of students.
3) The coordination of language and behavior is beneficial to the
development of the brain.
4) Through classroom observation, the researcher found that it can help
students to improve their listening and speaking ability. Thus, they can easily
use English vocabulary in the context and daily life.
5) It is memorable. It can help the students to remember the phrases or
words. Actions help to strengthen the connections in the brain.
6) It is funny and easy, students enjoy it.
7) This is good for the learners who need to be active in the classroom.
8) It can create an authentic language environment.
4.5. Summary
This chapter has presented detailed analysis of the data collected from
the survey questionnaire, pre-test, post-tests, and classroom observation.
Moreover, discussion of the findings was also mentioned to answer the two
research questions. The results proved that TPR method helped the students to
improve English vocabulary. In addition, almost all the students had good
feelings about using TPR method.
In brief, all the feedback from survey questionnaires,the results from
pre-test, 4 post-tests and the classroom observation uncovered the
effectiveness of TPR method applied in teaching and learning English
vocabulary, which is the answer to research question 1 in this study.

62
 CHAPTER 5: CONCLUSION
In this chapter, we summarize the study and the research findings.
Then, we would like to discuss the applications, the limitations of this study,
and the further studies.
5.1. Recapitulation
The experimental research project was carried out in optional lessons
during 4 months in the second semester of school year 2018 -2019 of eighty -
four students in class 5A and 5B at Bac Hong primary school. The previous
chapters show that using TPR method that implied from behavioral learning
theory in English vocabulary lessons consumed a lot of time. Most of the
students had few opportunities to be taught with TPR activities. However,
from the author's experience in teaching English with TPR method, two types
of lessons and class observation can be drawn for experiment group and
control group. First, TPR method can be used effectively for experiment
group to develop student's English vocabulary. Second, traditional method is
conducted to use for control group in learning English vocabulary. After that,
we compare the results of the two groups to find the differences between
them.
The thesis has described an experimental research in which the author
made every effort to solve problems in terms of the low English competence
of the students in English vocabulary by applying TPR method based on the
behavioral learning theory. The results of the research represented that the
mean scores of students in experiment group rise gradually month by month
and higher the mean scores of those in control group; and students had
positive attitude towards the use of TPR activities in English lessons.

63
 After finishing the experiment, the writer concluded the advantages of
using TPR method to teach English preposition to the fifth graders of
elementary school. The advantages could be described as follows:
a. The students showed a great enthusiasm during the lesson. The class
was fun because both the teacher and the students enjoy TPR method. The
researcher found that learning in a funny and zero-stress class, students learnt
more actively and memorize the new words better and longer.
b. Using TPR method to teach English vocabulary to the fifth grades
was very satisfactory. Most of students had the greatest improvement in
English vocabulary comprehension and memory. It was supported by the
higher scores gained by the students who have been taught using TPR
method.
c. TPR method could be combined with conventional textbooks which
were commonly used in class, regardless of language performance, or
motivational intensity seemed to have developed their cooperative skill.
However, teachers have to select the suitable material to create TPR lesson.
To sum up, applying behaviorism theory in the teaching English can be
by using Total physical response. TPR provides students with not only good
English vocabulary but also some necessary skills for integration and
development in the 21st century. The steps are instructions given to the
students then words are repeated until the students are accustomed. As a
result, the teacher can build and shape their behavior, with a worthy manner.
5.2. Concluding Remarks
The study was aimed to answer the two research questions as follows:
1. To what extent does the use of behavioral learning-based activities
facilitate vocabulary learning at Bac Hong Primary School?

64
 2. What do the teachers and students think about the use of behavioral
learning-based activities in vocabulary teaching and learning?
In order to find out the answers to the above questions, the researcher
herself studied the behavioral learning theory and the related language
teaching methods, then carefully planned, had some intervention into the
optional lessons of grade 5 with TPR method which is based on behavioral
learning theory. She uses questionnaires, pre-test, post-test and class
observation as devices for her experimental research to get data. After
synthesizing and analyzing the data collected, the author can determine her
students’ attitudes toward TPR method used in teaching English vocabulary
and evaluate the effectiveness of this technique applied to English lessons.
The researcher let the students do a pre-test and answer the first
questionnaire before dividing them into two groups of her experiment to
investigate whether the TPR method was effective or not based on the themes
in the text book Tieng Anh 5 - Vietnam Educational Publisher. The students
in experiment groups sat down face to face and enjoyed the English lessons
with TPR method while the students in control group sat down in the face of
the teacher and the blackboard and their seats are fixed. As demonstrated by
the results of the study, the students in experimental group gave positive
response towards the lessons; however, the students in control group felt more
stressful and got the lower results than the experiment group. There was
obvious improvement in the students’ English vocabulary in experiment
group. Clearly, the study has given the answers to the research questions and
achieved its aims.
Being aware of the fact that education is not offered with individual
teaching methods, the author is willing to experience non-traditional teaching
practices (TPR) that was implied from behavioral learning theory as powerful

65
tools for the achievement of teaching aims such as increased motivation,
interest, and English vocabulary quality in the context of teaching English as
a foreign language.
The study is also carried out in the hope that it would be beneficial for
teachers of English who want to apply behavioral learning theory in their
language teaching.
In conclusion, TPR method is considered an appropriate strategy which
is superior to other methods to develop students’ English vocabulary. It
should be an innovative aspect in English teaching and learning thanks to its
benefits to students and teachers.
5.3. Implications
From the data analysis results of using TPR method based on

behavioral learning theory to improve the 5th grade students’ English

vocabulary, it was proved that the researcher was going in the right direction
in order to meet the study’s objectives. Therefore, this research brings about
practical implications for not only the teachers of English and students at Bac
Hong primary school but also other researchers as follows:
a. To teachers of English at Bac Hong primary school:
Teachers have a crucial influence on the success of the students’
learning. Teaching English is not easy. The teacher must always be creative
and should use various methods in teaching especially appropriate method
according to the situation and topic or students’ education level and interest
appropriate for their students. The method should make students more
interested and motivated in teaching and learning process. Before they
conduct the teaching and learning process, they should choose an appropriate
method or approach first. Because the method or approach is one of the
factors affecting the success of teaching and learning process.

66
 Total Physical Response as one method of teaching language can be
used as alternative to enhance students’ vocabulary mastery and students’
achievement of English vocabulary.
b. To students at Bac Hong primary school:
Students should develop their awareness in learning English, specially
learning vocabulary because it is the root issue for learning English well in
the higher level. They should be more active, creative during the lessons.
Total Physical Response activities, the students should be active to
follow the process of teaching and learning English and do more practices in
the class. In TPR classroom, students respond to commands that require
physical movement. So, the students must not be passive and shy, must do
more practices in the class. Besides these, they have to improve their
vocabulary mastery with various activities.
c. To the future researchers:
Hopefully, the finding of this study will be used as a starting point of
the future studies on similar problem. It is certain that the study is also a
reference for those who want to research TPR method based on the behavioral
learning theory in teaching English vocabulary.
5.4. Limitations and Suggestions for Further Studies
5.4.1. Limitations
The study still has some limitations because it has been conducted in a
short time and the data have been attained from a small number of particular
students (84 students) at Bac Hong Primary School, so the findings may hold
true for the teaching and learning in the researcher’s primary school context.
Moreover, the researcher’s practical experience and knowledge of TPR
that is implication of behavioral learning theory is limited.
Besides, this method of teaching English covers only four steps: (1)

67
teacher creates a situation and models; (2) Students repeat; (3) Students role-
play according to the models that the teacher gives; (4) Teacher gives
feedback and collects the new structure. The TPR method implicated from
behavioral learning theory does not contain the step that students
communicate with the new structure.
Hopefully, these problems will be solved in the future researches to
see how effectively TPR works in language learning and teaching.
5.4.2. Suggestions for Further Studies
First of all, this study has focused on some activities to raise students’
presentation ability in the English vocabulary lessons. It should be done in a
more comprehensive way in the class of language skills such as reading,
listening, speaking and writing.
Second, the researcher hopes to work with other colleagues to combine
some more supplementary materials that are useful for students.
Finally, there should be more raters to observe the students’ English
vocabulary ability and opinions in order to get the most accurate data, as well
as more research into designing activities that help students understand more
active and memorable in English vocabulary lessons and use them in the daily
life.

68
 REFERENCES
Foreign Authors
Alissa, D. E. (2003). Behaviorism: More than a Failure to Follow in
Darwin’s Footsteps. Jossey-Bass.American History, 87 (2), 686.
Alphin, E. M. (2002). Simon Says. India: Houghton Mifflin Harcourt.
Arikunto, S. (2002). Prosedur Penelitian Suatu Pendekatan Praktek.
Jakarta: PT Rineka Cipta.
Asher, J. (1977). Learning another Language through Actions.
California: Sky Oaks Productions.
Best, J. W. (1981). Research in Education. Michigan: Allyn and Bacon
Chomsky, N. (1993). A mimimalist program for linguistic theory, in
Hale, K. & Keyser, S.J., ed, " The view from Building", Cambrigde: 20 MIT
Press.
Budiman, A. (2017). Behaviorism in foreign language teaching
methodology. English Franca,1 (2), 101.
Burston, J. (2011). Reexamining the effectiveness of vocabulary learning
via mobile phones. The Turkish Online Journal of Educational Technology,
10 (3), 203-214.
Chomsky, N. (1959). Review of Skinner's Verbal Behavior. Language,
35, 26-58.
Chomsky, N. (1993). A Minimalist Program for Linguistic Theory. The
Minimalist Chronicles, 24, 951.
Curtain H. A. and Pesola, C. A. (1988). Languages and Children –
Making the Match: Foreign Language Instruction in the Elementary School.
Reading, Mass.: Addison-Wesley Pub. Co.

I
 El-Koumy, A. S. A. K. (2004). Teaching and Learning English as A
Foreign Language: A Comprehensive Approach. USA: Educational
Resources Information Center (ERIC).
Fauziati, E. (2016). Applied Linguistics: Principles of Foreign
Language Teaching, Learning, and Researching. Surakarta: Era Pustaka
Utama.
Finocchiaro, M. (1974). Teaching English as a Second Language. New
York: Harper and Row.
Fraenkel, J. R. and Wallen, N. E. (2000). How to Design and Evaluate
Research in Education (4th edition). New York: McGraw Hill Company.
Gass, S. (1999). Incidental vocabulary learning: Discussion. SSLA, 21,
319-333
Harper C. ( 1992). BBC English dictionary. London : BBC English.
Holleny, L. (2012). The effectiveness of Total Physical Response
Storytelling for language learning with special education students. Theses
and Dissertations, Rowan University.
Hulstijn, J. H. (2003). Incidental Learning in Second Language
Acquisition. Wiley: Wiley-Blackwell.
Kelly, L. G. (1969). 25 centuries of language teaching. Rowley, Mass:
Newbury House Publishers.
Larsen - Freeman, D. (2000). Techniques and principles in language
teaching (2nd ed.). Oxford: Oxford University Press.
Lee, W. R. (1986). Language Teaching Games and Contests. Oxford:
Oxford University Press.
Long, H. M. (1990). Maturational Constraints on Language Learning.
Studies in Second Language Acquisition. SSLA, 12, 251-285.

II
 Marsh, V. (2000). Total Physical Response Story Telling: A
Communicative Approach to Language Learning. Learning Languages, 4 (1),
24-28.
Mason, E. J. and Bramble, W. J. (1997). Research in Education and the
Behavioral Sciences: Concepts and Methods. New York: Brown and
Benchmark.
McLaughlin, B. (1978). Second Language Acquisition in Childhood.
Boston: Allyn and Bacon.
Nunan, D. (1998). Language Teaching Methodology: A Textbook for
Teachers. New York: Prentice Hall.
Nunan, D. (1999). Second Language Teaching & Learning. Michigan:
Heinle & Heinle Publishers.
Phillips, S. ( 1993). Young learners. Oxford: Oxford University Press.
Pinker, S. (1994). The language instict. New York: W. Morrow & Co.
Pinter, A. (2006). Teaching Young Language Learners. Oxford, UK:
Oxford University Press
Richards, S. and Viliers, S. (2014). Oxford Primary Teacher's Academy -
Methodology Booklet. Cleverland: Anonymous.
Rowe, B. M and Levine, D. P. (2006). A concise Introduction to
Linguistics. USA: Peason Education.
Salkind, N. J. (2003). Exploring Research. (5th Ed.). New Jersey: Upper
Saddle River, Prentice Hall, Inc.
Sariyati, I. (2013). The Effectiveness of TPR (Total Physical Response)
Method in English Vocabulary Mastery of Elementary School Children.
Parole, 3(1), 50-64.
Sasan, W. (2013). Boosting Vocabulary Retention through Adding a
Video Component to the Vocabulary Building Classes in English for Specific

III
Purpose Situations. Procedia - Social and Behavioral Sciences. 136 (2014),
89-93.
Skinner, B. F. (1957). Verbal Behavior. New York: Appleton-Century-
Crofts.
Skinner, B. F. (1976). About Behaviorism. New York: Vintage Books.
Scott, W. and Ytreberg, L. H. (1995). Teaching English to children.
London: Longman.
Sühendan Er (2012). Using Total Physical Response Method in Early
Childhood Foreign Language Teaching Environments. Procedia - Social and
Behavioral Sciences. 93 (2013), 1766-1768.

Wu Fei （ 2012). On the Application of TPR to Elementary English

Teaching. Northern Literature, 7, 183.
Vietnamese Authors
Phạm Vũ Phi Hổ and Ngô Thị Cẩm Anh (2018). The effects of using the total
physical response (TPR) on EFL young learners' vocabulary and
speaking fluency. Conference Paper(Kỷ yếu hội thảo khoa học 2018),128-137
Hoàng Văn Vân và cộng sự (2016). Tiếng Anh 5- tập 2. Hà Nội: Nxb
Giáo dục.

IV
 APENDIX 1
First questionnaire - Questionnaire for both groups Direction
This survey questionnaire is designed for the study on improving
students’ English vocabulary at grade 5 at Bac Hong primary school. Your
assistance in completing the following questions is greatly appreciated.
You can be confident that you will not be identified in any discussions or
data analysis. Thank you very much for your cooperation and assistance!
Please give your answers:
Class: ………………………………………….
Time of learning English: ……………….. year(s)
Please circle or tick the answer you think the most suitable. ( Em hãy khoanh
vào1 đáp án mà em chọn)
1. Do you think learning English vocabulary is interesting? ( Em có nghĩ học
từ vựng tiếng Anh là thú vị không)
A. No, not at all. I hate learning English vocabulary (Không, em ghét học
từ vựng tiếng Anh)
B. No, it is boring (không, từ vựng tiếng Anh thật nhàm chán)
C. Yes, a little (hơi thích)
D . Yes, I like it (có)
2. In your opinion, learning English vocabulary is: :(theo em, học từ vựng
tiếng Anh là:)
A. very important ( rất quan trọng)
B. not very important (không quan trọng lắm)
C. important (quan trọng)
D. not important ( không quan trọng)
3. Can you remember all the English new words that your teacher gives?
( Em có thể nhớ hết các từ mới tiếng Anh mà cô giáo dạy không?)

V
 A. Yes, of course. (có chứ) B. some words (một vài từ)
C. A few words (ít lắm) D. No, I can't. (không)
4. Which aspect of vocabulary do you have the most when learning a
new word? ( Khi học từ mới, em nắm chắc phần nào nhất?)
A. meaning ( nghĩa) C. pronunciation ( phát âm)
B. spelling ( chính tả) D. formation ( cấu tạo từ)
5. Which difficulties do you have in learning English vocabulary( Em gặp
những khó khăn nào trong quá trình học từ vựng tiếng Anh? )
A I remember and forget quickly the word’s meaning
(Em nhớ và quên nhanh nghĩa của từ)
B I’m easily get bored ( em cảm thấy dễ chán)
C I find it difficult to write some words
(Em gặp khó khăn khi viết một số từ khó)
D I can not pronounce some syllables
(Một số âm tiết em không thể phát âm được)
6. Which ways do you often apply in memorizing words? ( em thường dùng
cách nào để ghi nhớ từ vựng)
A. write down and learn by heart ( chép từ cần học thuộc nhiều lần)
B. think about them in your mind ( nghĩ đến nó trong đầu)
C. read them repeatedly (đọc đi đọc lại )
D. make sentences with them ( đặt câu với những từ đó)
7. Do you think it is necessary to bring some other methods into the teaching
lesson for the English vocabulary? (Em có nghĩ rằng cô giáo cần áp dụng 1
phương pháp dạy học từ vựng tiếng Anh khác không )
A. very necessary (rất cần thiết) B. necessary (cần thiết)
C. not so necessary (không cần lắm) D. not necessary at all (không
cần)

VI
8. Do you think it is necessary for teachers to bring something funny to the
classroom? (Em có nghĩ rằng cô giáo cần làm cho lớp học vui nhộn hơn
không)
A. very necessary (rất cần thiết) B. necessary (cần thiết)
C. not so necessary (không cần lắm) D. not necessary at all (không
cần)
9. Do you feel stress during the English lessons? (Em có thấy bài học căng
thẳng không)
A. Yes, they are very stressful. (rất căng thẳng)
B. Yes, they are stressful (có)
C. a little stress (hơi căng thẳng)
D. Not at all (không)
10. Do you think teachers’ praises are very important for your motivation to
study English? (Em có nghĩ lời khen của cô giáo là quan trọng để khuyến
khích các em học rtoots hơn không)
A. very important (rất quan trọng)
B. important (quan trọng)
C. not so important (không quan trọng lắm)
D. not important at all (không quan trọng)
11. What do you think about the zero-stress English lesson? (Em nghĩ thế nào
về tiết học không áp lực)
A. perfect (tuyệt vời) B. good (tốt)
C. just so so (bình thường) D. I hate it. (Em không thích)
12. What kind of things below can attract your attention in the English
lesson? (Điều gì sau đây có thể làm em chú ý đến bà học tiếng Anh hơn)
A. Action (hành động) B. Pictures (tranh ảnh)
C. Story (câu chuyện) D. Nothing (Không gì cả

VII
 APPENDIX 2
Second questionnaire - Questionnaire for the experimental group
This survey questionnaire is designed for the study on improving
students’ English vocabulary at grade 5 at Bac Hong primary school. Your
assistance in completing the following questions is greatly appreciated.
You can be confident that you will not be identified in any discussions or
data analysis. Thank you very much for your cooperation and assistance!
Please give your answers:
Class: ………………………………………….
Time of learning English: ……………….. year(s)
Please circle the answer you think the most suitable. ( Em hãy khoanh vào1
đáp án mà em chọn)
1. Do you think the TPR method teaching lesson is funny? (Em có thấy bài
giảng áp dụng phương pháp TPR vui không)
A. Very funny (rất vui) B. Funny (vui)
C . Not so funny (không vui lắm) D. Not at all (không vui)
2. Is it useful in lengthening your attention time in the TPR lesson? (Bài giảng
với phương pháp TPR có làm em chú ý hơn không)
A. Very useful (rất chú ý) B. Useful (có chú ý)
C. Little useful (1 chút) D. Useless (không chú ý)
3. Do you think the TPR method is effective in teaching English vocabulary?
(em có nghĩ rằng phương pháp TPR hiệu quả trong việc dạy từ vựng không )
A. very effective (rất hiệu quả) B. effective (hiệu quả)
C. a little (1 chút) D. not at all (không hiệu quả)
4. Does the TPR method promote your interest in learning English
vocabulary? (Phương pháp TPR có làm em thích học từ vựng hơn không )
A. I think it is very useful (rất nhiều) B. useful (nhiều)

VIII
 C. a little useful (1 chút) D. useless (vô ích thôi)
5 Do you think the TPR method is helpful for recalling the meaning of
English vocabulary? (Phương pháp TPR có hiệu quả trong việc gợi nhớ
nghĩa của từ không )
A. very useful (rất có ích) B. useful (có ích)
C. little useful (một chút) D. no useful at all (không ích gì)
6. Are you satisfied with this TPR lesson? (Em có hài lòng với phương pháp
TPR không)
A. I like it very much (Em rất rất thích)
B. I like it ( Em thích)
C. a little (hơi thích)
D. I do not like it at all. (không thích)
7. In your opinion, is it easy to memorize new words when your teacher
uses TPR method? (Theo em, thật dễ nhớ từ vựng khi áp dụng phương pháp
TPR)
A. very easy (rất dễ) B. easy (dễ)
C. a little easy (hơi dễ) D. Not easy at all (không dễ chút nào)
8. Which techniques do you find most effective to learn English
vocabulary? (Em thấy kỹ thuật dạy học nào hiệu quả nhất với em)
A. games (trò chơi) B. songs(bài hát)
C storytelling (kể chuyện) D. video (video)
9. In your opinion, is it easy to understand the new words when the teacher
applies TPR methods? (Theo em, thật dễ hiểu từ vựng khi áp dụng phương
pháp TPR)
A. very easy (rất dễ) B. easy (dễ)
C. a little easy (hơi dễ) D. Not easy at all (không dễ chút nào)
10. How do you work in the English lessons when your teacher applies TPR

IX
method? (Khi cô giáo áp dụng phương pháp TPR vào bài học em thấy mình
học có hiệu quả không)
A. very actively (rất năng động) B. actively (năng động)
C. inactively (khôngnăng động) D. very inactively (rất không năng
động)

X
 APPENDIX 3
PRE-TEST
I. Leave ONE unnecessary letter
1. STOHRY 2. CHERACTFER 3.PYTHION
4. KIMND 5. RESAD
II. Odd one out
1. A. flat B. road C. cottage D. villa
2. A. always B. usually C. early D. often
3. A. Cinderella B. Doreamon C. Aladdin D. fairy tales
4. A. gentle B. hard-working C. cruel D. character
5. A. quietly B. quickly C. funny D. loudly
III. Look at the pictures and fill missing words in the sentenses.

computer birthday home present called weekend

Dear Grandma,
I’m writing this letter to you because I (1) ___________you yesterday but you
weren’t in. We want to invite you to our (2) _____________ in May. It’s my
(3) ____________ on Saturday, 6th of May. I’ll have a big party. Can you and
Grandpa come to stay with us that (4) _____________? We’d love to see you.
By the way, the comic book ‘I Want to Be A Star’ is your great
(5) _____________ for me.
Thank you so much, Grandma!
Love,
Helen
IV. Choose the best answer.

XI
1. What time do you go to school, Mai?
A. Yes, at 6.45 a.m B. 6.45 a.m
C. At 2.45 a.m D. At 6.45 a.m
2. How many …………….do you have today ?
A. sujects B. subjects C. pupils D.
childrens
3. . My father ……………….a book last night .
A. reads B. readed C. read D. rode
4. Nam is good ………….Music , but he is bad……………….English .
A. at/ in B. in/ at C. at / to D. at /
at
5. Where were you last Sunday ?
A. by taxi B. it’s Nam Dinh province
C. at school D. two years ago

XII
 APPENDIX 4
POST TEST 1
I. Leave ONE unnecessary letter
1.KNIEFE 2.MATRTER 3.DANGOEROUS
4.BUIRN 5.FEVDER

II. Odd one out

1. A. matter B. fever C. pain D. rainy
2. A. fever B. matter C. toothache D. cough
3. A. mouth B. arm C. health D. eye
4. A. carry B. run C. climb D. stove
5. A. play B. thank C. burn D. cut
III. Look at the pictures and fill missing words in the sentenses.
1.Don’t play with__________
You can cut yourself

2.Don’t play with_______

You can get a burn

3. Don’t run up the_______________

You can break your legs

XIII
 4. Don't climb the____________.
You may fall and break your leg.

5.Don’t touch the ___________

You can be burned

IV. Choose the best answer

1. Linda has a pain in her throat. She has a/an _______.
A. toothache B. sore throat C. earache D. backache
2. Don’t ride your _____ so fast!
A. car B. matches C. bike D. stairs
3. You shouldn’t play with the knife because it’s _______.
A. small B. sharp C. tall D. deep
4. What is she doing? – She _______ with matches.
A. are playing B. was playing C. is playing D. am playing
5. What’s the ______ with you, Tony? – I’ve got a fever.
A. problem B. matter C. happiness D. luck

XIV
 APPENDIX 5
POST TEST 2
I. Leave ONE unnecessary letter
1.CLEWAN 2. DANVCE 3. HAPPEYN
4. GREEDUY 5. STEORY
II. Odd one out
1. A. tooth B. eye C. head D. aspirin
2. A. bought B. flew C. danced D. sang
3. A. beautiful B. souvenir C. interesting D. colorful
4. A. weather B. summer C. autumn D. winter
5. A. who B. how C. why D. this
III. Fill missing words, using the words given in the box
Forecast like what interesting winter
Tom: It’s really hot and sunny today. Do you know what the weather will be
(1)________tomorrow?
Lan: It’ll be cool and rainy.
Tom: Really?
Lan: Yes, I watched the weather (2)___________this morning.
Tom: I love that kind of weather.
Lan: (3)__________is the weather like in your country?
Tom: It’s cold in the (4)_______and quite cool in the summer. You can’t
predict when it will rain.
Lan: It’s (5)__________
IV. Choose the best answer
1. What are you going ……………. tomorrow?
A. to do B. do C. did D. doing
2. They …………….swimming last Saturday.

XV
 A. go B. going C. went D. goes 3
3. He should go to the ……………. because he has a toothache.
A. dentist B. nurse C. teacher D. doctor
4. What’s the matter ……………. you? ~ I have a cold.
A. to B. with C. from D. in
5. How many seasons are ……………. in England?
A. these B. those C. they D. there

XVI
 APPENDIX 6
POST TEST 3
I. Leave ONE unnecessary letter
1. FUTUIRE 2. ASTRONFAUT 3. FLHY
4. STADIUBM 5. PHARMDACY

II. Odd one out

1. a.watermelon b.mango c.apple d.rabbit
2. a.fantastic b.attractive c.busy d.food
3. a.healthy b.health c.safe d.magic
4. a.opposite b.behind c.street d. in front of
5. a.spring b.autumn c.fall d.season
III. Look at the pictures. Read and write one word for each gap. There is
one example.

Example: He’d like to be a good farmer.

1. He would like to be a _______________.

XVII
2. He wants to be a great football

______________.
3. He’d like to be an ________________ in the future.

4. Her dream is to be a __________ in the

hospital.

5. He wants to be a __________ like his father.

IV. Choose the best answer

1. What do you do in your free time? – I surf _______.
A. the Internet B. comics C. homework D. flowers
2. John is riding his bike _______ the park.
A. on B. at C. above D. in

XVIII
3. I love karate. I _______ karate every day.
A. work B. make C. do D. clean
4. Hoa often _______ to the music club every Sunday.
A. goes B. does C. listens D. climbs
5. A: Thanks for your lovely gift.
B: ________.
A. You’re welcome C. I’m sorry!
B. Go ahead! D. Don’t worry about it!

XIX
 APPENDIX 7
POST TEST 4
I. Leave ONE unnecessary letter
1. HEALTUHY 2. WESATHER 3. CLORUDY
4. PAGOFDA 5. PLSACE
II. Find one odd word A, B, C or D
1. A. teacher B. farmer C. doctor D. sister
2. A. father B. mother C. friend D. brother
3. A. happy B. dog C. sad D.angry
4. A. kitchen B.apple C. banana D. mango
5. A. soccer B. pen C. rular D. table
III. Read and choose the words to fill the blanks.
city wrong there uncle places
My name’s Linh. Last week, my family went to Ho Chi Minh City to
visit my (1) ............ It was the first time I was (2) ........ On the third day of
our visit, my brother and I had a (3) ............................ tour by bus. We visited
some (4)................. such as the City Theatre, the zoo and Ben Thanh Market.
Unfortunately, we got lost on the way home because we took
the (5) .................... bus! Fortunately, we took the right bus home in the end.
It stopped across the street, about three blocks from my uncle’s house.
IV. Choose the best answer
1. School ................ at 4.30pm every day.
A. finish B. finishing C. to finish D. finishes
2. It’s warm to day. I don’t want to............. at home, now.
A. staying B. to stay C. stays D. stay
3. My family likes............... our summer holiday at seaside.
A. to spend B. spent C. spending D. spend

XX
4.I................on TRAN PHU street.
A. living B. live C. lived D. lives
5.“What’s the ….. with you?” – “I have got a headache.”
A. question B. matter C. health D. sorry

XXI
 APPENDIX 8
SAMPLE LESSON PLAN
THEME: LESURE ACTIVITIES
Teacher: Phạm Thị Lành
Textbook: Tiếng Anh 5 ( Bộ Giáo Dục và Dào Tạo)
Time: 40 minutes
Class: 5A- Bắc Hồng Primary School

Unit 13: WHAT DO YOU DO IN YOUR FREE TIME?

Lesson 1

I. Objectives: By the end of this unit pupils can

- Use the words and phrases related to the topics Free time activities.
- Ask and answer questions about What someone does in his/her free time,
using What do you do in your free time? – I ....
- Develop Ss speaking and listening skills.
II. Languages focus:
- Sentence Pattners: What do you do in your free time? – I ....
- Vocabulary: free time, karate, surf the internet, clean,
III. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
IV. Teaching processes:
1. Class organization:
- Greeting.
- Checking for the students' attendance.
2. New lesson

XXII
 Stages/ Teacher’s activities Students’ activities
Time
Warm- Play Bingo game: - The class play Bingo game
up (7’) T prepares 42 sheets with the with phrases.
names of actions such as play - Look at the teacher' action
badminton, play chess, go fishing, and cross the words that are
ride a bike, watch T.V, go to the named. If the words crossed
cinema, clean the house, do the are lined in in a queue, the
karate students say " Bingo" and
New - T says the word, does action, ask win.
words students to look, listen and guess - Then guess the meaning of
(5') its meaning. some new words
- guess what action means
- Do action as the teacher to
- T makes a sentence with one of revise them.
the phrases and asks sts to do the - Make the sentences with the
same. phrases in game.
- Introduce vocabulary: free time,
karate, surf the internet, (in the
sheet) - Copy the words in the
- Write the new words on board. notebook.

- Introduce the dialogue by asking - Look at the pictures, answer

some questions. the questions to identify the
1. Who are they? characters (Tom and Nam)
2. Where are they? and the context in the book
3. What are they doing ? guess what the story is about

XXIII
 4. What are they talking about? and point at each picture to
elicit their answers to these
1. Look, questions.
listen - Play the recording - Listen follow in their book.
and
- Ask sts to listen the firs then play - Ss listen and repeat in
repeat.
the recording again for sts to listen chorus two times.
(10')
and repeat. - Read in group/ pair: One
- Check and corect. repeats Tom’s part, the other
repeats Nam’part.
- Elicits the structure and write the - Ss give new
model sentences: structure sentence:
- What do you do in your free - Note write down new words
time? and read after T.
- I.......... Play game: What and where
- Let sts play a game What action : (Whole class)
T asks a students to do an action,
the 2 other asks and answer
following that action by using the
model they have learnt.

- Monitor the activity and offer

help, if necessary. - Say phrases under the
pictures.
- Check and correct. - Look and find out the
model sentences.
- Point the pictures and
practise asking and answering

XXIV
2. Point question:
and say What do you do in your free
(7') 3. Let’s Talk time? – I ....
- Give tasks. - 2 - 3 pairs perform their task
- Monitor the activity and offer at the front of the class. The
help, if necessary. rest of the class observe and
give comments.
- Correct their - Talking about where
pronunciation and mistake. someone went on his/her last
holiday, using:
What do you do in your free
4.Consolidation time? – I ....
Summary the lesson - Ss work in pairs.
- Pupils practise answering
the questions with
information about
themselves.
- 6-7 pairs perform their task
at the front of the class. The
rest of the class observe and
give comments.
- Do exercises in workbook,
5.Homework learn by heart the dialogue.
- Write 5 words or phrase for
5 activities you do daily.

XXV