Improving English Vocabulary Mastery Using the TPR Method at Jerisa Mandiri Middle School, Medan

Abstract

Vocabulary mastery is a fundamental aspect of learning English, yet many middle school students struggle with recalling and using it correctly. This issue is caused by monotonous teaching approaches, lack of enjoyment, and limited physical activities that actively engage students. This study aims to determine the effectiveness of the Total Physical Response (TPR) method in improving vocabulary and imperative sentence structure skills in seventh-grade students at Jerisa Mandiri Middle School, Medan. The method used is qualitative descriptive with techniques such as observation, documentation, and reflection. The learning process is carried out through interactive activities that involve verbal instructions in English, which are responded to with physical movements by the students. The core activities include vocabulary introduction, imperative sentence practice, and the application of the educational game "Domino Games." The results show that students were able to recall and use more than 20 new vocabulary words, as well as construct and read 11 imperative sentences independently. The physical activities in the learning process proved to enhance memory retention and made the learning environment more enjoyable. Students also showed increased participation and confidence. The main challenge in the implementation was the time constraints and varying skill levels among students. Nevertheless, the activities were carried out successfully and received positive feedback from both teachers and students. In conclusion, the TPR method is effective in improving vocabulary mastery and understanding English sentence structures contextually for beginner students.