THE EFFECTIVENESS OF TPR IN PROMOTING PUPILS' VOCABULARY RETENTION A Case study: first year students of Ahmed Zeid- Biskra

Abstract

Abstract The researcher undertook this study to investigate the effectiveness of using Total Physical Response (TPR) on the enhancement of middle school pupils‟ vocabulary retention. This study hypothesized that the implementation of Total Physical Response in teaching students increases their vocabulary retention. To reach the research‟s aim a quasiexperiment was conducted with two groups that consisted of 73 students. The control group consisted of 38 students. The experiment group consisted of 35 students. A pretest and a posttest were given to the two groups, in addition to the use of questionnaire as data collection tools to verify the hypothesis of this research. The questionnaires handed to both teachers and experiment group students. A mixed method approach was implemented to analyze the gathered data. The findings of this study revealed that Total Physical Response is the effective method to teach middle school pupils and its effectiveness resulted in promoting student‟s vocabulary retention. The researcher, at the end of this study confirmed the alternative hypothesis which indicates the significant effectiveness of TPR in promoting pupils‟ vocabulary retention and rejecting the null hypothesis that ignore the role of TPR in the enhancement of retaining vocabulary