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23 meta-cognitive strategies and other memory strategies. Further, in other memory
strategies, it can be used as a memory strategy which improves recall of a word by means of manipulation effort involved in reformulating the words’ meaning. One
way of increasing one’s vocabulary is to analyze and learn the individual words of the chunks, and then use the whole chunk as a mnemonic device for remembering
the individual word meanings. The use of physical action when learning has been shown to facilitate language recall Saltz and Donnenwerth, Nolan, 1981. Asher
1997 has made it the basis for a whole methodology, the total physical response TPR, which seems to be especially amenable to the teaching of beginner.
6. Factors Influencing Vocabulary Mastery
Vocabulary development is definitely related to the motivation of the child, but also depends upon his environments and the richness of words, which they have
provided. The following are factors increasing vocabulary stated by Pretty and Jensen 1980: 286:
• Manipulative activities that involve handling various materials, tools, and
equipments; learning new names and understanding directions; discussing plans and results.
• Social experience within the classroom, such as ‘show and tell’, the daily
new period, and committee work that calls for planning and discussion, free conversations period, and general class discussion.
• Development of children’s social responsibility for receiving and greeting
guests, extending courtesies, and helping one another.
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24 •
Development of children’s interest in the natural environment and community activities by means of field trips that entail preliminary
discussion of plan, training in observation, eventual discussion of the total experience.
• Observation and handling of specimens and articles brought into the
classroom in connection with science or social studies. •
Encouragement of children’s interest and increased curiosity about words. Based on the many factors above, the teachers of elementary school have
to consider many activities and provide learning experiences when delivering the materials in various ways to improve young learners’ interest and curiosity in
vocabulary learning.
C. The Total Physical Response
1. Background of Total Physical Response
James Asher, a professor of psychology at San Jose State University, California, develop a method in language teaching. It is called Total Physical
Response. It drawn on several traditions, including developmental psychology, learning theory, and humanistic paedagogy, as well as on language teaching
procedures proposed by Harold and Dorothy Palmer in 1925. James Asher, the developer of the Total Physical Response, actually made an experimental with
Total Physical Response in the 1960s but it was almost a decade before the method was discussed in professional circles.
