The Implementation of Code-switching Strategy and TPR Method for Young Learners in K1

Imanuela, Eveline Arauna Putri (2022) The Implementation of Code-switching Strategy and TPR Method for Young Learners in K1. Bachelor thesis, Universitas Pelita Harapan.

Preview	Text (Cover) Cover.pdf Available under License Creative Commons Attribution Non-commercial Share Alike. Download (142kB) | Preview
Preview	Text (Abstract) Abstract.pdf Available under License Creative Commons Attribution Non-commercial Share Alike. Download (224kB) | Preview
Preview	Text (ToC) ToC.pdf Available under License Creative Commons Attribution Non-commercial Share Alike. Download (288kB) | Preview
	Text (Kajian Filosofis Pendidikan) Kajian Filosofis Pendidikan.pdf Restricted to Registered users only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (184kB)
	Text (Praktik Pendidikan) Praktik Pendidikan.pdf Restricted to Registered users only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (265kB)
Preview	Text (Bibliography) Bibliography.pdf Available under License Creative Commons Attribution Non-commercial Share Alike. Download (443kB) | Preview
	Text (Appendices) Appendices.pdf Restricted to Repository staff only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (2MB)

Abstract

The ability to follow instructions has played a major part in the learning process of K1 students and in their cognitive, physical, social, and emotional development. Prior to writing this paper, the writer underwent a teaching practicum in grade K1 and found that most students failed to follow instructions given to them. Therefore, CS strategy and TPR method were implemented to tackle the aforementioned problem. CS strategy is arguably effective to help the students understand the instructions given in their mother tongue. Meanwhile TPR is suitable to help the students understand and follow the instructions given in English by utilizing the modelling strategy. The implementation of CS combined with TPR will allow young learners, who are still in the early age of acquiring L2, to understand and follow instructions better. Therefore, both CS and TPR should be implemented simultaneously. The method used in this research is descriptive qualitative. The writer's suggestion for future researchers is to look deeper to the factors of learning that possibly affect the effectiveness of CS and TPR when both are implemented in the K1 teaching and learning process.

Actions (login required)

View Item