TTPR：設計科技強化型全肢體反應為了小學生和國中生在印尼學習英語詞彙

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姓名

高少奇(Riska Saputra) 查詢紙本館藏

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網路學習科技研究所

論文名稱

TTPR：設計科技強化型全肢體反應為了小學生和國中生在印尼學習英語詞彙
(TTPR: The Design of Technology-Enhanced Total Physical Response for Elementary & Junior High School Students to Learn English Vocabulary in Indonesia)

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摘要(中)

本研究將科技強化型全肢體反應教學法（Technology Enhanced Total Physical Response，TTPR）引入作為一種學習英語作為外語詞彙的新方法，協助印尼學生學習英語外語（EFL）詞彙。本研究旨為TTPR在不同教育環境中作為一種教學方法的有效性提供寶貴見解，並闡明對學生內在動機的影響。本研究在印尼的兩所學校進行的實驗性研究，參與者共88名小學和初中學生。每所學校分為實驗組和對照組，實驗組使用TTPR學習EFL詞彙，對照組使用傳統方法學習EFL詞彙。本研究的研究工具包括測驗、內在動機量表（IMI）問卷和訪談。數據採用Wilcoxon檢驗進行分析。研究結果顯示，TTPR的方法提高了小學和初中學生的學習表現。小學生對EFL詞彙在TTPR學習中的感知積極地影響了他們的內在動機（興趣樂趣、緊張壓力、知覺選擇和能力，以及知覺價值）。初中學生使用TTPR學習EFL詞彙的內在動機在興趣樂趣、知覺選擇和能力方面呈現正面結果，相反，其緊張壓力和知覺價值呈現負面結果。

摘要(英)

This study introduces the Technology Enhanced Total Physical Response (TTPR) as a novel approach to learning English vocabulary as a foreign language. To help Indonesian students in learning EFL vocabulary. This study aims to contribute valuable insights into the effectiveness of TTPR as a pedagogical approach in diverse educational settings and shed light on its influence on student intrinsic motivation. This study is an experimental study conducted in two schools in Indonesia, the participants are 88 students in elementary and junior high school. Each school had two classes, one experimental and one control. The experimental class learned EFL vocabulary with TTPR and the control class learned EFL vocabulary with the traditional method. The research instrument in this study used tests, questionnaires from the Intrinsic Motivation Inventory (IMI), and interviews. The data were analyzed using the Wilcoxon test. The study results of this study show that the TTPR method significantly improves learning performance in elementary and junior high school students. Elementary student perception positively impacts their intrinsic motivation (interest enjoyment, tension pressure, perceived choice and competence, and perceived value). The intrinsic motivation for junior high school students to learn EFL vocabulary with TTPR shows a positive result in interest enjoyment, perceived choice and competence. Conversely, their tension pressure and perceived value show negative results.

關鍵字(中)

★ 科技增強語言學習
★ 以英語為外語
★ 全肢體反應教學法
★ 內在動機庫存

關鍵字(英)

★ TELL
★ EFL
★ Total Physical Responses
★ Intrinsic Motivation Inventory

論文目次

中文摘要 i
ABSTRACT ii
ACKNOWLEDGMENT iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES vii
CHAPTER I INTRODUCTION 1
1-1 Background of the study 1
1-2 Research Questions 6
1-3 Structure of Study 6
1-4 Definitions of Key Terms 7
CHAPTER II LITERATURE REVIEW 8
2-1 The History of English at Elementary and Junior High Schools in Indonesia 8
2-1-1 The History of Teaching English at Elementary Schools in Indonesia 9
2-1-2 The History Teaching English at Junior Schools in Indonesia 10
2-2 Technology Enhanced Language Learning in EFL Vocabulary 12
2-3 TPR in EFL Vocabulary 17
2-4 Student’s motivation while learning EFL vocabulary with TTPR 21
2-4-1 Intrinsic Motivation Inventory (IMI) in EFL study 22
2-4-2 Language Acquisition in TPR 23
2-5 Relevance of Research 25
2-6 The Assumption and Hypothesis 28
2-6-1 Assumption 28
2-6-2 Hypothesis 28
CHAPTER III LEARNING ENVIRONMENT 29
3-1 Online Picture Dictionary 29
3-1-1 Learning Chocolate 30
3-1-2 TPR on Online Picture Dictionary 36
3-2 Learning Environment 37
3-2-1 Design TPR content on Learning Chocolate 38
3-2-2 Design TPR content on Google Site 41
3-3 Learning Activity of TTPR 44
3-3-1 Class Preparation 45
3-3-2 Learning Content 46
3-3-3 Learning Activity 47
CHAPTER IV RESEARCH METHODOLOGY 50
4-1 Research Design 50
4-2 Participants 51
4-3 Research Instruments 52
4-3-1 Pre-Test and Post-Test of learning performance 52
4-3-2 Pre and post questionnaire of intrinsic motivation 53
4-3-3 Interview of intrinsic motivation 54
4-4 Experimental Procedure 54
4-5 Data Analysis 56
4-5-1 Validity and Reliability 56
4-5-2 Wilcoxon Test 57
4-5-3 Students’ Perception 58
4-6 Hypothesis 58
CHAPTER V RESULT & DISCUSSION 59
5-1 Learning Performance 59
5-1-1 Learning Performance in Elementary Students 59
5-1-2 Learning Performance in Junior High School Student 63
5-2 Elementary Students’ Intrinsic Motivation Perception 68
5-3 Junior High School Students’ Intrinsic Motivation 73
5-4 Discussion 85
CHAPTER VI CONLUSION AND SUGGESTION 88
6-1 Conclusion 88
6-2 Contribution of study 90
6-3 Limitations 91
6-4 Suggestions 91
REFERENCES 92
APPENDIX 107
Appendix 1 Test for Elementary Students 107
Appendix 2 Test for Junior High School Students 112
Appendix 3 IMI Questionnaire for the Experimental Group 115
Appendix 4 IMI Questionnaire for the Control Group 121
Appendix 5 Interview Questions 129
Appendix 6 Documentation 131

LIST OF TABLES

Table 1. Platform Learning EFL 15
Table 2. The Comparison of Technology Enhanced TPR 25
Table 3. Target words unit 1 and unit 2 46
Table 4. Shapiro-Wilk test to check the data normality. 59
Table 5. Wilcoxon test for elementary students’ learning performance 60
Table 6. Independent-Samples Mann-Whitney U Test about the pre-post test 61
Table 7. Shapiro-Wilk test to check the data normality. 63
Table 8. Wilcoxon test for junior high school students’ learning performance. 64
Table 9. Independent-Samples Mann-Whitney U Test about the pre-post test 65
Table 10. Interest Enjoyment in Experimental Class 73
Table 11. Interest Enjoyment in Control Class 74
Table 12. Tension Pressure in Experimental Class 75
Table 13. Tension Pressure in Control Class 76
Table 14. Perceived Choice in Experimental Class 77
Table 15. Perceived Choice in Control Class 78
Table 16. Perceived Competence in Experimental Class 79
Table 17. Perceived Competence in Control Class 80
Table 18. Perceived Value in Experimental Class 81
Table 19. Perceived Value in Control Class 82
Table 20. IMI Questionnaire Result from Wilcoxon test 83

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指導教授

陳德懷(Chan Tak-Wai)

審核日期

2024-1-23

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