Teachers’ Perceptions on Using Total Physical Response in ELT for Students with Mild Intellectual Disabilities

Abstract

This study aims to explore teachers’ perceptions on using Total Physical Response as a teaching method in English language teaching for students with mild intellectual disabilities. Previous research has discussed the effectiveness of the TPR method in teaching English to students with mild intellectual disabilities. However, not many have examined teachers' perspectives as facilitators in using this method. This research employed a descriptive qualitative approach, with data collected through an open-ended questionnaire and interviews. The participants in this study were five class teachers at SMALB level in Semarang who also teach English in their classes. The data were analyzed using Miles and Huberman’s thematic analysis, resulting in four emerging themes: teachers’ conceptual knowledge of TPR, the benefits perceived by teachers in using the TPR method, the challenges and difficulties faced by teachers in implementing TPR, and variations in the classroom use of TPR. Findings show that most teachers understand and intuitively apply TPR, perceiving TPR as effective for material comprehension, increasing motivation, enjoyment in learning, and helping memory retention in some cases. Challenges include teaching abstract material, academic diversity, and short attention spans. Also, the teacher adapts TPR using realia and video. This study highlights that TPR is a suitable and supportive method for teaching English to students with mild intellectual disabilities.