ABSTRAK

This thesis is aimed to find out: (1) whether Total Physical Response (TPR) can enhance the students’ vocabulary mastery, and (2) whether the use of TPR can improve the students’ attention to vocabulary learning process.
The subject of this research is the second grade students of SD N 15 Surakarta in the academic year of 2017/2018. The class consists of 32 students, 13 female and 19 male students. The method used in this research is Classroom Action Research (CAR). This research is conducted in 2 cycles. Each cycle was conducted in two meetings. Every cycle consists of six stages of; (1) identifying the problem, (2) planning the action, (3) implementing the action, (4) observing or monitoring the action, (5) evaluating and reflecting the result of observation and (6) revising the plan. The data were collected by conducting observation, interview, tests and making field notes. The research data were analyzed by using qualitative and quantitative method.  
The result of the research shows that Total Physical Response can enhance the students’ vocabulary mastery. It can be seen on the increasing mean score  each cycle. The mean score in pre-test is 68 and increases to 86 in the first posttest. While in the second post-test, the score increases to 90. The score is based on three indicators of vocabulary mastery namely form, meaning, and use. Besides, the students had full attention during the implementation of Total Physical Response.  
The result of the research shows that Total Physical Response can enhance the vocabulary mastery of the second grade students of SD N 15 Surakarta  and show the students paid attention fully in the classroom. Although this research has weaknesses, hopefully, it can inspire other researchers to conduct similar researches.  

Keywords: vocabulary mastery, total physical response, students’ attention, action research.