Integrating Physical Activity in Language Learning: An Exploration of Motion-Based Learning Models to Increase Student Participation

Abstract

This study explores the integration of motion-based learning models in language education to enhance student engagement and participation. Using a qualitative case study approach, data were collected through classroom observations, semi-structured interviews, Focus Group Discussions (FGDs), and document analysis involving English language learners at Universitas PGRI Palembang. The findings reveal that motion-based learning, including Total Physical Response (TPR), role-playing, and interactive digital applications, significantly increases student involvement, motivation, and speaking skills. Students reported improved language retention and reduced speaking anxiety, while teachers noted the challenge of maintaining focus during active sessions. Despite these challenges, motion-based learning was found to create a more dynamic and enjoyable learning environment. The study concludes that incorporating physical activity in language learning fosters greater student confidence and engagement. Recommendations include enhancing classroom management strategies, providing teacher training on motion-based methods, and encouraging greater involvement of parents and the community. Future research should explore diverse motion-based activities, compare the effectiveness of motion-based learning with traditional methods, and assess its impact on other language skills such as listening and writing.