Generally, speaking skill is one of the essential skills that must be acquired by students at school. Students are expected to be able to communicate in English in their daily activities. However, students rarely use English due to a lack of confidence, which creates a need for strategies to overcome this problem. Total Physical Response (TPR) is one solution, as it can increase students’ confidence in speaking classes.

This research aimed to investigate the implementation of TPR in teaching speaking. To analyze how TPR is used by the teacher and students’ responses to learning English, especially speaking skills, qualitative methodologies were employed. The participants of the study were the teacher and sixteen eighth-grade English learners from SMPN 1 Purwosari. Data were collected using (1) observation, (2) questionnaires, and (3) interviews, as well as visual documentation such as video recordings to capture the actual implementation.

The results showed that 90% of students gave positive responses toward the implementation of TPR in learning speaking. This was supported by interview and questionnaire data. Students enjoyed learning English speaking through TPR, as it involved various physical movements during activities, and they were able to follow the teacher’s instructions well. However, a few students were less interested in TPR during the English speaking lessons.

It is suggested that future researchers investigate the implementation of TPR in teaching other aspects of language, such as grammar. Researchers are also encouraged to explore the effectiveness of TPR in improving specific English skills.