This classroom action research was motivated by the existence of problems in the learning process of English, especially Listening learning. The purpose of this study was to describe the procedure for teaching English vocabulary to grade 2 elementary school students using a total physical response and to identify the advantages of using TPR in teaching English vocabulary. Based on the reality in the field, the writer found that in the process of learning English, especially listening to learning, students had difficulty using English. This classroom action research was conducted at SD Negeri 2 Mayung, Cirebon Regency. The research subjects were class II students, as many as 24 people consisting of 13 boys and 11 girls. In analyzing the data, the writer used qualitative descriptive methods and simple quantitative measurements to find the research results. The data analysis showed that there was a significant difference in student achievement in the pre-test and post-test. Student achievement on the post-test (74.07%) was higher than that pre-test (37.07%). Average student achievement in the first cycle was 18.47% and 55.5% in the second cycle. The main factor that influenced this increase was the student's interest in the teaching and learning process through the Total Physical Response. Based on these data, the authors conclude that teaching English vocabulary with TPR is very beneficial for students in order to facilitate them in learning English vocabulary. TPR is recommended for teaching English vocabulary to teachers.