A.Definition
of Total Physical Response (TPR)
James Asher's Total Physical Response
(TPR), is the one we will examine in detail here in order to see how the
principles of the Comprehension Approach are put into practice, On the basis of
his research, Asher reasoned that the fastest, least stressful way to achieve
understanding of any target language is to follow directions uttered by the
instructor (without native language translation). We will learn about TPR through
our usual way of observing a class in which it is being used.
TPR combine a number of other insight in
its rationale. Principles of child language acquisition were important. Asher,
noted that the children, in learning their first language, appear to do a lot
of listening before they speak, and that their listening is accopanied by
physical responses (reaching, grabbing, moving looking, and so fourth). He also
gave some attention to right-brain learning. According to Asher, motor activity
is a right-brain function that should precede left-brain language processing.
Asher was also convinced that language clasees were often the locus of too much
anxiety, so he wished to devise a method that was a stress-free as possible,
where learners would not feel overly self conscious and defensive. The TPR
classroom, then, was one in which students did a great deal of listening and
acting. The teacher was very directive in orchestrating a performance: “The
instructor is the director of a stage play in which the students are the
actors.
TPR is one of the English
teaching approaches and methods developed by Dr. James J Asher. It has been
applied for almost thirty years. This method attempts to center attention to
encouraging learners to listen and respond to the spoken target language
commands of their teachers. In other words, TPR is a language teaching method
built around the coordination of speech and action; it attempts to teach
language through physical (motor) activity.
Asher's Total Physical Response
is a "natural method" since Asher views first and second language
learning as parallel processes. He argues that second language teaching and
learning should reflect the naturalistic processes of first language learning.
For this reason, there are such three central processes:
a.
before
children develop the ability to speak, they develop listening competence. At
the early phases of first language acquisition, they are able to comprehend
complex utterances, which they hardly can spontaneously produce or imitate.
Asher takes into accounts that a learner may be making a mental blueprint of
the language that will make it possible to produce spoken language later during
this period of listening;
b.
children's
ability in listening comprehension is acquired because children need to respond
physically to spoken language in the form of parental commands; and
c.
when
a foundation in listening comprehension has been established, speech evolves
naturally and effortlessly out of it.
Asher believes that it is crucial to
base foreign language learning upon how children learn their native language.
In other words, TPR is designed based upon the way that children learn their
mother tongue. In this respect, TPR considers that one learns best when he is
actively involved and grasp what he hears.
From those definitions above, the writer
conclude that Total Physical Response is a wonderful way to teach language
because it is learning by doing, which children would do. TPR is helpful for
them in understanding and acquiring the target language.
B.
Principles of
Total Physical Response (TPR)
The
advocates of TPR believe that language learners should understand the target
language before speaking. Language learners can learn through observing action
as well as by performing the action themselves. By observing action and
performing , they will understand the language they are learning. The meaning
of words can be understood by making association between the utterances they
hear and the action they are observing. The meanings of words they may guess
will be internalized by performing the action in accordance with the commands.
Even through performing and observing the action is often associated with TPR,
the tradition of teaching a foreign language through the commands had been used
long before the introduction of TPR. Palmer and Palmer stated that no method of
teaching foreign speech is likely to be economical or sucessful which does not
include in the first period a very considerable proportion of that type of
classroom work which consist of the carrying out the pulpiln of orders by the
teachers. This principle implies that the teaching of speaking is delayed until
the comprehension skill are estabilized. At the begining of language class,
learners will spend most of the time in comprehending the target language,
especially represented by verbs of imperative and concrete nouns. Speaking will
be introduced later after language learners have enough understanding of the
target language.
Like
other methods, the TPR also deals with error correction. Correction is carried
out in a unobtrusive manner. When the learners makes an error, the teacher
repeats the command while acting out.
Asher suggests that the teacher should have wide tolerance for
distortions but eventually he/she should narrow the tolerance for production of
grammatical errors. The teacher almost dominates the correction. Teachers
correction seems to be the only way in dealing with correction. The teacher
does not delay the correction; he/she will correct the error as soon as the
error is noticed. Altough the teacher will finally give a turn to the student
to repeat the commands, he/she does this only to check whether the student
already produces the command properly or not. No peer correction is done; this
seems to be avoided in order not to produce forther confusion among the
learners.
C.
Characteristics of the Method
Characteristic of the method
of TPR are:
1.
Imperative
drills are useful classroom activity in TPR
2.
Learners
plays main roles. One is a listener, while the other is a performer. They listen
attentively and respond physically to the teachers command
3.
Learners
need to respond individually as well as collectively, as they have minor
influence on the content of learning. This content will be decided mainly by
the teacher
4.
At the
beginning of learning, students are expected to recognise and respond to novel
combinations of previously taught items. These novel utterances are
recombinations of constituents the teacher used for direct training
For example,
in the classroom, students will follow the teacher. The teacher directs
students with "Walk to the table!" and "Sit on the
chair!". These are familiar with students since they have practiced
responding to them. Moreover, students are also to produce novel combinations
of their own.
With this method, the teacher plays
an active and direct role. The director of the stage play in which the students
are the actors.
D.
Advantages of TPR
Some advantages of TPR are:
1.
The TPR
instruction is easy to implement and no translation. It helps both students and
teacher make the transition to an English Language Environment
2.
No
disadvantage for academically weak students: TPR does not depend on the
"left or right brained", as it gives all students a chance to shine
in a new environment
3.
Lowers
students affective filter and stress level: TPR does not require a spoken
response from students. Also, if this was carried out effectively, students
always understand what is happening during the Total Physical Response method,
which results in increasing their confidence level and lowering their affective
filter.
4.
The
repetition acts as a disguise, where there will be more effective input. A
skillful use of Total Physical Response allows us to drill language targets
repeatedly without losing students interests
E.
Disadvantages of TPR
Some disavantages of TPR are:
1.
Students who
did not use these things may find it embarrassing. This may be the case, where
the teacher prepared students to do some actions, the students feel happier
about copying
2.
This method
is suitable for beginner learners, where it is clear that TPR is suitable for
children at the lower level because of the target language lends itself in the
activities. It is also used for the intermediate and advanced learners. For
example, when teaching "how to walk" (stumble, tiptoe, and stagger),
and teach cooking verbs to the Intermediate students. (stir, grate, and
etc)
3.
When teacher
uses TPR, they will have trouble teaching abstract vocabulary or
expressions
F.
The Application of TPR in the classroom
TPR can be
used to teach and practice many things as:
1.
vocabulary connected with actions ( smile, crop, headache, and wriggle)
2.
teaching grammatical items ( tenses, past/present/ future) and continuous
aspects (Every morning I clean my teeth, I make my bed, I eat breakfast)
3.
classroom language (Open your books)
4.
instructions (Stand up and touch your nose)
G.
Basic Total Techniques ( More
Applications)
The teacher introduces the language through the use of commands ( imperative
sentences) and has students demonstrate their understanding through action
responses. A sequence of events that happens in the classroom:
1. The teacher says the command ( sit down, turn the page of your textbook, and
etc) as they perform the action
2. The teacher says the command as both teacher and students will perform the
action
3. The teacher says the command but only students will perform the action
4. The teacher will tell one student in the classroom at time to perform the
action
5. The roles of both teacher and student are reversed. Students will give
commands to the teacher and other students
Examples:
The teacher and student allow for command expansion of new sentences
While the initial instructions
are simple within a few minutes directions can be expanded in complexity such
as:
·
Sit
down
·
Take your
exercise book out
·
Open the
book on page 22
·
Lily, please
sit next to Jordan
·
Jordan share
the book with Lily, please
CONCLUSION
In conclusion, it is
an effective method for teachers to teach children on how to follow
instructions. With using this method, short TPR activities, used judiciously
and integrated with other activities that can be seen as highly motivating and
linguistically purposeful. Teachers should also remember to make careful
decisions when using communicative language at the beginner level that can make
Total Physical Response related activities valid and useful. In TPR, classroom
warmers and games are based either consciously or unconsciously. Then again, it
is up to the teachers to decide which method they would like to use in their
classrooms.
Larsen-Freeman D. Techniques
and Principles in Language Teaching. (Oxford: Oxford Universit
Press).
1986. p.108
P.H.Widodo. Teaching children using a Total Physical Response (
TPR) method: Rethinking. Bahasa dan
Seni. p.237.
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