MAKALAH TEFL APPROACHES AND PRACTICES

“TOTAL PHYSICAL RESPONSE”

Lecturer: Puput Arianto, M.Pd.

ARRANGED BY:

1. Falasifah Puspitaningrum (226121144)

2. Afifah Qori Miftahul Jannah (226121156)
3. Cindy Aghnia (226121165)
4. Anugrah Arrinda Vasya Ardanihza (226121172)

ENGLISH LANGUAGE EDUCATION

ETIQUETTE AND LANGUAGE FACULTY
RADEN MAS SAID SURAKARTA STATE OF UNIVERSITY

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 FOREWARD

The author prays praise and gratitude to the presence of Allah Subhanahu
wa Ta'ala who has bestowed grace, favor, and grace on the author so that he can
complete this paper with the title "Total Physical Response" in accordance with
the provisions of our lecturer's orders. With this arrangement, we have tried as
much as possible according to our abilities. However, as an ordinary human
being, we don't escape from mistakes in writing, in terms of grammar or other
things. We learned a lot from the lecturer in the TEFL Approaches and Practices
course and the input and suggestions he gave. This paper is a collection of
learning materials. This paper was created to make it easier for readers to
understand the TEFL Approaches and Practices material, as well as to increase
motivation in writing. This paper was prepared so that readers can broaden their
insight into TEFL Approaches and Practices from various sources of information
and references. So, we hope that this paper can provide broad insight contribute
ideas to readers, and be useful for the author and generally for others. And can be
applied to life values.

Sukoharjo, 23 February 2024

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 LIST OF CONTENT

FOREWARD..........................................................................................................2

LIST OF CONTENT.............................................................................................3

CHAPTER I............................................................................................................3

INTRODUCTION..................................................................................................3

A. BACKGROUND..........................................................................................4

B. PROBLEM FORMULATION......................................................................4

C. PURPOSE.....................................................................................................5

CHAPTER II..........................................................................................................5

DISCUSSION.........................................................................................................5

A. DEFINITION OF TOTAL PHYSICAL RESPONSE..................................5

B. CHARACTERISTICS OF TOTAL PHYSICAL RESPONSE....................8

C. STRATEGIES OF TOTAL PHYSICAL RESPONSE.................................8

D. LEARNING MEDIA FROM TOTAL PHYSICAL RESPONSE..............10

E. TEACHING PROCEDURE OF TOTAL PHYSICAL RESPONSE..........13

F. ADVANTAGES AND DISADVANTAGES OF TOTAL PHYSICAL

RESPONSE........................................................................................................14

CHAPTER III......................................................................................................16

CLOSING.............................................................................................................16

A. CONCLUSION...........................................................................................16

B. SUGGESTION............................................................................................17

REFERENCES.....................................................................................................18

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 CHAPTER I
INTRODUCTION

A. BACKGROUND
Total Physical Response (TPR) is a language learning approach
developed by Dr. James J. Asher in the 1960s. This approach emphasizes the
use of physical movement in the language learning process. This paper will
discuss the importance of Total Physical Response in the context of second or
foreign language learning.

Basically, TPR recognizes that language learning is not just about

mastering vocabulary and grammar, but also about developing understanding
and practical communication skills. By using physical movement, TPR helps
students to attribute meaning to physical actions, facilitating deeper
understanding and more effective learning.

The active and interactive learning environment offered by TPR helps

students feel more involved in the learning process, which in turn can
increase their motivation and interest in language learning. Especially for
students who may feel awkward or unsure about speaking a foreign language,
TPR provides a safe platform to practice and experiment.

In addition, TPR is also suitable for various learning styles, including

visual, auditory, and kinesthetic. This allows teachers to create diverse and
inclusive learning experiences for different types of students.

In the current context of globalization, the need for multilingual

competence is increasingly urgent. Therefore, understanding and applying
learning methods such as TPR is becoming increasingly important in
facilitating effective and sustainable language learning for various groups of
students.

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 Through this paper, we will explore the meaning, characteristics,
techniques/strategies, teaching procedures and advantages and disadvantages
of TPR.

B. PROBLEM FORMULATION
1. What is Total Physical Response?
2. What are the characteristics of Total Physical Response?
3. What are the technique of Total Physical Response?
4. What learning media are used in Total Physical Response?
5. What is the teaching procedure for Total Physical Response?
6. What are the advantages and disadvantages of Total Physical Response?

C. PURPOSE
1. To understand the meaning of Total Physical Response,
2. To find out the characteristics of Total Physical Response,
3. To find out the technique of Total Physical Response,
4. To find out the learning media from Total Physical Response,
5. To find out the teaching procedure of Total Physical Response, and
6. To find out the advantages and disadvantages of Total Physical
Response.

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 CHAPTER II
DISCUSSION

A. DEFINITION OF TOTAL PHYSICAL RESPONSE

Total Physical Response (TPR) is an instructional technique in
language education that aims to enhance language proficiency and
communication skills by associating physical movements with language
prompts (Rambe, 2019). This method gained rapid attention from linguists
and educators worldwide, particularly for teaching young learners. TPR
aligns well with the communicative approach and shares similarities with The
Natural Approach. Total Physical Response method has been widely used in
language classrooms, particularly for teaching English as a Foreign Language
(EFL) and English as a Second Language (ESL). It has also been applied to
other languages, such as Spanish, French, and Chinese. Developed by Dr.
James J. Asher in the 1960s, TPR is rooted in his observations of how
children naturally acquire language through listening and responding
physically rather than through traditional grammar instruction.

Dr. Asher, an American psychologist, came up with the Total Physical

Response method while working with deaf children. He found that they
learned sign language more effectively when they combined the physical act
of signing with the verbalization of the signs. He believes that pairing
physical actions with language could be a powerful tool for language
acquisition. He realized that children first understand and respond to language
through actions before vocalizing it. Unlike other language teaching methods
that lost popularity in the 1970s and 1980s, such as the Silent Way and
Suggestopedia, TPR remains widely used and effective.

Total Physical Response method is based on the idea that learners can
acquire a new language more efficiently by associating specific physical
actions with the corresponding words or phrases in the target language.

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This approach focuses on prompting learners to listen and respond to verbal
commands in the target language from their teachers, aiming to impart
language skills through physical activity (Widodo, 2005). In this method, the
teacher does not have to use books in learning, instead the teacher must
actively choose and provide the necessary materials, for example, pens,
props, pictures, cards, and slides according to the desired situation and
conditions (Richards & Rodgers, 2007). In the interactive classroom activity
by using Total Physical Response, the teacher assumes the role of a parent,
initiating engagement by uttering a word or phrase, such as "jump" or "look at
the board," while simultaneously demonstrating the associated action. The
students actively respond by physically performing the prompted action,
creating a dynamic and participatory learning environment. As the activity
progresses, the teacher can enhance its depth by prompting students to
vocalize the word while executing the corresponding action. To further
enhance engagement and movement, students can form a circle around the
teacher, fostering a collaborative and energetic atmosphere that facilitates
both verbal and physical participation in the learning process.

Total Physical Response focuses on:

1. Instruction through commands:

The teacher gives simple commands in the target language while
demonstrating the action physically (examples: "Touch your head," "Jump
up and down").
2. Focus on listening comprehension:
Students initially respond only with physical actions, not speaking,
allowing them to build comprehension before production.
3. Delayed speaking:
Speaking is not forced but emerges naturally after students have
established a solid foundation through listening and movement.
4. Emphasis on movement:
Physical activity serves as a “memory aid” and helps students connect
language to meaning.

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 5. De-emphasis on native language:
The teacher primarily uses the target language, encouraging students to
think and respond in that language.

Total Physical Response can be employed to teach and practice

various language aspects:

 Vocabulary related to actions (examples: smile, chop, headache, wriggle).

 Verb tenses (past, present, future, continuous aspects).
 Classroom language (examples: "Open your books").
 Imperatives and instructions (examples: "Stand up," "Close your eyes").
 Storytelling.
 It's a versatile method that adapts well to different teaching situations,
allowing teachers to use their imagination.

B. CHARACTERISTICS OF TOTAL PHYSICAL RESPONSE

The teacher is the director and the students are the actors. The
instructor or teacher is the director of the stage play in which the students are
the actors. Oral language comprehension must be developed first.
Comprehension and retention are best achieved through body movements in
response to commands. Listening and physical response skills are emphasized
through oral production. Students should not be forced to speak before they
are ready. As an internalized target language, speaking will come naturally.
Grammar and vocabulary are emphasized over time. Spoken language is
emphasized more through written language. Where possible, humor is
injected into lessons to make learners more comfortable in learning the
language (Maulana & Muliana, 2020).

1. The teacher directs and student practice.

2. Comprehension of spoken language should be developed first before
speaking.
3. Comprehension and retention are best achieved through students’ body
movements in response to commands.

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 4. Listening and physical response skills are emphasized through oral
production.
5. Students should not be forced to speak before they are ready.
6. As an internalized language target, speaking will come naturally.
7. Grammar and vocabulary are emphasized for longer.
8. Language is emphasized more through written language.

C. STRATEGIES OF TOTAL PHYSICAL RESPONSE

There are techniques commonly used in using the TPR method:

1. Comprehension Through Physical Action:

The teacher commands the student to perform a specific action in
response to a command given in a foreign language. For example, the
teacher may ask "Can you write?" and the student must face the table and
pick up a pencil and paper in response.
2. Use of Natural Language:
The TPR method focuses more on the use of natural language
rather than grammatical theory. The teacher will use full and situational
sentences to clarify the meaning of words or phrases.
3. Expositional Approach:
The teacher will provide a lot of exposition of the foreign language
by using it in clear and relevant contexts. This is so that students can
understand the meaning of words and phrases without having to focus too
much on grammatical structures.
4. Instruction:
In the TPR method, teachers often give commands to students in
written or oral form. For example, the teacher may write "Open your
book" on the board and the student should pick up the book and open it
in response.
5. Activity-Based Lessons:
The TPR method focuses more on activity-based lessons rather
than theoretical lessons. Students will be required to actively interact

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 with the foreign language through physical actions and social
interactions.

Widodo (2005) state that three central processes contribute to language

development:

1. Listening Competence:
Before children can speak, they develop listening skills. During
early language acquisition, they can understand complex sentences even
if they can't spontaneously produce or imitate them. Asher suggests that
learners create a mental blueprint of the language during this listening
phase, which enables them to speak later.
2. Listening Comprehension:
Children acquire listening comprehension because they physically
respond to spoken language, often in the form of parental commands.
3. Natural Speech Evolution:
Once a foundation in listening comprehension is established,
speech naturally and effortlessly emerges from it.

Tips using Total Physical Response method in teaching:

 Use TPR in a creative and fun way.

 Adapt TPR techniques to the age and ability level of the students.
 Give positive and constructive feedback to students.
 Combine TPR with other teaching methods.

D. LEARNING MEDIA FROM TOTAL PHYSICAL RESPONSE

Here are some examples of learning media that are often used in the TPR
method:

1. Interactive Learning Videos:

The Total Physical Response (TPR) method is a language learning
method that involves physical and visual movements to help students
understand the vocabulary and structure of a new language. Videos can

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 be used as TPR learning media to help students understand physical
movements that match the vocabulary and structure of the language
being taught. Videos can also help students expand their vocabulary in a
fun and memorable way. Students like to learn through the use of video
because video is able to distinguish and transfer new things that are
difficult to explain in certain conditions, because at a young age, students
have a great interest in learning through video because video is a
combination of moving images and sounds that are interesting for them
(Maulana & Muliana, 2020). Rose and Nicholl (2003), found that
learning using video becomes fun and interesting if we do visualization
tools in teaching. However, make sure the media used is appropriate for
the student's age and interests.
2. Picture and word cards:
The use of images in the TPR learning method is very important
because it can help students visualize new words and phrases they learn.
Images can be used to illustrate new words and phrases, so that students
can more easily understand the meaning of the words. In addition, images
can also be used to introduce new vocabulary and help students
remember those words more easily. During the learning process, the
teacher can show the images related to the vocabulary being studied and
ask the students to identify the images and pronounce the corresponding
words. This can help students strengthen the connection between the
images and the words they are learning. This TPR method can provide
comfort to the child because it is in it contains elements of movement
which can be used as a game for students do not experience stress when
studying (Dwiastuty et al., 2016).
In the use of images in the TPR learning method, it is important to
choose images that are relevant and easy for students to understand.
Images should also be presented in an interesting and challenging way to
keep students interested and motivated to learn.
3. Music or song:

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 The use of music or songs in TPR learning methods can provide
significant additional benefits. Music or songs can help create a fun
learning atmosphere and motivate students to actively participate in
learning. Through music, students can experience rhythms and melodies
that help strengthen their memory of new vocabulary and phrases. When
music or songs are performed together with movements in
foreign/English language learning, this will basically build on the
elements of the TPR method and at the same time make students
understand the meaning of the song better (Hafidah & Dewi, 2020).
Songs that contain the vocabulary or phrases being studied can be
an effective tool to help students remember those words more easily.
Students can learn while singing and performing physical movements
according to the lyrics of the song, thus strengthening the connection
between words, movements and meanings. By utilizing music or songs in
the TPR learning method, teachers can create a more interactive,
engaging, and effective learning experience for students. It can also
increase the motivation of students in learning the language in a fun way.
4. Role-playing:
The use of role-playing in the TPR (Total Physical Response)
learning method involves students in imaginary situations designed to
teach new vocabulary and language structures. The teacher gives
instructions to students to perform physical and verbal actions in already
designed situations. Role-playing allows students to interact directly with
the language being studied, thereby helping them understand and use new
vocabulary in relevant contexts. In role-playing, students can practice the
use of language in real-life situations, such as role-playing in schools,
restaurants, or markets. This helps students experience firsthand the use
of the target language in everyday contexts. Role-playing can also
increase students ' confidence in communicating in a foreign language.
By utilizing role-playing in the TPR method, teachers can create an
interactive, fun, and effective learning experience for students. Role-

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 playing also helps students to develop language skills holistically through
hands-on experience and in-depth practice.
5. Props:
One of the important elements in the TPR method is the use of
props or AIDS. Props can be physical objects such as dolls, balls, or
pictures, which are used to visualize words and phrases in the target
language. For example, for the word "eat", a teacher can use a picture of
food or a doll showing the action of eating. In addition, props can also be
body movements or actions, such as pointing, raising hands, or walking.
This movement helps students understand the meaning of words and
phrases in a broader context. The use of props in the TPR method helps
students to more actively engage in learning and strengthen the
connection between words and physical movements. This can improve
students ' ability to understand and remember vocabulary and phrases in
the target language more effectively. In the use of props, it is important to
choose aids that match the student's ability level and learning context.
Interesting and fun Props can also increase students ' motivation to learn
the target language.

E. TEACHING PROCEDURE OF TOTAL PHYSICAL RESPONSE

When using Total Physical Response in the classroom, teaching
cycles should be appropriately used. The teaching cycle can use a variety of
games for teaching new language, words or concepts. Based on Heflin
(2020), the appropriate teaching cycle to use when using TPR starts with:

1. Preparation
The proper teaching cycle to use when employing TPR starts with
preparation. The teacher gathers the vocabulary words, phrases,
sentences, and/or passages that allow for enactment. The words and
phrases should include highly descriptive nouns that are representable by
actions, verbs that can be physically shown, or language that is not
abstract.

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 2. Creating Physical Movement
After preparation the teacher models by stating the word, phrase,
etc. and then by creating a physical movement to represent or define that
which was stated. Next the teacher asks a sampling of students to
represent the language using their own physical movements.
3. Participation
Following the teacher’s model and the student volunteers’ models,
all students are asked to participate or engage. The teacher repeats the
word, phrase, sentence, etc. and all students define it or demonstrate
meaning by creating physical movements to match.
4. Practice
Up to this point, the interaction with language has included
auditory stimuli, which is the verbally stated language, and physical
stimuli, which is the definitions through motion. Now that students have
made connections to the language and can demonstrate their
understanding, teachers should write the words, phrases, sentences, etc.
for students to see. The teacher or the group reads and then physically
responds to show meaning. By writing and reading the content, visual
stimuli and visual literacy is involved.
5. Repetition
Repetition and practice with the same words and language will
increase the longevity of the learning, so it should be done consistently.

F. ADVANTAGES AND DISADVANTAGES OF TOTAL PHYSICAL

RESPONSE
A. ADVANTAGE
1. Enhanced Retention.
Retention is the process or ability to store and recall information in
memory. Research suggests that TPR facilitates better retention of
vocabulary and language structures. By associating language with
physical actions, learners often find remembering vocabulary and

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 grammar structures easier. Students who learned vocabulary through
TPR retained the words better than those who learned through
traditional methods because this multisensory approach enhances
memory retention (Asher, 1969).
2. Improved Comprehension
TPR helps learners develop better comprehension skills by
associating words and phrases with physical actions. This connection
aids in understanding language in context and encourages active
participation and engagement from learners. The use of physical
movement makes the learning process more dynamic and enjoyable.
3. Increased Motivation
Studies have shown that TPR can increase learner motivation and
engagement. Increased motivation to learn is also linked to reduced
language learning anxiety, as it provides a non-threatening
environment where learners can experiment with language without the
pressure of speaking immediately.
4. Effective for Young Learners.
TPR is particularly effective for young learners and beginners, as it
provides a kinesthetic and interactive approach to language learning.
However, it can also benefit visual and auditory learners by providing
additional sensory input. Moreover, TPR is especially beneficial for
children, helping them acquire language skills playfully and naturally.
5. Natural Language Acquisition.
TPR mimics the way infants acquire language by first
understanding commands and then gradually producing language
(Johnson & Mills, 2023). This natural progression aligns with how the
brain learns languages.

B. DISADVANTAGE
1. Limited Language Production
While TPR is effective for vocabulary acquisition and
comprehension, it may not facilitate extensive language production.

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 Learners may struggle to transition from understanding commands to
expressing themselves spontaneously such as speaking fluently or
writing practices.
2. Teacher Dependency
TPR heavily relies on the teacher's guidance and demonstration,
which may pose challenges in classrooms with limited teacher-student
interaction or resources. Research by Nunan (1997), stated that TPR
may be less effective in large classes where individualized attention is
difficult to provide.
3. Cultural Considerations
While TPR encourages the use of gestures and actions to facilitate
language learning, teachers must be mindful of cultural differences
and sensitivities. Certain gestures or movements may carry different
meanings or interpretations across cultures, which could lead to
misunderstandings or discomfort among learners (Kim, 2020).
4. Limited Application to Advanced Levels
TPR may not be suitable for teaching certain languages or topics
that require abstract concepts or extensive vocabulary. Advanced
learners may require more complex language tasks and opportunities
for authentic communication but not using the TPR method.
5. Time-consuming
Planning and executing TPR lessons can be time-consuming,
especially when creating or adapting resources to suit the needs of
diverse learners. It requires careful preparation to ensure that the
physical activities are relevant and engaging.

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 CHAPTER III
CLOSING

A. CONCLUSION
Total Physical Response (TPR) is a language teaching method that
involves physical movement to aid in vocabulary and language structure
learning. Developed by Dr. James J. Asher in the 1960s, TPR focuses on
listening comprehension, delayed speaking, and connecting language to
meaning through physical actions. While TPR has advantages like enhanced
retention and motivation, it also has limitations such as limited language
production and being time-consuming.
The conclusion of the paper highlights the effectiveness of Total
Physical Response (TPR) as a language teaching method that emphasizes
physical movement to enhance vocabulary and language structure learning. It
discusses the advantages of TPR, such as improved retention, comprehension,
motivation, and natural language acquisition. However, it also acknowledges
the limitations of TPR, including limited language production, teacher
dependency, cultural considerations, limited applicability to advanced levels,
and time-consuming nature. The conclusion emphasizes the importance of
careful planning and execution of TPR lessons by teachers to ensure effective
learning outcomes.

B. SUGGESTION
By compiling this paper on "Total Physical Response", the author
hopes that readers can find out more, more and more completely about the

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discussion of "Total Physical Response", readers can read and study books
from various authors.
Here the author realizes that the writing of this paper is still far from
perfect, so constructive criticism and suggestions for writing future papers are
highly expected.

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 REFERENCES

Asher, J. J. (1969). The Total Physical Response Approach to Second Language

Learning. The Modern Language Journal, 53(1), 3.
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Dwiastuty, N., Anggoro, D., & Anita, T. (2016). Pembelajaran Bahasa Inggris
Melalui Metode Total Physical Response (TPR). Faktor Jurnal Ilmiah
Kependidikan, 3(1), 29–34.
Hafidah, R., & Dewi, N. K. (2020). TPR (Total Physical Response) Method on
Teaching English to Early Childhood. Early Childhood Education and
Development Journal, 2(1), 9. https://doi.org/10.20961/ecedj.v2i1.45167
Heflin, D. (2020). How to Use Total Physical Response (TPR) in the Classroom
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Kim, D. (2020). Learning Language, Learning Culture: Teaching Language to the
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Rose, C., & Nicholl, M. J. (2003). Menguasai Bahasa Asing (Accelerated
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