Group 9 - Total Physical Response

Total Physical
Response
By:
Siti Nur Fadlilah
23030190006
Notiani Nabilatussa’adah 23030190020
Rosa Sobikhah 23030190121
Background
Total Physical Response (TPR) is a language teaching method built around the coordination of
speech and action; it attempts to teach language through physical (motor) activity. Total Physical
Response is linked to the "trace theory" of memory in psychology (e.g., Katona 1940), which
holds that the more often or the more intensively a memory connection is traced, the stronger the
memory association will be and the more likely it will be recalled.
In a developmental sense, Asher sees successful adult second language learning as a parallel
process to child first language acquisition. Asher shares with the school of humanistic psychology
a concern for the role of affective (emotional) factors in language learning. And emphasis on
developing comprehension skills before the learner is taught to speak links him to a movement in
foreign language teaching sometimes referred to as the Comprehension Approach (Winitz., 1981).
This refers to several different comprehension-based language teaching proposals, which share
the belief that (a) comprehension abilities precede productive skills in learning a language; (b) the
teaching of speaking should be delayed until comprehension skills are established; (c) skills
acquired through listening transfer to other skills; ( d) teaching should emphasize meaning rather
than form; and (e) teaching should minimize learner stress. The emphasis on comprehension and
the use of physical actions to teach a foreign language at an introductory level has a long tradition
in language teaching.
2
Approach
Larson-Freeman states that during the first stage of the TPR method :
• The teacher acts as a model or example.
• The teacher can give instructions to several students and then model and
practice it in front of students so that students can understand the instructions
given and can follow them.
• In the second stage the students can demonstrate what they understand from
the commands that have been given with their own friends.
• Then at the stage when students understand, understand and can respond to
commands with physical responses, students can learn further to read and
write, until when students are ready to speak, they can be the ones who give
instructions or orders.
3
Design
• Objectives
The general objectives of Total Physical Response are to teach oral pro fi ciency at a beginning level. Comprehension is a means to an end, and
the ultimate aim is to teach basic speaking skills . A TPR course aims to produce learners who are capable of an uninhibited communication
that is intelligible to a native speaker.
• The syllabus
The type of syllabus Asher uses can be inferred from an analysis of the exercise types employed in TPR classes. This analysis reveals the use
of a sentence-based syllabus, with grammatical and lexical criteria being primary in selecting teaching items.
• Types of learning and teaching activities
Imperative drills are the major classroom activity in Total Physical Response. They are typically used to elicit physical actions and activity on
the part of the learners. Conversational dialogues are delayed until after about 120 hours of instruction.
• Learner roles
Learners in Total Physical Response have the primary roles of listener and performer. They listen attentively and respond physically to
commands given by the teacher. Learners are required to respond both individually and collectively. Learners have little influence over the
content of learning, since content is determined by the teacher, who must follow the imperative-based format for lessons.
• Teacher roles
The teacher plays an active and direct role in Total Physical Response. "The instrucror is the director of a stage play in which the students are
the actors" (Asher 1977: 43 ). It is the teacher who decides what to teach, who models and presents the new materials, and who selects
supporting materials for classroom use, The teacher is encouraged to be well prepared and well organized so that the lesson flows smoothly
and predictably.
• The role of instructional materials
There is generally no basic text In a Total Physical Response course. Materials and realia play an increasing role, however, in later lea rning
stages.
4
Strengths and Weaknesses
Strengths Total Physical Response ;
a. It is a lot of fun
b. It is very memorable (sangat mengesankan).
c. It is good for kinaesthetic learners who are required to be active in the class.
d. It can be used both in large or small classes
e. It works well with mixed-ability classes.
f. It is no need to have a lot of preparation or materials using the TPR.
g. It is very effective with teenagers and young learners.h. It involves both left and right-
brained learning.
5
Weaknesses Total Physical Response :
a. Students who are not used to, for example because of their cultural background, doing certain actions
(which are expressed by the verbs being studied) will feel embarrassed to do them. Things like that tend
to be found in adult students.
b. TPR is only really suitable for beginner level. Meanwhile, it is clear that it is much more useful at lower
levels because the target language is suitable for activities, although it can also be successfully applied
at intermediate and advanced levels. In this case what is important is the appropriate language
adaptation. For example, when teaching 'ways of walking' (stumble/stumble, stagger/stagger, and
tiptoe/to tiptoe) for advanced classes and cooking verbs for intermediate classes (whisk/shuffle,
steer/stir, and grate/grate).
c. TPR is not flexible to teach everything and if used a lot it will become repetitive. This method is a fun
way to change the dynamics and pace of the lessons used in conjunction with methods and techniques.
In short, TPR must be combined with others because it requires a lot of energy so that students do not
feel tired of learning languages;
d. When a teacher uses TPR in their lessons, they will have difficulty teaching abstract vocabulary or
expressions. As a solution, the teacher can write a word on a card with a picture if there is one. another
drawback is that TPR can become ineffective if the teacher uses it for a long period of time without
switching to other activities that help teach the target language. Because TPR consists of command
words, it tends to ignore narration, description, and other forms of language conversation. 6
Conclusion
Total Physical Response is in a sense a revival and extension of Palmer

and Palmer's English Through Actions, updated with references to more
recent psychological theories. It has enjoyed some popularity because of
its support by those who emphasize the role of comprehension in second
language acquisition. (Krashen., 1981) for example, regards provision of
comprehensible input and reduction of stress as keys to successful
language acquisition, and he sees performing physical actions in the
target language as a means of 'making input comprehensible and
minimizing stress.
7
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Total Physical

Total Physical Response is in a sense a revival and extension of Palmer

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