Makalah TPR( Total Physical Respons)

UNIVERSITAS MUHAMMADIYAH TANGERANG






Name        : Muamar Khadafi
NIM        : 09.88.203.033
Subject    : TEFL I
Lecture    : Dini F, M.Pd.
Majoring    : English Education / V B
Date        : Wednesday, November 2nd , 2011






UNIVERSITAS MUHAMMADIYAH TANGERANG
FAKULTAS KEGURUAN ILMU PENDIDIKAN
Jln. Perintis Kemerdekaan 1/3 Cikokol – Tangerang
TPR ( Total Physical Response )

Background       
TPR ( Total Physical Response ) is a language teaching method built around the coordination of speech and action, it attempts to teach language through physical ( motor ) activity. It sees successful adult second language learning as a parallel process to child first language acquisition. Beside that TPR can improve some skill such as listening and speaking. He claims that speech directed to young children consist primarily of commands, which children respond to physically before they begin to produce verbal responses.
TPR can help young learners to speak English. This method give many model learning and try to practice more. TPR make the students more creative to show expression to speak English by their movement. The teacher need some tools to show the materials and the students can feel something, they make to more understand and they can speak to mention it. “Which holds that the more often or more intensively a memory connection is traced, the stronger the memory association will be and the more likely it will be recalled. Retracing can be done verbally (e.g,. by rote repletion ) and/or in association with motor activity. Combined tracing activities, such as verbal rehearsal accompanied by motor activity, hence increase the possibility of successful recall.” asher said.
TPR can help the teacher to be easy to teach English in beginning level. Because in this methods many ways to teach so that it can give the teacher is easier to explain things to the students. In giving feedback to learners, the teacher should to follows the example from the materials have given the teacher. The teacher only remember it. The teachers should refrain from too much correction in the early stages and should not interrupt to correct errors, since this will inhibit learners. As time goes on, however, more teacher intervention is expected, as the learners’ speech become “fine-tuned”. Materials play an increasing role, however, in later learning stages. The teacher will need to make or collect supporting materials to support teaching points.

THEORY
The theory of TPR is Children develop listening competence before they develop the ability to speak. At early stages of first language acquisitions , they can understand complex sentences. Children’s ability in listening comprehension is a acquired because children are required to respond physical to spoken language in he from parental commons. Once a foundation in speaking comprehension has been established, speech evevols naturally effortlessly out of it. So that the beginning level can understand what the teacher show the action. The teacher directs and students "act" in response - "The instructor is the director of a stage play in which the students are the actors" (Asher, 1977:43). Whenever possible, humor is injected into the lessons to make them more enjoyable for learners. Students are not required to speak until they feel naturally ready or confident enough to do so.

Using Commands to Direct Behavior (The use of commands requiring physical actions from the students in response is the major teaching technique). Role Reversal  (Students direct the teacher and fellow learners). Action Sequence  (Teacher gives interconnected directions which create a sequence of actions [also called an "operation"] - as students progress in proficiency, more and more commands are added to the action sequence.  Most everyday activities can be broken down into a sequence of actions

APPLICATION
    The first steps in the classroom the teacher and students take on roles similar to that of the parent and child respectively. Students must respond physically to the words of the teacher. The activity may be a simple game or may involve more complex grammar and more detailed scenarios. TPR can be used to practice and teach various things. It is well suited to teaching classroom language and other vocabulary connected with actions. It can be used to teach imperatives and various tenses and aspects. It is also useful for story-telling.
According to its proponents, it has a number of advantages: Students will enjoy getting up out of their chairs and moving around. Simple TPR activities do not require a great deal of preparation on the part of the teacher. TPR is aptitude-free, working well with a mixed ability class, and with students having various disabilities. It is good for kinesthetic learners who need to be active in the class. Class size need not be a problem, and it works effectively for beginning level. Additionally, the nature of TPR places an unnaturally heavy emphasis on the use of the imperative mood, that is to say commands such as "sit down" and "stand up". These features are of limited utility to the learner, and can lead to a learner appearing rude when attempting to use his new language. Of course, as a TPR class progresses, group activities and descriptions can be used which continue the basic concepts of TPR into full communication situations.

SKILL
    Writing.