Total Physical Renponse (TPR)

a.    Definition

Total Physical Response (TPR) is a language teaching method which establishes a link between speech, a primary mode of language and action. The mode of teaching language here is a motor activity. TPR real acts a grammar based view of language (Singh, 2011).

Children are exposed to huge amounts of language input before speaking. Language learners can also benefit from following this “natural” progression from comprehension to production, instead of the more normal situation where learners are asked to produce instantly. The left brain can be described as logical, one-track, and cynical. It is used when analyzing, talking, discussing, etc. Most classroom activities in Indonesia are aimed at the left brain. The right brain is used when moving, acting, using metaphor, drawing, pointing, etc. It is targeted by sports and extra-curricular activities in Indonesian schools. When language is taught by lecturing or explaining, the cynical left brain is targeted and the information is kept in short term memory (if at all). It is soon forgotten as it never becomes “real” to the student.

When language is taught actively through movement, the right brain “believes” the information and retains it, in the same way that skills such as swimming or riding a bicycle are remembered long term. Students learn more when they are relaxed. This is because the affective filter, a mental barrier between the students and the information, is raised when students are nervous or uncomfortable. When the affective filter is high, learners find it harder to understand, process, and remember information.

TPR helps reduce the affective filter because it is less threatening than traditional language activities. Students do not have to produce language. Mistakes are unimportant and easily (and painlessly) corrected by the teacher. Language is remembered easily and long-term.

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:

1)                    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;

2)                  Children's ability in listening comprehension is acquired because children need to respond physically to spoken language in the form of parental commands; and

3)                  When a foundation in listening comprehension has been established, speech evolves naturally and effortlessly out of it.

b.   History

From time to time, however, listening comes into fashion. In the 1960s, the emphasis on oral language skills gave it a boost. It became fashionable again in the 1980s, when Krashen's ideas about comprehensible input gained prominence. A short time later, it was reinforced by James Asher's Total Physical Response, a methodology drawing sustenance from Krashen's work, and based on the belief that a second language is learned most effectively in the early stages if the pressure for production is taken off the learners (Nunan, 1998).

The process is visible when we observe how infants internalizetheir first language (Asher, 2001; Asher, 2002). It has been used successfully with students who are learning a second language (Asher, 1966). When TPR is used at an English class, the teacher gestures, models, and says the commands to the students, and the students respond by imitating the teacher.

c.    The Application of TPR in the Classroom

TPR can be used to teach and practice such many things as:

1)                    Vocabulary connected with actions (smile, chop, headache, wriggle);

2)                  Grammatical items, including 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)                 Imperatives/Instructions (Stand up, close you eyes); and

5)                  Story-telling

` There is generally no basic text in a Total Physical Response course. Materials and realia have a demanding role, yet in forthcoming learning stages. In this case, the teacher's voice, actions, gestures, and common classroom objects, such as books, pens, cups, and so on are great importance in the learning-teaching process using TPR. The teacher may be required to use pictures, realia, slides, and word charts to set an interactive activity. According to Muhren (2003), the basic technique of TPR is simple. Learners act out commands given by the teacher or their fellow pupils (at a later stage). These commands, or series of commands, are simple at the beginning (stand up, sit down) but after some time they may become more complex (I want the boys to stand in a circle please). A TPR sequence can be a chain of actions relating to a compound task (take pen and paper, sit down, begin at the top of your paper, write down: Dear ...) or even contain a story-line.

Most importantly, a teacher helps learners to be totally involved in TPR activities so that they can act out what they have heard. There is no pressure on them to speak the foreign language. Before any learner can commence to speak out a foreign language spontaneously as well as creatively, she must feel the inner readiness to do so. When learners are ready, they feel that the words of the language-sound and meaning integrated and combined into larger utterances -spring from within themselves. This inner readiness will develop gradually but inevitably with prolonged exposure to the sound of understood language and an active involvement in its meaning.

d.   Some Principles

1)                    Prepare a script

It is essential to prepare a script for what you want to do, as it is extremely important not to change the language half way through. It is also important to recombine previously learned language in new ways. These factors, combined with the pace necessary for successful TPR instruction, mean that it is extremely difficult to improvise the commands.

2)                  Build on what has gone before

TPR instruction should be seen as a progression, with new language being added to and combined with the old every session.

3)                  Recycle language and review extensively

On a similar note, previously learned language should be reviewed and cycled into lessons constantly in order to reinforce it.

4)                 Don't change the target language

While it can be useful to introduce synonyms, it is extremely important that the language not be changed half-way through a session. This is extremely confusing for            students.

5)                  Be good-natured and positive

In order for students to relax and feel comfortable, during TPR practice the teacher should project a friendly and positive manner.

6)                 Introduce limited number of new items and manipulate them extensively

It is very important to limit the number of new items in order to avoid student overload and to allow students to process and absorb the language. New and old language should be manipulated in a variety of ways in order to give students a large amount of practice.

7)                 Incorporate some humor

Once students are used to TPR practice, introducing a limited amount of humor into the class can greatly increase student’s interest and enjoyment.

8)                 Students don't speak

Students should not be forced to repeat the commands or otherwise speak until they are ready.

9)                 Students don't “help” each other

Students should not need help with the TPR commands, as the meaning should be obvious from context/the teachers' explanation/previously learned language. Translating commands into Indonesian reverts to left brain input, and the benefits of TPR are lost. Student listening abilities are also not improved.

e.    Good or Not?

1)                    Easy to implement/no translation

TPR instruction requires no translation or L1 support. It can help students and teachers make the transition to an English language environment.

2)                  New playing field: no disadvantage for academically weaker students

TPR does not depend on left-brain, “academic” skills. This gives all students a chance to shine in a new environment.

3)                  Trains students to react to language and not think about it too much

TPR requires an instant reaction. As there is no time to think during TPR practice, students can break the bad habit of over-analyzing language and become more comfortable with “going with the flow”, or guessing from context.

4)                 Reduces pressure and stress for students

TPR does not require a spoken response from students. Also, if implemented properly, students always understand what is happening during TPR practice, resulting in increased confidence and a lowering of the affective filter.

5)                  Different style of teaching/learning

TPR can be a break for students and teachers, a refreshingly different style of teaching. Judiciously used, it can break up a lesson or day and keep students alert.

6)                 Long-term retention/“magic” effect

TPR results in long-term retention of language items, and the constant repetition and recycling involved reinforces this leading to a “magic” learning experience.

7)                  Repetition is disguised: more effective input

Skillful use of TPR allows us to drill language targets repeatedly without losing student interest.

8)                  Perfect for TT

TPR is perfect for team-teaching classes, as with two teachers one can serve as the model while the other calls out commands.

9)                  Hard to show

Results come from regular, planned application. One shot lessons, while perhaps interesting or diverting, do not yield the same results as a carefully thought out series of lessons.

 REFERENCES

 Nunan, D. (1997). Approaches to Teaching Listening in the Language Classroom. Korea: Advertising 
             arranged by Tony Joo, KOTESOL General Manager.

Singh, J. P. (2011). Effectiveneness of Total Physical Response. A Multidisciplinary Journal, 1-3.

www.c-english.com/files/tpr.pdf

http://sastra.um.ac.id/wp-content/uploads/2009/10/Teaching-Children-Using-a-Total-Physical-Response-TPR-Method-Rethinking-Handoyo-Puji-Widodo.pdf