Teaching
Children Using a Total Physical Response
(TPR)
Method: Rethinking
Handoyo
Puji Widodo
Abstract:
Teaching English, especially for children, should be enjoyable, interesting,
repetitive, and understandable. In doing so, there should be appropriate
methods for teaching English to them. One of the alternative methods that can
be applied in the classroom is the so-called Total Physical Response. This
method tries to introduce some language skills or components in an action in
which a teacher serves three roles: an order taker, a model provider, and an
action monitor in which learners serve as models and action performers until
they feel ready to speak out. Key words: young learners, total physical
response (TPR), alternative method.
Up to
now, teaching English, particularly at elementary schools in Indonesia has
totally been encouraged. This attempt is geared to familiarize pupils with
English at an early stage. Almost all elementary schools located in urban areas
in particular conduct English teaching. It has been 11 years that English
teaching is run since the Decree of Minister of Education and Culture Number
060/U/1993 regarding English as a local content subject matter starting from the
fourth grade was issued (Suyanto, 2004).
As
English teaching achieves its prominence at elementary schools, English is
taught commencing from the first grade. For this reason, English teachers who
are concerned with teaching children should be aware of the nature of their
psychology in addition to mastering all crucial components in teaching them.
So
far, English teachers have been experiencing difficulty in teaching children
since they are less sufficient especially in implementing appropriate
Handoyo
Puji Widodo adalah dosen Bahasa Inggris Politeknik Negeri Jember236 BAHASA DAN
SENI, Tahun 33, Nomor 2, Agustus 2005
teaching
materials and methods. Thus, the selection of the two elements
should
be on the basis of learners age.
To
successfully conduct English teaching at elementary schools, teaching materials
and methods are well suited. For this reason, one method considered one of the
efforts to English teaching for children, should be introduced. This method is
known as Total Physical Reponse (TPR). Prior to discussing such a method in
detail, this paper starts with describing characteristics of children.
CHARACTERISTICS
OF CHILDREN
In
learning language, children begin learning simple expressions.
Broadly
speaking, children learn abstract rules of language from which they listen, and
even they also learn expressions that they have never heard before. It is extremely important that teachers not
only get children to learn language, but they also encourage them to learn it
positively.
Teaching
of English for Children has been of particular concerns. For this reason, in
teaching children English, there are some characteristics of whom presented by
Scott and Lisbeth (1992).
Children
aged 8-10 are mature enough; They have a particular point of view; They are able
to describe the difference between facts and fictions; They are curious of
asking questions; They believe in what is said and the real world to express
and comprehend meaning/message; They have distinct opions about what they like
and what they dislike; They are open to what happens in the classroom and begin
asking a teacher s decision; and They can cooperate with each other and learn
from others. In addition, Scott and Lisbeth (1992) say that children
particularly aged 8 10 are competent mother tongue users. In this regard, they
are aware of basic linguistic rules of their mother tongue. At these ages,
children can
grasp
abstracts and symbols, generalize language, and systematize it. Children are also capable of interpreting
meaning without understandingWidodo, Teaching Children 237 words separately,
are competent in using language creatively, are frequently fond of doing
exploration and making a certain condition enjoyable; have established
imagination; and are fond of communicating (Halliwell, 1992).
In
the context of teaching, most people assume that children learn a foreign
language in the same way that they learn their mother tongue. Basically, children are potential in
acquiring and learning a foreign
language,
and even they learn it more quickly than those who are learning the foreign
language after puberty (McLaughlin, 1978). On the contrary, children are less
capable of absorbing or acquiring a foreign language optimally (Long, 1990).
WHAT
IS TOTAL PHYSICAL RESPONSE (TPR)
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.238 BAHASA DAN SENI, Tahun 33,
Nomor 2, Agustus 2005
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 (Haynes,
2004; Larsen-Freeman, 1986; Linse, 2005).
CHARACTERISTICS
OF TPR
Imperative
drills are the prominent classroom activity in TPR. They are typically geared
to highlight physical actions and activity on the part of the learners. In this
sense, learners play main roles: a listener and a performer. They listen attentively and respond
physically to commands by the teacher.
Learners
need to respond both individually and collectively; they have minor influence
on the content of learning inasmuch as content is determined by the teacher. At
the beginning of learning, learners are also expected to recognize and respond
to novel combinations of previously taught items. Such novel utterances are
recombinations of constituents the teacher has used directly in training. For
example, the teacher directs learners with 'Walk to the table!' and 'Sit on the
chair!' These are familiar to learners since they have practiced responding to
them. Furthermore, learners are also to produce novel combinations of their
own. Learners monitor and evaluate their own progress. They are encouraged to
speak when they feel ready to speak (e.g. when a sufficient basis in the
language has been internalized).
In
TPR, a teacher plays an active and direct role: the director of a stage play in which the learners are the
actors". It is the teacher who decides what to teach, who models and
presents the new materials, and who selects supporting materials for classroom
use. Therefore, the teacher ought to be well prepared and well organized so
that the lesson flows smoothly and predictably. It is highly recommded to write
down the exact utterances the teacher will be using, especially the novel
commands because the action is so fastmoving; there is usually no time for you
to create spontaneously". In this regard, classroom interaction and turn
taking is teacher rather than learner directed. Pay attention to the example:
Teacher:
Maria, pick up the box of rice and hand it to Miguel and ask Miguel to read the
price.Widodo, Teaching Children 239 In giving feedback to learners, the teacher
is required to follow the example of parents giving feedback to their children.
Similarly, the teacher
needs
to tolerate fewer mistakes in speech; he has to avoid too much correction in
the early stages and is not required to interrupt to correct errors in
that this may inhibit learners to take
an action or speak out. To sum up, in TPR, the teachers are responsible for
giving commands and monitoring actions taken by the learners. On the contrary,
the learners are imitators of teacher s verbal and non-verbal models. In
teaching-learning process, the first
phase is modeling. In this case, a teacher issues commands to learners, and
performs the actions with them. In the second phase, learners demonstrate that they grasp the commands by
performing them alone; the teacher monitors the learners actions. Above all,
the interaction between a teacher and learners is signified by the teacher
speaking and the learners responding nonverbally. Later on, the learners become
more verbal and the teacher responds nonverbally (Larsen-Freeman, 1986;
Rodgers, 2003).
ADVANTAGES
AND DISADVANTAGES OF TPR
TPR
has some advantages and disadvantages. Its advantages include:
1) It
is a lot of fun. Learners enjoy it, and this method can be a real stirrer in
the class. It lifts the pace and the mood;
2) It
is very memorable. It does assist students to recognize phrases or words;
3) It
is good for kinaesthetic learners who are required to be active in the class;
4) It
can be used both in large or small classes. In this case, it is no matter
to have how many students you have as
long as you are prepared to take the lead, the learners will follow;
5) It
works well with mixed-ability classes. The physical actions get across the
meaning effectively so that all the learners are able to comprehend and apply
the target language;
6) It
is no need to have a lot of preparation or materials using the TPR. In this
regard, as long as you are competent of what you want to practise (a rehearsal beforehand
can help), it will not take a lot of time to get ready;
7) It
is very effective with teenagers and young learners; and 8) It involves both
left and right-brained learning;240 BAHASA DAN SENI, Tahun 33, Nomor 2, Agustus
2005 In addition to such advantages, TPR has disadvantages. Among them are:
Students who are not used to such things might find it embarrassing. This can be the case initially that if the teacher
is prepared to perform the actions, the students feel happier about copying. In
addition, the students are in a group
and do not have to perform for the whole class. This pleasure is reserved for
the teacher; It is only really suitable for beginner levels. Whilst, it is
clear that it is far more useful at lower levels because the target language
lends itself to such activities even though it can successfully be applied at
Intermediate and Advanced levels. In this respect, it is essential to adapt the
language, accordingly. For example, when teaching 'ways of walking' (stumble,
stagger,
and tiptoe) to an advanced class and cooking verbs to intermediate students
(whisk, stir, and grate), TPR can be employed; It is not flexibly used to teach
everything, and if used a lot, it would become repetitive. This method is a fun
way of changing the dynamics and pace of a lesson used in conjunction with
other methods and techniques. To sum up,
TPR should best be combined with others since it needs much energy so that learners do not feel tired of
learning language; and Although the use of TPR in the classroom has often been
effective, it does have its flaws. One of this method flaws is that when a
teacher uses TPR in their lesson, they
will have trouble teaching abstract vocabulary or expressions. As a remedy, the
teacher can write the word on cards with a picture if applicable. Another flaw
is that TPR can be ineffective if the teacher uses it for a long period of time
without switching it with other activities that help teach the target language.
Since TPR is made up of mainly of commands, it tends to neglect narrative,
descriptions, and conversation forms of language.
THE
APPLICATION OF TPR IN THE CLASSROOM
TPR
can be used to teach and practise such many things as: vocabulary connected
with actions (smile, chop, headache, wriggle);
grammatival items, including tenses past/present/future and continuous
aspects
(Every morning I clean my teeth, I make my bed, I eat breakfast); classroom
language (Open your books); imperatives/Instructions (Stand up, close you
eyes); andWidodo, Teaching Children 241
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.
Here
are sample materials used in TPR:
Procedures
:
1.
The teacher picks up cards one by one and says what colour they are.
A
blue card.
An
orange card.
A
yellow card.
A red
card.
A
brown card.
A
grey card.
A
purple card.
A
black card.
A
white card.
A
green card.
Red.
Blue.
Purple.
2 The
teacher gives commands to the class.
Who's
got a red card? Show it to me.
Who's
got a blue card? Show it to me.
Who's
got a yellow card? Show it to me.
3 The
teacher invites individual pupils to come out to the central desk.
Devi,
pick up a purple card and show it to the class.
Show
the class a black card.
Show
the class a green card.
Show
the class a grey card.
Ridwan.
Sample
Materials 2:
Context
: Teaching Vocabulary 2
New
words : jump, run, hop, stop, on the spot
Preparation
: Every pupil holds a coloured card; there are five of six
different
colours.
Procedures
:
1. The pupils stand in a circle.
2.
The teacher gives commands and models the action. After a while he/she stops
modeling.Widodo, Teaching Children 243
Pupils
with blue cards, jump up and down. ... stop.
Pupils
with red cards, run on the spot. ... stop.
Pupils
with yellow cards, hop one one leg. ... stop.
Pupils
with brown cards, walk on the spot. ... stop.
Pupils
with orange cards, hop on your left foot. ... stop.
Blue
cards, run on the spot. ... Don't stop.
White
cards, jump up and dopwn. ... Don't stop.
Brown
cards, walk on the spot. ... Don't stop.
Blue
cards, stop running on the spot.
Orange
cards, hop on right leg. ... Don't stop.
Brown
cards, stop walking on the spot.
Sample
Materials 3:
Context
: Teaching Vocabulary 3
New
words : chalk, coloured chalk, eraser,
paper, pen, pencil, book, exercise book to take, to come, to sit, to hold up
Preparations: : The above items are on a central desk or table and (a number of
them) on the pupils' desks (i.e. the items normally present there).
Procedures
:
1 The
teacher identifies the objects by simply picking them up from the desk and
saying their names.
A
piece of chalk. White chalk.
Coloured
chalks.
An
eraser.
A
sheet of paper.
A
pen.
A
pencil.
A
book.
An
exercise book
Again.
A piece of chalk.
Coloured
chalk.244 BAHASA DAN SENI, Tahun 33, Nomor 2, Agustus 2005
2 The
teacher gives the class commands relating to the items on the pupils's desks.
Hold
up your pens.
Put
down your pens.
Hold
up your pencils.
Put
them down.
Hold
up your books.
Put
them down.
Show
me your erasers.
Show
me your exercise books.
Show
me your books.
Sample
Materials 4: Teaching Series of Vocabulary in Action Going out for a walk. (You
are listening to the radio.)
Stand
up from your chair.
Go to
the radio.
Turn
it off.
Go to
the window.
Look
outside.
Sit
down again.
Pick
up your shoes.
Put
them in front of you.
Pull
up your socks.
Put
your shoes on.
Stand
up.
Walk
to the door.
Open
it.
Go
outside.
Close
the door behind you.
Take
out your key.
Put
it in the key hole.
Lock
the door.
Look
up at the sky.
Walk
away.Widodo, Teaching Children
Sample
Materials 5: Teaching Series of Vocabulary in Action
Writing
a letter.
Pick
up your pen.
Begin
at the top of the paper: Dear...
Write
your letter.
Look
up from your paper.
Look
sad.
Put
down your pen.
Rub
your eyes.
Pick
up your pen.
Go on
writing.
Stop
writing.
Put
down your pen.
Put
one hand under your chin.
Think.
Look
happy.
Go on
writing.
Look
up at the clock behind you.
Finish
your letter.
Fold
the letter.
Take
an envelope.
Put
the letter inside.
Lick
the flap, stick it down.
Write
the address on the envelope.
Pick
up a stamp, lick it, stick it on.
Stand
up.
Run
to the letterbox outside.
Hurry
up! Hurry up!
Sample
Materials 6:
Context
: Teaching Present Continuous
New
words : stand up, sit down, turn, hop,
march, etc.
Preparations
: The teacher expresses sentences in the meantime she gives facial expressions
and body movement so that learners comprehend what the teacher commands. In
addition, the teacher should provide real objects such as toothpaste/ brush, comb, cloth, plate/spoon, etc.246
BAHASA DAN SENI, Tahun 33, Nomor 2, Agustus 2005
Going
to School.
I am
waking up.
I am
rubbing my eyes.
I am
yawning.
I am
stretching.
I am
getting up.
I am
going to bath room.
I am
washing my face.
I am
brushing my teeth.
I am
going to bed room.
I am
combing my hair.
I am
getting dressed.
I am
walking to the kitchen.
I am
having breakfast.
I am
putting on my backpack
I am
saying my mother or mt father Good bye
I am
opening the door.
I am
walking to school.
Sample
Materials 7: Teaching Series of Vocabulary in An Action Song Children enjoy
singing. There are lots of action songs. The pupils sing and act out the words
of the song. Here is an example of an
action song.
This
is the way you wash your face.
wash
your face, wash your face.
This
is the way you wash your face.
All
on a Saturday morning.
This
is the way you wash your hands.
wash
your hands, wash your hands.
This
is the way you wash your hands.
All
on a Sunday morning.Widodo, Teaching Children 247
This
is the way you brush your teeth (...).
All
on a Monday morning.
This
is the way you brush your hair (...).
All
on a Tuesday morning.
This
is the way you clean your shoes (...).
All
on a Wednesday morning.
This
is the way you eat your food.
All on
a Thursday morning.
This
is the way you drink your tea (...).
All
on a Friday morning.
You
may know other songs which are full of actions and can be used in the same way.
CONCLUSIONS
When
TPR is applied in the classroom, a teacher is required to provide a model. The
model has three vital features: 1) grasping the spoken language must come prior
to speaking, 2) comprehension is developed through body movement, and 3) the
period of listening period helps a learner to be ready to speak. Such a model does not force the learner
to speak. It is also recommended that TPR be applied for only short periods of
time because the learner will get tired of doing it. The TPR method also
emphazises two crucial elements: the use of movement as a memory enhancer and
imperatives as the only method of instruction the teacher uses commands to
direct the learners. Most importantly, when applying such a method, the use of
mother tongue is deemphasized. If there are abstract words, a teacher is
required to
write
down them on the white/black boards without expressing those words.
The
meaning of words is comprehended generally through an action.248 BAHASA DAN
SENI, Tahun 33, Nomor 2, Agustus 2005
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