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30 student is not forced to speak, but is allowed an individual readiness period and
allowed to spontaneously begin to speak when heshe feels comfortable and confident in understanding and producing the utterances.
2. Theory of Language and learning
Asher in Richard Rodger states that “most of the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skillful
use of imperative by the instructor” 2001: 73. While according to Asher in Brown 2001: 30 TPR heavily utilized the imperative mood, even into more advanced
proficiency levels. Commands were an easy way to get learners to move about and to loosen up. Humor is easy to introduce and interrogatives were also easily dealt
with. Eventually students, one by one, would feel comfortable enough to venture verbal response to ask question themselves, and to continue the process. Asher in
Richards and Rodgers says that a stimulus-response view as providing the learning theory underlying language pedagogy 2001: 73. Asher has elaborated an account
of what he feels facilities or in habits foreign language learning. For this dimension of his learning theory he draws on three influential learning hypotheses:
a. The bio-program of Asher consists of three processes as central. They are: 1 children develop listening competence before they develop the ability to
speak, 2 children’s ability in listening comprehension, 3 once a foundation in
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31 listening comprehension has been established, 4 speech evolves naturally and
effortlessly out of it. b. Brain lateralization defines different functions in the left and right brain
hemisphere. c. Stress intervenes between the act of learning what is to be learned; the
lower stress, the greater the learning.
3. Design
a. Objectives, the objectives of TPR are to teach oral proficiency at the beginning level. Freeman 2001: 116 says that the goal of teachers who use
Total Physical Response method that shehe believe in the importance of having their students enjoy their experience in learning to communicate in a foreign
language. TPR was developed in order to reduce the stress people feel when studying foreign languages and thereby encourage students to persist in their
study beyond a beginning level of proficiency. b. Syllabus, the type of TPR syllabus focus on grammar-based grammar
thought inductively. Total Physical Response requires initial attention meaning rather form of items.
c. Learning Activities, in learning activities Total Physical Response use imperative drills as a major activity. Conversational dialogues are delayed until
after about 120 hours of instruction. Other class activities include role play, realia, picture, etc.
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32 d. Roles of Learners, the roles of the learners in Total Physical Response have
the primary roles of listener and performer. The learners listen attentively and respond physically to commands given by the teacher. The learners are also as
imitators from nonverbal model. e. Roles of Teacher, the teacher roles in Total Physical Response to controls
and monitors the language input the learners receive. The teacher is director of all students’ behaviors. In giving feed back to the learner, the teacher should
also give the example likes parents giving feedback to their children. f. The Materials, material plays an increasing role, however, in later learning
stages. For absolute beginners, lesson may not require the use of materials, since the teacher voice, actions and gestures may be sufficient basis for
classroom activities.
4. Teaching Procedure
