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5. Procedure of Teaching Using TPR
According to Asher in Richard and Rogers 2001, he provides a lesson- by-lesson account of a course taught according to TPR principles, which serves as
a source of information on the procedures used in the TPR classroom. The four steps in this course will proceed in the following way:
a. Review
This is fast-moving warm-up in which individual students move with commands such as:
Jeffe, throw the red flower to Maria. Rita, pick up the knife and the spoon and put them in the cup.
b. New Commands
Here, the teacher introduces some new vocabularies, such as: Look for a towel
Hold the book Stand up
Look for a comb Hold the cup
Sit down Next, the instructor ask simple questions which the students could answer with
a gesture such as pointing, as follow: Where is the towel? Eduardo, point to the towel
c. Role Reversal
Students readily volunteer to utter commands that manipulated the behavior of the instructor and other students. It is the step where the students are ready to
speak.
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Reading and Writing The instructor writes on the blackboard each new vocabulary item and a
sentence to illustrate the item. Then, she pronounces each item and acts out the sentence. The students listen as she read the material. Some copy the
information in their notebooks p.77-78.
6. Some Strengths and Weaknesses of Total Physical Response
There are some strengths of TPR, namely: a
Children’s ability in listening comprehension is developed because children are required to respond physically to spoken language in the form of parental
command. b
By focusing on meaning interpreted through movement, rather than on language form studied in the abstract, it reduces learners’ stress and creates a
positive mood of the learners, which facilitates learning. c
It combines tracing activities, such as verbal rehearsal accompanied by motor activity hence increases the successful recall probability.
Like the other methods or approaches, TPR has its limitation. “It seemed to be especially affective in the beginning levels of language proficiency, but then
it lost its distinctiveness as learners advanced in their competence. In TPR classroom, after students overcome the fear of the speaking out, classroom
conversations and other activities preceded as in almost any others communicative language classroom” Brown, 1994: 65.
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D. Rationale
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