After several demonstrations of stand and sit down, next model walk, stop, turn, jump and etc. When the audience has observed teacher and the
students on either side of the teacher act in response to commands, the observers are also internalizing the meaning of the spoken language.
After modeling a sequence such as stand up, walk, stop, etc..for a number of times, the student become ready to act alone without the teacher. At this
point, the teacher invites an individual student who was performing with the teacher to try it alone. The teacher utter a direction such as stand up, walk,
stop, etc and the individual student acts alone in response to each command. Once students are responding rapidly and with confidence to sequence of
commands. Next the teacher give new words with expansions of the commands such as “Walk to the chair”. “Walk to the door”. “Walk to the
blackboard” etc.
As students become more and more comfortable and confident that they understand everything the teacher are saying in the target language, then
recombine constituents to create imperative directions, ones the students have never heard before but understand perfectly. For the example, the students
have experienced: Walk to the chair. Walk to the door. Walk to the blackboard. Now, they
will understand if you recombine elements to create a imperative sentence such as: touch the blackboard. After students are responding rapidly and
confidently to any direction from lessons, they are ready to begin TPR exercise in reading and writing
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8. Problem in Teaching Total Physical Response method
If we want the students to be instead in the lesson given, there should be communication among teachers and students. Students should not be afraid to
give argument to their teacher.
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Stephen Mark Silvers, Listen and Perform the TPR Student Workbook , California: Sky Oaks Productions. Inc, 1985, p.5
One problem, which TPR method has related its special reliance on action Physical Response. For social reason, many adults and children, feel
Embarrassed marching around a room to do the teacher’s comments. For that,
the teacher is demanded to be creative. In the other hand, while the required action could be modified to lesson. So there is not much else a teacher can do
to remedy this situation. Adult become more accepting in time, especially after they see their teacher doing the same things that they have to do.
D. Grammar Translation Method
1. The Definition of Grammar Translation Method
Grammar translation method is a way of studying a language that approaches the language first through detailed analysis of its grammar rules,
followed by application of this knowledge to the task of translating sentences and texts into and out of the target language
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. The grammar translation method or classical method emerged when
people of the western world wanted to learn “foreign” languages such as Latin and Greek. Its focus was on grammatical rules, the memorization of
vocabulary and of various declensions and conjunctions, translation of text and doing writing exercises
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. The grammar translation method is also called the “traditional method”.
This does not mean that it is oldest method. It has been, and still extensively used. The term „traditional’ probably relates to the fact that this method is a
nearly perfect reflection of the way Latin and Greek has been taught for centuries
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.
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Jack, C. Richards and Theodore S.Rodgers, Approaches and Methods in Language Teaching:A Description and Analysis. . . , p.5
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H. Douglas Brown, Teaching by Principles an Interactive Approach to Languge Pedagogy
…p.3
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Roger Bowers, Applied Linguistic and English Language Teaching, London: Macmillan Publishers, 1991, p. 147
