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2. The Design of TPR a. The Objectives
The general objectives of Total Physical Response are to teach oral proficiency at a beginning level.
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Comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills. TPR aims to produce
learners who are capable of an uninhibited communication that is intelligible to native speaker.
TPR was developed in order to improve the better result of teaching learning process of a new language. Teachers who use TPR
believe in the importance of having the students enjoy their experience in learning to communicate a foreign language.
According to Freeman, TPR was develop in order to reduce the stress people feel when studying foreign languages and there by encourage
students to persist in their study beyond a beginning level of proficiency.
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From the statement above, there are some objectives of Total Physical Response:
• Teaching oral proficiency at a beginning level.
• Using comprehension as a means to speaking
• Using action-based drills in the imperative form
b. The syllabus
The type of syllabus Asher uses can be inferred from an analysis of the exercise types employed in TPR classes. This analysis reveals the use
of a sentence-based syllabus, with grammatical and lexical criteria being primary in selecting teaching items. TPR requires inititial attention to
meaning rather than to the form of items. Grammar is thus taught inductively. Grammatical features and vocabulary items are selected not
according to their frequency of need or use in target language situation but
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Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in language Teaching: A Description and Analysis, Cambridge: Cambridge University Press, 1986, p.91
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Diane Larsen-Freeman, Technique and Principle in Language Teaching, Oxford: Oxford University Press, 1986, p. 113.
18 according to the situation in which they can be used in the classroom and
the ease with which they can be learned.
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c. The Learners role
Learners in TPR have the primary roles of listeners and performers. They listen attentively and respond both individually and
collectively. They have little influence over the content of learning since the content is determined by the teacher who must follow the imperative
form for lesson
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According to Freeman, the students are imitators of the teacher’s nonverbal model. There will be a role reversal with individual students
directing the teacher and the other students.
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In TPR, learners monitor and evaluate their own progress. They are encouraged to speak when they feel
ready to speak that is when a sufficient basis in the language has been internalized.
d. The Teachers role
In the teaching learning process using TPR method, teacher plays an active and direct role. According to Freeman, teacher is the director of
all students’ behaviors.
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Asher as quoted by Richard and Rodgers, states “The instructor is the director of a stage play in which the students are the actors”.
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It means that teacher is the one who decides what to teach, who models and
presents the new material, and who selects supporting materials for classroom use. Teacher is encouraged to be well prepared and well
organized so that the lesson flows smoothly and predictable.
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Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in language Teaching: A Description and Analysis …, p.92.
43
Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in language Teaching: A Description and Analysis …, p.92.
44
Diane Larsen-Freeman, Technique and Principle in Language Teaching …, p. 113.
45
Diane Larsen-Freeman, Technique and Principle in Language Teaching …, p. 113.
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Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in language Teaching: A Description and Analysis …, p.93.
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f. The Activities
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