b. New commands. In this phase, the teacher delivered the verb that will
introduce to the student. After that, the teacher asks simple question to students and students could answer with a gesture.
c. Role reversal.
After students understand the command, students readily volunteered to utter another commands. The role reversal should be done
gradually since the very essence of Total Physical Response is listening and comprehension before production. And the teacher does not hurry the
students into speaking.
45
This phase is to test how far students’ understanding of new commands which is given. When students are
ready to speak, they become the ones who issue the commands. “After students begin speaking, activities expand to include skits and games.”
46
It means that in the classroom we can add some skits and games to make teaching learning activity more fun. From another book the writer found
novel commands. This is similar with the role reversal, the different is in novel commands the student selected at random were able to perform
quickly and confidently, familiar utterances were recombined to produce commands the students had never heard before but could instantly
understand.
47
d. Reading and writing. Until this phase only listening and some speaking
are introduced to students. Writing also need to introduce. Reading and writing in Total Physical Response may flow after the students are able
to comprehend the commands.
48
It means that reading and writing can be done after students’ comprehensions of the command are established.
The following is another procedure suggested by Asher in Richards and Rodgers’ book, who stated that “the instructor wrote on the chalkboard
each new vocabulary item and a sentence to illustrate the item. Then she
45
Bambang Setiyadi, Teaching English as A Foreign Language, Yogyakarta: Graha Ilmu, 2006, p. 137.
46
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, Oxford: Oxford University Press, 2000, p. 114.
47
Robert W. Blair, Innovative Approaches to Language Teaching, Rowley: Newbury House Publishers, inc., 1982, p. 60.
48
Bambang Setiyadi, Teaching English as A Foreign Language, … p. 138.
spoke each item and acted out the sentence. The students listened as she read the material. Some copied the information in their notebooks.”
49
In sum up, the procedure in learning by using Total Physical Response is through stages and every stage will help students to understand the target
language through imperative drill. By using this procedure, teaching learning activity more organized and the teacher knows what heshe should do.
4. The Design of Total Physical Response
Here, the writer would like to explain the design of Total Physical Response.
a. The Objectives and The Syllabus
According to Asher in Richards and Rodgers’ book, “The general objectives of Total Physical Response is to teach oral proficiency at a
beginning level and the type of syllabus that use in Total Physical Response is sentence-based syllabus.”
50
It means that the use of Total Physical Response is to make student speak fluently. But, to achieve that goal student
should enjoy the teaching learning activity. As Freeman said, “teachers who use Total Physical Response believe in the importance of having their
students enjoy their experience in learning to communicate in a foreign language.”
51
It means that enjoying the activity is needed by student to reduce students stress on learning a foreign language.
According to Asher in Richards and Rodgers’ book, “Sentence- based syllabus is a syllabus with grammatical and lexical criteria being
primary in selecting teaching items.”
52
This syllabus stress to the meaning rather than the form, the teacher makes students understand about grammar
before giving the form to the students.
49
Jack C. Richards, and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A Description and Analysis, Cambridge: Cambridge University Press, 1986, pp. 96-
97.
50
Jack C. Richards, and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A Description and Analysis, … pp. 91-92.
51
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, Oxford: Oxford University Press, 2000, p. 113.
52
Jack C. Richards, and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A Description and Analysis, … p. 91.
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