progresses, and Ashers claims that it quite possible to embed vast amounts of syntax into the form of a command
”.
28
From the definition above, the writer has opinion about total physical response; this method involves physical activity in act the verb in using
imperative sentences. Total physical response help the students improve their ability in imperative sentences because the students enjoy in teaching and
learning process in the classroom.
2. Approach of Total Physical Response
a. Theory of Language
Asher does not directly discuss the nature of language or how languages are organized. However, the labeling and ordering of TPR
classroom drills seem to be built on assumptions that owe much to structuralist or grammar-based views of language. Asher states that most of
the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skillful use of the imperative by the instructor
1977: 4. He views the verb and particularly the verb in the imperative, as the central linguistic motif around which language use and learning are
organized. Despite Ashers belief in the central role of comprehension in language learning, he does not elaborate on the relation between
comprehension, production, and communication he has no theory of speech acts or their equivalents, for example, although in advanced TPR lessons
imperatives are used to initiate different speech acts, such as requests John, ask Mary to walk to the door, and apologies Ned, tell Jack youre sorry.
29
28
Stephen D. Krashen, Principles and Practice in Second Language Acquisition, Oxford: Pergamon Press, 1982, p. 140.
29
Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods …, p. 88.
b. Theory of Learning
Ashers language learning theories are reminiscent of the views of other behavioral psychologists. For example, the psychologist Arthur Jensen
proposed a seven-stage model to describe the development of verbal learning in children. Although learning psychologists such as Jensen have since aban-
doned such simple stimulus-response models of language acquisition and development, and although linguists have rejected them as incapable of
accounting for the fundamental features of language learning and use, Asher still sees a stimulus-response view as providing the learning theory
underlying language teaching pedagogy. In addition, Asher has elaborated an account of what he feels facilitates or inhibits foreign language learning. For
this dimension of his learning theory he draws on three rather influential learning hypotheses:
30
1. There exists a specific innate bio-program for language learning,
which defines an optimal path for first and second language development.
2. Brain lateralization defines different learning functions in the left-
and right-brain hemispheres. 3.
Stress an affective filter intervenes between the act of learning and what is to be learned; the lower the stress, the greater the learning.
3. Design of Total Physical Response
a. Objective and the Syllabus
According to Ashers, the general objectives of Total Physical Response are to teach oral proficiency at a beginning level and the type of
syllabus in total physical response TPR is the use of a sentence based syllabus.
31
It means that the function of total physical response is to make students speak fluently and listen to respond the instructors’ command.
“Teachers who use TPR believe in the importance of having their students
30
Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods …, p. 89.
31
Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods …, pp. 91-92.
enjoy their experience in learning to communicate in a foreign language ”.
32
It means that in learning foreign language, the students have to enjoy in
teaching and learning process.
b. Types of Learning and Teaching Activities
“Imperative drills are the major classroom activity in total physical response. Imperative drills typically used to elicit physical actions and
activity on the part of the learner ”.
33
“The first phase of a lesson is one modeling. The instructor issues commands to a few students then perform the
actions with them. In the second phase, the same students demonstrate that they can also have an opportunity to demonstrate their understanding
”.
34
c. Teacher and Learner Roles
-
Teacher Roles
In total physical response method the teacher plays an active and direct role, the teacher as the instructor and director. The teacher is
encouraged to be well-prepared and well-organized. Therefore the lesson flows smoothly and predictably.
-
Learners Roles
The students in total physical response have the primary roles of listener and performer. They listen attentively and respond
physically to commands given by the teacher. Learners are required to respond both individually or collectively.
32
Diane Larsen Freeman, Techniques and Principles …, p. 113.
33
Jack C. Richard and Theodore S. Rodgers, Approaches’ and Methods …, pp. 92-93.
34
Diane Larsen Freeman, Techniques and Principles …, p. 113.
