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INTRODUCTION

Today, English teaching method has improved greatly. There are many variant popular teaching methods that generally used by many English teachers around the world, such as direct method, silent ways, grammar translation method, and etc. However, there is one teaching method that now is growing and becoming an effective teaching method which is called TPR or Total Physical Response.

In my teaching experience, I observed some of my friends’ teaching. One of my friends applied TPR method on her teaching. Actually, TPR method is a common teaching method that used by teachers to teach English for children at the early age. At that time, my friend taught English for 2nd grader junior high school students. She tried to apply TPR method through games that was adopted from traditional games and she packed the games appropriately, that the students feel more motivated to learn English.

Based from my friend’s teaching experience, I think that TPR method is a teaching method that was very effective to intrigue student’s interest in learning English. The reason why TPR become a very effective method is because TPR engage with various sources, for example intonation, gesture, body language, facial expression, and social context similar like the language itself, Brewster, Ellis, Gail, Girard, & Denis (2002). And, the factors that have been mentioned make TPR become a fun and effective teaching method.

An English teacher is supposed to have an effective and creative method to help their students in understanding and mastering the language appropriately. According to Park (2001) review of the kinds of teaching methods that East Asian countries have found to be effective should be available. One of the methods has suggested for children at the age around 6-12 years old or when children at first grade of elementary school is Total Physical Response (TPR). He also stated that TPR is a language method that based on physical responses and built among the

coordination of action and speech. It means, teachers give the students instruction and the students can learn through action and physical response.

TPR is regarded as a method which focuses to help the students in learning a language easily because it appeals to the children’s characteristic for example in learning verbs, nouns, adverbs and adjectives with using A.V.A or gestures from teachers. Moreover, according to Brewster, Ellis, Gail, Girard, & Denis (2002) TPR is more familiar for young learners in order to develop their skills through some activity and movement. Besides, TPR also a famous method for young learners because it develops listening skill, introduces new language visually, involves activity, contextual way and movement and does not put force at the beginning on young learners to speak.

TPR method is used in teaching English to students in elementary school seems to be an appropriate and effective way because the learners in this level are categorized as ‘concrete learners’ that prefer learning through games, pictures, film and video, learning through using of cassettes, and even going on trip. In addition, Richards (2001) stated that TPR is also applied to encourage teachers in improving learning materials.

The researcher wanted to know about the teachers’ responses in SD negeri 09’s and how she thinks toward TPR application that applied in English classroom. The following question underlies this study: What are teacher’ responses toward the application of TPR in English teaching-learning process? It is expected that the findings of the present study can give clear explanation about teachers’ response toward TPR application in English classroom.

This study is expected to help teacher or English educator to find out the teachers’ response toward TPR application in English classroom. There are several teacher’ responses toward the use of TPR application in teaching English and through this study teacher will know the factor that makes teacher shows variation response toward TPR.

Besides, this research will show whether TPR application for teaching English is appropriate for getting children’s attention in enjoying and understanding the materials that has been given. And also this study can give the teacher a better preparation, in order to minimizing the possible problems and mistakes that may come up during the teaching-learning process.

THE STUDY

Definition and Background from Total Physical Response (TPR)

Total Physical Response (TPR) is the language teaching methods through the use of combination between Speech and action. And, James Asher, a Professor of Psychology at San Jose State University, California is the person who developed this method in 1970’s. TPR is also closely related with the aspect of psychological in child’s language development. TPR is also a teaching method that based on the physical responses that develops listening skill by activity and movement, Asher (2000) stated that a language method that based on physical response and built among the coordination of speech and action. Through this method, teacher gives instruction to the students and the students are learning through action and through physical response.

This technique is very famous in teaching English as a second language where involves students’ active partaking to learn the new words of action through watching and imitating according what teacher says and demonstrates each new word physically. This would facilitate a better maintenance and faster comprehension of vocabulary. Richards, as cited by Schunk (1999), stated that “it is clearly better to use actions paired with pictures than merely to translate English words”.

In here, TPR is very useful to help learners that have just begin to learning a language because it was emphasizes more about the role of comprehension of the language. At the first time, children affect strongly the sounds and patterns of the target language in their minds. After

the children quite worked focus on target language, speaking will appears spontaneously. In addition, in the first time, may be they will speak imperfectly. But, slowly but surely the children’s utterance will get more improvement. Asher, as cited by Cox (1999) supports that in TPR class, teacher will give to the students instruction and requires the students move or gesture in responding to the direction that teacher acts or speaks out. And next, it is believed that most of the students will be happier and enjoy in learning language through action or physical responses than by using drills method. According to James Asher there are four basic theories of TPR, they are: Trace Theory: the repetitions of body action, spoken or gesture are able to help the memory relationship, Imperatives: the imperative which teacher and parents said is the language that related most to children before they speak. Therefore, Asher stated that the adult supposed to learn imperatives first, Emotion: James Asher thought that emotion might affect to the result of learning, and the pressure is hoped will be lowered to promote the effects of learning in learning process, Comprehension Approach: Comprehension supposed to be formed before production; it means that the ability in listening supposed to be trained first in the teaching of language. The teachers can start to train oral expression ability to children only when after the students have developed their cognitive listening ability.

The definition of Response

Response is an important element to be considered because in the classroom students should have responses for every particular subject. According to Ayto as cited in Kurniasari (2009) Response is an answer that can be in a form of spoken or written reply toward a certain question. Besides, it limits the broadness of the concept of a response, excluding facial expression, gestures, and inaudible responses. In addition, Ahmadi (1992) stated that the definition of response is a conclusion that showed in students’ observation, which is has been over, and it was expressed in a form of spoken or written answer. In general, response means a

result or answer from observation toward a subject, event, or connection that obtained through concluding information and interpreting information.

Categories of Responses

In order to anticipate language difficulties needs appropriate scaffolding. Therefore, teachers supposed diligently seek to engage English-Language Learners (ELL) students in classroom talk. ELL students are demanded to participate and when they do their responses, the responses could be classified into six categorizes. According to Mohr & Mohr (2007) response can be categorizes into correct responses, partially correct responses, responses in another language, responses that are questions, incorrect responses, and silent responses.

Correct responses

Correct responses means that the teacher may be gratified by the student’s confirmation of the teaching-learning process. And, most teachers praise students for correct responses. Although, if the question-answer sequence attends to low-level thinking processes. Teachers still can make appropriate use of praise, but students should be still encouraged by teacher to elaborate their responses. Here is the example of correct responses provided by Mohr & Mohr (2007:444):

Jorge : Turtles can go

Teacher : Yes, turtles can go, but where and how? Jorge : Turtles go maybe fast over.

Teacher : Jorge, tell me more about how turtles go?

Jorge : A turtle go over the road to be safe. I know because I know because I saw it.

Teacher : Yes, Jorge, turtles sometimes cross over the road. I have also seen turtles cross a road, and I am glad when they make it all the way across, aren’t you?

Jorge : Yeah, go, go, turtles!

Partially correct responses mean the teacher can consider the contribution, strengthen the correct portion, and then attempt to refine the response. Moreover, partially correct responses also provide an excellent opportunity to polish students’ thinking, lead to a new learning, and clarify their knowledge on a certain topic. Here is the example of partially correct responses provided by Mohr & Mohr (2007:445):

Teacher : Do you watch a weatherman on TV? What is he telling us? When he talks about precipitation?

Student : It means rain. But, teacher, the weatherman lied. He said we get rain today. We don’t get rain today.

Teacher : Ok, but let’s talk about that; let’s think that through. What does the weatherman do? He’s scientist. So, what does he do that we do in our experiments?

Student : Does he have to do predictions like us? Teacher : Yes, he does. And sometimes what happens? Students : Prediction don’t always work.

Teacher : That’s right! But remember, a weatherman has to go to school for many, many years. A weatherman studies a lot and then has to use what he knows to make a prediction.

Student : Ok, teacher, the weatherman is good.

Teacher : He does try to be good scientist, and most of the time his prediction are correct.

Responses in another language

Responses in another language mean the students revolve around the explanation from teacher or clarify the procedures that students are expected to complete. Sometimes, there are students who use their first languages more often, rather than English, to respond in class, and it can be very frustrating for monolingual English teacher. However, at least students whom shows this kind of responses seems to be interested and often largely on task. By seeing those responds could be encouraging for teachers to not feel threatened when other languages are spoken in their classroom. Here is the example of Responses in another language:

Teacher : Good morning Dino, how are you today? Dino : ya, baik miss

Dino : aku sakit miss trus diajak mama ke dokter.

Teacher : Dino next time if I asked a question to you please give your answer in English, ok?

Dino : ok, sorry miss.

Responses that are questions

Responses that are questions mean the students give preponderance of teacher talks that has been mentioned before and the question could be rare or unexpected and based on Mohr & Mohr as cited in Kurniasari (2009) also had conducted a similar research on ESL Classroom, stated that there are some reasons why English Language Learners (ELL) struggle to respond questions. Not all teachers’ questions can be understood by students, teachers’ may also not wait long enough for students to think formulate a question to find a best response, lack of motivational factors: interest from learners, proficient speakers who support and inter-act with the learners, and an environment that support the relationships between proficient speakers and learners, students think of teacher as their superbs, and students may do not want to participate if the teacher expects them simply to recite low-level low-level knowledge or if the teacher sets low expectations for the students Wang (2006). Here is the example of responses that are questions:

Teacher : So, there are so many kinds of animal on this earth but they were classified into several characteristics. First is Carnivore, this characteristic of animals tends to consumes meat as their main food. And the examples of carnivore are Tiger, Crocodile, snake, dog, and etc.

Kathleen : how about bear miss?

Teacher : that’s a good question; bear are very unique because this kind of animal has two characteristics and this kind of characteristic is called omnivorous. And, omnivorous consumes either meat but also plant.

Lucas : miss, what is the characteristic for animals that consumes grass or leafs?

Teacher : Thank you for asking Lucas, your question makes the lesson getting clear. So, animals that consumes grass or leafs could be classified as herbivore. And, herbivorous animals such as goat, cow, giraffe, horse and etc.

Incorrect responses means the condition where teaching-learning process seems does not well and efficiently. Even though, the appearance of incorrect responses sometimes make teacher disappointed and frustrated but teachers must avoid the willingness to blame students for not listening or processing the question well. Moreover, teacher can use incorrect responses as a means of ongoing assessment to determine students’ needs and misunderstanding. Here is the example of incorrect responses provided by Mohr & Mohr:

Before reading a book about sharks, the teacher asked the students to tell what they knew about the commonly feared creatures. The teacher was momentarily surprised when one student said that her older sister had swum with sharks. Fortunately, the teacher followed up with more discussion.

Teacher : Araceli, did your sister really swim with sharks? Was she in the ocean with sharks?

Araceli : Yeah, at Sea World, but in the big pool.

Teacher : Oh, did your family visit Sea World and did your sister swim in the pool with sharks? Or was it with dolphins?

Araceli : Yeah, that’s right, with some dolphins.

Teacher : So, are dolphins and sharks the same? Or are they different ocean animals?

Araceli : Maybe they different?

Teacher : OK, let’s read this book and see if we can learn how sharks and dolphins are the same or different. Thank you, Araceli, for telling us something about your trip to Sea World.

Silent responses

Silent responses could means that the students’ “don’t know how” to express their knowledge in English. Cazden (2001) stated that silence response or one-word answers just a kind of response that is not to be interpreted as lack of knowledge. Sometimes, this situation can make teachers easily frustrated and make judgments about students’ ability and motivation to learn. However teacher can solve this problem by facilitate these students’ need for communicative competence by asking students to participate in demonstrating or draw their response. Here are the examples of silent responses:

Teacher : Students, I have some pictures in here, and do you know what pictures in here?

Students : I don’t know

Teacher : Come on, I think one of you know about these pictures and I would like to hear what you have to say. These are items you find in your pencil box. Students : (keep silent)

The term of word response in communication is a communication activity that expected have a result, answer, or solution. This thing that later made response become differentiated into three parts by Steven M. Chaffe as cited in Puspitasari (2011), they are: (1) Cognitive, means response which strongly related with someone’s knowledge and information skills about partcular things. The response appears when there are changes toward understanding and perceived by the audience, (2) Affective which is means a response that related with someone’s emotions, behavior, and value toward particular things. This response appears if there is changing in what audience likes toward certain things, (3) Conative is a response which related with real behavior that includes action or habit.

Therefore, it could be concluded that response was formed from stimulus process or because the reasons that leads to the results of reaction and consequences from stimulation process. Therefore, response will appears by receiving a message after a series of communication

happened.

The Characteristics of Young Children

Every child is different because they have uniqueness in the aspect of characteristics, physical personality, and facility in performing particular activities. A competent teacher must be having awareness on the uniqueness of children’s characteristics. Therefore, it will help him or her to found an appropriate method to teach the students more effective. In the term of cognition, According to Piaget cited by Silverthorn (1999), four stages of children’s cognitive development

are Sensorimotor stage (birth – 2 years old): The children interact with his or her environment through physical interaction, start to make a set o thoughts about reality and the way it works. And children, do not know every physical object will remain in existence even thought while out of sight, Preoperational stage (ages 2 – 7 years old): At this stage, a child is not yet able to conceive abstract things and only needs physical situations that more concrete, Concrete operations (ages 7 - 11 years old): As physical experience start to grow up, children also start to conceive and produce logical structures which describe their physical experiences. And, solving a kind of problem such as abstract things are also possible, Formal operations (ages 11 – 15 years old): At this stage, the structures of children cognitive are almost resembled with an adult and they also put conceptual reasoning. In addition, children also can create sentences that more complex and subordination. Moreover, they have already reacted to gestures and to plain instructions.

From all stages of children’s cognitive development that mentioned by Piaget, there are stages 2 and 3 that more related to elementary school children. Connected to language learning, at this stage the children are able to work well in groups. They can start approach to language learning that more systematically, but they still need to continue concrete experience as a starting point and then continue to the benefit from studying that is inserted in context.

Gallahue & Ozmun (1998) strongly argues that children at elementary school are basically having curiosity to learn further about themselves and the world around them, and eager to discover new things, and having more sense of responsibilities, and able to adapt in a new situations. The things to stimulate children’s curiosity are necessary. They learn to hear by listening, they learn to speak by speaking, and also they learn to read by reading.

Methodology

This research is a descriptive method and researcher uses this method because this method gathers rich description about teacher experiences toward TPR. Moreover, the researcher struggle to stay close to the “surface of the data and events” Sandelowski (2000, p. 336), where the experience is described through participants’ viewpoint Sullivan-Bolyai et al (2005, p. 128). The goal of the researcher is to looking for an approprite account of the “experiences, events and process that many people (researchers and participants) would agree are accurate” Sullivan-Bolyai, Bova, & Harper (2005). The study focused on direct communication with the research, produced many description about the penomenon. And, observations were written down, to make them easy to be analyzed after that. The result of the analysis could be in valid and accurate conclusion if the data collected was organized and presented in a correct and systematic way. Participant

The Participant in this study was English teacher of elementary school from SD Negeri 09 Salatiga, the researcher only focused the study on the second graders teacher who taught children were about 6 to 7 ages years old in one class consisted of 40 students. The English teacher was asked to answer some simple questions about her experiences–including, response, and difficulties that she found during the teaching learning process. In this study, the teacher applied TPR method toward the topic chosen in teaching English.

Data Collection

The data gathered in this study were the primary data, because the data had been collected directly from the subjects through Observation and Oral interview. There were two instruments used in collecting the data: observation protocol, recorder, and Questions (interview).

1. Observation protocol

The observation had been done four times when TPR was applied by the teacher and the researcher use observation protocol. Here the observation protocol format in figure 1:

Figure 1: Observation protocol

No. Date Class Theme Students Response

CR PCR RIL RAQ IR SR

CR: Correct Responses, PCR: Partially Correct Responses, RIL: Responses In another Language, RAQ: Responses that are Questions, IR: Incorrect Responses, SR: Silent Responses.

2. Oral Interview

In this research, the researcher also used oral interview to collecting data besides questionnaire. Oral interview had been done by asking the “why question” to young learners’ and support a significant information about why the students preferred and why they disliked others. Information sometimes should be elicited in implicit way Mihaljevic & Lopriore (2011). The researcher held oral interview to English teacher by using short statement / questions and record the interview by using the recorder.

Data analysis

The researcher used qualitative data (words) instead of quantitative data (numbers) to analyze the data. After transcribing the data from observation protocol and oral interview, the writer analyzed and interpreted the data to describe teacher response toward TPR application in English classroom, especially regarding the response of teacher during teaching learning process toward TPR application itself.

Research procedure

First, the researcher asked for permission from the headmaster of SD Negeri 09 salatiga, after that the researcher made contact with the English teacher of SD Negeri 09 salatiga, to arrange an appointment to do observation and oral interview. The researcher observed the teaching-learning situation in English classroom that using TPR application. The observation was expected to get real condition of the class.

Next, when teacher had finished with the teaching, researcher asked English teacher to be interviewed. The researcher asked some questions included to the teacher about her experiences– including, response, and difficulties during the teaching learning process. During the interview, the researcher records the conversation and transcribed the recording after the interview finished. After that the writer analyzed the teacher responses toward TPR application in English classroom using the data collection based on the observation protocol and oral interview. And at the last, the writer drew the conclusion after he got the result.

RESULTS

The finding shows that there were three categories of responses, they were: correct responses, partially correct responses and incorrect responses. The following are responses which appeared in the observations that have done by the researcher:

Correct responses

Correct response usually appeared when teacher asked simple questions after students’ watched a video clip, read a lyric, and followed teacher’s gesture/movement. The example is in extract 1, 2, 3, and 4:

Extract 1:

Teacher :”Students did you washed your hand before eat your food?” Students : “yes miss”

Teacher : “very good, today we were going to learn a hand washing song and now let’s go to the washing stand. I’ll sing a song while showing you how to washing your hand and students please sing together and follow my movement, ok?”

Students :”Ok”

Teacher :”Oh it’s time to wash your hands, time to wash your hands, so turn on the water, turn on the water and wet, wet, wet, wet your hands”

Students :”Oh it’s time to wash your hands, time to wash your hands, so turn on the water, turn on the water and wet, wet, wet, wet your hands(while turn on the water and wetting their hands)”

Teacher :”Soap, soap, soap, get some soap, soap, soap, soap get some soap”

Students :”Soap, soap, soap, get some soap, soap, soap, soap get some soap (while pouring soap from the bottle into their hands)”

Teacher :”And rub, rub, rub, oh, rub, rub, and rub your hands”

Students :”And rub, rub, rub, oh, rub, rub, and rub your hands (while rubbing their hands with soap)”

Teacher :”now rinse, rinse, rinse off the soap, and turn off the water, turn off the water”

Students :”now rinse, rinse, rinse off the soap, and turn off the water, turn off the water (while rinse the soap off from their hands and turn off the water)” Teacher :”now get a towel, towel, and dry, dry, dry, your hands, and throw the towel

away”

Students :”now get a towel, towel, and dry, dry, dry, your hands, and throw the towel away (while take a towel to dry their hands and turn off the water)”

Teacher :”Ok good job students, now our hands are cleans and let’s eat our food”

(Observation 1) The activity in the extract 1 may means that the students have been catching up with the song and movement of washing hands because the song and movement that performed by teacher encouraged students to follows. Moreover, the Total physical response activity in the lesson creates a fun atmosphere and makes the material of the lesson easily to be understand by the learner. And, this is also the reason why even some of the students were able to sing a song and wash their hands properly.

In the lesson about “my body” total physical response activity happened once. It was usually appeared when students were able to follow teacher’s instruction to read the lyric with a

sweeping gesture showed parts of the body to the students that teacher want them to repeat together according to the lyric, the example is in extract 2:

Extract 2:

Teacher :”Ok, now could you follow me to read and show parts of the body according this lyric?”

Students : “yes miss”

Teacher : “very good, let’s start now. Head and shoulder knees and toes, knees and toes”

Students :”Head and shoulder knees and toes, knees and toes (while touching head, knees, and toes)”

Teacher :”And eyes and ears, and mouth and nose, Head and shoulder knees and toes, knees and toes”

Students :”And eyes and ears, and mouth and nose, Head and shoulder knees and toes, knees and toes (while touching eyes, ears, mouth, nose, head, shoulder, knees, and toes)”

Teacher :”Good job students!”

(Observation 2) Next in extract 2, students trying to showed their understanding toward teacher instruction and students has been succeed to do all instructions from teacher. This may means student were affecting by the simplicity of song that makes students could followed to read a lyric correctly. Moreover, the gesture that showed by teacher also help a lot for students to understanding the song.

Correct response in the lesson about “number” was usually appeared when teacher asked students to sing and showing numbers that mentioned in the lyric using their fingers. The example from lesson is in extract 3:

Extract 3:

Teacher :”Students how many fingers do you have? Student H : “five miss”

Teacher : “good, now we will learn a new song about numbers. Please, follow me and do not forget to show your fingers according to the lyric while singing, ok?” Students :”Ok”

Teacher :”I have a handful of fingers yes, I do. I can count them. Can you count them too? One, two, three, four, five”

Students :” I have a handful of fingers yes, I do. I can count them. Can you count them too? One, two, three, four, five (while raised their palm of hand and start to count)”

Teacher :”one finger up that makes one, two fingers up, making two is fun”

Students :”one finger up that makes one, two fingers up making two is fun (while showing one finger and then two fingers)”

Teacher :”three fingers up, standing tall, four fingers up, that’s the call”

Students :”three fingers up, standing tall, four fingers up, that’s the call (while showing three fingers and then four fingers)”

Teacher :”five fingers up that’s all. I have a handful of fingers; yes I do five fingers one, two, three, four, and five”

Students :”five fingers up that’s all. I have a handful of fingers; yes I do five fingers one, two, three, four, and five (while showing five fingers and counting all of them)”

Teacher :”Excellent, you can continue learning number six to ten at home. See you tomorrow”

(Observation 3) In the extract 3, students showed that they could count numbers from one to five. It may means that the use of fingers movement and song were very helpful to make students understand material quickly. Moreover, the use fingers could very helpful as an instrument for students to describe the numbers that they count. Students could imagine that they have five fingers and they get instruction from the song to start counting from one to five correctly.

Partially correct responses

Partially correct response usually appeared when teacher taught about unfamiliar topic to the students. The example of partially correct response that using movement and song were in the extract 4:

Extract 4:

Teacher :“We have learnt many some animal in the zoo. And in here, I have a picture of beautiful animal. Did you know what the animal in this picture is?”

Student J :”its bird miss”

Teacher :”yes, but this one was very special because this bird you can only found in the zoo and this bird called flamingo, could you pronounce it?”

Teacher :”no, it’s flamingo. Look at my lips flamingo, ok now we are going to learn a new song about flamingo, we will sing this song together so I asked you to stand up and move away from your chair because we will move our body like a flamingo, ready?”

Students :”yes miss”

Teacher :”Forward, moving backward, forward, moving backward, doing the flamingo walk”

Students :”Forward, moving backward, forward, moving backward, doing the flamigo walk (while move forward and backward)”

Teacher :”Flamingo, munching on a bunch of algae. Flamingo, munching on a bunch of algae”

Students :”Flamigo, munching on a bunch of alge. Flamigo, munching on a bunch of alge (while showing a munching gesture through their mouth)”

Teacher :”Forward, moving backward, forward, moving backward, doing the flamingo walk, forward, moving backward, forward, moving backward, doing the flamingo walk”

Students :”Forward, moving backward, forward, moving backward, doing the flamigo walk, forward, moving backward, forward, moving backward, doing the flamigo walk (while move forward and backward)”

Teacher :”Ok, good job students but please learn your pronunciation at home because when singing you were mispronounce the words flamingo and algae”

(Observation 4) In extract 4 students may mean trying for their best to follow the song but they were mispronouncing some new words answers. This is happened because students still in the process of memorizing name of new animal. And, when they were singing and doing movements it makes them difficult to pronouncing the new words well because some words were unfamiliar for them.

Incorrect responses

Incorrect responses in the lesson about shape usually appeared when students playing circle and square game. The example of incorrect response from games is in the extract 5:

Extract 5:

Teacher :”Ok, to check your understanding about our lesson today now you have split up in two groups: A and B. I will sing a circle and square song and

you moving around the class but do not forget to listen carefully because I will stop singing and your group must form into a correct shape that I mentioned where I stop singing and group that makes incorrect shapes will get punishment, any question?”

Students :”no”

Teacher :”ok, here is the song: this is a circle, this is a square I can draw them in the air, this is a square, this is a circle, I can draw them anywhere, this is a circle”

Group A : (form into a square) Group B : (form into a circle)

Teacher :”Group A one mistake, let’s continue: this is a square, this is a circle I can draw them in the air, this is a square, this is a circle, I can draw them anywhere, this is a square”

Group A : (form into a square) Group B : (form into a circle)

Teacher :”Group B one mistake, let’s continue: this is a square, this is a circle I can draw them in the air, this is a square, this is a circle, I can draw them anywhere, this is a circle”

Group A : (form into a circle) Group B : (form into a square)

Teacher :”Another mistake from group B and as a punishment now group B will sing together with me”

(Observation 5) The game that held by teacher show that one of the groups seemed got difficulty to form a shape that mentioned by teacher. It may mean that students still have not understood the material yet because the material might be unfamiliar for them. Besides, the teacher’s voice probably not loud enough to be listened and it lead to incorrect information that makes Group B form into wrong shapes.

CONCLUSIONS

The aim which underlies this study is to find out SD negeri 09’ teacher’s response toward TPR application in English classroom. SD negeri 09’ English teacher shows three from six responses from Mohr & Mohr theory. And, the summary for this study is students mostly show correct responses when teacher taught students using visual aids, song, and gesture. It means that students’ feels more enthusiasm to follow the lesson when teacher applied TPR activity.

The limitation that faced by researcher is the limited time for conducting the observations. And, the implication that found by the researcher is many students shows positive respond toward teacher performance that applied TPR method in her teaching. This is showed by their enthusiasm when teacher explained the lesson and the students also feel enjoyable because the students became more active to participate in teaching-learning process.

This research is open to criticism and suggestions. What is true for now can be argued later as long as the argument is supported by evidences. In the future, it is recommended to conduct a more complex research details about TPR, so that the result will become accurate. The research suggestion for further research is to investigate ‘students’ response toward TPR application in English classroom’ that perhaps will bring a perspective for students’ opinion toward the use of Total physical response method in English classroom performance in teaching.

A suggestion is about international and state students’ response toward TPR application in English classroom. It should be investigated how students from two differences school response a lesson that applied TPR as a teaching method. All of these suggestions will help to prove many aspects about response toward TPR application in English classroom.

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Gallahue, D. L., & Ozmun, J. C. (1998). Understanding Motor Development: infants, children, adolescents, adults. Megraw-Hill Companies Inc.

Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman Press. Harmer, J. (2001). The Practice of English Language Teaching: 3rd edition. Pearson: PearsonEducation Limited.

Harmer, J. (1991). The Practice of Language Teaching. Essex: Longman Publisher. Kurniasari, N. (2009). A study on students responses to teacher Questions. Salatiga: Nila Kurniasari. Spd Thesis Institute For English Language Education Satya Wacana Christian University 2009.

Marsh, V. (n.d.). Total Physical Response Story Telling: A Communicative Approach to Language Learning. Retrieved April 2, 2013, from

http://www.laep.org/laep/smart/sunrise/lang_html

Mihaljevic, D. J., & Lopriore, L. (2011). The learner: do indvidual differences matter? In ELLIE: Early Language Learning in Europe (pp. 29-45). London: UK: The British council.

Mohr, K., & Mohr, E. (2007). International Reading Association, 440-450. Retrieved March 15, 2013, from Extending English-language learners' Classroom Interactions using the Response Protocol: http://www.eric.ed.gov

Park, J. (2001). 'Teacher Education for ELT in Korean elementary schools' un proceedings of the ELTeCS Conference ELT Curriculum Development for Young Learners in East Asia 2000. Taipe: Taiwan Normal University Taiwan/ British Council/ ELTeCS East Asia.

Puspitasari, A. R. (2011). Respon siswa SMP negeri 3 kelapa Bangka Belitung terhadap Film Laskar Pelangi. Jakarta: Anggi Ria Puspitasari. Spd Thesis Institute For Faculty of

Communication State Muslim University of Syarif Hidayatullah 2011.

Richards, J. C. (2001). Curriculum Development in Language Teaching. New York: Cambridge University Press.

Sandelowski, M. (2000). Focus on research methods: Whatever happened to Qualitative Description? Research in nursing & health.

Schunk, H. A. (1999). The effect of singing paired with signing on receptive vocabulary skills of elementary ESL students. Journal of Music Therapy , 36(2), 110-124.

Silverthorn, P. (1999). Jean Piaget's Theory of Development. Retrieved March 28, 2013, from http://www.funderstanding.com/piaget.cfm

Sullivan-Bolyai, S., Bova, C., & Harper, D. (2005). Developing and refining interventions in persons with health disparities: The use of qualitative description. Nursing Outlook , 53, 127-133.

Wang, D. (2006). Relationship and reading performance. Journal of college reading and learning , 3 (2).

Teacher :”I have a handful of fingers yes, I do. I can count them. Can you count them too? One, two, three, four, five”

Students :” I have a handful of fingers yes, I do. I can count them. Can you count them too? One, two, three, four, five (while raised their palm of hand and start to count)”

Teacher :”one finger up that makes one, two fingers up, making two is fun”

Students :”one finger up that makes one, two fingers up making two is fun (while showing one finger and then two fingers)”

Teacher :”three fingers up, standing tall, four fingers up, that’s the call”

Students :”three fingers up, standing tall, four fingers up, that’s the call (while showing three fingers and then four fingers)”

Teacher :”five fingers up that’s all. I have a handful of fingers; yes I do five fingers one, two, three, four, and five”

Students :”five fingers up that’s all. I have a handful of fingers; yes I do five fingers one, two, three, four, and five (while showing five fingers and counting all of them)”

Teacher :”Excellent, you can continue learning number six to ten at home. See you tomorrow”

(Observation 3) In the extract 3, students showed that they could count numbers from one to five. It may means that the use of fingers movement and song were very helpful to make students understand material quickly. Moreover, the use fingers could very helpful as an instrument for students to describe the numbers that they count. Students could imagine that they have five fingers and they get instruction from the song to start counting from one to five correctly.

Partially correct responses

Partially correct response usually appeared when teacher taught about unfamiliar topic to the students. The example of partially correct response that using movement and song were in the extract 4:

Extract 4:

Teacher :“We have learnt many some animal in the zoo. And in here, I have a picture of beautiful animal. Did you know what the animal in this picture is?”

Student J :”its bird miss”

Teacher :”yes, but this one was very special because this bird you can only found in the zoo and this bird called flamingo, could you pronounce it?”

Teacher :”no, it’s flamingo. Look at my lips flamingo, ok now we are going to learn a new song about flamingo, we will sing this song together so I asked you to stand up and move away from your chair because we will move our body like a flamingo, ready?”

Students :”yes miss”

Teacher :”Forward, moving backward, forward, moving backward, doing the flamingo walk”

Students :”Forward, moving backward, forward, moving backward, doing the flamigo walk (while move forward and backward)”

Teacher :”Flamingo, munching on a bunch of algae. Flamingo, munching on a bunch of algae”

Students :”Flamigo, munching on a bunch of alge. Flamigo, munching on a bunch of alge (while showing a munching gesture through their mouth)”

Teacher :”Forward, moving backward, forward, moving backward, doing the flamingo walk, forward, moving backward, forward, moving backward, doing the flamingo walk”

Students :”Forward, moving backward, forward, moving backward, doing the flamigo walk, forward, moving backward, forward, moving backward, doing the flamigo walk (while move forward and backward)”

Teacher :”Ok, good job students but please learn your pronunciation at home because when singing you were mispronounce the words flamingo and algae”

(Observation 4) In extract 4 students may mean trying for their best to follow the song but they were mispronouncing some new words answers. This is happened because students still in the process of memorizing name of new animal. And, when they were singing and doing movements it makes them difficult to pronouncing the new words well because some words were unfamiliar for them.

Incorrect responses

Incorrect responses in the lesson about shape usually appeared when students playing circle and square game. The example of incorrect response from games is in the extract 5:

Extract 5:

Teacher :”Ok, to check your understanding about our lesson today now you have split up in two groups: A and B. I will sing a circle and square song and

you moving around the class but do not forget to listen carefully because I will stop singing and your group must form into a correct shape that I mentioned where I stop singing and group that makes incorrect shapes will get punishment, any question?”

Students :”no”

Teacher :”ok, here is the song: this is a circle, this is a square I can draw them in the air, this is a square, this is a circle, I can draw them anywhere, this is a circle”

Group A : (form into a square) Group B : (form into a circle)

Teacher :”Group A one mistake, let’s continue: this is a square, this is a circle I can draw them in the air, this is a square, this is a circle, I can draw them anywhere, this is a square”

Group A : (form into a square) Group B : (form into a circle)

Teacher :”Group B one mistake, let’s continue: this is a square, this is a circle I can draw them in the air, this is a square, this is a circle, I can draw them anywhere, this is a circle”

Group A : (form into a circle) Group B : (form into a square)

Teacher :”Another mistake from group B and as a punishment now group B will sing together with me”

(Observation 5) The game that held by teacher show that one of the groups seemed got difficulty to form a shape that mentioned by teacher. It may mean that students still have not understood the material yet because the material might be unfamiliar for them. Besides, the teacher’s voice probably not loud enough to be listened and it lead to incorrect information that makes Group B form into wrong shapes.

CONCLUSIONS

The aim which underlies this study is to find out SD negeri 09’ teacher’s response toward TPR application in English classroom. SD negeri 09’ English teacher shows three from six responses from Mohr & Mohr theory. And, the summary for this study is students mostly show correct responses when teacher taught students using visual aids, song, and gesture. It means that students’ feels more enthusiasm to follow the lesson when teacher applied TPR activity.

The limitation that faced by researcher is the limited time for conducting the observations. And, the implication that found by the researcher is many students shows positive respond toward teacher performance that applied TPR method in her teaching. This is showed by their enthusiasm when teacher explained the lesson and the students also feel enjoyable because the students became more active to participate in teaching-learning process.

This research is open to criticism and suggestions. What is true for now can be argued later as long as the argument is supported by evidences. In the future, it is recommended to conduct a more complex research details about TPR, so that the result will become accurate. The research suggestion for further research is to investigate ‘students’ response toward TPR application in English classroom’ that perhaps will bring a perspective for students’ opinion toward the use of Total physical response method in English classroom performance in teaching.

A suggestion is about international and state students’ response toward TPR application in English classroom. It should be investigated how students from two differences school response a lesson that applied TPR as a teaching method. All of these suggestions will help to prove many aspects about response toward TPR application in English classroom.

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Marsh, V. (n.d.). Total Physical Response Story Telling: A Communicative Approach to Language Learning. Retrieved April 2, 2013, from

http://www.laep.org/laep/smart/sunrise/lang_html

Mihaljevic, D. J., & Lopriore, L. (2011). The learner: do indvidual differences matter? In ELLIE: Early Language Learning in Europe (pp. 29-45). London: UK: The British council.

Mohr, K., & Mohr, E. (2007). International Reading Association, 440-450. Retrieved March 15, 2013, from Extending English-language learners' Classroom Interactions using the Response Protocol: http://www.eric.ed.gov

Park, J. (2001). 'Teacher Education for ELT in Korean elementary schools' un proceedings of the ELTeCS Conference ELT Curriculum Development for Young Learners in East Asia 2000. Taipe: Taiwan Normal University Taiwan/ British Council/ ELTeCS East Asia.

Puspitasari, A. R. (2011). Respon siswa SMP negeri 3 kelapa Bangka Belitung terhadap Film Laskar Pelangi. Jakarta: Anggi Ria Puspitasari. Spd Thesis Institute For Faculty of

Communication State Muslim University of Syarif Hidayatullah 2011.

Richards, J. C. (2001). Curriculum Development in Language Teaching. New York: Cambridge University Press.

Sandelowski, M. (2000). Focus on research methods: Whatever happened to Qualitative Description? Research in nursing & health.

Schunk, H. A. (1999). The effect of singing paired with signing on receptive vocabulary skills of elementary ESL students. Journal of Music Therapy , 36(2), 110-124.

Silverthorn, P. (1999). Jean Piaget's Theory of Development. Retrieved March 28, 2013, from http://www.funderstanding.com/piaget.cfm

Sullivan-Bolyai, S., Bova, C., & Harper, D. (2005). Developing and refining interventions in persons with health disparities: The use of qualitative description. Nursing Outlook , 53, 127-133.

Wang, D. (2006). Relationship and reading performance. Journal of college reading and learning , 3 (2).