Total Physical Response

Abstract

Total Physical Response is a language teaching method emerged in 1970s, created by J.E. Asher. This method attempts to adapt the process of infants" first language acquisition, into the teaching of second and foreign language. Asher claims that kids acquire their first language by listening to their parents commands, comprehending, executing, and then uttering the words. It implicates in the creation of language teaching material in form of lists of imperative sentences graded based on the grammatical complexity, which causes TPR seems to be a grammar based method. Attempts to imitate first language acquisition in second or foreign language classes practically requires the teacher to demonstrate at the same time as uttering commands to be acted by the student, in which the students are not required to repeat the words. It is considered as the reflection of what happens when children communicate with their parents. In spite of the deep first language acquisition adoption, J.E. Asher claims that TPR teaching practice is based on three principles which cover the relationship between physical and brain activity, involvement of left brain and right brain, and creation of free stress learning atmosphere. AbstrakTotal Physical Response merupakan metode pembelajaran bahasa yang muncul pada tahun 1970an, diciptakan oleh J. E. Asher. Metode ini berupaya untuk mengimitasi perolehan bahasa pertama yang dialami oleh anak-anak kedalam pembelajaran bahasa kedua dan bahasa asing. Asher mengklaim bahwa anak-anak memperoleh bahasa dengan menerima perintah-perintah dari orang tuanya, memahami, melaksanakan, baru mengucapkannya. Hal ini berimbas kepada pengembangan bahan ajar yang berbentuk daftar kalimatkalimat perintah yang berjenjang menurut tingkat kerumitan grammatika, sehingga pada satu sisi terlihat seolah-olah TPR sebagai  Corresponding Author : sojuangonr@gmail.com Total Physical Response Sojuangon Rambe / EEJ/ Vol. 07 No. 01 June 2019 46 sebuah metode berbasis tata bahasa. Upaya untuk mengimitasi perolehan bahasa di dalam kegiatan belajar mengajar mensyaratkan guru untuk mendemonstrasikan dan memberikan perintah-perintah untuk dilaksanakan oleh siswa, dimana siswa tidak harus mengucapkan atau mengulangi perkataannya, dan hal itu dianggap sebagai refleksi dari apa yang terjadi saat anak-anak berkomunikasi dengan orang tuanya. Meskipun demikian, J.E Asher menambahkan bahwa pembelajaran dalam metode TPR mengacu pada tiga teori yang meliputi keterpaduan aktivitas fisik dengan aktivitas otak, penyeimbangan dan pelibatan otak kiri dan otak kanan, serta penciptaan situasi dan kegiatan belajar yang bebas stress.

Mindfulness in the foreign language classroom: Influence on academic achievement and awareness

“…The presentation of this construct provides us with clarity on how to teach the vocabulary needed in the project while they are engaged and participating in the learning process (Saehu et al, 2017). Moreover, as demonstrated previously by Saehu et al (2017), TPR can help primary graders to acquire the vocabulary presented by acting and modelling the actions modelled by teachers (Rambe, 2019).…”

“…This section of the paper introduces the Total Physical Response (TPR) method as a means to teach vocabulary to young learners. The definition and a very brief history of TPR are taken from the words of Rambe (2019) who also sheds light on how it is executed in classes.…”

“…Young learners are often moving and playing in their daily life and in classrooms which, by using a methodology that involves physical movements, can foster and support their learning process. The TPR method was created by Asher in the early 1970s to provide language teachers with an alternative methodology that integrates physical movements and language teaching (Rambe, 2019). This methodology employs the use of body language and physical movements for students to meaningfully acquire language, especially vocabulary, through real-life actions and scenarios.…”

“…However, the development of speaking skills are related to listening and writing skills, which are defined by Richard et al (1992) (cited in Hwaider, 2017) and Marpaung and Sinulingga (2012). Finally, the last concepts are audio-visual materials defined by Canning-Wilson (2000) and the Total Physical Response method (TPR) defined by Rambe (2019) illustrating different alternatives to engage students in the learning process by presenting vocabulary and structures.…”

Pemahaman Kosakata Bahasa Inggris untuk Anak-anak melalui Lagu

“…Hal ini dikarenakan sistem pengajaran di Indonesia masih menjadikan grammar atau struktur bahasa menjadi penekanan utama dalam pembelajaran (Solikhah, 2014). Ketepatan penyusunan struktur bahasa atau accuracy inilah yang seringkali menjadikan pelajar di Indonesia menjadi sulit untuk berkomunikasi dengan Bahasa Inggris secara lancar (Ratnadewi, 2016;Puspitaloka & Wahyuna, 2018). Kesulitan menyusun kalimat yang benar ini pulalah yang menjadikan pembelajar menjadi kurang percaya diri ketika berbicara menggunakan Bahasa Inggris (Megawati, 2016).…”