Cicih
Using Total Physical Response (TPR) Method
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(Ummah, 2017). Good teachers are those who teach and are able to create positive
responses in their students.
English teaching and learning between young learner and adults cannot be
equated. This is reflected by the different developmental characteristics of adults
and children. Children are very talkative,
having less concentration, having their
own business, and they are fond of talking to friends. Consequently, the teachers
must have the spirit of patience and high hospitality. The teacher and the students
are the main elements in the class. The teachers should be able to manage the
class well. Many experts reveal that the use of appropriate techniques used by the
teachers can attract the children in class, especially in English classes. In the level
of young learner, the teachers must relax and create fun approaches to delivering
the materials to children. In addition, teachers must create a good learning
environment and appropriate instruction for students (Rokhayati, 2017).
Young learner in Panti Asuhan Yauma is for children who are ages of five to
ten or eleven years.
For some children, schools may be frightening. They just
want to play and interact with their friends at school (Rani, 2012). Children or
young learners especially those up the ages of nine to ten learn differently from
older learners, adolescents, and adults: they easily get bored, losing interest after
ten minutes or so. Therefore, teachers must be able
to make fun and enjoyable
classroom. They also need to be able to invite children to participate in the
teaching activities. However there are some children who talk with their friends
and play when the teachers are teaching. So, it is a big task for the teachers to
conduct the English teaching and learning process (Rani, 2012). Students usually
feel bored when they learn English because the
learning methods are boring, it
means that choosing the appropriate method and activities with a focus on
students’ motivation will create a better learning process as the students will
motivate themselves to learn more. In doing so, teachers should be more creative
to provide teaching materials as well as teaching aids that are considered
significant needed by the students (Nurani & Yohana, 2015).
A mnemonic strategy used for teaching Foreign Language (FL) vocabulary is
the Total Physical Response (TPR) developed by Asher.
TPR involves having
students listen to a command in a foreign language and immediately responding
with the appropriate physical action (Asher, 1964). When using this method, FL
instructors give a series of commands in the target language (e.g., jump and clap
your hands), while learners are expected to respond with whole-body movements
(e.g., to jump while clapping their hands).
TPR is supported by several theoretical approaches to learning situations
(Khorasgani, 2017). The physical aspect of TPR learning process makes it
possible to integrate physical exercise and play into
language teaching quite
naturally and to enhance children’s physical activity and engagement outside
classes, contributing not only to their linguistic, but also to their physical
development and movement. In the process of English teaching and learning, the
use of TPR involves movements that the students can actively do in the
classroom. In teaching, the teachers can use a song, a storytelling, or role-play in
which there are commands to enable students to carry out instructions to perform
an action. For example, the teacher says "run". Then the teacher instructs through
giving commands to the students to take this action then all the students run.
These activities can be done repeatedly. After that, the teacher
asks the students to