Total Physical Response (TPR)Developed by Asher, Kusudo, and de la Torre (1974), TPR is an approach for teaching vocabulary that appeals to learners' kinesthetic-sensory system. First, the teacher introduces new vocabulary words and establishes their meaning through corresponding actions and gestures. Students mimic the teacher's actions as they learn the words, and eventually demonstrate comprehension through the actions and gestures. Ultimately, the language is extended to written forms, and students begin to respond verbally. Research evidence attests to the effectiveness of TPR for learning and retaining vocabulary. See also Total Physical Response Storytelling (TPRS).

Asher, J., J. Kusudo, and R. de la Torre. "Learning a Second Language Through Commands: The Second Field Test." Modern Language Journal 58 (1974): 24-32.

 

Total Physical Response Storytelling (TPRS)This adaptation of TPR adds the element of storytelling and uses the story narrative or episodic structures to build meaningful comprehension. The technique begins with the teacher telling a story and using actions and gestures to introduce new vocabulary. As students listen to the story, they confirm their understanding by repeating the actions: First they perform the actions for specific events and then recreate the whole story. Once the story is understood, students take over the narrative task, either as a group or individually. See also Total Physical Response (TPR).

Teaching Children Using a Total Physical ResponseAbstract: Teaching English, especially for children, should be enjoyable,interesting, repetitive, and understandable. In doing so, there should beappropriate methods for teaching English to them. One of the alternativemethods that can be applied in the classroom is the so-called Total PhysicalResponse. This method tries to introduce some language skills orcomponents in an action in which a teacher serves three roles: an ordertaker, a model provider, and an action monitor in which learners serve asmodels and action performers until they feel ready to speak out.Key words: young learners, total physical response (TPR), alternativemethod.Up to now, teaching English, particularly at elementary schools in Indonesiahas totally been encouraged. This attempt is geared to familiarize pupils withEnglish at an early stage. Almost all elementary schools located in urbanareas in particular conduct English teaching. It has been 11 years that Englishteaching is run since the Decree of Minister of Education and CultureNumber 060/U/1993 regarding English as a local content subject matterstarting from the fourth grade was issued (Suyanto, 2004).As English teaching achieves its prominence at elementary schools,English is taught commencing from the first grade. For this reason, Englishteachers who are concerned with teaching children should be aware of thenature of their psychology in addition to mastering all crucial components inteaching them.So far, English teachers have been experiencing difficulty in teachingchildren since they are less sufficient especially in implementing appropriate

teaching materials and methods. Thus, the selection of the two elementsshould be on the basis of learners age.To successfully conduct English teaching at elementary schools, teachingmaterials and methods are well suited. For this reason, one method consideredone of the efforts to English teaching for children, should be introduced.This method is known as Total Physical Reponse (TPR). Prior to discussingsuch a method in detail, this paper starts with describing characteristicsof children.

CHARACTERISTICS OF CHILDRENIn learning language, children begin learning simple expressions.Broadly speaking, children learn abstract rules of language from which theylisten, and even they also learn expressions that they have never heard before.It is extremely important that teachers not only get children to learnlanguage, but they also encourage them to learn it positively.Teaching of English for Children has been of particular concerns. Forthis reason, in teaching children English, there are some characteristics ofwhom presented by Scott and Lisbeth (1992).Children aged 8-10 are mature enough;They have a particular point of view;They are able to describe the difference between facts and fictions;They are curious of asking questions;They believe in what is said and the real world to express and comprehendmeaning/message;They have distinct opions about what they like and what they dislike;They are open to what happens in the classroom and begin asking ateacher s decision; andThey can cooperate with each other and learn from others.

In addition, Scott and Lisbeth (1992) say that children particularly aged8 10 are competent mother tongue users. In this regard, they are aware ofbasic linguistic rules of their mother tongue. At these ages, children cangrasp abstracts and symbols, generalize language, and systematize it.Children are also capable of interpreting meaning without understanding

words separately, are competent in using language creatively, are frequentlyfond of doing exploration and making a certain condition enjoyable; haveestablished imagination; and are fond of communicating (Halliwell, 1992).In the context of teaching, most people assume that children learn aforeign language in the same way that they learn their mother tongue.Basically, children are potential in acquiring and learning a foreignlanguage, and even they learn it more quickly than those who are learningthe foreign language after puberty (McLaughlin, 1978). On the contrary,children are less capable of absorbing or acquiring a foreign languageoptimally (Long, 1990).

WHAT IS TOTAL PHYSICAL RESPONSE (TPR)TPR is one of the English teaching approaches and methods developedby Dr. James J Asher. It has been applied for almost thirty years. Thismethod attempts to center attention to encouraging learners to listen and respondto the spoken target language commands of their teachers. In otherwords, TPR is a language teaching method built around the coordination ofspeech and action; it attempts to teach language through physical (motor) activity.Asher's Total Physical Response is a "natural method" since Asherviews first and second language learning as parallel processes. He arguesthat second language teaching and learning should reflect the naturalisticprocesses of first language learning. For this reason, there are such three centralprocesses:(a) before children develop the ability to speak, they develop listening competence.At the early phases of first language acquisition, they are able tocomprehend complex utterances, which they hardly can spontaneouslyproduce or imitate. Asher takes into accounts that a learner may be makinga mental blueprint of the language that will make it possible toproduce spoken language later during this period of listening;(b) children's ability in listening comprehension is acquired because childrenneed to respond physically to spoken language in the form of parentalcommands; and(c) when a foundation in listening comprehension has been established,speech evolves naturally and effortlessly out of it.Asher believes that it is crucial to base foreign language learning uponhow children learn their native language. In other words, TPR is designedbased upon the way that children learn their mother tongue. In this respect,TPR considers that one learns best when he is actively involved and graspwhat he hears (Haynes, 2004; Larsen-Freeman, 1986; Linse, 2005).CHARACTERISTICS OF TPRImperative drills are the prominent classroom activity in TPR. They aretypically geared to highlight physical actions and activity on the part of thelearners. In this sense, learners play main roles: a listener and a performer.They listen attentively and respond physically to commands by the teacher.Learners need to respond both individually and collectively; they have minorinfluence on the content of learning inasmuch as content is determined bythe teacher. At the beginning of learning, learners are also expected to recognizeand respond to novel combinations of previously taught items. Suchnovel utterances are recombinations of constituents the teacher has used directlyin training. For example, the teacher directs learners with 'Walk to thetable!' and 'Sit on the chair!' These are familiar to learners since they havepracticed responding to them. Furthermore, learners are also to producenovel combinations of their own. Learners monitor and evaluate their ownprogress. They are encouraged to speak when they feel ready to speak (e.g.when a sufficient basis in the language has been internalized).In TPR, a teacher plays an active and direct role: the director of a stageplay in which the learners are the actors". It is the teacher who decides whatto teach, who models and presents the new materials, and who selects supportingmaterials for classroom use. Therefore, the teacher ought to be wellprepared and well organized so that the lesson flows smoothly and predictably.It is highly recommded to write down the exact utterances the teacherwill be using, especially the novel commands because the action is so fastmoving;there is usually no time for you to create spontaneously". In this regard,classroom interaction and turn taking is teacher rather than learner directed.Pay attention to the example:Teacher: Maria, pick up the box of rice and hand it to Miguel andask Miguel to read the price.In giving feedback to learners, the teacher is required to follow theexample of parents giving feedback to their children. Similarly, the teacherneeds to tolerate fewer mistakes in speech; he has to avoid too much correctionin the early stages and is not required to interrupt to correct errors in thatthis may inhibit learners to take an action or speak out.

To sum up, in TPR, the teachers are responsible for giving commandsand monitoring actions taken by the learners. On the contrary, the learnersare imitators of teacher s verbal and non-verbal models. In teaching-learningprocess, the first phase is modeling. In this case, a teacher issues commandsto learners, and performs the actions with them. In the second phase, learnersdemonstrate that they grasp the commands by performing them alone; theteacher monitors the learners actions. Above all, the interaction between ateacher and learners is signified by the teacher speaking and the learners respondingnonverbally. Later on, the learners become more verbal and theteacher responds nonverbally (Larsen-Freeman, 1986; Rodgers, 2003).

ADVANTAGES AND DISADVANTAGES OF TPRTPR has some advantages and disadvantages. Its advantages include:1) It is a lot of fun. Learners enjoy it, and this method can be a real stirrer inthe class. It lifts the pace and the mood;2) It is very memorable. It does assist students to recognize phrases orwords;3) It is good for kinaesthetic learners who are required to be active in theclass;4) It can be used both in large or small classes. In this case, it is no matter tohave how many students you have as long as you are prepared to take thelead, the learners will follow;5) It works well with mixed-ability classes. The physical actions get acrossthe meaning effectively so that all the learners are able to comprehendand apply the target language;6) It is no need to have a lot of preparation or materials using the TPR. Inthis regard, as long as you are competent of what you want to practise (arehearsal beforehand can help), it will not take a lot of time to get ready;7) It is very effective with teenagers and young learners; and8) It involves both left and right-brained learning;

In addition to such advantages, TPR has disadvantages. Among themare:Students who are not used to such things might find it embarrassing. Thiscan be the case initially that if the teacher is prepared to perform the actions,the students feel happier about copying. In addition, the studentsare in a group and do not have to perform for the whole class. This pleasureis reserved for the teacher;It is only really suitable for beginner levels. Whilst, it is clear that it is farmore useful at lower levels because the target language lends itself tosuch activities even though it can successfully be applied at Intermediateand Advanced levels. In this respect, it is essential to adapt the language,accordingly. For example, when teaching 'ways of walking' (stumble,stagger, and tiptoe) to an advanced class and cooking verbs to intermediatestudents (whisk, stir, and grate), TPR can be employed;It is not flexibly used to teach everything, and if used a lot, it would becomerepetitive. This method is a fun way of changing the dynamics andpace of a lesson used in conjunction with other methods and techniques.To sum up, TPR should best be combined with others since it needs muchenergy so that learners do not feel tired of learning language; andAlthough the use of TPR in the classroom has often been effective, itdoes have its flaws. One of this method flaws is that when a teacher usesTPR in their lesson, they will have trouble teaching abstract vocabularyor expressions. As a remedy, the teacher can write the word on cardswith a picture if applicable. Another flaw is that TPR can be ineffectiveif the teacher uses it for a long period of time without switching it withother activities that help teach the target language. Since TPR is made upof mainly of commands, it tends to neglect narrative, descriptions, andconversation forms of language.THE APPLICATION OF TPR IN THE CLASSROOMTPR can be used to teach and practise such many things as:vocabulary connected with actions (smile, chop, headache, wriggle);grammatival items, including tenses past/present/future and continuousaspects (Every morning I clean my teeth, I make my bed, I eat breakfast);classroom language (Open your books);imperatives/Instructions (Stand up, close you eyes); and

Story-tellingThere is generally no basic text in a Total Physical Response course.Materials and realia have a demanding role, yet in forthcoming learningstages. In this case, the teacher's voice, actions, gestures, and common classroomobjects, such as books, pens, cups, and so on are great importance inthe learning-teaching process using TPR. The teacher may be required to usepictures, realia, slides, and word charts to set an interactive activity.According to Muhren (2003), the basic technique of TPR is simple.Learners act out commands given by the teacher or their fellow pupils (at alater stage). These commands, or series of commands, are simple at the beginning(stand up, sit down) but after some time they may become more

complex (I want the boys to stand in a circle please). A TPR sequence canbe a chain of actions relating to a compound task (take pen and paper, sitdown, begin at the top of your paper, write down: Dear ...) or even contain astory-line.Most importantly, a teacher helps learners to be totally involved in TPRactivities so that they can act out what they have heard. There is no pressureon them to speak the foreign language. Before any learner can commence tospeak out a foreign language spontaneously as well as creatively, she mustfeel the inner readiness to do so. When learners are ready, they feel that thewords of the language-sound and meaning integrated and combined intolarger utterances -spring from within themselves. This inner readiness willdevelop gradually but inevitably with prolonged exposure to the sound ofunderstood language and an active involvement in its meaning.

CONCLUSIONSWhen TPR is applied in the classroom, a teacher is required to providea model. The model has three vital features: 1) grasping the spoken languagemust come prior to speaking, 2) comprehension is developed through bodymovement, and 3) the period of listening period helps a learner to be ready tospeak. Such a model does not force the learner to speak. It is also recommendedthat TPR be applied for only short periods of time because thelearner will get tired of doing it.The TPR method also emphazises two crucial elements: the use ofmovement as a memory enhancer and imperatives as the only method of instructionthe teacher uses commands to direct the learners.Most importantly, when applying such a method, the use of mothertongue is deemphasized. If there are abstract words, a teacher is required towrite down them on the white/black boards without expressing those words.The meaning of words is comprehended generally through an action.

Every Student Matters

Every Student Matters is a cross-college initiative to protect young people, promote their wellbeing and support them to develop their full potential. Sussex Downs College is committed to this and provides services and facilities that underline the five themes of Every Student Matters:

1) Being healthy2) Staying safe3) Enjoying and achieving4) Making a positive contribution5) Achieving economic well-being

These key themes have been identified by the young people themselves and come from Every Child Matters agenda initiated by the Government in 2004 and taken forward through schools and other educational bodies ever since. The young people themselves through consultation have identified the five themes.

The agenda places better outcomes for young people firmly at the centre of all policies and approaches involving young people services. Visit www.every childmatters.gov.uk for more information and www.escc.gov.uk on the Children and Young Peoples’ plan. Sussex Downs College promotes these key themes through all aspects of its teaching and tutorial support, as well as through enrichment and information, advice and guidance to provide a high quality learning experience that also prepares young people for the future.

Being HealthyThe personal tutorial system provides a framework of activities and information, which promote a healthy lifestyle and include physical and mental health to students. The tutorial team develop materials jointly and share their expertise in specific areas in order to give the students the best support and advice that they can. The college actively supports a non-smoking policy and smoke free zones are present at all college sites. Stop smoking guidance can be accessed as part of the college services. Students should speak with their personal tutors for more information. The college has a counselling service during the day for students. The counsellors are committed to providing a confidential, safe and supportive environment. The college promotes healthy eating at all its eating establishment at all sites providing a healthy variety of meals and drinks.

Staying SafeThe college has a child protection policy and there is a named person on each campus with that responsibility. CRB checks are carried out on staff and there is a high level of awareness of child protection requirements. All college staff, teaching and support, have to wear ID badges, which includes the staff ’s photo, name, job title and department. The risk assessment procedures at the college are well documented and implemented. Risk assessments are produced for all student activities. Over the year, the college organises many events that promote people staying safe. In May 2008, Sussex Downs College worked with East Sussex Fire and Rescue Service, Sussex Police and the Ambulance Service to promote the Safe Drive, Stay Alive campaign - making young drivers aware of their responsibilities on the road.

Sussex Downs College has an Equality and Diversity Policy, including a Race Equality Policy and a Harassment Policy, approved by the Corporation. It applies to all learners. If you would like to see a copy of the Policy, please ask at Reception.

Enjoying and achievingThe student surveys show that most students enjoy college and would recommend the college to their friends. All students have a code of conduct in the student handbook. This includes punctuality and attendance procedures. The procedures are explained and discussed with personal tutors at induction. There is a wide range of enrichment activities available to students. Most of these are course based and there is work in progress to widen the access to these opportunities and to provide more college wide activities. Student success is celebrated at course level with students of the week and poster displays of good performance. Throughout your time at Sussex Downs College, you will be supported by your Personal Tutor. Personal tutors create a supportive foundation through which you can achieve your academic and personal goals.

Making a positive contributionThere are a range of activities and events available to students. This includes college wide programmes and course based activities such as Enterprise companies. All students elect a group representative who thenattends a student council to discuss college issues and feedback any issues from the group. In addition, focus groups are held at course level involving the course rep but open to any students to discuss course issues in more detail.

The college is firmly behind supporting the ‘student voice’ - consulting with and using feedback from students on the issues that matter to them, which enables them to have a rich and varied learning experience. Student conferences are held every year to explore some key themes with students and the results of this will be reviewed this year. Students are encouraged to get involved with activities both inside and outside the college. Many students participate in fund raising schemes to support charities and to support their own activities.

Achieving economic well-beingStudents are eligible for financial support whilst studying at the college, page 11 of this prospectus explains what advice and support is available.Sussex Downs College has excellent links with local employers and offers an educational experience through Work Based Learning, please call 01323 637199 for more information. Work experience is also organised at Sussex Downs in certain curriculum areas and careers and advice is provided to students as part of their time here. The college has a good progression to Higher Education and runs a number of entries to university activities. Visits are organised to Universities and to UCAS information sessions and students are well supported in the completion of their UCAS applications. Students can even access university level courses at Sussex Downs College in association with the University of Brighton, please visit www.sussexdowns.ac.uk/university for more information

Nama- Nama Yang Ikut Seminar :

Nama dan NIP :

1. Mawurni,A.Ma.Pd : 19601221 198201 2 009

2. I Gusti Ayu Sweli,A.Ma.Pd : 19621231 198304 2 183

3. Ketut Suharti Anggarini,A.Ma.Pd : 19611005 198304 2 007

4. Ida Ayu Wara Agranika,S.Pd : 19650307 198703 2 010

5. Dorce Dara,A.Ma.Pd : 19631218 198409 2 001

6. Ketut Eni Yasmini,A.Ma : 19750420 200604 2 003

7. Drs. I Ketut Sarjana : 19640301 198710 1 001

8. Ni Putu Yuliami,S.Pd : 19620609 198304 2 012