TEACHING READING USING TOTAL PHYSICAL RESPONSE METHOD
AT THE EIGHTH GRADE STUDENTS OF SLTPN 2 CIKAMPEK
EKA MAYANTI
Mayantieka86@gmail.com
English Education Study Program Language and Arts Department
Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Siliwangi Bandung
ABSTRACT
The objective of this paper entitled “Teaching Reading Using Total Physical Response Method at The
Eighth Grade Students of SLTPN 2 Cikampek” was to find out whether or not teaching reading using
total physical response method was effective to improve the student’s reading comprehension ability. The
research applied one group pretest-posttest design and quantitative research method. The instruments of
the research were pretest and posttest. The population of this research was 46 of the eighth grade
student’s of SLTPN 2 Cikampek in academic year 2012-2013 and the samples were entire population.
The data of this research were collected by giving the pretest-posttest to the students sample. And, the
collected data were analyzed by using t-test formula. The results of data analysis showed that: the mean
score of pretest was 20, the mean score of posttest was 31,5, the t-observed was 5,9, the t-table with df 45 and
significance level at 5% was 2,25. Based on the data analysis the writer concluded that the alternative
hypothesis was accepted because the t-obs was higher than the t-table (5,9>2,25). It also meant that the TPR
method that improve the student’s reading comprehension ability.
Key words: Teaching Reading Using Total Physical Response Method
A. BACKGROUND
English is major international language has a number of
reasons, among which are: it is widely spoken in many
countries all over the world. The other reason is used in
the world science, technology, commerce and
economics. In brief, English is using for a wide variety
of interests. In Indonesian context, English is a foreign
Language. With this position, it does not have social
function as wide as a second language. English in
academic field is taught as a subject matter. By learning
English the learner are hoped to be able to communicate
about anything in English. To achieve the
communicative function, we need general knowledge
and skill of English and language component. There are
four language skills based on English curriculum 2006.
They are listening, speaking, reading, and writing.
Teaching reading is now days in commenting on the
impact of a period of silence at the beginning of the
learning cycle, Dr. Asher (1977) speculated that the
improved fluency or the ability to communicate so that
native English speakers can easily understand, results
from students having the chance to absorb the prosody
of the target language without having to reproduce it
orally at that time. In other words, reading and
comprehension are the first steps in language learning.
According to Asher (1977) Total Physical Response
(TPR) method as one that combines information and
skills through the use of the kinesthetic sensory system.
This combination of skills allows the student to
assimilate information and skills at a rapid rate. As a
result, this success leads to a high degree of motivation.
The basic tenets; Understanding the spoken language
before developing the skills of speaking. Imperatives
are the main structures to transfer or communicate
information. The student is not forced to speak, but is
allowed an individual readiness period and allowed to
spontaneously begin to speak when the student feels
comfortable and confident in understanding and
producing the utterances. Moreover to Muhren (2003),
the basic technique of TPR is simple, because Learners
act out commands given by the teacher or their fellow
pupils (at a later 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 can be a chain of actions relating to a
compound task (take pen and paper, sit down, begin at
the top of your paper, write down: Dear ...) or even
contain a story-line. In addition to Larsen and Freeman,
that TPR is a method which students listen and respond
to the spoken target language commands of their
teacher. Therefore, by using TPR method the writer
wish to prepare students better in English to face the
highest grade, to introduce new problem, to practice the
students to speak better, to sharpen their speaking skill.
TPR has some advantages. Its advantages include:
1. It is a lot of fun. Learners enjoy it, and this method
can be a real stirrer in the class. It lifts the pace and
the mood.
2. It is very memorable. It does assist students to
recognize phrases or words.
3. It is good for students learners who are required to
be active in the Class.
4. It can be used both in large or small classes. In this
case, it is no matter to have how many students you
have as long as you are prepared to take the lead, the
learners will follow.
5. It works well with mixed-ability classes. The
physical actions get across the meaning effectively
so that all the learners are able to comprehend and
apply the target language.
6. It is no need to have a lot of preparation or materials
using the TPR.
7. It is very effective with teenagers and young
learners, and
8. It involves both left and right-brained learning;
Teaching of English for Children has been of particular
concerns. For this reason, there are some characteristics
of young learners presented by Scott and Lisbeth
(1992), that children particularly aged 8-10 are
competent mother tongue users they are aware of basic
linguistic rules of their mother tongue. At these ages,
children can grasp 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 frequently fond of
doing exploration and making a certain condition
enjoyable; have established imagination; and are fond
of communicating (Halliwell, 1992).
Considering the benefits of TPR, results of this study
can help students improve their reading comprehension.
The result would be applied on the 8thgrade students of
SLTPN 2 Cikampek.
B. LITERATURE REVIEW
1. Definition of Teaching
Herrel and Jordan (2004:6) claims , teaching is give
instruction or give skills in a classroom, surely with the
materials and uses the approaches, the methods, the
strategies and the techniques for creating the classroom
effectively. Teaching is sequences of activities which
have the goal, and it is planned well.
2. The Total Physical Response Method
Total Physical Response (TPR) is one of new methods
developed by James Asher, a professor of psychology at
San José State University, California, USA, to aid
learning foreign language. TPR is a language learning
method which is based on the coordination of speech
and action. It is linked to the trace theory of memory,
which holds that the more often or intensively a
memory connection is traced, the stronger memory will
be. In TPR classroom, students respond to commands
that require physical movement. Asher defines that the
method of TPR relies on the assumption that when
learning a second language or a foreign language, that
language is internalized through a process that is similar
to first language development and that the
processallows for long period of listening and
developing comprehension prior to production
(www.wikipedia.com), Richard and Rodgers (1986:87)
state that TPR is a language teaching methodbuilt
around the coordination of speech and action; it
attempts to teach languagethrough physical (motor)
activity. Garcia (2001:1) explains that the two very
important concepts in TPR are thenotion of Total
Physical Response involvement and the role played by
the righthemisphere of the brain in learning a second
language by action.The first concept deals with the idea
of introducing second language by givingaction
response which has been influenced by the way people
acquire their firstlanguage. A baby would not memorize
a list of words or try to speak immediately.They just
listen first to the other family members and then act or
do thing in response to their utterances. In the next
period he would speak if he was ready to. Nevertheless
at first, he would listen and carry out actions or respond
physically to him. The second one relates to the brain
hemisphere. Our brain is divided into two parts, left and
right hemispheres. Scientists had found that the left and
the right hemisphere were two independent neurogical
entities having different functions both account for
different responsibilities (Garcia, 2001:1), Garcia
explains further that the TPR approach is a right brain
method of learning a language because the language is
taught mainly through actions. In theother words,
commands play as the core of the course. TPR is based
on the premise that the human brain has a biological
programfrom acquiring any natural language in the
world including the sign language of the deaf. The
process is visible when we observe how infants
internalize
their
first
language
(www.tprsource.com/asher.htm). Asher looks to the
way that childrencombine both verbal and physical
aspects. A child responds physically to the speechfor
the parent. The responses of the child are in turn
positively reinforced by thespeech of the parent. For
many months the child absorbs the language without
being able to speak. With TPR the teacher tries to
mimic
this
process
in
class
(www.tprworld.com/organizing). TPR is also named
the comprehension approach since of the importance
given to listening comprehension. In TPR, students
listen and respond to the spoken targetlanguage
commands of their teacher. If they can perform the
teacher’s instructions it means that they know the
meaning of the words. From the explanation above, the
writer concludes that TPR places more emphasis on the
link between word and action. The activity, where a
command is given in the imperative and the learners
obey the command, is the main activity of TPR.
Therefore, it will be easier for the students to recall the
words they have learned if they use their body in
learning vocabulary items. The powerful method of
TPR is best applied to introduce new vocabulary and
new grammatical feature at any level.TPR can be varied
in any different activities such as storytelling, dialogue,
games, or a pattern drill. A method or technique in
teaching and learning process must be developed
inorder to get a better purpose for a better life. TPR was
developed in order to improvethe better result of
teaching learning process of a new language. Teachers
who useTPR believe in the importance of having the
students enjoy their experience inlearning to
communicate a foreign language. According to LarsenFreeman (2000:113), TPR was develop in order
toreduce the stress people feel when studying foreign
languages and thereby encouragestudents to persist in
their study beyond a beginning level of proficiency.
Richard and Rodgers (1986:91) say:“The general
objectives of Total Physical Response are to teach
oralproficiency at a beginning level. Comprehension is
a mean to an end, and theultimate aim is to give basic
speaking skills. TPR aims to produce learnerswho are
capable of an uninhibited communication that is
intelligible to anative speaker”.
From the statement above, there are some objectives of
TPR :
1) Teaching oral proficiency at a beginning level.
2) Using comprehension as a means to reading.
3) Using action-based drills in the imperative form.
D. FINDING AND DISCUSSION
1, Research finding
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
C. RESEARCH METHODOLOGY
41
42
43
1. Research Method
This is a quantitative research, which relies data based
on computation and measurement. “Quantitative
research methods are used to examine questions that
can be answered by collecting statistically analyzing
data that are in numerical form.”(Crowl, 1996:10). The
data measured are in the form of numbers.
44
45
46
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
X
Y
22
20
25
23
22
18
25
22
22
19
24
20
22
20
24
20
25
22
24
20
24
19
22
20
27
22
23
22
23
21
26
23
25
22
22
19
22
19
25
21
21
20
25
20
22
20
24
19
22
18
27
22
24
20
23
21
23
18
24
21
22
19
25
21
21
18
21
19
24
20
23
20
22
19
25
22
24
19
25
24
24
22
21
18
22
19
21
18
21
17
27
23
929,00 1.077,00
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
Total
D = (X-Y)
D2 = (X-Y)2
-2
4
-2
4
-4
16
-3
9
-3
9
-4
16
-2
4
-4
16
-3
9
-4
16
-5
25
-2
4
-5
25
-1
1
-2
4
-3
9
-3
9
-3
9
-3
9
-4
16
-1
1
-5
25
-2
4
-5
25
-4
16
-5
25
-4
16
-2
4
-5
25
-3
9
-3
9
-4
16
-3
9
-2
4
-4
16
-3
9
-3
9
-3
9
-5
25
-1
1
-2
4
-3
9
-3
9
-3
9
-4
16
-4
16
-148,00
534,00
Based on the data in table 9, the researcher calculated
the result of ∑D = -126 and ∑D 2 = 670. Then, she
tried to find out the standard deviation of
differences (SDD) with the formula:
SD D 
SD D 
D
2
N
 D 


 N 
1077   148 

46
 46 
SD D  23,41  - 3,2 
SD D  23,41  10,24
SD D  13,17
SD D  3,62
2
2
2
To find out the mean of differences (MD) between
variable X and Y, the researcher used the formula:
D
N
 148
MD  
46
MD  -3,2
MD  
After gaining the result of SDD = -3,2 the
researcher calculated the standard error from mean of
differences (SEMD) between variable X and Y :
SDD
N 1
SDD

N 1
3,62

46  1
3,62

45
3,62

6,7
 0,54
SE MD 
SE MD
SE MD
SE MD
SE MD
SE MD
The last calculation is determining the result of t
observation (to) of the test with formula:
to 
MD
SE MD
 3,2
0,54
to  5,9
to 
The result -5,9 indicated that there was a
difference of degree as much as -5,9. Regardless the
minus, it doesnít indicate negative score.
Then, to complete the result of the research, the
writer finds out the degree of freedom (df) with the
formula:
df  N  1
df  46  1
df  45
df = 45 (see table of ìtî value at the degree of
significance of 5% and 1%)
At the degree of significance 5% = 2,25
At the degree of significance 1% = 0,45
The result is 2,25 <5,9> 0,45
The result of analyzing the data by using the
above formula shows that the coefficient is 5,9 It
means that there is a significance increase after the TPR
is used to teach reading.
E. CONCLUSIONS AND SUGGESTION
1. Conclusions
Based on the data described above, the students reading
comprehension ability, are obtains that the value of to is
1.00 the degree of freedom (df) is 45. In the table of the
degree of significant of 5% and 1% the value of the
degree of significant is 2,25 and 0,45. It means that Ho
is rejected and Ha is accepted, and it can be concluded
that a teaching reading is significaning comprehension
ability. The writer also conclude that most students are
still weak not only in their achievement of vocabulary,
but also in reading comprehension ability. For example
using dictionary is very helpful for them to find out the
meaning of words. So, the teacher must give the
students guidance and detil explanation for both of
them. The students understand, and more carefull when
they was been their reading test. It was made teaching
reading using TPR can be reading comprehension
ability.
2. Suggestion
Based on the conclusion above, it is suggested that in
reading ability are :
1. A teacher should know and able to implement a
good method in teaching reading, because it is quite
complicated to learn.
2. English teacher is a motivator and stimulator. The
teacher should support the students’ expectation
about reading and arouse their interest to increase
their reading comprehension.
3. The teacher should encourage the students to have
and use dictionary as a too help them with difficult
words.
4. The teacher should also give a high motivation to the
students to read more and more English literature to
increase their reading comprehension ability.
5. A teacher should also give guidance for students
who get bad score and give the students interesting
method to make the students more interesting in
learning
english,
especially
in
reading
comprehension.
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Arikunto, S. (2006). Dasar-dasar Evaluasi Pendidikan.
Jakarta: Bumi Aksara.
Asher,
J. James. The Total Physical Response
Approach
To
Learning
Language.
www.tprworld.com/organizing.htm
Brown, D. (2001). Teaching by principles (second
edition). San Francisco State University: Longman
Publishers, Inc.
Crowl, Thomas. (1996). Fundamentals of Educational
Research. Dubuque: Brown & Benchmark
Publisher.
Harmer, Jeremy. (2001). The Practice of English
Language Teaching. New York: Longman.
Hornby, AS.(1995). Oxford Advanced Learner’s
Dictionary. New York: Oxford University Press.
Larsen-Freeman, Diane. (2000). Technique and
Principles in Language Teaching (Second Edition).
New York: Oxford University Press.
Richard, J and Renandya, W. (2002). Methodology in
Language Teaching (An Antology of Current
Practice. Cambridge University: Cambridge
University Press.
Richards, Theodore. (1999). Approaches and Method in
Language Teaching. New York: Oxford University
Press.
Yoosabai, Y. (2009). Teaching English Reading
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Accesed on 14 January 2011.