Methodology of English language teaching has evolved over centuries since it becomes the second of the biggest language users which has 500 million speakers around the world after Mandarin for 1.5 billion ones. Surprisingly, among 6912 languages English is accepted widely as international language and set as a standard of language proficiency to enter universities, job markets, graduation requirements, or life styles. In Indonesian school, English subject has been implemented as main or supplementary subject from kindergarten to university level. In practice, the methodology is always adjusted toward consideration of age (young learners, teenagers, or adults), goals, time limit, or curriculum. On the other hand, the TPR methodology result better language performance and other advantages based on recent observation.
TPR (Total Physical Response) methodology was popular in 1970 after being developed by Dr. James J. Asher as a way to teach students of other languages. Active physical movements dominate the classroom interaction as responses of spoken words, phrase, or sentences either form tutors or tutees in the form of games, imperative, role play, peer teaching etc. This methodology sheds grammar and structure instead of active interactions. This method tries to answer the dead methodology which is one way teaching into two ways of teaching and learning. The most advanced language performances achieved by this methodology are listening and speaking rather than reading and writing because chiefly both senses, hearing and mouth, are used through all classes.
Based on my recent observation, which was conducted through afternoon intensive English classes toward adult learners who are teachers of 2 Junior and 1 Senior High School in Semarang Regency, almost 100% learners claimed that TPR is an effective methodology and favorable. In addition, they found themselves more energetic and passionate because the classroom activities insisted them to move and active in listening and speaking. Such class activities killed their boredom after daily routine teaching. Through monthly questionnaire and supervision, the data showed that there are two main advance achievements; speaking performance and self confidence. Self confidence rocketed because the learners ignored the grammar, structure, or any written expressions spinning in their mind while they are thinking. They were free to express what they wanted to and any responses would be appreciated as worthwhile efforts.
To summarize, TPR has a great amount of results in speaking and self confidence as mentioned previously. Unfortunately, the objects of observation were adult learners in some formal schools in certain place which means that there might be possibilities of different results when the observation is performed in different area and with different learners such young learners or teenagers.
TPR (Total Physical Response) methodology was popular in 1970 after being developed by Dr. James J. Asher as a way to teach students of other languages. Active physical movements dominate the classroom interaction as responses of spoken words, phrase, or sentences either form tutors or tutees in the form of games, imperative, role play, peer teaching etc. This methodology sheds grammar and structure instead of active interactions. This method tries to answer the dead methodology which is one way teaching into two ways of teaching and learning. The most advanced language performances achieved by this methodology are listening and speaking rather than reading and writing because chiefly both senses, hearing and mouth, are used through all classes.
Based on my recent observation, which was conducted through afternoon intensive English classes toward adult learners who are teachers of 2 Junior and 1 Senior High School in Semarang Regency, almost 100% learners claimed that TPR is an effective methodology and favorable. In addition, they found themselves more energetic and passionate because the classroom activities insisted them to move and active in listening and speaking. Such class activities killed their boredom after daily routine teaching. Through monthly questionnaire and supervision, the data showed that there are two main advance achievements; speaking performance and self confidence. Self confidence rocketed because the learners ignored the grammar, structure, or any written expressions spinning in their mind while they are thinking. They were free to express what they wanted to and any responses would be appreciated as worthwhile efforts.
To summarize, TPR has a great amount of results in speaking and self confidence as mentioned previously. Unfortunately, the objects of observation were adult learners in some formal schools in certain place which means that there might be possibilities of different results when the observation is performed in different area and with different learners such young learners or teenagers.
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