TRADITIONAL APPROACH TO LANGUAGE TEACHING

“Total Physical Response and Communicative Language Teaching”

This paper is to fulfill an assigment in the TEFL course

Supporting Lecturer :

Dr. Dhinuk Puspita Kirana, M. Pd

Group 4 TBI A :

Alfiatus Sa’adah 204210012

Alinda Tiara Ayudya 204210015

Aulia Nurun Zayyana Nafiah 204210026

ENGLISH EDUCATION DEPARTEMENT

FAKULTAS TARBIYAH DAN ILMU KEGURUAN

IAIN PONOROGO

2023
 PREFACE
First of all, thaks to Allah SWT because of the help of Allah, writer finished writing
the paper entitled “Traditional Approach To Language Teaching Total Physical Response
And Communicative Language Teaching” right in the calculated time. The purpose in
writing this paper is to fulfill the assignment that given by Dr. Dhinuk Pupita Kirana, M. Pd
as lecturer in Methodology in Teaching English as Foreign Language (TEFL) lesson.

In arranging this paper, the writer also realized these are still many mistakes in
process of writing this paper. Because of that, the writer sayys thank you to all who helps in
the process of writing this paper. The writer hope that criticism from the readers can help
the writer in perfecting the next paper. Last this paper can helps the reader to gain more
knowledge about Methodologyy in Teaching English as Foreign Language (TEFL) research
lesson.

(The Writer)

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 TABLE OF CONTENT

PREFACE ......................................................................................................................... i
TABLE OF CONTENT................................................................................................... ii
CHAPTER I ..................................................................................................................... 1
A. Background ............................................................................................................ 1
B. Research Questions ................................................................................................. 2
C. Research Objectives ................................................................................................ 2
CHAPTER II ................................................................................................................... 3
A. Total Physical Response ......................................................................................... 3
1. Definition ............................................................................................................ 3
2. Characteristics ..................................................................................................... 3
3. Advantages and Disadvantages ............................................................................ 3
4. Implementation ................................................................................................... 5
B. Communicative Language Teaching ....................................................................... 5
1. Definition ............................................................................................................ 5
2. Characteristics ..................................................................................................... 6
3. Advantages and Disvantages ............................................................................... 6
4. Implementation ................................................................................................... 7
CHAPTER III .................................................................................................................. 9
A. Conclusion .............................................................................................................. 9

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 CHAPTER I

INTRODUCTION
A. Background
Teaching English is a challenge for teachers because it requires more
preparation to create success in teaching. It is also not easy to do because teachers
must know effective ways to teach, such as using the right tricks and treats, creating
student interest, and making/helping students to pay attention to the learning process
in class. A good teacher is one who teaches and is able to create a positive response
in their students. There are two approaches that can be practiced by teachers in the
classroom, namely Total Physical Response (TPR) and Communicative Language
Teaching (CLT).
One alternative method that can be implemented in the classroom is what is
called Total Physical Response (TPR). This method was developed by Asher. This
method tries to introduce some language skills or components in an action where a
teacher has three roles: command giver, modeler, and command taker, model
provider, and action monitor where students serve as models and action performers
until they feel ready to speak (Handoyo, 2005).
Language teachers always come up with differents ways to improve student’s
skills of learning and communicating in the target language. The Communicative
Language Teaching (CLT) approach is the one of the most popular methods
(Gustiani, 2013). Communicative Language Teaching (CLT) is an approach to
language teaching that emphasizes the importance of communication in language
learning. This approach emerged in the 1970s as a response to the limitations of
traditional language teaching methods that focused mainly on the memorization of
vocabulary and grammar rules.
Since language is primarily a means of communication, CLT holds that the
ultimate objective of language learning should be to enable learners to communicate
effectively in real-world settings. Language is taught in CLT through meaningful
communication activities that are based on real-world scenarios. These exercises
urge students to involve the language in a characteristic and valid manner, as opposed
to just retaining punctuation rules and jargon records. The role of the teacher in CLT
is that of a facilitator who creates a supportive learning environment and provides

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 learners with opportunities to communicate in the target language. Learners are
encouraged to take an active role in their own learning, and to work collaboratively
with their peers.

B. Research Questions
1. What is a Total Physical Response?
2. What is a Communicative Language Teaching ?

C. Research Objectives
1. To identify what is a Total Physical Response.
2. To identify what is a Communicati Language Teaching.

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 CHAPTER II

DISCUSSION

A. Total Physical Response

1. Definition
TPR is one of the approaches and methods of English language teaching
developed by Dr. James J Asher. It has been applied for almost thirty years. It
tries to focus on encouraging students to listen and respond to target language
commands spoken by their teachers. In other words, TPR is a language teaching
method built around the coordination of speech and action; it attempts to teach
language through physical (motor) activity (Handoyo, 2005).
Total Physical Response (TPR) is a method in language teaching that
attempts to develop language acquisition and communication skills as a result of
body movements in response to language cues. The method builds on the
coordination between speech and action, where vocabulary items are paired with
corresponding physical actions, designed to reinforce understanding of the item,
and then accompanied by language practice. The meaning of language is literally
presented through physical demonstration with or on objects, and then students
practice using utterances after understanding them. Students acquire language by
listening to speech, and they acquire meaning by seeing and performing physical
actions (Sojuangon, 2019).

2. Characteristics
a. Students play the main role, namely a listener and a viewer.
b. The teacher acts as a model or example.

3. Advantages and Disadvantages

TPR has some advantages and disadvantages. Its advantages include:
a. 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.
b. It is very memorable. It does assist students to recognize phrases or words.
c. It is good for kinaesthetic learners who are required to be active in the class.

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d. 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.
e. 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.
f. It is no need to have a lot of preparation or materials using the TPR. In this
regard, as long as you are competent of what you want to practise (a
rehearsal beforehand can help), it will not take a lot of time to get ready.
g. It is very effective with teenagers and young learners.
h. It involves both left and right-brained learning.
In addition to such advantages, TPR has disadvantages. Among them are:
a. Students who are not used to such things might find it embarrassing. This
can be the case initially that if the teacher is prepared to perform the actions,
the students feel happier about copying. In addition, the students are in a
group and do not have to perform for the whole class. This pleasure is
reserved for the teacher.
b. It is only really suitable for beginner levels. Whilst, it is clear that it is far
more useful at lower levels because the target language lends itself to such
activities even though it can successfully be applied at Intermediate and
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 interme- diate
students (whisk, stir, and grate), TPR can be employed;
c. It is not flexibly used to teach everything, and if used a lot, it would become
repetitive. This method is a fun way of changing the dynamics and pace of
a lesson used in conjunction with other methods and techniques. To sum up,
TPR should best be combined with others since it needs much energy so that
learners do not feel tired of learning language.
d. Although the use of TPR in the classroom has often been effective, it does
have its flaws. One of this method flaws is that when a teacher uses TPR in
their lesson, they will have trouble teaching abstract vocabulary or
expressions. As a remedy, the teacher can write the word on cards with a

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 picture if applicable. Another flaw is that TPR can be ineffective if the
teacher uses it for a long period of time without switching it with other
activities that help teach the target language. Since TPR is made up of
mainly of commands, it tends to neglect narrative, descriptions, and
conversation forms of language (Handoyo, 2005).

4. Implementation
TPR can be used to teach and practise such many things as:
a. Vocabulary connected with actions (smile, chop, headache, wriggle).
b. Grammatival items, including tenses past/present/future and continuous
aspects (Every morning I clean my teeth, I make my bed, I eat breakfast).
c. Classroom language (Open your books).
d. Imperatives/Instructions (Stand up, close you eyes).
e. Story telling (Handoyo, 2005).

B. Communicative Language Teaching

1. Definition
Communicative Language Teaching (CLT) is the way of teaching
foreign language focus on communication between students with students or
students with teacher. Usually the CLT classroom, students are encouraged to
interact with each other using the target language, and the teacher acts as a
facilitator and guide in learning. Tasks and activities are designed to provide
opportunities for students to use the language for meaningful communication,
such as role-plays, simulations, discussions, debates, and problem-solving
activities. CLT also emphasizes the use of authentic materials, such as
newspapers, magazines, and videos, and the integration of technology, such as
online resources and digital tools, to enhance communication and language
learning (Galloway, 1993).
CLT is based on the idea that language is primarily a means of
communication, and therefore, the ultimate goal of language learning should be
to enable learners to communicate effectively in real-life situations (Galloway,
1993). In CLT, language is taught through meaningful communication activities
that simulate real-life situations. These activities encourage learners to use the

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 language in a natural and authentic way, rather than simply memorizing
grammar rules and vocabulary lists.

2. Characteristics
CLT has a lot of characteristics. There are syllabus, classroom activities,
and langguage used. The following is an explanation of the above :
a) Syllabus .
Syllabus is an outline that conveys how the learning prosedure goes. A
syllabus makes it easier for the teacher to develop the materials and
activities in a lesson using target langguage.
b) Classroom Activities.
CLT has a lot of activities include role-plays, games, discussions, and
debates, all designed to encourage communication and collaboration. CLT
also emphasizes the importance of feedback, both from the teacher and from
peers, to help learners improve their language skills (Gustiani, 2013).
c) Langguage Used.
This method uses target langguage for the interaction. It is mean that
prohibition for using mother tounge.

3. Advantages and Disvantages

Advantages :
a) Interactive , More interaction between teacher and student.
b) Increasing fluency in target language.
c) Build confidence for both learner and student, so they can enjoy talking
more.
d) Erors are tolerated so the students didnt need to affraid if they wrong.
e) Learner-centered approach. It means that learners / students become the
center of this approach because the teacher as a motivator or guide.
f) A flexible approach, which means it can be adapted to the interests of
learners as well as topics that are relevant to them.
Disvantages :
a) Lack of Context. The context of the learning and teaching atmosphere is not
taken into account.

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 b) Lack of Errors Reduction. This approach does not focus too much on
eliminating student errors.
c) Incoherence. Because their mistakes are not corrected, students tend to
produce grammatically incorrect sentences.
d) Over-emphasis in communication. There may be a risk of ignoring other
important aspects like grammar or vocabulary.
e) Wasting time. CLT often involves group work which can take a lot of time
to prepare the activities.

4. Implementation
The application of CLT brings aspects of student communication and
interaction actively, so that many use task-based learning by using games and
other interactive ways.
a) Self Introduction.
This way will be suitable with lower-class.
1) The teacher writes and reads the self-introduction on the blakboard.
2) The teacher also explains it.
3) Then the students will follow it.
4) After they understand, they have to come in front of the class one by
one to introduce themselves.
b) Role Play.
It’s speaking activities ussually conducted in pairs. The way is :
1) The students in one of class divided into pairs.
2) The teacher give topic to them.
Example : Talk about hobby, Ask for direction, or Talk about daily
activities.
3) Then they are given time to talk about it.
c) Presentation.
5. The students in one of class divided into many groups.
6. Each gruop may consist of 4 or 5 students.
7. The teacher gives them different topics and differents place according
to the group.
8. They have to discuss it with their group.

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9. After that, one members of each group will be the host to present their
material.
10. Then for members who don’t present they will be divided into other
group and they must summarize the material which is presented by the
host.

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 CHAPTER III

CLOSING
A. Conclusion
Total Physical Response (TPR) and Communicative Language Teaching
(CLT) are two different approaches to teaching languages. TPR is a language
teaching method that emphasizes the use of physical movement and action in
learning. It was developed by James Asher in the 1970s and is based on the idea that
language is acquired through a process of listening and responding to commands in
the target language. TPR is particularly effective for beginners and young learners,
as it allows them to learn language in a fun and interactive way.
On the other hand, CLT is a language teaching approach that focuses on
developing communicative competence in the target language. It emphasizes the
importance of real-life communication and seeks to provide students with
opportunities to practice using the language in meaningful contexts. CLT is more
student-centered and interactive, with an emphasis on group work and
communication activities.
While TPR and CLT have different approaches to language teaching, they
share a common goal of helping students to learn language in a way that is engaging,
meaningful, and effective. Both approaches emphasize the importance of using
language in real-life contexts, and seek to provide students with the skills and
confidence to communicate effectively in the target language.

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BIBLIOGRAPHY

Galloway, A. (1993). Communicative language teaching : An introduction and sample

activities. ERIC Clearinghouse on Languages and Linguistics Washington DC., 1–8.
www.eric.ed.gov

Gustiani, S. (2013). The Communicative Language Teaching: Review on Own Experience

in Elt At English Department, Sriwijaya State Polytechnic, Palembang. Epigram, 9(1),
16–22. http://jurnal.pnj.ac.id/index.php/epigram/article/view/42

Handoyo, P. (2005). Teaching Children Using a Total Physical Response (TPR) Method:
Rethinking. BAHASA DAN SENI, 33(2). 235-248.

Sojuangon, R. (2019). Total Physical Response. ENGLISH EDUCATION: English Journal

for Teaching and Learning, 7(01). 45-58.
https://www.researchgate.net/publication/334649812_Total_Physical_Response

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