FINAL SEMESTER TASK
REFLECTION
OF MICROTEACHING TOTAL PHYSICAL RESPONSE METHOD IN THEME “HAND MOVEMENT”
Fitriana Dewi
2201415050
088215148537
UNIVERSITAS
NEGERI SEMARANG
2018
INTRODUCTION
In the last Microteaching of TESOL class, I used a TOTAL PHYSICAL RESPONSE as the method for teaching 10th senior high school.
I had practiced my microteaching with my
students using Total Physical Response Method, which
in the practiced I use a simple command or instruction.
I created my own command about hand movement. I choose the theme
because I believed that hand movement is important knowledge or action that
students need to know. Here is the sample of my commands:
-
stroke
the cat
-
grab
the book
-
scratch
your neck
-
wave
your hand
-
pat
the baby
Total physical response (TPR) is a language teaching method developed by
James Asher, a professor emeritus of psychology at San Jose State University. It is based on
the coordination of language and physical movement. In TPR, instructors give
commands to students in the target language with body movements, and students
respond with whole-body actions.
According
to Larsen and Freeman (2000) Total Physical Response method has some basic
principals that have to be consider. The basic principals are;
- Meaning in the target language can often be conveyed through actions. Memory is activated through learner response. Beginning foreign language instruction should address the right hemisphere of the brain, the part which controls nonverbal behavior. The target language should be presented in chunks, not just word by word.
- Students can initially learn one part of the language rapidly by moving their bodies.
- The students' understanding of the target language should he developed before speaking
- The imperative is a powerful linguistic device through which the teacher can direct student behavior.
- Students can learn through observing actions as well as by performing the actions themselves.
- It is very important that students feel successful. Feelings of success and low anxiety facilitate learning.
- Students should not be made to memorize fixed routines.
- Correction should be carried out in an unobtrusive manner.
- Students must develop flexibility in understanding novel combinations of target language chunks. They need to understand more than the exact sentences used in training. Novelty is also motivating.
- Language learning is more effective when it is fun.
- Spoken language should he emphasized over written language.
- Students will begin to speak when they are ready.
- Students are expected to make errors when they first begin speaking. Teachers should be tolerant of them. Work on the fine details of the language should be postponed until students have become somewhat proficient
REFLECTION
Objectives:
By the end of this lesson students are able to
·
Understand some difficult words in hand movement
·
Pronounce difficult words correctly
·
Speak to other people
·
Listen some commands from other people
Strengths of my microteaching:
I have some strength of my microteaching using Total
physical response method, they are;
- The commands or instructions that I had practiced with my students are understandable, simple and easy to memorize with an interesting movement or action.
- I did microteaching excitedly and interestingly, so the students paid attention to me and focused on the lesson.
- All of the students could respond well my instruction that I gave in microteaching, such as stroke the cat, grab the book, scratch your neck, wave your hand, pat the baby
- Because I did microteaching excitedly and the theme of the lesson was interesting, so there were no any students that felt bored.
- My voice was loud, so the students who sat at the back could hear what I was talking about.
- My pronunciation is clear, so all of the students understand what I said.
- My grammar is correct, so all of the students get easy to understand what I said.
Weakness of my microteaching:
·
I could not
manage the time well even it is only 7 minutes to practice microteaching.
So I could not practice well but I think
it was tolerated.
· I did not move
around to my students. I only exist in one place, so I only pointed, caught the
eyes of the front students.
· My vocabulary is
not good; sometimes I found difficulty in considering the right
vocabulary.
·
I forgot to prepare the transcript/ the word in the
pictures that i used for the media in my microteaching and the result my
students little bit confused what they were saying.
CONCLUSION
Overall
my microteaching practice is good, but as a teacher applying Total physical
response in teaching activity needs to consider some things such as RAPPORT;
the engagement between teacher and students. The engagement between teacher
and students is important; in case this method give a command as a tool; so the
connection between teacher and students
is necessary. A command can be success if the lesson use well the IRF (
Initiation, Response, Feedback).
-
Initiation: the giving instruction or command
-
Response: students response or it can be called as the
answer
-
Feedback: teacher feedback or the comment, reinforcement
of the students’ answer.
In
the future i need to improve some things that for now is my weaknesses. First of all, I have to be more confident. Being a
teacher needs a brave mental to face all of the students in the class, whether
the naughty one or the smart one. Not only that, the teacher should be smart,
skillful and confident to teach the students at all level, because a teacher is
a model for the students. Second, I have to be careful and wise of managing the
time
and prepared well, so I could explain
and tell the whole of the material to the students effectively. Third, I have to improve my vocabulary so I would
not be afraid or difficult to considering the right words.
Techniques
and Principles in Language Teaching (Second Edition) Larsen, D.,
& Freeman. (2000). Techniques and
principles in language teaching (2nd ed.). New York: Oxford University
Press
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