vii ABSTRACT
Sindyana, Katharina Vika. (2016). Increasing the Secondary Year Students’ Appropriate Response in Santo Yusuf Kindergarten through Choral Response and Auxiliary Stimulus.Yogyakarta: English Language Education Study Program, Sanata Dharma University.
English is one of the significant subjects in Indonesia. Some teachers in the kindergartens have started to teach English for children. It is because children have greater ability in analyzing and memorizing the new language. However, children need a different way to comprehend the language because of their low ability in their logic. While teaching in Santo Yusuf Kindergarten, the researcher discovered a problem. The problem was that the students could not give appropriate response or correct answer during the English lesson. The students found difficulties in analyzing the stimulus given by the researcher. They made a lot of inappropriate responses and unenthusiastically joined the lesson.
The research was intended to increase the students’ appropriate response during English class. The researcher chose choral response combined with auxiliary stimulus as the best strategy to solve the problem faced. This research attempted to answer one research problem. The research problem is how can choral response and auxiliary stimulus increasestudents’appropriate response of the secondary year class in Santo Yusuf Kindergarten?
The researcher conducted Classroom Action Research (CAR) to increase the students’ appropriate response during English class. The researcher conducted two cycles. Each cycle consisted of one meeting. The participants of the research were 30 students of the secondary year class in Santo Yusuf Kindergarten 2014/2015 academic year. The data were gathered from the analysis of the field notes during the teaching and learning process, observation sheet, and interview.
The result showed that the students’ appropriate response percentage increased. It is showed by the decreasing of the inappropriate response. In the preliminary study, the error average was 49%. Meanwhile, the average of error percentage in the first cycle and in the second cycle became 36% and 13%. It showed that the choral response and the auxiliary stimulus helped the students to give appropriate response. They were also able to analyze the stimulus given by the teacher. Furthermore, the students felt motivated and enthusiastic during the lesson. It could be concluded that choral response and auxiliary stimulus could increase the students’ appropriate responses.
Keywords: Classroom Action Research, appropriate response, choral response, auxiliary stimulus
ABSTRAK
Sindyana, Katharina Vika. (2016). Increasing the Secondary Year Students’ Appropriate Response in Santo Yusuf Kindergarten through Choral Response and Auxiliary Stimulus. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Bahasa Inggris adalah salah satu mata pelajaran yang signifikan di Indonesia. Beberapa guru di taman kanak-kanak telah memulai mengajarkan bahasa Inggris untuk siswa taman kanak-kanak. Hal itu dikarenakan anak-anak mempunyai kemampuan lebih dalam menganalisa dan memahami bahasa baru. Namun, anak-anak membutuhkan cara yang berbeda untuk memahami kosakata baru tersebut karena masih terbatasnya daya logika mereka. Ketika mengajar di TK Santo Yusuf, penulis menemukan sebuah masalah. Permasalahan tersebut adalah bahwa siswa/i tidak bisa memberikan respon yang tepat ketika guru memberi pertanyaan dalam bahasa Inggris. Siswa/i cenderung kesulitan dalam menganalisa pertanyaan yang diberikan oleh guru. Mereka merespon dengan tidak tepat atau memberi banyak jawaban yang tidak benar dan terlihat kurang antusias dalam mengikuti pelajaran Bahasa Inggris.
Penelitian ini bertujuan untuk meningkatkan jumlah jawaban tepat siswa/i kelas B1 terhadap stimulus yang diberikan oleh guru dalam pelajaran Bahasa Inggris. Peneliti memilih strategi choral response yang dikombinasikan dengan auxiliary stimulus sebagai strategi terbaik untuk memecahkan masalah yang dihadapi. Penelitian ini menjawab satu rumusan masalah. Rumusan masalah tersebut adalah bagaimana choral response dan auxiliary stimulus bisa menambah jumlah jawaban tepat siswa/i kelas B1.
Penelitian ini menggunakan metode Penelitian Tindakan Kelas untuk menambah jumlah jawaban tepat siswa dalam kelas Bahasa Inggris. Peneliti melakukan dua siklus. Masing-masing siklus terdiri dari satu pertemuan. Peserta penelitian ini berjumlah 30 siswa dari kelas B1 TK Santo Yusuf tahun pelajaran 2014/2015. Data penelitian dikumpulkan dari hasil analisa dari lembar observasi, pengamatan di lapangan, dan sesi tanya jawab.
Hasil penelitian menunjukkan bahwa persentasi jawaban tepat siswa siswa meningkat. Hal itu ditunjukkan dengan menurunnya persentase jawaban kurang tepat siswa. Pada saat studi awal, rata-rata persentase kesalahan adalah 49%. Sementara itu, presentase pada siklus satu dan dua menjadi 36% dan 13%. Hal itu menunjukkan bahwa choral response dan auxiliary stimulus menolong siswa untuk menjawab dengan benar stimulus guru. Mereka juga mampu menganalisa stimulus guru. Terlebih, para siswa merasa termotivasi dan antusias selama pelajaran. Hal ini dapat disimpulkan bahwa metode ini dapat meningkatkan jawaban benar siswa.
Oleh karena itu, hal ini disarankan kepada guru Bahasa Inggris terutama di taman kanak-kanak untuk menggunakan cara ini. Guru harus memberikan media yang jelas untuk menghindari kesalahpahaman dan memberikan motivasi kepada
siswa/i supaya siswa/i merasa termotivasi untuk belajar dan merespon dengan baik stimulus guru.
Kata kunci: Classroom Action Research, appropriate response, choral response, auxiliary stimulus
i
INCREASING THE SECOND YEAR
STUDENTS’
APPROPRIATE RESPONSE IN SANTO YUSUF
KINDERGARTEN THROUGH CHORAL RESPONSE AND
AUXILIARY STIMULUS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Katharina Vika Sindyana Sari Student Number: 111214120
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
“
Wherever you are going, God
has already been there and
paved the way for you.
”
(Matt 6:27-30)
This thesis is dedicated to,
Paulus Sukadiyana (RIP)
Maria Gerardine Henny,
Hypolitus Prahendy,
Alexander Hendra,
and myself.
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, March 10, 2016 The writer
Katharina Vika Sindyana Sari 111214120
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Katharina Vika Sindyana Sari
Nomor Mahasiswa : 111214120
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
INCREASING THE SECOND
YEAR STUDENTS’
APPROPRIATE RESPONSE IN SANTO YUSUF
KINDERGARTEN THROUGH CHORAL RESPONSE AND
AUXILIARY STIMULUS
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya, Dibuat di Yogyakarta
Pada tanggal : 10 Maret 2016 Yang menyatakan
Katharina Vika Sindyana Sari
ABSTRACT
Sindyana, Katharina Vika. (2016). Increasing the Secondary Year Students’ Appropriate Response in Santo Yusuf Kindergarten through Choral Response and Auxiliary Stimulus. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
English is one of the significant subjects in Indonesia. Some teachers in the kindergartens have started to teach English for children. It is because children have greater ability in analyzing and memorizing the new language. However, children need a different way to comprehend the language because of their low ability in their logic. While teaching in Santo Yusuf Kindergarten, the researcher discovered a problem. The problem was that the students could not give appropriate response or correct answer during the English lesson. The students found difficulties in analyzing the stimulus given by the researcher. They made a lot of inappropriate responses and unenthusiastically joined the lesson.
The research was intended to increase the students’ appropriate response during English class. The researcher chose choral response combined with auxiliary stimulus as the best strategy to solve the problem faced. This research attempted to answer one research problem. The research problem is how can choral response increase students’ appropriate response of the secondary year class in Santo Yusuf Kindergarten? And how can auxiliary stimulus help to increase students’ appropriate response of the secondary year class in Santo Yusuf Kindergarten?
The researcher conducted Classroom Action Research (CAR) to increase the students’ appropriate response during English class. The researcher conducted two cycles. Each cycle consisted of one meeting. The participants of the research were 30 students of the secondary year class in Santo Yusuf Kindergarten 2014/2015 academic year. The data were gathered from the analysis of the field notes during the teaching and learning process, observation sheet, and interview.
The result showed that the students’ appropriate response percentage increased. It is showed by the decreasing of the inappropriate response. In the preliminary study, the error average was 49%. Meanwhile, the average of error percentage in the first cycle and in the second cycle became 36% and 13%. It showed that the choral response and the auxiliary stimulus helped the students to give appropriate response. They were also able to analyze the stimulus given by the teacher. Furthermore, the students felt motivated and enthusiastic during the lesson. It could be concluded that choral response and auxiliary stimulus could increase the students’ appropriate responses.
Therefore, the English teachers especially in kindergarten are suggested to use this strategy. The teacher should give clear media to avoid misunderstanding and give motivation to the students so the students feel motivated and make a lot of appropriate responses.
Keywords: Classroom Action Research, appropriate response, choral response, auxiliary stimulus
ABSTRAK
Sindyana, Katharina Vika. (2016). Increasing the Secondary Year Students’ Appropriate Response in Santo Yusuf Kindergarten through Choral Response and Auxiliary Stimulus. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Bahasa Inggris adalah salah satu mata pelajaran yang signifikan di Indonesia. Beberapa guru di taman kanak-kanak telah memulai mengajarkan bahasa Inggris untuk siswa taman kanak-kanak. Hal itu dikarenakan anak-anak mempunyai kemampuan lebih dalam menganalisa dan memahami bahasa baru. Namun, anak-anak membutuhkan cara yang berbeda untuk memahami kosakata baru tersebut karena masih terbatasnya daya logika mereka. Ketika mengajar di TK Santo Yusuf, penulis menemukan sebuah masalah. Permasalahan tersebut adalah bahwa siswa/i tidak bisa memberikan respon yang tepat ketika guru memberi pertanyaan dalam bahasa Inggris. Siswa/i cenderung kesulitan dalam menganalisa pertanyaan yang diberikan oleh guru. Mereka merespon dengan tidak tepat atau memberi banyak jawaban yang tidak benar dan terlihat kurang antusias dalam mengikuti pelajaran Bahasa Inggris.
Penelitian ini bertujuan untuk meningkatkan jumlah jawaban tepat siswa/i kelas B1 terhadap stimulus yang diberikan oleh guru dalam pelajaran Bahasa Inggris. Peneliti memilih strategi choral response yang dikombinasikan dengan auxiliary stimulus sebagai strategi terbaik untuk memecahkan masalah yang dihadapi. Penelitian ini menjawab satu rumusan masalah. Rumusan masalah tersebut adalah bagaimana choral response dapat meningkatkan jumlah jawaban benar siswa di TK Santo Yusuf? dan bagaimana auxiliary stimulus bisa menolong dalam meningkatkan jumlah jawaban tepat siswa/i kelas B1 di TK Santo Yusuf?
Penelitian ini menggunakan metode Penelitian Tindakan Kelas untuk menambah jumlah jawaban tepat siswa dalam kelas Bahasa Inggris. Peneliti melakukan dua siklus. Masing-masing siklus terdiri dari satu pertemuan. Peserta penelitian ini berjumlah 30 siswa dari kelas B1 TK Santo Yusuf tahun pelajaran 2014/2015. Data penelitian dikumpulkan dari hasil analisa dari lembar observasi, pengamatan di lapangan, dan sesi tanya jawab.
Hasil penelitian menunjukkan bahwa persentasi jawaban tepat siswa siswa meningkat. Hal itu ditunjukkan dengan menurunnya persentase jawaban kurang tepat siswa. Pada saat studi awal, rata-rata persentase kesalahan adalah 49%. Sementara itu, presentase pada siklus satu dan dua menjadi 36% dan 13%. Hal itu menunjukkan bahwa choral response dan auxiliary stimulus menolong siswa untuk menjawab dengan benar stimulus guru. Mereka juga mampu menganalisa stimulus guru. Terlebih, para siswa merasa termotivasi dan antusias selama pelajaran. Hal ini dapat disimpulkan bahwa metode ini dapat meningkatkan jawaban benar siswa.
Oleh karena itu, hal ini disarankan kepada guru Bahasa Inggris terutama di taman kanak-kanak untuk menggunakan cara ini. Guru harus memberikan media yang jelas untuk menghindari kesalahpahaman dan memberikan motivasi kepada
siswa/i supaya siswa/i merasa termotivasi untuk belajar dan merespon dengan baik stimulus guru.
Kata kunci: Classroom Action Research, appropriate response, choral response, auxiliary stimulus
ACKNOWLEDGEMENTS
First of all, I would like to give my praise to the Lord for His love and blessing in my life especially during the completion of this thesis. Through His hands, I can complete my thesis well. I realized that I am nothing without Him.
I am aware that I would not have been able to complete this thesis without the help from many people. Therefore, I would like to express my deepest gratitude and appreciation to the people who supported me during the completion of this thesis.
My special appreciation and gratitude go to my advisor, Christina Kristiyani, S.Pd., M.Pd. I really appreciated her guidance, assistance, encouragement, support, and patience during the completion of this thesis. I could not do it without her. I would also thank the Dean of the Faculty of Teachers’ Training and Education, the Chair Person of English Language Education Study Program, the Vice Chair Person of English Language Education Study Program, and all lecturers of English Language Education, who have shared their knowledge and supported me.
I would also like to thank some people who supported me in conducting my research in Santo Yusuf Kindergarten Yogyakarta. I would like to thank the Headmaster of Santo Yusuf Kindergarten who had given the permission and the opportunities for me to teach and conduct the research. I also thank all students of the secondary year class in Santo Yusuf Kindergarten for being nice and cooperative during the research.
My deepest appreciation goes to my family. I would like to thank my mother, Maria Gerardine Henny Susanti and Paulus Sukadiyono (RIP), for the love, care and the financial support. Through the endless guidance, understanding, support, patience, and prayers, I could survive and stand tall. I thank Hippolytus Prahendy Sundaya and Alexander Hendra Dwi Asmara, my brothers, for their care and financial support for my study. I would like to thank my best friend, Niels Peursum, for his support as the proofreader, also for the experiences, love and companionship. My gratitude also goes to all my classmates in English Language Education Study Program class of 2011 who have helped and supported me in completing this thesis.
Finally, my gratitude goes to the people whom I cannot mention one by one, but have made a great contribution in my life. I thank them for giving me a chance to learn from them all. May God bless them.
Katharina Vika Sindyana Sari
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... ………. v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... ix
ACKNOWLEDGEMENTS ………... xi
TABLE OF CONTENTS ………. xiii
LIST OF TABLES ... xv
LIST OF FIGURES ...…. xvii
LIST OF APPENDICES ……… xviii
CHAPTER I INTRODUCTION ... 1
A. Research Background... 1
B. Research Problem... 6
C. Problem Limitation ... 6
D. Research Objective... 7
E. Research Benefits ... 7
F. Definition of Terms ... 8
CHAPTER II REVIEW OF RELATED LITERATURE ... 10
A. Theoretical Description ... 10
1. Choral Response ... 10
a. The Nature of Choral Response ... 10
b. Components of Choral Response ... 11
2. Stimulus Response Paradigm ... 13
b. Elements of Stimulus and Response ... 15
c. The Medium of Stimulus and Response Paradigm ... 16
d. Response Paradigm in a Child ... 17
B. Theoretical Framework ... 18
CHAPTER III METHODOLOGY ... 20
A. Research Method ... 20
B. Research Setting ... 23
C. Research Participants ... 23
D. Research Instruments and Data Gathering Technique ... 23
E. Data Analysis technique ... 25
F. Research Procedure ... 27
CHAPTER IV FACT FINDINGS AND DISCUSSION ... 29
A. First Cycle ... 29
a. Plan ... 29
b. Action ... 30
c. Observation ... 33
d. Reflection ... 40
B. Second Cycle ... 43
a. Plan ... 43
b. Action ... 45
c. Observation ... 47
d. Reflection... 54
CHAPTER V CONCLUSION AND RECOMMENDATION ... 63
A. Conclusion ... 63
B. Recommendation... 64
APPENDICES ... 68
LIST OF TABLES
Table Page
1.1 Class Conversation: Close-Ended Teaching Question (IRF)..…….. 5
4.1 Class Conversation: Hot Potato………. 35
4.2 Class Conversation: Sum-Up………..…………... 38
4.3 Class Conversation: Question and Answer Activity……..………… 49
4.4 Class Conversation: Sum-Up……..………... 51
4.5 The Result of Students’ Inappropriate Response in the First Cycle 41
4.6 The Result of Students’ Inappropriate Response in the Second Cycle………...……….. 55
4.7 The Percentage of Students’ Inappropriate Response in Preliminary Study……….... 57
4.8 The Students’ Inappropriate Response Percentage from the Preliminary Study until the Second Cycle……....……… 58
LIST OF FIGURES
Figures Page
2.1 The Pattern of Stimulus-Response Paradigm…………... 16 3.1 Action Research Model……… 21
4.1 The Students’ Inappropriate Response Percentages……. 60
LIST OF APPENDICES
Appendices Page Appendix A Permission Letter……… 69 Appendix B Research Instruments………... 71 Appendix C Learning Materials……….. 77 Appendix D Raw Data……… 88
CHAPTER I
INTRODUCTION
This chapter provides background information related to the study. This chapter is divided into some parts, namely the research background, the research problems, the problem limitation, the research objectives, the research benefits, and the definition of terms.
A. Research Background
Classroom is the main element in educational process where the teacher and the students build a mutual interaction and communication. Classroom is not only a room for study, but also a place for activity, discussion, small-group collaboration and other meaningful creativity for students and teacher (Wood, 1995). Other educational experts say that classroom or school is a community, a place in which students feel cared about and are encouraged to care about each other. The students experience a sense of being valued and respected; the children matter one another and to the teacher (Kohn, 1996).
It is interesting to observe that for the children in their early age it seems that language becomes common difficulty. However, it cannot be concluded that their ability to analyze and to think are also weak and inadequate. In the contrary, children actually have a maximum ability to analyze and to think; however, their limit in memorizing the symbols and signs such as language make them unable to express their thought (Vygotsky, 1978). Their vocabulary is not enough and that is why they
are not able to find a correct word to express their thought. They tend to repeat and imitate the words from others or answer using their own language instead of using the appropriate language.
The teachers must also have some understanding of different theories to effectively teach. Lynne Cameron said:
Learning a foreign language is different from learning the first language, even for children. It is different because the first language is already a huge system that a child has in place; because in comparison, the child will encounter such a small amount of the foreign language, and because it is foreign, often the language belongs to people in a distant and strange culture (Cameron, 2001).
Based on the theory above, learning English as the second language is different from learning the first language. The children will learn new vocabularies in English but the power of their mind in memorizing those new words is not as strong as when they are memorizing their mother tongue vocabularies. The English teachers in the kindergarten need to pay attention to this and choose a suitable strategy for teaching them.
psychological background, social values and other cultural realities in the students’ knowledge. These are called auxiliary stimulus. According to Vygotsky (1978) in his book Mind in Society, auxiliary stimulus represents the fact that human person is always mediated in relating with reality outside which can be language, cultural values, memory, and many other psychological tools. While in the classroom, as a process in relating with the reality, the students are not always able to adjust the learning process in the classroom. There are many terms for this “failure” or
“inability” of the students, but all terms points the same fact about the inappropriate
responses of the students.
The researcher’s experience teaching kindergarten students is characterized by
a challenge on how to guide and accompany the students in their learning process. When the researcher taught the students in Santo Yusuf Kindergarten, the students tended to give inappropriate responses when the researcher gave the stimulus. This happened when the researcher used IRF (Initiation-Response-Feedback) which is a close-ended teacher questioning to teach the students in Santo Yusuf Kindergarten.
According to Ehlich and Rehbein (1986), IRF is one of the methods where the teacher is the one who initiates stimulus in the forms of questions or commands in
order to get responses from the students
questioning since it only refers to one certain answer. For example, the teacher asks the students the past tense form of “go” and the students should response only one
correct answer namely “went”. This type is a classic method which is also called as
IRF meaning Initiation Response Feedback, where a teacher asks a question and gets a feedback from the students. Teachers tend to overdo this method because it is simple. Besides, teachers also have experienced when they were at school and this method gives a teacher a feeling of controlling the students (Ehlich and Rehbein, 1986).
The teacher did not use any auxiliary stimulus appropriately in the classroom. In the classroom, auxiliary stimulus can be pictures, samples, songs and many other things (Vygotsky, 1978). Therefore, sometimes the children cannot understand the initial task and the secondary task which is given by the teacher.
The researcher intended to increase the students’ appropriate response by
This thesis discusses students’ appropriate response toward teacher’s stimulus
of the second year students in Santo Yusuf Kindergarten. When teaching in Santo Yusuf Kindergarten, the researcher found that the students had tendency to repeat the words and use Bahasa Indonesia to answer researcher’s question which is in English. Here, the researcher also made subdivision in each conversation based on the responses from the students (appropriate and inappropriate responses).
Table 1.1 Class Conversation: closed-ended teaching question (IRF)
T : Do you still remember Red and Blue Song? Masih ingat lagunya“red and Blue?”
S : Ora iso oq miss
T : Dulu sudah pernah di TK A
S : Aku lali miss
T : Red and blue and black and white black and white black and white Red and blue and black and white and brown and green and yellow
--- 1 T : What is blue?
S : Biruu
T : Kalau merah? S : Red miss
--- 2 T : Yellow?
S : Blue! Kuniing!
T : Iya benar! Kuning!
T : What is hitam? (while pointing at the black pen) S : Black..blekedet
T : Haha… siapa masih lupa?
S : (Some of the students raised their hand) Aaaaaaaaaaa lupaaa…. Hahahaaaa --- 3
answer that should be given correctly to the teacher. The question about the correct translation of color from Bahasa Indonesia to English clearly gave one possibility of answer. Therefore, the classroom teaching was more on one-direction teaching where the teacher controlled the flow of class conversation. There was no discussion in the classroom. For example, the teacher immediately changed the question from translating Bahasa Indonesia – English to English – Bahasa Indonesia without informing the students (sub-division 2); teacher imposed her strategy (singing) even though two students said that they forgot the song. Besides, the students answered inappropriately in the middle of lesson (in the subdivision 3) and it happened constantly and continuously before they finally were able to find the correct answer.
B. Problem Limitation
This research focuses on how to increase the second year students’
appropriate response in learning English in the classroom using choral response and auxiliary stimulus. The researcher found solution to those problems and give suggestions how to teach English for kindergarten students and how to increase their appropriate response in learning English. This research is limited for the second year students of Santo Yusuf Kindergarten 2014/2015 academic year.
C. Research Problem
In relation to the background mentioned before, the problem is formulated as follow.
2. How can auxiliary stimulus help to increase the second year students’ appropriate response in Santo Yusuf Kindergarten?
D. Objectives of the Study
By conducting this research, the researcher will be able to identify how choral response and auxiliary stimulus can increase the second year students’ appropriate
response in Santo Yusuf Kindergarten. E. Benefits of the Study
The result of the research is expected to give some benefits to the following people.
1. The English Teachers in Santo Yusuf Kindergarten
For the English teachers in Santo Yusuf Kindergarten in general, it is hoped that the result of this research can give them broader view in improving students’
appropriate response and active participation by using choral response. The teacher will get the idea of teaching English in interesting ways. The teacher will get the students to give appropriate response and participate actively when learning English in the classroom so that the students will practice their English well and the lesson plan can run well.
2. Further Researchers
F. Definition of Terms
This section defines the key words or phrases specifically used in the study in order to clarify concepts and avoid misinterpretation. Definition of terms is not merely a list of definitions suggested by various sources or experts.
1. Auxiliary Stimulus
Stimulus-Response paradigm is always mediated by auxiliary stimulus (Vygotsky, 1978). Auxiliary stimulus represents the fact that human person is always mediated in relating with reality outside which can be language, cultural values, memory, and many other psychological tools. Vygotsky (1978) views auxiliary stimuli as highly diverse which include several things. They are tools of the culture, language, and ingenious means. In the classroom, auxiliary stimulus can be pictures, samples, songs, and many other things.
2. Choral Response
3. Appropriate Response
In a conversation, the elements of appropriate (preferred) and inappropriate (un-preferred) response are crucial for the understanding of the intrinsic nature of social interaction which theorist Goffman (1967) described as face-to-face interaction. Bianco (2010) made a conclusion that an appropriate response or preferred response is a response that is expected by the first speaker who gives the instances. For example when someone greets his friend, the response will be a greeting as well.
4. Santo Yusuf Kindergarten Students
Kindergarten (TK) is the formal form of early childhood education (Pendidikan Anak Usia Dini/PAUD) in Indonesia. Based on the Regulation of
Indonesian Government No. 27 year 1990
(http://www.kemdiknas.go.id/kemdikbud/sites/default/files/surat-edaran
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher will discuss the theories used to conduct the study. The discussion will be divided into two main parts, the theoretical description and theoretical framework.
A. Theoretical Description
Theoretical description is aimed at giving foundation from the related literatures and written sources in conducting this research.
1. Choral Response
The researcher chose choral response to solve the problem in the classroom. Choral response has always been and continued to be a popular instructional method in foreign language classes. In this section, the researcher will expose the nature and the components.
a. The Nature of Choral Response
Choral response requires each student to respond to in unison when the teacher gives a signal (Wolery, et al. 1992). This fast paced method maintains students’ active engagement and increases student responses (Kamps, et al. 1994). Choral response is a type of interaction where the teacher gives a model and repeated by the whole class
i
n chorus; or gives a cue, which is responded to in chorus.Choral response is a teaching technique that allows all students to respond
aloud and in unison to a teacher-directed question
(http://www.wce.wwu.edu/Depts/SPED/Forms/). Choral response can be easily determined which students are correct and those who will need immediate error correction. Some aspects of choral response examined by Kamps, et al. (1994) were opportunity to respond, student responses, and systematic observations of small groups. The study found that the opportunities to respond and gain in weekly posttests increased when choral response was used.
Besides, Wolery, et al. (1992) evaluated the effectiveness of choral and individual responding in students with moderate mental retardation with sight word reading. They who are the choral responders (with more opportunities to respond) have a greater percentage of correct responses.
b. Components of Choral Response
Wolery, et al. (1992) stated that choral response instruction includes a number of components:
1). Instructional antecedent
2). Wait time
Wait time is the time between when the teacher poses a question and signals for a group or individual response. It can be seen from the time the teacher gives stimulus for the pupils and the process for the pupils to answer teacher’s stimulus. In
choral response, teacher will give signal for the pupils to answer in unison. The teacher can count from one to three as the signal or the teacher can also modify other signals. This signal is called the wait time.
3). Respond delay
There is also a respond delay which is about the duration between presenting an instructional stimulus and the student’s response. When the teacher gives stimulus
or question to the students, the teacher will give them a signal to the students to answer. After that, the students will start to process the answer the time the students processing the answer is called the respond delay.
4). Feedback delay
After the students respond to the teacher’s question, teacher will give them
feedback to correct the students’ response. This is called feedback delay which
identifies the time that elapses between the students’ respond and feedback from the
teacher.
5.) Inter-trial interval
The teacher will give the students another question. The time between the teacher’s feedback for one response and the presentation of the next question or
2. Stimulus-Response Paradigm
Stimulus-Response is a relation between the external phenomenon (stimulus) and response (human behavior). The dynamic relation between stimulus and response is the key element in understanding human relationship. In this research, understanding clearly what Vygotsky (1978) meant by stimulus and response is important in order to understand the paradigm. In general, stimulus refers to external phenomenon, which can be from nature or social environment which need to be responded. In this part, the researcher wants to reveal about the development of stimulus and response, the application in the classroom, the elements of stimulus, the pattern of stimulus-response paradigm, and the stages of response paradigm in a child.
a. The Development of Stimulus-Response Paradigm
as conditioned response. (http://edschool.csueastbay.edu/departmentsChapter5Social).
In this 20th century, Stimulus-Response paradigm from Vygotsky has been developed by Feuerstein, an educationalist and psychologist. His paradigm can be patterned in a simple way namely Stimulus (S)- Human (H) – Learner (L) – Human
(H) – Response (R) of S-H-L-H-R
(http://www.icelp.org/files/research/demingfeuerstein.pdf). In the Feuerstein approach the teacher is replaced by a mediator, whose task is to help the learner learns. The task is not aimed at placing a specified body of knowledge into the learner's head. The mediator is represented in the figure by the letter "H" symbolizing “Human Mediator”, to indicate that mediation is done by a warm human being who
works with the learner in such a way that both of them discover how the learner learns and how to improve the learner's learning process. The mediator's intention is not to help the learner to solve the problem posed by the stimulus, but the mediator is the partner of the learner in the process of learning.
b. Elements of Stimulus and Response in the Classroom
The dynamic relation between stimulus and response is the key element in understanding human relationship. However, in order to understand this paradigm, we should understand clearly what Vygotsky meant by stimulus and response. In general, stimulus refers to external phenomenon, which can be from nature or social environment which need to be responded.
Vygotsky (1978) divides stimulus in two different elements. First, stimulus refers to a certain physical object which appears in front of us and needs a response. In a classroom, it can be a task from the teacher to the student in its physical forms. For example, a teacher asks the student to draw something, to answer greeting and many other things. Second, stimulus also refers to psychological tools of the instrumental act which includes ability to memorize, compare, choose, asses, considering something (Vygotsky, 1978). Psychological tool also includes language. Vygotsky sees that human language functions not only as a communicative tool, but it also becomes a vehicle for thinking and planning (http://edschool.csueastbay.edu/departmentsChapter5Social).
without any additional rules that the students have to follow in order to succeed (Vygotsky, 1978).
c. The Medium of Stimulus and Response Paradigm
Stimulus-response paradigm is always mediated by auxiliary stimulus symbolized with X (Vygotsky, 1978). Auxiliary stimulus represents the fact that human person is always mediated in relating with reality outside which can be language, cultural values, memory, and many other psychological tools. The pattern of stimulus-response paradigm will be as shown in figure 2.1
S
--->
R
[image:38.612.95.530.170.575.2]X
Figure 2.1 The Pattern of Stimulus-Response Paradigm
Vygotsky views auxiliary stimuli as highly diverse which include several things (Vygotsky, 1978).
1). Tools of the culture
2). Language
Language is the mean to relate to the child. Language is important because it carries more than a tool to communicate, but it determines the message itself. The use of different words clearly will impact the meaning of the message itself.
3). Ingenious Mean
Ingenious mean is a personal attitude which uniquely is produced by the child itself. Each of children has different attitude in understanding the commands from the teacher because they have different set of background, like psychological background, economical background, etc.
d. Response Paradigm in a Child
Responses paradigm in the child happens in two principles: first, on the social level, and later, on the individual level; first, between people (inter-psychological) and then inside the child by using their sense (intra-psychological) (http://www.lucs.lu.se/LUCS/094/Lindblom.pdf). These two processes happen when a child receive the stimulus and analyze it in order to give appropriate responses.
Because of the close relation between stimulus-response, any responses mirror the given stimulus. According to Vygotsky (1978), learning process in the children is not just imitation or pantomime where the children simply follow teacher’s
memorizing, analyzing and many other skill (http://edschool.csueastbay.edu/departmentsChapter5Social).
In the learning process, the development of cognitive ability of children is acquired first through the role of mentor (teacher) who supports the children to use their ability. Pantomime or imitation is a sign that the mentor or teacher cannot be an effective partner or supporter for the children in the learning process. According to Vygotsky (1978), for the students in the age of 5-6 years old, the inappropriate answer does not happen occasionally but very often and becomes a certain pattern which is called pantomime.
B. Theoretical Framework
The theory of Vygotsky (1978) about stimulus and response paradigm is also used by the researcher to dig out about the elements of good teaching. Good teaching means that teacher can give good stimulus or initiation so that the students can give good or appropriate response as well. According to Vygotsky (1978), to trigger children’s appropriate response, the teacher should use some auxiliary stimulus. The
researcher would use this suggestion by Vygotsky to improve the teaching and particularly to decrease students’ inappropriate response especially in English lesson.
The theory of Ivan Pavlov (1936) about the classical conditioning helps the researcher to figure out how the auxiliary stimulus work in children’s mind. In this
theory, the dog begins to salivate simply after hearing the bell rang because it is associated with food. Pavlov rang the bell several times before the dog was fed. The bell portrays the auxiliary stimulus given by the teacher. The students pay more attention when the researcher shows the auxiliary stimulus; the same case as the salivating dog that hears the bell as it is associated with food. This is how the auxiliary stimulus work in children’s mind.
CHAPTER III
METHODOLOGY
In this chapter, the writer will present a rationale for the methods of research analysis. The writer describes the methods of research and analysis, outlines the procedure in gathering and analyzing data, and reveals the boundaries of the research. There will be research method, research setting, research participants, instruments and data gathering, data analysis technique, and research procedure.
A. Research Method
The study employed Classroom Action Research (CAR) as the method because the researcher wanted to find a solution of the problem faced. This method was used in order to answer the research problem which was how can choral response and auxiliary stimulus increase the second year students’ appropriate response in Santo Yusuf Kindergarten.
Mills (2007), as cited by Mertler (2009) points out that
Action research is defined as any systematic inquiry conducted by teachers, administrators, counselors, or other with a vested interest in the teaching and learning process or environment for the purpose of gathering information about how their particular school operates, how they teach and how their students learn.
From the definition above, action research is a research which is done by people in order to find the solution of the problem by gathering and analyzing the data. According to Kemmis and McTaggart (1988), as cited by Burns (1999), there
are four steps to do Action Research. Those steps are planning, action, observation, and reflection. The four stages in action research can be seen in the following figure:
Figure 3.1 Action Research Model
1. Plan
The researcher found the problem when she taught Santo Yusuf Kindergarten. After that, the researcher did preliminary study to make sure the problem faced. The researcher started making plan after knowing the students’ problems. The plan was to
2. Action
The researcher taught the students in the class about fruits and vegetables. The language focus was like and dislike in simple present tense. They had learned these vocabularies previously in the first year. After that, the researcher asked them to guess in choral what fruit or vegetable it was by showing a picture. And then, the researcher asked the students to play guessing game based on the vocabularies they learned on that day. All of these games were done by using choral response in which the teacher asked the students to play in group and did the punishment or assignment in group
3. Observation
The researcher did the observation and the action in the same time. The researcher observed the students in the class. The researcher was helped by the second teacher (observer). The second teacher helped the researcher to observe the students and the class situation during the implementation.
4. Reflection
B. Research Setting
The plan for the preliminary study was done on September 1, 2015. The plans for the first and second cycle were done on September 13 and 18, 2015. The setting of the research was in September 16 and 21, 2015. It was conducted at 08.00-08.30 in Santo Yusuf Kindergarten, Sleman, Yogyakarta. The classroom that was used was the class of B1.
C. Research Participants
In order to support the research, the researcher involved some participants who were the students in Santo Yusuf Kindergarten, Sleman, Yogyakarta. The researcher involved one class which consisted of 30 students. The researcher chose to involve the second year students as the participants in this study because the students showed more enthusiasm in classroom interaction which helped the observation. As additional information, the participants of the study were the researcher’s students for several months; therefore they were familiar with the researcher and with the class activity, like songs and simple conversation.
D. Research Instruments and Data Gathering Technique
easier in analyzing the data, she used the field notes. The field notes contained information such as a lesson’s objective, planned outcomes, and points for attention. The points of attention contained of teacher’s note on necessary actions which
happened in the classroom, such as a number of students who are less motivated and activities that made students’ active and enthusiastic. After teaching the class, the researcher wrote down the observation in the field notes. This was done by an observer who assisted the researcher during the research.
Besides, the researcher also used observation sheet to gather the data. There were two kinds of observation sheets. The first observation sheet was used to observe students’ activity in class and to observe whether the method was applied and suitable
or not in increasing students’ appropriate response. The second observation sheet was used to observe teacher’s activity in class. It was to measure whether the teacher had used the method well or not. These observation sheets helped the researcher to identify what was going on during the lesson both the students and the teacher.
After the students made progress in their appropriate response, the researcher kept teaching them several times to verify the fact-findings. However, the researcher did not give the students some questionnaire because it would be hard for the students to fill in the questionnaire, knowing that they were still kids and their ability to write and read was still low.
always helps the researcher to control the class, about her opinion related to the implementation and the teacher’s suggestion related to the implementation of choral responding.
E. Data Analysis Technique
The researcher taught the students using IRF in the preliminary study. The material on that day was about colors and the language focus was “what color is it? It
is…” The researcher did not use any samples or pictures but she only used song to help the students guessed the researcher’s question about color. When the researcher
was teaching using this method, the second teacher helped the researcher to observe the classroom activities by filling in the observation sheet and taking the field note.
After that, the researcher analyzed the observation sheet and the field note to reflect the preliminary study. After finding the problem, the researcher started to applied choral response as the cycle one. Here, the second teacher helped the researcher again to observe the classroom situation by filling the observation sheet and the field note. After that, the researcher analyzed the observation sheet and the field note.
X= N/10 x 100%
increasing their appropriate response. The researcher would analyze the data in percentage. The percentages were counted using the formula below:
Note : X= the error percentage in students’ response
N= the number of the inappropriate response that the students made
10= the maximum stimulus or questions that the teacher gave during the lesson
There were two criteria of successful action in the research
1. The students’ appropriate response increase from preliminary study until the second cycle. At least the inappropriate response during the learning would only be 15% of the total stimulus or questions that the teacher gives during the lesson.
2. The students could actively follow the classroom activity during the implementation of choral response. The students’ active participation can be
seen through their participation in singing, responding to the teacher’s
F. Research Procedure
The researcher conducted Classroom Action Research. The research was conducted in the second year classroom in Santo Yusuf Kindergarten. There were 30 students in the second year class (B1) and all of them joined the research from the preliminary study until the second cycle. There were two cycles in the research. The first cycle was conducted on September 16, 2015 and the second cycle was conducted on September 21, 2015. Before implementation, the researcher conducted preliminary study on September 2, 2015.
The researcher found the problem when she taught the second year students in Santo Yusuf Kindergarten. After that, she did the preliminary study on September 2, 2015 to make sure the problem faced by the students. And then, the researcher started making plan to solve the students’ problem.
The researcher conducted the first cycle on September 16, 2015. The researcher used songs and pictures to teach the students when applying choral response. The researcher asked the students to answer in unison when the researcher applied the songs and games.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher discusses the research and explains them. The researcher discusses them from cycle one and cycle two that consist of plan, action, observation and reflection. There is also the result from the interview with the teacher about the application of choral response.
1. First Cycle
This cycle consists of four steps; namely plan, action, observation and reflection.
a. Plan
Before conducting cycle one, the researcher made plans to conduct this cycle. The plan was done on September 13, 2015. In this cycle, the researcher would teach about part of the classroom (It Is a Board). As the introduction, the teacher would play a video about part of the classroom and this video consisted of chants and songs about the vocabulary that would be learned by the students. The students would practice speaking about “parts of the classroom” by chanting. They would be asked about parts of the classroom. The media that were used were video, pictures (flashcards) and games.
After that, the researcher prepared the lesson plan, the pictures, and some games for the students for the implementation. Besides, the researcher also prepared
the observation sheets and field notes for the observer. The observer would observe the activity and situation during the implementation.
b. Action
The implementation of choral response was conducted on Wednesday, September 16, 2015. In the pre-activity, the researcher asked the students to sing some children’s songs as the warm up activity. In whilst activity, the students
watched a video. The video was chosen as the model. The video that was chosen was “chanting for children”. The chant was about door, window, board, chair, table and
cupboard. It was used as the model to encourage students to be more active and encourage students’ appropriate response so they could participate well. After that,
the teacher asked the students to practice the chants in choral. From the video, the students were asked to do some Total Physical Response (TPR). The TPR was taken from the video. It was about pointing at the door, window, table, chair, and board. Here, the students were introduced to the vocabularies about “parts of the classroom”. This was aimed to make students understand more about parts of the
classroom.
When the picture had been hidden, the students were asked to open their eyes and guessed what picture was missing. At first, each of the students shouted out an answer. However, none of them answered correctly or respond inappropriately. Then, the teacher led them to the answer by using the chant that had been done before. Some students shouted “door!” After that, the teacher asked them to answer completely by saying “That is a door”. The teacher gave some instructions by raising her hands up for “quiet time” and lowering her hands for “answer in unison time”.
For additional information, the teacher had explained the student in the beginning about raising and lowering hands for choral response. This game lasted till all of the pictures were succeeded or guessed.
In the next activity, the students were asked about parts of the classroom in their groups. The teacher divided the students into three groups based on their tables. The red tables were the Red Group, the yellow tables were the Yellow Group, and the blue tables were the Blue Group. After that, the teacher asked each group to answer together, in unison, her question about parts of the classroom. The teacher asked the students “what is that?” and the students should answer “that is a (mention the thing)”. This was aimed to make sure whether the students understood about the parts of the classroom. In this game, the teacher used her hands gesture again so that the students could answer in unison.
the 1,2,3 while the teacher was passing the plastic bag to the next student. The plastic bag contained the pictures of parts of the classroom. When it came to ten, one of the students who got the plastic bag would get the assignment. The assignment was to guess what picture was in the plastic bag. The student took one of the pictures on his or her own but he or she could not look at the plastic bag while taking the picture. Actually, the teacher should have asked the students with a question “what is that?” and then that student answered completely by saying “that is a (mention the thing)”.
In this occasion, asking the students personally was avoided because the researcher focused on the choral response. Then, the teacher asked his or her group (the group whose member got the assignment) to answer together. The teacher led them to the answer. After that, the teacher asked the whole class to repeat in unison about what picture it was. This time, the teacher gave instructions to the students to answer in unison by using gestures of her hands again. After that, the students shouted out “that is a door!” together.
In the post activity, the teacher made a review. She asked the students again about the pictures of parts of the classroom. This activity was aimed to summarize all the material discussed from the beginning and evaluated the students by asking about parts of the classroom. The students answered actively. It indicated that they understood about the new vocabulary and the new language focus well. It was assumed that the students were able to practice further outside not only in the classroom.
c. Observation
The observation was conducted on September 16, 2015. It was the same time as the first cycle when the researcher implemented the choral response and auxiliary stimulus. The researcher was helped by one observer. The observer observed the situation and the activity in the class during the implementation.
Based on the observation, the students were happy and active while doing the TPR. They were excited to sing and move their hands together. However, when the researcher started to ask the students by pointing at something, some of them looked confused.
The observer wrote:
Avoiding misunderstanding, the researcher helped the students to answer by leading them using the chant that they did. Besides, the researcher also asked the students to answer together or in choral so that there would be no under-pressure feeling and they would be much more confident when answering. The researcher used some signals for them to answer in unison. “Hands-up” is the quiet time and “hands-down” is the answering time.
The students looked enthusiastic when answering the researcher’s stimulus in
choral. Some of them shouted out loud the answers. However, some of the students were confused between the quiet time and the answering time. That was why they answered when the researcher hands were still up.
The observer wrote:
“The students were active in answering the researcher’s stimulus or questions. Answering in choral made them seemed not under-pressured and they gave a lot of appropriate response by answering in choral. However, some of them were still confused between the “quiet time” and the “answering time". There were some students who answered in “quiet time” (when the researcher’s hands were still up) (September 16, 2015).”
another group who got the ball had to answer in choral, too. Still, the students seemed confused with the “quiet time” and “answering time”. In this second game, the
[image:57.612.95.524.196.650.2]students gave more appropriate responses than in the first game. Table 4.1 is the dialogue that happened between the researcher and the students during the games:
Table 4.1 Class Conversations: Hot Potato
T : Students, Do you want to play the ball? Ss : Yes miss! Mau!
T : Good, now please sit down and freeze. Be nice. (The students sit down and the class became quiet. Only some students talked to their friends)
---1 T : Okay, now let us sing “one, two, three, four, five, six…” are you ready?”
Ss : Yeeees! (Students sang the song while the teacher was starting to give the ball to a student and that student gave the ball to the friend’s next to him)
T : Okay, Blue Group gets the punishment!
Ss : Yaahh, bintangnya hilang satu ya miss? Erase the star ya miss?
T : Haha, yes but it is okay. Now, Yellow and Red ask Blue, “what is it?” okay? (by showing a picture of a door)
---2 Ss : (researcher raised up her hands) What is….
T : Haha. Okay, let us repeat once again. (Raised up her hands and then put down her hands)
Ss : (students shouted) What is it?
T : Good! Now Blue Group let’s answer. (Put down her hands) Ss : (shouted out loud) It is a boaaard!
T : Greaaat!
---4 (Date: September 16, 2015) Based on table 4.1, the students were happy and excited to play the ball. When the researcher asked them to freeze and be nice, the class suddenly became quiet. The researcher started to apply choral response in the subdivision 3. In this subdivision, the researcher showed a picture of a board. It was a physical stimulus. This physical stimulus in a form of visual object required to be analyzed by the students and this was the psychological stimulus. Besides, the relational reality that happened between the teacher as the assistance and the students as the active learning in analyzing the visual object is an inter-psychological level. Having shown the stimulus, the students would analyze it using their own intellectual ability in order to give an appropriate response to the teacher. This level was intra-psychological level, since it occurred internally on the side of the students. This level could not be seen directly in the transcribed data above because it happened in student’s mind.
were still up, the students had already shouted out the answer. It indicated that the researcher’s gestures for choral response were not effective for the students. The researcher had to repeat once again so that the students could answer in choral nicely. It can be seen in subdivision 4 where the researcher asked the students to repeat the choral response.
The next game was called “Run To”. In this game, the rule was that the teacher chose six students to come in front and asked them to run and touch the thing mentioned by the teacher. After that, other students who had not got their turn asked those six students in choral about the picture being touched. In this game, the students seemed happy to participate in the game. The class became so lively but a little bit too noisy.
The observer wrote:
“The students mastered the language focus and the vocabularies very well. The games made them happy even though they were still confused about “the quiet” time and “the answering time” when they had to answer together or in choral. Besides, the games made the students became too active and the class became uncontrolled and too noisy (September 16, 2015).”
Table 4.2 Class Conversations: Sum-Up
T : Okay, do you want to go home now, students? S : Yesssssss! Go home miss!
1
T : But before that, I want to ask you, what is it? Hem? Do you know what it is? (Pointing at the board then raising her hands up)
Ss : It is a boa…
Ss : Sssstt belum, belum boleh njawab kalo tangannya masih diatas tu..
2 T : Haha, it is okay. Let’s repeat once again. What is it? (Pointing at the
board then raising her hands up) Ss : It is a board!
3 T : Very good! What about this? What is it? (Pointing at the window then raising her hands up)
Ss : It is a window!
T : Great! Now let us pray together…
4 (Date: September 16, 2015)
Based on table 4.2, on the subdivision 1, the researcher directly gave stimuli to the students in English. The students answered the stimuli in English, too. It indicates that the students’ answers would depend on the researcher’s stimulus. On
(visual object) was meant to help the students to think and analyze (psychological stimulus). In this first step, the student used their senses to understand the stimulus in front of them which was given by the researcher. This level was called inter-psychological level of stimulus because it showed a relational reality between the researchers as assistance for student’s learning process and the students themselves as
an active part of learning (http://edschool.csueastbay.edu / Chapter5SocialTheoris.PDF). However, some students forgot that it was still the quiet time because the researcher still raised the hands up so they shouted the answer. On the subdivision 3, the researcher asked the students again what it was by pointing at the board. When the researcher raised her hands up, the students were so quiet. After that, the researcher put down her hands and the students shouted the answer by saying “It is a board” in choral. In the subdivision 4, the researcher did the same
method as in the subdivision 3. The students shouted in choral the answer. By using the visual object (the picture or the real object) could help the students to have the imagination to analyze the object. Moreover, for children, visual object is more interesting than an explanation without involving their senses.
Based on the observation, the researcher could say that the students made a good improvement after receiving the researcher’s stimulus using the auxiliary
d. Reflection
In cycle one, students’ inappropriate response improved. It could be seen from the preliminary study. The improvement was shown when all aspects were achieved. In the preliminary study, some students looked confused and tended to answer in Bahasa Indonesia. They gave inappropriate responses when being asked by the teacher using close-ended questioning and without giving any auxiliary stimulus. In the cycle one, the students were involved in learning processes. The students paid attention to the teacher, got involved actively in the learning process due to the choral response, the games and other interesting activities given by the teacher. The activities were that the teacher asked the students to play what’s missing, pass the plastic bag, run to, while chanting about parts of the classroom. All of the aspects were shown in the observation sheet of cycle one. The observer observed that there were some improvements especially in giving appropriate response. The students gave more appropriate response toward researcher’s stimulus in the cycle one than in the preliminary study.
However, some problems happened in cycle one. Students looked confused when they were asked to answer together in unison by paying attention to teacher’s
when asking to answer together about the pictures shown by the teacher. The students seemed happy when they all shouted out the vocabularies or did chants in unison. They seemed really joyful in the classroom activities.
From the data above, it could be seen that the students’ inappropriate response
[image:63.612.92.536.224.647.2]were decreased by using choral response. They were encouraged to answer appropriately and try to be active due to the auxiliary stimulus given by the researcher. They actively followed the English learning process. The important things that were obtained from cycle one was the difficulties in making students give appropriate response. The researcher needed to change the way she gave the gestures to the students to answer in unison. Besides, the researcher also needed to reduce the games because the class became uncontrollable and too noisy.
Table 4.2 below is about the percentage of inappropriate responses that were made by the students in the first cycle.
Table 4.3 The Result of Students’ Inappropriate Response in the First Cycle
Categories Groups Percentages
Wrong Answer Red Group 20 %
Blue Group 30 %
Categories
