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TEACHER’S STIMULUS VARIATION DURING TEACHING AND LEARNING PROCESS AT SMKN 1 SIJUNJUNG
Afri Wanda*), Suharni, M.Pd, **), Mayuasti, M.Pd***)
*)Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat [email protected]
**)Staf Pengajar Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat [email protected]
***)Staf Pengajar Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat [email protected]
ABSTRACT
Background of this researchwas based on the phenomenon about stimulus variation that used by the teacher during the learning process. The purpose of this rsearch was to analyze what component – component of the stimulus variation that provided by the teacher during the learning process in SMKN 1 Sijunjung. According to the theory of some experts, there are five components of stimulus variation that can be used by teachers. It consists of the teacher’s movement, focusing behavior, change in speech pattern, changing the interaction, and shifting sensory channel. Design of this research was descriptive research with three English teachers as a participant. Researcher used observation checklist, field notes and video recording as a tool to collect data. Based on the findings of the study found that the component of stimulus variation used by English teachers are teacher’s movement, focusing behavior, change in speech pattern, changing the interaction, and shifting sensory channel. Thus, it can be concluded that all the components of stimulus variation already applied in SMKN 1 Sijunjung.
ABSTRAK
Penelitian ini di latar belakangi oleh pada fenomena – fenomena tentang variasi stimulus yang diberikan oleh guru selama proses belajar mengajar. Adapun tujuan penelitian ini adalah untuk menganalisa apa komponen – komponen variasi stimulus yang diberikan oleh guru selama proses belajar mengajar di SMKN 1 Sijunjung. Menurut teori dari beberapa ahli , ada lima komponen - komponen variasi stimulus yang dapat digunakan oleh guru. Hal itu terdiri dari pergerakan guru, memusatkan perhatian siswa, mengubah gaya berbicara, mengubah interaksi, dan pengalihan penggunaan indera. Penelitian ini menggunakan desain deskriptif dengan tiga orang guru bahasa Inggris sebagai partisipan. Peneliti menggunakan observasi ceklist, catatan kecil dan rekaman video sebagai alat untuk mendapatkan data. Berdasarkan hasil penelitian ditemukan bahwa komponen – komponen variasi stimulus yang digunakan oleh guru bahasa Inggris ialah pergerakan guru, memusatkan perhatian siswa, mengubah gaya berbicara, mengubah interaksi dan pengalihan penggunaan indera. Jadi, dapat disimpulkan bahwa semua komponen variasi stimulus sudah diterapkan di SMKN 1 Sijunjung.
Key Words: Stimulus Variation, Teaching and Learning Process.
2 INTRODUCTION
Teacher is one of important components that useful because teaching and learning process will not run well without the teacher. In order to achieve the objective of learning, a teacher must have the skill to support the achievement of these objectives.
One of the skills that must be owned by a teacher is a skill stimulus variation.
According to Srivastava (2000:42), stimulus variation uses variety gestures, movement around classroom, incorporating visual stimuli, and other sensory variation enhances learning. It means that, a stimulus variation goal to make learning process is fun, get attention of students, and students’
achievement will increase. Furthermore, based on the researcher’s pre observation at SMKN 1 Sijunjung, it was found that some of phenomenon about stimulus variation that used by the teacher. Some of English teachers do movement and communication around the class during teaching and learning process. For example, if a student cannot pay attention about the lesson, she will come to him and do personal communication. It means that, the teacher applied some of the component of stimulus variation.
So that, the researcher interested to conduct the research into following question
“What are the components of stimulus variations in teaching and learning process that used by the teacher at SMKN 1 Sijunjung?”
Stimulus Variation
Stimulus variation had several definitions. Acording to Sharma and Chandra (2003: 310) stimulus variation means changing gestures and positions by the teacher. Following of that Singh et al.
(2008:318), stimulus variation is the set of teacher behavior that tends to provide in teaching learning situation in the classroom.
Furthermore, Perrot (2014:121) describes that stimulus variation refers those teacher actions, sometimes planned and sometimes spontaneous that develop and maintain a high level of attention on the part of the pupils during the course of a lesson. It can be conclude that stimulus variation is a teacher behavior in the class to manage the class in gaining students’ attention.
Futhermore, stimulus variation had several components. According to Sharma and Chandra (2003:320) stated there are some components of stimulus variation.
They are body movements, gestures, changes in speech pattern, focusing, change in interaction style, change in audio – visual sequence and pause. Moreover Singh et al (2008:318) obtained that there are eight components of stimulus variation. They are movement, gestures, changes in voice, focusing, changes in interaction pattern, pausing, physical pupil participation and switching (oral – visual switching). Perrot (2014:121) describes that there are five components of stimulus variation; teacher movements, focusing behaviors, changes in speech pattern, changing interaction, and shifting sensory channels.
Based on the explanation above, it can be concluded that there are five components of stimulus variation. They are teacher movements, focusing behaviors, changes in speech pattern, changing interaction, and shifting sensory channels.
Furthermore, the researcher takes several investigations of stimulus variation have been conducted. The first study was done by Marjorie H. Charlop (1988), entitle,
“Stimulus Variation as a Mean of Enhancing Punishment Effect”.The result is enhancing effect of combining several punishments over the single presentation of somewhat effective stimuli. In addition, in supporting this research, the researcher take the research that is conducted by Cleveland et al. (2005) entitle “Using stimulus variation to increase reinforcer efficacy of low preference stimuli”. Results demonstrated that responding was greater when a high preference stimulus was presented. The last one, the research was conducted by Parimala Fathima and Saravanakumar (2012), entitle “Effect of Stimulus Variation Technique on Enhancing Students Achievement”. The findings revealed that there was significant mean difference between pre test and post test score of the experimental group and there was on enhancing students’ attention as well as in their academic due to the application of stimulus variation techniques.
3 RESEARCH METHOD
The design of this research was descriptive research. The researcher used descriptive research because the researcher wanted to know the components of stimulus variation that used by the teacher. According to Gay and Airasian (2000:111), qualitative research involves collecting the data in order to answer about the current status of the subject or topic of the study. The aim of this research was to analyze what the components of stimulus variation in teaching and learning process used by the teacher at SMKN 1 Sijunjung. researcher takes three English teachers at SMKN 1 Sijunjung as participants to got information. This research used three instruments to find the data. They were observation checklist, field note, and video recording. According to Weller (2002:188) stated that observation checklists are instruments used to access the degree to which knowledge or skill are actually applied in the classroom. Gay and Airasian (2000:213) stated that field note is the record of observer’s perception toward what she or he has seen, heard, thought, and experienced during the observation. Furthermore, the researcher took a video recording where the researcher records the participant when teaching and learning process from the beginning until the end of the class.
In collecting the data the researcher did some steps in this research. First, the researcher made and prepared the instrument such as observation checklist, field note and a camera to record the teachers’ activities in the classroom. The second, the researcher asked permission to headmaster and the teacher that will be researched. Third, researcher entered the class with English teacher. Then, the researcher observed and checklist or fill the field note activities in the classroom. Beside of that, the researcher also took a video recording during observation. It was done to make sure that researcher gets all of information that related to teacher’s stimulus variation that applied by the English teacher. The last, researcher compiled the data of the observation checklist and field note, after that analyze it until get the result.
FINDINGS AND DISCUSSION
The aim of this research was to find out what are the components of stimulus variation in teaching and learning process used by the teacher at SMKN 1 Sijunjung.
The researcher wanted to know the components stimulus variations that have applied during teaching and learning process.
After getting the data, the researcher analyzed about what the component of stimulus variation that used by English teacher in teaching and learning process. In analyzing the data, the researcher organized the data from observation checklist, field note, and recording. Then, the researcher listed the data and classified based on the component of stimulus variation in teaching and learning process.
In observation section, the researcher observed the teacher A who taught in class XI Multimedia and class X Tata Boga, and also researcher observed teacher B who taught in class X Akuntansi 1 and XI Akuntansi 2. At last, researcher also observed English teacher C who taught in class XI Administrasi Perkantoran 1 and class Administrasi Perkantoran 2.
Table 1.Teacher Stimulus Variation
N o
Component of Stimulus Variation
Teacher A
Teacher B
Teacher C X
I M M D
X TA BO
X A K1
XI A K2
XI A P1
XI A P2
1 Teacher
Movement √ √ √ √ √ √
2 Focusing
Behaviour √ √ √ √ √ √
3 Changes in speech pattern
√ √ √ - √ √
4 Changing
interaction √ √ √ √ √ √ 5 Shifting
sensory channels
√ √ √ √ √ √
From the able above, it could be found that all the components of stimulus variation in teaching and learning process used by English teacher at SMKN 1 Sijunjung. They were teacher movement, focusing behavior, changing in speech pattern, shifting sensory channels and changing interaction.All of the information can be interpreted that the English teachers of SMKN 1 Sijunjung had undertstood how
4 to gain students’ attention during teaching and learning process
CONCLUSION
There are five component of stimulus variation that used by English teacher, they are teacher movement, focusing behavior, changes in speech pattern and changing interaction and shifting sensory channels. To know the components that teachers applied in the school, researcher observes interaction in the classroom directly. From the analysis, it can be concluded that all the components of stimulus variation are applied in teaching and learning process.
SUGGESTION
(1)The teacher should aware about the student’s condition in the class, because it’s important to make teaching and learning process runs fun. (2) The teacher should creative to get student attention by using stimulus variation that appropriates with students itself. (3) The teacher should aware that same stimulus every meeting makes students bored. So, that teacher should use some variation during teaching and learning process.
ACKNOWLEDGEMENT
To complete his thesis, the researcher has obtained a plentiful guidance, help, advices, and constructive critics from many people. In this occasion, the researcher would have to extend his special gratitude and very special thanks and appreciation are given from the deepest of his heart to the advisors, Suharni, M.Pd and Mayuasti, M.Pd who have been kinds and willing to give their times, opinions, and supports in completing this thesis.
REFERENCES
Charlop, Marjorie H. 1998. Stimulus Variation As a Mean of Enhancing Punishment Effect. Journal of Applied Behaviour Analysis. No. 1.
Retrieved on August 2015 from http://www.ncbi.nlm.nih.gov/pmc/arti cles/PMC1286097/
Cleveland et al. 2005. Using Stimulus Variation To Increase Reinforcers Efficacy of Low Preference Stimuli. Article. Vol.20, Issue 4. Retrieved on September 2015 from http://onlinelibrary.wiley.com/doi/10.1002/b in.199/abstract
Fatima, Parimala and Saravanakumar.
2012.Effect Of Stimulus Variation Technique On Enhancing Students Achievement. International Journal of Scientific Research. Volume 1, Issue 4. Retrieved on August 2015.
From
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