IN CREASING THE SECOND YEAR 678'(176¶ APPROPRIATE … · Peneliti an ini bertujuan untuk...

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

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI



“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.

iv


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


111214120

v


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


vi


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.

vii


Keywords: Classroom Action Research, appropriate response, choral response,

auxiliary stimulus

viii


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

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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

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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.

xi


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.


xii


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

a. The Development of Stimulus-Response Paradigm ............... 13

xiii


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

REFERENCES ................................................................................................................... 66

xiv


APPENDICES ..................................................................................................................... 68

xv


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

xvi


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

xvii


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

xviii


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

1


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.

Learning process is the main process in the kindergarten which is primarily a

response process toward teacher’s stimulus (Vygotsky, 1978). In the classroom,

teacher puts various stimuli before the learner. The learner receives the stimuli

(signals, assignments, demands, orders), decides what to do, and makes a response.

The teacher examines the response and decides what stimulus to use next. (Vygotsky

(1978) said that there is an assumption that human behavior, including children can

be conducted and directed by giving certain stimuli toward them. He asserts that the

learning process cannot be totally separated from the social context, such as the

2


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

(http://biblioteca.unirioja.es/tfe_e/TFE000200.pdf). After that, the teacher gives the

feedback. In this type of interaction, there is only one correct answer which is

demanded by the teacher from the students; therefore it is called closed-ended teacher

3

3


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

teaching using choral response and Kamps, Dugan, Leonard, and Daoust (1994)

examined that the opportunities to respond and gain in weekly posttest and students’

responses increased. Besides, Wolery, Ault, Doyle, Gast, & Griffen (1992) evaluated

the effectiveness of choral response. They stated that they who are the choral

responders have a great percentage of correct responses. Besides, using some

auxiliary stimulus to teach the children will help them to memorize the foreign words

easier taught by the teacher (Vygotsky, 1978).

4


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

In the class conversation in table 1.1, the teacher tried to ask their ability of

memorizing some colors which actually had been done in the first year. The teacher

applied close-ended questioning teaching (IRF) type where there is only one possible

5


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.

1. How can choral response increase the second year students’ appropriate

response in Santo Yusuf Kindergarten?

6


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

This research will give information to further researchers who are interested in

doing the similar research. The research report is useful to be used as reference for

those who want to conduct classroom action research in the classroom.

7


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

Choral response is a very simple technique in which the teacher asks

questions to the class as a whole and the students answer in unison. Choral response

requires each student to respond in unison when the teacher gives a signal (Wolery et

al., 1992). This fast paced method maintains students’ active engagement and

increases student responding (Kamps et., 1994). Choral response can result in very

high rates of active responding and requires no materials to be implemented (Heward,

1994).

8


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

dikdasmen.pdf), early childhood education in Indonesia consists of formal PAUD,

Non-formal PAUD, and informal PAUD. Santo Yusuf Kindergarten is one of the

kindergartens in Sleman, Yogyakarta. This kindergarten has two levels; A and B.

Grade A students are the first grader who are between 4-5 years old. Grade B students

are the second grader who are between 5-6 years old. Those children are the students

of Santo Yusuf Kindergarten.

9


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 in chorus; or gives a cue, which is responded to in chorus.

10


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

Instructional antecedent refers to the teacher’s rate of talking and modes of

presentation. In instructional antecedent, teacher shows the presentation in teaching

the students. This presentation can be asking orally, pointing to the board, or showing

the flashcards to the students.

11


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

instruction is called inter-trial interval.

12


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

Vygotsky (1978) was the pioneer of Stimulus-Response paradigm. He was

inspired by Ivan Pavlov’s theory (1927) about salivating dog as a natural response to

stimuli such as food. In his laboratory, Pavlov created a situation where a bell rang a

few seconds before a hungry dog was fed. After several attempts repeating the same

process of ringing a bell before feeding, the dog began to salivate simply at the sound

of the bell. Pavlov called the process by which the dog learned to respond to an

artificial stimulus to provoke natural responses classical conditioning. The bell that

originally had no meaning to the dog was referred to as conditioned stimulus because

of its association with food, and the salivation as the response to the sound of the bell

13


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.

In the classroom, this paradigm can be explained that Human (H) is the

teacher who gives stimulus to the Learner (L) who is students. The teacher is not

testing the student. The teacher and the students are, together, evaluating the learner's

learning process. They are seeking ways to improve it. Together they examine the

strategies of the learner and the learner will be advised to try a different strategy.

Together they will consider if the improvement occurred

(http://www.icelp.org/files/research/demingfeuerstein.pdf).

14


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


Vygotsky explains that in the stimulus element, there are several tasks called

initial task or initiation (Vygotsky, 1978). What is meant by teacher initiation here is

statement or question or commands which are given to the students in order to help

and guide them to give appropriate responses. Initiation is given as a primary rules

15


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

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

Tools of the culture are a set of attitude or concept where the child is born. It

can be cultural values, like respect toward parents, respect toward nature, and many

other things.

16


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

commands or actions. Learning process is a process where the children try to

understand, analyze and internalize stimulus by using their inner ability of

17


memorizing, analyzing and many other skill


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

In theoretical framework, the researcher tried to relate the theories and this

research. Kamps, et al. (1994) state, choral response can maintain students’ active

engagement and increases student responding. Because students do not feel alone and

under pressured like when they answer in person. The study found an increased

amount of opportunities to respond and gained in weekly posttests when choral

responding was used. Wolery, et al. (1992) evaluated that they who are the choral

responders (with more opportunities to respond) have a greater percentage of correct

responses. By choral response, the students can answer actively in unison. They

tended to be much more confident and gave appropriate responses when being asked

to answer together or in unison. This is the important thing why teacher should use

choral response for teaching the students, especially in Santo Yusuf Kindergarten.

18


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.

19

19


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

20


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

use choral response when teaching English of the secondary year class. The

researcher also planned to use some auxiliary stimulus when applying choral response

in order to increase students’ appropriate response toward teacher’s stimulus.

21


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

In this step, the researcher tried to analyze the data. The researcher analyzed

the data through the observation sheet and the field notes that the second teacher

(observer) filled in based on the teaching and learning activity on the cycle one. After

that, the researcher prepared the next action for the next cycle.

22


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

The researcher taught the class because the researcher wanted to improve the

researcher’s personal development. While teaching, the researcher also observed the

students and then noticed the problem in the classroom. Some of the students had the

great difficulty in identifying object so that they often gave inappropriate response

toward teacher’s stimulus or teacher’s questions. Therefore, to make the researcher

23


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.

The last instrument was interview. The researcher did the interview outside

the class after the implementation. The researcher interviewed the senior teacher, who

24


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.

The researcher summarized the analysis in the descriptive form. The

researcher also used the interview to know further about the second teacher’s opinion

about the implementation of choral response. From those instruments, the researcher

could gain the information whether the method helped the students or not in

25


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

stimulus, playing game with the teacher, and doing the assignment from the

teacher.

26


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.

The second cycle was held on September 21, 2015. The researcher improved

her teaching based on the result of the research instruments in the first cycle. In the

second cycle, the researcher used some models and games to teach the students using

choral response. Still, the students had to answer in unison. In the end of the second

27


cycle, the researcher interviewed the senior teacher to obtain more information about

the application of choral response and the auxiliary stimulus.

28


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

29


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.

After that, for the drill, the teacher put the pictures on the whiteboard. The

teacher asked the students to chant by using the pictures. The teacher gave them an

example first about the chant. After chanting for about several times, the teacher

asked the students to play “What is Missing”. In this game, the students were asked

to close their eyes while the teacher was hiding one of the pictures on the whiteboard.

30


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.

After that the students were asked to make a circle. The teacher asked them

to play “pass the plastic bag”. The rule of the game was that all of the students sang

31


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.

For the next activity, the teacher put the pictures in some different places. This

game was called “Run To”. 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, the teacher asked the other students who had not gotten the turn to ask those six

students by saying in unison “friends, what is that?” and those six students should

answer it in unison, too. Here, the teacher gave signal by raising and lowering her

hands for the students to respond in unison.

32


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:

“The students were enthusiastic to do the TPR. They were active and

cooperative to do the TPR. However, when the researcher asked one of the

students by pointing at something, the student were confused. There were

some students who could answer the question by shouting out loud the

answer, but there were some groups responded inappropriately (September 16,

2015).”

33

31


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).”

On the next activity, the researcher conducted some games. The first game

was “What is Missing”. The researcher hid one of the pictures and asked the students

to guess what picture it was. They responded in choral, too. After all of the pictures

could be guessed, the researcher conducted the next game called “Hot Potato”. Here,

the researcher divided the class into three groups. Later, the one who got the potato

(ball) got the assignment from the researcher. The assignment was being asked about

the picture. The other groups who did not get the ball had to ask, in choral, and

34


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

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….

Ss : lho, belum kan tangannya masih di atas. Nanti erase the star.

------------------------------------------------------------------------------------------------3

35


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.

In this subdivision, the researcher applied choral response. In subdivision 3,

the students looked confused when they responded. When the researcher’s hands

36


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).”

In the end of the class, the researcher summed-up today’s material. The

researcher asked the students about the pictures and they had to answer in choral.

This is the dialogue that happened between the teacher and the students when

summing up the lesson.

37


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


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

the subdivision 2, the researcher started to sum-up the material. The researcher asked

what it was by pointing at the board and raising her hands up. In this sample data, the

teacher combines both physical and psychological stimulus where physical object

38


(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

stimulus and answering in choral. They gave a lot of appropriate responses in cycle

one even though they were still a little bit confused with the “quiet and answering”

time. Their inappropriate response decreased and they gave better responses in the

first cycle than in the preliminary study.

39


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

hands (the signal). Some of the students answered when the teacher’s hands were still

rising. Some of them were still confused about the quiet time and the answering time

to answer in choral. Besides, students became too active due to the games. They were

so enthusiastic and the class became too noisy. They were also more enthusiastic

40


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

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 %

Yellow Group 20 %

41



Correct Answer but

in the Wrong Time

Red Group 60 %

Blue Group 70 %

Yellow Group 80 %

Correct Answer but

Incorrect

Pronunciation

Red Group 30 %

Blue Group 10%

Yellow Group 20%

Average 36 %

Based on table 4.3, in the first cycle the percentage was 36%. It showed that

the application of choral response and the application of auxiliary stimulus could

improve the students’ appropriate response. The wrong answers that each group made

was not a lot. The students did not give a lot of wrong answers, because by using

auxiliary stimulus, the children could analyze the problem and gave imagination in

reality (Vygotsky, 1978). Besides, this could help them to solve the problem and gave

appropriate response.The students could give correct answer but in the wrong time.

More than 50% of the answers were correct. However, the students were confused

due to the gesture the researcher gave to answer in unison. They answered in the

wrong time. This was a good improvement. It meant that in the first cycle, most of

the students gave better responses than in preliminary study.

42


2. Second Cycle

In the second cycle, the researcher intended to verify the result in the first

cycle. The researcher intended to make sure whether the teaching strategy used in the

first cycle would work well or not in the second cycle. In the first cycle, the students

made significant improvements. The students gave better responses in English class

toward the researcher’s stimulus after the researcher applied choral response and used

the auxiliary stimulus to teach.

There were four steps in the second cycle. It was the same as the first cycle.

They were planning, action, observation, and reflection. The second cycle was

conducted on September 21, 2015. The participants were the students of the

secondary year class in Santo Yusuf Kindergarten. There were 30 students in the

class and all of them joined the class. The time allocation was 30 minutes.

a. Plan

The researcher found significant improvements in the first cycle. The

researcher found that the students decreased their inappropriate response during

English class. The students gave better responses in the first cycle than in the

preliminary study. It meant that the students did few mistakes in the first cycle.

However, the researcher decided to change the plan a little bit. The researcher

planned to reduce the games because the games made the students too active and the

class became uncontrollable. Besides, the researcher also decided to change the

gesture to have them answer in unison because the previous gesture was confusing

the students.

43


Based on the reflection in cycle one, there were some techniques that were

changed to decrease students’ inappropriate response inside the classroom. It was

important to make an interesting way to teach them. In this cycle, the auxiliary

stimulus that would be used was the fruits models. The teacher would put the fruits in

different places; the pear was near the cupboard, the banana was near the teacher’s

table, the mango were near the door and the star fruit was near the window. Then, the

teacher asked the students to stand up and run to their most favorite fruits. The

teacher would choose the nicest group to say in unison “I like… (mention the fruit

name). Next, the researcher asked the students to run to the vegetables that they did

not like. The teacher asked them to say in unison “I don’t like...(Mention the fruit)”.

After that, the researcher would ask them some questions related to fruits by

using the model of fruits. Besides, the teacher also put some pictures of fruit on the

white board. In this cycle, the researcher would reduce the application of games

because too many games would make the students uncontrollable as in the first cycle.

After that the researcher would ask the students to chant. The researcher also planned

to give the students a fun assignment. The assignment was about putting a smile and a

frown on the pictures to show about like and dislike. This activity was also done in

unison.

Next, the researcher prepared the pictures, lesson plan, worksheets for

students and fruits models for the implementation. Besides, the researcher also

44


prepared the observation sheets and field notes for the observer. The observer would

observe the activity and situation during the implementation.

b. Action

The action was conducted on September 21, 2015. In this step, the researcher

employed choral response and auxiliary stimulus to decrease students’ inappropriate

response. As usual, the researcher greeted the students and checked the attendance

list. After that, the researcher asked the students what they had learned in the previous

meeting. As the warming up for checking the previous material, the researcher asked

the students to point parts of the classroom in unison. They were asked to sing to

review about the previous material. The students seemed happy and mastered the

material well.

The topic was about fruits (Do You Like Banana?).The students were given

some models of the fruits. In pre-activity, the teacher put the fruits pictures on the

whiteboard. The researcher asked the students to sing the fruits song. It was aimed to

introduce the students about the new vocabularies and the language focus, so that

later the students would not be confused when being asked by using the language

focus. It was really important for them before studying farther about the topic.After

that, the researcher focused on the language function about yes no question.The

researcher would put the fruits in different places; the pear was near the cupboard, the

banana was near the teacher’s table, the mango was near the door and the star fruit

was near the window. Then, researcher asked the students to stand up and run to their

most favorite fruits. The researcher would choose the nicest group to say in unison “I

45


like… (mention the fruit). Next, the researcher asked the students to run to the fruits

that they did not like. The researcher asked them to say in unison “I don’t

like...(mention the fruit)”. In the second cycle, the researcher did not use her hand

gestures anymore to ask the students to answer in unison but by counting 1,2,3.

In the beginning, the researcher asked the students “Do you like banana?”

and then some students shouted out “yes” and some said “no”. Then, the researcher

asked the students who said “no” to make a line on the left side and the students who

said “yes” on the right side. After that, by showing the picture of a happy face, the

researcher led the students with the “yes” answer to answer in unison “yes, I do.”

And then, by showing the picture of a sad face, the researcher led the students with

“no” answer to answer in unison “no, I do not”. The researcher did this activity until

all of the pictures were succeeded. In this activity, the students was getting more

familiar with like and dislike and the class became more active. Besides, the students

also gave more appropriate responses when answering in unison.

In the next activity, the researcher randomly chose two groups to ask and

answer the question about like and dislike. The two groups would ask the other group

“Do you like…(mention the fruit)” in unison, while the researcher was showing the

picture of a smile face. The researcher gave them instructions, not by raising and

lowering her hands but by counting 1, 2, and 3. The second group should answer yes

or no based on the picture of the face that had been shown. To answer in unison, the

teacher counted 1, 2, and 3 to the group. This activity lasted till all groups got their

turn.

45

46


In the last activity, the students did an exercise on the worksheet. The exercise

was about like and dislike. There were six boxes that contained pictures of the fruits.

Inside the boxes, there were smaller boxes that would be used by the students to put a

happy or a sad face. The researcher chose two groups randomly to ask to the other

group. After that, they had to fill the box with a smile or a sad face based on the

answer they got from the group they asked. This activity lasted till all of the boxes

were completed.

In the post activity, the researcher sang the fruits song with the students. The

researcher summed up and evaluated the lesson on that day. After that, they sang

good morning song to end the English class on that day. The students enjoyed the

learning.

c. Observation

The observation was conducted on September 21, 2015. It was the same day

as the action. The researcher was helped by the observer. The observer filled in the

observation sheets and wrote the field notes. In this step, the researcher intended to

observe what worked well and did not work well during implementation.

The first activity was review about the previous material. The students could

remember all of the vocabularies of the previous material. It showed that the

researcher’s method worked. After that for the next material, the researcher asked the

students to chant. The researcher stuck the pictures of vegetables on the whiteboard

and started to sing. After that, the researcher asked the students to sing together. All

of them looked happy to sing or chant because the chant was easy and fun. By

47


chanting, the students were introduced to the new vocabularies that they would learn

on that day. It was good because the students were ready to follow the lesson.

After that, the researcher asked the students to run to their favorite fruit. This

was aimed to introduce them about the language function. In this activity, the

researcher asked the students to say in unison about the fruit they did not like and

they liked. The researcher counted 1,2,3 to ask the students to answer in unison.

When it came to three, the students had to shout the answer in unison.

The observer wrote:

“Even though the class seemed a little noisy and crowded, the students

looked happy and actively participate in the game. This game was really

effective to make the students understood about like and dislike. Besides, by

counting 1,2,3 to ask them to answer in unison, students became not confused

and could answer well in the right time (September 21, 2015).”

The next activity was question and answer. The researcher randomly chose two

groups to ask the other group. The researcher showed a model of banana and a picture

of a smiling face. To start asking, the researcher counted till three and those two

groups started to ask to the other group “Do you like banana?” and then the group

who was asked answered “Yes, I do”. This was done until all of the groups got their

turn. In this activity, the students seemed happy and master the material very well.

Besides, they also gave a lot of appropriate response due to the models and the

pictures given. They also answered on the right time.

The next activity was almost the same as the previous but it was more like an

interview. The researcher chose two groups randomly to ask to the other group. After

that, they had to fill the box with a smiling or a sad face based on the answer they got.

48


The students made a significant improvement in the second cycle. Based on the

observation from the field notes, the students did not do many errors or inappropriate

response during the class as they did in the first cycle. Table 4.3 is the conversation

happened on the third activity.

Table 4.4 Class Conversation: Question and Answer Activity

T : Now I will choose the nicest group. Hmmm… Blue Group

aaaaand Yellow Group!

S : Horeeee!

---------------------------------------------------------------------------------------1


Based on table 4.4, in subdivision 1, the researcher directly chose Blue and

Yellow Group to ask the Red Group. They said horeee! It indicated that the students

were enthusiastic to do the task from the researcher. No more stressful class as in the

T : Ssssst. Listen to your teacher! Okay, later Blue and Yellow asked

Red Group, Do you like blablablaaa?” Okay? Let’s start. Are you

ready?

S : Yes! Ready! Siap miss!

T : (by showing a model apple and a sad face) 1,2,3!

-------------------------------------------------------------------------------2

S : Do you like Aaaapple?

--------------------------------------------------------------------------------3

T : Great! Now Red Group, do you like apple? 1,2,3!

S : Nooo, I dooooon’t!

-------------------------------------------------------------------------------4

S : Kalo sad face tu no lhoooo

T : Haha yes that’s right.. Wow! Very good!

-------------------------------------------------------------------------------5

49


preliminary study. In subdivision 2 and 3, the researcher started to count till three to

ask the students answered in unison. When it came to three, they shouted “do you like

apple?” to the Red Group. The students did not seem confused about the quiet and

the answering time. They did it very well. Next, in subdivision 4, the Red Group

answered to the question. Because of the auxiliary stimulus given by the researcher,

the Red Group answered “no, I don’t”. It indicated that auxiliary stimulus had good

impact to the students to analyze and think about the answer. In subdivision 5, there

was a student who made sure that a sad face meant no. The student tried to analyze

the stimulus given by the researcher. In this class conversation, the students answered

in the right time. The students were not confused about the researcher’s hands

gesture. Counting till three was more effective than using the hands gesture as in the

first cycle. Besides, the models given were also effective to make them analyze about

the problem or the stimulus.

The researcher also summed-up the material. The researcher asked the

students about the vocabularies.

Table 4.5 shows the class conversation happened in the end of the class.

Table 4.5 Class Conversations: Sum-Up

T : what is it? (showing the model of grape) together 1,2,3!

S : it is a pear..buah pir miss!

S : I like pir (pronounce incorrectly)

T : Good! Do you like pear?

S : No, I don’t!

S : Yess miss! sukaaa

------------------------------------------------------------ 1

50


T : (showing the model of pineapple) what is it? Together 1,2,3!

S : it is a pineapple!

S : I don’t like pineapple miss (pronounce incorrectly)

S : iyaa kata bundaku bikin gatel lho

T : haha, okay but I like pineapple (pronounce correctly)

------------------------------------------------------------- 2

T : (showing the model of banana) what is it? 1,2,3!

S : It is a banana!

T : Yes! good! Do you like banana?

S : Banana. I like banana!

S : Minion like banana miss!

T : Oh yes great! Minion likes banana

------------------------------------------------------------- 3

T : (Showing the model of avocado) what is it? Together 1,2,3!

S : It is a mango!

S : Enaaak I like mango miss! (incorrect pronunciation)

T : (Showing the star fruit) what about this one? What is it? 1,2,3!

S : it is a starfruit!

S : star..bintang kan miss?

T : haha yes but this is a fruit

S : I don’t like star fruit miss aku sukanya banana

-------------------------------------------------------- 5


Based on table 4.5, it can be seen that by using visual object (the model of

fruits), the researcher drew attention of the whole class and involves all of them into

the lesson. This strategy was typically Choral Response type of interaction because

the active part in the lesson was the students who were supported by the researcher. It

was clearly different from the first type, IRF type of conversation, which more focus

on the teacher as the main actor in class activity. In IRF type of conversation, the

researcher controls and if it is needed, imposes her teaching on the students.

In this sample data, the researcher combines both physical and psychological

stimulus where physical object (visual object) was meant to help the students to think

51


and analyze (psychological stimulus). During the process of learning in Choral

Response type, there are inter-psychological and intra-psychological levels. 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 is 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).

From the class conversation, we can find inter-psychological level in every

time the researcher showed the visual object of fruits. Having shown the stimulus, the

students would analyze it using their own intellectual ability in order to give an

appropriate respond to the teacher. This level is intra-psychological level, since it

occurred internally on the side of the students. This level could not be seen directly in

table 4.5, the transcribed data, since it happened in student’s mind. The structure of

stimulus in the sample data was modeling. The researcher brought and showed some

visual objects to the student. This was a helpful strategy because children were more

interested in visual object, since it was sensible and more attractive. The researcher

tried to make class more active. She tried to invite all the students to participate in the

lesson; therefore, she did not ask one student to answer, but she asked whole class to

answer together. When she asked the students to answer together, she counted till

three. This way did not make the students confused again as the researcher did in the

first cycle by putting her hands up and down.

52


In this sample data, the auxiliary stimulus used by the teacher were visual

object namely replica of fruits combined with simple conversation. The option to use

replica of fruits was a helpful strategy to explain English word to the students because

the students were able to see immediately the object concretely. Moreover, for

children, visual object is more interesting than an explanation without involving their

senses. Visual object corresponds with imaginative ability of children who memorize

something by make an imagination in their mind; therefore, by giving replica of

fruits, it would help them to memorize.

In this sample data, there are appropriate and inappropriate responses.

However, inappropriate responses almost did not happen in this cycle. It only

appeared very few in the form of using other language outside of English word.

Besides, it also appeared when one student tried to say pineapple (subdivision 2) but

pronounced it wrongly and then the researcher corrected it. It also happened in

subdivision 4 where one student said avocado but pronounce it incorrectly and then

the researcher immediately corrected it.

In this sample data, it can be seen that students could grasp the material very

well. They also related the topic to the reality outside the class. In subdivision 3, a

student said that Minion (one of the cartoon characters) liked banana. That was a

good analyzing. Even though the grammar was not right, but the student was able to

relate to the reality outside the classroom.

53


Looking at the class conversation that happened in the end of the class (sum-

up), students made good improvements. It meant that the researcher’s way could

improve the students’ appropriate response.

d. Reflection

In this step, the researcher reflected the teaching strategy which had been

implemented in the classroom. She intended to find out whether the teaching strategy

was successful or not. The researcher intended to find out whether the researcher’s

method of teaching could improve the students’ appropriate response or not.

The researcher began the class by reviewing the last material. It went well

because the students had mastered the last material very well. After that, the

researcher did the warming up activity. The activity was chanting about fruits. It also

worked well because the students looked happy to chant and enthusiastic. The chant

was also fun for them. It was good to attract the students’ attention.

The next activity was choosing the fruit that they really like by running to the

fruits which had been put by the researcher at some spots. This activity worked well

because the students looked happy and enthusiastic to do the activity. However, the

class became a bit noisy because the students ran and shouted to each other. This

activity did not last too long and it was not really a problem to the researcher. The

students also could decide which their favorite fruit was very well.

54


The next activity was group interviewing. The students seemed enthusiastic

by shouting the question or answer after the teacher counted till three. It worked well

because the students could ask and answer appropriately in the right time.

Table 4.6 The Result of Inappropriate Response in the Second Cycle


Wrong Answer

Red Group 10%

Blue group 20%

Yellow Group 10%

Correct Answer but in

the Wrong Time

Red Group 10%

Blue Group 10 %

Yellow Group 10%

Correct Answer but

incorrect

pronunciation

Red Group 20%

Blue Group 10%

Yellow Group

20%

Average 13% 13% 13%

From table 4.6, it could be seen that the students’ inappropriate response

decreased. It meant the students made significant progress in learning English. The

percentage of inappropriate response in the first cycle the percentage was 36% and in

the second cycle became 13%. It was clear that the researcher’s strategy could

55


improve the students’ appropriate response. The result was satisfying because

students could master the vocabularies very well and they made a lot of appropriate

responses.

Based on the first and the second cycle, the result was very satisfying because

almost all the students could answer appropriately and enjoy the English class. It

meant that the use of choral response and auxiliary stimulus could help the students to

improve their appropriate response.

The researcher improved the students’ appropriate response by using choral

response and auxiliary stimulus when teaching them. In the preliminary study, the

researcher taught the students using IRF and gave them question one by one to make

sure what actually the problem was in the class. Then, in the first and second cycle,

the researcher started using choral response and auxiliary stimulus. She focused on

the class participation and students’ appropriate response so the researcher avoided

asking the students one by one.

56


Below is the result of students’ inappropriate response in the preliminary

study. The percentages were counted using the same formula as the first and the

second cycle.

Table 4.7 The Percentages of Students’ Inappropriate Response in Preliminary

Study


Wrong Answer

Red Group 60%

Blue group 70%

Yellow Group 70%

Correct Answer but in

the Wrong Time

Red Group 30%

Blue Group 40 %

Yellow Group 0%

Correct Answer but

incorrect pronunciation

Red Group 50%

Blue Group 60%

Yellow Group

60%

Average 49% 49%

Based on table 4.7, it could be seen that in the preliminary study, almost half

of the students made inappropriate response. The percentage was 49%. After the

researcher applied choral response in the classroom and used the auxiliary stimulus,

there was good improvement of students’ appropriate response. The students’

57


inappropriate response decreased and they obtained better result on their language

mastery. The researcher provided the improvement of the students’ appropriate and

inappropriate response in a percentage form. The researcher taught the students using

IRF as in the preliminary study and choral response in the first and second cycle. The

table 3.5 showed the students’ improvement from the preliminary study until the

second cycle.

Table 4.8 The Students’ Inappropriate Response Percentages from the Preliminary

Study until The Second Cycle

Preliminary Study

Wrong

Answer

Correct

Answer but

Pronounce

incorrectly

Correct

Answer but in

Bahasa

Indonesia or

in the Wrong

Time

Total Average

67% 23% 57% 49%

The First Cycle

Wrong

Answer

Correct

Answer but

Pronounce

incorrectly

Correct

Answer but in

Bahasa

Indonesia or

in the Wrong

Time

Total Average

23% 20% 67% 36%

58


The Second Cycle

Wrong

Answer

Correct

Answer but

Pronounce

incorrectly

Correct

Answer but in

Bahasa

Indonesia or

in the Wrong

Time

Total Average

13% 17% 10% 13%

Note: appropriate response increased

It could be seen from table 4.8 that in the preliminary study, the average of the

students’ inappropriate response was 49%. It meant that the students made a lot of

inappropriate response during the English Class when the teacher was using IRF

method. However, the average of the students’ inappropriate response decreased after

the implementation. In the first cycle, the average became 36%. It meant that the

implementation was successful. Moreover, in the second cycle the average of the

students’ appropriate response also increased. The average in the second cycle was

13%. So, the appropriate response increased.

The researcher set the criteria of successful research. The research succeeded

if the students’ inappropriate response decreased from 50% to 15%. The result was

satisfying. The students’ inappropriate response dcreased from 49% to 13%. It was

clear that the researcher’s method of teaching could improve the students’ appropriate

response during English Class. Besides, the students also followed the class actively.

It could be seen from their participation during the games, singing activity, and other

activities held by the researcher during the class. They were happy when singing and

they were enthusisatic to play the game. Even though the games in the first cycle

59


made the class uncontrollable, it showed that the students enjoyed joining the game.

Other than that, the students could respond to the researcher’s stimulus well during

choral response. They were not frustrated and bored.

Below is the chart of the students’ inappropriate response from the

preliminary study until the second cycle

Figure 4.1 The Students’ Inappropriate Response Percentages

Wolery, et al. (1992) evaluated choral response. He stated that “they who are

the choral responders have a great percentage of correct responses”. Besides, using

some auxiliary stimulus to teach the children will help them to memorize the foreign

words easier taught by the teacher (Vygotsky, 1978). Based on figure 2.3, it was clear

that the students’ appropriate response improved because the inappropriate response

decreased. In the preliminary study, the average was 49%. Meanwhile, the average in

the first cycle and the second cycle were 36% and 13%.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Preliminarystudy (49%)

The FirstCycle (36%)

The SecondCycle (13%)

Students'inappropriate…

60


Wolery, et al. (1992) evaluated choral and individual response in students

with moderate mental retardation with sight word reading. He also said that they who

are the choral responders (with more opportunities to respond) have a greater

percentage of correct responses. Based on the interview with the teacher of class B1,

she agreed that choral response could make them answer correctly. The teacher of the

secondary year class agreed that stimulus-response paradigm is always mediated by

auxiliary stimulus, based on the theory of Vygotsky (1978). She also said that

because of the model given, the students could analyze the problem well so that they

could give appropriate response a lot. Without any auxiliary stimulus, the students

would not be able to analyze the problem and tended to give inappropriate response.

The different approach of stimulus and auxiliary stimulus which is applied by

the teacher between IRF and choral response caused the students gave more

inappropriate response in IRF than in choral response. In choral response type, the

researcher applied more creative and complete compared to the IRF type. The

researcher used physical and psychological form of stimulus where the researcher did

not only ask the student to memorize or analyze, but also showed something visually

to help the students think. The structure of stimulus also involved a physical object as

a model (model of fruits) so that it could attract the students. In the auxiliary

stimulus, even though the researcher did not use song, but the researcher continued to

show visual objects which is more attractive for children in kindergarten. Therefore,

the responses are not dominated or characterized by inappropriate responses.

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According to Vygotsky (1978) learning process in the children is not just an

imitation or pantomime where the children simply follow teacher’s commands or

actions. Learning process is a process where the children try to understand, analyze

and internalize stimulus by using their inner ability of memorizing, analyzing and

many other skills. On the strategy that the researcher applied, the researcher did not

only use Choral Response but also used the auxiliary stimulus. The auxiliary stimulus

given was models, pictures, songs, and games. Through the auxiliary stimulus,

children would be able to analyze and internalize stimulus by using their inner ability.

If the children could analyze this, then they would be able to solve the problem.

Kamps, et al. (1994) stated that the using of choral response was meant to help the

students to solve the problem correctly or give appropriate response.

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CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter presents two parts. The first part is the conclusion of this study.

The second part is the suggestions for the English teachers and other research who are

interested in this field.

A. Conclusion

This action research was aimed to improve students’ appropriate response in

English Class through choral response and auxiliary stimulus. The participants of this

study were all of the students of the secondary year in Santo Yusuf Kindergarten. The

problem in this study was how choral response and auxiliary stimulus can decrease

students’ inappropriate response of the secondary year class in Santo Yusuf

Kindergarten. The researcher used the model of action research by Kemmis and

Taggart (1988). The conclusion was about how choral response worked in decreasing

students’ inappropriate response.

Based on the result of classroom action research conducted by the researcher,

choral response and auxiliary stimulus could decrease students’ inappropriate

response in English class. The implementation of choral response and the auxiliary

stimulus succeeded. The indicators of students’ appropriate response were achieved.

The students were involved in more than just passive learning. All of the

students could follow the learning process well. They were not bored and could

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analyze the problem or stimulus given by the researcher very well. Besides, when

they gave responses, they could make a lot of appropriate responses. The students

also showed their enthusiasm by practicing all activities. Besides, the students also

showed that they were happy whenever they had fun activities in the English class.

The auxiliary stimulus trigger them to analyze the question given by the teacher very

well. They gave a lot of appropriate responses when they answered in unison.

Besides, they gave good responses during the game conducted by the researcher. The

students also did the fun assignment. The students participated more actively during

English class. By implementing the strategy, it gave students more opportunities to

answer appropriately. Since the learning strategy was able to decrease students’

inappropriate response during English class, the researcher expects that the English

teacher can implement this learning strategy for further action.

B. Recommendation

The researcher recommends the English teachers especially in the

kindergartens and further researchers who are interested in conducting a similar study

to use this method in improving students’ appropriate response because the method is

effective to make the students give appropriate response. All students have the

opportunities to give response in the class.

a. English Teacher

The researcher recommends all English teachers to use choral response and

auxiliary stimulus. Choral response is an interesting and useful way to encourage

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students’ appropriate response. Besides, the auxiliary stimulus is also good to

encourage students to analyze the problem and help them in giving appropriate

response. Choral response and auxiliary stimulus give many advantages. It can help

the English teacher to encourage the students to give appropriate response, attract

students’ interest in learning new vocabularies, develop students’ ability to analyze,

and many more.

b. Further Researchers

Choral response combined with auxiliary stimulus is a good way to be

implemented to improve students’ appropriate response in English class. The

researcher recommends using choral response and auxiliary stimulus to the further

researchers who are interested in conducting a similar study. This strategy makes the

students give a lot of appropriate responses. The researcher can use many ways to

create an interesting situation in the class because it is important. The researcher can

invent some more creative songs, games, or assignments combined with choral

response. It will help in lowering students’ boredom during the learning process.

65


REFERENCES

Burns, A. (1999). Collaborative action research for English language teachers.

Cambridge: Cambridge University Press.

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge

University Press.

Davis Bianco, S. (2010). Improving students’ outcomes: Data driven instrument and

fidelity of implementation in a response to intervention model. Teaching

exceptional children plus. Retrieved July 18, 2015 from

http://escholarship.bc.edu/education/tecplus/vol6/iss5/artI.

Ehlich, K. & J. Rehbein. (1986). Muster und institution: Untersuchungen zur

schulischen kommunikation. Tübingen: Gunter Narr Verlag. Retrieved July

18, 2015 from http://biblioteca.unirioja.es/tfe_e/TFE000200.pdf.

Feuerstein, R. (1990). The theory of structural modifiability, in B. Presseisen (Ed.),

Learning and thinking styles: Classroom interaction. Retrieved July 18,

2015, from http://www.icelp.org/files/research/demingfeuerstein.pdf.

Goffman, E. (1975). Replies and responses. Bloomington: Indiana University.

Heward, W. L. (1994). Three low-tech strategies for increasing the frequency of

active student response during group instruction. Retrieved July 18, 2015,

from http://www.wce.wwu.edu/Depts/SPED/Forms/

Kamps, D. M., Dugan, E. P., Leonard, B. R., & Daoust, P. M. (1994). Enhanced

small group instruction using choral responding and student interaction for

children with autism and developmental disabilities. American journal of

mental retardation, 99(5), 60-73.

Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.).

Melbourne: Deakin University Press.

Kohn, A. (1996). What to look for in a classroom: Educational leadership.

Cambridge: Cambridge University Press.

Mertler, C.A. (2009). Action research: Teachers as researchers in the classroom.

Thousand Oaks, CA: SAGE Publications, Inc.

Mills, G.E. (2003). Action research: A guide for the teacher researcher, 2nd Ed.

Upper Saddle River NJ: Prentice Hall.

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Pavlov, I.P. (1927). Conditioned reflexes: An investigation of the psychological

activity of the cerebral cortex (G. V. Anrep, Trans.). London: Oxford

University Press, Humphrey Milford.

Suyanto, (1990). Peraturan pemerintah No 27 Tahun 1990 tentang pendidikan pra-

sekolah. Retrieved July 18, 2015, from

http://www.kemdiknas.go.id/kemdikbud/sites/default/files/surat-edaran

dikdasmen.pdf.

Vygotsky, L. (1978). Mind in society: The development of higher psychological

processes. Cambridge: Harvard University Press.

Wolery, M., Ault, M. J., Doyle, P. M., Gast, D. L., & Griffen, A. K. (1992). Choral

and individual responding during small group instruction: Identification of

interactional effects. Journal of Education and treatment for children,

15(2), 289-309. Retrieved July 18, 2015, from www.lhup.edu/evalerio.

Woods, P. (1995). Creative teachers in primary schools. Buckingham: Open

University Press.

67


APPENDICES

68


APPENDIX A

1. Permission Letter

69


70


APPENDIX B

Research Instruments

1. Observation Checklist

2. Interview Guide

3. Field Notes Form

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Observation Sheet on the Teacher and Students’ Activity during Teaching and

Learning Process

School : TK Santo Yusuf

Class : B1

Date :

Cycle :

Please observe the teacher during the teaching learning process, give check (√) in the

column then give comments or notes

No. Aspects Yes No Notes

1. Teacher comprehends the

material which will be

taught

2. Teacher teaches and

gives model

3. Teacher motivates the

students

4. Teacher knows the aim

of learning

5. Teacher use the gestures

to have students answer

in unison

6. Teacher uses auxiliary

stimulus

7. Teacher is able to make

72


the students be brave to

ask and answer the

questions

8. Teacher corrects

students’ pronunciation

9. Teacher can handle the

class well

10. Teacher is enthusiastic in

teaching the students

Yogyakarta,___________

Approved by

____________________________

73


Please observe the students during the teaching learning process, give check (√) in the

column then give comments or notes

No. Aspects Yes No Notes

1. Students are involved

in learning process

actively

2. Students pay attention

to the teacher

3. Students answer in

unison well

4. Students give a lot of

appropriate response

5. Students answer the

teacher questions

6. Students seem bored

7. Students look

enthusiastic

8. Students confused

with teacher’s gestures

9. Students do the

assignment

10. Students analyze the

problem (question)

well

Yogyakarta,______________

Approved by

74


Interview Guide

1. Menurut ibu, apakah metode belajar ini baik untuk diterapkan dalam pelajaran

bahasa Inggris?

2. Menurut hasil observasi ibu, apakah response siswa untuk menjawab dengan

benar meningkat dengan diterapkannya metode ini?

3. Apakah metode ini terkesan membosankan dan bertele-tele?

4. Apakah saran ibu berkait dengan auxiliary stimulus yang diberikan oleh

peneliti?

5. Apakah saran ibu untuk choral response yang diterapkan oleh peneliti?

75


Field Notes Form

Cycle :

Observer :

Please take notes related to the teaching learning process during the implementation

of choral response and the auxiliary stimulus.

76


APPENDIX C

Learning Materials

1. Lesson Plan for the First Cycle

2. Materials for the First Cycle

3. Lesson Plan for the Second Cycle

4. Materials for the Second Cycle

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Lesson Plans

General:

Time 30 minutes

Objectives Saying different fruits and talking about likes/dislike

Structures “Do you like...” “Yes, I do! / No, I don’t! “I like....”

Target Vocabulaies

Mango, banana, avocado, star fruit, pear

Tools:

Models: Mango, banana, avocado, star fruit, pear

Songs Fruits songs

Printable smiley

Lesson Overview: Warm Up and Maintenance:

1. Pray, Warm-up song (Hi good morning) and fun chit-chat

Introduction to the New Learning and Practice:

1. Teach the fruit vocabularies

2. Sing the Fruits Song

3. Play “Like and dislike”

Lesson: Fruits

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4. Play “Line up!” to teach structures “Do you like?” and “Yes, I do/ No, I don’t”

5. Play “competition” game

6. Do the “Put smiley” worksheet

Wrap Up:

1. Sing the fruits song and ask questions

2. Pray, closing song and farewell

Lesson Procedure: Warm up and Maintenance:

1. Pray:

Dear God, thank you for today. Now, we will study English. Bless us.

Amen.

2. Warm Up song:

Hi, Good Morning Hi, Good morning 2x Hi, good morning, my friends! Hi, good morning 2x Let’s study English!

Gesture for Hi, Good Morning: There are no specific gestures for this song. You can have the kids clap along or roll the hands as they sing.

3. Fun chit-chat:

T: Are you hungry??

S: Nooo, I am not!!

T: Are you sad??

S: Nooo, I am not!

Introduction to New Learning and Practice:

1. Teach the fruit vocab

The teacher shows some model of fruits and tells them about the name.

After that, ask the students “What is this?” After that, the teacher mimes

biting the fruits and shows the expression of loving/hating the fruits. Repeat

with the other fruit.

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2. Sing the fruits song

For the first time the teacher plays the song, have everyone sit down and watch

the teacher. Stand in the middle of the room and sing / clap along to the song.

Once the song reaches the fruit vocabularies, point the pictures on the wall for

each fruit as it is sung. Next, get everyone to stand up and sing along, pointing

the pictures.

Lyrics for “Fruits songs” It is a star fruit, it is a banana, it is an avocado It is a mango, it is a mango, it is a pear (Repeat it 3 times)

Gestures for "Fruits song” There are no specific gestures for this song. You can have the kids clap along as they sing. Also, have them point to the fruit pictures on the classroom walls as they sing each fruit

3. Play “Like and dislike”

The teacher puts the fruits in different places; the pear is near the cupboard,

the banana is near the teacher’s table, the mango is near the door and the

star fruit is near the window. Then, the teacher asks the students to stand up

and run to their most favourite fruits. The teacher chooses the nicest group

to say in unison “I like… (mention the fruit name). Next, the teacher asks the

students to run to the vegetables that they do not like. The teacher asks

them to say in unison “I don’t like...(Mention the fruit)”.

4. Play “Line up!” to teach structure Do you like?” and “Yes, I do/ No, I don’t”

The researcher asked the students “Do you like (mention the fruit)?”. Then,

the teacher asks the students who say “no” to make a line on the left side

and the students who say “yes” on the right side.

After that, by showing the picture of a happy face, the teacher leads the

students with the “yes” answer to answer in unison “yes, I do.” And then, by

showing the picture of sad face, the teacher leads the students with “no”

answer to answer in unison “no, I do not”. The teacher does this activity until

all of the pictures are succeeded.

5. Play “competition game”

The teacher randomly chooses two groups to ask and answer the question

about like and dislike. The two groups will ask the other group “Do you

like…(mention the fruit)” in unison, while the teacher is showing the picture

of a smile face. The second group should answer yes or no based on the

80


picture of the face that had been shown. The more they can

answer correctly in unison, the more their group will get stars.

6. Do the “Put smiley” worksheet

There were six boxes that contain pictures of the fruits. Inside the boxes,

there are smaller boxes that will be used by the students to put a happy or a

sad face. The teacher chooses two groups randomly to ask to the other

group. After that, they have to fill the box with a smiling or a sad face based

on the answer they get from the group they ask. This activity lasts till all of

the boxes were completed.

Wrap Up:

1. Sing the fruits song and ask questions about the the name

See at the Introduction to New Learning and Practice

2. Pray, closing song (hi Good morning) and farewell

81


Lesson Plans

General:

Time 30 minutes

Objectives Saying different parts of the classroom and asking about the name of the object

Structures “what is that?” “that is a...”

Target Vocabulaies

Board, window, chair, table, door, cupboard

Tools:

Models: Board, window, chair, table, door, cupboard

Songs Chant for children

Printable flashcards

Lesson Overview: Warm Up and Maintenance:

1. Pray, Warm-up song (Hi good morning) and fun chit-chat

Introduction to the New Learning and Practice:

2. Teach the vocabularies

3. Play a video

4. Do the chanting

Lesson: My Classroom

82


5. Play “What is Missing”


7. Play “Pass the plastic bag”

8. Play “Run to”

Wrap Up:

1. Question and answer session

2. Pray, closing song and farewell

Lesson Procedure: Warm up and Maintenance:

1. Pray:

Dear God, thank you for today. Now, we will study English. Bless us.

Amen.

2. Warm Up song:

Hi, Good Morning Hi, Good morning 2x Hi, good morning, my friends! Hi, good morning 2x Let’s study English!

Gesture for Hi, Good Morning: There are no specific gestures for this song. You can have the kids clap along or roll the hands as they sing.

3. Fun chit-chat:

T: Are you hungry??

S: Nooo, I am not!!

T: Are you sad??

S: Nooo, I am not!

Introduction to New Learning and Practice:

1. Teach the fruit vocab

The teacher shows the pictures of parts of the classroom and tells them

about the name. After that, ask the students “What is this?” and then, repeat

with the other fruit.

83


2. Play a video

For the first time the teacher plays the video, have everyone sit down and watch

it. Stand in the middle of the room and sing / clap along to the song.

3. Do the chanting

Based on the video that has been played, have the students to chant

together. And when the chant reaches the vocabularies, have the students to

point at the pictures on the whiteboard.

4. Play “what is missing”

In this game, the students are asked to close their eyes while the teacher is

hiding one of the pictures on the whiteboard. When the picture has been

hidden, the students are asked to open their eyes and guess what picture is

missing. This is used to teach the students about the structure.


In this game, the teacher devided the class into three group. This is for the

drill section. The teachr will ask “What is that” and the group who can

answer correctly in unison will get a star. The more they can answer correctly

in unison, the more their group will get stars and win the game.

6. Play “Pass the Plastic Bag”

The plastic bag contains the pictures of parts of the classroom. When it

comes to ten, one of the students who get the plastic bag will get the

punishment. The punishment is to guess what picture is in the plastic bag.

The student takes one of the pictures on his or her own but he or she may

not look at the plastic bag while taking the picture. The teacher asks his or

her group (the group whose member got the punishment) to answer

together.

Wrap Up:

1. Do the chant and question-answer session

See at the Introduction to New Learning and Practice

2. Pray, closing song (hi Good morning) and farewell

84


Lesson 5

Do You Like Banana?

A. Listen and repeat

B. Listen and point

Avocado Star Fruit Banana

Mango Pear

Do you like banana? Yes, I do!

85


C. Interview

Example: Do you like pear?

Yes, I do /No, I don’t

Name

Red

Blue

Yellow

86


Lesson 4

That is a Board

A. Listen and Repeat

B. Listen and Point

What is that?

That is a board!

Table Chair Board

Cupboard Window

87


APPENDIX D

Raw Data

1. First Cycle Observation Sheet

2. Second Cycle Observation Sheet

3. First Cycle Field Notes

4. Second Cycle Field Notes

5. Interview Result

88


89


90


91


92


93


94


95


Interview Result with The Senior Teacher of The Second Year Class in

Santo Yusuf Kindergarten

1. Menurut ibu, apakah metode belajar ini baik untuk diterapkan dalam

pelajaran bahasa Inggris?

Cara ini cukup baik untuk di implementasikan dalam pelajaran Bahasa

Inggris. Saya melihat siswa jadi ikut aktif dalam pelajaran. Kelas juga

menjadi lebih tdak membosankan dan terlihat hidup. Pembawan guru di kelas

juga menarik dan antusias dalam mengajar. Mungkin hanya di awal pelajaran

saja agak kaku dengan gesture choral response tapi lama-kelamaan siswa

terbiasa dan lancar. Dengan menjawab bersama-sama, siswa jadi merasa

senang dan tidak terlihat underpressure, sehingga kemungkinan untuk

menjawab dengan benar lebih besar. Berbeda dengan ketika siswa di tanya

satu-persatu oleh guru, siswa terlihat tertekan sehingga banyak jawaban salah

yang dilontarkan dan kadang malah tidak mau menjawab.

2. Menurut hasil observasi ibu, apakah response siswa untuk menjawab

dengan benar meningkat dengan diterapkannya metode ini?

Seperti yang sudah saya jelaskan sebelumnya, response siswa untuk

menjawab dengan benar meningkat. Hal itu dikarenakan mereka menjawab

bersama-sama sehingga tidak takut untuk menjawab. Mereka tidak terlihat

dibawah tekanan sehingga bisa menjawab dengan benar terhadap stimulus

yang diberikan oleh guru.

3. Apakah cara ini terkesan membosankan dan bertele-tele?

Menurut saya, membosankan sih tidak. Namun, gesture guru pada cycle satu

mungkin kurang menarik dan malah membuat siswa bingung dalam

menjawab. Tapi itu tidak masalah, karena siswa lama-lama terbiasa dengan

gerakan tersebut. Kalau membosankan tidak, karena model dan realia serta

games yang disajikan juga menarik jadi siswa sangat antusias dalam belajar

bahasa Inggris.

4. Apakah saran ibu berkait dengan auxiliary stimulus yang diberikan oleh

peneliti?

Untuk auxiliary stimulus sudah bagus. Hanya saja lebih berhati-hati ketika

memilih game untuk siswa. Kita tahu bahawa jumlah siswa di kelas ini tidak

sedikit sehingga butuh tenaga ekstra untuk menanganinya. Kalau game nya

membutuhkan banyak gerakan, bisa saja siswa jadi terlalu aktif dan kelas

menjadi sedikit kacau. Tapi untuk keseluruhan sudah bagus dan istimewa

sekali.

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5. Apakah saran ibu untuk choral response yang diterapkan oleh peneliti?

Untuk choral response sudah bagus. Baik untuk diterapkan dalam pelajaran

Bahasa Inggris, karena bisa menambah keaktifan siswa dalam menjawab

stimulus guru.

97



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