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
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
