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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
46 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
