Physical desired responses to the instruction

28 can affect the whole class, the group members or just affect themselves personally but still destruct the learning process. The researcher found many UDRs showed by the students. Those responses could be affected by the students’ variety of social background. As it was written in the background of the study that the study was done at a school that is not a favorite one. According to the teachers, most of the students who entered the school were the students that were not accepted in other schools. In addition, the teacher also said that most of the students were from middle and lower social classes, so it could be said that education isn’t important for them. It could be proven by the low participation of the parents to support their children. Such as when the teacher gave homework or gave a letter of invitation to meet the class teacher, only some of the parents participated on this meeting and only some of the parents helped their children to do the homework. The students’ family background that did not consider education important may explain the undesired responses given by the students. The UDRs found during the class activity for instance was when the teacher was asking the students to form a group; some students were just walking around the class without any purposes. This ‘walking’ could destruct or disturb their friends, whereas some students were not paying attention and were chatting with friends, instead. Another situation, the teacher might ask the students to walk if the context needed the students’ walking such as looking for their group. The other responses was also shown by the students when the teacher was explaining the material, the students were putting hisher head 29 on the table and some of them were disturbing other friends by taking their friend’s note and there were some students tweaked their friend’s ear, scratched on the table and drew pictures such as animals and cartoon. All those responses definitely would destroy the learning process. Furthermore when the teacher was asking the students to answer questions, some students showed responses. Such as, the students were busy of folding the paper or they were just laughing with their friends beside herhim talking about someone else. When the students were folding the paper, in one side they might keep silent but another side, even though they were keeping silent such a response was undesired by the teacher because while they were keeping silent they were doing something else which disturbed the learning atmosphere because they did not concentrate on the learning process. Definitely, they would fly the paper toward their friends in another side. The other responses were also shown by the students. When the teacher was asking the students to discuss the answer of the questions, some students were moving to the other group and some students were also cheating other groups’ answers. When the students were grouping, some students whose best friends weren’t in the same group with them, tended to move to the groups where their best friends belonged to. This moving could destroy the group because in one side the moving students might not be accepted by other group members. Another side, the student who was moving might be needed in herhis own group to do some discussion. The last response shown by the students was when the teacher was mentioning numbers to answer the question. Some students w ho didn’t pay attention