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 rese
archer 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= N10 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
