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.
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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 informa
tion 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
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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
