Categories Groups
Percentages Correct Answer but
in the Wrong Time Red Group
60
Blue Group 70
Yellow Group 80
Correct Answer but Incorrect
Pronunciation Red Group
30
Blue Group 10
Yellow Group 20
Average 36
Based on table 4.3, in the first cycle the percentage was 36. It showed that the application of choral response and the application of auxiliary stimulus could
improve the students’ appropriate response. The wrong answers that each group made was not a lot. The students did not give a lot of wrong answers, because by using
auxiliary stimulus, the children could analyze the problem and gave imagination in reality Vygotsky, 1978. Besides, this could help them to solve the problem and gave
appropriate response.The students could give correct answer but in the wrong time. More than 50 of the answers were correct. However, the students were confused
due to the gesture the researcher gave to answer in unison. They answered in the wrong time. This was a good improvement. It meant that in the first cycle, most of
the students gave better responses than in preliminary study. 42
2. Second Cycle
In the second cycle, the researcher intended to verify the result in the first cycle. The researcher intended to make sure whether the teaching strategy used in the
first cycle would work well or not in the second cycle. In the first cycle, the students made significant improvements. The students gave better responses in English class
toward the researcher’s stimulus after the researcher applied choral response and used the auxiliary stimulus to teach.
There were four steps in the second cycle. It was the same as the first cycle. They were planning, action, observation, and reflection. The second cycle was
conducted on September 21, 2015. The participants were the students of the secondary year class in Santo Yusuf Kindergarten. There were 30 students in the
class and all of them joined the class. The time allocation was 30 minutes.
a. Plan
The researcher found significant improvements in the first cycle. The researcher found that the students decreased their inappropriate response during
English class. The students gave better responses in the first cycle than in the preliminary study. It meant that the students did few mistakes in the first cycle.
However, the researcher decided to change the plan a little bit. The researcher planned to reduce the games because the games made the students too active and the
class became uncontrollable. Besides, the researcher also decided to change the gesture to have them answer in unison because the previous gesture was confusing
the students. 43
Based on the reflection in cycle one, there were some techniques that were changed to decrease students’ inappropriate response inside the classroom. It was
important to make an interesting way to teach them. In this cycle, the auxiliary stimulus that would be used was the fruits models. The teacher would put the fruits in
different places; the pear was near the cupboard, the banana was near the teacher’s
table, the mango were near the door and the star fruit was near the window. Then, the teacher asked the students to stand up and run to their most favorite fruits. The
teacher would choose the nicest group t o say in unison “I like… mention the fruit
name. Next, the researcher asked the students to run to the vegetables that they did
not like. The teacher asked them to say in unison “I don’t like...Mention the fruit”.
After that, the researcher would ask them some questions related to fruits by using the model of fruits. Besides, the teacher also put some pictures of fruit on the
white board. In this cycle, the researcher would reduce the application of games because too many games would make the students uncontrollable as in the first cycle.
After that the researcher would ask the students to chant. The researcher also planned to give the students a fun assignment. The assignment was about putting a smile and a
frown on the pictures to show about like and dislike. This activity was also done in unison.
Next, the researcher prepared the pictures, lesson plan, worksheets for students and fruits models for the implementation. Besides, the researcher also
44 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
