Student Teachers Schoolteacher Definition of Terms

11 stimulus and responses, such as the way of thinking, feeling, and also gestures. Each stimulus given by a teacher will invite the students to respond. The change of behaviour can be concrete or abstract p. 7. Watson 1963 as stated in Uno 2006 had a differ ent opinion from Thorndike’s. Watson said that a stimulus and a responses should be in the form of observable actions p. 7. The other expert, Skinner 1968, argued responses given by the students are not just simple because basically each stimulus interacts with other stimulus and the interaction will influence the response p. 9. According to Gordon 2000, behaviour is the way in which an individual behaves or acts . It is an individual’s action towards a person, a society, or an object p. 9. Since it is individual, the behaviours can be various. Ormrod 2011 summarizes five assumptions of behaviourist perspective. The first assumption is people’s behaviours are the result of their experiences with environmental stimuli. This means that people behave because they experience something from their environments. The second assumption is that learning involves a behaviour change. From this assumption, it can be understood that the learning process will create the students’ behaviours. The third assumption is that learning involves forming associations among stimuli and responses. There is a close relation between the stimuli and responses in the learning process. The fourth assumption is that learning is most likely to take place when the stimuli and responses occur together in time. Thus, there is contiguity between them. The last assumption is that many species of animals, including human beings, learn in similar ways. Thus, from this summary, it can be seen that student s’ behaviours are the results 12 of the experiences they receive in the classroom especially during the learning process Ormrod, 2011.

2. Student

s’ Behaviours What determines human behaviour? The answer to this question has changed overtime. Before 1920’s, human behaviour was determined primarily by personal variables, especially inborn characteristics. As behaviourism gained influence, behaviour was seen as shaped by the environmental influences, particularly the stimuli and reinforcements UCLA, p. 7. Nowadays, the students are considered as the twenty-first century learners. These students are different from the previous generations. The technology developments especially in the information technology have made great differences between students from the past generations Churchill, 2011. Based on the development stage, it can be seen that high school students are still considered as adolescents. The range of the students’ age is 12 to 17 years old in which the students identify their role from the parents and authority figures. The student s’ behaviour can easily change. According to Elkind 1976, as it is stated in Santrock 1995, the way the adolescent thinks is considered as egocentric. The students tend to think only about themselves. The student s’ behaviour in the classroom is often a complex interplay of many different individual characteristics e.g., maturity, gender, ability and family background, as well as classroom dynamics. Each student brings a unique set of previous environments and experiences Ormrod, 2011. A good teacher should be attentive to every student