Observation Increasing the second year students` appropriate response In Santo Yusuf Kindergarten through choral response and auxiliary stimulus.

another group who got the ball had to answer in choral, too. Still, the students seemed confused with the “quiet time” and “answering time”. In this second game, the students gave more appropriate responses than in the first game. Table 4.1 is the dialogue that happened between the researcher and the students during the games: Table 4.1 Class Conversations: Hot Potato T : Students, Do you want to play the ball? Ss : Yes miss Mau T : Good, now please sit down and freeze. Be nice. The students sit down and the class became quiet. Only some students talked to their friends ------------------------------------------------------------------------------------------------1 T : Okay, now let us sing “one, two, three, four, five, six…” are you ready?” Ss : Yeeees Students sang the song while the teacher was starting to give the ball to a student and that student gave the ball to the friend’s next to him T : Okay, Blue Group gets the punishment Ss : Yaahh, bintangnya hilang satu ya miss? Erase the star ya miss? T : Haha, yes but it is okay. Now, Yellow and Red ask Blue, “what is it?” okay? by showing a picture of a door ------------------------------------------------------------------------------------------------2 Ss : researcher raised up her hands What is…. Ss : lho, belum kan tangannya masih di atas. Nanti erase the star. ------------------------------------------------------------------------------------------------3 35 T : Haha. Okay, let us repeat once again. Raised up her hands and then put down her hands Ss : students shouted What is it? T : Good Now Blue Group let’s answer. Put down her hands Ss : shouted out loud It is a boaaard T : Greaaat -----------------------------------------------------------------------------------------------4 Date: September 16, 2015 Based on table 4.1, the students were happy and excited to play the ball. When the researcher asked them to freeze and be nice, the class suddenly became quiet. The researcher started to apply choral response in the subdivision 3. In this subdivision, the researcher showed a picture of a board. It was a physical stimulus. This physical stimulus in a form of visual object required to be analyzed by the students and this was the psychological stimulus. Besides, the relational reality that happened between the teacher as the assistance and the students as the active learning in analyzing the visual object is an inter-psychological level. Having shown the stimulus, the students would analyze it using their own intellectual ability in order to give an appropriate response to the teacher. This level was intra-psychological level, since it occurred internally on the side of the students. This level could not be seen directly in the transcribed data above because it happened in student’s mind. In this subdivision, the researcher applied choral response. In subdivision 3, the students looked confused when they responded. When th e researcher’s hands 36 were still up, the students had already shouted out the answer. It indicated that the researcher’s gestures for choral response were not effective for the students. The researcher had to repeat once again so that the students could answer in choral nicely. It can be seen in subdivision 4 where the researcher asked the students to repeat the choral response. The next game was called “Run To”. In this game, the rule was that the teacher chose six students to come in front and asked them to run and touch the thing mentioned by the teacher. After that, other students who had not got their turn asked those six students in choral about the picture being touched. In this game, the students seemed happy to participate in the game. The class became so lively but a little bit too noisy. The observer wrote: “The students mastered the language focus and the vocabularies very well. The games made them happy even though they were still confused about “the quiet” time and “the answering time” when they had to answer together or in choral. Besides, the games made the students became too active and the class became uncontrolled and too noisy September 16, 20 15.” In the end of the class, the researcher summed- up today’s material. The researcher asked the students about the pictures and they had to answer in choral. This is the dialogue that happened between the teacher and the students when summing up the lesson. 37 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.2 Class Conversations: Sum-Up T : Okay, do you want to go home now, students? S : Yesssssss Go home miss 1 T : But before that, I want to ask you, what is it? Hem? Do you know what it is? Pointing at the board then raising her hands up Ss : It is a boa… Ss : Sssstt belum, belum boleh njawab kalo tangannya masih diatas tu.. 2 T : Haha, it is okay. Let’s repeat once again. What is it? Pointing at the board then raising her hands up Ss : It is a board 3 T : Very good What about this? What is it? Pointing at the window then raising her hands up Ss : It is a window T : Great Now let us pray together… 4 Date: September 16, 2015 Based on table 4.2, on the subdivision 1, the researcher directly gave stimuli to the students in English. The students answered the stimuli in English, too. It indicates that the students’ answers would depend on the researcher’s stimulus. On the subdivision 2, the researcher started to sum-up the material. The researcher asked what it was by pointing at the board and raising her hands up. In this sample data, the teacher combines both physical and psychological stimulus where physical object 38 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI visual object was meant to help the students to think and analyze psychological stimulus. In this first step, the student used their senses to understand the stimulus in front of them which was given by the researcher. This level was called inter- psychological level of stimulus because it showed a relational reality between the researchers as assistance for student’s learning process and the students themselves as an active part of learning http:edschool.csueastbay.edu Chapter5SocialTheoris.PDF. However, some students forgot that it was still the quiet time because the researcher still raised the hands up so they shouted the answer. On the subdivision 3, the researcher asked the students again what it was by pointing at the board. When the researcher raised her hands up, the students were so quiet. After that, the researcher put down her hands and the students shouted the answer by saying “It is a board” in choral. In the subdivision 4, the researcher did the same method as in the subdivision 3. The students shouted in choral the answer. By using the visual object the picture or the real object could help the students to have the imagination to analyze the object. Moreover, for children, visual object is more interesting than an explanation without involving their senses. Based on the observation, the researcher could say that the students made a good improvement after receiving the researcher’s stimulus using the auxiliary stimulus and answering in choral. They gave a lot of appropriate responses in cycle one eve n though they were still a little bit confused with the “quiet and answering” time. Their inappropriate response decreased and they gave better responses in the first cycle than in the preliminary study. 39 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

d. Reflection

In cycle one, students’ inappropriate response improved. It could be seen from the preliminary study. The improvement was shown when all aspects were achieved. In the preliminary study, some students looked confused and tended to answer in Bahasa Indonesia. They gave inappropriate responses when being asked by the teacher using close-ended questioning and without giving any auxiliary stimulus. In the cycle one, the students were involved in learning processes. The students paid attention to the teacher, got involved actively in the learning process due to the choral response, the games and other interesting activities given by the teacher. The activities were that the teacher asked the students to play what’s missing, pass the plastic bag , run to, while chanting about parts of the classroom. All of the aspects were shown in the observation sheet of cycle one. The observer observed that there were some improvements especially in giving appropriate response. The students gave more appropriate response toward researcher’s stimulus in the cycle one than in the preliminary study. However, some problems happened in cycle one. Students looked confused when they were asked to answer together in unison by paying attention to teacher’s hands the signal. Some of the students answered when t he teacher’s hands were still rising. Some of them were still confused about the quiet time and the answering time to answer in choral. Besides, students became too active due to the games. They were so enthusiastic and the class became too noisy. They were also more enthusiastic 40 when asking to answer together about the pictures shown by the teacher. The students seemed happy when they all shouted out the vocabularies or did chants in unison. They seemed really joyful in the classroom activities. From the data above, it could be seen that the students’ inappropriate response were decreased by using choral response. They were encouraged to answer appropriately and try to be active due to the auxiliary stimulus given by the researcher. They actively followed the English learning process. The important things that were obtained from cycle one was the difficulties in making students give appropriate response. The researcher needed to change the way she gave the gestures to the students to answer in unison. Besides, the researcher also needed to reduce the games because the class became uncontrollable and too noisy. Table 4.2 below is about the percentage of inappropriate responses that were made by the students in the first cycle. Table 4.3 The Result of S tudents’ Inappropriate Response in the First Cycle Categories Groups Percentages Wrong Answer Red Group 20 Blue Group 30 Yellow Group 20 41 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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