Research Background The Pattern of Stimulus-
psychological background, social values and other cultural realities in the students’
knowledge. These are called auxiliary stimulus. According to Vygotsky 1978 in his book Mind in Society, auxiliary stimulus represents the fact that human person is
always mediated in relating with reality outside which can be language, cultural values, memory, and many other psychological tools. While in the classroom, as a
process in relating with the reality, the students are not always able to adjust the learning process in the classroom. There are many terms for this “failure” or
“inability” of the students, but all terms points the same fact about the inappropriate responses of the students.
The researcher’s experience teaching kindergarten students is characterized by a challenge on how to guide and accompany the students in their learning process.
When the researcher taught the students in Santo Yusuf Kindergarten, the students tended to give inappropriate responses when the researcher gave the stimulus. This
happened when the researcher used IRF Initiation-Response-Feedback which is a close-ended teacher questioning to teach the students in Santo Yusuf Kindergarten.
According to Ehlich and Rehbein 1986, IRF is one of the methods where the teacher is the one who initiates stimulus in the forms of questions or commands in
order to
get responses
from the
students http:biblioteca.unirioja.estfe_eTFE000200.pdf. After that, the teacher gives the
feedback. In this type of interaction, there is only one correct answer which is demanded by the teacher from the students; therefore it is called closed-ended teacher
3 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
questioning since it only refers to one certain answer. For example, the teacher asks the students the past tense form of “go” and the students should response only one
correct answer namely “went”. This type is a classic method which is also called as IRF meaning Initiation Response Feedback, where a teacher asks a question and gets
a feedback from the students. Teachers tend to overdo this method because it is simple. Besides, teachers also have experienced when they were at school and this
method gives a teacher a feeling of controlling the students Ehlich and Rehbein, 1986.
The teacher did not use any auxiliary stimulus appropriately in the classroom. In the classroom, auxiliary stimulus can be pictures, samples, songs and many other
things Vygotsky, 1978. Therefore, sometimes the children cannot understand the initial task and the secondary task which is given by the teacher.
The researcher intended to increase the students’ appropriate response by teaching using choral response and Kamps, Dugan, Leonard, and Daoust 1994
examined that the opportunities to respond and gain in weekly posttest and students’
responses increased. Besides, Wolery, Ault, Doyle, Gast, Griffen 1992 evaluated the effectiveness of choral response. They stated that they who are the choral
responders have a great percentage of correct responses. Besides, using some auxiliary stimulus to teach the children will help them to memorize the foreign words
easier taught by the teacher Vygotsky, 1978. 4
This thesis discusses students’ appropriate response toward teacher’s stimulus of the second year students in Santo Yusuf Kindergarten. When teaching in Santo
Yusuf Kindergarten, the researcher found that the students had tendency to repeat the words and u
se Bahasa Indonesia to answer researcher’s question which is in English. Here, the researcher also made subdivision in each conversation based on the
responses from the students appropriate and inappropriate responses.
Table 1.1 Class Conversation: closed-ended teaching question IRF
T :
Do you still remember Red and Blue Song? Masih ingat lagunya “red
and Blue?” S
: Ora iso oq miss
T :
Dulu sudah pernah di TK A S
: Aku lali miss
T :
Red and blue and black and white black and white black and white Red and blue and black and white and brown and green and yellow
-------------------------------------------------------------- 1 T
: What is blue?
S :
Biruu T
: Kalau
merah? S
: Red miss
-------------------------------------------------------------- 2 T
: Yellow?
S :
Blue Kuniing T
: Iya benar Kuning
T :
What is hitam? while pointing at the black pen S
: Black..blekedet
T :
Haha… siapa masih lupa? S
: Some of the students raised their hand
Aaaaaaaaaaa lupaaa…. Hahahaaaa
-------------------------------------------------------------- 3
In the class conversation in table 1.1, the teacher tried to ask their ability of memorizing some colors which actually had been done in the first year. The teacher
applied close-ended questioning teaching IRF type where there is only one possible
5 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
answer that should be given correctly to the teacher. The question about the correct translation of color from Bahasa Indonesia to English clearly gave one possibility of
answer. Therefore, the classroom teaching was more on one-direction teaching where the teacher controlled the flow of class conversation. There was no discussion in the
classroom. For example, the teacher immediately changed the question from translating Bahasa Indonesia
– English to English – Bahasa Indonesia without informing the students sub-division 2; teacher imposed her strategy singing even
though two students said that they forgot the song. Besides, the students answered inappropriately in the middle of lesson in the subdivision 3 and it happened
constantly and continuously before they finally were able to find the correct answer.