Elements of Stimulus and Response in the Classroom

2. Language Language is the mean to relate to the child. Language is important because it carries more than a tool to communicate, but it determines the message itself. The use of different words clearly will impact the meaning of the message itself. 3. Ingenious Mean Ingenious mean is a personal attitude which uniquely is produced by the child itself. Each of children has different attitude in understanding the commands from the teacher because they have different set of background, like psychological background, economical background, etc. d. Response Paradigm in a Child Responses paradigm in the child happens in two principles: first, on the social level, and later, on the individual level; first, between people inter-psychological and then inside the child by using their sense intra-psychological http:www.lucs.lu.seLUCS094Lindblom.pdf. These two processes happen when a child receive the stimulus and analyze it in order to give appropriate responses. Because of the close relation between stimulus-response, any responses mirror the given stimulus. According to Vygotsky 1978, learning process in the children is not just imitation or pantomime where the children simply follow teacher’s commands or actions. Learning process is a process where the children try to understand, analyze and internalize stimulus by using their inner ability of 17 memorizing, analyzing and many other skill http:edschool.csueastbay.edudepartmentsChapter5Social. In the learning process, the development of cognitive ability of children is acquired first through the role of mentor teacher who supports the children to use their ability. Pantomime or imitation is a sign that the mentor or teacher cannot be an effective partner or supporter for the children in the learning process. According to Vygotsky 1978, for the students in the age of 5-6 years old, the inappropriate answer does not happen occasionally but very often and becomes a certain pattern which is called pantomime.

B. Theoretical Framework

In theoretical framework, the researcher tried to relate the theories and this research. Kamps, et al. 1994 state, choral response can maintain students’ active engagement and increases student responding. Because students do not feel alone and under pressured like when they answer in person. The study found an increased amount of opportunities to respond and gained in weekly posttests when choral responding was used. Wolery, et al. 1992 evaluated that they who are the choral responders with more opportunities to respond have a greater percentage of correct responses. By choral response, the students can answer actively in unison. They tended to be much more confident and gave appropriate responses when being asked to answer together or in unison. This is the important thing why teacher should use choral response for teaching the students, especially in Santo Yusuf Kindergarten. 18