Pair reaction Undesired Responses UDRs

36 DISCUSSION The students’ responses could be different and varied depending on the teacher instructions in a certain time, such as when the teacher was asking the students to form a group, the teacher might allow them to yell or to speak louder. On the other hand, if the students were being asked by the teacher to listen when teacher was explaining; the teacher might not allow the student to yell or to speak louder. When the students were walking around the class while teacher was explaining, the students’ walking might be undesired by the teacher. However, it was different if the teacher asked them to form a group, the students’ walking were desired by the teacher. Different responses shown by the students did not only depend on the instruction, characters of the stude nts seemed to also affect the students’ responses. During the observations, the researcher found that the students who did the UDRs were the same persons. From this situation, it could be seen that even the teacher applied various methods or strategies to trigger their students’ activeness; the students who had problem with their characters would not be what the teacher “wanted”, such as lazy students. It could be observed when their friends were busy opening book and discussing the topic, such students were just sleeping or busy of doing unnecessary things. The refore, various methods or strategies the teacher’s applied to make the students active, somehow were not always able to make the students involve in the learning process activity. It, of course, needed more time and process to change their bad characters. The way to overcome these kinds of students, 37 the researcher could also be done to study the motivation and family background of those students. CONCLUSION AND RECOMMENDATION This study describes the students’ responses when the English teacher used NHT technique to deliver the English lessons. After analyzing the observation and interview which were conducted by the researcher in a state junior high school with the participant of one English teacher and the students of class VIIG here comes the conclusion. Based on Borich as cited in Muhammad 2014 about responses, there are two types of responses which are Desired Responses DRs and UnDesired Responses UDRs. The results of the observation showed that the students performed both DRs such as listening to the teacher, taking notes and discussing the topic and UDRs such as walking around the class, folding paper, chatting unrelated topic, and making noise such as speaking louder talking about someone else. Also from the interview with the students, some students showed UDRs. These UDRs were sleeping, walking, and having some jokes with friends. From the interview with the students, they mentioned some DRs that they showed during class such as raising herhis hand when their names were being called, trying to find the answer when their names were being called and discussing the answer with the member of the group. Furthermore desired responses can be classified into verbal and nonverbal responses. From the findings the students also performed the verbal responses such as 38 yelling, discussing the topic, speaking up with the members of their group related to the topic and asking friends for the answer. Non verbal responses such as standing and looking for their group quickly, writing on their book, paying attention to the teacher by looking at the teacher, taking note, opening and closing the book, opening the dictionary and reading handout were also performed. From the interview, it was mentioned that some students were writing in their note while the teacher was delivering the material. On the other hand, UDRs were also shown by the students such as, walking around the class, not paying attention and chatting with friends which is not related to the topic, putting hisher head on the table, disturbing friend b y taking friend’s book, tweaking someone’s ear, drawing pictures animal and cartoon, making scratch on the table, and folding the paper. As stated by Borich as cited in Muhammad’s journal 2014 those UDR also can be classified into verbal and nonverbal responses. Verbal undesired responses were performed by the students by chatting with friends and laughing with friend beside herhim talking about someone else. Non verbal undesired responses can be classified into pairindividual reaction. Pair reaction s are disturbing a friend by taking a friend’s book, borrowing a friend’s note, tweaking someone’s ear, and cheating other groups answer. Individual reactions were walking around the class, putting hisher head on the table, drawing pictures animal and cartoon, making scratch on the table, folding the paper, forgetting number, keeping silentdidn’t say anything. Based on the interview result, some students said 39 that they prefer to be silent when they didn’t know the answer. This silence can be classified as nonverbal responses. Some students also said that when they were getting bored, they would play the paper by folding it and flied it. In addition, some students said that they would joke with friends, sleeping, and didn’t care whatever the teacher said. From the finding, the researcher found that NHT method makes the students more active and motivated which is desired by the teacher. However, the UDRs were also showed very often by the students during the observation. These UDRs were done by some studen ts who didn’t seem to be motivated to study. Overall, the students’ responses varied depending on the instructions given by the teacher. When the students don’t give some responses it doesn’t mean that the students don’t learn. The researcher hopes that this study will give benefits to the English teachers to know the students’ responses when the teacher uses NHT strategy and to make the teacher aware about the kinds of methods or strategies that would be used in herhis class because students’ responses or students’ reactions can be different dependi ng on the teachers’ instruction, method, and strategies. For further study, the students’ responses could be observed from other classes with different levels, which are grade VIII or IX. Further study can also be done by differentiating the genre between male and female students to see whether there is difference. It is also suggested that NHT type would be better if the grouping 40 is done in small groups 3-4 students because big groups are more difficult to handle. Further research could also be done to study the motivation and family background of the students who showed UDRs in class 41 References Anita and Rita. 2004. Cooperative Learning Mempraktikkan Cooperative Learning di Ruang- Ruang kelas. Jakarta: Gramedia. Atmadja, R. 2006. Metode Penelitian Tindakan Kelas. Jakarta: Rosda Karya. Brown, H, D 2000. Principle of Language Learning and Teaching Fourth Edition. New York: Addison Wesley Longman, Inc. Kartiningrum, F 2003. Teaching Cooperative Learning with Structural Approach to Type Numbered Heads Together Improving Learning Outcomes and Student Activities. E-journal. Semarang: Universitas Negeri Semarang. Hammer, J. 1991. The practise of English Language. New York: Longman Published. Ibrahim, M, dkk 2000. Pembelajaran Kooperatif. Surabaya: UNESA University Press Johnson, D. W., Johnson, R. T. 1998. Learning together and alone: Cooperative, competitive, and individualistic learning 5th Ed.. Boston: Allyn Bacon Kagan, S. 1992. Cooperative Learning for Teachers, Inc. Kartiningrum, F 2007. Teaching Cooperative Learning with Structural Approach to Type Numbered Heads Together Improving Learning Outcomes and Student Activities. E-journal. Semarang: Universitas Negeri Semarang. Lie, A. 2008. Cooperative Learning: Mempraktikan Cooperative Learning di Ruang-ruang Kelas. Jakarta: PT. Grasindo. Mahwah, N, J. 2006. Teaching word meanings. The literacy teaching series ix 220 pp. US: Lawrence Erlbaum Associates Publishers. Mulyadi. 2006. Pengembangan Penerapan Pembelajaran Kooperatif Model NHT pada Konsep Geometris untuk meningkatkan Proses Sains dan Hasil Belajar Siswa. Thesis. Jakarta: Unpublished. Muhammad A, F 2014 Penerapan Metode Pembelajaran Kooperatif Tipe Numbered Heads Together NHT untuk Meningkatkan Aktivitas dan Prestasi Belajar Mata Pelajaran Perakitan Komputer. S1 thesis. Bantul: Universitas Negeri Yogyakarta. 42 Nana. 1988. Cara Belajar Siswa Aktif dalam Proses Belajar Mengajar. Jakarta: Sinar baru. Nisak, K 2009. The effectiveness of the application of NHT method to increase the students’ study result. Thesis. Malang: Universitas Negeri Malang Supartini. 2008. Penerapan Pembelajaran Kooperatif Model NHT dalam upaya meningkatkan Hasil Belajar Fisika Siswa. Thesis. Jakarta: Unpublished. Slavin, R.E. 2009. Cooperative learning. In G. McCulloch D. Crook Eds. International Encyclopedia of Education. Abington, UK: Routledge Suharsimi A, dkk. 2007. Penelitian Tindakan Kelas. Jakarta : PT Bumi Aksara. Trianto. 2007. Model-model Pembelajaran Inovatif Berorientasi Konstruktivistik. Jakarta: Perpustakaan Nasional KDT. Webb, N. M. 2008. Learning in small groups. In T. L. Good Ed., 21st Century Education: A Reference Handbook pp. 203-211. Los Angeles: Sage 43 ACKNOWLEDGEMENTS This thesis would not have been completed without the help and support from many people. Therefore, I would like to express my sincere appreciation to the following people who have assisted in completing this thesis. First of all, I would like to express my sincere gratitude to Jesus Christ, who has made everything beautifully according to his plan. His blessing can’t be explained by any word. Dra. Martha Nandari, M.A., my supervisor, who was abundantly helpful and gave meaningful assistance, support, patience and guidance. Prof. Dr. Gusti Astika, M.A, my second reader, without his knowledge, idea and assistance this study would not have been completed. PESAT Ministry communities. Thanks for the time, pray and the entire donation during my study. My big family, my parents, my siblings, thanks for your pray, time, support, donation and everything. The Principal, the English teacher and the seventh grade students of SMP Negeri 2 Tuntang who helped me to obtain the research data. My beloved boy, ‘3side’ who loves me a lot and always cheer me up. I know without your support I won’t be able to finish this study. CM Campus Ministry communities, especially for Mr. Wellem and Mr. Tri who always giving their pray and their time to listen me. All my friends who help, support and motivated me, Vincent, Elis, Vita, Yuni, Lisda. The last, I give my biggest gratitude for all whose names I cannot mention here who help a lot during my study in English Department of Satya Wacana Christian University. 44 Appendix 1 Observation table Activity given by the teacher Students ’ responsesactivities 45 Appendix 2 Interview Questions For the English teacher 1. Bagaimana kegiatan pembelajaran di kelas ketika ibu menggunakan metode NHT ini? 2. Apakah ibu selalu melakukan strategi NHT ini? Dan disaat situasi seperti apa ibu menggunakan strategi ini? 3. Bagaimana respon anak-anak ketika ibu menjelaskan dan kemudian bertanya tentang pelajaran yang baru saja ibu ajarkan? 4. Apa yang ibu lakukan untuk mengatasi siswa yang cenderung mengganggu proses pembelajaran? 5. Kesulitan atau kendala-kendala apa saja yang dilakukan murid yang sering ibu temui saat pelajaran berlangsung dengan menggunakan model NHT ini? For the 10 students 1. Apa yang kamu lakukan ketika guru menjelaskan materi pelajaran? 2. Aktivitas apa saja yang kamu lakukan di dalam kelas yang berhubungan dengan kegiatan belajar? 3. Persiapan apa yang kamu lakukan kalau gurumu memanggil nomormu? 4. Apa yang kamu lakukan kalau nomormu dipanggil oleh guru?

5. Bagaimana kamu menemukan jawaban dari pertanyaan yang diberikan guru

46 Appendix 3 Interview Result Interviewing English teacher: Ms. Tari 1. NHT hampir sama dengan kurikulum 2013. Sama2 dibuat grouping dan anak2 dipacu berfikir menyelesaikan masalah. Menyenangkan. Anak2 berani untuk menjawab walaupun jawaban nya belum tentu benar. 2. Dipakai di saat: lihat keadaan dan materi yang akan dipakai. Tidak semua materi bisa memakai metode yang berkooperatif learning. Tidak semua harus pakek NHT. Materi yang bisa dibuat groupingdiskusi. Kalau tidak ada diskusi tidak pakek NHT. 3. Respon anak2: banyak hal dan bervariasi. Kalau anak yang pintar biasanya kalau pas diskusi serius dan aktif bertanya. Tapi anak yang kurang pintar cuma diam aja dan biasanya yang ribut dan ganggu temannya. Oleh karna itu ketika membuat grouping kalau bisa dalam kelompok kecil saja. Karna semakin besar jumlah anggota dalam 1 group maka akan didapati anak yang hanya diam, melamun, bahkan menggangu, gak mau berfikir. Nah, ketika pakai NHT, saya melihat anak2 itu senang karna mereka aktif. Gak ngantuk. Aktif dalam pembelajaran dan lebih semangat. Sehingga anak2 tidak hanya monoton mendengarkan guru bercerita saja. 47 4. Bagaimana jika ada anak yg menggangu pembelajaran? Itu adalah masalah dalam sebuah kelas. Dari berbagai latar belakang anak2 saja macem2, apalagi sekolah ini kan bisa dikatakan bukan sekolah favorite jadi maklum kalau yang masuk juga anak2 dari kelas ekonomi kebawah yang mana orang tuanya kurang peduli tentang pendidikan.contohnya ketika anak tidak mengerjakan PR alasannya kesawah dan juga pas kita undang mereka, hanya sedikit yg dteng. Nah, ada anak yang menggangu, gak respon, nakal, ngantuk, dan yang kepala ditaruh di atas meja itu ya orangnya itu- itu aja. Saya biasanya akan menegur dan menasihati dan kadang saya ajak bernyanyi mengggerak2kan tangan sehingga anak2 fresh lg dan tidak ngantuk lagi. Nyanyi2 yg berhubungan dengan materi. 5. Kendala: anak2 yang seenaknya sendiri, usil. Kadang tidak sungguh2, kalau grouping terlalu besar kadang hanya melamun, hanya diam saja, jawabannya nunut temannya gak mau mikir sendiri. Kadang juga anak lupa nomor nya karna keseringan gojeg sama temannya. Ketika dikasih nomor, dan pas ditunjuk, eh mereka lupa nomornya sendiri. NHT harus menggunakn grouping yg kecil mungkin hanya beranggotakan 4-5 orang.