Desired Responses DR Data Collection Instruments

21 students were paying attention to the teacher. The third DR which was also shown by some of the students was when the teacher was asking questions, the students were discussing it such as speaking and chatting, taking notes, opening a dictionary to look up the meaning of a certain word and some of them were reading their handouts. These actions showed that even the students were making noise but in this situation, the teacher ‘wanted’ these responses to be done by the students. The fourth DR shown was when the teacher was asking the students to think together, some of the students were discussing with their friends or speaking up with the members of the group related to the topic. Whereas some students were busily opening their dictionary or reading handouts and writing notes, while the others were chatting with friends and laughing by looking at the handouts. The fifth DR was when the teacher was mentioning a certain number to answer the questions; the students were standing up quickly; some of them were quickly answering the question or just looking at herhis notes. All of those responses were desired by the teacher. All these desired responses could be further classified into some sub- headings. The idea was also based on what Borich as cited in Muhammad’s journal 2014 said that both DRs and UDRs could be divided into verbal or non-verbal responses. A verbal response shown as DR is called as Verbal Desired Response VDR, whereas Nonverbal DR is named NVDR. Further explanation about the differences of those two type of responses are as follows: 22 a. Verbal Desired Response VDR is when the students’ responses toward the teacher’s materials and instructions are shown by their verbal reactions such as answering questions or saying something, or performing speaking, and chatting with friends. Yelling is a desired response that was found by the researcher. When the teacher was asking the students to form a group, some students were yelling and said “wey, tadi aku di group mana?” “Hi guys, which one is my group?”. Some teachers might not want their students to be yelling during the class activity because students’ yelling might disturb other students and also other classes. However, in this context, such a response was VDR because the teacher was asking them to form a group and the students’ yelling was a way to find their group. The other observed VDR was the students’ discussing and speaking up with their group members or the students’ asking their friends about the answer, or their chatting with friends related to the topic. Those observed VDRs could be summarized in the following table: Table 1a. Verbal Desired Responses VDRs Activity or instruction given by the teacher Verbal Desire Responses Teacher numbering the students to form groups. Yelling “wey, tadi aku di group mana?” “Hi guys, which one is my group?” Teacher delivering the material Discussing the topic Speaking up with the members of their group related to the topic Teacher asking questions Asking friends for the answer Teacher ask the students to think together Chatting with friends related to the topic 23 The table above showed the VDRs that occurred during the activities in the learning process. The students’ responses were different according to the instruction given by the teacher. For example when the students were yelling while the teacher was delivering the materials; the teacher might not want this action to be done by the students because it might disturb the learning process and also disturb other students who focused on the material. Another content, the teacher might allow the students to yell if their yelling supports the learning process. Support the learning process means, they were yelling when the teacher was asking them to form a group. When the teacher was asking them to form a group, students’ yelling was desired by the teacher because it showed that they gave responses which were desired by the teacher. Yelling to form a group was classified as a desired response because in the step of NHT the students should form a group. From the observation, the students were forming the group and the way to form a group was yelling. b. Non-Verbal Desired Responses NVDRs. It is when the students were paying attention, reading the bookhandout, keeping silent, walking in the room, and taking notes. It is a physical gesture or response shown by the students that are desired by the teacher. The physical responses showed by the students during observation were standing and looking for their group quickly when the teacher asked them to form a group. This response was NVDR because they were standing and looking for the group using a physical response instead of using their verbal responses. In this situation, the teacher allowed the students to walk and stand because forming a group 24 needed some moving. Another situation, the teacher might not allow the students to walk or to stand because the teacher might be still explaining the material or it was not the time to form a group. Writing on their book was also showed by the students when the teacher was explaining the material. The NVDR could be seen from the table below. Table 1b. NonVerbal Desired Responses NVDRs Activity or instruction given by the teacher NonVerbal Desired Responses NVDRs Teacher was numbering the students to form groups. Standing and looking for their group quickly Writing on their book Teacher was delivering the material Paying attention to the teacher by looking at the teacher Taking notes Opening and closing the book Reading handout Teacher was asking questions Listening to the teacher carefully by keeping silent and looking for the teacher Looking at herhis note Taking notes Teacher was asking the students to do discussion Opening the dictionary Reading handout and writing notes Teacher was mentioning a certain number to answer the question Quick response to the instructions Standing up quickly Borrowing friend’s note From the table above, the researcher classified the NVDRs into 2 groups. Those 2 NVDRs groups were named: Physical responses to the instruction and physical responses to the material. A physical response to the instruction is the response when the students get the instruction from the teacher while physical 25 responses to the material is the response that is shown by the students when the teacher is delivering the material related to the materialbookshandoutnotes. The responses can be seen as follows: Table 1ba Physical responses to the instruction and Physical responses to the material Activity or instruction given by the teacher Physical responses to the instruction Physical responses to the material Teacher was numbering the students to form groups. Standing and looking for their group quickly Writing on their book Teacher was delivering the material Paying attention to the teacher by looking at the teacher Taking note Opening and closing the book Reading handout Listening to the teacher carefully by keeping silent and looking for the teacher Looking at herhis note Taking note Teacher was asking questions Quick response to the instructions Standing up quickly Opening the dictionary Reading handout and writing notes Borrowing friend’s note Borrowing friend’s note 26

1. Physical desired responses to the instruction

As said above that this type of responses was the response when the students got the instruction from the teacher, such as asking the students to form a group. The responses that were found during the observation were the students standing and looking for their group by walking around the class. Some students also showed their physical responses to the instruction when the teacher called their number. The student whose number was called was standing up, raising their hand or coming forward quickly. Those actions such as walking and standing up were desired by the teacher because those responses support the learning process especially when the teacher called the number. In addition, keeping silent and just looking for their teacher when explaining could be also be classified as physical desire responses because sometimes those two responses were desired by the teacher, especially when the teacher was explaining the important points of the lesson; the students were supposed to be silent and paying attention to the teacher. Normally, the teacher assumed that the students were listening when they were keeping silent and sometimes looking at the teacher. However, there were also some students who learned and understood even heshe does n’t look at the teacher when the teacher is explaining the lesson. For instance, from the observation, there was one student who was laying his head on the table when teacher was explaining the material. The teacher might not like such response but when the teacher asked him to answer a question, he could answer the question well. 27 Therefore, it could be said that even when the students showed the response that was “unwanted” by the teacher but the students could answer the questions which was desired by the teacher. Another situation, the students’ silence might not be desired by the teacher especially when the teacher was asking them to discuss the topic. When discussing the topics, the teacher wanted the students to speak up and had discussion with their groups. From those situations, it could be seen that students’ responses depend on the situation that were happening during the learning process.

2. Physical desired responses to the material

This response is different with the previous one. This type of responses is related to the materialbookshandoutnotes used during the learning process. When teacher was delivering the material, some students were doing many different kinds of activities, such as writing or taking notes, and opening a dictionary. Some students were just reading the handout or their notes when the teacher called their number and asked them a question. These responses didn’t relate to any instruction from the teacher but the responses were still classified as DR because all the responses supported the learning process and were still related to the material.

2. Undesired Responses UDRs

An UDR is the response that is not related to the teaching and learning process or which destruct the teaching and learning process. It means the teacher doesn’t want the students to do such things. There are many kinds of UDRs, which 28 can affect the whole class, the group members or just affect themselves personally but still destruct the learning process. The researcher found many UDRs showed by the students. Those responses could be affected by the students’ variety of social background. As it was written in the background of the study that the study was done at a school that is not a favorite one. According to the teachers, most of the students who entered the school were the students that were not accepted in other schools. In addition, the teacher also said that most of the students were from middle and lower social classes, so it could be said that education isn’t important for them. It could be proven by the low participation of the parents to support their children. Such as when the teacher gave homework or gave a letter of invitation to meet the class teacher, only some of the parents participated on this meeting and only some of the parents helped their children to do the homework. The students’ family background that did not consider education important may explain the undesired responses given by the students. The UDRs found during the class activity for instance was when the teacher was asking the students to form a group; some students were just walking around the class without any purposes. This ‘walking’ could destruct or disturb their friends, whereas some students were not paying attention and were chatting with friends, instead. Another situation, the teacher might ask the students to walk if the context needed the students’ walking such as looking for their group. The other responses was also shown by the students when the teacher was explaining the material, the students were putting hisher head