12 Response refers to any act or thought related to the satisfaction or reduction
of a drive Braun, 1979. In this research, the drive can be shown on the enthusiasm of the students to do impromptu speech practice. Their responses will
determine their satisfaction of the implementation of impromptu speech practice, whether they think that the implementation of impromptu speech practice help
them to improve their speaking skills or demotivate them instead. Therefore, the lecturer gives the activity to the students related to the topic discussed and then
the students are tested whether they understand or catch the information or not. This response will determine the effectiveness of lecturer‟s teaching method
which is used in the Class.
b. Types of responses
According to Borich 2000, response of students in the classroom consists of two kinds of responses, namely desired and undesired responses. Those
responses are seen from the point of view of the teacher as the center or stick holder of the teaching and learning process. Besides, Linsey, Hall, Delguardi,
Greenwood, and Thurston as cited in Borich 1996 state that responses are typically divided in verbal and nonverbal responses. In line with Borich, Yelon
1977 says that response is not only desirable, it is essential as an indication that learning has taken place and, that behavior has been modified. If in a situation the
students do not give any responses, the lecturers have no way of knowing whether learning has taken place or not. Therefore, the lecturers
need to evoke students‟ responses, since responses are essential in teaching and learning process.
13 Furthermore, Pavlov 1927 defines that there are two kinds of responses.
The first one is unconditioned response and the second one is conditioned response. Unconditioned response is the reflex response evoked by a stimulus
without any learning required. For giving the example of this kind of stimulus, Pavlov involved salivary responses in dogs. He attached to a dog‟s salivary gland
a glass funnel that directed the saliva to a container where it could be measured. In this way, Pavlov was able to determine that dry food required more saliva than
moist food and that nonfood objects required varying amounts of saliva, depending on how hard it was to spit them out. He also used a bell as a neutral
stimulus, since a bell was something that would not normally elicit salivation when presented by it. He paired the bell with meat powder, which when presented
to the dogs, it would naturally produce a salivation reflex. For the first time, the dog did not naturally salivate to a bell, but it had been conditioned to do so.
Immediately after being introduced, the neutral stimulus is paired with a stimulus that does elicit a reflex or emotional response. This reflex-producing
stimulus is known as the unconditioned stimulus. It is called “unconditioned”
because it involves no learning. After several pairings of the neutral stimulus the bell with the unconditioned response, the dog makes the same response to the
neutral stimulus as it does to the unconditioned response. At this point, the response in which the dog has been continued to make is called conditioned
response Huffman, 1997. Pavlov 1927 used the term unconditioned to refer to stimuli and to the
automatic, involuntary responses they caused. Such responses include blushing, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
