USING INSIDE
OUTSIDE CIRCLE TECHNIQUE TO IMPROVE DESCRIPTIVE TEXT SPEAKING SKILL OF THE
TENTH GRADERS OF SMA N 5 MAGELANG IN THE SCHOOL YEAR 2017/2018
By:
Dwi Arif Wibowo (1420302158)
ENGLISH DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
TIDAR UNIVERSITY
2017
CHAPTER I
INTRODUCTION
1.1 Background
of the study
Language is used to
communicate and give a message from someone to the other, from the speaker to
the listener. To communicate, someone must have sufficient vocabulary and good
grammar.
The mastery
of English is
very important in
this modern era
because English is used as an international language. English is used to
communicate with other people from different country and to read some
literatures from the other country.
Based on the reason
above, the Indonesian government has realized the importance of English and has
decided that English becomes a compulsory subject at school. As we know, there
are many subjects of English that have to be learnt such as writing, reading,
listening, and speaking but the most important skill is speaking because
teacher always uses English in giving some information and explaining the
material during teaching learning activities in the class.
One of the objectives
in foreign language teaching in Indonesia is to improve speaking skill
accurately and fluently. To reach the target of teaching speaking, the
educational institution from secondary to higher education should implement
appropriate strategies to produce good outcomes of foreign language learners.
Therefore, the teaching of English on speaking skill in the classroom should be
interesting and vary that can cause students to be active and enjoy learning
English. Unfortunately, there are some problems of English education in
Indonesia. One of the problems is
students get difficulties to produce text.Text is defined as a “vehicle through
which individuals communicate with one another using the codes and conventions
of society”. Then, the majority problem is speaking. It is because the students
are lack of motivation in studying. Therefore, using some various methods in
learning English is needed in order to make students study maximally and
increase their motivation to study English well.
The students at the
tenth grade of SMA N 5 Magelang also have several problems in learning
speaking. These problems are caused by several factors, based on the students
and the teacher interview. They still have lack vocabulary, lack of ideas to
speak and also afraid to speak. Therefore, they still find difficulties to
speak up in speaking class and their motivation in learning English was also
still low. This is shown by their lack of confidence when they are asked to
speak English in front of the class. They lack of courage when they are asked
to speak in front of the class because they are afraid of making mistake. The lack of word mastery will affect the
students’ speaking ability. Students will be difficult to express ideas, expressions,
and their thinking if they lack of the vocabulary. Some students in SMA N 5
Magelang sometimes know the vocabulary that they need, but they feel
confuse to arrange a word or phrase and
confuse to start a conversation because they hard to find ideas and the topic
needed. The teacher shows that the result of students’ achievement in speaking
class is not good enough only 50% students have good speaking competence in the
classroom.
Based on some problems
above, the teacher must find a way to solve it. The writer is interested to
apply a technique that is similar with discussion. One of the alternative ways
that can be used to solve the problem is by using cooperative learning
technique. It means that students can get their goal if other students also
reach the goal. So they have to cooperate each other in their groups.
Cooperative learning can be used with almost any subject matter, at a wide
range of grade levels, and at various places in a lesson. Otherwise, the
writer will try
to apply cooperative
learning method to improve students’ speaking skill.
One of the alternative
models that are chosen to improve quality of learning is Inside Outside Circle
(IOC) technique. The writer chooses this technique because it can motivate
students in learning activity. This technique provides students with a variety
of learning activities in varying group situations promotes appreciation and
respects for diversity. And encourage students to form relationship with many
different classmates. The implementation of Inside Outside Circle technique can
give choice for students to interact and cooperate with their friends. Students
are actively engaged in thinking with different questions and different
partners. The activity encourages community building among students while
incorporating movement and interaction.
Why the writer chooses
this school because the result of students’ speaking score is bad. They had bad
score in speaking but their grammatical or listening score is not bad as their
speaking score.
Based on the statement
above, the writer tries to apply inside outside circle technique as a teaching
technique. By this technique the student are expected to find out how to solve
their problem in learning to speak English well. The writer will carry out a
research entitled “Using Inside Outside Circle Technique to Improve
Descriptive Text Speaking Skill of the Tenth Graders Of SMA N 5 Magelang in the
School Year 2017/2018.”
1.2 Identification
of the problem
Based on the background of the study, the
writer indentifies the following problems in learning speaking, they are:
1.2.1
Students’ courage level of SMA N 5 Magelang to
speak English is still low.
1.2.2
Students has low vocabulary mastery of SMA N 5 Magelang
1.2.4
Students get difficulty to arrange the word and
start a conversation.
1.2.5
Students rarely speak English in the classroom.
1.2.6
Students has low of motivation in learning
English
1.2.7
The teacher use media that does not make the
student interest.
1.2.8
The teacher has little creativity in using a
teaching technique.
1.3 Limitation of the study
Based on the identification of the problem, the
writer realizes that it is impossible to carry out a classroom action research
based on all the above problems. Thus, the writer limits the problems on the
students have low motivation in learning speaking. The writer tries to use
Inside-Outside Circle technique in teaching descriptive text speaking skill to
the tenth graders of SMA 5 Magelang in the school year 2017/2018.
1.4 Formulation of the problem
Based on the previous explanation, the problem
of this study can be formulated of the following:
1. Can the use of
inside outside circle technique improve the learning motivation of the
descriptive text speaking skill of the tenth graders students of SMA 5 Magelang
in the school year 2017/2018?
2. How great is
the improvement of the descriptive text speaking skill of the tenth graders of
SMA 5 Magelang who are taught by using inside outside circle technique in the
school year 2017/2018?
1.5 Objectives of the Study
Dealing with the
problems formulation, the objectives of this classroom action research are as
follow:
1.
To know whether the use of inside outside
circle technique can improve the learning motivation on the descriptive text
speaking skill of the tenth graders students of SMA 5 Magelang in the school
year 2017/2018
2.
To know how great the improvement the
descriptive text speaking skill of the tenth graders of SMA 5 Magelang who are
taught using inside outside circle technique in the school year 2017/2018
1.6 Significance
of the study
All research activities should have clear
result and significance. At the end of this study, the writer expects that this
study will give a great benefit to:
1. The teacher
The writer is expected to contribute the teacher in teaching speaking to
the senior high school students by using inside outside circle technique
2. The students
Students are expected will feel more interested with Inside-Outside
Circle technique in learning speaking and can improve their speaking ability.
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Theoretical Background
2.1.1
Motivation
a. Definition of Motivation
Academic motivation is
enjoyment of school learning characterized by a mastery orientation, curiosity,
persistence, task-endogens, and the learning of challenging, difficult and
novel tasks (Gottfried, 1990:525), while Turner (1995:413) argues that
motivation to be synonymous with cognitive engagement, which he defines as
"voluntary uses of high-level self-regulated learning strategies, such as
paying attention, connection, planning and mentoring". Motivation can lead
person to do actions.
William and Burden
(1997:20) say that motivation is a state of cognitive arousal which provokes a
decision to act and give rise to period of sustained intellectual and physical
effort, so that the person can achieve some previously set goal. On the other
hand, Dornyei (2001:56) defines that motivation explains why people decide to
do something, how long they are willing to sustain the activity and how hard
they are going to pursue it.
Based on above
definitions, the researcher concludes motivation is the process that can give
direction or purpose to behavior and maintains goal-oriented behavior,
emotional, social, and cognitive forces that active behavior. Motivation
includes some factors to provoke a decision to act that give reason.
b. Type of Motivation Harmer
(2001:51) states there are two type of motivation. They are extrinsic
motivation an intrinsic motivation.
1) Extrinsic
Motivation
It is caused by any
number of outside factor, for example, the need to pass an exam, the hope
financial reward, or the possibility of future achievement.
2) Intrinsic
Motivation
By contrast, come from
within the individual. Thus a person is motivated by the enjoyment of the
learning process itself or by a desire to make themselves fell better. Most
writer and methodologist have come to the view that intrinsic motivation is
especially important for encouraging success.
c. Language Learning Motivation
Motivation takes an
important role in the language learning. It has special attention in the research
of language acquisition. Focus on second language acquisition (SLA), there is a
model which is considered as the most influential model in language learning.
It is known as Socio-educational model which is developed by Gardner (1985). In
his model, he explains that there are two kinds of motivations:
1. Integrative
Motivation
Integrative motivation
refers to learner desire to at least communicate or at most integrate (or even
assimilate) with the members of the target language.
2. Instrumental
Motivation
Instrumental
motivation refers to more functional reasons for learning the language such as
getting a better job, a higher salary or passing an examination (Gardner:
1985). However, Gardner stressed most on integrative motivation. He has a
notion that learners who highly interested in second language (1,2) community
have more motivation to learn (1,2) than those who concerned with instrumental
use of the language.
d. How to Measure Motivation
Based on Guttman scale (1990), the
result of the test represent the student's motivation could be classified into
five categories, they are:
Table 2.1: The Categories Score
Categories
Score
|
Percentage
|
Very High
|
86-100%
|
High
|
70-85%
|
Fair
|
60-69%
|
Low
|
50-59%
|
Very Low
|
<50%
|
Based on Carla (2005) there are some
ways to measure motivation, they are:
1) Projection Test
The projection test
that is most known is Thematic Apperception Test (TAT). What people say is a
projection of the inside state of them. To know what the people's think, people
should give stimulus that can be interpreted.
2) Questionnaire
One of the instruments
in measuring motivation is to ask the client to fill the question that contains
indicator to be used to know the motivation. Questionnaire can be presented by
checklist consist of positive question and negative question.
3) Behavioral
Observation
Creating a certain
situation is one of the ways in measuring motivation. The situation can be
created according to the indicators that make and show an attitude of the
client that can be categorized as a motivation.
2.1.2 Concept of Speaking
a.
Definition of Speaking
Nunan
(1995) states that speaking is one of language skill which is very important to
be mastered by student. To most people, mastering the speaking skill is the
single most important aspect of learning a second or foreign language, and
success is measured in terms of the ability to carry out a conversation in the
language.
According
to Murcia (2010), speaking can be considered as the most difficult skill to
acquire since it requires command of both listening comprehension and speech
production sub skills in unpredictable and unplanned situation. On the other
hand, speaking can be viewed as the easiest skill since one can use body
language, demonstration, repetition, and various other strategies to make
oneself understood.
Sumardiyani
(2007) describes that speaking has gained primacy status in language teaching
and learning. It is about language productive skill, which requires direct
response, spontaneity, and automatic, as the urgency of immediate response is
there. There are particular natures of spoken form of language-transient, oral
channel and salient. Transient means when a word is produced, there is an
ongoing context of place and moment surrounding. The production of language is
carried out through oral channel. It is presented by hand-in-hand work of
vocal, cords, tongue, and lips. Salient aspect suggests a meaning that spoken materials
is spontaneous and face-to- face discourse.
According
to
Hornby, speaking is
making use of language in ordinary voice;
uttering words; knowing
and being able to use a language; expressing oneself in words; making a
speech. Moreover, in Webster New World Dictionary speaking is to utter words
orally, to talk; to communicate as by talking; to make a request; and to make a
speech.
We
can conclude that, through speaking people can communicate easily. They can
express what they are thinking automatically by using language in order to be
understood by other people. They also can convey messages by using sounds or
uttering words, or responding what their partners say or feel.
b. Speaking Element
According to Jeremy
Harmer (2001), in The Practice of English Language Teaching, there are
some speaking elements that necessary for speaking:
1) Connected speech
Effective speakers of
English need to be able not only to
produce the individual
phonemes of English
(as saying / would
have gone) but
also the use
fluent 'connected speech' (as in I've gone).
2) Expressive devices
Native speakers of
English change the pitch and stress of
particular parts of
utterances, very volume and speech and show by other physical and
non-verbal (paralinguistic) means how they are feeling (especially in face to
face interaction).
3) Lexis and Grammar
Spontaneous speech is
marked by the use of a number of common lexical phrases, especially in the
performance of certain language function.
c. Aspect of Speaking
In presenting
language, speaker cannot speak as he likes. Speakers should consider to the
listener and some aspects of speaking. There are some aspects of speaking:
1) Pronunciation including the segmental
features-vowels and consonants, the stress and intonation patterns.
2) Grammar as the
result for forming words and making sentences. Grammar is not only about
forming words to be sentences, but grammar also tells that a word can be a
sentence in certain situation.
3) Vocabulary is the first modal for people to
speak.
Vocabulary means all
the words with meaning that all people know and use. Speaker needs to use understandable words and
pronounce them well.
4) Fluency:
the ease and speed of the flow of speech. Indeed, the term fluency is
not only talks about the speed of speech, fluency also talks about the pause of
speech. A fluent one not only talks quickly, but also pause the speech
appropriately.
5) Comprehension. For
oral communication certainly requires a subject to respond to
speech as well as to initiate it. Comprehension can be the main point in
speaking since it requires the skill of both speaker and listener.
d. Types of Speaking
1) Conversation
Human
who able to speak or communicate are needs to interact with other. They need to
transfer much information, so they conduct conversation. Conversation can occur
in many places, many situations, and to fulfill purposes. In daily life, people
always conduct conversation to communicate. The word 'conversation' comes from
the old French 'converser' ('con' means
'together'), which means to keep company with, and this implicit meaning is
important-conversation is keeping company through words. It is at the heart of
social interaction. It is always done with others, another word we use to
describe conversation is. 'Dialogue' which mean 'words'. Dialogue then means
the speaking that passes backwards and forwards between two or more people.
Conversation
must not only be considered one of the aims of an English course. It is the
means to the desired end. Only by speaking the language can we ever hope to
learn it. To most people, mastering threat of speaking is the single most
important aspect of learning a second or foreign language and success is
measured terms of the ability to carry out conversation the language.
Two major
approaches characterize “current” teaching of conversation, an
indirect approach in which learners
are more or less set
loose to engage
in interaction and indirect approach that “involves planning a
conversation program around the specific micro skill, strategies, and
processes that are
involved in fluent conversation”. The indirect approach
implies that one does not actually teach conversation, but rather that students
acquire conversational competence, peripherally, by engaging by meaningful
task. Direct approach explicitly calls students‟ attention to conversational
rules, conventions, and strategies.
2) Debate
Debate
or debating is a formal method of interactive and representational argument.
Debate is a broader form of argument than logical argument, which only examine
the consistency from axiom, and
factual argument, which only
examine what is or is not the case or rhetoric which is technique of
persuasion. Though logical consistency, factual accuracy as well as some
emotional appeal to audience are important elements of the art of persuasion,
in debating, one side often prevails over the other side by presenting superior
"context" and or framework of the issue, which is far more subtle and
strategic.
Debates
can present opportunities for students to engage in using extended chunks of
language for a purpose. The debate is probably more often used in content areas
classroom than in ESL (English as second language) classrooms. Debates require
extensive preparation by learners, call for interaction in groups, and make use
of at list the following language function.
3) Oral Presentation
In
an effective presentation, the content and structure are adjusted to the medium
of speech. When listening, we cannot go back over a difficult point to
understand it or easily absorb long arguments. A presentation can easily be
ruined if the content is too difficult for the audience to follow or if the
structure is to complicate. Give your presentation a simple and logical
structure. Include an introduction in which you outline the points you intend
to cover and a conclusion in which you go over the main points of your talk.
People
vary in their ability to speak confidently in public, but everyone gets nervous
and everyone can learn how to improve their presentation skills by applying a few simple techniques.
The main points to pay attention to in delivery are the quality of your voice,
your rapport with the audience, use of notes and use of visual aids. Voice quality
involves attention to volume, speed and
fluency, clarity and pronunciation. The quality of your voice in a
presentation will improve dramatically if you are able to practice beforehand
in a room similar to the one you will be presenting in.
Rapport
with the audience involves attention to eye contact, sensitivity to how the
audience is responding to your talk and what you look like from the point of
view of the audience. These can be improved by practicing in front of one or
two friends or video-taping your
rehearsal.
e. Teaching Speaking
Teaching
speaking is activities which are intended to make students are able to speak in
foreign language accurately, communicatively and bring the elements of
speaking. According to Nunan (2003), teaching speaking is teaching learners to
produce the English speech sounds and sound patterns, make them are able to
select appropriate words and sentences according to the proper social setting,
audience, situation and subject matter.
The
teaching of speaking from a discourse perspective implies taking a pedagogical
shift from focusing on linguistic performance to focus on a more pragmatic
perspective. Contextual and situational features of spoken interaction must
become an integral part of classroom activities and personal consideration, and
choices have to be offered to students practicing speech production.
There
are four recommendations for teachers who are going to teach speaking skill. First, the activity chosen should allow
students to talk a lot. Teachers should select speaking activities that demand
students to talk a lot. The activity should also be able to involve all the
students in the activity. Besides that, the activity should be able to motivate
students participate and to talk.
Therefore, the activity should be interesting to the students. The last
one, the activity should be acceptable with students’ proficiency level if it
is too difficult or too easy for them, it will motivate than to participate.
Teaching
of spoken language in the classroom is often perceived as very difficult task
for both the teacher and the students. Most of the teaching materials based on
the communicative approach claim
to present real communication in authentic situations
but are in fact still heavily based on
descriptions of written
English. In teaching of spoken language, the teacher should teach the
students how to speak in English as their foreign language, for then ask them
to be able to pronounce the new language accurately.
According
to Harmer, there are three main reasons for getting students to speak in the
classroom:
1) Speaking activities provide rehearsal
opportunities chances to practice real life speaking in the safety of the
classroom.
2) Speaking tasks in which students try to use
any or all of the languages they know provide feedback for both teacher and
student. Everyone can see how well they are doing: both how successful they
are, and also what language problems they are experiencing.
The
more students have opportunities to activate the various elements
of language they
have stored in
their brains, the more automatic they use of these elements become. As a
result, students gradually become autonomous language users. This means that
they will be able to use words and phrases fluently without very much conscious
thought.
f. Techniques of
Teaching Speaking
According to Jeremy
Harmer in The Practice of English Language Teaching, there are some activities
conducted in teaching speaking:
1) Acting from a script
We can ask our
students to act out the scenes from plays
and/or their course books,
sometimes filming the results Students will often act out dialogues they
have written themselves. This frequently involves them in coming out to the
front of the class.
2) Communication Games
Games which are
designed to provoke communication between students frequently depend on an
information gab so that one student has to talk to a partner in order to solve
a puzzle, draw a picture (describe and draw), put things in the right order
(describe and arrange), or find similarities and differences between pictures.
3) Discussion
One of the reasons
that discussions fail (when they do) is students are reluctant to give
opinion in front the whole class, particularly if they cannot think of
anything to say and are not, anyway, confident of the language they might use
to say it. Many students feel extremely exposed in discussion situations.
One of the best ways
of encouraging discussion is to provide activities which force students to
reach a decision or a consensus, often as a result of choosing between specific
alternatives. An example of this kind of activity (with particular relevance to
schools)
is where the students consider the scenario in which an invigilator
during a public exam catches a student copying from hidden notes.
4) Prepared Talks
A popular kind of
activity is the prepared talk where a student or students make a presentation
on a topic of their own choice. Such talks are not designed for informal
spontaneous conversation; because they are prepared, they are more
writing-like. However, if possible, students should speak from notes rather
than from a script.
5) Questionnaires
Questionnaires are
useful because, by being pre-planned, they unsure that both questionnaire and
respondent have something to say to each other. Depending upon how tightly
designed they are, they may well encourage the natural use of certain
repetitive language patterns-and thus be situated in the middle of our
communication continuum. Students can design questionnaires on any topic that
is appropriate. As they do so the teacher can act as a resource, helping them
in a design process. The result obtained from questionnaires can then form the
basis for written work, discussions, or prepared talks.
6) Simulation and role-play
Many students derive
great benefit from simulation and role-play. Students ‘stimulate’ a real-life
encounter (such as a business meeting, an encounter in aero plan cabin, or an
interview) as if they were doing so
in the real
world, either as
themselves in that meeting or aero plane, or taking on the
role of a character different from themselves or with thought and feelings they
do not necessarily share. Simulation and role play can be used to encourage
general oral fluency, or to train students
for specific situations
especially where they are studying ESP.
2.1.2 Text
a.
The definition of text
A text is determined by genre (and other semiotic
system are parts of the context of culture) and register (the meanings
associated with the context of situation-field, tenor and mode). Furthermore,
the oral and written text which people create also act upon an influence of the
context (genres and register) which are part of the environment of all speakers
and writers (Literary and education research Network, 1990).
Macken (1991:8) describes a text as a unit of meaning which
is a coherent and appropriate for its context. Text is determined by genre (and
other semiotic system which are part of the context of situation field, tenor,
and mode). Furthermore, the oral and written text which people created also act
upon an influence the context (genres and registers) which are part of the
environment of all speakers and writers.
While Derewianka (1995:17) states that text is only
meaning full stretch of language-oral or written. However not all texts are the
same and a functional model of language tries to describe the ways in which
they differ. Related to the above explanation, it can be understood that a text
may be in oral or written form that it has meaning given by the writer.
b.
Genre of text
According to Gerrot and Wignell (1994:7) genre can be
defined as a cultural specific text-type which result from using language
(written and spoken) to help accomplish something. There are fourteen common
genres according to Garrrot and Wignell (1994:192) opinion. They are recount, spoof,
report, description, hortatory exposition, explanation, discussion, reviews and
commentary. There are two types of genre, according to Gerrot and Wignell
(1994:176), they are:
1)
Story Genres
a)
Narrative It is a nonfactual text which is used in a variety of models to
amuse, entertain, and to deal with actual or vicarious experience in different
ways.
b)
News Story It is a factual recount text which informs the readers of daily
newspaper about events of the day which are regarded as newsworthy or
important.
c)
Exemplum It deals with incidents that are in some respects out of the usual.
d)
Anecdote It deals with something unexpected or out of the ordinary, and to
share with others an account of a usual or amusing accident.
e)
Recount It is a text which is to retell events for the purpose of informing and
entertaining.
2)
Factual Genres
a)
Procedure
It is
a factual text which is designed to describe how something is accomplished
through a sequence of action or steps.
b)
Explanation
It is
a factual text which is used to explain the processes involved the evaluation
of natural or socio-cultural phenomena.
c)
Report
It is
a factual text which describes the way things are, with reference to a whole
range of phenomena, natural, synthetic and social in our environment.
d)
Discussion It presents information and arguments for both sides of an issue,
concluding with a conclusion or recommendation based on the weight of evidence.
e)
Hortatory Exposition It is a text to persuade the reader that something should
or should not be the case. 0 Analytical Exposition It is a text to persuade the
reader that something is the case.
2.1.3 Descriptive Text
a.
Definition of Descriptive Text
Tompkins and Stanley (1994) define that descriptive
text as painting pictures with words. By reading a descriptive text, readers
feel that they see the description just like they see pictures. On the other
hand, Gerrot and Wignell (1994:196) explain that the definition of descriptive
text is to describe a particular person, place or thing.
According to Smith (1999), descriptive text is a kind
a kind of text that has to do with the way to explore place, people, and things
present themselves to our sense. It can be said that descriptive text is one of
the text type to describe something which says something what a person or thing
like. In describing something or person must be specific in order to make
information clear.
b.
The Social Purpose of Descriptive Text
Knap and Watkins (1994) define that the social
function of descriptive text is to describe a special place and explain why it
is special, describe the most important person in your life, describe the
animals’ habitat in your life.
Gerrot
and Wignell (1994: 196) explain that the social function of the descriptive
text is to describes and reveal a particular person, place, or thing.
c.
Schematic Structure of Descriptive Text
According
to Coollerson, (1994:63) the schematic structure of descriptive text is as
follow:
1.
Tittle
It
labels the name of the topic to be informed. The tittle can be short but has
some information about what will be describe which can make a reader image what
it is or it can be long.
2.
Identification
It
introduces the definition of the things or person. It gives some short
information about the thing, place or person which is being described.
3.
Description
It
describes and classifies the thing or person. It gives some detailed
information such as what it is, what type is it, how look like, etc.
Gerrot
and Wignell (1995:208) said that there are two steps of schematics structures
of descriptive text, as follows:
1. Identification:
identifies phenomenon to be described.
2. Description:
describe parts, qualities, characteristics.
Based
on the above explanation the writer summarize that the schematic structure of
descriptive text consist of title, identification and description. The title gives
information about the topic of the text. Identification introduces the place,
person or thing that will be described. And description gives detailed
information about the characteristics of the place, person or thing.
d.
Language Features of Descriptive Text
Gerrot
and Wignell (1994:197) state that the language features of descriptive text
are:
a.
Focus on the specific participants
Specific
participant means an individual participant. The text shifts away from
individual people to generic artifacts, and focusing on event or activity.
b.
Use of the attributive and identifying processes
Attributive
and identifying processes are branch of the relational process. Relational
processes involve states of being (including having). Attributive processes are
which assign a quality, and processes which establish and identify are called
identifying processes. Each has it own characteristics participant roles. In
attributive, these are Carrier and Attribute. Carrier is normally mapped into
the complement.
c.
Frequent use of epithet, classifier and nominal group
Epithet
is following the enumerative in the structures. This indicates some quality of
the subset, which may be either objective or it, may be an n expression of the
speaker attitude. A function of classifier it to tell us 'what type' or 'what
kind' of
thing.
d.
Use of simple present tense
Simple
present tense expresses general statement or fact, used for events or situation
that exist always, usually, or habitually in the past, present, and future.
2.1.4
Cooperative Learning
a.
Definition of Cooperative Learning
Cooperative learning is a generic term for various
small group interactive instructional procedures. Students work together on
academic tasks to help themselves and their teammates learn together. The
definition of cooperative learning by Olsen and Kagan(1992) quoted by Richards
and Rodgers (2003:19) is as follows:
Cooperative learning is group learning activity
organized so that learning is dependent on the socially structured exchange of
information between learners in groups and in which each learner is held
accountable for his or her own learning and is motivated to increase the
learning of others.
From the definition above, cooperative learning is an
instructional strategy in which small teams, each with students of different
levels of ability, use a variety of learning activities to improve their
understanding of a subject. Each member of a team is responsible not only for
learning what is taught but also for helping teammates learn, thus creating an
atmosphere of achievement. Students work through the assignment until all group
members successfully understand and complete it.
Cooperative learning method is a series of learning
activity that is done by students in certain groups to reach the
planned-learning purpose. There are four important elements in cooperative
learning, they are:
1) There are participants in
group
The participants here are students that do learning process in each group
study.
2) There are group rules
Group rules are everything that becomes agreement of all students.
3) There is an effort to learn by
each members
Learning is an attitude change process as a result of individual
interaction with environment.
4) There is purpose need to be
reached
It is meant to give a direction for planning, acting, and evaluation.
Cooperative learning means that students are working
together to accomplish shared learning goals and to maximize their own and
their group achievements. The goal of cooperative
learning itself is to get better achievement for individual and the group. The
interesting thing from cooperative learning method is the existence of not only
learning impact that is the improvement of students' achievement but also have
an impact for social relation, the acceptance to students with low ability,
time appreciation, and help one another.
There are three theoretical perspectives incooperative learning:
1) Positive social interdependence means the
interaction among students determines the outcomes of learning because
cooperative learning is designed to foster cooperation rather than competition,
that is the students encourage and facilitate each other's efforts to learn.
2) Cognitive-developmental means the cooperative
discussion among students will benefit each other. In this point, the knowledge
is seen as something that is move and has a conversation. It also helps
students to share ideas and hear the different opinion from different partners.
b. The Procedures of Inside Outside
Circle Technique
Inside outside circle technique is developed by
Spencer Kagan to give a chance to students to share information in one time,
Lie (2002: 64).Kagan, S and Kagan, M (2009) outline a cooperative grouping
technique called inside outside circle technique that allows movement and is an
excellent technique to have the students summarize and review information or
extend thinking. The advantages of this technique are the clearness of the
structure which giving opportunity to students to pair with different race, age
quickly and regularly. Besides, students work with others cooperatively and
have much time to improve communicative skill.
According
to Erwin (2004:79-80) some procedures of inside outside circle technique are as
follows:
1. Direct students
count off by twos, for example the first group named “Number” group (1, 2, 3,
4,...) and the second group named “Letter” group (a, b, c, d, ...); Teacher
directs the first group to standing a circle and ask them to turn around so
that they are facing out. Then, the second group faces the first group so that
they create an outer circle. In this case, student “1” will facing the “A”
student, the “2” student is facing the “B” student, and so forth (Klippel,
1984, p. 9);
2. Teacher gives
the students a direction such as “shake hands with the person you are facing
and say “Good morning!”
3. Teacher poses a
question or presents a problem and the students discuss their thoughts. The
first group (Number) inside the circle can be the students who ask the questions,
and the second group outside the circle (Letter) can be the respondent. Two
students who are pairing, can start conversation;
4. After the time
limit is up, teacher direct students to shake hand again and say, “Nice talking
to you.”
5. Teacher direct
one of the circles to move to the right or left a certain number of people. For
example, students inside the circle still stay and the students outside the
circle move two steps to the right. In this case, they face a new partner; now
student “A” faces the student “3”, student “B” faces the student “4”
6. Next, teacher
give students the same question or problem, or ask them to discuss something
different;
7. Do conversation
as like step 4.
When
asking the students to move to their new partners, the teacher can skip
students and say “move two students to the left or 5 students to the right to
keep the movement process for getting monotonous.
The questions posed should be short
answer and use higher level thinking skills. They should not require paper and
pencil. Cards with questions could be provided instead of the teacher asking
the question each time. Provide one set for the inside circle and a different
set for the outside circle to allow everyone to be the question poser. The
teacher should discuss and model active listening, the correct way to coach,
giving and accepting praise and constructive criticism before the activity
begins.
Based on the explanations above,
the writer can conclude that inside outside circle technique has several
procedures. Students is from two circles, one within the other. Each circle
will have the same number of students. The students in the inner circle turn
outward and the outside circle turns inward, so the students are facing each
other. The teacher poses a question or presents a problem and the students
discuss their thoughts, solutions and ideas with the person they are facing.
When the discussion time is up, the teacher has one of the circles move to the
right to face a new partner. These new partners share and compare their answers
or solutions with each other and then the teacher asks the students to share
with the whole group. The teacher might ask how the partner discussions changed
(or didn’t change) their thinking. These steps can be repeated until all of the
questions have been addressed or until times runs out.
c. The Role of the
Teacher
The teacher is the one who
determines the amount of time that is spent on one discussion round as well as
the number of rounds (cf. Peterben, 1999, p. 167). While the discussions are
going on, the teacher should go around, listen to some peers and remind them to
speak in English (cf. Grieser-Kindel, Henseler, Möller, 2006, p. 49).
Afterwards, teacher selects two students to present their notes in class (one
student from the ‘Number’ and one from the ‘Letter’). For the integration of
the other students, the members of the same group can correct the student who
is presenting, or add additional results.
The teacher can stand inside the
circle to oversee the process. This will allow the teacher to be in close
proximity to all students and will encourage student engagement in the
activity. Teacher also could ask the students to turn around to the center and
face her when they have finished their discussion. This step will allow the
teacher to quickly monitor who is still working. Teacher has to monitor the
discussions for misconceptions and to make sure students are on task. The
teacher is supposed to give the acoustic signal for the end of the first
discussion round. If the class consists of an odd number, the teacher can tell
one of the students to work with two others or one of them could observe the
whole group and each pair.
Grieser-Kindel, Henseler and Möller
(2006, p. 49) give some further advice and provide a graphic for visual aid.
Besides, it might be helpful for the teacher to limit the time for arranging
the inside outside circle technique. The teacher should be aware that the first
time of coming together in pairs will take more time than the other rounds.
Apart from that “the activity can well become quite noisy as many people are
standing close together and speaking, but it is perfectly possible to quiet
things down by, for example, asking them to whisper for a while” (Stenlev,
2003, p. 38).
d. The Role of the
Students
In
this session, the teacher should introduce the lesson to inside outside circle
technique and the purpose of it. The students can then be counted off “in ‘As’
and ‘Bs’” (Grieser-Kindel, Henseler, Möller, 2006, p. 51). Afterwards, the ‘As’
are supposed to form the inside circle and the ‘Bs’ to form the outside one so
that everybody faces another students. To avoiding the grouping of friends
only, it is helpful to let one of the circles move in one direction for one or
two places before starting, so that everyone is facing a different student (cf.
ibid., p. 49). Now the students of the inner circle start to present the ones
of the outer circle. Their results, ideas, or thoughts concerning the topic of
the discussion and the students of the outer one can take notes for summarizing
the content.
After each round, one
of the circles moves a few places in one direction and then the ‘Bs’ are the
ones who present their thoughts to the ‘As’. Every pair is now supposed to either
discuss the same topic / question or a different (this is variable). Depending
on the topic and time that teacher wants to spend on this activity, one could
change partners 3-4 times (cf. Weidner, 2003, p. 171).
e. The Variants of
Inside outside Circle Technique
Furthermore,
Grieser-Kindel, Henseler and Möller (2006, p. 49-50) propose two variants of
inside outside circle technique, they are as follows:
1. Information
gap: The students could get two different texts on the same topic so that the
‘As’ are provided with different material than the ‘Bs’. Every one of them
could then prepare a mind-map for their text and only the mind map (not the
text itself) is allowed to be used during the inside outside circle discussion;
2. Zipper: This
variant expects the students to stand in two rows so that everyone is facing
another one. Afterwards, the procedure is the same as the one of the original
inside outside circle technique. The inside outside circle technique can also
be used for tutoring vocabulary. McCloskey (2005, p. 8) proposes that (each)
student prepares to teach one vocabulary or grammar or other language item to
others. The procedure is the same as in inside outside circle technique.
Besides,
Kagan. S & Kagan. M. (2009: 9 – 11) states that there are some variations
of inside outside circle technique. They are:
1. The students
hold flash cards with the questions to be asked. Each student shows his or her
flash card and gets a response before rotating;
2. The activity
can be used for vocabulary review: each card has a word on one side and a
definition on the other;
3. The teacher
asks a question and the students tell their partners the answer;
4. Peer tutoring,
students teach or review language they are studying;
5. Flash card -
directed inside – outsdie circle technique: Either the students or the teacher
have made up flash cards on the topic for review. The flashcards have a
question on one side and an answer on the other. On each rotation, students
practice with a new partner. Praise correct answers and give helpful hints
where necessary. Partners trade cards before rotating to double the amount of
practice.
f. The Purpose of
Inside outside Circle Technique
Inside
outside circle technique provide English learners with real opportunities to
give and get information from other students (High, 1993). Research on second-language
acquisition suggests that interaction is important to language development
(Ellis,1994; Swain, 1995; van Lier, 1996). The repetition of vocabulary and
concepts in English lets students rehearse and master new information (Kagan,
1994).
The
purposes of inside outside circle technique based on Kagan (1994) are as
follows:
1. To give English
learners real opportunities to give and get information from a number of other
students. To practice conversation and asking and answering questions;
2. Inside outside
circle technique allows students the opportunity to interact with a variety of
other students and to build collective knowledge and understanding.
Besides,
inside outside circle techniqueis helpful for improving free speaking and
fluency in language classroom as well as active listening. The students are
able to correct each other regarding content or language (cf. Grieser-Kindel,
Henseler, Möller, 2006, p. 48). Inside - outside circle techniqueincludes
movement, which leads to active learning. Further, aims are to reduce anxiety
and improve social contacts as well as get used to certain topics (cf.
Peterben, 1999, p. 167).
g. The Advantages
of Inside outside Circle Technique
According to Bennet, B and C.
Rolheiser (2001) states that there are some advantages of inside outside circle
technique, such as the followings:
1. When students
have appropriate "think time", the quality of their responses
improves;
2. Students are
actively engaged in thinking, with different questions and different partners;
3. The activity
encourages community building;
4. Among students
while incorporating movement and interaction;
5. Many students
find it safer or easier to enter into a discussion with another classmate,
rather than with a large group;
6. No specific
materials are needed for the strategy, so it can be easily incorporated into
lessons.
On
the other hand, Stenlev mentions some advantages of the Inside-Outside Circle:
1. This technique
is very good for getting the students to feel relaxed with each other in a
classroom, where one can, for example, use it to get them to talk about
themselves in English” (Stanlev, 2003, p. 38);
2. Inside outside
circle techniqueis a suitable technique of developng presentation skills. The
task for the inside –outside circle technique might be a five-minute
presentation in which the presenters have to “present material in a clear,
well-structured way” (Stanlev, 2003, p. 38), while the listener has to listen
carefully to be able to comment on the presentation afterwards;
3. Furthermore,
the feedback they give each other might lead to an improvement of presentation
skills (cf. Stenlev, 2003, p. 39);
4. Besides, inside
outside circle technique is useful for utilizing time for speaking instead of
wasting it “If we are interested in our students speaking English in their
English lessons, there is something useful to be had here” (Stenlev, 2003, p.
39).
h. The
Disadvantages of Inside outside Circle Technique
According
to Kagan (1994) states that the
cooperative learning in the classroom has some disadvantages, they are as
follows:
1. The students
who have a lack of social skills would not know how to work in groups and this
could result in task or social conflicts;
2. The dependency
on the group members which make some student not able to work alone. Moreover,
when controlling many groups you never know when a single group goes off-track
from the task and till you find out a lot of time has been wasted;
3. The group
grades, what if only one student is working in a group and all the others are
just enjoying the grades due to his hard work;
4. The class will
be noisy because everyone is speaking;
5. Teacher may be
gets the difficulties to control or handle the class because the voice of the
teacher is not too loud.
2.3 Previous Study
Richa Rubiati (063411083) from
Tarbiyah faculty of IAIN Walisongo with her thesis “Improving Students' Speaking
Skill through Debate Technique(A Classroom Action Research with First Semester
Students of English Language Teaching Department Tarbiyah Faculty at IAIN
Walisongo Semarang in the Academic Year of 2010/2011)”. This study is
classroom action research that was done in two cycles. The data collection was
done using observation and test. The data from the observation that had been
taken from every cycle analyzed descriptively while the data from test were
analyzed quantitatively. The participant of this study was 31 students in class
TBI 1B.The result of this study shows that using debate technique can improve
students' speaking skill. This is proven by students' test score that improved
in every cycle. In the first cycle, the students' average score was 65.3 and in
the second cycle students got 76.6. Both her research and this research are
using action research. The difference is this research uses inside-outside
circle technique and her research used debate as the technique to improve
speaking skill.
The second thesis by Dinar Wirantika, entitled “ The
Implementation of Inside Outside Circle Method Using Origami to Improve
Students’ Writing Ability in Producing Procedure Text of The Eight Graders in
SMP Negeri 2 Jetis Mojokerto”. In this study, she conducted a research in order
to know how the organization of cooperative learning was. She used IOC as a
technique to improve students’ listening skill. She used IOC technique and
conducted with origami as a teaching media. Finally, the writer showed that IOC
using origami as teaching media was successfully implemented in teaching
learning process. The differences of this research are the skill, grade, and
the strategy or technique used. She used origami as a tool in implementing the
technique.
2.4 Conceptual framework
Learning English in high school is aimed to get
the students able to communicate in English. That is why students at least have
to be good at writing and speaking English. However, speaking is more important
because the best signal that someone masters English is when he or she can
speak English fluently.
To make student able to speak English, the
teaching and learning process in high school should be focused on speaking
skills. Teachers give a lot of exposure of English in the classroom by using a
lot of expressions in English. Teacher should create chances for student to
practice speaking English in the class. This can be done by providing students
with activities that force them to communicate in English.
Students are likely producing more oral
English. Giving rewards for the students that bravely respond to teacher
questions or explanations in English is one way to build motivations. The
willingness to learn comes from their hearts. To build the motivation, the
teacher have to provides fun, interesting and challenging activities to make
students like, want and need to join the activities.
One solution to overcome the learning and
teaching of speaking is by using inside outside technique. This technique is
fun, interesting and challenging. This makes students like, want and need to
join the activities. The feelings of like, want, and need can intrinsic
motivation for the students. The feelings also create motivations for the
student. The feelings also create meaningful learning. Meaningful learning
lasts longer than rote learning. Moreover, it creates chances for students to
practice their English, to experiment with their acquired language. The
students also forced to communicate the others to get the tasks completed. With
all of those explanations about IOC technique, the students' speaking is
improved.
2.5 The Actions Hypothesis
Based on the above presented
theories and framework, the hypotheses proposed are:
1. The use of inside
outside circle technique can improve the learning motivation in descriptive
text speaking skill of the tenth graders of SMA 5 Magelang in the School Year
2017/2018.
2. There is a great
improvement of the descriptive texts peaking skill of the tenth graders of SMA
5 Magelang who are taught by using inside outside circle technique in the
school year 2017/2018.
CHAPTER III
RESEARCH METHODOLOGY
The research
method is a
means by which
writers in gathering research. The research method is
needed in data collection because it is well worth noting. Methods of research
will provide clues to the implementation of research, or guidance on how
research is carry out,what should be used to obtain these data, which acquired
and other.
3.1 Type of
Research
This
research, the writer uses CAR (Classroom Action Research). CAR (Classroom
Action Research) is one way that can be used by teachers to explore innovative
learning systematically, objectively, andcontextual. Action research is
classroom-based research conducted by teachers in order to reflect upon and
evolve their teaching. It is a systematic, documented inquiry into one aspect
of teaching and learning in a specific classroom. Classroom action research is a
research that has a basis in the class.
First,
action research is developed by Kurt Lewin. He is a psychologist. The purpose
on his research is to find the problem solving of social problem. Classroom
action research in Indonesia is introduce in the last of 80-n.
In
classroom action research, the research can doing by self but it is more
effective if the research doing by collaboration with friend, head master,
observer, lecturer, and other people that relevant to do the classroom action
research.
By
using classroom action research, the teacher can develop the teacher’s learning
style, can manage the class with dynamist and condusive, and can using the
media and the source that suitable to teach in learning process. The result of
classroom action research can use to correct the quality of learning process
based on the condition and the character of school, student, and teacher.
There
are three principles in classroom action research. There are:
3.1.1.
There is participation from the writer in a program or activity.
3.1.2.
There is a purpose to increase the quality of a program or activity by using
classroom action research.
3.1.3.
There is a treatment to increase the quality of a program or activity.
Based on the
principle above, there search in classroom action research doing by the teacher
as a writer or collaboration with other people to planning, acting, and
reflecting the treatment to correct and increasing the quality of learning
process in the class by doing a treatment. The main purpose from classroom
action research is to solve the real problem that happened in the class.
In this
research, the writer makes a problem solving about a problem in a class. In
addition, the writer wants to increase students’ ability.
3.2 Subject of the Research
The subject of this research was the tenth grade
students of SMA Negeri5 Magelang in the academic year 2017/2018. The research
was conducted in social class, X.6. The total number of students is 35.The
research was conducted in second semester. It consists of 35 students with the
composition of 19 female students and 16 male students. Based on the writer’s
observation, the tenth graders of SMA 5 Magelang had low score in English,
especially in descriptive text speaking skill. Their achievement could be seen
on daily test and English final test. Some students got good mark, but some get
bad. The average score of speaking test of this class is 65, less than the
standard score of the learning target (KKM) which is 75.
3.3. Setting of the research
a.Place
This research was done at SMA N 5 Magelang. The
students are from this city and teachers are from this city too but some
teacher are from other city. This school is a developing school. Teacher’s
strategy to teach English in the classroom is not too many. So, the writer chooses this school to try
inside outside technique to increase English speaking ability of students in
this school.
b.Time
This research was done on the second semester of
2017/2018 in January and February. The writer chooses one of basic competence
in English material. The basic competence is “to describe thing around us"
3.4 The Procedure of the Classroom
Action Research
This research is
conducted through a pre-cycle and two cycles, in each cycle there are four
procedures of this research, they were; planning, observing, acting and
reflecting.
a. Pre- cycle
The pre-cycle is
conducted at the beginning of the research before the two cycles. There are two
activities in this cycle, observation and test. The first activity is
observation. The teacher as collaborator would teach the student as usual.
Then, the writer starts to observe the teaching learning process in class to
know students; motivation on learning activity. The second activity is test.
The purpose is to check the students’ weakness and strength in speaking skill
whether they understand or not descriptive text. The writer continues to cycle
1 because the result of the test cannot fulfill the minimum requirement
standard.
b. Cycle I
Based on the result of the pre-cycle test, the writer gives the action
in cycle 1 by using inside outside. In cycle I, the writer has four stages as
follows:
1. Planning
The aim of this stage is to plan
teaching learning process in order that there is an improvement of the
students’ learning motivation and speaking skill. Based on the result of
analyzing the problem in the pre-cycle, the writer doing some preparations,
they are:
a) Making schedule
of the research.
b) Prepare the
materials.
c) Making the
lesson plan.
d) Making an
observation sheets.
e) Making
questionnaire sheets.
f) Making a cycle
I test of descriptive test.
g) Doing
documentation.
2. Observing
The collaborator observes the
students in learning activity using observation sheet. Besides using
observation sheet, the collaborator also takes photograph during the learning
process. The result of this photograph is used as the documentation during
learning process.
3. Acting
In this stage, the students are
taught by using inside outside circle technique. This action is doing to know
the improvement of the student’ speaking skill in this cycle. The procedure of
teaching learning process in cycle I is doing as follows:
a. Pre-activity
1. Greeting and
checking the student attendance
2. Motivating the
student by telling the purpose of learning English, especially speaking
descriptive text.
b. Whilst-activity
The writer uses inside outside circle technique during teaching
speaking. The steps are as follows:
1. Observing
a) The writer
gives an example of descriptive text to the students.
b) The writer
explains about inside outside circle technique.
c) The writer asks
the student to make descriptive text by using inside outside circle technique
d) Observing the
students’ activities if they find difficulties.
2. Questioning
The writer gives the student chance to ask any question relate to the
material, so they had good knowledge about it.
3. Experimenting
a. Direct students
count off by twos, for example the first group named “Number” group (1, 2, 3,
4,...) and the second group named “Letter” group (a, b, c, d, ...); Teacher
directs the first group to standing a circle and ask them to turn around so
that they are facing out. Then, the second group faces the first group so that
they create an outer circle. In this case, student “1” will facing the “A”
student, the “2” student is facing the “B” student, and so forth (Klippel,
1984, p. 9);
b. Teacher gives
the students a direction such as “shake hands with the person you are facing
and say “Good morning!”
c. Teacher poses a
question or presents a problem and the students discuss their thoughts. The
first group (Number) inside the circle can be the students who ask the
questions, and the second group outside the circle (Letter) can be the
respondent. Two students who are pairing, can start conversation;
d. After the time
limit is up, teacher direct students to shake hand again and say, “Nice talking
to you.”
e. Teacher direct
one of the circles to move to the right or left a certain number of people. For
example, students inside the circle still stay and the students outside the
circle move two steps to the right. In this case, they face a new partner; now
student “A” faces the student “3”, student “B” faces the student “4”
f. Next, teacher
give students the same question or problem, or ask them to discuss something
different;
g. Do conversation
as like step
4.Associating
a) The writer asks
the student whether they have difficulties or not.
b) The writer asks
every group who have been ready with the answer and the scenario that they have
to perform in front of class.
c) The writer
gives feedback to the students.
d) The writer
gives the speaking test. It is held to know the students’ understanding about
material
4. Communicating
The
students composed all those answer into descriptive text.
3) post-activitity
In this phase, the writer gives some evaluation
of teaching learning process have been done as follows:
(1) The writer will
summarize and reviewed the material that had been taught.
(2) The writer will
correct the answer of the questions sheet that has been done by asking the
students to discuss their answer.
(3) The writer
gives the questionnaire form.
(4) The writer motivates
the students and closes the meeting
4. Reflecting
Reflecting is an activity of analyzing of all
the stages in cycle I. It is used to know the progress or change of the
students’ behavior and class situation critically. Besides, the writer analyzes
the result of the test to make reflection. Since the result of the first cycle
is not satisfactory, the writer continues to the next cycle, cycle II.
c. Cycle II
Based on the reflection in the
cycle I, the writer continues the treatment in cycle II in order
to improve the students speaking skill and the students' learning motivation by
using inside outside circle technique. The process was similar to the cycle I.
a. Planning
Planning is doing to repair lesson
plan that have made in cycle I. In this phase, the writer would make different
action of the lesson plan from cycle I. The writer also prepares test and
assessment’s criteria. They were observation sheet, and photo documentation.
Then the writer coordinates with the collaborator related to learning activity
and preparing the following items:
1) The lesson plans.
2) Instruments for the activities of
teaching-learning process.
3) Questionnaire.
4) Observation sheet.
5) Reflection sheet.
6) Cycle II test.
7) The students' score list.
b. Observing
To
observe the students' activities in the learning process, the collaborator will
observe the students by using observation sheet and takes photographs during learning
process.
b. Acting
Acting in cycle II will be different
from cycle I, it was an improvement of cycle I. In this cycle, the writer would
present a new topic. Before presenting the topics on this cycle, the writer
would review what they have already learned in the previous cycle. The
procedure of activities in this cycle is almost similar with the cycle I.
1) Pre-activity
a) Greeting and checking the
students' attendance.
b) Asking the previous material.
c) Motivating the students by
telling the purpose of learning English, especially speaking descriptive text.
2) Whilst-activity The writer use
inside outside circle technique during teaching speaking. The steps are as
follows:
a) Observing
(1) The writer gives an example of
descriptive text to the students.
(2) The writer asks the students to
make descriptive text by using inside outside circle technique.
(3) Observing the students'
activities if they find difficulties.
b) Questioning
The writer give the students chance
to ask any question relate to the material, so they had good knowledge about
it.
c) Experimenting
1. Direct
students count off by twos, for example the first group named “Number” group
(1, 2, 3, 4,...) and the second group named “Letter” group (a, b, c, d, ...);
Teacher directs the first group to standing a circle and ask them to turn
around so that they are facing out. Then, the second group faces the first
group so that they create an outer circle. In this case, student “1” will
facing the “A” student, the “2” student is facing the “B” student, and so forth
(Klippel, 1984, p. 9);
2. Teacher
gives the students a direction such as “shake hands with the person you are
facing and say “Good morning!”
3. Teacher
poses a question or presents a problem and the students discuss their thoughts.
The first group (Number) inside the circle can be the students who ask the
questions, and the second group outside the circle (Letter) can be the
respondent. Two students who are pairing, can start conversation;
4. After
the time limit is up, teacher direct students to shake hand again and say,
“Nice talking to you.”
5. Teacher
direct one of the circles to move to the right or left a certain number of
people. For example, students inside the circle still stay and the students
outside the circle move two steps to the right. In this case, they face a new
partner; now student “A” faces the student “3”, student “B” faces the student
“4”
6. Next,
teacher gives students the same question or problem, or asks them to discuss
something different;
7. Do
conversation as like step 4.
d) Associating
(1) The writer asks the students whether
they have difficulties or not.
(2) The writer asks every groups who
have been ready with the answer and the scenario that they have to perform in
front of class.
(3) The writer gives feedback to the
students.
(4) The writer gives the speaking test.
It is held to know the students' understanding about the material.
e) Communicating
The students composed all those
answers into descriptive text
3) Post-activity In this phase, the
researcher give some evaluation of teaching learning process have been done as
follows:
a) The writer will summarize and
reviewed the material that had been taught
b) The writer will correct the
answers of the questions sheet that has been done by asking the students to
discuss their answer.
c) The writer gives the questionnaire
form.
d) The writer motivates the students
and closes the meeting.
d. Reflecting
At the end of the
cycle, reflection is doing to know the improvement of students' speaking
ability using inside outside circle technique and changed of the students'
behavior after the student were following the learning activity. The writer
also analyzed the result of observation sheet, questionnaire and students'
worksheet. The above data is used to know whether inside outside circle
technique was successful in improving students' speaking descriptive text and
the writer did not continue the research in the cycle III.
3.5 The Technique of Collection Data
The classroom action
research needs the data to support the research. There are several ways to
collect data like questioner, field's notes, interview, documentation, test,
and etc. In this research, the writer gathering the data by using technique of
non-test and technique of test The technique that is use as follows:
I. Non-test
a. Observation
Observation checklists
are used to know the students' behavior and the writer's performance in
teaching learning process. The use of observation checklist helps the writer to
observe the class situation. The writer uses the result of the observations in
Pre Cycle, Cycle I and Cycle II to know whether there is students' writing
ability change or not using inside outside circle technique.
The data of observation is
concentrate to support the result of the students' test. Table 3.1
The Observation Sheet
No
|
Behavioral Types
|
Observation Focus
|
Number of
Students
|
Total Students
|
Percentage (%)
|
1.
|
The students' motivation in
listening to the teacher's explanation.
|
1. The students
pay attention to the teacher's explanation
|
|
35
|
|
2. The students
ask questions related to the material.
|
|
35
|
|
||
3. The students
comment on the material.
|
|
35
|
|
||
4. The students
answer the teacher's questions.
|
|
35
|
|
||
5. The students
make a note.
|
|
35
|
|
||
2.
|
2. The students' motivation
during the learning process.
|
6. The students
have motivation in learning process.
|
|
35
|
|
7. The students
discuss the speaking test with their group
|
|
35
|
|
||
8. The students
can understand the material.
|
|
35
|
|
||
3.
|
3. The student motivation in
doing tasks that was given by the teacher.
|
9. The students
can do the test.
|
|
35
|
|
|
|
10. The students
can finish the task within a given time.
|
|
35
|
|
b. Questionnaire
Questionnaire is a list of question
which had answered by the students to get information. The questionnaire
collected the data on information from the students based on the needs,
interest, like and dislike about the teaching-learning process.
Table 3.2 The
Questionnaire Sheet
No.
|
Questions
|
Yes
|
No
|
1.
|
Do
you like studying English?
|
|
|
2.
|
Do
you think that speaking is important?
|
|
|
3.
|
Do
you think that speaking English test is difficult?
|
|
|
4.
|
Does
your teacher explain the material in creative way?
|
|
|
5.
|
Are you able to understand the
teacher's explanation well?
|
|
|
6.
|
Are
you bored with the teacher's explanation?
|
|
|
7.
|
Are
you able to understand the material after the teacher using inside outside
circle technique?
|
|
|
8.
|
Do
you like using inside outside circle technique?
|
|
|
9.
|
Do you feel that this technique
can improve your speaking
skill on descriptive text?
|
|
|
10
|
Do you have high motivation after
the teacher used
using inside outside circle
technique?
|
|
|
c Documentation
Documentation is used to get data
such as the name of the students and its score. The collaborator also takes
photographs during teaching-learning process using inside outside circle
technique.
2. Test
The writer uses speaking test in the
end of every cycle. The purpose of the test was to measure the student's
progress and the result of teaching-learning. The test focuses on how the
students should describe something that the writer uses inside outside circle
technique.
Table 3.3
The Indicator of Speaking Test
No.
|
Focus
|
Score
|
Note
|
1.
|
Pronunciation
|
5
|
Easy to understand and have a
few accent like native speaker
|
4
|
Easy to understand although
with unfamiliar accent.
|
||
3
|
Have a problem when
pronouncing words and the hearer must concentrate.
|
||
2
|
Hard to understand caused
problem in pronouns and often repeated.
|
||
1
|
Can’t speak and just silent.
|
||
2.
|
Grammatically
|
5
|
Few mistakes in grammar.
|
4
|
Sometimes have a problem in
grammar but didn't influence the meaning.
|
||
3
|
Often mistakes and influence the
meaning.
|
||
2
|
Grammar is poor and often to
repeat.
|
||
1
|
Can't understand what his/her
means.
|
||
3.
|
Vocabulary
|
5
|
Using vocabularies and
express like native speaker.
|
4
|
Sometimes use inexactly
vocabularies.
|
||
3
|
Often use inexactly
vocabularies caused limited vocabularies.
|
||
2
|
Use of incorrect vocabularies
and limit vocabularies, so make the
conversation hard to understand.
|
||
1
|
Very limit
vocabularies, so he/she can't speak anything.
|
||
4.
|
Fluently
|
5
|
Fluent like native
speaker.
|
4
|
The fluency has
few problem caused language.
|
||
3
|
The fluency has
much problem caused language.
|
||
2
|
Doubt and stop
caused limitless of language.
|
||
1
|
Speak often broke
up and stopped so he/she can speak again.
|
||
5.
|
Understanding
|
5
|
Understanding the
whole without problem.
|
4
|
Understanding
almost the whole although have repeated in several parts.
|
||
3
|
Understanding the
purpose of conversation but if speak sometimes fast and sometimes slow with
few repeated.
|
||
2
|
Hard to
understanding the means.
|
||
1
|
Miss understanding
although simple conversation.
|
After collecting the test scores,
the writer calculates the scores of pronunciation, grammar, vocabulary,
comprehension, and fluency then multiplied by 4. The writer also analyzes the
students' score by using the following Analytic Rating Score:
Table 3.4
The Analytic Rating Score
No.
|
Category
|
Span of Score
|
1.
|
Very Good
|
85-100
|
2.
|
Good
|
70-84
|
3.
|
Fair
|
60-69
|
4.
|
Poor
|
50-59
|
5.
|
Very Poor
|
< 50
|
3.6 The Technique of Analyzing Data
Techniques of analyzing data that
the writer uses are Fowler's Formula and
Descriptive Analysis.
1. Fowler's Formula
To analyze the quantitative data the
writer uses Flowler's formula. Fowler
(1991) formulated a quantitative numeric description of some fraction of the
mean score through the data collection process of the questions in the written
form of the research. Fowler presents a formula that is suitable to analyze the
quantitative data focusing on the students' score and the number of respondents
to calculate the mean of score.
The formula is as follows:
Explanation:
M :
Mean
SS :
Students’ score
R :
Respondent
The writer then compare with the
score of pre-cycle, post test, Cycle I and Cycle II. The result of this
research gives the description of the improvement of the students’ descriptive
text speaking skill in each cycle.
2. Descriptive Analysis
To analyze the qualitative data the
writer uses descriptive analysis. It is also used to know the improvement of
the students’ descriptive text speaking skill. The writer uses Lane’s analysis
(2007) descriptive analysis is the range of processes and procedures whereby we
move from the qualitative data that have been collected into some form of
explanation, understanding or interpretation of the people and situations we
are investigating.
3.7 Performance Indicator
Performance Indicator in this
research follows:
1. Minimally the
students who are active in the speaking class of descriptive text by using
inside outside circle technique reach 70%
2. Minimally the
students who get score 75 of speaking test of descriptive text reach 75 %.
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Brown,
Douglas. 2004. Language Assessment (Principles and Classroom Practice).
San Fransisco State University. America.
Chaney,
A.L and T.L Burke. 1998. Teaching Oral Communication in Grades K-8.
Allyn& Bacon. Boston.
E,
Robinson and S, Robinson. 2003. What does it mean? Discourse, Text, Culture:
An Introduction. McGraw-Hill Book Company. Sydney.
H.
H, Clark and Clark, E.V. 1997. Psychology and Language: An Introduction to
Psycholinguistic. Harcourt Brace Jovanovich Publishers. New York.
Huebner,
Theodore. 1960. Audio Visual Technique in Teaching Foreign Language.
Cambridge University Press. New York.
Hughes,
Arthur. 2002. Testing for Language Teachers. Cambridge University Press.
London
Kagan,
Spencer. 1989. The structural approach to cooperative learning. Educational
Leadership. Kagan cooperative learning. San Juan Capistrano.
Kesler,
Caroline. 1989. Cooperative Language Learning: A Teacher’s Resource Book.
Practice Hall Regents. New Jersey.
Lie,
Anita. 2002.Cooperative Learning for ESL Students.Cross Currents. USA.
Nunnan,
David. 2003. Practical English Language Teaching. McGraw Hill Companies.
New York.
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