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

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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