CHAPTER II
REVIEW OF THE RELATED LITERATURE
2.1 The Nature of Speaking
Speaking
is an interactive process of constructing meaning that involves producing,
receiving and processing information. Its form and meaning are depending on the
context in which it occurs, including the participants themselves, their
experiences, the physical environment, and the purposes for speaking. It is
often spontaneous, open-ended, and evolving. However, speech is not always
unpredictable. Speaking requires that learners not only know how to produce
specific points of language such as grammar, pronunciation, or vocabulary
"linguistic competence", but also that they understand when, why, and
in what ways to produce language "sociolinguistic competence"
(Nunan,1999:216).
Furthermore, speaking is one of the English skills, besides listening,
reading, and writing. There are many definitions of speaking that have been
proposed by some experts in language learning. Brown (2001: 267) states that
when someone can speak a language it means that he can carry on a conversation
reasonably competently. In addition, he states that the benchmark of successful
acquisition of language is almost always the demonstration of an ability to
accomplish pragmatic goals through an interactive discourse with other language
speakers. The learning of language involves acquiring the ability to compose
correct sentences and it involves an understanding of which sentences or part
of sentences are appropriate for a particular context (Widdowson, 1978:2). We
do speaking in order to communicate with each other. Better communication means
better understanding of others and ourselves. Communication is a continuous
process of expression, interpretation, and negotiation. Richards and
Renandya (2002: 204) state that effective oral communication requires the
ability to use the language appropriately in social interactions that involves
not only verbal communication but also paralinguistic elements of speech such
as pitch, stress, and intonation.
Moreover, nonlinguistic elements such as gestures, body language, and
expressions are needed in conveying messages directly without any accompanying
speech. Brown (2007: 237) states that social contact in interactive language
functions is a key importance and in which it is not what you say that counts
but how you say it what you convey with body language, gestures, eye contact,
physical distance and other nonverbal messages.
In
their discussion on the nature of spoken language, Brown and Yule in Nunan
(1989: 26) distinguish spoken language from written language. They point out
that for most of its history. The teaching of language has not been concerned
with spoken language teaching. This language comprises short, often fragmentary
utterances, in pronunciation range.
On the contrary, written language is characterized
by well-formed sentences which are integrated into highly structured
paragraphs. Brown and Yule in Nunan (1989) also differentiate between two basic
language functions, i.e. the transactional and the interactional functions. The
former basically concerns the transfer of information. According to Nunan
(1989: 32) successful oral communication involves: (a) The ability to
articulate phonological features of the language comprehensibly; (b) Mastery of stress, rhythm, intonation
patterns; (c) Conversational listening skills (successful conversations require
good listeners as well as good speakers); (d) Skills in knowing about and
negotiating purposes for conversations; (e) Using appropriate conversational
formulae and fillers; (f) An acceptable degree of fluency; (g) Transactional
and interpersonal skills; (h) Skills in taking short and long speaking turns;
(i) Skills in the management of interaction; and (j) Skills in negotiating
meaning.
Moreover, speaking is nature of human’s behavior
which uses some factors such as, physical, psychological, neurological factor
also semantic and linguistic factor, so that it is considered as a vital
instrument to be a social control. Hornby (1985 : 287) states that speaking is a
special natural power to do something well. On the other hand, Chastain (1975 :
576) said that speaking is productive skill since it is produces ides,
messagesor suggestions. As language learning, speaking needs practices. Swan
(1980 : 567) also states that speaking is uttering words in more formal
situation, speaking can be used to understand to use of language by one person,
and to recognize the knowledge. A language learners should realize that
speaking is a skill in learning language. Spoken language is a primary
phenomenon. We speak a great deal more than we write, that is why language
should be taught initially through speech. Spoken language is essential to any
language learning. Learning to speak a foreign language is a learning that
requires knowledge of the language and its application.
The opportunities for communications
are infinite and include systems of signs and symbols (Savignon, 1982:8).
Communication requires a sender, a receiver and a medium. It can be said that
both hearers and speakers do interactions by giving responds to what they have
heard and listened to. Generally, people who encounter others through this oral
communication have a certain goal that they want to achieve, the goal that
underlies people to do the communication.
It provides
learners with opportunities to express their own personality and experience in
using the language as means of handling their own social relationship (William Littlewood,William.
1981. Communicative Language
Teaching an Introduction. Cambridge: Cambridge University Press, New York. P.47).
Based on the theories above, the researcher
concludes that speaking is an activity which is involving a process of process of constructing meaning that
involves producing, receiving and processing information.
2.1.1 Speaking Assessment
The instrument must be accurate
and consistent, it must represent the abilities we wish to measure, and it must
operate in the same way with a wide range of students. The concerns of
measurement, as they relate to oral communication, are highlighted below.
Detailed discussions of speaking and listening assessment may be found in
Powers (1984), Rubin and Mead (1984), and Stiggins (1981).
A
test measures a person’s ability or knowledge also being measured in a test is
ability or competence. A language test samples language behavior and infers
general ability in language.Finally a test measures a given domain. In the case
of a proficiency test, eventhough the actual performance on the test invilves
only a sampling of skills, that domain is overall proficiency in a language.
Two methods are used for
assessing speaking skills. In the observational approach, the student's
behavior is observed and assessed unobtrusively. In the structured approach,
the student is asked to perform one or more specific oral communication tasks.
His or her performance on the task is then evaluated. The task can be
administered in a one-on-one setting -- with the test administrator and one
student -- or in a group or class setting. In either setting, students should
feel that they are communicating meaningful content to a real audience. Tasks
should focus on topics that all students can easily talk about, or, if they do
not include such a focus, students should be given an opportunity to collect
information on the topic.
Both observational and structured
approaches use a variety of rating systems. A holistic rating captures a
general impression of the student's performance. A primary trait score assesses
the student's ability to achieve a specific communication purpose -- for
example, to persuade the listener to adopt a certain point of view. Analytic
scales capture the student's performance on various aspects of communication,
such as delivery, organization, content, and language. Rating systems may
describe varying degrees of competence along a scale or may indicate the
presence or absence of a characteristic.
A major aspect of any rating
system is rater objectivity: Is the rater applying the scoring criteria
accurately and consistently to all students across time? The reliability of
raters should be established during their training and checked during
administration or scoring of the assessment. If ratings are made on the spot,
two raters will be required for some administrations. If ratings are recorded
for later scoring, double scoring will be needed.
The
researcher may say that sometimes spoken language is easy to perform, but in
some cases it is difficult. It is also mentioned by Brown (2001:270) when
people want to speak fluently; sometimes they get difficulties to do it.
Moreover, Brown (2001:270) purposes some activities which can carry out to be
successful in speaking. They have to fulfill some characteristics of successful
speaking activity such as: learners talk a lot as much as possible of the
period of time allocated to the activity is in fact occupied by learners talk.
This may be obvious, but often most time taken up with teacher or pauses,
participant is even classroom discussion is not mentioned by a minority of talk
active participants.
Furthermore,
all get a chance to speak and contributions are fairly evenly
distributed. Motivation is high. Learners are eager to speak because they are
interested in the topic and have something new to say about it, or they want to
contribute to achieve a task objective.Language is of an acceptable level.
Learners express themselves in utterances that are relevant, comprehensible to
teach others and of acceptable level of language accuracy.
From
the explanation of the steps of some theories mentioned above, the researcher
can conclude that studying English without practicing speaking is useless.
Through speaking, one can express their minds, ideas and thought freely and
spontaneously. To most people, mastering the art of speaking is the single most
important aspect of learning a foreign language, and success is measured in
terms of the ability to carry out a conversation in the language. In short, the
speaking skill is the ability to perform the linguistics knowledge in actual
communication.
Brown
(2004:14) proposes broader perspective of speaking skill there are at least
five components consisting of comprehension, grammar, vocabulary,
pronunciation, and fluency.
a. Comprehension
For
oral communication certainty requires a subject to respond to speech aswell as
to initiate it.
b. Grammar
It
is needed for students to arrange a correct sentence in conversation
c. Vocabulary
One
cannot communicate effectively or express their ideas both oral and written
form if they do not have sufficient vocabulary. So, vocabulary means the
appropriate diction which is used in communication.
d.
Pronunciation
Pronunciation
is the way for students’ to produce clearer language when they speak. It deals
with the phonological process that refers to the components of a grammar made
up of the elements and principles that determine how sound pattern vary in
language.
e. Fluency
Fluency
can be defined as the ability to speak fluently and accurately. Fluency in
speaking is the aim of many language learners.
This research will use the proficiency scoring
that Brown suggests because it is clearly seen and simple scoring rubric.
1.2
Teaching Speaking as a Foreign Language
Many linguistics
and EFL teachers agree on that students learn to speak in the foreign language
by "interacting". Communicative language teaching and collaborative learning
serve best for this aim. Communicative language teaching is based on real-life
situations that require communication. By using this method in EFL classes,
students will have the opportunity of communicating with each other in the
target language. In brief, EFL teachers should create a classroom environment
where students have real-life communication, authentic activities, and
meaningful tasks that promote oral language. This can occur when students
collaborate in groups to achieve a goal or to complete a task. The activities
that can be done in the speaking classroom will be discussed later.
There are four
things that students need to do with “new‟ language: be exposed to it, understand its meaning, understand
its form (how it is constructed) and practice it (Harmer, 1998:52). English in
Indonesia is still as foreign language, that is why EFL (English as Foreign
Language) students need lots of exposures since they are much less exposed to
target language, target culture and target people than ESL (English as Second
Language) learners.
In the classroom, a
major part of the teacher’s
job is to expose students to language so that they can use it later. Foreign
language learners need opportunities to develop the skills especially speaking
skill, by being exposed to situations where the emphasis is on using the
language for communicating meanings as efficiently and economically as
possible. The use of English is limited only in the classroom. The lack of
exposure to real English speaking setting can limits the quantity and quality
of the input. Therefore, in EFL classroom, teachers need to set the situations
like ESL situation. When EFL teachers use only English, the EFL students can
get the exposure.
However, many
learners are studying English simply just because it is stated, on the
syllabus. Students can be exposed to the language besides from the teacher
utterances; they can also listen to tapes, read texts and look at computer
printouts. In each case, the students are given chances to see or hear the
language before they are asked to produce it themselves. Context of learning is
known as language exposure and context of teaching is known as instruction.
Context of learning provides learners with natural input from interaction in
community and context of teaching is a situation in which learners receive
input from instruction. Exposure seems to be the main source of success in
foreign language acquisition (Huda, 1999:158).
The goal of the
classroom is not to substitute for the outside world, but to bring students to
the point where they can use the outside world for further acquisition
(Krashen, 1982). Although bringing the outside world into the classroom is not
possible in the EFL setting, teachers can prepare EFL learners for further
learning as independent learners in an English – speaking
environment. The goal is not to produce fluent English speakers but to produce
learners who can use their own language abilities and the language input in the
real world to meet their own needs to function in English. Language learning
can take place only through natural process, which operates when a person
involved in using the language for communication. Therefore, communicative
ability (inside or outside the classroom) is an important part of the total
learning process.
In the classroom, a major part of
the teacher’s job is to expose students to language so that they can use it
later. Foreign language learners need opportunities to develop the skills
especially speaking skill, by being exposed to situations where the emphasis is
on using the language for communicating meanings as efficiently and
economically as possible. The use of English is limited only in the classroom.
The lack of exposure to real English speaking setting can limits the quantity
and quality of the input. Therefore, in EFL classroom, teachers need to set the
situations like ESL situation. When EFL teachers use only English, the EFL
students can get the exposure. However, many learners are studying English
simply just because it is stated, on the syllabus. Students can be exposed to the
language besides from the teacher utterances; they can also listen to tapes,
read texts and look at computer printouts.
In each case, the students are given chances to see or hear the
language before they are asked to produce it themselves. Context of learning is
known as language exposure and context of teaching is known as instruction.
Context of learning provides learners with natural input from interaction in
community and context of teaching is a situation in which learners receive
input from instruction. Exposure seems to be the main source of success in
foreign language acquisition (Huda, 1999:158). The goal of the classroom is not
to substitute for the outside world, but to bring students to the point where
they can use the outside world for further acquisition (Krashen, 1982).
Although bringing the outside world into the classroom is not possible in the
EFL setting, teachers can prepare EFL learners for further learning as
independent learners in an English-speaking environment.
The goal is not to produce fluent English speakers but to produce
learners who can use their own language abilities and the language input in the
real world to meet their own needs to function in English. Language learning
can take place only through natural process, which operates when a person
involved in using the language for communication. Therefore, communicative
ability (inside or outside the classroom) is an important part of the total
learning process.
1.3
The Principles for Teaching Speaking
In the communicative model of
language teaching, the teacher helps the students in real-life communication.
They help their students develop the ability to produce grammatically correct,
logically connected sentences that are appropriate to specific contexts.
According to Nunan (2003), there are some principles for teaching
speaking. Some of which are described below: (1) Give students practice with
both fluency and accuracy: at the beginning and intermediate level of studies,
learners must be given opportunities to improve their fluency as well as
accuracy. Accuracy means using the target language correctly and fluency is
using language quickly and confidently. The teacher should not emphasize on any
one aspect of speaking. Rather, students should get practice on both accuracy
and fluency. (2) Use group work or pair work: To improve students’ speaking skill, they
should be given enough opportunities to speak in class. So, teacher talk time
should be less and student talk time should be more. It is important for
language teachers do not take up all the time. According to Nunan also, “Pair
work and group work can be used to increase the amount of time that learners
get to speak in the target language during lesson.” In this way, the students
will get chance to interact and practice the language with other students.
1.4
The Difficulties of Speaking
Speaking is different with other language skills, even though when it
is compared with writing, the answer must be writing. What makes speaking
difficult is just because the language, English. It is a foreign language and
the use of it is very seldom. We can see easily of many things in our life
using English in the written form and it does notneed to be read aloud, so we
do not need to be embarrassed.
Bear in mind that the following characteristics of spoken language can
make oral performance easy as well as, in some cases, the difficulties of
speaking according to HD Brown (2000: 267): (1) Clustering: Fluent speech is
phrasal, not word by word. Learners can organize their output both cognitively
and physically (in breath groups) through such clustering. (2) Redundancy: The
speaker has an opportunity to make meaning clearer through the redundancy of
language. Learners can capitalize on this featire of spoken language. (3) Reduced
forms: It is including contractions, elisions, reduced vowels, etc. All from
special problems in teaching spoken English. Students who don’t learn
colloquial contractions can sometimes develop a stilted, bookish quality of
speaking that in turn stigmatizes them. (4) Performance variables:One of the
advantages of spoken language is that the process of thinking as you speak
allows you to manifest a certain number of performance hesitations, pauses,
backtracking, and corrections. Learners can actually be taught how to pause and
hesitate. For example, in English our “thinking time” is not silent; the
speaker insert certain “fillers” such as uh,
um, well, you know, I mean, like, etc.
However, one of the most salient differences between native and
nonative speakers of a language is in their hesitation phenomena. (5) Colloquial
language:Make sure students are easonably well acquaintedwith bthe words,
idioms, and phrases of colloquial language and that they get practice in
producing these forms.(6) Rate of delivery: Another salient characteristic of
fluency is rate of delivery. One of the teacher tasks in teaching spoken
English is to help learners to achieve an acceptable speed along with other
attributes of fluency. (7) Stress, rhythm, and intonation: This is the most
important characteristic of English pronunciation. The stress-timed rhythm of
spoken English and its intonation patterns convey important messages. (8) Interaction:Learning
to produce waves of language in a vacuum – without interlocutors – would rob
speaking skill of its richest component: the creativity of conversational
negotiation.
1.5
The Nature of Speaking Skill
The speaking skill is as crucial as any other language skills. The four
skills (reading, speaking, writing, and listening) naturally appear together in
every English class, even in the EFL context. As Peregoy and Boyle (2001:107)
state, “Listening, speaking, reading and writing, also occur naturally together
in learning events in school at all grade levels, even though traditionally
they were taught separatelly”. In addition, Shumin (1997) states that learning
to speak foreign language requires more than knowing its grammar and
vocabulary.
However it is difficult for EFL learners to speak appropriate English
in the classroom bcause of the limited language use in their real lives.
Affective factores are the most important issues that may promote students’
speaking, include self esteem, emotion, attitude, anxiety and motivation.
Shumin believes that “L2 or foreign language learning is a complex tasks that
is susceptible to human anxiety, which is assosiated with feelings of
uneasiness, frustration, self doubt, and apprehension” (1997, para. 2). These
are the factors that affect students’ speaking skill in most EFL contexts and
there are other issues as well. For example, the language level maybe too
difficult, or too much is given at once and the amount of the language the
teacher gives the students in each session maybe too much, according to Shumin
(1997).
Hymes inNunan (1999:26) proposes the notion of communicative competence as
analternative Chomsky’s linguistic competence. Communicative competence includesnot only linguistic competence, but also
range of other sociolinguistic andconversational skills that enable the speaker
to know how to say what to whom, andwhen.
Richard in Nunan (1999:56) provides characteristics of communicativecompetence
including: (a) Knowledge of grammar and vocabulary of the language;(b) Knowledge
of rules of speaking e.g, knowing how to begin and endconversations knowing
what topics that can be talked about in different types of speech events,
knowing which address forms should be used with different personsonce speak to
and in different situations: (c) Knowledge of how to use and respond
todifferent types of speech acts such as request, apologies, thank and
invitations; (d)Knowledge of how to use language appropriately. By
communicative learning, thestudents should first make an account or make a
conscious effort considering whatthe purpose of their speaking is, what subject
to be discussed, and who would be their listeners because in communicative
learning they will be working with group of course, the students will have
social interaction.
Furthermore,Slavin(1995:89) states that through
groupwork students can have mutual independence and help each other among the
highachievement and the lower achievement students.The basic assumption in any
oral interaction is that the speakers want tocommunicate ideas, feelings,
attitudes, and information to the listeners.Rivers (1981: 189) states that
through speaking one express emotion, communicates intention, reacts to other
persons and situations, and influences other human being.Speaking is, then, to
be a tool in everyday life to deliver intention.
On the other hand, Lado (1964:7)argues that with
recent emphasis on the spoken word, the ability to speak thelanguage has become
a dominant requirement. People always convey the sense of exposing the
students to express their thoughts, ideas, and feelings. It is
consideredimportant in terms of the teaching of language, since it can bring
the students to think creatively and through speaking they can express
what students are thinking about.
1.6
The Componentsof Speaking Skill
According to Brown (2000: 406), there are five aspects of assessing speaking skills: (a)
Vocabulary: is one of the extreme aspects that support speaking activity, it
deals with the right and appropriate words. One cannot communicative
effectively or express their ideas both oral and written form if they do not
have sufficient vocabulary. Without grammar very little can be conveyed,
without vocabulary nothing can be conveyed (Willid, 1990). So, vocabulary means
appropriate diction which is used in communication; (b) Grammar: measures of grammatical
accuracy of learner speech either in terms of globalaccuracy (i.e. identifying
any and all types of error) (e.g. Foster and Skehan 1996; Skehan and Foster
1999) or in terms ofspecifictypes of error (e.g. Robinson, 1995; Wigglesworth 1997; Ortega 1999).
The global accuracy
approach has the advantage of being potentially the most comprehensive in that
all errorsare considered. Given these uncertainties, a decision is made to measure grammaticalaccuracy
through both methods: accuracy of use of specific grammaticalfeatures, and
global accuracy. The specific features chosen were verb tense,third person
singular, plural markers, prepositions, and article use. In order to convey meaning, EFL learners must
have the knowledge of words and sentences : that is, they must understand how
words are segmented into various sounds, and how sentences are stressed in
particular ways;(c) Pronunciation: the word “pronunciation” means that the way
in which the language is spoken (Broutein, 1960: 40). The word accuracy means:
enchanters, correctness, (Hornby, 1987: 67). In other word, one’s pronunciation
accuracy means: the way of someone speaks or utters English sound exactly as
native speakers do or speak standard; (d) Fluency: can be considered one
component of oral proficiency, which is often used as one of the scores in
assessing candidates’ oral language skills in an exam situation.
In addition, Lennon (
1990) points out that fluency differs from the other scores in oral language
exams (e.g. accuracy, appropriacy, etc.) in that it is purely a performance
phenomenon, and consequently defined fluency as “an impression on the
listener’s part that the psycholinguistic processes of speech planning and
speech production are functioning easily and efficiently” (p.391); (e)
Comprehension: means since speaking is an activity of producing word only, in
which there is a process of exchanging ideas between a speaker and listener. It
is importance to have comprehension as the components of speaking.
2.7 The Nature of Inside –
Outside Circle Technique
Inside – outside circle technique is a class building
technique identified by Spencer and Laurie Kagan. It is intended to get all
students (or participants) up moving around the room and interacting with one
another because participants are standing and moving it helps get the blood
flowing to their brains and breaks the sitting at their desks routine. It also
allows students to interact with several other students inan organized,
productive manner.This cooperative learning
structure lends itself to review of factual material and recall/comprehension
questions.
Through
Inside –
Outside Circle technique, the students can discuss and share information and ideas
to their classmates directly. This statement is supported by Cohen et al. (2004:53), that Inside – Outside Circle technique is the technique that
teachers may use to get students both moving up and interactively answering question.
Consequently, the students’ knowledge about the subject will be enriched. The
students will know the different opinion about something Speakers talk in order to
have some effects on their listeners. They assert things to change their state
knowledge. They ask them questions to get them to provide information.
In line with this
(Grice: 1975) in Yule (1983) describes that the topic represents the area of
overlap in the knowledge which has been activated and is shared by the
participants at a particular point in a discourse. He suggests that in
conversation there should have a general agreement of co-operation between
participants in doing conversation, and then each participant can expect the
other to conform to certain conventions in speaking. These conventions or
maxims have to do with the quantity (or in formativeness), the
quality (truthfulness), the manner (clearness) and relevance of
conversational contributions.
Furthermore,
McCafferty et al. (2006:165) state that Inside – Outside Circle techniqueis a student
engagement technique
that requires partner responses. Wherein this technique, two concentric circles
of students stand and face one another. After the teacher gives a question,
the partners talk for a short time. Then outer circle
rotates one position to thereto face a new partner and the conversation continues for several
rotations.
In this technique, each student will have conversation with different partner during the activities.
In addition, inside
– outside circle techniqueis a technique that can be use by the students
to give and get the information easily. As Hedrick (2010:125) states that
Inside –
Outside Circle technique is a simple technique for students to share
information when questioning, sharing or problem solving in class. It means
that, this strategy is simple to apply in the classroom and the students will know the
opinion from their classmate. It can be concluded that inside – outside circle techniqueis simple technique to apply in
theclassroom. The
teacher has to define the topic of discussion and the desks should be put
against the wall. If the students are supposed to sit while discussing, they
need to arrange two circles of chairs – one inner and one outer circle so that
“the chairs in the outer circle [are] facing inwards and those of the inner
circle arefacing outwards” (Klippel, 1984, p. 9). It
encourages students to move and have a conversation. It alsohelps students
to share ideas andhear the different opinion from
different partners.
Inside - outside circle is an activity in
the classroom belongs to cooperative learning. Inside – outside
circle techniqueis developed
by Spancer Kagan to give a chance to students to share information in one time,[Lie (2002: 64)]. The advantages of using 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.
2.7.1 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 techniquethat allows movement and is an
excellent technique to have the students summarize and
review information or extend thinking. The advantages of this technique is 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, ...); (2) Teacher directs the
first groupto 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); (3) Teacher give the students
a direction such as “shake hands with the person you are facing and
say “Good morning!” (4) 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; (5) After the
time limit is up, teacher direct
students to shake hand
again and say, “Nice talking to you.”(6) 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” (7) Next, teacher give students the same question or problem,
or ask them to discuss something different; (8) 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 researcher can conclude that inside –outside circle techniquehasseveral procedures.
Students
form 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.
2.7.2 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 quiten things down by, for example, asking them to whisper for a while”
(Stenlev, 2003, p. 38).
2.7.3 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).
2.7.4 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.
2.7.5 The Purpose of Inside – Outside Circle
Technique
Inside – outside circle technique provide English
learners with real opportunities to give and getinformation from other students
(High, 1993). Research on second-languageacquisition suggests that interaction
is important to language development (Ellis,1994; Swain, 1995; van Lier, 1996).
The repetition of vocabulary and concepts inEnglish lets students rehearse and
master new information (Kagan, 1994).
The
purpose of inside – outside circle technique based on Kagan (1994) are as follows:
(1) To give English learners real opportinities 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).
2.7.6 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 techniqueis 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).
2.7.7 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.
2.8 Review of Related Findings
The
research about inside – outside circle technique have also been researched by
Muhammad Yunus (2001) entitled Improving Students’ Speaking Skill Through Guided Questions with
Inside – Outside Circle at the
First Grade of SMA Wahid Hasyim Malang. This research is categorized classroom action research.
First Grade of SMA Wahid Hasyim Malang. This research is categorized classroom action research.
The
result of this research is the students’ progress in their speaking skill. This
research only focused on three speaking indicators; pronunciation, vocabulary,
and fluency. Which the result of students’ achievement from cycle 1 to cycle 2,
there is a significant improvement. It can be seen from the mean average of
cycle 1 was 8.5 became 11.5. It means that students can improve their speaking
skill.
The
second research has been conducted by RitaSusilawati (2007), the title is Teaching Speaking
Through Inside - Outside
CirclesTechniquefor Junior
High School Students in West
Sumatra.
The
result of this research is the students’ progress in their speaking skill. This
research only focused on three speaking indicators; pronunciation, vocabulary,
and grammar. Which the result of students’ achievement from cycle 1 to cycle 2,
there is a significant improvement. It can be seen from the mean average of cycle
1 was 9.5 became 12.6. It means that students can improve their speaking skill.
This research can
be concludedthat teaching
speaking through inside – outside
circle technique can helpstudents engage in learning process.They can
share information whenquestioning, sharing or problemsolving in the class. Furthermore, this research is different
among the research before, because in this research teacher distribute the
flash cards to the students and let the students make the conversation with
their own words along with their groups.
This research
intended to getall students up moving around the roomand interacting with one
other. In thistechnique
one-half of students stand andform a circle facing out, and the other half
forms a circle around of the firstgroup. Then, the teacher gives a question or
problem to discuss. Next, the
teacher instructs one circle to rotate, so that the students can share their
ideas with others, and they getdifferent opinion about a problem theyhave
discussed.
2.9
Conceptual Framework
In
this research, the research refers to the inside – outside circle technique to
improve students’ speaking skill that has been proposes by some experts. At
some improve students’ speaking skill. There was one important concept
associated with the teaching and learning activity. It is an activity that
beneficial for students. Interaction-this is a form of cooperative
learning (access strategy) and facilitates students’ learning from one another,
negotiating meanings, and developing new concepts. It also provides
opportunities for practice in the four domains of skill, such as listening, speaking, and reading.
In
this research, the researcher tries to describe and apply classroom action
research deal with improving students’ speaking skill by using inside – outside
circle technique. The researcher believes that the obtain better achievement in
speaking, the application of inside – outside circle technique can be used to
improve students speaking skill since this technique can involve students to be
active. This technique will also attract them to be motivated naturally since
they will have something new and interesting materials to learn. In short, they
will not be bored and lame because they will feel comfortable and enjoyable
while getting attached to each other. Therefore, it is expected that it will
promote and improve the students’ speaking skill. The researcher will do the
research based on the framework below:
Diagram 2.1
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From
the diagram above, it could be explained that the second grade students of SMP
N 04 Tandun have some problems in speaking, such as students are shy to speak
alone, students take so much time to think before they speak, students lack of
vocabulary, and students are difficult to produce the speech. So, the researcher
would like to solve their problem through the application of inside – outside
circle technique which has some procedures such:(1) Students are devide into
two groups; (2) The first group as the inside, and the second group as the
outside circle. Then, they are facing each other; (3) Teacher gives the inside
group a topic on a card to each student. Then, they start the conversation with
the outside circle group as the respondent; (4) After all students are
finished, teacher can asks the outside circle students to move two steps to the
right. The researcher expects the use of inside – outside circle technique will
improve students’ speaking skill.
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