HAND DOLL MODEL IN TEACHING SPEAKING SKILL
Moh. Hafidz
(hafidzmohammad6@gmail.com)
STKIP PGRI Bangkalan Jl. Soekarno Hatta no. 52 Bangkalan
Abstract: Teaching speaking skill is a systematical process of sending message orally. The aim of this result is describe the use of Hand Doll model in teaching Speaking Skill at junior high school. The researcher uses qualitative descriptive in case study design. Researcher uses some instruments such as checklist, interview and documentation. The result of this research is the Han doll model is implemented well and motivates students to speak English easily in simple dialogue such as daily topics. The instructors control the class to know the student’s problems such as pronunciation, vocabulary and comprehension. Then, reflecting those problems in modelling performance in front of the class.
Keywords: Hand Doll, Teaching and Speaking Skill
Teaching speaking skill is a systematical process of sending message orally. In sending message, the speaker uses media to keep easily respond from listener in teaching context. The instructor is prosecuted to make active, effective and attractive class in applying some competences of teaching speaking skill.
Jeremy states (2007:123) there are three reasons for getting students to speak in the classroom. Firstly, speaking activities provide rehearsal opportunities, chances to practice real life speaking in the safety of the classroom. Secondly, speaking tasks in which students try to use any or all of the languages they know provide feedback for both teacher and students. Everyone can see how well they are doing, both how successful they are, and also what language problems they are experiencing. Finally, the more students have opportunities to activate the various elements of language they have stored in their brains, the more automatic their 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.
Sally (2011:11) presents the result of observation that solving student’s heterogeneity if instructors and students cover the effective class, included: getting to know learners – knowing which learners need more attention, good rapport including listening, high expectations, building trust, humor – appropriate, not sarcasm, relaxed atmosphere – relaxed learning with elements of fun, mutual respect – respect of other people’s opinions and behavior management – so that all of the group have the chance to learn.
Junior high school is the first environment for students to learn English in the class. Instructor is prosecuted to train student’s speaking skill dealing with the basic of English competence, understand the heterogeneous class, make effective and uninteresting class. In this class instructor makes an applicable decision in teaching English speaking class by using Hand doll model. Doll is baby or a person used as a child’s toy on the hand which has funny shape. This model had ever being applied by Madeleine on 2007 in England, her reasonable statements are: Promoting inclusive practice, developing empathy – respect and care, developing anti-discriminatory attitudes, keeping help pupils to overcome prejudices, misconceptions and stereotypes, keeping help pupils and adults to appreciate similarities and differences (Madeleine, 2007: 3).
In this model, students not only speak in English but also listen it well, they feel strange with what they hear. Using this hand doll model student more interact and interest with the English conversation and play it happily. Madeleine (2007: 8) illustrates this model in teaching and learning. The first,
before or when particular issues or situations arise. The second, creating a discussion about an incident that has happened in the school -the situation described by the doll would be similar, but not identical, to the actual event. The last, stimulating learning across the curriculum and about events outside the school e.g. family or community traditions.
RESEARCH METHOD
This research is qualitative design to gain some information concerning with the social condition in the class and the nature of situation that exists at the time of the study.
This study is conducted to describe information Implementation of Hand doll on Speaking skill. Therefore, this study is a case study. In a descriptive qualitative study, the quality of the subject of investigation is the main emphasis, not static quality of the subjects of investigation. The Researcher also focuses on the students’ responds by using Hand doll.
The Researcher has done the research in second class of Junior high school. The research instruments used by the writer in this study are interview and observation. So, the writer also act as the key instrument in this study, in which, the writer really expected to integrate with the subject of the study.
much information as possible and to explore unknown variables which are introduced during the interview and documentation to investigate the written cases such as books, magazine, and picture.
After gaining a complete data, researcher arranges, and interprets it to be a written report. Principally, Qualitative research method is used as a basic effort to find a theory from the data. Besides that, the researcher uses inductive analyze, it means that researcher studying, analyzing and interpreting what are in the field.
FINDING AND DISCUSSION
Hand doll model on teaching speaking skill
Teaching speaking needs creativity and some new methods to create comfortable situation while speaking on the class. Teaching speaking easily achieved by students and not too complicated to follow. Student be active, enjoy and communicatively using simple English in the class. This class suits with Sally (2011:11) statement that instructor handle the class well because of effective class. Teaching and learning speaking actively uses media to make student understand more the materials. The media is doll; there are seven colorful dolls in the class that support the students to practice speaking class.
The steps of teaching speaking skill using hand doll are preparing the hand doll media which has many funny shape and nice colors, making conversation with our students first without using hand doll, students make conversation in pair, asking the student to practice conversation in front of class, giving them hand doll to play like on the show.
After the student practice conversation in front of class, giving them a chance to practice hand doll in their bench, the instructors accompany students while they are practicing English Conversation using hand doll, drilling students to be confidence speaking English using hand doll as well as they can and correcting the pronunciations of each words in conversation.
Researcher finds some uncooperative students in the class; they do not care and irresponsible to the instructions that applied while teaching speaking skill. Researcher gains an interview data that they are introvert student to communicate in the class. Although they get attention more from the instructor as closely assist them but they do not respect well. The instructor states that they hardly bring a handbook and sometimes make the class crowded.
The instructors have never underestimated those students, she keep a good communication in heterogeneous students, respects what students question, trying to believe in them that they can. Sometimes, communicating students in the class using doll to entertain them, they are happy because they get something funny from instructor’s communication. Giving students a lot of chances to ask what they do not know and understand yet such as “any
question?”
model and just three (3) students (0.68 %) feel doubt about that, there are seven (7) students (3.08 %) say that they can speak English, Only three (3) students (0.68 %) say not. But there are many students in number thirty four (34 %) still doubt to make sure that they can speak English,some students say that they understand about conversation are 72.7 % (32 students), ten students or 22.7 % doubt in that and just two students (4.6 %) say they do not know whether they understand about conversation or not. The researcher asks students whose good skill in English, a half of all students (54.5 %) twenty four say they are still doubt do they have skill in English or not. Fourteen students (31.8 %) say they have skill in English, and just five students (13,7 %) say they did not know, the next question is answered ‘yes’ by all students (100 %) that they always try to increase their English skill especially oral proficiency, thirty two students (72.7 %) say they know about hand doll media to speak just now, ten students (22.7 %) say they have already know about hand doll as funny media to increase oral proficiency and two students (4.6 %) say they are doubt, and almost one hundred percent, 97.7 % (42) say they are happy using hand doll media and just two students (2.3 %) are doubt about that, the last question, the researcher asks students do hand doll make easier to speak English. Thirty two student answer yes (72.7 %) ten students (22.2 %) are doubt about that question and just two students (5.1 %) did not know about that.
There are some reasons stated by students that hand doll is easily, understandable, joyful, interesting model for drilling speaking. This data is supported by Sally (2011:11) that hand doll makes high expectations, building trust, humor – appropriate, not sarcasm, relaxed atmosphere – relaxed learning with elements of fun, mutual respect – respect of other people’s opinions and behavior management – so that all of the group have the chance to learn. There some students who have contrast reasons, they state that hand doll is not applicable model because they do not understand at all of English especially on speaking skill.
Hand doll is one of model to establish either student’s personality individually, in pair or in a group (Madeleine, 2007: 7). Hand doll model in a group applied in preparing the short conversation in about “’Greeting” the class. The class divided into seven groups which consist of six students. They share each individual experience, knowledge and speaking skill, one of them uses a doll to express their idea because of limited doll. Researcher finds some students that play themselves the doll without caring friends in the group.
Researcher finds some problems on their accent, they pronounce each word when they are speaking, according to Ann (2000:2) that native speaker connects the sound of each vowel. Based on the result of interview that students try to speak English in the senior high school is the first chance. So, instructor drills students to be active in English class especially in speaking skill. Besides that, student’s fluency also gets problem, because they always use sequential constraintof phonemes such as ...”a”..(Fromkin, 2009:301). The grammar usage on students speaking skill is good enough because they use a handbook to prepare their performance. Sometimes, students get a little prebloms on their comprehension because of limited focabulary (Hiebert, 2005:29). But the hand doll helps students to explain the unknown vocabularies in by moving the doll.
CONCLUSION AND SUGGESTION
Researcher concludes that the hand doll model implemented well on speaking class because the instructor applies the hand doll steps on speaking skill systematically such as making an particular topic that arises, discussing topic in group, performing the dialogue in pair and individual and stimulating students to speak some activities around the school and family.
Hand doll model motivates students to speak English easily in simple dialogue such as “greeting” with daily topics. There are 32 (thirty two) or 72,7 % (seventy two comma seven present) active students while teaching speaking skill using hand doll model. The instructor controls the class to know the student’s problems such as pronunciation, vocabulary and comprehension. Then, reflecting those problems in modelling performance in front of the class.
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