STUDENTS’ ATTITUDES TOWARD IOC (INSIDE OUTSIDE
CIRCLE) TEACHING SPEAKING STRATEGY
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
SarjanaPendidikan
Avinda Kusuma Wardhani 112012067
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2016. Avinda Kusuma Wardhani and Gita Hastuti, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of a least one of the copyright owners or the English Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
Avinda Kusuma Wardhani:
INTRODUCTION
Currently, English as the international language boosts its existence across the world. Since English becomes the globalization impact, people try to learn that language to be able to communicate and compete internationally. For that particular reason, in many non-English-speaking countries, English is placed as one of the foreign languages that they should acquire. Subsequently, in those countries including in Indonesia, they place English as one of the language subjects in the educational program. Hence, by involving English as the foreign language subject, the students are expected to acquire more of that language in order to compete internationally in the future.
Basically, there are four skills in English language learning; listening, speaking, reading, and writing (Brumfit, 1984 in Labito, 2005). Relating to that, speaking takes an important role since it is categorized as a productive skill, which requires a special treatment (Huq, 2014). According to Irsyad and Narius (2013), we can express and deliver our feeling and ideas directly to other people through speaking. Thereby, there is one problem dealing with learning speaking skill that which is faced by some of the students in Indonesia. They are not accustomed to communicate using English language in their daily and even in English class.
commonly influenced by the fear of making mistakes in saying words and sentences. Secondly, the students do not have a self-confidence to speak in front of the public. Thirdly, the students have experienced a traumatic condition, such as being mocked. Lastly, the students are lacking of vocabulary and grammar. Thus, based on those factors, the role of teachers is the main factor that influences the students‟ fear of speaking English in class. As the teacher, this role is very important to decide the teaching and learning process in class. For that reason, the teacher should pay attention to the teaching technique or strategy that is used to encourage the students to speak up (Harmer, 2001 in Maulida & Narius, 2013). Hence, the use of Inside-Outside Circle (IOC) strategy which is found by Kagan in 1994 is one of strategies that could be applied in teaching speaking for junior high school students.
There was an experimental study which was accomplished by Dina Maulida and Don Maurius in September 2013 about teaching speaking to junior high school students using IOC strategy. The study was conducted in SMP N 1 X Koto Padang with 24 participants. In this experimental study, the researcher used IOC strategy to teach about recount text with the purpose that all of the students could interact with each other by asking and answering the questions about their holidays. The result of this study indicated that most of the students were more confident and active in speaking English with their friends using IOC strategy.
Inspired by Maulida and Marius‟s (2013) study, the current study was conducted
“What attitudes do the students have after being taught using IOC teaching speaking strategy?”
Subsequently, this study also has the significance that will be useful for the teacher and students in the teaching and learning process. The teacher, as the main role in designing a class activity can enhance students‟ ability to speak English by using this strategy as one of the alternative ways to teach in a fun way. On the other hands, for the students, the use of IOC strategy could be beneficial for them to enhance their speaking ability by doing this activity seriously.
LITERATURE REVIEW
Speaking
special treatment means that to acquire the speaking skill one should pay attention to the several components, such as; grammar, vocabulary, fluency and comprehension Brown (2004) in (Ramadhanti, 2013) in order that the message can be conveyed effectively.
Student’s Attitude
According to Gajalakshmi (2013), students‟ attitude toward language learning influences their behavior especially speaking in a foreign language. He also believed if the students have positive attitude it may impact the success of language learning.
In language learning there are three aspects of attitudes that are proposed by Ajzen (2005), they are:
1. Cognitive : This aspect is about students‟ expressions of the beliefs and ideas
or opinions about an object that they receive.
2. Affective : This aspect is related with students‟ feeling toward an object such
as, for „like‟ or „dislike‟, „with‟, and „against‟.
3. Behavioral : This aspect is about students‟ action or behavioral intentions
toward an object.
Students’ Anxiety to Speak English
English classes. According to Maulida and Narius (2013), there are some factors which influence students‟ anxiety to speak English in class: fear of making mistakes in
expressing ideas, thoughts, and opinion, lack of self confidence to speak in front of the public, experience while using English in communication. Huq (2014) also added other problems that might be experienced, such as lack of practice and opportunities to speak English, limited vocabulary that they have, being conscious of grammar, and also lack of training in environment.
The Role of Teacher in Teaching and Learning Speaking Process
Inside-Outside Circle (IOC) Strategy
Among some of strategies that are used to teach speaking to the students, teacher can use Inside-Outside Circle (IOC) teaching speaking strategy to make an enjoyable and fun in teaching and learning process. IOC was introduced by Kagan (1994) who stated that IOC is a cooperative learning strategy where the students are working in two groups. Maulida and Narius (2013) believed, “IOC is designed for the students who normally
would not talk to interact with others, so that all of students in class can probably speak English effectively” (p.115). Moreover, this technique places learners facing each other
in two concentric circles, one within the other. It will be more effective if it is done with six or more students, half in each circle (Wahyuni, Mukhaiyar, & Kusni, 2013).
Erwin (2004) in Susilawati (2013) mentioned some procedures in doing IOC strategy. Firstly, the students in class will be separated by two groups and by doing so, they should count off one to two. Then, the students who count “one” should stand and
make a small circle and after they arrange the circle, they should turn around so that they are facing out. Next, the students who count “two” should stand and make a circle outside
the first count. Then, after the circle is arranged, the teacher gives direction to the students such as “shake hands with the person you are facing and say “Good morning!”. Afterward, the teacher gives the students a question or problem to discuss and a time parameter. For example, “for the next 2 minutes, please tell your partner about civil war”.
right. Please say “Hi to the people you walk past”. Lastly, the teacher gives them the
same question or problem, or asks them to discuss something different.
Related to the IOC definition mentioned earlier, IOC is the part of cooperative learning where IOC is one of the strategies that can be used (Kagan, 1994). However, cooperative learning is an approach to group work that minimizes the occurrence of those unpleasant situations and maximizes the learning and satisfaction that result from working on a high-performance team (Felder & Brent, 2007). Johnson & Johnson model in Felder & Brent (2007) added that cooperative learning is an instruction that involves students working in teams to achieve a common goal. From that statement, we can see that cooperative learning emphasizes learning style in group with some considerations to make a better result from the students if they learn using that style. (Tsay & Brady, 2010) declared that students who actively participated in group activities, exhibited collaborative behaviors, provided constructive feedback and cooperated with their group had a better chance of achieving higher test scores and course grades. From that we can see that using cooperative learning can improve the students‟ test score because the
students understand better when they learn together with other friends. Related Previous Study
Wahyuni, Mukhaiyar, and Kusni in July 2013 had done the research study about improving students‟ speaking skill by using Inside-Otside Circle Technique. Their
research was conducted at LPBB LIA, Pekanbaru with 15 students of English for teen level 5 as the participants. This research was aimed to investigate how far the students‟
influenced the students‟ speaking ability. For the result, this research showed that the average of students‟ speaking score increased becomes 3.0 from 2.7 after they learnt
using IOC strategy which was also influenced with some factors: low affective filter, students‟ enthusiasm, and peer pressure.
In investigating attitudes, two research studies, among others, have been conducted and will be reviewed here. The First is a study thatwas done by Farzaneh and Nejadansari in 2014 entitled “Students‟ attitude toward using cooperative learning for
teaching reading comprehension”. This study was aimed to investigate students‟ attitudes
towards the use of cooperative language learning techniques for reading instruction using a survey questionnaire. The result showed that the participants (52 intermediate English Foreign Language/EFL students) supported the implementation of cooperative strategies in teaching and learning comprehension. Then, the other research was done by Hamer and O‟ Keefe in entitled “Achieving change in students‟ attitudes toward group projects
by teaching group skills”. The purpose of the study was to report the relevance and importance of students‟ group skills during the time in which they were working on
group project by measuring students‟ attitude toward group project and used
questionnaire as the research instrument. For the result, this study demonstrated that teacher could change students‟ perception of group work by integrating instruction about
THE STUDY
Method and Research Question
This study was both quantitative and qualitative descriptive study about students‟ attitudes toward IOC teaching speaking strategy. The purpose in using quantitative method was to discern the survey in majority toward the statements. In addition, qualitative method was also used to reveal the students‟ attitude after being taught using IOC teaching strategy, which included such elements as: students‟ feeling, students‟ opinion, and students‟ behavior after being taught using this strategy based on their
personal answer using focus group discussion. For that reason, this research conducted with one research question:
What attitudes do the students have after being taught using IOC teaching speaking strategy?
Context of the Study
This aim of this research was to investigate students‟ attitudes after being taught using IOC teaching speaking strategy. Moreover, this research was conducted at SMP Negeri 2 Salatiga. The reason of choosing that school was because last semester the writer had done teaching practicum there. Of that, the writer wanted to know more on the students‟ condition in learning English. Overall, most of students in SMP Negeri 2
especially to know their attitude after being taught using this strategy could make any differences in enhancing their speaking ability.
Participants
The participants of this study were 8th grade students from SMP Negeri 2 Salatiga. In this study, the writer chose two different classes from Grade 8 in that school. The classes that the writer chose were 8C and 8F. 8C were consisted of 31 students while 8F were 30 students. By that, the total participants in this study were 61 students. Furthermore, the reason choosing those classes was because both two classes were taught with the same teacher, so they got the same teaching treatment. Overall, the condition in both classes was rather the same where some of students were able to speak simple English, but they needed a particular teaching speaking strategy to encourage them to speak up in class.
Data Collection Instruments
The main research instrument in here was questionnaire using Likert scale (APPENDIX A). The questionnaire was distributed after the students had been taught using IOC. The questionnaire contained only 10 items in Indonesian language since the participants were still in the junior high school, so that it avoided misconception to choose the appropriate answers from those statements.
Since there have not been yet the previous studies about students‟ attitude toward
IOC teaching speaking strategy, in this research the writer adapted some questionnaires which discussed about students‟ attitude and changed the context with IOC strategy.
and Dariush Nejadansari in 2014 and Hamer and O‟ Keefe in 2013. Additionally, the writer constructed her own statement in Item 10 to know whether the students agreed or not if the teacher used IOC to enhance their speaking skill more often. The questionnaire was distributed after the students had been taught using IOC.
Another research instrument that wasused by the writer was focus group discussion (APPENDIX B). In using focus group discussion, the writer aimed to investigate students‟ responses in their own words after they had been taught using IOC teaching speaking strategy. In doing a focus discussion, the writer used Indonesian language because it was easier for the participants to express their thoughts and ideas through their mother language.
Data Collection Procedures
Firstly, the writer conducted the teaching and learning process using IOC strategy with the material about descriptive text (APPENDIX C) in two different classes of Grade 8 in different time. Nevertheless, the teaching and learning process using IOC was a little different from Kagan‟s theory. Considering the lack of space in the classroom, the
personal responses relatedto their attitudes. In doing the focus group discussion, the writer randomly chose ten representatives from each class, five students from the inner circle and five other students from the outer circle. The focus group discussion with each group was done at two different times.
DISCUSSION
This study was aimed to investigate students‟ attitudes after being taught using IOC teaching speaking strategy in SMP N 2 Salatiga. In language learning, Ajzen (2005) proposed three aspects of attitude: cognitive, affective, and behavioral. Cognitive aspect indicates students‟ expressions of the beliefs and ideas or opinions about an object that they receive. Affective aspect indicates students‟ feeling toward an object. Lastly,
behavioral aspect indicates students‟ action or behavioral intentions toward an object. The questionnaire as the research instrument included all of those aspects where Likert scale is used to examine students‟ attitudes, whether they agree or not with the given statements with 4 represents Strongly Agree, 3 represents Agree, 2 represents Disagree , and 1 represents Strongly Disagree. Thereby, the tables below are separated into three based on the attitude aspects group: Table 1 (students‟ feeling), Table 2 (students‟
Items 1 2 3 4 Means
1. I was happy learning English using IOC because it was fun. IOC because I was ashamed to interact and communicate with my friends using English.
12 45 4 0 1.87
12% 73.77% 6.56% 0.00%
Table 1 contains the summary result of the questionnaire regarding affective aspects (students‟ feeling) of participants‟ attitude toward the IOC teaching speaking strategy. Item 1 talked about students‟ happiness, then Item 2 talked about students‟ satisfaction, and Item 3 talked about students‟ enjoyment after being taught using IOC. For the result on Table 1 shows that Item 2 has the highest means 3.34 compared with Item 1 and 3. The mean implies that most of students agreed with the statement where they felt satisfied because they could communicate using English well with their friends.
Furthermore on Table 1, Item 1 has the mean 3.23 which means that most of students agreed with the statement where they feel happy learning to speak English using IOC because it was fun.
In contrast, Item 3 has the lowest means compared with Item 1 and 2, which is 1.87. Item 3 actually was a negative statement: “I do not enjoy learning English using the
Table 1.
IOC strategy because I am ashamed to interact and communicate with my friends using English.” Therefore the low mean indicates their disagreement with that statement, which implies that they actually enjoyed learning English using the IOC strategy because they did not feel ashamed to communicate with their friends in English. This question is also counters statement of Item 1 and 2.
The focus group discussion result also confirmed this claim, “Saya dapat berbicara Bahasa Inggris lebih berani karena saya berbicara hanya dengan seorang
teman, tidak berbicara di depan kelas” (I can speak English bravely because I only speak
personally to my friend, not in front of the class). In that case, some of students also added, “Dengan metode melingkar, membuat siswa yang malu lebih percaya diri karena
mereka berbicara hanya kepada seorang teman” (IOC raises students‟ self esteem
because the students who are shy only can talk personally to one friend). Thus, from this result approves that the strategy that used by the teacher could encourage students to speak up (Harmer, 2001 in Maulida & Narius, 2013).
From those items, it can be inferred that the students felt happy and satisfied, and they enjoyed learning English using the IOC strategy because they could communicate with their friends in English without feeling ashamed. This result supports Siregar, Ernati, & Tavriyanti (2014) who believed that teaching speaking must be enjoyable with fun activities that make the students feel secure to speak up.
The next aspect of students‟ attitude in language learning is students‟ cognition or
students‟ expressions toward the beliefs or ideas. On Table 2, three items talks about
cognition aspects such as: the opinion that IOC helped students to enhance their participation to speak, the opinion that IOC made them easily to speak, and the negative statement about their opinion that IOC could not enhance their interaction with friends.
Items 1 2 3 4 Means
4. In my opinion, IOC could help me to enhance participation to speak English in class. rather than spoke up in front of the class.
0 6 34 21 3.25 result, Item 4 has the highest mean compared with question Item 5 and 6. Item 4 has the means 3.26 which indicates that the students agreed with the idea that IOC teaching speaking strategy could enhance their participation to speak English in class. This result actually supports the previous study which said that by using IOC teaching speaking, most of the students are more confident and active to speak English to interact with their friends (Maulida & Narius, 2013).
Table 2.
In addition, Item 5 has the means 3.25 which is similar to the mean of Item 4. Hence, the result indicates that the students agreed with the idea that IOC teaching speaking strategy could make the students speak English more easily because they speak English only to one friend, and not to many friends in class.
In contrast, Item 6 has the lowest mean compared with Item 4 and 5, which is 1.57. Item 6 was a negative statement: “I think, IOC could not enhance a good interaction with friends”. Therefore the low mean indicates their disagreement with that statement, which implies that they think IOC could enhance a good interaction between other students. The result from Item 6 is also strengthened by focus group discussion result where some of students said, “Saya dapat berinteraksi dan berkomunikasi dengan mudah
kepada teman” (I can interact and communicate with friends easily). Thus, by interacting
and socializing with other people, speaking has the function to express and deliver our feelings and ideas directly to other people (Irsyad & Narius, 2013). From that statement, using this teaching speaking strategy, the purpose of speaking could be achieved where the students could interact with another friend at a time easily.
. Subsequently, Table 3 contains the items about students‟ behavior, i.e. how IOC strategy affects their behavior, as the next aspect of students‟ attitude in language learning. Those items talk about: IOC made students braver to speak, IOC enhanced students‟ fluency, IOC made students freely to share different ideas which are
Items 1 2 3 4 Means made me freely to share different ideas with friends.
0 1 38 22 3.33
0% 1.64% 62.30% 36.07%
Table 3. summarizes the students‟ behavior. Relating with the result, Item 9 has the highest mean compared to Item 7 and 8 which indicates that most of students agreed with the statement to that they could share different ideas or opinions with other friends freely using this strategy. The focus group discussion was in line to this finding, in which one participant said, “Saya dapat berbagi pendapat yang berbeda kepada teman secara
pribadi” (I can share different opinions freely with other friends personally). According
to Maulida and Narius (2013), there are some factors which influence students‟ anxiety to speak English in class. Most of the students are afraid to express ideas, thoughts, and opinions because they are afraid of making mistakes in saying words and sentences in English. From the finding in Item 9, it can be inferred that IOC strategy could help reduce the students‟ anxiety in speaking English.
Item 8 has the mean 3.11 which means that most of students supported the statement that IOC could enhance their fluency to speak English. Furthermore, Item 7 the
Table.3
mean 3.03 which means that most of students also agreed with the statement that IOC strategy could make them braver to speak English in class. This result from Item 8 and 7 are also strengthened by focus group discussion result, in which some of the students said, “Saya dapat berkomunikasi menggunakan bahasa Inggris dengan teman lebih
berani dan lancar” (I can communicate with their friend using English bravely and
fluently).
In addition to the result from the questionnaire that was filled in by the students, as the additional research instrument to strengthen the result, the writer did a focus group discussion to ten representatives of IOC groups in every class. The focus group discussion asked their opinion about the IOC strategy after being taught using IOC teaching speaking strategy. From focus group discussion, the writer got six different results and three of them have been discussed above as they supported the findings in the questionnaire, then the other three are as follows:
1. Using IOC teaching strategy, the students can understand more in learning English.
2. Students can help each other to speak English. 3. Students feel more fun.
Firstly, one student said, “dengan strategi ini, saya lebih mudah memahami
Bahasa Inggris” (using IOC strategy he can understand more English more easily). This
dapat saling membantu dengan teman saat berbicara bahasa Inggris” (using IOC, I can help each other to speak English). In this point, the student explained more that when she shared different opinions or ideas to her friend but she did not know some words in English, she asked her friend those words in English. It can be implied that by using IOC students did cooperative learning style where they worked in a team to accomplish a common goal (Felder & Brent, 2007). As for the last opinion, one student said,
“pembelajaran dengan strategi melingkar lebih menyenangkan” (learning English with
IOC is more fun). In this point, the students added, by using IOC the teaching and learning process was more fun because he could interact with other friends to speak English, IOC activity was held outside the class. Hence, he was not bored with the class situation.
In addition, the last item in this questionnaire is item 10: “Belajar berbicara
bahasa Inggris menggunakan metode melingkar sebaiknya banyak dipergunakan untuk
menambah kemampuan berbicara bahasa Inggris” (Learning to speak English using IOC
CONCLUSION
This study was to investigate students‟ attitude after being taught using IOC teaching speaking strategy. The result shows that from affective aspect, most of students agreed that they felt happy, and satisfied learning using IOC strategy. They enjoyed the learning process because they could interact with other friends without feeling ashamed. From the cognitive aspect, students also agreed with the ideas that IOC could encourage them to participate in speaking English in class, that IOC strategy helped them to speak English more easily, and also the strategy could enhance the interaction with their friends. Furthermore, from the behavioral aspect, IOC strategy helped students to be braver, it helped them speak English more fluently, and it helped them to share different ideas or opinions to other friends more freely. Additionally, students also stated that this strategy helped them understand English better as they enjoyed the atmosphere outside the class and they helped each other in speaking English. In conclusion, students have positive attitudes toward the use o IOC teaching speaking strategy to enhance their speaking skill, seen from the three aspects above. These students even suggested that IOC strategy be used quite often to help enhance their speaking skill.
Based on the findings, this study has implementation for both teachers and students in using IOC teaching speaking strategy. Teachers could use the IOC strategy to enhance students‟ speaking ability as one of the alternative ways in designing a fun
taking advantage of the IOC strategy seriously, they may have the opportunity to speak English in class with friends personally and comfortably where it could enhance their speaking ability.
ACKNOWLEDGEMENT
First of all, I would like to express my gratitude to my Lord Allah SWT who always blesses me and gives me guidance and strength in this life. I would also like to express my appreciation to my thesis supervisor, Gita Hastuti, M.A for patiently guiding me throughout these semesters so that I could finish my thesis. Without her supervision, this research would not have been completed. My deepest appreciation also goes to my examiner, Frances Sinanu who was willing to make time for reading and giving very helpful comments on my thesis so that my thesis could be finished. My sincere gratitude also goes to my parents, Pudji Sularto & Henny Intiastuti and also my brother, Ivand Brian Wardhana, for their support and prayers so that I could finish my thesis.
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APPENDIX A Inggris menggunakan metode melingkar karena malu berinteraksi dan berkomunikasi dengan teman berkomunikasi dengan seorang teman daripada berbicara di depan kelas.
6. Menurut saya, metode melingkar tidak dapat meningkatkan hubungan yang baik dengan teman.
berbicara bahasa Inggris di kelas.
8. Belajar berbicara bahasa Inggris menggunakan metode melingkar meningkatkan kelancaran saya berbicara bahasa Inggris.
9. Belajar berbicara bahasa Inggris menggunakan metode melingkar membuat saya dapat berbagi pendapat yang berbeda dengan teman.
10. Belajar berbicara bahasa Inggris menggunakan metode melingkar sebaiknya banyak dipergunakan untuk menambah kemampuan berbicata bahasa Inggris.
Demikian kuisioner ini saya buat. Terima kasih atas partisipasi yang telah diberikan.
APPENDIX B
Below were the questions that were asked to do a focus group discussion. The questions were in Indonesian considering the participants were still in junior high school where it was easier for them to express their thoughts through their mother language.
1. Menurut adik-adik, aktifitas belajar mana yang paling menyenangkan? (In your opinion, which activity was the most exciting?)
APPENDIX C
Below was the goal and teaching and learning process using IOC strategy based on 2013 curriculum.
Goals
After following the teaching and learning process, students are expected to be able to: 1. Understand:
- Social function from descriptive text - Generic structure from descriptive text.
- Language features which are used from descriptive text.
2. - Make spoken descriptive text which is presented to other friends by noticing the appropriate generic structure and language features.
Teaching and Learning Process
1. Pre - Teaching (10 minutes)
a. Teacher greets students and checks students‟ attendance.
b. Teacher tells about the lesson that they want to learn on that day. 2. Whilst Teaching (60 minutes)
Obserbing and Asking (10 minutes)
a. Teacher plays a recording about descriptive text “My Cat” but before that teacher distributes paper which is about jumbled words.
b. Students listen a recording and fill in the jumbled words.
recording.
Collecting Data (10 minutes)
d. Teacher distributes paper which is an example from descriptive text “My Lovely Family”, after that in pair, students answer the questions based on the
reading text.
e. With teacher‟s guidance, students discuss the correct answers. Associating (10 minutes)
f. Teacher explains about the generic structure and language features from descriptive text.
Communicating (30 minutes)
g. Teacher asks students to make a big group which contains of 10 people. h. Teacher instructs students to make 2 circles (inside and outside) in one group.
Each of circles contains 5 students. Students should stand up and face each other.
i. Teacher explains about the activity that will be done. Students are asked to describe their favorite thing, place, and lovely people in 3 minutes in turn, the first students who describe are the outside circle students, after 3 minutes the inside students describe. After the first 3 minutes, the inside circle students will turn around once so that they will get another pair to talk. With different pair, they do the same thing.
The last three minutes, teacher asks students to describe the beautiful place that they have ever visited.
3. Post - Teaching (10 minutes)
a. The teacher reviews the lesson that has been learn on that day which is about descriptive text to check students‟ understanding by drilling some questions to
the students.
