Enhancing English Speaking Skills through Peacemaking Circle Strategy

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By

HIKMAH

Reg Num.15.1300.032

ENGLISH EDUCATION PROGRAM TARBIYAH FACULTY

STATE ISLAMIC INSTITUTE (IAIN) PAREPARE

2020

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By

HIKMAH

Reg Num. 15.1300.032

Submitted to the English Education Program of Tarbiyah Faculty of State Islamic Institute of Parepare in Partial of Fulfilment of the Requirements for the Degree of

Sarjana Pendidikan (S.Pd)

ENGLISH EDUCATION PROGRAM TARBIYAH FACULTY

STATE ISLAMIC INSTITUTE (IAIN) PAREPARE

2020

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THE INCREASING OF ENGLISH SPEAKING ABILITY BY USING “PEACEMAKING CIRCLE STRATEGY”AT THE

EIGHT CLASS OF SMP NEGERI 4 BARANTI

Skripsi

As Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.)

English Education Program

Submitted by

HIKMAH Reg Num. 15.1300.032

to

ENGLISH EDUCATION PROGRAM TARBIYAH FACULTY

STATE ISLAMIC INSTITUTE (IAIN) PAREPARE

2020

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ENDORSEMENT OF CONSULTANT COMMISSIONS

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SKRIPSI

THE INCREASING OF ENGLISH SPEAKING ABILITY BY USING “PEACEMAKING CIRCLE STRATEGY”AT THE

EIGHT CLASS OF SMP NEGERI 4 BARANTI

Submitted by

HIKMAH Reg Num.15.1300.032

Had been examined on January 7^th, 2020 and had been declared that it fulfilled the requirements

Approved by Consultant Commission

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ENDORSEMENT OF EXAMINER COMMISSIONS

Name of the Student : Hikmah

The Title of Skripsi : The Increasing of English Speaking Ability by Using “Peacemaking Circle Strategy” at the Eight Class of SMP Negeri 4 Baranti Student Reg. Number : 15.1300.032

Faculty : Tarbiyah

Study Program : English Education

By Virtue of Consultant Degree : SK. The Dean of Tarbiyah Faculty No: B.391/In.39/FT/4/2019

Date of Graduation : January 7^th2020

Approved by Examiner Commissions

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ACKNOWLEDGEMENT

First and foremost, I would like to express my deepest gratitude to Allah s w t , the almighty for the blessing given to me in completing this final project.

Writing a skripsi, especially in such a limited time, was one of the most challenging things I have ever gone through. In this demanding process, I was lucky enough to have the support of several people. Therefore the researcher wishes to express a lot of thanks to:

1. The greatest thanks the researcher addressed to her beloved parents Ponding and Kamariah. For their incredible patient, for their endless love, amazing motivation and support, and also to all of her family.

2. The greatest attitude goes as well to Drs.Amzah,M.Pd, as the first advisor, for giving guidance and suggestion during the completion of this final project. The researcher also would like to express the greatest appreciation to Dr. Ali Halidin,S.Ag,M.Pd as the second advisor, for his willingness to guide and correct my final project thoroughly.

3. Dr. Ahmad Sultra Rustan, M.Si. The Rector of State Islamic Institute (IAIN) Parepare, the lecturer of English Education Program and Tarbiyah and all of staff of IAIN Parepare for their motivation and help during her study.

4. Dr. H. Saepudin, M.Pd. as the Dean of Tarbiyah Faculty of State Islamic Institute (IAIN) Parepare who has given the researcher a guideline in finishing this skripsi.

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5. Mujahidah, M.Pd, as the Chairman of English Education Program for the fabulous serving to the students.

6. The grateful also to my brothers and sisters in Libam, my sisters in Ndut Squad who always support and give motivation. And to all of member of Jejak Jendela who always sharing love, care, and unforgettable experience to support and motivate me in finish this final project.

7. Special thanks to all of friends that help and contribute in this final project.

Also owner of Az-zakiyah cottage for their support.The words are not enough to appreciate for their help and contribution in writing this “Skripsi”, may Allah swt bless them all. Finally, researcher realizes that this research

“Skripsi” is not perfect yet. Therefore, the researcher would like to accept critics and suggestion from everyone who reads this research.

Finally, the researcher expects this “Skripsi” will give valuable information for development of education and become the inspiration for people who read it.

Parepare, 19^thJanuary 2020 The Researcher,

Hikmah

Reg. Num. 15.1300.032

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DECLARATION OF THE AUTHENTICITY OF THE SKRIPSI

The researcher who signed the declaration below:

Name : Hikmah Student Reg. Number : 15.1300.032 Study Program : English Education Faculty : Tarbiyah

Tittle of Skripsi : The Increasing of English Speaking Ability by Using

“Peacemaking Circle Strategy” at the Eight Class of SMP Negeri 4 Baranti.

Stated that this skripsi is her own writing and it can be proved that it was copied, duplicated or complied by any other people, this skripsi and the degree that has been gotten would be postponed.

Parepare, 19^thJanuary 2020 The Researcher,

Hikmah

Reg. Num. 15.1300.032

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ABSTRACT

Hikmah. The Increasing of English Speaking Ability by Using “Peacemaking Circle Strategy”at the VIII Class of Junior High School 4 Baranti. (Supervised by Amzah and Ali Halidin).

The purpose of this study to see the Increasing Speaking Ability at VIII Class of Junior High School 4 Baranti. The objective of this research is to get the empirical data of the differences between students’ score of speaking test who were taught by using Peacemaking Circle Strategy and to know how Peacemaking Circle Strategy in teaching speaking. The population of this research consist 45 students and the sample of the research VIII.1 Class that consist of 20 students.

The research method used in this research was pre-experimental with one group design. The data was collected through pretest and posttest. It aimed to know whether Peacemaking Circle Strategy in teaching speaking can increase students’

speaking ability.

Based on calculation, the result of the data analysis by using t-test showed the value of ttest (to) was higher than ttable (tt), to > tt = 13,89 > 2,093. In significant degree of 0.05 (5%). As the statistical hypotheses show, if ttest (to) > ttable (tt) in significant degree of 0.05 (5%), it means that Peacemaking Circle Strategy (Ha) is accepted and the Null Hypothesis (Ho) is rejected. In conclucion, peacemaking circle strategy is able in teaching speaking.

Keywords: Increasing Speaking Ability, Peacemaking Circle Strategy.

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Comunication in foreign language is a bridge to get information, knowledge and culture from all over the world. In this globalization era, people demand to master more than one languages. Language as a tool for communication is very important in our life. By having good communication skill we shall go around the world. Indonesia as a developing country has realized that English as international language is needed to be mastered by Indonesian.

English has become one of compulsory subjects which should be taught, even though English does not have the largest number of native speakers in this world but native and second language speakers of English are found on every continent, many international organization use English language as connecting language.¹

Actually , English has four skills they are reading, writing , listening, and speaking. Speaking is one of productive skills that must be had by every individuals having fine speech production in order to express or convey their feeling, ideas, opinion, anger, curious, or even their intention, the other one is writing skill.

Many students assume that speaking is one of difficult skill. Based on cursory observation, it was found that most of students could not speak English well because of several resasons. Those were lack of vocabularies, did grammatical mistakes in speaking, misprounced words, and most common is the students feel ashamed to speak because rarely practice and apply the language in the learning process.

1

Enric Llurda. "Non‐Native‐Speaker Teachers and English as an International Language." International Journal of Applied Linguistics 14.3 (2004), p. 314-323.

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The above problems is faced by the English teacher of SMP Negeri 4 Baranti.

When the teacher gives a test many students achieved low scores This situation lead the writer investigated what actually the student experienced while learning speaking english.In addition, the students say that learning English is confusing activity. For them, English is different than Indonesian. The students also say that frequently get bored when learning English, especially speaking. Some of the teacher state that it is caused by the teaching technique which is applied by them.

They are unable to create an interesting classroom situation. The teacher told that when teaching learning process occurs in the classroom, students often seem unwilling to learn. In conclusion they did not pay attention to the teaching learning process, because the teacher ever made revolution in teaching speaking and gave them a new strategy. The teacher hopes the students fell confidence, active, and creative to speak English.

Based on the problem the writer try to solve by giving new strategy to teach speaking, the strategy is called . Talking circle also called “peacemaking circles”, come from the traditions of indigenous people of North America, particulary tribes in the Midwast. Circle processes are based upon equality between participants and the principle of sharing power with each other instead of having power over one another.²

Talking circles or “peacemaking circle” can be used for discussion, problem solving, and decision making. The basic purpose of a talking circle is to create a safe, non- judgmental place where each participant has oppurtunity to contribute to the

2AlainaWinters ,” Using Talking Circles in the Classroom”Heartland Community College.

https:/www. heartland.edu /documents/idc /talking Circle Classroom.pdf (Accessed on Mei 20 2019).

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discussion of difficult and important issues. The intent is to provide a safe place for connection and dialogue, meaning that all participants are open to being influenced by what happens during the process and do not enter to the process hoping to persuade others or expecting a specific outcome. This can be hard for teachers to come to terms with when they are used to directing class, lecturing ,or being the sole content expert. Respecting the talking circle helps teachers give the floor to the students. It also equalizes opportunities to contribute among students.

For all the problem was found on learning speaking in Junior High School 4 Baranti can be councluded that the writer will apply talking circle as a strategy to increase students’ speaking skill.

1.2 Problem Statement

1. Is Peacemaking Circles Strategy able to increase the students’speaking ability?

2. How are Students’ responses toward Peacemaking Circles Strategy?

1.3 The Objective of the Research

1. The objective of the research is to find out whether the use of Peacemaking Circles Strategy is able to improve the speaking skill of the Eight Grade students of SMP Negeri 4 Baranti, Sidrap.

2. To find out the students’ responses toward peacemaking circles strategy to insrease speaking ability.

1.4 The Significance of the Research

The writer hopes that this research can give information about the level of students to improve speaking Ability and also the writer hopes that using“Peacemaking Circles Strategy” inteaching speaking will be useful for both,for the teachers, the students and the writer.

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This research will be beneficial as follows theoretical and practical significance:

1.4.1 Theoretical significance.

The result of this research is expected to be useful contribution and information to the learning and teaching process in improving the quality of education. In this case is English subject especially in teaching speaking skill.

1.4.2 Practical significance.

Practical significance, the result of this research will provide the useful information such as:

1. For educational institution, the result of the research is expected to be useful information in developing strategy to improve speaking ability.

2. For the English teacher, the result is expected to be very useful references to create some strategy to make their learning and teaching process enjoyable and interest for the students.

3. For the students, this research is expected to facilitator and it motivates the students in improving their speaking ability.

4. For the next writer, this research is expected to be source information and motivate the next writer to create another idea to improve speaking ability.

5. For the Other Writers, this research can be used as one of the referencesing conducting a research on English language teaching, especially in the implementation of the use of Peacemaking Circles Strategy for speaking subject in junior high school students.

6. For SMP Negeri 4 Baranti, Sidrap, the result of this research improve the institution quality in the English teaching learning processing SMP Negeri 4 Baranti in students’ speaking ability.

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CHAPTER II

REVIEW RELATED TO LITERATURE

2.1 Some Partinent Ideas

In this chapter, some partient ideas were significantly clarify the concept of variable of the research. The writer will explain the concept of speaking and concept of Peacemaking Circle

2.1.1 The concept of speaking

In this part, there are three points of speaking that was explained, they are definition, components of speakingand function of speaking.

2.1.1.1 The Defination of Speaking

Basically, Speaking is the terms of capability which is express the main what we want to extended.¹Speaking is one of the skills that have to be mastered by students in learning English. Many experts define speaking in different ways. Base on Jeremy state various dimensions of different speaking events in order to describe different speaking genres. Transactional function has as its mean purpose conveying information and facilitating the exchange of goods and services, where the interpersonal function is all about maintaining and sustaining good relation between people.²

Speaking is defined as an interactive process of constructing meaning that involves producing , receiving and processing information. its form and meaning are

1A. Kaharuddin , Bahar, Interactional Speaking a Guide to Enhance Natural Communication Skills in English (Yogyakarta: Trust Media Publishing, 2014), p.1.

2Jeremey Harmer, The Practice of English Language Teaching (England: Pearson Longman, 2002), p. 343.

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depedent on the context in which it occurs, the participants, and the purposes of speaking. Through spaking we can interact and convey an ideas, speaking is one of the most important skills because speaking include the other skill such as, mastery of vocabulary, pronunciation skill, listening skill, and mastery of grammer rules. In oxford dictionary the definition of speaking is to express or communicate opinions, feelings, ideas, etc, by or as talking and it involves the activities in the part of the speaker as psychological, and physical stage. Many experts has different opinion about speaking but the writer can conclude that speaking the role of speaking is very difficult and speaking skill most important skill. According to oxford learner’s pocket dictionary by Oxford University press that speaking is talk to somebody about something or use your voice to say something , be able to speech or use a language, make speech to an audience.³In addition, Bahar defined as to say something from feeling and mind expressed through the sequences of sound (pronunciation), vocabulary, phrases and sentences (grammar) that contain meaning (pragmatic and semantic) to convey a particular function within a language.⁴

In addition, Bahar defined as to say something from feeling and mind expressed through the sequences of sound (pronunciation), vocabulary, phrases and sentences (grammar) that contain meaning (pragmatic and semantic) to convey a particular function within a language.⁵

3A,S.Hornby. Oxford Learner’s Pocket Dictionary. Third Edition (Oxford University, Press.

2007) p. I98.

4Kaharuddin Bahar, The Communicative Competences Based English Language Teaching Teaching Speaking Course with Communicative Language Teaching (CTL) (Yogyakarta, Indonesia:

Trust Media Press, 2013) p.16.

5Kaharuddin Bahar, The Communicative Competences Based English LanguageTeaching Teaching Speaking Course with Communicative Language Teaching (CTL) (Yogyakarta, Indonesia:

Trust Media Press, 2013) p.16.

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2.1.1.2 The are two components of speaking

There components of speaking are skill and non skill that had to be considered by the speakers as follow:

1. Skills

a. Pronunciation

Pronunciation is the way for students to produce clearer language when we are speaking. According to Morris the goal of learning English is how to pronounce that language.⁶It deals with the phonological process that refers to the components of grammer made up of the elements and priciples that determine how sounds vary and pattern in a language. There are two features of pronunciation, phonemes and supra segmental features. A speaker who constantly mispronounces a range of phonems can be extremely difficult for a speaker from another language community to understand what the speaker says. Accourding to Oxford Advance Learner’s Dictionary, is the way in which a word is pronounced, the way a person speaks the word of a languge.

In pronouncing the words, the learners regularly have problems distinguishing between sounds in the new language that do not exist in language they already know.

Problem with pronunciation may be distracting for the listeners, but they rarely lead to miscommunication or misunderstanding.⁷

b. Accuracy

Based on the British Broadcasting Corporation speaking accurately means that people speak without errors grammar,Vocabulary and Pronunciation. Accuracy is one of the componentsin Speaking that had to be evaluated. Wallace states that a

6Morris. I. Spoken and Written Language. ( London: Longman, 1980), p. 58.

7Glenn Fulcher, Testing Second Language Speaking, (London: Pearson Education Limited,2003), p.25.

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good accuracy in Speaking is show when the people speak with good pronunciation, a correct grammar, and appropriate vocabulary.

Accuracy refers to the ability to produce correct sentences by using correct grammar and it will produce grammatically correct written as well as spoken English.

Therefore the learners should not only know about the correct grammatical rules of the language but it also capable to speak and write accurately.

c. Grammar

H. Douglas Brown affirms that grammar is a system of rules govrning the conventional arrangement and relationship of word in a sentence.⁸ Grammar is important aspect of speaking because because of an utterance can has different meaning if the speaker uses incorrect grammar. It is the set of structural rules that govern the composition of sentences, phrases and words in any given natural language.

Grammar is one of components in speaking that should be known by students.

To help them find the message of the written or oral language , so they have a self confidence to practice their language with a good grammar they have. It is needed for the students to arrange a correct sentence in conversation. It is inline with explanation that students’ ability to manipulate structure and to distinguish appropriate grammatical form in appropriate one. The utility of grammar is correct way to gain expertise in language oral and written form.

8H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, second Edition (San Francisco: Addison Wesley Longman,Inc. 2001), p.362.

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d. Vocabulary

Vocabulary means the apropriate diction which is used in communication.

Without sufficient vocabulary we cannot communicateeffectively and cannot express our ideas in both oral and written form. It means that vocabulary is the most important thing to be mastered for the students to help them easily to speak.

Having limited vocabulary is also a barrier that precludes learners from learning a language. Language teachers, therefore should process considerable knowledge on how to manage an interesting classroom so that the learners can gain a great success in their vocabulary learning. Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.⁹

e. Fluency

According to Oxford Advance Learner’s Dictionary, fluency is the quality of being able to speak or write a language.¹⁰especially a foreign language, easily and well. In fluency practice, the learners concentrate on communicating fluently, pay little attention to accuracy.

Fluency can be defined as the ability to speak fluently and accurately. Fluency in speaking is the aim of many language learners. Signs of fluency include a reasonable fast speed of speaking and only a small number of pauses and “ums” or

“ers”. These signs indicate that the speaker does not have to spend a lot of time searching for the language items needed to express the massage.¹¹

9Jusman, “Using Talking Circle Strategy to Improve the Speaking Ability” (Skripsi Sarjana;

English Education Department: Parepare,2015), p.13.

10Oxford Advance,”Learner’s Dictionary.Second Edition,(Oxford University Press.2007) p.199

11Douglas Brown, Teaching by Principle an Interactive Approach to Language Pedagogy,(New York, Longman,second edition,2001), p.267-269.

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Based on the component of speaking above, the writer only focused on the pronunciation, fluency and vocabulary. Because all of components are the basic rule that the students have to know and understand to practice their language and the most important thing to be concerned by a speaker in order that the listener can understand what the speaker says easily.

2. Non Skill

Besides pronunciation, accuracy, grammar, vocabulary, and fluency, there are alaso other factors that support in speaking ability such as, self confidance, hard eager, braveness, high motivation, possitive talkative.

a. Self Confidance

One of the most cited sources about self-confidence refers to it as simply believing in oneself. Confidance in one’s abilities generally enhances motivation, making it a Valuable asset for individuals with imperfect willpower.¹²

b. Hard Eagerness

one of the success factors for someone to be fluent in English is a hard eagerness to always practice. The eagerness will always in line with self confidence.

someone will have hard eagerness if they have good self-confidence. Hard eagerness also a psychological factors.

c. Bravery

lack of courage often comes out for fear of mistakes. Likewise with someone who does not have the courage to speak more precisely not able to speak in public using English because they are afraid there will be mistakes both from pronunciation, grammar, and also how they convey the material or topics that they will convey.

12Bénabou, Roland, and Jean Tirole. "Self-confidence and personal motivation." The Quarterly Journal of Economics 117.3 (2002): 871-915.

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d. High Motivation

Motivation can be conceived of as a cycle in which thoughts influence behaviours, drive performance affects thoughts, and the cycle begins again. Each stage of the cycle is composed of many dimensions including attitudes, beliefs, intentions, effort, and withdrawal which can all affect the motivation that an individual experiences. Evidence that high motivation can be a factor in fluency in English is the difference in speaking ability between students with low English learning motivation and high English learning motivation.¹³High motivation can come from two factors, namely internal factors and external factors.

2.1.1.3The Types of Speaking

Speaking skill is the ability to use the language in oral form. In junior high school this skill is limited to the ability to a simple conversation on some subject (e.g.

expressing regret, gratitude, agreement, offer, certainly,ect.) . Among the four skills, speaking skill is a difficult one to assess with precision, because speaking is a complex skill to acquire. In giving scores, there is rating scale developed by H.Douglas Brown. It showed six items generally recognized in analysis of speech process: Grammar,Vocabulary, Comprehension, Fluency, Pronunciation and Task.¹⁴

13Menggo, Sebastianus, Ketut Seken, and Made Ratminingsih. "The Effect Of Discussion Technique And English Learning Motivation Toward Students’speaking Ability." Jurnal Pendidikan Bahasa Inggris Indonesia 1 (2013).

14Douglas H Brown, Language Assessment Principles and Classroom Practices. New York:

Longman 2003, P. 172.

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According to Brown, there are 6 basic types of speaking, those are:¹⁵

1. Imitative is the type of speaking performance which the ability is to simply parrot back (imitate) a word or phrase or possibly a sentence. The examples of imitative assessment tasks given here are: Word repetition task and phone pass test.

Imitative speaking is a very limited portion of classroom speaking time may legitimate be spent in the human “tape recorder” speech, where learners are, for example, practicing an intonation contour, trying to pinpoint a certain vowel sound,ect. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.¹⁶

2. Intensive speaking goes on step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect lenguage. Intensive speaking can be self-intiated or it can even form part of some pairs work activity, where learners are “going over” certain form of language.

3. Responsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and small talk, simple request and components and the like. The stimulus is almost always a spoken prompt (in order to preserve authenticity), with perhaps only one or two follow-up questions or resorts.

4. Transactional languange, carry out for conveying or exchanging specific information, is an extended form of responsive language. Conversation, for

270.

15Douglas Brown, Teaching by Principle an Interactive Approach to Language Pedagogy, p.

16Hardiyanti Pattangngari, “The Implementation of Peer Tutoring Strategy to Improve English Speaking Skill ” (Unpublished Skripsi; English Education Department: Parepare, 2018), p. 9.

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example, may have more of a negatiate nature to them than merely responsive speech. Such conversations could readily be part of group work activity as well.

5. interpersonal speaking refers to an interactive activity which is carried out more for the purpose of maintaining social relatioship than for transmission of facts and information greeting, engage in small talk, recount by instructional speaking, they are looking at casual and formal conversation. Two or more people sitting around chatting about many things. The rules are completely different in this style of conversation.

6. Extensive, the sudents at intermediate to advanced levels are called on to give extended monolouges in the form of oral reports, summeries, or perhaps short speeches. Here the register is more formal and deliberative. These monolougues can be planned or impromptu.¹⁷

2.1.1.4. The Function of Speaking

Several standpoints of trustable experts have made classification about the function of Speaking. According to Brown and Yule as cited by Richards, the function of speaking are classified into three types; talk as interaction, talk as transaction, and talk as performance. Each of these activities is quite distinct in term of form and function and requires different teaching approaches.¹⁸Below are some the explanatio ns of the function of speaking:

17H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy (Sanfransisco State University: Longman, 2001), p. 266.

18Jack C. Richard, Teaching Listening and Speaking from Theory to Practice (Cambridge University, 2008), p. 21.

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1. Talk as Interaction

Talk as interaction refers to what we normally mean by “conversation” and describes interaction that server a primarily social function. When a person meet with others, they exchange greetings, engage in smalk talk, recount recent experiences, and so, on because they wish to be friendly and to build a comfortable zone of interaction with others. The focus is more on the speakers and how they wish to present themselves to each other than on the massege.

The nature of interactional speaking has theoretically been well explained by Richard the concept of interaction dialogue like talking about daily routines as follow:

A: What time do you usually wake up?

B: I usually wake up at 6:00,even on weekends.

A: Why do you get up so early?

B: I always do exercise for an hour before getting ready for work.

For the reason, Hatch states that second language learners need a wide range of topics at their dispoal in order to manage speaking as interaction. At the beggining, the learners need to be familiar with interactive topics to address. However, they also need to practice acceptable way in introducing new topic intoconversation. They should practice nominating topics about which they are prepared to speak and know exactly how to propose the topics appropriately. However, the reality shows that many language teachers do not really concern about teaching their students how to take a foreign language that the students know and can use it in a way that sounds

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natural. Instead, most classroom interaction teach the students sort of interview style for speaking that sounds artifical and is not interactional at all.¹⁹

2. Talk as Performance

It refers to public that transmits information before audience, such as classroom presentation, public announcement, and speeches. The main features of talk as performance are:

a. Explaining a need or interaction b. Describing something

c. Asking for clarification d. Asking questions e. Confirming information f. Justifying an ofinion g. Making suggetion h. Clarifying understanding i. Making comparison j. Agree and disagree²⁰

2.1.1.5 Characteristic of A Successful Speaking Activity

Characteristic of successful speaking activity commonly are:

1. Learner talk a lot As much as possible of the period of time allotted to the activity is in fact occupied by learner talk. This may seem obvious, but often most time is taken up with teacher talk or pauses.

19A. Kaharuddin Bahar, Interactional Speaking a Guide to Enhance Natural Communication Skill in English, p. 6-7.

20Jack C. Richard, Teaching Listening and Speaking from Theory to Practice (Camridge University). P. 30.

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2. Participation as even

Classroom discussion is hot dominated by a minority of talking participant.

All get a chance to speak and contribution are fairly evenly distributed.

3. Motivation is high

Learners are eager to speak because they are interested in the topic and have something new to say about it on because they want to contribute to achieving as task objective. High motivation also can influence self confidance. Have good self concifidance can affect the way to speak.²¹

4. Language is an acceptable label

Learners express them selves in utterances that relevant, easily comprhensible to teach other and of an accetable level of language accuracy.²²

From the above explanation need to note the character in speaking, students can be more active and showed ability in interact with each other in the learning process.

2.1.2 The Concept of Peacemaking Circle

This part is presented to the talking circle, the processes of talking circle or Peacemaking Circles, and the implementation of talking circle in teaching speaking.

2.1.2.1 Peacemaking Circles

Talking circles, also called “peacemaking circles,” come from the traditions of indigenous people of North America, particularly tribes in the Midwest. Circle processes are based upon equality between participants and the principle of sharing power with each other instead of having power over one another. Peacemaking

21Leong, Lai-Mei, and Seyedeh Masoumeh Ahmadi. "An Analysis of Factors Influencing Learners’ English Speaking Skill." International Journal of Research in English Education 2.1 (2017) p. 34-41.

22Penny Ur, A Course in Language Teaching: Practice and Theory (London: Cambridge university Press, 1996), p. 121.

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Circles are being used in a variety of contexts. In neighborhoods they provide support for those harmed by crime and help sentences for those commit crime. In schools, they create a positive classroom climate and resolve behavior problems. In the workplace, they help address conflict, and in social services they develop more organic support systems for people struggling to get their lives together.²³

Talking Circles, as a unique instructional strategy, can be used to stimulate multicultural awareness while fostering respect for individual differences and facilitating group cohesion. A brief history of the talking Circle is followed by detailed instructions, ideas for classroom discussion after the activity, and teaching strategies.²⁴Stone Dragon Press stated that in many cultures, a Talking Circle is formed when a community wants to discuss an issue, or a number of issues, at a public gathering. The participants form a circle, usually in the centre of a room, or around a fire. Each person in the Talking Circle shares their perspective on an issue, while the others listen respectfully.At the beginning of each Circle, everyone stands in a circle around the Talking Stick. One person takes the Talking Stick and begins with a ritual opening phrase. The Talking Stick is passed to the next person. Each member of the Circle repeats the words of the opening phrase until the Stick has made it around the Circle. There are times when the talking stick doesn't go in round, but to the center, when somebody has spoken. Whenever another member of the circle feels moved to speak, he/she picks up the stick again. Individuals are then

23Kay Pranis. Circle Processes New/Old Approach to Peacemaking. http://books.google.co.id (Access on 26 july 2019).

24Julie A. Rickard. Talking Circle: A Native American Approach to Experimental

Learning (Journal of Multicultural Counseling and Development/vol.31,2011) (Access on 28 july 2019).

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invited to make comments to the group. As each one speaks, he/she holds the Talking Stick and each person in turn speaks his or her truth. When the comments are over, the group sits down, and the Talking Stick is placed on its table in the center of the Circle.

The Circle process is a stoytelling process. Every person has a story, and every story has lesson to offer. In the Circle, people touch one onother’s lives by sharing stories that have meaning to them. As the following three vignettes suggest, stories unite people in their common humanity and help them appreciate the depth and beauty of the human experince.²⁵

1. Some Rules When speak in a Talking Circle

According to Franzen ,There are general rules apply when holding the talking circle talking circle.²⁶

a. Speak honestly and truthfully from the heart.

b. Be brief.

c. Listen attentively.

Additional from Franzen, Each Circle develops its own rules during the first meeting, and everyone in the group agrees to abide by them.

2. Some General rules in a Circle a. One person talks at a time.

b. Everyone listens to the person talking, without interrupting.

25Kay Pranis. Circle Processes a New/Old Approach to Peacemaking.

http://books.google.co.id. (Access on 26 July 2019).

26Carolyn Franzen. Native American Talking Circles: a Culturally Competent Structureds Group Intervention to Address Youth Mental Health Issues. http: //ww2. nasbhc. org/ RoadMap /convention09 /F5. Pdf. (Access on 26 july 2019).

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c. Be supportive of each other and encourage each other.

d. If you say you will do something, do it.

e. Be willing to try things you have never tried before.

3. General Guidelines for Conducting a Talking Circle.

In same issue Stone Dragon Press said that there are some general guidelines for conducting a Talking Circle. In the simplest form of a talking circle.

a. It's done in a complete circle.

b. Only the person holding the stick talks, all the rest listen.

c. The stick is passed around in a clockwise direction.

d. A person talks until they are finished, being respectful of time.

e. The Talking Circle is complete when everyone has had the opportunity to speak.

f. A person may pass the stick without speaking, if they so wish.

g. If desired, the stick may be passed around again.

h. What is said in the Circle stays in the Circle.

i. A Circle is used to discuss issues of importance.

j. Is extremely respectful of everyone as individuals and what they have to say.

Stone Dragon Press make some additional issue related with the talking circle:

1) Before Talking Circle is conducted, review protocol for Circle.

2) Arrange to be trained by someone who is comfortable doing Talking Circles.

3) The circle must be complete. People should not be left out.

4) An object is passed around that has some significance.

5) Only person holding the object is allowed to talk.

6) Some Circles have a person who is "responsible for conducting the Circle", others don't.

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7) To "get out of the Talking Circle" to ask a question, some people put the stick down, which allows anyone to answer.

8) Talking Circles can focus on emotional issues and so go directly to the heart.

9) The underlying concept is to be respectful.

10) Talking Circles are conducted in different ways. The "simplest form of a Talking Circle" is a good starting point.

11) Remember, it's a good idea to learn how to do Talking Circles from someone who is experienced.

Based on explanation above, it can be concluded that talking circle is wisdom from north America commonly use to discuss an issue or sharing power, and talking circle considered effective be use in learning process as strategy to stimulate students to speak enjoy and unstressed.

2.1.3 The Implementation of Talking Circle in Teaching Speaking

The implementation of talking circle in teaching speaking according to Umbreid:²⁷ a. Teachers form the group consisting of 5 people.

b. The teacher prepares a stick of length 20 cm.

c. Teachers deliver the subject matter to be studied, and then give the group an opportunity to read and learn the subject matter.

d. Students discuss issues contained in the discourse.

e. Once the groups have finished reading and studying the subject matter contents, the teacher invited members of the group to cover the content of reading by forming a circle.

27Mark Umbreid, “Talking Circle,” University of Minnesota.http://www.

cehd.umn.edu/ssw/RJP/Projects/Victim-OffenderDialogue/Peacemaking _Healing_Circles/Talking_Circles.pdf

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f. The teacher took the stick and give to one member of the group, after the teacher gave questions and members of the group that holds the stick must answer, and so forth until most students got part to answer any questions from the teacher.

g. Other students may help answer the question if members of the group could not answer the question.

h. The teacher gves the conclusion.

i. Teachers conduct evaluation / assessment, both corporately and individually.

j. Teachers close the lesson.

2.2 Some Previous Research findings

Rusaily on his research “improving students’ Speaking Competence Using Talking Circle Strategy at Eighth Grade students of MTsN Sumenep concludes that the use of talking circle strategyis effective in teaching English, especially for speaking skill it is indicated on the her result of the t-test is higher than t-table (3,39 >

2.00).²⁸

Sartika on her research “the effectiveness of round table technique to improve students’ speaking skill in the first grade student of SMA N 3 Satiga in academic year 2013/1014” concludes that the use of round table technique is effective in teaching English, especially for speaking skill it is indicated by The result of this study shows that t-value 9,36086 is higher than t-table 1,9921 with the degree of freedom (df) of 75 (N1+N2-k= 38+39-2).²⁹

28Rusaily, Improving Students’ Speaking Competence Using Talking Circle Strategy at Eighth Grade Students of MTsN Sumenep. (thesis;Unesa:Surabaya,2012). p. 40.

29Sartika, The Effectiveness of Round Table Techniqueto Improve Students Speaking Skill in The First Grade Student of SMAN 3 Salatiga 2013/2014 (Thesis; STAIN: Salatiga, 2014) p. 40.

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Alfiana on her research “improving students speaking mastery through inside outside circle (IOC) technique in the second year students of SMA Negeri 1 Welahan, Jepara academic year of 2013/2014” concludes that the use of inside outside circle (IOC) technique is effective in teaching English, especially for speaking skill it is indicated on her research resultconclusion of t-test is12,50 , which is higher than t-table (2,030). In the second cycle, the calculation of t-test is 18,32, higher than t-table (2,030), by the level significant of 5%.³⁰

Based on the research before previous studies above language learning techniques and strategies, those studies inform the writer that language learning strategy can improve their English in learning English. Rusaily on her Research research “improving students’ Speaking Competence Using Talking Circle Strategy at Eighth Grade students of MTsN Sumenep is effective in teaching English especially for speaking skill. Therefore the Writer will applying the some strategy in other school. Language learning strategy can also motivate the students to develop their skill in English.

2.3 Conceptual framework

The conceptual framework of the research consists of three parts; there are input, process and output. In input the writer will deliver speaking mateial about storytelling the writer will give the students some story. In process the students make a big circle and then avery students should retell the story on a big Circle by using their own language. And the last is output is about the result of the process.

30Alfiana, Improving Students Speaking Mastery through Inside Outside Circle (IOC) Technique in the Second Year Students of SMA Negeri 1 Welahan, Jepara 2013/2014 (Thesis, STAIN:

Salatiga, 2014). p . 40.

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Teaching Speaking Material

Input Process Output

Speaking Material (Narrative

Conversation)

Teaching Speaking Through Peacemaking

Circles

1. The students make a big Circle

2. Every students have a chance to retell the story by using their own language

The Students Speaking

Ability

1. In input the writer will give the material about narrative text, thats consist of some stories

2. In process, the writer will guide the students to make a big Circle. , the writer will give time to the students to read the text and discuss in their group. And then, the writer guide the students to speak in circle form.

3. In output, the writer expects the students’ speaking ability will be much better it will mind acted often the students in being taught by using talking circle strategy.

2.4 Hypothesis

Hypotesis is a statement and provisional answer toward the research problem, the hypothesis formulation is based on the theoretical investigated and the conceptual

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framework that the writer did, moreover the hypothesis need the research proccess to examine the data.³¹

Based on the previous related literature and the problem statement above, the writer formulate the hypothesis as follow:

1. Null Hypothesis (Ho) The use of “Talking Circle Time Strategy” is not able to i ncrease students’ speaking skill at Eight Grade of Junior High School 4 Bar/anti.

2. Alternative Hypothesis (Ha) The use of “ Talking Circle Time Strategy” is able to improve students’ speaking Skill at Eight Grade of Junior High School 4 Baranti 2.5 Defination of Operational Variable

This research has two kinds of variables namely independent and dependent variables. The independent variable of this research is Peacemaking Circle or talking circle. The dependent variable is the student’s speaking ability.

2.5.1 Peacemaking Circles

Peacemaking Circle is learning strategy that writer will apply in Junior High School 4 Baranti.

Peacemaking Circle is formed when a community wants to discuss an issue, or a number of issues, at a public gathering. The participants form a circle, usually in the centre of a room, or around a fire. Each person in the Talking Circle shares their perspective on an issue, while the others listen respectfully.At the beginning of each Circle, everyone stands in a circle around the Talking Stick.

2.5.2 Speaking Ability

Speaking ability is achievement that the students of Senior High 4 Baranti, Sidrap have already achieved after they are get treatment by Peacemaking Circles.

Speaking is defined as an interactive process of constructing meaning that involves

31Sugiono, Metode Penelitian Pendidikan Kuantitatif Kualitatif (Cet. 22; Bandung: Alfabeta, 2015), p. 91.

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producing , receiving and processing information. its form and meaning are depedent on the context in which it occurs, the participants, and the purposes of speaking.

Through spaking we can interact and convey an ideas, speaking is one of the most important skills because speaking include the other skill such as, mastery of vocabulary, pronunciation skill, listening skill, and mastery of grammer rules.

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CHAPTER III RESEARCH METHOD 3.1 Research Design

In this research design of this resarch is a pre-experimental with pre-test and post-test design. The students did the pre-test before giving the treatment, they got the treatment and did the post-test. It aimed to aimed to know whether using circle talking especially in speaking ability can improve the students’ Speaking at SMP Negeri 4 Baranti The following is the formula:

E= O1 X O2

Symbol: E: Experimental Class O1: Pretest

X : Treatment O2: Posttest¹

3.2 Location and Duration of the Research

The location of the research conducted at SMP Negeri 4 Baranti Sidrap. The research used the quantitative research that had several times to collect and analyze the data. So, the writer took more than one month for collecting the data.

3.3 Population and Sample 3.3.1 Population

1Sugiyono, Metode Penelitian Pendidikan Kuantitatif, Kualitatif, dan R&D (Bandung:

Alfabeta, 2015) p.110-111.

26

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The population of this research was the Eight Grade Students of SMP Negeri 4 Baranti. From Eight One there are 20 students while Eight Two there are 25 students. So the total of population are 45 from two classes.

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3.3.2 Sample

The sample took by using purposive sampling. The researcher used this strategy because it can be representative from the population based on the writer knowladge and experience of the group to be sample.²the class who teach by the writer was Eight One (VIII.1) consists 20 Students as the sample in this research.

The writer choose Eight One (VIII.1) because students in that class already had a basic for speaking this is based on the results observations from their teacher who teach in Eight One said that the average value of students’ report in english lesson are 88 but they still needed treatment to increase their speaking ability.

3.4 Instruments of the Research

The writer used some instruments which help the writer getting the empirical data and drawing the conculusion or the result of this research easily. The instruments of this research are,questioner and test.

3.4.1 Questionnaire

The Questionnaire was used to know how are students’ responses toward Peacemaking Circles Strategy.

3.4.2 Test

This test was used to gain the data of the speaking ability before and after treatment. There are two test of speaking, they are pre-test and post-test. The writer was measured the significant difference of the students’ speaking ability by using Peacemaking Circles.

2L. R Gay, Geoffrey E. Mills,and Peter W. Airasian,Educational Research Competencies for Analysis and Applications.Tenth Edition (USA: Pearson Education,Inc 2012), p. 141.

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The writer was used mobile phone to record as the aid of these activities, to know how the students’ prior knowledge in pre-test and how the students’ achivement of speaking in post-test based on the strategy which gave.

3.5 Procedure of Collecting Data

The procedures of collecting data devided in three stages, namely:

3.5.1 Pre - test

Before giving the treatment the writer gave pre-test to the students. The students have to speak naturally base on their way,they have to retell the story and also answer the questions from the writer. Pre-test was given before students know what is Peacemaking Circle Strategy, and how intersting that strategy for speak and express their idea. After giving pre-test the writer checked the students’ speaking ability.

3.5.2 Post – test

After giving the treatment, the students were given post-test. The content of the posttest was same with the pretest. The aimed of the post-test was to known the students’ speaking development after giving the treatment.

3.6 Treatment

After giving the Pre-test the writer gave treatment about talking circle. The treatment gave for five meetings. Each meeting ran for 80 minutes. The writer was given a treatment to the students in the classroom. The procedure of this treatment, the writer checked the students’ errors in speaking ability in pre-test that have corrected by the writer. After that, the writer gave explanation based on the students’error in speaking ability in pre-test that have corrected by the writer. After that, the writer gave explaination based on the students’ error in pre-test.

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The followed are the activities in treatment:³ First Meeting:

1. The writer opened class with welcoming and asked the students’ condition.

2. The writer explained about the rules of Peacemaking Circle 3. The writer made the group consist of 5 people.

4. The writer prepared a stick of length 20 cm.

5. The writer delivered the subject matter to be studied, and then gave the group an opportunity to red and learnt the subject matter.

6. The students discussed issues contained in the discourse.

7. When the groups have finished reading and studying the subject matter contents, the writer invited members of the group to cover the content of reading by forming a circle.

8. The writer took the stick and gave to one member of the group, after the writer gave questions and members of the group that holds the stick must answer, and so forth until most students got part to answer any questions from the writer.

9. Other students helped to answer the question if members of the group could not answer the question.

10. The writer gave the conclusion.

The second meeting :

1. The writer opened the class

2. The writer explained about material was taught 3. The writer gave a story for each group

4. The writer prepared the music that used to move the stick .

3Hikmah, Rencana Pelaksanaan Pembelajaran SMP N 4 Baranti, 2019.

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5. The writer gave the group an opportunity to read an learn the story . 6. The students discussed issues contained in the discourse.

7. After read and discussed the topics that was given, the writer guide the students to make a big circle that called peacemaking circle.

8. The writer played the music then the stick must move around the peacemaking circle.

9. Students who hold the stick when the song stop must express their opinions about the story and then the writer gave a conclucion

The third meeting:

1. The writer opened the class

2. The writer explained about material was taught 3. The writer gave Toba Lake story for each group

4. The writer prepared the music that used to move the stick .

5. The writer gave the group an opportunity to read an learnt the story.

6. The students discussed about contained in the discourse.

7. After read and discussing the topics that was given, the writer guide the students to made a big circle that called peacemaking circle.

9. Students who hold the stick when the song stoped must retell the story by using their own language.

10. The writer gave a conclucion and suggestion.

The fourth meeting:

1. The writer opened the class.

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2. The writer explained about material.

3. The writer gave Saweregading story for each group.

4. The writer prepared the music that used to move the stick . 5. The writer gave the group an opportunity to read the story.

6. The students gave the story.

7. After reading and discussing the story that was given, the writer guide the students to make a big circle that called peacemaking circle.

8. The writer play the music then the stick must move around the peacemaking circle.

9. The students who hold the stick when the song stop must express their opinions about the topic.

The fifth meeting:

1. The writer opened the class.

2. The writer explained about material.

3. The writer gave Crying Stone story for each group.

4. The writer prepared the music that used to move the stick . 5. The writer gave the group an opportunity to read the story.

6. After reading and discussing the story that was given, the writer guide the students to make a big circle that called peacemaking circle.

8. The students who hold the stick when the song stop must express their opinions about the topic.

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3.7 Technique of Data Analysis

Some formula in this research is use to process the data as follows:

1. Scoring Classification

Scoring the speaking the students speaking ability using the following rubric:

Table 3.1 Scoring Rubric

Score Accuracy Fluency Comprehensibility

6 Pronunciation is Only very,slightly influenced by the mother tongue.

Two or more three minor grammatical and lexical errors

Speaks without too great an effort with a Fairly wide range of expression.Searches for word occasionally but only one or two unnatural pauses

Easy for the listener to understand the speaker’s intention and general meaning.

Very few interruptions of clarifications required.

5 Pronunciation is slightly influenced by the mother tongue. A few minor grammatical and lexical errors but most utterances are correct

Has to make an effort at times to search for words. Nevertheless, smooth delivery on the whole and only a few unnatural pauses

The speaker’s intention and general meaning are fairly clear.

A few interruptions by the listener for the sake of clarification are necessary

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4 Pronunciation is still moderately influenced by the mother tongue but no serious

phonological errors. A few grammatical and lexical errors but only one or two major errors causing confusion

Although he has to make an effort and search for words, there are not too many unnatural pauses.

Fairly smooth delivery mostly. Occasionally fragmentary but succeeds inconveying in general meaning.

Fair range of expression

Most of what the speaker says is easy to follow. His intention is always clear but several interruptions are necessary to help him to convey the message or to seek clarification

3 Pronunciation is influenced by the mother tongue but only a few serious phonological

errors. Several grammatical and lexical errors, cause confusion

Has to make an effort for much of the time.

Often has to search for the desired meaning.

Rather halting delivery and

fragmentary. Range of expression often limited.

The listener can understand a lot of what is said, but he must constantly seek clarification.

Cannot

understand many of the speaker’s more complex or longer sentences.

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2 Pronunciation seriously

influenced by the mother tongue with errors causing a breakdown in communication.

Many ‘basic’

grammatical and lexical errors

Long pauses while he searches for the desired meaning.

Frequently fragmentary and halting delivery.

Almost gives up making the effort at times.Limited range of expression

Only small bits (usually short sentences and phrases) can be understood-and then with considerable effort by someone who is used to listening to the speaker.

1 Serious

pronunciation as well as ‘basic’

grammatical and lexical errors. No evidence of having mastered any of the language skills and areas practiced in the course

Full of long and unnatural pauses.Very halting and

fragmentary lexical delivery. At times gives up making the effort. Very limited range of expression.

Hardly anything of what is said can be understood. Even when the listener makes a great effort or interrupts, the speaker is unable to clarify anything he seems to have said.⁴

4Baso Jabu, English Language Testing (Makassar: The UNM Publisher, 2008), p. 110-111

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3.7.2 The Classification of Students` Score Table 3.2 Classification of Students’ Score

NO Classification Score

1 Very Good 80 – 100

2 Good 66 – 79

3 Fair 56 – 65

4 Poor 40 – 55

5 Very Poor ≤ 39

3.7.3 Scoring the Students` Speaking of Pre-test and Post-test

3.7.4 Concluding the mean score of students’ pre-test and post-test using this formula:

Where: