TEACHING SPEAKING BY COMBINING BAROMETER AND THREE-STEP INTERVIEW STRATEGIES AT EIGHT GRADE OF JUNIOR HIGH SCHOOL
STUDENTS Riko Arifandi *)
**) M. Khairi Ikhsan Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Makalah ini ditulis bertujuan untuk membantu mengatasi salah satu dari sekian banyak permasalahan yang ada dalam pengajaran speaking pada sekolah menengah pertama (SMP).
Selain itu makalah ini juga dimaksudkan sebagai masukan bagi guru-guru bahasa inggris dalam melaksanakan pelajaran speaking sehingga siswa tertarik dan termotivasi untuk belajar speaking.Dalam makalah ini penulis membahas bagaimana pengajaran speaking melalui penggabungan strategi Barometer dan strategi Three-Step Interview . Kedua strategi ini dapat mempermudah guru meningkatkan keinginan siswa dalam berbicara dan mempermudah siswa dalam menyampaikan pendapatnya. Ada beberapa langkah yang digunakan dalam penggabungan dua strategi ini secara garis besar, strategy Barometer bertujuan untuk memancing siswa untuk mengambil posisi dalam suatu isu yang sedang kontroversi dan strategi Three-Step Interview memotivasi siswa untuk berani berbicara dalam bahasa inggris untuk menyampaikan pendapatnya dalam suatu diskusi . Tujuan dari penggabungan dua strategi ini agar siswa menjadi lebih aktif dan berani untuk berbicara bahasa inggris. Penulis mengharapkan agar penggabungan strategi-strategi ini bisa menjadi panduan bagi guru dalam mengajar speaking.
Keywords: Speaking, Barometer Strategy and Three-Step Interview Strategy
*) Penulis
**)Pembimbing
INTRODUCTION
Speaking is one of the ways for people to communicate with other speaker of the other language and culture. This fact makes speaking become important in our life.
Through speaking everyone can express their ideas, opinion, and giving explanation to someone in real communication. But most of the students get some difficulties to share and give their opinion or solution about issue and topic that presented by the teacher in discussion. These might be caused some factors such as; they have lack of vocabulary about the topic, do not have self confidence and they do not understand about the topic.
These problems make the students were afraid and nervous to share their idea in front of the classroom. By looking at the phenomena, to solve the problem in speaking, there are some strategies that can be used to motivates students speak actively during teaching and learning Barometer strategy, Three-Step Interview strategy and Student Team Achievement Division (STAD. First, Barometer is strategy to help students share their opinion by lining up along a continuum to represent their point of view. By using this strategy, the students are able to develop their speaking ability. This strategy also encourages students to support their opinion.
Second, Three-Step Interview is a strategy multipurpose critical thinking strategy designed of four but adaptable for other sizes.
By using this strategy, the students are able to develop their speaking ability. This strategy also encourages students to support their opinion. Third, Student Team Achievement Division (STAD) is a strategy the students are assigned to four member learning teams that are mixed in performance level, gender, and ethnicity. The teacher presents a lesson and then students work within their team to make sure all team members have mastered the lesson.
REVIEW OF RELATED LITERATURE
Speaking is one of important skills in learning English besides listening, reading, and writing. Through speaking, the students at any level are able to ask and answer the question in English. According to Chaney (1998:13), speaking is the process of building and sharing meaning through the use of verbal and non verbal symbols in variety of contexts. Speaking is used by someone in daily life communication whether at school or outside. In addition, Nunan (2003:48) defines that speaking is the productive oral skill and it consists of producing systematic verbal utterances to convey meaning. However, Brown (2004) defines that speaking is the product of creative of linguistic strings. It means that speaking is a process of making sounds by someone in order to deliver the information to the other.
Teaching Speaking
Teaching speaking is very important part in language learning process. Basically, teaching speaking is the way of the teacher to teach students how to speak or communicate in spoken English form on the other hand, the purpose of teaching speaking is to make the students are able to speak foreign language and they can use it to communicate with other. According to Brown (2004:141), explains that teaching speaking has six categories including imitative, intensive, responsive, interactive and extensive.
Meanwhile, Diaz and Rico (2004: 189) state that teaching speaking is the activity that involves three activities as follow:
1. Before Speaking
This is pre-speaking activity, the teacher brainstorm topic with students’ prior knowledge. The teacher does interaction with students by asking some questions.
2. Speaking
The teacher divides students in small group activities. In this activity the students will practice communication. It has aim to make students can share idea and opinion.
3. After Speaking
After speaking the teacher can give task to observer their achievement during teaching and learning process. In this activity the teacher also give feedback to the students.
Furthermore, Kayi (2006) states that teaching speaking should improve students’
communicative skill, because only in the way, students can express themselves and learn how to follow the social and cultures rules appropriate in each communicative circumstance. It means, in teaching speaking teacher should improve students’ real-life communication or activities and students can express themselves.
Based on the explanation above, the writer concludes that teaching speaking is very important for foreign language learning in order to make process successful in English. In teaching speaking the teachers should make the students able in parts of English such as adequate vocabulary, arrange sentence with suitable grammar and sentence orally in appropriate situation. Besides, the teachers should give large of opportunities and more time to practice for the students in order to improve student ability in speaking foreign language.
Hortatory Text
Text is essential in teaching speaking.
It helps students in giving an argument about something that will be discussed in the class.
Hortatory exposition is texts that fix to persuade the students to develop their idea in solve the problem or topic. In this text the student can be pro or contra to the related the problem. According to Martin in Goutsos (1997:37), hortatory exposition texts is more like speech and is commonly found in editorials, letter to the editor, and so on.
Martin adds that’s this text persuades to do what the thesis recommends. It means that the text is created based on the facts which the writer presents some facts to the readers. So the readers know what they should do. On the other hand, Padriyono (2007), defines that hortatory text is suggestive argument. It means that, text refers to a question where the writer ask the reader whether they agree or disagree about the statement and also what are they think about the argument. So, in this case the reader choose one position agree or disagree and try to persuade the other to give same argument. Then, the reader can conclude about the statement which given by another based on the topic. Furtemore, Robrtson and Nunn (2006:297), defines that hortatory exposition text is designed to persuade people to d something. In general hortatory text is either spoken enghlish. It means that the text created about facts and tells the people what they should do anymore.
In conclusion, hortatory text is a text that displays a problem (thesis) which in terms of the various arguments (arguments) are terminated by a suggestion / recommendation (recommendation) .The hortatory can tell about issue and problem.
Moreover, hortatory text that explores the meaning of a problem with the aim to invite, persuade, advise the reader to take action on cases presented.
Barometer Strategy
Strategy in teaching speaking is very important for teacher in teaching learning process. By using good strategy in teaching speaking, the teacher will be easy pass on the lesson and the students also more understand about the lesson. According to Green and Diane (2011:47), Barometer is strategy to make the students active in teaching speaking process through giving solution about the problem or issue and use facts and come to conclusion in discussion. Moreover, La Semana (2013:6) states that Barometer is teaching strategy to help the students share their opinions by lining up along a continuum to represents their point of view. Meanwhile, Crossley (2010:177), state that Barometer delivers to an aspiration of a single continuum of achievement effect. This case for more disciplined innovation.
Based on the experts’ explanation above, the writer can conclude that Barometer is strategy to make the students more active in teaching speaking process.
The Procedures of Barometer Strategy To make the students success in teaching speaking, the teachers can use Barometer strategy in teaching speaking, Green and Diane (2011:48) explain some steps in barometer strategy:
Choose a controversial topic that the students have been studying, one that has many sides to the same issue.
Review the content, and ask students to consider how they feel about this particular issue or situation.
Ask students to take a stand on the issue and choose one of the following options: strongly agree, agree, neutral, disagree, and strongly disagree.
Ask students to move into the group that corresponds with the opinion they hold.
Group will discuss why they hold the beliefs and list reasons to support their opinion.
If room allows, seat the group in circles along a vertical or diagonal line in the classroom.
Each groups have had chance to talk among themselves, give each group five minutes to explain their position to the rest of the class and try to change the opinion of the other group.
After each group had a chance to present, ask students whether they have been persuade to change their position.
The Advantages of Barometer Strategy Barometer is strategy that can attracts the students to speak in the classroom. This strategy has good application in teaching speaking because, some procedures that can motivates the students to give their opinion about controversial issue. Automatically, this
strategy help the students produces their oral language, increase self confidence, to practice, sharing ideas and opinion.
Three-Step Interview Strategy
Strategy in teaching speaking is very important for teacher in teaching learning process. By using good strategy in teaching speaking, the teacher will be easy pass on the lesson and the students also more understand about the lesson. According to Kagan in Richardson (2009:202), states that, three-step is another multipurpose strategy designed for groups of four but adaptable for other group sizes. Furthermore, Lundy (2011:59), states that in this interview strategy, groups members interviews one another on a particular topic. Meanwhile, Kagan in Hansen (2013:98), proposes that using structures like a three-step interview, each member of a team was chosen another member to be a partner.
Based on the experts’ explanation above, the writer can conclude that Three- Step Interview is strategy to make the students more active in teaching speaking process.
The Procedure of Three-Step Interview To make the students success in teaching speaking, the teachers can use Barometer strategy in teaching speaking, Then, Johnston (2006:6) states that, there are Three-Step Interview and the step is:
Step1: team members from pairs: one is inter viewer and the other isinterviewee.
Step2: the team members reverse roles.
Step3: team reforms with all team members to a round robin; each one in turn shares with the team what he/she learned in th e interview.
The Advantages of Three-Step Interview This strategy can help the students to share their opinion and Three-Step Interview can give large of opportunities for the students who have low ability to share their ideas and the students can be more understand in teaching speaking. Then this strategy can improve their skill and more
active to answer
the question also can increase self confidence.
DISCUSSION Preparation
Before doing the activities, the teachers have to make some preparations as follow;
1. Teacher select the material
2. The teacher should prepare the lesson plan
3. Teacher should prepare the media for teaching
4. Time allocation Procedures of Teaching
1. Pre-Teaching Activities
a. The teacher greets the students in whole class (Greetings).
b. The teacher check the students attendance list.
c. Teacher gives a text about the increasing of fuel price to brainstorm students background knowledge.
2. Whilst-Teaching Activities 1) Exploration
The teacher chooses a controversial topic of
“The increase of fuel prices”.
The teacher reviews the contents, and asks several students to consider how they feel about this particular issue or situation.
If room allows, seat the group in circles along a vertical or diagonal line in the classroom.
The team members reverse roles.
Team members from pairs: one is interviewe r and the other is interviewee.
The Increasing of fuel prices The government decided to increase the price of oil. It will be in the range of 6500 per liter.
The government argues that the decision is taken to lessen the massive subsidy.
The government assessed that the subsidy rate must be decreased because it needs to lessen the ability of government to finance the more important matter such as the budget of infrastructure of 2013 around Rp. 200 trillion and health sector around Rp. 30 trillion.
The fuel prices should increased because according to the government, by increasing the fuel price up to Rp. 6500 per liter, it will save Rp. 21 trillion of the state budget.
Sources http://increasingfuelpices.blogspot .com
S o u r c e s
http://increa singfuelpice s.blogspot.c om
Ask students to take a stand on the issue and choose one of the following options: strongly agree, agree, neutral, disagree, and strongly disagree.
Team reforms with all team members to a round robin; each one in turn shares with the team what he/she learned in th e interview.
Each groups has had chance to talk among themselves, give each group five minutes to explain their position to the rest of the class and try to change the opinion of the other group.
After each group had a chance to present, ask students whether they have been persuaded to change their position.
Review the content, and ask students to consider how they feel about this particular issue or situation.
Teacher asks students to move into the group that corresponds with the opinion they hold.
Group will discuss why they hold the beliefs and give reasons to support their opinion.
Teacher gives each group five minutes to explain the position and try to change the opinion of the groups. Participants have to be persuasive, listing the reasons that their opinions are the one that is correct.
2) Elaboration
The students take the test individually about the issue. The student grades is based on their
scores on the test, they do not allowed to help each other during the test.
3) Confirmation
a. a The teacher and students discuss about the information, complete all ideas, information and repair errors in teaching the ideas.
b. The teacher gives appreciation to students.
c. The teacher and the students make conclusion of the lesson.
3. Post Teaching Activity
Post-teaching activity is necessary as the follow up phase on what the students have studied.
a. The last section of teaching speaking in post teaching. The teacher asks the students about their difficulties in understanding the material.
b. The teacher gives homework to the students for next meeting.
c. The teacher closes the lesson.
Conclusion
In this point, the writer focuses on the combining of teaching strategies to teach speaking at Senior High School. The strategies are combining of Barometer strategy and Three-Step Interview strategy.
Barometer strategy in speaking class directly makes the students easier to share and give their opinion about some problems. Then, Three-Step Interview strategy makes the students do not shy or afraid to speak English
and give the students large of opportunities and more time to practice also this strategy designed for groups of four groups but adaptable other group sizes or they can interview each other.
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