TEACHING SPEAKING BY COMBINING ACADEMIC CONTROVERSY AND TALKING CHIPS STRATEGY FOR SENIOR HIGH SCHOOL
Oleh:
*) Novacia Sagita Erman
**) Syaid Sandi Sukandi, S.S, M.A Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI West Sumatera
ABSTRAK
Makalah ini mendiskusikan penggabungan dua strategi dalam pengajaran bahasa Inggris yang dapat dipraktekan guru dalam kelas berbicara (Speaking). Strategi ini digunakan untuk mengajarkan speaking terutama kepada siswa Sekolah Menengah Atas (SMA). Dalam makalah ini, penulis membahas tentang langkah-langkah dan cara pelaksanaan kombinasi strategi Academic Controversy dan Talking Chips dalam pembelajaran Speaking.
Academic Controversy dan Talking Chips merupakan strategi yang dikombinasikan dan digunakan guru untuk membimbing siswa mengidentifikasikan dan menganalisa poin penting dalam sebuah topic pembicaraan yang perlu didiskusikan. Dalam strategi ini, guru menyiapkan topic berita yang sedang banyak dibicarakan masyarakat. Guru juga harus mempersiapkan siswa dengan sumber-sumber bacaan yang dapat menambah pengetahuan siswa tentang topic sebelum kelas speaking dimulai. Berdasarkan topic tersebut siswa berdiskusi dalam kelompok. Siswa kemudian menampilkan hasil diskusi mereka dan siap untuk ditanyai, diberi sanggahan dan saran dari kelompok lainnya. Setiap siswa yang berani berbicara mengenai topic ditandai dengan alat berupa Chip. Semua siswa harus berupaya untuk menggunakan minimal satu kali kesempatan untuk berbicara didepan teman-teman sekelasnya atau menggunakan minimal satu chip, sebagai tanda bahwa mereka telah ikut serta dalam diskusi kelas.
Key words: Speaking, Academic Controversy Strategy, Talking Chip Streategy
INTRODUCTION
Speaking involves more than just pronouncing words because through speaking students can express their idea, opinions, comments, and suggestion orally. Teaching speaking is the process of building and sharing meaning through the use of verbal and non- verbal symbols, in a variety of contexts involving teachers and students directly. In reality today, teaching speaking at senior high school is not easy because the teacher found some problems in teaching speaking that some of students at senior high school do not want to speak in the classroom activities. Related to the writer’s observation during practice teaching at SMA PGRI 3 Padang, these problems happen because of several reasons such as the students is shy because less of self-confidence and afraid of making mistakes and ashamed to be laughed by their other students while speaking, so that they also felt ashamed and uncomfortable to speak in front of the class. Furthermore, the problems also appear from the strategy that the teacher is used in teaching learning process and also sometime the strategy the teacher use was
not suitable with background of students itself, such as student’s age and level. In order to solve the problems during learning speaking, teacher is suggested to apply an appropriate and attractive strategy in teaching speaking. Some strategies are suggested to apply in teaching speaking, and in this paper the writer tries to explain the combining of Academic Controversy and Talking Chips strategies for teaching speaking in the senior high school level.
Because, these strategies allow students participate in a creative and active activity.
REVIEW OF RELATED LITERATURE Speaking is the expressions that are made from words and phrases of the speaker.
There are three expert states about speaking, Cameron (2001:41), Fulcher (2003:34) and Nunan (2003:48). According to Nunan (2003:48) explains that speaking is the productive oral skill that is consists of producing systematic verbal utterances to convey meaning.
It means that the aim of speaking is the way in which the speaker shares the ideas by using
verbal communication in order to make the listener understand about what the speaker’s say.
The explanation above can be summarized that speaking is not only the ability to use and speak the language features fluently, but also the ability to deliver and convey meaning of information. Through speaking, communication can be used to share and search information needed.
Teaching Speaking
Teaching speaking is an activity that provides speaking skill such as fluently, accuracy and interaction, because it is necessary point which should be considered by the teacher in order guides students conducts a conversation by conveying meaning during speaking process.
There are three experts states about teaching speaking. Nunan (2003:48), Richard and Renandya (2008:204) and Harmer (2010: 123).
According to Harmer (2010: 123) argues that good speaking activities can and should be extremely engaging for students. If they are all participating fully – and if the teacher has set up the activity properly and can them give sympathetic and useful feedback – they will get tremendous satisfaction from it. It can be defined that 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.
It can be said that in the applying of teaching speaking students should gain many opportunities, more time practices and providing each student with a turn to speak and make students become active speaker and good listener then ensure that the learners making progress in speaking skill.
Academic Controversy Strategy
There are many experts who explain the definition of Academic Controversy Strategy.
Mayton (2009: 119), Antonacci and O’Callaghan (2011:199) and Cooper (2014:
309). Cooper (2014: 309) defines that Academic Controversy is a cooperative learning strategy developed to explore the evidence thoroughly and expand and adjust frames of reference in order to resolve disagreements creatively.
Through engagement in academic controversy, students may increase familiarity with the
structure and nature of knowledge and the rules of evidence in various disciplines.
It can be summarized that in the Academic Controversy strategy, the learners are expected be able to create a creative speaking activity through engage an academic controversy and try to resolve the controversy during the speaking learning process, so that the students are able to become an active speaker in front of their classmates.
Procedures of Academic Controversy Strategy
To teach speaking by using Academic Controversy the teacher should know about planning and steps in using it in the classroom.
Cooper (2014:309) states the procedures of Academic Controversy strategy such as:
Students are place in teams of four, and each pair on a team is assigned one of two opposing positions regarding a key point in content. Each pair builds an argument in favor of its position, using the evidence available. Pairs who are advocating the same position on different teams may meet to share ideas and strengthen their case. Then, within the team, each pair presents its case to the opposition, which listen carefully and takes notes. After the presentation, the pair within a team critiques each other’s arguments and evidence, using guidelines developed by the teacher and avoiding personal attacks. Following the critique, the pairs reverse sides and argue the counter position, in order to ensure mastery of its content and shape. Then, team begins the process of synthesizing evidence to create a position more defensible than either of the original ones. The teams present their syntheses to the whole class and discuss the merits of each.
For purposes of individual accountability, all students take a test on the content to be mastered. Teams whose members individually reach a preset standard of growth or achievement earn team recognition.
Talking Chips Strategy
Talking chips strategy helps students develop their ability in mastery English speaking skill. There are three experts who have opinions about Talking Chips Strategy. First, Turville (2008:91), Second, Kagan (2010:1) and Darsana (2013:1). Darsana (2013:1) also argue that
Talking Chips is one strategy of cooperative learning which allows all students to speak in the class. In this strategy, students are given a certain number of chips (coin, card, etc) to be used as media which limit student’s time talking.
In the implementation, teammates place talking chips in the centre of the table to make sure everyone contributes to the team discussion.
In conclusion, the goal of talking chips strategy is to promote equal participation and develop discourse abilities. Each member of a group gets different chips that students must use whenever they want to speak.
Procedures of Talking Chips Strategy
Bowers and Keisler (2011:138) provide some steps for Talking Chips strategy and served the students in pairs and also prepare in four ways or rounds.
1. Before the lesson, assign students to discussion groups and give each student a designated number of chips to use during the discussion.
2. Ask a question or provide a prompt to the groups and give students time to gather their thoughts and record some of their ideas.
3. Tell students that there is a minimum number of chips they must use during the discussion.
For example, if each student has two chip, the teacher may request that each person use at least one chip during the discussion. This means that each person in the group must contribute at least once to the discussion.
4. Ask students discuss, they place a chip in the centre of the table when it is their turn to speak. The teacher should circulate around the room to monitor discussions. When it seems that everyone has contributed at least one chip, signal the end of the discussion period.
DISCUSSION
Combining of Academic Controversy and Talking Chips Strategies
The teacher usually uses some strategies in teaching students in class. It has the purposes to helps students to understand about what they are learning. Here, the writers will discuss about teaching speaking by combining Academic Controversy and Talking Chips strategies. The
writer uses this steps that proposed by Cooper (2004:309) and Bowers and Keisler (2011:138).
There are some steps that can be applied by teacher in the classroom, are:
a. Begins the discussion by give each of each student two chips. These chips have to be used during the students point out opinions and arguments. If the students are lost one chip, it means that they have used one opportunity to speak.
b. Teacher asks students to sit in four groups, in one group consists of two persons as agree view point and two other as disagree view point of the topic. Then, teacher asks students to practice in the group with by each pair.
Teacher encourages students to tell everything of opinions, suggestions and comments related to our topic.
c. Teacher guides all of students to generate ideas in expressing opinions, suggestions and comments, by following questions such as : 1. As a teenager, do you agree if you are
controlled by your parents every time when you use computer?
2. What are your reasons if you agree with the controlling and what are your reasons if you do not agree with the controlling?
d. Teacher asks students to start the speaking practice in pairs by considering questions and also use the chips
d. Teacher leads students to build argument by give opinion to the pair who do not agree with the point of view, the pair have to critic or against the opinions with reason.
e. Students come to the whole class discussion.
Students have to point their opinions in front of whole their classmate, not only to their pair in their group.
f. For this step, students start to discuss at the whole class. Each of agree team will express and explains their opinions, suggestions and comments to persuade the member from disagree team becomes agree to their minds.
g. Teacher asks students to tell some critiques related to the opposite team explanation.
h. Teacher asks students to follow each critique that the opposite team has been received.
i. Teacher gives students time to compare the critiques with their explanation at the beginning of the discussion..
j. The teams present their syntheses to the whole class and discuss the merits of each.
m.Teacher asks students randomly to answer the question at the previous activity.
n. At the end of the discussion activity, teacher looks at for the students’ best performance in explaining the opinions, suggestions and comments.
CONCLUTION
speaking is a fluent process of speaker’s combining information from a text and their own background knowledge to build the meaning and comprehend in the speaking process. In order to solve the problems during learning speaking, teacher is suggested to apply an appropriate and attractive strategy in teaching speaking. Teacher can use Academic Controversy and Talking Chips Strategy. Because, these strategies allow students participate in a creative and active activity.
Suggestions
writer proposes some suggestions to the teacher who will teach speaking by using Academic Controversy and Talking Chips Strategies as follow: The teacher should highlight importance features of the topic that will be talked in forum. Teacher should help students to understand the topic through a series of pictures or Academic Controversy and Talking Chips that describes the problem contains in the topic. In order to create a guide lines for the students to make understanding between speaker and listener, teacher should explain clearly the topic before the students discuss it in their group. The teacher should be creative to guide student to explain the material.
These can improve students’ comprehension.
REFFERENCES
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