TEACHING SPEAKING BY COMBINING FISHBOWL STRATEGY WITH DEBATE STRATEGY AT SENIOR HIGH SCHOOL
By
Markus Osoimanai *)
*) Imron Hadi M.Pd. Staff Pengajar Program Study Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Bahasa Inggris adalah subjek yang harus dipelajari di Indonesia sejak sekolah dasar sampai perguruan tinggi. Walaupun bahasa Inggris telah dipelajari bertahun-tahun, tapi para siswa masih memiliki kesulitan khususnya speaking. Hal ini disebabkan karena siswa kurang praktek dalam kelas, kurang percaya diri menggunakan bahasa Inggris. Oleh karena itu, guru harus menemukan strategi yang menarik dalam proses belajar mengajar sehingga membuat para siswa senang dan tertarik untuk belajar bahasa Ingggris serta mampu untuk speaking.
Dalam makalah ini penulis membahas bagaimana meningkatkan kemampuan siswa dalam berbicara melalui penggabungan dua strategi untuk siswa sekolah menengah atas, yaitu Fishbowl dengan Debate strategi. Dengan menggabungkan dua strategi ini diharapkan dapat mempermudah guru dalam meningkatkan keinginan siswa untuk berbicara di depan kelas.
Ada beberapa langkah dalam penggabungan dua strategi ini. Guru memberikan masalah atau topik diskusi. Guru membagi siswa menjadi dua kelompok yang terdiri dari kelompok yang setuju atau pro dan kelompok yang tidak setuju atau kontra yang saling berhadapan. Siswa akan saling beradu argument tentang topik yang diberikan oleh guru. Guru memediasi diskusi tersebut dan bersama-sama dengan siswa mencari solusi atau kesimpulan terhadap topik yang dibahas.
Kata kunci : Combining, Debate, Fishbowl, Speaking.
CHAPTER I INTRODUCTION
A. Background of the Problem
Speaking is a communicative and productive skill because it aims at assisting students in interacting with others.
Speaking gives the students opportunity to express their ideas, feelings, and information through with others. During
the learning process, students are expected to participate actively in order to be able to speak naturally. Thus, the teacher has to accomodate the students’ communicative competence in order to support them speaks actively and naturally.
Speaking is the way of people to express their ideas and information to communicate with other people. Without
speaking someone cannot communicate and express their idea and thought to others. It means that by masterying speaking ability students can interact and communicate with other well. So the students must be encouraged to speak and to communicate correctly and actively as often as possible, especially speaking in English.
B. Limitation of the Problem
Based the problems that have been explained above, there are several strategies that can be used to improve students speaking skill. In this paper, the writer wants to discuss about teaching speaking by combining those strategies in single teaching process. In this paper the writer focuses on combining fishbowl strategy with debate strategy in teaching speaking skill.
C. Formulation of the Problem
Related to the limitation above, the writer formulates the problem in this paper as follow: “How to teach speaking
by combiningfishbowl with debate strategy at senior high school”
D. Significance of the Paper
The writer expects this paper will be useful for teacher by combining fishbowl strategy with debate strategy in teaching speaking. Furthermore, the writer also expects that this paper will give contribution for the students as a guidance to increase their speaking skill in English.
Finally, the writer expects that this paper gives information for the reader about this combining strategies that can be used in teaching speaking.
CHAPTER II REVIEW OF RELATED
LITERATURE A. The Nature of Speaking
In this part, the writers will discuss about aspect of speaking such as:
definition of speaking, component of speaking and teaching speaking.
1. Definition of Speaking
Speaking is one of the basic skills that must be mastered by students since it is very important for them to communicate in
the class or outside the class. They must practice it especially in learning teaching in order to be fluent, without an ability to speak, it would be impossible to have a natural communication among people.
According to Harris (2002:81) stated speaking is a complext skills that use a different number of abilities. They are grammar, vocabulary, fluency and comprehension. In writer opinion the Harris tries to explain a brief explanation about nature of speaking itself. When somebody speaks he or she should pay attention to those different abilities, if he or she not pay it, the information will not clear and there is no communication between the speaker and listener.
2. Component of Speaking
According to Ricard and Renadya (2002: 206), there are some component of speaking as follows:
1. Accent
a. Native pronouciation with no trace of foreign accent
b. Frequent gross errors and every heavy accent make understand difficult, require frequent repitition.
It mean that, which effect when someone spell the words in the conversation or dialogue
2. Grammar
a. Few errors, with no pattern of failure
b. No more than two errors during the conversation
It mean that, the student can be used the grammar to know the structure of the sentences and it is needes for the students to arrange a correct sentence in conversation.
3. Vocabulary
a. Vocabulary limited to minimum courstesy requirements.
b. Vocabulary limited to basic personal areas and very familiar topics.
It mean that, less of vocabulary make the students shy to speak with other and cannot to communicate
effectively or express their ideas both oral and writer form.
4. Fluency
a. Speech isso halting and fragmentary that conversation is virtually impossible.
b. Speech is very slow and uneven, except for short or reutine sentences frequenly punctuated by silence or long process.
c. Speech on all general is efforless and smooth as native speakers.
It is a speech languge term that means the smoothness or flow with sounds, syllables, words and phrase are joined together when speaking quikcly.
5. Comprehension
a. Understand too little to respone a conversation initiation or topic conversation
b. Undestand everything informal and colloquial speech to be expected of an educated native speakers.
c. Understand everything informal educated conversation, except very colloquial low-frequency term.
d. Teaching Speaking
According to Tarigan (1990: 3-4) defines that speaking is a language skill that is developed in child life, which is preceded by listening skill, and at that period, speaking skill is learned. It means that speaking is the basic language.
The process of speaking skill has happened or proceeded by listening skill. Increasing listening skill is very beneficial for speaking ability.
Furthemore, Hornby (1995:
37) teaching means giving the instruction to a person: give a person knowledge, skill and etc. While speaking means to make use of words in an ordinary voice. So, teaching speaking is giving instruction to a person in order to communicate. It mean that, the
teacher giving some intruction to make students active to speak, it will help them to increase their speaking ability.
B. Fishbowl Strategy
1. Nature of Fishbowl Strategy Fishbowl is a way to organize a medium-to large-group discussion that promotes student engagement and can be used to model small-group activities and discussions. Fishbowls have been used by group work specialists and in counseling.
Fishbowl takes its name from the way seats are organized with an inner circle and outer circle. Typically, there are three or five seats in the inner circle with the remaining seats or desks forming a larger outer circle. Not all classroom arrangements allow for the creation of a distinct inner and outer circle, but seats or tables can be arranged in a similar pattern with a table or small group of chairs more or less in the middle of the room and other students facing this group (Furr &
Barret,in Hensley, 2002:3).
According to Brozo (2007:3), the procedure of teaching by using fishbowl strategy are:
1. Identify a focus for class discussion, 2. Ask students to turn to a neighbor and
talk about their ideas and opinions related to the issue,
3. Demonstrate the format and expectations of a fishbowl discussion,
4. Get the discussion started by telling the discussants sitting in a cluster to talk among themselves about the ideas and opinions they raised when conversing with a partner,
5. Tell the other students to listen carefully to their classmates while they engage in a small group discussion and take notes or jot down questions to share afterward,
6. Allow the discussants to talk for 5 minutes or so, getting involved only if the discussion dies or to ensure everyone is contributing and taking turns,
7. When the small group finishes or is stopped, ask the other students to make comments on the discussion they observed and/or ask questions of the discussants,
8. Gather another small group of volunteer discussants, and continue to the fishbowl process until all students have had the opportunity to be inside the fishbowl and they are clear about their roles and expectations.
9. Advantages of Fishbowl Strategies
According to Bowman (2008) the advantages of strategy are: (a) discussion;
(b) Provides class interaction; (c) Allow student to learn from peers; (d) Involves student critical thinking; (e) Provides break from routine.
C. Debate Strategy
1. Nature of Debate Strategy
According to Bambang (2006:125) explains that debate is the activity which is used for understanding of the topic. It is done by two groups. Every group consist
three or five students. It is “pro” group and
“contra” group. Debate caused a feeling of confident, can give motivation to convey learner’s opinion and respond the argument by using English language. It can build up their listening ability and speaking ability and increase their motivation in speaking.
2. Procedure of Debate Strategy
Moreover, (Fournier,2007:5), the procedure teaching by using debate strategy are:
a. The class is divided into two groups, b. Each group is given a different task or
topic,
c. Groups will get together to create a plan of attack, decide on their main argument and how they will organize their Speeches,
d. Students work individually to prepare speeches,
e. When all individuals have created their speeches, each group comes together to listen to their arguments as a whole,
f. Practice, practice, practice and be ready to go.
g. Advantages of Debate Strategy According to Darby, (2007:97) there are advantages of debate strategy: (a) Developing student ability in critical thinking; (b) Help student to analyzing information; (c) Orally communicating their position effectively and succinctly;
(d) and defending their position all within the context of a healthy debate.
D. Combining of Fishbowl with Debate Strategies
The writer combine both of strategies beacause it makes the teaching learning process more effective and also it can increase the student ability in speaking and make them more active in the class. Based on the explanation above, the writer make combines between fishbowl with debate strategy in teaching speaking. In fishbowl strategy (FS) the writer chooses Brozo, (2007:3) procedures and for Debate strategy (DS) the writer choose Fournier, (2007:5) procedures because those
procedure are suitable each other and easy to applicate in the class especially in senoir high school. Now, the writer describe the teaching speaking activity in the class by those strategies.
Here are the steps of combining both strategies:
a. Identify a focus for class discussion (FS),
b. The class is divided into two groups (DS),
c. Each group is given a different task or topic (DS),
d. Students work individually to prepare speeches (DS),
e. When all the individuals have created their speeches, each goup comes together to listen to their arguments as a whole (DS),
f. Get the dicussion started by telling the discussant sitting in cluster to talk among themselves about their ideas and opinion they raised when conversing with partner (FS),
g. Tell the other students to listen carefully to their classmates while they engange in a small discussion and take notes or jot down questions to share afterward (FS),
h. Allow the discussants to talk for 5 minutes or so getting involved only if the discussion dies or to ensure everyone is contributing and taking turns (FS),
i. When the small group finishes or is stopped, ask the other students to make comments on the disscussion they observed and /or ask questions ot the discussants (FS),
j. Gather another small group of volunteer, and continue to the fishbowl process until all students have had the apportunity to be inside the fishbowl and they are clear about roles and expectations (FS),
k. The teacher ask the students to practice (DS).
CHAPTER III
DISCUSSION
A. Teaching Preparation
Preparation is the steps that should be made by the teacher, before the teacher conduct the teaching learning process.
Preparation is done to make the teaching learning process run well and systematically in order to be success in teaching, beacause of that, the teacher should consider some point that will be needed by the teacher and students in teaching activity
B. Implementation
C. Pre-teaching Activity
Pre-teaching activity is the first activity that should be applied by the teacher. Pre- teaching activity is done at the biginning of the class. It is used to give students bacgroud knowledge and build their confidence. It has several functions such as giving new information, increasing the student concentrating and simulating curiosity. Beside that, it can make the students understansd about what they are going to learn.
1. Whilst-teaching Activity
In the whilst teaching activities, teacher applies of combining fishbowl with debate strategy and give the material expression of asking and giving opinion to the student. There are several steps of whilst teaching activities they are as follow:
a. Pre-speaking (Explotarition)
1. The teacher explains to the students about the way how to ask and giving expression agree and disagreement. Then, the teacher write on the whiteboard the expressing of asking and respone of agreement and disgreement.
Expressin g asking agreemen t
Expressin g
agreemen t
Expressing disagreeme nt
1. Do you agree with me?
2. Don’t you agree?
1. I agree 2. I think
so 3. That’s
true 4. I am
with you
1. I don’t agree 2. I
disagree 3. I don’t
think so
b. Whilst-speaking (Elaboration)
1. When all the individuals have created their speeches, each goup comes together to listen to their arguments as a whole (DS),
c. Post-speaking (Confirmation)
1. Gather another small group of volunteer, and continue to the fishbowl process until all students have had the opportunity to be inside the fishbowl and they are clear about roles and expectations (FS),
3 Post-teaching Activities
Post teaching activity is an activity that is done after pre teaching and whilst teaching activity. In this activity, the teacher tries to measure how far student’s comprehension about the material.
CHAPTER IV
CONCLUSION AND SUGGESTIONS A. Conclusion
Base on the discussion on the previous chapter it can be concluded that teaching speaking though combining
fishbowl with debate strategies can help students engage in teaching learning process. They can share information when questioning, sharing or problem solving in the class room. It is intended to get all the participation of the student to give their opinion related the topic. In this strategy, the teacher give a topic or problem to student, then student divided in two group by the teacher. First group as the “pro or agreement” and the other one is as “contra or disagreement”. After that, the students share their opinion and answer the onther group question reated the topic or issue that teacher give to them or the students do debate. And the last meeting the student and teacher make conclusion.
B. Suggession
In this paper, the writer gives suggesstions for english teacher in teaching speaking by combining fishbowl with debate strategy. The teacher are suggested to use these combining strategies in their classroom because it can give the student a chance their ideas,
opinion, and hear the different opinion from the other group. Then the teacher are suggested to use this combining strategies in their classroom because these strategies can increase students confidence to speak in front of classroom.
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