TEACHING SPEAKING BY COMBINING ROUND ROBIN WITH TALKING CHIPS STRATEGIES AT JUNIOR HIGH SCHOOL STUDENTS
Oleh Meriza*)
**) Armilia Riza, M.Pd Pembimbing atau Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Keterampilan berbicara merupakan salah satu keahlian yang diajarkan dalam mata pelajaran Bahasa Inggris. Tujuan pembelajaran keterampilan berbicara adalah menjadikan siswa mampu mengekspresikan ide-ide dengan baik. Siswa bisa menambah pengetahuan mereka melalui informasi dari pembelajaran dikelas. Makalah ini mendiskusikan strategi untuk mengatasi kesulitan siswa dalam pembelajaran keterampilan berbicara.
Diantara kesulitan siswa dalam keterampilan berbicara adalah beberapa siswa tidak bisa mengungkapkan ide mereka atau pendapat dengan baik karena keterbatasan kosakata dan siswa tidak percaya diri berbicara di depan kelas. Dalam makalah ini, penulis membahas bagaimana pengajaran keterampilan berbicara dengan dua strategi yang digabungkan yaitu Round Robin and Talking Chips strategi. Strategi ini merupakan salah satu cara yang mempermudah guru untuk meningkatkan percaya diri siswa dalam menyampaikan ide, pikiran, dan perasaan mereka secara lisan. Penggabungan dua strategi ini secara garis besar yaitu Round Robin adalah strategi yg efektif untuk membuat siswa berbicara dengan baik secara bergantian. Sedangkan Talking Chips strategi adalah siswa diminta berpatisipasi untuk berbicara dengan menggunakan chips. Dengan penggabungan dua strategi ini, penulis mengharapkan strategi ini dapat dijadikan panduan oleh guru dalam mengajar dan bisa memecahkan masalah siswa dalam pembelajaran keterampilan berbicara agar siswa mempunyai kepercayaan diri dalam menggunakan Bahasa Inggris untuk lebih kreatif, menarik dan mampu menyampaikan hasil dari diskusi yang mereka lakukan.
Keywords: Speaking, Analytical text, ROUND ROBIN, TALKING CHIPS strategies
*Penulis
** Pembimbing
INTRODUCTION
Speaking is one skill that very essential among listening, reading and writing that must be had by the students. The reason is speaking as one tool of communication. By speaking, people can express their thoughts and felling to others. Speaking is also the process of revealing something fundamental about the mind and how it deals with perception, feeling and intention.
That is why students must be fluent in speaking, because the main purpose of learning speaking is to lead students to be able to speak English well. The English teachers must allow the students to speak up in the classroom in order to explore their ideas by using English.
Hopefully, this way can increase the students’
speaking ability.
Based on the syllabus of KTSP or Educational unit grade curriculum of Junior High School grade VIII, speaking is an important lesson that must be applied in very school. The students should be able to speak English in the classroom and their daily activity.
They are not demanded to explore what they think and feel into their own sentence by speaking English, but also they are able to communicate with others in English.
Based on writer’s experience at SMP N 25 Padang, there were many students
incompetence in speaking English. They still got problem with grammar, vocabulary, and pronunciation. It was caused by some factors in teaching and learning process. In its process, the teacher just talked by themselves and the students were passive in the classroom. It means that during learning and teaching activity, the students only listened the teacher, they spoke based on the context that had been given by the teacher. Because of that, the students did not have creativity, besides that they were not brave to deliver their opinions and ideas because the speaking activities were just concerned by the teacher and ignored among students and teacher.
Based on the problem above, the English teachers should create some of interesting strategies in order to develop studets’ ability in speaking. By using various strategies, the teacher can increase students’ competence in oral skill. The teacher also has a responsibility for making the athmosphere in teaching speaking becomes great. It is done in order to make the students’ ability in speaking becomes increase.
REVIEW OF RELATED LITERATURE Speaking is one of the other skills taught by English teacher in the school, all of teachers especially English teacher should teach speaking very well. When teaching English or second language, teacher should pay atention to prounounciation, intonation, and vocabulary that selected by speaker. And the speaker must have confidence high inquaring about topic that will be talked by them, and then Speaking is one of two productive skills in a language teaching.
And also human being as social creature always communicates to one atnother. It can be occured with the process of interchange of the thought or ideas which include interactions. It means that the activity of speaking itself has a very important role in human life.
According to Burns & Joyce (2001) speaking is defined as an interactive process of constructing meaning that involves producing, receiving and processing information. Its form and meaning are dependent on the context in which it occurs, the participants, and the purposes of speaking.
Moreover, Nunan ( 2003 : 48 ) speaking is the productive aural/oral skill. It can be said that oral is the process of listening about someone talking and oral is the process of giving respond to what is someone talking. By
speaking the speaker can deliver the message about a topic to the listener orally and listener gives feedback. In other happens in our believes.
Based on the Competence Curriculum, speaking is one of the four basic competences that the students should gain well. It has an important role in communication. Speaking can find in spoken cycle especially in join construction of text stage ( Department Pendidikan Nasional, 2004 ). In carrying out speaking, students face some difficulties. One of them is about language itself. In fact, most of students get difficulties to speak even though they have a lot of vocabularies and have written them well. This is a problem for the students that made them afraid to speak up in front of the class. And according to Luoma ( 2004 : 9 ), speaking as interaction and speaking as a social and situations based activity. It means that, all these prespective see speaking as an integral part of peoples in daily lives. In order word speaking as social interaction which happens in ours believe.
Based on some theories of speaking above, the writer can conclude that speaking is an interactive process or activity of someone to express his other ideas in spoken language by using words or sounds of articulation in order to inform, to persuide and to entertaint that can be learned by using some verbal and non-verbal symbols. Furthermore, speaking is an ability to interact with others to understand what someone says and to create utterance that can be understood to make a good communication in speaking activity.
1. Teaching of Speaking
Teaching speaking is important in language learning. In this case the teacher needs to encourage students’ participation by making experience interesting and motivating, and also the teacher should support the students to practice English as a habit in order to make their english speaking ability can use to interact with order in daily life.
According to, Cameron, ( 2001 : 40 ), it is crucial for teacher to take the responsibility for checking the students understanding to language being used and the purpose of the activities is being carried out. It means that it is really important for the teacher to make the students undertand in learning. The teachers have to consider that students understood about the aim of learning process. Therefore, the
teachers must given the students opportunity to provide input to all phases of classroom activity.
Furthermore, Burnkart ( 2007 : 7 ) teaching speaking skills is to communicate efficiently. Learners should be able to make them selves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and observe the social and cultural roles that apply in each communication situation.
Teaching speaking, in short is the way for teachers to express their emotions, communicative needs, interact to other students in any situation, and influence the other with making experience interesting and motivating, and also the teacher should support the students to practice english as a habit in order to make their English speaking ability can use to interact with order in daily life.
2. Components of Speaking.
In order to speak fluently, the students also have to consider the component of speaking. There are many experts that given their explanation about components of speaking.
According to Syakur (2007: 4), there are at least five components of speaking skill concerned with comprehension, grammar, vocabulary, pronunciation, and fluency.
a. Comprehension
For oral communication, it certainly requires a subject to respond, to speech as well as to initiate it.
b. Grammar
It is needed for students to arrange a correct sentences in conversation. It is in line with explanation suggested by Heaton that students ability to manipulate structure and to distinguish appropriate grammatical form in appropriate ones. The utility grammar is also to learn the correct way to gain expertise in a language in oral and written forms.
c. Vocabulary
One cannot communicative effectively or express their ideas both oral and written form if they do not have sufficient vocabulary. Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.
Based on this explanation, the writer conclude that without mastering vocabulary
sufficiently the English learners will not be able to speak English or write English properly.
d. Pronunciation
Pronunciation is the way for students to produce clearer language when they speak. It deals with the phonological process that refers to the component of a grammar made up of the elements and principles that determine how sounds vary pattern in a language. There are two features of pronunciation; phonemes and suprasegmental features. A speaker who constantly mispronunces a range of phonemes can be extremely difficult for a speaker from another language community to understand.
From the statetment above, the writer conclude that the pronunciation is the knowledge of studying about how the words in a particular language are produced clearly when people speak. In speaking, pronunciation plays a vital role in order to make the process of communication easy to be understood.
e. Fluency
Fluency can be definend as the ability to speak fluency and accurately. Fluency in speaking is the aim of many language learners. Signs of fluency include a reasonably fast speed of speaking and only a small number of pauses and
“ums” or “ers”. These signs indicate that the speaker does not have spend a lot of time searching for the language items needed to express the message.
In addition, Linse (2005:149) there are influence speaking ability : they are :
a. Vocabulary
Vocabulary is one of important components in speaking. Mastering vocabulary can make students easy to communicate, because they have many words to say. It also makes students know and understand meaning of the word.
b. Grammar
Mastering grammar will help students in speaking English, because they will know how to construct a good sentence.
Students also can determine what tense will be used and how to apply it into speaking. In other words, grammar takes an important role to master the spoken of language.
c. Pronunciation
In speaking, pronunciation gives important contribution. Pronunciation focuses on the student’s ability in uttering the words. If students inappropriately say the word, the meaning will be different. Students also should know the intonation of spoken. It will determine meaning of a particular word. If students intonation cannot produced correctly, it can make other students confuse and misunderstanding about it.
d. Fluency
The points to make students fluently in speaking are practice and confidance. If they always practice, it can help them to speak fluently. It also builds confidance of them and not clumsy when they speak with other.
e. Comprehension
Comprehension includes how well the students can explain the content of information in detail when speaking and make listener comprehend and understand what the speaker means.
So, based on this explanation, the writer conclude that it can be said speaking has five components : pronunciation, grammar, vocabulary, fluency, and comprehension. In speaking, speaker needs those components. If speaker does not use those five components, the listener cannot understand what someone are talking about. So, component of speaking is very important to learn and understand by the students.
A. Analytical Exposition Text
1. Definition of Analytical ExpositionText Analytical exposition text is a text that has purpose to persuade the reader by giving argument about something. It influences the reader to agree or deal with what the writer’s opinion. According to Cahyono, et all ( 2006 ) there are three components of generic structure in analytical exposition. There are thesis, arguments an reiteration or conclusion. The first thesis introduces the topic and shows speaker or writer’s position : outlines of the argument of the arguments are presented. Secondly is an argument. It consists of point and elaboration.
Point states the main argument and elaboration develops and supports each point of argument.
Third, conclusion, reiteration (restatement) restates speaker or writer’s position.
Moreover, Elvina ( 2011 : 63 ) states that analytical exposition text has a specific generic structure. It divides into three parts. They are thesis arguments, and reiteration. Thesis introduces the topic and indicates writer opinion. It also outlines writer’s arguments.
Next, arguments support the thesis by presenting a series of arguments. Last, reiteration restates the writer’s point of view.
The writer summarizes that analytical exposition is a text that tells about phenomenon surrounding or something is the case. It persuade the readers to the phenomenon or case.
It persuade several arguments to ensure the reader. The generic structure of this text is thesis, arguments, and reiteration, and language feature is simple present tense and simple present perfect.
B. ROUND ROBIN Strategy
1. Definition of ROUND ROBIN Strategy
Round Robin strategy is a speaking strategy that can be used to improve student’s speaking ability. According to Florida ( 2000 : 10), round robin are cooperative learning strategies in which students take turns contributing answers in a group. Round table is usually completed in written form; round robin in oral form.
In addition, Kagan et.al in Department of Program Development and Alignment (2000) states that Round Robin strategy is a cooperative learning strategy in which students take turn contributing answer in a group. The teacher asks the students to learn in group.
Each students gives contribution to answer the questions. Furthermore, Barbara and Beverly ( 2007 : 57 ), also found that round-robin discussions were a good way to share ideas.
And also, according to Deborah ( 2013 ), Based on the theories Round Robin Strategy above, the writer can conclude that, Round Robin strategy is an oral counterpart of round table. The students simply take turn stating answer or ideas, without recording them.
Round Robin strategy is a speaking strategy that can be used to improve student’s speaking ability. And also Round Robin strategy discussions were a good way to share ideas.
2. Procedure of ROUND ROBIN Strategy
There are some steps in applying Round Robin strategy in speaking teaching class by Betty ( 2011), states that the procedures of Round Robin brainstorming such as : first, the students are seated at the table with pieces of paper. Second, the teacher poses an open-ended question. And the third, students begin aswering. Fourth, after the time limit, each student passes his or her paper to the left and continues the previous student’s response. Fifth, the cycle continues until complete.
In addition, according to Deborah (2013), the procedures of Round Robin Braintorming such as : First, the students listen to the question that is given by the teacher.
Second, the students effort to think about all the answer that might be appropriate with the question. Third, the students contribute one answer out loudly. Forth, the students listen the one answer that other students will share. Fifth, the students contribute an have cause and effect relationship.
Based on the procedures Round Robin Strategy above the writer can concluded that, The purpose behind this strategy is to provide students with an opportunity to share ideas, express opinions and create spoken text in a quick and efficient fashion. Students are divided into groups of four. When the signal to begin is given, each student contributes an idea, orally, in a circular fashion.
Based on the procedures above there are some procedures that can be used in speaking activity through Round Robin strategy. The writer chooses one of some procedures and will focus on Betty procedures for speaking activity in classroom. This procedure is more suitable for students and can motivate the students to learn speaking in the classroom. In conclusion, Round Robin is appropriate strategy to apply for junior high school students.
3. Advantages of ROUND ROBIN Strategy The advantages of Round Robin Strategy to improve student’s speaking ability and provide student’s opportunity to talk.
According to Kagan Cooperlative Learning this strategy can make the student’s encourages social interaction and verbal processing information. Round Robin allow a large percentage of students to process information at once and is aligned with brain research that informs educators that much learning occurs during social interaction. According to, Florida (2000), the first allows all students to contribute
answer, Second, creates positive peer response groups, and the last advantages useful for reviewing material or practicing a skill.
In addition, Kohm, Barbara and Nance, Beverly (2007 : 57 ), Round Robin strategy discussions were a good way to share ideas, and in this strategy the student’s learn to express ideas clearly and succinctly in an open forum.
The purpose behind this strategy is to provide students with an opportunity to share ideas, express opinions and create spoken text in a quick and efficient.
Based on the explanation above, the writer conclude that there are some advantages.
Round Robin strategy discussions were a good way to share ideas, and in this strategy the student learn how to express ideas clearly and succinctly in an open forum, and Round Robin strategy is a speaking strategy that can be used to improve student’s speaking ability.
C. TALKING CHIPS Strategy.
1. Definition of TALKING CHIPS Strategy.
Talking Chips is strategy that make the value of everyone’s contributions and give everyone a chance to speak. This strategy helps student more confident for speak in front of class, and also measure the way of learn students in a small group or large group.it would be seen where the students active and which is not active.
The Jeff ( 2008 : 138), Talking chips strategy is ensures that everyone has an opportunity to share in a discussion. This strategy provides students with the opportunity to use academic language in a low-stress environment because they get to hear the proper usage of academic language from language models.
In addition, Gray, et all ( 2010 : 217 ) adds that talking chips is the strategy that make the value of everyone’s contribution tangible and give chance to speak. It means all students have the same opportunity in the classroom if one students has two times for speaking. The other students also have two times for speaking in the classroom.
Furthermore, Laura and Stephanie ( 2012 : 113), Talking Chips is strategy engage students, and the pace and format allow for creative thingking since each individual quickly comes up with a response. This also allows for full-class participation since the limited number
of chipss student receive ensures that all students have an opportunity to contribute.
Based on the definition Talking Chips Strategy above the writer can conclude that, this strategy an excellent strategy to use with students as it helps them regulate their impulsive talking and provides structured practice in how to take turns appropriately.
Moreover this strategy provides students with the opportunity to use academic language, and format allow for creative thinking since each individual quickly comes up with a response.
2. Procedure of TALKING CHIPS Strategy.
There are some procedures of talking chips strategy, according to Jeff (2008 : 138) the teacher has to do the talking chips strategy to identify in the classroom.
1. Before the lesson, assign students to discussion groups and gives 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.
4. As students discuss, they place a chip in the center of the table when it is their turn to speak. The teacher should circulate around the room to monitor discussions.
Based on the procedures above there are some procedures that can be used in speaking activity through Talking Chips strategy. The writer chooses one of some procedures and will focus on Turville’s procedures for speaking activity in classroom. This procedure is more suitable for students and can motivate the students to learn speaking in the classroom. In conclusion, Talking Chips is appropriate strategy to apply for junior high school students.
3. Advantages of TALKING CHIPS Strategy The advantages of Talking Chips is to provide students opportunity to talk. There are so many benefits for all students, but especially for children who are more difficult to motivate, keep engaged, and desperately need to practice social skills at “the point of performance” in real situations, it is a very valuable insructional format. Increased peer interaction in a structured format, and practice of social skills in an authentic setting and context Rief (2004).
According to, Jeff ( 2008 : 138), This strategy ensures that everyone has an opportunity to share in a discussion, and This strategy provides students with the opportunity to use academic language in a low-setress environment because they get to hear the proper usage of academic language from language models. Furthermore according to Laura and Stephanie ( 2012 : 113) in this strategy engage students, and the pace and format allow for creative thingking since each individual quickly comes up with a response, and also allows for full-class participation since the limited number of chipss tudents receive ensures that all students have an opportunity to contribute.
In addition, Gray et all (2010 : 217) advantages of talking chips is a recurring challenge in group work is managing discussions, so that every individual has a chance to contribute and no individuals dominate the meeting.
Based on the explanation above, the writer concludes that there are some advantages. Talking Chips strategy there are, first is good strategy to apply in learning process because the strategy no gap between who active to speak and thus who are not in group discussion. Then, students could dominate the group work, and everyone has an opportunity to share in a discussion, and also of this strategy engage students.
D. Teaching Speaking by Combining ROUND ROBIN with TALKING CHIPS strategies
In teaching speaking, the teacher can combine Round Robin with Talking Chips strategy, so the students can speak a text easily and know how to find the important information about a topic. In combining those strategies, the teacher should crative, so the students are not confusing when they follow the study.
Based on the experts theories about Round Robin from Betty ( 2011 : 56 ) and Talking Chips from Turville ( 2008 : 91 ). The writer can combining the procedures of Round Robin and Talking Chips strategies, and there are seven steps which must be paid attention by the teachers in applying this combination strategies. First, , the students are seated at the table with pieces of paper. Second, the teacher poses an open-ended question for students about text and ask a question or provide a prompt to the groups and give students time to gather their thoughts and record some of their ideas. Third
,students begin answering. Fourth, each time they talk they must submit a chip, but once their chips are gone they may no longer talk. Fifth, after the limit, each students passes his or her paper to the left and continues the previous student’s response. Sixth, on their chips are gone they may no longer talk, students are motivate to use all of the chips. Seventh, the students practice in front of the class or sharing opinion for the all students until complete.
DISCUSSION
In this paper, the writer describes about implementation of teaching speaking by combining Round Robin with Talking Chips strategy. There are several aspects will be discussed in this chapter. First, the steps of combining strategy between Round Robin with Talking Chips strategy. Second, the writer will explain about preparation before teaching in the classroom. Third, this part consists of the application of steps from strategy Round Robin and Talking Chips strategy, the following is the explanation.
. These strategies give many advantages for students in writing paragraphs. The main purpose of these strategies are to teach students with learning disabilities how to write good paragraph, to assist students planning, and writing composition until revising the paragraph by modifying a highly structured step-by-step procedure. Actually, these strategies can be applied in many kind of paragraph such as narrative, descriptive, recount, and expository.
But in here, the writer interest to take the descriptive text use in teaching writing. To apply these strategies the writer will describe all preparation as follow:
A. Preparation
Preparation is one thing that teacher should do before teaching in the classroom. The good preparation will determine the success of teaching and learning process. There are several things that teacher has to prepare before going to teach :
1. Media
Teacher uses the media to do all activities in the class that can help the learning process. Teacher uses the media to do all activities in the class that can help teacher to teach. Teacher must prepare some chips.
Chips is used for guiding students in learning process.
2. Material
Selecting the material or topic as the content of the material. The teacher prepares the appropriate material based on the curiculum (sylabus).
3. Lesson Plan
Lesson plan is very important to start the lesson. The purpose of lesson plan is to guide the teacher to do the activities in the class. In the lesson plan, the teacher describes what the teacher wants to teach and explains in the class, so the teacher should prepare a good lesson plan.
4. Time Allocation
The teacher should concern the time for predicting the activities like 15 minutes as pre-teaching, 50 minutes as whilst- teaching, and 25 minutes as post- teaching, so the time is enough for the students to do their task.
B. Classroom Procedures
In this part, the techer comes to the class with preparing materials. The writer would like to devide into three steps of teaching process.
There are pre-teaching, whilst-teaching, and post-teaching activities.
1. Pre Teaching Activity
Pre-teaching activity is the activity which is done at the beginning of the class. It is done in order to activate the students background knowledge and build their self confidance. This activity will give some new information, stimulate couriously, and also increase the students consentration. Then, pre-teaching activity can make the students understand or gain quickly that they are going to study. There are several steps of pre-teaching activities. They are as the following :
a. The teacher greets the students b. The teacher checks the attendance list c. The teachersbrainstorms the students by
using picture and give some questions.
2. Whilst Teaching Activity
After brrainstorming, then the teacher start to teach or explain the lesson in whils- teaching activities. So, it can be said that whilst- teaching activities is the main activity in teaching and learning process because in this activity the teacher will explain the lesson and use the strategy. Actually there some steps in whilst teaching activity, the steps are following :
a. Exploration
1) The students are seated at the table with pieces of paper and teacher organize the seating of student.
2) The teacher poses an open-ended question b. Elaboration
1) Now, students begin answering.
2) Each time they talk, they must submit a chip, but once their chips are gone they may no longer.
3) After the time limit, each student passes his or her paper to the left and continues the previous student’s response.
4) The cycle continues until complete.
c. Confirmation
1) Teacher asks students some questions related to text after discuss.
2) Teacher and students summarize the material.
3. Post Teaching Activity
There are last activities that should be done by teacher in the classroom. In the activity, the teacher checks the students understanding about lesson.
1. Teacher asks the students about material today.
2. Teacher gives conclusion about the lesson to the students.
3. Teacher closes the teaching learning process.
CONCLUSION
Speaking ability is an important role in learning English as a foreign language because it is very useful both formal and informal communication. If a teacher wants to be success in his/her teaching. He/she has to know properly how to motivate the students to speak through his/her best strategy in teaching. It is not easy to do that because the teacher should know great amount of material to be taught before teaching in the classroom. Besides, he/she has to choose one of the most appropriate strategies in teaching.
In teaching speaking, the teacher should consider with good teaching strategies in class.
There are many kinds of strategies that can be implemented in teaching speaking, such as, Round Robin strategy, Reporting Back strategy Plus minus Interesting strategy,Numbered Heads strategy, Scripting strategy, Talking Chips strategy, Placemet strategy and many others. : two of them are Round Robind and Talking Chips strategy. It is a strategy to explore students’ knowledge in studying
especially speaking ability. By using this strategy, the students will encourage to increase their speaking, and are be afraid to speak in giving opinions and ideas to the class because they will also assessed by teacher when practice in teaching learning process. Moreover , the teacher should ask them to perform in front of the class.
Using combining Round Robin and Talking Chips strategy is a way that will help to teach the students. In teaching speaking, it can improve students’ motivation to speak English, and increase their interest to learn English. So, this strategy makes the students enjoy to get the lesson and make them having fun.
A. Suggestions
Based on the conclusion above, the writer will give suggestion for the English teacher in application of this strategy. The teacher should give some opportinities as much as possible for every student to participate in the classroom. After that, the teacher should choose picture as a teaching media and, and interesting color. The teacher will give motivation in order to make the students interest, enjoyable and happiness in teaching learning process especially in speaking class. One of the strategies is combining between Round robin and Talking Chips strategies. Finally, the students can get the material and speak English well and are not afraid to speak up in front of the class.
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