1
TEACHING SPEAKING BY COMBINING SOCRATIC QUESTIONING AND STICK DEBATE AT SENIOR HIGH SCHOOL
Oleh:
Noprida*
Melvina, S.Pd, M. Ed**
(Bintang satu mahasiswi, Bintang dua Pembimbing)
English Department
College of Teacher Training and Education PGRI Sumatera Barat
ABSTRAK
Untuk meningkatkan pemahaman siswa dalam berbagai keterampilan, para guru dituntut untuk menerapkan penggabungan dua strategi yang tepat dalam proses belajar dan mengajar. Speaking merupakan salah satu dari empat skill (Listening, Speaking,Reading, dan Writing ) dalam bahasa Inggris yang dipelajari di sekolah.
Siswa dituntut untuk menguasai keempat keterampilan tersebut, tetapi siswa mengalami beberapa kesulitan dalam speaking seperti dalam berbicara siswa menghadapi kesulitan menentukan tata bahasa yang tepat, kata-kata yang sesuai, dan cara pengucapan yang benar. Kemudian, kesulitan siswa dalam speaking juga dipicu oleh guru yang tidak melibatkan siswa untuk berbicara dalam bahasa Inggris. Hal ini membuat siswa pasif di dalam kelas. Untuk itu, siswa membutuhkan penggabungan strategiyang tepat untuk meningkatkan kemampuan mereka dalam speaking. Dua diantara strategi yang dapat digabungkan tersebut adalah Socratic Questioning dan Stick Debate Strategy. Dalam aplikasinya strategi ini diawali dengan menyuruh siswa berhadapan satu sama lain. Kemudian guru memberikan topik yang akan didiskusikan oleh kelompok dimana siswa akan mendapatkan tiga tongkat yang akan digunakan ketika mereka ingin berbicara dan setelah tiga tongkat digunakan mereka tidak punya kesempatan untuk berbicara lagi. Dengan cara ini, siswa dapat termotivasi dalam meningkatkan kemampuannya dalam speaking.
Key words: Speaking, Socratic Questioning dan Stick Debate
2 INTRODUCTION
Speaking is an oral
communicationsthat people use to talk with the others. In addition, speaking is an activity that the people do for talking and having a conversation among the people in the interaction. In the daily life languages, speaking is a way to interact the people in communication as the human being act. Especially in English, speaking is very significant skill to be had by the students. Through speaking, the students know how to interact and share information about something with others.
By having good skills in speaking, the students can express their ideas, opinions, comments, and suggestions in spoken.In school, the students demand to be able to speak English correctly at least in their daily life environment. If the students are good in speaking, they will be active to take part in classroom activities such as in having communication between their friends, the teachers, and the other students in learning process. Thus, the students need to acknowledge the speaking skill.
speaking is an important lesson that must be applied in every school. In the syllabus of the curriculum, it is mentioned that in speaking skill, the students must be able to communicate orally by expressing some utterances in English. It means that the students mustspeak well in the school. It is necessary in their education ,speaking for students have purpose not only for speak but also for their implementation of real communication in English in spoken. The students do this speaking for their goodness of their education fields. This is done in order to make the students can communicate with their peers and teacher in spoken well. The students must have good ability in speaking. Thus, it can be known that, the students of Senior High
School must have good ability in speaking. It is useful for expressing their thoughts, ideas, information to the other people in their life.
Based on the writer’s experience during teaching practice in Senior High School. The researcher found some problems that were faced by the students.
The first, the students are very difficult to speak because uncorrected grammar, vocabularies, and pronunciation are wrong. Thus, the students keep silent and they become be passive because the students do not understand what the teacher means in learning process. Then, the students have limited knowledge about the words and meaning. The last, the students are not interested in speaking because in practice teaching and learning speaking.
The second, the problems come from the teacher, the English teacher often use in appropriate strategy to teach speaking. The teacher often asks the students to practice the dialog based on the textbook. So, the learning process becomes boring because the teacher often asks the students to practice the dialog based on the textbook. This case makes the students are not creative to express their ideas in speaking. After that, another case also shows that in learning process, the teacher seldom review the lesson in English. It makes the students do not understand the lesson well. As a result, these problems make the speaking activity is not running well in the classroom.
Exactly, the teacher must be able to make the students are interested in speaking by using other strategy and apply this strategy to making the students speak more in classroom and the learning process runs well.
3 REVIEW OF RELATED TO LITERATURE
Speaking is one of tool that use by the human to communicate each others.
Speaking is also oral ability which express person ideas and feeling by using spoken language. Dealing with this, Harmer (2001:62) says that speaking is the ability to speak fluently, the aid not only knowledge of language features, but also the ability to process information and language on the spot. It means that speaking is ability to send speaker message to the listener and the listener understand.
It is supported by Richard and Renandya (2002:46), they state that speaking is a difficult for foreign language learners, because speaking is oral communication that requires the ability to use the language appropriately in social interaction. It means that speaking activity use for social interaction, therefore when the appropriate sentences according with the situation where the dialogue happen.
Furthermore, Brown (2004:67) adds that speaking is an interactive process of constructing meaning that involves producing, receiving and processing information. It means that in speakingthe speaker produce a message and receives it to the listener by sending the message. The message can be the information that is needed by the listener.
In sending the message, the listener will receive it and process it in order to be able to understand the message.
Component of Speaking
To know more detail about speaking, it would be better to find out the components of speaking it self. Harmer (2001) states that components of speaking are; connected speech, expressive devices, lexis, grammar, and negotiation language.
Beside that Richards and Renandya (2002)
explain that components of speaking are pitch, stress, intonation, gestures, body language, facial expression and sound.
Based on two theories above, no one expert who says that pronunciation as one of components of speaking. In writers’
opinion, pronunciation is very significant in speaking English. If a speaker does not use correct pronunciation when they are speaking, so the meaning of the word will be wrong. Consequently, the listener does not understand what the speaker is talking about.
Then, Brown (2004) divides the components of speaking into five. Those are grammar, vocabulary, comprehension, fluency, and pronunciation. In this theory, Brown adds four components. Those are vocabulary, comprehension, fluency, and pronunciation. In speaking, someone must have many vocabularies to produce the sentences. Beside this, comprehension is really significant because people will not be able to give the response or feedback if they do not comprehend to the talking.
Then pronunciation, as the researcher discusses above, it is the key of speaking English. The incorrect pronunciation will be wrong meaning and it will be hard for the listener to understand. The last one is fluency. If someone had been master all components before, so they will be fluent in speaking, fluency makes someone’s talking become interesting.
Speaking Activity
Speaking activity in the classroom, the students will do various activities in improving their speaking and hold interaction between learner and teacher. Speaking activities will run well by realizing that English teacher is not transfering the language, but promoting the students’ability to use the language by using appropriate strategy.
4 According to Harmer (2001:63), speaking activity is oral activities in the classroom as follow:
a. Acting from script.
Teacher can ask the students to act out scenes or dialogue that had been written by themselves.
b. Communication Games.
Games which are designed to provoke communication between students frequently depend on a information gap, so that one students has to talk a partner in order to solve a puzzle, draw a picture, put things in the right order (describing and arrange) or find simmilarity and differences between picture.
c. Discussion
One of the reasons that discussion fail is that students are reluctant to give an opinion in front of the whole class, particularly if they dont able to think more and express of the words, they will be lazy and fell the class not interesting in the teaching and learning process.
Furthermore, Macchado (2001:15) explains that speaking activities occur when students are discussionin the classroom or when they are on the move.
It means that speaking activity gives more advanced students the chance to experience with the language, they have already known in different situation and on different topics. In addition, the students will be motivated to speak, they will tell their experiences or discuss about a topic.
According to Embankment (2009:9), speaking activities describe to develop fluency as well as accuracy. They can be used at the production, engaged or activate stage of a class, depending on the
needs of the students and aim the lesson.
The teacher will ask the students to practice English every time, therefore;
their English fluently, accuracy, and it can use to interact with other.
Teaching Speaking
Teaching speaking is done for guiding the students how to speak well. In teaching speaking, the teacher has a role to teach students have good speaking skill.
Besides, Richards and Renandya (2002) explain that teaching speaking is an aspect that needs special attention and instruction. It means that, in teaching speaking teacher guides the way the students’ speaking. Besides that, teacher must control all of aspects in speaking.
Moreover, Nunan (2003) states that teaching speaking involved providing students with the components of the language. Then, they would be eventually put those components and speak. In this case, teacher has to get students understand all the components of speaking and ask them to apply the components in speaking In order to make them to be able to speak as well as possible.
In addition, Kayi (2006) adds that teaching speaking means to teach ESL learners to produce English sound, use word and sentence stress, intonation pattern, select appropriate word and sentence. In short, teaching speaking has a purpose to make students are able to speak in a second language. Furthermore, the students’ ability in communicating in second language efficiently will help them to get the successfulness in the future.
Socratic Questioning Strategy
Socratic Questioning is a good strategy which can be used in speaking classroom. This strategy provides some goals which can support the students’
improvement in speaking. For getting the
5 understanding about the strategy, there are some experts who state the definition of this strategy. According to Kronin (2012:19) Socratic Questioning is a strategy which is posed provocative questions to the students and give the chance for the students to think about the answer for the question. Instead, Socratic Questioning allows students to have their creative thinking in answering the questions based on the material. The strategy also put the students are responsible for their own ideas finding of the learning. Thus, it can be compreheded that the strategy offers the students with some questions, and they need to answer the questions for making the students activate their thinking in learning. Thus, it makes the students learn to have creative thinking and have responsibility in learning.
Moreover, Conklin et al (2012:59) defines that Socratic Questioning is a strategy which examines students’ ideas by giving them several questions which guide the students to have mind for responding the questions. The questions should encourage participation and the teacher should encourage students to adress the best answer for the questions.
This definition tells that Socratic Questioning is a strategy which ask the students to consider some questions based on the topic. The activity is useful to make the students examine their ideas, thoughts, and issues which arise related to the lesson and the students must talk about it.
Furthermore, Modzier et al (2014:30) state that Socratic Questioning is a strategy which provides a set of questions about the learning topic to stimulate the students’ critical thinking in responding the questions. It implies that the strategy challenges the students’
thinking with some questions-and-answer format. It is an outstanding way to move
content from recall to true understanding.
From the definiton, it is known that the strategy demands the students thinking in giving feedback for the questions and discuss it with some other students in the classroom. Beside that, the strategy also drill the students to have good consideration about the answer of related questions of it. Then, the important activity in this strategy is discussion held by all of the students in classroom.
Procedures of Socratic Questioning Strategy
Conklin (2012:60) states that Socratic Questioning has some steps in its application at the classroom. They are:
1. Select the material based on the grade of the learners. It means that the appropriate material is important for getting the best result of the learning process.
2. Decide the main point that should be achieved in the learning process. It is used for making the activity focuses on its goal.
3. Find the material that will be interesting for the students. It means that the material should invite the students to express their creative thinking.
4. Give the questions that allow the students consider about the central ideas of the material. It is useful for making the students activate their mind for processing the ideas.
Advantages of Socratic Questioning Strategy
Based on the definitions and the procedures of Socratic Questioning strategy above, there are some advantages which can be held by applying the strategy in classroom. There are some advantages of this strategy according to Kronin (2012:20): First, it can explore the
6 students’ knowledge in writing because in its application in teaching speaking.
Second, the strategy leads the students to have good knowledge in critical thinking when they are asked to answer the questions. Finally, the students are guided to generate the ideas and put it in sequence of ideas for the questions. Thus, the strategy can applied in the classroom to facilitate students in good speaking class.
Moreover, Conklin (2012:60) states that Socratic Questioning is an advantages strategy which activates the students’ feel in the participation of the classroom. In other words, the strategy encourages the students to be active in following the activities which are done in classroom. The participation is held to improve the students in answering the question based on the material. By applying the strategy, the teacher can make the students to examine their ideas in their critical thinking.
In addition, Modzierz (2014:30- 31) state that Socratic Questioning is strategy can create the challenges for activating the students’ thinking by giving the students some interesting questions and gathering their ideas in discussion form. The strategy is very appropriate to be implemented in the teaching process.
This is because of the strategy contructs the students’ ideas for getting the best response to answer the question. Thus, the strategy is useful for making the students are active in speaking.
Stick Debate Strategy
Stick Debate is a strategy that guides the students to have a debate activity by holding a number of sticks.
The students will have active speaking in this strategy. There are some defnitions which are stated by the experts. According to Dean (2002:54), Stick Debate is structured so that each students has the
opportunity and responsibility to speak multiple time. It means that stick debate strategy has advantages to treat students’
speaking because by applying this strategy, students are given a change to speak in many time and also responsibility about what they talked.
Then, Pauline (2004:87) explains that Stick Debate is a strategy that helps student to develop confidence to use English to comunicate and function on a daily basis in class. It can be said that Stick Debate is a way for the students to help their convidence in using English as direct communication in the classroom or daily life. The strategy is useful to make the students build their self confidence in speaking. Stick Debate strategy also dealing the students to have good communication in English for the students in their daily life. Implementing this strategy in speaking classroom will help the students to have good improvement in speaking.
Next, Dock (2007:65) adds that Stick Debate is a strategy that lets the pupil give their thoughts, ideas, and opinions about an issue. Their thinking of the issue makes them think carefully about what precisely they would like to say and how best to express it. It can be explained that this strategy comand the students to deliver their words, ideas or opinions orally by thinking carefuly about what should they convey to the others. In other words, the strategy gives the opportunity for the students to pose their ideas, thoughts, and other opinions to talk about an issue. Thinking of the issue makes the students to be creative in exploring ideas and lead them to think carefully.
7 Procedure of Stick Debate Srategy
Pauline (2004:87) gives some steps in the teaching process of speaking, they are;
1. Divide the students into some group
2. The groups will consist of three or four
3. Each pupil must have three sticks 4. Ask two groups stand in facing
each other
5. Pupil commence a debate on relevant issue
6. Every time that someone speaks, they must hand in a stick
7. Once the three sticks have been used the person cannot speak any more.
8. Everyone should be encouraged to use all their sticks.
Advantages of Stick Debate Strategy
In applying Stick Debate strategy, there are some advantages that the students and teacher can achieve in the classroom. According to Dean (2002:54), the advantages of Stick Debate strategy are:a. It gives the opportunity for speaking more.
b. It gives the responsibility for delivering the ideas.
Thus, by doing the strategy in teaching speaking, the students can have the opportunity to speak more in the classroom. It can give the best time for them to drill their speaking ability. Then, the students can act train their responsibility to speak multiple time. It means that Stick Debate strategy has advantages to treat students’ speaking because by applying this strategy, students are given a change to speak in many time and also responsibility about what they talked.
Then, Pauline (2004:87) state that the Stick Debate strategy has profit to develop the students’ confidence in using English to comunicate in their daily life. It can be said that Stick Debate is a way for the students to help their convidence in using English as direct communication in the classroom or daily life. The strategy is useful to make the students build their self confidence in speaking. It is appropriate for making the students are good in speaking.
Next, Dock (2007:65) adds that Stick Debate strategy has some advantages, they are:
a. The strategy lets the pupil give their thoughts, ideas, and opinions about an issue.
b. The strategy activates their thinking of the issue makes them think of it.
Thus, the strategy can make the students to think about the issue and speak actively based on the issue. Finally, it can make the students have good speaking ability.
Finally, the procedures of Stick Debate above, the writer wants to use procedures by Dock (2007:65), the Stick Debate strategy offers some advantages to make the students get oppportunity to speak more. Then, the strategy also make the students drill their responsibility about what they have spoken. Then, make them carefully to speak about what precisely they would like to say and how best to express it. All of them can make the students to deliver their words, ideas or opinions orally. Moreover, they can think it carefuly about what should they convey to the others in speaking.
8
The Combination of Socratic Questioning and Stick Debate Strategy in Teaching Speaking
For getting the goodness of teaching speaking by using both strategies, the writer combines the procedures of Socratic Questioning and Stick Debate strategy. The writer chooses from Conklin (2012:60) and Pauline (2004:87) The procedures are:
1. Select the material based on the grade of the learners. It means that the appropriate material is important for getting the best result of the learning process.
2. Decide the main point that should be achieved in the learning process. It is used for making the activity focuses on its goal.
3. Find the material that will be interesting for the students. It means that the material should invite the students to express their creative thinking.
4. Give the questions that allow the students consider about the central ideas of the material. It is useful for making the students activate their mind for processing the ideas.
5. Then, ask each pupil to have three sticks.
6. Ask two groups stand in facing each other.
7. Pupils commence a debate on a relevant issue.
8. Every time that someone speaks, they must hand in a stick.
9. Once the three sticks have been used the person cannot speak any more. This may encourage pupils to think carefully about what they would like to say and
to ensure that they communicate well.
10. Everyone should be encouraged to use all their sticks.
DISCUSSION
The combination of Socratic Questioning and Stick Debate strategy is appropriate for intermediate as well as for advanced students. It is happened because it opens the mind and look forward to solve learning problem in speaking English. In applying the combination of Socratic Questioning and Stick Debate strategy in teaching and learning process, the teacher has to make preparation and follow some of procedures, where the steps are:
Pre-teaching activities
Pre teaching activities is the first activity that should be applied or be done in teaching. There are some activities must be done by the teacher before teaching.
Some of them are:
a. Teacher greets the students.
b. Teacher checks the students’
attendance.
c. Teacher motivates the students by giving some questions related to the materials.
Whilst-teaching activities
Whilst teaching activities are the activities which are done while the teacher is presenting the strategy in teaching process. There are three steps of this whilst- teaching activities as follow:
Exploration, Elaboration, and Confirmation. It will ease the teacher in doing their teaching in the classroom. So the teacher has to teach the students as the sequence steps.
In this session of the learning, the teacher uses Stick Debate strategy which has some procedures. The procedures are:
9 1) Then, ask each pupil to have three
sticks.
2) Ask two groups stand in facing each other.
3) Pupils commence a debate on a relevant issue.
4) Every time that someone speaks, they must hand in a stick.
5) Once the three sticks have been used the person cannot speak any more. This may encourage pupils to think carefully about what they would like to say and to ensure that they communicate well.
6) Everyone should be encouraged to use all their sticks.
7) The teacher lead them to have a good debating activity.
d. Teacher and students correct all ideas in answering for the questions, complete all ideas and information and repair some errors in reaching the ideas.
e. Teacher and students conclude the material.
Post-Teaching Activities
The last activity is post teaching activity. The teacher explains the context of speaking to the students, formal and informal expressions. At last session of this teaching activities, teacher asks students to practice their English conversation as their daily activity. Then, asks their difficulty in consructing their conversation and the way to speak it. The parts in post-teaching can be followed as below:
a. The teacher ask the students about their difficulties in understanding the words and phrases and even in making the conversation in speaking.
b. Evaluation c. Closing
CONCLUSION
Mastering English, the learners should have good achievement in four skills, such as: speaking, listening, reading and writing. Speaking is one of skills that must be had by the students. It is because speaking is a communication tool for people to express their thoughts, ideas and feeling to others. Speaking also means as the process of revealing something fundamental about the mind and how it deals with perception, feeling and intention which has goal to lead students to be able to speak English well. That is why students must be fluent in speaking.
In speaking classroom, the English teachers must allow the students to speak up in the classroom in order to explore their ideas with speaking. Hopefully, this way can increase the students’ speaking ability.
Based on the chapter II, writer can answer the question in the formulation of the problem, how to teaching speaking through combining Socatic Questioning and Stick Debate strategy for the student at Senior High School. The combination of Socratic Questioning and Stick Debate strategy is very interesting to improve the teaching speaking ability of the students.
Then, the combination of those strategies also useful to drill the students have learning with their classmates. This action activates the students’ social communication with others and build a good communication among the classroom members. Next, those strategies is appropriate to be combined in teaching speaking because the strategies guide the students to be active speaker. By being active in speaking, the students have many opportunities to speak. It makes the students’ ability in speaking improved.
In teaching speaking by combining both strategies, teacher has to do three procedure, they are; Pre-teaching
10 activity, whilst-teaching activity and post- teaching activity. In pre-teaching activity, teacher does greeting and brainstorm the students’ prior knowledge. In whilst- teaching activity, teacher and student do the application of the combination of the strategy, and the last is post-teaching activity. In the post teaching activity, the teacher gives the evaluation or gets the conclusion with the students. Those activities are done to implement the combination of those strategies.
So, the writer can conclude that the combination of Socratic Questioning and Stick Debate strategy is suitable for teaching speaking. The reason is because tthe combination of the strategy gives the opportunities for the students to speak more. Then, the combination of the strategies in teaching speaking is very useful to make the students explore their ideas orally in classroom. Then, the most important thing is the combination of those strategies help the students to learn together with their classmates. In other words, the strategies build a good social interaction with their peers. Thus, it can be stated that the combination of those strategies can improve the students’ ability in speaking.
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