TEACHING SPEAKING BY COMBINING SOCRATIC SEMINAR AND POINT-COUNTERPOINT STRATEGIES FOR
SENIOR HIGH SCHOOL STUDENTS By:
Yola Melshandika *)
**) Herfyna Asty, M.Pd Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Pembelajaran bahasa Inggris terdapat empat keterampilan yang harus dikuasai siswa yaitu keterampilan mendengar, berbicara, membaca, dan menulis. Dari kesemua keterampilan tesebut, berbicara merupakan keterampilan yang harus dimiliki oleh setiap siswa karena berbicara akan menghubungkan seseorang dengan orang lain dalam berkomunikasi. Untuk itu, dalam pembelajaran, hendaknya terdapat strategi yang menarik bagi siswa. Strategi yang menarik serta tidak monoton akan memberikan input yang positif terhadap pembelajaran. Selanjutnya strategi yang digunakan akan membangun komunikasi antara guru dan siswa serta komunikasi antara siswa dan siswa. Dalam paper ini penulis menjelaskan perpaduan antara dua strategi yang dapat digunakan dalam pembelajaran speaking ditingkat sekolah menengah. Strategi tersebut adalah Socratic Seminar dan Point Counter-point yang akan membantu guru untuk meningkatkan kemampuan berbicara siswa dalam pembelajaran bahasa Inggris. Paper ini juga memaparkan langkah-langkah penggunaan strategi dalam pembelajaran yang bisa digunakan oleh guru dan siswa. Hendaknya penulisan ini memberi manfaat baik untuk guru, siswa, penulis, ataupun pembaca lainnya.
Key word: Point- Counter Point, Socratic Seminar, Teaching Speaking 1. INTRODUCTION
One of the skills that should be taught to the students is speaking skill.According to Widdowson (1984: 23) speaking is the active or productive skill
and the oral medium in
communication.Besides that, Brown (1980:
49) states that speaking can be defined as a series of communication or speech acts that are applied to complete the specific purpose.In addition, Brown and Yule (1999: 97) argue that the primary of spoken language is interactional, to establish, and maintain social relationship.Next, Griffiths (2008: 218) states that “speaking or oral communication involves an interactive social aspect which sets it apart from other
language skills and creates a whole extra dimension which with the learners must come to term.
The aim of teaching speaking is to enable the students to communicate in daily life. According to Brown (1980: 49) teaching speaking is to provide the speaking skill as fluency and accuracy in interaction. Shumin (1997: 2) argues that learning to speak a foreign language requires more than knowledge is grammatical and semantic rules. Besides that, Finnochiaro and Bromo (1987: 34) list six important aspects to be considered when teaching speaking.
Teaching speaking at Senior High School expect the students are able to speak
in functional and monolog text. One of text type is hortatory exposition text. Bima and Yuliani (2011: 33) say that the aim of hortatory exposition is to persuade the people to do something. Doddy, et.al (2008: 78) state that hortatory exposition has the social function to persuade reader or the listener should do or not should do something.
Related to the goal of teaching speaking at Senior High School, it is important to apply kind of strategies in order to help the students in learning. The strategies that can be applyed are socratic seminar and pont counter-point strategy.
According to Jennings and Caulfield (2005:
59) “Socratic seminar is a dialogue based on a piece a text that addresses a critical question.”Then, Risi and Schiro (2005:
155) argue that Socratic seminar is different with a debate. Furthermore, Risi and Schiro (2005: 155) suggest that before going to applying the Socratic seminar make sure that the students understand about the differences both of them. Next, Winebrenner (2012: 161) also suggest there are some preparation should be done before applying Socratic seminar; teacher preparation and students’ preparation.Stix (2007: 94) also suggests the teacher should prepare such as the materials, teaching roles, and some questions in following the seminars.
According to Rogers (in Roberta, 2010: 68) Point-counterpoint strategy is a strategy that will help the students to develop their interpretation of story or a
topic.Other theories from Shank (2011: 4)
“Point-counterpoint strategy is a great teacher enhancement strategy to invite the students to participate in the classroom.Besides that, Daft (2010: 251) states that Point-counterpoint strategy breaks a decision making group in learning.
In applying the strategy, Silberman (2005:
90), Harward (2006: 67), and Brunner (2011: 72) suggest some procedures and activity in the classroom. It starts from making a group, diving the topic, and discussing the issues.
2. DISCUSSION
In teaching and learning process, the writer uses several steps that have been described by Winebrenner (2012:
16) and the steps that have been described by Silberman (2005: 90) in the previous chapter. However, before applying the procedures of Socratic Seminar Strategy and Point-Counterpoint Strategy, the writer needs to do important points; they are preparation and teaching procedures.
Preparation here intends to select the certain topic. Then, teaching procedures are divided into the three points, they are pre-teaching activities, whilst teaching activities, and post teaching activities.
a. Pre-teaching activity 1) Greeting
2) Checking attendance 3) Reviewing the lesson b. Whilst-teaching activity
The procedures are In order to combine these strategies; the procedures can be seen as follow:
1) Activating background knowledge by facilitating discussion related to what students already know about the topic.
2) Instructing the students to respond the topic.
3) After completing the reading, students should discuss with others about what they wrote. It is including the comparison idea, or interpretation.
4) Providing the example of the role of teaching.
5) Teacher arranges the students in a circle for good interaction.
6) Teacher gives the students number as device to ensure that all students have opportunities to participate.
7) The teacher asks the series the series the question that give direction to the seminar.
8) Ensure the flow dialogue with the teacher as participant.
9) Ask the questions that allow for a range of answer.
10) Ask students perspective about teaching and their learning process to the next meeting.
c. Post-teaching activity
1) The teacher asks each student to gives their own ideas or the arguments of the issue of
“bullying in the school.”
2) The teacher gives conclusion about the discussion about the issue.
3) The teacher reviews the expression used.
3. CONCLUSION AND SUGGESTION Speaking is a fluent process of speaker’s in combining information from a text and their own background knowledge to build the meaning and comprehending the messages. Thus, students need an interesting learning process that encourages them to speak confidently. Because of that, teacher should use an active and appropriate strategy, in order to facilitate students to get meaning of during speaking activity or understand the idea and information of they are speaking about. The writer recommends the interesting teaching learning strategy namely Socratic Seminar Strategy and Point-Counterpoint Strategy, then the writer combines them to make the interesting strategy.
4. REFERENCES
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