TEACHING SPEAKING BY USING BUZZ GROUP STRATEGY AT SENIOR HIGH SCHOOL
Oleh:
Reni Safitri
Syaid Sandi Sukandi Staf Pengajar Program Study Pendidikan Bahasa Inggris STKIP PGRI Sumatra Barat
ABSTRAK
Reni Safitri. 2014. Pengajaran Speaking dengan menggunakan Buzz Group Strategy untuk Sekolah Menengah Atas. Makalah. Program Sarjana. STKIP PGRI Sumatera Barat.
Kualitas dalam mengajar merupakan salah satu keterampilan dasar yang harus di miliki oleh guru, karena dengan memiliki kualitas yang bagus guru dapat menciptakan dan memberikan kesempatan agar siswa lebih percaya diri dalam belajar yang optimal di dalam kelas. Makalah ini ditulis bertujuan untuk membantu mengatasi salah satu dari sekian banyak permasalahan yang ada dalam pengajaran speaking pada sekolah menengah atas (SMA). Selain itu makalah ini juga dimaksudkan sebagai masukan bagi guru-guru bahasa inggris dalam melaksanakan pengajaran speaking sehingga siswa tertarik dan termotivasi untuk belajar speaking. Dalam makalah ini penulis membahas bagaimana pengajaran speaking melalui (Buzz group strategy). Strategi ini dapat mempermudah guru dalam meningkatkan keinginan siswa dalam berbicara dan mempermudah siswa dalam menyampaikan pendapatnya. Ada beberapa langkah yang dapat digunakan dalam startegi ini, secara garis besar (Buzz group strategy) lebih memberikan kesempatan kepada siswa untuk menentukan topik pelajaran, berdiskusi didalam kelompak sehingga siswa lebih percaya diri menyampaikan pendapatnya karena telah di diskusikan terlebih dahulu. Strategi ini memotivasi siswa untuk berani berbicara bahasa inggris dalam kelas diskusi. Penulis mengharapkan agar strategi ini bisa menjadi panduan bagi guru dalam mengajar speaking.
Kata kunci : Speaking, Buzz Group Strategy INTRODUCTION
People have used and learned their language since they were children, especially their mother tongue. The process occurs naturally and properly with a view to communicate in society. In this case, they communicate because language itself is a set of signal by which we communicate with the sense of conveying information and messages in three ways:
spoken, written and body language.
Speaking is one of skills which is learned by the students at school. English curriculum for Senior High School (KTSP) (2006) states that the students should be able to express the meaning by using simple language accurately, fluently, and acceptable in oral forms. The purpose of teaching English is to develop students’ ability to communicate actively both in oral and written English. It is stated that students are expected to express their experiences or ideas using English itself. Therefore, language is
used to help them to deliver their knowledge and opinion about their cultural and social life in daily activities.
Moreover, to make the students enjoy about material that will be taught, the teacher has to motivate the students how to communicate one another, especially in speaking English. In fact, based on writer’s experience when she conducted field teaching practice, the teacher only explained about expression that would be used based on material. It means that the teacher just gave example of expression and tried to translate about vocabularies that were being used in that teaching and learning time without using some strategies that would be able to be used in speaking class itself.
Based on the problem that is faced by the students in speaking, the teacher is exceptionally better to use and try other strategy. This is because in speaking, they not only can speak and share their
ideas but also they should consider the level and the way they interact. The variety in speaking and the uses to which people put speaking itself are also important to master. Besides, the ways in which people teach and learn how to speak and the value of the study of speaking language in understanding the human mind are the crucial things need to learn seriously
In addition, there are some strategies to solve the that can be used in teaching Speaking for Senior High school students such as; Mystery Bag Strategy, Knowledge Rating Scale Strategy, Think-pair-share, Buzz group. Firstly; Mystery Bag Strategy is used as a strategy to build relationships between words by using real object in a bag that will be guessed by students. Thus, students are able to know and understand many words based on the objects in the bag. Second, Knowledge Rating Scale Strategy is a strategy in which students rate their knowledge of social studies vocabularies to speak. In the process, students read through the list of words and rate their knowledge of each word in daily conversation.
Third, think-pair-sharing forces all students to attempt an initial response to the question, which they can then clarify and expand as they collaborate.
It also gives them a change to validate their in a small group before mentioning them to the large group, which may help shy students feel more confident participating. Finally, Buzz Group strategy, this strategy is considered very flexible because in learning English, especially speaking.
Most of students cannot speak even if only to tell a personal experience or just expressing their opinions. This may be caused by a lack of confidence and fear of being wrong.
In this strategy the student will be given the opportunity to discuss and express their opinions not in front of the class, but they speak in a group that will reduce the shame and fear of being wrong. This situation happens because they convey an answer that has been discussed.
REVIEW OF RELATED LITERATURE
Speaking as an activity to interact with other must be used by the teacher in particular purpose.
When the teacher speaks ambiguous, it will induce to misperception or understanding. Moreover, speaking is an effective oral communication requires the ability to use language appropriately in social interaction Richards and Renandya (2002:204). The ability to use language in social interaction means that the speaker can deliver his message to the listener in right function. Not only transactional functions that focus on the content of the language used but also the function is to express social relations and personal attitudes are often referred to as interactional function.
Furthermore, situation and context are really important in speaking. Nunan (2003:64) states that speaking is the productive oral skill and we contrasted speech with writing. In here, speaking is
as a productive skill, it is like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. Besides, it also takes place in natural time. Then speaking must be in accordance with the condition and situations we speak. Moreover, Willy Richards and Renandya (2004:100) say that “speaking is supported by tone of voice, gesture and context, a written text has to communicate through language alone”. In this case by speaking, people should pay attention to intonation, style and choice of words that supported each others. All that, in speaking we serve both expressing thoughts and social behavior. By speaking, people share their ideas and feelings when they speak each other.
In teaching speaking teachers have to care about the way their students speak to whom, when and about what. At this point, in teaching the teacher not only can speak fluently but also speak based on context. Nunan (1998:40) argues that “teaching speaking is participants need constantly to negotiate meaning and generally manage the interaction in terms of who is to say what, to whom, when and about what”. In the other hand, “teaching speaking is the opportunity given to learners to speak in the language promoting interaction’, Richard and Renandya (2002:208). All that means teaching speaking itself is refers to the ability to know when and how to take the floor, how to keep a conversation going, how to clear up communication breakdown as well as comprehension problem.
Definition of Buzz Group Strategy
In speaking students do the interaction with their classmates and teacher to inform or deliver information. This situation will always happen in group discussion because in discussion each student will try to share their opinion about the topic that is given by the teacher especially in buzz group strategy. According Diffundo (2000:2) says that buzz group is a small, intense discussion group usually involving 2 to 3 persons responding to a specific question or in search of very precise information. It can be said that buzz group strategy is a strategy that is able to be used in small group where the teacher can divide the students into some small groups where each group has 2 to 3 students and discuss about information or specific issues that will be discussed with the other group. As a result, the students will get more information about the topic from many sources.
Buzz group will make the students brave to speak up because before they speak has known about what they want to share. Meanwhile, Brown and Atkins (2002), In buzz group strategy the teacher sets a problem or a discussion topic and invited the students to form groups of three or four who discuss or solve the problem set. The solution to the problem or a summary of discussion points can them shown to the class on a transparency. The topic that has been given should be discussed
clearly. In here, each student shares their ideas through speaking one by one. Sometimes, they speak and sometime they listen.
Then, Zahedi (2009: 4) says that buzz group strategy is a strategy where the students are assigned to groups to discuss a topic or complete an assignment within a short space of time about 10 to 20 minutes. From the statement above, it can said that this strategy is able to use in small group where the students divided into some group, each group consist of 2 or 3 students. in this class, all groups will discuss a topic that will be given by the teacher, so a topic or issue will be solved by all groups.
Procedure of Buzz Group Strategy
Alma (2010:69) says that there are some steps to applay about buzz group strategy They are:the first, teacher divides the students into some groups where each group has 3-4 students.the second, teacher asks the students to manage the seats to make the students easy to discuss about materials. It means that the students manage the seat and make it face to face so that the students easy to discuss about materials that will be discussed in the class.
The third, discussion is started while learning proccess to make the students are able to answer the questions that will be given by the teacher in the class.
Completely, Renner (2000), says that there are some steps of buzz groups strategy, they are: 1) The teacher explain the procedure. 2) From buzz groups with specific direction, turn to the people sitting near you or get together with someone you know the least. 3) Describe the text, writing it on an overhead, so it is in plain view throughout the discussion so groups can refer to it to stay on track. 4)Specify a time limit; four to six minutes are typical time spans for small tasks. 5) Ask for recorders to be selected by the groups. 6) Recommend a process of introduction and information sharing within the group. 7) Monitor the process, circulating from group to group. 8) Act as timekeeper, announcing.
9) Invite the recorders to report, posting the summary sheets as you go along. 10) Process the information. If you want peoples input, you need to acknowledge their contributions and then act on them.
Advantages of Buzz Group Strategy
According to Alma (2010: 69), the advantages of buzz group strategy are: 1) To give motivation to the ashamed students to speak up and share their idea. 2) To make the learning process relax and interesting. 3) To keep the time. 4) To divide the duty for each member. 5) To create the variation in learning.
Briefly, it is highly participative, very focused and direct, more frequently it integrates theory with experience, and short. All this because the lecturer sets a problem or a discussion topic and invited the students to form groups of three or four who discuss or solve the problem set in time that have given and
prepared by the teacher. It is an extremely useful strategy in teaching and it is a fantastic forum for sharing ideas. In short, the writer will use procedure of buzz group strategy which is stated by Brown and Atkins (2002) because the procedure is more practical and interesting those others to be applied in the classroom by the teacher.
CONCLUSION
Based on the previous chapter, it can be concluded that speaking is an important skill that must be mastered well by all students. It is because by speaking, the students can communicate and interact with their friends, teacher and others.
Besides, in teaching and learning process, the students need to speak with the teacher to discuss about the lesson. Therefore, the students should able to develop their speaking well.
To be able to develop their speaking, the students should do practice in speaking. Then, the strategy that used by teacher determines that the students success in speaking. So, the teacher should be able to choose an interesting and appropriate strategy in teaching speaking to make the students master in speaking. One of the strategies that can be used by the teacher is Buzz Group Strategy.
Buzz group strategy is a strategy that is used by the teacher to make students develop their speaking skill. It also can make the students to be active during the teaching and learning process, especially in speaking process. Then, this strategy gives the students an equal opportunity to defend their ideas or opinions though critical and logical thinking.
Generally, it can be concluded that by doing this strategy, not only will develop students’
speaking skill but also make the students active and more confidence during teaching and learning process. It also can make the students enjoy and interest to share their idea. It is because in doing the strategy, the students are afraid to make mistakes.
REFERENCES
Alma, Buchari. (2010). Guru Profesional Menguasai Metode Dan Terampil Mengajar.
Bandung: ALFA BETA Bandung.
Brown and Atkins. (2002). Fifty Strategies For Teaching English Language Learners.
California Tate University, Fresno: Merill.
Brown (2004). Literacy For QTLS : Achiving The Minimum Core: New York: R.I.C. Publication.
Brown, Golden. (2004). Teaching Methodology For Successful Teaching. Retrieve On 12th August 2014.( Http://Www.Papers.Com/Tp/16/Eqw 174.Shtml). New York: Combridge University Press.
Diffundo. (2000). Excelence In Training Design And Delivery. Retrieve On 10th March 2014. (Http://Www.Diffundo.Co m/Tp/26/Trq 25.Html)
Hughes. (1996). Practical English Language Teaching. New York: Mc Graw Hill.
Linse, Caroline. (2005). Practical English Language. Teaching Young Learner. New Jersey: Mc Grow-Hill.
Luoma, Sari. (2004). Assessing Speaking. United Kingdom: Cambridge University Press
Levelt, Willem. (1993). Speaking From Intention To Articulation. United States Of America: First MIT Press.
Nunan, David. (2003). Language Teaching Methodology: A Textbook For Teacher. Sidney:
Longman.
____________. (1999). Language Teaching Methodology: A Textbook For Teacher. Sidney:
Longman.
Richard, Jack C And Renandya, Willy A. (2002).
Methodology In Language Teaching. New York: Combridge University Press
_________________________. (2004).
Methodology In Language Teaching
Renner, Petter. (2000). Parenting Education: The Art Of Teaching Adults. Retrive On 12th March 2014
(http://Www.Ed.gov/databases/309049.html.) Florez, nick. (1999). Retrieved on March 8th 2014,
from
(http://Publicspeaking.com?/2009/12/03/s peaking// )
