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TEACHING SPEAKING BY USING CIRCULAR RESPONSE TECHNIQUE AT NINTH GRADE OF JUNIOR HIGH SCHOOL
Oleh:
Syafrino*)
**) M. Khairi Ikhsan
Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Pengajaran speaking (berbicara) merupakan salah satu keterampilan yang penting dalam Bahasa Inggris yang harus diajarkan oleh seorang guru kepada siswa. Sejalan dengan pentingnya pengajaran Speaking maka, seorang guru harus kreatif untuk membuat pembelajaran speaking menjadi lebih menyenangkan.
Salah satunya dengan menerapkan teknik yang menarik dan tepat dalam pembelajaran speaking. Sehingga, siswa tertarik dan termotivasi untuk mempelajarinya.
Dalam makalah ini, penulis membahas tentang bagaimana mengajarkan speaking melalui Circular Response Technique. Teknik ini diawali dengan guru memberikan siswa topik, kemudian meminta siswa untuk memberikan tanggapan.
Setelah itu, guru meminta siswa duduk semicircal. Selanjutnya guru meminta tanggapan kepada siswa searah jarum jam dari kiri ke kanan. Kemudian siswa memberikan pendapat berdasarkan tanggapan yang mereka pikirkan tentang topik.
Terakhir guru dan siswa bersama-sama mendiskusikannya.
Akhirnya melalui penulisan makalah ini, penulis berharap dengan membaca makalah ini, penulis bisa memperkenalkan cara kerja teknik ini pada pengajaran Speaking. Bagi siswa, diharapkan akan lebih termotivasi dan kreatif untuk mempraktekkan bahasa Inggris dalam kehidupan sehari-hari.
Key words: Circular Response Technique, Teaching Speaking
*) Penulis
**) Pembimbing
INTRODUCTION
Speaking is a tool of communication for many purposes. It can be applied to informs, entertains, and persuades. Speaking is used to informs that it gives knowledge, and information. It depends on the speaker and listener. Beside that,
speaking is used to entertains that it makes the feeling to be happy. The last, speaking is used to persuades that it can influence people’s thinking. It can change point of view of someone. Then, it persuades someone to do what they have listened.
2 Actually, when the writer did the teaching practice at Junior High School, specifically giving comment about the topic in the learning English. The writer found that the student is difficult to speaking. It can be caused by some factors. The first, the students are ashamed to say things in English because they are affraid if they make mistake. Then, the student is lack of vocabulary and less of knowledge of grammarticall.
The last, the student is lazy to practice with other because they are ashamed.
Another problems that causes the students failure in speaking is from the teacher’s side. The teacher teaches speaking that gives the dialogue from the text-book. Then, the teacher asks the students to read it. This technique makes the students are not creative and makes them just remember the dialogue. Furthemore, they have less chance to practice with their own speaking in real communication. Beside that, the teacher is most focus in teaching reading and writing and the students don’t get enough time to practice.
REVIEW OF RELATED LITERATURE
Speaking
Speaking is one of the ways for people to communicate with other speaker of other language and culture, and it should be mastered by students. By speaking practice, students at any level are able to ask and answer question in English. It means that speaking is used to send information, news, ideas or opinion.
According to levelt (2002:1) explains that speaking is one of man’s most complex skills. It means that, it is a skill which is unique to our species.
Each normal child starts acquring it
in infancy,clearly driven by genetically given propensity for language. The mature skill takes all of childhood to develop. It requires extensive interaction between the child and parents, peers, teachers and onether members of the language community.
Then,Nunan (2003:46) writes that speaking is the ductive aural or oral skills. It consists of producing systematic verbal utterances to convey meaning. Speaking is a tool of human communication that it useful to get and give information for the other people. People uses speaking to arrive a massage or information for the other people inorder the other people knows about the meaning of someone give to them.
Moreover,Richards (2012:15) explains that speaking is accepted by everyone as an esential language- communicaton skills, but it is importance to language learners goes beyond just day-day communcation.
Speaking can facilitate language acquisition and contribute towards the academic development of many second language learners. Besides, speaking is the skill to express the message, ideas, and suggestion to other by spoken language or a tool of commncation skill for human.
Teaching Speaking
Nunan (2003:46) states that teaching speaking is the teacher teaches the students for having ability in mastering the phonological articulation which focusses on the use of language comprehensible, mastery the stress, rhythm, intonation patterns, an acceptable degree of fluency. It is also ability in transactional and interpersonal skills, skill in talking short and long
3 speaking turns, skill in management of interaction, conversational listening skill, skills in knowing about and negotiating purpose for conversation, using appropriate conversational formula and filler.
Speaking is very important in human life. As a social creature, we need to communicate each other as interaction. Every society has its own language. Thus, the term internalization, someone needs to learn international language. Diaz and Rico (2004:184) explains that teaching speaking is in a way that sustains self-esteem and lifelong self expression:
a. Dificulties with spoken discourse
b. Basic interpersonal communication skills
c. Developing oral language d. Situations for spoken discourse e. Resources for spoken discourse f. Improving pronunciation
Then, Kayi (2006:25) says that teaching speaking is to teach ESL learners to:
a. Produce the english speech sounds and sounds patterns.
b. Use word and sentence strees, intonation patterns and rhythm of the second language.
c. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.
d. Organizer their thoughts in a meaningful and logical sequence.
e. Use language as a means of expressing values amd judgements.
f. Use the language quickly and confidently with few unnatural pauses, which is called as fluency.
Recount Text
Recount text is a text that tells about past experiences. Recount text is used to show the writer’s exprience in the past time. According to Davies (2000:8) recount text is reconstructs events, experiences and achievements from the past in a logical sequences. It means that, recount text is tell about the events, experineces, and achievements from the past. Some recounts will be purely informative while others will aim to both inform and entertain.
Then,Hyland (2002:1) explains about the recount text is a text that tells about past experiences or events. They can be based on the author’s personal experiences, on historical events or it can be imaginative, whereby the author has no direct link to recalled events.
Author or writers makes a recount text to tell their past experinces or events that happend in the past.
Moreover, Richards (2003:4), recount describes an event that has occurred in the past, so is always written in the past tense. It means that, recount text is text that tells about the events in past experiences.
Someone or writer’s write recount text based on the experience in the past time with the chronological sequences from the begining until the end.
Generic Structures of Recount Text
Recount text also has generic structures. According to Davies (2000:8), the generic structure of recount text are:
1) Orientation 2) Series of events 3) Reorientation
4 Then, Hyland (2002:1) recount text has a generic structure, they are:
1) Begin with some form of orientation where the who? What? where? and why? Of the text are introduced.
2) This followed by a cronologically ordered set of events.
3) There can be some form of concluding statement or reorientation at the end.
Moreover, Richards (2003:4), recount text focuses on events and follows three stages or generic structures are:
1) Orientation, the content is introduces main characters in a setting of place and time.
2) Sequence of events, the content is sequences events that happened in past time.
3) Reorientation, the content is the closing of the story.
Circular Response Technique Circular Response Technique is a technique that helps teacher will easy to manage students in the classroom. This technique will helps students active in the speaking learning process. According to Vukich and Vandegriff (2002:1), Circular Response Technique is a technique of teaching where the students are usually seated in a circle. However, circular responds can be used when they sit auditorium style. Here, teacher gives an issue and ask the students to responds it.
Moreover, Songco, et all (2002:60) state that Circular
Response Technique is a technique which is organized around a circle of a maximum of 15 members mixed age n group. Circular arangement is convient and encourages each member to take his turn to participate with from help the group leader. It means that, this technique will help student to give responds and it can increase students speaking ability.
Then, Brookfield (2013:75), explains that Circular Response Technique is a technique that democratize discussion participation, to promote continuity of conversation andto give people some experience of the effort required in respectful listening. It means that, Circular Response Technique is a technique that helps students to democratizee conversation among comunity groups and to help them focus on two or three shared concerns instead of trying to persue multiple agen. The students can discuss it with their group inorder they can interect with the other.
Procedure of Circular Response Technique
There are some experts says about the procedure of Circular Response Technique. According to Vukich and Vandegriff (2002:1) writes about the procedure of Circular Response Technique are:
1) Teacher gives a topic, topic is announced.
2) Each student is given an opportunity to respond and to make contributions on the announced topic.
3) If possible, have the class seated in a semicircle.
4) Proceed around the group clockwise, giving each person opportunity to contribute.
5 5) If the class is seated
auditorium style, have each person in a row contribute, going from left to right, until each row has had opportunity.
6) Ask each students to contribute the first thing that comes to mind on the topic of the lesson.
7) Remember, many teens are reluctant to speak before a group, so encourage them.
Then, Barkley (2010:1) explains that the procedure of Circular Response Technique are:
1) The students sit in a circle and take turns expressing their thoughts in respondse to an instructor-designed prompt.
2) Making a brief summary of the students were required both to listen carefully.
3) Contribute their own thoughts.
4) Helped keep the students engaged as it exposed them to a wide range of ideas regarding literature.
Moreover, Brookfield (2013:75) writes that the procedure of Circular Response Technique are:
1) The excercise begins with either the leader posing a question to the groups for discussion or with a group member suggesting a topic and the groups agreeing to the question or topic.
2) Participants form into circles of ten or twelve and the conversation begins with a volunteer who takes up to a minute to say whatever he or she thinks about the topic concern.
3) After the minute is up, this first discussant yields the floor to the person sitting to the discussant’s left, who speaks for a minute or so.
The second speaker is not free, however, to say anything she or he wants.
4) She or he must incorporate into they remarks some reference to the preceding speaker’s massage and then use this as a springboard for them own comments. This does not have to be an agreement, it can be expression of dissent from previous opinion or it ca also be an expression of confusion where the second discussant identifies some aspect of the first speaker’s remarks that they finds difficult to understand.
5) The second speaker could also talks about how the first speaker’s comment coversuch unfamiliar grout that they are left with no conversational opening or how they experiences or thinking are completely at oddds with the first speaker.
6) After a minute or so, the second discussant stops speaking and the person to his or her left becomes the third discussant who follows the same ground rule to refer to some aspect of the preceding speaker’s massage as the springborad for her or his comments.
7) Each discussant must ground her or his comments in reference to something the previous speaker has said.
6 8) The process ends where it
started with the opening speaker. Omly this time to opening speaker is responding to the comments of the person who spoke before her or his. When the first round of conversation is over , then the groups
moves into open
conversation with no more ground rules.
Advantages of Circular Response Technique
Circular Response Technique is a good technique that teachers can apply in learning speaking process.
This technique will give advantages for students in learning process.
According to Vukich and Vandegriff (2002:2) writes that Circular Response Technique has advantages to give opportunities to each students to give responds about a topic or an issues. Teacher gives a topic to the students and ask them to give responds about it. Teacher lite the students to be active in giving opinion or responds about a topic or issues and ask them to find the solution. It will help students to creative thinking or to grow up students ctitical thinking.
Then, Barkley (2010:2) explains that the advantages of Circular Response Technique is to help students develop creativity by requiring them to generate an imaginative response to a prompt and build upon each other’s ideas to weave a story. It means that, this technique helps the students to grow up ther creativity in responding about something, a topic or a issue.
Students will be creative in giving responds and catch some ideas about a topic or ideas that teacher gives.
Next, Songco, et all (2002 : 60) state that the advantages of circular respon technique are the circular arrangement of circular respon technique is pleasantness.
Then, it encourages student’s participation with the group leader.
In the circular respon technique, the students ask to work together with the group leader. Besides that, the group leader should accept their friend opinion to give comment about issue.
DISCUSSIONS
Procedures of Teaching Speaking by using Circular Response Technique
a) Pre- teaching activities a. Teacher greets the
students
b. The teacher checks the students’ attendance.
c. Teacher prepares student physically to learn.
b) Whilst- Teaching Activities a. Exploration
1) Teacher gives a topic, topic is announced.
2) Each student is given an opportunity to respond and to make contributions on the announced topic.
3) The teacher asks the students seated in a semicircle.
b. Elaboration
1) Proceed around the group clockwise, giving each person opportunity to contribute.
2) If the class is seated auditorium style, have each person in a row contribute, going from left to right, until each
7
row has had
opportunity.
3) Ask each students to contribute the first thing that comes to mind on the topic of the lesson.
4) Remember, many students are reluctant to speak before a group, so encourage them.
5) Teacher and students discuss about the material
c. Confirmation
a. Teacher ask students about the material b. The teacher ask the
students to conclude about the material
C) Post-Teaching Activities a. The teacher and students conclude the teaching learni process.
b. The teacher closes the teaching learning process.
CONCLUSION
Speaking is the productive skill that and one of the four skills that very important in learning English. Speaking is very useful for the people in facing their lifes.
speaking is process of giving and receiving message or information.
People uses speaking to give some information to the other. Speaking is also as tool of human communication to share every moments or to share important information to the other.
In this section, a strategy is really important for the teacher. It can help teacher easier to manage students in classroom. Here, the writer introduces a strategy that can be applied by using Circular
Response Technique. Circular Response Technique is a technique that helps the students to be active and give responds about topic or issue tha teacher gives. This strategy is also help the students in developing their speaking skill.
Besides, it can make the students interaction with another students or the mambers of their groups.
Suggestions
Based on the conclusion above, the writer hopes that the students in Junior high school has good motivation and interested in studying English especially in speaking subject. They can share and discuss about their prediction that can involve the students’ knowledge. The main point that is the students can get much information from the lesson. It is hoped that the students will improve their speaking ability.
Furthermore, English teacher should always try to arise their students’ motivation to learn English during the teaching learning process.
This is very important to do in order that the students keep being motivated to learn speaking skill.
The teacher should be patient in teaching speaking because it is very important to grow up the students’
motivation. Besides that, the teacher should be creative in preparing a strategy for the students in order the learning process will be run well.
REFERENCES
Barkley, Elizabeth. 2010. Student Engagement Techniques, A handbook for Collage Faculty. Sanfransisco:
Jossey-Bass A wiley Imprint.
Brookfield, Stephen. 2013. Powerful Teachniques for Teaching
8 Adults. Sanfransisco: Jossey- Bass A wiley Imprint.
Davies, Bruces. 2000. Targetting Text: Recount, Information Report, Explanation. New York: Ragland Park Productions.
Diaz and Rico. 2004. Teaching English Learners, Strategy and Methods. Boston:
Pearson Education, Inc.
Hyland, Maureen. 2002. 60 Writing Topics Exploring Text Types.
New York: Wide Education.
Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. New york:
Nevada University.
levelt, Willem. 2002. Speaking from Intention to Articulation.
New York : Cambridge University Press.
Nunan, David. 2003. Practical English Language Teaching.
New York: The McGraw-Hill Companies, Inc.
Richards, Jacks. 2003.Second Language Writing. New York: Cambridge University Press.
Richards, Jacks. 2012. Teaching Speaking A Holistic Approach. New York:
Cambridge University Press.
Songco, Evelyn et all. 2002.
Teaching Strategies in Social Science for Elementry Grades. Quezon City: Katha publishing Co. Inc.
Vukich, Lee and Vandegriff, Steve.
2002. Timeless Youth Ministry, A Handbook for Sucessfully Reaching Today’s Youth. New York: Cambridge University Press.
