TEACHING SPEAKING BY COMBINING THREE STEPS INTERVIEW AND TALKING CHIP STRATEGY AT JUNIOR HIGH SCHOOL
Susilawati *)
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Wiwit SariasihStaff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera BaratAbstrak
Melalui makalah ini penulis menjelaskan menjelaskan teori-teori teaching speaking by combining Three Steps Interview and Talking Chip Strategy berdasarkan para ahli, dan penulis menjelaskan cara pengajaran dengan meenggabungkan dua strategi ini. Dengan penggabungan strategy ini siswa dapat melatih dan mengasah kemampuan mereka dalam berbicara terutama berbicara dalam bahasa Inggris.
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, namun siswa menghadapi kesulitan menentukan grammar yang tepat, kata-kata yang sesuai, dan cara pengucapan yang benar.
Kesulitan siswa ini 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 strategy yang tepat untuk meningkatkan kemampuan mereka dalam speaking. Dua diantara strategy yang dapat digabungkan tersebut adalah Three Step Interview dan Talking Chip Strategy.
Dalam aplikasinya strategy ini diawali dengan mempelajari dan memahami informasi lengkap tentang materi yang akan dipelajari, kemudian guru memberikan kesempatan kepada siswa untuk melakukan interview teman sebaya tentang materi yang topic yang dibicarakan. Setelah siswa melakukan interview, siswa disuruh mendiskusikan ide mereka dengan “chip” yang harus mereka gunakan setiap kali mereka menyampaikan pendapat.
Setelah semua “chip” digunakan oleh siswa untuk mengemukakan pendapat, siswa menyimpulkan inti dari topic pelajaran. Dengan cara ini, siswa dapat meningkatkan kemampuannya dalam speaking.
Key words : Speaking, Three Steps Interview and Talking Chip Strategy
*) Penulis
**) Pembimbing
Introduction
Speaking is one of skill that is very essential to be improved in teaching and learning process because speaking plays as the main role in cooperating the students to master spoken skill.
Teaching speaking should improve students’
communicative skill in which students can express what they want to say about themselves and learn how to use a language appropriate. But in real classroom, there are many students have difficulty in learning speaking English.
Review of Related Literature
Speaking is the process of delivering some information from the speaker to communicate with others. Linse(2000:46) says “speaking is the expressions that are made form words and phrase of speaker”.
In addition, Harmer (2001:62) states that speaking is an action which is done to facilitate the people to do communication with others. The communication is happened to make the people take the information from the speaking activity.
Then, Richard and Renandya (2002:46) also state that speaking is an orall communication that requires the ability to use the language appropriately in social interaction.
This is also supported by Brown (2004:67) who says “speaking is an interactive process of constructing meaning that involves producing, receiving and processing information”.
Teaching Speaking
Teaching speaking is done by the teacher to make the students are able express what they want to say in their classroom.
According to Richards and Renandya (2002:46), teaching speaking needs special attention and instruction, because the most important thing in the process is practice the speaking.
Moreover, Nunan (2003:54) states that teaching speaking involved providing students with the components of the language.
In addition, Kayi (2006:2) states that teaching speaking means to teach the students to do speaking and the components of speaking itself. In teaching speaking, learners are taught to produce English sound or its pronunciation, use word and sentence stress, intonation pattern, select appropriate word and sentence.
Meanwhile, Thornbury in Harmer (2007:123) proposes that teaching speaking depends on the speaking culture of the classroom, and the classroom needs to become a talking classroom.
Three Steps Interview Strategy
Three step interview strategy is a good strategy that can be used in learning for the classroom. The strategy leads the students to speak actively. According to Hansen (2009:98), three step interview strategy is an effective strategy for increasing engagement and language development.
Moreover, Lundy and Swartz (2011:74) state that three step interview is a strategy that facilitates the students to interview their partner about some topics.
Furthermore, Richardson (2011:164) writes that three step interview is a critical thinking strategy designed for groups of four to interview another groups.
Procedure of Three Steps Interview Strategy According to Lundy and Swartz (2011:74), the procedures of three step interview strategy can be started by asking the students to speak about a particular topic. Then, make them interview their partner which relates with the topic. After that, another student has task to record the result from their interview. The steps can be repeated for making all of the members interviewed.
Talking Chip Strategy
There are some definitions of talking chip according to the authors. According to Wallace and Laura (2010:5), talking chip is a strategy which is provide the students to talk about what they have learned and tell about the reason for some cases that they like or dislike about the material.
Furthermore, Mantooth (2010:7) proposes that talking chip is a strategy that have purpose to allow all students to participate in the discussion while listening to others, to share information with one another, and to provide structured oral language development for students to practice speaking.
Moreover, Jimeres (2012:2) adds that talking chip is a strategy which attends the students to work in group and have an interaction orally. The strategy will direct the students to talk about the material with their classmates.
The Procedures of Talking Chip Strategy
Then, Mantooth (2010:7) offers that the steps in doing talking chip strategy are done by giving the students a certain number of chips. To speak up, the students can use their chips. Everyone who wants to speak, they must use their chips. The chips mean the opportunity to speak. For getting the best result of the strategy, the teacher should ask the students to use all of their chips.
Discussion A. Preparation
1. Selecting material or topic 2. Time Allocation
3. Media
4. Preparing lesson plan B. Procedure of Teaching
1. Pre-teaching Activity 2. Whilts-teaching Activity
Exploration
In this step, the teacher asks the students to make the groups, whereas the members of the group will interview one another on a particular topic (three step interview strategy). Then, the teacher may give the chance for each student who has a chip to talk about the topic. For example about “Pro and contra about smoking” (talking chips strategy). After that, the teacher allows each student takes turns talking for giving their thoughts about the topic which is being discussed (talking chips strategy). Then, for making all of the students speak actively, the teacher asks the students to be repeated till all members in the group are interviewed (three step interview strategy).
Elaboration
Next, for continuing the process of learning, the teacher has the students sit in team of four and each student is given a certain number of chips (talking chips strategy). Then, the teacher commands the talking from group 1 interviews the student from group 2 (three step interview strategy). For having interesting activity, the teacher gives the opportunity for the member from group 3 takes roles recording key ideas from the given responses (three step interview strategy). Then, the teacher reminds the students that each time they finished talking they must place one chip in the center of the table (talking chip strategy). After that, the teacher gets the students to not speak if all of their chips has been used for talking (talking chip strategy). Finally, the teacher requests the students to use all of their chips (talking chip strategy)
Confirmation
In this session, the teacher and students will repair about some errors of the ideas in speaking activity and solve the difficulties which have been faced by the students in the process of learning.
The writer will try this step in this paper to teach speaking.
3. Post-teaching Activity
This activity is done by asking students’
difficulties in classroom, evaluating their ability, and closing the lesson well.
Conclusion
The combination of three step interview and talking chip strategy is very interesting to improve the teaching speaking ability of the students. This combined strategies have purpose to make the students’ social communication with others and build a good communication among the classroom members. Next, those strategies are appropriate to be combined in teaching speaking because the strategies guide the students to be active speaker in classroom.
References
Brown, H. Douglas. 2004. Language Assessment:
Principles and Classroom Practice. New York: Pearson Education.
Hansen, Pia M. 2009.Eye on Education Coaching Handbook: Working with Teachers to Improve Instruction.New York: McGrow Hill Companies.
Harmer, Jeremy. 2001. The Practice of English Language Teaching. 3rd ed. China: Pearson Education
---. 2007. How to Teach English.
England: Pearson Education Limited.
Kayi, Hayrie. 2006. Teaching Speaking: Activities to Promote in Second Language. The Internet TESL Journal, Vol. XII, No. 11, November 2006. http://unr.edu/homepage/hayriyek
Linse, Caroline T. 2000.Practical English Language Teaching: Young Learners. New York:
McGrow Hill Companies.
Lundy, Kathlene Gould and Larry Swartz. 2011.
Creating Caring Classrooms: How to Encourage Students to Communicate, Create, and be Compassionate of Others.
Ontario: Sthenhouse Publishers.
Mantooth, C. Stanley. 2010. Engagement Ring:
Effective Instructional Strategies.New York:
McGrow Hill Companies.
Nunan, David. 2003. Practical English Language Teaching. New York: McGraw-Hill Companies
Richards, Jack C and Willy A. Renandya. 2002.
Methodology in Language Teaching: An Anthology of Current Practice. New York:
Cambridge University Press.
