Pair-share Buzz Group T1 112010033 Full text

16 activities to help the teachers in producing learning. By working in a small group, students can work together with their partners, solve the problems together and can help each other in understanding the issue or the lesson. Based on the observations the researcher divided this technique into two small categories according to the quantity of the members. Small group technique involved three until five persons and pair involved of two people. From six observations the researcher found that the teachers often used both small group and pair in teaching grammar. Pair was used in the second observation, third observation, and fourth observation, while small group was used in first observation, fifth observation, and sixth observation. The researcher also analyzed this technique based on the analysis used by University of North California at Chapel Hill in the article of “Classroom activities for active learning” which divided this technique into three categories which are pair-share, buzz groups, and three-step interview. According to this article there are many small group techniques that can be used in almost any course with a very little effort or risk. The primary focus is getting students to really think about the material so they are able to convey what they are thinking about. Surprisingly, the result of the observation was corresponding with the three categories of group work that has been explained before. In this section the researcher explained how the teacher used each category of this technique in teaching grammar and the class activities based on the data in the observation protocol.

1. Pair-share

According to Lyman 1992, “thinkwrite-pair-share” technique is one of the potential ways to get students talking about an issue or topic in class activity. In this 17 technique, the teacher just poses an issue or problem to the class and then the students get the opportunity to think about or to write their thought for about 30 seconds to one minute. Students then work in pairs and share their thoughts to one another for 3-5 minutes. Finally, the issue or result is discussed by the whole class. Based on the fourth observation the teacher used pair-share to teach direct and indirect speech. The teacher wrote five direct speeches in the white board then the teacher asked the students to change them into indirect speech individually. After that the teacher asked the students to discuss and review their work with their friends who sit next to them. In the end the whole class discussed it together with the teacher.

2. Buzz Group

According to McKeachie 2006, the use of buzz group technique is influential in ensuring student s’ participation in large classes. McKeachie pointed out that buzz group usually consist of five to eight people to talk about the issue. In this technique each member of the group should contribute at least one idea to the discussion in the group activity. And after that, the group should report their discussion and asks other group who came to the same conclusion to raise their hands. The finding shows that buzz group was used in the first, fifth and sixth observation, yet the researcher only discussed fifth observation as an example of buzz group. During the fifth observation whose topic was past tense and present perfect, the students were grouped into three or four. Then the group should discuss the differences and the similarity of simple past and present perfect. Then the representative of each group should come forward and write their answer in the board. After that the teacher discussed the answer together with the whole class. 18

3. Three-step interview