View of HAND DOLL MODEL IN TEACHING SPEAKING SKILL
SELL Journal Vol. 1(1) August 2016
HAND DOLL MODEL IN TEACHING SPEAKING SKILL
Moh. Hafidz
([email protected])
STKIP PGRI Bangkalan
Jl. Soekarno Hatta no. 52 Bangkalan
Abstract: Teaching speaking skill is a systematical process of sending message
orally. The aim of this result is describe the use of Hand Doll model in teaching
Speaking Skill at junior high school. The researcher uses qualitative descriptive
in case study design. Researcher uses some instruments such as checklist,
interview and documentation. The result of this research is the Han doll model
is implemented well and motivates students to speak English easily in simple
dialogue such as daily topics. The instructors control the class to know the
student’s problems such as pronunciation, vocabulary and comprehension.
Then, reflecting those problems in modelling performance in front of the class.
Keywords: Hand Doll, Teaching and Speaking Skill
Teaching speaking skill is a systematical process of sending message
orally. In sending message, the speaker uses media to keep easily respond from
listener in teaching context. The instructor is prosecuted to make active,
effective and attractive class in applying some competences of teaching
speaking skill.
Jeremy states (2007:123) there are three reasons for getting students to
speak in the classroom. Firstly, speaking activities provide rehearsal
opportunities, chances to practice real life speaking in the safety of the
classroom. Secondly, speaking tasks in which students try to use any or all of the
languages they know provide feedback for both teacher and students. Everyone
can see how well they are doing, both how successful they are, and also what
language problems they are experiencing. Finally, the more students have
opportunities to activate the various elements of language they have stored in
their brains, the more automatic their use of these elements become. As a result,
students gradually become autonomous language users. This means that they
will be able to use words and phrases fluently without very much conscious
thought.
Teaching speaking skill facilitates students more time to explore their
idea in real life and responds it based on their knowledge. So, they use the
simply utterances in the classroom to train their conversation because each
students has an unique character in spelling words, phrases and sentences. The
instructor records their problems and evaluates them based on their characters.
8
SELL Journal Vol. 1(1) August 2016
Sally (2011:11) presents the result of observation that solving student’s
heterogeneity if instructors and students cover the effective class, included:
getting to know learners – knowing which learners need more attention, good
rapport including listening, high expectations, building trust, humor –
appropriate, not sarcasm, relaxed atmosphere – relaxed learning with elements
of fun, mutual respect – respect of other people’s opinions and behavior
management – so that all of the group have the chance to learn.
Junior high school is the first environment for students to learn English
in the class. Instructor is prosecuted to train student’s speaking skill dealing
with the basic of English competence, understand the heterogeneous class,
make effective and uninteresting class. In this class instructor makes an
applicable decision in teaching English speaking class by using Hand doll model.
Doll is baby or a person used as a child’s toy on the hand which has funny shape.
This model had ever being applied by Madeleine on 2007 in England, her
reasonable statements are: Promoting inclusive practice, developing empathy –
respect and care, developing anti-discriminatory attitudes, keeping help pupils
to overcome prejudices, misconceptions and stereotypes, keeping help pupils
and adults to appreciate similarities and differences (Madeleine, 2007: 3).
In this model, students not only speak in English but also listen it well,
they feel strange with what they hear. Using this hand doll model student more
interact and interest with the English conversation and play it happily.
Madeleine (2007: 8) illustrates this model in teaching and learning. The first,
before or when particular issues or situations arise. The second, creating a
discussion about an incident that has happened in the school -the situation
described by the doll would be similar, but not identical, to the actual event. The
last, stimulating learning across the curriculum and about events outside the
school e.g. family or community traditions.
RESEARCH METHOD
This research is qualitative design to gain some information concerning
with the social condition in the class and the nature of situation that exists at the
time of the study.
This study is conducted to describe information Implementation of Hand
doll on Speaking skill. Therefore, this study is a case study. In a descriptive
qualitative study, the quality of the subject of investigation is the main
emphasis, not static quality of the subjects of investigation. The Researcher also
focuses on the students’ responds by using Hand doll.
The Researcher has done the research in second class of Junior high
school. The research instruments used by the writer in this study are interview
and observation.
So, the writer also act as the key instrument in this study,
in which, the writer really expected to integrate with the subject of the study.
In collecting the data, the writer uses check list as the instrument during
the teaching and learning process in the class, in-depth interview to obtain as
9
SELL Journal Vol. 1(1) August 2016
much information as possible and to explore unknown variables which are
introduced during the interview and documentation to investigate the written
cases such as books, magazine, and picture.
After gaining a complete data, researcher arranges, and interprets it to
be a written report. Principally, Qualitative research method is used as a basic
effort to find a theory from the data. Besides that, the researcher uses inductive
analyze, it means that researcher studying, analyzing and interpreting what are
in the field.
FINDING AND DISCUSSION
Hand doll model on teaching speaking skill
Teaching speaking needs creativity and some new methods to create
comfortable situation while speaking on the class. Teaching speaking easily
achieved by students and not too complicated to follow. Student be active, enjoy
and communicatively using simple English in the class. This class suits with
Sally (2011:11) statement that instructor handle the class well because of
effective class. Teaching and learning speaking actively uses media to make
student understand more the materials. The media is doll; there are seven
colorful dolls in the class that support the students to practice speaking class.
The steps of teaching speaking skill using hand doll are preparing the hand
doll media which has many funny shape and nice colors, making conversation
with our students first without using hand doll, students make conversation in
pair, asking the student to practice conversation in front of class, giving them
hand doll to play like on the show.
After the student practice conversation in front of class, giving them a
chance to practice hand doll in their bench, the instructors accompany students
while they are practicing English Conversation using hand doll, drilling students
to be confidence speaking English using hand doll as well as they can and
correcting the pronunciations of each words in conversation.
Researcher finds some uncooperative students in the class; they do not
care and irresponsible to the instructions that applied while teaching speaking
skill. Researcher gains an interview data that they are introvert student to
communicate in the class. Although they get attention more from the instructor
as closely assist them but they do not respect well. The instructor states that
they hardly bring a handbook and sometimes make the class crowded.
The instructors have never underestimated those students, she keep a
good communication in heterogeneous students, respects what students
question, trying to believe in them that they can. Sometimes, communicating
students in the class using doll to entertain them, they are happy because they
get something funny from instructor’s communication. Giving students a lot of
chances to ask what they do not know and understand yet such as “any
question?”
The collected data of students speaking skill are there are forty one (41)
students (99. 32 %) like to study English by using media especially Hand doll
10
SELL Journal Vol. 1(1) August 2016
model and just three (3) students (0.68 %) feel doubt about that, there are
seven (7) students (3.08 %) say that they can speak English, Only three (3)
students (0.68 %) say not. But there are many students in number thirty four
(34 %) still doubt to make sure that they can speak English,some students say
that they understand about conversation are 72.7 % (32 students), ten students
or 22.7 % doubt in that and just two students (4.6 %) say they do not know
whether they understand about conversation or not. The researcher asks
students whose good skill in English, a half of all students (54.5 %) twenty four
say they are still doubt do they have skill in English or not. Fourteen students
(31.8 %) say they have skill in English, and just five students (13,7 %) say they
did not know, the next question is answered ‘yes’ by all students (100 %) that
they always try to increase their English skill especially oral proficiency, thirty
two students (72.7 %) say they know about hand doll media to speak just now,
ten students (22.7 %) say they have already know about hand doll as funny
media to increase oral proficiency and two students (4.6 %) say they are doubt,
and almost one hundred percent, 97.7 % (42) say they are happy using hand
doll media and just two students (2.3 %) are doubt about that, the last question,
the researcher asks students do hand doll make easier to speak English. Thirty
two student answer yes (72.7 %) ten students (22.2 %) are doubt about that
question and just two students (5.1 %) did not know about that.
There are some reasons stated by students that hand doll is easily,
understandable, joyful, interesting model for drilling speaking. This data is
supported by Sally (2011:11) that hand doll makes high expectations, building
trust, humor – appropriate, not sarcasm, relaxed atmosphere – relaxed learning
with elements of fun, mutual respect – respect of other people’s opinions and
behavior management – so that all of the group have the chance to learn. There
some students who have contrast reasons, they state that hand doll is not
applicable model because they do not understand at all of English especially on
speaking skill.
Hand doll is one of model to establish either student’s personality
individually, in pair or in a group (Madeleine, 2007: 7). Hand doll model in a
group applied in preparing the short conversation in about “’Greeting” the class.
The class divided into seven groups which consist of six students. They share
each individual experience, knowledge and speaking skill, one of them uses a
doll to express their idea because of limited doll. Researcher finds some
students that play themselves the doll without caring friends in the group.
After completing the preparation, all of groups take a seat to prepare in
pair activity in the class. Instructor asks a student to come forward and asks
another one to be a partner and make dialogue about “’Greeting” using hand
doll. Next, instructor askes students to perform in front individually, but he does
not enough time to make all of students’ performance in front. This dialogue
performed well. The material of the dialogue describes students’ life either in or
out of school.
11
SELL Journal Vol. 1(1) August 2016
Researcher finds some problems on their accent, they pronounce each
word when they are speaking, according to Ann (2000:2) that native speaker
connects the sound of each vowel. Based on the result of interview that students
try to speak English in the senior high school is the first chance. So, instructor
drills students to be active in English class especially in speaking skill. Besides
that, student’s fluency also gets problem, because they always use sequential
constraint of phonemes such as ...”a”..(Fromkin, 2009:301). The grammar usage
on students speaking skill is good enough because they use a handbook to
prepare their performance. Sometimes, students get a little prebloms on their
comprehension because of limited focabulary (Hiebert, 2005:29). But the hand
doll helps students to explain the unknown vocabularies in by moving the doll.
CONCLUSION AND SUGGESTION
Researcher concludes that the hand doll model implemented well on
speaking class because the instructor applies the hand doll steps on speaking
skill systematically such as making an particular topic that arises, discussing
topic in group, performing the dialogue in pair and individual and stimulating
students to speak some activities around the school and family.
Hand doll model motivates students to speak English easily in simple
dialogue such as “greeting” with daily topics. There are 32 (thirty two) or 72,7
% (seventy two comma seven present) active students while teaching speaking
skill using hand doll model. The instructor controls the class to know the
student’s problems such as pronunciation, vocabulary and comprehension.
Then, reflecting those problems in modelling performance in front of the class.
REFERENCES
Cohen, L. & Manion, L. & Morrison, K. 2000. Research Methods in Education. Fifth
Eddition. London and New York: Routledge/Falmer Taylor and Francis
Group
Cok, A. 2000. American accent training.USA: Barons
Faraday S, Overton C, Cooper S, 2011. Effective teaching and learning in
vocational education. London: LSN
Fromkin,V. Rodman, R. Hiyams, N. 2009. An introduction to language.. New
York:Wadsworth
Haymes J,2008. The Development of Interactive Oral Proficiency in the Classroom.
Jakarta : PT.Tritungggal Grup
Harris, K.R. Graham, S. 2007. Teaching Reading Comprehension to Students with
Learning Difficulties. New york: The Guilford Press
Harmer, J. 2007. How to teach English. New York: Longman
Hewings, M. 2002. English Grammar In Use - Advanced Book.New York:
Cambridge Univ. Press
Hiebert, 2005. Teaching and Learning Vocabulary: Bringing Research to Practice.
London: LA Publisher
12
SELL Journal Vol. 1(1) August 2016
Holmes, D. 2004. Speaking Activities for the Classroom. Bangkok
Manser, Martin.H. 1995. Oxford Learner’s Pocket Dictionary. New York : Oxford
University Press
Thornbury, S. 2003. How to Teach Speaking. USA: Longman
Lake M, 2007, Using Persona Dolls to help teach RE in the Primary school.
England : MECS
https://toyhouseonline.com/wp-content/uploads/2015/07/How-ToysTeach.pdf
http://www.highscope.org/file/PDFs/CreativeArts_Sample.pdf
13
HAND DOLL MODEL IN TEACHING SPEAKING SKILL
Moh. Hafidz
([email protected])
STKIP PGRI Bangkalan
Jl. Soekarno Hatta no. 52 Bangkalan
Abstract: Teaching speaking skill is a systematical process of sending message
orally. The aim of this result is describe the use of Hand Doll model in teaching
Speaking Skill at junior high school. The researcher uses qualitative descriptive
in case study design. Researcher uses some instruments such as checklist,
interview and documentation. The result of this research is the Han doll model
is implemented well and motivates students to speak English easily in simple
dialogue such as daily topics. The instructors control the class to know the
student’s problems such as pronunciation, vocabulary and comprehension.
Then, reflecting those problems in modelling performance in front of the class.
Keywords: Hand Doll, Teaching and Speaking Skill
Teaching speaking skill is a systematical process of sending message
orally. In sending message, the speaker uses media to keep easily respond from
listener in teaching context. The instructor is prosecuted to make active,
effective and attractive class in applying some competences of teaching
speaking skill.
Jeremy states (2007:123) there are three reasons for getting students to
speak in the classroom. Firstly, speaking activities provide rehearsal
opportunities, chances to practice real life speaking in the safety of the
classroom. Secondly, speaking tasks in which students try to use any or all of the
languages they know provide feedback for both teacher and students. Everyone
can see how well they are doing, both how successful they are, and also what
language problems they are experiencing. Finally, the more students have
opportunities to activate the various elements of language they have stored in
their brains, the more automatic their use of these elements become. As a result,
students gradually become autonomous language users. This means that they
will be able to use words and phrases fluently without very much conscious
thought.
Teaching speaking skill facilitates students more time to explore their
idea in real life and responds it based on their knowledge. So, they use the
simply utterances in the classroom to train their conversation because each
students has an unique character in spelling words, phrases and sentences. The
instructor records their problems and evaluates them based on their characters.
8
SELL Journal Vol. 1(1) August 2016
Sally (2011:11) presents the result of observation that solving student’s
heterogeneity if instructors and students cover the effective class, included:
getting to know learners – knowing which learners need more attention, good
rapport including listening, high expectations, building trust, humor –
appropriate, not sarcasm, relaxed atmosphere – relaxed learning with elements
of fun, mutual respect – respect of other people’s opinions and behavior
management – so that all of the group have the chance to learn.
Junior high school is the first environment for students to learn English
in the class. Instructor is prosecuted to train student’s speaking skill dealing
with the basic of English competence, understand the heterogeneous class,
make effective and uninteresting class. In this class instructor makes an
applicable decision in teaching English speaking class by using Hand doll model.
Doll is baby or a person used as a child’s toy on the hand which has funny shape.
This model had ever being applied by Madeleine on 2007 in England, her
reasonable statements are: Promoting inclusive practice, developing empathy –
respect and care, developing anti-discriminatory attitudes, keeping help pupils
to overcome prejudices, misconceptions and stereotypes, keeping help pupils
and adults to appreciate similarities and differences (Madeleine, 2007: 3).
In this model, students not only speak in English but also listen it well,
they feel strange with what they hear. Using this hand doll model student more
interact and interest with the English conversation and play it happily.
Madeleine (2007: 8) illustrates this model in teaching and learning. The first,
before or when particular issues or situations arise. The second, creating a
discussion about an incident that has happened in the school -the situation
described by the doll would be similar, but not identical, to the actual event. The
last, stimulating learning across the curriculum and about events outside the
school e.g. family or community traditions.
RESEARCH METHOD
This research is qualitative design to gain some information concerning
with the social condition in the class and the nature of situation that exists at the
time of the study.
This study is conducted to describe information Implementation of Hand
doll on Speaking skill. Therefore, this study is a case study. In a descriptive
qualitative study, the quality of the subject of investigation is the main
emphasis, not static quality of the subjects of investigation. The Researcher also
focuses on the students’ responds by using Hand doll.
The Researcher has done the research in second class of Junior high
school. The research instruments used by the writer in this study are interview
and observation.
So, the writer also act as the key instrument in this study,
in which, the writer really expected to integrate with the subject of the study.
In collecting the data, the writer uses check list as the instrument during
the teaching and learning process in the class, in-depth interview to obtain as
9
SELL Journal Vol. 1(1) August 2016
much information as possible and to explore unknown variables which are
introduced during the interview and documentation to investigate the written
cases such as books, magazine, and picture.
After gaining a complete data, researcher arranges, and interprets it to
be a written report. Principally, Qualitative research method is used as a basic
effort to find a theory from the data. Besides that, the researcher uses inductive
analyze, it means that researcher studying, analyzing and interpreting what are
in the field.
FINDING AND DISCUSSION
Hand doll model on teaching speaking skill
Teaching speaking needs creativity and some new methods to create
comfortable situation while speaking on the class. Teaching speaking easily
achieved by students and not too complicated to follow. Student be active, enjoy
and communicatively using simple English in the class. This class suits with
Sally (2011:11) statement that instructor handle the class well because of
effective class. Teaching and learning speaking actively uses media to make
student understand more the materials. The media is doll; there are seven
colorful dolls in the class that support the students to practice speaking class.
The steps of teaching speaking skill using hand doll are preparing the hand
doll media which has many funny shape and nice colors, making conversation
with our students first without using hand doll, students make conversation in
pair, asking the student to practice conversation in front of class, giving them
hand doll to play like on the show.
After the student practice conversation in front of class, giving them a
chance to practice hand doll in their bench, the instructors accompany students
while they are practicing English Conversation using hand doll, drilling students
to be confidence speaking English using hand doll as well as they can and
correcting the pronunciations of each words in conversation.
Researcher finds some uncooperative students in the class; they do not
care and irresponsible to the instructions that applied while teaching speaking
skill. Researcher gains an interview data that they are introvert student to
communicate in the class. Although they get attention more from the instructor
as closely assist them but they do not respect well. The instructor states that
they hardly bring a handbook and sometimes make the class crowded.
The instructors have never underestimated those students, she keep a
good communication in heterogeneous students, respects what students
question, trying to believe in them that they can. Sometimes, communicating
students in the class using doll to entertain them, they are happy because they
get something funny from instructor’s communication. Giving students a lot of
chances to ask what they do not know and understand yet such as “any
question?”
The collected data of students speaking skill are there are forty one (41)
students (99. 32 %) like to study English by using media especially Hand doll
10
SELL Journal Vol. 1(1) August 2016
model and just three (3) students (0.68 %) feel doubt about that, there are
seven (7) students (3.08 %) say that they can speak English, Only three (3)
students (0.68 %) say not. But there are many students in number thirty four
(34 %) still doubt to make sure that they can speak English,some students say
that they understand about conversation are 72.7 % (32 students), ten students
or 22.7 % doubt in that and just two students (4.6 %) say they do not know
whether they understand about conversation or not. The researcher asks
students whose good skill in English, a half of all students (54.5 %) twenty four
say they are still doubt do they have skill in English or not. Fourteen students
(31.8 %) say they have skill in English, and just five students (13,7 %) say they
did not know, the next question is answered ‘yes’ by all students (100 %) that
they always try to increase their English skill especially oral proficiency, thirty
two students (72.7 %) say they know about hand doll media to speak just now,
ten students (22.7 %) say they have already know about hand doll as funny
media to increase oral proficiency and two students (4.6 %) say they are doubt,
and almost one hundred percent, 97.7 % (42) say they are happy using hand
doll media and just two students (2.3 %) are doubt about that, the last question,
the researcher asks students do hand doll make easier to speak English. Thirty
two student answer yes (72.7 %) ten students (22.2 %) are doubt about that
question and just two students (5.1 %) did not know about that.
There are some reasons stated by students that hand doll is easily,
understandable, joyful, interesting model for drilling speaking. This data is
supported by Sally (2011:11) that hand doll makes high expectations, building
trust, humor – appropriate, not sarcasm, relaxed atmosphere – relaxed learning
with elements of fun, mutual respect – respect of other people’s opinions and
behavior management – so that all of the group have the chance to learn. There
some students who have contrast reasons, they state that hand doll is not
applicable model because they do not understand at all of English especially on
speaking skill.
Hand doll is one of model to establish either student’s personality
individually, in pair or in a group (Madeleine, 2007: 7). Hand doll model in a
group applied in preparing the short conversation in about “’Greeting” the class.
The class divided into seven groups which consist of six students. They share
each individual experience, knowledge and speaking skill, one of them uses a
doll to express their idea because of limited doll. Researcher finds some
students that play themselves the doll without caring friends in the group.
After completing the preparation, all of groups take a seat to prepare in
pair activity in the class. Instructor asks a student to come forward and asks
another one to be a partner and make dialogue about “’Greeting” using hand
doll. Next, instructor askes students to perform in front individually, but he does
not enough time to make all of students’ performance in front. This dialogue
performed well. The material of the dialogue describes students’ life either in or
out of school.
11
SELL Journal Vol. 1(1) August 2016
Researcher finds some problems on their accent, they pronounce each
word when they are speaking, according to Ann (2000:2) that native speaker
connects the sound of each vowel. Based on the result of interview that students
try to speak English in the senior high school is the first chance. So, instructor
drills students to be active in English class especially in speaking skill. Besides
that, student’s fluency also gets problem, because they always use sequential
constraint of phonemes such as ...”a”..(Fromkin, 2009:301). The grammar usage
on students speaking skill is good enough because they use a handbook to
prepare their performance. Sometimes, students get a little prebloms on their
comprehension because of limited focabulary (Hiebert, 2005:29). But the hand
doll helps students to explain the unknown vocabularies in by moving the doll.
CONCLUSION AND SUGGESTION
Researcher concludes that the hand doll model implemented well on
speaking class because the instructor applies the hand doll steps on speaking
skill systematically such as making an particular topic that arises, discussing
topic in group, performing the dialogue in pair and individual and stimulating
students to speak some activities around the school and family.
Hand doll model motivates students to speak English easily in simple
dialogue such as “greeting” with daily topics. There are 32 (thirty two) or 72,7
% (seventy two comma seven present) active students while teaching speaking
skill using hand doll model. The instructor controls the class to know the
student’s problems such as pronunciation, vocabulary and comprehension.
Then, reflecting those problems in modelling performance in front of the class.
REFERENCES
Cohen, L. & Manion, L. & Morrison, K. 2000. Research Methods in Education. Fifth
Eddition. London and New York: Routledge/Falmer Taylor and Francis
Group
Cok, A. 2000. American accent training.USA: Barons
Faraday S, Overton C, Cooper S, 2011. Effective teaching and learning in
vocational education. London: LSN
Fromkin,V. Rodman, R. Hiyams, N. 2009. An introduction to language.. New
York:Wadsworth
Haymes J,2008. The Development of Interactive Oral Proficiency in the Classroom.
Jakarta : PT.Tritungggal Grup
Harris, K.R. Graham, S. 2007. Teaching Reading Comprehension to Students with
Learning Difficulties. New york: The Guilford Press
Harmer, J. 2007. How to teach English. New York: Longman
Hewings, M. 2002. English Grammar In Use - Advanced Book.New York:
Cambridge Univ. Press
Hiebert, 2005. Teaching and Learning Vocabulary: Bringing Research to Practice.
London: LA Publisher
12
SELL Journal Vol. 1(1) August 2016
Holmes, D. 2004. Speaking Activities for the Classroom. Bangkok
Manser, Martin.H. 1995. Oxford Learner’s Pocket Dictionary. New York : Oxford
University Press
Thornbury, S. 2003. How to Teach Speaking. USA: Longman
Lake M, 2007, Using Persona Dolls to help teach RE in the Primary school.
England : MECS
https://toyhouseonline.com/wp-content/uploads/2015/07/How-ToysTeach.pdf
http://www.highscope.org/file/PDFs/CreativeArts_Sample.pdf
13