T1 112012067 Full text
STUDENTS’ ATTITUDES TOWARD IOC (INSIDE OUTSIDE
CIRCLE) TEACHING SPEAKING STRATEGY
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
SarjanaPendidikan
Avinda Kusuma Wardhani
112012067
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2016
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course
or accepted for the fulfillment of any degree or diploma in any university. To the best of
my knowledge and my belief, this contains no material previously published or written by
any other person except where due reference is made in the text.
Copyright@ 2016. Avinda Kusuma Wardhani and Gita Hastuti, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without the
permission of a least one of the copyright owners or the English Language Education
Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
Avinda Kusuma Wardhani:
INTRODUCTION
Currently, English as the international language boosts its existence across the
world. Since English becomes the globalization impact, people try to learn that language
to be able to communicate and compete internationally. For that particular reason, in
many non-English-speaking countries, English is placed as one of the foreign languages
that they should acquire. Subsequently, in those countries including in Indonesia, they
place English as one of the language subjects in the educational program. Hence, by
involving English as the foreign language subject, the students are expected to acquire
more of that language in order to compete internationally in the future.
Basically, there are four skills in English language learning; listening, speaking,
reading, and writing (Brumfit, 1984 in Labito, 2005). Relating to that, speaking takes an
important role since it is categorized as a productive skill, which requires a special
treatment (Huq, 2014). According to Irsyad and Narius (2013), we can express and
deliver our feeling and ideas directly to other people through speaking. Thereby, there is
one problem dealing with learning speaking skill that which is faced by some of the
students in Indonesia. They are not accustomed to communicate using English language
in their daily and even in English class.
According to my own experience in doing teaching practicum in SMP N 2
Salatiga, I found out some of my students in class were still afraid to speak in English.
Actually, according to Maulida and Narius (2013), there are some factors influencing
students‟ anxiety. Firstly, they are afraid to express ideas, thoughts, and opinion which is
commonly influenced by the fear of making mistakes in saying words and sentences.
Secondly, the students do not have a self-confidence to speak in front of the public.
Thirdly, the students have experienced a traumatic condition, such as being mocked.
Lastly, the students are lacking of vocabulary and grammar. Thus, based on those
factors, the role of teachers is the main factor that influences the students‟ fear of
speaking English in class. As the teacher, this role is very important to decide the
teaching and learning process in class. For that reason, the teacher should pay attention to
the teaching technique or strategy that is used to encourage the students to speak up
(Harmer, 2001 in Maulida & Narius, 2013). Hence, the use of Inside-Outside Circle
(IOC) strategy which is found by Kagan in 1994 is one of strategies that could be applied
in teaching speaking for junior high school students.
There was an experimental study which was accomplished by Dina Maulida and
Don Maurius in September 2013 about teaching speaking to junior high school students
using IOC strategy. The study was conducted in SMP N 1 X Koto Padang with 24
participants. In this experimental study, the researcher used IOC strategy to teach about
recount text with the purpose that all of the students could interact with each other by
asking and answering the questions about their holidays. The result of this study indicated
that most of the students were more confident and active in speaking English with their
friends using IOC strategy.
Inspired by Maulida and Marius‟s (2013) study, the current study was conducted
to investigate students‟ attitudes toward the IOC strategy with the guiding question:
“What attitudes do the students have after being taught using IOC teaching speaking
strategy?”
Subsequently, this study also has the significance that will be useful for the
teacher and students in the teaching and learning process. The teacher, as the main role
in designing a class activity can enhance students‟ ability to speak English by using this
strategy as one of the alternative ways to teach in a fun way. On the other hands, for the
students, the use of IOC strategy could be beneficial for them to enhance their speaking
ability by doing this activity seriously.
LITERATURE REVIEW
Speaking
According to Richards and Renandya (2002) in (Febryanti & Rossana, 2011),
speaking is one of the central aspects of communication, without which people cannot
interact and socialize with other people. By interacting and socializing with other people,
speaking has the function to express and deliver our feelings and ideas directly to other
people (Irsyad & Narius, 2013). For that reason, speaking can convey the message where
a speaker put their ideas into sentences and produce it in a proper speech in order to
affect a listener (Asus, Mahrum, & Hastini, 2014). Hence, in the four skills to acquire
English, speaking takes an important role since it is categorized as a productive skill,
which requires a special treatment (Huq, 2014). Speaking as a productive skill means that
a process of constructing meaning through language that involves producing, receiving
and processing information, Nunan (1999) in (Febryanti & Rossana, 2011). Then, a
special treatment means that to acquire the speaking skill one should pay attention to the
several components, such as; grammar, vocabulary, fluency and comprehension Brown
(2004) in (Ramadhanti, 2013) in order that the message can be conveyed effectively.
Student’s Attitude
According to Gajalakshmi (2013), students‟ attitude toward language learning
influences their behavior especially speaking in a foreign language. He also believed if
the students have positive attitude it may impact the success of language learning.
In language learning there are three aspects of attitudes that are proposed by
Ajzen (2005), they are:
1. Cognitive
: This aspect is about students‟ expressions of the beliefs and ideas
or opinions about an object that they receive.
2. Affective
: This aspect is related with students‟ feeling toward an object such
as, for „like‟ or „dislike‟, „with‟, and „against‟.
3. Behavioral : This aspect is about students‟ action or behavioral intentions
toward an object.
Students’ Anxiety to Speak English
In Indonesia English is a foreign language which means that people are still
unaccustomed to speak English in their daily life. Thereby, since English becomes the
international language, it is considered important for Indonesia to bring English in the
school curriculum program (Wahyuningsih, 2013). Notwithstanding, Indonesian junior
high school students do have some difficulties in acquiring speaking skill in regular
English classes. According to Maulida and Narius (2013), there are some factors which
influence students‟ anxiety to speak English in class: fear of making mistakes in
expressing ideas, thoughts, and opinion, lack of self confidence to speak in front of the
public, experience while using English in communication. Huq (2014) also added other
problems that might be experienced, such as lack of practice and opportunities to speak
English, limited vocabulary that they have, being conscious of grammar, and also lack of
training in environment.
The Role of Teacher in Teaching and Learning Speaking Process
Relating to some problems or factors that are experienced by the students in
speaking class, the role of teacher in teaching and learning process is very important.
According to Murcia (2001) in Siregar, Ernati, and Tavriyanti (2014), when teaching
speaking, a teacher needs to be particularly competent at designing activities in class and
motivating the students. Subsequently, the choice of class activities that are used by the
teacher, determines whether the teaching and learning speaking process would be
successful or not. Thus, the teacher also has the responsibility to motivate the students
which means by having a creative speaking activity, the teacher can enhance the students‟
motivation in speaking class. For that reason, teaching speaking must be an enjoyable and
fun activity that makes the students feel secure to speak up and express their feeling
freely to others (Siregar, Ernati, & Tavriyanti, 2014).
Inside-Outside Circle (IOC) Strategy
Among some of strategies that are used to teach speaking to the students, teacher
can use Inside-Outside Circle (IOC) teaching speaking strategy to make an enjoyable and
fun in teaching and learning process. IOC was introduced by Kagan (1994) who stated
that IOC is a cooperative learning strategy where the students are working in two groups.
Maulida and Narius (2013) believed, “IOC is designed for the students who normally
would not talk to interact with others, so that all of students in class can probably speak
English effectively” (p.115). Moreover, this technique places learners facing each other
in two concentric circles, one within the other. It will be more effective if it is done with
six or more students, half in each circle (Wahyuni, Mukhaiyar, & Kusni, 2013).
Erwin (2004) in Susilawati (2013) mentioned some procedures in doing IOC
strategy. Firstly, the students in class will be separated by two groups and by doing so,
they should count off one to two. Then, the students who count “one” should stand and
make a small circle and after they arrange the circle, they should turn around so that they
are facing out. Next, the students who count “two” should stand and make a circle outside
the first count. Then, after the circle is arranged, the teacher gives direction to the
students such as “shake hands with the person you are facing and say “Good morning!”.
Afterward, the teacher gives the students a question or problem to discuss and a time
parameter. For example, “for the next 2 minutes, please tell your partner about civil war”.
After the time to discuss is up, the teacher directs the students to shake hand again and
say, “Nice talking to you.” Then, the teacher directs one of the circles to move to the right
or left a certain number of people. For example: “Outer circle move three people to your
right. Please say “Hi to the people you walk past”. Lastly, the teacher gives them the
same question or problem, or asks them to discuss something different.
Related to the IOC definition mentioned earlier, IOC is the part of cooperative
learning where IOC is one of the strategies that can be used (Kagan, 1994). However,
cooperative learning is an approach to group work that minimizes the occurrence of those
unpleasant situations and maximizes the learning and satisfaction that result from
working on a high-performance team (Felder & Brent, 2007). Johnson & Johnson model
in Felder & Brent (2007) added that cooperative learning is an instruction that involves
students working in teams to achieve a common goal. From that statement, we can see
that cooperative learning emphasizes learning style in group with some considerations to
make a better result from the students if they learn using that style. (Tsay & Brady,
2010) declared that students who actively participated in group activities, exhibited
collaborative behaviors, provided constructive feedback and cooperated with their group
had a better chance of achieving higher test scores and course grades. From that we can
see that using cooperative learning can improve the students‟ test score because the
students understand better when they learn together with other friends.
Related Previous Study
Wahyuni, Mukhaiyar, and Kusni in July 2013 had done the research study about
improving students‟ speaking skill by using Inside-Otside Circle Technique. Their
research was conducted at LPBB LIA, Pekanbaru with 15 students of English for teen
level 5 as the participants. This research was aimed to investigate how far the students‟
speaking ability increased after being treated using IOC strategy, and also what factors
influenced the students‟ speaking ability. For the result, this research showed that the
average of students‟ speaking score increased becomes 3.0 from 2.7 after they learnt
using IOC strategy which was also influenced with some factors: low affective filter,
students‟ enthusiasm, and peer pressure.
In investigating attitudes, two research studies, among others, have been
conducted and will be reviewed here. The First is a study thatwas done by Farzaneh and
Nejadansari in 2014 entitled “Students‟ attitude toward using cooperative learning for
teaching reading comprehension”. This study was aimed to investigate students‟ attitudes
towards the use of cooperative language learning techniques for reading instruction using
a survey questionnaire. The result showed that the participants (52 intermediate English
Foreign Language/EFL students) supported the implementation of cooperative strategies
in teaching and learning comprehension. Then, the other research was done by Hamer
and O‟ Keefe in entitled “Achieving change in students‟ attitudes toward group projects
by teaching group skills”. The purpose of the study was to report the relevance and
importance of students‟ group skills during the time in which they were working on
group project by measuring students‟ attitude toward group project and used
questionnaire as the research instrument. For the result, this study demonstrated that
teacher could change students‟ perception of group work by integrating instruction about
group skills into group assignment.
THE STUDY
Method and Research Question
This study was both quantitative and qualitative descriptive study about students‟
attitudes toward IOC teaching speaking strategy. The purpose in using quantitative
method was to discern the survey in majority toward the statements. In addition,
qualitative method was also used to reveal the students‟ attitude after being taught using
IOC teaching strategy, which included such elements as: students‟ feeling, students‟
opinion, and students‟ behavior after being taught using this strategy based on their
personal answer using focus group discussion. For that reason, this research conducted
with one research question:
What attitudes do the students have after being taught using IOC teaching
speaking strategy?
Context of the Study
This aim of this research was to investigate students‟ attitudes after being taught
using IOC teaching speaking strategy. Moreover, this research was conducted at SMP
Negeri 2 Salatiga. The reason of choosing that school was because last semester the
writer had done teaching practicum there. Of that, the writer wanted to know more on the
students‟ condition in learning English. Overall, most of students in SMP Negeri 2
Salatiga were able to speak simple English in class, but some of them chose to be quiet
and did not participate to speak up during the class because they were afraid to make
mistakes. Therefore, the writer investigated students‟ attitude toward IOC strategy
especially to know their attitude after being taught using this strategy could make any
differences in enhancing their speaking ability.
Participants
The participants of this study were 8th grade students from SMP Negeri 2
Salatiga. In this study, the writer chose two different classes from Grade 8 in that school.
The classes that the writer chose were 8C and 8F. 8C were consisted of 31 students while
8F were 30 students. By that, the total participants in this study were 61 students.
Furthermore, the reason choosing those classes was because both two classes were taught
with the same teacher, so they got the same teaching treatment. Overall, the condition in
both classes was rather the same where some of students were able to speak simple
English, but they needed a particular teaching speaking strategy to encourage them to
speak up in class.
Data Collection Instruments
The main research instrument in here was questionnaire using Likert scale
(APPENDIX A). The questionnaire was distributed after the students had been taught
using IOC. The questionnaire contained only 10 items in Indonesian language since the
participants were still in the junior high school, so that it avoided misconception to
choose the appropriate answers from those statements.
Since there have not been yet the previous studies about students‟ attitude toward
IOC teaching speaking strategy, in this research the writer adapted some questionnaires
which discussed about students‟ attitude and changed the context with IOC strategy.
Here, the writer adapted some items of questionnaire which had been done by Farzaneh
and Dariush Nejadansari in 2014 and Hamer and O‟ Keefe in 2013. Additionally, the
writer constructed her own statement in Item 10 to know whether the students agreed or
not if the teacher used IOC to enhance their speaking skill more often. The questionnaire
was distributed after the students had been taught using IOC.
Another research instrument that wasused by the writer was focus group
discussion (APPENDIX B). In using focus group discussion, the writer aimed to
investigate students‟ responses in their own words after they had been taught using IOC
teaching speaking strategy. In doing a focus discussion, the writer used Indonesian
language because it was easier for the participants to express their thoughts and ideas
through their mother language.
Data Collection Procedures
Firstly, the writer conducted the teaching and learning process using IOC strategy
with the material about descriptive text (APPENDIX C) in two different classes of Grade
8 in different time. Nevertheless, the teaching and learning process using IOC was a little
different from Kagan‟s theory. Considering the lack of space in the classroom, the
teaching and learning process using IOCfor this study was conducted outside the class.
Moreover,instead of sitting on the chair like the theory stated, the participants were asked
to do the activity standing. After the teaching session, the writer distributed questionnaire
to the students to answer some statements related to IOC strategy that they experienced
before. After distributingquestionnaire, the writer conducted afocus group discussion
with random representatives from circle groups in every class to investigate more on their
personal responses relatedto their attitudes. In doing the focus group discussion, the
writer randomly chose ten representatives from each class, five students from the inner
circle and five other students from the outer circle. The focus group discussion with each
group was done at two different times.
DISCUSSION
This study was aimed to investigate students‟ attitudes after being taught using
IOC teaching speaking strategy in SMP N 2 Salatiga. In language learning, Ajzen (2005)
proposed three aspects of attitude: cognitive, affective, and behavioral. Cognitive aspect
indicates students‟ expressions of the beliefs and ideas or opinions about an object that
they receive. Affective aspect indicates students‟ feeling toward an object. Lastly,
behavioral aspect indicates students‟ action or behavioral intentions toward an object.
The questionnaire as the research instrument included all of those aspects where Likert
scale is used to examine students‟ attitudes, whether they agree or not with the given
statements with 4 represents Strongly Agree, 3 represents Agree, 2 represents Disagree ,
and 1 represents Strongly Disagree. Thereby, the tables below are separated into three
based on the attitude aspects group: Table 1 (students‟ feeling), Table 2 (students‟
cognition, and Table 3 (students‟ behavior).
Table 1.
Students’ feeling toward IOC teaching speaking strategy
Items
1
2
3
4
Means
1. I was happy learning English using IOC
because it was fun.
0
2
43
16
3.23
0%
3.23%
0
4
0%
6.56%
2. I felt satisfied learning English using
IOC because I could communicate with my
friends.
3. I did not enjoy learning English using 12
45
IOC because I was ashamed to interact and
12% 73.77%
communicate with my friends using
English.
70.49% 26.23%
35
22
3.34
57.38% 36.07%
4
0
6.56%
0.00%
1.87
Table 1 contains the summary result of the questionnaire regarding affective
aspects (students‟ feeling) of participants‟ attitude toward the IOC teaching speaking
strategy. Item 1 talked about students‟ happiness, then Item 2 talked about students‟
satisfaction, and Item 3 talked about students‟ enjoyment after being taught using IOC.
For the result on Table 1 shows that Item 2 has the highest means 3.34 compared with
Item 1 and 3. The mean implies that most of students agreed with the statement where
they felt satisfied because they could communicate using English well with their friends.
Furthermore on Table 1, Item 1 has the mean 3.23 which means that most of
students agreed with the statement where they feel happy learning to speak English using
IOC because it was fun.
In contrast, Item 3 has the lowest means compared with Item 1 and 2, which is
1.87. Item 3 actually was a negative statement: “I do not enjoy learning English using the
IOC strategy because I am ashamed to interact and communicate with my friends using
English.” Therefore the low mean indicates their disagreement with that statement, which
implies that they actually enjoyed learning English using the IOC strategy because they
did not feel ashamed to communicate with their friends in English. This question is also
counters statement of Item 1 and 2.
The focus group discussion result also confirmed this claim, “Saya dapat
berbicara Bahasa Inggris lebih berani karena saya berbicara hanya dengan seorang
teman, tidak berbicara di depan kelas” (I can speak English bravely because I only speak
personally to my friend, not in front of the class). In that case, some of students also
added, “Dengan metode melingkar, membuat siswa yang malu lebih percaya diri karena
mereka berbicara hanya kepada seorang teman” (IOC raises students‟ self esteem
because the students who are shy only can talk personally to one friend). Thus, from this
result approves that the strategy that used by the teacher could encourage students to
speak up (Harmer, 2001 in Maulida & Narius, 2013).
From those items, it can be inferred that the students felt happy and satisfied, and
they enjoyed learning English using the IOC strategy because they could communicate
with their friends in English without feeling ashamed. This result supports Siregar,
Ernati, & Tavriyanti (2014) who believed that teaching speaking must be enjoyable with
fun activities that make the students feel secure to speak up.
The next aspect of students‟ attitude in language learning is students‟ cognition or
students‟ expressions toward the beliefs or ideas. On Table 2, three items talks about
cognition aspects such as: the opinion that IOC helped students to enhance their
participation to speak, the opinion that IOC made them easily to speak, and the negative
statement about their opinion that IOC could not enhance their interaction with friends.
Table 2.
Students’ cognition toward IOC teaching speaking strategy
Items
1
2
3
4
Means
4. In my opinion, IOC could help me to
enhance participation to speak English in
class.
0
4
37
20
3.26
0%
6.56%
0
6
0%
8.84%
29
30
5. In my opinion, IOC made me speak
English
easily
because
I
only
communicated with friends personally
rather than spoke up in front of the class.
6. I think, IOC could not enhance a good
interaction with friends.
29% 49.18%
60.66% 32.79%
34
21
3.25
55.74% 34.43%
1
1
1.64%
1.64%
1.57
Table 2. summarizes the participants‟ opinion about the IOC strategy. For the
result, Item 4 has the highest mean compared with question Item 5 and 6. Item 4 has the
means 3.26 which indicates that the students agreed with the idea that IOC teaching
speaking strategy could enhance their participation to speak English in class. This result
actually supports the previous study which said that by using IOC teaching speaking,
most of the students are more confident and active to speak English to interact with their
friends (Maulida & Narius, 2013).
In addition, Item 5 has the means 3.25 which is similar to the mean of Item 4.
Hence, the result indicates that the students agreed with the idea that IOC teaching
speaking strategy could make the students speak English more easily because they speak
English only to one friend, and not to many friends in class.
In contrast, Item 6 has the lowest mean compared with Item 4 and 5, which is
1.57. Item 6 was a negative statement: “I think, IOC could not enhance a good interaction
with friends”. Therefore the low mean indicates their disagreement with that statement,
which implies that they think IOC could enhance a good interaction between other
students. The result from Item 6 is also strengthened by focus group discussion result
where some of students said, “Saya dapat berinteraksi dan berkomunikasi dengan mudah
kepada teman” (I can interact and communicate with friends easily). Thus, by interacting
and socializing with other people, speaking has the function to express and deliver our
feelings and ideas directly to other people (Irsyad & Narius, 2013). From that statement,
using this teaching speaking strategy, the purpose of speaking could be achieved where
the students could interact with another friend at a time easily.
. Subsequently, Table 3 contains the items about students‟ behavior, i.e. how IOC
strategy affects their behavior, as the next aspect of students‟ attitude in language
learning. Those items talk about: IOC made students braver to speak, IOC enhanced
students‟ fluency, IOC made students freely to share different ideas which are
represented below.
Table.3
Students’ behavior toward IOC teaching speaking strategy
Items
1
2
3
4
Means
7. Learning to speak English using IOC
made me braver to speak in class.
0
7
45
9
3.03
8. Learning to speak English using IOC
enhanced my fluency to speak English.
9. Learning to speak English useing IOC
made me freely to share different ideas with
friends.
0%
11.48% 73.77% 14.75%
0
3
0%
4.92%
0
1
0%
1.64%
48
10
3.11
78.69% 16.39%
38
22
3.33
62.30% 36.07%
Table 3. summarizes the students‟ behavior. Relating with the result, Item 9 has
the highest mean compared to Item 7 and 8 which indicates that most of students agreed
with the statement to that they could share different ideas or opinions with other friends
freely using this strategy. The focus group discussion was in line to this finding, in which
one participant said, “Saya dapat berbagi pendapat yang berbeda kepada teman secara
pribadi” (I can share different opinions freely with other friends personally). According
to Maulida and Narius (2013), there are some factors which influence students‟ anxiety to
speak English in class. Most of the students are afraid to express ideas, thoughts, and
opinions because they are afraid of making mistakes in saying words and sentences in
English. From the finding in Item 9, it can be inferred that IOC strategy could help reduce
the students‟ anxiety in speaking English.
Item 8 has the mean 3.11 which means that most of students supported the
statement that IOC could enhance their fluency to speak English. Furthermore, Item 7 the
mean 3.03 which means that most of students also agreed with the statement that IOC
strategy could make them braver to speak English in class. This result from Item 8 and 7
are also strengthened by focus group discussion result, in which some of the students
said, “Saya dapat berkomunikasi menggunakan bahasa Inggris dengan teman lebih
berani dan lancar” (I can communicate with their friend using English bravely and
fluently).
In addition to the result from the questionnaire that was filled in by the students,
as the additional research instrument to strengthen the result, the writer did a focus group
discussion to ten representatives of IOC groups in every class. The focus group
discussion asked their opinion about the IOC strategy after being taught using IOC
teaching speaking strategy. From focus group discussion, the writer got six different
results and three of them have been discussed above as they supported the findings in the
questionnaire, then the other three are as follows:
1. Using IOC teaching strategy, the students can understand more in learning
English.
2. Students can help each other to speak English.
3. Students feel more fun.
Firstly, one student said, “dengan strategi ini, saya lebih mudah memahami
Bahasa Inggris” (using IOC strategy he can understand more English more easily). This
statement implies that he felt that IOC was a right strategy to learn English easily
especially to enhance speaking skill. Next, another student said, “dengan strategi ini,
dapat saling membantu dengan teman saat berbicara bahasa Inggris” (using IOC, I can
help each other to speak English). In this point, the student explained more that when she
shared different opinions or ideas to her friend but she did not know some words in
English, she asked her friend those words in English. It can be implied that by using IOC
students did cooperative learning style where they worked in a team to accomplish a
common goal (Felder & Brent, 2007). As for the last opinion, one student said,
“pembelajaran dengan strategi melingkar lebih menyenangkan” (learning English with
IOC is more fun). In this point, the students added, by using IOC the teaching and
learning process was more fun because he could interact with other friends to speak
English, IOC activity was held outside the class. Hence, he was not bored with the class
situation.
In addition, the last item in this questionnaire is item 10: “Belajar berbicara
bahasa Inggris menggunakan metode melingkar sebaiknya banyak dipergunakan untuk
menambah kemampuan berbicara bahasa Inggris” (Learning to speak English using IOC
should be used more often to increase my speaking skill). The result from this item shows
that no students chose strongly disagree = 0%, 3 students chose disagree = 4.92%, 43
students chose agree = 70.49%, and last 15 students chose strongly agree = 24.59%. The
mean of the result is 3.20, which implies that most students agreed with the suggestion
that IOC teaching speaking strategy should often be used to enhance their speaking skill
in English class.
CONCLUSION
This study was to investigate students‟ attitude after being taught using IOC
teaching speaking strategy. The result shows that from affective aspect, most of students
agreed that they felt happy, and satisfied learning using IOC strategy. They enjoyed the
learning process because they could interact with other friends without feeling ashamed.
From the cognitive aspect, students also agreed with the ideas that IOC could encourage
them to participate in speaking English in class, that IOC strategy helped them to speak
English more easily, and also the strategy could enhance the interaction with their
friends. Furthermore, from the behavioral aspect, IOC strategy helped students to be
braver, it helped them speak English more fluently, and it helped them to share different
ideas or opinions to other friends more freely. Additionally, students also stated that this
strategy helped them understand English better as they enjoyed the atmosphere outside
the class and they helped each other in speaking English. In conclusion, students have
positive attitudes toward the use o IOC teaching speaking strategy to enhance their
speaking skill, seen from the three aspects above. These students even suggested that IOC
strategy be used quite often to help enhance their speaking skill.
Based on the findings, this study has implementation for both teachers and
students in using IOC teaching speaking strategy. Teachers could use the IOC strategy to
enhance students‟ speaking ability as one of the alternative ways in designing a fun
speaking activity. Similar to the practice in this study, teachers could do this strategy
outside the class to prevent students from getting bored because by doing so, students
could learn in a new situation that may increase their motivation to learn. For students, by
taking advantage of the IOC strategy seriously, they may have the opportunity to speak
English in class with friends personally and comfortably where it could enhance their
speaking ability.
In this study, there is the limitation to know students‟ attitude toward IOC
teaching speaking strategy where the writer only once taught using IOC in different
classes. Hence, it is noteworthy to conduct future studies to teach more than one time
using IOC. Instead of teaching in different classes using IOC strategy, is highly
recommended that in the future studies the teacher teach using IOC strategy for several
times in one class only to know more on students‟ attitudes after being taught several
times using IOC teaching speaking strategy.
ACKNOWLEDGEMENT
First of all, I would like to express my gratitude to my Lord Allah SWT who
always blesses me and gives me guidance and strength in this life. I would also like to
express my appreciation to my thesis supervisor, Gita Hastuti, M.A for patiently guiding
me throughout these semesters so that I could finish my thesis. Without her supervision,
this research would not have been completed. My deepest appreciation also goes to my
examiner, Frances Sinanu who was willing to make time for reading and giving very
helpful comments on my thesis so that my thesis could be finished. My sincere gratitude
also goes to my parents, Pudji Sularto & Henny Intiastuti and also my brother, Ivand
Brian Wardhana, for their support and prayers so that I could finish my thesis.
I am grateful for the guidance and support of all of lecturers in Faculty of
Language and Arts throughout these 4 years I study at there, and especially to my student
advisor, Martha Nandari, S.Pd, M.A. She had given me helpful suggestions throughout
these years of academic life. Very special thanks also goes to my friends Belinda Gita,
Maria Andya, Primadinar Sekar, Raissa Junita, Venda Vista, Windi Reska, Retriati
Prasetya and Ranitia Hartono who always supported me in doing my thesis.
REFERENCES
Asus, I. P., Mahrum, M., & Hastini. (2014). Improving speaking skill through information
GAP technique. E-Journak of English Language Teaching Society (ELTS), 2 (4), 114.
Febryanti, & Rossana, E. (2011). Teaching speaking of English as a foreign language:
Problems and solutions. Jurnal Bahasa, Sastra, dan Pembelajaranya, 1 (2), 1-16.
Felder, R. M., & Brent, R. (2007). A general overview of definitions and methods of
cooperative learning and a review of CL applications in chemistry. In Mabrouk (Ed).
Active Learning: Models from the Analytical Sciences, (pp.34-53). Washington, DC:
American Chemical Society.
Farzaneh, N. (2014). Students‟ attitude towards using cooperative learning for teaching
reading comprehension. Theory and Practice in Language Studies, 4 (2), 287-292.
Hamer, L. O., & O‟Keefe, R. D. (2013). Achieving change in students‟ attitudes toward
group projects by teaching group skills. Journal of Higher Education Theory and
Practice, 13 (2), 25-33.
Huq, M. T. (2014). Speaking in ELT pedagogy in the context of Bangladesh: An overview
of problems and recommendations. American Journal of Humanities and Social
Sciences, 2 (1), 70-75.
Irsyad, R. F., & Narius, D. (2013). Teaching speaking through retelling stories of cartoon
movies at junior high school. Journal of English Language Teaching, 2 (1), 296-201.
Khoiriyah, M. (2011). Improving students' speaking abillity through communication games.
(Unpublished bachelor thesis). Syarif Hidayatullah State Islamic University, Jakarta,
Indonesia.
Maulida, D., & Narius, D. (2013). Teaching speaking to junior high school students through
Inside-Outside Circle (IOC) strategy. Journal of English Language Teaching, 1 (2),
115-119.
Neyadi, O. S. (2007). The effects of using games to reinforce vocabulary learning. In K.
Gallagher & K. Bashir-Ali (eds.). Action Research and Initial Teacher Education
in the UAE (pp. 99-107). UAE: HCT Press.
Ramadhanti, A. (2013). Teaching speaking by using instructional conversation strategy for
tenth grade students of senior high school.
Jurnal Mahasiswa Bahasa Inggris
Genap 2012-2013, 2 (2), 1-7.
Siregar, N. R., Ernati, & Tavriyanti, L. (2014). Teaching speaking by using puppet play for
junior high school students. Ejournal Bunghatta, 3 (6), 1-10.
Susilawati, R. (2013). Teaching speaking through Inside/ Outside Circle strategy for junior
high school students. (Unpublished bachelor thesis). College of Teacher Training
and Education, West Sumatra, Indonesia.
Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication
pedagogy: Does working in teams make a different? Journal of the Scholarship of
Teaching and Learning, 10 (2), 78-89.
Tuan, L. T. (2012). Vocabulary recollection through games. Theory and Practice in
Language Studies, 2 (2), 257-264.
Tyani, S. A. (2014). A descriptive study on teaching vocabulary using game of
observation and memorization at the fourth year of SD N 2 Sendang Wonigiri.
(Unpublished bachelor thesis). School of Teacher Training and Education
Muhammadiyah University of Surakarta, Surakarta, Indonesia.
Wahyuni, D. S., Mukhaiyar, & Kusni. (2013). Improving students' speaking skill by using
Inside-Outside Circle technique (at English for teen level 5, LBPP LIA, Pekanbaru).
Journal English Language Teaching (ELT), 1 (2), 18-29.
Wahyuningsih, P. A. (2013). An analysis of speaking exercises/ activities of an English
textbook used in SDN Pakis 02 Beringin seen from communicative activities
proposed by Richards (2007). (Unpublished bachelor thesis). Universitas Kristen
Satya Wacana, Salatiga, , Indonesia
APPENDIX A
The questionnaire in Indonesian version
NO
PERNYATAAN
SS
1.
Saya merasa senang belajar berbahasa Inggris
menggunakan metode melingkar seperti tadi karena
menyenangkan.
2.
Saya merasa puas belajar berbahasa Inggris
menggunakan metode melingkar seperti tadi karena
dapat berkomunikasi dengan teman.
3.
Saya merasa tidak menikmati belajar berbahasa
Inggris menggunakan metode melingkar karena
malu berinteraksi dan berkomunikasi dengan teman
menggunakan bahasa Inggris .
4.
Menurut
membantu
saya,
metode
meningkatkan
melingkar
partisipasi
mampu
berbicara
bahasa Inggris di kelas.
5.
Menurut saya, metode melingkar membuat saya
lebih mudah berbicara bahasa Inggris karena hanya
berkomunikasi dengan seorang teman daripada
berbicara di depan kelas.
6.
Menurut saya, metode melingkar tidak dapat
meningkatkan hubungan yang baik dengan teman.
7.
Belajar berbicara bahasa Inggris menggunakan
metode melingkar membuat saya lebih berani
S
TS
STS
berbicara bahasa Inggris di kelas.
8.
Belajar berbicara bahasa Inggris menggunakan
metode melingkar meningkatkan kelancaran saya
berbicara bahasa Inggris.
9.
Belajar berbicara bahasa Inggris menggunakan
metode melingkar membuat saya dapat berbagi
pendapat yang berbeda dengan teman.
10.
Belajar berbicara bahasa Inggris menggunakan
metode melingkar sebaiknya banyak dipergunakan
untuk menambah kemampuan berbicata bahasa
Inggris.
Demikian kuisioner ini saya buat. Terima kasih atas partisipasi yang telah diberikan.
APPENDIX B
Below were the questions that were asked to do a focus group discussion. The
questions were in Indonesian considering the participants were still in junior high school
where it was easier for them to express their thoughts through their mother language.
1. Menurut adik-adik, aktifitas belajar mana yang paling menyenangkan? (In
your opinion, which activity was the most exciting?)
2. Mengapa menurut adik-adik aktifitas tersebut menyenangkan? (In your
opinion, why the activity was exciting?)
APPENDIX C
Below was the goal and teaching and learning process using IOC strategy based
on 2013 curriculum.
Goals
After following the teaching and learning process, students are expected to be able to:
1. Understand:
-
Social function from descriptive text
-
Generic structure from descriptive text.
-
Language features which are used from descriptive text.
2. - Make spoken descriptive text which is presented to other friends by noticing the
appropriate generic structure and language features.
Teaching and Learning Process
1. Pre - Teaching (10 minutes)
a.
Teacher greets students and checks students‟ attendance.
b.
Teacher tells about the lesson that they want to learn on that day.
2. Whilst Teaching (60 minutes)
Obserbing and Asking (10 minutes)
a.
Teacher plays a recording about descriptive text “My Cat” but before that
teacher distributes paper which is about jumbled words.
b.
Students listen a recording and fill in the jumbled words.
c.
With teacher‟s guidance, students discuss the correct answer based on the
recording.
Collecting Data (10 minutes)
d.
Teacher distributes paper which is an example from descriptive text “My
Lovely Family”, after that in pair, students answer the questions based on the
reading text.
e.
With teacher‟s guidance, students discuss the correct answers.
Associating (10 minutes)
f.
Teacher explains about the generic structure and language features from
descriptive text.
Communicating (30 minutes)
g.
Teacher asks students to make a big group which contains of 10 people.
h.
Teacher instructs students to make 2 circles (inside and outside) in one group.
Each of circles contains 5 students. Students should stand up and face each
other.
i.
Teacher explains about the activity that will be done. Students are asked to
describe their favorite thing, place, and lovely people in 3 minutes in turn, the
first students who describe are the outside circle students, after 3 minutes the
inside students describe. After the first 3 minutes, the inside circle students will
turn around once so that they will get another pair to talk. With different pair,
they do the same thing.
j.
The first 3 minutes, teacher asks students to describe their favorite thing. The
second three minutes, teacher asks students to describe people that they love.
The last three minutes, teacher asks students to describe the beautiful place that
they have ever visited.
3. Post - Teaching (10 minutes)
a.
The teacher reviews the lesson that has been learn on that day which is about
descriptive text to check students‟ understanding by drilling some questions to
the students.
b.
Teacher ends the class with prayer.
CIRCLE) TEACHING SPEAKING STRATEGY
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
SarjanaPendidikan
Avinda Kusuma Wardhani
112012067
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2016
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course
or accepted for the fulfillment of any degree or diploma in any university. To the best of
my knowledge and my belief, this contains no material previously published or written by
any other person except where due reference is made in the text.
Copyright@ 2016. Avinda Kusuma Wardhani and Gita Hastuti, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without the
permission of a least one of the copyright owners or the English Language Education
Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
Avinda Kusuma Wardhani:
INTRODUCTION
Currently, English as the international language boosts its existence across the
world. Since English becomes the globalization impact, people try to learn that language
to be able to communicate and compete internationally. For that particular reason, in
many non-English-speaking countries, English is placed as one of the foreign languages
that they should acquire. Subsequently, in those countries including in Indonesia, they
place English as one of the language subjects in the educational program. Hence, by
involving English as the foreign language subject, the students are expected to acquire
more of that language in order to compete internationally in the future.
Basically, there are four skills in English language learning; listening, speaking,
reading, and writing (Brumfit, 1984 in Labito, 2005). Relating to that, speaking takes an
important role since it is categorized as a productive skill, which requires a special
treatment (Huq, 2014). According to Irsyad and Narius (2013), we can express and
deliver our feeling and ideas directly to other people through speaking. Thereby, there is
one problem dealing with learning speaking skill that which is faced by some of the
students in Indonesia. They are not accustomed to communicate using English language
in their daily and even in English class.
According to my own experience in doing teaching practicum in SMP N 2
Salatiga, I found out some of my students in class were still afraid to speak in English.
Actually, according to Maulida and Narius (2013), there are some factors influencing
students‟ anxiety. Firstly, they are afraid to express ideas, thoughts, and opinion which is
commonly influenced by the fear of making mistakes in saying words and sentences.
Secondly, the students do not have a self-confidence to speak in front of the public.
Thirdly, the students have experienced a traumatic condition, such as being mocked.
Lastly, the students are lacking of vocabulary and grammar. Thus, based on those
factors, the role of teachers is the main factor that influences the students‟ fear of
speaking English in class. As the teacher, this role is very important to decide the
teaching and learning process in class. For that reason, the teacher should pay attention to
the teaching technique or strategy that is used to encourage the students to speak up
(Harmer, 2001 in Maulida & Narius, 2013). Hence, the use of Inside-Outside Circle
(IOC) strategy which is found by Kagan in 1994 is one of strategies that could be applied
in teaching speaking for junior high school students.
There was an experimental study which was accomplished by Dina Maulida and
Don Maurius in September 2013 about teaching speaking to junior high school students
using IOC strategy. The study was conducted in SMP N 1 X Koto Padang with 24
participants. In this experimental study, the researcher used IOC strategy to teach about
recount text with the purpose that all of the students could interact with each other by
asking and answering the questions about their holidays. The result of this study indicated
that most of the students were more confident and active in speaking English with their
friends using IOC strategy.
Inspired by Maulida and Marius‟s (2013) study, the current study was conducted
to investigate students‟ attitudes toward the IOC strategy with the guiding question:
“What attitudes do the students have after being taught using IOC teaching speaking
strategy?”
Subsequently, this study also has the significance that will be useful for the
teacher and students in the teaching and learning process. The teacher, as the main role
in designing a class activity can enhance students‟ ability to speak English by using this
strategy as one of the alternative ways to teach in a fun way. On the other hands, for the
students, the use of IOC strategy could be beneficial for them to enhance their speaking
ability by doing this activity seriously.
LITERATURE REVIEW
Speaking
According to Richards and Renandya (2002) in (Febryanti & Rossana, 2011),
speaking is one of the central aspects of communication, without which people cannot
interact and socialize with other people. By interacting and socializing with other people,
speaking has the function to express and deliver our feelings and ideas directly to other
people (Irsyad & Narius, 2013). For that reason, speaking can convey the message where
a speaker put their ideas into sentences and produce it in a proper speech in order to
affect a listener (Asus, Mahrum, & Hastini, 2014). Hence, in the four skills to acquire
English, speaking takes an important role since it is categorized as a productive skill,
which requires a special treatment (Huq, 2014). Speaking as a productive skill means that
a process of constructing meaning through language that involves producing, receiving
and processing information, Nunan (1999) in (Febryanti & Rossana, 2011). Then, a
special treatment means that to acquire the speaking skill one should pay attention to the
several components, such as; grammar, vocabulary, fluency and comprehension Brown
(2004) in (Ramadhanti, 2013) in order that the message can be conveyed effectively.
Student’s Attitude
According to Gajalakshmi (2013), students‟ attitude toward language learning
influences their behavior especially speaking in a foreign language. He also believed if
the students have positive attitude it may impact the success of language learning.
In language learning there are three aspects of attitudes that are proposed by
Ajzen (2005), they are:
1. Cognitive
: This aspect is about students‟ expressions of the beliefs and ideas
or opinions about an object that they receive.
2. Affective
: This aspect is related with students‟ feeling toward an object such
as, for „like‟ or „dislike‟, „with‟, and „against‟.
3. Behavioral : This aspect is about students‟ action or behavioral intentions
toward an object.
Students’ Anxiety to Speak English
In Indonesia English is a foreign language which means that people are still
unaccustomed to speak English in their daily life. Thereby, since English becomes the
international language, it is considered important for Indonesia to bring English in the
school curriculum program (Wahyuningsih, 2013). Notwithstanding, Indonesian junior
high school students do have some difficulties in acquiring speaking skill in regular
English classes. According to Maulida and Narius (2013), there are some factors which
influence students‟ anxiety to speak English in class: fear of making mistakes in
expressing ideas, thoughts, and opinion, lack of self confidence to speak in front of the
public, experience while using English in communication. Huq (2014) also added other
problems that might be experienced, such as lack of practice and opportunities to speak
English, limited vocabulary that they have, being conscious of grammar, and also lack of
training in environment.
The Role of Teacher in Teaching and Learning Speaking Process
Relating to some problems or factors that are experienced by the students in
speaking class, the role of teacher in teaching and learning process is very important.
According to Murcia (2001) in Siregar, Ernati, and Tavriyanti (2014), when teaching
speaking, a teacher needs to be particularly competent at designing activities in class and
motivating the students. Subsequently, the choice of class activities that are used by the
teacher, determines whether the teaching and learning speaking process would be
successful or not. Thus, the teacher also has the responsibility to motivate the students
which means by having a creative speaking activity, the teacher can enhance the students‟
motivation in speaking class. For that reason, teaching speaking must be an enjoyable and
fun activity that makes the students feel secure to speak up and express their feeling
freely to others (Siregar, Ernati, & Tavriyanti, 2014).
Inside-Outside Circle (IOC) Strategy
Among some of strategies that are used to teach speaking to the students, teacher
can use Inside-Outside Circle (IOC) teaching speaking strategy to make an enjoyable and
fun in teaching and learning process. IOC was introduced by Kagan (1994) who stated
that IOC is a cooperative learning strategy where the students are working in two groups.
Maulida and Narius (2013) believed, “IOC is designed for the students who normally
would not talk to interact with others, so that all of students in class can probably speak
English effectively” (p.115). Moreover, this technique places learners facing each other
in two concentric circles, one within the other. It will be more effective if it is done with
six or more students, half in each circle (Wahyuni, Mukhaiyar, & Kusni, 2013).
Erwin (2004) in Susilawati (2013) mentioned some procedures in doing IOC
strategy. Firstly, the students in class will be separated by two groups and by doing so,
they should count off one to two. Then, the students who count “one” should stand and
make a small circle and after they arrange the circle, they should turn around so that they
are facing out. Next, the students who count “two” should stand and make a circle outside
the first count. Then, after the circle is arranged, the teacher gives direction to the
students such as “shake hands with the person you are facing and say “Good morning!”.
Afterward, the teacher gives the students a question or problem to discuss and a time
parameter. For example, “for the next 2 minutes, please tell your partner about civil war”.
After the time to discuss is up, the teacher directs the students to shake hand again and
say, “Nice talking to you.” Then, the teacher directs one of the circles to move to the right
or left a certain number of people. For example: “Outer circle move three people to your
right. Please say “Hi to the people you walk past”. Lastly, the teacher gives them the
same question or problem, or asks them to discuss something different.
Related to the IOC definition mentioned earlier, IOC is the part of cooperative
learning where IOC is one of the strategies that can be used (Kagan, 1994). However,
cooperative learning is an approach to group work that minimizes the occurrence of those
unpleasant situations and maximizes the learning and satisfaction that result from
working on a high-performance team (Felder & Brent, 2007). Johnson & Johnson model
in Felder & Brent (2007) added that cooperative learning is an instruction that involves
students working in teams to achieve a common goal. From that statement, we can see
that cooperative learning emphasizes learning style in group with some considerations to
make a better result from the students if they learn using that style. (Tsay & Brady,
2010) declared that students who actively participated in group activities, exhibited
collaborative behaviors, provided constructive feedback and cooperated with their group
had a better chance of achieving higher test scores and course grades. From that we can
see that using cooperative learning can improve the students‟ test score because the
students understand better when they learn together with other friends.
Related Previous Study
Wahyuni, Mukhaiyar, and Kusni in July 2013 had done the research study about
improving students‟ speaking skill by using Inside-Otside Circle Technique. Their
research was conducted at LPBB LIA, Pekanbaru with 15 students of English for teen
level 5 as the participants. This research was aimed to investigate how far the students‟
speaking ability increased after being treated using IOC strategy, and also what factors
influenced the students‟ speaking ability. For the result, this research showed that the
average of students‟ speaking score increased becomes 3.0 from 2.7 after they learnt
using IOC strategy which was also influenced with some factors: low affective filter,
students‟ enthusiasm, and peer pressure.
In investigating attitudes, two research studies, among others, have been
conducted and will be reviewed here. The First is a study thatwas done by Farzaneh and
Nejadansari in 2014 entitled “Students‟ attitude toward using cooperative learning for
teaching reading comprehension”. This study was aimed to investigate students‟ attitudes
towards the use of cooperative language learning techniques for reading instruction using
a survey questionnaire. The result showed that the participants (52 intermediate English
Foreign Language/EFL students) supported the implementation of cooperative strategies
in teaching and learning comprehension. Then, the other research was done by Hamer
and O‟ Keefe in entitled “Achieving change in students‟ attitudes toward group projects
by teaching group skills”. The purpose of the study was to report the relevance and
importance of students‟ group skills during the time in which they were working on
group project by measuring students‟ attitude toward group project and used
questionnaire as the research instrument. For the result, this study demonstrated that
teacher could change students‟ perception of group work by integrating instruction about
group skills into group assignment.
THE STUDY
Method and Research Question
This study was both quantitative and qualitative descriptive study about students‟
attitudes toward IOC teaching speaking strategy. The purpose in using quantitative
method was to discern the survey in majority toward the statements. In addition,
qualitative method was also used to reveal the students‟ attitude after being taught using
IOC teaching strategy, which included such elements as: students‟ feeling, students‟
opinion, and students‟ behavior after being taught using this strategy based on their
personal answer using focus group discussion. For that reason, this research conducted
with one research question:
What attitudes do the students have after being taught using IOC teaching
speaking strategy?
Context of the Study
This aim of this research was to investigate students‟ attitudes after being taught
using IOC teaching speaking strategy. Moreover, this research was conducted at SMP
Negeri 2 Salatiga. The reason of choosing that school was because last semester the
writer had done teaching practicum there. Of that, the writer wanted to know more on the
students‟ condition in learning English. Overall, most of students in SMP Negeri 2
Salatiga were able to speak simple English in class, but some of them chose to be quiet
and did not participate to speak up during the class because they were afraid to make
mistakes. Therefore, the writer investigated students‟ attitude toward IOC strategy
especially to know their attitude after being taught using this strategy could make any
differences in enhancing their speaking ability.
Participants
The participants of this study were 8th grade students from SMP Negeri 2
Salatiga. In this study, the writer chose two different classes from Grade 8 in that school.
The classes that the writer chose were 8C and 8F. 8C were consisted of 31 students while
8F were 30 students. By that, the total participants in this study were 61 students.
Furthermore, the reason choosing those classes was because both two classes were taught
with the same teacher, so they got the same teaching treatment. Overall, the condition in
both classes was rather the same where some of students were able to speak simple
English, but they needed a particular teaching speaking strategy to encourage them to
speak up in class.
Data Collection Instruments
The main research instrument in here was questionnaire using Likert scale
(APPENDIX A). The questionnaire was distributed after the students had been taught
using IOC. The questionnaire contained only 10 items in Indonesian language since the
participants were still in the junior high school, so that it avoided misconception to
choose the appropriate answers from those statements.
Since there have not been yet the previous studies about students‟ attitude toward
IOC teaching speaking strategy, in this research the writer adapted some questionnaires
which discussed about students‟ attitude and changed the context with IOC strategy.
Here, the writer adapted some items of questionnaire which had been done by Farzaneh
and Dariush Nejadansari in 2014 and Hamer and O‟ Keefe in 2013. Additionally, the
writer constructed her own statement in Item 10 to know whether the students agreed or
not if the teacher used IOC to enhance their speaking skill more often. The questionnaire
was distributed after the students had been taught using IOC.
Another research instrument that wasused by the writer was focus group
discussion (APPENDIX B). In using focus group discussion, the writer aimed to
investigate students‟ responses in their own words after they had been taught using IOC
teaching speaking strategy. In doing a focus discussion, the writer used Indonesian
language because it was easier for the participants to express their thoughts and ideas
through their mother language.
Data Collection Procedures
Firstly, the writer conducted the teaching and learning process using IOC strategy
with the material about descriptive text (APPENDIX C) in two different classes of Grade
8 in different time. Nevertheless, the teaching and learning process using IOC was a little
different from Kagan‟s theory. Considering the lack of space in the classroom, the
teaching and learning process using IOCfor this study was conducted outside the class.
Moreover,instead of sitting on the chair like the theory stated, the participants were asked
to do the activity standing. After the teaching session, the writer distributed questionnaire
to the students to answer some statements related to IOC strategy that they experienced
before. After distributingquestionnaire, the writer conducted afocus group discussion
with random representatives from circle groups in every class to investigate more on their
personal responses relatedto their attitudes. In doing the focus group discussion, the
writer randomly chose ten representatives from each class, five students from the inner
circle and five other students from the outer circle. The focus group discussion with each
group was done at two different times.
DISCUSSION
This study was aimed to investigate students‟ attitudes after being taught using
IOC teaching speaking strategy in SMP N 2 Salatiga. In language learning, Ajzen (2005)
proposed three aspects of attitude: cognitive, affective, and behavioral. Cognitive aspect
indicates students‟ expressions of the beliefs and ideas or opinions about an object that
they receive. Affective aspect indicates students‟ feeling toward an object. Lastly,
behavioral aspect indicates students‟ action or behavioral intentions toward an object.
The questionnaire as the research instrument included all of those aspects where Likert
scale is used to examine students‟ attitudes, whether they agree or not with the given
statements with 4 represents Strongly Agree, 3 represents Agree, 2 represents Disagree ,
and 1 represents Strongly Disagree. Thereby, the tables below are separated into three
based on the attitude aspects group: Table 1 (students‟ feeling), Table 2 (students‟
cognition, and Table 3 (students‟ behavior).
Table 1.
Students’ feeling toward IOC teaching speaking strategy
Items
1
2
3
4
Means
1. I was happy learning English using IOC
because it was fun.
0
2
43
16
3.23
0%
3.23%
0
4
0%
6.56%
2. I felt satisfied learning English using
IOC because I could communicate with my
friends.
3. I did not enjoy learning English using 12
45
IOC because I was ashamed to interact and
12% 73.77%
communicate with my friends using
English.
70.49% 26.23%
35
22
3.34
57.38% 36.07%
4
0
6.56%
0.00%
1.87
Table 1 contains the summary result of the questionnaire regarding affective
aspects (students‟ feeling) of participants‟ attitude toward the IOC teaching speaking
strategy. Item 1 talked about students‟ happiness, then Item 2 talked about students‟
satisfaction, and Item 3 talked about students‟ enjoyment after being taught using IOC.
For the result on Table 1 shows that Item 2 has the highest means 3.34 compared with
Item 1 and 3. The mean implies that most of students agreed with the statement where
they felt satisfied because they could communicate using English well with their friends.
Furthermore on Table 1, Item 1 has the mean 3.23 which means that most of
students agreed with the statement where they feel happy learning to speak English using
IOC because it was fun.
In contrast, Item 3 has the lowest means compared with Item 1 and 2, which is
1.87. Item 3 actually was a negative statement: “I do not enjoy learning English using the
IOC strategy because I am ashamed to interact and communicate with my friends using
English.” Therefore the low mean indicates their disagreement with that statement, which
implies that they actually enjoyed learning English using the IOC strategy because they
did not feel ashamed to communicate with their friends in English. This question is also
counters statement of Item 1 and 2.
The focus group discussion result also confirmed this claim, “Saya dapat
berbicara Bahasa Inggris lebih berani karena saya berbicara hanya dengan seorang
teman, tidak berbicara di depan kelas” (I can speak English bravely because I only speak
personally to my friend, not in front of the class). In that case, some of students also
added, “Dengan metode melingkar, membuat siswa yang malu lebih percaya diri karena
mereka berbicara hanya kepada seorang teman” (IOC raises students‟ self esteem
because the students who are shy only can talk personally to one friend). Thus, from this
result approves that the strategy that used by the teacher could encourage students to
speak up (Harmer, 2001 in Maulida & Narius, 2013).
From those items, it can be inferred that the students felt happy and satisfied, and
they enjoyed learning English using the IOC strategy because they could communicate
with their friends in English without feeling ashamed. This result supports Siregar,
Ernati, & Tavriyanti (2014) who believed that teaching speaking must be enjoyable with
fun activities that make the students feel secure to speak up.
The next aspect of students‟ attitude in language learning is students‟ cognition or
students‟ expressions toward the beliefs or ideas. On Table 2, three items talks about
cognition aspects such as: the opinion that IOC helped students to enhance their
participation to speak, the opinion that IOC made them easily to speak, and the negative
statement about their opinion that IOC could not enhance their interaction with friends.
Table 2.
Students’ cognition toward IOC teaching speaking strategy
Items
1
2
3
4
Means
4. In my opinion, IOC could help me to
enhance participation to speak English in
class.
0
4
37
20
3.26
0%
6.56%
0
6
0%
8.84%
29
30
5. In my opinion, IOC made me speak
English
easily
because
I
only
communicated with friends personally
rather than spoke up in front of the class.
6. I think, IOC could not enhance a good
interaction with friends.
29% 49.18%
60.66% 32.79%
34
21
3.25
55.74% 34.43%
1
1
1.64%
1.64%
1.57
Table 2. summarizes the participants‟ opinion about the IOC strategy. For the
result, Item 4 has the highest mean compared with question Item 5 and 6. Item 4 has the
means 3.26 which indicates that the students agreed with the idea that IOC teaching
speaking strategy could enhance their participation to speak English in class. This result
actually supports the previous study which said that by using IOC teaching speaking,
most of the students are more confident and active to speak English to interact with their
friends (Maulida & Narius, 2013).
In addition, Item 5 has the means 3.25 which is similar to the mean of Item 4.
Hence, the result indicates that the students agreed with the idea that IOC teaching
speaking strategy could make the students speak English more easily because they speak
English only to one friend, and not to many friends in class.
In contrast, Item 6 has the lowest mean compared with Item 4 and 5, which is
1.57. Item 6 was a negative statement: “I think, IOC could not enhance a good interaction
with friends”. Therefore the low mean indicates their disagreement with that statement,
which implies that they think IOC could enhance a good interaction between other
students. The result from Item 6 is also strengthened by focus group discussion result
where some of students said, “Saya dapat berinteraksi dan berkomunikasi dengan mudah
kepada teman” (I can interact and communicate with friends easily). Thus, by interacting
and socializing with other people, speaking has the function to express and deliver our
feelings and ideas directly to other people (Irsyad & Narius, 2013). From that statement,
using this teaching speaking strategy, the purpose of speaking could be achieved where
the students could interact with another friend at a time easily.
. Subsequently, Table 3 contains the items about students‟ behavior, i.e. how IOC
strategy affects their behavior, as the next aspect of students‟ attitude in language
learning. Those items talk about: IOC made students braver to speak, IOC enhanced
students‟ fluency, IOC made students freely to share different ideas which are
represented below.
Table.3
Students’ behavior toward IOC teaching speaking strategy
Items
1
2
3
4
Means
7. Learning to speak English using IOC
made me braver to speak in class.
0
7
45
9
3.03
8. Learning to speak English using IOC
enhanced my fluency to speak English.
9. Learning to speak English useing IOC
made me freely to share different ideas with
friends.
0%
11.48% 73.77% 14.75%
0
3
0%
4.92%
0
1
0%
1.64%
48
10
3.11
78.69% 16.39%
38
22
3.33
62.30% 36.07%
Table 3. summarizes the students‟ behavior. Relating with the result, Item 9 has
the highest mean compared to Item 7 and 8 which indicates that most of students agreed
with the statement to that they could share different ideas or opinions with other friends
freely using this strategy. The focus group discussion was in line to this finding, in which
one participant said, “Saya dapat berbagi pendapat yang berbeda kepada teman secara
pribadi” (I can share different opinions freely with other friends personally). According
to Maulida and Narius (2013), there are some factors which influence students‟ anxiety to
speak English in class. Most of the students are afraid to express ideas, thoughts, and
opinions because they are afraid of making mistakes in saying words and sentences in
English. From the finding in Item 9, it can be inferred that IOC strategy could help reduce
the students‟ anxiety in speaking English.
Item 8 has the mean 3.11 which means that most of students supported the
statement that IOC could enhance their fluency to speak English. Furthermore, Item 7 the
mean 3.03 which means that most of students also agreed with the statement that IOC
strategy could make them braver to speak English in class. This result from Item 8 and 7
are also strengthened by focus group discussion result, in which some of the students
said, “Saya dapat berkomunikasi menggunakan bahasa Inggris dengan teman lebih
berani dan lancar” (I can communicate with their friend using English bravely and
fluently).
In addition to the result from the questionnaire that was filled in by the students,
as the additional research instrument to strengthen the result, the writer did a focus group
discussion to ten representatives of IOC groups in every class. The focus group
discussion asked their opinion about the IOC strategy after being taught using IOC
teaching speaking strategy. From focus group discussion, the writer got six different
results and three of them have been discussed above as they supported the findings in the
questionnaire, then the other three are as follows:
1. Using IOC teaching strategy, the students can understand more in learning
English.
2. Students can help each other to speak English.
3. Students feel more fun.
Firstly, one student said, “dengan strategi ini, saya lebih mudah memahami
Bahasa Inggris” (using IOC strategy he can understand more English more easily). This
statement implies that he felt that IOC was a right strategy to learn English easily
especially to enhance speaking skill. Next, another student said, “dengan strategi ini,
dapat saling membantu dengan teman saat berbicara bahasa Inggris” (using IOC, I can
help each other to speak English). In this point, the student explained more that when she
shared different opinions or ideas to her friend but she did not know some words in
English, she asked her friend those words in English. It can be implied that by using IOC
students did cooperative learning style where they worked in a team to accomplish a
common goal (Felder & Brent, 2007). As for the last opinion, one student said,
“pembelajaran dengan strategi melingkar lebih menyenangkan” (learning English with
IOC is more fun). In this point, the students added, by using IOC the teaching and
learning process was more fun because he could interact with other friends to speak
English, IOC activity was held outside the class. Hence, he was not bored with the class
situation.
In addition, the last item in this questionnaire is item 10: “Belajar berbicara
bahasa Inggris menggunakan metode melingkar sebaiknya banyak dipergunakan untuk
menambah kemampuan berbicara bahasa Inggris” (Learning to speak English using IOC
should be used more often to increase my speaking skill). The result from this item shows
that no students chose strongly disagree = 0%, 3 students chose disagree = 4.92%, 43
students chose agree = 70.49%, and last 15 students chose strongly agree = 24.59%. The
mean of the result is 3.20, which implies that most students agreed with the suggestion
that IOC teaching speaking strategy should often be used to enhance their speaking skill
in English class.
CONCLUSION
This study was to investigate students‟ attitude after being taught using IOC
teaching speaking strategy. The result shows that from affective aspect, most of students
agreed that they felt happy, and satisfied learning using IOC strategy. They enjoyed the
learning process because they could interact with other friends without feeling ashamed.
From the cognitive aspect, students also agreed with the ideas that IOC could encourage
them to participate in speaking English in class, that IOC strategy helped them to speak
English more easily, and also the strategy could enhance the interaction with their
friends. Furthermore, from the behavioral aspect, IOC strategy helped students to be
braver, it helped them speak English more fluently, and it helped them to share different
ideas or opinions to other friends more freely. Additionally, students also stated that this
strategy helped them understand English better as they enjoyed the atmosphere outside
the class and they helped each other in speaking English. In conclusion, students have
positive attitudes toward the use o IOC teaching speaking strategy to enhance their
speaking skill, seen from the three aspects above. These students even suggested that IOC
strategy be used quite often to help enhance their speaking skill.
Based on the findings, this study has implementation for both teachers and
students in using IOC teaching speaking strategy. Teachers could use the IOC strategy to
enhance students‟ speaking ability as one of the alternative ways in designing a fun
speaking activity. Similar to the practice in this study, teachers could do this strategy
outside the class to prevent students from getting bored because by doing so, students
could learn in a new situation that may increase their motivation to learn. For students, by
taking advantage of the IOC strategy seriously, they may have the opportunity to speak
English in class with friends personally and comfortably where it could enhance their
speaking ability.
In this study, there is the limitation to know students‟ attitude toward IOC
teaching speaking strategy where the writer only once taught using IOC in different
classes. Hence, it is noteworthy to conduct future studies to teach more than one time
using IOC. Instead of teaching in different classes using IOC strategy, is highly
recommended that in the future studies the teacher teach using IOC strategy for several
times in one class only to know more on students‟ attitudes after being taught several
times using IOC teaching speaking strategy.
ACKNOWLEDGEMENT
First of all, I would like to express my gratitude to my Lord Allah SWT who
always blesses me and gives me guidance and strength in this life. I would also like to
express my appreciation to my thesis supervisor, Gita Hastuti, M.A for patiently guiding
me throughout these semesters so that I could finish my thesis. Without her supervision,
this research would not have been completed. My deepest appreciation also goes to my
examiner, Frances Sinanu who was willing to make time for reading and giving very
helpful comments on my thesis so that my thesis could be finished. My sincere gratitude
also goes to my parents, Pudji Sularto & Henny Intiastuti and also my brother, Ivand
Brian Wardhana, for their support and prayers so that I could finish my thesis.
I am grateful for the guidance and support of all of lecturers in Faculty of
Language and Arts throughout these 4 years I study at there, and especially to my student
advisor, Martha Nandari, S.Pd, M.A. She had given me helpful suggestions throughout
these years of academic life. Very special thanks also goes to my friends Belinda Gita,
Maria Andya, Primadinar Sekar, Raissa Junita, Venda Vista, Windi Reska, Retriati
Prasetya and Ranitia Hartono who always supported me in doing my thesis.
REFERENCES
Asus, I. P., Mahrum, M., & Hastini. (2014). Improving speaking skill through information
GAP technique. E-Journak of English Language Teaching Society (ELTS), 2 (4), 114.
Febryanti, & Rossana, E. (2011). Teaching speaking of English as a foreign language:
Problems and solutions. Jurnal Bahasa, Sastra, dan Pembelajaranya, 1 (2), 1-16.
Felder, R. M., & Brent, R. (2007). A general overview of definitions and methods of
cooperative learning and a review of CL applications in chemistry. In Mabrouk (Ed).
Active Learning: Models from the Analytical Sciences, (pp.34-53). Washington, DC:
American Chemical Society.
Farzaneh, N. (2014). Students‟ attitude towards using cooperative learning for teaching
reading comprehension. Theory and Practice in Language Studies, 4 (2), 287-292.
Hamer, L. O., & O‟Keefe, R. D. (2013). Achieving change in students‟ attitudes toward
group projects by teaching group skills. Journal of Higher Education Theory and
Practice, 13 (2), 25-33.
Huq, M. T. (2014). Speaking in ELT pedagogy in the context of Bangladesh: An overview
of problems and recommendations. American Journal of Humanities and Social
Sciences, 2 (1), 70-75.
Irsyad, R. F., & Narius, D. (2013). Teaching speaking through retelling stories of cartoon
movies at junior high school. Journal of English Language Teaching, 2 (1), 296-201.
Khoiriyah, M. (2011). Improving students' speaking abillity through communication games.
(Unpublished bachelor thesis). Syarif Hidayatullah State Islamic University, Jakarta,
Indonesia.
Maulida, D., & Narius, D. (2013). Teaching speaking to junior high school students through
Inside-Outside Circle (IOC) strategy. Journal of English Language Teaching, 1 (2),
115-119.
Neyadi, O. S. (2007). The effects of using games to reinforce vocabulary learning. In K.
Gallagher & K. Bashir-Ali (eds.). Action Research and Initial Teacher Education
in the UAE (pp. 99-107). UAE: HCT Press.
Ramadhanti, A. (2013). Teaching speaking by using instructional conversation strategy for
tenth grade students of senior high school.
Jurnal Mahasiswa Bahasa Inggris
Genap 2012-2013, 2 (2), 1-7.
Siregar, N. R., Ernati, & Tavriyanti, L. (2014). Teaching speaking by using puppet play for
junior high school students. Ejournal Bunghatta, 3 (6), 1-10.
Susilawati, R. (2013). Teaching speaking through Inside/ Outside Circle strategy for junior
high school students. (Unpublished bachelor thesis). College of Teacher Training
and Education, West Sumatra, Indonesia.
Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication
pedagogy: Does working in teams make a different? Journal of the Scholarship of
Teaching and Learning, 10 (2), 78-89.
Tuan, L. T. (2012). Vocabulary recollection through games. Theory and Practice in
Language Studies, 2 (2), 257-264.
Tyani, S. A. (2014). A descriptive study on teaching vocabulary using game of
observation and memorization at the fourth year of SD N 2 Sendang Wonigiri.
(Unpublished bachelor thesis). School of Teacher Training and Education
Muhammadiyah University of Surakarta, Surakarta, Indonesia.
Wahyuni, D. S., Mukhaiyar, & Kusni. (2013). Improving students' speaking skill by using
Inside-Outside Circle technique (at English for teen level 5, LBPP LIA, Pekanbaru).
Journal English Language Teaching (ELT), 1 (2), 18-29.
Wahyuningsih, P. A. (2013). An analysis of speaking exercises/ activities of an English
textbook used in SDN Pakis 02 Beringin seen from communicative activities
proposed by Richards (2007). (Unpublished bachelor thesis). Universitas Kristen
Satya Wacana, Salatiga, , Indonesia
APPENDIX A
The questionnaire in Indonesian version
NO
PERNYATAAN
SS
1.
Saya merasa senang belajar berbahasa Inggris
menggunakan metode melingkar seperti tadi karena
menyenangkan.
2.
Saya merasa puas belajar berbahasa Inggris
menggunakan metode melingkar seperti tadi karena
dapat berkomunikasi dengan teman.
3.
Saya merasa tidak menikmati belajar berbahasa
Inggris menggunakan metode melingkar karena
malu berinteraksi dan berkomunikasi dengan teman
menggunakan bahasa Inggris .
4.
Menurut
membantu
saya,
metode
meningkatkan
melingkar
partisipasi
mampu
berbicara
bahasa Inggris di kelas.
5.
Menurut saya, metode melingkar membuat saya
lebih mudah berbicara bahasa Inggris karena hanya
berkomunikasi dengan seorang teman daripada
berbicara di depan kelas.
6.
Menurut saya, metode melingkar tidak dapat
meningkatkan hubungan yang baik dengan teman.
7.
Belajar berbicara bahasa Inggris menggunakan
metode melingkar membuat saya lebih berani
S
TS
STS
berbicara bahasa Inggris di kelas.
8.
Belajar berbicara bahasa Inggris menggunakan
metode melingkar meningkatkan kelancaran saya
berbicara bahasa Inggris.
9.
Belajar berbicara bahasa Inggris menggunakan
metode melingkar membuat saya dapat berbagi
pendapat yang berbeda dengan teman.
10.
Belajar berbicara bahasa Inggris menggunakan
metode melingkar sebaiknya banyak dipergunakan
untuk menambah kemampuan berbicata bahasa
Inggris.
Demikian kuisioner ini saya buat. Terima kasih atas partisipasi yang telah diberikan.
APPENDIX B
Below were the questions that were asked to do a focus group discussion. The
questions were in Indonesian considering the participants were still in junior high school
where it was easier for them to express their thoughts through their mother language.
1. Menurut adik-adik, aktifitas belajar mana yang paling menyenangkan? (In
your opinion, which activity was the most exciting?)
2. Mengapa menurut adik-adik aktifitas tersebut menyenangkan? (In your
opinion, why the activity was exciting?)
APPENDIX C
Below was the goal and teaching and learning process using IOC strategy based
on 2013 curriculum.
Goals
After following the teaching and learning process, students are expected to be able to:
1. Understand:
-
Social function from descriptive text
-
Generic structure from descriptive text.
-
Language features which are used from descriptive text.
2. - Make spoken descriptive text which is presented to other friends by noticing the
appropriate generic structure and language features.
Teaching and Learning Process
1. Pre - Teaching (10 minutes)
a.
Teacher greets students and checks students‟ attendance.
b.
Teacher tells about the lesson that they want to learn on that day.
2. Whilst Teaching (60 minutes)
Obserbing and Asking (10 minutes)
a.
Teacher plays a recording about descriptive text “My Cat” but before that
teacher distributes paper which is about jumbled words.
b.
Students listen a recording and fill in the jumbled words.
c.
With teacher‟s guidance, students discuss the correct answer based on the
recording.
Collecting Data (10 minutes)
d.
Teacher distributes paper which is an example from descriptive text “My
Lovely Family”, after that in pair, students answer the questions based on the
reading text.
e.
With teacher‟s guidance, students discuss the correct answers.
Associating (10 minutes)
f.
Teacher explains about the generic structure and language features from
descriptive text.
Communicating (30 minutes)
g.
Teacher asks students to make a big group which contains of 10 people.
h.
Teacher instructs students to make 2 circles (inside and outside) in one group.
Each of circles contains 5 students. Students should stand up and face each
other.
i.
Teacher explains about the activity that will be done. Students are asked to
describe their favorite thing, place, and lovely people in 3 minutes in turn, the
first students who describe are the outside circle students, after 3 minutes the
inside students describe. After the first 3 minutes, the inside circle students will
turn around once so that they will get another pair to talk. With different pair,
they do the same thing.
j.
The first 3 minutes, teacher asks students to describe their favorite thing. The
second three minutes, teacher asks students to describe people that they love.
The last three minutes, teacher asks students to describe the beautiful place that
they have ever visited.
3. Post - Teaching (10 minutes)
a.
The teacher reviews the lesson that has been learn on that day which is about
descriptive text to check students‟ understanding by drilling some questions to
the students.
b.
Teacher ends the class with prayer.