Jurnal DEDIKASI id/dedikasi THE EFFECTIVENESS OF INTERACTIVE LANGUAGE TEACHING IN IMPROVING STUDENTAoS SPEAKING SKILL Ferlya Elyza1.
Ayu Rahmi 2 Program Studi Pendidikan Bahasa Inggris.
Fakultas KIP.
Universitas Abulyatama Jl.
Blang Bintang Lama Km 8,5 Lampoh Keude Aceh Besar, email: ferlyail@yahoo.
Program Studi Pendidikan Bahasa Inggris.
Fakultas KIP.
Universitas Abulyatama Jl.
Blang Bintang Lama Km 8,5 Lampoh Keude Aceh Besar Abstract: Interaction is one of the important activities in language teaching learning process.
The teacher needs approach and technique that can make the students creative, interactive and more enthusiastic in speaking classroom.
One of the interactive techniques is a small group work.
Therefore, the researcher adapted small group work technique.
The purposes of the study are to find out the problems faced by the students in speaking and to find out that teaching speaking by using small group will be effective in solving the problems faced by students.
The method which was used in this study was quantitative experimental research.
The population of this study at the first grade students of SMAN 1 Krueng Barona Jaya.
The researcher used random sample.
The researcher took two classes, those are XIA3 and X-IA2.
The number of sample of this research are 14 students for each class.
Class X-IA3 was experimental class and class X-IA2 was as control class.
The data was analyzed by using statistical The problems that are generally faced by students in speaking skill are their inability in expressing their idea and afraid of making mistake.
The result shows that interactive language teaching by using small group work is very effective in improving studentAos speaking skill .
It is based on the result of t-score which is higher than t-table.
The value of the t-table list found =2.
15 and t-score = 3.
means the hypothesis can be accepted.
It indicates that the first grade students of SMA 1 Krueng Barona Jaya who are taught speaking by using small group work get higher score than the students who are taught without using small group work.
Based on the result of the study, the researcher suggests to use small group technique in teaching speaking because it can increase the students' achievement in speaking Keywords : Interactive language teaching.
Speaking skill and Small group work Language is an essential part for humanAos social structures and recursively act.
Speaking is a crucial There are many functions of part of language learning and teaching.
Teaching It is used to express feelings, meanings speaking has been undervalued for many years and also ideas by doing communication.
For those because English language teachers have continued reasons, the primary function of language is to to teach speaking just a repetition drills or allow interaction and communication.
It means memorization of dialogues.
In now days, teaching language is speaking should be taught communicatively and interpersonal relations and for performance social efficiently because the goal of teaching speaking is transactions between individual.
to improve studentsAo communicative skill.
Through vehicle for Speaking is one way to communicate with communicative, students can express themselves others who are present.
Although, people start to and learn how to follow the social and cultural speak when they were born, speaking is not a simple activity, because it is not only needs words and sounds.
Moreover, it is needs creativity.
Volume 1.
No.
Juli 2017 each communicative The studentsAo face many problems in learning Jurnal DEDIKASI id/dedikasi English though they learn from the elementary on the teacher as a source of knowledge and school, the first-grade of junior high school, senior direction in the classroom.
Actually, teachers high school and also university, they still cannot should have knowledge to create interactive speak English as well it must.
The problem may classroom, not only have knowledge of teaching occur because sometimes the students do not give The teachers have to give the opportunity their distribution for their speaking class.
It makes for the students to express their individually by the students difficult in reaching the goal of having them share their idea and opinion on a language teaching learning.
regular basis.
It means, teachers must apply There are many factors caused by these interesting technique and create the students to failures appear, some of the failures happen speak and give their contribution.
So, teacherAos and because of the technique that used in their speaking learnerAos class is not enjoyable and effective and both of characteristic of speaking classroom in which a students and teacher which cannot build a good particular technique is being used.
communication or interaction each other.
The A classroom discussion can be arranged by problem above shows that the process of teaching making group in a class.
In this technique, the and learning English does not support the students are grouped.
It is important to note that improvement of speaking skills.
group work in this research is small group work The teachers have to create a highly well-organized that a group at least three or fewer.
It is different with pair works that only consist of two that also environment in classroom, setting goals, planning known as simply group work.
According to Barker and structuring tasks, establishing the physical .
, small group work is three or more arrangement of the classroom, assigning students, people interacting face to face, with or without an selecting material and time.
Besides these roles, assigned leader in such a way that each person they have an important role that as a facilitator, influences, and is influenced by another people in teachers have to facilitate the students, they act as the group.
studentsAo parents.
So, the teacher cannot be Through interaction, students can increase satisfied with only one role.
They can play many their language store as they listen to or read roles in the course of teaching.
The teachers have a authentic linguistic materials or even the output of big role in teaching learning process.
their fellow students in discussion, skits, join These roles of teachers above show that problem-solving tasks, or dialogue journal.
When teachers must be able to implement the appropriate students convey their intention, absolutely they can technique and method, absolutely, when they express themselves to speak in the classroom.
choose the material, method and technique, they Finally, interaction is so important in language- have to know what the studentsAo need.
In fact, learning situations.
Due to this fact, the researcher some techniques in learning are totally depended interested in discussing more about the technique Volume 1.
No.
Juli 2017 Jurnal DEDIKASI id/dedikasi that can be used in speaking class of language two or more people which listener and speaker In this case, interactive language teaching reply to what they say to each other.
is focused.
The goal of someone who learns a language According to the background of the study, the is the ability to communicate with the native researcher conducted the research at SMAN 1 speaker of the target language or able to speak Krueng Barona Jaya.
The research was aimed to In fact learning English is not as easy as find out the problems faced by the students in the author said in their book, there are many factors speaking and to find out that teaching speaking by must be learned to be fluent in English, especially using small group work will be effective in solving in speaking.
To be fluent as well as the native the problems faced by students.
speaker of English is not the easy task for the The population of the study was the first We need a lot of exercises to reach that grade students of SMAN 1 Krueng Barona Jaya.
According to Harmer .
stated The researcher chossed two classes were X-IA3 AuSpeaking is an integrated skill, the learner of the and X-IA .
Class X-IA was as experimental class language need to know grammar, pronunciation, which consist of 20 students and class X-IA was and vocabulary in order to speak well or fluentlyAy.
as control class also have the same number of It means that when we speak we do not only students class X3.
The total number of students at produce the sounds but we have already owned the SMAN 1 Krueng Barona Jaya are 537 students.
other aspect of language such pronunciation, grammar, structure, and also vocabulary.
The LITERATURE REVIEW
SPEAKING SKILL
function of grammar to provide learner with the ability to arrange the thought, vocabulary helps the Language learning is supported by a series of speaker in expending their thought.
Meanwhile Those are listening, speaking, reading and pronunciation and intonation assist them to clarify Among these four skills, speaking has the expression.
important and significant role in language learning.
Communicative competence is not just Speaking is an activity of two or more people in consist of a set of rules for formulating sending and receiving information through oral grammatically correct sentences, but also a According to Frank .
knowledge when we speak, when we talk about stated AuOral communication as an activity with whom and where in what manner.
In order to involving two or more person whom participants speak, someone not only need the skill but also are both reader and speaker having to react to what need ability and the experience.
The explanation they hear and make their contribution at high shows that grammar ability does not guarantee to speedAy.
In other words, speaking is a process in have a good speaking ability.
which two speakers or interlocutors interchange Speaking also dealing with communicating the information.
Thus speaking is the activity of can be accomplished of a particular language.
Volume 1.
No.
Juli 2017 Jurnal DEDIKASI id/dedikasi Language can help the students to communicate their hesitation phenomena.
successfully with the people who speak in the Colloquial language.
We need to make sure same language.
Providing the great opportunity for that our students know about the meaning.
the speaker to acquire the elements of language Students must know about word, idioms, and process becomes the change for getting succeed phrases of colloquial and that they can enter in to communicative activity.
practice in producing these forms.
There are some factors that make speaking Rate of delivery.
Another salient characteristic difficult to acquire.
Some characteristics of spoken of fluency is rate of delivery.
One of teachersAo language can make oral performance easy as well tasks in teaching spoken English is to help as, but in some cases, it is difficult.
learners achieve an acceptable speed along Clustering.
Fluent speech is phrasal.
with other attributes of fluently.
of sentences, not word by word.
Learners can Stress, rhythm, and intonation.
This is the organize their output both cognitively and most important characteristic of English physically through such clustering.
pronunciation, as will be explained below.
Redundancy.
The speaker has an opportunity The stress-timed rhythm of spoken English to make meaning clearer through the and its intonation patterns convey important redundancy of language.
Learners can capitalize on this feature of spoken language.
Interaction.
Learning to produce waves of language in a vacuum Aewithout interlocutors reduced vowels, etc.
, all form special Aewould rob speaking skill of its richest problems in speaking.
Students who do not component: the creativity of conversational learn colloquial contractions can sometimes Reduced Contractions, develop a stilted, bookish quality of speaking Interactive Language Teaching that in turn stigmatizes them.
Performance variables.
One of advantages of spoken language is that the process of thinking as you speak allows you to manifest a certain number of performance hesitations.
Learners can learn how to pause and hesitate.
For example, in English our Authinking timeAy is not silent.
we insert certain AoAofillersAoAo such as ub, um, well, you know.
I mean, like, etc.
of the most salient differences between native and nonnative speakers of a language is in Interactive is adjective form of interaction.
Interaction is a situation when studentsAo attention is focused on conveying and receiving authentic .
hat information of interest to speaker and listener in a situation of important to bot.
Interaction involves not just expression of oneAos own ideas but comprehension of those of others.
One listens to one responds .
irectly or indirectl.
listen and respond.
The participants work out interpretations of meaning through this interaction.
Volume 1.
No.
Juli 2017 Jurnal DEDIKASI id/dedikasi which is always understood in a context, physical There are some techniques and models of or experiential, with nonverbal cues adding aspects teaching that can be addressed as interactive of meaning beyond the verbal.
All of those factors language teaching activities.
The most workable classroom interactive activities are presentation, listening to others, talking with pair work, discussion, debates and writing exercise.
others, negotiating meaning in shared context.
In this research, the researcher specifies to Form the very beginning of language study, discuss about technique of small group work that classrooms should be interactive.
Rivers puts it this involving discussion and presentation.
activities of small group work must be managed by The AuThrough interaction, students can increase the teacher to make the students easier to express their language store as they listen to or read their creativities and speak up in a good way of authentic linguistic material, or even the output of A good management of interaction will their fellow students in discussion, skits, joint help the student to interact and to share their ideas problem-solving task, or dialogue journals.
It also makes them speak naturally.
interaction, students can use all they possess of the Interactive activities give chance for the students to language Ae all they have learned or casually be more active and independent.
In this case, the absorbed Ae in real life exchangesAeven at an students can increase their mind to reach the idea to elementary stage, they learn in this way to exploit the elasticity of languageAy.
7:4-.
Small Group Work A classroom discussion can be arranged by Based on the explanation above, we can conclude that interactive language teaching is an approach of language teaching in creating interaction among teacher Ae student, student Ae student, and student Ae teacher interactively.
Interactive language teaching is more than a set of technique.
It must be cultivated relationships that encourage initiation of interactive activities from either side, because interaction is not just a matter of words.
Words express or camouflage the interactive intent.
Students need to participate in activities that engage their interest and intention, so that interaction becomes natural and desirable and words slip out, or pour out, to accompany it.
Volume 1.
No.
Juli 2017 making group in a class.
In this technique, the students are grouped.
It is important to note that group work in this research is small group work that a group at least three or fewer.
It is different with pair works that only consist of two that also known as simply group work.
According to Barker .
, small group work is three or more people interacting face to face, with or without an assigned leader in such a way that each person influences, and is influenced by another people in the group.
Small group work is essential to any classroom that is based on principle of interactive In addition.
Harris and Sherblom Jurnal DEDIKASI id/dedikasi .
defined a small group as a collection of at They least three and ordinarily fewer than twenty interdependence and interactivity, the number of individuals who are interdependent, influence one possible interactions among group members, and another over some period of time, share a common the possibility of synergy in the groupAos efforts and goal or purpose, assume specialized roles, have a sense of mutual belonging, maintain norms and Gunderson and Moore .
stated that standards for group membership, and engage in there are three ways to accomplish group selection:
interactive communication.
They also add that self-selection, random assignment, and criterion- small group is the transactional of using symbolic based selection.
In self-selection, students choose behavior to achieve shared meaning among group their own group members.
They may choose these members over a period of time.
There are three members at random or by design.
Random keys concept of the definition: transactional assignment is the teacher putting students into process, symbolic behavior, and shared meaning.
groups by some method of chance.
Criterion-based The first key that is stated by Harris and selection is when teacher administers some sort of Sherblom .
is the transactional process.
test or data collection tool and uses the result to the transactional process, communication is more assign students so than merely exchanging messages or transferring heterogeneous and roughly equal in overall ability.
information from one person to another.
Harris and TeacherAos role in a group work does not end Sherblom .
said that in small group until the activity is finished when he has decided communication, all group members are both which students should work together.
According to senders and receivers, simultaneously sending and Harmer .
, teacher has to control the receiving both verbal and nonverbal messages and small group activity.
before, during, and after it.
that groups are both no one cannot communicate.
The second key is the symbolic behavior.
Here, the meanings of both verbal and nonverbal communication exist in the symbolic significance, we attribute to the words and the nonverbal behaviors.
The last one is shared It is the essential goal of small group work and also ideal to end small group meetings with everyone arriving at a more-or-less shared understanding of the meaning of the ongoing Small group work has its own characteristic.
The characteristic defines small group.
Haris and Sherblom .
state that there are three
RESEARCH METHOD
In this study, the researcher wants to find out the effectiveness of small group work technique in improving students speaking skill, so that the researcher has to take the experimental teaching to prove this technique is successful or not.
The experimental teaching consists of experimental class and control class.
The researcher uses quantitative method.
In this research, there are two kinds of test, they are pre-test and post-test.
Here, the pre-test is used to see the studentsAo speaking ability before the Volume 1.
No.
Juli 2017 Jurnal DEDIKASI id/dedikasi treatment, and the post-test is used to see the SD2 = Oo67, 25 studentsAo speaking ability after the treatment.
Both SD2 = 8, 20 pre-test and post-test have different short story.
First, the researcher gives the pre-test in order to So, standard deviation of the posttest is 8, 20.
measure their basic competence in speaking ability.
From both calculations, the writer obtained t-score Then, the researcher teaches the first class as her by using the formula:
experiment class by using small group technique.
i 1 Oe i t-score = Next, the researcher teaches control class without Oo(SD.
(SD )2 n2 using small group work technique.
The last, the researcher gives post test to the students for the iOe72,14 i 62,86 Oo.
both classes RESULT AND DISCUSSION
9,28
Oo4,49 4,80 9,28 Oo9,29 9,28 Oo3,05 Experiment Class The writer calculated the standard deviation Ocx Ocx SD1 = Oo[ 1 ] Oe [ 1 ] t-score = 3, 04 Control Class The writer calculated the mean score of ]Oe[ ] SD1 = Oo[ pre-test and post-test of the control class by using SD1 = Oo4014, 29 Oe 3951,38 SD1 = Oo62, 91 the following formula:
I1 = Oc x1
SD 1 = 7, 93
So, standard deviation of the pretest is 7, 93
ycUI1 = I1 = 59, 64
I2 = Oc x2
I2 = 1010
So, mean score of the pre-test is 57, 04
X2 = 72, 14
Then, the writer calculated the standard So, mean score of the posttest is 72, 14 Then, the writer calculated the standard Oc x1 2 SD1 = Oo[ Oc x2 2 SD2 = Oo[ Oc x2 2 ]Oe[ SD2 = Oo[ ]Oe[ SD2 = Oo5271,43 Oe 5204,18 Volume 1.
No.
Juli 2017
Oc x1 2
]Oe[ ]Oe[ ] SD1 = Oo[ SD1 = Oo3601, 79 Oe 3556, 93
SD1 = Oo44, 86
SD 1 = 6, 70
Jurnal DEDIKASI id/dedikasi So, standard deviation of the pre-test is 6, 70 14 sample is 2, 15 at level significance 5% .
, .
So, t-score = 3, 04 is higher than table t = 2, 15.
Ocx
X2 = N 2
Here, itAos mean, the hypothesis can be accepted.
X2 = 14
means that, interactive language teaching by using I2 = 64, 64
small group technique can be effective to improve So, mean score of the post-test is 64, 64
studentAos speaking skill especially in retelling short
Then, the writer calculated the standard
CONCLUTION AND SUGGESTION
Oc x2 2 SD2 = Oo[ Oc x2 2 ]Oe[ Conclusion Result which has been presented in the SD2 = Oo[ ]Oe[ ] SD2 = Oo4230, 36 Oe 4178, 33 previous chapter, the researcher puts some conclusions as follows:
Interactive language teaching by using SD2 = Oo52, 03 small group work technique that is applied SD2 = 7, 21 in teaching speaking in experimental class So, standard deviation of the post-test is 7, 21.
could be an effective technique.
It is From the both calculations, the writer obtained t- proper to mention because the result of t- score by using the formula:
score indicates that there is a difference between experimental class and control Oo(SD.
(SD )2 n2 Oo.
3,21 3,71 Oo Oo6,92 Oo2,63 t Oe score = 1, 90 Based on the data above, the obtained t-score of experimental class is 3, 04 and of control class is 1, 90.
This indicated that there are significant different of pre-test and post-test in each technique.
The critical value of t for the degree of freedom of 3, 04 and of control class is 1, 90 and according to Arikunto .
7: .
the 59,64Oe64,64 The t-score of experimental class is i x1 Oe i t2-score = critical value of t for the degree of freedom of 14 sample is 2, 15 at level significance 5% .
, .
So, t-score of experimental class is higher than t-table and control class.
Interactive language teaching by using small group work could improve studentsAo speaking ability by doing interaction orally in the class.
The situation in the class was very enjoyable, the students freely communicated with each other and they were more enthusiastic when they Volume 1.
No.
Juli 2017 Jurnal DEDIKASI id/dedikasi joined the class.
REFERENCE