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  • ENGAGING ENGLISH LEARNERS IN

    NEGOTIATED LANGUAGE LEARNING

    ISBN : 78-602-0826-16-5

  • i

    SILIWANGI INTERNATIONAL ENGLISH CONFERENCE PROCEEDINGS

    11 13 of November 2016 University of Siliwangi, Tasikmalaya

    Internal Reviewer:

    Rahmat Junjun M. Ramdani

    Fera Sulastri Asri Siti Fatimah

    Melisa Sri Neni Marlina

    Fuad Abdullah

    External Reviewer:

    Handoyo Puji Widodo

    Layout by:

    Rima Hermawati

    Cover Design by:

    Ally Muhammad Abduh

    ENGLISH EDUCATION DEPARTMENT UNSIL

  • ii

    SILIWANGI INTERNATIONAL ENGLISH CONFERENCE 2016

    ISBN:978-602-0826-16-5 Copyright ©2016 by English Education Department UNSIL All right reserved. No part of this publication may be produced, stored in a retrieval system, or trasmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of English Education Department, University of Siliwangi.

    Jl. Siliwangi No.24 Tasikmalaya, West Java, Indonesia Phone: (0265) 323532 [email protected]

    First Published, October 2016: English Education Department UNSIL Jl. Siliwangi No.24 Tasikmalaya, West Java, Indonesia Phone : (0265) 323532 Email : [email protected] Website : www.eng.unsil.ac.id

  • iii

    PREFACE

    Welcome to Siliwangi International English Conference (SIEC) 2016 organised by English Education Department, University of Siliwangi.

    A rapid move of globalization and a burgeoning impact of English as Lingua Franca

    (ELF) have potentially established and fostered the research issues in second (L2) and

    foreign (FL) language teaching and learning. However, a dearth of attention has been

    devoted to second language and foreign language listening and speaking viewed from

    the learners-centered lens. This notion becomes the point of departure for refining a

    language teaching and learning to be more innovative and creative. With this in mind,

    engaging English language learners in negotiated English language learning is the

    avenue to enlighten the language teachers, learners, researchers, material developers

    and policymakers in framing their capacities for betterment in a language teacher

    education.

    The current proceeding offers valuable information towards the aforementioned issues.

    In other words, the selected papers represent the cutting-edge developments,

    particularly in the realm of second and foreign language learning and teaching in

    multicultural contexts. Briefly stated, it envisages the readership in a wider interest of

    investigations, particularly in ESL and EFL settings. More specifically, it enables the pre-

    service and in-service teachers, teacher trainers and educators, professional

    development coordinators, administrators and researchers in exploring further about

    theories and practices in teaching and learning English.

    The publication of the SIEC Proceedings has taken a long process for a year involving

    conference planning, screening of presentation abstracts, and the preparation of the

    Conference Proceedings.

    We would like to express our gratitude to the fine work of our contributing presenters

    upon which the accomplishment of the SIEC 2016 Conference Proceedings depends.

    We applaud their considerable effort and thank each author for regarding our

    publication as a venue for sharing their insights.

    SIEC 2016 Committee

    November 2016

  • iv

    TABLE OF CONTENTS Page

    1. Aab Abdul Wahab Grammatical Cohesion in Academic Writing: A Discourse Analysis

    1

    2. Ahmad Zaki Mubarak The Curriculum 2013 design: English Teachers Voice and Its Impact Toward Teaching Professionalism

    12

    3. 3 Andang Saehu The Sketch of Teaching Speaking in Islamic Tertiary Level of Education

    27

    4. Ambar Pujiyatno Boosting speaking and listening comprehension through speech community based learning method

    33

    5. Ani Susanti Ali Tarmuji

    Free Application for ESL Writing Self-Learning

    36

    6. Anisa Mahendrawati Yessi Ismi Wulandari Henne Maslahah

    Creating Environment Engangement in Speaking Clasroom: A Practical Guide to Teach Students Telling Story

    40

    7. Anne Ratna S Efl Learners' Problems And Strategies In Taking Part As Newscaster In Efl Speaking Class

    45

    8. Aung si thu Developing autonomous learning materials of structure and written expression of TOEFL preparation

    49

    9. Baiq Suprapti Handini The influence of Film Media Through Listening Learning Outcomes And The Interest In Learning English As A Moderation Variable at Yogyakarta University of Technology

    57

    10. Chusni Hadiati Listening Proftfolio

    61

    11. Dewi Agustina The Use of Mind Mapping Technique in Teaching Speaking

    67

    12. Didih Faridah Improving Supra Segmental Features Of Pronunciation Through Oral Peer Feedback (A Classroom Action Research At The First

    71

  • v

    Grade Students Of English Department Of Galuh University Ciamis In The Academic Year 2013/2014)

    13. Didik Tri Wahyudi Diki Riswandi

    Using English Movie to Improve Listening Skill at high School Level

    77

    14. Dina Fitriana Agung Farid Agustian Diana Oktavia

    Listening Instruction in EFL College Classroom (Research in Listening Subjects in College Level)

    82

    15. Edwina Fauzia Interpersonal Relation Analysis Among Debaters in World Schools Debating Championship

    87

    16. Eka Wilany Oral Corrective Feedback in Speaking Class

    93

    17. Eti Nurhayati Encouraging Students to Speak English in Secondary Schoolp

    97

    18. Fikri Asih Wigati Writing a Research Proposal

    100

    19. Hiqma Nur Agustina Film as the Medium of Increasing Students 105

    20. Jihan Zahra Nebula How an Asimilator Learns Listening Speaking through Video Clips

    108

    21. Lukman Arif Rahman The Use of Movie in Teaching Speaking for Young Learners

    112

    22. M. Adib Nazri The Effectiveness of Teams-Games-Tournament to Teach Speaking Viewed from

    -esteem (An Experimental Study at the Tenth Graders of SMK Batik 1 Surakarta in the Academic Year of 2012/2013)

    119

    23. Meike Imelda The Effectiveness of the Think Pair Share Strategies In The Teaching of Speaking Ability to Highly and Lowly Motivated Students in the Tenth Graders of State Senior High School 2 Indramayu

    122

    24. M. Izwan Furkon Tri Puji Lestari

    Engaging Discussion Technique In Improving Skill (A Case Study

    Conducted At English Educational Program,

    137

  • vi

    Private University, Ciamis)

    25. M. Yunus Henri Agus Prasetyo

    Comparing Galery Walk and Dice Technique in Teaching Speaking at Vocational High School

    143

    26. Nia pujiawati Yousef Bani Ahmad

    The Feedback Provision in

    Speaking Class

    151

    27. Noni Agustina Ratnawati Susanto

    Designing Listening Learning Media Using Adobe Flash

    154

    28. Nunung Nurhayati Teaching Listening in Rangkasbitung

    160

    29. Nur Aflahatun Collaborative Writing and Direct Instruction

    Intelligence in Writing Descriptive Text

    163

    30. Nurti Rahayu Rina Suprina

    Need Analysis of Sue of English Travel Agencies in Jakarta

    169

    31. Reza Resdyantika Andi Rustandi

    Illocutionary acts found in twilight movie: contextual analysis of meaningful communication

    179

    32. Rima Hermawati and Asri Siti Fatimah

    Through Digital Story Telling: How And Why?

    183

    33. Riyatno The use of Whatsapp Group on Teaching Speaking

    189

    34. Setia Muljanto Teaching Practicum as Field Experience Program Implementation in order to Improve The self Efficacy of Prospective Student-Teacher

    196

    35. Slamet Wahyudi Yulianto

    The Use of Critical Pedagogy Principles in Assisting Students in Think Critically in an EFL Reading Class

    207

    36. Syamdianita Chris Asanti

    Dialogue Reading Activity for Under Graduate Efl Students: Students Perceived Reading Skill Development and Reading Activities

    214

    37. Tuti Purwanti Error Analysis on aking 218

  • vii

    38. 8 Veronika unun pratiwi Dekrit Feryson

    The Importance of Circle Games In Teaching Speaking At The Primary School

    228

    39. Wahyu Trimastuti The Effectiveness of Inquiry Based Teaching in Teaching Vocabulary

    236

    40. Winda avionita The -Sanders Democratic Candidates Debate

    248

    41. Wini Fitrina Sofyan Using Performance-based Assessment in Guessing- Pictures In Teaching Speaking Skill

    253

    42. Woro Kusmaryani Nofvia Devega Firima Zona Tanjung

    by Using International Phonetic Alphabet Transcript

    257

    43.

    Yayu Heryatun

    Understanding Speaking Anxiety in EFL Classroom

    262

    44. Yulia Agustina

    The effetiveness of Two Stay Two Stray Technique in Teaching Speaking at the Eigth Graders of Mts. Nw Darul Muttaqien Perian in the Academic Years 2014-2015

    267

  • 228

    THE IMPLICATION OF CIRCLE GAMES IN TEACHING SPEAKING AT THE

    PRIMARY SCHOOL

    Veronika Unun Pratiwi 1), Dekrit Ferryson2)

    [email protected]@gmail.com

    FKIP, Universitas Veteran Bangun Nusantara Sukoharjo Jln. Letjend Sujono Humardani No. 1 Jombor Sukoharjo

    ABSTRACT

    Speaking is an important skill in learning English. Speaking can help students to understand the conversation, especially to understand the language function so the students can express their idea by using this games. Many students get difficulty to arrange the word to say the English word orally. The teachers get the same problem to teach speaking, especially for teacher who teaches in state school. It made the teacher tries to get solution to solve this problem. The objective of this study is to describe the implementation of the circle games technique as the aim to make the students understand how to speak. The researcher chose circle games as the technique to help students understanding to speak, and also help the teachers to apply the new technique in teaching speaking for young learners. In this case the researcher chooses circle games, the reason why the researcher used Circle games in focusing in teaching speaking, because this game is easy to apply at the primary school, in this chance the researcher focus on describing things. This research used qualitative research, the subject of this research is the fifth grade students at the Primary school.The procedure of the research was observation, interview the teacher and the students and documentation. The technique of analysis the data are done frequently by collecting the various data, and do it continuously until the data saturated.The researcher asks the informant/the source in order to get the right explanation related the information that is connected with the research. The researcher also collects the observation, interview, and the documentation. Even though the data are needed to describe, to be focused and then to be selected. By applying the circle games, the students speaking ability looks succeed, by using this games, the students become fun, enjoyable, and they more focus and interested in teaching learning activities. The students also have a self confidence in sharing their ideas through speaking in front of the classroom. The result of the research suggests that this research can be applied in other school, and it is hoped, the teacher has a good idea using an interesting and challenging technique in teaching learning English. Keywords : teaching, speaking, circle games

    INTRODUCTION

    Language is a mean of communication, people have to communicate using language. English is one of the important language in the world, cause English is an International language. By using a good language people can keep in touch with other people. Sriyono in Ika (2015:1) stated that :

  • 229

    Language is used for communication. Language allows people to say things to each other and express their communicative needs. Language is the cement of society, allow people to live, work and play together, to tell the truth but also to tell a lie.

    Most people used English to communicate with other people from other country. English is our means of communication. English also a part of language that is taught in our country, start from kindergarten to University level.

    One of the most important skills in teaching English is speaking. The fifth grades students have difficulties in speaking. Based on the problem, the researcher would conduct the research in this school, because after doing the observation the researcher found that the students have low interesting and focus I teaching learning speaking. By seeing this fact, the researcher used circle games to apply in teaching speaking. This games makes the students happy and more active. They got the opportunities to speak in front of the class.

    Based on the background of this study the researcher formulates the problem as follow : Can Circle games make the teaching speaking interest?

    The objective of this study is to describe the use of circle games in teaching speaking.

    LITERATURE REVIEW

    Definition of Speaking

    Smith( 2001) said that speaking is the action of expressing oneself in speech or giving speeches. Speaking is the way to deliver something through word orally. Speaking can be assessed based on the fluency and accuracy. Students can speak fluently if they can master grammar, vocabulary and pronunciation well.

    Byrne (1998:8), stated that oral communication or speaking is a process between speaker and listener and involves the productive and receptive skill of understanding. It is clear that speaking is a part of daily life that happens between two people that are speaker and listener that necessary productive and understanding each other.

    Teaching Speaking

    Baker ad Westrup in Ika (2013:8) offered three phases in teaching speaking, as follow :

    Presentation Phase

    Teacher should be more active than their students. Teacher gives the questions to dig the students knowledge and what the students know. Teacher asks the students to guess the meaning of the words in a grammatical structure.

    Practice Phase

    Teacher gives support and ensure to the students that they can speak accurately. When the students understand the meaning and use language and how it should be pronounced. The students should practice correctly.

  • 230

    Production Phase

    Students should be able to to use the language appropriately and accurately. Teacher should be organized the students activities, so the students can work in group like a discussion. So it will be more interesting if the students can speak in the class.

    Fauziati (2005:18-29) also described the techniques of classroom activities in teaching speaking, one of them is games. Games can create a relaxed atmosphere in teaching and learning process especially learning speaking. There are many kinds of games that can be used by teacher as a media of teaching speaking.

    Teaching Young Learners

    Fauziati in Ika (2005:12) stated that Children have many characteristics, one of them is they like playing, they talk about here and now, and they understand and retain the meaning better when they have seen more object associated with them. Children also like playing that make them happy, they also have a natural musical taste that playing when the children take seriously. Moreover, the implication of language teaching is that games are effective ways for teaching language and the children can play games during learn things while playing.

    Circle Games

    Teaching English to young learners usually effective if the teacher used an interesting media. Games is an interesting media that make the students feel fun and interested. There are many kinds of games, but in this research, the researcher chose circle games because there are lyrics of song or music instrumental in circle games that used to accompany the students when they draw or doing teaching learning activities in their classroom. Music can make the students more focus and enjoying the teaching learning process.

    The procedure of circle games are the first the researcher helps the teacher to prepare the media such as music instrumental or children songs, a paper and a pencil. The teacher makes a circle or group that consists 3 to 4 students and gives them a topic that is determined by the teacher.

    After a few minute, the teacher stops the music,and students stop drawing. The students give their drawing to the other students in one group. The teacher plays the music again and the next students continue to draw. The teacher stops the music again until the next students finishing the draw. Then the fourth students describes the picture. He or she has to describe the picture in front of the class.

    Based on the procedure of the circle games, all of the students have a opportunity to speak in front of the class. They have a self confidence to speak in front of their friends. This games can make the students feel fun, focus, and they have some opportunities to express everything on their mind like their ideas and passion.

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    RESEARCH METHODOLOGY

    Research Design and Setting This research the researcher used descriptive qualitative. The aim is to describe the

    impliatication of circle games in teaching speaking. The subject of this research is the students of the fifth grade of Elementary school. This subject is considered as young learners in learning English for the second time for them to learn English. The place of the research is in SDN Jombor 01 Sukoharjo. Data and Data Source

    The data which are used in this research the language function about expressing something. And the source of the data is the English teacher in SDN Jombor 03 Bendosari Sukoharjo. The data were taken by some methods. Technique of Collecting Data

    To collect the data before and after the research, this research needs: 1. Interview. 2. Observation 3. Documentation

    The purpose this research to get the research of the data accurately. It is possible to

    collect the data, these data can be mixed from the three of them, they are; interview, observation, and documentation, and they are called triangulation.

    Interview conducted twice during research. The first conducted in pre research that given to the teacher and the students. The first interview applied to get information about the situation class when the teacher taught English in class and the difficulties of the students to master English lesson especially Speaking in speaking skill. The second interview was conducted after finishing implementation of game. The second interview was conducted to get information about the changing after and before. The researcher conducted observation during implementation of Circle Game media. The activities of students during implementing Game that were recorded by using check list observation. The data of observation will be analyzed during implementation and will be taken the conclusion. The third collecting data method was using documentation. The documentation method as picture and recording when interviewed the teacher and students. Instrument

    In qualitative design, the main point of this research is the researcher herself or the team. But in this research the main instruments are interview, observation, and it is done by checking list and documentation by taking the picture from the data.

    Data Validity Qualitative research also needs triangulation of the data. It is also to check credibility

    of the data. According to Susan Stainback in Sugiyono (2009:330) she stated the aim is not to determine the truth about some social phenomenon, rather the purpose of triangulation is to increase one’s misunderstanding of whatever is being investigated.

  • 232

    In this research the validity of the data is tested by using triangulation from the three methods which have got. The credibility of the data is done by using observation, extension, and making a positive response to the students in speaking.

    By using observation, extension, and making a positive response to the students in speaking, the researcher uses mehod triangulation. Analysis Data

    In qualitative research, the technique of analysis the data are done frequently by collecting the various data, and do it continuously until the data saturated. According to Miles and Huberman in Sugiyono (2010;91) he stated that “ aktivitas dalam analisis kualitatif dilakukan secara interaktif dan berlangsung secara terus menerus sampai tuntas, sehingga datanya sudah jenuh.” The researcher asks the informant/the source in order to get the right explanation related the information that is connected with the research. The researcher also collects the observation, interview, and the documentation. Even though the data are needed to describe, to be focused and then to be selected.

    The Figure of the Data Analysis

    RESEARCH FINDING AND DISCUSSION

    This research used Circle Game in teaching Speaking at the fifth grade at the primary school with implementation qualitative method specifically qualitative descriptive.

    This research was started by interviewing the teacher and students. In this research, the researchers conducted the result of the teacher and the student’s interview, observation, and also documentation in order to know the students’ Speaking knowledge and the researcher got information about the difficulties of the teacher when she was teaching English. The interview showed how students’ motivation was still low and students’ achievement in English specifically in speaking because many students still got difficulties in Speaking. The researcher got low score from the students. The researcher also got the result of the students’ interview that told about their difficulty in learning speaking, the students also felt bored when they got the English lesson. The researcher also got the data by observation the situation on the class when teaching learning English went on, and also from the documentation. Finishing observation, the

    Note of field’s data Data Reduction Data Display

    Conclusion/

    verification

  • 233

    researcher watched the teacher when she taught Speaking using games about asking and giving something. In this activity can be found the students’ motivation increased, it can be seen from the documentation. The Many students answered the teacher’s question, besides that the students wanted to go to the front of the class to play the game. Their expression looked happy and enthusiast. In this action the researcher taught using Game, the game is called Circle Game where played more than one student. Circle Game is a media which is interesting to be conducted because make students more cheerful and interested on English learning. Further, the researcher explained new materials about language function In this time many students wanted to get chance playing game in the front of the class. (Brown, 1995) says that teaching is a complex and controversial profession, and the literature of education is full of teaching models that present varied conceptualizations of the nature of teaching. He adds that teaching includes activities (techniques and exercises) rationally selected by the teacher to help students achieve learning object.

    Teaching is a complex, especially teaching students of elementary School as young learners because their characteristics are still childish and sometimes they made hectic situation. Teaching and learning process will be more interesting by learners if the teacher is able to teach the students by interesting media. Song and Game are interesting media. (Latorre and Baeza, 1975) mention that games have been long accepted in English language teaching because it can avoid students from stress in studying, from work that need high concentration and attention, and to remember things faster and better. It means that learning through game decreases the stress from lesson and makes the students enjoy the learning process. (e.g. board game, hangman, bingo, etc); it usually implies entertainment and relaxation. Games are activities that encourage the participants to compete with one or with more individuals. They have certain rules. (Celce and Murcia, ) say that game is an organized language activity that has a particular task and objective and a set of rules which involve an element of competition between players. Game is able to decrease the students’ bored and make students to get more confident in teaching Speaking.

    Based on the reality above, the team said that the learning activities can make the students more interesting to join the teaching learning English especially Speaking, these team also teach how to describe things. The team choose the fifth grade students, because they are considered have enough ability than fourth grade. The teacher taught speaking to the students, they imitate, and also repeat the words, they also listen the right spelling from the native speaker.

    According to the field note before doing the research, before the teaching learning speaking, the students’ ability in speaking are still low. After the process of teaching learning by using circle games, their speaking enhanced. Related with the teaching learning activities, games gave deep contribution in speaking. In other wise, if the teaching learning activities just explaining the material, that can make the students boring and the class becomes noisy, and the students do not interest to join the class, especially in teaching learning English.

    Based on the descriptive qualitative, by using games in teaching English, the students more interesting to learn English, they did not feel afraid or they consider that English is difficult but the students more active and more interest in teaching learning speaking, they feel happy, fun and enjoy joining the teaching learning English by using circle games.

    CONCLUSION

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    Based on the finding and discussion, team conclude that; this research about the Implication of Circle Games in teaching Speaking at the 5th grade students at Primary School, the result is the students more enthusiastic and interest in joining the teaching learning speaking.

    By using games, the teaching learning English become easy for the English teacher, the students’ achievement can be improved, and the students motivation can be positively enhance. The delivering material is easier than just explanation. Besides teaching learning using songs make the students more interest, get fun, and enjoy in learning English. The choosing circle games appropriately can influence the best score in learning speaking. Besides games, the team also gave some songs to make the teaching learning exciting. It can be concluded that Song and game media is effective conducted at primary school, but in this case song just to entertain the students, the researcher and the teacher hope that song can make the class situation becomes enjoyable.

    ACKNOWLEDGEMENT

    We want to say thank you for the ones who participate in doing this research, and also for our students in Veteran Bangun Nusantara University.

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