MINGLE
AS A COMMUNICATIVE MODEL FOR
TEACHING ENGLISH
SPEAKING SKILL
Author
Darmayenti
Bio-Data
Darmayenti is a Doctor of
Education degree from State of Padang University, Indonesia. She is an
English lecturer at Adab and Humaniora Faculty of State Institute for Islamic
Studies Imam Bonjol Padang (West
Sumatera Indonesia). She teaches English language teaching management and
English teaching techniques. Her researches focus on method of teaching English
as a foreign language at schools and colleges.
Abstract
This paper is a report of a research and
development project conducted in a speaking skill for the first-year students
of State Institute for Islamic Studies (IAIN) Imam Bonjol Padang in academic
year 2012/2013. Teaching models which were used by lecturers were inadequate to
gain teaching purposes and students’ need. Besides, the student-learning
process based standard of education (government low No 19 in 2005 of the
year and law Ministry of education No 41, in 2007 of year) such as,
re-orientation, exploration, elaboration and confirmation were not well
implemented. That is why; an adequate English teaching model of speaking skill
should be developed. The development of Mingle as a new model was conducted by
implementing the five of “ADDIE” model (analysis, design, development,
implementation, and evaluation). During the process of the research,
observation, questionnaire, and test were used to collect the data. The result
of the research can be described that teaching English speaking skill for
English subject mostly was not effective yet. Based on the result of this research, it has
been composed a Mingle model which is
appropriate to be used by the English lecturers in teaching speaking skill. So,
it would be helpful if English lecturers adopt the model to gain the quality of
learning process of English in speaking skill. The development of Mingle model includes preparation,
warming up, set the rule, act Mingle
model, presentation, review and discussion. There
is a significant difference in term of the students-learning outcome between
the students who learned by Mingle model and by traditional one or without
Mingle model.
As the conclusion, Mingle model is
more effective in teaching speaking at State Institute for Islamic Studies
(IAIN) Imam Bonjol Padang. The finding implies that the English lecturers have
to use Mingle model to enhance the
quality of teaching speaking skill on English subject at IAIN Imam Bonjol
Padang.
Key words:
Mingle Model, Speaking Skill
A. Background Information of Teaching
Speaking Skill at IAIN Imam Bonjol
Padang
English is as one of compulsory subjects which should be taken by
the students who are studied at the first and the second semesters at State
Institute for Islamic Studies (IAIN) Imam
Bonjol Padang. The
main objective of the instruction is to provide students with good performance
of English so that they are able to participate in various academic activities. Officially, the objective of teaching English is to
develop student’s English language skills in listening, speaking, reading and
writing. In addition, mastering English comprehensively will enable them to get
the job since that many factories and industries need their employees who
understand both spoken and written in English. Therefore, to make the students
are able to communicate both spoken and written in English fluently, they
should acquire the all four important language skills and other language
components such as grammar, vocabulary, pronunciation, etc. As well it is
expected that by acquiring those skills and components, the students can
express their ideas and thoughts as well as perform communication well in turn,
the aim of teaching can be obtained.
In General, however, in giving information or expressing the ideas
to other people, the students tend to use oral or spoken language, because it
is an easy way to communicate. In addition, to most people mastering the art of
speaking is the single most important aspect of learning a second language and
a success is measured in terms of the ability to carry out a conversation in
the language. It is also considered speaking as one of the most effective and
efficient forms of communication compared to other kinds communication since it
is less formal and also simple structure. Through speaking one can express his
ideas and thoughts better than other skills.
People also assume that one can communicate if he can speak in that
language well. Consequently, if one cannot speak English, he is assumed to be
unable to communicate in that language. It can be understood that is why
speaking skill cannot be ignored in teaching language. Thus, teaching speaking
has become increasingly important. It implies that teaching process should be
shifting form let’s talk about language to let’s do something with
language.
However, during observation in English classroom for these six
latest semesters, the average students have difficulty to say in English
because they have some problems which do not support them to speak correctly.
The first reason is lack of vocabulary. Students will be restricted to express
their ideas and then they will use code mixing. Secondly, students can not speak fluently because the students do
translation in the time they produce English. So, the effect is that they take
time to speak and their language adopts Bahasa Indonesia grammar-bahasa
Indonesia sounded. Thirdly, they have
problem on grammar. It sometimes makes them afraid to speak. For example, they
construct a complex sentence in Bahasa Indonesia to tell the idea and feeling,
but they do not know how to manage complex sentence in English. So then, they
will try to avoid the idea to speak. In other case, the students also have low
comprehension about what lecturers say that will be shown by the students’
responses. In addition, they are inhibition, which is they are often inhibited
about trying to say things in English in the classroom. They worry about making
mistakes, fearful of criticism or losing face or simply shy of attention their
speech attracts. Sometimes they complain that they cannot think of anything to
say. They seem to have no motivation to express themselves beyond the feeling
of guilty that they should speak, while other speaks very little or not at all.
Since they have no motivation, lack of support and peer pressure so, in
teaching speaking skills in the L2 classroom, it is not enough merely to
provide with opportunities to speak in English.
Teaching process which is conducted by lecturers is also as one of
factors effect the students’ competency on speaking at State Institute for
Islamic Studies (IAIN) Imam Bonjol Padang.
Lecturers mostly tend to use monotonous strategies and techniques in teaching
English. It means that teaching process is mostly focused on lecturing
(teacher-centered). They mostly teach grammar and apply discussion technique.
The students are divided into several groups which consist of 4 or 5 students.
Each group should do discussion every meeting. During teaching process, the
group discussion is mostly speaking. The rest of students are passive. So, the
students’ skill on speaking is not getting progress individually. The students
seldom do interaction in English. English teaching process tends to learn about
English rather learn how to use English. In addition, English lecturers also do
not assess speaking skill yet. They tend to assess the students on writing form
which handled on mid and semester test.
One of ways to develop students’ competency on
English well is through repairing teaching process gradually. English teaching speaking should pay more
attention on students individually in order to gain teaching purpose. Teaching
process should be handled warmly, joyfully, unthreatened, and challenging.
Therefore, lecturers should be able to create meaningful atmosphere, joyfully,
creative, dynamic and dialogic of education (National Low of Education No 20 in
2003 of year; Low of lecturer and teacher No 14 in 2005 of year and government
rule No 37 in 2009 of year).
In
order to improve students’ skill on speaking individually well, it is important
to develop new relevant model on students’ need and characteristics. In this
case, one of model which can be developed on speaking class is Mingle. Mingle which is proposed firstly by
Pollard and Hess is an activity or technique
in which the students stand up and circulate with one another, and talk to
people especially at a social event and various topics (talking cocktail party
style) (Pollard dan Hess, 1997:29). It comes as a set of 20 cards and each card has a unique question
designed specifically for the group. This technique is used mostly to
assess the students’ comprehension on the material has been discussed. Therefore,
this technique should be modified without changing the real name in order to
make it more effectively to improve students’ skill on speaking at Islamic Studies (IAIN) Imam
Bonjol Padang. Previous research result showed that Mingle is better
to improve students’ speaking skill not only for the students but also for the employees
(Eades Carol, 2001; Sue Mellor, 2005; Ryan Schreck, 2005; Darmayenti, 2011). This
paper presents Mingle model as an alternative model for teaching speaking skill
for English at Islamic Studies (IAIN) Imam
Bonjol Padang communicatively. Hopefully, this paper will give
some contribution to all English lecturers to use Mingle
model to enhance the quality of teaching speaking skill on English subject
at IAIN Imam Bonjol Padang.
B. Review of Literature
There are Mingle model and speaking skill concepts should be discussed
deeply on this paper.
1. Concept of Mingle
The term of Mingle means mix (Learner’s
Pocket Dictionary, 2000). Furthermore, if that
word related to people, mix can be defined as to come or to be together
socially. Based on that definition, it can be concluded that Mingle is an
activity in which the students work together for social purposes. In this case,
the students work in order to complete the task given by the teacher.
Mingle
activity was proposed firstly by Pollard and Hess in their book Zero Prep:
Ready to go Activities for Teachers. Pollard states that Mingle is “an activity or technique in which the students stand up and circulate
with one another, and talk to people especially at a social event and various
topics (talking cocktail party style) (1997:29)”. It
comes as a set of 20 cards. Each card has a unique question designed
specifically for the group. Mingle
is mostly used for reviewing the material has been studied. Mingle activities encourage interaction among
students using prompts on cards. Students are given the cards and they then
mingle with their classmates. They use information on their cards to form
questions, and in turn they answer queries from other students. As with all
classroom activities, there is a contrived aspect to it. In the real world
nobody walks around with a card with information printed on it as a way to help
them form questions. But the activity does serve an important purpose. It gets
students talking and forming sentences. It is repetitive and helps them
recognize patterns. Most important, they really enjoy the activity.
Mingle
which has been proposed by Pollard and Hess has two steps. They are act mingle
and do presentation. On the activity of
Mingle, the students do the following activities; (1) The students are
shared the card, (2) The students read the information in the card, (3) The
students do the conversation through moving and walking down, and (4) Teacher
controls and facilitates the students. On
the presentation, the students do the following activities; (1) the
students present the result of Mingle, (2) lecturer gives reward to the winner.
Pollard and Hess (1997:29) give the characteristics of this kind
of game. This game requires students to move around the class and talk to
one another in order to get the information to complete the task given by the
teacher. Huang
(1996: 1) comes to a conclusion that learning through games could encourage the
operation of certain psychological and intellectual factors which could
facilitate communication heightened self-esteem, motivation and spontaneity,
reinforcing learning, improving intonation and building confidence.
Mingle
is also famous for its term- Ice-breaker which help the new and the shy students to strike a conversation. The
collaborative activity helps in developing communication skills and team
building, help to break cultural barriers among students, lengthy icebreaker
activities help in promoting a sense of trust and friendship between the students.
In addition, Mingle activity is started by asking different student with the
same question and different responses learn through talk, activities are conducted by
moving and walking, use card as a media, use peer and small group of students,
base students centered, and lecturer is part of students, and fun. Mingle
activities include class questionnaires, matching activities (finding partner),
group dictations, and role-plays.
Dealing
with those explanations, there are many benefits to
using Mingle. First,
it builds a group.
People are naturally cautious about sharing with each other the first time a
group gets together, or when a group hasn't been together for a while, or when
new members join the group. So, to get the most out of a group's time together,
The Mingle will jump start the sharing process by getting people talking to
each other about things that matter. Second,
it increases
trust. The
Mingle gives people permission to share at a deeper level than they usually do.
Third, it meets
others. Talking one on one with the other people in the
room, especially the ones they don't know, or don't know well, helps people
connect into the group at a personal level. Fourth,
it encourages
participation. By the time the group has finished both parts of
the Mingle, "Asking the Questions" and "Sharing the
Answers," everyone will have talked with most of the other people and
probably have spoken in front of the whole group, so it's easier to do it
again. Fifth, it is fun. The Mingle
questions often provoke laughter and surprises. It provides a quick and easy
way to learn something new about each other, and let others know a bit more
about other people too. Sixth, it
sets the tone. As facilitators,
some of the most difficult moments are those first few when we can be faced
with reluctance, hesitation, crossed arms and blank faces, or worse. The Mingle
always shifts the atmosphere in the room to one of engagement, laughter and connection.
The students get information
through listening, looking at friends and reading as an input ability. They
move and walk around and speak to one another. This activity will develop
communicative competence. Communicative competence is the learners’ ability to
communicate effectively in a culturally significant setting (Hymes, 1972;
Widdowson, 1978; Savignon, 1983; Rubin, 1987; Wenden, 1991). Speaking to one
another develops the learners’ acquisition. The acquisition is the learners’
mastery of the language. It produces the learner’s fluency. The fluency is the
learners’ natural language without thinking of its structure and without
translating the language into her/his native language. Finally, the
comprehensible output is the learner’s natural spoken performance which is
understood by the listener.
It can be concluded that Mingle is as a
joyful and communicative teaching. It makes the shy students to
strike a conversation, the collaborative activity helps in developing
communication skills and team building, help to break cultural barriers among
students, lengthy icebreaker activities help in promoting a sense of trust and
friendship between the students (Harmer,
2001:45; 2003). Pollard and Hess (1997:21) add that
this excellent all the purpose communicative activity for big English classes.
It is effective because it just about a high level students participation. It
is also low inhibition level, encourage the students centered correction and
free the teacher to observe the students’ ability.
2.
Concept of Speaking Skill
Do to the nature of speaking, Widdowson (1978:54) states speaking
is an active productive skill and makes one use of oral production
communication through speaking is commonly performed face to face. Bygate
(1980:142) points out that speaking is often thought of as a popular form of
expression. It means that speaking can help one to express his ideas and
thought better than other skills. People also assume that one can communicate
well if he can speak in that language well. Consequently, if one cannot speak
English, he is assumed to be unable to communicate that language. Brown
(1994:24), Burns and Joyce (1997:26) also state that speaking is an interactive
process of constructing meaning that involves
producing, receiving and processing information Its form and meaning are
dependent on the context in which it occurs, including the participant
themselves, their collective experience, the physical environment and purpose of speaking.
Speaking requires that the learners not only know how to produce
specific points of the language such as grammar, pronunciation or vocabulary,
but also that they understand when, why and in what ways to produce the
language. Consequently, speaking is the key of information. In other words, to
most people mastering the art of speaking is the single most important aspect
of learning a second languages and success is measured in terms of the ability
to carry out a conversation in the language. Furthermore, Rigger in Murcia (1991:125)
states that language students are considered successful if they can communicate
effectively in their second or foreign language, whereas two decades ago the
accuracy of the language produced would most likely be the major criterion
contributing to the judgment of the students’ success or lack of success. It
can be understood that is why speaking skill cannot be ignored in language
teaching.
In addition, Finocchiaro and Bonomo (1978: 32) explain that there
are six important things to be considered in speaking skill. They are: (1)
decide what the learner wants to say; (2) select words that fall into pattern
they are going to use; (3) select words that fall into pattern conveying
meaning; (4) use the correct arrangements of the words; (4) make sure the appropriate
situation; and (5) place tongue and lips in certain position to produce sounds. Nolasco (1987:42) also elaborates the
characteristics of speaking of native speakers that is what actually they do
when they are speaking. He points out: (1) they share meaningful information,
(2) they take turn, (3) they use gestures and body language to emphasize and
they use stresses and intonation. In line with this, Farrant (1989:25) adds
that when one communicates, there are commands that message (what the speaker
wants to say) be put into suitable code, such as body language and gestures and transmitted by the sender
(the speaker) to the listener (
receiver) using appropriate media ( that is language).
It is clear that in communication especially speaking, message is
the most important thing to be considered by the speaker and listener. If the
speaker cannot convey his ideas or the listener cannot understand the ideas of
the speaker, there will be communication break down. It means that the listener
should try to hard to express his thought whatever ways he can use. On the
other hand, the listener also should try to do the same thing to understand the
ideas that the speaker wants him to. Harmer (2001:269) also adds that the
ability to speak fluently presupposes not only a knowledge of the language
features, but also the ability to process information and language on the spot.
This means that effective speakers need
to be able to process the language in their own head pull it into
coherence order so that it comes out forms that are not only comprehensible but
also convey the meaning that are intended.
Furthermore, according to
the ideas above, in order to convey the ideas, the speaker should not always
used word or verbal expression only, but
also other ways, such as gestures or body language and facial expressions.
Therefore, the speaker should not be frustrated because he does not enough
vocabularies to express what he wants.
3.
Teaching Speaking at
University Level
In every discipline and at every level of
instruction, speaking is central to the business of teaching and learning. Many
courses are defined in terms of speech-acts, either as lecturer courses or
discussions courses. The teaching reputations of many faculty members depend
largely on their speaking ability. For the students, too, effective speaking is
an important measure of academic success. Basically, there are three main levels in
English learning which are beginner, intermediate, and advance. Some of courses
will divide them into low and high, such as beginner low, beginner, beginner
high. The other categories are using pre and upper, for example
pre-intermediate and upper intermediate.
According to the need of speaking skill at
university level which students will do discussion, presentation, sharing
ideas, and persuasive speech, so the levels here categorized from intermediate
to advance level. Farell (1999)
describes each level as: (a) Intermediate
low – at the intermediate low level, the students can give general meanings
on familiar topics for basic everyday needs, students can make polite simple
exchanges. (b) Intermediate – at the intermediate level, students
can maintain simple conversation on a variety of familiar topics. Students can
perform routine tasks with relative comfort. (c) Intermediate High – at the intermediate high level, students are
able to function beyond students’ intermediate survival needs. Students can
star and continue conversation with
short utterances. Students can speak about most transactional needs and some
social situations. (d) Advanced Low –
at the advanced low level, the students can confidently, although with errors
converse at paragraph length in a variety of situations. These situations
involve routine social needs and transactions, current events, and more complex
work- related topics. (e) Advanced –
at the advanced level, students can function well in everyday life and work
situations in a second language environment, including situations with
complications. Students will be fairly comfortable in most social situations.
Students can handle most work information and factual content. Students can
narrate and describe at paragraph length using past, present, and future
tenses. (f) Advanced High – at the
advanced high level, most of the time students can effectively use complex
language and communicative strategies on general topics and also on familiar,
specific topics. Students can demonstrate a high level of fluency and precision
in syntax or vocabulary. Errors are only more evident when students are under
pressure. There is an emerging ability for students to convey and understand
sub the variations in meaning. Based on above categories, IAIN students mostly
are on intermediate low levels.
There
are three knowledge areas speaking which later as the reference in design
classroom interaction order to get the goal in teaching speaking (Brown and
Yule, 1983:25):
a.
Mechanics (pronunciation, grammar, and vocabulary): using the
right words in the right order with the correct pronunciation.
b.
Function (transaction and interaction): knowing when clarity of
message is essential (transaction information exchange) and when precise
understanding is not required (interaction/ relationship building).
c.
Social and cultural rules and norms (turn-taking), rule of speech,
length of pauses between speakers, relative roles of participant):
understanding how to take into account who is speaking to whom, in what
circumstances, about what, and for what reason.
The
implementation of this knowledge area of speaking is explained as communicative
competence. Hymes’ theory and Canale and Swain (1980:114) purpose that
communicative competence includes: grammatical competence (an umbrella concept
that includes increasing expertise in grammar (morphology, syntax), vocabulary,
and mechanics); discourse competence
(the rules of cohesion and coherence apply which aid in holding
the communication together in a meaningful way); sociolinguistic competence (knowing
what is expected socially and culturally by users of the target language) and;
strategic competence (the way learners manipulate language in order to meet
communicative goals).
The performance of speaking proficiency in communication can be
described by the indicator which suggested by (Hughes (1989:111), Cohen (1994;
226) accent, grammar, vocabulary, fluency and comprehension. Brown (2001: 421,
2010: 223) divides the indicator into: grammar, vocabulary, comprehension,
fluency and pronunciation. The writer
used Brown’s indicators are pronunciation, vocabulary, grammar, fluency and comprehension.
The rank of score is 1 to 5. The students are able to pronounce, have
professional vocabulary, have just two errors of grammar, smooth like native
speaker, and understand everything in both formal and informal colloquial
speech to be expected of an educated native speaker given the score 5. The
score 4 is given if the students are able to pronounce but not like native
speaker, few errors of grammar, adequate vocabulary, speech effortless, use a
little bit repetition. The score 3 is given for the students if they
mispronunciation, foreign errors with some pattern, choice of word sometimes
inaccurate, speech is frequently hesitant and jerky, and many considerable
repetition and paraphrase. The score 2 if the students have frequent errors and
very heavy accent, constant errors of grammar, limited vocabulary, speak is very slow, and
understand only slow. The score 1 is given for the students if they
pronunciation frequently unintelligible, grammar almost entirely in accurate
phrases, vocabulary inadequate, speech is so halting, and understand too little
for the simplest type of conversation
4.
Developing Mingle Model in
Teaching Speaking Skill at State Institute for Islamic Studies (IAIN) Imam Bonjol Padang
Mingle
which proposed by Pollard and Hess is modified into a new model in order to be
easy to apply it in teaching speaking skill for the students who use English as
a foreign language. It means that mingle
does not assess the students’ comprehension on the material which has been
studied before but to guide the students to start to speak in teaching process.
Mingle is designed to be a communicative model in teaching speaking skill in
order to explore students’ skill individually on speaking. Theoretically,
developing Mingle model is supported by philosophy and learning theory.
According to John Dewey in Arrend (1998:23) stated that learning can be done by
doing or learning by doing. And students are as social human. They need
interaction.
In
designing the teaching model, the activity should be started by doing need
assessment. Therefore, there are some criteria should be analyzed. Model should
(1) be oriented on students; (2) be based competence and style of learning, (3)
be based on system approach, (4) be empirically tested. Based on above concepts,
it can be understood that teaching model is a guidance for teachers or
lecturers in planning the teaching process in the classroom, includes
preparation, media, evaluation, and way to gain the aim of teaching.
Developing
of Mingle model follows form which proposed by Joice, Weil. According to Joice,
Weil dan Showers (1992:14), there are five important aspects in teaching model.
Those are (1) Syntax is the activity sequence or phases, (2) Social system is
the role of teacher or lecturer and students and types of rule are used, (3) principle
reaction is the way of teacher to response students’ comment (4) supporter
system, namely condition needed by model,
and (5) impact of instructional impact, namely result to reach by
teacher and students after following study.
In addition, in designing teaching, one thing should be considered the student
himself as a person who studies the lesson. It means that developing of a
teaching design should be understood that how the students study the material
easier than before (Sanjaya,
2008:67).
Based on the reviews study deeply on developing model,
this research used ADDIE model which developed by Molenda,
2003, Chuck Castagnolo, 2009). The reason to implement this model in developing Mingle model on
teaching speaking at IAIN cause that this model is simple and appropriate with
Borg and Gall’s idea. Borg
and Gall (1983: 775) proposed the process developing model which can be
followed, namely research and
information collecting, planning, develop preliminary form of product,
preliminary field testing, main product revision, main field testing,
operational product revision, operational field testing, final product
revision, and dissemination and implementation. If those procedures can be
followed well, it is assumed that it can produce a ready teaching model. In
applying this model, there are five steps should be followed. Those are analysis,
design, development, implementation, and evaluation.
First step is an analysis or preliminary study of the
problem. There are several activities can be conducted, namely analyze
students’ need on speaking skill, analyze material, and teaching process. On teaching process, the activity is focused on
preparation, teaching process- technique or method is used. Next is teaching evaluation. The second steps is designing outline of
model. This activity is focused on the preliminary activity and an old
model. Third is developing of model. Developing of this model is started
by implementation the old Mingle. After doing teaching speaking through the old
mingle, it can be concluded that the old Mingle should be modified into the
appropriate one. The modification of this model is written on the lesson plan.
Designing
of the model is implemented on various topics. This model systematically
includes standard competence, based competence, indicator of students’
progress, and purposes of teaching, material of teaching, Mingle model and
evaluation. Developing of Mingle model includes elaboration of procedures which
are used by the lecturers in teaching speaking. Before implementing this new
model, it is discussed with the expert of teaching English and implemented the
old one for several times. The result of implementation shows that this model
should be modified, especially on procedures in order to be applied well in
teaching speaking skill and improving students’ ability individually.
B.
Method
This
was a research and development (R and D) type. The writer adopted ADDIE model
to develop the Mingle model. There are
Analysis, Design, Development,
Implementation, Evaluation (Dick & Carey, 1996; Molenda,
2003; Wikipedia, 2007; Chuck Castagnolo, 2009). ADDIE model reflects a systematic
approach to develop teaching process. The new Mingle model was discussed with
the experts of teaching English through focus group discussion (FGD). The
research was conducted at the second semester of IAIN students in academic 2012/2013
year, from March to November 2013. The population of this research was all
students were studying English 2 and English lecturers. Cluster random sampling
was used to choose the sample of the students. The instruments of this research
are questionnaire, check list and speaking test. Responsive test which proposed
by Brown (2010:201) was used to test students speaking skill. Form of speaking
test was in question and answers (Finocchayro, 1983: 72; Brown, 2010:201). The
indicators were used to assess students’ speaking skill were pronunciation, vocabulary, grammar, fluency and
comprehension (Harris, 1969; Finocchayro, 1983; Brown, 2010).
Observation, questionnaire and interview were used to collect the data analyzed
by using statistics and computer Program SPSS Versi 12, 0.
C.
Findings and Discussion
Teaching process which is
being done at State Institute for Islamic Studies (IAIN) Imam Bonjol Padang showed that most lecturers focused their
teaching on grammar and reading skill. The students’ skills on English are
mostly assessed by using writing test which conducted on Midterm and final
test. Students’ speaking skill is still low. They have a little bit change to
speak in the classroom. They tend to keep silent during the lesson. Based on
the result of the research, it has been composed a Mingle model which is appropriate to be used by the English
lecturers in teaching speaking skill.
So, it would be helpful if
English lecturers adopt the model to gain the quality of learning process of
English in speaking skill. Warm and friendly of lecturers are created if there
is interaction between teachers and students (Prayitno, 2008).The development
of Mingle model includes preparation,
warming up, set the rule, act Mingle
model, presentation, review and discussion.
Mingle model is
relevance with students’ need and make the students are active (Burns, 1997,
Silberman, 2009: 31). The research result showed that teaching English can improve
students’ motivation, self-esteem fluency active in interaction. This research also supported by other
researchers (Kim, 1995; Uberman, 1998; Ersoz, 2000; and Tanh Huyen, 2003;
Wright, 2005).
Developing
Mingle model includes standard
competence, based competence, indicator of students’ progress, and purposes of
teaching, material of teaching at college level, Mingle model and evaluation.
On Mingle model, there are pre, main, and post activities. Pre activity
includes preparation. Main activities include orientation, exploration,
interpretation, re-creation or confirmation, post activity includes conclusion
and reflection.
In doing preparation, the lecturer does the following activities namely; the lecturer prepares the cards which has
information in it or copy a few examples that the students want to learn and
asking the students to sit at semi circle model. ) Setting
the seat in teaching process is conducted in order to make the students more
active and more joyfull (Silberman, 2009:35). On the Orientation activity is informing topic
to the students. In this case, the lecturer informs the topic and explains the
activities on Mingle model.
On the Exploration
activity includes warming up, set the rule, and act Mingle. Warming up is the key of elaboration of
Mingle model. Giving warming up is the best way to open the teaching process (Gerand, 1982). The activities include the lecturer gives examples
of expression which are used by the students, asks the students to follow the
expression, asks the students speak to one another, and each of students get a
change to speak.
Set the
rule is the
following activity which conducted by the lecturer. In order to do the activity
easily, it needs the clear rules which followed by the students. (Uberman, 1998:22; Silberman;
2009:35). This
activity includes informing the rules of Mingle includes way, time, and the way
to win the game. Next is the lecturer shares the card to the students and
divides the students into groups.
Mingle activity includes the lecturer shares the card to
the students, sets the time, asks the
students to study the information firstly, asks the students to perform in
group, asks the students to move around the class
while completing the list of questions, monitors students’ activities, and gives a
change for each of students and groups to do mingle. And the lecturer looks at
the students’ activities. The students repeat for several times on the same
expression. It causes the students are able to speak fluently (Harmer, 2001).
In presentation,
the lecturer gives a change to the winner to present it in front of the class.
The lecturer asks the rest of students to pay more attention on pronunciation,
grammar, fluency, vocabulary, and comprehension.
After finishing the activities, the lecturer discuss with the students about the
topic which has been studied. One of ways to confirm the students understanding
on the material is through discussion (Silberman,
2009). Next, the lecturer gives
reinforcement of the topic and the students get the conclusion of the topic.
The last activity of Mingle model is doing assessment on students’ speaking
ability. In this case, the way to assess
students’ speaking skill is role play. Role play is an activity to evaluate students’
speaking skill (Harmer,
2001 & Brown, 2010). The
students are given the card which has been written the instruction on it. The
students do role playing in pairs or in groups based on instruction.
These are the
procedures of Mingle model in teaching speaking skill.
|
No
|
Mingle Activities Procedures
|
Procedures
|
|
1.
|
Preparation
|
a.
The lecturer prepares the cards which has
information in it or copy a few examples that the students want to learn.
b.
Asking the students to sit at semi circle model
|
|
2.
|
Informing
topic
|
a.
The lecturer informs the topic to the students
b.
The lecturer explains the activities which are
applied by the students
|
|
3.
|
Warming
up
|
a. The lecturer give examples of
expression which are used by the students
b.The lecturer asks the students to follow the expression
c.
The
students speak to one another
|
|
4.
|
Set the Rule
|
a. The lecturer informs the rules of Mingle
b. The lecturer shares the card to the students
c.
The lecturer divides students into groups
|
|
5
|
Act Mingle model
|
a.
The lecturer shares the card to the students
b.
The lecturer sets the time
c.
The lecturer asks the students to perform in group
d.
The lecturer asks the students to speak and move around the
class while completing the list of questions.
e.
The lecturer monitors students’ activities
f.
The lecturer gives a change for each of students
and groups
|
|
6.
|
Presentation
|
a.
The lecturer gives a change
to the students to perfom in front of the class
|
|
7.
|
Review and discussion
|
a.
The lecturer and students
do discussion
b.
The lecturer gives
reinforcement toward the topic
|
The following is the scheme of
Mingle model which is been developed.
Mingle
Model
The result of developing
Mingle model can be seen as follow.
|
Standard
and based competence
|
|
Indicator of teaching (based competence)
|
|
Aims
of teaching (based on indicator)
|
|
State the material (based on purpose)
|
|
Act
Mingle Model
|
|
Preparation
|
|
1. The
lecturer prepares the cards which has information in it or copy a few
examples that the students want to learn.
2. Asking
the students to sit at semi circle model
|
|
Warming
up
|
|
a. The lecturer give
examples of expression which are used by the students
b.The lecturer asks the students to follow the
expression
c. The students speak to one another
d.Each of students get a change to speak
|
|
Set the Rule
|
|
1. The lecturer informs the rules of Mingle
2. The lecturer shares the card to the students
3. The lecturer divides
students into groups
|
|
Act
Mingle model
|
|
1. The
lecturer shares the card to the students
2. The
lecturer sets the time
3. The
lecturer asks the students to perform in group
4. The lecturer asks the students to speak and move around the class while
completing the list of questions.
5. The lecturer monitors students’ activities
6. The
lecturer gives a change for each of students and groups
|
|
Presentation
|
|
The lecturer gives a change for the students to
perfom in front of the class
|
|
Review
and discussion
|
|
1. The lecturer and students do discussion
|
|
Pre
Activites
|
|
Main
|
|
Post
|
|
Exploration
|
|
Re-creation/
Confirmation
|
|
Conclusion/
Reflection
|
|
The lecturer gives reinforcement toward the topic
|
|
Evaluation on students’
speaking skill
|
|
Follow-up
of evaluation
|
|
Orientation
|
|
1. The
lecturer informs the topic to the
students
2. The
lecturer explains the activities which are applied by the students
|
|
Informing
topic
|
|
Interpretation
|
Scheme 1. Mingle Model
D. The
Effect of Mingle Model on Students’ Speaking Skill
Teaching speaking through Mingle model is one
effective and interesting way that can be applied in English classrooms. It can
be seen from the students score below:
Table.1.1
Students’ score on speaking skill before and after giving treatment
|
No
|
Component
of evaluation
|
Indicator
|
Before
treatment
|
After
treatment
|
||
|
1.
|
Teaching speaking skill through
Mingle
|
Fluency
|
2,26
|
45,2%
|
3,83
|
76,60%
|
|
Vocabulary
|
2,22
|
44,4%
|
3,73
|
74,60%
|
||
|
Grammar
|
2,1
|
42,0%
|
3,68
|
73,60%
|
||
|
Pronunciation
|
2,20
|
44,0%
|
3,51
|
70,20%
|
||
|
Comprehension
|
2,14
|
42,8%
|
3,69
|
73,90%
|
||
|
Mean of score
|
2,18
|
43,6%
|
3,70
|
74,00%
|
||
The results of this research Mingle model require
all students' involvement and they promote friendly competition; therefore, it
is very important that students have a cooperative attitude. In addition, it is not only
for more fun, but also more importantly, for the useful practice and review of
language lessons, thus leading toward the goal of improving learners'
communicative competence.
Mingle model have
been shown to have advantages and effectiveness in learning speaking skill. First, mingle bring in relaxation and
fun for students. Second, Mingle
model usually involves friendly competition and they keep learners interested.
These create the motivation for learners of English to get involved and
participate actively in the learning activities. Third, Mingle bring real world context into the classroom, and
enhance students' use of English in a flexible, communicative way. Fourth, students’ speaking skill can be
better than before whether on their pronunciation, vocabulary, grammar,
fluency, and comprehension. It can be seen on the students’ score on speaking
test.
Students became more attentive and conscientious in class. They became
more enthusiastic about practicing speaking.
Conclusion
It
can be concluded that developing Mingle model is more effective to develop
students’ speaking skill at State Institute for Islamic Studies (IAIN) Imam
Bonjol Padang. Mingle model gives learning
opportunities individually to the students.
Environment of learning through Mingle model gives a relaxed, pleasant
learning atmosphere in the classrooms to the students. Warm and friendly of
lecturers are created if there is interaction between teachers and students. The
finding implies that the English lecturers have to use Mingle model to enhance the quality of teaching speaking skill on
English subject especially at IAIN Imam Bonjol Padang, West Sumatera. It is
suggested to English teachers and lecturers to use Mingle as an alternative
model to teach speaking skill.
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