MINGLE MODEL
FOR TEACHING ENGLISH SPEAKING SKILL FOR COLLEGE LEVEL
Authors
Darmayenti
Adab and Humaniora Faculty of State Institute for
Islamic Studies Imam Bonjol Padang
telp:+ 62-081270351248
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 Imam Bonjol
Padang in academic year 2012/2013. The problems were faced by the students during
speaking in English classroom deals with lack of vocabularies, mistakes on
grammar, fluency on speaking, and no motivation. Teaching models which were
used by lecturers were inadequate to gain teaching purposes and students’
need. That is why; an adequate English
teaching model of speaking skill should be developed. Mingle as a speaking
teaching technique proposed by Pollard and Hess was developed into a new model.
The development of model used ADDIE model. Observation, questionnaire, and test
were used to collect the data. The result of the research can be described that
a Mingle model has been composed which is appropriate to be used by the English
lecturers in teaching speaking skill. The development of Mingle model includes
preparation, warming up, set the rule, act Mingle model, presentation, review
and discussion. The implementation of model gives 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 to be used in teaching speaking by the lecturers. So,
it would be helpful if English lecturers adopt the model to gain the quality of
learning process of English in speaking skill. 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.
Introduction
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. 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.
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. 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 takes
much position to speak. 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).
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 (Brown,1994:24; Burns and Joyce, 1997:26). In order to improve
students’ skill on speaking individually well, it is important to develop a new
relevant model on students’ need and characteristics. One of model which can be
developed on speaking class is Mingle.
Mingle which is proposed firstly by
Pollard and Hess (1997) can be
modified into a new model for teaching speaking skill. Formerly, it 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 and 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.
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. 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, Mingle will
jump start the sharing process by getting people talking to each other about
things that matter. Second, it increases trust. 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.
Mingle 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. It
can be concluded that Mingle is as a joyful and communicative teaching.
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). 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.
Mingle which has been proposed by
Pollard and Hess just has two steps. Those 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. This technique is developed
into some steps which can be used easily by the students in doing speaking.
The previous
research results showed that Mingle was conducted not only for the students in
the classroom but also for the employees. The implementation of Mingle activity
showed that the students’ fluency and grammar on speaking can be improved (Eades
Carol, 2001; Mellor Sue, 2005; Darmayenti, 2011). However, all the researchers
just focused on using Mingle as the way to assess the students’ comprehension
on the material which has been studied through speaking activity. It means that
the activity was used to assess the students’ comprehension on grammar through
speaking skill.
Based on the background information of
teaching speaking at Institute for Islamic Studies Institute and concept
Mingle, this research is aimed at developing Mingle as a new model to be used
to teach speaking skill. 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 at
Islamic Studies (IAIN) Imam Bonjol Padang. It means that mingle does not only to assess
the students’ comprehension on the material which has been studied before but
also 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 learning theory. According to John Dewey in Arrend (1998:23) that
learning can be done by doing or learning by doing. The students are as social
human. They need interaction. In
addition, this research is also to find out the effect of Mingle model toward
students’ speaking skill. The significant of the research can give the
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. Method
This was a research and development (R and
D) type. The writer adopted ADDIE model to develop the Mingle model. There were
five ways to be conducted namely, Analysis, Design, Development, Implementation, Evaluation (Dick and Carey,
1996; Molenda, 2003 Chuck Castagnolo, 2009). ADDIE model reflects a systematic approach to
develop teaching process.
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.
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 (1980:14), 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).
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. Result and Discussion
Teaching process which was being conducted 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 was still low. They have a little bit change to speak in the classroom.
They tended 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 and active
in interaction. This research also
supported by other researchers (Kim, 1995; Uberman, 1998; Ersoz, 2000; and Tanh
Huyen, 2003; Wright, 1993).
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 joy full
(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
|
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
|
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
|
Figure 1. Mingle Model for
Teaching Speaking Skill
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 speaking 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 which has been shown above has advantages and effectiveness
in learning speaking skill. First, mingle
brings in relaxation and fun for students. Second,
Mingle model usually involves friendly competition and keeps learners
interested. These activities create the motivation for learners of English to
get involved and participate actively in the learning activities. Third, Mingle brings real world context
into the classroom, and enhances 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.
D. Conclusion and Recommendation
It can be
concluded that developing Mingle model has six procedures which can be applied
in teaching speaking for the students’. Those
are preparation,, warming up, set the rule, act mingle, presentation,
and review and discussion 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.
E.
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