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TEACHING SPEAKING USING TEA PARTY TECHNIQUE
Henny Uswatun Hasanah
(Dosen Jurusan Tarbiyah STAIN Pamekasan/henny_doank83@yahoo.co.id)
Abstract
Tea party is a technique that is suitable with classroom speaking performance.
Since, it forms students into two centeric circles or two lines that face each other,
then the teacher gives a question or a topic, the student discuss their answer or
ideas concerning to the question or the topic given with the students facing
them. After one minute, the outside circle or one line moves to the right side so
that students have new partners. Then the teacher pose a second question or
topic for them to discuss. Continue with five or move questions. This technique
can engage students to speak up as well as keep the students brave to share their
idea. Moreover, it lines students up in two lines facing each other. Pose a
question to the class, and have students facing each other in the lines discuss the
question or topic for a minute or two. Then move on to another question and
new partner in the line by having one line move to the right. This activity can
also be done in concentric circles, where one circle moves to the right when it is
time to get new partners.
Keywords:
Teaching Speaking, Tea Party Technique
A. Introduction
with various ways in order to avoid
Teaching is defined as showing
boredom.
or helping someone to learn how to do
The Teacher has important role
something, giving instruction, guiding in
in
the study of something, providing with
because the succesful of it depends on
knowledge, causing to know or to
how the teacher conduct the material to
1
teaching
and
learning
process
understand . It means that the teacher
the students, what strategies and what
helps the students to understand what
media that will be used by the teacher.
they have learned thus the teacher must
In addition, besides responsibility to
be creative because the teacher must
teach the students the teacher must give
attract their interest to study by involving
support and motivation to the students.
them in classroom activities and teach
Furthermore, before the teacher enters
to the classroom the teacher should
know what he or she will be taught and
1
Douglas Brown, Principles of
Language Learning and Teaching (USA:
Pearson Education, 2007), 8.
what should be done in the classroom,
OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
263
Therefore,
the
teacher
must
make
students in speaking skill. It can help
preparation or planning first in designing
students to enjoy the class, although,
2
the instruction .
speaking
is
sometimes
difficult
for
The students have to master four
students. In addition, using Tea Party
skills in English, they are; speaking,
technique makes students more active in
writing, listening and speaking. In every
the class. This technique is also a
school, many teachers applied kinds of
suitable technique that the teacher
teaching techniques for foreign language
applies
especially in teaching speaking. The
Because
teacher needs practice to increase their
students speak up by forming them into
students speaking skill. Speaking is
two centric outside and inside circles or
called by the most important aspect of
line students up in two lines facing each
learning a second language, because
other, they speak up for a minute. Then
when
language,
the outside line moves on to new
automatically she or he will be assumed
partners in the inside line by having one
that they master the language itself.
line move to the right and discuss their
people
do
spoken
in
teaching
it
forces
speaking
and
skill.
makes the
Speaking is one of the language
ideas with their new partner of inside
skill that has important in daily life
line. This activity can also be done in
because
students
concentric circles, where the outside
communicate and interact with each
circle moves to the right and inside circle
other. Speaking is so much a part of
move opposite to get new partner both
it
can
make
3
daily life that we take it for granted .
of circles sharing their ideas toward the
However, learning to speak involves
topic.
developing a number of complex skill
Tea Party technique is well-
and different types of knowledge about
appropriate with speaking skill. Since
how and when to communicate with
this technique places students to brave
each other. One of the way to increase
speaking and sharing their ideas through
students speaking skill by using a
fun and enjoyment activities namely they
technique called Tea Party Technique.
are formed into two circles that face
Tea Party technique is one of the
each other so that they are motivated to
techniques of cooperative learning that
share their ideas about the topic given.
the teacher can be used to motivate
This technique also provides fun and
interactive activities that can stimulate
2
Ibratul
Ummah,
The
Implementation of Lesson Plan in Teaching
Speaking at MAN 1 Pamekasan (STAIN
Pamekasan, 2015), 1.
3
Anne Burns, Focus on Speaking
(National Centre for English Language
Teaching
and
Research:
Macquarie
University, 1997), 2.
students to speak English up and share
their ideas. Therefore, Tea Party is an
advantageous
technique
used
speaking skill.
OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
264
in
B. Speaking
Professional
Development.
For
In general, speaking is one way
resources and professional development
where people acquire the language from
information on Kagan Structures. The
they were born. Speaking is the first
Kagan’s
mode
in
which
children
structures
of
Cooperative
4
acquire
Learning are
language. Children learn language by
listening to the speech around them and
1. Carousel Feedback
reproducing what they heard. So that,
Teams rotate from project to
speaking is one of the first made that
project to leave feedback. Setup:
children acquire language. Since they
Team
were a baby, the children were taught to
around the room. Each project has
speak a language.
feedback from attached.
spread
out
team
projects
From those definitions, speaking
Teams stand in front of their
is the ability to speak a foreign language.
assigned projects. Then teams rotate
The ability to speak a second or foreign
clockwise to the next project for a
language well is a very complex task if
specified time, teams discuss their
we try to understand the nature of what
reactions to the other team’s project,
appears to be involved. Here, people
with no writing. Student 1 records
have the ability to speak a foreign
feedback on feedback form. Students
language and they try to be involved.
are encouraged to include positive
Speaking is the most important
comments Teacher calls time. Teams
skill for our students because it can
rotate, observe, discuss, and give
make the students practice their skill in
feedback on next project. A new
speaking English and make the students
recorder is selected each round. After
increase
their
that teams continue until each team
performance when they speak real-world
rotates back to its own project, or until
situation and of course the teacher
Teacher calls time. Teams review the
needs to get our practice for interaction
feedback they received from the other
in the classroom. Beside that in daily
teams.
their
confidence
in
activity, people generally use speaking
2. Fan-And-Pick
as a means of communication. Although
Teammates play a card game
people cannot ignore the significance of
writing,
as
another
form
to respond to questions. Roles rotate
of
with each new question. Setup: Each
communication, speaking is still more
team receives a set of question cards.
popular to the people. Most of structures
Where the student 1 holds question
of Cooperative Learning are developed
by Dr. Spencer Kagan and those are
4
Spencer
Kagan,
Kagan
Cooperative Learning (Kagan Publishing,
2009), page 2.25-6.38
associated by Kagan Publishing and
OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
265
cards in a fan and says, “Pick a card,
then returned to stack to try again
any card!”. Student 2 picks a card,
later. When the Tutee wins all cards,
reads the question aloud, and allows
partners switch roles. When the new
five seconds of think time. Student 3
Tutee wins all her/his cards, partners
answers the question. Student 4
advance to Round 2. Then in round 2:
responds
for
Few Cues The process is repeated,
4
except the Tutor shows only the
checks and then either praises or
question on the front of each card,
tutors. For questions that have no
and asks the Tutee to answer from
right or wrong answer, Student 4
memory, and in the round 3: No Cues
does not check for correctness, but
the process is repeated, exept the
praises and then paraphrases the
Tutor quizzes Tutee on each question
thinking that went into the answer.
without
Students rotate roles, one person
flashcards.
to
right/wrong
the
answers,
answer:
Student
clockwise for each new round.
showing
the
Tutee
the
4. Inside Outside Circle
3. Flashcard Game
Students rotate in concentric
Partners procced through three
circles to face new partners for
rounds as they quiz each other with
sharing, quizzing, or problem solving.
flashcards, mastering the content to
Setup:
win cards. Setup: Students each have
questions, or provides a question
their own set of flashcards.
card for each student. Where the
circle in the class facing outward.
1: Maximum Cues The Tutor shows
Remaining students find and face
the question on the first card, reads
their partners (class now stands in
the question, and shows and reads
two concentric circles). Inside circle
the answer written on the back of the
student ask a question from their
card. The Tutor then turns the card
question card; outside circle students’
back over and again reads the
answer. Inside circle student praise or
question on the front of the card
coach. (Alternative: The teacher asks
asking the Tutee to answer from
Tutee
answers.
prepares
each pair moves to form one large
flashcards to the Tutor. In the round
The
teacher
students from pairs. One student from
In pairs, the Tutee gives his/her
memory.
The
a question and indicates inside or
If
outside student to answer to their
correct, Tutee wins the card back and
partner).
receives a surprising, delightful praise
Partners
switch
roles:
Outside circle students ask, listen,
from the Tutor. If wrong, the Tutor
then praise or coach. Partner trade
shows the Tutee the answer side of
question cards. Inside circle students
the card and coaches. The card is
rotate clockwise to a new partner.
OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
266
(The
teacher
may
call
rotation
6. Mix Pair Share
numbers: “Rotate Three Ahead.” The
The class “mixes” until the
class may do a “choral count” as they
teacher calls, “pair.” Students find a
rotate).
new partner to discuss or answer the
teacher’s question. Setup: Teacher
prepares questions to ask students.
5. Mix- Freeze Group
Students
The classroom is bursting with
mix
around
the
room. Teacher calls “pair.” Students
energy as students rapidly “Mix”
pair up with the person closest to
around the room, “Freeze” in their
them and give a high five. Students
tracks, and frantically “Group” to
who haven’t found a partner raise
avoid falling into the lost and found.
their
Setup: Students stand. An area of the
Teacher asks a question and gives
room is designated as the “ lost and
think time. Students share with their
found”. Where the students “mix”
partner using: Timed Pair Share and
around the room. Teacher calls, “
Rally Robin.
Freeze,” and student freeze. Teacher
7. Pair Compare
ask a question to which the answer is
Pairs
a number or which corresponds to a
ideas.
from California? Key: North = 2,
Teacher provides a question
South = 3, East = 4, West = 5)
that has multiple possible responses
Teacher calls, “ Show Me,” and
and provides think time. Rally Table:
with
Shoulder
fingers on their chests. Students
Robin
teacher. Can you name the planets in
Washington,
do
DC,
is
you
from
Table
Pairs Compare: pairs pai to Round
discuss a question provided by the
far
Rally
the other pair. Teacher calls time.
kneel down. Students in their groups
How
partners
answers. They “keep it a secret” from
group according to the number, and
order
of
team to create additional answer or
What direction is Washington, DC,
answer
list
another pair. Finally pairs work as a
planets are there in our solar system?
their
a
and compare their answers with
think time. (Examples: How many
show
generate
possible ideas or answers. Pairs pair
key with a number. Teacher gives
student
hands to find each other.
their
answers.
For
each
answer, the face partner in the other
think
pair adds the answer to that pair’s list,
Los
or checks it off if they already had it.
Angeles. Students not in groups go to
Team Challenge: As a team, students
the “Lost and Found.”
generate new answers, taking turns
within pairs recording answers on
their pair lists.
OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
267
8. Poem for Two Voice
student,
including
the
Showdown
Partners create and present a
Captain, write their answers. When
poem they recite using one voice, the
finished, teammates signal they’re
other voice, or both.
ready. The Showdown Captain calls,
The teacher assigns each pair
“Showdown.” Teammates show and
a poem topic. Partners work together
discuss their answer. The Showdown
to write their poem. Partners label
Captain leads the checking. If correct,
each line of their poem, A, B, or AB,
the
representing who will read each line.
teammates tutor, then celebrate. The
Pairs rehearse their poems. Pairs
person on the left of the Showdown
recite their poems to another pair or
Captain
to the class.
Captain for next round.
9. Round Robin & Rally Robin
Students
take
team
celebrates;
becomes
the
if
not,
Showdown
11. Spend-A-Buck
turns
To make a team decision,
responding orally. In Round Robin,
teammates use funny money and
students take turns in their teams. In
“spend a buck” to vote on their top
Rally Robin, partners take turns.
picks. The option with the most bucks
Teacher poses a problem to
is deemed the team decision. Setup:
which there are multiple possible
Each person needs 10 play dollars.
responses or solutions, and provides
Options to be voted on are each
think time. Students take turns stating
written on separate cards or slips of
responses or solution.
paper.
Alternative option cards are
10. Showdown
laid out on team tables. Students put
When the Showdown Captain
a dollar on each alternative. Students
calls, “Showdown!” teammates all
spend remaining dollars any way they
display their own answer. Teammates
want. Teams count the results to the
either celebrate or tutor and then
team decision.
celebrate. Setup: Teams each have a
set of question card stacked face
12. Stand Up- Hand Up- Pair Up
down in the center of the table.
The
teacher
selects
Students stand up, put their
one
hand up, and quickly find a partner
student on each team to be the
with whom to share or discuss.
Showdown Captain for the first round.
Teacher says, when I say go,
The Showdown Caption draws the
you will “stand up, hand up, and pair
top card, reads the question, and
up!” Teacher pauses, then says,”Go!”
provides think time. Working alone, all
Student stand up and keep one hand
OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
268
high in the air until they find the
closest
partner
who’s
not
15. Tea Party
a
It puts student speak up by
teammate.students do a “high five”
forming them into two centeric outside
and put their hands down. Teacher
and inside circles or line students up
may ask a question or give an
in two lines facing each other, they
assignment, and provides think time.
speak up for a minute. Then the
outside line move on to new partners
13. Talking Chips
in the inside line by having one line
Teammates
talking
move to the right and discuss their
chips in the center of the table to
ideas with their new partner of inside
make sure everyone contribute to the
line. This activity can also be done in
team discussion Setup: teams have
concentric circles, where the outside
talking chips (maximum two chips
circle moves to the right and inside
each other).
circle move opposite to get new
The
place
teacher
provides
a
partner both of circles sharing their
discussion topic and provides think
time.
Any
student
begins
ideas toward the topic.
the
discussion, placing one of his/her
C. Tea Party Technique
chips in the center of the table. Any
student
with
a
chip
1. Definition of Tea Party
continues
Tea
Party
is
one
of
discussion, using his/her chip. When
cooperative
techniques
that
the
all chips are used, teammates each
teacher can be used in speaking
collect their chips and continue the
skill to motivate students in speaking
discussion using their talking chips.
English. It places student into two
circles namely outside and inside
14. Timed Pair Share
circles that the students face each
In pairs, students share with a
other, then the outside circle move
partner for a predetermined time
on to the right postion finding new
while the partner listens. Then partner
partner in the inside circle to share
swith roles.
their ideas about topics given by the
The
teacher
announces
a
teacher. In addition, this teachnique
topic, states how long each student
places
the
students
from
two
will share, and provides think time. In
concentric circle or two lines facing
pairs, then Partner A shares Partner
each other. You ask a question ( on
B lintens. Partner B responds with a
any content) and students discuss
positive gambit. Partners switch roles.
the answer with the student facing
them. After one minute, the outside
circle or one line moves to the right
OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
269
so that students have new partners.
new partner in the line by having
Then pose a second question for
one line move to the right. This
them to discuss. Continue with five
activity
or more questions. For a little
concentric circles, where one circle
variation,
moves to the right when it is time to
student
can
write
through
this
“Tea
2. Steps
technique.
in
suitable
of
Implementing
Tea
There are some steps of Tea
be concluded that tea party is a
is
done
Party Technique
From those definitions, it can
that
be
Party”
5
technique
also
get new partners.6
questions on cards to review for a
test
can
Party technique that the teacher
with
classroom speaking performance.
implements in the classroom.
Since, it forms students into two
a. Teacher forms the students into
centeric circles or two lines that face
two circles, namely inside and
each other, then the teacher gives a
outside circle, the inside face out
question or a topic, the student
and the outside face in, or they
discuss
are formed into two lines that
their
answer
or
ideas
face each other.
concerning to the question or the
b. Teacher
topic given with the students facing
asks
question
or
presents a topic.
them. After one minute, the outside
circle or one line moves to the right
c. Students discuss the answer or
side so that students have new
share their idea with their partner
partners. Then the teacher pose a
facing them in the circle. This can
second question or topic for them to
be done freely or can be directed
discuss. Continue with five or move
by the teacher. For instance:
can
“People in the outside circle, you
engage students to speak up as well
have one minute to explain your
as keep the students brave to share
answer or your idea about the
their
lines
topic. If you are in the inside, you
students up in two lines facing each
may ask questions but not share
questions.
idea.
This
technique
Moreover,
it
your own ideas.”
other. Pose a question to the class,
and have students facing each other
d. After one minute, the outside
in the lines discuss the question
circle or one line moves to the
ortopic for a minute or two. Then
right so that students have new
move on to another question and
partners.
5
6
Cristina Niculescu, An Overview of
Cooperative
Learning
Strategies
and
Categories (Romania Partnership Lab,
2011), page 3
http://schsinstructionalcoach.weebly.com/co
operative-learning.html. Acessed on 2
January 2017
OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
270
e. Teacher
poses
a
second
4. The
question or new topic to discuss
Disadvantages
of
Tea
Party Technique
or share each other between the
Beside
partners in the circle.
this
technique
provides advantages, there are
f. These activities repeated until
several
disadvantages
four or more questions. The circle
implementing this technique as
rotates to the right and share
well, those are as follow:
their idea or their answer based
a. Need
on the topic posed.
much
more
time
implementing this technique.
b. The students still get difficulty to
3. The Advantages of Tea Party
speak
Technique
thoroughly
because they do not master
There
are
advantages
technique
English
of
in
Tea
the
some
some vocabularies as well as
Party
they cannot catch the idea of the
classroom
topic given.
speaking activity, they are as
c. The class may be noisy.
follow:
d. The teacher have to make the
a. Tea Party is a suitable technique
that
can
promote
students understand the steps of
student’s
tea party activity, and it will make
speaking skill.
the teacher uneasy.
b. Student have an opportunity to
e. The student have to listen to,
move and to talk with many
answer,
peers.
organized way, so that it can
c. Unlike with the other techniques
share
and move
in
make students confused.
which form students in pairs to
speak up, the pairing students in
D. Teaching
this technique are determined by
Speaking
Using
Tea
Party Technique
the movement of the circles or
One of some techniques in
lines.
cooperative learning is tea party. In
d. This structure is particularly good
tea party7, the students form two
for sharing, review, or closure.
concentric circles or two lines facing
e. As well as, the structure of this
eachother.
The
teacher
asks
a
technique can encourage the
question (on any content) and the
students to
students discuss the answer with their
be more active,
interactive, and more brave to
partners.
After
one
minute,
the
speak up.
outside circle or one line moves to the
right so that students have new
7
Colorado (2007),
OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
271
partners. Then the teacher poses a
may be preferable when students
Second question for them to discuss,
might efek anxious or left out or when
and it is continued with five or more
free movement may be too chaotic.
questions. For a little variation, cards
This structure is particularly good for
can be used in this technique.The tea
sharing, review, or closure. Then, for
party
interpersonal
technique
heterogeneous
refers
and
small
group
because
learning skills, it can be used for
students spend the majority of their
sharing ideas, careful listening, asing
time to sit and work together in
clarifying
groups consisting of students who
paraphrasing, and moving in an
have different levels of ability. Mixed
organized way. In this technique,
team
name
students form two circles, the inside
heterogeneous team. Tea party itself
circle faces out and the outside circle
applies
team
faces in. (If the classroom lacks floor
because student„s partner will always
space, two smaller concentric circles
change.
will work.) In mad hatter's tea party,
is
group
to
another
the
way
to
heterogeneous
Tea party technique includes
and
probing
questions,
students face each other in two lines.
8
intensive interaction . With intensive
The teacher asks the question or
interaction, from time to time students
presents a discussion topic. Students
move away from the direct imitation
talk with their partners. This can be
and start to suggest linked variations
done freely or can be directed by the
and contributions, while staying within
teacher. For example, in inside and
the shape of the exchange. Students
outside circle, people in the outside
do this by suggesting more of their
circle have one minute to explain
Owen ideas, based on what the child
his/her position. If they are in the
is doing, but within the tea party game
inside, they may ask questions but
(e.g., echoes, similar sounds) and
not share their own ideas. Students
following the shape of the child„s
move to new partners, and it is easier
game (e.g., pauses and repetitions).
for the outer circle to rotate. In mad
Inside-outside circle is almost
hatter's tea party, either one line shifts
9
the same as Mac hatter's tea party .
or both lines shift but in opposite
In inside-outside circle, students have
directions. When students move to a
an opportunity to move andtalk with
new
their partners. Unlike mix-freeze-pair,
paraphrase what their old partner said
partners
before beginning a new discussion.
are
determined
by
the
movement of the circles or lines. This
partner,
they
might
first
From the definitions of tea
party technique above, it can be
8
9
concluded that tea party is one of
Barber (2007)
Kagan (1992)
OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
272
some
techniques
cooperative
1. Teacher forms the students into
learning in which students work and
two circles, namely inside and
learn
heterogeneous
outside circle, the inside face out
group to answer questions with their
and outside face in, or they are
partners facing them.
formed into two lines that face
together
in
in
The teacher can use the
each other.
technique by giving explanation about
2. Teacher asks question or presents
the material that the teacher will be
a topic.
taught. The teacher gives instruction
3. Students discuss the answer or
to the students to make two circles
share their idea with their partner
namely inside and outside circle. The
facing them in the circle. This can
teaacher
be done freely or can be directed
explained
about
the
technique that the teacher will be
by the teacher.
used in the teaching and learning
“People in the outside circle, you
process.
In
the
have one minute to explain your
teacher
gives
to
the
answer or your idea about the
gets
the
topic. If you are in the inside, you
students to make two circles namely
may ask questions but not share
inner and outer circles that face each
your own ideas.”
students,
this
the
technique,
instruction
teacher
For instance:
other, the teacher gives a question or
4. After one minute, the outside circle
topic, the teacher gets the students in
or one line moves to the right so
outer circle moves to the rights, the
that students have new partners.
students form partner between inner
5. Teacher poses a second question
and outer circles, the teacher asked
or new topic to discuss or share
the partner to share and discuss the
each other between the partners in
topic
each
10
other .
The
teacher
the circle.
posses Second question or new topic
6. These activities repeated until four
to be discussed and share each other
or more questions. The circle
between partners in the circles, the
rotates to the right and share their
teacher repeats the activities until four
idea or their answer based on the
or more questions. There are some
topic posed.
steps of Tea Party technique that the
teacher uses in the classroom, they
The using of Tea Party technique
ari:
in teaching speaking skill can be called
success
and
run
effectivelv
if
the
10
Lee Ann Srogi Ana Linda Baloche,
Using Cooperative Learning to Teach
Mineralogy (and other Course too),
Pensilvania: Department of childhood Study
and reading
students do it well. The benefit of this
technique is the students have an
opportunity to move and to talk with
OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
273
many peers.17 But, sometimes there
outer circle moves to the right, the
were some problems faced by the
students form partner between outer and
teacher and the students in the process
inner circles, the teacher asked the
of teaching and learning speaking skill.
partners to discuss the topic each other.
In the use of Tea Party Technique in
In post teaching, the activities conducted
teaching speaking skill, the teacher uses
arc: the teacher concluded the material
three steps, they are: pre-teaching,
had been taught, reflected and assessed
whilst-teaching, and post-teaching. So, it
the activities conducted, gave feedback,
makes the teacher will teach easily. Tea
then closed the class by saying Salam.
Party Technique is used in teaching
Actually, In the process of teaching, the
learning process of English in Speaking
teacher
subject. Tea Party Technique make the
Therefore, the technique makes the
students intertest do speak English up
students are more active and more
and more active in the classroom
cooperative in teaching and learning
activities. This technique can motivate
process.
uses
the
technique
well.
the students in the teaching and learning
process.
References
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Intensive
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Imitation,
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and
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E. Conclusion
There are three steps of the use
of Tea Party technique. The steps are:
pre teaching, whilst teaching, and post
teaching. In pre teaching, the activities
are: the teacher prepared lesson plan in
teaching speaking by using Tea Party
Brown, Douglas. Principles of Language
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Anne. Focus on Speaking.
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circles, the teacher gets the students in
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http://schsinstructionalcoach.weebly.com
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Department of childhood Study
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OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
275
OKARA: Jurnal Bahasa dan Sastra, Vol. 11, No. 2, November 2017
276