The Concept of Inside Outside Circle Technique
Inside-outside
circle is a
technique which is introduced
by Spencer Kagan (1994). This
technique can give chance to all
students to share information at the same time
with different partner
in a short
time and in
such structural way. Students form
two concentric circles
and exchange information with
a partner until
the teacher signals the
outer circle to
move in one
direction, giving each student a
new peer to talk to.
According to Kagan (1994) Inside/Outside Circles is an
activity that involves all students in the class. Inside/Outside Circles are
particularly useful for: differentiation, kinesthetic learners, conversation
practice, and community-building in the classroom. This activity can be a great
warm up as well as a useful way to change things up and get students moving
during a long class.
In addition Alberta (2008: 6) Inside/Outside Circles is
actively involves all students at one time. It can be used to get acquainted
with classmates, to share new information, to verify comprehension or to review
concepts or structures. This strategy supports vocabulary and grammar practice
within the context of a dialogue.
Liang (2002: 37) The Inside-Outside Circle used in
this study was mainly for group practice of the dialogues in the
textbooks. It was a powerful strategy
for the redundant input and output, which were necessary in the acquisition of
a foreign language. Besides, the
practice was done in a group of students forming circles, students were endowed
with the opportunities to interact with different partners each time they
stepped one or two steps to their right, or to their left, depending on the
teacher’s instruction. With the frequent
encounter of new partners, the students’ social perspective taking as well as
paralinguistic competence could gradually develop
McCloskey (2005:5) Students teach or review language
they are studying. Each student prepares
topic to teach listening. They have an
index card with a question/term on one side and the answer/meaning/ explanation
on the other. Then half the class forms
a circle facing out. The other half
forms an outside circle, each student facing someone on the inside. They each teach one another their items, then
at a signal from the teacher, the students swap cards and the outside group
rotates one person to the right. Then
the next pair teaches one another their items.
Continue until each student has learned many items. Vary rotation to add interest, e.g., “This
time the inside group moves three people to their left.”
In Addition Holt (1993: 86) point out the teaching
procedure of inside/outside circles in four step there are:
1.
Teacher
asks the whole class to form two concentric circles with students inside facing
out and those outside facing in.
2.
Each
circle rotates to the right, stopping at the third person. The two stu-dents
facing each other are partners.
3.
Partners
exchange one thing that they like to do with their grandparents or older
relative.
4.
The
circle rotate again to the right, to the third person. Pairs share again. This
continues until circles return to their original position.
In a previous study of Zainal (2013:30) divided the procedure of using
inside/outside circles in two parts there are Teacher preparation and The way
to use the technique
1.
Teacher
preparation:
a.
Find
a subject and adapt it where necessary to suit your students
b.
Prepare the
possible pre-teach vocabularies
that may be used in applying the
technique.
2.
The
way to use the technique
a.
Divide
students into two equal groups. One group forms an inside
circle and the
other group will
the form another circle around
the outside of the first. The inside circle turns and faces the outside circle
forming pairs.
b.
The teacher
provides a question
to be discussed
and assigns either the
inside or the
outside circle to
share their thoughts to
their partner first.
When the person finishes, the other person shares
their thoughts.
c.
After
discussion with partner, the students (from group A/B) will
be cued to
rotate (clockwise or
counter clockwise) and face
a new partner.
Now turn on the
outside circle of students who gave the information.
d.
To get
an accountability, the
teacher will ask individuals to share what their partner
said.
Based on the statement above the writer can conclude
that Inside-outside circle technique is a simple technique to apply
in the classroom.
Through inside-outside circle technique, students
can discuss and
share information and ideas to their classmates directly. It encourages students to move and
have a conversation.
It also helps
students to share ideas
and listen
to the
different opinion from
different partners.
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