Observing Pair-Work Task in an English Speaking Class

Observing Pair-Work Task in an English Speaking Class

International Journal of Instruction www.e-iji.net

Diana Achmad

Lecturer, Secretarial Training Program, Faculty of Economics, Universitas Syiah Kuala, Banda Aceh, Indonesia, syifa_sabila@yahoo.com

Yunisrina Qismullah Yusuf

Lecturer, Department of English Language Education, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Banda Aceh, Indonesia, yunisrina@gmail.com

Pair-work is one of the interaction patterns used in learning process such as English as a second language (ESL) or English as a foreign language (EFL). According to Phipps (1999, p. 1), pair-work is “for any form of pupil-pupil interaction without the intervention of the teacher”.

As teachers, it is indistinguishable whether students are able to use the language properly unless it is produced, either verbally or composed. Through pair-work interaction, it is believed that students will interact with their partners more actively compared to individual work or group work where some students may dominate the interaction episode while others may be apathetically passive (Jones, 2007). Thus, it is also common that dominant/passive pair happens in pair-work activity.

There are some technique In selecting the students’ pair. Commonly the teacher uses the technique by selecting the students randomly. Sometimes to put them based on their different English proficiency is also necessary, the stronger with the weaker as suggested by Andrewes (2003) and Westbrook (2011).

Moreover, there are divided into three avtivities in this study; the pre-task, during task, and post task phase. Pre-task, is a process where the topic is introduced and the instructions of the tasks are given by the teacher. The teacher helps the students to recall some language that may be useful for the task afterwards (Frost, 2004). In the ‘during task’, the actual pair work or group work is carried out. The teacher is to assist the students in negotiating words or phrases, grammar, and pronunciation when and where needed. Typically, after the task is done, the phase moves on to ‘post task’, where a report by the students to the whole class is conducted in the form of class discussion, with the teacher acting as the leader in the process. Incidental topics and vocabulary may appear during this phase.

There are some plans to implicate in the future:

1.      Competence in all possible ways: linguistic, sociolinguistic and discourse competence so that l can make my students competent.

2.      Encourage students to practice not only in the school but also where ever they are

3.      Know students’ want

4.      Make role play

5.      Create language learning could be efficient

6.      Open minded