The Concept of Inside Outside Circle Technique

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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