“THE APPLICATION OF PAIR WORK TECHNIQUE IN TEACHING SPEAKING OF SMPN 1 SIMAN PONOROGO”

Oleh:

Ayuz Sinta Widayati

Mamik Hidayati

Ria Eka

Chula Hasya Rida’i

Salisa Nurrohmah

Abstract, English is the most important language to communicate in the world. Almost all the people in developing countries use English as communication. It is undeniable that mastering English is very important for everyone, more over our country need a lot of people who master English. And for Indonesian students, English is a foreign language and has been studied from elementary school until university. By using pair work technique in a classroom activity the class is divided in to pairs. Because the pair of pair work is to get the students speaking skill, the contents of pair work session should by mainly oral. So the activity should be well planned and carefully explained. The idea of pair work is to improve speaking skill by requiring students to exchange information with each other. Pair work should always be accompanied by some sort of test to ascertain whether or not information really has been exchanged.  In other cases it will be follow up activity of some sort.

Key words: Pair works technique, speaking, classroom activity.

INTRODUCTION

Language is an instrument of communication, which has the most important aspect for human being in the other hand. Language means communication everywhere on around the world. Language is an outcome or a result of the culture as a whole and also a vehicle by which the other aspects of the culture are sharp and communication (Enterwined, 1982:11)

There are many kind of English skill that must be mastered by the students such as: speaking, reading, listening and writing. All of the skills are important to student, but the main purpose of language learning especially in speech is for communication. In the learning English, communication is speaking skill. Speaking is considered as a difficult skill in teaching English. Many teachers have problem to teach speaking. It is due to some reason. First, many teacher teach English in serious atmosphere. They prefer spending the time in the class reading textbooks and writing assignment. They rarely devote their time to speak the language. Therefore, students do not have enough chances to practice speaking in the classroom. Furthermore, many English teachers have limited reference and experiences in providing speaking activities in the classroom. Therefore, students do not pay attention to the activities as they do not enjoy in the class.

These problems and results are really contrasted with the method of CLT. There should be a motivation either from the students or the teachers of English as a Foreign Language (EFL teachers). There is no problem with CLT, but the problem is in the way of teaching and learning activities by the Indonesian students and teachers. It should be changed to the other way such as teaching by using CLT approach.

In CLT, there are a lot of activities to do in gaining active classroom; in this case is EFL classroom in Indonesia. Indonesian students tend to be passive, therefore teacher should have a skill of creating fun atmosphere in the classroom, so that it can prevent the students from fatigue and boredom. It would be better if teachers are not only lecturing but also interacting with their students. It is difficult for students to be active in the classroom. To build the atmosphere, teacher can create some activities. The activity types that are applied in CLT class room are as follows:

• Role Play. In this activity, students can explore their abilities through speaking and making or developing a short situational play.

• Games. This activity helps students to develop their psychology and psychomotoric aspect so that they can grow normally.

• Pair Work & Group Work. These activities provide the students a media to exchange their thoughts and establish a good communication between or among the students.

• Learning by teaching. This activity gives the students a chance to speak in front of the class to gain their confidence.

With those conditions the teacher must be creative to find more media, games or techniques in the learning teaching process. And pair work techniques can be a medium for language learning especially in speaking.

Pair work is a classroom activity in which the whole class is divided into pairs. Because the point of pair work is to get students speaking, the content of a pair work session should be mainly oral. It is difficult to give instructions once a pair-work session is underway, so the activity should be well planned and carefully explained. Otherwise it is likely to be unproductive. The idea of pair work is to improve speaking skills by requiring students to exchange information with each other.  Pair work should always be accompanied by some sort of ‘test’ to ascertain whether or not information really has been exchanged. In some kinds of pair work, split dictations for example, the test is built in to the activity itself. In other cases, it will be a follow-up activity of some sort.

The unique advantage of pair work: Like classroom work with small groups, pair work has two important advantages: it offers intensive, realistic practice in speaking and it promotes a friendly classroom ambiance that is conducive to learning. But beyond that, pair work has another important advantage that activities done with small groups do not have. Pair work is a way the only way, I believe of getting everyone in a classroom speaking at the same time. In other words, it is an efficient, productive way of spending precious classroom time. If a teacher were to spend, say, three minutes talking individually to each student in a class of say twenty students, the whole procedure would take an hour. Working in pairs, those twenty students can get the same amount of practice in three minutes.

One of the school that use English as subject material is SMPN 1 SIMAN PONOROGO. And it is suitable with curriculum that the students must learning English, star for elementary until university as subject material. In grade of junior high school, as in SMPN 1 SIMAN PONOROGO, we often find some problem in English teaching learning process.

Commonly, students have some difficulties in their speaking. They need more motivation and teaching learning interest that finally can make the students want to try to speaking English although in early still interfered by their mother tongue. And the writer found any solution to solve this problem by using technique and in this case is pair work. By the technique they will practice their speech easily and enjoy full. For that, the writer is interested to study further entitled.

REVIEW

1.             Pair Work Technique

a.         Definition of pair work technique

            Pair work is an important component of the communicative approach, and is also a form of collaborative learning. Moon (2000) defines pair work as a strategy “to organize them (students) in ways that will maximize opportunities for learning” (p.53). Pair work means that students collaborate with their pairs to accomplish tasks and reach its aim. Lightbown and Spada (1999) said that in an interactive environment, children are able to advance to a higher level of knowledge and performance than they would be capable of independently. Working in pairs could help to promote meaningful interaction between the learners and as a result that will increase their interest. This view is echoed by Lightbown and Spada (1999) when they state that “positive attitudes and motivation are related to success in second language learning” (p. 56). Hence, introducing pair work is an effective strategy that could lead to success in language learning because it helps to increase students’ interest in term of the oral tasks.

b.         Characteristic of Pair work:

1)             Group work practiced by group itself

2)             It’s based on humanitarian philosophy

3)             It gives aspiration to help each other

4)             Group work provides more information and more skill

5)             It develop human personality

Benefit of pair work is Students have the chance to work with and learn from their peers; struggling students can learn from more capable peers; it is especially useful for students who prefer interpersonal learning settings. The challenge of the pair work, If students are not matched up well (low students together, high students together, a higher student with a low student but they don’t work well together) pair work won’t be useful; the ability of the students to work in this way needs to be taken into consideration. When it is suitable giving it and getting it activities, Inductive learning activities.

c.         Kinds of pair work.

According to Harmer (2001:116) ” In the pair work students can practice language together, study a text, research language, or take part in informationactivities. They can write dialogues, predict the content of reading texts, or compare notes on what they have listened to or seen” Here as many kinds of pair work, there are:

1.        Conversation

Conversation is the first kind of pair work because students communicate or share about opinion, ideas, and feeling with their friends. Besides that, conversation activity can increase the students’ vocabulary and pronunciation.

2.        Dialogue

This activity also same with conversation activity that need two members to practice it. Generally, the dialogue should be four or to six lines ling. That must include grammatical items and vocabulary, which the students need to master as well as the items of typical feature of spoken English, such as short answer, contracted word, and question tag. Before students act their dialogues, the teacher gives some instruction for the ways of dialogue or gives the theme for dialogue activity. This activity draws on cognitive skills to produce appropriate language in context.

3.        Story telling with picture

This kind is getting the information from the picture and explains about picture as the story telling, after that gives the chance for the one number to explain the pictures which has selected by English.

Description pair work technique: This strategy has three steps. First, students think individually about a particular question or scenario. Then they pair up to discuss and compare their ideas. Finally, they are given the chance to share their ideas in a large class discussion.

d.        Why pair work is necessary

Byrne (1989:31) says that unless you have a very small class, you will never be able to give your students enough oral practice through whole class work. If you divide your students into pairs for just five minutes, each student will get more talking time during those five minutes than during the rest of the lesson. From the learners’ point of view, then, some pair work in the course of the lesson is absolutely essential.

I support Lewis and Hill who claim (in 1992:17) that if language learning is to be a natural and relatively relaxed process the general sequence will almost inevitably be when the students work with each other asking and replying to each other in more or less controlled pair work. In general the lesson develops from strictly controlled pair work, where each individual question and answer is predictable, to less controlled pair work where individual students have a wide range. This is the student-to-student phase. There is a development from teacher-dominated to student-dominated activity.

e.         What is pair work and other types of interaction

Pair work is a type of classroom interaction when students are working with another student. This may be to discuss something, to check  answers, to do a communicative activity, etc. (Scrivener 1994:214) According to Scrivener there are five types of student grouping common in the classroom:

- The class working together with the teacher

- The whole class mixing together as individuals

- Small groups (three to eight people)

- Pairs

- Individual work.

Penny Ur (2000) describes several interaction patterns. She considers pair work to be a kind of collaboration. She has listed types of interaction patterns in order from the most teacher-dominated (1) to the most student-active (9):

1. Teacher talk

2. Choral response

3. Closed-ended teacher questioning

4. Open-end teacher questioning

5. Student initiates, teacher answers

6. Full-class interaction

7. Individual work

8. Collaboration

9. Group work

10. Self-access

Apart from ‘open pairs’, where students talk to one another across the class under your control, there are according to Byrne (1989:31-32) two main kinds of pair work. These are fixed pairs and flexible pairs. Fixed pairs are originated when the students work with the same partner (usually the student on the left or the right) in order to complete a task of some kind. In flexible pairs the students keep changing partners. Teacher must decide whether he can let the students stand up and move around the classroom freely. This will make the activity more interesting for them because they can choose the person they want to talk to. If the classroom is too small, the students will be able to interact with those around them without getting up.

f.          When to use pair work in the lesson

Pair work does not need to be limited to any one stage of the lesson and doesn’t necessarily need to be seen as purely a speaking activity. For example, you could start your class with a vocabulary pair work activity where students take turns explaining words from the previous lesson to each other. Another opportunity to use pair work is before a reading or listening task where students need to predict what they will read or listen to based on the title of the text. There are also plenty of opportunities for students to work together after they’ve done the reading or listening to check and discuss answers together. Pair work doesn’t need to be limited to the final stages of a lesson but can be interspersed throughout. Students can be put in pairs for a great variety of work including writing and reading.

Peter Watcyn-Jones in his book Pair Work 2 (2002:7) suggests several types of activities for working in pairs, e.g. ice-breaker/warm-up activities. He uses warm-up activities for fun and to “break the ice” and for students to get know more about one another. In role-plays and simulations students play simple roles or act out situations they could find themselves in, such as ordering meal at a restaurant. Often the shyest students come to life when hiding behind a role. Information-gap activities are activities where students have to perform a task together. In some cases, one student has access to part of the information only, but by working together, they have to solve the whole. In discussion/speaking activities the emphasis is on students speaking together. They often exchange views or opinions and express agreement and disagreement. These are often referred to as ‘opinion gap’ activities. Cards and board games involve the use of cards or a board in some form or other. They are often game oriented. In problem-solving activities the students have to solve problems of various kinds such as jigsaw-reading problems and so on. Vocabulary activities concentrate on vocabulary learning orrevision.

Scrivener (1994:63-65) also suggests several communicative activities in pairs such as pair interview, pairs compare, picture difference, stamp collecting, planning a holiday and survival. It’s also useful to remember that students should have a genuine need or a reason to speak together. Simply telling them to work in pairs does not make it a valid or useful technique. Creating a need to talk together either because they are sharing ideas and information or because they have different pieces of information or different opinions will make pair work far more meaningful. If one student describes a picture in the textbook while the other students look at it, the communication is meaningless: why (other than in the classroom) would listen to someone describing something we can see for ourselves? It is a display activity, showing off language learned, but there is no communication here. We can, however, transform it very easily. If a learner describes a picture that the others cannot see and the listeners have a task, drawing a basic sketch of that drawing, then there is real communication and the ‘describers’ and ‘artists’ will interact with a specific purpose. This classroom activity effectively mirrors activities that learners might be involved in when using the language in the outside world – listening to a description of something

over the phone, for instance. In real communication the language that the students use is largely unpredictable. There may be many ways to achieve a particular communicative goal.

2.    Teaching Speaking

In Oxford Dictionary (2008:426) “speak is talk about something with someone and use your voice to say it by the language”.

According Chaney 1998 in Bambang and Nur (2011:42) “ Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbol, in a variety context”.

“Teaching speaking means teaching the students to use the language in real communication”. The English teacher should teach them to produce the english speech sounds are sound patterns. The students should be able to use word and sentences which are appropriate with the context (Bambang and Nur 2011:43)

According Diani & Agung  in Bambang and Nur (2011:42) “ Teaching Speaking should improve student’s communicative skills, because only in that way, students can express themselves and learn how to follow the social and culture rules appropriate in each communicative circumstance”.

Teaching speaking is considered difficult for many English teachers. It seems that the students are even afraid to speak up. Beside that, the students often get difficulty to explore their ideas in speaking English and the English teacher must be able to change this condition.

Speaking is very important in oral communication and for mastering a speaking skill of course we need along process to study. Because we know that studying a language is not only meditative process but we must be understand about all part of language such as: grammar, pronunciation, and vocabulary before we practice in the real communication.

Arjad and his friends (1984 : 17) said that speaking is the achievement to pronounce articulation of sound or words or to express, to declare and convey thinking, idea and feeling. In other hand (Lado, 1961 : 240). Speaking is describe as the achievement to express oneself in life situation or the achievement to report actor situation in precise words or the achievement to converse to express a sequence of ideas fluently.

The characteristic of speaking teaching: one may communicate in various ways, but one cannot successes in communication without the good commend of the four basic skills. It is the conventional practice to present the four skills in terms of the medium and activity of language user. Speaking may be said to be mainly fostered and trained and the stage of the output. The classroom activities designed to develop the learner’s ability in the four skills divided into two major categories, those that give the student input and those that encourage the students to produce output.

Kinds of teaching speaking are discussion, role play, simulations, information Gap, brainstorming, storytelling, interviews, story completion, reporting, etc.

From the definition above, the writer concludes that teaching speaking is a complex activity in the class. The teacher should be able to make sure the students to have speak up. And teacher should be able to make situation in the class is very interesting, so the students can follow the speaking lesson happily and do not afraid to explore their mind in speaking English.

3.    Teaching Speaking Using Pair Work Technique

   There are many technique in teaching speaking, one of them is pair work technique, this technique serve some sequential of procedure to the students. The steps of this technique are give the topic to the pair, make the question to the member pair and then the other member pair answer the question, based on the material this technique give the students evidence to organize their mind and ideas to be explore in speaking. The student will not find the difficult anymore to speak English, because they can do the task like the example that is just showed by the teacher. Furthermore, the students will not be confused about the use vocabulary.

RESEARCH METHOD

In this research, the descriptive qualitative method is used to collect the data. Suharsimi Arikunto (2002:9) states “pada umumnya penelitian diskriptif merupakan penelitian non hipotesis sehingga dalam langkah penelitiannya tidak perlu merumuskan hipotesis”. It means that generally the descriptive research is the research non hypothesis, so in the research hypothesis is not needed. It just describes the data without drawing conclusion which the refer to the rejecting or accepting the available theories.

Descriptive method has qualitative characteristic. Qualitative that produces descriptive data. So, it can be concluded that descriptive qualitative method is used to describe the situation and solve the problem.

In this research, the researcher uses the qualitative data. The qualitative data can be scored by using the categories such as excellence, very good, good, average, bad, so the data can be given the number of the symbols such as excellence 5, very good 4, good 3, average 2, and bad 1. Moreover the researcher will change the data to be descriptive data. And the other data are uses interview sheet, discussion, and documents. So it can be analyzed by using certain technique.

The resources data in research is the subject from where data are collected from are head master, English teacher, and students’ seventh grade, documents, and reference to literature.

In this research the writer uses three kinds of the technique of collecting data. They are as follows:

1.         Observation sheet

It was used to know the teaching learning process. This instrument is used to get some data about:

a.    Speaking learning process

1)        Mastery of material and the method.

2)        Habit.

3)        Teacher’s technique in teaching speaking.

b.    Teacher’s and student’s activities in the class

1)        Student’s situation in the class.

2)        English teacher’s readiness.

3)        Response of the student to English teacher and lesson.

2.         Interview sheet

Beside observation, the writer also uses another technique to collect qualitative data, such as interview. Interview is dialog which is done by interviewer and interviewee. The writer uses this technique because it can be used to get data about background of the students, their parents, attention and attitude of the students (Arikunto,2002:132).

3.         Documentation

Documentation can be used for collecting the data from the documentary resources and written material. Documentation is also important to enrich the point of view of the research. The documentation will use data from the sources information. In this research, the documentation is in the form of teaching learning procedure and name of the seventh grade students of junior high school at SMPN 1 SIMAN PONOROGO in academic year of 2012-2013. The resources of data in the documentations technique is the teaching learning process.

In term of avoiding the subjectivity in analyzing the data, the researcher needs to see the data from different perception or points of view, so triangulation is needed. In triangulation the researcher compared the data from three points of view. They are researcher as the teacher, the students, and partners or observers. The result of observation sheet and the interview were analyzed from different points of view. 

The writer use qualitative analysis technique, it means that in  this study the writer use descriptive analysis. Descriptive analysis is a technique for finding new meaning about something needed and explaining about the condition and situation, deciding the frequency of appearance and categorizing information (Suharsimi Arikunto, 2003: 309).

RESULT & DISCUSSION

Step Of Pair Work Technique

There are many kinds types of activities for working in pair. Such as retell the picture, conversation, dialogue, role play, etc. Here, we will discuss one of them, retell the picture. These are the steps of retell the picture :

1.        Teacher gives instruction to the students for working in pair.

2.        Teachers gives explanation what students do in this activity.

3.        Teachers gives picture for each pair.

4.        Each pair ask to describe the picture.

5.        For the individual assesment, the teacher move forward to asses      each students when they work in pair.

6.        For the group assesment, teacher give question for each pair about   the picture.

7.        The assesment include pronounciation, fluency, articulation and       spelling.

Analysis of Pair Work Technique.

The interaction that happened between in the learning process using Pair Work Technique. Based on the classroom observation in the classroom during the research process, the writer find out some interactions that appear, those are the interaction between teacher and student, the interaction between student to students in one group, and the interaction between teacher and group. Those interactions exist during the learning process when the teachers apply the Pair Work Technique in speaking skill. In the application of the collaboration above, it can be concluded that the students have a wide opportunity to develop their speaking skill, dependent or independently. Therefore, the building of students’ character also appears in this process.

The interactions between teacher and students.

The interactions between teacher and students happen in the very beginning of this activity, which is when the teacher tells to the students about this technique, including the rule, how to apply it and what the students should do during these activities. In this step, we found that the students were confused because they never applied this technique. Some of them then ask the teacher to repeat the explanation. This interaction gives the opportunities to the students to be brave, in this case to be brave in asking what they don’t understand to the teacher.

In the other hand, there are many students who still don’t understand about the teachers’ instruction because the teacher explains it in English and they can’t catch it. In this case, the teacher finally calls some students to do the demonstration of the technique in order to make another students understand clearly about what they should do. After giving the demonstration, the students then could play this technique in the proper way.

The Classroom interaction between student and student in one group.

Generally, the result of the research shows that the interactions that happen between student and student in one group is absolutely different with the interaction between teacher and students. This happen because when the student try to conversation with other friend about the theme, but they don’t understand about that. So they will ask to their friend about the theme.

The Classroom interaction between teacher and group.

The interaction between teacher and group happened when the game is over. After all of the students finish the activities, the teacher then ask the one of  student in every group to come forward in the classroom to represent their group to speak out what the theme. In here the teacher will give the assesment, like their fluently, pronouncation and articulation.

The Advantage of pair work technique are :

1.        More speaking time - If 15 students speak in turn in a 30 minute class, that equals 2 minutes of speaking each- and for shy students it might work out as just one minute of speaking or less. If students work in pairs for the whole class, they could theoretically speak for as much as 15 minutes each, and certainly no one could speak as little as 1 minute.

2.        Speaking skills - There are certain speaking skills that happen much more naturally and more often in pairs than in large groups, such as interrupting each other, using tag questions etc. to invite the other person to speak, and asking people for confirmation and clarification of what they said. In general, if you are going to be speaking English one to one in real life the best practice for it is one to one speaking in class, which usually means pairwork.

3.        Cutting down on embarrassment - In a whole class speaking activity, not only do you have the stress of everyone listening to you but there is also usually silence while you are thinking of what you are going to say. In pairwork, the background noise of other pairs speaking to each other can make you much less embarrassed about speaking out.

4.        Fun - Working in pairs allows the teacher to use more games, and therefore increases the students' motivation and concentration.

5.        Individual attention - Although some students think that being asked to work in pairs is a sign of the teacher being lazy or of avoiding talking to the students, in fact the teacher can sometimes ask the whole class to work in pairs so he or she can talk to or listen to one student at a time without everyone else noticing.

6.        Error correction - If one person is talking in front of the whole class and the teacher writes something in a notebook, everyone will know that the person speaking has made a mistake and will know whose mistake it is in the following error correction stage. People working in pairs means that the teacher can more easily hear people's mistakes and correct them later without embarrassing anyone.

7.        Fluency - According to research, students who speak out in front of the class improve their accuracy but lose fluency, and the opposite is true of speaking in pairs. If you need to improve your fluency, this is usually best done with pairwork speaking activities.

8.        Exam practice - Some speaking exams, such as the FCE and CAE, include speaking in pairs. The most efficient way to practice exams that are just one to one speaking with the examiner is also usually to do it in pairs. This is usually done with one student pretending to be the examiner.

9.        Classroom dynamics - Speaking to your classmates individually will help you to get to know them better- and so make the atmosphere in class nicer and the communication between you in all classroom activities more natural.

The Disadvantage of pair work technique are :

1.        A break - Although teachers are human and need a break from speaking sometimes, a good teacher will actually be busy all the time when you are doing pairwork- listening for errors, cleaning the board, rewinding the tape etc. If you see your teacher just standing around during pairwork, it is usually okay to call them over to your pair to ask for help or to join in the conversation.

2.        Habit - Most English teachers are taught that they must use pairwork in class, and like anyone in their jobs they sometimes get into a routine and don't think too carefully about whether it is the best response to every situation. In small classes, for example, pairwork might not lead to much more speaking time and so might not be needed so often. If you usually happily accept pairwork, the teacher will be more likely to listen if you occasionally ask if you can work as a whole class instead.

The critics of pair work technique.

The observation that have been done show that there are difference result when the teacher have used pair work technique in learning speaking. The students can improve their speaking skill. They can easy to improve their speaking skill if they using pair work technique. So, the pair work technique is one of way to improve the students’ speaking skill.

Pair work and group work give the students far more chances to speak English in the classroom. Students participate in the lesson much more actively because they are involved in talking to their friends exchanging opinions, practising new structures more than listening to their teacher talking. This is important in our schools when English lessons usually take place three times a week, teachers have to practise, develop all the language skills and it happens that there is no time left for speaking. So if a teacher has ten minutes left during the lesson it is better to divide the class into groups and pairs and to give the learners opportunity to really use the language to communicate with each other.

The discussion in the proposal about the application at pair work technique in teaching speaking, in this research the researcher want to show that by application of pair work technique. The students can improve their speaking skill, because many students feel that speaking is difficult one skill of English teaching, that speaking skill need some aspect such as pronunciation, intonation, fluency, and dictation. Because of that reason the researcher applicated of pair work technique in teaching speaking this application can create an active learning process. Beside of that, by using pair work technique in the learning activity the students become active, interest, can improve the students speaking skill, and the students that feel the speaking English is easier. Based on the description above, the application of pair work technique is ask the students to make a group consist of 2 students. They will do the activity like questions and answer, debate, discussion, etc.

In general, the result of the researcher show that many students can improve their speaking English well by applicated pair work technique, because in this technique give the students opportunity to discuss about the material that given by teacher in this learning process the students become active, interest, and improve the students speaking skill. In this case it can be seen in the learning process that the students become confidence because the work in pair with their friend rather than they work individually.

In the other hand, the pair work technique have some weakness. Such as, some teachers are reluctant to introduce pair work and group work being afraid of noise or discipline problems which might occur particularly with children. Indeed students make noise while working on the task; they discuss things, check words, and communicate with one another. However, this is so- called "positive noise" and it does not disturb the students. They are concentrated on the task and they do not hear it. If an activity goes on for too long students, especially the poor ones make noise because they become bored, they want to get the teacher's attention and they may become disruptive. Such noise may become disruptive for the whole activity and class behaviour because misbehaviour is contagious. To avoid a danger of this happening the teacher should plan his/her activity very carefully. Assuming that the learners are familiar with the code of conduct discussed at the beginning of the school year the teacher should give them clear instructions about what to do, when to start and when to stop. The task should be clearly defined and not go for too long. At first students may be confused but once a routine has been set up they should know what is expected from them. This should prevent excessive noise and prevent the class from getting out of control.

Beside that, the weakness of pair work and group work is the use of the mother tongue. When students get excited working in pairs or groups they sometimes use their mother tongue to express something they are not able to express in a foreign language. Such a situation is normal because they want to communicate. It is teacher's responsibility to plan activities at the level of the students and to encourage them to use the little of the language they know as best as they can because speaking their own language during an oral activity is a waste of time.

However, we should not be bothered too much if students use their mother tongue while doing a reading comprehension task or vocabulary exercises because the outcome of their discussion will be presented in English. It may also be necessary to ask students to translate instructions into mother tongue to check if they understand what we want them to do because giving instructions of a complicated activity may be a waste of time. To avoid the use of mother tongue during the lesson the teacher can discuss this problem with the students who should understand that during oral activities the use of the mother tongue is a real problem. During the activity the teacher should encourage the students to use English by going round the classroom helping and prompting students who do not know how to express some ideas.

CONCLUTION

            A long study has been done to know the application of pair work technique to the speaking achievement among the SMPN 1 SIMAN PONOROGO, from it the writer found that to have good achievement in speaking it should be practiced. What the researcher did in this research is observing pair work technique to make their speaking skill better. This conclusion showed that the application of pair work technique to the students speaking achievement at SMPN 1 SIMAN PONOROGO.

Pair work can help to overcome a frequent problem in groups that not all members participate equally in discussions. Sometimes a dominant member or members will take over a discussions. Sometimes a dominant members will take over a discussion completely. There are also issues to do with how you pair the students up. Some students may tend to dominate the speaking exchange: shy students may say little or nothing. A weak student may benefit from being paired with a strong student, but will the strong student also benefit.  It is no good simply putting students into pairs without also taking into consideration who they should work with. A key point is that variety is good. After analyzing the data on the students, the writer gives general conclusion as follows: The use of pair work technique can significantly enrich the students speaking abilities.

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