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101 
 

 
1 Nera Wita,2 Veni Roza 

1, 2 

 
nerawita710@gmail.com 

 

ABSTRACT 

This research aimed to reveal the effectiveness of using the Inside-Outside Circle Technique in 

teaching speaking. Based on the observation in January 2021, the researcher found several 
problems. First, students lacked vocabulary. Second, students were not speaking fluently. And the 
last, some students speaking skills were still varied. Thus, the researcher has done the research in 
SMKN 1 Baso to know whether the use inside-outside circle technique is effective or not toward 
students speaking ability. This research was descriptive-quantitative. The researcher used purposive 

sampling to determine the sample because the researcher has some consideration to determine the samples. 

The researcher chose two of six classes as the sample. The sample in this research was 42 students of 
class X AKL and X PKM. The technique of data collection in this research was documentation. The 
research results show that using the inside-outside circle technique is effective in teaching speaking. 
The percentage of the students was between 61-80 %, with the mean score calculated as 78,59, with 
the rating quality being effective. It means the data proved that the inside-outside circle technique is 
effective in teaching speaking in 10th grade of SMKN 1 Baso 

 

INTRODUCTION     

In learning English, four basic skills need to be mastered; listening, speaking, reading, 
and writing. Students should be able to use the skills, whether oral or written. One of the four 
English language skills that students must study is speaking. Speaking is very important to 
help the students to learn English. With the ability to speak well, students can achieve the 
goal of speaking. It means that students are expected to speak English to be able to 
communicate with teachers, friends, and other people. Penny Ur states that of four skills, 
speaking seems intuitively the most important (Ur, 2009). Thus, speaking is very important 
based on the explanation above, especially for students. Speaking well and correctly, 
students can share their opinions or ideas in English. 

Students need to communicate verbally with the teacher and their friends to convey 
ideas and feelings when doing activities in the classroom. Nunan said that speaking is a 
productive oral skill that produces systematic verbal utterances to convey meaning (Nunan, 
2003). Thus, it can be concluded that speaking is a productive oral skill not only about skills 
but also about how to produce verbal utterances to convey ideas or meanings to be shared. 

THE EFFECTIVENESS OF INSIDE-OUTSIDE CIRCLE 
TECHNIQUE IN TEACHING SPEAKING AT 

VOCATIONAL HIGH SCHOOL

Keywords: English Language Teaching, Inside-Outside Circle Technique, Teaching Speaking. 

State Islamic Institute of Bukittinggi, Bukittinggi. 

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Learning to speak several techniques can be applied, one of which is the inside-outside 
circle technique. In the Inside outside circle, Kagan states that students rotate in concentric 
circles facing new partners for sharing, quizzes, or problem-solving (Kagan, 2009). One of 
the English teachers at SMKN 1 Baso also used the Inside outside circle technique. At the step 
stage, the students formed pairs. Then, students stand in two concentric circles. Students in 
the inside circle face out, and students in the outside circle face the contrary, so each student 
faces a partner in the other circle. Students who were in the inside circle asked questions in 
the outside circle. After they finished questioning, the teacher asked them to change roles. 
Next, the students in the inside circle will answer the students in the outside circle who ask 
questions. After that, the teacher asked for one circle to rotate to the next partner. This 
activity was carried out until the students met their first partner outside the circle. Even 
though the technique has been implemented according to the procedure, problems are still 
found in applying the technique. 

Based on the preliminary observation of 10th-grade students in SMKN 1 Baso on 
January the 13th, 2021, the students still faced difficulties in speaking even though the 
teacher had already applied the inside-outside circle technique. Students have limited 
vocabulary to speak English. Some students have organized their ideas. However, they have 
difficulty expressing ideas clearly in speaking English. 

Second, students do not speak fluently. The used inside-outside circle technique, 
students were not fluent in English. They still had a lot of pauses in speaking English and 
didn't have fluency in speaking English. Even though the students spoke slowly, they still 
didn't pay attention to the correct grammar of the sentences they were talking about. 

Finally, talking about the scores after using the Inside outside circle technique, some 
students daily speaking scores were still below standard minimum completeness (KKM), and 
some students' scores were already above standard minimum completeness (KKM). 
Therefore, based on the explanation above, the researchers have researched the 
effectiveness of the inside-outside circle technique in teaching speaking. 

 
1. Concept of Teaching Speaking  
Teaching has a basic meaning as a process of providing knowledge or information to 

students. When carrying out teaching activities, the teacher teaches knowledge, messages, 
or skills to students, and at that time, an interactive process occurs between the teacher and 
the students. Likewise, teaching speaking also teaches knowledge about good speaking 
procedures. 

According to Nunan in Kayi, teaching speaking means teaching listeners to: 
1. Produce English sounds and sound patterns 
2. Using words and sentences that emphasize intonation and rhythm 
3. Choose the right words and sentences according to the situation and conditions 
4. Organize thinking in terms of meaning and logic 
5. Using language to express, value, and evaluate 
6. Use language quickly and confidently or called fluency  
Thus, speaking is teaching given, starting from producing sounds and choosing words 

and sentences to use the language fluently.  

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Teaching speaking also has a purpose for teaching. According to Hughes, the goal of 
teaching speaking is to develop the ability to interact successfully in language and involve 
understanding. Thus, the goal of teaching speaking is to develop the ability to speak fluently. 

There are five principles of teaching speaking proposed by Nunan, namely: 
1. Consider the context of learning a second and foreign language. 
2. Provide students with exercises with fluency and accuracy.  

Accuracy matches the pronunciation with the target language. Fluency is where the 
speaker speaks quickly and confidently without any hesitation. 

3. Allow students to speak using group or pair work, and limit teacher talk. 
4. Planning a task that involves negotiating means.  

This activity is to clarify and confirm whether students have understood each other. 
This activity can be done by asking for clarification, repetition, or explanation 
during the conversation to gain understanding. 

5. Designing class activities involves guidance and practice in transactional and 
interactional speaking.  
Interactional speaking is communication with someone for a specific purpose. For 
example, this step includes establishing and interpreting social relationships. In 
addition, transactional speaking involves communication to get things done, 
including exchanging goods and services. 

Thus, from the five principles of teaching speaking, it can be concluded that learning to 
speak must be carefully designed or prepared so that students speak fluently and accurately 
and practice in pairs or groups. 

An assessment must be conducted to measure the students' achievement in language 
learning. Assessment can be done at the beginning, through the teaching-learning process, 
and also at the end of the meeting. According to Arthur, the speaking assessment contains 
five components that describe students' speaking abilities, including their accent, grammar, 
vocabulary, fluency, and comprehension(Hughes, 2003).  

 
2. Inside Outside Circle Technique 
Some approaches and methods can be used in teaching speaking, one of which is 

cooperative learning methods. According to Jolliffe, Cooperative learning requires students 
to work together in small groups to support each other and enhance their learning and the 
learning of others (Jolliffe, 2007). Based on the explanation above, cooperative learning is 
students are grouped in small groups to support each other. 

A cooperative learning method has several types: think pair share, three-step 
interview, and inside-outside circle. According to Kathleen and Nunan, an Inside-outside 
circle is a technique that allows students to repeat conversations or interviews with new 
people to build fluency and confidence. (Bailey & Nunan, 2004). Kagan states that students 
rotate in the Inside outside circle, in concentric circles facing new partners for sharing, 
quizzes, or problem-solving (Kagan, 2009). Moreover, Wahyuni et al. said this technique 
places students facing each other in two concentric circles for verbal interaction between 
students, allowing them to practice more with their partner in turns. (Wahyuni et al., 2013). 
Based on the definition above, the researcher states that an inside-outside circle is a 

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technique where students form two concentric circles and exchange information with a 
partner until the teacher signals the outside circle to move in one direction, giving each 
student a new peer to talk to. Students can discuss and share information and ideas with 
their classmates through the inside-outside circle technique. It encourages students to move 
and have a conversation. It also helps students share ideas and hear different opinions from 
different partners. 

Inside outside circle technique has several procedures in the application. The 
procedures of the inside-outside circle technique according to Fitrianingsih & Sholihah, the 
procedure for the Inside Outside Circle technique in learning to speak begins with forming a 
group. Students will be divided into two groups. One group forms an inner circle, and the 
other forms the contrary while facing each other. One circle rotates to the next partner. 
Indirectly, they will face their new partner. It will stop when students have found their first 
partner.(Fitrianingsih & Sholihah, 2017).  

Furthermore, Sulung et al. added the steps of the inner-outer circle as follows. First, the 
teacher divided the class into two groups. Second, the students formed two circles facing 
each other. Third, students from inside the circle answer the questions given by their friends 
by sharing them with their partners. Students who form the outer circle give ideas related to 
questions and ask the inner circle pairs again. Fourth, after a few minutes, the teacher 
instructs the students to turn to the next partner and discuss again with the same topic 
(Sulung et al., 2017). Finally, according to Kagan, the steps for the Inside Outside-Circle 
technique are as follows: Students form pairs. One student from each pair moves in a large 
circle in the classroom facing outward. The remaining students find and face their partners 
so that each student faces the other. Students in the inner circle ask questions from their 
question cards and are answered by the outer circle. Partners switch roles: Students outside 
the circle ask questions and the inner circle answers. When finished, the teacher tells them 
how many to play, and they face the new partner until they meet their first partner. (Kagan, 
2009) Based on the explanations above, the teacher used the Inside outside technique based 
on expert Kagan. 

There are several advantages of the Inside-Outside circle technique, according to Ulfah 
& Pujihartono, i.e., it can help the students obtain different information from the material at 
the same time. It can also make the learning process easier and more fun, especially in 
speaking and can make students improve vocabulary and review the vocabulary terms 
obtained. (Ulfah & Pujihartono, 2017). Furthermore, Saputri et al. state that the advantage of 
the Inside-Outside circle is that it first allows all students in the class to participate in 
speaking. They dare to express their ideas, thoughts, and feelings to their classmates. And 
second, students become more active in the classroom so that the learning process becomes 
more lively and fun. (Saputri et al., 2020). Thus, from the explanation above, the inside-
outside circle technique makes students able to learn in more fun situations, can participate 
actively, can obtain different information, can increase their vocabulary, and students will be 
more confident and courageous. 

  

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METHODS 

Design of the research 

The researcher used descriptive quantitative research. Quantitative research is a kind 
of research that collects data in numerical the research problems. According to Mills and Gay, 
descriptive research collects numerical data to answer questions about the research subject 
(Mills & Gay, 2012). Furthermore, according to Muijs, quantitative research explains 
phenomena by collecting numerical data analyzed using statistical methods (Muijs, 2004). 
Thus, descriptive research is described or explains phenomena by collecting data that was 
analyzed using statistical methods to answer questions about the current research subject. 
Therefore, this research gathered information to analyze and describe the effectiveness of 
inside-outside circle in teaching speaking at 10th grade SMK N 1 Baso. 

The population and sample of the research  
The population is part of the research. According to Creswell, a population is a group 

of individuals who have something in common (Creswell, 2011). The population in this 
research were students of class 10th of SMKN 1 Baso. There were seven classes in the tenth 
grade. The sample is part of the population. The sample of this research was determined by 
using purposive sampling. According to Sugiyono, purposive sampling is a technique with 
certain considerations (Sugiyono, 2009). There were X AKL and X PKM, which consisted of 
42 students. The researcher chose X AKL class and X PKM as the sample for this research 
since the teacher who teaches these classes has used the Inside outside circle technique 
which is the variable of this research 

Instrument of the Research  
Documentation is a technical data collection by using documents. According to Arikunto, The 
documentation method looks for data about something or variables in notes, transcripts, 
books, newspapers, magazines, inscriptions, meeting minutes, agendas, etc. (Arikunto, 
2010). Thus, the researcher used the results transcript score of students' daily activities. The 
teacher takes the assessment through a speaking test carried out after learning or what is 
called the daily activity score. The researcher took this documentation of daily activity scores 
from the English teacher. 

The technique of collecting data 
Documentation  

The data was collected through daily scores in X PKM and X AKL that the teacher gave 
after using the Inside-Outside Circle Technique in teaching speaking. Researchers asked for 
the daily activity scores from the teacher, and the scores were collected through daily scores 
in speaking after the teacher used the Inside-Outside Circle Technique. 

 
The technique of analyzing data 
Documentation Analysis 

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a. The researcher collected the students speaking test scores after scoring by the 
teacher. 

b. The researcher analyzed the students' speaking activity scores by arranging scores 
from the lowest to the highest. 

c. The researcher found the interval of the data by using formulas (Gunawan, 2015): 

𝐼 = 𝐵
𝑅  

Where : 

I : Interval of data 

R : The highest score - The lowest score + 1 

B   : 1+ 3,3 log n (n= total sample) 

d. The researcher put the score into the distributional table. 
e. The researcher determined the mean score median, modus. To find the scores, the 

writer used the formula as follows: 

Mean   𝑥 =  
∑ 𝐹𝑥

𝑛
 

Median   𝑚𝑒 = 𝑙 + (
1

2
𝑛−𝑓𝑘𝑏

𝑓1
) 𝑖 

Modus  𝑚𝑜 = 𝑙 + (
𝑓𝑎

𝑓𝑎+𝑓𝑏
) 𝑖  

(Gunawan, 2015) 
 

f. The students' percentage was arranged into the diagram of rating quality 
percentage 

g. Then, the meaning of the percentage is arranged in the table of the rating scale. As 
a result, the researchers used a rating scale to arrange the level of effectiveness. The 
researcher gave an interpretation of  the result by using tables, which are described 
below: 

Table 1: The Interpretation of the Effectiveness Percentage 

Percentage of the rating scale Rating quality 

81-100 % Very effective 
61-80 % Effective 
41-60 % Sufficiently effective 
21-40 % Not effective 
0-20 % Not very effective 

Source: Sari & Amrozi, 2020 
 

 

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h. The researcher made conclusions based on the percentage of students' scores in 
using the Inside outside circle technique 

RESULTS 
Documentation  

To collect the data, the researcher used documentation, namely students' daily scores 
in speaking at class X AKL and X PKM, which were obtained from the English teacher. Class 
X AKL was 22 students. Class X PKM was 20 students. 

The finding of data about the students' daily scores are described in the table: 

Table 2: The  Result of the X AKL Students' daily scores in speaking X AKL X PKM 

No Name Score 

1 AR 77 

2 AA 77 

3 DY 80 

4 FD 83 

5 H H.S 80 

6 IS 77 

7 IA H 77 

8 J Y 73 

9 MC 73 

10 M R 83 

11 M F 77 

12 N 80 

13 PO 87 

14 RA 77 

15 RS 70 

16 RO 73 

17 RS 80 

18 RM 67 

19 SIJ 90 

20 SJS 83 

21 SPM 77 

22 TA 80 

Table 3: The  Result of the X AKL Students' daily scores in speaking X AKL X PKM 

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No Name Score 

1 AP 77 

2 DR 73 

3 EF 80 

4 IP 83 

5 KI 77 

6 LF 80 

7 MA 73 

8 NA 87 

9 NL 83 

10 N 70 

11 NAO 77 

12 NA 90 

13 O 67 

14 RA 80 

15 SI 83 

16 SZ 80 

17 TPA 87 

18 ZA 77 

19 ZFS 73 

20 ZF 77 

Source: the score from the teacher 

The researcher collected the data from the English teacher. Then, the researcher 
identified the students' speaking scores by arranging scores from the low to the high as 
below: 

Table 4: Tally of  the Students' daily score in speaking 

Score Tally Frequency 

67 II 2 
70 II 2 
73 IIII  I 6 
77 IIIIIIII  II 12 
80 IIII  IIII 9 
83 IIII  I 6 
87 III 3 
90 II 2 

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The table shows the score of 42 students in various which the high score was found 
90 and the low was 67 

R = (H – L) + 1  B = 1 + (3,3). Log n 
R = (90 – 67) + 1 B = 1 + (3,3). Log 44 
R = 24   B = 1 + (3.3) 1.62 

    = 6 
 

I = 
𝑅

𝐵
=  

24

6
 = 4 

It was calculated into the data interval that has been mentioned previously. It is 
calculated in the distribution frequency table: 

Table 5: Statistical Data of the students' Speaking Ability 

Score F X Fx Fkb Fka 

87-90 5 88,5 442,5 42 4 

83-86 6 84,5 507 36 9 
79-82 9 80,5 724,5 27 15 
75-78 12 76,5 918 15 24 
71-74 6 72,5 435 9 36 
67-70 4 68,5 274 5 42 

 42  ∑fx= 3301   

Mean  = 
∑ 𝑓𝑥

𝑛
 

 = 
3301

42
 

=   78,59 

The mean calculated above was 73.95. The mean is average from all of the scores. After that, 
the researcher determined the medium and mode by using the formula: 

Median 𝑚𝑒 = 𝑙 + (
1

2
𝑛−𝑓𝑘𝑏

𝑓1
) 𝑖 

= 74,5 + (
21−15

12
) 4 

= 74,5 + (
6

12
) 4 

= 74,5 + 2 
= 76,5 

The result of the Median was 76.5. The Median is the middle value from the data. 

Modus 𝑚𝑜 = 𝑙 + (
𝑓𝑎

𝑓𝑎+𝑓𝑏
) 𝑖   

= 74,5 + (
24

24+15
) 4  

= 74,5 +2,4 
= 76,9 

Modus from the calculated above was 76,9. 

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The students' percentage in speaking scores was arranged in the graphic, which is 
described below: 

 

Graphic 1: Student's Percentage for Speaking Score 

Based on the diagram above, five students scored between 87-90. Then, six students 
get a score between 83-86. Then nine students get a score between 79-82, twelve students 
get a score between 75-78, six students get a score between 71-74, and only four students 
get a score between 67-70. 

Then, the students' mean score of percentage in speaking score was arranged into a 
rating scale. As a result, the researcher uses a rating scale to arrange the level of 
effectiveness. Finally, the researcher interpreted the result by using the table below. 

Table 6: The Result of Percentage in Speaking Score 

Percentage of the rating scale Percentage (mean) Rating quality 

81-100 %  Very effective 

61-80 %  78,59 Effective 

41-60 %  Sufficiently effective 

21-40 %  Not effective 

0-20 %  Not very effective 

The table shows percentage mean score of students was 78,59 (61-80 % ). The score 
was obtained from the students speaking. It was found that students' ability with a score 
percentage of  78,59  was effective. To sum up, the ability of the students speaking ability 
was effective. 
  

0

2

4

6

8

10

12

14

87-90 83-86 79-82 75-78 71-74 67-70

F

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DISCUSSION 

 This research was about the effectiveness of the Inside outside circle technique in 
teaching speaking. This section discussed the research findings based on theories. One of the 
techniques in teaching speaking is the Inside outside circle technique, and this technique is 
also used by a teacher at SMKN 1 Baso According to Kagan, in the Inside outside circle, 
students rotate in concentric circles facing new partners for sharing, quizzes, or problem-
solving (Kagan, 2009). Thus, the inside-outside circle technique is where students rotate in 
a circle facing each other to share information, ask questions, and solve problems.  
 Students face obstacles or problems when using the Inside outside circle technique: 
First, students have limited vocabulary, and because of the limited vocabulary, students find 
it difficult to respond to their partner with the Inside outside circle technique. Second, 
students are not fluent in speaking. In using the Inside outside circle technique, students are 
not fluent in speaking English. There are still many pauses, and also not fluent in English. 
Even though the students had spoken slowly, they also did not pay attention to how the 
grammar was correct in the sentences they were talking about. Finally, talking about scores 
after using the Inside outside circle technique, some students' daily speaking scores are still 
below the minimum completeness standard (KKM), and some students' scores are above the 
minimum completeness standard (KKM). 
 Based on the results of data analysis, the researchers found the percentage of the 
speaking score of the students was in score 78,59, where the score falls within the range 
between 61%-80%. At the same time, Sari and Amrozi said that the score range between 
61%-80% is effective(Sari & Amrozi, 2020). Therefore, the Inside-Outside Circle technique 
effectively taught speaking ability in the tenth grade of SMKN 1 Baso.  

The explanation above shows that using inside outside circle effectively teaches 
speaking at X AKL and X PKM in SMKN 1 Baso. 

CONCLUSION 

Based on findings and discussion, the mean score of the students' speaking score by 
using the Inside outside circle technique was 78,59. The rating scale showed that 78,59 in 
the 61-80 % range was effective. In conclusion, the use of inside outside circle techniques 
effectively taught speaking at the 10th grade of SMKN 1 Baso. 

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Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Rineka Cipta. 

Bailey, K., & Nunan, D. (2004). Practical English Language Teaching Speaking. McGraw-Hill. 

Creswell, J. W. (2011). Educational Research Planning, Conducting and Evaluating 
Quantitative and Qualitative Research. Pearson Education, Inc. 

Fitrianingsih, S., & Sholihah, L. (2017). The Influence of Using Inside-Outside Circle (IOC) 
Technique Toward Students' Speaking Ability at the Second Year of MA Negeri 1 East 
Lampung. Universitas Muhammadiyah, 5, 143. 

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Gunawan, M. A. (2015). Statistik Penelitian Bidang Pendidikan, Psikologi Dan Sosial. Parama 
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Muijs, D. (2004). Doing Quantitative Research in Education. SAGE Publications. 

Nunan, D. (2003). Practical English Language Teaching. Mcgraw-Hill. 

Saputri, D. A., Sale, F., & Siam. (2020). The Effect Of Inside-Outside Circle (Ioc) Technique On 
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Sugiyono. (2009). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D. 

Sulung, S., Y, Y. G. S., & Arifin, Z. (2017). Technique, Encouraging Students To Speak Through 
Inside-Outside Circle. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 3. 

Ulfah, N., & Pujihartono, L. G. (2017). Improving the Students' Speaking Ability in 
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Ur, P. (2009). A Course In Language Teaching ; Practice And Theory. Cambridge University. 

Wahyuni, D. S., Mukhaiya, & Kusn. (2013). Improving Students' Speaking Skill By Using 
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