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Discuss-Pair-Describe Picture Model

Penulis: Tim Editor | Kategori: English Education | Tanggal Terbit: | Dilihat: 702 kali

Introduction

Discuss-Pair-Describe Picture (DPDP) is a teaching model developed by Yelia. Discuss-Pair-Describe Picture (DPDP) model is a model of English speaking skills based on cooperative learning approach (CLA) (Yelia, 2015:30). Cooperative learning is a student-centered, instructor-facilitated instructional strategy in which a small group of students is responsible for its own learning and the learning of all group members (Li, M. P. & Lam, B. H, 2013:33). Students interact with each other in the same group to acquire and practice the elements of a subject matter in order to solve a problem, complete a task or achieve a goal. Working together to achieve a common goal produces higher achievement and greater productivity than working alone (Slavin:1998, cited in Robyn, 2016:53).

The DPDP model facilitates students working in pairs. Sharan stated in Yelia (2015: 30) that language learning in small groups provides an opportunity for students to gain meaningful practice opportunities. Working in pairs, each student has the opportunity to practice their speaking skills so that students work together to maximize their own and each other's learning. In addition, by working in pairs the students get more time for practice. The DPDP model consists of 3 phases: class discussion (discuss), paired work (pair), and description (describe) (Yelia,2015:30). These three phases cover all the major steps in cooperative learning:

  1. Convey the goals and motivate the students,
  2. Present the information,
  3. Organize the students into groups,
  4. Guiding the group to work and study,
  5. Evaluate,
  6. Provide award to students (Trianto, 2010: 66-67).

In accordance with this learning model, Discuss-Pair-Describe Picture, the learning media used are simple pictures related to learning materials. Sanjaya in Yelia (2015:31) “The selection of picture media is based on the consideration that the media is concrete, more realistic, can be used for learning from various age groups, the price is relatively cheap, easy to obtain, and does not require special equipment in delivering it.

Furthermore, pictures serve for illustration, develop learners’ imagination, make the learning process more interesting and entertaining at the same time Pešková in Gallis (2014:32). He lists three reasons as follows:

  1. Pictures are ideal for reflecting reality. Photography is an authentic source, which truly illustrates a situation or an event, portrays a person, etc.
  2. Pictures draw learners’ attention, whether in books or while listening to a lecture. Texts accompanied by pictures are more attractive for learners than plain texts. Similarly, lectures become more interesting when displaying some pictures.
  3. Pictures offer various opportunities of activities, especially based on practising all four language skills, and have an entertaining element which can be exploited by various games.

Steps of DPDP

To teach speaking by using the DPDP model the teacher needs to know first the procedure of using the DPDP model. The procedures of using the DPDP model seems to make all of the students active in speaking activity because it encourages equal participation work in a pair.

According to Yelia (2015:31-35) The DPDP model consists of 3 phases: class discussion (Discuss), pair work (Pair), and description (Describe Picture). The class discussion phase consists of 7 steps, the pair work consists of 4 steps, and the describing phase consists of 2 steps.

  1. Class discussion phase
    1. Teachers and students discuss the definition and generic structure of descriptive text
    2. Teacher shows a picture to the students (people, things, animal)
    3. Teacher asks the students to pronounce the words related to the picture and write the words on the board
    4. Teacher pronounces each word followed by the student, repeatedly.
    5. Teachers gives some examples of sentences orally according to the text they are studying, followed by the students
    6. Teacher asks the students to assort the sentences in a logical sequence
    7. Teacher gives an example of descriptive text
  2. Work in pairs phase
    1. Teachers divide students in small groups (2 people) then explain the task of each group
    2. Teachers give a picture to each group (people, things, animal)
    3. Each group discusses the picture (pronouncing of the words and sentences related to the picture)
    4. Students describe the picture to their partner while the teacher monitors the activities of the students.
  3. Describing phase
    1. Teacher asks several students to the front of the class to describe the picture
    2. Teachers evaluate and reward students who can make oral descriptive text well

Briefly review, the procedure phase of DPDP model as follow:

Phase 1: The teacher will discuss briefly about the descriptive text. The teacher hands out the pictures (Sample task) and explains the picture orally. Make a sample sentence monologue text orally. Students will review pronunciation and write key words on the whiteboard.

Phase 2: Teachers divide students to form pairs or small units. The teacher gives a picture to each group. In pairs, students discuss the picture, using their ideas and write keywords related to the picture, then each student will try to describe their partner, meanwhile the teacher monitors the activities of the students.

Phase 3: Each group will be practicing. They describe the picture in front of class using the ideas and text they have discussed. Teachers evaluate and reward students who can make oral monologue text well

For the next lesson, the first step in the class discussion phase may not be done if the teacher assumes that the student understands the definition and generic structure of the text well. Learning can start with the second step is to show a picture to the students.

The Advantages of DPDP model

George (2000) adds that there are five important value added principles of cooperative learning. Firstly, Interdependency among the learners, they learn together and learning is part and parcel of each other,they work in a small group and plan to finish a product together. Secondly, each member of the group is accountable for sharing his/her knowledge with the rest of the group. Thirdly, using their collaborative skills to help each other to learn and encourage each other to participate in problem solving and cooperative learning. As such they strive to increase overall achievements of the group. Fourthly, equal opportunities for all, as a team, each member is responsible for taking part in the group building activity and strives for its collective success. Fifthly, they all learn together, interact together and transfer knowledge together. In cooperative learning, students work together for common goals and objectives. All work to achieve one single purpose that is to benefit one another by sharing their personal knowledge and skills.

The advantages DPDP model based on Yelia (2015:35-35):

1. The social System

In learning teaching, Discuss-pair-describe picture models. There are rules and relationships between teachers and students should be designed as possible. The teacher is the designer of the learning environment that is implemented. Teachers design the implementation of the learning process and role of each party (teacher and student). Teachers also involve students to be actively involved in the learning process. Teachers help students with the maximum to achieve learning objectives (Yelia, 2013:35-36)

2. Principle of Reaction

Teachers are helping students to understand the learning materials as well as possible. Teachers give students the opportunity to ask things they do not understand in terms of learning materials. Teachers give motivation and opportunity to students to make the monologue text orally. In addition, teachers also give rewards, rewards in the form of praise or simple gifts that have been prepared beforehand to students who are able to make monologue text well (Yelia, 2015:35-36).

3. The Effect of the Model

The effect of the DPDP model is that students understand the learning objectives of the spoken monologue text. In addition students understand about the structure as well as aspects of the language used. The most important thing is that students are able to make simple oral monologue texts well (Yelia, 2015:35-36).