PROBING-PROMPTING LEARNING IN TEACHING SPEAKING

The purpose of this study is to find out the probing-prompting learning model in teaching the ability to speak in English. Based on the results of research on the population of students in class VII in MTs Negeri 2 Bombana in the academic year 2019/2020, random cluster sampling techniques were used in class VII-C as the Experimental class obtained classical. Test the difference between the two abilities in speaking English. English speaking ability of students in the Experimental class is better than the control class. The average value of the post-test experimental class is 76.833 and the post-test control 62.666 with this results that student achievement by using probing-prompting learning better than conventional methods. There are some significant differences in applying learning to encourage probing in students' speaking skills. The conclusion of this study is the probingprompting learning in teaching speaking model to determine students ability to speak English.


INTRODUCTION
English is one of the important and mandatory languages for learning. in some of the world many use international languages and therefore we must learn a lot and understand about English. Rizqiningsih & Hadi (2019:127) explained that English is the foreign languages that is more popular than any other languages in the world. Every day, millions of people use English in the workplace and in social life. English is the language most often used language to communicate with other people. In Indonesia, English is taught as foreign language from primary until university level and as one of compulsory subjects.
English is the most important subject for students. students must learn a lot about English at school, because English has become part of an international language. English is one of the best languages in the world. because by using unclear. Also, many students appear lazy and are not confident when practicing in the classroom. So English lessons are not mastered directly because students tend to just listen and record. The main reason for the students to avoid speaking in the target language is that they are influenced by affective factors, such as anxiety and a lack of motivation. No wonder the ability in speaking in below average for some of the students. Their perception about speaking is difficult, lead them to the boredom and less motivation in joining English class.
Besides the students' factors, the teacher's inaccuracies in the use of the learning approach also caused many problems. Almost every English teacher agrees with the high motivation for using a variety of English language learning models.
From this perspective, students need to be given appropriate technical stimulation and teaching methods so that they are interested in learning English. Various kind of learning approach and models will give the students more alternative to learn and enjoy the learning process. New approach or models also provide students different kind of experience in process of mastering language. One of the model that can be used by the teacher to improve students speaking skill is using probing prompting learning. As the alternative solution for the speaking problems that faced by the students.

1) Definition of speaking skill
There are several definitions of speech that have been put forward by linguists. According to Al-Jarf (2012), speaking is a verbal ability to achieve pragmatic goals through interactive discourse with other speakers in the same language. The goal is that the participants (between the speaker and listener) can create comfortable social interactions and good communication. The main point of speaking is the exchanging of information between the doer and listener in a certain kind of setting. Speaking is the ability to share and explain the idea or concept that the speakers try convey with their partner.
Speaking skill also can be describe as the ability of students to express their ideas verbally in many words. Speaking is only a verbal form of speech that is structured from structure and vocabulary. In sum, the researcher concludes that speaking is mostly related to what we say with what we see, feel, and think.
When we feel something, we want someone to listen to us. As in this process that we can call it as two-sides communicative interaction. links students' knowledge and experiences with new knowledge learned. Huda (2014: 281) and Luffizulfi (2008) clarify that the questions raised during the study are called the research questions, these question are intended to guide students in finding more accurate answers. The question-and-answer process was done randomly by instructing students to be active and engaged in the learning process.
Probing-prompting learning model is one of the cooperative learning models to enhance students' understanding of the concept and engaging to speak English. Through asking many guiding questions, students can develop their new knowledge (Suyanto, 2009: 63). According to Nurhamiyah and Jauhar (2014, 243), probing-prompting learning models is a model to provide reinforcement, the proper use of this strengthening technique will lead to positive attitudes for students and activate participation in learning activities. Probing questions are questions that are digging to get further answers from students to develop the quality of the answers. This learning model can be used as a technique to guide students so that each student become actively participated. Based on the above understanding, it can be concluded that this model can positively deepen the students' material and speaking skills through a conversational form.

3) Advantages and disadvantages of learning models that driver questions. The advantages of this learning model include:
a) Can encourage students to think actively. b) Can provide opportunities for students to ask about their difficulties or lose understanding of the material. c) Negotiating different opinions between students can be achieved effectively through collaborative work.

First
The teacher will give a new situation that contains a puzzle (presents the problem) using pictures, models, etc.

Second
Waiting a few moments (5-15 seconds) to give a student time to think about the problem.

Third
Teacher gives question on indicators to all the students Fourth Waiting for a while (5-15 seconds) to let the students formulate his answer.

Fifth
Teacher asks a student to answer the question.
Sixth If the answer is relevant, the teacher will prompt the students by giving a series of the question based on the indicators.   (2012), suggesting that the learning process is an active process, because knowledge is formed from within the subject of learning, to help the cognitive development of children, it is necessary to create a learning condition that allows children to learn on their own . In the Probing-Prompting teacher model provides a series of questions that can foster student curiosity.
By using the learning model that encourage question very closely related to question it will further encourage students to transfer the students' English learning abilities. According to Huda (2013) state that the question posed during the study are called probing question. While prompting question, this question intends to guide students so that they can find answers that are more correct. The question and answer process is done by randomly pointing students can be active and participate in the learning process. Students cannot avoid it in learning process, because at any time can be involved in the question and answer process. Problem questioning can motivate students to understand a problem more deeply so that students able to reach the intended answer. During the process of finding and finding answers to this problem, they try to connect the knowledge and experience they have with the question to be answered. According to Widiyanto as cited by Ulya (2012) concluded that probing-prompting learning combination effectively implemented because of the results of this study obtained an average value of the ability of students to understand the concept of mastery learning.