A Skripsi
Presented to the Faculty of Tarbiyah
In Partial Fulfillment of the Requirements
For the Degree of Sarjana Strata 1
By
GUFRON
1981414342
Approved by
Adviser
ｾｬｾｾＬＭ
Drs. H. Munir Sonhaji M. Ed.
NIP: 150 050 682
THE ENGLISH DEPARTMENT
OF THE FACULTY OF TARBIYAH
SY ARIF HIDAY ATULLAH ST ATE ISLAMIC UNIVERSITY
JAKARTA
Case Study at UKM Bahasa UIN Jakarta" was examined at the examination
session of the Faculty of Tarbiyah Syarif Hidayatullah State Islamic University
Jakarta on December 28, 2002. This skripsi has fulfilled the requirements for the
degree of Sarjana (SI) at English Department
Th Head ｯｾｭｭｩｴｴ･･＠
l\
..
Examiner I
Drs. Atiq Susilo, MA Nip. 150 182 900
Jakarta, December 28, 2002
Examination Committee
The Secretary of Committee
Adviser
Drs. H. Munir Sonhadji, M. Ed. Nip. 150 050 682
Examiner II
In the name of Allah S WT the beneficent, the merciful. Praise and gratitude be to
Allah for giving the writer health. And blessing be upon our prophet Muhammad
SAW, his descendants and his followers.
On this occasion, the writer would like to express his sincere gratitude to Drs.
H.A. Munir Sonhadji, M.Ed for his guidance, kindness, and constructive criticism.
The writer also would like to express the deepest gratitude to those who have
helped him in finishing this skripsi namely:
I. Prof. Dr. Salman Harun as the dean ofTarbiyah Faculty.
2. Drs. Nasrun Mahmud as the head of English Department.
3. All lecturers of English Departmenf who have taught and educated the writer
during his study at UIN Jakarta.
4. All staffs of UIN, British Council, UNJ, and AMINEF Library who had
allowed him to borrow and read the book in canying out library research.
5. Yudy Effendy as the president ofUKM Bahasa UIN Jakarta who has allowed
the writer in canying out his research.
6. All staff of UKM Bahasa UIN Jakaiia who always support the writer to finish
his skripsi.
7. His beloved parents for their suppmi, patience, understanding and love, to his
8. His sweet heait Nia Irfiana who accompanies him to the libraiy ai1d types this
skripsi.
9. Genk bakar ayam (Solehan, Imron, Ach. Junaidi, Bahrudin, Wahyu, Nurudin,
Bari Mulyana, Deden), Neneng Syukrowati, Sofiah, Haripuddin, Ipeh, Zaza,
Yuyun, Umi, Anniza manis, Pipit, English house, Leopard Club, Three on
Three Club, Candy Club, Clever Club, and YEC.
10. All persons who give their help and suppo1t in writing this skripsi that the
writer could not mention one by one.
My Allah SWT, the Almighty bless them all, Amen.
And finally, the writer realizes that this skripsi is not perfect. Therefore the writer
would like to accept any constructive suggestion to make this skripsi better.
Jakarta,
The writer,
TABLE OF CONTENTS ... iii
CHAPTER I: INTRODUCTION ... 1
A. The background of study ... 1
B. The limitation and formulation of study ... 3
C. The use of study ... 3
D. The method of study ... 4
E. The organization of study ... 4
CHAPTER II: THEORETICAL FRAMEWORK ... 5
A. Speaking ... 5
1. The definition of speaking ... 6
2. The types of speaking ... 7
3. The purpose of speaking ... 8
B. Group discussion ... 9
1. The definition of group ... 10
2. The definition of discussion ... 13
3. The types of discussion ... 14
2. Time and location ... 22
3. Population and sample ... 23
4. Research instrument ... 23
5. Data analysis procedure ... 24
B. Research Findings ... 24
I . The description of data ... 24
2. Data analysis ... 27
3. Interpretation and discussion ... 31
CHAPTER IV: CONCLUSION AND SUGGESTION ... 34
A. The conclusion ... 34
B. The suggestion ... 34
BIBLIOGRAPHY
speaking, reading, and writing. Speaking is an important skill among others, which
has to be practiced by the English learners. Some students of Senior High School
have a problem in speaking. Although some students are good in reading or writing,
but some of them still have a problem in speaking. Jo McDonough and Christopher
Shaw pointed out that: "In many contexts, speaking is often the skill upon which a
person is judge "at face value". In other word, people may often form judgment about
our language competence from our speaking rather than from any of the other
language skill."1
There are many factors as a handicap in improving speaking skill, such as never
practicing to speak English with their friends formally or in formally; afraid of doing
some mistakes, or laughing by others, and do not feel confident, and so on. To help
students to solve such problems the teacher or lecturer should motivate and give an
opportunity to speak. Don Byrne stated that: " ... the opportunity to say something has
to be given to the students, so that they can see the value and the use of what they are
learning; to appreciate language as an instrument to be used rather than as knowledge
to be stored away."2
1 Jo McDonough and Christopher Shaw, Materials and Method in ELT, (UK&USA: Blackwell
and Cambridge, 1993), P. 151
Furthermore, the teacher or lecturer should use some techniques or strategies to
make student enjoy and more fun, however good strategy will support in learning
English. As Gina Wister and Sally Brown stated that: "A fundamental concern within
higher education today is to ensure that strategies are in place to provide systematic
guidance and support for students in order enable them to learn."3
There are many techniques to use in teaching speaking such as role-play,
simulation, discussion, and so on. Role-play is a communicative activity in which the
learners are given a task to complete. In order to ensure a lively and unpredictable
course of the activity, the learners are told who they are, what their opinion are, what
they know that is unknown to the others. Simulation is a communicative activity in
which learners are told who they are and what their task is. They present arguments
according to their own belief. Discussion is a communicative activity in which
learners retain their own personalities and views. Their task is to come to an argument
regarding an issue introduced by the teacher.4
Research will be held at UKM (Unit Kegiatan Mahasiswa- The Unit of Student's
Activity) Bahasa called UKM Bahasa established by English students who are ve1y
concerned in speaking, they are aware that the materials given by the lecturer in
regular class are not enough to increase their speaking skill, then they make a small
club discusion consists of five until seven persons. The activities located in the
3 Gina Wisker and Sally Brown, Enabling Student Learning: System and Strategies, (London:
Kogen Page Limited, 1996) P. l
4 Aleksandra Golebiowska, Getting Students to Talk, (UK: Prentice Hall International Group Ltd.,
boarding house and sometimes in the park in the spare time. In the small group
discussion each student has been encouraged to speak. After a few months they were
observed that they got some advantages from that club discussion and get significant
development in their speaking competence. One year later they can accommodate the
other students from different major studies to establish UKM.
B. The Limitation and Formulation of Study
I. The limitation
Cause of limited of the time, facility, and fund, the writer limits this research on
the "Effectiveness of Small Group Discussion in Developing Speaking Skill" at
UKM Bahasa UIN Jakarta.
2. The formulation
Base on the limitation above, the writer formulates "how far the effectiveness of
small group discussion in developing speaking skill?"
C. The Use of the Study
The writer hopes this writing will be useful for English learner and English
teacher. It is expected to everyone who reads this writing knows that the group
D. The Method of the Study
The source of data is from a library research and field research. The writer
observes some theories and reads some books as reference and relevant information
with the topic discussed. The writer carried out the field research at the Unit of
Student's activity of Bahasa or UKM Bahasa UIN Jakarta by joining the group
discussion process in the classroom and led them by giving the topic to discuss.
E. The Organization of the Study
The organization of this skripsi is divided into four chapters. Chapter one is
introduction. It contains the background of study, the limitation and the formulation
of study, the use of study, the method of study, and the organization of study.
Chapter two is a theoretical framework. It discusses on speaking which is focused
at the definition of speaking, the type of speaking, and the purpose of speaking. And
it also discusses on group discussion focused on the definition of group, the definition
of discussion, the types of discussion, and the advantages and disadvantages of group
discussion.
Chapter three is research methodology and findings. Research methodology is
divided into five items: they are the objective of study, the time and location,
population and sample, the reasearch instrument, and the data analysis procedure.
Finding is divided into three items: they are the description of data, the data analysis,
and interpretation and discussion.
A. Speaking
As it is pointed out by McDonough that: " ... speaking is sometimes undervalued
or, in some circles, taken for granted. There is a popular impression that writing,
particularly literature, is meant to be read and as such is prestigious, whereas
speaking is often thought of as 'colloquial', which helps to account for its lower
priority in some teaching contexts." 1
EJ'.glish as an international language of communication and many learners want to
speak and interact to other people in English, especially to the foreigners. English is
important for travel business as well as professional reason. Speaking is a skill to
communicate other, sometimes it is by face-to-face communication and probably also
through some media at long distance. However, Bryant has an argument that speaking
requires some talent, much desire, and instruction as well. He said that: "Without
instruction and intelligent practice, has never been enough for development of their
full potential. "2
1
Jo McDonough and Christopher Shaw, Op. Cit., p. 151
2 Donald C. Bryant, karl R. Wallace, Fundamentals of Public Speaking, (New Jersey, USA:
I. The Definition of Speaking
According to McDonough and Shaw said that:
"Speaking is desire and purpose-driven, in other words we genuinely want to communicate something to achieve a particular end. This may involve expressing ideas and opinions; expressing a wish or a desire to do something; negotiating and/or solving a particular problem; or establishing and maintaining social relationships and friendship."3
At the same book, they said that speaking is an active process and one which is
difficult to dissociate from listening in many ways.4
H.G Tarigan said that: "Berbicara adalah kemampuan mengucapkan bunyi-bunyi
artikulasi atau kata-kata untuk mengekspresikan, menyatakan se1ia menyan1paikan
pikiran, gagasan dan perasaan. (Speaking is an ability to utter articulation of sounds
and words to express the ideas and feeling.) 5
And he also defines that: "Berbicara adalah suatu alat untuk mengkomunikasikan
gagasan-gagasan yang disusun serta dikembangkan sesuai dengan
kebutuhan-kebutuhan sang pendengar atau penyimak."6 (Speaking is a tool to communicate the
well-managed ideas and to extend them according to the need of liseners)
In the the Cassell Dictionary & Thesaurus, it is said that speaking is
I. The activity or an instance of uttering word etc.
2. Able to speak.
3 Jo McDonough and Christopher Shaw, Op. Cit., p. 152
4 Ibid., 153
' Prof. Dr. Henry Guntur Tarigan, Berbicara Sebagai Suatu Keterampi/an Berbahasa, (Angkasa, Bandung, 1988) p. 15
3. (in comb.) able to speak a specific language, or having a specific language as
one's native tongue
4. Transmitting speech
5. Giving an estimate or opinion from a specified angle.7
2. The Types of Speaking
G. Hance et. al divides the types of speaking into seven types:
I. Introducing a speaker
It is used particularly when the speaker is a visitor, a stranger. The introduction is usually made by the president of the group or the chairman of the program committee.
2. Making announcements to be heard near the beginning of the program, meeting, or performance, but they may very well occur near the end of the meeting, especially if that meeting is conducted according to parliamentary procedure.
3. Words of welcome
The individual, who acts as host for his organization express pleasure at the presence of a visitor, if the attendance is large, expresses his satisfaction at that fact. 4. Talk paying tribute
This kind of talk pays tribute to, or confers an honor upon, an individual or a group for admirable conduct, skills, scholastic achievement, attainments, or meritorious services. The word of tribute or sometimes accompanied by a gift or award.
5. Response to a tribute
In many cases the best course of action in responding to a tribute is to say "thank you" and return to your seat. But many other cases call for something more than
"thank you" 6. Radio speaking
In this kind of talk the speaker begins with the most important or interesting or exciting piece of news and proceeds with other items, usually in the order of their news value, their interestingness, without making any effort to link them by words or phrases.
7. Television speaking
7
Television speaking is same as radio speaking except for its visual element. The visual element, including both the appearance of the speaker and the use of the audio-visual aids. 8
3. The purpose of speaking
Whatever we talk to the others, even a single word comes out from our mouth
must contain some purposes, as G. Hance said that: "Most of the speaking you do -no
matter what you say- has some purpose. Even in the most idle conversation, you are
trying to tell somebody about something he doesn't know, or you are trying to
convince him that this singer is better than that singer, or you are telling him a joke to
amuse him; whatever you're doing, it has some purposes."9
The purpose of speaking is usually depending on its type. In the previous study
was discussed that there are seven types of speaking and each type has different
purpose.
I). INTRODUCING A SPEAKER, the purpose is to create a friendly, receptive attitude in the audience toward the speaker, to present him as an authority in his field, and to stimulate a desire to listen to him
2). MAKING AN ANNOUNCEMENT, the purpose is to give precise information about same fact, or to present reasons for supp01iing a ce1iain cause, idea, or event. The announcer hopes to make his listeners understand and reach favorably.
3). WORD OF WELCOME, the purpose is to establish a rapport, a feeling of harmony between the visitor and the host group.
4). TALK PAYING TRIBUTE, the purpose is not only to express appreciation but also to help bring the subject and his achievement wider recognition.
8 Kenneth G. Hance, David C. Ralph, Milton J. Wiksell, Principle of Speaking, (Belmont,
California: Wadsworth Publishing Company, Inc., 1962), pp. 266-272
9
5). RESPONSE TO A TRIBUTE, the purpose is to express appreciation for the tribute, and for the award or gift, if any; also to establish or strengthen a friendly relationship with these in whose name the tribute is paid.
6). RADIO SPEAKING, the basic purpose of radio speaking is the same as that of any other short-talk speaking. Standing before microphone, the speaker talks to a listener, at his receiving set, and the air wave and radio equipment are the technical means of transmission.
7). TELEVISION SPEAKING, the purpose is same as radio speaking.10
Meanwhile, according to Tarigan, the main purpose of speaking 1s to
communicate. He stated that: "Tujuan utama dari berbicara adalah untuk
berkomunikasi ,.i 1
Furthermore he said that: "Pada dasarnya berbicara mempunyai tiga maksud
umum, yaitu: (basically, speaking has three general purposes):
a. Memberitahukan, melaporkan (to inform)
b. Menjamu, menghibur (to intertain)
c. Membujuk, mengajak, mendesak, meyakinkan (to persuade)12
B. Group Discussion
Recently, many instructors tend to use communicative approach and gelling away
from a teacher-centered in teaching speaking ability -emphasized more to
student-centered- like by setting up small group discussion. In group discussion students have
much chance to speak, while the teacher as supervisor, as it is pointed by George
Yacobs that: "During these discussions teachers usually move around the room
IO Ibid., pp. 266-272
11 H. G. Tarigan, Op. Cit., p. 15
12
listening, observing, occasionally making comments, or asking question on the topic,
and being available if students have brief questions about English. However, teachers
do not interrupt to teach about language.13
In this case, Thomas Weaver also said that: "Few high school teachers today have
spent much time in lecturing to their student. They wish to make sure that the student
is learning, and they believe that pmiicipating in discussion promote significant and
extensive learning."14
1. The definition of group
A group is a ce1iain activity when it consists of more than two people interact
each other and they aware that they are in a group, as Brumfit stated that: "A group is
usually defined as a number of people who interact with one another, and who
perceive themselves to be a group."15 And it related to G. Bormann's statement" ... a
group is defined as being composed of by at least three peoples. Therefore, it does not
include dialogue, two persons communication or partnership."16
Michael Burgoon and Michael Ruffner stated that: "We feel that a useful way of
defining the group is the following: the face"to-face interaction of three or more
13 Forum Vol. XXIV, No. 2 April I 986 p. 3 I
14 Andrew Thomas Weaver, Gladys Louise Borchers, Donald Kliese Smith, The Teaching of
Speech, (USA: Pentice-Hall, Inc., I 952) p. 3 I 9
15 Christopher Brumfit, Communicative Methodology in Language Teaching The Roles of Fluency
and Accuracy (Cambridge: Cambridge University Press, I 984), p. 72
16 Ernest G. Bormann, Discussion and Group Method-theo1y and Practice (New York: Harper &
individuals, for a recognize purpose, such the members are able to recall personal
characteristics of the other members accurately."17
According to Miles Hewstone and Antony S.R. " ... in teaching, an ideal group
should consist of at the most eight members."18 by this way it will be easier for the
group leader to manage the group and it gives more chance to each member to
express the ideas.
It is in line with Ernest G. Bormann' s statement: "The optimum size for a
discussion group varies from 5 to 7, and a group of I 0 to 11 is often too large. Five is
an excellent number. People in groups with fewer than five members complain that
their group is too small, ... " 19 In conclusion, a group must have more than two
persons and each person must be able to see and find the right time to talk and
interact with the others. In the interaction they have to have some goals to be
achieved. It is too large if a group has 10 or 11 members and to small if a group has 5
or fewer members. An ideal group is consist of 5 to 7 members and the excellent one
is five members.
There are nine characteristics of group according to Michael Burgonn and
Michael Ruffner. They are:
I. Group increases the members' motivation. The presence of friends in a group can motivate a student. Students have greater motivation when they work in a group.
17
Michael Burgoon and Michael Ruffuer, Human Communication-A revision of Approaching
Speech/communication (New York: Holt, Rinehart and Winston, 1978), p. 224
18
Miles Hewstone, Antonr S.R., Manstead and Wolfgang Straube (EDS.) The Blackwell Readers
in Social Psychology (Oxfors; Blackwell Publisher Ltd. 1997), p. 481
19
2. Groups have group personality or identity of themselves. A group is a combination of different kind of personalities that produces the group personality. A group has its own way to reach the goal.
3. They make their own norms or rule that are accepted by all members. 4. Group cohesiveness. It refers to the members' desire to stay in the group. 5. Group is the members' commitment to the task. The stronger commitment of
the group members to do the task, the easier the group reaches the goal.
6. Interdependency. Each group members has different level of ability; therefore, they need help from each other and work together to reach the group's goal. 7. Group size. It refers to the number of individuals in group.
8. Risky Shift. The members of the group make decision through discussion or by taking the best opinion of the members. By doing so all members have to be responsible for the decision, which is the risk that has to be taken by all members.
9. Assembly Effect Bonus. This is a chain reaction in which opinions from a group member are responded by the others. 20
There are nine ways to organize groups according to Friederike Klippol
I. Buzz group: Each group discusses a problem for a few minutes before the solutions are reported to the whole class.
2. Hearing: A group of students sit in front of the class and are asked by the other students about the topic. They have to discuss before they make decision to answer the questions.
3. Fishbowl: All the students of the class sit in a big circle. In the middle of the circle there are five chairs for a group. Three students who have controversial opinion about the topic sit on three chairs. The three of five students start the discussion. Then two other students who have different opinion join them. Students from the outer circle can replace speakers in the inner circle by tapping them on the shoulder if they feel confident that they can present the topic better.
4. Network: The class is divided into groups that should not have more than ten students each: each group has a ball of string. Whoever is speaking about the topic holds the next speaker, but keeps holding on the string. In this way a net of string develops, showing who talked the most and who the least.
5. Onion: The class is divided into two equal groups. The students sit on the chairs that are arranged in a double circle. The students who sit in the other circle facing inwards and those of the inner circle facing outwards. Therefore each student of the inner circle sits facing outer student in the outer circle.
After discussing the topic for a few minutes all the students in the outer circle move on one chair and now have a new partner to continue discussion.
6. Star: Four to six groups try to find solution of a problem. Each group elects a speaker then the speaker joins with the other speakers from the other groups to form a new group to continue the discussion.
7. Market: All the students walk around the class and each of them talks to some others.
8. Opinion vote: Each student gets a voting with numbers from I to 5 in it (I= agree completely, 2= agree, 3= nor agree or disagree, 4= disagree, 5= disagree completely). They discuss the topic in their groups then each student votes by circling or crossing the number in the card.
9. Forced Contribution: In order to make sure that all members of the group give their opinions in the discussion, each of them is given a number which determines the turn of speaking.21
2. The definition of discussion
Aleksandra Golebiowska defines discussion is a communicative activity in which
the learners are given a task to complete.22
According to Kenneth G. Hance et. al., discussion is thinking through and talking
about problems or topics by a relatively small number of persons (usually 111 an
informal situation) for purposes of finding solutions or information.23
Meanwhile Rulan Ahmadi said that: "Diskusi adalah suatu proses tukar pikiran.
pendapat atau pengalaman antara dua orang atau lebih untuk mcmccahkan
masalah. "24 (Discussion is an exchange of mind, opinion, and experience process between two peoples or more to solve some problems)
21
Friederike Klippel, Keep Talking Communicative Fluency Activities For Language Teacing
(Cambridge: Cambridge University Press, 1984), pp.9-10 22 Aleksandra Golebiowska, Op. Cit., p. 5
23 Kenneth G. Hance, David C. Ralph. Milton J, Wiksell, Op. Cit., p. 266
24
3. The types of discussion
According to Kenneth G. Hance at. al., at least there are three kinds of types of
discussion:
a. Round-table discussion
A few persons are seated around a table (or in a similarly informal situation).25
The number of this type usually around ten to fifteen persons, it will provide the
opportunity for considerable participation by each person. He can easily be seen and
heard by every other person, and each person can participate quite freely without fear
of keeping others from having a similar opportunity.26
The round-table discussion can be defined as a discussion group in which each
person may contribute at any moment, in which the thread of the discussion is taken
up by the members as they have something to say, and in which -as a result- the
stimulus- response pattern is constantly changing as attention is directed from one
person to another. 27
The characteristics of the round-table discussion are:
Breadth (as broad as the total number of participants)
Variety (as varied as the contribution of all participants)
Spontaneity (constant give - and- take contributions)
Freedom (no restrictions in term of previously prepared speeches)
25
Kenneth G. Hance, David C. Ralph, Milton J. Wiksel, Op. Cit., p. 266
26
Ibid., p. 322
Participation by all numbers
Less order and economy of time than with prepared speeches. 28
b. Panel discussion
In panel discussion, two, three, four, or perhaps six or eight persons carry on an
informal discussion in the presence of another group of persons (the audience ).29
Students may be asked to prepare panel discussion on subjects relating to the
foreign culture. The teacher divides the class into committees according to interests.
'
Each group does research on its topic and later presents its findings to the class using
overhead and opaque projectors.30
The panel discussion can be defined as a few persons (the panel) carry on a
discussion in front of an audience, which usually participates later in question-
and-answer period. The members of the panel may be members of the total group, or they
may be experts brought to the discussion as outside speakers. 31
The characteristics of panel discussion are:
Considerable breadth (as broad as the three or five persons who normally
constitute the panel)
Variety
Spontaneity (constant give-and-take contributions)
28 Ibid., p. 323
29 Ibid., p. 322
30 Edward david alien, Rebecca M. valette, Classroom Technique: Foreign Languages And
English As Second Language, (USA, Harcourt brace javanovich, Inc., 1977), p. 244
Freedom (no previously prepared speeches)
Provision for a large group (almost any number of person can constitute the
audience for the discussion)
Some participation by all persons (member of audience may ask questions and
make comments in the open-forum period)
Less order and economy ohime than with prepared speeches.32
c. Symposium
A similar number of persons discuss a subject via separate speeches (also in the
presence of an audience).33 It will be used by a group that is seeking to learn about or to understand a problem, especially when experts are used to discuss the problem for
the benefit of the remainder of the group, who constitute the audience.34
Symposium can be defined as a type of, discussion group in which two or more
persons, under the direction of a chairman, present in separate speeches the various
phases of a problem, with the audience participating vocally in a subsequent
question-and-answer period. As in the case of the panel discussion, these speakers may be
members of the total group, or they may be experts through to the discussion by the
group.35
The characteristics of symposium arc:
Some breadth (as broad as the number of speakers)
32 Ibid, pp. 323-324 33 Ibid., p. 322 34
Ibid
35 lb "d -04
.:>-Some variety
Order, compactness, and economy of time (on the assnmption that the speaker
have made careful preparation and that the contribution will be well
organized, well phrased, and well developed)
Provision for a large group
Less spontaneity than in the round-table and panel discussion (on the
assumption that the speeches have been prepared in advance, there will be
comparatively little give-and-take and development of new ideas beyond
those included in the advance preparation).36
4. The Advantages and Disadvantages of Group Discussion
a. The advantages of group discussion
In group discussion each person will involved and motivated to talk, as Jim
Bennet stated: "one of the advantages of group discussion technique is that is
involves and motivates all individual students."37
According to Tarigan, the advantage of group discussion is giving more sources
in problem-solving. He said that: "Salahsatu manfaat yang paling besar dari diskusi
kelompok ialah kemampuannya memberikan sumber-sumber yang lebih banyak bagi
pemecahan masalah. "38
36 Ibid., p.
324
37
Jim Bennet, Teaching GSCE English (London: Hoder and Stoughton, 1987), p.57
38
According to Michael Legutke and Howard Thomas, the advantage of group
discussion is: " ... that the outcomes of the discussion would be beneficial to all
individuals involves, and to the whole class."39
Aleksandra Gelobiowska stated that the advantages of group discussion
technique:
1. It gives more time for students to talk than any other technique;
2. It involves all learners;
3. It makes learners responsible for their own learning. 40
According to Peny Ur the advantages of group discussion technique:
1. It increases participation. All students in the class speak in their groups
2. It is easier for the students who are shy of saying something in front of the class
or to the teacher to express themselves with their friends in the groups
3. The students' motivation also increase when they work in group
4. The students sit near each other that makes whoever is speaking can be heard
easily by the others
5. It allows the teacher to walk freely round the class and give more time to
slower learners
6. There is chance for peer teaching. In group discussion students will learn from
each other, whether consciously or unconsciously. They can correct each
39 Michael Legutke and J-Ioward Thomas, Process and Experience in The Language Classroo1n
(New York: Lognman Inc., 1991), p. 224
other's mistakes, give needed words; and of course they will teach each other
about the thing being discussed.41
Furthermore Michael Burgoon and Michael Ruffner stated the advantages of
group discussion technique:
I. Quality outcomes. The decisions through discussion are frequently better than
those of a student working alone.
2. Group members will be more committed to the task and to the decision since
feel responsible for the task and the decision.
3. Members will feel glad when he or she has contributed opinions or ideas to the
group decision. 42
According to George Jacobs, small-group discussion can be viewed as
opportunities for students to review and reinforce what they have already learned,
thereby increasing fluency. 43
Marianne Celce-Murcia the professor of English at the University of California,
Los Angeles stated that there are four arguments frequently cited in favor of using the
group technique:
I. With a congenial environment that encourages student student interaction
-not just teacher-student interaction -more learning takes place.
41 Peny Ur, Discussions That Work Task-centered Fluency Practice (Cambridge: Cambridge University press, 1891), pp. 7-8
2. Many students who will not participate in conversation class setting will tend
to join in better in small groups composed of peers.
3. Students often accept explanations, correction, and suggestions from peers
more readily than from the teacher.
4. Students should be made responsible for their own learning.44
The other advantage of group discussion is the students do not worry of making
mistakes and do not shy to express their ideas because they know each other. As L.
Jones stated: "The students feel more relaxed and less embarrassed in a group
discussion because they are with their friends."45
And last but no least, D. Atkinson stated: "Group discussion gives opportunity for
the students to share their knowledge."46
b. The disadvantages of group discussion
According to Michael Burgoon and Michael Ruffner, the basic disadvantage of
group discussion is about time, it takes long time to discuss certain topic because
each member will have own opinions and they tend to defense them, he said that:
"One of the most basic costs involved with.group discussion is time expenditure."47
According to Peny Ur., the disadvantages of group discussion: The students get
out of control; the students tend to lapse into their native language when the teacher
44
Forum, Volume XVIll, Number 3, July 1980, p. 2
45 L. Jones, Communicative Grammar Practice (Cambridge: Cambridge University Press, 19920,
p.40
46 D. Atkinson, Teaching Monolingual classes (London: Longman, 1993), p.40 47
leaves them; the group formation may take much time, noisy, and disruptive, there
are some students who won't take part in the discussion, and not all groups finish at
the same time. 48
A. RESEARCH METHODOLOGY
1. Objective of the Study
This research is canied out in order to prove that there is an effectiveness of
small group discussion in developing speaking skill toward members ofUKM Bahasa
UIN Syarif Hidayatullah Jakarta.
2. Time and Location
To collect data for writing this skripsi, the writer took library research and field
research. Library research is needed to get some information from some textbooks,
and other notes dealing with the topic of discussion. The field research is needed to
find objective data from some members of 14% from 126 populations of UKM
Bahasa UIN Jakarta located at JI. Ir. H. Juanda 95 Jakarta Selatan.
The reasons of taking the institution are:
1. It is an institution which has been established by students of UIN Jakarta who
are concerned in English especially in speaking skill, and most of them are
from English department
2. Most activities of UKM Bahasa are related to speaking ability, such as
debating, discussion, story telling, and so on.
The writer took the research from September 1, 2002 to October 1, 2002. The
[image:32.595.47.445.156.474.2]chronological events can be seen as follows:
Table I: Activities of the research
No Date Activities ·
01 0510112002 Arranging of the instrument
02 08/15/2002 Appointment for observation
03 09/01/2002 Collecting data
04 1010112002 Processing data
05 10/05/2002 Report writing
3. Population and Sample
The population used in this research is the members of UKM Bahasa UIN Jakaiia.
There are 170 members of UKM Bahasa who come from various department of UIN
Jakarta. To get the data, the writer took only 18 members as they have small group
and once in a week they make small group discussion to discuss certain interesting
topic.
4. Research Instrument
The research instrument used by the writer in collecting the data is that of class
time allocation is forty minutes per topic, there are three groups that is observed by
the writer, they are Candy Club consists of six persons, Clever Club consists of six
persons and YEC (Youth English Club) consists of six persons, the small club
discussion was conducted separately led by the writer as a moderator.
5. Data Analysis Procedure
There are some steps in research activity. The first step is the preparation of the
topic of the discussion, the second is holding the discussion in the classroom, the
third is data gathering, and the fourth is data analysis by using the formula as follow:
F
P=
-x
100% NWhereas
P = Percentage
F = the number of speaking frequency of sample
N = the total number of sample
B. RESEARCH FINDINGS
1. The description of data
As it has been mentioned in the previous study that the writer observed the
member of UKM Bahasa by conducting a small group discussion, the discussion was
running well, all members of each group were enjoying during the discussion, there
comments or ideas about the topic discussed, like what happened when the writer
conducts a small group discussion with the Clever Club. The descriptions of
discussions are as follows:
The writer as a moderator lead the discussion, the topic is "If you were the
governor of Jakarta what would you do?" the writer as a moderator firstly asks to
Nur Syamsi, what would you do if you were the governor of Jakarta? He answered "If
I were the governor of Jakarta I would focus on education, we can create brilliant
students by increasing our education, as the brilliant students certainly could create
something useful for them and their environment, then, Aini gave her opinion about
Syamsi's comment, she said "I do agree with Syamsi's opinion, education is a first
priority, with education we would get better job and better life, "How to increase our
education?" The moderator asked again to Syamsi, he answered, "I have my own way
how to increase education, and one thing ... that I don't like demonstration, because it
tends to be anarchy. Suddenly Irdho interrupt what Syamsi said, as "Anyhow we need
demonstration, it is the only way how to control and to give input to our government.
Then the moderator asked to Aini, "How about you Aini, what would you do if you
become the governor of Jakarta?" she answered "I would fully pay attention to the
lower community, I would give some skills to beggars, street boys, and I also would
overcome the slum area by giving them the good place, then Syan1si commented what
Aini said, as "Mmm ... Actually I'm in line with Aini, Jakarta as the capital city of the
state should free from beggar, street boy, and Jakarta should become a beautiful city.
you were the governor of Jakarta?" she answered "Firstly I would focus and give a
priority on Betawinese, as a native community they should get good position in the
government system," then Sofiah continued what Ai said, and she said "I agree with
Ai, but we have to realize that the citizen of Jakarta is heterogeneous, there are many
ethnic live in Jakarta so we have to hold them all, Siti Rahma added what Sofia said,
she said "What Sofia said was right, by holding the different ethnic there would be no
conflict between two ethnics or more like what happened few months ago between
Madurese and Betawese, and Jakarta would be a calm city. Then the moderator asked
to Sofiah again "How to hold the different ethnic and avoid them from conflict?" she
answered, "It is better to establish an association to involve all ethnics in Jakarta." Do
you have some more ideas? The moderator asked to Siti Rahma, she answered
"Well ... Ifl were the governor of Jakarta, I would like to focus on transportation; you
know that in all part of Jakarta always happened traffic jam, so I would build subway
to minimize the traffic jam." And while on joking, Irdho said "I think to minimize
traffic jam in Jakarta is easy, just close all the car dealers ... " then the moderator
2. Data Analysis
a. Discussion one
Table II: C andv CI b u
No Speaking freqµency Total/percentages
1 2 3 4 5 6
1
x
x
x
x
x
,%'x!00%=83,3%2
x
x
x
x
x
x
%x 100%=100%3
x
x
x
x
x
x
%x 100%=100%4
x
x
x
x
x
%
x100%=83,3%5
x
x
x
x
x
x
% x 100%=100%6
x
x
x
x
x
%
xl00%=83,3%Table III: YEC
No Speaking frequency Total/percentages
I 2 3 4 5 6
I
x
x
x
x
x
x
%x100%=100%2
x
x
x
x
x
x
%xl00%=100%3
x
x
x
x
x
%
x100%=83,3%4
x
x
x
x
x
x
%x 100%=100%5
x
x
x
x
x
,%'x100%=83,3% [image:36.595.56.446.153.684.2]Table IV: Clever Club
No Speaking frequency Total/percentages
I 2 3 4 5 6
I
x
x
x
x
x
x
,%'x100%=!00%2
x
x
x
x
x
%x100%=83,3%3
x
x
x
x
x
% x100%=83,3%4
x
x
x
x
x
x
,%'x 100%=100%5
x
x
x
x
x
%x100%=83,3%6
x
x
x
x
x
x
,%'x 100%=!00%b. Discussion two
Table V: Candy Club
No Speaking frequency Total/percentages
I 2 3 4 5 6
I
x
x
x
x
x
x
,%'xl00%=100%2
x
x
x
x
x
x
,%'xl00%=!00%3
x
x
x
x
x
% xl00%=83,3%4
x
x
x
x
x
x
,%'x 100%-100%5
x
x
x
x
x
% xi 00%-83,3% [image:37.595.44.445.99.675.2]Table VI: YEC
No Speaking frequency Total/percentages
1 2 3 4 5 6
1
x
x
x
x
x
x
,%xl00%=100%2
x
x
x
x
x
,%xl00%=83,3%3
x
x
x
x
x
x
%
x 100%= 100%4
x
x
x
x
x
%
x100%=83,3%5
x
x
x
x
x
%
xl00%=83,3%6
x
x
x
x
x
x
%
x 100%=100%Table VII: Clever Club
No Speaking frequency Total/percentages
1 2 3 4 5 6
1
x
x
x
x
x
x
%
xl00%=100%2
x
x
x
x
x
,%xl00%=83,3%3
x
x
x
x
x
x
,%x 100%=100%4
x
x
x
x
x
,%xl00%=83,3%5
x
x
x
x
x
,%xl00%=83,3%c. Discussion Three
Table VIII: Candy Club
No Speaking frequency Total/percentages
.
I 2 3 4 5 6
I
x
x
x
x
x
,%xl00%=83,3%2
x
x
x
x
x
x
%x 100%=100%3
x
x
x
x
x
x
%x 100%=!00%4
x
x
x
x
x
,%xI00%=83,3%5
x
x
x
x
x
,%x 100%=100%6
x
x
x
x
x
_%xI00%=83,3%Table IX: YEC
No Speaking frequency Total/percentages
I 2 3 4 5 6
I
x
x
x
x
x
x
%x100%=100%2
x
x
x
x
x
,%xl00%=83,3%3
x
x
x
x
x
,%xl00%=83,3%4
x
x
x
x
x
x
%x 100%=100%5
x
x
x
x
x
,%xl00%=83,3%Table X: Clever Club
No Speaking frequency
I 2 3
I
x
x
x
2
x
x
x
3
x
x
x
4
x
x
x
5
x
x
x6 x x x
3. Interpretations and Discussion
Total number of speaking frequency 4
x
x
x
x
x x Total/percentages5 6
x
x
%xl00%=!00%x
)';;'x100%=83,3%x
}';;' x100%=83,3%x
x
%x 100%=100%x )';;'x100%=83,3%
x }';;'xi 00%=83,3%
Table XI: Candy Club
No Speaking Frequency Percentages
I 16 1J{
8 X100%=88,8%
2 18 17(
8x100%=IOO%
3 17 I
J{
8 XI 00%=94,4%
4 16
IJ{8
Xl00%=88,8%5 17 1J{
8X100%=94,4%
6 15 l7{
[image:40.595.44.445.98.661.2]Table XII: YEC
No Speaking Frequency Percentages
I 18 1Yr
8Xl00%=100%
2 16 I
5{
8 XI 00%=88,9%
3 16 I
5{
8 Xl 00%=88,9%
4 I7 I
!(
8 XI oo%=94,4%
5 IS IJ{
8XI00%=83,3%
6 I8 IYr
8x I00%=100%
Table XIII: Clever Club
No Speaking Frequency Percentages
I I8 1rr8xlOO%=IOO%
2 15 IJ{
8Xl00%=83,3%
3 I6 IJ{
8 XI00%=88,9%
4 I7 1
Xs
x1 oo%=94,4%5 15 t
7(
8 x1 oo%=83,3%
6 I7 t
Yi
8 XI oo%=94,4%
Before interpretation and discussion the data the writer will give the standard
Table XIV: Mark Categories
Score Category
90-100 Very effective
80-89 Effective
70-79 Ineffective
60-70 Fail
Table XI shows the discussion result of Candy club as a whole. Their
percentages are 88,9%, 100%, 94,4%, 88,9%, 94,4%, 83,3%. Table XII shows the
discussion result of YEC (Youth English Club) as a whole. Their percentages are
100%, 88,9%, 88,9, 94,4%, 83,3%, 100%. Table XII shows the discussion result of
Clever club as a whole. Their percentages are 100%, 83,3%, 88,9%, 94,4%, 83,3%,
94,4%. The result has an average score of 80% up, based on the standard score it is
classified as effective. Therefore, the writer sees that a small group discussion is more
effective rather than a large group discussion in increasing speaking skill because in
the small group discussion teacher focus intensively to the small number of student
bGI Based on the data described previously, the writer concludes that a small group
discussion in teaching practical conversation is more effective rather than a
large group to increase speaking skill.
m
A small group discusion is an excellent technique to motivate students and toincrease their involvement in the learning process.
bGI A small group discussion provides students with an opportunity to express their
needs, feelings, and interests in non-threatening learning environment through
the realistic and functional use of the target language, and it is emphasized more
to student-centered.
m
In a group discussion students will learn from others, they can correct somemistakes, and help to solve a problem being discussed.
B. Suggestion
To teach a small group discussion teachers and students should have noticed
some ways as follows:
m
The member of a small group discussion should be more than two persons andten persons at the most to manage the group easily, and it will give more chance
iJdJ
A group discussion fewer than five persons is too small, ten or eleven persons istoo large, five is an e_xcellent members.
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Wisker, Gina, and Brown, Sally Enabling Student Learning: System and Strategies,
If you were the Governor of Jakarta what would you do?
lmron Jamal Umi
: Hear first the citizen's complains---- act then
: Complain---- citizen's needs from debate of candidate : How to work---- didn't know the citizen's needs
Atun : In line with Jamal---- as governor must sensitive with citizen's problems Lely : Just waiting for the complain ---- no job
Fatimah: In line with Jamal---- before be a Governor---- know the problems Imron : There no complain---- no problems
Jamal : Focus on traffic jam---- sub way connected to all over Jakarta A tun : Public transportation---- cause traffic jam
Fatimah: Discipline for all drivers ---- esp. public transportation Lely : Sub way the only one solution ---- no more space Imron : Decide sub way ---- train also can minimize Atun : Not only driver---- passenger also discipline
Umi : Regulation ---- law enforcement---- breaking the law Fatimah: Provide fields job ----jobless
Imron : Providing job ----minimize crimes
Umi : Not only providing the jobs---- but also giving them some skills Lely : Skill guarantee for better job ---- better
life
Jamal : Hard in inviting investor---- numbers of jobless Atun : Secure conditions ---- invest in Jakarta
Fatimah: Education---- also minimize the crime
Imron : Educated people ---- know the good thing and bad thing Umi : Education has priority---- increasing budget
Jamal : No guarantee for increasing budget---- system is the important one Atun : Little budget ---- good system ---- optimal result
Jamal : With little budget---- no optimal work---- bad result
Fatimah: In line with Jamal---- good system is the most important thing Umi : Emphasize on moral education ---- no more fighting inter students Imron : Moral Education ---- good behavior---- no drugs abuse
Fatimah: Students must get more priority---- generation next
Lely : Decrease moral ---- implicate to government system ---- corruption Jamal : Focus on environment--- space rearrangement
Umi : Bad space arrangement---- cause flood
Jamal : Good action ---- not like Indonesian movie Lely : Support local movies ----to introduce our culture
Fatimah: Westernization comes from every where---- it could be from movies Imron : Not at all ----just to be enjoyed and entertainment
Jamal : Bad mental ---- always bad prejudice
Umi : Both local and western are good ----depend on the story
Atun : I like Betty La Fea ---- teach us that appearance is not everything Fatima: So far people just see from out side ----not inner beauty
Imron : Sometimes outsider---- indicates the insider Atun : For other one ---- not for Betty
Lely : I like MTV program ---- English song helps my vocabulary Umi : Most Indonesian people like western song---- not understand Imron : It means that music is for fun ---- no matter what language is Lely : Music is universal---- integrate the diversity
Jamal : I like Fokus program---- know the political, economic and social problems Fatimah: Politic makes me shock ·--- I hate it
lmron : Do not like politic ---- do not like our country Atun : Care about situation in our country
Fatimah: I like Comedy ---- make laugh and happy Lely : Laugh is health
Umi : I like Discovery Channel---- increase our knowledge of the world Lely : To know the other planet and animals
Atun : We can also contemplate
Jamal : I like Quiz---- it can improve our knowledge and mental Umi : Quiz is very interesting and enjoying especially Siapa Berani
Fatimah: Famili I 00 ---- bintang-bintang
Jamal : It also integrate our nation ---- LG Prima
Umi : Ce1iain quiz unrepresented WWTM ----most of them from Jakarta Lely : I like action movies---- just like the actors Jet Lee, Jacky Chan, etc lmron : Action movies could have bad effect ---- rudeness
Fatimah: I don't want to see the effect---- just enjoying
Lely : Indonesian nothing ---- undependable
Imron : Foot ball ---- except Indonesian player---- fighting Fatimah: I like foot ball ----handsome players
Umi : AC Milan ----I like Inzaghi Jamal : I like Persita ---- local team
Lely : Indonesian players ----can not compete
Jamal : Lack of fund---- practice and practice---- send to abroad Atun : In line with Jamal ----as Indonesian---- support them Umi : I like running and walking---- cheap and easy
Imron : With them ---- we can do every where and every time Jamal : Enjoy ---- do together with my friends
Atun : Running is an effectively to burn our calorie Fatimah: It makes our body slim
Lely : I like basket ball ---- the players are tall and handsome Imron : Not Indonesian people---- short
Jamal : Size doesn't matter---- talent is number one Atun : Size can not be improved ----talents in changeable Fatimah: Our lack of is always pessimist---- be optimist Umi : Practice intensively the result would be optimal
A tun : Badminton ---- my hobby and easy sport ---- move parts of body Imron : I like Taufik Hidayat ---- good talent---- dependable
Jamal : Not good in regeneration ---- dominated by other country
Lely : Taufik Hidayat is my favorite player---- good player and handsome Fatimal1: Susi Susanti ----need Susi's Generation---- women player
Imron : just over proud and forget everything ---- Chinese took over Fatimal1: In Susi's generation---- we are on the wind
Umi : Welfare of athlete---- more attention Jamal : I like boxing ---- full challenge Fatimah: Showing rudeness ----high risk
Umi : In line with Fatimah---- implicate to real life
Gojali : Terror make a fear---- investor run away Ii : Not only secure ---- macro economic
Agus : Jakarta must secure ---- implicate to other region Atik : Overcome slum area---- provide good place Sarjana: Build apartment ---- for poor people
Lala : Same right ---- get good place
Gojali : Not depend on government forever---- effort and effort
Ii : Constitution recommended ---- poor, homeless ---- government's responsible Agus : Threat them fair ---- not demolish
Gojali : No building recommendation---- break the scenery of city Atik : Governor---- human---- sense of humanity
Ii : Eradicated corruption ---- clean government Atik : List the wealth ---- minimize the corruption Sarjana: moral problem ---- tend greedy
Agus : People control the official ----know the wealth Lala : Corruption mentality ---- corrupt
Atik : Believe they have good moral ---- listing---- no more corruption Ii : Overcome gambling ---- implicate to social life ---- crime
Gojali : Gambling is social disease ---- move to other area---- I 000 island Sarjana: Moving to other area means move disease to other place ---- never end Gojali : At lease minimize ---- impossible to end it
Atik : FPI way---- attack pub or discotique
Ii : Make them aware ---- gambling never make rich Lala : We are in state law---- law authority
Atik : Unbelief to the law anymore---- police behind it Sarjana: Our law is broken by the law maker
Agus : FPI way is right ----police has bad image Lala : Priority in environment---- cause flood Agus : Same as Lala---- make tunnel
Lala : Also overcome fighting inter-student ---- add religion lesson Sarjana: Depend on young generation---- well educated
Sarjana: News ---- increase our knowledge ----TV news Atik : Newspaper better than TV news ---- it is more detail Sarjana: TV news is the best---- know the data visually Atik : Sometimes at glance ---- uncompleted info Ii : News makes boring and dizzy
Gojali : Music ---- inspire creativity
Lala : Western music ---- increase listening skill Ii : Pop music---- it's nice to be listened
Agus : Same as Lala ----very helpful in listening and increase vocabulary Atik : Romantic song ---- can bring imagination to the sky
Sarjana: Western romantic song---- MLTR, Westlife, etc. Agus : Classic ---- accompany me in studying
Gojali : Comedy ---- refresh our mind Lala : Music ---- no sad pass by on my life Sarjana: MTV Asia hitlist ---- featuring new song
Atik : MTV is not only Asia hitlist ---- Ampuh, Land etc. Ii : Law and crime news ---- to know many crimes happen Lala : We know the danger place---- "Freman" Location
Atik : Music program ----I like sing a song while doing something Agus : Action movies ---- get satisfaction
Lala : Just show up the violence ----real life
Gojali : Impact to young generation ---- tend to do anarchy Agus : We know how to defense
Atik : Mandarin movie, esp. F4 or jet lee ----romantic and action Agus : Just make cry ---- no challenge
Sarjana: Cinema-cinema---- to know new movie Ii : I like it ---- but not telenovela info Gojali : Telenovela make lazy ----housewife
Lala : While doing something ---- watch telenovela
Ii : Watching telenovela by doing something is very nice---- cook, sweep, clean Lala : I like discovery channel ---- to know and to see the spectacular thing
Sarjana: No badminton ---- no medal Atik : The others are undependable
Agus : Not only one sport---- extend ---- karate Sarjana: In line with Agus ---- it was born in Indonesia Ii : All kinds of sport---- to get much medal Gojali : Basket ball ---- very attractive like slam dunk Lala : Tall is needed ---- to compete with western players Atik : no matter---- nimble is more important
Agus : It's difficult---- get passing ball
Sarjana: We need only the skill---- how to throw the ball to basket
Ii : Chess ---- no much energy---- just brain Gojali : Doubtful ----it is sport or not
Lala : Not sport---- coz no part of our body move
Atik : Doing sport not always ----not always move out our body Agus : How should we define the sport?
Sarjana: Doing something make health
Lala : Do not move our body ---- not make health Atik : Health is not only body ---- but also soul
Agus : Health is also soul ---- and chess make our soul health Ii : By using our brain ---- will implicate to our body and soul Goj ali : Chess is sport
Sarjana: I like football ----the famous sport
Lala : Unfortunately ---- Indonesia has not good player Gojali : MU ---- cool and attractive team
Atik : Always dominate ---- new champion is needed Ii : Real Madrid ---- I like zidane
Sarjana: Persita ---- nasionalism
Agus : I like mortial art ( taekwondo or silat) ---- satisfaction mentally Atik : Just show up the rudeness
Aini : Agree ---- to get better life and job
Sofiah : the problem is on the system---- centralize should be autonomy Rahma: Ready or not ---- human resource
Syamsi: To increase education ---- not by demonstration Irdho : Demonstration is needed ---- control the government Ai : No demo no reformation in every sides
Rahma : Demo is ok ---- not destroy the public property
Aini : Attention to lower community---- giving some skills to beggars Syamsi: In line ---- as a capital should free from them
Sofiah : More attention to them---- establish foundation
Irdho : Dislike Sutioso's ways---- take over pedycap and demolish slum area Rahma: To be governor---- sense of humanity
Ai : Lower community---- part of Jakarta citizen Syamsi: Provide school for the have not community
Ai : Priority on Betawinese ---- should get good position Aini : Capability is the most important
Sofiah : Jakarta is hydrogen ---- hold them all Rahma: Holding all ethnic ----no more conflict Sofiah : establish association ---- for all ethnic !rdho : Social jealous ---- same life
Aini : Awareness of each ethnic---- Jakarta is for all Syamsi: theory is easy ---- difficult to do
Ai : Any how---- native must on priority
Rahma: I would focus on transportation ---- subway Sofiah : Hopely there is fly over from Bekasi to campus Aini : Fly over need much money ---- investor must secure lrdho : Fly over was provided ---- still traffic everywhere Syamsi: Self awareness is needed ---- even too much car Irdho : Combat illetary ---- smart nation
Ai : To make the nation compete---- scientific
Syamsi : Crime news ----just show up the rudeness Rahma: The important thing ---- make us more careful Aini : Get info from viewer ---- danger place
Sofiah : Quiz---- same as news increase knowledge Syamsi: Zoom quiz ----just funny
Irdho : LG. Prima ---- representative school all over Indonesia Ai : Same as Syamsi ---- funny and the participant is celebrity
Aini : Famili I 00 ---- the host Sony Tulung is very funny and make alive Rahma : A to Z ---- full of knowledge
Sofiah : Siapa Berani ---- the best one, s
