CHAPTER I
INTRODUCTION
This chapter presents the background of study, the statements of problem, the purposes of study, the significances of study, the scope and limitation, and the definition of key terms.
1.1 Background of Study
Students are prepared to face a very complicated life. They are demanded to survive in a tough situation where the individual skill is not the main matter anymore. What people need the most is that they are able to build a teamwork spirit with their surroundings. And this should have been started since they were in a school.
School as the place for studying and having interaction with each others, such as students-students, students-teachers, and teachers-teachers, should create a good atmosphere to build that way. Students need to be used to have work in team. Having work together in a team helps students to learn more about sharing ideas, listening to the others’ opinion, discussing to solve a certain problem, and having responsibility to defend their work together.
2
skill needed by himself, the people, and the country.’ (archive.web.dikti.go.id/2009/ UUno20th2003-Sisdiknas.htm).
Teaching is all about preparing the students to make them ready to face the real world that is waiting ahead. Teacher should provide the students with some skills, so they could conquer the difficulties they might have in the future. As we know that future is unpredictable and life is getting hard day by day, as the teacher we have to prepare them to pass it all.
Moreover, globalization era demands us to always compete in every aspect of life. People should have qualified skill in order to be success (Isjoni, 2011). While in social life where we live side by side each other, we cannot just ignore their existences. Just having a qualified skill cannot guarantee us to get succeed. We need to be cooperatively having work together in team. A qualified skill person who does not have any capability of that seems useless. That is why school is not just obligated to produce a qualified person, but also the qualified person and able to be cooperative in doing certain work at the same time.
Cooperative learning means the students learn certain topic and/or certain material by helping each other, studying together, discussing material, sharing opinion, all in a team. In western counties, cooperative learning has been applied since 1970’s (Sharan, 1999). While in Indonesia it started to appear in 2000’s. Before
that time, we used teacher-centered where all of the learning activity is centered to the teacher only, and students are the passive learners.
3
they want to show are, and what cases they are going to present about. In this learning strategy, teacher has to provide all condition that students need, such as the interesting material, the balance group member skill, and the creativity that could make the students enjoy their learning activity (Hariyono, 2010).
Group discussion is one method that can be applied in cooperative learning. Group discussion is a group consists of 4-5 students in heterogenic type, gathered together to discuss certain topics or assignments (Sharan, 1999). The students of each group should representative the smart and the less smart one, the boy and the girl, the Javanese and the other ethnics. These differences are expected to give students experience about having cooperative work with many kinds of people.
As a vocational high school, SMK Muhammadiyah 1 Kota Malang has a mission to create the knowledgeable, competent, and independent alumnus (www.smkmuh1kotamalang.sch.id). School has a responsibility to produce the qualified students who are capable to compete in a work world after they graduated. This school has used this group discussion method since several years ago, especially for English class. It is because Indonesian typicality students are shy to speak English in front of the teacher; they feel more comfortable to speak with their friends, so it is better to have group discussion applied in this class to help the students speak up their thoughts and ideas among friends.
4
In his research, Wahyurianto concerned about the effectiveness of group discussion in Bahasa Indonesia Department of University of Muhammadiyah Malang. He used Classroom Action Research (CAR) and figured out that this method has been improved the average score of the students from 6.19 to 6.71.
While Dewi used a descriptive qualitative research design in her research about the group discussion in speaking class at English Department University of Muhammadiyah Malang. She stated that in group discussion students were more active and participated actively in group discussion. Moreover, she said that after having group discussion the students had bravery to speak in front of their friends and the team work was sharpened.
Different from them, this research that the researcher researched is not aimed to know the effectiveness of the method used, but prefer to show how this method is applied, what the problems are found, and what the solutions are prepared to solve those problems. The researcher is not going to prove whether this methods going to improve the skill of the students or not. It is more to show up the process of the methods, whether it is already well done or not. It is aimed to present the difficulties that the students have during the process of this method and to figure out whether the solutions done by the teacher is appropriate or not.
1.2 Statements of Problem
5
1.2.2 What are the problems faced by the students during the implementation of group discussion in English class of SMK Muhammadiyah 1 Kota Malang? 1.2.3 What are the solutions prepared by the teacher to solve the problems faced by
the students during the implementation of group discussion in English class of SMK Muhammadiyah 1 Kota Malang?
1.3 Purposes of Study
1.3.1 To describe the appropriateness of the implementation of group discussion in English class in SMK Muhammadiyah 1 Kota Malang.
1.3.2 To identify the problems faced by the students during the implementation of group discussion in English class of SMK Muhammadiyah 1 Kota Malang. 1.3.3 To elaborate the solutions prepared by the teacher to solve the problems faced
by the students during the implementation of group discussion in English class of SMK Muhammadiyah 1 Kota Malang.
1.4 Significances of Study
6
the students, this research could help them to realize the difficulties they have in teamwork and find a way to fix those difficulties.
1.5 Scope and Limitation
This research is conducted to analyze the implementation of group discussion conducted in English class of SMK Muhammadiyah 1 Kota Malang. The scope of this research is the group discussion method. Meanwhile, the limitation of this research is focused on the group discussion implemented in class X TKJ of SMK Muhammadiyah 1 Kota Malang.
1.6 Definition of Key Terms
Implementation is a process of applying certain methods done by a teacher in a classroom. It is kind of the action conducted to improve students’ skill.
Group discussion is one method that can be applied in cooperative learning. Group discussion is a group consists of 4-5 students in heterogenic type, gathered together to discuss certain topics or assignments (Sharan, 1999)
Cooperative learning is a kind of learning strategy in which students work together in four member teams to master material initially presented by the teacher. (Slavin, 2005)
A STUDY ON THE IMPLEMENTATION OF GROUP
DISCUSSION IN ENGLISH CLASS OF SMK
MUHAMMADIYAH 1 KOTA MALANG
THESIS
By:
ELSA MARINA DESIARTI
(08360035)
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis was defended in front of the examiners of Faculty of Teacher
Training and Education of University of Muhammadiyah Malang and accepted as one of the requirements to achieve
Sarjana Degree in English Education on January 23, 2013
Approved by:
Faculty of Teacher Training and Education University of Muhammadiyah Malang
Dean,
Dr. M. Syaifuddin, M.M
Examiners:
1. Dr. Sri Hartiningsih, M.M 1. ………
2. Santi Prastiyowati, S.Pd 2. ………
3. Drs. Mas’udi, M.Ed 3. ………
ACKNOWLEDGEMENT
Alhamdulillahirabbalalamin. That is the first sentence thought by the writer when she had completed this thesis. The writer felt very thankful because of the blessing and mercy from Allah, she could finish it very well.
The writer realized that this thesis would not have been finished without much help and guidance from the people around her. The first gratitude would be kindly delivered to Drs. Mas’udi, M.Ed and Drs. Adiloka Sudjono, M.Pd. It was all because
of their patience and guidance for every chapter and every difficulty found by the writer, this thesis could be well done. The second gratitude would be delivered to Drs. H. Gogok Rachmad Basuki as a headmaster of SMK Muhammadiyah 1 Kota Malang and Siti Rahayu Solikah, S.Pd as the English teacher for allowing the writer to conduct the research in their school. The next gratitude would be delivered to family, all friends and people around the writer who had given myriad support and motivation.
This thesis titled “A Study on the Implementation of Group Discussion in English Class of SMK Muhammadiyah 1 Kota Malang” is submitted to fulfill the
requirement to achieve Bachelor Degree of English Department. The writer hopes this thesis could be beneficial for Educational Practicians in Indonesia, especially in English learning.
Malang, January 2013
CONTENT LIST
APPROVAL ... i
MOTTO AND DEDICATION ... iii
ACKNOWLEDGEMENT ... iv
CONTENT LIST ... v
CHAPTER I INTRODUCTION 1.1 Background of Study ... 1
1.2 Statements of Problem ... 4
1.3 Purposes of Study ... 5
1.4 Significances of Study ... 5
1.5 Scope and Limitation ... 6
1.6 Definition of Key Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching and Learning for Vocational High School ... 7
2.2 Teaching and Learning English for Vocational High School ... 8
2.4 Cooperative Learning ... 10
2.5 Group Discussion ... 12
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 17
3.2 Research Object ... 19
3.3 Data Collection ... 19
3.4 Data Analysis ... 25
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ... 26
4.2 Discussion ... 30
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 37
5.2 Suggestions ... 38
REFERENCES
REFERENCES
Abbott, David. 2009. Participant and Non Participant Observation. (Online),
(www.tutor2u.net/blog/index.php/sociology/comments/participant-observation- and-non-participant-observation)
Ary D, Jacobs LC, Razavieh A, & Sorensen C. 2006. Introduction to Research in Education 7th Edition. Canada: Thomson Wadsworth
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching 4th Edition. New York: Longman, Inc
Christensen Larry, Burk Johnson. 2004. Educational Research: Quantitative, Qualitative, and mixed Approaches. USA: Sage Publications, Inc
Creasey, Gary L. 2006. Research Methods in Lifespan Development. USA: Pearson Education, Inc
Depdiknas. 2009. Undang-undang No. 20 Tahun 2003 tentang Sistem Pendidikan
Nasional. (Online), (archive.web.dikti.go.id/2009/UUno20th
2003-Sisdiknas.htm)
Dewi, Ika Istia. 2011. A Study on Group Discussion in Speaking Class at English Department University of Muhammadiyah Malang. UMM: Unpublished Thesis
Galanes G, Adams K, & Brilhart J. 2004. Effective Group Discussion: Theory and Practice 11th Edition. New York: Mc Graw Hill
Gebhard, Jerry G. 2000. Teaching English as a Foreign or Second Language: A Teacher Self-development and Methodology Guide. United States: The University of Michigan Press
Hariyono. 2010. Review tentang Cooperative Learrning. (Online), (www.vilila.com/ 2010/ 03/ review-cooperative-learning.html)
Harmer, Jeremy. 2001. How to Teach English: An introduction to the practice of English Language Teaching. England: Longman, Inc
Hoover, Judith D. 2002. Effective Small Group and Team Communication. United States: Harcourt College Publishers
Huda, Miftahul. 2012. Cooperative Learning: Metode, Teknik, Struktur, dan Model Penerapan. Yogyakarta: Pustaka Pelajar
Lapan S. D, Quartaroli M.T, Riemer F. J. 2012. Qualitative Research: An Introduction to Methods and Designs. San Francisco: John Wiley & Sons, Inc
Nazir, Moh. 2009. Metode Penelitian Edisi Ketujuh. Bogor: Ghalia Indonesia
Rusman. 2010. Model-model Pembelajaran: Mengembangkan Profesionalisme Guru. Jakarta: Rajawali Pers
Santiago, Nadia. 2009. Types of Interview. (Online), (www.examiner.com/article/ interview-types-structured-semi-structured-and-unstructured)
Sharan, Shlomo. 1999. The Handbook of Cooperative Learning: Inovasi Pengajaran dan Pembelajaran untuk Memacu Keberhasilan Siswa di Kelas. Terjamahan Sigit Prawoto. 2012. Yogyakarta: Familia Pustaka Keluarga
Slavin, Robert E. 2005. Cooperative Learning: Theory, Research and Practice. London: Allymand Bacon
Sudira, Putu. 2006. Kurikulum Tingkat Satuan Pendidikan SMK. (Online), (Staff.uny.ac.id/sites/ default/files/tmp/buku-ktsp.pdf)
UPI. 2012. Landasan Filosofis Pendidikan Menengah Kejuruan. (Online), (Repository.upi.edu/operator/upload/d_pk_0603886_chapter2.pdf)
Wahyurianto, Ibnu. 2009. The Implementation of Group Discussion to Improve the
Students’ Speaking Proficiency in ESP Speaking Class at Bahasa Indonesia
Department of UMM. UMM: Unpublished Thesis
