1 CHAPTER I
INTRODUCTION
This chapter covers the background of study, the statement of problem, the purpose of study, the significance of study, the scope and limitation, and the definition of key terms.
1.1Background of Study
As a worldwide language, English is very useful for people in this digital era. As stated by Amorim (2013, p.110), people in different first language interact with each other using English as the international means of communication. Nowadays, people use English almost in all aspects of their lives. For example, they use it in doing businesses, working with sophisticated technology, sharing their cultures, delivering knowledge, making some friends, among others. It makes sense that many people need English in order to understand, connect, and communicate with each other to do their activities.
In Indonesia, English is taught as a foreign language from kindergarten until university. This is well known by Teaching English as a Foreign Language or TEFL for its short form. TEFL refers to learners where English is not their mother tounge (Rohmah 2012, p.1).
2 she also suggests that none of them can be separated in studying English because they are related to each other.
Mostly, people consider that speaking skill becomes the proof whether someone succesfully learns English or not. Bailey & Savage in Lazaraton (2001, p.103) states that “Speaking in a second or foreign language has often been viewed as the most demanding of the four skills”. In other words, speaking needs more energy and attention to be mastered by learners to determine their success in learning a language including English.
At this point, an English teacher has a big role and obligation to help students to gain good skill in speaking. To increase the speaking skill, the teacher could use many ways to make it successful. Those ways will be various when the teacher implements mode, approach, strategy, method, and technique. Then, to choose the most appropriate one for their context, the teacher should be selective and should consider about the students’ needs and characteristics.
Some teachers may employ the same method but not the same techniques (Uno 2011, p.2). Iskandarwassid & Sunendar (2013, p.66) claim that to attain the goals of teaching-learning process, a teacher’s ability to choose the right technique in teaching will become its determinant. They also add that each technique contains its advantages and disadvantages. Thus, some considerations in applying one or more technique(s) should be taken carefully by all teachers.
3 discussion may be the frequent technique used by teachers. This is in line with Lazaraton’s statement (2001, p.106) that “Discussions are probably the most commonly used activity in the oral skills class”. Yet, each teacher will use different kinds of discussion such as whole group, buzz-group, panel, fish bowl, etc. That is because they should adjust the exact technique toward their mastery, purposes, reasons, and other conditions.
Some studies use the buzz-group to be investigated concerning its function in speaking activity to facilitate students to speak in a discussion. Buzz-group is a student to be active to engage in a discussion (Galanes et al 2004, p.403). Hence, this buzz-group discussion technique could be reasonable to be used in teaching foreign language especially for speaking skill where students may interact by using English directly.
4 the buzz-group discussion combining pictures can favorably promote students’ speaking, motivation, vocabulary, and grammar. These empirical works strengthens that the buzz-group discussion can be useful in raising oral ability.
5 1.2 Statement of Problem
The writer of this study has two research problems:
1. How does the teacher implement the buzz-group discussion technique in teaching speaking skill in XI-IPS class at SMAN 1 Ambunten Sumenep? 2. What are the advantages and disadvantages of the implementation of the
buzz-group discussion technique in teaching speaking skill for the students of
XI-IPS class at SMAN 1 Ambunten Sumenep? 1.3 Purpose of Study
Based on the research problems, these following statements are the aims of this investigation:
1. To describe how the teacher implement the buzz-group discussion technique in teaching speaking skill in XI-IPS class at SMAN 1 Ambunten Sumenep. 2. To find out the advantages and disadvantages of the implementation of the
buzz-group discussion technique in teaching speaking skill for the students of
XI-IPS class at SMAN 1 Ambunten Sumenep. 1.4Significance of Study
6 1.5Scope and Limitation
At this point, the study’s scope is focused on the buzz-group discussion technique in teaching speaking conducted by the English teacher at SMAN 1 Ambunten and its advantages and disadvantages for the students. As the research’s limitation, the researcher just examines XI-IPS 1 class that is one of
XI-IPS classes where the teacher implements the technique. 1.6Definition of Key Terms
According to the research title, some key terms of this study are explained here.
1. Buzz-Groups are small groups formed from a large group consisting four to five persons (Hasibuan & Moedjiono 2012, p.20).
2. Discussion is an aimed and organized activity to exchange ideas (Mafrukhi et al 2010, p.17)
3. Technique is a systematic way in doing something (KBBI in Iskandarwassid & Sunendar 2013, p.66).
4. Speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts” (Chaney in Susanti 2007, p.6).
THE BUZZ-GROUP DISCUSSION TECHNIQUE IMPLEMENTED IN TEACHING ENGLISH SPEAKING SKILL IN XI-IPS CLASS
AT SMAN 1 AMBUNTEN SUMENEP
THESIS
by:
ISTAZULUL RISKY 201110100311303
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
THE BUZZ-GROUP DISCUSSION TECHNIQUE IMPLEMENTED IN TEACHING ENGLISH SPEAKING SKILL IN XI-IPS CLASS
AT SMAN 1 AMBUNTEN SUMENEP
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
by:
ISTAZULUL RISKY 201110100311303
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
MOTTO:
“
Yakinlah ada sesuatu yang menantimu
selepas banyak kesabaran (yang kau jalani)
yang akan membuatmu terpana hingga
kau lupa betapa pedihnya rasa sakit
”
#Ali Bin Abi Thalib
DEDICATION My Special Dedication is for:
ACKNOWLEDGEMENTS
Alhamdulillahirrabbil’alamin wassolatu wassalamu’ala sayyidina
muhammadin wa’ ala alihi wa sohbihi ajma’in. Thankfully, the writer has
completed her thesis successfully. Firstly, she would like to deliver her best gratitude to Allah SWT for giving His miracle, guidance, and blessing to the writer in finishing her thesis in time; unforgettable, praises are also offered to the greatest prophet Muhammad SAW for bright up our life by bringing us into Islam.
Second, uncountable gratitude is presented for her advisors Mrs. Rina Wahyu Setyaningrum, S.Pd., M.Ed. and Mrs. Nina Inayati, M.Ed. who always guide, support, and give their worthy advices to the writer during the writing process. Moreover, a big thank is also extended to every lecturer of English Department of UMM for all useful knowledge during the lecturing time at the college. Third, the writer also would like to thank very much for her big family and relatives who continually motivate and provide their love, spirit, prayers, care, encouragement, and everything endlessly. Furthermore, she is so grateful for all best friends and her special classmates of F class (2011) for their infinite support and prayers. In brief, that is all to represent the writer’s sincere happiness and thankfulness for finishing her final work as an undergraduate.
Malang, September 02, 2015 The Writer,
TABLE OF CONTENTS
APPROVAL ... i
LEGALIZATION ... ii
ORIGINALITY DECLARATION ... iii
MOTTO AND DEDICATION ... iv
ABSTRACT ... v
ACKNOWLEDGEMENTS ... vi
TABLE OF CONTENTS ... vii
CHAPTER I: INTRODUCTION 1.1 Background of Study ... 1
1.2 Statement of Problem ... 5
1.3 Purpose of Study ... 5
1.4 Significance of Study ... 5
1.5 Scope and Limitation ... 6
1.6 Definition of Key Terms ... 6
CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 The Nature of Speaking ... 7
2.1.1 The Definition of Speaking ... 7
2.1.2 The Elements of Speaking ... 7
2.2 Teaching Speaking ... 10
2.4 The Discussion Technique ... 13
2.4.1 Kinds of Discussion ... 13
2.5 The Buzz-Group Discussion Technique ... 15
2.5.1 The Roles of Buzz-Group Participants ... 16
2.5.2 The Procedures of Buzz-Group Discussion Technique ... 18
2.5.3 The Advantages & Disadvantages of Buzz-Group Discussion Technique ... 19
2.5.3.1 The Advantages of Buzz-Group Discussion Technique ... 19
2.5.3.2 The Disadvantages of Buzz-Group Discussion Technique ... 19
2.5.4 The Objectives of Buzz-Group Discussion Technique ... 20
2.5.5 The Principles for Effective Buzz-Group Discussion Technique ... 20
CHAPTER III: RESEARCH METHOD 3.1 Research Design ... 22
3.2 Subject of Study ... 23
3.3 Data Collection ... 23
3.3.1 Research Instrument ... 24
3.3.1.1 Observation ... 24
3.3.1.2 Interview ... 26
3.3.1.3 Document Analysis ... 27
3.4 Data Analysis ... 29
CHAPTER IV: RESEARCH FINDING AND DISCUSSION 4.1 Research Findings ... 30
4.1.1 The Implementation of Buzz-Group Discussion Technique in Teaching Speaking Used by the English Teacher ... 30
4.1.2 The Advantages and Disadvantages of the Implementation of Buzz-Group Discussion Technique in Teaching Speaking Used by the English Teacher ... 32
4.1.2.1 The Advantages of the Implementation of Buzz-Group Discussion Technique in Teaching Speaking Used by the English Teacher ... 32
4.1.2.2 The Disadvantages of the Implementation of Buzz-Group Discussion Technique in Teaching Speaking Used by the English Teacher ... 33
4.2 Discussions ... 33
CHAPTER V: CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 37
5.2 Suggestions ... 38
5.2.1 For the English Teacher ... 38
5.2.2 For the Readers ... 38
5.2.3 For the Next Researchers ... 38
APPENDIX I THE RESULT OF CHECKLIST ... 44
APPENDIX II THE RESULT OF FIELD NOTES ... 45
APPENDIX III THE RESULT OF INTERVIEW ... 47
APPENDIX IV LESSON PLAN ... 54
APPENDIX V DOCUMENTATION ... 61
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