By:
Putra Dian Kharisma Ivada
1111014000113
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH A
ND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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iii
at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif
Hidayatullah Jakarta, 2016.
Key Words:
Small Group Discussion, Speaking Skill.
The objective of this study was to get the empirical evidence of the effect of using
small group discussion technique on students’ speaking skill. The method used in this
study was quantitative through quasi experiment research. The population was all the
eighth grade students of
MTs. Darul Ma’a
rif
Jakarta. The total sample was 50
students that were taken by using convenience technique. Instrument of this study
was oral test. Before doing the treatment, the students in experimental class were
given the pre-test. Then, the students were taught by using small group discussion
technique. At the end of the treatment, the students were given a post-test. T-test was
used to analyze the data. Value of t
observeis 5.49 and the degree of freedom (df) is 48,
whereas the value t
tableon the degree of significance of 5% is 2.011. The T-test
revealed that the result is significant; it is determined by the value of t
obseverwhich is
bigger than t
table. Thus, Ha is accepted that there is significant effect of using small
group discussion on students’ speaking ski
ll. Therefore, it can be concluded that
using small group discussion is effective to improve students’ speaking skill at the
iv
Grade of MTs. Darul Ma’arif Jakarta), Skripsi, Jurusan Pendidikan Bahasa Inggris
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah
Jakarta, 2016.
Kata Kunci:
Small Group Discussion, Speaking Skill.
Penelitian ini bertujuan untuk mendapatkan bukti empiris tentang penggunaan
tekhnik Small Group Discussion terhadap keterampilan berbicara siswa. Metode yang
digunakan dalam penelitian ini adalah quasi eksperimen. Populasi penelitian adalah
siswa kelas VIII MTs. Darul Ma’arif Jakarta. Sampel penelitian berjumlah 50 siswa
dipilih dengan menggunakan tekhnik sampel
convenience
. Instrumen penelitian
berupa tes berbicara. Sebelum melakukan percobaan, peneliti memberikan
pre-test
di
kelas eksperimen. Kemudian, siswa diajarkan dengan menggunakan tekhnik
Small
Group Discussion
. Di akhir percobaan, siswa diberikan
post-test
. Peneliti
mengkalkulasi
T-test
untuk menganalisa data. Nilai t
observeadalah 5.49 derajat
kebebasan (df) adalah 48, sedangkan nilai t
tablepada tingkat signifikan of 5% adalah
2.011. Hasil
T-test
menyatakan bahwa hasil t
observedan t
tablesignifikan. Oleh karena
itu, Ha diterima, bahwa terdapat efektifitas dalam penggunaan
Small Group
Discussion
terhadap keterampilan berbicara siswa. Dapat disimpulkan bahwa
v
Praise be to Allah, Lord of the Universe, who has given the writer His
guidance and strength to conquer the last assignment of the writer’s study. Peace and blessing will always be upon Prophet Muhammad SAW., his families, his
relatives and his followers.
It is a great pleasure to acknowledge the help and contribution to all of the
lecturers, institution, family, friends who have contributed to help the writer
finishing this ‘skripsi’, so this assignment is able to be presented to Faculty of
Tarbiyah and Teachers’ Training as a partial fulfillment of requirements for the
degree of S.Pd. (S-1) in Department of English Education.
In arranging this ‘skripsi’, a lot of people provided advice, motivation,
support and even remark that help the writer. The writer would like to deliver
special appreciation to:
1. Mr. Ghufron Ihsan and Mrs. Sri Komariyati, his magnificent parents who
always pray and give motivation to finish his study.
2. Drs. Nasrun Mahmud, M.Pd., and Devi Yusnita, M.Pd., the advisors of this
‘skripsi’ who have givenprecious help, the guidance, and the advice patiently
to the writer during the completion and development of the study.
3. All lecturers especially those of Department of English Education who always
give motivation and valuable knowledge during his study.
4. Dr. Alek, M.Pd., the Head of Department of English Education.
5. Zaharil Anasy, M.Hum., the Secretary of Department of English Education.
6. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and
Teachers’ Training.
7. Dra. Hj. Hasidah as English teacher, all of teachers and staffs of MTs. Darul
Ma’arifJakarta, for giving permission the writer to conduct the study.
8. All students of the eighth grade of MTs. Darul Ma’arif Jakarta, as the
vii
ENDORSEMENT SHEET ... ii
ABSTRACT ... iii
ABSTRAK ... iv
ACKNOWLEDGEMENT ... v
TABLE OF CONTENTS ... vii
LIST OF TABLE ... ix
LIST OF APPENDICES ... x
CHAPTER I : INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problems ... 3
C. Limitation of the study... 4
D. Formulation of the Problem ... 4
E. The Objective of the Study ... 4
F. The Significance of the Study ... 4
CHAPTER II : THEORETICAL FRAMEWORK ... 6
A. Speaking ... 6
1. Definition of Speaking ... 6
2. The Features of Speaking ... 7
3. Teaching Speaking Skill ... 9
4. The Purpose of Teaching Speaking ... 12
5. Assessment of Speaking ... 13
B. Small Group Discussion ... 17
1. The Definition of Small Group Discussion ... 17
2. The Types of Small Group Discussion ... 18
3. The Activities for Small Group ... 19
4. The Advantages of Small Group Discussion ... 22
C. Relevant Study ... 24
D. Thinking Framework ... 25
viii
C. The Method of The Study... 27
D. Instrument of The Research ... 28
E. The Technique of Data Collecting ... 29
F. The Technique of Data Analysis ... 29
G. The Statiscal Hypothesis ... 32
CHAPTER IV : RESEARCH FINDINGS ... 33
A. The Desciption of The Data ... 33
B. Test of Hypothesis ... 39
C. The Interpretation and Discussion of Data ... 40
CHAPTER V : CONCLUSION AND SUGGESTION ... 41
A. Conclusion ... 41
B. Suggestion ... 41
BIBLIOGRAPHY ... 43
ix
Table 2.3 Oral Proficiency Scoring Categories Comprehension ... 14
Table 2.4 Oral Proficiency Scoring Categories Fluency .... ... 15
Table 2.5 Oral Proficiency Scoring Categories Pronunciation ... 15
Table 2.6 Oral Proficiency Scoring Categories Task ... ... 16
Table 4.1 The Score of Pre-test and Post-test of Experimental Class ... 33
Table 4.2 The Score of Pre-test and Post-test of Control Class ... 34
[image:11.612.99.509.88.598.2]x
2. The instrument of Pre-test... ... 50
3. The Material of Treatment 1 ... ... 51
4. The Material of Treatment 2 ... ... 52
5. The Material of Treatment 3 ... ... 53
6. The Material of Treatment 4 ... ... 54
7. The instrument of Post-test ... ... 55
8. The Pre-test Result of Experiment Class ... ... 56
9. The Post-test Result of Experiment Class... ... 57
10. The Pre-Test Result of Control Class ... ... 58
11. The Post-test Result of Control Class... ... 59
12. Transcipt Text ... ... 60
13. T Distribution Table ... ... 65
1
A. Background of the Study
One of human characteristics is to communicate. In modern society, no
one can survive without communication. A famous anthropologist, Ashley
Montague in his quote said that “human communication, as the saying goes, is
clash of symbols”. So, human will need an instrument of communication, called
“language”.
Language has an important role for many people in this world. They can
express their ideas, emotion, and desires by using language. There are many
languages that can be used to communicate with other people. Everyone has one
or more language that they usually use to communicate with others.
In Indonesia, there are many languages that can be found there. One of
them is English. English as foreign language of Indonesia has been introduced to
educational institutions which are learnt from junior high school up to university
level as a compulsory subject. In Indonesia, English has been introduced early in
order that Indonesian student will have a great preparation to face globalization
era which need English much for communication with the people from other
countries in every aspect of life such as education, economy, international
relationship, and so on.
In education aspect, English has a big influence on teaching learning in
Indonesia. However, in learning English as foreign language, learners should be
understood that foreign language has different aspect and systems such as
pronunciation, spelling, and the cultural background of the language. So, learning
a foreign language is more difficult than learning a national language.
Learners should acquire the four language skills that are listening,
an idea and wishes to other people. As Ur stated, of all the four skills, speaking
seems intuitively the most important because people who know a language are
refered to as ‘speakers’ of that languge, as if speaking includedall other kinds of
knowin and many if not most foreign language learners are primarily interested in
learning to speak.1 Speaking skill must be mastered by every language learners,
because one is called mastering a language when he/she is able to communicate
the language both in written and oral form which they learn.
In gaining the succesful in mastering speaking skill, each of the school not
only has developed and practiced many kind of school system but also compete to
use some methods and create effective techiques. Learners are expected to use
their target language in the classroom and to respond correctly to the teacher said.
However, based on the writer’s observation when doing PPKT and teaching
English at eight grade learners of MTs. Darul Ma’arifJakarta, the learners found
the most difficult skill is to speak in English. So, the achievement that the student
got from speaking skill was lower than other skills.
Many learners have difficulties to improve and practice their English
speaking skill because they are accustomed to using their native language in the
daily context, whether to respond commands or ask some qusetions. The learners
are not confidence to have a talk by English because the learners are afraid of
making mistakes, either in its pronuncation or in grammatical itself. These
problems were also found when the researcher observed the eight grade learners at
Darul Ma’arif Jakarta. Besides, the learners had no motivation to express
themselves beyond the guilty feeling that they should be speaking, the tendency
teacher was too dominate or Teacher Center because teacher’stalk time is more
than students’talk time.
For that reasons, a teacher should use right teaching teachniques or
strategies to make learners enjoy learning English. Because by using good
1. Penny Ur.A Course in Language Teaching. (New York: Cambirdge University, 1996),
materials. As stated by Richards and Renandya, teachers should consider all the
skills conjointly as they interact with each other in natural behavior.2 Effective
interactive activities should be manipulative, meaningful, and manipulative,
involving learners in using English for a variety of communication purposes.
In dealing with such problem, the writer is eager to give a try in
overcoming the problem in English speaking by conducting a research which use
small group discussion strategies which can be used in teaching English. Cooper
as quoted by Tubbs states small-group learning promotes greater student
involvement, increased student achievement, increased persistence through
courses and programs, and more favorable learning-related attitudes.3 This
strategy can give more opportunity to each learners to get a turn in speaking
during the time-allocated (forty-minutes) in a class of more than twenty learners.
In a small group discussion, learners are stimulated to think expressly their
opinions and ideas to solve the problem. In order to make the class as an English
enviroment class, where the learners use English in their convesation with
confidence and no fear of making mistakes and to practice their English in which
they sense the language is truly communicative. So, the writer is interested to use
Small Group Discussion as a technique in teaching speaking at the eight grade of
MTs. Darul Ma’arifJakarta.
B. Identification of The Problem
There are many kinds of factors that can cause the problem of the learners’
speaking. The problems can be identified as the following:
1. The learners have no enough time to practice their speaking skill in the
class.
2. The learners are afraid of making mistakes in grammar, pronunciation,
and intonation when they are speaking English.
2Jack C. Richards and Willy A. Renandya.Methodology in Language Teaching: An
Anthology of Current Practice,(New York: Cambridge CUP, 2002), p. 209
3Stewart L. Tubbs.A System Approach to Small Group Interaction: Ed. 9, (New York:
communication either inside or outside the class.
4. Then, the method of teaching that affects the learners’ speaking skill.
C. Limitation of The Study
The problem that will be discussed in this paper is limited only on the
effectiveness of small group discussion on learners’ speaking skill at the eighth
grade learners ofMTs. Darul Ma’arifJakarta.
D. Formulation of The Problem
This study is formulated as follow:
“Is there any effectiveness of using small group discussion technique on students’
speaking skill at the eighth grade ofMTs. Darul Ma’arifJakarta?”
E. The objective of The Study
Based on the formulation of the problems, the objective of the study could
be found as follow:
“To find out the effectiveness of Small Group Discussion on Students’ Speaking
Skill at the Eighth Grade ofMTs. Darul Ma’arifJakarta.”
F. The Significance of The Study
The result of this tudy is expected to give benefits for teachers, learners,
and the researcher.
1. The Teachers
The study is expected to give new information about the
various methods used in teaching learning process and it is hoped to
be applied in teaching process.
2. The Learners
The study is expected to give new information about how to
The study is expected to be a useful input for the resercher to
fulfill his ‘skripsi’ requirement, and to help the researcher to teach
6
A. Speaking Skill
1. Definition of Speaking
Speaking is often considered to be the most difficult skill to be
acquired in learning English against listening, reading and writing skill.
However, the question is what is speaking? Why does speaking become the
most difficult skill to be acquired?
Speaking is simply an ability of person to express their ideas in the
form of speech.1Brown drew attention to speaking, he states that speaking as
a productive skill that can be directly and empirically observed, those
observations are invariably colored by the accuracy and the effectiveness of a
test-takers’listening skill, which necessarily compromises the reliability and
validity of anoral production test”.2
According to Nunan, the terms of language skill are related to their
direction. Language produced by the learners is known as productive skill.
Language specified to the learners is known as receptive skill.3 Thus,
speaking skill is a productive skill because the learner is producing a spoken
language to convey meaning.
Furthermore, speaking English claimed as a difficult skill to be
acquired. It caused by two reasons. First, it is because speaking is a real time
skill. Unlike reading, listening and writing, when you are talking, the person
1Penny Ur,A Course in Language Teaching. (New York: Cambridge University,
1996), p. 117.
2H. Dauglas Brown,Language Assessment-Principle and Classroom Practice. (New
York: Person Education,Inc. 2004), p. 140
3David Nunan.Practical English Language Teaching. (New York: McGraw-Hill
you talks to is waiting for you to speak right then. Second, you cannot change
the words you wish to say when you are speaking like in writing.
Based on some theories above, it can be synthesized that speaking is
an activity involving 2 or more people in whom the participants are both the
listeners and the speakers having to act what they listen and make their
contribution at high speed. This skill is important because it regards learners
to the measure of knowing language. The fluency of learners in conversation
is defined as the success of acquiring the ability of language rather than to
write, read, and comprehend oral language.
2. The Features of Speaking Skill
The ability to speak fluently presupposes not only knowledge of
language features, but also the ability to process information and language
‘on the spot’. Harmer proposes four language features that are necessary for
spoken production, these are:4
a) Connected speech.
In connected speech individual sounds of English are not
pronounced in their full forms. They are liable to changes due to the
influence of surrounding sounds, stress patterns and other aspects of
spoken language. Thus they may be subject to assimilation, omission,
addition of another sounds (in linking), weakening. In order to sound
naturally, learners should be engaged in practising the aspects of
connected speech.
b) The use of expressive devices.
Spoken interaction comprises not only the spoken word (verbal
expression) but also the use of non-verbal expression (the “body
language”) and paralinguistic aspects (e.g. features such as stress, intonation or changes in intensity of voice). Speakers employ these
4Jeremy Harmer,The Practice of English Language Teaching :Third Edition.
devices to in order to help convey the intended meaning and promote
the contact with their interlocutors. Students should be able to use at
least some of these expressive devices.
c) The use of lexis and grammar.
The use of common lexical and grammatical features can be found
in spontaneous speech when performing certain language functions.
These “lexical phrases”, as Harmer refers to them, perform various
communicative functions. Teachers should therefore consider what
phrases could be of practical use to their students. Consequently, they
can provide students with phrases of the particular function suitable for
different contexts such as expressing opinions, making suggestions,
agreeing, disagreeing, apologizing, talking on the telephone etc.
d) The use of negotiation.
The interaction involves negotiation of meaning. In order to be
comprehensible, speakers use various means to check understanding,
e.g. by repetition, clarification of meaning, structuring their speech etc.
Listeners participate in the speaker’s effort to be intelligible by
signalling that they do not understand, asking for clarification
In addition, Harmer states the speaker’s productive ability involves the
knowledge of language skills such as those discussed above, success is also
dependent upon the rapid processing skill. Those are rapid processing skill
that involves language processing, interaction and information processing.5
a) Language Processing
Effective speakers need to be able to process language in their own
heads and put it into coherent order so that it comes out in forms that
are not only comprehensible, but also convey the meanings that are
intended.
b) Interacting with others
The most speaking involves interaction with one m ore participants.
This means that effective speaking involves with listening and
understanding each other. How the other participants are feeling and
knowledge of how linguistically to take turns or allow others to do so.
c) Information processing
Quite apart from our response to others’ feelings, we also need to
be able to process the information they tell us the moment we get it.
These processing skills are also necessary elements in expressing the
language because the environment will improve our fluency in speaking skill.
If these elements have been mastered, the learners will have perfect speaking
skill.
3. Teaching Speaking Skill
Teaching speaking is sometimes considered as a simple process of
commercial language school around the world, which hires people with no
training to teach conversation. Although speaking is totally natural, speaking
in a language other than our own is anything but simple.6
From the explanation above, teaching conversation for learners in
foreign language is simple. Learn spoken language sometimes don’t have to
focus to grammar rules, learners only need to construct a sentence from their
habit of speaking.
In other page of his book, Nunan says that there are four principles for
teaching speaking. They are:7
a) Be aware of the differences between second language and foreign
language learning contexts.
Teaching English as a Foreign Language (EFL) typically take
place in a foreign country, usually with students from the same
country. In contrast, English as a Second Language (ESL) classes
take place in an English-speaking country, with students from all
different backgrounds.
English as a Foreign Language (EFL) and English as a Second
Language (ESL) require two different strategies for teaching for a
number of reasons. It is important to know what each one is so
that the different needs of the students can be met. A Foreign
Language context is one where the target language is not the
language of communication in the society (e.g., learning English
in Indonesia). A Second Language context is one where the target
language is the language of communication in the society (e.g.,
learning English in the UK). The difference between EFL and
ESL might seem little at first, but they do require very different
teaching to meet the aims and objectives of the students. It is
important that teachers knows the difference between EFL and
ESL in order to change their strategy to better suit the students’
need.
b) Give students practice with both fluency and accuracy.
Accuracy and fluency are two factors which can determine the
success of English language learners in the future. Essentially
accuracy is extent to which the speakers’ ability to produce
correct sentence using correct grammar and vocabulary when they
use the target language. On other hand, fluency is extent to which
the speakers’ ability to produce language easily and smoothly,
with few hesitations or unnatural pauses, false starts or word
searches.
In language lessons, the opportunities to develop both the
fluency and accuracy must be given to the learners. Typically, at
beginner level when the students do not have enough language to
worry about fluency, teachers tend to focus on accuracy. Learners
can’t develop fluency if the teacher is constantly interrupting
them to correct their oral errors. Later, when the learners are
fluency is used, with the focus shifting to fluency as students
advance.
From the explanation above, the writer deduces that accuracy
without fluency is not useful in the same way that fluency without
accuracy is also not useful. A good mixture, biased towards the
needs of the learners, is ideal way to do.
c) Provide opportunities for students to talk by using group work or
pair work, and limiting teacher talk.
Pair and group work are the most effective way of increasing
learners’ talking time. The only other way of giving learners an
opportunity to speak in class would be for the teacher to address
each learner in turn.8 These activities can be used to increase
amount of time that learners get to speak in the target language
during lessons.
Unfortunately, based on research which stated in Nunan’s
book, teachers do approximately 50 to 80 percent of the talking in
classrooms. It is important for language teachers to be aware of
how much they are talking in class so they don’t take up all the
time the students could be talking.
d) Plan speaking tasks that involve negotiation for meaning.
The negotiation of meaning refers to the interactional work
that speaker do to clarify misunderstanding. It involves checking
to see if learners have understood what someone has said,
clarifying their understanding, and confirming that someone has
understood their meaning.
In teaching speaking skill the teachers are demanded to create
activities and situations which encourage the students to speak
8David Nunan,Teaching English to Speakers of Other Language: An Introduction.
freely, without being afraid and shy. The teacher must plan his
teaching well before he starts the teaching and learning of
speaking. Teacher needs to have techniques which are relevant to
the students’ interest to achieve the objectives of the teaching and
learning of speaking.
4. The Purpose of Teaching Speaking
As speaking is the ability of expressing ideas in form of speech, it
clearly explained the purpose of speaking. Nevertheless, specifically in
teaching speaking, characteristics of successful speaking are as the
following:9
a) Learners talk a lot.
In the period of teaching and learning speaking activities, it
should be obvious that learners take the opportunity to talk as
much as possible. Simply in reality, teacher still take the time of
speaking activities.
b) Participation is even.
The activities of speaking should be equal between the
minority talkative learners and the majority learners. Thus, all
learners get the same chance to contribute in speaking activities.
c) Motivation is high.
In speaking activities, there should be a thing that can be
motivation for learners to contribute the activities. For instance,
the teacher should provide the activity with an interested topic.
d) Language is of an acceptable level.
All participants in speaking activities have to make utterances
in acceptable level which means learners who talk should express
themselves by using relevant utterance and easily understood by
others.
From the explanation above, it can be concluded that the purpose of
teaching speaking is to make the learners are able to express their ideas in
acceptable utterance and easily comprehend by other learners. The teacher
has to establish a friendly classroom atmosphere with the students to speak
freely.
5. Assessments of Speaking
Assessing speaking is challenging because there are so many factors
that influence teacher’s impression on how well someone can speak a
language. Five components are generally recognized in analysis of speech
process those are grammar, vocabulary, comprehension, fluency, and
pronunciation.
Here the bands score of oral proficiency scoring categories in
[image:25.612.100.510.146.690.2]speaking skill.10It can be seen on the tables below:
Table 2.1
Oral Proficiency Scoring Categories Grammar
Score Proficiency Description
1 Errors in grammar are frequent, but speaker can be
understood by a native speaker used to dealing with
foreigners attempting to speak language.
2 Can usually handle elementary constructions quite
accurately but does not have thorough or confident control
of the grammar.
3 Control of grammar is good, able to speak the language with
sufficient structural accuracy to participate effectively in
most formal and informal conversation on practical, social,
and professional topics.
4 Able to use the language accurately on all levels normally
10H. Dauglas Brown,Language Assessment-Principle and Classroom Practice.
pertinent to professional needs. Errors in grammar are quite
rare.
[image:26.612.100.509.123.626.2]5 Equivalent to that of an educated native speaker.
Table 2.2
Oral Proficiency Scoring Categories Vocabulary
Score Proficiency Description
1 Speaking vocabulary inadequate to express anything but the
most elementary needs.
2 Has speaking vocabulary sufficient to express him simply
with some circumlocutions.
3 Able to speak the language with the sufficient vocabulary to
participate effectively in most formal and informal
conversation on practical, social and professionals topics.
Vocabulary is broad enough that be rarely has to grope for a
word.
4 Can understand and participate in any conversation within
the range of his experience with a high degree of precision
of vocabulary.
5 Speech on all levels is fully accepted by educate native
speakers in all its features including breadth of vocabulary
and idioms, colloquialisms, and pertinent cultural
references.
Table 2.3
Oral Proficiency Scoring Categories Comprehension
Score Proficiency Description
1 Within the scope of his very limited language experience,
delivered with slowed speech, repetition, or paraphrase
2 Can get the gist of most conversations of non-technical
subjects (i.e., topics that require no specialized
knowledge)
3 Comprehension is quite complete at a normal rate of
speech.
4 Can understand any conversation within the range of his
experience.
[image:27.612.100.509.93.651.2]5 Equivalent to that of an educated native speaker.
Table 2.4
Oral Proficiency Scoring Categories Fluency
Score Proficiency Description
1 (No specific fluency description refer to other four language
areas for implied level of fluency)
2 Can handle with confidence but not with facility most social
situations, including introductions and casual conversations
about current events, as well as work, family and
autobiographical information.
3 Can discuss particular interest of competence with
reasonable ease. Rarely has to grope for words.
4 Able to use the language fluently on all levels normally
pertinent to professional needs. Can participate in any
conversation within the range of this experience with a high
degree of fluency.
5 Has complete fluency in the language such that his speech is
Table 2.5
Oral Proficiency Scoring Categories Pronunciation
Score Proficiency Description
1 Errors in pronunciation are frequent but can be understood
by a native speaker used to dealing with foreigners
attempting to speak his language.
2 Accent is intelligible though often quite faulty.
3 Errors never interfere with understanding and rarely disturb
the native speaker. Accent may be obviously foreign.
4 Errors in pronunciation are quite rare.
[image:28.612.101.509.132.710.2]5 Equivalent to and fully accepted by educated native speakers
Table 2.6
Oral Proficiency Scoring Categories Task
Score Proficiency Description
1 Can ask and answer questions on topics very familiar to
him. Able to satisfy routine travel needs and minimum
courtesy requirements.(Should be able to order a simple
meal, ask for shelter or lodging, ask and give simple
directions, make purchases, and tell time).
2 Able to satisfy routine social demands and work
requirements; needs help in handing any complication or
difficulties.
3 Can participate effectively in most formal and informal
conversations on practical, social, and professional topics.
4 Would rarely be taken for a native speaker but can respond
appropriately even in unfamiliar situations. Can handle
informal interpreting from and into language.
native speaker.
However, there are six components usually used to analyze speech
performance, they are grammar, vocabulary, comprehension, fluency,
pronunciation and task. The scoring also can include accuracy,
articulation, eye contact, expression, intonation and gesture of the speaker.
The researcher uses those speaking scoring rubric to collect data.
B. Small group Discussion.
1. The Definition of Small Group Discussion
According to Kidsvatter as quoted by Argawati that a small-group
discussion dividing the large classroom into small groups of students to
achieve specific objectives permits students to assume more responsibility for
their own learning, develop social and leadership skills and become involved
in an alternative instructional approach.11
Refer to Bany and Johnson in their book, a group may be said to exist
when two or more persons have as one quality of their relationship some
interdependence and posses some recognizable unity.12 Group discussion
refers to one or more meetings of all small groups of people who thereby
communicate, face-to-face, in order to fulfill a common purpose and achieve
a group goal. The key concept in the definition of group discussion is
communication. The practice of group discussion requires, therefore, an
understanding of communication theory and an ability to communicate.
In the A System Approach to Small Group Interaction on chapter 1
page 6th, Forsyth in 1999 said that there are five different considerations in
identifying a small group discussion. They are (1) interaction (do groups
members communicate with each other?); (2) structure (how are the members
11Ningtyas Orilina Argawati,Improving Students’ Speaking, (ELTIN JOURNAL,
Volume 2/II, 2014), p.3
12Mart a. Bany & Lois V. Johson,Classroom Group Behavior: Group Dinamic
organized into certain roles, such as moderator and note taker?); (3) group
cohesion (how strongly do the members feel a sense of unity?); (4) social
identity (do the group members share a perception of being members of the
group? Is the membership important to their self-identity) and (5) goals (what
is it that the group is working to accomplish?)13.
From the explanation above, we can conclude that small group
discussion is the method which consist of two or more persons in small group
for exchange of thought orally to achieve a result in team work, and they can
take assume more responsibility for their own learning, develop social and
leadership skills and become involved in an alternative instructional
approach. So, this method is better used in learning process.
2. The Types of Small Group Discussion
Students learn best when they are actively involved in the process.
Regardless subject matter, students working in small groups tend to learn
more of what is taught and retain it longer than when the same content is
presented in other instructional formats.14
To implement small group in teaching and learning process, teachers
most often look to three types of group work, there are:15
a) Informal Learning Groups.
Informal learning group consists of having students work
together to achieve a joint learning goal in temporary, ad-hoc
groups that last from a few minutes to one class period. Teacher
can organize informal groups at any time in a class of any size to
check on students’ understanding material and give an
opportunity to apply what they are learning.
13Stewart L.Tubbs,A System Approach to Small Group Interaction: Ed. 9, (New
York: McGraw-Hill Companies Inc., 2007), p. 6
14Barbara Gross Davis,Tools For Teaching 2ndEdition(San Fransisco: Jossy-Bass,
2009), p. 190.
b) Formal Learning Group.
Formal learning group consists of students working together,
for one class period to several weeks, to achieve shared learning
goals and complete jointly specific tasks and assignments.
c) Study Teams.
These are long-term groups with stable membership whose
primary responsibility is to provide members with support,
encouragement, and assistance in completing course requirements
and assignments. Typically, study teams are heterogeneous in
membership, meet regularly, and last for the duration of the class
(a semester or year) or preferably for several years.
.
3. The Activities for Small group
Several types of activity are collaborative and easy using small
group:16
a) Games
A game could be any activity that formalizes a technique into
units that can be scored in some way. Guessing games are common
language classroom activities. The Yes-No question can be played
in group after a demonstration at the front.
b) Role play and simulation
This offers good follow up to allow a lesson in which the class
practices a structure with a functional value. Role-play minimally
involves giving a role to one or more members of a group and
assigning an objective or purpose that participants must be
accomplish. A group role-play might involve a discussion of
political issue, with each person assigned to represent a particular
political point of view. Simulations involve a more complex
16H.Douglas Brown,Teaching by Principles :An Interactive Approach to Language
structure and often larger group where the entire group is working
through imaginary situation as a social unit, the object of which is
to solve some specific the problem.
c) Drama
Drama is formalized form of role-play or simulations, with a
story line and script. The students in small group may prepare their
own short dramatization of some event, writing the script and
rehearsing the scene as a group.
d) Projects
For young learners who can greatly benefit from hands-on
approaches to language, certain project can be rewarding indeed.
For example, various small groups could each be doing different
things: Group A creates the environmental bulletin boards for the
rest of the school; Group B develops fact sheets; Group C makes a
three-dimensional display; Group D puts out newsletter for the rest
of the school and so on. As learners get absorbed in purposeful
projects, both receptive and productive language is used
meaningfully.
e) Interview
A popular activity for group work, interviews are useful at all
levels of proficiency. The goal of interview could be limited to
using requesting function, learning vocabulary for expressing
personal data, producing question, etc.
f) Brainstorming
Brainstorming is a technique whose purpose is to initiate some
sort of thinking process. It is often put to excellent use in preparing
students to read a text, to discuss a complex issue, or to write on a
topic. In brainstorming, no discussion of relative merits of a
thought takes place; everything and anything goes. This way, all
and plumb the depths, as it were, with no obligation to defend a
concept.
g) Information-gap
Information-gap activities include a tremendous variety of
technique in which the objective is to convey or to request
information. Learners’ primary attention to information and not to
language forms and the necessity of communicative interaction in
order to reach the objective are two focal characteristics of
information-gap technique. The information that learners must seek
can range from very simple to complex. For example, each member
of small group could be given the objective of finding out of the
others their birthday, address, favorite food, etc., and filling it in
little chart with the information.
h) Jigsaw
Jigsaw techniques are a special form of information gap in
which each member of a group is given some specific information
and the goal is to pool all information to achieve some objective. In
large groups, “strip-story” is known to be most popular jigsaw
technique that can be used. The teachers takes a moderately short
written narrative or conversation and cuts each sentence of the text
into a little strip, shuffles the strips and gives each learner a strip.
The goal is for learners to determine where each of their sentences
belongs in the whole context of the story, to stand in their position
once it is determined and to read off the reconstructed story.
i) Problem solving and decision making
Problem-solving group techniques focus on the group’s
solution of specified problem. They center learners’ attention on
meaningful cognitive challenge and not so much on grammatical or
phonological form. Their problem might be relatively simple such
Decision making techniques are simply one kind of problem
solving where the ultimate goal is for students to make a decision.
For example, a debate on environmental hazard might reveal
several possible causes of air pollution, but if decision making is
the goal, then the group would have to decide now what they would
actually do to reduce toxins in our air.
j) Opinion exchange
An opinion is usually a belief feeling that might not be
founded on empirical data or that others could plausibly take issue
with. Moral, ethical, religious, and political issues are usually “hot”
items for classroom debates, arguments, and discussion. Learners
can get involved in the content-centered nature of such activity and
thus pave the way for more automatic, peripheral processing of
language itself.
4. The Advantages of Small Group Discussion
Involving collaboration and self-initiated in group work that assign
two or more students to do a task, that is why we should consider the
importance of the interaction in the language classroom, this issues has
formed several advantages of group discussion in English language
classroom:17
a) Group work generates interactive language
A large-number of students in class will reduce the
opportunity of speaking. Moreover, traditionally, teacher takes
the class’ control by lecturing, explaining and drilling, it makes
students likely to have less time of interacting and discussing by
using the target language. Group work provides the students
time to speak up more in the large-number of class.
b) Group work offers an embracing affective climate
Mostly, the students are comfortable discussing in group,
they can express their idea. Though there will be argument
among students but it will push them to speak more to preserve
their opinions. It will also motivate passive students to speak up.
c) Group work promotes learner responsibility and autonomy
Some students need to be encouraged and being part of a
group work will force them to at least contribute discussing in
group. It will build students’ responsibility of taking part in
group.
d) Group work is a step toward individualizing instruction
Every student has different capability in English skill. Some
of them may be prominent in reading, or listening, or speaking,
or writing. That is the opportunity for the teacher to scan and
combine the students with different skill altogether and adjust
the assignment for each group.
Harmer also added some advantages of group:18
1) It strongly improvesstudents’ speaking opportunity
individually.
2) Students’ opinions can be varied and it will enhance students’
contributions.
3) The students learn more about skills of association and
deliberation.
4) It increases independence of students to decide their choice in
group without interference from the teacher.
5) Teacher tried to avoid a completely passive student in a
group work. However, the students can take their portion of
contribution in group.
From the explanation above, that discussion has benefit to make
someone more understand a topic in a discussion and make civic decision.
Harmer also states some of the weaknesses of this technique, they
are:19
“First, it is likely to be noisy. Some teachers feel that any control and the whole class feeling which has been painstakingly built up may dissipate when the class is split into smaller entities. Second, some students enjoy
it since they would prefer to be the focus of teacher’s attention rather than working with their peers. Third, individual may fall into group roles that become fossilized, so that some are passive whereas others may dominate. Last, groups can take longer to organize and
can take time and chaotic.”
In conclusion, students’ grouping is more benefit than the weaknesses.
This implies that students’ grouping is effective for teaching speaking in the
large classes, which can motivate students communicatively and
psychologically.
C. Relevant Study
There are several studies which have conducted about teaching
speaking with small group discussion. The first study was conducted by
Gufron from UIN Syarif Hidayatullah Jakarta “The effectiveness of small
group discussion as a teahnique in developing speaking skill : case study at
UKMBahasa UIN Jakarta”. It is qualitative report which is done in order to
know how far the effectiveness of small group discussion as a technique in
developing speaking skill. He carried out the subject research at the Unit
Students’ Activity of BahasaFLATby joining the process group discussion in
the classroom and led them by giving the topic to discuss. The result of this
study had an average score 80% up. So he argued that small group was more
effective than large group in increasing speaking skill in Unit Students’
Activity of Bahasa FLAT UIN Jakarta.20
The second study was conducted by Misliyah from UIN Syarif
Hidayatullah Jakarta “A group discussion technique as a way in developing
students’ speaking skill : case study at the third class of Darul HasanIslamic
Junior High School”. That research focused on how to apply teaching
speaking using a group discussion technique. She concluded that teaching
speaking through discussion technique is more attractive than traditional
techniques, it gives more stimulation to students and make them eager to have
the confidence to express their thought and learning how to participate
constructively in discussion.21
From those previous studies, it leads the writers to do a research about
the effectiveness of Small Group Discussion on Students’ Speaking Skill.
This research is in order to prove by using small group discussion it will be
effectiveon students’ speaking skill or not.
D. Thinking Framework
Speaking is one of skill on teaching and learning language which has
important role. Speaking is the process of giving and receiving the
informations between the speaker and listener. It is must be practiced and
developed because it is important for learner to broad their knowledge about
everything. The purpose of teaching speaking is to help students to use the
target language.
Teaching speaking in Junior high school can be successful if the teachers
establish a friendly classroom atmosphere with the students and create
interest classroom activities, give motivations to the students to speak freely.
20Gufron,“The effectiveness of small group discussion as atechnique in developing
speaking skill : case study at UKM Bahasa UIN Jakarta”. (Jakarta: UIN Syarif Hidayatullah
Fakultas Ilmu Tarbiyah dan Keguruan. 2002)
21Neneng Misliyah“A group discussion technique as a way in developing students’
When students get involved in small group discussion, they get involved
in using their organs of speech. Small group discussion gives opportunities
for all students to make argument orally that it matches the characteristics of
the students of Junior High School.
E. Theoretical Hypothesis
Based on the theoretical and conceptual framework above, the writer
formulated the hypothesis as follows:
1) (Ha) is accepted; it means there is an effectiveness of using small group
discussionon students’ speaking skill.
2) (H0) is accepted; it means there is no an effectiveness of using small
A. The Place and Time of The Study
The writer conducted the research at
MTs. Darul Ma’arif
Jakarta which
is located on Jl. RS. Fatmawati No. 45, Cipete Selatan, Cilandak, Jakarta Selatan
12410. The research of this study had been conducted for three weeks. It began
from April 11 - 28
th2016.
B. The Population and Sample
The population of the study is the eighth grade students at
MTs. Darul
Ma’arif
Jakarta. The total numbers of eighth grade students are 78 students
which are divided into three classes. The writer uses a convenience sampling for
the sampling taking technique. A convenience sampling is a group of subjects
who conveniently are available for study.
1In this study, the writer takes the
subjects who are available and permitted by the school to participate. The writer
only took two classes that are VIII.A which consists of 25 students and VIII.B
which consists of 25 students. The sample of this research is 50 students, which
is divided into 2 classes, VIII.A as the experimental class and VIII.B as the
controlled class.
C. Method of Research
In this research, the writer employed a quantitative study of gathering
and evaluating the data. A quantitative method is a means for testing objective
theories by examining the relationship among variables.
2These variables, in turn,
1 Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Study in Education; Seventh Edition, (New York: McGraw Hill, 2009), p. 4.
can be measured, typically on instruments, so that the numbered data can be
analyzed using statistical procedures.
Quasi-experimental design is used as the method of the study. The focus
is about to know the effectiveness of small group discussion on students’
speaking skill. As the writer use intact group, quasi-experimental design is a
suitable research design to apply. Based on Creswell statement,
quasi-experimental design is frequently used since the researchers can’t randomly
assign the group of participants.
3In this design there are two classes are used,
one as the experimental class and another as controlled class.
4Before the study started, pre-test is administered for both classes to
know the ability of the students. Then, it is continued in applying the treatments
for four meetings in the experimental class. In the VIII.A as an experimental
class, small group discussion technique is applied in. Meanwhile, in the VIII.B as
a controlled class, small group discussion technique is not applied to deliver the
material. As the treatment over, post-test is administered for both classes. The
post-test results are compared to see whether there are any gain scores before and
after treatments.
D. Instrument of The Research
To know the effectiveness of small group discussion on s
tudents’
speaking skill, the writer gives oral test to the students. The writer designs the
items for speaking test and uses the interaction with group technique. In this
technique, the writer divides the students into five groups and then they are
asked to discuss a certain topic. Because the tests are oral and task assignment,
the writer divides the scores into six criteria, which are the scores of
pronunciation, grammar, vocabulary, fluency, comprehension and task.
3 John W. Creswell, Educational Research; Planning, Conducting, and Evaluating Quantitative and Qualitative Research; Fourth Edition, (New Jersey: Pearson Education, 2011), p. 309.
E. The Technique of Data Collecting
The writer uses test technique in collecting data on this research. The
test is used in order to know the effectiveness of small group discussion on
students’ speaking skill at eighth grade students of
MTs. Darul Ma’arif
Jakarta.
The test technique is the main technique in collecting the data. The pre-test and
post-test will be given to both experimental class and controlled class to find out
their achievement in speaking skill.
1. Pre-test
The pre-test is a test that functioned to measure the ability of each class
whether the class is equal or different in abilities.
5The pre-test is given by the
writer in the beginning of attending class VIII.A and VIII.B to know the
student knowledge of the material that will be taught.
2. Post-test
The writer gives the students post-test to know the improvement of
students’ ability in speaking skill after the lesson and treatments finished.
F. The Technique of Data Analysis
Test is used by the writer in collecting the data. The data from the test is
gained to find out the
result of students’ speaking skill by using small group
discussion technique which is applied in the experimental class, the without
small group discussion technique in the controlled class. It is obtained from
VIII.A as an experimental class and VIII.B as a controlled class of
MTs. Darul
Ma’arif. In analyzing data from the pre-test and post-test, the writer uses the
5Marguerite G. Lodico, Dean T. Spaulding, and Katherine H. Voegle,Methods in
statistical calculation of the T-test in which the sample is not related each other.
The data is analyzed by using T-test formula for large sample:
6t
0=Before accounting the data using T-test, the procedures of calculation are
follows:
a. Determining Mean of variable X, with formula:
= 1
M
x
= the average of gained score (mean of variable X)
∑ X
= sum of gained score (variable X)
N
= number of the students
b. Determining Mean of variable Y, with formula:
= 1
M y = the average of gained score (mean of variable Y)
∑ Y
= sum of gained score (variable Y)
N
= number of the students
c. Determining of standard deviation of variable X, with formula SD:
=
²SD x = Standard deviation score of Variable X
∑ x
2= Sun of Squared gained score (Variable X)
N
= Number of the students
d. Determining standard deviation score of Variable Y, with formula:
6Anas Sudijono,Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
=
²SDy = Standard deviation score of Variable Y
∑ y
2= Sun of squared gained score (Variable Y)
N
= Number of the students
e. Determining Standard Error Mean of Variable X, with formula:
=
1
SE
MX= Standard Error Mean Variable X
SD x
= Standard deviation of Variable X
N
= Number of the students
f. Determining Standard Error Mean of Variable X, with formula:
=
1
SE
MY= Standard Error Mean Variable Y
SDy
= Standard deviation of Variable Y
N
= Number of the students
g. Determining Standard Error Mean of Difference Mean of variable X and
Mean of Variable Y, with formula:
= ²
SE
MX-MY= Standard error of differences mean of variable X and
mean variable Y
SE
MX2= Sum of squared of standard error mean variable X
h. Determining t
0with formula:
=
t
O= t observation
MX= Mean variable X
MY= Mean variable Y
SE
MX-
MY= Standard error of differences mean of variable X and mean variable
Y
i. Determining t-table in significant level 5% and 1% with df.
d
f
= (N1 + N2)
–
2
d
f
= Degree of freedom
N1
= Number of the students (control class)
N2
= Number of the students (experiment class)
G. The Statistical Hypothesis
After calculating the t
0, the writer compares t
0and t
table. Testing hypothesis
uses criteria with significance degree 0.05. The calculation of statistical
measurement as follows:
If t
0> t
t, the Ha is accepted.
If t
0< t
t, the Ha is rejected or H
0is accepted.
Ha
: There is an effectiveness of small group discussion on students
’ speaking
skill.
H
0: There is no an effectiveness of small group d
iscussion on students’ speaking
A. The Description of Data
The data of students’ achievement wascollected from students’ score of
pre-test and post-test which was applied in two kinds, namely the data in
experimental class and the data in controlled class. The type of score used to
assess students’ speaking skill was nominal score. The data as follows:
[image:45.612.101.508.203.716.2]1. The Data of Experimental Class
Table 4.1
The Score of Pre-test and Post-test of Experimental Class No. NISN Pre-test
score
Post-test score
Gained
1. 4237 50
73.3 23.3
2. 4235 50
70 20
3. 4241 56.6
63.3 6.7
4. 4244 56.6
73.3 16.7
5. 4246 56.6
80 23.4
6. 4247 73.3
80 6.7
7. 4249 63.3
76.6 13.3
8. 4250 56.6
76.6 20
9. 4251 53.3
66.6 13.3
10. 4254 53.3
63.3 10
11. 4256 63.3
70 6.7
12. 4257 50
73.3 23.3
13. 4258 46.6
63.3 16.7
14. 4259 56.6
70 13.4
15. 4182 60
73.3 13.3
16. 4265 40
63.3 23.3
17. 4281 56.6
18. 4269 56.6
73.3 16.7
19. 4272 56.6
63.3 6.7
20. 4271 63.3
66.6 3.3
21. 4275 50
70 20
22. 4277 43.3
66.6 23.3
23. 4278 50
63.3 13.3
24. 4279 50
63.3 13.3
25. 4282 53.3
70 16.7
1365.8 1745.9 380.1
M= 54.632 M= 69.836
From the Table 4.1, it can be clarified that the highest score on pre-test of
experimental class was 73.3 and the lowest score was 40 with the mean score of
pre-test was 54.632, while the mean score of post-test was 69.836. The total
gained score in this class was 380.1. It can be known that there was significant
difference in the pre-test and post-test.
[image:46.612.100.513.100.702.2]2. The Data of Controlled Class
Table 4.2
The Score of Pre-test and Post-test of Controlled Class No. NISN Pre test
score
Post test score
Gained
1. 4236
50 60 10
2. 4240
46.6 66.6 20
3. 4239
46.6 53.3 6.7
4. 4242
53.3 60 6.7
5. 4243
50 63.3 13.3
6. 4245
46.6 56.6 10
7. 4248
56.6 66.6 10
8. 4252
9. 4253
66.6 70 3.4
10. 4255
53.3 56.6 3.3
11. 4262
56.6 56.6 0
12. 4263
60 63.3 3.3
13. 4264
56.6 63.3 6.7
14. 4260
60 63.3 3.3
15. 4261
66.6 70 3.4
16. 4267
43.3 53.3 10
17. 4266
53.3 56.6 3.3
18. 4268
76.6 83.3 6.7
19. 4270
46.6 56.6 10
20. 4274
56.6 60 3.4
21. 4275
53.3 60 6.7
22. 4273
50 56.6 6.6
23. 4280
53.3 60 6.7
24. 4283
53.3 63.3 10
25. 4284
76.6 80 3.4
1382.3 1559.2 176.9
M =55.292 M =62.368
From the Table 4.2, it shows that that the highest score on pre-test of
controlled class was 76.6 and the lowest score was 43.3 with the mean score of
pre-test was 55.292, while the mean score of post-test was 62.368. The total
gained score in this class was 176.9.
From the Table presented above the writer can explain the experiment
class is the higher score than the controlled class.
As mentioned before, in analyzing the data from the result of pre-test and
post-test, the writer used statistic calculation of the t-test formula with the degree
Table 4. 3
Standard Deviation Table
