DISCUSSION IN IMPROVING COMMUNICATION SKILL AT ENGLISH EDUCATION DEPARTMENT (EED) OF UNIVERSITAS
MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment of the Requirements for the Degree Sarjana Pendidikan
Habib Fahad Arafat 20110540067
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
DISCUSSION IN IMPROVING COMMUNICATION SKILL AT ENGLISH EDUCATION DEPARTMENT (EED) OF UNIVERSITAS
MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment of the Requirements for the Degree Sarjana Pendidikan
Habib Fahad Arafat 20110540067
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
I am a student with the following identity:
Name : Habib Fahad A
NIM : 20110540067
Study Program : English Education Department Faculty : Faculty of Language Education
University : Universitas Muhammadiyah Yogyakarta
Certify this skripsi with the title “Students’ Perception on the Use of Group Discussion in Improving Communication Skills at English Education
Department (EED) of Universitas Muhammadiyah Yogyakarta” is definitely my own work. I am completely responsible for all thecontent of this paper. Others’ opinion or findings included in this skripsi are quoted in accordance with ethical standards.
Yogyakarta, 27th December 2016
In the name of Allah the Most Gracious and the Most Merciful Alhamdulillah, finally the author can finish this research to fulfill the requirement for bachelor degree. Wishfully, the author would like to thank to Allah SWT for His mercy and guidance given to him. Through this chance, the author also thank to those who supported to accomplish the Skripsi. Particularly those who are mentioned this following below:
1. Thanks to my loving parents, Mr. Antun and Mrs. Suparmi and my brother Hafid Zian who always give pray, hope, and another support for me.
2. Mrs. Sri Sudarsi S.S., M.In.T, as the Supervisor who always
accompany me in order to finish the Skripsi. Thanks for those fabulous guidance, advice, effort, and time.
3. Mr. Gendroyono, M.Pd. and Mr. Andi W, M.Hum., as the first and second examiner who had offered the precious advice and input for the enhancement of this Skripsi
4. The entire staff of PBI UMY for the cooperation, assistance and guidance.
5. Students of PBI UMY especially students batch 2011 and also several students batch 2015 as the participants of this research.
APPROVAL PAGE ... ii
STATEMENT OF AUTHENTICITY ... iii
ACKNOWLEDGEMENT ... iv
TABLE OF CONTENT ... v
ABSTRACT ... viii
CHAPTER ONE INTRODUCTION ... 1
Background of study ... 1
Statement of the problem ... 4
Limitation of the problem ... 4
Research question... 5
Objective of the research ... 5
Significance of the research ... 5
Outline of the research ... 6
CHAPTER TWO LITERATURE REVIEW ... 8
Perception ... 8
Definition of perception ... 8
The importance of students’ perception in learning process ... 8
Strategies to make group discussion effective... 12
The goals of group discussion ... 13
The variations of group discussion ... 14
The advantages of group discussion ... 15
Communication skill ... 18
Definition of communication skill ... 18
Definition of speaking skill ... 18
Elements of communication ... 19
Supporting skills to develop communication skill ... 20
Review of related study ... 22
Conceptual framework ... 25
CHAPTER THREE METHODOLOGY ... 27
Research design ... 27
Research setting ... 28
Research participant ... 28
Research instrument ... 29
Data collection method ... 30
Data analysis ... 31
communication skill ... 33
Students’ perception on the benefits of group discussion in improving communication skill ... 36
CHAPTER FIVE CONCLUSION AND RECOMMENDATION ... 44
Conclusion ... 44
Recommendation... 45
REFERENCES ... 47
Communication skill is important skill for English student to be mastered. By mastering the communication skill they can make a good communication with others, so the message can be delivered as well. To improve students’
communication skill, there is one of learning methods used in English Education Department (EED) of Universitas Muhammadiyah Yogyakarta (UMY) namely, group discussion. The purpose of this research is to find out the students’
perception on the use of group discussion in improving communication skill and students’ perception on the benefits of group discussion in improving
communication skill.
This research used the qualitative research design. It uses interview as the tool to collect the data and there are four students of EED, UMY from batch 2015 as interviewee. These participants were selected by using random sampling. The data results were analyzed by using open coding, axial coding, and selective coding. The finding shows two main points namely, the students’ perception about the use of group discussion in improving communication skill and the students’
perception on the benefit of group discussion in improving communication skill. From those findings, researcher concludes that group discussion is appropriate method to enhance communication skill among students, especially student of EED, UMY.
CHAPTER ONE INTRODUCTION Background of the Study
Communication is essential for people. People use the communication as a part of their lives either to communicate or to get the information, messages and ideas each other as clear. McPheat (2010) defined that communication is the art and process of creating and sharing ideas, and it involves getting information from one person to the other person. It means that communication is a process used to share the information and to get the ideas or information in social activity such as conversation and interaction.
In English learning context, students have to master communication skills in order that they are able to communicate the messagein English as well without getting lost in translation. Brown and Atkins (2002) emphasized that there are skills supporting the communication namely listening, explaining, questioning, and responding. Barker (2006) stated that communication skills are the tools that we use to remove the barriers to effective communication. The obstacle can cause the difficulty among student in building effective communication, because the obstacle can make miscommunication. The masteryof communication skill can help the students to make effective communication and avoid the obstacles especially when they are communicating each other using English.
understand what they hear from the other friends while using English in classroom activity such as class presentation. It appears because students do not deliver the messages properly, so that it causes miscommunication between them.
From those problems, researcher concludes that the students have drawbacks with communication skill. So, they have to enhance their
communication skills through the activities like listening, explaining, questioning, and responding.
Group discussion is one of popular learning methods especially in
language learning. Group discussion involves interaction activity where there are speaking and listening to build the communication among members. Indeed group discussion gives the more opportunities for student to build the communication skills, because there is either interaction or conversation between students. Barker (2006) defined that conversation is the most important means of communication and conversation is dynamic of talking and listening. In other words, group discussion which involves the conversation is considered as the way to develop the language mastery especially in communication skill.
Then, group discussion becomes an important learning method to enhance students’ communication skill. Ornstein (2000) in Argawati (2014) said that dividing students into small group seems to provide an opportunity for students to become more actively engaged in learning and for teacher to monitor students’ progress better. According to Azis (2013, p.101), “the group discussion forced the students to have opportunities to speak, to share the ideas”. With some
The use of group discussion as a means to improve communication skill of student is an essential matter therefore it has to be carried out in this research. By considering these reasons that group discussion gives the opportunities to become more active in communication practice and provides the development of
communication skills; intellectual and professional competencies; and personal growth (Brown and Atkins: 1988), group discussion consists of elements such as expressing, clarifying and linking the knowledge, ideas, opinion and feeling each other with the members of group. Overall, those reasons are involved with
communication activity so that the use of group discussion as a means to improve communication skill should be investigated through this research.
At EED UMY, group discussion is used as the learning technique to support learning activity. The researcher summarizes some views concerning with group discussion which is implemented at EED UMY. First, students tend to do more speaking English while they involve in group discussion activity. Second, each student has more opportunities to enhance the communication skill through group discussion activities including listening, explaining, questioning, and responding. These two points about implementation of group discussion at EED are conjured from researcher’s experiences as long as a student at EED.
Based on the above background, the researcher is then interested in conducting research entitled “Students’ Perception on the Use of Group
Discussion in Improving Communication Skills at English Education Department
(EED),Universitas Muhammadiyah Yogyakarta”. Statement of the Problems
Communication skill is an important matter in social life especially for student. The necessaries of communication skill are to communicate the thoughts, ideas or messages across people as well as clear.
But, at EED researcher finds out the problems dealing with development of communication skills. First, student seldom speak with English in learning activity/class activity. Second, some students do not really understand what they hear from the other friends while using English in classroom activity such as class presentation. Third, there are still several students who feel difficult to
communicate in English. It concludes that students’ of EED, UMY have shortages with their communication skills.
Group discussion is also implemented as the one learning technique at EED. Researcher has several views about the use of group discussion at EED which are students tend to do more speaking English while they involve in group discussion activity, each student has more opportunities to enhance the
communication skill through group discussion activities including listening, explaining, questioning, and responding.
Limitation of the Problems
student of English Education Department (EED) Universitas Muhammadiyah Yogyakarta. The students of EED UMY batch 2015 where group discussion technique is implemented in EED UMY.
Research Question
There are two research questions underlying this research:
1. What are the students’ perceptions on the use of group discussion in improving communication skills?
2. What are the students’ perceptions on the benefits of group discussion in improving communication skills?
Objective of the Research
The objectives of the research are:
1. To find out students’ perceptions on the use of group discussion in improving communication skill.
2. To find out students’ perceptions about the benefits of group discussion in improving communication skills.
Significance of the Research
Teacher.Teacher can use the result of the research as input in order to make more effective learning activity. They make effective learning along with facilitating their students’ needs in class. So that, teacher helps students to achieve the goals of learning after teacher understands about what students’ perception especially in group discussion.
communication skill improvement. So that, when they are doing group discussion, the students participate actively.
Researcher.The significance of this research for researcher is researcher can gain the new information and knowledge about the students’ perception on the use of group discussion as a means to improve communication skill. This research also gives to researcher the context about relation between group discussion and communication from students’ point of view. And this research can become the reference for other researchers.
Outline of The Research
The outline provides the chapters of this research in order the readers get the information about each chapter. The outline of the research is strucured by five main chapters namely chapter one, chapter two, chapter three, chapter four and chapter five.
Chapter one is the introduction of the research which are includes background of the study, statement and limitation of the problem, research question, objective of the research and significance of the research.
Chapter two consists of literature review including the theories about perception (definition of perception, the importance of students’ perception in learning process), group discussion (the importance of group discussion, the goal of group discussion, the strategies of group discussion, the variations of group discussion and the advantages of group discussion), and also the theories about communication skill(the definition of communication skill, elements of
Chapter three is the methodology consisting with research design, research setting, research participant, research instrument, data collection method and data analysis.
Chapter four consist of some findings and discussion about the result of this research. The finding and discussion itself consist of students’ opinion about their views of the use of group discussion and the benefits of group discussion in improving communication skill. They their perceptionsare linked with related theories from some experts.
CHAPTER TWO LITERATURE REVIEW
In this chapter, researcher puts some of theory reviews correlating with this research.Also includes the previous study to the correlation or the perception about group discussion.
Perception
Definition of Perception. There are some definitions from the experts about the meaning of perception. Mulyana (2001) defined that perception is aninternal process that allows us to choose, organize and interpret the stimulation from our environment then this process affects to our behavior. Fiske (1990),(p.25)defined, “Human perception is not a simple reception of stimuli, but is a process of
interaction or negotiation”. He added that what happens is that we try to match the external stimuli with internal patterns of thought or concept. Kotler (1988) argued, perception can bedefined as the process by which an individual selects, organizes, and interpret information inputs to create a meaningful picture of the world. Angell(1906) stated that perception is as a matter of fact always a larger thing than this definition would immediately imply. In conclusion, perception is a process of interaction includes choosing, organizing, and interpreting the information from external stimulation that is matched with internal pattern of concept to provide our own thought and interpretation.
affects to our behavior. Further, students’ perception can become a reflection for student in order to accommodate students for making effective learning. Then, students’ perception as input for both teacher and students where students can openly explain and reveal what they wish to happen in the class, in a case group discussion as a means to improve communication skill. So, students’ perception is essential to support this study.
Learning process involves such activities to facilitate learners in order to achieve the learning goals. Bean (2004) mentioned that the success of a student depends partly on how much the student is engaged in the learning process. It is important for student, considering learning process has big influences to the students’ success in achieving learning goals.
But, mostly of the students are not aware that they should be engaging into learning process. Their consciousness need to be flicked on through drawing the self-reflection. Bergsgaard and Ellis (2002) as cited in Farrell (2007) defined that self-reflection as the condition of consciousness characterized by awareness, objectivity, clarity, acceptance and being in the present as well as by opinion, preference, prejudice, and attachment. From their self-reflection, they are able to produce their own perception through opinion or experience during they are involving in learning process.
Students’ perception becomes important input for both teacher and student as the elements of learning process. Because it reflects on the students’
experiences of their learning process, it may include their opinions, needs, or what they want from the learning. Severin and Tankard (2001) mentioned that
physical stimuli, and psychological influences from the perceiving organism, among these psychological influences are the perceiver’s needs, wants, moods, attitudes, and assumptions.
For teacher, knowing what students’ needs, attitudes and assumptions revealed through students’ perception supposes them to evaluate their teaching method. Hereby, teacher can accommodate students’ aspiration through effective teaching.
Meanwhile, student gets the benefit from their perception and self-reflection. They are more aware to be engaged in learning process after they reveal the experiences and what they hope to occur in learning process.
At least, students’ perception is essential matter especially for both teacher and students. Students’ perception results self-reflection for both of them, either it is viewed from perspective of teacher or student. Nevertheless, it has the same purpose to create effective learning.
Group Discussion
Group discussion has a correlation in developing communication skill. Brown and Atkins (2002) mentioned that one of the goals of group discussion is expressed in the form development of communication skill. Group discussion also encourages the learners to be engaged in learning and giving more opportunities to speak which influences to develop communication skill. Azis (2013) mentioned that group discussion forced the students to have opportunities to speak, to share the ideas. Whereas, based on her research entitled “Improving Students’ Speaking Skill Using Group Discussion”, Argawati (2014) stated that group discussion made students’ willingness to speak is increased, because they had more opportunities to speak in their each group. Indeed,the opportunity to speak supports the students to communicate and enables the communication activity of them. Richard (2008) as cited in Manurung (2015) defined, (p.45), “Speaking is an important skill in language learning that enable language learners to
communicate not only in expressing view point but also in giving response”. Indeed, group discussion is important for developing communication skill because group discussion provides students to engage in learning process itself and also provide more opportunities to speak and share the ideas, especially if the group discussion is designed in small size. Ornstein (2000) as cited in Argawati (2014) stated that divide students into small group seems to provide an
opportunity is increased by group discussion, which it is important to support the communication.
To conclude, group discussion is important for student to be engaged in learning process; especially to accommodate them to improve communication skill. Group discussion provides the students to improve their communication skill through such activities in group discussion.
Strategies to make group discussion effective. Group discussion is one of group work forms to make an effective group discussion, there are some strategies should be implemented in group discussion. These strategies will provide the students’ chances in talking and thinking as working in group discussion, so that group discussion works more effectively.
The first strategy is making the group discussion smaller. It means that
group discussion consist of only several of students approximately more less 3-5 members. Harmer (1991, p.117) mentioned, “small groups of around five students provoke greater involvement and participation than larger group”. Small size can enhance the quality of group discussion, so group discussion works more
effective. Exley and Dennick (2004) stated that in a small group, students can be encouraged to talk, think, and share much more readily than in a larger group. By consisting small size of members, group discussion can be effective and better because all members have more opportunities to speak, think, or share the ideas each other. The members can participate actively, so that group discussion becomes more effective to establish a good learning atmosphere.
The second strategy is encouraging the student participation. The quality
means the student actively involve in the discussion activities, such as talking, revealing the ideas and many others. Davis (2009) stated that students’ enthusiasm and willingness to participate affect the quality of discussion. So, in order to make group discussion work effectively as well, one of the strategies is by establishing the students’ participation.
The goals of group discussion. Brown and Atkins (2002) stated that there are three goals of small group discussion which are conveyed below:
The development of communication skills.The communication skills that include listening, explaining, questioning, and responding are important because these skills influence the development of intellectual skill. Discussion activity also develops the communication skill, because in discussion there is communication that allows student to communicate each other. Brown and Atkins (2002)
explained that discussion also develops skills that are central to most professions: the ability to communicate with others (both professional and ‘lay’), and the sensitive and precise handling of the language of the subject.
Intellectual and professional competencies. Group work develops
Personal Growth.The purpose of personal growth is appointed with the
development of communication skills and thinking. Personal growth includes the notions of developing students’ self-confidence, managing students’ own learning, and working with others.
The variations of group discussion. There are variations of group discussion. These variations are generally used to achieve the goal of the group discussion. To achieve the goal from the topic, group discussion has the variations that are
suitable with topic of discussion in order to achieve the goals.
Brewer (1997) suggested several variations of group discussion, that are cooperative learning groups, problem-solving groups, investigation group.
Cooperative learning groups. Participants in this group works together to
achieve the same goal. The goals of cooperative learning group are positive interdependence, face-to-face interaction among participants, individual accountability within the group, and interpersonal and small-group skill. The cooperative learning group emphasizes the participants to work together.
Problem-solving groups. The purpose of the problem-solving groups is to
approach real-life problem with an appropriate strategy. In this problem-solving group, the participants look the approaches to find the correct solutions in order to solve the problems.
Group investigation. Brewer (1997) stated that in group investigation the
class about what they find out. The process in group investigation gives the values for participants namely, teaching them to work together, listen one to another, and appreciate the others’ work and opinions.
Whereas, Brown and Atkins (2002) stated that there are three variations on the theme of small group discussion:
First, buzz group is a group in which students are asked to discuss and solve the problem and then asked to give their opinions. Second, brainstorming means each student is invited to share the ideas, thoughts or questions then compare them with other group teammates. It gives the time for student to think when he/she is asked to check out their views. And third, snowballing is where each student spends a little time with noting and thinking, then comparing their views each other. This method works well in problem-solving tasks as well as open discussion topic.
To conclude, these variations make group discussion to work effectively. With an effective group discussion, it results the goals of learning through group discussion can be achieved.
The advantages of group discussion. Using group discussion in classroom particularly to enhance students’ communication skill. Group discussion yields opportunities in interaction, sharing the ideas and develop thinking generally or specifically among students. Harmer (1991) mentioned several advantages of group discussion. These are the points:
First, increasing the amount of talking for individual of students. Second, personal relationships are usually less problematic; there is also a greater chance of
cooperation and negotiation. Fourth, it promotes learner autonomy by allowing students to make their own decisions in the group without being told what to do by the teacher. Fifth, despite we do not wish any individuals in groups to be completely passive, nevertheless some students can choose their level of participation more readily than in a whole-class or pair work situation.
Brown (2007) also divided the advantages of group discussion/group work into four elements; group work generates interactive language, group work offers an embracing affective climate, group work promotes learner responsibility and autonomy, group work is step toward individualizing instruction. This below are those advantages mentioned by him:
Group work generates interactive language. Small groups provide
opportunities for student initiation, face to face interaction, practice in negotiation of meaning, conversational exchanges, and student adoption of roles that would otherwise be impossible. Different from traditional language classes that
positioning teacher as centered learner, teacher’s talk is dominant. Brown (2007) stated that with traditional method, language tends to be restricted to initiation only by teacher where the whole class becomes a “group interlocutor”. The meaning of group interlocutor here is all students in the whole class just listen to teacher’s talk. The center of learning activities are dominated by teacher itself.
Group work offers an embracing affective climate.The group work
urges the satisfied level of safety in small group discussion. Thus students freed to achieve higher objectives in their quest to success.
Group work promotes learner responsibility and autonomy. Even in
relatively small class of 15 to 20 students, whole class activity often gives students a screen to hide behind because there the teacher is single teaching. In this case most students do not pay attention to what teacher does to them. That situation causes some students can “relax” too much in whole-class work. Group work creates responsibility for action and progress upon each members of the group somewhat equally, so it is difficult to hide in a small group work. It was supported by Exley and Dennick (2004) who stated that when taking part in small group discussion activities, the students accept their responsibility for the progress and direction of their own learning. In the end, responsibility created by group discussion affects to the development of students’ learning progress.
Group work is a step toward individualizing instruction. Each student in a
classroom has the needs and abilities that are unique. One to another individual has most salient skill difference such in speaking, listening, reading and writing abilities. Small group can help students with miscellaneous abilities to accomplish separate goals. The teachers can recognize and capitalize other individual
Communication Skill
Definition of communication skill. Communication is a vital part in our daily social life. Through communication, people allow to send and receive the message or information within interaction among people in entire of our life.
In further, there are some definitions of communication from some experts. McPheat (2010) defined that communication is the art and process of creating and sharing ideas, and it involves getting information from one person to the other person. Fiske (1990) defined that communication as social interaction through messages. According to Lunenberg (2010, p.10), “communication is the process of transmitting information and common understanding from one person to another”. From these definitions, we can conclude that communication is a process in social interaction to create, share and get the ideas, information and messages which involve two or more people.
Communication skill assists a person to communicate as well. The message which is communicated in effective way to others results in the miscommunication appearance between interactions could be reduced. Barker (2006) pointed out that communication skills are the tools that we use to remove the barriers to effective communication.
Definition of speaking skill. Communication skill is closely related with
speaking skill. Bygate (1997) in Argawati (2014) stated that speaking is one of the skills should be mastered by the students in learning English. By mastering
speaking skill, students can communicate well using English to convey their ideas or message to other people.
One learning method that used to develop speaking skill is group discussion. Hoover (1997) in Argawati (2014) explained that discussion is the process of talking things over among two or more persons, preferably face to face. The main activity in group discussion is discussion itself. The activity like
discussion urges the students to talk and speak. Through discussion, the speaking skill among students can be developed. So, they can also improve their
communication skill.
Elements of communication. Communication is a process which contains some elements in order a communication permits to happen. According toBrantley and Miller (2008,p.04), “communication is the exchange of information through speaking, signaling, or writing andthis exchange involves the following elements: sender, message, transmission, receiver and feedback”.
First, the sender is one of communication elements who is creating then sending the message to receiver. Lunenberg (2010) pointed out that the sender encodes the idea by selecting words, symbols, or gestures to compose a message.
experience, attitudes, and emotions. Definitely, their individual experiences will influence how the senders’ message is received.
Third, message is the information that wants to communicate. It
encourages a desired response from the receiver. The message is the outcome of the encoding, which takes the form of verbal, non-verbal, or written language.
Fourth, the transmission or channel is used to convey the message from sender to receiver. Lunenberg (2010) added that the message is sent through a medium or channel, which is the carrier of the communication, and then its medium can be a face-to-face conversation, telephone call, e-mail, or written report.
The last is feedback. It describes the receiver’s response or reaction to the sender message. Receiver can transmit the feedback through asking questions, making comments or just supporting the message that is delivered. Feedback also can be as measurement on how effective the communication is carried by looking the response or feedback from receiver towards sender.
Supporting skills to develop communication skill. As Brown and Atkins (2002) stated that one of the goals of small group is to develop communication skill. Because, small group consists with discussion which can developssome skills which urges the ability to communicate with others. Brown and Atkins (2002, p.56), mentioned, “the skills of listening, explaining, questioning, and responding are important in themselves as well as being crucial for the development of communication or intellectual skills”.
Listening. The ability of listening holds important role as a skill which can
make a person communicate effectively. Listening skill helps the receiver to process the message or information when they are receiving those messages. In addition Crosskey and Vance (2011,p.166), stated,“listening skills refers to skills in: focus and attention on the speaker or resources the speaker is refering to; processing of the language used the speaker to inform understanding; and retention information and instruction s given by teacher”.
From the explanations above, listening is extremely a vital skill that helps the students to receive the information while they are involved in a
communication. They listen what speaker/sender speaks, then they have to process the input such as information. And also listening allows the receiver to respond, ask questions to clarify the message. That are some reasons listening skill is important to support improving communication skill.
Explaining. In communication, we are definitely sharing our messages to
the receivers. In order those messages can be received as well, the senders have to ensure that the receivers understand with the message which is delivered.
Through explaining, the sender helps the receiver to understand about the message has been delivered. Brown and Atkins (2002) mentioned that explaining is giving understanding to another and understanding is defined as the creation of new connections between facts, between ideas, and between facts and ideas. Furthermore, students who have ability to explain clearly results the other students understand to what the meaning of message is conveyed by the sender.
Questioning. Questioning is the key to gain the information so that the
the source (sender) may enable the receiver (questioner) to respond and appraise. Brown and Atkins (2002) stated, “The responses of the questioner may be to supply missing facts, corrects misconceptions, explore thoughts and opinions, and, where appropriate, feelings. However, questioning skill is an essential skill to build effective communication.
Responding. The feedback as the element of communication process occurs when the receiver responds to the sender’s message. When receiver
responds the information, the sender is allowed to determine whether the message has been received and understood. The ability to respond the message or
information certainly makes the communication especially in group discussion works as well. So, it facilitates them to get the learning goals through group discussion activity.
Review of Related Study
Two previous studies that have the similarity to this research will be observed by researcher. These related studies concern about the both group discussion and speaking skill. The related studies are reviewed and then pinpoint the prior ideas of content in a summary by researcher.
The first research that is reviewed entitled Improving Students’ Speaking Skill Using Group Discussion which was held by Argawati (2014) in ELTIN Journal Volume 2/II. This research was held at Wijaya Kusuma Senior High School. The participants were first grade students class IA. It consists of 35 students; they are 2 boys and 33 girls.
Wijaya Kusuma Senior High School and describe how group discussion improves students’ speaking skill. The researcher use classroom action method to gain the data. Whereas there two kinds of data were collected; first was quantitative data and the second was the qualitative data. Quantitative data refers to students’ speaking scores taken both in pre-test and in post-test. While, qualitative data records any occurrences and changes happen during the classroom activity.
The research shows that group discussion improves students’ speaking score. Their vocabulary and active involvement in speaking class are also
improved. It concludes that group discussion can improve students’ speaking skill. The similarity of this study with the researcher’s study is that the
implementation group discussion can improve the speaking skill among students. Where speaking skill in the researcher’s study influences communication skill development.
The second research by Aziz, F. (2013). Improving Speaking Skill By Using Group Discussion. Jurnal Penelitian, Pendidikan dan Pembelajaran , 97-103. This research is conducted to improve the students’ speaking ability of second grade Madrasah Aliyah (Islamic High School) of Fajrul Hidayah. It consists 11 students and researcher used Classrom Action Research Method.
Because the research uses classroom action research method, there are four stages of research: planning, implementing, observing and reflecting. After
The research reveals that group discussion has a significant role to enhance students’ speaking ability. However, group discussion insists students being more active and as sure engaged to cooperative learning involving the interaction within.
This study concerns about the use of group discussion to improve speaking skill of students. It is same with researcher’s study entitled “Students’ Perception on the Use of Group Discussion in Improving Communication Skill at EED, UMY
which focuses on the use of group discussion in improving speaking skill and also communication skill. So that, the study which was held by Fathul Azis (2013) has a relation with the researcher’s study.
Conceptual Framework
Figure 1.1
Figure 1.1
One of the goals of group discussion is the development of communication skills especially for students. Group discussion itself has some skills to
accommodate the group discussion works effectively. According to Brown and Atkins (2002,p.89), “the key skills of effective small group work are explaining, listening, questioning, and responding”
These four skills consisting listening, explaining, questioning, and responding are important for students to train and develop their communication skills and intellectual skills. When students do the group discussion activity, they
GROUP DISCUSSION
COMMUNICATION SKILLS
practice those four skills above and immediately it helps students to improve their communication skills and also makes group discussion works as effective.
By seeing the figure 1.1 above, the arrows begin from group discussion, and group discussion consists of listening, explaining, questioning, and
Chapter Three
Methodology
This chapter discusses the research method used by researcher in examining about the students’ perception of the use of group discussion toward speaking ability of English Education Department student. This chapter includes research design, research participant, data collection method, research instrument and data analysis.
Research Design
This research was held to find the students’ perception on the use of group discussion in improving communication skill which is implemented at English Education Department, UMY and the students’ perception on the benefits of group discussion in improving communication skill. To gather the data, researcher adopted the qualitative research design.
Qualitative research is used by researcher to gather the data based on the case of this study. Khotari (2004) stated that qualitative approach is concerned with subjective assessment of attitudes, opinions and behaviour.This study was focused about the students’ perception on the use of group discussion
implemented at EED and the use of group discussion as a means to improve students’ communication skills. Therefore, the researcher was sure that qualitative research is appropriate approach to answer the research questions. The qualitative data provides deeper information, description and interpretation from the
Interview was chosen to endorse qualitative research in gathering the data. Mulyana (2010) defined that interview is form of communication between two persons which involve a person tries to gain the information from another person through some questions based on certain purpose. And also, interview gained more information of the students’ perception with some open-ended questions which are asked to them.
Research Setting
The research was held at English Education Department of Universitas Muhammadiyah Yogyakarta. There were several reasons that make the researcher conducted this research at English Education Department. First, group discussion is a technique used at EED UMY in teaching and learning process. Second, researcher is a student of English Education Department of Universitas
Muhammadiyah Yogyakarta, so researcher got easy access to the data because the researcher known the lecturers and participants.
These reasons enabled the researcher to conduct the research in EED, UMY was to explore participants’ perception on the use of group discussion in improving students’ communication skills.
Research Participant
The researcher took the students of EED UMY batch 2015 as the
This study used simple random sampling to choose the participants randomly. Cohen (2011) states, a probability sample will be useful if the researcher wishes to be able to make generalizations, because it seeks
representativeness of the wider population. Simple random sampling is one of probability sampling techniques. Simple random sampling was used to choose the participants from student of English Education Department batch 2015. Then researcher selected four participants that were selected randomly representing EED students’ batch 2015. They were selected randomly because all of students batch 2015 had experience in doing group discussion activity.
Research Instrument
Researcher used research instruments to support in gaining the data from participants. To gain the data, researcher held interview toward the participant. Therefore, the researcher needed some instruments to accommodate the interview.
Data Collection Method
To collect the data researcher used interview regarding the students’ perception on the use of group discussion in improving communication skills at EED and the benefits of group discussion in improving communication skills.
The researcher interviewed the participants with open-ended questions. Khotari (2004) defined that open-ended questions are generally inserted to
provide a more complete picture of the respondents’ feelings and attitudes. Patton (1980) in Cohen (2011) mentioned that the characteristics standardized open-ended interview is all interviewees are asked the same basic questions in the same order and sequence of questions are determined in advance. In the interview session, the participants were asked to produce their perception by answering such questions delivered from interviewer which were determined in advance.
Bahasa Indonesia was used to facilitate the interview session between researcher and the respondents in order to avoid miscommunication. The
researcher viewed that use Bahasa Indonesia could easy the conversation to work effectively with participants.
Then, the participants were interviewed one by one to get clear information by interviewing them intensively, and also to make a participant focuses on the questions asked by interviewer. Each of students spent
approximately less or more 10 minutes.
Data Analysis
There were some steps to analyze the data after the researcher had
interviewed the respondents. First step was researcher transcribed the recording of conversation into written form.
Second step was member checking, member checking was used to verify the transcription by participants in order to make sure that the transcription of the data is valid. Harper and Cole (2012) defined that member checking is primarily used in qualitative inquiry methodology and is defined as a quality control process by which a researcher seeks to improve the accuracy, credibility and validity of what has been recorded during a research interview. The result of member checking was that the transcriptions of interview were accepted by each participants. It proved that the trancription data was valid.
CHAPTER FOUR FINDING AND DISCUSSION
Chapter four consists of finding and discussion about the result of this research entitled “Students’ Perception on the Use of Group Discussion in Improving Communication Skills at English Education Department”. Through this chapter, the data are presented in discussion after they were transcribed, coded, and analyzed. The purpose of presenting the data in this chapter was to find the essential information from participants in order to answer the research questions. The first research question is “What are students’ perceptions on the use of group discussion in improving communication skills?” and the second research question is “What students’ perceptions on the benefits of group discussion in improving communication skills?”
To answer the research questions, researcher gathered the data by
interviewing four students of EED UMY from batch 2015. The researcher chose them randomly as research participants, because all of them attended the class which promotes the using of group discussion and develops the communication skill, namely is Listening and Speaking for Academic Purposes and it is also a compulsory subject at EED UMY.
Students’ Perceptions on the Use of Group Discussion in Improving Communication Skills
This research found some findings dealing with the first research question “Students’ perceptions on the use of group discussion in improving
communication skills”. These findings are the participant perceptions and the participants are the students of EED UMY batch 2015.
Students’ perception is important to study because their perception reflects to the students’ experience of learning process; the perceptions include opinions, needs, or what they expect from the learning. Mulyana (2001) stated that
perception is an internal process that allows people to choose, organize and interpret the stimulation from our environment then this process affects to our behavior. Thus, students’ perception becomes a reflection for students or other parties such as teacher in order that the effective learning can be achieved.
Here are those findings which are resulted from interviewing the participants:
participant, the second participant said that the participation of students influenced the effectiveness of group discussion, as she said “in a group discussion, the members are willing to work together and also they have desire to share their ideas” (R4.23).
Both participants thought that active involvement of students including the willingness to speak, conveying their ideas and working collaboratively with other students can enhance the quality of group discussion to become more effective. It was concluded that if students were more active and have the willingness to participate in group discussion, then group discussion could be effective and increased the quality of learning.
Davis (2009) stated that students’ enthusiasm and willingness to
participate affect the quality of discussion. It means that students’ participation influenced the quality of group discussion. Students’ participation emerged because of the enthusiasm and willingness from students to participate.
Finding 2: Group discussion could be effective with small size of group.
This research found that at EED UMY there was one of participant thought that group discussion would work effectively if there were just small number of students in a group discussion. This can be seen from his statement, “in my opinion, it consists of two or three students to make group discussion works effectively” (R1.13).
and involve in group discussion activities such as, talking, sharing the ideas, working together, and the others. So, it would make group discussion works more effective than in larger group consisting with many members.
There were several experts mentioning that size of group influenced the effectiveness of group discussion. Harmer (1991, p.117) explained, “small groups of around five students provoke greater involvement and participation than larger group”. It means a group discussion consisting of about five students gave more opportunities to students to participate than in larger group or more five students. According to Exley and Dennick (2004, p.3), “in a small group students can be encouraged to talk, think and share much more readily than in a larger group”. Small size of group was more effective than a large group, because in large group only one or two students were active while the other students tend to just being quiet or reluctant to participate actively.
also make group discussion works effectively, but it also influenced the learning progress of students.
Exley and Dennick (2004) stated that when taking part in small group discussion activities, the students accept their responsibility for the progress and direction of their own learning. The meaning of responsibility here was students were aware of what they should and should not did during they involved in group discussion. However, they have to adapt themselves and be responsible with what they were doing in the discussion of a group. Responsibility was important if they were doing group discussion. They could understand what they learn through group discussion and generally it made group discussion worked effectively. Students’ Perception on the Benefits of Group Discussion in Improving Communication Skills
Group discussion is a learning technique which facilitates the student to master and understand the lesson delivered to them. This research found some benefits of group discussion from participants’ perception, namely group discussion
improves students’ speaking skill, developing critical thinking among students, facilitating students to share and exchange ideas or opinions, promoting student to work together, and improving communication skill.
Finding 1: Group discussion improves students’ speaking skill. This research found that there were two participants perceiving that group discussion can improve the speaking skill. Here below were their opinions:
In group discussion we are trained to work as team work. Within a team work we are drilled to speak, not only thinking. When, in advance we just being quiet, then because of we listen the other friends’ argument, we can follow it (giving response or feedback) (R4.25).
So, in group discussion our speaking skill is also developed (R4.26) The responses from two participants indicated that group discussion helped student to develop their speaking skills. The students had the opportunity to improve speaking skill, through the activities in group discussion such as: talking, listening, responding, questioning and the others. With more opportunities to speak, automatically students can also develop or increase their speaking ability.
Harmer (1991) stated that group discussion increases the amount of talking for individual of students. The amount of talking among students definitely
increases when students involve themselves in group discussion activities. Group discussion makes them to be able to train their speaking skill through talking activity in group discussion. Then, they can improve their speaking skill as well.
Finding 2: Group discussion developed critical thinking among students. This research found that there were two participants out of four participants said that group discussion can also develop their critical thinking. It can be seen by their opinions below:
In group discussion we also see the viewpoint from the other persons’ opinion and it makes us to think creatively and critically (R1.11).
Usually, the task or topic given to student is done as individual or in group. Then, we are asked to think critically to finish that task (R4.7)
Davis (2009) stated that critical thinking is ability to analyze ideas and information from multiple perspectives. It was a kind of thinking that a person need to analyze certain issues in order to get the solution of the problem. There were many learning ways that can develop critical thinking among students; one of those ways was discussion. Rahman et al. (2011) explained that teaching by discussion can be an effective mean of helping students to think critically about what they are learning. It means that when students started the discussion, each student has more opportunities to think as critical about the topic which was being discussed. Usually, the discussion was applied by any form such as whole-class discussion or in a small group discussion.
We can conclude from those opinions above that students would think more critical when they faced various problems which may emerge either from the topic itself or from the other friends’ opinions. Each student or students in a group discussion must be faced to the problems or matters from the topic that they were discussing. So, in order to solve those problems, they should think critically in order that they can find the solutions. In the end, group discussion helped student to develop their critical thinking.
facilitated them in sharing and exchanging ideas. The first participant said that she can share the ideas with other friends, she said, “discussion is more effective because if previously we just have our own ideas, after that we can share our idea to other friends” (R4.18). Meanwhile, the second participant stated, “while we do group discussion, students are able to develop or reveal their thought to solve the problems” (R3.9). From the opinions of two participants above, the main point is that group discussion urges students to reveal ideas and share ideas while they did group discussion activities. Whereas, the third participants pointed out that group discussion also assisted the students to exchange the ideas. “we can gain the answer from other friends whom they more understand on the learning material which is being explained” (R.2.3). Besides facilitating students to share ideas, group discussion also gives chance in exchanging the ideas between students. Because in group discussion there are some activities like identifying the problem, brainstorming, giving opinion, making agreement of the decision, and the others. So that students has opportunities to utter their ideas and to exchange ideas among them through those group discussion activities.
Group discussion facilitated students to share and exchange their ideas each other. From sharing the ideas, each student received the different ideas or opinions from other friends, so it caused exchanging the ideas between them.
discussion or small group discussion activities, the members did some processes like expressing the ideas, exchanging the opinion each other or uniting/pooling some ideas, in order that they can solve the problem as together.
Finding 4: Group discussion promoted student to make teamwork. First participant argued that, “group discussion teaches us to work in group, because we cannot think that just rely on personal tought” (R1.10). He added, “a discussion will be working effectively, if there is a group assignment then at first we are asked to do this. After that, (the leader) ask each member to do their own job, so it become more effective” (R1.17). The goal of task distribution among students is to finish the group assignment as soon and it indicates that they work together while do group discussion. In addition, the second participant has similar opinion with first participant. Here is his opinion, “the use of group discussion is essential, because it trains students to work cooperatively, we share our opinion each other and it can emerge the abilities from each students in group” (R2.7). It means that group discussion gives opportunity for student to drill their skill namely working together.
However, two participants had the same point where group discussion played important role to train and develop the students’ soft skills, namely working together or teamwork. In group discussion, they were urged to eliminate their egoism in order they could discuss together and working each other.
Brown and Atkins (2002) stated that one of group discusson goals is developing personal growth which includes the notions of developing students’ self-confidence, managing students’ own learning, and working with others. Making students accustomed to work together with others is one of ways in developing students’ personal growth. Group discussion encouraged students to work together; this usually involves two or more people to work together in order they can share knowledge and information each other.
Finding 5: Group discussion improved some skills of communication. This research found the perception of students on the benefits of group discussion especially concerning with the influence of group discussion to their skills of communication. The skills which support in developing communication skill were listening, explaining, questioning, and responding. All participants agreed that group discussion had significant influence toward the development of
communication skills of students.
At EED, the participant thought that in fact group discussion still gives opportunity for students to develop communication skill, although it may gives a little opportunity but students get the benefit from group discussion. As stated by the following participants:
Although in discussion consists of 2 or 3 students, but it still improve our communication skill little by little (R1.20).
It helps me to deliver my own opinion and also train my communication skills (R2.13).
discussion improved her confidence because she began to be familiar with speaking in front of other persons. In addition, through group discussion the participant can manage the timing and manner of speaking in order that she can communicate the message as well and clearly to others. At last, group discussion improved students’ communication skill by enhancing confidence among students and training them to manage how to make a good communication. It can be seen from the statements below:
Group discussion extremely has the influence, because I am a person who has no confidence while speaking in the front of people, so group
discussion also enhances my communication skill (R3.18).
Besides enhancing confidence, while talking in group discussion I can manage the timing and way of speaking of mine (R3.20).
Another student assumed that group discussion helped them to speak clearly because in group discussion the students used to organize and share ideas with other students. Then, the conversation which is often done by students in group discussion can make their speaking become more clearly, so that their communication skill is also improved. It can be seen from the statements below:
It can help me to speak clearly (R.4.32).
In group discussion, we are supposed to communicate with one to another person in group discussion (R4.33).
others, creating the ideas and transferring the information among students. So that, through doing those activities, students can develop their communication skills and create a good communication.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION Conclusion
This last chapter contains conclusion of this whole research and the recommendation from the researcher. The conclusion comes from the finding of the research questions, the first question is about what are students’ perceptions on the use of group discussion in improving communication skill and the second questions is what are students’ perceptions on the benefit of group discussion in improving communication skill.
Firstly, the researcher summarizes the explanation about students’
when they involve in group discussion, in order group discussion works as effective as expected to achieve the lesson goal. Students should be aware of the activity they should do and they should not to do, in order to make effective learning of group discussion.
Secondly, the second research question is about what are students’
perceptions on the benefit of group discussion in improving communication skill. To answer the second research question, below is the summary from the
researcher.
From students’ perceptions on the benefit of group discussion in improving communication skill, there are five benefits found through this
research. First, group discussion improves students’ speaking skill. Second, group discussion developed critical thinking among students. Third, group discussion facilitates students in sharing and exchanging the ideas or opinion. Fourth, group discussion promoted student to make teamwork. Finally, the last benefit is group discussion improves some skills of communication.
Recommendation
The researcher presents the recommendation based on the result of this research as presented below.
For teacher, based on the finding of research, it shows that one of ways to make effective group discussion is making the size of group discussion smaller. It means one group discussion at least consists of small number of students, say it consist two or three students. Therefore, teachers are suggested to divide the group discussion consisting of a fewer student in order to make group discussion works effectively.
For other researcher, this research can be guidance or a reference when the other researcher will conduct a research which has similar topic with this research. So that, the further research completely provides better result than previous
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APPENDICES Appendix 1 Interview Guidelines
Research Question Theoretical Foundation Interview Guideline
1. What are
1. Menurut kamu, metode pembelajaran apa aja sih yang diterapkan di kelas Listening and Speaking for
Academic Purposes? 2. Dari metode-metode tersebut, metode mana yang paling kamu sukai? Kenapa?
Richard (2008) as cited in Manurung (2015)
defined, (p.45),
“Speaking is an important skill in language learning that enable language learners to communicate not only in expressing view point but also in giving response”.
3. Menurut kamu, skill apa sih yang perlu dikembangkan dalam mata kuliah tersebut? Alasannya kenapa?
Harmer (1991)
mentioned that one of the group discussion
Harmer (1991), (p.117), also mentioned, “Small groups of around five students provoke greater involvement and participation than larger group”.
5. Diskusi kelompok yang bisa dikatakan berjalan efektif itu kayak gimana?
Brewer (1997) stated that cooperative learning group is a variation of group discussion where the participants in this group works together to achieve the same goal.
6. Menurut kamu, apa yang harus dilakukan mahasiswa supaya diskusi bisa berjalan efektif? 2. What are
students’ perceptions on the benefits of group discussion in improving
communication skills?
Brown and Atkins (2002) mentioned that one of the goals of group discussion is expressed in the form development of
1. Menurut anda, metode pembelajaran apa saja yang diterapkan di kelas Listening and Speaking for Academic Purposes?
2. Dari metode-metode tersebut, metode mana yang paling anda suka? Kenapa? 3. Menurut anda, skill apa yang perlu dikembangkan dalam mata kuliah
tersebut? Alasannya kenapa?
4. Bagaimana pendapat anda tentang penggunaan diskusi kelompok?
5. Diskusi kelompok yang bisa dikatakan berjalan efektif itu kayak gimana? 6. Menurut anda, apa yang harus dilakukan mahasiswa supaya diskusi bisa
berjalan efektif?
Appendix 2
Student’s Perception on The Use of Group Discussion in Improving Communication Skills at EED UMY
Intervieew : R1
Date : May, 2nd 2016
Time : 10.29 AM
Place : Unires Putri
Transcription Open Coding
I: Selamat siang R1: Siang
I: Saya mau meng-interview anda mengenai judul skripsi saya yaitu students’ perception on the use of group discussion in improving communication skills at eed umy. Bisa kita mulai?
R1: Bisa
I: Yang pertama menurut kamu metode pembelajaran apa aja sih yang diterapkan di kelas Listening and Speaking for Academic
Purposes?
R1: ehm kalau menurut saya metode yang diterapin dalam listening and speaking for academic purposes yaitu seperti kayak grup discussion tentang kita disuruh bekerja sama, suruh ehh.. membuat kreatiflah membuat ide kreatif, critical thinking. Selain itu kita disuruh untuk public speaking atau persentasi di depan untuk melatih softskill ki..kita.
R1.1 kalau menurut saya metode yang diterapin dalam listening and speaking for academic purposes yaitu seperti kayak grup discussion tentang kita disuruh bekerja sama.
R1.2 Selain itu kita disuruh untuk public speaking atau persentasi di depan untuk melatih softskill ki..kita.
