Improving Students’ Speaking Skill through Focus Group Discussion (FGD) Technique (A Classroom Action Research for the Second Grade Students of SMPN 2 MERTOYUDAN in the Academic Year of 2017/2018) - Test Repository

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IMPROVING STUDENTS’ SPEAKING SKILL

THROUGH FOCUS GROUP DISCUSSION (FGD)

TECHNIQUE

(A Classroom Action Research for the Second Grade

Students of SMPN 2 MERTOYUDAN in the Academic

Year of 2017/2018)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of

Sarjana Pendidikan (S.Pd)

English

Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

ISTI WULAN KHOSIDAH

NIM. 113-13-147

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

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DECLARATION

“In the name of Allah the Most Gracious and the Most Merciful”

In the name of Allah,

Hereby, the researcher declares that this graduating paper is written by the

researcher herself. This paper does not contain any materials which have been

published by other people; and it does not cite any other people‟s ideas except the

information from the references.

The researcher is capable to account her graduating paper if in the future it

can be proved of containing others‟ idea or in fact that the researcher imitates the

others‟ graduating paper. Likewise, this declaration is written by the researcher to

be understood.

Salatiga, August 25th2017

The researcher,

IstiWulanKhosidah

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Salatiga, August 29th 2017

Mashlihatul Umami, S.Pd.I, M.A

The lecturer of English Education Department

State Institute for Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR‟S NOTE

Case: Isti Wulan Khosidah‟s Graduating Paper

Dear,

Dean of Teacher Training and Education

Faculty Assalamu’alaikum Wr. Wb

After reading and correcting Isti Wulan Khosidah‟s graduating paper entitled “IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS

GROUP DISCUSSION (FGD) TECHNIQUE (A Classroom Action Research of the Second Grade of SMPN 2 MERTOYUDAN in the Academic Year of 2016/2017)”, I have decided and would like to propose that this paper can be accepted by the Teacher Training and Education Faculty. I hope this paper will be

examined as soon as possible.

Wassalamu’alaikum Wr. Wb.

Counselor,

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A GRADUATING PAPER

IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS

GROUP DISCUSSION (FGD) TECHNIQUE

(A Classroom Action Research for the Second Grade Students of SMPN 2 MERTOYUDAN in the Academic Year of 2017/2018)

WRITTEN BY: ISTI WULAN KHOSIDAH

NIM: 113 13 147

has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on September 15th, 2017, and hereby considered to complete the requirements for the degree of Sarjana Pendidikan (S.Pd.) in English Education Department of Teacher Training and Education Faculty.

Board of examiners

Head : Noor Malihah, Ph.D

Secretary : Mashlihatul Umami, M.A

First Examiner : Hammam, Ph.D

Second Examiner : Sari Famularsih, M.A

Salatiga, September 15th , 2017

Dean of Teacher Training and

Education Faculty

Suwardi, M.Pd.

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MOTTO

ِرْسُعْلا َعَم َّنِإَف

اًرْسُي

﴿

٥ ﴾

اًرْسُي ِرْسُعْلا َعَم َّنِإ

﴿

٦ ﴾

“

Karena sesungguhnya sesudah kesulitan itu ada

kemudahan. Sesungguhnya sesudah kesulitan itu ada

kemudahan.

”

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DEDICATION

This graduating paper is dedicated to:

1. My beloved mother (Kartini) and Father (Ismail), thanks for your all of the

prayer, struggle and support.

2. My beloved brother (Joko) and sister (Sani), thanks for your motivation

and support.

3. My beloved best friend (Lia Anggraeni, Siti Muzaiyanah and Sawitri),

thanks for your help, motivation and support.

4. My big family in Najma (Endang, Sugiarti, Naba ul Kusna, Muntoyah,

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ACKNOWLEDGEMENT

In the name of Allah, The Most Gracious and The Most Merciful, The Lord

of Universe. Because of Him, the researcher could finish this graduating paper as

one of the requirement for Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies

(IAIN) Salatiga.

Secondly, peace and salutation always be given to our prophet Muhammad

SAW who has guided us from the darkness to the lightness. However, this success

would not be achieved without supports, guidances, advices, helps, and

encouragements from individual and institution, and the researcher somehow

realize that an appropriate moment for me to deepest gratitude for:

1. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic

Studies (IAIN) Salatiga

2. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty

3. Noor Malihah, Ph. D. as the Head of English Education Department

4. Mashlihatul Umami M. A., as a counselor who has educated, supported,

directed and given the researcher advices, suggestions, and

recommendations for this thesis from beginning until the end.

5. All of the lecturers in English Education Department. Thanks for your

education

6. All of the staffs who have helped the researcher in processing of

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7. Mr Aziz Amin Mujahidin, M. Pd as the Headmaster of SMP N 2

Mertoyudan.

8. All of teachers and students, especially for my teacher counselor Mrs.

Ninik Satriyati, S. Pd., thanks for your kindness, help, guidance and

advice.

9. Mrs. Rindarti, S. Pd as the English teacher of second grade SMP N 2

Mertoyudan, thanks for your help.

10.Students of VIII F SMPN 2 Mertoyudan, thanks for their cooperation

during the teaching learning process.

11.My beloved family, especially my parents and my sister also my brother

who always support and advise me.

12.My best friends (Lia, Muza, Sawitri), thanks for being by my side for your

support and success for you all.

13.All friends in wisma Najma, Najwa, Safira and Zahra.

14.All of my close friend who I could not mention one by one.

15.All of my friend in IAIN Salatiga, especially for English Department in

the cohort of 2013, from A until E class whose names cannot be

mentioned one by one, thanks for being my friends.

16.The big family of LDK and Mahasiswa Al Khidmah Kota Salatiga.

Thanks for everything.

Finally this graduating paper is expected to be able to provide useful

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accept more suggestions and contributions from the readers for the improvement

of the graduating paper.

Salatiga,August 25th2017

The researcher,

Isti Wulan Khosidah

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ABSTRACT

Khosidah, Isti Wulan. 2017. IMPROVING STUDENTS‟ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE (A Classroom Action Research of the Second Grade of SMPN 2 Mertoyudan in the Academic Year of 2017/2018). Counselor: Mashlihatul Umami, M.A.

Keywords: Focus Group Discussion (FGD), Improving Speaking Skill

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CHAPTER I

INTRODUCTION

This chapter contains introduction of the graduating paper which consist of

many parts that explain what will we talk about in this graduating paper. The

contains of this introduction are background of the study, research question,

objectives of the study, benefits of the study, limitation of the study, definition of

keyterms, review of previous research and the outline of the research.

A. Background of The Study

Looking at the developing science and technology in our country, the

language becomes the main point. Language can be used to support them.

Language is considered to be a system of communicating with other using

sounds, symbols, and words in expressing a meaning, idea, or thought.

Language has an important thing in human activity to interact with other

people.

There are many languages that can be used to communicate with

other people in this world. One of them is English, English is the

international language in this world. English helps people to communicate

with other people from different countries background. The final objective

of teaching and learning process is the students are expected to master

four skills of language. English has been taught since the kindergarten

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especially in Indonesia cannot comprehend English well because they do

not have background about the English language yet.

According to Fauziati (2008) as quoted by Wahyuni (2013) said that

one of the ways of communication is through speaking. Most of students

get difficulties to speak English although they have a lot of vocabulary and

can write them well. The problem is they are not confident and be afraid to

make mistake when speak up.

Based on the researcher‟s interview and observation in SMP N 2

Mertoyudan, most of students in the second grade have some problems in

speaking ability. They are afraid to speak English in front of class.

Speaking becomes a difficult subject to be learnt, because students are not

accustomed to speak English. They will be nervous when speak in front of

class because they are afraid if they make some mistakes, the teacher will

be angry. They are also shy with the other friends if they speak in wrong

pronounciation.

After the researcher observed the students in several meetings, the

researcher found some factors that showed why this condition happened.

The students did not have a good motivation to speak. When they have

limited vocabulary, they would be difficult to speak in English well. The

technique that the teacher used in teaching speaking is not attractive. The

teacher asked students to come in front of the class and asked them to

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To make the students have strong motivation to learn English

language especially in speaking skill, the teacher should take the best

technique. In this case, the teacher uses Focus Group Discussion as

technique in teaching learning process. Focus Group Discussion technique

can help students to improve their speaking skill. Students have more self

–confidence to speak English because all of students have opportunity to

express their idea. In addition, students must not come in front of class to

speak up, as a result they are not nervous and be afraid again. According to

William (2012:56) proposes that:

“Facilitator or moderator should always remind themselves of the potential dangers that groupthink can pose on the outcome of FGD by ensuring fair distribution of opportunities to all participants to voice out their perspective. FGD participants voluntary assumption of leadership roles and overly assertiveness should be professional discouraged. Individual participants in FGD should be discouraged as much as possible from socially distancing themeselves from the others, in order not to influence or dictate indirectly the outcome of responses ”

In Focus Group Discussion (FGD) students can analyze and

understand the selected topic that be discussed. Harmer (2001:273) stated

that some discussion just happen in the middle of lessons and can provide

some of the most enjoyable and productive speaking in language classes.

One of the best ways of encouraging discussion is to provide activities

which force students to reach a decision.

From the clarification above, the researcher is interested in

conducting the research that will generate from the problem. So, it is the

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Speaking Skill through Focus Group Discussion (FGD) Technique (A

Classroom Action Research of the Second Grade of SMPN 2 Mertoyudan

in the Academic Year of 2017/2018)”.

B. Research Question

Based on the phenomenon above, this research is aimed to give answers on the following problems:

1. Is the implementation of Focus Group Discussion (FGD) technique improve students’ speaking skill for the second grade students of SMPN 2 Mertoyudan in the Academic Year of 2017/2018?

2. How far is the improvement of Focus Group Discussion (FGD) technique for the students’ speaking skill for the second grade students of SMPN 2 Mertoyudan in the Academic Year of 2017/2018?

C. Objectives of the Study

The purposes of the study are:

1. To find out whether the implementation of Focus Group Discussion (FGD) technique can improve students’ speaking skill for the second grade students of SMPN 2 Mertoyudan in the Academic Year of 2017/2018.

2. To find out the improvement of Focus Group Discussion (FGD) technique in students’ speaking skill for the second grade students of SMPN 2 Mertoyudan in the Academic Year of 2017/2018.

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This study concerns the use of Focus Group Discussion (FGD) technique to improve students’ speaking skill. The population is the students of 8th grade

students’ of SMPN 2 Mertoyudan in the academic year 2017/2018. E. Benefits of the Study

This research hopefully will be useful for the teachers, students and researcher. There are the benefits of the research:

1. Theoretical benefit

The result of this research can be used as the reference for

those who want to conduct research in English teaching to build

students‟ speaking skill and create an active class by teacher. Giving

English teachers a new experience to use Focus Group Discussion

(FGD) to improve the students‟ speaking skill.

2. Practical benefit

a. For another researcher :

This research can contribute to another researcher to find

out and determining the best technique to improve students‟

speaking skill.

b. For students :

1. It can improve the speaking skill in attractive way.

2. The students more interest to speak up in every situation.

c. For the teachers :

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2. This research can improve the teachers‟ ability especially about

the application of Focus Group Discussion (FGD) in teaching

speaking.

d. For the researcher

From this research, the researcher can learn some ways to give motivation for the students to improve student’s speaking skill.

F. Definition of the Key terms

Avoiding some incorrect interpretations of this research title, it is important for researcher to explain the key terms used. Therefore, the researcher gives some description and explanation of the key terms to make the reader understand the study easier.

1. Focus Group Discussion (FGD)

According to Bader and Rossi (2002:2) Focus Group is the label given to a special type of group interview that is structured to gather detailed opinions and knowledge about a particular topic from selected participants.

According to Viji (2014:6) Focus Group Discussion (FGD) is a good way to gather together people from similar background or experiences to discuss a specific topic of interest. The group is guided by moderator or facilitator who introduces the topic of discussion and helps participants in the group give their idea.

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which members of group talk freely and spontaneously about a certain topic.

2. Speaking Skill

Brown (2004:140) defines speaking as a productive skill that

can be directly and empirically observed; those observations are

invariably colored by the accuracy and effectiveness of a

test-takers listening skill, which necessarily compromises the

reliability and validity of an oral production test.

According to Nunan (2011:68) as quoted by Puspasari

(2016), speaking is such a normal part of our daily lives that we

rarely think of all the things we need to do communicate

effectively – not, that is, unless, something is wrong. (Nunan,

2011:68).

G. The Outline of the Research

The first chapter is about introduction of background of the study, limitation

of the study, statement of the problem, objectives of the study, benefit of study,

definition of the key terms, the review of previous research and the outline of the

research.

The second chapter concerns with the theoretical framework which consists

of the general concept of teaching speaking skill and applying Focus Group

Discussion (FGD) technique.

The third chapter extends the methodology of research. It discusses

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technique of collecting data, technique of analysis data and the general situation

of SMP N 2 Mertoyudan.

The fourth chapter is the data analysis, it consists of field note of cycle

I, II and III and discussion of cycle I, II and III. This chapter explains the result

of the research.

The fifth chapter is closure which consists of conclusion of the research

and suggestion from the researcher.

The last part is bibliography and appendixes.

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CHAPTER II

THEORETICAL FRAMEWORK

H. Review of Previous Research

In this research, the writer takes review of related literature from the

other research.

Rusydina (2016) have conducted a research in line with the current

research. She conduct a research about the effectiveness of mind mapping and

group discussion to increase the students‟ speaking ability (a quasi

experimental research of the eighth grade students of smp negeri 1 bawen in

academic year of 2015/2016). She concludes that both of mind mapping and

group discussion method are effective for students‟ speaking skill of eighth

grade students in SMP N 1 Bawen in academic year 2015/2016. The

discussion method is reputed as the exact method in speaking because in

discussion the students have to try and talking about their opinion in group.

Group Discussion is the method that makes the students have to be active to

talk more. The teacher has to make the student remember about the purpose

of this method, so the students can discuss the topic and use the time

effectively.

Another research is also conducted by Riyanto (2015). He conduct a

research about improving speaking skill through small group discussion (a

classroom action research for the third grade students of vocational secondary

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there is statement from Kindsvatter (1996:242) “A small group discussion

divides the large classroom into small groups of students to achieve specific

objectives which permit students to assume more responsibility for their own

learning, develop social and leadership skills and become involved in an

alternative instructional approach”. The researcher said that the students have

high responsibility after they got this technique, they can think about the

importance of responsibility, it is indicated when they get a role in a group.

The students take roles to keep the discussion running well. The increasing

thing is not only students‟ responsibility but also the social connection among

others. It is proven when the students share their ideas each other, asking

something to their friends, solving the problem in a group and being

cooperative group.

Mulyo (2015) also conducts a research about the use of spontaneous

group discussion to improve students‟ skill in speaking of the eleventh year of

smk diponegoro salatiga in the student academic year 2014/2015 (a classroom

action research). In her research, the researcher concludes that

implementation of spontaneous group discussion can enhance students‟

interest in learning English especially speaking. The students‟ response is

good. They are attracted in the strategy and the media used in the class. They

feel happy and regard that English is fun during English teaching learning

process. In the process of learning using Spontaneous Group Discussion,

students more interest followed in the learning process. Students are given

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accompanied students in the learning in order to the group of discussion run

well. The members of group discussion more active and interactive join the

learning and want to know about new information or the material more.

Hasan (2015) also conducts a research about the use of picture and

group discussion to increase speaking skill (classroom action research of the

first grade students of smk saraswati salatiga in the academic year of

2015/2016). In his research, the reseacher concludes that the students‟

speaking skill can increase through picture and group discussion technique.

The students can be creative and great in make and retelling stories. Almost

all of students seriously pay attention to the teacher‟s explanation and active

in engaging in the learning process, such as asking question, responding

question.

Sasmita and Gurning (2012) also conducts a research about improving

students‟ achievement in writing recount text through focus group discussion

(FGD). In their research, the researchers conclude that Focus Group

Discussion is one of good method that can invite the students to be active,

have good motivation and do high activity. Many students got bored and lazy

when the teaching learning process. Because, they are said that English study

is so boring and difficult. However, the researcher invites the students to

know about focus group discussion method. So, the students have the

motivation and want to know how about focus group discussion in learning

process. Finally, the lazy students have a motivation to learn, and they have

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to write especially writing recount. And all of the students got high score in

teaching learning process through focus group discussion.

I. Focus Group Discussion (FGD)

1. The Definition of Focus Group Discussion

According to Morgan (1997:12) as quoted by Gibbs (1997:2), Focus

Group is form of group interviewing but it is important to distinguish

between the two. Group interviewing involves interviewing a number of

people at the same time, the emphasis being on question and responses

between the researcher and participants. However, Focus group relies on

interaction within the group based on topics that are supplied by the

researcher.

According to Vaughn and colleagues (1996) as quoted by Puchta and

Potter (2004:6) Focus Group usually contains the two following core

elements:

a. A trained moderator who sets the stage with prepared question or

an interview guide.

b. The goal of eliciting participants‟ feeling, attitudes and

perceptions about a selected topic.

Focus Group can be used in the context of participatory and action

research, with the intention to foster social change.

According to Marsela (2015:233) discussion is active learning when

the participants exchange ideas. Discussion may happen at any level

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According to Viji (2014:6) Focus Group Discussion (FGD) is a good

way to gather together people from similar background or experiences to

discuss a specific topic of interest. The group of participants is guided by

moderator or facilitator who introduces topics of discussion and helps the

group to participate in a lively and natural discussion among them.

Focus Group Discussion (FGD) is a groupthink allows the individual

participants to pose their ideas or opinions also poses their responses

about the opinion from others.

2. The Elements of Focus Group Discussion (FGD) a. Facilitator or moderator.

Facilitator plays an important role in determining the success of

focus group. According to Gibbs (1997) as quoted by Masedah (2012:

66)

„Moderators will need to process good interpersonal skills and personal qualities, being good listener, non-judgmental and adaptable. These qualities will promote the participants‟ trust in the moderator and increase the likelihood of open, interactive dialogue.‟

In selecting a person to moderate a focus group, it is important

that this person have these qualities:

1)Knowledgeable: be familiar with the discussion topic.

2)Ability to speak the language spoken of the area.

3)Cultural sensitivity, including not acting as a judge, a teacher, does

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with what is said, and not putting words in the participants‟

mouths.

4)Interesting people: be able to make the participants to more focus

and give their attention just in the topic of discussion.

5)Sensitive men and women: listen attentively to what is said and

how it is said.

6)Inclusive: encourage members to contribute by using eye contact,

body language and directly asking for their input.

7)Open and flexible: respond to what is important to the participants.

8)Respect for participants: receive all of the participants‟ opinion.

The facilitator or moderator has to ensure that in the

groupthink there is fair distribution of all participants to voice out

their perspectives. Besides that, moderator is expected to deal the

arguments in the group and ensuring that essential topics are

covered in the time available.

b. Number of Participants

Focus Group Discussion (FGD) is made up of people with certain

heterogeneous characteristics and similar levels of understanding of a

topic. Bloor et al. (2001:20) said that, in considering heterogeneity of

the group, attention should also be given to the desired depth of

information to be achieved from the focus group. Bringing together a

very diverse range of people may mean that the range of views,

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topic can be explored in depth. Thus, groups which are too diverse in

relation to a particular topic may result of discussion that provides an

insufficient depth of information.

Litosseliti (2003:32) suggested that the group should consist of

between six to ten participants. Bloor et al. (2001:26) believed that the

group should consist of between six and eight participants as the

optimum size for focus group discussion. The optimum size of the

group may reflect the characteristics of participants as well as the

topic being discussed.

The size of the group may be decided according to the quality of

topic that be discussed. Bloor et al. (2001:27) group of small size have

been successfully used in studies of sensitive behaviour. Smaller focus

group is more appropriate if the topic is a very complex. According to

Morgan (1995) as quoted by Bloor (2001:27) said that, small group

may be desirable with certain types of research topics or certain types

of participants. Small focus group or mini focus group with four to six

participants is better to explore the knowledge. Participants are easier

to express their ideas and opinion, also the setting is more comfortable

for participants. Cameron (1995) as quoted by Bloor (2001:27) argued

that sufficient space is needed to accommodate mobility aids and

participants must be able to be seated close enough to each other to

see and hear each other clearly. Small focus group is selected to

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discussed. Besides that, the discussion is easier to control and allow

the participants to contribute their insight and experience.

Based on the advantages mentioned above, small group shows

the greater potential, because it is easy to handle, the communication

is clearer, the participants more focus and less misunderstanding.

c. Questions during focus groups.

The quality of questions asked in a focus group can make a large

difference in the kind of information obtained. Krueger (1988) gives

some tips on how to handle open‐ended and dichotomous questions in these discussions:

Open‐ended questions are most appropriate at the start of the discussion because they allow participants to answer from different

angles. Open‐ended questions give the participants opportunities to express their thoughts and feelings based on their specific situations.

Krueger warns that some questions may appear to be open‐ended but are really closed‐ended because they include phrases such as “satisfied”, “to what extent”, or “how much”.

Dichotomous questions are ones that can be answered by a

“yes” or “no” or other similar two‐alternative items. As yes‐no questions are dead‐ends, they usually do not trigger the desired group discussion. They also tend to elicit vague responses that do not lead to

an understanding of the key issues being discussed (Moulton and

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Before the focus group discussion begins, the facilitator should

obtain the background information of participants such as their age,

background knowledge about the topic, skill and other pertinent

information. The type of information to collect depends on the FGD topic.

Once this is done, this sequence of steps is carried out:

a. After a brief introduction, the purpose and scope of the discussion

is explained.

b. Participants are asked to give their names and short background

information about themselves.

c. The discussion is structured around the key themes using the

questions about the topic prepared in advance.

d. During the discussion, all participants are given the opportunity to

participate.

e. Use a variety of moderating tactics to facilitate the group. Among

these tactics that the moderator can use include:

1) Stimulate the participants to talk to each other, not necessarily

to the moderator.

2) Encourage shy participants to speak.

3) Discourage dominant participants through verbal and

nonverbal cues. The following may be used when the situation

permits:

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(2)Politely intervene by saying, “Maybe we can discuss that in

another occasion...”

(3)Look in another direction

(4)Take advantage of a pause and suggest that the subject can

be discussed in detail in another session

4) Pay close attention to what is said in order to encourage that

behavior in other participants.

5) Use in‐depth probing without leading the participant. 3 Guidelines in Conducting Focus Group Discussion (FGD)

a. Focus Group Discussion is began with an introduction that

explains the purpose and topic of discussion.

b. Duration of discussion usually about 45 minutes and conveys the

expectation that everyone will contribute in the discussion.

c. After the introduction, the moderator allows the members to

introduce themselves to encourage their confidence.

d. The discussion is going on and all of the members of group have to

give their opinion or idea.

e. Moderator reinforces the members‟ arguments, but don‟t suggest

what is expected or acceptable. The reinforcement can be done by

saying “okay. Let me write that down”.

f. Allow the other participants to give their response. Make sure that

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g. At the end of the discussion, the moderator makes summary about

the result of discussion. Report the summary to participants.

h. Always thanks to the participants for their participation and ask

them if they have any questions for you.

4 Advantages of Focus Group Discussion (FGD)

According to Masedah (2012: 64) there are some advantages to be

gained through the use of Focus Group Discussion (FGD.

1) Focus Group Discussion (FGD) can cover a large number of

people in the same group.

2) An efficient way of gaining a large amount of information and

particular opinions from a small number of people in a short

time.

J. Speaking Skill

1.The Definition of Speaking Skill

Teaching English always involves four basic skills. They are

listening, speaking, reading and writing. Speaking is one of the skills that

have to be mastered by students in learning English. It is an essential tool

for communicating in order to they can express their idea. So, as

teachers, we have a responsibility to prepare the students as much as

possible to be able to speak in English in the real world outside the

classroom. According to Richards (2008) as quoted by Nirmawati (2015)

said that the mastery of speaking skills in English is a priority for many

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Consequently learners often evaluate their success in language

learning as well as the effectiveness of their English course based on how

much they feel they have improved in their spoken language proficiency.

Brown (2001:140) said that, speaking is productive skill that can be

directly and empirically observed those observations are invariably

colored by the accuracy and effectiveness of a test-taker‟s listening skill,

which necessarily compromises the reliability and validity of an oral

production test.

Goh (2007:4-6) stated that speaking is important for language

learners. Besides the role it plays in communication, speaking can also

facilitate language acquisition and development. English as international

language is now used by learners to communicate with native as well as

other non-native speakers of language. Learners from different countries

must also have relevant cultural knowledge when speak to one another.

According to Chaney (1998:13) as quoted by Aziz (2015:23-24)

said that speaking is the process of building and sharing meaning through

the using of verbal and non-verbal symbols, in a variety of contexts.

From the definition above, it can be concluded that speaking is a

crucial part in the second language learning and teaching. Speaking is the

basic skill of the language that must be mastered by language learner to

communicate with other people.

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According to Harmer (2001:269-271) the ability to speak fluently

presupposes not only a knowledge of language features, but also the

ability to process information and language on the spot. The elements of

speaking that speakers have to competent in the speaking skill, they are:

a. Connected speech: effective speakers of English need to be

able not only to produce the individual phonemes of English

but also to use fluent connected speech. In connected speech

sound are modified (assimilation), omitted (elision), add

(linking). It is for this reason that we should involve students in

activities designed specifically to improve their connected

speech.

b. Expressive devices: native speakers of English change the pitch

and stress of particular parts of utterance, vary volume and

speed and show what and how they are feeling to whom they

are talking to.

c. Lexis and grammar: spontaneous speech is marked by the use

of a number of common lexical phrases, especially in the

performance of certain language function.

d. Negotiation language: effective speaking benefit from the

negotiator language. We use to seek clarification and show the

structure of what are saying. They use the negotiation language

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22

are saying in order to be clearer, especially when they can see

that they are not understood.

If part of a speakers productive ability involves the knowledge of

language skills such as those discussed above, success is also dependent

upon the rapid processing skills that necessitates.

a. Language processing: effective speakers need to able to

process language in their own heads and put it into logical

order so that it comes out in forms that are not only

comprehensible, but also convey the meanings that are

intended. Language processes involves the retrieval of words

and phrases from memory and their assembly into syntactically

and propositionally appropriate sequences. One of the main

reasons for including speaking activities in language lessons is

to help students develop habits of rapid language processing in

English.

b. Interactive with others: most speaking involves interaction

with one or more participants. This means that effective

speaking also involves a good deal of listening, an

understanding of how the other participants are feeling.

Knowledge of how linguistically to take turns or allow others

to do.

c. Information processing (on the spot): quite apart from our

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23

information they tells us the moment we get it. The longer it

takes for the penny to drop the less effective we are as instant

communicators. However, it should be remembered that this

instant response is very culture-specific and it is not prized by

speakers in many other language communities.

3.Types of Speaking Skill

Brown (2001:141-142) said that there are five basic types of

speaking. They are:

a. Imitative.

This type of speaking performance is the ability to imitate a

word or phrase or possibly a sentence. (e.g., "Excuse me." or

"Can you help me?") to clarity and accuracy.

b. Intensive.

This second type of speaking frequently employed in

assessments context is in the production of short stretches of

oral language designed to demonstrate competence in a narrow

band of grammatical, phrasal, lexical or phonological

relationships.

c. Responsive.

This type includes interaction and test comprehension but at

the somewhat limited level of very short conversations,

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24

and the like. The stimulus is usually a spoken prompt in order

to preserve authenticity.

d. Interactive.

Interaction can take the two forms of transactional language,

which has the purpose of exchanging specific information, or

interpersonal exchanges, which have the purpose of

maintaining social relationships.

e. Extensive.

Extensive oral production tasks include speeches, oral

presentations, and storytelling, during which the opportunity

for oral interaction from listeners is either highly limited or

ruled out altogether.

4.Assessments of Speaking

Speaking skill is generally recognized in analysis of speech

processes that are pronunciation, grammar, vocabulary, fluency and

comprehension. Here the band scores of oral proficiency scoring

categories in speaking skill (Brown, 2004: 172-173). It can be seen on

the tables below:

Table 2.1

Oral Proficiency Scoring Categories Grammar Score Proficiency Description

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25

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 conversations on practical, social, and professional topics.

4 Able to use the language accurately on all levels normally pertinent to professional needs. Errors in grammar are quite rare.

5 Equivalent to that of an educated native speaker.

Source: Brown. 2004. Language Assessment Principles and classroom practice. New York: Pearson Education,Inc.

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 sufficient vocabulary to participate effectively in most formal and informal conversations on practical, social and professional 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

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26 or paraphrase.

2 Can get the gist of most conversations of non-technical subjects (i.e., topics that require no specialized

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 fully accepted by educated native speakers.

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.

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27

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

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.

5 Speaking proficiency equivalent to that of an educated 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

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28 CHAPTER III

METHOD OF RESEARCH

A. Setting and Time of Research

This research is implemented in SMP N 2 Mertoyudan. The further

explanation about this school is described as follows:

1. The General Situation of SMP N 2 Mertoyudan

This classroom action research is conducted at SMP N 2

Mertoyudan. The school was built on July 18th 1984. The location

is at Danurejo village, Mertoyudan subdistrict, Magelang regency

and West Java. The number of phone is (0293) 326086. The e-mail

of the school is [email protected] . SMP N 2

Mertoyudan consists of 18 groups of learning with 571 students, 40

teachers, 13 staffs and 6 cleaning services. This school is also

completed with some supporting infrastructures, there are language

laboratory, SCIENCE laboratory, library, auditorium, mosque and

gazebo.

2. Vision and Mission

a. Vision

Excellent in the science and technology, have a conception of

environment and be based on faith and piety.

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29

1) Fulfilling standard of graduate competence by formulate

the academic and non academic performance and be a

students‟ having a certain character.

2) Fulfilling standard of contain by implementing the basic

competence, standard competence, indicators, basic

material that can be materialized in the syllabus.

3) Implementing learning based problem solving and scientific

to develop students‟ potential.

4) Improving the teachers‟ competence and staff of education

by workshop, in-house training, coaching and education.

5) Fulfilling the adequate tools and infrastructure to support

learning process and education service.

6) Implementing management based on expert school.

7) Fulfilling the standard of funding by empowering all of

potential that can support the excellent learning.

8) Developing assessment system that can measure all of the

students‟ ability.

9) Creating the superior environment and culture in order to

make all member of school is comfortable and safe.

10)Implementing the pioneering effort to be excellent school

that can be signed by the success of academic and

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30

educations, cohesive teamwork of teachers and strong

students‟ character.

3. Time of research

The time of the research is July 17th - August 12nd 2017. Schedule

of the research is as follows:

Table 3.1

The time of Research at SMP N 2 Mertoyudan

No Activity Date

1. Observation July 17th

2. Cycle I

Pre- test July 31st 2017

Post – test August 5th 2017

3. Cycle II

Pre – test August 7th 2017

Post- test August 12nd 2017

B. The Subject of the Research

In this research, the researcher chooses SMP N 2 Mertoyudan as

subject of the study especially the eighth grade students. The students in

second grade are divided into six groups, A-F. However, the researcher

takes one class in F group. The number of participants is 33 students. They

are 25 girls and 8 boys. Their native language is Indonesian language.

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31

English lesson at least two meetings in a week. Each meeting consists of

two hours lesson, an hour lesson is 40 minutes.

1. Population

According to Arikunto (2010:173), a population is all elements

processing one or more attributes of interest. Population is all

individual that participate in the research.

In this research, the population is all of students in the second

grade of SMP N 2 Mertoyudan in the academic year of 2017/2018.

The total number of population is 200 students. They are 81 male and 119 female.

2. Sample

Based on Arikunto (2010:174) “sample is a part of population of

the observation”. The researcher takes one class of the sample in the

second grade students of SMP N 2 Mertoyudan. From the total of the

population of 180 students, the researcher takes F class in eighth group

as the sample of this research. It consists of 25 female and 8 male.

3. Sampling Technique

In this research, the researcher uses purposive sampling in order

to reach a targeted sample quickly. The researcher takes this sampling

technique because it has a purpose in choosing that class as the sample.

The reasons of taking students in F class of eight grades are

because, students in this class have high motivation to master English

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32 C. Method of Research

1. Type of Research

In this research, the researcher uses classroom action research

method. Arikunto (2006:2-3) said that Classroom Action Research is

made by three words that can be explained:

a. Research is an activity to find out accuracy the subject of

study using method and the rule of methodology to get the

data or information which benefit to improve the interesting

and important thing for researcher.

b. Action is some activities deliberately done by having specific

purpose.

c. Class is a group of students in the same time receive the same

lesson from teacher.

The aim of action research is to understand the situation in the

class and improve the teachers‟ skill to cope the problem learning in

the class.

2. The Definition of Classroom Action Research

Kemmis and Carr (1986) as quoted by Basrowi and Suwandi

(2008:26) said that classroom action research (CAR) is a form of

self-reflective inquiry undertaken by participant and a social (including

educational) situation in order to improve the rationality and justice of

their own social or educational practices, their understanding of these

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33

Hopkins (1993:59) said that classroom action research is the

practical action research because this research involves the teachers‟

practices. The problem is about teachers‟ problem in the class when

learning process happen.

According to the definition above, it can be concluded that

classroom action research is action research in educational field that

can be done in the class in order to improve or repair learning quality.

A reflective research to help a teacher find out what is happening in his

or her classroom and to use that information to take action for future

information.

3. The Characteristics of Classroom Action Research

According to Syamsuddin and Damianti (2011:197) the

characteristics of classroom action research are:

a. It examines problem which are deemed problematic by

researcher in teaching learning process.

b. The researcher can give treatment which planed action to solve

the problems and improve the quality, so the subject can get the

implication.

c. The steps of research in the form of cycle.

d. Classroom action research used collaborative approach.

e. The procedure of research is on-the-spot which designed to

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34

Basrowi and Suwandi (2008:34-36) said that the characteristics

of classroom action research are:

a. An Inquiry on Practice from Within

An effort to find out the problem of learning by observing

and understanding the class. Therefore, the researcher can

understand the main problem in the class and she can

determine some actions that can be done.

b. A Collaborative Effort between School Teachers and Teacher

Educators

The actions in classroom action research should also be

collaborative to the broader knowledge on teaching.

Collaboration helps foster insight through discussion and

comparison the action.

4. The Principles of Classroom Action Research

Hopkins (1993:81) states that the principles of Classroom

Action Research are:

a. The climate of interaction between teacher and observer needs to

be non-threatening, helping and one of mutual trust.

b. Focus of the activity should be on improving classroom practice

and reinforcing of successful strategies.

c. Process depends on the collection and use of objective

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35

d. Observer and teacher are engaged in a mutual process of

professional development that can lead to improvement in teaching.

5. The Procedures of Research

Classroom Action Research consists of some cycle. Kemmis and

Taggart (1998) as quoted by Hopkins (1993:48) said that where a

sequential program for teachers intending to engage in action research

is outlined in some detail. The procedures of Classroom Action

Research in each cycle are:

a. Planning

The activities in the planning are:

1. Preparing lesson plan, making action plan, preparing

materials and designing the steps in doing the action.

2. Preparing list of students‟ names and scoring.

3. Preparing sheets for classroom observation (to know the

situation of the teaching learning process when the

technique is applied)

4. Preparing teaching equipments.

5. Preparing test (pre-test and post-test)

b. Action

1) Giving pre-test

2) Teaching speaking.

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36

4) Giving opportunity to the students to ask about

difficulties.

5) Giving post-test.

c. Observation

Observing is the activity of observing the data collected

in the class to know how far the action effect have reach target.

In this step, the researcher observed teaching learning process.

Then identified and analyzed the data collected during the

learning process.

d. Reflecting

Reflecting is the activity of evaluating critically the

progress of the students. Analyzing the action in order to

remember what happened that has been written in observation.

In this step, the researcher could observe whether the action

activity result any improvement.

The model which is used in implementation of this

research based on Kemmis and Mc Taggart (1998:14) in

Hopkins (1993:48) as follows:

Figure 3.1

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37 6. The Technique of Collecting Data

The method that can be used by researcher to obtain the necessary

data in composing and writing this graduating paper are:

a. Test

The researcher uses test to know the students‟ ability

and to detect how far student can improve their speaking skill.

Arikunto (2010:193) said that test is a series of question or

other instrument which are used to measure the individual or

group skill, knowledge, intelligence, capability or talent. The

test was separated into two items, there are:

1) Pre-test is test which can be done before giving

treatment, there is Focus Group Discussion

(FGD).

2) Post-test is test which can be done after giving

treatment of Focus Group Discussion (FGD) in

improving speaking skill.

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38

According to Hopkins (1993:140) stated that documents

include memos, letters, examination papers and newspaper

clippings surrounding a curriculum or other educational

concern can illuminate rationale and purpose in interesting

ways.

The researcher takes some documentation to make the

data was complete. Besides make a note, the researcher takes

documents by photographs. Hopkins (1993:142) said that

photographs with or without audiotape are useful ways of

recording critical incidents in classrooms or of illustrating

particular teaching episodes.

c. Observation

Arikunto (2010:199) said that observation is a method of

collecting data by focusing on an object using all of the five

senses.

The researcher uses this method to know the students‟

custom of teaching learning activity in the school area

directly. Hopkins (1993:91) stated when teachers observe

each other teach, all of them often require a simple ways of

gathering information on basic topics, such as questioning

techniques and classroom management.

The purpose of observation is to perceive the nature and

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39 7. The Technique of Data Analysis

After collecting data, the next step of the research is analyzing the

data. There are two ways to analyze the data. They are:

a. Descriptive Technique

A descriptive technique is used to know the students

behavior during the teaching learning process. The researcher

describes all activities that happen in the classroom. In

descriptive technique, the researcher analyze the observation„s

sheet which has been made by the observer.

b. Statistical Technique

A statistical technique is used to know the extent to using

the focus group discussion to improve the students‟ speaking

skill the result of pre-test and post-test. This research is

calculated based on Sudijono (2006):

1) Mean

A set of numbers you had collected, add them up

and then divide the total by the number of items, you

would end up with the mean (Sudijono, 2010:79). This

formula is used to know the average of students‟ score.

The formula is:

Mx =

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40 M : Mean

∑x : Sum of students‟ score

N : Number of observations in sample

2) SD (Deviation Standard)

First step, the researcher calculates SD, the formula is:

SDD =

Explanation:

SD : Deviation standard for one sample t-test

D : Differences between pre-test and post-test

3) T-test

After calculating the SD, the researcher calculates t-test to

know if there are any significant differences or not

between pre-test and post-test.

T_{O =}

Explanation

TO : T-test for the differences of pre-test and post-test

SD : Deviation standard for one sample t-test

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41

4) Percentages score

According to Sudijono (2010:42-43), percentages score is the

frequency in the percentage digit form. The researcher uses this

formula to get the percentage digit in the score. The formula is:

P = X 100%

Explaination:

P : Percentages

F : Frequency

The standard score (the minimum of passing criteria) is 76. If

students have low mark from the standard, they can be assumed

that they have not passed. While, students who passed the standards

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42

CHAPTER IV

DATA ANALYSIS

This chapter focuses on analyzing the data collection. The researcher

collects the data from the second grade students of SMP N 2 Mertoyudan. It

shows the finding of the data collected since the beginning until the ending of the

research. The findings consist of the results of pre-test and post-test from the

classroom action research. In this implementation, the researcher arranges two

cycles which use the treatments Focus Group Discussion (FGD) to improve

students‟ speaking skill.

A. Implementation of Research

In this research, the treatment was done by the English teacher of

SMP N 2 Mertoyudan. The teaching learning process was observed by the

researcher. The researcher arranged two cycles, each cycle consists of

planning, action, observation and reflection. The whole steps of this

research are explained in the description below:

1. Cycle I

a. Meeting I

1) Planning

Before conducting the research, the researcher prepared the

instruments of the research, they are:

a) Material for teaching activity, making lesson plan, and

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43

b) List of students‟ name and scoring.

c) An observation sheet for classroom observation (to know the

situation of teaching learning process when the technique was

implemented).

d) Pre-test.

2) Implementation

The cycle 1 was divided into two parts. The first part, the

researcher conducted pre-test on July 31st 2017 and the second

part, conducted post-test on August 5th 2017.

The teacher, Mr. Danu, and the researcher (observer), Wulan

entered the classroom. Some of students were surprised with their

coming, because the teacher came with unfamiliar person. Then,

the teacher explained the purpose of researcher on that class and

introduced the researcher.

The situation of the classroom was crowded, because the

students have taken the sport lesson before. So, the teacher waited

them to prepare the English lesson. Mr Danu began the lesson by

greeting the students and reciting Basmallah together. Before the teacher conveyed the objective of the lesson, he gave apperception

to describe the material that would be learned. Mr Danu showed

the slide presentation (PPT) about the material. He asked the

students about the definition of descriptive text but they were not

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44

who answered, but the class was quiet. Finally, he pointed one of

them to answer the question. Maya answered, she said

“menggambarkan teks Pak (describing text sir)”. Then, teacher

asked one of boys, Farhan, to answer the question. He said

“merincikan teks(detail the text)”. After that, the teacher explained

it, He said “Maya and Farhan‟s opinion are true, but the

appropriate meaning of descriptive text is the text which describing

something or someone”. Teacher asked students to observe the

picture describe it in order to get more understanding about

descriptive text. Teacher gave an opportunity for students to

express their idea about describing picture. All of students could

make some sentence to describe the picture, but they are afraid to

express their idea orally. Teacher had to point some students to

speak up by mentioning the student‟s number. Mila, who are

pointed, must express her opinion. She said “There are many cars

in the road”.

The teacher showed descriptive text about the existence of

people in the class. He read sentence by sentence carefully and all

of students repeat it well. After that, the students were guided by

teacher identified the characteristic and language feature that could

be used to describe someone or showing the existence of someone.

Teacher explained all of the material, then, asked students to make

Improving Students’ Speaking Skill through Focus Group Discussion (FGD) Technique (A Classroom Action Research for the Second Grade Students of SMPN 2 MERTOYUDAN in the Academic Year of 2017/2018) - Test Repository