CHAPTER IV RESULT OF THE RESEARCH
D. Discussion
esteem and self-confidence.
5) Professional growth: through close and focused exchanges with teachers and peers in the discipline, students become aware of the models of thinking, the accepted standards and the values and ethics of the discipline or profession.
6) Support for independence: by preparing for and taking part in small group teaching discussion and activities, students accept their personal responsibility for the progress and direction of their own-learning.
7) The development of group working skill: working in group gives an opportunity to practice a variety of group management skills and group roles including leadership, planning and organization,
giving support and encouragement to others, setting tasks, monitoring progress.
8) Reflective practice: by reviewing and reflecting on their actions students can learn from their successes and failures and so develop their skills and understanding and plan future learning.
d. The Procedure of Teaching Speaking Through Small Group Instruction
As the teacher, surely teacher must have a technique to teach the students, but every technique has the procedure when the teacher will use this technique to teach. In line with this, when the teacher teaches speaking with groups, the teacher should pay attention with the procedure. Teacher uses small group instruction as the strategy to deliver the material. It is widely known that in speaking, the active participation is needed by the students.
According to Jeremy Harmer, when we decided the student work together in group. Should be follow the procedures as follows:
1) Before: when we want students to work together in pair or groups, we will want to follow an engage-instruct-initiate sequence. This is because students need to feel enthusiastic about what they are going to do, they need to know what they are going to do, and they to be given an idea of when they will have finished the task.
2) During: while students are working in pairs or groups we have a number of options. We could, for instance, stand at the front or the side of the class (or at the back or anywhere else), and keep an eye on what is happening, noting who appears to be stuck, disengaged, or about to finish. In this position we can tune in to a particular pair or group from some distance away. We can decide whether to go over and help them.
An alternative procedure is often referred to as monitoring. This is where we go round the class, watching and listening to specific pairs and groups either to help them to ask or collect examples of what they are doing for later comment and work.
3) After: when pairs and groups stop working together, we need to organize feedback. We want to let them discuss what occurred during the group work session and, where necessary, add our own assessments and make corrections.
e. The Benefits of Small Group Instruction
The benefits of small group instruction can be described as follow20:
1) Individualized learning: Small-group instruction allows teachers to evaluate students‟ learning strengths and tailor lessons to
20 Tiffany, 4 Benefits of Small Group Instruction,(https://info.4imprint.com/enews/4- benefits-small-group-instruction/, downloaded on 01 May 2018, at 10.00 WIB).
them. For instance, teachers may break down concepts not easily understood or breeze though lessons that students firmly grasp.
2) Confidence: Some students struggle to participate in front of the entire class. The one-on-one attention they receive from small- group instruction activities can boost the confidence of students who may otherwise have a hard time joining the conversation.
3) Opportunity for feedback: Small-group instruction is ideal for providing frequent and personalized feedback. There is more time for students to ask questions, and it promotes feedback that goes far beyond a simple letter grade.
4) Collaboration: Small-group instruction activities encourage teamwork, inclusivity and collaboration. Students no longer blend into the background of a large classroom-small-group instruction means everyone participates and is working toward the same goal.
C. Theoretical Framework and Paradigm
variable. Influencing variable is as independent variable (X) and effect variable is as dependent variable (Y).
There are two variables in this research; there are independent variable (X) and dependent variable (Y). The independent variable is Small Group Instruction and dependent variable is students‟ speaking performance.
Communication is difficult skill to master by EFL (English Foreign Language) students, even for Indonesian students. The students are unaccustomed to converse in English and usually teacher does not emphasize for student at the matter in class. One factor that causes the problem is the technique, which is used by the teacher monotonous and traditional teaching presentation. This matter, the teacher used less variation technique, so the students have low motivation, feel bored, and feel sleepy.
Small groups can be used to show function of English in real situation. It can provide the students to join in group in teaching learning process. So that, the students will be interaction with the others and it can help them to increase their speaking performance.
Therefore, the researcher assumes that by using small groups the students are able to speak well in daily life.
If the small group instruction is applied well in English learning, so the students speaking performance will be good. However, if the
small group instruction is not applied well in English learning, so the students speaking performance will be bad.
2. Paradigm
Based on the theoretical framework the writer describes the paradigm as follow:
Figure 1
Based on the paradigm above, the researcher assumes that if using Small group instruction is effective the students‟ speaking performance will high it means that there is a positive and significant influence of using small group instruction toward students‟ speaking performance. Moreover if using small group instruction is not effective the students‟ speaking performance will low it means that there is no significant influence of using small group instruction toward students‟
speaking performance.
The Use of small group instruction
The Students Speaking Performance
Good
Bad
H y p o t h e s i s Fair
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
According to John. W. Creswell, research design are plans and the procedures for research to get detailed methods of data collection and analysis.22 So, research design consists of data that the researcher will do in the research.
The writer uses the quantitative research. Quantitative research is a means for testing objective theories by examining the relationship among variables.
These variables, in turn, can be measured, typically on instruments, so that numbered data can be analyzed using statistical procedures.23 We can say that quantitative is the research by which the numeric data are used to find knowledge.
In this research, the researcher uses pre-test and post-test group, there are two observations before and after treatment. The observation is done before treatment is called pre-test and the observation which is done after treatment is called post-test. The differences between pre-test and post-test is an affect from treatment.
In this research, the writer uses two systems whether there are positive and significant influence of using small group instruction on the students‟
speaking performance.
22John. W. Creswell, Research Design Qualitative, Quantitative, and Mixed Methods Approaches, (London: Sage Publication, 2002), p.20
23 John W. Creswell, Research Design, (USA: SAGE Publications),Second Edition, p.22
B. The Operational Definition of Variables
Operational definition is the definition which based on characteristic of the things that will be defined, and it can be observed or measured. It means that operational definition is the definition of the things that can be defined, observed, and measured by the researcher.
Based on statement above, the operational definitions of variables as follow:
1. Independent Variable
The independent variable (X) is variable that cause, influence, or affect outcomes. They are also called treatment, manipulated, antecedent, or predictor variables.24 Independent variable (X) of this research is using small group instruction as technique which can be defined as a few people engaged in communication interaction over time, in face to face and computer mediated environments, who has common goals and norms and has developed a communication pattern for meeting their goals in an interdependent manner.
The writer carried out an oral test to measure the students make a dialogue by using their own words and their ability to speak English with support of the small group instruction in learning process.
This variable will be measured through observation to determine the effectiveness of the used of small group instruction in learning activities
24Ibid, p.93
speaking. Moreover, based on the explanation above that was indicator of the effectiveness of the used of small group instruction as follow:
a. The students are more active in teaching and learning speaking when using small group.
b. The students are more confidence when participant in front of class.
c. The students are more interested in teaching and learning speaking when using small group.
2. Dependent Variable
Dependent variable (Y) is the variable that depends on the independent variables. It is the result of the influence of the independent variable. Dependent variable (Y) of this research was speaking performance, which was defined as the result of small group instruction.
To measure speaking performance, the writer uses oral test. The writer gives instruction the students to make text dialogue and read the dialogue.
Then, the students make small group and present their performance. It will be implemented to the students at eighth grade of Junior High School Muhammadiyah 1 Metro. There are five indicators in measuring speaking performance an numerical value is a range of 1 to 5 point in each of five indicators.
The indicators are:
a. Pronunciation b. Grammar c. Vocabulary
d. Fluency
e. Comprehension
C. Population and Sampling Technique 1. Population
A population defined as all members of any well-defined class of people, events, or objects.25 The population can be concreted as the totality of people, curriculum, and the way of administration, the leadership, event, and another else. The population of this research is the students the eighth grade of Junior High School Muhammadiyah 1 Metro which consist of 125 students divided into five classes, are:
Table 4
The Population of the Students at the Eighth Grade of Junior High School Muhammadiyah 1 Metro
No. Class Total
1. VIII.A 27
2. VIII.B 25
3. VIII.C 24
4. VIII.D 25
5. VIII.E 24
Total 125
2. Sample
L. R. Gay states that sample is part of population that can represent the population.26 In this research, the writer is going to take one class as population. It is taken from the eighth grade of Junior High School Muhammadiyah 1 Metro which consists of 27 students.
25Donals Ary. Introduction to Research Education,(USA: Wadswoth, 2010), p.148
26 L. R. Gay, educational Research Competencies for Analysis and Apllications, (USA:
Pearson Education, 2012), p.129
3. Sampling Technique
This research needed a sample to describe population condition. In this case, the cluster random sampling technique is used. It means that the writer has to draw 5 classes in order to get one class to be a sample. From this method, the writer got the eighth grade class VIII.A which is consists of 27 students as sample.
D. Data Collecting Method
The research method is the way which is used by researcher in collecting data in the research. The researcher uses the method collecting data such as:
1. Test
Test is a set of question or exercise which uses for knowing the creativity, knowledge, ability or talent that belongs to the individual or group. In this research the writer used a pre-test and post-test as data collecting method to measure of the students speaking performance.
a. Pre-test
The writer uses pre-test to know the students‟ speaking performance before using small group. To know the students‟ speaking performance, the researcher uses oral test. All of students answer question based on researcher‟s question.
b. Post-test
The writer uses post-test to know the students‟ speaking performance after using small group. The test in this research is speaking test, dialogue, and conversation about English.
2. Observation
According to Frankel, observation is to know the relationship between the behavior of the students and certain teacher behavior patterns.27 Observation is made forget the data of children activities such as students pay attention when learning process. Following the class enthusiastically, giving command, doing the physical action correctly, students‟ ability in question and answer understand the material given. in this research, the writer uses systematic observation and it is organized by its category. The reason the writer uses this observation, because to observe about the situation and development of Junior High School Muhammadiyah 1 Metro and it also to observe about the students‟ learning activity. This method is as complementary method.
3. Documentation
The researcher also uses documentation method to support and to get detail information. It used to get detail information about history of the school, the sum of the teachers, employers, quantity, students and organization structure at eighth grade of Junior High School Muhammadiyah 1 Metro.
Here were the lists of the documentation:
a. Documentation about historical background of Junior High School Muhammadiyah 1 Metro.
27Fraenkel, Jack R., How to Design and Evaluate Research in Education, (New York:
Mcgraw-Hill, 1990), Seventh Edition), p.158
The research instruments that will be used in this research are:
a. The writer uses test instrument. Test instrument used to measure the students‟ speaking performance. The kind of test is written and oral test that are consist of 2 item questions, question number 1 is oral test and number 2 is written test.
b. The instrument which is used in observation method is observation guidance, as follow:
1) Observation the location sketch of Junior High School Muhammadiyah 1 Metro.
2) Observation the establishment of Junior High School Muhammadiyah 1 Metro
3) Observation about building Junior High School Muhammadiyah 1 Metro.
c. The instrument which used in documentation method is documentation guidance, as follow:
1) Documentation about condition of the teachers in Junior High School Muhammadiyah 1 Metro.
2) Documentation about condition of the students in Junior High School Muhammadiyah 1 Metro.
2. Instrument Calibration
Instrument calibration is the scale of measurement that will be used to decide the instrument standard that will be used. Therefore, the researcher used standard test in oral test. The researcher used content validity in order the instrument has a good quality and the instrument would be relevant to the focus of the research. Therefore, the researcher used content validity based on the syllabus and materials at the eighth grade of Junior High School Muhammadiyah 1 Metro and the writer was used test instrument to take the scale of instrument which the standard of the score speaking test as follows:
Table 5
Harris Oral English Rating Scale
No. Criteria Rating
Scores
Description
1 Pronunciation 5
4
3
2
1
Have few traces of foreign language.
Always intelligible, thought one is conscious of a definite accent.
Pronunciation problem necessities concentrated
listening and
occasionally lead to misunderstanding.
Very hard to understand because of pronunciation problem, most frequently be asked to repeat.
Pronunciation problem to serve as to make speech virtually unintelligible.
2 Grammar 5
4
3
Make few (if any) noticeable errors of grammar and word order.
Occasionally makes grammatical and or word orders errors that do not,
however obscure
meaning.
Make frequent errors of grammar and word
2
1
order, which
occasionally obscure meaning.
Grammar and word order
errors make
comprehension difficult, must often rephrases sentence.
Errors in grammar and word order, so, serve as to make speech virtually unintelligible.
3 Vocabulary 5
4
3
2
1
Use of vocabulary and idioms is virtually that of native speaker.
Sometimes uses
inappropriate terms and must rephrases ideas because of lexical and equities.
Frequently uses the
wrong words
conversation somewhat limited because of inadequate vocabulary.
Misuse of words and very limited vocabulary makes comprehension quite difficult.
Vocabulary limitation so extreme as to make conversation virtually impossible.
4 Fluency 5
4
3
2
1
Speech as fluent and efforts less as that of native speaker.
Speed of speech seems to be slightly affected by language problem.
Speed and fluency are rather strongly affected by language problem.
Usually hesitant, often forced into silence by language limitation.
Speech is halting and fragmentary as to make conversation virtually impossible.
5 Comprehension 5
4
3
2
Appears to understand everything without difficulty.
Understand nearly everything at normal
speed although
occasionally repetition may be necessary.
Understand most of what is said at slower than normal speed without repetition.
Has great difficulty comprehend, social conversation spoken slowly and with frequent repetition.
1 Cannot be said to understand even simple conversation.
The formulation of t-Test:
√(( ) ( )
)
t : Score of t-Test
: The total of differences between pre test and post test
N : The total of students
a. The History of Junior High School Muhammadiyah 1 Metro
Junior High School Muhammadiyah 1 Metro is a private school located on KH. Ahmad Dahlan Street No. 1 Metro sub district, Central Lampung. It was established on January 10th, 1968. In 1969, the location of Junior High School Muhammadiyah 1 Metro moved to SMEP Metro.
To conduct the self exam, Junior High School Muhammadiyah 1 Metro was moved to Punggur Street no. 2 Hadimulyo. At the time 1979, it began to conduct the teaching-learning process in the morning.
In 1985, the location of Junior High School Muhammadiyah was divided into two on KH. Ahmad Dahlan Street and on Khairbras Street Ganjar Agung 14/IV Metro up to 1987. In the academic year of 1987/1988, the location of SMP Muhammadiyah became one location on Khairbas Street Ganjar Agung 14/IV Metro. Moreover, Junior High School Muhammadiyah 1 Metro got accreditation status of A.
From 1968 up to now, Junior High School Muhammadiyah 1 Metro had been led by the following headmasters:
1) Period I (1969 – 1971) A. Dinuri.
2) Period II (1971 - 1973) Iskandar
3) Period III (1973 – 1977) Drs. Muhtar AM.
4) Period IV (1977 – 1985) Sukarman Sutiharjo 5) Period V (1985 – 1989) M. Kusnun
6) Period VI (1989 – 1999) Kartini, BA.
7) Period VII (1999 – 2012) Drs. Rohiman.
8) Period VIII (2012 – Now) Drs A. Kusnanto
b. The Condition of Building
Junior High School Muhammadiyah 1 Metro has medium and well infrastructure to support its teaching-learning process, including extracurricular activities. Junior High School Muhammadiyah 1 Metro has following buildings:
Table 6
List of Buildings in Junior High School Muhammadiyah 1 Metro
No. Name Number
1. Classroom 15 Local
2. Principal‟s Room 1 Local
3. Teacher Room 1 Local
4. Staff Room 1 Local
5. Guidance and Counseling Room
1 Local
6. Mosque 1 Local
7. School Medical Room 1 Local
8. Bathroom 3 Local
c. The Condition of Teachers and Official Employees
The numbers of teachers and official employees in the academic year of 2018/2019 can be identified as follows:
Table 7
The Data of the Teachers and Official Employees in Junior High School Muhammadiyah 1 Metro
No .
Name of Teachers Nip Occupation
1. A. Kusnanto 196606241995011001 Headmaster 2. Agus Kusdianto 197608112005021001 Civic teacher
3. Ahmad Sanuri - Islamic Education
Teacher 4. Alhafidz Ibnu
Bukhori
198012162008011009 English Teacher
5. Ali Hidayat - Computer
Teacher
6. Anggi Septiana Sakti - Guidance
Counseling 7. Apung Sugiarto 197803072014061001 English Teacher 8. Aryanti
197511282002122002
Lampung Language
9. Catur Rahmat - Art and Culture
Teacher 10. Emi Wati 197005212007012030 Science Teacher
11. Endang Safitri - Science Teacher
and Treasures 12. Herbangun Sandi H 197603062005021002 Social Science
13. Imam Bajuri - Sport Teacher
14. Indah Kusuma Dewi - Office Girl
15. Intan Kharismayanti - Art and Culture
Teacher
16. Joni Priyanto - Art and Culture
Teacher
17. Katino - Indonesian
Language
18. M. Burhan - Islamic Education
29. Marwan Arifin 196512011990031003 English Teacher
20. Mujiran - Social Science
21. Neli Suryani 196702151990022002 Science Teacher
22. Nurul Hidayati A - Islamic Education
23. Paksia Margono - Indonesian