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STUDENTS' PERCEPTION OI{ CLASSROOM GROUPDISCUSSIO}\
11\ENGLISH CLASS AT SMA1
BATA1YG KAPAS
Seprida Nofrita t;, Elmiati, nn.
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yola Merina, S.S., M. IIum3).thnglish
department student, college of teaching training and educatior (PGRQ West Sumatera
2)f,ngIishdepartmentlectures,.x,ru*ffication(PGRI}WestSumatera 3)Englishdepartmentlectrrreso3,ffiIfficafion(PGRI)WestSumatera
E-mail: [email protected]
ABSTRACT.
This research aimed to find information about students' perception toward used groups discussion in English class. This research was descriptive qualitative research, participants were students of
)(I
IPA2, IPA3, IPA4 class in SMAN I
Batang Kapas as many as 94 students. The instrument that used in this resarch was a questionnaite. The resule based on questionnaire was students perception used ofgroups discussion thatcategorized by 7 characteristics. Among ofthem is the agreement an Sroup goals, goal orientation intsraction, agreement on procedures, cooperative and .friendly atmosphere, use aJ" effecive communication, equitable distribution of paricipant, and leadership. From seven indicators above that researchers found an averageof
94 students, 47 students/
half of the 94 students had a good view (Positive perception) toward group discussion in English class" there also was negative view (Negative perceptions) but it only under 40 studen8 fiom 94 the number of studen8. Based on the results was obtained, researcher included that group discussion was a way that involves a group of people in a face to face interaction, where each member of the groupwill get a chance to contribute their own used to resolve &e problem. In a group discussion group members pointed leadership (Moderator) to determine the purpose and agenda that must be obeyed.
So through this activity also made studenb more active.
Penelitian
rni
bertujuan untuk menemukan informasi tentang persepsi siswa terhadap penggunaan diskusi kelompok di dalam kelas bahas^a Inggris. Pe.nelitian ini adalah peneliuan deskriptif kualitatif, partisipannya adalah siswa kelas }(I IPAz, PA3, PA4 di SMA N I Batang Kapas sebanyak 94 siswa. krstrumen yang digunakan dalam penelitian ini adalah angket. llasil penelitian berdasarkan angket yaitu persepsi siswa dalam penggunaan diskusi kelompok yang dikategorikan berdasarkan 7 karakteristik yang ada. Diantaranya adalah agyeement on group goals, goal orientation interaction, agreen ent on procedures, cooperative andfiendly
atmosphere, use of effecive communication, equitable distribution of ytrticipant, dan leadership. Daritujuh indikator tersebut peneliti menemukan rata-mta dari 94 siswa, lebih dan 47 siswa/setengah dari 94 siswa memiliki pandangan yang baik {Posilive perceptian) terhadap diskusi kelompokdi
dalam kelas bahasa Inggris, ada juga yaug berpandangan negatif (Negative prceptions) tapi itu hanya 40 siswa kebawah auA Sqjumlah siswa yang ada. Berdasarkan hasil yang diperoleh peneliti merangkum bahwa diskusi kelompok merupakan suatu cam yang melibatkan sekelompok orang dalam interaksi tatap muka, dimana setiap anggotakelompok akan mendapatkan kesempatan untuk menyumbangkan pikiran masing-maiing guna pemecohan masalah. Dalam diskusi kelompok anggota kelompok rnenunjuk pimpinan {Moderitor) untuk menentukan tujuan, dan agenda yang hanrs ditaati. Jadi melalui kegiatan ini juga membuat siswa lebih aktif.
Key words: Goup discussion; Students' perception.
2) First Advisor
3) Second Advisor
Program
-
STKIP PGRI West Sumatera[2ol7j
English Education Study Program–STKIP PGRI West Sumatera [2017]
INTRODUCTION
In education, group discussion is one of the ways which often used by the teacher in teaching learning process. Because the goals of group itself create interaction and push the participant of learners, and also all students in the group support each other. Generally, the teacher divides their students in to several groups. Every group consist of four, five or more students. It supported by Ehler (2002:37) argues that group discussion is a collection of 3 or 15 persons who share common interests and responsibilities in a face to face sitution. It means that group discussion gets more two people. During group discussion directly, it conveys face to face interaction among participants so that it occurs feed back between group and audience. The member of group would be responsibility of the team captain to make sure the group stays focused.
Iin group discussion activity students discuss the material together like problem solving, explore their idea, knowledge, experience to their friend. Also they can ask question, give additional answer, suggestion, and make a conclusion from the material. In short this give opportunity for students to get much informations.
In using group discussion, individuals are certain have various opinions and perceptions.
Moreover toward a subject are suitable with this strategy. Also it is adapted with the situation, events, activity, experience, backgroud, and knowledge. Talking about perception, perception is the experience of objects, events or relationships obtained by extracting information from and interpreting sensations whether this process involved five senses. According to Turner (2009:47) perception is the process of using our senses to understand and respond to stimuli. In the other word perception comes from because something happen to shape a stimulus that the people use with their sense (sight, hearing, touch, smell, and taste) and then it brings out reaction or response.
Existence of perception because of several processes, they are object, nervous
system and attention. It means that object shapes of group discussion. From group discussion nervous system has a function is a tool to receive the stimulus there should be a nerve to roceed the stimulus in to the brain.
And then attention, someone can perceive about something if they have attention toward it first, As result it creates an opinion, agreement, perception based on the someone knowledge and experience.
Based on researcher does the informal interview as pratical teacher at SMA 1 Batang Kapas that using group discussion in teaching learning process. Researcher found that negative and positive perceptions from students. positive perception like as some of students agree or like with using group discussion because it makes the student are easy to study. Example one of the students on the group gets the difficulties to understand the topic, and the others member can give the explanation to their friends. Next, group discussion are most useful in helping learners to think and improve their knowledge and also it can help learners by teaching them to cooperate with others. Last, working in groups can produce more ideas, sharing information.
Negative perception like as the student do not like using group discussion in teaching learning process because many of students are busy with their activity and ignore of the teacher intruction. Then, sometime student are divided with their friends who do not macth with them so student are difficult to work together. Next, students feel the group discussion can not give the good outcome for them, they think group only distribute in exploring ideas and discuss the material, it is because in group they not only look for the answer individually but also they find it together.
Based on the explanation above, the researcher interest and wants to know about students’ perception on group discussion especially in English class at SMA 1 Batang Kapas.
3 RESEARCH METHOD
The design of this research was descriptive qualitative research. According to Gay and Airasian (2000:111) qualitative involves collecting the data in order to answer about the current status of the subject or topic of the study. It means that, qualitative was a study that appeared because of phenomena or issue. The researcher used descriptive research because the researcher wanted to know how are students’ perception about group discussion. The researcher took a students participant to get information that researcher chose students at SMA 1 Batang Kapas XI IPA2, IPA3, IPA4 class that using group discussion.
Instrument was necessary in doing a research. Instrument was a tool used by researcher to collect data or to get desire information from participants. According to Gay and Airasian (2000:145) instrument is a tool or something that used to collect the data.
In this research, the researcher used one instrument to find the data, because to make the data more valid. There was questionnaire, According to Gay and Airasian (2000:212) questionnaire is written collection of self- report questions to be answered by elected group of research participants. Thus questionnaire was the intrument that was included some questions. This research and questionnaire developed from Rivzi (2006:168) because this idea provided a variety of arguments that can be used to analyzed the issues to be investigated. The argument would be stronger if it was supported by existing theory. This was useful by researcher as foundation of the research.
As well as to strengthen the researcher as a human instrument, so that researcher had the skills to explore the complete research data.
In technique of data collection the researcher did some steps. First, researcher prepared questionnaire. Second, the researcher distributed the questionnaire for each students.
Furthermore the reseracher used Indonesia language to avoid misunderstanding in answering questionnaire, then researcher completed the result of the questionnaire.
Fourth the researcher analyzed questionnaire by applying techniques of data analysis.
Technique of data Analysis the researcher analyzed the data based on the
instrumentations. According to Gay and Airasian (2000:239) there are four steps of analyzing the data; reading, describing, classifying, and interpreting.
1. Reading
Becoming familiar with the data and identifying the main themes. In this stage, the researcher read the data from questionnaire. It was done to make the researcher familiar enough with the data gotten.
2. Describing
In this step, examining the data in depth to provide details description of the setting, participants, and activities. In this stage, the researcher described students’
perception by indicators group discussion.
3. Classifying
Categorizing pieces of data and physically grouping them into themes. In this stage, the researcher classified the data by seeing the result questionnaire.
4. Interpreting
In this step, interpreting and synthesizing the organize data in to general conclusion understanding, so in this part researcher interpreted and concluded how are students’perception.
FINDINGS AND DISCUSSION Table 1.1 Results questionnaire for group discussion
Indicator Items Total sample Positive
pperception
Negative perception Agreement on
group goals 1 61 33
2 67 27
Goal
interaction 3 76 18
Procedures 4 82 12
5 72 22
6 74 20
7 88 6
8 94 0
Cooperative 9 82 12
10 94 0
11 94 0
Comunication 12 94 0
13 57 37
Equitable
distribution 14 80 14
Leadership 15 94 0
16 56 38
17 47 47
18 74 20
As the result of this research, the researcher finds the answer for the research question above. Most of students have positive perceptions from seven chracteristics of group discussion, that researchers finds an average of 94 students, 47 students / half of the 94 students have positive perception toward group discussion in English class. There also was negative perceptions but it only under 40 students from 94 the number of students.
Related to the research results for all, there are several reasons about group discussion eventually group discussion itself have good positive impact toward teaching learning process such as students said from data that group discussion makes students more easily do the task because students can ask, share ideas, also help each other. So it will create good cooperative. But the ways of group discussion itself sometime do not run well so that there get much disturbance like us students are noisy, walking, playing and finally many of students do not focus with their lesson and they donot undesrtand what they friend deliver. But based on the research is done it just happen for a few part.
Based on the data above, the researcher has the interpretation for all the data related to the author byrivzi idea(2006:168) successful group discussion have seven features there are agreement on group goal, orientation interaction, agreement on procedures, cooperative and friendly atmosphere, use of effective communication, equitable distribution of participation and shared leadership. From 7 indicators of group discussion above proved true that many of students do this activities according to rivzi arguments. Relevant to the research, it related to the students perception researcher finds that more than half students who respond with positive perception. More detail explanation it seens based on the table.
CONCLUSIONS
In this section, the researcher gives conclusion about students’ perception on classroom group discussion in English class at at SMA 1Batang Kapas. Truly the students really support using group discussion in this class bacause the data is gotten by the researcher, researcher finds that much positive perceptions if it is compared with negative perception in using group discussion in their class. The reason like as group discussion makes students more easily do the task because they can ask with their friends, share ideas, also help each other, and in group discussion students build social interaction, enterlace good communication, to learn student responsibility, appreciate of their friend feeling. So it will create good cooperative.
ACKNOWLEDGEMENTS
Alhamdulillhah Hirobbilalamin, the researcher praises to ALLAH SWT the almighty who has given me the strength, health and bless to complete this thesis entitled
“Students’ Perception On Classroom Group Discussion In English Class at Senior High School 1 Batang Kapas ” this thesis aims to fulfill one of the requirements for S1 degree of STKIP PGRI Padang Sumatera Barat.
A special thanks and appreciation from the deepest heart are given to advisors, Elmiati, M.Pd., and Yola Merina, M.Hum., who have guided and given their times, energy, opinions, suggestions and supports in completing this thesis
.
Thank you very much for both of my advisors.REFERENCES
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