This purpose of this research is to know whether the use of Small Group Discussion Method can improve the students' speaking ability in English learning. This research was conducted with one of the English teachers from Senior High School 1 Punggur. The result of this research shows that Small Group Discussion Method had a positive role in improving speaking skills among the tenth graders of Senior High School 1 Punggur.
Dapat disimpulkan bahwa penggunaan metode Small Group Discussion dapat meningkatkan keterampilan berbicara siswa kelas X SMA Negeri 1 Punggur. Penelitian ini bertujuan untuk mengetahui apakah penggunaan metode Small Group Discussion dapat meningkatkan keterampilan berbicara siswa dalam pembelajaran bahasa Inggris. Hasil penelitian menunjukkan bahwa metode diskusi kelompok kecil memiliki peran positif dalam meningkatkan keterampilan berbicara delapan siswa di SMAN 1 Punggur.
As the main role, the researcher would like to express his gratitude to Allah SWT for blessing, health and also mercy, because the researcher can finally achieve this a bachelor thesis titled "THE IMPLEMENTATION OF THE SMALL GROUP DISCUSSION METHOD TO IMPROVE THE STUDENTS Speaking Skills AMONG THE TENT CLASS OF THE SENIOR HIGH SCHOOL 1 PUNGGUR". The author realized that this bachelor's thesis is almost imperfect. Last but not least, I hope that the result of the research will benefit or contribute to the teaching of English language learning activity in Senior High School 1 Punggur.
INTRODUCTION
- Background of The Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of the Study
- The Benefit of Study
Given the importance of small group discussions for students to master, it is very important for the teacher to apply the best way to get students to use small group discussions in their daily lives. Firstly, it concerns the condition of the students who have difficulty in expressing their ideas to speak English. Another problem with the students' speaking is that the students' scores are low, it can be seen in the following table.
So, based on data from pre-survey at the tenth grade of SMAN 1 Punggur, the author found that the students still have many problems in speaking, such as difficult to express their ideas to speak English, afraid of doing wrong be able to speak English, and have a feeling of lack of confidence in speaking English. The author assumes that by using small group discussions, it will be easier for the students to understand the material. So that the students do not get bored in the learning process and hopefully can speak better.
After identifying the problem, the writer narrowed down the problem to point 3, the students have difficulty expressing their ideas about speaking English. To motivate the students and help them to be more active in studying English especially in the speaking subject.
REVIEW OF RELATED THEORIES
The Concept of Speaking Skill
- The Concept of Speaking
- The Definition of Small Group Discussion
Small group discussion follows democratic guidelines and allows everyone to contribute many ideas for others to discuss and think about. Facilitated small group discussions discuss issues to reach understanding and consensus after long consideration of others' views and ideas. The small group discussion method is used more effectively because students can directly communicate with other members.18 In addition, students can share information and experience in solving a problem using the small group discussion method.
Students gained more information and experiences in a small group discussion of their activities, both in the classroom and outside the classrooms. Small group discussion refers to interaction in a face-to-face situation so that they conduct the dialogue, not only with teacher, but also with other learners. Based on explanation above, it can be concluded that small group discussion is a teaching method where the student works in small groups to solve the problem through a discussion process.
Advantages and Disadvantages of Using Small Group Discussion Small group discussion is a unique method of discussion. On the basis of the above explanation, it can be concluded that the procedure of discussion in small groups took place in three phases.
Action Hypothesis
RESEARCH METHODOLOGY
The Variable and Operational Definition of Variables
- Independent Variable (X)
- Dependent Variable (Y)
Setting and Subject of Study
The writer was guided at the seventh grade of Senior High School 1 Punggur which is located on Jalan Proklamator, Punggur, Kabupaten Lampung Tengah. The subject of this research was the seventh grade students of Senior High School 1 Punggur in the academic year of.
Object of the Study
Meanwhile, the associate will observe the activity of teaching and the learning process in the classroom. a) Teacher and students prayed together b). In this research, the writer will use a field notebook to record the students' activities during the learning process. In order to see the students' speaking abilities before the treatment was administered, the researcher conducted a pre-test.
Based on the results of the students' pretest, only 2 (10%) students passed the Standard Minimum Criteria, which was 75. Nevertheless, there was an improvement score of the students after test 1 than the pretest score. The result of the students' scores Pre-test, Pos test I and Post test II Never Thales, there is an improvement score of the students' post test I than pre-test.
The amount of completion of students' points in the pre-test cycle after the test Cycle I and after the test Cycle II.
The procedure of Classroom Action Research
Data Collection Technique
Data Analysis Technique
To know students' performance after the actions, the researcher will carry out and administer tests at the early and the last cycle. Find out the result or improvement of the author will compare achieved score between pre-test and post-test by comparing with the. If in cycle I the students do not pass the minimum standard criteria, the author will carry out cycle II.
The minimum cycle for action research in the classroom is two cycles, so it will not continue if in II. cycle, 75% of students pass the minimum standard criteria. The formula for calculating the percentage of students who pass the minimum standard criteria in each cycle is as follows32:.
Indicator of Success
This research used classroom action research to increase student engagement and study outcome in SMA Negeri 1 Punggur. The researcher administered a pre-test to the students to determine the extent to which the speaking skills of the students were for treatment. Because the students already fulfill indicators I. and II. degrees, then a researcher.
English learning process at cycle I was successful enough, although the students' average score is low.
RESULT OF THE RESEARCH AND INTERPRETATION
Result of The Research
- The Recount of Research Location
The Recount of Research Data
- Action and Learning at Pre-Test
- Action and Learning Activity in Cycle 1
- Action and Learning Activity in Cycle 2
In addition, the researcher made an observation sheet, which consists of a list of the students' names and a list of the students' activities that will be observed during the teaching process. The class condition was less effective because the collaborator handed over the class to ensure student effectiveness before the researcher conducted research in the class. Then the researcher asked the students to discuss making text about descriptive text and practice in front of the class.
In this session, students were more active in following the learning process because they enjoyed following the learning process. Here the researcher was as a teacher and the English teacher as a collaborator who observes the students' activities during the teaching learning process. Weaknesses in the implementation of the learning process in cycle I were some noisy students and still confused with the material given and the students simply have little vocabulary.
It means that the time was up and the researcher closed the lesson and reminded the students to study again about offering help with the small group discussion method. Based on the table above, it can be seen that the activity of the students is better than before and there was an increase from cycle 1 and cycle 2. It can be seen that the learning process went well and that the students were active in class than cycle I. 4) Reflect.
This happened because the teacher and the researcher reviewed and improved the teaching and learning process in cycle I in cycle II, the students were also active in doing the assignment and test than before.
Interpretation
- The Result of Pre Test
- Action and Learning Result at Cycle I
- Action and Learning Result at Cycle II
- The Result of the Students‟ Activity
Discussion
Student's Pretest, Posttest I, and Posttest II Score No Name.
Conclusion
Suggestion
Addision Wesley Longman, Teaching by Principles: An Interactive Approach to Languae Pedagogy, New York: A Person Education Company, 2001. Carry L. Baker, Discussion and Group Work Method in Language Learning New Jersey:Harper and Row Publisher, Inc., 1987 Exley Kate, Dennick Reg, Group Discussion London: Routledgefalmer George Brown, Madeleine Atkins, Effective Teaching in Higher Education London and New York: Methuen & Co, Ltd, 1988.
Jean McNiff and Jach Whitehead, Action Research: Principles and Practices, second edition, London and New York: Routledge Falmer, 2002. Please discuss and present the results of your group work in front of the class.
