39
Table 4.1 Percentage Distribution of Students’ Perceptions on the Use of Group Discussion to Increase Their Engagement
Statements Percentages Distribution
SD D
A SA
1 7.69
84.61 7.69
2 7.69
80.76 11.53
3 7.69
76.92 15.38
4 57.69
42.30 5
11.53 84.61
3.84 6
11.53 80.76
7.69
Table 4.1 presented the percentage distribution of students’ perceptions on the use of group discussion to increase their engagement. The result of the first
statement shows that 84.61 22 people of the respondents agreed and 7.69 2 people of the respondents strongly agreed that through group discussion the
respondents could increase their engagement easily. There were 7.69 2 people of the respondents who disagreed that through group discussion the respondents
could increase their engagement easily. From the result of the first statement, it can be concluded that most of the respondents agreed that the respondents could
increase their engagement through group discussion. The use of group discussion was able to help the respondents increase their engagement and also their
achievement in the speaking sessions of CLS I. The researcher also conducted an interview to the respondents who
disagreed with statement number one. The fourth interviewees stated “In my
40 opinion, working in a group was not effective enough because sometimes, some
people will become apathetic if they are working in group. When I think that my group members are able to handle the task given, so I will let them work for me
and I will follow their instructions ”. From the result of the interview, it shows that
the interviewee could not engage himselfherself well in group discussion because the interviewee thought that hisher friends could manage all problems in group.
The second statement shows the result that 80.76 21 people of the respondents agreed and 11.53 3 people of the respondents strongly agreed that
the use of group discussion was an effective technique to increase their engagement in the speaking sessions of CLS I. However, there were 7.69 2
people of the respondents who disagreed that the use of group discussion was an effective technique to increase their engagement in the speaking sessions of CLS
I. In fact, from the result of the second statement, it can be concluded that most of the respondents agreed that the use of group discussion was an effective technique
to increase their engagement. The respondents believed that group discussion was an effective technique to be used to increase their engagement in the speaking
sessions of CLS I. The researcher asked two of the respondents about the reason why they
disagreed that the use of group discussion was an effective technique to increase their engagement in the speaking sessions of CLS I by doing an interview. The
interviewee said “Group discussion is not effective. This technique makes the group members depend on each other. If there is a smart student in group, shehe
will dominate and handle all of the problems. As a result, the goals of the group PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41 are not reached”. This result shows that the use of group discussion was not an
effective technique to increase hisher engagement. The interviewee thought that group discussion could make the group members depend on each other. As a
result, it could make hisher less engaged. Another interviewee answered “I
disagree because the use of group discussion could not increase my engagement and I am used to working individually. So I feel uncomfortable to work in group
discussion“. The interview shows that the interviewee was used to work individually. Then, heshe felt uncomfortable to work in the group.
The third statement stated that group discussion was an interesting technique used in the speaking sessions of CLS I results that 76.92 20 people
of the respondents agreed and 15.38 4 people of the respondents strongly agreed with the statement. Only 7.69 2 people of the respondents who
disagreed and none of the respondents strongly disagreed with the statement. Therefore, there were 92.3 24 people of the respondents who agreed that
group discussion was an interesting technique used in the speaking sessions of CLS I and only 7.69 2 people of the respondents who disagreed with statement
number three. The respondents believed that group discussion was an interesting technique used in the speaking sessions of CLS I and its usage could improve the
respondents’ engagement. In order to obtain more detailed data, the researcher also conducted
an interview to one of the respondents who chose “disagree” in this statement. The interviewee stated “I think that I am not interested in working
in group because I am better to work individually rather than work in the group. It is not easy to unite all ideas that come up from my fri
ends in group discussion”. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42 From the interview, it could be seen that the interviewee was not interested in
working in group because heshe preferred to work individually. The result of the fourth statement shows that 57.69 15 people of the
respondents disagreed that they rarely used group discussion in the learning activity in the speaking sessions of CLS I. Meanwhile, there were 42.30 11
people of the respondents who agreed that they rarely used group discussion in the learning activity in the speaking sessions of CLS I. Therefore, it can be
concluded that 57.69 15 people of the respondents disagreed with the statement and 42.30 11 people of the respondents who agreed with the
statement. As a result, it can be said that more than a half of the students of class B often used group discussion in the speaking sessions of CLS I.
The fifth statement shows the result that 84.61 22 people of the respondents disagreed and 11.53 3 people of the respondents strongly
disagreed that using group discussion could not motivate them to increase their engagement in the speaking sessions of CLS I. Only 3.84 1 people of the
respondents who agreed that using group discussion could not motivate himher to increase their engagement in the speaking sessions of CLS I. Thus, it can be
concluded that 96.14 26 people of the respondents disagreed with the statement and only 3.84 1 people of the respondents who agreed with the
statement. From the result, most of the respondents disagreed that using group discussion could not motivate them to increase their engagement in the speaking
sessions of CLS I. In other words, it can be told that the respondents agreed that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43 they the use of group discussion was able to motivate them to engage themselves
and increase their engagement in the speaking session in CLS I. The result of the sixth or the last statement presents that none of the
respondents strongly agreed and only 7.69 2 people respondents who agreed that the use of group discussion was not an effective technique to increase their
engagement in the speaking sessions of CLS I. Meanwhile, there were 80.76 21 poeple of the respondents who disagreed and 11.53 3 people of the
respondents who strongly disagreed that the use of group discussion was not an effective technique to increase their engagement in the speaking sessions of CLS
I. Therefore, it can be seen that most of the respondents disagreed with the statement.
In conclusion, related to the students’ perceptions on the use of group
discussion to increase their engagement in the speaking sessions of CLS I, the respondents had positive perceptions toward the use of group discussion in the
speaking sessions of CLS I. The respondents believed that group discussion was an effective technique to increase their engagement in the speaking sessions of
CLS I. The use of group discussion could help the respondents increase their engagement and motivate them to get engaged in the speaking sessions of CLS I.
However, there were two of the respondents who thought that group discussion was not an interesting, useful, and effective technique to increase their
engagement in the speaking sessions of CLS I. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44 From the data analysis above, it was clear that the use of group dicsussion
was an interesting and effective technique to increase student engagement. According to Flynn and Faso 1972, group discussion is a natural human activity,
an interesting, exciting, and creative experience which define a small group as not more than twenty-five people who recognize themselves and one another as
members and who meet in a face-to-face situation to accomplish some purposes they believe better fulfilled in this way p. 4-5.
2. Students’ Perceptions on Their Engagement in Group Discussion in the Speaking Sessions of CLS I.
Barkley 2010 states that student engagement is the product of motivation and active learning p. 6. The student engagement itself was closely related to
their motivation to participate in group discussion. In this category, the respondents were asked to perceive about their engagement when group
discussion was implemented. In order to answer the second research question about the students’ perceptions on their engagement in the speaking sessions of
CLS I, the researcher used data from the questionnaires in the second major discussion
which was about students’ perceptions on their engagement in group discussion in the speaking sessions of CLS I.
a. Students’ Perceptions on Their Effort in Group Discussion
