The effectiveness of small group discussion as a technique in developing speaking skill : case study at UKM Bahasa UIN Jakarta

TI-IE EFFECTIVENESS OF SMALL GROUP
DISCUSSION AS A TECHNIQUE IN DEVELOPING
SPEAKING Sl(ILL:
Case Study at UKM Bahasa UIN Jakarta
A Skripsi
Presented to the Faculty of Tarbiyah
In Partial Fulfillment of the Requirements
For the Degree of Sarjana Strata 1

By
GUFRON
1981414342

Approved by
Adviser

ｾｬＬＭ
Drs. H. Munir Sonhaji M. Ed.
NIP: 150 050 682

THE ENGLISH DEPARTMENT

OF THE FACULTY OF TARBIYAH
SY ARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2002 M/1423 H

LEGALIZATION OF EXAMINATION COMMITTEE

A skripsi titled

"THE EFFECTIVENESS OF SMALL GROUP

DISCUSSION AS A TECHNIQUE IN DEVELOPING SPEAKING SKI.LL:
Case Study at UKM Bahasa UIN Jakarta" was examined at the examination
session of the Faculty of Tarbiyah Syarif Hidayatullah State Islamic University
Jakarta on December 28, 2002. This skripsi has fulfilled the requirements for the
degree of Sarjana (SI) at English Department
Jakarta, December 28, 2002

Examination Committee
Th Head

The Secretary of Committee
ｯｾｭｩｴ･＠

l\ .

Adviser

Drs. H. Munir Sonhadji, M. Ed.
Nip. 150 050 682

Examiner I

Drs. Atiq Susilo, MA
Nip. 150 182 900

Examiner II

Ors. H. Munir Sonhadji, M. Ed .
Nip 150 050 682

ACKNOWLEDGMENT

In the name of Allah S WT the beneficent, the merciful. Praise and gratitude be to
Allah for giving the writer health. And blessing be upon our prophet Muhammad
SAW, his descendants and his followers.
On this occasion, the writer would like to express his sincere gratitude to Drs.
H.A. Munir Sonhadji, M.Ed for his guidance, kindness, and constructive criticism.
The writer also would like to express the deepest gratitude to those who have
helped him in finishing this skripsi namely:
I. Prof. Dr. Salman Harun as the dean ofTarbiyah Faculty.
2. Drs. Nasrun Mahmud as the head of English Department.
3. All lecturers of English Departmenf who have taught and educated the writer
during his study at UIN Jakarta.
4. All staffs of UIN, British Council, UNJ, and AMINEF Library who had
allowed him to borrow and read the book in canying out library research.
5. Yudy Effendy as the president ofUKM Bahasa UIN Jakarta who has allowed
the writer in canying out his research.
6. All staff of UKM Bahasa UIN Jakaiia who always support the writer to finish
his skripsi.

7. His beloved parents for their suppmi, patience, understanding and love, to his
brothers Abu Yazid AM, Moh. Rosi AM, Abd. Wahid AM, ai1d his only one

sister Zulfa AM. To his cute nephews Ahid, Alfen, and Afil, to his cute nieces
Novi, and Ema, and all family who always give support, motivation, and
moral encouragement during his study.
8. His sweet heait Nia Irfiana who accompanies him to the libraiy ai1d types this
skripsi.
9. Genk bakar ayam (Solehan, Imron, Ach. Junaidi, Bahrudin, Wahyu, Nurudin,
Bari Mulyana, Deden), Neneng Syukrowati, Sofiah, Haripuddin, Ipeh, Zaza,
Yuyun, Umi, Anniza manis, Pipit, English house, Leopard Club, Three on
Three Club, Candy Club, Clever Club, and YEC.
10. All persons who give their help and suppo1t in writing this skripsi that the
writer could not mention one by one.
My Allah SWT, the Almighty bless them all, Amen.
And finally, the writer realizes that this skripsi is not perfect. Therefore the writer
would like to accept any constructive suggestion to make this skripsi better.

Jakarta,
The writer,

Gufron

TABLE OF CONTENTS

ACKNOWLEDGMENT ......................................................................................... i
TABLE OF CONTENTS ........................................................................................ iii
CHAPTER I: INTRODUCTION .......................................................................... 1
A. The background of study .............................................................................. 1

B. The limitation and formulation of study ..................................................... 3
C. The use of study .......................................................................................... 3
D. The method of study .................................................................................... 4
E. The organization of study ............................................................................ 4
CHAPTER II: THEORETICAL FRAMEWORK .............................................. 5

A. Speaking ...................................................................................................... 5
1.

The definition of speaking ................................................................... 6

2.

The types of speaking .......................................................................... 7

3.

The purpose of speaking ...................................................................... 8

B. Group discussion ......................................................................................... 9

1.

The definition of group ........................................................................ 10

2.

The definition of discussion ................................................................. 13

3.

The types of discussion ........................................................................ 14

4.

The advantages and disadvantages of group discussion ...................... 17

CHAPTER III: RESEARCH METHODOLOGY AND FINDINGS ................. 22

A. Research Methodology ................................................................................ 22
I.

Objective of the study .......................................................................... 22

2.

Time and location ................................................................................ 22

3.

Population and sample ......................................................................... 23

4.

Research instrument ............................................................................. 23

5.

Data analysis procedure ...................................................................... 24

B. Research Findings ...................................................................................... 24
I . The description of data ......................................................................... 24
2.

Data analysis ........................................................................................ 27

3.

Interpretation and discussion ............................................................... 31

CHAPTER IV: CONCLUSION AND SUGGESTION ....................................... 34

A. The conclusion ........................................................................................... 34
B. The suggestion ........................................................................................... 34
BIBLIOGRAPHY
APPENDIX

CHAPTER I
A. The Background of Study

English learners must be familiar with four language skills; those are listening,
speaking, reading, and writing. Speaking is an important skill among others, which
has to be practiced by the English learners. Some students of Senior High School
have a problem in speaking. Although some students are good in reading or writing,
but some of them still have a problem in speaking. Jo McDonough and Christopher
Shaw pointed out that: "In many contexts, speaking is often the skill upon which a
person is judge "at face value". In other word, people may often form judgment about
our language competence from our speaking rather than from any of the other
language skill." 1
There are many factors as a handicap in improving speaking skill, such as never

practicing to speak English with their friends formally or in formally; afraid of doing
some mistakes, or laughing by others, and do not feel confident, and so on. To help
students to solve such problems the teacher or lecturer should motivate and give an
opportunity to speak. Don Byrne stated that: " ... the opportunity to say something has
to be given to the students, so that they can see the value and the use of what they are
learning; to appreciate language as an instrument to be used rather than as knowledge
to be stored away."2

1

Jo McDonough and Christopher Shaw, Materials and Method in ELT, (UK&USA: Blackwell
and Cambridge, 1993), P. 151
2
Don Byrne, Teaching Oral English, (London: Longman group limited, 1976), P.78

2

Furthermore, the teacher or lecturer should use some techniques or strategies to
make student enjoy and more fun, however good strategy will support in learning
English. As Gina Wister and Sally Brown stated that: "A fundamental concern within

higher education today is to ensure that strategies are in place to provide systematic
guidance and support for students in order enable them to learn."3
There are many techniques to use in teaching speaking such as role-play,
simulation, discussion, and so on. Role-play is a communicative activity in which the
learners are given a task to complete. In order to ensure a lively and unpredictable
course of the activity, the learners are told who they are, what their opinion are, what
they know that is unknown to the others. Simulation is a communicative activity in
which learners are told who they are and what their task is. They present arguments
according to their own belief. Discussion is a communicative activity in which
learners retain their own personalities and views. Their task is to come to an argument
regarding an issue introduced by the teacher. 4
Research will be held at UKM (Unit Kegiatan Mahasiswa- The Unit of Student's
Activity) Bahasa called UKM Bahasa established by English students who are ve1y
concerned in speaking, they are aware that the materials given by the lecturer in
regular class are not enough to increase their speaking skill, then they make a small
club discusion consists of five until seven persons. The activities located in the

3

Gina Wisker and Sally Brown, Enabling Student Learning: System and Strategies, (London:
Kogen Page Limited, 1996) P. l
4
Aleksandra Golebiowska, Getting Students to Talk, (UK: Prentice Hall International Group Ltd.,
l990)P.5

3

boarding house and sometimes in the park in the spare time. In the small group
discussion each student has been encouraged to speak. After a few months they were
observed that they got some advantages from that club discussion and get significant
development in their speaking competence. One year later they can accommodate the
other students from different major studies to establish UKM.

B. The Limitation and Formulation of Study
I. The limitation

Cause of limited of the time, facility, and fund, the writer limits this research on
the "Effectiveness of Small Group Discussion in Developing Speaking Skill" at
UKM Bahasa UIN Jakarta.
2. The formulation
Base on the limitation above, the writer formulates "how far the effectiveness of
small group discussion in developing speaking skill?"

C. The Use of the Study

The writer hopes this writing will be useful for English learner and English
teacher. It is expected to everyone who reads this writing knows that the group
discussion as an alternative method in improving English speaking.

4

D. The Method of the Study

The source of data is from a library research and field research. The writer
observes some theories and reads some books as reference and relevant information
with the topic discussed. The writer carried out the field research at the Unit of
Student's activity of Bahasa or UKM Bahasa UIN Jakarta by joining the group
discussion process in the classroom and led them by giving the topic to discuss.

E. The Organization of the Study

The organization of this skripsi is divided into four chapters. Chapter one is
introduction. It contains the background of study, the limitation and the formulation
of study, the use of study, the method of study, and the organization of study.
Chapter two is a theoretical framework. It discusses on speaking which is focused
at the definition of speaking, the type of speaking, and the purpose of speaking. And
it also discusses on group discussion focused on the definition of group, the definition
of discussion, the types of discussion, and the advantages and disadvantages of group
discussion.
Chapter three is research methodology and findings. Research methodology is
divided into five items: they are the objective of study, the time and location,
population and sample, the reasearch instrument, and the data analysis procedure.
Finding is divided into three items: they are the description of data, the data analysis,
and interpretation and discussion.
Chapter four is conclusion and suggestion.

CHAPTER II
THEORETICAL FRAMEWORK
A. Speaking
As it is pointed out by McDonough that: " ... speaking is sometimes undervalued
or, in some circles, taken for granted. There is a popular impression that writing,
particularly literature, is meant to be read and as such is prestigious, whereas
speaking is often thought of as 'colloquial', which helps to account for its lower
priority in some teaching contexts." 1
EJ'.glish as an international language of communication and many learners want to
speak and interact to other people in English, especially to the foreigners. English is
important for travel business as well as professional reason. Speaking is a skill to
communicate other, sometimes it is by face-to-face communication and probably also
through some media at long distance. However, Bryant has an argument that speaking
requires some talent, much desire, and instruction as well. He said that: "Without
instruction and intelligent practice, has never been enough for development of their
full potential. " 2

1

Jo McDonough and Christopher Shaw, Op. Cit., p. 151
Donald C. Bryant, karl R. Wallace, Fundamentals ofPublic Speaking, (New Jersey, USA:
Prentice Hall, Inc., 1976), pp. 12-13
2

6

I. The Definition of Speaking

According to McDonough and Shaw said that:
"Speaking is desire and purpose-driven, in other words we genuinely want to
communicate something to achieve a particular end. This may involve
expressing ideas and opinions; expressing a wish or a desire to do something;
negotiating and/or solving a particular problem; or establishing and maintaining
social relationships and friendship." 3
At the same book, they said that speaking is an active process and one which is
difficult to dissociate from listening in many ways. 4
H.G Tarigan said that: "Berbicara adalah kemampuan mengucapkan bunyi-bunyi
artikulasi atau kata-kata untuk mengekspresikan, menyatakan se1ia menyan1paikan
pikiran, gagasan dan perasaan. (Speaking is an ability to utter articulation of sounds
and words to express the ideas and feeling.) 5
And he also defines that: "Berbicara adalah suatu alat untuk mengkomunikasikan
gagasan-gagasan yang disusun serta dikembangkan sesuai dengan kebutuhan6

kebutuhan sang pendengar atau penyimak." (Speaking is a tool to communicate the
well-managed ideas and to extend them according to the need of liseners)
In the the Cassell Dictionary & Thesaurus, it is said that speaking is
I. The activity or an instance of uttering word etc.
2. Able to speak.

3

Jo McDonough and Christopher Shaw, Op. Cit., p. 152
Ibid., 153
' Prof. Dr. Henry Guntur Tarigan, Berbicara Sebagai Suatu Keterampi/an Berbahasa, (Angkasa,
Bandung, 1988) p. 15
6
Ibid
4

7

3. (in comb.) able to speak a specific language, or having a specific language as
one's native tongue
4. Transmitting speech
5. Giving an estimate or opinion from a specified angle. 7

2. The Types of Speaking

G. Hance et. al divides the types of speaking into seven types:
I. Introducing a speaker
It is used particularly when the speaker is a visitor, a stranger. The introduction is
usually made by the president of the group or the chairman of the program
committee.
2. Making announcements to be heard near the beginning of the program, meeting, or
performance, but they may very well occur near the end of the meeting, especially if
that meeting is conducted according to parliamentary procedure.
3. Words of welcome
The individual, who acts as host for his organization express pleasure at the
presence of a visitor, if the attendance is large, expresses his satisfaction at that fact.
4. Talk paying tribute
This kind of talk pays tribute to, or confers an honor upon, an individual or a
group for admirable conduct, skills, scholastic achievement, attainments, or
meritorious services. The word of tribute or sometimes accompanied by a gift or
award.
5. Response to a tribute
In many cases the best course of action in responding to a tribute is to say "thank
you" and return to your seat. But many other cases call for something more than
"thank you"
6. Radio speaking
In this kind of talk the speaker begins with the most important or interesting or
exciting piece of news and proceeds with other items, usually in the order of their
news value, their interestingness, without making any effort to link them by words or
phrases.
7. Television speaking

7

Martin Manser, The Cassell/ Dictionary & thesaurus, (London: Cassell, 1999), p. J 05

8

Television speaking is same as radio speaking except for its visual element. The
visual element, including both the appearance of the speaker and the use of the audiovisual aids. 8
3. The purpose of speaking
Whatever we talk to the others, even a single word comes out from our mouth
must contain some purposes, as G. Hance said that: "Most of the speaking you do -no
matter what you say- has some purpose. Even in the most idle conversation, you are
trying to tell somebody about something he doesn't know, or you are trying to
convince him that this singer is better than that singer, or you are telling him a joke to
amuse him; whatever you're doing, it has some purposes."9
The purpose of speaking is usually depending on its type. In the previous study
was discussed that there are seven types of speaking and each type has different
purpose.
I). INTRODUCING A SPEAKER, the purpose is to create a friendly, receptive
attitude in the audience toward the speaker, to present him as an authority in his
field, and to stimulate a desire to listen to him
2). MAKING AN ANNOUNCEMENT, the purpose is to give precise information
about same fact, or to present reasons for supp01iing a ce1iain cause, idea, or
event. The announcer hopes to make his listeners understand and reach
favorably.
3). WORD OF WELCOME, the purpose is to establish a rapport, a feeling of
harmony between the visitor and the host group.
4). TALK PAYING TRIBUTE, the purpose is not only to express appreciation but
also to help bring the subject and his achievement wider recognition.

8

Kenneth G. Hance, David C. Ralph, Milton J. Wiksell, Principle ofSpeaking, (Belmont,
California: Wadsworth Publishing Company, Inc., 1962), pp. 266-272
9
Ibid., p. 24

9

5). RESPONSE TO A TRIBUTE, the purpose is to express appreciation for the
tribute, and for the award or gift, if any; also to establish or strengthen a friendly
relationship with these in whose name the tribute is paid.
6). RADIO SPEAKING, the basic purpose of radio speaking is the same as that of
any other short-talk speaking. Standing before microphone, the speaker talks to a
listener, at his receiving set, and the air wave and radio equipment are the
technical means of transmission.
7). TELEVISION SPEAKING, the purpose is same as radio speaking. 10
Meanwhile, according to Tarigan, the main purpose of speaking 1s to
communicate. He stated that: "Tujuan utama dari berbicara adalah untuk
berkomunikasi

,.i

1

Furthermore he said that: "Pada dasarnya berbicara mempunyai tiga maksud
umum, yaitu: (basically, speaking has three general purposes):
a. Memberitahukan, melaporkan (to inform)
b. Menjamu, menghibur (to intertain)
c. Membujuk, mengajak, mendesak, meyakinkan (to persuade) 12

B. Group Discussion

Recently, many instructors tend to use communicative approach and gelling away
from a teacher-centered in teaching speaking ability -emphasized more to studentcentered- like by setting up small group discussion. In group discussion students have
much chance to speak, while the teacher as supervisor, as it is pointed by George
Yacobs that: "During these discussions teachers usually move around the room

Ibid., pp. 266-272
H. G. Tarigan, Op. Cit., p. 15
12
Ibid., p. 16

IO
11

10

listening, observing, occasionally making comments, or asking question on the topic,
and being available if students have brief questions about English. However, teachers
do not interrupt to teach about language. 13
In this case, Thomas Weaver also said that: "Few high school teachers today have
spent much time in lecturing to their student. They wish to make sure that the student
is learning, and they believe that pmiicipating in discussion promote significant and
extensive learning." 14

1. The definition of group

A group is a ce1iain activity when it consists of more than two people interact
each other and they aware that they are in a group, as Brumfit stated that: "A group is
usually defined as a number of people who interact with one another, and who
perceive themselves to be a group." 15 And it related to G. Bormann's statement" ... a
group is defined as being composed of by at least three peoples. Therefore, it does not
include dialogue, two persons communication or partnership." 16
Michael Burgoon and Michael Ruffner stated that: "We feel that a useful way of
defining the group is the following: the face"to-face interaction of three or more

13

Forum Vol. XXIV, No. 2 April I 986 p. 3 I
Andrew Thomas Weaver, Gladys Louise Borchers, Donald Kliese Smith, The Teaching of
Speech, (USA: Pentice-Hall, Inc., I 952) p. 3 I 9
15
Christopher Brumfit, Communicative Methodology in Language Teaching The Roles of Fluency
and Accuracy (Cambridge: Cambridge University Press, I 984), p. 72
16
Ernest G. Bormann, Discussion and Group Method-theo1y and Practice (New York: Harper &
Row Publishers, Inc., 1975), p. 3
14

11

individuals, for a recognize purpose, such the members are able to recall personal
characteristics of the other members accurately." 17
According to Miles Hewstone and Antony S.R. " ... in teaching, an ideal group
should consist of at the most eight members." 18 by this way it will be easier for the
group leader to manage the group and it gives more chance to each member to
express the ideas.
It is in line with Ernest G. Bormann' s statement: "The optimum size for a

discussion group varies from 5 to 7, and a group of I 0 to 11 is often too large. Five is
an excellent number. People in groups with fewer than five members complain that
their group is too small, ... "

19

In conclusion, a group must have more than two

persons and each person must be able to see and find the right time to talk and
interact with the others. In the interaction they have to have some goals to be
achieved. It is too large if a group has 10 or 11 members and to small if a group has 5
or fewer members. An ideal group is consist of 5 to 7 members and the excellent one
is five members.
There are nine characteristics of group according to Michael Burgonn and
Michael Ruffner. They are:
I. Group increases the members' motivation. The presence of friends in a group
can motivate a student. Students have greater motivation when they work in a
group.
17

Michael Burgoon and Michael Ruffuer, Human Communication-A revision ofApproaching
Speech/communication (New York: Holt, Rinehart and Winston, 1978), p. 224
18
Miles Hewstone, Antonr S.R., Manstead and Wolfgang Straube (EDS.) The Blackwell Readers
in Social Psychology (Oxfors; Blackwell Publisher Ltd. 1997), p. 481
19
Ernest G. Bormann, Op. Cit., p. 3

12

2. Groups have group personality or identity of themselves. A group is a
combination of different kind of personalities that produces the group
personality. A group has its own way to reach the goal.
3. They make their own norms or rule that are accepted by all members.
4. Group cohesiveness. It refers to the members' desire to stay in the group.
5. Group is the members' commitment to the task. The stronger commitment of
the group members to do the task, the easier the group reaches the goal.
6. Interdependency. Each group members has different level of ability; therefore,
they need help from each other and work together to reach the group's goal.
7. Group size. It refers to the number of individuals in group.
8. Risky Shift. The members of the group make decision through discussion or
by taking the best opinion of the members. By doing so all members have to
be responsible for the decision, which is the risk that has to be taken by all
members.
9. Assembly Effect Bonus. This is a chain reaction in which opinions from a
group member are responded by the others. 20
There are nine ways to organize groups according to Friederike Klippol
I. Buzz group: Each group discusses a problem for a few minutes before the
solutions are reported to the whole class.
2. Hearing: A group of students sit in front of the class and are asked by the
other students about the topic. They have to discuss before they make decision
to answer the questions.
3. Fishbowl: All the students of the class sit in a big circle. In the middle of the
circle there are five chairs for a group. Three students who have controversial
opinion about the topic sit on three chairs. The three of five students start the
discussion. Then two other students who have different opinion join them.
Students from the outer circle can replace speakers in the inner circle by
tapping them on the shoulder if they feel confident that they can present the
topic better.
4. Network: The class is divided into groups that should not have more than ten
students each: each group has a ball of string. Whoever is speaking about the
topic holds the next speaker, but keeps holding on the string. In this way a net
of string develops, showing who talked the most and who the least.
5. Onion: The class is divided into two equal groups. The students sit on the
chairs that are arranged in a double circle. The students who sit in the other
circle facing inwards and those of the inner circle facing outwards. Therefore
each student of the inner circle sits facing outer student in the outer circle.
20

Michael Burgann and Michael Ruffner, Op. Cit., pp. 226-228

13

6.

7.
8.

9.

After discussing the topic for a few minutes all the students in the outer circle
move on one chair and now have a new partner to continue discussion.
Star: Four to six groups try to find solution of a problem. Each group elects a
speaker then the speaker joins with the other speakers from the other groups
to form a new group to continue the discussion.
Market: All the students walk around the class and each of them talks to some
others.
Opinion vote: Each student gets a voting with numbers from I to 5 in it (I=
agree completely, 2= agree, 3= nor agree or disagree, 4= disagree, 5= disagree
completely). They discuss the topic in their groups then each student votes by
circling or crossing the number in the card.
Forced Contribution: In order to make sure that all members of the group give
their opinions in the discussion, each of them is given a number which
determines the turn of speaking. 21

2. The definition of discussion

Aleksandra Golebiowska defines discussion is a communicative activity in which
the learners are given a task to complete. 22
According to Kenneth G. Hance et. al., discussion is thinking through and talking
about problems or topics by a relatively small number of persons (usually

111

an

informal situation) for purposes of finding solutions or information. 23
Meanwhile Rulan Ahmadi said that: "Diskusi adalah suatu proses tukar pikiran.
pendapat atau pengalaman antara dua orang atau lebih untuk mcmccahkan
masalah. " 24 (Discussion is an exchange of mind, opinion, and experience process
between two peoples or more to solve some problems)

21
Friederike Klippel, Keep Talking Communicative Fluency Activities For Language Teacing
(Cambridge: Cambridge University Press, 1984), pp.9-10
22
Aleksandra Golebiowska, Op. Cit., p. 5
23
Kenneth G. Hance, David C. Ralph. Milton J, Wiksell, Op. Cit., p. 266
24
Rulan Ahmadi, Metode Diskusi UntukSMTA (Yogyakarta: Kanisius, 1988) p. 9

14

3. The types of discussion
According to Kenneth G. Hance at. al., at least there are three kinds of types of
discussion:

a. Round-table discussion
A few persons are seated around a table (or in a similarly informal situation).2 5
The number of this type usually around ten to fifteen persons, it will provide the
opportunity for considerable participation by each person. He can easily be seen and
heard by every other person, and each person can participate quite freely without fear
of keeping others from having a similar opportunity. 26
The round-table discussion can be defined as a discussion group in which each
person may contribute at any moment, in which the thread of the discussion is taken
up by the members as they have something to say, and in which -as a result- the
stimulus- response pattern is constantly changing as attention is directed from one
person to another. 27

The characteristics of the round-table discussion are:
Breadth (as broad as the total number of participants)
Variety (as varied as the contribution of all participants)
Spontaneity (constant give - and- take contributions)
Freedom (no restrictions in term of previously prepared speeches)
25

Kenneth G. Hance, David C. Ralph, Milton J. Wiksel, Op. Cit., p. 266
Ibid., p. 322
27
Ibid., pp. 322-323
26

15

Participation by all numbers
Less order and economy of time than with prepared speeches. 28
b. Panel discussion

In panel discussion, two, three, four, or perhaps six or eight persons carry on an
informal discussion in the presence of another group of persons (the audience). 29
Students may be asked to prepare panel discussion on subjects relating to the
foreign culture. The teacher divides the class into committees according to interests.

'
Each group does research on its topic and later presents
its findings to the class using
overhead and opaque projectors. 30
The panel discussion can be defined as a few persons (the panel) carry on a
discussion in front of an audience, which usually participates later in question- andanswer period. The members of the panel may be members of the total group, or they
may be experts brought to the discussion as outside speakers. 31

The characteristics of panel discussion are:

Considerable breadth (as broad as the three or five persons who normally
constitute the panel)
Variety
Spontaneity (constant give-and-take contributions)
28
29
30

Ibid., p. 323
Ibid., p. 322

Edward david alien, Rebecca M. valette, Classroom Technique: Foreign Languages And
English As Second Language, (USA, Harcourt brace javanovich, Inc., 1977), p. 244
31
Kenneth G. Hance, David C. Ralph, Milton J. Wiksell, Op. Cit., p. 323

16

Freedom (no previously prepared speeches)
Provision for a large group (almost any number of person can constitute the
audience for the discussion)
Some participation by all persons (member of audience may ask questions and
make comments in the open-forum period)
Less order and economy ohime than with prepared speeches. 32

c. Symposium
A similar number of persons discuss a subject via separate speeches (also in the
presence of an audience). 33 It will be used by a group that is seeking to learn about or
to understand a problem, especially when experts are used to discuss the problem for
the benefit of the remainder of the group, who constitute the audience. 34
Symposium can be defined as a type of, discussion group in which two or more
persons, under the direction of a chairman, present in separate speeches the various
phases of a problem, with the audience participating vocally in a subsequent questionand-answer period. As in the case of the panel discussion, these speakers may be
members of the total group, or they may be experts through to the discussion by the
group.

35

The characteristics of symposium arc:
Some breadth (as broad as the number of speakers)

32

Ibid, pp. 323-324
Ibid., p. 322
34
Ibid
35 lb "d
-04
I " p. .:>-

33

17

Some variety
Order, compactness, and economy of time (on the assnmption that the speaker
have made careful preparation and that the contribution will be well
organized, well phrased, and well developed)
Provision for a large group
Less spontaneity than in the round-table and panel discussion (on the
assumption that the speeches have been prepared in advance, there will be
comparatively little give-and-take and development of new ideas beyond
those included in the advance preparation). 36

4. The Advantages and Disadvantages of Group Discussion
a. The advantages of group discussion

In group discussion each person will involved and motivated to talk, as Jim
Bennet stated: "one of the advantages of group discussion technique is that is
involves and motivates all individual students."37
According to Tarigan, the advantage of group discussion is giving more sources
in problem-solving. He said that: "Salahsatu manfaat yang paling besar dari diskusi
kelompok ialah kemampuannya memberikan sumber-sumber yang lebih banyak bagi
pemecahan masalah. "38

36

Ibid., p. 324
Jim Bennet, Teaching GSCE English (London: Hoder and Stoughton, 1987), p.57
38
H.G. Tarigan, Op. Cit., p. 47

37

18

According to Michael Legutke and Howard Thomas, the advantage of group
discussion is: " ... that the outcomes of the discussion would be beneficial to all
individuals involves, and to the whole class."39
Aleksandra Gelobiowska stated that the advantages of group discussion
technique:
1. It gives more time for students to talk than any other technique;
2. It involves all learners;
3. It makes learners responsible for their own learning. 40
According to Peny Ur the advantages of group discussion technique:
1. It increases participation. All students in the class speak in their groups
2. It is easier for the students who are shy of saying something in front of the class
or to the teacher to express themselves with their friends in the groups
3. The students' motivation also increase when they work in group
4. The students sit near each other that makes whoever is speaking can be heard
easily by the others
5. It allows the teacher to walk freely round the class and give more time to
slower learners
6. There is chance for peer teaching. In group discussion students will learn from
each other, whether consciously or unconsciously. They can correct each

39

Michael Legutke and J-Ioward Thomas, Process and Experience in The Language Classroo1n
(New York: Lognman Inc., 1991), p. 224
40
Aleksandra Golebiouska, Op. Cit., p.6

19

other's mistakes, give needed words; and of course they will teach each other
about the thing being discussed. 41
Furthermore Michael Burgoon and Michael Ruffner stated the advantages of
group discussion technique:
I. Quality outcomes. The decisions through discussion are frequently better than
those of a student working alone.
2. Group members will be more committed to the task and to the decision since
feel responsible for the task and the decision.
3. Members will feel glad when he or she has contributed opinions or ideas to the
group decision. 42
According to George Jacobs, small-group discussion can be viewed as
opportunities for students to review and reinforce what they have already learned,
thereby increasing fluency.

43

Marianne Celce-Murcia the professor of English at the University of California,
Los Angeles stated that there are four arguments frequently cited in favor of using the
group technique:
I. With a congenial environment that encourages student -student interaction not just teacher-student interaction -more learning takes place.

41

Peny Ur, Discussions That Work Task-centered Fluency Practice (Cambridge: Cambridge
University press, 1891), pp. 7-8
42
Michael Burgoon and Michael Ruffner, Op. Cit., pp. 251-252
43
Forum, Op. Cit., p. 31

20

2. Many students who will not participate in conversation class setting will tend
to join in better in small groups composed of peers.
3. Students often accept explanations, correction, and suggestions from peers
more readily than from the teacher.
4. Students should be made responsible for their own learning. 44
The other advantage of group discussion is the students do not worry of making
mistakes and do not shy to express their ideas because they know each other. As L.
Jones stated: "The students feel more relaxed and less embarrassed in a group
discussion because they are with their friends." 45
And last but no least, D. Atkinson stated: "Group discussion gives opportunity for
the students to share their knowledge."46

b. The disadvantages of group discussion

According to Michael Burgoon and Michael Ruffner, the basic disadvantage of
group discussion is about time, it takes long time to discuss certain topic because
each member will have own opinions and they tend to defense them, he said that:
"One of the most basic costs involved with.group discussion is time expenditure."47
According to Peny Ur., the disadvantages of group discussion: The students get
out of control; the students tend to lapse into their native language when the teacher
44
45

p.40

46
47

Forum, Volume XVIll, Number 3, July 1980, p. 2
L. Jones, Communicative Grammar Practice (Cambridge: Cambridge University Press, 19920,
D. Atkinson, Teaching Monolingual classes (London: Longman, 1993), p.40
Michael Burgoon and Michael Rufther, Op. Cit., p. 252

21

leaves them; the group formation may take much time, noisy, and disruptive, there
are some students who won't take part in the discussion, and not all groups finish at
the same time. 48

48

Peny Ur., Op. Cit., p. 8

CHAPTER III
RESEARCH METHODOLOGY AND FINDINGS
A. RESEARCH METHODOLOGY
1. Objective of the Study

This research is canied out in order to prove that there is an effectiveness of
small group discussion in developing speaking skill toward members ofUKM Bahasa
UIN Syarif Hidayatullah Jakarta.

2. Time and Location

To collect data for writing this skripsi, the writer took library research and field
research. Library research is needed to get some information from some textbooks,
and other notes dealing with the topic of discussion. The field research is needed to
find objective data from some members of 14% from 126 populations of UKM
Bahasa UIN Jakarta located at JI. Ir. H. Juanda 95 Jakarta Selatan.
The reasons of taking the institution are:
1. It is an institution which has been established by students of UIN Jakarta who
are concerned in English especially in speaking skill, and most of them are
from English department
2. Most activities of UKM Bahasa are related to speaking ability, such as
debating, discussion, story telling, and so on.
3. The writer often joins the programs held by UKM Bahasa.

23

The writer took the research from September 1, 2002 to October 1, 2002. The
chronological events can be seen as follows:
Table I: Activities of the research
No Date

Activities ·

01

0510112002

Arranging of the instrument

02

08/15/2002

Appointment for observation

03

09/01/2002

Collecting data

04

1010112002

Processing data

05

10/05/2002

Report writing

3. Population and Sample
The population used in this research is the members of UKM Bahasa UIN Jakaiia.
There are 170 members of UKM Bahasa who come from various department of UIN
Jakarta. To get the data, the writer took only 18 members as they have small group
and once in a week they make small group discussion to discuss certain interesting
topic.

4. Research Instrument
The research instrument used by the writer in collecting the data is that of class
observation by conducting small group discussion three times in the classroom, the

24

time allocation is forty minutes per topic, there are three groups that is observed by
the writer, they are Candy Club consists of six persons, Clever Club consists of six
persons and YEC (Youth English Club) consists of six persons, the small club
discussion was conducted separately led by the writer as a moderator.

5. Data Analysis Procedure

There are some steps in research activity. The first step is the preparation of the
topic of the discussion, the second is holding the discussion in the classroom, the
third is data gathering, and the fourth is data analysis by using the formula as follow:
F

P= -x 100%
N

Whereas
P

=

Percentage

F

=

the number of speaking frequency of sample

N

=

the total number of sample

B. RESEARCH FINDINGS

1. The description of data
As it has been mentioned in the previous study that the writer observed the
member of UKM Bahasa by conducting a small group discussion, the discussion was
running well, all members of each group were enjoying during the discussion, there
was not a distance among others, all of them are equal, so they were free to give their

25

comments or ideas about the topic discussed, like what happened when the writer
conducts a small group discussion with the Clever Club. The descriptions of
discussions are as follows:
The writer as a moderator lead the discussion, the topic is "If you were the

governor of Jakarta what would you do?" the writer as a moderator firstly asks to
Nur Syamsi, what would you do if you were the governor of Jakarta? He answered "If
I were the governor of Jakarta I would focus on education, we can create brilliant
students by increasing our education, as the brilliant students certainly could create
something useful for them and their environment, then, Aini gave her opinion about
Syamsi's comment, she said "I do agree with Syamsi's opinion, education is a first
priority, with education we would get better job and better life, "How to increase our
education?" The moderator asked again to Syamsi, he answered, "I have my own way
how to increase education, and one thing ... that I don't like demonstration, because it
tends to be anarchy. Suddenly Irdho interrupt what Syamsi said, as "Anyhow we need
demonstration, it is the only way how to control and to give input to our government.
Then the moderator asked to Aini, "How about you Aini, what would you do if you
become the governor of Jakarta?" she answered "I would fully pay attention to the
lower community, I would give some skills to beggars, street boys, and I also would
overcome the slum area by giving them the good place, then Syan1si commented what
Aini said, as "Mmm ... Actually I'm in line with Aini, Jakarta as the capital city of the
state should free from beggar, street boy, and Jakarta should become a beautiful city.
Then the moderator asked to Ai Yuliawati, "what about you Ai, what would you do if

26

you were the governor of Jakarta?" she answered "Firstly I would focus and give a
priority on Betawinese, as a native community they should get good position in the
government system," then Sofiah continued what Ai said, and she said "I agree with
Ai, but we have to realize that the citizen of Jakarta is heterogeneous, there are many
ethnic live in Jakarta so we have to hold them all, Siti Rahma added what Sofia said,
she said "What Sofia said was right, by holding the different ethnic there would be no
conflict between two ethnics or more like what happened few months ago between
Madurese and Betawese, and Jakarta would be a calm city. Then the moderator asked
to Sofiah again "How to hold the different ethnic and avoid them from conflict?" she
answered, "It is better to establish an association to involve all ethnics in Jakarta." Do
you have some more ideas? The moderator asked to Siti Rahma, she answered
"Well ... Ifl were the governor of Jakarta, I would like to focus on transportation; you
know that in all part of Jakarta always happened traffic jam, so I would build subway
to minimize the traffic jam." And while on joking, Irdho said "I think to minimize
traffic jam in Jakarta is easy, just close all the car dealers ... " then the moderator
ended the discussion.

27

2. Data Analysis
a. Discussion one
Table II: C andv CI u b
Speaking freqµency

No

Total/percentages

1

2

3

4

5

1

x

x

x

x

x

2

x

x

x

x

x

x

%x 100%=100%

3

x

x

x

x

x

x

%x 100%=100%

4

x

x

x

x

x

5

x

x

x

x

x

6

x

x

x

x

x

6

,%'x!00%=83,3%

%x100%=83,3%
x

% x 100%=100%

%xl00%=83,3%

Table III: YEC
Speaking frequency

No

Total/percentages

I

2

3

4

5

6

I

x

x

x

x

x

x

%x100%=100%

2

x

x

x

x

x

x

%xl00%=100%

3

x

x

x

x

x

4

x

x

x

x

x

5

x

x

x

x

x

6

x

x

x

x

x

%x100%=83,3%
x

%x 100%=100%
,%'x100%=83,3%

x

%x 100%=100%

28

Table IV: Clever Club
No

Speaking frequency

Total/percentages

I

2

3

4

5

6

I

x

x

x

x

x

x

2

x

x

x

x

x

%x100%=83,3%

3

x

x

x

x

x

% x100%=83,3%

4

x

x

x

x

x

5

x

x

x

x

x

6

x

x

x

x

x

x

,%'x100%=!00%

,%'x 100%=100%
%x100%=83,3%

x

,%'x 100%=!00%

b. Discussion two

Table V: Candy Club
No

Speaking frequency

Total/percentages

I

2

3

4

5

6

I

x

x

x

x

x

x

,%'xl00%=100%

2

x

x

x

x

x

x

,%'xl00%=!00%

3

x

x

x

x

x

4

x

x

x

x

x

5

x

x

x

x

x

% xi 00%-83,3%

6

x

x

x

x

x

%x100%-83,3%

% xl00%=83,3%

x

,%'x 100%-100%

29

Table VI: YEC

Speaking frequency

No

Total/percentages

1

2

3

4

5

6

1

x

x

x

x

x

x

2

x

x

x

x

x

3

x

x

x

x

x

4

x

x

x

x

x

5

x

x

x

x

x

6

x

x

x

x

x

,%xl00%=100%
,%xl00%=83,3%

x

%x 100%=100%
%x100%=83,3%
%xl00%=83,3%

x

%x 100%=100%

Table VII: Clever Club

Speaking frequency

No

Total/percentages

1

2

3

4

5

6

1

x

x

x

x

x

x

2

x

x

x

x

x

3

x

x

x

x

x

4

x

x

x

x

x

,%xl00%=83,3%

5

x

x

x

x

x

,%xl00%=83,3%

6

x

x

x

x

x

%xl00%=100%
,%xl00%=83,3%

x

x

,%x 100%=100%

,%x 100%=100%

30

c. Discussion Three
Table VIII: Candy Club
Speaking frequency

No

Total/percentages

.
I

2

3

4

5

I

x

x

x

x

x

2

x

x

x

x

x

x

%x 100%=100%

3

x

x

x

x

x

x

%x 100%=!00%

4

x

x

x

x

x

,%xI00%=83,3%

5

x

x

x

x

x

,%x 100%=100%

6

x

x

x

x

x

_%xI00%=83,3%

6

,%xl00%=83,3%

Table IX: YEC
Speaking frequency

No

Total/percentages

I

2

3

4

5

6

I

x

x

x

x

x

x

2

x

x

x

x

x

,%xl00%=83,3%

3

x

x

x

x

x

,%xl00%=83,3%

4

x

x

x

x

x

5

x

x

x

x

x

6

x

x

x

x

x

x

%x100%=100%

%x 100%=100%
,%xl00%=83,3%

x

% x I 00%= 100%

31

Table X: Clever Club
Speaking frequency

No

Total/percentages

I

2

3

4

5

6

I

x

x

x

x

x

x

2

x

x

x

x

x

)';;'x100%=83,3%

3

x

x

x

x

x

}';;' x100%=83,3%

4

x

x

x

x

x

5

x

x

x

x

x

)';;'x100%=83,3%

6

x

x

x

x

x

}';;'xi 00%=83,3%

x

%xl00%=!00%

%x 100%=100%

3. Interpretations and Discussion
Total number of speaking frequency

Table XI: Candy Club
No

Speaking Frequency

Percentages

I

16

1J{ X100%=88,8%
8

2

18

17( x100%=IOO%
8

3

17

I

4

16

IJ{8Xl00%=88,8%

5

17

1J{ X100%=94,4%
8

6

15

l7{ x100%=83,3%
8

J{8 XI 00%=94,4%

32

Table XII: YEC
No

Speaking Frequency

Percentages

I

18

1Yr8 Xl00%=100%

2

16

I

3

16

I

4

I7

I

5

IS

IJ{ XI00%=83,3%
8

6

I8

IYr x I00%=100%
8

5{8 XI 00%=88,9%
5{8 Xl 00%=88,9%
!(8 XI oo%=94,4%

Table XIII: Clever Club
No

Speaking Frequency

Percentages

I

I8

1rr8xlOO%=IOO%

2

15

IJ{ Xl00%=83,3%
8

3

I6

IJ{ XI00%=88,9%
8

4

I7

1

5

15

t

7(8 x1 oo%=83,3%

6

I7

t

Yi8 XI oo%=94,4%

Xs x1 oo%=94,4%

Before interpretation and discussion the data the writer will give the standard
of marks, they are as follows:

33

Table XIV: Mark Categories
Score

Category

90-100

Very effective

80-89

Effective

70-79

Ineffective

60-70

Fail

Table XI shows the discussion result of Candy club as a whole. Their
percentages are 88,9%, 100%, 94,4%, 88,9%, 94,4%, 83,3%. Table XII shows the
discussion result of YEC (Youth English Club) as a whole. Their percentages are
100%, 88,9%, 88,9, 94,4%, 83,3%, 100%. Table XII shows the discussion result of
Clever club as a whole. Their percentages are 100%, 83,3%, 88,9%, 94,4%, 83,3%,
94,4%. The result has an average score of 80% up, based on the standard score it is
classified as effective. Therefore, the writer sees that a small group discussion is more
effective rather than a large group discussion in increasing speaking skill because in
the small group discussion teacher focus intensively to the small number of student
and each student is stimulated to speak much.

Chapter IV
CONCLUSION AND SUGGESTION
A. Conclusion

bGI Based on the data described previously, the writer concludes that a small group
discussion in teaching practical conversation is more effective rather than a
large group to increase speaking skill.

m A small group discusion is an excellent technique to motivate students and to
increase their involvement in the learning process.
bGI A small group discussion provides students with an opportunity to express their
needs, feelings, and interests in non-threatening learning environment through
the realistic and functional use of the target language, and it is emphasized more
to student-centered.

m In a group

discussion students will learn from others, they can correct some

mistakes, and help to solve a problem being discussed.

B. Suggestion

To teach a small group discussion teachers and students should have noticed
some ways as follows:

m The member of a small group discussion should be more than two persons and
ten persons at the most to manage the group easily, and it will give more chance
to each member to express their ideas.

35

iJdJ A group discussion fewer than five persons is too small, ten or eleven persons is
too large, five is an e_xcellent members.

IJdJ The topic will be discussed should be prepared before the class begins.

36

BIBLIOGRAPHY
Ahmadi, Rulan, Metode Diskusi UntukSMTA, Yogyakarta: Kanisius, 1988.
Azra, Azumardi, Prof. Dr., et al., Pedoman Penulisan Skripsi, Tesis, dan Desertasi,
Jakarta: UIN Jakarata Press, 2002.
Bennet, Jim, Teaching GSCE English, London: Hoder and Stoughton, 1987.
Brumfit, Christopher, Communicative Methodology in Language Teaching The Roles
of Fluency and Accuracy, Cambridge: Cambridge University Press, 1984.
Burg