A STUDY ON GROUP DISCUSSION IN SPEAKING CLASS AT ENGLISH DEPARTMENT UNIVERSITY OF MUHAMMADIYAH MALANG
A STUDY ON GROUP DISCUSSION IN SPEAKING CLASS
AT ENGLISH DEPARTMENT UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
By:
IKA ISTIA DEWI
NIM. 06360032
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2011
ACKNOWLEDGEMENTS
Alhamdulillahi robbil ‘alamin is the most perfect words that the writer
expresses for this successful thesis writing.
The writer would like to express sincere gratitude to Dra. Dwi Poedjiastutie,
M.A, her first advisor and Ahmad Thohir Yoga, M.Pd, M.Ed, her second advisor, for
their suggestion, invaluable, guidance during the consultation periods, the comments
and corrections during the completion of this thesis.
Her deepest gratitude is also extended to Scott Harris, the teacher of Speaking
I, who had permitted her to do the research in his class and the Speaking I students
for the help during the research and for their cooperation in being the subject of this
study.
Next, her deepest thanks should go to her beloved parents, younger sister,
ESS and family who always support, motivate and pray for finishing this thesis.
Moreover, she thanks to her friends in UMM who help her to overcome the
problems she encountered during writing this thesis. She also expresses her gratitude
to Zink and Jaka Tingkir for the help in completing this thesis.
Finally, the writer hopes that this thesis will be useful for readers. May Allah
bless them, Amen.
Malang, 30 April 2011
The writer,
Ika Istia Dewi
TABLE OF CONTENTS
Content
Page
APPROVAL SHEET ................................................................................
i
LEGALIZATION .....................................................................................
ii
MOTTO AND DEDICATION .................................................................
iii
ACKNOWLEDGEMENTS......................................................................
iv
ABSTRACT ...............................................................................................
v
TABLE OF CONTENT
CHAPTER I: INTRODUCTION ............................................................
1
1.1 Background of the Study.......................................................................
1
1.2 Statements of the Problem ....................................................................
3
1.3 Purposes of the Study ............................................................................
3
1.4 Significance of the Study ......................................................................
3
1.5 The Scope and Limitation .....................................................................
4
1.6 Definition of Key Terms .......................................................................
4
CHAPTER II: REVIEW OF RELATED LITERATURE ....................
5
2.1 Approach, Method and Technique .......................................................
5
2.2 Cooperative Language Learning ..........................................................
8
2.2.1 Basic Elements of Cooperative Learning ...................................
9
2.2.2 Objectives of Cooperative Learning ...........................................
10
2.2.3 Strategies in Cooperative Learning ............................................
11
2.3 Group Discussion .................................................................................
14
2.3.1 Characteristics of Group Discussion ..........................................
16
2.3.2 Advantages of Group Discussion ...............................................
16
CHAPTER III: RESEARCH METHODOLOGY .................................
18
3.1 The Research Design ...........................................................................
18
3.2 The Sample and Population .................................................................
18
3.3 The Research Instrument .....................................................................
19
3.3.1 Observation .................................................................................
20
3.3.2 Questionnaire ..............................................................................
20
3.4 The Data Collection .............................................................................
23
3.5 Data Analysis .......................................................................................
24
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ...........
25
4.1 Research Findings .................................................................................
25
4.1.1 The Implementation of Group Discussion ..................................
25
4.1.1.1 Grouping the Students ....................................................
26
4.1.1.2 Deciding the topics .........................................................
26
4.1.1.3 Discussing the Topics .....................................................
26
4.1.1.4 Presenting the Topics......................................................
29
4.1.1.5 Sharing Ideas ..................................................................
30
4.1.2 The Students’ Response toward Group Discussion ....................
30
4.2 Discussion .............................................................................................
31
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ......................
33
5.1. Conclusions ..........................................................................................
33
5.2 Suggestions ...........................................................................................
34
REFERENCES
APPENDIXES
REFERENCES
Anderson, Lorin W. 1989. The Effective Teacher: Study, Guide and Readings. New
York: McGraw-Hill
Ary, Donald. 2002. Introduction to Research in Education: Sixth Edition. United
States of America: Wadsworth Group
Burke, Johnson and Larry Christensen. 2004. Educational Research: Quantitative,
Qualitative and Mixed Approaches. United States of America: Pearson
Education, Inc.
Clark, Leonard H and Irving S Starr. 1986. Secondary and Middle School Teaching
Methods. New York: Macmillan Publishing Company
Febianawati, Restu. 2005. The Problems of Learning speaking for High School
Students in Malang. Unpublished Thesis. UMM: Malang
Galanes, Gloria J, Katherine Adams and John K. Brilhart. 2004. Effective Group
Discussion: Theory and Practice. New York: McGraw-Hill
Richards, Jack C and Theodore S Rodgers. 2001. Approaches and Methods in
Language Teaching. New York: Cambridge University Press
Setiyadi, Ag. Bambang. 2006. Teaching English as a Foreign Language. Yogyakarta:
Penerbit Graha Ilmu
Slavin, Robert E. 1995. Cooperative Learning: Theory, Research and Practice.
Massachussetts: A Simon & Schuster Company
CHAPTER I
INTRODUCTION
This chapter explains about background of the study, statement of the
problems, purpose of the study, significance of the study, scope and limitation, and
definition of key terms.
1.1 Background of the Study
In learning English, especially speaking, Indonesian learners often face
difficulties. Those difficulties happen because the teachers do not yet optimize the
English teaching. In this case, teachers have to understand three views in teaching
foreign language. According to Setyadi (2006: 8), there are three views in teaching
foreign language, they are structural, notional, and communicational view. Structural
view sees languages system of structurally related elements, while notional view
regards language as vehicle of expression and functional meaning. The last is
interactional or comunicational view which sees
language as a vehicle for the
realization of interpersonal relations and social interactions between individuals. It
mean that language is tool to disscuss and to interact with others.
Thus, optimizing the teaching is very urgent as it will help the students gain
their learning achievement. Also, they will be very excited and enjoy every moment
in their class because the teaching-learning process is not boring and very attractive.
Further, if the teacher has already implemented the three views well, of
course, it also helps the students hinder the students to encounter several problems in
1
speaking. Research conducted by Febianawati (2000:v) showed that the students had
problems with their speaking ability, particularly in term of inhabitation, nothing to
say, low or uneven participation, mother tongue use, speech act (pronunciation,
grammar, vocabulary, fluency, and oral communication) as the main elements of
speaking.
Therefore, to cope with those problems, the English teachers who teach
speaking have to do great efforts to make students able in mastering all aspects in
speaking activity. The teacher shall try using various approaches and methods in
teaching speaking that is convenient to increase speaking ability and find strategy to
overcome the problems of speaking.
Since there are some new theories related to teaching learning process,
cooperative learning has become an alternative method to overcome the problems that
appear during the teaching learning process, especially when the students learn
speaking.
Cooperative
learning
has
been
implemented
in
University
of
Muhammadiyah Malang already. It is not a new method in UMM, so the researcher is
interested in conducting research on it.
In addition, one of the strategies of cooperative learning is group discussion.
Group discussion is small group of people communicating each other to achieve some
interdependent goals, such as increase understanding, coordination of activity, or
solution to a shared problem (Galanes, Adams, Brilhart, 2004: 9). That statement can
be concluded if group discussion is an activity involving some people to mutually
think in solving problems and sharing ideas of a certain agreed topic.
2
In addition, the researcher wonders to the implementation of group discussion
in speaking class and how the students respond to group discussion. Therefore, this
study focuses on the use of the group discussion in speaking class at University of
Muhammadiyah Malang, especially at English Department of UMM.
1.2 Statement of the Problem
Based on the background above, the writer formulates the problem as follow:
1. How is group discussion conducted in speaking class at English
Department of UMM?
2. How the students respond toward group discussion?
1.3 Purpose of the Study
Based on the statement of the problem above, the writer decides the purpose
of the study as follow:
1. To know how is group discussion conducted in speaking class at English
Department of UMM.
2. To know how the students respond toward group discussion.
1.4 Significance of the Study
Basically, this study is to give contribution and advantages for the teachers in
providing another model of teaching especially for those who teach speaking at
English Department by using Cooperative Learning method especially group
discussion. Also, it can be a feedback for English Department to maintain and
3
improve their quality of teaching English generally and teachers’ teaching strategy in
speaking especially.
1.5 The Scope and Limitation
The scope of this study is the use of group discussion in speaking class. The
writer limits her research on group discussion for first semester students at English
Department of UMM.
1.6 Definition of Key Terms
a. Group discussion is an activity involving some people to mutually think in
solving problems and sharing ideas of a certain agreed topic.
b. Speaking is the process of using language, both transactional and interactional,
as form of expression to communicate with others.
4
AT ENGLISH DEPARTMENT UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
By:
IKA ISTIA DEWI
NIM. 06360032
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2011
ACKNOWLEDGEMENTS
Alhamdulillahi robbil ‘alamin is the most perfect words that the writer
expresses for this successful thesis writing.
The writer would like to express sincere gratitude to Dra. Dwi Poedjiastutie,
M.A, her first advisor and Ahmad Thohir Yoga, M.Pd, M.Ed, her second advisor, for
their suggestion, invaluable, guidance during the consultation periods, the comments
and corrections during the completion of this thesis.
Her deepest gratitude is also extended to Scott Harris, the teacher of Speaking
I, who had permitted her to do the research in his class and the Speaking I students
for the help during the research and for their cooperation in being the subject of this
study.
Next, her deepest thanks should go to her beloved parents, younger sister,
ESS and family who always support, motivate and pray for finishing this thesis.
Moreover, she thanks to her friends in UMM who help her to overcome the
problems she encountered during writing this thesis. She also expresses her gratitude
to Zink and Jaka Tingkir for the help in completing this thesis.
Finally, the writer hopes that this thesis will be useful for readers. May Allah
bless them, Amen.
Malang, 30 April 2011
The writer,
Ika Istia Dewi
TABLE OF CONTENTS
Content
Page
APPROVAL SHEET ................................................................................
i
LEGALIZATION .....................................................................................
ii
MOTTO AND DEDICATION .................................................................
iii
ACKNOWLEDGEMENTS......................................................................
iv
ABSTRACT ...............................................................................................
v
TABLE OF CONTENT
CHAPTER I: INTRODUCTION ............................................................
1
1.1 Background of the Study.......................................................................
1
1.2 Statements of the Problem ....................................................................
3
1.3 Purposes of the Study ............................................................................
3
1.4 Significance of the Study ......................................................................
3
1.5 The Scope and Limitation .....................................................................
4
1.6 Definition of Key Terms .......................................................................
4
CHAPTER II: REVIEW OF RELATED LITERATURE ....................
5
2.1 Approach, Method and Technique .......................................................
5
2.2 Cooperative Language Learning ..........................................................
8
2.2.1 Basic Elements of Cooperative Learning ...................................
9
2.2.2 Objectives of Cooperative Learning ...........................................
10
2.2.3 Strategies in Cooperative Learning ............................................
11
2.3 Group Discussion .................................................................................
14
2.3.1 Characteristics of Group Discussion ..........................................
16
2.3.2 Advantages of Group Discussion ...............................................
16
CHAPTER III: RESEARCH METHODOLOGY .................................
18
3.1 The Research Design ...........................................................................
18
3.2 The Sample and Population .................................................................
18
3.3 The Research Instrument .....................................................................
19
3.3.1 Observation .................................................................................
20
3.3.2 Questionnaire ..............................................................................
20
3.4 The Data Collection .............................................................................
23
3.5 Data Analysis .......................................................................................
24
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ...........
25
4.1 Research Findings .................................................................................
25
4.1.1 The Implementation of Group Discussion ..................................
25
4.1.1.1 Grouping the Students ....................................................
26
4.1.1.2 Deciding the topics .........................................................
26
4.1.1.3 Discussing the Topics .....................................................
26
4.1.1.4 Presenting the Topics......................................................
29
4.1.1.5 Sharing Ideas ..................................................................
30
4.1.2 The Students’ Response toward Group Discussion ....................
30
4.2 Discussion .............................................................................................
31
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ......................
33
5.1. Conclusions ..........................................................................................
33
5.2 Suggestions ...........................................................................................
34
REFERENCES
APPENDIXES
REFERENCES
Anderson, Lorin W. 1989. The Effective Teacher: Study, Guide and Readings. New
York: McGraw-Hill
Ary, Donald. 2002. Introduction to Research in Education: Sixth Edition. United
States of America: Wadsworth Group
Burke, Johnson and Larry Christensen. 2004. Educational Research: Quantitative,
Qualitative and Mixed Approaches. United States of America: Pearson
Education, Inc.
Clark, Leonard H and Irving S Starr. 1986. Secondary and Middle School Teaching
Methods. New York: Macmillan Publishing Company
Febianawati, Restu. 2005. The Problems of Learning speaking for High School
Students in Malang. Unpublished Thesis. UMM: Malang
Galanes, Gloria J, Katherine Adams and John K. Brilhart. 2004. Effective Group
Discussion: Theory and Practice. New York: McGraw-Hill
Richards, Jack C and Theodore S Rodgers. 2001. Approaches and Methods in
Language Teaching. New York: Cambridge University Press
Setiyadi, Ag. Bambang. 2006. Teaching English as a Foreign Language. Yogyakarta:
Penerbit Graha Ilmu
Slavin, Robert E. 1995. Cooperative Learning: Theory, Research and Practice.
Massachussetts: A Simon & Schuster Company
CHAPTER I
INTRODUCTION
This chapter explains about background of the study, statement of the
problems, purpose of the study, significance of the study, scope and limitation, and
definition of key terms.
1.1 Background of the Study
In learning English, especially speaking, Indonesian learners often face
difficulties. Those difficulties happen because the teachers do not yet optimize the
English teaching. In this case, teachers have to understand three views in teaching
foreign language. According to Setyadi (2006: 8), there are three views in teaching
foreign language, they are structural, notional, and communicational view. Structural
view sees languages system of structurally related elements, while notional view
regards language as vehicle of expression and functional meaning. The last is
interactional or comunicational view which sees
language as a vehicle for the
realization of interpersonal relations and social interactions between individuals. It
mean that language is tool to disscuss and to interact with others.
Thus, optimizing the teaching is very urgent as it will help the students gain
their learning achievement. Also, they will be very excited and enjoy every moment
in their class because the teaching-learning process is not boring and very attractive.
Further, if the teacher has already implemented the three views well, of
course, it also helps the students hinder the students to encounter several problems in
1
speaking. Research conducted by Febianawati (2000:v) showed that the students had
problems with their speaking ability, particularly in term of inhabitation, nothing to
say, low or uneven participation, mother tongue use, speech act (pronunciation,
grammar, vocabulary, fluency, and oral communication) as the main elements of
speaking.
Therefore, to cope with those problems, the English teachers who teach
speaking have to do great efforts to make students able in mastering all aspects in
speaking activity. The teacher shall try using various approaches and methods in
teaching speaking that is convenient to increase speaking ability and find strategy to
overcome the problems of speaking.
Since there are some new theories related to teaching learning process,
cooperative learning has become an alternative method to overcome the problems that
appear during the teaching learning process, especially when the students learn
speaking.
Cooperative
learning
has
been
implemented
in
University
of
Muhammadiyah Malang already. It is not a new method in UMM, so the researcher is
interested in conducting research on it.
In addition, one of the strategies of cooperative learning is group discussion.
Group discussion is small group of people communicating each other to achieve some
interdependent goals, such as increase understanding, coordination of activity, or
solution to a shared problem (Galanes, Adams, Brilhart, 2004: 9). That statement can
be concluded if group discussion is an activity involving some people to mutually
think in solving problems and sharing ideas of a certain agreed topic.
2
In addition, the researcher wonders to the implementation of group discussion
in speaking class and how the students respond to group discussion. Therefore, this
study focuses on the use of the group discussion in speaking class at University of
Muhammadiyah Malang, especially at English Department of UMM.
1.2 Statement of the Problem
Based on the background above, the writer formulates the problem as follow:
1. How is group discussion conducted in speaking class at English
Department of UMM?
2. How the students respond toward group discussion?
1.3 Purpose of the Study
Based on the statement of the problem above, the writer decides the purpose
of the study as follow:
1. To know how is group discussion conducted in speaking class at English
Department of UMM.
2. To know how the students respond toward group discussion.
1.4 Significance of the Study
Basically, this study is to give contribution and advantages for the teachers in
providing another model of teaching especially for those who teach speaking at
English Department by using Cooperative Learning method especially group
discussion. Also, it can be a feedback for English Department to maintain and
3
improve their quality of teaching English generally and teachers’ teaching strategy in
speaking especially.
1.5 The Scope and Limitation
The scope of this study is the use of group discussion in speaking class. The
writer limits her research on group discussion for first semester students at English
Department of UMM.
1.6 Definition of Key Terms
a. Group discussion is an activity involving some people to mutually think in
solving problems and sharing ideas of a certain agreed topic.
b. Speaking is the process of using language, both transactional and interactional,
as form of expression to communicate with others.
4