When students get involved in small group discussion, they get involved in using their organs of speech. Small group discussion gives opportunities
for all students to make argument orally that it matches the characteristics of the students of Junior High School.
E. Theoretical Hypothesis
Based on the theoretical and conceptual framework above, the writer formulated the hypothesis as follows:
1 H
a
is accepted; it means there is an effectiveness of using small group discussion on students’ speaking skill.
2 H is accepted; it means there is no an effectiveness of using small
group discussion on students’ speaking skill.
CHAPTER III RESEARCH METHODOLOGY
A. The Place and Time of The Study
The writer conducted the research at MTs. Darul Ma’arif Jakarta which is located on Jl. RS. Fatmawati No. 45, Cipete Selatan, Cilandak, Jakarta Selatan
12410. The research of this study had been conducted for three weeks. It began from April 11 - 28
th
2016.
B. The Population and Sample
The population of the study is the eighth grade students at MTs. Darul Ma’arif Jakarta. The total numbers of eighth grade students are 78 students
which are divided into three classes. The writer uses a convenience sampling for the sampling taking technique. A convenience sampling is a group of subjects
who conveniently are available for study.
1
In this study, the writer takes the subjects who are available and permitted by the school to participate. The writer
only took two classes that are VIII.A which consists of 25 students and VIII.B which consists of 25 students. The sample of this research is 50 students, which
is divided into 2 classes, VIII.A as the experimental class and VIII.B as the controlled class.
C. Method of Research
In this research, the writer employed a quantitative study of gathering and evaluating the data. A quantitative method is a means for testing objective
theories by examining the relationship among variables.
2
These variables, in turn,
1
Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Study in Education; Seventh Edition, New York: McGraw Hill, 2009, p. 4.
2
John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches: Third Edition, New York: Sage Publication, 2009, p. 23.
can be measured, typically on instruments, so that the numbered data can be analyzed using statistical procedures.
Quasi-experimental design is used as the method of the study. The focus is about to know the effectiveness of small group discussion on students’
speaking skill. As the writer use intact group, quasi-experimental design is a suitable research design to apply. Based on Creswell statement, quasi-
experimental design is frequently used since the researchers can’t randomly assign the group of participants.
3
In this design there are two classes are used, one as the experimental class and another as controlled class.
4
Before the study started, pre-test is administered for both classes to know the ability of the students. Then, it is continued in applying the treatments
for four meetings in the experimental class. In the VIII.A as an experimental class, small group discussion technique is applied in. Meanwhile, in the VIII.B as
a controlled class, small group discussion technique is not applied to deliver the material. As the treatment over, post-test is administered for both classes. The
post-test results are compared to see whether there are any gain scores before and after treatments.
D. Instrument of The Research
To know the effectiveness of small group discussion on students’ speaking skill, the writer gives oral test to the students. The writer designs the
items for speaking test and uses the interaction with group technique. In this technique, the writer divides the students into five groups and then they are
asked to discuss a certain topic. Because the tests are oral and task assignment, the writer divides the scores into six criteria, which are the scores of
pronunciation, grammar, vocabulary, fluency, comprehension and task.
3
John W. Creswell, Educational Research; Planning, Conducting, and Evaluating Quantitative and Qualitative Research; Fourth Edition, New Jersey: Pearson Education, 2011,
p. 309.
4
Ibid, p. 310.
