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during the discussion. Here, the teacher’s role is as the instructor and the resource person who guides the students and give needed explanation
dealing with the material.
B. Rationale
It’s how a small-group discussion can lead to an improvement of students speaking competency. Ur believes that that the most natural
and effective way for learners to practice talking freely in English is by thinking out some problem or situation together through verbal
interchange of ideas; or in simpler terms, to discuss 1994:4. Ur p.3 states that the main aim of a discussion in foreign language course
maybe efficient fluency practice. A discussion that works is primarily one in which students say as much as possible. A discussion gives
students chances to rehearse their speaking as much as possible. Underlining that language is a habit, speaking needs to be
rehearsed as often as possible and to be used in real communication as natural as possible. Ur p. 7 says that the motivation of participants
improves when they work in small group. The physical focus of the discussion is close and directed towards the individual student; that is to
say, whoever is speaking is only a small distance away, clearly audible, facing the others and addressing them personally. As it is stated before,
and the writer would like to emphasize more, a collection of students in a classroom itself is actually referred to as a group. However the group
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is a big one. One of the important components of learning is the opportunity
for active
practice and
feedback http:www.utexas.eduacademicctesourcebookgroups.pdf.
As classes get larger and larger, the avaibility of such opportunities grows less and less. So, small group discussion it is to
overcome such problems or situations. It gives students opportunities to speak more. That is the way small group discussion goes in its trial of
improving students’ speaking competency.
C. Action Hypothesis
Small-group Discussion can improve students’ speaking competence.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Setting
