52
c. Students’ Perceptions on Their Feelings after Engaging Themselves in
Group Discussion
Altman et al. 1985 says “Self – concept is the way on how people feel
and perceive about themselves on something”. The perceptions of the students’ feelings are described in this discussion. This means that the students might
perceive their feelings after engaging in group discussion in the speaking session in CLS I. According to Harper and Quaye 2009, engagement is more than
involvement or participation – it requires feelings and sense making as well as
activity p. 5. The students could tell their feelings after engaging themselves in group discussion. They might also have bad or good feelings about their
engagement during the implementation of group discussion.
Table 4.4 Percentage Distribution of Students’ Perceptions on Their Feelings after Engaging Themselves in Group Discussion
Statements Percentages Distribution
SD D
A SA
13 7.69
80.76 11.53
14 23.07
23,07 7.69
15 15.38
76.92 3.84
3.84 16
15.38 73.07
7.69 3.84
17 3.84
76.92 19.23
18 15.38
73.07 11.53
19 23.07
73.07 3.84
20 3.84
76.92 19.23
53 Table 4.4 presented the percentage distribution of
students’ perceptions on their feelings after engaging themselves in group discussion. There are four
statements from the result of the questionnaire that will be elaborated in this part. The table shows the percentage distribution of each statement, from statement
number thirteen until statement number sixteen. Statement number thirteen results in the fact that none of the respondents strongly disagreed and 7.69 2 people
agreed that they felt motivated to engage themselves in group discussion in the speaking sessions of CLS I. Meanwhile, there were 80.76 21 people of the
respondents who agreed and 11.53 3 people of the respondents who strongly agreed that they felt motivated to engage themselves in group discussion in the
speaking sessions of CLS I. In conclusion, there were 92.29 24 people of the respondents who agreed with statement number thirteen. This means that most of
the respondents agreed that they felt motivated to engage themselves in group discussion in the speaking sessions of CLS I.
Further, the researcher also interviewed the respondents who answered “disagree” in this statement. The interviewee stated “Actually I feel motivated but
I feel lazy to start speaking in English. I also feel uncomfortable to speak English in front of my friends
”. This interview shows that the interviewee actually felt motivated to engage himselfherself in group discussion but heshe was a little bit
shy to start speaking English. Heshe felt uncomfortable to talk in English with hisher friends. Therefore, it influenced hisher motivation to get engaged in group
discussion. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54 The result of statement number fourteen shows that 23.07 6 people of
the respondents disagreed and none of the respondents strongly disagreed that they felt satisfied with their engagement in group discussion in the speaking
sessions of CLS I. Meanwhile, there were 69.23 18 people of the respondents who agreed and 7.69 2 people of the respondents who strongly agreed with the
statement. Therefore, it can be concluded that 76.92 20 people of the respondents agreed that they felt satisfied with their engagement in group
discussion in the speaking sessions of CLS I. The respondents perceived that they were pleased with their engagement during the implementation of group
discussion. In order to obtain more detailed data, the researcher conducted interviews
to the respondents who disagreed with statement number fourteen. The interviewee
stated “I am not confident enough to share my opinions to the group members. So
I feel useless and it makes me less participated in group discussion”. Form the interview, the reason why the interviewee chose “disagreed” in the
statement was because the interviewee thought that heshe did not participate well in group. The interviewee was afraid to share hisher opinions in the group.
The last interviewee told “I feel unsatisfied with my engagement because I am not confident to speak English. I think that my speaking is not fluent as well as
my friends”. The interviewee explained that heshe was not satisfied with hisher engagement in group discussion. Heshe was not confident enough to speak in
English with the group members. Therefore, it influenced hisher satisfaction related to hisher engagement.
55 Next, the statement number fifteen shows that there were 76.92 20
people of the respondents who disagreed and 15.38 4 people of the respondents who strongly disagreed that after engaging in group discussion, they
felt underestimated in their group. In other words, there were 3.84 1 people of the respondents who agreed and strongly agreed with the statement. In conclusion,
there were 92.3 24 people of the respondents who disagreed that after engaging in group discussion, they felt underestimated in their group. This meant
that most respondents did not feel underestimated in their group after engaging themselves.
Statement number sixteen in this part results that there were 73.07 19 people of the respondents who disagreed and 15.38 4 people of the
respondents who strongly disagreed that they would feel disappointed if their ideas were not used by the group members. Meanwhile, none of the respondents
strongly agreed and only 7.69 2 people of the respondents who agreed with the statement. In fact, the total of the respondents who agreed with the statement were
only 7.69 2 people and the total of the respondents who disagreed with the statement were 88.45 23 people. The respondents were not disappointed if
their ideas were not used by the group members. It showed that the respondents could respect other members’ ideas.
The result of statement number seventeen shows that 76.92 20 people of the respondents disagreed, 3.84 1 people of the respondents strongly
disagreed, 19.23 5 people of the respondents agreed, and 0 of the respondents strongly agreed that they found difficulties in engaging themselves in
56 a group discussion in the speaking sessions of CLS I. Therefore, there were
80.76 21 people of the respondents who disagreed that they found difficulties in engaging themselves in a group discussion in the speaking sessions of CLS I.
However, there were only 19.23 5 people of the respondents who agreed that they found difficulties in engaging themselves in a group discussion in the
speaking sessions of CLS I. This meant that most of the respondents did not find any difficulties and felt free in engaging themselves in group discussion.
Statement number eighteen related to the statement that the respondents felt too lazy to get engaged in a group discussion in the speaking sessions of CLS
I presents the result that there were 73.07 19 people of the respondents who disagreed and 3.84 1 people of the respondents who strongly disagreed with
the statement. Meanwhile, none of the respondents strongly agreed and only 11.53 3 people of the respondents who agreed that they felt too lazy to get
engaged in a group discussion in the speaking sessions of CLS I. Totally, there were 11.53 3 people of the respondents who felt too lazy to get engaged in a
group discussion in the speaking sessions of CLS I and there were 76.91 20 people of the respondents who did not feel lazy to get engage in a group
discussion in the speaking sessions of CLS I. The result of statement number nineteen shows 73.07 19 people of the
respondents disagreed and 23.07 6 people of the respondents strongly disagreed that they were too shy to engage themselves in a group discussion in the
speaking sessions of CLS I. However, only 3.84 1 people of the respondents who agreed and none of the respondents strongly agreed that they were too shy to
57 engage themselves in a group discussion in the speaking sessions of CLS I.
Totally, there were 96.14 25 people of the respondents who were not too shy to engage themselves in a group discussion in the speaking sessions of CLS I and
there were only 3.84 1 people of the respondents who were too shy to engage themselves in a group discussion in the speaking sessions of CLS I.
The last statement or statement number twenty presents that 76.92 20 people of the respondents who disagreed and 3.84 1 people of the
respondents who strongly disagreed that they felt bored to get engaged in a group discussion in the speaking sessions of CLS I. In fact, there were only 19.23 5
people of the respondents who agreed and none of the respondents strongly agreed with the statement. In short, there were 80.76 21 people of the
respondents who did not feel bored to get engaged in a group discussion in the speaking sessions of CLS I. However, there were 19.23 5 people of the
respondents who felt bored to get engaged in a group discussion in the speaking sessions of CLS I. The respondents were interested to engage themselves in a
group discussion in CLS I. They were not bored to engage themselves during the implementation of group discussion in the speaking sessions of CLS I.
The conclusion of the second research question related to the students’ perceptions on their engagement in group discussion in the speaking sessions of
CLS I based on the results of the research, the respondents had positive perceptions on their engagement in group discussion in the speaking sessions of
CLS I. The respondents believed that they could participate well in group discussion and felt motivated to get engaged in group discussion. They perceived
58 that they have followed all activities in group discussion and given their best
effort. Moreover, the respondents felt that they were confident enough to deliver their opinions in group discussion.
According to Rush and Balamoutsou 2006, engaged students share the values and approaches to learning of their lecturers, spend time and energy on
educationally meaningful tasks, learn with others inside and outside the classroom, actively explore ideas, confidently with others, and learn to value
perspectives other than their own p. 4. When students are part of a learning community, they are positive about their identity as a member of a group, focused
on learning, ask questions in class, feel comfortable contributing to class discussions, spend time on campus, have made a few friends, and are motivated in
classroom activity. However, there were two of the respondents who had negative perception
through their engagement during the implementation of group discussion. Those two respondents thought that they were not interested in engaging themselves in
group discussion. Thus, it made them feel lazy and bored to get engaged themselves in group discussion. To solve this problem, the lectuer who was
teaching in the speaking session of CLS I should get closer to these respondents. The lecturer might ask why they felt lazy to engage themselves in the group
discussion. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the researcher divides the part into two major parts. They are conclusions and recommendations. In the first part, the researcher presents the
conclusions of the research findings related to the research problems. The second part contains the suggestions for the lecturers, the students, and the future
researchers.
A. Conclusions
Kategori