STUDENTS’ PERCEPTION ON THE USE OF GROUP DISCUSSION IN IMPROVING COMMUNICATION SKILL AT ENGLISH EDUCATION DEPARTMENT (EED) OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

STUDENTS’ PERCEPTION ON THE USE OF GROUP
DISCUSSION IN IMPROVING COMMUNICATION SKILL AT ENGLISH
EDUCATION DEPARTMENT (EED) OF UNIVERSITAS
MUHAMMADIYAH YOGYAKARTA

A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment
of the Requirements for the Degree Sarjana Pendidikan

Habib Fahad Arafat
20110540067

English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016

STUDENTS’ PERCEPTION ON THE USE OF GROUP
DISCUSSION IN IMPROVING COMMUNICATION SKILL AT ENGLISH
EDUCATION DEPARTMENT (EED) OF UNIVERSITAS
MUHAMMADIYAH YOGYAKARTA

A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment
of the Requirements for the Degree Sarjana Pendidikan

Habib Fahad Arafat
20110540067

English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016

iii

Statement of Authenticity
I am a student with the following identity:
Name

: Habib Fahad A

NIM

: 20110540067

Study Program

: English Education Department

Faculty

: Faculty of Language Education

University

: Universitas Muhammadiyah Yogyakarta

Certify this skripsi with the title “Students’ Perception on the Use of
Group Discussion in Improving Communication Skills at English Education
Department (EED) of Universitas Muhammadiyah Yogyakarta” is definitely my

own work. I am completely responsible for all thecontent of this paper. Others’
opinion or findings included in this skripsi are quoted in accordance with ethical
standards.

Yogyakarta, 27th December 2016

Habib Fahad Arafat
NIM. 20110540067

iv

ACKNOWLEDGEMENT

In the name of Allah the Most Gracious and the Most Merciful
Alhamdulillah, finally the author can finish this research to fulfill the
requirement for bachelor degree. Wishfully, the author would like to thank to
Allah SWT for His mercy and guidance given to him. Through this chance, the
author also thank to those who supported to accomplish the Skripsi. Particularly
those who are mentioned this following below:
1. Thanks to my loving parents, Mr. Antun and Mrs. Suparmi and my

brother Hafid Zian who always give pray, hope, and another support
for me.
2. Mrs. Sri Sudarsi S.S., M.In.T, as the Supervisor who always
accompany me in order to finish the Skripsi. Thanks for those fabulous
guidance, advice, effort, and time.
3. Mr. Gendroyono, M.Pd. and Mr. Andi W, M.Hum., as the first and
second examiner who had offered the precious advice and input for the
enhancement of this Skripsi
4. The entire staff of PBI UMY for the cooperation, assistance and
guidance.
5. Students of PBI UMY especially students batch 2011 and also several
students batch 2015 as the participants of this research.
6. All of my beloved friends who gave kind of supports during the time
in doing my Skripsi.

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TABLE OF CONTENTS

APPROVAL PAGE .................................................................................... ii

STATEMENT OF AUTHENTICITY ....................................................... iii
ACKNOWLEDGEMENT ......................................................................... iv
TABLE OF CONTENT .............................................................................. v
ABSTRACT ............................................................................................. viii
CHAPTER ONE INTRODUCTION .......................................................... 1
Background of study ................................................................................... 1
Statement of the problem ............................................................................ 4
Limitation of the problem ........................................................................... 4
Research question........................................................................................ 5
Objective of the research ............................................................................. 5
Significance of the research ........................................................................ 5
Outline of the research ................................................................................ 6
CHAPTER TWO LITERATURE REVIEW .............................................. 8
Perception .................................................................................................... 8
Definition of perception .......................................................................... 8
The importance of students’ perception in learning process ................... 8
Group discussion ....................................................................................... 10

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The importance of group discussion ..................................................... 10
Strategies to make group discussion effective....................................... 12
The goals of group discussion ............................................................... 13
The variations of group discussion ........................................................ 14
The advantages of group discussion ...................................................... 15
Communication skill ................................................................................. 18
Definition of communication skill ........................................................ 18
Definition of speaking skill ................................................................... 18
Elements of communication .................................................................. 19
Supporting skills to develop communication skill ................................ 20
Review of related study............................................................................. 22
Conceptual framework .............................................................................. 25
CHAPTER THREE METHODOLOGY .................................................. 27
Research design......................................................................................... 27
Research setting ........................................................................................ 28
Research participant .................................................................................. 28
Research instrument .................................................................................. 29
Data collection method ............................................................................. 30
Data analysis ............................................................................................. 31
CHAPTER FOUR FINDING AND DISCUSSION ................................. 32

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Students’ perception on the use of group discussion in improving
communication skill .................................................................................. 33
Students’ perception on the benefits of group discussion in
improving communication skill ................................................................ 36
CHAPTER FIVE CONCLUSION AND RECOMMENDATION ........... 44
Conclusion ................................................................................................ 44
Recommendation....................................................................................... 45
REFERENCES.......................................................................................... 47
APPENDICES...........................................................................................50

II

APPROVAL PAGE
Students ' Perception on the Use of Group Discussion in Improving
Communication Skills at English Education Department (EED) of Universitas
Muhammadiyah Yogyakarta
We hereby approve the Skripsi of

Habib Fabad Arafat
201 10540067
Candidate for the degree of Sarjana Pendidikan

December 27

d
\

December 27

th

2016

,

20 16

December 2ih, 2016

ｾ

=

ｾ＠

Andi Wirantaka, S.Pd, M .Hum
E xaminer 2

Yogyakarta, December 2ih 20 16

of Faculty of Language Ed ucation

viii

Abstract
Communication skill is important skill for English student to be mastered. By
mastering the communication skill they can make a good communication with
others, so the message can be delivered as well. To improve students’

communication skill, there is one of learning methods used in English Education
Department (EED) of Universitas Muhammadiyah Yogyakarta (UMY) namely,
group discussion. The purpose of this research is to find out the students’
perception on the use of group discussion in improving communication skill and
students’ perception on the benefits of group discussion in improving
communication skill.
This research used the qualitative research design. It uses interview as the tool to
collect the data and there are four students of EED, UMY from batch 2015 as
interviewee. These participants were selected by using random sampling. The data
results were analyzed by using open coding, axial coding, and selective coding.
The finding shows two main points namely, the students’ perception about the use
of group discussion in improving communication skill and the students’
perception on the benefit of group discussion in improving communication skill.
From those findings, researcher concludes that group discussion is appropriate
method to enhance communication skill among students, especially student of
EED, UMY.
Keywords: communication skill, English Education Department (EED),
Universitas Muhammadiyah Yogyakarta (UMY), group discussion, students’
perception.

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CHAPTER ONE
INTRODUCTION
Background of the Study
Communication is essential for people. People use the communication as a
part of their lives either to communicate or to get the information, messages and
ideas each other as clear. McPheat (2010) defined that communication is the art
and process of creating and sharing ideas, and it involves getting information from
one person to the other person. It means that communication is a process used to
share the information and to get the ideas or information in social activity such as
conversation and interaction.
In English learning context, students have to master communication skills
in order that they are able to communicate the messagein English as well without
getting lost in translation. Brown and Atkins (2002) emphasized that there are
skills supporting the communication namely listening, explaining, questioning,
and responding. Barker (2006) stated that communication skills are the tools that
we use to remove the barriers to effective communication. The obstacle can cause
the difficulty among student in building effective communication, because the
obstacle can make miscommunication. The masteryof communication skill can
help the students to make effective communication and avoid the obstacles
especially when they are communicating each other using English.
Based on the researcher’s experiences when studying at English Education
Department (EED) of Universitas Muhammadiyah Yogyakarta (UMY), there are
some problems related with communication skill. First, student seldom speak with
English in learning activity/class activity. Second, some students do not really

2

understand what they hear from the other friends while using English in classroom
activity such as class presentation. It appears because students do not deliver the
messages properly, so that it causes miscommunication between them.
From those problems, researcher concludes that the students have
drawbacks with communication skill. So, they have to enhance their
communication skills through the activities like listening, explaining, questioning,
and responding.
Group discussion is one of popular learning methods especially in
language learning. Group discussion involves interaction activity where there are
speaking and listening to build the communication among members. Indeed group
discussion gives the more opportunities for student to build the communication
skills, because there is either interaction or conversation between students. Barker
(2006) defined that conversation is the most important means of communication
and conversation is dynamic of talking and listening. In other words, group
discussion which involves the conversation is considered as the way to develop
the language mastery especially in communication skill.
Then, group discussion becomes an important learning method to enhance
students’ communication skill. Ornstein (2000) in Argawati (2014) said that
dividing students into small group seems to provide an opportunity for students to
become more actively engaged in learning and for teacher to monitor students’
progress better. According to Azis (2013, p.101), “the group discussion forced the
students to have opportunities to speak, to share the ideas”. With some
opportunities which are provided by group discussion, it makes any possibilities
for students to be more active and willingly to communicate in English.

3

The use of group discussion as a means to improve communication skill of
student is an essential matter therefore it has to be carried out in this research. By
considering these reasons that group discussion gives the opportunities to become
more active in communication practice and provides the development of
communication skills; intellectual and professional competencies; and personal
growth (Brown and Atkins: 1988), group discussion consists of elements such as
expressing, clarifying and linking the knowledge, ideas, opinion and feeling each
other with the members of group. Overall, those reasons are involved with
communication activity so that the use of group discussion as a means to improve
communication skill should be investigated through this research.
At EED UMY, group discussion is used as the learning technique to
support learning activity. The researcher summarizes some views concerning with
group discussion which is implemented at EED UMY. First, students tend to do
more speaking English while they involve in group discussion activity. Second,
each student has more opportunities to enhance the communication skill through
group discussion activities including listening, explaining, questioning, and
responding. These two points about implementation of group discussion at EED
are conjured from researcher’s experiences as long as a student at EED.
Furthermore, based on researcher’s experience in participating group
discussion, many students join the group discussion merely because the teachers
ask them to do what teachers command. Some students are not aware that group
discussion is not only about practicing speaking in English, but also in listening,
explaining, questioning, and responding which can develop communication skill.

4

Based on the above background, the researcher is then interested in
conducting research entitled “Students’ Perception on the Use of Group
Discussion in Improving Communication Skills at English Education Department
(EED),Universitas Muhammadiyah Yogyakarta”.
Statement of the Problems
Communication skill is an important matter in social life especially for
student. The necessaries of communication skill are to communicate the thoughts,
ideas or messages across people as well as clear.
But, at EED researcher finds out the problems dealing with development
of communication skills. First, student seldom speak with English in learning
activity/class activity. Second, some students do not really understand what they
hear from the other friends while using English in classroom activity such as class
presentation. Third, there are still several students who feel difficult to
communicate in English. It concludes that students’ of EED, UMY have shortages
with their communication skills.
Group discussion is also implemented as the one learning technique at
EED. Researcher has several views about the use of group discussion at EED
which are students tend to do more speaking English while they involve in group
discussion activity, each student has more opportunities to enhance the
communication skill through group discussion activities including listening,
explaining, questioning, and responding.
Limitation of the Problems
The research is focused on the students’ perception on the use of group
discussion in improving communication skill. Researcher takes the data from

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student of English Education Department (EED) Universitas Muhammadiyah
Yogyakarta. The students of EED UMY batch 2015 where group discussion
technique is implemented in EED UMY.
Research Question
There are two research questions underlying this research:
1. What are the students’ perceptions on the use of group discussion in
improving communication skills?
2. What are the students’ perceptions on the benefits of group discussion
in improving communication skills?
Objective of the Research
The objectives of the research are:
1. To find out students’ perceptions on the use of group discussion in
improving communication skill.
2. To find out students’ perceptions about the benefits of group
discussion in improving communication skills.
Significance of the Research
Teacher.Teacher can use the result of the research as input in order to
make more effective learning activity. They make effective learning along with
facilitating their students’ needs in class. So that, teacher helps students to achieve
the goals of learning after teacher understands about what students’ perception
especially in group discussion.
Student. This research gives benefits to students. Namely, students
become more aware to the benefits of group discussion concerning

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communication skill improvement. So that, when they are doing group discussion,
the students participate actively.
Researcher.The significance of this research for researcher is researcher
can gain the new information and knowledge about the students’ perception on the
use of group discussion as a means to improve communication skill. This research
also gives to researcher the context about relation between group discussion and
communication from students’ point of view. And this research can become the
reference for other researchers.
Outline of The Research
The outline provides the chapters of this research in order the readers get
the information about each chapter. The outline of the research is strucured by
five main chapters namely chapter one, chapter two, chapter three, chapter four
and chapter five.
Chapter one is the introduction of the research which are includes
background of the study, statement and limitation of the problem, research
question, objective of the research and significance of the research.
Chapter two consists of literature review including the theories about
perception (definition of perception, the importance of students’ perception in
learning process), group discussion (the importance of group discussion, the goal
of group discussion, the strategies of group discussion, the variations of group
discussion and the advantages of group discussion), and also the theories about
communication skill(the definition of communication skill, elements of
communication skill and supporting skills to develop communication skill, then
the related of the study, and conceptual framework.

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Chapter three is the methodology consisting with research design, research
setting, research participant, research instrument, data collection method and data
analysis.
Chapter four consist of some findings and discussion about the result of
this research. The finding and discussion itself consist of students’ opinion about
their views of the use of group discussion and the benefits of group discussion in
improving communication skill. They their perceptionsare linked with related
theories from some experts.
Chapter five is the final chapter of this research. It includes conclusion and
recommendation. The conclusion is completely explaining and concluding about
the result of research. Then, the recommendation gives some advices for student,
teacher, and other researchers concerning the result of this research.

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CHAPTER TWO
LITERATURE REVIEW
In this chapter, researcher puts some of theory reviews correlating with
this research.Also includes the previous study to the correlation or the perception
about group discussion.
Perception
Definition of Perception. There are some definitions from the experts about the
meaning of perception. Mulyana (2001) defined that perception is aninternal
process that allows us to choose, organize and interpret the stimulation from our
environment then this process affects to our behavior. Fiske (1990),(p.25)defined,
“Human perception is not a simple reception of stimuli, but is a process of
interaction or negotiation”. He added that what happens is that we try to match the
external stimuli with internal patterns of thought or concept. Kotler (1988) argued,
perception can bedefined as the process by which an individual selects, organizes,
and interpret information inputs to create a meaningful picture of the world.
Angell(1906) stated that perception is as a matter of fact always a larger thing
than this definition would immediately imply. In conclusion, perception is a
process of interaction includes choosing, organizing, and interpreting the
information from external stimulation that is matched with internal pattern of
concept to provide our own thought and interpretation.
The Importance of Students’ Perception in Learning Process. The researcher
uses the students’ perception as the source of the research. Mulyana (2001)
defined that perception is an internal process that allows people to choose,
organize and interpret the stimulation from our environment then this process

9

affects to our behavior. Further, students’ perception can become a reflection for
student in order to accommodate students for making effective learning. Then,
students’ perception as input for both teacher and students where students can
openly explain and reveal what they wish to happen in the class, in a case group
discussion as a means to improve communication skill. So, students’ perception is
essential to support this study.
Learning process involves such activities to facilitate learners in order to
achieve the learning goals. Bean (2004) mentioned that the success of a student
depends partly on how much the student is engaged in the learning process. It is
important for student, considering learning process has big influences to the
students’ success in achieving learning goals.
But, mostly of the students are not aware that they should be engaging into
learning process. Their consciousness need to be flicked on through drawing the
self-reflection. Bergsgaard and Ellis (2002) as cited in Farrell (2007) defined that
self-reflection as the condition of consciousness characterized by awareness,
objectivity, clarity, acceptance and being in the present as well as by opinion,
preference, prejudice, and attachment. From their self-reflection, they are able to
produce their own perception through opinion or experience during they are
involving in learning process.
Students’ perception becomes important input for both teacher and student
as the elements of learning process. Because it reflects on the students’
experiences of their learning process, it may include their opinions, needs, or what
they want from the learning. Severin and Tankard (2001) mentioned that
perception is a complex process that involves structural factors or influences from

10

physical stimuli, and psychological influences from the perceiving organism,
among these psychological influences are the perceiver’s needs, wants, moods,
attitudes, and assumptions.
For teacher, knowing what students’ needs, attitudes and assumptions
revealed through students’ perception supposes them to evaluate their teaching
method. Hereby, teacher can accommodate students’ aspiration through effective
teaching.
Meanwhile, student gets the benefit from their perception and selfreflection. They are more aware to be engaged in learning process after they
reveal the experiences and what they hope to occur in learning process.
At least, students’ perception is essential matter especially for both teacher
and students. Students’ perception results self-reflection for both of them, either it
is viewed from perspective of teacher or student. Nevertheless, it has the same
purpose to create effective learning.
Group Discussion
The importance of group discussion. Communication is an aspect must be
included in group discussion activities because it helps the students to transfer,
receive and communicate each other in order to achieve learning goals of through
group discussion. Rahman, D.F., Khalil, J.k., Jumani, P.D., Ajmal,D.M., Malik,D.
S., and Sharif,M. (2011) said that discussion as a process whereby two or more
people express, clarify, and pool their knowledge, experience, ideas and feelings.
Therefore, group discussion facilitates the students to build communication
between them.

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Group discussion has a correlation in developing communication skill.
Brown and Atkins (2002) mentioned that one of the goals of group discussion is
expressed in the form development of communication skill. Group discussion also
encourages the learners to be engaged in learning and giving more opportunities
to speak which influences to develop communication skill. Azis (2013) mentioned
that group discussion forced the students to have opportunities to speak, to share
the ideas. Whereas, based on her research entitled “Improving Students’ Speaking
Skill Using Group Discussion”, Argawati (2014) stated that group discussion
made students’ willingness to speak is increased, because they had more
opportunities to speak in their each group. Indeed,the opportunity to speak
supports the students to communicate and enables the communication activity of
them. Richard (2008) as cited in Manurung (2015) defined, (p.45), “Speaking is
an important skill in language learning that enable language learners to
communicate not only in expressing view point but also in giving response”.
Indeed, group discussion is important for developing communication skill
because group discussion provides students to engage in learning process itself
and also provide more opportunities to speak and share the ideas, especially if the
group discussion is designed in small size. Ornstein (2000) as cited in Argawati
(2014) stated that divide students into small group seems to provide an
opportunity for students to become more actively engaged in learning and for
teacher to monitor students’ progress better. At least, group discussion arises the
awareness of the students in order they engage in learning process so they can
attend the learning effectively. Besides, the development of their speaking

12

opportunity is increased by group discussion, which it is important to support the
communication.
To conclude, group discussion is important for student to be engaged in
learning process; especially to accommodate them to improve communication
skill. Group discussion provides the students to improve their communication skill
through such activities in group discussion.
Strategies to make group discussion effective. Group discussion is one
of group work forms to make an effective group discussion, there are some
strategies should be implemented in group discussion. These strategies will
provide the students’ chances in talking and thinking as working in group
discussion, so that group discussion works more effectively.
The first strategy is making the group discussion smaller. It means that
group discussion consist of only several of students approximately more less 3-5
members. Harmer (1991, p.117) mentioned, “small groups of around five students
provoke greater involvement and participation than larger group”. Small size can
enhance the quality of group discussion, so group discussion works more
effective. Exley and Dennick (2004) stated that in a small group, students can be
encouraged to talk, think, and share much more readily than in a larger group. By
consisting small size of members, group discussion can be effective and better
because all members have more opportunities to speak, think, or share the ideas
each other. The members can participate actively, so that group discussion
becomes more effective to establish a good learning atmosphere.
The second strategy is encouraging the student participation. The quality
of group discussion is also influenced by student participation. The participation

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means the student actively involve in the discussion activities, such as talking,
revealing the ideas and many others. Davis (2009) stated that students’ enthusiasm
and willingness to participate affect the quality of discussion. So, in order to make
group discussion work effectively as well, one of the strategies is by establishing
the students’ participation.
The goals of group discussion. Brown and Atkins (2002) stated that there are
three goals of small group discussion which are conveyed below:
The development of communication skills.The communication skills that
include listening, explaining, questioning, and responding are important because
these skills influence the development of intellectual skill. Discussion activity also
develops the communication skill, because in discussion there is communication
that allows student to communicate each other. Brown and Atkins (2002)
explained that discussion also develops skills that are central to most professions:
the ability to communicate with others (both professional and ‘lay’), and the
sensitive and precise handling of the language of the subject.
Intellectual and professional competencies. Group work develops
students to think generally and in the specific modes of subject. It also can
provide feedback to student and tutor thereby helping student to develop
competencies effectively. Rahman et al. (2011) explained that teaching by
discussion can be an effective tool helping students to think critically about what
they are learning. The discussion can facilitate the student to think more, because
group discussion has the activities including asking the question, responding
another member or clarify what the other members has been said.

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Personal Growth.The purpose of personal growth is appointed with the
development of communication skills and thinking. Personal growth includes the
notions of developing students’ self-confidence, managing students’ own learning,
and working with others.
The variations of group discussion. There are variations of group discussion.
These variations are generally used to achieve the goal of the group discussion. To
achieve the goal from the topic, group discussion has the variations that are
suitable with topic of discussion in order to achieve the goals.
Brewer (1997) suggested several variations of group discussion, that are
cooperative learning groups, problem-solving groups, investigation group.
Cooperative learning groups. Participants in this group works together to
achieve the same goal. The goals of cooperative learning group are positive
interdependence, face-to-face interaction among participants, individual
accountability within the group, and interpersonal and small-group skill. The
cooperative learning group emphasizes the participants to work together.
Problem-solving groups. The purpose of the problem-solving groups is to
approach real-life problem with an appropriate strategy. In this problem-solving
group, the participants look the approaches to find the correct solutions in order to
solve the problems.
Group investigation. Brewer (1997) stated that in group investigation the
presenter divides participants up into small group based on particular interest.
Each of group has a certain category, and then the participants within groups have
to gather the information and analyze the category. After gathering and analyzing
the information, the participants prepare and then convey a presentation to the

15

class about what they find out. The process in group investigation gives the values
for participants namely, teaching them to work together, listen one to another, and
appreciate the others’ work and opinions.
Whereas, Brown and Atkins (2002) stated that there are three variations on
the theme of small group discussion:
First, buzz group is a group in which students are asked to discuss and
solve the problem and then asked to give their opinions. Second, brainstorming
means each student is invited to share the ideas, thoughts or questions then
compare them with other group teammates. It gives the time for student to think
when he/she is asked to check out their views. And third, snowballing is where
each student spends a little time with noting and thinking, then comparing their
views each other. This method works well in problem-solving tasks as well as
open discussion topic.
To conclude, these variations make group discussion to work effectively.
With an effective group discussion, it results the goals of learning through group
discussion can be achieved.
The advantages of group discussion. Using group discussion in classroom
particularly to enhance students’ communication skill. Group discussion yields
opportunities in interaction, sharing the ideas and develop thinking generally or
specifically among students. Harmer (1991) mentioned several advantages of
group discussion. These are the points:
First, increasing the amount of talking for individual of students. Second, personal
relationships are usually less problematic; there is also a greater chance of
different opinions and varied contributions. Third, it encourages wider skills of

16

cooperation and negotiation. Fourth, it promotes learner autonomy by allowing
students to make their own decisions in the group without being told what to do
by the teacher. Fifth, despite we do not wish any individuals in groups to be
completely passive, nevertheless some students can choose their level of
participation more readily than in a whole-class or pair work situation.
Brown (2007) also divided the advantages of group discussion/group work
into four elements; group work generates interactive language, group work offers
an embracing affective climate, group work promotes learner responsibility and
autonomy, group work is step toward individualizing instruction. This below are
those advantages mentioned by him:
Group work generates interactive language. Small groups provide
opportunities for student initiation, face to face interaction, practice in negotiation
of meaning, conversational exchanges, and student adoption of roles that would
otherwise be impossible. Different from traditional language classes that
positioning teacher as centered learner, teacher’s talk is dominant. Brown (2007)
stated that with traditional method, language tends to be restricted to initiation
only by teacher where the whole class becomes a “group interlocutor”. The
meaning of group interlocutor here is all students in the whole class just listen to
teacher’s talk. The center of learning activities are dominated by teacher itself.
Group work offers an embracing affective climate.The group work
becomes a learning community which is cooperating with each other in chasing of
common goals. Then, the affective climate working in the group benefits the
students to increase their motivation. Safety level within group also affects to
students’ willingness to do more participation. Therefore the affective climate

17

urges the satisfied level of safety in small group discussion. Thus students freed to
achieve higher objectives in their quest to success.
Group work promotes learner responsibility and autonomy. Even in
relatively small class of 15 to 20 students, whole class activity often gives
students a screen to hide behind because there the teacher is single teaching. In
this case most students do not pay attention to what teacher does to them. That
situation causes some students can “relax” too much in whole-class work. Group
work creates responsibility for action and progress upon each members of the
group somewhat equally, so it is difficult to hide in a small group work. It was
supported by Exley and Dennick (2004) who stated that when taking part in small
group discussion activities, the students accept their responsibility for the progress
and direction of their own learning. In the end, responsibility created by group
discussion affects to the development of students’ learning progress.
Group work is a step toward individualizing instruction. Each student in a
classroom has the needs and abilities that are unique. One to another individual
has most salient skill difference such in speaking, listening, reading and writing
abilities. Small group can help students with miscellaneous abilities to accomplish
separate goals. The teachers can recognize and capitalize other individual
differences (age, cultural heritage, field of study, cognitive style, to name a few)
by careful choice of small groups and by administering different task to different
groups.

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Communication Skill
Definition of communication skill. Communication is a vital part in our
daily social life. Through communication, people allow to send and receive the
message or information within interaction among people in entire of our life.
In further, there are some definitions of communication from some
experts. McPheat (2010) defined that communication is the art and process of
creating and sharing ideas, and it involves getting information from one person to
the other person. Fiske (1990) defined that communication as social interaction
through messages. According to Lunenberg (2010, p.10), “communication is the
process of transmitting information and common understanding from one person
to another”. From these definitions, we can conclude that communication is a
process in social interaction to create, share and get the ideas, information and
messages which involve two or more people.
Communication skill assists a person to communicate as well. The
message which is communicated in effective way to others results in the
miscommunication appearance between interactions could be reduced. Barker
(2006) pointed out that communication skills are the tools that we use to remove
the barriers to effective communication.
Last, communication skill is the skill that gives benefit to provide effective
communication. Because effective communication means that your message can
get across to others as well. If the messages get lost in translation, it means you
are unable to communicate well.

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Definition of speaking skill. Communication skill is closely related with
speaking skill. Bygate (1997) in Argawati (2014) stated that speaking is one of the
skills should be mastered by the students in learning English. By mastering
speaking skill, students can communicate well using English to convey their ideas
or message to other people.
One learning method that used to develop speaking skill is group
discussion. Hoover (1997) in Argawati (2014) explained that discussion is the
process of talking things over among two or more persons, preferably face to face.
The main activity in group discussion is discussion itself. The activity like
discussion urges the students to talk and speak. Through discussion, the speaking
skill among students can be developed. So, they can also improve their
communication skill.
Elements of communication. Communication is a process which contains some
elements in order a communication permits to happen. According toBrantley and
Miller (2008,p.04), “communication is the exchange of information through
speaking, signaling, or writing andthis exchange involves the following elements:
sender, message, transmission, receiver and feedback”.
First, the sender is one of communication elements who is creating then
sending the message to receiver. Lunenberg (2010) pointed out that the sender
encodes the idea by selecting words, symbols, or gestures to compose a message.
Second, the receiver is the person receiving the message. According to
McPheat (2010, p.16), “receiver receives the message from the sender through
their own individual expectation, opinions, and perspective”. Fiske (1990) stated
that receiver helps to create the meaning of the message by bringing it to his/her

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experience, attitudes, and emotions. Definitely, their individual experiences will
influence how the senders’ message is received.
Third, message is the information that wants to communicate. It
encourages a desired response from the receiver. The message is the outcome of
the encoding, which takes the form of verbal, non-verbal, or written language.
Fourth, the transmission or channel is used to convey the message from
sender to receiver. Lunenberg (2010) added that the message is sent through a
medium or channel, which is the carrier of the communication, and then its
medium can be a face-to-face conversation, telephone call, e-mail, or written
report.
The last is feedback. It describes the receiver’s response or reaction to the
sender message. Receiver can transmit the feedback through asking questions,
making comments or just supporting the message that is delivered. Feedback also
can be as measurement on how effective the communication is carried by looking
the response or feedback from receiver towards sender.
Supporting skills to develop communication skill. As Brown and Atkins
(2002) stated that one of the goals of small group is to develop communication
skill. Because, small group consists with discussion which can developssome
skills which urges the ability to communicate with others. Brown and Atkins
(2002, p.56), mentioned, “the skills of listening, explaining, questioning, and
responding are important in themselves as well as being crucial for the
development of communication or intellectual skills”.
Here, more explanation about these skills which are essential for the
development of communication skill through group discussion as a means.

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Listening. The ability of listening holds important role as a skill which can
make a person communicate effectively. Listening skill helps the receiver to
process the message or information when they are receiving those messages.
In addition Crosskey and Vance (2011,p.166), stated,“listening skills
refers to skills in: focus and attention on the speaker or resources the speaker is
refering to; processing of the language used the speaker to inform understanding;
and retention information and instruction s given by teacher”.
From the explanations above, listening is extremely a vital skill that helps
the students to receive the information while they are involved in a
communication. They listen what speaker/sender speaks, then they have to
process the input such as information. And also listening allows the receiver to
respond, ask questions to clarify the message. That are some reasons listening
skill is important to support improving communication skill.
Explaining. In communication, we are definitely sharing our messages to
the receivers. In order those messages can be received as well, the senders have to
ensure that the receivers understand with the message which is delivered.
Through explaining, the sender helps the receiver to understand about the
message has been delivered. Brown and Atkins (2002) mentioned that explaining
is giving understanding to another and understanding is defined as the creation of
new connections between facts, between ideas, and between facts and ideas.
Furthermore, students who have ability to explain clearly results the other students
understand to what the meaning of message is conveyed by the sender.
Questioning. Questioning is the key to gain the information so that the
communication can be more success and effective. The information supplied by

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the source (sender) may enable the receiver (questioner) to respond and appraise.
Brown and Atkins (2002) stated, “The responses of the questioner may be to
supply missing facts, corrects misconceptions, explore thoughts and opinions,
and, where appropriate, feelings. However, questioning skill is an essential skill to
build effective communication.
Responding. The feedback as the element of communication process
occurs when the receiver responds to the sender’s message. When receiver
responds the information, the sender is allowed to determine whether the message
has been received and understood. The ability to respond the message or
information certainly makes the communication especially in group discussion
works as well. So, it facilitates them to get the learning goals through group
discussion activity.
Review of Related Study
Two previous studies that have the similarity to this research will be
observed by researcher. These related studies concern about the both group
discussion and speaking skill. The related studies are reviewed and then pinpoint
the prior ideas of content in a summary by researcher.
The first research that is reviewed entitled Improving Students’ Speaking
Skill Using Group Discussion which was held by Argawati (2014) in ELTIN
Journal Volume 2/II. This research was held at Wijaya Kusuma Senior High
School. The participants were first grade students class IA. It consists of 35
students; they are 2 boys and 33 girls.
This research has two aims, first is to test the hypothesis that group
discussion can improve the students’ speaking skill of the first grade students of

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Wijaya Kusuma Senior High School and describe how group discussion improves
students’ speaking skill. The researcher use classroom action method to gain the
data. Whereas there two kinds of data were collected; first was quantitative data
and the second was the qualitative data. Quantitative data refers to students’
speaking scores taken both in pre-test and in post-test. While, qualitative data
records any occurrences and changes happen during the classroom activity.
The research shows that group discussion improves students’ speaking
score. Their vocabulary and active involvement in speaking class are also
improved. It concludes that group discussion can improve students’ speaking skill.
The similarity of this study with the researcher’s study is that the
implementation group discussion can improve the speaking skill among students.
Where speaking skill in the researcher’s study influences communication skill
development.
The second research by Aziz, F. (2013). Improving Speaking Skill By
Using Group Discussion. Jurnal Penelitian, Pendidikan dan Pembelajaran , 97103. This research is conducted to improve the students’ speaking ability of
second grade Madrasah Aliyah (Islamic High School) of Fajrul Hidayah. It
consists 11 students and researcher used Classrom Action Research Method.
Because the research uses classroom action research method, there are four
stages of research: planning, implementing, observing and reflecting. After
through three meetings of group discussion implementation process and one
meeting for evaluation. Apparently, the average score of speaking increases if
before the research was 60 after then elevating the avarage score up to 75.85
point.

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The research reveals that group discussion has a significant role to
enhance students’ speaking ability. However, group discussion insists students
being more active and as sure engaged to cooperative learning involving the
interaction within.
This study concerns about the use of group discussion to improve speaking
skill of students. It is same with researcher’s study entitled “Students’ Perception
on the Use of Group Discussion in Improving Communication Skill at EED, UMY
which focuses on the use of group discussion in improving speaking skill and also
communication skill. So that, the study which was held by Fathul Azis (2013) has
a relation with the researcher’s study.
The study shows that group discussion enhance the students’ speaking
ability. In the researcher’s study, this result becomes a reference to strengthen the
fact that group discussion influences students’ speaking ability by students’
perception.

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Conceptual Framework

GROUP DISCUSSION

LISTENING

EXPLAINING

QUESTIONING

COMMUNICATION SKILLS

RESPONDING

Figure 1.1

Figure 1.1
One of the goals of group discussion is the development of communication
skills especially for students. Group discussion itself has some skills to
accommodate the group discussion works effectively. According to Brown and
Atkins (2002,p.89), “the key skills of effective small group work are explaining,
listening, questioning, and responding”
These four skills consisting listening, explaining, questioning, and
responding are important for students to train and develop their communication
skills and intellectual skills. When students do the group discussion activity, they

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practice those four skills above and immediately it helps students to improve their
communication skills and also makes group discussion works as effective.
By seeing the figure 1.1 above, the arrows begin from group discussion,
and group discussion consists of listening, explaining, questioning, and
responding. Then, at the end the last arrow appoints to communication skill table.
To conclude, that group discussion can be a means to improve students’ speaking
skills because it consists the skills which gives the opportunity for student to
improve and develop their communication skills.

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Chapter Three
Methodology
This chapter discusses the research method used by researcher in
examining about the students’ perception of the use of group discussion toward
speaking ability of English Education Department student. This chapter includes
research design, research participant, data collection method, research instrument
and data analysis.
Research Design
This research was held to find the students’ perception on the use of group
discussion in improving communication skill which is implemented at English
Education Department, UM