Students' perceptions on the implementation of group discussion in basic reading II

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STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION
OF GROUP DISCUSSION IN BASIC READING II
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Viviana
Student Number: 091214038

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

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STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION
OF GROUP DISCUSSION IN BASIC READING II
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Viviana

Student Number: 091214038

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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A Sarjana Pendidikan Thesis on

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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, December 5th, 2013
The Writer

Viviana
091214038

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama

: Viviana

Nomor Mahasiswa

: 091214038

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION
OF GROUP DISCUSSION IN BASIC READING II
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu minta ijin dari saya maupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta
Pada tanggal: 5 Desember 2013
Yang menyatakan

Viviana

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I dedicate this thesis to:
 My beloved parents
 My sisters and brothers
 My big family
 My dearest boyfriend

 My best friends

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ABSTRACT
Viviana. 2013. Students’ Perceptions on the Implementation of Group
Discussion in Basic Reading II. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
Nowadays, there are many strategies used by the lecturers to teach reading
skill. One of the strategies is group discussion. This kind of strategy has its own
advantages and disadvantages when it is implemented in the classroom. Because
of this reason, the researcher intends to find the fact about group discussion
especially in finding the students’ perceptions on the implementation of it.

The purposes of this research were to find out how the discussion in the
group work is conducted and what the students’ perceptions on the influences of
group discussion in Basic Reading II are. This research was done at Sanata
Dharma University in Yogyakarta. There are two research problems formulated in
this research: (1) How is the discussion in the group work conducted? (2) What
are the students’ perceptions on the implementation of group discussion in Basic
Reading II?. This research is important to be discussed because it will give
information about the real practice of group discussion.
In order to find the information how the discussion in the group work is
conducted and what students’ perceptions on the influences of group discussion in
Basic Reading II are, the researcher used survey research. There were two
instruments used in this research. They were an observation checklist and a
questionnaire. The Observation was used to answer to the first research question
about the implementation of group discussion. Then, the questionnaire was used
to answer to the second research question about the students’ perceptions on the
implementation of group discussion. Then, 58 students of the English Language
Education Study Program who were taking Basic Reading II subject were given a
questionnaire. The questions are in form of close ended and open ended questions.
The results of this research showed that there were two formats of the
discussion conducted in the classroom. They were small-group discussion and

large-group discussion. Besides, there were some steps done in implementing
group discussion such as grouping the students, choosing a leader, sharing in a
group, and writing the discussion results. Then, the students had positive
perceptions on the implementation of group discussion. The students got many
advantages when doing group discussion although they had to face some
difficulties in the discussion. Moreover, the students also agreed that the lecturer
played an important role in the discussion.
Keywords: Perception, group discussion, Basic Reading II subject

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ABSTRAK
Viviana. 2013. . Students’ Perceptions on the Implementation of Group

Discussion in Basic Reading II. Yogyakarta : Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma.
Saat ini banyak strategi yang digunakan dosen untuk mengajarkan
keterampilan membaca. Salah satu strateginya adalah diskusi kelompok. Strategi
ini mempunyai keuntungan dan kerugian ketika diimplementasikan di kelas. Oleh
karena alasan inilah, peneliti ingin menemukan fakta mengenai diskusi kelompok
khususnya menemukan persepsi siswa mengenai implementasi dari diskusi
kelompok itu sendiri.
Tujuan dari penelitian ini adalah untuk menemukan bagaimana proses
diskusi ketika diimplementasikan di dalam kelas dan apa persepsi siswa mengenai
implementasi dari diskusi kelompok di mata kuliah Basic Rading II. Penelitian ini
dilakukan di Universitas Sanata Dharma Yogyakarta. Ada dua permasalahan
yang dirumuskan dalam penelitian ini: (1) Bagaimanakah implementasi dari
diskusi kelompok? (2) Apa saja persepsi siswa mengenai implementasi dari
diskusi kelompok di mata kuliah Basic Rading II?. Penelitian ini penting untuk
dibahas karena penelitian ini memberikan informasi mengenai aplikasi dari
diskusi kelompok.
Untuk menemukan informasi bagaimana proses diskusi ketika
diimplementasikan di dalam kelas dan apa saja persepsi siswa mengenai
implementasi dari diskusi kelompok di mata kuliah Basic Rading II, peneliti

menggunakan penelitian survey. Ada dua instrumen yang digunakan dalam
penelitian. Instrumennya adalah lembar observasi dan kuisioner. Lembar
observasi digunakan untuk menjawab rumusan permasalahan yang pertama
mengenai implementasi dari diskusi kelompok. Kemudian, kuisioner digunakan
untuk menjawab rumusan permasalahan yang kedua mengenai persepsi siswa
pada diskusi kelompok. Kemudian, 58 mahasiswa Pendidikan Bahasa Inggris
yang mengambil mata kuliah Basic Reading II diberikan kuisioner.
Pertanyaannya berupa pertanyaan tertutup dan terbuka.
Hasil dari penelitian ini menunjukkan bahwa ada dua format diskusi yang
diimplementasikan di dalam kelas. Formatnya adalah diskusi kelompok kecil dan
diskusi kelompok besar. Selain itu, ada beberapa langkah yang dilakukan di
dalam kelas seperti, membagi kelompok siswa, memilih seorang pemimpin,
berbagi di dalam kelompok, dan menulis hasil diskusi. Kemudian, siswa memiliki
persepsi yang positif mengenai implementasi dari diskusi kelompok. Siswa
mendapat banyak keuntungan dalam diskusi kelompok meskipun mereka harus
menghadapi beberapa kesulitan. Terlebih lagi, siswa juga setuju bahwa dosen
memiliki peran yang penting di diskusi kelompok.
Kata kunci: Perception, group discussion, Basic Reading II subject

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ACKNOWLEDGMENTS
First of all, I would like to say my greatest thanks to Jesus Christ for His
blessing, guidance, and love in my life especially in finishing my thesis. He
always gives me strength to keep struggling in doing this research. Without His
help, it would have been impossible for me to finish my thesis.
I dedicate my great gratitude to my lovely mom and dad. They always
love me, pray for my study and health, and then support me in finishing my study.
When I am down, my mom calls me and gives me advice and spirit to keep
struggling in achieving my dreams. Besides, I dedicate my gratitude to my sisters
(Theres, Lusi) and brothers (Deni, Jimmy, Tono) who support me to be a
winner and be a strong girl who never gives up.
I also express my gratitude to my major sponsor, Christina Kristiyani,
S.Pd., M.Pd. for giving me time to consult my thesis and being so patient in
correcting my mistakes. Because of your help, I can do my best and finish my
thesis. My sincere gratefulness also goes to all PBI lecturers who always teach
me valuable lessons during my study, especially for J. Sri Murwani Pudji
Lestari, S.Pd., M.Hum., who allows me to conduct my research in her
classroom. Besides, she provides anything that I need in doing my research and
always helps me when I ask for help.
My thankfulness also goes to my best friends, Yudith, Efri, and Okta for
their support and help. We have shared our happiness and sadness in Yogyakarta
which teach us about togetherness and friendship. I would also thanks to all PBI
students especially class A for being my great friends. Then, my special

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thankfulness goes to Romo Anton, who gives his time to correct my mistakes in
writing and support me in my study.
However, this thesis could not have been accomplished without a great
person, who always stands by my side when I am down and have no spirit,
Alvitrius Lase, his love, care, support, and patience really help me. He is the
special gift from God. Lastly, my gratitude is addressed to all of the people who
have helped me in completing this thesis.

Viviana

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TABLE OF CONTENTS

TITLE PAGE ....................................................................................................... i
APPROVAL PAGES .......................................................................................... ii
STATEMENT OF WORK’S ORIGINALITY .................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ..................................................... v
DEDICATION PAGE ........................................................................................ vi
ABSTRACT ...................................................................................................... vii
ABSTRAK ......................................................................................................... viii
ACKNOWLEDGMENTS................................................................................... ix
TABLE OF CONTENTS .................................................................................... xi
LIST OF TABLES ............................................................................................ xiv

CHAPTER I: INTRODUCTION ......................................................................... 1
A. Research Background ................................................................................... 1
B. Research Problems ........................................................................................ 3
C. Problem Limitation ....................................................................................... 4
D. Research Objectives ...................................................................................... 4
E. Research Benefits .......................................................................................... 4
F. Definition of Terms ....................................................................................... 5

CHAPTER II: REVIEW OF RELATED LITERATURE ..................................... 7
A. Theoretical Description ................................................................................. 7
1. Teaching Reading .................................................................................... 7

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a. Nature of Reading ...................................................................................... 8
b. Purposes of Reading .................................................................................. 8
c. Types of Reading ....................................................................................... 9
d. Strategies of Teaching Reading ................................................................ 11
2. Group Discussion..................................................................................... 12
a. Types of Group Discussion ...................................................................... 12
b. Stages in Group Discussion...................................................................... 13
3. Perception ................................................................................................ 14
a. Definition of Perception ........................................................................... 14
b. Factors Influencing Perceptions ............................................................... 15
B. Theoretical Framework ............................................................................... 16

CHAPTER III: METHODOLOGY .................................................................... 19
A. Research Method ........................................................................................ 19
B. Research Setting ......................................................................................... 20
C. Research Participants .................................................................................. 20
D. Research Instruments and Data Gathering Technique .................................. 21
1. Observation Checklist ............................................................................. 21
2. Questionnaire .......................................................................................... 22
E. Data Analysis Technique ............................................................................ 24
F. Research Procedure ..................................................................................... 25

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ........................... 27
A. The Implementation of Group Discussion ................................................... 27

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1. The Format of the Discussion .................................................................. 28
2. The Steps Taken in the Discussion .......................................................... 29
B. Students’ Perception on the Implementation of Group Discussion in
Basic Reading II .......................................................................................... 35

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS....................... 47
A. Conclusions ................................................................................................ 47
B. Recommendations ....................................................................................... 49
1. English Teachers ..................................................................................... 49
2. Students ................................................................................................. 49
3. Researchers ............................................................................................. 49

REFERENCES .................................................................................................. 51
APPENDICES ................................................................................................... 53
Appendix 1. Permission Letter ......................................................................... 54
Appendix 2. Observation Sheet........................................................................ 56
Appendix 3. Questionnaire .............................................................................. 59
Appendix 4 Questionnaire Blueprint ................................................................ 64
Appendix 5 The Result of Close Ended Questions ........................................... 66
Appendix 6 Raw Data of Open Ended Questions ............................................. 72

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LIST OF TABLES

Table

Page

3.1 Sample of the Observation Sheets ................................................................ 21
3.2 Sample of the Questionnaire Form ............................................................... 23
3.3 Participants’ Rating Scales Responses .......................................................... 25
4.1 Questionnaire Result Numbers 13-19 ........................................................... 36
4.2 Questionnaire Result Numbers 20-26 ........................................................... 40
4.3 Questionnaire Result Numbers 27-31 ........................................................... 43

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CHAPTER I
INTRODUCTION

This research investigates the implementation of group discussion in Basic
Reading II subject. In this chapter, the researcher discusses the research
background, the research problems, the problem limitation, the research
objectives, the research benefits and the definition of terms. They are respectively
elaborated as follows.

A. Research Background
Reading is one of the skills needed by the students when learning a
language including English. Reading is not a simple thing to be learned like many
people think about. It is because the readers do not only read the text but they also
gain information and try to find out the meaning of the text. Nevills (2004) states
that reading is an ability to draw meaning from the printed page and interpret the
information appropriately (p. 3). It means that in reading, the readers need a
process to comprehend the information that they read from the text.
Alderson (2000) states that the process of reading is more helpful than the
result (p. 3). The reason is because in reading process, there is an interaction
between the readers and the text. When discussing about process, it is known that
there are many things that will happen in the reading process. The readers will not
only look at the text but they have their own purposes when reading.

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Alderson (2000) also mentions some purposes of reading namely to learn
from the text, to integrate information, and to search for the information (p. 10). In
order to reach these purposes, the readers sometimes cannot work individually but
they need friends to share with or to help them in understanding what the text
about is. Therefore, they will work in groups and learn the text together to
understand the text in detail. Moreover, learning text together in groups and doing
a group work together in groups are an interesting process to be implemented in
the classroom.
When discussing about group work, there are many things happening
when the students are discussing the tasks. They have to work in groups to do
their tasks by sharing with their friends. This kind of discussion is not always run
smoothly. Sometimes when seeing the real practice of group discussion, some
problems may occur in it. One of the problems is some students who do not really
care about the tasks given and ask the group to do it. This fact is proved by
Walton’s (1997) statement saying that “some members of groups may depend too
much on the others in the groups to solve their problems” (p. 463). It means that
the students do not really care about their responsibility in doing the tasks given.
On the other hand, group discussion can also help the students to do the
tasks easily because they can share their understanding through the discussion in
groups. WBI Evaluation Group (2007) mentions that “group discussion will help
the group members to build each others’ comments and reactions” (p. 1). From the
tasks given, every student will try to give responses to what to do and give their
opinions about the task.

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This kind of discussion is also implemented at Sanata Dharma University
in the Basic Reading II subject. One of the strategies used in this subject is group
discussion. By using group discussion, the lecturer expects the students to help
each other in understanding the text and in doing the task given together.
Therefore, group discussion is helpful in order to do the task quickly and to
understand the texts easily.
Based on the explanation above, the researcher tries to see what the
students’ perceptions on the implementation of the group discussion when it is
applied in reading classroom especially in the Basic Reading II subject. That is the
reason why this topic is important to be discussed. The researcher wants to find
more information about group discussion when it is implemented and focused on
the process of group discussion. Therefore, the researcher wants to find the fact
about group discussion whether or not it is really helpful by observing the real
practice of discussion directly.

B. Research Problems
Based on the background above, the researcher formulates the research
questions as follows.
1.

How is the discussion in the group work conducted?

2.

What are the students’ perceptions on the implementation of group discussion
in the Basic Reading II?

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C. Problem Limitation
The researcher would like to limit the discussion to the process of group
discussion and the implementation of group discussion. The researcher will not
focus on the results or the achievement of each student but focus on the students’
perceptions on the implementation of group discussion in the Basic Reading II.

D. Research Objectives
Based on the problem formulation, the research’s objectives are as
follows.
1. To find out how the discussion in the group work is conducted.
2. To find out students’ perceptions on the implementation of group discussion in
Basic Reading II.

E. Research Benefits
The researcher expects that the result of the research will be beneficial for
these elements below.
1.

English teachers
This research is expected to give clear information about the

implementation of group discussion. It is expected that through this research, the
teachers can gain more information about group discussion. Besides, they can also
choose the suitable method when they plan to teach the students especially in the
reading subject.

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2.

Students
Knowing that group discussion is practiced as a learning strategy, this

research is expected to help the students to comprehend the real practice of group
discussion in the classroom. The students are expected to practice the positive
things in doing group discussion. Besides, they can also try to implement the
group discussion with their friends and work well with the group’s members.
3.

Future Researchers
The results of this research hopefully can be used as a reference for the

next researchers if they need more information about this topic. It is expected that
the results of this research are able to be used to develop another research.
Moreover, this research is also expected to encourage other researchers to
evaluate, revise, or modify this study with different levels and objectives.

F. Definition of Terms
There are some terms used in this research. The researcher will give the
explanation of the terms, in order to avoid misunderstanding when discussing this
research. The terms used in this research are perception, group discussion and
Basic Reading II. The explanation will be discussed in the following parts.
1.

Perception
According to George and Jones’s definition that is relevant to this study,

perception is “the process by which the individuals select, organize, and interpret
the input from their senses (vision, hearing, touch, smell, and taste) to give
meaning to the world around them” (George & Jones, 2005: 105).

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In this research, perception deals with the students’ opinions on the
implementation of group discussion in the Basic Reading II.
2.

Group Discussion
According to Walton (1997), group discussion is “a method for generating

free communication between all participants in the group itself” (p. 459). It can be
said that in group discussion, there is a face to face interaction between the group
members. They will interact with the others by communicating their ideas and
also sharing in a group.
In this research, group discussion refers to the activities when the students
are working together in groups and discuss anything related to the tasks given in
the classroom. Besides, they also share their knowledge or their understanding
with their friends in groups.
3.

Basic Reading II
Basic Reading II is a subject that is studied by the English Language

Education students in semester two at Sanata Dharma University. In this subject,
the students are taught to develop their reading skill in order to understand the
texts which are given by the lecturer. The purpose of this subject is to give the
students the basic knowledge in reading and help the students to develop their
reading skill ability.
In this research, Basic Reading II refers to the subject where this research
will be conducted. The Basic Reading II becomes the subject which is taken by
the English Language Education students in semester two.

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CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, the researcher explains all of the theories that are used in
conducting this research. It is divided into two main sections, namely theoretical
description and theoretical framework. In the theoretical description, the
researcher discusses some important theories related to the research. The theories
are teaching reading, group discussion, and perception. In the theoretical
framework, the researcher summarizes and relates the theories to the study.

A.

Theoretical Description
In this section, the researcher discusses the theories related to this research.

There are three related theories to be explained. They are teaching reading, group
discussion, and perception.
1.

Teaching Reading
Reading is one of the literacy skills that is important to be learned.

Reading is also taught in the educational field. This section presents the theories
of general reading. The theories are about the nature of reading, the purposes of
reading, the types of reading, and the strategies of reading.

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a.

Nature of Reading
Reading is one of the most important skills in learning language besides

speaking, listening, and writing. Kustaryo (1988) defines “reading as the
meaningful interpretations of the printed or written verbal symbols” (p.2). It
means that the readers do not only look and read the printed version or the texts,
but they also try to interpret and recognize what the texts are about so that they
can thoroughly understand the texts.
To understand the texts, the readers should have a good recognition skill
especially word recognition. Kustaryo (1988) claims that word recognition is an
important part to understand a target language because if the readers have no
ability to recognize the words, they will not able to grab the whole meaning or the
ideas of the texts given (p. 16). Otherwise they will face some difficulties in
reading especially in understanding the texts.
b.

Purposes of Reading
Wallace (1992) mentions that there are some purposes of reading (p. 6).

The purposes are reading for survival, learning, and pleasure. First, reading for
survival is to find out the information on a strictly utilitarian basis. It involves an
immediate response to a situation.
Second, reading for learning usually happens in the academic context in
which the readers search, read, and find the information in order to learn
something new from the texts. The last is reading for pleasure. It is done for the

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readers’ own sake. It means that the readers have their own choices to read or not
to read based on their needs or feeling.
c.

Types of Reading
Urquhart and Weir (1998) state that there are “five types of reading” (p.

101). They are skimming, search reading, scanning, careful reading, and
browsing.
1)

Skimming
Skimming is a reading type used by the readers to look for the gist.

Skimming has a purpose to get an overview of the materials or the texts. One of
the ways to skim is by reading the key words. Kustaryo (1988) mentions some
clues that can be used as the key words. They are “the topic, the descriptive
adjectives, the abstract nouns, and the function words” (p. 6).
2)

Search Reading
Search reading means locating information on predetermined topics. In

this type, the readers will read the specific information that they need to answer to
the specific questions or to provide the data. Search reading will primarily involve
keeping alert for the words in the related semantics field such as using the titles
and the subtitles. Besides, the readers also may contribute formal knowledge to
search for the information.

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3)

Scanning
Scanning is a reading type used by the readers to achieve the very specific

reading goals. It is also known as reading selectively when the readers are
required to float over the materials until they find what they needs. It may involve
the effort to look for the specific words, phrases, figures, ages, names, and dates
of the particular events. In this type of reading, there is no need to complete the
reading of the sentences.
4)

Careful Reading
This reading type is associated with reading to learn in which the readers

read carefully the materials in detail. This is used to learn the materials in order to
obtain a new knowledge in a particular topic. The readers decide to read the texts
carefully, presumably to study or some similar purposes. It is associated with
reading to learn. The readers attempt to handle the majority of the information in
the texts. The readers begin each sentence from the beginning and continue until
the end, and follow the processes in detail.
5)

Browsing
Browsing has a purpose, namely to describe the sort of reading where

goals are not well-defined and parts of texts may be skipped fairly randomly. In
this type, before reading the texts, the readers usually have no goals in mind why
they read that kind of the texts. In other words, the goals are vague and the
macrostructure is probably at a level of topics.

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d.

Strategies of Teaching Reading
Urquhart and Weir (1998) explain that there are three strategies in teaching

reading. They are “pre-reading, while-reading, and post-reading” (p. 183).
1)

Pre-reading
In pre-reading, there are two activities used by the teachers namely

preview and prediction. The teacher asks the students to preview the texts given.
Preview helps the students to recognize the difficulty level of the texts and to
judge the relevance of the texts. Then, the next activity is prediction. After
previewing the texts, the teacher invites the students to make a prediction about
the texts especially to make the hypotheses for the content of the text. Thus, they
will think about the subject and inquire themselves the questions related to the
reading.
2)

While-reading
In while-reading, the teacher gives opportunities to the students to monitor

whether or not comprehension is succeeding. While-reading involves two
activities, namely self-questioning and self-monitoring. Self-questioning is a
characteristic of a good reading because it promotes cognitive process. Besides,
there is self-monitoring. Self-monitoring is used by the teacher to check the
students’ comprehension whether or not they understand what they read in the
process of learning.

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3)

Post-reading
In post-reading strategies, there are two activities. They are evaluation and

personal response. In these activities, the teacher asks the students to relate the
texts to the outside world. For example, the students will be encouraged to relate
the content of the texts to their existing knowledge and to evaluate it in their own
knowledge and experiences. Besides, the students will give their personal
responses in form of their opinions about the texts they have read.
2.

Group Discussion
Group discussion involves a face to face interaction between the groups

members. Walton (1997) mentions that “group discussion is a method for
generating free communication between all participants in the group” (p. 459).
Thus, in group discussion, the students will interact with others by communicating
and sharing their ideas.
a.

Types of Group Discussion
Borich (1996) claims two types of group discussion. They are “large-group

discussion and small-group discussion” (p. 325).
1)

Large-Group Discussion
Large-group discussion consists of all members of the class which are

discussing a topic with the teacher’s guidance. This type of group discussion
sometimes can be difficult to handle because there are numerous learners
interacting and it will arouse problems on discipline and classroom management.

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This large-group discussion is led by the teachers. The teachers have roles to
lecture, demonstrate, explain a topic, ask and answer to the questions.
2)

Small-Group Discussion
Small-group discussion can achieve the reading goal, namely to increase

the students’ participations by allowing more students to involve themselves in
the discussion. It usually consists of five to ten students and it can promote the
development of communication skill between the members. This small-group
discussion usually takes place when multiple topics must be discussed within the
same lesson and the time does not permit full class discussion of the topics.
b.

Stages in Group Discussion
According to Borich (1996), there are four stages of group discussion

namely “forming, storming, norming, and performing” (p.463-464).
1)

Forming
This stage concerns acceptance and responsibilities. The reason is the

students still find their place in the social structure and find out what they are
expected to do. At this stage of group formation, the students are curious about
one another and begin to see how and with whom they fit in. It means that the
students try to look and find their group members based on their consideration.
After that, they unite in groups and start to do their tasks given.

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2)

Storming
The purpose of storming is to help the learners feel secure and perceive

themselves as the members of groups. This stage concerns shared influences.
Thus, the students accept the teacher as their leader, made some initial
commitments to follow rules and procedures, and agree to respect each other in
the group.
3)

Norming
This stage concerns how work gets done. It means that norms share how

the students should think, feel, and behave in the groups. They have to follow
some rules that is implemented in the groups.
4)

Performing
In this stage, the principal concern for the group is establishing its

independence. It includes the freedom, the control, and the self-regulation.
Besides, during this stage, the teacher should give a model to the students how to
reflect on what they have learned and evaluate their own performance.
3.

Perception
There are some sources to define perception. It will describe as follow.

a.

Definition of Perception
George and Jones (2005) define perception as the process when people

select, organize, and interpret the input from their senses (p.105). It means that
through perception, people try to make sense of their environment, events, objects,

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and other people. Besides, they also say that perception has three components
(p.105). They are the perceiver, the target of perception, and the situation.
Moreover, Robbins (2001) adds that perception is a process by which
people organize and interpret their sensory opinions in order to give interpretation
to the environment around them (p.121). From this definition, giving perceptions
mean giving opinions or giving senses of the environment around people.
Perception is also defined by Gibson, Ivancevich, and Donnely (1997) as a
process when people organize the information from the environment so that it can
get senses (p.97).
Another definition, as proposed by Altman, Valenzi, and Hodgetts (1985),
perception is how stimuli are selected and classified by a person so that it can be
interpreted clearly (p.85). In other words, perception is a person’s view of the
reality. Perception is a process that enables people to understand the environment.
b.

Factors Influencing Perceptions
Altman et al. (1985) describe that there are four factors influencing

perception. They are the selection of stimuli, the organization of stimuli, the
situation, and the self-concept (p.86).
1)

Selection of Stimuli
Generally, every person is only focus on a small number of stimuli from

all stimuli surrounded. This is known as a process called selection. It is one of the

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reasons why people perceive things differently. In this process, people select the
certain or the specific stimuli and filter out others.
2)

Organization of Stimuli
After all information have been selected, it must be prepared and arranged

to be meaningful interpretations. The mind tries to bring out of the data by
selecting specific items and putting them together in a meaningful way based on
the experiences. The perceptual organizations of information help people to
categorize sensory inputs especially in reducing the initially complex information
to the simpler categories.
3)

The Situation
Situation also affects perception. A familiarity and an expectation of a

situation affect what every person perceives. Perceiving a situation deals with the
way how every person adjusts the behavior to situations.
4)

Self-concept
Altman et al. define self-concept as the way person feels about and

perceive him or herself. Self-concept influences individual’s perception of the
world around us. However, self-concept is important because the mental picture of
people determines much of what people perceive and do.
B.

Theoretical Framework
As stated in Chapter 1, there are two objectives to be achieved in this

research. The first one is to find out how the discussion in the group work is

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conducted and the second one is to find out the students’ perceptions on the
implementation of group discussion in the Basic Reading II. In order to gain the
answer of the research questions, this research employs three major theories,
namely teaching reading, group discussion, and perception.
First, the researcher elaborates the theories of teaching reading in order to
explain how the real practice of teaching reading and it would be compared to the
way or the strategy used by the lecturer to teach reading in the classroom. The
researcher reviews the nature of reading so that everybody could understand what
reading is. Based on the understanding about the nature of reading, the researcher
explains the reasons why the readers read texts by explaining the purposes of
reading. Wallace (1992: 6) mentions that there are three purposes of reading;
reading for survival, learning, and pleasure.
When having texts to be read, the readers should also understand the types
of reading that could be practiced. It could be concluded that the readers can read
texts effectively to obtain the information needed. Urquhart and Weir’s (1998:
101) present five types of reading such as skimming, search reading, scanning,
careful reading, and browsing. As the additional information, it is important to
explain the strategies to teach reading and the strategies might be practiced by the
lecturer. The ideal strategies proposed by Urquhart and Weir (1998: 183) are
consisted of three strategies; pre-reading, while-reading, and post-reading.

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Second, the researcher implements the theories of group discussion in
order to explain the process how the discussion in the group work is conducted
especially in answering to the first research question. The researcher also explains
the definition of group discussion to help everybody understand what group
discussion is. Besides, the researcher mentions two types of group discussion.
They are large-group discussion and small- group discussion. The other thing
needed to be discussed is the stages in conducting group discussion. The stages
that can be implemented are forming, storming, norming, and then performing.
After that, the researcher uses the theory of perception proposed by
Altman et al. (1985) in order to explain the definition and the factors influencing
perception. The factors are the selection of stimuli, the organization of stimuli, the
situation, and the self-concept.

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CHAPTER III
RESEARCH METHODOLOGY

In this chapter, the researcher would like to discuss the method of this
research in order to answer to the research questions as mentioned in Chapter I.
This chapter covers six parts. They are the research method, the research setting,
the research participants, the research instruments and data gathering technique,
the data analysis technique, and the research procedure.

A.

Research Method
The focus of this research was on the process of group discussion and the

students’ perceptions on the implementation of group discussion itself. Therefore,
the method of this research was qualitative research. According to Ary, Jacobs,
and Razavieh (2002:22), qualitative research focuses on understanding social
phenomena from the perspective of the human participants. However, in the data
analysis, the data were presented in form of the chart and explained descriptively.
To be exact, this was survey research. Although usually survey research belongs
to quantitative data, Wiersma (1995: p. 176) explains that many surveys involve
qualitative data in discussing the finding.
Besides, Frankel and Wallen (2009) mention that “there are three major
characteristics of survey research” (p. 390). First, all of the information collected
from a group of people. Second, all of the information collected through asking
some questions. Third, all of the information collected from a sample. This
19

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research was conducted in order to find out the data about the process and also the
students’ perceptions on the implementation of group discussion. The advantage
of this type of research is easier and faster in tabulating.

B. Research Setting
This research was conducted in the Academic Year of 2013/2014. It
started from March until May 2013. The settings of this research were in the Basic
Reading II classes. There were two classes, class D and E. Every class had the
different schedule. Class D started the lesson at 11.00 AM and class E started at
02.00 PM.

C. Research Participants
The participants of this research were the students of the English
Education Study Program and the lecturer who was teaching in the class D and E
of the Basic Reading II subject. The Basic Reading II students of the Academic
Year of 2013/2014 were chosen as the primary participants. The researcher took
58 students from the Basic Reading II subject classes, namely classes D and E.
The students consist of 43 females and 15 males students.
In this case, the researcher employed purposive sampling. As stated by
Singleton and Straits (1999: 158), purposive sampling belongs to nonprobability
sampling in which the researchers select the units that are the representative or the
typical of the population based on their judgment. The researcher selected the
participants as the sample because the participants had an experience doing
assignments in a group and they used group discussion as their learning activity.

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Moreover, those two classes were taught by the same lecturer. That was the reason
the researcher only took those 2 classes out of 5 Basic Reading II classes.

D. Research Instruments and Data Gathering Technique
In order to obtain the data of this research, the researcher used two
instruments, namely observation and questionnaire. The following parts will
describe each of the instruments used in this research.
1.

Observation Checklist
In this research, the researcher used an observation checklist in order to

help the researcher gather the data especially to find out the answer to the first
question which was about the process of group discussion that need observations.
By doing observations, the researcher was able to look at the real condition of the
participants being observed. The researcher constructed 15 statements that were
classified into three parts. The first part was about the preparation before the class
started. The second part was about kinds of the activities done during the lesson.
Then, the last part was about the teacher’s and the students’ participation in the
classroom.
Table 3.1 Sample of the Observation Sheets
OBSERVATION SHEET
Date :
Class :
Participants : ……..students
1.
2.

Statements
Students are ready to start the lesson
Students listen to the lecturer’s explanation

Yes

No

Notes

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In addition, the researcher observed the learning activities during the
lesson by making a check sign () in the observation sheet whether each activity
was done or not. Through this instrument, the researcher was able to record all of
the information related to all of the aspects to be observed. Then, the results of the
observations were used to complete the explanation in answering how group
discussion is implemented.
2. Questionnaire
In this study, a questionnaire was distributed in order to find out the
answer to the second question which was the students’ perceptions on the
implementation of group discussion in the Basic Reading II subject. The
researcher chose this instrument to obtain the full explanation about what the
students’ perceptions on the implementation of group discussion were. These
finding could be explained clearly by the questionnaire.
In order to obtain the detailed information, the researcher provided closeended and open-ended questions. According to Singleton and Straits (1999: 281),
close-ended question is also called as fixed-choice question and this question
requires the respondents to choose one response from the provided options. There
were 32 close-ended questions and the questions have some options to be chosen.
The researcher provided a degree of agreement which was set to obtain the
expression of statements to agree or disagree with. The researcher used Likert
Scale on one to four scales (Brown & Rogers: 2002: 120). The degree of
agreement was strongly agree, agree, disagree, and strongly disagree. The
researcher used the scale that had no undecided option, so the respondents should
choose whether they agreed or disagreed. The statements of the questionnaire

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were divided into five parts, namely about the nature of reading, the process of
discussion, the advantages of group discussion, the obstacles faced by the students
in the discussion, and the roles of the lecturer during the lesson.
Table 3.2 Sample of the Questionnaire Form
Statements
My friends always help me to
understand the text given
I participate actively in the group
discussion

Strongly
Agree

Agree

Disagree

Strongly
Disagree

Besides, the researcher also gave three open-ended questions.