Improving Students’ Speaking Skill through Focus Group Discussion (FGD) Technique (A Classroom Action Research for the Second Grade Students of SMPN 2 MERTOYUDAN in the Academic Year of 2017/2018) - Test Repository
IMPROVING STUDENTS’ SPEAKING SKILL
THROUGH FOCUS GROUP DISCUSSION (FGD)
TECHNIQUE
(A Classroom Action Research for the Second Grade
Students of SMPN 2 MERTOYUDAN in the Academic
Year of 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan (S.Pd) English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
ISTI WULAN KHOSIDAH
NIM. 113-13-147
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2017
DECLARATION
“In the name of Allah the Most Gracious and the Most Merciful” In the name of Allah,
Hereby, the researcher declares that this graduating paper is written by the researcher herself. This paper does not contain any materials which have been published by other people; and it does not cite any other people‟s ideas except the information from the references.
The researcher is capable to account her graduating paper if in the future it can be proved of containing others‟ idea or in fact that the researcher imitates the others‟ graduating paper. Likewise, this declaration is written by the researcher to be understood.
th
Salatiga, August 25 2017 The researcher,
IstiWulanKhosidah 113-13-147 th
Salatiga, August 29 2017
Mashlihatul Umami, S.Pd.I, M.A
The lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR‟S NOTE
Ca se: Isti Wulan Khosidah‟s Graduating Paper Dear, Dean of Teacher Training and Education Faculty
Assalamu’alaikum Wr. Wb
After reading and correcting Isti Wulan Khosidah‟s graduating paper entitled “IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS
GROUP DISCUSSION (FGD) TECHNIQUE (A Classroom Action Research
of the Second Grade of SMPN 2 MERTOYUDAN in the Academic Year of
2016/2017)”, I have decided and would like to propose that this paper can be
accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible.
Wassalamu’alaikum Wr. Wb.
Counselor,
Mashlihatul Umami, S.Pd.I, M.A
NIP. 19800513 200312 2 003 A GRADUATING PAPER
IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE (A Classroom Action Research for the Second Grade Students of SMPN 2 MERTOYUDAN in the Academic Year of 2017/2018) WRITTEN BY:
ISTI WULAN KHOSIDAH NIM: 113 13 147
has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies
th
(IAIN) Salatiga on September 15 , 2017, and hereby considered to complete the requirements for the degree of Sarjana Pendidikan (S.Pd.) in English Education Department of Teacher Training and Education Faculty.
Board of examiners Head : Noor Malihah, Ph.D Secretary : Mashlihatul Umami, M.A First Examiner : Hammam, Ph.D Second Examiner : Sari Famularsih, M.A
th
Salatiga, September 15 , 2017 Dean of Teacher Training and Education Faculty Suwardi, M.Pd.
NIP. 19670121 199903 1 002
MOTTO
ِرْسُعْلا َعَم َّنِإَف اًرْسُي
﴿ ٥ ﴾
اًرْسُي ِرْسُعْلا َعَم َّنِإ﴿ ٦ ﴾ “
Karena sesungguhnya sesudah kesulitan itu ada
kemudahan. Sesungguhnya sesudah kesulitan itu ada
kemudahan.”
(QS. Al-Insyirah: 5-6)
DEDICATION
This graduating paper is dedicated to:
1. My beloved mother (Kartini) and Father (Ismail), thanks for your all of the prayer, struggle and support.
2. My beloved brother (Joko) and sister (Sani), thanks for your motivation and support.
3. My beloved best friend (Lia Anggraeni, Siti Muzaiyanah and Sawitri), thanks for your help, motivation and support.
4. My big family in Najma (Endang, Sugiarti, Naba ul Kusna, Muntoyah, Alfida and Ainul), thanks for your help, motivation and support.
ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the researcher could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without supports, guidances, advices, helps, and encouragements from individual and institution, and the researcher somehow realize that an appropriate moment for me to deepest gratitude for:
1. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga
2. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty
3. Noor Malihah, Ph. D. as the Head of English Education Department
4. Mashlihatul Umami M. A., as a counselor who has educated, supported, directed and given the researcher advices, suggestions, and recommendations for this thesis from beginning until the end.
5. All of the lecturers in English Education Department. Thanks for your education
6. All of the staffs who have helped the researcher in processing of graduating paper administration.
7. Mr Aziz Amin Mujahidin, M. Pd as the Headmaster of SMP N 2 Mertoyudan.
8. All of teachers and students, especially for my teacher counselor Mrs.
Ninik Satriyati, S. Pd., thanks for your kindness, help, guidance and advice.
9. Mrs. Rindarti, S. Pd as the English teacher of second grade SMP N 2 Mertoyudan, thanks for your help.
10. Students of VIII F SMPN 2 Mertoyudan, thanks for their cooperation during the teaching learning process.
11. My beloved family, especially my parents and my sister also my brother who always support and advise me.
12. My best friends (Lia, Muza, Sawitri), thanks for being by my side for your support and success for you all.
13. All friends in wisma Najma, Najwa, Safira and Zahra.
14. All of my close friend who I could not mention one by one. the cohort of 2013, from A until E class whose names cannot be mentioned one by one, thanks for being my friends.
16. The big family of LDK and Mahasiswa Al Khidmah Kota Salatiga.
Thanks for everything. Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. Moreover, the researcher is pleased to accept more suggestions and contributions from the readers for the improvement of the graduating paper.
th
Salatiga,August 25 2017 The researcher,
Isti Wulan Khosidah 113-13-147
ABSTRACT
Khosidah, Isti Wulan. 2017. IMPROVING STUDENTS‟ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE (A Classroom Action Research of the Second Grade of SMPN 2 Mertoyudan in the Academic Year of 2017/2018). Counselor: Mashlihatul Umami, M.A.
Keywords: Focus Group Discussion (FGD), Improving Speaking Skill
The res earcher conducts the study to increase the students‟ speaking skills through Focus Group Discussion (FGD). The aim of this research are (1) to find out whether the implementation of Focus Group Discussion (FGD) technique can improve students‟ speaking skill or not and (2) to find out how far the use of Focus Group Discussion (FGD) technique improves students‟ speaking skill for the second grade students of SMPN 2 Mertoyudan. The research design of this study is Classroom Action Research. It includes two cycles; each cycle consists of planning, action, observation and reflection. The subjects of the research are 33 students in the second grade of SMPN 2 Mertoyudan. The result of this research shows that there is an improvement of students‟ speaking skill using Focus Group Discussion (FGD) technique. It can be seen from T-test calculation in cycle 1 is 13.05 and cycle 2 is 6.31. The improvement of the study is showed when the researcher conducts cycle 2. The passing grade is 76, and the target of the passing grade is 80%. The result of the post-test of cycle 2 is 100% from students. All of students can pass the passing grade, so the researcher stops the study. This indicates that by applying focus group discussion technique, the speaking skill of students can be improved.
TABLE OF CONTENTS
TITLE ......................................................................................................... i DECLARATION ...................................................................................... ii ATTENTIVE COUNSELOR NOTE ....................................................... iii STATEMENT OF CERTIFICATION ..................................................... iv MOTTO .................................................................................................... v DEDICATION ......................................................................................... vi ACKNOWLEDMENT ............................................................................ vii ABSTRACT .............................................................................................. x TABLE OF CONTENTS ......................................................................... xi LIST OF FIGURES ............................................................................... xiii LIST OF TABLES ................................................................................. xiv LIST OF CHARTS ................................................................................. xv
CHAPTER 1 : INTRODUCTION A. Background of the Research .......................................... 1 B. Statement of the Problem .............................................. 4 C. Objectives of the Study ................................................. 4 D. Limitation of the Study ................................................... 5 E. Benefits of the Study ..................................................... 5 F. Definition of the Key terms ............................................ 6 G. The Outline of the Research ............................................ 7
CHAPTER II : THEORETICAL FRAMEWORK A. Review of Previous Research.......................................... 9 B. Focus Group Discussion (FGD) .................................... 12 C. Speaking Skill ............................................................. 19 CHAPTER III : METHOD OF RESEARCH A. Setting and Time of Research ....................................... 28 B. The Subject of the Research .......................................... 30 C. Method of Research ...................................................... 32 CHAPTER IV : DATA ANALYSIS A. Implementation of Research ......................................... 43 B. Improveme
nt of Students‟ Speaking Skill through Focus Group Discussion (FGD) Technique in SMPN
2 Mertoyudan ................................................................. 61
C. Analysis and Discussion ............................................... 71
CHAPTER V : CONCLUSIONS AND SUGGESTIONS B. Suggestion ................................................................. 76 REFERENCES CURRICULUM VITAE APPENDIXES
LIST OF FIGURES
Figure 3.1 Cyclical Action Research Models .................................................37LIST OF TABLES
Table 2.1 Oral Proficiency Scoring Categories Grammar ..............................25Table 2.2 Oral Proficiency Scoring Categories Vocabulary ...........................25Table 2.3 Oral Proficiency Scoring Categories Comprehension ....................26Table 2.4 Oral Proficiency Scoring Categories Fluency .................................26Table 2.5 Oral Proficiency Scoring Categories Pronunciation .......................26Table 2.6 Oral Proficiency Scoring Categories Task ......................................27Table 3.1 The Time of Research at SMP N Mertoyudan ...............................30Table 4.1 The Students‟ Score of Pre-test and Post-tes in Cycle 1 .................61Table 4.2 The Students‟ Score of Pre-tes and Post-tes in Cycle 2 ..................66Table 4.3 Table of Data Analysis ....................................................................71LIST OF CHART
Chart 4.1 The Mean and T- Calculation of Students‟ Score ............................72
CHAPTER I INTRODUCTION This chapter contains introduction of the graduating paper which consist of
many parts that explain what will we talk about in this graduating paper. The contains of this introduction are background of the study, research question, objectives of the study, benefits of the study, limitation of the study, definition of keyterms, review of previous research and the outline of the research.
A. Background of The Study
Looking at the developing science and technology in our country, the language becomes the main point. Language can be used to support them.
Language is considered to be a system of communicating with other using sounds, symbols, and words in expressing a meaning, idea, or thought.
Language has an important thing in human activity to interact with other people.
There are many languages that can be used to communicate with other people in this world. One of them is English, English is the international language in this world. English helps people to communicate with other people from different countries background. The final objective of teaching and learning process is the students are expected to master four skills of language. English has been taught since the kindergarten level up to the university, in Indonesia, but in fact, there are many people especially in Indonesia cannot comprehend English well because they do not have background about the English language yet.
According to Fauziati (2008) as quoted by Wahyuni (2013) said that one of the ways of communication is through speaking. Most of students get difficulties to speak English although they have a lot of vocabulary and can write them well. The problem is they are not confident and be afraid to make mistake when speak up.
Based on the researcher ‟s interview and observation in SMP N 2
Mertoyudan, most of students in the second grade have some problems in speaking ability. They are afraid to speak English in front of class.
Speaking becomes a difficult subject to be learnt, because students are not accustomed to speak English. They will be nervous when speak in front of class because they are afraid if they make some mistakes, the teacher will be angry. They are also shy with the other friends if they speak in wrong pronounciation. researcher found some factors that showed why this condition happened. The students did not have a good motivation to speak. When they have limited vocabulary, they would be difficult to speak in English well. The technique that the teacher used in teaching speaking is not attractive. The teacher asked students to come in front of the class and asked them to speak up. This technique would make the students are afraid to speak up.
To make the students have strong motivation to learn English language especially in speaking skill, the teacher should take the best technique. In this case, the teacher uses Focus Group Discussion as technique in teaching learning process. Focus Group Discussion technique can help students to improve their speaking skill. Students have more self
- –confidence to speak English because all of students have opportunity to express their idea. In addition, students must not come in front of class to speak up, as a result they are not nervous and be afraid again. According to William (2012:56) proposes that:
“Facilitator or moderator should always remind themselves of the potential dangers that groupthink can pose on the outcome of FGD by ensuring fair distribution of opportunities to all participants to voice out their perspective. FGD participants voluntary assumption of leadership roles and overly assertiveness should be professional discouraged. Individual participants in FGD should be discouraged as much as possible from socially distancing themeselves from the others, in order not to influence or dictate indirectly the outcome of responses ” In Focus Group Discussion (FGD) students can analyze and understand the selected topic that be discussed. Harmer (2001:273) stated that some discussion just happen in the middle of lessons and can provide some of the most enjoyable and productive speaking in language classes.
One of the best ways of encouraging discussion is to provide activities which force students to reach a decision.
From the clarification above, the researcher is interested in conducting the research that will generate from the problem. So, it is the reason of why the researcher chooses the title “Improving Students‟ Speaking Skill through Focus Group Discussion (FGD) Technique (A Classroom Action Research of the Second Grade of SMPN 2 Mertoyudan in the Academic Year of 2017/2018
)”.
B. Research Question Based on the phenomenon above, this research is aimed to give answers on the following problems:
1. Is the implementation of Focus Group Discussion (FGD) technique improve students’ speaking skill for the second grade students of SMPN 2 Mertoyudan in the Academic Year of 2017/2018? 2. How far is the improvement of Focus Group Discussion (FGD) technique for the students’ speaking skill for the second grade students of SMPN 2 Mertoyudan in the Academic Year of 2017/2018?
C. Objectives of the Study The purposes of the study are: 1.
To find out whether the implementation of Focus Group Discussion (FGD) technique can improve students’ speaking skill for the second grade students of SMPN 2 Mertoyudan in the Academic Year of 2017/2018.
2. To find out the improvement of Focus Group Discussion (FGD) technique in students’ speaking skill for the second grade students of SMPN 2 Mertoyudan in the Academic Year of 2017/2018.
D. Limitation of the Study
This study concerns the use of Focus Group Discussion (FGD) technique to improve students’ speaking skill. The population is the students of 8th grade students’ of SMPN 2 Mertoyudan in the academic year 2017/2018.
E. Benefits of the Study
This research hopefully will be useful for the teachers, students and researcher. There are the benefits of the research:
1. Theoretical benefit The result of this research can be used as the reference for those who want to conduct research in English teaching to build students‟ speaking skill and create an active class by teacher. Giving English teachers a new experience to use Focus Group Discussion (FGD) to improve the students‟ speaking skill.
2. Practical benefit
a. For another researcher : This research can contribute to another researcher to find out and determining the best technique to improve students‟ speaking skill.
b. For students : 1. It can improve the speaking skill in attractive way.
2. The students more interest to speak up in every situation.
c. For the teachers :
1. This research can give additional contribution to English teachers to develop their learning strategy with teach the speaking skill use an attractive technique to students.
2. This research can improve the teachers‟ ability especially about the application of Focus Group Discussion (FGD) in teaching speaking.
d. For the researcher
From this research, the researcher can learn some ways to give motivation for the students to improve student’s speaking skill.
F. Definition of the Key terms
Avoiding some incorrect interpretations of this research title, it is important for researcher to explain the key terms used. Therefore, the researcher gives some description and explanation of the key terms to make the reader understand the study easier.
1. Focus Group Discussion (FGD) According to Bader and Rossi (2002:2) Focus Group is the label given to a special type of group interview that is structured to gather detailed opinions and knowledge about a particular topic from selected participants.
According to Viji (2014:6) Focus Group Discussion (FGD) is a good way to gather together people from similar background or experiences to discuss a specific topic of interest. The group is guided by moderator or facilitator who introduces the topic of discussion and helps participants in the group give their idea.
According to Krueger (1988) as quoted by Sasmita and Gurning (2012:6), Focus Group Discussion is a group discussion of approximately 6
- – 12 persons are guided by a facilitator, during
2. Speaking Skill Brown (2004:140) defines speaking as a productive skill that can be directly and empirically observed; those observations are invariably colored by the accuracy and effectiveness of a test- takers listening skill, which necessarily compromises the
reliability and validity of an oral production test.
According to Nunan (2011:68) as quoted by Puspasari (2016), speaking is such a normal part of our daily lives that we rarely think of all the things we need to do communicate effectively
- – not, that is, unless, something is wrong. (Nunan, 2011:68).
G. The Outline of the Research
The first chapter is about introduction of background of the study, limitation of the study, statement of the problem, objectives of the study, benefit of study, definition of the key terms, the review of previous research and the outline of the research.
The second chapter concerns with the theoretical framework which consists of the general concept of teaching speaking skill and applying Focus Group Discussion (FGD) technique.
The third chapter extends the methodology of research. It discusses approach and type of research, the setting of research, procedure of research,
technique of collecting data, technique of analysis data and the general situation
of SMP N 2 Mertoyudan.The fourth chapter is the data analysis, it consists of field note of cycle I, II and III and discussion of cycle I, II and III. This chapter explains the result of the research.
The fifth chapter is closure which consists of conclusion of the research and suggestion from the researcher.
The last part is bibliography and appendixes.
CHAPTER II THEORETICAL FRAMEWORK H. Review of Previous Research In this research, the writer takes review of related literature from the other research. Rusydina (2016) have conducted a research in line with the current
research. She conduct a research about the effectiveness of mind mapping and group discussion to increase the students‟ speaking ability (a quasi experimental research of the eighth grade students of smp negeri 1 bawen in academic year of 2015/2016). She concludes that both of mind mapping and group discussion method are effective for students‟ speaking skill of eighth grade students in SMP N 1 Bawen in academic year 2015/2016. The discussion method is reputed as the exact method in speaking because in discussion the students have to try and talking about their opinion in group.
Group Discussion is the method that makes the students have to be active to talk more. The teacher has to make the student remember about the purpose of this method, so the students can discuss the topic and use the time effectively.
Another research is also conducted by Riyanto (2015). He conduct a research about improving speaking skill through small group discussion (a classroom action research for the third grade students of vocational secondary school pancasila salatiga in the academic year 2015/2016). In His research, there is statement from Kindsvatter (1996:242) “A small group discussion divides the large classroom into small groups of students to achieve specific objectives which permit students to assume more responsibility for their own learning, develop social and leadership skills and become involved in an alternative instructional approach”. The researcher said that the students have high responsibility after they got this technique, they can think about the importance of responsibility, it is indicated when they get a role in a group. The students take roles to keep the discussion running well. The increasing thing is not only students‟ responsibility but also the social connection among others. It is proven when the students share their ideas each other, asking something to their friends, solving the problem in a group and being cooperative group.
Mulyo (2015) also conducts a research about the use of spontaneous group discussion t o improve students‟ skill in speaking of the eleventh year of smk diponegoro salatiga in the student academic year 2014/2015 (a classroom implementation of spontaneous group discussion can enhance students‟ interest in learning English especially speaking. The students‟ response is good. They are attracted in the strategy and the media used in the class. They feel happy and regard that English is fun during English teaching learning process. In the process of learning using Spontaneous Group Discussion, students more interest followed in the learning process. Students are given freedom to express their own about the material and exercise, and also teacher accompanied students in the learning in order to the group of discussion run well. The members of group discussion more active and interactive join the learning and want to know about new information or the material more.
Hasan (2015) also conducts a research about the use of picture and group discussion to increase speaking skill (classroom action research of the first grade students of smk saraswati salatiga in the academic year of 2015/2016). In his rese arch, the reseacher concludes that the students‟ speaking skill can increase through picture and group discussion technique. The students can be creative and great in make and retelling stories. Almost all of students seriously pay attention to the teacher
‟s explanation and active in engaging in the learning process, such as asking question, responding question.
Sasmita and Gurning (2012) also conducts a research about improving students‟ achievement in writing recount text through focus group discussion (FGD). In their research, the researchers conclude that Focus Group have good motivation and do high activity. Many students got bored and lazy when the teaching learning process. Because, they are said that English study is so boring and difficult. However, the researcher invites the students to know about focus group discussion method. So, the students have the motivation and want to know how about focus group discussion in learning process. Finally, the lazy students have a motivation to learn, and they have previous learning which low score, in this moment the students that can know to write especially writing recount. And all of the students got high score in teaching learning process through focus group discussion.
I. Focus Group Discussion (FGD)
1. The Definition of Focus Group Discussion
According to Morgan (1997:12) as quoted by Gibbs (1997:2), Focus Group is form of group interviewing but it is important to distinguish between the two. Group interviewing involves interviewing a number of people at the same time, the emphasis being on question and responses between the researcher and participants. However, Focus group relies on interaction within the group based on topics that are supplied by the researcher.
According to Vaughn and colleagues (1996) as quoted by Puchta and Potter (2004:6) Focus Group usually contains the two following core elements: a. A trained moderator who sets the stage with prepared question or
b. Th e goal of eliciting participants‟ feeling, attitudes and perceptions about a selected topic. Focus Group can be used in the context of participatory and action research, with the intention to foster social change.
According to Marsela (2015:233) discussion is active learning when the participants exchange ideas. Discussion may happen at any level around different topics.
According to Viji (2014:6) Focus Group Discussion (FGD) is a good way to gather together people from similar background or experiences to discuss a specific topic of interest. The group of participants is guided by moderator or facilitator who introduces topics of discussion and helps the group to participate in a lively and natural discussion among them.
Focus Group Discussion (FGD) is a groupthink allows the individual participants to pose their ideas or opinions also poses their responses about the opinion from others.
2. The Elements of Focus Group Discussion (FGD) a. Facilitator or moderator.
Facilitator plays an important role in determining the success of focus group. According to Gibbs (1997) as quoted by Masedah (2012: 66)
„Moderators will need to process good interpersonal skills and personal qualities, being good listener, non- judgmental and adaptable. These qualities will promote th e participants‟ trust in the moderator and increase the likelihood of open, interactive dialogue.‟
In selecting a person to moderate a focus group, it is important that this person have these qualities: 1) Knowledgeable: be familiar with the discussion topic. 2) Ability to speak the language spoken of the area. 3) Cultural sensitivity, including not acting as a judge, a teacher, does not looking down on respondents, not agreeing or disagreeing with what is said, and not putting words in the participants‟ mouths.
4) Interesting people: be able to make the participants to more focus and give their attention just in the topic of discussion.
5) Sensitive men and women: listen attentively to what is said and how it is said.
6) Inclusive: encourage members to contribute by using eye contact, body language and directly asking for their input.
7) Open and flexible: respond to what is important to the participants.
8) Respect for participants : receive all of the participants‟ opinion.
The facilitator or moderator has to ensure that in the groupthink there is fair distribution of all participants to voice out their perspectives. Besides that, moderator is expected to deal the arguments in the group and ensuring that essential topics are covered in the time available.
Focus Group Discussion (FGD) is made up of people with certain heterogeneous characteristics and similar levels of understanding of a topic. Bloor et al. (2001:20) said that, in considering heterogeneity of the group, attention should also be given to the desired depth of information to be achieved from the focus group. Bringing together a very diverse range of people may mean that the range of views, meanings and experiences may be so disparate that no aspect of the topic can be explored in depth. Thus, groups which are too diverse in relation to a particular topic may result of discussion that provides an insufficient depth of information.
Litosseliti (2003:32) suggested that the group should consist of between six to ten participants. Bloor et al. (2001:26) believed that the group should consist of between six and eight participants as the optimum size for focus group discussion. The optimum size of the group may reflect the characteristics of participants as well as the topic being discussed.
The size of the group may be decided according to the quality of topic that be discussed. Bloor et al. (2001:27) group of small size have been successfully used in studies of sensitive behaviour. Smaller focus group is more appropriate if the topic is a very complex. According to Morgan (1995) as quoted by Bloor (2001:27) said that, small group may be desirable with certain types of research topics or certain types participants is better to explore the knowledge. Participants are easier to express their ideas and opinion, also the setting is more comfortable for participants. Cameron (1995) as quoted by Bloor (2001:27) argued that sufficient space is needed to accommodate mobility aids and participants must be able to be seated close enough to each other to see and hear each other clearly. Small focus group is selected to encourage participants to give detail accounts of the topic to be discussed. Besides that, the discussion is easier to control and allow the participants to contribute their insight and experience.
Based on the advantages mentioned above, small group shows the greater potential, because it is easy to handle, the communication is clearer, the participants more focus and less misunderstanding.
c. Questions during focus groups.
The quality of questions asked in a focus group can make a large difference in the kind of information obtained. Krueger (1988) gives some tips on how to handle open
‐ended and dichotomous questions in these discussions: Open
‐ended questions are most appropriate at the start of the discussion because they allow participants to answer from different angles. Open
‐ended questions give the participants opportunities to express their thoughts and feelings based on their specific situations.
Krueger warns that some questions may appear to be open ‐ended but are really closed
‐ended because they include phrases such as “satisfied”, “to what extent”, or “how much”.
Dichotomous questions are ones that can be answered by a “yes” or “no” or other similar two‐alternative items. As yes‐no questions are dead
‐ends, they usually do not trigger the desired group discussion. They also tend to elicit vague responses that do not lead to an understanding of the key issues being discussed (Moulton and Roberts: 1993).
3. Technique of Focus Group Discussion
Before the focus group discussion begins, the facilitator should obtain the background information of participants such as their age, background knowledge about the topic, skill and other pertinent information. The type of information to collect depends on the FGD topic.
Once this is done, this sequence of steps is carried out:
a. After a brief introduction, the purpose and scope of the discussion is explained.
b. Participants are asked to give their names and short background information about themselves.
c. The discussion is structured around the key themes using the questions about the topic prepared in advance.
d. During the discussion, all participants are given the opportunity to participate.
e. Use a variety of moderating tactics to facilitate the group. Among 1) Stimulate the participants to talk to each other, not necessarily to the moderator.
2) Encourage shy participants to speak. 3) Discourage dominant participants through verbal and nonverbal cues. The following may be used when the situation permits: (1) Call on other participants
(2) Politely intervene by saying, “Maybe we can discuss that in another occasion...”
(3) Look in another direction (4) Take advantage of a pause and suggest that the subject can be discussed in detail in another session
4) Pay close attention to what is said in order to encourage that behavior in other participants.
5) Use in ‐depth probing without leading the participant.
3 Guidelines in Conducting Focus Group Discussion (FGD)
a. Focus Group Discussion is began with an introduction that explains the purpose and topic of discussion.
b. Duration of discussion usually about 45 minutes and conveys the expectation that everyone will contribute in the discussion.
c. After the introduction, the moderator allows the members to introduce themselves to encourage their confidence. give their opinion or idea.
e.
Moderator reinforces the members‟ arguments, but don‟t suggest what is expected or acceptable. The reinforcement can be done by saying “okay. Let me write that down”.
f. Allow the other participants to give their response. Make sure that all of participants involve in the discussion. g. At the end of the discussion, the moderator makes summary about the result of discussion. Report the summary to participants.
h. Always thanks to the participants for their participation and ask them if they have any questions for you.
Advantages of Focus Group Discussion (FGD)
4 According to Masedah (2012: 64) there are some advantages to be gained through the use of Focus Group Discussion (FGD.
1) Focus Group Discussion (FGD) can cover a large number of people in the same group.
2) An efficient way of gaining a large amount of information and particular opinions from a small number of people in a short time.
J. Speaking Skill
1. The Definition of Speaking Skill
Teaching English always involves four basic skills. They are have to be mastered by students in learning English. It is an essential tool for communicating in order to they can express their idea. So, as teachers, we have a responsibility to prepare the students as much as possible to be able to speak in English in the real world outside the classroom. According to Richards (2008) as quoted by Nirmawati (2015) said that the mastery of speaking skills in English is a priority for many second language or foreign language learners.
Consequently learners often evaluate their success in language learning as well as the effectiveness of their English course based on how much they feel they have improved in their spoken language proficiency.
Brown (2001:140) said that, speaking is productive skill that can be directly and empirically observed those observations are invariably colored by the accuracy and effectiveness of a test-taker
‟s listening skill, which necessarily compromises the reliability and validity of an oral production test.
Goh (2007:4-6) stated that speaking is important for language learners. Besides the role it plays in communication, speaking can also facilitate language acquisition and development. English as international language is now used by learners to communicate with native as well as other non-native speakers of language. Learners from different countries must also have relevant cultural knowledge when speak to one another.
According to Chaney (1998:13) as quoted by Aziz (2015:23-24) the using of verbal and non-verbal symbols, in a variety of contexts.
From the definition above, it can be concluded that speaking is a crucial part in the second language learning and teaching. Speaking is the basic skill of the language that must be mastered by language learner to communicate with other people.
The Elements of Speaking Skill 2.
According to Harmer (2001:269-271) the ability to speak fluently presupposes not only a knowledge of language features, but also the ability to process information and language on the spot. The elements of speaking that speakers have to competent in the speaking skill, they are: a. Connected speech: effective speakers of English need to be able not only to produce the individual phonemes of English but also to use fluent connected speech. In connected speech sound are modified (assimilation), omitted (elision), add (linking). It is for this reason that we should involve students in activities designed specifically to improve their connected speech.
b. Expressive devices: native speakers of English change the pitch and stress of particular parts of utterance, vary volume and speed and show what and how they are feeling to whom they are talking to. of a number of common lexical phrases, especially in the performance of certain language function.
d. Negotiation language: effective speaking benefit from the negotiator language. We use to seek clarification and show the structure of what are saying. They use the negotiation language to show the structure of their thought or reformulate what they are saying in order to be clearer, especially when they can see that they are not understood.
If part of a speakers productive ability involves the knowledge of language skills such as those discussed above, success is also dependent upon the rapid processing skills that necessitates.
a. Language processing: effective speakers need to able to process language in their own heads and put it into logical order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended. Language processes involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences. One of the main reasons for including speaking activities in language lessons is to help students develop habits of rapid language processing in English. with one or more participants. This means that effective speaking also involves a good deal of listening, an understanding of how the other participants are feeling. Knowledge of how linguistically to take turns or allow others to do.
c. Information processing (on the spot): quite apart from our response others feeling, we also need to be able to process the information they tells us the moment we get it. The longer it takes for the penny to drop the less effective we are as instant communicators. However, it should be remembered that this instant response is very culture-specific and it is not prized by speakers in many other language communities.
3. Types of Speaking Skill
Brown (2001:141-142) said that there are five basic types of speaking. They are: a. Imitative.
This type of speaking performance is the ability to imitate a word or phrase or possibly a sentence. (e.g., "Excuse me." or "Can you help me?") to clarity and accuracy.
b. Intensive.
This second type of speaking frequently employed in assessments context is in the production of short stretches of band of grammatical, phrasal, lexical or phonological relationships.
c. Responsive.
This type includes interaction and test comprehension but at the somewhat limited level of very short conversations, standard greeting and small talk, simple request and comments and the like. The stimulus is usually a spoken prompt in order to preserve authenticity.
d. Interactive.
Interaction can take the two forms of transactional language, which has the purpose of exchanging specific information, or interpersonal exchanges, which have the purpose of maintaining social relationships.
e. Extensive.