IMPROVING SPEAKING SKILL THROUGH SMALL GROUP …e-repository.perpus.iainsalatiga.ac.id/95/1/Honang Adi Riyanto _11311114.pdf · (A Classroom Action Research for the Third Grade

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)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)

English Education Department of Teacher Training

and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

HONANG ADI RIYANTO

113 11 114

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2015

MOTTO

اده رفع ي حسب اعتق

ت

ف

اذال

فع ت

ق ل

ت

ل ل

“The Magnificence of somebody is measured by his

determination, No success without determination

(Syech Syarifuddin Yahya al-'Imrithi)”

Rock the World (English Education Department’11)

DEDICATION

I dedicate this graduating paper to:

Allah Subhanahu Wata’alaa . . .

All of my family, especially for my Wonder woman, my mother (Mrs.

Patemi) and grandmother (Mrs. Karsini), thanks for everything. You are my

everything

My Brother (Rowi Ilham Nugroho) and Sister (Maulida Safa’atun Najwa).

Your smiles give me power to always stand up.

My uncle (Om Suhadi, SKM., MMKes) thanks a lot for the life experiences,

support, help and guidance for me. You’re the Best for me.

Thanks for all of my family in Salatiga, especially for Abah Kyai Muhlasin

and Umi Choiriyatik for your praying and guidance. For all of my best

friends in Pon-Pes Pancasila Salatiga thanks for your kindness,

brotherhood, love, and smile and soon. I will never forget it.

Thanks for Mbah Kyai Selamet Idris and his family, thanks so much. For

all of My Friends in Pon-Pes Al-Ishlah, you are the best.

All of my beloved people who cannot be mentioned one by one.

ACKNOWLEDGEMENT

All praise due to Allah, the Most Gracious and the Most Merciful

because of His wonderful blessing and His mercy, the writer can finish this

graduating paper successfully. The incredible blessings make realize that

nothing is impossible in the eyes. Thanks for Your will and endless blessing in

my life.

Peace and salutation always be given to our beloved prophet Muhammad

SAW that Moslem hopes his blessing in the Judgment day. However, this

success would not be achieved without the support, guidance, advice, help and

encouragement from individuals and institutions. Therefore, the writer would

like to express the deepest gratitude to:

1. Dr. Rahmat Hariyadi, M. Pd., the Rector of State Institute for Islamic

Studies (IAIN) Salatiga.

2. Suwardi, M. Pd., the Dean of Teacher Trainig and Education Faculty of

State Institute for Islamic Studies (IAIN) Salatiga.

3. Noor Malihah, Ph. D., as the Head of English Education Department.

4. Faizal Risdianto, S. S., M. Hum. as my academic counselor thanks for

your support and guidance.

5. Mashlihatul Umami, S. Pd.I, M. A., as the counselor of this research

thanks for suggestion and recommendation for this research from

beginning until the end.

6. All lecturers of English Education Department of IAIN Salatiga, thanks for

your advice, knowledge, and kindness.

7. Mrs Sri Mulyani, S. PdI as the Headmaster of Vocational Secondary

School Pancasila Salatiga and all of teachers and students, especially for

my teacher counselor Mrs. Dyah Daniati, S.PdI, thanks for your kindness,

help, guidance and advice.

8. My beloved family who always support and advise me.

9. My best friends (Nafik, Faiz, Dzulfikar, Luthfi, Hasan, Wahyu and Rifqy),

thanks for being by my side for your support and success for you all.

10. All of my friend in IAIN Salatiga, especially for English Education

Department in the cohort of 2011, from A class until E class whose names

cannot be mentioned one by one, thanks for being my friends.

11. The Big Family of Al Khidmah Kampus Kota Salatiga (Kang Mirza, Kang

Irsyad, Kang Ghoni dll) Thanks for anything.

Finally, this graduating paper is expected to be able to provide useful

knowledge and information to the readers.

Salatiga, August 22th

2015

The writer

Honang Adi Riyanto

NIM. 113-11-114

ABSTRACT

Riyanto, Honang Adi. 2015. 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). Graduating Paper English Education Department of State

Institute for Islamic Studies (IAIN) Salatiga. Counselor: Mashlihatul

Umami, S.Pd.I, M.A.

Keywords: Improving speaking skill, small group discussion.

The aims of this research are (1) to describe the procedure of implementation

of small group discussion to improve the students‘ speaking skill for third

grade of Vocational Secondary School Pancasila Salatiga. (2) To find out

whether there is improvement of students‘ speaking skill through small group

discussion or not and (3) to find out to what the extent the use of small group

discussion improve the students‘ speaking skill. The research method that is

used in this research is classroom action research. The subjects of the research

were 14 students in third grade at Vocational Secondary School Pancasila

Salatiga. The researcher uses two cycles; each cycle consists of planning,

action, observation and reflection. The result of his research shows that there is

an improvement of students‘ speaking skill using small group discussion

technique. It can be seen from T-Test calculation in cycle 1 is 5.91 and cycle 2

is 6.31. And also the increasing percentage of the oral test from cycle 1 to cycle

2 with the standardized score (the minimum of passing criteria) is 75, at the

cycle 1 is 57.14 % students and 78.58 % in the cycle 2 who pass in oral test.

The increasing of oral test from cycle 1 to cycle 2 is 21.44 %. This indicates

that by applying small group discussion technique, the students in speaking

skill can be improved.

TABLE OF CONTENTS

TITLE ..................................................................................................................... i

DECLARATION .................................................................................................. ii

ATTENTIVE COUNSELOR NOTES ................................................................. iii

STATEMENT OF CERTIFICATION ................................................................ iv

MOTTO ................................................................................................................ v

DEDICATION ..................................................................................................... vi

ACKNOWLEDGMENT ..................................................................................... vii

ABSTRACT ......................................................................................................... ix

TABLE OF CONTENT ......................................................................................... x

LIST OF FIGURES ............................................................................................ xiii

LIST OF TABLES ............................................................................................. xiv

LIST OF CHARTS ............................................................................................. xvi

CHAPTER 1 : INTRODUCTION

A. Background of the Research ........................................................ 1

B. The Research Questions .............................................................. 6

C. The Objectives of the Research .................................................. 7

D. Limitation of the Research .......................................................... 7

E. Previous Research Review ......................................................... 8

F. Benefits of the Research ............................................................ 9

G. Definition of Key Terms ........................................................... 10

H. Outline of the Paper .................................................................. 11

CHAPTER 1I : LITERARY REVIEW

A. General Concept of Speaking Skill .......................................... 13

1. The Definition of Speaking Skill ....................................... 13

2. The Elements of Speaking Skill ........................................ 17

3. Types of Speaking Skill ..................................................... 20

4. Teaching Speaking Skill .................................................... 21

5. Assessments of Speaking Skill .......................................... 22

6. The Suggestions of Speaking Skill .................................... 26

B. General Concept of Small Group Discussion ........................... 28

1. The Definition of Small Group Discussion ....................... 28

2. The Techniques of Small Group Discussion ..................... 29

3. The Competencies which are Develop through Small Group

Discussion .......................................................................... 30

4. The Characteristics of Small Group Discussion ................ 31

5. The Roles of Small Group Discussion .............................. 34

6. The Advantages of Small Group Discussion .................... 36

CHAPTER III : RESEARCH METHODOLOGY

A. Site and Time of Research ....................................................... 38

1. Site of the Research .......................................................... 38

2. Time of the Research ......................................................... 45

B. Methodology of Research ......................................................... 46

1. The Definition of Classroom Action Research .................. 46

2. The Characteristics of Classroom Action Research .......... 47

3. Approach of the Research .................................................. 48

4. Type of Research ............................................................... 48

5. The Procedures of Research .............................................. 49

6. The Technique of Collecting Data ..................................... 51

7. Data Analysis Method ....................................................... 53

CHAPTER IV : IMPLEMENTATION OF THE STUDY

A. Field Note ................................................................................. 56

1. Cycle 1 ............................................................................... 57

2. Cycle 2 ............................................................................... 76

B. Analysis and Discussion ........................................................... 89

CHAPTER V : CLOSURE

A. Conclusions ............................................................................... 97

B. Suggestions ............................................................................... 99

REFERENCES

APPENDIXES

LIST OF FIGURES

Figure 2.1 Speaking Skills for Effective Communication .................................... 15

Figure 3.1 Cyclical Action Research Models ....................................................... 50

LIST OF TABLES

Table 2.1 Oral Proficiency Scoring Categories Grammar .................................... 23

Table 2.2 Oral Proficiency Scoring Categories Vocabulary ................................. 23

Table 2.3 Oral Proficiency Scoring Categories Comprehension .......................... 24

Table 2.4 Oral Proficiency Scoring Categories Fluency ....................................... 24

Table 2.5 Oral Proficiency Scoring Categories Pronunciation ............................. 25

Table 2.6 Oral Proficiency Scoring Categories Task ............................................ 25

Table 3.1 The Situation of Educational Facilities of Vocational Secondary School

Pancasila Salatiga .................................................................................................. 40

Table 3.2 The Situation of the Teachers and Staffs of Vocational Secondary

School Pancasila Salatiga ...................................................................................... 41

Table 3.3 The Situation of the Students of Vocational Secondary School Pancasila

Salatiga .................................................................................................................. 43

Table 3.4 The Name of Subject of the Study of Vocational Secondary School

Pancasila Salatiga .................................................................................................. 44

Table 3.5 The time of Research at Vocational Secondary School Pancasila

Salatiga .................................................................................................................. 45

Table 3.6 Scoring Rubrics ..................................................................................... 51

Table 4.1 The students‘ Score of Pre-test and Post-test in Cycle 1 ...................... 71

Table 4.2 The Result of Oral Test Cycle 1.......................................................... 74

Table 4.3 The students‘ Score of Pre-test and Post-test in Cycle 2 ...................... 84

Table 4.4 The Result of Oral Test Cycle 2............................................................ 87

Table 4.5 The Mean and T-Calculations of Students‘ score ................................ 89

Table 4.6 The Percentages of Oral Test ............................................................... 90

LIST OF CHARTS

Chart 4.1 The Mean and T-calculation of Students‘Score ................................... 89

Chart 4.2 The Percentages of Oral Test ................................................................ 90

CHAPTER I

INTRODUCTION

A. Background of The Research

Looking at the developing science and technology, our country will

face Asian Economic Community (AEC) 2015. Everyone has to prepare

anything before it. It is like a language. Language has an important role for

them. They can express their ideas, emotion, and desires by using

language. It is used as a medium to interact with one another and fulfil

their daily need. There are many languages that can be used to

communicate with other people in this world. Everyone has one or more

languages that they usually use to communicate with others.

In our country, Indonesia, there are many languages that can be

found there. If we do not have a language, I think that we cannot

communicate with others. So, it is important for us to have language

communicate skill. One of them is English. It is the international language

in this world, so every country in this world studies about it. In Indonesia,

English is as one of foreign languages which are taught in every

educational institution.

English is a means for the students to develop science, technology,

culture and art. The final objective of teaching and learning process is that

the students are expected to master the four skills of language: listening,

speaking, reading, and writing. Teaching and learning will be successful if

they are supported by some factors such as the method that is used in

teaching English, completeness of teaching facilitation, interesting media,

and condition of school environment.

Teaching English in Indonesia is more difficult, because English is

not the first language in our country, but, a foreign language and

dominantly as a third language in this country. The researcher can

conclude that teaching is a process of transferring knowledge, skills or

science from one to another in order to make someone able to do or know

what he/she does not know or cannot do before.

The Indonesian students have many difficulties to learn English.

They do not have background in themselves about the English language

yet. In elementary school moreover in play group or Kindergarten school,

they can get the learning about English until finishing their education.

Although they studied about English, they are still getting some

difficulties to understand about English. So, there are students who can

and cannot understand what the English is.

The difficulties in the study about English make the students

passiveness when they get the English subject in their class. It can be task

of their English teacher to make their students feel happy when they learn

about English. Because of that, they must make a way to get the students

enjoy with English, such as English extracurricular. Every school has an

extracurricular. In English extracurricular, there are English club, debate

of English, speech, storytelling and others in it. Through them they can get

the freedom of communicate with English directly with their friends. They

can improve their English skill with increasing their new vocabulary and

making happy and funny with English. Thus, they can improve their

English skill.

One of the vocational high schools in Salatiga which study about

English is vocational secondary school Pancasila Salatiga. The students

are obligated to follow the English language subject. It is included to be

the main of one of subjects in the final exam to finish their study in their

school. So, they must learn, learn and learn about English. But, English

makes them to be afraid, so when they are studying English in their class

they just keep silent and follow it, but they do not really understand it.

Maybe it is first time for them, but the next times they will enjoy with

English. They will little by little more understand about English. If they

have the great desire, they will get it more easily.

Specially for speaking skill, it is one of the four skills of language. It

is about how to express their desire with other orally. It will be important

because if we want to get something we must express it verbally directly.

So it is one of the ways to communicate with other people.

Speaking is one of four language skills, which is basic function of

language as communication instrument. Students who study at the school

which use certain language will became a good speaker, different from

students who study at the other schools. They will get difficulties in using

English to speak with each other; it is caused by condition of school

environment and media that are used in teaching them.

Speaking is important for them to practice their capability and their

understanding, how to send idea, and how to spell word well. In this case

the students‘ motivation and interest are very needed to make the process

of their understanding more easily.

Because of the materials of English subject are various, so the

teachers are obligated to choose the suitable approach, strategy, and

method in order to achieve the teaching purposes more effectively.

Meanwhile, the media will make the students to be more motivated to

study. The teacher who is able to present the material easily will be

students‘ idol. The teacher can use some methods in teaching learning

process to help the students‘ understanding about the material that is

explained. In applying method, the teachers have to prepare many things

like; teaching material, classroom management, and many other aspects

because using inappropriate technique can make the students get

difficulties in understanding the teacher‘s explanation and it means that the

teacher may fail in teaching them.

To make the students have strong interest in teaching and learning

process especially in learning speaking, the teacher should take the best

approach, method, and strategies. Then, the teacher can use media in

teaching of English language, method are used to help the students for

speaking to make interaction between the teacher and students.

Furthermore, the teacher has to prepare interesting aids before the teaching

and learning process is done. In this case, the researcher used small group

discussion as method in teaching learning processes.

Above of all, it is not the time to blame the students only in relation

with the condition above. The technique used by the teacher also becomes

a factor that determines whether or not the students can develop their

speaking skill. According to Orlich et.al (1985) as quoted by Antoni

(2014: 56) proposes that:

―Small group discussion could improve the student‘s speaking

skill. There are 3 reasons why we can use small group-

discussion in improving speaking skill. First discussion is used

to increase teacher-student interaction and student-student

verbal interaction in the classroom. Second, discussion is used

to promote meaningful personal interaction and learning. The

learning may be of contents, skills, attitudes or processes.

Third, it is used to help students adopt more responsible and

independent mode of learning.‖

Method must be able to increase the students‘ motivation in learning

English, especially in speaking English, and method has to be able to be

understood. At last the teacher hopes that method can motivate his

students to speak English to communicate their need especially in the

classroom and in their daily need in general.

Besides, the researcher also uses authentic material as a media in

improving students‘ speaking skill, authentic material is one of the best

media to improve speaking skill because they enable learners to interact

with the real thing and real situation. When the students just learn about

English text, they are only given the text based on the text provided in the

book. Then, they are asked to analyze and comprehend the text itself.

However, in the authentic material the teacher will give the texts without

exercise book. It means that when the teacher teaches them, they will not

only give the material based on the book, but also it is taken from the real

situation and it is called the authentic material.

From the clarification above, the researcher is interested in

conducting the research that will generate from the problem. So it is the

reason why the researcher chooses the title “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)”.

B. The Research Questions

It is necessary to formulate the scope of research, in order to avoid

misunderstanding of the researcher about the subject matter discussed. The

problems are:

1. How is the procedure of implementation of small group discussion to

improve speaking skill for the third grade students of vocational

secondary school Pancasila Salatiga?

2. Is there any improvement of using small group discussion toward

speaking skill for the third grade students of vocational secondary

school Pancasila Salatiga?

3. To what extent does the use of small group discussion improve the

speaking skill for the third grade students of vocational secondary

school Pancasila Salatiga?

C. The Objectives of The Research

Generally the purpose of this research is to improve speaking skill

for the third grade students in vocational secondary school Pancasila

Salatiga. The purpose of this research, especially are to get information

about:

1. To describe the procedure of implementation of small group

discussion to improve speaking skill for the third grade students of

vocational secondary school Pancasila Salatiga.

2. To find out whether there is improvement of speaking skill through

small group discussion for the third grade students of vocational

secondary school Pancasila Salatiga.

3. To find out to what the extent of the use of small group discussion


secondary school Pancasila Salatiga.

D. Limitation of The Research

In order to avoid any misinterpretation of the problem, the researcher

limits the research on ―how far is the improvement of small group

discussion toward speaking skill limited to the use of authentic material‖.

This research is conducted for the third grade students of vocational

secondary school Pancasila Salatiga in the academic year 2015/2016.

E. Previous Research Review

In this graduating paper, the researcher took previous research from

a collaborative research paper. It was the research arranged by Tika

Rahmawati (2014) about the improving students‘ speaking skill through

scaffolding talk technique. She conducted her research in MTs Negeri

Andong for the eighth grade students in the academic year of 2013/2014.

The findings are there is a significant after the students got scaffolding talk

technique. It can be seen from the comparison between all the score of

cycle I, cycle II. The findings display that the students‘ speaking skill

increases from pre to post test. The results showed that the mean of pre-

test 47.08, the mean of post-test 1, 66.67, and the mean of post-test II

74.72. It means that scaffolding talk technique is able to improve the

students‘ speaking skill.

The research conducted by the researcher for his graduating paper

was different from the previous research. The researcher would cover

about the using of small group discussion to improve the students‘

speaking skill. The difference was showed at the way of the teaching. The

researcher used small group discussion technique to improve the students‘

speaking skill, whereas the previous researchers used scaffolding talk

technique to students‘ speaking skill.

F. Benefit of the Research

The Benefits of this research are:

1. Theoretically

The findings of the research will give more explanation needed

by English teacher especially how to improve the students‘ speaking

skill through small group discussion. This means that small group

discussion can improve the students‘ speaking skill. Students get more

ways to improve their speaking skill. They will enjoy and are more

interested in teaching learning process in their formal school after they

get more knowledge from this research.

2. Practically

a. For the researcher

The findings of the research can be known that there are

many ways or methods to improve researcher‘s English skill.

b. For the students

The result of the research can improve their speaking skill

better and also with this method they can get more knowledge not

only in English education, but also in social relationship. They can

interact or communicate with their friends in the groups.

c. For the English teacher

This research can give additional contribution to English

teachers to develop their method to teach about English education.

d. For the others researcher

The results of this research can be used as one of the

references in contributing a research on English language teaching,

especially to increase their English speaking skill.

e. For Vocational Secondary School Pancasila Salatiga

The result of this research can be used as a method to

improving students‘ speaking skill in the school. The result of this

research can be functioned as information and reference for further

researchers related with the field.

G. Definition of Key Terms

To avoid misunderstanding, the researcher gives definition of some

key terms used in the research.

1. 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.

2. Small Group Discussion

Shaw (1976: 11) as quoted by Fisher (1981: 17) finds most

acceptable—―… a group is defined as two or more persons who are

interacting with one another in such a manner that each person

influences and is influenced by each other person.‖ (Although not

everyone agrees, this book uses ―interaction‖ and ―communication‖

interchangeably. The two terms are considered to be synonymous).

Small group discussions can help learners develop a range of

speech function and interaction management skills. These skills

include using the spoken language to express viewpoints, negotiate

ideas, explore options, express tentativeness, modify views, and agree

and disagree (Christine, 2007: 38).

H. Outline of the Paper

This research is divided into five chapters. Each chapter explains

different matters in line with the topic that is discussed.

The first chapter is introduction, which consists of background of the

research, research questions, objectives of the research, limitation of the

research, previous research review, benefit of research, definition of key

terms, and paper organization.

The second chapter concerns with the theoretical review which

consists of the definition of students‘ speaking skill, and the meaning of

small group discussion.

The third chapter presents the research methodology which consists

of two concepts. First is the place and time of research. It contains general

description of Vocational Secondary School Pancasila, situation of

educational facilities, teachers and staffs, profile of the students and

subject of the research. The latter is methodology of research. It covers

general description of classroom action research, technique of collecting

data, and technique of analyzing data.

The fourth chapter is the implementation of the research and data

analysis. This chapter explains about the result of the research. It consists

of two cycles and analysis.

The last chapter is closure which consist of conclusion and

suggestion. It is the conclusion of the research and suggestion that the

researcher made from the findings that the researcher had.

CHAPTER II

LITERARY REVIEW

In order to make the problems clearer, the researcher explains them

well in theoretical reviews. To clarify the references needed, the researcher

discusses the definition of speaking skill and small group discussion method.

A. General Concept of Speaking Skill

This concept will discuss about the definition of speaking skill,

elements of speaking, types of speaking skill, teaching speaking skill,

assessment of speaking and suggestions for speaking skill.

1. The Definition of Speaking Skill

Teaching English in any level, always involves four basic skills.

They are listening, reading writing and speaking. However, in using

English to communicate one another, we often use it orally or

speaking, than the other skills. According to 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-taker‘s

listening skill, which necessarily compromises the

reliability and validity of an oral production test‖.

From this statements above, the researcher can conclude that

speaking is an activity involving 2 or more people in which the

participants are both the listeners and the speakers having to act what

they listen and make their contribution at high speed. While, he also

states that speaking is the product of creative construction of linguistic

strings, the speakers make choices of lexicon, structure, and discourse.

According to Goh, Christine (2007: 4-6) states that speaking is

important for language learners. Besides the role it plays in

communication, speaking can also facilitate language acquisition and

development. In situations where the target language is also a

language for instruction across the school curriculum, speaking is a

crucial tool for thinking and learning. However, even when there are

speaking activities, it is probably true to say that while speaking

occurs, the skills may not necessarily be taught.

Teachers do not have a material of learner work which they

could evaluate and give feedback on. As a result, problems that

learners face when doing speaking activities often go unnoticed or

uncorrected. There is much that we can do to ensure that speaking

lessons are not merely opportunities for using language orally but are

a means for learners to develop speaking skills and acquire the

language.

To speak effectively learners need to have a reasonable

command of the basic grammar of the target language and a working

vocabulary, but language knowledge alone is not sufficient. They

must also develop a range of skills in four keys areas of speaking

competence. These are explained in figure 2.1.

Figure 2.1 Speaking Skills for Effective Communication

Phonological skills are important for effective oral

communication. Learners should learn to articulate and

blend vowels and consonants (‗phonemes‘) of the

language that they are leaning. It is even more important,

however, that they can use appropriate intonation to

present their message as given and new information

clearly to listeners (Brazil, 1985/1997). In this sense,

phonological skills at the prosodic level can also play a

role in organizing discourse.

Speech function skills are micro-skills necessary for

achieving specific communicative ends in routine social

and transactional exchanges (e.g. to greet, to agree, to

complain, to offer a reason, to clarify etc.). Many language

syllabuses that adopt communicative language teaching

will show lists of common speech functions that are

considered important for learners to develop in the target

language.

Phonological Skills

Produce accurate sounds of the target language at the

phonemic (vowels and consonants) and prosodic (stress and

intonation) levels.

Speech Function Skills

Use spoken words to perform communicative functions, such

as request, demand, and decline, explain, complain,

encourage, beg, direct, warn and agree.

Interaction Management Skills

Manage face-to-face interactions by initiating, maintaining

and closing conversations, regulating turn-taking, changing

topics and negotiating meaning.

Extended Discourse Organization Skills

Establish coherence and cohesion in extended discourse by

using established conventions to structure different types of

spoken texts (e.g. narrative, procedural).

Interaction management skills are macro-skills for

dealing with face-to-face spontaneous exchanges. These

include the ability to initiate, sustain and end an

interaction (e.g. conversations, discussions), offer and take

conversational turns, modify or redirect the focus or topic

of an interaction, and negotiate meaning to ensure that one

understands what our interlocutors mean.

Extended discourse organization skills are another set of

macro-skills for dealing with spoken interaction.

Language learners often need to produce long stretches of

language in various situations in and out of class. To

ensure that their listeners understand what they say,

learners need to be able to structure their spoken output in

a way that is easy to follow. This requires knowledge of

discourse routines, i.e. how a specific speech genre is

structured (Bygate, 1998) as well as grammar and

vocabulary knowledge for establishing coherence and

cohesion. The ability to use intonation appropriately will

be an asset.

It is important to add that effective oral communication does not

depend on language and skills alone. Because of its status as an

international language, English is now used by learners to

communicate with native as well as other non-native speakers of the

language. Learners from different countries must also have relevant

cultural knowledge when speaking to one another. So, for example,

the way disagreements are expressed may vary depending on whom

we are speaking with and the roles we are adopting within that wider

cultural context.

In addition Chaney (1998: 13) as quoted by Aziz (2015: 23-24)

says that speaking is the process of building and sharing meaning

through the use of verbal and non-verbal symbols, in a variety of

contexts.

From the above definition, it can be concluded that speaking is a

crucial part of second language learning and teaching. Dealing with

the importance of speaking, Azis also quotes Stoval (1998) states that

language learners need to recognize that speaking involves three areas

of knowledge:

a. Mechanics (pronounciation, grammar, and vocabulary): using the

right words in the right order with the correct pronounciation.

b. Function (transaction and interaction): knowing when clarity of

message is essential (transaction/information exchange) and when

precise understanding is not required (interaction/relationship

building).

c. Social, cultural, and norms (turn talking, rate of speech, length of

pauses between speakers, relative roles of participants):

understanding how to take into account who is speaking to whom,

in what circumstances, about what and for what reason.

2. The Elements of Speaking Skill

The ability to speak fluently presupposes not only knowledge of

language features, but also the ability to process information and

language on the spot (Harmer, 2001: 269-271). Here are elements of

speaking that speakers have to be competent in the speaking skill, in

which four points. They are:

a. Connected speech: effective speakers of English need to able to

produce the individual phonemes of English. In connected speech

sounds are modified (assimilation), omitted (elision), added

(linking) or weaken (through contraction and stress patterning). 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 utterances, vary volume and speed

of speech. By using these devices people will be able to show

what and how they are feeling to whom they are talking to.

c. Grammar and lexis: spontaneous speech id marked by the use 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.

In addition, Harmer states concerning with other elements of

speaking that is necessary to be mastered by a successful speaker.

Those are mental/social processing and rapid processing skill that

involves language processing, interaction and informing processing.

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

processlanguage 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.

b. Interactive with others: most speaking involves interaction 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. A knowledge of how linguistically

to take turns or allow others to do.

c. Information processing (on the spot): quite a part 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

According to Brown (2004: 141-142), in his book ―Language

Assessment: Principles and Classroom Practices‖, states:

―Speaking is 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.

In the other page of his book, Brown says 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?") for clarity and accuracy.

b. Intensive.

This second type of speaking frequently employed in

assessments context is in the production of short stretches of oral

language designed to demonstrate competence in a narrow 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.

Extensive oral production tasks include speeches, oral

presentations, and story telling, during which the opportunity for

oral interaction from listeners is either highly limited or ruled out

altogether.

4. Teaching Speaking Skill

Harmer (2007: 123) states: there are three main reasons for

teaching speaking skill. Firstly, speaking activities provide rehearsal

opportunities – chances to practice real-life speaking in the safety of

the classroom. Secondly, speaking tasks in which students try to use

any or all of the languages they know provide feedback for both

teacher and students. Finally, the more students have opportunities to

activate the various elements of language; they have stored in their

brains, the more automatic their use of these elements become. As a

result, students gradually become autonomous language users. This

means that they will be able to use words and phrases fluently without

very much conscious thought.

According to Brown (1994: 268-269) states there are seven

principles for designing speaking techniques:

a. Use techniques that cover the spectrum of learner needs, from

language based focus on accuracy to message-based on

interaction, meaning, and fluency.

b. Provide intrinsically motivating techniques.

c. Encourage the use of authentic language in meaningful contexts.

d. Provide appropriate feedback and correction.

e. Capitalize on the natural link between speaking and listening.

f. Give students opportunities to initiate oral communication.

g. Encourage the development of speaking strategies.

From above explanation, we can see that all of principles for

designing speaking techniques are very necessary for us. The need is

passing the examinations to move to the next level and graduate from

the school, and the general requirement is the students are able to

speak and hold conversations. From a communicative purpose,

speaking is closely related to listening. The interaction between these

two skills is shown in the conversation.

5. Assessments of Speaking

Speaking is complex skill requiring the simultaneous use of

different ability which often develops at different roles. Speaking skill

is generally recognized in analysis of speech processes that are

pronunciation, grammar, vocabulary, fluency and comprehension.

Here the band score of oral proficiency scoring categories in

speaking skill (Brown, 2004: 172-173). It can be seen on the tables

below:

Table 2.1

Oral Proficiency Scoring Categories Grammar

Source: Brown. 2004. Language Assessment Principles and

classroom practice. New York: Pearson Education,Inc.

Table 2.2

Oral Proficiency Scoring Categories Vocabulary

Score Proficiency Description

1 Errors in grammar are frequent, but speaker can be

understood by a native speaker used to dealing with

foreigners attempting to speak his language.

2 Can usually handle elementary constructions quite

accurately but does not have thorough or confident

control of the grammar.

3 Control of grammar is good, able to speak the language

with sufficient structural accuracy to participate

effectively in most formal and informal conversations on

practical, social, and professional topics.

4 Able to use the language accurately on all levels

normally pertinent to professional needs. Errors in

grammar are quite rare.

5 Equivalent to that of an educated native speaker.


1 Speaking vocabulary inadequate to express anything but

the most elementary needs.

2 Has speaking vocabulary sufficient to express him simply

with some circumlocutions.

3 Able to speak the language with sufficient vocabulary to

participate effectively in most formal and informal

conversations on practical, social and professional topics.

Vocabulary is broad enough that be rarely has to grope

for a word.

4 Can understand and participate in any conversation



Table 2.3

Oral Proficiency Scoring Categories Comprehension



Table 2.4

Oral Proficiency Scoring Categories Fluency

within the range of his experience with a high degree of

precision of vocabulary

5 Speech on all levels is fully accepted by educate native

speakers in all its features including breadth of

vocabulary and idioms, colloquialisms, and pertinent

cultural references.


1 Within the scope of his very limited language experience,

can understand simple questions and statements if

delivered with slowed speech, repetition, or paraphrase.

2 Can get the gist of most conversations of non-technical

subjects (i.e., topics that require no specialized

knowledge)

3 Comprehension is quite complete at a normal rate of

speech.

4 Can understand any conversation within the range of his

experience.

5 Equivalent to that of an educated native speaker.


1 (No specific fluency description refer to other four

language areas for implied level of fluency)

2 Can handle with confidence but not with facility most

social situations, including introductions and casual

conversations about current events, as well as work,

family and autobiographical information.

3 Can discuss particular interest of competence with

reasonable ease. Rarely has to grope for words.



Table 2.5

Oral Proficiency Scoring Categories Pronunciation



Table 2.6

Oral Proficiency Scoring Categories Task

4 Able to use the language fluently on all levels normally

pertinent to professional needs. Can participate in any

conversation within the range of this experience with a

high degree of fluency.

5 Has complete fluency in the language such that his

speech is fully accepted by educated native speakers.


1 Errors in pronunciation are frequent but can be

understood by a native speaker used to dealing with

foreigners attempting to speak his language.

2 Accent is intelligible though often quite faulty.

3 Errors never interfere with understanding and rarely

disturb the native speaker. Accent may be obviously

foreign.

4 Errors in pronunciation are quite rare.

5 Equivalent to and fully accepted by educated native

speakers


1 Can ask and answer questions on topics very familiar to

him. Able to satisfy routine travel needs and minimum

courtesy requirements. (Should be able to order a simple

meal, ask for shelter or lodging, ask and give simple

directions, make purchases, and tell time).

2 Able to satisfy routine social demands and work

requirements; needs help in handing any complication or

difficulties.

3 Can participate effectively in most formal and informal

conversations on practical, social, and professional



However, there are six components usually used to analyze

speech performance, they are grammar, vocabulary, comprehension,

fluency, pronunciation and task. The scoring also can include

accuracy, articulation, eye contact, expression, intonation and gesture

of the speaker. The researcher uses those speaking scoring rubric to

collect data.

6. The Suggestions for Speaking Skill

Harmer (2007: 129-131) states the following activities are also

helpful in getting students to practice ‗speaking-as-a-skill‘. Although

they are not level-specific, the last four will be more successful with

higher-level students (upper intermediate plus), whereas the first two,

in particular, are highly appropriate at lower levels (but can also be

used satisfactorily with more advanced classes).

a. Information-gap activities: an information gap is where two

speakers have different bits of information, and they can only

complete the whole picture by sharing that information – because

they have different information, there is a ‗gap‘ between them.

topics.

4 Would rarely be taken for a native speaker but can

respond appropriately even in unfamiliar situations. Can

handle informal interpreting from and into language.

5 Speaking proficiency equivalent to that of an educated

native speaker.

b. Telling stories: we spend a lot of our time telling other people

stories and anecdotes about what happened to us and other

people. Students need to able to tell stories in English, too.

c. Favorite objects: a variation on getting students to tell personal

stories (but which may also involve a lot of storytelling) is an

activity in which students are asked to talk about their favorite

objects (things like MP3 players, objects with sentimental value,

instruments, clothes, pictures, etc).

d. Meeting and greeting: students role-play a formal/business social

occasion where they meet a number of people and introduce

themselves.

e. Surveys: surveys can be used to get students interviewing each

other.

f. Famous people: students think of five famous people. They have

to decide on the perfect gift for each person.

g. Students presentations: individual students give a talk on a given

topic or person.

h. Balloon debate: a group of students are in the basket of a balloon

which is losing air. Only one person can stay in the balloon and

survive (the others have to jump out).

i. Moral dilemmas: students are presented with a ‗moral dilemma‘

and asked to come to a decision about how to resolve it.

B. General Concept of Small Group Discussion (SGD)

In this concept will discuss about the definition of SGD, the

techniques of SGD, the characteristics of SGD, the competencies which

are develop through SGD, the roles participant in SGD and the advantages

and disadvantages of SGD.

1. The Definition of Small Group Discussion

Kindsvatter (1996: 242) states that:

―A small-group discussion dividing the large classroom

into small groups of students to achieve specific objectives

permits students to assume more responsibility for their

own learning, develop social and leadership skills and

become involved in an alternative instructional approach‖.

According to Gulley (1960: 62) as quoted by Hastoyo (2010:

33) states a group is more than a collection of individuals assembled

in the same place. He adds that the accomplishment of the group tasks

has involved interaction.

He also quotes Hoover (1997:13), discussion is the process of

talking things over among two or more persons, preferably face to

face. He adds that the total discussion process ideally is a cooperative

effort on the part of a number of individuals to work together as a

group, through the exchange of thought orally, toward some group

objectives. Risk states that discussion means thoughtful consideration

of the relationship involved in the topic or problem under study.

In addition Ur (1981: 2-3), in her book, Discussions that Work:

task-centered fluency practice, says that:

―Thinking out some problems and situations together

through verbal interchange of ideas is simply called as to

dicuss. She also states that a discussion that works is

primarily one in which as many students as possible say as

much as possible. A further characteristic of a successful

discussion is the apparent motivation of the participants:

their attention to the speakers their expression that they are

reacting to the humor, seriousness, or difficulty of the

ideas being expressed.

From the explanation above, we can conclude that small group

discussion is the method which consist of two or more persons in

small group for exchange of thought orally to achieve a result in team

work, and they can take assume more responsibility for their own

learning, develop social and leadership skills and become involved in

an alternative instructional approach. So, this method is better used in

learning process.

2. The Techniques of Small Group Discussion

Dobson (1981: 62- 63) as quoted by Antoni (2014: 56) explains

that discussion techniques for use in small group discussion are

outlined as follows:

a. Divide the class into small group of three to six students each.

Give each group a different discussion topic that will necessitate

outlining of several important points. Have one student in each

group to write down these points as they emerge from discussion

by group members.

b. Allow the groups to discuss their respective topic for at least 10

minutes. When group member have finished their discussion, they

should elect a spokesman who will report on the group collective

thoughts to entire class.

c. Call on the spokesman of one of the groups. After he gives a short

presentation (five minutes or so), class members should question

him or anyone else in the group in view point expressed. You can

help general discussion along by addressing your own questions

to members of the group.

Follow the some procedure with the remaining groups until all

groups have given their presentation. Finally, the researcher uses the

small group discussion to improve speaking skill for the third grade

students of vocational secondary school Pancasila Salatiga in the

academic year 2015/2016.

3. The Competencies Which are Develop Through Small Group

Discussion.

Small group discussion is very effective in achieving four types

of learning outcomes:

a. Subject matter mastery. Small group discussion enables students

to develop their understanding of the concept.

b. Problem solving. By conducting small group discussion, students

are able to acquire or improve strategies and approaches to

problems.

c. Attitude change and moral development. Small-group discussion

plays role in building students‘ confidence and create cooperative

learning.

Communication skills. This technique is very helpful for

students to engage in meaningful communication directed towards a

goal or set of goals.

4. The Characteristics of Small Group Discussion

Martha in summary of citing internet sites said that the

characteristics of small group discussion is

―Used to generate ideas in preparation for a lecture, film

etc.; summarize main points in a text or reading; assess

levels of skill and understanding; reexamine ideas

presented in previous classes; review exams, problems,

quizzes, and writing assignments; process learning

outcomes at the end of class; compare and contrast

theories, issues, and interpretations; solve problems that

relate theory to practice; and brainstorm applications of

theory to life‖.

She also said that on being an effective participant on class

discussion describe five characteristics of effective in-class

discussions. They are:

a. Positive interdependence: The group sinks or swims together.

We achieve this goal in small group discussions in my

courses when each group member shares a group task, a mutual

goal, and common resources (a shared text or problem).

b. Face-to-face interaction and advocacy: Students help each other

learn.

We achieve the goal of assisting, encouraging, and

supporting each other in learning by the way we structure our

classroom seating. Students are more able to learn together when

you face each other in small circles. Students also support each

other in learning when you make a commitment to solve problems

jointly through discussion and shared explanations.

At first you may be disconcerted by group discussions.

Sometimes students in my classes who have never participated in

small groups approach their assigned tasks in highly

individualistic ways. For example, rather than work together on a

series of questions they have been asked to discuss, they decide

that each student will work alone on one of the questions and

share her/his answer with the others. I discourage the privatization

of group work. More effective cooperative learning occurs when

students maintain a commitment to sharing insights with each

other. Four or five heads are better than one when it comes to

responding to an assignment.

c. Individual accountability: Each group member has a

responsibility to contribute to the group and do her/his "fair

share."

Although small group work tends not to proceed well when

students divide portions of an assignment among themselves,

thereby privatizing the assignment, small group work is enhanced

when students divide group member roles among themselves.

Typical roles include:

1) a team captain who keeps the group on task and focused.

She/he reads the assignment to the group, mediates conflict,

and manages time.

2) a recorder or clerk who takes minutes and writes down

salient points. He/she also reports back to the class as a

whole.

3) an encourager who gives team members feedback and is

responsible for ensuring that all group members are heard.

4) a reflector who keeps track of dynamics of group process and

makes comments (to be turned in with the clerk‘s) about

focus, direction, organization, listening skills, participation of

all members.

When students exercise these roles, they develop skills in

leading, making decisions, building trust, and managing conflict.

All of these skills are of value in today‘s workplace.

d. Group processing: Each group concludes their work together by

sharing the results of their work with others.

We achieve the goal of sharing with others when we devote

time in class for reports from groups. Listening to each other

facilitates your learning. When you present your work to others

you arrive at a better sense of which aspects of an assignment you

understand and which need further discussion and reflection.

Group reports also enable me to do my job better. One of my key

responsibilities in class is to facilitate evaluation of your work. I

listen to group reports in order to determine on which areas in our

assignment students need further work. I offer guidance and

further help with the assignment based on what I hear in the group

reports.

e. Group assessment: Each group needs to regularly assess the

effectiveness of its communication strategies and seek ways to

improve group communication. Periodically, we reserve time in

class to assess group dynamics. What is working? What isn‘t?

How can the groups function more effectively?.

5. The Roles of Small Group Discussion

According to Hoover (1964: 235) as quoted by Hastoyo (2010:

50-52) states each member in a group discussion has different roles to

kepp the discussion flowing well. Roles in a group discussion include

discussion leader, group recorder, and group observers. The leader is

responsible for getting the discussion started. He sets the stage for a

―meeting of minds‖ by encouraging full participation. There may be

times when the verbose individual must be ignored, to allow a shy

individual to make a contribution. The leader also builds a broad

outline of the problem under discussion. Besides, major

responsibilities of the leader are getting the discussion going, keeping

the discussion on the topic, and developing time to periodic

summaries.

The roles of recorder is to keep a record of discussion content.

His job is to make a record of the important aspects of the discussion.

One of his major responsibilities is to report to the group when

requested. The observer are one of member in other groups or one of

which is usually the instructor. The observers are given time at the end

of each session to offer evaluations of group progress. The observer

tries to observe what goes on in an objective manner and identifies the

role which each member of the group is playing. The teacher as the

instructor has a role as a consultant, guide, and resource person. The

instructor‘s energies are used in creating and maintaining a mutual

feeling of responsibility to achieve group goals.

During the actions which the students are divided into some

groups to discuss speaking material, the teacher will ask the group to

share the role of each member in group. Some of the group members

will be pointed as one recorder and one reporter. However, the most

important is the activeness of the group members to participate during

the lesson. How they contribute their speaking to solve the problem

during the discussion. Here, the teacher‘s role is as the instructor and

the resource person who guides the students and give needed

explanation dealing with the material.

6. The Advantages of Small Group Discussion

According to Hoover (1964: 250) as quoted by Hastoyo (2010:

48-49) there are number of values to be gained through the use of

small group discussion:

a. It tends to develop group cohesion and responsibility.

b. It encourages the timid person to participate.

c. It enables to develop greater creativity than would otherwise be

possible.

d. It offers additional opportunities for leadership.

e. It may be used effectively to assit the class in planning and

directing over-all learning activities.

It is also assumed that having a variety of group activities in the

classroom will be effective in the way:

a. It helps teachers deal with differences among learners.

b. It provides opportunity for students to plan and develop special

project on which groups can work together.

c. It increases students interaction and socialization.

Ur (1981: 7) also believes that group work bring advantages.

The first advantages of group work is of course the increased

participation. If we have five or six groups then there will be five or

six times the amount of talking. Class discussions are very wasteful in

terms of the ratio of teacher or student-effort and time to actual

languagepractice taking place; group discussions are relatively

efficient. Moreover, this heightened participation is not limited to

those who are usually articulate anyway; students who are shy of

saying something in front of the whole class, or to the teacher, often

find it much easier to express themselves in front of a small group of

their peers.

CHAPTER III

RESEARCH METHODOLOGY

A. Site and Time of Research

1. Site of the Research

The research about improving speaking skill through small

group discussion will take place at vocational secondary school

Pancasila Salatiga. Explanations about the school are:

a. The General Situation of Vocational Secondary School

Pancasila Salatiga

This classroom action research is conducted at vocational

secondary school Pancasila Salatiga. It is an educational

organization under Yayasan Darul Muhlasin. The school was

built on July 16𝑡ℎ 2005. The location is at Jl. Fatmawati No 11,

Kelurahan Blotongan, Kecamatan Sidorejo, Kota Salatiga 50715,

and Propinsi Jawa Tengah. The number of phone is (0298)

315477. The e-mail of the school is

[email protected]. This location is strategic

because this is easy to reach from any direction. It is also

conducive for teaching learning process.

The name of the school is vocational secondary school

Pancasila Salatiga. The headmaster of this school is Sri Mulyani,

S. PdI. She is helped by 5 vice headmasters. They are Fuad Ari

mailto:[email protected]

Yadi, S.Pd, as curriculum affairs, Kafidzin, SE, as students

affairs, M. Toha Saputro, S. PdI, as relationship affairs, M.

Muntaha, A.Md, as equipment affairs and Fatkurohim, S. PdI, as

the chief of staff office.

Vocational secondary school Pancasila Salatiga is a private

school. The major it has is electricity with the expertise focused

on audio-video. For this year 2015/2016, this school adds one

more major. It is tourism with the expertise focused on fashion

and specified in only boutique fashion.

The total numbers of students‘ in academic year 2015/2016

are 65 students. They are consisting of 39 male and 26 female

students. They consist of 32 students of ten year, 19 students of

eleventh year and the students of twelve years are 14 students.

b. Vision and Mission

1) Vision

Prepare graduates who are able to compete in global era

and have high Koranic science.

2) Mission

a) Preparing graduates who are able to master technological

science and Koranic Science

b) Preparing graduates who gear for working

c) Preparing graduates who possess entrepreneurial spirit.

d) Preparing honest graduates who have moral

c. The Situation of Educational Facilities

Educational facilities are all of building, equipment which is

needed by teachers, students, and other educators in which

provide by school to support teaching-learning process in school

environment.

Good educational facilities are factors to be successful in

teaching-learning process because all of students‘ need can be

provided. The educational facilities can be seen in the table

bellow;

Table 3.1

The Situation of Educational Facilities of

Vocational Secondary School Pancasila Salatiga in the

Academic Year 2015/2016

No Facilities Total Condition

1 Classroom 4 Fine

2 Headmaster Room 1 Fine

3 Teacher Room 1 Fine

4 Administration Room 1 Fine

5 Library 1 Fine

6 Meeting Room 1 Fine

7 Canteen 1 Fine

8 Store Room 1 Fine

9 Sport Court 1 Fine

10 Parking Area 1 Fine

11 Toilet 3 Fine

Source: Vocational Secondary School Pancasila Salatiga; 2015

d. The Situation of the Teachers and Staffs

Teacher is someone who learns knowledge for the students.

Teachers teach materials and skills during the learning teaching

process. They facilitate the students to get their talent. They have

challenge to bring students in positive side not only in knowledge

but also in moral values. Therefore, the teacher is important in

teaching learning process. The situation of teacher in vocational

secondary school Pancasila Salatiga as follows;

Table 3.2

The Situation of the Teachers and Staffs of



No Name Subject

1 Sri Mulyani, S. PdI Islamic teacher

2 M. Toha Saputra, S. PdI Islamic teacher

3 Nur Fadhilah, S. PdI Chemistry

4 Kafidzin, SE - Javanese Language

- Technology, Information and

Communication (TIK)

- Entrepreneur

5 Muntaha, S. PdI - Civic Education Teacher

- History Teacher

- Art ant Culture Teacher

6 Muh. Choirudin, S. Pd - Teknik Elektronika Dasar

- Teknik Mikroposesor

- Teknik Pemrograman

- Gambar Teknik

- Penerapan Rangkaian Elektronika

- Perekayasaan System Audio

- Game Komersial and Remote

7 Ambar, R. W., S.T - Teknik Kerja Bengkel

- Teknik Dasar Elektronika

- Teknik TV and Video

- VCD, DVD and CD Player

- Monitor Computer

8 Umi Fajriyah, S. Pd - Menggambar Busana

- Membuat Pola

- Membuat Busana Wanita

- Membuat Busana Anak

9 Qoiriah Martini, S. Pd Mathematic Teacher

10 Laila Istiani, S. Si

Science Teacher

11 M. Qotibi, S. PdI Sport Teacher

12 Zulfatu Nikmah, S.Pd Indonesian Language Teacher

13 Fuad Ari Yadi, S. Pd. Ek - Hand Craft and Entrepreneur

- KKPI

- Teknik Dokumentasi Video

14 Diah Daniyati, S. PdI English Teacher

15 Edy Sulistiyono, S. Pd Physics Teacher

16 Samsul Choeri, S. PdI Chief of Staff Office

17 Khosidatul Hikmah Staff Office

18 Samsul Arifin Security


e. The Profile of the Students

Students in this school are children who want to get

something new; not only learn new knowledge, but also another

aspects in life such as; religion, social relation, moral, and culture.

They learn in school at certain time. Most of them stay at the

boarding school. The condition of students in vocational

secondary school Pancasila Salatiga could be seen in the table

bellow;

Table 3.3

The Situation of the Students of



No Class Number of class Male Female Total

1 X 2 19 13 32

2 XI 1 15 4 19

3 XII 1 5 9 14

Total 4 39 26 65


f. The Subject of the Research

The subject of the research is the third grade of student

vocational secondary school Pancasila Salatiga. It is a small class

that consists of 14 students. There are 5 male and 9 female. They

have high motivation to study.

1) Population

According to Arikunto (2010: 173) states in

Encyclopedia of Educational Evaluation that: A population

is a set (or collection) of all elements processing one or more

attributes of interest.

In this research, the population is all of students in

vocational secondary school Pancasila Salatiga in the

academic year 2015/2016. The total population of this

research is 65 students. There are 39 male and 26 female.

2) Sample

Based on Arikunto (2010: 174) ―sample is a part of

population of the observations‖. The researcher takes the

third grade students as the sample of this research. It consists

of 14 students 5 male and 9 female.

3) Sampling Technique

In this research the researcher uses purposive sampling

in order to reach a targeted sample quickly. The researcher

takes this sampling technique because the English teacher in

this school Mrs. Dyah suggested to the researcher to conduct

the research in third grade. She also explained to the

researcher that students in this class have high motivation to

master English but them difficult to encourage and improve

their knowledge.

Table 3.4

The Name of the Subject of the Research of



No The Name of The Students

1. Ahmad Ma‘arif

2. Ainul Wafiroh

3. Aji Nur Rofiq

4. Alvin Renggo

5. Anna Safitri

6. Dewi Lejar Sayekti

7. Elsa Crismonica

8. Kharisma Isnanul Maula

9. Lilik Masfufah

10. Muhammad Kosim

11. Riki Andriyani

12. Sari Indah Fitri

13. Zaki Musfarul Aslah

14. Sri Nur Yani


2. Time of the Research

The time of the research is August 20th

- September 5th

2015.

Schedule of the research is as follows:

Table 3.5

The time of Research at SMK Pancasila Salatiga

No Activity Date

1. Observation August 20th

2015

2. Cycle I

The implementation of small group discussion in

improving students‘ speaking skill.

Pre-test August 26th

2015

Post-test August 27th

2015

3 Cycle II

The implementation of small group discussion in

improving students‘ speaking skill.

Pre-test September 3𝑡ℎ 2015

Post-test September 5𝑡ℎ 2015

B. Methodology of Research

1. The Definition of Classroom Action Research

The research method used in this research is action research.

Classroom action research was known and spoken in educational

word. To know the meaning of classroom action research, according

to Arikunto (2006: 2-3) there are three words that make those means.

So, there are three definitions that can be explained.

a. Research is an activity to observe the object by using of ways and

methodologies to get the useful data or information to improve

the quality of thing and that is necessary for researcher.

b. Action is a movement activity deliberately with a specific

purpose.

c. Class in this case is not bound by the terms of the classroom, but

in a more specific sense. The terms of class in this case are a

group of students who are in the same time; receive the same

lesson from the same teacher as well.

The aim of action research is to feed practical judgment in

concrete situation, and the validity of the theories or hypothesis it is

not generate depends so much on scientific test of truth as an their

usefulness in helping people to act more intelligently and skillfully. In

recent years, action research has been applied to problem involving

curriculum development, and in service education, particularly within

the field of self-evaluation (Arikunto: 2006: 57).

2. The Characteristics of Classroom Action Research

Syamsuddin and Damaianti (2011:197) outline the following

characteristics of classroom action research:

a. It examines problem which are deemed problematic by researcher

in teaching learning process.

b. The researcher can give treatment which planed action to solve

the problems and improve the quality, so the subject can get the

implication.

c. The steps of research in the form of cycle.

d. Such reflective thinking from researcher both after and before

research.

e. Contextual situational, which related to diagnosing and solving

the problem.

f. Classroom action research used collaborative approach.

g. Participatory, which each team member accompany in the

research.

h. Self-evaluative, which the researcher evaluate by self continually

to improve the performance.

i. The procedure of research is on-the-spot which designed to

handle the real problem in that area.

j. The result applied immediately, long-range in perspective.

k. Measuring up to supple and adaptive.

3. Approach of the Research

The researcher use classroom action research approach. Action

research reflects process of progressive problem solved by individuals

working with others in teams as a ―community practice‖ to improve

the way they address issues and solve problems. It can be

implemented for teaching and learning process in the classroom,

therefore, the action research used in the classroom is called

Classroom Action Research (CAR). Naturally, CAR is applied to see

the improvement at a certain number of cycles to get the significant

result. This research is conducted in vocational secondary school

Pancasila Salatiga.

4. Type of Research

The use of method in a research is very necessary, because it

will be able to help a researcher to get data accurately. There are some

methods that can be used to do research. They are experiment and

survey method, this research method used to describe phenomena of a

case by taking its data that will be analyzed and generalized to the

population of research through descriptive to quantitative sample. The

survey which is used in this research is about using small group

discussion technique in improving students‘ speaking skill for third

grade of vocational secondary school Pancasila Salatiga in the

academic year 2015/2016.

5. The Procedures of Research

This research uses classroom action research and the procedures

are as follows:

a. Planning

The activities in the planning are:

1) Preparing materials, making action plan and designing the

steps in doing the action

2) Preparing list of students‘ names and scoring.

3) Preparing teaching aids

4) Preparing test (pre-test and post-test)

b. Action

1) Giving pre-test.

2) Teaching speaking.

3) Giving opportunity to the students to ask about difficulties.

4) Giving post-test.

c. Observation

Observing is an observation activity to know how far the

action effect have reach target.

d. Reflecting

The result of the observation is analyzed in order to

remember what happened that has been written in observation.

Reflection seeks to make sense of process, problems and real

issues in strategic action. It takes account of the comprehension,

the issues and its circumstances in which they arose. Reflection

has an evaluative aspect, it gives the researcher to weight the

experience, to judge whether the effects are desirable, and suggest

ways of proceeding. The researcher‘s reflection is done by

discussing with his collaborator. Then the next cycle can be

decided or designed.

The model which is used in implementation of this research

based on Kemmis and Mc Taggart (1988: 14) in Hopkins (1993:

48) as follows:

Figure 3.1

Figure Cyclical Action Research model

6. The Technique of Collecting Data

To obtain the necessary data in composing and writing this

graduating paper, the researcher uses several methods:

a. Test

According to Arikunto (2010: 193), ―test is a series of

question or other instrument which are used to measure the

individual or group skill, knowledge, intelligence, capability or

talent‖. This test partially separated into two items, there are:

1) Pre-test is test which done before giving treatment namely

small group discussion method.

2) Post-test is test which done after giving treatment of small

group discussion method in improving speaking skill.

Table 3.6

Scoring Rubrics

Content 5 points 4 points 3 points 2 points 1 points

Grammar Excellent

: No

grammat

ical

errors

Good:

Two or

fewer

grammatic

al errors

Good

Enough:

Listener

understand

enough

Many

problems

like in

verb forms

errors in

basic

structures

Errors in

grammar

are frequent

but speaker

can be

understood

by native

speaker

Vocabulary Very

good:

Use

appropri

ate and

new

words

Good,

appropriat

e

vocabular

y and

response

Good

enough,

rarely

have to

look for a

word

No enough

vocabular

y or

incorrect

use

Very little

vocabulary,

vocabulary

repeated

Comprehen

sion

Understa

nding the

concept

Understan

ding the

concept

Understan

ding the

concept

No enough

understand

ing the

Confusing

in

understandi

very

good

good good

enough

concept ng the

concept

Fluency Quick,

fluently,

continuo

us with

no

hesitatio

n and

clear

Fluently,

occasional

hesitation

Fluently

enough,

several

unnatural

hesitations

and

searching

for words

Fluently

not good

enough,

many

unnatural

hesitation

No specific

fluency

description,

not

complete

utterances

Pronunciati

on

Pronunci

ation is

excellent

like

native

speaker

Errors in

pronunciat

ion are

quite rare

Require

guessing

at

meaning,

accent

may be

obviously

foreign

Pronunciat

ion has

many

problems

Errors in

pronunciati

on are

frequent but

can be

understood

by native

speaker

Task Excellent

: The

students

are able

to

answer

all of the

questions

Good: the

students

have two

or fewer

answer

errors

Good

enough:

The

students

have a half

of correct

answers

The

students

have

more than

half of

answer

errors

the students

answer all

the

questions

incorrectly

Speaking Skill=

total score (grammar+vocabulary+comprehension

+fluency+pronunciation+task)

total maximum score (30) X 100

b. Documentation

Arikunto (2010:274) stated that documentation methods is

an activity to look for variable like notes, transcribes, books,

newspapers, magazines, etc. This method isn‘t too difficult since

if there is an error the source data is still not change. In this

section, besides make a note the researcher take photographs as

proof of teaching learning activity.

c. Observation

Arikunto (2010: 199) states Observation is a method of

collecting data by focus on an object using all of the five senses.

The researcher uses this method to know the students directly in

the custom of teaching learning activity as well as in the school

area.

7. Data Analysis Method

After collecting data, the next steep of the research is analyzing

the data. There are two ways to analyze the data. They are:

a. Descriptive Technique

A descriptive technique is used to know the students

behavior during the teaching learning process. In descriptive

technique, the researcher analyzes the observation sheet which

has been made by his partner.

b. Statistical Technique

A statistical technique is used to know the extent to using

the small group discussion to improve the students‘ speaking skill

the result of pre-test and post-test. This research is calculated

based on Sudijono (2006):

1) Mean

A set of numbers you had collected, add them up and

then divide the total by the number of items, you would end

up with the mean (Sudijono, 2006: 79)

Mx = x

N

Explanation

M : Mean

x : Sum of students‘ score

N : Number of observations in sample

2) SD (Deviation Standard)

According to Sudijono (2006: 306) for the first steep,

the researcher will calculate SD, the formula is:

SDD = D2

N−

D

N

2

Explanation:

SD : Deviation standard for one sample t-test

D : Different between pre-test and post-test


3) T-test

After calculating the SD, the researcher will calculate t-

test to know is there any significant differences or no

between pre-test and post-test, (Sudijono, 2006: 305)

To = DN

SDD

N − 1

Explanation:

To : T-test for the differences of pre-test and post-test

SD : Deviation standard for one sample t-test

D : Different between pre-test and post-test


4) Percentages score

The researcher use this formula based on Sudijono

(2006: 42).

P =F

N X 100%

Explaination:

P : Percentages

F : Frequency


The standardized score (the minimum of passing criteria) is 75.

If students have low mark from the standardized, they will be assumed

that they have not passed. While students who pass the standardized

are students who have equal mark or good mark.

CHAPTER IV

IMPLEMENTATION OF THE RESEARCH

The researcher collect the data from 14 the third grade students of

vocational high school Pancasila Salatiga in the academic year of 2015/2016.

They are consist of 5 male and 9 female who are taught using small group

discussion to improve speaking skill.

In this chapter, the researcher present the data and the analysis from the

result of pre-test and post-test from the classroom action research. This chapter

discovere the problems in chapter I, they are; how is the procedure of

implementation of small group discussion to improve the students‘ speaking

skill, is there any improvement of using small group discussion and to what

extent does the use of small group discussion improve the students‘ speaking

skill.

To answer those questions, the researcher shows the students‘ behavior in

teaching learning process. In this implementation, the researcher arrange two

cycles. In each cycle, the steps are planning, acting, observing, and reflecting.

Then he calculates the test result.

A. Field Note

In this research, the researcher acts as the teacher and learning

process observed by researcher‘s friend. The researcher arranged two

cycles, each cycle consist of planning, action, observing and reflection.

The whole steps of this research are explained in the description bellow:

1. Cycle 1

a. Meeting I

1) Action Planning

Before conducting the research, the researcher prepared

the instruments of the research. They are as follows:

a) Preparing materials, making lesson plan, and designing

the steps in doing the action

b) Preparing list of students‘ name and scoring

c) Preparing teaching-aids

d) Preparing sheets for classroom observation (to know the

situation of teaching learning process when the method

or technique or mode is applied)

e) Preparing a pre-test (to know students‘ initial

achievement).

2) Implementation of the action

On Wednesday, 26th

of August 2015, at 13.30 p.m., the

researcher (the teacher) and the observer entered the

classroom. Some of students were not surprised with their

coming, but the others were very surprised. The students who

were not surprised were because, the teacher already told

them in the boarding about his coming. The others didn‘t

know it before. Because the English teacher wasn‘t with

them, she asked the researcher to enter the classroom early.

The situation of the classroom was not crowded because the

classroom was littler than others. The students sat on their

chair but some of them were not in classroom. So the teacher

waited them but they were not coming soon, finally he began

the lesson. He said salaam and led to pray by reciting

Basmallah together. After that he greeted the students and

also the students too.

The teacher introduced hisself before began the class.

He said that he was graduated from the school and also the

Islamic boarding Pancasila. Sometimes he met some of the

students especially for boys when the Islamic boarding had

the agenda, for example the agenda of Akhirusannah. Arif,

one of the students stated that he ever saw him in the agenda

of Akhirusannah. The teacher received Arif‘s statement that

he also ever saw Arif. The other question from Elsa, she

asked about the address of the teacher. The teacher‘s address

in Demak, he invited the students if they went to demak to

come by.

The teacher told them about his participates in their

classroom for about two weeks. He hoped the students and

the teacher can be cooperative learning. After checked the

absent of the students he began the lesson by giving the game

for ice breaking. The game was founding an adjective from

the last letter of the students‘ name. He gave them an

example about the game. He said ―The last letter of my call

name is G, so I say Green‖. He repeated the instruction of the

game because there were students who weren‘t understand it.

It was begun from Dewi. But, Dewi wasn‘t ready to be first

so the teacher called them based on the total of two number.

He said ―3+5?‖ the students answered 8, so the student wich

was had number 8 of absent would be the first. She was

Kharisma Isnanul Maula. She was doing the game, she had

the letter A, and also she said ―Angry‖. The next student was

Aji Nur Rofiq, he had the letter I, and also he said

―Innocent‖.

The game kept continuing until all of students were

doing it. Teacher asked the students what they felt. After that

he continued the lesson. He asked the students to open their

handbook to page 42. The students followed the instruction

of the teacher. He asked them about the definition of report.

Fitri answer it, she said ―Laporan Pak (Report Sir)‖. The

other students had the same idea with Fitri. Then the teacher

asked Ainul to read the definition of the oral report, Ainul

continued reading it. After that, the teacher explained it. He

said ―From what Ainul read, we can know that the definition

of the oral report is a presentation of the material covered in

final written report‖. All of students just kept silent. So he

repeated his explaination until they understood. After that he

gave them 10 minutes to read and understand it.

The students read carefully, but there were still students

who busy with their activity. So the teacher asked them to

read and understand it. After that the teacher explained it and

the students listened and asked something when they didn‘t

know the meaning of the expression.

Then teacher asked the students to open their book page

of 39. There were oral report. He translated and understood it

together with the students. After that he asked them to

understand it and it would be presented by them before the

class. One by one, they would be present it. He suggested the

students to take points of the text what they understood. So

he gave 10 minutes to prepare it.

The teacher asked their preparation, it was finishing or

not. But the students still confused so they not finished it yet.

Then Zaki asked the teacher about the language what will be

used, Zaky asked about using Indonesian so the teacher

answered it by gave him a questions early. He said ―What

lesson is it?‖. All of students said ―English Sir‖.

Finally the teacher asked Alvin to be first and gave the

example for his friend. Alfin went to front of the class and

presented it. After Alvin finished it, the teacher gave applause

for him and the other students also followed the instruction.

Then all of students presented it one by one. It was the

pre-test of their speaking skill. Finally, teacher got their pre-

test score. The teacher gave the appreciation for the students

because they could present it. Although just a little, some of

students can understood it. He also suggested for the students

who did not understood yet, he asked them to read and

understood again. Then Dewi said that the lesson was

difficult, the teacher received it. He said ―Finally, You can

finish it right? This is a process of learning, so try to

understand what we have not known. Ok?‖. After that, he

asked them to finish the task 2. They had to find the meaning

of the vocabularies and wrote their answer in the paper and

submit it. It would be their additional score. He gave 5

mnutes to finish it.

After all of students finished their assignment, they

submitted it and then teacher concluded the lesson with the

students and explained again the points connected with the

material. After that, before closing the lesson, teacher and

students prayed by reciting Hamdallah together. Teacher

reminded the students to study and study to face the next

meeting. He closed by reciting Wassalamu’alaikum Wr. Wb.

and the students answered by reciting Waalaikumsalam Wr.

Wb.

3) Observation

In the first meeting, the teacher and observer observed

teaching and learning process. By monitoring the students‘

activity in this action, the teacher saw that the students were

not ready when the class was begun. It could be seen that

some of students were not in classroom. It was also caused by

the time that was in the afternoon. So, they felt lazy to do

anything. But it wouldn‘t make the teacher gave up. It was

the challenging for him. He taught English in afternoon with

few students. Although the English teacher was not with him,

he made himself confident to face it. In advance, the teacher

told the students especially for the boys, if he would to make

a research with their classroom. So it was not to be strange

when the research came in the classroom.

These situations, the teacher continued the lesson with

the introduction and gave ice breaking such as a game to

make a change for their feeling. It was from being lazy to be

zealous. In the game, the students felt spirit to play it. After

that the teacher continued by giving material. He explained it

until the students understood. Then he asked the student to

understand the material and the example. After that he asked

students to present it before the classroom.

That situation made them feel very lazy because they

were afraid to present it. They said ―English is difficult, I

can‘t speak English‖ so, this made the teacher challenged to

face it. He suggested the student to study hard; he said that

English was not difficult when we loved it. Try, try and try to

study English. It would make the learners comfortable with

English. Then, all of students understood it and presented it

one by one. So the teacher got their pre-test score.

Although their skill in English was less, such as they

still combined English and Bahasa, It was because they

didn‘t know the meaning of the word. They were still less in

vocabulary. But they tried and tried to understand it, and

asked the teacher to explain what they had not known.

In the first meeting the researcher was just know their

speaking skill by monitoring and giving their pre-test to take

their score.

4) Reflection

After analyzing the result of the pre-test in the first

meeting, the teacher and observer concluded that it was very

important to give some feedbacks and motivations to the

students to be more active in classroom, to be confident to

face anything, to be discipline, to have well-time

management and to grow up their spirit in English learning.

The teacher found that they actually wanted to learn

English. The proof was when the teacher gave an ice

breaking. They felt happy and enjoyed it. So the teacher

thought that it was not because them. But it was from

situation on the classroom and the time of learning.

The first meeting did not give a satisfactory result,

because it was still found some problems in learning and

teaching process. So it was teacher‘s homework to solve the

problem in the next meeting.

b. Meeting II

1) Action Planning

The activities in action planning are:

a) Preparing materials, and designing the steps in doing the

action






e) Preparing a post-test (to know whether students‘

achievement improve or not)

2) Implementation of the action

The second meeting was held on Thursday, 27th

of

August 2015, at 11.45 a.m., the researcher (the teacher) and

the observer entered the classroom. The situation of the

classroom was not too crowded because some of students

were ready to begin. So they sat on their chair, but some of

them were not in classroom. It was not too many than first

meeting. So, the teacher waited for them, after they came in

to the class he began the lesson. He said salaam and led to

pray by reciting Basmallah together. After that he greeted the

students and also the students too.

He asked about the students who were absent. Then he

asked them to stand up and made a circle in front of class. He

gave the instruction about the game which would be played.

The name‘s game was sevent wowow. The instructions of the

game are as follow. The first student mentioned the number

from one, two, three and other. The students who got number

seven and its multiple, he/she had to say wowow, not seven

or fourteen or twenty one and others. The people who made

mistake must go away from the circle. Then students

understood and ready to begin the game. That was begun by

kosim. He said one and his friend beside him continued it.

The game continued until each student was out from

the circle, they felt happy, because they were challenged to

mention it, they had to focus on their concentration. The

game finished and the teacher asked the students to come

back to their chair. He continued the lesson and reviewed the

material in first meeting. Before it, he asked the students

about the game, all of students were interested with the game

but for Zaki it was not interesting because he was out from

circle early. All of students laughed at Zaki. Then the teacher

said to Zaki that concentration was important for the game.

Then the teacher continued the lesson. He asked the

students about the lesson about the study at the first meeting.

The students answered it. It was oral report. Then he asked

the students. He said ―anyone want to define the report

without opening a book‖. The students just kept silent. After

that Alvin said ―Oral report Sir, it was presented orally from

the last result of writing‖. After that the teacher reviewed the

material. He asked students what was the definition of report

and anything which was related with the report. After

reviewing the previous material he decided the students to be

3 group.

Next, the teacher decided the students to be 3 groups.

He asked Elsa to say one, Yani two and Ainul three, for

Risma came back to one, and Dewi said two and the other

continued it. Then the students who would get number one,

that was first group, number two was second group and the

last number, three was third group. After that, teacher asked

student to change their sat place to gather with their group.

Then the teacher explained the technique which would be

used in the lesson. The technique was a top goal from the

lesson, he wanted to give a test to students used the

technique. It would be any improvement or not after used the

technique. He explained the method. It was small group

discussion method. The definition of small group discussion

was a small group which consisting of two or more person

who were interacting each other in discussing the lesson. It

could be understood as influencing the other person which

there were influencer and influenced person. The students

were still confused with the method. Then the teacher said to

the students if they practiced it, they would understand.

The teacher explained the definition and anything

which was related with the technique until students

understood it. Then he asked each group to define who would

be the leader, secretary and other. He also explained their

assignment based on their position. After that, he gave a

question for each group to discuss it. The students had to

understand it and answered the question on the paper. They

had to present it before the class. He gave 20 minutes to

prepare it. When the time was up, the students submitted their

answer and they were ready to present it.

Finaly, the group who had present action early was first

group. All of group gave attention to them. After that, first

group opened the question, and the other group asked a

question to them about the presentation. After finishing the

presentation, the next group was 2nd

group, and the last was

3rd

group. The process of presentation was the same as 1st

group. There were explanations, question and answering the

question.

The situation of the presentation was crowded, because

some of presenter asked the teacher about English of some

words. They were still confused to arrange the word in

English sometimes they explained their presentation again

using Bahasa, because they weren‘t sure with their English.

Finally the teacher got their post-test score. After presentation

section, he gave applause with the students to their

performance. Then he gave them some feedbacks of their

performance. It consisted of grammatical error, wrong

vocabularies, and pronunciations. The last time, the teacher

reviewed the material. It was because the students would

understand more about how to present exactly, and they

could use it in other time.

Because the time was up, before closing the lesson,

teacher and students prayed by reciting Hamdallah together.

He closed by reciting Wassalamu’alaikum Wr. Wb. and the

students answered by reciting Waalaikumsalam Wr. Wb.

3) Observation

In the second meeting, the students were readier to

learn more than first meeting. Because they had been usual

with the teacher (researcher) and also from the learning, it

was easier than 1st meeting. They could share ideas with other

and it would be easy when being finished by cooperating

learning.

For the section, the teacher used technique of small

group discussion. In a small group the situation was crowded.

There were groups focusing on their duty and focused on

their story. Sometime, the teacher asked to them how they

could understand it, and they tried to finish the duty.

They would be enjoying when they finished their duty

by gathering than doing it alone. But some of them were still

confused because they couldn‘t understand the report and

others. It was the problem of the situation. But it could make

interaction between them. From student who couldn‘t

understand it they asked a question to their friend and the

students who could understand correctly, they could share

their knowledge with their friend.

When they presented their material, some of group

presented more than others. It was because how they

understood the material. It was different. The problems

happened with the students who were still shy and

unconfident to speak English. Maybe, it was from their

vocabulary. They still asked the teacher about the English of

the words. But overall, they looked happy when they

discussed the material with their group and presented it

before the class. For those, the researcher could see their

solidarity of their group.

There were many mistakes occurred in this treatment,

such as wrong vocabularies, error in grammar, and most was

in pronouncing a word. But they had effort to improve their

speaking by asking the English words to the teacher and their

friends. Sometimes they tried to arrange the word would be

used to say something in English.

In the 2nd

meeting the teacher took the score of post-test

by their presentation.

4) Reflection

After analyzing the action of the meeting, the teacher

concluded that the students could improve their speaking skill

by the technique. It was described by the differences situation

in 1st meeting and 2

nd meeting. They were more interested in

their post-test. The discussion in the treatment and the

feedback that the teacher gave really helped them to improve

their speaking. But they still needed more preparation to

arrange the word before said something and their vocabulary.

So this was a correction to the teacher was not do the same

thing later.

The teacher thought that not all of students could be

improved or motivated in speaking English, there were some

of the students who were still unconfident when presenting

their material in front of the classroom, and also about their

understanding the material.

c. Calculation of the Test Result

1) Score of pre-test and post-test in cycle 1

Table 4.1

The students’ Score of Pre-test and Post-test in Cycle 1

No

Name of students

Pre-

test 1

(X)

Post-

test 1

(Y)

Post –

pre

(D)

𝐃𝟐

1. Ahmad Ma‘arif 53 70 17 289

2. Ainul Wafiroh 70 73 3 9

3. Aji Nur Rofiq 47 60 13 169

4. Alvin Renggo 73 77 4 16

5. Anna Safitri 70 70 0 0

6. Dewi Lejar Sayekti 63 67 4 16

7. Elsa Crismonica 50 70 20 400

8. Kharisma Isnanul Maula 53 63 10 100

9. Lilik Masfufah 57 70 13 169

10. Muhammad Kosim 50 67 17 289

11. Riki Andriyani 43 63 20 400

12. Sari Indah Fitri 57 60 3 9

13. Zaki Musfarul Aslah 50 57 17 289

14. Sri Nur Yani 43 60 17 289

Total 779 927 158 2444

a) Mean of Pre-test 1

Mx = x

N

Mx = 779

14

Mx = 55.64

b) Mean of Post-test 1

Mx = Y

N

Mx = 927

14

Mx = 66.21

c) SD of post-test and pre-test

From the data above, the teacher calculate SD pre-

test and post-test.

SDD = D2

N−

D

N

2

= 2444

14−

158

14

2

= 174.57 − 127.36

= 47.21

= 6.87

d) T-test calculation

To = DN

SDD

N − 1

=

15814

6.87

14 − 1

=11.28

6.87

13

=11.28

6.873.61

=11.28

1.91

= 5.91

Mean of Pre-test 1 is 55.64

Mean of Post-test 1 is 66.21

SD of Pre-test and Post-test 1 is 6.87

T-test is 5.91

It shows that there is a significant influence

between pre-test and post-test in cycle 1. It means that

the use of small group discussion technique can help the

students to improve their speaking skill.

2) Score of Oral Test in Cycle 1

Table 4.2

The Result of Oral Test Cycle 1

No Name of students Score

1. Ahmad Ma‘arif 70

2. Ainul Wafiroh 75

3. Aji Nur Rofiq 65

4. Alvin Renggo 75

5. Anna Safitri 75

6. Dewi Lejar Sayekti 70

7. Elsa Crismonica 65

8. Kharisma Isnanul Maula 60

9. Lilik Masfufah 70

10. Muhammad Kosim 60

11. Riki Andriyani 65

12. Sari Indah Fitri 70

13. Zaki Musfarul Aslah 70

14. Sri Nur Yani 65

Percentages Score:

P =F

NX 100%

Percentage of score : < 70 = 6

14 x 100 %

= 42.85 %

Percentage of score : > 70 = 8

14 x 100 %

= 57.14 %

The result of the cycle 1, there is 42.85% student who pass

in oral test and 57.14 % student who does not pass in oral test.

The score of result above also showed that the students‘ score

increased from the pre-test to the post-test. The mean of pre-test is

55.64 while the mean of pot-test is 66.21.

In the other hand, from the percentage in the cycle 1, based

on the standardized score (KKM) is 75 and the students who get

the score approach with the KKM is 42.85% students. The

researcher wants to get 70% students who get score is 70.

It is necessary for the researcher to conduct cycle 2 because

from the results of this cycle is not suitable with the target‘s

researcher. The researcher hopes the students who will pass the

KKM in cycle 2 more than cycle 1.

2. Cycle 2

a. Meeting I

1) Action Planning


a) Preparing materials, making lesson plan, and designing

the steps in doing the action



d) Preparing sheets for classroom observation

e) Preparing a pre-test

2) Implementation of The Action

On Thursday, 24th

of September 2015 at 11.45 a. m.,

the teacher and the observer entered the class. The situation

of the class was ready to begin. Teacher began the lesson. He

said salaam and led to pray by reciting Basmallah together.

After that he greeted the students and also the students too.

The teacher was not checking the student‘s attendance

because they were present. He continued asking the students

about the lesson in the second meeting. The reasons of the

students were any students who were confused with the

lesson, but also any students who were happy with the lesson,

because they got the new method in the teaching learning

process.

After that, he asked the students to practice game in

front of the classroom, one by one. The game was instant

speech. This game was to improve speaking skill, the

students would take one fold of paper, and they opened it.

After that they got one word in the paper, they had to present

it before the classroom based on their word. Because there

were students who were not ready yet to present it, the

teacher asked Alvin to be the first. Alvin went to front of the

class and did the instruction. Music was word that Avin

gotten. Then he presented it. He said ―Thanks Sir, oke,

Assalamualaikum Wr. Wb. I will explain you about music.

Music make me happy, when I am confused, I listen to the

music, music can make me relaxed and enjoyed. I like music.

Ok. Wassalamu‘alaikum Wr. Wb‖. Then teacher and the

students gave him applause. The next student was called by

the teacher.

After that, the game was continued by others until all of

students finished it. Teacher asked them to open their

handbook page 53. Teacher gave 15 minutes to read and

understood it. After that he discussed it with the students.

When the time was up, the teacher asked Ainul about

what she was read. She answered instruction and then the

teacher explained it until all of students understood. The

materials were about instruction. He gave the example about

it. The example was the instruction of how to use microwave.

Finally teacher and students discussed it together. Then

he asked them to open the handbook page of 52. There was a

conversation between shopkeeper and customer. He asked

them to practice it with the other topic after discussing early.

He would take their score for pre-test.

Then the teacher would divide the students, who would

be their partner. Then they had to make a dialog like the

conversation in the book. After that they had to present it in

front of the classroom. He asked the students to count from

one until seven. The student who got a same number would

be their partner. After that, they discussed it with their

partner. Teacher gave 20 minutes to prepare it.

Finally, teacher asked them to present their dialog.

Second group was the group was presented their dialog

infront of classroom early. After that, it was continued by the

other group. It was the same as second group, the situation

was crowded because some students laugh at their friend

when presentation section, and asked the teacher how to say

something in English. But all of them were very happy.

Although they couldn‘t present it perfectly. Next teacher gave

applause with the students to their performance. He also gave

them some feedbacks of their performance. It consisted of

grammatical error, wrong vocabularies, and pronunciations.

Finally teacher got their score pre-test in cycle 2. After

presentation section, he asked the student to answer the

question in task 2. They had to submit it before closing the

lesson. He gave them 10 minues to finish it.

After they finished their assignment, they submit it and

then teacher concluded what was studied with the students

and explained again the points that were connected with the

material. After that, before closing the lesson, teacher and

students prayed by reciting Hamdallah together. Teacher

reminded the students to study and study to face next

meeting. He closed by reciting Wassalamu’alaikum Wr. Wb.

and the students answered by reciting Waalaikumsalam Wr.

Wb.

3) Observation

In the 1st meeting of the cycle 2, observation was also

carried out during the implementation of the action. The

classroom situation was ready because the students were on

time in the class. It was in afternoon hours, so they looked

tired. But, they would be ready to study. It was described

when teacher gave them a game. The game made them feel

be better than before. They could do the game exactly

although just little sentences which they used. It made their

spirit to continue the lesson.

Teacher gave them material about procedures, he gave

some explanation and example about it. The students paid

attention when the teacher gave explanation. Sometimes they

asked about the meaning which they didn‘t understand the

meaning. They were more active and confident in this

meeting. It could be seen when the teacher took their pre-test

score by a dialog. The students with their partner made a

conversation about the material. Although some of them were

still hard to say something but they had spirit to learn it.

The teacher hoped in the next time, 2nd

meeting,

carrying out the technique would help them to improve their

speaking.

4) Reflection

By analyzing the action above, the teacher concluded

that the students could improve their speaking skill. Their

vocabularies also improved in this meeting. It was seen in

their pre-test score. They used more English when they

presented their assignment. Although their grammatical was

not satisfactory enough, it was important to continue the next

meeting that would carry out the strategy and took their post-

test score.

b. Meeting II

1) Action Planning


a) Preparing materials, and designing the steps in doing the

action






e) Preparing a post-test (to know whether students‘

achievement are improve or not)

2) Implementation of The Action

Second meeting in cycle 2 was held on Saturday, 5th

of

September 2015 at 11.45 a.m. the teacher and observer

entered the classroom. When they were entering, the students

had been in the classroom. This meeting would conduct the

treatment and took post-test score. Teacher began the lesson.

He said salaam and led to pray by reciting Basmallah

together. After that he greeted the students and also the

students too.

The teacher told the students about the meeting was the

last meeting. So he would use the method again. Before the

lesson was begun, the teacher gave them a game. The game

was easy. It would make the students to be more

concentrated. It was just if the teacher said good morning, the

students had to clap once. If the teacher said good afternoon,

the students had to clap twice, if the teacher said good

evening, the students clap three times. The last when the

teacher said good night, the students just like people sleep. If

anyone was wrong, he/she got the punishment.

The game was begun, until got 3 students who made

the mistake. So they would get the punishment. After that

teacher asked them to open their handbook page of 55. He

also reviewed the lesson which was learned yesterday. So he

asked the students to answer the question on task 1. Then

they had to submit it. Teacher gave 10 minutes to finish it.

After the students submitted it. He continued the lesson by

using the method. He divided students to be 3 groups. He

gave 5 pictures for each group. All of group had to make a

dialog based on their picture, after that they had to present it

before the classroom. Teacher gave them 15 minute to

prepare it.

Time to prepare was up, next teacher asked 1st group to

be first. Next 2nd

group, the last was 3rd

group. The situation

of the presentation was crowded because one of the students

who presented his assignment was very funny. It made all of

students laughed at him. Almost of groups asked the teacher

about the English of the word in Bahasa. After the group

finished their presentation. Teacher also finished taking their

post-test score, they gave applause for their performance.

Teacher gave some feedbacks about their performance. It

consists of grammatical error, wrong vocabularies, and

pronunciations. He also reviewed how the lesson would be

learned. Before he closed the meeting. He said to the students

about his thankfulness because the students helped him from

1st meeting until the last meeting. He and students also

prayed by reciting Hamdallah together. The last he closed by

reciting Wassalamu’alaikum Wr. Wb. And the students

answered it by reciting Waalaikumsalam Wr. Wb.

3) Observation

In the 2nd

meeting of cycle 2, the students were more

enthusiastic. It may be caused they had understood about the

technique. So they could present it correctly than in cycle 1.

They used their creativity when they got the pictures in

group. They found many words to present it. And also in a

group they could compare their thought with their friend.

Many thought would raise much creativity. But still some

students just followed their group. They did not give their

arguments. It made the teacher difficult to score them.

As usual, the class was so crowded when the treatment

was implemented. But overall, they were active students. It

seemed that the technique that the teacher have successfully

improved their students‘ speaking skill. Their skill in this

meeting was more improved than the first meeting. Teacher

also could take their post-test score easily. Although he still

had the problem with the little students who couldn‘t

understand exactly than others.

4) Reflection

By analyzing every meeting in cycle 1 and cycle 2, the

teacher concluded that the speaking skill of the students was

improved. The students could improve their speaking. It was

described by the increasing of their post-test. The discussion

in the treatment and the feedback that the teacher gave really

helped them to improve their speaking.

c. Calculation of Test Result

1) Score of pre-test and post-test in cycle 2

Table 4.3

The students’ Score of Pre-test and Post-test in Cycle 2

No

Name of students

Pre-

test 2

(X)

Post-

test 2

(Y)

Post –

pre

(D)

𝐃𝟐

1. Ahmad Ma‘arif 67 73 6 36

2. Ainul Wafiroh 70 73 3 9

3. Aji Nur Rofiq 60 70 10 100

4. Alvin Renggo 73 80 7 49

5. Anna Safitri 70 77 7 49

6. Dewi Lejar Sayekti 70 73 3 9

7. Elsa Crismonica 53 73 20 400

8. Kharisma Isnanul Maula 57 73 16 256

9. Lilik Masfufah 70 70 0 0

10. Muhammad Kosim 57 70 13 169

11. Riki Andriyani 53 67 14 196

12. Sari Indah Fitri 60 73 13 169

13. Zaki Musfarul Aslah 57 67 10 100

14. Sri Nur Yani 50 67 17 289

Total 867 1006 139 1831

a) Mean of Pre-test 2

Mx = x

N

Mx = 867

14

Mx = 61.92

b) Mean of Post-test 2

Mx = Y

N

Mx = 1006

14

Mx = 71.85

c) SD of post-test and pre-test

From the data above, the teacher calculate SD pre-

test and post-test.

SDD = D2

N−

D

N

2

= 1831

14−

139

14

2

= 130.78 − 98.57

= 32.21

= 5.67

d) T-test calculation

To = DN

SDD

N − 1

=

13914

5.67

14 − 1

=9.92

5.67

13

=9.92

5.673.61

=9.92

1.57

= 6.31

Mean of Pre-test 2 is 61.92

Mean of Post-test 2 is 71.85

SD of Pre-test and Post-test 2 is 5.67

T-test is 6.31

So, there is a significant influence between pre-test

and post-test in cycle 2. It means that the use of small

group discussion technique can help the students to

improve their speaking skill.

2) Score of Oral Test in Cycle 2

Table 4.4

The Result of Oral Test Cycle 2

No Name of students Score

1. Ahmad Ma‘arif 75

2. Ainul Wafiroh 80

3. Aji Nur Rofiq 70

4. Alvin Renggo 80

5. Anna Safitri 85

6. Dewi Lejar Sayekti 75

7. Elsa Crismonica 70

8. Kharisma Isnanul Maula 65

9. Lilik Masfufah 75

10. Muhammad Kosim 70

11. Riki Andriyani 65

12. Sari Indah Fitri 70

13. Zaki Musfarul Aslah 65

14. Sri Nur Yani 70

Percentages Score:

P =F

NX 100%

Percentage of score : < 70 = 3

14 x 100 %

= 21.42 %

Percentage of score : > 70 = 11

14 x 100 %

= 78.58 %

The result of the cycle 2, there is 78.58 % students who pass

in oral test and 21.42 % students who do not pass in oral test. The

researcher concluded that there is an improvement of students‘

speaking skill through small group discussion. It is prove by the

result of score in cycle 2.

In this cycle, the result shows that the students‘ speaking

skill increased significantly. It is described in the result above. It

displayed that the mean of pre-test is 61.92 and the mean of post-

test is 71.85.

In the other hand, from the percentage in the cycle 2, based

on the standardized score (KKM) is 75 and the students who get

the score approach with the KKM is 78.58 % students. The

researcher wants to get 70% students who get score is 70.

Finaly, the researcher not necessary to conduct cycle 3

because from the results of this cycle is suitable with the target‘s

researcher. It is successful based on the percentage in the cycle 2

which is more than the cycle 1.

B. Analysis and Discussion

From the result of analyzing in cycle 1 and 2, it shows that there is a

significant improvement of students‘ speaking skill. The improvement is

as follows:

Table 4.5

The Mean and T- Calculations of Students’ Score

No Analyze Cycle I Cycle II

1 Mean

- Pre-test

- Post-test

55.64

66.21

61.92

71.85

2 T- Test calculation 5.91 6.31

Chart 4.1

The Mean and T-Calculation of Students’ Score

The table and the chart display the improvement of the students‘

speaking skill from the cycle 1 to the cycle 2. It means that the

implementation of small group discussion technique can improve students‘

speaking skill.

0

20

40

60

80

Cycle 1 Cycle 2

55.6461.9266.21 71.85

5.91 6.31

Pre-test

Post-test

T- Test

Based on the comparison among T-calculation of cycle 1 and cycle

2, the implementation of small group discussion technique on speaking

skill is successful to improve the students‘ speaking skill. It can be seen in

the chart. The chart shows that t-calculation of cycle 2 is greater than cycle

1, there is 6.31 for cycle 2 while 5.91 for cycle 1.

In addition the mean of pre-test and post-test of each cycle increases

significantly. The table above displays that the mean of cycle 1 improve.

The mean of pre-test is 55.64 and the mean of post-test is 61.92. In cycle 2

the mean of pre-test is 66.21 and post test in cycle 2 is 71.85.

Table 4.6

The Percentages of Oral Test

Category Cycle 1 Cycle 2

<70 42.85 21.42

>70 57.14 78.58

Chart 4.2

The Percentages of Oral Test

The table and the chart also shows the improvement percentages of

oral test from the cycle 1 to cycle 2. The percentage score displays the

0

20

40

60

80

Cycle 1 Cycle 2

42.85

21.42

57.14

78.58

< 70

>70

students who pass the standardized score it increases, from 57.14 % in

cycle 1 to 78.58 % in cycle 2.

It can be concluded that it is significant in improving students‘

speaking skill using small group discussion. So, it shows that small group

discussion is effective to improve speaking skill in the third grade students

of Vocational Secondary School Pancasila Salatiga in the academic year of

2015/2016.

The result of this research somehow proves the theories in chapter II.

According to Kindsvatter (1996: 242) states that ―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‖. Based on

this theory, it appears a fact 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 friend, solving the problem in a group and being

cooperative group.

The other theory which is stated by Orlich et.al (1985) as quoted by

Antoni (2014: 56) proposes that:

―Small group discussion could improve the student‘s

speaking skill. There are 3 reasons why we can use small

group-discussion in improving speaking skill. First

discussion is used to increase teacher-student interaction and

student-student verbal interaction in the classroom. Second,

discussion is used to promote meaningful personal interaction

and learning. The learning may be of contents, skills,

attitudes or processes. Third, it is used to help students adopt

more responsible and independent mode of learning‖.

Based on from the result of this research, small group discussion

proves the effectiveness in improving students‘ speaking skill. First, Small

group discussion can increase teacher-student interaction in classroom. It

is proven by the student who does not know the mean of material

discussion can ask the teacher about it. And also teacher can ask the group

about the material, and the group can explain it. For the student - student

verbal interaction, it can be seen when the student discuss the material in

group. The students can share ideas each other not only in their group but

also other group. The students can ask something to others. Second,

discussion is to promote meaningful personal interaction and learning. The

learning may be of contents, skills, attitudes or processes. It is proven by

the students who discuss something in group, student can promote

meaningful to problem solving in a group. The last is to help students

adapt more responsible and independent mode of learning. It can be seen

when the student gets responsibility for example as a leader, secretary,

spokesman and others. The students will be responsible with the role.

The other theories by Shaw (1976: 11) as quoted by Fisher (1982:

17), ―… a group is defined as two or more persons who are interacting

with one another in such a manner that each person influences and is

influenced by each other person‖. When the students are divided by the

teacher to make a small group it mean that theory was used by teacher.

The teacher dividing the students to be three group which consist of four

students.

Hoover (1964: 250) as quoted by Hastoyo (2010: 50-52) also

assumes that having a variety of group activities in the classroom will be

effective in the way; helps teachers deal with differences among learners,

provides opportunity for students to plan and develop special project on

which groups can work together and increases students‘ interaction and

socialization. Based on the theory above it can be proven by the result of

this research. Small group discussion creates a sense of relationship

through community as each group learns and shares the ideas together. The

implementation of this technique enables students to communicate along

with the member of the group and develop relationship within the

classroom. In this research, small group discussion creates cooperative

atmosphere and the students are more likely to feel comfortable practicing

their speaking skill.

According to Dobson (1981: 62-63) quoted as by Antoni (2014:56)

explains the technique for using small group discussion technique as

follows; teacher divides the class to be small group, gives the students‘

roles, gives different topic of each group, asks the group to discuss it. After

that the groups have to present it before the class. Besides on the technique

for use small group discussion technique, finally the student can develop

their listening and speaking. Each student in the group actively participates

by taking turn to speak and share the presentation. It can provide

opportunity for students to comprehend the relationship between listener

and speaker. Small group discussion also helps the students build

confidence and fluency. The results of this research proves that after

getting treatment using small group discussion, the students can improve

the speaking skill.

It shows by looking at the t-table and t-test. Since the t-test is higher

than t-table, it proves that small group discussion effective to improve

students‘ speaking skill.

Besides, the students who want to present their assignment can be

confident to explain the material. It is proven when they discuss the

material in small group, they can share ideas each other. It can make the

students who ca not understand the material understand after they get the

explanation from their friends in group.

There are three students who get the best score than others. They are

Alvin Renggo, Ainul Wafiroh and Anna Safitri. They show their

improvement speaking skill in each meeting. From the result of

improvement of speaking skill in cycle 2, the researcher concludes that

there is an improvement of students‘ speaking skill through small group

discussion.

From the research finding above, it reveals a fact that the using of

small group discussion can improve students‘ speaking skill. They are able

to present their assignment after they discuss it without being shy to make

mistakes. The implementation of small group discussion in this research

seems to affect the students in the speaking class and their outcomes. So,

the researcher can conclude that the theory in chapter II relates to the result

of this research.

Based on the previous research ―The Use of Scaffolding Talk

Technique to Improve Students‘ Speaking Skill (Classroom Action

Research of the Eighth Grade Students of MTs Negeri Andong in the

Academic Year of 2013/2014)‖ by Tika Rahmawati indicates there is a

significant influence from the previous research with this research.

It can be seen from the result of the research stating that students‘

speaking skill can improve through Scaffolding Talk technique. The

findings show that the improvement of the students‘ speaking skill is

significant after the students get Scaffolding Talk technique. It can be seen

from the comparison between all the score of cycle 1 and cycle 2. The

findings display that the students‘ speaking skill increases from pre to post

test. The result shows that the mean of pre-test 47.08, the mean of post-test

1, 66, 67, and the mean of post-test II 74.72. It means that Scaffolding

Talk technique is able to improve the students‘ speaking skill.

This research has similarities and differences from those previous

researchers above. The similarities is only dealing with speaking skill. On

the other hand the researcher also finds the differences between the present

research and previous researches. The differences are also in the sample

and technique. The sample of previous research is the eighth grade

students of MTs Negeri Andong in the Academic Year of 2013/2014 and

scaffolding talk as the technique that is used in that research.

Improving speaking skill through small group discussion for the

third grade students of vocational secondary school Pancasila Salatiga in

the academic year 2015/2016 is the title decided by the researcher as the

follow up of the previous researchers in analyzing more detail about the

improvement of students‘ speaking skill by using small group discussion.

Based on the calculation and the analysis above, it infers that

students have higher speaking ability after being given treatment through

small group discussion technique. In short, it can be said that small group

discussion technique is better to help the students improving their speaking

skill in the third grade students of vocational secondary school Pancasila

Salatiga.

CHAPTER V

CLOSURE

After conducting the research, presenting the data, analyzing the data and

discussing the result, in this chapter the researcher would like to present the

conclusion and suggestion of this research which is entitled ―Improving

Speaking Skill through Small Group Discussion (A Classroom Action Research

for the Third Grade Students of SMK Pancasila Salatiga in the academic year

2015/2016)”.

A. Conclusions

After presenting and analyzing data in the previous chapter, the

researcher accomplishes to the conclusion as follows:

1. The procedure of Implementation of small group discussion to


secondary school Pancasila Salatiga are as follows:

a. The teacher provides some material needed such as; worksheet,

paper, and discussion paper

b. The teacher divides the class into three groups, each group

consists of four or five students.

c. Teacher gives students different discussion material

d. Teacher gives the group time to discuss the material and

understand it to prepare before presentation.

e. All of groups present their discussion and give chance to other

group to ask some questions.

f. Finally, teacher gives some feedback about the discussion, such

as the understanding about the discussion, answering the students‘

questions, and concluding the lesson.

From the procedures of implementation of small group

discussion above, the research shows the students‘ behavior in

teaching learning process. In this implementation, the researcher

arranges two cycles. In each cycle, the steps are planning, acting,

observing and reflecting. Then the researcher calculates the test result.

2. The students‘ speaking skill can be improved by small group

discussion. The improvement can be shown by the means of pre-test

and post-test is 55.64, increase to 61.92 in cycle 1. Meanwhile, the

mean of pre-test and post-test is 66.21, increases to 71.85 in cycle 2.

So, the researcher concludes that there is a significant difference

between the speaking skill of the third grade of vocational secondary

school Pancasila Salatiga in the academic year 2015/2016 taught by

small group discussion in pre-test and post-test. It means that small

group discussion can improve the students‘ speaking skill.

3. The extent of using small group discussion can be proven by T-test

calculation. It shows that there is significance contribution between

pre test and post test. It is also the increasing percentage of the oral

test from cycle 1 to cycle 2 with the standardized score (the minimum

of passing criteria) is 75 and the target‘s score of the researcher is 70,

at the cycle 1 is 57.14 % students and 78.58 % in the cycle 2 who pass

in oral test. The increasing of oral test from cycle 1 to cycle 2 is 21.44

%. This indicates that by applying small group discussion technique,

the students in speaking skill can improve.

B. Suggestions

After the researcher knows the real condition and situation, he would

like to suggest some possible solutions in teaching speaking process, as

follow:

1. For English Teachers

The English teacher should use an interesting method or

technique in speaking class. They should choose a good method or

technique in teaching learning process. They can use small group

discussion technique to teach speaking. If they use it in the class, the

students would enjoy the lesson and it can decrease the worries in

learning speaking. This is able to improve their speaking ability.

The teacher should give example how to do small group

discussion to the students, so they can understand how to practice it

well. The teacher must give example how to say something properly

and help the students when they do not understand about the

instruction and get difficulties in translating some vocabularies.

2. For the students

The students should try to practice speaking using small group

discussion. They can invite their friends to practice it. They could

practice it every day in the class. So they are not bored when they are

in the class. They could divide the class into four groups. All of group

discuss about something and then present it in front of the class. They

can exchange their though by this method. Maybe they can use some

information in their group or other group.

The students should also have high motivation and desire in

improving their speaking ability. They must study hard, not to be lazy

to open dictionary, make a note and a new word, memorize the new

vocabularies from the dictionary and practice it more and more. They

should have good self-confidence to speak English and they should

practice to speak English with their friends.

3. For other researchers

It shows that the using of small group discussion technique can

improve the students‘ speaking skill, so that the other researchers or

the readers could use the method when they are learning speaking and

to improve their speaking skill. They should read this research clearly,

so they can understand how to practice small group discussion to

improve their speaking skill well.

Based on the explanation above, the researcher would like suggest

the readers and other researchers that this research can be used to be

applied in additional reference to further research with the different sample

and occasion.

References

Antoni, Rivi. 2014. Teaching Speaking Skill through Small Group Discussion

Technique at the Accounting Study Program. Journal of Education and

Islamic Studies Vol. 5, Num. 1, January-June 2014.

Arikunto, Suharsimi. 2006. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara.

Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendidikan Praktik.

Jakarta: Rineka Cipta.

Aziz, M. 2015. The Use of Community Language Learning and Authentic

Material in Improving Students’ Speaking Skill. Salatiga: Graduating Paper

STAIN Salatiga.

Brown, H. Douglas. 1994. Teaching by Principles: an interactive approach to

language pedagogy. New York: Prentice Hall regents

Brown, H. Douglas. 2004. Language Assessment Principles and Classroom

Practice. New York: Pearson Education,Inc.

Fisher, B. Aubrey. 1981. Small Group Decision Making: Communication and

Group Process. Japan: McGraw-Hill Kogakusha, Ltd.

Goh, Christine C. M. 2007. Teaching Speaking in the Language Classroom.

Dalam Willy A Renandya & Jack C Richards (Eds.), Singapore: SEAMEO

Regional Language Centre, RELC Portfolio Series 15.

Hamer, Jeremy. 2007. How to Teach English. England: Longman

Harmer, Jeremy. 2001. The Practice of English Language Teaching. England:

Longman.

Hastoyo, Sovenda Septa. 2010. Improving Students’ Speaking Competence

through Small Group Discussion. Solo: Thesis-Unpublished.

Hopkins, David. 1993. A Teachers Guide to Classroom Action Research.

Buckinghem: Oren Uiversity Press.

Kindsvatter, R, William Wilen & Margaret Ishler (1996). Dynamics of effective

teaching. London: Longman Published Ltd.

Reineke, Martha J. Summary of Citing Internet Sites. In-Class Discussion,

(Online), (http://www.uni.edu/reineke/guidelin.htm, accessed 9 August

2015, at 13.36 WIB).

http://www.uni.edu/reineke/guidelin.htm

Sudijono, Anas. 2006. Pengantar Statistik Pendidikan. Jakarta: PT RajaGrafindo

Persada.

Syamsuddin and Damaianti. 2007. Metode Penelitian Pendidikan Bahasa.

Bandung: PT Remaja Rosdakarya.

Ur, Penny. (1994). Discussion that work-task-centered fluency practice. London:

Cambridge University Press.

APPENDICES

CURRICULUM VITAE

Personal Details

Full Name : Honang Adi Riyanto

Gender : Male

Place, Date of Birth : Kab. Demak, January 15th

1994

Religion : Moslem

Address : Geneng Rt 02 Rw 02, Mijen,Demak

E-mail : [email protected]

Educational Background:

1999 - 2005 : Program Primary School (SDN) 02 Geneng, Mijen, Demak

2005 - 2008 : Islamic Junior High School Nurul Huda Geneng, Mijen, Demak.

2008 - 2011 : Vocational Secondary School Pancasila of Salatiga

2011 - 2015 : English Education Department, of State Institute for Islamic Studies

(IAIN) Salatiga.

mailto:[email protected]

CYCLE 1

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMK PANCASILA SALATIGA

Bidang Studi Keahlian : Teknik Elektronika

Kompetensi keahlian : Teknik Audio Video

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XII TAV/ 5

Alokasi waktu : 4 X 40 menit

Aspek / skill : Berbicara / Speaking

A. Standar Kompetensi :

3. Berkomunikasi Dalam Bahasa Inggris Setara Level Intermediate

B. Kompetensi Dasar :

3.3 Menyajikan Laporan/ Presenting Report

C. Indikator :

Pertemuan Ke-1

1. Memahami ungkapan-ungkapan yang digunakan untuk membuka

dan menutup sebuah presentasi secara tepat.

2. Memahami cara untuk menyampaikan sebuah laporan secara

individu dengan benar dan tepat.

Pertemuan Ke-2

1. Memahami sebuah laporan secara berkelompok dengan

mempresentasikannya dengan benar, tepat dan dapat diterima.

D. Tujuan pembelajaran:

Setelah mempelajari unit ini siswa diharapkan mampu:

1. Siswa dapat mengungkapkan ungkapan untuk membuka dan

menutup sebuah presentasi.

2. Siswa dapat menyampaikan laporan dengan benar dan tepat.

3. Siswa dapat menyajikan laporan secara lisan dalam bentuk

presentasi dengan benar.

E. Materi Pembelajaran:

Pertemuanke-1

Oral Report

An oral report is a presentation of the material covered in final

written report. It will only take several minutes to present it. In industry,

oral reports are often given before consultants, who charge extravagantly

for their time; therefore, you must learn to budget the time allotted you

and not exceed it. You will know in advance precisely when, day and

time, to the minute, you will be expected to give your report. There is

certain structure to the opening of a presentation that you should observe.

Welcoming the Audience Introducing Your Topic

- Good Morning/ Afternoon, ladies and gentlemen.

- Hello/ Hi everyone.

- First of all, let me thank you all for coming here

today.

- It‘s pleasure to welcome you today.

- I‘m happy/ delighted that so many of you could

make it today.

- It‘s good to see you all here.

- The honourable ....

- On behalf of....

- What I‘d like to present you today is…….

- I‘m here today to present…..

- Today‘s topic is……

- The subject/ topic of my presentation

are……

- In my presentation, I would like to report

on….

- In my talk, I‘ll tell you about…..

- Today I‘m going to talk about…..

- I‘ll be talking about

Monolog:

- Good morning ladies and gentleman! It‘ s nice to stand up in front of

you all in reporting my job training.

- Hi, everyone. I would like to resport my last job training!

- The honourable our beloved teacher, Mr. Edi Sutono. Let me report

my last job training!

- On behalf of my Director. I will report of this developing company.

- Nice to meet you here. Please give me time to report my last job

training.

Introducing Yourself Stating your purpose

- Let me introduce myself, I‘m Anna from....

- For those of you who don‘t know me, my

name‘s….

- Let me just start by introducing myself. My

name is....

- The purpose/objective/aim of this presentation

is to....

- Our goal is to determine how/ the best way

to….

- What I want to show you is….

- My objective is to….

- Today I‘d like to give you an overview of….

- Today I‘ll be showing you/ reporting on….

- I‘d like to update you on/ inform you about….

- During the next few hours, we‘ll be….

Giving Your Position, Function, Department,

Company

Structuring, Sequencing, Timing

- As some of you know, I‘m the purchasing

manager.

- I‘m the key account manager here and am

responsible for….

- I‘m here in my function as the head of….

- I‘m the project manager in charge of….

- I‘ve decided my presentation into three (main)

parts.

- In my presentation, I‘ll focus on three major

issues.

- I‘ll begin/start off by…. Then I‘ll move on

to…. Then/next/after that….

- First, I‘ll be looking at…., second…., and

third….

- My presentation will take about 30 minutes.

Questions Conclusions

- We will have about 10 minutes for questions

in the questions and answer period.

- If you have any questions, feel free to interrupt

me at any time.

- There will be time for questions after my

presentation.

- To conclude/ in conclusion, I‘d like to….

- To sum up (then), we….

- Just to summarize the main points of my

talk….

- I‘d like to run through my points again….

Monolog:

‖ In conclusion of my speech today, I just want to say that job

training is very good for vocational high school students to enlarge their

ability in mastering their major in their school. So, the function of job

training is not only completing their grade point average of the

curriculum in the school, but also to prove the students‘ ability in a real

job field‖.

F. Metode pembelajaran :

- Questions and answers

- Individual works/ group works

- Task/ assessment/ homework

Pendekatan : Contextual Teaching and Learning (CTL)

Strategi pembelajaran : Small Group Discussion Technique

G. Langkah-Langkah Pembelajaran

Pertemuan ke-1

UraianKegiatan Alokasi

Waktu Aktivitas Guru AktivitasSiswa

Keg.

Awal

- Guru mengawali proses

pembelajaran dengan salam, berdo‘a

dan mengabsen.

- Guru memberikan instruksi berupa

ice breaking sebelum masuk

kemateri yang akan di ajarkan.

- Siswa mengikuti

perintah guru.

- Siswa mendengarkan

dengan seksama.

10 menit

Keg. Inti Eksplorasi:Dalam kegiatan eksplorasi,

guru :

- Menggali pengetahuan awal siswa

mengenai presenting report.

- Menyampaikan kepada siswa tentang

materi yang diajarkan.

- Melibatkan peserta didik secara aktif

dalam setiap kegiatan pembelajaran

- Siswa melaksanakan

apa yang diperintahkan

oleh guru.

- Siswa menyelesaikan

tugas yang diberikan

dengan benar dan tepat.

- Siswa menanyakan

60menit

Elaborasi: Dalam kegiatan elaborasi :

- Siswa mendengarkan penjelasan

guru mengenai materi yang

diberikan

- Siswa memahami materi yang

diberikan

- Siswa satu per satu maju kedepan

mempresentasikan tugas yang

diberikan.

- Siswa dapat menyelesaikan tugas,

dengan benar.

- Siswa menjawab beberapa

pertanyaan yang terkait dengan tema

yang dipelajari.

Konfirmasi: Dalam kegiatan

konfirmasi, guru :

- Mengevaluasi semua kegiatan siswa.

- Memberikan umpan balik pada siswa

dengan memberikan penguatan

tentang oral report dengan

menanyakan kesulitan yang di alami

siswa.

perihal yang belum

dimengerti.

Keg.

Penutup

Dalam kegiatan penutup, guru :

- Bersama-sama dengan peserta didik

membuat kesimpulan hasil belajar.

- Menyuruh siswa untuk menerapkan

ungkapan-ungkapan yang dipelajari

dalam situasi yang sebenarnya

- Memberikan tugas rumah berupa

pengerjaan LKS.

- Mengucapkan salam dan do‘a

penutup


apa yang telah

diperintahkan oleh guru.

- Mengucapkan salam

penutup.

10 menit

Pertemuan ke-2

Uraian Kegiatan Alokasi


Keg.

Awal



dan mengabsen.


ice breaking sebelum masuk ke

materi yang akan di ajarkan.

- Siswa mengikuti

perintah guru.


dengan seksama.

10 menit

Keg. Inti Eksplorasi:Dalam kegiatan eksplorasi,

guru :

- Menggali pengetahuan siswa

mengenai presenting report yang

telah diajarkan dipertemuan

sebelumnya.


dalam setiap kegiatan pembelajaran.


- Siswa mengulas kembali materi yang

telah diajarkan

- Siswa dibagi menjadi kelompok

kecil, menjadi 3 kelompok

- Setiap kelompok diberi sebuah

report dan sebuah soal terkait dengan

materi

- Siswa per kelompok maju ke depan


diberikan.


dengan benar.


konfirmasi, guru :




tentang oral report dengan


siswa.



oleh guru.




- Siswa menanyakan

perihal yang belum

dimengerti.

60 menit

Keg.

Penutup




- Menyuruh siswa untuk menerapkan

ungkapan-ungkapan yang dipelajari

dalam situasi yang sebenarnya


penutup


apa yang telah


- Mengucapkan salam

penutup.

10 menit

H. Media/ Bahan/ Sumber Belajar

- Lembar Kerja Siswa

- Buku-buku yang terkait dengan materi

- Kamus Bahasa Inggris – Indonesia

I. Penilaian

- Lisan : individual and team works

- Tulisan : Hasil assessment dari guru

- Penugasan : mencari materi berkaitan untuk dipelajari secara mandiri

J. Butir Soal

1. Instrument for Pre-test

a. Practice the following speech before the class!

Teacher asks the student to present the report below, just

explain the points of the report orally before the class

b. Answer the question correctly!

2. Instrument for Post-test

As business owners, we‘d all like to think ourselves are providers of great

customer service. Great customer service is also about knowing how to handle

problems, responding to and resolving issues, something at which agile small business

can often excel. If customer satisfaction is your goal, then great customer service will

get you there.

- Listen and Learn

Listening is a key to effective customer service and it can also help boost your

profitability.

Everyday Customer Interaction – show you are listening to your customers by

taking notes or repeating back what your customer has said. Listen to their words

and tone. Observe their body language. Provide them clear and concise

communication. Ask clarifying questions to gain understanding before you

provide a response.

Facilitating Feedback – if you don‘t have a reason for face-to-face interaction

with a customer, look for ways to stay in touch and show you are listening and

eager to keep the lines of communication open. For example follow up with a

customer after a sale, hand out in-store or post-sale surveys to find out what

they‘d like to see from your brand, and stay active on social media.

- Look for Ways to Treat Customers as You Would Like to be Treated

Remember, how you and your staff communicate with your customer is just as

important as what you communicate. A good way to instill this attitude among your

staff is to do some simple role play in which they act out a few scenarios that

involve both easy-going and difficult customers. Observe how they handle the

situation and coach them on areas to improve. For example:

How are customers being greeted? – put them at ease and make them feel

comfortable. This sets the tone for the rest of the transaction.

Demonstrate that your customers are valued – let them know you think they are

important. Your sincerity makes them feel good about you and the organization.

Ask how to help your customers – find out what they want. It is important that

each customer encounter makes them feel satisfied.

Don‘t challenge disgruntled customers – listen, reassure them that you‘ll escalate

or act on their complaint and follow through until resolution.

Help customers – help them get what they want. Make it easy for customers to

locate or obtain the information they need. Answer their questions in a timely

manner.

- Carry customer service across all your customer touch points

Remember to carry through on your customer service goals wherever your business

has a presence. This means both online and offline. More than ever, social media is a

systematic part of your customer service model, so if you have a presence on sites

like Facebook, Twitter, Yelp, and so on, be sure you are actively listening, engaging,

monitoring and responding to your customers online.

Posted by Caron Beesley at https:/www.sba.gov/blogs/3-simple-ways-improve-customer-satisfaction-today

Questions :

Find the meaning of these words correctly!

1. Handle:

2. Issues:

3. Agile:

4. Goal:

5. Profitability:

6. Observe:

7. Concise:

8. Brand:

9. Involve

10. Sincerity:

11. Challenge:

12. Obtain:

Key Answers:

1. Menangani

2. Pokok Persoalan

3. Tangkas

4. Tujuan/Sasaran

5. Keuntungan

6. Mengamati

7. Ringkas

8. Macam/Jenis

9. Melibatkan

10. Ketulusan

11. Tantangan

12. Memperoleh

2. Instrument for Post-tests

a. Practice the following report before the class!

Teacher divides the students to be small group. There are

3 groups. Teacher gives each group a report. Students have to

present the report, just explain the points of the report orally

before the class. The reports are:

Bukit Duri and BidaraCina,

the next targets for eviction

thejakartapost.com | Jakarta | Wed, August 26 2015, 4:37 PM Jakarta News

After managing to relocate residents of KampungPulo in East

Jakarta to low-cost apartments, the Jakarta city administration is

now preparing to evict residents of Bukit Duri and BidaraCina,

also in East Jakarta.

The three housing areas are located on the banks of the Ciliwung

River, for which the city administration plans to develop flood

mitigation projects.

But Jakarta Governor Basuki ―Ahok‖ TjahajaPurnama stressed

that further evictions of residents from flood-prone areas would

be implemented only after low-cost apartments were ready to

accommodate them.

―We are studying the condition of Bukit Duri and BidaraCina.

We will dismantle the houses as soon as possible,‖ Ahok said as

quoted by kompas.com on Wednesday. He said that he had

talked with people in the two areas about the eviction plan.

Ahok claimed that the evictions being implemented were part of

the city administration‘s efforts to improve the people‘s living

conditions and welfare.

―From the evictions, the city‘s economy will grow. We will

make Jakarta better so that tourists come and we make money,‖

Ahok added.

There are reportedly more than 1,000 households in Bukit Duri

and some 300 households in BidaraCina.

Jakarta aims to be free of slums by 2019

thejakartapost.com, Jakarta | Jakarta | Wed, August 26 2015,

7:04 PM Jakarta News

The city administration is planning to clear all slums in the

capital by 2019.

To meet the target, Jakarta Deputy Governor

DjarotSaifulHidayat said that the city administration would

work together with the Public Housing and Public Works

Ministry under a planning program called 100-0-100.

Djarot explained that the name of the program referred to the

program‘s targets to achieve 100 percent drinkable water in

Jakarta's pipes, zero percent slums in the city and 100 percent

sanitation by the end of 2019.

―We are doing this to improve the health condition and the

quality of residential areas in Jakarta,‖ he said, as quoted by

kompas.com on Wednesday.

He said that the administration‘s short-term goal was to update

its data on slum areas in Jakarta to map out the existence of

slums in the capital. (edn/ika).

6,236 foreigners without work permits

deported

thejakartapost.com, Jakarta | National | Sat, August 22 2015,

1:24 PM National News

The directorate general of immigration at the Law and Human

Rights Ministry has ordered that 6,236 foreigners without proper

work permits be deported back to their respective countries,

according to a report by kompas.com.

The ministry‘s director general of immigration Ronny F Sompie

told a press conference on Friday that the foreigners entered

Indonesia legally through several entry points using tourist

visas, but later pursued activities in the country without the

necessary permits from the government and from related

institutions.

Ronny added that the Immigration Office will coordinate with

related institutions such as Manpower and Transmigration

Ministry, National Intelligence Agency and the National Police

to continue to monitor potential crimes committed by foreigners.

He also expressed his appreciation to residents that had assisted

with monitoring and reporting to local police and the

Immigration Office the suspicious presence of foreigners in their

areas.

Numbers of deportees by nationality:

1. Bangladesh: 1,072

2. Myanmar: 756

3. China: 604

4. Thailand: 180

5. Vietnam: 159

6. Malaysia: 125

7. Cambodia: 96

8. Others (including other Asian countries, the US, Australia

and Europe): 3,244

b. Answers the questions based on the report correctly!

1. What is the main idea of the report?

2. What do you think about the report?

3. Do you agree with the report? Why?

4. What will you do to solve the problem?

5. Please give summarize of the report!

K. Assessment of Speaking Skill


Grammar Excellent: No

grammatical

errors

Good: Two or

fewer

grammatical

errors

Good Enough:

Listener

understand

enough

Many

problems like

in verb forms

errors in basic

structures

Errors in grammar

are frequent but

speaker can be

understood by

native speaker

Vocabulary Very good:

Use

appropriate

and new

words

Good,

appropriate

vocabulary

and response

Good enough,

rarely have to

look for a

word

No enough

vocabulary or

incorrect use

Very little

vocabulary,

vocabulary

repeated

Comprehension Understanding

the concept

very good

Understanding

the concept

good

Understanding

the concept

good enough

No enough

understanding

the concept

Confusing in

understanding the

concept

Fluency Quick,

fluently,

continuous

with no

hesitation and

clear

Fluently,

occasional

hesitation

Fluently

enough,

several

unnatural

hesitations

and searching

for words

Fluently not

good enough,

many

unnatural

hesitation

No specific

fluency

description, not

complete

utterances

Pronunciation Pronunciation

is excellent

like native

speaker

Errors in

pronunciation

are quite rare

Require

guessing at

meaning,

accent may be

obviously

foreign

Pronunciation

has many

problems

Errors in

pronunciation are

frequent but can be

understood by

native speaker

Task Excellent: The

students are

able to answer

all of the

questions

Good: the

students have

two or fewer

answer errors

Good enough:

The students

have a half of

correct

answers

The students

have more

than half of

answer errors

the students

answer all the

questions

incorrectly

PRE-TEST

Assesment

The Procedures of Assesment

The teacher ask the students to present the report of their assignment

Type of Test

Speaking : Oral Test

Pre-Test Cycle I

Assessment Format for Speaking

No Name Aspects of Assessment Notes

Gram Voc Comp Flu Pron Task Total

1. Ahmad Ma‘arif 2 2 4 2 3 3 16 NC

2. Ainul Wafiroh 2 4 4 4 3 4 21 C

3. Aji Nur Rofiq 2 2 3 2 2 3 14 NC

4. Alvin Renggo 3 4 4 3 4 4 22 C

5. Anna Safitri 3 4 4 3 3 4 21 C

6. Dewi Lejar Sayekti 3 3 4 3 3 3 19 NC

7. Elsa Crismonica 3 2 3 2 2 3 15 NC

8. Kharisma Isnanul

Maula

2 3 4 2 2 3 16 NC

9. Lilik Masfufah 2 4 4 2 2 3 17 NC

10. Muhammad Kosim 2 3 3 2 2 3 15 NC

11. Riki Andriyani 2 2 3 2 2 2 13 NC

12. Sari Indah Fitri 2 4 4 2 2 3 17 NC

13. Zaki Musfarul Aslah 3 2 3 2 2 3 15 NC

14. Sri Nur Yani 2 2 3 2 2 2 13 NC

Notes is filled with C for Competent (total score 7), or NC for Not

Competent (total score 7).

POST-TEST

Assesment


The teacher ask the students to present the presentation of their assignment

Type of Test


Post-Test Cycle I




1. Ahmad Ma‘arif 3 3 4 3 4 4 21 C

2. Ainul Wafiroh 3 4 4 3 4 4 22 C

3. Aji Nur Rofiq 2 3 3 3 3 4 18 NC

4. Alvin Renggo 4 3 5 4 3 4 23 C

5. Anna Safitri 3 4 5 3 3 3 21 C

6. Dewi Lejar Sayekti 3 4 4 3 3 3 20 NC

7. Elsa Crismonica 3 4 4 3 3 4 21 C

8. Kharisma Isnanul

Maula

3 4 4 3 2 3 19 NC

9. Lilik Masfufah 3 4 4 3 3 4 21 C





14. Sri Nur Yani 2 3 3 3 3 4 18 NC

Notes is filled with C for Competent (total score 7), or NC for Not

Competent (total score 7).

CYCLE 2

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMK PANCASILA SALATIGA

Bidang Studi Keahlian : Teknik Elektronika

Kompetensi keahlian : Teknik Audio Video

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XII TAV/ 5

Alokasi waktu : 4 X 40 menit

Aspek / skill : Berbicara / Speaking

A. Standar Kompetensi :

3. Berkomunikasi Dalam Bahasa Inggris Setara Level Intermediate

B. Kompetensi Dasar :

3.4 Memahami panduan penggunaan peralatan

C. Indikator :

Pertemuan Ke-1

1. Mengenal dan memahami buku/ petunjuk panduan penggunaan

peralatan

2. Memahami ungkapan-ungkapan yang digunakan dalam sebuah

buku/ petunjuk panduan untuk menjelaskan penggunaan peralatan

secara tepat.

3. Memahami cara untuk menyampaikan penggunaan peralatan dengan

membuat percakapan dengan temanya dengan benar dan tepat.

Pertemuan Ke-2

1. Memahami buku panduan penggunaan dengan menggunakan bahasa

dan pengucapan yang benar ketika membacanya.

2. Memahami soal-soal yang diberikan terkait dengan isi manual

penggunaan peralatan.

3. Memahami sebuah panduan penggunaan peralatan secara

berkelompok dengan mempresentasikannya secara lisan dengan

benar, tepat dan dapat diterima.

D. Tujuan pembelajaran:

Setelah mempelajari unit ini siswa diharapkan mampu:

1. Memahami petunjuk panduan penggunaan peralatan.

2. Memahami ungkapan atau kosa kata yang digunakan dalam

penjelasan penggunaan peralatan secara tepat.

3. Siswa dapat mengungkapkan kembali petunjuk penggunaan

peralatan (minimal dua manual) dengan kata-kata sendiri secara

tepat.

4. Mampu membaca dengan menggunakan pengucapan bahasa yang

benar dalam memahami sebuah buku panduan penggunaan

peralatan.

5. Siswa dapat menjawab dengan benar pertanyaan-pertanyaan yang

terkait dengan isi manual penggunaan peralatan.

6. Siswa dapat menyampaikan petunjuk penggunaan peralatan secara

lisan dalam bentuk presentasi dengan benar.

E. Materi Pembelajaran:

Have you ever read set of instruction or book instruction of a

machine? It is called manual and usually formed in a book giving

instruction or information. Below is the manual in using microwave. To

understand it more, you have to find the meaning of the words in the

glossary afterward.

How to Use a Microwave

1. Read the instructions and safety warnings thoroughly.

2. Plug your microwave in. Don‘t plug too many appliances in at once,

or you may cause a power outage.

3. Set the time that you want to microwave something for.

a. If your microwave has a dial, turn it clockwise until the screen

displays the desired time.

b. If your microwave has a number pad, type in the desired number

of minutes followed by the desired number of seconds.

c. You may have to press ―cook‖ on your microwave before the

time set will activate the microwave.

4. Apply your understanding to microwave specific items.

a. Start with Bake a Potato in the microwave. If you are baking just

one or two potatoes, or a sweet potato, reduce the power so the

outside doesn‘t scorch by the time the inside is done.

b. Warm a plate of leftovers at low power.

c. Warm a milky coffee at medium power and check carefully

when to stop so the milk retains its goodness.

d. Microwave chopped-to-size vegetables before frying them to get

the inside somewhat soft without having to burn the outside.

5. Understanding your microwave

a. Understand how a microwave oven heats food.

Microwaves do not cook from the ―inside out‖, but do

cook thin food essentially all throughout at once, and reduce the

depth within thick food to which conduction from the rest of the

food must carry heat. Don‘t overstuff the microwave oven, even

with somewhat loose items such as a big stack of potatoes.

b. Understand how heat flows through food.

In a microwave, heat must also flow from better-heated to

worse- heated spots. Water-based food cannot get hotter than

212 degrees Fahrenheit (100 degrees centigrade) until all of the

water in the spot being heated been boiled away.

c. Understand the side-effects of other cooking methods, and

choose to include them if you like.

Some cooking methods, such as flying, smoking, or

boiling with salt or spices, also add material and thus flavor to

the food. Microwaving doesn‘t add anything, so add all the

flavoring you like to the food before or after cooking.

Some cooking methods add water to the food. Some, such

as boiling (with water to be discarded) add why too much, so

that it leaches out vitamins. Generally all that is needed with

items prone to drying out is some plastic wrap with a few holes

to prevent pressure build up, but if something is on the edge of

over drying, add just a little water and cover it.

Some cooking methods dry out the outside of the food.

Microwaving will liberate steam and re-moisten it, so if a crispy

outside is desirable, generally microwave to get the inside

mostly done, then the cook the outside.

Taken from http://www.wikihow.com/Use-a-microwave

F. Metode pembelajaran :

- Questions and answers

- Pair works/group works

- Task/ assessment/ homework

Pendekatan : Contextual Teaching and Learning (CTL)

Strategi pembelajaran : Small Group Discussion Technique

G. Langkah-Langkah Pembelajaran

Pertemuan ke-1

UraianKegiatan Alokasi


Keg.

Awal



dan mengabsen.




- Siswa mengikuti

perintah guru.


dengan seksama.

10 menit

Keg. Inti Eksplorasi: Dalam kegiatan

eksplorasi, guru :

- Menggali pengetahuan awal siswa

mengenai how to use manual of

device.

- Menyampaikan kepada siswa tentang

materi yang diajarkan.


dalam setiap kegiatan pembelajaran


- Siswa mendengarkan penjelasan

guru mengenai materi yang

diberikan

- Siswa memahami materi yang

diberikan

- Siswa maju bersama temannya

kedepan utk mempresentasikan tugas

yang diberikan.


dengan benar.

- Siswa menjawab beberapa

pertanyaan yang terkait dengan

tema yang dipelajari.


konfirmasi, guru :




tentang manual of device dengan


siswa.



oleh guru.




- Siswa menanyakan

perihal yang belum

dimengerti.

60menit

Keg.

Penutup




- Memberikan tugas rumah berupa

pengerjaan LKS.


penutup


apa yang telah


- Mengucapkan salam

penutup.

10 menit

Pertemuan ke-2

Uraian Kegiatan Alokasi


Keg.

Awal



dan mengabsen.




- Siswa mengikuti

perintah guru.


dengan seksama.

10 menit

Keg. Inti Eksplorasi: Dalam kegiatan

eksplorasi, guru :

- Menggali pengetahuan siswa

mengenai materi yang telah

diajarkan dipertemuan sebelumnya.


dalam setiap kegiatan pembelajaran.


- Siswa mengulas kembali materi yang

telah diajarkan

- Siswa dibagi menjadi kelompok

kecil, menjadi 3 kelompok

- Setiap kelompok diberi sebuah

gambar dan sebuah soal terkait

dengan gambar.

- Siswa per kelompok maju kedepan


diberikan.


dengan benar.


konfirmasi, guru :




oleh guru.




- Siswa menanyakan

perihal yang belum

dimengerti.

60 menit



tentang manual of device dengan


siswa.

Keg.

Penutup





penutup


apa yang telah


- Mengucapkan salam

penutup.

10 menit

H. Media/ Bahan/ Sumber Belajar

- Lembar Kerja Siswa

- Kamus Bahasa Inggris – Indonesia

I. Penilaian

- Lisan : pair and team works

- Tulisan : Hasil assessment dari guru

- Penugasan : mencari materi berkaitan untuk dipelajari secara mandiri

J. Butir Soal

1. Instrument for Pre-test

a. Please make a dialog with your partner just as the dialog

below and present it before the class!

Teacher asks students to make a dialog. Before it, all of

students have to make an instructionof goods use. Then the

student and his partner make a dialog and present it before the

class. So, all of students are all also telling their friends about

how to use the goods.

b. Answer these questions based on the dialogue!

Customer : Excuse me. Could you show me how this vacuum

cleaner works?

Shopkeeper : Yes, of course.

Customer : What‘s those thing for?

Shopkeeper : Oh, that‘s for picking up heavy dirt.

Customer : Why is it bent?

Shopkeeper : That is so you can clean under furniture more easily. Let

me show you.

Customer : Oh I see. And does it have a dust bag?

Shopkeeper : Yes, of course.

Customer : How do you change it?

Shopkeeper : It‘s very easy. First, you make sure the power turned

off. Then, this clip is pressed down. The sack is lifted

off, and then the dust bag is taken out like this.

Customer : Oh that is easy. Ok, fine. I think I‘ll take this one. Can it

be delivered?

Shopkeeper : Sure. We can deliver it right away to your home.

Customer : Fine.

Questions:

1. What does the customer intend to do?

2. What does the customer ask to the shopkeeper?

3. Why can it bent?

4. How many steps are there to change the dust bag? Mention

them!

Key Answers:

1. The customer asks the shopkeeper to show how vacuum

cleaner works.

2. Customer asks the shopkeeper to show how this vacuum

cleaner works.

3. Because, it can clean under furniture more easily.

4. There are 3 steps of change the dust bag. First, you make

sure the power turned off. Then, this clip is pressed down.

The sack is lifted off, and then the dust bag is taken out.

2. Instrument for Post-tests

Rearrange these instructions to be the ordered ones!

1. How to Withdraw Cash from an Automated Teller

Machine.

a. Touch or press ―No‖ for no other transaction.

b. Insert your ATM or debit card face up into the ATM.

c. Take your cash and receipt.

d. Cover the keypad or touch screen with your whole hand

as you enter Personal Identification Number (PIN).

e. Enter the amount of money your wish to withdraw and

press or touch ―ENTER‖ of ―Confirm‖.

f. From the main menu, touch or press ―Withdraw‖.

2. How to Cook Rice with Rice Cooker.

a. Boil it.

b. The rice is ready to serve.

c. Wash the rice repeatedly in cold water.

d. Steam the rice for about 45 minutes.

e. Put in with some water in a pan.

f. Then it gets dry, put it into the steamer.

g. Cook it for about 15 minutes.

3. How to Make Juice Recipes with Juicer.

a. Process the raw fruits and vegetables until you have the

quality your desire.

b. Prepare your juicer.

c. Add spices, flavorings, and especially sugars sparingly.

d. Chop your fruits and vegetables into the appropriate-

sized chunks, depending on how you will be juicing.

e. Prepare your fruits or vegetables.

f. Enjoy!

4. How to Use a New Mobile Phone to Make a Call.

a. Place the battery.

b. Switch the phone on by pressing and holding the power

key.

c. Lift the back cover of the phone.

d. Insert SIM card to the phone.

e. Replace the back cover.

f. Press ―END CALL‖ to the end call.

g. Press key in the phone number, including the area code.

h. Press ―CALL‖ to call the number.

Key Answers:

1. How to Withdraw Cash from an Automated Teller

Machine.

a. Insert your ATM or debit card face up into the ATM.

b. Cover the keypad or touch screen with your whole hand

as you enter Personal Identification Number (PIN).

c. From the main menu, touch or press ―Withdraw‖.

d. Enter the amount of money your wish to withdraw and

press or touch ―ENTER‖ of ―Confirm‖.

e. Take your cash and receipt.

f. Touch or press ―No‖ for no other transaction.

2. How to Cook Rice with Rice Cooker.

a. Wash the rice repeatedly in cold water.

b. Put in with some water in a pan.

c. Boil it.

d. Cook it for about 15 minutes.

e. Then it gets dry, put it into the steamer.

f. Steam the rice for about 45 minutes.

g. The rice is ready to serve.

3. How to Make Juice Recipes with Juicer.

a. Prepare your fruits or vegetables.

b. Prepare your juicer.

c. Chop your fruits and vegetables into the appropriate-

sized chunks, depending on how you will be juicing.

d. Add spices, flavorings, and especially sugars sparingly.

e. Process the raw fruits and vegetables until you have the

quality your desire.

f. Enjoy!

4. How to Use a New Mobile Phone to Make a Call.

a. Lift the back cover of the phone.

b. Insert SIM card to the phone.

c. Place the battery.

d. Replace the back cover.

e. Switch the phone on by pressing and holding the power

key.

f. Press key in the phone number, including the area code.

g. Press ―CALL‖ to call the number.

h. Press ―END CALL‖ to the end call.

Please make a dialog with your group based on the pictures

which you have obtained before. The dialogsare about the

procedures for using device then you must present it before

the class with your group!

Teacher gives the students pictures. They have to make a

small group which consist people who get picture which relate

with others. Then they must make a dialog based on the picture

and present it before the class. The pictures are:

K. Assessment of Speaking Skill


Grammar Excellent: No

grammatical

errors

Good: Two or

fewer

grammatical

errors

Good Enough:

Listener

understand

enough

Many

problems like

in verb forms

errors in basic

structures

Errors in

grammar are

frequent but

speaker can

be understood

by native

speaker

Vocabulary Very good:

Use

appropriate

and new

words

Good,

appropriate

vocabulary

and response

Good enough,

rarely have to

look for a

word

No enough

vocabulary or

incorrect use

Very little

vocabulary,

vocabulary

repeated

Comprehension Understanding

the concept

very good

Understanding

the concept

good

Understanding

the concept

good enough

No enough

understanding

the concept

Confusing in

understanding

the concept

Fluency Quick,

fluently,

continuous

with no

hesitation and

clear

Fluently,

occasional

hesitation

Fluently

enough,

several

unnatural

hesitations

and searching

for words

Fluently not

good enough,

many

unnatural

hesitation

No specific

fluency

description,

not complete

utterances

Pronunciation Pronunciation

is excellent

like native

speaker

Errors in

pronunciation

are quite rare

Require

guessing at

meaning,

accent may be

obviously

foreign

Pronunciation

has many

problems

Errors in

pronunciation

are frequent

but can be

understood

by native

speaker

Task Excellent: The

students are

able to answer

all of the

questions

Good: the

students have

two or fewer

answer errors

Good enough:

The students

have a half of

correct

answers

The students

have more

than half of

answer errors

the students

answer all the

questions

incorrectly

PRE-TEST

Assesment


The teacher ask the students to present the presentation of their job training

Type of Test


Pre-Test Cycle II




1. Ahmad Ma‘arif 3 4 4 3 3 3 20 NC

2. Ainul Wafiroh 3 3 5 3 3 4 21 C

3. Aji Nur Rofiq 3 3 4 3 2 3 18 NC

4. Alvin Renggo 3 3 5 3 3 5 22 C

5. Anna Safitri 3 4 4 3 3 4 21 C

6. Dewi Lejar Sayekti 3 4 4 3 4 3 21 C

7. Elsa Crismonica 2 3 3 2 3 3 16 NC

8. Kharisma Isnanul

Maula

2 3 3 3 3 3 17 NC






14. Sri Nur Yani 2 3 3 2 2 3 15 NC

Notes is filled with C for Competent (total score 7), or NC for Not Competent

(total score 7).

POST-TEST

Assesment


The teacher ask the students to present the presentation of their job training

Type of Test


Post-Test Cycle II




1. Ahmad Ma‘arif 3 4 5 3 3 4 22 C

2. Ainul Wafiroh 3 4 4 3 3 5 22 C

3. Aji Nur Rofiq 3 4 4 4 3 3 21 C

4. Alvin Renggo 3 4 5 3 4 5 24 C

5. Anna Safitri 3 5 4 3 4 4 23 C

6. Dewi Lejar Sayekti 3 4 5 3 4 3 22 C

7. Elsa Crismonica 4 3 4 3 3 5 22 C

8. Kharisma Isnanul

Maula

3 4 5 3 3 4 22 C


10. Muhammad Kosim 3 3 4 3 3 5 21 C


12. Sari Indah Fitri 3 4 5 3 3 4 22 C


14. Sri Nur Yani 3 4 4 3 3 3 20 NC

Notes is filled with C for Competent (total score 7), or NC for Not Competent

(total score 7).

Observation Sheet

Meeting 1

No Statement

Score

Yes No

1 Teacher prepares the material

2 The class can be conditioned by the teacher

3 Teacher uses time conditionally

4 The method is used interesting

5 Teacher is able to use the method well

6 Teacher being friendly to the students

7 Teacher provides teaching aids

8 Teacher asks the students‘ difficulties

9 Students pay attention to the explanation

10 Students ask the teacher‘s explanation

11 Students become active in the classroom

12 Students brave to ask and answer the question

13 Students fell happy during the lesson

14 Students get bored during the lesson process

Collaborator

Ika Nur Aini

Observation Sheet

Meeting 2

No Statement

Score

Yes No















Collaborator

Ika Nur Aini

Observation Sheet

Meeting 3

No Statement

Score

Yes No















Collaborator

Ika Nur Aini

Observation Sheet

Meeting 4

No Statement

Score

Yes No















Collaborator

Ika Nur Aini

Daftar Satuan Kredit Kegiatan (SKK)

Nama : Honang Adi Riyanto

NIM : 113-11-114

Jurusan : Tadris Bahasa Inggris (TBI)

Fakultas : Tarbiyah dan Ilmu Keguruan

No Agenda Waktu Kontribusi Nilai

1 OPAK (Orientasi Pengenalan

Akademik dan Kemahasiswaan)

STAIN Salatiga ―Revitalisasi

Gerakan Mahasiswa di Era Modern

untuk Kejayaan Indonesia‖.

20-22 Agustus

2011 Peserta

3

2 AMT (Achievement Motivation

Training) STAIN Salatiga

―Membangun Mahasiswa Cerdas

Emosi, Spiritual, dan Intelektual

Melalui Achievement Motivation

Training (AMT)‖.

23 Agustus 2011 Peserta

2

3 ODK (Orientasi Dasar Keislaman)

STAIN Salatiga ―Menemukan Muara

Sebagai Mahasiswa Rahmatan Lil

Alamin‖.


2

4 Seminar Entrepreneurship dan

Koperasi STAIN Salatiga. 25 Agustus 2011 Peserta

2

5 User Education (Pendidikan

Pemakai) UPT Perpustakaan STAIN

Salatiga.

19 September

2011 Peserta

2

6 Bedah Buku ―Super Teens Super

Leader‖ KAMMI (Kesatuan Aksi

Mahasiswa Muslim Indonesia)

Komisariat Salatiga.

8 Oktober 2011 Peserta

2

7 ―English Friendship Tour 2011‖

CEC (Communicative English Club)

STAIN Salatiga.


2

8 Seminar Regional IPNU Kab.

Semarang dan PMII Kota Salatiga

―Negara Islam dalam Tinjauan Islam

Indonesia dan NKRI‖

30 November

2011 Panitia

4

9 Practicum of English Education

Study Program STAIN Salatiga. 28 April 2012 Peserta

2

10 Seminar Regional LDK (Lembaga

Dakwah Kampus) Darul Amal

STAIN Salatiga ―Urgensi Media

dalam Mencerahkan Umat‖

30 April 2012 Peserta

2

11 Bimbingan Belajar Menghadapi

UAS SIBA Bahasa ARAB dan

Inggris, CEC dan ITTAQO STAIN

Salatiga.

29 Juni 2012 Peserta

2

12 Gerakan Santri Menulis, Sarasehan

Jurnalistik Ramadhan 2012, Suara

Merdeka.


2

13 Practicum of English Education

Study Program STAIN Salatiga. 24 September

2012 Peserta

2

14 MTQ Umum IV Mahasiswa,

Pesantren, SMA Sederajat se-

Salatiga dan sekitarnya. ―Melalui

MTQ tingkatkan prestasi, syi‘arkan

akhlak Qur‘ani‖ JQH STAIN

Salatiga


2

15 Dialog Publik dan Silaturahmi

Nasional dengan tema ―Kemanakan

arah kebijakan BBM? Mendorong

Subsidi BBM untuk Rakyat‖ PMII

Kota Salatiga.

10 November

2012 Peserta

2

16 Tabligh Akbar ―Tafsir Tematik

Dalam Upaya Menjawab Persoalan

Israel dan Palestina Landasan QS.

Al-Fath: 26-27.‖ JQH STAIN

Salatiga

1 Desember

2012 Peserta

2

17 Seminar Nasional dalam rangka

Pelantikan Pengurus Himpunan

Mahasiswa Islam Cabang Salatiga

Periode 2013-2014 dengan tema

―Kepemimpinan dan Masa Depan

Bangsa‖. HMI Cabang Salatiga.

23 Februari 2013 Peserta

8

18 Seminar Nasional ―Ahlussunnah

Waljamaah dalam Perspektif Islam

Indonesia‖ DEMA STAIN Salatiga

26 Maret 2013 Peserta

8

19 Tafsir Tematik JQH STAIN Salatiga

―Sihir dalam Perspektif Al-Qur‘an

dan Hukum Negara‖

4 Mei 2013 Peserta

2

20 Pyramid English Course Program,

Pare, Kediri, East Java

10 Juli – 2

Agustus 2013 Peserta

2

21 Workshop Entrepreneur ―Mahasiswa

Berkarya, Kreatif, Mandiri, Solusi

Perekonomian Negeri‖ STAIN

Salatiga.

29-30 Agustus

2013 Peserta

2

22 GEMA (Gerbang Masuk) ITTAQO

STAIN Salatiga 2013

―Mengukuhkan Peran Bahasa Arab

dalam Ranah Pendidikan Islam di

Era Modern‖

16-17 November

2013 Peserta

2

23 Sosialisasi Pancasila, Undang-

Undang Dasar Negara Republik

Indonesia Tahun 1945, Negara

Kesatuan Republik Indonesia dan

Bhineka Tunggal Ika. MPR Republik

Indonesia.

27 November

2013 Peserta

2

24 PAD (Pendidikan Anggota Dasar) Al

Khidmah Kampus Jawa Tengah

2013/2014 ―Ciptakan Karakter

Mahasiswa Berwawasan Nusantara

dan Berakhlak Mulia‖

29-30 November

2013 Panitia

3

25 Pendidikan Anggota Dasar (PAD)

AL KHIDMAH Kampus Kota

Salatiga 2013 ―Menciptakan

Karakter Mahasiswa Berwawasan

Nusantara dan Berakhlak Mulia‖

28-29 Desember

2013 Panitia

3

26 Dialog Interaktif & Educatif

―DIASPORA Politik Indonesia di

tahun 2014, memilih untuk Salatiga

Hati Beriman‖ SEMA STAIN

Salatiga

1 April 2014 Peserta

2

27 Surat Keputusan Pengurus Pusat Al

Khidmah tentang Susunan Pengurus

Cabang Al Khidmah Kampus

STAIN Salatiga. Masa bakti 2014–

2015

26 Juli 2014 Sie. Kaderisasi

4

28 A Three-hour Teacher Training

Workshop Focusing on Classroom 18 Juni 2014 Peserta

Management: How to engage

students in the classroom, IALF Bali

Language Centre

2

29 Training Pembuatan Makalah LDK

Darul Amal STAIN Salatiga

17 September

2014 Peserta

2

30 Talk Show ―Ciptakan Karakter

Mahasiswa Religius dan Berakhlak

Mulia‖ Al Khidmah Kampus Kota

Salatiga

19 September

2014 Panitia

3

Appendixes

Photos during the Research

The Researcher explain the material and give instruction to the students

One of the students present his opinion about the material before the class in

pre-test of cycle 1

One of group using small group discussion technique to improve their speaking

skill in post-test of cycle 1.

In cycle 2, teacher asks students to make a dialog with their partner. After they

prepare it, they have to present it before class. That is for their pre-test score.

Teacher gives pictures to each group. Then the group has to make a dialog based

on the pictures. After they discuss it, they must present it before the class. That is

for their post-test score in cycle 2

Documents

IMPROVING SPEAKING SKILL THROUGH SMALL GROUP …e-repository.perpus.iainsalatiga.ac.id/95/1/Honang Adi Riyanto _11311114.pdf · (A Classroom Action Research for the Third Grade