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STUDENTS’ PERCEPTION ON THE USE OF GROUP
DISCUSSION TECHNIQUE IN SPEAKING SESSION
OF SPEAKING I
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree in English Language Education
By
Risthi Danarwati
Student Number : 141214104
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2018
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
i
STUDENTS’ PERCEPTION ON THE USE OF GROUP DISCUSSION TECHNIQUE IN THE SPEAKING SESSION
OF SPEAKING I
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree in English Language Education
By
Risthi Danarwati
Student Number : 141214104
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2018
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iv
“The only way to do great work is to love what you
do.” -Steve Jobs-
I dedicate this thesis to :
Myself
The beloved ones I mention in the acknowledgment page
Those who read this thesis
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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STATEMENTS OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or part of work of other people, except those cited in the quotations and
references, as a scientific paper should.
Yogyakarta, May 21, 2018
The Writer
Risthi Danarwati
141214104
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vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata:
Nama : Risthi Danarwati
Nomor Mahasiwa : 141214104
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul :
STUDENTS’ PERCEPTION ON THE USE OF GROUP DISCUSSION TECHNIQUE IN SPEAKING SESSION
OF SPEAKING I
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam
bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan
secara terbatas, dan mempublikasikannya di internet atau media lain untuk
kepentingan akademis tanpa perlu meminta izin dari saya maupun memberikan
royalti kepada saya selama tetap mencantumkan nama saya selaku penulis .
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 21 Mei 2018
Yang Menyatakan
Risthi Danarwati
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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ABSTRACT
Danarwati, Risthi. (2018). Students’ Perception on the Use of Group Discussion Technique in Speaking Sessions of Speaking I. Yogyakarta: Universitas Sanata Dharma.
Speaking is a human ability to produce sounds or to express opinions. In the process of English learning, speaking skill has an important role. Students will be able to speak up their opinions well if they master speaking skill. In fact, students who do not have speaking confidence becomes one of the big problems. In the learning process, there are some techniques that the lecturers of ELESP usually use. One of them is Group Discussion. This technique is needed to see how far students can cooperate and express their opinions with their friends. The engagement of students in the group discussion in Speaking I course is one of the hopes from the lecturer. The lecturer expects that the students can engage themselves. Engaged mean they really care about what they have learned through group discussion.
This study was aimed to investigate students' perception on the use group discussion technique in Speaking I class. The researcher has developed two problems to solve: (1) What is the students’ perception on the use of group discussion in Speaking I class? (2) What is the students’ perception on the use of group discussion technique in improving students’ speaking confidence?
This research was included in quantitative paradigm. The survey method was used by the researcher to collect the data. In collecting the data, the researcher used one instrument, namely a questionnaire. The questionnaire consisted of close-ended and open-ended questions. The researchers used the close-ended questions as the main data. Meanwhile, the supporting data for the deeper analysis obtained from open-ended questions.
The findings toward students’ perception on the use of group discussion and their perception on the use of group discussion in improving their speaking confidence showed that the students tended to have positive perception on the use of group discussion. The mean score in the first finding was thirty-eight point six. The mean score in the second finding was forty-one point eight. In conclusion, the students had a positive perception on the use of group discussion technique and they believed that the use of group discussions could improve their speaking confidence.
Keywords: group discussion, perception, speaking.
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ABSTRAK
Danarwati, Risthi. (2018). Students’ Perception on the Use of Group Discussion Technique in Speaking Sessions of Speaking I. Yogyakarta: Universitas Sanata Dharma.
Berbicara merupakan suatu keterampilan manusia untuk memproduksi suara atau menyampaikan pendapat. Dalam proses pembelajaran Bahasa Inggris, keterampilan berbicara memiliki peran yang sangat penting. Para mahasiswa dapat menyampaikan pendapat dengan baik apabila mereka menguasai keterampilan berbicara. Faktanya, siswa yang tidak memiliki speaking confidence menjadi salah satu masalah besar. Dalam proses pembelajaran, ada beberapa teknik yang digunakan oleh dosen PBI. Salah satunya adalah Group Discussion. Teknik ini diperlukan untuk melihat seberapa jauh siswa dapat bekerja sama dan mengekspresikan pendapat mereka dengan teman-teman mereka. Keterlibatan mahasiswa dalam diskusi kelompok dalam Speaking I tentu saja merupakan salah satu harapan dari dosen. Dosen berharap siswa dapat melibatkan diri mereka. Terlibat berarti mereka benar-benar peduli tentang apa yang telah mereka pelajari melalui diskusi kelompok.
Penelitian ini bertujuan untuk menyelidiki persepsi mahasiswa tentang penggunaan group discussion technique di kelas Speaking I. Peneliti menyusun 2 persoalan untuk dipecahkan, yaitu: (1) Apa persepsi mahasiswa terhadap penggunaan group discussion di kelas Speaking I? (2) Apa persepsi mahasiswa terhadap penggunaan group discussion untuk meningkatkan speaking confidence?
Penelitian ini bersifat kuantitatif. Metode survei digunakan peneliti untuk mengumpulkan data. Dalam mengumpulkan data, peneliti hanya menggunakan satu instrumen, yaitu angket. Angket terdiri dari close-ended dan open-ended questions. Peneliti menggunakan data close-ended questions sebagai data utama. Sedangkan open-ended questions digunakan untuk analisis yang lebih dalam.
Hasil penemuan mengenai persepsi para mahasiswa terhadap penggunaan group discussion dan persepsi mereka terhadap penggunaan group discussion untuk meningkatkan speaking confidence menunjukkan bahwa mahasiswa mempunyai persepsi positif tentang penggunaan group discussion. Hasil temuan pertama adalah 38.6. Hasil temuan kedua adalah 41.8. Kesimpulannya, siswa memiliki persepsi positif pada penggunaan teknik diskusi kelompok dan mereka percaya bahwa penggunaan diskusi kelompok dapat meningkatkan speaking confidence.
Kata kunci: group discussion, perception, speaking.
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ACKNOWLEDGMENTS
First of all, I would like to express my greatest gratitude to Allah SWT
for his blessings, guidance, help, strengths, and miracles along this thesis journey.
I thank Him so much because I can always pass every challenging process I have
been through so that I can finish my undergraduate study.
My greatest gratitude addressed to my advisor Drs. Pius Nurwidasa
Prihatin, M.Ed., Ed.D., who helped, guided, and motivated me to finish this
study. I thank him for giving me suggestions and evaluations in this thesis.
My special thanks are dedicated to my beloved parents, Bapak Sugeng
Ariyadi, S.Pd. and Ibu Dra. Warniningsih. There are no words I can say how
grateful and happy I am being their only daughter. They of course contributed
extra encouragement to my thesis. I would also present this work to my brothers,
Yulian Firmanto, Median Dwi Raharjo, and Depri Yudha Analisa. They were
some of the reasons why I would finish my thesis as quickly as possible.
I would like to say big thanks to my cousin Firdianti Citra Siwi, who
always supported me when I got bored with my thesis. I also fly my gratitude to
my best friends, Adel, Adina, Aldo, Sheila, Tyas, Yovita, Aldo, Uli, Imam,
Wian, Asthy, Erni, Erwin, Sekar, Jason, Rio, Donna, Avi, Aden, and All my
friends in PBI 2014 class D for the friendship, affection, prayers, and
experiences. I thank them for wonderful memories, laugh, and unforgettable
moments we have created together.
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Last but not least, I fly my gratitude to those names I cannot mention one
by one. I thank them for being there in my ups and downs.
Risthi Danarwati
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TABLE OF CONTENTS
Page
TITLE PAGE ......................................................................................... i
APPROVAL PAGE ............................................................................... ii
DEDICATION PAGE ........................................................................... iv
STATEMENT OF WORK’S ORIGINALITY .................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ..................................... vi
ABSTRACT .......................................................................................... vii
ABSTRAK .............................................................................................. viii
ACKNOWLEDGEMENTS .................................................................. ix
TABLE OF CONTENTS ...................................................................... xi
LIST OF TABLES ................................................................................. xiii
LIST OF FIGURES ............................................................................... xiv
LIST OF APPENDICES ....................................................................... xv
CHAPTER I. INTRODUCTION
A. Research Background.................................................. 1
B. Research Questions...................................................... 4
C. Research Significance.................................................. 4
D. Definition of Terms..................................................... 5
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CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description................................................ 7
1. Perception............................................................. 7
2. Group Disccussion................................................ 10
3. Speaking................................................................ 13
B. Theoretical Framework.............................................. 15
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method .......................................................... 17
B. Research Setting ........................................................... 18
C. Research Participants ................................................... 18
D. Instruments and Data Gathering
Technique..................................................................... 18
E. Data Analysis Technique ............................................. 20
CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS
A. Data Presentation........................................................ 26
B. Data Interpretation....................................................... 30
C. Testing and Requirements Analysis
for Analysis Data..................................................... 33
D. Discussion ................................................................... 38
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ................................................................. 42
B. Recommendations ....................................................... 43
REFERENCES......................................................................................... 46
APPENDICES.......................................................................................... 47
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LIST OF TABLES
Page
3.1 Positive and Negative Criteria of Category 1......................... 22
3.2 Positive and Negative Criteria of Category 2........................ 22
3.2 Students’s Perception............................................................. 23
4.1 Frequency Distribution of Students’ Perception on
the Use of Group Discussion Technique in
Speaking I ............................................................................. 27
4.2 Frequency Distribution of Students’ Perception on
The Use of Group Discussion in Improving Students’
Speaking Confidence ............................................................ 28
4.3 Normality Distribution 1 ....................................................... 33
4.4 Normality Distribution 2....................................................... 34
4.5 Significance Test 1................................................................ 36
4.6 Significance Test 2 .............................................................. 37
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LIST OF FIGURES
Page
4.1 Histogram of Students’ Perception on the Use of
Group Discussion Technique in Speaking
Sessions of Speaking I ..................................................... 29
4.2 Histogram of Students’ Perception on the Use of
Group Discussion Technique in Speaking
Confidence ...................................................................... 30
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LIST OF APPENDICES
Page
APPENDIX A The Questionnaire Blueprint......................... 48
APPENDIX B The Questionnaire........................................ 52
APPENDIX C The Result of Close-ended analysis.............. 57
APPENDIX D Open-ended Questions ................................. 64
APPENDIX E The Result of Open-ended analysis.... ......... 66
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER I
INTRODUCTION
This research investigated the perception of the English Language
Education Study Program (ELESP) students on the use of group discussion in
Speaking I course at the ELESP of Sanata Dharma University of Yogyakarta. In
this chapter, the researcher discusses the research background, research questions,
research significance, and definition of terms.
A. Research Background
Speaking seems to have its own strength in English learning process.
Speaking is one of the skills that the students have to master. The students will be
able to share their opinions if they can master a speaking skill. Moreover,
speaking is an interactive process of developing meanings in order to produce and
receive information (Gulten & Bedir, 2014). McGonigal (2005) adds “group
discussion encourages the students to participate in a group” (p. 3). It means the
students can share their ideas and receive information when they are applying
speaking skill in a group discussion.
Since the main purpose of learning English are to interact and
communicate with other people, speaking skills become the most important skill.
Speaking skill is viewed as the heart of second language learning (Egan, 1999). In
the learning process, there are some techniques that the lecturers use. One of them
is group discussion technique. Most lecturers applied group discussion in all
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
subjects in ELESP. According to Antoni (2014), group discussion is used in order
to interact with teacher-student and student-student. The instructor needs group
discussion to see how students can work together with their group and share their
opinions. In speaking class, the lecturers use this technique in order to stimulate
students’ critical thinking. Besides, group discussion is used to increase students’
engagement.
The fact that the students who do not have speaking confidence become
one of the big problems to improve their speaking skill (Carnegie, 1956). The lack
of competence of English influences students to speak because they are afraid of
making mistakes (Nunan, 1999). Students in Speaking I course class B in the
ELESP of Sanata Dharma University were enrolled in a group discussion. There
were some students in class B who were not confident to speak and engage
themselves in a group discussion. Based on this problem, the researcher aimed to
investigate students’ perception on the use of group discussion and their
perception on the use of group discussion in improving students’ speaking
confidence.
The use of group discussion in speaking class at the ELESP of Sanata
Dharma University has its purpose. In this case, the lecturers expect that the
students can participate well and engage themselves in a group discussion. Wright
and Lawson describe “Group discussion makes students feel that the class was
smaller and make them attend to class more often” (as cited in Burke, 2011, p.
90). Working in a group discussion gives the opportunities to passive learners.
“Small group discussion can be more comfortable and encourage them to speak
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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freely” (Hollander, 2002, p. 317). It can be seen that the use of group discussion
technique can increase their confidence to speak up in small-group discussion. In
the implementation of group discussion technique, each student has a different
level of motivation to follow learning activities. According to Saeed and Zyngier
(2012), students’ engagement influences the domain of cognition, behavior,
emotion or influence about the circumstances they are experiencing that every
moment influences how an individual engage in a group. It shows students’
perception also influences the motivation of students to learn in Speaking I
course.
In fact, each student has a different perception on the use of group
discussion in speaking session of Speaking I. According to Saeed and Zyngier
(2012), each student has different motivation to engage themselves in the
classroom. It refers to the degree in which a student puts effort into and focus on
learning in order to achieve their successful learning. In this case, students’
perception on the use of group discussion can identify their attitudes about the use
of group discussion technique itself. The students who have a good attitude and
motivation in learning process might lead them to have a positive perception on
the use of group discussion. Meanwhile, the students who do not have a good
attitude and motivation in learning process might lead them to have a negative
perception on the use of group discussion technique.
Group discussion is often applied in the observed class. The use of group
discussion is helpful to improve students’ speaking confidence (Hollander,2002).
Students will be able to understand the lesson when they are directly involved in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
the learning process. Besides, Hollander (2002) adds “Discussion and other
interactive teaching strategies encourage deep rather than surface learning and
result in greater students enthusiasm” (p. 318).
Based on the explanation above, the researcher aimed to investigate
students’ perception on the use of group discussion and their perception on the use
of group discussion in improving their speaking confidence. That is the reason
why this topic is important to be discussed. The researcher intended to find more
information about group discussion and focus on the process of group discussion
when it was implemented.
B. Research Questions
Based on the research, the researcher formulates two research questions
above:
1. What is the students’ perception on the use of group discussion technique in
the speaking session of Speaking I?
2. What is the students’ perception on the use of group discussion technique in
improving the students’ speaking confidence?
C. Research Significance
The implementation of this research is carried out in order to bring several
benefits and valuable contribution to ELESP lecturers, ELESP students, and
future researcher. The research findings are expected to give some positive
contributions to:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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1. ELESP Lecturers
This research can give some useful information about what students’
perception on the use of group discussion. The result of this research helps the
lecturer to see whether the use of group discussion techniques is effective or
ineffective in increasing students’ engagement on their learning process in the
Speaking I course. The findings are expected to give some useful suggestions and
recommendations for the lecturer.
2. ELESP Students
This research is focused on the students of ELESP of Sanata Dharma
University who have experienced the use of group discussion technique in
Speaking I course. This result can reflect the students whether they have engaged
enough or not in a group discussion. The researcher wants the students to realize
the importance of group discussion technique. Moreover, the students can accept
this technique wholeheartedly.
3. Future Researcher
This study is expected to be useful for the further studies. The result of this
study can be applied by the other researchers on the same topic as their reference.
Besides, the researcher expects for the other researchers to use much more
samples in order to make the research more generally.
D. Definition of terms
In this research, the researcher provides the definition of three terms which
are frequently used in the research report. They are perception, group discussion,
and speaking. The general overview of each term is clarified as follows.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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1. Perception
According to Al-Said (2015), “Perception is the tendency of the individual
behavior about the variables that require acceptance or rejection response towards
different subjects” (p. 169). In this research, the meaning of perception is the
students’ ability to interpret and understand something based on the result of
selecting, organizing, and interpreting the use of group discussion in speaking
class.
2. Group Discussion
Group discussion can be defined as an activity in which a small number of
person meet face to face, exchange and share their ideas to find out possible
solutions to the problem (Shoemaker, 2017). It can be said that in a group
discussion, there are some people who interact with one another to solve the
problems. In this research, group discussion deals with the activity when the
students are working together in a group. They will interact with each other to
share their ideas. Besides, they also share their knowledge and understanding with
their friends.
3. Speaking
According to Goh and Burns (2012), “Speaking is important skill that have
to master in order to convey the messages by using whatever resources they have
accessed to” (p. 63). Moreover, speaking is a productive skill in the oral mode
(Bashir, 2011). It shows that speaking has purposes to express and comprehend
the meaning. In this research, speaking refers to the main skills that have to be
mastered by the students when they are working in a group discussion.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter includes two parts, namely theoretical description, and
theoretical framework. The theoretical description presents some important
concepts which are related to the research. The concepts are (1) perception, (2)
group discussion, and (3) speaking. The theoretical framework will be used to
make the synthesis from the theories that used to answer the research problems.
A. Theoretical Description
In this section, the researcher deals with some theories which are directly
relevant to the study – the use of group discussion technique in the speaking
session of Speaking I. The relevance of the appropriate theories guides the
researcher to answer the research questions. The review of related theories can be
seen as follows.
1. Perception
Everyone has their own way of organizing, recognizing and interpreting
information. It based on what they see, observe, and perceive. In fact, everyone
has a different perception of something. In the following part, the researcher
elaborates deeper ideas about some aspects related to perception.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
a. Definition of Perception
There are some understandings of perception stated by some experts.
Perception is the process by which a person regulates sensations to produce a
meaningful experience (Pickens, 2005). The sensation is described as the
immediate and relatively unprocessed result of stimuli. It shows that through
perception people try to make sense of their environment, objects, events, and
other people.
In addition, perception is the main point in a process of selecting a
stimulus and response, neither of which could be chosen separately, and both of
which have their mental aspect in a feeling of anticipation (Aaronson, 2010). It
can be concluded that perception is the students’ abilities to interpret their
environment based on their feelings, attitudes, and values. In other words,
perception is a process that enables people to understand their environment.
Not everyone has the same perception, even though they observe the same
object. Students have different levels of motivation and attitudes about teaching
and learning (Felder & Brent, 2005). In this research, perception is the way how
the students perceive about the use of group discussion in speaking session of
Speaking I. The perception of the use of group discussion would be stronger if
they have experienced it.
b. Factors Influencing Perception
In the implementation of group discussion, there are four factors that
influence learners’ perception. Altman, Valenzi, and Hodgetts (1985) state that
“Someone’s perception can be influenced by several factors. They are (a)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
selection of stimuli, (b) organization of stimuli, (c) the situation, (d) the person’s
self-concept” (p. 86).
1) Selection of Stimuli
There are many stimuli that will come up surrounding us. Altman,
Valenzi, and Hodgetts (1985) describe the way we focus on a small number of
stimuli it is called selection. In this case, people try to sort out the information
they have. As a result, people perceive things differently because each person has
specific signals to select the stimuli. Therefore, people will ignore the information
that makes them worried (Gibson et al., 1985). The reason why people perceive
differently is that they have different interests. If the students are interested, they
think that group discussion is good for them so they select it.
2) Organization of Stimuli
The second factor that influences perception is organization. The way
people arrange the stimuli that have been selected and arranged into a screening
process is called organization (Altman et al., 1985). Moreover, the result of the
stimuli that have been selected will be meaningful information or not. After
someone selects the information, the mind will try to combine it in a meaningful
way based on the experience.
3) The Situation
Another factor influencing perception is the situation. Someone’s
experience might affect what person perceive about things (Gibson et al., 1985).
Besides, perceiving situation is related to how well someone adapts his or her
behavior to the situation. In this research, the situation is related to students’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
experience about the use of group discussion. The students who have good
experiences with the use of group discussion can influence them to have a positive
perception.
4) Self-concept
The last factor is the person’s self-concept. The way people see themselves
will affect their perception. Someone’s point of view can change the perception
(Gibson et al., 1985). They will judge people by their way to decide something.
They will use their own ways. These ways can affect their perception of things
surroundings them. In this research, self-concept related to the way students see
and perceive themselves. The students might have a positive perception on the use
of group discussion if they are enjoying it. In this case, self-concept of people can
influence the way they perceive something in their life.
2. Group Discussion
Group discussion is one of the techniques used by the ELESP lecturers at
Sanata Dharma University. This technique used in class as an action for solving
problems in the classroom activity. The use of group discussion helps the students
to engage themselves. The students try to show their efforts to engage in
classroom activity. The following part presents ideas about some aspects related
to group discussion.
a. Definition of Group Discussion
Group discussion involves people to interact one another in a group
discussion. Group discussion is an activity in where a small number of person
meet face to face, exchange and share their ideas to solve the problems
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
(Shoemaker, 2017). It shows that in a group discussion the students divided into
small groups to collect the information about a specific problem. In addition, the
total numbers of the students in a group discussion influence students’
participation. In a group discussion, three or more people are more appropriate in
a group discussion (Burke, 2011). In the other words, a small group discussion
increases each member’s opportunity to participate. Burke (2011) adds “the
shorter amount of time available, the smaller the group should be” ( p. 90).
Group discussion is one of the best ways to learn through oral participation
by the numbers of the unit to solve the problems (Waltz, 1993). Besides, a group
discussion will be more effective if group can achieve their goals. Group
discussion can be considered effective if each person in a group sees his/her own
goals being advanced by the group goals (Flynn & Faso, 1972). It shows that
group discussion technique helps the students to work better and achieve both
personal group goals. It shows that group discussion technique is an effective
technique used in Speaking I class. This way can influence the students to have a
positive perception on the use of group discussion technique.
b. Types of Group Discussion
Group discussion has various types that can influence students’ perception
on the use of group discussion. Flynn and Faso (1972) state “There are two types
of group discussion large-group discussion and small-group discussion” (p. 50).
1) Large-Group Discussion
Large-group discussion consists of all number of the students in the classes
which gather and discuss some topics. Large-group discussion increases the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
students’ participation for those who more active, and decrease the participation
for those who less. According to Flynn and Faso (1972), large group discussion
provides less satisfying experience because the participation will be unbalanced.
In this research, a large-group discussion is one of the types of group discussion
technique which is rarely used by the lecturers in Speaking I class B. Large-group
discussion decreases students’ chance to participate in a group discussion.
2) Small-Group Discussion
Small group discussion is a technique that used in Speaking I. Small-group
discussion is beneficial for students to increase their engagement in class.
According to Hollander (2002), small group discussion is more comfortable for
passive students, and it encourages them to speak freely. It means small-group
discussion helps the students to feel that the class is smaller and motivated them to
attend the class more often. In addition, Students learn better when they
participate and contribute to a group discussion (Glidden & Kurfiss, 1990).
Besides, McGonigal (2005) adds “Students are much more motivated when they
think that their contributions influence group discussion” (p. 5). In the other
words, the use of small-group discussion in Speaking I class gives a big chance
for the students to be more active.
c. Teaching Group Discussion
Designing an effective group discussion is not easy for the instructors.
Lack of experiences in a group become one of the problems faced by the students.
Burke (2011) states “There are several ways that the instructors can help to make
group discussion more effective” (P. 89). First, the instructors should make the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
students understand about the assignment. In this case, the students have to know
the purpose of the project, learning objective, and the skills that need to be
developed through group discussion. Secondly, the instructors need to be able to
help the students’ listening skills. Besides, the instructors should apply
appropriate methods to give and receive constructive criticism. Later, the
instructors need to help the students to manage conflicts in a group.
3. Speaking
A performance instrument that provides students a chance to demonstrate
their abilities to participate in a conversation is called speaking. Moreover,
students should demonstrate language proficiency through a performance test. The
tasks used such an assessment should enable the students to talk, to participate in
the conversation, or to communicate in another context that exists in real life. The
following part presents ideas about some aspects related to speaking.
a. Definition of Speaking
There are some definitions of speaking stated by some experts. Bashir
(2011) states “Speaking is a productive skill in the oral mode” (p. 38). It can be
said that speaking is the main skill that the students need to communicate with
other students. “Speaking is an interactive process of constructing meaning which
includes producing and receiving information” (Gulten & Bedir, 2014, p. 21). It
means, speaking skill encourages the students to be more critical to produce and
receive information. In this case, the use of group discussion technique makes
students become more critical to solve the problems together.
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In order to communicate with the other people, students are expected to
practice by using methods that are provided by lecturers. Group discussion is one
of the best methods of learning speaking in a foreign language (Argawati, 2012).
It shows group discussion helps students to improve their speaking skill. In a
group discussion, each student has the opportunity to use English among
themselves and practice each other with their friends. Practicing speaking with
their friends can increase their confidence in saying some words. The more
learning strategies are implemented, the more confidence the learners get (Gulten
& Bedir, 2014). It means, the more often students practice speaking skills in a
group discussion, the more accustomed they are to speak in public.
Speaking skill is not just the ability to communicate, but it is also the
ability to capture, produce, and use the words for understanding and
communication. Goh and Burns (2012) state “Speaking is not just as a
communication skill, but also as a means of facilitating the acquisition of the
target language and the learning of academic content” (p. 15). Moreover, speaking
is the process of making and sharing information by using verbal and non-verbal
in the different context (Chaney, 1998). It means, speaking is not only used to
communicate with others, but also to understand the content of the information
itself.
b. The Role of Self-confidence to Improve Speaking Skills
In this research, speaking is related to self-confidence. Self-confidence is
an attitude which can affect language learners to have a positive perception
towards themselves and their abilities (Al Hebaish, 2012). It shows that there are
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no language learning activities will be carried out successfully without self-
confidence. People who are confident believe in their capabilities so that they will
be able to do what their plan, desire, and expect.
People who are not confident depend on someone to cover up their
weakness. According to Carnegie (1951), fear is the result of a lack of self-
confidence; and a lack of self-confidence is caused by lack of experience. In this
research, less of experience can influence someone’s speaking confidence. In
order to practice speaking in English, learners should boost their speaking
confidence by developing their learning strategies to practice. Moreover, the more
learning strategies learners develop, the greater confidence they will gain (Nunan,
1999). In this case, the more often the students use group discussion technique,
the more confidence they gain. Otherwise, if the students are not confident enough
to speak up, they will not achieve the significant progress in improving their
speaking confidence.
B. Theoretical Framework
The implementation of group discussion technique in Speaking I will
encourage the students to enjoy and motivate them to be more active in the
classroom. This research focuses on students’ perception on the use of group
discussion technique. After doing the survey, the researcher can answer the
research questions of this research. The elaboration of several theories about
perception, group discussion, and speaking help the researcher to answer the
research questions.
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There are two research questions. The first one is about the students’
perception on the use of group discussion in speaking sessions of Speaking I
which is answered with the theory by Pickens (2005) about the theory of
perception. Moreover, the researcher also employs the theory from Glidden and
Kurfiss (1990) about the theory of group discussion. In addition, the second
research question is about students’ perception on the use of group discussion
technique in improving students speaking confidence. The researcher also uses
some theories related to self-confidence from Nunan (1999) and Carnegie (1956)
about the theory of self-confidence. It used to see the improvement of the students
about before and after experiencing group discussion.
The result of the theoretical analysis in this section indicates that the use of
group discussion technique provides meaningful learning experiences to the
students. Therefore, this is sufficient to predict that the students have favorable
attitudes towards the use of group discussion technique in Speaking I course.
There are two hypotheses that used by the researcher. There are the students’
perception on the use of group discussion in speaking session of Speaking I is
positive, and the students’ perception on the use of group discussion in improving
students’ speaking confidence is positive. Those hypotheses become the core
guideline for the empirical analysis using quantitative data about strategy
presented in Chapter III and IV.
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CHAPTER III
METHODOLOGY
This chapter presents information on how the research was conducted. It
discusses how the data were gathered and analyzed to answer the research
questions. This research methodology consists of five parts, namely research
method, research setting, research participants, instruments and data gathering
technique, and data analysis technique.
A. Research Method
Since this research aimed to investigate students’ perception on the use of
group discussion in speaking session of Speaking I at Sanata Dharma University,
the researcher used quantitative paradigm. According to Johnson & Christensen
(2012), quantitative paradigm is a research that relies primarily on the collection
of numeric data.
This research included a survey method. According to Drew, Hardman,
and Hosp (2008), a survey method is giving the questions to the individual sample
which represents the number of group in research. In addition, a survey method is
a study which enables the researcher to collect the information from a group to
describe abilities, opinions, and beliefs (Fraenkel & Wallen, 1998). Since the
researcher intended to investigate students’ perception on the use of group
discussion technique, the survey method was conducted. Fraenkel and Wallen
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(1998) add “The major purpose of survey method is to describe the characteristics
of a population” (p. 390).
B. Research Setting
This survey was held for two days beginning November 29th, 2017 until
November 30th, 2017. The survey was conducted in speaking session of Speaking
I course class B. The location of this survey was in the classroom S.302. The
questionnaire was given to the students in the end of the meeting.
C. Research Participants
The participants of this research were the students of English Language
Education Study Program of class B in Speaking I course, who enrolled in group
discussion technique of the academic year 2017/2018. The number of participants
was twenty eight students from the Speaking I course class B. The participants
consisted of twenty female and eight male students.
This research used convenience sampling. Convenience sampling is a
technique which the data obtained from available population elements (Johnson &
Christensen, 2012). This research included limited sampling. However, the
sample could provide useful information for answering questions and hypotheses.
D. Instruments and Data Gathering Technique
In order to answer the two research questions, the researcher used one
major instrument, namely questionnaire. The questionnaire was given to the
students of speaking I course class B as the participants of this research.
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According to Johnson and Christensen (2012), the questionnaire is a written list of
what each participant should fill out as part of a research study. The questionnaire
was given at the end of the meeting. It was distributed to investigate students’
perception on the use of group discussion in speaking session of speaking I and
their perception on the use of group discussion in improving their speaking
confidence. The blueprint of the questionnaire was needed by the researcher to
make statements in the questionnaire being structured. The blueprint can be seen
in the Appendix A.
The close-ended statements and open-ended questions were used to gather
the data. There are two types of question in the questionnaire, namely close-ended
and open-ended questions (Fraenkel & Wallen, 1998). In order to increase the
consistency of the responses from the participants, the researcher used close-
ended questionnaire. In the first part, there were twenty-six close-ended
statements provided which covered all the information needed to answer the two
research questions. The statements were divided into two categories. The
statements number one up to twelve were to measure the students’ perception on
the use of group discussion. Moreover, statements number thirteen up to twenty-
seven used to measure students’ perception on the use of group discussion
technique in improving students’ speaking confidence. Since there were twenty-
six statements in the form of close-ended statements, Likert Scale was used in this
research. In the close-ended statements, the students had to answer the questions
based on the choices given, which were (1) strongly disagree, (2) disagree, (3)
agree, (4) strongly agree. It enabled the students to answer the questions by
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putting a tick in the choices given. The blueprint of close-ended statements can be
seen in Appendix B.
The second part consisted of three open-ended questions. The questions
were about (1) students’ opinion about the use of group discussion technique (2)
the experience before experiencing group discussion, and the last question was
about (3) the improvement after experiencing group discussion. The open-ended
questions enabled the participants to respond in any responses provided. It means,
the participants could answer freely in their own words. In this case, through an
open-ended question, the researcher knew the way people think. Furthermore, it
provided rich information.
E. Data Analysis Technique
In order to provide evidence to answer the research questions, the
researcher analyzed the data gathered from the questionnaire. As explained before
in the previous section, the researcher employed one instrument, namely
questionnaire. “The data gathered from the questionnaire was analyzed
descriptively by using central tendency formula” (Johnson and Christensen, 2012,
p. 458). The researcher applied a mean score formula to measure students’
perception. The questionnaire was used to answer the research problems which
were stated in Chapter I. The researcher distributed the questionnaires to all the
students who enrolled speaking I course in class B.
There were twenty-six close-ended statements and three open-ended
questions that the students had to answer. As described before, the statements
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consisted of twenty-six statements which were divided into two categories. The
questions number one up to twelve were to measure the students’ perception on
the use of group discussion technique in speaking session of Speaking I. In
addition, the questions number thirteen up to twenty-six were used to measure the
students’ perception on the use of group discussion technique in improving
students’ speaking confidence.
There were twelve statements in the first category. Besides, in the second
category there were fourteen statements. The participants had to put checks on
each statement to show their responses. Each response had different point:
“strongly agree” had four points, “agree” had three points, “disagree” had two
points, and “strongly disagree” had one point. As a result, the lowest point of the
first category was twelve, while the highest point was forty-eight. The mean score
between twelve and forty-eight was thirty. Hence, if the mean score was higher
than thirty ( =30), the perception will be positive. Otherwise, if the mean score
equals to or is less than thirty-seven point five ( =30), it causes a negative
perception. Meanwhile, the lowest point of the second category was fourteen,
while the highest point was fifty-six. The mean score between fourteen and fifty-
six was thirty-five. If the mean score was higher than thirty-five ( =35), the
perception will be positive. Otherwise, if the mean score equals to or is less than
thirty-five ( =35), it causes a negative perception.
After the mean score was found by the researcher, then it was used as the
criteria of positive and negative perception. The researcher drew the conclusion
from the students’ score to determine whether the category had a positive or
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negative perception as a whole. The researcher applied the criteria to decide
whether the students in speaking I course class B had positive or negative
perception on the use of group discussion technique. The criteria were presented
in the following table.
Table 3.1 Positive and Negative Criteria of Category 1
MEAN SCORE CLASS
≤ 30 Negative
> 30 Positive
Table 3.2 Positive and Negative Criteria of Category 2
MEAN SCORE CLASS
≤ 35 Negative
> 35 Positive
Table 3.1 shows the criteria of positive and negative perception for the
first category. Besides, table 3.2 shows the criteria of positive and negative
perception for the second category. Furthermore, the researcher could determine
whether the students had a positive or negative perception on the use of group
discussion technique. The students had a positive perception on the use of group
discussion when they had mean score was higher than thirty ( =30). Otherwise,
they had a negative perception when the mean score equals to or is less than
thirty-seven point five ( =30). Moreover, the students had a positive perception
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on the use of group discussion in improving their speaking confidence when they
had mean score was higher than thirty-five ( =35). Otherwise, they had a
negative perception when the mean score equals to or is less than thirty-five
( =35) The formula was clarified as follows.
Note :
X : Number of students
∑n : The total numbers of the students
The result of the questionnaire was put on the table like the following
table:
Table 3.3 Students’ Perception
No. Student Statement Total 1 2 3 4 5 6 7 8 9 10 11 13 14 15
1 Student 1 2 Student 2 3 Student 3 4 Student 4 5 Student 5 6 Student 6
Total Points Total Points (∑N)
The mean score = ⋯∑
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Table 3.3 shows the total score of students’ perception on the use of group
discussion technique in speaking sessions of Speaking I. The researcher
concluded the data by calculated its mean score. The frequency distribution can be
seen in the Appendix C. In addition, the researcher used SPSS to find the
normality test and the result of One Sample t-Test for the null hypothesis.
Normality test was used to know the distribution of the data, whether the data was
distributed normally or not. One Sample t-Test was used to compare the total of
mean score and the cut-off point. The researcher used the students’ probability
value of 0.05. Furthermore, there were two operational hypotheses that used as the
guideline for the analysis.
Ho : The students’ perception on the use of group discussion in speaking
session of Speaking I is not positive.
HA : The students’ perception on the use of group discussion in speaking
session of Speaking I is positive.
H0 : ̅ 30
HA : ̅ 30
Ho : The students’ perception on the use of group discussion in improving
students’ speaking confidence is not positive.
HA : The students’ perception on the use of group discussion in improving
students’ speaking confidence is positive.
H0 : ̅ 35
HA : ̅ 35
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In order to get the deeper analysis, the researcher provided the result of
open-ended questionnaire analysis. It was described by drawing the conclusion
from the answers given by the respondents. The result of open-ended
questionnaire analysis would be presented in the form of description. It can be
seen in the Appendix D.
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CHAPTER IV
RESEARCH RESULT AND DISCUSSION
The answers to the research questions of this research are provided in this
chapter. This chapter presents the research findings of this research. It provides
the detailed information about the data gathered from the conducted research and
analysis of the data. This chapter also divides into four main parts. They are the
data presentation, the data interpretation, testing and requirements analysis, and
discussion of research result.
A. Data Presentation
The data were obtained from the questionnaires which were distributed to
28 students of the English Language Education Study Program that joined class B
in Speaking I course. The questionnaire contains twenty-six statements, which
consisted of two categories. The first is about students’ perception on the use of
group discussion technique and their perception on the use of group discussion
technique in improving students’ speaking confidence. In order to explain deeper
and clarify the data, the researcher also gave the open-ended questions to students
of ELESP of class B of Speaking I course. In this part, the researcher presented
the data which were obtained in forms of frequency distribution, and histograms.
1. Frequency Distribution
This section presented the data gathered in a form of the frequency
distribution. The frequency distribution enclosed the frequency of all participants’
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score that was obtained from statements in the questionnaire. Since the data
consisted of two categories, the researcher presented two frequency distributions.
The frequency distributions were obtained by calculating all scores from
respondents’ answers.
Table 4.1 Frequency Distribution of Students Perception on the use of Group
Discussion Technique in Speaking Session of Speaking I
Table 4.1 shows the highest frequency was at number 3 which had a range
between 38 and 40 with the respondents as much 13 people. It shows that there
were 13 people who had a range score between 38 and 40. Besides, the lowest
frequency was at number 1 with the respondents as much 2 people. It shows that
there were 2 people who had a range score between 32 and 34. Moreover, the
mean score from the first category was thirty-eight point six ( = 38.6). It
indicates that the students have a positive perception on the use of group
dsicussion. As described in chapter III, the perception is positive if the mean score
is higher than thirty ( = 30). If the mean score equals to or is less than thirty ( =
30), it means that the students have a negative perception. Moreover, the standard
No. Score Frequency Percentage Cummulative
Percentage 1 32 – 34 2 7.14% 7.14% 2 35 - 37 7 25% 32.14% 3 38 - 40 13 46.42% 78.56% 4 41 – 43 3 10.71% 89.27% 5 44 - 46 3 10.71% 100%
Total 28 100% ∶ . n: 28 SD: 3.0
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deviation from the first category was 3.0. It indicates that most data is spaced
between plus 3.0 and minus 3.0 from the average.
Table 4.2 Frequency Distribution of Students Perception on the use of Group
Discussion Technique in Improving students’ speaking confidence
Table 4.2 shows the highest frequency was at number 3 which had a
range between 38 and 40 with the respondents as much 12 people. It shows that
there were 12 people who had a range score between 40 and 42. Besides, the
lowest frequency was at number 1 with the respondents as much 1 person. It
shows that there were 1 person who had a range score between 34 and 36.
Moreover, the mean score from the second category was thirty-five ( = 41.8). It
indicate that the students have a positive perception on the use of group discussion
in improving their speaking confidence. As described in chapter III, the
perception is positive if the mean score is higher than thirty-five ( = 35). If the
mean score equals to or is less than thirty-five ( = 35), it means that the students
have a negative perception. Moreover, the standard deviation from the first
No. Score Frequency Percentage Cummulative
Percentage 1 34 – 36 1 3.57% 3.57%
2 37 – 39 5 17.85% 21.42%
3 40 – 42 12 42.85% 64.27%
4 43 – 45 6 21.42% 85.69%
5 46 - 47 4 14.28% 100%
Total 28 100%
∶ . n: 28 SD: 3.1
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0
2
4
6
8
10
12
14
32‐34 35‐37 38‐40 41‐43 44‐46
Frequency
category was 3.1. It indicates that most data is spaced between plus 3.1 and minus
3.1 from the average.
2. Histogram
The data was also presented in the form of the histogram. The data from
frequency distribution will be displayed in the form of histograms. Johnson and
Christensen (1941) state “a histogram is a graphic that shows the frequencies and
shape that characterize a quantitative variable” (p. 455). Since there were two
categories of the data, the researcher divided into two histograms. The researcher
used a histogram, in order to show a shape of the data easily.
Figure 4.1 Histogram of Students’ Perception of the Use of Group Discussion
in Speaking session of Speaking I
The histogram in figure 4.1 indicates normal distribution. According to
Johnson and Christensen (2012), “Normal curve is unimodal, symmetrical, a bell-
shaped distribution that is the theoretical model used to describe many physical
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0
2
4
6
8
10
12
14
34‐36 37‐39 40‐42 43‐45 46‐47
Frequency
psychological, and educational variables” (p. 460). It is reasonable for the
researcher to use mean score thirty-eight point six ( 38.6 as the central
tendency for further analysis.
Figure 4.2 Histogram of Students’ Perception of the Use of Group Discussion
in Improving Students’ Speaking Confidence
The histogram in figure 4.2 indicates normal distribution. The histogram
shows that the shape symmetrical. It means that the data normally distributed.
Therefore, it is reasonable for the researcher to use mean score thirty-eight point
six ( 38.6 as the central tendency for further analysis.
3. Data Interpretation
The data were grouped into two categories; students’ perception on the use
of group discussion in speaking session of Speaking I, and students’ perception on
the use of group discussion technique in improving students’ speaking confidence.
These categories were grouped to make the data interpreted more easily. The data
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firstly would be explained by the researcher from the frequency distribution and
histogram. The interpretation of the data concluded in each category as a whole.
Afterward, the data were summarized by calculated mean score from the data.
From the data obtained, the researcher drew a conclusion from the students’ score
to determine whether the category had positive or negative responses as a whole.
1. Students’ Perception on the Use of Group Discussion Technique in
Speaking Sessions of Speaking I
In order to answer the first research question, the researcher used the data
from the questionnaire. As described in Chapter III, the statements number one to
twelve were used to answer the first research question. To discover the factors
influencing students perception on the use of group discussion in speaking session
of Speaking I, the researcher employed the questionnaire. The researcher
considered that the students’ perception of these statements was derived from
their thoughts, opinion, and their feelings.
Table 4.1 (see page 27) shows the mean score from the first category was
thirty-eight point six ( = 38.6). It means that the students’ perception on the use
of group discussion is positive. As described in chapter III, the perception is
positive if the mean score is higher than thirty ( = 30). If the mean score equals
to or is less than thirty ( = 30), it means that the students have a negative
perception. The samples of this research are twenty-eight students. Moreover, the
standard deviation from the first category was 3.0. It indicates that most data is
spaced between plus 3.0 and minus 3.0 from the average.
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2. Students’ Perception on the Use of Group Discussion Technique in
Improving Students’ Speaking Confidence
In this part, the researcher identified students’ perception on the use of
Group Discussion Technique in improving students’ speaking confidence. As
described in Chapter III, the statements number thirteen to twenty-six were to
answer the second research question. The data from a close-ended questionnaire
was presented by using descriptive statistics. Besides, it was calculated to find a
mean score. Table 4.2 shows the mean score from the second category was forty-
one point eight ( = 41.8). It means that the students have positive perception on
the use of group discussion in improving students’ speaking confidence. As
described in chapter III, the perception is positive if the mean score is higher than
thirty-five ( = 35). If the mean score equals to or is less than thirty-five ( = 35),
it means that the students have a negative perception. The samples of this research
are twenty-eight students. Moreover, the standard deviation from the first category
was 3.1. It indicates that most data is spaced between plus 3.1 and minus 3.1 from
the average.
4. Testing and Requirements for Data Analysis
This part presents some requirements for testing the data. Testing and
requirements analysis were used as a determinant of the data analysis and to test
the hypothesis. Test requirements in this study were the normality test, hypothesis
test, and one-sample t-Test that used to measure the significance of the findings.
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1. Normality Test
Normality test is used to determine the data distribution of each research
variable. In this case, normality test used Kolmogorov-Smirnov test provided that
if p > 0.05 then the data is normally distributed. There were two normality tests
used in this part. The first category was students’ perception on the use of group
discussion technique in speaking session of Speaking I. Moreover, the second
category was students’ perception on the use of group discussion technique in
improving students’ speaking confidence.
a. Students’ Perception on the Use of Group Discussion Technique in
Speaking I
Table 4.3 Normality Distribution
Based on the result of SPSS 16, table 4.3 shows normal distribution of
students’ perception on the use of group discussion technique in Speaking I. The
significance value is 0.758. It shows that the data is significant. Therefore, it can
be concluded that the data is normally distributed.
One-Sample Kolmogorov-Smirnov Test
Group_Discussion
N 28
Normal Parametersa,b Mean 38,61
Std. Deviation 3,023
Most Extreme Differences Absolute ,127
Positive ,127
Negative -,083
Kolmogorov-Smirnov Z ,671
Asymp. Sig. (2-tailed) ,758
a. Test distribution is Normal.
b. Calculated from data.
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b. Students’ Perception on the Use of Group Discussion Technique in
Improving Students’ Speaking Confidence
Table 4.4 Normality Distribution
One-Sample Kolmogorov-Smirnov Test
Speaking_Confidence
N 28
Normal Parametersa,b Mean 41,82
Std. Deviation 3,139
Most Extreme Differences
Absolute ,130
Positive ,104
Negative -,130
Kolmogorov-Smirnov Z ,687
Asymp. Sig. (2-tailed) ,733
a. Test distribution is Normal.
b. Calculated from data.
Based on the result of SPSS 16, table 4.4 shows normal distribution of
students’ perception on the use of group discussion technique in improving
students’ speaking confidence. The significance value is 0.733. It shows that the
data is significant. Therefore, it can be concluded that the data is normally
distributed.
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2. Hypothesis
This part presents the reference to make the conclusion. It consists of three
parts; (a) situation, (b) research questions, and (c) research hypotheses.
a. Situation
In this study, the researcher investigated two situations:
1) The researcher wants to investigate students’ perception on the use of group
discussion in speaking session of Speaking I in class B.
2) The researcher wants to investigate student’ perception on the use of group
discussion in improving students’ speaking confidence.
b. Research Questions
As presented in chapter III, the research questions were presented in the
following part.
1) Do the students have a positive perception on the use of group discussion
technique in speaking session of Speaking I ?
2) Do the students have a positive perception on the use of group discussion
technique in improving students’ speaking confidence?
c. Research Hypotheses
The conceptual hypothesis had been presented.
1) H0: The students’ perception on the use of group discussion in speaking
session of Speaking I is not positive.
HA: The students’ perception on the use of group discussion in speaking
session of Speaking I is positive.
H0: ̅ 30
HA: ̅ 30
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2) H0: The students’ perception on the use of group discussion in improving
students’ speaking confidence is not positive.
HA: The students’ perception on the use of group discussion technique in
improving students’ speaking confidence is positive.
H0: ̅ 35
HA: ̅ 35
3. The Result of One Sample t-Test
This part presents the result of One Sample t-Test. One sample t-Test is an
analytical technique that used to compare one independent variable. According to
Ugoni and Walker (1995), one sample t-Test related to make the inference
regarding a population mean.
a. Students’ Perception on the Use of Group Discussion Technique in
Speaking Session of Speaking I
Table 4.5 Significance Test (One sample t-test)
One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
Group_Discussion 28 38,61 3,023 ,571
One-Sample Test
Test Value = 30
t df Sig. (2-
tailed)
Mean
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Group_Discu
ssion 4,564 27 ,000 2,607 1,44 3,78
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Based on table 4.5, the researcher has enough evidence to reject the null
hypothesis. The researcher concludes that the perception of students’ on the use of
group discussion is significantly higher than 36 ( : 38.61, : 28, : 27, : 3.0,
0.05 . Therefore, the alternative hypothesis used as the conclusion is
acceptable.
b. Students’ Perception on the Use of Group Discussion Technique in
Improving Students’ Speaking Confidence
Table 4.6 Significance test (One sample t-test)
One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
Speaking_confidence 28 41,82 3,139 ,593
Based on table 4.6, the researcher has enough evidence to reject the null
hypothesis. The researcher concludes that the perception of students’ on the use of
group discussion technique in improving students’ speaking confidence is
One-Sample Test
Test Value = 35
t df Sig. (2-
tailed)
Mean
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Speaking_confi
dence 11,498 27 ,000 6,821 5,60 8,04
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significantly higher than 35 ( : 41.82, : 28, : 27, : 3.1, 0.05 .
Therefore, the alternative hypothesis used as the conclusion is acceptable.
5. Discussion
The use of group discussion technique in speaking session of Speaking I
gets positive responses from the students. Since these research problems divided
into two categories; students’ perception on the use of group discussion in
speaking session of Speaking I, and their perception on the use of group
discussion in improving students’ speaking confidence, both categories obtained
positive responses. The number of participants were twenty-eight students. Most
of the students had a positive perception on the use of group discussion technique.
Table 4.3 (see page 32) shows that the mean score was thirty-eight point
six ̅ 38.6 . Besides, the table 4.4 (see page 33) shows that the mean score was
forty-one point eight ̅ 41.8 . From the data, it can be concluded that most of
the students had a positive perception on the use of group discussion technique.
As described in chapter III, the students’ perception on the use of group
discussion will be positive if the mean score is higher than thirty ( 30) and the
perception will be negative if the mean score equals to or is less than
thirty( 30). Meanwhile, the students’ perception on the use of group discussion
in improving students’ speaking confidence will be positive if the mean score is
higher than thirty-five ( 35) and the perception will be negative if the mean
score equals to or is less than thirty-five ( 35).
In order to obtain the deeper analysis, the researcher also provided the
result of the open-ended questionnaire analysis. There were three open-ended
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questions, the first is: what do you think about the use of group discussion
technique in speaking session of Speaking I? Explain!
“Group discussion is useful for me to improve the way I speak English in front of people because my friends will correct my mistakes if I make any”. #R24 “To make students more confident because in group discussion every student has a chance to speak, so it really helps the students to improve their confidence”. #R10 “It is important to build confidence in ourselves. Discussion in a small group is one of the effective ways”. #R4 “When the students are engaged in a small group discussion, the opportunity to speak is bigger than in large group discussion”. #R6
The data above shows that the respondents were interested to engage
themselves in a group discussion. Most of all the students thought that group
discussion technique is an effective way to learn. Supporting the data above, the
researcher also related the data to the theory from Glidden and Kurfiss (1990).
They state that the students learn better when they participate and contribute their
ideas in a group. It occurred because through group discussion the students can be
more active to share their opinions. Other statements from close-ended questions
supported the findings.
Being engaged in group discussion made me think more critically. (S*6)
I was confident enough to deliver my ideas in a group discussion in
Speaking I. (S*7)
I liked to follow all activities in a group discussion. (S*8)
The use of group discussion technique in Speaking I challenged me to
speak in front of people. (S*13)
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The second question is about: what do you think about your speaking confidence
before experiencing group discussion?
“I thought I did not have enough confidence and I was worried about my vocabulary”. #R18
“In my opinion, I felt a little bit nervous before, but after I started to speak, it was very challenging for me to improve my speaking confidence through group discussion”. #R8
“I’m not confident to speak first in a group discussion because I am an introvert person”. #R2
“I thought before experiencing group discussion I feel so shy, and I cannot explain my ideas to my friends”. R24
“I felt nervous and afraid if I make some mistakes”. #R11
The last question is about: What do you think about your speaking confidence
after experiencing group discussion?
“I can be more confident because I can talk easily in a small group discussion”. #R22
“I feel so energic when I talk in front of many people”. #R28
“After experiencing group discussion, I become braver and not nervous again”. #R15
“It increases my speaking confidence because I can speak confidently to my friends in a group discussion now”. #R25
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Supporting the data above, the researcher also related the data with the
theory from Nunan (1999). He states that the more learning strategies language
learners develop the more the greater confidence they will gain. Group discussion
as a technique used by the lecturer in speaking class could help students to
increase their speaking confidence. The more they are participating in a group
discussion, the more confidence they will get.
The questionnaire analysis result showed that the use of group discussion
technique is very useful for the students. In addition, the students admit the use of
group discussion technique could improve their speaking confidence. Before
experiencing group discussion, they felt shy to express their ideas and they afraid
of making mistakes. In fact, the students who thought they did not have a good
English competence made them not perform well in group discussion technique.
Nevertheless, after they were experiencing group discussion technique their
speaking confidence gets better than before. The findings of the questionnaire
showed that the use of group discussion can improve students’ speaking
confidence, encourage the students to work cooperatively with their group, and
help students to get new knowledge.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the researcher divided into two major parts. They are
conclusions and recommendations. In the first part, the researcher presents the
conclusions of the research findings related to the research problems. The second
part contains the suggestions for the lecturers, the students, and the future
researcher.
A. Conclusions
The researcher had conducted the research that was intended to investigate
students’ perception on the use of group discussion technique. There were two
research questions formulated in Chapter I. The first research question was about
students’ perception on the use of group discussion in speaking session of
speaking I. Based on the results of the research, the researcher concluded that the
students’ perception were positive. From the research findings, the researcher
calculated the data from all answers on close-ended statements on the
questionnaire. The mean score from the first category was forty-four ( 44). As
described in Chapter III, the students will have positive perception if the main
score is higher than thirty-seven point five ( 37.5). Otherwise, if the mean
score equals to or is less than thirty-seven point five ( 37.5), it causes a
negative perception. It shows that the use of group discussion was an effective and
interesting technique used in Speaking I course class B.
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In addition, the mean score from the second category was forty-five
( 45). It shows that the students had positive on the use of group discussion in
improving students’ peaking confidence. The students agreed that the use of group
discussion could improve their speaking confidence. As described in chapter IV,
most of the students experienced the improvement before and after experiencing
group discussion in Speaking I. Before they practiced group discussion, they felt
shy and afraid of making mistakes, and after they were experiencing group
discussion they felt more confident to speak up. Therefore, the students agreed
that after experiencing group discussion they could improve their speaking
confidence. Finally, all the research findings presented in this chapter shows that
the researcher was successful in investigating students’ perception on the use of
group discussion technique in Speaking I.
B. Recommendation
After concluding the study, the researcher would like to give two
recommendations. They are for Speaking I lecturer, and future researchers. The
very first recommendation is for Speaking I lecturer. The researcher recommends
that the use of group discussion technique can be used more often. The students
felt they were enjoyed all the activities using group discussion technique. It
happens because they felt that they had the same chance to share their ideas.
Moreover, the use of group discussion technique could make the students become
more confident to speak up. This research showed their change between before
experiencing and after experiencing group discussion technique.
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The last recommendation is addressed to the future researchers. The
researcher suggests that the future researchers should develop further research
related to students’ perception on the use of group discussion. The researcher also
recommends the future researchers to take more than 28 students as the
respondents in order to make the research more general. Moreover, the researcher
also suggests the future researchers to conduct the same topic using case study in
order to triangulate with other data sources.
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REFERENCES
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Al-Hebaish, S. M. (2012). The correlation between general self-confidence and academic achievement in the oral presentation course. Theory and Practice in Language Studies, 6.
Al-Said, K. M. (2015, April). Students' perceptions of Edmodo and mobile learning and their real barriers towards them. The Turkish Online Journal of Educational Technology, 14(2), 14.
Antoni, R. (2014). Teaching speaking skill through small group discussion technique at the accounting study program. Al-Manar, 10.
Argawati, N. O. (2014, October). Improving students' speaking skill using group discussion. ELTIN Journal, 2, 8.
Bashir, M. (2011). Factor affecting students' English speaking skills. British Journal of Arts and Social Sciences, 2.
Burke, A. (2011). Group work: How to use groups effectively. The Journal of Effective Teaching, 9.
Carnegie, D. (1956). How to develop self-confidence and influence people by public speaking. New York: Pocket Books.
Chaney, A.L., & T.L. Burk. (1998). Teaching oral communication. Boston: Allyn & Bacon.
Drew, C. J., Hardman, M. L., & Hosp, J. L. (2008). Penelitian pendidikan: Merancang dan melaksanakan penelitian pada bidang pendidikan (B. Sarwiji, Ed.). California: Sage Publication.
Egan, K. (1999). Speaking: A critical skill and a challenge. Calico Journal, 3, 277-293.
Felder, R. M., & Brent, R. (2005). Undersatnding student different. Journal of Engineering Education, 1, 57-72.
Flynn, A. E., & Klein, J. D. (2017). The influence of discussion groups in a case-based learning environment. Educational Technology Research and
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Development, 49, 71-86. Retrieved on October 5th, 2017, from http://www.jstor.org/stable/30221123
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
Gibson, J. L., Ivanovich, J. M., & Donnely, J. H. (1985). Organizations: Behavior, structure, process (5th ed.). Plano, TX: Business Publications.
Glidden, J., & Kurfiss, J. G. (1990). Small-group discussion in philosophy 101. Taylor & Francis , 3, 3-8.
Goh, C. C., & Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge University Press.
Gulten, K., & Bedir, H. (2014). Strategies-based instruction: A means of improving adult EFL learners' speaking skills. International Journal of Language Academy, 26.
Hollander, J. A. (2002). Learning to discuss for improving the quality of class discussion. AOA, 3, 317-327.
Johnson, B., & Christensen, L. (2012). Educational research: Quantitative, qualitative, and mixed approaches. United States: SAGE Publication, Inc.
McGonigal, K. (2005). Speaking of Teaching. Center for Teaching and Learning, 14(2), pp. 3-5.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle & Heinle Publishers.
Pickens, J. (2005). Organizational behavior theory and practice. Orlando: Academic Press.
Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1.
Shoemaker, C. C. (2017, September). Management of group discussion. The English Journal, 36, 508-513. Retrieved on September 25th, 2017, from http://www.jstor.org/stable/808029
Waltz, M.C. (1933). Learning by group discussion. The Journal of Education, 116, pp. 312-313. Retrieved October Friday, 2017, from http://www.jstor.org/satble/42845691
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The Pilot Questionnaire Blueprint
Aspects Theories No. Statements Students’ perception on the use of group discussion in the speaking session
of Speaking I Close-ended
Students’ Perception on the Use of Group Discussion
Perception Perception is the process by which a person regulates sensations to produce a meaningful experience (Pickens, 2005).
1 2 3
I could work well in a group discussion. I enjoyed group discussion technique if I felt match with my group. I felt satisfied when my ideas were received by my group.
Factors Influencing Perception
(1) Selection of Stimuli
is the way we focus on a small number of stimuli (Altman et al, 1985).
4
I liked to choose my own group member rather than being selected by my lecturer.
(2) Organization of Stimuli is the way we arrange the stimuli that have been selected to produce a meaningful information (Altman et al, 1985).
5 Being engaged in a group discussion made me think more critically.
(3) The Situation is related to someone’s experience that might affect what that person perceives about things (Altman et al, 1985).
6 7 8 9
I was confident enough to deliver my ideas in a group discussion in Speaking I course. I liked to follow all activities in a group discussion. I worked by myself in a group discussion in the Speaking I because my friends could not understand the topic. Before I joined a group discussion I had already been interested in engaging myself in a group
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discussion.
(4) Self-concept is the way people see and perceive themselves. These way can affect their perception of things around them (Altman et al, 1985).
10 11 12
The use of group discussion technique in Speaking I challenged me to speak in front of people. I could appreciate others’ opinion through group discussion in Speaking I. Group discussion technique made me accept the strengths and the weaknesses in my teamwork.
Students’ perception on the use of group discussion technique in improving students’ speaking confidence in speaking session of Speaking I
Close-ended Students’ perception on the use of group discussion technique in improving students’ speaking confidence in speaking session of Speaking I
Group discussion is one of the best ways to learn through oral participation by the numbers of the unit to solve the problems (Waltz, 1993).
13 14 15 16 17
The use of group discussion technique made me more confident to speak English. Group discussion technique was an interesting technique used in the speaking sessions of Speaking I. Group discussion technique was an effective technique used in Speaking I. I was confident enough to deliver my ideas in a group discussion in Speaking I. Group discussion technique gave me the opportunities to be an active participant.
Small group discussion is more comfortable for a shy person, and it encourages them to speak freely (Hollander, 2002).
18 19 20
I felt more comfortable to share my ideas in small-group discussion than in the bigger one. Being engaged in a group discussion technique was beneficial for me as an English Language Education Study Program student. I could participate well in a group discussion technique in Speaking I.
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21
I was too shy to engage myself in a group discussion technique in Speaking I.
Speaking is an interactive process of constructing meaning include producing and receiving information (Gulten & Bedir, 2014).
22 23 24 25 26
I could solve the problems easily through group discussion. I got new knowledge when I worked in a group discussion in Speaking I. I felt motivated to engage myself in a group discussion in Speaking I. By performing group discussion technique I can build my creativity in Speaking I. I could participate well in a group discussion in Speaking I in order to improve my speaking confidence.
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QUESTIONNAIRE
Dear friends,
This questionnaire is aimed to complete the data about students’ perception on the
use of group discussion technique in speaking session of Speaking I. Your answer
will not affect your mark in this course.
Name :
Student# :
Read the statements carefully and give your response on each statement by putting
a tick mark (√) in the column which corresponds to the degree of an agreement
listed. They are:
1 = SD (Strongly Agree)
2 = D (Disagree)
3 = A (Agree)
4 = SD (Strongly Disagree)
No. Statements 1
SD
2
D
3
A
4
SA
1 I could work well in a group discussion technique.
2 I enjoyed group discussion if I felt match with my
group.
3 I felt satisfied when my ideas were received by my
group.
4 I liked to choose my own group member rather than
being selected by my lecturer.
5 Being engaged in a group discussion technique was
make me think more critically.
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6 I was confident enough to deliver my ideas in group
discussion in Speaking I.
7 I liked to follow all activities in a group discussion.
8 I worked by myself in a group discussion in
Speaking I because my friends could not understand
the topic.
9 Before I joined group discussion technique I had
already been interested in engaging myself in a
group discussion.
10 The use of group discussion technique in Speaking
I was challenged me to speak in front of people.
11 I could appreciate the others opinion through group
discussion in Speaking I course.
12 Group discussion technique makes me accept the
strengths and the weaknesses in my teamwork.
13 The use of group discussion technique made me
more confident to speak English.
14 Group discussion technique was an interesting
technique used in the speaking sessions of Speaking
I.
15 Group discussion technique was an effective
technique used in Speaking I.
16 I was confident enough to deliver my ideas in a
group discussion in Speaking I.
17 Group discussion technique gave me the
opportunities to be an active participant.
18 I felt more confident to share my ideas in small
group discussion than in the bigger one.
19 Group discussion technique made me braver to
share my ideas.
20 Being engaged in a group discussion technique was
beneficial for me as an English Language Education
Study Program student.
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21 I could participate well in a group discussion in
Speaking I.
22 I could solve the problems easily through group
discussion.
23 I got new knowledge when I worked in group
discussion in Speaking I
24 I felt motivated to engage myself in a group
discussion in Speaking I.
25 By performing in group discussion technique I can
build my creativity in Speaking I.
26 I could participate well in a group discussion in the
Speaking I in order to improve my speaking
confidence.
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Questionnaire Analysis Result of Students’ Perception on the Use of Group Discussion in Speaking Session of Speaking I
No. Student Statements Total
1 2 3 4 5 6 7 8 9 10 11 12
1 Student 1 2 2 3 3 3 3 3 3 2 3 3 3 33 2 Student 2 3 4 4 3 3 3 3 2 3 3 4 3 38 3 Student 3 3 3 1 4 3 3 3 3 3 3 3 3 42 4 Student 4 2 3 3 2 3 3 3 1 3 3 4 3 35 5 Student 5 3 4 3 3 3 3 3 1 2 4 3 4 36 6 Student 6 3 3 3 3 3 3 3 2 2 3 3 3 44 7 Student 7 3 3 3 3 3 3 3 2 3 4 3 4 44 8 Student 8 3 3 3 2 3 4 3 2 3 3 3 3 37 9 Student 9 4 4 4 3 3 3 4 1 3 4 4 4 41 10 Student 10 1 3 3 4 4 4 3 2 4 3 4 3 38 11 Student 11 3 3 3 1 3 3 3 2 3 3 3 3 34 12 Student 12 3 3 3 3 3 3 3 3 2 3 3 3 35 13 Student 13 3 3 3 3 3 3 4 3 4 4 4 4 41 14 Student 14 4 4 3 3 2 3 3 3 3 3 3 3 40 15 Student 15 4 3 3 2 3 3 3 2 2 4 4 4 38 16 Student 16 3 3 3 3 3 3 3 2 3 3 4 4 37 17 Student 17 4 3 3 3 2 3 3 3 3 3 3 3 39 18 Student 18 4 4 3 3 3 3 3 2 2 3 4 4 38 19 Student 19 4 4 4 3 3 3 3 2 3 3 4 4 40 20 Student 20 3 3 3 3 3 3 3 3 4 3 3 3 46 21 Student 21 4 3 3 4 3 4 3 1 2 3 3 3 37 22 Student 22 3 4 3 3 3 2 4 1 3 4 4 3 37 23 Student 23 3 4 3 2 3 3 3 2 2 4 4 4 38 24 Student 24 2 3 3 2 3 3 3 1 3 3 3 4 40 25 Student 25 4 4 4 4 3 4 3 1 3 3 3 4 39 26 Student 26 3 3 3 4 3 3 3 2 3 4 3 3 39 27 Student 27 4 3 3 4 3 3 3 1 3 2 3 3 36 28 Student 28 4 4 3 3 3 4 4 1 2 3 4 4 39
Total Points (∑N) 1081
The mean score = ⋯
∑ = = 38.6
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The Percentage of Students’ Perception on the Use of Group Discussion
Technique in Speaking Sessions of Speaking I
No. Statements
SD D A SA
1 2 3 4
1 I could work well in a group discussion if my mood was also good.
1 (3.57%)
4 (14.28%)
13 (46.48%)
10 (35.71%)
2 I enjoyed group discussion
if I felt match with my
group. 0 0
18 (64.28%)
10 (35.71%)
3 I felt satisfied when my ideas were received by my group.
1 (3.57%)
0 22
(78.57%) 5
(17.85%)
4 I liked to choose my own group member rather than being selected by my lecturer.
0 7
(25%) 14
(50%) 7
(25%)
5 Being engaged in group discussion technique was make me think more critically.
0 3
(10.71%)24
(85.71%) 1
(3.57%)
6 I was confident enough to deliver my ideas in group discussion in Speaking I.
0 2
(7.14%) 21
(75%) 5
(17.85%)
7 I liked to follow all activities in group discussion.
0 0 24
(85.71%) 4
(14.28%)
8 I worked by myself in group discussion in Speaking I because my friends could not understand the topic.
9 (32.14%)
13 (46.42%)
6 (21.42%)
0
9 Before I joined group discussion technique I had already been interested in engaging myself in group discussion.
0 10
(35.71%)15
(53.57%) 3
(10.71%)
10 The use of group discussion technique in Speaking I was challenged to speak in front of people.
0 0 20
(71.42%) 8
(28.57%)
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11 I could appreciate others’ opinion through group discussion in Speaking I.
0 0 16
(57.14%) 12
(42.85%)
12 Group discussion technique makes me accept the strenghts and the weaknesses in my teamwork.
0 0 16
(57.14%) 12
(42.85%)
Total 11 40 213 77 Total X points 22 80 639 340 Total points 1081
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Questionnaire Analysis Result of Students’ Perception on the Use of Group
Discussion in Improving Students’ Speaking Confidence
No. Student Statements Total
13 14 15 16 17 18 19 20 21 22 23 24 25 26
1 Student 1 3 3 3 3 3 3 3 3 3 3 3 3 3 3 42 2 Student 2 3 2 3 3 3 3 4 3 4 3 3 3 2 3 42 3 Student 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 424 Student 4 3 3 3 3 3 3 3 3 2 3 3 3 4 3 415 Student 5 3 3 3 3 3 3 2 2 2 3 3 3 3 3 39 6 Student 6 4 4 3 3 3 4 4 3 2 3 4 3 3 3 43 7 Student 7 4 3 3 3 3 4 4 3 2 3 3 3 4 3 45 8 Student 8 3 3 3 3 4 2 3 3 1 2 3 3 3 3 40 9 Student 9 4 3 4 4 4 3 3 3 1 3 4 4 4 4 47 10 Student 10 3 3 3 3 4 4 3 3 2 2 3 4 4 3 46 11 Student 11 3 3 3 3 3 3 3 3 3 3 3 3 3 3 44 12 Student 12 3 3 3 3 3 4 3 3 3 3 3 3 3 3 43 13 Student 13 3 1 3 3 3 3 3 3 2 1 3 3 3 3 35 14 Student 14 4 3 3 3 3 2 3 3 2 2 3 3 3 3 43 15 Student 15 4 2 3 3 3 4 3 3 4 2 4 4 4 4 46 16 Student 16 3 2 2 3 3 3 3 3 2 2 3 3 3 3 38 17 Student 17 3 3 3 3 3 3 3 3 3 1 3 3 3 4 41 18 Student 18 4 3 2 3 3 4 3 3 3 2 3 3 3 3 45 19 Student 19 3 1 3 3 3 3 3 2 2 1 3 3 3 3 47 20 Student 20 3 2 3 4 3 3 3 3 3 2 3 3 3 4 43 21 Student 21 3 3 3 3 3 3 3 4 2 3 3 3 3 3 38 22 Student 22 4 3 3 2 3 3 3 3 2 3 3 4 4 4 41 23 Student 23 4 4 4 4 3 3 4 3 3 3 3 1 4 4 39 24 Student 24 3 2 3 2 3 3 4 3 3 2 3 3 3 3 36 25 Student 25 4 4 3 3 3 3 3 3 2 3 3 3 3 3 43 26 Student 26 3 3 2 2 3 3 3 2 1 3 3 3 3 3 42 27 Student 27 3 3 3 3 3 3 3 3 3 3 3 1 3 3 38 28 Student 28 4 4 3 3 3 4 3 3 4 3 3 3 4 4 42
Total Points (∑N) 1171
The mean score = ⋯
∑ = = 41.8
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The Percentage of Students’ Perception on the Use of Group Discussion in
Improving Students’ Speaking Confidence
No. Statements
SD D A SA
1 2 3 4
13 The use of group discussion technique made me more confident to speak English.
0 0 19
(67.85%) 9
(32.14%)
14 Group discussion technique was an interesting technique used in the speaking sessions of Speaking I.
3 (7.14%)
4 (14.28%)
17 (60.71%)
4 (14.28%)
15 Group discussion technique was an effective technique used in Speaking I.
0 3
(10.71%)23
(82.14%) 2
(7.14%)
16 I was confident enough to deliver my ideas in a group discussion in Speaking I.
0 0 25
(89.28%) 3
(10.71%)
17 Group discussion technique gave me the opportunities to be an active participant.
0 0 25
(89.28%) 3
(10.71%)
18 I felt more confident to share my ideas in small-group discussion than in the bigger one.
0 2
(7.14%) 19
(67.85%) 7
(25%)
19 Group discussion technique made me braver to share my ideas.
0 0 25
(89.28%) 3
(10,71%)
20 Being engaged in a group discussion technique was beneficial for me as an English Language Education Study Program student.
0 1
(3.57%) 22
(78.57%) 5
(17.85%)
21 I could participate well in a group discussion in Speaking I.
0 2
(7.14%) 24
(85.71%) 1
(3,57%)
22 I could solve the problems easily through group discussion.
5 (17.85%)
5 (17.85%)
18 (64,28%)
0
23 I got new knowledge when I worked in a group
0 0 25
(89.28%) 3
(10.71%)
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discussion in Speaking I.
24 I felt motivated to engage myslef in a group discussion in Speaking I.
3 (10.71%)
0 21
(75%) 3
(10.71%)
25 By performing in a group discussion technique I can build my creativity in Speaking I.
0 1
(3,57%) 20
(71.42%) 7
(25%)
26 I could participate well in a group discussion in the speaking I in order to improve my speaking confidence.
0 0 20
(71.42%) 8
(28.57%)
Total 11 18 300 56 Total X points 11 36 900 224 Total points 1171
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Open-ended Questions
Please write down your opinion about some questions below and use your own
word.
1. What do you think about the use of group discussion technique in speaking
session of Speaking I? Explain!
2. What do you think about your speaking confidence before experiencing
group discussion?
3. What do you think about your speaking confidence after experiencing group
discussion?
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The Answers of the Respondents
Respondent 23
1. What do you think about the use of group discussion technique in
speaking session of Speaking I ? Explain!
“I think it is so useful to improve my knowledge also my ability in a
teamwork, especially my knowledge about vocab and speaking.”
2. What do you think about your speaking confidence before experiencing
group discussion?
“Not bad but not good enough too. I think before experiencing group
discussion I’m not confident enough.”
3. What do you think about your speaking confidence after experiencing
group discussion?
“I can be more confidence than before.”
Respondent 26
1. What do you think about the use of group discussion technique in
speaking session of Speaking I ? Explain!
“I think group discussion technique could make me feel more
confidence.”
2. What do you think about your speaking confidence before experiencing
group discussion?
“I think before experiencing group discussion I feel shy when I have to
talk.”
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3. What do you think about your speaking confidence after experiencing
group discussion?
“Now I speak better and my speaking confidence is raising.”
Respondent 4
1. What do you think about the use of group discussion technique in
speaking session of Speaking I ? Explain!
“It is important to build speaking confidence for ourselves. Discussion
in a small-group is one of an effective way.”
2. What do you think about your speaking confidence before experiencing
group discussion?
“Honestly, I’m not really a shy person. I can communicate pretty
good.”
3. What do you think about your speaking confidence after experiencing
group discussion?
“I feel more sure.”
Respondent 14
1. What do you think about the use of group discussion technique in
speaking session of Speaking I ? Explain!
“That’s a good technique which makes me become more confidence
when i’m in a small group discussion because i’m enjoying to share my
ideas.”
2. What do you think about your speaking confidence before experiencing
group discussion?
“Before i’m so nervous because i’m bad at grammar.”
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3. What do you think about your speaking confidence after experiencing
group discussion?
“Now i’m very confident to express myself.”
Respondent 8
1. What do you think about the use of group discussion technique in
speaking session of Speaking I ? Explain!
“I think it was help me a lot. It gave me a lot of new knowledge from
my friend. It was also developed my speaking skills.”
2. What do you think about your speaking confidence before experiencing
group discussion?
“In my opinion, I feel a little bit nervous before but after I started to
speak it is very challenging me to improve my speaking skills through
group discussion because my speaking confidence built a lot.”
3. What do you think about your speaking confidence after experiencing
group discussion?
“What do I feel is want and want and want to challenge myslef to speak
again. It bulit mine a lot and enrich my vocabulary.”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI