students’ perception on the use of group discussion

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


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


v

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


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


vii

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.


viii

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.


ix

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.


x

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


xi

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


xii

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


xiii

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


xiv

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


xv

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


1

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


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


3

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


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:


5

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.


6

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.


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.


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)


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’


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


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


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


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.


14

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


15

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.


16

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.


17

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


18

(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.


19

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


20

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


21

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


22

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


23

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 = ⋯∑


24

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


25

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.


26

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’


27

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


28

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


29

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


30

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


31

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.


32

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.


33

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.


34

b. Students’ Perception on the Use of Group Discussion Technique in


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.


35

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


36

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


37

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


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


38

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


39

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)


40

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


41

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.


42

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.


43

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.


44

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.


45

REFERENCES

Altman. S., Valenzi, E., & Hodgetts, R. M. (1985). Organizational behavior: Theory and practice. Orlando: Academic Press.

Aaronson, I. (1914). Perception. Psychology and scientific Methods, 11, 37-46. Retrieved October Friday, 2017, from https://www.jstor.org/stable/i334702

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


46

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


47

APPENDICES


48

APPENDIX A

The Questionnaire Blueprint


49

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


50

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.


51

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.


52

APPENDIX B

The Questionnaire


53

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.


54

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.


55

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


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.


APPENDIX C

The Result of Close-ended Analysis


57

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


58

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%)


59

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


60

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


61

The Percentage of Students’ Perception on the Use of Group Discussion in


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%)


62


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


63

APPENDIX D

Open-ended Questions


64

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?


65

APPENDIX E

The Result of Open-ended Analysis


66

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.”


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



“I think group discussion technique could make me feel more

confidence.”


group discussion?

“I think before experiencing group discussion I feel shy when I have to

talk.”


67


group discussion?

“Now I speak better and my speaking confidence is raising.”

Respondent 4



“It is important to build speaking confidence for ourselves. Discussion

in a small-group is one of an effective way.”


group discussion?

“Honestly, I’m not really a shy person. I can communicate pretty

good.”


group discussion?

“I feel more sure.”

Respondent 14



“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.”


group discussion?

“Before i’m so nervous because i’m bad at grammar.”


68


group discussion?

“Now i’m very confident to express myself.”

Respondent 8



“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.”


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.”


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.”


students’ perception on the use of group discussion

Documents