THE EFFECTIVENESS OF GROUP DISCUSSION ON

STUDENTS’ SPEAKING SKILL

(A Quasi-Experiment Study at the Eighth Grade Students of MTs Al-Falah

Academic Year 2015/2016)

“A Skripsi”

Presented to Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of

the Requirements for the Degree of S.Pd (S-1) in the
English Langauge Education

By:

Wiyudo Serena

NIM: 1111014000112

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH

JAKARTA

2016
 ABSTRACT

Wiyudo Serena (1111014000112). The Effectiveness of Group Discussion towards

Students’ Speaking Skill (A Quasi-experimental Study at the Second Grade Students
of MTs Al-Falah Jakarta Selatan in 2015/2016 Academic Year), Skripsi, Jurusan
Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan., Univeristas Islam
Negeri Syarif Hidayatullah Jakarta, 2016.
Keywords: effectiveness, group discussion, teaching speaking.
The Aim of this research is to obtain the empirical evidence of using group
discussion technique on students’ speaking skill.
In this research, the researcher uses quasi-experimental design. The
researcher uses two classes. In experiment class and control class group the
researcher applies pre-test and post-test design as the research design. The population
is students of the second grade of MTs Al-Falah. The sample is B class as the
experimental group and A class as the control group. Every group has 33 students.
The result of the study reveals that using group discussion is effective to be
used in teaching and learning speaking English. This can be seen from the calculation
of t-observation is 2.65 with 5% significant level with 64 df is 2.00. It means that the
result of t-observation is higher than t-table. So, Tobservation is greater than Ttable. This
means that Ha which states that there is significant effect in using group discussion to
teach speaking to the second graders at MTs Al-Falah is accepted. Whereas, Ho which
states that there is no significant effect of using group discussion to teach speaking to
second graders at MTs Al-Falah is rejected. In other words, group discussion can be
used as an alternative to teach speaking to the students at MTs Al-Falah.

i
 ABSTRAK

Wiyudo Serena (1111014000112). The Effectiveness of Group Discussion towards

Students’ Speaking Skill (A Quasi-experimental Study at the Second Grade Students
of MTs Al-Falah Jakarta Selatan in 2015/2016 Academic Year), Skripsi, Jurusan
Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan., Univeristas Islam
Negeri Syarif Hidayatullah Jakarta, 2016.
Kata Kunci: effectiveness, group discussion, teaching speaking
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang
penggunaan group discussion technique terhadap kemampuan speaking siswa.
Pada penelitian ini, peneliti menggunakan quasi-experimental. Peneliti
menggunakan dua kelas. Dalam kelas eksperimen dan kelas kontrol peneliti
menerapkan pre-test dan post-test sebagai model penelitiannya. Populasinya adalah
siswa kelas dua pada MTs Al-Falah. Dan sampelnya adalah kelas B sebagai grup
experiment dan kelas A sebagai grup kontrol. Setiap grup jumlahnya antara 33 siswa.
Dari hasil penelitian ini menyatakan bahwa menggunakan group discussion
sangat berpengaruh dalam praktek belajar dan mengajar berbicara bahasa inggris. Ini
dapat dilihat dari hasil penghitunagan dari T observed adalah 2.65 dengan 5% dan
dengan 64 defference freedom adalah 2.00. hasilnya t-observed sangat tnggi dari t-
table. Jadi, Tobservation lebih tinggi dibandingkan Ttable. Maksudnya adalah Ha
menyatakan bahwa ada pengaruh yang significant pengajaran berbicara dengan
menggunakan group discussion pada kelas dua di MTs Al-Falah adalah diterima.
Sedangkan, Ho menyatakan bahwa tidak memiliki pengaruh yang significant pada
pengajaran berbicara dengan menggunakan group discussion pada kelas dua di MTs
Al-Falah adalah ditolak. Dalam kata lain, group discussion dapat digunakan sebagai
alternatif untuk pengajaran berbicara pada siswa MTs Al-Falah.

ii
 ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

Praised be to Allah, Lord of the World, who has given the writer His love,
guidance and strength to finish the last assignment of his study. Peace and blessing be
upon Prophet Muhammad SAW, his families, his relatives and all his followers.
It is a pleasure to acknowledge the help and contribution to all of the lecturers,
institution, family, friends who have contributed to help the writer finishing this
‘skripsi’, so this assignment was able to be presented to Faculty of Tarbiyah and
Teachers’ Training as a partial fulfillment of requirements for the degree of S.Pd (S-
1) in English Education Department.
In arranging this ‘skripsi’, a lot of people provided motivation, advice, support
and even remark that help the writer. The writer would like to express the deepest
gratitude to his wonderful parents, Mr. Bambang Rahadyan and Mrs. Dewi Susianti
for giving her motivation, guidance and pray all the time.
Moreover, the writer would love to express the great honor and deepest
gratitude to her advisors, Dr. Alek M.Pd. and Mr. Zaharil Annasy M.Hum., for their
valuable advice, guidance, comments, corrections and suggestions and who have been
very patient to help the writer finishing this ‘skripsi’.
Besides, the writer would also deliver special gratitude to:
1. Dr. Prof. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and
Teachers’ Training.
2. Dr. Alek, M.Pd. and Zaharil Anasy, M.Hum., as Head and Secretary of the
English Education Department.
3. All lecturers and staffs in English Education Department who have taught the
writer useful knowledge and skills.
4. Dr. Ratna Sari Dewi, M.Pd., as the Advisor of Class C in academic year
2011/2012.

iii
5. The Head of Al-Falah Jakarta Selatan, H. Yusri, S.Pd.I and all of the teacher of
MTs Al-Falah Jakarta Selatan, for giving permission the writer to conduct the
study.
6. The students of VIII A & VIII B classes who have contributed her in collecting
data during the study.
7. The writer’s sister, Dian Rintari for all of her help and support.
8. All friends in C class of English Education Department 2011 for the great
friendship, support, togetherness since the first time of study. May Allah always
bless them all, so be it.
The words are not enough to express my gratitude for all their help in
finishing this ‘skripsi’. The writer realized that this ‘skripsi’ is far for being perfect.
Therefore, it is a pleasure for her to get critiques and suggestions to make this ‘skipsi’
better.

Jakarta, Juni 2016

The Writer

Wiyudo Serena

iv
 Table of Contents
ABSTRACT .................................................................................................................. i
ABSTRAK ................................................................................................................... ii
ACKNOWLEDGEMENT.........................................................................................iii
TABLE OF CONTENT.............................................................................................. v
LIST OF TABLES AND FIGURES.......................................................................viii
LIST OF APPENDICES ........................................................................................... ix

CHAPTER I: INTRODUCTION ............................................................................. 1

A. Background of the study ......................................................................................... 1

B. Identification of the Problem .................................................................................. 4

C. Limitation of the Problem ....................................................................................... 4
D. Formulation of Research Problem .......................................................................... 4
E. The Objective of the Study ..................................................................................... 4
F. Significance of the Study ........................................................................................ 5

CHAPTER II: THEORETICAL FRAMEWORK ................................................. 6

A. Speaking Ability ..................................................................................................... 6

1. Definition of Speaking ...................................................................................... 6
2. The Purposes of Speaking................................................................................. 7
3. Types of Speaking............................................................................................. 8
4. The Elements of Speaking ................................................................................ 9
B. Group Discussion .................................................................................................. 10
1. Definition of Group......................................................................................... 10
2. Types of Group ............................................................................................... 10
3. Definition of Discussion ................................................................................. 12
4. Types of Discussion ........................................................................................ 12
5. The Group Discussion..................................................................................... 13

v
 6. The Advantages and Disadvantages of Group Discussion ............................. 14
C. Teaching Speaking with Group Discussion .......................................................... 17
D. Previous Related Studies....................................................................................... 20
E. Thinking Framework............................................................................................. 22
F. Research Hypothesis ............................................................................................. 23

CHAPTER III: RESEARCH METHODOLOGY ................................................ 24

A. Time and Place of the Study ................................................................................. 24

B. Research Design.................................................................................................... 24
C. Population of Sample ............................................................................................ 24
D. Instrument of the Study......................................................................................... 25
E. Technique of Data Collection ............................................................................... 27
F. Technique of Data Analysis .................................................................................. 28
G. The Statistical Hypothesis..................................................................................... 28

CHAPTER IV: RESEARCH FINDING AND INTERPRETATION ................. 30

A. Research Finding................................................................................................... 30
1. Data Description.............................................................................................. 30
a. The Data of Experimental Class ............................................................... 30
b. The Data of Control Class......................................................................... 33
2. Data Analysis .................................................................................................. 36
a. Normality Test .......................................................................................... 36
b. Homogeneity Test ..................................................................................... 37
c. Hypothesis Test......................................................................................... 39
B. Interpretation ......................................................................................................... 43

CHAPTER V: CONCLUSION AND SUGGESTION .......................................... 45

A. Conclusion ............................................................................................................ 45
B. Suggestion ............................................................................................................. 45

vi
REFERENCES.......................................................................................................... 46

APPENDICES ........................................................................................................... 48

vii
 LIST OF TABLES AND FIGURES

Table 2.1 The Types of Speaking.......................................................................... 7

Table 3.1 Research Design ................................................................................. 24

Table 3.2 Sample of Oral-English Rating sheet .................................................. 26

Table 4.1 The Test Result of Experimental Class ............................................... 29

Figure 4.1 Diagram of the Students Pre-test Score of Experimental Class.......... 30

Figure 4.2 Diagram of the Students Post-test Score of Experimental Class ........ 31

Table 4.2 The Test Result of Controlled Class ................................................... 31

Figure 4.3 Diagram of the Students Pre-test Score of Control Class ................... 33

Figure 4.4 Diagram of the Students Post-test Score of Control Class.................. 33

Table 4.3 Normality Result of Pre-test between Experimental Class and

Controlled Class .................................................................................. 34

Table 4.4 Normality Result of Post-test between Experimental Class and

Controlled Class .................................................................................. 35

Table 4.5 Homogeneity Pre-test Result between Experimental and

Controlled Class .................................................................................. 36

Table 4.6 Homogeneity Post-test Result between Experimental and

Controlled Class .................................................................................. 37

Table 4.7 The Comparison Score between Students in Experimental Class and
Students in Controlled Class ............................................................... 38

viii
 LIST OF APPENDICES

Appendix 1. Lesson Plan 1

Appendix 2. Lesson Plan 2

Appendix 3. Learning Sources

Appendix 4. Daftar Nama Siswa dan Siswi MTs Al-Falah

Appendix 5. Surat Permohonan Izin Penelitian

Appendix 6. Surat Keterangan dari Sekolah yang Bersangkutan

Appendix 7. Surat Pengesahan Proposal Skripsi

Appendix 8. Surat Bimbingan Skripsi

Appendix 9. Reference Examination Paper

ix
 CHAPTER I
INTRODUCTION

A. Background of the Study

At this time English has an important role in the world. For example,
Indonesian use English as their second language after mother tongue. English is
also used as one of the official languages of the United Nations. Of fact, we can
imagine in what way big the influence of the English language in the current
situation.
Indonesian government absolutely realizes with this situation. So, they
decided English as a compulsory subject for formal schooling. In fact, since 1994,
the Indonesian has been established as one of the local content of the subject in
primary schools in the fourth, fifth and sixth. In line with GBPP (Outline of
Teaching Guidelines / General Instruction Teaching), the process of teaching and
learning English concentrates on four skills, namely listening, speaking, reading,
and writing.
One of the four skills above that plays an important role in the English
language is spoken. As a skill, speaking is a skill which is most widely used by
people rather than the other three skills. Learners often the result evaluate their
success in learning the language as well as the effectiveness of their English
course based on how well they feel they have improved in their verbal skills.
From this statement, the researcher can say that the most important language
learners are learning English to develop proficiency in the speaking. In addition,
many students take language proficiency as a measure to know the language. This
determines the learner fluency as the ability to communicate with others, more
than the ability to read, write, or understand the spoken language. They regard talk
as the most important skills they can acquire, and they assess their progress in
terms of their achievement in oral communication. In fact, one of the current
models in the language education literature states that language is communication,
not just a set of rules. This means that governments and schools with a model of

1
language competence should prepare participants language learners to
communicate with the community to participate in the target language itself.
Even though one of learning objectives of English language above is
directed to improve student speaking skill, it has been put into effect in the
classroom teaching learning process. It can be seen by the low levels of the
student’s speaking skills. From the writer’s experience in teaching practice at MTs
Al-Falah, the researcher want to attempt research speaking skill in this. Because,
only a few students can speak English well, some students cannot speak English
very well and even the several student’s doing not speak English at all.
There are many factors that cause students’ poor speaking skill. These
could have been caused by internal and external factors. Motivation, interests, and
intelligence are examples of internal factors. Meanwhile in the external factors are
economic background, learning materials and teachers. Performances including
their teaching methods are examples of external factors.
The method used by the teachers is often assumed to be the causes of
success or failure in learning the speaking for it in the end determine the method.
On the basis of the researcher’s preliminary study by conducting teaching practice
and interviewing teacher at MTs Al-Falah, the researcher found that the method
used by the teacher is less attractive so that students feel bored and talk among
themselves. This can be seen from some of the teaching techniques are
implemented in classroom teaching. Teachers often apply the techniques of
presenting language material drill before practiceing conversation in English
language textbooks addition, students are encouraged to memorize the dialogues
in pairs and then they perform in front of the class. That would be the main
problem in the class when the teacher seems to be central in the learning process
and students just what the teacher said.
As a matter of fact, it is clear that the method used by the teacher is less
interesting, so the researcher want to introduce the method of group discussion in
teaching learning speaking. Even though this assumption needs to be approved
through this research, actually it is easy to teach language especially speaking.
Therefore, the research is done in order to know the effectiveness of the method in
2
teaching speaking to used teaching and learning English language, meanwhile a
teaching Speaking.
There are many technique of teaching languages to choose from to teach
language skills. One of them which are Group Discussion According to USAID,
“Group Discussion is a planned, facilitated discussion among a small group of
stakeholders designed to obtain perceptions in a defined area of interest in a
permissive, non-threatening environment.”1
So, in this case the reseacher’s states that Group Discussion Technique is
assumed to be an effective method in teaching speaking at MTs Al-Falah. In the
view of group Discussion, learning success depends not only on the environment
or the conditions of learning, but also relies on students' prior knowledge.
Learning involves the creation of meaning by students about what they do, see
and hear. The meaning is an active process that continues. So students have final
responsibility for their own learning process, not the responsibility of the teacher.
In these circumstances, the student will find significant association between
abstract ideas and practical applications in real-world context. The concept of
internalized through a process of discovering, reinforcing, and relating. In other
words, this method is regarded as an effective method in teaching speaking. In the
learning process, students construct their own knowledge by testing ideas based
on their previous knowledge and experience, apply ideas to new situations, and
integrate new knowledge gained with pre-existing. Discussion calls for active
participation in problem solving and critical thinking about authentic learning
activities that students find relevant intellectual construction and attraction.
The group Discussion is the right technique in teaching speaking skills;
this technique has advantages used to achieve communicative skills including the
ability to speak. The reseacher is interested in implementing Group Discussion
Techniques to teach speaking in MTs Al-Falah. In this paper, the reseacher would
like to use Discussion in teaching language to determine its effectiveness towards
student’s speaking achievement at MTs Al-Falah.

1
USAID MicroREPORT #138, Guide to Focus Group Discussion, Retrieved From
https://www.microlinks.org/sites/default/files, (Accessed may 5th,2016).
3
B. Identification of the Problem
Referring to background of the problem above, there are many problems
that can be identified among others;
1. The students are not be sure to express their ideas in English.
2. The students seem to be nervous to speak English.
3. The students are too afraid to speak in English.
4. Then, they never use English in their daily activities of communication
either inside or outside the class.

C. Limitation of the Problem

Based on the identification of the problems above, the problems of the
research were limited on Students’ Speaking Skill and Group Discussion
Technique. In this study, the researcher only focuses the effects of treatment
taught by Group Discussion Technique on the students’ speaking ability. It is
conducted only for the eighth grade students of MTs Al-Falah. Thus, the result of
this study only generalized or applied to the target population, specifically to the
eighth Grade Students of MTs Al-Falah.

D. Formulation of Research Problems

Based on the background of the study, the problem of this study was
formulated as follows: “Is there any Effect of using Group Discussion Technique
on Students’ speaking skill?”

E. The Objective of the Study

Based on the research problem, the study was intended to obtain the
empirical data of using group discussion technique towards students’ speaking
skill.

4
F. The Significance of the Study
The results of the study were expected to give some significances not only
theoretically but also practically go to:
1. Students
This research will give significant effect for field of education especially for
the students.
2. Teachers
This research will give significant effect for field of education, in the form of
giving information to the teachers.
3. School/Institution
It will help the teachers and the students in the school to understand the
benefits of teaching by using group discussion technique. Then the school
would apply it.
4. Further Researchers
It also can be as a reference for further research, especially a research about
teaching speaking by using Group Discussion technique.

5
 CHAPTER II
THEORETICAL FRAMEWORK

A. Speaking Ability
1. Definition of Speaking
In the eyes of globalization era skill is viewed as a form of a contribution
in the world widely. Skill is a provision that very fundamental. During century
ago a skill have grown to feather nest and to achieve the high development of
culture.
There are many definition speaking. According to Marriam Bashir.
“Speaking is productive skill in the oral mode. It is like the other skill, is more
complicated than it seems at first and involved more than just pronouncing
words”.1 Burn and Joyce ain syam univ defined “speaking as an interactive
process of constructing meaning that involves producing, receiving, and
processing information. Its form and meaning are depending on the context in
which it occurs, the participants, and the purposes of speaking.” Mcdonough
pointed out that speaking is sometimes undervalued or, in some circles, taken for
granted. There is popular impression that writing, particularly literature, is meant
to be read and such is prestigious, whereas speaking is often thought of as
‘colloquial’, which helps to account for its lower priority in some teaching
contexts.2 It can be concluded speaking is an oral expression of an interactive
process of constructing meaning which involves phonological and grammatical
system and requires the ability to cooperate in the management of speaking turn in
order to give information and ideas.
In addition, people must have good speaking skill in order to produce
words, express, state, and deliver their thought, ideas and feeling even exchange
information and convey meaning by using utterances in the form of
communication. Not all speakers have benefit of such immediate listener
feedback.

1
Marriam Bashir, et al. “Factor Effecting Students’ English Speaking Skills”, British
Journal of Arts and Social Sciences, 2011. p. 38. Retrieved From
http://www.bjournal.co.uk/paper/bjass_2_1/bjass_02_01_04.pdf.
2
JO McDonough and Christopher Shaw. Materials and Methods in ELT. (Cornwall:
Blackwell Publishing Ltd., 2003), p. 133.

6
 Based on some opinions given above, the researcher infers speaking is a
form of communication. Speaking is communicative activity to produce some
words or sentence to express the feelings, ideas, wish, etc. Then it’s delivered to
listener for achieving information. As human beings, especially social creature we
need to express our thoughts, opinions, or feelings in order to be accepted in
social life. So that, it is important that you say is conveyed in the most effective
way. How you say something can be as important as what you say in getting
meaning across.

2. The Purposes of Speaking

Kingen proposed the purposes of speaking both the transactional and
interpersonal into an extensive list of twelve categories as follows:
a. Personal - expressing personal feelings, opinions, beliefs and ideas.
b. Descriptive- describing someone or something, real or imagined.
c. Narrative-creating and telling stories or chronologically sequenced events.
d. Instructive-giving instructions or providing directions designed to produce an
outcome.
e. Questioning-asking questions to obtain information.
f. Comparative-comparing two or more objects, people, ideas, or opinions to
make judgments about them.
g. Imaginative-expressing mental images of people, places, events, and objects.
h. Predictive-predicting possible future events.
i. Interpretative-exploring meanings, creating hypothetical deductions, and
considering inferences.
j. Persuasive-changing others’ opinions, attitudes, or points of view, or
influencing the behavior of others in some way.
k. Explanatory-explaining, clarifying, and supporting ideas and opinions.
l. Informative-sharing information with others.3

3
Shiamaa Abd EL Fattah Torky, “The Effectiveness of a Task- Based Instruction
program in Developing the English Language Speaking Skills of Secondary Stage Students,”
Skripsi at Ain Shams University, Cairo, 2006, p. 38. Retrieved From
http://www.awej.org/index.php?option=com_content&view=article.

7
 And also based on Richards book said that “it serves to establish and
maintain social relations, and the transactional functions, which focus on the
exchange of information”.4

3. Types of speaking
Today, teachers need to be active. They need to be creative in teaching,
such as in preparing the materials, making lesson plan and choosing the right
technique an activity will be used in teaching. Teacher need to know how to use a
variety of activities in the classroom, of course, but teacher also need to be
constantly finding out about new ways of doing things. In using the ESL/EFL
classroom, there are many speaking activities and materials available as there are
creative teacher. Many activities are implemented in order to increase student
ability in spoken language. Speaking activities provide feedback for both teacher
and learner. This feedback beneficial to know the students. Problem during the
learning process. In line with it Harmer stated that speaking activities can give
students enormous confidence and satisfaction, and with sensitive teacher
guidance can encourage them into further study.
From the description above, it can be inferred that as a teacher he or she
want to make a communicative classroom and improve the students. Language
ability. Therefore, the communicative classroom students should get as many
speaking opportunities as possible and their speaking time should slowly but
steadily rise so as to prepare them for various communicative situations. Keeping
in mind that each classroom offers a wide range of learners differing in their
abilities, knowledge, confidence, motivation and learning styles, a teacher should
hand over them with a reasonable environment that would help them to develop
their skills. The classroom activities can help the students to develop their ability
to express themselves through speech and action without omitting the component
of a language course. Students can get a feedback and motivation from speaking
activates as opportunities for rehearsal in their learning.

4
Jack C. Richards. Teaching Listening and Speaking (From Theory to Practice). (New
York: Cambridge University Press, 2008), p. 21.

8
Maria del Mar Suarez Vilagran explained the types of speaking as follows: 5

Table 2.1
The Types of Speaking

Interactive Partially Interactive Non-Interactive

a. Face to face a. Giving a speech to a. When recording a
conversation a live audience, speech from a radio
b. Telephone calls when the broadcast.
c. We are alternately convention is that b. Performing in a play
listening and the audience does c. Reciting a poem
speaking not speak.

d. Chance to ask for b. The speaker d. Singing

clarification, checks
repetition, or comprehension
slower speech from the
from our audience’s faces.
conversation
partner

4. The Elements of Speaking

According to David P. Harris there are 5 elements of speaking:6
a. Pronunciation (including the segmental features-vowels and consonants-and
the stress and intonation patterns)
b. Grammar
c. Vocabulary
d. Fluency (the ease and speed of the flow of speech)
e. Comprehension, for oral communication certainly requires a subject to
respond to speech as well as to initiate it.

5
Maria del Mar Suárez Vilagran, 4 SKILLS: SPEAKING, Diposit Digital, Retrieved
From http://diposit.ub.edu/dspace/bitstream.pdf (Accessed March 28, 2016).
6
David P. Harris, Testing English as A Second Language, (New York: McGraw-Hill,
1969), p. 81.

9
B. Group Discussion
1. Definition of Group
The term of group can be defined in many ways especially in ELT. In
brief, a group may be said to exist when two or more persons have as one quality
of their relationship some interdependence and possess some recognizable unity.
More basic definition of Group could be something that composed three or
more people working together to do a clearly specified job (Discussing in English)
or to reach a common goal.7

2. Types of Group
There are eight types of group discussion, namely:8
a. Buzz Groups
These groups involve students engaging in short, informal discussions,
often in response to a particular sentence starter or question. At a transitional
moment in the class, have students turn to 1-3 neighbors to discuss any difficulties
in understanding, answer a prepared question, define or give examples of key
concepts, or speculate on what will happen next in the class.
b. Think-Pair-Share
This strategy has three steps. First, students think individually about a
particular question or scenario. Then they pair up to discuss and compare their
ideas. Finally, they are given the chance to share their ideas in a large class
discussion.
c. Circle of Voices
This method involves students taking turns to speak. Students form circles
of four or five. Give students a topic, and allow them a few minutes to organize
their thoughts about it. Then the discussion begins, with each student having up to
three minutes (or choose a different length) of uninterrupted time to speak. During
this time, no one else is allowed to say anything.

7
Ernest G. Bormann, Effective Small Group Communication, (Minnesota: Burgess Intl
Group, 1996), p. 44.
8
Center for Teaching Exellence, Group Work in the Classroom: Types of Small Groups,
University of Waterloo, Retrieved From https://uwaterloo.ca/centre-for-teaching-
excellence/teaching-resources/teaching-tips/developing-assignments/group-work/group-work-
classroom-types-small-groups, (Accessed March 28, 2016).

10
d. Rotating Trios
This strategy involves students discussing issues with many of their fellow
classmates in turn. Beforehand, prepare discussion questions. In class, students
form trios, with the groups arranged in a large circle or square formation. Give the
students a question and suggest that each person take a turn answering. After a
suitable time period, ask the trios to assign a 0, 1, or 2 to each of its members.
e. Snowball Groups/Pyramids
This method involves progressive doubling: students first work alone, then
in pairs, then in fours, and so on. In most cases, after working in fours, students
come together for a plenary session in which their conclusions or solutions are
pooled. Provide a sequence of increasingly complex tasks so that students do not
become bored with repeated discussion at multiple stages.
f. Jigsaw
This strategy involves students becoming “experts” on one aspect of a topic,
then sharing their expertise with others. Divide a topic into a few constitutive
parts (“puzzle pieces”). Form subgroups of 3-5 and assign each subgroup a
different “piece” of the topic (or, if the class is large, assign two or more
subgroups to each subtopic). Each group’s task is to develop expertise on its
particular subtopic by brainstorming, developing ideas, and if time permits,
researching.
g. Fishbowl
This method involves one group observing another group. The first group
forms a circle and either discusses an issue or topic, does a role play, or performs
a brief drama. The second group forms a circle around the inner group. Depending
on the inner group’s task and the context of your course, the outer group can look
for themes, patterns, soundness of argument, etc.
h. Learning Teams
For this type of group, students are divided into groups at the beginning of
the term. When you want to incorporate small group discussion or teamwork into
your class, you direct the students to get into these term-long learning groups.
Groups of four work well, because each foursome can be subdivided into pairs,
depending on the activity.

11
3. Definition of Discussion
There are many definition of discussion in English Language Teaching
(ELT) that proposed by experts. The first, Hoover in Argawati defined Discussion
is a process of talking things over among two or more persons, preferably face to
face.9
In classroom-use from Idea Paper discussion is defined as two way,
spoken (English) communication between the teacher and the students, and more
importantly, among the students themselves.10

4. Types of Discussion
According to Ernest G. Bormann there are 4 types of discussion:11
a. Forum Discussion
If there is a special time aside during the program for audience
participation, the program is a forum discussion. If the discussion program is
presented on radio and television, the audience may ask question by letter of
telephone. Regardless of the form of the discussion proper, the producers may aim
for audience participation if one of their purposes is to involve the audience and
thus stimulate their interest. A forum period is sometimes not used because of
time limitations or the explosive nature of the subject and the occasion.
b. Panel Discussion
In panel discussion, a small group of discussants talk, much as in a
conversation, about the topic. Informality is the keynote, and the members of the
group can interrupt one another. A moderator may be assigned the role of cutting
off verbose members and encouraging quiet ones. The panel discussion is often
organized around and outline of topics or questions, and the participants
extemporize their comments much as a speaker might outline and deliver a speech
extemporaneously.

9
Ningtyas Orilina Argawati, Improving Students’ Speaking Skill Using Group
Discussion, ELTIN Journal, 2014, p.76.
10
William E. Cashin, Effective Classroom Discussions, Idea Paper #49, Retrieved From
http://ideaedu.org/wp-content/uploads/2014/11/IDEA_Paper_49.pdf, (Accessed April 28, 2016).
11
Ernest G. Bormann, Effective Small Group Communication, (Minnesota: Burgess Intl
Group, 1996), pp. 34—36.

12
c. Symposium Discussion
Another widespread form of public discussion is the symposium
discussion. In the symposium, a group of experts divides up the topic. Each is
allotted a certain amount of uninterrupted time in which to make a brief statement.
After the prepared of speeches, the experts may participate in a panel discussion,
they may question one another, another group of interrogators may question them,
of the audience may be invited to participate.
d. Interrogation
Broadcasters have popularized another version of the discussion program-
a format that, essentially, involves the questioning of experts. In the dialogues of
Plato, Socrates plays a game in which one party to the dialogue agrees to answer
all of the other person’s questions. In this fashion the questioner is given a chance
to test the adequacy of the one person’s ideas.

5. The Group Discussion

Nowadays Group Discussion is being extensively used along with
personal interviews for the final selection of candidates. It plays a main role in
selecting the best among the best. Having scored high marks, students who get
selected for a higher/another course or employment are placed on a par - on equal
footing - based on their age, qualification and experience. It becomes necessary to
conduct further screening for choosing a few among many.
It is here, the Group Discussion plays an important part. It helps in
choosing the socially suitable candidate among the academically superior
achievers. It is one of the best tools to study the behavioral and attitudinal
responses of the participants. Group discussion refers to one or more meetings of
a small group of people who thereby communicate, face-to-face, in order to fulfill
a common purpose and achieve a group goal.

13
6. The Advantages and Disadvantages of Group Discussion

Based on the internet, here the advantages and disadvantages of group

discussion on students’ speaking skill listed as follows:12

Advantages

a. Group Discussion would make students’ speaking skill higher because

students are encouraged discussing (Speak) things with their friend.
b. Group discussion would make students used to speak properly and clearly so
they would becoming better and better.
c. Focus groups can be relatively low cost and provide quick results. The actual
time and cost for planning, conducting, and analyzing data may be relatively
small when compared to alternatives such as survey projects and individual
interviews.
d. Focus groups are a flexible assessment tool. Interactions between the
moderator and participants allow the moderator to probe issues in depth,
address new issues as they arise, and to ask participants to elaborate on their
responses.
e. Participants may be more comfortable talking in a group than in an individual
interview. Interactions can generate more discussion and, therefore, more
information.
f. The data is in the respondents’ own words. It is easily understood and will
provide insights into how respondents think about the topic.

Disadvantages
a. Groups can be difficult to assemble.
b. The group setting can influence the responses of individuals, which is
problematic when a dominant member affects the outcomes.
c. The small numbers in focus groups can limit the extent to which the results
can and should be generalized.

12
Ball State University, Using Focus Groups, Retrieved From https://cms.bsu.edu/-
/media/WWW/DepartmentalContent/Effectiveness/pdfs/Wkbk/WBKM12012%20%20Ch%209.pd
f, (Accessed March 28, 2016).

14
d. The quality and quantity of focus group data is dependent on the ability of the
moderator, making it essential that the moderator is carefully trained and
skillful.
e. The qualitative nature of focus group data can make it more difficult to
summarize and interpret than more quantitative types.
Meanwhile based on Phil Venditti’s book that about advantages and
disadvantages from group discussion which are:13
a. Relationship advantages
• You may enjoy fellowship and companionship.
• You may receive moral and emotional support for your views and objectives.
• You may meet three important needs identified by William Schutz, which
we’ll discuss more in Chapter 2 "Group Communication Theory":Galanes,
G., & Adams, K. Effective Group Discussion: Theory and Practice. New
York: McGraw-Hill, p. 5. Inclusion, affection, and control.
• You may have your impulsiveness curbed or your reticence challenged.
• You may cultivate ties that yield future personal or career advantages.
b. Task advantages
• The group will most likely have access to much more information than any
member possesses.
• The group can focus multiple attentions and diverse energy on a topic.
• The group may be more thorough in dealing with a topic than any individual
might be. This thoroughness may arise simply because of the number of
perspectives represented in the group, but it also owes to the fact that
members often “propel each other’s thinking.”Wood, J.T.
• The group may harness and exploit conflict to generate new and better ideas
than an individual could. When tension and disagreement are resolved
constructively, chances of achieving group goals increase.
• The group may attain deeper understanding of topics. One analysis of
studies, for instance, indicated that students in group-based learning
environments learned more, and remembered more of what they learned,

13
Phil Venditti, An Introduction to Group Communication, (New York: Creative
Commons, 2012), pp. 29—32.

15
 than did counterparts exposed to more traditional methods.Johnson, D.W.,
Johnson, R.T., & Smith, K.A. Cooperative learning returns to college.
• Synergy 22—a combined effect greater than the simple sum total of
individual contributions—can arise. Sometimes synergy results through
enhanced creativity as group members share and build upon each other’s
strengths and perspectives. You can probably think of examples of an
athletic squad or business group comprising members with modest
individual strengths that performed superlatively together.
• The group may spur needed social change. Margaret Mead wrote, “Never
doubt that a small group of committed people can change the world. Indeed,
it is the only thing that ever has.” It may be reasonable to question whether
the world always works the way Mead described, but many examples do
exist of small groups which initiated changes which spread to larger and
large parts of society. All other things being equal, a group of committed
individuals will project more credibility and engender more support than
will a solitary person.
c. Relationship disadvantages
• It will probably take a lot of time to create, maintain, and repair the human
relationships involved in a group.
• Your group may generate conflict which hurts people’s feelings and
otherwise undermines their relationships.
• You may misunderstand other group members’ intentions or messages.
• Some group members may attempt to deceive, manipulate, or betray the trust
of other members
d. Task disadvantages
• In order to be successful, groups need broad, ongoing, time-consuming
exchanges of messages. They need to invest in coordinating and monitoring
what they’re doing. With people as busy as they are in the twenty-first
century, “out of sight” is indeed often “out of mind.” If they don’t keep in
touch frequently, group members may forget what they’ve most recently
discussed or decided as a group. They also run the risk of losing track of the

16
 structures and processes they’ve put in place to help them move toward
their goals.
• Some group members may engage in “social loafing23.” When one or two
people are assigned a task, they know they’re being watched and are apt to
shoulder the burden. In a larger group, however, any given member will feel
less personally responsible for what takes place in it. If too many members
follow the natural tendency to observe rather than act, a group may lose its
efficiency and thereby find it much more difficult to reach its aims.
• Groupthink24 may sap the creative potential of the members. Too much
diversity in outlooks and work styles may act as a barrier to a group, but too
little diversity also represents a threat to success. If they too easily adopt
and hold onto one viewpoint or course of action, people may fall prey to
two dangers. First, they may overlook flaws in their thinking. Second, they
may fail to anticipate dangers that they might have been detected with
closer scrutiny and longer reflection.

C. Teaching Speaking with Group Discussion

Teaching is not an easy job, but it is necessary one to see our students.
Progress and know that we have helped to make it happen. Teaching speaking
seems so difficult and challenging for English teacher. Speaking can be called as
oral communication and speaking is one of skill in English learning. This become
one important subject that teacher should give. That’s why teachers have big
challenge to enable their students to master English well, especially speaking
English in class or out of the class.
When teaching young learners we constantly have to keep in mind the fact
that we have in front of us is a missed class with varied abilities, expectations,
motivation level, knowledge and last but not least, different learning styles.
All students of English, whether they are intermediate, advance, or
beginners need to have a lot of practice using their English freely in classroom to
practice the language they have learned.
In those meaning of teaching speaking above, the teacher must pay
attention of some important aspects include producing sentence, intonation,

17
rhythm and stress. Those sound productions must be meaningful because it must
be produced logically from thoughts. It will give an opportunity, useful,
encouragement to speak and that teachers hope students can learn to speak by
speaking. In addition, we need to vary our approaches and offer as much
opportunity as possible to make the whole class find a little something to hold on
to expand and grow. In brief, EFL teachers should create a classroom environment
where students have real-life communication, authentic activities and meaningful
task that promote oral language. Finally, the use of good activities is intrinsically
enjoyable that it will stimulate students to do the task in the classroom especially
in speaking task.
In Joanna Baker and Heather West up activities like small group learning
discussion and answering questions in class gives students a chance to practice
speaking ability, but sometimes only confident student take part. Many more
students will be able to practice communicating when they work simultaneously
in groups of up to five during the lesson. This activity should be planned for the
production phase of lesson.
The objective of types of production activities is to improve the students’
fluency in English without immediate help of the teacher, so it is very important
that the students are well prepared. Teacher must be sure that the following points
are covered:

1. The first time students do simulation or a role play, the language content must
be very easy.
2. Students must know enough vocabulary to do the activity.
3. Students must have learned enough correct grammar or appropriate functional
language to be able to do the activity.
4. Students must have enough knowledge of the topic to be able to do the activity.
5. Students must be able to finish the task successfully.
6. Instructions for the activity must be very clear. The teacher can give these very
clearly in the students’ first or main language. Instruction can also be written on
the blackboard. Teachers must check that students understand what they have to
do.
7. Activities must not be too long.

18
8. Teachers must organize the activity so that students at all levels of ability have
a part to play and benefit from the activity.
9. The teacher does not correct during the activity, but can watch and note errors
during the activity and correct when it is finished.14

Small group learning is in many ways a grander version of a role play.

Small group for language practice does not always mean learning a script by heart
and performing it. Students can improvise and create a small group for
themselves, using language they have already learned. They need to do some
preparation and many need to practice improvisation. They can do this preparation
in group and perform their improvisation to other groups, to the rest of the class or
even to the rest of the school.15

“You can get ideas for small group performances from a situation or text in the
students’ course book or from some literature they are studying. It can be motivating for
student to act out an incident which appears in a local newspaper or magazine. Students
can take the part of main characters in the situation. A small selection of objects or some
pictures can form the basis of a story which students invent and then act out. From
example: four chairs arranged in different ways ( a waiting room, a car, a cinema, a table
in a restaurant) can prompt some ideas from students to act out a disagreement, an
amusing story or a minor disaster.”16

By bringing the outside world into the classroom in this way we can
provide a lot of useful practice (in cafes, shops, banks, business, streets, parties,
etc.) that would otherwise be impossible. There can also be a freeing from
constrain of culture and expected behavior, this can be personally and
linguistically very liberating. Curiously, it is sometimes the shies student who is
must be able to seize the potential.
Success or failure small group activities depend crucially on the perceived
attitude of the teacher and of the other students; without a certain degree of trust,
acceptance and respect the chances for useful work are greatly diminished.

14
Joanna Baker and Heather West up, The English Teachers’ handbook: How to Teach
Large Classes with few Resources, (Continuum, Great Britain, 2000), p. 92.
15
Ibid., p. 93.
16
Ibid., p. 94.

19
 So, the activities are described as follows: Detecting differences;
priorities; Layout Problems; Guide; and Putting in order. When the writer applies
small group learning in teaching speaking consists of three parts. They are:
a) The first stage is opening. The writer prepares the students to study. After
gaining the student’s attention, the writer tells them what they are going to do.
The writer the divides the class into group of four to five students.
b) The second stage is whilst activity. The writer gives explanation on what the
students should do with the topic. The topic is going to be discussed should
have been studied before, so that students are familiar with the expressions and
vocabularies the topic they are going to discuss.
c) The third stage is post activity. In the last stage, the writer gives other advance
questions to each member of the group in order to check whether the students
have mastered the materials they discuss in small group learning. And the
writer gives some feedback to the students. One of the feedback is to have a
2full class discussion to try to come a general definitive solution, the other
simply to give the answers suggested and see which group was nearest.

This is the only way we can give our learners the opportunity to practice
improvising a range of real life spoken language in the classroom, and is an
extremely effective technique if the students are confident and cooperative, but
more inhibited or anxious people find small group learning difficult and
sometimes even embarrassing, factors that can contribute to small group learning
success are: making sure that language demanded is well within the learner's
capacity, your own enthusiasm, careful and clear presentation and instructions. A
preliminary demonstration or rehearsal by you together with a student volunteer
can be very helpful.

D. Previous Related Studies

There are some previous studies that can be referenced for the researcher.
The first relevant study was done by Dwi Listiani from STAIN Tulungagung in
2012. The title of the study is “The Effect of Group Discussion towards Students’
Speaking Ability.” The aim of the study is to find out the students’ Speaking
Achievement being taught by using group discussion, to find out the students’

20
Speaking Achievement being taught by not using group discussion, find out
significant different scores of the students’ Speaking taught by using and without
group discussion. The researcher used the experimental research design by to
conduct this study. The population is students of the second grade of SMA Negeri
1 Karangrejo. The sample is IPS class as experimental group and IPA class as
control group. Every group has 35-38 students. The result of the study revealed
that using group discussion is effective to practice in teaching and learning
speaking English.17
The second previous study was conducted by Novie Wihdatun Hasanah
from English Education Department, UIN Syarif Hidayatullah in 2009. The title
of the study is “The Effectiveness of Group Discussion in Teaching Speaking”.
The objective of this study is to find out effectiveness of group discussion in
Teaching Speaking. The method was used in this study is quantitative or
experimental study in which the experimental class and controlled class are
treated by the writer. In collecting data, the scores of pre-test and post-test was
analyzed using comparative method to see the different achievement of the
students before and after being treated. In order to see the significant difference
the test is applied. The result of the study revealed that using group discussion in
teaching speaking for the second grade of IIBS RI, Cikarang was not more
effective than teaching without group discussion.18
The third previous study was done by Gufron from English Education
Department in 2002. The title of the study is “The Effectiveness of Small Group
Discussion as a Technique in developing Speaking Skill”. The researcher
observed some theories and reads some books as reference and relevant
information with the topic discussed. The writer carried out the field research at
the Unit of Student's activity of Bahasa or UKM Bahasa UIN Jakarta by joining
the group discussion process in the classroom and led them by giving the topic to
discuss. The result of the study revealed that a small group discussion is an

17
Dwi listiani, The Effect of Group Discussion towards Students’ Speaking Ability,
English Education Program STAIN Tulungagung, 2012, p. vii. Retrieved From repo.iain-
tulungagung.ac.id.
18
Novie Wihdatun Hasanah, The Effectiveness of Group Discussion in Teaching
Speaking, English Education Department, UIN Jakarta, 2009, p. 4. Retrieved From
http://repository.uinjkt.ac.id.

21
excellent technique to motivate students and to increase their involvement in the
learning process.19
Based on the three previous studies, there are similarity and difference that
can be found. The three previous studies used quantitative as a method of the
study. Moreover, they also used group discussion to teach speaking. Study is the
researcher used quasi-experimental study as the design of the study. The writer
took one class as an experimental class which taught by using group discussion.
And one another is control class which taught by the same previous method.
Furthermore, the sample of this study was different from the previous studies. The
previous studies used university students and high school while in this study the
researcher used middle high school students as the sample.

E. Thinking Framework
Speaking is one of important skill in language learning. Speaking is seen
as an interactive process of constructing meaning that involves producing and
receiving information in order to get the particular end between speaker and
listener. The purpose of teaching speaking is to help students to use the target
language. Language learners should be to use their language proficiency in social
interaction. Language earners should focus on the meaning of what they are
saying rather than on the particular language structure.
In contrast, most students think that speaking is difficult because they are
accustomed to use their native language in everyday situation. They get
difficulties in understanding what others say and delivering what they have in
mind. The students are afraid of making mistakes; in fact practicing is the best
way to improve their speaking ability. Thus, teaching speaking should encourage
and emphasis on practice as a way of developing communicative skills. The
teacher should give speaking activities that encourage students to speak as natural
as possible.
One of the effective way to increase students’ speaking skill is through
Group Discussion Technique. This technique also could help grows students’

19
Gufron, The Effectiveness of Small Group Discussion as a Technique in Developing
Speaking Skill, English Education Department, UIN Jakarta, 2002, p. 4. Retrieved From
http://repository.uinjkt.ac.id.

22
study passion, because group discussion is uniting students with another students
to have a good conversation rehearsal. This technique pull students to get used
speak in English even they still lack of speaking ability.
Based on this research, the researcher would like to use group discussion
to improve students ‘speaking ability at second grade students of MTs Al-Falah
Jakarta Selatan in order to encourage them to speak English fluently. Group
Discussion can be alternative for the teacher to attract students ‘motivation to
participate in class discussion. Students work together to generate ideas to answer
their own question about the material.
Based on the exploration above, it can be assumed that there is a
significant effect of using group discussion on students ‘speaking ability at the
second grade students of MTs Al-Falah Jakarta Selatan.
F. Research Hypothesis
From the basic problem of the study and theoretical framework which
have been started, the researcher draws the hypothesis of the study which can be
started as follows:

Ho = There was no significant effect of using Group Discussion on students

speaking ability at the second grade students of MTs Al-Falah Jakarta
Selatan.

Ha = There was a significant effect of using Group Discussion on students

speaking ability at the second grade students of MTs Al-Falah Jakarta
Selatan.

23
 CHAPTER II
THEORETICAL FRAMEWORK

A. Speaking Ability
1. Definition of Speaking
In the eyes of globalization era skill is viewed as a form of a contribution
in the world widely. Skill is a provision that very fundamental. During century
ago a skill have grown to feather nest and to achieve the high development of
culture.
There are many definition speaking. According to Marriam Bashir.
“Speaking is productive skill in the oral mode. It is like the other skill, is more
complicated than it seems at first and involved more than just pronouncing
words”.1 Burn and Joyce ain syam univ defined “speaking as an interactive
process of constructing meaning that involves producing, receiving, and
processing information. Its form and meaning are depending on the context in
which it occurs, the participants, and the purposes of speaking.” Mcdonough
pointed out that speaking is sometimes undervalued or, in some circles, taken for
granted. There is popular impression that writing, particularly literature, is meant
to be read and such is prestigious, whereas speaking is often thought of as
‘colloquial’, which helps to account for its lower priority in some teaching
contexts.2 It can be concluded speaking is an oral expression of an interactive
process of constructing meaning which involves phonological and grammatical
system and requires the ability to cooperate in the management of speaking turn in
order to give information and ideas.
In addition, people must have good speaking skill in order to produce
words, express, state, and deliver their thought, ideas and feeling even exchange
information and convey meaning by using utterances in the form of
communication. Not all speakers have benefit of such immediate listener
feedback.

1
Marriam Bashir, et al. “Factor Effecting Students’ English Speaking Skills”, British
Journal of Arts and Social Sciences, 2011. p. 38. Retrieved From
http://www.bjournal.co.uk/paper/bjass_2_1/bjass_02_01_04.pdf.
2
JO McDonough and Christopher Shaw. Materials and Methods in ELT. (Cornwall:
Blackwell Publishing Ltd., 2003), p. 133.

6
 Based on some opinions given above, the researcher infers speaking is a
form of communication. Speaking is communicative activity to produce some
words or sentence to express the feelings, ideas, wish, etc. Then it’s delivered to
listener for achieving information. As human beings, especially social creature we
need to express our thoughts, opinions, or feelings in order to be accepted in
social life. So that, it is important that you say is conveyed in the most effective
way. How you say something can be as important as what you say in getting
meaning across.

2. The Purposes of Speaking

Kingen proposed the purposes of speaking both the transactional and
interpersonal into an extensive list of twelve categories as follows:
a. Personal - expressing personal feelings, opinions, beliefs and ideas.
b. Descriptive- describing someone or something, real or imagined.
c. Narrative-creating and telling stories or chronologically sequenced events.
d. Instructive-giving instructions or providing directions designed to produce an
outcome.
e. Questioning-asking questions to obtain information.
f. Comparative-comparing two or more objects, people, ideas, or opinions to
make judgments about them.
g. Imaginative-expressing mental images of people, places, events, and objects.
h. Predictive-predicting possible future events.
i. Interpretative-exploring meanings, creating hypothetical deductions, and
considering inferences.
j. Persuasive-changing others’ opinions, attitudes, or points of view, or
influencing the behavior of others in some way.
k. Explanatory-explaining, clarifying, and supporting ideas and opinions.
l. Informative-sharing information with others.3

3
Shiamaa Abd EL Fattah Torky, “The Effectiveness of a Task- Based Instruction
program in Developing the English Language Speaking Skills of Secondary Stage Students,”
Skripsi at Ain Shams University, Cairo, 2006, p. 38. Retrieved From
http://www.awej.org/index.php?option=com_content&view=article.

7
 And also based on Richards book said that “it serves to establish and
maintain social relations, and the transactional functions, which focus on the
exchange of information”.4

3. Types of speaking
Today, teachers need to be active. They need to be creative in teaching,
such as in preparing the materials, making lesson plan and choosing the right
technique an activity will be used in teaching. Teacher need to know how to use a
variety of activities in the classroom, of course, but teacher also need to be
constantly finding out about new ways of doing things. In using the ESL/EFL
classroom, there are many speaking activities and materials available as there are
creative teacher. Many activities are implemented in order to increase student
ability in spoken language. Speaking activities provide feedback for both teacher
and learner. This feedback beneficial to know the students. Problem during the
learning process. In line with it Harmer stated that speaking activities can give
students enormous confidence and satisfaction, and with sensitive teacher
guidance can encourage them into further study.
From the description above, it can be inferred that as a teacher he or she
want to make a communicative classroom and improve the students. Language
ability. Therefore, the communicative classroom students should get as many
speaking opportunities as possible and their speaking time should slowly but
steadily rise so as to prepare them for various communicative situations. Keeping
in mind that each classroom offers a wide range of learners differing in their
abilities, knowledge, confidence, motivation and learning styles, a teacher should
hand over them with a reasonable environment that would help them to develop
their skills. The classroom activities can help the students to develop their ability
to express themselves through speech and action without omitting the component
of a language course. Students can get a feedback and motivation from speaking
activates as opportunities for rehearsal in their learning.

4
Jack C. Richards. Teaching Listening and Speaking (From Theory to Practice). (New
York: Cambridge University Press, 2008), p. 21.

8
Maria del Mar Suarez Vilagran explained the types of speaking as follows: 5

Table 2.1
The Types of Speaking

Interactive Partially Interactive Non-Interactive

a. Face to face a. Giving a speech to a. When recording a
conversation a live audience, speech from a radio
b. Telephone calls when the broadcast.
c. We are alternately convention is that b. Performing in a play
listening and the audience does c. Reciting a poem
speaking not speak.

d. Chance to ask for b. The speaker d. Singing

clarification, checks
repetition, or comprehension
slower speech from the
from our audience’s faces.
conversation
partner

4. The Elements of Speaking

According to David P. Harris there are 5 elements of speaking:6
a. Pronunciation (including the segmental features-vowels and consonants-and
the stress and intonation patterns)
b. Grammar
c. Vocabulary
d. Fluency (the ease and speed of the flow of speech)
e. Comprehension, for oral communication certainly requires a subject to
respond to speech as well as to initiate it.

5
Maria del Mar Suárez Vilagran, 4 SKILLS: SPEAKING, Diposit Digital, Retrieved
From http://diposit.ub.edu/dspace/bitstream.pdf (Accessed March 28, 2016).
6
David P. Harris, Testing English as A Second Language, (New York: McGraw-Hill,
1969), p. 81.

9
B. Group Discussion
1. Definition of Group
The term of group can be defined in many ways especially in ELT. In
brief, a group may be said to exist when two or more persons have as one quality
of their relationship some interdependence and possess some recognizable unity.
More basic definition of Group could be something that composed three or
more people working together to do a clearly specified job (Discussing in English)
or to reach a common goal.7

2. Types of Group
There are eight types of group discussion, namely:8
a. Buzz Groups
These groups involve students engaging in short, informal discussions,
often in response to a particular sentence starter or question. At a transitional
moment in the class, have students turn to 1-3 neighbors to discuss any difficulties
in understanding, answer a prepared question, define or give examples of key
concepts, or speculate on what will happen next in the class.
b. Think-Pair-Share
This strategy has three steps. First, students think individually about a
particular question or scenario. Then they pair up to discuss and compare their
ideas. Finally, they are given the chance to share their ideas in a large class
discussion.
c. Circle of Voices
This method involves students taking turns to speak. Students form circles
of four or five. Give students a topic, and allow them a few minutes to organize
their thoughts about it. Then the discussion begins, with each student having up to
three minutes (or choose a different length) of uninterrupted time to speak. During
this time, no one else is allowed to say anything.

7
Ernest G. Bormann, Effective Small Group Communication, (Minnesota: Burgess Intl
Group, 1996), p. 44.
8
Center for Teaching Exellence, Group Work in the Classroom: Types of Small Groups,
University of Waterloo, Retrieved From https://uwaterloo.ca/centre-for-teaching-
excellence/teaching-resources/teaching-tips/developing-assignments/group-work/group-work-
classroom-types-small-groups, (Accessed March 28, 2016).

10
d. Rotating Trios
This strategy involves students discussing issues with many of their fellow
classmates in turn. Beforehand, prepare discussion questions. In class, students
form trios, with the groups arranged in a large circle or square formation. Give the
students a question and suggest that each person take a turn answering. After a
suitable time period, ask the trios to assign a 0, 1, or 2 to each of its members.
e. Snowball Groups/Pyramids
This method involves progressive doubling: students first work alone, then
in pairs, then in fours, and so on. In most cases, after working in fours, students
come together for a plenary session in which their conclusions or solutions are
pooled. Provide a sequence of increasingly complex tasks so that students do not
become bored with repeated discussion at multiple stages.
f. Jigsaw
This strategy involves students becoming “experts” on one aspect of a topic,
then sharing their expertise with others. Divide a topic into a few constitutive
parts (“puzzle pieces”). Form subgroups of 3-5 and assign each subgroup a
different “piece” of the topic (or, if the class is large, assign two or more
subgroups to each subtopic). Each group’s task is to develop expertise on its
particular subtopic by brainstorming, developing ideas, and if time permits,
researching.
g. Fishbowl
This method involves one group observing another group. The first group
forms a circle and either discusses an issue or topic, does a role play, or performs
a brief drama. The second group forms a circle around the inner group. Depending
on the inner group’s task and the context of your course, the outer group can look
for themes, patterns, soundness of argument, etc.
h. Learning Teams
For this type of group, students are divided into groups at the beginning of
the term. When you want to incorporate small group discussion or teamwork into
your class, you direct the students to get into these term-long learning groups.
Groups of four work well, because each foursome can be subdivided into pairs,
depending on the activity.

11
3. Definition of Discussion
There are many definition of discussion in English Language Teaching
(ELT) that proposed by experts. The first, Hoover in Argawati defined Discussion
is a process of talking things over among two or more persons, preferably face to
face.9
In classroom-use from Idea Paper discussion is defined as two way,
spoken (English) communication between the teacher and the students, and more
importantly, among the students themselves.10

4. Types of Discussion
According to Ernest G. Bormann there are 4 types of discussion:11
a. Forum Discussion
If there is a special time aside during the program for audience
participation, the program is a forum discussion. If the discussion program is
presented on radio and television, the audience may ask question by letter of
telephone. Regardless of the form of the discussion proper, the producers may aim
for audience participation if one of their purposes is to involve the audience and
thus stimulate their interest. A forum period is sometimes not used because of
time limitations or the explosive nature of the subject and the occasion.
b. Panel Discussion
In panel discussion, a small group of discussants talk, much as in a
conversation, about the topic. Informality is the keynote, and the members of the
group can interrupt one another. A moderator may be assigned the role of cutting
off verbose members and encouraging quiet ones. The panel discussion is often
organized around and outline of topics or questions, and the participants
extemporize their comments much as a speaker might outline and deliver a speech
extemporaneously.

9
Ningtyas Orilina Argawati, Improving Students’ Speaking Skill Using Group
Discussion, ELTIN Journal, 2014, p.76.
10
William E. Cashin, Effective Classroom Discussions, Idea Paper #49, Retrieved From
http://ideaedu.org/wp-content/uploads/2014/11/IDEA_Paper_49.pdf, (Accessed April 28, 2016).
11
Ernest G. Bormann, Effective Small Group Communication, (Minnesota: Burgess Intl
Group, 1996), pp. 34—36.

12
c. Symposium Discussion
Another widespread form of public discussion is the symposium
discussion. In the symposium, a group of experts divides up the topic. Each is
allotted a certain amount of uninterrupted time in which to make a brief statement.
After the prepared of speeches, the experts may participate in a panel discussion,
they may question one another, another group of interrogators may question them,
of the audience may be invited to participate.
d. Interrogation
Broadcasters have popularized another version of the discussion program-
a format that, essentially, involves the questioning of experts. In the dialogues of
Plato, Socrates plays a game in which one party to the dialogue agrees to answer
all of the other person’s questions. In this fashion the questioner is given a chance
to test the adequacy of the one person’s ideas.

5. The Group Discussion

Nowadays Group Discussion is being extensively used along with
personal interviews for the final selection of candidates. It plays a main role in
selecting the best among the best. Having scored high marks, students who get
selected for a higher/another course or employment are placed on a par - on equal
footing - based on their age, qualification and experience. It becomes necessary to
conduct further screening for choosing a few among many.
It is here, the Group Discussion plays an important part. It helps in
choosing the socially suitable candidate among the academically superior
achievers. It is one of the best tools to study the behavioral and attitudinal
responses of the participants. Group discussion refers to one or more meetings of
a small group of people who thereby communicate, face-to-face, in order to fulfill
a common purpose and achieve a group goal.

13
6. The Advantages and Disadvantages of Group Discussion

Based on the internet, here the advantages and disadvantages of group

discussion on students’ speaking skill listed as follows:12

Advantages

a. Group Discussion would make students’ speaking skill higher because

students are encouraged discussing (Speak) things with their friend.
b. Group discussion would make students used to speak properly and clearly so
they would becoming better and better.
c. Focus groups can be relatively low cost and provide quick results. The actual
time and cost for planning, conducting, and analyzing data may be relatively
small when compared to alternatives such as survey projects and individual
interviews.
d. Focus groups are a flexible assessment tool. Interactions between the
moderator and participants allow the moderator to probe issues in depth,
address new issues as they arise, and to ask participants to elaborate on their
responses.
e. Participants may be more comfortable talking in a group than in an individual
interview. Interactions can generate more discussion and, therefore, more
information.
f. The data is in the respondents’ own words. It is easily understood and will
provide insights into how respondents think about the topic.

Disadvantages
a. Groups can be difficult to assemble.
b. The group setting can influence the responses of individuals, which is
problematic when a dominant member affects the outcomes.
c. The small numbers in focus groups can limit the extent to which the results
can and should be generalized.

12
Ball State University, Using Focus Groups, Retrieved From https://cms.bsu.edu/-
/media/WWW/DepartmentalContent/Effectiveness/pdfs/Wkbk/WBKM12012%20%20Ch%209.pd
f, (Accessed March 28, 2016).

14
d. The quality and quantity of focus group data is dependent on the ability of the
moderator, making it essential that the moderator is carefully trained and
skillful.
e. The qualitative nature of focus group data can make it more difficult to
summarize and interpret than more quantitative types.
Meanwhile based on Phil Venditti’s book that about advantages and
disadvantages from group discussion which are:13
a. Relationship advantages
• You may enjoy fellowship and companionship.
• You may receive moral and emotional support for your views and objectives.
• You may meet three important needs identified by William Schutz, which
we’ll discuss more in Chapter 2 "Group Communication Theory":Galanes,
G., & Adams, K. Effective Group Discussion: Theory and Practice. New
York: McGraw-Hill, p. 5. Inclusion, affection, and control.
• You may have your impulsiveness curbed or your reticence challenged.
• You may cultivate ties that yield future personal or career advantages.
b. Task advantages
• The group will most likely have access to much more information than any
member possesses.
• The group can focus multiple attentions and diverse energy on a topic.
• The group may be more thorough in dealing with a topic than any individual
might be. This thoroughness may arise simply because of the number of
perspectives represented in the group, but it also owes to the fact that
members often “propel each other’s thinking.”Wood, J.T.
• The group may harness and exploit conflict to generate new and better ideas
than an individual could. When tension and disagreement are resolved
constructively, chances of achieving group goals increase.
• The group may attain deeper understanding of topics. One analysis of
studies, for instance, indicated that students in group-based learning
environments learned more, and remembered more of what they learned,

13
Phil Venditti, An Introduction to Group Communication, (New York: Creative
Commons, 2012), pp. 29—32.

15
 than did counterparts exposed to more traditional methods.Johnson, D.W.,
Johnson, R.T., & Smith, K.A. Cooperative learning returns to college.
• Synergy 22—a combined effect greater than the simple sum total of
individual contributions—can arise. Sometimes synergy results through
enhanced creativity as group members share and build upon each other’s
strengths and perspectives. You can probably think of examples of an
athletic squad or business group comprising members with modest
individual strengths that performed superlatively together.
• The group may spur needed social change. Margaret Mead wrote, “Never
doubt that a small group of committed people can change the world. Indeed,
it is the only thing that ever has.” It may be reasonable to question whether
the world always works the way Mead described, but many examples do
exist of small groups which initiated changes which spread to larger and
large parts of society. All other things being equal, a group of committed
individuals will project more credibility and engender more support than
will a solitary person.
c. Relationship disadvantages
• It will probably take a lot of time to create, maintain, and repair the human
relationships involved in a group.
• Your group may generate conflict which hurts people’s feelings and
otherwise undermines their relationships.
• You may misunderstand other group members’ intentions or messages.
• Some group members may attempt to deceive, manipulate, or betray the trust
of other members
d. Task disadvantages
• In order to be successful, groups need broad, ongoing, time-consuming
exchanges of messages. They need to invest in coordinating and monitoring
what they’re doing. With people as busy as they are in the twenty-first
century, “out of sight” is indeed often “out of mind.” If they don’t keep in
touch frequently, group members may forget what they’ve most recently
discussed or decided as a group. They also run the risk of losing track of the

16
 structures and processes they’ve put in place to help them move toward
their goals.
• Some group members may engage in “social loafing23.” When one or two
people are assigned a task, they know they’re being watched and are apt to
shoulder the burden. In a larger group, however, any given member will feel
less personally responsible for what takes place in it. If too many members
follow the natural tendency to observe rather than act, a group may lose its
efficiency and thereby find it much more difficult to reach its aims.
• Groupthink24 may sap the creative potential of the members. Too much
diversity in outlooks and work styles may act as a barrier to a group, but too
little diversity also represents a threat to success. If they too easily adopt
and hold onto one viewpoint or course of action, people may fall prey to
two dangers. First, they may overlook flaws in their thinking. Second, they
may fail to anticipate dangers that they might have been detected with
closer scrutiny and longer reflection.

C. Teaching Speaking with Group Discussion

Teaching is not an easy job, but it is necessary one to see our students.
Progress and know that we have helped to make it happen. Teaching speaking
seems so difficult and challenging for English teacher. Speaking can be called as
oral communication and speaking is one of skill in English learning. This become
one important subject that teacher should give. That’s why teachers have big
challenge to enable their students to master English well, especially speaking
English in class or out of the class.
When teaching young learners we constantly have to keep in mind the fact
that we have in front of us is a missed class with varied abilities, expectations,
motivation level, knowledge and last but not least, different learning styles.
All students of English, whether they are intermediate, advance, or
beginners need to have a lot of practice using their English freely in classroom to
practice the language they have learned.
In those meaning of teaching speaking above, the teacher must pay
attention of some important aspects include producing sentence, intonation,

17
rhythm and stress. Those sound productions must be meaningful because it must
be produced logically from thoughts. It will give an opportunity, useful,
encouragement to speak and that teachers hope students can learn to speak by
speaking. In addition, we need to vary our approaches and offer as much
opportunity as possible to make the whole class find a little something to hold on
to expand and grow. In brief, EFL teachers should create a classroom environment
where students have real-life communication, authentic activities and meaningful
task that promote oral language. Finally, the use of good activities is intrinsically
enjoyable that it will stimulate students to do the task in the classroom especially
in speaking task.
In Joanna Baker and Heather West up activities like small group learning
discussion and answering questions in class gives students a chance to practice
speaking ability, but sometimes only confident student take part. Many more
students will be able to practice communicating when they work simultaneously
in groups of up to five during the lesson. This activity should be planned for the
production phase of lesson.
The objective of types of production activities is to improve the students’
fluency in English without immediate help of the teacher, so it is very important
that the students are well prepared. Teacher must be sure that the following points
are covered:

1. The first time students do simulation or a role play, the language content must
be very easy.
2. Students must know enough vocabulary to do the activity.
3. Students must have learned enough correct grammar or appropriate functional
language to be able to do the activity.
4. Students must have enough knowledge of the topic to be able to do the activity.
5. Students must be able to finish the task successfully.
6. Instructions for the activity must be very clear. The teacher can give these very
clearly in the students’ first or main language. Instruction can also be written on
the blackboard. Teachers must check that students understand what they have to
do.
7. Activities must not be too long.

18
8. Teachers must organize the activity so that students at all levels of ability have
a part to play and benefit from the activity.
9. The teacher does not correct during the activity, but can watch and note errors
during the activity and correct when it is finished.14

Small group learning is in many ways a grander version of a role play.

Small group for language practice does not always mean learning a script by heart
and performing it. Students can improvise and create a small group for
themselves, using language they have already learned. They need to do some
preparation and many need to practice improvisation. They can do this preparation
in group and perform their improvisation to other groups, to the rest of the class or
even to the rest of the school.15

“You can get ideas for small group performances from a situation or text in the
students’ course book or from some literature they are studying. It can be motivating for
student to act out an incident which appears in a local newspaper or magazine. Students
can take the part of main characters in the situation. A small selection of objects or some
pictures can form the basis of a story which students invent and then act out. From
example: four chairs arranged in different ways ( a waiting room, a car, a cinema, a table
in a restaurant) can prompt some ideas from students to act out a disagreement, an
amusing story or a minor disaster.”16

By bringing the outside world into the classroom in this way we can
provide a lot of useful practice (in cafes, shops, banks, business, streets, parties,
etc.) that would otherwise be impossible. There can also be a freeing from
constrain of culture and expected behavior, this can be personally and
linguistically very liberating. Curiously, it is sometimes the shies student who is
must be able to seize the potential.
Success or failure small group activities depend crucially on the perceived
attitude of the teacher and of the other students; without a certain degree of trust,
acceptance and respect the chances for useful work are greatly diminished.

14
Joanna Baker and Heather West up, The English Teachers’ handbook: How to Teach
Large Classes with few Resources, (Continuum, Great Britain, 2000), p. 92.
15
Ibid., p. 93.
16
Ibid., p. 94.

19
 So, the activities are described as follows: Detecting differences;
priorities; Layout Problems; Guide; and Putting in order. When the writer applies
small group learning in teaching speaking consists of three parts. They are:
a) The first stage is opening. The writer prepares the students to study. After
gaining the student’s attention, the writer tells them what they are going to do.
The writer the divides the class into group of four to five students.
b) The second stage is whilst activity. The writer gives explanation on what the
students should do with the topic. The topic is going to be discussed should
have been studied before, so that students are familiar with the expressions and
vocabularies the topic they are going to discuss.
c) The third stage is post activity. In the last stage, the writer gives other advance
questions to each member of the group in order to check whether the students
have mastered the materials they discuss in small group learning. And the
writer gives some feedback to the students. One of the feedback is to have a
2full class discussion to try to come a general definitive solution, the other
simply to give the answers suggested and see which group was nearest.

This is the only way we can give our learners the opportunity to practice
improvising a range of real life spoken language in the classroom, and is an
extremely effective technique if the students are confident and cooperative, but
more inhibited or anxious people find small group learning difficult and
sometimes even embarrassing, factors that can contribute to small group learning
success are: making sure that language demanded is well within the learner's
capacity, your own enthusiasm, careful and clear presentation and instructions. A
preliminary demonstration or rehearsal by you together with a student volunteer
can be very helpful.

D. Previous Related Studies

There are some previous studies that can be referenced for the researcher.
The first relevant study was done by Dwi Listiani from STAIN Tulungagung in
2012. The title of the study is “The Effect of Group Discussion towards Students’
Speaking Ability.” The aim of the study is to find out the students’ Speaking
Achievement being taught by using group discussion, to find out the students’

20
Speaking Achievement being taught by not using group discussion, find out
significant different scores of the students’ Speaking taught by using and without
group discussion. The researcher used the experimental research design by to
conduct this study. The population is students of the second grade of SMA Negeri
1 Karangrejo. The sample is IPS class as experimental group and IPA class as
control group. Every group has 35-38 students. The result of the study revealed
that using group discussion is effective to practice in teaching and learning
speaking English.17
The second previous study was conducted by Novie Wihdatun Hasanah
from English Education Department, UIN Syarif Hidayatullah in 2009. The title
of the study is “The Effectiveness of Group Discussion in Teaching Speaking”.
The objective of this study is to find out effectiveness of group discussion in
Teaching Speaking. The method was used in this study is quantitative or
experimental study in which the experimental class and controlled class are
treated by the writer. In collecting data, the scores of pre-test and post-test was
analyzed using comparative method to see the different achievement of the
students before and after being treated. In order to see the significant difference
the test is applied. The result of the study revealed that using group discussion in
teaching speaking for the second grade of IIBS RI, Cikarang was not more
effective than teaching without group discussion.18
The third previous study was done by Gufron from English Education
Department in 2002. The title of the study is “The Effectiveness of Small Group
Discussion as a Technique in developing Speaking Skill”. The researcher
observed some theories and reads some books as reference and relevant
information with the topic discussed. The writer carried out the field research at
the Unit of Student's activity of Bahasa or UKM Bahasa UIN Jakarta by joining
the group discussion process in the classroom and led them by giving the topic to
discuss. The result of the study revealed that a small group discussion is an

17
Dwi listiani, The Effect of Group Discussion towards Students’ Speaking Ability,
English Education Program STAIN Tulungagung, 2012, p. vii. Retrieved From repo.iain-
tulungagung.ac.id.
18
Novie Wihdatun Hasanah, The Effectiveness of Group Discussion in Teaching
Speaking, English Education Department, UIN Jakarta, 2009, p. 4. Retrieved From
http://repository.uinjkt.ac.id.

21
excellent technique to motivate students and to increase their involvement in the
learning process.19
Based on the three previous studies, there are similarity and difference that
can be found. The three previous studies used quantitative as a method of the
study. Moreover, they also used group discussion to teach speaking. Study is the
researcher used quasi-experimental study as the design of the study. The writer
took one class as an experimental class which taught by using group discussion.
And one another is control class which taught by the same previous method.
Furthermore, the sample of this study was different from the previous studies. The
previous studies used university students and high school while in this study the
researcher used middle high school students as the sample.

E. Thinking Framework
Speaking is one of important skill in language learning. Speaking is seen
as an interactive process of constructing meaning that involves producing and
receiving information in order to get the particular end between speaker and
listener. The purpose of teaching speaking is to help students to use the target
language. Language learners should be to use their language proficiency in social
interaction. Language earners should focus on the meaning of what they are
saying rather than on the particular language structure.
In contrast, most students think that speaking is difficult because they are
accustomed to use their native language in everyday situation. They get
difficulties in understanding what others say and delivering what they have in
mind. The students are afraid of making mistakes; in fact practicing is the best
way to improve their speaking ability. Thus, teaching speaking should encourage
and emphasis on practice as a way of developing communicative skills. The
teacher should give speaking activities that encourage students to speak as natural
as possible.
One of the effective way to increase students’ speaking skill is through
Group Discussion Technique. This technique also could help grows students’

19
Gufron, The Effectiveness of Small Group Discussion as a Technique in Developing
Speaking Skill, English Education Department, UIN Jakarta, 2002, p. 4. Retrieved From
http://repository.uinjkt.ac.id.

22
study passion, because group discussion is uniting students with another students
to have a good conversation rehearsal. This technique pull students to get used
speak in English even they still lack of speaking ability.
Based on this research, the researcher would like to use group discussion
to improve students ‘speaking ability at second grade students of MTs Al-Falah
Jakarta Selatan in order to encourage them to speak English fluently. Group
Discussion can be alternative for the teacher to attract students ‘motivation to
participate in class discussion. Students work together to generate ideas to answer
their own question about the material.
Based on the exploration above, it can be assumed that there is a
significant effect of using group discussion on students ‘speaking ability at the
second grade students of MTs Al-Falah Jakarta Selatan.
F. Research Hypothesis
From the basic problem of the study and theoretical framework which
have been started, the researcher draws the hypothesis of the study which can be
started as follows:

Ho = There was no significant effect of using Group Discussion on students

speaking ability at the second grade students of MTs Al-Falah Jakarta
Selatan.

Ha = There was a significant effect of using Group Discussion on students

speaking ability at the second grade students of MTs Al-Falah Jakarta
Selatan.

23
 CHAPTER IV
RESEARCH FINDING AND INTERPRETATION

A. Research Finding
1. Data Description
This research was conducted into two classes; experimental and
controlled class. Classes consist of 33 students (Experiment Class) and 33
students (Control Class). The experimental class was given treatment group
discussion technique while conventional method such as using lecturing and
giving an assignment was implemented in the controlled class. Afterward,
test was used as the instrument of this research, specifically oral test. It was
aimed to measure the sudents’ speaking skill. It was designed as a
presentation. The students make presentation about material that related to
the topic in the group discussion given by the researcher.

Pre-test and post-test were given in both of the classess. Pre-test was
given before the treatment had been started and post-test was given in the last
meeting after the treatment had finished. This research was conducted in MTs
Al-Falah Jakarta Barat. The samples taken were VIII A as the controlled class
and VIII B as the experimental class.

After this resarch took place, the data was collected to find out the
result of the tests (pre-test and post-test). The researcher made a table to
describe the students’ score. There are two tables which consist of students’
score in experimental and controlled class. The first part described the scores
of experimental class and the second part described the scores of controlled
class.

a. The Data of Experimental Class

The data of students’ achievements were derived from data in
experimental class and in controlled class, which was gained from pre-test
and post-test that were applied in both of classes. The result of the test
presented on the Table 4.1 below:

30
 Table 4.1
The Test Result of Experimental Class
Pre- Post-
Students Gained Score X²
Test Test
1 74 80 6 36
2 68 76 8 64
3 76 80 4 16
4 68 72 4 16
5 80 84 4 16
6 76 88 12 144
7 72 80 8 64
8 76 84 8 64
9 76 88 12 144
10 72 76 4 16
11 76 88 12 144
12 72 84 12 144
13 76 80 4 16
14 72 76 4 16
15 68 76 8 64
16 64 72 8 64
17 68 72 4 16
18 76 84 8 64
19 72 72 0 0
20 84 92 8 64
21 68 76 8 64
22 80 84 4 16
23 76 84 8 64
24 72 88 16 256
25 68 72 4 16
26 72 80 8 64
27 64 72 8 64
28 88 92 4 16
29 72 72 0 0
30 68 76 8 64
31 64 80 16 256
32 70 80 10 100
33 80 84 4 16
∑ 2408 2644 236 2168
Average 73 80.12 7.15 65.7

31
 As described in Table 4.1, it showed that the mean score of pre-test in
experimental class was 73, while the mean score of post-test was 80.12.
Before giving the treatment, pre-test was conducted. The lowest score in the
pre-test was 64 and the highest score was 88. Then, the researcher did post-
test right after the researcher gave treatment group discussion technique. The
data showed that the lowest score was 72 and the highest score was 92. The
average gained score in this class was 7.15. The data can be depicted as the
figures below:

Figure 4.1
Diagram of the Students Pre-test Score of Experimental Class

32
 Figure 4.2
Diagram of the Students Post-test Score of Experimental Class

b. The Data of Controlled Class

The Table 4.2 showed the result of the test which described the
students score of pre-test and post-test.

Table 4.2
The Test Result of Controlled Class

Pre- Post-
Students Gained Score Y²
test test
1 64 72 8 64
2 68 52 -16 256
3 80 72 -8 64
4 60 64 4 16
5 76 56 -20 400
6 68 72 4 16

33
 Pre- Post-
Students Gained Score Y²
test test
7 60 64 4 16
8 76 60 -16 256
9 80 72 -8 64
10 84 60 -24 576
11 56 64 8 64
12 76 60 -16 256
13 64 52 -12 144
14 60 72 12 144
15 72 64 -8 64
16 68 76 8 64
17 60 64 4 16
18 72 72 0 0
19 52 68 16 256
20 72 64 -8 64
21 76 76 0 0
22 72 68 -4 16
23 52 80 28 784
24 80 68 -12 144
25 64 80 16 256
26 72 76 4 16
27 64 88 24 576
28 72 80 8 64
29 64 76 12 144
30 84 84 0 0
31 88 76 -12 144
32 84 80 -4 16
33 72 72 0 0
∑ 2312 2304 -8 4960
Average 70 70 -0.24 150.3

As described in Table 4.2 above, it showed that the mean score of pre-test
in controlled class was 70, while the mean score of post-test was 70. Before
giving the treatment, pretest was conducted. The lowest score in the pretest was
52 and the highest score was 88. Then, the researcher did post-test right after the
writer finished one topic in teaching. The data showed that the lowest score was
52 and the highest score was 88. The average gainned score in this class was
-0.24. The data can be showed as the figures below:

34
 Figure 4.3
Diagram of the Students Pre-test Score of Control Class

Figure 4.4
Diagram of the Students Post-test Score of Control Class

35
2. Data Analysis
a. Normality Test
This research applied Kolmogorov-Smirnov and Shapiro-Wilk methods
in SPSS v.22 software to test the normality of the data. The criteria of the test
was 0.05 < ρ. The result of the normality test of the data is presented as
follows:

Table 4.3
Normality Result of Pre-test between Experimental Class
and Controlled Class

Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experime
,145 33 ,078 ,943 33 ,085
ntal
Controlle
,127 33 ,191 ,970 33 ,481
d
Lilliefors Significance Correction

From the Table 4.3, it can be seen that the significance value of the
normality test of pre-test score in experimental class was 0.078. Therefore,
the significance score was higher than 0.05 (0.078 > 0.05). It means that Ho
was accepted so the data was normally distributed. Meanwhile, the
significance of pre-test score in the controlled class was 0.191 which means
the value was also higher than 0.05. Based on the criteria, the data was
normally distributed because the value was higher than 0.05 (0.191 > 0.05).
In the other words, it can be assumed that the pre test result in both of
experimental class and controlled class are normally distributed.

36
 Table 4.4
Normality Result of Post-test between Experimental Class and Controlled
Class

Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experimen
,144 33 ,082 ,921 33 ,020
t
Control ,143 33 ,085 ,971 33 ,510
Lilliefors Significance Correction

From the Table 4.4, it can be seen that the significance value of the
normality test of post-test score in experimental class was 0.082. Therefore,
the significance score was higher than 0.05 (0.082 > 0.05). It means that Ho
was accepted so the data was normally distributed. Meanwhile, the
significance of post-test score in the controlled class was 0.085 which means
the value was also higher than 0.05. Based on the criteria, the data was
normally distributed because the value was higher than 0.05 (0.085 > 0.05).
In the other words, it can be assumed that the pre test result in both of
experimental class and controlled class are normally distributed.

b. Homogenity Test
After conducting normality test and the result showed that the data was
normally distributed, the next step of the calculation that must be done was
the homogeneity test of pretest and posttest by using SPSS version 22
software. The calculation which must be done was Levene Statistic then
continue to anova calculation to analyze the variance. The result of the
homogeneity test of the experimental and controlled class presented as
follows:

37
 Table 4.5
Homogeneity Pre-test Result between Experimental and Controlled
Class

Test of Homogeneity of Variances

Pre-test
Levene
Statistic df1 df2 Sig.
1,603 7 23 ,185

The Table 4.5 showed that the significance of Levene Statistic was 1.603
by the significance of homogeneity test was 0.185. To analyze the variances, it
is needed to explore Anova test which was described below:

ANOVA
Pre-test
Sum of
Squares df Mean Square F Sig.
Between
427,408 9 47,490 1,904 ,103
Groups
Within Groups 573,562 23 24,937
Total 1000,970 32

From the result above, the value of F (Fo) was 1.904. The degree freedom
(df1) of numerator was 7 and the degree freedom (df2) of denumerator was 23
so the F table in significance degree 5% was 4.00. The writer found Ho was
accepted from the comparison between Fo (F observation) and F table which
shows that F table was higher than Fo (4.00 > 1.904). Therefore, the writer
concluded that the data is homogenous.

38
 Table 4.6
Homogeneity Post-test Result between Experimental and Controlled
Class
Test of Homogeneity of Variances
Post-test
Levene
Statistic df1 df2 Sig.
1,320 6 23 ,288

The Table 4.6 showed that the significance of Levene Statistic was 1.320 by
the significance of homogeneity test was 0.288. To analyse the variances, it is
needed to explore Anova test which was described below:

ANOVA
Post-test
Sum of
Squares df Mean Square F Sig.
Between
267,325 9 29,703 ,733 ,675
Groups
Within Groups 932,190 23 40,530
Total 1199,515 32

From the result above, the value of F (Fo) was 0.733. The degree freedom
(df1) of numerator was 6 and the degree freedom (df2) of denumerator was 23 so
the F table in significance degree 5% was 4.00. The writer found Ho was
accepted from the comparison between Fo (F observation) and F table which
shows that F table was higher than Fo (4.00 > 0.733). Therefore, the writer
concluded that the data is homogenous.

c. Hypothesis Test
After both data was proved normally distributed and homogeneous, the
last calculation was testing the hypothesis. The researcher calculated the data by
using t-test formula to know the answer of the question whether there is a
significance different between students’ speaking skill in experimental class

39
which were given group discussion technique and students’ speaking skill in
controlled class which was given a different technique of teaching speaking skill
at the eightht grade of MTs Al-Falah Jakarta Selatan. The criteria for hypothesis
test is as follows:

If t-observation < t-table, the Ho is accepted.

If t-observation > t-table, the Ho is rejected or H1 is accepted.
In order to prove the hypotheses, the data were calculated by using t-test
formula as follows:

Table 4.7

The Comparison Score between Students in Experimental Class and

Students in Controlled Class

Gained Gained
Students X² Y²
Score Score
1 6 8 36 64
2 8 -16 64 256
3 4 -8 16 64
4 4 4 16 16
5 4 -20 16 400
6 12 4 144 16
7 8 4 64 16
8 8 -16 64 256
9 12 -8 144 64
10 4 -24 16 576
11 12 8 144 64
12 12 -16 144 256
13 4 -12 16 144
14 4 12 16 144
15 8 -8 64 64
16 8 8 64 64
17 4 4 16 16
18 8 0 64 0
19 0 16 0 256
20 8 -8 64 64
21 8 0 64 0
22 4 -4 16 16
23 8 28 64 784

40
 24 16 -12 256 144
Gained Gained
Students X² Y²
Score Score
25 4 16 16 256
26 8 4 64 16
27 8 24 64 576
28 4 8 16 64
29 0 12 0 144
30 8 0 64 0
31 16 -12 256 144
32 10 -4 100 16
33 4 0 16 0
∑ 236 -8 2168 4960

The data were calculated based on the step of the test. The formulation
as followed:
1. Determining mean of variable X(Mx), with the formula:
∑ 236
= = = 7.15
33
2. Determining1 mean of variable Y(My), with the formula:
∑ −8
= = = −0.24
33
3. Determining of standard of deviation X(SDx), with the formula:

∑ 2168
= = = 8.1
33

4. Determining of standard of deviation Y(SDy), with the formula:

∑ ² 4960
= = = 12.25
33

5. Determining of standard errors mean of variable X(SEmx), with the

formula:
8.1 8.1
= = = = 1.43
√ −1 √32 5.65
6. Determining of standard errors mean of variable Y(SEmy), with the
formula:

41
 12.25 12.25
= = = = 2.16
√ −1 √32 5.65
7. Determining of standard errors of different mean of variable X and
mean of variable Y, with the formula:

SEM1-M2 = √ 1 + 2

= (1.43) + (2.16)

= √2.04 + 4.66
= √6.7
= 2.6
8. Determining with the formula:
M −M
t₀ =
SE M − M
. .
= .
.
= .
= 2.65

9. Determining of degree of freedom (df), with the formula:

df or db =(Nx+Ny)-2
df = (N1+N2)-2
= (33+33)-2
= 64
At the degree of significant of 5% = 1.66
At the degree of significant of 1% = 2.38

After obtaining the data which have been calculated by using t-test, the
writer used the data to test the research hypothesis proposed by the writer.
Those hypothesis are as follows:
Ho = There is no effectiveness of using group discussion technique on
students’ speaking skill.
H1 = There is an effectiveness of using group discussion technique on
students’ speaking skill.
According to statistical hypothesis, H1 (Alternative Hypothesis) will be
accepted if the value of to (tobservation) is higher than tt (ttable) or to>tt.

42
Meanwhile, H1 (Alternative Hypothesis) will be rejected if the value of t o
(tobservation) is smaller than tt (ttable) or to<tt.
Based on the data calculation above, it can be inferred that:
1. The value of to (to) is 2.65
2. The degrees of freedom (df) is 64, so the value of tt (ttable) in the
significance degree 5% = 1.66 and 1% = 2.38

By comparing the value of to and tt above, it can be seen that to is

higher than tt; 1.66 < 2.65 > 2.38. It means that H1 (Alternative Hypothesis) is
accepted and Ho (Null Hypothesis) is rejected.
Furthermore, the writer used Cohen’s d formula to measure how group
discussion technique is effective to improve students’ speaking skill.
The calculation is as follows:
Determining d (Cohen’s d):

M −M
d=
SD + SD
2

. .
d= . . = 0.72

The value of the calculation of Cohen’s d formula was 0.72. Based on

criteria of the effect size, 0.72 was moderate effect. It means group discussion
technique has moderate effect on students’ speaking skill.

B. Interpretation
In the present study, it was found that there is a significant difference
between students’ achievement in the controlled class and the experimental
class. It was seen that the students’ speaking achievement after being given
treatment of using the group discussion technique in the experimental class
was higher than the students’ speaking achievement in the controlled class.
The pre-test lowest score of students in controlled class and experimental
class was 52 and 64, while pre-test highest score of students in controlled

43
class and experimental class was 88 and 88. Furthermore, The post-test
lowest score of students in controlled class and experimental class was 52
and 72, while post-test highest score of students in controlled class and
experimental class was 88 and 92.
After all the data was calculated from this description above, it can be
inferred that the result of the t-test after the score of calculating statistically
the value of to was 2.65. To was higher than the tt in significant degree of 1%
which is 2.38 and in significant degree of 5% which is 1.66. In other word,
1.66<2.65>2.38 shows that group discussion technique was effective to be
applied as alternative technique in teaching speaking skill. Additionally,
because of to ≥ tt, the Alternative Hypothesis (H1) is accepted.
Thus, the results of the present study highlight and support the idea
that the group discussion technique has a positive impact on the students’
speaking achievement. The positive impacts that can be seen directly by the
writer were that students in the experimental class interacted more actively
compared to the controlled class. Moreover, in the experimental class, this
technique helped students to deliver the meaning when they talked with other
students so that the purpose of the conversation was clearly understood. The
last impact which could be seen by the writer was that this technique gave
students new experience. Experiencing this new activity effectively could
help students talk and delivered the meaning. Furthermore, the performance
of students in speaking was way more better because they feel confident
when they talked.

44
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on the data description consist of The Data of Experimental Class and
The Data of Control Class, Gained score of experimental class is 236 and gained
score of control class is -8. The conclusion can be drawn that the influence of using
group discussion on students’ speaking skill is effective in the second year of MTs
Al-Falah, Jakarta Selatan. The result of the analysis of the research shows the value
of to is higher (2.65) than the value of T-table (2.38). It means that Group Discussion
Technique is Effective on students’ speaking achievement.

B. Suggestion
The success in teaching does not depend on the lesson program only, but more
important is how the teacher presents the lesson and uses various techniques to
manage the class more lively and enjoyable. Regarding to the teaching speaking by
using group discussion, the researcher would like to give some suggestions for the
teacher and students.
1. The English teachers should improve their knowledge in understanding the concept
of group discussion technique.
2. The member of group discussion technique should be five to seven persons in
order to manage the students easily. It will give more chance to each member to
express their ideas.
3. The topic should be suitable to the age of the students.
4. The English teacher should give motivation to the passive students since
cooperative learning required active participant from the student by giving the role
in group discussion technique.
5. The students should take part much in acting out group discussion.

45
 REFERENCES

Argawati, Ningtyas Orilina. “Improving Students’ Speaking Skill Using Group

Discussion”. Surakarta: ELTIN Journal, 2014.

Baker, Joanna and Heather West up. The English Teachers’ Handbook. Great Britain:
Continuum, 2000.

Bashir, Marriam, Muhammad Azeem, and Ashiq Hussain Dogar. Factor Effecting
Students’ English Speaking Skill. London: British Journal, 2011.

Bormann, G Ernest. Effective Small Group Communication. Minnesota: Burgess Intl.

Group, 1996.

Cashin, E William. Effective Classroom Discussion. Retrieved From

http://ideaedu.org/wp-content/uploads/2014/11/IDEA_Paper_49.pdf,
(Accessed April 28, 2016), 2011.

Excellence, Center for Teaching. “Group Work in the Classroom; Types of Small
Group”. Retrieved From https://uwaterloo.ca/centre-for-teaching-
excellence/teaching-resources/teaching-tips/developingassignments/group-
work/group-work-classroom-types-small-groups, (Accessed March 28, 2016).

Gufron. The Effectiveness of Small Group Discussion as a Technique in Developing

Speaking Skill. Jakarta: UIN Jakarta. Skripsi, 2002.

Harris, P David. Testing English as a Second Language. New York: McGraw-Hill,

1969.

Hasanah, Novie Widhatun. The Effectiveness of Group Discussion in Teaching

Speaking. Jakarta: UIN Jakarta. Skripsi, 2009.

Listiani, Dwi. “The Effect of Group Discussion towards Students’ Speaking Ability”.
Tulungagung: STAIN. Skripsi, 2012.

McDonough, JO and Christopher Shaw. Materials and Methods in ELT. Cornwall:

Blackwell Publishing Ltd, 2003.

USAID, microREPORT #138. Guide to Focus Group Discussion, Retrieved From

https://www.microlinks.org/sites/default/files, (Accessed may 5th, 2016),
2008.

46
Richards, C Jack. Teaching Listening and Speaking (From Theory to Practice). New
York: Cambridge University Press, 2008.

Torky, Shiamaa Abd EL Fattah. The Effectiveness of a Task-Based Instruction

Program in Developing the English Language Speaking Skills of Secondary
Stage Students. Cairo: Ain Shams University, 2006.

University, Ball State. Using Focus Group. Retrieved From https://cms.bsu.edu/-

/media/WWW/DepartmentalContent/Effectiveness/pdfs/Wkbk/WBKM12012
%20%20Ch%209.pdf, (Accessed March 28, 2016).

Venditti, Phil. An Introduction to Group Communication. New York: Commons,

2012.

Vilagran, Maria del Suarez. 4 Skills: Speaking,

http://diposit.ub.edu/dspace/bitstream.pdf, (Accessed March 28, 2016).

47
APPENDIX 1
The followings are the lesson plan using group discussion method.

LESSON PLAN

Topic: Places and Buildings

Class: VIII (Eight)
Semester: II (Two)
Subject: Speaking
Time: 2 x 45 minutes
Teacher: Wiyudo Serena
Source: Theme paper and Internet

I. Objective:
• Students must be able to identify information on passage
• Students must be able to comprehend on passage
• Students must be able to discuss and express their ideas about the topic clearly.

II. Language Skills:

• Listening
• Speaking

III. Teaching – Learning Activities:

• Strategic: Two way- communications
• Model: face to face, group discussion and presentation
• Approach: Communicative approach
• Method: Question and answer, discussion.

48
IV. Learning Activity:
Procedures Teacher Students activity Time
Greetings and Checking Respond greeting 10 minutes
Warm up
students’ attendance lists

• Flash back the last • Giving comments

topic to ‘ice breakers’
students mind
• Opening the new • Listening carefully
topic by explaining to the teacher‘s
about how to create explanation
and advertisement and
to be a sales boy/girl.

• Asking to the students • Students tell their

Control about their opinion opinion.
75 minutes
Practice about selling product
• Asking the students to • Listening to the
listen carefully the dialog carefully
radio commercial
about a health product
and answer questions
about the topic

49
Procedures Teacher Students activity Time
• Asking one or two • Answer the question
students to identify
about the information
what they’re heard

Free Practice • Giving the students a • Students think the

little time to think problem and try
about the issues how to solve it.
teenager’s problem and
asking them to discuss
it.

• Create the group based • They join at their

on accounting number group and discuss as
a team work.
• Asking groups to • They come forward
present what they have and present their
discussed. material
• Asking to another • Giving a question to
group to give a the group presenter
question to the group
presenter.
• Tell to the groups • Review their
about the mistake they mistake and ask to
have done after the teacher how to
activity. correct it.

50
 Procedures Teacher Students activity Time
• Asking students to give • Giving some
Closing some opinion and comments and
15 minutes
question related to the question.
topic
• Asking students to • Learn about the next
prepare about the next topic.
topic.

........., ....................20.....
Mengetahui; Peneliti,
Guru Mapel Bahasa Inggris,

( ....................................................... ) ( .............................................. )

51
APPENDIX 2
The followings are the lesson plan using group discussion method.

LESSON PLAN

Topic: Travelling and Holidays

Class: VIII (Eight)
Semester: II (Two)
Subject: Speaking
Time: 2 x 45 minutes
Teacher: Wiyudo Serena
Source: Theme paper and Internet

I. Objective:
• Students must be able to identify information on passage
• Students must be able to comprehend on passage
• Students must be able to comprehend about the topic clearly.

II. Language Skills:

• Listening
• Speaking

III. Teaching – Learning Activities:

• Strategic: Two way- communications
• Model: Lecturing
• Approach: Natural approach
• Method: Direct Method

52
IV. Learning Activity:
Procedures Teacher Students activity Time
Greetings and Checking Respond greeting 10 minutes
Warm up
students’ attendance lists

• Flash back the last • Giving comments

topic to ‘ice breakers’
students mind
Control • Opening the new topic • Listening carefully
Practice by explaining about to the teacher‘s
how to create and explanation
advertisement and to
be a sales boy/girl.
• Asking to the students • Students tell their
about their opinion opinion.
about selling product
75 minutes

• Asking the students to • Listening to the

listen carefully the dialog carefully
radio commercial
about a health product
and answer questions
about the topic
• Asking one or two • Answer the question
students to identify
about the information
what they’re heard

53
Procedures Teacher Students activity Time
• Giving the students a • Students think the
little time to think problem and try
about the issues how to solve it.
teenager’s problem and
asking them to discuss
it.
Free Practice
• Create the group based • They join at their
on accounting number group and discuss as
• Asking groups to a team work.
present what they have • They come forward
discussed. and present their
• Asking to another material
group to give a • Giving a question to
question to the group the group presenter
presenter.
• Tell to the groups • Review their
about the mistake they mistake and ask to
have done after the teacher how to
activity. correct it.

54
 Procedures Teacher Students activity Time
• Asking students to give • Giving some
Closing some opinion and comments and
15 minutes
question related to the question.
topic
• Asking students to • Learn about the next
prepare about the next topic.
topic.

........., ....................20.....
Mengetahui;
Guru Mapel Bahasa Inggris, Peneliti,

( ....................................................... ) ( .............................................. )

55
APPENDIX 3

LOMBOK

Geography & Climate

Lombok island is located east of Bali. Lombok geographically is almost the same
size as Bali and, just as there are popular tourist areas on Bali, so Lombok offers
a variety of destinations to suit different holidaymakers' tastes. Tropical climate
with warm and humid weather all year round. Temperature range from 21 Celsius
to 32 Celsius. Wet season starts from November to May and dry season start from
May-October. The best time to come is in the month of May when the weather
is just perfect with bright daylight and green scenery.

People & Religion

Population is about 2,5 million. The local inhabitants of Lombok are called
Sasaks who make up 70% of the population are the predominant group with
Balinese, Chinese, Arabian, and Javanese and other ethnics groups making up the
rest. Bahasa Indonesia is the National Language, but English is widely spoken.
Lombok has three main districts with three capital cities: Mataram in the west,
Praya in central and Selong in east Lombok. The majority of commerce is in the
capital city of Mataram in west Lombok. Islam is the majority religion, but all
other religions are practiced freely. Every Friday around 12.30 noon, Muslims go
to the mosques just like Christians go to church on Sunday. If you are planning
on traveling around the island and visiting small villages it is more respectable to
wear slacks or knee length shorts, a shirt with sleeves or a sarong. If you
happened to be here during Ramadan, which is the Muslim month of fasting from
sunrise to sunset, please do not to eat, drink or smoke out in the open public
during this month long fast. Even though the people don’t seem bothered in the
common tourist areas like, Senggigi and the Gili islands, it is better to respect the
people and not eat or smoke openly.

56
APPENDIX 4

MENTAWAI ISLAND

The Mentawai Islands are a chain of about seventy islands and islets off the
western coast of Sumatra in Indonesia. Siberut at 4,030 square kilometres (1,556
square miles) is the largest of the islands. The other major islands are Sipura,
North Pagai (Pagai Utara) and South Pagai (Pagai Selatan). The islands lie
approximately 150 kilometres (93 miles) off the Sumatran coast, across the
Mentawai Strait. The indigenous inhabitants of the islands are known as the
Mentawai people. The Mentawai Islands have become a noted destination for
surfing.

The Mentawai Islands have been administered as a regency within the West
Sumatra (Sumatera Barat) province since 1999. The regency seat is Tua Pejat, on
the island of Sipora. Padang, the capital of the province, lies on the Sumatran
mainland opposite Siberut. The regency is divided into ten districts (kecamatan),
tabulated below from south to north with their 2010 Census populations.

The islands have been separated from Sumatra since the mid-Pleistocene period,
which has allowed at least twenty endemic species to develop amongst its flora
and fauna. This includes five endemic primates: the Mentawai or kloss gibbon
(Hylobates klossii), Mentawai macaque (Macaca pagensis), Siberut macaque
(Macaca siberu), Mentawai leaf monkey (Presbytis potenziani), and pig-tailed
langur (Simias concolor). They are highly endangered due to logging,
unsustainable hunting, and conversion of rainforest to palm oil plantations. [2]
Some areas of the Mentawai Islands rain forest ecoregion are protected, such as
the Siberut National Park. Red junglefowl, the Asian palm civet and crab-eating
macaque are also native.

57
APPENDIX 5
RAJA AMPAT

Located off the northwest tip of Bird's Head Peninsula on the island of New
Guinea, in Indonesia's West Papua province, Raja Ampat, or the Four Kings, is
an archipelago comprising over 1,500 small islands, cays, and shoals surrounding
the four main islands of Misool, Salawati, Batanta, and Waigeo, and the smaller
island of Kofiau. The Raja Ampat archipelago is the part of Coral Triangle which
contains the richest marine biodiversity on earth.

Raja Ampat Regency is a new regency which separated from Sorong Regency in
2004.[1] The population of the Regency was recently (January 2014) put at 49,
048. It encompasses more than 40,000 km² of land and sea, which also contains
Cenderawasih Bay, the largest marine national park in Indonesia. It is a part of the
newly named West Papua province of Indonesia which was formerly Irian Jaya.
Some of the islands are the most northern pieces of land in the Australian
continent.

Raja Ampat is considered the global epicenter of tropical marine bio-diversity and
is referred to as The Crown Jewel of the Bird's Head Seascape, which also
includes Cenderawasih Bay and Triton Bay.

The name of Raja Ampat comes from local mythology that tells about a woman
who finds seven eggs. Four of the seven eggs hatch and become kings that occupy
four of Raja Ampat biggest islands whilst the other three become a ghost, a
woman, and a stone.

History shows that Raja Ampat was once a part of Sultanate of Tidore, an
influential kingdom from Maluku. Yet, after the Dutch invaded Maluku, it was
shortly claimed by the Netherlands.The first recorded sighting and landing by
Europeans of the Ampat Islands was in the person of the Portuguese navigator
Jorge de Menezes and his crew in 1526, on route from Biak, the Bird's Head
Peninsula, and Waigeo, to Halmahera (Ternate).

58
The English explorer William Dampier gave his name to Dampier Strait, which
separates Batanta island from Waigeo island. To the east, there is a strait that
separates Batanta from Salawati. In 1759 Captain William Wilson sailing in the
East Indiaman Pitt navigated these waters and named one strait Pitt strait, after his
vessel; this was probably the channel between Batanta and Salawati.

The main occupation for people around this area is fishing since the area is
dominated by the sea. They live in a small colony of tribes that spreads around the
area. Although traditional culture still strongly exists, they are very welcoming to
visitors. Raja Ampat people are more like Ambonese than Papuan people and now
some of them are Muslim and some of them are Christian.

59
APPENDIX 6
BALI

Bali is an island and province of Indonesia. The province includes the island of
Bali and a few smaller neighbouring islands, notably Nusa Penida, Nusa
Lembongan, and Nusa Ceningan. It is located at the westernmost end of the
Lesser Sunda Islands, between Java to the west and Lombok to the east. Its capital
of Denpasar is located at the southern part of the island.

With a population of 3,890,757 in the 2010 census,[4] and 4,225,000 as of January

2014,[5] the island is home to most of Indonesia's Hindu minority. According to
the 2010 Census, 83.5% of Bali's population adhered to Balinese Hinduism,[3]
followed by 13.4% Muslim, Christianity at 2.5%, and Buddhism 0.5%.[6]

Bali is a popular tourist destination, which has seen a significant rise in tourists
since the 1980s. It is renowned for its highly developed arts, including traditional
and modern dance, sculpture, painting, leather, metalworking, and music. The
Indonesian International Film Festival is held every year in Bali.

In 1946, the Dutch constituted Bali as one of the 13 administrative districts of the
newly proclaimed State of East Indonesia, a rival state to the Republic of
Indonesia, which was proclaimed and headed by Sukarno and Hatta. Bali was
included in the "Republic of the United States of Indonesia" when the Netherlands
recognised Indonesian independence on 29 December 1949.
Bali is part of the Coral Triangle, the area with the highest biodiversity of marine
species. In this area alone over 500 reef building coral species can be found. For
comparison, this is about 7 times as many as in the entire Caribbean. [7] Most
recently, Bali was the host of the 2011 ASEAN Summit, 2013 APEC and Miss
World 2013.

60
APPENDIX 7

61
62
63
 Daftar Nama Siswa dan Siswi MTs Al-Falah

No. Nama No. Nama

1 Achmad Wildan 21 Muhammad Syamsir
2 Aghnia Dzilfadillah 22 Nabilah Salsabillah
3 Alfin Amirul 23 Nurul Syafa’ah
4 Anisa Aziza 24 Putri Kamelia
5 Arini Rifka Rahma 25 Putri Nabila
6 Aulia Sa’adah 26 Rizky Azriel
7 Dina Fitriyanti 27 Sabrina Maharani
8 Fauzia Ilman 28 Safana Rida
9 Fitria Salma 29 Siti Lubnah
10 Haniyah Qothrunnada 30 Syafitri Alidia
12 Ibnu Sina 31 Ummu Nabiela
13 Khairul Fhadli 32 Zidan Imam
14 Muhammad Dzakiy 33 Zulham Fahlevi
15 Muhammad Fariz Maulana
16 Muhammad Rafli
17 Muhammad Rizky
18 Muhammad Rizqulloh
19 Muhammad Ryan
20 Muhammad Syahroni
Siswa kelas 8 A

61
Siswa kelas 8 B
No. Nama No. Nama
1 Aditya Wijaya 21 Muhammad Iqbal
2 Ahmad Fikri 22 Muhammad Najib
3 Ahmad Hanan 23 Muthia Rahmi
4 Amelia Agustini 24 Naurah Nahzifah
5 Amelia Rizky 25 Nurin Najmi
6 Ayu Mardiana 26 Radhina Zahra
7 Bahdalah Nur 27 Rafli Endana
8 Dafa Dzakwan Halim 28 Rama Nuzli
9 Diana Kamilah 29 Rifa Rifdah
10 Diana Maula 30 Rizkiyah Fajariyah
12 Hana Sajida 31 Robiyatul Adawiyah
13 Ifa Tirta Maharani 32 Salma Kamila
14 Ines Nilufar 33 Syames Fuady
15 Keysa Izzati
16 Muhammad Akram
17 Muhammad Arie
18 Muhammad Abduh Raihan
19 Muhammad Danu
20 Muhammad Hilal

62