Academic Speaking

ASSALAMUALAIKUM
HELLO EVERYONE
GROUP 5
DEWI WARDATUL JANNAH (1720205040)
FATHIAH PRIMA RAMADHANTI (1720205046)
HANIF ALFARIDZI (1720205048)
LATIFAH AULLIYAH DWI DIZESA (17202050)
M. HERU ABDURRAHMAN DJALILI (17202058)
M. SULTAN (17202050 )
ACADEMIC SPEAKING
IMPROVING STUDENTS’
SPEAKING SKILL
USING GROUP DISCUSSION IN
GRADE XI OF SMA
MUHAMMADIYAH 5 JATEN
3
ABSTRACT
ABSTRACT
This article is written based on the research done by the writer as
an English teacher at Wijaya Kusuma Senior High School Surakarta. There
are two aims on thisresearch. They are : (1) to test the hypothesis that
group discussion can improve the students’ speaking skill of the first
students of Wijaya Kusuma Senior High School, and (2) to describe how
group discussion improves students’ speaking skill. Thewriter used
classroom action research as the method in conducting this research. And
the technique used is group discussion. Action research occurs through a
dynamic and complementary process, which consists of four essential
moments; of planning, action, observation, and reflection. The data are
obtained from the observation and research. There are two cycles on the
research done by the writer. Each cycle consisted of three meetings.
Every meeting covered greeting, main activity and closing. The research
shows improvements of their scoring and performance. On pre-test, the
mean of their score was 3.7, but in the post-test 1, their mean improved
to be5,6667. And its improvement was continued on the post-test 2,
where their mean become 7,6667. The result shows that there are some
improvements on the students’ speaking skill quantitatively and
qualitatively.
Procudure
IMPROVING STUDENTS’ SPEAKING SKILL
USING GROUP DISCUSSION IN GRADE XI OF SMA
MUHAMMADIYAH 5 JATEN
A. Introduction
Speaking is one of the skills that should be mastered by the students
in learning English. Bygate (1997) believes that speaking is in many
ways an undervalued skill. Perhaps thisis because we can almost all
speak, and so take the skill too much for granted.
Kidsvatter (1996:242) states that a small-group discussion dividing the

large classroom into small groups of students to achieve specific
objectives permits students to assume more responsibility for their own
learning, develop social and leadership skills and become involved in an
alternative instructional approach.
The positive effect of group discussion is explained by
Ornstein. He states that dividing students into small group
seems to provide an opportunity for students to become
more actively engaged in learning and for teacher to
monitor students’ progress better. It can also enhance
students’ cooperation and social skills .
Penny Ur (1998) states that a discussion that works is
primarily one in which as many students as possible say as
much as possible. A further characteristic of a successful
discussion is the apparent motivation of the participants:
their attention to the speaker.
B. Research Method
The research was carried out to the 1st grade
students of Wijaya Kusuma Senior High School,
class 1A. It consists of 35 students. They are 2 boys
and 33 girls. The research chooses the 1st grade
students because the age level of these students is
supposed to be able to speak out the language as
means of communication
. There are two kinds of data which the
researcher collected. The first one was quantitative
data, and the second one was the qualitative data.
There are two kinds of data which the researcher
collected.
1. The first one was quantitative data,
Quantitative data refers to students’
speaking scores that she took both in pre-test and
in post-test
2. the second one was the qualitative data.
Qualitative data deals with any occurrences
and changes happen during classroom activities.
Students’ behaviour, classroom situation, the
process of classroom activity are the examples of
qualitative data.
The researcher
collected
THE RESEARCHER
COLLECTED
The researcher collected qualitative data by using
observation, field notes, recording and interview.
Observation is closely watching and noting classroom
events, happening or Interaction, either as a participant in
the classroom (participant observation) or as an
observer of another teacher classroom (non-participant
observation). Observation can be combined with field
notes, recording and logs or jurnals.
The data of this research taken from the result of pre-test and post test.
Technique of collecting data, the researcher used instrument namely:
observation,
interview and documentation. The steps in analyzing the data as follows:
1. Observing the process of teaching learning before used the discussion
method in teaching speaking in grade XI of SMA Muhammadiyah 5
Jaten
2. Discussing the process of the discussion method in teaching learning
process in grade XI of SMA Muhammadiyah 5 Jaten
3. Collecting the data from the observation of teching learning process
and interview the teacher and the student
4. Classify the data from observation and interview at SMA
Muhammadiyah 5 Jaten
5. Discussing the finding of the research
6. Drawing conclusion and giving suggestion from the research
D. Research Findings and Discussion
Based on the problem found out, the
researcher decided to use group discussion
method to improve the students’ speaking skill.
There are two cycles done in this research. Each
cycle consists of three meetings. In each cycle
there must be planning, acting, observing
andreflecting. Before the writer applied the group
discussion method to teach, she conducted pre-
test to figure out the students’ ability in speaking.
In the first treatment, when the researcher
told them that they had to stay in group to have a
discussion, they were really happy. In group, they
could help each other, and could practice about
what they were going to speak.
In the second treatment, they were much
better. If in the first treatment they still copied the
vocabulary in their article, in second treatment
they could produce their own words related to
the topic. It is proven that in group, the students
can get more opportunities to speak.
THE IMPLEMENTATION OF THE DISCUSSION METHOD WAS
CONDUCTED IN THREE CYCLEAND EIGHT MEETINGS. THE
RESEARCHER USED DISCUSSION AS HER METHOD IN
TEACHING SPEAKING. THE RESEARCHER SHOWED THE
INCREASING STUDENTS’ SPEAKING ABILITY IN THE
DIAGRAM BELLOW:
FINAL SCORE
Final score = 6 x each score = 10
3
Which:
6 : count of the aspects
Each score score for each aspect
CONCLUSION
CONCLUSION
Teaching speaking by using discussion method can

improve students’ speaking ability by drilling them in
argument, question and answer. It can be seen from
their increasing average from pre-test till final test. By
teaching speakingusing discussion the students were
more active, and it increased student enthusiasm, and
made them think critically.

Academic Speaking

Uploaded by

Copyright:

Available Formats

Academic Speaking

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Academic Speaking

Uploaded by

Copyright:

Available Formats

How was the research conducted?

What methods were used to collect data?

ASSALAMUALAIKUM

Kidsvatter (1996:242) states that a small-group discussion dividing the

Teaching speaking by using discussion method can

You might also like