CHAPTER I

INTRODUCTION

This chapter presents the general introduction of the study. It includes the

background of the study, the reason for choosing the topic, the assumption, the scope

and limitation of the study, the problem statement, the research purposes, the research

methodology, the significance of the study, and the definition of terminology.

1.1 The Background of the Study

Speaking is considered a major skill to be mastered by students in terms

of communication need. This is because the ability to speak a language is

synonymous with knowing that language since speech is the most basic means of

human communication. However, learning speaking is not an easy task for

students. Students mostly find it difficult to communicate in speaking English.

Speaking ability has been considered difficult for them. The students are not ready

for real communication and cannot cope with all of the simultaneous demands in

learning activity (Lazarton in Celce-Murcia, 2001: 103). A few of them might

want to express their ideas spontaneously in English but they do not know how to,

so they use their body language and speak with lot of pauses.

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Nowadays most English teachers provide students with plenty of

opportunities to practice speaking in class in order to improve their oral

proficiency. The development of speaking skills is prioritized because students

should be able to interact with others through the medium of English.

Unfortunately, many students are reluctant to practice their speaking skills in class.

Although classroom language is not the real language situation, where people

communicate for genuine, real-life reasons, having group discussion can at least

promote some initiatives to speak in the language (Bussinger, 2003).

Students rarely use English both formally and informally, they also do

not have confidence in using English, and they are also afraid of making mistakes

or being laughed at by others. To help students to overcome such problems, the

teacher or lecturer should motivate and give students the opportunity to speak. To

keep up with the new developments in language teaching, EFL teachers should use

communicative language teaching which emphasizes students’ participation in the

classroom. Group discussion is an option which is said to facilitate and motivate

learners in learning English.

However, many Indonesian schools are practicing traditional methods of

teaching, which include lecturing where the students still listen and write what the

teacher says. The students keep silent during the class and little communication

occurs in this kind of classroom environment. Moreover, it is difficult for a teacher to

get everybody having a chance to practice speaking English. Therefore, the teacher

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should be able to recognize the students’ problem and to create conducive

atmosphere in the classroom that will raise the students’ ability to speak English.

Consequently, English teachers are expected to apply the appropriate technique

which will surely work to fulfill learners’ need of English communication. This

notion is in line with the communicative approach which defines language as

communication and the goal of language teaching is to develop communicative

competence (Hymes in Richard & Rogers, 2002: 159). In supporting ideas of

communicative language teaching as described above, speaking instructors are

expected to provide themselves with wider variety of methodological options to

choose techniques and materials according to the needs of the learners. Related to

this purpose, discussion technique is potential to be implemented, which is expected

to enable students to promote their speaking ability. In line with this, Killen (1996:

28) discloses his logical argumentations in supporting the notion that discussion

technique is an appropriate technique in the area of teaching speaking. Those are:

(1) discussion is an active learning process, which is more likely to maintain

students’ interest than a passive, teacher-directed learning experience; (2) it

secures active involvement in learning which motivates students, particularly when

they can see that others value their contributions and respect their points of view;

(3) it develops students’ ability to analyze the lesson content and express ideas

orally, thus enhancing their thinking and communication skills; (4) it can be an

effective way of allowing students to share their knowledge and experience and

an appropriate way to demonstrate to students the relevance of their background

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knowledge; (5) it can generate new ideas or produce original solutions to problems

by stimulating divergent or lateral thinking; (6) it is better than lecture as a way

of helping students develop problem-solving and critical–thinking skills; and (7)

it is a technique in which teachers show tolerance to students’ opinions and

attitudes, which can help to develop rapport between instructors and students.

Additionally, Kelly (2010) explains three basic logical reasons for why discussion

technique is very applicable in teaching speaking: (1) instructors maintain a greater

control over what is being taught because they are able to steer the discussion; (2)

discussion technique is comfortable for the teacher because it is a modified form

of lecture; and (3) students have a tendency to stay focused on the lesson because

they might prepare to share their ideas.

Killen’s and Kelly’s concepts above are in line with Brown’s notion.

Brown (2001:178) affirms essential advantages of group discussion in EFL

teaching: (1) students are able to generate interactive language; (2) students are

embraced by an effective climate; (3) students are to promote learner responsibility

and autonomy; and (4) students are able to understand toward individualizing

instruction. Moreover, Suryosubroto (2002:179) also highlights that discussion is a

strategy in teaching in which the teacher gives great opportunity to the students for

having scientific dialogue in gathering opinions, making conclusion, or giving an

alternative solution to a certain issue. He asserts that discussion technique provides

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opportunities for students’ thoughtfulness about information received in class so

that they are able to solve the problem discussed.

By regarding the strengths and logical reasons described above, it is

obvious that discussion technique encourages students to communicate in English.

Therefore, this leads the current research to conduct an experimental study to

justify whether or not group discussion technique has an effect toward students’

speaking ability.

1.2 The Reason for Choosing the Topic

The reasons why the writer chooses the topic are:

1. English teachers are expected to apply the appropriate technique which

will surely work to fulfill learners’ need of English communication.

2. Speaking is considered as a major skill to be mastered by students in

terms of communication need.

3. Most of students have lack of ability in speaking English, although they

have good ability in listening, reading, or writing.

1.3 The Assumption

The assumptions relating to the topic are:

1. Nowadays most of teaching and learning process is boring, since the

students still listen and write what the teacher says.

2. Students are more actively involved in group discussions.

1.4 The Scope and Limitation of the Study

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The main concern in this study is group discussion carried out and used to

the Senior High School students. The group discussion itself is used for the treatment

in the experimental group. In testing speaking, there would be four aspects to be

tested: pronunciation, vocabulary, fluency, and procedural generic structure

(grammar).

The population of this research is all of the second grade students of

SMAN 1 GARUT. The writer will choose two classes; one class for experiment class

that will be given a treatment and one class for class control which is not given a

treatment.

This study focused on the purpose and the effects of The Effectiveness of

Group Discussion Technique in Improving Students’ Speaking Ability in English of

the Second Grade in SMAN 1 GARUT. The respondents of the study are composed

of selected students randomly from the total population.

Any aspects or cases could be possibly investigated during this study, but

this study is designed to find out whether the group discussion technique effective or

not in improving student's speaking ability.

1.4.1 Population and Sample

The population of this study is the 2nd year students of Senior High

School 1 Garut enrolled in 2014/2015 academic year. The sample is the part of the

population. The sample of the study is two classes and each class consists of 40

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students. In selecting the sample, the study used probability sampling technique. This

technique determines the sample based on certain consideration.

1.5 The Problem Statement

The research conducted is to answer these following questions:

1. Is there a significant difference in speaking ability between students who

are taught by using discussion technique and those taught by using the

conventional technique?

2. How is the students’ speaking ability taught by using discussion technique?

1.6 The Research Purpose

Based on the problems mentioned, the researcher defines for aims of the

study as follows:

1. To find out whether there is a significant difference in speaking ability

between students who are taught by using discussion technique and those

taught by using the conventional technique.

2. To analyze the students’ speaking ability that was taught by using discussion

technique.

1.7 The Hypothesis

To analyze its accuracy, hypothesis should be examined through an

experimental or series observation. The hypotheses of the study are (Ho) or (Ha).

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Ho: There is no significant difference between the class which is treated with

implementing group discussion technique and the class which is not.

Ha: There is a significant difference between the class which is treated with

implementing group discussion technique and the class which is not.

1.8 The Research Methodology

The methodology of this research is a quasi-experimental with non

equivalent in teaching English using group discussion which does not include the use

of random assignment.

Based on the opinion above, the quasi-experimenters try to establish

temporal precedence by showing that the change in participants occurred after the

researchers give the treatment. Also like experimenters, quasi-experimenters assess

by comparing treatment and non treatment conditions.

The main instrument used in collecting data is pre-test and post-test. “In the

one-group pretest-posttest design, a single group is measured or observed not only

after beingexposed to a treatment of some sort, but also before.” ( Fraenkael, Wallen

and Hyun, 2012: 269). This instrument design is taken to measure the effect of the

treatment given by comparing the data test before and after treatment. Then the data

will be calculated to get the inference.

1.9 The Significance of the Research

This research is expected:

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1. To find out whether there is a significant difference in speaking ability

between students who are taught by using discussion technique and those

taught by using the conventional technique.

2. To examine the issues of students’ speaking in an ESL classroom.

3. To determine the potential implication of group work activities on the

students’ individual performance in speaking assessment.

4. To be used as reference for another researcher in analyzing several the

relevant topic.

1.10 The Definition of Terminology

To avoid misunderstanding the terminologies, which are used on this

research with other topic subjects, the writer feels that it is necessary to explain them.

The terminologies as follow:

1. Group discussion is a pedagogical strategy that promotes participation and

interaction. It also fosters a deeper and more active learning process (Martine,

1996).

2. Speaking is an interactive process of constructing meaning that involves

producing and receiving and processing information (Brown, 1994; Burns &

Joyce, 1997)