scholarly journals USING COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH THROUGH SMALL GROUP DISCUSSION AS A DEVICE TO STIMULATE THE STUDENTS TO SPEAK IN ENGLISH

2012 ◽  
Vol 1 (2) ◽  
pp. 223
Author(s):  
Muhammad Astrianto Setiadi
Keyword(s):  
Small Group ◽  
Language Teaching ◽  
Group Discussion ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Small Group Discussion ◽  
Test Design ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean

This study was conducted to find out whether or not the using of Communicative Language Teaching (CLT) Approach through Small Group Discussion effective to stimulate the students to speak in English than the conventional way, and also to improve the teacher awareness to use an effective approach in teaching English, especially in teaching speaking skill. This study employed a Pre-Experimental research method with One Group Pre-test and Post-test Design. The data obtained from the test was analyzed quantitatively and then it’s result was compared with the questionnaire to know whether the students interested in learning speaking by using Communicative Language Teaching (CLT) Approach or not. The mean score obtained from Pre-test was 2, 84 and post-test were 6, 01. The data showed that the student’s speaking skills in post-test were higher than the pre-test. The data obtained from questionnaire showed the mean score 78, 67. It means that the students were highly interested in the application of speaking materials through Communicative Language Teaching Approach through small group discussion.Keyword: Communicative Language Teaching Approach, Small Group discussion, speaking.

scholarly journals Enhancing Students’ Speaking Ability Through Small Group Discussion Technique to the Firts Year Students of SMA Negeri 1 Ratahan

2019 ◽  
Vol Volume 2 Nomor 3 ◽  
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean

This research in intended to find out the effectiveness of small group discussion technique in improving the students’s speaking ability. It was conducted at SMA Negeri 1 Ratahan in which one class of the first-year students of the school was the sample. The data of the research were obtained by using test in the form of pre-test and post-test. The result showed that the scores of the post-test were higher than that of the pre-test. The mean of the post-test is 8.2 and the mean of the pre-test is 6.7. Teaching speaking skill by using small group discussion technique can improve the students’ ability in speaking. Small group discussion technique can give the students opportunity to practice their language. In small group discussion, they can express their ideas and thought freely. It will be better for English teacher to vary the techniques of teaching to avoid boredom that might appear to the students.

scholarly journals IMPROVING SPEAKING SKILLS THROUGH SMALL GROUP DISCUSSION AT ELEVENTH GRADE STUDENTS OF SMA PLUS MUNIRUL ARIFIN NW PRAYA

2020 ◽  
Vol 7 (1) ◽  
pp. 68
Author(s):  
Lalu Bohari
Keyword(s):  
Small Group ◽  
Alternative Hypothesis ◽  
Group Discussion ◽  
T Test ◽  
Small Group Discussion ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Academic Year ◽  
Speaking Skills

This study was aimed at finding the effect of small group discussion in improving speaking skills at the seventh year students of SMA Plus NW. This research was conducted as quasi-experiment using a quantitative approach with One-Group Pretest-Posttest design. The population of the research was the eleventh-grade students of SMA Plus Munirul Arifin NW Praya in academic year 2018/2019. Each class consists of 28 students. The total population was 95 students. In this study, the researcher took one class as a sample. The class was eleventh Grade of MIPA 1 consisting of 28 students as the experiment. The researcher gave treatment to the experimental group and it used Small Group Discussion as the treatment of teaching speaking. The purpose of using the Small Group Discussion was to give new inspiration that can be applied in teaching speaking. Referring to the result pre-test and post-test showed that the sig (2 tailed) > 0.05, it means that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. So the use of Small Group Discussion in teaching speaking is effective. The value of t-test was higher than the t-value of t-table (t-test 8.5148 > t-table 2.006). It showed that teaching speaking using small group discussion has a positive effect to improve students' speaking skill. Besides that, the result of the mean of post-test was higher than the mean of pre-test (M2 = 18.43 > M1 = 14.25). It means that teaching speaking by using small group discussion was more effective than teaching speaking without using small group discussion. In addition, small group discussion can improve students' speaking skill in the eleventh-grade students of SMA Plus Munirul Arifin NW Praya.

scholarly journals Enhancing Students’ Speaking Ability Through Small Group Discussion Technique to the Firts Year Students of SMA Negeri 1 Ratahan

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
T Mogea
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean

This research in intended to find out the effectiveness of small group discussion technique in improving the students’s speaking ability. It was conducted at SMA Negeri 1 Ratahan in which one class of the first-year students of the school was the sample. The data of the research were obtained by using test in the form of pre-test and post-test. The result showed that the scores of the post-test were higher than that of the pre-test. The mean of the post-test is 8.2 and the mean of the pre-test is 6.7. Teaching speaking skill by using small group discussion technique can improve the students’ ability in speaking. Small group discussion technique can give the students opportunity to practice their language. In small group discussion, they can express their ideas and thought freely. It will be better for English teacher to vary the techniques of teaching to avoid boredom that might appear to the students. Keywords: Speaking abiliy; Technique;  Small group discussion

scholarly journals The EFFECTIVENESS OF SMALL GROUP DISCUSSION IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT X GRADE IN SMAN 1 WOLOWAE

2021 ◽  
Vol 4 (1) ◽  
pp. 11-18
Author(s):  
Theofilus Usu ◽  
Adi Adi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
Narrative Text ◽  
Small Group Discussion ◽  
Teaching Reading ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean

The present study aims at exams the effectiveness of small group discusssion in teaching reading comprehension of narrative text of the tenth -grade students of SMA NEGERI 1 WOLOWAE. Teaching reading comprehension is recommended in Senior High School because reading comprehension is very important. In competence based on curriculum, students are understanding to comprehending the conten of the text. The research is carried out through quantitative research with an experimental method because the researcher gives treatment in teaching writing. In conducting the research, the researcher uses one group pre-test-post-test design. The researcher gave pre-test before treatment and post-test after treatment to get the data. In this research, the researcher took twenty students as a sample. The result of the study shows that the score of pre-test was 61 while the mean score of post-test was 81.5 and the mean score of differentiate was 20.5. On the other side, it was found that the result of t-score is bigger than t-table (9,71 > 2,11) at the significant level of 0,05. Therefore, based on the hypothesis testing, we can conclude that the Alternative Hypothesis (Ha) is accepted while the Null Hypothesis (Ho) is rejected. Based on the result, it can be concluded that the using small group discussion as a method is effective to increase students reading comprehension of the students’ of Senior High School, especially for the tenth grade of SMA NEGERI 1 WOLOWAE. Based on this findings, it is suggested, that the teacher should try to apply an interesting method.

scholarly journals The Effect Of Using Small Group Discussion On The Second Grade Students’ Speaking Skill

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Hendra Suryadi
Keyword(s):  
Language Learning ◽  
Small Group ◽  
Junior High School ◽  
Group Discussion ◽  
T Test ◽  
Small Group Discussion ◽  
Homogeneity Test ◽  
English Teacher ◽  
Post Test ◽  
Speaking Skill

Speaking is one of the main purposes of language learning in that it is an ability to transfer some ideas to other people clearly and correctly. In other words, he or she can communicate his or her ideas well to other people. As speaking dominates all activities in the English subject, the language components, namely pronunciation, fluency and vocabulary should also be learnt to support the language skills.  Based on the English teacher interview result that small group discussion have never been used by the teachers, speaking skill on the eighth grade students of junior high school of SMP Darul Muhajirin, so it was necessary to conduct a research in this school. The research design was quasi experimental. It began from conducting homogeneity test, deciding the experimental class and the control class, giving activities to the control class using the common technique and material usually applied by the English teacher and treatments to the experimental class that was using small group discussion in teaching speaking, then giving the same post-test to both classes, and the last analyzing the results of the post-test by using t-test. The result of this research The analysis of the post test results showed that there was a significant effect of using small group discussion that of speaking skill the experimental class got higher mean score than the control class (65, 1>57, 5) of the students’ speaking skill. Then, the result of data analysis using SPSS showed that the t-test value (2-tailed) 0.000, was less than 0.05.is expected to provide useful information for the English teacher to use interesting materials, that is, small group discussion in the English teaching learning process, especially in teaching speaking, since the small group discussion have never been used at SMPN Darul Muhajirin.

scholarly journals THE EFFECT OF USING SMALL GROUP DISCUSSION TECHNIQUE ON STUDENTS' SPEAKING SKILL AT XI GRADE OF MAS KEPENUHAN

2019 ◽  
Vol 5 (2) ◽  
pp. 108-116
Author(s):  
Nur Elmi Hidayati ◽  
Batdal Niati
Keyword(s):  
Small Group ◽  
Experimental Research ◽  
Research Method ◽  
Group Discussion ◽  
T Test ◽  
Narrative Text ◽  
Small Group Discussion ◽  
Post Test ◽  
Speaking Skill

The purpose of this research was to find out the effect of Small Group Discussion technique on students’ speaking skill in narrative text. This research was conducted in March 2019. The sample was the eleventh grade students of Madrasah Aliyah Swasta (MAS) Kepenuhan. The research method was Experimental research, the number of the sample joined in this research was 40 students. The researcher divided them into two classes,the research post-test only design to find out the effect of Small Group Discussion technique toward on students’ speaking skill. According to the test given, the researcher found that the students’ post test in the independent sample T-test was 0.000 smaller than 0.005 with probabilitas 2 tailed, So, 0.000/2 = 0,000 smaller than α = 0.005, or 0,000 < 0.05. So.Ho rejected. The df 38. It could be concluded that Ha accepted and Ho rejected. It means small group discussion had significant effect on students speaking skill in the narrative text at Eleventh grade students of Mas Kepenuhan.

scholarly journals The Use of Small Group Discussion and Snowballing Techniques: An Effort to enhance EFL Students’ Self –Efficacy and Speaking Skill

AL-TA LIM ◽  
2018 ◽  
Vol 25 (1) ◽  
pp. 77-86
Author(s):  
Ade Silvana ◽  
Martin Kustati ◽  
Darmayanti Darmayanti
Keyword(s):  
Small Group ◽  
Self Efficacy ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Post Test ◽  
Efl Students ◽  
Speaking Skill ◽  
Academic Year ◽  
Research Type ◽  
Better Than

This paper is aimed at discussing on Small Group Discussion and Snowballing techniques enhance students’ self-efficacy and speaking skill on hortatory exposition text at class XI State Islamic Senior High School 1 Padang in academic year 2016/2017. The experimental research type and factorial design were used to conduct the research. Two groups of experimental classes, who were cluster randomly selected, were taught by different techniques. First group was taught by Snowballing and second one was taught by Small Group Discussion. Both groups were given post-test after they got different treatments to find out whether both two groups shown differences and the effectiveness of the different treatments. Speaking test and questionnaires were used to collect the data. The t- test and two ways ANOVA were used to analyze the data. The results of the research have shown that students who were taught by snowballing were better than those who were taught by small group discussion in speaking skill on hortatory text. The students’ self-efficacy in speaking skill that was taught by snowballing was higher than that was taught by small group discussion. The students with high self-efficacy got higher speaking score than students with low self-efficacy. It is concluded that Snowballing technique gives more significant effect on students self-efficacy in speaking skill than Small Group discussion one. It is recommended that English teachers have to use Snowballing technique to increase students’ self-efficacy and skill in speaking.

scholarly journals The Effect of CLT Method On Students’ Speaking Skillat The Second Grade of MTSN 1 Kolaka

2017 ◽  
Vol 2 (2) ◽  
pp. 224
Author(s):  
Zakaria Zakaria ◽  
Rani Royani
Keyword(s):  
Data Collection ◽  
Research Question ◽  
Second Grade ◽  
Test Design ◽  
Speaking Test ◽  
Post Test ◽  
Speaking Skill ◽  
Class Viii ◽  
The Mean ◽  
Test Treatment

<p>This research presented about the effect of CLT Method on Students’ Speaking Skill at the Second Grade of MTsN 1 Kolaka. The research question was “is there significant effect of CLT Method on Students’ Speaking Skill at the Second Grade of MTsN 1 Kolaka?” The objective was to find out the effect of CLT method, the data and information about students’ speaking skill at the second grade of MTsN 1 Kolaka. The design of this research was quasy expriment in two classes with pre-test and post-test design. The sample were class VIII MTsN 1 Kolaka of 208 students and took 54 students as the sample. The instruments were speaking test comprehension. Data collection techniques in this research were giving pre-test, treatment, and post-test. The result it was found that in expriment class the mean score of pre-test (52,2) was smaller than the mean score of post-test (62,6) it means that the increased of the students’ speaking SKILL was 37% (0,51) and the value of was bigger than at the significant level 0,05 and degree of freedom –26, it means that   was rejected and  was accepted. It can concluded that there was an effect of CLT  method on students’ speaking skill at the second grade of MTsN 1 Kolaka.</p>

scholarly journals IMPROVING STUDENTS’ READING “DESCRIPTIVE TEXT” USING SMALL GROUP DISCUSSION, A CASE STUDY OF X MIPA-7 CLASS OF 11 SENIOR HIGH SCHOOL SEMARANG IN ACADEMIC YEAR 2018/2019

2019 ◽  
Vol 12 (2) ◽  
pp. 102
Author(s):  
Yongki Arya Permana ◽  
Erna Setyawati ◽  
Maria Yosephine
Keyword(s):  
High School ◽  
Small Group ◽  
Test Data ◽  
Group Discussion ◽  
Senior High School ◽  
Small Group Discussion ◽  
Post Test ◽  
Academic Year

Tujuan dari penelitian ini adalah untuk mendeskripsikan: (1) bagaimana penggunaan Small Group Discussion dapat meningkatkan kemampuan ketrampilan membaca siswa dalam materi descriptive text. (2) Kelebihan menggunakan Small Group Discussion dalam pembelajaran penguasaan ketrampilan membaca. Dalam penelitian tindakan kelas ini dilaksanakan dalam dua siklus pada siswa kelas X MIPA-7 SMA Negeri 11 Semarang. Setiap siklus terdiri dari empat tahapan: perencanaan, pelaksanaan, pengamatan, refleksi. Terdapat dua jenis data: data kualitatif dan data kuantitatif. Data kualitatif diperoleh dengan menggunakan lembar pengamatan, wawancara, dan catatan lapangan. Kemudian, data kuantitatif diperoleh menggunakan tes (pre-test dan post-test). Data kualitatif dianalisis menggunakan 5 tahapan yang disarankan oleh Burns (1999: 157-159) yakni sebagai berikut: menghimpun data, mencatat data, membandingkan data, membangun teori, dan melaporkan hasil penelitian. Data kuantitatif dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa penggunaan Small Group Discussion dapat meningkatkan kemampuan siswa dalam ketrampilan membaca. Selain itu, Small Group Discussion dapat digunakan untuk mendukung guru dalam pengelolaan kelas. Peneliti juga menemukan kelebihan Small Group Discussion dalam pembelajaran ketrampilan membaca. Small Group Discussion tidak hanya membuat suasana kelas menjadi nyaman dan menarik, akan tetapi juga meningkatkan partisipasi siswa dalam berbagi ide dan bertukar informasi dalam pembelajaran ketrampilan membaca descriptive text.

scholarly journals The Effect of PQRST and SGD Methods on Students’ Reading Comprehension at Dehasen University

2018 ◽  
Vol 1 (2) ◽  
pp. 86-98
Author(s):  
Mariska Febrianti
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
General Information ◽  
Reading Test ◽  
Small Group Discussion ◽  
Significant Difference ◽  
Post Test ◽  
Reading To Learn ◽  
Very High

This research aims to compare the effectiveness of two methods, PQRST (Preview, Question, Read, State and Test) and SGD (Small Group Discussion). It was carried out at the second semester students of Penjaskesrek Department, Dehasen University. The design was a quasi-experiment. The sample consisted of two classes; one was taught by the PQRST method and another by the SGD method. The instrument was a reading test, which was tried-out; the reliability was 0.917 (very high). The result was as follows: at the pretest, there was no significant difference between both group on all aspects and at the post test, there were no significant difference between both groups on general comprehension, reading to learn from the text, and reading to integrate information. However, SGD was found to be more effective on finding general information while PQRST was found to be more effective on reading to skim and finding simple information.

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