scholarly journals THE USE OF SMALL GROUP DISCUSSION STRATEGY IN TEACHING ENGLISH SPEAKING

Pujangga ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 134
Author(s):  
Fanny Selvia Rosadi ◽  
Cicih Nuraeni ◽  
Agus Priadi
Keyword(s):  
Small Group ◽  
Learning Process ◽  
Work Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Library Research ◽  
Speaking Skill ◽  
English Speaking ◽  
Teaching Learning ◽  
Speaking Skills

<p>The objective of this research is to answer the question on how small group discussion strategy could improve the<br />students speaking skill. The research was conducted at the seventh grade students of SMPN 3 Ciawi in academic year<br />2019/2020. This paper used descriptive qualitative method. The data were collected through observation during<br />teaching learning process. To add important data and resource, the researchers also did library research and internet<br />research. The theory that support this research is based on the theory of Giri in (Rahmat 2017). This research consists<br />of plans, how to develop and improve students speaking skills ability using small group discussion strategy. It also<br />contains the preparation, teaching-learning process and the evaluation. The result of this research indicated that:<br />(1)small group discussion strategy could build confidence of students’ in speaking; (2) engage students in work group<br />discussion communicatively; (3) the students have the opportunities to improve their speaking skills. <br />Keywords: small group discussion, teaching, speaking</p><p>Penelitian ini bertujuan adalah untuk menjawab pertanyaan bagaimana strategi diskusi kelompok kecil dapat<br />meningkatkan keterampilan berbicara siswa. Penelitian dilakukan pada siswa kelas VII SMPN 3 Ciawi tahun ajaran<br />2019/2020. Makalah ini menggunakan metode deskriptif kualitatif. Pengumpulan data dilakukan melalui observasi<br />selama proses belajar mengajar. Untuk menambah data dan sumber penting, peneliti juga melakukan studi pustaka<br />dan penelusuran internet. Teori yang mendukung penelitian ini didasarkan pada teori Giri dalam (Rahmat 2017).<br />Penelitian ini terdiri atas perencanaan, bagaimana mengembangkan dan meningkatkan kemampuan berbicara siswa<br />dengan menggunakan strategi diskusi kelompok kecil. Selain itu juga berisi persiapan, proses belajar-mengajar dan<br />evaluasi. Hasil penelitian ini menunjukkan bahwa (1) strategi diskusi kelompok kecil dapat membangun kepercayaan<br />diri siswa dalam berbicara; (2) melibatkan siswa dalam diskusi kelompok kerja secara komunikatif; (3) siswa<br />memiliki kesempatan untuk meningkatkan keterampilan berbicara mereka.</p><p>Kata kunci: strategi diskusi kelompok kecil, mengajar, berbicara</p>

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

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 PENINGKATAN KEMAMPUAN TEKNIK MENGAJAR BAHASA INDONESIA PADA MAHASISWA IKIP PGRI JEMBER MELALUI METODE DISKUSI KELOMPOK KECIL DAN MEDIA GAMBAR

2019 ◽  
Vol 7 (1) ◽  
pp. 63
Author(s):  
Nurhafit Kurniawan
Keyword(s):  
Data Analysis ◽  
Small Group ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Study Program ◽  
Qualitative And Quantitative ◽  
Research Findings ◽  
Bahasa Indonesia

Most of the students of the PG PAUD PGRI JEMBER Study Program, still do not have the ability to make greeting sentences, congratulations, thanks, and apologies. This study aims to explain the process of increasing the ability to use Indonesian in making sentences greeting and increasing the ability to use Indonesian in making sentences. This study was designed as an action research with two cycles. Data analysis used descriptive analysis with both qualitative and quantitative approaches (percentages). The research findings show that the learning process by using small group discussion methods and image media has run quite effectively. Likewise, the ability of students to make sentences also increases, both individually and classically. The conclusion of the research shows that the method of small group discussion and image media can be applied by students to be able to improve students' abilities in making greeting sentences, congratulations, thanks, and apologies

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 Using Communicative Games in Improving Students’ Speaking Skills

2016 ◽  
Vol 10 (1) ◽  
pp. 63 ◽  
Author(s):  
Ratna Sari Dewi ◽  
Ummi Kultsum ◽  
Ari Armadi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Collaborative Action Research ◽  
Teachers And Students ◽  
Post Test ◽  
Speaking Skill ◽  
Teaching Learning ◽  
Speaking Skills

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score’s pretest reached of 60.42 to 69.02 and post test’s score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students’ enthusiasm and motivation. Clearly, It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.

scholarly journals Hybrid problem based learning: An innovative teaching learning method – Reflective experience

2021 ◽  
Vol 8 (2) ◽  
pp. 68-73
Author(s):  
Balaji Arumugam ◽  
K R S Sivapriya
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Community Medicine ◽  
Small Group Discussion ◽  
Learning Method ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Traditional Lectures ◽  
Teaching Learning

The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

Teaching & Learning Tips 7: small-group discussion

2018 ◽  
Vol 57 (5) ◽  
pp. 583-586 ◽  
Author(s):  
Elizabeth R. Lemoine ◽  
Jasmine Rana ◽  
Susan Burgin
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Teaching Learning

scholarly journals Improving English University Students’ Speaking Skill Through Effortless English Movie Technique

2020 ◽  
Vol 9 (2) ◽  
pp. 43-47
Author(s):  
Dian Purnama Sari ◽  
Salmi Tri Apriani
Keyword(s):  
Learning Process ◽  
Native Speaker ◽  
Real Situation ◽  
The Real ◽  
Library Research ◽  
Learning Technique ◽  
Speaking Skill ◽  
English Speaking ◽  
University Level ◽  
Implementation Technique

The aim of this article was to explain how to implement Effortless English Movie Technique in order to improve students’ English speaking skill. Effortless English Movie is a six-day implementation technique that has different instructions for each day. It was a library research since the data are taken by gathering information from books and journals. However, the researchers also did pre-liminary observation to see the students’ perception toward the learning technique at university level to get a better comprehension about the real situation in learning process. The researchers, then, adapted the theory of the Effortless English Movie by A.J. Hoge with the real situation, so it can be used by the teachers well into their classrooms. This technique leads learners to focus on listening to be familiar with English conversation or dialogue, and continue to the speaking section to practice their pronunciation with the movie that has been chosen by the teacher. By using repetition strategy to practice the speaking skill, this technique focuses on speaking like a native speaker with an amusing way. Therefore, Effortless English Movie Technique is an optional easy and enjoyable technique that helps students a lot in learning to communicate fluently and accurately. The researchers hope that this article is useful for the readers, students, teachers, and next researchers in giving information about improving speaking skill. The researchers also expect that this technique can be one of the most favorite techniques that teachers use in classroom for English lesson, especially speaking skill.

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