CHAPTER I

INTRODUCTION

A. Background of Study
English is a language that has an important role in human communication. English is
used as the language of international communication. Learning English in the digital native era
currently occupies a very important position in the world of education. Through learning
English, it is hoped that it will produce students who are able to communicate in English.
Mastery of English is needed in order to open horizons for students to absorb the development
of science and technology easily.
Learning English in Indonesia still faces various problems. This is evident from
several research results and reports which show that the students' mastery of English in
Indonesia is generally still low. Therefore, teachers must be able to improve the quality of the
teaching and learning process through the methods used in delivering English learning. As
teaching staff, teachers have a significant share of influencing the success of the teaching and
learning process in class, especially in the process of learning English. One of the things that
can be done to support success in teaching English is by using appropriate teaching methods
that are tailored to the needs of students.
Vocabulary is a very important aspect of learning English. Therefore, students must
be able to master vocabulary well, to be able to learn English easily. Learning English in
Indonesia still faces various problems. This is evident from several research results and reports
which show that the students' mastery of English in Indonesia is generally still low.
Vocabulary is basic language aspect that must be mastered before mastering English skills.
According to Hornby (2006:1645), vocabulary is all the words that a person knows or uses and
it is all the words in a particular language.
In this report, the teaching method used is the Discussion method. According to
Suryosubroto (1997), the discussion method is a way of presenting learning material where the
teacher provides opportunities for students (student groups) to hold scientific conversations to
gather opinions, make conclusions or compile various alternative solutions to a problem.
Suryosubroto (1997) also added that a discussion leader should be chosen, namely students
who better understand or master the issues to be discussed, are authoritative and liked by their
friends, speak well and fluently and can act decisively, fairly and democratically. The task of
the discussion leader itself is to organize and guide the course of the discussion, control the
traffic of the conversation and act as an intermediary and a leader for various opinions.
This discussion method is more effective than conventional teaching methods given by
teachers in terms of increasing understanding of concepts and developing problem-solving
skills (transfer of learning). On the other hand, conventional teaching methods provided by
teachers are more effective in supporting the acquisition of various information. This is
because the acquisition of information or dissemination of information in the discussion
method is slower.

B. Formulation of Problem
Based on the background of study above, penulis mengidentifikasikan beberapa masalah,
sebagai berikut :

C. The Purpose of Study

CHAPTER II
DISCUSSIONS

A. Method Procedure
The discussion method is a learning method that exposes students to a problem. The
main purpose of this method is to solve problems, answer questions and understand the
knowledge of students, and to make a decision. Therefore, the discussion about debate contest
arguments. Discussions are exchanging experiences to make certain decisions together.
a. Definition Of Discussion Method

b. Procedures of Dsicussion Method

1. According to Hasibuan & Sastrawijaya.
The procedure of discussion method according to Hasibuan & Sastrawijaya is as
follows:
 The teacher asks questions to be discussed and provides instructions on how to
solve them as needed.
 Students form discussion groups, choose people who are responsible for the
discussion (chairman, secretary, reporter) under the guidance of the teacher,
arrange chairs, rooms, facilities
 Students discuss in their own groups, and the teacher moves from one group to
another, maintaining order, and providing encouragement and assistance so that
group members can participate actively and make the discussion run smoothly.
Each student should know exactly what to discuss and how to proceed.
 Each group must report the results of the discussion. All students, especially
students from other groups, reported responding to the results of the discussion.
The teacher reviews or explains the report.
 Finally, students record the results of the discussion, and the teacher summarizes
the report on the results of each group's discussion.

2. According to Suryosubroto, 2002:179

According to Suryosubroto, 2002: 179, the discussion method is a way of
presenting lesson material in which the teacher provides opportunities for students
(groups of students) to hold scientific conversations to gather opinions, make
conclusions or compile various alternative solutions to a problem.
 The teacher suggests a problem to be discussed and provides direction as needed
on ways of solving it.
  Under the leadership of the teacher, the students form discussion groups and
arrange the seating of the room
 Students discuss in their respective groups and the teacher goes around from one
group to another to maintain order, and to encourage students to participate
actively.
 Each group reports the results of its discussion. All students responded to the
reported results. The teacher provides a review or explanation of these reports.
 Students record the results of the discussion and the teacher collects reports on the
results of the discussion from each group for class files.

3. According to Daryanto
According to Daryanto (2013: 12) the group discussion steps are as follows:
 Explain the problems to be discussed
 Provide motivation to students to think about solutions
 Creating a conducive atmosphere
 Provide fairly to students to express opinions, ideas or ideas
 Control the conversation towards the subject matter
 Pay attention to the predetermined time
 The presenter must be clear and precise

4. According to Djamarah
According to Djamarah (2006: 87), the discussion method is a way of
presenting lessons, where students are faced with an ordinary problem in the form of a
problematic statement or question to be discussed and solved together.
a. Preparation for discussion planning:
 The purpose of the discussion must be clear, so that the direction of the
discussion is more secure.
 Discussion participants must meet certain requirements, and the number is
adjusted according to the nature of the discussion itself.
  Determination of the formulation of the problem to be discussed must be clear.
 The time and place itself must be precise so that it doesn't drag on.
b. Conduct discussion
 Create a group structure (leader, secretary, members).
 Divide tasks into discussion.
 Encourage students to participate.
 Write down important ideas or suggestions.
 Appreciate every opinion submitted by the participants.
 Creating pleasant situations.

c. Follow up discussion
 Making conclusions / discussion reports.
 Re-read the results to make corrections as needed.
 Make an assessment of the implementation of the discussion to be used as
material for consideration and improvement in future discussions.

B. Strengths and Weakness of Discussion Method

1. Strengths od Discussion Method
According to Suryosubroto (1997), the advantages of the discussion method are:
 The discussion method involves all students directly in the learning process.
 Each student can test the level of knowledge and mastery of their respective
subject matter.
 The discussion method can foster and develop scientific thinking and attitudes.
 By submitting and defending their opinions in the discussion, it is hoped that
students will be able to gain confidence in their own abilities.
 The discussion method can support efforts to develop social attitudes and
democratic attitudes of students.

2. Weakness of Discussion Method

 Meanwhile, according to Suryosubroto (1997), the weaknesses of the
discussion method are :
 A discussion cannot be predicted how the results will depend on student
leadership and the participation of its members.
 A discussion requires certain skills that have not been learned before.
 The course of the discussion can be dominated (dominated) by several
outstanding students.
 Not all topics can be used as the subject of discussion, only problematic matters
can be discussed.
 In-depth discussion takes a lot of time. Students should not feel pressed for time.
The feeling of being timed creates superficiality in the discussion and so results
are useless.
 If the atmosphere of the discussion is warm and the students have the courage to
express their thoughts, it is usually difficult to limit the subject matter.
 In discussions, students often lack the courage to express their opinions.
 The number of students in the class that is too large will affect the opportunity
for each student to express his opinion.