ASSALAMUALAIKUM

HELLO EVERYONE
GROUP 1
DEWI WARDATUL JANNAH (1720205040)
FATHIAH PRIMA RAMADHANTI (1720205046)
LATIFAH AULLIYAH DWI DIZESA (17202050)
M. HERU ABDURRAHMAN DJALILI (17202058)

SEMANTICS
CHAPTER 2
MEANING, THOUGHT AND
REALITY

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
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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.