classroom discussion in teaching english_by sri endang kusmaryanti

8/12/2019 Classroom Discussion in Teaching English_by Sri Endang Kusmaryanti

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should motivate the English teacher to apply a model of learning which focus on thelearner. It is expected to help them in improving listening ability and then they cancommunicate with others by using English well. As Browns (2001: 248) said that the

purpose of teaching listening at school is to catch a word in context in order tocommunicate well. As a prospective English teacher we are not only demanded to be

able to help our students especially in their learning process but also apply andchoose the appropriate model of teaching. Classroom discussion is one of student-centered learning models in which the teacher and student and others students cantalk with one another and share ideas or opinion in the classroom.

B. The Ability of Listening .There are four main skills of English that we need to complete communication.

When we learn our native language, we usually learn to listen first, then to speak, thento read and finally to write. According to Morley in Mawas (2008:185),"Listening isthe most common communicative activity in daily life: we can expect to listen twiceas much as we speak, four times more than we write".

Listening is different from hearing. There is distinction between listening andhearing. When listening, the hearer has willingness and competence to understandwhat is said. So, when we listen, we pay conscious attention to what is being said inorder to understand it. While hearing, the hearer just hearing what is said. So, whenwe hear, we don't need to pay conscious attention to what is being said because wedon't need to understand it (Helgesen, M. and S.Brown, 2007:24).

Heinich and others (1985:146) said that hearing is physiological process,whereas listening is psychological process. Physiologically, hearing is a process inwhich the sound waves entering the outer ear, and changed in the inner car into nerveimpulse that travels to the brain. The psychological process of listening begins withsomeone's awareness of an. attention to sounds or speech pattern, proceeds throughidentification and recognition of specific auditioning signals and ends incomprehension. According to Harmer (2002:201) listening skills are divided into sixskills. They are:

1. Identifying the topic.Listeners are able to pick up the topic of the spoken text very quickly. Theirschemata help them to grasp the idea of what the speaker talking about. Thisability allows them to process the text more effectively as it progresses.

2. Predicting and guessing.

Listeners sometimes guess in order to try and understand what is being talkedabout, especially if they have first identified the topic. Sometimes they lookforward, trying to predict what is coming, and sometimes they make assumptionor guess the content from their initial glance of half hearing-as they try to applytheir schemata to what is in front of them. Their subsequent listening helps themto confirm their expectations of what they have predicted.

3. Listening for general understanding.Listeners are able to take in a stream of discourse and understand the gist of itwithout worrying too much about details. We usually called listening for a gist,listening to the essence of the spoken text. Listening for such a general

comprehension means not stopping for every word, not analyzing everything thatthe speaker includes in the spoken text. Listening for a gist is not a lazy option.


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The listeners have made a choice not to attend to every detail, but to use their processing powers to get more of a top down of what is going on.

4. Listening for specific information.In contrast to listening for gist we often listen to the spoken text because we want

specific details. When we listen to a news programme or a film review, we areconcentrating when the particular item that interests us comes up such as wherethe accidents take place or the name of the directors of film, etc. in both cases wealmost ignore all the other information until we come to the specific items we arelooking for.

5. Listening for detailed information.Sometimes we listen in order to understand everything we read in detail. This isusually the case with spoken instruction or directions, or with the description ofscientific procedures; it happens when sometimes when someone gives us theiraddress and telephone numbers and we write down all the details. We listen in aconcentrated way to everything that is said.

6. Inference.Inference is different from other types of listening, in the middle of listening tasksdesign for some other purpose. A person might be listening for specifics or forgist, but if the speaker says things indirectly or happens to use vocabulary, thelisteners need to infer the meaning. Inference is a higher level listening skills.However, it is a mistake to wait until learners are at intermediate level or above to

begin working on it. Indeed, beginning learners" are lack the large vocabulary andgrammatical knowledge that they have later, so they need to learn to makeinferences or listening between the lines. For example, the listeners actually hearthat John was not at school today, but it can be understood from the situation thatthe speaker told. Of course, when we listen, we are usually combining differenttypes of listening. Your global understanding of a situation may help you pick putspecific of information. Catching specific details may help you grasp the gist.Inference usually happen when you are listening for some other purpose and thecontent doesn't state the information explicitly.

Six skills in listening above are the important elements that should be mastered inorder to increase our ability in listening. Brown (2004:120) divided listening intofour performance types. The first types is intensive listening (listening for perception

of the components; phonemes, words, intonation, discourse markers, etc. of a largerstretch of language). The second types is responsive listening (listening to a relativelyshort stretch of language; a greeting, question, command, comprehension check, etc.in order to make an equally short response. Next is selective 'listening (processingstretches of discourse such as short monologues for several minutes in order to "scan"for certain information). The last types is extensive listening (listening to develop atop-down, global understanding of spoken language).

Meanwhile, according to Harmer (2002:228), students can improve theirlistening skills through a combination of extensive listening and intensive listening.Listening of both kinds is especially important since it provides the perfectopportunity to hear voices other than the teacher's enable students to acquire excellent

speaking habits as a result of the spoken English they absorb, and helps to improvetheir own pronunciation.


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1. Extensive listening

Extensive listening is where a teacher encourages students to choose what theylisten to and to do so for pleasure and general language improvement. It usuallytakes place outside the classroom. The motivational power of such kind activity

increases when students make their own choices about what they are going tolisten to. Materials for extensive listening can be found from many sources. A lotof simplified readers are now published with an audio version on tape. These

provide ideal listening material. Students can also have their own copies of level.They can also listen to tapes of authentic material, provided that it iscomprehensible.

2. Intensive listening.There are two kinds of intensive listening. First is intensive listening using tapedmaterial. Teachers use taped material and increasingly material on disk when theywant their students to practice listening skills. The advantages of taped materialare: it allows students to hear a. variety of different voices apart from just theirown teacher's. It gives them an opportunity to find a range of different characters,especially where real people talking, however, when taped material containswritten dialogues or extracts from plays, they offer a wide variety of situations andvoices. Moreover, tapes are extremely cheap and machines to play them arerelatively inexpensive. Second is intensive listening with "live" listening. Readingaloud allows them to hear a clear spoken version of written text. The teacher canalso read or act cut dialogues either by playing two parts or by inviting a colleagueinto the classroom. In story telling, ideally telling, teachers are ideally placed totell stories, which, in turn, provide excellent listening material. At any stages ofthe story, the students can be asked to predict what is coming next, or be asked todescribe people in the story or pass comment on it in some other way. Interviewsare one of the most motivating listening activities. Students can arrange thequestions themselves. In such situations, students really listen for answers theythemselves have asked for, rather than adopting other people's questions. Inconversations class, we invite a colleague to come to our class and hold aconversation with them. The subjects can be English or any other subject.Students then have the chance to watch the interaction as well as listen to it. Wecan also extend story-telling possibilities by role-playing. Listening skill cansupport the students to master the other language skills. Listening in a languageteaching-learning process processes important contribution to other language

skills and of course it must be taught in language teaching.

C. Teaching English for Senior High School StudentsEnglish as an international language is taught in all levels of school, including

Senior high school. In Senior high school, English becomes one of the subjects offinal national examination. Therefore, teaching English in Senior high school is veryimportant.

Teaching is the interaction between the teacher and the students in learning process. The activity of the teacher is as the informer, director, and facilitator for thestudents. All of the teaching activities is centered on the students in order to make the

better learning environment.

According to http:/www/thefreedictionary.com/teaching., some definitions ofteaching are : (1) The act, practice, occupation, or profession of a teacher, (2) The


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activities of educating or instructing; activities that impart knowledge or skill.Meanwhile according to Brown (2001: 15), teaching is showing or helping somesomeone to learn how to do something, giving instructions, guiding in the study ofsomething, providing with knowledge, c ausing to know or understand. Teaching atschool is the interaction between teaches and students with a learning environment

arranged the teacher to achieve the expected goals.Based on those definitions above, the writer concludes that teaching is the

interaction of teacher and students in the activities of transferring knowledge or skillto achieve the expected goals.

English is one of the international languages which most widely used in theworld. It is used in the field of politic, economic, science and technology, and other.English is the first foreign language taught in Indonesia. Indonesian people learnEnglish to face the globalization today. Our government has made a policy thatEnglish is studied from kindergarten up to collage.

Teaching English in Senior High School is usually based on KTSP ( KurikulumTingkat Satuan Pendidikan ) and classical system with local content material. KTSPis an operational curriculum that the school arranges and applies based on thesituation and condition of the school itself. It consists of the school education goal andthe contents of school curriculum, the academic calendar and the syllabus.

Badan Standar Nasional Pendidikan, (2006:5) defines syllabus as plan ofteaching and learning of a subject containing the standard of competencies, basiccompetencies, teaching material, teaching and learning activity, indicators, system ofassessment, time allotment, material source, and instrument of teaching and learning.Syllabus is the elaborated standard of competencies and basic competencies into theteaching material and indicators of competency goal to be assessed

The purpose of English teaching commonly is the master the four main skillsof English including speaking, listening, reading, and writing. As a languagemastering, speaking and listening which is identical with spoken language are to bethe most important purpose. Based on Syllabus of KTSP the purposes of teachingEnglish are for the students to:1. Communicate English both oral and written by using appropriate language variety

fluently and accurately.2. Understand and express transactional and interpersonal text in the form of giving

and asking opinion, expressing satisfaction and dissatisfaction.3. Understand and express transactional and interpersonal text in the form of giving

advices, expressing relief, pain and pleasure.4. Understanding and express transactional and interpersonal text in the form of

functional or monolog text of reports, narrative, and analytical exposition.

D. Student Centered LearningA paradigm change in learning process from teacher centered learning to

student centered learning is expected can support students to be active in buildingknowledge, behavior, and attitude. By this process they can get understanding deeplyand finally can increase students quality.

Student centered learning is a way of thinking about student learning. It requiresthat our planning, teaching, and assessment focuses on the needs and abilities of ourstudents how they learn, what they experience, and how they engage with theirlearning. It is a shared knowledge and shared authority between the students and

teacher. Where the teacher shares control of the classroom and students are allowed toexperiment with learning. Teachers become facilitators, helping students access


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information, interpret, organize and use knowledge to solve problems and themotivators, helping the students to arouse their motivation.

Student centered learning includes a variety of active strategies, that involvestudents in doing and thinking about what they are doing. Students are given theresponsibility for learning. It is based on the idea that learning is meaningful when

topics are relevant to the students lives, needs, and interests and when the studentsthemselves are actively engaged in constructing their own knowledge. Hence,students are given choices and are included in the classroom decision-making.

There are two possibilities are able to be done in Student-centered learning theyare, students work in groups or individually to explore problems and take initiativesthat allow them to discover their own meaningful information. Students learn how tolearn through discovery, inquiry, and problem solving.

Research suggests that student centered learning is effective for every memberof the classroom, because it takes into account their diverse learning needs and greatlyincreases students retention of both knowledge and skills. Student -centered learningis recognition that different people learn in different ways and that learning requiresactive engagement by the students.

The use of student centered learning appears to be reflective of todays societywhere choice and democracy are important concepts, however is it an effectiveapproach to learning? A six-year study in Helsinki, which compared traditional andactivating instruction, found that the activating group developed better study skillsand understanding, but were slower in their study initially. Equally, Hall and Saunders(1997) found that students had increased participation, motivation and grades in a firstyear information technology course In addition, 94% of the students wouldrecommend it to others over the more conventional approach (Hall and Saunders1997). Students in a UK University elaborated on the impact of student-centeredlearning on them, i.e. they felt there was more respect for the student in this approach,that it was more interesting, exciting, and it boosted their confidence.

Student Centered Learning is a way of connecting class topics with student slives, offering students choices in their learning. Students are excited when theydiscover something for themselves. This excitement generally translates into betterengagement, longer retention of knowledge and greater motivation to learn. They gainconfidence in themselves as they take on new responsibilities and become competent

problem-solvers. Students have higher achievement when they have confidence inthemselves and when they attribute success to their own abilities and not to luck orhelp. Student centered learning enables students to develop the necessary work placeskills and attributes expected of people in a knowledge society.

The key elements in Student Centered Learning are:a. Problem solving by Identifying the problem, planning, testing the options andeffectiveness of the solutions.

b. Working with others, team building, developing interpersonal skills andindependence.

c. Learning how to learn encourages students to inquire, ask questions, plan, predict,test and draw conclusions.

d. Reflection, refining and improving their work.e. Recognition of interdisciplinary knowledge and generic, cross-curriculum skills,

values and attributes that promote lifelong learning and allow students to adaptand transfer their learning across subject boundaries.

f. Research skills where students need to find relevant information, classify dataand analyze relationships.


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g. Generating numerous ideas, looking for alternatives. These ideas need to beevaluated.

h. Using Information, Communication Technology as an integral learning tool.i. Encourages innovation and creativity through deep learning and requires students

to think about their learning, the issues and the problems.

j. Develop tolerance, understanding and respect of others opinions.k. Responsibility- for ones own learning, actions, and responsibility to the group.

Teacher centered and student centered are two different classifications. Theinformation below is the comparison between teacher centered and student centeredlearning in the different features. Arends (2004: 25) in his book, Learning to Teach ,explains that there are the comparison of Teacher centered and Student centeredmodels of Instruction.

Table 1. The Comparison of Teacher-Centered and Student-Centered model No Feature Teacher-centered models Student-centered models1

2

3

4

5

6

Theoreticalfoundation

Teachersroles

Students role

Planning tasks

Learningenvironments

Assessment procedures

Social learning, behavioral,and information-processingtheoriesTeacher designs lessonsaimed at accomplishing

predetermined standardsand goals; uses proceduresthat support acquisition ofspecified knowledge andskillsStudents often in passiveroles listening to teacher orreading; practicing teacher-specified skills

Mainly teacher dominated;tightly connected to

predetermined curriculumstandards and goalsFor the most part, tightlystructured. This does not

mean authoritarian.

Lends itself to moretraditional paper and penciland selected response

procedures and processes

Cognitive, constructivisttheories

Teacher establishes conditionfor the students inquiry;involves students in planning;encourages and acceptsstudents ideas; and providesthem with autonomy andchoice.Students most often in activeroles; interacting with others,and participating ininvestigative and problemsolving activitiesBalance of teacher andstudents input; flexibly tied tocurriculum standards andgoals.Loosely structured;characterized by democratic

processes, choice, andautonomy to think and inquireLends itself to authentic and

performance assessment procedures and processes

E. Classroom Discussion as a Model of Student Centered LearningIn teaching English, the teacher needs to use such model in order to make the

students mastering the material that the teacher gives to them. The writer usesClassroom Discussion as the model in teaching English listening.

Classroom Discussion is one of student centered models in which the teacherand students and other students talk with one another and share ideas and opinion in


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the classroom. Arends (2004:25) said that classroom discussion is a model of thestudent centered learning.

From the figure we can see that classroom discussion is a model of studentcentered learning. The effectiveness of using classroom discussion requires anunderstanding of several important topics pertaining to classroom discussion. Itdescribes the procedures the teacher uses to encourage verbal interchange amongstudents.

In summary, it appears that some views student-centered learning as the conceptof the students choice in their education. While others see it as the student doingmore than the teacher (active versus passive learning), and the others have a much

broader definition which includes both of these concepts but, in addition, describesthe shift in the power relationship between the student and the teacher.

Assessment in Classroom Discussion is useful in the process of teaching.Assessment procedures should be clearly linked to the content. Negotiate assessmentneed to be quite specific here. What will be assessed and how? Assessment becomesan ongoing activity that drives instruction, rather than a culminating event. Students,teachers and parents are included in evaluating a variety of forms of assessments.

Self assessment could be done as a reflective journal Peer assessment if the task is designed for a particular target group, get

members of the target group to assess it. Expert assessment- this could be formal assessment from the teacher, or

assessment from an outside professional source. Expectations of quality and breadth of students' thinking

Black (1999) summarized some of the difficulties highlighted in the literature inthe area of assessment, for example, a) that the giving of marks and grades are over-

emphasized, while the giving of advice and the learning function are under-emphasized, b) pupils are compared with one another which highlights competitionrather than personal improvement. He also explains the concept of self-assessment asessential activity to help students take responsibility for their learning, an importantaspect of SCL. The use of the written examination is still a strong practice in todaysUniversities and is primarily a summative assessment, i.e. an assessment for judgmentor accreditation. The addition of more formative assessment, which emphasizesfeedback to students on their learning, would enhance their (student) learning(Brown. 1997). By developing more formative assessment in your courses you can

provide a focus for the student by highlighting their learning gaps and areas that theycan develop. Examples of formative assessment include feedback on essays, writtencomments on assignments, grades during the year that do not add to end of year mark

ClassroomDiscussion

Involvement andengagement

Communication skillsand thinking processes

Conceptualunderstanding


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and multiple-choice questions/answers for feedback only. The addition of moreformative assessment encourages a more student-centered approach.

Peer and self-assessment both give some control and responsibility back to thestudent, emphasizing an increased sense of autonomy in the learner definition ofstudent-centered learning. Learning contracts/negotiated contracts are goals set by the

student, depending on their learning gaps, which are in turn negotiated with thelecturer. The contract can also highlight the manner in which the student would like to

be assessed in order to demonstrate that they have reached the goals. This can addchoice in what to study and, in addition, choice in how the student will be assessed.Choice is one of the key terms in relation to student-centered learning. The concept ofnegotiation of learning also addresses the unique change in relationship betweenlecturer and student in their definition of student-centered learning.

Gibbs (1995:1) describes the range of choices available to students in relation toassessment as ..., what criteria and standards are to be used, how the judgments aremade and by whom these judgments are made. In practice, how do we give studentssome autonomy and decision-making in an area such as assessment? Brown (1994)highlight a range of suggestions on how lecturers can involve students in theassessment process.

The suggestions above may seem a large jump from your current practices,therefore, you might consider moving your assessment practice slightly up theteacher/student-centered continuum. An example of a small but significant change isto provide a choice of essay topics and exam questions as a manageable starting point.

Sometimes students are afraid to discuss in class, but open dialog provides anexcellent learning situation. If you have a different opinion from your teacher, goahead and say it. Make certain that your opinion is based on facts and evidence, not

just something you made up.To take part in a discussion, follow what everyone is saying. When something is

said that you feel should be noted or discussed more, write it down. Dont be afraid toask a question if you do not understand something or follow the thread of thediscussion. Answering questions can be quite beneficial in a classroom situation.Students may or may not agree with you. Dont get upset. Keep an open mind. Opendialog is important in the classroom, and academic freedom is highly regarded.Remember to respect others opinions and reactions.

If you are aware of class discussion, look over your textbook and notes beforecoming to class. Think about your opinion and ideas before coming into theclassroom. According to Arends, (2004: 25) teacher needs many approaches to meettheir goals with a diverse population of students. A single approach or method is no

longer adequate. With sufficient choices, teacher can select the approach that bestachieves a particular class of students, or the models that can be used in tandem to promote the students motivation, involvement and achievement.

Joyce and weil (1972) and Joyce, weil and Calhoun (2003) in Arends (2004)labeled each of these approaches a teaching model. A model, as defined here, as morethan a specific method or strategy. It is an overall plan, or pattern, for helping studentsto learn specific kinds of knowledge, attitudes or skills. A teaching model has atheoretical basis or philosophy behind it and encompasses specific teaching stepsdesigned to accomplish desired education outcomes.

The word of discussions can be described in more detail, as the situations inwhich teacher and students or students and other students talk with one another and

share ideas and opinions. Questions employed to stimulate discussion are usually at ahigher cognitive level.


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In teaching English especially in senior high school, most of the students havethe requirements in doing the discussion. Roestiyah (2008: 6) stated that there aresome purposes in a discussion. They are:a. The first purpose, the students are able to give real opinion orally, but the matter

needs to practice their democratic life. Thus, the students can practice to give

opinion about a problem. b. The second purpose, the discussion can motivate the students by using their

knowledge and experience to solve a problem without another people opinion.Maybe, there is different of view so the students can give different opinion.

c. The third purpose, the discussion gives possible for students to learn participate byasking to solve a problem together

Deciding to do the discussion in the class, some important things should beunderstood by the teacher as the leader in a discussion. Enkoswara (1984: 75) statedthat there are some principles in using discussion models:a. The participants have to join the discussion

b. Question or p roblem must be appropriate with the participants level c. The teacher as a leader, arouses the participants confidence in discussion d. The teacher also motivates and stimulates the participants to contribute their ideas.e. In another opinion, agree or disagree must be obtained by respect.f. The discussion does not look for a winner and offend or discourage another

opinion.The discussion is a conversation by some people united in a group to exchange

opinion each other about a problem or look for problem solving to get solution andtruth on a problem. Suryosubroto (2002: 181) said that a discussion needs some steps,so the discussion will run well. Doing discussion must have both sides of advantagesand disadvantages. According to Suryosubroto (2002: 185), the advantages usingdiscussion method are :a. The conclusion result is richer than individual result.

b. The member group will be motivated by the present another memberc. The discussion method involves all students in learning process.d. Every students can exanimate of knowledge level and administrate of lesson

material.e. The discussion method can support students efforts about the development of

social attitude and democratic attitude for all studentsAnd the disadvantages in discussion are as follows:

a. The discussion method needs many times so, a discussion result is not useful b. The discussion needs specific skills

c.

Not all topics are principles, but something is only characteristic problems todiscuss in a discussion.d. The students will influence every students of suggestion they give idea in their

class.

F. The Application of Classroom Discussion in Teaching ListeningIn applying the classroom discussion, the teacher sometimes does not make

planning because the teacher thinks that discussion can not really be planned at all forit relies on spontaneous and unpredictable interactions among the students. However,in fact, the teacher should make a excellent plan for his/her successful classroomdiscussion process although spontaneity and flexibility are important in it. Based on

Arends (2004: 420) mentioned the five steps in planning the discussion. They are:


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1. Consider purposeTeacher should be sure about the purpose of discussion before applying

the approach in the class. This is done in order the teacher can check forstudents understanding of reading assignments or presentations throughrecitations, teach teaching skill and share the experience to the students.

2. Consider studentsA excellent teacher will consider the students activities when he/she has

to apply the classroom discussion in the class. It includes the considerations inhow particular students in the class will respond differently to various kinds ofquestions. The teacher also predicts how some students will want to talk allthe time whereas others will be unenthusiastic to say anything.

3. Choose an approachClassroom discussion is one of the models in an approach named student

centered learning, and in classroom discussion itself, there are threeapproaches or different kinds of discussion. In addition, choosing one ofapproach in a discussion can really influence the two things of planning fordiscussion above.Three approaches that can be used in the classroom discussion are : Recitations

It is mostly used in reading and listening teaching. The approach is applied by giving the information on a particular topic to read or listen and then brief question and answer sessions about the information can provideteacher with a mean of checking the students understanding. It can alsoarouse the students motivation to co mplete their reading assignments or tolisten carefully when the teacher talking.

Inquiry or problem-based discussionThis other approach in classroom discussion is part of some types. This isdone by giving the puzzle situations to the students that are notimmediately explainable. Teacher encourages the students to ask questions

because they are curious about the puzzle given by the teacher. In this typeof discussions, the teacher helps the students to be conscious of their ownreasoning processes and teach them to monitor and evaluate their ownlearning strategies.

Sharing-based discussionIt will help the students to form and express thoughts and opinions

independently. Through dialogue about shared experiences, and what theseexperiences mean, ideas are developed or expanded and questions areraised for future study.

4. Make a planA lesson plan for a discussion consists of objectives and a content outline.

The plan should include not only the targeted content but also a well-conceived focus statement, the description of a puzzling event, and/or a list ofquestions.

5. Use physical space appropriately

In a classroom discussion, the appropriate of using the physical space isone of important things because it can influence the students behaviors and


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their communication both of with the teacher and with their friends. There aretwo recommended seating patterns, they are; U-shape seating pattern andcircle seating pattern.

The five phases of Arends idea in classroom discussion can be applied in

the teaching of listening. The phases are:

1. Clarify aims and establish seta. The teacher play the cassette then replay it four times

b. The teacher gives the appropriate text contain missing wordsc. The teacher get the students to write down the missing wordsd. The teacher invites the students joining the discussion relate the texte. Teacher explains the purposes of the discussionf. Teacher get the students set to participate and respond to the discussion

2. Focus the discussiona. Teacher relates the beginning discussion questions

b. Teach er focuses to the students prior knowledge or experience c. Teacher describes the puzzling situation that has been given in the

previous phase.d. Teacher explains the discussion texte. Teacher encourages the students participations

3. Hold the discussiona. Teacher monitors the students interactions

b. Teacher asks some question related to the textc. Teacher gives the chance to the students to presents their ideasd. Teacher responds the ideas given by the studentse. Teacher keeps records of the discussionf. Teacher expresses his/her own ideas

4. End the discussiona. Teacher helps the students to end the discussion

b. Teacher makes the summarize of discussionc. Teacher explains the important role about the discussed text for the

students

5.

Debrief the discussionIn this phase, teacher gives the explanation to the students about theadvantages and the disadvantages in doing the discussion in order they canminimize and decrease the disadvantages and maximize the use of classroomdiscussion as a model in student centered learning.

G. ConclusionIn the Classroom Discussion it is hoped most of the students get their motivation

when they try to answer the questions during the discussion. It occurs because theyobtained their confidence to express their ideas in their class. It also makes thestudents not to get many difficulties in communication by using English. The students

who are taught by using Classroom Discussion are easy to answer the questions eventhough at first in the teaching and learning process, they may keep silent much so that


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there have only few ideas and opinions come from the students. And sometimes mostof the students are still ashamed to express their ideas and opinions. It is indicated thatonly few students who present their ideas and opinion. By applying the ClassroomDiscussion and giving them some examples and motivation to make them clear withthe materials, the students will enjoy the discussion

In Classroom Discussion, the students will be more active in learning process,they can freely express and share their ideas and opinion about the problems that has

been faced. Beside that they can work together with their friends to solve the problems. The teacher serves only as the motivator and facilitator and also monitorsin doing the discussion.

It is also mentioned by Roestiyah (2008:6) that the discussion can motivate todevelop the students braveries to use their knowledge and their experience to solve a

problem without others opinion. There may be different of view so the students cangive different opinion. Besides the students are able to express their real opinionsorally. In this case they need to practice their democratic life. Thus, the students can

practice to give opinion about a problem. And at last the discussion gives possibilityfor students to learn to participate by asking to solve a problem together.

In the classroom discussion, the students have more motivation to use Englishin communication with their friends as Soetopo (2005:156) said that the students can

practice how to express their ideas or opinions, they can also appreciate the otheropinions of other students, and they can practice how to solve the problems together.Discussion involves a ll students in learning process, and it can increase the students

participation individually.

BIBLIOGRAPHYArends, Richard I. 2007. Learning to Teach Seventh Edition . New York: Mc Graw

Hill.

Best,J.W. 1981. Research in Education . New Jersey: Prentice Hall Inc.

Blanchard, Karen and Root, Christine. 2003. Ready to Write . New York: PearsonEducation.

Brannan, bob. 2003. A Writers Workshop Crafting Paragraph, Building Essays .Kansas: Mc Graw Hill

Brown, H. Douglas. 2000. Teaching by Principle: An Interactive Approach to

Language Pedagogy, Second Edition. New York: Addison Wesley Longman.

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching Fourth Edition. San Francisco: Addison Wesley Longman.

Brown, H. Douglas. 2004. Language Assessment Principles and Classroom Practices. New York: Pearson Education,Inc.

Gerot, Linda and Wignel, Peter.1995. Making Sense of Functional Grammar .Australia: Antipodean Educational Enterprise

Hamalik, Oemar. 2002. Perencanaan Pengajaran Berdasarkan Pendekatan Sistem .Jakarta: Bumi Aksara


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Harmer,Jeremy. 2001. The Practice of English Language Teaching. Third Edition

completely revised and up dated . England:Longman

Kern, Richard. 2000. Literacy in Language Teaching. Oxford: Oxford University

Press.

Roestiyah. 2008: Strategi Belajar Mengajar. Jakarta: Rineka Cipta

Suryosubroto. 2002: Process Belajar Mengajar Siswa Wawasan Baru : Beberapa Metode Pendukung, dan Beberapa Komponen Layanan Khusus . Jakarta:Rineka Cipta.

, Definition of Student-Centered Learning. Available at http://www.intime.uni.edu/model/center_of_learning_files/definition.html Retrievedon 21 st November 2008.
http://www.intime.uni.edu/model/center_of_learning_files/definition.htmlhttp://www.intime.uni.edu/model/center_of_learning_files/definition.htmlhttp://www.intime.uni.edu/model/center_of_learning_files/definition.html

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