improving students’ speaking skille-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi fgd...i...

139
i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE (A Classroom Action Research for the Second Grade Students of SMPN 2 MERTOYUDAN in the Academic Year of 2017/2018) A GRADUATING PAPER Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga By: ISTI WULAN KHOSIDAH NIM. 113-13-147 ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2017

Upload: others

Post on 18-Apr-2020

8 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

i

IMPROVING STUDENTS’ SPEAKING SKILL

THROUGH FOCUS GROUP DISCUSSION (FGD)

TECHNIQUE

(A Classroom Action Research for the Second Grade

Students of SMPN 2 MERTOYUDAN in the Academic

Year of 2017/2018)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan (S.Pd) English

Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

ISTI WULAN KHOSIDAH

NIM. 113-13-147

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2017

Page 2: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

ii

DECLARATION

“In the name of Allah the Most Gracious and the Most Merciful”

In the name of Allah,

Hereby, the researcher declares that this graduating paper is written by the

researcher herself. This paper does not contain any materials which have been

published by other people; and it does not cite any other people‟s ideas except the

information from the references.

The researcher is capable to account her graduating paper if in the future it

can be proved of containing others‟ idea or in fact that the researcher imitates the

others‟ graduating paper. Likewise, this declaration is written by the researcher to

be understood.

Salatiga, August 25th

2017

The researcher,

IstiWulanKhosidah

113-13-147

Page 3: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

iii

Salatiga, August 29th

2017

Mashlihatul Umami, S.Pd.I, M.A

The lecturer of English Education Department

State Institute for Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR‟S NOTE

Case: Isti Wulan Khosidah‟s Graduating Paper

Dear,

Dean of Teacher Training and Education

Faculty

Assalamu’alaikum Wr. Wb

After reading and correcting Isti Wulan Khosidah‟s graduating paper entitled

“IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS

GROUP DISCUSSION (FGD) TECHNIQUE (A Classroom Action Research

of the Second Grade of SMPN 2 MERTOYUDAN in the Academic Year of

2016/2017)”, I have decided and would like to propose that this paper can be

accepted by the Teacher Training and Education Faculty. I hope this paper will be

examined as soon as possible.

Wassalamu’alaikum Wr. Wb.

Counselor,

Mashlihatul Umami, S.Pd.I, M.A

NIP. 19800513 200312 2 003

Page 4: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

iv

A GRADUATING PAPER

IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS

GROUP DISCUSSION (FGD) TECHNIQUE

(A Classroom Action Research for the Second Grade Students of SMPN 2

MERTOYUDAN in the Academic Year of 2017/2018)

WRITTEN BY:

ISTI WULAN KHOSIDAH

NIM: 113 13 147

has been brought to the board of examiners of English Education Department of

Teacher Training and Education Faculty at State Institute for Islamic Studies

(IAIN) Salatiga on September 15th

, 2017, and hereby considered to complete the

requirements for the degree of Sarjana Pendidikan (S.Pd.) in English Education

Department of Teacher Training and Education Faculty.

Board of examiners

Head : Noor Malihah, Ph.D

Secretary : Mashlihatul Umami, M.A

First Examiner : Hammam, Ph.D

Second Examiner : Sari Famularsih, M.A

Salatiga, September 15th

, 2017

Dean of Teacher Training and

Education Faculty

Suwardi, M.Pd.

NIP. 19670121 199903 1 002

Page 5: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

v

MOTTO

﴾٦﴿ إِنَّ َمَع اْلُعْسِر ُيْسًرا﴾٥﴿ُيْسًرا َفإِنَّ َمَع اْلُعْسِر

“Karena sesungguhnya sesudah kesulitan itu ada

kemudahan. Sesungguhnya sesudah kesulitan itu ada

kemudahan.”

(QS. Al-Insyirah: 5-6)

Page 6: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

vi

DEDICATION

This graduating paper is dedicated to:

1. My beloved mother (Kartini) and Father (Ismail), thanks for your all of the

prayer, struggle and support.

2. My beloved brother (Joko) and sister (Sani), thanks for your motivation

and support.

3. My beloved best friend (Lia Anggraeni, Siti Muzaiyanah and Sawitri),

thanks for your help, motivation and support.

4. My big family in Najma (Endang, Sugiarti, Naba ul Kusna, Muntoyah,

Alfida and Ainul), thanks for your help, motivation and support.

Page 7: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

vii

ACKNOWLEDGEMENT

In the name of Allah, The Most Gracious and The Most Merciful, The Lord

of Universe. Because of Him, the researcher could finish this graduating paper as

one of the requirement for Sarjana Pendidikan in English Education Department

of Teacher Training and Education Faculty of State Institute for Islamic Studies

(IAIN) Salatiga.

Secondly, peace and salutation always be given to our prophet Muhammad

SAW who has guided us from the darkness to the lightness. However, this success

would not be achieved without supports, guidances, advices, helps, and

encouragements from individual and institution, and the researcher somehow

realize that an appropriate moment for me to deepest gratitude for:

1. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic

Studies (IAIN) Salatiga

2. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty

3. Noor Malihah, Ph. D. as the Head of English Education Department

4. Mashlihatul Umami M. A., as a counselor who has educated, supported,

directed and given the researcher advices, suggestions, and

recommendations for this thesis from beginning until the end.

5. All of the lecturers in English Education Department. Thanks for your

education

6. All of the staffs who have helped the researcher in processing of

graduating paper administration.

Page 8: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

viii

7. Mr Aziz Amin Mujahidin, M. Pd as the Headmaster of SMP N 2

Mertoyudan.

8. All of teachers and students, especially for my teacher counselor Mrs.

Ninik Satriyati, S. Pd., thanks for your kindness, help, guidance and

advice.

9. Mrs. Rindarti, S. Pd as the English teacher of second grade SMP N 2

Mertoyudan, thanks for your help.

10. Students of VIII F SMPN 2 Mertoyudan, thanks for their cooperation

during the teaching learning process.

11. My beloved family, especially my parents and my sister also my brother

who always support and advise me.

12. My best friends (Lia, Muza, Sawitri), thanks for being by my side for your

support and success for you all.

13. All friends in wisma Najma, Najwa, Safira and Zahra.

14. All of my close friend who I could not mention one by one.

15. All of my friend in IAIN Salatiga, especially for English Department in

the cohort of 2013, from A until E class whose names cannot be

mentioned one by one, thanks for being my friends.

16. The big family of LDK and Mahasiswa Al Khidmah Kota Salatiga.

Thanks for everything.

Finally this graduating paper is expected to be able to provide useful

knowledge and information to the readers. Moreover, the researcher is pleased to

Page 9: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

ix

accept more suggestions and contributions from the readers for the improvement

of the graduating paper.

Salatiga,August 25th

2017

The researcher,

Isti Wulan Khosidah

113-13-147

Page 10: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

x

ABSTRACT

Khosidah, Isti Wulan. 2017. IMPROVING STUDENTS‟ SPEAKING SKILL

THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE (A

Classroom Action Research of the Second Grade of SMPN 2

Mertoyudan in the Academic Year of 2017/2018). Counselor:

Mashlihatul Umami, M.A.

Keywords: Focus Group Discussion (FGD), Improving Speaking Skill

The researcher conducts the study to increase the students‟ speaking skills through

Focus Group Discussion (FGD). The aim of this research are (1) to find out

whether the implementation of Focus Group Discussion (FGD) technique can

improve students‟ speaking skill or not and (2) to find out how far the use of

Focus Group Discussion (FGD) technique improves students‟ speaking skill for

the second grade students of SMPN 2 Mertoyudan. The research design of this

study is Classroom Action Research. It includes two cycles; each cycle consists of

planning, action, observation and reflection. The subjects of the research are 33

students in the second grade of SMPN 2 Mertoyudan. The result of this research

shows that there is an improvement of students‟ speaking skill using Focus Group

Discussion (FGD) technique. It can be seen from T-test calculation in cycle 1 is

13.05 and cycle 2 is 6.31. The improvement of the study is showed when the

researcher conducts cycle 2. The passing grade is 76, and the target of the passing

grade is 80%. The result of the post-test of cycle 2 is 100% from students. All of

students can pass the passing grade, so the researcher stops the study. This

indicates that by applying focus group discussion technique, the speaking skill of

students can be improved.

Page 11: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

xi

TABLE OF CONTENTS

TITLE ......................................................................................................... i

DECLARATION ...................................................................................... ii

ATTENTIVE COUNSELOR NOTE ....................................................... iii

STATEMENT OF CERTIFICATION ..................................................... iv

MOTTO .................................................................................................... v

DEDICATION ......................................................................................... vi

ACKNOWLEDMENT ............................................................................ vii

ABSTRACT .............................................................................................. x

TABLE OF CONTENTS ......................................................................... xi

LIST OF FIGURES ............................................................................... xiii

LIST OF TABLES ................................................................................. xiv

LIST OF CHARTS ................................................................................. xv

CHAPTER 1 : INTRODUCTION

A. Background of the Research .......................................... 1

B. Statement of the Problem .............................................. 4

C. Objectives of the Study ................................................. 4

D. Limitation of the Study ................................................... 5

E. Benefits of the Study ..................................................... 5

F. Definition of the Key terms ............................................ 6

G. The Outline of the Research ............................................ 7

Page 12: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

xii

CHAPTER II : THEORETICAL FRAMEWORK

A. Review of Previous Research.......................................... 9

B. Focus Group Discussion (FGD) .................................... 12

C. Speaking Skill ............................................................. 19

CHAPTER III : METHOD OF RESEARCH

A. Setting and Time of Research ....................................... 28

B. The Subject of the Research .......................................... 30

C. Method of Research ...................................................... 32

CHAPTER IV : DATA ANALYSIS

A. Implementation of Research ......................................... 43

B. Improvement of Students‟ Speaking Skill through

Focus Group Discussion (FGD) Technique in SMPN

2 Mertoyudan ................................................................. 61

C. Analysis and Discussion ............................................... 71

CHAPTER V : CONCLUSIONS AND SUGGESTIONS

A. Conclusions ................................................................. 75

B. Suggestion ................................................................. 76

REFERENCES

CURRICULUM VITAE

APPENDIXES

Page 13: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

xiii

LIST OF FIGURES

Figure 3.1 Cyclical Action Research Models .................................................37

Page 14: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

xiv

LIST OF TABLES

Table 2.1 Oral Proficiency Scoring Categories Grammar ..............................25

Table 2.2 Oral Proficiency Scoring Categories Vocabulary ...........................25

Table 2.3 Oral Proficiency Scoring Categories Comprehension ....................26

Table 2.4 Oral Proficiency Scoring Categories Fluency .................................26

Table 2.5 Oral Proficiency Scoring Categories Pronunciation .......................26

Table 2.6 Oral Proficiency Scoring Categories Task ......................................27

Table 3.1 The Time of Research at SMP N Mertoyudan ...............................30

Table 4.1 The Students‟ Score of Pre-test and Post-tes in Cycle 1 .................61

Table 4.2 The Students‟ Score of Pre-tes and Post-tes in Cycle 2 ..................66

Table 4.3 Table of Data Analysis ....................................................................71

Page 15: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

xv

LIST OF CHART

Chart 4.1 The Mean and T-Calculation of Students‟ Score ............................72

Page 16: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

1

CHAPTER I

INTRODUCTION

This chapter contains introduction of the graduating paper which consist of

many parts that explain what will we talk about in this graduating paper. The

contains of this introduction are background of the study, research question,

objectives of the study, benefits of the study, limitation of the study, definition of

keyterms, review of previous research and the outline of the research.

A. Background of The Study

Looking at the developing science and technology in our country, the

language becomes the main point. Language can be used to support them.

Language is considered to be a system of communicating with other using

sounds, symbols, and words in expressing a meaning, idea, or thought.

Language has an important thing in human activity to interact with other

people.

There are many languages that can be used to communicate with

other people in this world. One of them is English, English is the

international language in this world. English helps people to communicate

with other people from different countries background. The final objective

of teaching and learning process is the students are expected to master

four skills of language. English has been taught since the kindergarten

level up to the university, in Indonesia, but in fact, there are many people

Page 17: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

2

especially in Indonesia cannot comprehend English well because they do

not have background about the English language yet.

According to Fauziati (2008) as quoted by Wahyuni (2013) said that

one of the ways of communication is through speaking. Most of students

get difficulties to speak English although they have a lot of vocabulary and

can write them well. The problem is they are not confident and be afraid to

make mistake when speak up.

Based on the researcher‟s interview and observation in SMP N 2

Mertoyudan, most of students in the second grade have some problems in

speaking ability. They are afraid to speak English in front of class.

Speaking becomes a difficult subject to be learnt, because students are not

accustomed to speak English. They will be nervous when speak in front of

class because they are afraid if they make some mistakes, the teacher will

be angry. They are also shy with the other friends if they speak in wrong

pronounciation.

After the researcher observed the students in several meetings, the

researcher found some factors that showed why this condition happened.

The students did not have a good motivation to speak. When they have

limited vocabulary, they would be difficult to speak in English well. The

technique that the teacher used in teaching speaking is not attractive. The

teacher asked students to come in front of the class and asked them to

speak up. This technique would make the students are afraid to speak up.

Page 18: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

3

To make the students have strong motivation to learn English

language especially in speaking skill, the teacher should take the best

technique. In this case, the teacher uses Focus Group Discussion as

technique in teaching learning process. Focus Group Discussion technique

can help students to improve their speaking skill. Students have more self

–confidence to speak English because all of students have opportunity to

express their idea. In addition, students must not come in front of class to

speak up, as a result they are not nervous and be afraid again. According to

William (2012:56) proposes that:

“Facilitator or moderator should always remind

themselves of the potential dangers that groupthink can pose

on the outcome of FGD by ensuring fair distribution of

opportunities to all participants to voice out their perspective.

FGD participants voluntary assumption of leadership roles and

overly assertiveness should be professional discouraged.

Individual participants in FGD should be discouraged as much

as possible from socially distancing themeselves from the

others, in order not to influence or dictate indirectly the

outcome of responses ”

In Focus Group Discussion (FGD) students can analyze and

understand the selected topic that be discussed. Harmer (2001:273) stated

that some discussion just happen in the middle of lessons and can provide

some of the most enjoyable and productive speaking in language classes.

One of the best ways of encouraging discussion is to provide activities

which force students to reach a decision.

From the clarification above, the researcher is interested in

conducting the research that will generate from the problem. So, it is the

reason of why the researcher chooses the title “Improving Students‟

Page 19: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

4

Speaking Skill through Focus Group Discussion (FGD) Technique (A

Classroom Action Research of the Second Grade of SMPN 2 Mertoyudan

in the Academic Year of 2017/2018)”.

B. Research Question

Based on the phenomenon above, this research is aimed to give answers on

the following problems:

1. Is the implementation of Focus Group Discussion (FGD) technique improve

students’ speaking skill for the second grade students of SMPN 2

Mertoyudan in the Academic Year of 2017/2018?

2. How far is the improvement of Focus Group Discussion (FGD) technique for

the students’ speaking skill for the second grade students of SMPN 2

Mertoyudan in the Academic Year of 2017/2018?

C. Objectives of the Study

The purposes of the study are:

1. To find out whether the implementation of Focus Group Discussion (FGD)

technique can improve students’ speaking skill for the second grade

students of SMPN 2 Mertoyudan in the Academic Year of 2017/2018.

2. To find out the improvement of Focus Group Discussion (FGD) technique in

students’ speaking skill for the second grade students of SMPN 2

Mertoyudan in the Academic Year of 2017/2018.

D. Limitation of the Study

Page 20: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

5

This study concerns the use of Focus Group Discussion (FGD) technique to

improve students’ speaking skill. The population is the students of 8th grade

students’ of SMPN 2 Mertoyudan in the academic year 2017/2018.

E. Benefits of the Study

This research hopefully will be useful for the teachers, students and

researcher. There are the benefits of the research:

1. Theoretical benefit

The result of this research can be used as the reference for

those who want to conduct research in English teaching to build

students‟ speaking skill and create an active class by teacher. Giving

English teachers a new experience to use Focus Group Discussion

(FGD) to improve the students‟ speaking skill.

2. Practical benefit

a. For another researcher :

This research can contribute to another researcher to find

out and determining the best technique to improve students‟

speaking skill.

b. For students :

1. It can improve the speaking skill in attractive way.

2. The students more interest to speak up in every situation.

c. For the teachers :

1. This research can give additional contribution to English teachers to

develop their learning strategy with teach the speaking skill use an

attractive technique to students.

Page 21: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

6

2. This research can improve the teachers‟ ability especially about

the application of Focus Group Discussion (FGD) in teaching

speaking.

d. For the researcher

From this research, the researcher can learn some ways to give

motivation for the students to improve student’s speaking skill.

F. Definition of the Key terms

Avoiding some incorrect interpretations of this research title, it is

important for researcher to explain the key terms used. Therefore, the

researcher gives some description and explanation of the key terms to make

the reader understand the study easier.

1. Focus Group Discussion (FGD)

According to Bader and Rossi (2002:2) Focus Group is the

label given to a special type of group interview that is structured to

gather detailed opinions and knowledge about a particular topic

from selected participants.

According to Viji (2014:6) Focus Group Discussion (FGD) is a

good way to gather together people from similar background or

experiences to discuss a specific topic of interest. The group is

guided by moderator or facilitator who introduces the topic of

discussion and helps participants in the group give their idea.

According to Krueger (1988) as quoted by Sasmita and

Gurning (2012:6), Focus Group Discussion is a group discussion of

approximately 6 – 12 persons are guided by a facilitator, during

Page 22: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

7

which members of group talk freely and spontaneously about a

certain topic.

2. Speaking Skill

Brown (2004:140) defines speaking as a productive skill that

can be directly and empirically observed; those observations are

invariably colored by the accuracy and effectiveness of a test-

takers listening skill, which necessarily compromises the

reliability and validity of an oral production test.

According to Nunan (2011:68) as quoted by Puspasari

(2016), speaking is such a normal part of our daily lives that we

rarely think of all the things we need to do communicate

effectively – not, that is, unless, something is wrong. (Nunan,

2011:68).

G. The Outline of the Research

The first chapter is about introduction of background of the study, limitation

of the study, statement of the problem, objectives of the study, benefit of study,

definition of the key terms, the review of previous research and the outline of the

research.

The second chapter concerns with the theoretical framework which consists

of the general concept of teaching speaking skill and applying Focus Group

Discussion (FGD) technique.

The third chapter extends the methodology of research. It discusses

approach and type of research, the setting of research, procedure of research,

Page 23: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

8

technique of collecting data, technique of analysis data and the general situation

of SMP N 2 Mertoyudan.

The fourth chapter is the data analysis, it consists of field note of cycle

I, II and III and discussion of cycle I, II and III. This chapter explains the result

of the research.

The fifth chapter is closure which consists of conclusion of the research

and suggestion from the researcher.

The last part is bibliography and appendixes.

Page 24: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

9

CHAPTER II

THEORETICAL FRAMEWORK

H. Review of Previous Research

In this research, the writer takes review of related literature from the

other research.

Rusydina (2016) have conducted a research in line with the current

research. She conduct a research about the effectiveness of mind mapping and

group discussion to increase the students‟ speaking ability (a quasi

experimental research of the eighth grade students of smp negeri 1 bawen in

academic year of 2015/2016). She concludes that both of mind mapping and

group discussion method are effective for students‟ speaking skill of eighth

grade students in SMP N 1 Bawen in academic year 2015/2016. The

discussion method is reputed as the exact method in speaking because in

discussion the students have to try and talking about their opinion in group.

Group Discussion is the method that makes the students have to be active to

talk more. The teacher has to make the student remember about the purpose

of this method, so the students can discuss the topic and use the time

effectively.

Another research is also conducted by Riyanto (2015). He conduct a

research about improving speaking skill through small group discussion (a

classroom action research for the third grade students of vocational secondary

school pancasila salatiga in the academic year 2015/2016). In His research,

Page 25: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

10

there is statement from Kindsvatter (1996:242) “A small group discussion

divides the large classroom into small groups of students to achieve specific

objectives which permit students to assume more responsibility for their own

learning, develop social and leadership skills and become involved in an

alternative instructional approach”. The researcher said that the students have

high responsibility after they got this technique, they can think about the

importance of responsibility, it is indicated when they get a role in a group.

The students take roles to keep the discussion running well. The increasing

thing is not only students‟ responsibility but also the social connection among

others. It is proven when the students share their ideas each other, asking

something to their friends, solving the problem in a group and being

cooperative group.

Mulyo (2015) also conducts a research about the use of spontaneous

group discussion to improve students‟ skill in speaking of the eleventh year of

smk diponegoro salatiga in the student academic year 2014/2015 (a classroom

action research). In her research, the researcher concludes that

implementation of spontaneous group discussion can enhance students‟

interest in learning English especially speaking. The students‟ response is

good. They are attracted in the strategy and the media used in the class. They

feel happy and regard that English is fun during English teaching learning

process. In the process of learning using Spontaneous Group Discussion,

students more interest followed in the learning process. Students are given

freedom to express their own about the material and exercise, and also teacher

Page 26: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

11

accompanied students in the learning in order to the group of discussion run

well. The members of group discussion more active and interactive join the

learning and want to know about new information or the material more.

Hasan (2015) also conducts a research about the use of picture and

group discussion to increase speaking skill (classroom action research of the

first grade students of smk saraswati salatiga in the academic year of

2015/2016). In his research, the reseacher concludes that the students‟

speaking skill can increase through picture and group discussion technique.

The students can be creative and great in make and retelling stories. Almost

all of students seriously pay attention to the teacher‟s explanation and active

in engaging in the learning process, such as asking question, responding

question.

Sasmita and Gurning (2012) also conducts a research about improving

students‟ achievement in writing recount text through focus group discussion

(FGD). In their research, the researchers conclude that Focus Group

Discussion is one of good method that can invite the students to be active,

have good motivation and do high activity. Many students got bored and lazy

when the teaching learning process. Because, they are said that English study

is so boring and difficult. However, the researcher invites the students to

know about focus group discussion method. So, the students have the

motivation and want to know how about focus group discussion in learning

process. Finally, the lazy students have a motivation to learn, and they have

previous learning which low score, in this moment the students that can know

Page 27: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

12

to write especially writing recount. And all of the students got high score in

teaching learning process through focus group discussion.

I. Focus Group Discussion (FGD)

1. The Definition of Focus Group Discussion

According to Morgan (1997:12) as quoted by Gibbs (1997:2), Focus

Group is form of group interviewing but it is important to distinguish

between the two. Group interviewing involves interviewing a number of

people at the same time, the emphasis being on question and responses

between the researcher and participants. However, Focus group relies on

interaction within the group based on topics that are supplied by the

researcher.

According to Vaughn and colleagues (1996) as quoted by Puchta and

Potter (2004:6) Focus Group usually contains the two following core

elements:

a. A trained moderator who sets the stage with prepared question or

an interview guide.

b. The goal of eliciting participants‟ feeling, attitudes and

perceptions about a selected topic.

Focus Group can be used in the context of participatory and action

research, with the intention to foster social change.

According to Marsela (2015:233) discussion is active learning when

the participants exchange ideas. Discussion may happen at any level

around different topics.

Page 28: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

13

According to Viji (2014:6) Focus Group Discussion (FGD) is a good

way to gather together people from similar background or experiences to

discuss a specific topic of interest. The group of participants is guided by

moderator or facilitator who introduces topics of discussion and helps the

group to participate in a lively and natural discussion among them.

Focus Group Discussion (FGD) is a groupthink allows the individual

participants to pose their ideas or opinions also poses their responses

about the opinion from others.

2. The Elements of Focus Group Discussion (FGD)

a. Facilitator or moderator.

Facilitator plays an important role in determining the success of

focus group. According to Gibbs (1997) as quoted by Masedah (2012:

66)

„Moderators will need to process good interpersonal skills

and personal qualities, being good listener, non-

judgmental and adaptable. These qualities will promote

the participants‟ trust in the moderator and increase the

likelihood of open, interactive dialogue.‟

In selecting a person to moderate a focus group, it is important

that this person have these qualities:

1) Knowledgeable: be familiar with the discussion topic.

2) Ability to speak the language spoken of the area.

3) Cultural sensitivity, including not acting as a judge, a teacher, does

not looking down on respondents, not agreeing or disagreeing

Page 29: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

14

with what is said, and not putting words in the participants‟

mouths.

4) Interesting people: be able to make the participants to more focus

and give their attention just in the topic of discussion.

5) Sensitive men and women: listen attentively to what is said and

how it is said.

6) Inclusive: encourage members to contribute by using eye contact,

body language and directly asking for their input.

7) Open and flexible: respond to what is important to the participants.

8) Respect for participants: receive all of the participants‟ opinion.

The facilitator or moderator has to ensure that in the

groupthink there is fair distribution of all participants to voice out

their perspectives. Besides that, moderator is expected to deal the

arguments in the group and ensuring that essential topics are

covered in the time available.

b. Number of Participants

Focus Group Discussion (FGD) is made up of people with certain

heterogeneous characteristics and similar levels of understanding of a

topic. Bloor et al. (2001:20) said that, in considering heterogeneity of

the group, attention should also be given to the desired depth of

information to be achieved from the focus group. Bringing together a

very diverse range of people may mean that the range of views,

meanings and experiences may be so disparate that no aspect of the

Page 30: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

15

topic can be explored in depth. Thus, groups which are too diverse in

relation to a particular topic may result of discussion that provides an

insufficient depth of information.

Litosseliti (2003:32) suggested that the group should consist of

between six to ten participants. Bloor et al. (2001:26) believed that the

group should consist of between six and eight participants as the

optimum size for focus group discussion. The optimum size of the

group may reflect the characteristics of participants as well as the

topic being discussed.

The size of the group may be decided according to the quality of

topic that be discussed. Bloor et al. (2001:27) group of small size have

been successfully used in studies of sensitive behaviour. Smaller focus

group is more appropriate if the topic is a very complex. According to

Morgan (1995) as quoted by Bloor (2001:27) said that, small group

may be desirable with certain types of research topics or certain types

of participants. Small focus group or mini focus group with four to six

participants is better to explore the knowledge. Participants are easier

to express their ideas and opinion, also the setting is more comfortable

for participants. Cameron (1995) as quoted by Bloor (2001:27) argued

that sufficient space is needed to accommodate mobility aids and

participants must be able to be seated close enough to each other to

see and hear each other clearly. Small focus group is selected to

encourage participants to give detail accounts of the topic to be

Page 31: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

16

discussed. Besides that, the discussion is easier to control and allow

the participants to contribute their insight and experience.

Based on the advantages mentioned above, small group shows

the greater potential, because it is easy to handle, the communication

is clearer, the participants more focus and less misunderstanding.

c. Questions during focus groups.

The quality of questions asked in a focus group can make a large

difference in the kind of information obtained. Krueger (1988) gives

some tips on how to handle open‐ended and dichotomous questions in

these discussions:

Open‐ended questions are most appropriate at the start of the

discussion because they allow participants to answer from different

angles. Open‐ended questions give the participants opportunities to

express their thoughts and feelings based on their specific situations.

Krueger warns that some questions may appear to be open‐ended but

are really closed‐ended because they include phrases such as

“satisfied”, “to what extent”, or “how much”.

Dichotomous questions are ones that can be answered by a

“yes” or “no” or other similar two‐alternative items. As yes‐no

questions are dead‐ends, they usually do not trigger the desired group

discussion. They also tend to elicit vague responses that do not lead to

an understanding of the key issues being discussed (Moulton and

Roberts: 1993).

Page 32: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

17

3. Technique of Focus Group Discussion

Before the focus group discussion begins, the facilitator should

obtain the background information of participants such as their age,

background knowledge about the topic, skill and other pertinent

information. The type of information to collect depends on the FGD topic.

Once this is done, this sequence of steps is carried out:

a. After a brief introduction, the purpose and scope of the discussion

is explained.

b. Participants are asked to give their names and short background

information about themselves.

c. The discussion is structured around the key themes using the

questions about the topic prepared in advance.

d. During the discussion, all participants are given the opportunity to

participate.

e. Use a variety of moderating tactics to facilitate the group. Among

these tactics that the moderator can use include:

1) Stimulate the participants to talk to each other, not necessarily

to the moderator.

2) Encourage shy participants to speak.

3) Discourage dominant participants through verbal and

nonverbal cues. The following may be used when the situation

permits:

(1) Call on other participants

Page 33: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

18

(2) Politely intervene by saying, “Maybe we can discuss that in

another occasion...”

(3) Look in another direction

(4) Take advantage of a pause and suggest that the subject can

be discussed in detail in another session

4) Pay close attention to what is said in order to encourage that

behavior in other participants.

5) Use in‐depth probing without leading the participant.

3 Guidelines in Conducting Focus Group Discussion (FGD)

a. Focus Group Discussion is began with an introduction that

explains the purpose and topic of discussion.

b. Duration of discussion usually about 45 minutes and conveys the

expectation that everyone will contribute in the discussion.

c. After the introduction, the moderator allows the members to

introduce themselves to encourage their confidence.

d. The discussion is going on and all of the members of group have to

give their opinion or idea.

e. Moderator reinforces the members‟ arguments, but don‟t suggest

what is expected or acceptable. The reinforcement can be done by

saying “okay. Let me write that down”.

f. Allow the other participants to give their response. Make sure that

all of participants involve in the discussion.

Page 34: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

19

g. At the end of the discussion, the moderator makes summary about

the result of discussion. Report the summary to participants.

h. Always thanks to the participants for their participation and ask

them if they have any questions for you.

4 Advantages of Focus Group Discussion (FGD)

According to Masedah (2012: 64) there are some advantages to be

gained through the use of Focus Group Discussion (FGD.

1) Focus Group Discussion (FGD) can cover a large number of

people in the same group.

2) An efficient way of gaining a large amount of information and

particular opinions from a small number of people in a short

time.

J. Speaking Skill

1. The Definition of Speaking Skill

Teaching English always involves four basic skills. They are

listening, speaking, reading and writing. Speaking is one of the skills that

have to be mastered by students in learning English. It is an essential tool

for communicating in order to they can express their idea. So, as

teachers, we have a responsibility to prepare the students as much as

possible to be able to speak in English in the real world outside the

classroom. According to Richards (2008) as quoted by Nirmawati (2015)

said that the mastery of speaking skills in English is a priority for many

second language or foreign language learners.

Page 35: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

20

Consequently learners often evaluate their success in language

learning as well as the effectiveness of their English course based on how

much they feel they have improved in their spoken language proficiency.

Brown (2001:140) said that, speaking is productive skill that can be

directly and empirically observed those observations are invariably

colored by the accuracy and effectiveness of a test-taker‟s listening skill,

which necessarily compromises the reliability and validity of an oral

production test.

Goh (2007:4-6) stated that speaking is important for language

learners. Besides the role it plays in communication, speaking can also

facilitate language acquisition and development. English as international

language is now used by learners to communicate with native as well as

other non-native speakers of language. Learners from different countries

must also have relevant cultural knowledge when speak to one another.

According to Chaney (1998:13) as quoted by Aziz (2015:23-24)

said that speaking is the process of building and sharing meaning through

the using of verbal and non-verbal symbols, in a variety of contexts.

From the definition above, it can be concluded that speaking is a

crucial part in the second language learning and teaching. Speaking is the

basic skill of the language that must be mastered by language learner to

communicate with other people.

2. The Elements of Speaking Skill

Page 36: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

21

According to Harmer (2001:269-271) the ability to speak fluently

presupposes not only a knowledge of language features, but also the

ability to process information and language on the spot. The elements of

speaking that speakers have to competent in the speaking skill, they are:

a. Connected speech: effective speakers of English need to be

able not only to produce the individual phonemes of English

but also to use fluent connected speech. In connected speech

sound are modified (assimilation), omitted (elision), add

(linking). It is for this reason that we should involve students in

activities designed specifically to improve their connected

speech.

b. Expressive devices: native speakers of English change the pitch

and stress of particular parts of utterance, vary volume and

speed and show what and how they are feeling to whom they

are talking to.

c. Lexis and grammar: spontaneous speech is marked by the use

of a number of common lexical phrases, especially in the

performance of certain language function.

d. Negotiation language: effective speaking benefit from the

negotiator language. We use to seek clarification and show the

structure of what are saying. They use the negotiation language

to show the structure of their thought or reformulate what they

Page 37: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

22

are saying in order to be clearer, especially when they can see

that they are not understood.

If part of a speakers productive ability involves the knowledge of

language skills such as those discussed above, success is also dependent

upon the rapid processing skills that necessitates.

a. Language processing: effective speakers need to able to

process language in their own heads and put it into logical

order so that it comes out in forms that are not only

comprehensible, but also convey the meanings that are

intended. Language processes involves the retrieval of words

and phrases from memory and their assembly into syntactically

and propositionally appropriate sequences. One of the main

reasons for including speaking activities in language lessons is

to help students develop habits of rapid language processing in

English.

b. Interactive with others: most speaking involves interaction

with one or more participants. This means that effective

speaking also involves a good deal of listening, an

understanding of how the other participants are feeling.

Knowledge of how linguistically to take turns or allow others

to do.

c. Information processing (on the spot): quite apart from our

response others feeling, we also need to be able to process the

Page 38: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

23

information they tells us the moment we get it. The longer it

takes for the penny to drop the less effective we are as instant

communicators. However, it should be remembered that this

instant response is very culture-specific and it is not prized by

speakers in many other language communities.

3. Types of Speaking Skill

Brown (2001:141-142) said that there are five basic types of

speaking. They are:

a. Imitative.

This type of speaking performance is the ability to imitate a

word or phrase or possibly a sentence. (e.g., "Excuse me." or

"Can you help me?") to clarity and accuracy.

b. Intensive.

This second type of speaking frequently employed in

assessments context is in the production of short stretches of

oral language designed to demonstrate competence in a narrow

band of grammatical, phrasal, lexical or phonological

relationships.

c. Responsive.

This type includes interaction and test comprehension but at

the somewhat limited level of very short conversations,

standard greeting and small talk, simple request and comments

Page 39: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

24

and the like. The stimulus is usually a spoken prompt in order

to preserve authenticity.

d. Interactive.

Interaction can take the two forms of transactional language,

which has the purpose of exchanging specific information, or

interpersonal exchanges, which have the purpose of

maintaining social relationships.

e. Extensive.

Extensive oral production tasks include speeches, oral

presentations, and storytelling, during which the opportunity

for oral interaction from listeners is either highly limited or

ruled out altogether.

4. Assessments of Speaking

Speaking skill is generally recognized in analysis of speech

processes that are pronunciation, grammar, vocabulary, fluency and

comprehension. Here the band scores of oral proficiency scoring

categories in speaking skill (Brown, 2004: 172-173). It can be seen on

the tables below:

Table 2.1

Oral Proficiency Scoring Categories Grammar

Score Proficiency Description

1 Errors in grammar are frequent, but speaker can be

understood by a native speaker used to dealing with

foreigners attempting to speak his language.

Page 40: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

25

2 Can usually handle elementary constructions quite

accurately but does not have thorough or confident

control of the grammar.

3 Control of grammar is good, able to speak the language

with sufficient structural accuracy to participate

effectively in most formal and informal conversations

on practical, social, and professional topics.

4 Able to use the language accurately on all levels

normally pertinent to professional needs. Errors in

grammar are quite rare.

5 Equivalent to that of an educated native speaker.

Source: Brown. 2004. Language Assessment Principles and classroom

practice. New York: Pearson Education,Inc.

Table 2.2

Oral Proficiency Scoring Categories Vocabulary

Score Proficiency Description

1 Speaking vocabulary inadequate to express anything

but the most elementary needs.

2 Has speaking vocabulary sufficient to express him

simply with some circumlocutions.

3 Able to speak the language with sufficient vocabulary

to participate effectively in most formal and informal

conversations on practical, social and professional

topics. Vocabulary is broad enough that be rarely has

to grope for a word.

4 Can understand and participate in any conversation

within the range of his experience with a high degree

of precision of vocabulary

5 Speech on all levels is fully accepted by educate native

speakers in all its features including breadth of

vocabulary and idioms, colloquialisms and pertinent

cultural references.

Source: Brown. 2004. Language Assessment Principles and classroom

practice. New York: Pearson Education,Inc.

Table 2.3

Oral Proficiency Scoring Categories Comprehension

Score Proficiency Description

1 Within the scope of his very limited language

experience, can understand simple questions and

statements if delivered with slowed speech, repetition,

Page 41: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

26

or paraphrase.

2 Can get the gist of most conversations of non-technical

subjects (i.e., topics that require no specialized

knowledge)

3 Comprehension is quite complete at a normal rate of

speech.

4 Can understand any conversation within the range of

his experience.

5 Equivalent to that of an educated native speaker.

Table 2.4

Oral Proficiency Scoring Categories Fluency

Score Proficiency Description

1 (No specific fluency description refer to other four

language areas for implied level of fluency)

2 Can handle with confidence but not with facility most

social situations, including introductions and casual

conversations about current events, as well as work,

family and autobiographical information.

3 Can discuss particular interest of competence with

reasonable ease. Rarely has to grope for words.

4 Able to use the language fluently on all levels

normally pertinent to professional needs. Can

participate in any conversation within the range of this

experience with a high degree of fluency.

5 Has complete fluency in the language such that his

speech is fully accepted by educated native speakers.

Table 2.5

Oral Proficiency Scoring Categories Pronunciation

Score Proficiency Description

1 Errors in pronunciation are frequent but can be

understood by a native speaker used to dealing with

foreigners attempting to speak his language.

2 Accent is intelligible though often quite faulty.

3 Errors never interfere with understanding and rarely

disturb the native speaker. Accent may be obviously

foreign.

4 Errors in pronunciation are quite rare.

Page 42: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

27

5 Equivalent to and fully accepted by educated native

speakers

Table 2.6

Oral Proficiency Scoring Categories Task

Score Proficiency Description

1 Can ask and answer questions on topics very familiar

to him. Able to satisfy routine travel needs and

minimum courtesy requirements. (Should be able to

order a simple meal, ask for shelter or lodging, ask and

give simple directions, make purchases, and tell time).

2 Able to satisfy routine social demands and work

requirements; needs help in handing any complication

or difficulties.

3 Can participate effectively in most formal and informal

conversations on practical, social, and professional

4 Would rarely be taken for a native speaker but can

respond appropriately even in unfamiliar situations.

Can handle informal interpreting from and into

language.

5 Speaking proficiency equivalent to that of an educated

native speaker.

Source: Brown. 2004. Language Assessment Principles and classroom

practice. New York: Pearson Education,Inc.

However, there are six components usually used to analyze

speech performance, they are grammar, vocabulary, comprehension,

fluency, pronunciation and task. The scoring also can include accuracy,

articulation, eye contact, expression, intonation and gesture of the

speaker. The researcher uses those speaking scoring rubric to collect

data.

Page 43: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

28

CHAPTER III

METHOD OF RESEARCH

A. Setting and Time of Research

This research is implemented in SMP N 2 Mertoyudan. The further

explanation about this school is described as follows:

1. The General Situation of SMP N 2 Mertoyudan

This classroom action research is conducted at SMP N 2

Mertoyudan. The school was built on July 18th

1984. The location

is at Danurejo village, Mertoyudan subdistrict, Magelang regency

and West Java. The number of phone is (0293) 326086. The e-mail

of the school is [email protected] . SMP N 2

Mertoyudan consists of 18 groups of learning with 571 students, 40

teachers, 13 staffs and 6 cleaning services. This school is also

completed with some supporting infrastructures, there are language

laboratory, SCIENCE laboratory, library, auditorium, mosque and

gazebo.

2. Vision and Mission

a. Vision

Excellent in the science and technology, have a conception of

environment and be based on faith and piety.

b. Mission

Page 44: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

29

1) Fulfilling standard of graduate competence by formulate

the academic and non academic performance and be a

students‟ having a certain character.

2) Fulfilling standard of contain by implementing the basic

competence, standard competence, indicators, basic

material that can be materialized in the syllabus.

3) Implementing learning based problem solving and scientific

to develop students‟ potential.

4) Improving the teachers‟ competence and staff of education

by workshop, in-house training, coaching and education.

5) Fulfilling the adequate tools and infrastructure to support

learning process and education service.

6) Implementing management based on expert school.

7) Fulfilling the standard of funding by empowering all of

potential that can support the excellent learning.

8) Developing assessment system that can measure all of the

students‟ ability.

9) Creating the superior environment and culture in order to

make all member of school is comfortable and safe.

10) Implementing the pioneering effort to be excellent school

that can be signed by the success of academic and non-

academic achievement, professional teachers and staff of

Page 45: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

30

educations, cohesive teamwork of teachers and strong

students‟ character.

3. Time of research

The time of the research is July 17th

- August 12nd

2017. Schedule

of the research is as follows:

Table 3.1

The time of Research at SMP N 2 Mertoyudan

No Activity Date

1. Observation July 17th

2. Cycle I

Pre- test July 31st 2017

Post – test August 5th

2017

3. Cycle II

Pre – test August 7th

2017

Post- test August 12nd

2017

B. The Subject of the Research

In this research, the researcher chooses SMP N 2 Mertoyudan as

subject of the study especially the eighth grade students. The students in

second grade are divided into six groups, A-F. However, the researcher

takes one class in F group. The number of participants is 33 students. They

are 25 girls and 8 boys. Their native language is Indonesian language.

They have been taught English since the first year of school. They have

Page 46: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

31

English lesson at least two meetings in a week. Each meeting consists of

two hours lesson, an hour lesson is 40 minutes.

1. Population

According to Arikunto (2010:173), a population is all elements

processing one or more attributes of interest. Population is all

individual that participate in the research.

In this research, the population is all of students in the second

grade of SMP N 2 Mertoyudan in the academic year of 2017/2018.

The total number of population is 200 students. They are 81 male and

119 female.

2. Sample

Based on Arikunto (2010:174) “sample is a part of population of

the observation”. The researcher takes one class of the sample in the

second grade students of SMP N 2 Mertoyudan. From the total of the

population of 180 students, the researcher takes F class in eighth group

as the sample of this research. It consists of 25 female and 8 male.

3. Sampling Technique

In this research, the researcher uses purposive sampling in order

to reach a targeted sample quickly. The researcher takes this sampling

technique because it has a purpose in choosing that class as the sample.

The reasons of taking students in F class of eight grades are

because, students in this class have high motivation to master English

but they have difficulties to encourage their knowledge.

Page 47: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

32

C. Method of Research

1. Type of Research

In this research, the researcher uses classroom action research

method. Arikunto (2006:2-3) said that Classroom Action Research is

made by three words that can be explained:

a. Research is an activity to find out accuracy the subject of

study using method and the rule of methodology to get the

data or information which benefit to improve the interesting

and important thing for researcher.

b. Action is some activities deliberately done by having specific

purpose.

c. Class is a group of students in the same time receive the same

lesson from teacher.

The aim of action research is to understand the situation in the

class and improve the teachers‟ skill to cope the problem learning in

the class.

2. The Definition of Classroom Action Research

Kemmis and Carr (1986) as quoted by Basrowi and Suwandi

(2008:26) said that classroom action research (CAR) is a form of self-

reflective inquiry undertaken by participant and a social (including

educational) situation in order to improve the rationality and justice of

their own social or educational practices, their understanding of these

practices and the situations in which practices are carried out.

Page 48: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

33

Hopkins (1993:59) said that classroom action research is the

practical action research because this research involves the teachers‟

practices. The problem is about teachers‟ problem in the class when

learning process happen.

According to the definition above, it can be concluded that

classroom action research is action research in educational field that

can be done in the class in order to improve or repair learning quality.

A reflective research to help a teacher find out what is happening in his

or her classroom and to use that information to take action for future

information.

3. The Characteristics of Classroom Action Research

According to Syamsuddin and Damianti (2011:197) the

characteristics of classroom action research are:

a. It examines problem which are deemed problematic by

researcher in teaching learning process.

b. The researcher can give treatment which planed action to solve

the problems and improve the quality, so the subject can get the

implication.

c. The steps of research in the form of cycle.

d. Classroom action research used collaborative approach.

e. The procedure of research is on-the-spot which designed to

handle the real problem in that area.

Page 49: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

34

Basrowi and Suwandi (2008:34-36) said that the characteristics

of classroom action research are:

a. An Inquiry on Practice from Within

An effort to find out the problem of learning by observing

and understanding the class. Therefore, the researcher can

understand the main problem in the class and she can

determine some actions that can be done.

b. A Collaborative Effort between School Teachers and Teacher

Educators

The actions in classroom action research should also be

collaborative to the broader knowledge on teaching.

Collaboration helps foster insight through discussion and

comparison the action.

4. The Principles of Classroom Action Research

Hopkins (1993:81) states that the principles of Classroom

Action Research are:

a. The climate of interaction between teacher and observer needs to

be non-threatening, helping and one of mutual trust.

b. Focus of the activity should be on improving classroom practice

and reinforcing of successful strategies.

c. Process depends on the collection and use of objective

observational data.

Page 50: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

35

d. Observer and teacher are engaged in a mutual process of

professional development that can lead to improvement in teaching.

5. The Procedures of Research

Classroom Action Research consists of some cycle. Kemmis and

Taggart (1998) as quoted by Hopkins (1993:48) said that where a

sequential program for teachers intending to engage in action research

is outlined in some detail. The procedures of Classroom Action

Research in each cycle are:

a. Planning

The activities in the planning are:

1. Preparing lesson plan, making action plan, preparing

materials and designing the steps in doing the action.

2. Preparing list of students‟ names and scoring.

3. Preparing sheets for classroom observation (to know the

situation of the teaching learning process when the

technique is applied)

4. Preparing teaching equipments.

5. Preparing test (pre-test and post-test)

b. Action

1) Giving pre-test

2) Teaching speaking.

3) Teamwork study

Page 51: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

36

4) Giving opportunity to the students to ask about

difficulties.

5) Giving post-test.

c. Observation

Observing is the activity of observing the data collected

in the class to know how far the action effect have reach target.

In this step, the researcher observed teaching learning process.

Then identified and analyzed the data collected during the

learning process.

d. Reflecting

Reflecting is the activity of evaluating critically the

progress of the students. Analyzing the action in order to

remember what happened that has been written in observation.

In this step, the researcher could observe whether the action

activity result any improvement.

The model which is used in implementation of this

research based on Kemmis and Mc Taggart (1998:14) in

Hopkins (1993:48) as follows:

Figure 3.1

Figure Cyclical Action Research model

Page 52: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

37

6. The Technique of Collecting Data

The method that can be used by researcher to obtain the necessary

data in composing and writing this graduating paper are:

a. Test

The researcher uses test to know the students‟ ability

and to detect how far student can improve their speaking skill.

Arikunto (2010:193) said that test is a series of question or

other instrument which are used to measure the individual or

group skill, knowledge, intelligence, capability or talent. The

test was separated into two items, there are:

1) Pre-test is test which can be done before giving

treatment, there is Focus Group Discussion

(FGD).

2) Post-test is test which can be done after giving

treatment of Focus Group Discussion (FGD) in

improving speaking skill.

b. Documentation

Page 53: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

38

According to Hopkins (1993:140) stated that documents

include memos, letters, examination papers and newspaper

clippings surrounding a curriculum or other educational

concern can illuminate rationale and purpose in interesting

ways.

The researcher takes some documentation to make the

data was complete. Besides make a note, the researcher takes

documents by photographs. Hopkins (1993:142) said that

photographs with or without audiotape are useful ways of

recording critical incidents in classrooms or of illustrating

particular teaching episodes.

c. Observation

Arikunto (2010:199) said that observation is a method of

collecting data by focusing on an object using all of the five

senses.

The researcher uses this method to know the students‟

custom of teaching learning activity in the school area

directly. Hopkins (1993:91) stated when teachers observe

each other teach, all of them often require a simple ways of

gathering information on basic topics, such as questioning

techniques and classroom management.

The purpose of observation is to perceive the nature and

extent of significantly interrelated elements.

Page 54: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

39

7. The Technique of Data Analysis

After collecting data, the next step of the research is analyzing the

data. There are two ways to analyze the data. They are:

a. Descriptive Technique

A descriptive technique is used to know the students

behavior during the teaching learning process. The researcher

describes all activities that happen in the classroom. In

descriptive technique, the researcher analyze the observation„s

sheet which has been made by the observer.

b. Statistical Technique

A statistical technique is used to know the extent to using

the focus group discussion to improve the students‟ speaking

skill the result of pre-test and post-test. This research is

calculated based on Sudijono (2006):

1) Mean

A set of numbers you had collected, add them up

and then divide the total by the number of items, you

would end up with the mean (Sudijono, 2010:79). This

formula is used to know the average of students‟ score.

The formula is:

Mx =

Explanation

Page 55: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

40

M : Mean

∑x : Sum of students‟ score

N : Number of observations in sample

2) SD (Deviation Standard)

First step, the researcher calculates SD, the formula is:

SDD =

Explanation:

SD : Deviation standard for one sample t-test

D : Differences between pre-test and post-test

N : Number of observations in sample

3) T-test

After calculating the SD, the researcher calculates t-test to

know if there are any significant differences or not

between pre-test and post-test.

TO =

Explanation

TO : T-test for the differences of pre-test and post-test

SD : Deviation standard for one sample t-test

D : Differences between pre-test and post-test

Page 56: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

41

N : Number of observations in sample

4) Percentages score

According to Sudijono (2010:42-43), percentages score is the

frequency in the percentage digit form. The researcher uses this

formula to get the percentage digit in the score. The formula is:

P = X 100%

Explaination:

P : Percentages

F : Frequency

N : Number of observations in sample

The standard score (the minimum of passing criteria) is 76. If

students have low mark from the standard, they can be assumed

that they have not passed. While, students who passed the standards

score are students who have a good mark.

Page 57: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

42

CHAPTER IV

DATA ANALYSIS

This chapter focuses on analyzing the data collection. The researcher

collects the data from the second grade students of SMP N 2 Mertoyudan. It

shows the finding of the data collected since the beginning until the ending of the

research. The findings consist of the results of pre-test and post-test from the

classroom action research. In this implementation, the researcher arranges two

cycles which use the treatments Focus Group Discussion (FGD) to improve

students‟ speaking skill.

A. Implementation of Research

In this research, the treatment was done by the English teacher of

SMP N 2 Mertoyudan. The teaching learning process was observed by the

researcher. The researcher arranged two cycles, each cycle consists of

planning, action, observation and reflection. The whole steps of this

research are explained in the description below:

1. Cycle I

a. Meeting I

1) Planning

Before conducting the research, the researcher prepared the

instruments of the research, they are:

a) Material for teaching activity, making lesson plan, and

designing the steps of doing action in the class.

Page 58: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

43

b) List of students‟ name and scoring.

c) An observation sheet for classroom observation (to know the

situation of teaching learning process when the technique was

implemented).

d) Pre-test.

2) Implementation

The cycle 1 was divided into two parts. The first part, the

researcher conducted pre-test on July 31st 2017 and the second

part, conducted post-test on August 5th

2017.

The teacher, Mr. Danu, and the researcher (observer), Wulan

entered the classroom. Some of students were surprised with their

coming, because the teacher came with unfamiliar person. Then,

the teacher explained the purpose of researcher on that class and

introduced the researcher.

The situation of the classroom was crowded, because the

students have taken the sport lesson before. So, the teacher waited

them to prepare the English lesson. Mr Danu began the lesson by

greeting the students and reciting Basmallah together. Before the

teacher conveyed the objective of the lesson, he gave apperception

to describe the material that would be learned. Mr Danu showed

the slide presentation (PPT) about the material. He asked the

students about the definition of descriptive text but they were not

answering. Mr Danu repeated the question until there was a student

Page 59: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

44

who answered, but the class was quiet. Finally, he pointed one of

them to answer the question. Maya answered, she said

“menggambarkan teks Pak (describing text sir)”. Then, teacher

asked one of boys, Farhan, to answer the question. He said

“merincikan teks (detail the text)”. After that, the teacher explained

it, He said “Maya and Farhan‟s opinion are true, but the

appropriate meaning of descriptive text is the text which describing

something or someone”. Teacher asked students to observe the

picture describe it in order to get more understanding about

descriptive text. Teacher gave an opportunity for students to

express their idea about describing picture. All of students could

make some sentence to describe the picture, but they are afraid to

express their idea orally. Teacher had to point some students to

speak up by mentioning the student‟s number. Mila, who are

pointed, must express her opinion. She said “There are many cars

in the road”.

The teacher showed descriptive text about the existence of

people in the class. He read sentence by sentence carefully and all

of students repeat it well. After that, the students were guided by

teacher identified the characteristic and language feature that could

be used to describe someone or showing the existence of someone.

Teacher explained all of the material, then, asked students to make

an example. After that, teacher gave descriptive text with some

Page 60: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

45

blank words to students. They had to fill the blank words and it

would be presented by them in front of class. Teacher gave 15

minutes to prepare it.

The teacher offered students to come forward first, but there

were not students who came forward. Finally, the teacher pointed

students one by one and all of students could present their task

orally. It was the pre-test of their speaking skill. The researcher got

their pre-test score. The teacher gave the appreciation for the

students because they could present it. Then they gave the

opportunity for students to ask the material which could not be

understood. Before closing the lesson, teacher did the reflection of

students about their feeling when learn English and he gave some

motivation to make students more interested in English lesson.

After that, he closed the meeting by reciting Hamdallah together

and said “ Wassalamu’alaikum Wr. Wb.

3) Observation

In the cycle 1, the observer observed the teaching and

learning process. By monitoring the students‟ activity in this

action, the teacher saw that the students were not ready when the

class was begun. It could be seen that some of students still wore

the sport uniform. In advance, the teacher explained the objective

of researcher in that class.

Page 61: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

46

The teacher continued the lesson by giving an apperception

to attract the students‟ idea about the material. He tried to attract

the students‟ attention by giving some questions, but no one of

student who answer the question. Most of students just say in

whisper by their friend, do not speak loudly. Then, teacher had to

point one of students to express the idea. The condition of the class

in meeting 1 was passive.

Students would not speak English, because they did not

know the meaning of the word. They had not a lot of vocabularies.

As a consequence, they were afraid to make a mistake and were

shy to speak English. Teacher suggested the students to study hard

and they did not be afraid, because it was studying process.

In the first meeting the researcher knew their speaking skill

by monitoring and giving their pre-test to take their score.

4) Reflection

After analyzing the result of the pre-test in the first meeting,

the teacher and observer concluded that it was very important to

give some feedbacks and motivations to the students to be more

active in classroom, to be confident to express an idea and to grow

up their spirit in English learning.

The researcher found any problem in the class, the

technique that be used was uninteresting. The technique of learning

could not make students be active in the class. Then the researcher

Page 62: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

47

suggested new method to teacher that could be done in the next

meeting. The students‟ enthusiasm to learn English were high, but

they did not know an attractive way to do. The first meeting did not

give a satisfactory result, because it was still found some problems

in learning and teaching process.

b. Meeting II

1) Planning

Before conducting the research, the researcher prepared the

instruments of the research, they are:

a) Material for teaching activity, making lesson plan, and

designing the steps of doing action in the class.

b) List of students‟ name and scoring.

c) An observation sheet for classroom observation (to know

the situation of teaching learning process when the

technique was implemented).

d) Pre-test.

2) Implementation

The second meeting was held on Saturday, August, 5th

2017 at 07.10 a.m, the teacher and the researcher (observer)

entered the classroom. The situation of the classroom was not

crowded because the time was in the morning, so the students

were fresh and were readier to begin the lesson. This meeting

would conduct the treatment and took post-test score. Teacher

Page 63: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

48

begun the lesson by saying salaam and led to pray together.

After that he greeted the students and also the students too.

The teacher reviewed the previous material by giving

some question to the students. After that, he divided the

students to be 4 groups. Then he explained the technique which

would be used in the lesson. It was focus group discussion

(FGD) technique. The definition of focus group discussion

(FGD) was a teaching method that allowed the students to

contribute many ideas for other to discuss a particular object or

problem. This discussion was focus discussion, so there was a

moderator or facilitator who guided the process of discussion.

When the discussion was going on, all of the participants or

students can express their idea freely.

The students‟ assignment was making descriptive text

about showing the existence of people around the class. They

had to observe the situation around the class to get people who

would be described. The teacher gave 15 minutes to do it. After

that, each group had to present their observation result in front

of class. In the end of presentation, the other group had to give

a feed back by giving a respone, question or gave the other

opinion. The process of discussion was discipline, because the

discussion was guided by the teacher as moderator. He guided

the other group to ask some question and then guided the

Page 64: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

49

presenters to answer the question. After presentation section, he

guided all of students to give applause for the presenters. Then

he gave some feedbacks of their performance. It consisted of

grammatical error, wrong vocabularies and pronunciations. In

the last time, the teacher reviewed the material.

Because the time was up, before closing the lesson,

teacher gave some motivations for the students to learn English

more, especially speaking skill. One of the functions of

language was to communicate each other, so the students had

to accustom their speaking skill. After that, teacher and

students prayed by reciting Hamdallah together. He closed by

reciting Wassalamu’alaikum Wr. Wb. and the students

answered by reciting Waalaikumsalam Wr. Wb.

3) Observation

In the second meeting, the students were readier to learn

more than first meeting. Because the time was in the morning,

so they were fresh and were readier to begin the lesson.

For the section, the teacher used technique of focus

group discussion. Before doing the discussion, students had to

do the observation around the class. The situation of

observation was not effective. Some students went too far, so

wasting more time. Teacher had to call students to back to the

class. After that, each group gathered to make descriptive text

Page 65: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

50

according to their observation and presented it in front of class

to discuss together with the teacher.

They would be enjoyed when they finished their task in

group work than did it alone. Some of them were confused to

understand the new vocabulary. This problem could be solved

by discussing. Student who could not understand the material

asked a question to their friends and the students who could

understand the material shared their knowledge with the other

friends.

When students presented their material, all of students in

a group had the similar right to express their idea. In addition,

the other group also had an opportunity to express the other

idea or asked the material that could not be understood. They

could share their knowledge with other friend.

Some of groups presented more than others when they

presented their result of discussion. It was because they had the

different comprehension about the material. The problems

happened with the students who were shy and unconfident to

speak English, especially when they answered some question

from the other group. However, they more enjoy learned by

discussion technique. It was looked that they were happy when

they did the focus group discussion (FGD).

In the 2nd

meeting the teacher took the score of post-test.

Page 66: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

51

4) Reflection

After analyzing the action of the meeting, the teacher

concluded that the students could improve their speaking skill

by the technique. It was described by the differences situation

in 1st

meeting and 2nd

meeting. They were more interesting in

their post-test. The discussion in the treatment and the feedback

that the teacher gave could help them to improve their

speaking. But they needed more preparation in the list of

vocabularies. Some of students also confused in the way of

discussion. They did not know how to open and close the

discussion also how to answer the question. So this was a

correction to the teacher was not do the same thing later.

2. Cycle 2

a. Meeting I

1) Planning

Before conducting the research, the researcher prepared

the instruments of the research, they are:

a) Material for teaching activity, making lesson plan, and

designing the steps of doing action in the class.

b) List of students‟ name and scoring.

Page 67: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

52

c) An observation sheet for classroom observation (to know

the situation of teaching learning process when the

technique was implemented).

d) Pre-test.

2) Implementation

On Monday, August 7th

2017 at 09.10 a.m, the teacher

and the observer (researcher) entered the class. The situation of

the class was ready, although they had done the physical

exercise before. Teacher began the lesson by saying salaam and

reciting Basmallah together.

Teacher asked students about the material in the last

meeting. One of the students answered “belajar tentang

showing the existence of people pak (learn about showing the

existence of people)”. “Yes, Good Bimo” the teacher gave an

appreciation to Bimo. Then he played music to make students

more relax in the learning process and gave an apperception

about the material that would be learned. He played the music

twice. In the second playing, he gave lyrics to the students in

order to they could sing together and the students knew how to

pronoun some words well. Then he asked students about the

difficult words, “from this lyrics, there is a difficult word?”. All

of students answered, “semua paak (all of words sir)”. He

asked students to mention the difficult words one by one, “oke

Page 68: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

53

silahkan tanya kata yang sulit satu persatu (oke, let‟s asked it

one by one). Then students asked the difficult words one by

one to the teacher and they tried to translate the lyric together.

After the students knew the meaning of lyrics, teacher asked

them to find some lyrics related with the material next meeting.

All of students had to mention it one by one.

Then the teacher explained the material in that meeting.

It is about showing the existence of things. “oke..kita

pertemuan lalu belajar tentang text deskriptif yang

menunjukkan keberadaan seseorang, sekarang kita akan

belajar tentang keberadaan suatu benda (oke, in the last

meeting, we have learned the descriptive text about showing

the existence of people, then in this meeting, we will learn the

existence of things)”. Teacher asked students to observe some

things in the class and made a sentence using the formula of

showing the existence of things (there is/there are). After some

students mentioned the sentence, teacher continued the lesson

by showing some text about the material in the LCD projector.

Some students, one by one had to read the text loudly and

teacher corrected the wrong pronounciation. Then he explained

about the question word to ask the existence of things. He said

that beside descriptive text, showing the existence of things

also could be made in conversation. He showed the example of

Page 69: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

54

conversation about the existence of things. Some students in

the pair work had to practice the conversation. Teacher asked

students to identify how to ask the existence of things and how

to give information about the existence of things.

Then the teacher gave students a piece of picture. They

had to make a conversation according to the picture in pair

work and then they had to present it in front of class orally. The

first groups who present were Cindy and Hana. The situation

was crowded because some students laughed when the

presenter just were silent in front of class. After that, it was

continued by the other group. Next teacher gave applause with

the performance‟s students.

Finally, teacher got their pre- test in cycle 2. He

concluded the lesson and explained again the point of material.

Teacher closed the class by reciting Hamdallah together and

gave salaam.

3) Observation

In the first meeting of the cycle 2, observation carried out

during the implementation of the action. The situation of

classroom was ready. Although they have taken the physical

exercise before, they were happy to study. It was happened

because the teacher played music before the lesson began. It

could make students were more relax.

Page 70: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

55

Teacher gave them material about showing the existence

of things. He did not give much explanation, because the topic

had similarity with the previous topic. The students were more

active and confident in this meeting. It could be seen when the

teacher gave some question about the material, some students

want to raise their hand to answer it. Some of them also want to

ask the difficult words. When the teacher took the pre-test

score by a dialog, most of students were not shy to practice it in

front class.

4) Reflection

By analyzing the action above, the teacher concluded that

the students could improve their speaking skill. Their

vocabularies also improved in this meeting. It was seen in their

pre-test score. They could make a dialog use the new

vocabulary. They also could speak more fluent than the

previous meeting. Although, their grammatical was not

satisfactory enough, it was important to continue the next

meeting that would carry out the strategy and took their post-

test score.

b. Meeting II

1) Planning

Before conducting the research, the researcher prepared the

instruments of the research, they are:

Page 71: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

56

e) Material for teaching activity, making lesson plan, and

designing the steps of doing action in the class.

f) List of students‟ name and scoring.

g) An observation sheet for classroom observation (to know

the situation of teaching learning process when the

technique was implemented).

a) Pre-test.

2) Implementation

Second meeting in cycle 2 was held on Saturday, August

12th

2017 at 07.10 a.m. The students had been sitting in their

desk, when the teacher and observer entered the classroom. The

students were readier than before because the time was in the

morning. In this meeting, the teacher would conduct the

treatment and took post-test score. He began the lesson by

saying salaam and led to pray by reciting Basmallah together.

After that, he greeted the students.

Before entering to the treatment, focus group discussion,

teacher reviewed the last material and he corrected the

grammatical error that could be found in the students‟ task.

Then the he explained about the method that be conducted in

that meeting. He would use the similar method of the previous

meeting. The students could understand. Then teacher divided

the students into 4 groups. The students had to make a

Page 72: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

57

descriptive text about showing the existence of things which

could be found along of street when they went to the school.

Students understood enough the rules of discussion, so they

could work faster. Teacher gave time to discuss about 20

minutes. After that students must present it in front of class. It

was similar with the previous meeting, in the presentation

section; the teacher would be a moderator who guided the way

of discussion.

When the time to discuss was up, all of groups were

ready to present the result of discussion. Teacher must not wait

too long. The 1th

group was the first group in presentation

section. When the first group did the presentation, the other

group must give some question to the 1st

group. Most of

students had enthusiasm to ask and the 1st

group answered it

happily. The next discussion did by 2nd

group, 3

th group and the

last was 4th

group. The students were looked happier in that

meeting. They could express their idea freely. Almost of

groups asked the teacher about the English of the word in

Bahasa. Teacher guided students to give an appreciation by

giving applause after the group finished their presentation.

Teacher gave some feedbacks about their performance. It

consists of grammatical error and wrong pronunciation.

Page 73: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

58

Before he closed the meeting, he said to the students if

that was the last meeting they study with the observer. Then

teacher gave opportunity to the observer (researcher) to say

something in the last time. Then the researcher said to the

students about his thankfulness because the students helped her

from 1st

meeting until the last meeting. The researcher also

gave some motivations for the students to study more. They

had to accustom to speak English. They did not be shy or be

afraid to speak in front of class. In the learning process, made

some mistakes was not a big problem. From the mistakes, we

could learn to be better.

In the last section, the teacher and researcher guided the

students to pray by reciting Hamdallah together. The last

teacher closed by reciting Wassalamu’alaikum Wr. Wb. And

the students answered it by reciting Waalaikumsalam Wr. Wb.

3) Observation

In the second meeting of cycle 2, the students were more

enthusiastic. It might be caused they had understood about the

technique, so they could do it correctly than in cycle 1. They

could do the discussion better than before. There were many

new vocabularies that be used. The sentences were more

creative. The class would be more active, because most of

Page 74: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

59

students want to express their idea and asked to the teacher or

other friends about the difficult verb and grammatical.

Students also were more confident when they present the

result of discussion in front of class. They could express many

arguments about the topic. Most of students from other group

also want to asked some questions without be ordered. They

were happier, because could ask the understood topic freely.

Although there were some wrong pronunciations, overall they

were active students. It seemed that the technique that the

teacher have successfully improved their students‟ speaking

skill. Their skill in this meeting was more improved than the

first meeting.

4) Reflection

By analyzing every meeting in cycle 1 and cycle 2, the

teacher concluded that the speaking skill of the students was

improved. It was described by the increasing of their post-test.

The focus group discussion in the treatment helped them to

improve their speaking. Not only the students who presented

the material in front of class, but all of students who became

the audience also had the opportunity to speak up. It would

accustom the students to speak English.

Page 75: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

60

B. Improvement of Students’ Speaking Skill through Focus Group

Discussion (FGD) Technique in SMPN 2 Mertoyudan.

The researcher collected the data of cycle 1 and cycle 2 from the

students. They were consisted of 33 students from A class in the second

grade of SMP N 2 Mertoyudan. In this study, the researcher and teacher

elaborated to collect scores of the students. Then, the researcher

calculated the scores.

1. Cycle 1

a. Score of pre-test and post-test in Cycle 1

Table 4.1

The students’ Score of Pre-test and Post-test in Cycle 1

No Name

Pre-

test

(x)

Post-

test

(y)

Post-

pre

(D)

D2

1 ADI SURYO WICAKSONO 80 88 8 64

2 ALMASSELA RONA

FAIDA 72 76 4 16

3 AMANAH FARAHDHITA 76 80 4 16

4 ANDHIKA DWI

RAHMAYANI A.P 80 84 4 16

5 ATIKA AYU SABILA 60 68 8 64

6 AULIA FATIKA

RAHMADANI 72 76 4 16

7 BIMO SATRIO WIDODO 68 72 4 16

8 BINTANG VANDINI 72 80 8 64

9 CAHYO DWI ANGGORO 64 68 4 16

10 CHANDRA RYANSYAH 72 76 4 16

11 CINDY CAHYANI 68 76 8 64

12 DIVA IFTINAN NADAA

SULISTYA 60 68 8 64

13 ELENNA AMARETA 80 84 4 16

Page 76: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

61

SUPRIYANTO

14 FARHAN SULTHAN AZIZ

SANTOSA 72 76 4 16

15 FIRDAUSA DAVID

IBRAHIM 68 76 8 64

16 HANA NAHIFATUN NISA 80 80 0 0

17 HANADIA ASTRI

RAHMANIA 72 76 4 16

18 HAPSARI 68 76 8 64

19 IGA METRI ASTUTI 68 72 4 16

20 IMELDA KHAIRUNISA

ADZANI KURNIAWAN 72 76 4 16

21 ISTI NUR AZIZAH 68 72 4 16

22 LATIFA AZKA AULIA 76 80 4 16

23 MAYA AMELIA

KURNIANINGSIH 68 76 8 64

24 MUHAMMAD NAUFAL 72 72 0 0

25 NASHWA ARANISCHATZI

SRIRAHMAWATI 72 76 4 16

26 NAYLA ADISTI 64 72 8 64

27 NUR RAHMAWATI DEWI 76 80 4 16

28 NURUL FADIA ARIFIN 72 76 4 16

29 NURUL ULYA 64 72 8 64

30 ROHAMAH JAMILAH 72 76 4 16

31 SANGADAH FIDAROIN 68 76 8 64

32 SEPTIYANI NUR FARIDA 60 68 8 64

33 UFIA LAELATUL

FAJRIYAH 72 76 4 16

Total 2328 2500 172 1072

From the students‟ score of pre-test in cycle 1, the researcher

could calculate the count of the students who could pass the

passing grade.

Page 77: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

62

1) Percentages score of pre-test:

P= x 100%

Percentage of score: <76 = x 100%

= 78.8%

Percentage of score: >76 = x 100%

= 21.2%

From the data, the researcher knew that there were 7 students

could pass the passing grade (KKM). The passing grade of

English lesson in SMP N 2 Mertoyudan was 76. The target

percentage of passing grade was 80%. Therefore, the percentage

of pre-test was not achieved the target.

2) Percentages score of post-test:

P= x 100%

Percentage of score: <76 = x 100%

= 30.30%

Percentage of score: >76 = x 100%

= 69.70%

From the data, there was improvement from pre-test. The

passing grade of pre-test was 21.2%, and the passing grade in

Page 78: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

63

post-test was 69.70%. The target percentage of passing grade

was 80%, so it was not achieved in cycle 1. The researcher

would conduct the cycle 2.

b. Calculating Mean of Cycle 1

1) Mean of Pre-Test 1

M =

M =

M = 70.55

2) Mean of Post- Test 1

M =

M =

M = 75.75

Mean of pre-test < Mean of Post Test

There is an improvement of speaking skill through

Focus Group Discussion (FGD) between pre-test (before

giving treatment) and the post-test (after giving the

treatment).

c. SD of post-test and pre-test

From the data above, the teacher calculate SD pre-test and

post-test.

Page 79: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

64

=

=

=

=

= 2.29

d. T-test calculation

to=

to=

to=

to=

to=

to= 13.05

Page 80: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

65

e. Giving Interpretation to

1) Calculate of df

df = n-1

df = 33-1

df = 32

2) Consult with t-table value

The value of t-table with level of 5% with df = 32 was 2.037

3) Comparing T-test with t-table

T-test was 13.5. It used the significant level 5% and t-table 2.037,

therefore t-test is higher than t-table with level of significance 5%.

If T-test similar or higher than t-table, null hypothesis (Ho) would

be rejected. Ho was no significant difference between post-test

cycle 1 and post-test cycle 2. T-test table with N=32 was 2.037. The

result of T-test was 13.05 > 2.037. So, T-test calculating was higher

than t-table. Therefore, Ho was rejected, it means that there was a

significant difference between pre-test and post-test.

2. Cycle 2

a. Score of pre-test and post-test in Cycle 1

Table 4.2

The students’ Score of Pre-test and Post-test in Cycle 1

No Name

Pre-

test

(x)

Post-

test

(y)

Post-

pre

(D)

D2

1 ADI SURYO WICAKSONO 96 100 4 16

2 ALMASSELA RONA 92 96 4 16

Page 81: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

66

FAIDA

3 AMANAH FARAHDHITA 92 96 4 16

4 ANDHIKA DWI

RAHMAYANI A.P 88 96 8 64

5 ATIKA AYU SABILA 84 92 8 64

6 AULIA FATIKA

RAHMADANI 84 92 8 64

7 BIMO SATRIO WIDODO 84 92 8 64

8 BINTANG VANDINI 92 96 4 16

9 CAHYO DWI ANGGORO 80 88 8 64

10 CHANDRA RYANSYAH 84 92 8 64

11 CINDY CAHYANI 80 88 8 64

12 DIVA IFTINAN NADAA

SULISTYA 80 92 12 144

13 ELENNA AMARETA

SUPRIYANTO 92 96 4 16

14 FARHAN SULTHAN AZIZ

SANTOSA 88 96 8 64

15 FIRDAUSA DAVID

IBRAHIM 84 92 8 64

16 HANA NAHIFATUN NISA 88 92 4 16

17 HANADIA ASTRI

RAHMANIA 92 96 4 16

18 HAPSARI 88 100 12 144

19 IGA METRI ASTUTI 84 96 12 144

20 IMELDA KHAIRUNISA

ADZANI KURNIAWAN 88 92 4 16

21 ISTI NUR AZIZAH 88 96 8 64

22 LATIFA AZKA AULIA 84 92 8 64

23 MAYA AMELIA

KURNIANINGSIH 88 96 8 64

24 MUHAMMAD NAUFAL 84 92 8 64

25 NASHWA ARANISCHATZI

SRIRAHMAWATI 80 92 12 144

26 NAYLA ADISTI 84 88 4 16

27 NUR RAHMAWATI DEWI 84 92 8 64

Page 82: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

67

28 NURUL FADIA ARIFIN 84 88 4 16

29 NURUL ULYA 84 88 4 16

30 ROHAMAH JAMILAH 88 92 4 16

31 SANGADAH FIDAROIN 84 92 8 64

32 SEPTIYANI NUR FARIDA 84 92 8 64

33 UFIA LAELATUL

FAJRIYAH 80 84 4 16

Total 2836 3064 228 1808

From the students‟ score of pre-test in cycle 2, the researcher

could calculate the count of the students who could pass the

passing grade.

1) Percentages score of pre-test:

P= x 100%

Percentage of score : <76 = x 100%

= 0%

Percentage of score : >76 = x 100%

= 100%

From the data, there was improvement from the result in

cycle 1. The result of the cycle 2, there was 100% students who

pass the passing grade. All of students could pass the passing

grade. The researcher concluded that there was an improvement

of students‟ speaking skill through focus group discussion.

Page 83: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

68

b. Calculating Mean of Cycle 2

1) Mean of Pre-Test

M =

M =

M = 85.34

2) Mean of Post-Test

M =

M =

M = 92.25

Mean of pre-test < Mean of Post Test

There is an improvement of speaking skill through Focus

Group Discussion (FGD) between pre-test (before giving

treatment) and the post-test (after giving the treatment) in cycle

2.

c. SD of post-test and pre-test

From the data above, the teacher calculate SD pre-test and

post-test.

=

Page 84: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

69

=

=

=

= 2.67

d. T-test Calculation

to=

to=

to=

to=

to=

to= 14.68

e. Giving Interpretation to

Page 85: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

70

1) Calculate of df

df = n-1

df = 33-1

df = 32

2) Consult with t-table value

The value of t-table with level of 5% with df = 32 was 2.037.

3) Comparing T-test with t-table

T-test was 14.68. It used the significant level 5% and t-table

2.037, therefore T-test is higher than t-table with level of

significance 5%.

If T-test was similar or higher than t-table, so, null hypothesis

(Ho) will be rejected. There is not significant difference between

post-test cycle 1 and post-test cycle 2. t-table with N=32 was 2.037.

The result of t-test was 14.68 > 2.037. So, T-test calculating was

higher than t-table. Therefore, Ho is rejected, it means that there is a

significant difference between pre-test and post-test.

C. Analysis and Discussion

1. Analysis

From the result of analysis in cycle 1 and cycle 2, there is

significant improvement on the students‟ speaking skill that will be

explained in the table and chart below:

Table 4.3

Table of Data Analysis

Page 86: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

71

No Analysis Cycle I Cycle II

1. Mean of pre-test

Mean of post- test

70.55

75.75

85.34

92.85

2. t- table N= 33 2.037 2.037

3. t- calculation 13.05 14.68

4. T-test > t table 13.05 > 2.037 14.68 > 2.037

Chart 4.1

The Mean and T-Calculation of Students’ Score

Null hypothesis (Ho) will be rejected, if the t-calculation is

higher than t-table. The table and the chart showed that t-calculation is

higher than t-table, so Ho is rejected. It means that there is significant

difference between mean pre-test and post-test. It can be concluded

that Focus Group Discussion can improve students‟ speaking skill.

Moreover, the result of each test increases for each cycle. It is shown

by the result of t-calculation in cycle 1 is 13.05 and cycle 2 is 14.68.

In addition, the mean of pre-test and post-test in each cycle increases

Page 87: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

72

significantly. The mean of the pre-test in cycle 1 is 70.55 and post-test

in cycle 1 is 75.75. Moreover, in cycle 2, the mean of pre-test is 85.94

and mean of post-test is 92.85.

From the explanation above, it can be seen that using Focus

Group Discussion (FGD) technique can improve students‟ speaking

skill.

2. Discussion

Based on the result of this research, focus group discussion can

prove the theory in chapter II. According to Marsela (2015:233)

states that “discussion is active learning when the participants

exchange ideas”. Viji (2014:6) also states that “Focus Group

Discussion (FGD) is a good way to gather people from similar

experience to discuss a specific topic of interest”. Based on this

theory, it appears that focus group discussion can increase teacher-

students interaction in classroom. In the focus group discussion the

students can ask some question freely. The students are more

confident to ask about the material of discussion or some difficult

verbs. For the student- student verbal interaction, it can be seen when

the students discussed the material in group. In addition, the students‟

speaking skill can be seen when they do the presentation section and

question-answer section among one group to the other groups. The

students can share their ideas each other, not only in their group but

also in other group.

Page 88: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

73

Based on the previous research, is conducted by Sasmita and

Gurning (2012) entitled “Improving Students‟ Achievement in

Writing Recount Text through Focus Group Discussion (FGD)”,

focus group discussion is one of good methods that can invite the

students to be active, have a good motivation and do high activity.

This theory can be proved by the result of this research. Students be

more active in the classroom and they have high motivation to learn

English, because they can ask the material, that can not be

understood, to the other friends or teacher. If they understand the

material well, they will speak fluently.

Based on the explanation above, the researcher conclude that

teaching using focus group discussion method technique is

appropriate used in teaching speaking.

Page 89: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

74

CHAPTER V

CLOSURE

A. Conclusion

1. The researcher concludes that the implementation of Focus Group

Discussion (FGD) for the second grade students of SMP N 2 Mertoyudan

can improve students‟ speaking skill. After using Focus Group

Discussion (FGD), the students‟ speaking skill can be better. They are

more confident to speak up in the class. Focus Group Discussion (FGD)

also makes the situation of the class is more active. It is shown by the

mean of pre-test and post-test increase in each cycles. The mean score of

pre-test in cycle I is 70.55, the mean score of post-test is 75.75.

Meanwhile, the mean score of pre-test in cycle II is 85.34 and the mean

score of post-test is 92.25. The researcher analyzes that the speaking skill

of the students increases from cycle 1 and cycle 2. The fluency of

students‟ speaking increases from their practice in the class.

2. The improvement can be shown by the score of pre-test and post- test

which increases in each cycle. The researcher can calculate the count of

the students who can pass the passing grade. The percentage score of pre-

test in cycle 1 who passed the passing grade (KKM) is 21.2%, while in

the post-test, there is 69.70% who passed the passing grade. In the cycle

2, there is 100% who passed the passing grade. From the data above, the

researcher could conclude that there is improvement from the pre-test

Page 90: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

75

who pass the passing grade. Moreover, in the cycle 2, all of students can

pass the passing grade (KKM).

B. Suggestions

At the end of this chapter, the writer would like to propose the

suggestions, which hopefully would be useful for all subjects.

1. For English Teachers

a. The English teacher should use an interesting method or technique

in speaking class. They should choose a good method or technique

in the teaching learning process. The teacher is suggested to apply

Focus Group Discussion (FGD) technique to teach speaking. Focus

Group Discussion (FGD) is an appropriate technique to teach

speaking, because this technique can stimulate the students to more

creative. Students can propose their idea orally and be accustomed

to speak up in the public. This technique can improve the self-

confidence of students.

b. The English teacher should motivate the students and make them is

interested in speaking. Therefore, the students are able to cooperate

with other friends who have different background knowledge.

c. The teacher must give example how to say something properly and

help the students when they do not understand about the material

and get difficulties in translating some vocabularies.

Page 91: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

76

2. For the students

a. The students should try to practice speaking skill using Focus

Group Discussion (FGD) in the learning process. They can divide

the class into some groups. Choose one of students in the class to

be a moderator who manage the discussion. All of group discuss

about something and then present it in front of the class. They can

explore their knowledge from the more information of the other

group.

b. The students should also have high motivation and desire in

improving their speaking skill. They must study hard, not to be

lazy to open dictionary, make a note and a new word, memorize

the new vocabularies from the dictionary and practice it more and

more. They should have good self-confidence to speak English and

they should practice to speak English with their friends in

everywhere.

3. For the other researcher

This research shows that the using Focus Group Discussion

(FGD) technique can improve the students‟ speaking skill, so that the

other researchers or the readers could use the method in speaking

learning. They should read this research clearly, so they can

understand how to practice Focus Group Discussion (FGD) to

improve their speaking skill well.

Page 92: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

77

In addition, the result of the study is able to be used as

additional reference to further research with different sample and

skill. Hopefully, there is an improvement the next study.

Page 93: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

78

BIBLIOGRAPHY

Arikunto, Suharsimi et al. 2006. Penelitian Tindakan Kelas. Jakarta: PT Bumi

Aksara

Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik.

Jakarta: PT Rineka Cipta.

Aziz, M. 2015. The Use of Community Language Learning and Authentic

Material in Improving Students’ Speaking Skill. Salatiga: Graduating

Paper STAIN Salatiga.

Aziz, Norshakirah Ab. 2015. Role of Focus Group Discussion (FGD) in e-Business

Research. University Tenaga Nasional Malaysia: Open Access Library Journal.

Bader and Rossi. 2002. Focus Group a Step by Step Guide. The Bader Group

Basrowi and Suwardi. 2008. Prosedur Penelitian Tindakan Kelas. Bogor: Ghalia

Indonesia.

Bloor, M., Frankland, M.J., Thomas, M. and Stewart, K. 2001. Focus Group in Social

Research. London: Sage Publications Ltd.

Boateng, William, PhD. 2012. Evaluating the Efficacy of Focus Group Discussion (FGD)

in Qualitative Social Research. Canada: International Journal of Business and

Social Science.

Brown, H. Douglas. 2004. Language Assessment Principles and Classroom Practices.

Longman: San Francisco State University.

Gibbs, Anita. 1997. Focus Groups. Oxford University: Social Research Update of

Probation Studies Unit, Centre for Criminological Research.

Goh, Christine C.M. 2007. Teaching Speaking in the Language Classroom.

Singapore: SEAMEO Regional Language Centre

Harizaj, Marsela PhD. 2015. Discussion as an Active Learning in EFL. University

“Ismail Qemali” Vlore, Albania: European Scientific Journal.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. England: Pearson

Education Limited

Hasan, Mahmud. 2015. The use of Picture and Group Discussion to Increase Speaking

Skill .IAIN Salatiga: Graduating Paper

Hopkins, David. 1993. A Teachers’ Guide to Classroom Action Research. Britain:

Edmundsbury Press Ltd.

Page 94: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

79

Litosseliti, Lia. 2003. Using Focus Group in Research. London: continuum

Masedah, Mousa A, PhD. 2012. Focus Group: Reviews and Practices. Jordan:

International Journal of Applied Science and Technology.

Mulyo, Marintah Handayani. 2015. The use of Spontaneous Group Discussion to Improve

Students’ Skill in Speaking of the Eleventh Year of SMK Diponegoro Salatiga in

the Student Academic Year 2014/2015 (A Classroom Action Research.. IAIN

Salatiga: Graduating Paper

Nirmawati, Lia Amalia. 2015. Improving Students’ Speaking Skills Through

Speaking Board Games Of Grade VIII Of SMP N 13 Yogyakarta In The

Academic Year Of 2013/2014. Universitas Negeri Yogyakarta: A Thesis

Puchta,Claudia and Potter, Jonathan. 2004. Focus Group Practice. London: sage

Publication

Puspasari, Restu Ayu. 2016. The Use of Realia and Group Discussion to Improve

Students’ Speaking Skill for the Tenth Grade Students of SMK N 1

Ngablak Magelang District in the Academic Year 2015/2016. IAIN

Salatiga: Graduating Paper

Riyanto, Honang Adi. 2015. Improving Speaking Skill Through Small Group

Discussion (A Classroom Action Research For The Third Grade Students

of Vocational Secondary School Pancasila Salatiga In The Academic

Year 2015/2016). IAIN Salatiga: Graduating Paper

Rusydina, Atikah. 2016. The Effectiveness of Mind Mapping and Group Discussion to

Increase the Students’ Speaking Ability (A Quasi Experimental Research of the

Eighth Grade Students of SMP Negeri 1 Bawen in Academic Year of

2015/2016). IAIN Salatiga: Graduating Paper

Sasmita, Wenny and Gurning, Busmin. 2012. Improving Students’ Achievement In

Writing Recount Text Through Focus Group Discussion ( FGD ). Register

Journal of English Language Teaching of FBS-Unimed

Sudijono, Anas. 2010. Pengantar Statistik Pendidikan. Jakarta: PT RajaGrafindo

Persada.

Syamsuddin and Damaianti. 2007. Metode Penelitian Pendidikan Bahasa.

Bandung: PT Remaja Rosdakarya

Syamsuddin and Damaianti. 2007. Metode Penelitian Pendidikan Bahasa.

Bandung: PT Remaja Rosdakarya.

Viji V and Benedict K Y. 2014. A Narrative Interpretation of a Focus Group

Discussion Episode on Emerging Educational Taxonomies by a Novice

Page 95: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

80

Investigator. University of Kerala: International Journal of Humanities

and Social Science Invention.

Wahyuni, Ambar. 2013. The Effectiveness Of Using Direct Method To Improve Students’

Speaking Ability (A Classroom Action Research of the Tenth grade students of

SMAN 1 Suruh in the Academic year of 2012/2013). STAIN Salatiga:

Graduating Paper.

Page 96: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

81

APPENDICES

Page 97: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

82

CURRICULUM VITAE

Name : Isti Wulan Khosidah

Student Number : 113-13-147

Gender : Female

Address : Srikuwe Rt 2 Rw 7, Ambartawang, Mungkid Magelang

Place/ Date : Magelang, 24 Februari 1995

Religion : Moeslem

Education :

2001-2007 : Elementary School of Ambartawang

2007-2010 : Junior High School 2 of Mertoyudan

2010-2013 : Vocational High School 2 Magelang

2013- now : English Education Department Teacher Training and Educational

Faculty State Institut for Islamic Studies (IAIN) Salatiga

Organization Experiences :

2013- 2014 : member of forming cadres LDK Fathir Ar- Rasyid IAIN Salatiga

2014-2015 : Secretarial of LDK Fathir Ar- Rasyid IAIN Salatiga

2015-2016 : Member of Nisa‟ LDK Fathir Ar- Rasyid IAIN Salatiga

Page 98: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

83

Page 99: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

84

Page 100: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

85

CYCLE 1

Page 101: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

86

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP NEGERI 2 Mertoyudan

Mata pelajaran : Bahasa Inggris

Kelas/Semester : VIII/ 1

Topik : Teks Deskriptif tentang Keberadaan Orang

Alokasi Waktu : 4 JPL ( 2 Pertemuan)

A. Kompetensi Inti

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya

KI 2: Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,

kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap

sebagai bagian dari solusi atas berbagai permasalahan berinteraksi secara efektif

dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan

bangsa dalam pergaulan dunia.

KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,

dan prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan

bakat dan minatnya untuk memecahkan masalah.

KI 4: Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri dan

mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

1. Kompetensi Dasar

3.6 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta

informasi terkait keberadaan orang, benda, binatang, sesuai dengan konteks

penggunaannya. (Perhatikan unsur kebahasaan there is/are)

Page 102: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

87

4.6 menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan

sederhana yang melibatkan tindakan memberi dan meminta informasi terkait

keberadaan orang, benda, binatang, dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

2. Indikator Pencapaian Kompetensi

Siswa dapat memberi informasi secara lisan terkait keberadaan orang atau benda

dengan memperhatikan ketiga aspek teks berikut ini:

Fungsi Sosial

- Memberi informasi: memberitahu, membacakan, menyebutkan, menambahkan

- Meminta informasi: bertanya, mengecek, meminta persetujuan

Struktur teks

- Memulai komunikasi: memberitahu, bertanya, membacakan

- Merespon: menjawab, menyanggah, mengiyakan, balik bertanya

Unsur kebahasaan

Menentukan (menyebutkan/menyalin/membacakan) secara lisan dan tulis unsur-

unsur kebahasaan yang mendukung cara mendeskripsikan keberadaan orang/ benda.

- Ungkapan dengan there is/are untuk menyatakan keberadaan suatu benda/orang.

- Kata jumlah yang tidak tertentu: little, few, some, many, much, a lot (of).

- Frasa kata depan: in, on, under, in front of, below, above, dan lain lain

- Ucapan, tekanan kata, dan intonasi yang benar, ejaan dan tanda baca yang benar,

tulisan tangan yang rapih dan benar.

C. Tujuan Pembelajaran

Selama proses pembelajaran,siswa dapat memberikan informasi secara lisan terkait

dengan keberadaan benda atau orang dengan memperhatikan fungsi sosial, struktur

teks dan unsur kebahasaan yang tepat.

D. Materi Pembelajaran

a. Ungkapan dengan There are/is untuk untuk menyatakan keberadaan suatu

benda/orang.

- kalimat positive

There + be(is/are) + subject

There + be (is/are) + subject + location

Contoh: there is a table.

Page 103: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

88

There is a table in the living room.

There + is, diikuti oleh subject tunggal.

Contoh: There is a teacher in the class.

There + are, diikuti oleh subject ganda.

Contoh: there are two students standing after me.

- Kalimat negatif

There + be(is/are) + not + subject

There + be (is/are) + not + subject + location

Example: there are not many trees in the jungle.

There is not boy in my class.

b. Kata jumlah

- Singular = menggunakan article a, an, one

Contoh: there is one boy in my house.

- Plural

Countable

Uncountable Noun

- Few (sedikit)

- Many (banyak)

- Some (beberapa)

- A lot of (banyak)

- Little (sedikit)

- Much (banyak)

- Some (beberapa)

- A lot of (banyak)

Contoh : there are many people in the market.

There are few policemen in the road.

c. Preposition

In = di (dalam) at = di (tepat); at the corner

on = di (menempel/diatas) between = di antara

Under = di bawah in front of = di depan

Above = di atas behind = di belakang

Showing the existence of people

There are six students in the class. There are there girls, Siti, Rani and Lina. There are three boys, Udin, Beni and Edo. There is one girl wears a blue veil, Siti. There is one boy with curly hair, Edo. There is one boy with straight hair, Udin.

Page 104: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

89

D. Metode Pembelajaran

Pendekatan : Scientific Learning

Strategi Pembelajaran: Focus Group Discussion (FGD) Technique

1. Pemberian stimulus terhadap siswa Mengamati

2. Identifikasi masalah Menanya

3. Pengumpulan Data Mengmpulkan Informasi

4. Pembuktian Menalar/Mengasosiasikan

5. Menarik kesimpulan/ generalisasi Mengkomunikasikan

E. Media/alat dan Bahan

1. Media/Alat : Laptop, LCD, realia, gambar

2. Bahan : Buku – buku yang terkait dengan materi

F. Sumber Belajar

Kementrian Pendidikan dan Kebudayaan, Bahasa Inggris, When English Rings The

Bell edisi revisi 2017 SMP/Mts Kelas VIII, hal ... sd ..., dan sumber lain yang sesuai

G. Langkah-langkah Kegiatan Pembelajaran

1. Pertemuan Pertama: (2JPL)

Langkah

Pembelajaran Deskripsi

Alokasi

Waktu

Kegiatan

Pendahuluan

Guru masuk ke kelas dan mengecek kesiapan siswa belajar

baik secara fisik maupun psikis

Guru mengucapkan salam dan langsung menyapa dengan

menggunakan bahasa Inggris agar EnglishEnvironment dapat

langsung tercipta sebelum pembelajaran dimulai.

Guru memimpin berdoa sebelum pembelajaran dimulai.

Guru mengecek kehadiran siswa sebagai bentuk disiplin dan

perkenalan

Guru memperkenalkan diri di depan kelas.

Guru melakukan apersepsi dengan mengajukan pertanyaan

yang merujuk pada konsep tentang memberi informasi

10‟

Page 105: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

90

mengenai keberadaan seseorang dan menumbuhkan motivasi

internal dalam diri siswa.

Guru menyampaikan tujuan pembelajaran.

Kegiatan Inti

Mengamati

- Siswa melihat sebuah gambar yang ditayangkan pada layar

LCD

- Dengan bimbingan dan arahan guru, siswa diminta untuk

mengamati isi gambar yang disajikan.

- Guru membaca sebuah teks deskriptif mengenai keberadaan

seseorang dan siswa diminta untuk menirukan

Menanya

- Dengan bimbingan dan arahan guru, siswa menanyakan kosa

kata yang sulit dan strukture teks yang terdapat dalam teks

deskriptif yang telah ditampilkan.

- Dengan bimbingan dan arahan guru, siswa menanyakan ciri-ciri

dan ungkapan yang digunakan dalam teks deskriptif mengenai

keberadaan seseorang.

Mengumpulkan Informasi

- Guru memberikan sebuah gambar mengenai situasi suatu

tempat, siswa diminta untuk mengidentifikasi keberadaan

seseorang yang terdapat dalam gambar.

- Siswa diminta untuk menyebutkan struktur kalimat untuk

menyatakan keberadaan seseorang.

- Guru memberikan penjelasan mengenai materi yang akan

dipelajari berkaitan dengan teks yang telah diberikan.

60‟

Kegiatan

Penutup

Guru bersama-sama dengan siswa membuat kesimpulan

mengenai materi yang telah diberikan.

Guru memberi motivasi kepada siswa.

Guru menutup pembelajaran dengan mengucapkan salam dan

berdo‟a.

10‟

Page 106: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

91

2. Pertemuan kedua: (2 JPL)

Langkah

Pembelajaran Deskripsi Kegiatan

Alokasi

Waktu

Kegiatan

Pendahuluan

- Guru masuk ke kelas dan mengecek kesiapan siswa belajar

baik secara fisik maupun psikologis.

Guru mengucapkan salam dan langsung menyapa dengan

menggunakan bahasa Inggris agar English Environment dapat

langsung tercipta sebelum pembelajaran dimulai.

Guru memimpin berdoa sebelum pembelajaran dimulai.

Guru mengulas singkat materi/kegiatan di pertemuan

sebelumnya.

Guru memberikan ice breaking sebelum masuk pada materi.

Guru menyampaikan tujuan pembelajaran.

10‟

Kegiatan Inti

Mengasosiasi

- Guru membagi siswa menjadi beberapa kelompok.

- Siswa diminta untuk mengamati situasi yang sedang terjadi di

sekitar kelas.

- siswa secara berkelompok diminta untuk membuat teks pendek

mengenai keberadaan orang

- Hasil pekerjaan tiap kelompok dijadikan satu sebagai tugas

portofolio.

Mengomunikasikan

- Siswa diminta untuk mempresentasikan di depan kelas dan

melakukan tanya jawab dengan kelompok lain.

- Guru mengevaluasi kegiatan siswa.

- Di akhir pembelajaran, guru mengulang pembelajaran yang

telah diberikan dengan memberikan beberapa pertanyaan yang

berhubungan dengan topik pembelajaran.

60‟

Kegiatan

Penutup

- Guru bersama-sama dengan siswa membuat kesimpulan

mengenai materi yang telah diberikan.

10‟

Page 107: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

92

- Guru melakukan refleksi dengan menanyakan kesulitan yang

dialami siswa.

- Guru memberi motivasi belajar kepada siswa.

- Guru menutup pembelajaran dengan mengucapkan salam dan

berdo‟a.

H. Butir Soal

1. instrument for pre-test

a. Please fill the blank words with the appropriate words based on the situation

below. Then, present it in front of class.

In the market, there ..1... many people. There

are so ...2.....people. There ...3...a woman with

blue skirt, bring a bucket of vegetables. There

are ....4... kinds of fruits. In this market ...5....

are not rubbish, so the market is clean. There

is a cat sit in the land.

so

- Kunci Jabawan

1. Are 4. Many

2. Many 5. There

3. Is

2. Instrument for post- test

Please make a short teks ( at least 3 sentences) with your pairwork about showing

the existence of people based on the situation in this picture. Then you must

present it orally in front of class!

Page 108: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

93

- Kunci Jawaban

The festival is very crowded, because there are many visitors. There are many

children and many adults. There are many kinds of games. Some people is vey

happy.

(according to students‟ idea)

I. Assesment of Speaking Skill

Grammar Tingkat kualitas

5 4 3 2 1

Excellent:

No

grammatic

al errors

Good: Two

or fewer

grammatic

al errors

Good Enough:

Listener

understand

enough

Many

problems like

in verb forms

errors in basic

structures

Errors in

grammar are

frequent but

speaker can be

understood by

native speaker

Pronounci

ation

5 4 3 2 1

Pronunciat

ion is

excellent

like native

speaker

Errors in

pronunciati

on are

quite rare

Require

guessing at

meaning,

accent may be

obviously

foreign

Pronunciation

has many

problems

Errors in

pronunciation are

frequent but can

be understood by

native speaker

Fluency 5 4 3 2 1

Page 109: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

94

Quick,

fluently,

continuous

with no

hesitation

and clear

Fluently,

occasional

hesitation

Fluently

enough, several

unnatural

hesitations and

searching for

words

Fluently not

good enough,

many

unnatural

hesitation

No specific

fluency

description, not

complete

utterances

Vocabulary 5 4 3 2 1

Very good:

Use

appropriate

and new

words

Good,

appropriate

vocabulary

and

response

Good enough,

rarely have to

look for a word

No enough

vocabulary or

incorrect use

Very little

vocabulary,

vocabulary

repeated

Comprehe

nsion 5 4 3 2 1

Understan

ding the

concept

very good

Understan

ding the

concept

good

Understanding

the concept

good enough

No enough

understanding

the concept

Confusing in

understanding the

concept

J. Penskoran

Nilai= Jumlah skor x 100

25

Magelang, Juli 2017

Peneliti

Isti Wulan Khosidah

Guru Mata Pelajaran

Rindarti, S.Pd

Mengetahui,

Kepala SMPN 2 Mertoyudan

Aziz Amin Mujahidin, M.Pd

Page 110: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

95

CYCLE 2

Page 111: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

96

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP NEGERI 2 Mertoyudan

Mata pelajaran : Bahasa Inggris

Kelas/Semester : VIII/ 1

Topik : Teks Deskriptif tentang Keberadaan suatu Benda

Alokasi Waktu : 4 JPL ( 2 Pertemuan)

A. Kompetensi Inti

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya

KI 2: Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,

kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap

sebagai bagian dari solusi atas berbagai permasalahan berinteraksi secara efektif dengan

lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa

dalam pergaulan dunia.

KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,

dan prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,

budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan

peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

KI 4: Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri dan

mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

3. Kompetensi Dasar

3.6 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta

informasi terkait keberadaan orang, benda, binatang, sesuai dengan konteks

penggunaannya. (Perhatikan unsur kebahasaan there is/are)

4.6 menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan

sederhana yang melibatkan tindakan memberi dan meminta informasi terkait

Page 112: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

97

keberadaan orang, benda, binatang, dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

4. Indikator Pencapaian Kompetensi

Siswa dapat memberi informasi secara lisan terkait keberadaan orang atau benda .

Siswa dapat meminta informasi secara lisan terkait keberadaan orang atau benda.

3) Tujuan Pembelajaran

Selama proses pembelajaran,siswa dapat memberikan dan meminta informasi secara

lisan terkait dengan keberadaan benda atau orang dengan memperhatikan fungsi

sosial, struktur teks dan unsur kebahasaan yang tepat.

4) Materi Pembelajaran

d. Ungkapan dengan There are/is untuk untuk menyatakan keberadaan suatu

benda/orang.

There + be(is/are) + subject

There + be (is/are) + location

Contoh: there is a table.

There is a table in the living room.

There + is, diikuti oleh subject tunggal.

Contoh: There is a teacher in the class.

There + are, diikuti oleh subject ganda.

Contoh: there are two students standing after me.

e. Kata jumlah

- Singular = menggunakan article a, an, one

Contoh: there is one boy in my house.

- Plural

Countable

Uncountable Noun

- Few (sedikit)

- Many (banyak)

- Some (beberapa)

- A lot of (banyak)

- Little (sedikit)

- Much (banyak)

- Some (beberapa)

- A lot of (banyak)

Contoh : there are many people in the market.

There are few policemen in the road.

Page 113: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

98

f. Preposition

In = di (dalam) at = di (tepat); at the corner

on = di (menempel/diatas) between = di antara

Under = di bawah in front of = di depan

Above = di atas behind = di belakang

Showing the existence of things

There are many things in the living

room. There are two sofa. There is a

clock hanging on the wall. There is a

picture hanging on the wall. There are

two pillow on the sofa. There is a table

between two sofa.

g. Question with How Many and How Much

Pertanyaan yang digunakan untuk menanyakan jumlah benda.

How Many : digunakan untuk menanyakan jumlah benda yang dapat di hitung.

How Many + Plural Noun + be + There

Contoh: how many students are there?

How many cars are there?

How many visitors are there in the zoo?

There are few visitors in the zoo.

How many girls are there? There are three girls in there.

How much : digunakan untuk menanyakan jumlah benda yang tidak dapat dihitung.

Page 114: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

99

How Much + Plural Noun + Be + There

Contoh: How much water in the glass?

There are a half glass of water.

How much food does the elephant eat?

Not much, just half a bucket of food.

D. Metode Pembelajaran

Pendekatan : Scientific Learning

Strategi Pembelajaran: Focus Group Discussion (FGD) Technique

6. Pemberian stimulus terhadap siswa Mengamati

7. Identifikasi masalah Menanya

8. Pengumpulan Data Mengmpulkan Informasi

9. Pembuktian Menalar/Mengasosiasikan

10. Menarik kesimpulan/ generalisasi Mengkomunikasikan

5) Media/alat dan Bahan

3. Media/Alat : Laptop, LCD, realia, gambar

4. Bahan : Buku – buku yang terkait dengan materi

6) Sumber Belajar

Kementrian Pendidikan dan Kebudayaan, Bahasa Inggris, When English Rings The

Bell edisi revisi 2017 SMP/Mts Kelas VIII, hal ... sd ..., dan sumber lain yang sesuai

7) Langkah-langkah Kegiatan Pembelajaran

2. Pertemuan Pertama: (2JPL)

Langkah

Pembelajaran Deskripsi Kegiatan

Alokasi

Waktu

Kegiatan

Pendahuluan

Guru masuk ke kelas dan mengecek kesiapan siswa belajar

baik secara fisik maupun psikis

Guru mengucapkan salam dan langsung menyapa dengan

10‟

Page 115: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

100

menggunakan bahasa Inggris agar English Environment dapat

langsung tercipta sebelum pembelajaran dimulai.

Guru meminta salah satu siswa memimpin berdoa sebelum

pembelajaran dimulai.

Guru memperkenalkan diri di depan kelas.

Guru mengecek kehadiran siswa sebagai bentuk disiplin dan

perkenalan.

Guru menyampaikan tujuan pembelajaran.

Guru melakukan apersepsi dengan mengajukan pertanyaan

yang merujuk pada konsep tentang meminta dan memberi

informasi mengenai keberadaan benda.

Kegiatan Inti

Mengamati

- Siswa mendengarkan dengan seksama sebuah lagu yang

diputarkan.

- Siswa diminta untuk mencermati lirik dari lagu yang

diberikan

Menanya

- Dengan bimbingan dan arahan guru, siswa menanyakan kosa

kata yang sulit dan struktur teks yang terdapat dalam lirik lagu

yang diberikan.

- Dengan bimbingan dan arahan guru, siswa menanyakan

tentang ungkapan menunjukkan keberadaan benda.

Mengumpulkan Informasi

- Siswa diminta untuk mengidentifikasi dan menyebutkan

pernyataan yang menunjukkan keberadaan orang/benda dari

teks/lirik yang telah diberikan.

- Siswa diminta untuk membaca dialog pendek mengenai

ungkapan meminta dan memberi informasi berkaitan dengan

keberadaan benda.

- Guru memberikan penjelasan mengenai materi yang akan

dipelajari.

60‟

Kegiatan Guru bersama-sama dengan siswa membuat kesimpulan 10‟

Page 116: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

101

Penutup

mengenai materi yang telah diberikan.

Guru memberi motivasi kepada siswa.

Guru menutup pembelajaran dengan mengucapkan salam dan

berdo‟a.

2. Pertemuan kedua: (2 JPL)

Langkah

Pembelajaran Deskripsi

Alokasi

Waktu

Kegiatan

Pendahuluan

Guru masuk ke kelas dan mengecek kesiapan siswa belajar

baik secara fisik maupun psikologis.

Guru mengucapkan salam dan langsung menyapa dengan

menggunakan bahasa Inggris agar English Environment dapat

langsung tercipta sebelum pembelajaran dimulai.

Guru memimpin berdoa sebelum pembelajaran dimulai.

Guru mengulas singkat materi/kegiatan di pertemuan

sebelumnya.

Guru memberikan ice breaking sebelum masuk pada materi.

Guru menyampaikan tujuan pembelajaran.

10‟

Kegiatan Inti

Mengasosiasi

Guru membagi siswa menjadi beberapa kelompok.

Siswa diminta untuk mengamati situasi yang sedang terjadi di

sekitar kelas dan membuat daftar banyaknya benda/orang

yang terlihat.

siswa secara berkelompok diminta untuk membuat teks

pendek mengenai keberadaan orang atau benda beserta

pernyataan meminta informasinya.

Hasil pekerjaan tiap kelompok dijadikan satu sebagai tugas

portofolio.

Mengomunikasikan

Siswa diminta untuk mempresentasikan di depan kelas dan

melakukan tanya jawab dengan kelompok lain.

60‟

Page 117: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

102

Guru mengevaluasi kegiatan siswa.

Di akhir pembelajaran, guru mengulang pembelajaran yang

telah diberikan dengan memberikan beberapa pertanyaan

yang berhubungan dengantopik pembelajaran.

Kegiatan

Penutup

Guru bersama-sama dengan siswa membuat kesimpulan

mengenai materi yang telah diberikan.

Guru melakukan refleksi dengan menanyakan kesulitan yang

dialami siswa.

Guru memberi motivasi belajar kepada siswa.

Guru menutup pembelajaran dengan mengucapkan salam dan

berdo‟a.

10‟

J. Butir Soal

3. Instrument for pre-test

b. Please make a dialog with your pair-work consists of asking and giving

information about showing the existence of things and people based on the

picture. Then present the dialog orally in front of class.

- Kunci Jabawan

Aldo: How many pillow are there in the living room?

Risa : there are two pillow in the living room.

4. Instrument for post- test

Please show the existance of things from the picture below! Then present the

answer orally in front of class!

Page 118: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

103

I. Assesment of Speaking Skill

Grammar Tingkat kualitas

5 4 3 2 1

Excellent:

No

grammatic

al errors

Good: Two

or fewer

grammatic

al errors

Good Enough:

Listener

understand

enough

Many

problems like

in verb forms

errors in basic

structures

Errors in

grammar are

frequent but

speaker can be

understood by

native speaker

Pronounci

ation

5 4 3 2 1

Pronunciat

ion is

excellent

like native

speaker

Errors in

pronunciati

on are

quite rare

Require

guessing at

meaning,

accent may be

obviously

foreign

Pronunciation

has many

problems

Errors in

pronunciation are

frequent but can

be understood by

native speaker

Fluency 5 4 3 2 1

Quick,

fluently,

continuous

with no

hesitation

and clear

Fluently,

occasional

hesitation

Fluently

enough, several

unnatural

hesitations and

searching for

words

Fluently not

good enough,

many

unnatural

hesitation

No specific

fluency

description, not

complete

utterances

Vocabulary 5 4 3 2 1

Very good:

Use

appropriate

and new

words

Good,

appropriate

vocabulary

and

response

Good enough,

rarely have to

look for a word

No enough

vocabulary or

incorrect use

Very little

vocabulary,

vocabulary

repeated

Page 119: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

104

Comprehe

nsion 5 4 3 2 1

Understan

ding the

concept

very good

Understan

ding the

concept

good

Understanding

the concept

good enough

No enough

understanding

the concept

Confusing in

understanding the

concept

J. Penskoran

Nilai= Jumlah skor x 100

25

Magelang, Juli 2017

Peneliti

Isti Wulan Khosidah

Guru Mata Pelajaran

Rindarti, S.Pd

Mengetahui,

Kepala SMPN 2 Mertoyuda

Aziz Amin Mujahidin, M.Pd

Page 120: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

105

Students’ Observational Checklist

Cycle 1

1. Meeting 1

No Teacher‟s Activities Score

Yes No

1 Students have enthusiasm to participate in discussion

2 Students can promounce English well

3 Students can identify new vocabularies and use a lot of

vocabularies when they speak English

4 Students become active in the classroom

5 Students ask and answer the question bravely

6 Students fell happy during the lesson

7 Students get bored during the lesson process

8 Students work in group

9 Students can do the assignment well

10 Students can be confident to speak in front of class

Page 121: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

106

Students’ Observational Checklist

Cycle 1

2. Meeting 2

No Teacher‟s Activities Score

Yes No

1 Students have enthusiasm to participate in discussion

2 Students can promounce English well

3 Students can identify new vocabularies and use a lot of

vocabularies when they speak English

4 Students become active in the classroom

5 Students ask and answer the question bravely

6 Students fell happy during the lesson

7 Students get bored during the lesson process

8 Students work in group

9 Students can do the assignment well

10 Students can be confident to speak in front of class

Page 122: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

107

Students’ Observational Checklist

Cycle 2

1. Meeting 1

No Teacher‟s Activities Score

Yes No

1 Students have enthusiasm to participate in discussion

2 Students can promounce English well

3 Students can identify new vocabularies and use a lot of

vocabularies when they speak English

4 Students become active in the classroom

5 Students ask and answer the question bravely

6 Students fell happy during the lesson

7 Students get bored during the lesson process

8 Students work in group

9 Students can do the assignment well

10 Students can be confident to speak in front of class

Page 123: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

108

Students’ Observational Checklist

Cycle 2

2. Meeting 2

No Teacher‟s Activities Score

Yes No

1 Students have enthusiasm to participate in discussion

2 Students can promounce English well

3 Students can identify new vocabularies and use a lot of

vocabularies when they speak English

4 Students become active in the classroom

5 Students ask and answer the question bravely

6 Students fell happy during the lesson

7 Students get bored during the lesson process

8 Students work in group

9 Students can do the assignment well

10 Students can be confident to speak in front of class

Page 124: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

109

In the Academic Year of 2017/2018

No NIS NAME

1 5193 ADI SURYO WICAKSONO

2 5360 ALMASSELA RONA FAIDA

3 5326 AMANAH FARAHDHITA

4 5361 ANDHIKA DWI RAHMAYANI ARSHINTA PUTRI

5 5298 ATIKA AYU SABILA

6 5330 AULIA FATIKA RAHMADANI

7 5299 BIMO SATRIO WIDODO

8 5300 BINTANG VANDINI

9 5301 CAHYO DWI ANGGORO

10 5302 CHANDRA RYANSYAH

11 5366 CINDY CAHYANI

12 5201 DIVA IFTINAN NADAA SULISTYA

13 5266 ELENNA AMARETA SUPRIYANTO

14 5205 FARHAN SULTHAN AZIZ SANTOSA

15 5373 FIRDAUSA DAVID IBRAHIM

16 5375 HANA NAHIFATUN NISA

17 5237 HANADIA ASTRI RAHMANIA

18 5210 HAPSARI

19 5376 IGA METRI ASTUTI

20 5238 IMELDA KHAIRUNISA ADZANI KURNIAWAN

21 5211 ISTI NUR AZIZAH

22 5377 LATIFA AZKA AULIA

23 5243 MAYA AMELIA KURNIANINGSIH

24 5218 MUHAMMAD NAUFAL

25 5247 NASHWA ARANISCHATZI SRIRAHMAWATI

26 5279 NAYLA ADISTI

27 5280 NUR RAHMAWATI DEWI

28 5350 NURUL FADIA ARIFIN

29 5317 NURUL ULYA

30 5254 ROHAMAH JAMILAH

31 5256 SANGADAH FIDAROIN

32 5285 SEPTIYANI NUR FARIDA

33 5286 UFIA LAELATUL FAJRIYAH

Page 125: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

110

List of Teacher SMP N 2 Mertoyudan

In the Academic Year of 2017/2018

No Name Subject

1 Azis Amin Mujahidin, M. Pd. Headmaster

2 Nurul Aini Kumala, S.Pd. Science

3 Dra. Haryati Counseling

4. Winarti, S. Pd., M.Pd. Counseling

5. Dra. Zubaidiyah Science

6. Dra. Tri Retnani Rahayu Javanese Language

7. Dra. Susilowati English

8.

Siti Asqolani, S.Pd Science

9. Sapto Triyono, S.Pd. Jas Penjaskes (Sport) teacher

10. Teguh Hariyanto, S.Pd. Mathematic

12. Hernaningsih, S.Pd. Mathematic

13. Eni Widyastuti, S.Pd. Social

14. Tri Mariastuti Vinsencia, S.Pd. Indonesian language

15. Rindarti, S.Pd. English teacher

16. Sri Lestari Art and Culture Teacher

17. Istudiyanto, S.Pd. Penjaskes (Sport) teacher

18. Sri Suherni, S.Pd. Penjaskes (Sport) teacher

19. Nok Aroriah, S.Pd Indonesian language

20. Suharyati Art and Culture Teacher

21. Ninik Satriyati, S.Pd English teacher

22. R. Suryanto, S.Pd., MM. English teacher

23. Sri Supadmi, S.Pd. Social

Page 126: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

111

24. Siti Zumrotul Islamiyah, S.Pd. Social

25. Muhammad Kholil, S.Pd. Science

26. Heny Yuliastuti, S.Th. Islamic Teacher

27. Widodo, S.Pd. Art and Culture Teacher

28. Muryadi Ketrampilan Jasa

29. Dra. Anik Munawaroh Indonesian Language

30. Umi Kulsum, S.Pd. Civic Education Teacher

31. Dina Nurhayati, S.Pd Mathematic

32. Agus Suprayogo, S.Pd Civic Education Teacher

33. Maria Agustina Diyaning Setyohati,

S.Si.

Technology, Information and

Communication (TIK)

34. Adityo Faridh Wicaksono, S.Pd

35. Endang Sriyatun, S.Pd. Mathematic

36. Ardani, S.Pd.I. Islamic Teacher

37. Dra. V. Surahmi Islamic Teacher

38. Titin Nasrofah, S.Pd. Science

39. Nova Hadjah Iriani D, S.Pd Indonesian Language

40. Roykhan „Abid, S.Pd. Islamic Teacher

41. Desiana Nugraeni, S.Pd. Javanese Language

Page 127: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

112

HEAL THE WORLD

Michael Jackson

There‟s a place in your heart

And I know that it is love

And this place could be much brighter than tomorrow

And if you really try

You‟ll find there‟s no need to cry

In this place you‟ll feel there‟s no hurt or sorrow

There are ways to get there

If you care enough for the living

Make a little space, make a better place.

Heal the world

Make it a better place for you and for me and the entire human race

there are people dying

If you care enough for the living

Make it a better place for you and for me

if you want to know why

there‟s a love that cannot lie

love is strong

it only cares for joyful giving

if we try

we shall see in this bliss we cannot feel

fear or dread

we stop existing and start living

then it feels that always

love‟s enough for us growing

make a better world make a better world.

Heal the world

Make it a better place for you and for me and the entire human race

there are people dying

If you care enough for the living

Make it a better place for you and for me

Page 128: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

113

The Topic of Focus Group Discussion (FGD)

Cycle 1

The instruction: please mention all of the thing have you seen a long of street when you were

going to the school. Don‟t forget to use material “showing the existence of thing”. Discuss

with your group!

Group 1:

The result of discussion:

The question from the other group

There are many classes in SMPN2

Mertoyudan

There are many pots in front of class F

There are many students in class seven C

There are one students study B.Indonesia in

the class seven B

What does students do in the class?

What is the pots look like?

How many students in the class seven F?

Group 2:

The result of discussion:

The question from the other group

In this school there are many trees and

hydroponics.

There are two mirrors in the toilet

There is a mosque in this school.

There is parking area in fornt of mosque.

There is a teacher in the class 8C

How many classroom in the school?

What is the hidroponic look like?

What is the mosque look like?

Page 129: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

114

The Topic of Focus Group Discussion (FGD)

The instruction: please mention all of the thing have you seen a long of street when you were

going to the school. Don‟t forget to use material “showing the existence of thing”. Discuss

with your group!

Group 1:

The result of discussion:

The question from the other group

There are many people in the street

There are many pedestrian in the street

There are many car in the street

There is a university beside police office

There are many shop along of street

There is crazy people in the street

What is the car look like?

What is the crazy people look like?

What‟s university beside the police office?

Group 2:

The result of discussion:

The question from the other group

In the rice field there is a cow.

There is dirty water in the long of street

There are many rubbish in the river

There is a cat in front of bookstore

There are many chiken in front of Mr. Rudi‟s

house

There are many electric pole in the long of

street.

There is very big football stadion in the

Bayanan.

What is the cow look like?

What does the cat do?

What is the football stadion look like?

What is the meaning of electric pole?

Page 130: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

115

Pre-test cycle 1

Please fill the blank words with the appropriate words based on the situation below. Then,

present it in front of class!

In the market, there ..1... many sellers and

there are so ...2.....buyers. There ...3...a

woman with short t-shirt, bring a bucket of

vegetables. There are ....4... kinds of fruits. In

this market ...5.... are not rubbish, so the

market is clean. There is a cat sit in the land.

so

vocabulary: t-shirt: kaos bring: membawa bucket: keranjang

vegetable: sayuran rubbish: sampah seller: penjua

Please fill the blank words with the appropriate words based on the situation below. Then,

present it in front of class!

In the market, there ..1... many sellers and

there are so ...2.....buyers. There ...3...a

woman with short t-shirt, bring a bucket of

vegetables. There are ....4... kinds of fruits. In

this market ...5.... are not rubbish, so the

market is clean. There is a cat sit in the land.

so

vocabulary: t-shirt: kaos bring: membawa bucket: keranjang

vegetable: sayuran rubbish: sampah seller: penjual

you must present it orally in front of class!

Many are is there many

Many are is there many

Page 131: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

116

Post test cycle 1

Please make a short teks ( at least 3

sentences) with your pairwork about

showing the existence of people based on

the situation in this picture. Then you must

present it orally in front of class!

Please make a short teks ( at least 3

sentences) with your pairwork about

showing the existence of animals based on

the situation in this picture. Then you must

present it orally in front of class!

Please make a short teks ( at least 3

sentences) with your pairwork about

showing the existence of people based on

the situation in this picture. Then you must

present it orally in front of class!

Please make a short teks ( at least 3

sentences) with your pairwork about

showing the existence of people/animal

based on the situation in this picture. Then

you must present it orally in front of class!

Page 132: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

1

pre-test cycle 2

Please make a dialog with

your pair-work consists of

asking and giving

information about showing

the existence of things and

people based on the picture.

Then present the dialog

orally in front of class.

Please make a dialog with

your pair-work consists of

asking and giving

information about showing

the existence of things and

people based on the picture.

Then present the dialog

orally in front of class.

Please make a dialog with

your pair-work consists of

asking and giving

information about showing

the existence of things and

people based on the picture.

Then present the dialog

orally in front of class.

Page 133: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

2

Please make a dialog with

your pair-work consists of

asking and giving

information about showing

the existence of things and

people based on the picture.

Then present the dialog

orally in front of class.

Page 134: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

3

Please show the existance of things from the picture below! Then

present the answer orally in front of class!

Page 135: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

4

SURAT KETERANGAN KEGIATAN

Nama : Isti Wulan Khosidah

NIM : 113-13-147

Fakultas : Tarbiyah dan Ilmu Keguruan

Jurusan : S1 – Pendidikan Bahasa Inggris

Dosen PA : Wahidin, M.Pd

No Jenis Kegiatan Pelaksanaan Status Skor

1 OPAK STAIN

SALATIGA 2013

26-27 Agustus

2013

Peserta 3

2 OPAK TARBIYAH 2013

STAIN SALATIGA

29 Agustus

2013

Peserta 3

3 LIBRARY USER

EDUCATION (Pendidikan

Pemakai Perpustakaan)

16 September

2013

Peserta 2

4 Certificate “English

Friendship Camp 2013

Communicative English

Club (CEC)”

28 – 29

September

2013

Peserta 2

5 Sertifikat Penerimaan

Anggota Baru JQH IAIN

Salatiga “Kristalisasi Nilai

Qur‟ani Menuju Insan yang

Penuh Hikmah”

23- 24

November

2013

Peserta 2

6 Piagam Penghargaan

Ibtida‟ Lembaga Dakwah

Kampus (LDK) Darul

Amal STAIN Salatiga

“Mahasiswa Istimewa

Menuju Generasi Rabbani”

13 April 2014 Panitia 3

7 Sertifikat Tafsir Tematik

JQH Al- Furqon IAIN

Salatiga “Konsep

Pemimpin Ideal Menurut

Al- Qur‟an”

17 Mei 2014 Peserta 2

8 Piagam Penghargaan

Lomba Cerpen Islami di

Festifal Dakwah MILAD

Lembaga Dakwah Kampus

(LDK) Darul Amal STAIN

Salatiga

28 Mei 2014 Peserta 2

9 Piagam Penghargaan

“Membumikan Cinta Allah

dalam Bingkai Dakwah”

14 Juni 2014 Panitia 3

Page 136: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

5

10 Piagam Penghargaan Gema

Ramadhan Kampus

(GARDIKA) Lembaga

Dakwah Kampus (LDK)

Darul Amal STAIN

Salatiga

19 Juli 2014 Panitia 3

11 Piagam Penghargaan

dalam Pesantren Kilat

SMPN3 Salatiga, SMPN 9

Salatiga dan SMPN 10

Salatiga

15-19 Juli

2014

Pemateri 4

12 Sertifikat “Training

Pembuatan Makalah”

17 September

2014

Panitia 3

13 Bedah buku “Membidik

Bintang”

1 Oktober

2014

Panitia 3

14 Sertifikat Ibtida‟ Lembaga

Dakwah Kampus (LDK)

Fathir Ar Rasyid IAIN

Salatiga”Ikatan Bingkai

Cinta dalam Titian Dakwah

Menuju Insan Kamil”

18 Oktober

2014

Panitia 3

15 Seminar Nasional

“Berkontribusi Untuk

Negeri melalui Televisi/

TV”

5 November

2014

Peserta 8

16 Sertifikat “Dalam Kegiatan

Kuliah Umum

Kewirausahaan dengan

tema “1001 Wirausaha

Muda untuk Indonesia

Emas”

24 November

2014

Peserta 2

17 Seminar Nasional

“Perlindungan Hukum

terhadap Usaha Mikro

Menghadapi Pasar Bebas

ASEAN”

Desember

2014

Peserta 8

18 Certificate of Appreciation

International Seminar

Inauguration of IAIN

Salatiga “ASEAN

Economic Community

2015, Prospects and

Challenges for Islamic

Higher Education”

28 Februari

2015

Peserta 8

19 SK Kepengurusan

Lembaga Dakwah Kampus

17 Maret 2015 Pengurus 4

Page 137: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

6

(LDK) Fathir Ar Rasyid

IAIN Salatiga Masa Bakti

2015”

20 National Seminar

“Understanding the World

by Understanding the

Language and the Culture”

4 Juni 2015 Peserta 8

21 Sertifikat “Pesantren Kilat

Lembaga Dakwah Kampus

(LDK) Fathir Ar Rasyid

IAIN Salatiga”

9-11 Juli 2015 Pemateri 4

22 Sertifikat “Training

Makalah dan Motivasi

Lembaga Dakwah Kampus

(LDK) Fathir Ar-Rasyid

IAIN Salatiga”

12 September

2015

Panitia 3

23 Sertifikat Ibtida‟ Lembaga

Dakwah Kampus (LDK)

Fathir Ar-Rasyid IAIN

Salatiga “Ikat Hati, Bina

Diri, Songsong Teladan

Sejati”

30 September

2015

Panitia 3

24 Seminar Nasional

“Perbankan Syariah di

Indonesia : Antara Teori

dan Praktek”

4 November

2015

Peserta 8

25 Seminar Nasional

Lembaga Dakwah Kampus

(LDK) Fathir Ar-Rasyid

IAIN Salatiga “Muslimah

Sejati Bertabur Inspirasi”

29 November

2015

Panitia 8

26 National Seminar English

Preneurship “Do You Dare

to be the Next Moslem

Business Owner?”

27 November

2015

Peserta 8

27 Seminar Nasional

“Implementasi nilai-nilai

Pancasila sebagai Benteng

dalam Menolak Gerakan

Radikalisme”

10 Februari

2016

Peserta 8

28 SK Kepengurusan

Lembaga Dakwah Kampus

(LDK) Fathir Ar Rasyid

IAIN Salatiga Masa Bakti

2016”

14 Maret 2016 Pengurus 4

Page 138: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

7

29 Seminar Nasional Milad

Lembaga Dakwah Kampus

(LDK) Fathir Ar-Rasyid

IAIN Salatiga “Esensi

Dakwah Kontemporer”

21 Mei 2016 Panitia 8

30 Sertifikat Talkshow

Kemuslimahan “Percantik

Hati, Perindah Diri di

Bulan Suci, Raih Ridho

Illahi”

13 Juni 2016 Panitia 3

31 Sertifikat Tabligh Akbar

“Surat Cinta dari Surga”

13 Juni 2016 Panitia 3

32 Certificate Teacher

Training Workshop IALF

“Ice Breaking to Teach

Language Skills”

27 Juli 2016 Peserta 2

33 Sertifikat “National

Achievement Motivation

Training Solusi Cerdas,

Sukses Akademis dan

Organisasi”

01 Oktober

2016

Panitia 8

34 FUADAH Bersholawat

“Perkokoh Harmoni NKRI

dan Kehidupan Beragama

dengan Sholawat dan

Konservasi Budaya”

20 Oktober

2016

Peserta 2

35 Seminar Nasional

Peringatan Hari Bumi

“Dengarkan Bisikan Alam

tentang Manusia”

29 April 2017 Peserta 8

Jumlah 156

Salatiga,………….…………2017

Mengetahui,

Wakil Dekan

Bidang Kemahasiswaan & Kerjasama

Achmad Maimun, M.Ag.

NIP. 197005101998031003

Page 139: IMPROVING STUDENTS’ SPEAKING SKILLe-repository.perpus.iainsalatiga.ac.id/1906/1/skripsi FGD...i IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE

8

DECLARATION AND PERMISSION FOR PUBLICATION

I have been marked bellow :

Name : Isti Wulan Khosidah

NIM : 113-13-147

Faculty : Teacher Training and Education Faculty

Department : English Education Department

declares that this graduating paper is written by the researcher and it does not

copy from other researchers. Theories and citations are used codes of etrhics of

writing for graduating paper. I give permission to publish this graduating paper on

IAIN Salatiga‟s e-repository.

Salatiga, September 29th

2017

The researcher,

Isti Wulan Khosidah

NIM. 113-13-147