The Effectiveness of Group Discussion on Students’ Speaking Skill

THE EFFECTIVENESS OF GROUP DISCUSSION ON STUDENTS’ SPEAKING SKILL

(A Quasi-Experiment Study at the Eighth Grade Students of MTs Al-Falah Academic Year 2015/2016)

“A Skripsi”

Presented to Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of the Requirements for the Degree of S.Pd (S-1) in the English Langauge Education

By:

Wiyudo Serena

NIM: 1111014000112

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH

JAKARTA

2016

ABSTRACT

Wiyudo Serena (1111014000112). The Effectiveness of Group Discussion towards Students’ Speaking Skill (A Quasi-experimental Study at the Second Grade Students of MTs Al-Falah Jakarta Selatan in 2015/2016 Academic Year), Skripsi, Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan., Univeristas Islam Negeri Syarif Hidayatullah Jakarta, 2016. Keywords: effectiveness, group discussion, teaching speaking. The Aim of this research is to obtain the empirical evidence of using group discussion technique on students’ speaking skill. In this research, the researcher uses quasi-experimental design. The researcher uses two classes. In experiment class and control class group the researcher applies pre-test and post-test design as the research design. The population is students of the second grade of MTs Al-Falah. The sample is B class as the experimental group and A class as the control group. Every group has 33 students. The result of the study reveals that using group discussion is effective to be used in teaching and learning speaking English. This can be seen from the calculation of t-observation is 2.65 with 5% significant level with 64 df is 2.00. It means that the result of t-observation is higher than t-table. So, Tobservation is greater than Ttable. This means that Ha which states that there is significant effect in using group discussion to teach speaking to the second graders at MTs Al-Falah is accepted. Whereas, Ho which states that there is no significant effect of using group discussion to teach speaking to second graders at MTs Al-Falah is rejected. In other words, group discussion can be used as an alternative to teach speaking to the students at MTs Al-Falah.

i ABSTRAK

Wiyudo Serena (1111014000112). The Effectiveness of Group Discussion towards Students’ Speaking Skill (A Quasi-experimental Study at the Second Grade Students of MTs Al-Falah Jakarta Selatan in 2015/2016 Academic Year), Skripsi, Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan., Univeristas Islam Negeri Syarif Hidayatullah Jakarta, 2016. Kata Kunci: effectiveness, group discussion, teaching speaking Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang penggunaan group discussion technique terhadap kemampuan speaking siswa. Pada penelitian ini, peneliti menggunakan quasi-experimental. Peneliti menggunakan dua kelas. Dalam kelas eksperimen dan kelas kontrol peneliti menerapkan pre-test dan post-test sebagai model penelitiannya. Populasinya adalah siswa kelas dua pada MTs Al-Falah. Dan sampelnya adalah kelas B sebagai grup experiment dan kelas A sebagai grup kontrol. Setiap grup jumlahnya antara 33 siswa. Dari hasil penelitian ini menyatakan bahwa menggunakan group discussion sangat berpengaruh dalam praktek belajar dan mengajar berbicara bahasa inggris. Ini dapat dilihat dari hasil penghitunagan dari T observed adalah 2.65 dengan 5% dan dengan 64 defference freedom adalah 2.00. hasilnya t-observed sangat tnggi dari t- table. Jadi, Tobservation lebih tinggi dibandingkan Ttable. Maksudnya adalah Ha menyatakan bahwa ada pengaruh yang significant pengajaran berbicara dengan menggunakan group discussion pada kelas dua di MTs Al-Falah adalah diterima.

Sedangkan, Ho menyatakan bahwa tidak memiliki pengaruh yang significant pada pengajaran berbicara dengan menggunakan group discussion pada kelas dua di MTs Al-Falah adalah ditolak. Dalam kata lain, group discussion dapat digunakan sebagai alternatif untuk pengajaran berbicara pada siswa MTs Al-Falah.

ii ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Praised be to Allah, Lord of the World, who has given the writer His love, guidance and strength to finish the last assignment of his study. Peace and blessing be upon Prophet Muhammad SAW, his families, his relatives and all his followers. It is a pleasure to acknowledge the help and contribution to all of the lecturers, institution, family, friends who have contributed to help the writer finishing this ‘skripsi’, so this assignment was able to be presented to Faculty of Tarbiyah and Teachers’ Training as a partial fulfillment of requirements for the degree of S.Pd (S- 1) in English Education Department. In arranging this ‘skripsi’, a lot of people provided motivation, advice, support and even remark that help the writer. The writer would like to express the deepest gratitude to his wonderful parents, Mr. Bambang Rahadyan and Mrs. Dewi Susianti for giving her motivation, guidance and pray all the time. Moreover, the writer would love to express the great honor and deepest gratitude to her advisors, Dr. Alek M.Pd. and Mr. Zaharil Annasy M.Hum., for their valuable advice, guidance, comments, corrections and suggestions and who have been very patient to help the writer finishing this ‘skripsi’. Besides, the writer would also deliver special gratitude to: 1. Dr. Prof. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and Teachers’ Training. 2. Dr. Alek, M.Pd. and Zaharil Anasy, M.Hum., as Head and Secretary of the English Education Department. 3. All lecturers and staffs in English Education Department who have taught the writer useful knowledge and skills. 4. Dr. Ratna Sari Dewi, M.Pd., as the Advisor of Class C in academic year 2011/2012.

iii 5. The Head of Al-Falah Jakarta Selatan, H. Yusri, S.Pd.I and all of the teacher of MTs Al-Falah Jakarta Selatan, for giving permission the writer to conduct the study. 6. The students of VIII A & VIII B classes who have contributed her in collecting data during the study. 7. The writer’s sister, Dian Rintari for all of her help and support. 8. All friends in C class of English Education Department 2011 for the great friendship, support, togetherness since the first time of study. May Allah always bless them all, so be it. The words are not enough to express my gratitude for all their help in finishing this ‘skripsi’. The writer realized that this ‘skripsi’ is far for being perfect. Therefore, it is a pleasure for her to get critiques and suggestions to make this ‘skipsi’ better.

Jakarta, Juni 2016 The Writer

Wiyudo Serena

iv Table of Contents ABSTRACT...... i ABSTRAK ...... ii ACKNOWLEDGEMENT...... iii TABLE OF CONTENT...... v LIST OF TABLES AND FIGURES...... viii LIST OF APPENDICES ...... ix

CHAPTER I: INTRODUCTION ...... 1

A. Background of the study ...... 1

B. Identification of the Problem ...... 4 C. Limitation of the Problem ...... 4 D. Formulation of Research Problem ...... 4 E. The Objective of the Study ...... 4 F. Significance of the Study ...... 5

CHAPTER II: THEORETICAL FRAMEWORK ...... 6

A. Speaking Ability ...... 6 1. Definition of Speaking ...... 6 2. The Purposes of Speaking...... 7 3. Types of Speaking...... 8 4. The Elements of Speaking ...... 9 B. Group Discussion...... 10 1. Definition of Group...... 10 2. Types of Group ...... 10 3. Definition of Discussion ...... 12 4. Types of Discussion ...... 12 5. The Group Discussion...... 13

v 6. The Advantages and Disadvantages of Group Discussion ...... 14 C. Teaching Speaking with Group Discussion ...... 17 D. Previous Related Studies...... 20 E. Thinking Framework...... 22 F. Research Hypothesis ...... 23

CHAPTER III: RESEARCH METHODOLOGY ...... 24

A. Time and Place of the Study ...... 24 B. Research Design...... 24 C. Population of Sample ...... 24 D. Instrument of the Study...... 25 E. Technique of Data Collection ...... 27 F. Technique of Data Analysis...... 28 G. The Statistical Hypothesis...... 28

CHAPTER IV: RESEARCH FINDING AND INTERPRETATION ...... 30

A. Research Finding...... 30 1. Data Description...... 30 a. The Data of Experimental Class ...... 30 b. The Data of Control Class...... 33 2. Data Analysis ...... 36 a. Normality Test ...... 36 b. Homogeneity Test ...... 37 c. Hypothesis Test...... 39 B. Interpretation...... 43

CHAPTER V: CONCLUSION AND SUGGESTION ...... 45

A. Conclusion ...... 45 B. Suggestion...... 45

vi REFERENCES...... 46

APPENDICES ...... 48

vii LIST OF TABLES AND FIGURES

Table 2.1 The Types of Speaking...... 7

Table 3.1 Research Design ...... 24

Table 3.2 Sample of Oral-English Rating sheet...... 26

Table 4.1 The Test Result of Experimental Class...... 29

Figure 4.1 Diagram of the Students Pre-test Score of Experimental Class...... 30

Figure 4.2 Diagram of the Students Post-test Score of Experimental Class ...... 31

Table 4.2 The Test Result of Controlled Class ...... 31

Figure 4.3 Diagram of the Students Pre-test Score of Control Class ...... 33

Figure 4.4 Diagram of the Students Post-test Score of Control Class...... 33

Table 4.3 Normality Result of Pre-test between Experimental Class and Controlled Class...... 34

Table 4.4 Normality Result of Post-test between Experimental Class and Controlled Class...... 35

Table 4.5 Homogeneity Pre-test Result between Experimental and

Controlled Class...... 36

Table 4.6 Homogeneity Post-test Result between Experimental and Controlled Class...... 37

Table 4.7 The Comparison Score between Students in Experimental Class and Students in Controlled Class ...... 38

viii LIST OF APPENDICES

Appendix 1. Lesson Plan 1

Appendix 2. Lesson Plan 2

Appendix 3. Learning Sources

Appendix 4. Daftar Nama Siswa dan Siswi MTs Al-Falah

Appendix 5. Surat Permohonan Izin Penelitian

Appendix 6. Surat Keterangan dari Sekolah yang Bersangkutan

Appendix 7. Surat Pengesahan Proposal Skripsi

Appendix 8. Surat Bimbingan Skripsi

Appendix 9. Reference Examination Paper

ix CHAPTER I INTRODUCTION

A. Background of the Study At this time English has an important role in the world. For example, Indonesian use English as their second language after mother tongue. English is also used as one of the official languages of the United Nations. Of fact, we can imagine in what way big the influence of the English language in the current situation. Indonesian government absolutely realizes with this situation. So, they decided English as a compulsory subject for formal schooling. In fact, since 1994, the Indonesian has been established as one of the local content of the subject in primary schools in the fourth, fifth and sixth. In line with GBPP (Outline of Teaching Guidelines / General Instruction Teaching), the process of teaching and learning English concentrates on four skills, namely listening, speaking, reading, and writing. One of the four skills above that plays an important role in the English language is spoken. As a skill, speaking is a skill which is most widely used by people rather than the other three skills. Learners often the result evaluate their success in learning the language as well as the effectiveness of their English course based on how well they feel they have improved in their verbal skills. From this statement, the researcher can say that the most important language learners are learning English to develop proficiency in the speaking. In addition, many students take language proficiency as a measure to know the language. This determines the learner fluency as the ability to communicate with others, more than the ability to read, write, or understand the spoken language. They regard talk as the most important skills they can acquire, and they assess their progress in terms of their achievement in oral communication. In fact, one of the current models in the language education literature states that language is communication, not just a set of rules. This means that governments and schools with a model of

1 language competence should prepare participants language learners to communicate with the community to participate in the target language itself. Even though one of learning objectives of English language above is directed to improve student speaking skill, it has been put into effect in the classroom teaching learning process. It can be seen by the low levels of the student’s speaking skills. From the writer’s experience in teaching practice at MTs Al-Falah, the researcher want to attempt research speaking skill in this. Because, only a few students can speak English well, some students cannot speak English very well and even the several student’s doing not speak English at all. There are many factors that cause students’ poor speaking skill. These could have been caused by internal and external factors. Motivation, interests, and intelligence are examples of internal factors. Meanwhile in the external factors are economic background, learning materials and teachers. Performances including their teaching methods are examples of external factors. The method used by the teachers is often assumed to be the causes of success or failure in learning the speaking for it in the end determine the method. On the basis of the researcher’s preliminary study by conducting teaching practice and interviewing teacher at MTs Al-Falah, the researcher found that the method used by the teacher is less attractive so that students feel bored and talk among themselves. This can be seen from some of the teaching techniques are implemented in classroom teaching. Teachers often apply the techniques of presenting language material drill before practiceing conversation in English language textbooks addition, students are encouraged to memorize the dialogues in pairs and then they perform in front of the class. That would be the main problem in the class when the teacher seems to be central in the learning process and students just what the teacher said. As a matter of fact, it is clear that the method used by the teacher is less interesting, so the researcher want to introduce the method of group discussion in teaching learning speaking. Even though this assumption needs to be approved through this research, actually it is easy to teach language especially speaking. Therefore, the research is done in order to know the effectiveness of the method in

2 teaching speaking to used teaching and learning English language, meanwhile a teaching Speaking. There are many technique of teaching languages to choose from to teach language skills. One of them which are Group Discussion According to USAID, “Group Discussion is a planned, facilitated discussion among a small group of stakeholders designed to obtain perceptions in a defined area of interest in a permissive, non-threatening environment.”1 So, in this case the reseacher’s states that Group Discussion Technique is assumed to be an effective method in teaching speaking at MTs Al-Falah. In the view of group Discussion, learning success depends not only on the environment or the conditions of learning, but also relies on students' prior knowledge. Learning involves the creation of meaning by students about what they do, see and hear. The meaning is an active process that continues. So students have final responsibility for their own learning process, not the responsibility of the teacher. In these circumstances, the student will find significant association between abstract ideas and practical applications in real-world context. The concept of internalized through a process of discovering, reinforcing, and relating. In other words, this method is regarded as an effective method in teaching speaking. In the learning process, students construct their own knowledge by testing ideas based on their previous knowledge and experience, apply ideas to new situations, and integrate new knowledge gained with pre-existing. Discussion calls for active participation in problem solving and critical thinking about authentic learning activities that students find relevant intellectual construction and attraction. The group Discussion is the right technique in teaching speaking skills; this technique has advantages used to achieve communicative skills including the ability to speak. The reseacher is interested in implementing Group Discussion Techniques to teach speaking in MTs Al-Falah. In this paper, the reseacher would like to use Discussion in teaching language to determine its effectiveness towards student’s speaking achievement at MTs Al-Falah.

1 USAID MicroREPORT #138, Guide to Focus Group Discussion, Retrieved From https://www.microlinks.org/sites/default/files, (Accessed may 5th,2016). 3 B. Identification of the Problem Referring to background of the problem above, there are many problems that can be identified among others; 1. The students are not be sure to express their ideas in English. 2. The students seem to be nervous to speak English. 3. The students are too afraid to speak in English. 4. Then, they never use English in their daily activities of communication either inside or outside the class.

C. Limitation of the Problem Based on the identification of the problems above, the problems of the research were limited on Students’ Speaking Skill and Group Discussion Technique. In this study, the researcher only focuses the effects of treatment taught by Group Discussion Technique on the students’ speaking ability. It is conducted only for the eighth grade students of MTs Al-Falah. Thus, the result of this study only generalized or applied to the target population, specifically to the eighth Grade Students of MTs Al-Falah.

D. Formulation of Research Problems Based on the background of the study, the problem of this study was formulated as follows: “Is there any Effect of using Group Discussion Technique on Students’ speaking skill?”

E. The Objective of the Study Based on the research problem, the study was intended to obtain the empirical data of using group discussion technique towards students’ speaking skill.

4 F. The Significance of the Study The results of the study were expected to give some significances not only theoretically but also practically go to: 1. Students This research will give significant effect for field of education especially for the students. 2. Teachers This research will give significant effect for field of education, in the form of giving information to the teachers. 3. School/Institution It will help the teachers and the students in the school to understand the benefits of teaching by using group discussion technique. Then the school would apply it. 4. Further Researchers It also can be as a reference for further research, especially a research about teaching speaking by using Group Discussion technique.

5 CHAPTER II THEORETICAL FRAMEWORK

A. Speaking Ability 1. Definition of Speaking In the eyes of globalization era skill is viewed as a form of a contribution in the world widely. Skill is a provision that very fundamental. During century ago a skill have grown to feather nest and to achieve the high development of culture. There are many definition speaking. According to Marriam Bashir. “Speaking is productive skill in the oral mode. It is like the other skill, is more complicated than it seems at first and involved more than just pronouncing words”.1 Burn and Joyce ain syam univ defined “speaking as an interactive process of constructing meaning that involves producing, receiving, and processing information. Its form and meaning are depending on the context in which it occurs, the participants, and the purposes of speaking.” Mcdonough pointed out that speaking is sometimes undervalued or, in some circles, taken for granted. There is popular impression that writing, particularly literature, is meant to be read and such is prestigious, whereas speaking is often thought of as ‘colloquial’, which helps to account for its lower priority in some teaching contexts.2 It can be concluded speaking is an oral expression of an interactive process of constructing meaning which involves phonological and grammatical system and requires the ability to cooperate in the management of speaking turn in order to give information and ideas. In addition, people must have good speaking skill in order to produce words, express, state, and deliver their thought, ideas and feeling even exchange information and convey meaning by using utterances in the form of communication. Not all speakers have benefit of such immediate listener feedback.

1 Marriam Bashir, et al. “Factor Effecting Students’ English Speaking Skills”, British Journal of Arts and Social Sciences, 2011. p. 38. Retrieved From http://www.bjournal.co.uk/paper/bjass_2_1/bjass_02_01_04.pdf. 2 JO McDonough and Christopher Shaw. Materials and Methods in ELT. (Cornwall: Blackwell Publishing Ltd., 2003), p. 133.

6 Based on some opinions given above, the researcher infers speaking is a form of communication. Speaking is communicative activity to produce some words or sentence to express the feelings, ideas, wish, etc. Then it’s delivered to listener for achieving information. As human beings, especially social creature we need to express our thoughts, opinions, or feelings in order to be accepted in social life. So that, it is important that you say is conveyed in the most effective way. How you say something can be as important as what you say in getting meaning across.

2. The Purposes of Speaking Kingen proposed the purposes of speaking both the transactional and interpersonal into an extensive list of twelve categories as follows: a. Personal - expressing personal feelings, opinions, beliefs and ideas. b. Descriptive- describing someone or something, real or imagined. c. Narrative-creating and telling stories or chronologically sequenced events. d. Instructive-giving instructions or providing directions designed to produce an outcome. e. Questioning-asking questions to obtain information. f. Comparative-comparing two or more objects, people, ideas, or opinions to make judgments about them. g. Imaginative-expressing mental images of people, places, events, and objects. h. Predictive-predicting possible future events. i. Interpretative-exploring meanings, creating hypothetical deductions, and considering inferences. j. Persuasive-changing others’ opinions, attitudes, or points of view, or influencing the behavior of others in some way. k. Explanatory-explaining, clarifying, and supporting ideas and opinions. l. Informative-sharing information with others.3

3 Shiamaa Abd EL Fattah Torky, “The Effectiveness of a Task- Based Instruction program in Developing the English Language Speaking Skills of Secondary Stage Students,” Skripsi at Ain Shams University, Cairo, 2006, p. 38. Retrieved From http://www.awej.org/index.php?option=com_content&view=article.

7 And also based on Richards book said that “it serves to establish and maintain social relations, and the transactional functions, which focus on the exchange of information”.4

3. Types of speaking Today, teachers need to be active. They need to be creative in teaching, such as in preparing the materials, making lesson plan and choosing the right technique an activity will be used in teaching. Teacher need to know how to use a variety of activities in the classroom, of course, but teacher also need to be constantly finding out about new ways of doing things. In using the ESL/EFL classroom, there are many speaking activities and materials available as there are creative teacher. Many activities are implemented in order to increase student ability in spoken language. Speaking activities provide feedback for both teacher and learner. This feedback beneficial to know the students. Problem during the learning process. In line with it Harmer stated that speaking activities can give students enormous confidence and satisfaction, and with sensitive teacher guidance can encourage them into further study. From the description above, it can be inferred that as a teacher he or she want to make a communicative classroom and improve the students. Language ability. Therefore, the communicative classroom students should get as many speaking opportunities as possible and their speaking time should slowly but steadily rise so as to prepare them for various communicative situations. Keeping in mind that each classroom offers a wide range of learners differing in their abilities, knowledge, confidence, motivation and learning styles, a teacher should hand over them with a reasonable environment that would help them to develop their skills. The classroom activities can help the students to develop their ability to express themselves through speech and action without omitting the component of a language course. Students can get a feedback and motivation from speaking activates as opportunities for rehearsal in their learning.

4 Jack C. Richards. Teaching Listening and Speaking (From Theory to Practice). (New York: Cambridge University Press, 2008), p. 21.

8 Maria del Mar Suarez Vilagran explained the types of speaking as follows: 5

Table 2.1 The Types of Speaking

Interactive Partially Interactive Non-Interactive a. Face to face a. Giving a speech to a. When recording a conversation a live audience, speech from a radio b. Telephone calls when the broadcast. c. We are alternately convention is that b. Performing in a play listening and the audience does c. Reciting a poem speaking not speak.

d. Chance to ask for b. The speaker d. Singing clarification, checks repetition, or comprehension slower speech from the from our audience’s faces. conversation partner

4. The Elements of Speaking According to David P. Harris there are 5 elements of speaking:6 a. Pronunciation (including the segmental features-vowels and consonants-and the stress and intonation patterns) b. Grammar c. Vocabulary d. Fluency (the ease and speed of the flow of speech) e. Comprehension, for oral communication certainly requires a subject to respond to speech as well as to initiate it.

5 Maria del Mar Suárez Vilagran, 4 SKILLS: SPEAKING, Diposit Digital, Retrieved From http://diposit.ub.edu/dspace/bitstream.pdf (Accessed March 28, 2016). 6 David P. Harris, Testing English as A Second Language, (New York: McGraw-Hill, 1969), p. 81.

9 B. Group Discussion 1. Definition of Group The term of group can be defined in many ways especially in ELT. In brief, a group may be said to exist when two or more persons have as one quality of their relationship some interdependence and possess some recognizable unity. More basic definition of Group could be something that composed three or more people working together to do a clearly specified job (Discussing in English) or to reach a common goal.7

2. Types of Group There are eight types of group discussion, namely:8 a. Buzz Groups These groups involve students engaging in short, informal discussions, often in response to a particular sentence starter or question. At a transitional moment in the class, have students turn to 1-3 neighbors to discuss any difficulties in understanding, answer a prepared question, define or give examples of key concepts, or speculate on what will happen next in the class. b. Think-Pair-Share This strategy has three steps. First, students think individually about a particular question or scenario. Then they pair up to discuss and compare their ideas. Finally, they are given the chance to share their ideas in a large class discussion. c. Circle of Voices This method involves students taking turns to speak. Students form circles of four or five. Give students a topic, and allow them a few minutes to organize their thoughts about it. Then the discussion begins, with each student having up to three minutes (or choose a different length) of uninterrupted time to speak. During this time, no one else is allowed to say anything.

7 Ernest G. Bormann, Effective Small Group Communication, (Minnesota: Burgess Intl Group, 1996), p. 44. 8 Center for Teaching Exellence, Group Work in the Classroom: Types of Small Groups, University of Waterloo, Retrieved From https://uwaterloo.ca/centre-for-teaching- excellence/teaching-resources/teaching-tips/developing-assignments/group-work/group-work- classroom-types-small-groups, (Accessed March 28, 2016).

10 d. Rotating Trios This strategy involves students discussing issues with many of their fellow classmates in turn. Beforehand, prepare discussion questions. In class, students form trios, with the groups arranged in a large circle or square formation. Give the students a question and suggest that each person take a turn answering. After a suitable time period, ask the trios to assign a 0, 1, or 2 to each of its members. e. Snowball Groups/Pyramids This method involves progressive doubling: students first work alone, then in pairs, then in fours, and so on. In most cases, after working in fours, students come together for a plenary session in which their conclusions or solutions are pooled. Provide a sequence of increasingly complex tasks so that students do not become bored with repeated discussion at multiple stages. f. Jigsaw This strategy involves students becoming “experts” on one aspect of a topic, then sharing their expertise with others. Divide a topic into a few constitutive parts (“puzzle pieces”). Form subgroups of 3-5 and assign each subgroup a different “piece” of the topic (or, if the class is large, assign two or more subgroups to each subtopic). Each group’s task is to develop expertise on its particular subtopic by brainstorming, developing ideas, and if time permits, researching. g. Fishbowl This method involves one group observing another group. The first group forms a circle and either discusses an issue or topic, does a role play, or performs a brief drama. The second group forms a circle around the inner group. Depending on the inner group’s task and the context of your course, the outer group can look for themes, patterns, soundness of argument, etc. h. Learning Teams For this type of group, students are divided into groups at the beginning of the term. When you want to incorporate small group discussion or teamwork into your class, you direct the students to get into these term-long learning groups. Groups of four work well, because each foursome can be subdivided into pairs, depending on the activity.

11 3. Definition of Discussion There are many definition of discussion in English Language Teaching (ELT) that proposed by experts. The first, Hoover in Argawati defined Discussion is a process of talking things over among two or more persons, preferably face to face.9 In classroom-use from Idea Paper discussion is defined as two way, spoken (English) communication between the teacher and the students, and more importantly, among the students themselves.10

4. Types of Discussion According to Ernest G. Bormann there are 4 types of discussion:11 a. Forum Discussion If there is a special time aside during the program for audience participation, the program is a forum discussion. If the discussion program is presented on radio and television, the audience may ask question by letter of telephone. Regardless of the form of the discussion proper, the producers may aim for audience participation if one of their purposes is to involve the audience and thus stimulate their interest. A forum period is sometimes not used because of time limitations or the explosive nature of the subject and the occasion. b. Panel Discussion In panel discussion, a small group of discussants talk, much as in a conversation, about the topic. Informality is the keynote, and the members of the group can interrupt one another. A moderator may be assigned the role of cutting off verbose members and encouraging quiet ones. The panel discussion is often organized around and outline of topics or questions, and the participants extemporize their comments much as a speaker might outline and deliver a speech extemporaneously.

9 Ningtyas Orilina Argawati, Improving Students’ Speaking Skill Using Group Discussion, ELTIN Journal, 2014, p.76. 10 William E. Cashin, Effective Classroom Discussions, Idea Paper #49, Retrieved From http://ideaedu.org/wp-content/uploads/2014/11/IDEA_Paper_49.pdf, (Accessed April 28, 2016). 11 Ernest G. Bormann, Effective Small Group Communication, (Minnesota: Burgess Intl Group, 1996), pp. 34—36.

12 c. Symposium Discussion Another widespread form of public discussion is the symposium discussion. In the symposium, a group of experts divides up the topic. Each is allotted a certain amount of uninterrupted time in which to make a brief statement. After the prepared of speeches, the experts may participate in a panel discussion, they may question one another, another group of interrogators may question them, of the audience may be invited to participate. d. Interrogation Broadcasters have popularized another version of the discussion program- a format that, essentially, involves the questioning of experts. In the dialogues of Plato, Socrates plays a game in which one party to the dialogue agrees to answer all of the other person’s questions. In this fashion the questioner is given a chance to test the adequacy of the one person’s ideas.

5. The Group Discussion Nowadays Group Discussion is being extensively used along with personal interviews for the final selection of candidates. It plays a main role in selecting the best among the best. Having scored high marks, students who get selected for a higher/another course or employment are placed on a par - on equal footing - based on their age, qualification and experience. It becomes necessary to conduct further screening for choosing a few among many. It is here, the Group Discussion plays an important part. It helps in choosing the socially suitable candidate among the academically superior achievers. It is one of the best tools to study the behavioral and attitudinal responses of the participants. Group discussion refers to one or more meetings of a small group of people who thereby communicate, face-to-face, in order to fulfill a common purpose and achieve a group goal.

13 6. The Advantages and Disadvantages of Group Discussion

Based on the internet, here the advantages and disadvantages of group discussion on students’ speaking skill listed as follows:12

Advantages a. Group Discussion would make students’ speaking skill higher because students are encouraged discussing (Speak) things with their friend. b. Group discussion would make students used to speak properly and clearly so they would becoming better and better. c. Focus groups can be relatively low cost and provide quick results. The actual time and cost for planning, conducting, and analyzing data may be relatively small when compared to alternatives such as survey projects and individual interviews. d. Focus groups are a flexible assessment tool. Interactions between the moderator and participants allow the moderator to probe issues in depth, address new issues as they arise, and to ask participants to elaborate on their responses. e. Participants may be more comfortable talking in a group than in an individual interview. Interactions can generate more discussion and, therefore, more information. f. The data is in the respondents’ own words. It is easily understood and will provide insights into how respondents think about the topic.

Disadvantages a. Groups can be difficult to assemble. b. The group setting can influence the responses of individuals, which is problematic when a dominant member affects the outcomes. c. The small numbers in focus groups can limit the extent to which the results can and should be generalized.

12 Ball State University, Using Focus Groups, Retrieved From https://cms.bsu.edu/- /media/WWW/DepartmentalContent/Effectiveness/pdfs/Wkbk/WBKM12012%20%20Ch%209.pd f, (Accessed March 28, 2016).

14 d. The quality and quantity of focus group data is dependent on the ability of the moderator, making it essential that the moderator is carefully trained and skillful. e. The qualitative nature of focus group data can make it more difficult to summarize and interpret than more quantitative types. Meanwhile based on Phil Venditti’s book that about advantages and disadvantages from group discussion which are:13 a. Relationship advantages • You may enjoy fellowship and companionship. • You may receive moral and emotional support for your views and objectives. • You may meet three important needs identified by William Schutz, which we’ll discuss more in Chapter 2 "Group Communication Theory":Galanes, G., & Adams, K. Effective Group Discussion: Theory and Practice. New York: McGraw-Hill, p. 5. Inclusion, affection, and control. • You may have your impulsiveness curbed or your reticence challenged. • You may cultivate ties that yield future personal or career advantages. b. Task advantages • The group will most likely have access to much more information than any member possesses. • The group can focus multiple attentions and diverse energy on a topic. • The group may be more thorough in dealing with a topic than any individual might be. This thoroughness may arise simply because of the number of perspectives represented in the group, but it also owes to the fact that members often “propel each other’s thinking.”Wood, J.T. • The group may harness and exploit conflict to generate new and better ideas than an individual could. When tension and disagreement are resolved constructively, chances of achieving group goals increase. • The group may attain deeper understanding of topics. One analysis of studies, for instance, indicated that students in group-based learning environments learned more, and remembered more of what they learned,

13 Phil Venditti, An Introduction to Group Communication, (New York: Creative Commons, 2012), pp. 29—32.

15 than did counterparts exposed to more traditional methods.Johnson, D.W., Johnson, R.T., & Smith, K.A. Cooperative learning returns to college. • Synergy 22—a combined effect greater than the simple sum total of individual contributions—can arise. Sometimes synergy results through enhanced creativity as group members share and build upon each other’s strengths and perspectives. You can probably think of examples of an athletic squad or business group comprising members with modest individual strengths that performed superlatively together. • The group may spur needed social change. Margaret Mead wrote, “Never doubt that a small group of committed people can change the world. Indeed, it is the only thing that ever has.” It may be reasonable to question whether the world always works the way Mead described, but many examples do exist of small groups which initiated changes which spread to larger and large parts of society. All other things being equal, a group of committed individuals will project more credibility and engender more support than will a solitary person. c. Relationship disadvantages • It will probably take a lot of time to create, maintain, and repair the human relationships involved in a group. • Your group may generate conflict which hurts people’s feelings and otherwise undermines their relationships. • You may misunderstand other group members’ intentions or messages. • Some group members may attempt to deceive, manipulate, or betray the trust of other members d. Task disadvantages • In order to be successful, groups need broad, ongoing, time-consuming exchanges of messages. They need to invest in coordinating and monitoring what they’re doing. With people as busy as they are in the twenty-first century, “out of sight” is indeed often “out of mind.” If they don’t keep in touch frequently, group members may forget what they’ve most recently discussed or decided as a group. They also run the risk of losing track of the

16 structures and processes they’ve put in place to help them move toward their goals. • Some group members may engage in “social loafing23.” When one or two people are assigned a task, they know they’re being watched and are apt to shoulder the burden. In a larger group, however, any given member will feel less personally responsible for what takes place in it. If too many members follow the natural tendency to observe rather than act, a group may lose its efficiency and thereby find it much more difficult to reach its aims. • Groupthink24 may sap the creative potential of the members. Too much diversity in outlooks and work styles may act as a barrier to a group, but too little diversity also represents a threat to success. If they too easily adopt and hold onto one viewpoint or course of action, people may fall prey to two dangers. First, they may overlook flaws in their thinking. Second, they may fail to anticipate dangers that they might have been detected with closer scrutiny and longer reflection.

C. Teaching Speaking with Group Discussion Teaching is not an easy job, but it is necessary one to see our students. Progress and know that we have helped to make it happen. Teaching speaking seems so difficult and challenging for English teacher. Speaking can be called as oral communication and speaking is one of skill in English learning. This become one important subject that teacher should give. That’s why teachers have big challenge to enable their students to master English well, especially speaking English in class or out of the class. When teaching young learners we constantly have to keep in mind the fact that we have in front of us is a missed class with varied abilities, expectations, motivation level, knowledge and last but not least, different learning styles. All students of English, whether they are intermediate, advance, or beginners need to have a lot of practice using their English freely in classroom to practice the language they have learned. In those meaning of teaching speaking above, the teacher must pay attention of some important aspects include producing sentence, intonation,

17 rhythm and stress. Those sound productions must be meaningful because it must be produced logically from thoughts. It will give an opportunity, useful, encouragement to speak and that teachers hope students can learn to speak by speaking. In addition, we need to vary our approaches and offer as much opportunity as possible to make the whole class find a little something to hold on to expand and grow. In brief, EFL teachers should create a classroom environment where students have real-life communication, authentic activities and meaningful task that promote oral language. Finally, the use of good activities is intrinsically enjoyable that it will stimulate students to do the task in the classroom especially in speaking task. In Joanna Baker and Heather West up activities like small group learning discussion and answering questions in class gives students a chance to practice speaking ability, but sometimes only confident student take part. Many more students will be able to practice communicating when they work simultaneously in groups of up to five during the lesson. This activity should be planned for the production phase of lesson. The objective of types of production activities is to improve the students’ fluency in English without immediate help of the teacher, so it is very important that the students are well prepared. Teacher must be sure that the following points are covered:

1. The first time students do simulation or a role play, the language content must be very easy. 2. Students must know enough vocabulary to do the activity. 3. Students must have learned enough correct grammar or appropriate functional language to be able to do the activity. 4. Students must have enough knowledge of the topic to be able to do the activity. 5. Students must be able to finish the task successfully. 6. Instructions for the activity must be very clear. The teacher can give these very clearly in the students’ first or main language. Instruction can also be written on the blackboard. Teachers must check that students understand what they have to do. 7. Activities must not be too long.

18 8. Teachers must organize the activity so that students at all levels of ability have a part to play and benefit from the activity. 9. The teacher does not correct during the activity, but can watch and note errors during the activity and correct when it is finished.14

Small group learning is in many ways a grander version of a role play. Small group for language practice does not always mean learning a script by heart and performing it. Students can improvise and create a small group for themselves, using language they have already learned. They need to do some preparation and many need to practice improvisation. They can do this preparation in group and perform their improvisation to other groups, to the rest of the class or even to the rest of the school.15

“You can get ideas for small group performances from a situation or text in the students’ course book or from some literature they are studying. It can be motivating for student to act out an incident which appears in a local newspaper or magazine. Students can take the part of main characters in the situation. A small selection of objects or some pictures can form the basis of a story which students invent and then act out. From example: four chairs arranged in different ways ( a waiting room, a car, a cinema, a table in a restaurant) can prompt some ideas from students to act out a disagreement, an amusing story or a minor disaster.”16

By bringing the outside world into the classroom in this way we can provide a lot of useful practice (in cafes, shops, banks, business, streets, parties, etc.) that would otherwise be impossible. There can also be a freeing from constrain of culture and expected behavior, this can be personally and linguistically very liberating. Curiously, it is sometimes the shies student who is must be able to seize the potential. Success or failure small group activities depend crucially on the perceived attitude of the teacher and of the other students; without a certain degree of trust, acceptance and respect the chances for useful work are greatly diminished.

14 Joanna Baker and Heather West up, The English Teachers’ handbook: How to Teach Large Classes with few Resources, (Continuum, Great Britain, 2000), p. 92. 15 Ibid., p. 93. 16 Ibid., p. 94.

19 So, the activities are described as follows: Detecting differences; priorities; Layout Problems; Guide; and Putting in order. When the writer applies small group learning in teaching speaking consists of three parts. They are: a) The first stage is opening. The writer prepares the students to study. After gaining the student’s attention, the writer tells them what they are going to do. The writer the divides the class into group of four to five students. b) The second stage is whilst activity. The writer gives explanation on what the students should do with the topic. The topic is going to be discussed should have been studied before, so that students are familiar with the expressions and vocabularies the topic they are going to discuss. c) The third stage is post activity. In the last stage, the writer gives other advance questions to each member of the group in order to check whether the students have mastered the materials they discuss in small group learning. And the writer gives some feedback to the students. One of the feedback is to have a 2full class discussion to try to come a general definitive solution, the other simply to give the answers suggested and see which group was nearest.

This is the only way we can give our learners the opportunity to practice improvising a range of real life spoken language in the classroom, and is an extremely effective technique if the students are confident and cooperative, but more inhibited or anxious people find small group learning difficult and sometimes even embarrassing, factors that can contribute to small group learning success are: making sure that language demanded is well within the learner's capacity, your own enthusiasm, careful and clear presentation and instructions. A preliminary demonstration or rehearsal by you together with a student volunteer can be very helpful.

D. Previous Related Studies There are some previous studies that can be referenced for the researcher. The first relevant study was done by Dwi Listiani from STAIN Tulungagung in 2012. The title of the study is “The Effect of Group Discussion towards Students’ Speaking Ability.” The aim of the study is to find out the students’ Speaking Achievement being taught by using group discussion, to find out the students’

20 Speaking Achievement being taught by not using group discussion, find out significant different scores of the students’ Speaking taught by using and without group discussion. The researcher used the experimental research design by to conduct this study. The population is students of the second grade of SMA Negeri 1 Karangrejo. The sample is IPS class as experimental group and IPA class as control group. Every group has 35-38 students. The result of the study revealed that using group discussion is effective to practice in teaching and learning speaking English.17 The second previous study was conducted by Novie Wihdatun Hasanah from English Education Department, UIN Syarif Hidayatullah in 2009. The title of the study is “The Effectiveness of Group Discussion in Teaching Speaking”. The objective of this study is to find out effectiveness of group discussion in Teaching Speaking. The method was used in this study is quantitative or experimental study in which the experimental class and controlled class are treated by the writer. In collecting data, the scores of pre-test and post-test was analyzed using comparative method to see the different achievement of the students before and after being treated. In order to see the significant difference the test is applied. The result of the study revealed that using group discussion in teaching speaking for the second grade of IIBS RI, Cikarang was not more effective than teaching without group discussion.18 The third previous study was done by Gufron from English Education Department in 2002. The title of the study is “The Effectiveness of Small Group Discussion as a Technique in developing Speaking Skill”. The researcher observed some theories and reads some books as reference and relevant information with the topic discussed. The writer carried out the field research at the Unit of Student's activity of Bahasa or UKM Bahasa UIN Jakarta by joining the group discussion process in the classroom and led them by giving the topic to discuss. The result of the study revealed that a small group discussion is an

17 Dwi listiani, The Effect of Group Discussion towards Students’ Speaking Ability, English Education Program STAIN Tulungagung, 2012, p. vii. Retrieved From repo.iain- tulungagung.ac.id. 18 Novie Wihdatun Hasanah, The Effectiveness of Group Discussion in Teaching Speaking, English Education Department, UIN Jakarta, 2009, p. 4. Retrieved From http://repository.uinjkt.ac.id.

21 excellent technique to motivate students and to increase their involvement in the learning process.19 Based on the three previous studies, there are similarity and difference that can be found. The three previous studies used quantitative as a method of the study. Moreover, they also used group discussion to teach speaking. Study is the researcher used quasi-experimental study as the design of the study. The writer took one class as an experimental class which taught by using group discussion. And one another is control class which taught by the same previous method. Furthermore, the sample of this study was different from the previous studies. The previous studies used university students and high school while in this study the researcher used middle high school students as the sample.

E. Thinking Framework Speaking is one of important skill in language learning. Speaking is seen as an interactive process of constructing meaning that involves producing and receiving information in order to get the particular end between speaker and listener. The purpose of teaching speaking is to help students to use the target language. Language learners should be to use their language proficiency in social interaction. Language earners should focus on the meaning of what they are saying rather than on the particular language structure. In contrast, most students think that speaking is difficult because they are accustomed to use their native language in everyday situation. They get difficulties in understanding what others say and delivering what they have in mind. The students are afraid of making mistakes; in fact practicing is the best way to improve their speaking ability. Thus, teaching speaking should encourage and emphasis on practice as a way of developing communicative skills. The teacher should give speaking activities that encourage students to speak as natural as possible. One of the effective way to increase students’ speaking skill is through Group Discussion Technique. This technique also could help grows students’

19 Gufron, The Effectiveness of Small Group Discussion as a Technique in Developing Speaking Skill, English Education Department, UIN Jakarta, 2002, p. 4. Retrieved From http://repository.uinjkt.ac.id.

22 study passion, because group discussion is uniting students with another students to have a good conversation rehearsal. This technique pull students to get used speak in English even they still lack of speaking ability. Based on this research, the researcher would like to use group discussion to improve students ‘speaking ability at second grade students of MTs Al-Falah Jakarta Selatan in order to encourage them to speak English fluently. Group Discussion can be alternative for the teacher to attract students ‘motivation to participate in class discussion. Students work together to generate ideas to answer their own question about the material. Based on the exploration above, it can be assumed that there is a significant effect of using group discussion on students ‘speaking ability at the second grade students of MTs Al-Falah Jakarta Selatan. F. Research Hypothesis From the basic problem of the study and theoretical framework which have been started, the researcher draws the hypothesis of the study which can be started as follows:

Ho = There was no significant effect of using Group Discussion on students speaking ability at the second grade students of MTs Al-Falah Jakarta Selatan.

Ha = There was a significant effect of using Group Discussion on students speaking ability at the second grade students of MTs Al-Falah Jakarta Selatan.

23 CHAPTER II THEORETICAL FRAMEWORK

7 And also based on Richards book said that “it serves to establish and maintain social relations, and the transactional functions, which focus on the exchange of information”.4

4 Jack C. Richards. Teaching Listening and Speaking (From Theory to Practice). (New York: Cambridge University Press, 2008), p. 21.

8 Maria del Mar Suarez Vilagran explained the types of speaking as follows: 5

Table 2.1 The Types of Speaking

d. Chance to ask for b. The speaker d. Singing clarification, checks repetition, or comprehension slower speech from the from our audience’s faces. conversation partner

13 6. The Advantages and Disadvantages of Group Discussion

Based on the internet, here the advantages and disadvantages of group discussion on students’ speaking skill listed as follows:12

12 Ball State University, Using Focus Groups, Retrieved From https://cms.bsu.edu/- /media/WWW/DepartmentalContent/Effectiveness/pdfs/Wkbk/WBKM12012%20%20Ch%209.pd f, (Accessed March 28, 2016).

13 Phil Venditti, An Introduction to Group Communication, (New York: Creative Commons, 2012), pp. 29—32.

14 Joanna Baker and Heather West up, The English Teachers’ handbook: How to Teach Large Classes with few Resources, (Continuum, Great Britain, 2000), p. 92. 15 Ibid., p. 93. 16 Ibid., p. 94.

Ho = There was no significant effect of using Group Discussion on students speaking ability at the second grade students of MTs Al-Falah Jakarta Selatan.

Ha = There was a significant effect of using Group Discussion on students speaking ability at the second grade students of MTs Al-Falah Jakarta Selatan.

23 CHAPTER IV RESEARCH FINDING AND INTERPRETATION

A. Research Finding 1. Data Description This research was conducted into two classes; experimental and controlled class. Classes consist of 33 students (Experiment Class) and 33 students (Control Class). The experimental class was given treatment group discussion technique while conventional method such as using lecturing and giving an assignment was implemented in the controlled class. Afterward, test was used as the instrument of this research, specifically oral test. It was aimed to measure the sudents’ speaking skill. It was designed as a presentation. The students make presentation about material that related to the topic in the group discussion given by the researcher.

Pre-test and post-test were given in both of the classess. Pre-test was given before the treatment had been started and post-test was given in the last meeting after the treatment had finished. This research was conducted in MTs Al-Falah Jakarta Barat. The samples taken were VIII A as the controlled class and VIII B as the experimental class.

After this resarch took place, the data was collected to find out the result of the tests (pre-test and post-test). The researcher made a table to describe the students’ score. There are two tables which consist of students’ score in experimental and controlled class. The first part described the scores of experimental class and the second part described the scores of controlled class. a. The Data of Experimental Class The data of students’ achievements were derived from data in experimental class and in controlled class, which was gained from pre-test and post-test that were applied in both of classes. The result of the test presented on the Table 4.1 below:

30 Table 4.1 The Test Result of Experimental Class Pre- Post- Students Gained Score X² Test Test 1 74 80 6 36 2 68 76 8 64 3 76 80 4 16 4 68 72 4 16 5 80 84 4 16 6 76 88 12 144 7 72 80 8 64 8 76 84 8 64 9 76 88 12 144 10 72 76 4 16 11 76 88 12 144 12 72 84 12 144 13 76 80 4 16 14 72 76 4 16 15 68 76 8 64 16 64 72 8 64 17 68 72 4 16 18 76 84 8 64 19 72 72 0 0 20 84 92 8 64 21 68 76 8 64 22 80 84 4 16 23 76 84 8 64 24 72 88 16 256 25 68 72 4 16 26 72 80 8 64 27 64 72 8 64 28 88 92 4 16 29 72 72 0 0 30 68 76 8 64 31 64 80 16 256 32 70 80 10 100 33 80 84 4 16 ∑ 2408 2644 236 2168 Average 73 80.12 7.15 65.7

31 As described in Table 4.1, it showed that the mean score of pre-test in experimental class was 73, while the mean score of post-test was 80.12. Before giving the treatment, pre-test was conducted. The lowest score in the pre-test was 64 and the highest score was 88. Then, the researcher did post- test right after the researcher gave treatment group discussion technique. The data showed that the lowest score was 72 and the highest score was 92. The average gained score in this class was 7.15. The data can be depicted as the figures below:

Figure 4.1 Diagram of the Students Pre-test Score of Experimental Class

32 Figure 4.2 Diagram of the Students Post-test Score of Experimental Class b. The Data of Controlled Class The Table 4.2 showed the result of the test which described the students score of pre-test and post-test.

Table 4.2 The Test Result of Controlled Class

Pre- Post- Students Gained Score Y² test test 1 64 72 8 64 2 68 52 -16 256 3 80 72 -8 64 4 60 64 4 16 5 76 56 -20 400 6 68 72 4 16

33 Pre- Post- Students Gained Score Y² test test 7 60 64 4 16 8 76 60 -16 256 9 80 72 -8 64 10 84 60 -24 576 11 56 64 8 64 12 76 60 -16 256 13 64 52 -12 144 14 60 72 12 144 15 72 64 -8 64 16 68 76 8 64 17 60 64 4 16 18 72 72 0 0 19 52 68 16 256 20 72 64 -8 64 21 76 76 0 0 22 72 68 -4 16 23 52 80 28 784 24 80 68 -12 144 25 64 80 16 256 26 72 76 4 16 27 64 88 24 576 28 72 80 8 64 29 64 76 12 144 30 84 84 0 0 31 88 76 -12 144 32 84 80 -4 16 33 72 72 0 0 ∑ 2312 2304 -8 4960 Average 70 70 -0.24 150.3

As described in Table 4.2 above, it showed that the mean score of pre-test in controlled class was 70, while the mean score of post-test was 70. Before giving the treatment, pretest was conducted. The lowest score in the pretest was 52 and the highest score was 88. Then, the researcher did post-test right after the writer finished one topic in teaching. The data showed that the lowest score was 52 and the highest score was 88. The average gainned score in this class was -0.24. The data can be showed as the figures below:

34 Figure 4.3 Diagram of the Students Pre-test Score of Control Class

Figure 4.4 Diagram of the Students Post-test Score of Control Class

35 2. Data Analysis a. Normality Test This research applied Kolmogorov-Smirnov and Shapiro-Wilk methods in SPSS v.22 software to test the normality of the data. The criteria of the test was 0.05 < ρ. The result of the normality test of the data is presented as follows:

Table 4.3 Normality Result of Pre-test between Experimental Class and Controlled Class

Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. Experime ,145 33 ,078 ,943 33 ,085 ntal Controlle ,127 33 ,191 ,970 33 ,481 d Lilliefors Significance Correction

From the Table 4.3, it can be seen that the significance value of the normality test of pre-test score in experimental class was 0.078. Therefore, the significance score was higher than 0.05 (0.078 > 0.05). It means that Ho was accepted so the data was normally distributed. Meanwhile, the significance of pre-test score in the controlled class was 0.191 which means the value was also higher than 0.05. Based on the criteria, the data was normally distributed because the value was higher than 0.05 (0.191 > 0.05). In the other words, it can be assumed that the pre test result in both of experimental class and controlled class are normally distributed.

36 Table 4.4 Normality Result of Post-test between Experimental Class and Controlled Class

Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. Experimen ,144 33 ,082 ,921 33 ,020 t Control ,143 33 ,085 ,971 33 ,510 Lilliefors Significance Correction

From the Table 4.4, it can be seen that the significance value of the normality test of post-test score in experimental class was 0.082. Therefore, the significance score was higher than 0.05 (0.082 > 0.05). It means that Ho was accepted so the data was normally distributed. Meanwhile, the significance of post-test score in the controlled class was 0.085 which means the value was also higher than 0.05. Based on the criteria, the data was normally distributed because the value was higher than 0.05 (0.085 > 0.05). In the other words, it can be assumed that the pre test result in both of experimental class and controlled class are normally distributed.

b. Homogenity Test After conducting normality test and the result showed that the data was normally distributed, the next step of the calculation that must be done was the homogeneity test of pretest and posttest by using SPSS version 22 software. The calculation which must be done was Levene Statistic then continue to anova calculation to analyze the variance. The result of the homogeneity test of the experimental and controlled class presented as follows:

37 Table 4.5 Homogeneity Pre-test Result between Experimental and Controlled Class

Test of Homogeneity of Variances Pre-test Levene Statistic df1 df2 Sig. 1,603 7 23 ,185

The Table 4.5 showed that the significance of Levene Statistic was 1.603 by the significance of homogeneity test was 0.185. To analyze the variances, it is needed to explore Anova test which was described below:

ANOVA Pre-test Sum of Squares df Mean Square F Sig. Between 427,408 9 47,490 1,904 ,103 Groups Within Groups 573,562 23 24,937 Total 1000,970 32

From the result above, the value of F (Fo) was 1.904. The degree freedom (df1) of numerator was 7 and the degree freedom (df2) of denumerator was 23 so the F table in significance degree 5% was 4.00. The writer found Ho was accepted from the comparison between Fo (F observation) and F table which shows that F table was higher than Fo (4.00 > 1.904). Therefore, the writer concluded that the data is homogenous.

38 Table 4.6 Homogeneity Post-test Result between Experimental and Controlled Class Test of Homogeneity of Variances Post-test Levene Statistic df1 df2 Sig. 1,320 6 23 ,288

The Table 4.6 showed that the significance of Levene Statistic was 1.320 by the significance of homogeneity test was 0.288. To analyse the variances, it is needed to explore Anova test which was described below:

ANOVA Post-test Sum of Squares df Mean Square F Sig. Between 267,325 9 29,703 ,733 ,675 Groups Within Groups 932,190 23 40,530 Total 1199,515 32

From the result above, the value of F (Fo) was 0.733. The degree freedom (df1) of numerator was 6 and the degree freedom (df2) of denumerator was 23 so the F table in significance degree 5% was 4.00. The writer found Ho was accepted from the comparison between Fo (F observation) and F table which shows that F table was higher than Fo (4.00 > 0.733). Therefore, the writer concluded that the data is homogenous.

c. Hypothesis Test After both data was proved normally distributed and homogeneous, the last calculation was testing the hypothesis. The researcher calculated the data by using t-test formula to know the answer of the question whether there is a significance different between students’ speaking skill in experimental class

39 which were given group discussion technique and students’ speaking skill in controlled class which was given a different technique of teaching speaking skill at the eightht grade of MTs Al-Falah Jakarta Selatan. The criteria for hypothesis test is as follows:

If t-observation < t-table, the Ho is accepted.

If t-observation > t-table, the Ho is rejected or H1 is accepted. In order to prove the hypotheses, the data were calculated by using t-test formula as follows:

Table 4.7

The Comparison Score between Students in Experimental Class and Students in Controlled Class

Gained Gained Students X² Y² Score Score 1 6 8 36 64 2 8 -16 64 256 3 4 -8 16 64 4 4 4 16 16 5 4 -20 16 400 6 12 4 144 16 7 8 4 64 16 8 8 -16 64 256 9 12 -8 144 64 10 4 -24 16 576 11 12 8 144 64 12 12 -16 144 256 13 4 -12 16 144 14 4 12 16 144 15 8 -8 64 64 16 8 8 64 64 17 4 4 16 16 18 8 0 64 0 19 0 16 0 256 20 8 -8 64 64 21 8 0 64 0 22 4 -4 16 16 23 8 28 64 784

40 24 16 -12 256 144 Gained Gained Students X² Y² Score Score 25 4 16 16 256 26 8 4 64 16 27 8 24 64 576 28 4 8 16 64 29 0 12 0 144 30 8 0 64 0 31 16 -12 256 144 32 10 -4 100 16 33 4 0 16 0 ∑ 236 -8 2168 4960

The data were calculated based on the step of the test. The formulation as followed:

1. Determining mean of variable X(Mx), with the formula: ∑ 236 = = = 7.15 33

2. Determining1 mean of variable Y(My), with the formula: ∑ −8 = = = −0.24 33

3. Determining of standard of deviation X(SDx), with the formula:

∑ 2168 = = = 8.1 33

4. Determining of standard of deviation Y(SDy), with the formula:

∑ ² 4960 = = = 12.25 33

5. Determining of standard errors mean of variable X(SEmx), with the formula: 8.1 8.1 = = = = 1.43 √ − 1 √32 5.65

6. Determining of standard errors mean of variable Y(SEmy), with the formula:

41 12.25 12.25 = = = = 2.16 √ − 1 √32 5.65 7. Determining of standard errors of different mean of variable X and mean of variable Y, with the formula:

SEM1-M2 = √ 1 + 2 = (1.43) + (2.16) = √2.04 + 4.66 = √6.7 = 2.6 8. Determining with the formula: M − M t₀ = SE M − M . . = . . = = 2.65 .

9. Determining of degree of freedom (df), with the formula:

df or db =(Nx+Ny)-2

df = (N1+N2)-2 = (33+33)-2 = 64 At the degree of significant of 5% = 1.66 At the degree of significant of 1% = 2.38

After obtaining the data which have been calculated by using t-test, the writer used the data to test the research hypothesis proposed by the writer. Those hypothesis are as follows:

Ho = There is no effectiveness of using group discussion technique on students’ speaking skill.

H1 = There is an effectiveness of using group discussion technique on students’ speaking skill.

According to statistical hypothesis, H1 (Alternative Hypothesis) will be accepted if the value of to (tobservation) is higher than tt (ttable) or to>tt.

42 Meanwhile, H1 (Alternative Hypothesis) will be rejected if the value of to

(tobservation) is smaller than tt (ttable) or to

1. The value of to (to) is 2.65

2. The degrees of freedom (df) is 64, so the value of tt (ttable) in the significance degree 5% = 1.66 and 1% = 2.38

By comparing the value of to and tt above, it can be seen that to is

higher than tt; 1.66 < 2.65 > 2.38. It means that H1 (Alternative Hypothesis) is

accepted and Ho (Null Hypothesis) is rejected. Furthermore, the writer used Cohen’s d formula to measure how group discussion technique is effective to improve students’ speaking skill. The calculation is as follows: Determining d (Cohen’s d):

M − M d = SD + SD 2

. . d = . . = 0.72

The value of the calculation of Cohen’s d formula was 0.72. Based on criteria of the effect size, 0.72 was moderate effect. It means group discussion technique has moderate effect on students’ speaking skill.

B. Interpretation In the present study, it was found that there is a significant difference between students’ achievement in the controlled class and the experimental class. It was seen that the students’ speaking achievement after being given treatment of using the group discussion technique in the experimental class was higher than the students’ speaking achievement in the controlled class. The pre-test lowest score of students in controlled class and experimental class was 52 and 64, while pre-test highest score of students in controlled

43 class and experimental class was 88 and 88. Furthermore, The post-test lowest score of students in controlled class and experimental class was 52 and 72, while post-test highest score of students in controlled class and experimental class was 88 and 92. After all the data was calculated from this description above, it can be inferred that the result of the t-test after the score of calculating statistically the value of to was 2.65. To was higher than the tt in significant degree of 1% which is 2.38 and in significant degree of 5% which is 1.66. In other word, 1.66<2.65>2.38 shows that group discussion technique was effective to be applied as alternative technique in teaching speaking skill. Additionally, because of to ≥ tt, the Alternative Hypothesis (H1) is accepted. Thus, the results of the present study highlight and support the idea that the group discussion technique has a positive impact on the students’ speaking achievement. The positive impacts that can be seen directly by the writer were that students in the experimental class interacted more actively compared to the controlled class. Moreover, in the experimental class, this technique helped students to deliver the meaning when they talked with other students so that the purpose of the conversation was clearly understood. The last impact which could be seen by the writer was that this technique gave students new experience. Experiencing this new activity effectively could help students talk and delivered the meaning. Furthermore, the performance of students in speaking was way more better because they feel confident when they talked.

44 CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion Based on the data description consist of The Data of Experimental Class and The Data of Control Class, Gained score of experimental class is 236 and gained score of control class is -8. The conclusion can be drawn that the influence of using group discussion on students’ speaking skill is effective in the second year of MTs Al-Falah, Jakarta Selatan. The result of the analysis of the research shows the value of to is higher (2.65) than the value of T-table (2.38). It means that Group Discussion Technique is Effective on students’ speaking achievement.

B. Suggestion The success in teaching does not depend on the lesson program only, but more important is how the teacher presents the lesson and uses various techniques to manage the class more lively and enjoyable. Regarding to the teaching speaking by using group discussion, the researcher would like to give some suggestions for the teacher and students. 1. The English teachers should improve their knowledge in understanding the concept of group discussion technique. 2. The member of group discussion technique should be five to seven persons in order to manage the students easily. It will give more chance to each member to express their ideas. 3. The topic should be suitable to the age of the students. 4. The English teacher should give motivation to the passive students since cooperative learning required active participant from the student by giving the role in group discussion technique. 5. The students should take part much in acting out group discussion.

45 REFERENCES

Argawati, Ningtyas Orilina. “Improving Students’ Speaking Skill Using Group Discussion”. Surakarta: ELTIN Journal, 2014.

Baker, Joanna and Heather West up. The English Teachers’ Handbook. Great Britain: Continuum, 2000.

Bashir, Marriam, Muhammad Azeem, and Ashiq Hussain Dogar. Factor Effecting Students’ English Speaking Skill. London: British Journal, 2011.

Bormann, G Ernest. Effective Small Group Communication. Minnesota: Burgess Intl. Group, 1996.

Cashin, E William. Effective Classroom Discussion. Retrieved From http://ideaedu.org/wp-content/uploads/2014/11/IDEA_Paper_49.pdf, (Accessed April 28, 2016), 2011.

Excellence, Center for Teaching. “Group Work in the Classroom; Types of Small Group”. Retrieved From https://uwaterloo.ca/centre-for-teaching- excellence/teaching-resources/teaching-tips/developingassignments/group- work/group-work-classroom-types-small-groups, (Accessed March 28, 2016).

Gufron. The Effectiveness of Small Group Discussion as a Technique in Developing Speaking Skill. Jakarta: UIN Jakarta. Skripsi, 2002.

Harris, P David. Testing English as a Second Language. New York: McGraw-Hill, 1969.

Hasanah, Novie Widhatun. The Effectiveness of Group Discussion in Teaching Speaking. Jakarta: UIN Jakarta. Skripsi, 2009.

Listiani, Dwi. “The Effect of Group Discussion towards Students’ Speaking Ability”. Tulungagung: STAIN. Skripsi, 2012.

McDonough, JO and Christopher Shaw. Materials and Methods in ELT. Cornwall: Blackwell Publishing Ltd, 2003.

USAID, microREPORT #138. Guide to Focus Group Discussion, Retrieved From https://www.microlinks.org/sites/default/files, (Accessed may 5th, 2016), 2008.

46 Richards, C Jack. Teaching Listening and Speaking (From Theory to Practice). New York: Cambridge University Press, 2008.

Torky, Shiamaa Abd EL Fattah. The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking Skills of Secondary Stage Students. Cairo: Ain Shams University, 2006.

University, Ball State. Using Focus Group. Retrieved From https://cms.bsu.edu/- /media/WWW/DepartmentalContent/Effectiveness/pdfs/Wkbk/WBKM12012 %20%20Ch%209.pdf, (Accessed March 28, 2016).

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47 APPENDIX 1 The followings are the lesson plan using group discussion method.

LESSON PLAN

Topic: Places and Buildings Class: VIII (Eight) Semester: II (Two) Subject: Speaking Time: 2 x 45 minutes Teacher: Wiyudo Serena Source: Theme paper and Internet

I. Objective: • Students must be able to identify information on passage • Students must be able to comprehend on passage • Students must be able to discuss and express their ideas about the topic clearly.

II. Language Skills: • Listening • Speaking

III. Teaching – Learning Activities: • Strategic: Two way- communications • Model: face to face, group discussion and presentation • Approach: Communicative approach • Method: Question and answer, discussion.

48 IV. Learning Activity: Procedures Teacher Students activity Time Greetings and Checking Respond greeting 10 minutes Warm up students’ attendance lists

• Flash back the last • Giving comments topic to ‘ice breakers’ students mind • Opening the new • Listening carefully topic by explaining to the teacher‘s about how to create explanation and advertisement and to be a sales boy/girl.

• Asking to the students • Students tell their Control about their opinion opinion. 75 minutes Practice about selling product • Asking the students to • Listening to the listen carefully the dialog carefully radio commercial about a health product and answer questions about the topic

49 Procedures Teacher Students activity Time • Asking one or two • Answer the question students to identify about the information what they’re heard

Free Practice • Giving the students a • Students think the little time to think problem and try about the issues how to solve it. teenager’s problem and asking them to discuss it.

• Create the group based • They join at their on accounting number group and discuss as a team work. • Asking groups to • They come forward present what they have and present their discussed. material • Asking to another • Giving a question to group to give a the group presenter question to the group presenter. • Tell to the groups • Review their about the mistake they mistake and ask to have done after the teacher how to activity. correct it.

50 Procedures Teacher Students activity Time • Asking students to give • Giving some Closing some opinion and comments and 15 minutes question related to the question. topic • Asking students to • Learn about the next prepare about the next topic. topic.

...... , ...... 20..... Mengetahui; Peneliti, Guru Mapel Bahasa Inggris,

( ...... ) ( ...... )

51 APPENDIX 2 The followings are the lesson plan using group discussion method.

LESSON PLAN

Topic: Travelling and Holidays Class: VIII (Eight) Semester: II (Two) Subject: Speaking Time: 2 x 45 minutes Teacher: Wiyudo Serena Source: Theme paper and Internet

I. Objective: • Students must be able to identify information on passage • Students must be able to comprehend on passage • Students must be able to comprehend about the topic clearly.

II. Language Skills: • Listening • Speaking

III. Teaching – Learning Activities: • Strategic: Two way- communications • Model: Lecturing • Approach: Natural approach • Method: Direct Method

52 IV. Learning Activity: Procedures Teacher Students activity Time Greetings and Checking Respond greeting 10 minutes Warm up students’ attendance lists

• Flash back the last • Giving comments topic to ‘ice breakers’ students mind Control • Opening the new topic • Listening carefully Practice by explaining about to the teacher‘s how to create and explanation advertisement and to be a sales boy/girl. • Asking to the students • Students tell their about their opinion opinion. about selling product 75 minutes

• Asking the students to • Listening to the listen carefully the dialog carefully radio commercial about a health product and answer questions about the topic • Asking one or two • Answer the question students to identify about the information what they’re heard

53 Procedures Teacher Students activity Time • Giving the students a • Students think the little time to think problem and try about the issues how to solve it. teenager’s problem and asking them to discuss it. Free Practice • Create the group based • They join at their on accounting number group and discuss as • Asking groups to a team work. present what they have • They come forward discussed. and present their • Asking to another material group to give a • Giving a question to question to the group the group presenter presenter. • Tell to the groups • Review their about the mistake they mistake and ask to have done after the teacher how to activity. correct it.

54 Procedures Teacher Students activity Time • Asking students to give • Giving some Closing some opinion and comments and 15 minutes question related to the question. topic • Asking students to • Learn about the next prepare about the next topic. topic.

...... , ...... 20..... Mengetahui; Guru Mapel Bahasa Inggris, Peneliti,

( ...... ) ( ...... )

55 APPENDIX 3

LOMBOK

Geography & Climate Lombok island is located east of Bali. Lombok geographically is almost the same size as Bali and, just as there are popular tourist areas on Bali, so Lombok offers a variety of destinations to suit different holidaymakers' tastes. Tropical climate with warm and humid weather all year round. Temperature range from 21 Celsius to 32 Celsius. Wet season starts from November to May and dry season start from May-October. The best time to come is in the month of May when the weather is just perfect with bright daylight and green scenery.

People & Religion Population is about 2,5 million. The local inhabitants of Lombok are called Sasaks who make up 70% of the population are the predominant group with Balinese, Chinese, Arabian, and Javanese and other ethnics groups making up the rest. Bahasa Indonesia is the National Language, but English is widely spoken. Lombok has three main districts with three capital cities: Mataram in the west, Praya in central and Selong in east Lombok. The majority of commerce is in the capital city of Mataram in west Lombok. Islam is the majority religion, but all other religions are practiced freely. Every Friday around 12.30 noon, Muslims go to the mosques just like Christians go to church on Sunday. If you are planning on traveling around the island and visiting small villages it is more respectable to wear slacks or knee length shorts, a shirt with sleeves or a sarong. If you happened to be here during Ramadan, which is the Muslim month of fasting from sunrise to sunset, please do not to eat, drink or smoke out in the open public during this month long fast. Even though the people don’t seem bothered in the common tourist areas like, Senggigi and the Gili islands, it is better to respect the people and not eat or smoke openly.

56 APPENDIX 4

MENTAWAI ISLAND

The Mentawai Islands are a chain of about seventy islands and islets off the western coast of Sumatra in Indonesia. Siberut at 4,030 square kilometres (1,556 square miles) is the largest of the islands. The other major islands are Sipura, North Pagai (Pagai Utara) and South Pagai (Pagai Selatan). The islands lie approximately 150 kilometres (93 miles) off the Sumatran coast, across the Mentawai Strait. The indigenous inhabitants of the islands are known as the Mentawai people. The Mentawai Islands have become a noted destination for surfing.

The Mentawai Islands have been administered as a regency within the West Sumatra (Sumatera Barat) province since 1999. The regency seat is Tua Pejat, on the island of Sipora. Padang, the capital of the province, lies on the Sumatran mainland opposite Siberut. The regency is divided into ten districts (kecamatan), tabulated below from south to north with their 2010 Census populations.

The islands have been separated from Sumatra since the mid-Pleistocene period, which has allowed at least twenty endemic species to develop amongst its flora and fauna. This includes five endemic primates: the Mentawai or kloss gibbon (Hylobates klossii), Mentawai macaque (Macaca pagensis), Siberut macaque (Macaca siberu), Mentawai leaf monkey (Presbytis potenziani), and pig-tailed langur (Simias concolor). They are highly endangered due to logging, unsustainable hunting, and conversion of rainforest to palm oil plantations.[2] Some areas of the Mentawai Islands rain forest ecoregion are protected, such as the Siberut National Park. Red junglefowl, the Asian palm civet and crab-eating macaque are also native.

57 APPENDIX 5 RAJA AMPAT

Located off the northwest tip of Bird's Head Peninsula on the island of New Guinea, in Indonesia's West Papua province, Raja Ampat, or the Four Kings, is an archipelago comprising over 1,500 small islands, cays, and shoals surrounding the four main islands of Misool, Salawati, Batanta, and Waigeo, and the smaller island of Kofiau. The Raja Ampat archipelago is the part of Coral Triangle which contains the richest marine biodiversity on earth.

Raja Ampat Regency is a new regency which separated from Sorong Regency in 2004.[1] The population of the Regency was recently (January 2014) put at 49, 048. It encompasses more than 40,000 km² of land and sea, which also contains Cenderawasih Bay, the largest marine national park in Indonesia. It is a part of the newly named West Papua province of Indonesia which was formerly Irian Jaya. Some of the islands are the most northern pieces of land in the Australian continent.

Raja Ampat is considered the global epicenter of tropical marine bio-diversity and is referred to as The Crown Jewel of the Bird's Head Seascape, which also includes Cenderawasih Bay and Triton Bay.

The name of Raja Ampat comes from local mythology that tells about a woman who finds seven eggs. Four of the seven eggs hatch and become kings that occupy four of Raja Ampat biggest islands whilst the other three become a ghost, a woman, and a stone.

History shows that Raja Ampat was once a part of Sultanate of Tidore, an influential kingdom from Maluku. Yet, after the Dutch invaded Maluku, it was shortly claimed by the Netherlands.The first recorded sighting and landing by Europeans of the Ampat Islands was in the person of the Portuguese navigator Jorge de Menezes and his crew in 1526, on route from Biak, the Bird's Head Peninsula, and Waigeo, to Halmahera (Ternate).

58 The English explorer William Dampier gave his name to Dampier Strait, which separates Batanta island from Waigeo island. To the east, there is a strait that separates Batanta from Salawati. In 1759 Captain William Wilson sailing in the East Indiaman Pitt navigated these waters and named one strait Pitt strait, after his vessel; this was probably the channel between Batanta and Salawati.

The main occupation for people around this area is fishing since the area is dominated by the sea. They live in a small colony of tribes that spreads around the area. Although traditional culture still strongly exists, they are very welcoming to visitors. Raja Ampat people are more like Ambonese than Papuan people and now some of them are Muslim and some of them are Christian.

59 APPENDIX 6 BALI

Bali is an island and province of Indonesia. The province includes the island of Bali and a few smaller neighbouring islands, notably Nusa Penida, Nusa Lembongan, and Nusa Ceningan. It is located at the westernmost end of the Lesser Sunda Islands, between Java to the west and Lombok to the east. Its capital of Denpasar is located at the southern part of the island.

With a population of 3,890,757 in the 2010 census,[4] and 4,225,000 as of January 2014,[5] the island is home to most of Indonesia's Hindu minority. According to the 2010 Census, 83.5% of Bali's population adhered to Balinese Hinduism,[3] followed by 13.4% Muslim, Christianity at 2.5%, and Buddhism 0.5%.[6]

Bali is a popular tourist destination, which has seen a significant rise in tourists since the 1980s. It is renowned for its highly developed arts, including traditional and modern dance, sculpture, painting, leather, metalworking, and music. The Indonesian International Film Festival is held every year in Bali.

In 1946, the Dutch constituted Bali as one of the 13 administrative districts of the newly proclaimed State of East Indonesia, a rival state to the Republic of Indonesia, which was proclaimed and headed by Sukarno and Hatta. Bali was included in the "Republic of the United States of Indonesia" when the Netherlands recognised Indonesian independence on 29 December 1949. Bali is part of the Coral Triangle, the area with the highest biodiversity of marine species. In this area alone over 500 reef building coral species can be found. For comparison, this is about 7 times as many as in the entire Caribbean.[7] Most recently, Bali was the host of the 2011 ASEAN Summit, 2013 APEC and Miss World 2013.

60 APPENDIX 7

61 62 63 Daftar Nama Siswa dan Siswi MTs Al-Falah

No. Nama No. Nama 1 Achmad Wildan 21 Muhammad Syamsir 2 Aghnia Dzilfadillah 22 Nabilah Salsabillah 3 Alfin Amirul 23 Nurul Syafa’ah 4 Anisa Aziza 24 Putri Kamelia 5 Arini Rifka Rahma 25 Putri Nabila 6 Aulia Sa’adah 26 Rizky Azriel 7 Dina Fitriyanti 27 Sabrina Maharani 8 Fauzia Ilman 28 Safana Rida 9 Fitria Salma 29 Siti Lubnah 10 Haniyah Qothrunnada 30 Syafitri Alidia 12 Ibnu Sina 31 Ummu Nabiela 13 Khairul Fhadli 32 Zidan Imam 14 Muhammad Dzakiy 33 Zulham Fahlevi 15 Muhammad Fariz Maulana 16 Muhammad Rafli 17 Muhammad Rizky 18 Muhammad Rizqulloh 19 Muhammad Ryan 20 Muhammad Syahroni Siswa kelas 8 A

61 Siswa kelas 8 B No. Nama No. Nama 1 Aditya Wijaya 21 Muhammad Iqbal 2 Ahmad Fikri 22 Muhammad Najib 3 Ahmad Hanan 23 Muthia Rahmi 4 Amelia Agustini 24 Naurah Nahzifah 5 Amelia Rizky 25 Nurin Najmi 6 Ayu Mardiana 26 Radhina Zahra 7 Bahdalah Nur 27 Rafli Endana 8 Dafa Dzakwan Halim 28 Rama Nuzli 9 Diana Kamilah 29 Rifa Rifdah 10 Diana Maula 30 Rizkiyah Fajariyah 12 Hana Sajida 31 Robiyatul Adawiyah 13 Ifa Tirta Maharani 32 Salma Kamila 14 Ines Nilufar 33 Syames Fuady 15 Keysa Izzati 16 Muhammad Akram 17 Muhammad Arie 18 Muhammad Abduh Raihan 19 Muhammad Danu 20 Muhammad Hilal