Students’ Perceptions on the Use of Group Discussion Method towards English Speaking Proficiency

Suryo Sudiro; Putri Lisa Anggraini; Metyana Setyorini; Aditama Bagus Antasari; Juhansar Juhansar

doi:10.30650/ajte.v4i2.3273

Authors

Suryo Sudiro Universitas Teknologi Yogyakarta
Putri Lisa Anggraini Universitas Teknologi Yogyakarta
Metyana Setyorini Universitas Teknologi Yogyakarta
Aditama Bagus Antasari Universitas Teknologi Yogyakarta
Juhansar Juhansar Universitas Teknologi Yogyakarta

DOI:

https://doi.org/10.30650/ajte.v4i2.3273

Keywords:

Group Discussion Method, English, speaking proficiency, perception.

Abstract

The researchers place a great deal of emphasis on the Group Discussion Method since it is necessary for students towards their communication proficiency. Communication is an important element to achieve better understanding among communicators. Therefore, this present study aims to discover students’ perception of using the Group Discussion Method towards their proficiency in English speaking. This research relays on a quantitative descriptive research design using a questionnaire to collect data. The questionnaire was distributed online to thirty-four respondents. The respondents are fifth-semester students of the English Language Education Department of Universitas Teknologi Yogyakarta who has learned English speaking using the Group Discussion Method. Data were analyzed using quantitative descriptive perceptions presentation. The research findings indicate that 80% of respondents state that Group Discussions Method is an interactive, friendly, innovative, and interaction-built approach between teacher and students. Besides, it also increases their English speaking proficiency since they are learning in a group where they are required to talk and discuss in English. This research is limited to small-scale respondents; thus, further researchers are recommended to conduct research with wide-scale respondents.

Downloads

Download data is not yet available.

References

Argawati. (2014). Improving students’ speaking skill using group discussion (experimental study on the first grade students of senior high school). Eltin Journal, Journal of English Language Teaching in Indonesia, 2(II).
Argawati, N. O., & Syahrizal, T. (2016). The use of task-based instruction to improve speaking skill to the second semester students of STKIP Siliwangi Bandung on the academic year of 2014-2015. P2M STKIP Siliwangi. https://doi.org/10.22460/p2m.v3i1p1-8.471
Bennett, J., Hogarth, S., Lubben, F., Campbell, B., & Robinson, A. (2010). Talking science: The research evidence on the use of small group discussions in science teaching. International Journal of Science Education. https://doi.org/10.1080/09500690802713507
Bohari, L. (2020). Improving speaking skills through small group discussion at eleventh grade students of SMA Plus Munirul Arifin NW Praya. Journal of Languages and Language Teaching. https://doi.org/10.33394/jollt.v7i1.1441
Broad, D., & Columbia, B. (2020). Literature Review of Theories of Second Language Acquisition. Journal of Applied Linguistics and Language Research.
Cook, V. (2007). Multi-competence: Black hole or wormhole for second language acquisition research? In Understanding Second Language Process. https://doi.org/10.21832/9781847690159-004
Crocco, O. S. (2021). Research Design. In Palgrave Macmillan Asian Business Series. https://doi.org/10.1007/978-3-030-79697-6_2
Crystal, D. (2005). David Crystal. English as a Global Language, 2nd ed. In Language Problems Language Planning.
Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. In Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.02128
Ellis, R. (2021). A short history of SLA: Where have we come from and where are we going? In Language Teaching. https://doi.org/10.1017/S0261444820000038
Fulcher, G. (2015). Assessing second language speaking. Language Teaching. https://doi.org/10.1017/S0261444814000391
Gallego, A., McHugh, L., Villatte, M., & Lappalainen, R. (2020). Examining the relationship between public speaking anxiety, distress tolerance and psychological flexibility. Journal of Contextual Behavioral Science. https://doi.org/10.1016/j.jcbs.2020.04.003
Gass, S. M. (2013). Second language acquisition: An introductory course, fourth edition. In Second Language Acquisition: An Introductory Course, Fourth Edition. https://doi.org/10.4324/9780203137093
Grieve, R., Woodley, J., Hunt, S. E., & McKay, A. (2021). Student fears of oral presentations and public speaking in higher education: a qualitative survey. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2021.1948509
Hershkovzt, A., & Forkosh-Baruch, A. (2017). Teacher-student relationship and facebook-mediated communication: Student perceptions. Comunicar. https://doi.org/10.3916/C53-2017-09
Hsieh, M. Y., Lin, T. J., Sallade, R., Ha, S. Y., Kraatz, E., & Shin, S. (2021). A collaborative small-group discussion approach to improving fifth graders’ use of academic, relational, social, and emotional vocabulary. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101744
Khoiriyah, H., Waris, A. M., & Juhansar, J. (2019). The Students’ Achievement in Pronouncing English Song Using Smule Application. Indonesian EFL Journal. https://doi.org/10.25134/ieflj.v5i1.1610
Liu, W., Muthu, B. A., & Sivaparthipan, C. B. (2021). Sentimental analysis in student-teacher communication for effective learning. In Aggression and Violent Behavior. https://doi.org/10.1016/j.avb.2021.101629
Molino, A. (2018). ‘What I’m speaking is almost english…’’: A corpus-based study of metadiscourse in english-medium lectures at an Italian University.’ Kuram ve Uygulamada Egitim Bilimleri. https://doi.org/10.12738/estp.2018.4.0330
Moussaïd, M., Campero, A. N., & Almaatouq, A. (2018). Dynamical networks of influence in small group discussions. PLoS ONE. https://doi.org/10.1371/journal.pone.0190541
Naibaho, L. (2019). The integration of group discussion method using audio visual learning media toward students’ learning achievement on listening. International Journal of Research -GRANTHAALAYAH. https://doi.org/10.29121/granthaalayah.v7.i8.2019.697
Narjes, A., & Ebrahim, M. (2015). Comparison of Influence of Group Discussion Method with Lecture Method in Relationship with peers. Visi Jurnal Akademik.
Pontillas, M. S. (2020). Reducing the public speaking anxiety of ESL college students through Popsispeak. 3L: Language, Linguistics, Literature. https://doi.org/10.17576/3L-2020-2601-07
Safarnejad, M., & Montashery, I. (2020). The effect of implementing panel discussion on speaking skill of iranian intermediate efl learners. Theory and Practice in Language Studies. https://doi.org/10.17507/tpls.1004.14
Sudirman, A. (2018). The Influence of Teaching Tenses through Group Discussion Method towards Student’s Achievement In Tenses Mastery. Journal of English Education Studies. https://doi.org/10.30653/005.201812.22
Suzukida, Y., & Saito, K. (2021). Which segmental features matter for successful L2 comprehensibility? Revisiting and generalizing the pedagogical value of the functional load principle. Language Teaching Research. https://doi.org/10.1177/1362168819858246
Tobi, H., & Kampen, J. K. (2018). Research design: the methodology for interdisciplinary research framework. Quality and Quantity. https://doi.org/10.1007/s11135-017-0513-8
Williams, A. T., & Svensson, M. (2020). Student Teachers’ Collaborative Learning of Science in Small-Group Discussions. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2020.1788141