IMPROVING THE EFFECTIVENESS OF SMALL GROUP LEARNING

IN SPEAKING ABILITY

(An Experiments Study at Second Grade Students of Waskito Junior High

School Pamulang, Tangerang)

“A Skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial

fulfillment of the Requirements for the Degree of S.Pd.

By
ALI SYAFAAT
NIM: 103014026937

DEPARTMENT OF ENGLISH EDUCATION

FACULTY of TARBIYAH AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDYATULLAH
JAKARTA
1430 H / 2009 M
 THE EFFECTIVENESS OF SMALL GROUP LEARNING IN
IMPROVING SPEAKING ABILITY

(An Experiments Study at Second Grade Students of Waskito Junior High

School Pamulang, Tangerang)

“A Skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial

fulfillment of the Requirements for the Degree of S.Pd.

Approved by
Advisor:

Dr.H. Atiq Susilo, MA

NIP. 150 182 900

DEPARTMENT OF ENGLISH EDUCATION

FACULTY of TARBIYAH AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDYATULLAH
JAKARTA
1430 H / 2009 M
 ACKNOWLEDGMENT

In the name of Allah S.W.T, the beneficient and the merciful.

All praises be to Allah the lord of the worlds. Peace and blessing be
upon our prophet Muhammad, his family, his descendants, and his followers.
Alhamdulillah wa syukrillah, by the grace of Allah the highest. After a
long had effort of writing, the writer is able to finish his paper.
The writer would like to express his greatest honor to his beloved
parents Jalal Syafii and Siti Asih who always motivated him by giving a big love
and support, You are my heart who perfectly my life. Siti Habibah Egiyantina,
you are my cute girl. And also for his sister Aini Fauziati for her never ending
pray and support so that the writer could finish his study.
The writer would like to address his thanks and great gratitude to his
adviser. On this occasion, the writer would like to express his sincere gratitude to
Dr. H. Atiq Susilo, MA. For his guidance, kindness, patience, valuable helps and
corrections during the development of this “skripsi”. He also expresses his deep
appreciations to Drs. Ipong as the headmaster of SMP Waskito Pamulang
Tangerang who has contributed his valuable time.
His gratitude and appreciation are also addressed to:
1. Prof. Dr. Dede Rosyada, MA as the dean of Tarbiyah Faculty.
2. Drs. Syauki M.Pd as the head of English Department.
3. All lecturers of English Department who have taught and educated the writer
his study at UIN Jakarta.
4. The teacher, all of the staffs and and all the students in SMP Waskito, for their
guidance and kindness.
5. His best friend; Rio Rahardja, Andy Udang, Angga Herdiasyah, Rully Intan
who always give their motivation during his study at UIN especially in his
skripsi writing (thanks a lot for everything), Miss devi, Egi’s friend, Tiens &
Unicore’s friend, All my friends in English Department and all the students in
the English class (I will never forget you all).
 By all modesty, the writer hopes this skripsi would be useful for the
writer and the readers. And finally, the writer realizes that this skripsi is not
perfect. Therefore, the writer would like to accept any constructive suggestion to
make this skipsi better.
Jakarta, 6 July 2009

The writer
 TABLE of CONTENT

ACKNOWLEDGMENT............................................................................. i
TABLE of CONTENT ................................................................................ ii

CHAPTER I INTRODUCTION
A. Background of Study................................................. 1
B. Limitation And Formulation of Problem.................... 2
C. Method of Study......................................................... 3
D. Organization of Writing ............................................. 3

CHAPTER II THEORETICAL FRAME WORK

A. Speaking .................................................................... 5
a. Definition of Speaking ........................................ 5
b. Purpose of Speaking ........................................... 6
c. Types of Activities to Promote Speaking ............ 6
B. Small Group Learning ............................................... 11
a. Definition of Group ............................................. 11
b. Definition of Small Group Learning .................... 11
c. Types of Group Work.......................................... 11
d. Group Work Organization…………………... …..13
C. Teaching Speaking Ability Through Small Group Learning
................................................................................... 17
D. Thinking Framework………………………………….20

CHAPTER III RESEARCH PROCEDURES AND FINDINGS

A. Research Procedures .................................................. 23
a. Place and Time of Study....................................... 23
b. Method of Research……………………………….23
c. Variable of Research………………………………23
 d. Technique of Sample Taking…...…………………24
e. Technique of Data Collecting……………………..24
f. Instrumentation .................................................... 26
g. Technique of Data Analysis……………………….26
B. Research Findings .................................................... 27
a. Description of Data............................................... 27
b. Pre Test Scores..................................................... 27
c. Post Test…... ……………………………………..28
d. Comparison of the Test Result.............................. 29
e. Hypothesis Testing………………………………..32
f. The Interpretation…………………………………33

CHAPTER IV CONCLUSION AND SUGGESTION........................... 35

A. Conclusion ................................................................ 35
B. Suggestion ................................................................. 35

BIBLIOGRAPHY ....................................................................................... 36
APPENDIX
 CHAPTER I
INTRODUCTION

C. The Background of Study

One of human characteristics is to communicate. In modern world,
communication is not only becoming a base of social interaction, but also
improves largely that no one of modern society can survive without
communication. A famous anthropologist, Ashley Montague (1967) said that “the
most important agency through which the child learns to be human is
communication, verbal also nonverbal”.1 So, for this human will need an
instrument called “language”.
English as an international language has been learned by every country in
the world and also Indonesia. English is a foreign language of Indonesia. So,
many approaches and methods are used to learn it. And now English has been
introduced in elementary school in order that Indonesia student will have a great
preparation to face globalization era which need English much for communication
with the people from every country all over the world in every aspect of life such
as economy, education, international relationship, technology, and so on.
In learning English, students should acquire the four language skills that
are listening, speaking, reading, and writing. But, most people agree that speaking
as the most important instrument of communication is the most important one in
learning English, because it is used to express an idea and wishes to other people.
Marianne Celce – Murcia as the editor described in “Teaching English as
Second or Foreign Language” that:

“Today, language students are considered successful if they can

communicate effectively in their second or foreign language, whereas two
decades ago the accuracy of the language produced would most likely be
the major criterion contributing to the judgment of a student’s success or
lack success. There is no little doubt now that these development in
language teaching have moved us away from the goal of accurate form

1
Drs. Jalaludin Rahmat, M.Sc. Psikologi Komunikasi, PT. Remaja Rosda Karya,
Bandung. 1969, p.2.
 toward a focus on fluency and communicative effectiveness. Thus, the
teaching of the speaking skill has become increasingly important”.2
“Central to these changes has been the recognition by educators and
researchers that “communicative competence” entails not solely
grammatical accuracy but also a knowledge of socio cultural rules of
appropriateness, discourse norms and strategies for ensuring that a
communication is understood. In fact, some applied linguists (e.g Canale,
1980; Canale and Swain, 1980) define communicative competence as
comprising these vary components : (1) grammatical or linguistic
competence, (2) socio cultural competence (3) discourse competence – the
ability to sustain coherent discourse with another speaker, and (4) strategic
competence – the means by which learners deal with potential breakdowns
in communication”.3

Based on those components, the writer thought that small group learning
represent to use in teaching speaking, because some researches showed that
learning with all bodies and thinks, visional, emotional, physic, and intuitive at the
same time and simultaneously is better than learning it from one aspect only.
Waskito Junior High School is very concerned in teaching learning
English competence especially in speaking. Speaking is an important skill among
others which has to be practiced by the students. But most of the students never
practice speaking English with their friend formally or informally, afraid making
mistakes, not confident, and so on. Therefore, the writer was interested in
researching the influence of small group learning to speaking ability then made a
research in the second grade of Waskito Junior High School, Pamulang that use
small group learning as a technique of teaching speaking skill.

D. The Limitation and Formulation of Problem

The limitation of problem in this skripsi is the influence of small group
learning to speaking ability as an experiments study at second grade students of
Waskito Junior High School, Pamulang.
The formulation of this research is:
a. How far does small group learning effect speaking ability
b. What is the common problem of the students in learning speaking

2
Marianne Celce – Murcia, ed. Teaching English as a Second or Foreign Language, 2nd
ed. Heinle & Heinle Publishers, USA, 1991, p. 125
3
Marianne Celce – Murcia, ed. Teaching English as…, p.125
 c. Is small group learning a suitable strategy for the students to build
up their motivation in learning English
Since there are many problems to identify, the writer has to formulate the
problems as follows: Is small group learning effective enough for improving
speaking ability?

C. The Method of the Study

The kind of research used by the writer is quantitative method. In
collecting data, the writer used field research. In the field research, the writer
conducted teaching and some speaking tests.
To measure the effectiveness, the writer used quantitative method
technique not only by dividing the score of pre test at the first month but also
dividing the score of post test at the third month of research and at the last he
made an analysis from both the final test result of pre test and post test, to see if
there is significant improvement between them in speaking ability.
Standard of David P. Harris in measuring oral test of speaking ability
which consist of some aspects speaking skill names: Pronunciation, grammar,
vocabulary, fluency and comprehension is applied.

E. The Organization of Writing

Organization of this Skripsi is divided into four chapters. The first chapter
contains the introduction, which contains the background of the study. The
limitation and Formulation of Problem, The Method of Study, and The
Organization of Study.
The second chapter is a theoretical framework. It discusses on speaking,
the definition of speaking, purpose of speaking, the types of activities promote
speaking skill. Discussed on Small Group learning, the definition of group, types
of group work, group work organization. And teaching speaking ability through
Small Group learning.
The third chapter is research procedures and finding. Research procedures
are divided into five items, they are: The Place and Time of Study, The Technique
of Research, The Technique of Sample Taking, The Technique of Data
Collecting, The Technique of Data Analysis. Findings are divided into the Data of
The Student Score of Speaking Tests, The Frequency and Percentage of Mark of
Pre Tests, The Data of the Student Score of Speaking Post tests, The Frequency
and Percentage of Mark of Post Tests
The fourth chapter is conclusion and suggestion.
 CHAPTER II
THEORETICAL FRAMEWORK

A. Speaking
Speaking seems intuitively the most important: people who know a
language referred to ‘speakers’ of the language as if speaking included all other
kinds of knowing many if not most foreign language learners are primarily
interested in language to speak.4
1. The Definition of Speaking
According to Jeremy Harmer speaking is a form of communication, so it is
important that what you say is conveyed in the most effective way. How you say
something can be as important as what you say in getting your meaning across.5
Speaking consist of producing systematic verbal utterances to convey
meaning. Utterances are simply things people say. Speaking is “an interactive
process of constructing meaning that involves producing and receiving and
processing information”.3
Speaking is an activity which is done by a person to communicate with
others in order to express ideas, feelings, as well as opinions to achieve a
particular goal.6
Moreover, Kayfetz states speaking is human verbal communication which
sets out with the ability of utilizing mechanism that will involve oral production
of language. Oral production of language is the main concern in speaking.7
Based on the concepts above, the writer tries to synthesize them to gain
general meaning about speaking. According to the writer, speaking is a form of

4
Penny Ur. Practice and Theory; Practical in Language Teaching. (Cambridge:
University Press, 1999)., p.120
5
Jeremy Harmer. How to Teach English. (London: Addison Wesley Longman, 1996)., p.
14
3
Florez, M.A.C. Communicative Language Teaching: The State of Art.(TESOL,
Quarterly, 1991)., p.261-277
6
Philip M. Brudden. Effective Speaking, 2nd ed. (New York: The Bob’s Merril Company,
1995)., p. 85
7
J.L. Kayfetz. Speaking Effectively. (Boston: Heinle Publisher, 1992)., p.22
communication which human beings try to express their feelings and to express
ideas through oral production of language.

2. The Purpose of Speaking

Whatever the students talk to the others, even a single word comes out
from their mouth must contain some purposes.
As G. Hance said that “Most the speaking you do no matter what you say
has some purpose. Even in the most conversation, you are trying to tell somebody
about something he doesn’t know, or you are trying to convince him that this
singer is better than that singer, or you are telling him a joke amuse him; whatever
you doing, it has some purpose.”8
People talk to communicate – that is, to express themselves, to influence
people, to convey meanings and messages, and to enjoy the company of others.

3. Types of Activities to promote Speaking Skill

Some of the subsections are organized around pedagogic themes (speech,
dialogues, conversation).
a. Speech
Speech is an integral part of the total personality, revealing the speaker’s
environment, social contacts, and education.9
A person learns to speak at too early an age to remember the process. The
child imitates the sound he/she hears. If the models are good and he/she has a
good ear for sound, he/she may speak well. However, if the models are poor and if
they are imitated correctly, he/she will probably speak poorly. Conversely, if the
models are good, but the ears are a poor recording instrument, the speech is likely
to be faulty.
Speech is the faculty of uttering articulate sounds or words to express
thoughts. It means that speech is a system of audible and visible signs utilizing
many of the muscles and tissues of the body for the purpose of the communicating
ideas.10

8
Kenneth G. Hance. Et.al. Principle of Speaking.(Belmont, California: Wad Worth
Publishing Company, Inc. 1982)., p. 266-272
9
Dorothy Mulgrave. Speech. (New York: Barners & Molole inc. 3rd printing, 1957)., p.3
10
Dorothy Mulgrave. Speech…, p.4
 There are four types of speech, classified on the basis of the situations in
which they are given, the style or mode of delivery, and the preparation required.
They are:11
a) Impromptu Speech
An impromptu speech is given when people are called upon to speak
on the spur of the moment when people were not informed in advance that
people would be called upon to talk.12
Typically people are asked for an impromptu speech because people
have some special, additional, timely, or distinctive knowledge about a subject
being considered.
An impromptu speech provides people with an opportunity to present
people’s ideas, or some information. And a good impromptu speech can
improve people’s image.
The disadvantages: it is easy to do poorly. Many speakers when called
on for such a speech feel obligated to “say something”, even though they may
have nothing to say. Consequently they ramble, wander, wasting their time
and that of the audience, revealing their own weaknesses in thought and
fluency.
b) Extemporaneous Speech
An extemporaneous speech is given when people had an opportunity to
prepare. People deliver it either by referring occasionally to brief notes or by
recalling from memory the points, ideas, and specifics but not writing it out or
memorizing it.13
The Preparation, an extemporaneous follows an easy four step
systems: (1) establishing a purpose, (2) gathering data, (3) organizing and (4)
practicing.
The advantages: through the preparation people become confident that
people know what people are going to say – that is, in broad, general terms –
so most speakers are more relaxed and self-assured. And this type of delivery

11
Leon Fletcher. How to Design & Deliver Speech, 2nd ed.(London: Harper & Raw
Publisher, 1979)., p.42-44
12
Leon Fletcher. How to Design & Deliver Speech…, p.42
13
Leon Fletcher. How to Design & Deliver Speech…, p.42
 conveys the impression that people are really sincere, concerned, and
informed – that we indeed want our audience to receive and to remember what
people say.
The disadvantage: the worried beginning speaker or inexperienced
speaker may be doubtful of his/her skills in presenting a speech without very
detailed preparation – often wanting to write out his speech word by word.
c) Manuscript Speech
Manuscript speech is presented when some exact words are required,
such as presenting policies, contracts, and scientific reports. The speech is
written out word by word and delivered by reading the script to the audience. 14
Preparation for the manuscript speech as follows as the same four step
process as used for the extemporaneous speech: (1) establishing a purpose. (2)
gathering data, (3) organizing and practicing – and the additional step of
writing the full script.
It is difficult to adapt quickly the content or the style of the speech to
speaking situation. And where there are conditions which the speaker did not
envision when he/she was writing his /her speech, the speech may miss
entirely. Therefore the manuscript speech is not recommended for any but the
most exacting, structured speaking situation.
d) Memorized Speech
The memorized speech is used when some exact words are required
but reading from a script is inappropriate; therefore the speech is committed to
memory.
The Preparation for the memorized speech as same as the four step
process used for the extemporaneous speech; then write out the speech words
for word and memorized it.
Advantage: only one, really – people can select, plot out ahead of time,
just exactly the best word and the most dramatic phrase throughout the speech.
The disadvantages are significant: a memorized speech is very difficult to

14
Leon Fletcher. How to Design & Deliver Speech… , p.44
 deliver with a feeling of sincerity and spontaneity – two important
characteristic of an effective speech.

b Dialogue
Julia M. Dobson said that dialogue is a short conversation between two
people presented as a language model-the dialogue often receives top building in
the manipulative phrase of language learning.15
And Penny Ur said dialogue is traditional language – learning teaching
technique that has gone somewhat out of fashion in recent years. The learners are
taught a brief dialogue which they learnt by heart.16 Learner can be asked to
perform the dialogue in the different ways: in different mood (sad, happy,
irritated, bored, for example); in different role relationships (a person and child,
wife and husband, etc.). Then the actual words of the text can be varied: other
ideas substituted (by teacher and learner), and the situation and the rest of the
dialogue adapted accordingly. Finally, the learners can suggest a continuation:
two (or more) additional utterances which carry the action further.17
Particularly for beginners or less confident, the dialogue is a good way to
get learners to practice saying target – language utterances without hesitation and
within a wide variety of context; and learning by heart increases the learners
vocabulary of ready – made combination of words.

c. Conversation
People sometimes use the term “conversation” to mean any spoken
encounter of interaction. Conversation refers to a time when two or more people
have the right to talk or listen without having to follow a fixed schedule, such as
an agenda. In conversation everyone can have something to say and anyone can
speak at any time.18

15
Julia M. Dobson. Effective Techniques for English Conversation Groups. (Rowley,
Mass: New Bury House Publish, 2005)., p.15
16
Penny Ur. A Course in Language Teaching (Trainee Book). (Cambridge: Cambridge
University Press, 1999)., p.54
17
Penny Ur. A Course… , p.54
18
Julia M. Dobson. Effective Techniques for…, p.12
 Conversation is one of the most basic and pervasive forms of human
interaction. But carrying on a conversation is the target language can be very
difficult for beginning students and false beginners, for many reasons. For
example, carrying on a conversation in English involves selecting vocabulary,
pronouncing the English sounds, and understanding the other person.19
True conversation is unscripted, free-ranging discourses involving two or
more people. In conversation the topic can exchange and the individual take turns,
that is the utterances build on the different speaker’s contribution.
By definition, conversation is interactive: although one speaker is
sometimes more talkative than another, in a conversation, two or more individuals
communicate.20
Conversation technique is important for teachers to create task that
encourage learners to speak English. Conversation is as the informal interchange
of thought and information by spoken words. In other words, the conversation
means how to listen to and respond to the speakers and it useful for interaction.21
The purpose of conversation include the exchange of information; the
creation and maintenance of social relationships such as friendship as well as
deciding on and carrying out joint actions. Conversation therefore has many
functions, although is primary purpose in our language is social.22
Based on the theories about dialogue and conversation above, the writer
conclude that dialogue is short conversation between two people practiced saying
target within a wide variety of context and conversation is interactive two or more
individuals communicate the exchange of information, creation, and maintenance
of social relationships.

19
David Nunan. Task- Based Language Teaching. (New York: McGraw hill / ELT,
2003)., p. 43-44
20
David Nunan. Task- Based…, p.43
21
Penny Ur. A Course…, p.102
22
Julia M. Dobson. Effective Techniques for…, p.24
B. Small Group Learning
1. The Definition of Group
John K. Brilhart said that group is two or more persons united for some
purpose (s) and interacting in such a way that they influence each other.23
Christopher Brumfit stated about group” A group is usually defined as a
number of people who interact with one another that perceive themselves to be a
group”.24

2. The Definition of Small Group learning

Small group learning is the learning that takes place when student work
together usually in groups of 5 or 7.

3. Types of Group Work

There are nine ways to organize groups according to Friederike Klipple.
There are25:
a. Fishbowl
All students of the class sit in a big circle. In the middle of the circle
there are five chairs for a group. Three students who have controversial
opinion about the topic sit in three chairs. The three of five students start the
discussion. Then two other students who have different opinion join them.
Students from the outer circle can replace speakers in the inner circle by
tapping them on the shoulder if they feel confident that they can present the
topic better.
b. Buzz Group
Each group discusses a problem for a few minutes before the solution
are reported to the whole class.

23
John K. Brilhart. Effective Group Discussion, 4th ed. (California: Brown Company
Publisher, 1982)., p.16
24
Christopher Brumfit, Communication Methodology in Language Teaching The Roles of
Fluency & Accuracy. (Cambridge: Cambridge University Press, 1984)., p.9-10
25
Friederike Klipple. Keep Talking Community Fluency Activities for Language
Teaching. (Cambridge: Cambridge University Press, 1984)., p.9-10
c. Hearing
A group of students sit in front of class and are asked by the other
students about the topic. They have to discuss before they make discussion to
answer the questions.
d. Network
The class is divided into groups that should not have more than 10
students each. Each group has a ball of string whoever is speaking about the
topic holds the ball of string. When the speaker has finished him or she gives
the ball of string to the next speaker, but keeps holding on the string. In this
way a net of string develops, showing who talked the most and who the least.
e. Market
All students walk around the class and each of them talks to some others.
f. Onion
The class is divided into two equal groups. The students sit on the
courtiers that are arranged in a double circle. The students who sit in the outer
circle facing inwards and those of the inner circle sit facing another student in
the outer circle. After discussing the topic for a few minutes all students in the
outer circle move on one chair and now have a new partner to continue the
discussion.
g. Star
Six groups try to find solution of a problem. Each group elects a
speaker. Then the speaker joins with the other speakers from the other groups
to form a new group to continue the discussion.
h. Opinion Vote
Each student gets a voting card with numbers from 1 to 5 in it (1=
agree completely, 2= agree, 3= nor agree or disagree, 4= disagree, 5= disagree
completely). They discuss for a while, each student votes, and the distribution
of different opinion in the group can be seen at glance.
i. Forced Contribution
In order to make sure that all the members are distributed which
determine the order of speaking.
4. Group Work Organization
Now the task of small group learning is paramount importance, but it is so
less the manner of its administration. This may make all the difference between
smooth, independent student’s performance and inefficient confusion. Some
guidelines on organizing group work are divided into four sections: Presentation,
process, ending, and feedback.
a. Presentation
The presentation of the task should usually be made before any more is
made by students to start work. Students are divided into groups, giving out the
materials, explain what they have to do, by this time their attention is naturally
focused on each other or on the materials, not on the teacher, with a corresponding
drop in concentration and comprehension. It is essential that the students should
be completely clear in their minds right from the start what the task is and what
limitations are imposed on how they do it.26
There is a limit, of course, to students’ patience and concentration span, so
the clearer and more concise the instruction the better. With student whose
knowledge of English is not yet up to understanding and repetition, it should be
most sensible to give these in the native language. Time saved by giving gained
for the group learning itself.
The first time a class does an activity, it is a good idea to do a ‘trial run’,
either with the full class, or using a group of good students as demonstration. In
the lengthier group learning that involve a lot of negotiation and argument this is
impractical and unnecessary, but in the shorter game-like activities it may be the
best way to make sure that the rules and procedure are clear to all.27
Techniques of presentation model should be appropriate to the context
without demanding total realism. There is a right to expect the presentation
models to be acceptable as exponents of communicative function. In other words,
it is believed that what is presented could be used for a communicative approach.

26
Penny Ur. Discussion That Work. (Cambridge: Cambridge University Press, 2000).,
p.18
27
Penny Ur. Discussion..., p.18
 In giving effective explanation, the teacher should have the following
guidelines, they are:
a) Prepare
A teacher may feel perfectly clear in teacher’s own mind about what
needs clarifying, and therefore think that the teacher can improvise a clear
explanation. But the experience shows that teacher’s explanations are often
not as clear to their students as they are to themselves.
It contains of thinking for the words that you will use the illustration
you will provide.28
b) Full Attention
Make sure that you have the class full attention when we want to
explain something and we have to make sure that all students’ attention is on
us.
c) Present the Material More Than Once
Each learner has different characteristics, it influences their learning
style, and the teacher should give presentation more than once to make them
more understand the new material.
d) Be Brief in Giving Explanation
In giving explanation, the teacher should give the brief, clear, and
simple explanation; therefore, the learner will understand the lesson easier
than before.
e) Illustrate with Example and Media
Using illustration with the example or media in teaching can help
students understand the lesson, because the media can attract students to give
full attention to our explanation.
f) Get Feedback
To get feedback from the learners, ask them to do something that will
show their understanding to paraphrase in their own words or provide further
illustration of their own.

28
Penny Ur. Discussion..., p.18
b. Practice
The Teacher’s job during the activity is to go from a group to a group,
monitor, and either contribute or keep out of the way – whichever is likely to be
more helpful.
However, teachers will have to intervene in some ways if the activity is
not going smoothly. If a discussion begins to dry up, the teacher will have to
decide if the activity should be stopped – because the topic has run out system –
or is careful prompting can get it going again. That’s where the teacher may make
a point in a discussion. Prompting is of often necessary, but as with correction,
teachers should do it sympathetically and sensitively.29
Practice is rehearsal of certain behaviors with the objectives of
consolidating learning and improving performance, they are many characteristics
of effective language practice.30 They are:
a) Pre – learning
The learners should have a good preliminary grasp of the language
they are required to practice, though the students may only be able to produce
or understand it slowly and after thought. If the students are required to do a
practice activity based on something the students have not yet begun to learn,
the students will either not be able to do it at all, or will produce unsuccessful
responses. In either case the activity will have been fairly useless in providing
practice: its main function, in fact, will have been as a diagnostic test, enabling
the teacher to identify and (re-) teach language the learners do not know. If,
however, the students can – however hesitantly – produce successful
responses, the students have a firm basis for further effective practice of the
target language material.31
b) Success Orientation
On the whole, a teacher consolidate learning by doing things right. It is
therefore important to select, design and administer practice activities in such
a way that learners are likely to result in succeed in doing the task.32

29
Penny Ur. Discussion..., p.20
30
Penny Ur. A Course In Language Teaching: Practice and Theory.(England:Cambridge
University Press, 1996)., p.10
31
Penny Ur. A Course In..., p.22
32
Penny Ur. A Course In…, p.22
 Success, incidentally, does not necessarily mean perfection. A class
may engage successfully with language practice in groups, when mistakes do
occasionally occur, but most of the utterances are acceptable to teacher-
monitored full-class practice, which may produce fully accurate responses.
c) Heterogeneity
Good practice activities provide opportunities for useful practice to all,
or most, of the different levels within the class, and provide them a task with
different activity and it will show the heterogeneity of the process and its
results.
d) Teacher assistance
The main function of the teacher, having proposed the activity and
given clear instructions is to help the learners ‘flounder’ – make random
uninformed guesses or are uncomfortably hesitant. In group work, of moving
around the classroom making the students available to answer questions.33
e) Interest
Interest is not derived from the challenge of getting-the answers-right,
it has to be rooted in other aspects of the activity: an interesting topic, the need
to convey meaningful information, a game-like ’fun’ task, attention-catching
materials, appeal to learner’s feeling or a challenge to their mind. A good
teacher should have many methods and techniques to give material and create
an interesting class, because it will lose students boredom and motivate them
to learn language.34
c. Ending
If you have set a time limit, then this will help teachers draw the
activity to a close at a certain point. In principle, try to finish the activity while
the students are still enjoying it and interested.
d. Feedback
A feedback session takes places in the context of full-class interaction
after the end of the group work. Feedback on the task may take many forms:

33
Penny Ur. A Course In… , p.23
34
Penny Ur. A Course In…, p.23
 giving the right solution, if there is one; listening to and evaluating
suggestions; pooling ideas on the board; displaying materials the groups have
produced; and so on. The objective hare is to express appreciation at the effort
that has been invested and its results. Feedback on language may be integrated
into this discussion of the task, or provide the focus of a separate class session
later.35

C. Teaching Speaking Ability Through Small Group Learning

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 Waskito 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

35
Penny Ur. A Course In…, p.11
 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
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.36

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.37

“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.”38

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
36
Joanna Baker and Heather West up, The English Teachers’ handbook: How to Teach
Large Classes with few Resources, Continuum, Great Britain, 2000, p.92
37
Joanna Baker and Heather West up, The English Teachers’ handbook …,p. 93
38
Joanna Baker and Heather West up, The English Teachers’ handbook …,p. 94
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.
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
full 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. Thinking Framework
In the thinking framework, the teacher assigns roles to the students and
divides them into five groups. Then, the teacher explains their roles, the situation
that students have to do in small group learning and the goal or outcome that they
have to get. The teacher also must not forget to clarify the cues and gives the
example/model of the small group learning that the students play. Finally, the
teacher encourages students to be creative and use their own languages resources.
Below are the brief explanations of the thinking framework activities.

No Teacher Activities Students Activities

1 Teacher tells the students about Students listen carefully to the teacher
what they are going to learn or to and ask if there is something they don’t
do on that day such as understand such as following:’ What is
following:”Today we are going small group Sir? And why does it call
to practice our speaking by using consequences small group?
small group activities. The title
of our small group is
consequences small group.”
2 Teacher asks the students to Students prepare a piece of paper and
prepare a piece of paper. On this write 7 points that the teacher has told
paper, the teacher asks them to them
write the following things:
a. The name of favorite celebrity
or idol but the opposite gender
to themselves.
b. The name of a celebrity or an
idol ( movie star, singer,
model, or public figure) that
they don’t like most with the
same gender to themselves
c. A description of their dream
house, for example is by the
sea side, in the mountain, or
 near by the river, etc.
3 Teacher asks the students to The students change the character to the
change character to the person person they have described on the piece
they have described on the piece of paper and try to remember it.
of paper. Here are the points
above mean:
a. This is their name
b. This is their husband’s or
wife’s first name
c. This describes the family
house and tells listener where
is located
4 The teacher divides the class into Students separated into 5 groups. Each
5 groups. Then teacher tells them group has 6 pupils. They read through
to read through the points and the text and listen to the teacher’s
asks them to act as if they were explanations about what they have to do
in a party where they are meeting with their character
famous people. In the party they
have to introduces themselves to
several people as this person.
They have to practice it when the
small group has started.
5 Teacher tells the students the Students listen carefully and take notes
goal of this small group, which is about the goal of the small group.
to get as much as information
about the people in the party. All
these activities are done in each
group.
6 The students need to share the Students takes notes about the cues,
conversation and be interactive study and memorized it
to reach the goal. Therefore, the
teacher gives them cues by
giving them vocabulary,
 grammar, idiomatic expressions
and sentences that might be used
in the conversation.
7 The teacher demonstrates how Students pay attention to the teacher
the conversation might be occur
such as following:” Hello, allow
me to introduce myself. I am Ali
Syafaat, how do you do?”.
8 The teacher gives the students Students work group to prepare
some times to prepare and let themselves in the small group
them work group to outline their
ideas and the language they will
need to express
9 The teacher reminds the students Students prepare Themselves to use
to use their own English their own English language resources
language resources and try to act and also prepare their mental to act as
as natural as possible natural as possible in the small group.
10 Before the small group begin, the Students answer the teacher’s question
teacher asks the students whether whether they understand or not and ask
they understand clearly or not to the teacher if they don’t understand.
about what they have to do in the
small group activity
 CHAPTER III
RESEARCH PROCEDURES AND FINDING

A. RESEARCH PROCEDURES
1. The Place and Time of Study
The study was conducted at the eight grade students of WASKITO
Junior High School. It was located at Jl. Raya Pamulang Permai 11 No. 75
Serua Ciputat Tangerang Banten. It took about four months in sixteen
meetings. The field research was done from 8th September 2008 until 18th
of
December 2008. On 8th September, the writer interviewed the English
teacher and Headmaster of SMP Waskito to get some important
information about the process of English teaching learning and other
information supporting the research procedure.
To make his research easier, the writer gave some pre-tests that are
given on 12th, 19th of September, and post tests on 14th, 18th of December
2008.
2. Method of Research
To collect the data the writer uses field research by experimental
method. Field research is carried out by observation, teaching practice and
interview with the teacher concerned. The object of the study were second
year students of SMP Waskito Junior High School. It was located at Jl.
Raya Pamulang II No. 75 Serua Ciputat Tangerang Banten. 2C and 2D.
they were given the same materials but using different techniques of
teaching. The first group 2C which speaking was taught through small
group learning is it called experimental class, and the second group 2D
which speaking was taught without small group learning is controlled
class.
3. Variable of Research
The variable of this research is involved into two aspects, the
effectiveness and learning small group learning in improving speaking
ability. Is small group learning effective enough for improving speaking
ability?
 4. Technique of Sample Taking
Suharsimi Arikunto said,” Populasi adalah keseluruhan subjek
penelitian”.39 The population of this research is two classes of the
second year students of SMP Waskito Pamulang. The total number of
population is 122 students. And sample is,” sebagian yang diselidiki
dari keseluruhan subjek penelitian”.40 The writer take 30% students
from each class through random sampling
5. Techniques of Data Collecting
a. Measuring Oral Test
According to David P. Harris: all good test process three
qualities: validity, reliability, and practicality. That is to say, any test
that we use must be appropriate in terms of our objectives, dependable,
in the evidence it provides, and applicable to our particular situation.41
Therefore, to find valid data, the writer gave test as the most
important technique of data collecting. This test was given to know the
effectiveness small group learning in improving students’ speaking
ability.
And to get the validity of the test result, the writer use some
books as speaking test references, for the example the rating scores of
oral test of David P. Harris as follow:
• Pronunciation
Score
5 Has few traces foreign accent
4 Always intelligible, through one is conscious of a definite
accent
3 Pronunciation problems necessity concentrated listening and
occasionally lead to misunderstanding
2 Very hard to understand because of pronunciation problem
must frequently be asked to repeat
1 Pronunciation problems to severe as to make speech virtually
39
Suharsimi Arikunto, Prosedur Penelitian suatu pendekatan Praktek, (Jakarta: PT.
Rineka Cipta,1996), cet ke –x, p. 111
40
Amirul Hadi dan hariyono, Metode Penelitian Pendidikan, (Bandung: CV. Pustaka
Setia, 1998), p. 150
41
David p. Harris, Testing English as second Language, (George Town University,
Washington, D.C., 1969), p. 81-82
• Grammar
Score
5 Makes few (if any) noticeable errors of grammar or word
order
4 Occasionally makes grammatical or word order errors which
do not, however, obscure meaning
3 Makes frequent errors of grammar and word order which
occasionally obscure meaning
2 Grammar and word orders make comprehension difficult.
Most often word order as severe as to make speech virtually
intelligible.
1 Rephrase sentences and or restrict to basic pattern errors in
grammar

• Vocabulary
Score
5 Use of vocabulary and idioms is virtually that of native
speaker
4 Sometimes uses inappropriate terms and or must rephrase
ideas because of lexical inadequacies
3 Frequently uses wrong word; conversation somewhat limited
because of inadequate vocabulary
2 Misuse of words and very limited vocabulary make
comprehension quite difficult
1 Vocabulary limitation so extra as to make conversation
virtually impossible

• Fluency
Score
5 Speech as fluent and effortless as that a native speaker
4 Speed of speech seems to be slightly affected by language
limitation
3 Speed and fluency are rather strongly affected by language
2 Usually hesitant; often forced into silence by language
limitation
1 Speech is so halting and fragmentary as to make conversation
virtually impossible

• Comprehension
Score
5 Appears to understand everything in that difficulty
4 Understanding nearly everything at normal speed, although
occasional repetition may be necessary
 3 Understand most of what is said at slower- than- normal
speed with repetition
2 Has great difficulty following what is said or comprehend
only “social; conversation” spoken slowly and with frequent
repetition
1 Can not be said to understand even simple conversational
English42

6. Instrumentation
To know the effectivenes of teaching speaking by using small group
learning,the writer gives oral test to the students. Because the test is oral test,
the writer divided the score into five criteria, which are the scores of
pronunciation, grammar, vocabulary, fluency and comprehension. Each
criteria, then, is rated into five scale of rating scores, it is based on David
P.Haris’ scale rating scores.
After that, to get the mean, the scores from all criteria are sum and
divided into five. The pre-test had been given before the treatment was given.
Moreover, the post-test was given after he head given the treatment to the
class.

7. Technique of Data Analysis

Having got the data from pre-test, they were analyzed and processed by using
statistic calculation of T-test formula with significance degree 5% and 1%.
The formula as follows:
MD
to=
SE MD
to : Test observation
MD : Mean of differences; the average score from the differences
gained scores between I variable and II variable, which are
calculated with the formula;
D
MD = ∑N

42
David P Harris. Testing English As a Second Language. (Washington, DC: George
Town University. 1969), p. 81-82
 ∑D : Total score between I variable (X variable) and II variable (Y
variable). And d is gained with formula; D = X – Y
N : Number of cases
SDD : The standard deviation from differences between score of X
variable and Y variable, which is gained with the formula;

∑D ∑ D
2 2

SDD = − 
N  N 
SEMD : The standard error from mean of differences that is gained with
the formula;
SDD
SEMD =
N −1
df : Degree of freedom with formula : N-1

B. Research Findings
1. Description of Data
After conducting the research, the writer obtained two kinds of data; the
scores of pre-test and the scores of post-test.
a. The Pre-Test Scores
The data of the pre-test scores can be seen in the table below :

No. Pronunciation Grammar Vocabulary Fluency Comprehension Total

1 60 60 62 60 60 302
2 66 60 70 65 70 331
3 84 75 80 83 80 402
4 62 62 65 60 64 313
5 78 70 77 75 80 380
6 75 70 76 73 78 372
7 80 72 78 75 80 385
8 65 60 63 63 65 316
9 70 65 70 70 70 345
10 90 85 90 90 90 445
11 73 68 70 70 75 356
12 68 65 70 70 70 343
13 62 62 68 63 66 321
14 83 86 85 80 90 424
15 73 73 75 70 75 366
16 60 60 63 62 63 308
17 68 70 78 65 75 356
18 70 69 74 73 70 356
19 80 74 77 82 80 393
20 70 70 75 70 78 363
21 77 80 80 75 80 392
22 64 60 70 62 67 323
23 60 60 65 60 64 309
24 67 66 70 65 70 338
25 85 80 90 84 85 424
26 72 70 80 70 75 367
27 63 70 70 64 77 344
28 75 70 78 76 75 374
29 72 75 75 70 75 367
30 60 60 64 62 65 311

After the data is analyzed, it shows that the mean ( x ) is 357,53 the
standard deviation is 37,540 the median is 356 the highest score is 445 and
the lowest score is 302
b. The Post-Test Scores
The data of the post-test score can be seen in the table below :

No. Pronunciation Grammar Vocabulary Fluency Comprehension Total

1 60 60 65 62 65 312
2 66 63 73 65 75 342
3 85 80 82 85 86 418
4 63 63 68 62 66 322
5 80 73 80 75 82 390
6 78 70 80 73 80 381
7 80 75 80 75 85 395
8 67 63 65 66 65 326
9 70 70 70 75 74 359
10 92 90 90 95 90 457
11 73 70 70 73 75 361
12 70 67 70 70 73 350
13 62 62 70 65 68 327
14 83 86 88 83 90 430
15 73 73 80 73 75 374
16 60 60 65 65 63 313
17 70 73 78 70 75 366
18 70 74 75 75 75 369
19 80 75 80 85 83 403
20 72 74 75 72 80 373
21 80 80 80 77 80 397
22 65 62 70 62 69 328
23 60 62 65 60 65 312
24 70 68 70 66 70 344
25 85 85 90 86 86 432
26 72 70 80 75 78 375
27 64 70 70 65 77 346
28 75 74 80 76 77 382
29 72 75 80 70 78 375
30 60 61 65 62 65 313

After the data is analyzed, it shows that the mean ( x ) is 365,73 the
standard deviation is 38,813 the median is 367,50 the highest score is 457
and the lowest score is 312
c. The Comparison of the Test Result
The Comparison of the Test Result can be seen in the table
below :
No Score of Pre-Test Score of Post-Test D= (X-Y) D2 = (X-Y)2
(X) (Y)
1 302 312 -10 100
2 331 342 -11 121
3 402 418 -16 256
4 313 322 -9 81
5 380 390 -10 100
6 372 381 -9 81
7 385 395 -10 100
8 316 326 -10 100
9 345 359 -14 196
10 445 457 -12 144
11 356 361 -5 25
12 343 350 -7 49
13 321 327 -6 36
14 424 430 -6 36
15 366 374 -8 64
16 308 313 -5 25
17 356 366 -10 100
18 356 369 -13 169
19 393 403 -10 100
20 363 373 -10 100
21 392 397 -5 25
22 323 328 -5 25
23 309 312 -3 9
24 338 344 -6 36
25 424 432 -8 64
26 367 375 -8 64
27 344 346 -2 4
28 374 382 -8 64
29 367 375 -8 64
30 311 313 -2 4
N=30 ∑X= 10726 ∑Y= 10972 ∑D= -246 ∑D 2= 23 42

Based on the data in table, the researcher calculated the result of

∑D = -246 and ∑D2 = 2342. Then, he tried to find out the standard
deviation of differences (SDD) with the formula:

∑D ∑ D
2 2

SDD = − 
N  N 
2
2342  − 246 
SDD = − 
30  30 
78,07 − [− 8,2]
2
SDD =

SDD = 78,07 − 67,24

SDD = 10,827
SDD = 3,29
To find out the mean of differences (MD) between variable X and
Y, the researcher used the formula:
D
MD = ∑N
− 246
MD =
30
MD = -8,2
After gaining the result of SDD = 3,29 the researcher calculated the
standard error from mean of differences (SEMD) between variable X and
Y:
SDD
SEMD =
N −1
3,29
SEMD =
30 − 1
3,29
SEMD =
29
 3,29
SEMD =
5,38
SEMD = 0,611
The last calculation is determining the result of t observation (to) of
the test with formula:
MD
to=
SE MD
− 8,2
to=
0,611
to= -13,420
The result -13,420 indicated that there was a difference of degree
as much as -13,420. Regardless the minus, it doesn’t indicate negative
score.
Then, to complete the result of the research, the writer finds out the
degree of freedom (df) with the formula:
df = N – 1
= 30 – 1
= 29
df = 29 (see table of “t” value at the degree of significance of 5% and 1%)
At the degree of significance 5% = 2,045
At the degree of significance 1% = 2,756
The result is 2,045 < 13,420 > 2,756
The result of analyzing the data by using the above formula shows
that the coefficient is 13,420. It means that there is a significance increase
after the small group learning is used to teach speaking.

2. Hypothesis Testing
To prove the hypothesis, the data obtained from the experiment class and the
control class are calculated by the using t-test formula with the assumption as
follows:
1. The alternative hypothesis is accepted. It means, there is significant
difference between the result of small group learning and without
small group learning
 2. The alternative hypothesis is rejected. It means, there is no significant
difference between the result of small group learning and without
small group learning.
From the result of statistic calculation, it is obtained the value of 13,420.
and the degrees of freedom (df) is 29. The result of significant is 2,045 < 13, 420
> 2, 756. It means, that hypothesis of the research is rejected, or there is
significant difference between the result of small group learning and without small
group learning.
According to Anas Sudijono that:
1. Apabila to sama dengan atau lebih besar dari pad attest, maka hipotesa
nihil di tolak, berarti diantara kedua variable yang kita selidiki terdapat
perbedaan mean yang signifikan
2. Apabila to lebih kecil dari pad attest, maka hipotesa nihil diterima atau
disetujui, berarti diantara kedua variable yang kita selidiki, tidak terdapat
perbedaan mean yang signifikan
It means the influence of using small group learning in improving speaking
ability is better than without small group learning in the second year of SMP
Waskito Pamulang, Tangerang.

3. Interpretation
Having analyzed the data of pre-test and post-test by using t-test
formula, the result shows that the coefficient is 13,420. It means that there
is a significance increase in teaching speaking by using small group
learning.
From the result of calculation, it is obtained the value of the t
observation (to) is 13,420 the degree of freedom (df) is 29 (obtained from
N - 1) = (30 – 1 = 29). The writer used the degree of significance of 5%
and 1%. In the table of significance, it can be seen that on the df 29 and on
the degree of significance of 5% and 1%, the value of degree of
significance are 2,045 and 2,756. If the to compared with each value of the
degrees of significance, the result is 2,045 < 13.420 > 2,756. Since to score
obtained from the result of calculating, the alternative hypothesis (Ha) is
accepted and the null hypothesis (Ho) is rejected.
1. If the result of t observation is higher than t table (to > tt), the null
hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted.
It means that there is a significance difference between variable X and
variable Y.
2. If the result of t observation is lower than t table (to < tt), the null
hypothesis (Ho) is accepted and alternative hypothesis (Ha) is rejected.
It means that there is no significance difference between variable X
and variable Y.
Based on the result of the data analysis, it is proven that the
Students score of speaking taught by using small group learning is better.
It means that the use of small group learning in teaching speaking is quite
effective. Another reason based on the Students responses is because most
students find that small group learning is enjoyable. This reason leads to
better attention in learning and stimulate them to participate in small group
learning activities.
 CHAPTER IV
CONCLUSION AND SUGGESTION

A. Conclusion
According to the data described previously, the conclusion can be drawn
that the influence of using small group learning in improving speaking ability
is better than without small group learning in the second year of SMP Waskito
Pamulang, Tangerang.
The result of the analysis of the research shows the value of to is higher
(13.420) than the value of T table (2, 756). It means small group learning is an
effective way in teaching since it gives a significance influence toward
student’s speaking ability.

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 small group learning, the writer gives some
suggestion for the teacher and students as follow:
1. The English teachers should improve their knowledge in understanding the

concept of small group learning.

2. The member of small group learning 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 small group learning.

5. The students should take part much in acting out small group learning
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Cambridge University Press, 1999.

Ur, Penny. Discussion that Work. Cambridge: Cambridge University Press, 2000