| dc.description.abstract | Speaking has a great role in teaching learning process because by having
oral communication, students are able to express their ideas orally and understand
what others say to create communication directly. Yet the fact shows that the
students still often have difficulty in their speaking ability. Therefore, the English
teachers have to determine the effective strategy to make the students get better
learning for their speaking achievement. Cooperative learning is expected to
attract students’ participation with their speaking performance and also to create a
joyful teaching and learning process. In this research, the researcher decided to
use group work discussion as the strategy in teaching speaking.
Quasi Experimental research with post-test only design was used in this
research to know whether there was a significant effect of using group work
discussion on the eighth grade students’ speaking achievement at SMPN 7 Jember
or not. The researcher chose SMPN 7 Jember as the research area because group
work discussion was never used as strategy by the English teacher in teaching
speaking for the eighth grade students in the 2018/2019 academic year. The
number of the respondents was 70 in total. The experimental group consisted of
35 students and so did the control group. The respondents of this research were
selected by cluster random sampling. The experimental group got treatment by
using group work discussion, while the control group used lecturing technique There were two kinds of data used in this research; the students’
speaking scores, and the result of interview and documentation. Before the
research was conducted, homogeneity analysis from students’ previous speaking
score was conducted to know whether the population was homogeneous or not.
The result showed that the population was homogeneous, as the value of the variance (0.088) was higher than 0.05. Therefore, the researcher used cluster
random sampling by using lottery to determine the experimental and the control
groups.
The result of the test was analysed by using independent sample T-test on
SPSS to find the significant difference of the experimental group and the control
group. The result showed that the value of the significant 2 tailed was 0.002,
which means that it was lower than the significance degree (0.05). Therefore, the
null hyphothesis saying that “there is no significant effect of using group work
discussion on students’ speaking achievement” was rejected. Consequently, the
alternate hyphothesis saying that “there is a significant effect of using group work
discussion on students’ speaking achievement” was accepted.
Regarding with the result of hypothesis verivication, it can be concluded
that there was a significant effect of using group work discussion on students’
speaking achievement. Consequently, it is suggested that the English teacher of
SMPN 7 Jember use group work discussion as the strategy in teaching speaking as
consideration and information to create relaxing atmosphere in the teaching and
learning process. For the students, it is expected that the use of group work
discussion can help them practice English, especially when they want to improve
their speaking achievement. For future researchers, hopefully it can be used as a
consideration to conduct a further research dealing with a similiar topic by using
different research area and different research design such as a classroom action
research to improve the students’ speaking achievement by using group work
discussion in other schools. However, the researcher realized that there was still a
deficiency in conducting this research. The researcher felt that the time allocation
used for this research was insufficient. Therefore, it is expected for future
researchers to have more time for their researches so that the results will be more significant and qualified | en_US |
