CHAPTER I

INTRODUCTION

A. Background of the Study

English is one of the international languages used by many people in
the world. Most of source of information including book, science, and
technology are written in English.
Human beings start to learn language since they were born.
Indonesian people acquire first language based on their mother tongue such as
Javanese, and Bataknese. These first languages are used in their daily
communication. A couple of years later they begin to learn Indonesian as their
second language. In Indonesia, English is not only taught in Junior High
School and Senior High School, but also taught in the Elementary School. In
this case, English is studied as a foreign language. Thus it is clear that English
is the first foreign language taught in Indonesia.
Students are expected to use English and practice it in their daily life
effectively after the class of English lesson over. A quality education can be
realized through a learning process in schools. The learning process in
schools puts teachers and students as a vital component both are closely
related to one another with tasks and four different roles. Teachers as
educators while students as learners. Both also play an important role to
success of the learning process that is being executed. Teachers are
responsible for the learning process in schools. Teachers are in charge of
teaching and educating students to become a man who can carry the essence
of life in harmony with nature in meetings and interactions with others.

One of the learning device that has an important role in the learning
process is a learning method that is used. Selection of the method to be used
in the study should be considered properly. If the methods used in the study
are less precise, it can lead to the difficulty of building a concentration of
students. Students became less interested and not paying attention to the
lesson well. Selection of the wrong method can also inhibit the delivery of
material. It can be seen from the pattern of learning that takes place today,
where teachers are less rich in learning methods in presenting material usually
just using conventional methods such as lectures, discussions, and questions
and answers. This method is considered to be less attractive to students,
because it is monotonous and less interactive. Therefore, a mistake in
choosing teaching methods can lead students were less interested and difficult
to establish the concentration at the course.
The selection of methods adapted to the characteristics of students and
the material to be taught. Application of the method is expected to support the
delivery of the material intact. If the material that will be taught are very
complex, we must choose a method that can engage students to cooperate
actively in understanding the material. The method is expected to invite all
students work together and help each other to understand the material.
The EFL students should learn the four skills. One of the two
productive skills in learning English is speaking. Speaking skills have many
important aspects in the world. Some people use speaking for communication
because people can interact with others not only by using written language
but also the speaking language. The speaking skill is needed in modern

communication or high-technology. Then, the speaking skill must be taught to

and learned by students from now to face the competition with other people in
this global era. Dealing with speaking language, the speaking is the skill that
is used to explore the idea and other communication activities. Speaking is
categorized as a productive skill. Teaching method are developed by teacher
in teaching and learning activities. Techniques and approaches to teach skills,
in this case, speaking is influenced by the use of the right method. Therefore,
the teaching method will give more power to motivate the students to learn
English.
One of the effective teaching methods is Buzz Groups method.
Through Buzz Groups method, teacher can lead the students to be able to pull
out their thoughts on the subject material being discussed in the classroom.
Buzz Groups method can help students to interact to the other students
because in Buzz Groups method the students must deliver their individual
opinions about the material that has been presented by the teacher. Buzz
Groups method has advantages compared lecture method include providing
opportunities for learners to distribute his ability, to help students learn to
think critically, develop the motivation to learn more.
The results of similar research conducted by Mr. Khampheng
Sengbounthanh on his thesis entitled Improving Students' Speaking Skills by
Using Buzz Groups, stated that the use of Buzz Groups enables students to

improve their speaking skills, vocabulary, grammatical, pronunciation,

fluency and content.1
The difference from the previous research is the sample and the
research undertaken. On previous research, the research was in the first
secondary school, whereas in the present research is in the high school. The
sample of previous research was the students in Laos which has some
differences with the students in Indonesia in terms of language.
Based on the above description, the researchers wanted to know the
effect of Buzz Groups method on students speaking achievement of
2016/2017 eleventh year students at SMA Negeri 3 Binjai.
B. Identification of the Problems
There are some phenomena that have been the problems during the
writer's observation last year when did the integrative teaching and learning
practice at SMA Negeri 3 Binjai:
1. Some of students use grammar incorrectly when speaking English.
2. Some of students have lack of vocabulary to speak.
3. Some of students are not able to pronounce English words well.
4. Some of students are afraid of making mistakes in speaking English.
This has been resulted in a lack of willingness of students in
presenting their opinions in front of the class associated with the material that
was being taught. It would be a problem as it is very often the case in almost
schools. Therefore, researcher will use a method that is expected to assist
teachers in dealing with students who have a sense of pessimism in the
classroom and of course students are expected to be more courageous and

1 Khampheng Sengbounthanh. Thesis: Improving the Students Speaking Skills by Using

Buzz Group. English Education Department. (Surakarta: Sebelas Maret University, 2011),
p. 108

active in teaching and learning activities in the classroom and will definitely
improve their speaking achievement in learning process.
C. Formulation of the Problem
The problem of teaching speaking is the lack of willingness of
students in learning English, especially in the material of speaking. This is
caused by many factors. The learners have their own difficulties in learning
the language. Particularly in improving speaking skill is not easy for the
students.
Based on the identification of the problem, the writer wants to find out
whether use of Buzz Groups in teaching speaking will have effect on
students speaking achievement. The writer formulates the problems as
follow: Is there an effect of Buzz Groups method on students speaking
achievement of 2016/2017 eleventh year students at SMA Negeri 3 Binjai?
D. Limitation of the Study
The discussion of the study needs to be limited. This study will
conduct to fulfill the researchers curiosity by focusing on whether the Buzz
Groups method can affect students' speaking achievement. Buzz Groups is
one of the methods that can be used as teaching speaking methodology at the
eleventh grade students of senior high school.
E. Objective of the Study
Related to the formulation of the problem, the objective of the study is
the effects of Buzz Groups method on students speaking achievemen at the
eleventh year students of senior high school.
F. Significance of the Study
The result of the study is expected to give a contribution to the
teaching and learning process of speaking in English as a foreign language.

Theoretically, this research will give much advantage for enlarging

and enriching the language instruction because we have to carry out such a
research like this to know whether our method, approach, technique, and
procedure are suitable or with the condition of our students. English language
speaking is one approach for teaching speaking skill to the students.
Practically, this research will be useful for a variety of supporting
elements in education. This study will be very useful for teachers to be able to
apply and develop methods of teaching contained in this study as a reference
and point of comparison for the purpose of educating the nation and
especially students in Indonesia. This research is also very useful for students
because teachers who have got the knowledge of the teaching and research
and apply them in the learning process will give a very good impact on
students achievement, especially in speaking. This research will also be very
useful for other researchers who will conduct other research in the same
context as reference material in order to enhance future research.
CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Framework
1. Nature of English Language Teaching
a. Definition of Language Learning
A language consists of symbols that convey meaning, plus rules for
combining those symbols, that can be used to generate an infinite variety
of messages.2
Language is a purely human and non-instinctive method of
communicating ideas, emotions and desires by means of voluntarily
2 Wayne Weiten. Psychology: Themes And Variations, 7th ed. (Canada: Thomson
Wadsworth, 2007)

produced symbols.3 It means that language is a means of communication

generated by humans, either directly or indirectly.
Learning is acquiring or getting of knowledge of a subject or a skill
by study experience or instruction.4 Language learning is a long and
complex way, where the learners explore all their competence to think,
feel, and act. Language learning is not set of easy step that can be
programmed in a quick do-it-yourself kit. So much is at stake that course
in foreign language are often inadequate training grounds, in and of
themselves, for the successful learning of the second language.5
Effective communicative strategies provide one major way of
maintaining motivation. First, in most situations, learning will be effective
providing that there is extensive exposure to the target language and plenty
of opportunities for the learners to use it. Second, in learning language, as
in learning other skills, students tend to systemize; they create system
which may or may not be entirely appropriate, and experiment with them,
and they learn by doing this. Third, they are more likely to learn if they are
being encouraged by such factors as a warm and positive classroom
environment, previous success in English, which implies that course
should be organized so that it appears to the students to be easy rather than
difficult, and confidence in the teacher.6
b. Definition of Language Teaching
3 Edward Sapir. Language: An Introduction to the Study of Speech. (New York: Harcourt,
2008)
4 Harold Douglas Brown. Principles of Language Learning & Teaching. 4th ed. (New
York: Longman, 2000) p. 7.
5 Ibid. p. 1.

Language teaching may take place as a general school subject or in a

specialized language school. There are many methods of language
teaching. Some have fallen into relative obscurity and others are widely
used; still others have a small following, but offer useful insights.
While sometimes confused the terms approach, method and
technique are hierarchical concepts. An approach as a set of correlative
assumptions about the nature of language and language learning, but does
not involve procedure or provide any details about how such consumptions
should translate into the classroom setting. Such can be related to second
language acquisition theory. There are three principal views at this level:
1) The structural view treats language as a system of structurally related
elements to code meaning (e.g. grammar).
2) The functional view sees language as a vehicle to express or accomplish
a certain function, such as requesting something.
3) The interactive view sees language as a vehicle for the creation and
maintenance of social relations, focusing on patterns of moves, acts,
negotiation and interaction found in conversational exchanges.
c. The Aim of English Language Teaching
In many surveys, when the respondents were asked to select the most
important aims of ELT, the aim which topped the list was that of helping
students communicate in English effectively, the respondents opting for it.
The second most favored aim was to help students develop vocabulary,
grammar, pronunciation, fluency and content. However, as compared with
the aim to help students communicate in English effectively; this aim was
selected by a much smaller proportion of teachers. These findings suggest
6 Keith Johnson and K. Morrow. Communication in the Classroom Applications and
Methods for a Communicative Approach. 4th ed. (Oxford: Oxford University Press, 1981).
p. 23.

that in accordance with the principles of curriculum reform, the traditional

form-focused

approach

is

less

valued

than

the

contemporary

communicative approach by teachers. They have heightened awareness of

the need to provide learners with opportunities to use English for
communicative purposes so as to develop the learners language skills and
communicative competence.
d. Effectiveness of Teaching
Teaching students with disabilities in the classroom may be regarded,
as a challenge for teachers accustomed to teaching in the regular
classroom; therefore, teachers should require the basics characteristics of
effective teaching. To be successful teachers in the classroom is necessary,
because usually in such cases the teacher is dealing with different abilities.
Most of effective teaching evidence comes from the research which
involves the effective teaching in the classroom directly using several
different techniques.
So that is good effective teaching, Smith suggested that learning is a
consequence of experience, that education and therefore teaching should
be focused on the creation of appropriately nourishing experiences so that
learning comes about naturally and inevitably. He stated that schools
should focus less on talking about learning and teaching and more about
doing.7
To develop an effective teacher model by identifying clearly, it is
that effective teachers do in their classrooms. If this were the case, then
Alton-Lee has provided ten clearly defined and supported characteristics
7 Frank Smith. Lets declare education a disaster and get on with our lives.
(Bloomington: Phi Delta Kappan International, 1995), p. 588-589.

10

of quality teaching. Although these characteristics were develop for

diverse the students to show ten point models covers the following areas:
1) A focus on students achievement.
2) Pedagogical practices that create caring, inclusive and cohesive
3)
4)
5)
6)
7)
8)
9)

learning communities.
Effective links between school and the cultural context of the school.
Quality teaching is responsive to students learning processes.
Learning opportunities are effective and sufficient.
Multiple tasks and contexts support learning cycles.
Curriculum goals are effectively aligned.
Pedagogy on students task engagement.
Pedagogy promotes learning orientations, students self regulation,

met cognitive strategies and thoughtful students discourse.

10) Teachers and students engage constructively in goal orientated
assessment.8
2. Speaking Skill
a. The Definition of Competence and Skill
Speaking competence is one of language competences. Speaking and
writing are called the productive competence, and listening and reading are
called the receptive competence. Speaking is a productive skill that can
be directly and empirically observed and those observations are colored by
the accuracy and effectiveness of a test-takers listening skill, which
necessarily compromises the reality and validity of oral production.9
Based on the definition, it can be said that speaking competence
cannot be separated from the listening competence. These two
competences

are inter-dependent. The improvement of speaking

competence requires the improvement of listening competence. That is

8 Adrienne Alton-Lee. Guidelines for Generating a Best Evidence Synthesis Iteration.

(Wellington: Ministry of Education, 2003).
9 Harold Douglas Brown. Language Assessment Principles and Classroom Practices.
(New York: Person Education, Inc, 2004). p. 140

11

why the speaking lesson is always mingled with the listening lesson
because these two lessons are closely intertwined.
Speaking competence is a productive skill. It means that speaking is
an active, creative, spoken activity to produce the utterances orally. A
speaker not only gives responses to the other speakers utterances but also
expresses his own idea creatively in which he constructs linguistic strings,
and makes notices of lexicon, structure, and discourse which are
appropriate to the context and situation of the conversation. In this way,
speakers can conduct.
Speaking is categorized successful when the listener can understand
what the speaker says, so the meaning, the information, the idea, and the
messages can be transferred well. There is a mutual understanding between
the speaker and the listener. To do so, the speaker must be attentive to his
vocabulary, pronunciation, messages, sentence structure, and the ways of
expressing the idea.
Speaking is not oral production of the written language, but
involves the speakers in the mastery of a range of guiding sub-skills which
added together to constitute an overall competence in the spoken
language.10 This opinion shows that speaking is different from writing
although both are productive skill because speaking involves all language
competences, such as grammatical competence, discourse competence,
sociolinguistics competence, and strategic competence. These four
competences are intertwiningly used in the speaking.
The speaker must use a language that is easy to be understood so
misunderstanding can be avoided. The speaker must master the language,
10 David Crystal. The Cambridge Encyclopedia of Language. (London: CUP, 1989). p.
79

12

the factors influencing speaking, what he speaks about, who he speaks

with, where and when he speaks, the situation of the speaking.
Based on the definition above, it can be considered that speaking is a
productive skill to communicate in an oral/spoken language to others.
b. Teaching Strategy
Many language learners regard speaking ability as the measure of
knowing a language. These learners define fluency as the ability to
converse with others, much more than the ability to read, write, or
comprehend oral language. They regard speaking as the most important
skill they can acquire, and they assess their progress in terms of their
accomplishments in spoken communication.
Language learners need to recognize that speaking involves three
areas of knowledge:
1) Mechanics (pronunciation, grammar, and vocabulary): Using the right
words in the right order with the correct pronunciation.
2) Functions (transaction and interaction): Knowing when clarity of message
is essential (transaction/information exchange) and when precise
understanding is not required (interaction/relationship building).
3) Social and cultural rules and norms (turn-taking, rate of speech, length of
pauses between speakers, relative roles of participants): Understanding
how to take into account who is speaking to whom, in what circumstances,
about what, and for what reason.
In the communicative model of language teaching, instructors help
their students develop this body of knowledge by providing authentic
practice that prepares students for real-life communication situations. They
help their students develop the ability to produce grammatically correct,

13

logically connected sentences that are appropriate to specific contexts, and

to do so using acceptable (that is, comprehensible) pronunciation.11
The goal of teaching speaking skills is communicative efficiency.
Learners should be able to make themselves understood, using their
current proficiency to the fullest. They should try to avoid confusion in the
message due to faulty pronunciation, grammar, or vocabulary, and to
observe the social and cultural rules that apply in each communication
situation.
To help students develop communicative efficiency in speaking,
instructors can use a balanced activities approach that combines language
input, structured output, and communicative output.
Language input comes in the form of teacher talk, listening
activities, reading passages, and the language heard and read outside of
class. It gives learners the material they need to begin producing language
themselves. Language input may be content oriented or form oriented.
1) Content-oriented input focuses on information, whether it is a simple
report or an extended lecture on an academic topic. Content-oriented input
may also include descriptions of learning strategies and examples of their
use.
2) Form-oriented input focuses on ways of using the language: guidance from
the teacher or another source on vocabulary, pronunciation, and grammar
(linguistic competence); appropriate things to say in specific contexts
(discourse competence); expectations for rate of speech, pause length,
11 Grace Stovall Brukart. Spoken Language: What it is and how to teach it. Modules for
the professional preparation of teaching assistants in foreign languages. (Washington,
DC: Center for Applied Linguistics, 1998).

14

turn-taking, and other social aspects of language use (sociolinguistic

competence); and explicit instruction in phrases to use to ask for
clarification and repair miscommunication (strategic competence).
In the presentation part of a lesson, an instructor combines contentoriented and form-oriented input. The amount of input that is actually
provided in the target language depends on students' listening proficiency
and also on the situation. For students at lower levels, or in situations
where a quick explanation on a grammar topic is needed, an explanation in
English may be more appropriate than one in the target language.
Structured output focuses on correct form. In structured output,
students may have options for responses, but all of the options require
them to use the specific form or structure that the teacher has just
introduced.
Structured output is designed to make learners comfortable
producing specific language items recently introduced, sometimes in
combination with previously learned items. Instructors often use structured
output exercises as a transition between the presentation stage and the
practice stage of a lesson plan. Textbook exercises also often make good
structured output practice activities.
In communicative output, the learners' main purpose is to complete a
task, such as obtaining information, developing a travel plan, or creating a
video. To complete the task, they may use the language that the instructor
has just presented, but they also may draw on any other vocabulary,
grammar, and communication strategies that they know. In communicative
output activities, the criterion of success is whether the learner gets the

15

message across. Accuracy is not a consideration unless the lack of it

interferes with the message.
In everyday communication, spoken exchanges take place because
there is some sort of information gap between the participants.
Communicative output activities involve a similar real information gap. In
order to complete the task, students must reduce or eliminate the
information gap. In these activities, language is a tool, not an end in itself.
In a balanced activities approach, the teacher uses a variety of
activities from these different categories of input and output. Learners at
all proficiency levels, including beginners, benefit from this variety; it is
more motivating, and it is also more likely to result in effective
language. 12

The following are the indicators stated by Brown indicating that one
has a speaking competence if he/she is able to:
1) Imitate a word or phrase or possibly a sentence (imitative).
2) Produce short stretches of oral language design to demonstrate
competence in a narrow band of grammatical, phrasal, lexical, or
phonological relationship. Such as prosodic elements-intonation,
stress, rhythm, juncture, intensive ability (intensive).
3) Respond a very short conversation, standard greetings and small talk,
simple requests and comments, and the like (responsive).
4) Take the two forms of either transactional language which has the
purpose of exchanging specific information, or interpersonal

12 NCLRC (The National Capital Language Resource Center). 2004. The Essentials of
Language Teaching. (Washington, DC, 2004). Accessed from
www.nclrs.org/essentials/speaking/ goalsspeak.htm. April 24th, 2016. 01:22 am.

16

exchanges which have the purpose of maintaining social relationships

(interactive).
5) Maintain social relationships with the transmission of facts and
information (interpersonal).
6) Develop (monologue) oral production including speeches, oral
presentations, and story-telling, during which the opportunity for oral
interaction from listener is either highly limited or ruled out together
(extensive).13
c. Evaluating of Speaking Skill
Weir creates the assessment criteria for a speaking test as follows:
1. Vocabulary
a) Vocabulary is adequate even for the most basic parts of the
intended communication.
b) Vocabulary limited to the necessary to express simple elementary
needs, inadequacy of vocabulary restrict topic of interaction to the
most basic; perhaps frequent lexical inaccuracies and/or excessive
repetition.
c) Some misunderstanding may arise through lexical inadequacy or
inaccuracy; hesitation and circumlocution are frequent, through
there are signs of developing active vocabulary.
d) Almost no inadequacies or inaccuracies in vocabulary for the task.
2. Grammar
a) Unable to function in the spoken language, almost all grammatical
patterns inaccurate, except for a few stock phrases.
b) Syntax is fragmented and there are frequent grammatical
inaccuracies, some patterns may be mastered but speech may be

13 Harold Douglas Brown. Language Assessment Principle and Classroom Practices.

(San Francisco State University: Longman, 2004). p. 141-142.

17

characterized by a telegraphic style and confusion of structural

elements.
c) Some grammatical inaccuracies; developing a control of major
patterns; but sometimes unable to sustain coherence in longer
utterance.
d) Almost no grammatical inaccuracies; occasional imperfect control
of a few patterns.
3. Pronunciation
a) Severe and constant rhythm, intonation and pronunciation problems
cause almost complete unintelligibility.
b) Strong inference from rhythm, intonation and pronunciation;
understanding is difficult, and achieved only after frequent
repetition.
c) Rhythm, intonation and pronunciation require concentrated
listening, but only occasional misunderstanding in caused or
repetition required.
d) Articulation is reasonably comprehensible to native speaker; there
may be a mark foreign accent but all most no misunderstanding
is caused and repetition required only infrequently.
4. Fluency
a) Utterance halting, fragmentary and incoherent.
b) Utterance hesitant and often incomplete except in a few stock
remark and responses.
c) Sign of developing attempts at using cohesive devices, especially
conjunction.
d) Utterance, whilst occasionally, are characterized by an evenness
and flow hindered, very occasionally, by grouping, rephrasing and
circumlocution.
5. Content
a) Response irrelevant to the task set, totally inadequate response.

18

b) Response of limited relevance to the task set; possibly major gap

and/or pointless repetition.
c) Response for the most part relevant to the task set, though there
may be some gap or redundancy.
d) Relevant and adequate response to the task set.14
For more details about the numerical speaking assessment, the
researcher adds the speaking assessment table as bellow:
Table 2.1 Numerical Speaking Assessment
Aspects
Vocabulary
Grammar
Pronunciatio
n
Fluency
Content
Total Score

Score
1
1

2
2

3
3

4
4

1
1

2
2

3
3

4
4

20

3. Buzz Groups
a. The Definition of Buzz Groups
Buzz Groups are teams of four to six students that are formed
quickly and extemporaneously to respond to course-related questions, each
group can respond to more questions; all groups can discuss the same or
different questions. Discussion is informal, and students do not need to
arrive at consensus, but simply exchange ideas. Typically, Buzz Groups
serve as a warm up to whole class discussion. They are effective to
generating information and ideas in short period of time. By dividing the
whole class into small groups, more students have the opportunity to
14 Cyril J. Weir. Communicative Language Testing. English Language Teaching. (New
York: Prentice Hall, 1998). p. 147-148.

19

express their thoughts. Because students have had a chance to practice

their comments and to increase their repertoire of ideas in the Buzz
Groups, the whole-class discussion that follows is often rider and more
participatory.
Apparently the method known as Buzz Groups was first used by
Dr. Donald Phillips at Michigan State University. He would divide his
large classes into six member clusters asking them to discuss a certain
problem for six minutes. As might guess, it was long until the new
approach became known on campus as the Phillips 66 technique. Now
the use of Buzz Groups is quite popular, and varying formats and
arrangements have been introduced to add a great deal of flexibility to this
type of discussion teaching.
Because of the flexibility, Buzz Groups cannot be narrowly defined.
The name certainly can be applied whenever a large assembly of people is
divided into small groups (usually of no less than three and no more than
eight) which for a limited time simultaneously discuss separate problems
or various phases of a given problem.
Frequently, Buzz Groups will follow a lecture, panel, or some other
teaching form which has been used to transmit certain basic information
about a given subject. The groups can be assigned questions raised by the
speaker, or unresolved issues which emerge from the first part of the
teaching period.
Prior to class, decide what the Buzz Groups will discuss. Craft one
or more engaging discussion prompts that tend toward the conceptual
rather than factual and that will stimulate an open-ended examination of
ideas. Try responding to the questions, so that confident that they will

20

generate a variety of responses. Choose the manner in which present the

prompt question, such as on a worksheet, overhead transparency, or
whiteboard.
b. The Theoretical Group of Buzz Groups
Some pitfalls can be avoided if the teacher will carefully observe
some basic theoretical which facilitate the effectiveness of Buzz Groups
teaching. Plan the class time to allow for moving chairs, explaining the
technique, and hearing reports. These items will usually take longer than
anticipate.
Make clear to the class what the roles of group leader and recorder
should be. This is done before the entire group so that everyone will know
how he is to reach to the leader and recorder in his group.
Set a definite time limit for discussion. The general tendency is to
think that groups will be able to do more in a certain amount of time than
they can actually handle effectively. If five group members have 15
minutes to deal with their question, each member of the group can speak to
the question only three minutes.
The teacher should float from group to group to motivate better
involvement, help them over any handles.
c. The Characterized of Buzz Groups
Buzz Groups, like any approach to instruction, is characterized by
the use of some learning strategies more than other. In implementing Buzz
Groups in this research, the writer will apply all components of Buzz
Groups. However, the writer will not apply that entire component in every
meeting. The design of implementing Buzz Groups in teaching speaking.

21

Assign the group a task other than responding to questions. Instead,

ask them generate question or ideas, share information, or solve problem.
Hold the discussion without formal structured questions, but rather
as an opportunity to discuss the course texts in general or a specific
assigned reading. This variation, called Relaxed Buzz Groups, is simply
conversation, and students do not report out. Students are required,
however, to keep the discussion focused on issues from the reading. They
can question, highlight passages, look for and identity flaws.
After each Buzz Groups has completed an initial discussion, have a
Buzz Groups joined together and continue the conversation as a singlelarger group. Groups can combine again, with each group doubling in size
at successive interaction. This variation called Snowball Discussion, is
good for allowing students to network with their peers and to hear many
diverse views and opinions. Furthermore, students generate additional
ideas at each new combination, so that conversation becomes more
complex.
d. The Procedures for Buzz Groups
Any size group can be divided into Buzz Groups if there is room
available for the groups to get together. The leader begins by dividing the
overall group into smaller groups of anywhere from 2 to 8 people. These
smaller Buzz Groups should have room to sit either facing each other or in
a circle, which will increase the discussion.
Once the groups are formed, the leader will introduce the issue or
problem to be discussed. The issue can be the same for all groups, or each
group can have a different phase or sub-problem to discuss. The

22

Professional Teacher Education Module Series suggest narrowing the

topic, allowing for participant achievement level, and having time
restrictions to prevent a high frustration level among the participants.15
Once the issue or problem to be discussed is clarified and understood
by each group, the groups should be asked to choose their own leaders and
recorders, or the presenter can appoint one of each group.
The group leader makes certain that the members of the group
become acquainted with each other, leads the discussion, and tries to get
all the members of the group to participate. Williams offers that Buzz
Groups provide participants with an interactive atmosphere that creates
willing participation within a small or large group. The recorder takes
notes and prepare a summary to be presented when all groups come
together.16
When the Buzz Groups are very small, with only two or three
members, the formality of selecting a group leader and recorder is not
necessary. In those case, the presenter should just ask each group to
appoint the spokesperson to present their information at the end of the
Buzz Group session.
The time allowed the Buzz Groups should be specified at the
beginning and can range anywhere from 2 to 20 minutes, depending on the
number of people in each group, the complexity of the issue, and the
purpose of Buzz Groups. If the Buzz Groups are mainly designed to help
the members get acquainted, for example, then the time needs to be short.
15 Ernest. Williams Brewer. 13 Proven Ways To Get Your Message Across: The
Essential Reference for Teachers, Trainers, Presenters, and Speakers. (California: Corwin
Press, Inc. 1997). p. 73
16 Ibid.

23

If the groups are tackling a difficult problem or sub-problem, then more

time will be necessary.
While the groups are meeting, the teacher can move from group to
group, listening and, when necessary, raising questions to stimulate
discussion or bring the discussion back on track. The presenter should be
careful not to stay too log at any group so that the members will not direct
their questions to him or her.
At the 1 or 2 minute mark, the presenter should sound a warning that
time is almost up. When the time has ended, the teacher or discussion
leader reconvenes the group into the large group and calls for reports of the
Buzz Group recorders. After each group has reported, the presenter may
want to open the floor to general discussion.
Depending on the complexity of the problem and the purpose of the
discussion, the group recorders may be asked to get together later to
summarize their findings into a report on the topic discussed.
Buzz Groups with more than three people usually involve moving
some chairs around so that each group can form its own circle. Circular
seating enhances the discussion of each group and helps the members of
the group become better acquainted with each other.
e. Variations of Buzz Groups
1) Phillips 66 Method
The Phillips 66 variation of Buzz Groups was developed by J.
Donald Phillips. It can be used with small groups or large groups. With
this system, the large group is divided into small groups of six persons
with as little movement of chairs as possible. The sub-groups are then
given a 6-minute time limit to discuss the issue or problem.
2) Clarks 22 Method

24

The Clarks 22 method is best used when there is little possibility

for movement in the room, such as in a large auditorium with stationary
seats. Two people discuss the topic for 2 minutes. The presenter or
discussion leader then call for reports from each group.
3) Huddle Method
In the huddle method, 5 or 6 people meet to discuss the problem.
It is much like a football or basketball game huddle wherein the group
quickly discusses the alternative and devises a plan. In the huddle
method, the group usually begins by choosing a captain or
quarterback to lead the discussion. Holmes and Mortensen stated that
huddle groups are productive because the small group is conductive to
natural, non-forced, informal conversation.
4) Circular Response Method
This method is very similar to the general Buzz Group method
except that responses to the problem or issue are presented according to
seating arrangement in the circle. It ensures participation of each group
member.

5) Progressive Buzz Sessions

The progressive sessions are very similar to the general Buzz
Group method except that at a specified time, the groups rotate both
topic questions and contributions. This allows each group to work on a

25

number of different topics and still benefit from the written

contributions of other group members. 17
f. The Advantages and Disadvantages of Buzz Groups
When using the Buzz Group instructional strategy, the presenter
should be aware of the following advantages and disadvantages of this
method.
1) Advantages of Buzz Groups
a) It allows everyones idea to be expressed.
b) Participants learn to work in real-life situation where others opinion
are considered.
c) It sets groundwork to get discussion started.
d) Because members are expressing opinions, it is good for dealing
with controversial subjects.
2) Disadvantages of Buzz Groups
a) Effectiveness of the group may be lowered by the immature behavior
of a few.
b) It may not be effective for younger groups or groups that know each
other too well to take each others opinion seriously.
c) It can be time-consuming when dealing with large groups.
B. Conceptual Framework
Buzz Groups is such a small group discussion that contains three until
eight members for each groups. Buzz Groups will be operated by putting
three until eight members for each group. Each group will choose one
member as a leader, a speaker, and a writer. Teacher will give a discussion
subject, then each group will discuss to identify the subject. Finally, the
teacher will give some questions to stimulate the students about the subject,
and of course to measure the students speaking achievement about the
17 Ernest. W. Brewer. 13 Proven Ways To Get Your Message Across: The Essential
Reference for Teachers, Trainers, Presenters, and Speakers. (California: Corwin Press,
Inc. 1997). p. 74

26

subject. The word speaking in this case means that students are expected to
give their thoughts through the questions that will be given.
This method will be effective to apply because it contains more
interaction among the students. So I think that this method will affect the
students speaking achievement because students can show up their thoughts
and knowledge for then share it to the other students in the class.
C. Related Studies
There are few studies related to this study and for comparison and also
the reference of the studies that have been conducted by previous researchers,
the researcher added some conclusions from previous studies so this research
will become more reliable and better.
The results of similar research conducted by Mr. Khampheng
Sengbounthanh on his thesis entitled Improving Students' Speaking Skills by
Using Buzz Groups, stated that the use of Buzz Groups enables students to
improve their speaking skills, vocabulary, grammatical, pronunciation,
fluency and content.18
The difference from the previous research is the sample and the
research undertaken. On previous research, the research was in the first
secondary school, whereas in the present research is in the high school. The
sample of previous research was the students in Laos which has some
differences with the students in Indonesia in terms of language.
Another related study by Binti Aniyah with the research title The
Effectiveness of Using Buzz Groups Toward Students Speaking Ability of
the First Grade Students of MAN Kunir Blitar in Academic Year 2011/2012
18 Khampheng Sengbounthanh. Thesis: Improving the Students Speaking Skills by
Using Buzz Group. English Education Department. (Surakarta: Sebelas Maret University,
2011), p.108

27

resulted that the students get good speaking ability after being taught using
buzz group. The students speaking ability improves and significantly better
than before taught using buzz group. Teaching speaking using buzz group is
effective to improve students speaking ability. Buzz group is effective to
teach English, especially for the students speaking ability. Thus, it can be a
reference activity to teach English.19

D. Hypothesis
Based on the rationale above, the writer formulates an action hypothesis
as follow:
Ha: There is significance effect of Buzz Groups method on students speaking
achievement of 2016/2017 eleventh year students at SMA Negeri 3
Binjai.
Ho : There is no significance effect of Buzz Groups method on students
speaking achievement of 2016/2017 eleventh year students at SMA
Negeri 3 Binjai.

19 Binti Aniyah. Thesis: The Effectiveness of Using Buzz Groups Toward Students
Speaking Ability of the First Grade Students of MAN Kunir Blitar in Academic Year
2011/2012. (Tulungagung: STAIN, 2012), p. 77.

28

CHAPTER III
RESEARCH METHODOLOGY

A. Time and Location of the Research

The place of the study is at SMA Negeri 3 Binjai, especially, on the
first semester in the academic year of 2016/2017. The study is conduct in the
eleventh grade of SMA Negeri 3 Binjai. This school is located at Kelurahan
Rambung Barat, Kecamatan Binjai Selatan.
Author chose this school because it has quite a lot of students that will
support the research activities that will be conducted. The number of students
that a lot also in accordance with Buzz Groups Method. SMA Negeri 3 Binjai
is good and comfortable school. It has equipped with complete learning
facilities, such as a computer room, a biology laboratory, a chemist
laboratory, a library, a mosque and many comfortable classroom, and also the
other facilities.
In addition, SMA Negeri 3 Binjai is one of the most famous public
school in Binjai. The composition of the students in the classroom is males
and females students in mixed classroom sitting.
Research will be conducted over a period of three months which will
be carry out the survey, the determination of the object of research,
instrument-making, implementation of the method to be applied to test
samples, and the final outcome assessment.
Table 1: Time Table
No.

Activity

1.

Submission of thesis

2.

proposal title
Observation

Months
Apr

May

June

July

Aug

Sept

Oct

Nov

29

3.
4.
5.

The making of thesis

proposal
Seminar
Research
a. Determination of

the object
research.
b. The making of
research

instruments.
c. Implementation

of the method.
d. Final outcome
6.

assessment.
Collecting data

B. Research Design
In this present research, quantitative approach with experimental
method is employed. Quantitative research is used since this research focuses
on analyzing the data through systematic process by using certain
computation. Quantitative research is an attempt to investigate an issue by
using numerical data and statistical processing.20
Experimental method is considered appropriate, since this research
concerns on the investigation to find out the effects of Buzz Groups method
on students speaking achievement.
The reason why the researcher chose an experimental study because
an experiment in the field of education is intended to assessing the effect of
an action against the behavior or test whether there are the effect of that
action. Action in the experiments are called treatment which means giving
conditions to be assessed influence.
20 Suharsimi Arikunto. Prosedur Penelitian: Suatu Pendekatan Praktik. (Jakarta: Rineka
Cipta, 2003).

30

In the implementation of the experimental study, the experimental

group and a control group should be set up so that intensive second variables
have the same characteristics or the same approach. That distinguishes both
groups is that the experimental group will be given treatment or specific
treatment, while the control group will not be given treatment as usual
circumstances.
The picture on the draft nonequivalent control group will be designed
as follow21:

E01
E
K
01
02
X
03
04

X
03

02
X

04

: Experimental group
: Control group
: Measurement capability initial experimental group
: Measurement capabilities final experimental group
: Giving treatment
: Measurement of initial capability control group
: Measurement capabilities final control group

C. Source of the Data

Yang dimaksud dengan sumber data dalam penelitian adalah ssubjek
dari mana data dapat diperoleh.22 Data sources can be classified into three
types, person, place, and paper. In this case, researchers will use person as the
source of data because the object in this research is the students.
1. Population
Populasi adalah keseluruhan subjek penelitian.23 Thus, the study
population can be summed up as the subject of research about them can be
21 Suharsimi Arikunto. Prosedur Penelitian : Suatu Pendekatan Praktik. Jakarta: Rineka
Cipta, 2013). p. 125
22 Suharsimi Arikunto. Prosedur Penelitian : Suatu Pendekatan Praktik. Jakarta: Rineka
Cipta, 2013). p. 172
23 Ibid. p. 173

31

obtained from the data in question. The population in this study is the
eleventh grade students of SMA Negeri 3 Binjai totaling about 187
students of the major of Natural Sciences and is divided into five classes.
Considering to this, the researcher will use two classes as a research
subject. Furthermore, researchers will study the characteristics of both the
group and then drawn conclusions.
Table 2: Population Table
No.
1.
2.
3.
4.
5.

Classes
XI-IPA1
XI-IPA2
XI-IPA3
XI-IPA4
XI-IPA5
TOTAL

Quantity
37
36
37
38
39
187

2. Sample
Sampel adalah sebagian atau wakil populasi yang diteliti. 24 In this
case, researcher will use random sampling technique. This sampling
technique is named so because in taking the sample, the researcher will
"mix" of subjects in the population so that all subjects are considered
equal. Thus the researchers will give the same rights to each subject to
obtain the chance to be selected into the sample.
D. Instrument of Collecting Data
Research instrument is a tool uses by the researcher to find out or to
measure the achievement with contain rules. Achievement test will be given
to the participants in order to measure the students speaking achievement by
using Buzz Groups method. In this case, the researcher try to find out the

24 Suharsimi Arikunto. Prosedur Penelitian : Suatu Pendekatan Praktik. Jakarta: Rineka

Cipta, 2013). p. 174

32

effects of Buzz Groups method on students speaking achievement, so this

research instrument will be used to find out the result of this research.
The test will contain 10 questions to measure students speaking
achievement. The test will be constructed in a dialogue or a text which has
essay questions on it, so the students should have to discuss it with their
groups to find the answer of the questions.
1. Validity
Validity is a standard or criterion that shows whether the
instrument is valid or not. A measuring instrument is said to be valid if
the instrument can measure the right thing to what is to be measured, the
test will be conducted to test the validity of the instrument accuracy
(validity) of each item instrument. To calculate the validity of each item,
the writer will use the product moment formula:

rxy =

2}
2
2
{N ( X ) ( 2 } {N ( Y )

N ( XY )( X)( Y )

Where:
rxy: coefficient of correlation between variable x and y
N
: the number of students/subject participating in the test
X : the number of test items
Y : total score of test items
XY : multiplication of items score and total score
X2 : quadrate of number of test items
Y2 : quadrate of total score of test items
2. Reliability

33

Reliability shows whether the instrument is reliable and can be

used as a device to collect the data. Reliability means the stability of test
scores when the test is used. A measuring instrument said to be reliable if
the measurement is consistent and meticulously accurate. So the
instrument reliability test will be conducted to determine the consistency
of the instrument as a measuring tool. So the result of a measurement can
be trusted. To measure the reliability of the test, the writer will use the
split half Spearman-Brown. In this case, the writer split the item into add
and even. The formula is:

r11 =

( k1k )( 1V pq )
2
t

Where:
r11
: the reliability of the instrument
k
: number of items
p
: number of the students who answer the items correctly
q
: number of the students who answer the items incorrectly
2
Vt
: total variance
To get the result of Vt2, the formula is:

Vt 2 =

2
Y

Where:
Y2 : sum of the square score from each student
Y : sum of the score from each student
N
: number of students
3. Normality

34

Normality tests are for testing whether the input data is normally
distributed. The normality test is the statistics formula of chi-square for
match test is :
2

x=

(fofe)
fe

Where :
fo
: frequency of research result (the value observed)
fe
: frequency of theoretical (the value expected)

The criteria used to test normality of the test is:

a. If the result significance level (x2sum) > , it indicates that the data
is normally distributed.
b. If the result significance level (x2sum) <

, it indicates that the data

is not normally distributed.

Significance level ( ) = 0,05
The data is normally distributed if x2sum > x2table.
4. Homogeneity
A homogeneity test is used to analyze whether the sample
variance is homogeneous or not. Homogeneity of variance happens when
the variance multiple samples is similar. The statistic formula of variance
homogeneity test is:

n
x =( ln n ) { 1-1)
2

Where :
n1
: number of sample group i
X : variance of group i
S2
: variance cluster

E. Technique for Collecting Data

log Si2}

35

Data collection methods are the techniques or methods that can be

used by researchers for data collection. Techniques for appointing an abstract
word and not embodied in objects, but their use can only be seen through:
questionnaires, interviews, observations, test (test), documentation, and
others.
Because of researcher use quantitative research in this research, the
researcher will use data collection methods in the form of tests. This method
will be used as a reference in the data collection where researchers will know
whether or not Buzz Group Method affects on students' speaking
achievement.
First, researcher will determine control class and experimental class.
Then researcher will provide teaching materials for classroom experiments
using Buzz Groups Method, while researcher will use the usual teaching
methods to control class.
After the learning process is complete, researcher will give the same
test which is speaking test to both the class which is the control class and
experimental class.
Finally, after the test results are collected, the researcher will compare
the results of these tests. By doing so, researchers can determine whether or
not Buzz Groups method affects on students' speaking achievement.
F. Technique of Data Analysis
Data analysis techniques that will be used in this study is a quantitative
analysis technique using frequency tables which analyze data in ways that
describe or depict the data that will be collected and presented in the form of
figures without intending to make conclusions apply generally, the results will

36

describe descriptively provides an overview of the effects of Buzz Groups

method on students speaking achievement.
The percentages of the students score in the data from the test which
will be given to the students and know to percentage of the students right and
wrong use suitable language, the formula below is applied:
In this research, to measure statistic hypothesis be done by using
following formula: 25

MxMy

t=

x2+ y2
Nx+ Ny2

)( Nx1 + Ny1 )

Where:
M: the average value per group results
N : number of subjects
x : deviation of each value of x2 and x1
y : deviation of each value of y2 and mean of y1
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