Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Klasikal: Journal of Education, Language Teaching and Science
Sultan Baa
English Education, Universitas Negeri Makassar, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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THE IMPLEMENTATION OF SMALL GROUP DISCUSSION IN IMPROVING STUDENTS’ SPEAKING SKILL AT AN ISLAMIC STATE INSTITUTE IN SOUTH SULAWESI Nidia Nurfadillah; Sultan Baa; Amirullah Amirullah; Abdul Karim
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1769

Abstract

This research aimed to examine the lecturer’s perception of implementing small group discussion in teaching speaking, describe its classroom implementation, and identify students’ perceptions of its impact on their speaking learning. The participants were one speaking lecturer and students of the English Education Department at IAIN Bone in the 2023/2024 academic year. Data were collected through classroom observation, lecturer interview, and students’ interview. The lecturer was selected through purposive sampling because he was the only lecturer teaching the Speaking course in the department. Nine students were also selected purposively based on speaking ability: three proficient students, three students with moderate ability, and three students who still experienced speaking difficulties. The findings showed that the lecturer perceived small group discussion as beneficial because it increased students’ opportunities to speak, improved speaking skills, encouraged comfort in expressing ideas, and raised motivation. However, several challenges appeared, such as uninteresting topics, passive students, limited participation, and domination by certain students. These problems were addressed by selecting engaging topics, providing useful expressions, allowing dictionary use, and acting as facilitator. Classroom implementation was structured and supported knowledge sharing. Students also perceived the method positively, particularly in improving vocabulary, fluency, comprehension, participation, confidence, and idea expression skills.
Co-Authors Abdul Karim Amirullah Amirullah Nidia Nurfadillah