JIMMA

UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

An Assessment of Factors That Affect Students’ Involvement in Group

Discussion: The Case of Third Year English Major Students at Jimma
University

A Senior Essay Submitted for the Partial Fulfillment of the Bachelor of

Arts in English Language and Literature

By:
Eshetu Addise

Advisor: Tilahun G/Tsadik

January 2021

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 Jimma, Ethiopia

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Acknowledgment
First, I would like to praise almighty God; the merciful and the provider, who makes all
things done well. Next, I wish to express my sincere gratitude and appreciation to my
supervisor Tilahun G/Tsadik for his professional advice and encouragement throughout the
work. Without his continuous guidance, this research work would not have been getting
accomplished. Third, I would like to express my heart-full gratitude to my families who
contributed a lot to my success with financial support and moral encouragement.

Finally, I would like to extend my best admiration to my entire lecturers at Jimma University
in particularly; the Department of English Language and Literature who were the source of
knowledge and skill during my three years academic experience.

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ABSTRACT
The main objective of this study was to assess factors that affect students’ involvement in
group discussion the case of third year English major students at Jimma University. The
specific objectives of the study were to identify student’s participation in group discussion
and identify the major factors that affect students’ group discussion in speaking activity. The
researcher used descriptive type of research design. The researcher employed quantitative
data analysis to use statistical method of measurement to analyze and interpret data. The
researcher distributed both close and open-ended questions. Moreover, the researcher
employed classroom observation. This study was conducted in Jimma University. The total
numbers of third year English major students were 35 and out of this students 10 were males
and 25 were females. The researcher applied simple random sampling technique because
such sampling techniques give an equal chance for all target population who were selected
as participants of the study. To analyze data, the researcher used description, percentage and
tables revealed that instructors’ and students participation in group discussion. The main
findings of the study was indicated that the factors that affect student’s group discussion
were: mother tongue interference, lack of instructors support and inadequate teacher
supervision when students work in groups, shortage of time or lack of enough schedule in a
week, lack of self-confidence to speak during group discussion were forwarded by the
respondents. Based on the findings, the researcher should recommend for the Instructors
should motivate students to participate actively and supervise group activities effectively. The
university should provide facilities like text books and other supporting materials for students
to use while working in group discussion.

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List of tables
Table 4.1.1 Respondents’ response whether they are interested in participating in group
discussion in the classroom.

Table4.1.2. Respondent’s response in relation to their extent interest in group discussion.

Table 3. Respondents response in relation to whether their instructors encourage them to

participate in group discussion or not.

Table 4. Respondents’ response in relation to the frequency that they make group discussion
during English classes

Table 5. Respondent's response in relation to the Frequency that their English instructors
motivate them to working group

Table 6. Respondents’ response in relation to their belief about their relationship with the
group members during the time of discussion

Table7. Respondent's response in relation to the Frequency they practice English language
when they work in group

Table 8. Respondents response how their teacher organizes them in group discussion

Table 9. Respondents’ response in relation to whether they face problem while they are
discussing in the class.

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Definition of Terms
Group discussion is a type of discussion that involves people sharing ideas or activities.
Buzz Group discussion is a small intense discussion group usually involving to three
persons responding to a specific question or search of very precise information.
Pyramid discussion is a speaking activity where learners form progressively larger group as
they carry out a speaking task.
Motivation is driving force which help causes us to achieve goals.

Table of Contents

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Acknowledgment........................................................................................................................i
ABSTRACT...............................................................................................................................ii
List of tables..............................................................................................................................iii
Definition of Terms...................................................................................................................iv
CHAPTER ONE........................................................................................................................1
1. INTRODUCTION..................................................................................................................1
1.1. Background of the Study.....................................................................................................1
1.2. Statement of the problem....................................................................................................2
1.3 Research Questions..............................................................................................................3
1.4. Objective of the Study.........................................................................................................3
1.4.1. General Objective.............................................................................................................3
1.4.2. The Specific Objectives of the Study...............................................................................3
1.5. Significances of the Study...................................................................................................3
1.6. The Scope of the Study.......................................................................................................4
1.7 Limitation of the Study........................................................................................................4
1.8 Organization of the Study....................................................................................................4
CHAPTER TWO.......................................................................................................................5
2. REVIEW OF RELATED LITERATURE.............................................................................5
2.1. Definition of Group Discussion..........................................................................................5
2.2. Advantages of Group Discussion........................................................................................5
2.3. Limitation of Group Discussion..........................................................................................6
2.4. Challenges of Group Discussion.........................................................................................6
2.5. Factors That Affect Students in Group Discussion.............................................................7
2.6. Ways of Group Discussion..................................................................................................8
2.7 Types of group discussion....................................................................................................8
2.7.1.1Buzz Group Discussion...................................................................................................8
2.7.2 Small Group Discussion....................................................................................................9
2.73. Whole Group Discussion................................................................................................10
2.7.4. Pyramid Discussion........................................................................................................10
2.8. The Role of Students during Group Discussion................................................................10
2.9 Role of Instructors during Group Discussion.....................................................................11
CHAPTER THREE..................................................................................................................12
3. RESEARCH METHODOLOGY.........................................................................................12
3.1 Research Design.................................................................................................................12

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3.2. Participants of the study....................................................................................................12
3.3. Sample size of study..........................................................................................................12
3.4. Sampling Technique..........................................................................................................12
3.5. Instruments of Data collection..........................................................................................13
3.5.1. Questionnaire.................................................................................................................13
3.5.2 Observation.....................................................................................................................13
3.6. Data collection procedure.................................................................................................13
3.7 Methods of data analysis....................................................................................................13
3.8 Ethical Consideration.........................................................................................................14
CHAPTER FOUR....................................................................................................................15
4. DATA ANALYSIS AND DISCUSSION............................................................................15
4.1. Analysis of Questionnaire Obtained from Students’ Response........................................15
4.2. Analysis of respondents’ open-ended questions...............................................................18
4.3. Analysis of data from classroom observation...................................................................19
4.4 Discussion..........................................................................................................................20
CHAPTER FIVE......................................................................................................................21
5. CONCLUSIONS AND RECOMMENDATIONS..............................................................21
5.1. CONCLUSION.................................................................................................................21
5.2. RECOMMENDATIONS..................................................................................................22
REFERENCES.........................................................................................................................23
APPENDIX A..........................................................................................................................24
APPENDIX B..........................................................................................................................26

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 CHAPTER ONE
1. INTRODUCTION
1.1. Background of the Study
Group work helps students to develop their power of expression and social skill, so that they
can work more effectively. As result, students could use the target language for
communicating effectively (journal of education, 2003). To the contrary, when a group work
doesn't function well, the group members may be reluctant to take part in the group
discussion. This finally leads to the failure of the purpose due to unproductive interaction
attributed to the group members. As long as the issue of group discussion is concerned,
groups must not be too large because too large groups affect the active participation in the
group. According to (Cooper, 2001) John (2003) and Smith (2011), large groups decrease
each member's opportunity to participate actively. The less active the group members, the
more achiever the groups will be.
Group discussion is one of best methods to train learners. But, the real situation may not be
this. There may be instructors who do not accept this method; rather they might favor the old
method of teaching. These may not allow group discussion or they may not apply it strictly.
They create problem in a sense that students may become merely receivers and the problems
become serious. These lead students to be bored with their class and even they may feel
asleep Harmer (2007).
In another way, Davis (2001, p.63) suggests that classroom discussion provides students with
opportunities to acquire knowledge and insight through the face to face exchange of
information, ideas and opinion. Group discussion can be produced on matched experiences as
students articulate their ideas and opinion response to their classmate, and develop skills in
evaluation and support. A lively productive discussion is among the most challenges of the
activities for an instructor. Even though, there are influences on the involvement of students
in group discussion and participation in classroom.
Jordon (2007, p.11) states that, shyness, lack of self-confidence, unwillingness, lack of
knowledge selecting unsuitable topic for discussion, over large room and group in habit
seating arrangement of students and tutor, monopolization of time by persistent talkers are
some of the problems that affect female students in group discussion participate. So, the
involvement of student in group discussion is crucial thing in this a senior essay. Therefore,
the researcher aimed to conduct a study for the problems which affect student’s participation
and would like to forward the possible solution.

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1.2. Statement of the problem
Studies have been conducted in the area of focusing group discussion in language class room
but they did not examine the prevalent problems of students’ participation in group
discussion. For example, Lanisia, (2007) conducted research on how to participate students in
group discussion effectively. This study focused only the dimension of students' academic
participation in the perspective of their strategies. Another researcher Robert, M. (2013)
conducted research on the process of group discussion. However, he has not recognized the
problems that affect student’s participation in group discussion. Moreover, another researcher
Marquitta, H. (2015) conducted research on student’s group participation in Geography
learners'. In his research, he focused only to examine and investigate the use of focusing on
group discussion teaching and learning strategies among Addis Ababa University students.
Factors which affect their group discussion have not yet conducted in Jimma University third
year English department students. Therefore, the researcher aimed to conduct a study for the
problems which affect student’s participation in group discussion particularly the department
of English language and literature students in focus.
Similarly, Aberash (2005, 37) pointed out that, preparatory school students' classroom
participation focus on group discussion in speaking activities were low. She also
demonstrated that there was a sign of disinterest in group discussion on the students' side. At
the end, she recommended that the impediments that hinder students' participation require a
more intensive study. Following this, Berhanu (2000) also explained in his abstract section.
“The a senior essay concludes by considering the implications of the findings for increased
or more equitable verbal participation among students in group discussion and the need for
research into internal and external variables affecting participation." He also explores that
there was a huge difference in participation among students in terms of their verbal
participation in group discussion. But both Aberash’s and Berhanu's study were conducted in
a different setting, methodology and context from this study.
Likewise, the problems of participation in group discussion in English language have been
observed among students at Jimma University students. The researcher observed that when
teachers give participation in group discussion, students start discussing in English and later
they shift to their mother tongue) or they prefer silence.
And learners may use mother tongue if they may feel they can’t say something in English or
when they worried about making mistakes. However, second language learners participate in
group discussion in class room activity usually feel nervous when they asked to participate in

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second language (foreign language) and their language of first language can also lead them to
make incorrect guesses about how second language works (Ellis, 1986).
Thus, the above researchers did not focus on the factors that affect students’ participation in
group discussion in English class room. Therefore, the current study could bridge the
research gap because, it specifically focuses on assessing the factors that affect student’s
participation in group discussion with particular focus on third year English language major
students at Jimma University.
1.3 Research Questions
In this research, the researcher intended to respond the following research questions:
1. What are the major problems that affect student’s participation in English
language classroom during group discussion?
2. What are the major factors that affect students’ group discussion in speaking
activity?
3. What are factors that affect Student's involvement in group discussion in English
language class room?
1.4. Objective of the Study
1.4.1. General Objective
The general objective of the study was to assess the factors that affect student’s participation
in group discussion the case of third year English major students at Jimma University.
1.4.2. The Specific Objectives of the Study
 To assess English languages classes and identify student’s participation in group
discussion.
 To identify the major factors that affect students’ group discussion in speaking
activity.
 To examine factors that affect Student's involvement in group discussion
1.5. Significances of the Study
This study had the following significances:
a) It may help students and instructors to know the factors of group participation.
b) It may give a better insight to instructors, how to scaffold students to evaluate
affectively in group discussion.
c) It also helped the instructors to be aware of the factors, that teaching English in group
discussion to bring closer to the students.

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 d) Finally, other researchers and interested individuals may get a clue while working
developing materials, teachings in group and follow-ups.
1.6. The Scope of the Study
The study was delimited to assess factors that affect students to participate in group
discussion in speaking classes as active learning method. The study was only delimited to
third year English major students in Jimma University focus on group discussion in speaking
activities. It did not include group discussion in other skills like listening, reading and
writing.
1.7 Limitation of the Study
During the process of conducting this study, the researcher had faced certain problems. These
were shortage of time to accomplish the study within specified period and financial problem
for different purposes while developing a thesis. Due to that the researcher did not take all
respondents to gather the appropriate data. Moreover, the outbreak of global pandemic
disease ‘Corona virus’ is another big problem to collect the necessary data from the
respondents because it prohibits social gathering. However, the researcher tried to overcome
these all problems by applying self-techniques and commitments.
1.8 Organization of the Study
This study was organized in to five chapters. Chapter one deals with introduction,
background of the study, statement of the problem, objectives of the study, significance of the
study, scope of the study, and organization of the study. The second chapter states the
literature review. The third chapter deals with the research design and methodology and
fourth chapter deals with discussion and interpretation. Moreover, conclusion and
recommendations are included under unit chapter five. Finally, some extensions like
appendixes and reference are attached based on the research form

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 CHAPTER TWO
2. REVIEW OF RELATED LITERATURE
2.1. Definition of Group Discussion
The term group work may be used to refer to people, who are engaged in working in group
about a certain problem or issue for the purpose of reaching agreement on the solution or
making decision. Jones (2001) puts this definition of group works as "meeting of a small
group of people whereby they communicate face- to face in order to fulfill a common
purpose and achieve a group goal". That is group work is process of exchanging information
or ideas in a small number to achieve common goal or objective.
Another educator, Baird (2006) also considers group work/discussion as means of solving
problem when he defines it as, the art of reflective thinking and communication usually oral
by members of group whose aim is cooperative solution of a problem". In other words, group
work takes place when there is a problem which needs cooperation for the solution. Each
member of the group is expected to think rationally to attain the group's goal or to find the
solution of the problem.
Divis (2006s: 63) suggest classroom discussion provides student with opportunities to acquire
knowledge and insight through. The face to face example of information, ideas, and opinions
also now a day’s group discussion is being extensively used along with personal interviews
for final election of candidates it plays a main role in best tools to study the behavioral and
attitudinal responses of the participants. However, group work not only takes place for
solving a problem or making decisions, but also it is applied in the closes room for teaching
and learning process. In relation to this, Junk in (2005s) states the following. The group work
method of teaching is process in which a small group assembles to communication with each
other. Therefore, group discussion occurs when two or more people define themselves as
members of it and when its existence is recognized by at least one of the best other they
reflect common ideas.
2.2. Advantages of Group Discussion.
Different scholars have different ideas on the importance of group discussion. Beard and
Hartlery (2001) listed the advantages of group discussion in the text of English for academic
purpose as following:
 To promote critical and logical thinking.
 To aid students involving problems or making application.
 To give practices in oral presentation of reports.

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  To discuss students, work like designs and plans.
 To extend students to topics beyond those covered in lecture.
 To widen interests and change attitudes of students.
Group work is useful not only for its convenience to make the learners use the language but it
could also raise their motivation to learn. Four arguments that are often given in favor of
using group work. As reported by Celce Marcial (1997) are with good environment that
encourages students.
1. Many students who will not participate in conventional class setting with tend to join
in better in small groups composed peers.
2. Students often accept explanation, correction and suggestion from peer’s mores from
a teacher.
3. Students should be made responsible for their own learning; the pedagogical
advantage of group work is to promote the quantity and quality of language produced
by students. Besides group work has also been found effective in increasing student’s
motivation and reducing anxiety.
4. Slur (2004) found that group activities lead to increased success and a better learning
environment.
Jonson (2003) also not that group cooperation rather than competitive arrangement individual
problems and it provides that students opportunity to practice language.
2.3. Limitation of Group Discussion
Group discussion like other methods of teaching suffers from certain limitation especially
when it is not properly handled. It is widely believed that when every group discussion is
used, there will be disturbance large amount of information could not be transferred. There is
another of reasons that cause group discussion to be disadvantageous. The variation on
student's interest and the time group discussion takes which are the major disadvantages of
group discussion, Harmer (2001).
As Jordan (2000: p.11) proposed, shyness, lack of self-confidence, lack of knowledge to the
subject and unwillingness to begin the subject, and unsuitable topic for discussion over large
room and group monopolization of the time by persistent.
2.4. Challenges of Group Discussion
Group discussion as other methods of teaching is challenged by several factors. Students’
interactions depend on their level of linguistic proficiency and the classroom arrangements
are among the major factors. Harmer (2001) assert that the way instructors are trained

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directors from of insertion and the length of time for content also influence how group
discussion might be applied when every teacher are highly motivated.
It is also obvious while the group discussion is on progress sometimes students show
misbehaviors knowingly or unknowingly. In fact, there are a lot of factors or reasons which
make them disturb. In relation with this Harmer (2001) discusses the following reasons that
cause discipline problems during group discussion. These are length of time given for
discussion students desire to be noticed and student's tendency to gather and influence other
to disturb etc.
Meanwhile, instructors are expected to be good organizers of group discussion. Harmer
(2001) believes that the failure of instructors to accomplish this role leads to apply challenge
in implementation of group discussion. The subjects were asked to specify how English
instructors encourage students to participate in group discussion.
2.5. Factors That Affect Students in Group Discussion
A. The Use of Mother Language for Long Periods.
One of the students biggest problems in the use of group work is the use of mother tongue by
students in their mother tongue groups. Students prefer to speak in their own language rather
than English during an oral communicative activity and such activity is clearly pointless
(Hasrnet, 1999.p.247).
B. Lack of Confidence
Lack of self-confidence is a directly affect students participation in group discussion. So,
most students have not self-confidence (Chee, 2003.p.18).
C. Students’ Inability to express themselves adequately
The most persistent problem for the students was the inability to express themselves
adequately in the spoken language. For various reasons the students spent little time in
actually speaking English in a typical day. Therefore; there seemed to be little opportunity to
practice (Jordan, 2000 p. 47).
D. Physical Environment
Group should meet in a suitable environment considering temperature, noise and visual
distractions.
E. Personal Goal of Members.
People join groups to achieve some kind of common goal. This goal may be to make a joint
discussion, to solve mutual problem or to share information.

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F. Time for Discussion
Avoid setting group discussion just before lunch or at the end of a busy day.
G. Culture and Gender
Gender refers to learned characteristics and psychological attributes of masculinity and
femininity as gender, and the inherent biological characteristics with which we are born as
sex when female and male communicate, researcher does not know precisely which
difference have biological origin or sex differences. However, the researcher suggests that
most differences are learned, not in born, (Smyth I p. 47).
2.6. Ways of Group Discussion
Instructors can group students differently on the basis of different criteria. This might be pair
group, buzz group, small group, whole class discussion, Cross over and pyramiding. Harmer
(1991) says that there are a lot of factors which force instructors to one way of grouping and
not the other in given context for instance the number of students, the arability and mobility
of chair in the classroom, the attitude of students working in group and teacher’s skill to use
group discussion effectively are some of them. Harmer (2001) further says that instructors
can group student who like of working to gather (computability grouping) which considers
learner interest, randomly with any Consideration, or based seat by giving activities, at the
seat of the students.
Cross group activities, is one way of grouping in which student work in small group secondly
and will join the other group than Wall ale m (1991) According to Wallace in to Wallace in
this case the students are given the chance to share ideas raised in each group. In addition, the
technique allows everyone to takes.
2.7 Types of group discussion
2.7.1.1Buzz Group Discussion
Buzz group discussion is a method in which small group of 2-3 participants discuss a specific
question or issue in order to come up with many ideas in a short time. Since the small groups
produce buzzing sound while discussing this method is known as buzz group.
Buzz group is a cooperative learning technique consisting in the formation of small group
discussion with the objective of developing specific task idea generating, problem solving
and soon on facilitating that a group of people reach a consensus on their ideas about a topic
in specific period of time.

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Alternatively, some buzz groups can be invited to offer their solution or discussion point
from (Brown and Alking 2001). Buzz group are formed by dividing large groups in small
group discussion of 2 to 5 people.
2.7.2 Small Group Discussion
The term small group teaching or small group learning as it is often termed means different
things to different people. Some are familiar with the tutorial as being their experience of
small group teaching. The tutorial is usually linked with a series of lectures and it role is to
complement the lectures. Problem based learning groups have very specific procedures in
how the information is discussed. Therefore, Brain storming and reporting back on
information, often completed in at the step procedure.
Ruddok (1978) Luker (1989) Griffith, Houston Lazenbatt (1996) researched that students
enjoyed and benefited from small group teaching. The tutorial in particular has been noted for
its value.
 Complementing knowledge in lectures.
 Expanding on the concepts considered in lectures
 Encouraging student’s reflection their ideas
 Developing student’s communication skill
 Encourages active life long learn
An element often over looked is the role of online group discussion in facilitating on going
information sharing and knowledge, construction.
Why use small group discussion?
 Students enjoy it
 It allows active involvement by everyone
 The shy and less articulate are able to contribute
 Students learn from each other
 Everyone gets more practice at expressing their ideas
 A two-way discussion is almost always more creative than individual thoughts
 Social skills are practiced in a 'safe' environment e.g. tolerance, cooperation
 Discussion is essential to clarify argument for a topic where there are no 'right
answer', Johnson (2001).
2.73. Whole Group Discussion
Whole group discussion modified form of class room lecture where the focus is shared
between the instructor and the students for information transfer. Typical an instructor will

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stand before a class and present information for students to learn but the students will also
participate by answering questions and providing examples;
 Whole group discussion provides for greater interaction between teacher and students.
 Instructors maintain agreement control over what is being thought because they are
able to steer the Discussion, Johnson al (2001).
The use of whole group discussion strategies
 Reinforces importance of academic and conceptual vocabulary in career and college
readiness.
 Reinforces vocabulary (particularly for English language learners)
 Allows teacher to quickly assess what background knowledge students have about a
topic.
 Provides comfort for students who may not use academic vocabulary with peers.
2.7.4. Pyramid Discussion.
Pyramid discussion is a speaking activity where learners from progressively larger groups as
they carry out a speaking task, which normally requires each grouping to reach agreement
before joining another group. In small groups, the learners have to agree on the most
important of the five senses. Then join with another group and have to agree again and so on.
In the classroom pyramid discussion are useful for practicing a range of functions, including
agreeing and disagreeing, negotiating, summarizing, and putting forward an argument, Davis
(2001).
2.8. The Role of Students during Group Discussion
During group discussion, students are given active roles. They gave the chance to decide on
issues after Discussion. The American Psychological Association (2002) notes that
instructors are expected to bring their background knowledge. Besides Johnson al (2001); a
cited in Barbaric Davis (2001) assert that students must perceive the group takes as integral to
the case objective and not as at ask to spend time purposelessly. Some scholars are that group
success bats with tasks involving judgment as one means of learning is role of students.
Generally, students are to discharge criteria roles during group discussion.

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2.9 Role of Instructors during Group Discussion
In group discussion, the instructors assume different roles. The roles instructors might range
from classroom organizer to an observer who is more passive in the letter case. Instructors as
organizer play valuable roles. This includes giving information on what activity how and
when to be per formed and so on. In other words, instructors need to organize a meaningful
context by providing tasks to be accomplished focused by brief explanation of how that will
be done and assistance when eve very the students need. The other role instructors can take is
to be a supervisor and assures of student’s feelings. In these cases, the teacher is expected to
give feedback for students. The teacher can alt as resource person whom students ask for
assistance on concept is unclear to group discussion in their group. Generally, the major
challenge against quaint the effecting implementation of group discussion includes,
instructors. Failure to give clear instruction instructors fail over to share role among students
and to supervise group to use varied grouping style to provide support and encourage lasso's
active student to participate, Celce Marcial (1997).

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 CHAPTER THREE
3. RESEARCH METHODOLOGY
3.1 Research Design
The researcher applied descriptive type of research design because it clearly describes the
characteristics of a particular event by answering questions like: who, what, when and how.
The quantitative strategy would help the researcher used statistical method in order to analyze
and interpret what would be found through the research by distributing close and open-ended
questions (Khaliq, 2014). The qualitative strategy was helped the researcher to interpret idea
to gathered through open-ended and closed-ended questions (Khaliq, 2014). Using
descriptive research design, the researcher applied mixed approaches of measurements. Using
quantitative measurement, the researcher wanted to quantify variables statistically and
qualitative measurements, the researcher wanted to interpret data using statements.
3.2. Participants of the study
The total numbers of students were 35 and out of these, 10 were males and 25 were females.
The researcher included both the population and sample in the research because of
manageable sample size.
3.3. Sample size of study
From the total number of third year English language and literature students which is 35
including me, around 59 % of students were selected randomly 20 students. The reason for
using the random sampling technique gives an equal chance for all target population who are
selected as participants of the study. According to (Easton and McColl, 1997) simple random
sampling is the most basic sampling technique that is used where the research selected a
group of subjects for a study from a group or population. To deliver questionnaire, the
researcher selected 20 students as sample of the study by using simple random technique that
represents the whole students.
3.4. Sampling Technique
The researcher applied simple random sampling technique because it gives an equal
chance for all target population who are selected as participants of the study, (Flowerdew,
2005).

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3.5. Instruments of Data collection
In order to gather relevant information, the researcher used questionnaire and observation.
The reason for the choice of using this method of analysis was that this method was preferred
rather than other methods because it allows greater interactions as well as for better
understanding of the collected data and context (Flowerdew, 2005).

3.5.1. Questionnaire
A questionnaire was the widely used data gathering instrument. A questionnaire is defined as
a set of written/designed questions; the purpose of the questionnaire is to obtain data and
information from a large number of populations, as an example of that, to identify points of
views of some respondents regarding a phenomenon or a particular issue or interest (Mathers
et al., 2007). Therefore, the researcher employed questionnaire as data gathering instrument.
The researcher provided both close-ended and open-ended questions for participants.

3.5.2 Observation
The current researcher used participant type of observation because the researcher being one
member of the classroom The main purpose of the observation was to assess what actually
happen during participation during group discussion in the English classroom. And the
observation check list was prepared from the objective of the study. The observation check
list contained two or more items that show the number of opportunities given for factors that
affect students’participation in group discussion in English language class room in observed
section.
3.6. Data collection procedure
After the instruments are prepared and checked by the advisor, the current researcher
delivered them to the target population. In addition to this, classroom observation was
observed by the researcher.
3.7 Methods of data analysis
The researcher used both quantitative and qualitative methods of data analysis. The data
gathered through questionnaire was expressed in the form of table and analyzed
quantitatively. On the other hand, the data gathered through observation and open ended were
interpreted in the form of paragraphs.

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3.8 Ethical Consideration
Bryan and Bell (2007) stated the ethical Considerations are specified as one of the most
important parts of any research. The researcher did everything to make this work professional
and ethical. To this end, the researcher clearly informed the respondents about the intention
of the study i.e., simply for academic purpose alone. While introducing the purpose of the
research in the introduction part of the questionnaire, the researcher confirmed that
respondents’ confidentiality would be protected. Therefore, the study was based on their
permission. The researcher also did not personalize any of the response of the respondents
during data presention, analysis and interpretation. Furthermore, all the materials were used
for this research had been appropriately acknowledged.

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 CHAPTER FOUR
4. DATA ANALYSIS AND DISCUSSION
In this chapter, the researcher tried to analyze and discuss the findings of the study based on
the data gathered from participants of the study.

4.1. Analysis of Questionnaire Obtained from Students’ Response

Table 4.1.1 Respondents’ response whether they are interested in participating in group
discussion in the classroom

N0 Items Alternative No of Percentage (%)

respondents
1 Are you interested in group discussion Yes 16 80
during English class? No 4 20
Total 20 100%

As one can see from table one, 16 (80%) of the respondents replied that they are interested to
participate in group discussion in class. While the rest 4 (20%) of them responded that they
are not interested to participate in group discussion in classroom. Therefore, most of the
respondents are interested in group discussion in the class.

Table4.1.2. Respondent’s response in relation to extent of their interest in participating

during group discussion

No Items Extents No of Percentage (%)

respondents
2 To What extent of your High 15 75
interest in participating during Medium 5 25
in group discussion in the Low 0 0
class room? Total 20 100

The analysis obtained from the respondents shows that 15 (75%) of the respondents replied
that high they are interested in participating during in group discussion in the class room.
While the rest 5 (25%) of the respondent responded that low they are not interested in
participating during group discussion in the class room. Therefore, most of the respondents
said that they are interested in participating during in group discussion in the class room.

15
Table 3. Respondents response whether their instructors encourage them to participate
in group discussion or not.
No Items Alternatives No of Percentage (%)
respondents
3 Does your English teacher sufficiently Yes 12 60
encourage you to participate in group No 8 40
discussion in speaking class? Total 20 100

Based on the information from table 3, 12 (60%) of the respondents said that their teacher
sufficiently encouraged them to participate in group discussion during speaking classes and
the rest; 8 (40%) of them replied that their teacher didn't sufficiently encourage them to
participate in group discussion in speaking classes. Therefore, most of the respondents said
that they were encouraged sufficiently by their teacher, during group discussion in speaking
classes.
Table 4. Respondents’ response regarding to the frequency that they make group
discussion during English classes
No Items Alternative No of Percentage
respondents (%)
4 How often do you make group Sometimes 10 50
discussion during English class? Always 3 15
Rarely 2 10
Not at all 5 25
Total 20 100

Based on the data from table 4, 10 (50%) of the respondent responded that they sometimes
make group discussion during English classes. 3 (15%) of the respondents replied that they
always make group discussion during English classes. 2 (10%) of the respondent responded
that they did not at all make group discussion during English class 5(25%) of the respondents
said that they rarely make group discussion during English classes. Therefore, one can see
that there are gaps in group formation and discussion during English classes.

16
Table 5. Respondents’ response in relation to their belief about their relationship with
the group members during the time of discussion

No Items Alternative No of Percentage

respondents (%)
5 How do you think about group Good 10 50
members’ relationship at the time of Bad 4 20
discussion? Very good 2 10
Excellent 4 20
Total 20 100

The above table shows the relationship among the group members, from the total respondents
10 (50%) of the respondents have good relationship with its members. 2 (10%) of the
respondents have very good relation with its group members in group discussion. 4 (20%) of
the respondent responded that they have bad relation with its group members while the rest 4
(20%) have excellent relationship to its group members. As a result, we can see that there are
ethical gaps among students while forming group in English speaking classes.
Table6. Respondent's response in relation to the Frequency they practice English language
when they work in group

No Items Alternative No of Percentage

respondents (%)
6 How often do you practice English Sometimes 10 50
language when you are working in Not at all 3 15
group discussion? Most of 4 20
time
Rarely 3 15
Total 20 100

Based on the information given under table7, 10(50%) of the respondents replied that they
sometimes practice English when they work in group discussion. 4(20%) of the respondents
responded that most of the time they practice English speaking activity write the rest 3(15%)
of them not at all English when they work in group discussion practice. 3(15%) of them

17
rarely practice English when they working group discussion. Although they practice in
English speaking classes, there is no uniform activity shown in this research.
Table 7. Respondents response regarding how their instructors organize them in group
discussion

No Items Alternative No of Percentage

respondents (%)
7 What are the ways in which your Based on 5 25
instructors organize students in students’
group discussion? interest
Based on ability 10 50
Based on sex 5 25
Total 20 100

According to the information under table 8, 5 (25%) of respondents replied that their
instructors organize their seating based on their ability in group discussion. 10 (50%) of the
respondents responded that their instructors organize their seating based on their interest in
group discussion. The rest 5 (25%) of them said that their instructors organize their seating
based on sex in group discussion. So we can summaries that, their instructors organize the
group not uniformly by different factors in group discussion.
Table 8. Respondents’ response in relation to whether they face problem while they are
discussing in the class.
No Items Alternatives No of Percentage (%)
respondents
8 Do you face problem when at the time Yes 10 50
of discussion in class? No 10 50
Total 20 100

As indicated in the above table, 10(50%) of the respondents said that they face problem in
class discussion while the rest 10(50%) of them do not face problem in class. So we
concluded that, most of the students face problem in class during discussion.
4.2. Analysis of respondents’ open-ended questions.
1. How do you think about your relationship with the group members to the time of
discussion?

18
For the first question, the participants said that they are well prepared and looking to get
sufficient knowledge from group and they set good relationship with their group members to
the time of discussion.
2. What are the major factors that hinder your group discussion in class activity?
For the second question, most of the participants responded that lack knowledge of grammar
usage and self-confidence during group discussions. Moreover, most students replied that
they poor in preparation for the group. Fears to each other and to their teacher, afraid of error
while they speak in group are the dominant problems mentioned earlier by the respondents.
The respondents mentioned that, lack of preparation; stage fright, lack of motivation, less
coordination between group members and lack of confidence are the most dominant factors
that occur during group discussion in speaking classes.
4.3. Analysis of data from classroom observation
From the actual classroom observation, the following results were made most instructors
don’t use group discussion while delivering lesson and they did not evaluate their students’
group activities. Most of the instructors encourage their students during group discussion by
motivating and initiating them through asking oral question to the whole class. However,
students were not interested to participate in group discussion. Some students used their
target language when they discussed in group, the students followed the instruction and have
good relationship to their group members. The instructors supervised their students.
Challenges like: mother tongue language influenced in the group discussion. Some
instructors were careless to their students to form a group, and some students were seen
careless the group.

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4.4 Discussion
4.4.1 Interpretation of the findings or results in relation with close-ended and open-
ended questionnaires
This sections, is the place or the room where the researcher discusses the important issues
raised using the two tools and its analysis above. The following findings are extracted from
the analysis.
The majority of the respondents indicated that the factors that affect student’s group
discussion were: mother tongue interference, lack of instructors support and inadequate
teacher supervision when students work in groups, shortage of time or lack of enough
schedule in a week, lack of self-confidence to speak during group discussion were forwarded
by the respondents.
The student's poor language ability and their unsatisfactory level of participation were found
to be significant factors affecting group discussion in speaking class have negative impact on
the success of group work.
Most instructors believe that students lack of motivation and in adequate participation,
shortage of resources (example text book) and facilities and poor instructor and supervisors
have negative impact on the success of group work. The students were impacted not only by
personal factors, but also in situational factors. They resist participating in English during
group discussion.

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 CHAPTER FIVE
5. CONCLUSIONS AND RECOMMENDATIONS
5.1. CONCLUSION
Based on the findings and discussion, the following conclusion points are forwarded:
The perception of students about group discussion was found to be good. This was indicated
by the majority of the students that group work supports language learning. They believed
that using English in group discussion is important to improve their speaking class
proficiency. The majority of the respondents indicated that the factors that affect student’s
group discussion were: mother tongue interference, lack of instructors support and inadequate
teacher supervision when students work in groups, shortage of time or lack of enough
schedule in a week, lack of self-confidence to speak during group discussion were forwarded
by the respondents.
In addition to this, the student's poor language ability and their unsatisfactory level of
participation were found to be significant factors affecting group discussion in speaking class.
Most instructors believe that students lack of motivation and in adequate participation,
shortage of resources (example text book) and facilities and poor teacher supervisors have
negative impact on the success of group work.

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5.2. RECOMMENDATIONS
Based on findings and conclusion, the following recommendations are forwarded to
concerned body:

 Even though, the students of third year are influenced by interference of their mother
tongue during group discussion, the instructors should motivate their students to speak in
English to develop their English language skills.

 Sometimes, group discussions were dominated by few students. Therefore, instructors

should give more emphasis to initiate inactive students in group discussion so that they
can be active participant.
 Since sitting arrangement is one of the factors which affect group works in speaking
class, instructors should arrange their students’ seat suitable for group discussion. This
could enable the students to actively participate in group discussion.
 In order to overcome the problems related to shortage of time, the teacher should give
extensive reading so that they get students involved in the group discussion in class.
 Instructors should advise and encourage their students to give much of their time for
group discussion.
 Instructors should motivate students to participate actively and supervise group activities
effectively.
 The university should provide facilities like text books and other supporting materials for
students to use while working in group discussion.

22
 REFERENCES
Baid, A. (1943), Discussion principles and Types. Me grew kill Book Company.

Davis, G. B. (1993), Tools for teaching. San Francisco Jossey-Bass publishers

Harme, J. (2001) the practice of English Language Teaching London man group 1td

Harmer, J. (1991) the practice of English Teaching. Printing press in London man group.1td

Johnson (1979), Communicative Approaches and Communicative processes " lnc;

brumfit and k. Johnson ( e.ds) the communicative approaches to a

Language teaching Oxford up.

Jones, B. (1991) Group Discussion Theory Technique. prentice kall inc

John, et.al. (1991). Skills Development Methodology.in Cambridge printing press part two

Junkin, M. (1987) The International Encyclopedia of Matching and Teacher Education.

The University of Systney

Jordan, R. (1997) English for Academic Purpose. United Kingdom: Cambridge University

press

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 APPENDIX A
Questionnaire for students

Dear students this questionnaire is designed for the purpose of research work. Hence, you are
requested to give your genuine response by given alternative and putting a tick mark or circle
next to your choices.

Thank you in advance!

The purpose of this study is to assess the factors that affect students in group discussion first
year English major students at Jimma University.

1. Are you interested in participating in group discussion during English Classes?

A. Yes B. No

2. To What extent of your interest in participating during in group discussion in the class
room?

A. High B. Medium C. Low

3. Does your English teacher sufficiently encourage you to participate in group discussion
speaking in class?

A. Yes B. No C. Cannot decided

4. How often do you make group discussion during English classes?

A. Always B. Sometimes. C. Rarely. D. Not at all

5. How often does your English teacher motivation you to working group?

A. Always B. Sometimes. C. Rarely. D. Not at all

6. How do you think about your relationship with the group members to the time of
Discussion? A. Excellent B. Very good C. Good D. Bad

7. How often do you practice English language when you working in group discussion in
speaking activity?

A. Most of the time B. Sometimes. C. Rarely. D. Not at all

24
8. What are the ways in which your instructors organize students in group discussion?

A. Based on ability B. based on sex C. Based on students’ interest

9. Do you face the problem when your discussion in class?

A. Yes B. No

10. If your answer for question No. 6 is D please state the reason.

........................................................................................................................................

.....................................................................................................................................

11. If your answer for question No. 9 is "yes" what kind of problem do you face? ...........

...........................................................................................................................

12. List down the major factors that hinder your group discussion in class activity?

..............................................................................................................................

.............................................................................................................................

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 APPENDIX B
Observation Checklist questions

Questions Response
Yes No
Does teacher use group discussion adequately? 
Does a student participate actively in group discussion speaking 
class?
Does a teacher encourage students participate in group discussion? 

Are students interested in working in groups? 

Does the teacher supervise group activities sufficiently? 

Does mother tongue influence students’ in group discussion? 

26