THE STRATEGIES OF ENGLISH EDUCATION DEPARTMENT STUDENTS OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA TO PREPARE CLASSROOM PRESENTATION
The Strategies of English Education Department Students of Universitas
Muhammadiyah Yogyakarta to Prepare Classroom Presentation
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan
Apriliani Kusmawati
20120540063
English Education Departement
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
The Strategies of English Education Department Students of Universitas
Muhammadiyah Yogyakarta to Prepare Classroom Presentation
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan
Apriliani Kusmawati
20120540063
English Education Departement
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
August 2016
Acknowledgement
First of all, all praises be to ALLAH SWT who gives me mercy and
blessing, health, strength and love in completing my skripsi writing.
I wish to express my sincere thanks to my beloved parents, Bapak Sus
Amanto, Ibu Sri Marwati, who always support and love me in my study and my
life. I dedicate this skripsi to you, Pak, Buk. I love you so much. I am greatly
thankful to my beloved sister and brother, Yeni Herawati and Agung Budi
Kusmanto who always support me.
Special gratitude belongs to my beloved supervisor, Mm. Maryam
Sorohiti, S.S., M.H.Sc., for supporting, guiding and helping me in finishing this
skripsi writing. I also thank to my examiners, Sri Sudarsi, SS. MInT, and Arifah
Mardiningrum, S.Pd., MA for all suggestions and valuable comments to improve
my skripsi writing. I also place my thanks to all the lecturers of English Education
Department of Universitas Muhammadiyah Yogyakarta, for teaching me during
studying in this department.
I am grateful to the participants of this study, my friends in EED of 2012.
Thank you for providing me the time and valuable information. I am also grateful
to my beloved friends, “Kongkowers”, Evita, Ghaisani, Riza, Harahap, Ana,
Risna and Nova who support, color and help me as always, and all of my beloved
friends at EED batch 2012 especially B class who cannot be mentioned one by
one. Thanks for this friendship and togetherness.
Apriliani Kusmawati
iv
Table of Contents
Cover ....................................................................................................................... i
Approval Sheet ....................................................................................................... ii
Statement of authenticity ....................................................................................... iii
Acknowledgement.................................................................................................. iv
Table of Contents ................................................................................................... v
Abstract ................................................................................................................. vii
Chapter One : Introduction ..................................................................................... 1
Background of the Study ..................................................................................... 1
Statement and Limitation of the Problem ............................................................ 4
Research Question ............................................................................................... 5
Objective of the Study ......................................................................................... 5
Significance of the Study .................................................................................... 6
Outline of the Study ............................................................................................ 6
Chapter Two : Literature Review ........................................................................... 8
Presentation ......................................................................................................... 8
Types of Presentation .......................................................................................... 8
Problems Faced by Students in Classroom Presentation ................................... 10
Students’ Opinion about the Implementation of presentation ........................... 11
Strategies to Prepare Presentation ..................................................................... 12
Previous Related Studies ................................................................................... 16
Conceptual Framework ..................................................................................... 18
Chapter Three : Methodology .............................................................................. 21
Research Design ................................................................................................ 21
Setting and Participant ....................................................................................... 21
Data Collection Method .................................................................................... 22
Data Analysis .................................................................................................... 23
Chapter Four : Findings and Discussion ............................................................. 25
Students’ Opinion about the implementation of presentation at EED UMY .... 25
Students’ strategies to prepare of presentation at EED UMY ........................... 35
Chapter Five : Conclusion and Suggestion ........................................................... 44
v
Conclusion ......................................................................................................... 44
Suggestion ......................................................................................................... 45
References ............................................................................................................ 47
Appendix .............................................................................................................. 51
vi
Abstract
A presentation is an effective way for students to practice their ability,
especially in communication and speaking skills. The lecturers at English
Education Department of Universitas Muhammadiyah Yogyakarta (EED of
UMY) use presentations as students’ assignment at EED of UMY. This study
aimed to know (1) students’ opinion toward the implementation of presentation at
EED of UMY, (2) the strategies used by the EED students of UMY to prepare
classroom presentation.
The researcher used qualitative research design. To answer the research
questions, the researcher conducted interview to three participants of students at
EED of UMY batch 2012 who had experience doing presentation in the class. The
result of this study showed that students agreed with the implementation of
presentation at EED UMY. It was revealed that presentation were implemented as
assignment; students first felt uneasy but enjoyed the presentation later on;
presentations improved the student’s skills in making slides and in presentation
delivery. In addition, the students perceived that the implementation of
presentation at EED of UMY was effective, and presentation improved students’
speaking skills, confidence, and knowledge.
Related to the strategies, there are some strategies used by students at EED
of UMY to prepare their presentation. The strategies used are checking tools and
files, practicing the timing, reading and understanding the material, practicing
with other, summarizing the material, making slide well, practicing the gesture
vii
and mimic, knowing about who the audiences are and how to delivering a
presentation, making note, preparing appearance.
Keywords: strategy of presentation, perception of presentation
viii
1
Chapter One
Introduction
This chapter discusses the background of the study, the statement and
limitation of the problem, the research questions, the objective of the study, the
significance of the study, and also the outline of the study.
Background of the Study
When we learn English, there are four skills to master. They are listening,
speaking, reading and writing skills. Speaking plays an important role in parts of
language skills as speaking is related to a process of communication and delivery
of ideas and opinions. According to Bygote (as cited in Urrtia and Vegacely.
2010) speaking is “a skill which deserves attention as much as the literary skills in
both native and foreign language” (p.3). The aim of learning a second language is
to be able to communicate. According to Nunan (1991) mastering the art of
speaking is the single most important factor of learning a second or foreign
language, and the success of measuring speaking ability can be seen through
conversation. When students share about their opinions and ideas,
students must think about what they will say and think about the accuracy of the
language aspects such as vocabulary, grammar and pronunciation correctly.
In learning English, a speaking skill is learned in various ways such as role
play, discussion, storytelling, and presentation. As one of the ways in learning
speaking, presentation can be used to improve students’ speaking skill, since it
makes the students speak a lot in public. A presentation explains or conveys
information and knowledge in front of the audiences. King (2002) stated
2
“presentation is an effective communicative activity that has been widely adopted
by English Foreign Language conversation teachers to promote oral proficiency”
(p.402). The process of students presenting in front of the classroom provides
them an activity to practice their speaking skills. In the future, they can express
their opinions and ideas in front of audiences more confidently. According to
Meloni & Thompson (as cited in King, 2002) “presentation, if properly guided
and organized, provide a learning experience and teach lifelong skills that will be
beneficial to learners in all school subjects and in their careers later” (p.402).
However, when presentations are assigned in class, sometimes the teacher
will get a complete silence from students who find the idea of presentation
frustrating. Students have some problems to speak in front of public, such as lessconfidence or anxiety to speak English. There are many students who have
brilliant ideas and good opinions but cannot explain them in front of class because
of the lack of exercise in speaking or having less confidence. Based on the
personal observation in the classroom activities, especially in classroom
presentations, students often have difficulty in speaking English. Actually
students have opinions and ideas, but they just do not know how to express their
ideas correctly. Students must think how the audience can understand the meaning
of what students speak. Students are afraid if they use grammar and pronunciation
incorrectly. Sometimes students feel nervous because they lack of vocabulary, so
they prefer to choose to be silent and keep their ideas and opinions for themselves.
In addition, students’ fear makes students passive during the teaching and learning
process in classroom. They prefer to be a good listener than a good speaker.
3
Generally, students do not have a chance to speak English if they do not practice
speaking English in the classroom. Students may never learn to speak English.
Therefore, the presentation is an effective way to overcome the students’ problem
in developing their speaking ability.
A presentation is an effective way for students to practice their speaking
skills. It is showed by the phenomenon in the classroom that many teachers use
presentations to improve students’ speaking ability. Many schools and institutions
use presentation as a way to measure the students’ speaking ability (Gallo, 2010).
One of the institutions applying presentations to measure students’ speaking
ability is English Education Department of Universitas Muhammadiyah
Yogyakarta. The lecturers at English Education Department of Universitas
Muhammadiyah Yogyakarta require the students to do a classroom presentation
starting from the first semester until the seventh semester.
Although English Education Department students are familiar with
presentations, it does not mean that they do not have problems in doing
presentations. Based on the experience of the researcher, not all English
Education Department students actively speak English in the classroom.
Sometimes they are less motivated and afraid to practice speaking in the
classroom because they prefer to think about the accuracy than fluency in
speaking. According to Hafis (2015) fear is a word that is thought by most
students when they are assigned to the presentation. If the presentation is
applied then unavoidably the students have to practice and speak in front of the
audiences or in the classroom.
4
When students are required to make a presentation, they have to learn how
to speak and explain a topic or material in front of the classroom clearly and
effectively. To conduct a good presentation, students must prepare the
presentation well so that they are not nervous and afraid during presentation in
front of audience. Murugesan (2005) stated that to avoid anxiety during
presentation the students can do practice and preparation before the presentation.
Besides preparing the presentation, students must have certain strategies. The
strategies are used by students can make their presentation better because they are
more confident and can explain the materials of presentation well.
Based on the background, the researcher was interested in carrying out the
study on the students’ perception towards the implementation of presentation. In
addition, the researcher was also interested in finding out the strategies of English
Education Department students of Universitas Muhammdiyah Yogyakarta to
prepare classroom presentation.
Statement and Limitation of the Problem
The researcher chose this topic because many subjects at English
Education Department of University Muhammadiyah Yogyakarta required
students to do presentations. Some students of English Education Department
batch 2012 of Universitas Muhammadiyah Yogyakarta have some problems in
doing presentation or public speaking, such as being less confident, nervous,
afraid and anxious to speak or share the ideas or opinion using English in the
classroom presentation.
5
This study was limited to certain scope in which it was conducted at
English Education Department batch 2012 of Universitas Muhammadiyah
Yogyakarta. In this study, the researcher investigated the students’ opinions
toward the implementation of presentation and the strategies that can help or
support the students to make a good presentation used by the English Education
Department students to prepare classroom presentation.
Research Question
There are some research questions that the researcher attempted to raise up
in this research. Here are the research questions:
1. What are the students’ opinions toward the implementation of presentation
at English Education Department of University Muhammadiyah
Yogyakarta?
2. What are the strategies used by the English Education Department students
of University Muhammadiyah Yogyakarta to prepare classroom
presentation?
Objective of the Study
The objectives of this research are:
1. To know about the students’ opinions toward the implementation of
presentation
at
English
Education
Department
of
University
Muhammadiyah Yogyakarta.
2. To know about what the strategies used by the English Education
Department students of University Muhammadiyah Yogyakarta to prepare
classroom presentation.
6
Significance of the Study
The results of the study are hoped to give benefits for teachers, students,
and the researcher:
For teachers. This study will give teachers some information about the
students’ opinion towards the implementation of presentation and strategies used
by the students in preparing presentation. Teachers can know what problems are
faced by students in doing classroom presentation and provide the best way how
to avoid the problems and how to prepare presentation well.
For students. This study will give students ideas in improving their
presentation skills. It can help students to know how to make them perform well
in the classroom, by preparing activities where they will speak effectively.
For the next researchers. The research can be a reference for further
researchers as it provides a literature about students’ strategies to prepare
presentation. The results of the study might give the researchers ideas to carry out
similar research more widely.
Outline of the Study
The researcher made outline of this study report in order to make the
readers easier to understand. The following showed the content covered in this
research.
Chapter I is introduction. This chapter explained about general
background of the study, statement and limitation of the problem, objective of
the study, research question, significance of the study, and outline of the
research. Chapter II presented review of related literature. It covered
7
presentation, types of presentation, problems faced by students in classroom
presentation, students’ opinions about the implementation of presentation,
strategies to prepare presentation, previous related studies and conceptual
framework. Chapter III discussed the research methodology. It covered about
research design, setting and participant, data collection method, and data
analysis. Chapter IV explained about the finding and discussion. Chapter V
explained about the conclusion, suggestion, and recommendation.
8
Chapter Two
Literature Review
This chapter presents a review of related literature. It covered presentation,
types of presentation, problems faced by the students in classroom presentation,
students’ opinions about the implementation of presentation, and strategies to
prepare presentation. Previous related studies and conceptual framework are also
presented in this chapter.
Presentation
Presentation is one of ways to develop communication skills. Presenters
must present their knowledge of a particular topic. According to Levin and
Topping (as cited in Radzuan and Kaur, 2011) “presentation is planned and
practiced speech that is not memorized or read from notes but is introduced by a
presenter to an audience” (p.1437). Presentation as a formal conversation is
speaking to the group as a natural activity (Baker, 2010).
According to Zitouni (2013) presentation is an extension of oral
communication skill in which the presenter shows their knowledge on a particular
subject. Then, Hamm and Dunbar (2005) also stated that presentation is a chance
for students to explore or explain their knowledge of a topic to the others. It
means that presentation is an activity to explain and share a topic or knowledge in
front of audience.
The Types of Presentation
According to Chiver (2007) the types of student’s presentation in
classroom presentation are:
9
Advocacy/Persuasion. It means that presentation can persuade the
audience to make a decision and to do something. This type of presentation is a
combination of factual content presented in a believable and positive style.
Presenter must communicate clearly and briefly.
Teaching and Learning. All of presentations must have purpose to teach
and learn. Typically, presentation is focused on a topic that will be learned. This
can involve new knowledge that extends to how the topic has been previously
been taught by the presenter.
Informing. The meaning of informing can be seen as same to teaching but
the purpose of this type of presentation can be to communicate the information as
much as possible in the time available. According to Chiver (2007) “This type of
presentation is used in many organizations where students or employees are
expected to report progress at key stages of a project” (p.5).
Assessment. This type of presentation aims to assess or measure of
student’s skill, like speaking skill. Chiver (2007) stated that:
Some presentations may not be assessed but used as an opportunity
for students to practice and further develop their presentation skills,
without the anxiety of earning marks for the quality of their
performance. There is a tension here for students, as most
presentations need quite a lot of preparation time. This time may only
be seen as worthwhile if it earns marks towards completion of a unit
or module of study. Equally, it can influence students to withdraw
from non-assessed presentations or use a minimum of effort for such
10
events, seeing them as less important for their learning and
achievement. This focus on marks earned, rather than experience
gained, may influence some tutors to only use assessed presentations.
(p.5)
Problems Faced by Students in Classroom Presentation
In the class, students usually do not show anxiety when expressing their
ideas with their friend on face to face. They express their ideas each other
comfortably. However, when their ideas are presented in front of the audience,
they might face problems and difficulties. The difficulties that students usually
face in presentation are feeling nervous, anxiety and afraid (Chuang, 2009; Abu El
Enein, 2011; Alwi & Sidhu, 2013). King (2002) argued that speech anxiety and
limited presentation skills are the major problems that lead to learners'
presentation failures.
Besides, according to Juhana (2012) linguistic factors such as lack of
vocabulary, lack of understanding of grammatical patterns and incorrect
pronunciation are obstacles for students to present in the English class. On the
other hand, Tanveer’s (2007) study revealed that sociocultural factors such as
“limited exposure to the target language and lack of opportunities to practice
speaking in such environments” are setbacks to the development of students’
communicative abilities. As a result, students feel embarrassed or stressed when
they are required to present in front of the class.
11
Students’ Opinion about the Implementation of Presentation
For English learners, speaking English is common activity, but presenting
a topic in front of audience can be a challenging activity for some students.
Presenting in front of audience can make some students feel nervous or anxious.
They must have skills to present well. Therefore, if being asked about
implementation of presentation, students might have different perception or
opinion.
There are some researches about students’ opinions of the implementation
of presentation. According to Zivkovic (2014) students find doing presentation
useful for them. They agree that presentations help them learn English better and
practice their speaking skills. Beside that presentation can be speaking practice as
well as a writing practice as proposed by Brooks and Wilson (2014) that students
also have chance to practice their writing skills when they are asked to give
presentation that include with visual component. Students must write the
appropriate information on their slides when they prepare for presentation.
Zivkovic (2014) also stated that presentations had become a useful and effective
way to improve students’ awareness of communication skills. Presentation is
designed to help students to increase their communicate skills. Thus, students’
presentations become an important part in delivering positive learning
experiences.
Other researcher also revealed students’ perception on the implementation
of presentation. Thornbury (2005) said that presentation provides language tasks
for students to practice. According to Faust and Paulson (1998) presentation is
12
cooperative learning techniques generally employ formally structured groups of
students assigned to complex tasks. According to Zivkovic (2014) the
implementation of presentations is a common part of many courses at colleges as
they are one of the ways to develop learning of course material. It is also
supported by Girand and Trapp (2011) that students can gain knowledge not only
from their topic and the other students who perform but also from observing the
other presenter’ strength and weaknesses to develop better communication and
presentation skills. Zitouni (2013) mentioned that in presentation, it is necessary
for students to know how to prepare and organize their presentation. In addition,
they need to know how to deliver it because this will make its content more and
more effective. King (2002) argued that presentation provides “a rewarding and
stimulating experience both for teacher in developing facilitating skills and for
students in training themselves to have a confident presentation in public” (p.402).
Zivkovic (2014) stated that students enjoy with activity that can help their
understanding of the importance of presentations.
Strategies to Prepare Presentation
The success of a good presentation does not only depend on knowledge,
experience or talent but also on strategy to prepare presentation. Practice before
presentation is an important preparation for students. Preparation can help
students avoid students’ anxiety during presentation. It is in line with the theory
by Zitouni (2013) that there are three keys of making a good presentation:
preparation, preparation, preparation. The same result is also found by Tarcy
(2000) that “fully 90 percent of your success as a speaker will be determined by
13
how well you plan your speech” (p.18). Practice can help students improve
students’ confident skill. The following strategies can improve the effectiveness
of the time that one must invest in practice (Hafis, 2015, p.147):
Location. Practice in a situation that closely reflects the good presentation
helps to understand the environment. It is better if a presenter can go to the place
where the presentation will be held for their last practice.
Voice Control. The presenters must control their voice and tone for better
delivery. So a presenter must practice the speech to clarify the different thoughts
in speech.
Record and Listen. When practicing, presenters will be better to record
their presentation exercise and listen to the tone, pitch, speed of sound and
pronunciation of words. It will help the presenters practice to control their voice
and breathe naturally and reduce anxiety.
Note Clear and Add Redirection. Note must be large, thick in the script
so that it is easy to follow. The presenter has to look at the script several times to
engage the audience and did not want to lose text when looking back. In addition
to these one can add a direction such as "slow down" "see the audience" "pause"
that may remind them of things they need to do during the presentation.
Practice in Front of Mirror. Practice in front of a mirror can help to
improve the delivery style of presentation and make decisions about the necessary
changes. Besides, Hamm and Dunbar (2005) argued that practice in front of
friend, roommate or family is the strategy to prepare presentation. This is to get
feedback on both the organization of the material and the delivery.
14
Overcome Stage Fright. Practice and prepare are the best ways to get rid
of stage fright. Good command in the topic of the presentation is a way
to reduce fear. Practice in the same place can reduce anxiety. Watch or listen to
the speech of others and create a mental image of presenters in front of an
audience in exercise session can increase self-confidence. Breathe exercises can
relax the nervous.
Etiquette. This means a presenter must prepare a set of rules or customs
which control accepted behavior in particular social group or social situations,
such as hand gesture while talking, facial expressions, and a perfect appearance
and not too overwhelming.
Besides, there are some strategies that can be used by students to prepare
their classroom presentation. Based on Patel (2010) technique of preparation is
called the “Five Ws (and one H)” (p.6). The following is the techniques of
preparation:
1. “Who”. It means that presenter must know about who the audiences.
Presentation is not only about the presenter, but presentation is also about the
audiences’ needs and desires. A presenter must understand audiences, so the
audiences can respond and pay attention to the presentation.
2. “When”. A presenter must know the occasion of the presentation. The
occasion will affect the structure of presentation. A presenter must find the time,
duration and occasion for the presentation. Time and duration will affect the
15
length of the presentation and how many items a presenter can cover during the
presentation.
3. “Where”. A presenter must understand where the presenter will
conduct the presentation. If the presenter will conduct in small room the presenter
should not need a microphone or other tools. On the contrary if it is held in a large
room, the presenter must need a microphone or other tools. A presenter must also
consider any demonstration props that they have. Test out the demonstration in
the location and in connection with the audio/visual equipment they will be using
during the presentation. A presenter must practice all items in a demonstration,
especially when there are multiple presenters with different components.
4. “What”. Here the presenter must prepare and understand what the
presenter want to say. The presenter must define topics that will be presented.
They must be familiar about the topics. So they will feel confident to present in
front of the audiences.
5. “Why”. It means that a presenter must understand the purpose to do
presentation. They must have a purpose in their presentation, like to tell new
knowledge to audiences, to persuasive to do something or just to entertain.
6. “How”. A presenter must focus on how they will present the
information. The presenter must consider whether he/she will present in an
informal chat, a seminar or a training workshop.
The other strategies to prepare presentation by Zivkovic (2014):
16
1. Visual Aid. It means that a presenter need to make the visual aids clear
and easy to understand. So the audience can interest and easy to follow the
presentation.
2. Knowing about the audience. As a presenter, the first thing to do
when preparing a spoken presentation is to identify the audience as precisely as
possible. Different audiences require and are prepared for different amount and
depth of information. The success of a presentation depends on knowing those in
advance.
3. Time allocation. A presenter must gain the mastery of organizing and
selecting their arguments or pieces of information so as to respect the time
allocated.
4. Summarize the material. Students can summarize the main points and
give a strong concluding remark that reinforces why the information or
presentation is of value.
5. Appearance. A presenter needs to look presentable. It means to dress
well for the presentation. Usually a formal outfit is preferred to show the level of
professionalism. Appearance says a lot about someone’s personality and
confidence.
Previous Related Studies
There are some studies related to this research. The first previous study
was done by Higgins-Opitz &Tufts in 2010 about students’ perception on the use
of presentations as a method of learning endocrine and gastrointestinal
17
pathophysiology. This study was conducted at Nelson R. Mandela School of
Medicine (NRMSM; Durban, South Africa). During the period of 1997–2001,
second-year medical students. Students were asked to complete semi structured
questionnaires, which elicited feedback on various aspects of the learning
exercise, including whether it must be continued and how it could be improved
upon, especially if they were in groups that did not function well. The feedback
obtained revealed that most students perceived the presentations to be fun,
informative, creative/innovative, and most importantly, beneficial to their
learning. The majority of students felt that this exercise improved their
understanding of pathophysiology, taught them to research independently, and
encouraged better class interactions and group learning. The inclusion of such
initiatives is beneficial not only to students’ understanding and their experience in
studying physiology but also for the development of skills useful in their future
careers.
The second previous study was conducted by Slanada Zivkovic in 2014. It
has examined how students comprehend the importance of oral presentations in
the engineering course. The investigation was performed at the Faculty of Civil
Engineering and Architecture in Niš based on the sample of 85 students.
The collecting of data was done in the spring semester, March, 2014. Data
analysis was carried out through qualitative analysis technique. The result
presents that the importance of classroom oral presentations for university
students, especially engineer students. Since Students need a lot of opportunity to
develop and practice communication skills. Communication skills are required by
18
students whether they are expected to give presentations at conferences other
meetings. Oral presentations have become a useful and effective way to increase
students’ awareness of communication skills. Students’ presentations become an
important element in delivering positive learning experiences. They are an integral
part of almost every professional environment, as professionals need to
communicate with other professionals at meetings, seminars, and conferences.
Conceptual Framework
This section discusses the related concepts summarized from chapter two.
The objective of this study is mostly to find out students’ opinion about the
implementation of presentation and the students’ strategies to prepare their
classroom presentation. Besides being used as an assessment, a presentation can
also be used to inform, to teach and learn, to persuade the others or audience and
also can train the presenter to speak in front of audience (Chiver, 2007). Student’s
responses about the implementation of presentation might be various. According
to Alfonso (2010) students perceived that their oral skills improved after attending
the oral skills course. Participants report that the different factors related to oral
communicative abilities, like pronunciation, intonation, vocabulary, ability to
express and understand ideas, and a decrease of mental translation, etc. enhance
by participating in class activities. Furthermore, Zivkovic (2014) stated that
students have usefulness the implementation of presentations. They agree that
presentations helps them learn English better and improve their speaking, writing,
communication and knowledge skills. Students enjoy with activity that can help
their understanding of the importance of presentations. Presentation is very
19
beneficial for students to improve their skills. Besides, there are problems faced
by students in classroom presentation, such as linguistic factor and sociocultural
factor. Students feel nervous and afraid in classroom presentation because those
factors. To conduct a good presentation and avoid those problems, students must
have strategies to prepare their presentation and each student has different
strategies to prepare of presentation from the other to overcome their problems
and to make a good performance. According to (Hafis, 2015; Patel, 2010) the
strategies to prepare presentation include location, voice control, record & listen,
note clear and add redirection, practice in front of mirror, overcome stage fright,
etiquette and 5W+1H. The following is the chart of the conceptual framework of
this study:
20
Figure: Conceptual Framework
Classroom
Presentation
Research Questions
The students’ opinions
toward the
implementation of
presentation?
The strategies used by
English Education
Department students to
prepare classroom
presentation?
Students’ opinion about the
implementation of presentation:
-
-
Presentation can help students
improve their communicative
abilities, such as pronunciation,
intonation, vocabulary, ability to
express andunderstand ideas,
and a decrease of mental
translation (Alfonso, 2010)
Zivkovic (2014)that students
have usefulness the
implementation of presentations.
They agree that presentations
helps them learn English better
and improve their speaking,
writing, communication and
knowledge skills. Students enjoy
with activity that can help their
understanding of the importance
of presentations.
The strategies to prepare presentation
(Hafis, 2015; Patel, N. K.2010)
-
Location
Voice control
Record & Listen
Note clear and Add Redirection
Practice in front of mirror
Overcome stage fright
Etiquette
5 W +1 H
21
Chapter Three
Methodology
This chapter is about the methodology of this research. It consists of some
parts, namely research design, setting and participants, data collection method
also data analysis.
Research Design
To answer the research questions of this study, the researcher used
qualitative research design. The researcher used qualitative research because the
researcher was directly analyze students’ statements in more detailed way.
According to Creswell (2012), qualitative research is suitable for the researchers
that do not know the variables of research problems and need to explore more
detailed. It means that through qualitative research the researcher can explore a
problem and develop a detailed understanding of a central phenomenon. In this
case, the researcher investigated the students’ opinion on the implementation of
presentation and the strategies used by the EED of UMY students to prepare
classroom presentation.
Setting and Participant
Setting. This research was conducted at English Education Department of
Universitas Muhammadiyah Yogyakarta. There were two reasons why the
researcher chose the English Education Department as the research setting of this
research. The first reason was that English Education Department applied
presentation in the teaching and learning process. The second reason was that the
researcher was a student of English Education Department, so she was familiar
22
with the setting. Therefore, the English Education Department was suitable for the
setting of this study. These factors supported the researcher in collecting the data
more effectively.
Based on the reasons above, the researcher decided the English Education
Department as the setting of this research. The research was carried out in March
2016.
Participant. The researcher took three female participants. In qualitative
research there is no sample size of the participants. Creswell (2012) explained that
one of the characteristics in qualitative research is small sample size and there is
no definite sample size. The participants were from batch 2012. It was assumed
that the participants have enough knowledge, experience and opinion related to
presentation. Therefore, the researcher explored their perception related to the
strategies to prepare a presentation. In this qualitative research, the sampling
technique that was used by the researcher was convenience sampling. It was
because the researcher only chose three participants from students English
Education Department batch 2012 who was accessible and available at that time.
According to Creswell (2012), convenience sampling is a sampling that the
researcher selects participants because they are willing and available to be studied.
Data Collection Method
The data was collected through interview as the research instrument. The
researcher prepared the questions before doing the interview. A voice recorder
was prepared to record the conversation during the interview process. The
interview process that used is one on one interview, in which the researcher asked
23
questions and records the answers from just one respondent at a time. According
to Creswell (2012), “one on one interviews are ideal for interviewing participants
who are not hesitant to speak, who are articulate and who can share ideas
comfortably” (p.218). The researcher asked open-ended questions design focusing
on students’ strategies to prepare presentation and students’ opinion to the
implementation of presentation. Creswell (2012) stated that using open ended
questions, the participants can explore more detail their experiences unconstrained
by any perceptive of the researcher or past research findings. The researcher
conducted the interview and asked the questions by using Indonesian language.
The researcher used Indonesian language in order to prevent the misunderstanding
during the interview.
Data Analysis
Before analyzing the data, the researcher transcribed all the data that was
got from interview. To ensure the validity of the data, the researcher carried out
member checking by showing the transcript of the interview to be checked by the
participants to make sure there is no addition and deletion of the information. The
result of the member checking was the participants agreed what were written in
the data transcription. Frankel & Wallen (2006) stated that member checking
means asking participant to review the accuracy of data. Then, the researcher
chose the data and categorized the data by coding. In coding there are three steps
namely open coding, axial coding and selective coding. The first step, the
researcher used open coding. In open coding the researcher made some categories
and the name of categories with criteria decided in the interview. The researcher
24
used pseudonym to code the data unit. The researcher had three participants, so
the researcher gave code for each person. The researcher used camouflage name
such as R1 for first participant, R2 for second participant, and R3 for third
participant. The second step was axial coding. In axial coding the researcher
divided the categories from open coding that related to the research problems in
the research questions. The classification used excel program. Then the last step
was selective coding. In selective coding the researcher identified and integrated
other categories to be well structured, systematic and correlated to the core
category. After finishing the selective coding, the researcher reported the data
coding by describing it in the form of words, sentences and paragraphs, in order to
answer the researcher’s question of this study.
25
Chapter Four
Findings and Discussion
This chapter presents the findings and discussion. The findings present the
data of interview from the participants. Then, the researcher discusses the findings
related to the theories in literature review. This chapter presents the answers of
two research questions. The first research question is “What are the students’
opinions toward the implementation of presentation at EED UMY?". The second
is “What are the strategies used by the EED students of UMY to prepare their
classroom presentation?”
Students’ opinions toward the implementation of presentation
As an introductory question, the researcher asked the participants about
the definition of presentation. The researcher asked this question to ensure that
participants had knowledge about presentation. The first participant said
“presentation is an activity to present the information such as summary, news,
factual or review of some summaries” (R1.1). While the second participant argued
“presentation is the way to show and to introduce orally about a topic with media
like slides” (R2.1). The third participant said “presentation is an activity aimed to
explain material with slide in front of the class room” (R3.1).
Based on the result of the interview, all the participants had the same
opinion on the meaning of presentation. Based on three participants’ statements,
presentation is an activity to explain a topic or material in front of class or
audience using slides or other applications. This means their understanding about
26
presentation is in line with Hamm and Dunbar (2005) who stated that presentation
is a chance for students to explain their knowledge or topic to the audience.
Related to students’ opinion toward the implementation of presentation at
English Education Department of Universitas Muhammadiyah Yogyakarta, based
on the result of the interview the researcher found some findings as follows:
Finding 1: The students agreed with the implementation of
presentation at EED UMY. Students agreed with the implementation of
presentation at EED UMY as it can be one of alternatives to improve students’
ability. The three participants said that they agreed with the implementation of the
presentation to improve or develop their ability. As showed in their answers, the
first participant said that “I strongly agree with the implementation of
presentation, because with the implementation of presentation I can practice the
speaking ability well, correctly and fluently. So the audience can understand what
we speak” (R1.5). Similarly the second participant argued “I strongly agree if in
every subject there is an assignment to do a presentation, because with that
students can develop and make correction in the way their communication, so it
becomes media or chance for students to improve their ability” (R2.4). In
addition, the last participant said “I agree with the implementation of presentation
in English Education Department. Because based on my opinion, presentation
helps students improve self-confidence and learn for doing presentation well and
correctly” (R3.6).
27
It is clear that all of participants agreed with the implementation of
presentation in classroom activity at EED UMY, since presentation can improve
or develop their ability. The same result was also showed by Zivkovic (2014) that
the students in his research agreed with the implementation of presentation as
doing presentations help them learn English better and practice their speaking
skills.
Finding 2: Presentations were implemented as assignments. Based on
the interview done with three participants, all the participants said that they did
presentations as assignments from the lecturers. The followings are the statements
of the participants. The first participant said “I often do presentations as the
assignments from my lecturers” (R1.2). The second participant also stated
“presentations are usually for assignments, there are group and individual
assignments” (R2.2). The last participant mentioned “doing presentation for
assignments” (R3.2).
From the three participants’ statements above, it was revealed that
presentations in EED UMY were implemented as the assignments from the
lecturers.
Finding 3: Students first felt uneasy but enjoyed the presentation later
on. From the interview result, the first and third participants had the same
opinions that in the beginning of presentation they felt nervous, less confident, shy
and afraid to speak in front of the audience. These opinions were stated by the
first and third participants. The first participant said “In the beginning, I felt
28
nervous and less confident, because I knew my speaking ability was low, and I
was afraid of making mistakes when I spoke” (R1.3). The third participant also
stated “in the past, I felt nervous, less confident, and shy when doing a
presentation in front of the class” (R3.3).
The students’ opinion of the implemented presentation was that the
students felt nervous, less confident, and afraid to speak incorrectly in front of the
class. It is in line with (Chuang, 2009; Abu El Enein, 2011; Alwi and Sidhu,
2013) who stated that there are difficulties faced by students in presentation such
as feeling nervous, anxious, and afraid. These feelings are commonly experienced
when delivering presentation in the class or in front of public. Besides, it is also
supported by Tanveer’s (2007) that the lack of opportunities to practice speaking
make the students feel shy when they are required to present in front of audience.
Although in the beginning the participants felt uneasy, they also claimed
they enjoyed doing presentation. From the interview result, the first participant
explained that she enjoyed doing presentation, since student could improve their
ability. This is stated by the first participant. She said “when doing a presentation
I feel happy because I can practice my ability” (R1.4). The second participant also
had same opinion that she enjoyed doing presentation. With presentation student
have chance to communicate with the others. Here is the statement from the
second participant, “My feeling is it is very fun, because we are given a chance to
communicate with others, and how the others can understand the material we
present” (R2.3).
29
The statements above indicate that students felt happy doing the
presentation since it could give them advantages. Students had chance to interact
or communicate with the others and they could improve their ability. It is in line
with by Zivkovic (2014) who stated that students enjoy the activity that makes
them understand the importance of presentations.
Finding 4: Presentations improved the student’s skill in making slides.
The finding showed that the third participant admitted that in her first presentation
she could not make well-structured slides. However, after several presentations
she could make slides well. This can be seen from the following statement. The
third participant said “presentation can train me how to make slide well” (R3.9).
She also added “In the first semester, I still made slide in unorganized way. But
after doing presentations until the eight semester, I made slides more organized,
just put the points” (R3.11).
Based on the statement above, the third participant perceived that she
could not make slide well in the first time. After she did presentation a lot of times
she could make slide well. This means the participa
Muhammadiyah Yogyakarta to Prepare Classroom Presentation
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan
Apriliani Kusmawati
20120540063
English Education Departement
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
The Strategies of English Education Department Students of Universitas
Muhammadiyah Yogyakarta to Prepare Classroom Presentation
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan
Apriliani Kusmawati
20120540063
English Education Departement
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
August 2016
Acknowledgement
First of all, all praises be to ALLAH SWT who gives me mercy and
blessing, health, strength and love in completing my skripsi writing.
I wish to express my sincere thanks to my beloved parents, Bapak Sus
Amanto, Ibu Sri Marwati, who always support and love me in my study and my
life. I dedicate this skripsi to you, Pak, Buk. I love you so much. I am greatly
thankful to my beloved sister and brother, Yeni Herawati and Agung Budi
Kusmanto who always support me.
Special gratitude belongs to my beloved supervisor, Mm. Maryam
Sorohiti, S.S., M.H.Sc., for supporting, guiding and helping me in finishing this
skripsi writing. I also thank to my examiners, Sri Sudarsi, SS. MInT, and Arifah
Mardiningrum, S.Pd., MA for all suggestions and valuable comments to improve
my skripsi writing. I also place my thanks to all the lecturers of English Education
Department of Universitas Muhammadiyah Yogyakarta, for teaching me during
studying in this department.
I am grateful to the participants of this study, my friends in EED of 2012.
Thank you for providing me the time and valuable information. I am also grateful
to my beloved friends, “Kongkowers”, Evita, Ghaisani, Riza, Harahap, Ana,
Risna and Nova who support, color and help me as always, and all of my beloved
friends at EED batch 2012 especially B class who cannot be mentioned one by
one. Thanks for this friendship and togetherness.
Apriliani Kusmawati
iv
Table of Contents
Cover ....................................................................................................................... i
Approval Sheet ....................................................................................................... ii
Statement of authenticity ....................................................................................... iii
Acknowledgement.................................................................................................. iv
Table of Contents ................................................................................................... v
Abstract ................................................................................................................. vii
Chapter One : Introduction ..................................................................................... 1
Background of the Study ..................................................................................... 1
Statement and Limitation of the Problem ............................................................ 4
Research Question ............................................................................................... 5
Objective of the Study ......................................................................................... 5
Significance of the Study .................................................................................... 6
Outline of the Study ............................................................................................ 6
Chapter Two : Literature Review ........................................................................... 8
Presentation ......................................................................................................... 8
Types of Presentation .......................................................................................... 8
Problems Faced by Students in Classroom Presentation ................................... 10
Students’ Opinion about the Implementation of presentation ........................... 11
Strategies to Prepare Presentation ..................................................................... 12
Previous Related Studies ................................................................................... 16
Conceptual Framework ..................................................................................... 18
Chapter Three : Methodology .............................................................................. 21
Research Design ................................................................................................ 21
Setting and Participant ....................................................................................... 21
Data Collection Method .................................................................................... 22
Data Analysis .................................................................................................... 23
Chapter Four : Findings and Discussion ............................................................. 25
Students’ Opinion about the implementation of presentation at EED UMY .... 25
Students’ strategies to prepare of presentation at EED UMY ........................... 35
Chapter Five : Conclusion and Suggestion ........................................................... 44
v
Conclusion ......................................................................................................... 44
Suggestion ......................................................................................................... 45
References ............................................................................................................ 47
Appendix .............................................................................................................. 51
vi
Abstract
A presentation is an effective way for students to practice their ability,
especially in communication and speaking skills. The lecturers at English
Education Department of Universitas Muhammadiyah Yogyakarta (EED of
UMY) use presentations as students’ assignment at EED of UMY. This study
aimed to know (1) students’ opinion toward the implementation of presentation at
EED of UMY, (2) the strategies used by the EED students of UMY to prepare
classroom presentation.
The researcher used qualitative research design. To answer the research
questions, the researcher conducted interview to three participants of students at
EED of UMY batch 2012 who had experience doing presentation in the class. The
result of this study showed that students agreed with the implementation of
presentation at EED UMY. It was revealed that presentation were implemented as
assignment; students first felt uneasy but enjoyed the presentation later on;
presentations improved the student’s skills in making slides and in presentation
delivery. In addition, the students perceived that the implementation of
presentation at EED of UMY was effective, and presentation improved students’
speaking skills, confidence, and knowledge.
Related to the strategies, there are some strategies used by students at EED
of UMY to prepare their presentation. The strategies used are checking tools and
files, practicing the timing, reading and understanding the material, practicing
with other, summarizing the material, making slide well, practicing the gesture
vii
and mimic, knowing about who the audiences are and how to delivering a
presentation, making note, preparing appearance.
Keywords: strategy of presentation, perception of presentation
viii
1
Chapter One
Introduction
This chapter discusses the background of the study, the statement and
limitation of the problem, the research questions, the objective of the study, the
significance of the study, and also the outline of the study.
Background of the Study
When we learn English, there are four skills to master. They are listening,
speaking, reading and writing skills. Speaking plays an important role in parts of
language skills as speaking is related to a process of communication and delivery
of ideas and opinions. According to Bygote (as cited in Urrtia and Vegacely.
2010) speaking is “a skill which deserves attention as much as the literary skills in
both native and foreign language” (p.3). The aim of learning a second language is
to be able to communicate. According to Nunan (1991) mastering the art of
speaking is the single most important factor of learning a second or foreign
language, and the success of measuring speaking ability can be seen through
conversation. When students share about their opinions and ideas,
students must think about what they will say and think about the accuracy of the
language aspects such as vocabulary, grammar and pronunciation correctly.
In learning English, a speaking skill is learned in various ways such as role
play, discussion, storytelling, and presentation. As one of the ways in learning
speaking, presentation can be used to improve students’ speaking skill, since it
makes the students speak a lot in public. A presentation explains or conveys
information and knowledge in front of the audiences. King (2002) stated
2
“presentation is an effective communicative activity that has been widely adopted
by English Foreign Language conversation teachers to promote oral proficiency”
(p.402). The process of students presenting in front of the classroom provides
them an activity to practice their speaking skills. In the future, they can express
their opinions and ideas in front of audiences more confidently. According to
Meloni & Thompson (as cited in King, 2002) “presentation, if properly guided
and organized, provide a learning experience and teach lifelong skills that will be
beneficial to learners in all school subjects and in their careers later” (p.402).
However, when presentations are assigned in class, sometimes the teacher
will get a complete silence from students who find the idea of presentation
frustrating. Students have some problems to speak in front of public, such as lessconfidence or anxiety to speak English. There are many students who have
brilliant ideas and good opinions but cannot explain them in front of class because
of the lack of exercise in speaking or having less confidence. Based on the
personal observation in the classroom activities, especially in classroom
presentations, students often have difficulty in speaking English. Actually
students have opinions and ideas, but they just do not know how to express their
ideas correctly. Students must think how the audience can understand the meaning
of what students speak. Students are afraid if they use grammar and pronunciation
incorrectly. Sometimes students feel nervous because they lack of vocabulary, so
they prefer to choose to be silent and keep their ideas and opinions for themselves.
In addition, students’ fear makes students passive during the teaching and learning
process in classroom. They prefer to be a good listener than a good speaker.
3
Generally, students do not have a chance to speak English if they do not practice
speaking English in the classroom. Students may never learn to speak English.
Therefore, the presentation is an effective way to overcome the students’ problem
in developing their speaking ability.
A presentation is an effective way for students to practice their speaking
skills. It is showed by the phenomenon in the classroom that many teachers use
presentations to improve students’ speaking ability. Many schools and institutions
use presentation as a way to measure the students’ speaking ability (Gallo, 2010).
One of the institutions applying presentations to measure students’ speaking
ability is English Education Department of Universitas Muhammadiyah
Yogyakarta. The lecturers at English Education Department of Universitas
Muhammadiyah Yogyakarta require the students to do a classroom presentation
starting from the first semester until the seventh semester.
Although English Education Department students are familiar with
presentations, it does not mean that they do not have problems in doing
presentations. Based on the experience of the researcher, not all English
Education Department students actively speak English in the classroom.
Sometimes they are less motivated and afraid to practice speaking in the
classroom because they prefer to think about the accuracy than fluency in
speaking. According to Hafis (2015) fear is a word that is thought by most
students when they are assigned to the presentation. If the presentation is
applied then unavoidably the students have to practice and speak in front of the
audiences or in the classroom.
4
When students are required to make a presentation, they have to learn how
to speak and explain a topic or material in front of the classroom clearly and
effectively. To conduct a good presentation, students must prepare the
presentation well so that they are not nervous and afraid during presentation in
front of audience. Murugesan (2005) stated that to avoid anxiety during
presentation the students can do practice and preparation before the presentation.
Besides preparing the presentation, students must have certain strategies. The
strategies are used by students can make their presentation better because they are
more confident and can explain the materials of presentation well.
Based on the background, the researcher was interested in carrying out the
study on the students’ perception towards the implementation of presentation. In
addition, the researcher was also interested in finding out the strategies of English
Education Department students of Universitas Muhammdiyah Yogyakarta to
prepare classroom presentation.
Statement and Limitation of the Problem
The researcher chose this topic because many subjects at English
Education Department of University Muhammadiyah Yogyakarta required
students to do presentations. Some students of English Education Department
batch 2012 of Universitas Muhammadiyah Yogyakarta have some problems in
doing presentation or public speaking, such as being less confident, nervous,
afraid and anxious to speak or share the ideas or opinion using English in the
classroom presentation.
5
This study was limited to certain scope in which it was conducted at
English Education Department batch 2012 of Universitas Muhammadiyah
Yogyakarta. In this study, the researcher investigated the students’ opinions
toward the implementation of presentation and the strategies that can help or
support the students to make a good presentation used by the English Education
Department students to prepare classroom presentation.
Research Question
There are some research questions that the researcher attempted to raise up
in this research. Here are the research questions:
1. What are the students’ opinions toward the implementation of presentation
at English Education Department of University Muhammadiyah
Yogyakarta?
2. What are the strategies used by the English Education Department students
of University Muhammadiyah Yogyakarta to prepare classroom
presentation?
Objective of the Study
The objectives of this research are:
1. To know about the students’ opinions toward the implementation of
presentation
at
English
Education
Department
of
University
Muhammadiyah Yogyakarta.
2. To know about what the strategies used by the English Education
Department students of University Muhammadiyah Yogyakarta to prepare
classroom presentation.
6
Significance of the Study
The results of the study are hoped to give benefits for teachers, students,
and the researcher:
For teachers. This study will give teachers some information about the
students’ opinion towards the implementation of presentation and strategies used
by the students in preparing presentation. Teachers can know what problems are
faced by students in doing classroom presentation and provide the best way how
to avoid the problems and how to prepare presentation well.
For students. This study will give students ideas in improving their
presentation skills. It can help students to know how to make them perform well
in the classroom, by preparing activities where they will speak effectively.
For the next researchers. The research can be a reference for further
researchers as it provides a literature about students’ strategies to prepare
presentation. The results of the study might give the researchers ideas to carry out
similar research more widely.
Outline of the Study
The researcher made outline of this study report in order to make the
readers easier to understand. The following showed the content covered in this
research.
Chapter I is introduction. This chapter explained about general
background of the study, statement and limitation of the problem, objective of
the study, research question, significance of the study, and outline of the
research. Chapter II presented review of related literature. It covered
7
presentation, types of presentation, problems faced by students in classroom
presentation, students’ opinions about the implementation of presentation,
strategies to prepare presentation, previous related studies and conceptual
framework. Chapter III discussed the research methodology. It covered about
research design, setting and participant, data collection method, and data
analysis. Chapter IV explained about the finding and discussion. Chapter V
explained about the conclusion, suggestion, and recommendation.
8
Chapter Two
Literature Review
This chapter presents a review of related literature. It covered presentation,
types of presentation, problems faced by the students in classroom presentation,
students’ opinions about the implementation of presentation, and strategies to
prepare presentation. Previous related studies and conceptual framework are also
presented in this chapter.
Presentation
Presentation is one of ways to develop communication skills. Presenters
must present their knowledge of a particular topic. According to Levin and
Topping (as cited in Radzuan and Kaur, 2011) “presentation is planned and
practiced speech that is not memorized or read from notes but is introduced by a
presenter to an audience” (p.1437). Presentation as a formal conversation is
speaking to the group as a natural activity (Baker, 2010).
According to Zitouni (2013) presentation is an extension of oral
communication skill in which the presenter shows their knowledge on a particular
subject. Then, Hamm and Dunbar (2005) also stated that presentation is a chance
for students to explore or explain their knowledge of a topic to the others. It
means that presentation is an activity to explain and share a topic or knowledge in
front of audience.
The Types of Presentation
According to Chiver (2007) the types of student’s presentation in
classroom presentation are:
9
Advocacy/Persuasion. It means that presentation can persuade the
audience to make a decision and to do something. This type of presentation is a
combination of factual content presented in a believable and positive style.
Presenter must communicate clearly and briefly.
Teaching and Learning. All of presentations must have purpose to teach
and learn. Typically, presentation is focused on a topic that will be learned. This
can involve new knowledge that extends to how the topic has been previously
been taught by the presenter.
Informing. The meaning of informing can be seen as same to teaching but
the purpose of this type of presentation can be to communicate the information as
much as possible in the time available. According to Chiver (2007) “This type of
presentation is used in many organizations where students or employees are
expected to report progress at key stages of a project” (p.5).
Assessment. This type of presentation aims to assess or measure of
student’s skill, like speaking skill. Chiver (2007) stated that:
Some presentations may not be assessed but used as an opportunity
for students to practice and further develop their presentation skills,
without the anxiety of earning marks for the quality of their
performance. There is a tension here for students, as most
presentations need quite a lot of preparation time. This time may only
be seen as worthwhile if it earns marks towards completion of a unit
or module of study. Equally, it can influence students to withdraw
from non-assessed presentations or use a minimum of effort for such
10
events, seeing them as less important for their learning and
achievement. This focus on marks earned, rather than experience
gained, may influence some tutors to only use assessed presentations.
(p.5)
Problems Faced by Students in Classroom Presentation
In the class, students usually do not show anxiety when expressing their
ideas with their friend on face to face. They express their ideas each other
comfortably. However, when their ideas are presented in front of the audience,
they might face problems and difficulties. The difficulties that students usually
face in presentation are feeling nervous, anxiety and afraid (Chuang, 2009; Abu El
Enein, 2011; Alwi & Sidhu, 2013). King (2002) argued that speech anxiety and
limited presentation skills are the major problems that lead to learners'
presentation failures.
Besides, according to Juhana (2012) linguistic factors such as lack of
vocabulary, lack of understanding of grammatical patterns and incorrect
pronunciation are obstacles for students to present in the English class. On the
other hand, Tanveer’s (2007) study revealed that sociocultural factors such as
“limited exposure to the target language and lack of opportunities to practice
speaking in such environments” are setbacks to the development of students’
communicative abilities. As a result, students feel embarrassed or stressed when
they are required to present in front of the class.
11
Students’ Opinion about the Implementation of Presentation
For English learners, speaking English is common activity, but presenting
a topic in front of audience can be a challenging activity for some students.
Presenting in front of audience can make some students feel nervous or anxious.
They must have skills to present well. Therefore, if being asked about
implementation of presentation, students might have different perception or
opinion.
There are some researches about students’ opinions of the implementation
of presentation. According to Zivkovic (2014) students find doing presentation
useful for them. They agree that presentations help them learn English better and
practice their speaking skills. Beside that presentation can be speaking practice as
well as a writing practice as proposed by Brooks and Wilson (2014) that students
also have chance to practice their writing skills when they are asked to give
presentation that include with visual component. Students must write the
appropriate information on their slides when they prepare for presentation.
Zivkovic (2014) also stated that presentations had become a useful and effective
way to improve students’ awareness of communication skills. Presentation is
designed to help students to increase their communicate skills. Thus, students’
presentations become an important part in delivering positive learning
experiences.
Other researcher also revealed students’ perception on the implementation
of presentation. Thornbury (2005) said that presentation provides language tasks
for students to practice. According to Faust and Paulson (1998) presentation is
12
cooperative learning techniques generally employ formally structured groups of
students assigned to complex tasks. According to Zivkovic (2014) the
implementation of presentations is a common part of many courses at colleges as
they are one of the ways to develop learning of course material. It is also
supported by Girand and Trapp (2011) that students can gain knowledge not only
from their topic and the other students who perform but also from observing the
other presenter’ strength and weaknesses to develop better communication and
presentation skills. Zitouni (2013) mentioned that in presentation, it is necessary
for students to know how to prepare and organize their presentation. In addition,
they need to know how to deliver it because this will make its content more and
more effective. King (2002) argued that presentation provides “a rewarding and
stimulating experience both for teacher in developing facilitating skills and for
students in training themselves to have a confident presentation in public” (p.402).
Zivkovic (2014) stated that students enjoy with activity that can help their
understanding of the importance of presentations.
Strategies to Prepare Presentation
The success of a good presentation does not only depend on knowledge,
experience or talent but also on strategy to prepare presentation. Practice before
presentation is an important preparation for students. Preparation can help
students avoid students’ anxiety during presentation. It is in line with the theory
by Zitouni (2013) that there are three keys of making a good presentation:
preparation, preparation, preparation. The same result is also found by Tarcy
(2000) that “fully 90 percent of your success as a speaker will be determined by
13
how well you plan your speech” (p.18). Practice can help students improve
students’ confident skill. The following strategies can improve the effectiveness
of the time that one must invest in practice (Hafis, 2015, p.147):
Location. Practice in a situation that closely reflects the good presentation
helps to understand the environment. It is better if a presenter can go to the place
where the presentation will be held for their last practice.
Voice Control. The presenters must control their voice and tone for better
delivery. So a presenter must practice the speech to clarify the different thoughts
in speech.
Record and Listen. When practicing, presenters will be better to record
their presentation exercise and listen to the tone, pitch, speed of sound and
pronunciation of words. It will help the presenters practice to control their voice
and breathe naturally and reduce anxiety.
Note Clear and Add Redirection. Note must be large, thick in the script
so that it is easy to follow. The presenter has to look at the script several times to
engage the audience and did not want to lose text when looking back. In addition
to these one can add a direction such as "slow down" "see the audience" "pause"
that may remind them of things they need to do during the presentation.
Practice in Front of Mirror. Practice in front of a mirror can help to
improve the delivery style of presentation and make decisions about the necessary
changes. Besides, Hamm and Dunbar (2005) argued that practice in front of
friend, roommate or family is the strategy to prepare presentation. This is to get
feedback on both the organization of the material and the delivery.
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Overcome Stage Fright. Practice and prepare are the best ways to get rid
of stage fright. Good command in the topic of the presentation is a way
to reduce fear. Practice in the same place can reduce anxiety. Watch or listen to
the speech of others and create a mental image of presenters in front of an
audience in exercise session can increase self-confidence. Breathe exercises can
relax the nervous.
Etiquette. This means a presenter must prepare a set of rules or customs
which control accepted behavior in particular social group or social situations,
such as hand gesture while talking, facial expressions, and a perfect appearance
and not too overwhelming.
Besides, there are some strategies that can be used by students to prepare
their classroom presentation. Based on Patel (2010) technique of preparation is
called the “Five Ws (and one H)” (p.6). The following is the techniques of
preparation:
1. “Who”. It means that presenter must know about who the audiences.
Presentation is not only about the presenter, but presentation is also about the
audiences’ needs and desires. A presenter must understand audiences, so the
audiences can respond and pay attention to the presentation.
2. “When”. A presenter must know the occasion of the presentation. The
occasion will affect the structure of presentation. A presenter must find the time,
duration and occasion for the presentation. Time and duration will affect the
15
length of the presentation and how many items a presenter can cover during the
presentation.
3. “Where”. A presenter must understand where the presenter will
conduct the presentation. If the presenter will conduct in small room the presenter
should not need a microphone or other tools. On the contrary if it is held in a large
room, the presenter must need a microphone or other tools. A presenter must also
consider any demonstration props that they have. Test out the demonstration in
the location and in connection with the audio/visual equipment they will be using
during the presentation. A presenter must practice all items in a demonstration,
especially when there are multiple presenters with different components.
4. “What”. Here the presenter must prepare and understand what the
presenter want to say. The presenter must define topics that will be presented.
They must be familiar about the topics. So they will feel confident to present in
front of the audiences.
5. “Why”. It means that a presenter must understand the purpose to do
presentation. They must have a purpose in their presentation, like to tell new
knowledge to audiences, to persuasive to do something or just to entertain.
6. “How”. A presenter must focus on how they will present the
information. The presenter must consider whether he/she will present in an
informal chat, a seminar or a training workshop.
The other strategies to prepare presentation by Zivkovic (2014):
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1. Visual Aid. It means that a presenter need to make the visual aids clear
and easy to understand. So the audience can interest and easy to follow the
presentation.
2. Knowing about the audience. As a presenter, the first thing to do
when preparing a spoken presentation is to identify the audience as precisely as
possible. Different audiences require and are prepared for different amount and
depth of information. The success of a presentation depends on knowing those in
advance.
3. Time allocation. A presenter must gain the mastery of organizing and
selecting their arguments or pieces of information so as to respect the time
allocated.
4. Summarize the material. Students can summarize the main points and
give a strong concluding remark that reinforces why the information or
presentation is of value.
5. Appearance. A presenter needs to look presentable. It means to dress
well for the presentation. Usually a formal outfit is preferred to show the level of
professionalism. Appearance says a lot about someone’s personality and
confidence.
Previous Related Studies
There are some studies related to this research. The first previous study
was done by Higgins-Opitz &Tufts in 2010 about students’ perception on the use
of presentations as a method of learning endocrine and gastrointestinal
17
pathophysiology. This study was conducted at Nelson R. Mandela School of
Medicine (NRMSM; Durban, South Africa). During the period of 1997–2001,
second-year medical students. Students were asked to complete semi structured
questionnaires, which elicited feedback on various aspects of the learning
exercise, including whether it must be continued and how it could be improved
upon, especially if they were in groups that did not function well. The feedback
obtained revealed that most students perceived the presentations to be fun,
informative, creative/innovative, and most importantly, beneficial to their
learning. The majority of students felt that this exercise improved their
understanding of pathophysiology, taught them to research independently, and
encouraged better class interactions and group learning. The inclusion of such
initiatives is beneficial not only to students’ understanding and their experience in
studying physiology but also for the development of skills useful in their future
careers.
The second previous study was conducted by Slanada Zivkovic in 2014. It
has examined how students comprehend the importance of oral presentations in
the engineering course. The investigation was performed at the Faculty of Civil
Engineering and Architecture in Niš based on the sample of 85 students.
The collecting of data was done in the spring semester, March, 2014. Data
analysis was carried out through qualitative analysis technique. The result
presents that the importance of classroom oral presentations for university
students, especially engineer students. Since Students need a lot of opportunity to
develop and practice communication skills. Communication skills are required by
18
students whether they are expected to give presentations at conferences other
meetings. Oral presentations have become a useful and effective way to increase
students’ awareness of communication skills. Students’ presentations become an
important element in delivering positive learning experiences. They are an integral
part of almost every professional environment, as professionals need to
communicate with other professionals at meetings, seminars, and conferences.
Conceptual Framework
This section discusses the related concepts summarized from chapter two.
The objective of this study is mostly to find out students’ opinion about the
implementation of presentation and the students’ strategies to prepare their
classroom presentation. Besides being used as an assessment, a presentation can
also be used to inform, to teach and learn, to persuade the others or audience and
also can train the presenter to speak in front of audience (Chiver, 2007). Student’s
responses about the implementation of presentation might be various. According
to Alfonso (2010) students perceived that their oral skills improved after attending
the oral skills course. Participants report that the different factors related to oral
communicative abilities, like pronunciation, intonation, vocabulary, ability to
express and understand ideas, and a decrease of mental translation, etc. enhance
by participating in class activities. Furthermore, Zivkovic (2014) stated that
students have usefulness the implementation of presentations. They agree that
presentations helps them learn English better and improve their speaking, writing,
communication and knowledge skills. Students enjoy with activity that can help
their understanding of the importance of presentations. Presentation is very
19
beneficial for students to improve their skills. Besides, there are problems faced
by students in classroom presentation, such as linguistic factor and sociocultural
factor. Students feel nervous and afraid in classroom presentation because those
factors. To conduct a good presentation and avoid those problems, students must
have strategies to prepare their presentation and each student has different
strategies to prepare of presentation from the other to overcome their problems
and to make a good performance. According to (Hafis, 2015; Patel, 2010) the
strategies to prepare presentation include location, voice control, record & listen,
note clear and add redirection, practice in front of mirror, overcome stage fright,
etiquette and 5W+1H. The following is the chart of the conceptual framework of
this study:
20
Figure: Conceptual Framework
Classroom
Presentation
Research Questions
The students’ opinions
toward the
implementation of
presentation?
The strategies used by
English Education
Department students to
prepare classroom
presentation?
Students’ opinion about the
implementation of presentation:
-
-
Presentation can help students
improve their communicative
abilities, such as pronunciation,
intonation, vocabulary, ability to
express andunderstand ideas,
and a decrease of mental
translation (Alfonso, 2010)
Zivkovic (2014)that students
have usefulness the
implementation of presentations.
They agree that presentations
helps them learn English better
and improve their speaking,
writing, communication and
knowledge skills. Students enjoy
with activity that can help their
understanding of the importance
of presentations.
The strategies to prepare presentation
(Hafis, 2015; Patel, N. K.2010)
-
Location
Voice control
Record & Listen
Note clear and Add Redirection
Practice in front of mirror
Overcome stage fright
Etiquette
5 W +1 H
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Chapter Three
Methodology
This chapter is about the methodology of this research. It consists of some
parts, namely research design, setting and participants, data collection method
also data analysis.
Research Design
To answer the research questions of this study, the researcher used
qualitative research design. The researcher used qualitative research because the
researcher was directly analyze students’ statements in more detailed way.
According to Creswell (2012), qualitative research is suitable for the researchers
that do not know the variables of research problems and need to explore more
detailed. It means that through qualitative research the researcher can explore a
problem and develop a detailed understanding of a central phenomenon. In this
case, the researcher investigated the students’ opinion on the implementation of
presentation and the strategies used by the EED of UMY students to prepare
classroom presentation.
Setting and Participant
Setting. This research was conducted at English Education Department of
Universitas Muhammadiyah Yogyakarta. There were two reasons why the
researcher chose the English Education Department as the research setting of this
research. The first reason was that English Education Department applied
presentation in the teaching and learning process. The second reason was that the
researcher was a student of English Education Department, so she was familiar
22
with the setting. Therefore, the English Education Department was suitable for the
setting of this study. These factors supported the researcher in collecting the data
more effectively.
Based on the reasons above, the researcher decided the English Education
Department as the setting of this research. The research was carried out in March
2016.
Participant. The researcher took three female participants. In qualitative
research there is no sample size of the participants. Creswell (2012) explained that
one of the characteristics in qualitative research is small sample size and there is
no definite sample size. The participants were from batch 2012. It was assumed
that the participants have enough knowledge, experience and opinion related to
presentation. Therefore, the researcher explored their perception related to the
strategies to prepare a presentation. In this qualitative research, the sampling
technique that was used by the researcher was convenience sampling. It was
because the researcher only chose three participants from students English
Education Department batch 2012 who was accessible and available at that time.
According to Creswell (2012), convenience sampling is a sampling that the
researcher selects participants because they are willing and available to be studied.
Data Collection Method
The data was collected through interview as the research instrument. The
researcher prepared the questions before doing the interview. A voice recorder
was prepared to record the conversation during the interview process. The
interview process that used is one on one interview, in which the researcher asked
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questions and records the answers from just one respondent at a time. According
to Creswell (2012), “one on one interviews are ideal for interviewing participants
who are not hesitant to speak, who are articulate and who can share ideas
comfortably” (p.218). The researcher asked open-ended questions design focusing
on students’ strategies to prepare presentation and students’ opinion to the
implementation of presentation. Creswell (2012) stated that using open ended
questions, the participants can explore more detail their experiences unconstrained
by any perceptive of the researcher or past research findings. The researcher
conducted the interview and asked the questions by using Indonesian language.
The researcher used Indonesian language in order to prevent the misunderstanding
during the interview.
Data Analysis
Before analyzing the data, the researcher transcribed all the data that was
got from interview. To ensure the validity of the data, the researcher carried out
member checking by showing the transcript of the interview to be checked by the
participants to make sure there is no addition and deletion of the information. The
result of the member checking was the participants agreed what were written in
the data transcription. Frankel & Wallen (2006) stated that member checking
means asking participant to review the accuracy of data. Then, the researcher
chose the data and categorized the data by coding. In coding there are three steps
namely open coding, axial coding and selective coding. The first step, the
researcher used open coding. In open coding the researcher made some categories
and the name of categories with criteria decided in the interview. The researcher
24
used pseudonym to code the data unit. The researcher had three participants, so
the researcher gave code for each person. The researcher used camouflage name
such as R1 for first participant, R2 for second participant, and R3 for third
participant. The second step was axial coding. In axial coding the researcher
divided the categories from open coding that related to the research problems in
the research questions. The classification used excel program. Then the last step
was selective coding. In selective coding the researcher identified and integrated
other categories to be well structured, systematic and correlated to the core
category. After finishing the selective coding, the researcher reported the data
coding by describing it in the form of words, sentences and paragraphs, in order to
answer the researcher’s question of this study.
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Chapter Four
Findings and Discussion
This chapter presents the findings and discussion. The findings present the
data of interview from the participants. Then, the researcher discusses the findings
related to the theories in literature review. This chapter presents the answers of
two research questions. The first research question is “What are the students’
opinions toward the implementation of presentation at EED UMY?". The second
is “What are the strategies used by the EED students of UMY to prepare their
classroom presentation?”
Students’ opinions toward the implementation of presentation
As an introductory question, the researcher asked the participants about
the definition of presentation. The researcher asked this question to ensure that
participants had knowledge about presentation. The first participant said
“presentation is an activity to present the information such as summary, news,
factual or review of some summaries” (R1.1). While the second participant argued
“presentation is the way to show and to introduce orally about a topic with media
like slides” (R2.1). The third participant said “presentation is an activity aimed to
explain material with slide in front of the class room” (R3.1).
Based on the result of the interview, all the participants had the same
opinion on the meaning of presentation. Based on three participants’ statements,
presentation is an activity to explain a topic or material in front of class or
audience using slides or other applications. This means their understanding about
26
presentation is in line with Hamm and Dunbar (2005) who stated that presentation
is a chance for students to explain their knowledge or topic to the audience.
Related to students’ opinion toward the implementation of presentation at
English Education Department of Universitas Muhammadiyah Yogyakarta, based
on the result of the interview the researcher found some findings as follows:
Finding 1: The students agreed with the implementation of
presentation at EED UMY. Students agreed with the implementation of
presentation at EED UMY as it can be one of alternatives to improve students’
ability. The three participants said that they agreed with the implementation of the
presentation to improve or develop their ability. As showed in their answers, the
first participant said that “I strongly agree with the implementation of
presentation, because with the implementation of presentation I can practice the
speaking ability well, correctly and fluently. So the audience can understand what
we speak” (R1.5). Similarly the second participant argued “I strongly agree if in
every subject there is an assignment to do a presentation, because with that
students can develop and make correction in the way their communication, so it
becomes media or chance for students to improve their ability” (R2.4). In
addition, the last participant said “I agree with the implementation of presentation
in English Education Department. Because based on my opinion, presentation
helps students improve self-confidence and learn for doing presentation well and
correctly” (R3.6).
27
It is clear that all of participants agreed with the implementation of
presentation in classroom activity at EED UMY, since presentation can improve
or develop their ability. The same result was also showed by Zivkovic (2014) that
the students in his research agreed with the implementation of presentation as
doing presentations help them learn English better and practice their speaking
skills.
Finding 2: Presentations were implemented as assignments. Based on
the interview done with three participants, all the participants said that they did
presentations as assignments from the lecturers. The followings are the statements
of the participants. The first participant said “I often do presentations as the
assignments from my lecturers” (R1.2). The second participant also stated
“presentations are usually for assignments, there are group and individual
assignments” (R2.2). The last participant mentioned “doing presentation for
assignments” (R3.2).
From the three participants’ statements above, it was revealed that
presentations in EED UMY were implemented as the assignments from the
lecturers.
Finding 3: Students first felt uneasy but enjoyed the presentation later
on. From the interview result, the first and third participants had the same
opinions that in the beginning of presentation they felt nervous, less confident, shy
and afraid to speak in front of the audience. These opinions were stated by the
first and third participants. The first participant said “In the beginning, I felt
28
nervous and less confident, because I knew my speaking ability was low, and I
was afraid of making mistakes when I spoke” (R1.3). The third participant also
stated “in the past, I felt nervous, less confident, and shy when doing a
presentation in front of the class” (R3.3).
The students’ opinion of the implemented presentation was that the
students felt nervous, less confident, and afraid to speak incorrectly in front of the
class. It is in line with (Chuang, 2009; Abu El Enein, 2011; Alwi and Sidhu,
2013) who stated that there are difficulties faced by students in presentation such
as feeling nervous, anxious, and afraid. These feelings are commonly experienced
when delivering presentation in the class or in front of public. Besides, it is also
supported by Tanveer’s (2007) that the lack of opportunities to practice speaking
make the students feel shy when they are required to present in front of audience.
Although in the beginning the participants felt uneasy, they also claimed
they enjoyed doing presentation. From the interview result, the first participant
explained that she enjoyed doing presentation, since student could improve their
ability. This is stated by the first participant. She said “when doing a presentation
I feel happy because I can practice my ability” (R1.4). The second participant also
had same opinion that she enjoyed doing presentation. With presentation student
have chance to communicate with the others. Here is the statement from the
second participant, “My feeling is it is very fun, because we are given a chance to
communicate with others, and how the others can understand the material we
present” (R2.3).
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The statements above indicate that students felt happy doing the
presentation since it could give them advantages. Students had chance to interact
or communicate with the others and they could improve their ability. It is in line
with by Zivkovic (2014) who stated that students enjoy the activity that makes
them understand the importance of presentations.
Finding 4: Presentations improved the student’s skill in making slides.
The finding showed that the third participant admitted that in her first presentation
she could not make well-structured slides. However, after several presentations
she could make slides well. This can be seen from the following statement. The
third participant said “presentation can train me how to make slide well” (R3.9).
She also added “In the first semester, I still made slide in unorganized way. But
after doing presentations until the eight semester, I made slides more organized,
just put the points” (R3.11).
Based on the statement above, the third participant perceived that she
could not make slide well in the first time. After she did presentation a lot of times
she could make slide well. This means the participa