The statements for the respondents both as the presenters and the 36.36 1.51

48

1. Data Presentation and Analysis

In order to find out the perceptions of the students of Language Teaching Methodology course on the implementation of group presentation technique, the writer distributed questionnaires to the students of class B and D. The questionnaires consisted of closed – ended questions and open – ended questions. The closed – ended questions were divided into three parts; the statements for the respondents both as the presenters and the audience, the statements from the audiences’ point of view, and the statements from the presenters’ point of view. The open – ended questions were divided into two parts; the opinion of what a good presentation is and the suggestions in the use of group presentation technique. The writer chose the students of Language Teaching Methodology course class B and D as the respondents. There were seventy – two students in those two classes. However, the returned questionnaires were sixty-six. The students’ responses on the questionnaires represented the students’ perceptions on the use of group presentation technique in Language Teaching Methodology course. The following are the descriptions of the students’ responses for each statement from both presenter’s and audience’s point of view.

a. The statements for the respondents both as the presenters and the

audiences No Statement Frequency Percentage SD D A SA Not Answer SD D A SA Not Answer 1. You have experienced group presentation technique 0 8 31 27 0 0 12.12 46.97 40.90 0 49 before 2. You are familiar with group presentation technique 0 12 32 21 1 0 18.18 48.48 31.81 1.51 3. The use of group presentation technique in LTM class helps you understand the material better 0 4 30 32 0 0 6.06 45.45 48.48 4. The use of group presentation technique in LTM class motivates you to learn the material better 0 1 46 17 2 0 1.51 69.69 25.75 3.03 5. You like the arrangement of the group presentation technique presentatio ntheoretical review followed by method simulation 0 0 41 24 1 0 0 62.12 36.36 1.51 6. You like the arrangement of the group presentation technique presentatio ntheoretical review followed by method simulation 0 3 40 19 4 0 4.54 60.60 28.78 6.06 7. You need group presentation technique to be applied in LTM class 0 3 38 24 1 0 4.54

57.57 36.36 1.51

Table 4.1: The result of the respondents’ responses both as the presenters and the audiences 50 Table 4.1 shows the respondents’ responses on the statements for the respondents both as presenters and the audiences. For the first statement You have experienced group presentation technique before, the results were as follow: none of the students chose “strongly disagree”. There were 12.12 or eight students who chose “disagree”. Thirty-one students or 46.97 chose “agree”. 40.90 students or twenty-seven students chose strongly agree with statement 1.The result showed that most of the respondents had experienced group presentation technique before. Statement number two asked about the respondents’ familiarity with group presentation. The result showed that none of the students chose “strongly disagree” with statement 2. For “disagree”, there were 18.18 or twelve students who chose it. 48.48 or thirty-two students chose “agree” for statement number two. For “strongly agree”, there were 31.81 or 21 students who chose it. There was 1.51 or one student who did not give respond to statement number two. The result indicated that most of the respondents were familiar with group presentation technique. Statement number three concerned for the respondents’ responses on whether the use of group presentation technique in Language Teaching Methodology class helped the students understand the material better. None of the students chose “strongly disagree”. There were 6.06 or four students who chose “disagree”. For “agree”, there were 45.45 or thirty students who chose it. 48.48 or thirty-two students chose “strongly agree” with statement number 51 three. The result showed that the use of group presentation technique in Language Teaching Methodology class helped the respondents understand the material better. Statement number four asked about the respondents’ responses whether the use of group presentation technique in Language Teaching Methodology class motivated the students to learn the material better. None of the students chose “strongly disagree” as their responses on the statement. For “disagree”, there was 1.51 or one student who chose it. 69.69 or forty-six students chose “agree”. For “strongly agree”, there were 25.75 or seventeen students who chose it. There were 3.03 or two students who did not give respond to statement number four. The result showed that the respondents were motivated to learn the material better by the implementation of group presentation technique in Language Teaching Methodology course. Statement number five concerned with whether the respondents liked the arrangement of the group presentation technique. For statement five, none of the students chose “strongly disagree” as well as “disagree”. For “agree”, 62.12 or forty-one students chose it. There were 36.36 or twenty-four students who chose ”strongly agree”. There was 1.51 or one student who did not give respond to statement number five. The result showed that most of the students liked the arrangement of the group presentation technique, theoretical review followed by method simulation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52 The next statement asked the respondents whether their previous experience on any presentations affected their feeling on group presentation in Language Teaching Methodology class. None of the students chose “strongly disagree” for statement number six. For “disagree”, 4.54 or three students chose it. 60.60 or forty students chose “agree”. For “strongly agree”, there were 6.06 or four students who did not give respond on the statement. The result indicated that the respondents’ previous experience affected the respondents’ feeling on the group presentation. Statement number seven concerned with students’ response whether they needed group presentation technique to be applied in Language Teaching Methodology class. None of the students chose “strongly disagree”. For “disagree, there were 4.54 or three students who chose it. 57.57 or thirty- eight students chose “agree”. For “strongly agree”, there were 36.36 or twenty- four students who chose it. There was 1.51 or one student who did not give respond to statement number seven. The result showed that most of the respondents need group presentation to be applied in Language Teaching Methodology course. The following are the description of the students’ responses on each statement from the presenter’s point of view.

b. The statements from the presenter’s point of view