13 explain the point of the material. It will make the audience easier to understand
the material since they know the goal of the lesson. b.
Providing step-by step presentation In order to make a good presentation, the presenters have to prepare the
presentation step by step. The presenters begin the presentation with an introduction, content, and closing. In the introduction part, the presenters greet the
audience by introducing the group members. After introducing the group members, they tell the topic to the audience and the presenters explain the
material to the audience. Then, the last after the presenters explain the material, the presenters summarize the material which has been presented. In the end of
presentation, the presenters have to make a conclusion for the audience. The conclusion is used to remind the audience about the material of the presentation.
c. Using specific and concentrate procedure.
Using specific and concentrate procedure means that the presenters should focus on the point which is being presented. In this part the presenters should
explain the material well. The presenters should focus on the material which is going to be presented.
d. Checking for students
’ understanding. Before the presenters continue the presentation, heshe has to check the
audiences ’ comprehend about the material. The presenters can check the
audiences ’ understanding by asking some questions to the audience about the
previous materials or previous slides on the presentation. If the audience can answer the question correctly, it means the audience understand the material well.
14 Nonetheless, if the audiences cannot answer the questions, it means that the
audiences do not understand about the materials. In order to make a good presentation, the presenters have to know the parts
which are important to be known. According to Cassie and Constantine 1977, there are four parts of good oral presentation, they are:
1. Preparation
The students who have chance to present, have to prepare the material well. Besides, they should make a detail purpose of the material which is going to
be presented. The presenters should decide the goal of the presentation, so that the presenters will not get confused when they are doing the presentation.
2. Beginning
In this part, the presenters should gain the audiences ’ attention to follow
the presentation. The presenters may give an illustration or statement which is related to the topic of the material. It is important for the presenters to give an
illustration in the beginning of the presentation because it helps the audiences easier to comprehend the goal of the presentation.
3. Body
The body contains the way how the presenters are presenting their material. In this part, the presenters will start the presentation and explain the
material to the audience in the class. The presenters should master the material, because if the presenters do not understand the material well, it will damage the
situation of the presentation.
15 4.
Peroration Peroration means that the presenters should make conclusion after
presenting the material. The presenters can make the conclusion in their own way. The presenters make the conclusion depend on their presentation. By taking some
important materials, the presenters can make their own conclusion. After the presentation is done the presenters can share the conclusion of their presentation
to the audience.
3. Motivation to Speak
Everybody has hisher own time and hisher own need to speak to others. Motivation is usually related to the anxiety. The construct of foreign-language
anxiety during oral communication is conceptualized as a composite of three forms anxiety; there are communication apprehension, test anxiety, and fear of
negative evaluation Goh Burns, 2012. Not all students have motivation to speak. There are some reasons why
they are not motivated to speak. According to Young 1991 as cited in Goh Burns, 2012 there are six reasons why the students are not motivated to speak,
such as: a.
Personal and interpersonal beliefs. b.
Learner beliefs about language learning. c.
Instructor about language learning. d.
Instructor-learner interactions. e.
Classroom procedures.
16 f.
Language testing.
4.
Speaking Skill
Hughes 2002 states that speaking skill is a product like writing skill. The productive aspects of speaking and writing are different; the Figure 2.2 shows the
different aspects of speaking and writing: Figure 2.2
Aspects of Production
Unplanned oralaural Static non-transient decontextualize Content Dependent Transient Dynamic Visual Motoric Planned
From the Figure 2.2, there are five aspects in spoken discourse: content dependent, unplanned, transient, oral, and dynamic. It means that speaking is a
product of skill in which the people produce it orally. Speaking is accepted by everyone as essential language-communication
skill, but its important to the language learners goes beyond just day-to-day communication Goh Burns, 2012. As English teacher, we know that speaking
is one of important tools to communicate. Written Discourse
Spoken Discourse
17
B. Theoretical Framework
In conducting this research, the researcher uses three basic theories of perception, presentation and speaking skill. Since this research is about the
students ’ perception, the theories from Altman and Luthans are used. For the
presentation, the researcher uses the theories from Cassie and Constantine. According to Cassie and Constantie there are four parts of good oral presentation,
there are: preparation, beginning, body and peroration. This theory is used to identify students
’ experience in using presentation as the teaching technique in the class. The students are asked to answer the question in the questionnaire based on
their experiences in using group presentation technique. The last theory is about speaking skill, in this part the researcher uses the theory from Hughes. The theory
in the questionnaire explains the students ’ ability in speaking English. As stated
by Hughes 2002 that speaking is done in content dependent, unplanned, transient, oralaural, and dynamic.
The way to speak has to be understood by the audience and we have to give good influence for the audience. If our language is difficult to be understood
by the audience, it means that we cannot invite the audience to follow our activities in doing presentation. The use of presentation here will help the students
to speak English and the students can improve their ability in speaking English.
In this research, the researcher also discusses the students ’ perception on
the use of group presentation as a technique of learning. The students will prepare and present their own presentation in front the class. During the presentation, they
also communicate with their friends by using English. After the students do the
18 presentation, they will have their own perception about the presentation. In this
case, the students will share their perception on the use of presentation especially to improve their ability in speaking English. Although, not all the students have
positive perception but from this research the researcher will know about their weaknesses or their strength in using presentation as teaching the technique
especially to improve their ability to speak English.
19
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the methodology of this research. The methodology is used to solve the problems which are stated in chapter I. This chapter consists of
seven parts, they are, research method, research setting, research participants, research instrument, data gathering, data analysis technique and research
procedures.
A. Research Method
As stated in the previous chapter, this research had two major problems to be solved. The problems were first, how group presentation technique is
implemented and second, what the students’ perceptions on the use of group presentation technique to improve their ability in speaking English is. To solve the
problems, the researcher used survey research descriptive research. According to Ary, Jacob and Sorensen 2010, survey research is also known as descriptive
research. Survey research uses instruments such as questionnaires and interviews to gather the data from the groups of individuals Ary, et al, 2010.
According to Fraenkle and Wallen 2009, there are three characteristics of survey research. First, information is gathered from a group people. Second, the
information is gathered with asking questions. Third, the information is gathered from a sample.
20
B. Research Setting
This research was conducted in SMA BOPKRI 2 Yogyakarta on 15 August 2015. The school is located at Jln. Jendral Sudirman no. 87, Yogyakarta. The
researcher invited the students to complete the questionnaire in the class, so the students would concentrate to answer the questionnaire.
C. Research Participants
The respondents of this research were the students of grade XII IPA in SMA BOPKRI 2 Yogyakarta. The researcher invited the students who had experience in
doing group presentation. There were ten groups who experienced doing group presentation and each group consists of four or five people. There were 42
students in grade XII of IPA who had experienced doing group presentation. Therefore, the researcher invited them to help the researcher to collect the data.
Thus, this research was aimed to get the information which was related to the respondents’ experiences when they prepared and did group presentation.
D. Research Instrument
In order to collect the data, the researcher used a questionnaire. As cited by Cohen, Manion and Morrison 2000 in Wilson and McLean 1994 questionnaire
is a widely used and useful instrument for collecting survey information, providing structured, numerical data, being able to be administered without the
presence of the teacher. It was easy to gather the data using questionnaire because the questions in the questionnaire are usually set out in away systematic, and very
21 often is answered by reading the questions and then ticking responses, or writing
in short answers Wallace, 1998. There were two types of questions in the questionnaire. There were close-
ended and open-ended questions. In this research, the researcher used close-ended part and open-ended part. According to Sasmoko 2011, besides interview the use
of questionnaire is more efficient and practical; it also can be used for research which has many respondents. The researcher used close-ended part because it
helped the respondents easier to answer the questionnaire and the researcher used open-
ended question to know the respondents’ opinion about their perception on the use of group presentation. The researcher gave twenty questions in close-
ended part and the respondents had to be honest to answer the questionnaire. For the open-ended part, the researcher gave three questions to get their opinions
about their perception on the use of group presentation. By using a questionnaire the researcher got the real data from the
respondents. In the questionnaire the researcher gave some statements about group presentation and the process of perception, then the respondents answered it by
choosing the number to measure the level of agreement. In this research, the researcher applied Likert scale to measure the data. Likert scale is a type of survey
where respondents are asked to register their reactions on the number of 4 3 2 1 Brown and Rodgers, 2002. In close-ended part, the researcher gave number from
1 until 4 to the respondents to indicate their level of agreement. Score 1 was for strongly disagree, 2 was for disagree, 3 was for agree, and 4 was for strongly
agree . This scale is useful for getting at respondents’ views, judgment or opinion
