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simulation should check the students’ understanding as well as use adequate movements and give clear conclusion.
2. Discussion
From the data presentation of the observation presented above, it could be seen that generally, the implementation of group presentation technique in
Language Teaching Methodology course already fulfilled the characteristics of a good presentation and already consisted of two elements. Those two elements
were presenter and audience. The characteristics of presentation according to Rosenshine, cited by Burden and Byrd 1999: 88 were organized material,
statement of the lesson goal, step-by step presentation, focus on one thought at a time, and model behaviors by going through the directions. Cassie and
Constantine 1977:121 add that a good presentation consists of four parts; preparation, beginning, the body, and peroration.
However, there were some of the characteristics of the effective presentation which were not applied. Most of the characteristics that were not applied were;
mentioning the objectives of the presentation, responding to audience’s question, and reviewing what has been presented. Based on the researcher observation, the
presenters did not apply characteristics mentioned before because of two reasons. First was that the presenters did not know some characteristics that a presenter
should do in a presentation. Second was because of time limitation. The theoretical review should be presented in five minutes, based on the guidelines of
the lecturer. In the theoretical review, the presenters should only explain the main PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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points. Because of time consideration, the presenters chose not to review what had been presented.
The method simulation had fulfilled the characteristics of an effective method simulation as well; those were arrangement of the simulation to be clearly
seen by the audience, introduction of the simulation to focus the audience’s attention, implementation of the key principles of the method, and clear
distribution of the role in the group members one teacher and the rest are students. The students who became the teacher in the method simulation had
also applied characteristics of how a teacher should behave. The characteristics were; grasp the students’ interest, master the content of the material, check the
students’ understanding, deliver the material fluently, use clear pronunciation, use correct grammar, use proper choice of words, make eye contact, use adequate
movements, respond to students’ questions, use instructional aids, dress well, review what has been presented, give clear conclusion, present the material
within the time limit, and organize the material well.
B. The Students Perceptions’ on the Group Presentation Technique Used in Language Teaching Methodology Course
The writer presents the data analysis of the students’ perceptions on the group presentation technique used in Language Teaching Methodology into two
parts, data presentation and analysis, and discussion on the result of the analyzed data.
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1. Data Presentation and Analysis
