CHAPTER IV DATA ANALYSIS
This chapter presents the empirical evidence of this research in the form of the data presentation and analysis and the discussion of each research question on
the problems as mentioned in chapter one. The data presentation is the raw data taken from the observation sheet, the distributed questionnaires, and interviews.
A. The Implementation of Group Presentation Technique In Language Teaching Methodology Course
The writer presents the data analysis of the implementation of group presentation technique in Language Teaching Methodology course into two parts,
data presentation and analysis, and discussion of the result of the analyzed data.
1. Data Presentation and Analysis
To answer the first problem, the writer carried out observations. The observations helped the writer to get some descriptions on how the group
presentation technique was being implemented. The following are the descriptions of the implementation of group presentation technique in Language
Teaching Methodology course. In Language Teaching Methodology class, the students were divided into
groups. Every group chose their own members. Each group must present the theoretical review of one topic of Language Teaching Methodology and simulate
the method. The students had to work in groups of three or four to do the presentation. For the simulation, the members of the group should assign one of
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the members as the teacher and the rest should be the students. To simulate how the method worked, the group presenters could invite maximum five students
volunteered to be their students. Group presentation was divided into two parts. The first part was theoretical review which lasted for about five minutes. In the
theoretical review, the members of the group had to present the theory of the method. The second part was the method simulation which lasted for about
twenty five minutes, including question and answer session. In the method simulation, the members of the group should simulate the method that they had
presented in the theoretical review. The first observation was on March 29, 2006 in class D. There were two
groups in every meeting. Every group had to present one topic which was already determined by the lecturer. The number of the students was 31. The first activity
was theoretical review from the first group. The main focus of the observation was to observe and check whether the implementation of the presentation had
already fulfilled the characteristics of a good presentation. Based on the observation, most of the characteristics of a good presentation
were already applied by the presenters, but there were some of the characteristics that had not been applied, those were, the use of correct grammar and the review
of what had been presented. The second activity that was being observed was the method simulation. The group had already applied the method simulation well.
The third part that was being observed was the teacher in the method simulation. In the first group, the member of the group who acted as the teacher still had two
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weaknesses. The teacher rarely checked the students’ understanding and often used unclear pronunciation and incorrect grammar.
The second group’s first activity was the same as the first group, theoretical review. It is important for the presenters to grasp the audience’s attention so that
the audiences would be more interested to the presentation. The characteristic of a good presentation that had not been applied was review of what had been
presented. The method simulation applied by this group already fulfilled the characteristics of a good method simulation. However, the student who acted as
the teacher had to improve the technique of responding to the students’ questions, and had to dress more formally. As a teacher, heshe also needed to give clear
conclusion and review what had been presented. The next observation was on class B on March 29, 2006. The number of the
students was 33 students. The first group began the activity by presenting theoretical review. The implementation of the presentation already fulfilled the
characteristics of a good presentation. However, the presenters did not check the audiences’ understanding. The presenters should also give more attention to the
time limitation in presenting the theoretical review. The second activity was method simulation. The presenters had implemented all characteristics of a good
method simulation. The next presentation was the second group. In the theoretical review, the
presenters did not mention the objectives of the presentation first. The presenters needed to mention the objectives of the presentation since it could lead the
audience to focus the audiences’ attention on what the presenters would explain PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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so that the presentation would be more useful. Presenting a topic in front of the audience, the presenters had to grasp the audiences’ attention first. It was
necessary for the presenters to pay attention to the time limitation so that the whole group presentations could present their topic in equal time. The second
activity was method simulation. In method simulation, the presenters already applied all principles of a good method simulation. However, the teacher in the
method simulation needed to use proper choice of words since as a teacher, heshe should give good example. Reviewing what the teacher had explained was
also important in a teaching-learning activity. The third observation was on April 5, 2006. The observations were done in
class D and B. There were two groups in class D. The number of the students was thirty-five. The first group began the presentation with theoretical review. Based
on the observation, there were many characteristics of a good presentation that the presenters did not apply. The presenters did not mention the objectives of the
presentation. Mentioning the objectives of the presentation was very useful in helping the audience be more focus of what would be presented. In a
presentation, the presenters had to present a topic, thus, the presenters had to master the topic which would be presented. Based on the observation, the
presenters did not master the material that was presented. It can be seen from question and answer session. The presenters could not answer the questions from
the audiences. After explaining the topic, the presenters did not check the audiences’ understanding. It was very important to know whether the audiences
understood what the presenters delivered so that the presenters might know that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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the presentation was effective and useful. The first group also did not deliver the material fluently. The presenters should also use clearer pronunciation, correct
grammar, and use proper choice of words during delivering the material. The presenters had to use adequate movements and respond to audiences’ questions
correctly. For making the presentation to be more attractive, the presenters could also use some instructional aids. Before closing the presentation, the presenters
also had to review what had been presented. Time limitation was also important
to be considered by the presenters.
The second activity was method simulation. The presenters applied all the characteristics of a good method simulation. The student, who acted as the
teacher in the method simulation, had applied all characteristics of how a teacher delivered material to the students. But, the teacher did not pay attention to time
limitation. Another point that the researcher observed was that most of the audiences did not pay attention to the method simulation. The teacher in the
method simulation had to be more creative in delivering the material. The teacher had the main role in the method simulation since the audiences automatically
would focus their attention on the teacher. The second group in class D also began the presentation with theoretical
review. There were two characteristics of a good presentation that were not applied by the presenters, those were checking the audiences’ understanding and
reviewing what has been presented. The group applied all the characteristics of a good method simulation. The student who acted as the teacher in the method
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simulation should check the students’ understanding as well as use adequate movements and give clear conclusion.
2. Discussion
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