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LIST OF TABLES
Table 3.1 Questionnaire Data Analysis ………………………………………… 23 Table 4.1 The Implementation of Group Presentation Technique to Improve
Speaking ability...…………………...……………………………….. 29 Table 4.2 XII Graders’ Ability to Give Opinion ……………………………….. 31
Table 4.3 XII Graders’ Perception on the use of Group Presentation as the
presenter………...……………………………………………………35 Table 4.4 XII Graders’ Perception on the use of Group Presentation as the
audience …………………………………………………………….. 38
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LIST OF FIGURES
Figure 2.1 The Perceptual Process ………………………………………………. 9 Figure 2.2 Aspects of Production ………………………………………………. 16
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LIST OF APPENDICES
Appendix A. Letters of Permission ……………...……………………………... 51
Appendix B. Matrix of Questionnaire …………………………………………. 54
Appendix C. Questionnaire Blueprint ………………………………………..... 58 Appendix D. The Questionnaire ……………………………………………….. 60
Appendix E. The Percentage Results of Close- ended Statements ……………... 64
Appendix F. The Results of Open-ende d Questionnaire...……………………... 68
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CHAPTER I INTRODUCTION
In this research, the researcher discusses the students’ perception on the use of group presentation in grade XII of IPA at SMA BOPKRI 2 Yogyakarta. This
chapter is divided into six parts, namely research background, research problems, problem limitation, objectives of the study, research benefits, and definition of
terms.
A. Research Background
Nowadays, the use of teaching technique becomes the basic role in teaching. In the past the learning process is regulated by the teachers. Yet, in this modern
era so many teaching techniques are coming up. Therefore, in this era not only the teachers who become the center of the learning process but also the students
become the center of the learning process. Terenzini and Pascarella 1994 as cited by Huba and Freed 2000 state that teacher-centered is not effective. As
student, they also have chance to be an active student in the class and become the sources of learning for their friends. Yet, the teachers still have big roles in the
class and it can be understood that every teacher has an important role to increase the quality of education in Indonesia. According to Maslow 1971, as cited in
McCaslin 1984:284 “education is learning to grow toward, learning what is desirable and undesirable, learning what to choose and what not to choose”. In the
manner of using their own method to teach, the teachers will have their own
2 characteristics of teaching, for example the use of presentation technique to teach
the students. Some teachers have already used the presentation technique to teach the
students. In this technique, the students also have chance to ask if they still do not understand about the material. Therefore, this technique also invites the students
to be more active in the class. A presentation can also be done by the students; it helps the students to share their opinion and their ability in learning English.
According to Bryan 2001 presentations are exceptionally good for explaining concepts. It means that presentation becomes a good technique to be used for
explaining materials or concepts. In the presentation, there must be a presenter and audience. Both of the presenter and the audience have important roles in the
presentation. The presenter has to present the materials to the audience. The presenter has to be responsible for what they have made in the presentation. Not
only that, the presenter also has to make the audience understand the material, so the presentation will have good impact for the audience. The student who acts as a
presenter becomes the sources of transferring knowledge for the other students, so it is important for the presenter to understand the materials well. The students who
become the audiences have to pay attention to their friends who do the presentation. They have to be good listeners when their friends do the
presentation. If they do not understand about the materials, they may ask to the presenter and the presenter has to answer it. Bryan 2001 says that the presenter
can encourage the audience to stop him or her and they may ask some questions in any stage which are unclear.
3 In SMA BOPKRI 2 Yogyakarta, the students of grade XII IPA have a
problem to memorize the vocabulary. It is difficult for them to memorize vocabulary because they are lazy to find the new word or new vocabulary. Since
lack of vocabulary, they have problem to speak English. Sometimes they are not confident to speak English, because they rarely to speak English and they feel
awkward to speak English. This research is conducted in the class which used group presentation as a
teaching technique. The students in grade XII IPA used presentation to do their task. The students of grade XII IPA were
asked to find their seniors’, juniors’ and friends’ opinion about questions and sentences which related to the material. The
task is they have to present their opinion about the sentence depends on the material. This research invites the students to perform in front of the class by
presenting their task. From the presentation, the students will have experiences about presentation and they can share about their experiences. In the presentation
they will use English to speak and to present their work. From this research, the researcher hopes that the use of presentation can help the students to be more
confident to speak English in front of many people. After they do the group presentation they will have their own perceptions on group presentation. Huffman
and Vernoy 1997 say that perception is a process on selecting, organizing and interpreting sensory data into useful mental representation of the world.
Therefore, the researcher needs their perception about group presentation technique.
4
B. Research Problems
From the background above, the researcher finds some problems for this research and the researcher concludes the problems into two problems. The
problems of this research are: 1.
How is group presentation technique implemented? 2.
What is the students’ perception on the use of group presentation technique to improve their ability in speaking English?
C. Problem Limitation
In this research, the researcher focuses on how the students do their presentation and implement it in front of the class. The researcher also focuses on
the students’ perception on the use of group presentation. Before they do the presentation, the students are divided into five groups which consist of four or five
members in a group and the students will work in a group to do the presentation. After the students got their own group the researcher taught the material, and the
material was about giving opinion. Before the students ask the opinion from their seniors, juniors, and friends, the students were given the topic of the presentation.
The researcher gives the questions and sentences to the students for the topics. The example of the questions and the sentences were “Do you think education is a
right or privilege? Support your opinion with reasons and examples”, “Do you think gaming affects the life of teenagers? Support your opinion with reasons and
examples”, “Time is more important than money. Support your opinion with reasons and examples, “Exploitation of natural resources is a major problem in
Indonesia. Suppor t your opinion with reasons and examples”, etc. After the
5 students get the opinions from their seniors, juniors, and friends, the students have
responsibilities to present their task in front of the class. That is also the way for the researcher to know more about their ability to speak English.
D. Objectives of the Study
Based on the title of the research and the research problems, the researcher divided the objectives of the study become two aspects:
1. To identify how group presentation technique is implemented.
2. To identify the students’ perception on the use of group presentation
technique.
E. Research Benefits
From the discussion above, this research provides some benefits. These benefits are for English teachers, the students of grade XII IPA in SMA BOPKRI
2 Yogyakarta, and also for future researchers. The benefits are:
1. For English Teachers
This research helps the English teachers to identify the students’ perception on presentation. Therefore, the English teacher will know their weaknesses when
they use presentation technique to teach the students. It also helps the English teacher to know the ability of the students to present the task by using English.
2. For the Students of Grade XII IPA in SMA BOPKRI 2 Yogyakarta
This research helps the students to find their difficulties to speak English and make the students more confident to speak English in front of the class. This
research also helps the students to memorize the vocabulary which are used
