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1. Students’ Perception toward the Contribution of Group Presentation
Technique in Learning Process
From the close-ended research result, it could be drawn that most of the participants were classified to have positive perception toward the contribution of
group presentation technique in learning process. It could be proved by the results of the questionnaire that most participants chose ‘strongly agree’ or ‘agree.
Nevertheless, group presentation technique should be considered to be applied in learning process. It was shown by the participants’ perception on the contributions
of group presentation from the statements of presenter and audience, presenter’s point of view, and audience’s point of view.
Based on the statements from presenter and audience, all the participants were interested in the use of group presentation in class. They were interested because
of the familiarity of group presentation. Moreover, they thought that group presentation was an effective teaching technique to be applied in learning process
because they enjoyed having this technique in their class. Thus, they had positive perception that group presentation is suitable to be applied in class.
Almost the participants could easily understand the material when group presentation is applied. It could be shown by the motivation they had to learn the
material trough group presentation. They felt that they needed group presentation technique to understand the material better. It showed that they could learn
material better and easier through group presentation technique because of its effectiveness in learning process.
53 Participants had positive perception toward the contributions of group
presentation. Group presentation offered the contribution for both presenter and audience. By doing group presentation, the majority of the participants felt that
they had a good progress in using group in learning through group presentation technique. It meant that students could increase their knowledge through group
presentation. Moreover, most of the participants stated that group presentation increased their self-confidence when using English. As the students of English
Language Research Program, the participants needed to practice themselves to speak in English in front of the class confidently. They needed to train themselves
to be good English teacher through group presentation technique. Most participants stated that group presentation increased their critical
thinking and creative thinking, promoted their responsibility, and promoted their autonomy in learning process. It meant that they could create their own creativity
in conveying the material presented in order to make the audiences clear. Also, the participants, especially the presenter, could promote their responsibility in
doing, preparing, and presenting the material before the presentation. Moreover, the participants could promote their responsibility by learning the
materials first before the material presented by the presenter. It made the audiences understand what would be presented by the presenter. Moreover, by
doing group presentation, the participants could promote their own autonomy whereby the participants could be independent learner. They could determine the
direction of their own learning. Thus, they could be an active learner in his own learning process.
54 In group presentation, most the participants prepared everything they need in
group presentation well. Most participants, who played the role as presenter, planned what they were going to say in class. Because of their preparation and
plan, they could present the material well. Also, the preparation helped them to answer the questions from the audiences. From the point of view of both
presenters and audiences, it could be stated that good group presentation, with good preparation and plan, made the audiences paid attention to the presenter.
Moreover, cooperation is one of the important things in group presentation. Almost the participants responded that their group in their group presentation was
cooperative. Related to goal of cooperative learning, group presentation provided students with the knowledge and understandings they need.
Hence, there were the negative responses from the presenters’ point of view and audiences’ point of view. From the presenters’ point of view, it could be
stated that a half of the participants did not practice their group presentation technique before presenting the material in class although they prepare all the
materials would be presented. It also made the audiences gave negative responses on the statement ‘You understand the material presented by others group
presentation’ and ‘The presenter answers your question satisfactorily’. Most participants felt that they did not understand the material presented by others
group presentation because the presenter did not answer their question satisfactorily. This problem could be overcome by the suggestions which would
be discussed later.
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2. Possible suggestions toward group presentation to improve its implementation
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