14 encourage the students to have the willingness to examine the needs to create
successful learning. Jing 2009 states that oral presentation is an important skill because
students can convey one’s ideas through this kind of learning technique. Moreover, Jing adds the advantages of presentation done in classroom by the
students. Presentation increases students self-confidence when using English and it provides learning experience and will be beneficial for the learners in all
subjects matter. Also, it is a good practice for student’s critical thinking, creative thinking and integration of skills. Furthermore, it is an excellent generator of
spontaneous discussion
.
In the following discussion, the researcher will discuss the characteristics of group presentation.
b. Characteristics of Presentation
Petrequin 1968: 15 states that “presentation situation is presenter dominated”. When the teachers ask the students to present the topic material, it
can be defined as presentation technique. The students replace the teacher’s role as the main source of knowledge in transferring the material.
There are two elements which should be in presentation. There are the presenter and audience. The presenter is the person who presents the materials and
the audiences are the people who gain the information from the presenter. A presenter has the responsibilities to make the audience understand the material
which is presented. The presenter should present the material clearly. It is possible
15 that a presenter must prepare to show as well as talk Petrequin, 1968. It will
gain students attention. Meanwhile, Petrequin 1968: 15 states that “the audience role is watching, hearing, and noting what happens during the presentation”. The
audiences can response the material which is presented. They can ask questions andor give suggestion about the subject matter.
Hanani 2007:11 states that “a presenter can be said as the speaker of the presentation”. It means that a presenter is a person who speaks in front of
audience. Hasling 1988 elaborates some mechanisms which should be prepared by the speaker in public speaking. There are six mechanisms to do, namely goals,
limitations, assets, previous experience, topics for speeches, and affirmation. First mechanism is goals. The speaker of presentation should decide what
they are able to do. It means that the students, in this case who play the role as the speaker, should get a picture of it in their mind as they write it down. The clear
goal will lead to clear presentation. Second is limitation. The speaker has to limit what heshe is going to say to avoid confusion. This second mechanism will also
avoid unimportant things to say. Third mechanism is assets. It is something like a list of characteristics and
abilities that the speaker of presentation has. It will assist the speaker in achieving our goal. Fourth is previous experience. Even if the students do not have any
experiences in doing presentation or never play the role as the speaker in presentation, they can recreate in mind of small discussion with their small group
in which they have ever done. It can reinforce a good feeling to do presentation.
16 Fifth mechanism is topics. In language learning presentation, sometimes the
teacher has chosen the materials to be presented by the students. Burden and Byrd 1999 give the example related to this mechanism. The teachers, for example,
ask the students to prepare a printed report and then to make a presentation to the rest of the class in group. The topic will help the students to focus on the subject
matter. The last mechanism is affirmation. Hasling 1988 states that affirmation is a positive and realistic statement. It will reinforce the best characteristics.
Rosenshine and Stevens 1986 as cited by Burden and Byrd 1999 described several aspects of clear presentations: a clearly state goals and main
points, b provide step-by-step presentations, c use specific and concrete procedures, and d check for students’ understanding. In presentation technique,
the presenter should state the goal of hisher presentation first before presenting the material to the audiences. Then, as a presenter, heshe should provide step-by-
step presentations. It means that the presenter begin the presentation from the introduction by giving clear explanation of the topic of the presentation briefly,
then content by giving deeper explanation of the material. Last, the presenter ends the presentation by summarizing what has been presented.
There are four parts of good oral presentation, namely preparation, beginning, body, and peroration Cassie and Constantine, 1977.
a. Preparation
The students who get the turn in presenting the material should make a detail of plan of the presentation. The steps in preparing the presentation include
completing the material needed as many as possible and determining the aim of
17 the presentation. The presenter should decide what heshe is trying to achieve and
fix the aim firmly in mind. Preparation is the essential thing in presentation to make a perfect presentation.
b. Beginning
The most important part is the beginning step. In this step, the presenter should gain audiences’ attention. The beginning may take in forms of illustration,
question or statement which relates to the main topic subject matter. c.
Body This body step should contain the arguments and main ideas. The presenter
should be able to develop the main idea and the accurate arguments which are presented. The presenter should master the material which is presenting. Also, the
visual aids in the form of slides, films or an overhead projector would help the presenter to get over a particular point. Moreover, to maintain the interest of
audience, the presenter can use some interesting technique, namely personal experience, incidents, or humor.
d. Peroration
Peroration means that the presenter makes the conclusion or enforces the argument heshe convey. The presenter can conclude the material which is
presented in a variety of ways. In the following discussion, the researcher discusses the definitions of
perceptions and the factors which influence someone’s perception arising in mind to support this research.
18
4. Perception
