THEORETICAL FRAMEWORK THEORETICAL REVIEW

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5. Nature of Language Teaching Methodology KPE 264

In this study, the writer also includes the discussion of Language Teaching Methodology since it is one of the content - based courses which apply the group presentation technique. English Language Education graduates are expected to be competent not only in understanding the theory of the English language, but also in implementing the methods of teaching English Language. Based on the course guidelines of the Language Teaching Methodology, the subject of Language Teaching Methodology is designed to incorporate both of the theoretical review and foundation of English Language Teaching methods and the practical application, simulation, and demonstration of how each of the ELT methods works in the design and implementation of English language programs. Based on the “Panduan Akademik, 2002”, the goal of Language Teaching Methodology is that the students have adequate knowledge of well-established language teaching approaches and methods and are able to apply them.

B. THEORETICAL FRAMEWORK

Different motivation, expectation, and needs on the group presentation technique may lead the students to have perceptions on the technique. The use of group presentations technique gives various experiences to the students. Students might find that the group presentations technique will train them to be self – reliant learners. But some of them might find that they could not master the material well because the presenters their own friends could not explain the topic well. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 33 In this study, the writer attempts to answer three questions. First is to find out the implementation of the group presentation technique in Language Teaching Methodology course. Second is to find out the students’ perceptions on the implementation of group presentation technique in Language Teaching Methodology course. Third is to find out some possible suggestions that can be contributed for the improvement of the implementation of group presentation technique after knowing the students’ perceptions on the technique used in the Language Teaching Methodology course. The writer needs to know the implementation of the group presentation technique because the writer needs to know the cause of the students’ perceptions on the technique. In order to find out the answer of the first research questions, the writer employs observations, which were conducted twice. The writer also employs the characteristics of an effective presentation and an effective method simulation. It is employed in order to help the writer finds out some characteristics of an effective presentation and method simulation. The writer also employs the definition of presentation and group presentation. The writer also includes the definition, the characteristics, and the benefits of cooperative learning approach and characteristics of constructivism theory. The writer employs cooperative learning approach and constructivism theory because in the process of conducting the group presentation, the students are expected to cooperate with each other. The students are also required to independent problem-solver. The students are expected not to depend on the teacher 34 explanation. The result of the observations will be written in paragraphs, then analyzed, and interpreted. In answering the second problem, the writer employs the definitions of perceptions, the perceptual process, and factors that can affect someone in having hisher perception. The writer needs to know the definitions of perceptions since it helps the writer to know what perception is. The perceptual process will help the writer to know how perception is formed. Factors influencing perception is also needed by the writer because it helps the writer to find out factors that can cause a student to have certain perception. In order to find out the answer of this research question, the writer distributed questionnaires. The result of the questionnaires will be coded, analyzed, interpreted, and written in paragraphs. The third research questions concerns with some possible suggestions that can be drawn to improve the implementation of group presentation technique. In order to answer this problem, the writer conducted interviews and interpreting the result of the open-ended questionnaires. The next chapter will discuss methodologies that are used to find out the answers of the three research questions. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER III RESEARCH METHODOLOGY

The purpose of Chapter 3 is to present the method used to answer the three questions stated in Chapter 1. The discussion is presented into five major parts, namely research methodology, description of research participants, instruments, data gathering technique, and data analysis procedure. A. RESEARCH METHOD This research was a survey research. According to Ary, Jacobs, and Razavieh 2002: 374, survey research is a technique in research which data are gathered by asking questions to a group of individuals. There are two instruments that are usually used in a survey research, those are interview and questionnaire. In obtaining the data, the writer used qualitative method. Ary, et al 2002: 421 states that qualitative method employs words to answer research questions. A qualitative method usually presents the data in the form of description. Thus, in this research, the researcher would interpret the data in form of numbers into verbal statements.

B. RESEARCH PARTICIPANTS

The participants of this research were the students of Language Teaching Methodology course from class B and D in English Education Study Program Sanata Dharma University from year 20042005. The writer chose the students of class B and D of Language Teaching Methodology course as the research 35 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI