XII Graders' perception on the use of group presentation technique to improve speaking ability in SMA BOPKRI 2 Yogyakarta.

ABSTRACT

Agustin, Eudia Angelia Ika. (2015). XII Graders’ Perception on the Use of Group Presentation Technique to Improve Speaking Ability in SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study is aimed to know students’ perception on the use of group presentation technique to improve students’ speaking ability in SMA BOPKRI 2 Yogyakarta. There are two problems formulation in this study: (1) How group presentation technique is implemented? (2) What is the students’ perception on the use of group presentation technique to improve their ability in speaking English?

In this research the researcher used some theories to fulfill the needs of the research. The theories which are used to conduct this study are: first, the definition of perception and the influences of perception. Second, the definition of presentation and the important parts of good oral presentation. Third, motivation to speak and the reason why the students are not motivated to speak. The last one is the definition of speaking skill.

In order to answer the problems formulation, the researcher used survey research. The survey was done by distributing the questionnaires to the respondents. It was used to get the numerical data and descriptive data of the respondents. This research was conducted in SMA BOPKRI 2 Yogyakarta and the respondents of this research were 42 students. This research was conducted on August 15, 2015.

The result of this study showed that the students of grade XII IPA had already implemented the group presentation in the class. It showed on the students’ answers in the open-ended question number two. Almost all the students agreed that they did the presentation well in the D-day of presentation. Furthermore, the students of grade XII IPA had positive perception in using group presentation technique in the class. It can be seen from the result in the questionnaire. The students of grade XII IPA agreed that the use of group presentation technique helped them to be more confident to speak English in front of many people. Not only that, the use of group presentation technique in the class also helped them to enrich their vocabulary. It also helped them in understanding English words clearly.

ABSTRAK

Agustin, Eudia Angelia Ika. (2015). XII Graders’ Perception on the Use of Group Presentation Technique to Improve Speaking Ability in SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap penggunaan presentasi dalam kelompok untuk meningkatkan kemampuan berbicara dalam Bahasa Inggris di SMA BOPKRI 2 Yogyakarta. Penelitian ini memiliki dua rumusan masalah, yaitu: (1) Bagaimana presentasi dalam kelompok diimplementasikan? (2) Bagaimana persepsi siswa-siswi terhadap penggunaan presentasi kelompok dalam meningkatkan kemampuan berbicara Bahasa Inggris bagi mereka?

Dalam penelitian ini, peneliti menggunakan beberapa teori untuk memenuhi kebutuhan penelitian. Teori yang digunakan untuk mengadakan penelitian ini adalah sebagai berikut: pertama, definisi presepsi dan pengaruh dari persepsi tersebut. Kedua, definisi presentasi dan hal-hal yang penting dan perlu diperhatikan untuk menyajikan presentasi yang baik. Ketiga, motivasi untuk berbicara dan beberapa alasan mengapa siswa-siswi tidak termotivasi untuk berbicara. Keempat, definisi speaking skill.

Untuk menjawab kedua rumusan masalah tersebut, peneliti menggunakan survey. Survey dilakukan dengan cara membagikan kuesioner kepada reponden. Kuesioner ini digunakan untuk memperoleh data yang berupa angka dan deskripsi jabawan. Penelitian ini dilakukan di SMA BOPKRI 2 Yogyakarta dan jumlah responden dari penelitian ini adalah 42 siswa. Penelitian ini dilakukan pada tanggal 15 Agustus 2015.

Hasil dari penelitian ini menunjukan bahwa siswa-siswi kelas XII sudah mengimplementasikan grup presentasi dengan baik di kelas. Hal ini terlihat dari jawaban siswa dalam pertanyaan open-ended nomor dua. Hampir semua siswa menyetujui bahwa mereka melakukan presentasi dengan baik pada saat hari H. Selanjutnya, siswa-siswi kelas XII IPA memiliki prepsesi positif dalam pengimplementasian presentasi grup untuk meningkatkan kemampuan berbicara dalam Bahasa Inggris. Hal ini dapat dilihat dari hasil kuesioner. Siswa-siswi kelas XII IPA menyetujui bahwa penggunaan teknik presentasi grup membantu mereka menjadi lebih percaya diri untuk berbicara Bahasa Inggris didepan banyak orang. Tidak hanya itu, penggunaan teknik grup presentasi juga membantu mereka untuk menambah kosakata. Hal tersebut juga membantu mereka dalam memahami kata-kata dalam Bahasa Inggris secara lebih jelas. .

XII GRADER

S’

PERCEPTION

ON THE USE OF GROUP PRESENTATION TECHNIQUE

TO IMPROVE SPEAKING ABILITY IN SMA BOPKRI 2

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Eudia Angelia Ika Agustin Student Number: 111214033

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

XII GRADERS’ PERCEPTION

ON THE USE OF GROUP PRESENTATION TECHNIQUE

TO IMPROVE SPEAKING ABILITY IN SMA BOPKRI 2

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Eudia Angelia Ika Agustin Student Number: 111214033

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

iv

This thesis is dedicated to

My Lord Jesus Christ for His extraordinary Love.

This thesis is also dedicated to My beloved parents

(Pdt. Muner Daliman & Ev. Hana Suparti)

“

A blessing is on the man who puts

his faith in the Lord, and whose hope to the Lord”

(Jeremiah 17:7)

“For without doubt there is a future,

and your hope will not be cut off”

(Proverbs 13:18)

vii

ABSTRACT

Agustin, Eudia Angelia Ika. (2015). XII Graders’ Perception on the Use of Group Presentation Technique to Improve Speaking Ability in SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study is aimed to know students’ perception on the use of group

presentation technique to improve students’ speaking ability in SMA BOPKRI 2 Yogyakarta. There are two problems formulation in this study: (1) How group

presentation technique is implemented? (2) What is the students’ perception on

the use of group presentation technique to improve their ability in speaking English?

In this research the researcher used some theories to fulfill the needs of the research. The theories which are used to conduct this study are: first, the definition of perception and the influences of perception. Second, the definition of presentation and the important parts of good oral presentation. Third, motivation to speak and the reason why the students are not motivated to speak. The last one is the definition of speaking skill.

In order to answer the problems formulation, the researcher used survey research. The survey was done by distributing the questionnaires to the respondents. It was used to get the numerical data and descriptive data of the respondents. This research was conducted in SMA BOPKRI 2 Yogyakarta and the respondents of this research were 42 students. This research was conducted on August 15, 2015.

The result of this study showed that the students of grade XII IPA had already implemented the group presentation in the class. It showed on the

students’ answers in the open-ended question number two. Almost all the students agreed that they did the presentation well in the D-day of presentation. Furthermore, the students of grade XII IPA had positive perception in using group presentation technique in the class. It can be seen from the result in the questionnaire. The students of grade XII IPA agreed that the use of group presentation technique helped them to be more confident to speak English in front of many people. Not only that, the use of group presentation technique in the class also helped them to enrich their vocabulary. It also helped them in understanding English words clearly.

viii

ABSTRAK

Agustin, Eudia Angelia Ika. (2015). XII Graders’ Perception on the Use of Group Presentation Technique to Improve Speaking Ability in SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap penggunaan presentasi dalam kelompok untuk meningkatkan kemampuan berbicara dalam Bahasa Inggris di SMA BOPKRI 2 Yogyakarta. Penelitian ini memiliki dua rumusan masalah, yaitu: (1) Bagaimana presentasi dalam kelompok diimplementasikan? (2) Bagaimana persepsi siswa-siswi terhadap penggunaan presentasi kelompok dalam meningkatkan kemampuan berbicara Bahasa Inggris bagi mereka?

Dalam penelitian ini, peneliti menggunakan beberapa teori untuk memenuhi kebutuhan penelitian. Teori yang digunakan untuk mengadakan penelitian ini adalah sebagai berikut: pertama defisini presepsi dan pengaruh dari persepsi tersebut. Kedua definisi presentasi dan hal-hal yang penting yang perlu diperhatikan untuk menyajikan presentasi yang baik. Ketiga motivasi untuk berbicara dan beberapa alasan mengapa siswa-siswi tidak termotivasi untuk berbicara. Keempat definisi speaking skill dan perbedaan antara speaking skill dan writing skill.

Untuk menjawab kedua rumusan masalah tersebut, peneliti menggunakan survey. Survey dilakukan dengan cara membagikan kuesioner kepada reponden. Kuesioner ini digunakan untuk memperoleh data yang berupa angka dan deskripsi jabawan. Penelitian ini dilakukan di SMA BOPKRI 2 Yogyakarta dan jumlah responden dari penelitian ini adalah 42 siswa. Penelitian ini dilakukan pada tanggal 15 Agustus 2015.

Hasil dari penelitian ini menunjukan bahwa siswa-siswi kelas XII sudah mengimplementasikan grup presentasi dengan baik di kelas. Hal ini terlihat dari jawaban siswa dalam pertanyaan open-ended nomor dua. Hampir semua siswa menyetujui bahwa mereka melakukan presentasi dengan baik pada saat hari H. Selanjutnya siswa-siswi kelas XII IPA memiliki prepsesi positif dalam pengimplementasian presentasi grup untuk meningkatkan kemampuan berbicara dalam Bahasa Inggris.. Hal ini dapat dilihat dari hasil kuesioner. Siswa-siswi kelas XII IPA menyetujui bahwa penggunaan teknik presentasi grup membantu mereka menjadi lebih percaya diri untuk berbicara Bahasa Inggris didepan banyak orang. Tidak hanya itu, penggunaan teknik presentasi grup juga membantu mereka untuk menambah kosakata. Hal tersebut juga membantu mereka dalam memahami kata-kata dalam Bahasa Inggris secara lebih jelas. . Kata kunci: perception, presentation technique, speaking.

ix

ACKNOWLEDGEMENTS

First, I would like to deliver the greatest gratitude to my Lord Jesus Christ for His grace, love, blessing, and guidance to fill me with His wisdom so I can finish writing my undergraduate thesis and my study in this university.

My special gratitude goes to my thesis advisor Ag. Hardi Prasetyo, S.Pd., M.A. for his patience, support, guidance and suggestion for me in finishing and completing this undergraduate thesis. I also would like to thank Christina Lhaksmita Anandari, S.Pd., Ed.M. for her patience and love for me. I also thank all my friends in class A (2011) and all the students of ELESP batch 2011 for the supports.

I thank all the students of grade XII IPA in SMA BOPKRI 2 Yogyakarta, for their time to fill the questionnaires. I also thank Ita Hermayanti A, S.Pd. who allowed me to conduct a research in her class.

My sincere love and special gratitude are expressed to my beloved parents, Pdt. Muner Daliman and Ev. Hana Suparti who always pray, support, guide, care and love me during my ups and downs in this university. I also express my greatest love to my sisters Meisella Brilian Handali, Deby Kori Akwila and my

one and only “handsome brother” Philif Renanda Handali, for their love and prayers. I thank all my family who always support and pray for me.

My special thank is addressed to my best friends Eunike Merlinda Kusuma Ratu, Diana Kurniawati and Cicik Vilmala Sari, thank for the love, experiences, support and lots of joy during these four years in this university. I

x

also thank my extraordinary group ever (PUZZLE) in my SPD class, Monic, Agung, Nike (again), Arin and Yanu, “Our unity is our responsibility”.

I also thank all my friends in different study programs in this university. I thank all my friends in KKN XLIX group 40, thanks for the joy and the meaningful experiences. I also thank my friends in PPL 2014 SMA BOPKRI 2 Yogyakarta. Then, I also thank all people whom I could not mention one by one. May the blessing of Jesus Christ be with us forever.

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TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiii

LIST OF FIGURES ... xiv

LIST OF APPENDICES ... xv

CHAPTER I. INTRODUCTION ... 1

A.Research Background ... 1

B.Research Problems ... 4

C.Problem Limitation ... 4

D.Objectives of The Study ... 5

E. Research Benefits ... 5

F. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ... 9

A.Theoretical Description ... 9

1. Preception ... 9

2. Presentation ... 12

3. Motivation to Speak ... 15

4. Speaking Skill ... 16

B.Theoretical Framework ... 17

CHAPTER III. RESEARCH METHODOLOGY ... 19

xii

B.Research Setting ... 20

C.Research Participants ... 20

D.Research Instrument ... 20

E. Data Gathering Technique... 22

F. Data Analysis Technique ... 22

G.Research Procedures ... 23

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 26

A.The Implementation of Group Presentation Technique to Improve Speaking Ability ... 26

B. XII Graders’ Perception of Group Presentation Technique to Improve Speaking Ability ... 30

1. XII Graders’ Ability to Give Opinion in English ... 31

2. XII Graders’ Perception on the use of Group Presentation (as the presenter) ... 35

3. XII Graders’ Perception on the use of Group Presentation (as the audience) ... 38

4. XII Graders’ Perception on the use of Group Presentation Technique (Open-ended results)... 40

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 44

A.Conclusions ... 44

B.Recommendations ... 45

REFERENCES ... 48

xiii

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

xiv

LIST OF FIGURES

Figure 2.1 The Perceptual Process ………. 9 Figure 2.2 Aspects of Production ………. 16

xv

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

1

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

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.

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.

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

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

during the presentation. Hence, by doing this research the students will be confident to use English and they will have more vocabulary.

3. Future Researchers

It is hoped that this research will help other researchers to get more information about group presentation. This research will helpful for other researchers who will conduct the research about group presentation technique.

F. Definition of Terms 1. Perception

According to Huffman, et al (2000), perception is dealing with make the sense of stimuli input. The way of receiving the stimuli depends on the characteristics. Szilagyi and Wallace (1980:70) say that perception is defined as a process in which individuals receive stimuli, organize, and then interpret the stimuli into a message that indicates an appropriate action or behavior in their life.

In this research, perception means the way for the students in thinking about their point of view of group presentation. Every student has their own perception about something, so in this research the students will have different perception from their friends who do the presentation. By understanding their perception, the students will share their opinion about the use of group presentation to improve their ability in speaking English.

2. Presentation technique

Presentation is one of learning techniques which is used by the students and also the teachers. Using presentation helps the students to share their opinion and

also helps them to be confident to speak in front of many people. Cassie and Constantine (1997) say that presentation is the way someone speaks in public. The best presentation is rehearsed, not the way the speaker memorizes the words they want to say but the ability of the speaker to interact with audience. When the students have to present their work they have to control their nervous feeling so they will have a good presentation.

In this research the meaning of presentation is the way for the students to speak in front of the class and explain about their task to their friends. In this case, presentation also becomes the teaching technique for the students, so the students can share their own opinion with their friends.

3. Speaking

Nunan (2003) states that speaking is the productive oral skill, which consists of producing systematic verbal utterances to convey meaning. Speaking is one of the four skills that usually we used to communicate. Speaking is a skill which deserves attention every bit as much as literary skills, in first language and second language (Bygate, 1987). Although speaking becomes simple to be implemented but it becomes the hardest skill. If the learners speak, they cannot edit and revise what they have to say as they can if they are writing (Nunan, 2003).

In this research, speaking skill means the students’ ability to speak English in front of the teacher and also in front of their friends during the presentation. In the other words, the students have to be confident to speak English to explain the material of their presentation, so their friends will understand the material.

4. XII Graders

XII graders in this research are the students of XII IPA who have experiences in doing group presentation. The students of XII IPA are divided into two classes, XII IPA 1 and XII IPA 2. Every class consists of 21 students, so there are 42 students of XII IPA 1 and XII IPA 2.

9

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the researcher presents review of related literature. This chapter is divided into two parts. The first part is the theoretical description which discusses the approach of the research. The second part is the theoretical framework, which reviews how the theory is used.

A. Theoretical Description

In this section, the researcher discusses the theories which are used in this research. There are four major theories in this research which are going to be explained. The theories are perception, presentation, motivation to speak, and speaking skills.

1. Perception

According to Altman, Valensi and Hodgett (1985), perception is the way in which the stimuli are selected and grouped by a person so they can be meaningfully interpreted. There are four processes of perceptual:

Figure 2.1

The Perceptual Process

Stimuli

Sensor’s

selection of stimuli

Perception, organization,

and interpretation of

stimuli

Behavioral Response

From the Figure 2.1 the first process of perception is stimuli, it means that where the stimuli are selected. Second is how the person selects the stimuli depend on his/her needs. Third is how the person organizes and interpret the stimuli. For many people, perception has particular characteristics. It happens because every person has his/her own perception about the thing which he/she sees and he/she interprets the stimuli differently. Every person also has his/her own understanding and a way to show or to interpret his/her perception. Perception is like what he/she has done and what he/she has thought about something in this life. Fourth, behavior response is how the person gives his/her own response to the stimuli.

There are many factors which influence a person’s perception. According to Altman, et al (1985), there are four the most important factors which influence people perception.

a. Selection stimuli

The process of stimuli selection depends on the person who receives the stimuli. Every person has his/her own way to receive the stimuli. The way he/she receive the stimuli is one reason why people perceive thing differently. Each person who receives the stimuli will select specific cues and filters, or screens, out the others (Altman, et al, 1985). After the people get the stimuli they will organize the stimuli itself.

b. Organization of stimuli.

After getting the stimuli, a person will organize them. It must be arranged so the stimuli become meaningful. It helps us to bring order out of the chaotic onslaught of sensory data by selecting the items and putting it together in

meaningful way based on the experience (Altman, et al, 1985). In order to give the best stimuli, the person will organize his/her own stimuli.

c. The situation.

The situation of the person also affects his/her perception (Altman, et al, 1985). It happens because if a person in a good situation he/she will have positive perception but if a person in a bad condition he/she will give negative perception. The person is also adjusting his or her behavior to the situations (Altman, et al, 1985).

d. Self-concept.

The way receiving the stimuli and knowing the stimuli are called self-concept (Altman, et al, 1985). It is important for a person to have self-self-concept, because by having our own concept about the stimuli and the situation around us, we will have our perception towards surroundings and determine what we perceived.

After the researcher discusses the perception in this chapter, next the researcher discusses the presentation. Presentation becomes one of teaching techniques which usually used by the teachers and the students.

2. Presentation

Presentation is the way communicating to somebody (Mackey, 1965). Presentation is usually used in school or in college and it is done by the teachers or the students. Group presentation is a presentation which is prepared by some students in a group. A group presentation consists of 3 or more people in the group, then when they do the presentation they have a chance to change the presenters. Group presentation will be done in a group, and all the members of the group have a responsibility in their group.

According to Rosenshine and Stevens (1986) as cited by Burden and Byrd (1999:92), there are four aspects of a clear presentation:

a. Stating goals and main points clearly.

Before starting the presentation by stating the goal of the materials, the presenters have to organize the material well. Organizing material means that the material which is going to be presented should be organized. A well-organized presentation will help the presenters to be more confident. The presenters have to explain the material clearly, so the audience will have good understanding about the material. Preparing a good presentation is very important, the presenters have to check his/her material first before delivering the material to the audience. Understanding the material is important for the presenters, the presenters have big responsibility to make the audience understand about the material. Next, the presenters should make a main point. Making a main point is very important; because it helps the audiences get the point of the material which is going to be presented. Before presenting the material, the presenters have to

explain the point of the material. It will make the audience easier to understand the material since they know the goal of the lesson.

b. Providing step-by step presentation

In order to make a good presentation, the presenters have to prepare the presentation step by step. The presenters begin the presentation with an introduction, content, and closing. In the introduction part, the presenters greet the audience by introducing the group members. After introducing the group members, they tell the topic to the audience and the presenters explain the material to the audience. Then, the last after the presenters explain the material, the presenters summarize the material which has been presented. In the end of presentation, the presenters have to make a conclusion for the audience. The conclusion is used to remind the audience about the material of the presentation. c. Using specific and concentrate procedure.

Using specific and concentrate procedure means that the presenters should focus on the point which is being presented. In this part the presenters should explain the material well. The presenters should focus on the material which is going to be presented.

d. Checking for students’ understanding.

Before the presenters continue the presentation, he/she has to check the audiences’ comprehend about the material. The presenters can check the audiences’ understanding by asking some questions to the audience about the previous materials or previous slides on the presentation. If the audience can answer the question correctly, it means the audience understand the material well.

Nonetheless, if the audiences cannot answer the questions, it means that the audiences do not understand about the materials.

In order to make a good presentation, the presenters have to know the parts which are important to be known. According to Cassie and Constantine (1977), there are four parts of good oral presentation, they are:

1. Preparation

The students who have chance to present, have to prepare the material well. Besides, they should make a detail purpose of the material which is going to be presented. The presenters should decide the goal of the presentation, so that the presenters will not get confused when they are doing the presentation.

2. Beginning

In this part, the presenters should gain the audiences’ attention to follow the presentation. The presenters may give an illustration or statement which is related to the topic of the material. It is important for the presenters to give an illustration in the beginning of the presentation because it helps the audiences easier to comprehend the goal of the presentation.

3. Body

The body contains the way how the presenters are presenting their material. In this part, the presenters will start the presentation and explain the material to the audience in the class. The presenters should master the material, because if the presenters do not understand the material well, it will damage the situation of the presentation.

4. Peroration

Peroration means that the presenters should make conclusion after presenting the material. The presenters can make the conclusion in their own way. The presenters make the conclusion depend on their presentation. By taking some important materials, the presenters can make their own conclusion. After the presentation is done the presenters can share the conclusion of their presentation to the audience.

3. Motivation to Speak

Everybody has his/her own time and his/her own need to speak to others. Motivation is usually related to the anxiety. The construct of foreign-language anxiety during oral communication is conceptualized as a composite of three forms anxiety; there are communication apprehension, test anxiety, and fear of negative evaluation (Goh & Burns, 2012).

Not all students have motivation to speak. There are some reasons why they are not motivated to speak. According to Young (1991) as cited in Goh & Burns, 2012) there are six reasons why the students are not motivated to speak, such as:

a. Personal and interpersonal beliefs. b. Learner beliefs about language learning. c. Instructor about language learning. d. Instructor-learner interactions. e. Classroom procedures.

f. Language testing.

4. Speaking Skill

Hughes (2002) states that speaking skill is a product like writing skill. The productive aspects of speaking and writing are different; the Figure 2.2 shows the different aspects of speaking and writing:

Figure 2.2 Aspects of Production

Unplanned oral/aural Static non-transient decontextualize

Content Dependent Transient Dynamic Visual/ Motoric Planned

From the Figure 2.2, there are five aspects in spoken discourse: content dependent, unplanned, transient, oral, and dynamic. It means that speaking is a product of skill in which the people produce it orally.

Speaking is accepted by everyone as essential language-communication skill, but its important to the language learners goes beyond just day-to-day communication (Goh & Burns, 2012). As English teacher, we know that speaking is one of important tools to communicate.

Written Discourse Spoken Discourse

B. Theoretical Framework

In conducting this research, the researcher uses three basic theories of perception, presentation and speaking skill. Since this research is about the students’ perception, the theories from Altman and Luthans are used. For the presentation, the researcher uses the theories from Cassie and Constantine. According to Cassie and Constantie there are four parts of good oral presentation, there are: preparation, beginning, body and peroration. This theory is used to identify students’ experience in using presentation as the teaching technique in the class. The students are asked to answer the question in the questionnaire based on their experiences in using group presentation technique. The last theory is about speaking skill, in this part the researcher uses the theory from Hughes. The theory in the questionnaire explains the students’ ability in speaking English. As stated by Hughes (2002) that speaking is done in content dependent, unplanned, transient, oral/aural, and dynamic.

The way to speak has to be understood by the audience and we have to give good influence for the audience. If our language is difficult to be understood by the audience, it means that we cannot invite the audience to follow our activities in doing presentation. The use of presentation here will help the students to speak English and the students can improve their ability in speaking English.

In this research, the researcher also discusses the students’ perception on the use of group presentation as a technique of learning. The students will prepare and present their own presentation in front the class. During the presentation, they also communicate with their friends by using English. After the students do the

presentation, they will have their own perception about the presentation. In this case, the students will share their perception on the use of presentation especially to improve their ability in speaking English. Although, not all the students have positive perception but from this research the researcher will know about their weaknesses or their strength in using presentation as teaching the technique especially to improve their ability to speak English.

19

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology of this research. The methodology is used to solve the problems which are stated in chapter I. This chapter consists of seven parts, they are, research method, research setting, research participants, research instrument, data gathering, data analysis technique and research procedures.

A. Research Method

As stated in the previous chapter, this research had two major problems to be solved. The problems were first, how group presentation technique is

implemented and second, what the students’ perceptions on the use of group

presentation technique to improve their ability in speaking English is. To solve the problems, the researcher used survey research (descriptive research). According to Ary, Jacob and Sorensen (2010), survey research is also known as descriptive research. Survey research uses instruments such as questionnaires and interviews to gather the data from the groups of individuals (Ary, et al, 2010).

According to Fraenkle and Wallen (2009), there are three characteristics of survey research. First, information is gathered from a group people. Second, the information is gathered with asking questions. Third, the information is gathered from a sample.

B. Research Setting

This research was conducted in SMA BOPKRI 2 Yogyakarta on 15 August 2015. The school is located at Jln. Jendral Sudirman no. 87, Yogyakarta. The researcher invited the students to complete the questionnaire in the class, so the students would concentrate to answer the questionnaire.

C. Research Participants

The respondents of this research were the students of grade XII IPA in SMA BOPKRI 2 Yogyakarta. The researcher invited the students who had experience in doing group presentation. There were ten groups who experienced doing group presentation and each group consists of four or five people. There were 42 students in grade XII of IPA who had experienced doing group presentation. Therefore, the researcher invited them to help the researcher to collect the data. Thus, this research was aimed to get the information which was related to the

respondents’ experiences when they prepared and did group presentation.

D. Research Instrument

In order to collect the data, the researcher used a questionnaire. As cited by Cohen, Manion and Morrison (2000) in Wilson and McLean (1994) questionnaire is a widely used and useful instrument for collecting survey information, providing structured, numerical data, being able to be administered without the presence of the teacher. It was easy to gather the data using questionnaire because the questions in the questionnaire are usually set out in away systematic, and very

often is answered by reading the questions and then ticking responses, or writing in short answers (Wallace, 1998).

There were two types of questions in the questionnaire. There were close-ended and open-close-ended questions. In this research, the researcher used close-close-ended part and open-ended part. According to Sasmoko (2011), besides interview the use of questionnaire is more efficient and practical; it also can be used for research which has many respondents. The researcher used close-ended part because it helped the respondents easier to answer the questionnaire and the researcher used open-ended question to know the respondents’ opinion about their perception on the use of group presentation. The researcher gave twenty questions in close-ended part and the respondents had to be honest to answer the questionnaire. For the open-ended part, the researcher gave three questions to get their opinions about their perception on the use of group presentation.

By using a questionnaire the researcher got the real data from the respondents. In the questionnaire the researcher gave some statements about group presentation and the process of perception, then the respondents answered it by choosing the number to measure the level of agreement. In this research, the researcher applied Likert scale to measure the data. Likert scale is a type of survey where respondents are asked to register their reactions on the number of 4 3 2 1 (Brown and Rodgers, 2002). In close-ended part, the researcher gave number from 1 until 4 to the respondents to indicate their level of agreement. Score 1 was for strongly disagree, 2 was for disagree, 3 was for agree, and 4 was for strongly agree. This scale is useful for getting at respondents’ views, judgment or opinion

about aspect language learning (Brown and Rodgers, 2002). So, this scale helped the researcher to measure the answer of the questionnaire. In order to answer the questionnaire, the respondents only gave a tick in the column provided.

E. Data Gathering Technique

In order to get the data, the researcher distributed the questionnaires to all the respondents. The research was conducted when the students of grade XII IPA in SMA BOPKRI 2 were in the process of learning English. The researcher distributed the questionnaires to the students on 15 August 2015. The students completed the questionnaire in the class, so after they finished completing the questionnaire they gave the questionnaire back to the researcher.

F. Data Analysis Technique

In this research, the researcher used descriptive research (survey research). Descriptive research is a type of quantitative research that involves making careful descriptions of educational phenomena (Gall, Gall and Borg, 2007). In a descriptive research, the researcher analyzed the finding of the data by describing the data. The data was useful to show the result of this research. In order to analyze the data, the researcher calculated the point in each number. Then to describe the result of the data the researcher used table.

In order to answer the research problems, the data analysis technique was used to analyze the information of the data. For the close-ended part, the researcher calculated the result of the data become percentage. In calculating the

data, the researcher used a formula. The formula of the percentage calculation was:

In which:

∑x = the number of students based on the degree of agreement.

∑n= the number of all students.

After finding the degree of agreement in each statement, the researcher analyzed the data by use the table below:

Table 3.1 Questionnaire Data Analysis

No Statements Number and percentage

Strongly Disagree

(1)

Disagree (2)

Agree (3)

Strongly Agree

(4)

In open-ended part, the researcher chose some opinions from the students which supported the goal of this research. The opinions from the students would be written on the next chapter.

G. Research Procedures

In this research there were two steps in collecting the data. The first is distributing the questionnaires, and the last is analyzing and interpreting the data.

1. Distributing the Questionnaires

In this step, the researcher distributed the questionnaires to the students. The questionnaires were distributed after the students did their group presentation in the class. Therefore, they had new experiences when they did the group presentation, and their experiences helped them to answer the questionnaires. These questionnaires were distributed to find the data from the students.

The questionnaires were distributed in the class, after the group presentation was done, so the students completed the questionnaires in the class. If the students completed the questionnaire in the class they would still concentrate with their work but if they completed the questionnaire at home they would be interrupted by another event. That was the reason, why the researcher asked the students to complete the questionnaires in the class. Then, it was also easy for them to give the questionnaires back to the researcher after they finished completing the questionnaires.

In this research, the researcher used close-ended and open-ended questions. The researcher used close-ended questionnaires because it helped the students to answer the questionnaire easily. The students only gave a tick in each statement depend on their experiences. Thus, the researcher used four options to answer the questionnaire, those were strongly disagree (SD), disagree (D), agree (A), and strongly agree (SA). There were twenty statements for close-ended part in the questionnaires. For open-ended part, the reseacher gave three questions for the students. The aim of using open-ended questions was to find the students perception on the use of group presentation technique. In these open-ended

questions, the students had to answer three questions honestly. Therefore, the students answered the questions based on their experiences on the use of group presentation as the teaching technique.

2. Analyzing and Interpreting Data

After the researcher finished collecting the data, the researcher analyzed and interpreted the data from the students. Analyzing and interpreting the data were the last steps in the research procedure. The data that the researcher got would be the conclusion for this research. Then, the researcher discussed the finding in the chapter four of this research.

26

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the findings of this research. There were two questions which are stated in research problem and this chapter answered those questions. The first question was about the implementation of group presentation technique to improve speaking ability. The second question was about the XII

graders’ perception on the use of group presentation technique to improve

speaking ability. This chapter is divided into two parts. The first part is presented about the implementation of group presentation technique to improve speaking

ability. Next, the researcher presented the students’ perception on the use of group

presentation technique to improve speaking ability. Speaking ability here means that how the students of grade XII IPA in SMA BOPKRI 2 felt more confident to speak English in front of many people after they had done the group presentation.

A. The Implementation of Group Presentation Technique to Improve Speaking Ability

In this section the researcher answered the first question from the research problem which was stated in chapter I. In order to answer the first question, the researcher did observations in two classes (XII IPA 1 and XII IPA 2). The researcher did observations when the students did the group presentations in class XI IPA. The observations were done by watching the students’ performances in doing group presentation.

The group presentation technique was begun when the new material was taught by the researcher. The material was about giving opinion. The opinions were about sentences and questions that the researcher gave to the students. The students were asked to choose their own group to present the opinions from their

friends’, seniors’, and juniors’ opinions. The group consisted of 4 or 5 people.

After they got their own group, the researcher explained a little bit about the materials and the researcher asked them to have discussion in order to prepare the

presentation. The researcher asked them to ask their friends’, seniors’, and juniors’ opinions about the material which was given to the students.

After the students got the answers, they wrote their juniors’ and seniors’

opinions on a big piece of paper. Each group got seven until eight opinions from their seniors, juniors and friends. The researcher gave two weeks for the students to prepare the presentation. After two weeks the researcher asked them to present their findings in front of the class. When the presenters did the group presentation, each member in a group presented the material by turns. If one of the presenters was speaking in front of the class to present their presentation, the other presenters would keep their attention to the presentation and wait for their turns. It happened to all groups who did the presentations. The researcher observed that the students tried hard to make a good presentation in the class; they tried to overcome their nervousness before they presented their presentation in front of their friends.

Based on the result above, it could be seen that generally, the use of group presentation technique to improve speaking ability for grade XII of IPA in SMA BOPKRI 2 already fulfilled the characteristic of a good presentation. According to

Rosenshine and Stevens (1986) as cited by Burden and Byrd (1999:92) there are four aspects to make a clear presentation, those are, stating goals and main points clearly, providing step-by step presentation, using specific and concentrate

procedure, and checking for students’ understanding. The students of grade XII

IPA in SMA BOPKRI 2 also fulfilled the aspects of clear presentation. It could be

seen from the students’ answers in the result.

From their presentation, the researcher concluded that the students were successful to do the presentation. They presented well because they prepared the presentation for two weeks before the presentation was done. The researcher also saw that the use of group presentation helped them to speak English. The researcher found that the students were more confident to speak English in front of their friends. There were no instruments that the researcher used to assess the observations. The researcher only taking notes during the observations. Although they still had some mistakes, they could improve the mistakes well. The improvement of the students’ speaking ability was agreed by few of the students who did the group presentation and the result answered the second open-ended question in the questionnaire. The question was “Apakah presentasi menggunakan Bahasa Inggris membuat anda mampu untuk berbicara dalam Bahasa Inggris? Jelaskan!. (Is the use of group presentation in English help you to speak English? Explain!) The answers of this question could be seen as follows:

“Ya, secara langsung dan tidak langsung dapat membantu saya belajar

(Yes, because it helps me to speak English directly and indirectly.) (R#3)

“Ya, karena menambah wawasan dalam berbahasa Inggris seperti kosakata.”(R#15)

(Yes, because it helps me to enrich English vocabulary.)

“Iya. Karena saat saya berbicara menggunakan Bahasa Inggris, kesalahan seperti pronunciation dan grammar akan terlihat, dan dari kesalahan tersebut saya dapat menggunakan Bahasa Inggris dengan lebih

baik dan benar.”(R#27)

(Yes, because when I speak English the pronunciation and grammar mistakes are detected then from the mistakes I could speak English better.) (R#27)

“Iya, karena menggunakan Bahasa Inggris membuat kita lebih berani, lebih mengerti dan paham. Dan mengharuskan kita menggunakan Bahasa Inggris.” (R#37)

(Yes, because using English helps me to be brave and understand. Then, it forced us to speak English.) (R#37)

“Iya, meningkatkan kemampuan kita untuk berbahasa Inggris yang benar dan membiasakan kita menggunakan Bahasa Inggris yang baik.” (R#39) (Yes, it increases our speaking English skills correctly and habituate us to speak English well.)(R#39)

From the findings and the observations, the researcher concluded that the use of group presentation was implemented well. The students of grade XII IPA felt that they were more confident to speak English in front of many people. It was

also showed by the students’ answers in closed-ended question number ten. The result could be seen as follows:

Table 4.1 The Implementation of Group Presentation Technique to Improve Speaking Ability

No Statements 1

SD 2 D 3 A 4 SA 10 English’s effect on

argumentation. 0 (-) 1 (2.38%) 20 (47.62%) 21 (50%)

For statement number ten, there was none of the students who strongly disagreed and 2.38% or one student who disagreed. Therefore, there were 47.62% or twenty students who agreed and 50% or twenty one students who strongly agreed. Therefore, the total score of agreement for the statement number ten was 97.62% or forty one students agreed. In this situation, the researcher was successful to make the students be brave to speak English. According to Bailey (1994) as cited by Nunan (2003) asking the students to practice their fluency and accuracy becomes the five principles in teaching speaking. Teaching how to be brave to speak in front of many people became an important thing for the students because it helped them to have a good ability in one of English skills for themselves.

B. XII Graders’ Perception on the Use of Group Presentation Technique

to Improve Speaking Ability

In this section the researcher answered the research question number two.

The second question of this research was about the XII graders’ perception on the

use of group presentation technique to improve their ability in speaking English. In order to make the researcher easier to answer the second question in research question, the researcher divided the questions in the questionnaire into three parts:

(a) XII graders’ ability to give opinion, (b) XII graders’ perception about group

presentation (as the presenters), and (c) XII graders’ perception about group

presentation (as the audience).

In collecting the data, the researcher used a questionnaire which consisted of 20 close-ended statements and 3 open-ended questions. The questionnaires

were distributed to 42 students of grade XII IPA in SMA BOPKRI 2 Yogyakarta. The findings of the research could be seen as follows:

1. XII Graders’ Ability to give Opinion in English

In this section, the researcher presented the experiences’ of XII graders in speaking English during the implementation of group presentation. In this part the

researcher asked 10 questions about students’ ability in giving opinion. Then, it

were10 close-ended statements. The data was presented in Table 4.2: Table 4.2 XII Graders’ Ability to give Opinion in English

No Statements 1

SD 2 D 3 A 4 SA

1. Contextual argumentation’s

skill. 0 (-) 3 (7.14%) 35 (83.33%) 4 (9.52%)

2. On-speech argumentation’s

skill. 0 (-) 4 (9.52%) 34 (80.95%) 4 (9.52%) 3. Argumentation eagerness. 0

(-) 26 (61.91%) 14 (33.33%) 2 (4.76%) 4. Argumentation’s skill

awareness. 0 (-) 0 (-) 5 (11.90%) 37 (88.10%)

5. Argumentation’s background

awareness 0 (-) 0 (-) 13 (30.95%) 29 (69.05%)

6. Trust awareness. 0

(-) 8 (19.05%) 27 (64.29%) 7 (16.67%) 7. Argumentation knowledge

awareness. 0 (-) 4 (9.52%) 31 (73.81%) 7 (16.67%) 8. Argumentation’s situational

factor awareness. 0 (-) 2 (4.76%) 28 (66.67%) 12 (28.57%) 9. Authentic argumentation. 0

(-) 0 (-) 28 (66.67%) 14 (33.33%)

Based on the first and second statements, the researcher presented the

presentation technique. From the table above it could be seen that none of the students who strongly disagreed with the first statement. Next, there were 7.14% or three students who disagreed with the first statement in the questionnaire. Thus, there were 83.33% or thirty five students who agreed and 9.52% or four students who strongly agreed with the first statement in the questionnaire. In conclusion, the total percentage of the first statement in the questionnaire was 92.85% or thirty nine students who agreed. It could be concluded that almost all the students had experience to speak English in the class. Huffman and Vernoy (2000) define perception as the process of selecting, organizing and interpreting sensory data become useful mental representation of the world. By showing the finding of the first statement, it concluded that the students were able to select and organize the sensory data and in the end they could interpret the data by giving their opinion.

The statement number two was about the students’ ability to give their

opinion after the group presentation done. From the findings it concluded that none of them strongly disagreed in the questionnaire. Few of them disagreed with the second statement and the score was 9.52% or four students. Next, there were 80.95% or thirty four of the students who agreed and 9.52% or four students who strongly agreed. Therefore, the total percentage of the agreement was 90.47% or thirty eight students, which meant that almost all the students had ability to give their opinion after the group presentations done.

Statements number three was about the students’ eagerness to give their opinion during the group presentations. None of them strongly disagreed and 61.90% or twenty six of the students disagreed. Thus, 33.33% or fourteen of the

students agreed and 4.76% or two students strongly agreed. Then the total of the agreement was 38.10% or sixteen students. From the result, the researcher concluded that there were twenty six students who did not give their opinion after group presentation. It meant that there were 61.90% of the students did not give their opinion after group presentation done.

Next, for the statement number four was about argumentation’s skill

awareness. There were none of the students who strongly disagreed and agreed. Besides, there were 11.90% or five students who agreed and 88.09% or thirty seven students who strongly agreed with the statement number four. The total percentage of the agreement was 100% or forty two students, it meant that all of the students agreed that people have different ability to give their opinion. It was also supported by Altman, et al, (1985) that the way they receive the stimuli is one reason why people perceive thing differently, each person who receive the stimuli will select specific cues and filters, or screens, out the others.

Statement number five was about argumentation’s background awareness.

The result showed that there were none of the students who strongly disagreed and disagreed with the fifth statement in the questionnaire. Next, there were 30.95% or thirteen students who agreed and 69.05% or twenty nine students who strongly agreed with the fifth statement in the questionnaire. Therefore, the total of agreement was 100% or forty four students who agreed with the statement number five. It concluded that all of the students agreed that every people have their own reason to give their opinion.

For the statements number six until eight were about how the situation affects the people to give their opinion. The result for number six showed that there was none of the students strongly disagreed and 19.05% or eight of the students disagreed. There were 64.29% or twenty seven students who agreed and 16.67% or seven students strongly agreed. The total percentage of this agreement was 80.96% or thirty four students who agreed. For the statement number seven none of the students who strongly disagreed, 9.52% or four students disagreed. Then, there were 73.81% or thirty one students who agreed and 16.67% or seven students who strongly agreed. In conclusion, the total score of agreement for number seven was 90.47% or thirty eight students agreed. For statement number eight, the result showed that none of the students strongly disagreed; however there were 4.76% or two students disagreed. There were 66.67% or twenty eight students agreed and 28.57% or twelve students strongly agreed. Therefore, the total score of agreement was 95.24% or forty students who agreed with the statement number eight. Finally, the result of the statements number six until eight showed that almost all of the students agreed that the situation of a person affects people to give their opinion. It was also supported by Altman, et al (1985) that the situation of the person also affects their perception.

The next statement number nine presented about self-concept of the students in giving their opinion. The statement number nine showed that none of the students who strongly disagreed and disagreed. Thus, 66.67% or twenty eight students agreed and 33.33% or fourteen students strongly agreed. The total agreement for the statement number nine was 100% or forty two students agreed

with the statement. It could be concluded that all the students agreed that self-concept of the students help them to give their opinion.

Based on the discussion above, the researcher concluded that the students of grade XII IPA in SMA BOPKRI 2 had positive perception in doing group presentation using English. It could be seen from the results of the questionnaire number 1 until number 9. The students of grade XII IPA in SMA BOPKRI 2 usually gave their opinion after the group presentation done. It meant that the students of grade XII IPA had positive perception in learning by using group

presentation. The positive perception was seen from the students’ enthusiastic in

asking and giving opinion during the group presentation.

2. XII Graders’ Perception on the use of Group Presentation (as the presenters)

In this section, the researcher presented students’ perception on the use of

group presentation (as the presenters). The result of this section could be seen as follows:

Table 4.3 XII Graders’ Perception on the use of Group Presentation (as the presenters)

No Statements 1

SD 2 D 3 A 4 SA 11. Well-prepared material. 0

(-) 3 (7.14%) 31 (73.81%) 8 (19.05%) 12. Rechecking material. 0

(-) 6 (14.29%) 29 (69.05%) 7 (16.67%)

13. Clarity of speech’s objectives. 1

(2.38%) 11 (26.19%) 24 (57.14%) 6 (14.29%)

14. Summing up. 0

(-) 11 (26.19%) 25 (59.52%) 6 (14.29%)

No Statements 1 SD

2 D

3 A

4 SA 15. Appealing opening, attention’s

attraction, speech’s opening.

0 (-)

1 (2.38%)

14 (33.33%)

27 (64.29%)

The statement numbers eleven and twelve presented about the students’

preparation in doing group presentation. For statement number eleven there was none of the students strongly disagreed, 7.14% or three students disagreed. Next, there were 73.81% or thirty one students who agreed and 19.05% or eight students strongly agreed. Thus, the total score for the level of agreement was 92.86% or thirty nine students. It could be concluded that most of the students prepared the presentation well before they did the presentation in front of the class. In statement number twelve, the result was none of the students strongly disagreed. There were 14.29% or six students disagreed and there were 69.05% or twenty nine students agreed. Then, there were 16.67% or seven students strongly agreed. Furthermore, the total score for the l level of agreement for statement number twelve was 85.72% or thirty six students agreed.

Statement number thirteen was about the clarity of speech’s objectives. There were only 2.38% or one student strongly disagreed, and there were 26.19% or eleven students disagreed. Next, there were 57.14% or twenty four students agreed and 16.67% or six students strongly agreed. Therefore, the total score of agreement for statement number thirteen was 73.81% or thirty students agreed. It meant that not all the students explained about the goal of the material which was going to be presented. It is strengthened by Rosenshine and Stevens (1986) as

cited by Burden and Byrd (1999:92) that stating goals and main points is very important.

Next, for statement number fourteen was about summing up. From the table, there were none of the students who strongly disagreed and 26.19% or eleven students disagreed. Meanwhile, there were 59.52% or twenty five students who agreed and 16.67% or six students strongly agreed. The total percentage of agreement was 76.18% or thirty one students who agreed. In conclusion, there were eleven students did not make conclusion after the presentation and there were thirty one students made conclusion after the presentation. Based on the results from statement numbers thirteen and fourteen, clarity of speech’s objectives and summing up reached the lowest score, meaning that almost one-third students claimed not to bring up those two fundamental things.

Statement number fifteen was about appealing opening, attention’s attraction, and speech’s opening. There were none of the students who strongly disagreed. There were 2.38% or one student disagreed, then 33.33% or fourteen students agreed and 64.29% or twenty seven students strongly agreed. In conclusion there were 97.61% or forty one students agreed. It could be concluded that almost of the students greeted the audience before they did the group presentation. It is supported by Rosenshine and Stevens (1988) by cited in Burden and Byrd (1999:92) that providing step-by step presentation by greet and tell the topic to the audience is important.

3. XII Graders’ Perception on the use of Group Presentation (as the audience)

After the researcher presented students’ perception on the use of

presentation for the presenters, in this part the researcher will present the students’ perception on the use of group presentation for the audience. As the audience they had to pay attention to the presentation because in a presentation there will be two doers, those are presenters and audience. There were 5 statements which discussed

about students’ perception on the use of group presentation for the audience and

the researcher distributed the questionnaires to 42 students. The result of the questionnaires could be seen as follows:

Table 4.4 XII Graders’ Perception on the use of Group Presentation (as the audience)

No Statements 1

SD 2 D 3 A 4 SA 16. Focus on the presentation. 0

(-) 2 (4.76%) 29 (69.05%) 11 (26.19%)

17. Presentation’s effectiveness. 1

(2.38%) 10 (23.81%) 21 (50%) 10 (23.81%)

18. Comprehension. 0

(-) 6 (14.29%) 30 (71.42%) 6 (14.29%)

19. Content summary. 0

(-) 16 (38.10%) 21 (50%) 5 (11.90%) 20. Giving opinion depends on the

material. 1 (2.38%) 5 (11.90%) 23 (54.76%) 13 (30.95%)

Numbers sixteen and seventeen were about how the presenters gained the

audiences’ attention and how the presenters made the audience understanding the

material. From the table above, there were none of the students strongly disagreed and 4.76% or two students disagreed. Furthermore, there were 69.05% or twenty

2. Apakah presentasi menggunakan Bahasa Inggris membuat anda mampu untuk berbicara dalam bahasa inggris? Jelaskan!

Student Answers

1 Ya, karena dalam mempresentasikan suatu presentasi menggunakan Bahasa Inggris saya memahami, mempersiapkan dan mengecek kembali materi presentasi sehingga dapat memperdalam pengetahuan dan percakapan dalam Bahasa Inggris.

2 Iya, karena presentasi adalah salah satu cara untuk menyampaikan sesuatu kepada orang lain sama seperti tujuan dalam berbicara atau bertukar pendapat.

3 Ya, secara langsung dan tidak langsung dapat membantu saya belajar untuk berani berbicara dengan menggunakan Bahasa Inggris.

4 Ya, karena mau gak mau kita pasti harus memaksakan diri untuk belajar Bahasa Inggris. Dan kalau sudah dipelajari, pasti akan ingat untuk selanjutnya.

5 Iya, karena saya secara tidak langsung diharuskan untuk mengerti arti kata ataupun susunan kalimat yang benar.

6 Mampu. Dapat mengetahui mana kosakata yang salah dan mana yang benar.

7 Ya, mampu untk menambah wawasan dan ilmu tentang berbicara menggunakan Bahasa Inggris.

8 Mampu jika benar-benar memahami materi yang diberikan tetapi tidak mampu juga jika tidak dapat berbicara Bahasa Inggris yang baik.

9 Iya. Karena dengan presentasi Bahasa Inggris saya bisa berbicara Bahasa Inggris walaupun hanya sedikit-sedikit.

10 Ya, karena dapat melatih banyak kata dalam Bahasa Inggris dan menyusun kata-kata dengan baik.

11 Iya, karena dapat belajar berbicara menggunakan Bahasa Inggris.

12 Ya, karena presentasi dengan Bahasa Inggris dapat membantu cara ngomong/ berbicara dengan Bahasa Inggris sedikit-sedikit. 13 Ya sangat, karena kita bias membaca atau berbicara Bahasa

Inggris dengan sempurna.

14 Ya, karena dalam presentasi kita harus bias membuat sebagaimana mungkin agar audience tahu apa yang saya presentasikan. Jadi dengan presentasi membuat saya harus bisa berbicara dengan baik dan benar.

15 Ya, karena menambah wawasan dalam berbahasa inggris seperti kosakata.

16 Belum tentu, karena kemampuan setiap orang berbeda-beda. 17 Iya, karena presentasi tersebut memacu saya untuk bias

berbicara dalam bahasa inggris.

18 Ya, dengan presentasi bahasa inggris semakin banyak kosakata yang kita miliki dan itu dapat membuat kita benar pada pengucapannya.

19 Mampu, jadi lebih bias mengasah cara bicara dalam berbahasa inggris yang benar.

20 Ya. Melatih kemampuan untuk lebih abik lagi berbicara bahasa inggris.

21 Ya, karena membuat listening, reading, speaking, writing terlatih.

22 In middle school the main language used was English (it’s a private school) so I had never had any trouble speaking it, but that doesn’t mean I’m any good at it. I think that these presentations help me overcome my fear at public speaking, and become less introvert.

23 Iya, karena dengan presentasi emnggunakan bahasa inggris akan memaksa kita untuk mengerti dan memahami seluruh kosakata dalam bahsa inggris.

24 Ya, karena menambah pengetahuan tentang bagaiman cara mengucapkan kalimat dalam bahasa inggris dengan benar. 25 Ya, karena presentasi membuat kita belajar memehami apa

yang dibicarakan menggunakan bahasa inggris.

26 Belum tentu. Karena jika hanya dilakukan presentasi 5-10 kali kita belum tentu mampu untuk berbicara bahasa inggris.

27 Iya. Karena saat saya berbicara menggunakan bahasa inggris, keslahan seperti pronunciation dan grammar akan terlihat, dan dari kesalahan tersebut saya menggunakan bahasa inggris dengan lebih baik dan benar.

28 Ya, karena mau tidak mau saya harus belajar cara pengucapannya dengan benar. Dan memahami cara speaking. 29 Ya. Karena kita dituntut untuk mengerti arti dari pembicaraan

kita dengan penonton dan kita juga bisa berlatih pronunciation yang baik dan benar.

30 Iya karena dilatih pelafalan dan ngapalin kosakata bahasa inggris.

31 Iya, karena secara tidak langsung presentasi menggunakan bahasa inggris memaksa saya (mau atau tidak mau) untuk belajar bahasa inggris. Mulai dari penguasaan kata, grammar, dll.

32 Ya. Menjadi memiliki keberanian untuk mempresentasikan suatu materi didepan kelas, dan menambah wawasan kosakata dalam bahasa inggris.

33 Sebenarnya bisa membuat dan melatih kita untuk berbicara inggris, tetapi pengucapannya kadang-kadang masih salah mengucapkannya.

34 Ya. Karena sudah mempersiapkan materi tersebut sebelumnya dan sudah mengantisipasi vocab yang mungkin dapat digunakan.

35 Ya, karena melatih dalam berbicara langsung menggunalan bahasa inggris.

36 Belum tentu karena dalam presentasi bahasa inggris biasa diselingi dengan bahasa Indonesia.

37 Iya, karena menggunakan bahasa inggris membuat kita lebih berani, lebih mengerti dan paham. Dan mengharuskan kita memakai bahasa inggris.

38 Tidak terlalu. Karena setiap berbicara langsung dengan bahasa inggris aku jadi seperti tidak tahu bahasa inggris yang ingin saya sampaikan.

39 Ya, meningkatkan kemampuan kita untuk berbahasa inggris yang benar dan membiasakan kita menggunakan bahasa inggris yang baik.

40 Mampu. Karena dalam presentasi, kita dituntut untuk berbicara bahasa inggris.

41 Iya, untuk melatih lebih dalam berbahasa inggris khususnya grammar dan spelling.

42 Sure, why not?

Karena saat presentasi berlangsung kita juga secara langsung belajar bahasa inggris.

3. Bagaimana pendapat anda mengenai teknik presentasi grup yang pernah anda lakukan dalam menggunakan Bahasa Inggris? Jelaskan!

Student Answers

1 Menurut saya efektif dalam hal untuk memperdalam materi dan perbincangan secara bahasa inggris. Selain itu, saya dapat lebih memahami cara melakukan presentasi/ berbicara didepan public dengan baik.

2 Presentasi dalam bahasa inggris akan mudah menyampaikan materi bila seluruh anggota grup memiliki kemampuan bahasa inggris yang sama.

3 Pendapat saya mengenai presentasi menggunakan bahasa inggris sangatlah baik & berguna untuk membentuk keberanian kelompok dalam berpresentasi menggunakan bahasa inggris, dan juga dapat membantu kita untuk lebih mengerti & memahami bahasa inggris dengan lebih baik lagi.

4 Menurut saya, teknik presentasi yang baik adalah saat kelompok membuat slide, di slide tersebut mereka hanya perlu menuliskan bagian pentingnya saja. Dan masing-masing dari mereka harus mengembangkan inti dari slide itu menggunakan bahasanya sendiri pada presentasi.

5 Menurut saya itu bagus, namun dalam pemilihan anggota grup harus dilakukan dengan adil. Misalnya, yang susah berbahasa inggris satu grup dengan yang pintar dan orang yang susah berbahasa inggris, part dia untuk ngomong harus disesuaikan dengan kemampuan.

6 Lebih seru berkelompok disbanding individu. Ketika berdiskusi bisa mengetahui banyak vocab.

7 Berlatih dirumah agar mencapai hasil semaksimal mungkin ketika sedang presentasi.

8 Belum pernah, ya mungkin sedikit banyak membantu dalam berbicara bahasa inggris yang baik.

9 Baik, karena dengan grup kita saling melengkapi.

10 Sangat memudahkan,karena didalam grup selalu membantu untuk meringkas materi dalam bahasa inggris.

11 -

12 Sedikit baik, karena kadang si presentasi masih kurang jelas/ lancar berbahasa inggris.

13 Sangat kompak, karena kita bisa belajar bersama dalam satu kelompok dan bisa tau apa yang kita tidak paham.

14 Sangat baik karena kita tahu presentasi yang baik itu harus gimana dan semisalnya presentasi pake ppt kita juga harus tahu membuat ppt yang benar bagaimana.

15 Pendapat saya kurang menarik, karena dalam grup pasti akan ada satu patokan yang akan selalu berbicara dan yang lainnya

berbicara namun sedikit.

16 Lebih mudah mempresentasikan jika ada yang lupa teman lain bisa membantu.

17 Cukup baik, karena sebelum mempresentasikan materi saya mencoba untuk memahami isi materi yang akan saya presentasikan.

18 Menurut saya itu memudahkan saya dan tekniknya sudah benar dan adil.

19 Tidak pernah, hanya sendiri. Jadi tau menyimpulkan dengan bahasa inggris, jadi lebih lancar pengucapan bahasanya.

20 Cukup membantu dalam belajar karena bisa saling membantu antar teman.

21 Lumayan berguna, karena semua kegiatan pasti punya keuntungan jika dilakukan dengan baik. Jadi teknik yang saya alami saya rasa sudah cukup.

22 In high school (my last one before Boda) slides were divided evenly end you had to memorize the entire slide. Speaking loud, fluent and avoiding reading from the slide led better score. It wasn’t that bad, I rather enjoyed it.

23 Cukup baik dan sangat membantu.

24 Cukup baik, tapi kurang lancar dalam mengucapkan kalimat-kalimat dalam bahasa inggris.

25 Membagi tugas dengan adil, semua bekerjasama sehingga kebagian tugas yang sama. Mempelajari materi yang akan dipresentasikan.

26 Baik.

27 Cukup baik karena ada satu dua orang yang tidak menguasai materi.

28 Sangat setuju, karena kita dituntut untuk membuat dengan baik gelap terang kontrasnya suatu pp. Dan belajar cara berbicara didepan kelas dengan baik.

29 Hal itu sangat baik. Kita dilatih untuk bekerja sama dengan teman kelompok dan kita juga bisa berlatih, belajar bahasa inggris bersama. Saya sangat mendukung teknik tersebut. 30 Asyik, seru gitu ngomong pake bahsa inggris. Jarang-jarang

juga. Ditambah kalau presentasi sama temen nanti salah ngomong dikasih tahu sama temenku yang bener kayak gimana. Intinya sama-sama belajarlah.

31 Menguasai materi yang dipresentasikan, mengambil inti dari materi, menggunakan bahasa yang mudah dimengerti.

32 -

33 Individu: sebenarnya bagus untuk melatih untuk mental kita untuk berani berbahasa inggris.

34 Sudah efektif, karena sudah berlatih dan setiap presentasi sebelumnya telah dijelaskan oleh guru.

35 Mengerti materi yang akan disampaikan dan kemampuan kemudian mengubah dengan bahasa inggris.

36 Dapat membantu kita untuk berlatih berbicara menggunakan bahasa inggris.

37 Sikap baik, sopan, tegas, dan lugas.

38 Lumayan baik. Karena jika salah satu anggota tidak terlalu bisa bahasa inggris maka yang lain bisa membantu.

39 Menyenangkan dan baik, saat ada dari kami tidak dapat menjawab pertanyaan dari audience kita dapat berpikir bersama 40 Pendapat saya cukup membantu dalam memperlancar bahasa

inggris.

41 Mengambil dari intinya saja, lalu dikembangkan dengan bahasa sendiri.

42 Menyenangkan, cukup terorganisir dengan baik. Asalkan kita bisa membagi tugas masing-masing dengan baik, maka saya yakin materi yang ingin disampaikan dapat orang lain pahami dengan baik.