The students` perceptions on the use of the group presentation technique in language teaching methodology course.

THE STUDENTS’ PERCEPTIONS ON THE USE OF

THE GROUP PRESENTATION TECHNIQUE IN

LANGUAGE TEACHING METHODOLOGY COURSE

A THESIS

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

in English Language Education

By:

Arshinta Widya Hanani

Student Number: 021214072

English Language Education Study Program

Department of Language and Arts Education

Faculty of Teachers Training and Education

Sanata Dharma University

Yogyakarta

2007

“…Nothing seems real I’m starting to feel Lost in the haze of a dream

And as I draw near The scene becomes clear Like watching my life on a screen…”

Regression (Dream Theater) “…I may never find all the answers

I may never understand why I may never prove What I know to be true

But I know that I still have to try…” The Spirit Carries on

(Dream Theater) “…This feeling inside me Finally found my life, I’m finally free

No longer torn in two

Living my own life by learning from you We’ll meet again my friend someday soon…”

Finally Free (Dream Theater)

ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to my Lord, Jesus Christ for His guidance and blessings so I could accomplish this thesis.

I would like to address my deep gratitude to my sponsor, Ag. Hardi Prasetyo, S.Pd., M.A. I thank him for his great patience, support (‘move on, be brave’), and guidance so I could accomplish this thesis. I also thank him for permitting me to do this research in his class. I really appreciate all his great efforts to check my thesis.

I would also like to thank Laurentia Sumarnie, S.Pd for her advice and support (“things are beautiful in its time”), so I feel confident to continue the collaborative research. Without her advice I believe I could not finish this thesis.

I dedicate this thesis to Mom and Dad, who have given me their love, care, and prayer in finishing this thesis. This thesis is also dedicated to my sister, Nita, and my brothers, Rindra, Andhi, and Radit.

I would also like to thank the following people: my classmates of PBI 2002 Class B (Rinos, Ajeng, Uyak, Santi, Woro, Lisa, Rumi, Daru, and Gede). I thank them for their support and for being good friends. Finally, I thank the people whom I could not mention here.

Arshinta Widya Hanani

TABLE OF CONTENTS

Page

TITLE PAGE ... i

PAGE OF APPROVAL ... ii

BOARD OF EXAMINERS ... iii

STATEMENT OF WORK’S ORIGINALITY ... iv

DEDICATION PAGE ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... x

ABSTRACT ... xi

ABSTRAK ... xii

CHAPTER I: INTRODUCTION A. BACKGROUND ... 1

B. PROBLEM LIMITATION ... 3

C. PROBLEM FORMULATION ... 4

D. RESEARCH OBJECTIVES ... 5

E. RESEARCH BENEFITS ... 5

F. DEFINITION OF TERMS ... 7

CHAPTER II: THEORETICAL REVIEW A. THEORETICAL DISCUSSION ... 9

1. Presentation ... 9

a. Definition of Presentation ... 10

b. Characteristics of Presentation ... 11

2. Perception ... 15

a. Definitions of Perception ... 16

b. Perceptual Process ... 17

c. Factors Influencing Perception ... 19

3. Cooperative Learning ... 24

a. Definition of Cooperative Learning ... 24

b. Characteristics of Cooperative Learning ... 25

c. Benefits of Cooperative Learning ... 28

4. Constructivism ... 29

a. Characteristics of Constructivism ... 29

b. Principles of Constructivism ... 31

5. The Nature of Language Teaching Methodology ... 32

B. THEORETICAL FRAMEWORK ... 32

CHAPTER III: RESEARCH METHODOLOGY A. RESEARCH METHOD ... 35

B. RESEARCH PARTICIPANTS ... 35

C. RESEARCH INSTRUMENTS ... 36

D. DATA GATHERING ... 39

E. DATA ANALYSIS ... 39

CHAPTER IV: DATA ANALYSIS A. The Implementation of Group Presentation Technique in Language Teaching Methodology Course ... 41

1. Data Presentation and Analysis ... 41

2. Discussion ... 46

B. The Students’ Perceptions on the Group Presentation Technique Used in Language Teaching Methodology Course ... 47

1. Data Presentation and Analysis ... 48

2. Discussion ... 58

C. Some Possible Suggestions that can be Drawn for the Improvement of Group Presentation Technique in Language Teaching Methodology Course ... 59

CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. CONCLUSIONS ... 62

B. SUGGESTIONS ... 64

1. For Students of English Language Education Study Program ... 64

2. For Lecturers of English Language Education Study Program ... 65

3. For Other Researchers ... 66

REFERENCES ... 67

APPENDICES ... 69

Appendix 1 : The raw data of the observations ... 70

Appendix 2 : The questionnaires result ... 87

Appendix 3 : The interview result with the lecturer of Language Teaching Methodology course ... 106

Appendix 4 : The interview result with the students ... 108

Appendix 5 : The observation sheet ... 119

Appendix 6 : The questionnaire ... 122

Appendix 7 : The interview questions ... 125

LIST OF TABLES

Table 4.1: The result of the respondents’ responses both as the

presenters and the audiences ... 48 Table 4.2: The results of the respondents’ responses from the

presenter’s point of view ... 52 Table 4.3: The results of the respondents’ responses from the

audience’s point of view ... 56

ABSTRACT

Hanani, A.W. (2007). The Students’ Perceptions on the Use of the Group Presentation Technique in Language Teaching Methodology Course. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study investigates the students’ perceptions on the use of the group presentation technique in Language Teaching Methodology courses. There are three problems formulated in the problem formulation: (1) How is the implementation of group presentation technique in Language Teaching Methodology course? (2) What are students’ perceptions on the group presentation technique used in Language Teaching Methodology course? (3) What are some possible suggestions that can be drawn from the students’ perceptions on the group presentation technique to improve its implementation?

In order to help the writer to answer those problems, some theories are employed. First are the definition of presentation and characteristics of an effective presentation. Second are the definition of perception, the perceptual process, and the factors influencing perception. Third are the definition, the characteristics, and the benefits of cooperative learning. Fourth is the characteristics and principles of constructivism. Fifth is the nature of Language Teaching Methodology course.

In order to answer those problems, the writer employed a survey research. The survey was done by gathering the empirical data through observing the classes, distributing questionnaires, and interviewing the lecturer and the students from class B and D of Language Teaching Methodology course.

The findings of this study showed that the implementation of group presentation technique in Language Teaching Methodology course already fulfilled most of the characteristics of a good presentation, although there were some characteristics of a good presentation that had not been implemented by the presenters. Most of the students in class B and D have positive responses on the technique. However, there are some problems in implementing the group presentation technique. There are some possible suggestions derived from the respondents in order to improve the implementation of group presentation technique. Those are for group dynamics, facilities, and the presentation technique.

There are some suggestions that can be proposed by the writer. The suggestions are for the students of English Language Education Study Program, the lecturers of English Language Education Study Program, and for the other researchers who would like to conduct further research.

ABSTRAK

Hanani, A.W. (2007). The Students’ Perceptions on the Use of the Group Presentation Technique in Language Teaching Methodology Course. Yogyakarta: Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Penelitian ini bertujuan untuk mengetahui persepsi mahasiswa mengenai penggunaan presentasi dalam kelompok dalam mata kuliah Language Teaching Methodology. Ada tiga masalah yang dirumuskan dalam perumusan masalah: (1) Bagaimana penggunaan teknik presentasi kelompok dalam mata kuliah Language Teaching Methodology? (2) Bagaimana persepsi siswa-siswa terhadap penggunaan teknik presentasi kelompok dalam mata kuliah Language Teaching Methodology? (3) Saran-saran apa saja yang bisa disampaikan setelah mengetahui persepsi siswa-siswa terhadap penggunaan teknik presentasi kelompok untuk meningkatkan mutu teknik presentasi kelompok di kelas Language Teaching Methodology?

Untuk membantu menjawab masalah-masalah tersebut, penulis mencantumkan beberapa teori. Teori pertama tentang arti presentasi dan karakteristik dari teknik presentasi yang efektif. Teori kedua tentang arti persepsi, proses terbentuknya persepsi, dan faktor-faktor yang mempengaruhi perspsi seseorang. Teori ketiga tentang definisi, karakteristik, dan manfaat cooperative learning. Teori keempat tentang karakteristik constructivism. Teori kelima tentang arti Language Teaching Methodology.

Untuk menjawab masalah-masalah tersebut, penelitian ini menggunakan metode survey. Survei dilakukan dengan mengumpulkan data yang diperoleh dari observasi kelas, pembagian kuesioner, serta wawancara dengan dosen serta mahasiswa-mahasiswa dari kelas B dan D dalam mata kuliah Language Teaching Methodology.

Hasil penelitian ini menunjukkan bahwa penggunaan teknik presentasi kelompok sudah memenuhi sebagian besar dari kriteria suatu presentasi yang efektif, meskipun masih ditemui beberapa karakteristik dari presentasi yang efektif yang belum digunakan. Murid-murid di kelas B dan D memiliki persepsi yang positif terhadap penggunaan teknik presentasi kelompok. Akan tetapi, masih terdapat beberapa hambatan dalam penggunaan teknik presentasi kelompok. Ada beberapa saran dari para siswa untuk meningkatkan mutu teknik presentasi kelompok, yaitu dinamika kelompok, fasilitas, dan teknik presentasi.

Terdapat beberapa saran yang dapat diberikan oleh penulis. Saran-saran tersebut ditujukan kepada para mahasiswa Pendidikan Bahasa Inggris, dosen-dosen Pendidikan Bahasa Inggris, serta untuk peneliti yang ingin melaksanakan penelitian lebih lanjut.

CHAPTER I INTRODUCTION

This study investigates the students’ perceptions on the implementation of group presentation technique in Language Teaching Methodology course. This chapter presents background of the study, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms.

A. BACKGROUND

Traditionally, teaching-learning process is teacher-centered (English Teaching Forum 1991: 31). It means that teacher is the only person who has to explain the material. In other words, the students’ understanding on the material depends solely on the teacher explanation. The students will only become listeners. The students are also lack of interactions between the other students.

Nowadays, most lecturers apply teaching-learning technique which emphasizes on increasing students’ autonomy. It means that the students are required to become self-reliant learners and be more responsible for their own learning. Besides, the students are also expected to be more cooperative with their friends. In other words, most lecturers nowadays apply teaching-learning techniques which emphasize not only the academic achievement, but also how the students are able to cooperate with one another to achieve certain purpose.

One of the teaching-learning techniques that can be used to increase the students’ interactions between the other students and the students’ autonomy in learning is group presentation technique. Group presentation is defined as a presentation conducted by a group which presents a method in language teaching

and then simulates the method. It is applied in Language Teaching Methodology (KPE 264) courses, one of the compulsory courses taught in English Language Education Study Program in Sanata Dharma University. This course aims to equip the students with knowledge of well-established language teaching approaches and methods and be able to apply the knowledge (Panduan Akademik, 2002).

Group presentation technique used in the Language Teaching Methodology course is expected to help the students become independent learners. Based on the result of an interview, one of the lecturers of Language Teaching Methodology course in Sanata Dharma University Yogyakarta has two motivations in applying group presentation technique. First is that group presentation technique can develop the students’ speaking skill. Students of English Language Education Study Program are trained to be teachers. Group presentation is aimed to train their speaking skill since as teachers, they have to be able to explain things clearly and through presentation they can exercise their explaining skills. The second motivation is that through group presentation, the students can develop their social skill. Social skill in this study refers to how the students help one another to understand the lesson and how the students learn to respect others’ opinion. The students are also expected to be autonomous learners. It means that the students’ understanding does not depend solely on the teacher’s explanation. Moreover, group presentation can increase the students’ leadership skill and be responsible for their friends’ understanding of the lesson.

However, the students might perceive the use of group presentation technique in various ways. Students might find that group presentations technique

will train them to be self – reliant learners. However, 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.

Altman, Valenzi, and Hodgetts (1985: 86) state that need is one of the important factors which can affect someone to have perception towards something. The students as the samples on this study may need to know the knowledge of Language Teaching Methodology. Some other students need the group presentation technique only for fulfilling the lecturer’s requirements. The different situation may lead the students to have different perceptions. Altman et al (1985: 80) state that motivation also affect someone in having his/her perception. In this study, the students might be motivated to learn the methods of language teaching because the students have positive perceptions on the implementation of group presentation technique. The students’ motivation in learning the methods of language teaching will affect the students’ achievement.

This study is then aimed to find out how the implementation of group presentation technique used in the Language Teaching Methodology course is, to reveal and dig out the students’ perceptions on group presentations technique used in Language Teaching Methodology class, and to present suggestions which can contribute to the improvement of the implementation of group presentation technique in English Language Education Study Program Sanata Dharma University.

B. PROBLEM LIMITATION

The use of group presentation technique in Language Teaching Methodology course may lead the students to have various perceptions on the

technique since the use of group presentation gives various experiences to the students. This research will be focused on three things, namely the implementation of group presentation in Language Teaching Methodology class, the students’ perceptions on group presentation used in Language Teaching Methodology class, and finding out and presenting some suggestions for the improvement of the implementation of group presentation technique in English Language Education Study Program Sanata Dharma University.

The researcher chose the Language Teaching Methodology course because this course uses group presentation technique. Group presentation is a presentation conducted by a group which presents the theoretical review of a method in language teaching and then simulates the method discussed in the course references (Course Guidelines for presentation in Language Teaching Methodology course).

C. PROBLEM FORMULATION

From the problem limitation, the problems can be formulated as follows: 1. How is the implementation of group presentation technique in Language

Teaching Methodology course?

2. What are students’ perceptions on the group presentation technique used in Language Teaching Methodology course?

3. What are some possible suggestions that can be drawn from the students’ perceptions on the group presentation technique to improve its implementation?

D. RESEARCH OBJECTIVES

The objectives of this research are as follows:

1. To know the implementation of the group presentation technique used in the Language Teaching Methodology course.

2. To know and dig out students’ perceptions on the group presentation technique used in the Language Teaching Methodology course.

3. To draw some possible suggestions for the improvement of the implementation of group presentation technique in Language Teaching Methodology course in English Language Education Study Program Sanata Dharma University.

E. RESEARCH BENEFITS

The findings of the research hopefully will be beneficial for the students, the lecturers, and English Language Education Study Program of Sanata Dharma University Yogyakarta.

1. Students of English Language Education Study Program

The research finding hopefully will make the students know how to make a successful group presentation. A successful group presentation can be achieved through the implementation of some characteristics of a good presentation as mentioned in Chapter 2. The research finding will also make the students know the benefits of their group presentation. Through group presentation technique, the students experience cooperation between members of their group. The students also experience learning the material autonomously. Hopefully by knowing the benefits of their group presentation technique, the students will have

positive perception on the technique. By having positive perception, the students’ motivation to learn the material through group presentation may increase. The implementation of group presentation technique hopefully becomes more useful and more interesting for the students. Furthermore, the students will realize that they cannot only increase their academic achievement, but also develop their teaching skill and social skill through group presentation technique.

2. Lecturers of English Language Education Study Program

The research finding hopefully will make the lecturers consider the students’ perceptions on certain teaching technique used by the lecturers. The students’ perceptions on the teaching technique implemented by the lecturer can be used to improve the teaching-learning activity.

3. English Language Education

The research finding hopefully will be beneficial for English Language Education in general, especially for English Language Education Study Program Sanata Dharma University. In group presentation technique, the students are required to be self-reliant and independent problem solver. It means that the students do not depend solely on the lecturer’s explanation, but more on their friends’ explanation and their own effort to master the material. Through group presentation technique, the students have more chance to practice their English ability and teaching skill. By providing the students with more opportunities in practicing the teaching skill, hopefully English Language Education Study Program will have qualified graduate.

Through this study, it is expected that English Language Education Study Program Sanata Dharma University also pays attention to the suggestions given by the students for the improvement of the quality of the teaching technique used in English Language Education Study Program Sanata Dharma University. It is also expected that the implementation of the group presentation technique will develop the teaching materials used in English Language Education Study Program Sanata Dharma University.

F. DEFINITIONS OF TERMS 1. Perception

In this study, perception is defined as “The process by which an organism receives or extracts certain information about the environment” (Forgus, 1966). In other words, perception in this study refers to how the students perceive on receiving group presentation technique as the teaching-learning technique.

2. Group Presentations (Course Guidelines for presentation)

In this study, group presentation is defined as a presentation conducted by a group which explains a method in language teaching and then simulate the method. Group presentation is divided into two parts. The first part is the theoretical review. In the theoretical review, the members of the group have to explain the method. The second part is the method simulation. In the method simulation, the group who has presented the theoretical review should simulate how the method works. The members of the group should assign one of the members as the teacher and the rest should be the students.

3. Language Teaching Methodology (KPE 264)

Based on “Panduan Akademik 2002”, Language Teaching Methodology is one of the compulsory courses taught in English Education Study Program in Sanata Dharma University Yogyakarta. In this study Language Teaching Methodology refers to a course which has a goal to assist the students to have adequate knowledge of well-established language teaching approaches and methods and to help the students be able to apply the knowledge.

CHAPTER II

THEORETICAL REVIEW

The theoretical review is divided into two parts. The first part is the theoretical discussion. The theoretical discussion is divided into five subtitles: (1) The definition of presentation and some characteristics of presentation. (2) Definitions of perception, the perceptual process, and factors influencing someone in having his or her perception. (3) Definition of cooperative learning, characteristics of cooperative learning, and benefits of cooperative learning. (4) Characteristics and principles of constructivism. (5) The nature of Language Teaching Methodology. The second part is the theoretical framework.

A. THEORETICAL DISCUSSION

In the theoretical discussion, the writer presents five points. First is the definition and the characteristics of presentation, second is the definition of perception, the perceptual process, and factors influencing someone in having his or her perception, third is the definition, the characteristics, and benefits of cooperative learning, fourth is the characteristics of constructivism model, and fifth is the discussion of the nature of Language Teaching Methodology course. 1. Presentation

In the following discussion, the writer presents the definition of presentation and the characteristics of presentation.

a. Definition of Presentation

The writer will present some definitions of presentation. According to Mackey (1965: 228), presentation is communicating something to somebody. It means that presentation is a means of communication to convey a message from one person to another. Cassie and Constantine (1977:121) state that presentation is speaking in public (1977: 121). There are two elements in a presentation, they are the presenter and the audience. A presenter is someone who is responsible for presenting something to the audience. The presenter is also responsible for making the audience understand what he or she is presenting. In a presentation the situation is presenter – dominated. (Petrequin, 1968: 15). Cassie and Constantine add that giving a lecture is included into a type of oral presentation.

Related with Cassie and Constantine’s statement, Burden and Byrd (1999: 91) state that a lecture is an instructional strategy – a method for delivering instruction that is intended to help students to achieve a learning objective (1999: 85) – in which the teacher gives an oral presentation of facts and principles, with the students frequently being responsible for note-taking. In a lecture, the classroom activity is teacher-directed and the teacher presents the material to the students. It is not always the teacher who can explain the topic. The teacher may ask the students to explain the topic. When the students replace the teacher’s role in explaining the topic, it can be defined as student’s presentation technique. In this study, the student’s presentation is conducted in groups. It can be defined as group presentation technique.

In the following discussion, the writer will present the elements of presentation and some characteristics of presentation.

b. Characteristics of Presentation

A presentation must have two elements, they are the presenter and the audience. There are some criteria of a presenter in a presentation. According to Petrequin (1968: 21), the presenter must be prepared to show as well as talk to gain students’ attention. It means that the presenter must have enough and good preparation for the topic to be presented. The presenter must also be able to direct audience’ attention to what he or she presents. The presenter is responsible for making the audience understand what he or she is presenting. The job of the speaker is to perform the task with clarity and efficiency so that the listeners benefit from the experience (Petrequin, 1968: 17). Thus, the presenter must be clear in presenting the topic. Unclear explanation in a presentation may lead the audience to have wrong understanding of the topic.

A presenter can be called as the speaker of a presentation. Hasling (1988: 13) states that a speaker must use sufficient volume of voice so that the audience is able to hear the speaker’s voice. Hasling adds that the speaker should have a positive attitude toward the subject matter and toward the audience. What is meant by positive attitude is that a speaker has to respect the audience and presents the subject matter clearly and enthusiastic. It is important for a speaker to develop and maintain a positive attitude toward what the speaker is doing in order to have a good feeling before, during, and after the presentation. Besides

the voice and the attitude, a presenter should also be confident in front of the audience.

In a student’s presentation technique, the audiences are the students who are not presenting the subject matter. Petrequin (1968: 15) states that the students’ (the audiences) role is watching, hearing, and noting what happens during the presentation. The audiences may also give response to the subject matter which is being presented. The response may be in forms of questions or suggestion, or critiques.

Rosenshine (1987), cited by Burden and Byrd (1999: 88) writes five suggestions of how to present an effective presentation.

1) Organize the material

First is to organize the material. It means that the material which is going to be presented should be well-organized. A well – organized material will help the presenter master what he or she is presenting. The presenter may brainstorm his or her idea so that the material can be explained in detail. The presenter may start the topic with general idea down to the specific idea, so that the audience can follow the flow of the material which is being presented.

2) State the lesson goal

Second is to state the lesson goal. In student’s presentation technique, the presenter should state first the goal of his or her presentation. By stating the goal of his or her presentation, the presenter will help the audience to have clear idea of what is expected by the presenter toward the audiences.

3) Provide step-by step presentation

Third is to provide step-by-step presentation. The presenter should begin the presentation with an opening or introduction, content, and closing or summary of what has been presented. In the introduction part, the presenter usually does the opening by greeting and mentioning the topic of the subject matter. After introducing the topic, the presenter starts to elaborate the topic. The presenter usually closes the presentation by summarizing what has been presented.

4) Focus on one thought at a time

Fourth is to focus on one thought at a time. It means that the presenter should focus on the point which is being presented. The presenter may also check the audience understanding before continuing to the next point.

5) Model behaviors by going through the directions

Fifth is to model behaviors by going through the directions. The presenter is the focus of the audience’s attention. Thus, a presenter must show proper behavior. Rosenshine and Stevens (1986), cited by Burden and Byrd (1999: 92) add that teaching behaviors (clarity, enthusiasm, smooth transition) are important for a presentation. In student’s presentation technique, the presenter should show the teaching behavior that can motivate the audience to learn the material.

According to Cassie and Constantine (1977: 121), there are four parts of a good presentation; they are preparation, beginning, body, and peroration.

1) Preparation

First part of the presentation is the preparation. In preparing a presentation, the students who will present the material have to make a detail

planning of the presentation. There are two steps in preparation part. The first step is to collect as complete as possible all the material needed. Complete material is important because the presenter will have enough preparation for answering audience’s questions. The second step is to expand ideas by determining the aim of the presentation. Presentation may be aimed for informing, persuading, or entertaining.

2) Beginning

Second part of a presentation is the beginning. As stated by Cassie and Constantine (1977: 123) that the most important part of a presentation is the beginning. The beginning of a presentation will determine the next step of the presentation. In the beginning of the presentation, the presenter should grasp the audience’s attention on what the presenter will present. Cassie and Constantine add that the beginning of a presentation may be in forms of a question or a statement which relates to the audience or to the main topic of the subject matter. 3) The body

Third part of a presentation is the body. The body must contain the arguments and main ideas. As a presenter, he/she must be able to develop the main idea and have enough and accurate arguments to be presented. The presenter must master the content of the subject matter he /she is presenting. The body of a presentation may consist of some sections. The presenter must give clear cut at the end of every section. The presenter should notice when he/she has already come to the end of every section and give summary of it (Cassie and Constantine, 1977: 125).

4) Peroration

The fourth part of a presentation is the peroration. Peroration means the conclusion of a speech, summing up the points, and enforcing the arguments (Cassie and Constantine, 1977:125). In the peroration part, the presenter should present the conclusion of the subject matter which has been presented. The conclusion must be clear and show the cumulative meaning so that the audience will leave the room without confusion or still have a big question mark of what has been concluded by the presenter.

Based on the characteristics of a good presentation from some experts presented above, it can be concluded that a good presentation should provide presenter, audience, organization of the material, statement of the lesson goal, step-by step presentation, focus on one thought at a time, and model behaviors by going through the directions. Furthermore, a good presentation should consist of preparation, beginning, the body, and peroration.

In order to support this study, the writer will present the theory of perception since one of this research aims is to dig out the students’ perception on students’ presentation technique.

2. Perception

Since this study is aimed to know students’ perception on the student’s presentation technique, thus the writer presents the discussion of some definitions of perception according to some experts, the perceptual process, and factors which can influence someone in having his or her perception.

a. Definitions of Perception

The definition of perception can be derived from some sources. . According to Kreitner and Kinicki (1992: 26), perception is a mental and cognitive process that enables us to interpret and understand our surroundings. It means that perception may exist as our responses to our surrounding. Another definition of perception is stated by Leontiev (1981: 31). Leontiev defines perception as the process in which the existence of the objects and phenomena is reflected in a person’s consciousness. The process happens with the help of the person’s sensory organs, namely: eyes, ears, tongue, nose, and skin. Leontiev’s statement means that a person may perceive objects, surroundings, and events or occurrence around him or her consciously by the help of sensory organs.

Haire (1956), cited by Leontiev (1981: 31) states that perception is a process in which the individual recognizes information, fits the information, and compares the information with the previous one which is stored in the person’s memory. Haire’s statement means that a person, after receiving the stimuli, will identify the stimuli. He or she then will recall his or her memory whether he or she has already received the same stimuli or not. If he or she has already received the stimuli before, he or she will recognize the stimuli. The stimuli may be in form of information. The person then matches the information, and compares the information with the previous information. Gibson, Ivancevich, and Donnelly (1973: 216) state that perception is an activity which employs us in everyday of our lives. The perception is a set of factors which influence the motivational state of people in organization. The definition of perception stated by Gibson et. al means that perception influences a person’s motivation in his or her surroundings.

Another point of view about perception comes from Forgus (1966: 1). Forgus defines perception as the process of information extraction. It means that perception is the process where the information is filtered or selected. Altman, Valenzi, and Hodgetts (1985: 85) add that perception is the way stimuli are selected and grouped by a person in such a way that the stimuli can be meaningfully interpreted (see figure 1). Furthermore, Altman et. al state that perception is how a person views reality. The way a person views the reality depends on how the information that is available organized.

After knowing some definitions of perception, in the following discussion the writer will discuss how perception arise in someone’s mind.

b. The Perceptual Process

As stated by Altman et. al (1985: 85) perception is the way stimuli are selected and grouped by a person in such a way that the stimuli can be meaningfully interpreted. Below is the diagram showing how the perceptual process happens.

behavioral response perception, organization,

and interpretation of stimuli

sensors’ selection of stimuli stimuli

Figure 1 (Altman et. al, 1985: 86)

The existence of perception begins from the stimuli. Warga (1983: 207) defines stimuli as forms of physical energy that strikes our sensory receptors. The physical energy is usually in forms of light, heat, and pressure. Sensory receptors are the organs of our body (ears, nose, skin, eyes) whose duty is to convey messages to the brain. Before the message is being interpreted, the stimuli are

selected in the brain. The selected stimuli will result in the form of information. The information will be organized and interpreted by the brain. The interpretation of the information is called sensation (the translation of external energy). After interpreting the information, the brain then translates the information into meanings. The result of the meaningful translation of the information is called perception. An example of this is when a person sees a smoked-jug, he or she might interpret the jug contains either hot water or cold water. The person’s seeing of the smoke is called the sensation. If the person decides to touch the jug, thus the person translated the sensation into perception of a jug containing cold water. The example above shows that sensation and perception is different. People tend to consider sensation and perception the same. Sensation is the translation of external energy, while perception is the sensation’s meaningful translation. The interpretation process results in behavior response. Since behavioral response is not included in this study; thus, the next discussions will not present the behavioral response.

From the perceptual process discussed above, it is clearly seen that perception comes from the stimuli. The stimuli then are selected in the brain. The selected stimuli will result in the form of information. The information will be organized and interpreted by the brain. After interpreting the information, the brain then translates the information into meanings. The result of the meaningful translation of the information is then called perception. Furthermore, perception will create behavior response. Perception may arise from some factors. Thus, in the following discussion, the writer will present some factors which can affect someone’s perception on something.

c. Factors Influencing Perception

There are four important factors which can affect someone to have perception towards something (Altman et al, 1985: 86), they are:

1) Selection of stimuli

Each person selects certain stimuli and may be different from one person to another. The different selection of stimuli may be because of each person has different interests towards something.

Orang-orang cenderung mengabaikan informasi atau petunjuk yang menyebabkan mereka merasa kurang nyaman.

(Winardi, 1992: 47)

(People tend to ignore information which makes them feel less comfortable.)

For example, a girl is listening to music. Meanwhile, she is surrounded by so much noise, such as baby’s crying, neighbor’s lawnmower machine, and noise of starting car machine. She may ignore all of the noise since she feels that it is more interesting to hear the music.

2) Organization of stimuli

The selected stimuli should be organized in order to be meaningful. Altman, et al (1985: 87) state that the perceptual organization of information can help us categorize sensory inputs. The categorization will make the complexity of the information become simpler until a person can interpret the stimuli as meaningful information.

3) The situation

Each person has different expectation towards a situation happened around him or her. The expectation towards a situation may affect what he or she

perceived (Altman et. al, 1985:89). Altman et. al add that familiarity with the situation and a person’s past experience also affect what he or she perceived. Student’s expectation of the situation happened during the group presentation technique may influence their perceptions towards the technique. The students’ past experiences on the use of the technique will also influence students’ perceptions towards the technique. If the students had a bad experience on the use of group presentation technique before, the students will have negative perception towards the technique. On the contrary, if the students’ expectation towards the situation happened during the group presentation technique is fulfilled, then the students will have positive perception towards the technique.

Mendesaknya waktu, sikap orang-orang, dengan siapa seseorang bekerja, akan mempengaruhi ketepatan persepsi.

(Winardi, 1992: 48) (Time constraint, people’s attitude and with whom someone will interact will influence the accuracy of perception.)

4) Self – concept

The next factor which influences someone’s perception is self – concept. Altman et. al (1985: 90) define self – concept as the way someone perceives his or herself. The way we feel and see ourselves will affect our perception of our surroundings. Altman et. al add that self – concept is very important because it will determine what a person perceives and do. For example, a student who feels that he or she is an independent person, will enjoy and like to be in the environment which requires his or her independence, as in the use of group

presentation technique which also requires the student’s independence in learning the material without explanation from the teacher. The students’ self–concepts can shape their like or dislike towards the use of student’s presentation technique. Those four factors mentioned above describe the factors which can influence someone in having his or her perceptions on something. Those factors also describe the factors that can influence student’s perceptions toward group presentation technique.

The selection of the technique based on the students’ like or dislike will affect students’ perceptions towards the use of the technique. When the students like the technique, they will have good perception toward the technique. The organization of the group presentation will affect the students’ perceptions towards the use of the technique. When the group presentation is well-organized, the students will have good perceptions towards the technique. The students can interpret the use of the group presentation technique as meaningful information.

Students’ familiarity and expectation of the situation in the use of group presentation technique will affect students’ perceptions on the technique. When the students are familiar with the technique and the situation of the technique is appropriate with the students’ expectation, the students will have good perceptions on the use of the technique. The students’ self-concepts will affect the students’ perceptions on the use of the group presentation technique too. If the students perceive that they are motivated in using the group presentation technique, they will have good perception toward the technique.

Furthermore, Winardi (1992: 47) discusses seven factors that can influence someone in having his or her perception on something. Some of those factors are similar to the statement from Altman et al. The same factors are organization of stimuli, selective perception which is similar to selection of stimuli, and situational factor. Then, Winardi adds that stereotype, needs, emotion, and attitude are the factors that can influence someone in perceiving something too.

1) Stereotype

People tend to have their stereotype on a particular thing. Stereotype is the process of categorizing people or things based on a limited amount of information (Altman et al, 1985: 91). In other words, people make their own classification on a thing or a person based on their expectation. People tend to pay attention to things which are appropriate to their stereotype and ignore others that do not match with their perception.

2) Needs

People work or do something to fulfill their needs. Every person has different needs. For example, in arranging a wedding party, people may have many considerations in decorating a party room. The decorations are arranged to satisfy their needs and expectations. They will choose the decorations which they feel the best for the party room. People tend to perceive something positively if they feel that thing can satisfy their needs and expectation. If the students feel that the use of group presentation technique can fulfill their needs in learning the materials, they will perceive positively the use of the technique.

3) Emotion

Kreitner and Kinicki (1992: 212) state that emotions have a significant effect on our perceptions. A person’s emotion can affect his or her perception on something. Negative emotions, such as anger, jealousy, envy, disappointment and so on toward something may lead someone to have bad perceptions on that thing. On the contrary, when someone has positive emotions, such as happiness, contentment, gladness, and so on toward something, he or she will have good perceptions on that thing. For example, a student always greets and smiles at her teacher when they are passing each other. However, the teacher often ignores her greeting. The student feels disappointed by the teacher, thus, she considers her teacher as a self-assertive person and will have bad perception toward the teacher. 4) Attitude

Attitude may affect someone to have perceptions toward something.

Sikap merupakan suatu keadaan siap mental, yang dipelajari dan diorganisasi menurut pengalaman, dan yang menyebabkan timbulnya pengaruh khusus atas reaksi seseorang terhadap orang-orang, objek-objek, dan situasi-situasi dengan siapa ia berhubungan

(Winardi, 1992: 48) (Attitude is a mental-prepared condition, which is learned and organized based on the experiences and causes the existence of a specific influence on someone’s reaction toward people, objects, and situations with whom the person make relation.)

From the discussion, we know that many factors can influence students’ perception on the use of the group presentation technique. Selection of stimuli, organization of stimuli, the situation, self – concept, stereotype, needs, emotion, and attitude are some factors which may influence the students in having their perception on the use of the group presentation technique.

During preparing the presentation, the students need to work together in groups which can be categorized into cooperative learning since the students need to cooperate with one another in order to achieve certain goal, thus, in the following discussion, the writer will present the theory of cooperative learning. 3. Cooperative Learning

In order to support this study, the writer also includes the discussion of the cooperative learning approach since in the process of preparing the group presentation technique, the students need to cooperate with one another in order to achieve certain goal, which is in accordance with the characteristic of cooperative learning approach. The discussion of the cooperative learning approach is divided into three parts, definition, characteristics, and benefits that the students have got in the cooperative learning.

a. Definition of Cooperative Learning

Johnson, Johnson, and Holubec (1994), cited by Richards and Rodgers (2001: 195) write the definition of cooperative learning as the instructional use of small groups through which students work together to maximize their own and each other’s learning. It means that in cooperative learning approach, the learning activities are mostly done in groups and every student is responsible not only for their own learning but also for each other’s learning.

Another definition of the cooperative learning approach is also presented by Slavin. According to Slavin, cooperative learning refers to the variety of teaching methods in which students work in small groups to help one another learn academic content (1995: 2). In the cooperative learning approach, the students are expected to work together and help one another in mastering the

materials. Following the two definitions of the cooperative learning approach mentioned above, Olsen and Kagan (1992) cited by Richards and Rodgers (2001: 192) define the cooperative learning approach as follows:

Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.

Based on those definitions it can be concluded that in implementing the cooperative learning approach, the teacher allows the students to cooperate with each other and to share knowledge or information to achieve the learning goals. Each student is also expected to be active in helping the other students and be responsible not only for their own learning but also for other’s learning.

In order to support the discussion of cooperative learning, in the next discussion the writer will present some characteristics of cooperative learning. b. Characteristics of Cooperative Learning

One of the main characteristics of the cooperative learning approach can be identified from the word cooperative. Richards and Rodgers (2001: 195) state that the word cooperative in cooperative learning refers to cooperation in learning. Cooperation is working together to accomplish shared goals. In cooperative learning situation, the students work together to achieve certain purpose.

Olsen and Kagan (1992) cited by Richards and Rodgers (2001: 196) write five key elements of the cooperative learning approach. First is positive interdependence. Positive interdependence means each student feels that their

success in learning depends on the other student. On the other words, what helps one member helps all. The second element is group formation. The existence of positive interdependence between students implies that grouping has occurred. It means that teacher may make the group based on certain criteria or by chance. The third element is individual accountability. Accountability refers to responsibility. It means that each student or each group is responsible not only for their own learning, but also for other student’s or group’s learning. The fourth element is social skills. Social skills determine how the students interact with each other to achieve activity or task objectively. Students’ social skills may develop through cooperative learning approach. The students will learn how to communicate with each other and to respect other’s opinion. The fifth element of the cooperative learning approach is structuring and structures. Structuring and structures of the cooperative learning approach refer to ways of organizing student interaction and how the students interact.

The teacher’s role in the cooperative learning approach is not only as source of learning, but also as the facilitator of learning. Harel (1992) cited by Richards and Rodgers (2001: 199) states that as a facilitator of learning, the teacher interacts, teaches, refocuses, asks questions, clarifies, and supports the students during the teaching learning activity. Still according to Harel, as a facilitator, the teacher may give feedback, redirect the groups with questions, encourage the groups to solve its own problem, encourage thinking, extend activity, manage conflict, observe the students, and supply resources.

Furthermore, the teacher of the cooperative learning approach usually helps the students with learning tasks and gives few commands. The cooperative learning approach also requires the teacher to give more freedom to the students to explore the topic being discussed and evaluate their performance together with their friends.

Besides the teacher - student interaction, the interaction between the students in the cooperative learning approach is aimed to enable the students help each other. The role of the students in the cooperative learning approach is as the director of their own learning. The students are also expected to plan, monitor, and evaluate their own learning. The cooperative learning approach requires the students to involve and participate during the teaching learning activity.

From the explanation presented before, it can be concluded that there are five important components in the cooperative learning, they are: positive interdependence, group formation, individual responsibility, social skills, structuring and structures. The teacher of the cooperative learning is not dominant in the learning process. The teacher’s role is as a facilitator of the learning process. The success of the learning process depends on the students by encouraging each other to achieve the goals.

Cooperative learning approach also gives some advantages for the students in developing not only their language skill but also their social skills. In the following discussion, the writer will present some advantages of applying cooperative learning approach which can be beneficial for the teacher, the students, and the material developers.

c. Benefits of Cooperative Learning

Based on the characteristics of the cooperative learning approach, this approach gives benefits for the students especially in developing the students’ social skills. Mc Groarty (1989), cited in Kessler (1992: 2) writes six primary benefits of the cooperative learning approach. First, by using the cooperative learning approach, the students will increase the frequency and variety of second language practice through different types of interaction. Second, cooperative learning approach gives possibility for the students to develop or use the language in ways that can support their ability to think and increase their language skills. Third, the students have opportunities to integrate the language with content-based instruction. Fourth, the cooperative learning approach gives opportunities to include a greater variety of curricular materials to stimulate language as well as concept learning. Fifth, this approach gives freedom for the teacher to master new professional skills especially in communication. Sixth, this approach can give the students opportunities to act as resources for each other and give more active role in learning.

Based on the benefits of the cooperative learning approach which are presented before, the writer concludes that the cooperative learning approach gives advantages for the students, the teacher, and for the material developers. The students have more opportunities to develop their language skill as well as their social skills by doing various interactions and being the source of the information. The cooperative learning approach also gives the teacher chance to master new skills especially in facilitating the interaction and communication between the students. This approach also gives benefit for the instructional

material developer since it provides variety of curricular materials to stimulate language as well as concept learning. However, cooperative learning approach is not merely discussion groups or group works of students. Richards and Rodgers (2001: 201) state that in cooperative learning, the group activities should be carefully planned to maximize students’ interaction and to facilitate students’ contributions to each other’s learning.

The writer also includes the discussion of constructivism since by applying group presentations technique, the students should not depend on the teacher’s explanation. The students are required to be self-reliant learners. Thus, in the following discussion, the writer will present theory of constructivism. 4. Constructivism

In order to support this study, the writer also includes the discussion of the constructivism since in the group presentation technique the students are expected to be reliant and independent problem solver. The students become self-reliant since the success of learning of the students rely on each other. Independent problem solver means the students do not depend on the teacher’s explanation in solving some problems which may arise during the learning process.

a. Characteristics of constructivism

The students may help each other solve the problems. Self-reliant and independent problem solver are two of the characteristics of constructivism. Gavelek. (1986), Smagorinski. (1995), Vygotsky. (1978), Wertsch, Mc-Namee, McLare, and Budwig. (1980) cited by Hogan and Pressley (1997: 7) state that

helping students develop evolving knowledge bases through interactions is best achieved by using the social constructivist model.

Brooks and Brooks (1993: x) write five conditions for applying constructivism in learning process. First, the teacher must provide a learning environment where students are able to search for meaning, appreciate uncertainty, and inquire responsibly. It means that the teacher must give the students opportunity to be responsible for their own learning. Second, in the constructivist classroom, student-student interaction is emphasized, and students must understand that they are responsible for their own learning in the learning situation. It means that in the constructivist classroom, the students are expected to cooperate with each other to achieve certain purpose of learning. Third, educators must begin to make important pattern which modify the implementation practices that encourage students to think and rethink, and demonstrate. It means that the lecturers have responsibility to modify the teaching technique so that the students can be more actively involved in the class activity and directly practice the theory of the lesson. Fourth, in the constructivist classroom, it is important for the teacher to focus on and value students’ points of view. It means that the lecturers need to pay attention to the students’ way of think. Fifth, in the constructivist classroom, the assessment processes must connect the learner with the teacher and provide feedback. It means that there should be an interactions between the lecturers and the students through the assessment processes so that the lecturers can give feedback to the students.

Hogan and Pressley (1997: 8) state that learning occurs in a context of social interactions leading to understanding. The above statement means that the learning process may occur in the interactions between one student and another.

In the constructivist classroom, the students experience active problem-solving activities with others, but progressively become independent problem solvers. It means that the students solve the problems which emerge by themselves. Constructivist classroom emphasizes also on the interaction between the teacher and the students. The teacher maintains to guide the learners’ rising understanding, providing assistance as needed. Finally, the teacher gives the responsibilities to the learners.

b. Principles of the constructivism

There are four principles of the constructivism stated by Brooks and Brooks (1993: 35). First, posing problems of emerging relevance to students. It means that students’ lack of interest in the material given by the teacher can be lessened by helping the students to construct understandings of the importance of the topic. The relevance can arise through teacher mediation by proposing the students with a good problem. Second, structuring learning around primary concepts. It means that the teacher organizes information around conceptual cluster of problems, questions, and inconsistent situations because students are most engaged when problems and ideas are presented holistically rather than in separate parts. Third, seeking and valuing students’ points of view. Fourth, adapting curriculum to address students’ suppositions.

In this study, the writer conducts the research in the Language Teaching Methodology course since Language Teaching Methodology is one of the content-based courses which apply group presentation technique. Hence, the writer includes the discussion of the nature of Language Teaching Methodology.

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.

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

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 his/her 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.

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 2004/2005. The writer chose the students of class B and D of Language Teaching Methodology course as the research

participants because the students from class B and D experienced the implementation of group presentation technique. The total of the research participants from those two classes were seventy two students. There were four students for the interview and seventy two students should fill in the questionnaires.

C. RESEARCH INSTRUMENTS

The writer used three instruments in obtaining the data, namely, observation sheet, questionnaires, and interview sheet.

1. Observation sheet

The first instrument used in this study was observation. According to Fraenkel and Wallen, observation is used in order to know how people act or how things look (1993: 384). Thus, in order to know the implementation of group presentation technique, the writer conducted observation. In the observation sheet, the writer already wrote some characteristics of a good presentation, a good simulation, and a good model of a teacher. The writer, then, would observe whether the presenters were already implemented the characteristics of a good presentation, a good method simulation, and a good model of a teacher. The writer did not only record the characteristics that were shown by the presenters, but also the audience’s behaviors and the condition during the presentation. The observation sheet consisted of three parts. The first part consisted of nineteen items as can be seen in Appendix 6 on page 119. In the first part, the writer focused the observation on the theoretical review and question and answer session. The second part consisted of four items. In the second part, the writer

focused on the method simulation. In the last part the writer focused on the student who acted as the teacher in the method simulation. The third part consisted of sixteen items. The result of the observation would be interpreted in the form of paragraphs.

Among the four observation models given by Fraenkel and Wallen (1993: 384), the writer chose to be a complete observer. As a complete observer, the writer would observe the activities of a group without becoming a participant in those activities.

2. Questionnaire

The second problem identified in this research was answered using questionnaires. On the questionnaires, the writer would record the perceptions of the students of Language Teaching Methodology course class B and D, students’ opinion of a good group presentation, and some suggestions to the implementation of the group presentation technique.

Ary, Jacobs, and Razavieh (1990: 418) state that a questionnaire was an instrument of the study to gather information through the respondents’ written responses to a list of questions. In order to gather the students’ perceptions on the implementation of group presentation technique, the writer employed a combination between closed-ended and opened-ended questionnaires. Ary, et al (ibid 418) stated that closed-ended questions allow individual to pick the response that best represented his/her belief or opinion. While, open-ended questions let a free response from the participants rather than limit the response to a choice from among stated alternatives.

On the closed-ended questions, the writer provided nineteen closed questions to be answered by the students. In order to obtain more focused responses from the students, the writer divided these nineteen questions into three parts. The first part was aimed to investigate the students’ perceptions when they acted both as presenter and audience. The second part was about the students’ perceptions when they acted as the presenters. The third part was aimed to investigate the students’ perceptions when they acted as the audience. In the closed-ended response, the students might choose a number between 1 until 4 in the Likert-scale like questionnaire to indicate their level of agreement. Score or number 1 is for strongly disagree, 2 is for disagree, 3 is for agree, and 4 is for strongly agree.

In the open – ended response, the students were freer in answering the questions since it required the students to give their opinion about criteria of a successful group and the students’ suggestions in the use of group presentation technique. Those two questions were used to answer the third research question of this study.

3. Interview

The third instrument used in this study was interview. Fetterman in Fraenkel and Wallen (1993: 385) stated that interview is the most important data collection technique a qualitative researcher possesses. Fetterman added that the purpose of interviewing people is to find out what is on their mind, what they think or how they feel about something.

The writer conducted the interview for the students and also for the lecturer of Language Teaching Methodology course. The interview for the lecturer was

aimed to know the lecturer’s motivation and expectation on implementing group presentation technique. The interview for the students was aimed to dig out the students’ perceptions and to find out the cause of the perceptions on the implementation of group presentation technique in Language Teaching Methodology course. The interview would be interpreted into paragraphs in Chapter 4.

D. DATA GATHERING

This research was conducted when the Language Teaching Methodology course was in progress in 2005/2006 Academic Year. The interviews were conducted twice. The first interview was on February 22, 2006 for the lecturer of Language Teaching Methodology class Band D. The second interview was on May 23, 2006 for the four students taken from class B and D. The observation was conducted on March 29, 2006 and on April 5, 2006. The questionnaires was distributed on April 26, 2006 for class B and May 8, 2006 for class D and submitted on the same day. From the total seventy two questionnaires distributed to class B and D, sixty six questionnaires were returned. Then the writer conducted interview, which was performed twice, conducted on May 23, 2006. The first was for the lecturer, and the second was for the students who were chosen based on their response on the questionnaires.

E. DATA ANALYSIS

The first step in analyzing the data gathered was analyzing the observation sheet (See appendix 1) in order to find out the implementation of the group

presentation technique in Language Teaching Methodology course. The analysis result then was written in paragraphs.

The second step in analyzing the data gathered was recording the result of the questionnaires in form of table. The table (See appendix 2) was the summary of the respondents’ answers. There were four choices of response to the statement on the questionnaire, 1 was strongly disagree, 2 for disagree, 3 for agree, 4 for strongly agree. Then, the writer counted the percentage of each response. The writer put the raw data in the form of table and drew the percentage of each statement in bar graphs before analyzing it. The writer then counted the total score of the response for each questionnaire from each student. The total scores would classify the perceptions that the students have on the use of the group presentation technique.

The next step was classifying the result of the open-ended questions in the questionnaires. The writer would also transcribed the interview result and classify it. Those two analyses would help the writer find out some possible suggestions that can be used to improve the implementation of group presentation technique.

CHAPTER IV DATA ANALYSIS

This chapter presents the empirical evidence of this research in the form of the data presentation and analysis and the discussion of each research question on the problems as mentioned in chapter one. The data presentation is the raw data taken from the observation sheet, the distributed questionnaires, and interviews.

A. The Implementation of Group Presentation Technique In Language Teaching Methodology Course

The writer presents the data analysis of the implementation of group presentation technique in Language Teaching Methodology course into two parts, data presentation and analysis, and discussion of the result of the analyzed data. 1. Data Presentation and Analysis

To answer the first problem, the writer carried out observations. The observations helped the writer to get some descriptions on how the group presentation technique was being implemented. The following are the descriptions of the implementation of group presentation technique in Language Teaching Methodology course.

In Language Teaching Methodology class, the students were divided into groups. Every group chose their own members. Each group must present the theoretical review of one topic of Language Teaching Methodology and simulate the method. The students had to work in groups of three or four to do the presentation. For the simulation, the members of the group should assign one of

the members as the teacher and the rest should be the students. To simulate how the method worked, the group presenters could invite maximum five students volunteered to be their students. Group presentation was divided into two parts. The first part was theoretical review which lasted for about five minutes. In the theoretical review, the members of the group had to present the theory of the method. The second part was the method simulation which lasted for about twenty five minutes, including question and answer session. In the method simulation, the members of the group should simulate the method that they had presented in the theoretical review.

The first observation was on March 29, 2006 in class D. There were two groups in every meeting. Every group had to present one topic which was already determined by the lecturer. The number of the students was 31. The first activity was theoretical review from the first group. The main focus of the observation was to observe and check whether the implementation of the presentation had already fulfilled the characteristics of a good presentation.

Based on the observation, most of the characteristics of a good presentation were already applied by the presenters, but there were some of the characteristics that had not been applied, those were, the use of correct grammar and the review of what had been presented. The second activity that was being observed was the method simulation. The group had already applied the method simulation well. The third part that was being observed was the teacher in the method simulation. In the first group, the member of the group who acted as the teacher still had two

weaknesses. The teacher rarely checked the students’ understanding and often used unclear pronunciation and incorrect grammar.

The second group’s first activity was the same as the first group, theoretical review. It is important for the presenters to grasp the audience’s attention so that the audiences would be more interested to the presentation. The characteristic of a good presentation that had not been applied was review of what had been presented. The method simulation applied by this group already fulfilled the characteristics of a good method simulation. However, the student who acted as the teacher had to improve the technique of responding to the students’ questions, and had to dress more formally. As a teacher, he/she also needed to give clear conclusion and review what had been presented.

The next observation was on class B on March 29, 2006. The number of the students was 33 students. The first group began the activity by presenting theoretical review. The implementation of the presentation already fulfilled the characteristics of a good presentation. However, the presenters did not check the audiences’ understanding. The presenters should also give more attention to the time limitation in presenting the theoretical review. The second activity was method simulation. The presenters had implemented all characteristics of a good method simulation.

The next presentation was the second group. In the theoretical review, the presenters did not mention the objectives of the presentation first. The presenters needed to mention the objectives of the presentation since it could lead the audience to focus the audiences’ attention on what the presenters would explain

so that the presentation would be more useful. Presenting a topic in front of the audience, the presenters had to grasp the audiences’ attention first. It was necessary for the presenters to pay attention to the time limitation so that the whole group presentations could present their topic in equal time. The second activity was method simulation. In method simulation, the presenters already applied all principles of a good method simulation. However, the teacher in the method simulation needed to use proper choice of words since as a teacher, he/she should give good example. Reviewing what the teacher had explained was also important in a teaching-learning activity.

The third observation was on April 5, 2006. The observations were done in class D and B. There were two groups in class D. The number of the students was thirty-five. The first group began the presentation with theoretical review. Based on the observation, there were many characteristics of a good presentation that the presenters did not apply. The presenters did not mention the objectives of the presentation. Mentioning the objectives of the presentation was very useful in helping the audience be more focus of what would be presented. In a presentation, the presenters had to present a topic, thus, the presenters had to master the topic which would be presented. Based on the observation, the presenters did not master the material that was presented. It can be seen from question and answer session. The presenters could not answer the questions from the audiences. After explaining the topic, the presenters did not check the audiences’ understanding. It was very important to know whether the audiences understood what the presenters delivered so that the presenters might know that

the presentation was effective and useful. The first group also did not deliver the material fluently. The presenters should also use clearer pronunciation, correct grammar, and use proper choice of words during delivering the material. The presenters had to use adequate movements and respond to audiences’ questions correctly. For making the presentation to be more attractive, the presenters could also use some instructional aids. Before closing the presentation, the presenters also had to review what had been presented. Time limitation was also important to be considered by the presenters.

The second activity was method simulation. The presenters applied all the characteristics of a good method simulation. The student, who acted as the teacher in the method simulation, had applied all characteristics of how a teacher delivered material to the students. But, the teacher did not pay attention to time limitation. Another point that the researcher observed was that most of the audiences did not pay attention to the method simulation. The teacher in the method simulation had to be more creative in delivering the material. The teacher had the main role in the method simulation since the audiences automatically would focus their attention on the teacher.

The second group in class D also began the presentation with theoretical review. There were two characteristics of a good presentation that were not applied by the presenters, those were checking the audiences’ understanding and reviewing what has been presented. The group applied all the characteristics of a good method simulation. The student who acted as the teacher in the method

16. You pay attention to the other’s group presentation

17. Most of the presenters conduct the group presentation clearly 18. Most of the presenters can answer your questions satisfactorily

19. You need more explanation from the teacher after the group presentation

1. In your opinion, what is a successful group presentation?

………

……… ……… ………

2. What is your suggestion in the use of group presentation technique? (You may mention more than one)

………

………. ………. ……….

Appendix 7

126

1. What is your complete name, Sir?

2. How long have you been teaching at Sanata Dharma University?

3. What is your motivation to be a Sanata Dharma University lecturer?

4. What is perception according to you?

5. What is your motivation to use group presentation technique?

6. What is your perception of group presentation technique?

7. What is your expectation from your students, Sir?

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1. Anda tahu arti kata persepsi?

2. Pernah dapat grup presentasi sebelumnya?

3. Menurut anda, apakah grup presentasi tersebut usefull?

4. Persepsi anda mengenai pelaksanaan grup presentasi di kelas LTM?

5. Apakah pelaksanaannya sudah memenuhi harapan anda?

6. Apakah pelaksanaan grup presentasi di kleas LTM sudah baik?

Jika belum, apa yang perlu diperbaiki?

Jika sudah, apa yang perlu ditingkatkan?

7. Apa motivasi anda melaksanakan grup presentasi di kelas LTM?

- tuntutan akademis

- membantu teman memahami materi melalui presentasi anda

- sebagai suatu kesemapatan untuk melatih teaching skill anda

8. Pada intinya, bagaimana persepsi anda mengenai pelaksanaan grup presentasi

di kelas LTM?

9. Saran apa yang ingin anda sampaikan untuk kemajuan pelaksanaan grup

presentasi?

xii

ABSTRACT

Wijayanti, Lisa. 2007. Students’ Perceptions on the Use of Audio Recording as a Model in Speaking V Class at the English Language Education Study program of Sanata Dharma University. Yogyakarta: Sanata Dharma University.

Teachers should provide input and experiences to the students because the ability to use a language is a result of the input the students receive and the experiences that accompany the input. One way of providing the input for the students is by giving a model for the students. In this research, the researcher investigated the students’ perceptions on the use of audio recording as a model in Speaking V class at the English Language Education Study Program of Sanata Dharma University.

The research investigated the students’ perceptions on the use of audio recording as a model in Speaking V classes. There were two research questions proposed in this research: 1) how does the teacher implement the use of audio recording as a model in the Speaking V class, and 2) what are the students’ perceptions on the use of the audio recording as a model in the Speaking V class.

In answering the two research questions, the researcher used descriptive research method. Therefore, the instruments that the researcher used were questionnaires, observation sheets, and also interviews guidelines. To answer the first research question, the researcher did class observation. The questionnaires were distributed to answer the second research question. In addition, the researcher also interviewed students to clarify the data that have been obtained.

In the implementation, the teacher taught the class in steps. First, the teacher introduced the topic to the students. Second, the teacher distributed handouts to the students and gave time to the students to study it. Third, the teacher explained the materials to the students. Fourth, the teacher played the audio recording and asked the students to listen to it. Fifth, the teacher asked the students to do the exercises related to the material given. Then, the teacher facilitated the students to discuss the exercises. Next, the teacher gave time to the students to prepare for the speaking practice. Finally, the students were asked to speak out, practice speaking. The researcher found that the students’ perceptions on the use of audio recording as a model in Speaking V classes were good. From the data, the researcher found that most students had positive responses on the use of modeling in their Speaking class.

xiii ABSTRAK

Wijayanti, Lisa. 2007. Students’ Perceptions on the Use of Audio Recording as a Model in Speaking V Classes at the English Language Education Study Program of Sanata Dharma University, Yogyakarta: Pendidikan Bahasa Inggris, Fakultas Kegurusan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Guru seharusnya menyediakan input dan pengalaman bagi siswanya karena kemampuan berbahasa adalah hasil dari input yang diterima oleh siswa dan pengalaman yang menyertai input itu. Dalam penelitian ini, peneliti menyelidiki persepsi siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V di Program Studi Pendidikan Bahasa Inggris, FKIP, Universitas sanata Dharma.

Penelitian ini menyelidiki persepsi para siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Ada dua pertanyaan yang disampaikan dalam penilitian ini: 1) Bagaimana rekaman audio sebagai model tersebut diterapkan di kelas Speaking V, 2) Apa persepsi siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Peneliti menggunakan metode penelitian Descriptive. Untuk metode ini, peneliti menggunakan angket, observasi kelas, dan wawancara sebagai instrumennya. Untuk menjawab permasalahan yang pertama, peneliti melakukan observasi kelas. Sedangkan angket dibagikan untuk menjawab permasalahan yang kedua. Untuk mengklarifikasi data yang sudah diperoleh, peneliti juga mewawancarai beberapa siswa yang dianggap mewakili persepsi semua siswa.

Untuk penerapan penggunaan rekaman audio sebagai model di kelas Speaking V peneliti mengamati bahwa guru di kelas-kelas tersebut mengajar dalam beberapa langkah. Pertama, guru memperkenalkan topik yang akan dibahas. Kedua, guru membagikan handout kepada siswa untuk dipelajari sebentar. Kemudian, guru menjelaskan bahasan kepada mereka. Keempat, guru memutar rekaman audio untuk didengarkan oleh siswa. Setelah siswa selesai mendengarkan, guru menyuruh mereka untuk mengerjakan latihan yang tersedia. Selanjutnya, guru berperan sebagai fasilitator dalam pengerjaan dan pembahasannya. Keenam, guru memberi waktu kepada siswa untuk mempersiapkan diri untuk praktek speaking. Kemudian, siswa guru menyuruh siswa untuk praktek speaking. Peneliti menemukan bahwa persepsi siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V adalah bagus. Dari data yang diperoleh, hampir semua siswa mempunyai tanggapan yang positiv terhadap model tersebut.