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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

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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


Student Number: 111214033

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015


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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.

Keywords: perception, presentation technique, speaking.


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.


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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


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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

A. Research Method ........................................................................................ 19


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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


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

APPENDICES ....................................................................................................... 50


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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


audience) …………………………………………………………….. 38


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LIST OF FIGURES

Figure 2.1 The Perceptual Process ………………………………………………. 9

Figure 2.2 Aspects of Production ………………………………………………. 16


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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

Appendix F. The Results of Open-ended Questionnaire...……………………... 68


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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

manner of using their own method to teach, the teachers will have their own


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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.


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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.


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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

Indonesia. Support your opinion with reasons and examples”, etc. After the


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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


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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


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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.


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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.


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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


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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


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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-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.


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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 well-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


13

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.


14

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.


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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.


16

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


17

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


18

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.


20

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


21

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-ended questions. In this research, the researcher used 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


22

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


23

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.

x 100%


24

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


25

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.


27

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


28

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

untuk berani berbicara menggunakan Bahasa Inggris.” (R#3)


29

(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%)


30

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


31

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

students’ experiences in speaking English during the implementation of group


32

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


33

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.


34

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


35

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.


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:


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%)


36

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


37

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.


38


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:


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


39

nine students agreed and 26.19% or eleven students strongly agreed. So, the total

score of agreement for statement number sixteen was 95.24% or forty students

agreed. Next, for statement number seventeen there were 2.38% or one student

strongly disagreed and 23.81% or ten students disagreed. However, there were

50% or twenty one students agreed and 23.81% or ten students strongly agreed.

Therefore, the total score of agreement for statement number seventeen was

73.81% or thirty one students agreed. Based on the result in statement number

sixteen, it meant that the presenters gained the audiences’ attention because the

score reached 95.24%, so the audience always paid attention when there was a

presentation in the class. In the other hand, only 73.81% or thirty one students

who understood the material well by paying attention to the presentation. It meant

that there were 26.19% of the students did not understand the materials well. In

this situation, the presenters should arrange their presentation so that all the

students could understand well.

For the statement number eighteen was about the audiences’

comprehension. In this statement it could be seen that none of the students

strongly disagreed, however there were 14.29% or six students disagreed.

Meanwhile, there were 71.42% or thirty students agreed and 14.29% or six

students strongly agreed. In conclusion, the total percentage for statement number

eighteen was 85.71% or thirty six students agreed. It could be concluded that, the

presenters should master the material well so that they could present it better and

made the audience understood the material. It is also strengthen by Cassie and

Constantine (1977) who say that the presenters should master the material,


40

because if the presenter does not understand the material well, it will damage the

situation of the presentation.

The last two statements, number nineteen and twenty, showed whether the

audience made the conclusion and give opinion about the material which was

presented. For statement number nineteen, there were none of the students

strongly disagreed but there were 38.10% or sixteen students disagreed. Thus,

there were 50% or twenty one students agreed and 11.90% or five students

strongly agreed. The total percentage of agreement was 61.90% or twenty seven

students agreed. It could be concluded that there were 38.10% of the students did

not make a summary after group presentation. The score of statement number

twenty was 2.38% or one student strongly disagreed, 11.6% or five students

disagreed. However, there were 54.76% or twenty three students agreed and

30.95% or thirteen students strongly agreed. The total percentage of agreement for

statement number twenty was 85.71% or thirty six students. It could be concluded

that not all the students made a conclusion after the presentation and not all the

students asked a question after the presentation.

4. XII Graders’ Perception on the use of Group Presentation Technique

(Open-ended result)

Based on the open-ended questions in the questionnaire, the researcher

concluded that the students of grade XII IPA in SMA BOPKRI 2 had positive

experiences in using group presentation technique to improve speaking ability.

Some of the students agreed that using group presentation helped them to improve

their speaking ability. Not only helped them to improve their speaking ability but


41

it also helped them to enrich their vocabulary. Here were some students’ answers

based on open-ended questions in the questionnaire.

“Menurut saya efektif dalam hal untuk memperdalam materi dan

perbincouldgan secara Bahasa Inggris. Selain itu saya dapat lebih

memahami cara melakukan presentasi/ berbicara di depan public dengan

baik.” (R#1)

(In my opinion, it is effective to comprehend the material and the English

conversation. Besides, I could understand more to do presentation and

public speaking.) (R#1)

“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 mengerti dan memahami Bahasa Inggris dengan lebih baik

lagi.” (R#3)

(In my opinion using English is very good and to form our bravery to have

presentation in English and it also helps us to understand English well.)

(R#3).

“Menurut Saya itu bagus, namun dalam pemilihan anggota grup harus

dilakukan dengan adil. Misal yang susah berbahasa Inggris satu grup

dengan yang pintar dan orang yang susah berbahasa inggris, part dia

ngmong harus disesuaikan dengan kemampuan.” (R#5)

(In my opinion it is good but in choosing group member it must be fair.

For example, the students who are not good in English have to in group

with the students who are good in English, and it must be adjust with their

speaking skill.) (R#5)

“Lebih seru berkelompok dibanding individu. Ketika berdiskusi bisa

mengetahui banyak vocab” (R#6)

(It is fun to have group presentation than individual presentation. We get

more vocabulary.) (R#6)

“Sangat memudahkan, karena di dalam grup selalu membantu untuk

membantu meringkas materi dalam Bahasa Inggris.” (R#10)

(It is easy, because working in a group could help me to summarize the

material in English.) (R#10)


42

“Hal itu sangat baik. Kita dilatih untuk bekerjasama dengan teman

kelompok dan kita juga bisa berlatih, belajar Bahasa Inggris bersama.

Saya sangat mendukung teknik tersebut.”(R#29)

(It is good. We are treated to work together in a group and we could learn

English together. I support this technique.) (R#29)

“Asyik, seru gitu ngomong pake Bahasa Ingrris. Jarang-jarang juga,

ditambah kalau presentasi sama temen nanti salah ngomong dikasih tau

sama temenku yang bener kayak gimana. Intinya sama-sama belajarlah.”

(R#30)

(Fun, it is fun to speak English. If I do mistakes in presentation, my friend

help me to correct the mistakes. The point is we could learn together.)

(R#30)

“Menyenangkan dan baik, saat ada dari kami tidak dapat menjawab

pertanyaan dari audience kita dapat berpikir bersama” (R#39)

(It is fun and good, when we couldnot answer the questions from the

audience, we could think together.) (R#39)

“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.” (R#42)

(It is fun and organized well. If we could do our own work well, I am sure

the material could be understood well.) (R#42)

From the results of the questionnaire above, the students’ of grade XII IPA

agreed that the use of group presentation helped them to speak English and enrich

their vocabulary. The results answered the research problem number two, in

which the students of grade XII IPA had positive perception on the use of group

presentation technique in order to improve students’ ability in speaking English.

The other positive perceptions on the use of group presentation were also

showed by the result in open-ended question number 3. Almost all the students

believed that the use of group presentation helped them to improve their ability in

speaking English. It showed in the students’ answers number 3 in open-ended


43

questionnaire. The researcher concluded that, there were some positive

perceptions from the students in the use of group presentation technique to

improve their speaking ability, they were:

a) the students agreed that the use of group presentation technique helped

them to improve their speaking ability,

b) the students agreed that the use of group presentation technique helped

them to enrich their vocabulary,

c) the students agreed that they were comfortable to do the presentation in a

group than individual,

d) the students believed that the use of group presentation helped them in

understanding English well,

e) the students believed that the use of group presentation helped them easier

to answer the questions from the audience,

f) the students believed that the use of group presentation technique helped

the students to work in a team, and

g) the students enjoyed the use of group presentation in the class.

The result above showed that the students of grade XII IPA improved their

speaking ability. In this research, the researcher only used questionnaire to get the

data from the respondents. Therefore, the result of the findings was from the

questionnaire.


44

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

The last chapter in this research is presenting the conclusions and

recommendations. The researcher divides this chapter into two sections. The first

section is about the conclusions of this research result. Then, the next section is

about the recommendations for teachers, students, and future researchers.

A. Conclusions

Based on the research background, this research had two research

problems. The first research problem was about the implementation on the use of

group presentation technique to improve speaking ability. Then, the second

research problem was about the XII graders’ perception on the use of group

presentation technique to improve speaking ability. This research was conducted

in class XII IPA of SMA BOPKRI 2 Yogyakarta. There were 42 students of grade

XII IPA in SMA BOPKRI 2 Yogyakarta.

In order to answer the two research problems, the researcher did an

observation and distributed questionnaires to the students. The observation was

conducted when the students were in class XI IPA and the researcher distributed

the questionnaire on 15 August 2015. There were two types of questions in the

questionnaire, namely: closed-ended questions and open-ended questions. In the

closed-ended questions the researcher provided 20 statements and in the open-

ended questionnaire the researcher gave 3 questions. From the questionnaire, the

researcher got the data and calculated it in the previous chapter.


45

For the first research question, which is about the implementation of group

presentation technique to improve speaking ability, the researcher concludes that

the students of grade XII IPA had already implement the use of group presentation

to improve their speaking ability. It showed in the students’ answers in the open-

ended question number 2. Almost all the students agreed that they did the

presentation well on the D-day of presentations. Furthermore, for the second

research problem question, which about the XII graders’ perception on the use of

group presentation technique to improve speaking ability, the researcher

concludes that 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.

In conclusion, the implementation of group presentation technique had

positive influence for the students. The students of grade XII IPA felt comfortable

and confident to speak English. Since the use of group presentation technique

encouraged the students to speak English, it also helped them to work in a team

and be responsible for their task.

B. Recommendations

After presenting and analyzing the data in this research, the researcher

concludes some recommendations. The recommendations are:


46

1. For Students

Being active students in learning process is important because it helps the

students to share their knowledge or their opinion. It also helps them to be brave

to speak in front of the class and in front of their friends. By using group

presentation as the teaching technique, the students could improve their speaking

ability and enrich their vocabulary. The researcher suggests that the students have

to be active students in class; they also have to practice their speaking ability so

that they will improve their speaking ability.

2. For Teachers

Since the result of this research has positive influence, the teachers can use

group presentation as the teaching technique. The teachers should encourage the

students to practice their speaking ability in every meeting. It can be done by

inviting the students to be active students in the class. Finding new teaching

technique and implement it in the class also helps the students to be active

students in class. The teachers can use group presentation, individual presentation,

group discussion, question and answer as the teaching technique to invite the

students to be more active in the class. The teachers can also ask the students to

memorize some vocabularies in every meeting, so that the students have new

vocabularies in every meeting. It will help the students to enrich their vocabulary.

Making quizzes about vocabulary also help the students to enrich their

vocabulary.


47

3. For Future Researchers

The researcher hopes that this research could help future researchers to get

information about the implementation on the use of group presentation technique.

The researcher suggests that future researchers find out and explain more about

the implementation on the use of group presentation technique, for example future

researchers can discuss the benefits of using group presentation. Future

researchers can also find others teaching technique in order to help the students to

improve their speaking ability. Therefore, the students will be more confident to

speak English in a daily life.


48

REFERENCES

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New York: John Willey & Sons Inc.


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Huffman, K., Vernoy, M., & Vernoy, J. (2000). Psychology in action (5th

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Hughes, R (2002). Teaching and researching speaking. London: Pearson

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Sasmoko. (2011). Penelitian eksplanatori dan konfirmatori (neuroresearch).

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Szilagyi, A. D., & Marc, J. W. (1980). Organizational behavior and performance.

Tucson: Good Year Publishing Company Inc.

Wallace, M.J. (1998). Action research for language teachers. Cambridge:

Cambridge University Press.


50

APPENDICES


51

APPENDIX A

Letters of Permission


52


53


54

APPENDIX B

Matrix of Questionnaire


55

No Theories Statements Total

Perception

1 Perception is the way in which

the stimuli are selected and

grouped by a person so they

can be meaningfully

interpreted (Altman, Valensi

and Hodgett 1985).

1. Saya mampu

memberikan pendapat

berdasarkan materi yang

dipresentasikan.

2. Saya mampu

memberikan pendapat

ketika sedang melakukan

presentasi.

2

2 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

(Altman, 1995).

3. Saya selalu memberikan

pendapat ketika

presentasi sedang

berlangsung.

4. Saya mengetahui bahwa

setiap orang memiliki

kemampuan yang

berbeda untuk

berpendapat.

5. Saya memahami bahwa

setiap orang memiliki

alasan tertentu dalam

memberikan pendapat.

3

4 The situation of the person also

affects their perception

(Altman, 1995).

6. Orang-orang disekitar

saya dapat menghargai

pendapat saya.

7. Saya mnegtahui

bagaimana cara

memberikan pendapat

dengan baik.

8. Saya mengerti bahwa

situasi menentukan

seseorang untuk

berpendapat.

3

5 The way we receive the stimuli

and we know the stimuli are

called self-concept (Altman,

1995).

9. Pendapat yang saya

sampaikan merupakan

konsep pemikiran saya.

10. Saya setuju bahwa

presentasi menggunakan

Bahasa Inggris

2


56

menambah pengetahuan

saya dalam memberikan

pendapat menggunakan

Bahasa Inggris.

Presentation (as the presenter)

6 Organize material means that

the material which is going to

be presented should be well-

organized (Rosenshine (1987),

cited by Burden and Byrd

(1998:88))

11. Saya selalu

mempersiapkan materi

presentasi dengan baik.

12. Sebelum presentasi

dilakukan saya selalu

mengecek materi secara

teliti.

2

7 Make a lesson goal is very

important, because it helps the

audiences to get the point of

the material which is presented

(Rosenshine (1987), cited by

Burden and Byrd (1998:88))

13. Sebelum presentasi

dilakukan, saya

menyampaikan tujuan

dari materi presentasi

terlebih dahulu.

2

8 Peroration means that the

presenter should make

conclusion after presenting the

material (Cassie and

Constantine ,1977)

14. Saya selalu membuat

kesimpulan setelah

melakukan presentasi.

1

9 The presenter greets the

audiences and tell the topic

which will be presented

(Rosenshine (1987), cited by

Burden and Byrd (1998:88))

15. Saya selalu menyapa

audience sebelum


1

Presentation (as the audience)

10 The presenter should gain the

audience’s attention to enter

into the presentation (Cassie

and Constantine ,1977)

16. Saya selalu

memperhatikan ketika

ada presentasi didalam

kelas.

17. Presentasi memudahkan

saya untuk memahami

materi yang

dipresentasikan.

2

11 The presenter should master

the material, because if the

presenter does not understand

the material well, it will

damage the situation of the

presentation (Cassie and

Constantine ,1977)

18. Saya memahami setiap

materi yang

dipresentasikan dengan

baik.

1


57

12 The presenter can share the

conclusion of their presentation

to the audience (Cassie and

Constantine ,1977).

19. Saya selalu membuat

kesimpulan dari materi

yang dipresentasikan.

20. Saya berani untuk

memberikan pendapat

sesuai dengan materi


2


58

APPENDIX C

Questionnaire Blueprint


59

Numbers Questions Descriptions

1 1-10 Students’ ability to give opinion.

2 11-15 Students’ perception about group

presentation (as the presenter).

3 15-20 Students’ perception about group

presentation (as the audience).


60

APPENDIX D

The Questionnaire


61

KUESIONER SISWA

Saya yang bertanda tangan dibawah ini menyatakan bahwa saya mengisi

kuesioner ini secara sadar, sejujur-jujurnya, dan tanpa ada paksaan dari pihak

manapun.

Nama :____________________________

Kelas : ____________________________

Tanda tangan,

( )

NB: Data diri yang dicantumkan diatas, tidak akan disebarluaskan tanpa ijin

langsung dari responden, data diri hanya digunakan untuk keperluan penelitian.

Berilah tanda () pada kolom yang tersedia pada pernyataan dibawah ini,

yang mewakili pendapat anda.

Keterangan:

1 = Sangat Tidak Setuju

2 = Tidak Setuju

3 = Setuju

4 = Sangat Setuju

No Pernyataan Skor

Presepsi 1 2 3 4

1 Saya mampu memberikan pendapat

berdasarkan materi yang di presentasikan.

2 Saya mampu memberikan pendapat ketika

sedang melakukan presentasi.


62

3 Saya selalu memberikan pendapat ketika

presentasi sedang berlangsung.

4 Saya mengetahui bahwa setiap orang memiliki

kemampuan yang berbeda untuk berpendapat.

5 Saya memahami bahwa setiap orang memiliki

alasan tertentu dalam memberikan pendapat.

6 Orang-orang disekitar saya dapat menghargai

pendapat saya.

7 Saya mengetahui bagaimana cara memberikan

pendapat dengan baik.

8 Saya mengerti bahwa situasi menentukan

seseorang untuk berpendapat.

9 Pendapat yang saya sampaikan merupakan


10 Saya setuju bahwa presentasi menggunakan

Bahasa Inggris menambah pengetahuan saya

dalam memberikan pendapat menggunakan

Bahasa Inggris.

Presentasi untuk presenter

11 Saya selalu mempersiapkan materi presentasi

dengan baik.

12 Sebelum presentasi dilakukan saya selalu

mengecek materi secara teliti.

13 Sebelum presentasi dilakukan, saya

menyampaikan tujuan dari materi presentasi

terlebih dahulu.

14 Saya selalu membuat kesimpulan setelah


15 Saya selalu menyapa audience sebelum


Presentasi untuk audience

16 Saya selalu memperhatikan ketika ada

presentasi didalam kelas.

17 Presentasi memudahkan saya untuk

memahami materi yang dipresentasikan.

18 Saya memahami setiap materi yang

dipresentasikan dengan baik.

19 Saya selalu membuat kesimpulan dari materi


20 Saya berani untuk memberikan pertanyaan

sesuai dengan materi yang dipresentasikan.


63

Isilah pernyataan dibawah ini sesuai dengan pengalaman yang anda miliki.

1. Apakah anda pernah melakukan presentasi kelompok menggunakan

Bahasa Inggris sebelumnya?

____________________________________________________________

____________________________________________________________

____________________________________________________________

___________________________________________________________

2. Apakah presentasi menggunakan Bahasa Inggris membuat anda mampu

untuk berbicara dalam Bahasa Inggris? Jelaskan!

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

3. Bagaimana pendapat anda mengenai teknik presentasi grup yang pernah

anda lakukan dalam menggunakan Bahasa Inggris? Jelaskan!

____________________________________________________________

____________________________________________________________

____________________________________________________________

___________________________________________________________


64

APPENDIX E

The Percentage Results of Close-ended Statements


65

Statements 1

SD

2

D

3

A

4

SA

1. Saya mampu memberikan pendapat

berdasarkan materi yang diberikan.

0

(0)

3

(7.1%)

35

(83.3%)

4

(9.5%)

2. Saya mampu memberikan pendapat ketika

sedang melakukan prsentasi.

0

(0)

4

(9.5%)

34

(80.9%)

4

(9.5%)

3. Saya selalu memberikan pendapat ketika

presentasi berlangsung.

0

(0)

26

(61.9%)

14

(33.3%)

2

(4.7%)

4. Saya mengetahui bahwa setiap orang

memiliki kemampuan yang berbeda untuk

berpendapat.

0

(0)

0

(0)

5

(11.9%)

37

(88%)

5. Saya memahami bahwa setiap orang

memiliki alasan tertentu untuk berpendapat.

0

(0)

0

(0)

13

(30.9%)

29

(69%)

6. Orang-orang disekitar saya dapat menghargai

pendapat saya.

0

(0)

8

(19%)

27

(62.4%)

7

(16.6%)

7. Saya mengetahui bagaimana memberikan

pendapat dengan baik.

0

(0)

4

(9.5%)

31

(73.8%)

7

(16.6%)

8. Saya mengerti bahwa situasi menentukan

orang untuk berpendapat.

0

(0)

2

(4.7%)

28

(66.6%)

12

(28.5%)

9. Pendapat yang saya sampaikan merupakan


0

(0)

0

(0)

28

(66.6%)

14

(33.3%)

10. Saya setuju bahwa presentasi menggunakan

Bahasa Inggris menambah pengetahuan saya

dalam memberikan pendapat menggunakan

Bahasa Inggris.

0

(0)

1

(2.3%)

20

(47.6%)

21

(50%)

11. Saya selalu mempersiapkan materi dengan

baik.

0

(0)

3

(7.1%)

31

(73.8%)

8

(19%)

12. Sebelum presentasi dilakukan saya selalu

mengecek materi secara teliti.

0

(0)

6

(14.2%)

29

(69%)

6

(14.2%)

13. Sebelum presentasi dilakukan, saya

menyampaikan tujuan dari materi presentasi

terlebih dahulu.

1

(2.3%)

11

(26.1%)

24

(57.1%)

6

(16.6%)

14. Saya selalu membuat kesimpulan setelah

presentasi.

0

(0)

11

(26.1%)

25

(59.5%)

6

(16.6%)

15. Saya selalu menyapa audience sebelum


0

(0)

1

(2.3%)

14

(33.3%)

27

(64.2%)

16. Saya selalu memperhatikan saat ketika ada

presentasi didalam kelas.

0

(0)

2

(4.7%)

29

(69%)

11

(26.1%)

17. Presentasi memudahkan saya untuk

memahami materi yang dipresentasikan.

1

(2.3%)

10

(23.8%)

21

(50%)

11

(26.1%)

18. Saya memahami setiap materi yang

dipresentasikan dengan baik.

0

(0)

6

(14.2%)

29

(69%)

6

(14.2%)

19 Saya selalu membuat kesimpulan dari materi


0

(0)

16

(38%)

21

(50%)

5

(11.9%)

20. Saya berani untuk memberikan pertanyaan

sesuai dengan materi yang dipresentasikan.

1

(2.3%)

5

(11.9%)

23

(54.7%)

13

(30.9%)


66

Result of Close-ended Part

R Questions

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 3 3 2 3 3 2 3 4 3 4 3 3 2 3 3 3 3 3 3 4

2 3 3 4 4 4 3 4 3 4 4 3 3 4 4 4 4 2 3 4 3

3 3 3 2 4 4 2 3 3 4 3 3 3 3 3 4 4 3 3 3 3

4 3 3 3 4 3 3 4 4 3 4 3 4 2 3 4 3 3 3 3 4

5 3 3 2 4 4 3 3 3 3 3 3 3 3 2 4 3 2 2 2 4

6 3 3 2 3 3 3 2 3 4 4 4 4 4 3 4 3 3 4 3 3

7 3 3 3 4 4 2 3 4 3 3 3 3 3 3 4 4 3 3 3 3

8 3 4 2 4 4 3 3 3 3 3 3 3 2 2 3 3 4 3 3 4

9 3 3 2 4 4 3 2 4 3 4 3 3 3 3 4 3 3 3 3 3

10 4 4 3 4 4 4 4 3 3 4 3 4 4 4 4 4 4 3 4 4

11 3 3 3 4 4 3 3 3 3 4 3 3 3 2 3 3 4 3 2 2

12 3 2 2 4 4 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2

13 4 4 3 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 3 4

14 3 3 2 4 4 3 3 3 4 4 4 4 3 3 4 4 3 3 4 3

15 3 3 2 4 4 3 3 3 4 4 3 2 3 3 4 3 3 4 3 3

16 3 2 2 4 4 3 3 3 4 3 3 3 3 4 4 3 3 3 2 3

17 3 3 3 4 4 3 3 3 3 3 2 2 2 2 4 3 4 3 3 3

18 3 3 3 4 3 3 3 4 4 3 4 4 3 3 4 4 3 4 3 4

19 3 3 2 4 3 2 3 3 3 4 3 2 2 4 4 3 4 4 3 4

20 3 3 2 4 4 3 3 3 3 4 3 3 3 3 3 3 4 3 3 2

21 3 3 3 4 3 2 3 3 3 3 3 3 3 2 2 3 3 3 2 4

22 3 3 2 4 4 3 2 2 3 3 3 3 2 3 4 3 2 3 3 1

23 3 3 2 4 4 3 4 4 4 3 3 2 2 2 4 4 3 3 2 3

24 3 3 2 4 4 3 3 3 3 3 3 3 3 2 3 3 2 3 3 3

25 3 3 3 4 3 3 3 3 3 3 3 3 4 3 3 3 3 3 3 3

26 3 3 3 4 3 3 3 3 3 3 3 3 4 3 3 3 3 3 3 3

27 4 3 2 4 3 4 3 4 4 4 4 3 4 3 4 4 4 3 4 4

28 2 2 2 4 4 3 3 3 3 4 2 2 2 2 3 3 1 2 2 3

29 3 3 2 4 4 2 3 3 3 4 3 3 3 2 4 3 2 2 2 3

30 3 3 2 4 4 3 2 2 3 4 4 3 3 3 4 3 4 3 3 3

31 3 3 2 4 4 3 4 3 3 3 3 4 3 3 4 3 3 3 3 3

32 3 3 3 4 3 3 3 3 3 4 3 3 3 2 4 3 3 3 2 3

33 2 3 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3 2

34 4 4 4 4 4 2 3 4 4 4 4 3 1 2 4 2 4 4 3 4

35 3 3 2 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2

36 3 3 2 4 3 3 3 4 4 2 3 2 2 3 4 4 2 3 2 3

37 3 3 3 3 3 3 3 3 4 3 3 3 3 3 3 3 2 3 2 3


67

38 2 2 2 3 3 4 3 3 3 2 3 2 2 2 3 3 3 3 2 3

39 3 3 2 4 4 3 3 3 4 3 3 3 2 2 4 3 3 3 2 3

40 3 3 3 4 4 3 3 3 3 4 3 3 2 3 4 3 2 3 2 4

41 3 3 2 4 4 4 3 3 3 3 3 3 3 3 3 3 2 3 2 3

42 3 3 3 4 4 4 4 4 4 4 3 3 3 3 4 3 3 3 3 4


68

APPENDIX F

The Results of Open-ended Questionnaire


69

1. Apakah anda pernah melakukan presentasi kelompok menggunakan

Bahasa Inggris sebelumnya?

Student Answers

1 Pernah.

2 Sudah.

3 Ya, pernah.

4 Yes.

5 Pernah.

6 Pernah, individu juga pernah.

7 Ya, saya sudah pernah salah satunya tentang materi

Hortatory Exposition.

8 Belum pernah, tetapi presentasi sendiri sudah pernah.

9 Pernah.

10 Ya, saya pernah.

11 Tidak pernah.

12 Sering.

13 Sangat sering.

14 Ya, saya pernah.

15 Pernah.

16 Pernah.

17 Pernah.

18 Ya, saya pernah melakukannya.

19 Tidak pernah, hanya presentasi sendiri tanpa melihat

slide dan harus kita simpulkan sendiri yang ada di slide.

20 Ya.

21 Ya.

22 Yes, I have given presentations in English before,

during middle school and during high school. Mostly for

English classes but sometimes science had presentation.

23 Ya, saya pernah.

24 Pernah, tentang opini.

25 Pernah, saat dialog didepan kelas bersama teman dan

presentasi sendiri.

26 Pernah, presentasi tentang narrative dan hortatory.

27 Ya, sudah

28 Pernah, pada materi hortatory.

29 Pernah. Misalnya ketika kelas XI presentasi hortatory

exposition, mempraktekkan sebuah scenario dialog

bersama teman.

30 Pernah, yang sendiri tentang hortatory exposition kalau

kelompok cuma dialog tentang ekspresi dll.

31 Pernah, saat maternya tentang hortatory exposition, saya

mempresentasikan mengenai keuntungan meminum

kopi.


70

32 Ya, berdialog dalam bahasa inggris (materi tertentu) 2

orang atau lebih.

33 Belum pernah, karena tugas presentasi bahasa inggris

selalu individu.

34 Ya, presentasi mengenai dampak high heels pada materi

hortatory exposition.

35 Ya, presentasi mengenai hortatory exposition.

36 Pernah, presentasi materi hortatory.

37 Sudah pernah saat kelas XI, individu juga pernah

tentang narrative dan hortatory.

38 Pernah.

39 Pernah.

40 Pernah, presentasi tentang narrative.

41 Sudah pernah. Misal tentang materi hortatory exposition

mengambil judul the danger of insomnia.

42 Sure, why not? Dari SMP sudah pernah kok. Sangat

seru kalau lagi presentasi.


71

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


72

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.


73

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.


74

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


75

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.


76

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.


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