of Universitas Muhammadiyah Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment of the Requirements for Degree
Sarjana Pendidikan
Anis Astriani 20120540084
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
TABLE OF CONTENT
COVER i
APPROVEL SHEET ii
AUTHOR’S DECLARATION OF ORIGINALITY iii
DEDICATION iv
MOTTO v
ACKNOWLEDMENT vi
TABLE OF CONTENT vii
TABLE OF FIGURE ix
TABLE OF TABLE x
ABSTRACT xi
Chapter One Introduction 1
Background 1
Statement of the problem 3
Limitation of the problem 4
Question of the research 4
Objective of the research 4
Significance of the research 5
Outline of the research 6
Chapter Two Literature Review 7
Attitude 7
Active Learning Strategies in Higher Education 11
Presentation 14
Chapter Three Methodology 27
Research Design 27
Research Setting 27
Research Participant 28
Data Collection Technique 30
Data Analysis 32
Chapter Four Finding and Discussion 33
Findings 33
Discussion 44
Chapter Five Conclusion and Recommendation 56
Conclusion 56
Recommendation 57
References 59
STUDENTS’ ATTITUDE ON THE IMPLEMENTATION OF THE PRESENTATION TECHNIQUE AT THE ENGLISH EDUCATION
DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
Abstract
This study aims to investigate students’ attitudes on the implementation of the presentation technique at English Education Department of Universitas
Muhammadiyah Yogyakarta in terms of cognitive attitude (beliefs) and affective attitude (feeling) aspects. Total number of participants of this research was six participants in academic year 2012/2013. The researcher employed qualitative method with descriptive research design. Besides, it utilized an interview as data collection method.
In addition, there were two major findings in this reserach. First, regarding the aspects of cognitive attitude (beliefs), the participants believed that the
presentation technique offered some advantages such as increasing their self-confidence, training their public speaking skill, training them to manage time, practicing their teamwork, increasing self-responsibility, developing English Skill, training their body language, enhancing critical thinking, and enhancing
creativity. Moreover, there were participants who also revealed the disadvantages of implementing the presentation technique such as it was a formality, it was a waste of time, it did not contribute to any skill, it disadvantaged the low self-confident students, and it stimulated students’ anxiety. Second, in terms of
students’ affective attitude (feeling), the participants also revealed happy and
the materials in equitable way. Besides, they were unhappy with the
implementation of the presentation technique since it made them nervous, and the lecturer gave short time to prepare the presentation.
Chapter One Introduction
This chapter explains the background of the study which discusses the curiosity of the researcher to conduct this research. Besides, it discusses the statement of the problem, limitation of the problem, questions of the research, objective of the research, significance of the research, and outline of the research. Background
Nowadays, teaching and learning using technology is very popular. It happens since technology offers a new way in learning activity. It also provides a good visual aid. Hence, using technology will attract students’ attention in
learning process. Further, it makes the students easier to understand the materials. Maddux and Aberasturi (2008) argue, “the use of technology is becoming
increasingly popular as a teaching and learning tool in education (p.1)”.
Moreover, technology is used as a tool in teaching and learning process. One of the techniques which use technology as a tool is the presentation
technique. The presentation technique is a process to deliver a content of a subject and it is exposed in a class (Vinci, 2009). In line with that, according to the
researcher’s experience, the presentation technique provides free space for the
students to express their feeling and opinion in public area. Nicklos (2003) states, “an effective presentation happens as a consequence of four related activities such
as plan, prepare, practice and present your presentation (p.3)”. As a presenter, the
students have to practice the way to deliver the materials and present the materials clearly. Hence, technology plays an important role to support the students in delivering the material since it can be employed to attract audiences’ attention.
The technology which is commonly used in the presentation technique is known as presentation software. According to Maddux and Aberasturi (2008), presentation software has become an accepted lecture aid in higher education. In line with that, there are some presentation softwares that are generally used in the presentation technique such as prezi, power point presentation, magiclantern, sparkol, power point express, and oxygen office impress. These softwares are frequently found in the teaching and learning at university level.
One of the universities that implement the presentation technique in teaching and learning process is English Education Department of Universitas Muhammadiyah Yogyakarta. The students of this department have employed the presentation techniques since they were in the first year. Mostly, each lecturer offers teaching and learning activity by using the presentation technique. The researcher believes that this department still continuously uses the presentation techniques since it might have a positive impact for the students such as
improving their speaking skill, increasing their self-confidence, arranging their time management, or building a good critical thinking. However, those kinds of things do not run well for some students. Sometimes, they are not aware in
preparing their presentation. The students’ awareness on the advantages of the the
presentation technique has not been built yet. According to the above statement, the researcher is interested in investigating students’ attitude on the
Statement of the problem
The researcher believes that the presentation technique is one of the effective techniques which can be used in classroom activity to build a good learning process. In fact, it provides enough space for the students to build their self-confidence, arrange their time management, and organize their way of thinking. Unfortunately, it is not always effective for some students because it is not as easy as they think. It requires a long time to create a good presentation. As the result, some of them might not get the advantages of the presentation
technique in teaching and learning activity.
According to the researcher’s experience, there are some problems that are
faced by the students at English Education Department of Universitas
Muhamadiyah Yogyakarta. First, when the lecturer asks the students to make a group presentation, there will be students who cannot be responsible with their tasks. In other words, they are dependent to other members. When the other members prepare the presentation, it seems that they do not have interest in joining the group members to prepare the presentation. This has caused the trouble in the group itself.
Limitation of the problem
Presentation has several areas to be studied. Many researches have been conducted in the area of the advantages of individual and group presentation, and presentation as a way to enhance students’ self-confidence. Here, the researcher only focuses on investigating students’ cognitive (beliefs) and affective (feeling)
attitude on the implementation of the presentation technique. The researcher does not involve behavioral attitude since it requires more technique to collect the data. In addition, revealing behavioral attitude need to be done by using direct
observation when the students are doing presentation. This research will be conducted at English Education Department of Universitas Muhammadiyah Yogyakarta. The participants of this study are the students of English Education Department Universitas Muhammadiyah Yogyakarta academic year 2012/2013. Questions of the research
1. What are the students’ cognitive attitudes (beliefs) on the implementation of the presentation technique at English Education Department of
Universitas Muhammadiyah Yogyakarta?
2. What are the students’ affective attitudes (feeling) on the implementation of the presentation technique at English Education Department of
Universitas Muhammadiyah Yogyakarta? Objectives of the research
2. To reveal the students’ affective attitudes on the implementation of the presentation technique at English Education Department of Universitas Muhammadiyah Yogyakarta.
Significance of the research
In this part, the researcher is going to discuss about the advantages of the study. The advantages of this study are classifying to lecturers, students,
institution, and the researcher.
Lecturers. The result of this research offers information for the lecturers to improve their teaching strategies especially in the presentation technique. Presentation is one of the techniques that can be used to create an autonomous learning since it proposes some steps such as plan, prepare, practice and present. Thus, presentation will help lecturers to create an effective classroom activity in teaching and learning process.
Students. The results of this study have several advantages for the students. It can be used for the students to organize their thinking in which it can be useful for their future life. Furthermore, presentation also trains them to have a good time management and enhance their self-confidence.
Institution. This research provides several advantages for the institution such as offering information which is related with presentation and telling the advantages of presentation. Likewise, it can be used for the institution to add some supported facilities related to presentation such as internet bandwidth, LCD-projector, and computer for each class.
result of this study also provides information which is related with students’
affective attitude towards the implementation of the presentation technique. Therefore, it can help the researcher to improve her teaching strategies in learning process since the researcher is one of the future teachers.
Outline of the research
This research consists of five chapters. The first chapter discussed about background of the research. Further, the researcher also talked about statement of the problem, limitation of the research, research question, significance of the research and outline of the research. The second chapter, the researcher focused on the literature review. It discussed about the theories which support this research. It was divided by three main points such as attitude theory, active learning technique in higher education, and presentation. Hence, it will be explained more specific for each point. The third chapter was methodology. The main idea of this chapter was about research methodology which was used in this research. The researcher used qualitative research. It also used interview to find data collection method.
Chapter Two Literature Review
This research was conducted to investigate students’ attitude on the implementation of the presentation technique. In this chapter the researcher is going to discuss about some supporting resources which are related to the study. There are some points to be discussed such as the definition of attitude, three components of attitude, the importance of attitude, active learning strategies in higher education, definition of presentation, effective of presentation, types of presentation, the process of making good presentation, goals of presentation, the advantages of presentation, and conceptual framework.
Attitude
Attitude is one of the factors that influence foreign language learners in learning process. Another factors which influence learning process included motivation, anxiety, aptitudes, learning achievements, age, personalities and intelligence (Gardner; Lehmann as cited in Abidin, Mohhamdi and Alzwari, 2012). Further Fakeye argues that the most important factors that impact on language learning are learners’ attitude (as cited in Abidin, Mohhamdi and
Alzwari, 2012).
Definition of Attitude. Attitude in general meaning defines as someone’s point of view or it is like feeling to achieve something. Moreover, attitude based on Cambridge International Dictionary defines as, “a feeling or opinion about something or someone, or a way of behaving that is caused by this”. Gardner
achieve something whether in academic or non-academic ways. Montano and Kasprzyk (2008) also add:
Attitude is determined by the individual’s beliefs about outcomes or
attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. Thus, a person who holds strong beliefs that positively valued outcomes will result from performing the behavior will have a positive attitude toward the behavior. Conversely, a person who holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude. (p. 71).
Henceforth, according to Melhim (2009) positive and negative attitude are defined as:
Positive attitude is taking decision of acceptance or reaction that agrees the attitude we met or it is the attitudes that reveals the advantages of the subject to take up its value. However negative attitude is defined as revealing the advantages of the subject to dismiss it and to weaken its strong attitude. (p.683).
Based on the definition from experts above, the researcher concludes that attitude is someone’s beliefs or point of view towards an object which is
influenced by the desire of that person whether they want to achieve or not. Those experts above have similar definition about the attitude. It focuses on their way of behaving, reacting and feeling towards the object.
Three Components of Attitude. Learning process is viewed as a positive change in the individual’s personality in expressions of the emotional (affective),
Vogh and Vaughan note, “attitude is relatively enduring organization of beliefs, feeling, and behavioral tendencies towards socially significant objects, groups, events or symbols (as cited in Melhim, 2009, p.150-151)”. Attitude concept can be viewed from these three factors which are called as cognitive, affective, and behavioral.
Cognitive Attitude. This aspect of attitude involves the beliefs of the language learners about the knowledge that they receive and their understanding in the process of language learning. It is also supported by Melhim (2009), “cognitive attitude is a cognitive evaluation of the entity that constitutes an individual’s belief about the object (p.684)”. In short, cognitive attitude is beliefs
about the attitude object. Jain (2014) also express that “belief is information a
person has about an object; information that specifically links an object and attribute. The cognitive component is the storage section where an individual organizes the information (p.7).”
Therefore, cognitive attitude has an impact for the students. Chaiken and Trope (1999) describe that the effect of beliefs can change people’s beliefs about the object of the message. Additionally, Abidin, Mohamadi and Alzwari (2012) also state that cognitive attitude can be classified into four steps of connecting the previous knowledge and the new one, creating new knowledge, checking new knowledge, and applying the new knowledge in many situations.
the inner feelings and emotions of foreign language learners influence their perspectives and their attitudes towards the target language. Affective attitude can be assed more quickly rather than behavioral attitude and cognitive attitude since “feeling is first. Besides, emotional evaluations are seen as more diagnostic of true
attitude than non-emotional ones (Peters and Slovic, 2007). Verplanken, Hofstee, and Janssen point out, “participants responded more rapidly to their feelings than their thoughts about attitude objects” (as cited in Peters and Slovic, 2007, p.301).
In sum, affective attitude is feeling about the attitude object.
Furthermore, a common question which often faced is how should the affective component of attitudes be conceptualized and measured. Here, there are three studies compared measures based on different conceptualizations (Peters and Slovic, 2007). Affective attitudes can be holistic reactions to objects or responses derived from spontaneous images of the objects. It can be bipolar or unipolar in structure or it also can be discrete emotional evaluations (e.g., angry, happy) or more general valence evaluations (e.g., good, bad).
This research will only focus on investigating students’ cognitive (beliefs) and affective (feeling) attitude. The researcher might ask some questions to the students which are used to expose their beliefs and feeling towards the
implementation of the presentation technique. Since the presentation technique has been commonly used in learning process, the students might have different beliefs and feeling on it.
Importance of Attitude. Reid (2003, p. 33) declared, “attitudes are important to us because they cannot be neatly separated from study.” Attitude is considered as a crucial factor influencing language performance (Visser, 2008). Achievement in a target language relies not only on intellectual capacity, but also on the learner’s attitudes towards language learning. It means that learning
language should be approached primarily as a social and psychological phenomenon rather than as a purely academic one.
Active Learning Strategies in Higher Education
Commonly, active learning strategies were taught in university level. Active learning strategies were used to revenge the old style teaching in higher education. The main purpose of these strategies was to create student-centered learning. Hence, the definition and the examples of active learning strategies are explained below.
Definition of Active Learning. In general terms, Mayer and Jones (1993) define, “active learning involves providing opportunities for students to
circumstance in the classroom, the students are forced to be participated actively in the academic subject. Rudasill (2011) points out that active learning technique is used to reduce the traditional teaching model, in which the role of the students as passive receptors and the role of the lecturer becomes the source of language. Whereas, the role of the students should become an active receptors and the role of the lecturer should become a facilitator (Rudasill, 2011).
The Examples of Active Learning Techniques. According to Faust and Paulson (1998) there are some active learning techniques which can be applied in college classroom activity. Furthermore, they have classified active learning technique into seven parts, such as Exercises for Individual Students, Questions and Answers, Immediate-Feedback Techniques, Critical-Thinking Motivators, Share/Pair, Overcoming Obstacles to Active Learning, and Cooperative-Learning Strategies.
Here, the researcher specifically looks at the cooperative-learning strategy. Cooperative learning strategy is a strategy which is used in teaching and learning activity. The aim of this strategy is to educate the students to work in groups. Each group consists of three to five students. Those statements are supported by Faust and Paulson (1998), “the kinds of exercises included under the rubric of
cooperative learning all utilize small groups in which three to five students work together toward a common goal (p.13)”.Additionally, they also state that
The first is Panel-Discussion. According to Faust and Paulson (1998) panel discussion is generally known as the presentation technique. Here, the roles of the students are to be presenter and audience. Technically, the lecturer divides the students into small groups which consist of three or five students. Each group has to present a different topic. It is better for the lecturer to give same theme, but in a different topic area. For example, the lecturer might ask the students to discuss about a topic under the medical issues. Moreover, the lecturer has to divide into some subtopic such as, the roles of doctor, patients’-rights advocates, hospital officials, and so forth (Faust and Paulson, 1998). They also note, “the key
to this method’s success is to choose topics carefully and to give students
sufficient direction to ensure that they are well-prepared for their presentations (p.16).”
typically can generate more comprehensive lists working in groups than they can alone (p.15)”. The fifth activity in cooperative-learning strategy is Role Playing.
The students demonstrate the situation in a group. It is used to lead them in having a better understanding of the theories that has been taught in the classroom.
In addition, English Education Department of Universitas Muhammadiyah Yogyakarta is one of the departments which implement the presentation technique in teaching and learning activity. The students have implemented the presentation technique since they were in the first semester. The department provides some supporting courses which used to implement the presentation technique. Since the presentation technique is also frequently used, later the researcher will expose some related study about the presentation technique.
Presentation
Presentation was known as sending and receiving the information to the audience. Usually, it was supported by three common factors namely presenter, audience and visual aids. Thus, the components which are related to the
presentation will be discussed as follows.
Definition of Presentation. Commonly presentation is defined as a process to deliver a content of a subject and it is exposed in a class (Vinci, 2009). Presentation seeks to inform and give some explanation about some topic.
Further, Chan (2009) defines,
Presentation is the process of showing and explaining the content of a topic to an audience or a group of audiences. It is often used to assess student learning in individual or group research projects. In recent times, presentation is no longer just about oral presentation but also visuals. Paper, white board or PowerPoint presentation are sample tools to aid the visual part of the presentation. (p.1).
Based on the definition above, the presentation technique can be concluded as a way to deliver the information to other people. It is a process to express the ideas or opinion to others. In other hand, presentation is a two-way communication which acts as the presenter and as the audience. Hence, the way to deliver the material plays an important role to measure the successful of the presentation.
According to the researcher’s experiences, the success of a project depends
it called as audience. This is the process of convey and receive the message which is based on content.
Effective Presentation. An effective presentation consists of some components that are related to the lecturer and the learners. In order to create an effective presentation, the lecturer and the students should aware of the
components. Hence, according to Ur (2009) there are some components to generate an effective presentation, for example; a) Attention, b) Perception, c) Understanding, d) Short-term memory, and e) Peer teaching. Besides, King (2002) mentions, “having students give presentation in front of the class is one of l earner-centered activity that has been widely included in teachers’ lesson plan to improve
students’ oral proficiency (p.401)”.
Types of Presentation. Burden and Byrd (1999) classify formal
presentation into three types. The first type is lecturing type. Lecturing type means the lecturer gives oral presentation as one of the instructional strategy in teaching and learning process, in which the role of the students are only as the audience. The students have a responsible to listen to the material that is delivered by the lecturer and ask some questions if they do not understand about the explanation.
The third is seminar type. Seminar type means the role of the students are to be the presenter. The students have their own project that has been given by the teachers and they are responsible to present their final project after finished their work. The content of the project also contain their opinion, so the students have opportunity to express their idea towards their project. Annotated bibliography is one of the examples which can be used as students’ project.
Ur (2012) also categorizes presentation into three types. Those types are classified based on the length of presentation such as short, medium-length, and long. The first is short type, it only needs 1 (one) up to 3 (three) minutes long for the presenter to deliver their presentation. This short type presentation is usually used to present about a) show and tell, b) describing things, and c) About self (daily activities). Second type is medium-length. It needs 5 (five) up to 10 (ten) minutes long to present. There are three criteria that are frequently used in this presentation, such as: a) narrative, b) instruction/procedure, and c)
recommendation. The last is long type. In this types, the length of presentation is around 15 (fifteen) minutes or more. The presentation should explain the
organization of the material that will be presented such as opening, outlines, the main body, the explanations, examples, summarizing and closing. It is often used to present about information and argument.
According to Tuber (1972) and Yang (2010) the last types of presentation are classified based on the number of participants in presentation which is
The students have to search the material and also prepare the presentation by themselves. Afterwards, they also should design the media and search the information related to the material that will be presented individually (Tuber, 1972). According to Yang (2010) in group presentation, the numbers of
participants who will be the presenters are more than one person. Commonly, the students will be divided into some groups which consist of three or five students in each group.
This research focuses on the last types which are individual presentation and group presentation since both of types are relevant and frequently used in teaching and learning process at the English Education Department Universitas Muhammadiyah Yogyakarta.
The Process of Making Good Presentation. Making a good presentation is not the easiest thing to be done. According to Nicklos (2003) there are some steps to create an effective presentation. The first step to make a good presentation is plan. Plan means thinking ahead about important aspects of it. Here, it is where the presenter begins the task of organizing the presentation. It is included of some several important aspect such as objective, audience, content, organization, visual, setting and delivery. The second step is preparation. The centerpiece of this part is to research the materials and also prepare the slide which will be used to present. The third step is practice. There are some reasons to have practice section before the presentation. It trains the presenter to be familiar with the visual slide and the content of presentation. Further, it helps the presenter to ensure the body
are six factors that the presenter should be aware in making presentation. It consists of facial expression, pace, voice (intonation, inflection, pronunciation), body movements (posture, gestures, moving about), use of a pointer (classic wooden pointer or laser), and the last is roles (in the event of group presentation).
Figure 1. The Process of Presentation
Goals of Presentation. According to Brookfield and Preskill (1999) there are some goals of presentation in learning process. First, the students learn to organize information in a coherent manner. Second, they can practice the use of logical and emotional appeals to persuade an audience. Third, the students can practice the use of voice, gesture and bodily action to convey meaning. Fourth, they will create an effective and useful speaking outline and notes. Fifth, it trains them to develop experience and confidence in one's presentational skills.
The Advantages of Presentation. Doing presentation frequently offers some valuable lessons for the students. They get some positive impact on
implementing the presentation technique. According to Milonic (2009) there are some advantages of classroom presentation that will be described below:
The presenter's peers and lecturer would have the opportunity to ask the presenter questions regarding his explanation. As the audiences, the other students have chance to help the presenter to clarify unclear statements and the class to offer constructive suggestions. In addition, by presenting an assignment in class,
Plan
Prepare
Practice
the presenter could receive direct feedback from the other students and the lecturer, so that the presenter could make changes before submitting a final assignment. Higher education students or adult learner are often skilled in some areas since they have long life experienced and could provide added information to audience during the presentation.
Afterwards, oral presentation also gives chance for the students to increase, improve and also provide alternative method in learning process to enhance their capability. Each student would have the benefit of the entire class's feedback and expertise. It provides some information that uncommonly known by the students. It gains the students to get some useful information from the
presenter. Hearing others' explanation will make the class more interesting than receiving feed-back and a grade from the lecturer alone.
In addition, the presentation technique also trains students’ self-confidence while they deliver message to the audience and try hard to make the audience understand about their explanation. Having repeatedly presentation in learning activity, it can increase students' self-confidence weather in public speaking or in written task. It gives them two skills in same time. The class would gain new areas of information.
Besides, presentation can enhance students’ critical thinking and train
know other class members, bond and help each other. Students would more often complete the assignment when knowing they will be "on-stage." Many students would enjoy public presentations and using the white board and projector. This activity would provide a change of pace, and certainly more physical activity needed in three-hour classes.
In addition, the students who have a good practice of oral presentations will gain excellent skills for their future professional meeting/conference
assignments in the workplace. In other hand, they have mastered public speaking that can be used in their real life. Knowing that one is due to give a public presentation would increase the student likelihood of coming prepared. It trains them to be conscious learners since they are responsible to have well-prepared before the presentation start.
Meanwhile, King (2002) also mentions some advantages of the
presentation technique. He classified the benefit of presentation in several areas. First, he reports that presentation will enhance students’ proficiency which
represents four language skills including reading, writing, speaking and listening. As he says, “using the four language skills in naturally integrated way, helping the
students to collect , inquire, organize and construct information, enhancing teamwork, and helping students become active and autonomous learner (p.402)”.
their even-oriented, students-initiated, and in-depth topic students. Those three things can be used to enhance their creativity and self-expression.
Afterwards, another benefit of presentation technique is to master
grammatical or structure. As explained by King (2002) that students used to work on memorizing detailed grammatical rules, vocabulary out of contexts and
isolated phrases or expression. By doing presentation regularly, it make them to become autonomous learner. He reports “among many advantages of presentation technique are bringing the gap between language study and language use, using the four language skills in naturally integrated way, helping students to collect, inquire, organize and construct information, helping the students become autonomous learner (p.402)”.
According to Brooks and Wilson (2014), presentation technique offers several advantages. Those advantages will be explained one by one. First, using presentation in the classroom leads the students to have a great interaction and participation. Besides, it also creates an interesting environment in learning activity and gets improvements in students’ communication and speaking skill.
Students are required to speak when giving their presentation. Afterwards, there are some factors that is determined the successful of presentation which is known as the micro level skills in the genre of specific language items namely vocabulary and grammar. In addition, the language and grammar which are learnt in the presentation will be useful for the students in other situation that involve spoken English (Thornbury as cited in Brooks and Wilson, 2014).
presentations. Likewise, Brooks and Wilson (2014) add another explanation that as the presenter the students also get a chance to confirm unclear information and misunderstanding by answering the question and interacting with the audience. In addition, Otoshi and Heffernen as cited in Brooks and Wilson (2014) mentioned that presentation can include how to make eye contact, how to organize
presentation, how to connect with an audience, how to use body language and how to construct an effective presentation. Thus, Presentation allows the students in improving their English language skill as well as their critical thinking. Third, Presentation can be valuable activities in helping the students to improve their L2 skill, develop their research skill, improve their creativity, and enhance their confidence when speaking in front of people. Usually, group presentation also allows the students to work together in planning and preparing their presentation. Delegating task for each member will build students’ self-responsibility.
The Disadvantages of Presentation. As mentioned by Brooks and Wilson (2014) that for some reasons presentation technique is not often used in language classes. It is only used as one time summative assessment at the end of course. Since implementing presentation technique for the students who do not prepare to present, it causes the students’ difficultness in finding a positive
learning experiences on presentation. Those statements are supported by some facts such as speech anxiety, group boredom, and limited presentation skill were the major problems which lead the students’ failure in presentation.
boredom (as cited in Brooks and Wilson, 2014). Besides, students’ fault in
choosing uninteresting topic which will be presented can cause two problems. The first problem is the students dislike with the implementation of the presentation technique and the second they gain nothing from giving the presentation.
When the presentation was assigned in class, there will be students who felt frustrating and intimidating. It is stated by King (2002) that lack of experience is usually the main factors of students stress and nervousness. Furthermore, he reports “presentation can be a face-threatening activity, particularly for some Asian students (p.404)”. Thus, delivering presentation can be a source of extreme
anxiety. He also underlines in other statement, “speaking in public sometimes
actually undermined students’ confidence and is ineffective in developing students’ oral proficiency because students were put on the spot (p.403)”.
Conceptual Framework
Attitude is one of the most important things in language learning strategies. The role of attitude becomes an essential factor which influences language learners’ achievement towards their understanding to the target
language. The result of many researches has repeatedly showed that the successful language learner depends on their attitude towards the target language. The main role of attitude in language learning is also supported by three components of attitudes which is generally called as ABC models in which A stands for Affective, B stands for Behavioral, and C stands for Cognitive.
learning techniques that are commonly used in higher education. However, this study only focuses on students’ cognitive and affective attitude.
Likewise, the higher education learners are forced to be participated actively in classroom activities. Nowadays the presentation technique is familiar in teaching and learning process. It happened since the presentation technique is such kind of learning strategies which gives chance for the learners to have two roles in same time. As the presenter they have responsibility to prepare well their presentation, so that their audiences understand with their explanation. As the audience, the students have to understand well with the materials that have been presented by the presenter. It also trains the students to organize their thinking while preparing the presentation.
This study will look at the students’ cognitive (beliefs) attitude towards the
implementation of the presentation technique. Afterwards, this study is going to explore students’ affective (feeling) attitude towards the implementation of the
Figure 2. Conceptual Framework
Attitude
Affective (Feeling) Cognitive (Beliefs) Presentation
The Disadvantages of Presentation
The Advantages of Presentation
Milonic (2009):
a) Increase self-confidence b) Enhance capability in language
learning
c) Enhance speaking skills d) Clarify unclear information e) Receive direct feedback f) Enhance critical thinking
g) Create an effective environment h) Having a good public speaking Brooks and Wilson (2014):
a) Causes speech anxiety b) Make a group boredom c) Consumes much time King (2002):
d) Makes students’ stress and nervousness
e) Sources of an extreme anxiety f) Ineffective in developing
Chapter Three Methodology
This chapter discusses about the methodology which is employed in this study. It is divided in four parts and it consists of research design, research setting, research participants, data collection method, and data analysis.
Research Design
This research used qualitative research. It was suitable for this study since this research explored the participants’ point of view towards their attitude on the
implementation of the presentation technique. Hence, Kothari (2004) defines, “qualitative research is attitude or opinion research i.e., research designed to find
out how people feel or what they think about a particular subject or institution (p.3)”. Creswell (2012) states that qualitative research is a type of educational
research in which the researcher relies on the views participants, ask broad, general question and collects data consisting largely of words (or text) from participants. It also describes and analyzes the data based on words.
In addition, this research employed descriptive research design since it is helpful to investigate students’ attitude towards the implementation of the
presentation technique. Hale defines that descriptive methods are pretty much describing the situations. They do not make accurate predictions, and they do not determine cause and effect (as cited in Abas, 2015).
Research Setting
Yogyakarta offers some courses which implement the presentation technique in teaching and learning activity. Those courses are Academic Presentation,
Listening and Speaking for Formal Setting, Listening and Speaking for Academic Purposes, Listening and Speaking for Daily Conversation, Listening and Speaking for Career Development, Capita Selecta on Grammar 4, Language Research, Teaching English as Foreign Language, and Second Language Acquisition. In addition, this research focuses on Academic Presentation since this course employs individual presentation and group presentation. The second factor was the accessibility of the researcher to collect the data. It was accessible for the researcher to conduct the research since the researcher is one of the students at the English Education Department.
The researcher collected the data on March, 7th to 19th 2016. The
researcher needed two weeks to conduct the interview and make appointment to the participants. Furthermore, the researcher analyzed and accomplished the data that had been collected from the previous participant in the middle of collecting the data. For this reason, it required two weeks to collect and to analyze the data. Research Participant
technique in teaching and learning activity such as Academic Presentation course. The researcher reconfirmed the information before she did the interview.
Since students’ batch 2012 only took three classes, the researcher selected two participants from each class. The criteria of the participants were the students who got the lowest and the highest score in Academic Presentation course. It was considered that those students gave rich and varied data. Furthermore, in order to respect the identity and protect the privacy of the participants, pseudonym
technique was used. The sign of participants that was used on this research was the puppet figures.
Table 1
Research participants
No Name of Participants Class Score in Academic Presentation
1 Citrawati A 93.3
2 Abimanyu A 68.5
3 Drupadi B 91.5
4 Antasena B 59.8
5 Srikandi C 93.8
6 Anjani C 67.5
Data Collection Technique
participants. Further, Creswell (2012) notes that the one-on-one interview is a data collection process in which the researcher asks questions to the participant and records answer from only one participant in the study at a time.
In addition, the researcher contacted the participants one by one. After that, the researcher made appointment with them to be the participant of this research and next step was to do the interview. In order to make the participant relax in the process of interview, the researcher decided to meet with Anjani in her boarding house. Besides, the researcher also met with the other participants in University Residence of Universitas Muhammadiyah Yogyakarta due to the accessibility time of the participants to conduct the interview before they attended the class. During the process of interview, the researcher came up with several follow up question as well. It was used to get in depth information due to explore students’ cognitive and affective attitude on the implementation of the
presentation technique and it took around five to seven minutes in each interview. It was in line with Kothari (2004) who argues, “personal interview method
requires a person known as the interviewer asking questions generally in a face-to-face contact to the other person or persons. At times the interviewee may also ask certain questions and the interviewer responds to these, but usually the interviewer initiates the interview and collects the information”. (p.9)
participant by using Indonesian Language. It was employed to give clear information and decrease misunderstanding about the information that has been given by the participant.
Afterwards, the researcher used audio recorder as a tool to collect the data by using interview. The audio recorder was beneficial for the researcher to
reconfirm some information that might be missed during the interview. The researcher used a recorder in the process of interview, so words, phrases, and sentences were completely transcribed. According to Creswell (2012), “qualitative interviews occur when the researcher asks participants in general, open-ended questions and record their answer. The researcher then will transcribe and type the data into a computer file for analysis (p.217)”.
After conducting the interview, then the researcher transcribed the data which has been collected from the participants. Another step after transcribing the data was member checking. It was needed for the researcher to clarify the
Figure 3: Data Collection Method
Data Analysis
The data that had been transcribed were analyzed by using coding. Here, there were some steps to analyze the data. First, the result of the interview was analyzed by using open coding. Creswell (2012) points out, “coding is the process of segmenting and labeling text from description to broad themes in data
(p.243)”.The researcher used open coding in order to categorize the information
which are related to the research question. Next step was axial coding. It was used to classify the data from open coding which based on the research question. In addition, the researcher used selective coding to clean off the data that are needed in this research. It was like categorizing the data. Afterward, the data should be analyzed related to literature review.
Review the literature
review
Conduct the interview
Collect the data interview
Transcribe the data Validate the
data Coding the
data
Chapter Four Finding and Discussion
This chapter discusses the result of the research. It reports the finding and relates it with the literature review. It includes finding and discussion of the study which are obtained from the interview.
Findings
The finding in this research was a reporting data which has been analyzed from the interview. It was divided into two. First, it reported the students’
cognitive attitude (beliefs) on the implementation of the presentation technique. Likewise, students’ beliefs on the implementation of presentation technique were
divided into two categories which consist of the advantages and the disadvantages of the presentation technique. Second, the finding revealed the students’ affective
attitude (feeling) on the implementation of the presentation technique.
Students’ Cognitive Attitude (Beliefs) on the Implementation of the Presentation Technique. The researcher tried to answer the first research question which was related to students’ belief in implementing the presentation
technique. The finding of the interview that was obtained from the participants revealed that the presentation technique offers some advantages and some of participants revealed that it gives some disadvantages.
Students believe that the implementation of the presentation technique offered advantages. The data that have been analyzed by the researcher showed that students’ cognitive attitude (beliefs) on the implementation of the
Students believed that the presentation technique increased their self-confidence. The researcher obtained the data that students believed the
presentation technique offered several advantages for them. One of the advantages was increasing self-confidence. Four out of six participants had same beliefs on the implementation of the presentation technique. As Drupadi said, “I agree with the implementation of the presentation technique in the classroom since it could increase self-confidence”. Then Srikandi also highlighted it in other statement by saying, “the second was self-confidence. When we did the presentation technique,
it was a time where we train our self-confidence”. The other evidence was also pointed out by Anjani, “I believed that the presentation technique could increase
my self-confidence while doing presentation”. Additionally, Antasena also stated,
Students’ Cognitive Attitude (Beliefs) on the Implementation of the presentation
technique
No Categories Findings
1 Students’ believed that the presentation technique offered advantages
a. It increased their self confidence b. It trained their public speaking skill c. It trained them to manage time d. It could practice their teamwork e. It increased self-responsibility f. It developed English Skill g. It trained their body language h. It enhanced critical thinking i. It enhanced creativity
c. It did not contribute to any skills
“I believed the presentation technique which is implemented at English Education
Department of UMY makes me confident when speaking in front of many
people”. As mentioned by Anjani and Antasena, the presentation technique could
be used as one of an effective ways to increase students’ self-confidence. Students believed that the presentation technique trained their public speaking skill. The researcher found four out of six participants believed that the presentation technique could train students’ public speaking. It was proved by Drupadi who said, “…for example it trains public speaking”. Besides, Srikandi
highlighted, “ehm....when we talked about the implementation of the presentation
technique, public speaking could not be separated from presentation.
Unconsciously, it would develop our public speaking”. In addition, Anjani and Citrawati also agreed that the presentation technique helped them develop their public speaking skill. It was proved by Anjani’s statement, “actually, from the implementation of the presentation technique we could share our idea in front of many people”. Citrawati added, “…then I was brave to speak up in front of many
people. Since we presented in front of many people, we had to be ready to answer the question that might be asked by the audience”.
Students believed that the presentation technique trained them to manage time. The data showed that there was one participant who said the
presentation technique helped the students to manage time. As what was stated by Drupadi, “Another example of implementing the presentation technique was able
to manage time”. Furthermore, she explained in other statement that managing
Students believed that the presentation technique could practice their teamwork skill. This research also revealed that the presentation technique could train students’ skill in teamwork. It was supported by the participants. Three of
them mentioned that they were able to perform a good teamwork by doing the presentation technique. Drupadi said, “additionally, it also enhanced soft skills such as being able to do teamwork”. Moreover, Anjani also emphasized, “…the
students could interact with each other. Yup…they had space to interact with the others”. It was supported by Citrawati who stated, “If we had group
presentation…ehm…we were able to help each other in a team”.
Students believed that the presentation technique increased self-responsibility. Two out of six participants revealed that they believed the
presentation technique can increase self-responsibility. It happened since a good presentation needed a good preparation. When they did presentation in a group and each of the members has a material that should be mastered, they would do their best to prepare it. Drupadi pointed out, “When we were able to do teamwork,
it would increase self-responsibility”. Hence, it was also emphasized by Citrawati who stated, “group presentation helped us to delegate the material fairly. Each of us has been given a part of material that will be presented”. In addition, dividing
their task individually, it trained them to be a responsible person. Since without their tasked, all group members could not present their presentation.
skill, increasing reading skill, mastering grammar, and enhancing listening skill. This evidence was gotten from five out of six participants.
Developing speaking skill. The researcher obtained the evidence from the
participants of the research. Four out of six participants mentioned that the presentation technique developed their speaking skill. It was mentioned by Drupadi who said, “the skill that I got from presentation is speaking skill. I knew
that my speaking skill is not really good, but while I was doing presentation, it developed my skill”. Anjani also stated,”…it was also speaking skill since presentation forced us to train the fluency, intonation and word stress”.
Meanwhile, Citrawati pointed out, “ehm…the skill that I have gotten from the
presentation technique was I could speak fluently”. The last evidence was supported by Antasena who pointed out, “Then, my speaking skill is increasing
when I was doing presentation continuously”.
Increasing reading skill. The researcher gained the data that one out of six
participants stated that her reading skill increased when doing presentation continuously. The involvement of reading skill was shown by their diligence to read the material before they did presentation. As Drupadi mentioned, “besides,
the reading skill also increased. Since the day before delivering the presentation, we have to read the material that will be presented”.
Mastering grammar or structure. When doing presentation frequently, it
gave a chance for students to improve their grammar mastery unconsciously. Two out of six participants in this research revealed that they were able to master the structure when they did presentation. As Drupadi mentioned, “another skill that I
to use language appropriately”. This statement is followed by Srikandi who stated,
“although I did grammatical error when I spoke, at least I learned from that. So I
could improve my speaking skill by using appropriate grammar”.
Enhancing listening skill. The implementation of the presentation
technique taught the students that they had two roles. First was being a presenter and second was being an audience. As the presenter, it meant that the students have to be ready to answer the question which was given by the audience and the question was comprehended by listening to the question. Here, the researcher obtained that one out of six participants mentioned that his listening skill enhanced while he listened to the question from the audiences. As Antasena revealed, “when there was question and answer session, it would enhance my listening skill”.
Students believed that the presentation technique trained their body language. The data that have been analyzed showed that the presentation technique could train students in using appropriate body language. It was mentioned by one participant. Srikandi was one out of six participants who believed that appropriate body language was needed in presentation. She stated, “…it looked like formal academic setting and including the conversation. We had to use appropriate body language”.
…and also critical thinking. Well…when we were delivering the material
it was not supposed to deliver the information as exact as the point which was in power point presentation. At the end, it supported us to think how the way to support our statement with our own understanding. It also happened when we answered the question.
Meanwhile Anjani, Citrawati and Antasena also mentioned the similar thing about enhancing their critical thinking. Anjani stated, “err…the
implementation of the presentation technique could be used to explore and develop our knowledge”. Citrawati also added, “the presentation technique enhances critical thinking”. Endlessly, Antasena emphasized it by saying, “the
presentation technique also developed critical thinking when I answered the question”.
Students believed that the presentation technique enhanced creativity. The researcher found that two out of six participants believed that the presentation technique could enhance creativity. Citrawati stated, “ehm…it forced me to be creative because while doing presentation in class, I had to be able to do
improvisation”. Additionally, Srikandi also highlighted, “….presentation forced us to think how to design power point presentation since the lecturer really emphasized the students to have a good design”.
Students believed that the implementation of the presentation
some disadvantages. The data which revealed the disadvantages in implementing the presentation technique would be discussed as follows.
Students believed that the presentation technique was a waste of time. One out of six participants in this research exposed that the presentation technique was a waste of time. This evidence was supported by Abimanyu who stated, “it
looked like we are wasting time”. He also added, “wasting time means when we
had known about theory, we had to practice theory that has been learnt. We were not supposed to do presentation and explain unimportant thing anymore”.
According to the participant’s beliefs, once he understood about the theory, he
needed to practice the theory and did not want to do it again by doing the presentation.
Students believed that the presentation technique was only a formality. Abimanyu exposed that the implementation of the presentation technique gave disadvantages for the students. He was the only one who mentioned, “I believed
that the main point of presentation was only like the formality”. He gave further explanation of a formality by saying that formality meant when the students had learnt theory, they had to practice it. They should not repeat theory that has been learnt by presenting it.
any skills for students”. He also gave further information that the used of
presentation technique was not really useful for the students.
Students believed that the presentation technique disadvantaged the low self-confident students. The researcher found the data that was gathered from Abimanyu. He mentioned that the presentation technique disadvantaged the low self-confident students to speak up in front of the class. He supported the
statement by saying, “the presentation technique gave disadvantages to the low
self-confident students”. Furthermore, he explained for those who unskillful in speaking skill, they did not have any courage to present the material.
Students believed that the presentation technique stimulated students’ anxiety. The data that had been gathered from the interview revealed that there was one out of six participants who constantly believed that the presentation technique offered disadvantages. Besides, he added that since the presentation technique required a long time preparation, when the students were not ready, it could stimulate anxiety. This fact was supported by Abimanyu’s statement, “for example, if there was a student who has low self-confident and he or she was not skillful to speak in front of people, it would get a big impact. So, they will be so afraid in presenting the presentation”.
proved by one out of six participants who believed that the presentation technique give disadvantages for those who had low self-confident and lack of speaking skill.
Students’ Affective Attitudes (Feeling) on the Implementation of the Presentation Technique. The second research question that was tried to be answered by the researcher was students’ affective attitude (feeling) on the
implementation of the presentation technique. The finding of the interview that was obtained by the researcher revealed the students’ feeling about the
implementation of the presentation technique. The findings of this question were some of participants felt happy on the implementation of participant since it gave some advantages. However, there was one out of six participants in this research revealed the unhappy feeling on the implementation of the presentation technique. He disliked the presentation technique since he thought it burdened the students. Hence, the students’ happy and unhappy feelings were the result of students’
affective attitude (feeling) which was oriented from emotional factor. Their affective attitude led them to express their feeling towards the subject. The detail information will be exposed as follow.
Students felt happy since the presentation technique enhanced English proficiency. The finding showed that Drupadi felt happy on the implementation of the presentation technique. Furthermore, she mentioned, “I was happy with the implementation of the presentation technique at English Education Department”.
Henceforth, Drupadi added another explanation of her happiness. She pointed out, “Actually I liked public speaking. Presentation helps in enhancing my skill. I was
me. So, it enhanced English proficiency. Nowadays, at the end of this semester I wish I still have presentation in the class activity”.
Students felt happy since the presentation technique helped the students to delegate the materials in equitable way. Since the presentation technique could be divided into group presentation, Citrawati felt more comfortable in joining group presentation. The researcher obtained the data that the participant felt happy since the material could be delegated smoothly to the other member. Citrawati was the one who felt happy and she gave the evidence by saying, “I felt happy.
Especially, when we did group presentation, we could delegate the material smoothly for each member”.
Students felt unhappy since the presentation technique made them nervous. The data from the interview confirmed that there was one out of six participants who felt nervous while doing presentation. Srikandi was the one who emphasized that it happened at the first time when she did presentation. Likewise, she pointed out,
“At the first time I felt nervous and afraid because I had not mastered the
English skill. Besides, I was also afraid to speak up in front of many people since they would ask many questions and criticize the information that I had given”.
unhappy when the lecturer asked the students to present unexpectedly. It only had short time in preparing presentation”.
To sum up, students’ affective attitude on the implementation of the
presentation technique showed happy and unhappy feeling. The findings exposed that students’ happy feeling was emphasized in getting the advantages of the
presentation technique. However, one of the reasons behind their unhappy feeling was because they did not get advantages in the presentation technique.
Discussion
Based on the data obtained, the participants revealed their beliefs and feeling on the implementation of the presentation technique. Hence, five out of six participants believed that the presentation technique offered several advantages. Besides, the participants of this research also revealed their happy and unhappy feeling on the implementation of the presentation technique. Likewise, the participant’s beliefs and feeling were discussed as follows.
Students believed that the implementation of the presentation technique offered advantages. The data reported that there were fourteen
students’ beliefs on the implementation of the presentation technique. Nine out of
fourteen findings exposed the advantages of the presentation technique. They believed the presentation technique offered nine advantages during their study. Those data was proved by the participants’ statement. Each of participants’ beliefs
was discussed below.
technique. They have done it continuously during their study. Thus, the
participants mentioned that while they were doing the presentation, it increases their self-confidence. This finding was also supported by Milonic (2009) who concluded that presentation trained their self-confidence. When they delivered message to the audience, they tried hard to make the audience understand about their explanation. He also added explanation in other statement that having repeatedly presentation in learning activity, it can increase students' self-confidence weather in public speaking or in written task.
The presentation technique trained their public speaking skill. When the interview was running, the researcher obtained the findings where the participants mentioned that the implementation of presentation developed their public
speaking. In other hand, they explained that the presentation technique trained them to be brave to speak up in front of many people. In line with that, Milonic (2009) also highlighted in his statement by saying that the students who had a good practice of oral presentations will gain excellent skills for their future professional meeting/conference assignments in the workplace. In other hand, they had mastered public speaking that can be used in their real life. Brookfield and Preskill (1999) emphasized their statement that presentation trained the students develop experience and self-confidence.
statement (2003) who pointed out that creating presentation needed some steps such as planning, preparing, practicing and presenting. For those steps, it literary can be defined that the presentation technique forced the students to manage their time as well.
The presentation technique could train their teamwork skill. In a group presentation, it was necessary to build a good relationship for each member. The findings exposed that the students’ teamwork skill was developed when they did
presentation. It was also agreed by Milonic (2009) who mentioned that one of the advantages of presentation was to stimulate class members to participate more actively in question and answer section. Besides, he also added that presentation technique gave the opportunity for the students to see each other face-to-face instead of seeing other students from the back only. Then, it gave them a chance to help each other. Meanwhile, Faust and Paulson (1998) underlined, “the students
typically can generate more comprehensive list working in a group rather than individual (p.15)”.
The presentation technique increased self-responsibility. It was obtained in findings where the participants believed that presentation technique increased their self-responsibility. In order to present a good presentation, the presenter was forced to master the material. The findings were in line with Milonic (2009) statement who reported that presentation trained the students to become conscious learner as they were responsible to be well-prepared before they do presentation.
The presentation technique developed English skill. The findings revealed that presentation technique enhanced students’ English skill. English
speaking skill, increasing reading skill, mastering grammar and enhancing listening skill. Thus, each skill will be discussed as follows.
Developing speaking skill. Speaking skill can be developed through some
various ways. Likewise, presentation technique can be used to develop speaking skill since the function of presentation is typically to transfer the information to other people. It was emphasized by Chan (2009) who stated, “presentation is the
process of showing and explaining the content of a topic to an audience or a group of audiences (P.1)”. In other hand, there were some factors which influenced in
speaking skill such as the used of pace, intonation, inflection, pronunciation, facial expression, body movement (Nickols, 2003). Meanwhile, it was also in line with Brooks and Wilson (2014) who underlined that using presentation in the classroom led the students to have a great interaction and participation. Besides, it also created an interesting environment in learning and got improvements in students’ communication and speaking skill. Students were required to speak
when giving their presentation.
Increasing reading skill. Having good background knowledge towards the
subject that will be presented was such a good point for the presenter. The
background knowledge itself can be mastered by using reading skill. The fact that was gathered from the findings showed that the presentation technique increased students’ reading skill as well. The involvement of reading skill was in line with
the effort of the students to search and read the materials. It is aligned with
Nickols’ statement (2003) who mentioned that since the second step to make good
Mastering grammar. Another English skill which can be mastered by
using presentation technique was grammar. The findings showed that the students believed presentation technique helped them to master grammar. It was agreed by Brooks and Wilson (2014) who reported that there are some factors that was determined the successful of presentation which was known as the micro level skills in the genre of specific language items namely vocabulary and grammar. The successful of presentation would impact the capability of students in
mastering grammar. In which, grammar has significance relation in presentation technique. In addition, the language and grammar which were learnt in the presentation will be useful for the students in other situation that involve spoken English (Thornbury as cited in Brooks and Wilson, 2014).
Enhancing listening skill. The findings reported that presentation
technique involved students’ listening skill. That statement was mentioned by the
participant who was showing the same result as Brooks and Wilson (2014) who stated that presentation technique gave the opportunity for the students to practice their listening skill when they acted as audience members for other group
presentations. Likewise, they added another explanation that as the presenter the students also got a chance to confirmed unclear information and misunderstanding by answering the question and interacting with the audience.
