i
STUDENTS’ PERCEPTION OF MATERIAL PRESENTATION
ASSIGNMENT IN THE CONTENT COURSE
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Rizky Dini Nugraeni 112009024
ENGLISH LANGUAGE TEACHING DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
ii
STUDENTS’ PERCEPTION OF MATERIAL PRESENTATION
ASSIGNMENT IN THE CONTENT COURSE
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Rizky Dini Nugraeni 112009024
ENGLISH LANGUAGE TEACHING DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
iv
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@2013. Rizky Dini Nugraeni and Christian Rudianto, M. Appling. All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
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Students’ Perception of the Material Presentation Assignment in the Content
Course Rizky Dini Nugraeni
Abstract
This study analyzed the students‟ perception of the material presentation
assignment which is one of the task requirements of the course in Faculty of Language and Literature Satya Wacana Christian University. It is important for the teachers to know about students‟ perception since it has been conducted for
several semesters without knowing the evaluation and students‟ voice. One of the purposes of knowing students‟ perception is to show the students‟ learning process and the teachers‟ teaching process. This study uses Descriptive
Phenomenology methodology to describe the students‟ perception itself. The students‟ perception is influenced by students‟ needs and desires. Rao and
Narayana (1998) stated that needs and desires are internal factors that affect the
students‟ perception. The results of interviews with the students who have done
this material presentation assignment show that in doing assignment presentation task, the students need to understand the course subject and meet the task requirement of the course. The students also desire to achieve good grades and explore the chapter.
Keywords: perception, the material presentation assignment.
Introduction
Students of Faculty of Language and Literature Satya Wacana Christian University are accustomed to do presentation. At the early semester, we have to
do oral presentation in speaking classes which aims to assess the students‟
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assign the students to present new material in a group to other students. This material presentation is to replace a lecturer by the class teacher.
Some courses have conducted the informative presentation in some courses, such as Teaching Language Strategies course (TLS), English for Special Purpose (ESP), and others. There are some assumed benefits for students in doing this presentation assignment. First, the students can be active in learning new materials. Simon (1991) argued that the students are rarely given much choice about what they have to learn. The teacher gives the opportunity for the students to explore their understanding about the new materials. Simons (1991) stated that the active learning is important because it provides an opportunity for students to learn by practicing how to do it. Thus, doing the material presentation assignment is a good chance for the students to learn the new materials by presenting them in front of class.
In this paper, I will discuss about the students‟ perception toward the
material presentation assignment in the content courses. The students‟ perception reflect the students‟ learning and teachers‟ teaching in the classroom. Moreover,
the students‟ perception also can be used to improve the material presentation assignment.
Literature Review
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learning process. There are some ways how the students can participate actively in the learning process.
According to Mick Healey (2004), one of the best ways to learn is to teach someone else. The students are given an opportunity to do mini-lecture that they have to teach the rest of the class. The mini-teaching activity provides a break session in which the students are involved actively in the learning process (Mick Healey, 2004). In the classroom the teacher has a role, that is teaching the students, but now the teacher gives an opportunity to learn by doing mini-lecture. In the content classes, the students have to do material presentation. They have to teach the rest of the class about the material that they have not learned before. Thus, they learn the material through presenting it.
Allen and Tanner (2005) argued that the faculty members can assign projects and presentations to actively engage students in explorations of the course materials. Therefore, the lecturers have conducted a kind of presentation that assigns the students to do the presentation in some content classes. The students have to explore their own understanding about the new materials. The aim of the presentation is to make the students involve in the learning process actively.
Fallows and Steven (2000) supported that doing presentation is seen as a key skill in the learning process. The students get involved in the classroom activity actively. Therefore, the lecturers design a syllabus which has a
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students to practice and improve their oral presentation skills. Some courses conduct material presentation as one of the assessments. The lecturers give the opportunity for the students to present the materials into the classroom. The students can improve their oral presentation skills through presentation assignment.
Bonwell and Eison (1991) stated that the students have to engage in doing things and thinking about what they are doing in the classroom. The material presentation assignment gives the opportunity for the students to do presentation and think about the new materials. First, the students have to think or learn about the new materials by themselves in group. Then, the students have to present or explain the new materials to other students.
One of the students‟ motivations of doing the material presentation assignment is grades.WiedfieldandEccles (2001) agreed that the students have to engage in this fundamental question: „Do I want to do this activity and why?‟ relate the students‟ intrinsic and extrinsic motivation for doing the material presentation assignment. The intrinsic motivation engages in an activity because the students find working on the task enjoyable. The extrinsic motivation engages in an activity when the students believe that working on the task will result in
desirable outcomes, such as reward, good grade, and parents‟ and teachers‟
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According to Eggen and Kauchak (2001) perception is the process by which people attach meaning to experiences. In the material presentation, the students have experienced about explaining new materials to other students. Through their experiences, the lecturers are able to perceive what students‟ perception about the material presentation in the content courses. It is crucial for the lecturers to analyze the students‟ perception in order to improve the material presentation assignment.
Wittrock (1986) argued that research on the students‟ thinking and
perception functions as a mirror that can be used by both teacher and students to
reflect in their learning and teaching. In other word, the students‟ perception is
needed to reflect in the students‟ learning itself. The students learn about new
materials through the material presentation that is done by them. The students‟
thinking and perception about material presentation in the content courses can represent how the material presentation is helpful for the students in the learning process.
There are some factors that influence someone‟s perception. Rao and
Narayana (1998) stated three internal factors that are needs and desires, personality, and experience. Actually the students have their own needs and desires about what they expect in the classroom. In the words Rao and Narayana
(op cit: 241) “People at different levels of needs and desires perceive the same
thing differently”. Furthermore, the expectations, motivations, and desires of
people also shape the students‟ perception of other and situations around them.
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behavior. According to Maslow (1972:41-53, in Rao and Narayana, op cit 341), the students‟ personality can be optimistic and pessimistic that really influences the perception itself. The last factor is experience that has a perceptual impact on the perception of an individual. Rao and Narayana (1998) argued that successful experiences enhance and boost the perception and lead to accuracy in the perception. The students that become the participants have experienced of doing material presentation. Therefore, they can form the perception about the material presentation accurately.
The Study
Context of the Study
The setting of the study is the faculty of Language and Education Satya Wacana Christian University. It is located in the small town of Salatiga, Central Java, Indonesia. This faculty has conducted material presentation assignment in Sociolinguistics‟ course. In the material presentation assignment,
the students work in group to present the Sociolinguistics‟ materials that are given
by the lecturers. In group, the students have to take a role as a lecturer to explain the new materials about Sociolinguistics to other students.
The study focuses on how the students‟ perception toward the group
presentation in the content classes that has been conducted by the lecturers. Some students may get the benefits of doing group presentation, but some students may think that doing group presentation is not appropriate for their learning. There is not any study about this area and. Therefore the lecturers have not known what
7 Participants
The participants in the study were 20 students from 5 different
Sociolinguistics‟ classes. All of the students have done the material presentation assignment as the task requirements in the course.
I use purposeful sampling because I select the participants who are taking some content courses that conduct the material presentation assignment. Purposeful sampling is a non-random method of sampling where the researcher
selects “information-rich” cases for study in depth (Patton, 2002). The benefit of using purposeful sampling is that, as Patton stated, “Any common patterns that emerge from great variation are of particular interest and value in capturing the
core experience and central, shared dimensions of a setting or phenomenon.”
Instrument of Data Collection
The data was collected through semi-structure interviews (see Appendix for the complete interview questions). Semi-structure interview aims to gather the data flexibly. Patton (1990) stated that semi-structures interview or “interview
8 Data Collection Procedure
The study used of qualitative data. The data was analyzed by making clear
transcription. From the interview‟s transcription, I planned to find the data of the
students‟ perception of the material presentation assignment. I used clean
transcription to make the data easier to analyze. The transcription was analyzed using content analysis (McKay, 2006). Content analysis is the way to analyze the data by focusing on the contents or themes across the participants. It begins by
assigning emerging themes to the participants‟ transcript.
Data Analysis
A semi-structure interview was designed to reveal students‟ perception of the material presentation assignment. A content analysis based on the research questions was done by generating emerging themes and then the themes from the answers given by the participants. According to McKay (2006), content analysis involves identifying and coding theme in your data. One way to begin to analyze the data is read the data over a variety of times to look for key ideas or topics. My overall goal is to categorize the data and capture the ideas in the data. There are
four key ideas that will be discussed relate to students‟ needs and students‟
desires. They are students‟ needs of understanding the course subject, the
students‟ needs of meeting the task requirement of the course, students‟ desires
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Discussion and Analysis
In some courses, the students are required to do material presentation assignment. The students have to present new materials to other students. Before the students do the material presentation assignment in front of class, they have to understand the new materials by reading the books and other references. They also have to make detailed examples to support their explanation. Then, the students have to explain clearly in order to make the other students understand about the new materials.
It is important to know about the students‟ perception of doing the material presentation assignment, because evaluation needs to be done about such
assignment considering students‟ point of view. Moreover, the students‟
perception also can assess what things should be improved by the lectures in the learning process because the material presentation assignment is not only an
assignment but also students‟ learning process. According to Douglas and Barnes
(2006), the students‟ perception is useful to assess the teaching and learning environment. Thus, the lecturers can improve the teaching and learning
environment from the students‟ perception of the material presentation
assignment.
In this study, the students‟ perception is categorized into two main topic
discussions, which are the students‟ need and desire. According to Rao and
Narayana (1998), two of internal factors that influence students‟ perception are
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expect in the classroom. In the course, the students have the same responsibility to do the material presentation assignment. Thus, the students have their needs and desires of doing their task requirement which is the material presentation assignment.
This data will explain the students‟ needs and desires of doing the material presentation assignment in the course. Rao and Narayana (1998) stated that students at different level of needs and desires perceive the same thing differently.
The students‟ needs of doing the material presentation assignment are to understand the new materials and meet the task requirement of the course. The
students‟ desires of doing the material presentation assignment are to get good
grades and explore the chapter given for their presentation.
Students’ Needs of Understanding the Course Subject
One of the students‟ needs of doing the material presentation assignment
in a course is to understand the course‟s materials. The students have a
responsibility to make the other students understand about the course‟s materials presented in front of class. Therefore it is essential for the students to understand
the course‟s materials before they try to explain the course‟s materials to other
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The material presentation assignment is one of classroom activities that require the students to get involved actively in the learning process. According to Fallow and Steven (2000), doing presentation is seen as a key skill in the learning process. The material presentation assignment is a kind of the learning process for the students. In addition, Fallow and Steven argued that the students have to get involved in the classroom actively. Thus, the students, who do the material presentation assignment, are involved actively in the classroom activity.
The interviews results about their opinion on the material presentation assignment, the students tend to think that it is helpful and interesting for the
students to understand about the course‟s materials. Student 8 said “The
presentation is really helpful because we have to understand the materials and
then present them to the others.” Student 9 also supported “It is interesting because we act like a lecturer that know more about the materials then explain the
materials well.” The material presentation assignment also makes the students be active in the classroom activity. Student 19 agreed “It is challenging because I have to present new materials. It aims to make me active in the classroom.”
From the responses given by the students, the material presentation assignment can be interesting and challenging for the students because they have a
responsibility to explain the course‟s materials. The material presentation
assignment is also an activity to engage the students to be active in the
classroom‟s activity. Therefore, the students need to understand the course‟s
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However, the students also think that the material presentation assignment
is difficult because the course‟s materials are new and difficult for them. According to Eggen and Kauchak (2001) perception is the process by which people attach meaning to experiences. Some students think that the material presentation assignment is difficult for them because they have their own perception from their experiences of doing it. Although they think that material presentation is interesting and challenging, students admit that their experiences have taught them a lesson that it is not easy. Student 14 supported “The presentation is difficult because the materials are complicated.” Student 16 said
“This presentation is hard because the materials are new for us.”
So, when the students have done their material presentation assignment, the students find difficulties because the materials are complicated to be understood. The students also perceive that the material presentation assignment is difficult since the materials are new and difficult to be understood.
Doing the material presentation is really helpful for the students to
understand the course‟s materials. As Geoff Petty Sutton (2002) claimed that all research about using presentation strategies in learning process show that students
learn by doing. The students can understand the course‟s materials well because
they have to do the material presentation assignment. Doing the material presentation assignment is also good strategy used by the students to get better
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The students tend to think that doing the material presentation assignment
is helpful for the students to make them understand about the course‟s materials
because they have to read the materials, look for other sources related to the materials and make detailed examples about the materials by themselves. Student 3 said “It is helpful if we really understand about the materials before we present
it to others by reading the materials and other references.” Student 4 agreed “It
is helpful because before the presentation, we should read and understand the
materials; find other sources to make us understand the points of the
materials.”Student 16 also emphasized “Yes, as the presenter, we need to
understand the materials.”
The students agree that doing the material presentation assignment is
really helpful for them to understand the course‟s materials. The students need to
understand the course‟s materials by reading the book and other sources. When
the students have understood about the course‟s materials, they will help other
students to understand more by presenting the course‟s materials. In short, the
material presentation assignment can be a learning strategy for the students to
understand about the course‟s materials.
Listening to friends‟ presentation is also helpful for the students to
understand the course‟s materials. According to Mick Healey (2004), one of the
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the lecturers explain the materials without giving the opportunity to the students to
explore the materials by themselves. Thus, friends‟ presentation can be really
helpful as long as the students can explain the new materials in simple sentence that easily to be understood.
The students tend to think that friends‟ presentations are also helpful for
them to understand the course‟s materials. Student 2 said “My friends’
presentations help me to understand the materials well, because it seems difficult
if I just read the materials by myself without any explanation.” Student 5 supported “It is helpful because we can get clear explanation from friends’
presentations in simple words, but if we cannot understand some points, the
lecturer will explain more.”Student 17 said “Yes, it is very helpful. I can get the point of the materials because my friends explain the materials in simple words
than the lecturer does. We also can learn more by asking some questions
comfortably.”
From the interviews, the students who present the course‟s materials learn
by teaching other students. The students who listen to the presentation can learn
and understand about the course‟s materials through their friends‟ presentations.
Since the material presentation assignment provides clear explanation in simple words, the other students will comprehend the course‟s materials. The students
also can ask some questions to get better understanding about the course‟s
materials to their friends without any reluctance. In sum, listening to friends‟
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Students’ Needs of Meeting the Task Requirement of the Course
As stated clearly in the syllabus, the students have a responsibility to do the material presentation assignment as a requirement in the course. They need to do this task requirement in order to pass the course. Thus, the students have to do the material presentation assignment as a task requirement in the course.
When asked about the students‟ feelings of doing the material presentation
assignment as a task requirement of the course, the students feel positively, such as glad, encouraging, and challenging. Student 2 said “I feel glad if I take a
course that requires me to present the materials. It aims to make the presenter
understand more and vice versa the others get better understanding rather than
we have to listen to the lecturers’ explanation because of giving detailed
explanation and examples.”Student 18 also said “I feel challenging because I
have to present new materials and make others understand.”Student 20 said “I
feel encourage to do the presentation because I have to understand about the
materials by myself.”
From those interviews, the students like doing the material presentation assignment as a task requirement of the course. Their perception of doing the
material presentation assignment has formed the outputs, such as students‟ feeling
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the outputs (feelings, actions, attitudes, etc.) are derived. Therefore the students‟
positive feelings make them aware of the purpose of doing this task requirement.
It aims to understand about the course‟s materials.
Meeting the task requirement of the course, the students have to know what to do the material presentation assignment. Bonwell and Eison (1991) stated that the students have to engage in doing things and thinking about what they are doing in the classroom. When the students have to do the material presentation assignment as the task requirement in the course, they need to know what they exactly do. The students should think what they have to do in the material presentation assignment.
All of the interviewed students have known about what to do in the material presentation assignment Student 2 said “I have to prepare the materials
well, so I can understand the materials and explain them well. “Student 17 agreed “I have to prepare and understand the materials first, and then I have to
memorize them. Last, I have to present them interestingly, so the others will get
the point of the materials.” Student 20 said “I have to explain about the
materials as clear as I do.”
The students mention every details of what they do to this task
requirement. They have to understand the course‟s materials before they explain
to other students. The aim of doing the material presentation assignment is to
make the other students understand about the course‟s materials. So, the students
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important for the students to know what they have to do in this kind of task requirement.
Students‟ need of meeting the task requirement of the course shows that
how the students differentiate the material presentation assignment from other task requirements that the students have done so far. When the students think that this task requirement of the course is different from other task requirements, it means that the students recognize their needs to meet the task requirement of the course. Simons (1991) stated that the active learning is important because it provides an opportunity for students to learn by practicing how to do it. Thus, the material presentation assignment is one of task requirement that gives the opportunity for the students to learn actively.
The students tend to think that that the material presentation assignment in the course differs from other assignments that the students have done before in other courses, such as writing journal, making reflection, portfolio, final project, making poster, and translating. Student 8 said “In this presentation we have to explore the materials in other sources, so we can explain more than in book. In
the other assignments, such as presentation, we just explain what are in the book.
“Student 11 supported “This presentation assignment is different with other
assignments, such as making poster or translating because we have to understand
the new materials. “Student 14 also said “In this presentation, I have to explain
the materials in simple words and it is more difficult. In other assignments, such
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The students learn more actively in doing material presentation assignment
than other task requirements. They have to explain and understand the course‟s
materials to other students. The students‟ opinions about the differences between the material presentation assignment and other task requirements indicate that the students are conscious of their needs to meet the task requirement of the course.
Students’ Desires for Grades
The second topic discussion of the students‟ perception is students‟ desires of doing the material presentation assignments. The students have desires when
they have to do the material presentation the course. One of the students‟ desires
is about the grades. The students want to achieve good grades in this task requirement. According to Wiedfield and Eccles (2001), the extrinsic motivation engages in an activity when the students believe that working on the task will
result in desirable outcomes, such as reward, good grade, and parents‟ and
teachers‟ approval. The percentage of the material presentation assignment is 20% out of 100% from the total percentage in the course. Thus, the good grades are
one of students‟ desires of doing the material presentation assignment.
The students tend to think that the percentage of the material presentation assignment which is 20% is quite much or fair. Student 7 also said “Fair,
because the presentation takes long time and big effort to do it.”Student 8 said
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too. “Student 11 supported “I think it is fair because I also have a big
responsibility to make the others understand about new materials.”
In short, the students argue that the percentage of the material presentation assignment is quite big and fair because the students attempt a lot to do this task
requirement. The students‟ efforts are comparable with the percentage of this task
assignment. The students also think that doing the material presentation
assignment has big responsibility because they have to explain the course‟s
materials to the other students. Thus, the percentage of the material presentation
assignment which is 20% is equal to the students‟ efforts and responsibilities.
On the other hand, some students also think that the percentage of the material presentation assignment is not fair and enough. It is because what they students have done in this task requirement is not equal with the percentage, which is 20%. According to Guskey and Bailey (2010), low grades do not motivate the students. When the students think that the percentage of the material
presentation assignment is less than the students‟ expectation. Thus, less
percentage will influence their motivation to do this task requirement.
Some students think that the percentage of the material presentation is not enough and fair. Student 17 mentions “It is not enough because I have worked hard in
the presentation. It does not really motivate me.”Student 18 said “It is too less
because the presentation is more difficult to do. So, I do not motivate myself to do
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Therefore, when the students think that the percentage of the material presentation assignment is small and not worthy enough with the effort, it will give bad effect for them. The students do not motivate themselves to do this task requirement because their intrinsic motivation is low. 20% is not equal with their work hard and the difficulties that the students face in doing the material presentation assignment.
The percentage of the material presentation assignment which is 20% can motivate the students to do this task requirement of the course. Wiedfield and Eccles (2001) argued that the good grades are one of the extrinsic motivation
engages in an activity in the classroom. The students‟ desires for good grades
motivate them to do the material presentation assignment as well as they can do.
The students tend to think that the percentage of the material presentation assignment really motivates them to do this task requirement. Student 9 said “Of
course. It is because I want to get full point, so I motivate myself to present the
materials clearly.” Student 14 has similar opinion “Since the percentage is high,
so I have to motivate myself to present the materials well and make clear of what I
deliver. “Student 19 added “It really motivates me to do the presentation because I want to get full percentage 20%.”
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materials clearly so the other students will understand about the course‟s
materials.
The students also improve themselves to get good grades in the material presentation assignment. They do some efforts to achieve the full percentage. According to Wiedfield and Eccles (2001), the students need to answer this
question „What do I need to be successful in an activity‟ relates the use of
cognitive (i.e. rehearsal, elaboration, organization) and metacognitive strategies (e.g. planning, monitoring, evaluation) in a learning activity that can be connected to motivation and to learning achievement. It is important for the students to know what they have to do in the activity when they want to be successful, especially in doing this task requirement.
The students tend to think that they do some efforts to get good grades in the material presentation assignment. Student 8 claimed “I just explain the
materials well. If there are some questions from others, I will explain the answers
well.” Student 17 said “Prepare and memorize the materials. Make an activity
that helps the others to understand about the materials. Deliver the materials
confidently. “Student 19 also said “I deliver the materials in my own way. It
means that I use simple words to explain the materials.”
It can be concluded that the students want this material presentation assignment to be successful. They try to improve themselves to achieve their
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improve themselves. Therefore, the students‟ desires of good grades can be
achieved.
Students’ Desires for Exploring the Course’s Materials
The other students‟ desires of doing the material presentation assignment
are to explore the course‟s materials that the students have to present in front of
class. In the material presentation assignment, every group of students has a responsibility to present the course‟s materials given by the lecture. Allen and Tanner (2005) argue that the faculty members can assign projects and presentations to actively engage students in explorations of the course materials. Thus, the material presentation assignment gives the opportunity for the students
to explore the course‟s materials.
The students tend to think that exploring the course‟s materials in the
material presentation assignment gives the benefit for them. Student 1 said “I can
understand more because I have read many sources for my topic.”Student 16 said “I can master my topic, so I cannot easily forget about that.” Student 19 added “I master my topic and I can explain more if my friends ask questions
outside the presentation.”
The students can master and understand the course‟s materials that they
have to present in the material presentation assignment. Exploring the course‟s
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other students‟ questions. The other benefits relate to the exploring the course‟s
materials is that the students can do the test and final project that include the
course‟s materials that they have presented in front of class. Student 6 said “I can
do the final project because I gave already understood more about my topic.
“Student 15 also said “I can do the test well because I master my own part than
the others.” Therefore, the benefits of exploring the course‟s materials make the
students aware of their desires for exploring the course‟s materials.
Exploring the course‟s materials makes the students learn more than other
students who just listen to the presentation. In the material presentation
assignment, the students learn to explore the course‟s materials by themselves.
The students try to teach the course‟s materials to themselves before they explain
the course‟s materials to other students. Race (2000) also promoted the idea that
one of the best ways of learning is to actually teach something yourself. Hence, the students want to explore the course‟s materials before they present the
course‟s materials to other students.
The interviews with the students show that exploring the course‟s
materials in the material presentation assignment makes the students learn more than other students who listen to the presentation. Student 7 said “When we
explore the materials, it means that we look for every detailed about the materials
in the internet rather than the others who just read the book. “Student 14 also said “Of course, by doing the presentation, I have to master my topic to make others understand. It can be said that I have learned more about the topic than my
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opinion said “Of course I learn more because I understand my topic deeper and then present it to my friends who have not learned or read it before.”
When the students explore the course‟s materials by doing the material
presentation assignment, they learn about the course‟s materials than other
students. The students learn more about the course‟s materials by looking for detailed things about the materials. The students also think that they have
mastered the course‟s materials, so they learn more about the course‟s materials
than other students who just learn by reading the book and listening to the
presentation. Moreover, teaching themselves about the course‟s materials is a way
of the students to explore the course‟s materials deeply.
The students also expect that their presentation can be understood by the other students who listen to the presentation. The students who present the
course‟s materials want to the other students understand and remember the
course‟s materials. The material presentation assignment is an opportunity for the
students to teach other students. Mick Healey (2004) stated that one of the best ways to learn is to teach someone else. The students do mini-lecture that they
have to teach the rest of the class. When the students teach the course‟s materials,
they expect the other students will understand about the course‟s materials.
The students tend to think that they expect other students understand and
remember the course‟s materials that they have delivered in the presentation.
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for the others makes the materials clear than they just read the book. “Student 19 said “The others will understand about the materials that I have presented and
remember my detailed examples.”
The students are aware of their responsibility to make the other students
understand about the course‟s materials. The other students who listen to the
presentation may read the course‟s materials in the book, but it does not really
help them to understand the course‟s materials. Therefore, the students who
present the course‟s materials have to explain more detailed about the course‟s
materials, so they can reach their expectation to make other students understand and remember about the course‟s materials.
The students also have suggestion related to the consultation time with the lecturers before they do the material presentation assignment. They suggest that the consultation time with the lecturer has to be arranged in fixed schedule
because it helps them to understand more about the course‟s materials before they
present the course‟s materials in front of the class. Sometimes, the lecturers are busy with other activities that require them to cancel the consultation time. When
it happens, the students are more difficult to understand the course‟s materials and
the material presentation assignment may not work well.
The students tend to suggest that the consultation should be arranged in fixed schedule. Student 8 said “The consultation is too flexible, so it is better to
make the day and time is fixed. “Student 15 also said “The consultation time with
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consultation time with the lectures is not really effective. When asked about the reason, student 19 said “Because the lecturer does not give exact time for consultation.”
From the interviews with the students, it can be generalized that the students suggest the consultation time should be set up in fixed schedule. According to doing the consultation helps the students to explore the materials. Dempsey (2004) state the consultation time helps the students to explore their
thoughts about the course‟s materials. Therefore, doing the consultation time with
the lecture is important since it aims to explore the students‟ understanding about
the materials that they will deliver in the presentation.
Conclusion
In this paper, the students‟ perception of doing the material presentation assignment aims to reflect the lecturers‟ teaching and the students‟ learning in the
classroom. The students‟ perception is influenced by their needs and desires. The
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teach the course‟s materials to the rest of class. When the students are able to
teach the materials to the other students, it means that they have learned and
understood about the course‟s materials. Moreover, the students also desire of
good grades. Wiedfield and Eccles (2001) stated that good grade is one of
students‟ extrinsic motivations of doing the material presentation assignment. The students motivate themselves to do this task requirement because they expect to
get good grades. The other students‟ desire is that they can explore the course‟s
materials. According to Allen and Tanner (2005), the faculty members can assign projects and presentations to actively engage students in explorations of the course materials. Thus, the students desire to explore the materials by doing the material presentation assignment. The students also suggest that the consultation time with the lecturer should be arranged in fixed schedule since the consultation time with the lecturer is important to explore the materials.
However, this study analyzed the students‟ perception of doing the material presentation assignment that is affected by students‟ needs and desires. It
is important for further study to explore the students‟ perception from other
28
Acknowledgement
Praise my Heavenly Father, Jesus Christ! Because of His love and blessings, I can finish writing my thesis. I realize that I cannot do anything without Him.
I own my deepest gratitude to my thesis supervisor, Christian Rudianto, M.Appling, for his guidance, patience, support, and encouragement for me to finish writing this thesis. I have learned many things from you, Mas Rudi. Thank you!
I also would like to thank my thesis examiner, Rindang W. M.Hum. who was willing to read and examine my thesis.
29 References
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Fallows, S., & Steven, C. (Eds.). (2000). Integrating key skills in higher education: employability, transferable skills and learning for life. London: Kogan Page. Healey, M. (2004).Encouraging Active Learning: Applying Kolb’s experiential learning
theory, Seminar presented at The Queen‟s University of Belfast, 28 January.
McKay, S.L. (2006). Research second language classrooms. Mahwah, NJ.: Lawrence Erlbaum Associates, Inc.
Patton, M. (1990).Qualitative evaluation and research methods. Beverly Hilss, CA: Sage. (pp.169-186)
Patton, M. (2002).Qualitative research and evaluation methods (3rded.). London: Sage Publications.
Race, P. (ed.). (1999). 2000 tips for lecturers. London: Kogan Page.
Race, P. (2001).The lecturer’s toolkit: A resource for developing learning, teaching and
assessment (2nded.). London: Kogan Page 2nd edition.
Rao, V. S. P., &Narayana, P. S. (1998).Organisation theory and behaviour. Delhi: Konark Publishing Company. (pp.329-330).
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APPENDIX :Interview Questions Needs
Understand course subject
1. What is your opinion about a presentation where you have to present new materials about Sociolinguistics to other students?
2. How does doing the presentation help you understand about the
Sociolinguistics‟ materials?
3. How does your friend‟s presentation help you understand about the
Sociolinguistics‟ materials?
Meet the task requirement of the course
1. What do you feel when you have to do this kind of assignment as a
requirement in Sociolinguistics‟ class?
2. Do you know what to do with the presentation assignment?
3. In your opinion, how does this kind of assignment differ from other assignment?
Desire to / expectation
Grades
1. What is your opinion about the assessment percentage of the
presentation in Sociolinguistics‟ class?
2. How does the percentage of the presentation assignment motivate you to do the presentation?
3. How do you improve yourself to get good mark in this presentation assignment?
Exploring the chapter
1. What do you think of the benefits of exploring the given topic for your presentation?
2. How can exploring the given topic for your presentation make you learn more about it than your friends learn?
3. What are your expectations for the presentation assignment in
Sociolinguistics‟ class?
4. What are your suggestions to improve this kind of presentation
