STUDENTS’ PERCEPTION TOWARD THE CONTRIBUTION OF GROUP PRESENTATION TECHNIQUE IN SOCIOLINGUISTICS
AND MASS MEDIA COMMUNICATION CLASS
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Arif Rusna Pratiwi Student Number: 06 1214 110
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
STUDENTS’ PERCEPTION TOWARD THE CONTRIBUTION OF GROUP PRESENTATION TECHNIQUE IN SOCIOLINGUISTICS
AND MASS MEDIA COMMUNICATION CLASS
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Arif Rusna Pratiwi Student Number: 06 1214 110
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, August 23rd , 2010 The Writer,
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Arif Rusna Pratiwi Nomor Mahasiswa : 06 1214 110
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION TOWARD THE CONTRIBUTION OF GROUP PRESENTATION TECHNIQUE IN SOCIOLINGUISTICS AND MASS MEDIA COMMUNICATION CLASS
Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin ataupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 23 Agustus 2010
Yang menyatakan
vi
I dedicate this piece of work to:
My Parents “Babe and Ibu”
My Beloved Husband “Ayah”
My Son “Ray”
vii
ABSTRACT
Pratiwi, A. Rusna (2010). Students’ Perception toward the Contribution of Group Presentation Technique in Sociolinguistics and Mass Media Communication Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
The source of information in class, traditionally, was the teacher (teacher-centered). The condition should be changed into learner-centered to create the innovative learning methods. One of the innovative techniques which can increase student’s interaction is group presentation. Hence, this study investigates the students’ perception toward the contribution of group presentation technique in learning process. There are two problems formulated in the problem formulation. The first problem formulation is to know students perception toward the contribution of group presentation in learning process and the second is to find out possible suggestions that can be concluded from students’ perception toward group presentation to improve its implementation.
In order to answer those problems, the researcher employed a survey research. The survey was done in the beginning of May 2010 by distributing questionnaire to the participants. The participants of this study were fifty-seven students of Sociolinguistics and Mass Media Communication class Academic Year 2009/2010. There were twenty-five close-ended statements and two open-ended questions in the questionnaire. To obtain more focused responses, the researcher divided the questionnaire into three sections to obtain more focused responses. The first part was aimed at investigating the students’ perception when they acted as presenter and audience to give the general opinion. The second part was aimed at investigating the students’ perception when they acted as presenter. The third part was questions for the students who acted as the audience. Meanwhile, the open-ended questions were aimed at investigating what a good group presentation is and suggestion in applying group presentation in learning process.
The results of this research showed that the students had positive perception toward the contribution of group presentation in learning process. It could be proved by the results of the questionnaire that most participants chose ‘strongly agree’ or ‘agree on each statement. Meanwhile, there were also the negative perceptions from the participants because they felt that they did not understand the material presented by others' group.
viii
ABSTRAK
Pratiwi, A. Rusna. (2010). Students’ Perception toward the Contribution of Group Presentation Technique in Sociolinguistics and Mass Media Communication Class. Yogyakarta: Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Pada awalnya, sumber informasi dikelas adalah guru (teacher-centered). Keadaan ini seharusnya diubah menjadi metode learner-centered untuk menciptakan metode pembelajaran yang inovatif. Salah satu teknik yang dapat meningkatkan interaksi antar siswa adalah presentasi kelompok. Jadi, penelitian ini bertujuan untuk mengetahui persepsi mahasiswa terhadap kontribusi presentasi kelompok dalam proses pembelajaran. Ada dua masalah yang dirumuskan dalam perumusan masalah. Permasalahan yang pertama adalah untuk mengetahui persepsi mahasiswa terhadap kontribusi presentasi kelompok dalam proses pembelajaran dan yang kedua adalah untuk mengetahui saran-saran apa saja yang dapat disimpulkan dari persepsi mahasiswa terhadap kontribusi presentasi kelompok untuk memeningkatkan kontribusi teknik presentasi kelompok dalam proses pembelajaran.
Untuk menjawab masalah-masalah tersebut, penulis menggunakan metode survei. Survei dilakukan pada awal Mei 2010 dengan menyebarkan kuesioner kepada mahasiswa sebagai partisipan. Partisipan pada penelitian ini adalah 57 mahasiswa yang mengikuti kelas Sociolinguistics and Mass Media Communication Tahun Ajaran 2009/2010. Dalam kuesioner ini terdapat 25 pernyataan kuesioner tertutup dan dua pertanyaan kuesioner terbuka. Peneliti membagi pernyataan kuesioner tertutup menjadi tiga bagian yaitu pernyataan untuk mahasiswa yang berperan sebagai penyaji, mahasiswa yang berperan sebagai penonton, serta sebagai penyaji dan penonton sekaligus. Hal ini untuk mengetahui persepsi mahasiswa terhadap presentasi kelompok secara spesifik. Sementara itu, pertanyaan dalam tipe kuesioner terbuka bertujuan untuk mengetahui apa yang dimaksud dengan presentasi kelompok yang baik dan saran-saran dalam penerapan presentasi kelompok dalam proses pembelajaran.
Hasil dari penelitian ini menunjukkan bahwa mahasiswa-mahasiswa mempunyai persepsi positif terhadap kontribusi presentasi kelompok dalam proses pembelajaran. Hal ini dapat dibuktikan dari banyaknya jawaban “sangat setuju” dan”setuju” dari hasil kuesioner di setiap pernyataan. Sementara itu, ada juga persepsi negatif dari partisipan karena mereka tidak mengerti materi yang disampaikan oleh kelompok presentasi yang lain.
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ACKNOWLEDGEMENTS
First of all, I would like to thank to Allah SWT for blessing me and guiding me in doing this research. I really thank Him for never ending miracles that He always gives. I could do nothing without Him.
My deepest gratitude goes to my major sponsor, Caecilia Tutyandari, S.Pd., M.Pd. for guiding and helping me finish this thesis. Also, I really thank her for encouragement from the beginning of the research until the accomplishment of this thesis. I would like to express my thankfulness to Carla Sih Prabandari S.Pd., M.Pd and Drs. Antonius Herujiyato, M.A., Ph.D. who gave me permission
to conduct my research in their class.
I am very grateful to my beloved parents, Babe and Ibu, for their endless care, support, and encouragement during my study. Then, I would like to thank my beloved husband, Ayah, who always gives his support and love to me and my lovely son, Ray, who always accompanies me every night in finishing my thesis.
I would like to express my appreciation to Mbak Danik and Mbak Tari for their helps and services during my study. My thankfulness also goes to my best friends, Rika, Rina, Ida, Ayum, Yeyen, Dani ‘Moron’, and Deinzafor their support. Finally, I thank the people that I could not mention here.
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TABLE OF CONTENTS
TITLE PAGE ... i
PAGES OF APPROVAL ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK ………... v
DEDICATION PAGE ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... xi
TABLE OF CONTENTS ... x
LIST OF FIGURES ... xiii
LIST OF TABLES ... xv
CHAPTER I : INTRODUCTION A. Background of the study ... 1
B. Problem Formulation ... 4
C. Problem Limitation ... 4
D. Research Objectives ... 4
E. Research Benefits ... 5
F. Definition of Terms ... 6
CHAPTER II : REVIEW OF RELATED LITERATURE A. Theoretical Description ... 8
xi
2. Group Work ... 10
3. Presentation ... 12
4. Perception ... 17
5. Cooperative Learning ... 20
B. Theoretical Framework ... 24
CHAPTER III : METHODOLOGY A. Research Method ... 27
B. Research Participants ... 27
C. Research Instruments ... 28
D. Data Gathering ... 30
E. Data Analysis ... 30
F. Research Procedures ... 31
CHAPTER IV : A. Research Results ... 32
1. Students’ Perception toward the Contribution of Group Presentation Technique in Learning Process ... 32
2. Possible Suggestions toward Group Presentation to Improve Its Implementation ... 49
B. Discussion ... 51
CHAPTER V : CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 56
B. Suggestions ... 59
1. Students ... 59
xii
3. The Next Researchers ... 61
REFERENCES ... 62
APPENDICES ... 65
Appendix 1 Questionnaire ... 66
Appendix 2 Questionnaire Blueprint ... 68
Appendix 3 Analysis of Close-Ended Questionnaire ... 69
Appendix 4 Analysis of Open-Ended Questionnaire ... 72
xiii
LIST OF FIGURES
Figure Page
2.1 Sources of Aims for Group Work ... 10
2.2 Perceptual Process ... 17
4.1 Students' Familiarity of Group Presentation ... 33
4.2 Students' Interest in the Use of Group Presentation ... 34
4.3 Students' Opinion on Group Presentation Technique as the Effective Teaching Technique ... 34
4.4 Students' Enjoyment in Having Group Presentation Technique ... 35
4.5 Students’ Motivation to Learn through Group Presentation ... 35
4.6 Students' Understanding on the Material Presented by the Presenter ... 34
4.7 The Need of Group Presentation to Understand the Material ... 37
4.8 Suitability of the Application of Group Presentation ... 38
4.9 Students' Good Progress in Using Group Presentation ... 38
4.10 The Benefits of Group Presentation ... 39
4.11 Students' Being Able to Increase Self-confidence when Using English ... 40
4.12 Students' Being Able to Increase Critical Thinking ... 40
4.13 Students' Being Able to Increase Creative Thinking ... 41
4.14 Students' Being Able to Promotes Responsibility ... 42
4.15 Students' Being Able to Promotes the Autonomy through Group Presentation ... 42
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4.17 Students' Practice before Presentation ... 44
4.18 Cooperation in Group Presentation ... 44
4.19 Audience's Attention to Group Presentation ... 45
4.20 Students' Good Performance in Group Presentation ... 46
4.21 Students' Being Able to Answer the Questions from Audiences ... 46
4.22 Students' Plan before Presentation ... 47
4.23 Students' Attention to Others' Group Presentation ... 48
4.24 Students' Understanding on the Material Presented by Others' Group Presentation ... 48
xv
LIST OF TABLES
1
CHAPTER I
INTRODUCTION
The research investigates the students’ perceptions toward the contribution of group presentation technique in Sociolinguistics and Mass Media Communication Class. This research presents background of the research, problem formulation, problem limitation, objectives of the research, benefits of the research, and definition of the terms.
A. Background of the research
Traditionally, a teacher is the only one who becomes the source of information and the only one who handles the class. A teacher is the center of the learning process. The students do not have roles in learning process because they only sit down and listen to what the teacher explains in class. This traditional method is usually said as a teacher-centered method. Teacher-centered method can be defined as a formal lecture, whereby a teacher stands and talks all the time in front of the learner. In this method, the teacher has a dominant role in class. The learners have a lack of participation in class.
view in higher education should focus on students’ learning rather than teaching in order to improve students’ college experiences and participation. Nowadays, the condition has been shifted from teacher centered into learner – centered. It could be proved by the condition in which there are some classes in English Education Study Program, Sanata Dharma University which use some technique applying students’ participation in class, for example presentation technique.
Burden and Byrd (1994) state that teacher-centered which is considered as formal lecture should be changed into informal. It means that it is better to change the teacher having a dominant to a nondominant role to create the innovative learning methods. Hadi (2007) states that there are some learning methods which belong to classification of learner-centered method. Those are small group discussion, role-play and simulation, case research, discovery learning, self-directed learning, cooperative learning, collaborative learning, contextual learning, project based learning and problem based learning and inquiry.
In group presentation, there should be a presenter who presents the materials and the audiences. The audience gains the information from the presenter. In common teaching, the teacher can be said as the speaker because he/she is the main source in transferring the knowledge. According to Hills (1986), the main idea of group session is that “the students should talk”. Nevertheless, a teacher who applies group presentation asks the learners to transfer the knowledge. Also, he/she has a role as the facilitator who will help the learners whenever they need. This group presentation technique has been applied in some courses in English Education Study Program Sanata Dharma University.
This research was similar to the research conducted by Hanani ( 2007). Hanani stated that generally the students of Language Teaching Methodology had positive perception toward the use of group presentation in their class. Nevertheless, the researcher intends to know the contribution of group presentation in other classes. In this case was Sociolinguistics and Mass Media Communication Class which used group presentation technique in class. Moreover, as the researcher experienced in Sociolinguistics class when she was in 6th semester, group presentation was beneficial for her. The researcher intends to know whether group presentation has contribution or not because the students might not know the contribution of group presentation.
B. Problem Formulation
The researcher formulates the problems as followed.
1. What are the students’ perceptions toward the contribution of group presentation technique in Sociolinguistics and Mass Media Communication Class?
2. What are possible suggestions that can be concluded from students’ perception toward group presentation to improve its implementation?
C. Problem Limitation
Group presentation may lead the students to have some perceptions on the technique. The research will focus on students’ perceptions toward the contribution of group presentation in Sociolinguistics and Mass Media Communication Class and present possible suggestions toward group presentation to improve its implementation.
The researcher limits the participants of the research in Sociolinguistics Class B and Mass Media Communication Class A Academic year 2009/2010 English Education Study Program of Sanata Dharma University. The researcher chooses the students from these classes because these classes apply group presentation technique in class.
D. Research Objectives
1. To know students’ perception toward the contribution of group presentation technique in Sociolinguistics and Mass Media Communication Class.
2. To find out possible suggestions that can be concluded from students’ perception toward group presentation to improve its implementation.
E. Research Benefits
The research about students’ perceptions toward the contribution of group presentation technique in Sociolinguistics and Mass Media Communication Class hopefully will be useful to give some contributions to the students, lecturers of English Education Study Program of Sanata Dharma University, and other researchers.
1. Students of English Education Study Program
The research may be useful for the students of English Education Study Program Sanata Dharma University. The research findings hopefully may help the students to understand the contribution of group presentation. Because of its contribution, they will have high motivation in learning process. They will also increase both their teaching skills and academic achievement. Working in group will increase their cooperation experience in term of presentation
2. Lecturers of English Education Study Program
group presentation technique which was implemented by the lecturer could be used to improve the teaching-learning activity in class.
3. Other researchers
The result of this research will be expected to give clear description of perception toward the contribution of group presentation. This research, also, will encourage other researchers to conduct further research on the contribution of group presentation.
F. Definition of Terms
In order to make common conception to the readers about some terms used in this research, the researcher defines them as followed:
1. Perception
contribution of group presentation in Sociolinguistics and Mass Media Communication Class.
2. Group Presentation
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents a discussion on related literature as the theoretical base upon which the research outlined in Chapter 1 is conducted. There are some important discussions of the main variables that are used in this research. Literature review is divided into two parts, namely theoretical description and theoretical framework.
A. Theoretical Description
In theoretical description, the researcher presents six points: (1) Teaching technique, (2) The definition of group work and its characteristics, (3) The definition of presentation and its characteristics, (4) The definition of perception and perceptual process (5) The definition of cooperative learning and its benefits. The second part is theoretical framework.
1. Teaching Technique
procedure. The technique which is implemented in class must be both consistent with a method and in harmony with an approach.
Furthermore, Richard and Rodgers (1986) describe that any method in language teaching can be described at the levels of approach, design, and procedure. Approach deals with the theory of the nature of language and language learning. Design deals with a syllabus model, types of learning and teaching activities, learner and teacher roles, and the role of instructional materials. Then, procedure deals with the classroom techniques and practices.
At the procedure level, we concern with the tasks and activities in classroom which are used as the basis for teaching and learning. It can be the interactional patterns, tactics, and strategies used by the teachers and learners when the method is being used. Thus, procedure focuses on the way a method handling the presentation, practice, and feedback phases of teaching.
In language learning process, the teachers and the students use some techniques, tactics, and strategies which are appropriate with the method. For instance, the teacher uses group work and jigsaw technique which can be applied in cooperative learning method to make the learning process run well. The teacher applies this technique by forming group first. It relates to the basic of cooperative learning in which the students can cooperate and discuss the materials given by the teacher with their group.
presentations, and verbal and written reports prepared by students. Group presentation technique in this research belongs to cooperative learning approach. Group presentation is as the procedure which is in harmony with cooperative learning approach. It could be explained that among the member in group presentation commit to the common purpose and goal.
2. Group Work
The researcher also discusses group work to support this research. In group presentation, the students cooperate and work together to prepare the material which will be presented. Thus, it can be said that in group presentation, there is the essence of group work. The discussions of group work are divided into two parts, namely the definitions of group work and its characteristics.
a. Definition of Group Work
According to Jaques (1991), group can be said as the qualities of interaction between members who influence and respond to each other in the process of communication, whether they are face to face or otherwise deployed. Gibson, Ivancevich, and Donnelly (1973: 201) state that “group is two or more employees who interact with each other in such a manner that the behavior and/or performance of a member is influenced by the behavior and/or performance of other members”.
collection of individuals who interact and respond each other to do any tasks. Each member influences other members. Specifically, it is called group work.
b. Characteristics of Group Work
Specifically, group which is formed in learning process may be viewed as outcomes (Jacques, 1991). He adds that the aim of forming group might be to attain a deeper understanding of educational theory.
STUDENTS
SOCIETY TUTORS
Figure 2.1
Sources of Aims for Group Work
From figure 2.1 above, the society is included to the personal background of tutors and students as well as the wider community. Meanwhile, students draw upon their own background and on their perception of the outside world. Moreover, the tutors have aims which derive from similar sources to those of the Family Reference
Groups image of “professional “job
Exchange ideas Educational needs Assessment
Institutional
Personal Ideologies
Own experience Viability studies
students. The tutors are strongly influenced by the climate of learning in the educational setting. Furthermore, most people start their life in small groups, in the family unit. Therefore, there is natural discussion in groups. The aims are transported by the students from society into the educational setting. The aims and ideas of group may be modified through interaction between students in group work.
Brown (2001) explains some advantages of group work in English language learning classroom. The advantages of group work are generating interactive language, offering an embracing affective climate, promoting responsibility, autonomy and individualizing instruction. Generating interactive language means that group work provides opportunities for students for face-to-face giving and taking, practicing negotiation of meaning, and extending conversational exchanges. Moreover, offering an embracing affective climate means that it can help the students to cooperate each other in gaining common goals.
After knowing some definitions group and group work, in the following discussion the researcher will discuss the essence of presentation in learning process above which will be related to the essence of group work.
3. Presentation
a. Definition of Presentation
Presentation means communicating something to somebody (Mackey, 1965). It has a meaning that presentation is a means of communication to convey a message to other person. Moreover, Cassie and Constatine (1977) state that presentation is speaking in public. It means that presentation facilitate a person to speak in front of public. In this research, the presentation is done in group. Based on the two definitions, it can be concluded that group presentation in this research is collection of individuals who work together to complete then present a particular task or project to the audience.
Student's presentation in the classroom becomes an important element in delivering positive learning experiences. It will improve communication skills and to train students to talk to a group of people. Similar to Cassie and Constatine, Burden and Byrd (1999:91) describe that “a lecture is an instructional strategy in which the teacher gives an oral presentation of facts and principles, with the students frequently being responsible for note-taking”. In a lecture, teacher is as the center of the learning process. It can be said as teacher-centered. It is useful to alternate class time with various presentation techniques that require active involvement by the students (Burden and Byrd, 1999).
encourage the students to have the willingness to examine the needs to create successful learning.
Jing (2009) states that oral presentation is an important skill because students can convey one’s ideas through this kind of learning technique. Moreover, Jing adds the advantages of presentation done in classroom by the students. Presentation increases student's self-confidence when using English and it provides learning experience and will be beneficial for the learners in all subjects matter. Also, it is a good practice for student’s critical thinking, creative thinking and integration of skills. Furthermore, it is an excellent generator of spontaneous discussion.
In the following discussion, the researcher will discuss the characteristics of group presentation.
b. Characteristics of Presentation
Petrequin (1968: 15) states that “presentation situation is presenter dominated”. When the teachers ask the students to present the topic material, it can be defined as presentation technique. The students replace the teacher’s role as the main source of knowledge in transferring the material.
that a presenter must prepare to show as well as talk (Petrequin, 1968). It will gain students attention. Meanwhile, Petrequin (1968: 15) states that “the audience role is watching, hearing, and noting what happens during the presentation”. The audiences can response the material which is presented. They can ask questions and/or give suggestion about the subject matter.
Hanani (2007:11) states that “a presenter can be said as the speaker of the presentation”. It means that a presenter is a person who speaks in front of audience. Hasling (1988) elaborates some mechanisms which should be prepared by the speaker in public speaking. There are six mechanisms to do, namely goals, limitations, assets, previous experience, topics for speeches, and affirmation.
First mechanism is goals. The speaker of presentation should decide what they are able to do. It means that the students, in this case who play the role as the speaker, should get a picture of it in their mind as they write it down. The clear goal will lead to clear presentation. Second is limitation. The speaker has to limit what he/she is going to say to avoid confusion. This second mechanism will also avoid unimportant things to say.
Fifth mechanism is topics. In language learning presentation, sometimes the teacher has chosen the materials to be presented by the students. Burden and Byrd (1999) give the example related to this mechanism. The teachers, for example, ask the students to prepare a printed report and then to make a presentation to the rest of the class in group. The topic will help the students to focus on the subject matter. The last mechanism is affirmation. Hasling (1988) states that affirmation is a positive and realistic statement. It will reinforce the best characteristics.
Rosenshine and Stevens (1986) as cited by Burden and Byrd (1999) described several aspects of clear presentations: (a) clearly state goals and main points, (b) provide step-by-step presentations, (c) use specific and concrete procedures, and (d) check for students’ understanding. In presentation technique, the presenter should state the goal of his/her presentation first before presenting the material to the audiences. Then, as a presenter, he/she should provide step-by-step presentations. It means that the presenter begin the presentation from the introduction by giving clear explanation of the topic of the presentation briefly, then content by giving deeper explanation of the material. Last, the presenter ends the presentation by summarizing what has been presented.
There are four parts of good oral presentation, namely preparation, beginning, body, and peroration (Cassie and Constantine, 1977).
a. Preparation
the presentation. The presenter should decide what he/she is trying to achieve and fix the aim firmly in mind. Preparation is the essential thing in presentation to make a perfect presentation.
b. Beginning
The most important part is the beginning step. In this step, the presenter should gain audiences’ attention. The beginning may take in forms of illustration, question or statement which relates to the main topic subject matter.
c. Body
This body step should contain the arguments and main ideas. The presenter should be able to develop the main idea and the accurate arguments which are presented. The presenter should master the material which is presenting. Also, the visual aids in the form of slides, films or an overhead projector would help the presenter to get over a particular point. Moreover, to maintain the interest of audience, the presenter can use some interesting technique, namely personal experience, incidents, or humor.
d. Peroration
Peroration means that the presenter makes the conclusion or enforces the argument he/she convey. The presenter can conclude the material which is presented in a variety of ways.
4. Perception
Since this research is aimed at knowing students’ perception toward the contribution of group presentation in Sociolinguistics and Mass Media Communication Class, the researcher presents the definitions of perception and perceptual processaccording to some experts in the following discussion.
a. Definitions of Perception
Huffman and Vernoy (2000: 107) define perception as “a process of selecting, organizing and interpreting sensory data into useful mental representation of the world”. The first process of perception is selection. This first step in creating perception is choosing the stimuli which we will pay attention to. We generally direct to attention to only one thing because it is difficult to understand more than one thing at the same time. The next process in creating perception is organization. We should organize the stimuli into patterns or shapes and principles that will help us to understand the world. The last process is interpretation. This process deals with making judgments and explanation which is influenced by several factors such as life experience and personal motivation.
After knowing the definitions of perception, the researcher will present how perceptions arise in someone’s mind in the following discussion.
b. Perceptual Process
Altman, et al. (1985) state that perception is the way stimuli which are selected and grouped by a person so that he/she can be meaningfully interpreted. It is like person’s view of reality. Figure 2.2 shows how perceptual process is defined.
Figure 2.2 Perceptual Process
According to the figure 2.2 above, the input is the stimuli. Then, the stimuli are selected. Each person will select different stimuli based on his/her own needs. The process is known as selection which can be one of the reasons why people perceive things differently. Then, the information as the result of the selected stimuli will be organized and interpreted in the brain. The brain will translate the information into meanings. Perception is the result of meaningful translation. Furthermore, perception creates behavior response. Organization of the stimuli is a second factor that influences perception. Here, the information should be arranged in order to become meaningful. The arrangement of stimuli affects someone’s perception.
stimuli
Sensors’ selection of
stimuli
Perception, organization,
and interpretation
of stimuli
[image:35.612.129.505.244.543.2]The next factor which influences perception is the situation. A person’s familiarity, expectations, situation, and past experience influence someone’s perception. For example, the students who experienced in doing group presentation well will have positive perception on the use of group presentation in learning class. The last is self-concept. Altman et al. (1985) defines self-concept as the way we feel about and perceives ourselves. In this case, the students who are independent and confident will enjoy the learning process which applies group presentation technique. The four factors which are mentioned above exactly will influence someone’s perceptions of something. Also, those factors will influence students to have the perceptions towards the contribution of group presentation technique in learning process.
In learning process, the learners can select, organize, and interpret something to create perception. They might have a positive or negative perception toward the learning activities or techniques which is used in learning process. In accordance to the perceptual process which is described by Altman et al., learners perceive something by selecting, orgazining, and interpreting the stimuli. Then, they create behavioral response. Learners will have the perception whether group presentation has the contribution on learning process or not through this perceiving.
5. Cooperative Learning
The researcher also presents the discussion of cooperative learning since the students need to cooperate with one another to achieve a certain goal in the presentation technique. The discussions of cooperative learning present the definitions of Cooperative Learning and benefits of Cooperative Learning.
a. Definition of Cooperative Learning
Cooperative learning is a teaching strategy involving children's participation in small group learning activities that promote positive interaction (Lyman and Foyle, 1988). Slavin (1990: 78) states that “cooperative learning group is a group whose members are committed to the common purpose of maximizing each others’ learning”. It means that each member has responsibility for the performance of himself all teammates, and the group as whole.
Based on those definitions, it can be concluded that in implementing cooperative learning approach, the students will share their own knowledge or information to achieve their goals. Cooperative learning can promote positive feelings toward teachers and members of the group. These feelings build an important base for better achievement.
In order to support the discussions of cooperative learning, the researcher provides the benefits of cooperative learning.
b. The Benefits of Cooperative Learning
Slavin (1990: 15) gives the explanation related to an important goal of cooperative learning.
understandings they need to become happy and contributing members of our society. From early on, research on cooperative learning has shown these strategies can enhance students’ achievement. However, this research also identified many reasons that cooperative learning enhances achievement and, most importantly, the elements of cooperative learning that must be in place if it is to have maximum affect on achievement.
Based on those definitions, it can be concluded that cooperative learning has benefits to provide students with the knowledge, concepts, skills, and understandings they need. It means that cooperative learning provide better understanding on knowledge, concepts, and skills because students could discuss the difficulties of the materials together with other students in group. Moreover, it could enhance students’ achievement.
In this research, cooperative learning is related to group presentation because group presentation is one of the examples of cooperative learning activities which can be applied in learning process. Burden and Byrd (1994) explain that each group in cooperative learning might be expected to prepare a printed report and to make a presentation to the rest of the class. It means that group members would be responsible to obtain the information, organize it, and prepare the report and the presentation.
students interact to other students in group directly. They share the material given by the teacher by face-to-face interaction to ease the discussions.
The third element, individual accountability, means that each student has the responsibility both for his/her own learning and group’s learning or other members’ learning in group. Social skill element means that students could develop their knowing how to communicate to other students and how to respect others’ opinion. The last element is group processing. The existence of positive interdependence applies group processing inside. The interaction among the students shows that group processing is in cooperative learning. Based on the definition above, it can be concluded that the group presentation belongs to cooperative learning based on those five basic elements.
According to Ray (2008) in The Benefits of Cooperative Learning, cooperative learning is a better way to promote academic achievement than traditional instruction. Traditional instructor means the students learn individually without any change learning technique. Moreover, Johnson (1994) as cited by Burden and Byrd (1994) stated that cooperative learning lead to higher academic achievement than competitive or individualistic approaches, better interpersonal relationships among the students, and more positive attitudes toward subject studied and the overall classroom experience.
learning whereby one member should cooperate with other members to gain the common purpose and goal.
B. Theoretical Framework
We will gain new knowledge after joining learning process. If there is a change behavior of the students, it means that the learning has occurred because of the stimuli. Different motivation and expectation will lead the students to have different perceptions on the contributions of group presentation technique.
Group work is one of the teaching techniques as the implementation of cooperative learning method. Group presentation technique, in this case, is one of the learning techniques that can be applied in learning classroom. The reason is because it belongs to group work. The group members work together in doing and preparing the presentation. Moreover, group members in group presentation should cooperate with other members to do presentation. Thus, group presentation belongs to cooperative learning method because it relates to the basic of cooperative learning in which the students can cooperate and discuss the materials given to their group. Furthermore, the researcher has the conclusion that the benefits of doing group presentation can be gained from the benefits of group work, cooperative learning, and presentation itself.
presentation to improve its implementation. To investigate students’ perception toward the contribution of group presentation in Sociolinguistics and Mass Media Communication Class, some theories are taken into account. In learning process, group presentation has many advantages. Jing (2009) describes the advantages of presentation done in classroom by the students. Students can increase their knowledge through group presentation. Group presentation increases student's self-confidence when using and it provides learning experience and will be beneficial for the learners in all subjects matter. Also, it is a good practice for student’s critical thinking, creative thinking and integration of skills. Furthermore, it is an excellent generator of spontaneous discussion.
The benefits of group work are stated by Brown (2001). Then, the important goal of cooperative learning is stated by Slavin (1990). Doing presentation in group will offer an embracing affective climate in learning process and promote students’ responsibility and autonomy. Related to cooperative learning method, group presentation can promote positive feelings toward teachers and members of the group which can build an important base for better achievement. Moreover, the important goal of cooperative learning is to provide students with the knowledge, concepts, skills, and understandings they need.
27
CHAPTER III
METHODOLOGY
This chapter discusses the method of the research. It also discusses a certain analysis used to prove the research from the data gathering. This chapter is divided into five parts discussions. They are research method, research participants, research instrument, research procedures, data gathering, and data analysis.
A. Research Method
This research was a survey research. Ary, Jacobs, and Razavieh (1990) state that survey research is a research technique which data are gathered by asking questions of a group of individuals. Since this research investigates students’ perception toward the contribution of group presentation in Sociolinguistics and Mass Media Communication Class, survey is possible to be employed in this research. The instrument which the researcher used was questionnaire to gain the data. Some theories which are presented in chapter 2 were used to help the researcher to find out the answers in this research.
B. Research Participants
students of Sociolinguistics Class and Mass Media Communication which implemented group presentation technique.
C. Research Instruments
The researcher used questionnaire instrument in obtaining the data. Answering the first research problem, the researcher used questionnaire. Arikunto (1998) states that questionnaire is some written questions which are used to gain information known by respondents. On the questionnaire, the researcher would record perceptions of students of Sociolinguistics Class B and Mass Media Communication A Academic year 2009/2010 English Education Study Program of Sanata Dharma University towards the contribution of group presentation, students’ opinion of good group presentation, and some suggestions to the implementation of group presentation in class.
The questionnaire used would combine close-ended questions and open-ended questions. Ary et al. (1990) state some types of questionnaire questions which can be structured in several ways, namely completion or fill-in items, checklist, scaled items, ranking, and likert-type items. According to Arikunto (1998), on close-ended questions, the respondents choose the answer from the question provided, while on open-ended questions, the respondents are given a chance to answer the questions by their own words.
in the Likert Scale to indicate their level of agreements. Brown and Rodgers (1998) state that “Likert scales are generally useful for gaining at respondents’ views, judgments, or opinions about almost any aspects of language learning”.
On close-ended questions, the researcher provided twenty five questions to be answered by the students. To obtain more focused responses, the researcher divided the questionnaire into three sections. The first part (Questions 1–15) is aimed at investigating the students’ perception when they acted as presenter and audience to give the general opinion. The second part (Questions 15–22) is aimed at investigating the students’ perception when they acted as presenter. The third part (Questions 23–25) is questions for the students who acted as the audience. To make it clearer, the questionnaire blueprint is provided in Appendix 2.
open-ended question, the respondents could make any response in their own words based on their wish.
D. Data Gathering
The data in this research was obtained from questionnaire. The research was conducted when Mass Media Communication Class A and Sociolinguistics B Academic Year of 2009/2010 in May 2010 were in progress in the 2009/2010 Academic Year. The researcher distributed the questionnaire sheets to the respondents in the beginning of May 2010. The questionnaire sheets would be filled in class. Then, on the same day, the questionnaire sheets would be collected. Having collected questionnaire sheets, the researcher analyzed them.
E. Data Analysis
[image:46.612.131.511.251.531.2]There was only one step that the researcher would follow to analyze the data collected. The collected data from Likert scale questions were analyzed using
researcher to find the possible suggestion of the implementation of group presentation.
Table 3.1 Table of Participants’ Rating Scale Responses
Table 3.2 : Table of participants’ responses on open ended questions
F. Research Procedures
To conduct the research, the researcher actually used nine main steps. First, the topic is selected, then formulated and analyzed the research problem. Next, the researcher selected the research method and prepared the research instrument after identifying the research participants. Because this research used Sociolinguistics Class B and Mass Media Communication Class A, the researcher asked permission to conduct the research. After gaining the permission, the researcher gathered data by distributing questionnaires. The researcher then analyzed the data. Finally, the researcher drew conclusion of the research.
Statements Students’ Responses
Frequency Percentage (%)
1 2 3 4 1 2 3 4 1
2 3
etc.
Participants 1st Open Ended
Question
2nd Open Ended Question
32
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter is divided into two main parts, namely research results and discussion. The research results consist of data taken from students’ perception toward the contribution of group presentation in Sociolinguistics and Mass Media Communication Class and some possible suggestions toward group presentation to improve its implementation. Then, in the second part, the researcher presents the discussion on students’ perception toward the contribution of group presentation in Sociolinguistics and Mass Media Communication Class and some possible suggestions toward group presentation to improve its implementation.
A. Research Results
1. Students’ Perception toward the Contribution of Group Presentation
Technique in Learning Process
students’ perception from presenters’ point of view. The third part was questions from audiences’ point of view. Meanwhile, the open-ended questions were divided into two parts, namely the opinion of what a good group presentation is and suggestions in applying group presentation in Sociolinguistics and Mass Media Communication Class.
The following are the descriptions of the students’ perception for each
statement from both presenters’ and audiences’ point of view.
a. The Statement from the Participants both as Presenters and Audiences
1) Students’ Responses on the Statement of “You’re familiar with group
presentation.”
0%
0% 12.28%
[image:49.612.132.510.226.555.2]87.72%
Figure 4.1 Students' Familiarity of Group Presentation
SD D A SA
choosing ‘agree’ and 9 participants or 15.79% of all participants choosing ‘strongly agree’. It meant that most of the participants were agree that group presentation is an effective teaching technique.
4) Students’ Responses on the Statement of “You enjoy having group
presentation technique in your class”
0%
19.3%
[image:51.612.137.503.231.518.2]57.89% 22.81%
Figure 4.4 Students' Enjoyment in Having Group Presentation Technique
SD D A SA
From figure 4.4, it can be informed that none chose ‘strongly disagree’. Meanwhile, 11 participants or 19.3% of all the participants chose ‘disagree’. Then, there were 33 participants or 57.89% participants choosing ‘agree’ and 13 participants or 22.81% choosing ‘strongly agree’. It meant that the majority of the participants enjoyed having group presentation technique in their class.
5) Students’ Responses on the Statement of “Group presentation motivates
you to learn the material.”
7) Students’ Responses on the Statement of “You need group presentation
technique to understand the material better.”
Figure 4.7 informs that there was one participant or 1.75% of all participants choosing ‘strongly disagree’. There were 22 participants or 38.60% of the participants choosing ‘disagree’. Then, there were 25 participants or 43.86% choosing ‘agree’ and the other 9 participants or 15.79% participants choosing ‘strongly agree’. It meant that more than a half of all the participants needed group presentation technique to understand the material better.
1.75%
38.6%
[image:53.612.134.493.254.542.2]43.86% 15.79%
Figure 4.7 The Need of Group Presentation to Understand the Material
SD D A SA
8) Students’ Responses on the Statement of “Group presentation is suitable
to be applied in your class.”
Figure 4.8 below shows that there was only one participant or 1.75% choosing ‘strongly disagree’ and 8 participants or 14.04% chose ‘disagree’. While, 30 participants or 52.63% chose ‘agree’ and 18 participants or 31.58% chose ‘strongly agree’. It showed that most participants thought that group presentation is suitable to be applied in class.
10)Students’ Responses on the Statement of “Group presentation gives more
benefits for you.”
0% 14.04%
[image:55.612.133.509.157.557.2]56.14% 29.82%
Figure 4.10 The Benefits of Group Presentation
SD D A SA
From figure 4.10, it can be informed that none chose ‘strongly disagree’ but 8 participants or 14.04% chose ‘disagree’. Then, there were 32 participants or 56.14% choosing ‘agree’ and 17 participants or 29.82% choosing ‘strongly agree’. It meant that the majority of the participants thought that group presentation gave more benefits for them.
11)Students’ responses on the statement of “Group presentation increases
your self-confidence when using English.”
0% 7.02%
[image:56.612.132.508.96.625.2]56.14% 36.84%
Figure 4.11 Students' Being Able to Increase Self-confidence when Using
English
SD D A SA
12)Students’ Responses on the Statement of “Group presentation increases
your critical thinking.”
The figure 4.12 shows that there were none participants choosing ‘strongly disagree’. Meanwhile, 2 participants or 3.51% chose ‘disagree’ which belong to negative perception. There were 32 participants or 56.14% choosing ‘agree’ and 22 participants or 40.35% choosing ‘strongly agree’. It meant that the participants mostly thought that group presentation increased their critical thinking.
0% 3.15%
56.14% 40.35%
Figure 4.12 Students' Being Able to Increase Critical Thinking
SD D A SA
b. The Statement from the Participants as Presenters
1) Students’ Responses on the Statement of ‘You always prepare everything
[image:59.612.134.471.283.516.2]you need in group presentation well.
Figure 4.16 shows that one participant or 1.75% chose ‘strongly disagree’ and 8 or 14.04% participants chose ‘disagree’. There were 30 or 52.63% of all participants choosing ‘agree’ and 31.58% or 18 participants choosing ‘strongly agree’. It meant that most the participants prepared everything they need in group presentation.
1.75% 14.04%
52.63% 31.58%
Figure 4.16 Students' Preparation in Group Presentation
SD D A SA
2) Students’ responses on the statement of “You practice your group
presentation technique before presenting the material in class.”
10.53%
40.35% 38.60%
[image:60.612.132.510.101.637.2]10.53%
Figure 4.17 Students' Practice before Presentation
SD D A SA
3) Students’ Responses on the Statement of “Your group in your group
presentation is cooperative.”
From figure 4.18, it can be informed that one participant or 1.75% of all participants chose ‘strongly disagree’ and 10 or 17.54% participants chose ‘disagree’. Then, there were 33 or 57.89% participants choosing ‘agree’ and the other 22.81% participants choosing ‘strongly agree’. It meant that the majority of the participants thought that their group in their group presentation is cooperative.
1.75%
17.84%
57.89% 22.81%
Figure 4.18 Cooperation in Group Presentation
SD D A SA
4) Students’ Responses on the Statement of “The audience pays attention to
[image:61.612.134.500.256.540.2]your group presentation.”
Figure 4.19 shows that none participant chose ‘strongly disagree’ and 14 participants or 24.56% chose ‘disagree’. There were 38 or 66.67% participants choosing ‘agree’ and the other 8.77% participants choosing ‘strongly agree’. It meant that most the participants thought that the audience paid attention to their group presentation.
0%
24.56%
66.67% 8.77%
Figure 4.19 Audience's Attention to Group Presentation
SD D A SA
5) Students’ Responses on the Statement of “You present the material well
in group presentation.”
0% 17.54%
[image:62.612.130.508.99.640.2]66.67% 15.79%
Figure 4.20 Students' Good Performance in Group Presentation
SD D A SA
6) Students’ Responses on the Statement of “You can answer the questions
from audience when doing group presentation.”
Figure 4.21 reveals that there were no participants choosing ‘strongly disagree’. There were 11 or 19.30% participants choosing ‘disagree’. Then, there were 35 participants or 61.40% choosing ‘agree’ and the other 19.30% participants choosing ‘strongly agree’. It meant that the participants could answer the questions from audience when doing group presentation.
0%
19.30%
61.40% 19.30%
Figure 4.21 Students' Being Able to Answer the Questions from Audiences
7) Students’ Responses on the Statement of “You have planned your group
presentation carefully before the day of your presentation”
5.26%
19.30%
[image:63.612.133.508.152.561.2]45.61% 29.82%
Figure 4.22 Students' Plan before Presentation
SD D A SA
Figure 4.22 shows that 3 or 5.26% participants chose ‘strongly disagree’ and 11 or 19.30% participants chose ‘disagree’. There were 26 participants or 45.61% choosing ‘agree’ and 29.82% or 17 participants choosing ‘strongly agree’. It meant that most the participants had planned their group presentation carefully before the day of their presentation.
c. The Statement from the Participants as Audiences
1) Students’ Responses on the Statement of “You pay attention to others'
group presentation.”
3) Students’ Responses on the Statement of “The presenter answers your
question satisfactorily.”
1.75%
54.39% 42.11%
[image:65.612.136.510.157.542.2]1.75%
Figure 4.25 Students' Satisfactory on the Presenter's Answers
SD D A SA
From figure 4.25, it can be informed that one participant or 1.75% chose ‘strongly disagree’ and 31 or 54.39% participants chose ‘disagree’. Then, there were 24 participants or 42.11% choosing ‘agree’ and one participant or 1.75% choosing ‘strongly agree’. It meant that the majority of the participants thought that the presenter answers their question satisfactorily.
2. Possible Suggestions toward Group Presentation to Improve Its
Implementation
possible suggestions that could be used to improve group presentation’s implementation in learning process. Those were :
a. Interactive Situation in Presentation
In presentation, the speaker or presenter should speak fluently and clearly in front of the class. The presenter should use simple language that can be understood by the audiences easily. Also, the presenter is better to convey the material briefly. It is good if the presenter can answer the questions from the audiences satisfactorily. It should be good discussion and interaction between presenters and audiences. Moreover, the presenter should make the presentation more fun and interesting.
b. Group Dynamics
Group dynamic is one of the essential things in group presentation. Cooperation among the members is needed to create good group presentation. In group presentation, each member should be equal on level of participation. The member of the group should give their contribution. It is better to make sure that everyone in the group mastering the material in same portion. Also, everyone should be responsible in preparing the presentation.
c. Preparation
presenter and audience in understanding the material. The related references will support the presenter to answer the questions from the audience. Thus, it can be from any kind of supported references which related to the material presented by the presenter.
d. Media
The media which is used will support the presentation. The attractive media will help the audience to understand the material presented well. The media help the audiences to understand the materials which are conveyed by the presenters. By using the modern media, the presenter could create their own interesting materials in the form of Microsoft Power Point.
e. Teacher participation
Sometimes, the presenter cannot convey the material which is presented clearly. It makes the audience difficult to understand the material conveyed. In this case, the lecturer should give additional information besides the information from presenter. Also, the teacher should have a rubric for the group presentation to give assessment to group presentation as one of evaluation types.
B. Discussion
1. Students’ Perception toward the Contribution of Group Presentation
Technique in Learning Process
From the close-ended research result, it could be drawn that most of the participants were classified to have positive perception toward the contribution of group presentation technique in learning process. It could be proved by the results of the questionnaire that most participants chose ‘strongly agree’ or ‘agree. Nevertheless, group presentation technique should be considered to be applied in learning process. It was shown by the participants’ perception on the contributions of group presentation from the statements of presenter and audience, presenter’s point of view, and audience’s point of view.
Based on the statements from presenter and audience, all the participants were interested in the use of group presentation in class. They were interested because of the familiarity of group presentation. Moreover, they thought that group presentation was an effective teaching technique to be applied in learning process because they enjoyed having this technique in their class. Thus, they had positive perception that group presentation is suitable to be applied in class.
Participants had positive perception toward the contributions of group presentation. Group presentation offered the contribution for both presenter and audience. By doing group presentation, the majority of the participants felt that they had a good progress in using group in learning through group presentation technique. It meant that students could increase their knowledge through group presentation. Moreover, most of the participants stated that group presentation increased their self-confidence when using English. As the students of English Language Research Program, the participants needed to practice themselves to speak in English in front of the class confidently. They needed to train themselves to be good English teacher through group presentation technique.
Most participants stated that group presentation increased their critical thinking and creative thinking, promoted their responsibility, and promoted their autonomy in learning process. It meant that they could create their own creativity in conveying the material presented in order to make the audiences clear. Also, the participants, especially the presenter, could promote their responsibility in
doing, preparing, and presenting the material before the presentation. Moreover, the participants could promote their responsibility by learning the
In group presentation, most the participants prepared everything they need in group presentation well. Most participants, who played the role as presenter, planned what they were going to say in class. Because of their preparation and plan, they could present the material well. Also, the preparation helped them to answer the questions from the audiences. From the point of view of both presenters and audiences, it could be stated that good group presentation, with good preparation and plan, made the audiences paid attention to the presenter. Moreover, cooperation is one of the important things in group presentation. Almost the participants responded that their group in their group presentation was cooperative. Related to goal of cooperative learning, group presentation provided students with the knowledge and understandings they need.
2. Possible suggestions toward group presentation to improve its
implementation
From the open-ended research result, it can be drawn that participants’ suggestions are similar to the good oral presentation theory stated by Cassie and Constantine (1977). There are four parts of good oral presentation, namely preparation, beginning, body, and peroration. In presentation, preparation can be the essential thing before doing presentation. The steps in preparing the presentation include completing the material needed. Moreover, some related references can help both presenter and audience in understanding the material.
In the beginning steps, the participants give suggestion to use simple language that can be understood by the audiences easily. Also, the presenter should make the presentation more fun and interesting. Cassie and Constantine (1977) state that the beginning may take in forms of illustration, question or statement which relates to the main topic subject matter. It will gain audiences’ attention.
Body step, stated by Cassie and Constantine (1977), explains that interactive media is important to maintain the interest of audience. It will help the audience to understand the material presented well. Then, the peroration step, which is not mentioned by all the participants, can be good suggestion to improve good presentation’s implementation.
56
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the final discussions of the research. Two major sections are presented in this chapter. First section, which is discussed, is the conclusions drawn from the result of the research in the previous chapter. The next section discussed is the suggestions to improve the implementation and the quality of students’ group presentation as well as he directions for the future research.
A. Conclusions
The objective of this research is to know students’ perception toward the contribution of group presentation in Sociolinguistics and Mass Media Communication Class and to find out possible suggestions that can be concluded from students’ perception toward group presentation to improve its implementation. This research involved 57 students of Mass Media Communication class A and Sociolinguistics class B Academic Year of 2009/2010 as the participants. Based on the discussions presented in Chapter IV, the researcher could draw the conclusions as followed :
1. Students’ Perception toward the Contribution of Group Presentation
Technique in Learning Process
Sociolinguistics and Mass Media Communication Class. Most participants who chose ‘strongly agree’ or ‘agree’ illustrated that group presentation technique should be applied in learning process because of its contributions. In addition, they thought that group presentation was one of effective teaching technique which could be applied in learning process.
Group presentation offered the contribution for both presenter and audience. All the participants were interested in the use of group presentation in class because of its familiarity. They already knew what group presentation is and how to practice it in class, although they did not know well what should be prepared before presentation because of their lack of information of what good group presentation is.
Moreover, they enjoyed having this group presentation technique in their class because they could train their critical thinking and creative thinking. Moreover, the participants could promote their responsibility and autonomy in learning process. On the other hand, they could promote their responsibility in doing, preparing, and presenting the material before the presentation.
2. Possible Suggestions toward Group Presentation to Improve Its
Implementation
of group presentation technique to improve its implementation. Those were interactive situation in presentation, group dynamics, preparation, media, and teacher participation.
Interactive situation has the explanation that in presentation, the presenter should use simple language that can be understood by the audiences easily, fluently and clearly. It is good if the presenter can answer the questions from the audiences satisfactorily. It should be good discussion and interaction between presenters and audiences. The presenter should make the presentation more fun and interesting.
