XII Graders' perception on the use of group presentation technique to improve speaking ability in SMA BOPKRI 2 Yogyakarta.

(1)

ABSTRACT

Agustin, Eudia Angelia Ika. (2015). XII Graders’ Perception on the Use of Group Presentation Technique to Improve Speaking Ability in SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study is aimed to know students’ perception on the use of group presentation technique to improve students’ speaking ability in SMA BOPKRI 2 Yogyakarta. There are two problems formulation in this study: (1) How group presentation technique is implemented? (2) What is the students’ perception on the use of group presentation technique to improve their ability in speaking English?

In this research the researcher used some theories to fulfill the needs of the research. The theories which are used to conduct this study are: first, the definition of perception and the influences of perception. Second, the definition of presentation and the important parts of good oral presentation. Third, motivation to speak and the reason why the students are not motivated to speak. The last one is the definition of speaking skill.

In order to answer the problems formulation, the researcher used survey research. The survey was done by distributing the questionnaires to the respondents. It was used to get the numerical data and descriptive data of the respondents. This research was conducted in SMA BOPKRI 2 Yogyakarta and the respondents of this research were 42 students. This research was conducted on August 15, 2015.

The result of this study showed that the students of grade XII IPA had already implemented the group presentation in the class. It showed on the students’ answers in the open-ended question number two. Almost all the students agreed that they did the presentation well in the D-day of presentation. Furthermore, the students of grade XII IPA had positive perception in using group presentation technique in the class. It can be seen from the result in the questionnaire. The students of grade XII IPA agreed that the use of group presentation technique helped them to be more confident to speak English in front of many people. Not only that, the use of group presentation technique in the class also helped them to enrich their vocabulary. It also helped them in understanding English words clearly.

(2)

ABSTRAK

Agustin, Eudia Angelia Ika. (2015). XII Graders’ Perception on the Use of Group Presentation Technique to Improve Speaking Ability in SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap penggunaan presentasi dalam kelompok untuk meningkatkan kemampuan berbicara dalam Bahasa Inggris di SMA BOPKRI 2 Yogyakarta. Penelitian ini memiliki dua rumusan masalah, yaitu: (1) Bagaimana presentasi dalam kelompok diimplementasikan? (2) Bagaimana persepsi siswa-siswi terhadap penggunaan presentasi kelompok dalam meningkatkan kemampuan berbicara Bahasa Inggris bagi mereka?

Dalam penelitian ini, peneliti menggunakan beberapa teori untuk memenuhi kebutuhan penelitian. Teori yang digunakan untuk mengadakan penelitian ini adalah sebagai berikut: pertama, definisi presepsi dan pengaruh dari persepsi tersebut. Kedua, definisi presentasi dan hal-hal yang penting dan perlu diperhatikan untuk menyajikan presentasi yang baik. Ketiga, motivasi untuk berbicara dan beberapa alasan mengapa siswa-siswi tidak termotivasi untuk berbicara. Keempat, definisi speaking skill.

Untuk menjawab kedua rumusan masalah tersebut, peneliti menggunakan survey. Survey dilakukan dengan cara membagikan kuesioner kepada reponden. Kuesioner ini digunakan untuk memperoleh data yang berupa angka dan deskripsi jabawan. Penelitian ini dilakukan di SMA BOPKRI 2 Yogyakarta dan jumlah responden dari penelitian ini adalah 42 siswa. Penelitian ini dilakukan pada tanggal 15 Agustus 2015.

Hasil dari penelitian ini menunjukan bahwa siswa-siswi kelas XII sudah mengimplementasikan grup presentasi dengan baik di kelas. Hal ini terlihat dari jawaban siswa dalam pertanyaan open-ended nomor dua. Hampir semua siswa menyetujui bahwa mereka melakukan presentasi dengan baik pada saat hari H. Selanjutnya, siswa-siswi kelas XII IPA memiliki prepsesi positif dalam pengimplementasian presentasi grup untuk meningkatkan kemampuan berbicara dalam Bahasa Inggris. Hal ini dapat dilihat dari hasil kuesioner. Siswa-siswi kelas XII IPA menyetujui bahwa penggunaan teknik presentasi grup membantu mereka menjadi lebih percaya diri untuk berbicara Bahasa Inggris didepan banyak orang. Tidak hanya itu, penggunaan teknik grup presentasi juga membantu mereka untuk menambah kosakata. Hal tersebut juga membantu mereka dalam memahami kata-kata dalam Bahasa Inggris secara lebih jelas. .

(3)

XII GRADER

S’

PERCEPTION

ON THE USE OF GROUP PRESENTATION TECHNIQUE

TO IMPROVE SPEAKING ABILITY IN SMA BOPKRI 2

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Eudia Angelia Ika Agustin Student Number: 111214033

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

(4)

i

XII GRADERS’ PERCEPTION

ON THE USE OF GROUP PRESENTATION TECHNIQUE

TO IMPROVE SPEAKING ABILITY IN SMA BOPKRI 2

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Eudia Angelia Ika Agustin Student Number: 111214033

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

(5)

(6)

(7)

iv

This thesis is dedicated to

My Lord Jesus Christ for His extraordinary Love.

This thesis is also dedicated to My beloved parents

(Pdt. Muner Daliman & Ev. Hana Suparti)

“

A blessing is on the man who puts

his faith in the Lord, and whose hope to the Lord”

(Jeremiah 17:7)

(8)

(9)

(10)

vii

ABSTRACT

Agustin, Eudia Angelia Ika. (2015). XII Graders’ Perception on the Use of Group Presentation Technique to Improve Speaking Ability in SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study is aimed to know students’ perception on the use of group

presentation technique to improve students’ speaking ability in SMA BOPKRI 2 Yogyakarta. There are two problems formulation in this study: (1) How group

presentation technique is implemented? (2) What is the students’ perception on

the use of group presentation technique to improve their ability in speaking English?

In this research the researcher used some theories to fulfill the needs of the research. The theories which are used to conduct this study are: first, the definition of perception and the influences of perception. Second, the definition of presentation and the important parts of good oral presentation. Third, motivation to speak and the reason why the students are not motivated to speak. The last one is the definition of speaking skill.

In order to answer the problems formulation, the researcher used survey research. The survey was done by distributing the questionnaires to the respondents. It was used to get the numerical data and descriptive data of the respondents. This research was conducted in SMA BOPKRI 2 Yogyakarta and the respondents of this research were 42 students. This research was conducted on August 15, 2015.

The result of this study showed that the students of grade XII IPA had already implemented the group presentation in the class. It showed on the

students’ answers in the open-ended question number two. Almost all the students agreed that they did the presentation well in the D-day of presentation. Furthermore, the students of grade XII IPA had positive perception in using group presentation technique in the class. It can be seen from the result in the questionnaire. The students of grade XII IPA agreed that the use of group presentation technique helped them to be more confident to speak English in front of many people. Not only that, the use of group presentation technique in the class also helped them to enrich their vocabulary. It also helped them in understanding English words clearly.

(11)

viii

ABSTRAK

Agustin, Eudia Angelia Ika. (2015). XII Graders’ Perception on the Use of Group Presentation Technique to Improve Speaking Ability in SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap penggunaan presentasi dalam kelompok untuk meningkatkan kemampuan berbicara dalam Bahasa Inggris di SMA BOPKRI 2 Yogyakarta. Penelitian ini memiliki dua rumusan masalah, yaitu: (1) Bagaimana presentasi dalam kelompok diimplementasikan? (2) Bagaimana persepsi siswa-siswi terhadap penggunaan presentasi kelompok dalam meningkatkan kemampuan berbicara Bahasa Inggris bagi mereka?

Dalam penelitian ini, peneliti menggunakan beberapa teori untuk memenuhi kebutuhan penelitian. Teori yang digunakan untuk mengadakan penelitian ini adalah sebagai berikut: pertama defisini presepsi dan pengaruh dari persepsi tersebut. Kedua definisi presentasi dan hal-hal yang penting yang perlu diperhatikan untuk menyajikan presentasi yang baik. Ketiga motivasi untuk berbicara dan beberapa alasan mengapa siswa-siswi tidak termotivasi untuk berbicara. Keempat definisi speaking skill dan perbedaan antara speaking skill dan writing skill.

Untuk menjawab kedua rumusan masalah tersebut, peneliti menggunakan survey. Survey dilakukan dengan cara membagikan kuesioner kepada reponden. Kuesioner ini digunakan untuk memperoleh data yang berupa angka dan deskripsi jabawan. Penelitian ini dilakukan di SMA BOPKRI 2 Yogyakarta dan jumlah responden dari penelitian ini adalah 42 siswa. Penelitian ini dilakukan pada tanggal 15 Agustus 2015.

Hasil dari penelitian ini menunjukan bahwa siswa-siswi kelas XII sudah mengimplementasikan grup presentasi dengan baik di kelas. Hal ini terlihat dari jawaban siswa dalam pertanyaan open-ended nomor dua. Hampir semua siswa menyetujui bahwa mereka melakukan presentasi dengan baik pada saat hari H. Selanjutnya siswa-siswi kelas XII IPA memiliki prepsesi positif dalam pengimplementasian presentasi grup untuk meningkatkan kemampuan berbicara dalam Bahasa Inggris.. Hal ini dapat dilihat dari hasil kuesioner. Siswa-siswi kelas XII IPA menyetujui bahwa penggunaan teknik presentasi grup membantu mereka menjadi lebih percaya diri untuk berbicara Bahasa Inggris didepan banyak orang. Tidak hanya itu, penggunaan teknik presentasi grup juga membantu mereka untuk menambah kosakata. Hal tersebut juga membantu mereka dalam memahami kata-kata dalam Bahasa Inggris secara lebih jelas. .

(12)

ix

ACKNOWLEDGEMENTS

First, I would like to deliver the greatest gratitude to my Lord Jesus Christ for His grace, love, blessing, and guidance to fill me with His wisdom so I can finish writing my undergraduate thesis and my study in this university.

My special gratitude goes to my thesis advisor Ag. Hardi Prasetyo, S.Pd., M.A. for his patience, support, guidance and suggestion for me in finishing and completing this undergraduate thesis. I also would like to thank Christina Lhaksmita Anandari, S.Pd., Ed.M. for her patience and love for me. I also thank all my friends in class A (2011) and all the students of ELESP batch 2011 for the supports.

I thank all the students of grade XII IPA in SMA BOPKRI 2 Yogyakarta, for their time to fill the questionnaires. I also thank Ita Hermayanti A, S.Pd. who allowed me to conduct a research in her class.

My sincere love and special gratitude are expressed to my beloved parents, Pdt. Muner Daliman and Ev. Hana Suparti who always pray, support, guide, care and love me during my ups and downs in this university. I also express my greatest love to my sisters Meisella Brilian Handali, Deby Kori Akwila and my

one and only “handsome brother” Philif Renanda Handali, for their love and

prayers. I thank all my family who always support and pray for me.

(13)

x

also thank my extraordinary group ever (PUZZLE) in my SPD class, Monic, Agung, Nike (again), Arin and Yanu, “Our unity is our responsibility”.

I also thank all my friends in different study programs in this university. I thank all my friends in KKN XLIX group 40, thanks for the joy and the meaningful experiences. I also thank my friends in PPL 2014 SMA BOPKRI 2 Yogyakarta. Then, I also thank all people whom I could not mention one by one. May the blessing of Jesus Christ be with us forever.

(14)

xi

LIST OF TABLES

Table 3.1 Questionnaire Data Analysis ……… 23

Table 4.1 The Implementation of Group Presentation Technique to Improve

Speaking ability...………...……….. 29

Table 4.2 XII Graders’Ability to Give Opinion ……….. 31

Table 4.3 XII Graders’ Perception on the use of Group Presentation (as the presenter)………...………35 Table 4.4 XII Graders’ Perception on the use of Group Presentation (as the

(17)

xiv

LIST OF FIGURES

(18)

xv

LIST OF APPENDICES

Appendix A. Letters of Permission ………...………... 51

Appendix B. Matrix of Questionnaire ………. 54

Appendix C. Questionnaire Blueprint ………... 58

Appendix D. The Questionnaire ……….. 60

Appendix E. The Percentage Results of Close-ended Statements ………... 64

(19)

1

CHAPTER I

INTRODUCTION

In this research, the researcher discusses the students’ perception on the use

of group presentation in grade XII of IPA at SMA BOPKRI 2 Yogyakarta. This chapter is divided into six parts, namely research background, research problems, problem limitation, objectives of the study, research benefits, and definition of terms.

A. Research Background

Nowadays, the use of teaching technique becomes the basic role in teaching. In the past the learning process is regulated by the teachers. Yet, in this modern era so many teaching techniques are coming up. Therefore, in this era not only the teachers who become the center of the learning process but also the students become the center of the learning process. Terenzini and Pascarella (1994) as cited by Huba and Freed (2000) state that teacher-centered is not effective. As student, they also have chance to be an active student in the class and become the sources of learning for their friends. Yet, the teachers still have big roles in the class and it can be understood that every teacher has an important role to increase the quality of education in Indonesia. According to Maslow (1971), as cited in

McCaslin (1984:284) “education is learning to grow toward, learning what is desirable and undesirable, learning what to choose and what not to choose”. In the

(20)

characteristics of teaching, for example the use of presentation technique to teach the students.

(21)

In SMA BOPKRI 2 Yogyakarta, the students of grade XII IPA have a problem to memorize the vocabulary. It is difficult for them to memorize vocabulary because they are lazy to find the new word or new vocabulary. Since lack of vocabulary, they have problem to speak English. Sometimes they are not confident to speak English, because they rarely to speak English and they feel awkward to speak English.

This research is conducted in the class which used group presentation as a teaching technique. The students in grade XII IPA used presentation to do their task. The students of grade XII IPA were asked to find their seniors’, juniors’ and

friends’ opinion about questions and sentences which related to the material. The

(22)

B. Research Problems

From the background above, the researcher finds some problems for this research and the researcher concludes the problems into two problems. The problems of this research are:

1. How is group presentation technique implemented?

2. What is the students’ perception on the use of group presentation technique to improve their ability in speaking English?

C. Problem Limitation

In this research, the researcher focuses on how the students do their presentation and implement it in front of the class. The researcher also focuses on

the students’ perception on the use of group presentation. Before they do the

presentation, the students are divided into five groups which consist of four or five members in a group and the students will work in a group to do the presentation. After the students got their own group the researcher taught the material, and the material was about giving opinion. Before the students ask the opinion from their seniors, juniors, and friends, the students were given the topic of the presentation. The researcher gives the questions and sentences to the students for the topics.

The example of the questions and the sentences were “Do you think education is a right or privilege? Support your opinion with reasons and examples”, “Do you

think gaming affects the life of teenagers? Support your opinion with reasons and

examples”, “Time is more important than money. Support your opinion with reasons and examples, “Exploitation of natural resources is a major problem in

(23)

students get the opinions from their seniors, juniors, and friends, the students have responsibilities to present their task in front of the class. That is also the way for the researcher to know more about their ability to speak English.

D. Objectives of the Study

Based on the title of the research and the research problems, the researcher divided the objectives of the study become two aspects:

1. To identify how group presentation technique is implemented.

2. To identify the students’ perception on the use of group presentation technique.

E. Research Benefits

From the discussion above, this research provides some benefits. These benefits are for English teachers, the students of grade XII IPA in SMA BOPKRI 2 Yogyakarta, and also for future researchers. The benefits are:

1. For English Teachers

This research helps the English teachers to identify the students’ perception

on presentation. Therefore, the English teacher will know their weaknesses when they use presentation technique to teach the students. It also helps the English teacher to know the ability of the students to present the task by using English. 2. For the Students of Grade XII IPA in SMA BOPKRI 2 Yogyakarta

(24)

during the presentation. Hence, by doing this research the students will be confident to use English and they will have more vocabulary.

3. Future Researchers

It is hoped that this research will help other researchers to get more information about group presentation. This research will helpful for other researchers who will conduct the research about group presentation technique.

F. Definition of Terms 1. Perception

According to Huffman, et al (2000), perception is dealing with make the sense of stimuli input. The way of receiving the stimuli depends on the characteristics. Szilagyi and Wallace (1980:70) say that perception is defined as a process in which individuals receive stimuli, organize, and then interpret the stimuli into a message that indicates an appropriate action or behavior in their life.

In this research, perception means the way for the students in thinking about their point of view of group presentation. Every student has their own perception about something, so in this research the students will have different perception from their friends who do the presentation. By understanding their perception, the students will share their opinion about the use of group presentation to improve their ability in speaking English.

2. Presentation technique

(25)

also helps them to be confident to speak in front of many people. Cassie and Constantine (1997) say that presentation is the way someone speaks in public. The best presentation is rehearsed, not the way the speaker memorizes the words they want to say but the ability of the speaker to interact with audience. When the students have to present their work they have to control their nervous feeling so they will have a good presentation.

In this research the meaning of presentation is the way for the students to speak in front of the class and explain about their task to their friends. In this case, presentation also becomes the teaching technique for the students, so the students can share their own opinion with their friends.

3. Speaking

Nunan (2003) states that speaking is the productive oral skill, which consists of producing systematic verbal utterances to convey meaning. Speaking is one of the four skills that usually we used to communicate. Speaking is a skill which deserves attention every bit as much as literary skills, in first language and second language (Bygate, 1987). Although speaking becomes simple to be implemented but it becomes the hardest skill. If the learners speak, they cannot edit and revise what they have to say as they can if they are writing (Nunan, 2003).

(26)

4. XII Graders

(27)

9

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the researcher presents review of related literature. This chapter is divided into two parts. The first part is the theoretical description which discusses the approach of the research. The second part is the theoretical framework, which reviews how the theory is used.

A. Theoretical Description

In this section, the researcher discusses the theories which are used in this research. There are four major theories in this research which are going to be explained. The theories are perception, presentation, motivation to speak, and speaking skills.

1. Perception

According to Altman, Valensi and Hodgett (1985), perception is the way in which the stimuli are selected and grouped by a person so they can be meaningfully interpreted. There are four processes of perceptual:

Figure 2.1

The Perceptual Process

Stimuli

Sensor’s

selection of stimuli

Perception, organization,

and interpretation of

stimuli

(28)

From the Figure 2.1 the first process of perception is stimuli, it means that where the stimuli are selected. Second is how the person selects the stimuli depend on his/her needs. Third is how the person organizes and interpret the stimuli. For many people, perception has particular characteristics. It happens because every person has his/her own perception about the thing which he/she sees and he/she interprets the stimuli differently. Every person also has his/her own understanding and a way to show or to interpret his/her perception. Perception is like what he/she has done and what he/she has thought about something in this life. Fourth, behavior response is how the person gives his/her own response to the stimuli.

There are many factors which influence a person’s perception. According to Altman, et al (1985), there are four the most important factors which influence people perception.

a. Selection stimuli

The process of stimuli selection depends on the person who receives the stimuli. Every person has his/her own way to receive the stimuli. The way he/she receive the stimuli is one reason why people perceive thing differently. Each person who receives the stimuli will select specific cues and filters, or screens, out the others (Altman, et al, 1985). After the people get the stimuli they will organize the stimuli itself.

b. Organization of stimuli.

(29)

meaningful way based on the experience (Altman, et al, 1985). In order to give the best stimuli, the person will organize his/her own stimuli.

c. The situation.

The situation of the person also affects his/her perception (Altman, et al, 1985). It happens because if a person in a good situation he/she will have positive perception but if a person in a bad condition he/she will give negative perception. The person is also adjusting his or her behavior to the situations (Altman, et al, 1985).

d. Self-concept.

The way receiving the stimuli and knowing the stimuli are called self-concept (Altman, et al, 1985). It is important for a person to have self-self-concept, because by having our own concept about the stimuli and the situation around us, we will have our perception towards surroundings and determine what we perceived.

(30)

2. Presentation

Presentation is the way communicating to somebody (Mackey, 1965). Presentation is usually used in school or in college and it is done by the teachers or the students. Group presentation is a presentation which is prepared by some students in a group. A group presentation consists of 3 or more people in the group, then when they do the presentation they have a chance to change the presenters. Group presentation will be done in a group, and all the members of the group have a responsibility in their group.

According to Rosenshine and Stevens (1986) as cited by Burden and Byrd (1999:92), there are four aspects of a clear presentation:

a. Stating goals and main points clearly.

(31)

explain the point of the material. It will make the audience easier to understand the material since they know the goal of the lesson.

b. Providing step-by step presentation

In order to make a good presentation, the presenters have to prepare the presentation step by step. The presenters begin the presentation with an introduction, content, and closing. In the introduction part, the presenters greet the audience by introducing the group members. After introducing the group members, they tell the topic to the audience and the presenters explain the material to the audience. Then, the last after the presenters explain the material, the presenters summarize the material which has been presented. In the end of presentation, the presenters have to make a conclusion for the audience. The conclusion is used to remind the audience about the material of the presentation. c. Using specific and concentrate procedure.

Using specific and concentrate procedure means that the presenters should focus on the point which is being presented. In this part the presenters should explain the material well. The presenters should focus on the material which is going to be presented.

d. Checking for students’ understanding.

(32)

Nonetheless, if the audiences cannot answer the questions, it means that the audiences do not understand about the materials.

In order to make a good presentation, the presenters have to know the parts which are important to be known. According to Cassie and Constantine (1977), there are four parts of good oral presentation, they are:

1. Preparation

The students who have chance to present, have to prepare the material well. Besides, they should make a detail purpose of the material which is going to be presented. The presenters should decide the goal of the presentation, so that the presenters will not get confused when they are doing the presentation.

2. Beginning

In this part, the presenters should gain the audiences’ attention to follow the presentation. The presenters may give an illustration or statement which is related to the topic of the material. It is important for the presenters to give an illustration in the beginning of the presentation because it helps the audiences easier to comprehend the goal of the presentation.

3. Body

(33)

4. Peroration

Peroration means that the presenters should make conclusion after presenting the material. The presenters can make the conclusion in their own way. The presenters make the conclusion depend on their presentation. By taking some important materials, the presenters can make their own conclusion. After the presentation is done the presenters can share the conclusion of their presentation to the audience.

3. Motivation to Speak

Everybody has his/her own time and his/her own need to speak to others. Motivation is usually related to the anxiety. The construct of foreign-language anxiety during oral communication is conceptualized as a composite of three forms anxiety; there are communication apprehension, test anxiety, and fear of negative evaluation (Goh & Burns, 2012).

Not all students have motivation to speak. There are some reasons why they are not motivated to speak. According to Young (1991) as cited in Goh & Burns, 2012) there are six reasons why the students are not motivated to speak, such as:

(34)

f. Language testing.

4. Speaking Skill

Hughes (2002) states that speaking skill is a product like writing skill. The productive aspects of speaking and writing are different; the Figure 2.2 shows the different aspects of speaking and writing:

Figure 2.2 Aspects of Production

Unplanned oral/aural Static non-transient decontextualize

Content Dependent Transient Dynamic Visual/ Motoric Planned

From the Figure 2.2, there are five aspects in spoken discourse: content dependent, unplanned, transient, oral, and dynamic. It means that speaking is a product of skill in which the people produce it orally.

Speaking is accepted by everyone as essential language-communication skill, but its important to the language learners goes beyond just day-to-day communication (Goh & Burns, 2012). As English teacher, we know that speaking is one of important tools to communicate.

(35)

B. Theoretical Framework

In conducting this research, the researcher uses three basic theories of perception, presentation and speaking skill. Since this research is about the students’ perception, the theories from Altman and Luthans are used. For the presentation, the researcher uses the theories from Cassie and Constantine. According to Cassie and Constantie there are four parts of good oral presentation, there are: preparation, beginning, body and peroration. This theory is used to identify students’ experience in using presentation as the teaching technique in the class. The students are asked to answer the question in the questionnaire based on their experiences in using group presentation technique. The last theory is about speaking skill, in this part the researcher uses the theory from Hughes. The theory in the questionnaire explains the students’ ability in speaking English. As stated by Hughes (2002) that speaking is done in content dependent, unplanned, transient, oral/aural, and dynamic.

The way to speak has to be understood by the audience and we have to give good influence for the audience. If our language is difficult to be understood by the audience, it means that we cannot invite the audience to follow our activities in doing presentation. The use of presentation here will help the students to speak English and the students can improve their ability in speaking English.

(36)

(37)

19

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology of this research. The methodology is used to solve the problems which are stated in chapter I. This chapter consists of seven parts, they are, research method, research setting, research participants, research instrument, data gathering, data analysis technique and research procedures.

A. Research Method

As stated in the previous chapter, this research had two major problems to be solved. The problems were first, how group presentation technique is

implemented and second, what the students’ perceptions on the use of group

presentation technique to improve their ability in speaking English is. To solve the problems, the researcher used survey research (descriptive research). According to Ary, Jacob and Sorensen (2010), survey research is also known as descriptive research. Survey research uses instruments such as questionnaires and interviews to gather the data from the groups of individuals (Ary, et al, 2010).

(38)

B. Research Setting

This research was conducted in SMA BOPKRI 2 Yogyakarta on 15 August 2015. The school is located at Jln. Jendral Sudirman no. 87, Yogyakarta. The researcher invited the students to complete the questionnaire in the class, so the students would concentrate to answer the questionnaire.

C. Research Participants

The respondents of this research were the students of grade XII IPA in SMA BOPKRI 2 Yogyakarta. The researcher invited the students who had experience in doing group presentation. There were ten groups who experienced doing group presentation and each group consists of four or five people. There were 42 students in grade XII of IPA who had experienced doing group presentation. Therefore, the researcher invited them to help the researcher to collect the data. Thus, this research was aimed to get the information which was related to the

respondents’ experiences when they prepared and did group presentation.

D. Research Instrument

(39)

often is answered by reading the questions and then ticking responses, or writing in short answers (Wallace, 1998).

There were two types of questions in the questionnaire. There were close-ended and open-close-ended questions. In this research, the researcher used close-close-ended part and open-ended part. According to Sasmoko (2011), besides interview the use of questionnaire is more efficient and practical; it also can be used for research which has many respondents. The researcher used close-ended part because it helped the respondents easier to answer the questionnaire and the researcher used open-ended question to know the respondents’ opinion about their perception on the use of group presentation. The researcher gave twenty questions in close-ended part and the respondents had to be honest to answer the questionnaire. For the open-ended part, the researcher gave three questions to get their opinions about their perception on the use of group presentation.

By using a questionnaire the researcher got the real data from the respondents. In the questionnaire the researcher gave some statements about group presentation and the process of perception, then the respondents answered it by choosing the number to measure the level of agreement. In this research, the researcher applied Likert scale to measure the data. Likert scale is a type of survey where respondents are asked to register their reactions on the number of 4 3 2 1 (Brown and Rodgers, 2002). In close-ended part, the researcher gave number from 1 until 4 to the respondents to indicate their level of agreement. Score 1 was for strongly disagree, 2 was for disagree, 3 was for agree, and 4 was for strongly

(40)

about aspect language learning (Brown and Rodgers, 2002). So, this scale helped the researcher to measure the answer of the questionnaire. In order to answer the questionnaire, the respondents only gave a tick in the column provided.

E. Data Gathering Technique

In order to get the data, the researcher distributed the questionnaires to all the respondents. The research was conducted when the students of grade XII IPA in SMA BOPKRI 2 were in the process of learning English. The researcher distributed the questionnaires to the students on 15 August 2015. The students completed the questionnaire in the class, so after they finished completing the questionnaire they gave the questionnaire back to the researcher.

F. Data Analysis Technique

In this research, the researcher used descriptive research (survey research). Descriptive research is a type of quantitative research that involves making careful descriptions of educational phenomena (Gall, Gall and Borg, 2007). In a descriptive research, the researcher analyzed the finding of the data by describing the data. The data was useful to show the result of this research. In order to analyze the data, the researcher calculated the point in each number. Then to describe the result of the data the researcher used table.

(41)

data, the researcher used a formula. The formula of the percentage calculation was:

In which:

∑x = the number of students based on the degree of agreement.

∑n= the number of all students.

After finding the degree of agreement in each statement, the researcher analyzed the data by use the table below:

Table 3.1 Questionnaire Data Analysis

No Statements Number and percentage

Strongly Disagree

(1)

Disagree

(2)

Agree

(3)

Strongly Agree

(4)

In open-ended part, the researcher chose some opinions from the students which supported the goal of this research. The opinions from the students would be written on the next chapter.

G. Research Procedures

In this research there were two steps in collecting the data. The first is distributing the questionnaires, and the last is analyzing and interpreting the data.

(42)

1. Distributing the Questionnaires

In this step, the researcher distributed the questionnaires to the students. The questionnaires were distributed after the students did their group presentation in the class. Therefore, they had new experiences when they did the group presentation, and their experiences helped them to answer the questionnaires. These questionnaires were distributed to find the data from the students.

The questionnaires were distributed in the class, after the group presentation was done, so the students completed the questionnaires in the class. If the students completed the questionnaire in the class they would still concentrate with their work but if they completed the questionnaire at home they would be interrupted by another event. That was the reason, why the researcher asked the students to complete the questionnaires in the class. Then, it was also easy for them to give the questionnaires back to the researcher after they finished completing the questionnaires.

(43)

questions, the students had to answer three questions honestly. Therefore, the students answered the questions based on their experiences on the use of group presentation as the teaching technique.

2. Analyzing and Interpreting Data

(44)

26

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the findings of this research. There were two questions which are stated in research problem and this chapter answered those questions. The first question was about the implementation of group presentation technique to improve speaking ability. The second question was about the XII

graders’ perception on the use of group presentation technique to improve

speaking ability. This chapter is divided into two parts. The first part is presented about the implementation of group presentation technique to improve speaking

ability. Next, the researcher presented the students’ perception on the use of group

presentation technique to improve speaking ability. Speaking ability here means that how the students of grade XII IPA in SMA BOPKRI 2 felt more confident to speak English in front of many people after they had done the group presentation.

A. The Implementation of Group Presentation Technique to Improve Speaking Ability

(45)

The group presentation technique was begun when the new material was taught by the researcher. The material was about giving opinion. The opinions were about sentences and questions that the researcher gave to the students. The students were asked to choose their own group to present the opinions from their

friends’, seniors’, and juniors’ opinions. The group consisted of 4 or 5 people.

After they got their own group, the researcher explained a little bit about the materials and the researcher asked them to have discussion in order to prepare the

presentation. The researcher asked them to ask their friends’, seniors’, and juniors’ opinions about the material which was given to the students.

After the students got the answers, they wrote their juniors’ and seniors’

opinions on a big piece of paper. Each group got seven until eight opinions from their seniors, juniors and friends. The researcher gave two weeks for the students to prepare the presentation. After two weeks the researcher asked them to present their findings in front of the class. When the presenters did the group presentation, each member in a group presented the material by turns. If one of the presenters was speaking in front of the class to present their presentation, the other presenters would keep their attention to the presentation and wait for their turns. It happened to all groups who did the presentations. The researcher observed that the students tried hard to make a good presentation in the class; they tried to overcome their nervousness before they presented their presentation in front of their friends.

(46)

Rosenshine and Stevens (1986) as cited by Burden and Byrd (1999:92) there are four aspects to make a clear presentation, those are, stating goals and main points clearly, providing step-by step presentation, using specific and concentrate

procedure, and checking for students’ understanding. The students of grade XII

IPA in SMA BOPKRI 2 also fulfilled the aspects of clear presentation. It could be

seen from the students’ answers in the result.

From their presentation, the researcher concluded that the students were successful to do the presentation. They presented well because they prepared the presentation for two weeks before the presentation was done. The researcher also saw that the use of group presentation helped them to speak English. The researcher found that the students were more confident to speak English in front of their friends. There were no instruments that the researcher used to assess the observations. The researcher only taking notes during the observations. Although they still had some mistakes, they could improve the mistakes well. The improvement of the students’ speaking ability was agreed by few of the students who did the group presentation and the result answered the second open-ended question in the questionnaire. The question was “Apakah presentasi menggunakan Bahasa Inggris membuat anda mampu untuk berbicara dalam

Bahasa Inggris? Jelaskan!. (Is the use of group presentation in English help you

to speak English? Explain!) The answers of this question could be seen as follows:

“Ya, secara langsung dan tidak langsung dapat membantu saya belajar

(47)

(Yes, because it helps me to speak English directly and indirectly.) (R#3)

“Ya, karena menambah wawasan dalam berbahasa Inggris seperti kosakata.”(R#15)

(Yes, because it helps me to enrich English vocabulary.)

“Iya. Karena saat saya berbicara menggunakan Bahasa Inggris, kesalahan seperti pronunciation dan grammar akan terlihat, dan dari kesalahan tersebut saya dapat menggunakan Bahasa Inggris dengan lebih

baik dan benar.”(R#27)

(Yes, because when I speak English the pronunciation and grammar mistakes are detected then from the mistakes I could speak English better.) (R#27)

“Iya, karena menggunakan Bahasa Inggris membuat kita lebih berani, lebih mengerti dan paham. Dan mengharuskan kita menggunakan Bahasa Inggris.” (R#37)

(Yes, because using English helps me to be brave and understand. Then, it forced us to speak English.) (R#37)

“Iya, meningkatkan kemampuan kita untuk berbahasa Inggris yang benar dan membiasakan kita menggunakan Bahasa Inggris yang baik.” (R#39)

(Yes, it increases our speaking English skills correctly and habituate us to speak English well.)(R#39)

From the findings and the observations, the researcher concluded that the use of group presentation was implemented well. The students of grade XII IPA felt that they were more confident to speak English in front of many people. It was

also showed by the students’ answers in closed-ended question number ten. The

result could be seen as follows:

(48)

For statement number ten, there was none of the students who strongly disagreed and 2.38% or one student who disagreed. Therefore, there were 47.62% or twenty students who agreed and 50% or twenty one students who strongly agreed. Therefore, the total score of agreement for the statement number ten was 97.62% or forty one students agreed. In this situation, the researcher was successful to make the students be brave to speak English. According to Bailey (1994) as cited by Nunan (2003) asking the students to practice their fluency and accuracy becomes the five principles in teaching speaking. Teaching how to be brave to speak in front of many people became an important thing for the students because it helped them to have a good ability in one of English skills for themselves.

B. XII Graders’ Perception on the Use of Group Presentation Technique

to Improve Speaking Ability

In this section the researcher answered the research question number two.

The second question of this research was about the XII graders’ perception on the

use of group presentation technique to improve their ability in speaking English. In order to make the researcher easier to answer the second question in research question, the researcher divided the questions in the questionnaire into three parts:

(a) XII graders’ ability to give opinion, (b) XII graders’ perception about group

presentation (as the presenters), and (c) XII graders’ perception about group

presentation (as the audience).

(49)

were distributed to 42 students of grade XII IPA in SMA BOPKRI 2 Yogyakarta. The findings of the research could be seen as follows:

1. XII Graders’ Ability to give Opinion in English

In this section, the researcher presented the experiences’ of XII graders in speaking English during the implementation of group presentation. In this part the

researcher asked 10 questions about students’ ability in giving opinion. Then, it

were10 close-ended statements. The data was presented in Table 4.2: Table 4.2 XII Graders’ Ability to give Opinion in English

No Statements 1

2. On-speech argumentation’s

skill. 3. Argumentation eagerness. 0

(-)

(50)

presentation technique. From the table above it could be seen that none of the students who strongly disagreed with the first statement. Next, there were 7.14% or three students who disagreed with the first statement in the questionnaire. Thus, there were 83.33% or thirty five students who agreed and 9.52% or four students who strongly agreed with the first statement in the questionnaire. In conclusion, the total percentage of the first statement in the questionnaire was 92.85% or thirty nine students who agreed. It could be concluded that almost all the students had experience to speak English in the class. Huffman and Vernoy (2000) define perception as the process of selecting, organizing and interpreting sensory data become useful mental representation of the world. By showing the finding of the first statement, it concluded that the students were able to select and organize the sensory data and in the end they could interpret the data by giving their opinion.

The statement number two was about the students’ ability to give their

opinion after the group presentation done. From the findings it concluded that none of them strongly disagreed in the questionnaire. Few of them disagreed with the second statement and the score was 9.52% or four students. Next, there were 80.95% or thirty four of the students who agreed and 9.52% or four students who strongly agreed. Therefore, the total percentage of the agreement was 90.47% or thirty eight students, which meant that almost all the students had ability to give their opinion after the group presentations done.

Statements number three was about the students’ eagerness to give their

(51)

students agreed and 4.76% or two students strongly agreed. Then the total of the agreement was 38.10% or sixteen students. From the result, the researcher concluded that there were twenty six students who did not give their opinion after group presentation. It meant that there were 61.90% of the students did not give their opinion after group presentation done.

Next, for the statement number four was about argumentation’s skill

awareness. There were none of the students who strongly disagreed and agreed. Besides, there were 11.90% or five students who agreed and 88.09% or thirty seven students who strongly agreed with the statement number four. The total percentage of the agreement was 100% or forty two students, it meant that all of the students agreed that people have different ability to give their opinion. It was also supported by Altman, et al, (1985) that the way they receive the stimuli is one reason why people perceive thing differently, each person who receive the stimuli will select specific cues and filters, or screens, out the others.

Statement number five was about argumentation’s background awareness.

(52)

For the statements number six until eight were about how the situation affects the people to give their opinion. The result for number six showed that there was none of the students strongly disagreed and 19.05% or eight of the students disagreed. There were 64.29% or twenty seven students who agreed and 16.67% or seven students strongly agreed. The total percentage of this agreement was 80.96% or thirty four students who agreed. For the statement number seven none of the students who strongly disagreed, 9.52% or four students disagreed. Then, there were 73.81% or thirty one students who agreed and 16.67% or seven students who strongly agreed. In conclusion, the total score of agreement for number seven was 90.47% or thirty eight students agreed. For statement number eight, the result showed that none of the students strongly disagreed; however there were 4.76% or two students disagreed. There were 66.67% or twenty eight students agreed and 28.57% or twelve students strongly agreed. Therefore, the total score of agreement was 95.24% or forty students who agreed with the statement number eight. Finally, the result of the statements number six until eight showed that almost all of the students agreed that the situation of a person affects people to give their opinion. It was also supported by Altman, et al (1985) that the situation of the person also affects their perception.

(53)

with the statement. It could be concluded that all the students agreed that self-concept of the students help them to give their opinion.

Based on the discussion above, the researcher concluded that the students of grade XII IPA in SMA BOPKRI 2 had positive perception in doing group presentation using English. It could be seen from the results of the questionnaire number 1 until number 9. The students of grade XII IPA in SMA BOPKRI 2 usually gave their opinion after the group presentation done. It meant that the students of grade XII IPA had positive perception in learning by using group

presentation. The positive perception was seen from the students’ enthusiastic in

asking and giving opinion during the group presentation.

2. XII Graders’ Perception on the use of Group Presentation (as the presenters)

In this section, the researcher presented students’ perception on the use of

group presentation (as the presenters). The result of this section could be seen as follows:

Table 4.3 XII Graders’ Perception on the use of Group Presentation (as the presenters) 12. Rechecking material. 0

(-)

13. Clarity of speech’s objectives. 1

(54)

No Statements 1 15. Appealing opening, attention’s

attraction, speech’s opening.

0

preparation in doing group presentation. For statement number eleven there was none of the students strongly disagreed, 7.14% or three students disagreed. Next, there were 73.81% or thirty one students who agreed and 19.05% or eight students strongly agreed. Thus, the total score for the level of agreement was 92.86% or thirty nine students. It could be concluded that most of the students prepared the presentation well before they did the presentation in front of the class. In statement number twelve, the result was none of the students strongly disagreed. There were 14.29% or six students disagreed and there were 69.05% or twenty nine students agreed. Then, there were 16.67% or seven students strongly agreed. Furthermore, the total score for the l level of agreement for statement number twelve was 85.72% or thirty six students agreed.

(55)

cited by Burden and Byrd (1999:92) that stating goals and main points is very important.

Next, for statement number fourteen was about summing up. From the table, there were none of the students who strongly disagreed and 26.19% or eleven students disagreed. Meanwhile, there were 59.52% or twenty five students who agreed and 16.67% or six students strongly agreed. The total percentage of agreement was 76.18% or thirty one students who agreed. In conclusion, there were eleven students did not make conclusion after the presentation and there were thirty one students made conclusion after the presentation. Based on the results from statement numbers thirteen and fourteen, clarity of speech’s objectives and summing up reached the lowest score, meaning that almost one-third students claimed not to bring up those two fundamental things.

Statement number fifteen was about appealing opening, attention’s attraction, and speech’s opening. There were none of the students who strongly

(56)

3. XII Graders’ Perception on the use of Group Presentation (as the audience)

After the researcher presented students’ perception on the use of

presentation for the presenters, in this part the researcher will present the students’ perception on the use of group presentation for the audience. As the audience they had to pay attention to the presentation because in a presentation there will be two doers, those are presenters and audience. There were 5 statements which discussed

about students’ perception on the use of group presentation for the audience and

the researcher distributed the questionnaires to 42 students. The result of the questionnaires could be seen as follows:

Table 4.4 XII Graders’ Perception on the use of Group Presentation (as the audience) 16. Focus on the presentation. 0

(-)

17. Presentation’s effectiveness. 1

(2.38%) 20. Giving opinion depends on the

material.

Numbers sixteen and seventeen were about how the presenters gained the

audiences’ attention and how the presenters made the audience understanding the

(57)

nine students agreed and 26.19% or eleven students strongly agreed. So, the total score of agreement for statement number sixteen was 95.24% or forty students agreed. Next, for statement number seventeen there were 2.38% or one student strongly disagreed and 23.81% or ten students disagreed. However, there were 50% or twenty one students agreed and 23.81% or ten students strongly agreed. Therefore, the total score of agreement for statement number seventeen was 73.81% or thirty one students agreed. Based on the result in statement number

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

score reached 95.24%, so the audience always paid attention when there was a presentation in the class. In the other hand, only 73.81% or thirty one students who understood the material well by paying attention to the presentation. It meant that there were 26.19% of the students did not understand the materials well. In this situation, the presenters should arrange their presentation so that all the students could understand well.

(58)

because if the presenter does not understand the material well, it will damage the situation of the presentation.

The last two statements, number nineteen and twenty, showed whether the audience made the conclusion and give opinion about the material which was presented. For statement number nineteen, there were none of the students strongly disagreed but there were 38.10% or sixteen students disagreed. Thus, there were 50% or twenty one students agreed and 11.90% or five students strongly agreed. The total percentage of agreement was 61.90% or twenty seven students agreed. It could be concluded that there were 38.10% of the students did not make a summary after group presentation. The score of statement number twenty was 2.38% or one student strongly disagreed, 11.6% or five students disagreed. However, there were 54.76% or twenty three students agreed and 30.95% or thirteen students strongly agreed. The total percentage of agreement for statement number twenty was 85.71% or thirty six students. It could be concluded that not all the students made a conclusion after the presentation and not all the students asked a question after the presentation.

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

(Open-ended result)

(59)

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

based on open-ended questions in the questionnaire.

“Menurut saya efektif dalam hal untuk memperdalam materi dan

perbincouldgan secara Bahasa Inggris. Selain itu saya dapat lebih memahami cara melakukan presentasi/ berbicara di depan public dengan

baik.” (R#1)

(In my opinion, it is effective to comprehend the material and the English conversation. Besides, I could understand more to do presentation and public speaking.) (R#1)

“Pendapat saya mengenai presentasi menggunakan Bahasa Inggris

sangatlah baik & berguna untuk membentuk keberanian kelompok dalam berpresentasi menggunakan Bahasa Inggris dan juga dapat membantu kita untuk mengerti dan memahami Bahasa Inggris dengan lebih baik

lagi.” (R#3)

(In my opinion using English is very good and to form our bravery to have presentation in English and it also helps us to understand English well.) (R#3).

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

dilakukan dengan adil. Misal yang susah berbahasa Inggris satu grup dengan yang pintar dan orang yang susah berbahasa inggris, part dia

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

(In my opinion it is good but in choosing group member it must be fair. For example, the students who are not good in English have to in group with the students who are good in English, and it must be adjust with their speaking skill.) (R#5)

“Lebih seru berkelompok dibanding individu. Ketika berdiskusi bisa

mengetahui banyak vocab” (R#6)

(It is fun to have group presentation than individual presentation. We get more vocabulary.) (R#6)

“Sangat memudahkan, karena di dalam grup selalu membantu untuk membantu meringkas materi dalam Bahasa Inggris.” (R#10)

(60)

“Hal itu sangat baik. Kita dilatih untuk bekerjasama dengan teman kelompok dan kita juga bisa berlatih, belajar Bahasa Inggris bersama.

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

(It is good. We are treated to work together in a group and we could learn English together. I support this technique.) (R#29)

“Asyik, seru gitu ngomong pake Bahasa Ingrris. Jarang-jarang juga, ditambah kalau presentasi sama temen nanti salah ngomong dikasih tau sama temenku yang bener kayak gimana. Intinya sama-sama belajarlah.” (R#30)

(Fun, it is fun to speak English. If I do mistakes in presentation, my friend help me to correct the mistakes. The point is we could learn together.) (R#30)

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

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

(It is fun and good, when we couldnot answer the questions from the audience, we could think together.) (R#39)

“Menyenangkan, cukup terorganisir dengan baik. Asalkan kita bisa membagi tugas masing-masing dengan baik, maka saya yakin materi yang

ingin disampaikan dapat orang lain pahami dengan baik.” (R#42)

(It is fun and organized well. If we could do our own work well, I am sure the material could be understood well.) (R#42)

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

agreed that the use of group presentation helped them to speak English and enrich their vocabulary. The results answered the research problem number two, in which the students of grade XII IPA had positive perception on the use of group

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

(61)

questionnaire. The researcher concluded that, there were some positive perceptions from the students in the use of group presentation technique to improve their speaking ability, they were:

a) the students agreed that the use of group presentation technique helped them to improve their speaking ability,

b) the students agreed that the use of group presentation technique helped them to enrich their vocabulary,

c) the students agreed that they were comfortable to do the presentation in a group than individual,

d) the students believed that the use of group presentation helped them in understanding English well,

e) the students believed that the use of group presentation helped them easier to answer the questions from the audience,

f) the students believed that the use of group presentation technique helped the students to work in a team, and

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

(62)

44 CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

The last chapter in this research is presenting the conclusions and recommendations. The researcher divides this chapter into two sections. The first section is about the conclusions of this research result. Then, the next section is about the recommendations for teachers, students, and future researchers.

A. Conclusions

Based on the research background, this research had two research problems. The first research problem was about the implementation on the use of group presentation technique to improve speaking ability. Then, the second

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

presentation technique to improve speaking ability. This research was conducted in class XII IPA of SMA BOPKRI 2 Yogyakarta. There were 42 students of grade XII IPA in SMA BOPKRI 2 Yogyakarta.