THE STUDENTS’ ORAL PRESEN
TATION IN ENGLISH
TOURISM AT SMAN 1 BANGSAL
THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan (S.pd) in Teaching English
By:
Rosalina Marsha Budiana
NIM: D35211057
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITYSUNAN AMPEL
SURABAYA
ABSTRACT
Rosalina Marsha Budiana. 2016. The Students’ oral presentation in English Tourism at SMAN 1 BANGSAL. A thesis English Education Department, Faculty of Education and Teacher Training, State Islamic University (UIN) Sunan Ampel. Advisor I: Sigit Parmono Jati M.Pd., Advisor II: Rachmat Efendi, MA
Key Word : Oral presentation, English Tourism
The researcher is interested in conducting a research on The Students’ oral presentation in English Tourism object at SMAN 1 BANGSAL. The objectives of the study are to know the students’ ability in oral presentation in English tourism whether the level of ability is high or low, to find out the difficulties in students’ oral presentation, and to know teachers’ solution in anticipating students’ difficulties in oral presentation.
Qualitative descriptive research is used to find the objective of this study. The subject is 36 students in XI IPA 5 there are 36 students conclude 10 Males and 26 Females. In the process of collecting data, the researcher used testing by scoring students’ oral presentation. The researcher scores the students’ oral presentation by using the indicator of oral presentation rubric from the Read-write-think, International Reading Association to know the students’ ability in oral presentation. Then, the researcher used semi-opened questionnaire to find out the students’ difficulties in oral presentation and interview the teacher to know the teachers’ solution in anticipating students’ difficulties in oral presentation.
Based on the result indicator of oral presentation rubric, it showed From the first research, there were 25% Excellent (High) students in oral presentation in English Tourism, 64% Good Students in oral presentation in English Tourism, 11% Fair students in oral presentation in English Tourism, and None students need improvement (Low) in oral presentation in English Tourism. From the second research, there were 31% Excellent (High) students in oral presentation in English Tourism, 64% Good Students in oral presentation in English Tourism, 5% Fair students in oral presentation in English Tourism, and None students need improvement (Low) in oral presentation in English Tourism. It increased about 6% Excellent (High) students oral presentation in English Tourism from the first data collected, and decreased about 6% students Fair in oral presentation in English Tourism. The students were very excited in giving oral presentation in the second day. So, the students’ oral presentation in English Tourism at SMAN 1 BANGSAL in the second day collected the data especially in XIIPA5 is higher than the first day collected the data. Students increased their ability about 6% from the first day collected the data.
ABSTRAK
Rosalina Marsha Budiana. 2016. The Students’ oral presentation in English Tourism at SMAN 1 BANGSAL. A thesis English Education Department, Faculty of Education and Teacher Training, State Islamic University (UIN) Sunan Ampel. Advisor I: Sigit Parmono Jati M.Pd., Advisor II: Rachmat Efendi, MA
Kata Kunci : Presentasi Oral, Bahasa Inggris Pariwisata
Peneliti tertarik pada penelitian tentang presentasi oral siswa dalam Bahasa Inggris Pariwisata di SMAN 1 BANGSAL. Tujuan dari penelitian ini adalah untuk mengetahui kemampuan siswa dalam presentatsi oral dalam Bahasa Inggris Pariwisata, apakah kemampuan mereka tinggi atau rendah, untuk mencari kesulitan siswa dalam presentatsi oral, dan untuk mengetahui solusi guru dalam mengantisipasi kesulitan siswa dalam presentasi oral.
Untuk menemukan tujuan dari penelitian ini, peneliti menggunakan metode deskriptif kualitatif. Subyek dari penelitian ini berjumlah 36 siswa, yaitu siswa kelas XI IPA 5, terdiri dari 10 laki – laki dan 26 perempuan. Proses pengumpulan data, peneliti menggunakan test dengan cara menilai presentasi oral siswa. Peneliti menilai presentasi oral siswa menggunakan indikator rubric dari Read-write-think, International Reading Association untuk mengetahui kemampuan siswa dalam presentasi oral. Kemudian, peneliti menggunakan kuisoner semi-terbuka untuk mencari kesulitan siswa dalam presentasi oral dan menwawancari guru unruk mengetahui solusi guru dalam mengantisispasi kesulitan siswa dalam presentasi oral.
Dari hasil indikator rubric presentasi oral, pernelitian hari pertama menunjukkan bahwa terdapat 25% siswa unggul (tinggi) dalam presentasi oral di Bahasa Inggris Pariwisata, 64% siswa baik dalam presentasi oral di Bahasa Inggris Pariwisata, 11% siswa cukup dalam presentasi oral di Bahasa Inggris Pariwisata dan tidak ada siswa yang membutuhkan peningkatan dalam presentasi oral di Bahasa Inggris Pariwisata. Ada kenaikan sebesar 6% siswa unggul (tinggi) dalam presentasi oral di Bahasa Inggris Pariwisata di penelitian hari kedua dan penuruan sekitar 6% siswa cukup dalam presentasi oral di Bahasa Inggris Pariwisata. Kesimpulannya presentasi oral siswa di SMAN 1 BANGSAL, terutama kelas XI IPA 5 di hari kedua lebih tinggi dibandingkan pengambilan data di hari kedua. Kemampuan siswa meningkat sekitar 6% dari hari pertama pengambilan data.
Kesimpulannya adalah, siswa kelas XI IPA 5 memiliki kemampuan presentasi oral yang tinggi. Ada 4 macam kesulitan siswa dalam presentasi oral di Bahasa Inggris
CHAPTER II :REVIEW OF RELATED LITERATURE A. Oral Presentation ... 9
1. Types of Oral Presentation ... 10
2. The use of Visual Aids in oral presentation ... 13
B. Ability in oral presentation in English Tourism ... 16
C. Difficulty in oral presentation in English Tourism ... 21
D. The ways to anticipate difficulties in oral presentation in English Tourism ... 23
E. Previous study ... 28
CHAPTER III :RESEARCH METHOD A. Approach and Research Design ... 30
CHAPTER IV :RESEARCH FINDING AND DISCUSSION A. RESEARCH FINDING ... 38
2. The students’ difficulties in oral presentation in English Tourism at SMAN 1 Bangsal ... 43 3. The teachers’ solution in anticipating the students’
difficulties in Oral Presentation in English Tourism at SMAN 1 Bangsal ... 63 B. DISCUSSION ... 65 CHAPTER V :CONCLUSION AND SUGGESTION
A. Conclusion ... 71 B. Suggestion ... 73 BIBLIOGRAPHY
CHAPTER I
INTRODUCTION
This chapter presents the discussion of some issues related to the topic being studied. They are background of the study, statement of the study, objectives of the study, significance of the study, scope and limitation of the study, and the definition of key terms.
A. Background of the study
In language teaching and learning, the language uses are categorized into four skills which have to be mastered by students. They are writing, reading, listening, and speaking skills. Besides that, students also have to master language aspects, such as vocabulary, pronunciation, and grammar. All of those language aspects should be taught effectively with the four language skills. Then, the students are expected to be able to use the target language appropriately in their daily life.
Keshta states that "English is a universal language: the language of communication among countries in the international world of trade, business, communications, air transportation and technology."1
Speaking is one of the skills that should be mastered by the student to learn English. Al Mashharawi notes that speaking is fundamental and basic to
1
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human communication. If the goal of a language course is truly to communicate in English, then speaking skill should be taught and practiced in the language classroom. When the communication is included in the classroom, it will definitely raise general learner motivation and making the classroom a dynamic and effective environment.2
In addition, Cora and knight state that speaking is act of performing and producing the oral language to convey a message in different situation and in appropriate context. In order to be able to communicate with other speakers, responding to someone else, knowing how to deal with different events, so speaking is a productive skill for putting all element of language together to perform or construct the intended message. The spoken language includes some characteristics that differentiate it from the other skills: tone of voice, stress, intonation, speed of speech, besides the gestures and facial expression of the speaker that they can use with repetitions and pauses.3
Oral Presentation is one of the activities, which are used in oral
expression courses to develop students’ speaking skill. And it is an activity to
communicate with others people with present something using media or not. Successful oral presentation needs more practice. The presenters should be master the topic in order to get good interact with others. It will make the
2
Al-Mashharawi, B - Evaluating Teachers' Performance in Teaching Speaking Communicatively in Preparatory Stage in Jabalia Area, (Unpublished MA Thesis, The Islamic University, 2006),4. 3
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audience allow the presenters actually enjoy sharing their knowledge, idea with good structure planning. “Communication is the act of transmitting and
receiving information.”4
As Bradbury, points out "In order to produce a successful presentation you must have a clear idea of what the presentation is to be about. Furthermore, your understanding must be both precise and accurate."5 Thus, a good English language learner needs also to learn how to present their tasks correctly and accurately as well as they ought to learn self-expression, accent, and communication habits or they will lose the meaning of learning English.
All of the Senior High School in Mojokerto has many additional lesson options. One of the additional lessons in Mojokerto is English Tourism. SMAN 1 Bangsal chooses English Tourism as the additional lesson for second and third students. The teacher uses oral presentation method in their English Tourism. Oral presentation is one of speaking skill, it has the function to explain something well in public area. And in this research, oral presentation is used to present Tourism in Mojokerto by using English as a second language. The purpose is to create the good tour guide and brand ambassador of Mojokerto Tourism. The researcher had preliminary study to the three students in the second grade of SMAN 1 Bangsal in the first October
4
Baker Macimllan - Improve your Communication Skill, (Kogan Page, 2000), 1
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2015. Students have interviewed by the researcher by using two questions; 1. What do you think about using oral presentation in English Tourism? 2. Is there any difficulties in oral presentation in English Tourism? The students answer that there are many difficulties in oral presentation in English Tourism include body language (gesture, eye contact), voice and pronunciation, and grammar error. Most of the students are beginner in oral presentation in English Tourism, they feel nervous and afraid of doing that in front of the class. They face their difficulties by google translate to check their grammar error then they discuss with another friend. The last problem solving that students said to the researcher is practice oral presentation more, remembering the notes that they want to present in front of the class to minimization their confident.
The students’ task always be given one week before the oral
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oral presentation of English tourism is not an easy thing, student should use the noun, word, adjective that appropriate for presenting a tourism place.
The purpose of an additional lesson English Tourism at SMAN 1 Bangsal is to create a good tour guide or Mojokerto tourism ambassador. So, the teacher must give them many practices and teach them how to give a best oral presentation. English tourism is one of English for spesific purpose (ESP)
part, Sinclair notes that “ ESP has been defined as the technique of teaching
English to students who need it for a praticular job/profession or for some
other purposes.”6
The important one is, ESP can be successul when teachers are given special preparation, when special teaching materials are produced and when it accepted that a considerable initial investment in time and money required in order to achive cost – effectiveness.7
In addition, Language for spesific purpose (LSP) or ESP is the area of inquiry and practice in the development of language programs for people who need a language to meet a predictable range of communicate needs.8
6
Sinclair J Collins –Cobuild : English Language Dictionary, London Collins, 1987),478 7
Strevens –ESP after twenty years: A re-appraisal. In M.Tickoo (Ed), ESP State of the Art (Singapore ; SEAMEO Regional English Language Centre, 1998), 2
8
6
Oral presentation is a part of speaking skill that purpose to communicate ideas for the audience using media or not. And the reason of the researcher use English Tourism at SMAN 1 BANGSAL to study in this thesis, because there are students’ complain about their difficulties in oral presentation in English Tourism, and almost all of the English lesson use oral presentation as the method in teaching English. So, it is important to study more about oral presentation.
It is important to increase English speaking skill ability and find out the difficulties in oral presentation in English Tourism at SMAN 1 Bangsal. Therefore, the researcher is interested in conducting research entitled “The
students’ oral presentation in English Tourism at SMAN 1 Bangsal”
B. Research Question
Based on the description above, the researcher formulates the problems statement of this study as follows :
a. What is the students’ ability in oral presentation in English tourism at SMAN 1 BANGSAL?
b. What are the difficulties in students’ oral presentation in English tourism in SMAN 1 BANGSAL?
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C. Objectives of the study
a. The objective of the study is to find out the students’ ability in oral presentation in English Tourism at SMAN 1 BANGSAL.
b. To observe the difficulties students’ Oral presentation in SMAN 1 BANGSAL,
c. To find out the teachers’ solution in anticipating students’ difficulties in Oral presentation in SMAN 1 BANGSAL.
D. Significance of the Study
This study is expected to be useful for:
1. The general students: It may help students to find out their strength and weakness in giving oral presentations from their perspectives and also from teachers' perspectives.
2. The school: It will be good input because the school will know how far
students’ ability in oral presentation in English tourism at that school.
3. Teacher: The result of the study will become reference for the teacher to know the strength and weakness of students in oral presentation in English tourism. 4. Future researcher: This research will be useful as reference for others
researcher to conduct further researches, which have concern on oral presentation in English tourism object at SMAN 1 BANGSAL.
E. Scope and limitation of the study
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2. This study is limited to the students are in the second grade of Senior High School.
F. Definition of key terms 1. Ability
In this study, ability means the students’ skill in oral presentation in English
tourism whether it is high or low in SMAN 1 BANGSAL. 2. Oral Presentation
Oral presentation is an activity through which the presenters communicate
with the audience. In this study it means student’s oral presentation by using
English in English tourism Object at SMAN 1 BANGSAL. 3. English Tourism
In this research, an additional lesson English Tourism as a lesson subject that taught in the class on Tuesday at first and second time ( start form 7 a.m) especially in XIIPA5 at SMAN 1 BANGSAL. This additional is a lesson that learns about the Tourism in Mojokerto. Student should present about the tourism place at Mojokerto using English as a second language.
4. Difficulty in oral presentation in English Tourism Object
There are many challenges in doing oral presentation in English Tourism. One of the challenges in oral presentation in English Tourism is the difficulty to do
that. The difficulties in students’ oral presentation in English Tourism include;
CHAPTER II
REVIEW OF RELATED LITERATURE
In a research, it is important to describe the theories related to the problem of the study, which are used as foundation and reference in order to give relevant knowledge of the field.
A. Oral Presentation
According to Baker is “Oral presentation is like a formal conversation, speaking
to group as a natural activity. Most of people spending hours of their daytime, speaking to others, however making an oral presentation that is a formal conversation , it is difficult task for them.”1. The purpose of this practice is to communicate. It is design to inform or persuade the audience. Presentation should have been structured and planned carefully. In addition the presenters can support their presentation with visual aids. Meloni and Thompson state that if oral presentation is guided and organized , it will give the students a learning experience and teach them an important skill which will be beneficial to ESL/EFL in all their education subject and later in their work.2 According to Chivers and Shoolbred, “doing presentation is very good
1
Baker Macimllan - Improve your Communication Skill, Kogan Page, (2000), 115
2
Thompson & Meloni, Oral Reports in the Intermediate ESL Classroom.TESOL Quarterly.
10
learning experience.”3
In the end of oral presentation, the presenters give their audience the opportunity to ask about things that are not clear to them. The speakers answer them to complete their work.
1. Types of Oral Presentation
According to Chivers and Shoolbred understanding the style of presentation will help you to explore the main goal of giving this presentation. Therefore, according to the aim of the presentation the speakers can decide the type of their presentation.4
a) Informative Oral Presentation
This type of presentation has a primary goal, which is to make the audience learning something new. The speakers use in this type of presentation an informative speech. The aim of informative presentation is to be communicating with the audiences and giving them much information in a limited time. The purpose of informative presentation can be to describe a new political event, organize a set of something that is so important or giving a report about a given topic in a form of research.5
Moreover, in this type of presentation the presenters use an informative speech to explain a concept, instruct the audience, demonstrate a process, or
3
Chivers B & Shoolbred - A Students’ Guide to Presentation Making your Count.(SAGE Publications Los Angeles: London, New Delhi, and Singapore, 2007), 5
4 Ibid, 2 5
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describe an event in an academic setting. In addition, presenters may be choosing the topic by themselves.
Chivers and Shoolbred state that “This type of presentation (Informative
presentation) is used in many organizations where students or employees are expected to report progress at key stages of a project.”6
The presenters’ aim of this presentation is to give the result of their
research in informative way. Moreover, they answer the audiences’ questions about their topic.
b) Persuasive Oral Presentation
Persuasive speech is to influence the audience in their thinking about a topic, which may be given or chosen. It usually used to make the audience do some reaction or discuss with the presenter about the topic. According to Chivers and Shoolbred, in this type of presentation, presenters need to have a strong content and present it in a clear way.7 In addition, the presenters should try to show the audience that they have a confidence. The Presenters can use some emotions when it is necessary. Moreover, Baker states that persuasive has three elements, which are8:
6 Ibid, 3 7
Ibid 8
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Logos
In persuasive presentation, the topic needs to be logical. Tracy claims that when speakers want to talk about their topic, they should organize the ideas from the more important point to less one. The presenters need to link those ideas together in coherent statements or arguments.9
Moreover, logos mean the speakers organize what they are going to say form the beginning to the end in a logic way.
Character(ethos)
Character or ethos is the presenters’ beliefs and personality. According to Tracy, this (ethos) refer to your character, ethics, and your believability when you speak. Increasing your credibility with your audience before and during your speech increase, the likelihood that the listening will be accepted your argument and talk action in your recommendations.10 Ethos means the one presenters use their character to influence the audience.
Passion (pathos)
Pathos is the presenters use of their emotions. It is the most important elements that presenters can use, to make the audience support their argument; also, pathos can make the audience change their opinions and take a positive action about the presenters’ topic. In sum, if students do these types of presentation they will have confidence in their performance and they will
9 Tracy –
Speak to win, How to Present with Power any Situation, (America Management Association, 2008), 9
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learn how to deal with any reaction that may be happen as a response from their audience.11 (Persuasive presentation is a very complex process in which the presenter needs to be logic in his deliver also he/ she needs use his /her emotion to influence the audience.
2. The Use of Visual Aids in Oral Presentation
Students can use many visual aids in their presentation. According to King “with the availability of technology video cameras, slide, project, power point, VCD/DVD and other visual aids could be much more exciting and
interesting than traditional ones.”12
The use of visual aids in oral presentation is to make the topic more effective, so students need to be careful in their choice of these aids, because the aim of it is to help them in their presentation. In addition, much use of visual aids makes the hearers focus in it more than its focus on the topic13 a) Advantage of Visual Aids
`The use of visual aids is to support the work. Many students do not know
the exact reason of chose their aids. According to Chivers and Shoolbred “many
students do even professional presenters forget just why you have decided to use
11
Chivers B & Shoolbred - A Students’ Guide to Presentation Making your Count.(SAGE Publications Los Angeles: London, New Delhi, and Singapore, 2007), 3
12
King J - Preparing EFL Learner For Oral Presentation,(Dong Hina Journal of Humanistic studies, 2002), 402
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some kind of visual support for your presentation.” 14 There was some topics, which could been reinforced by aids in order to be more interesting .Also, visual aids are used to clarify and explain things, which are not understood by the audiences. In addition, visual aids are necessary in oral communication as well as in writing one. Xianiming clarifies the importance of visual aids.
1- It helps the audiences to more understanding of the topic15:
2- It uses to help the audience make a relation sheep between the ideas.
3- Visual aids make the presentation to be more professional, interesting,
Xinaming states that “There some kinds of oral presentation will require one kind
of visual aids” fellow some of this types of visual aids16 :
14
Chivers B & Shoolbred. A students’ guide to presentation aking your count, (SAGE Publications Los Angeles: London, New Delhi, and Singapore, 2007),107
15
Xinaming Z - Developing oral presentation skill in ELT Classroom; Celea Journal, (Bim onthly industry teachers college, 2005),119
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o Maps , Charts and Graphs
They are very effective tools because; the audience gets much information in an easily visual formal. In addition, the presenter can uses colors to take the
audiences’ attention.
o Slides
They are been used to show visual images of any things that the speaker wants to talk about. They are been considered as necessary aids in any presentation.
o Power Point
This tool is dependent on the use of computer. Power point is enabling the presenter to create visual slides that speakers want to use. These slides include the power information of the topic.
o Handouts
It is a sheets of prepare which include a summarizing of information that the speakers will tell it to their audiences. Handouts are one of the most effective forms of visual aids, but it is include a brief explanation about the topic. The presenters can distribute handouts at the end, because if they give it to them at beginning. The audiences may lose their attention.
3. Conclusion
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B. Ability in Oral presentation in English Tourism Object
Abilities (in terms of both theory and assessment practices) were associated
with “maximal performance”. That is, when individuals were administered
intelligence, aptitude, or achievement test, they were exhorted to “do your best”.
The goal of the assessment was explicitly to measure the performance of an individual at his/her level maximum cognitive effort.17
Oral presentation and speaking are important skills for students to master, especially in the intermediate grades. This oral presentation rubric is designed to fit any topic or subject area. The rubric allows teachers to assess students in several key areas of oral presentation. Students are scored on a scale of 1-4 in three major areas. Then if the students score is 10-12 categorized Excellent (High), 7-9 is categorized Good, 4-6 is categorized Fair and 1-3 is categorized Need Improvement (Low).18
In this research, ability in oral presentation is when the student demonstrated a good understanding their knowledge about English Tourism at Mojokerto. Student completes their aspect of oral presentation; Delivery oral presentation, Content and Organization, Enthusiasm / Audience Awareness.19
17
Robert J,- Stanberg, Elena, First edition : The psychology of Abilities, Competencies, and Expertise (United States of America: Cambrigde University Press,2003), 5
18
Read-write-think, International Reading Association, 2013 19
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1. Delivery oral presentation;
The student is able to hold attention of audience with use of direct eye contact, seldom looking at notes. Using with fluctuation in volume and inflection to audience interest.
2. Content/organization;
The student can demonstrate full knowledge by answering all class questions with explanations and elaboration. Provide clear purpose and subject.
3. Enthusiasm/Audience Awareness;
The student can demonstrate strong enthusiasm about topic during entire presentation. And they are able to increase audience understanding and knowledge of topic. Student should be able about the topic of their oral presentation, so that they can answer what the audience question about their presentation.
The result will be grouped based on the result indicators from
students’ oral presentation rubric.
1. The Indicators of students’ oral presentation rubric:
a. Is the speakers’ oral presentation holds the attention with good body gesture?
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4 = Holds attention of entire audience with the use of direct eye contact, seldom looking at notes.
3 = Consistent use of direct eye contact with audience, but still returns to notes.
2 = Displays minimal eye contact with audience, while reading mostly from the notes
1 = Holds no eye contact with audience, as entire report is read from notes.
b. Is the speakers’ oral presentation has the voice and pronunciation well?
4 = Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points.
3 = Speaks with satisfactory variation of volume and inflection 2 = Speaks in uneven volume with little or no inflection
1 = Speaks in low volume and/ or monotonous tone, which causes audience to disengage.
c. Is the content or organization of speaker has knowledge about
the topic and answer the audiences’ question well?
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3 = Is at ease with expected answers to all questions, without elaboration.
2 = Is uncomfortable with information and is able to answer only rudimentary questions
1 = Does not have grasp of information and cannot answer questions about subject
b. Is the speakers’ oral presentation has provide clear purpose of the oral presentation?
4 = Provides clear purpose and subject; pertinent examples, facts and or/ statistics; supports conclusion/ideas with evidence
3 = Has somewhat clear purpose and subject; some examples, facts, and/or statistics that support the subject; includes some data or evidence that supports conclusions.
2 = Attempts to define purpose and subject; provides weak examples, facts, and/ or statistics, which do not adequately support the subject; includes very thin data or evidence.
1 = Does not clearly define subject and purpose; provides weak or no support of subject; gives insufficient support for ideas or conclusions.
c. Is the speakers’ oral presentation demonstrates enthusiasm about
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4 = Demonstrates strong enthusiasm about topic during entire presentation
3= Shows some enthusiastic feelings about topic
2 = Shows little or mixed feelings about the topic being presented
1 = Shows no interest in topic presented
d. Is the speakers’ oral presentation master the audience
understanding?
4 = Significantly increases audience understanding and knowledge of topic; convinces an audience to recognize the validity and importance of the subject
3 = Raises audience understanding and awareness of most points 2 = Raises audience understanding and knowledge of some points 1 = Fails to increase audience understanding of knowledge of topic. 2. For the students’ difficulties in oral presentation, the researcher use
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C. Difficulty in oral presentation in English Tourism
A good oral presentation should be structured well, it will make easier to bring the audience to take part the oral presentation. There are some difficulties in oral presentation in English Tourism;
a. Body Language (Eye contact, facial expressions, posture, movements, gestures)
Those problems are mostly happen when student has oral presentation, especially for the beginner. They will nervous and not focus on the audience, sometimes their hands in the pocket or back turned to the audience, always looking at notes so they can not focus on the audience. It makes the worst oral presentation.
b. Voice and Pronunciation
The voice quality is very important in oral presentation. The qualities of voice include; loudness, speed (fast or slow), variety, pitch (high or low), silent moments or pauses.20 The purposes of the voice are; to clarify the meaning, to avoid the audience sleepy, and to make the situation comfort.
Correct pronunciation is important if one is to be understood correctly. Incorrect pronunciation is perhaps the first cause of miscommunication. If the
audiences are not accustomed to the presenters’ language, they will not
understand a mispronounced word.
20
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There are two important aspects of pronunciation of individual words, word stress and the individual sounds themselves called "phonemes".21 English speakers stress words that are important for meaning such as: nouns, verbs, adjectives, adverbs, negatives, demonstratives and interrogatives. Unstressed ones include articles, auxiliary verbs, prepositions, and conjunctions.22
c. Become familiar with the audio-visual aids
The speaker shouldn't use a number of media (i.e. overhead projector and slides and blackboard) until they are quite confident and experienced. If the speaker is going to use mixed media, it is even more important that they rehearse, to get an indication of how long it will take to turn off one projector, start the other etc.
d. Get used to public speaking and reduce the speaker nervousness
Identify any mannerisms that may be inappropriate or annoying during public speaking. For example, these may include a tendency to finish
sentences with the word “ like “ or " y'know " or perhaps the presenter begin
every sentence with an ' errm ', or ' ahhhm ' or ' So. . ', or maybe you begin
Carl Storz, English Pronunciation Notebook for Telecommunications Students. Evry: INT, 1993.
22
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have a very good ability to filter the occasional ‘errm’ or ‘ahhhm’ out of your main points. It is the overuse of such mannerisms that is problematic.23
D. The ways to anticipate students’ difficulties in oral presentation in English Tourism
1. Body Language (Eye contact, facial expressions, posture, movements, gestures)
How can you marshal your nonverbal tools – posture, gestures, body movements, facial expressions, and eye contact – and use them effectively when you speak? In this section you’ll learn five general methods for
strengthening your body’s spoken image.
A. Be Natural, Spontaneous, and Conversational.
The single most important rule for making your body speak effectively
is to be yourself. Today’s favored speaking style can best be described as
amplified conversation. It’s much more informal than the grandiose style that
characterized public orators in years past. The emphasis is on communication and the sharing of ideas – not on performance or sermonizing. Don’t try to imitate another speaker. Instead, let yourself respond naturally and spontaneously to what you think, feel, and say. Strive to be as genuine and natural as when you talk with friends or family members.
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B. Let Your Body Mirror Your Feelings.
A person under the influence of his feelings projects the real self, acting naturally and spontaneously. A speaker who is interested will usually be
interesting, “ If you are interested in the subject, believe in what you are
saying and what want to share your message with others, your physical
movements will come from within and be appropriate to what you’re saying.
By involving yourself in your message you’ll be natural and spontaneous
without having to consciously think about it. C. Build Self-Confidence through Preparation.
Nothing influences a speaker’s mental attitude more than the
knowledge that he or she is thoroughly prepared. This knowledge inspires self-confidence, a vital ingredient of effective public speaking. When you’re well-prepared, your behavior can be directed outward toward your audience
instead of inward toward your own anxieties. You’ll be less likely to send
visual messages that contradict what you’re saying, and you will find it easier
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your material so well that you need only memorize the flow of ideas. You’ll find the words will spring forth spontaneously.24
2. Voice and Pronunciation
Teaching pronunciation is one of the significant aspects of foreign language teaching and at the same it is a very serious task. Therefore, it should be studied in th early stages of the language teaching program in order to eliminate the factors affecting the pronunciation of the learners in a negative way and also to overcome the negative influence of mother tongue interference, fear, making mistakes, etc.
1. Word - association Drill
This is one of the easiest ways to give the students practice on specific problem sounds while the manifest purpose of the drill appears to be vocabulary study. Concentrating on the phonemes / æ / and / e / , teacher may ask the students for antonyms of the following words : sick , sit , thin , more. The students would respond with well , stand , fat , less. In this type of drill it is useful to call the students’ attention to the fact that the words they will select all contain / æ / or / e / .
2. Saturation Drill
This type of drill is suitable for all positions of the problematic sound. For example, let’s take / s / sound as a problem sound. It can be drilled in its three positions by means of saturation drill.
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3. Illustrating A Learned Sound
In this type of drill, students give examples of the sound being studied. For example, to practice the diphthong / æ / first, students listen to the sound pronounced by the therapist.25
C. Become familiar with the audio-visual aids
People learn better from visuals and narrative than from words alone. This is because the brain has separate channels for processing visual and verbal materials, resulting in a higher level ofunderstanding. (Mayer, 2009)
There are twelve Tips for creating effective presentation26 : 1. Design a template that is free from distracting items. 2. Ensure your template promotes readability.
3. Always use fonts that are 24 point or larger. 4. Always use fonts that are 24 point or larger.
5. Incorporate high quality photos, images or diagrams that reinforce your verbal message.
6. Use phrases or abbreviated sentences, rather than full sentences.
7. Use bullet points sparingly. If using bullet points, be sure they are less than six words long.
25
Senel Mufit - Beautifying the Pronunciation of EFL Learners in Turkey (Journal Language and Linguistic Studies V.2, No.1,2006 )
26
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8. Eliminate the use of headings or titles unless they communicate the main message.
9. Use animation, slide transitions, audio, and video sparingly.
10.Highlight the most important information in tables and graphs. If needed, use builds to present data in a series of bite-sizes pieces.
11.Create a handout to accompany your presentation. 12.Be passionate about your topic.
D. Get used to public speaking and reduce the speaker nervousness People with intense fear of public speaking or performing have usually had the terrifying experience of a panic attack before or during a speaking or performing event.27
1. Making Peace With Our Fear
One of the first key strategies we must develop is to change our relationship with our fear. We must stop hating our fear and being terrified of this feeling. We need to start to say different things to ourselves when the fear arises.
2. Creating A Safe Place
As we come to accept our fearful feelings and the discomfort they bring, it is important that we watch our focus of attention as we ride out the wave of fear.
3. Grounding Yourself
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Another way of reducing fear is to shift your attentionaway from the intensity of your inner discomfort and to put the focus instead on the people and things in your immediate environment.
E. The previous study
There are some studies related with the current study: the first one was conducted by Zitouni Nadia. It discusses about oral presentation in enhancing speaking skill in the English Language classrooms to collect the data, she used three tools been employed the questionnaire for students, interviews with
teachers and research’s observation sheet. It is created at June, 2013. The
similarities are when the researcher and Zitouni Nadia discussed about the oral presentation and using questionnaire to analyzes the data. And the
differences are, in this research the researcher measures the students’ ability
and find out difficulties in oral presentation in English Tourism Object while Zitouni Nadia discussed that oral presentations are beneficial to help students
enhance their performance in speaking skill. She concludes the teachers’ point
of view about oral presentation enhance students’ performance skill.
The second was studied by Tawesaak Kunyot entitled Developing the English oral competency of tourism industry students by means of a genre based ESP approach, 2005. This study emphasizes kinds of English for specific purposes, and how it works at many fields. Taweesak Kunyot
assessed students’ performance using testing and students’ feedback process
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CHAPTER III
RESEARCH METHOD
In this chapter, reseacher describes the reasearch design which will be used in this study, hypotesis, setting and research participants,population and sample, data and sources of data, data collection procedures, research insturement, and data analysis technique. To make them clear, the researcher elaborates them one by one in the following part of this research.
A. Approach and Research design
According to John W. Creswell, Research is a process of steps used to
collect and analyze information to increase our understanding of a topic or
issue.1 In this research, the researcher chooses qualitative research to present
the result of the research. Qualitative research is one of research procedures
that produce the descriptive data, such as; utterance or written texts and
people behavior that are observed.2 The goal of qualitative descriptive studies is a comprehensive summarization, in everyday terms, of specific events experienced by individuals or groups of individuals.3 In addition, one of the characteristic of qualitative is the natural setting since its goal is to describe social phenomenon as it occurs naturally without manipulation.4
1
John W. Creswell, Educational Research Fourth Edition, (Pearson: 2011), 3 2
R. Bogdan, S. Biklen, Qualitative Research for Education, (Boston: 1992), 21-22 3
Vickie A. Lambert, DNSc, RN, FAAN Clinton E. Lambert, PhD, RN, CS, FAAN Qualitative Descriptive Research: An Acceptable Design (Pacific Rim Int J Nurs Res • Octo er - December 2012), 255. 4
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B. Researcher Presence
In this study, the researcher acted as the instrument and the collector of the data at once. Assessment rubric, semi-opened questionnaire and interview guideline are used to endorse the researchers’ task as instrument. In the qualitative method, the researcher is to be everything in the whole research process.5
The researcher get the students’ score of the oral presentation first,
then the researcher give semi-opened questionnaire and the last one is
interview the teacher about the students’ difficulties in oral presentation in
English Tourism. C. Research Location
This research was conducted in SMAN 1 BANGSAL which is located on Ds. Peterongan Kec. Bangsal Kab. Mojokerto. The researcher had preliminary study to the three students in the second grade of SMAN 1 BANGSAL in the first October 2015. The researcher begin this research on Tuesday, January 19, 2016 and on Tuesday 26, 2016.
D. Subject of the Research
This study takes the second grade students of SMAN 1 BANGSAL. There are six sciences classes and four social classes. All of the classes had
been teaching English Tourism Object. The researcher uses a teachers’
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recommendation to choose the subject of the research. And the subject is XIIPA5, there are 36 students conclude 10 Males and 26 Females.
E. Data and Sources
The data source of this research is taken from the result of students’
oral presentation. The students are asked to present one of the tourism in Mojokerto by the teacher. The types of data are qualitative data which are obtained from oral presentation rubric, questionnaire and interview. The sources of data in this study are the second grade students of SMAN 1 BANGSAL. The result of oral presentation and questionnaire are processed as a data. The data explains and answers the research question about what is the
students’ ability in oral presentation in English tourism object, what are the
difficulties that students face in oral presentation in English tourism object
and how the teachers’ solution in overcoming students’ difficulties in oral
presentation in English Tourism at SMAN 1 BANGSAL. F. Data collecting technique
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1. Test
The researcher joins XIIPA5 class when English Tourism taught. The students have Oral presentation about the Tourism one by one in front of the class, then the researcher will gives them score using oral
presentations’ rubric.
2. Questionnaire
In this research, questionnaire is used to collect the data about the difficulties in oral presentation in English Tourism. The questionnaire is made after the observation did. It is because the result of the observation is emphasized to be questions of the questionnaire.
3. Interview
Interview is used to find out the solution of students’ difficulties in
oral presentation in English Tourism. There are some questions created
from the students’ difficulties. And the interview is for the teacher.
G. Research Instrument
The researcher needs two instruments to make the researcher easier to collect the data. The instruments are:
1. Assessment rubric
In this research, the researcher uses semi-opened questionnaire. It
is used in order to obtain valid responses and to record the students’
responses accurately and completely. From this questionnaire, the researcher knows the students difficulties in oral presentation in English Tourism Object. Semi-opened questionnaire is adopted from
Zitouni Nadias’ thesis.7
There are three kinds of questionnaire:8
a. Opened questionnaire, it gives students an opportunity to answer the questions by their own opinion.
b. Closed questionnaire, the answers of this questionnaire have been prepared by the researcher, then the students only choose one of the answers. For example ‘yes’ or ‘no’ question.
c. Semi-opened questionnaire, this questionnaire gives students options to choose either prepared answer or the answer based on their opinion.
6
Readwritethink, Oral Presentation Rubric, International Reading Association NCTE, 2013 7
Zitouni Nadia, The use of students’ oral presentations in enhancing speaking skill in the English Language Classrooms, the case study of second year students at department of English in Biskra University, (Algeria, 2013), Appendix A
8
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In this study, the researcher uses a semi-opened questionnaire with the Indonesian translation on it to know the students opinion about the difficulties in oral presentation in English Tourism. The students need to choose one of the possibility answers and write their opinion which appropriate with their difficulty in learning oral presentation. Questionnaire is distributed to all of the students in XIIPA5.
3. The researcher used interview guidelines when the researcher interview the English Tourism object teacher, the interview guidelines
has function to find out the solution in overcoming students’
difficulties in oral presentation. The interview a guideline is in Indonesian, the question is come from the result of semi-opened questionnaire. The researcher used interview as the one of the instruments to find the data. In the interview guideline, there are three questions must be answered by the English Tourism Object teacher. The interview guideline was attached in (See appendix)
H. Data Analysis Technique
The researcher analyzes and concludes the score gotten by the
students’ oral presentation. The data analyzes is based on three
analyzes. The first analysis is looked from the result indicators from
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of semi-open questionnaire and the third from the teachers’ answer of the interviewed by the researcher.
1. The researcher will analyze the scores’ data about the students’ ability in oral presentation. There are three indicators include, then researcher count the high (Excellent) and low (Need Improvement) ability based on the data collection. The researcher make a table for the grouping the score, describe it and create the diagram. 2. The last is interview the teacher. The researcher interview the
English Tourism object teacher in the last day collection data. Then, the researcher wrote what the teacher said to her.
I. Research Stages
This is descriptive qualitative research. To get the data, the procedure to collect the data as follows:
1. The researcher has to consults to the teacher of English tourism object to know the ability of the students. There are 36 students that want to test by the researcher, in every student have about 5 minutes to present their task and they have 90 minutes in every meeting. After that, the researcher asks for permission to the teacher to join the class minimal two meetings to do the test.
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3. The researcher gives score the students’ oral presentation by giving 1, 2, 3, and 4 score for each criterion on the rubric to find out their ability in oral presentation in English tourism object.
4. The researcher gives the students’ semi-opened questionnaire to find out their difficulties in oral presentation in English tourism object. 5. The researcher rubric scores’ and the semi-opened questionnaire result
are combined, then conclude it.
6. The researcher interviews the teacher of English Tourism object to
find out the problem solving of students’ difficulties in Oral
presentation in English Tourism Object.
7. The researcher using tabulation to measure the ability and difficulties
of students’ oral presentation in English Tourism object at SMAN 1
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. RESEARCH FINDINGS
The findings in this research are discussed about the results which are collected by the researcher in order to answer statements of the problems mentioned in chapter I. 1. The students’ ability in oral presentation in English Tourism at SMAN 1 Bangsal
based on The result of indicators from Oral presentation rubric.
The students presented the Tourism in the Mojokerto, they were 36 students of XI IPA 5. The researcher and the teacher focused to analyze students’ oral presentation,
how the students deliver their oral presentation, the content/organization and the enthusiasm or audience awareness. The researcher and the teacher analyzed the students’
oral presentation by using indicator of scoring rubric from read-write-think (International Reading Association).
The researcher collected the data at the time when the students’ presented in front
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Table 4.1
The first day collected the data
The score of the students’ oral presentation in English Tourism object at SMAN 1 Bangsal.
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Description :
Then if the students score is 10-12 categorized Excellent (High), 7-9 is categorized Good, 4-6 is categorized Fair and 1-3 is categorized Need Improvement (Low). From the first research, there were 25% Excellent (High) students in oral presentation in English Tourism, 64% Good Students in oral presentation in English Tourism, 11% Fair students in oral presentation in English Tourism, and None students need improvement (Low) in oral presentation in English Tourism.
From the first day data collected,
Excellent 25%
Good 64%
Fair 11% Need
Improvement 0%
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Table 4.2
The second day collected the data
The score of the students’ oral presentation in English Tourism object at SMAN 1
Bangsal.
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Description:
Then if the students score is 10-12 categorized Excellent (High), 7-9 is categorized Good, 4-6 is categorized Fair and 1-3 is categorized Need Improvement (Low). From the second research, there were 31% Excellent (High) students in oral presentation in English Tourism, 64% Good Students in oral presentation in English Tourism, 5% Fair students in oral presentation in English Tourism, and None students need improvement (Low) in oral presentation in English Tourism.
Excellent 31%
Good 64% Fair
5% Need
Improvement 0%
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2. The students’ difficulties in oral presentation in English Tourism at SMAN 1 Bangsal based on The result of Semi-Opened questionnaire.
After the students presented the Tourism in the Mojokerto, the researcher and the teacher already analyzed students’ oral presentation by using rubric. Then, the researcher gave the semi-opened questionnaire for students in the second day. From the result of Semi-Opened questionnaire, the researcher found out the students’ difficulties in oral presentation in English Tourism.
This first data was conducted on Tuesday, 19 January. December 2015. There were 36 students as the subject. So, there are 36 data. It was found many kinds of students’
difficulties in oral presentation in English Tourism from the 10 questions in Semi-Opened questionnaire.
1. Do you like the oral presentation method in learning English Tourism Object?
Yes No
Why?
………
………
From the data, the researcher found;
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Yes No
16 20
And there are 5 kinds of the reason;
A. The students not be able in Speak English
B. The students feel difficult for memorizing and nervous
C. The students think that Oral Presentation is efficient method to learn English D. Oral presentation method benefits for building students’ confidence
E. Oral presentation takes a lot of time and make the students feel bored Table 4.4
A B C D E Total
10 8 14 2 2 36
Description;
Yes 44% No
56%
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There were 16 students answered “YES” and followed by two reasons. The first reason was students thought that oral presentation was efficient, easy and better to learn English ( C ) and there were 14 students answered with the same reason. Picture and explanation made the presentation easy to understand the presenter meant. The second reason was oral presentation In English Tourism Object could build students confidence ( D ) and there were 2 students answer with the same reason. Before, they having oral presentation in front of the class, they also practiced it first.
The answer “NO” is followed by three reasons and 20 students answer “NO”. That was the most answer from the students in XII IPA 5. The first
reason was the students not be able in speak English ( A ) and there were 10 students answered with the same reason. They felt so hard to have oral presentation using English. Most of the students said that they could have presentation in Indonesian not using English.
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having oral presentation in front of the class but they left their notes in their desk. Finally, they lost their materials.
The third reason was oral presentation took a lot of time and made the students feel bored (E) and there were 2 students answered with the same reason. Many slides included in an oral presentation and it spent a lot of time. Two students said that one slide meant one explanation, it took a lot of time.
2. Do you know what oral presentation is?
Yes No
From the question, the students answer is: Table 4.5
Yes No
36 -
A 28%
B 22% C
39% D 5%
E 6%
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Description;
Most of the students answered “ YES “ and there were 36 students. So, most of the students in XII IPA 5 at SMAN 1 BANGSAL understand about oral presentation method to learn any lesson. Especially in this thesis is about oral presentation in English Tourism Object. Oral presentation was a method that using picture/diagram/chart to present materials for the audience. It was a general meaning of oral presentation that the researcher got from the students in XII IPA 5.
3. Does your teacher ask you to prepare an oral presentation?
Always Often Sometimes
Rarely Never
And the students’ answer is:
Table 4.6
Always Often Sometimes Rarely Never
32 4 - - -
Description;
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will have an oral presentation in the next meeting. So, they students had seven days or one week to prepare their oral presentation. If the Tourism place was near from the students’ house, students can take a picture directly for completing their data in
oral presentation. But if the Tourism place was so far away from the students’ house, students can take the picture and information from the internet. Students should understand well what they want to present because it will be “ question and answer “ session after the students presenting.
And there were 4 students answered that their teacher often asks them to prepare an oral presentation before they do it.
Always 89% Often
11% Sometimes
0% Rarely
0%
Never 0%
Teachers' ask to prepare the oral
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4. Do you think that you have the ability to do an oral presentation?
Yes No Somehow
Justify your answer
……….………
………….………
From the data, the researcher found;
Table 4.7
Yes No Somehow
8 13 15
Yes 22%
No 36% Somehow
42%
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And there were 5 kinds of the students’ answer;
A. Students have to do oral presentation but not be able in English lesson. B. Students have the ability to do oral presentation and confidence. C. Students feel not confidence to do oral presentation.
D. Students feel difficult to memorize the note of their oral presentation. E. Students do oral presentation based on their mood.
Table 4.8
A B C D E
3 5 6 15 7
Description;
There were 8 students answered “YES” and followed by two reasons. The
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The answer “ NO “ was followed by three reasons. And there were 13
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The answer “ SOMEHOW “ was followed by four reasons. And the most
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5. When your teacher asks you to do an oral presentation how much time, you take in your preparation?
Much time Few Time
Table 4.9
Much Time Few Time
22 16
Description;
Most of the students in XII IPA 5 answered that they need much time to prepare doing oral presentation in English Tourism Object. They should collect the data; picture, information, and the facts’ of the Tourism place should include at their
A
8% B
14%
C 17%
D 42%
E 19%
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oral presentation. If the Tourism objects’ places so far away from the students, they
just need to get the information from the internet. But, if the Tourism objects’ place
was near their house, they should to go there and took the picture with the place. After this, the students should to make explanation about the Tourism Object that they want to present in front of the class. Some of them said that, it took a lot of time. Because, they were not only felt hardly to explain the Tourism but also they should memorize their explanation using English for the oral presentation. So, 22 students answered that they need much time to prepare their oral presentation.
There were 16 students said that they just need few time to prepare their oral presentation. Some of them said to the researcher that they just explain enough information about the Tourisms object. And they used easy word to memorize their explanation when they had oral presentation in front of the class.
Much Time 58% Few Time
42%
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6. Do you use visual aids in your presentation?
Always Often Sometimes
Rarely Never
Based the students’ answer;
Table 4.10
Always Often Sometimes Rarely Never
7 9 19 1 -
Description;
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7. What students’ oral presentation that feel most difficult? Pronunciation mistakes
Body language (facial expressions, eye contact, gesturers) Based the students’ answer;
Table 4.11
P B
26 4
Description;
Based on the data collection the researcher found that the most students’
difficulties in oral presentation was pronunciation mistakes ( P ), body languages (
Always 19%
Often 25% Sometimes
53%
Rarely 3%
Never 0%
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B ) For the question number 7, students could choose more than one answer. In the last day the researcher got the data, researcher asked the students directly about the most difficult things in oral presentation when the students filled semi-opened questionnaire which the researcher gave. There are 26 students choose pronunciation mistakes as the most difficult in oral presentation in English Tourism. About body language, there are 4 students feel difficult to create the good body language when they make an oral presentation in English Tourism.
8. Do you feel afraid to give an oral presentation?
Yes No
Pronunciation mistakes
87% Body Language
13%
The aspects of students’ oral
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Based on the students’ answer;
Table 4.12
Yes No
23 13
Description;
They were 23 students answered that they felt afraid to give an oral presentation using English in front of the class. And the 13 students answered they did not afraid to do oral presentation in front of the class. Their reason will be explained in the question number 9.
YES 64% NO
36%
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9. - If your answer is “yes”, is it because … a- Fear of speaking in public
b- Fear of making pronunciation mistakes
From the students’ answer;
Table 4.13
A B
15 18
Description;
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10.What should the teacher do to help you in giving an oral presentation? ……….……… ……….……….
There are 5 kinds of students’ answer;
A. Teacher should give feedback in the end of the oral presentation.
B. Teacher should give the step to give a better oral presentation before the class starting.
C. Teacher asked to correct the pronunciation while the students doing oral presentation.
D. Teacher asked to translate the difficult word. E. No answer
A 45% B
55%
