Students' Difficulty in Oral Presentation in Classroom Interaction (A Descriptive Study at the English Department of Fifth Semester Students at Makassar Muhammadiyah University). This study aimed to find out student difficulties in oral presentation in classroom interaction among fifth semester English department students at Makassar Muhammadiyah University in the academic years 2017/2018. The sample for this study consisted of 70 students from the English Department of Makassar Muhammadiyah University and was taken using random sampling.
Alhamdulillah, I would like to express my deepest gratitude to the Almighty God, the Merciful Lord Allah SWT, the only creator who gives us and His infinite blessings, guidance, motivation and health all the time in completing the writing of this thesis entitled "Students" Difficulties in Oral Presentation in Interaction in class with fifth semester students of English department at Makassar Muhammadiyah University”. This thesis is presented to the Department of English, Faculty of Teacher Training and Education, University of Makassar Muhammadiyah in partial fulfillment of the requirement for the Diploma of Education (S.Pd) in the Department of Education in English.
CONCLUSIONS AND SUGGESTIONS
INTRODUCTION INTRODUCTION
Problem Statement
Objective of the Research
Significance of the Research
Scope of the Research
Hassan (2014) in his research on "Difficulties Encountered by English Majors in Giving Academic Oral Presentations While Teaching at Al-Aqsa University." The result of his research showed, according to the two tools, that there were no statistically significant differences at (≤0.05) due to classification. Nadia (2013) in her research on "The Use of students' Oral presentation in Enchanting Speaking Skill in the English Learning Classroom." The case study of second-year students at the Department of English at Biskra University. The result of her research showed that the students were indeed very positive in their beliefs about the benefits and usefulness of making oral presentations as a learning activity.
Sivadjati (2016) in his research on “Coping Strategies in Oral Presentation Difficulties: A Case Study in the Students' English Language Education Program (ELEP).” The result of this study showed that the participants have challenges such as: grammar problems, there are problems in understanding the topic and organizing the idea, difficulties in the audience's interest, speaking speed, memorization problem, anxiety, teacher's expectation and the problem times. Kamel (2016) in his research on "The Impact of Oral Presentations on the Development of EFL Students' Communicative Competence: The Case of Second Year LMD Students at the University of Tlemcen". The result of his research showed that students were very positive in their beliefs about the benefits and usefulness of giving oral presentations as a learning activity.
Some Partinent Ideas
They mainly described the difficulties of the students in oral presentation in the classroom interaction and also used a qualitative method with random sampling, just like this study. Due to the topic, the students also encounter some difficulties in organizing the presentation. The students should be aware of the organization of the presentation on the topic that would be presented (Gibson,2014).
Rajoo said the students suddenly forgot what they would say when speaking in public. There are studies that believe that teachers' expectations also make it difficult for students to give the presentation. Gigante, Lewin, and Dell (2012) argued that most students had problems with the teachers' expectations of the students who were going to give an oral presentation.
A study conducted by Tuan and Mai (2012) examined students' difficulty in giving an oral presentation. They stated that the students also faced time issues during the presentation. In addition, Buchler (2013) examined the strategies in coping with the problem of sixth graders, especially anxiety, when the students made the presentation to the public through an experimental study.
Buchler (2013) stated that breathing exercise was the most effective strategy for dealing with nervousness, because when students controlled their breathing, they became more relaxed. A strategy to change the mindset of students when students are afraid of what teachers expected from a leader. Marshall (2009) stated that when dealing with time problems or the length of time they have given an oral presentation, students need to calculate the time well.
Conceptual Framework
Qualitative descriptive method is a method of research that involves the collection of data to test hypotheses or to answer the questions about the correct status of the subject of the study. The descriptive method was also designed to obtain the current status of the phenomenon and was aimed at determining the nature of the situation as it existed at the time of the research (John, 2012). Population of this research was the fifth semester students of the English department in Makassar Muhammadiyah University, academic years 2017/2018.
Arikunto (2014) defined that random sampling technique was a sample determination technique that gave an equal chance of a member of the population being selected as the sample.
Research Instrument
Procedure of Data Collection
Technique of Data Analysis
- I feel very anxious before an oral presentation exam
- I like to do an oral presentation with a group
- I find an oral presentation exam difficult because I have low self- confidence
- I bring notes with me during my oral presentation even I myself have prepared
- When I start my oral presentation, I forget everything what I wanted to say
- I feel embarrassed when I do an oral presentation
- I am worried because of my low English speaking ability
- I feel worried even I have prepared well beforehand
- I feel shy during oral presentation
- I am afraid of failure in oral presentation
- I find difficult in managing time when I do an oral presentation
- I prefer to see someone’s presentation before starting my own
- I care about grammar more than fluency in oral presentation
- I prefer to memorize the topic of presentation rather than understand it
- The difficulty of the topic is the reason behind my low performance in oral presentation
- I find it difficult to organize my ideas logically during oral presentation
- I feel frightened when a lot of people watching me when I do an oral presentation
- Students reaction affect my performance in the oral presentation
- I worry that students will laugh at me when I speak English
- When late students enter class or talk to each other during oral presentation, I lose my ideas
- The instructor’s interruption with questions or criticism affects my performance
- I feel anxious because the instructor is watching my language
- I try to avoid the instructors’ eyes during oral presentation
- I don’t get useful feedback from the instructor after oral presentation
Based on the table above, the result was that there were 70 students who responded to statement number 2: “I like to give an oral presentation with a group.”. The remaining 41 students or 58.57% of the total students agreed with the statement. Meanwhile, there were 8 students or 11.42%. prefer to be undecided with the statement and also 7 students or 10% whose answers disagree, then 3 students or 4.28% of the total number of students who answered strongly disagree.
Based on the table above, the result was 70 students who were included to answer statement number 5 “When I start my oral presentation, I forget everything I wanted to say.” There were 2 students or 2.85% of the total. the number of students who completely agree with the statement. The other 17 students or 24.28% of the total number of students agree with the statement. Based on the table above, the result reveals that there were 70 students who were included to answer statement number 6 "I feel uncomfortable when giving an oral presentation." The result shows that 4 students or 5.71% of the students fully agree and 21 students or 30% agreed with the statement.
The other 28 students or 40% of the total students agreed with the statement. Based on the table above, it can be seen that there were 70 students who were included to answer statement number 11 “I find it difficult to manage time when I give an oral presentation.” There were 4 students or 5.71% of the total number of students. students who completely agree with the statement. The result shows that 6 or 8.57% of the students answered completely agree with the statement and 8 students or 11.42% agree with the statement.
The remaining 32 students or 45.71% of the total students agreed with the statement. There were 14 students or 20% of the total number of students who strongly agreed with the statement. The remaining 26 students or 37.14% of the total students agreed with the statement.
Meanwhile, there were 14 students (20%) who preferred to be undecided with the statement and also 9 students (12.85%) who disagreed, and 7 students (10%) of the total number of students who strongly disagreed. There were 7 students or 7.14% of the total number of students who strongly agreed with the statement, then 12 students or 17.14% of the total number of students agreed with the statement.
Discussions
Anxiety or nervousness and insecurity problems that students encountered during an oral presentation became the biggest difficulties. It was proven that most of the students agree with the statement "I feel very anxious before an oral presentation exam" and "I find an oral presentation exam difficult because I have low self-confidence." This fact was supported by recent studies conducted by Al-Nouh, Abdul-Kareem and Taqi (2015). They found that anxiety became the most complicated obstacle that students had to contend with.
Gigante, Lewin and Dell (2012) also stated that most of the students have problems with the expectation of the lecture. It was proven that there were many students who agreed with the statement "The difficulty of the subject is the reason behind my low performance in oral presentation." Tuan and Mai (2015) also argued that it is difficult for the learners if the teacher introduces a topic that is not known to the students and as a result it would make the students confused because they did not have enough knowledge about the topic. The difficulty in organizing the ideas of the presentation also became one of the students' problems when making an oral presentation.
It was proved that there were some students who agreed with the statement "I find it difficult to organize my ideas logically during oral presentation". It was proven that there were some students who agreed with the statement "I find it difficult to manage time when I give an oral presentation." Sometimes the time set by the lecturers was not enough. A study by Tuan and Mai (2012) also supported the idea that the students had limited time to speak during an oral presentation.
Due to the fact that presentation becomes one of the assessments that the students have to pass. From the students' problems, most of them pointed out that anxiety problem and self-confidence become the most challenging when doing an oral presentation. Besides that, according to some experts' findings in their research, those problems faced by the students have some strategies to solve them.
Suggestions
- List of Sample
- Analysis of Items in questionnaire
For the students, they need to practice more and also find strategies to solve their problems in oral presentation. In 2001, she enrolled as a primary school pupil at SD 036 Inpres Bonde and graduated in 2007. In the same year, she enrolled as a pupil at SMP Negeri 1 Campalagian and graduated in 2010.
After graduating from junior high school, she enrolled as a student at SMA Negeri 1 Campalagian and graduated in 2013. In 2014, she was accepted as a student at the Department of English Education, Faculty of Teacher Training and Education, Makassar Muhammadiyah University. At the end of her studies, she was able to complete her thesis entitled "Students' Difficulties in Oral Presentation in Classroom Interaction (Descriptive Study on Fifth Semester Students of English Department at Makassar Muhammadiyah University)".
The difficulty of the topic is the reason for my poor performance in the oral presentation.
