they have already got strategies to reduce anxiety in classroompresentation. For example, before they present their presentation, they have already done practices to present English at home before showing and try to say what is coming to their mind, from this they tried to say whatever came through in their mind. They keep on trying to speak and stays relax. Here, they tried to relax or calm to present English in front of classroom. Marwan (2007) argued that, there are four strategies that learners can use in reducing the anxiety, such as preparation, relaxation, positive thinking and peer seeking. Many students used believing in students’ own ability, relax before presenting at English classroom, a study more, read book, talk and share with friends or lecturer when students do not understand. In this
Participant. The researcher took three female participants. In qualitative research there is no sample size of the participants. Creswell (2012) explained that one of the characteristics in qualitative research is small sample size and there is no definite sample size. The participants were from batch 2012. It was assumed that the participants have enough knowledge, experience and opinion related to presentation. Therefore, the researcher explored their perception related to the strategies to prepare a presentation. In this qualitative research, the sampling technique that was used by the researcher was convenience sampling. It was because the researcher only chose three participants from students English Education Department batch 2012 who was accessible and available at that time. According to Creswell (2012), convenience sampling is a sampling that the
e) Presentation: At this stage, with the help from the students’ participation in expressing arguments, teacher’s way of systematizing ideas is most productively useful for them, since the task is to gather information related to a focused topic. Searches of ideas from the students are used to find information to define, extend, and support the focus. Relevance judgments become more accurate and feelings of confidence continue to increase. The students commonly experience feelings of relief, and satisfaction if the search went well, or disappointment if not.
er-learner interactions in the form of give-and-take exchange of messages that enable to convey messages and perfom in real life communication. For the activities that promote students’ per- formance, Richards (2008) states that this type of talk usually tends to be in the form of monolog than dialog. Some of the class activities that could be done are giving a class report, giv- ing a lecture, making sales presentation, giving a speech of wel- come, even conducting a class debate. Those activities are made considering that this kind of activities are usually focus on both message and audience, predictable organization and sequencing, importance both form and accuracy, and written language look like, and monologic form. Among the very common activities used to foster the speaking performance is a presentation.