STUDENTSÂ’ PERCEPTION OF THE IMPLEMENTATION OF STUDENTS-PRESENTATION METHOD: A CASE STUDY ON STRUCTURE CLASS C OF ENGLISH DEPARTMENT AT UNIVERSITY OF MUHAMMADIYAH MALANG
| Main Author: | Khoyyimah, |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2015
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/21909/1/jiptummpp-gdl-khoyyimah2-41186-1-introduc-n.pdf http://eprints.umm.ac.id/21909/2/jiptummpp-gdl-khoyyimah2-41186-2-2.chapte-d.pdf http://eprints.umm.ac.id/21909/ |
Daftar Isi:
- Grammar serves as one of key components of learning English as a foreign or second language. It implies that learners are expected to have good knowledge of English grammar and be able to apply it when they use English in both oral and written. The learners also should pay attention to other branches of grammar in term of mastering one skill like writing. Learning grammar will become easy only if the lecturer applies a great and suitable method. This research aimed to investigate the studentsÂ’ perception of the implementation of presentation method and how this was implemented in teaching grammar. The research design of this study was a case study of descriptive qualitative. To gain the complete data, the researcher investigated the third semester students of English Department. The instruments were interview guide, observation checklist, and documents. The result of this research showed that the studentsÂ’ perception can be seen from their several opinions. First, the students stated that presentation method was encouraging and favorable method. Second, this was a great method that encouraged students to be active in the class. Third, this trained students to seek many sources related to the topic. Fourth, this also trained the students to share and appreciate other studentsÂ’ opinion. Although they proposed that this method had a negative side, the problem could be solved in the end of the learning process as the evaluation from the lecturer. Furthermore, the way how this presentation method was implemented in the class was good. This engaged students to be critical. Students were divided into several group presentations and presented what they have learnt individually in front of the class while other students became audiences and asked a question.