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STUDENTS’ DIFFICULTIES ON ORAL PRESENTATION IN CLASSROOM INTERACTION (A Descriptive Study at the Fifth Semester Students of English Department in Makassar Muhammadiyah University) A THESIS Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfilment of the Requirement for the Degree of Education in English Department NURWAHYUNI 10535598414 ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2019 FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH MAKASSAR PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS —_— —— LEMBAR PENGESAHAN Skripsi atas nama NURWAHYUNI, NIM 10535 $984 14 diterima dan disahkan oleh panitia ujian skripsi berdasarkan surat Keputusan Rektor Universitas Muhammadiyah Makassar Nomor: 0018 Tahun 1440 H/2019 M, tangyal 22 Jumadil Awal 1440 H/28 Januari 2019 M, jana Pendidikan pada Jurusan Pendidikan 3, Muh. Astrianto Setiadi, S.Pd., M.Pd. 4, Eka Prabawati Rum, S.Pd., M.Pd. UNIVERSTTAS MULLAMMADIYAH MAKASSAR rm EGURUAN DAN ILMU PENDIDIK text tirscccours ENDIDIKAN BAHASA INGGRIS as FAKUL PRODI?! Idersine eatin e maine yen oe Py emt 64 ell as lt dl py COUNSELLING SHEET Nama : Nurwahyuni Stambuk : 10535 5984 14 Jurusan : Pendidikan Bahasa Inggris Dengan Judul : Students’ Difficulties on Oral Presentation in Classroom Interaction at the Fifth Semester Students of English Department in Makassar Muhammadiyah University Consultant Il : Eka Prabawati Rum, S.Pd.,M.Pd. Day / Date Chapter Note Sign ‘fr Hi/a Ww [ve Av ese Gre Corcohe ¢ Pane Gore Creed Makassar, Desember 2018 Approved by: Héar.pf English Education D erati Syam, S.Pd..M.Pd Motto: “Pray and do the best” “I dedicated this thesis to my beloved parents and my big family, my beloved teachers and all my friends who loves me” ABSTRACT Nurwahyuni. 2019. Students Difficulties on Oral Presentation in Classroom Interaction (A Descriptive Research at the Fifth Semester Students of English Department in Makassar Muhammadiyah University). Thesis of English Department. The Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. Supervised by Ummi Khaerati Syam and Eka Prabawati Rum. This study aimed to findout the students’ difficulties on oral presentation in classroom interaction at the fifth semester students of English Department in MakassarMuhammadiyah University in the academic years 2017/2018. It applied descriptive qualitative method as a design method because it was comparable to collect the data from the students. The questionnaire consisted of 24 statements and it was used in collecting the data. The sample of this research was 70 studentsof English Department in Makassar Muhammadiyah University and it was taken by using random sampling technique. The result indicated that the students have difficulties on oral presentation in classroom interaction. Those difficulties faced by the students were anxiety, unconfidence, blankness, problems in understanding the topic, organizing the ideas, teachers’ expectation, and time management. Moreover, anxiety and unconfidence become the biggest fear for the students especially when they were conducted oral presentation. Therefore, to handle those problems the proper strategies are needed. Key words: Students’difficulties, Oral Presentation, Classroom Interaction. LIST OF CONTENTS TITLE PAGE APPROVAL SHEET COUNSELLING SHEET ABSTRACT ACKNOWLEDGMENT LIST OF CONTENTS LIST OF TABLES CHAPTER I : INTRODUCTION .................................................................. 1 A. Background ..................................................................... 1 B. Problem Statement .......................................................... 3 C. Objective of the Research ................................................ 3 D. Significance of the Research ........................................... 3 E. Scope of the Research ..................................................... 4 CHAPTER II : REVIEW OF RELATED LITERATURE ............................ 5 A. Some Previous Research Findings .................................. 5 B. Some Partinent Ideas ....................................................... 7 1. Concept of Oral Presentation ................................... 7 2. Concept of Classroom Interaction ............................ 14 C. Conceptual Framework ................................................... 18 CHAPTER III : RESEARCH METHOD ...................................................... 19 A. Research Design .............................................................. 19 B. Population and Sample .................................................... 19 C. Research Instrument ........................................................ 20 D. Data Collection ................................................................ 20 E. Data Analysis .................................................................. 21 CHAPTER IV : FINDINGS AND DISCUSSIONS A. Findings ........................................................................... 23 B. Discussions ...................................................................... 43 CHAPTER V : CONCLUSIONS AND SUGGESTIONS A. Conclusions ..................................................................... 47 B. Suggestions ...................................................................... 47 BIBLIOGRAPHY......................................................................................... 49 APPENDIX List of Tables Table.3.1. Scale Score .........................................................................................21 Item 1: Table.4.1.Students Difficulties ...............................................................23 Item 2: Table.4.2.Students Difficulties ...............................................................24 Item 3: Table.4.3.Students Difficulties ...............................................................25 Item 4: Table.4.4.Students Difficulties ...............................................................25 Item 5: Table.4.5.Students Difficulties ...............................................................26 Item 6: Table.4.6.Students Difficulties ...............................................................27 Item 7: Table.4.7.Students Difficulties ...............................................................28 Item 8: Table.4.8.Students Difficulties ...............................................................29 Item 9: Table.4.9.Students Difficulties ...............................................................30 Item 10: Table.4.10.Students Difficulties ...........................................................30 Item 11: Table.4.11.Students Difficulties ...........................................................31 Item 12:Table.4.12.Students Difficulties ............................................................32 Item 13: Table.4.13.Students Difficulties ...........................................................33 Item 14:Table.4.14.Students Difficulties ............................................................34 Item 15: Table.4.15.Students Difficulties ...........................................................35 Item 16: Table.4.16.Students Difficulties ...........................................................36 Item 17: Table.4.17.Students Difficulties ...........................................................36 Item 18: Table.4.18.Students Difficulties ...........................................................37 Item 19: Table.4.19.Students Difficulties ...........................................................38 Item 20: Table.4.20.Students Difficulties ...........................................................39 Item 21: Table.4.21.Students Difficulties ...........................................................40 Item 22: Table.4.22.Students Difficulties ...........................................................41 Item 23: Table.4.23.Students Difficulties ...........................................................42 Item 24: Table.4.24.Students Difficulties ...........................................................42 pointed out that organizing the ideas based on the topic that was given by the teacher became one of the students’ considerations. Based on the preliminary research observation, the researcher found that on oral presentation in the class of English department in Makassar Muhammadiyah University, there were some students that had problems in doing oral presentation. The problems that they were faced such asproblem in organizing ideas, understanding topic and anxiety. So, the presentation was not running well.To handle those problems, proper strategies are needed. Therefore, the researcher is interested to conduct a research under the title“Students’ Difficulties on Oral Presentation in Classroom Interaction (at the Fifth Semester Students of English Department in Makassar Muhammadiyah University). B. Problem Statement Based on the background above, the researcher formulated the problem statement as follows: What difficulties are faced by the fifth semester students on oral presentation in the classroom interaction? C. Objective of the Research Based on the problem statements above, the purpose of this study was to find out: The difficulties faced by the students of oral presentation in the classroom interaction at the fifth semester students of English department in Makassar Muhammadiyah University. D. Significance of the Research The researcher hopes that the result of this study can be used as an input for English teachers and find out strategies to solve the students’ difficulties on oral presentation in the classroom interaction. Therefore, the students can improve their skill on oral presentation. E. Scope of the Research The scope of this research was students’ difficulties on oral presentation in classroom interaction focused on contents/ideas, personal traits and external factors. CHAPTER II REVIEW OF RELATED LITERATURE A. Some Previous Research Findings Some researchers has been conducting studies relate to this research, there are as follows : 1. Hassan (2014) in his research on “Difficulties Encountering English Majors in Giving Academic Oral Presentations during Class 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. But there were statistically significant differences in favor of females due to gender through interview card. In conclusion, the researcher recommended carrying out further researches on the difficulties encountering Al Aqsa University junior and senior students in giving academic oral presentations and concentrating firstly on organization of the academic presentation in light of effective main criteria to produce a good presentation. 2. Nadia (2013) in her research on “The Use of students’ Oral presentation in Enanching Speaking Skill in the English Learning Classroom.”The case study of second year students at the department of English in Biskra University. The result of her research showed that students were actually highly positive in their beliefs about benefits and usefulness of doing oral presentations as a learning activity. It has revealed that oral presentations were beneficial to help students enhance their performance in oral limitation in time. Presentation should been structured carefully. In addition the speakers can support their talk with visual aids. Melion and Thompson (1980: 503) 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. In addition, Chivers and Shoolbred (2007:5) state that “doing presentation is very good learning experience.” In the end of oral presentation, the speakers give their audience the opportunity to ask about things that are not clear to them. The speakers answer them to complete their work. Mandal (2000: 8) defined presentation is speech that is usually given in a business, technical, professional, or scientific environment. The audience is likely to be more specialized than those attending a typical speech event. There are different between normal speech and oral presentation. The later is a type of speech, but the former is more nature than oral presentation. According to King (2012) oral presentation is an effective communicative activity that has been widely adopted by ELF conversation teachers to promote oral proficiency. Thus, based on some definition above, the researcher concludes that oral presentation is an activity of sharing ideas and or information in front of audiences which has purpose to improve students’ oral proficiency. b. Kinds of Oral Presentation Oral presentation are a common feature of many courses at university. They may take the from of a short or longer presentation at a tutorial or seminar, delivered either individually or as part of a group. According to Heaton (1991) there are two kinds of oral presentation as follows: 1. Individual Presentation The benefits of individual presentation include helping students to gain confidence while speaking on their own in front of a large group, or to take personal responsibility for critically understanding and responding to questions.In the process, students become localized “experts” on certain subjects. 2. Group Presentation There are substantial benefits to assigning presentation in groups. Groups encourage team work and help students get feedback from each throughout the process of developing the presentation. Groups can prepare presentations during or outside of class. Group presentation require students to work together to plan and prepare for their presentation. During group work students can be encouraged to use English to negotiate meaning with the other members of their group and to work together, in English, to plan how they will present their ideas to the other members of the class. This facilitates English use to meet a specific goal, in an authentic way, and with very little intervention from the teacher (Brooks & Wilson, 2014). In this study, the researcher focus in group presentation in EFL classroom. c. Students’ Difficulties in Oral Presentation The following discussion will share some difficulties in giving an oral presentation based on several studies: 1. Difficulty in Constructing Good Grammar in Speaking Thornbury and Slade (2007) believe that one of the students’ problems in speaking was transferring L1 into L2 which was done manually. Therefore, it will make the presenter has another problem in constructing a good sentence with correct grammar/vocabulary because the presenter needs to think twice about the grammar rule. Rajoo (2010) pointed out that grammar also plays an important role in the students’ mistake. It is because students sometimes make a sentence without considering the grammar. 2. Difficulty in Understanding the Topic Tuan and Mai (2012) said that it is difficult for the learners if the teacher gives a topic which is not familiar to the students and as a result it will make the students confuses because they did not have enough knowledge about the topic. In relation with the topic, the students also face some difficulties in organizing the presentation. The students should know about the organization of the presentation about the topic that was going to be presented (Gibson,2014). d. Strategies to Handle difficulties in Oral Presentation Some studies also revealed the strategies in dealing with the speakers’ problems when doing the oral presentation: 1. The strategy when dealing with grammatical problem. Lewis (2011) argued that reading more about the grammar and the structure was the best way in overcoming the students’ problem in regarding with grammar and structure error. 2. The students should master the topic well in dealing with topic problem or difficult in understanding the topic by using the internet was very helpful for the students in order to know more about the topic (Blake, 2013). 3. A strategy to conquer problem in organizing the ideas. Gibson (2014) also argued that the students, who suffered from organizing the idea of the presentation, should master the topic or the material and organize it really well. Organize it really well means that the presenter should divide the main body of the presentation into some points. 4. A tactic on how to keep the students interest. In order to keep the audiences’ interest, putting some jokes, story, etc. inside the presentation was a good strategy. It is because it could make the audience become comfortable to listen to the presenter’ presentation (Kim, 2014). 5. In dealing with the speaking speed problem, the students should adjust their speed. Pain (2014) pointed out that adjusting the speed or slowing down the speed is the answer if the students’ have problem in their speaking speed because the way the presenter gives the presentation, especially in the pace of speaking is very important. 6. The strategy in dealing with memorizing problem. Mitchell (2009) gave a useful guideline for the students who are bad at memorizing. He believed that keep talking or repeat the previous point when the presenter could not memorize the material was very useful strategy. 7. Some strategies in facing anxiety problems while speaking in front of public. According to Daniel and Hall (2014) practice, breathing exercise and do not look at the audiences’ eyes can reduce the anxiety level on the students while he/she was doing an oral presentation. Additionally, Buchler (2013) examined the strategies in dealing with the sixth graders’ problem especially about anxiety when the students did the presentation in front of the public by doing an experimental study. Buchler (2013) stated that breathing exercise is the most effective strategy in dealing with the nervousness because when the students controlled their breathing they became more relaxed. 8. Strategy about changing the students’ mindset when the students feel afraid of what the teachers were expected to the presenter. In dealing with teachers’ expectation, Allan (2015) said that changing your mindset into the positive one was a good choice in dealing with the under pressure feeling. Further, he also said that the way narrator’s think which turned the negative into the positive thinking affect their performance in giving an oral presentation later. 9. Handling the time problem. Marshall (2009) stated that in dealing with the time problems or length of time when the students did an oral presentation, the students should calculate the time well. If the students calculated the time, the students would know which unimportant parts that needed to be erased. 2. Concept of Classroom Interaction a. Definition of Classroom Interaction Brown (2001) relates interaction to communication, said interaction is the heart of communication; it is what communication is all about. Then, Ellis (1999) also points out that interaction is generally used to refer to the interpersonal activity that arises during face-to-face communication. However, it can also refer to the interpersonal activity involved in mental processing. The formal place which people used to receive the knowledge and attitude is school where the teaching and learning process take a part. Interaction is one of the factor to make the process of teaching and learning process especially English run effectively. Thus, there are some definitions that can explores what the interaction is. The other theory related to the interaction is theory from Khan (2009), he stated that interaction is an important word for language also learn how to be assertive without being rude, so that, their points and opinions are heard without distruption. 2. Student – student Interaction The other face of the classroom’s interaction is the student-student interaction. In this form of interaction, he mention that in this case “students are the main participants and the teacher plays a role of monitor or observer”. Usually it is a better opinion rather than teacher – students’ interaction because it can conclude on collaborative practices that should facilitate language development. This normally occurs as learners share information with their peers and receive feedback. One-on-one students’ interaction is important because it allows students to understand what it means to work with a partner. Theories of this type of interaction say that it prepares students for one-on-one relationships they will have with work associates, friends and even their spouses. Students must learn to rely on one other person and must be able to evaluate what their own strenghts and weaknesses are as they try to complete a task. C. Conceptual Framework The conceptual framework of this research give in the following diagram : 2.1 Conceptual Framework Based on the conceptual framework above, the researcher described the difficulties that faced by the students in doing oral presentation. First of all, the reseacher observed the students activity in English learning especially in oral presentation in the classroom interaction. Secondly, the researcher identified the difficulties that faced by the students, after that the reseacher divided into internal and external difficulties to describe it. Oral Presentation Difficulties in Oral Presentation External factors External factors English Learning Personal Traits Contents/ideas CHAPTER III METHODOLOGY OF RESEARCH A. Research Design This study applied descriptive research which described students’ difficulties on oral presentation in clasroom interaction at the fifth semester students of English department in Makassar Muhammadiyah University. Qualitative descriptive method is a method of research that involves collecting data in order to test hypotheses or to answer the questions concerning correct status of the subject of the study. The descriptive method also designed to obtain the current status of phenomenon and was directed toward determining the nature of situation as it exsist at the time of the research (John, 2012). B. Population and Sample 1. Population Population of this research was the fifth semester students of English department in Makassar Muhammadiyah University, academic years 2017/2018. It consisted of 10 classes including class A, B, C, D, E, F, G, H, I, and J. Each class consisted of 37 students. Therefore, the total of number population was 370 students. CHAPTER IV FINDINGS AND DISCUSSIONS A. Findings The findings of this research deals with scoring classification of students’ questionnaire. The aim of this study was to know the students’ difficulties on oral presentation. From the data result there are many students found some difficulties on oral presentation, the data from the questionnaire used formula in chapter 3 to know the percentage of students’ difficulties on oral presentation in classroom interaction at the fifth semester students of English Department in Makassar Muhammadiyah University. Therefore, we can see the questionnaire result below: 1) I feel very anxious before an oral presentation exam. Table 4.1 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 16 22.85 2 Agree 33 47.14 3 Undecided 14 20 4 Disagree 7 10 5 Strongly Disagree 0 0 Total 70 100 Based on the table above, the result reveal that there were 70 students whose involved to respond the statement number 1“I feel very anxious before an oral presentation exam.” The result indicates that 16 students or 22.85% of students whose strongly agree and 33 students or 47.14% were agree with the statement. Meanwhile, there were 14 students or 20% whose undecided with the statement and 7 students or 10% whose disagree with the statement and there was none answered strongly disagree with the statement. It shows that the most of the students feel anxious before on oral presentation. 2) I like to do an oral presentation with a group. Table 4.2 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 20 28.57 2 Agree 36 51.42 3 Undecided 6 8.57 4 Disagree 5 7.14 5 Strongly Disagree 3 4.28 Total 70 100 Based on the table above, the result that were 70 students whose involved to respond the statement number 2 “I like to do an oral presentation with a group.” The result indicates there were 20 or 28.57% of the students answered strongly agree with the statement and 36 students or 51.42% whose agree with the statement and 6 students or 27% whose undecided with the statement and there were 5 students or 7.14% whose answered disagreeand other 3 students or 4.28% whose strongly disagree with the statement. It shows that the most of students like to do on oral presentation with a group than individual. 3) I find an oral presentation exam difficult because I have low self- confidence. Table 4.3 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 12 17.14 2 Agree 26 37.14 3 Undecided 13 18.57 4 Disagree 17 24.28 5 Strongly Disagree 2 2.85 Total 70 100 Based on the table above, the result that there were 70 students whose involved to respond the statement number 3 “I find an oral presentation exam difficult because I have low self-confidence.”The result indicates there were 12 or 17.14% students answered strongly agree with the statement and 26 students or 37.14% whose agree with the statement. Meanwhile, there were 13 or 18.57% whose undecided with the statement and there were 17 students or 24.28% whose answered disagree and other 2 students or 2.85% whose strongly disagree with the statement. It shows that most of the students have low confidence when they do an oral presentation in the classroom. 4) I bring notes with me during my oral presentation even I myself have prepared. Table 4.4 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 11 15.71 2 Agree 14 58.57 3 Undecided 8 11.42 4 Disagree 7 10 there were 3 students or 4.28% answered strongly disagree with the statement. It shows that the most of the students feel embarrassed when they do an oral presentation. 7) I am worried because of my low English speaking ability. Table 4.6 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 9 12.85 2 Agree 28 40 3 Undecided 18 25.71 4 Disagree 12 17.14 5 Strongly Disagree 3 4.28 Total 70 100 Based on the table above, it can be seen that there were 70 students whose involved to respond the statement number 7 “I am worried because of my low English speaking ability.”There were 9 students or 12.85% from the total number of the students whose strongly agree with the statement. The other 28 students or 40% from the total of the students were agree with the statement. Meanwhile, there were 18 students or 25.71% prefer to undecided with the statement and also 12 students or 17.14% whose answered disagree then 3 students or 4.28% from the total number of students answered strongly disagree. The result indicates that mostly students feel worried when they do an oral presentation because they have low English speaking skill. 8) I feel worried even I have prepared well beforehand. Table 4.8 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 9 12.85 2 Agree 40 57.14 3 Undecided 11 15.71 4 Disagree 7 10 5 Strongly Disagree 3 4.28 Total 70 100 Based on the table above, it can be seen that there were 70 students whose involved to respond the statement number 8 “I feel worried even I have prepared well beforehand.”There were 9 students or 12.85% from the total number of students whose strongly agree with the statement number, then 40 students or 57.14% from the total number of students were agree with the statement. Meanwhile, 11 students or 15.71% of students prefer to choose undecided, 7 or 10% from the total number of students answer disagree, and 3 or 4.28% of students strongly disagree with the statement number 8. The result indicates that most of students choose agree with the statement, it shows that most of students feel worried when they conduct an oral presentation even they have prepared well beforehand. 9) I feel shy during oral presentation. Table 4.9 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 4 5.71 2 Agree 21 30 3 Undecided 21 30 4 Disagree 19 27.14 5 Strongly Disagree 5 7.14 Total 70 100 Based on the table above, the result that were 70 students whose involved to respond the statement number 9“I feel shy during oral presentation.”The result indicates here were 4 or 5.71% of the students answered strongly agree with the statement and 21 students or 30% whose agree with the statement and also 21 students or 30% whose undecided with the statement and there were 19 students or 27.14% whose answered disagree and other 5 students or 7.14% whose strongly disagree with the statement. It shows that the most of students feel shy when they do on oral presentation. 10) I am afraid of failure in oral presentation. Table 4.10 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 9 12.85 2 Agree 31 44.28 3 Undecided 9 12.85 4 Disagree 17 24.28 5 Strongly Disagree 4 5.71 Total 70 100 statement, it shows that most of students prefer to see someone’s presentations before starting their own. 13) I care about grammar more than fluency in oral presentation. Table 4.13 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 25 35.71 2 Agree 21 30 3 Undecided 13 18.57 4 Disagree 10 14.28 5 Strongly Disagree 1 1.42 Total 70 100 Based on the table above, it can be seen that there were 70 students whose involved to respond the statement number 13 “I care about grammar more than fluency in oral presentation.” There were 25 students or 35.71% from the total number of students whose strongly agree with the statement number 13, then 21 students or 30% from the total number of students were agree with the statement. Meanwhile, 13 students or 18.57% of students chose undecided, 10 or 14.28% from the total number of students answered disagree, and 1 or 1.42% of student strongly disagree with the statement number 13. The result indicates that most of students chose agree with the statement, it shows that most of students care about grammar more than fluency when they do an oral presentation. 14) I prefer to memorize the topic of presentation rather than understand it. Table 4.14 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 6 8.57 2 Agree 8 11.42 3 Undecided 19 27.14 4 Disagree 31 44.28 5 Strongly Disagree 6 8.57 Total 70 100 Based on the table above, the result that there were 70 students whose involved to respond the statement number 14 “I prefer to memorize the topic of presentation rather than understand it.” The result indicates there were 6 or 8.57% students answered strongly agree with the statement and 8 students or 11.42% whose agree with the statement. Meanwhile, there were 19 or 27,14% whose undecided with the statement and there were 31 students or 44.28% whose answered disagree and other 6 students or 8.57% whose strongly disagree with the statement. It shows that even the most of the students were disagree with the statement but there were some students prefer to memorize the topic than understand it when they do an oral presentation in the classroom. 15) The difficulty of the topic is the reason behind my low performance in oral presentation. Table 4.15 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 12 17.14 2 Agree 32 45.71 3 Undecided 16 22.85 4 Disagree 9 12.85 5 Strongly Disagree 1 1.42 Total 70 100 Based on the table above, it can be seen that there were 70 students whose involved to respond the statement number 15 “The difficulty of the topic is the reason behind my low performance in oral presentation.”There were 12 students or 17.14% from the total number of the students whose strongly agree with the statement. The other 32 students or 45.71% from the total of the students were agree with the statement. Meanwhile, there were 16 students or 22.85% prefer to undecided with the statement and also 9 students or 12.85% whose answered disagree then 1 student or 1.42% from the total number of students answered strongly disagree. The result indicates that mostly students have low performance when they do an oral presentation, it was caused of the difficulty of the topic. from the total number of students whose strongly agree with the statement number, then 39 students or 55.71% from the total number of students were agree with the statement. Meanwhile, 14 students or 20% of students prefer to choose undecided, 8 or 11.42% from the total number of students answer disagree, and 1 or 1.42% of student strongly disagree with the statement number 18. The result indicates that most of students chose agree with the statement even there were some students disagree with the statement, it shows that students’ reactions affect their performance in the oral presentation. 19) I worry that students will laugh at me when I speak English. Table 4.19 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 5 7.14 2 Agree 29 41.42 3 Undecided 17 24.28 4 Disagree 14 20 5 Strongly Disagree 5 7.14 Total 70 100 Based on the table above, the result that were 70 students whose involved to respond the statement number 19 “I worry that students will laugh at me when I speak English.” The result indicates there were 5 or 7.14% of the students answered strongly agree with the statement and 29 students or 41.42% whose agree with the statement and 17 students or 24.28% whose undecided with the statement and there were 14 students or 20% whose answered disagree and other 5 students or 7.14% whose strongly disagree with the statement. It shows that the most of students worry that other students will laugh at them when speak English during oral presentation. 20) When late students enter class or talk to each other during oral presentation, I lose my ideas. Table 4.20 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 10 14.28 2 Agree 24 34.28 3 Undecided 18 25.71 4 Disagree 16 22.85 5 Strongly Disagree 2 2.85 Total 70 100 Based on the table and chart above, the result that were 70 students whose involved to respond the statement number 20 “When late students enter class or talk to each other during oral presentation, I lose my ideas.” The result indicates there were 10 or 14.28% of the students answered strongly agree with the statement and 24 students or 34.28% whose agree with the statement and also 18 students or35.71% whose undecided with the statement and there were 16 students or 22.85% whose answered disagree and other 2 students or 2.85% whose strongly disagree with the statement. It shows that even there were some students disagree with the statement, but the most of students lose their ideas when late students enter class or talk to each other during oral presentation. 21) The instructor’s interruption with questions or criticism affects my performance. Table 4.21 Students Difficulties No Opinion Frequency Percentage (%) 1 Strongly Agree 14 20 2 Agree 26 37.14 3 Undecided 14 20 4 Disagree 9 12.85 5 Strongly Disagree 7 10 Total 70 100 Based on the table above, it can be seen that there were 70 students whose involved to respond the statement number 21, “The instructor’s interruption with questions or criticism affects my performance.” There were 14 students or 20% from the total number of the students whose strongly agree with the statement. The other 26 students or 37.14% from the total of the students were agree with the statement. Meanwhile, there were 14 students or 20% prefer to undecided with the statement and also 9 students or 12.85% whose answered disagree then 7 students or 10% from the total number of students answered strongly disagree. The result indicates that the instructor’s interruption with questions or criticism affects the students’ performance. Based on the table above, it can be seen that there were 70 students whose involved to respond the statement number 24 “I don’t get useful feedback from the instructor after oral presentation”. There were 7 students or 7.14% from the total number of students whose strongly agree with the statement number, then 12 students or 17.14% from the total number of students were agree with the statement. Meanwhile, 22 students or 31.42% of students prefer to choose undecided, 21 or 30% from the total number of students answer disagree, and 8 or 11.42% of students strongly disagree with the statement number 24. The result indicates that most of students chose disagree with the statement but there were some students agree with the statement, it shows that some students sometimes don’t get useful feedback from the instructor after oral presentation. B. Discussions Based on the data that the researcher has been collected, there were many difficulties that faced by the fifth semester students of English Department during an oral presentation. Furthermore, from all of the difficulties, there are 3 points that the researcher discusses; first, the problems under personal traits (anxiety, unconfidence, and blankness), second followed by the obstacle beneath of contents/ideas (understanding the topic and organizing the ideas), and last is problem under external factors (time management and teachers’ expectation). Besides that, according to the some experts each of the problems has strategies to solve them. Anxiety or nervousness and unconfidence problems that the students faced during an oral presentation became the biggest difficulties. It was proved 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 which were done by Al-Nouh, Abdul-Kareem, &Taqi (2015). They found that the anxiety became the most complicated obstacle which the students had to struggle with. Daniel and Hall (2014) said that in their findings; practice more, take a deep breath, and never look at the audiences’ eyes that the strategies were very effective in dealing with anxiety because it can reduce the nervousness. Next difficulty that faced by the students in oral presentation was blankness. It was proved that there some students agree with the statement “When I start my oral presentation, I forget everything what I want to say.”To deal with the blankness, keep talking or elaborating when your mind goes blank was the key. Mitchell (2009) pointed out that if the participants went blank, it was better to talk anything. Besides that, teachers expectation also become one of difficulties that faced by the students. It is because the students was a debater and a storyteller, which means that they were considered capable enough in presenting in front of a public and the lectures had already known about their skills in presentation. Gigante, Lewin, and Dell (2012) also said that most of the students were having problems in the expectation of the lecture. Besides that to overcome teacher expectation, Allan (2015) said that changing your mindset into the positive one was a good choice in dealing with the under pressure feeling. He also said that the way of presenter’s thinking affected their performance in giving an oral presentation later. Topic also plays an important role in the presentation. Based on the findings, other problems in doing an oral presentation is about the topic itself whether students understand about the topic or not. It was proved that there were many students agree with the statement “The difficulty of the topic 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 gave a topic that is not familiar to the students and as a result it would make the students confused because they didn’t have enough knowledge about the topic. Blake (2013) said that “by using Google, yahoo, MSN search, Bing or other search engine, students can retrieve primary source information”. Searching the information in the internet could help the students find the desired information. Difficulty in organizing the ideas of the presentation also became one of the students’ problems when doing an oral presentation. It is difficult for them to present the ideas in a good order. It was proved that there were some students agree with the statement “I find difficult to organize my ideas logically during oral presentation”. Gibson (2014) also believed that doing a presentation is not an easy task especially in organizing the contents because it requires good presentation skills. He said that in dealing with the problem 2. For the students, they have to practice more and also find strategies to solve their problems on oral presentation. So, they can improve their skill on oral presentation. 3. For the next researchers, hopefully this research can be a good reference and get a useful thing from this research. CURRICULUM VITAE Nurwahyuni was born September, 13 th 1995 in Bonde. She is the third daughter from two sisters and one brother, the marriage of her parents H. Abd. Waris and Hj. Nurma. In 2001, she registered as a student in Elementary school at SD 036 Inpres Bonde and graduated in 2007. In the same year, she registered as a student at SMP Negeri 1 Campalagian and graduated in 2010. After graduated in Junior High School, she registered as a student at SMA Negeri 1 Campalagian and graduated in 2013. In 2014, she was accepted as a student of English Education Department, Faculty of Teacher Training and Education at Makassar Muhammadiyah University. At the end of her study, she could finish her thesis under the title “Students Difficulties on Oral Presentation in Classroom Interaction (A Descriptive Study at the Fifth Semester Students of English Department in Makassar Muhammadiyah University)”. CA ZOO II. Analysis of Items in questionnaire Statement Opinion Total Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD) 1 16 33 14 7 0 70 2 20 36 6 5 3 70 3 12 26 13 17 2 70 4 11 41 8 7 3 70 5 2 17 23 24 4 70 6 4 21 21 21 3 70 7 9 28 18 12 3 70 8 9 40 11 7 3 70 9 4 21 21 19 5 70 10 9 31 9 17 4 70 11 4 28 20 15 3 70 12 15 37 8 3 7 70 13 25 21 13 10 1 70 14 6 8 19 31 6 70 15 12 32 16 9 1 70 16 13 27 18 8 2 70 17 6 30 21 11 2 70 18 8 39 14 8 1 70 19 5 29 17 14 5 70 20 10 24 18 16 2 70 21 14 26 14 9 7 70 22 14 36 11 8 1 70 23 10 32 10 13 5 70 24 7 12 22 21 8 70 APPENDIXE II STUDENTS’ QUESTIONNAIRE Name : Class : Checklist (√) if you: Strongly Agree (SA), Agree (A), Undecided(U), Disagree (D) or Strongly Disagree with the statement below! No Strongly Agree Agree Undecided Disagree Strongly Disagree 1. I feel very anxious before an oral presentation exam. 2. I like to do an oral presentation with a group. 3. I find an oral presentation exam difficult because I have low self-confidence 4. I bring notes with me during my oral presentation even I myself have prepared well. 5. When I start my oral presentation, I forget everything what I wanted to say. 6. I feel embarassed when I do an oral presentation. 7. I am worried because of my low english speaking ability. 8. I feel worried even if I have prepared well beforehand. 9. I feel shy during oral presentation. 10. I am afraid of failure in oral presentation. 11. I find difficult in time management when I do an oral presentation. 12. I prefer to see someone’s presentation before starting my own. 13. I care about grammar more than fluency in oral presentation . 14. I prefer to memorize the topic of the oral presentation rather than understand it. 15. The difficulty of the topic is the reason behind my low performance in oral presentation. 16. I find it difficult to organize my ideas logically during oral presentation. 17. I feel frightened when a lot of people are watching me. 18. Students reactions affect my performance in the oral presentation. 19. I worry that students will laugh at me when I speak English. 20. When late students enter class or talk to each other during oral presentation, I lose my ideas. 21. The instructor’s interuption with questions or criticism affects my performance. 22. I feel anxious because the instructor is watching my language.