The Implementation of Demonstration Method in teaching “Self-

Introduction”

(A study towards senior level First Grade of Pribadi Bilingual School)

1. BACKGROUND OF THE STUDY

English language has become one of the main aspects in modern life. Many

people around the world are trying to teach or learn English and improve their skills.

English language has become an international language over the years. However for

people who was born with different language will always be divided as non-native

speaker.

The impact of English proficiency can be seen in every field like applying to

Universities or most probably in finding a good profession or job. English is the first

foreign language in Indonesian schools from Elementary School up to University level.

By learning English, people will be able to speak any other nation who also speaks

English and most of foreign countries are tending to improve the numbers of English

learners. The skills of learning English involve productive (writing, speaking) and

receptive (listening and reading).

Every teacher has his/her own teaching style and it also affects the learners.

When teacher makes the class engaging then the students will also be involved and the

class will be very useful. There are many teaching methods that can be applied as well

and some can also be developed by the teacher to make sure that students learn it very

well. Some methods involve some students but some of them may effect students

psychology and learning in a wrong way. Moreover it is the teacher’s responsibility to

choose the right and most effective method and media which will suit those students.

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 Language is a complex phenomenon and process. It is indeed multidimensional

there is the language that we understand but cannot use actively, such as when we listen

or read. There is the language that goes on in our minds that sometimes comes out like

we planned, but sometimes does not. There is the emotional delivery of a message

which shows kindness, consideration or anger along with words. Sometimes we have

the right words but do not deliver the message in the way that we wanted. Of course,

we may have delivered it how we intended and discover that the recipient did not

interpret our message the way that we intended. To help us understand a bit of the

complexity of language we must see that language is composed not only of sounds,

grammar and vocabulary but also of functions, purposes and intentions. When we can

see or understand the underlying purpose of a message and its parts we can better

respond and communicate. To enable second language learners to move beyond

vocabulary and grammar to the functional dimension of messages it is helpful for them

to learn the parts of a text.

The method is chosen as a bridge or learning media transformation towards the

objectives to be achieved (Sunhaji, 2009: 38).1 The teacher's job is to choose various

appropriate methods to create the teaching and learning process. The accuracy of the

use of teaching methods is very dependent on the objectives, the contents of the

teaching and learning process and teaching and learning activities.

Thus, the teacher is required to be professional in choosing methods and

organizing the teaching and learning process. Many methods are used by teachers to

achieve learning goals. In teaching Self Introduction there are also many methods used

by teachers to be effective, one of them is the Demonstration method.

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 In this study it will be explained the implementation of Demonstration method

in teaching self-introduction to the First Grade of Pribadi Bilingual School Bandung

during the Academic Year of 2018/2019.

2. IDENTIFICATION OF THE PROBLEMS

Speaking sometimes can be a big problem and some people may not be able to

speak the language that they are learning as a result of hesitation or something else.

Students make mistakes when they speak foreign language because they are not

familiar with the structures of the foreign language and it is not the same as their

mother tongue. Because of making a lot of mistakes students giving up on continuing

the learning. The level of practice and communicate in English is very low. Expressing

themselves becomes very hard. But starting to learn English is very important. The way

the student starts can be decisive of his continuous learning. Another problem is

because of the textbooks and other materials and the grammar of English can also be

boring to the beginner students. Students will try to speak perfectly and they will often

correct themselves among each other. This may cause them to shy and hesitate doing

mistakes near their friends.

Therefore, the teacher need an interesting way or technique to make students

interested in speaking in order to improve their speaking skill ability. The appropriate

and comprehensive methods for teaching self-introduction is Demonstration

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 3. LIMITATION OF THE STUDY

To make it deeper the study will be limited in the implementation of using

Demonstration method in teaching self-introduction for the first grade senior students

of Pribadi Bilingual School

4. RESEARCH PROBLEM

Based on the background and identification of the problems above, the research

question can be formulated as follows:

a. How are procedures of the implementation of demonstration method in

teaching self-introduction for the first grade senior students of Pribadi

Bilingual School?

b. How is the learning media of demonstration method in teaching self-

introduction for the first grade senior students of Pribadi Bilingual School?

c. What are the student’s responses toward the implementation of

demonstration method in teaching self-introduction for the first grade senior

students of SMA Pasundan 2 Bandung?

5. OBJECTIVES OF THE STUDY

Based on the research question above, the objective of the study is:

a. To know how are procedures of the implementation of using demonstration

method in teaching self-introduction for the first grade senior students of Pribadi

Bandung Bilingual School.

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 b. To know how is the learning media that use in demonstration method in teaching

self-introduction for the first grade students of Pribadi Bandung Bilingual School.

c. To know what are the student’s responses toward the implementation of using

demonstration method in teaching self-introduction for the first grade students of

Pribadi Bandung Bilingual School.

6. SIGNIFICANCES OF THE STUDY

This study is expected to give benefits which are divided into two aspects. They are

theoretical and practical benefits.

1. Theoretically: Through this research, it is expected to provide input or information

(reference) and consideration in the process of activities teaching and learning especially in

self-introduction.

2. Practically: the result of the study is expected to be as follows:

a. For the teacher, this research is expected to provide input as a reference in developing a

more varied use of methods in learning so that it can improve the quality of learning.

b. For the students, this study can be used to improve understanding and quality of students in

learning self-introduction.

7. THEORETICAL FOUNDATION

A. Demonstration as a Method in Teaching Self-Introduction

 Definition
The demonstration method is based on the principal of “learning by doing”. The
clinical teaching of procedure in hospital is based on demonstration. The lesson
demonstration strategy is a traditional classroom method, which is used in technical
school and Training College. The demonstration step, gives students the opportunity
to see and hear the details related to the skill being taught.

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 “Demonstration is a method of teaching by exhibition and explanation or

experiments”.

• Demonstration is method of presentation of skill which shows how a particular

procedure is performed.

• Demonstration increases interest of students and persuades them to adapt

recommended practices.

8. PROCEDURES OF THE IMPLEMENTATION OF

DEMONSTRATION METHOD
To hold role playing, the teacher must prepare some steps to make good performance.

Here are the stages in Demonstration to learn Self-Introduction activity:

1. The teacher divides the kids into teams of 5 or 6 and have them move their desks together

2. The teacher gives each group a piece of paper

3. The teacher explains that teacher is going do self-introduction then there will be a quiz, so

the students should take notes.

4. Teacher does crazy-awesome self-introduction.

5. Explain that the first round of the quiz is the students asking you questions.

6. Give them two/three minutes to discuss their questions in a group.

7. Use this time to draw the scoreboard, question categories, and points on the blackboard.

8. If you have 4 categories then plan on between 3 and 5 questions per category to fill 30 to

50 minutes. As you get more familiar with your self-introduction you'll be able to gauge how

many questions you'll need to fill the time.

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9. Ask a “class monitor” student to keep the scores. When the 2 minutes thinking time is up,

regain the students' attention and tell them to raise their hand to ask a question.

10. Answer the students' questions. Give lots of positive feedback ("Great question!" "Nice!")

11. If they ask a slightly wonky question eg. "What do you like foods?" repeat the correct

version back to them before answering, "What foods do I like? I like Nasi Uduk!" (The

weirder the Indonesian food you say, the happier they'll be.)

12. Be prepared for rude questions too and don't get too flustered.

13. Give the students 10 points for each question they answer.

14. After a few minutes, or when every group has asked a few questions, tell them it's time

for you to ask them questions.

15. Get ready to slip into a "Game Show Host" persona – think big gestures and big reactions.

16. Explain the categories and the points (more points mean a more difficult question).

17. Explain that if a team gets a question right they get to choose the next question (they can

easily grasp this once they start playing).

18. Run through all your questions. Erase the points as the students answer each question.

19. Call out the points to the “class monitor” who should be writing them down.

20. If there is a very confident team, try to give other teams a chance to answer too by

ignoring them for a round.

21. Every group which has performed gives conclusion about what scenario has been

performed.

22. The teacher gives general conclusion. That is about the material that has been done by the

students in their role play.

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23. Evaluation. It is held by test to know their understanding in the material.

24. At the end add up the scores and give the winners a round of applause.

9. REASONS FOR DEMONSTRATION METHOD

It is useful in demonstrating scientific experiments, procedures and application of

equipment.

Why demonstration method?

Redish and Hammer 2009 found that:

o Videotapes of student talk during the demonstrations showed an increase in

"sense-making" discussion, as opposed to logistical or off-task conversation--

from about 5 minutes of traditional lab time to more than 20 minutes of a two

hour Interactive Lecture Demonstration.

10.TYPES OF Demonstration

1. Pure Demonstration - Purely visual method of instruction

2. Demonstration with commentary - Harmonious blend of visual and verbal modes of

instruction

3. Participative Demonstration - Allows students to attempt either to replicate all or

parts of demonstrations

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 11.STEPS ON CARRYING DEMONSTRATION METHOD
1. Carefully plan the demonstration

2. Practice the demonstration

3. Develop an outline to guide the demonstration

4. Make sure everyone can see the demonstration

5. Introduce the demonstration to focus attention

6. Ask and encourage questions

7. Plan a follow up to the demonstration

12.TECHNIQUES TO CONTROL DEMONSTRATION

There are many techniques that can be used by teachers to control the class during

Demonstration method. Techniques of demonstration method includes three steps as follows:

a. Planning

b. Performing

c. Evaluation

a. PLANNING

The instructor prepares herself for:

• Article and steps of demonstration.

• Conductive learning environment.

• Objective based on the need of the students.

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• Steps of demonstration on rational basis.

• Rehearsals to attain proficiency in doing procedure.

• Learning environment such as facility to observe demonstration and to do demonstrations.

• Student participation in demonstration of procedure.

• Checklist related to steps of demonstration, so that it can be checked that procedure is

performed in a proper way.

• Free opportunity for students to practice the skills.

b. PERFORMING

• Performance technique means performance of the demonstration by teacher. During

performing or implementing the demonstration teacher should use positive approach and

should exhibit a co-ordination of head, heart and hand.

The step of performing demonstration

• The teacher should proceed from whole to parts, by briefly explaining the whole procedure,

then to individual steps.

• Explain about each article in relation to its name, purpose and how to use in the procedure.

• Make sure that each step in performed in a way, which is understandable by the student and

also explain the scientific principles associated with each step.

• In between the demonstration procedure, ask questions and encourage the students to seek

clarification.

• On completion of procedure, talk about summary, then replace articles, and wash hand.

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 c. EVALUATION

• The teacher should adapt evaluation technique to ensure that student have learned the skill

appropriately. This is done by taking return demonstration and comparing the steps of

procedures with the planned set criteria of procedure.

Point to keep in mind for effective demonstration:-

• Proper planning of demonstration.

• Prepare lesion plan: - to carry out an effective demonstration.

• Suitable time and place for demonstration.

• Rehearsals of demonstration.

• Proper lighting arrangement.

• Active participation of students.

13.THE PURPOSE OF DEMONSTRATION

• To stimulate interest in a particular topic

• To illustrate points efficiently

• To provide change of pace

• To provide model for teaching specific skill

• To overcome resource constraints

• Makes students relationship more effective.

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 14.SELF-INTRODUCTION

14.1Definition of Self-Introduction

A self-introduction speech is often called for at a first meeting of a group. It could be

a work-based seminar, a break-out group at a conference, a hobby group, your new class at
the start of the term. One of the most common ways to achieve that in a group setting where
people are expected to work collaboratively together eg. a break-out group at a conference, is
to have each person give a brief self-introduction speech.

14.2 Examples of Self-introduction:

Six content areas to cover. The first three are essential. The remaining three elevate your
speech from "basic" to interesting to listen to.
 Stating your name clearly
 Placing yourself - where you are from, the organization you belong to, the position
you currently hold
 Background - what can you share that is related to the group's core purpose for
meeting? Is it an event, experience, a particular skill or educational qualification?
 Interest, passion or goal - what genuinely interests you? What drives you? Is there a
personal goal you want to achieve within this group?
 Sharing personal details appropriate to the setting of your speech eg. hobbies or pet
peeves
 Unity - what do you share in common with someone else in the group?

Simple Example 1. for self-introduction:

Hi, my name is Sean.

I live in New-York.

I came to Indonesia 2 years ago and I study English literature in University of Pasundan.

My hobbies are playing tennis and reading books.

I have one elder brother and one younger sister.

I love being in Indonesia and I enjoy everything here.

Extended Example 2. For self-introduction

Good morning. My name is Emily Pan and I'm a fresh graduate from the English department

of Pasundan University. I'm applying for this position because I think I have the qualities

you are looking for. First, I am a friendly and outgoing person. I like being around people

and can easily find a good topic to strike up a conversation. Second, I am a thoughtful

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person. I always pay attention to details and can perceive people's needs before they ask for

help. Last but not least, I value punctuality. For me, being on time means being polite. So I

always arrive early no matter if it's an appointment or a date and I always plan my days and

make sure I get the most important things done early. I hope I have the honor to serve your

customers. Thank you.

15.RESEARCH METHODOLOGY

In this part of writing, the writer will present some step from the beginning of the research to
the next process of data collection. This step is taken to organize the whole research
processes. Those steps are:

1. Planning
Before conducting the study, the writer needs to prepare the lesson plan as
a guideline in teaching and learning process. There are several activities done
in planning, which are:
Submitting the proposal to the headmaster where the research will be held
also make a preparation for the teacher who will observe the writer when she
is teaching at the classroom. Overall, planning stage covers the preparation of
formulating the lesson plan along with its teaching equipment (involves:
printed lesson material, student’s worksheet, teaching media and evaluation
form)
2. Implementing
In this stage, the writer will find all of the data to answer the research
questions by doing observation, test, and interview. Observation is conducted
to know the procedures in implementing the Group Investigation method
through stories as media in teaching tenses to lead the students comprehend
the time concept. Observation is also aimed to know the teaching equipment
that are used and needed in teaching tenses through stories by using Group
Investigation method. Test is applied to know the result before the teaching
treatment (pre-test) and after the writer has done the treatment (post-test).
Meanwhile, the interview is conducted in order to know the students opinion
toward the teaching method and the media.

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 3. Reporting
After the writer has all of the data of the research, the writer will have to
inform the result of the study. The report itself will consist of four elements
which will be written in the form of academic writing. Those are:
1. The procedures in using the Group Investigation method through
stories as teaching media to lead the students comprehend the time
concept of tenses.
2. The teaching equipments that are used and needed in using the Group
Investigation method through stories as teaching media to lead the
students comprehend the time concept of tenses.
3. The results of using the Group Investigation method through stories as
teaching media to lead the students comprehend the time concept of
tenses.
4. The opinions of the students after being taught with the Group
Investigation method through stories as media to lead the students
comprehend the time concept of tenses.

METHOD

In this research the qualitative method will be used to collect data. This research method

aims to identify and analyze this study and it applied for make this research easier and

successful. Qualitative data were obtained through the interview with the English teacher, the

students, and the classroom observation during the teaching learning process.

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 WHAT IS QUALITATIVE DATA?

Qualitative research is a type of scientific research. In general terms, scientific research

consists of an investigation that:

• seeks answers to a question

• Systematically uses a predefined set of procedures to answer the question

• collects evidence

• produces findings that were not determined in advance

• produces findings that are applicable beyond the immediate boundaries of the study

Qualitative research shares these characteristics.

Additionally, it seeks to understand a given research problem or topic from the

perspectives of the local population it involves. Qualitative research is especially effective in

obtaining culturally specific information about the values, opinions, behaviors, and social

contexts of particular populations

The Procedures of Collecting Data

Data collection are the process of collecting some data which are needed by the writer

for completing the result of the research. Those data are the implementation of learning

procedure, learning media, student’s opinion about using Demonstration in teaching showing.

These are procedures of collecting data that will be done by the writer during the research.

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 OBSERVATION

Qualitative Observation is a process of research that uses subjective methodologies to

gather systematic information or data. Since, the focus on qualitative observation is the
research process of using subjective methodologies to gather information or data. The
qualitative observation is primarily used to equate quality differences.

PROCEDURES OF LEARNING FORMAT

Format Explanation Type of Advantages Disadvantages Audience/Group

Learning Size

Demonstration A method or learn *active time required small to

technique is through participation for questions medium

presented with demonstrati possible and answers

a description of on and *promotes

each step or observation discussion

element.

Indicators of Successful research

1. Pre-learning

2. Core Learning

3. Demonstration Mastery of Learning

4. Approaches to learning (ATLs)

5. Use of Learning media

6. Students engagement in the study

7. Process and results of the assessments

8. Using Language

9. Closing

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 TEACHER EVALUATION FORM
Attributes and Performance Rating (circle) Comments (if any)

1 2 3 4

Introduction given (of both, self and topic) 1 2 3 4

Dress, neatness and appearance 1 2 3 4

Writing on the board, figures / diagrams (visual 1 2 3 4

aids)

Usage of classroom language 1 2 3 4

Circulated during class to check all the students 1 2 3 4

Gesture and posture 1 2 3 4

Spoke loudly and clearly 1 2 3 4

Communication (language, choice of words, 1 2 3 4

grammar and fluency)

Encouraged students to ask questions. 1 2 3 4

Aroused students’ interest and encourages them 1 2 3 4

for participation

Used words and expressions within the student 1 2 3 4

level of understanding

Was there any element of creativity (by way of 1 2 3 4

certain examples?)

Subject matter knowledge /command on 1 2 3 4

subject/topic

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Presented subject matter clearly and 1 2 3 4
systematically

Aptitude ( ability, skill and talent) displayed 1 2 3 4

Methodology, taught for student understanding 1 2 3 4

Answered the questions 1 2 3 4

Class control 1 2 3 4

Time management 1 2 3 4

Was organized one 1 2 3 4

Conclusion / summarization made; or lecture 1 2 3 4

abruptly ended

Confidence level exhibited 1 2 3 4

Showed dynamism and enthusiasm 1 2 3 4

TOTAL SCORE …………………..

In addition to observing the implementation observation sheet, other observations

that can be made are learning about the implementation of lesson plans.

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 LEARNING MEDIA FORMAT

NO. OBSERVED ASPECT INDICATORS SCORE

1. 1 2 3 4 5
Clarity of the objectives

2. Appropriateness of the materials and resources 1 2 3 4 5

Organizing and Navigation across the teaching

3. 1 2 3 4 5
materials

4. The effective election of learning resources / media 1 2 3 4 5

Clarity of the learning strategy and the methods of

5. 1 2 3 4 5
delivery
Detailed learning that covers all the criterions and
6. 1 2 3 4 5
objectives
7. Excellent techniques while teaching 1 2 3 4 5
8. 1 2 3 4 5
Instructions and guides in teaching
Answering and managing the questions of the
9. 1 2 3 4 5
students
Giving chance to students to ask questions and
10. 1 2 3 4 5
participate while learning
Total score .....................

QUESTIONNAIRE
A questionnaire is a research instrument consisting of a series of questions (or other

types of prompts) for the purpose of gathering information from respondents. The

questionnaire was invented by the Statistical Society of London in 1838.

Although questionnaires are often designed for statistical analysis of the responses,

this is not always the case.

Questionnaires have advantages over some other types of surveys in that they are

cheap, do not require as much effort from the questioner as verbal or telephone surveys, and

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often have standardized answers that make it simple to compile data. However, such

standardized answers may frustrate users. Questionnaires are also sharply limited by the fact

that respondents must be able to read the questions and respond to them. Thus, for some

demographic groups conducting a survey by questionnaire may not be concrete

For positive items the SS (Strongly Agree) is given score 4, the S (Agree) is given

score 3, the TS (Disagree) is given score 2 and the STS (Strongly Disagree) is given score 1.

RULES FOR QUESTIONNAIRES

 Use statements which are interpreted in the same way by members of different

subpopulations of the population of interest.

 Use statements where persons that have different opinions or traits will give different

answers.

 Think of having an "open" answer category after a list of possible answers.

 Use only one aspect of the construct you are interested in per item.

 Use positive statements and avoid negatives or double negatives.

 Do not make assumptions about the respondent.

 Use clear and comprehensible wording, easily understandable for all educational

levels

 Use correct spelling, grammar and punctuation.

 Avoid items that contain more than one question per item (e.g. Do you like

strawberries and potatoes?).

 Question should not be biased or even leading the participant towards an answer

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 QUESTIONNAIRE FOR STUDENTS
THE USE OF DEMOSNTRATION METHOD
IN TEACHING SELF-INTRODUCTION

GUIDE:
a. Choose the answers that you feel most honest and comfortable. This will not affect your
overall marks
b. Guide to fill the survey
Put the Checklist (√) in to the gaps according to the following grades.
1 = Completely disagree 2 = Disagree, 3 = Agree, 4 = Most agreed

NO STATEMENT 1 2 3 4

1 Demonstration is a fun way of learning.

2 The subject was inbound with the objectives

I want to continue learning English with this
3
method
4 Demonstration method is easy to understand
I met some difficulties while learning with
5
demonstration method
The use of demonstration method gives me
6
motivation in learning showing care.
Your interest in showing care learning has
7
increased after using the role playing method.
8 The learning material in showing care learning
was achieved using the role playing method.

Technique Analyzing Data

There are four data that will be analyzed by the writer. Those data are the data of

learning procedure, learning media, the result of study, student’s opinion about using Role

Playing in teaching showing care to improve student’s speaking skill. The researcher will use

several steps in analyzing data.

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 Procedures of Learning

Value of research =

[(Total score by students) / (Maximum available total score) ] x Value standard (4)

The results will be graded according to the following table which determines the

ranges of each scored value range.

In order to score Very good, Good, Satisfying, Needs improvement/Not effective.

Scoring 3.5 to 4.00 will be equal to Very Good

Scoring 2.75 to 3.50 will be equal to Good

Scoring 2.00 to 2.75 will be equal to Satisfying

And below 2.00 will be counted as Needs Improvement or Not effective

Analyzing Students’ Response (Teacher evaluation forms)

Besides analyzing the result of the test and observing the activity during classroom

Action Research, the writer also uses questionnaire to find out students’ response toward

demonstration technique in speaking. In analyzing the students’ response, the writer uses

formula:

𝐹
P= x 100%
𝑁

P = the percentage
F = frequency of the percentage is being calculated
N = number of cases

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 Next based on the result of the percentage of the students’ response, the writer also

uses the criterion of score interpreting a follow: Strongly agree = 4 Agree = 3 Disagree = 2

Strongly disagree = 1 After tabulating all answers, the writer calculate the percentage of the

strength of response by using formula as follow:2

𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝑎𝑔𝑟𝑒𝑒 𝑎𝑛𝑑 𝑠𝑡𝑟𝑜𝑛𝑔𝑙𝑦 𝑎𝑔𝑟𝑒𝑒 𝑎𝑛𝑠𝑤𝑒𝑟

P= x 100%
𝑇𝑜𝑡𝑎𝑙 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑎𝑣𝑎𝑖𝑙𝑎𝑏𝑙𝑒 𝑠𝑐𝑜𝑟𝑒

After each answer is calculated, the score is processed based on the criterion of

interpretation score as follow:

Percentage 0% - 25% = very low

Percentage 26% - 50% = low
Percentage 51% - 75% = strong
Percentage 76% - 100% = very strong

9. Population and Sample

a. Population

Freankel and Wallen (1993) stated that population means the group interest to

the writer that would like to generalize the result of the study. The population of

this study is the first grades senior students of Pribadi Bilingual School.

b. Sample

Sample is “The group in the research on which the information is obtained,

preferably selected in such a way that the sample represents the larger group

(population) from which it was selected”, Freankel and Wallen (1990). The sample

of this study is the senior class of the first grade of Pribadi Bilingual School which

consists of 48 students in 2018 – 2019.

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 REFERENCE

[1] https://www.sciencedirect.com/science/article/pii/S1229545014000175

[2] Freankle and Wallen. 1993. How To Design and Evaluate Research In Education. Second
Edition. New York: Mc Graw-Hill Inc.
[3] http://members.aect.org/edtech/ed1/41/41-01.html (accessed on Nov 29th 2018 at 9.55 am)

[4] Fraenkel, Jack. R and Norman E. Wallen. (1990). How to Design and Evaluate Research
in Education USA, San Fransisco State University
[5] https://www.snapsurveys.com/blog/qualitative-vs-quantitative-research/
[6] https://www.questionpro.com/blog/qualitative-research-methods/
[7] https://serc.carleton.edu/econ/demonstrations/why.html
[8] http://collections.infocollections.org/ukedu/en/d/Jgtz017e/6.9.1.html
[9] A.M. DerkachCase-method in teaching
Spetsialist, 4 (2010), pp. 22-23
[10] Sunhaji. 2009. Strategi Pembelajaran Konsep Dasar, Metode dan Aplikasi dalam Proses
Belajar Mengajar. Purwokerto: STAIN Press

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