ORAL PRESENTATION IN BIOLOGY LEARNING

THROUGH STAD COMBINED LESSON STUDY ACTIVITIES

Pramudiyanti1,a), Herawati Susilo2,b), Utami Sri Hastuti2,c), Ummie Lestari2,d)
1
Lecturer of Universitas Lampung
2
Lecturer of Universitas Negeri Malang

ABSTRACT

Oral presentation skills are part of oral communication skills. Oral presentation skills are very
important to be mastered by the students of teaching faculty as prospective teachers to
facilitate the delivery of concepts and ideas to be accepted by students and other people. The
phenomenon found in Cell Biology learning is a presentation activity which is a routine
activity in learning, so this activity becomes a culture. However, this activity is dominated by
students who are classified as active and dare to speak in front of the class, while students
who are classified as inactive do not take the opportunity to presentations unless they are
appointed by the lecturer to carry out presentation assignments. This study aims to improve
students' oral presentation skills through the application of STAD combined with Lesson
Study. The study was conducted in the even semester of the 2016/2017 Academic Year. The
study sample was 64 students from Cell Biology, consisting of 31 in the experimental group
and 33 in the control group. Students were given the task to make questions and answers then
deliver the results of the discussion by oral presentation. The study was conducted in 15
cycles (one semester). During the research students were given motivation and personal
approaches. The research data was obtained through oral presentation assessment rubrics,
oral assessment of peer assessment by the audience, motivation questionnaire sheets and
presentation experience, and interviews. Mobile phones and handycames were used to record
the process of research activities. The results showed that there was an increase in the number
of students who were willing to do presentation, initially 16.1% then increased to 67.6%. The
presentation skills in the experimental group differed significantly compared to the control
group. Personal motivation and approach are able to help students for presentations as much
as 20.6%, while students do not answer (abstain), have not made presentations due to
nervousness / fear of wrong as much as 11.8%, and students state that the role of peer
assessment helps students know oral presentation skills 88.2%. Presentation experiences
provide changes to students, which are more daring to appear in front of the class, choose
vocabulary / sentences that are good and right, and motivated to improve presentation skills.

Keywords: Oral presentation, STAD model, oral presentation motivation, Lesson Study
 INTRODUCTION
Oral presentation skill is part of oral communication. The skills of oral presentation
are very important to be mastered by prospective teacher in order to facilitate the delivery of
concepts and ideas to be accepted by students and peers (Sugito, Mulyani, Hartono, and
Supartono, 2017). The result of research by Ririn, Asmidir, and Marjohan (2013) shows that
in general the communication skills of the Guidance and Counseling Department students are
in the low category in terms of the ability to send messages or information accompanied by
feedback, so that individuals fail to convey what is thought and felt.
Phenomenon encountered in Cell Biology learning and almost all other subjects in the
Biology Education Study Program in the 2015/2016 academic year called presentation
activities is a routine activity in learning, however this activity is dominated by students who
are classified as active and dare to speak in front class, while students who are inactive do not
take the opportunity to presentations unless appointed by the lecturer to carry out the task of
making a presentation. In addition, oral presentations have not become part of the student
competencies that are described in the curriculum of the study program (Tim Penyusun,
2012).
The results of previous studies found that communication skills can be improved
through simulations of the use of real media (Sarwanto; 2016), through assignments of oral
presentations (Munch, 2004; Sugito, Mulyani, Hartono, and Supartono, 2017), using peer
assessment (De Greza, Valckeb , and Beringsa, 2010; Juhanda, 2017), and use cooperative
learning (Attamim, 2014) and discussion (Juhanda, 2014). to improve student oral
presentation skills. Lesson Study activities are expected to help develop habits to view
students, analyze student thinking and analyze misconceptions, anticipate student learning
outcomes, reflect on student work data (Hurd and Licciardo-Musso, 2005). The results of
previous studies indicate that LS activities can help lecturers improve student activities in
learning (Pramudiyanti, 2011), and can identify thinking processes and understanding the
concept of Cell Biology through the role of observers (Lukitasari, 2013; Pramudiyanti, 2017).
Based on the results of these studies, there has not been found any use of the STAD
model in combined lesson study to improve oral presentation skills. The STAD model has
stages that are simple and easy to do (Arends, 2007), while Lesson Study activities can help
lecturers to listen to the difficulties encountered by students in the presentation, so that the
combination of both is expected to be a means to teach presentation skills through continuous
improvements for one semester. This research was conducted to answer the problem of how
Lesson Study (LS) combined with the STAD learning model can be a means of teaching
students oral presentation skills in Biology learning.

THEORY
Student participation in learning is a very important factor. Participation is defined as
the process of student involvement. These characteristics are readiness, contributing to
discussion, group skills, communication and attention skills. Participation can guide students
to improve learning, critical thinking, and communication skills. Students will increase their
participation if students are aware of the benefits of learning (Kienhuis and Chester, 2014:
138).
Teachers (lecturers / tutors) can assess preparation, participation, and communication
skills every week. Teachers also need to provide feedback to students in ways that are not too
striking so that students remain confident in participating. Students who are shy and too quiet
can do certain ways for example through giving motivation and reinforcement that
developing communication skills is very important, and providing direction so that
participants increase their self-confidence, and provide information about the assessment
rubric (Kienhuis and Chester, 2014: 149 )
Presentations are direct communication activities to others. Direct communication has
three important elements, namely tone of voice, body language, and oral communication
(verbal communication) (McPheat, 2010: 29; Galva´n-Sa "nchez, Verano-Tacoronte,
Gonza´lez-Betancor, Ferna´ndez-Monroy and Bolı´var-Cruz. 2017). Oral communication has
a very important influence in direct communication. The same word will give a different
impression if delivered with different pressure (McPheat, 2010: 29). An educator needs to
give an impression or reinforcement in delivering material directly. These impressions or
reinforcements can be given through training in arranging tone of voice, body language, and
verbal speech.
The statement explains that lesson study is a teacher's activity to improve learning.
One of the most obvious ways is to collaborate with other teachers to design, observe and
reflect on the learning done (Lewis and Hurd, 2011). Lesson Study (LS) is defined as a model
of educator professional development through collaborative and sustainable study of learning
based on school principles to build learning communities (Susilo, 2013).
Lesson Study is one way to improve the quality of learning as well as for research
(Takahashi and McDougal, 2016). This method is potential because it provides an
opportunity for teachers to develop a professional inquiry community, by increasing business,
a commitment to inquiry, sharing results, and feeling the responsibility for the institution and
students besides the improvements made can be carried out continuously and eventually the
teacher will be able to sort out understanding in terms of material and teaching techniques
(Doig and Grove, 2011).
Susilo (2013) explained that collaboratively the Lesson Study members worked on
four things, first studying the curriculum, and formulating learning objectives and the purpose
of developing student life skills, secondly working on learning design to achieve these goals,
and the third was implementing and observing a research lesson ("Learning that is studied"),
then the fourth is to reflect to discuss the learning that is observed then refined, and plan the
next lesson.
Some studies have used Lesson Study to improve the quality of learning and teacher
professionalism. Zukmadini (2014) through his research results reported that the application
of PBL learning through Lesson Study proved to be able to improve students' critical thinking
skills, from Lesson Study I by 49.38% (with less critical criteria), to Lesson Study III which
increased to 65.83 % (with critical criteria). Lesson Study activities for research on the topic
of the use of discovery-based MFIs can increase student activities in General Biology
learning (Pramudiyanti, 2010).
Research in Lesson Study activities with the topic of the Implementation of STAD
combined with Mind Mapping has been proven to increase motivation and understanding of
students' concepts in General Biology learning (Purwanti and Koroh, 2014).
Cell biology is the subject that studies cell structure and its functions. The concepts
studied include anatomy, mechanics, and cell physiology. The characters of the concepts
learned are abstract and difficult to analogize with objects in the surrounding environment.
This concept is a difficult concept for students compared to the concepts learned in other
subjects (Pramudiyanti, 2016; Martomidjojo, 2011; Lukitasari, 2013).
 RESEARCH METHODOLOGY
The study was conducted in the even semester of the 2016/2017 Academic Year. The
research sample was 64 students from Cell Biology class.

Lesson Study Activities.

Cell Biology learning activities are carried out using the STAD model (Studen Team
Achievement Division) combined with Lesson Study and held for one semester (15 LS
cycles). The Lesson Study Team consists of 4 lecturers and 9 final year students. The lecturer
team has understood Lesson Study and had been Model Lecturers from 2010 to 2014. Nine
students were given training in Lesson Study before conducting the study.
The technique of implementing Lesson Study refers to Dudley, (2011). The
implementation consists of three stages, namely: Plan Do and See. In the first cycle of the
Plan stage, the Lesson Study team determines learning planning including setting parameters
to be observed, namely indicators of oral presentation skills. Next is the Do stage, the model
lecturer conducts the teaching and the other team members observe student activities in
learning, then at the See stage, the team members interview certain students and the activity
continues with discussion and planning for the second cycle. And so on as many as 15 cycles.
In the first lesson, the STAD learning model was introduced and the oral presentation
skills assessment techniques by the LS team and peers (Peer assessment). The STAD model
is carried out as follows: a) delivery of goals and motivating students; b) present information;
c) organize students into study groups; d) guiding groups to work and study; e) provide
evaluation and closing (Rusman, 2010: 215).

Quasi Experiment Implementation

The research design used was Cresswell's Post-Test-Only Control-Group Design (2014: 213)
as listed in Table 1.
Table 1. Procedure for Quasi Experiments

Group Partcipant Treatment Observation

A R X O
B R - O
Note: A: Experiment group; B: Control group; R: Random Assignment; O: Observation.

Data and Data Analysis

Data was collected using an oral presentation assessment rubric adapted from
Greenstein (2012: 204) and Bhati (2012), interviews, motivational questionnaires and
presentation experience. Mobile phones and camcorders to record the learning process, and
field notes on the implementation of Lesson Study.
The oral presentation component consists of 9 points namely calmness, sound clarity,
material clarity, and response to the audience. Indicator assessments are in the form of yes
and no, if the indicator appears to be given a value of 1 and for indicators that do not appear
to be given a value of 0 (Siregar, 2017: 89). The oral presentation assessment rubric was
validated by experts, and field trials with Cronbach's alpha 0.700 (p 0.05). If the value of
reliability is more than the value of p, the instrument can be used (Sugiono, 2013: 365;
Siregar, 2017: 120).
The peer assessment was carried out verbally by the audience. Assessment takes the
form of suggestions and responses to presentations that have been made. The evaluation
elements include the components of calmness, clarity of message delivery, voice intonation.
 The motivation questionnaire sheet and presentation experience consist of two
questions, namely: 1) The presenter's experience when given comments about the
presentation of the presentation; 2) Change of skill or method of presentation after being
given an assessment by the audience.
Interviews were conducted after learning Cell Biology. Students interviewed are
students who have been observed during learning and show activities that are relevant and
that are not relevant to learning (Hopkins, 2008; Hurd and Musso, 2005). The interview guide
includes questions about the reasons students cannot take part in learning, and the reasons
students are willing to present or are unwilling to present.

RESULTS AND DISCUSSION

The application of STAD combined with Lesson Study activities through quasi
experiments aims to test oral presentation skills. The homogeneity test results and the
normality of the oral presentation skills of the two groups showed that the two groups were
homogeneous and abnormal. The homogeneity test results of 0.554 were more than p (0.05),
and normality was 0.00 less than p (0.05). Further tests were carried out using the Mann-
Whitney test as shown in Tables 2 and 3 below.

Table 2. Average oral skills of both groups

Ranks
Group N Mean Rank Sum of Ranks
Oral Presentation 1 31 42.03 1303.00
2 33 23.55 777.00
Total 64
Note: 1 = Experiment Group; 2= Control Group.

The Mann-Whitney U test results in Table 3 show that the value of experimental group oral
presentation skills is higher than the value of the control group oral presentation skills.

Table 3. The effect of implementing STAD in combined lesson study on student oral
presentation skills
Test Statisticsa
Oral Presentation
Mann-Whitney U 216.000
Wilcoxon W 777.000
Z -3.998
Asymp. Sig. (2-tailed) .000
a. Grouping Variable: Group

in Table 3, the sig (2-tailed) critical value is smaller than the p value of 0.05. This
means that there is an influence on the treatment of STAD implementation combined with the
LS towards oral presentation skills.

Improved presentation skills are explained in detail in table 5 below. All presentation
indicators experienced an increase in the experimental group except for the second indicator,
namely calmness in the presentation. More calm in presentation in the control group (0.8%).

Table 4. Effect of the application of STAD in combined Lesson Study on Enhancing

Indicator Presentation Skills
NO Components of oral presentation Number of students (%) Improvement (%)
Eksperimen Kontrol (N= 33)
 (N=31)
1 Focus 100 75,8 24,2
2 Calmness 87,1 87,9 -0,8
3 Voice Clarity 93,5 81,8 11,7
4 Loudness 87,1 72,7 14,4
5 Intonation 80,6 63,6 17,0
6 Tempo of speaking 80,6 66,7 14,0
7 Memory 54,8 18,2 36,7
8 Structural and sistematic explanation 64,5 48,5 16,0
9 Eye contact 41,9 21,2 20,7

Table 6. Presentation Skills Categories in Experimental Groups and Control Groups

Ranges of score Category Experiment group Control group (%) (N=33)
(%)(N=31)
84 – 100 Exemplary 35,5 0
62 ≤ 84 Proficient 41,9 48,5
41≤ 61 Basic 19,4 42,4
< 41 Novice 3,2 9,1

Lesson Study activities carried out greatly help lecturers to observe student learning
activities. The results of the study by Marhamah et al. (2014) reveal that the quality of
learning Environmental Knowledge in Selong can be improved through interesting and
challenging learning, involving students physically and mentally, interactively between
students and lecturers and is contextual in nature, besides the research results of Rahayu
(2011) shows that Lesson Study activities can help increase student active participation in
learning, improve learning practices undertaken by students.
The Lesson Study activities that we have conducted are divided into five parts. The
five sections are: (1) introducing the procedures for oral presentation; (2) increase the
presenter in one meeting; (3) encourage students to present; interviewing quiet students; (4)
teaches assessing oral presentation skills by the audience. We describe these four activities in
the following paragraph.
(1) Cycle I: Introducing the Oral Presentation Procedure
Planning in this cycle was about delivering presentation procedures. Each group
presented questions and answers that have been done. The presentation was conducted by
standing in the group, not going forward to the class. This was conducted to prevent
ineffective use of time.
Explaining the procedures including presentations took 60 minutes. There were two
studedents as the presenters. At the next meeting we observed the indicators of presentation
skills that have been seen and which have not been seen.
(2) Cycle III: Increasing the Number of Presenter in One Meeting
The results of observations in Cycles I and II obtained the findings of students who
present a number of 2 and 3 people. Students who have presentations are students who are
active in learning. In this cycle it is planned to provide opportunities for students who have
not been presentations and encourage students to ask questions to presenters.
The findings in this cycle of student presentations are still classified as students who
are active in learning. The presenter delivers the results of the assignment and answers all
questions. Students named Naufal have tried to ask questions to the presenter.
Follow-up will be taken based on Mrs. Berti's proposal, namely: the presenter should take
turns, there is a division of presentation assignments, there is a presenter and some answer
questions from the audience.
(3) Cycle IV: Encouraging Students to Present
Planning in the fourth cycle is to provide opportunities for students to do
presentations. The proposal from Mr Median was to give assignments to students who have
not yet presented. The proposal from Mrs. Pramudiyanti was to give awareness to students
that presentation is a learning activity that is measured as a skill so that everyone gets the
opportunity for presentation.
The findings in this cycle were 4 students who presented their presentation. The
discussion has proceeded smoothly, which is indicated by the existence of questions
answered by discussing it in advance with group members.
Follow-up at the next meeting is used to observe the results of the improvements that
have been made.
(4) Cycle V: Interview the Quiet Student
In this cycle we observe the results of improvement in teaching presentation skills.
The findings of this cycle are the presence of presenters from quiet students. The Anggraeni
Observer reports that Pilyadi is a student who looks down more at the Student Worksheet and
does not issue speeches to group members. After giving motivation in Cycles III and IV, the
Pilyadi presented the results of his group work.
As a result of the interview with Pilyadi, he stated that he was presenting on his own.
Feelings that are experienced are brave, feel a little nervous, and after the presentation feel
relieved.
Another quiet student is Miori Sanda. The result of the interview was that Miori had
not taken the opportunity to present the reason she was male and wanted to put women first
for presentation. We provide personal motivation by explaining that the presentation skills
need to be shared by all students, and there is an evaluation of the performance of the
presentation. If Miori can take part in the presentation, it will certainly benefit Miori in the
form of a presentation experience.
The results of this interview gave results, namely in Cycle VI Pilyadi had the courage
to comment on the appearance of the presenter. Miori Sanda has the awareness to take part as
a presenter in cycle VIII.
(5) Cycle VI to Cycle X: Learning to Assess Oral Presentation Skills by Audience.
Planning in cycle VI is to find students in groups who have not been present. The
lecturer of the model will refer to the group who have not presented. We will also follow up
on motivating Pilyadi and Miori, as well as other participants to have the courage to speak.
Giving motivation through an explanation that the presentation activities carried out are
learning so there is no need to feel afraid of being wrong or not brave.
The activity of assessing oral presentation skills was carried out by Audiences and
observers. The things assessed are indicators of presentation skills that need to be improved.
Indicators that are assessed verbally by Audiences include sound, intonation, calmness.
The finding in the VI cycle was that Pilyadi was willing to comment on Ananda
Riska's appearance. In cycle VIII Miori Sanda took part as a presenter.
The activity in the VI cycle was continued by providing reinforcement of comments that had
been delivered by the Audience, giving a good explanation of the presenter's indicators.
Learning activities for our presentation skills is sufficient until Cycle X.
At the end of the activity learning oral presentation skills, we identified the problem
that there were two students who had difficulty following the learning process, the students
had the initials PY and MS. Based on the results of the interviews we obtained information
that both had difficulty interacting with group colleagues and did not have the courage to
present.
 Based on the results of interviews with MS students, the difficulties experienced were
gender differences. MS is the only male in group 7, and he intends to put women first to
present. PY students have difficulty talking in front of the class and feel nervous. The
characteristics of the two students are in line with the results of Sleigh's (2013) study that
male oral presentation characteristics differ from women, and women's oral presentation
skills are better than men (Bhati, 2012). We explained the two students about how to attend
learning and were motivated to follow the learning process regardless of gender differences.
This is in line with Kienhuis and Chester (2014: 149), which states that giving motivation
needs to be done to students who have not been involved in the learning process because of
embarrassment with colleagues or because of lack of interaction with group colleagues. The
results of this study are also in line with the results of research by Lukitasari (2014), which
states that LS helps teachers find student learning difficulties. The results of the Norwich
study, Pete Dudley, Annamari Ylonen (2014), stated that LS could also be used for the
purpose of assessing student learning difficulties.
As a follow-up to the findings of the Lesson Study team, the motivation is also given
by the lecturer at the time of learning by giving a positive assessment if there is an
assessment from the audience which creates an uncomfortable atmosphere for the presenter.
This is indicated by the number of students (67.6%) who stated that they were more confident
to present oral presentations. Follow-up findings on student learning difficulties are included
in the LS activity process, namely at the See stage. Referring to Susilo (2013) that through LS
activities, instructors will be trained to be reflective, namely thinking about the advantages
and disadvantages of learning that has been done at the Do.
The results of this study indicate that the presentation activities which were originally
dominated by 4 people (16.1%) turned into classroom activities, meaning that each student
had the same opportunity for presentation. Based on this, the class atmosphere is not only
dominated by active students, passive students also show willingness and courage to act as
presenters.
In table 6 about the category of oral presentations with Basic information, as many as
19.4% of students in the experimental class and 42.4% in the control class. This category
describes students who have presentation difficulties. The characteristics that appear to be
based on are students who do not make eye contact with the audience, paperwork held
vibrating because of nervousness, halting speech or between words there are frequent pauses,
reading paperwork during the presentation without being interspersed looking at the
audience. The same situation was reported by Ririn, Asmidir, and Marjohan, 2013) that some
students who were presenting did not look at audiences or forums, their eyes were always
fixed on the sheets of papers being read, difficulties in continuing what they wanted to
explain, words that had been neatly arranged to be expressed many forget to convey,
confused with what will be said so often repeat the same sentence when making a
presentation.
Students who have been good at presentations in the category of Proficient and
Examplary show the following characteristics: calm, maintain eye contact with the audience,
the pronunciation of words is very clear, the speed of sound is medium. These characteristics
are in accordance with King's statement (2016: 7, 17, 28) and that a good speaker has
attention to others, namely being aware of the audience's presence, being able to overcome
concerns characterized by calm, making eye contact with the audience.
Assessment by peers, as well as motivation is able to provide enthusiasm and
willingness to appear presentation. This is very important for students who are shy and quiet
(Kienhuis and Chester, 2014: 149; King, 2016). Furthermore, King (2016: 8, 9,160) states
that speaking skills or oral communication can be improved by practicing / practicing.
Practicing independently or with other people can be done with a fairly frequent intensity.
 The use of STAD combined with LS activities influences student skills and
motivation in the presentation. The motivation shown in the students is as follows: students
make presentations with their own volition as much as 67.6%, presentations with the support
of friends / lecturers as much as 20.6%, do not answer (abstain), not presentations due to
nervousness / fear of wrong as much as 11.8 % and students stated that the role of peer
assessment in presentations helped students know the strengths and weaknesses of 88.2%.
The presentation experience gives a change to students in the form of being more courageous
in appearing in front of the class, choosing vocabulary / sentences that are good and right, and
motivated to improve their appearance.
The changes experienced were expressed by several students as follows:
"Before the presentation I felt nervous and I didn’t want to do any kinds of presentation, and
after trying the presentation I didn't feel nervous at all."
"I am much more courageous and confident when presenting"
"I know how to make a good and right presentation"

CONCLUSION
The results of research on the implementation of STAD combined with LS were able to
improve students' oral presentation skills. The activities of teaching oral presentation skills
can be started from teaching oral presentation indicators. The use of peer assessment can help
students discover the advantages and disadvantages of oral presentation skills. Based on the
results of these studies, teaching oral presentation skills as part of communication skills can
help the readiness of students to become prospective teachers.