· STEMAN 2014
ISBN: 978-979-17047-5-5
PROSIDING Seminar Nasional Teknologi Manufaktur 2014 (STEMAN 2014)
Tema: Teknologi Manufaktur Sebagai Pendorong Produk . Industri Nasional
Bandung, 19-20 Agustus 2014 RINEKAMAYA Politeknik Manufaktur Negeri Bandung Jl. Kanayakan No. 21 Oago Bandung - 40135
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POLITEKNIK MANUFAKTUR NEGERI BANDUNG Jln. Kanayakan 21, Dago-Bandung 40135 Homepeqe http://www.polman-bandung.ac.id Telepon: (022) 2500241, Fax: (022) 2502649 E-mail:
[email protected]
STEMAN 2014
.
ISBN: 978-979-17047-5-5
Seminar Nasional Teknologi Manufaktur 2014 (STEMAN 2014) Tema: Teknologi Manufaktur
Sebagai Pendorong
Produk Industri
Nasional
Bandung, 19-20 Agustus 2014, Politeknik Manufaktur Negeri Bandung RINEKAMAYA
Editor: Siti Aminah, S.T., M.T. Nuryanti, S.T., M.Sc. Dewi Idamayanti, S.Sc., M.T.
Desain Sampul: Pramudiya Tri Hartadi
Hak Cipta (C) pada Penulis. Hak Publikasi pada Politeknik Manufaktur Negeri Bandung disebarkan secara bebas untuk tujuan bukan komersial, Dilarang memperbanyak sebagian atau seluruh isi buku ini Pemegang Hak Publikasi prosiding ini tidak bertanggung prosiding ini.
(pOLMAN Bandung). Artikel pada prosiding ini dapat digunakan dan dengan syarat tidak menghapus atau mengubah atribut penulis. dalam bentuk apapun tanpa izin tertulis dari Penerbit dan Penulis. jawab atas tulisan dan opini yang dinyatakan oleh penulis dalam
ISBN 978-979-17047-5-5
STEMAN 2014
KATA PENGANT AR Prosiding ini berisi makalah-makalah yang dipresentasikan pad a STEMAN2014, yaitu seminar dalam rangka memperingati Dies Natalis ke-37 Politeknik Manufaktur Negeri Bandung (pOLMAN Bandung) dalam bidang Rekayasa dan Teknologi Manufaktur di Indonesia. STEMAN 2014 memilih tema Teknologi Manufaktur Sebagai Produk Industri Nasional. Tujuan utama dari seminar ini adalah: 1. Meningkatkan kontribusi akademisi dan profesional dalam pengembangan rekayasa dan teknologi manufaktur. 2. Sebagai media diskusi dan pertukaran informasi dalam kegiatan penelitian dan pengembangan di bidang rekayasa dan teknologi manufaktur. 3. Membangun komunikasi dan jaringan antara perguruan tinggi, industri, lembaga penelitian dan pihak lainnya yang terkait. Topik-topik yang dibahas di dalam seminar dan prosiding ini"meliputi: 1. Rekayasa dan Teknologi Manufaktur untuk Pertanian, Pertambangan, Otomotif, Elektronika, Lingkungan, Mitigasi Beneana, Energi Alternatif dan Terbarukan, Industri Keeil, dll. 2. Peraneangan dan Pengembangan Produk Manufaktur 3. Teknologi Material & Metalurgi 4. Proses dan Teknologi Manufaktur 5. Mesin dan Peralatan Industri Manufaktur 6. Sistem Manufaktur 7. Sistem Kendali dan Mekatronika Industri Manufaktur 8. Sosio-Manufaktur 9. Topik-topik lainnya yang terkait dengan rekayasa dan teknologi manufaktur Seminar ini merupakan sarana diskusi ilmiah, komunikasi dan pertukaran informasi bagi para akademisi, peneliti, praktisi industri, pemerintah dan stakeholder lainnya dalam pengembangan rekayasa dan teknologi manufaktur. Panitia STEMAN 2014 menerima Extended Abstract sebanyak 75 hasil penelitian dari mahasiswa dan dosen Politeknik Manufaktur Negeri Bandung, Universitas Gajah Mada, Universitas Jenderal Aehmad Yani, Institut Teknologi Adhi Tama Surabaya, Universitas Syiah Kuala Aeeh, Universitas Trunojoyo Madura, Politeknik Merlimau dan Kolej Komuniti Jasin, Malaysia, dan UPT. Balai Pengolahan Mineral Lampung-L1PI. Setelah melalui seleksi dan evaluasi oleh tim reviewer dan dewan editor, panitia memutuskan sebanyak 70 makalah dapat diterima untuk dipresentasikan dalam STEMAN2014. Hasil dari seminar nasional ini diharapkan dapat memberikan kontribusi pemikiran untuk mendukung terbentuknya industri manufaktur nasional yang unggul dan meningkatnya daya saing bangsa.
STEMAN 2014
ISBN 978-979-17047-5-5
SUSUNAN PANITIA STEMAN 2014 Komite
Program
Ketua Anggota Tim Pengarah
:
Direktur POLMAN Para Wadir POLMAN :
Prof. Dr. Ir. Isa Setiasyah Toha, M.Sc. (Direktur POLMAN Bandung) Prof. Dr. Ir. Yatna Yuwana M. (Dekan FTMD - ITB) Prof. Dr. Ir. Tresna Priyana Soemardi, SE., M.S. (Universitas Indonesia) Dr. Zainal Arief, S.T., M.T. (Direktur PENS Surabaya) Tim Penelaah
:
Prof. Dr. Ir. Isa Setiasyah Toha, M.Sc. (pOLMAN Bandung/ITB) Prof. Dr. Ir. Yatna Yuwana M. (FTMD ITB) Engr. Dr. Md Saidin Wahab (UTHM - Malaysia) Ir. Dadet Pramadihanto, M.Eng., Ph.D. (PENS - Surabaya) Dr. Ismet P. Ilyas, BSMET, M.Eng.Sc. (pOLMAN Bandung) Dr. Carolus Bintoro, MT. (politeknik Negeri Bandung) Dr. Ing. Yuliadi Erdani, M.Sc. (pOLMAN Bandung) Dr. Beny Bandanadjaya, ST., MT. (pOLMAN Bandung) Dr. Noval Lilansa, MT. (pOLMAN Bandung) Dr. Amang Sudarsono (PENS - Surabaya) Dr. Ali Ridho (pENS - Surabaya) Dr. Dipl. Ing. Ahmad Taqwa, MT. (POLSRI-Palembang) Pelaksana: Ketua Anggota
Emma Dwi Ariyani, S.Psi., M.Si. Adies Rahman Hakim, ST., MT. Agus Surjana Saefudin, ST., MT. Dewi Idamayanti, ST., MT. Nuryanti, S.T, M.Sc. Reza Yadi Hidayat, ST., MT. Roni Kusnowo, ST., MT. Supriyadi Sadikin, S.IP., M.Si. Siti Aminah, ST., MT. Wiwik Purwadi, ST., MT. Yoyok Setiyo Pamuji, ST. Kiki Sri Nur Endah, ST. Ratih Suhartini, S.Pd. Yati Yulia, S.AP Elis Siti Munawaroh, S.AP Idan Sukmara Pramudiya Tri Hartadi Engkos Koswara
Alamat Sekretariat : Politeknik Manufaktur Negeri Bandung Sdri. Ratih Suhartini Jl. Kanayakan No. 21 Dago Bandung - 40135 Tel. 022 - 2500241 ; Fax. 022 - 250 2649 Email: steman@polman·bandung.ac.id Homepage: stem an .polman-bandung. ac. id
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DAFTAR ISI Kata Pengantar
.
Susunan Panitia
ii
Oaftar Isi.....................................................................................
iv
Keynote Speaker Universitas Indonesia Prof. Or. Ir. Tresna Priyana Soemardi, SE., M.S. Dirjen Kerjasama Industri Internasional Ir. Agus Tjahajana, SE., M.Sc.
Kementerian
Perindustrian
Chief Operation Officer PT Astra Otoparts-Winteq Direktur - PT Federal Izumi Mfg. Reiza Treistanto Abstrak Makalah Peserta
BIDANG KAJIAN : REKAYASA DAN TEKNOLOGI MANUFAKTUR PERTAMBANGAN, OTOMOTIF, ELEKTRONIKA, DLL
UNTUK PERTANIAN,
Aplikasi Metode Perancangan Pahl-Beitz pada Perancangan Lini Produksi 1man Apriana . .. Design for Sustainability (OFS) and Design for Environment Automotive industry SKH Muhammad Bin SKH Abd Rahim.
..
2
(OfE) Practices in
8
Pembuatan dan Pengujian Model Pahat Insert dari Baja 34CrNiMo6 Melalui Proses Pack Carburizing Umen Rumendi ,..... 15 Pengaruh Temperatur dan Dwell Time Degassing terhadap Porositas Gas pada Aluminium JIS AC4C dengan Metode Gravity Casting Balqis Mentari Efendi.
21
The Optimization Of Power Conversion From Wind Energy Norhana Binti Safee.
27
Modifikasi Vessel Nissan CWB45-ALON45 untuk Peningkatan Kapasitas Angkut Unit Truck Herman Budi Harja. 32
IV
STEMAN 2014
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Kajian Pengaruh Jenis Pasir, Temperatur Tuatig, dan Jumlah Deoksidosi Alumunium terhadap Porositas Gas dalam Proses Gravity Sand Casting pada Nozzle Cup Material
13 Ade Rachman.
38
Pengembangan Sistem Pengendali Suhu pada Heater Reaktor Auger untuk Proses Piroiisis Cepat Cangkang Sawit Izarul Machdar
48
Perencanaan strategis persediaan peralatan kebencanaan berdasarkan siklus kebencanaan Muhammad Dirhamsyah..
54
Perancangan Ulang Tool Holder Untuk Alur Dovetail Pada Ragum Polman 125 Menggunakan Metode DFMA Somantri :..................
57
Perbaikan Rancang-Bangun Kopling-Dog Pengendali Roda Traktor-Tangan Bandung Haris Sayoko, Isa Setiasyah Toha
63
Polman
Perancangan Coren-Baja Menggunakan Bantuan Perangkat Lunak Simulasi Coran Solidcast 8.2.5 Studi Kasus pad a Produk Link Track Beny Bandanadjaja ,.
71
BIDANG KAJIAN : PERAN(ANGAN DAN PENGEMBANGAN PRODUK MANUFAKTUR Implementasi Surfaces 3D Scanner Menggunakan Metode Triangulation untuk Reverse Engineering Obyek Sederhana Bolo Dwiartomo.
dan Tesselation
78
Analisis Simulasi Reinforced Thermoplastic Pipe Dengan Metoda Elemen Hingga Melalui Pendekatan Pipa Multilayer Menggunakan Perangkat Lunak Rekayasa Asep Indra Komara '" . . . . . . .. . .. . . . . .. .. . . . . .. . . . . .. 86
Optimasi Bentuk Pisau Penghancur Limbah Tempurung Kelapa Berbentuk Piringan Bertakik untuk Mendapatkan Berat Optimum Aji Gumilar . . .. . .. . . . .. .. .
92
Perancangan dan Pembuatan Prototipe Mesin Pengolah Air Bersih Sistem Mobile untuk Keadaan Darurat Air Yuliar Yasin Erlangga.............................. 98
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Perancangan Konstruksi Portable Bridge dan Alat Bantunya untuk Mobil Perkebunan (Wintor) dengan Mekanisme Lipat Adies Rahman Hakim '......... 105
BIDANG KAJIAN : TEKNOLOGI MATERIAL METALURGI Perbaikan Ketangguhan Meterial Baja Cor Paduan NI-CR-MO Melalui Proses Tempering Ganda Beny Bandanadjaja. 112 Simulasi Proses Perlakuan Panas Permukaan untuk Mendapatkan Waktu Pemanasan yang Sesuai Oyok Yudianto. . .. . . . . . . . . .. . . . . . . . . . . . . . . . . .. . .. 116
Pengaruh Laju Pendinginan dan Bahan Paduan terhadap Pembentukan Ketahanan Aus Besi Cor EN-JN2019 Kus Hanaldi.
Karbida M3Cdan 121
Kajian Faktor-Faktor yang Memberi Kesan Proses EDM terhadap AISI H13 Mohamad Shahril Bin Ibrahim.............................................................
126
A Study On Types Pineapple Leaf Fibers (PALF) Reinforced Poiylactide Nuru{ Hayati Binti Jamil
131
(PLA)
Analisis Struktur Mikro dan Kekerasan Permukaan Baja ST 37 Carburized melalui Proses Dekarburasi Oleh Air Muhammad Hilmi Wahhab................................ 137 Riserless Castfng of FCD 500 in Green Sand Mold Wiwik Purwadi...............................................................................
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Analisis Kakisan Air pada Logam dalam Sistem Aliran Dandang Noor Azlan Bin Ngasman . .. . . ... .... ... . . . .... .. . ... .. . . .... ..... . .. .. . . . . ... .... . ..... . ...
152
Kajian Prestasi Mata Alat Karbida Bersalut Semasa Melarik Keluli AISI H13 Menggunakan Bendalir Pemotong . Azlan Shah Bin Kamaruddin 158
Analisa Uji Keausan Material ST 37 Hasil Carburizing dan Hardening dengan Menggunakan Mesin Uji Keausan Horizontal Tri Sugeri Gumilar Permana , . . . .. . . . . . . . . . . . .. . .. . . . . .. . .. . . . . . . . . . . . . . . ..
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Analisa Perbandingan Kekerasan, Distribusi Kekerasan dan Struktur Mikro Material ST 37 pada Proses Karburasi dengan Metoda Single Quenching dan Direct Quenching Gerri Rinaldi................................................................................. 169 VI
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Kajian Pengaruh Aditif terhadap Pembentukan Nano Deposite Nikel pada Elektroplating Baja Karbon Rendah . Dewi Idamayanti 177
Optimalisasi Desain dan Simulasi pada Coran Blade Turgo- Turbine Roni Kusnowo.................................................. ... . ... ... . . .. ... . . . .. . . . .....
BIDANG KAJIAN : PROSES DAN TEKNOLOGI
182
MANUF AKTUR
Optimalisasi Proses Pemesinan CNC Milling 3 Axis dengan Menggunakan Metode Taguchi Benny Haddli Irawan.................................. 189
Pengaplikasian CAIP (Computer Aided Inspection Planning) pada Operasi OMM (On Machine Measurement) dengan Alat Ukur Probe: Sistem Global CAIP Yogi Muldani Hendrawan.. 195
Pengaplikasian CAIP (Computer Aided Inspection Planning) pada Operasi OMM (On Machine Measurement) dengan Alat Ukur Probe: Rekonstruksi Feature dengan Metode Perbandingan Antara Permukaan ' Yogi Muldani Hendrawan.. 202
Pengaruh Minyak Kelapa sebagai Dielektrik Alternatif pada Benda Kerja AISI P21 Tjun Mahsunadi..
terhadap Kinerja Edm Diesinking 208
3.Axis C~C ~illi~g Tool Path St~ategy for Machining Spherical Surface Livana Bintt Nonzan........................................................................
216
Pengukuran kesesuaian prod uk terhadap spesifikasi untuk diameter pada bidang datar yang berbeda dan tidak sejajar Nandang Rusmana...
222
dan posisi lubang
Analisis Pengaruh Variasi Temperatur Media Quenching Pada Proses Hardening Terhadap Kekerasan Permukaan dan Tingkat Distorsi Baja AISI 1045 Fikry Fauzi Rachman........................................................................
227
The Study Of Mechanical Properties of Laminated Bamboo (Bmb) Strip/ Epoxy Composites Muhammad Hafiz Bin Kamarudin.
234
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BIDANG KAJIAN : SISTEM MANUFAKTUR Metoda Overall Equipment Effectiveness Sebagai Ukuran Kinerja Mengelola Fasilitas Pusat Unggulan Teknologi dan Inovasi
Strategis
dalam
Iwan Harianton. Quality
239
Issue As a Part Of PBE (Production
Based Education)
System in POLMAN
244
Gamawan Ananto Analisa Kuantitatif dengan Metoda POLMAN Pad a Performa Unggulnya
BPR Membuka
Kebuntuan
Usaha Mengembalikan
Haris Sayoko Optimasi
250
Waktu
Mesin Pouching
Gel Menggunakan
Perangkat
Lunak Simulasi
Ruminto Subekti .. ,......................................................................... Analisa Alternatif Periode Penjadwalan Kerusakan pada Mesin Bubut Schaublin Bandung
Promodel 262
Perawatan Mesin deng.an Metode Probabilitas 102N-VM dan Mesin Frais Aciera F3 di POLMAN
Abidin Husein .
268
Rancang Bangun Welding
Fixture
untuk Modifikasi
Tubular
Propeller
Shaft Otomotif
Oedy Arietijanto
BIDANG KAJIAN : SISTEM KENDAll
DAN MEKATRONIKA
Monitoring Kontinue
Level Air pada Sistem Pembangkit
Temperatur
274
:..........
dan Kendali
INDUSTRI MANUFAKTUR
Nuryanti
Uap Superheat
,..........................
Rancang Bangun Piranti ATMEGA 16
Akuisisi Data Mesin Uji Tarik
Adhitya Sumardi Sunarya Optimasi Zero Voltage Pemasangan Bearing
Polimer
Berbasis Mikrokontroller
,..........................................
Switching
dan Buck Converter
281
..
sebagai
Pemanas
Induksi
untuk
Ismail Rochim................................................................................ Implementasi
Teknologi
GSM-SMS untuk
Kendali
294
Mesin CNC dari Jarak Jauh
Yuliadi Erdani
299
Rancang Bangun Stasiun Pemantau Kelembaban dan Kecepatan Angin
Cuaca Otomatis
dengan
Parameter
Suhu,
Yuliadi Erdani Pengendalian
288
307 Kecepatan
Motor
DC dengan
Logika Fuzi untuk
Ridwan
Program
Grafcet-
PLC 314
V!ll
STEMAN 2014-
Perancangan Dan Implementasi Hopper Conveyor Plant laidir Jamal
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Kendali Fuzzy Menggunakan Mikrokontroler
Pada
"..........
320
Otomasi dan Supervisi Web pada Proses Pemindahan Balok Menggunakan Overhead Cranes berbasis WebVue dan Google Web Toolkit Pipit Anggraeni 326
Low Cost Remote Terminal Unit (RTU) Sistem SCADA Berbasis Android Hendy Rudiansyah...........................................................................
333
BIDANG KAJIAN : SOSIO-MANUFAKTUR Kajian Kecermatan Metode dalam Pengukuran Soft Skills Mahasiswa Menggunakan Soft Competency Questionnaire-Self Assessment Achmad Muhammad.
The Phenomena of Using Scientific Text Among Undergraduate Study Focused on Nominalisation in Scientific Texts)
yang
Students (A
Fatonah. Penguatan Sistem Manajamen Metoda Evaluasi Mutu Internal DI ERA GLOBAL Iwan Harianton.
341
347 Mutu Pendidikan Berbasis Produksi dengan sebagai Usaha Membangun Keunggulan Institusi 354
The Importance of Oral Presentations for Engineering Students Dini Hadiani.................................................................................
359
BIDANG KAJIAN : TOPIK- TOPIK LAINNYA YANG TERKAIT DENGAN REKAYASA DAN TEKNOLOGIMANUFAKTUR Rancang Bangun Sistem Informasi Inventarisasi Berbasis Web (Studi Kasus Teknik Otomasi Manufaktur dan Mekatronika Politeknik Manufaktur Negeri Bandung) Siti Aminah
368
Ergonomics Bus Staircase Design for Elderly Nor Hisham bin Sulaiman .'..................................................
374
Keandalan Sistem Pelumas Tanker dengan Model Pengaturan Persyaratan Keandalan dan Metode Pemilihan Tindakan Manajemen Tungga Bhimadi 379 Kajian Penggunaan Multimeter terhadap Kompetensi Pelajar di Jabatan Kejuruteraan Mekanikal, Politeknik Merlimau Ainul Azniza Binti Ahmad laini 387
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THE IMPORTANCE OF vnAL PRESENTATIONS FOR ENGINEERING STUDENTS Dini Hadiani Politeknik Manufaktur Negeri Bandung JI.Kanayakan No.21- Dago Bandung- 40135 Phone/Fax : 022.2500241/2502649 Email:
[email protected]
ABSTRACT This paper presents the qualitative analysis of the students' experiences in giving oral presentation in the ESP classroom. It is claimed that oral presentationis an important skill for engineering students to acquire. This is a learned skill and one that is frequently called upon in the workplace. Students' oral presentation in the classroom, therefore, is considered an important element in gaining positive learning experiences. The main purpose of this study is to find out the importance of oral presentation skills for undergraduate students. This study was conducted among 31 Polytechnic students whose study background is engineering. Utilizing a qualitative method of enquiry, data were obtained through questionnaires and' interviews. Research findings reveal that most of the students perceive the importance of oral presentation skills.They also gain the wider range of communication skills especially in giving technical explanations on product design or manufacturing processes. The study concludes that the students are aware of the importance of oral presentations in the classroom, and how they are interested in developing the communicative classroom.This study recommends that as oral presentation brings positive learning experiences, this activity should be given regularly to students. It is hoped that it can motivate the students to improve their communication skills.
Keywords: Oral presentation.Engineering
Students, communication
skills
1 Introduction The importance of oral communication for engineering students and engineers has been widely reported, with emphasis on non-native speakers of English.Asstated by Batley (1998), many engineers may have strong quantitative skills while remaining comparatively weak in verbal skills. It indicates that engineers havelimited abilities to present effectively. This becomes problems since employersare demanding graduates who have excellent not only written but also oral and listening skills. Another study by Alshare and Hindi (2004) explored the role of students' presentation in the classroom. It revealed that both students and instuctors agreed that a student's presentation in the classroom has become an important element in delivering positive learning experiences" (Alshare & Hindi, 2004, p. 6). Nevertheles, little do the studies concern about what makes oral presentations important to students in engineering field. Thus, this study attempts to find outthe importance of oral presentations viewed from engineering students.
Teaching English for specific purposes (ESP) for engineering students has its own challenges. The learners need English as means of doing their work efficiently but first of all for being able to communicate. What it is important with ESP is the fact that it is designed to meet the specific needs of the learners and is centered not only on the language (grammar, lexis, register), but also on the skills and discourses (Maria, 2009). Thus, improving the engineering students' English skill is not only to make them know Engli h, but also to improve their communicative competence. Communicative competence refers to the ability of a speaker to communicate the message correctly in order to achieve its communication goal (Kakepoto, et.al. 2013). Oral presentations which are parts of communication skills are important skills for engineering students to acquire. Engineers need to be able to communicate their technical expertise effectively (Cullen, 2002). 359
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and silence (Powell, 2002; Duddley-Evans and: Maggie 1998).
2 Literature Review
Advance Signaling.It is believed that advance signaling or signposts are considered as . important features. of academic presentations. I. They help the presenter follow the structure of the information and arguments on the part of the listener; also, they lead to recognize>; visuals' significance. For example, when wel use advance signaling to introduce the talk as in "I'd like to talk about. .. " or to conclude the talk as in "I'd like to finish by saying that ... "(Allen 2008, p. 2) Language.In oral presentations, languageis considered to be made of bothwords and nonwords, and that an effective language demands the selection of vocabulary toreport appropriately to the situation(Bert, 2009). Moreover, Freeland (2008) showed that choosing simple syntaxand vocabulary rather than long, subordinated sentences and technical jargon also appealmore to listener' aural perception. Pauses are also considered as integral part of language use that helps to gather thoughts and allow listeners to think about what the presenter is saying.
2.1 Oral Presentations It is saidthat most teaching at the university was earlier limited to giveformal lectures, however, nowadays it attempts to involve actively the students in the learningprocess (Wallace,2004). Furthermore, it is elaborated by Chen (20 II) that one common way for students to do so inuniversity classrooms around the world is to give academic oral presentations in English because of the rolethat English plays in the world now. Oral presentation can be defined as "... typically and partly spoken, partlyvisual form of communication" (Ming 2005, p. 118), and it is normally limited in time and occurs inorganizational settings. This idea is supported by Harmer (2007) who states that oral presentation henceforth OPs are not designed for informal spontaneous conversations; because they are prepared, they are more 'writing like', which isgood for fluency and for avoiding hesitation, gaining time, etc.Additionally, among other advantages of OPs King (2002) declared that OPs fill the gap between language use and language learning, and make use in an integrated manner allthe four language skills. From ESP course perspectives, effective OPs are viewed at "Structuring, visuals, voice, and advance signaling as well as language" (Duddley- Evans and Maggie 1998, p. 112). The elaboration of such view is as follows: Structuring a Presentation.It is like structuring written communication in which the listener needs a map to follow with a start, middle and an end (Dudley-Evans and Maggie, 1998). Visuals.These are defined as anything that can be seen and help listeners to follow, pay attention and interest to the oral presentation (Anderson et a1. 2004). Besides, DuddleyEvans and Maggie (1998) confirm that visuals are worth a thousand words. Yet, if they are good and used well. Voice.It is argued that as a presenter, the ability to pace your speech and use your voice to create impact is the single most important skill you need. The presenters will be more effective if they are in control of their voice by the use of stress, pausing, intonation, volume,
2.2 Oral Presentations Classroom
in The ESP
Oral presentations have acquired significant position in academics (Campbell et aI., 2001) ranging from medical and engineering fields. Oral presentation is one of the seven important oral communication skills that entry level job candidates should possess (Campbell et aI., 2001). The focus of oral presentations is often on substantial preparation, stand-up, prepared talkassociate with visuals. Teachers should, therefore, equip students with the skillssuch as how to organize their ideas across logically with clear structuring. The teacher also needs to help students to understand the materials they use and they are exposed to whenpreparing OPs and to push them to be fluent when presenting. In addition,teachers should, according to Harmer (2007), give students the necessary time to prepare their talks. Moreover, He also claims that oral presentation is the skill that is learnt and improvedthrough feedback and rehearsal from a native speaker or the teacher. For King (2002) teachersshould also discuss the problem 360
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may face during their OPs such asthe misuse of visual aids, teachers should expose students to some supporting materials thatthey can use. Teachers should also insist on the importance of both rehearsal and performance before the day of the presentation. In addition, they should teach students how to use certain strategies when presenting, using, for instance, power point slides, keeping eye contact withthe audience, and remind them to refer to the text on the slides when presenting orally. Step 5: Holding Question & Answer Sessions. This session can be used as King (2002) described it as "qualitycontrol" that is necessary and helpful in ensuring effective presentations in which theteacher can discover difficulties that students can face such as those related to ways words arepronounced in English and ways of saving them. Step 6: Preparing Peer and Teacher Evaluation. Oral presentations can be assessed formally or informally. Formal assessment isused to assess students in order to get marks for their performance. Furthermore, peer evaluation is a kind of feedback for the presenter in which studentswill learn from the strong and weak points of their peers when presenting.
of speech anxiety with the students and try to get solutionsfor this problem from speech communication literature. As a result the students are expected not to feel that they are alone. This is expected to raise the students' self-confidence (King, 2002). Also, the reminder should be given to thepresenters to use communicative English and avoid creatingboredom. ESP requires students to be responsible for their learning in which the new role of the teacher as a facilitator of learning has shifted the traditionally authoritative role. As it is stated by Al-Issa and Redha (2010) that in an oral presentation classroom, teachers arefacilitators of cooperative learning and delegate autonomy and leadership to be represented bythe student. It should be kept in mind that oral presentations involve more time and effort in planning the lesson and teachingstrategies. Moreover,in OPs classroom teachers are not only demanded to be as guides, organizers, consultants,resource persons, and supporters in the classroom, but also as King (2002) declared that they should holdquestions and answers sessions, provide feedback, and evaluation of students performance. So, teachers' role in classroom OPs is stepped as follows: Step 1: Handing Out Guidelines. Carefully prepared guidelines help students accept full responsibility for giving OPs.Stating clear objectives and reasons for giving OPs.can lead students to take part with greatsatisfaction and acceptance. Step 2: Grouping and scheduling student presentations. A large classroom is one of the challenges faced by teachers in planning presentations. Therefore, teachers should put students in groups to save time in a given classroom, and theyshould work toward having groups with a variety of cooperative techniques. Step 3: Choosing Topics and Gathering lnformation.ln order to achieve the student's self-expression and creativity, the teacher should,then, let them select topics that they prefer, as King (ibid) claimed that it isinteresting to see the variety of topics presented by students. Inaddition, teachers should also help students with some resources. Step 4: Handling Technical Problems.To handle some technical problems that students
3 Methodology The research approach used for this study was a qualitative case study design. It is concerned with "a small scale, a single case" and focused on one particular instance of educational experience or practice (Stake, 1995; Freebody, 2003 in Emilia, 2005). A single case of this study referred to the investigation of the importance of oral presentations in one polytechnic in Bandung. The participants of this research were 31 students of semester 6 in technical English class. They come from the Foundry engineering department. To collect the data, the instruments used in this research were students' questionnaires and interviews. A set of questionnaire was distributed to the students to determine the students' opinion of the importance of the oral presentation skills. The questionnaire consists of (5) questions, and (7) statements. The participants are asked to choose the appropriate answer from a number of choices of closedform type. Besides, a likert scale is used from
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Related to the students' previous experiences in giving oral presentation in English, the result is elaborated in table 2.
which respondents choose one option that best aligns with their view and which is arranged from (Strongly Agree henceforth'S A', Agree henceforth 'A', Disagree henceforth 'D', Strongly Disagree henceforth'S D'). Interviews were done in Indonesian to avoid misunderstanding. It was conducted in openended and semi-structured format. Interviews were recorded by tape recorder. It contains verbal questionnaires consisting of questions designed to elicit specific answers (Frankel & Wallen, 1996). The interview data were inserted while discussing the main data resulted from the questionnaire.
Table 2 Students' previous Experiences Giving Oral Presentation in English
The research results provided valuable insights on the importance of oral presentation skills for udergraduate engineering students. The findings are presented in the average percentages on the basis of questionnaires. The interview data were inserted to justify the results obtained from questionnaires.The results are elaborated below. The first aspect on the questionnaires is the students' level of English proficiency. The result can be seen in table 1.
Option Bestinner Lower intenncdiate intermediate
um;e;. Total
rating
of their level of
Number
to intenncdiate to advance
6 20 5 31
Number
Yes No Total
10 21
Percentage (%) 32 68 100
31
As shown on Table 2, the percentage of students who do not have the experiences of giving oral presentation in English is (68%) who are about twice the percentage of of students (32%) who have experiences in giving oral presentations in English. In the interview session, some students acknowledged that they had never had any experiences in giving OPs in English because they never got the opportunity to do it. Meanwhile otherstudents' argued that they had the experience to give OPs when they were in Senior high school. It was also reported when interviewed that this experience was obtained because the students joined anEnglish club, or English course. Concerning the topic chosen for oral presentation. The students' answers are seen in table 3.
4 Findings and Discussion
Table 1 Students' English proficiency
Option
in
Percentage (%) 19 65 16 100
Table 3 Topic's Presentation Option
The answers on Table 1 show that the highest percentage of students (65%) claimthat their level in English is from lower-intermediate to intermediate. The other (19%) state that they are beginners. Some others (16%) say that they have an upper-intermediate to. an advanced level. It was admitted bysome students when interviewed, saying that they could not understand and use English in the classroom due to their poor English. Consequently, they were often demotivated to study English. Furthermore, their background of learning experience supports their achievement as argued that in their high school they did not like English subject nor take any English course because they had no motivation.
Teacher Student Both Total
Suggestion
for
Oral
Number
Percentage (%)
4
12.5 65 22.5 100
20 7 31
As shown on Table 3 (65%) of the subjects say that is the students who suggests topics for oral presentations, others (22.5% of the respondents) claim that both teacher and students contribute to this; while some others (12.5%) state that topics are suggested by the teacher.It is clear from the results that the topics are usually presented by the students. This situation is confirmed in the interviews by the students saying that the students were asked to select their own topics based on their preferences. The students also said that the teacher still gave guidance in determining the topic chosen, so it is still based on the students' need. This is in line with King's (2002) 362
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in grvmg technical explanations on product design or manufacturing processes. Meanwhile some students (29%) state that they did not like the activity because as they claimedin the interview that they had no motivation, some were shy, others were not courageous, others were lack of confidence, and others thought that listening to/watching a presentation is boring. Regarding the students' opinion about the advantage of giving oral presentation to improve their grammar, based on the result from the questionnaire, it can be stated that the students totally agree with the statement. It can be seen that 77% of the students agree and strongly agree with the statement.
statement that the teacher should let the students select topics that they prefer,in order to achieve the student's self-expression and creativity . In relation to the objective of giving oral presentation, the results are shown in table 4. Table 4Expressing the goal Options To master the grammatical system of the Enzlish lanzuaae. and appropriate To master the effective communication in English Total
Number
(%J
8
26
23
74
31
[00
From the results obtamed, the percentage of students who like to master their ability to communicate effectively and appropriately in English is (74%). This is about three times the percentage of students (26%) who prefer to master the grammatical system of English through giving classroom oral presentations.As it isargued by students in the interviews saying that their goal of giving OPs was to improve their communi eaton skill, so they could communicate in English fluently. Some students also mentioned that giving OPs in English in the classroom could be a form of training to talk to a group of people. It can be saidthatthe students are more aware of the importance of developing their communicative competence as a fundamental element in learning a foreign language (Kakepoto, 2013) over (26%) of them who like to master their grammatical competence as a part of the whole communicative. competence framework. The next aspect on the questionnaires is the students' general opinion about giving oral presentations in the classroom. The result can be seen in table 5. Table 5 Students' presentations
The results of interviews revealed that many students admitted that giving OPs improves their grammar. They mentioned that before they give OPs they should know and be able to make the correct sentences to be presented, so they will be clear and easily understood by the audience. Unfortunately, there were still students who could not take the advantage of OPs due to their poor English. They admitted that it was still difficult for them to give OPs because they were lack of grammar proficiency. Based on the result, this indicates that OPs are rich sources for learning the grammar of English. This is in line with Freeland (2008) who states that OPs fill the gap between language use and language learning. Concerning the other advantage of oral presentation which improves vocabulary, based on the questionnaire most of the students agree with the statement.
general opinion about oral
Statements I was glad I had the opportunity that [ did not like it at all Total
Table 6 Oral presentations and grammar
Numbers
to do
Percentage (%)
22
7[
9
29 100
Table 7 Oral presentation and vocabulary 31
The answers on Table 5 show thatmost of students (71 %) state that they appreciate the opportunity to give the oral presentations in the classroom because as they claimedin the interview that they got some practice in giving oral presentations in English which would help them later (during their studies/career). They also said that OPs also helped them improve their English communication skills especially
Based on the result, a considerable percentage (38.5%) of students, in statement 2, strongly agree that OPs help them to acquire a good deal of English vocabulary. This may be due to each time when they search for a new topic, they will learn new words of the language, as the students claimed in the interviews. They mentioned that when they prepared the OPs
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by their friends in the classroom. This indicates that OPs are an effective way to learn ESP (engineering) topic (Dudley-Evans, et.a!. 1998). Regarding the next advantage of oral presentation which states that the students can present engineering topic in an efficient way. The result is elaborated below.
they tried to find references related to the topic chosen, and consequently they found new words. The other students also said that they found new interesting and important vocabularies from the other students' presentation with different topic. This indicates that OPs are interesting activities to build a range of English vocabulary (Freeland, 2008). Related to the advantage of oral presentation which can help the students improve their pronunciation. The result is shown below.
Table 10 Oral presentations and its efficiency
Table 8 Oral presentations and pronunciation Based on the result of questionnaire,a considerable percentage (52%) of students, in statement above, strongly agree that OPs help them to be able to present engineering topic in an effective way. This may be due to the ample preparation they should make before giving the presentation. The students mentioned in the interview that they should make good preparation and rehearse before giving OPs by having a simulation in which they could learn how to structure it, to use the effective visuals, to control the voice, to apply appropriate . signalling, and to employ the correct language. This indicates that OPs are a good solution for students to be able to organize their ideas across logically with clear structuring (Harmer, 2007). He also adds that oral presentation is the skill that is learned and improved through feedback and rehearsal from a native speaker or the teacher. Related to the statement about the other advantage of oral presentation which can overcome the students' fear of speaking in front of people, the result of the questionnaire shows that most of the students agree with the statement.
The result shows that the majority of the students (45%) strongly agree that oral presentations help them to have a good pronunciation in English over (30% 'A'+ 32% 'D'+ 7% 'SD'). The interviews showed that the students found the advantage of OPs in terms of improving ther pronunciation. They said that during the question and answer, and feedback session the teacher usually gave correction if the students misspronounced some words which they admitted very helpful for them. This shows that oral presentations do really aid the students to speak accurately through developing their pronunciation in English. It corresponds to King's (2002) statement that teacher can facilitate the students' difficulties in pronunciation in questions and answers sessions. . The other advantage of oral presentation is the students can learn engineering topic in an effective way. The result can be seen below. Table 9 Oral presentations and ESP topic Statement 1 can learn engineering topic in an effective way throuah oral oresentation
SA 14 (45%)
A 15 (48"1o)
D 2 (7%)
SD
Table II confidence
-
Almost all of the students (93%) in statement above,strongly agree and agree that by using OPs they can learn engineering topic in an effective way. This may be due to the topic chosen for their presentations.In the interviews, the students said that they were asked to choose a topic they know well related to the engineering field. They should search for many references, so that they are ready to present it in the classroom. The students also said that they could also learn the engineering contents from the topics which were presented
Oral
Statement 1 can overcome the fear of speaking in front of an audience
presentations
SA 17 (55%)
A 10 (32%)
and
self-
D 3 (9.5%)
SD 1 (3.5%)
Based on the result above, a great number of percentage (87%) of student agree and strongly agree that giving oral presentations in the classroom can overcome the fear of speaking in front of an audience.It can be said that OPs may give pschological effect to students because the students feel comfortable in learning ESP subject. As the students admitted in the interview, saying that even some of them 364
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still had problems their self-confidence raised after giving OPs. They said that this was because of the supports from the teacher and their friends in the classroom. It indicates that the teacher can be a person who can give solution if the students encounter problems. It is in line with King (2002) who claims that oral presentation is expected to raise the students' self confidence. Concerning the assessment method of oral presentations in the classroom, based on the questionnaire most students agree with the statement.
confidence.As oral presentations brings positive learning experiences, it is therefore recommendedthat the activityshould be given regularly to students. By' doing so, it is expected that the students can improve their communication skills.
References [1] Allen, D.,"The Listening mind". The Center for Teaching and Learning, 18(1) (2008) p2. [2] Al-Issa, A, S., & Redha, A.. "Taking the floor: Oral presentations in EFL classroom", (July 2010), TESOL Journal, accessed onApril IS, 2014 from http://www.facebook.com/notes/teacherso re m.!1ishto-speukers-oC-otherla llill!~t':s:.L~~QHll~ it9.ki llg.:.Lh_cnoor-orillRrc~ntat ion~_lD.:-~tl: classrool1ls!416294334276
Table 12 Oral presentations and evaluation Statement Assessment is given numerical (points) descriptive criteria
with and
SA
A
25
5
(81%)
(16%)
D I (3%)
SD
-
Almost all students (97%) agree and strongly agree that the assessment methods should be based on numerical (points) and descriptive criteria. This may be due to the feedback given by the teacher is not only in a form of scores but also some comments and criticims to improve the students performance in giving oral presentation. The students said in the interview that in evaluating their OPs the teacher did not only give the scores but also gives feedback based on their performances. The students also said that byhaving peer evaluation they had more feedback not only from the teacher but also from their friends. This corresponds to King's (2002) statement that the teacher should provide feedback and evaluation of students' performance which can be done formally or informally. From the findings, on the whole, the students seem to be very interested in holding classroom oral presentations. Moreoverbased on their answers, oral presentations can clearly lead them todevelop to a more extent of their communicative skills.Nevertheles, this can happenif the students are encouraged to use such a type of activity in the classroom.
[3] Alshare, K. & Hindi, J'.!.M. (2004). "The Importance of Presentation Skills in the Classroom: Students and Instructors Perspectives",Journaf of Computing Sciences in Colleges, 19 (4) (2004), pp 6IS. [4] Anderson, K., Juan, M., & Tony, L., "Study speaking: A course in spoken English for academic purposes (2nd ed.)",(2004). Cambridge: Cambridge University Press. [5]
Batley, T.,"Management Training of Professional Engineers in New Zealand" Journal of European industrial training, 22(7), (1998), pp 309-312, retrieved on April IS 2014 fromhttp: '!dx.doi.urg/ I0.1 IOXiO}0905998 10230713
[6]
Bert, D.,"Communication skills for teachers: Delivering a clear and consistent message (4th ed.)", (2009), U.S.A: AXZO Press.
5 Conclusion Students are aware of the importance of oral presentations in the classroom, and how they are interested in developing the communicative classroom. Moreover, the results show that oral presentations help the students create their learning environment, improve their English communication skills, and foster
[7] Campbell, K.S., Mothersbaugh, d. L., Brammer, c., and Taylor, T., "Peer versus Self-Assessment of Oral Business Presentation Performance", Business Communication Quarterly, Vol. 64 (3), (2001), pp. 23-42. 365
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[ 14] Harmer, J., "The Practice of English Language Teaching (4th ed.)", (2007), China: Pearson Education. [15] Kakepoto, I., Habil, H., Omar, N.A.M., Said, H., "Factors that Influence Oral Presentations of Engineering Students of Pakistan for Workplace Environment", (2013), accessed on 18 April 2014 from
[8]Chen, W. C., "Evaluating one's own oral academic presentations", The Asian ESP Journal, 7(3)(August 2011), pp 528. [9] Cullen, B. & Pudwill, L., "Presentations in The Technical English Classroom", Bulletin of Nagoya Institute of Technology, 53 (2002),pp 57-64.
http://www.iiste.org/Journals/index.php/ IK Mfarticle/viewFilei3259/353I.
[16]
[10] Dudley-Evans, T., & Maggie, J. S. J.,"Developments in English for Specific Purposes: A Multi-Disciplinary Approach".(1998). Cambridge: CUP.
King, J., "Preparing EFL learners for oralpresentations". Dong Hwa Journal of Humanistic Studies, (July 2002), pp 401-418.
[17] Maria, .P. O. "Techniques of Teaching English for Engineer".(2009), accessed on 12 February 2014 from
[11]
Emilia, E., 'A Critical Genre-Based Approach to Teaching: Academic Writing in a Tertiary EFL Context in Indonesia' , (2005), MelbourneUnpublished Dissertation: the University of Melbourne.
http://www.wseas.us/e1ibrary/conferences/2009/budapest/D EBWIWEB06.pdf
IW
[12] Frankel, J.R. & Wallen, N.E.,'How to design and evaluate research in education',(1996), New York, Ny: McGraw Hill Inc.
[18] Ming, X, Z. "Developing oral presentation skill in ELT classroom". CELEA Journal (Bimonthly)28 (April 2005), p2.
[13]
[19]
Freeland, survival
T. "Effective guide". The
speaking:
A
Center for Teaching and Learning, 18(1)(2008), p
2.
Powell, M., "Presenting in English: How to give successful presentations",(2002), U.S.A: Heinle.
[20] Wallace, 1. M., "Skills in English (2nd ed.)", (2004), Cambridge: CUP.
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