How to Ask The Questions in Questionnaires and Interviews

How to Ask The Questions in Questionnaires and Interviews

Written by Bruce W. Tuckman in Conducting Educational. New York: Harcourt Brace College Publishers. 1999. pp.238-239.
 

Certain forms of questions and certain response modes are commonly used in questionnaires and interviews. This section deals with question formats and the following section addresses response modes.

1. Direct Versus Indirect Questions
The difference between direct and indirect questions lies in how obviously the questions solicit specific information. A direct question, for instance, might ask someone whether or not she likes her job. An indirect question might ask what she thinks of her job or selected aspects of it, supporting the researcher’s attempt to build inferences from patterns of responses. By asking questions without obvious purposes, the indirect approach is the more likely of the two to engender frank and open responses. It may take a greater number of questions fo collect information relevant to a single point, though. 

2. Specific Versus Nonspecific Questions
A set of specific questions focuses on a particular object, person, or idea about which a researcher desires input regarding an attitude, belief, or concept; nonspecific questions probe more general areas.
For example, an interviewer can ask a factory worker (specifically) how he likes operating a lathe or (nonspecifically) how he likes operating machinery or working at manual tasks. An interviewer can ask a student (specifically) how much she likes a particular teacher versus (nonspecifically) how satisfied she feels with a particular class taught by the teacher. Specific questions,like direct ones, may cause  respondents fo become cautious or guarded and to give less-than-honest answers.Nonspecific questions may lead circuitously to the desired information while  provoking less alarm by the respondent.

3. Questions of Fact Versus Opinion
An interviewer may also choose between questions that ask respondents to provide facts and those that request opinions. A factual question might ask a respondent the type of car he or she owns or to specify marital status. An opinion question might ask about preference for Ford or Chevrolet models or reasons why (or why not) a respondent thinks that marriage contributes to a meaningful relationship between a man and a woman. Because the respondent may have a faulty memory or a conscious desire to create a particular impression, factual questions do not always elicit factual answers. Nor do opinion questions necessarily elicit honest opinions, because they are subject to distortions based on social desirability; that is, respondents may reply in ways that show themselves in the most socially acceptable light. With both fact and opinion questions, questionnaires and interviews may be structured and administered to minimize these sources of bias.

4. Questions Versus Statements
To gather input on many topics, an interviewer can either ask a respondent a direct question or provide a statement and ask for a response. To a question, a respondent provides an appropriate answer. For a statement, the respondent indicates whether he or she agrees or disagrees (or whether the statement is true or false). Applied in this manner, statements offer an alternative to questions as  way of obtaining information. In fact, attitude measurement instruments more commonly present statements than ask questions.
Consider an example:
l Do you think that the school day should be lengthened?
YES     NO
1. The school day should be shortened.
AGREE DISAGREE

These two formats are indistinguishable in their potentialfor eliciting honest responses. Usually, researchers choose between them on the basis of response mode, as discussed in the next section.

5. Predetermined Versus Response-Keyed Questions
Some questionnaires predetermine the number of questions to be answered; they require respondents to complete all items. Others are designed so that subsequent questions may or may not call for answers, depending upon responses to keyed questions.  For example, a keyed item may ask a respondent if he is a college graduate. If the response is no, the respondent isinstructed to skip the next question. The decision whetheror not to answer the question is keyed to the response tothe previous question. Consider another example of responsekeying. An interviewer asks a school superintendent if herdistrict is using a nationally known curriculum. Twopossible questions are keyed to the response. If the superintendent says that the district is using the curriculum, the next question asks about its effectiveness;if the superintendent says the district is not using the curriculum, the next question asks why.

The Academic Essay Format

               The Academic Essay Format

Written by Kathleen Muller Moore and Susie Lan Cassel in Techniques For College Writing The Thesis Statements and Beyond. Boaton: Wadsworth.2011.pp. 9-10.

A closer look at each of the four components of the academic essay—the introduction,the thesis statement, the body paragraphs, and the conclusion—will help you better Understand the unique functions that each performs in service to the essay as a whole.

The introduction has three primary jobs: to entice the reader to read the essay, to orient the reader to the subject of the paper, and to present the thesis statement. In this sense, the introduction sets the stage for the essay by preparing the reader for the argument that follows. The introductory paragraph (and in longer papers, there may be more than one paragraph for the introduction) can be visualized as a triangle where the wide side of the triangle represents the relatively broad opening of the paper, which narrows to a point that represents the thesis statement.

The thesis statement is the most important component of the essay because it has the job of giving meaning and purpose to the paper. Konowing the thesis statement is important because it sets before the reader the paper’s argument—the precise interpretation, evaluation, or position a paper will assert and develop. At its best, the thesis uses clear terms and offers an insightful assertion to draw the reader’s interest. The thesis statement never states the obvious or the generally accepted viewpoint. Instead, a thesis statement is always controversial; it tries to break new ground. Although the thesis statement is generally a single sentence in the essay, it has a very large job to do in that it directs the movement of the essay and gives the paper a sense of unity.

The body paragraphs make up the largest part of the paper and carry the evidence and commentary that show the thesis statement to be valid. Each paragraph has two jobs: to develop one important point in support of the thesis statement and to show how that point furthers the argument of the paper. Body paragraphs open with a topic sentence and include evidence, a discussion of the evidence, and a clear link between the paragraph’s subject matter and the thesis claim. Perhaps each paragraph’s most important duty is to explain carefully how the point developed in the paragraph helps to forge one of the logical links in the chain of the paper’s argument.

Finally, the conclusion of the paper mirrors the introduction in a way that provides closure, often bringing the discussion full circle. Here, the reader is reminded of the thesis of the paper and the context in which the paper’s discussion takes place. There are many good strategies for shaping conclusions, which often include stylistic flair, but one typical formula is to begin by restating the thesis statement using different words, and reviewing at a general level the evidence examined in the paper.

The Five 'Ws' for Research

The Five 'Ws' for Research
 






Written by
Catherine Dawson in Practical Research Methods A user-friendly guide to mastering research techniques and projects. How To Books Ltd. Oxford. 2002. pp4-8.


When you start to think about your research project, a useful way of remembering the important questions to ask is to think of the five ‘Ws’:
- What?
- Why?
- Who?
- Where? and
- When?

Once you have thought about these five ‘Ws’ you can move on to think about how you are going to collect your data.

1. What?
What is your research? This question needs to be answered as specifically as possible. One of the hardest parts in the early stages is to be able to define your project, so much research fails because the researcher has been unable to do this. A useful tip is to sum up, in one sentence only, your research. If you are unable to do this, the chances are your research topic is too broad, ill thought out or too obscure.

2. Why?
Why do you want to do the research? What is its purpose? Okay, you might have been told to do some research by your tutor or by your boss, but there should be another reason why you have chosen your particular subject. It might be solely to do with the fact that you are interested in the topic. This is a good start as you need to be interested in your research if you are to keep up your enthusiasm and remain motivated. Or you might have identified a gap in the research literature–this is good as it shows you have carried out careful background research. Or perhaps you want to try to obtain funding for a particular service or enterprise and you need to do some research first to find out if there is demand for what you are proposing.

Whatever your reason, think very carefully about why you are doing the research as this will affect your topic, the way you conduct the research and the way in which you report the results. If you’re doing it for a university dissertation or project, does your proposed research provide the opportunity to reach the required intellectual standard? Will your research generate enough material to write a dissertation of the required length? Or will your research generate too much data that would be impossible to summarise into a report of the required length?

If you’re conducting research for funding purposes, have you found out whether your proposed funding body requires the information to be presented in a specific format? If so, you need to plan your research in a way which will meet that format.

3. Who?
Who will be your participants? (In this book, people who take part in research will be called participants or respondents, rather than ‘subjects’, which is a term that I have never liked.) At this stage of the research process, you needn’t worry too much about exactly how many participants will take part in your research as this will be covered later. However, you should think about the type of people with whom you will need to get in touch with and whether it will be possible for you to contact them. If you have to conduct your research within a particular time scale, there’s little point choosing a topic which would include people who are difficult or expensive to contact. Also, bear in mind that the Internet now provides opportunities for contacting people cheaply, especially if you’re a student with free internet access.

4. Where?
Where are you going to conduct your research? Thinking about this question in geographical terms will help you to narrow down your research topic. Also, you need to think about the resources in terms of budget and time that are available to you. If you’re a student who will not receive travel expenses or any other out of pocket expenses, choose a location close to home, college or university. If you’re a member of a community group on a limited budget, only work in areas within walking distance which will cut down on travel expenses.

Also, you need to think about where you’ll be carrying out your research in terms of venue. If you’re going to conduct interviews or focus groups, where will you hold them? Is there a room at your institution which would be free of charge, or are you going to conduct them in participants’ own homes? Would it be safe for you to do so? Would you be comfortable doing so? If you’ve answered ‘no’ to either of these last two questions, maybe you need to think again about your research topic. In 15 years I have encountered only one uncomfortable situation in a stranger’s home. It can happen and you must never put yourself in a dangerous situation. Think very carefully about whether your chosen topic and method might have an influence on personal safety.

5. When?
When are you going to do your research? Thinking about this question will help you to sort out whether the research project you have proposed is possible within your time scale. It will also help you to think more about your participants, when you need to contact them and whether they will be available at that time. For example, if you want to go into schools and observe classroom practice, you wouldn’t choose to do this research during the summer holiday. It might sound obvious, but I have found some students present a well-written research proposal which, in practical terms, will not work because the participants will be unavailable during the proposed data collection stage.

Once you have thought about these five ‘Ws’, try to sum up your proposed project in one sentence. When you have done this, take it to several people, including your boss and/or tutor, and ask them if it makes sense. Do they understand what your research is about? If they don’t, ask them to explain their confusion, revise your statement and take it back to them.

Using to infinitive in Research Objectives

Using to infinitive in Research Objectives
 

Written by Norman Blaikie in Analyzing Quantitative Data From Description to Explanation. 2003. London: Sage Publication.




One way to approach a research problem is through a set of research objectives. Social research can pursue many objectives. It can explore, describe, understand, explain, predict, change, evaluate or assess aspects of social phenomena.

- To explore is to attempt to develop an initial rough description or, possibly, an understanding of some social phenomenon.

- To describe is to provide a detailed account or the precise measurement and reporting of the characteristics of some population, group or phenomenon, including establishing regularities.

- To explain is to establish the elements, factors or mechanisms that are responsible for producing the state of or regularities in a social phenomenon.

- To understand is to establish reasons for particular social action, the occurrence of an event or the course of a social episode, these reasons being derived from the ones given by social actors.

- To predict is to use some established understanding or explanation of a phenomenon to postulate certain outcomes under particular conditions.

- To change is to intervene in a social situation by manipulating some aspects of it, or by assisting the participants to do so, preferably on the basis of established understanding or explanation.

- To evaluate is to monitor social intervention programmes to assess whether they have achieved their desired outcomes, and to assist with problem solving and policy-making.

- To assess social impacts is to identify the likely social and cultural consequences of planned projects, technological change or policy actions on social structures, social processes and/or people.

The first five objectives are characteristic of basic research, while the last three are likely to be associated with applied research. Both types of social research deal with problems: basic research with theoretical problems, and applied research with social or practical problems.

Basic research is concerned with advancing fundamental knowledge about the social world, in particular with description and the development and testing of theories.

Applied research is concerned with practical outcomes, with trying to solve some practical problem, with helping practitioners accomplish tasks, and with the development and implementation of policy. Frequently, the results of applied research are required immediately, while basic research usually has a longer time frame.

I hope today's posting will be useful for all of us. Amien.

How Should I Structure My Skripsi/Thesis?

How Should I Structure My Skripsi/Thesis?

Written by Adrian Wallwork in English for Writing Research Papers. 2011. New York. Springer.


To write a well-structured paper in good clear English you need to have a method.If you don’t have a good method you may waste a lot of time having to re-plan and re-write entire sections of your paper. Your answers for the following questions will decide the well-structured of your skripsi/thesis.

I. Title
Think about the following questions:
a. What have I found that will attract attention?
b. What is new, different and interesting about my findings?
c. What are the 3–5 key words that highlight what makes my research and my findings unique?

On the basis of your answers you should be able to formulate a title.

2. Abstract
An Abstract generally answers at least the first three of the following questions, and generally in the following order. You can use the answers to these questions to structure your Abstract.
a. Why did I carry out this project? Why am I writing this paper?
b. What did I do, and how?
c. What were my results? What was new compared to previous research?
d. What are the implications of my findings? What are my conclusions and/or recommendations?

However chemists, physicists, biologists etc. who are presenting some new instrumentation may want to focus not on what they found, but on what the benefits of their apparatus are and how well it performs.

To decide what to include it may help you to go through your paper and highlight what you consider to be the most important points in each section. The order in which you answer the questions above can make a very different impression on readers. 

3.Introduction
An Introduction generally answers the following questions. You can use the answers to these questions to structure your Introduction.
a. What is the problem?
b. Are there any existing solutions (i.e. in the literature)?
c. Which solution is the best?
d. What is its main limitation? (i.e. What gap am I hoping to fill?)
e. What do I hope to achieve?
f. Have I achieved what I set out to do?

4.Review of the Literature
A Literature Review generally answers the following questions, and generally in the following order. You can use the answers to these questions to structure your Literature Review.
a. What are the seminal works on my topic? Do I need to mention these?
b. What progress has been made since these seminal works?
c. What are the most relevant recent works? What is the best order to mention these works?
d. What are the achievements and limitations of these recent works?
e. What gap do these limitations reveal?
f. How does my work intend to fill this gap?

5.Methods
The Methods section should answer most of the following questions, obviously depending on your discipline:
a What / Who did I study? What hypotheses was I testing?
b Where did I carry out this study and what characteristics did this location have?
c. How did I design my experiment / sampling and what assumptions did I make?
d. What variable was I measuring and why?
e. How did I handle / house / treat my materials / subjects? What kind of care / precautions
were taken?
f. What equipment did I use (plus modifications) and where did this equipment come from (vendor source)?
g. What protocol did I use for collecting my data?
h. How did I analyze the data? Statistical procedures? Mathematical equations? Software?
i. What probability did I use to decide significance?
j. What references to the literature could I give to save me having to describe something in
detail?
k. What difficulties did I encounter?
l. How does my methodology compare with previously reported methods, and what significant advances does it make?

You should provide enough quantitative information (concentration, temperature,weight, size, length, time, duration etc.) so that other researchers can replicate what you did. Describe everything in a logical order to enable readers to easily follow what you did. This will usually be chronological. It may also help the reader if you use subheadings to explain the various stages of the procedure, which you can then
use again (perhaps with modifications) in the Results.

Your experiments, sampling procedures, selection criteria etc. may have more than one step. It helps your readers if your description of each step follows the same logical order.
Ensure that you cover every step required. Because you are very familiar with your method, you may leave out key information either thinking that it is implicit (and thus not worth mentioning) or simply because you forget.

6.Results
The Results should answer the following questions.
a. What did I find?
b. What did I not find?
c. What did I find that I was not expecting to find? (e.g. that contradicts my hypotheses)

A typical structure is to follow the order you used for the protocols or procedures in your Methods. You then use figures and tables to sequence the answers to the above questions.

7.Discussion
The Discussion should answer the following questions, and possibly in the following order. You can thus use the answers to structure your Discussion. This gives you a relatively easy template to follow.
a. Do my data support what I set out to demonstrate at the beginning of the paper?
b. How do my findings compare with what others have found? How consistent are they?
c. What is my personal interpretation of my findings?
d. What other possible interpretations are there?
e. What are the limitations of my study? What other factors could have influenced my findings?
Have I reported everything that could make my findings invalid?
f. Do any of the interpretations reveal a possible flaw (i.e. defect, error) in my experiment?
g. Do my interpretations contribute some new understanding of the problem that I have investigated? In which case do they suggest a shortcoming in, or an advance on, the work of others?
h. What external validity do my findings have? How could my findings be generalized to other areas?
i. What possible implications or applications do my findings have? What support can I give for such implications?
j. What further research would be needed to explain the issues raised by my findings? Will I do this research myself or do I want to throw it open to the community?

Whatever your discipline you will need to answer all the questions above, with the possible exception of question 8 (your findings may only be very preliminary). Whether you answer questions 8–10 will depend on whether you have a separate Conclusions section, if so, the Conclusions may be a more appropriate place.

8. Conclusions
The Conclusions section is not just a summary. Don’t merely repeat what you said in the Abstract and Introduction. It is generally not more than one or two paragraphs long. A Conclusions section typically incorporates one or more of the following:
a. a very brief revisit of the most important findings pointing out how these advance your field from the present state of knowledge
b. a final judgment on the importance and significance those findings in term of their implications and impact, along with possible applications to other areas
c. an indication of the limitations of your study (though the Discussion may be a more appropriate place to do this)
d. suggestions for improvements (perhaps in relation to the limitations)
e. recommendations for future work (either for the author, and/or the community)
f. recommendations for policy changes

The order these items appear is likely to be the same as suggested above.

Penggunaan Inisial, Kode dan Nomor Urut untuk Responden

Penggunaan Inisial, Kode dan Nomor Urut untuk Responden


Written by Ari Julianto

Sebagai seorang peneliti yang membutuhkan population dan sample sebagai objek penelitian, menjaga rahasia para responden adalah suatu hal yang wajib.

Kerahasiaan para responden khususnya jati diri mereka haruslah benar-benar dijaga. Hal ini dimaksudkan agar kelak para responden tidak menuntut si peneliti disebabkan jati diri mereka dipubliksikan di media tulis atau cetak. Biar bagaimanapun, nilai-nilai baik, buruk, rendah atau tinggi yang diperoleh dari para responden akan sangat menyinggung si responden jika dipublikasikan.

Berikut, berbagai cara untuk menyembunyikan nama responden. Mula-mula kita memperoleh nama-nama para responden seperti di bawah ini.

NO.     NAMA                         L/P
1.     Satria Wiguna                     L
2.     Lisnawati                           P
3.     Muhammad Abdul Mazid     L
4.     Rizky Putri Nanda              P
5.     Egie Pratama                      L

Maka, cara yang bisa dilakukan untuk menkonversi nama para responden adalah sebagai berikut:

1. Menggunakan Inisial
Nama para responden disingkat dengan menggunakan inisial yang tidak lebih dari tiga huruf. Perlu diperhatikan, inisial nama para responden jangan sampai ditemukan sama walaupun keduanya memiliki nama yang sama, misalnya nama Dedi Dermawan diinisialkan DD, jika ada nama yang sama bisa ditulis DED agar data responden tidak tumpang tindih.

Data diatas dapat dikonversikan berbentuk inisial menjadi

NO.            INISIAL
1.                SW
2.                LIS
3.                MAM
4.                RPN
5.                EP
dan seterusnya

Untuk jenis kelamin tergantung pada metode dan teknik penelitian. Jika perbedaan jenis kelamin memang dibutuhkan, maka wajib dimasukkan dalam tabel.

2. Menggunakan Kode
Selain penggunaan inisial, nama para responden bisa dikonversi dengan menggunakan kode tertentu melalui kombinasi huruf atau angka. Data diatas dapat dikonversikan berbentuk kode menjadi

NO.     KODE
1.           A1
2.           A2
3.           A3
4.           A4
5.           A5
dan seterusnya

Jika sampai pada kode A10 bisa diganti menjadi B1, B2, B3 dan seterusnya.

3. Menggunakan Nomor Urut
Biasanya nama para responden sudah tersusun rapi di tabel nama responden. Nama-nama lengkap mereka bisa kita peroleh dari Buku Absensi siswa, pegawai dan lain sebagainya. Nomor urut dari Buku Absensi mereka kita masukkan disebelah nomor urut. Jadi, data diatas dapat dikonversikan sebagai berikut:

NO.     NOMOR URUT
1.             23
2.               5
3.               9
4.               3
5.               2
dan seterusnya

Jika responden bukan termasuk siswa atau pegawai, akan tetapi masyarakat awam, nama-nama mereka bisa dikonversi dengan membalikkan nomor urut dari bawah ke atas setelah kita susun nama-nama mereka. Misalnya terdapat 50 responden. Data pada responden nomor 50 ditempatkan pada nomor seperti berikut ini.

NO    NO URUT
1.           50
2.           49
3.           48
4.           47
5.           46
dan seterusnya

Cara diatas merupakan teknik untuk menyembunyikan atau mnejaga rahasia data dan jati diri para respponden. Jika, Anda memiliki teknik yang lebih mudah dan praktis, pakailah teknik tersebut untuk mempermudah laporan hasil penelitian Anda.

Demikianlah pembahasan kali ini. Semoga bermanfaat. Amin.

Teknik Presentase Proposal Skripsi/Thesis

    Written by Ari Julianto

Dalam sidang seminar porposal S1, presentase proposal meminta masukan dari para dosen yang hadir khususnya Dosen Pembimbing I dan II dan juga beberapa audiens atau rekan sejawat lainnya sebelum penelitian tersebut dilakukan.Ringkasnya, presentasi hasil penelitian atau seminar hasil penelitian merupakan bentuk penyampaian hasil penelitian secara verbal atau audio visual dengan tujuan untuk meminta masukan agar hasil penelitian tersebut dapat lebih sempurna.

Teknik presentasi merupakan keahlian yang harus dimiliki oleh seorang peneliti atau mahasiswa. Dalam postingan kali ini saya mencoba membantu para mahasiswa untuk mempersiapkan diri sebelum penyajian presentasee proposal di seminar. Menyajikan presentasi proposal tidak jauh berbeda dengan menyampaikan pendapat di muka umum atau dalam kata lain, kita menguasai salah satu teknik komunikasi massa.

1. Tahap Persiapan
Dalam tahap persiapan, ada beberapa hal yang perlu diperhatikan, antara lain:

a. Persiapkan Mental
Berbicara di muka umum memerlukan kesiapan mental tersendiri. Rasa gugup bisa membuyarkan konnsentrasi. Perbanyaklah latihan menyampaikan pendapat di muka umum baik di kelas, di rumah atau di depan teman-teman.

b. Miliki Fisik yang Sehat
Menjaga kesehatan fisik merupakan keharusan sebelum presentase. Fisik yang sehat akan membuat pembicara dapat berkonsentrasi lebih baik saat presentasi maupun menjawab pertanyaan-pertanyaan yang diajukan.

c. Mengetahui Lokasi Presentasi
Pengaturan tata letak ruangan pun perlu diketahui. Di mana tempat pembicara, podium, duduk, atau berdiri, apakah ada moderator, dan bagaimana posisi audiens.

d. Periksa Peralatan dan Fasilitas
cara penggunaan fasilitas yang sudah disediakan  perlu dipelajari agar bisa digunakan optimal dan tidak membuang waktu mempelajarinya terlebih dahulu saat presentasi telah berlangsung.

e. Mengetahui Tujuan Presentasi
Mengetahui tujuan presentasi dan siapa audiens kita akan membuat presentasi lebih mengarah tepat sasaran. Presentasi hasil penelitian merupakan presentasi informatif yakni untuk memberikan informasi kepada orang lain.

f. Mengetahui Siapa Peserta atau Audiens
Materi presentasi juga dibuat sesuai dengan tujuan presentasi dan audiens kita. Presentasi bukan hanya untuk menunjukkan apa yang telah kita lakukan tetapi bagaimana apa yang telah kita lakukan ini mendapat masukan dari audiens dan bermanfaat untuk mereka.

g. Persiapkan Materi dengan Cermat
Materi presentasi juga dibuat sesuai dengan tujuan presentasi dan audiens kita. Presentasi bukan hanya untuk menunjukkan apa yang telah kita lakukan tetapi bagaimana apa yang telah kita lakukan ini mendapat masukan dari audiens dan bermanfaat untuk mereka. Dalam mempersiapkan materi ini, gunakan media-media yang membuat presentasi ini menjadi menarik. Microsoft Power Point sudah biasa digunakan untuk membuat materi presentasi yang menarik.

h. Fokuskan Slide Presentasi
Mengingat waktu presentasi yang terbatas, umumnya jumlah slide yang dapat ditayangkan dalam waktu 15 hingga 20 menit adalah sekitar 7 slide. Slide yang baik justru tidak akan membuat penyaji membaca isi slide tersebut tetapi justru akan membuat audiens tertarik dan terfokus perhatiannya pada isi slide tersebut. Pilihlah warna slide yang sejuk dan tidak menyakitkan mata. Jika backgroundnya hitam, alangkah lebih baiknya tulisan dalam slide bewarna cerah seperti putih atau keemasan dan sebaliknya.

II. Tahap Pelaksanaan
Setelah memahami dan mempersiapkan tahap pertama, kemudian tibalah pada tahap kedua yakni pelaksanaan presentase. Prosesnya adalah sebagai berikut.

1. Dalam posisi berdiri tegak dan menatap ke seluruh audiens termasuk pada dosen,
2. Posisi tangan kiri memegang mic (jika dipergunakan) dan posisi tangan kanan untuk scroll down-up mouse tampilan Power Point,
3. Mulailah mengucapkan 'basmalah' (bagi yang Muslim),
4. Dilanjutkan dengan mengucapkan 'salam' (Assalamualaikum Wr Wb bagi Muslim atau Good Morning/afternoon bagi non Muslim),
5. Perkenalkan diri Anda: "First of all, allow me to introduce myself. My name is...."
6. Dilanjutkan dengan menyebutkan judul proposal Anda: "The title of my thesis proposal is...."
7. Dilanjutkan dengan memasuki Chapter I Introduction: "I would like to begin my presentation with Chapter I Introduction..."
8. Dalam tahap ini, alangkah lebih baiknya mata Anda terfokus pada layar tampilan,
9. Setelah selesai Chapter I Introduction kemudian dilanjutkan ke Chapter II Review of Literature: "Then, we go to the next chapter that is Chapter II Review of Literature..."
10. Mengingat sub chapter dalam Review of Literature banyak yang harus ditampilkan alangkah lebih baik dibuatkan outline dengan sedikit penjelasan,
11. Dilanjutkan dengan pembahasan Chapter III Method of Research (tergantung kenis risetnya) : "Finally, we go to the last chapter that is Method of Research..."
12. Mengingat waktu yang diberikan untuk presentase sangat terbatas, pada umumnya hanya Chapter I, II dan III saja yang disajikan,namun itu tergantung dari peraturan dan kebijakan fakultas masing-masing,
13. Mengakhiri presentase: "That's all the presentation of my thesis proposal. For your attention I would like to say thank you very much..."
14. Diakhiri dengan mengucapkan 'salam' (Assalamualaikum Wr Wb bagi Muslim).

Apa yang saya paparkan diatas merupakan satu contoh saja. Anda bisa meggunakan frase-frase yang lebih baik dan lebih tepat selain dari itu.
 
Untuk melatih dan memperdalam teknik presentase yang baik, berikut ini saya memberikan link download teknik presentase. Meski sebenarnya ditujukan untuk work presentase, tidak salahnya kita belajar dari buku ini.
- Bukunya dalam format PDF dapat didownload (8MB) DISINI
- Audionya (File 1) dalam format rar (21MB) dapat didownload  DISINI
- Audionya (File 2) dalam format rar (21MB) dapat didownload  DISINI

If you find the link error, you may contact me personally via email: mr.ari69@gmail.com
(Jika link ini tidak berlaku, silakan hubungi saya via email: mr.ari69@gmail.com)

Demikianlah pembahasan kita kali ini, semoga bermanfaat. Amin.