Presentation in Speaking Class

PRESENTATION IN SPEAKING CLASS

Written by Ani Purjayanti

Presented by:Anastasia (1208066047)

(A Classroom Observation)

TABLE OF CONTENT

• Introduction

• Literature Review

• Methodology

• Result and Discussion

• Conclusion

INTRODUCTION (1/3)

Background of the Study

• The need of “producing” more qualified graduate.

• The majority of high school graduates not able to produce or use English.

Great effort for the teacher

• “PRESENTATION” is used to be practice in speaking class, and observed.

Aim of the Study

• To reveal the effectiveness and usefulness

of carrying out a presentation in speaking

class.

• An evaluation to be further adjusted or

developed for the writer’s professional

growth.

INTRODUCTION (2/3)

Subject of the Study

65 sixth-semester students of Information

Technology Study Program (Diploma 3)

INTRODUCTION (3/3)

LITERATURE REVIEW (1/2)

• Oral communication is a process involving both

speakers and listeners, as well as productive skills and

receptive skills – Byrne (1986)

• Meaning is conveyed not merely through language but

also through bodily contact, physical proximity, bodily

posture, gesture, head nods, facial expression, eye

movement, and even appearance. – Revell (1979)

• Byrne (1986), Nunan (1989) and Klepper (2003)

among others, suggest teachers to motivate

their students by providing opportunities for free

expression, meaningful input, exposure to the

language being learnt, reward, and right

correction, as well as showing the students to

“make use of the little they know”.

LITERATURE REVIEW (2/2)

METHODOLOGY (1/2)

1. Classroom observation

– The students were split into 3 different classes.

– Half semester spent for practicing basic English speaking skills.

– The students were informed to find an interesting topic to be presented after midterm examination.

2. Questionnaire

8 questions about students’ experience and

opinion about the presentation.

All on-going activities on presentation as well as

the questionnaires the students filled in were

carefully observed.

METHODOLOGY (2/2)

RESULT AND DISCUSSION (1/9)

1. Do you need to learn to do an English Situation? For what reason?

• Useful for work• Improving speaking ability• Increasing one’s self-confidence• Measuring one’s English capability• Practicing speaking in a formal situation


2. Is there any benefit of doing presentation in speaking class? If yes, to what extent and what are they?

• A good way to practice speaking/ express ideas in English • Practicing to ask/answer question• Increasing one’s creativity and self-confidence • Improving speaking ability spontaneously• Practicing to handle speaking problem


3. What did you do to prepare your presentation and how long did you spend your time doing it?

Others: * browsing CD Rom ( 3 hours) * interviewing people (3 hours) * translating ( 15 hours)


4. After you are doing a presentation, is there any improvement in the following ?


5. What problems did you encountered when giving your presentation?


0

20

40

60

80

100

Yes No

100

0

The Continuation

6. In your opinion, does this activity (giving a presentation) have to be given in speaking class? Why?

• helping us to communicate in English / to get a job• more effective / interesting / useful way of learning English• putting theories into practice• improving speaking ability / self-confidence• improving grammar and vocabulary• making students more serious in learning English


Notes : TI/DP : Teacher Interrupts During PresentationTE/AP: Teacher Evaluates After PresentationTD/LC: Teacher Discusses students mistakes in the Lecture Class

7. What should be done in presentation time to make your English ability improved?


8. Is there any other skills you would like to learn / improve?

Notes : •Sp: Speaking Wr: Writing•Gr: Grammar Vc: Vocabulary •Tr: Translation P/S: Poetry or Short Story•D: English Dialect

• Presentation is a useful, interesting, and favorable way of learning speaking.

• Students appear to be more active and independent.

• Triggers students to learn more due to their self-assessment that they need to be able to communicate or speak better.


CONCLUSION

• Presentation appears to be a useful task to carry out when oral communication skill is aimed.

• A number of points must be handled better so as to be able to improve students’ capability in speaking even greater.

REFERENCES

Borg, Simon. 2003. Teacher Cognition in Language Teaching. Language Teaching Journal, pp: 81 – 109 / April. Cambridge: Cambridge University Press.

Bygate, Martin. 1987. Speaking. Oxford: Oxford University Press.Byrne, Donn. 1986. Teaching Oral English. England: Longman Group Limited.Coady, James, and Huckin, Thomas. 1997. Second Language Vocabulary

Acquisition. Cambridge: Cambridge University Press.Klepper, John. 2003. Taking Communication to Task? A critical view of recent trends

in language teaching. ELT Journals. No. 27, pp: 34 – 41. Malderez, Angi. 2003. Observation. ELT Journal Vol. 57/2,: 170 – 181/ April. Oxford

University Press. Nunan, David. 1989. Understanding Language Classrooms: A Guide for Teacher-

initiated Action. Cambridge: Cambridge University Press.Revell, Jane. 1979. Teaching Techniques for Communicative English. Malaysia:

Macmillan Press, Ltd.Wajnryb, Ruth. 1992. Classroom Observation Tasks: A Resource Book for Language

Teachers and Trainers. Great Britain: Cambridge University Press.illems, Gerard M. 1987. Communication Strategies and Their Significance in Foreign

Language Teaching. System, Vol. 15 No. 3, pp. 351 –365.

THANK YOU

Education

Presentation in Speaking Class