Motivating 12th grade students in learning English by using oral presentations at Nguyen Du High School

1. i
DECLARATION
I hereby certify that the thesis entitled “Motivating 12th grade students in
learning English by using oral presentations at Nguyen Du High School” is my own
study and the substance of this thesis has not been submitted for a degree to any university
or institution
Signature
Bui Thuy Oanh

2. ii
ACKNOWLEDGEMENTS
First of all, I would like to express my sincere thank to Hung Yen University
of Technology and Education, and ideal environment, which gave me the chances to learn
and practice during the last 4 years.
In the process of carrying out this graduation paper, I wish to show my great
gratitude to my supervisor, Mrs. Nguyen Thi Anh Tuyet , who gave me benefit of her
wisdom and varied experience in English teaching method and who made valuable
suggestions, careful detailed and critical comments, which helped me complete this
thesis.
Besides, I want to give my sincere thank to all the teachers in Foreign
Language Department of Hung Yen University of Technology and Education who helped
me with the preparation of all my knowledge today.
Next, I also want to thank the librarians of Hung Yen University of Technology and
Education for their helps in my searching and reading books for this graduation paper.
Not being forgotten is deeply gratitude to my parents and my family. Without
their helps and supports, I cannot finish this graduation paper well.
Finally, I would like to give my high appreciation to my friends for their help
in finding good materials, their valuable suggestions and comments during the time of my
studying.

3. iii
ABSTRACT
This research paper mainly discusses using oral presentation to motivate 12th grade
students in learning English at Nguyen Du High School. To achieve the aims of the study, I
combined both quantitative and qualitative methods to analyze and three instruments are
employed to collect the data including two survey questionnaires for students and teachers
and four interview questions for students.
The research reveals that the students’ low language proficiency including unclear
pronunciation, their bad voice quality, lack of confidence all made it difficult for them to
be understood. Besides, the data from the study confirms the fact that the infrequent
assessment from teachers also contributed to these students’ poor presentation performance.
For these reasons, the study, finally, recommends many solutions to improve the students’
presentation skills as well as how to make presentation. On the part of the 12th grade
students, for example, in order to be effective learners of English in general and effective
presenters in particular, they need to improve their knowledge of the target language and
personality traits during the process of their language proficiency development.

4. iv
LIST TABLE OF CONTENTS
DECLARATION ....................................................................................................................i
ACKNOWLEDGEMENTS ................................................................................................... ii
ABSTRACT...........................................................................................................................iii
LIST TABLE OF CONTENTS .............................................................................................iii
LIST OF CHARTS AND TABLES ..................................................................................... vi
LIST OF ABBREVIATIONS...............................................................................................vii
CHAPTER 1: INTRODUCTION ..........................................................................................1
1.1. Rationale of the study .....................................................................................................1
1.2.Aims of the study.............................................................................................................2
1.3. Methods of the study.......................................................................................................2
1.4. Design of the study .........................................................................................................3
CHAPTER 2: LITERATURE REVIEW ...............................................................................4
2.1. An overview of motivation .............................................................................................4
2.2.1. Definition of motivation ..............................................................................................4
2.1.2. Classification of motivation.........................................................................................5
2.1.3. Fators affecting student’s motivation...........................................................................6
2.2 Concept of oral presentation............................................................................................7
2.2.1. Definition of oral presentation .....................................................................................7
2.2.2. Types of oral presentation............................................................................................8
2.2.3. Advantages and disadvantages of oral presentation activity .......................................9
CHAPTER 3: THE STUDY ................................................................................................10
3.1. The school context ........................................................................................................10
3.2. Methodology and data collection..................................................................................10
3.2.1. Methodology..............................................................................................................10
3.2.2. Survey questionnaires ................................................................................................10
3.2.2.1. Description of survey questionnaires......................................................................10
3.2.2.2. Survey questionnaire for students...........................................................................11
3.2.2.3. Survey questionnaire for teachers...........................................................................11
3.2.3. Interview.....................................................................................................................11
3.2.4. Data collection ...........................................................................................................11
3.2.4.1. Participants..............................................................................................................11
3.2.4.2. Procedures...............................................................................................................12

5. v
3.3. Data analysis and recommendation...............................................................................12
3.3.1. An analysis of the questionnaire ................................................................................12
3.3.2. Summary of finding………………………………………………………………....25
3.3.3. Recommendation for using oral presentation in learning English effectively……..26
CHAPTER 4: CONCLUSION………………………………………………………...…..29
4.1. Summary of the study...................................................................................................29
4.2. Limitations of the study ................................................................................................30
4.3. Suggestions for further study…………………………………………………………30
REFERENCES ....................................................................................................................31
APPENDICES .....................................................................................................................viii
APPENDIX 1: QUESTIONNAIRE FOR STUDENTS ......................................................viii
APPENDIX 2: QUESTIONNAIRE FOR TEACHERS ...................................................... xv
APPENDIX 3: INTERVIEW QUESTIONS (FOR STUDENTS)……………...........…..xvii

6. vi
LIST OF CHARTS AND TABLES
Chart 1: Teacher’s and student’s opinion about the importance of using oral presentation in
teaching and learning English (Q1- appendix1 and appendix 2).........................................12
Chart 2: Student’s interest in using oral presentation (Q2-appendix 1 and appendix 2) .....13
Chart 3: Teacher’s interest in using oral presentation (Q2-appendix 1 and appendix 2) ....14
Figure 1: Experience in learning and teaching oral presentation in learning English (Q3-
appendix 1 and appendix 2) .................................................................................................15
Chart 4: The frequency of learning oral presentation in learning English (Q4- ..................15
Appendix 1)..........................................................................................................................15
Chart 5: The frequency of teaching oral presentation in learning English (Q4- appendix 2)
..............................................................................................................................................16
Figure 2: Students and teacher’s expectation of using oral presentation in learning English
(Q5- appendix 1 and appendix 2).........................................................................................16
Figure 3: The level of students understanding the lecture when teachers use presentation
skill (Q6- appendix1) ...........................................................................................................17
Chart 6: Teacher’s favorite topics (Q6- appendix 2) ...........................................................18
Chart 7: Factors have negative effects on student’s studying English (Q7- appendix 1) ....19
Chart 8: Factors have negative effects on teacher’s teaching English (Q7- appendix 2) ....20
Table 1: Teacher’s and student’s opinion on factors affecting student’s motivation in
learning English (Q8- appendix 1 and appendix 2) .............................................................21
Table 2: Students’ ways to get information for their presentation (Q9- appendix 1) ..........22
Table 3: Teachers’ ways to get information for their presentation (Q9- appendix 2) .........23
Table 4: Some tips help students improve presentation skills (Q10- appendix 1)...............24
Table 5: Teachers’ assessment about some tips help Ss improve the presentation skill
(Q10- appendix 2) ................................................................................................................24

7. vii
LIST OF ABBREVIATIONS
L2/FL : Second/ Foreign Language
OPV: Oral Presentation Activity
UTEHY: Hung Yen University of Technology and Education
Ts: Teachers
Ss: Students
ND: Nguyen Du High School

8. 1
CHAPTER 1: INTRODUCTION
1.1 Rationale of the study
Recently, English has been taught almost everywhere in Vietnam, especially in schools,
colleges, universities, English is a compulsory subject. Now, we are living in the global
world in which English language has rapidly become an international language that most
people all over the world use to study and work. English, as an international language, is
widely used in most fields in most countries in the world nowadays. Among them,
Vietnam has been aware of the importance of English to improve economic development
and enhance international relationships. It is undeniable that English is the bridge to
introduce Vietnamese culture and people to others in the world. In the first place,
Vietnamese people started learning English as a requirement of their job and nowadays
they learn for different purposes. Some learn English for their future jobs; some learn
English for their desire to discover knowledge and some may want to learn English for
their interest. For university students, English is a compulsory subject as well as job
requirement after graduation. It is obvious that the effectiveness of teaching and learning
English in schools should be taken into account.
However, how to learn English well is a problem for many learners of English,
especially for the students of high schools and universities. Despite the fact that most of the
students have been learning English since they were at secondary school, they are deficent
in learning English. That is why improving student’s abilyty in learning English should be
paid more attention. This issue might stem from various reasons but above all, it is
supposed to be student’s low motivation to learn this subject that cause the problem. Even ,
many students are unresponesive and avoid interaction with the teacher even when they
have enough knowledge to enthusiastically participate in the lesson. As a result, many of
them have a lot of difficulties in communicating with foreigner even though they have
learned English for many years. Therefore, it is very important to find out the effective
methods in teaching English for students. According to Ericksen (1978) advocate effective
learning in the classroom depends on the teacher’s abilyty to maintain the interests that
brings students to the course. Many studies have demonstrated that motivation has
important role in the effectiveness of teaching and learning process. Learner with high
motivation tend to gain more success than unmotivated ones.

9. 2
Furthermore, presentation activities are becoming more common in English lesson.
Presentation activity is a great way to have students practise all language system like
vocabulary, grammar..ect… and skills such as reading, speaking, writing and listening. The
student who are good presenters are better commnunicator, they are able to express their
ideas clearly. Presenting can developing student’s skill in public speaking and promoting
their motivation in English. In addition, they also become more confidence and it it a skill
that most people will need in their work.
Therefore, this study is conducted to investigate the benifits of oral presentation
activity in promoting 12th grade student’s motivation at Nguyen Du High school with the
hope to improve their communication skills in English and find good teaching material for
teaching English. The writer hopes that this study will help the teacher in some way to find
appropriate methods to motivate their student in the class so that pedagogical implications
can be drawn to help students more interested in learning English
1.2. Aims of the study
The study aims at investigating the motivation in learning English among 12th grade
student at Nguyen Du High School. Three main purposes of the study are summarized
below:
- Investigating the teacher’s and student’s attitude towards the use of oral
presentation in teaching and learning English
- Finding out the factors affecting the 12th grade student’s motivation in learning
English
- Giving some suggestions for teachers on using oral presentation in teaching English
In order to achieve the above stated objective, the study finds out the answers to the
following research questions:
1. What are the attitudes of teachers and 12th grade students toward the use of oral
presentation in teaching and learning English?
2. What factors affect 12th grade student’s motivation in learning English?
3. What should teachers do to apply oral presentation in teaching to increase student’s
motivation in learning English?
1.3. Methods of the study
To finish this study, the reseacher carried out some following methods:
- Using both quantitative and qualitative methods

10. 3
- Conducting survey questionnaires for teachers and students and interview questions
for student only.
1.4. Designof the study
The study consits of four chapter :
Chapter 1: Introduction: including the rationale, aims, methods of the study and an outline
for the thesis in this paper.
Chapter 2: Literature review: discussion the issues and ideas on motivation and oral
presentation
Chapter 3: The study : including three parts :
- Methodology and data collection : this part mentions to the methods of the study,
the participants of the study, data collection instruments and procedures of data
collection
- Data analysis, main findings and discussions: this part refers to analysis the data
collected and find out the fact of using oral presentation in learning and teaching
English.
- Recommendations for using oral presentation in learning and teaching English
effectively: this part refers to suggested solutions from teachers and students in
order to apply oral presentation in teaching to increase student’s motivation in
learning English.
Chapter 4: Conclusion : offers a limitation of the study and suggestions for further study.

11. 4
CHAPTER 2: LITERATURE REVIEW
2.1. An overview of motivation
2.2.1. Definition of motivation
Motivation is one of the most important concepts in psychology. Theories
concerning motivation attempt to explain nothing less than why humans behave and think
as they do. In the literature on motivation, very rarely is one single, intergrated definition
of motivation included. Instead, the focus is what specific factors work together to create
motivation William and Burden (1997: 112) define motivation as a state of cognitive and
emotional arousal which leads to a conscious decision to act, and which gives rise to a
periods of sustained intellectual and/or physical effort in order to attain a previously set
goal (or goals). According to these researchers, the concept of motivation is composed of
many different and overlapping factors such as: interest, curiosity or a desire to
achieve.The notion is aloso of great important in language education. It has been widely
accepted by both teachers and researchers as one of the key factors that influence the rate
and success of second/foreign language (L2/FL) learning.
Another recent influential researcher of motivation, Zoltan Dornyei, also gives a
conprehensive definition of motivation. Motivation, from his process-oriented point of
view, is “ a process whereby a certain amount of instigation force arises, initiates action,
and persists as long as no other force comes into play to weaken it and thereby terminate
action or until the planned outcome has been reached” (Dornyei, 1998: 118).
For this study, “motivation” is defined in the terms put forward by Crookes and
Schmidt (1991:498-502): interest in and enthusiasm for the materials used in class;
persistent with the learning task, as indicated by levels of attention or action for an
extended duration; and levels of concentration and enjoyment.
In brief, each approach to motivation reflects a different perspective form which
second foreign language learning motivation is conceptualized. There are differences in the
way different reseachers define motivation because they study motivation from the
perspectives of different languagues in different contexts, with different subjects and
different learning conditions. However, from whatever angle the reseachers look at the
concept of motivation in L2/FL learning, most of them have identified three crucial
components of motivation: (1) the conscious decision directed to the goal of learning a
language, (2) the effort expanded to achieve that goal, and (3) the sustenance of that goal.

12. 5
2.1.2. Classification of motivation
Most researchers (Gardner and Lambert: 1959, Harmer: 1983, Dornyei: 1998)
divided motivation into two types: integrative and instrumental motivation. According to
Gardner and Lambert (1959), the integrative motivation refers to a desire to become more
like valued members of the target language community. It is based on interest in learning
the second language because of their need to learn about, associate or socialize with the
people who use it or because of purpose or intention to participate or integrate in the
second language using the same language in that community. As pointed by Harmer (1983:
3), the strong form of integrative motivation wishes to integrate himself into the target
culture and a weak form of such motivation would be the students‟ desire to know as much
as possible about the culture of the target language community.
Gardner and Lambert (1972) first made the most famous distinction between two
types of motivation: integrative and instrumental.
Integrative motivation is the desire to learn a language to integrate successfully into
the target language community. According to Garner and Lambert (1972, cited in Ellis,
1997:509), motivation is strongly influenced by integrative orientation to language
learning. In their words, an integrative orientation involves an interest in learning an L2
because of a sincere and personal interest in the people and culture represented by the other
group.
Instrumental motivation, on the contrary, is something which concerns the practical
value and advantages of learning a new language (Lambert 1974: 98, cited in Ellis, 1997),
and which is characterized by the wish to learn the language for purposes of study or career
promotion (Penny 1996: 276) and the desire to obtain something practical or concrete from
the study of a second language (Hudson 2000). In other words, instrumental motivation is
the learner‘s desire to learn a language for utilitarian purposes (such as
employment/travel/exam purposes) in the context of language learning.
Both kinds of motivation are essential elements of success in learning a second
language, but it is integrative motivation which has been found to sustain long-term
success when learning a second language Ellis (1997). In some of the early researchers by
Gardner and Lambert (cited in Ellis, R. 1997), integrative motivation was viewed more
important in a formal learning environment than instrumental motivation. Integrative
motivation was regarded as superior to instrumental motivation for predicting the success

13. 6
of second language learning However, from another perspective, instrumental motivation
is meaningful for the learner who has had limited access to the L2 culture, or foreign
language settings Dornyei's (1996, cited in Vaezi, 2008:55) opposed Gardner by claiming
that instrumental motivation is more important than the integrative motivation.
To sum up, there are many kinds of motivation. However, it is the author's belief
that intrinsic motivation produces more potential benefits than extrinsic motivation.
2.1.3. Fators affecting student’s motivation
There have been some studies on the factors affecting student’s motivation in
learning a foreign language so far. Among those are two L2 motivation frameworks that
refer to some factors such as language level, learner level, learning situation level (Dornyei,
2001a) and internal and external factors (William and Burden, 1997). Regarding Dornyei’s
model the Language Level addresses the social side of L2 motivation, subsuming
Gardner’s Integrative and Instrumental concepts. The Learner Level represents individual
characteristics of the learner, and concern internal desire for achievement and issue related
to self-confidence. The Learning Situation Level is associated with classroom specific
motivational factors: Course-specific, Teacher-specific and Group-specific motivational
components. Although researchers have had some different views in the issue, they all
have come to an agreement with a list of common factors affecting student’s motivation.
These factors can be divided into three groups: teacher’s factors, student’s factors and
learning condition factors.
However, a feature shared in most FL classrooms where the language in question
required subject, is the problem of demonization. The following behaviors described by
Chambers (1993) will be familiar to many foreign language teachers, including the author
of this study: “poor concentration, lack of belief in own capabilities, no effort made to
learn, lack of cooperation, disruptive, distract of other students, produces little or no
homework, fail to bring material lessons, claims to have lost material.
According to Harmer (1983), the factor affecting extrinsic motivation most is
student’s attitude toward the language. He also states factors that can affect intrinsic
motivation as follows:
* Method of teaching: the ways that students are taught must have some effects on their
motivation. Whenever the learners feel bored with the teacher’s method, their motivation

14. 7
would likely be lost or gradually decreased, whereas, if they are interested in the teaching
method, they will find it motivating.
* The teacher: Teachers are considered as the most powerful variable of motivation and
demonization, and can become a major part in demotivating the learners. Denis Girard
(1970, cited in Harmer, 1983:5-6) suggested some qualities a teacher should have to help
in providing intrinsic motivation:
- The teacher has to make his classes interesting
- The teacher must be fair, treat his students equally and as far as possible understand and
act on the worries and aspirations of his pupils.
- The teacher must offer a good model as the target language user
- The teacher must be a good technician…
Dornyei (1994: 279-280) also studied the possible factors of demotivation among
English language learners focused on the role of effective factors at three levels of
language, learner and learning situation. His study showed that the learners’ demotivation
concerned with the learner levels and learning situation levels. One of the learner’s
problems is lack of self-confidence, caused mostly by negative past experiences and some
of learning situation level problems are being placed into an inappropriate group; lack of
free choice, lack of skilled teachers and lack of constancy in language learning in a
relaxing and pleasant atmosphere.
2.2 Concept of oral presentation
2.2.1. Definition of oral presentation
Oral presentation skills are important in nearly every career for example scientists
and engineers present at conference, administrators and managers may give talks to
committees about their work, or to groups of people in training. As for student,
presentation skills can lead to new opportunities in employment and in education.
Up to certain circumstances we have different presentations. According
Jessica Cook, “An oral presentation is a form of assessment that teachers frequently use in
the classroom. Oral assessments come in a variety of styles, from multimedia projects to
group work to speeches. An oral presentation involves explaining something to an
audience, usually in a classroom, but sometimes in a work setting. Ts grade oral
presentation based on the quality of the information presented as well as the method of
presenting it”.

15. 8
In the book” Guidelines for Oral Presentation” by Ohio Wesleyan University, they
define oral presentation as “brief discussions of a focused topic delivered to a group of
listeners in order to impart knowledge or to stimulate discussion. The ability to give brief
presentation is a learned skill and the one that is called on frequently in the workplace”.
This is general understanding about an oral presentation. To understand more about
the importance of public speaking skills especially presentation skill in English
communication, readers can find further information in the following part.
2.2.2. Types of oral presentation
There are many ways of classifying types of presentation. Some people may define
them basing on the purpose (Iftimie & Chang, 2008). Some may define them basing on the
manners of delivery. However, the most common types of presentation are suggested by
Whatley (2001) as follow:
Firstly, he mentions informative presentation. Informative presentation brings the
audience up to date on projects or events, telling how things are going, or provides
information about products and procedures, rules and regulations, operations, etc… This is
the type that the researcher applied in the intervention step of this current study.
The second type of presentation is instructional. The purpose in instructional
presentation is to give specific directions or orders. In an instructional presentation, the
listeners should come away with new knowledge or a new skill.
Another presentation is arousing. The purpose in an arousing presentation is to
make people think about a certain problem or situation. This presentation arouses the
audience’s emotions and intellect so that they will be receptive to presenter’s point of view.
Persuasive is the next type of presentation. The purpose in a persuasive
presentation is to convince listeners to accept proposal. A convincing persuasive
presentation offers a solution to a controversy, dispute, or problem.
Finally, it is a decision-making presentation. The purpose in a decision-making
presentation is to move audience to take the presenter’s suggested action. A decision-
making presentation presents ideas, suggestions and arguments strongly enough to
persuade an audience to carry out presenter’s request. A decision-making presentation
must tell the audience what to do and how to do it.
In short, there are many types of presentation but each type requires a specific
organization technique to assure it is understood and remembered by the audience.

16. 9
2.2.3. Advantages and disadvantages of oral presentation activity
Advantages and disadvantages of applying oral presentation activity in classroom
can be found in different pieces of research (Ali Said Al-Issa, 2010; Josef Essberger, 1998;
Marmene, 2006). Particularly, oral presentation activity brings about a number of benefits
to language learning students as can be found in Marmiene, 2006.
 Increased motivation – learners become personally involved in the presentation
 All four skills: reading, writing, listening and speaking are integrated. Speaking:
presenting information, describing graphs, picture and slides; Listening: critical
listening for details, asking for clarification; Reading: skimming and canning for
information, reading for detail; Writing: reformulating texts, making and taking
notes, writing review.
 The learner’s awareness of non-verbal communication is raised and their use of
natural language is improved.
 A context is established which balances the need for fluency and accuracy.
 There are learning outcomes- learners have and end product
 A break from routine and the chance to do something different
However, every coin has two sides. Marmiene outlines some disadvantages of
presentation. First, students often overuse PowerPoint or visual aids. They use too
many pictures and illustrations or show many words on the screen. As a result, all they
have to do is just to read everything on the screen. It makes the audiences annoyed and
they bored with their presentation. Second, making presentation is time-consuming
both at home and in class. Last but far from the least, one disadvantage of applying
presentation in the class is that the effect of it may be not as expected because the
presenter has nothing to say or the audience does not listen to the presenter.
All in all, applying oral presentation in classroom context has many advantages and
disadvantages. Since the improvement of oral presentation requires both skills and
practice, it is suggested that both teachers and students should raise awareness of
important of developing skills, learn the presentation skills, increase the opportunities
for practice and teachers should implement oral presentation effectively in classrooms.

17. 10
CHAPTER 3: THE STUDY
This chapter is devoted to presenting the methodology of the current research,
including the participants, the data collection instruments and procedure and data
analysis.
3.1. The school context
The school was carried out at Nguyen Du High school, where English is a
compulsory and very high-appreciated subject, during the second semester of the
school year 2016-2017. This school located in Duc Minh Street of Hai Duong city. The
schools are well-known for its modern facilities and friendly educational environments.
Nguyen Du High School was established in 1979. At that time, the school had only 4
classes with 272 students and 12 teachers. But now, Nguyen Du High School consist of
8 classes of three grade 10, 11, 12 with more than 1000 students and 60 teachers. Each
and every classroom is equipped with a big well-equipped with a computer, a big TV
set connected to the computer, two air-conditioners and other necessary furniture of a
modern one. There are also four computer rooms and different laboratories for students
to do experiments. The facilities enables students here to access the most modern
learning and teaching methods.
3.2. Methodology and data collection
3.2.1. Methodology
To collect the data for this research, the writer used both quantitative and qualitative
methods including the survey questionnaires for both teachers and students and
interview question for students. After getting the results, the writer will use the tables
and charts for presenting and analyzing the collected data. The interview results will
also be recorded carefully.
3.2.2. Survey questionnaire for students
The survey questionnaire for students was delivered to students for the purpose of
finding their motivation, factors having impact on their motivation as well as their
expectations in the English class. Question item are divided into two main parts:
Part I: (including 3 questions): student’s general information
Part II: (including 10 questions): consists of three parts: student’s opinion, factors and
suggestions in using oral presentation skill.

18. 11
3.2.2.1. Survey questionnaire for teachers
The questionnaire for teachers is aimed at finding out their opinions and suggestion
for improving student’s motivation to learn English at ND High School. The survey
consists of two parts:
Part I: (including 3 questions): teacher’s general information
Part II: (including 10 questions): consists of three parts: teacher’s opinion, factors and
suggestions in using oral presentation skill.
3.2.3. Interview
An interview is done with 3 students in three class of 12A, 12B, 12E at Nguyen Du
High School. There are four questions were designed according to the aims of to study:
1. Do you like or dislike the oral presentation activity that has been applied in
your class?
2. Does OPA help you more confident in learning English? And what extent?
3. In your opinion, what factors affect your motivations in class?
4. Do you have any suggestion for making an effective presentation?
After interview, the author based on the in the view results to analyze the data. The
interview data analysis will be presented with the collected data from the
questionnaire in each part.
3.2.4. Data collection
3.2.4.1. Participants
The participants of the research are 6 teachers and 170 students from grade 12 of
Nguyen Du High School but the researcher can only give the questionnaire for 165
students. At the time of the research, they are in the second term of the school year
2016-2017.
3.2.4.2. Procedures
The data are collected and analyzed by following steps:
- Questionnaires were first delivered to the Ss and Ts at the end of English lesson.
- After collecting information, data were consolidated and categorized
- The results then were analyzed and presented in forms of tables, charts and figures.
Data analysis and findings will be presented and discussed in the next part.
3.3. An analysis, main findings and discussions
3.3.1. An analysis of the questionnaire

19. 12
Chart 1: Teacher’s and student’s opinion about the importance of using oral
presentation in teaching and learning English (Q1- appendix1 and appendix 2)
The chart reveals that most of Ts realized oral presentation was very
important skill, they seemed to have optimistic attitude toward presentation skill.
66.68% of Ts thought the presentation skill was really very important compared to
30.30% of their Ss for that. When being asked about the importance of
presentation skill, the Ss(57.58%) and the Ts 16.66% admitted that presentation
skill is important. Meanwhile, the number of the Ts (16.66%) and the Ss (12.12%)
chose response of normal. None of the Ts and Ss chose “not very important” and
“not important”. The reasons for these positive attitudes toward presentation skill
derive from their understanding that their country was on the way of integration so
that they needed to use English to communicate both in the students’ future jobs
and in their everyday life. Thus, the Ts wished to help the Ss enrich their
background knowledge, increase their vocabulary and grammatical structures,
30.30%
57.58%
12.12%
0% 0%
66.68%
16.66% 16.66%
0% 0%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
Very important Important Normal Not very
important
Not important
Students
Teachers

20. 13
improve their presentation skill and gain their confidence when communicating in
English.
Chart 2: Student’s interest in using oral presentation (Q2-appendix 1 and
appendix 2)
As can be seen from the chart, a large percentage of students(63.63%) like
presentation skill in learning English. Beside, 20% of students have positive
attitude toward presentation skill, they express they really like very much. But,
14.56% of students said that they quite like this skill. On the other hand, there is
only 1.81% of students admit that they do not like oral presentation do not like this
skill.
20.00%
63.63%
14.56%
1.81%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Like very much Like Quite like Dislike

21. 14
Chart 3: Teacher’s interest in using oral presentation (Q2-appendix 1 and
appendix 2)
According this chart, 50 % of participants like presentation skill in teaching
English. Beside, 33.33% of teachers have positive attitude toward presentation skill,
they really like very much. But, 16.67% of teachers said that they quite like this
skill and no one express they don’t like presentation.
33.33%
50.00%
16.67%
0.00%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Like very much Like Quite like Dislike

22. 15
Figure 1: Experience in learning and teaching oral presentation in learning
English (Q3-appendix 1 and appendix 2)
Figure 1 reveals that most of the students 96.96% express they have studied
oral presentation in English lesson in their class. But, only 3.04% of the participants
said that they have not learned oral presentation.
Moreover, 66.67% of the teachers used to teach oral presentation in their
lesson. Beside, 33.33% of them said that they never taught in their English lesson.
Chart 4: The frequency of learning oral presentation in learning English (Q4-
Appendix 1)
96.96%
3.04%
Students
Yes
No
66.67%
33.33%
Teachers
Yes
No
10.30%
83.91%
3.03% 3.03%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
Usually Sometimes Seldom Rarely

23. 16
According to the result of the chart, most of students sometimes learn oral
presentation 83.91%, 10.30% of them usually learn oral presentation in class. In
addition, 3.03% of participants said that they seldom and 3.03% rarely.
Chart 5: The frequency of teaching oral presentation in learning English (Q4-
appendix 2)
According this chart, a half of teachers sometimes teach oral presentation in
their lesson, other half seldom and none usually or rarely teach oral presentation.
The reason why they were not usually used oral presentation in their lesson that the
student’s vocabulary was limited as well as the student’s level is not good.
Therefore, it affected to their quality lesson.
Figure 2: Students and teacher’s expectation of using oral presentation in
learning English (Q5- appendix 1 and appendix 2)
0.00%
50.00% 50.00%
0.00%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Usually Sometimes Seldom Rarely
87.87%
12.13%
Students
Yes
No
83.33%
16.67%
Teachers
Yes
No

24. 17
According this figure, 87.87% of the students said that they want to study
oral presentation in the future; only 12.13% of them said that they do not want to
learn oral presentation in English lesson in the future. However, it is necessary to
note that only about 1.81% participants do not like oral presentation but the
percentage of students who want to learn oral presentation in their lesson is higher.
Moreover, the next figure shows 83.33% of teachers want to teach oral
presentation in English lesson in the future. They found that oral presentation could
stimulate student’s motivation. However, 16, 67% of teachers do not want to teach
presentation in their lesson in the future.
Based on it, using oral presentation attract the focus of students.
Figure 3: The level of students understanding the lecture when teachers use
presentation skill (Q6- appendix1)
The percentage of lecture that student’s understand when teacher uses presentation
skill varied from < 50% to > 90%. Indeed, 12.12% of the students got the lesson from
70 to 90% . Besides, 72.72% of participants understand 50-70% the lesson.
Meanwhile 12.13% of them got fewer than 50% and only 3.03% of them got the
3.03%
12.12%
72.72%
12.13%
> 90 %
70-90%
50-70%
<50%

25. 18
lesson > 90%. The reasons may depend on the Ss’ background knowledge including
vocabularies, grammatical structures and self-confidence to use English fluently and
professionally when communicating with their Ts. So, the Ss gained the percentage of
lecture that student’s understand when their teacher uses presentation reach from 50-
70%.
Chart 6: Teacher’s favorite topics (Q6- appendix 2)
The data present in chart 6 reveal that 83.34% teachers like using student’s life,
family and friend topic in the lesson. 66.67% of them said that they like the topic
about love and social issues. 16.67% of them list other topics were daily life,
hometown, etc…..
66.67%
83.34% 83.34% 83.34%
66.67%
16.67%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
Love Student's life Family Friend Social issues Others

26. 19
a. The teacher of English speaks rapidly during the lesson
b. The English textbook is difficult and boring
c. English structures are complicated
d. The teacher doesn’t usually use the modern technological aids
e. Classmates have no enthusiasm in learning
f. The number of lexical items we should memorize is very various
g. Others …………………………..
Chart 7: Factors have negative effects on student’s studying English (Q7- appendix 1)
As the chart 7 shows, it can be implied from the number of 39.39% students
choosing option “b”, they meant merely using it during class time was boring. With
22.22% responding to the classmates has no enthusiasm in learning that meant there is
a lack of practice and enjoyable classroom activities for the students to practice using
English. Beside, 13.13% of students said that the teacher of English speaks rapidly
during the lesson, so they can’t know deeply about the lesson. Meanwhile, 18.18% of
participants reckon that English structures are complicated and 8.08% believe that
their teacher doesn’t usually use the modern technological aids. On the other hand,
1.01% of students express the number of lexical items is very various.
13.13%
39.39%
18.18%
8.08%
22.22%
1.01% 0.00%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
a b c d e f g

27. 20
Both of the results indicate that the students longed for the teacher’s change
in organizing classroom activities so that they can have more chance to practice
their listening and speaking skills in natural ways and authentic context.
Chart 8: Factors have negative effects on teacher’s teaching English
(Q7- appendix 2)
a. Teachers lack of modern equipment such as: projectors, internet, radio…….
b. The English textbook is difficult and boring
c. Teachers don’t have enough time
d. Student’s English level is low
e. The students have no enthusiasm in learning
f. Others: ………
Acording this chart, the number of Ts believed that they lack of modern equipment
such as projectors, internet or radio and the English textbook is difficult and boring
with the same percentage 83.33%. With 66.67% participants express that they don’t
have enough time in the class because they only have 45 minutes to teach each lesson,
that meant there is a lack of practice and enjoyable classroom activities for the
students to practice using English. Beside, 50% of Ts said that the Ss have no
enthusiasm in learning because of different reason, for example the Ts of English
83.33% 83.33%
66.67%
16.67%
50.00%
16.67%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
a b c d e f

28. 21
speak rapidly so they can’t understand deeply the lesson. Meanwhile, 16.67% of
participants reckon that student’s English level is low and 16.67% choosing option f,
they express that the number of Ss in the class is over (more than 40 Ss) so they
cannot keep their eyes on their Ss.
Based on it, there are many negative factors effect on teaching English, so the teacher
should take a chance for student to practice in the class.
Reason of
affection
Strongly agree Agree Disagree
Strongly
disagree
Ts Ss Ts Ss Ts Ss Ts Ss
a. Lack of
background
knowledge
83.33% 44.21% 16.67% 50.30% 00.00% 5.49% 00.00% 00.00%
b. Limited
vocabulary
33.33% 58.18% 66.67% 41.82% 50.00% 00.00% 00.00% 00.00%
c. Fear of your
teacher
16.67% 19.39% 33.33% 31.15% 50.00% 40.60% 00.00% 8.86%
d. Fear of making
mistakes
66.67% 22.42% 33.33% 41.21% 00.00% 21.81% 00.00% 14.56%
e. Bad
pronunciation
83.33% 46.67% 16.67% 53.33% 00.00% 00.00% 00.00% 00.00%
f. The complex
grammatical
structure
50.00% 21.81% 33.33% 63.03% 16.67% 15.16% 00.00% 00.00%
Table 1: Teacher’s and student’s opinion on factors affecting student’s motivation in
learning English (Q8- appendix 1 and appendix 2)
According this table, students admit that they met difficulties with speaking lesson
because of limited vocabulary (58.18%). They claim that presentation contained too

29. 22
many new words, it is possible to infer that they have problem with comprehension and
they lack of motivation in class.
“I think presentation having too many new words”. (Student 1)
Lack of background knowledge (44.21%) and bad pronunciation (46.675) prevents
students from presenting in front of class.
Some students argue that the complex grammatical structure (21.81%) make them not
confident when learning. Furthermore, fear of teacher (19.39%) and fear of making
mistake (22.42%) is also a problem losing students’ concentrate. They share that “I feel
shy to speaking at crowd “(Student 2).
In addition, this table also shows the factors that teachers think affect students’
motivation in learning. They are bad pronunciation (83.33%), lack of back background
(83.33%), fear of making mistakes (66.67%), the complex grammatical structure (50%
strongly agree and 33.33% agree), limited vocabulary (33.33% strongly agree and 66.67%
agree).
Material Never Rarely Sometimes Often Always
Basing on your own
knowledge
15.75% 30.30% 33.33% 18.18% 2.44%
Reading books 0% 9.09% 18.18% 42.42% 30.31%
Searching on websites 3.03% 8.48% 15.77% 21.21% 51.51%
Watching T.V 0% 5.45% 12.72% 41.81% 40.02%
Referring to your teacher 0% 66.66% 21.22% 9.70% 2.42%
Table 2: Students’ ways to get information for their presentation (Q9- appendix 1)
According to the result of the survey research, most of the Ss (51.51%) always got
information for their presentation from searching on websites. Besides, the number of the
Ss (9.70%) often referred to their Ts to have information for making presentation. Up to
33.33% Ss sometimes based on their own knowledge to present information in the
presentation while 9.09% of the Ss rarely read books to look for document for their

30. 23
presentation. Specially, no one of Ss never watched T.V to get information for their
presentation.
Thus, from that result we can recognize many varieties of ways to get information for
supporting their presentation.
Material Never Rarely Sometimes Often Always
Basing on your own
experience
0% 0% 0% 33.33% 66.67%
Reading books 0% 0% 0% 0% 100%
Searching on websites 0% 0% 0% 66.67% 33.33%
Watching T.V 0% 0% 16.67% 66.66% 16.67%
Table 3: Teachers’ ways to get information for their presentation (Q9- appendix 2)
According to the table, we can see teacher always get information basing on their
own experience(66.67%) because they have more than 10 years teaching in the school.
100% teachers always get information by reading books and sometimes they watching
T.V (16.67%). 66.67% number of Ts often searching on websites.
In general, all of the teachers made use of four sources so as to enrich their
references.
Very
much
Much Normal
Very
little
Little
Using an effective introduction 41.21% 24.24% 21.21% 6.06% 7.28%
Creating an effective
conclusion
21.21% 15.15% 48.48% 4.84% 10.32%
Using body language
effectively (eye contact,
appearance)
22.42% 16.36% 41.21% 6.06% 13.95%

31. 24
Building self-confidence 33.33% 29.09% 22.42% 3.63% 11.53%
Clearly pronunciation 51.51% 16.36% 15.17% 7.27% 9.69%
Vocal volume level(whisper or
loud)
24.24% 23.03% 45.45% 4.24% 3.04%
Using visual aids 6.07% 9.09% 23.03% 27.27% 34.54%
Table 4: Some tips help students improve presentation skills (Q10- appendix 1)
We can clearly see from the table that many tips were chose by the Ss to improve
presentation skill. The Ss got very much betterment in using an effective introduction with
41.21% and building self-confidence with 33.33%. The Ss achieved much reformation in
using body language with 16.36% and visual aids with 9.090% effectively. Besides, there
was the normal improvement believed that Ss obtained when creating an effective
conclusion with 48.48% and controlling vocal volume level with 45.45%. Finally, 9.69%
of the Ss thought that giving clearly pronunciation helped them little improve their
presentation skill.
Very
much
Much Normal Very
little
Little
Using an effective introduction 33.33% 66.67% 0 0 0
Creating an effective conclusion 16.67% 50% 33.33% 0 0
Using body language (eye contact,
appearance)
16.67% 16.67% 66.66% 0 0
Building self-confidence 66.67% 33.33% 0 0 0
Clearly pronunciation 16.67% 83.33% 0 0 0
Vocal volume level (whisper or loud) 0 50% 50% 0 0
Using visual aids 16.67% 16.67% 66.66% 0 0
Table 5: Teachers’ assessment about some tips help Ss improve the presentation skill
(Q10- appendix 2)

32. 25
As can be seen from the table, the Ts have used many effective tips to help Ss improve their
presentation skill. The number of Ts (66.67%) thought that building self-confidence was
topped of list could help Ss very much betterment. While, the number of Ts believed their Ss
achieved much improvement in giving clearly pronunciation (83.33%) and controlling vocal
volume level (50%), next, using an effective introduction(66.67%) and conclusion(50%).
Besides, there was the normal betterment assessed by Ts that Ss obtained when using visual aids
rate 66.66%. Finally, none of Ts said that their Ss gained little, even very little improvement
when applying some above tips due to most of the above tips are useful and necessary for
students to improve when making presentation.
3.3.2. Summary of finding
This chapter has discussed the finding of the research through analyzing the results
of questionnaires and interviews by addressing research questions in turn.
From the results of the first questionnaire, it is concluded that a large number of
students like presentation and they have positive attitude toward using presentation in class.
As a result most of them express that they have many negative factors effect on their study
such as: English structure, lack of background knowledge, technological, boring activities,
etc. The finding about their motivating factors confirms that the classroom activities they
were experiencing were boring and needed to be improved to invite more participation
from those students. It is also suggested by the students from the last item of questionnaire
that an oral presentation activity should be applied to fulfill the goal of the study which is
motivate the students to learn English. Beside, teachers agree that using oral presentation
in learning English is important and they get information on their presentation on internet,
books or television to make a lesson more interesting.
Using effective introduction, building self-confident and creating an effective
conclusion are tips useful in giving a good presentation. Furthermore, teachers should add
via video, some active activities, teacher’s performance and some familiar topic in the
presentation for students to understand deeply the lesson.
In conclusion, the analysis presents a rosy picture of student’s improvement in
motivation and realization that they themselves can have more active in learning process
with oral presentation activity.

33. 26
3.3.3. Recommendation for using oral presentation in learning English effectively
(How to present in English)
Presentation is the practice of showing and explaining the content of a topic to an
audience or learner. It means that all activities to explain something to others are
presentations. However, developing presentation skill and giving an effective presentation
are not an easy matter. To do this well, the following tips will help you deliver a more
successful presentation.
a. Using an effective introduction
The introduction also needs an objective that is the purpose or goal of the
presentation.In your introduction, , let welcome your audience:
“Good morning/ afternoon, ladies and gentlemen”
“Hello/ Hi, everybody” (in classrooms)
“First of all, let me thank you all for coming here today”
Introduce yourself:
“Let me introduce myself. I’m…”
“I think most of you know me, but I’ll introduce myself anyway. I’m …”
“I’m here today in my function as…”
Introduce your topic:
“I’m very glad to be the first one today to give a presentation on…”
“I’m going to talk today about…”
“The subject/topic/focus of my presentation/talk today is…”
Outline the structure:
“I’ve divided my presentation into four main part/ sections. They are…”
“ The first thing that need to be said is …”
“ It is undeniable that…”
“Finally/lastly/last of all …”
b. Creating an effective conclusion
A good conclusion does two things:
- Reminds the audience of your key points
- Reinforces your message.
Your conclusion should end the presentation at a positive note and make the
audience feel that they have used their time well listening to you.

34. 27
You can use some useful expressions below to make your conclusion:
“In conclusion /in brief/in short/ in a nutshell …”
“To wind up/to conclude/ now, to sum up…”
“I’d like now to recap/we have seen that…”
“That completes my presentation/ that’s all about my presentation…”
“That brings me to the end of my presentation…”
c. Using body languages effectively
Eye contact and smile: This help the audience to connect with you and your subject.
It also helps you to feel less nervous. Speakers who make eye contact open the flow of
communication and convey interest, concern, warmth and credibility.
Facial expression: Smiling is a powerful cue that transmits happiness,
friendliness, warmth, and liking. Therefore, if you smile frequently, you
will be perceived as more likable, friendly, warm, and approachable.
Gesture: If you fail to gesture while speaking, you may be perceived as boring and
stiff. A lively speaking style captures attention, makes the material more interesting,
and facilities understanding.
Good appearance: Your appearance gives the audience different impressions. Your
appearance helps you more confident and creditable.
In your presentation speaker should:
- Dress with appropriate clothes. Dressing appropriately shows that you respect your
audience and yourself as well.
- Take notice of your hair: to make sure that there will be no curious eye watching
you and makes you confuse.
d. Building self-confidence
The most important rule or making your body communicate effectively is to be
yourself.
- Relax and practice some deep breathing techniques before your presentation.
- Prepare well all things related to your presentation such as vocabulary,
pronunciation, structure, visual aid, etc.
- Concentrate on your message; do not let something distract you because it can
cause mistakes that consequently make you lack of confidence.
- Begin with a slow, well-prepared introduction; deliver a persuasive body; have a

35. 28
confident and clear conclusion.
Generally, the most important and effective way to build confidence is preparing
and practicing as much as possible.
e. Use simple language
Clear communication is powerful. Using short words and sentences will make it
easier for you to express your thought and ideas. It will also make it possible for others
to understand what you’re saying.

36. 29
CHAPTER 4: CONCLUSION
This chapter will deal with a summary of the major findings, limitations of the
study and some suggestions for further studies.
4.1. Summary of the study
To reach what the author aims her study at, the study is divided into four chapters with
their own purpose.
In chapter one, the researcher showed the rational, main aims, scope and methods as
well as design of the study.
With regard to theoretical background, in chapter two, the Literature Review discusses
the issues and ideas on motivation, factors affecting students’ motivation, advantages of
presentation in teaching and learning English
After that, an investigation with questionnaires for students and teachers and
student’s interview are carried out to have a deeper understanding about students’
motivation to learn English at ND High School. Findings from the study show that both
pupils and teachers have positive attitudes toward the use of presentation in the class.
Students feel interesting and more involved in the class using this type of material. The
results of the study show that, 12th grade students at ND High School possess different
kinds of motivation: intrinsic, extrinsic, instrumental and integrative motivation.
Although most students believe that English is necessary for their future job, only over a
half of them like English and English lessons in the class. The reason is that there are
negative factors affecting their motivation, especially intrinsic motivation. Some main
factors having negative influence on students’ motivation are teaching facilities, teaching
methods and learners’ problems. For teachers, they are all aware that using oral
presentation important in learning English and it can motivate their students effectively.
Besides, their main factors affecting when using oral presentation are vocabulary
problem, background knowledge, pronunciation and the grammatical structure. From this
point, researcher gave some recommendations to help them be better in using
presentation such as establish a good relationship between the teacher and students.
Beside the role of a leader or controller in the class, the teacher should be an encourager,
a supporter and respectable person Some suggestion are using effectively introduction,
creating an effective conclusion, using body languages effectively by making eye contact
and smile, building self-confidence and use simple language

37. 30
4.2. Limitations of the study
As a result, there will be unavoidable mistakes in this research papers. The study is not
without limitations due to the limited time and unsustainable knowledge of the author.
Due to the limitation of scope of the study, the research cannot cover whole genres
of English and focus on using oral presentation in learning English. Besides, the limitation
of sampling population, the research only focus on 12th grade students which account for a
large number of students at ND High School. Therefore, the result of the study cannot be
generalized.
In spite of the mentioned limitations, the researcher hopes that this exploratory
research will contribute to the better situation of using presentation in learning English.
3.2. Suggestions for further studies
To be successful in mastering English, these students need to study integrated
English skills. Therefore, this study calls for further researches in giving out tips to use
effectively other English skills besides speaking.
Besides, this study also calls for other relating researches to develop speaking,
reading, writing and listening skills especially presentation skill for students to help
students use English effectively.

38. 31
REFERENCES
1. Crookes, G. and R. W. Schmidt. (1991). Motivation: reopening the research agenda.
Language Learning 41/4: 469-512.
2. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in
human behavior. New York: Plenum.
3. Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom.
The Modern Language Journal, 78/3, 273-284.
4. Dornyei‘s, Z. (1998). Motivation in second and foreign language learning.
Language Teaching, 31, 117-35.
5. Dörnyei Z. (1998b), Motivation in second language learning. Language teaching/
volume 31/issue 03/ July 1998, p117-135.
6. Dornyei‘s Z. (2001). Teaching and Researching Motivation. London, Longman.
7. Dörnyei Z. (1998), Conceptualizing motivation in foreign language learning,
Language Learning, p40, 46-78
8. Dornyei, Z. (2001), Motivational strategies in the language classroom, Cambridge
University Press, Cambridge, England
9. Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.
10. Ellis, Mark, Nina and O’ Driscoll (1992) Giving Presentation, Longman.
11. Gardner, R. C. & Lambert, W.E. (1972). Attitudes and Motivation in second
language Learning. Roley: Mass-Newsbury House.
12. Gardner.R. and Bernaus. M. (2008), Teacher motivation strategies, student
perceptions, student motivation, and English achievement, the modern language
journal, p92
13. Gardner R. C. and Lambert W. (1959), Motivational variables in second language
acquisition, Canadian Journal of Psychology.
14. Gardner R.C. (1985), Social Psychology in Second Language Learning, Edward
Arnold Ltd, London,Great Britain
15. Lambert and Gardner (1974) Language Teaching Motivation in second and foreign
language learning, p.98
From websites:
1. http://www.ehow.com/about_6324248_definition_oral_presentation.html
2. http://wiki.answers.com/Q/What_are_the_types_of_oral_presentation

39. 32
3. http://www.presentingsolutions.com/effectivepresentations.asp
4. http://www.fripp.com/art.10tips.html
5. http://www.presentingsolutions.com/effectivepresentations.asp
6. http://www.fripp.com/art.10tips.html

40. viii
APPENDICES
APPENDIX 1: QUESTIONNAIRE FOR STUDENTS
I am Bui Thuy Oanh. I come from TAK11.3 of Faculty Foreign Language UTEHY.
This survey questionnaire is designed for my graduation paper, namely “Motivating 12th
grade students in learning English by using oral presentations at Nguyen Du High School”.
It is highly appreciated if you could spend your little time completing truthfully the
following questions. All the information provided by you is solely for the study purpose,
and you can be confident that you will not be identified in any discussion of the data.
In completing these questions, please put a stick √ in the appropriate box, circle the
letter a, b, c, or give short answer in the provide space.
Thank you in advance for your help!
I. General information
1. Your sex: A. Male B. Female
2. Your age: ……………………………..
3. How long have you been studying English? …………………..
II. The Survey questionnaire
Part 1. Your attitude about using oral presentation in learning English
1. What do you think about presentation skill?
A. Very important
B. Important
C. Normal
D. Not very important
E. Not important
2. Do you like presentation skill?
□ Like very much □ Quite like
□ Like □ Dislike
3. Have you ever used oral presentation in learning English? (If YES, you move to
the 4th question. If NO, you move to the 5th question.)
□ Yes □ No
4. If YES, how often do your teachers use oral presentation in teaching English?
□ Usually □ Sometimes □ Seldom □ Rarely
5. If NO, in the future, do you want to learn oral presentation in learning English?

41. ix
□ Yes □ No
6. How many percent of lecture do you understand when teacher uses presentation
skill?
A. > 90%
b. 70-90%
c. 50-70%
d. <50%
Part 2. Factors affecting student’s motivation
7. Which three of the following factors do you think have most negative effects on
your study English?
a. The teacher of English speaks rapidly during the lesson
b. The English textbook is difficult and boring
c. English structures are complicated
d. The teacher doesn’t usually use the modern technological aids
e. Classmates have no enthusiasm in learning
f. The number of lexical items we should memorize is very various
g. Others …………………………..
8. How do you evaluate the following factors affecting student’s motivation in learning
English?
Strongly
agree
Agree Disagree Strongly
disagree
a. Lack of knowledge
b. Bad pronunciation
c. Limited vocabulary
d. Fear of your teacher
e. Fear of making mistakes
f. The complex grammatical structure
g. Others:…………………..

42. x
9. Which ways do you usually get information for your presentation?(more than one
choice)
Never Rarely Sometimes Often Always
Basing on your own
knowledge
Reading books
Searching on websites
Watching T.V
Referring to your teacher
Others …………
Part 3. Recommendations for using oral presentation
10. Do you think the following tips are useful in giving a good presentation?
Very
much
Much Normal Very
little
Little
Using an effective
introduction
Creating an effective
conclusion
Using body language
effectively (eye contact,
appearance)
Building self-confidence
Clearly pronunciation

43. xi
Vocal volume level(whisper
or loud)
Using visual aids
Thank you very much for your cooperation !

44. xii
PHỤ LỤC
PHỤ LỤC 1: CÂU HỎI NGHIÊN CỨU DÀNH CHO HỌC SINH
Tôi là Bùi Thúy Oanh. Tôi đến từ TAK11.3 khoa Ngoại Ngữ trường ĐH Sư phạm
kỹ thuật Hưng Yên. Bản câu hỏi khảo sát này được thiết kế cho bài khóa luận tốt nghiệp
của tôi, đó là " Sử dụng hoạt động thuyết trình nhằm nâng cao động lực học tiếng anh của
học sinh lớp 12 tại trường trung học phổ thông Nguyễn Du”. Bài khóa luận được đánh giá
cao nếu bạn có thể dành thời gian của bạn hoàn thành trung thực các câu hỏi sau đây. Tất
cả thông tin do bạn cung cấp chỉ nhằm vào mục đích nghiên cứu và bạn có thể tin chắc
rằng bạn sẽ không được nhận diện trong bất kỳ cuộc thảo luận nào về dữ liệu.
Khi hoàn thành các câu hỏi này, hãy đánh dấu √ vào ô thích hợp, vòng tròn chữ a, b,
c, hoặc đưa ra câu trả lời ngắn trong khoảng trống.
Cảm ơn sự hợp tác của các bạn!
I. Thông tin chung
1. Giới tính: A. Nam B. Nữ
2. Tuổi: …………..
3. Bạn đã học Tiếng Anh được bao lâu? : ……………
II. Câu hỏi nghiên cứu
Phần 1: Thái độ của bạn về việc sử dụng bài thuyết trình trong việc học Tiếng Anh
1. Bạn nghĩ như thế nào về kỹ năng thuyết trình
A. Rất quan trọng
B. Quan trọng
C. Bình thường
D. Không quan trọng lắm
E. Không quan trọng
2. Bạn có thích kỹ năng thuyết trình không?
A. Rất thích
B. Thích
C. Khá thích
D. Không thích
3. Bạn đã bao giờ sử dụng hoạt động thuyết trình trong việc học Tiếng Anh chưa? (
Nếu CÓ, bạn chuyển sang câu hỏi số 4. Nếu KHÔNG, bạn chuyển sang câu thứ 5).
□ Có □ Không

45. xiii
4. Nếu CÓ, giáo viên của bạn thường sử dụng bài thuyết trình trong giảng dạy tiếng
Anh như thế nào?
□ Thường xuyên □ Thỉnh thoảng □ Ít khi □ Hiếm khi
5. Nếu KHÔNG, trong tương lai, bạn có muốn học bài thuyết trình trong việc học
tiếng Anh không?
□ Có □ Không
6. Bạn hiểu bao nhiêu phần trăm bài giảng khi giáo viên sử dụng kỹ năng thuyết trình
?
a. > 90 %
b. 70-90 %
c. 50-70%
d. <50 %
Phần 2: Các yếu tố ảnh hưởng đến động lực học của học sinh
7. Ba yếu tố nào sau đây bạn nghĩ có ảnh hưởng tiêu cực nhất đối với việc học tiếng
Anh của bạn?
a. Giáo viên tiếng Anh nói nhanh trong suốt bài học
b. Sách giáo khoa tiếng Anh rất khó và nhàm chán
c. Các cấu trúc tiếng Anh phức tạp
d. Giáo viên thường không sử dụng các công cụ hỗ trợ công nghệ hiện đại
e. Các bạn trong lớp không có sự nhiệt tình trong học tập
f. Số lượng từ vựng mà chúng ta nên nhớ là rất đa dạng
g. Các ý kiến khác: ……
8. Bạn đánh giá các yếu tố sau đây ảnh hưởng đến động lực học sinh trong việc học
tiếng Anh như thế nào?
Rất đồng
ý
Đồng ý Không
đồng ý
Rất
không
đồng ý
a. Thiếu hiểu biết
b. Phát âm kém
c. Thiếu vốn từ
d. Sợ hãi giáo viên
e. Sợ mắc lỗi
f. Cấu trúc câu quá phức tạp

46. xiv
g. Ý kiến khác:…………………..
9. Bạn thường lấy thông tin cho bài thuyết trình bằng nguồn nào? (Nhiều hơn một lựa
chọn)
Không
bao giờ
Hiếm khi Thỉnh
thoảng
Thường
xuyển
Luôn
luôn
Dựa trên kiến thức của bạn
Đọc sách
Tìm kiếm trên các trang mạng
Xem ti vi
Hỏi giáo viên của bạn
Ý kiến khác …………
Phần 3: Đề xuất ý kiến về việc sử dụng hoạt động thuyết trình
10. Bạn có nghĩ rằng những lời khuyên sau đây rất hữu ích trong việc đưa ra một bài
thuyết tŕnh tốt?
Rất nhiều Nhiều Bình
thường
Rất ít Ít
Sử dụng phần giới thiệu hiệu
quả
Tạo một kết luận hiệu quả
Sử dụng ngôn ngữ cơ thể một
cách hiệu quả (ánh mắt, hình
thức bên ngoài)
Tạo sự tự tin
Phát âm rõ ràng
Âm lượng giọng nói (thì thầm
hoặc to)
Sử dụng dụng cụ trợ giúp
Cảm ơn sự hợp tác của các bạn !

47. xv
APPENDIX 2: QUESTIONNAIRE FOR TEACHERS
I am Bui Thuy Oanh. I come from TAK11.3 of Faculty Foreign Language UTEHY.
This survey questionnaire is designed for my graduation paper, namely “Motivating 12th
grade students in learning English by using oral presentations at Nguyen Du High School”.
It is highly appreciated if you could spend your little time completing truthfully the
following questions. All the information provided by you is solely for the study purpose,
and you can be confident that you will not be identified in any discussion of the data.
In completing these questions, please put a stick √ in the appropriate box, circle the
letter a, b, c, or give short answer in the provide space.
Thank you in advance for your help!
I.General information
1. Your sex: A. Male B. Female
2. Your age: ……………………………..
3. How long have you been teaching English? …………………..
II. The survey questionnaire
Part 1. Your attitude about using oral presentation in learning English
1. What do you think about presentation skill?
F. Very important
G. Important
H. Normal
I. Not very important
J. Not important
2. Do you like presentation skill?
□ Like very much □ Quite like
□ Like □ Dislike
3. Have you ever taught oral presentation in learning English? (if YES, you move
to the 4th question. If NO, you move to the 5th question.)
□ Yes □ No
4. If YES, how often do you use oral presentation skill in teaching English ?
□ Usually □ Sometimes □ Seldom □ Rarely

48. xvi
5. . If NO, in the future, do you want to teach oral presentation in learning
English ?
□ Yes □ No
6. . What are the topics do you like in English lesson in presentation skill ? You
can choose more than one answer.
□ Love
□ Student’s life
□ Family
□ Friend
□ Social issues
□ Others ……….
Part 2. Factors affecting student’s motivation in learning English
7. . How do you evaluate the following factors affecting student’s motivation in
learning English?
Strongly
agree
Agree Disagree Strongly
agree
a. Lack of background knowledge
b. Limited vocabulary
c. Fear of your teacher
d. Fear of making mistakes
e. Bad pronunciation
f. The complex grammatical
structure
g. Others:……………………
8. Which three of the following factors do you think have most negative effects on
your teaching English?
a. Teachers lack of modern equipment such as: projectors, internet, radio…….
b. The English textbook is difficult and boring
c. Teachers don’t have enough time

49. xvii
d. Student’s English level is low
e. The students have no enthusiasm in learning
f. Others …………………………..
9. Which ways do you usually get information for your presentation?(more than
one choice)
Never Rarely Sometimes Often Always
Basing on your own experience
Reading books
Searching on websites
Watching T.V
Others …………
Part 3. Recommendations for using oral presentation
10. Do you think the following tips are useful in giving a good presentation?
Very
much
Much Normal Very
little
Little
Using an effective introduction
Creating an effective
conclusion
Using body language
effectively (eye contact,
appearance)
Building self-confidence
Clearly pronunciation
Vocal volume level(whisper or
loud)
Using visual aids
Thank you very much for your cooperation !

50. xviii
PHỤ LỤC 2: CÂU HỎI NGHIÊN CỨU DÀNH CHO GIÁO VIÊN
Em là Bùi Thúy Oanh. Em đến từ TAK11.3 khoa Ngoại Ngữ trường ĐH Sư phạm
kỹ thuật Hưng Yên. Bản câu hỏi khảo sát này được thiết kế cho bài khóa luận tốt nghiệp
của em, đó là " Sử dụng hoạt động thuyết trình nhằm nâng cao động lực học tiếng anh của
học sinh lớp 12 tại trường trung học phổ thông Nguyễn Du”. Bài khóa luận của em sẽ được
đánh giá cao khi thầy cô có thể dành thời gian giúp em hoàn thành các câu hỏi sau đây.
Tất cả thông tin do thầy cô cung cấp chỉ nhằm vào mục đích nghiên cứu và có thể tin chắc
rằng thầy cô sẽ không được nhận diện trong bất kỳ cuộc thảo luận nào về dữ liệu.
Khi hoàn thành các câu hỏi này, thầy cô hãy đánh dấu √ vào ô thích hợp, vòng tròn
chữ a, b, c, hoặc đưa ra câu trả lời ngắn trong khoảng trống.
Em xin chân thành cảm ơn các thầy cô!
I. Thông tin chung
1. Giới tính: A. Nam B. Nữ
2. Tuổi:
3. Thầy/ Cô đã dạy Tiếng Anh được bao lâu?:…………
II. Câu hỏi nghiên cứu
Phần 1: Thái độ của bạn về việc sử dụng bài thuyết trình trong việc dạy Tiếng
Anh
1. Thầy/ Cô nghĩ như thế nào về kỹ năng thuyết trình?
A. Rất quan trọng
B. Quan trọng
C. Bình thường
D. Không quan trọng lắm
E. Không quan trọng
2. Thầy/ Cô có thích kỹ năng thuyết trình không?
A. Rất thích
B. Thích
C. Khá thích
D. Không thích
3. Thầy/ Cô đã bao giờ sử dụng hoạt động thuyết trình trong việc dạy Tiếng Anh
chưa? ( Nếu CÓ, thầy/cô chuyển sang câu hỏi số 4. Nếu KHÔNG, thầy/ cô chuyển
sang câu thứ 5).

51. xix
□ Có □ Không
4. Nếu CÓ, thầy/ cô thường xuyên sử dụng kỹ năng thuyết trình như thế nào trong
giảng dạy tiếng Anh ?
□ Thường xuyên □ Thỉnh thoảng □ Ít khi □ Hiếm
khi
5. Nếu KHÔNG, trong tương lai, thầy/ cô có muốn dạy bài thuyết trình trong việc học
tiếng Anh không?
□ Có □ Không
6. Thầy/ Cô thích những chủ đề nào trong bài học tiếng Anh trong kỹ năng thuyết
trình? Thầy/ cô có thể chọn nhiều hơn một câu trả lời.
□ Tình yêu
□ Cuộc sống của sinh viên
□ Gia đình
□ Tình bạn
□ Các vấn đề xã hội
□ Chủ đề khác: …………….
Phần 2: Các yếu tố ảnh hưởng đến động lực học của học sinh
7. Thầy/ Cô đánh giá các yếu tố sau đây ảnh hưởng đến động lực học sinh trong việc
học tiếng Anh như thế nào?
Rất đồng
ý
Đồng ý Không
đồng ý
Rất
không
đồng ý
a. Thiếu hiểu biết
b. Phát âm kém
c. Thiếu vốn từ
d. Sợ hãi giáo viên
e. Sợ mắc lỗi
f. Cấu trúc câu quá phức tạp
g. Ý kiến khác:…………………..

52. xx
8. Ba yếu tố nào sau đây thầy/ cô nghĩ có ảnh hưởng tiêu cực nhất đối với việc dạy
Tiếng Anh?
a. Giáo viên thiếu thiết bị hiện đại như: máy chiếu, internet, radio
b. Sách giáo khoa tiếng Anh rất khó và nhàm chán
c. Giáo viên không có đủ thời gian
d. Trình độ tiếng Anh của học sinh thấp
e. Học sinh không có sự nhiệt tình trong học tập
f. Ý kiến khác: ………
9. Thầy/ Cô thường lấy thông tin cho bài thuyết trình bằng nguồn nào? (Nhiều hơn
một lựa chọn)
Không
bao giờ
Hiếm khi Thỉnh
thoảng
Thường
xuyển
Luôn
luôn
Dựa trên kiến thức của bạn
Đọc sách
Tìm kiếm trên các trang mạng
Xem ti vi
Hỏi giáo viên của bạn
Ý kiến khác …………
Phần 3: Đề xuất ý kiến về việc sử dụng hoạt động thuyết trình
10. Thầy/ Cô có nghĩ rằng những lời khuyên sau đây rất hữu ích trong việc đưa ra một
bài thuyết trình tốt?
Rất nhiều Nhiều Bình
thường
Rất ít Ít
Sử dụng phần giới thiệu hiệu
quả
Tạo một kết luận hiệu quả
Sử dụng ngôn ngữ cơ thể một
cách hiệu quả (ánh mắt, hình
thức bên ngoài)
Tạo sự tự tin
Phát âm rõ ràng
Em xin chân thành cảm ơn các thầy cô !

53. xxi
APPENDIX 3: INTERVIEW QUESTIONS (FOR STUDENTS)
1. Do you like or dislike the oral presentation activity that has been applied in your
class?
2. Does OPA help you more confident in learning English? And what extent?
3. In your opinion, what factors affect your motivations in class?
4. Do you have any suggestion for making an effective presentation?