The document summarizes a study on the effectiveness of presentations in English speaking classes. It describes how 65 students were split into classes and practiced basic speaking skills for half a semester before choosing topics and giving presentations. A questionnaire given after found that students saw benefits like improved speaking ability, creativity, and confidence from doing presentations. While students encountered some issues like nerves, the activity was viewed favorably by most as an interesting way to learn English in a practical manner. The study concluded presentations can be useful for improving oral communication skills when handled properly.

1. PRESENTATION
IN SPEAKING CLASS
Written by Ani Purjayanti
Presented by:
Anastasia (1208066047)
(A Classroom Observation)

2. TABLE OF CONTENT
• Introduction
• Literature Review
• Methodology
• Result and Discussion
• Conclusion

3. 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.

4. 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)

5. Subject of the Study
65 sixth-semester students of
Information Technology Study
Program (Diploma 3)
INTRODUCTION (3/3)

6. 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)

7. • 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)

8. 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.

9. 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)

10. 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

11. RESULT AND DISCUSSION (2/9)
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

12. RESULT AND DISCUSSION (3/9)
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)

13. RESULT AND DISCUSSION (4/9)
4. After you are doing a presentation, is there any improvement in the
following ?

14. RESULT AND DISCUSSION (5/9)
5. What problems did you encountered when giving your
presentation?

15. RESULT AND DISCUSSION (6/9)
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

16. RESULT AND DISCUSSION (7/9)
Notes :
TI/DP : Teacher Interrupts During Presentation
TE/AP: Teacher Evaluates After Presentation
TD/LC: Teacher Discusses students mistakes in the Lecture Class
7. What should be done in presentation time to make your English
ability improved?

17. RESULT AND DISCUSSION (8/9)
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

18. • 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.
RESULT AND DISCUSSION (9/9)

19. 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.

20. 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.

21. THANK YOU