Insight on Delivering Oral Presentation: Preparations, Problems, and Solutions

Hanifa, Rizaldy; Yusra, Siti Rahimah

doi:10.18178/ijlt.4.4.318-325

Cited by 9 publications

(18 citation statements)

References 10 publications

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“…Students applied cognitive strategies by utilizing small notes and teleprompters during speech delivery through video recording. They prepared those things to keep them on track and avoid reading the script when speaking (Hanifa & Yusra, 2018). Hanifa and Yusra also agreed with the previous statement that students preferred to practice before doing video recording.…”

Section: Monitoringsupporting

confidence: 58%

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Promoting Learners’ Autonomy Through Video Recording in Public Speaking Class

Melania

Savitri

2022

JEASP

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The change in the learning system from the previous teacher-centeredness to learner-centeredness makes the students demand to take responsibility, manage learning, and implement knowledge to become autonomous learners, especially in speaking class. However, in learning to speak, teachers dominate most learning activities, making students passive to take their responsibilities. Because of this problem, teachers must be innovative and engage students in interactive learning activities to make them active by using technology. One of the ways is through video recording. Previous studies claimed that students who used video recording in speaking class improved their speaking competencies and self-confidence. Nevertheless, previous studies mainly focused on students’ speaking competence rather than learner autonomy. Hence, this study aims to investigate learner autonomy in speaking class with video recording. The participants of this study were an English lecturer and students taking a Public Speaking Class at one university in Surabaya. During a series of data collection activities, the researcher observed how the lecturer introduced video recording implementation and did the interview to know how the students implemented their autonomy in learning speaking through video recording. The result showed that the lecturer was active in encouraging students to develop their learning responsibility and independence by implementing reactive autonomy. As a result, students delivered speeches on video recording through the learner autonomy stages properly

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Section: Monitoringsupporting

confidence: 58%

“…They explained that they could speak with correct spelling and diction by practicing. In addition, they could also practice good body language movements (Hanifa & Yusra, 2018).…”

Section: Monitoringmentioning

confidence: 99%

Promoting Learners’ Autonomy Through Video Recording in Public Speaking Class

Melania

Savitri

2022

JEASP

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“…When students become nervous, they can display signs such as making unnecessary mistakes, stammering, panicking and perspiring, losing control over what would be said as well as fidgeting, procrastinating, stuttering, and avoiding behavior (Djahimo, Bora, & Huan, 2018, p. 190). Another major problem that some students have to deal with during presenting is time limitation (Hanifa & Yusra, 2018). Researchers believe that delivering a presentation in a defined amount of time can be quite frustrating since students have to cover a significant amount of information on the topic (p. 321).…”

Section: Literature Reviewmentioning

confidence: 99%

A Survey on Difficulties in Giving English Presentations Experienced by Students at Ho Chi Minh City University of Food Industry (HUFI)

Le¹

2021

Preprint

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Nowadays, oral presentation plays an important role in the university environment. Nevertheless, most students still do not have enough experiences and skills in presenting, which leads them to deal with various problems. In an effort to investigate their presenting difficulties, this research aimed to point out: (1) the students’ attitudes towards the importance of oral presenting skills, (2) the difficulties when presenting they would encounter, and (3) the factors causing the challenges and some suggested solutions. Specifically, the investigation has been carried out in the form of survey research, with a hundred and forty students at Ho Chi Minh City University of Food Industry participating as informants. The main data collection instrument was the online survey questionnaire done by those students. The research has indicated that the students’ poor linguistic proficiency, including their pronunciation, nonverbal communication, lack of interaction, all found it hard for them to be comprehended. Furthermore, the data collection has confirmed that the assessments and comments from the institution’s lack of high-quality equipment and facilities also related to these students' poor presenting performances. For those reasons, the investigation recommends that teachers and institutions should make greater efforts in educating oral presenting skills to better their students’ presentation skills. On the students’ part, it is essential to be more aware of the preparations and to have suitable strategies for enhancing presentation abilities to meet the expectations of future work.

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“…While a variety of definitions of the term oral presentation exist in the EFL literature, according to Soureshjani et al [17], oral presentation skills are the ability to present a certain topic clearly, convincingly and expressively. In the view of Ellis et al, cited by Hanifa et al [22], the presentation can be defined as a pre-prepared talk with a clear structure. A more simple perspective has been adopted by Tkachenko, cited by Hanifa et al [22] who holds the view that ideas or products are shown or explained to the audience through a talk called a presentation.…”

Section: A Importance Of Oral Presentation In Foreign Language Teachingmentioning

confidence: 99%

“…In the view of Ellis et al, cited by Hanifa et al [22], the presentation can be defined as a pre-prepared talk with a clear structure. A more simple perspective has been adopted by Tkachenko, cited by Hanifa et al [22] who holds the view that ideas or products are shown or explained to the audience through a talk called a presentation. In another major study, Hanifa [19] states that although the presentation should be rehearsed first, students should not present it in memory.…”

Section: A Importance Of Oral Presentation In Foreign Language Teachingmentioning

confidence: 99%

Oral Presentation: An Effective Approach to Enhance Non-English Major Students’ Speaking Proficiency

Nguyen¹

2020

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This paper presents an integrated-skill approach of using oral presentations as an interactive teaching tool innon-English major classrooms. This paper has the following sections: (1) an introduction of the context of teaching and learning English and the factors affecting students’ speaking ability in Vietnam and in several other countries; (2) a presentation of the benefits of integrating oral presentation in the classroom; and (3) suggestions to English as a Foreign Language (EFL) teachers to apply this approach effectively. The researcher applied this approach to two groups of medical students. The result shows that four main factors, which affect students’ speaking ability are a lack of topical knowledge, low selfesteem, limited chances of practice and theoveruse of mother tongue. By giving presentations, students have a higher level of confidence, speak correctly, use more vocabulary, and develop other language skills as well as soft-skills. However, teachers need to instructstudents clearly, reduce pressure on student grades and give effective individual feedback. Furthermore, students need encouragement to create a dynamic learning environment. It is hoped that the pedagogical ideas presented in this paper can help teachers effectively employ oral presentations as a means of improving students’ English-speaking ability.

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Insight on Delivering Oral Presentation: Preparations, Problems, and Solutions

Cited by 9 publications

References 10 publications

Promoting Learners’ Autonomy Through Video Recording in Public Speaking Class

Promoting Learners’ Autonomy Through Video Recording in Public Speaking Class

A Survey on Difficulties in Giving English Presentations Experienced by Students at Ho Chi Minh City University of Food Industry (HUFI)

Oral Presentation: An Effective Approach to Enhance Non-English Major Students’ Speaking Proficiency

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