he difficulties in using body language in making presentations of english majored students at ffl in iuh

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MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES

HCMC, 06/2021

he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

64Monday, June 10, 20242:34:37 PM2:34:37 PM64Monday, June 10, 20242:34:37 PM2:34:37 PM64Monday, June 10, 20242:34:37 PM2:34:37 PM

he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

64he difficulties in using body language in making presentations of english majored students at FFL in IUHMonday, June 10, 2024

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HCMC, 06/2021

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-✍ -

Pham Van Sang Supervisor name : Ho Thi Hien, M.A

Student’s declaration: Student’s declaration: I declare that this graduation report is

entirely my own work and does not involve in plagiarism or collusion It also has not been accepted as part of a submission to another purpose elsewhere I accept heavy penalty for any cheating or plagiarism

Date submitted : ………

Signed : ………

Word length : ………words

he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH642410062:34:37 PM2:34:37 PM642410062:34:37 PM2:34:37 PM642410062:34:37 PM2:34:37 PM

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During my studies to complete my graduation thesis, I received a lot of assistance from my school, supervisors, and friends

Firstly, I would like to sincerely thank the School Board of Industrial University of Ho Chi Minh City and the Faculty of Foreign Languages for creating favorable conditions for me to take my internship

Secondly, I sincerely thank and express my gratitude and appreciation to my supervisor, Ms Ho Thi Hien, who has imparted practical knowledge in my lessons and gave valuable and helpful advice during my research on the topic Furthermore, she is always available to answer questions from our team I appreciate what she has contributed to my team and me

Thirdly, I would like to thank my group members, Nguyen Thi Xuan Yen and Pham Van Sang They are genuinely excellent associates Although this is our first time working together, we have worked well together We discuss, support each other to solve minor problems They are the people who listen and make things simpler, which makes me feel very comfortable talking and discussing with them They are willing to share their knowledge and experience throughout the research process Besides, when I have problems with my graduation thesis, they will help me find the best solution I am fortunate to have the opportunity to collaborate with such a fantastic team

Lastly, I am grateful to all of the lovely first, second, third and fourth-year students majoring in the English Language in the Faculty of Foreign Languages at Industrial University of Ho Chi Minh City who contributed to help me conduct the survey and fulfil this research

In short, I sincerely thank all the people who are helping me to finish my graduation thesis

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Using body language in presentations is an essential skill for every student Using body language in a presentation, on the other hand, will become increasingly difficult for English-major students learning foreign languages Everyone understands body language, but very few people know how to use body language in presentations properly The thesis will study the difficulties in using body language to make English presentations-major students at FFL in IUH Therefore, we have applied qualitative and quantitative methods to the study As a result, the researchers collected data through questionnaires that they posted on Google Forms The study results will help researchers find out the difficulties of foreign language students using body language in presentations, thereby suggesting some reasonable solutions to the problem With the belief and hope that we will find out students' difficulties when giving presentations and the experience and knowledge we have accumulated, we will try our best to do the thesis

Keywords: Difficulties, Body language, Presentation, English- major student

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1 IUH Industrial University of Ho Chi Minh City 2 FFL Faculty of Foreign Language

3 BL Body Language

4 EFL English as a Foreign Language

5 TEFL Teaching English as a Foreign Language 6 M.A Master of Arts

7 Q Question

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List of figures

Figure 1: Four groups of Gesture 6 Figure 2: Three example for "voice inflection" 7 Figure 3: Example for Effective Visuals 8 Figure 4: Example for Explaining Visual 8

Figure 8: Student Presentation Rubric 12

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2.2.2 Factors affect the result of oral presentation 11

2.2.3 Criteria to evaluate the presentations (rubrics) 12

2.3 Body languages 13

2.3.1 Elements of body languages 13

2.3.2 The difficulties of using BL in presentation 15

2.4 Results of previous studies 16

2.4.1 Factors affect the result of oral presentation 16

2.4.2 The difficulties of using body language in presentation 17

FINDINGS AND DISCUSSION 25 he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

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4.1.2 The difficulties that presenters have when using body language to give oral

presentations 29

4.1.3 The possible solutions to have better body language in making presentations 32

4.2 Discussion 36

4.2.1 Reliability of research’s results 36

4.2.2 Compare with the results of previous researches 36

CHAPTER V: CONCLUSION 39

5.1 Conclusion 39

5.1.1 Summary of the study 39

5.1.2 Limitation of the study 40

5.1.3 Recommendation 41

5.1.3.1 For teacher 41

5.1.3.2 For students 41

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CHAPTER I: INTRODUCTION

1.1 Rationale

In recent times, innovation in teaching and learning methods has been carried out across universities across the country As a result, schools have gradually shifted from traditional teaching to learner-centered Students come to class not only to listen to lectures and take notes but also to give presentations Therefore, presentation is an essential skill that affects an individual's effective use of language Currently, it is a fact that students majoring in English in general and students majoring in English at FFL at IUH in particular almost have to give many presentations during their studies at IUH Therefore, for the presentation to bring the best results, students must know how to create a perfect presentation with good content, excellent PowerPoint presentation, and absolute persuasion or communication ability

Nonetheless, using only speech is still an obstacle for Vietnamese students in general and IUH's foreign language students, especially in giving presentations Many students feel self-deprecating, shy, afraid to stand in front of crowds Moreover, students also find it challenging to give presentations in English and have difficulties convincing the audience and communicating verbally It can be said that learners want to give a dynamic presentation, but they do not know how to do it or do not realize their mistakes Since then, learners feel bored and lack confidence when presenting

Therefore, to find out the best way in order to overcome these obstacles and difficulties So, instead of using speech, the simplest way to create a more persuasive presentation is to use body language; by using body language, the presentation will be more exciting, more attractive, and the ability to impart will be increased Thus, to have a good presentation, using body language plays an important role It helps the presentation be better, more perfect and creates a dynamic presentation

These are the concerns and reasons why the researchers decided to choose a research topic: "The difficulties in using body language in making the presentations of English-major students at FFL in IUH"

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1.2 Research goals

The study was carried out with the following purposes:

Firstly, the researchers aimed at finding out the challenges that English major students of IUH in FFL have in terms of using gestures in their presentation

Secondly, most students find it difficult to use body language when giving presentations, so the researchers found out the typical body language difficulties students face when giving presentations

Finally, from those difficulties, the researchers want to find a solution to solve the problem Besides, researchers have suggested some solutions to improve presentation ability Those solutions also aim to help students who have difficulty using body language to give presentations in English major at IUH

1.3 Research questions

Within the scope of this thesis, the researchers try to seek the answer for two research questions:

-What difficulties do the presenters have in using body language to make oral presentations?

-What are the possible solutions to have better body language in making presentations?

1.4 Scope of the study

This research compile with the researchers started last November 12, up to January 5, 2021 English major students in FFL at IUH are the researchers respondent of this research Our participants involve both students who have made an oral presentation in their classes, so that an oral presentation needs a lot of skills: eye contact, visuals, postures…., we do not mean to cover all of those skills but just gesture

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CHAPTER II:

LITERATURE REVIEW

2.1 Definitions of terms

2.1.1 Definitions of body language

Communication is an indispensable part of life; all people need to communicate There are many different forms of communication to convey people's information and aspirations, such as through speech, writing, or body language So what is body language? So far, there have been several definitions of body language by different linguists such as Cambridge Dictionary, Lewis (2012), Damanhouri (2018), Fast (1970), Cummings (2011)

In the Cambridge Dictionary, body language is the movements or positions of your body that show other people how you are feeling, without using words

Lewis, H (2012) “Body language is the communication of personal feelings, emotions, attitudes, and thoughts through body movements- gestures, postures, position and distance, either consciously or involuntarily, more often subconsciously, and accompanied or

accompanied by the spoken language”

Research by Damanhouri (2018), “Body language is an important element of nonverbal communication Body language includes facial expressions such as smiling, frowning, and eye contact, physical gestures such as movements of the hand and the head, and proxemics, which refers to the space between communicators”

According to (Fast, Body language, 1970), body language can include any non-reflexive or reflexive movement of a part, or all of the body, used by a person to communicate an emotional message to the outside world Fast further point out “a study of body language is a study of the mixture of all body movements form the very deliberate to the completely unconscious, from those that apply only in one culture to those that cut across all cultural barriers.”

Cummings, (2011) gave another definition: “Body language is the world’s original shared language It is what allows people to be able to go to a foreign country with a different language and still be able to ask for clothing, food or shelter without using a single word he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

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Body language is everything a person can do with their body to say what they are trying to say without words.”

2.1.2 Definitions of presentation

The term "presentation" is no longer unfamiliar to students from the time they were still sitting in school until they went to work; giving presentations is an essential skill Even "presentations" are shown in everyday life It is also easy for everyone to be in constant contact with the presentation Presentation skills play a significant role in life in general and in work in particular

(Widyastuti, T., & Mahaputri, R A, 2015) argues that presentation is an activity in which someone shows, describes, or explains something to a group of people When some people hear the phrase presentation skills, there is only one thing that comes to our mind: a person standing in front of the projector and running through the PowerPoint slides But, what about the presentation skills of a chef, a dancer, what about the teacher, they too need proper presentation skills

Widyastuti, T., & Mahaputri, R A, added that

“Presentation skills in any profession is an art of getting the attention of the audience and enthralling them with ideas or performance Presentation skills are important in every profession but are considered of prime importance in the cooperate world Presentation skills is one of the skills that will enhance the ability to speak in public or public speaking This expertise has an important role in career development, marketing of products and services, to build opinion for the purpose of clarification and lobby If linked with the job, then the ability of public speaking is one of the skills to build professional credibility”

Our term presentation covers a wide variety of instances We mean any opportunity you get to communicate your point of view to listening others Any such opportunity should be seized, and should be used to enhance your credibility with those listening, within your organization or without The opportunity to share your ideas at a meeting is a presentation; prepare for these listeners with the same care that you would for those in a formal situation where you are the single focus of attention The opportunity to discuss formally in a one-to-one situation is also an opportunity to discuss a presentation ( McCarthy, P., & Hatcher, C , 2002)

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According to (Alshare, Khaled & Hindi, Nitham M, 2004), a student’s presentation in the classroom becomes an important element in delivering positive learning experiences The stated above show that the presentation is important, the presentation gives the high points of working life, it can be used to encourage the students to be more active in learning process and give the positive learning experience

To sum up, all of the definitions are given to clarify the nature of the presentation, which is essential for the student's use of body language

 Posture  Eye contact  Gestures

 Voice Inflection

2.2.1.1.1 Posture and Eye contact

Harrington & Lebeau (2009) defined Posture as the way you stand, and Eye contact is where you look to communicate a message This is not a spoken message, but a physical message Good posture and eye contact send a confident, positive message to the audience The authors added “Posture is the foundation of the Physical Message If your posture is solid, you look confident If your posture is weak, you look nervous and unsure Good eye contact gives you valuable feedback from the audience: Do they understand your speech? Are they enjoying your speech?”

Posture helps people create their own identity in society, especially in non-verbal communication Therefore, the two authors argue that "posture" is the foundation of the Physical Message If your "posture" is solid, you look confident If your "posture" is weak, you look nervous and uncertain

Besides, Harrington & Lebeau, (2009) also stated that in an informative speech, eye contact he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH642410062:34:37 PM2:34:37 PM642410062:34:37 PM2:34:37 PM642410062:34:37 PM2:34:37 PM

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is especially important By watching the audience's faces, you can know whether they understand the information If the people in the audience are nodding in agreement, it's a good sign that they understand what you are trying to teach On the other hand, if people look puzzled, that's a sign that you need to try explaining the idea again

2.2.1.1.2 Gesture

The two authors above gave definition: “Gestures form the vocabulary of body language This physical vocabulary supports the words of your verbal message.” After that, the authors

decided to divide the gesture into four groups

Figure 1: Four groups of Gesture

(Source: “Speaking of speech” book, page 18)

Firstly, with group 1, Gesture for Number/ Sequence can help the audience visualize a number or understand a process from origin to finishing

Secondly, group 2 is Emphasis/ Focus make your speech interesting, engaging, and help your audience understand which words are significant

Thirdly, with group 3, help the audience visualize the shape, size, the location, the dimension, or actions that the speaker wants to explain or describe

The last, Gesture for Comparison/ Contrast help the audience understand the advantages, the differences and the changes

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With gestures, people can express information both specific and general Therefore, Harrington & Lebeau, (2009) also pointed out the importance of “gesture” that gesture energizes your presentation They animate your presentation Moreover, "They punctuate your presentation with meaning Gestures signal that you are numbering, sequencing, emphasizing, demonstrating, illustrating, or comparing information"

2.2.1.1.3 Voice Inflection

According to Harrington & Lebeau, (2009), voice inflection means changing your voice You can change your voice in one of three ways The authors gave three example:

Figure 2: Three example for "voice inflection"

Besides that, Harrington & Lebeau, (2009) also indicated that using inflection is a lot like using gestures Furthermore, without gestures, the physical message you want to convey is "flat"- "no variation", "no action", "no energy" Likewise, your verbal message will be "flat"- "no variation", "no color", "no emphasis" if there is no gesture Therefore, the authors assert: "Inflection emphasizes key words to add interest and help the listener understand your speech- just as gestures do."

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2.2.1.2 Visual message

Harrington & Lebeau, (2009) regarded Visual message: “One picture is worth a thousand words Save time-use visuals! Show the audience with images; don’t just tell them with words”

The authors have given two ways to use visual messages properly: Effective Visual and Explaining Visual With "Effective Visual- the image we show the audience" And with "Explaining Visual- the words we use to guide the audience through the visuals"

Figure 3: Example for Effective Visuals

(Source: “Speaking of speech” book, page 42)

The image above is an illustrative example that shows that the presenter should not use too much text in Power Point Only the main ideas should be listed so that the speaker can grasp the main idea of the presentation; The audience can easily understand what the speaker wants to convey

For another example with Explaining Visual:

Figure 4: Example for Explaining Visual

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With the above illustration, the speaker guided the audience through the visual in the wrong way The presenter should not stand in front of the visual and block the audience's view Besides, the presenter pointed the wrong way so that the audience could not see the presentation

Through the two Visual Messages that the authors have given, the two authors also emphasize the importance of Visual Message: "the Visual Message is important because even if you stumble over sentences, mispronounce words, or get the numbers wrong, the audience will still understand."

2.2.1.3 Story message

The two authors argued that the Story Message is how you put your information together into a standard presentation structure In addition, the authors also showed the reader three critical parts that must have in a Story Message

2.2.1.3.1 The introduction

According to the two authors, the introduction prepares the audience for your presentation It tells them what your presentation is about, why it is important, and finally, what to listen for in your speech

Below is the Introduction that the researchers have referenced of the two authors Harrington & Lebeau:

Figure 5: The Introduction

Besides, the authors also said that "the Introduction" is essential in the presentation "If you get the audience's interest, you have a good chance for success" And vice versa " If you fail he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH642410062:34:37 PM2:34:37 PM642410062:34:37 PM2:34:37 PM642410062:34:37 PM2:34:37 PM

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to get their interest, they might not listen closely enough to catch your message"

2.2.1.3.2 The Body

Readers notice that the authors have defined "The Body" as follows: "In the body, you take several main points and explain it in detail, using evidence" And "evidence can be numbers or examples that prove or support your main points."

Figure 6: The Body

As mentioned in the illustration above, the authors have divided The Body into three main parts: Main Points, Evidence and Transitions The author also mentioned The Body as the central part of a presentation Therefore, even if your presentation has an engaging introduction and in-depth conclusion, your presentation will fail without a well-prepared body

2.2.1.3.3 The Conclusion

The conclusion is your final message to the audience It both summarizes the presentation and emphasizes what you want the audience to remember The conclusion summarizes the presentation by repeating the main points form the overview in the introduction The conclusion by repeating some key numbers or examples from each point in the body of your speech Harrington & Lebeau (2009)

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Figure 7: The Conclusion

Although the conclusion is short, it has a significant role because it closes the issue that the whole article is referring to and expands on personal opinions to make readers have better associations about the whole article

2.2.2 Factors affect the result of oral presentation

From the researcher's perspective, presentation skills are an indispensable step on the path to success People cannot be called a success by not being able to make everyone realize their success Presentation skills are a difficult skill but can be fully trained Moreover, presentation is not an easy assignment; it requires preparation and constant practice Therefore, it is inevitable that a number of factors will affect the result of the presentation

According to some authors, namely Soureshjani, K., & Ghanbari, H., (2012), argued that especially in the advanced level classrooms, the ability to give an effective oral presentation is one of the basic requirements in language classrooms Many factors might influence the quality of a student’s oral presentation, including oral proficiency, interaction with the audience (Dryden et al., 2003), performance conditions (Elder, Iwashita, & McNamara, 2002), self-perceived competence and a desire to communicate (Xu, 2006), and, individual differences in working memory capacity (Payne & Ross, 2005)

One point of view has been expanded by Pal, R (2010), the "audience" factor is also important and influences the presentation Good presenters have to know who their audience is "Audience Analysis" is mentioned by the author as a prerequisite factor before the presentation Furthermore, “Communication Environment” also affect the result of the presentations And “Use of Visual”; “Opening and Closing of Presentation”; “Language and Words” and the last special issue that Pal mentioned was "Body language" Pal said thathaving eye contact with the audience is likely to impress more than the presenter reading out the handouts Besides, the presenter looked more at the audience judged as better acquainted, he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH642410062:34:37 PM2:34:37 PM642410062:34:37 PM2:34:37 PM642410062:34:37 PM2:34:37 PM

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more experienced, more reliable and friendliest than the presenter who delivers the speech with less eye contact

2.2.3 Criteria to evaluate the presentations (rubrics)

Andrade, H., & Du, Y (2005) stated “Rubrics are often to grade student work but they can serve another, arguable more important, role as well: Rubrics can teach as well as evaluate”

So that, according to “Bright Hub Education”- The website provides criteria to evaluate rubric for students presenting

Knowledgeable of content and includes an introduction, detailed body and conclusion

Somewhat knowledgeable of content and is missing an introduction

Some content facts seem questionable and is missing an introduction, body and/ or conclusion

Eye contact Makes eye contact with everyone in the room

Makes eye contact with most everyone in the room

Makes eye contact with some of people in the room

Makes very little or no eye contact with people in the room

Volume & Clarify

Loudness, articulation and mumbling

The people in the back can hear the speech very clearly

The speaker mumbles a bit but people in the back can hear most of the speech

The speaker mumbles some and the people in the back can hear parts of the speech

The speaker

consistently mumbles so that the people in the back cannot hear the speech

The speech includes 1-2 pauses and a few verbal fillers

The speech includes some distracting pauses and some verbal fillers

Speech includes several distracting pauses and many verbal fillers

Confidence & Attitude Speaks with enthusiasm, poise and assurance

Mostly speaks with enthusiasm, poise and assurance

Speaks with some enthusiasm, poise and assurance

Speaks with little or no enthusiasm, poise and, or assurance

Visual Aid The visual aid complements the speech and is neat, colorful and creative

The visual aid connects to the speech and is mostly neat, colorful and creative

The visual aid somewhat connects to the speech and is somewhat, neat, colorful and creative

The visual aid does not connect to the speech and is messy, lacks color and creativity

Time Speech is given in the time allotted

Speech is 10% short of over the allowed time

Speech is 20% short or over the allotted time

Speech is 30% short or over the allotted time

Figure 8: Student Presentation Rubric

(Source: for-student-presentations/)

https://www.brighthubeducation.com/student-assessment-tools/122804-rubric-The rubric above that the author shows is very clear and easy to read for students A

well-thought-out rubric will also make it easier to score speeches In the “Content” the information

in speech should be organized It must have a compelling intro that captures the audience's attention The body of the lesson should include details, facts, and statistics to support the main idea The conclusion should end the speech and leave the audience with something to he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

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remember Next, with the “Eye contact” students should not stare intently at the paper or

notepad they prepare for a presentation Students should write their points on their note cards These are the main points they want to discuss If students write their entire speech on

flashcards, they will be passive and just look at them Besides, the “Volume & Clarify” of

students must know how to control their voice The voice should be easy to hear, not too loud,

not too small Make the audience feel comfortable Similarly, with the “Flow”, the speaker

should not have pauses during the presentation when speaking Again, this will distract and

distract the viewer Furthermore, when students speak “Confidence & Attitude” is

necessary, they should stand up straight and appear confident to show that what they are about to say is essential On the other hand, if they are nervous or unsure about their speech, they

should not be a slouch We should also use "Visual Aid" when giving presentations This help

explains facts or a vital point in more detail with graphics, diagrams, pictures or graphs

Lastly, “Timing” is also crucial when giving a presentation Students need to practice and

balance time when presenting Most teachers require a certain amount of time for a student's presentation, which will make students feel pressured, so make sure that students prepare well before giving a presentation

2.3 Body languages

2.3.1 Elements of body languages

According to Brooks and Heath (1989), “the body is used as a communication transmitter in at least four ways: eye contact, facial expression, gesture, posture.”

Hezser (2017) gave another definition about elements of body language: “Body language if has always been an important part of communication among humans Gesture, movements, facial expressions, and physical appearance can convey information their own or in connection with verbal expressions with which they stand in complex relationships.”

Besides, research by Knapp & Hall (2002), has made it clear and easy to understand, serving readers access to different types of body language The two authors assert that the elements of body language include: "gesture, posture, touching behavior, facial expressions, and eye behavior"

Gesture

In many situations, gestures help effectively with speech Therefore, speaking with appropriate gestures will have a more effective impact on the communicator In contrast, he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

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understanding body language also helps us see the other person's nonverbal attitude before they speak This gives us the ability to change the situation promptly However, understanding the meaning of the gesture is not easy

According to Sproule (1997), “gestures are often a combination of moving hands, arms, trunks of the body, shoulders or heads Gestures also play an important role in communication When the speakers are making speeches in the front of the classmates with their hands moving, they are reducing their listeners' ability to appreciate their ideas.”

Posture

It is said that humans can convey many messages through speech and posture Research by Knapp & Hall (2002), “Posture is normally studied in conjunction with other nonverbal signals to determine the degree of attention or involvement” Knapp & Hall added that “Posture is also a key indicator of the intensity of some emotional states”

Sproule (1997) also indicated that “posture refers to how we carry our body, whether we are standing in an erect or in slouched manner In other words, postures belong to body positions and the ways people sit or stand, the different kinds of relaxed, formal, defensive, aggressive stance”

Touching Behavior

Knapp & Hall supposed: “Touching may be self-focused or other focused” Furthermore, “Touch is a highly ambiguous form of behavior whose meaning often takes more form the context, the nature of relationship, and the manner of execution than from the configuration of the touch per se.”

Facial Expressions

People can express themselves or express emotions, expressing their ego through facial expressions According to Harrison (1973), “facial expression is a kind of nonverbal communication, dynamic features which communicate the speaker’s information, attitude, emotions, inattentions and even his/ her personality.”

Knapp & Hall argues that “The six primary affects receiving the most study are anger, sadness, surprise, happiness, fear, and disgust” Moreover, “Facial expressions also can function as regulatory gestures, providing feedback and managing the flow of interaction.” he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

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Eye Behavior (eye contact)

The eyes are the place to express the mood and attitude that everyone looks at first when contacting and communicating directly Therefore, the language of the eyes is imperative, helping you convey many issues of human personality during the initial moment of meeting It can be said that eye contact is the most potent form of nonverbal communication used to supplement regular verbal communication Hence it follows that, As the research by Nguyen Quang (2007), “eye contact is a component of body language Normally, eye contact occurs when we look directly at each other’s eyes while talking.”

2.3.2 The difficulties of using BL in presentation

Most gestures are natural reflexes that automatically combine with what is in each person's mind when thinking at any given time to show the outside that most people do not recognize themselves Therefore, using body language in presentations takes more time to practice and brings many difficulties According to the study "Advantages and disadvantages of non-verbal communication" of "The business communication" The author has shown the disadvantages factors when using non-verbal communication (BL) as follows:

Lack of form: The author argues that non-verbal communication (BL) does not follow any

rules, form, or structure Besides, in most cases, people engage in nonverbal communication unconsciously and habitually by moving different parts of the body Therefore, when using body language in a presentation, the presenter will face many obstacles, such as using habitual actions that make the presentation look rude

Vague and imprecise: Non-verbal communication (BL) is rather vague and imprecise

Because in this communication, the receiver does not use words or language that express the apparent meaning No dictionary can accurately classify them Their meanings vary not only by culture and context but also by intentionality

Distortion of information: This is the problem that the author thinks will be the most

difficult because it uses gestures, facial expressions, eye contact, touch, symbols, sounds, language, etc to communicate with others There is an excellent possibility of information being distorted in nonverbal communication

Not everyone prefers: This is an objective factor from the audience The author argues that

people do not like to communicate through nonverbal communication with others Sometimes he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

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it cannot make an impression on people or listeners Besides, it has a more negligible effect and cannot be used everywhere

2.4 Results of previous studies

2.4.1 Factors affect the result of oral presentation

In 2012, Soureshjani and Ghanbari's research paper on the subject of "Factors Leading to An Effective Oral Presentation in EFL Classrooms" This paper was an attempt to identify what Iranian EFL language teachers and their students perceive as being important components of giving an oral presentation The author proceeded to collect data through two groups of participants The first group of participants consisted of 38 professors who were teaching M.A courses for EFL students at the universities mentioned; 22 of them teach EFL graduate courses at Shiraz University and the remaining 16 were form Shahrekord University The second group consisted of 167 M.A students of TEFL, linguistics, English translation, and English literature who are learners at Shahrekord and Shiraz universities who ranged in age from 23 to 31 The authors added that they random cluster sampling in order to increase a sample representative of the grand population of Iranian EFL students, and the authors selected 75 males and 92 females

At the end of the instrument, space was provided for the subjects to express additional comments regarding oral presentations given in the classroom The authors set in the questionnaire various evaluation criteria of the presentation, including eye contact, voice, English proficiency, originality of content, clarity, PowerPoint, body language and time management After analyzing the elements, the researchers grouped 30 items into eight elements: body language, manner of presentation, the speakers’ style of presentation, the presenter’s feedback, voice quality, transfer of the message, using other resources when presenting, and details of presentation Data gathered from the subjects were subsequently analyzed using a Statistical Package for Social Sciences (SPSS 16) to run frequency analysis and a Chi-square test to answer the study research questions Specifically, in order to answer the first and the second research questions guiding the present study, three frequency analyses were run to determine the frequency of the factors that EFL teachers and students considered to be of significance in EFL oral presentations and to identify similarities and differences in the teachers' and the students' expectations for successful oral presentations Additionally, three Chi-square tests were run to identify the similarities and differences in the teachers' and the students' data and the criteria used by the teachers to evaluate oral presentations delivered by the students In this study he mentioned: “Eight factors that influence the presentation are: details of the presentation; voice quality; body language; manner of presentation; he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

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presenter's feedback; transfer of the message; using other resources when presenting;

speaker's style of presentation”

According to Daud, A., Ras, F., Novitri, N., & Audia, C P (2019), who conducted research the study “Factors Contributing to Speaking Anxiety” The purpose of this study is to investigate the level of speaking anxiety experienced by a group of English teachers before serving at a university in Indonesia, and the authors also investigating the factors contributing to their speaking anxiety First, into the teachers' speaking anxiety, the authors conducted using random cluster sampling Study under a mixed-method and took 30 pre-serving English teachers from the same class as the study participants Next, data were collected through questionnaires and semi-structured interviews The questionnaires were adapted from FLCAS (Anxiety Scores in Foreign Language Classes) designed by Horwitz et al (1986) The questionnaire results showed that “the anxiety was likely because of several inter-related factors: social, linguistic, and personal factors The social factors include fear of making mistake, feeling under pressure dealing with people, afraid of negative evaluation by teachers, worrying of losing face; the linguistic factor relates to students’ lack of English ability (grammatical issues, proper pronunciation, and vocabulary)”

Previous research on specifically Factors affecting oral presentation has shown the advantages of this approach subtly These "Factors affect the result of an oral presentation" research paper is also focused on student opinions and evaluations in order to generally better understand the impact that "Factors affect the result of oral presentation" has explicitly on FFL's students As mentioned above, none of the studies mentioned has addressed the issues that students may encounter while working in a group setting Besides, these studies demonstrate that "Factors affect the result of oral presentation" research paper is essentially focused on student opinions and evaluations to understand the impact that the two studies above better The researchers would like to explain how factors affect the result of oral presentation through a survey from FFL English students at IUH, based on the proof of factors that affect the result of oral presentation that researchers essentially have proven Basically further showing how previous research on Factors affects the result of oral presentation, specifically, the advantages of this approach in a generally significant way

2.4.2 The difficulties of using body language in presentation

The writer found that many people fall into situations where others do not believe what they are saying In addition, the speaker's words are misunderstood or misinterpreted by the listener Does body language cause these misunderstandings? When a person’s words do not he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

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correctly reflect their body language our brain sends a signal alerting us something is wrong (Neuliep 287) The writers noticed that body language is even more critical when using body language in presentations from the above points Therefore, we have conducted to clarify the difficulties of using body language to make presentations through famous authors' reference of research papers

Have the speakers ever seen audiences get bored when the speaker gave presentations in front of the class? Widyastuti, T., & Mahaputri, R (2015), who authored the paper "Presentation Difficulties experienced by students of English department of Unswagati", pointed that "Presentation skills in any profession is an art of getting the attention of the audience and enthralling them with ideas or performance Presentation skills are important in every profession but are considered of prime importance in the cooperate world"

In the paper's abstract, two authors introduced that "This research is aimed to know how the students make the presentation in the classroom" At the same time, the authors also want to explore students' difficulties when presenting documents With this research topic, the authors researched students studying in Department of English Education of Unswagati Cirebon

Firstly, the authors expressed that "most of educational institute is assigning oral presentation in courses" Presenting can be pressure for presenters The presenter cannot know how to organize, plan, and especially do not speak well; the presentation will be a significant obstacle for students Besides, the author also gave some difficult points when students gave

presentations For example, students not only "worried about getting up in front of the

audience" but also "have not had much instruction in what constitutes an effective presentation"

The authors decided to use the research method as "descriptive with a qualitative approach" from the difficulties above Besides, the authors emphasized why the authors chose this research method "because the method purpose to analyzed the problem or case happened at present" Furthermore, the direct respondent to this study are students at the third level, fifth semester Next, observations and questionnaires are the tools used by the authors to research and collect data

After observing and making statistics, the authors listed the difficulties students faced when presenting documents as students are often psychologically affected when giving presentations, leading to the "bring note" when giving presentations Sometimes students also he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

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"fidgeting, jiggling or swaying" when they pass the message on Students are also "stiff" when presentations lead to boring presentations and audiences falling into a dull state

Besides the conclusions about presentation difficulties by Widyastuti, T., & Mahaputri, R Gallo (2014: 376) thinks that ten difficulties made by the student when presenting the material: Reading from notes, avoiding eye contact, dressing down, fidgeting, jiggling, and swaying, failure to rehearse, standing at attention, reciting bullet points, speaking too long, failing to excite, ending with an inspiration deficit

In addition to analyzing the presentation difficulties of students using materials, the authors provide solutions for students to achieve a successful presentation through a research paper by Tolley & Wood (2010: 62), who have listed 15 points in detail the solutions In the 15 solutions that the author offers, the two authors mentioned that "A good starting point is a preparation, thorough planning and preparation are essential to success So, the presenter must do the best preparation." The authors further added that when the presenter gives a presentation, the structures should be clear “Make a list of key points”, “Use the simple sentences to avoid confusing the listeners”, “the presenter should make and maintain eye contact with audiences” are also essential solutions that the author is aiming for Presenters should also "explain any technical terms used with which the audience might be unfamiliar" and "avoid the unnecessary facial expressions, gestures and hand movements." And “In the end of the presentation, the presenter concludes the material that have delivered by reminding the listeners of the main points that the speakers have made, and inviting questions”

On the one hand, after reading the study, researchers recognized the advantages in the author's research papers Through it, the researchers highly appreciate the author's research Through careful observation and careful statistics, the author makes it easy for readers to visualize and grasp students' difficulties when presenting documents Furthermore, thanks to the solutions given by the author, the researchers can draw from experience to adjust the scientific research policy and find an appropriate research direction for the current research paper Besides that, the solutions given by the author have helped readers more confident, apply in the presentation, improve their presentation ability and attract the audience

On the other hand, the researchers also discovered the downsides of the study We have discovered that the problem lies in the research method From the researcher's perspective, when the authors use the quality method to research, the research will be objective Besides, the information collected will be governed by the personal views of the observer The he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH

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precise judgments about the subject's behavior Moreover, the researchers will be passive in selecting the sample when the object to be investigated only appears randomly Up to this point, the researchers found that observation only partially reflected, and in many cases, students' attitudes and attitudes do not manifest clearly through actions

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3.2 Participants/Objects

The research was undertaken with the participation of first-year students to fourth-year students who majored in the English language of FFL of IUH We decided the subject to research because discerning that students in the first years are entering university in general and entering IUH's FFL in particular, who will inevitably be surprised by the significant change in the learning style that has made students face many difficulties in life Moreover, first-year students still do not have presentation experience in the first semester because the frequency of students participating in presentations is very low Therefore, they will face a lack of knowledge, and of course, their presentation skills will not be as good as those of sophomores and juniors, seniors Besides that, although students from the second year to the fourth year have experience giving presentations, it is unlikely that they will not find it challenging to provide presentations, especially using body language in presentations Hence, the researchers decided to survey IUH's FFL freshman through the fourth year and asked for their help Finally, the results show that the number of respondents to the survey is more than 160

3.3 Research methodology and research methods

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3.3.1 Research methodology

This study aims to determine students' difficulties in using body language from IUH's first-to fourth-year FFL In order to conduct research, the researchers need to learn about numerical data students who have difficulty presenting and making their choices when facing those difficulties Consequently, the we decide to choose both quantitative and qualitative methods to collect the data

The researchers conducted surveys using qualitative and quantitative research methods showed that each method has its advantages For instance, when we using quantitative research methods to survey students' difficulty using body language The quantitative method makes the researchers realize that this method has made the survey's conclusions through statistical methods, data processing, and data Therefore, the quantitative method will be most suitable for studying surveyors' attitudes, behaviors, and opinions Moreover, the resulting portion of a sample group is generalized onto a larger sample population Furthermore, it is worth mentioning that when the researchers use the quantitative method shows scientific objectivity as the Quantitative Data Section will be explained by statistical analysis because the statistics will be based on mathematical principles and reasonableness; Therefore, quantitative studies are entirely suitable to test the assumptions that researchers have made Parallel to the advantages of using quantitative research methods We also found outstanding advantages of qualitative research methods The research problem will be viewed from the insider perspective; the study participants play an important role will help the researchers understand students' problems that the quantitative method ignores Besides, qualitative research methods will assist the researchers research the participants' attitudes and behaviors in responding to the research

3.3.2 Research methods

Researchers consolidated two research methodologies to research online surveys using questionnaires on the Google Form Moreover, we also create a QR code linked to Google Form, and students only need to scan the QR code to take the survey easily This research method will be collected and statistically gathered through websites or online apps, where we share with the respondents via a link, such as Facebook, Messenger Data collected using the form will be stored in a spreadsheet The benefits of using the survey method will assist researchers to quickly analyze data through charts or data, from which to conclude the data Hence, this is the best method for both researchers and respondents in terms of time and cost he difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUHhe difficulties in using body language in making presentations of english majored students at FFL in IUH642410062:34:37 PM2:34:37 PM642410062:34:37 PM2:34:37 PM642410062:34:37 PM2:34:37 PM

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By Google Forms, the researchers performed the survey using both opened-ended questions and closed-ended questions We used questionnaires with answers in drop-down menus, multiple-choice forms, checklists, rating scales and short answer text to collect data The researchers have designed a questionnaire with 12 questions for the survey; to get the best results from the survey, we classified the question into two parts, and all questions related to the research topic include 11 closed-ended questions and one opened-ended question Closed-ended questions are designed in the form of a multiple-choice rating scale For closed questions, the respondent will tick the choices made by the researchers or respondents can choose an answer based on his or her feelings The researchers added an open-ended question to collect the feedbacks' opinions, experiences and thoughts of respondents Besides, numeric or alphanumeric responses may be limited according to the form owner's rules; a checklist can limit the number of selected answers, and the authentication options provided by Google Forms help improve the quality of the data collected Thanks to the questionnaire, the researchers believes they can cover the choices of first-year students to fourth-year English major and the reasons for their choices

3.4 Procedures

In the first step, a questionnaire on the google form is created based on the documents the researchers have referenced The researchers completed the first version of the questionnaire Next, the researchers determined to send the questionnaire to the supervisor After receiving helpful feedback and advice from a supervisor about the questionnaire, the researchers

decided to make more corrections It took about two weeks for the researchers to complete a

final questionnaire

At the last step of the procedure, we posted the questionnaire on Google form to a group on Facebook and requested help from all foreign language departments Besides, the researchers also created a QR code leading to the survey on Google Form through the "vi.qr-code-generator.com" page Then, the researchers brought it into the classroom for students to scan and take the survey online

During the survey, the researchers want to make sure that the responses received by the survey do not have any errors Therefore, the researcher must continuously access the questionnaire on the google form to check the responses Finally, the researcher closed the survey form and ended the data collection when the number of responses reached 160 Thus, after collecting many participants, the researchers close the form and will not receive any feedback After that, the researchers began to analyze the data