Đang tải... (xem toàn văn)
Nowadays, communication plays an important role in our life. Of course, many people are interested in developing communication skills. In today’s business environment, the competition in the workplace is getting more competitive. It is no longer enough for people to have the necessary capability to do the job, we should also be able to talk well, write well, and present ourselves attractively to our superiors. What better way to let other people know what we’re capable of than by presenting a great idea or a plan during a meeting. However, we need to have necessary presentation skills to succeed in this endeavor. Nobody can deny that English is now an international language, especially in this globalization. Many people around the world know and speak English every day. English is spoken as first language in many countries and used in various aspects of life such as economy, culture, politics, finance, etc. In diplomatic relation among nations in the world, English is a primary language. Therefore, it is easy to understand why most economical, cultural, financial associations have English name; also why all enterprises, companies require their employees’ foreign languages especially English. Hence, teaching and studying English are very necessary. English becomes one of compulsory subjects in almost schools in the world. Among English skills, speaking is not the most important but very important. Skills show the users’ ability in English speaking is the most popular way of communication because we use it every day. How can we communicate effectively in English if we cannot speak well, even we are very good at listening, writing and reading? In speaking skills, making a presentation is considered as the most important one because it points out speaker’s ability and knowledge. English majors, particularly when they use English as a second language to express their ideas.
i ACKNOWLEDMENT With the responsibility and favour of the researcher and great help from other people, this researcher has been developed for almost seven months Firstly, I wish to express my deep gratitude to my supervisor, Mrs.Dang Luu Ngoc Hoa, MA who has been my trusted guide and accompanied me through the completion of the thesis I am truly grateful to teachers in Foreign Languages Department at Hung Vuong University as choosing my paper, creating favorable condition for me to accomplish this thesis Great acknowledgement is also due to teachers and students in K15English Pedagogy for their help during my research process especially students who enthusiastically gave their time to answer the research questions I would like to thank my friends, who always provide me with helpful advice, ideas, and special encouragement Last but not least, I would like to thank my parents who always give me special advice and encouragement to help me complete this study Finally, I hope that my research can be shared with all the people mentioned above I’ll have to thank all of them for the success today ii ABSTRACT Nowadays, English is considered as international language, which is spoken by millions of people all over the world The needs to use English to communicate verbally are essential and increase more and more Presentation skill plays an important role in jobs, activities of public; especially in studying However, presentation in Speaking Lessons for students in general and for Students of K15- English Pedagogy in Foreign Languages Department at Hung Vuong University in particular seems to have some obstacles This paper studies the real difficulties in presentation in Speaking Lessons to find some suitable solutions for Students of K15- English Pedagogy in Foreign Languages Department at Hung Vuong University It is conducted with the participation of 17 students at K15-English Pedagogical University, Hung Vuong University All needed data is collected through survey questionnaire and class observation It has been revealed that delivery is the most difficult part in presentation in Speaking Lesson for students Especially delivering the presentation clearly with good pronunciation was perceived by the learners the most difficult of all Then some solutions are suggested to enhance presentation skills in Speaking Lessons for Students of K15- English Pedagogy It is hoped that this study will be useful for teachers and students at Hung Vuong University in learning and teaching Presentation skill in Speaking Lesson iii LIST OF ABBREVIATIONS HVU: Hung Vuong University FLD: Foreign Languages Department iv LIST OF TABLES AND FIGURES Table 1: Table 2: The importance of presentation in learning language and future job The students’ frequency in making an oral presentation in Speaking Lesson Table 3: The students’ difficulties in preparation of presentation Table 4: The students’ difficulties in organization of presentation Table 5: The students’ difficulties in delivery of presentation Table 5.1: The students’ difficulties in getting and maintaining audience’s attention Table 5.2: The students’ difficulties in using body language Table 5.3: The students’ difficulties in language use Table 5.4: The students’ difficulties in time management, anxiety control and Table 6: answer the audience’s questions The students’ difficulties in evaluation of presentation Table 7: Some suggested solutions for students to improve their presentation Table 8: Figure 1: Figure 2: The data from observation The students’ assessment of their presentation The stage of presentation which students find the most difficult in Speaking Lesson v CONTENT PART I: INTRODUCTION 1.1 Rationale .1 1.2 Aims and questions of the study 1.2.1 Aims of the study 1.2.2 Questions of the study 1.3 Previous studies 1.4 Scope of the study 1.5 Significance of the study 1.6 Outline of the thesis Summary .6 PART II: CONTENT CHAPTER 1: LITERATURE REVIEW .7 1.1 An overview of presentation skills .7 1.1.1 Definition of presentation skill 1.1.2 Classification of presentation 1.1.2.1 Based on the presentation’s purpose 1.1.2.2 Based on the presentation’s manner .9 1.1.3 The importance of presentation skill .10 1.1.4 Format of a presentation 11 1.1.5 Presentation techniques 12 1.1.6 The factors affecting students’ English presentation skill .14 1.1.6.1 Students’ language proficiency .14 1.1.6.2 Students’ personality .15 1.1.6.3 Teacher’s role .15 1.1.6.4 Using visual aids 15 vi 1.2 Speaking skills 16 1.2.1.Definition of speaking skills .16 1.2.2.The importance of speaking skills 17 1.2.3.Stages in teaching speaking skills 18 1.2.3.1 Pre-speaking stage .18 1.2.3.2 While-speaking stage 18 1.2.3.3 Post-speaking stage 18 CHAPTER 2: METHODOLOGY .20 2.1 Participants of the study .20 2.2 Data collection instruments 21 2.2.1 The questionnaire 21 2.2.2 The classroom observation 23 2.3 Data collection procedure 24 2.4 Data analysis method 25 2.5 Summary 25 3.1 Difficulties in presentation in Speaking Lessons encountered by students of K15-English Pedagogy in FLD at HVU .26 3.1.1 The result of students’ survey 26 3.1.2 The result of observation 38 3.2 Some suggested solutions to improve presentation skill in Speaking Lessons for students of K15-English Pedagogy in FLD at HVU 40 3.2.1 For students .40 3.2.1.1 Setting up good speaking habits 40 3.2.1.2 Learning from their presentations 43 3.2.1 For Teacher(s) 44 3.2.1.1 Improving students’ nonlinguistic skills .44 vii 3.2.2.2 Building up students’ confidence 45 3.3 For the institution .47 PART III: CONCLUSION 49 Summary of the findings .49 Limitations of the study 50 Suggestions for further studies 50 REFFERENCE 51 PART I: INTRODUCTION 1.1 Rationale Nowadays, communication plays an important role in our life Of course, many people are interested in developing communication skills In today’s business environment, the competition in the workplace is getting more competitive It is no longer enough for people to have the necessary capability to the job, we should also be able to talk well, write well, and present ourselves attractively to our superiors What better way to let other people know what we’re capable of than by presenting a great idea or a plan during a meeting However, we need to have necessary presentation skills to succeed in this endeavor Nobody can deny that English is now an international language, especially in this globalization Many people around the world know and speak English every day English is spoken as first language in many countries and used in various aspects of life such as economy, culture, politics, finance, etc In diplomatic relation among nations in the world, English is a primary language Therefore, it is easy to understand why most economical, cultural, financial associations have English name; also why all enterprises, companies require their employees’ foreign languages especially English Hence, teaching and studying English are very necessary English becomes one of compulsory subjects in almost schools in the world Among English skills, speaking is not the most important but very important Skills show the users’ ability in English speaking is the most popular way of communication because we use it every day How can we communicate effectively in English if we cannot speak well, even we are very good at listening, writing and reading? In speaking skills, making a presentation is considered as the most important one because it points out speaker’s ability and knowledge English majors, particularly when they use English as a second language to express their ideas As for the intermediate and advanced Vietnamese students of English, spoken English in general and presenting in English in particular is extremely important because they expect to use it frequently for their future work Unfortunately, for many years, they have been good at recognizing the correct use of grammar and they can speak English but can hardly present in English When many make oral presentations, they seem to pay more attention to lexis and grammatical structures than presentation style and presentation skills This leads to the fact that not few learners of English after a long time learning English find themselves unable to deliver a presentation successfully Being a student who has learnt English for more than ten years, I realize that my friends and I have the same trouble in making oral presentations Many students seem to lack the skills and confidence to make effective presentations They know the topics and the ideas are written down, but their presentations not go well This time their fellow students appear uninterested Another time they might lose interest before the speakers have made half of the presentations or sometimes the speakers seem to be confused and embarrassed with the listeners’ questions For such reason, I am aware that giving techniques in making presentations to students is very necessary I choose the topic “ A study on the difficulties in presentation in speaking lessons encountered by students of K15-English Pedagogy in Foreign Languages Department at Hung Vuong University and some suggested solutions” for my graduation paper 1.2 Aims and questions of the study 1.2.1 Aims of the study The study is aimed at finding difficulties when students of K15-English Pedagogy in FLD at HVU presentation in Speaking Lessons Then some suggested solutions are given to help them overcome those difficulties so as to make improvement in their learning presentation in general and in Speaking Lessons in particular 1.2.2 Questions of the study In order to uncover the difficulties in presentation in speaking lessons encountered by students of K15-English Pedagogy in FLD at HVU, it is necessary to answer the following questions: - What are the common difficulties in presentation in speaking lessons faced by students of K15-English Pedagogy in FLD at HVU? - What are the suggested solutions to improve their English presentation? 1.3 Previous studies Up to now, many researchers studied about aspects of presentation both in the world, in Vietnam and at Hung Vuong University Presentation attracts linguists’ attention because it is very important for study and jobs Heyden (2001) studied on strategies to improve students’ presentation skills at Murray State University He used observation method to evaluate the effect of students’ presentation Based on the results, he proposed some strategies to improve the presentation for students at Murray State University These strategies were using visual aids and using techniques to attract audience Muhammad Alam (2014), carried out the research studied improving students’ speaking skill through content-based For this study, the researcher researches technique to conduct the research to improve students speaking ability through content-based This study explores the extent of improvement in English speaking skills among prospective teachers of one year teacher education program at three public sectors universities in Pubjab, Pakistan, where English is medium of instruction, like all other public sector universities in Pakistan The sample for this study consisted of 206 prospective teachers (131 entry and 75 graduation level) The unequal number of prospective teachers at entry and graduation paper was due to difference in intake The prospective teachers were called one by one and were assessed using the Fairfax Country Rating Scale The data were analyzed quantitatively He concluded that no significant improvement occurred in the English speaking skills of the prospective teachers during the teacher education program offered in departments of Education working in the public sector universities The results 42 more confidence and skill will increase So, experience and good preparation are the best strategies for overcoming nervousness” 3.2.1.2 Learning from their presentations Most of the participants in the survey were generally aware of the importance of learning from their presentations However, they did not know how to learn from their presentations effectively Here are several useful ways for students to learn from their previous presentations They are supposed to learn how to evaluate their own presentations As for evaluation, here, the term should be understood as self-evaluation: “Learners themselves evaluate their own performance, using clear criteria and weighting system agreed on beforehand” (Ur, 1996: 245) The students have to “step into the shoes of the teacher and judge their own works as objectively as they can” (Scharle & Szabo, 2000: 7) In so doing, students can formulate the idea of their level of proficiency, know their weak and strong points and set the targets for their next presentations In turn, by planning the directions of progress (setting targets) for themselves, students are more likely to consider the targets their own and feel responsible for reaching them Emden & Becker (2004) offer a set of evaluation criteria that is commonly used The goal is to be effective and evaluation criteria can give the learner a roadmap for measuring his/her effectiveness For example, the learner, after practicing the speech three or four times at home, should record it either on audio-cassette or video and then fills in the following self-evaluation form Then, he/she listens to the final speech and fills in the final Introduction Speech Evaluation Form and adds specific comments in the “Other comments” section Also, the learner has to set goals for the next speech If he/she would like to evaluate his/her speech with one or two partners, together discuss his strengths and weaknesses and then fill in the evaluation form If he/she wishes, he/she can include feedback from his/her partners on the form In the class, they should take the teacher’s feedback and correction into consideration 43 Apart from the ability to self-evaluate their own presentations, it is necessary for students to be able to evaluate their peers’ 3.2.1 For Teacher(s) 3.2.1.1 Improving students’ nonlinguistic skills The teacher should teach students the nonverbal skills necessary for effective public speaking Glencoe/McGraw-Hill(1997) offers teacher some teaching tips to teach nonverbal behaviors He/she can, first, help his/her students define and demonstrate for them such concepts as eye contact, gestures, stance, and facial gestures Then he/she can provide students with a videotape of a famous speech being delivered and ask them to watch and note the nonverbal behaviors that the presenter uses After that, supply students with a copy of the speech and invite them to read the speech with the presenter in chorus and then work in groups to deliver the speech, mimicking the presenter’s nonverbal communication Besides, teachers should videotape the students’ oral presentations because of its great advantages First of all, unlike tape recording, whose focus is primarily on the verbal aspects of giving a presentation, videotaping deals with both verbal and non-verbal aspects of a presentation such as eye contact and gestures Secondly, videotaping motivates students In my experience, when my students are informed in advance that their presentations will be videotaped, they might work very hard for the presentations with great care and enthusiasm, and they pay more attention to what they say as they are taking part in a kind of performance (it is being recorded) and the results are surprisingly great Thirdly, videotaping provides good feedback Through videotaping both teachers and students can evaluate how well or badly the students have performed and students, as a result, can learn something from their presentations, namely, what they achieved and what they failed to achieve and then perform better ones next time In addition, teacher(s) and students can keep a copy of the video for their own use For example, they will be able to review the presentation situations again and again for more analysis Finally, according to Underhill (1987:34), 44 analysis and discussion of the video can provide the basis for a rapid improvement Students not only become more aware of gaps in their presentations but also can see how their presentations are improving 3.2.2.2 Building up students’ confidence Language anxiety has been found to be a powerful factor that hinders second language learning achievement (MacIntyre, 1999; Young, 1999, Tsui, 1996 quoted in Bock, 2000, Hedge, 2000) Scharle and Szabo (2000) emphasize that self-confidence is the feeling that should be strengthened in learners because self-confidence and success are also mutually related In order to help students to be effective and confident presenters, teachers should, first of all, give students regular checklists and model presentation, including functional language for an effective presentation Then, teachers need to provide students with as much practice as possible because of the fact that presentation skills are largely developed by practice and practice will help students feel better prepared and thus more confident (Reinhart, 2002: 12) It may be more effective to introduce more opportunities for students to develop their oral communication skills in a series of short, informal exercises, for example, pronunciation practice which enables learners to develop and apply their skills in a less intimidating environment such as working in pairs or groups Students can then proceed to more formal activities and develop and apply their skills progressively The teacher may also help students to develop their oral communication skills by setting the task of discussing issues or problems in small groups After individuals have practiced giving presentations to a small group, they can give their final presentation, in brief, to the whole class Students, in fact, can be more confident when they are presenting collective opinions, rather than their individual thoughts In addition, it is advisable for the teacher(s) to give students regular and useful feedback The issue of feedback and assessment of oral presentations was also raised by a large proportion of students From the research, students stated that they were under the impression that they did not receive adequate feedback from their teachers when it came to 45 presentations However, this may be an issue of how feedback is delivered: it is possible that verbal feedback is not always recalled by a student who is likely to be in a nervous state This area, therefore, needs further investigation Teachers, moreover, should give students more praise, compliments, encouragement than criticism It is recognized that students’ confidence may develop from this technique but it is easy to make teachers become hard to please because some of the students’ reports are not well-prepared and they are full of mistakes Nonetheless, what they talk about is more important than what they achieve Thus, the teacher’s norm of tolerance and encouragement may help students feel safe and heighten their motivation It is very important to make students know that mistakes are a natural part of learning, and to ensure that they will not be criticized if they make mistakes This could make them feel confident to keep on speaking next time At the end of the speaking class, an outline of the topic should be suggested so that students can know that whether they were on the right tract or not Last but not least, it is extremely important for teachers to teach their students how to be good audience members This seems to be a bit challenging task when some of the students’ presentations are not satisfactory enough It is still the teacher’s job to teach his/her students how to respond to the speaker, to be quiet, to sit still, to look at the speaker, to smile when the speaker uses humor, and to nod at appropriate times It can be frightening to stand in front of a peer group, but a receptive and warm audience can alleviate nervousness and contribute to a successful presentation In conclusion, in order to improve presentation skills for students of K15English Pedagogy, teachers need to improve their linguistic skills as well as nonlinguistic skills Also, they need to help the students to build their confidence, which is a key to the success of their oral presentations 3.3 For the institution It is suggested that oral presentation-oriented testing should be conducted formally and informally According Brown(1994), “informal testing means assessing learners in the process of forming the competencies and skills with the 46 goal of helping them to continue that growth process” On the other hand, formal testing occurs at the end of the unit, module, or course attempting to measure or summarize what a leaner has grasped The argument is that tests can serve positive, intrinsically motivating aims as they spur learners to master all of their abilities for a particular performance and then provide feedback on their process toward goals However, teachers should be aware of the fact that tests are sometimes seen by learners as “dark clouds hanging over their heads” (Brown, 1994: 373), giving them a lot of anxiety For the reason, it is certain that teachers should make tests positive experiences for learners by creating tests with care and effort One of the points to be mentioned in tests and exams is that tests should relate with high degree to course content and program objectives Therefore, choosing the topics for the oral presentation-oriented test is extremely important According to Underhill (1987: 47), the choice of the topic “should be relevant to the aims of the program or the needs of the learners and should contain new information or put over a new point of view” So the tester needs to choose topics that the learners know something about, and the testees, therefore, are going to be able to speak about with some confidence It is suggested that part three should be presentation-oriented tested in which presentation skills must be evaluated and marked, for example, explaining factual data, expressing opinions or arguments, dealing with questions, summarizing, and so on Marking is based on criteria such as system, manner, non-verbal language, verbal language and questions and answers 47 PART III: CONCLUSION Summary of the findings With exhaustive analysis of the data collected from the questionnaire, the researcher came up with some major findings to answer the research questions Firstly, based on instrumentation as survey questionnaire and class observation, some findings have been discovered From the data analysis, almost all students are aware of important role of presentation in Speaking Lessons Secondly, delivery is the most difficult challenge in presentation in Speaking Lesson for In particular, delivering the presentation confidently, handling difficult questions, having almost no grammatical errors, having appropriate usage of vocabulary and structures, controlling your nerves, learning from your presentations, remembering what to say These items were arranged in the order of difficulty Most of these difficult aspects belonged to the delivery More difficulties are found in delivery than in any other aspects of oral presentations Thirdly, delivering the presentation clearly with good pronunciation was perceived by the learners the most difficult of all, followed by delivering the presentation confidently, handling difficult questions, using language accurately, controlling their nerves, keeping talking and learning from their presentations Besides, the learners also had problems with their non-verbal communication, such as keeping eye contact and using appropriate hand gestures Fourth, the mentioned-above difficulties were attributed to the learners’ lack of confidence and experience in making oral presentations, lack of conductive facilities and lack of adequate feedback and assessment from the teachers Finally, evaluation is also a big challenge with students The students still be weak in valuation their own presentation Limitations of the study In spite of great effort to complete this study, the researcher still could not avoid several limitations 48 Because of time constraints, it is impossible for the author to explore all difficulties in presentation in Speaking Lessons Besides, the number of participants of the study is small, only 17 students; thus, these collected results were not accurate for all students in FLD at HVU The researcher has no experiences in research as well as in designing questionnaires and analysis Therefore, the methodology of the study, the questionnaires, analysis and the content of the study still contains some unexpected mistakes Nevertheless, with all efforts of the researcher it is hopeful that the study will become a beneficial reflection to help both teachers and students in FLD at HVU Suggestions for further studies Because the author of this research focuses on difficulties in presentation in Speaking Lessons only, further studies can be developed to other subject such as presentation skills The study for students of other departments at HVU is also good idea for the further studies Finally, the scope of the future studies should be opened It would be interesting to conduct a similar study in other high schools and compare the results 49 REFFERENCE Alley,D (2001) Approaches to research in second language learning Cambridge Press Bock,D ( 2000) The Practice of English Language teaching Malaysia Longman Brown,B(2009) Speaking Practice, Oxford University Press Brown, H & Yule, J (1983) Teaching the Spoken Language, Sage Publishing House Browse, W (1995) Presentation Skills- The Essential Guide for Students Bejing Byrne,O(1976) Develop Speaking Skill, England: OUP Chandrasegaran,P (1981) Types of Presentations, Macmillan Press LTD Dwyer, S.K (2000) ECDL Advanced Presentation, Academic Press, London Emdem, J & Becker, L.(2004) Presentation Skills for Students New York: Palgrave Glencoe & McGraw-Hill(1998) Universal Principles of Design Oxford University Press Gufta, S.(2008) New Dehli: University Science Press Cambridge Press Hammer,S (1991) Nonverbal Communication Harvard Business School Press Hedge, Charle and Szabo (2000) Giving Professional Presentations in the Behavioral Sciences, Longman Heyden,D.(2001) Powerful Secrets of History's Greatest Speakers, Cambridge University Hill, O (1997) How to Make Your Presentation Effectively, Cambridge University Laskowski,L.(2001) 10 Days to more confident Public Speaking The University of Michigan Press 50 Lawrence,K.(1999) National Standards in Foreign Language Education Project, Katha Publishing Co.INC Lawtie,F.(1999) Teaching Speaking Skill 2- Overcoming Classroom Problems TESL Journals MacIntyre,B.(1999) Goals of Postsecondary Students and the National Standards for foreign Language Learning, Allen Press Mahammad Alam (2014) Studied improving Students’ Speaking Skill Through Content-based, Pubjab, Pakistan Mainture and Young (1999) Dictionary of Language Teaching and Applied Lingustics Malaysia Longman Nguyen Nguyet Minh, (2005) Presentation skills Hanoi University Nguyen Phuong Huyen & Tran Quang Khai(2005) A Study on Factors Affecting Students’ English Presentation Skills at Ha Noi University Nunan,D.(1999) Research methods in Language Teaching, Cambridge CUP Ohio, D.H (1994) Guidelines for Oral Presentation New York Palgrave Macmillan Pham Thi Kim Cuc (2012) Difficulties When Delivering English Presentation of K8 Major English Students, Foreign Language Department, Hung Vuong University Powell, P.(2003) Developing Communication Skills Academic Press, London Randall P,W (2001) Approaches to research in second language learning, Cambridge Press Reinhart,D (2002) How to Make Your Presentation Effevtive, Singapore University Press Richards,D.E (1994) Reflective Teaching in Second Language Classrooms, Longman Dictionary Tsui,T (1996) ECDL Advanced Presentation, Academic Press, London 51 Underhill,P.(1987) A course in Language teaching Cambridge, Cambridge University Express Wallace,D.(1989) Class Observation in teaching foreign Language Newbury House 52 APPENDICE APPENDIX 1: THE QUESTIONAIRE I am conducting the graduation thesis on “A study on the difficulties in presentation in Speaking lessons encountered by students of K15- English Pedagogy in foreign Language Department at Hung Vuong University and some suggested solutions” which aims at investigating the reality of students’ difficulties in presentation at Speaking lessons I would be grateful if you could spend some of your precious time completing this questionnaire Please read the questions carefully and circle the answer you agree most for each question It is assured that your personal opinions will be kept secret under all circumstances Thanks for your cooperation! SURVEY QUESTIONS Age:…………………………………… Gender:………………………………… You have learnt English for…… years Your average speaking mark in the first semester:……… Where are you from?…………………………………… In your opinion, how important is presentation in learning a language and in your future’s job? A Unimportant B Important C Very important How often you make an oral presentation in the speaking lesson? A Never B Sometimes C Usually D Always What you think about your presentation in speaking lessons you’ve had? A Very interesting B Interesting C Normal D Boring 53 In which stage of the presentation in the Speaking Lesson you find the most difficult? A Preparation B Organisation C Delivery D Evaluation Tick ( ) in the statement that you agree with (1) Very difficult, (2) difficult, (3) not difficult, (4)easy, (5) very easy a In preparation Content Choosing the right topic for the presentation 2.Rehearsing your presentation Outlining the main points b In organization Content 1 Knowing how to highlight the development of the presentation Eg: I’ll be developing three main points; First, I’ll give you… Seconly,……Lastly, … Knowing how to signpost the presentation, for example: I’ll begin by…… ; my next point is…….; Now, moving on Knowing how to build argument, for example: There are certain advantages However, a major drawback is…… for……… ; 54 c In Delivery Content I Getting and maintaining audience’s attention Content 1 Knowing whether the audience is listening or Knowing where to stand during the presentation 2.Knowing how to begin and end the presentation 3.Delivering the presentation with accurate pronunciation Presenting the content confidently Using visual aids effectively Involving audience’s attention by asking rhetorical questions Using humor Memorizing your speech words when you present in front of audience II Body language Keeping eyes contact with all of audience Maintaining a friendly facial expression Making appropriate body movements Using appropriate hand gestures III Language use Using the correct grammar Using appropriately vocabulary and structures related in the topic IV Time management Controlling the time for the presentation V Anxiety control Controlling your nervous Remembering what you want to say when standing in front of a group VI Answering the audience’s questions d In evaluation not Knowing how to check for understanding 55 Evaluating your own presentation Evaluating your partners’ presentation Learning from your presentation In your opinion, what should you to improve your presentation? A Speak English in communication situations regularly B Practice presentation with yourself and others C Study vocabulary and structure more and more to express your ideas D Study to have much knowledge about presentation Other ideas: ………………………………………………………………… Thanks for your cooperation! 56 APPENDIX 2: THE OBSERVATION WORKSHEET THE OBSERVATION WORKSHEET Date:……………………………………………………………………… Class size:………………………………………………………………… Level of students:………………………………………………………… Teacher:………………………… Lesson:…………………………………………………………………… Students choose topic for their presentation Not suitable Suitable Effectively Very much Students organise their presentation Not effectively 3 Students maintain the audience’s attention Not really 5 Students use body language Very bad Very good Students use language use (Grammar, vocabulary, pronunciation, structures) Very bad Very good Appropriate Students have time management Not really Students evaluate the presentation Not really Very much Comment:………………………………………………………………………… ... Based on the presentation? ??s purpose Informative presentation: An informative presentation is a presentation on a realistic factual matter destined to raise the informative and cultural level of. .. summarize”, ? ?in closing” It includes such information as stating the main points again, evaluating the importance of the information, and formulating some conclusions or recommendations The conclusion... presentation in Speaking Lessons Secondly, the researcher focused on investigating the reality of how students made presentation in speaking Lessons by using questionnaires and 23 observation The