using presentation in english speaking class
DESCRIPTION
TRANSCRIPT
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A Classroom Observation
by Ani Purjayanti
PRESENTATIONPRESENTATIONIN SPEAKING IN SPEAKING
CLASSCLASS
Presented by Evi Sofiawati
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•The
Background
•The Study
•The
Conclusion
PRESENTATION OUTLINEPRESENTATION OUTLINE
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• The effort to produce college graduates with good
English
• The need for useful, effective, & enjoyable activities for
English speaking skill improvement
THE BACKGROUND
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The Effort to Produce College Graduates with Good English
Productive English Communication
Job Requirement
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The Need for Suitable Activities for English Speaking Skill Improvement
Big class
Tight schedule
Limited class time
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P R E S E N T A T I O N
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• The Underlying Theory
• The Subjects
• The Process
• The Results
THE STUDY
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The Underlying Theory
Byrne, 1986
Willems, 1987
Bygate, 1987
Canale & Swain, 1980
Revell, 1979
Nunan, 1986
Klepper, 2003
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T H E O R I E S
P R A C T I C E
An activity encouraging students to express & organize ideas in a considerable amount of time
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P R E S E N T A T I O N
Students are able to use the right language as well as to employ strategies to compensate for any problem encountered
E X P E C T A T I O N
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The Subjects
65 students
Sixth semester
Information Technology Study
Program
IPB
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The Process
3 classes of different levels
The lecture & practical
sessions
The preparation time
The consultation
The grading
The questionnaire O B S E R V A T I O
N
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O B S E R V A T I O N
The effectiveness & usefulness of
carrying a presentation in a speaking class
A precious evaluation to be further
adjusted/developed for the professional growth as an English teacher.
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The Results
The data from the QUESTIONNAIRE reveals that students:
Found presentation a useful, interesting, & favorable way of learning speaking.
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The Results
The data from the QUESTIONNAIRE reveals that students:
appear to be more active &
independent.
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The Results
The data from the QUESTIONNAIRE reveals that students:
were given plenty of useful inputs as well as exposure in English.
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The Results
The data from the QUESTIONNAIRE reveals that students:
are provided with the 3-stage cycle of language learning.
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The Results
The data from the QUESTIONNAIRE reveals that students:
are improved in grammar, self-confidence, vocabulary, expressing ideas & ability to speak.
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The Results
The data from the QUESTIONNAIRE reveals that students:
are triggered to learn more.
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Giving presentations appears
to be a useful task to carry out
when oral communication skill
is aimed
A number of points (e.g. the
way to correct students’
mistakes) must be handled
better
THE CONCLUSION
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T H A N K Y T H A N K Y O UO U