PROJECT

(Professional Journal of English Education) p–ISSN 2614-6320

Volume 5, No. 2, March 2022 e–ISSN 2614-6258

THE USE OF ORAL PRESENTATION IN TEACHING

ENGLISH TO IMPROVE STUDENTS SPEAKING SKILL
Asih Ati1, Aseptiana Parmawati2
IKIP Siliwangi
1
asihati@student.ikipsiliwangi.ac.id, 2 aseptiana@ikipsiliwangi.ac.id

Abstract
Speaking is an ability that is considered quite important in learning English. The oral presentation is one
activity that can be used in learning English to improve students' speaking skills. This study aims to
examine the oral presentations conducted by students with the intention that students can improve their
speaking also seeks to determine what obstacles students experience when making oral presentations.
The researcher applied qualitative research as a research method to collect the data the researcher used
observation and field notes as instruments. The data obtained were categorized and analyzed based on
several related theories. Regarding the result, it was found that basically, students have a positive
response to the implementation of oral presentation. Student perceives that it helps them to evaluate
their ability to speak English, increasing motivation, as well as allowing them to think critically in the
use of language. Although several aspects must be developed such as student pronunciation. This finding
indicates that oral presentations are useful for improving students speaking skills.
Keywords: Oral Presentation, Speaking Skill

INTRODUCTION
There are millions of languages in the world, in Indonesia itself is very diverse while in the
world English is the language chosen as the international language for connecting
communication between one country and another. English makes it easy for people to connect
with people from other countries, so many people around the world choose English to establish
communication. Therefore, English is a very important language to learn. English is the
language of the forefront and most widely spoken in the world (Kurnia, 2016).

In this regard, competent teachers are needed. For the Indonesian people, English is a foreign
language so to teach English to students the teacher must have good language skills. Listening,
reading, speaking and writing are language skills, and speaking is an ability that is considered
quite important it can be said that speaking ability is a tool that makes a person good at
communication (Riadil, 2020). According to Hammad (2020), speaking needs skills in
grammar, pronunciation, and precise sentences so that the listener can understand.
Unfortunately, although speaking ability is important in language skills this aspect is often
rarely used in the language learning process then, teachers should find the way to train students
to use more aspects of speaking.

The oral presentation is one method that can be used in learning English to improve students'
speaking skills. Oral presentations gives students the role of demonstrating their knowledge and
is a reference teacher judging from what the student understands (Tsang, 2020). Several studies
that explained about improving students’ speaking skills through oral presentation of different
proficiency level Putri et al, (2019), Riadil (2020), (Hammad, 2020), Parmis et al., (2020), and
Rahmat et al (2019). In general, research has shown that oral presentation is effective enough

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to improve student speaking skills, but it has not revealed other factors such as students’
language proficiency level. Therefore, this study aims to examine the oral presentations
conducted by students with the intention that students can improve their speaking skills. Also
besides, this study seeks to determine what obstacles students experience when making oral
presentations.

Speaking is an ability that is considered important from other language skills (van Ginkel et al.,
2017) as previously described in learning languages students are guided to have a higher level
of language input (listening) rather than the level of language production (speaking). Brown
(2007) as cited in Suryani & Argawati (2018) stated that speaking is a communication process
in conveying meaning including word production, and speech is marked by sound Teaching
speaking to students is the same as learning a new language that must pay attention and learn
how the sound has produced that match to the pattern of words and sentences, in the ups and
downs of pronunciation or pressure and choose the right words and sentences according to each
condition, situation, and listener. Speaking is the way to communicate to express ideas,
exchange information, and we can relate to each other. When teaching speaking, it means that
students will be asked to practice more in producing words. According to Kurnia (2016), there
are five indicators of good speaking skills including producing words, using grammar and
structure well, vocabulary, comprehension, etc. In other words, when students learn to speak a
foreign language, especially English, students must interact more with that language. in a
learning situation, the teacher will usually ask students to use language directly or practice it
and will provide oral assignments, such as discussions, conversations, and oral presentations.
Unfortunately, many students still have a fear of starting to speak, according to McCroskey
(2005) as cited in Salem (2019) the emergence of discomfort and fear when speaking is called
worrying in speaking. To overcome this, the teacher must find methods to train students to be
more courageous in speaking.

The use of oral presentations in class is one of the trusted learning methods that will help
students improve their speaking skills. The oral presentation can be defined as formal
communication, with activities conveying information to the group. Use oral presentations in
giving classes an opportunity for students to apply a second language in communicating with
others naturally (Salem, 2019). Oral presentations require students to actively use aspects of
language. These activities are usually done when the teacher asks students to explain a topic in
front of the class, besides that students are asked to make interesting PowerPoint slides when
making a presentation usually this is done in groups.

Several studies have been conducted on oral presentation research. Riadil (2020) concluded that
students’ appearance in oral presentations will affect language development which includes
grammar, vocabulary, responses, and word choice in communication. Hammad (2020)
summarized that there are three stages in oral presentation including planning, preparation, and
practice. (Parmis et al., 2020) summarized that oral presentations can help students controlling
their fear and nervousness during presentations. Putri (2019) found that Oral presentation
motivates students to talk more so that students experience speaking effectively. Rahmat et al.,
(2019) stated that oral presentations were interested in pedagogical implementation for teaching
and learning ESL classrooms. In general, research has shown that oral presentation is effective
enough to improve student speaking skills, but it has not revealed other factors such as students’
language proficiency level. In this case, oral presentations are useful in motivating students to
use language, improving student language skills especially speaking skills, making students
critical thinking in papering material, and practicing self-confidence because they must speak
in front of the class.

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METHOD
This research was conducted in Madrasah Aliyah Rajamandala as a senior high school, which
was carried out by 3rd grade with a total of 25 students consisting of 8 boys and 17 girls. They
were chosen because they were considered to be able to speak well. To make this research easier
to understand, the researcher applied qualitative research approaches as a research method.
According to Aspers & Corte (2019), Qualitative research is a method to obtain research results
based on analyzing, and explaining data. Qualitative is concerned explanation with the
description of the development of theory and not a number. To collect the data the researcher
used observation as an instrument. Data is the material used by researchers to observe and
strengthen the analysis of the research related to the observation required note-taking skills in
the form of field notes in this case researcher will observe the activity of students during the
learning process as evidence that explains how student activities during the learning process
with used oral presentation.

RESULTS AND DISCUSSION

Results
This research was conducted several times, during the learning activities the researcher
observed how the teacher gave oral presentation assignments to students who had been
exemplified by the previous teacher, the teacher explains what topics will be discussed, and
then Students are divided into several groups. There are about 5 groups and each group consists
of 5 people, each group is given about 15 minutes to present students are given different material
from other groups in this case student try to convey the material using English, they are required
to make a PowerPoint slide that will make it easier to explain the material the teacher has also
given an example of presentation using PowerPoint slides. There aspects that become the main
assessment of researchers in their field note:
1. Material
This aspect observed how the students’ presentation activities, students understand the
material, by assessing the suitability of content and topics discussed this aspect also assesses
students’ creativity in making PowerPoint slides to helps explain their presentation.
2. Manner
This aspect examines how student attitudes when delivering presentation material, how
students make eye contact with the audience, the student behavior, and the collaboration of
each participant in the class.
3. Language
The language aspect is the focus of the researcher in observing this study, this aspect assesses
how the ability to use English, how they speak aloud, whether they speak clearly, and the
sentence they choose, then in this case the researcher focuses on the Students vocabulary in
material and pronunciation in speaking. The following are the results of this research:

Participants Material Manner Language

Vocabulary Pronunciation
Student 1 80 89 79 75
Student 2 85 90 79 70
Student 3 88 90 80 75
Student 4 86 87 80 74
Student 5 82 88 80 70

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Student 6 83 90 80 70
Student 7 87 89 82 70
Student 8 85 90 80 75
Student 9 82 90 83 74
Student 10 80 88 83 73
Student 11 85 90 79 72
Student 12 88 87 83 75
Student 13 80 88 79 73
Student 14 82 90 82 76
Student 15 80 89 80 75
Student 16 85 90 80 73
Student 17 88 90 79 75
Student 18 87 90 80 75
Student 19 86 89 79 73
Student 20 89 88 80 70
Student 21 88 89 80 73
Student 22 89 90 79 75
Student 23 85 90 81 74
Student 24 86 86 80 75
Student 25 83 90 81 75
Total 2119 2227 2008 1835
Average 84,76 89,08 80,32 73,4

To make it easier to describe the researcher gave a range of values of 10-100 for each aspect,
and the researcher classifies the average value with the lowest value (20-55), the middle value
at (56-79), and the highest values at (80-100). The researchers arranged the result into the
following chart:

The use of oral presentation in teaching english to

improve students speaking skill

84.76 89.08 80.32

100 73.4

50

Material manner Vocabulary pronunciation

From the picture above, it can be seen that cooperation and attitude (89.08) occupy the first
position. Then, proceed with students' understanding of the material (84.76), and aspects of
language vocabulary (80.32), and pronunciation with a range of values (73.4).

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Discussion
Based on the results above, it can be seen that the student material scores very well on the
aspects of attitude, material, and vocabulary. In this case, students add a lot of new vocabulary,
and students can also prepare material through PowerPoint slides well. Unfortunately, on the
aspect of pronunciation, students get an average score of 74.3 which is at the intermediate level,
this shows that there are still students who do not know how to pronounce English words or
sentences correctly. But the result showed that the use of oral presentation can influence
students to speak English more in line with study, these findings accordance with Putri (2019)
that Oral presentation motivates students to talk more so that students experience speaking
effectively. Supported with study from Riadil (2020) that students’ appearance in oral
presentations will affect language development which includes grammar, vocabulary,
responses, and word choice in communication. From the research it can be seen that the students
give good responses, they have good material and PowerPoint slide, they have good cooperation
and manner, and they have quite enough to understand vocabulary when making presentations,
but students still have difficulty pronouncing the right words at least they were able to finish
the presentation quite well.

CONCLUSION
This study attempted to find out the use of oral presentation to improve student speaking skills.
Specifically investigates the implementation of oral presentation in teaching speaking skill,
Students response to its usage and Students obstacle in speaking, using the qualitative method
it is revealed that implementation runs well. The students have a good response when making
the presentation. Unfortunately, oral in the use speaking have difficulty in pronunciation. Then
this becomes the task of teachers to find ways or techniques how to improve student
pronunciation in speaking English. Judging from the results of the analysis above, it can be
stated that the application of oral presentations can motivate students to speak better, students
have more opportunities to use English effectively compared to situations during learning
which often only go one way.

ACKNOWLEDGMENTS
Researchers would like to thank all those who support, especially family and mentors who have
helped in completing this research, researchers hope this research can be useful for anyone who
reads it.

REFERENCES

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