An investigation into using oral presentation to improve speaking skill of major students at hanoi university of business and technology

This research is conducted by the researcher to explore and discuss the benefits ofusing presentations in improving the speaking skills of English majoring students atHaNoi University of

Topic: An investigation into using oral presentation to improve speaking skill of major students at HaNoi University of Business and Technology

TABLE OF CONTENTS

ABSTRACT 2

CHAPTER 1: INTRODUCTION 4

1.1 The urgency and reasons to choose the topic 4

1.2 Research objectives and questions 5

1.2.1 General objective 5

1.2.2 Research questions 6

1.3 Research subject and scope 6

1.3.1 Research subject 6

1.3.2 Research scope 6

1.5 Contributions of the research 7

1.5.1 Theoretical contribution 7

1.5.2 Practical contribution 7

CHAPTER 2: LITERATURE REVIEW 8

2.1 Theoretical of Oral Presentation 8

2.1.1 Definition of Oral Presentation 8

2.1.2 Types of Oral Presentation 9

2.1.3 The benefits of using oral presentations in the language classroom 11

2.1.4 Issues with using oral presentations in the language classroom 13

2.2 Theoretical of Speaking Skills 15

2.2.1 Definitions of speaking 15

2.2.2 The importance of speaking 15

2.2.3 Factors affecting speaking performance 16

2.2.4 Speaking problems 18

2.3 Oral Presentations and Speaking Skill 19

2.3 Research Previous 19

CHAPTER 3: RESEARCH MOTHODOLOGY 22

3.1 Research Design 22

3.2 participant 22

3.3 Data Gathering Tool 22

3.4 Data Collection 23

3.5 Data Analysis 23

CHAPTER 4: RESULTS AND DISCUSSION 25

4.1 Participants’ Information 25

4.2 Real situation of usage presentations to improve speaking skills 26

4.2.1 Real situation of oral presentation skill 26

4.2.2 Analyzing the real situation of English speaking skills survey 33

4.3 The Benefits Of Presentation for Speaking Development 39

CHAPTER 5: CONCLUSION 44

5.1 Conclusion 44

5.2 Recommendation 44

5.2.1 For teachers 44

5.2.2 For students 45

5.3 Limitation of the study 45

REFERENCE 47

APPENDIX 49

This research is conducted by the researcher to explore and discuss the benefits ofusing presentations in improving the speaking skills of English majoring students atHaNoi University of Business and Technology Speaking skill has always beenconsidered one of the most difficult skills of learning English It is the speaking skills thathelp the English language perform its own communication function Moreover, speakingskills also contribute to reinforcing the listening skills of learners, helping to increasevocabulary and practice related skills Therefore, improving speaking skills is always thedesire of students majoring in English in general and students majoring in English atHaNoi University of Business and Technology in particular To do the research of thetopic, the researcher has chosen the research method which is statistics, description andcollection tool as a survey questionnaire about the current situation of oral presentationand speaking skill English of English major students at HaNoi University of Business andTechnology

The research results have shown that the use of presentations has many benefits inimproving the speaking skills of English students majoring in HaNoi University ofBusiness and Technology The presentation has helped them to speak English morefluently, improve their vocabulary, improve their pronunciation skills and, importantly,help them gradually overcome the psychological barrier of speaking English in public.Thereby, the researcher also has recommendations for students and teachers toincreasingly help students improve their speaking skills

CHAPTER 1: INTRODUCTION 1.1 The urgency and reasons to choose the topic

Today, English is becoming more and more popular around the world speaking is considered the most important language skill A large part of the world'slanguage learners learn English to improve their oral English We may use words todescribe things, complain about people's behavior, ask politely or entertain peoplejokingly (Richards and Renandya 2002) Tarigan (1990) determined that spokenlanguage is a language skill developed in childhood before listening, which meansspoken language is a basic skill in language learning Hornby (1995:37) asserts thatthrough spoken language, language learners will be evaluated according to mostactual situations

English-English is considered to be the most widely used language in the world Manypeople learn this language for better jobs, job security or more effectivecommunication with more people According to Ur (1996), speaking seems to bethe most important of all four skills (listening, speaking, reading and writing),because people who know a language are usually considered to be speakers of thelanguage Davies & Pearse (1998) believes that the main goal of English teaching is

to provide learners with the ability to use English effectively and accurately incommunication However, not all language learners, after years of English learning,can communicate fluently and accurately due to lack of necessary knowledge.Mastering the art of spoken language is the most important aspect of learning asecond or foreign language, and success is to measure the ability to talk in thatlanguage (Fauziati, 2010: 15) It is observed that learners have no chance to speakEnglish either in class or outside They also lack the opportunity to contact theauthentic English environment so that they can communicate and express inEnglish Learning to speak also requires a lot of practice and attention They oftenstutter when they speak English Moreover, learners cannot come into contact with

the culture of native English speakers As a result, language learners' oral ability isvery poor.

Therefore, finding and discovering techniques to help English learnersimprove and enhance speaking skills is extremely necessary At HaNoi University

of Business and Technology, English language majors have been given a lecture.Oral speaking activities have always been thought to provide a great opportunity forlearners to develop speaking skills When making an oral presentation, the presenter

is required to speak for a few minutes in a structured way and cover many differentaspects of the presentation topic In order to prove that oral presentation technology

is helpful to improve students' oral ability, some researchers have conducted similarstudies Oral presentation, as a teaching and learning skill, is effective for improvingstudents' oral ability (according to Laili, 2015) In her classroom action research on10th grade students in Mann Trengalek, she found that students can enhance theirconfidence in speaking in front of friends This skill also helps students to solvetheir oral problems when they seldom attend speaking-learning classes

However, up to now there has been no research investigating the use of oralpresentations in improving students' speaking skills at HaNoi University ofBusiness and Technology From the above reasons, the researcher has decided to

choose the topic “An investigation into using oral presentation to improve speaking skill of major students at HaNoi University of Business and Technology” as the topic of my master's thesis with the hope that the study topic

will contribute to discovering the benefits of presentation by mouth in improvingstudents' speaking skills at HaNoi University of Business and Technology therebyproposing a number of measures to improve oral presentation skills and speakingskills of students

1.2 Research objectives and questions

1.2.1 General objective

The main objective of this study is to investigate the use of oral presentations

to improve students' speaking skills at HaNoi University of Business and

Technology To achieve the main goals set out, the topic needs to achieve specificgoals as follows

 Identify the status of oral presentations by students at HaNoi University ofBusiness and Technology

 Identify the current situation of students learning speaking skills at HaNoiUniversity of Business and Technology

 The effectiveness of oral presentations in improving students' speaking skills

of HaNoi University of Business and Technology

 Find ways to help students improve their speaking skills through oralpresentations

 Spatial extent: The study was carried out among students at Hanoi University

of Business and Technology

 Time range: Primary data was collected through a survey questionnairecollected by the author during the period from April 15, 2021, to May 15,2021.

1.5 Contributions of the research

1.5.1 Theoretical contribution

Although there are many domestic and foreign research topics related to thisissue However, different subjects, scope and methods of research will havedifferent results The results of this study cannot be used for this study subject andscope for another study subject Currently, no research related to this issue has beendone with the research subject student of HaNoi University of Business andTechnology Therefore, the research has contributed to the theoretical foundation ofthe oral presentations in general and the use of oral presentations to improve theefficiency of students' speaking skills in particular

The thesis will be a useful document for research related to finding andexploring techniques to improve English speaking skills

CHAPTER 2: LITERATURE REVIEW 2.1 Theoretical of Oral Presentation

2.1.1 Definition of Oral Presentation

Presentation is an extension of oral communication ability There, thespeakers showed their knowledge of specific topics Participants can choose the title

or teacher to give them In order to talk about this matter with their classmates later,the participants did a small study to get more information about this topic Thepresenters will give the most important information first and leave the details to theend Presentation is like a formal conversation, as a natural activity to talk to agroup (Baker, 2000)

Most people spend hours a day talking to others, but oral statements areformal conversations, which is a difficult task for them Presentation is part ofspoken language, and the purpose of practicing it is to communicate It is designedfor notification or persuasion Rendering occurs within the organization and has atime limit Presentations should be carefully structured In addition, speakers canuse visual aids to support their speeches If the presentation is directed andorganized, it will give students learning experience and teach them an importantskill, as analyzed by Melion and Thompson (1980), which will be beneficial toESL/EFL in all disciplines and future work Speaking is a very good learningexperience At the end of the speech, the speaker gave the audience the opportunity

to ask what they did not know Presenters responded so that they could completetheir work (Chivers and Shoolbred, 2007)

Moreover, Mandal (2000) believes that presentations are usually made in acommercial, technical, professional or scientific environment The audience islikely to be more professional than those who take part in typical speech activities.Presentation is a kind of speech, but it is different from ordinary speech because thelatter is more natural and simple

2.1.2 Types of Oral Presentation

2.1.2.1 Informative presentations

The main objective of this presentation is to let the audience learn somethingnew Speakers use informative speeches in such speeches The purpose ofinformation presentation is to communicate with the audience and provide themwith rich information within a limited time As Chivers & Shoolbred (2007) said,the purpose of an informed statement can be to describe a new political event,organize a group of important events, or publish a report on a certain topic in theform of research Moreover, in this kind of presentation, presenters use informativespeech to explain a concept, guide the audience, show a process, or describe anevent in an academic context In addition, speakers can choose their own topics Inmany organizations, students or employers are expected to report progress at keystages of the project (Chivers & Shoolbred, 2007) In short, the purpose of thepresenters in this presentation is to provide their research results in an informedway Moreover, they answer questions from the audience about their topics

2.1.2.3 Decision-making presentations

Again, Whatley (2001) argues that the presenter's purpose in makingdecisions is to get the audience to take the action you suggest The decisionpresentation puts forward strong enough ideas, suggestions and arguments topersuade the audience to implement your requirements In the decision presentation,presenters must tell the audience what to do and how to do it The presenter shouldalso tell them what will happen if they do not follow his/her requirements At thesame time, presenters must draw attention to the problem with a story explainingthe problem, point out the necessity of solving the problem, and use a common orcommon example to explain it Presenters can describe their solutions so that theproblem can be satisfactorily solved and the two worlds are compared/comparedwith the solved and unsolved problems Finally, the audience is called upon to takeaction to help solve the problem and provide them with ways to become part of thesolution

2.1.2.4 Arousing presentations

According to Whatley (2001), the purpose of the presenter in an excitingpresentation is to make people think about a certain problem or situation Thepresenter needs to arouse the emotion and wisdom of the audience to make it easierfor them to accept your point of view Use vivid language in presentations thatarouse sincerity and enthusiasm To do this, presenter can draw attention to a storythat illustrates (sometimes exaggerated) the problem, point out the necessity ofsolving the problem, and use a common or common example to illustrate it Thepresenter can describe his/her solution to obtain a satisfactory solution to theproblem, accompanied by a comparison/comparison between the two worlds andthe solved and unsolved problems Finally, the audience is urged to take actions tohelp solve the problem and provide clear, relaxed and immediate instructions to theaudience

2.1.2.5 Persuasive presentations

Persuasive presentation is to influence the audience's thoughts on a topic theycan propose or choose It is usually used to make the audience respond or discuss

the topic with the presenter Chivers and Shoolbred (2007) explained that in thistype of presentation, the presenter must have strong content and clear presentation.

In addition, presenters should try their best to show the audience that they haveconfidence The presenter can use some emotion when necessary In addition, Baker(2000) said that persuasion has three elements, namely:

 Logos

According to Tacy (P.9, 2008), topics need to be logical in convincingstatements When presenters want to talk about their topics, they should arrangetheir ideas from more important points of view to fewer points of view Thepresenter needs to connect these opinions through coherent statements orarguments Futhermore, Logo means that speakers organize what they want to saylogically from beginning to end

 Character (ethos)

According to Tacy (2008), character or ethos are the presenter's beliefs andcharacter, referring to their character, morality and trustworthiness when theirspeak Increase their trust with the audience before and during the presentation, andthe possibility that the audience will accept your arguments and speak in theirsuggestions Ethos means that presenters use their personalities to influence theaudience

 Passion (pathos)

According to Chivers & Schoolbred (2007), pathos is the way the presenteruses emotion, and emotion is the most important factor that the presenter can use tomake the audience support their argument This may also cause the audience tochange their opinions and take positive actions on the speaker's theme In short, ifstudents do these types of presentations, they will have full confidence in theirperformance and they will learn how to deal with any possible reactions as reactionsfrom their listeners Persuasive statement is a very complicated process, in whichspeakers need to have logic in their statements, just as they need to use theiremotions to influence the audience

2.1.3 The benefits of using oral presentations in the language classroom

Oral presentations are extremely effective in improving L2 speaking skillsand increasing autonomy in learners For example, Girard, Pinar, and Trapp (2011)discovered that using oral presentations in the classroom resulted in increased classinteraction and participation, increased interest in learning, and noticeableimprovements in students' communication and presentation skills

Oral presentations, according to King (2002), have been shown to help students bridge the gap between language study and language use; they require students to use all four language skills in a natural integrated manner, and they havebeen shown to encourage students to become active and autonomous learners

The five major advantages of using oral presentations in the classroom, according to most language teachers, are::

 They are student-centered

 They require the use of all four language skills

 They provide students with realistic language tasks

 They have value outside the language classroom

 They improve students’ motivation

One of the most important advantages of using presentations in theclassroom is that they are student-centered When students are asked to give an oralpresentation, it is one of the few times in the language classroom when they havecomplete control over both the content and the classroom flow (Apple & Kikuchi,2007) This is because the students giving the presentation have the freedom tochoose the topic they want to discuss, the language items they want to use to discussthe topic, and how they will explain the topic to their classmates With little or nointervention from the teacher, a properly scaffolded presentation can result inmultiple opportunities for students to improve their English in a context in whichthe students themselves are acting as both teachers and learners

The presenters and audience's interactions provide both groups ofparticipants with numerous opportunities to practice their English skills with other

students in a natural setting Oral presentations also provide students with a oriented activity that requires them to use English not only while giving thepresentation but also while planning it Group presentations necessitatecollaboration among students in terms of planning and preparation Students can beencouraged to use English during group work to negotiate meaning with their peersand to collaborate in English to plan how they will present their ideas to the rest ofthe class This facilitates English use to meet a specific goal, in an authentic way,and with very little intervention from the teacher (Apple & Kikuchi, 2007)

process-Students can engage in realistic language tasks by giving oral presentations.This is significant because speaking tasks that are unrelated to real-life language useare "poor autonomy preparation." (Thornbury, p 91, 2005) Presentations are alsomore authentic than simple speaking drills for practicing English This is becausethey require students to use their L2 to comprehend the topics they are presenting

on and communicate this understanding to others This is closer to real language useand gives students an opportunity to develop research and critical thinking skills, aswell as linguistic and communicative skills

Presentations have also been shown to improve students' abilities in waysthat can help them land better jobs in the future (Zivkovic, 2014) This is especiallytrue in the EAP or ESP context, where students are more likely to be asked to useEnglish in their future jobs (Bruce, 2011) However, even beyond the EAP and ESPcontext, experience with oral presentations can be beneficial to students futurecareers because many potential future employers place a high degree of importance

on the communication skills that students learn during a presentation class Manyemployers nowadays are looking for candidates who can give formal presentations,and the skills that students learn when presenting in English can be transferred totheir L1 language (Pittenger, 2004)

2.1.4 Issues with using oral presentations in the language classroom

Despite the numerous advantages of using oral presentations in the languageclassroom, there can be some drawbacks, particularly if the presentations are notimplemented properly in the classroom “The presenters stumbled through their

long and formally written presentation speeches, while the rest of the class wouldtry hard to stay awake” Chiu (2004) says of her experience with presentations inJapan (p 32) The main reason for this is that poorly prepared presentations can betoo difficult for students to complete effectively, creating an environment that is notconducive to L2 acquisition Meloni and Thompson (1980) give an example of whatcan happen if a presentation class isn't set up correctly Students in their class, forexample, end up choosing inappropriate or uninteresting topics, resulting ininattentive or disrespectful listeners It also leads to students giving a sloppypresentation, leaving the instructor unsure of which errors they should correctduring the presentation According to these researchers, the result of this processwill be a group of students who despise giving oral presentations and an instructorwho believes that giving oral presentations benefits students in no way.

Many of the issues with using oral presentations in the L2 classroom stemfrom the fact that many students "lack the core fluency" (Jordan, 1997, p 203)required to deliver an effective oral presentation This means that unless studentsare taught the skills they lack, they will be unable to effectively present Studentswill not be successful in their presentations if the difficulty of the presentationsassigned is beyond their current English language abilities, or if the steps required

to give a presentation are not properly scaffolded When students are asked to give apresentation, they will feel unprepared or uncomfortable Speaking in public in thistype of situation can undermine students’ confidence and is “ineffective indeveloping students’ oral proficiency because students (are) put on the spot.” (King,

2002, p 403)

Another disadvantage of using presentations in the classroom is that theytake time, and the audience is passive for much of the time when the students arepresenting Using Oral Presentations to Improve Students' English LanguageSkills206, which can cause boredom (Ross, 2007) For this reason, oralpresentations are rarely used in language classes or are only used as a one-timesummative assessment at the end of the course, with little time spent in class gettingstudents ready to present As a result, students are unprepared to present andfrequently do not find the presentations to be beneficial to their learning While

there are a number of potential problems surrounding the use of presentations in theclassroom, many of these issues can be avoided if the use of presentations isproperly implemented.

2.2 Theoretical of Speaking Skills

2.2.1 Definitions of speaking

The purpose of learning to forge a language is to talk and communicate with

it Spoken language is the act of expressing and creating spoken language indifferent situations and appropriate contexts to convey a message (Cora&Knight,2000) In order to be able to communicate with other speakers, respond to others,and know how to deal with various events, speech is an effective skill to combineall elements of language to realize or construct intentional information Spokenlanguage includes some characteristics that are different from other skills:pronunciation, stress, intonation, speed of speech, as well as gestures and facialexpressions that the speaker may use when repeating and pausing All these featuresare useful for generating messages of the speaker's intention or direction to thelistener Speaking is an interactive process of meaning construction 26 It involvesthe generation, reception and processing of information According to Hedge(2000), learning fluent spoken English is a top priority Many learners think thatthere are many words that can help them speak English However, some learnersknow a lot of words but have difficulty using them Thornbung (2008) said that one

of the disappointing things learners often say is that they have spent many yearslearning English but still cannot speak

Moreover, the speaker must be aware of vocabulary, grammar andpronunciation at the same time, and the learner must be a good listener, becausewhen they say something, one thing responds to another (Ur, 2004) In addition toimproving, students' oral skills should not only learn to speak, but also know how touse the language in a certain speech community LittleWoods (1981) commentedthat skills are an important part of language curriculum, which also makes themimportant evaluation objects

2.2.2 The importance of speaking

Bygote (1987), quoted inurrtia and vegacely (2006, p 15), argues thatspoken language is a skill that should be valued as much as literary skills in bothmother and foreign languages The purpose of learning a second language is to beable to communicate Second language learners should have confidence in theirability to pronounce correctly In addition, as Urrutia, Vegacely, 2006) explained,when learners have not yet used the second language fairly, in this case they can usethe language to contact the actual situation of daily life, speak fluently, and ofcourse speak easily and appropriately

Moreover, the ability to communicate in any given language can easily lead

to proficiency in spoken English Therefore, speaking helps learners to explain theirthoughts Therefore, speech is used as a tool to influence the audience and achievetheir goals For most people, mastering the art of spoken language is the mostimportant factor in learning a second foreign language or a foreign language, andsuccess is a measure of the ability to talk in that language (Numan, 1999)

In short, EFL learners expect to perform oral skills rather than other skills,because oral is the language used Therefore, if learners master oral skills, they caneasily master all other skills In addition, speaking helps them express themselves,their thoughts, feelings and problems

2.2.3 Factors affecting speaking performance

Teachers must identify factors that affect students' speaking performance toassist students in overcoming difficulties in learning to speak The factors that affectstudents' speaking performance include performance conditions (time pressure,planning, standard of performance, and amount of support), as well as affectivefactors (such as motivation, confidence, and anxiety), listening ability, and feedbackduring speaking activities Performance conditions

Students complete a speaking task in a variety of settings According to Nation andNewton (2009), performance conditions can influence speaking performance Timepressure, planning, the standard of performance, and the amount of support are thefour types of performance conditions suggested by Nation & Newton (2009)

Listening ability

We can't improve our speaking abilities unless we improve our listening abilities(Doff, 1998) To have a successful conversation, students must understand what isbeing said to them Shumin (1997) agrees with Doff (1998), claiming that when oneperson speaks, the other responds by attending through the listening process Everyspeaker, in fact, serves as both a listener and a speaker Therefore, one is certainlyunable to respond if he/ she cannot understand what is said It means speaking isclosely related to listening

Topical knowledge

The term "topical knowledge" refers to knowledge structures stored in long-termmemory (Bachman & Palmer, 1996) In other words, topical knowledge refers tothe speakers' understanding of current events Learners can use language concerningthe world in which they live thanks to the information provided by topicalknowledge Certain test tasks may be easier for those who have relevant topicalknowledge and more difficult for those who do not, according to Bachman &Palmer (1996) Bachman and Palmer (1996) believe that topical knowledge has animpact on speaking performance

Feedback during speaking activities

The majority of students want and expect their teachers to provide them withfeedback on their work However, not all speaking production should be dealt with

in the same According to Harmer (1991), teachers' decisions about how to respond

to students' performance are influenced by the stages of the lesson, the activities, thetypes of mistakes made, and the specific student who is making the mistake The

conversational flow, as well as the purpose of the speaking activity, will bedestroyed if teachers correct whenever there is a problem (Harmer, 1991) Ifstudents are constantly corrected, they may become demotivated and fearful ofspeaking up They recommend that teachers always correct students' mistakespositively and encouragingly (Baker & Westrup, 2003).

2.2.4 Speaking problems

According to Ur (1996), there are some speaking issues that teachers may encounterwhen trying to get students to speak in the classroom These include inhibition, alack of current knowledge, low or uneven participation, and the use of the mothertongue

The first issue that students frequently face is inhibition Students are frequentlyinhibited when attempting to communicate in a foreign language in the classroom.They're worried about making mistakes, and they don't want to be judged or loseface They are afraid of attracting too much attention with their speech According

to Littlewood (2007), a foreign language classroom can elicit inhibitions andanxiety

Secondly, students frequently complain that they can't think of anything to say andaren't motivated to do so Rivers (1968) believes that the students are unable toexpress themselves because the teacher has chosen a topic that is inappropriate forhim or about which he has little knowledge Many students find it difficult torespond when their teachers ask them to say something in a foreign languagebecause they may have no idea what to say, what vocabulary to use, or how tocorrectly use the grammar (Baker & Westrup, 2003)

Another issue in speaking class is low or uneven participation Because only oneparticipant can speak at a time so that the others can hear him/her, each student in alarge group will have very little talking time Some students tend to dominate, whileothers speak little or not at all

Finally, when all or a group of learners speak the same mother tongue, they aremore likely to use it because it is more convenient for them Harmer (1991)suggests that students use their mother tongue in class for a variety of reasons To

begin with, when students are asked to discuss a topic that they are unfamiliar with,they will use their language to express themselves Another reason is that it isnatural to use one's mother tongue Furthermore, if there is no encouragement fromthe teachers, using the first language to explain something to another Finally, ifteachers use the students' language frequently, the students will feel at ease doingso.

2.3 Oral Presentations and Speaking Skill

In order to be fluent and communicative in their presentations, students mustimprove their speaking skills “Whether or not learners will have to givepresentations or talks in “real life,” the experience of standing up front theircolleagues and speaking for a sustained turn is excellent preparation for real-lifespeaking,” according to Thornbury (2008, p.94) Oral presentations improvespeaking skills; however, no oral presentation is complete without speaking.According to Tracy (2008, p.1), when someone can speak to an audience They will

be successful in assisting them in achieving their objectives Furthermore, an oralpresentation is a concern in EFL classes as a learners' activity that must beappropriate in their context and still a basic form of public speaking that is effective

in raising the students' confidence and effective development of their oralproficiency ( Altschuler, 1996, cited in King) (2004,p.403) One can say that a goodoral presentation depends on careful preparation and the students are aware of therules of oral communication that make their speaking more effective

2.3 Research Previous

In order to prove that oral presentation technology is helpful to improvestudents' oral ability, some researchers have conducted similar studies Oralpresentation, as a teaching and learning skill, is effective for improving students'oral ability (according to Laili, 2015) In her classroom action research on 10thgrade students in Mann Trengalek, she found that students can enhance theirconfidence in speaking in front of friends This skill also helps students to solvetheir oral problems when they seldom attend oral classes

Research by Nadia (2013) of Biskra University confirms that oralpresentation is a very useful technology for students' English learning and can beused for students of all levels to improve their oral ability Moreover, she confirmedthat if students' presentations are well prepared, organized and conveyed, they will

be given confidence and self-esteem in pronouncing words and improve their oralability In order to prove her claim, she conducted a survey by issuingquestionnaires on Algerian teachers and students' attitudes towards the use ofstudents' oral statements as learning behaviors in English-based foreign languageclasses in order to improve and develop students' communicative skills According

to the data obtained from the questionnaire and classroom observation interviews,her oral presentation results are very helpful to students' English learning Thisactivity is suitable for students at all levels and helps them improve their oral andpresentation abilities

Foran (2002) explained that the objectives of the situational presentationmethod include developing critical thinking ability, cultivating confidence inidentifying and solving problems through decision-making and situational rolelearning, and training and developing the ability of public speech and team problemsolving

Author Mahmuda (2015) has done research with the topic "Improving thestudent 'speaking ability througt case presentation method" Research results haveshown that using oral presentations regularly helps students improve a lot ofspeaking skills, especially in vocabulary and pronunciation In addition, having toregularly present to classmates has helped many students to eliminate the fear ofhaving to speak English in front of a crowd

Hanifah (2013) in his research with the topic "Developing student's Speakingability thourgh powerpoint presentation" through the process of doing research bymethod of action research in the classroom including: planning, acting, observing ,and reflect, research has found that the students' English speaking skills inexperimental studies have improved significantly compared to prior to experimental

research Two factors that have made the most significant progress arepronunciation and confidence in speaking English in public.

Zitouni (2013) did a research on the topic “The Use of students' Oral run inEnhancing speaking skill in the English language classrooms” The researchpurpose of the author is to explore the role of oral presentations by students inimproving speaking skills The results of research show that students' beliefs aboutthe benefits and usefulness of oral presentation as a learning activity are indeed verypositive It has revealed that oral statements are very helpful to help studentsimprove their performance in oral expressions and other courses

Presentation provides useful and inspiring experiences for teachers todevelop skills and students to train themselves to speak confidently in class (King,2002) In addition, oral presentations help students collect, learn, organize andconstruct information, because in this technology, students naturally use all fourskills in a comprehensive way

Oral presentation has become a useful and effective way to cultivate students'awareness of communicative competence By presentation, students will focus onimproving their language, says Miles (2009) It is a way to develop students'practical ability In addition, when students listen to the speaker, this develops theiracting ability Learners' presentation to the classroom is one of the activities owned

by learners, which is incorporated into the curriculum to improve students' level(King, 2002)

CHAPTER 3: RESEARCH MOTHODOLOGY

3.1 Research Design

This research is a quantitative case study with numeric representations fromquestionnaire data The combination of numeric and quantitative data helpsexploring in some depth of HUBT Students’ using oral presentation to improvespeaking skill as they are English major students, to achieve such a purpose, theselected method is going to be survey online because it helps to identify facts aboutthe real situation (why students are not able to communicate in English in series)and from which they can do It was clear that using oral presentations could improvetheir speaking skills

In addition, oral presentations are one of the best and appropriate solutionsfor solving students' problems in learning to speak English

3.2 participant

Participants of this research were the HUBT undergraduate students To bemore specific about them, the total sample of participants consisted of 80 students,male and female, these students are English major students of HUBT Having thesurvey on English major students will get more detailed ideas and more positive andaccurate answers The purpose of doing the survey was to codify their responsesand then on the basic of them to develop a questionnaire about d using oralpresentation to improve speaking skill of language learners Language studentsranged from 18 to 22 years in age

3.3 Data Gathering Tool

The research aimed at investigating the benefits of giving presentations onthe English speaking skills of HUBT’s students Therefore, the researcher choosingthe data collection tool for this study is the questionnaire

The questionnaire for students majoring in English at HUBT includes 3 mainparts

Part 1: Basic Information

This section contains 04 questions about age, gender, number of years oflearning English.

Part 2: Presentation and speaking skills

This section includes 09 questions related to the current state of studentpresentation The questions are designed to collect information about students'attitudes to giving presentations in English

In addition, there are 11 questions designed to collect information about thedifficulties students face when learning to speak English and the student's opinionabout using presentations as a tool for enhancement speaking skill

Part 3: The benefits of presentations for improving speaking skills

a spreadsheet in Google Sheet Excel where the analyzer can choose to display ormanage data in several charts or graphs This software is very helpful in this casebecause the researcher can save a lot of time and cost without needing any advancedtools The proposed motivations in part three is coded in specific numbers, and thecollected responses are converted into percentages so that the researcher cananalyze easily and more convenient in making comparisons

3.5 Data Analysis

The analysis of the survey results is carried out step by step by the author First

of all, the answers are listed by the author into an excel table for each question to

create a percentage for each answer Based on these data, the author will develop achart to present the responses of the participants to each question

In summary, this chapter focuses on presenting the tool used by the author tocollect data and analyse data in order to find out the using oral presentation toimprove speaking skill at HUBT

The detailed results will be presented in detail in chapter 4 of this study

CHAPTER 4: RESULTS AND DISCUSSION 4.1 Participants’ Information

Figure 4 1 Gender Distribution

From the table above it can be seen that out of a total of 80 respondents whoanswered the question, 36 are male (44%) and 46 are female (56%) There are morewomen than men in the survey when I find that women are expected to have agreater interest in learning foreign languages than men

Figure 4 2 AgeDistribution

From the results in the chart above shows that out of 82 surveyed people, there are 76 people aged 18 to 23 years old (equivalent to 93%) and only 6 people are older than 23 years old (equivalent to equivalent to 7%)

 Years of English learning

2 - 5 years; 2.44%

5 - 7 years; 17.07%

7 - 9 years; 31.71%

over 10 years; 48.78%

2 - 5 years 5 - 7 years 7 - 9 years over 10 years

Figure 4 3 Years of student’s English learning

From the pie chart in Figure 4.3, it shows that the majority of respondentshave had time to learn English for 5 years or more, even 49% of the surveyparticipants said they had time to learn English is over 10 years Since then, it isfound that all survey participants are people with basic English background, suitablefor the research objectives of the topic

4.2 Real situation of usage presentations to improve speaking skills

4.2.1 Real situation of oral presentation skill

 Question 1: Do you know what presentation is?