Factors affecting presentation skills of english majored sophomores at tay do university

THESIS FACTORS AFFECTING PRESENTATION SKILLS OF ENGLISH- MAJORED SOPHOMORES AT TAY DO UNIVERSITY Supervisor: Ly Thi Tra My, M.A Student’s name: Vo Tran Thanh Loc Student’s code: 14D22

TAY DO UNIVERSITY FACULTY OF LINGUISTICS AND LITERATURE

B.A THESIS

FACTORS AFFECTING PRESENTATION SKILLS OF ENGLISH- MAJORED SOPHOMORES AT TAY DO

UNIVERSITY

Supervisor: Ly Thi Tra My, M.A

Student’s name: Vo Tran Thanh Loc Student’s code: 14D220201023

Class: English 9A

DECLARATION

The research “Factors affecting presentation skills of English-majored sophomores at Tay Do University” is conducted under the supervision of M.A Ly Thi Tra My, an instructor of English at Faculty of Linguistics and Literature, Tay

Do University

I declare that the current paper is the result of my own work and this study has not been submitted by any organizations or individuals, all of the sources and materials used or quoted, which are mentioned in the references

Can Tho, May 2018

Ly Thi Tra My (M.A) Vo Tran Thanh Loc

my research She also facilitated the data collection process by arranging the time for me to meet the research participants Without her support, it would be difficult for me to complete this study

Next, I am grateful for the assistance of the students from two classes English 11A and English 11B at Tay Do University for spending their time finishing the questionnaire, the interview questions Without their participation, the present thesis would have been impossible

I also thanked all my friends and seniors of the previous course so much for giving me support and advice in finishing this research

Finally, I would express a deep sense of gratitude to my family, especially

my parents who always gave me encouragements so that I could complete my research The completion and success of the research would not be achieved without their help

TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENT ii

TABLE OF CONTENTS iii

LIST OF FIGURES AND TABLES v

ABSTRACT vi

Chapter 1 INTRODUCTION 1.1 Rationale 1

1.2 Research aims and research questions 2

1.3 Significance of the study 2

1.4 Organization of the thesis 3

Chapter 2 LITERATURE REVIEW 2.1 Definition of presentation 4

2.2 The structure of a presentation 5

2.2.1 Opening 5

2.2.2 Body 6

2.2.3 Closing 6

2.3 Skills and Presentation skills 7

2.4 Factors affecting presentation skills 8

2.4.1 Students’ language proficiency 8

2.4.2 Background knowledge 9

2.4.3 Personal experience 9

2.4.4 Personal experience 9

2.4.5 Preparation and practice 10

2.4.6 Teachers’ role 11

Chapter 3 RESEARCH METHODOLOGY

3.1 Research design 13

3.2 Research participants 13

3.3 Instruments 14

3.3.1 Questionnaire 14

3.3.2 Interview questions 15

3.3.3 Observation 15

3.4 Data analysis 15

3.5 Procedures 16

Chapter 4 RESULTS AND DISCUSSION 4.1 Results from questionnaires 17

4.2 Results from interviews 28

4.2.1 Students 28

4.2.2 Teachers 30

4.3 Results from class observation 31

4.4 Discussion 31

Chapter 5 CONCLUSION, LIMITATIONS AND RECOMMENDATIONS 5.1 Conclusion 34

5.2 Limitations 35

5.3 Recommendations 36

REFERENCES vii

APPENDICES APPENDIX 1: QUESTIONNAIRE ix

APPENDIX 2: INTERVIEW FOR STUDENTS xiii

APPENDIX 3: INTERVIEW FOR TEACHERS xv

LIST OF FIGURES AND TABLES LIST OF FIGURES

Figure 1 Students' awareness of presentation skills 17

Figure 2 The students’ self-evaluation on their presentation skills 18

Figure 3 The success of students' presentation 19

LIST OF TABLES Table 1 Students’ attitude towards self-practicing presentation skills 20

Table 2 Students’ language proficiency 20

Table 3 Students’ background knowledge 22

Table 4 Students’ personal experience 23

Table 5 Presenters’ characteristics 24

Table 6 Students’ preparation and practice 26

Table 7 The effects of teachers’ roles 27

ABSTRACT

Presentation skills are a very important soft skill because presentation skills are crucial to almost every aspect of academic or business life, from meetings, interviews, conferences, to job fairs and having a good ability to present can bring

us a lot of advantage in our life Studying presentation skills provides us some basic skills of communication However, it is not easy to have good presentation skills and there are many factors affecting presentation skills The research “Factors affecting presentation skills of English-majored sophomores at Tay Do University” was conducted with the purpose of finding out factors that affect presentation skills

of English-majored sophomores at Tay Do University The participants in this study were 59 sophomores majoring in English, studying in the class English 11A and 11B, and two teachers who teach technical English at Tay Do University In the study process, questionnaire, interview and class observations were used as instruments to collect the data The results have shown that six factors (English language proficiency, background knowledge, personal experience, presenters' characteristic, preparation and practice, and teachers' roles) had some certain influences on the presentation skills of second-year students at Tay Do University The results of this research would help students recognized the factors affecting presentation skills, as a result, they could choose and applied appropriate ways to make their presentation better

CHAPTER 1 INTRODUCTION

This chapter presents the rationale, research aims, research questions, the significance of the study and the organization of the thesis

1.1 Rationale

English plays an important role in our everyday life, it may not be the most spoken language in the world, but it is the official language in a large number of countries It is estimated that the number of people in the world that use in English

to communicate on a regular basis is two billion (Sahbi Hidri, Christine Coombe, 2017) And the importance of English in education and student’s life cannot be denied According to Nhung (2009), the capability to speak English fluently in general and presenting effectively in particular may be benefical for students in their future jobs Moreover, having good English presentation skills will help students have more opportunities to study abroad and have a good job after graduation

Making presentations brings students a lot of benefits e.g bridging the gap between language study and language use, using the four language skills in a naturally integrated way, helping students to collect, inquire, organize and construct information, enhancing teamwork, and helping students become active and autonomous learners (Bahman Gorjian, 2017) As a matter of fact, a language learner's ability to present in the target language is dependent on a number of factors which are not solely related to their knowledge of the language systems (grammar, vocabulary, and pronunciation) but personality factors such as timidity or self-confidence also play an important part To get the best result for the presentations, students need to master a wide range of skills and techniques such as the use of language, the way to organize all ideas, the use of gestures, posture, and eye-contact, and the ability to speak clearly and confidently

As an English majored student, the researcher realizes that many majored sophomores at Tay Do University meet difficulties to deliver a presentation successfully and making effective presentations is always their desire Some students who invest time and effort into an oral presentation do not always get the intended outcomes Other students try to get through the ordeal as quickly as possible but do not improve their speaking skills under such stressful situations They have a lot of ideas for their presentations, but they do not perform well in the

English-class to attract the audience's attention For those reasons, the study “Factors affecting presentation skills of English-majored sophomores at Tay Do University”

is conducted to explore these issues deeply and find out ways to help both students and teachers improve students’ presentation skills

1.2 Research aims and research questions

The main aims of the study are to investigate the factors affecting presentation skills of the English-majored sophomores at Tay Do University and answer the following questions

 What factors affect students’ oral presentations?

 To what extent do those factors affect students’ oral presentations?

1.3 Significance of the study

The results of the research can be beneficial for students and teachers The results of this study can help students to recognize which factors affect their presentation and find solutions to solve their problems in making a presentation Moreover, it also helps them to improve their presentation skills Last but not least, teachers can base on the results of this study to find out teaching methods which are appropriate for their students

1.4 Organization of the thesis

This research includes five chapters:

Chapter 1: Introduction This chapter presents the rationale, the research aims, the significance of the research and the organization of the research

Chapter 2: Literature review This chapter states the definition of presenting, the definition and structure of a presentation, and some factors affecting presentation skills

Chapter 3: Research Methodology This chapter indicates the design, the methods, the participants, the instruments and the procedure

Chapter 4: Results and Discussion This chapter synthesizes, calculates, and analyzes the results

Chapter 5: Conclusion, Limitation and Recommendation This chapter summarizes what is addressed in the study The limitations of the study and suggestions for further study are also included in this chapter

CHAPTER 2 LITERATURE REVIEW

This chapter includes definitions, explanations of the act of presenting, skills and presentation skills Moreover, the chapter also synthesizes some factors that may affect students' presentation

2.1 Definition of presentation

There are a lot of definitions stated by different researchers, following are some definitions to be considerd According to Oxford Dictionary (2018), a presentation is the process of presenting a topic to an audience It is typically a demonstration, introduction, lecture, or speech meant to inform, persuade, or build goodwill or to present a new idea or product Oral presentations are also defined as

“brief discussions of a focused topic delivered to a group of listeners in order to impart knowledge or to stimulate discussion They are similar to short papers with

an introduction, main body and conclusion” (Emden & Becker, 2004) Jessica (2016) states that an oral presentation is a form of assessment that teachers frequently use in the classroom One of the most popular activities in the classroom

is making a presentation which a student or a group of students gives a speech on a topic of their own choice or given by the teacher Teachers grade oral presentations based on the quality of the information presented as well as the method of presenting it An oral presentation is usually for a class, but the purposes are more than that Nunan D (2003) states, a teacher might assign students to do an oral presentation on a particular topic or set of topics, so they can learn about something new and then teach that new topic to their classmates, so everyone learns Hedge (2000) finds that presenting is an effective teaching method because it adds variety

to the classroom and allows students the opportunity to teach one another instead of always learning from the teacher Oral presentations are usually designed for a group so that a person who expertises on a subject might explain that subject to the

group The group members can follow along and learn a new skill as they watch the presentation (Jessica, 2016)

When giving an oral presentation, it is important to clearly explain a topic and pay attention to the audiences, consider how much the audience knows about the topic in advance and teach them the information they do not know (Carl Storz et al., 2002)

Moreover, it is important to include visual or auditory aids in the presentation in order to add variety for people who need these in order to process information; visual learners, for instance, have a hard time learning a topic when they only hear someone talking about it According to King, J (2002), incorporating technology into the presentation makes it more entertaining for the audience as well, which increases the audience's engagement so that the presenter will hold their attention through the duration of the presentation

In simpler terms, a presentation requires us to get a message across to the listeners and will often contain a 'persuasive' element It may, for example, be a talk about the positive work of an organization, what they could offer an employer, or why they should receive additional funding for a project (Clanchy, 1993)

2.2 The structure of a presentation

According to Carl Storz et al (2002), a good oral presentation is well structured which makes it easier for the listener to follow Basically, there are three parts to a typical presentation: introduction, body, and conclusion The presenters are going to look at each part in turns and present the language needed to express both the structure and the content

2.2.1 Opening

The beginning of a presentation is the most important part It is when the presenters establish a rapport with the audiences and when the presenters have their

attention The opening is the point at which the presenters explain the content and purpose of the presentation This is a vitally important part of the talk as the presenter will need to gain confidence and the audience’s interest According to Yen (2016), the opening presents first the motivation, then the main message In other words, it states the need for the work reported and then the task – what the speaker had decided or been asked to do to address the need

2.2.2 Body

All of the information should support the purpose In most cases, the presenter will have to limit the content, as time is usually precious The body presents, not all the details of the work, but selected evidence in support of the message These pieces of evidence should be structured hierarchically, (Yen, 2016)

In other words, the body delivers the message logical and structured It uses appropriate anecdotes, such as illustrates key points, establishes credibility, connects with the audiences and sends them the main message

The body of the presentation should meet the promises of the purpose and information made in the introduction The body of the talk must proceed logically The main points should be brought out one by one, with concise and relevant supportive evidence, statistics or examples and verbal ‘signposting’ of our progress through our argument or report The presenters can present each important idea or point several times in different ways because a listening audience needs several opportunities to fully absorb the meaning (Grognet, A.G 1997)

2.2.3 Closing

The closing is an essential though a frequently underdeveloped section of a presentation This is the stage at which the presenters can summarise the content and purpose of the talk, offer an overview of what has been achieved and make a lasting impact The closing gives the conclusion, restating – and usually elaborating upon – the main message (Yen, 2016) Moreover, the end or the conclusion of the

talk should include four parts: a brief reminder of what presenters tried to show in the speech and how they tried to do so, a short conclusion, thanks to the audience for listening, and an invitation to ask questions, make comments or open a discussion, Quang (2016)

2.3 Skills and presentation skills

According to Oxford dictionary, skills are the ability to do something well

In other words, a skill is the ability to carry out a task with determined results often within a given amount of time, energy, or both Skills can often be divided into domain-general and domain-specific skills For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be useful only for

a certain job Skill usually requires certain environmental stimuli and situations to assess the level of skills being shown and used (Ryu Cheong-san ,2017) Skills are formed through training and practice

Regarding presentation skills, Campbell (2001) states that, oral presentation

is one of the seven important oral communication skills that entry level job candidates should possess Oral communication skills in the workplace include oral presentation, participation in meetings, discussion, conversation, and negotiation skills Among these skills, oral presentation occupies a central position in the workplace This is because it assists engineers to perform workplace jobs effectively and promote business of organizations at international level Employers consider communication skills more important than technical skills (McPherson, 1998) Oral presentations incorporate a variety of important skills The presenters learnt to improve their public speaking skills, i.e using a clear voice and timing a speech The presenters might also learn multimedia skills as they prepares visual and auditory aids for their presentation and research skills as they studies their topic The speakers will also learn teaching skills as they prepares their material to teach their classmates (Jessica, 2016) Moreover, “Presentation skills are one of the

basic communication skills Therefore, presentation skills also have some similarities of the communication skills It is the ability to recognize situations and

to use language to successfully control the communication process” (Loc, 2017)

2.4 Factors affecting presentation skills

Presentation skill is a complex skill that is influenced by many different factors, the following factors have the potential to affect the ability of learners As being confirmed through some research projects, these factors are related to the teaching and learning process of language teachers and learners

2.4.1 Students’ language proficiency

It is obvious that students’ language proficiency is one of the factors contributing to the success or causing the failure of an oral presentation (Nhung, 2009) According to Bachman (1990), language proficiency is the language ability

or ability in language use In other words, language proficiency is the ability of an individual to speak or perform in an acquired language Rod (1985) defines that proficiency consists of the learner’s knowledge of the target language; it can be considered the same with “competence” Proficiency can be viewed as linguistic competence or communicative competence Second language proficiency is usually measured in relation to native speaker proficiency

Nhung (2009) points out that regarding to speaking skill in general and presentation skills in particular, accuracy and fluency are the two most concerning aspects Rod (1985) defines accuracy is the ability to produce correct sentences using correct grammar and vocabulary Whereas, English fluency means being able

to use the language with ease Fluency is the ability to read, speak, or write easily, smoothly, and expressively (Klippel, 1985) In other words, the speaker can read, understand and respond in a language clearly and concisely while relating meaning and context This means that the presenter can give a better presentation when they have the accurate and fluent use of language (Nhung, 2009)

2.4.2 Background knowledge

Personal knowledge is another factor affecting the presentation skills Bachman & Palmer (1996) state certain test tasks may be easier for those who possess the relevant topical knowledge and more difficult for those who do not Bachman & Palmer (1996) believe that topical knowledge has effects on presentation skills Quang (2016) also finds that if the presenter lacks of knowledge about the subject they have to present, they will give the listener an uncomfortable feeling, because they just want to acquire knowledge or information from people who are knowledgeable in the field A good presenter usually has broad overview knowledge and a certain understanding of the topic that he will say Besides, the practical and plentiful real-life links also help them achieve success when presenting

2.4.3 Personal experience

According to Pattison (1987), having experience gives the presenter an ability to respond to many situations that may occur during the presentation Personal experience is proportional to the success of the presentation The more we present or stand in front of the crowd, the less we fail The experience will increase after each presentation Therefore, analyzing weaknesses from the presentation as well as some shortcomings of the speakers after a talk will give them a few experiences so that they can make a better presentation next time (Quang, 2016) Finally, having a lot of experience also helps the speaker increase confidence and reduce embarrassment when they present

2.4.4 Presenters' personality

According to many researchers, feelings of anxiety, apprehension, and nervousness are commonly expressed by foreign language learners in learning to speak a foreign language, particularly when they have to make an oral presentation

in that language Joalex (2014) states that speaking a second/foreign language in

public, especially in front of many people often leads to anxiety Sometimes, extreme anxiety makes the speakers being embarrassed and uncomfortable, so it creates a general sense of failure of the presenters Joalex (2014) also states that speakers are very cautioned about making errors in what they say For them, making errors would be a public display of ignorance which would be an obvious occasion for losing face This is one of the major factors for the inability to present in public King (2002) considers speech anxiety is one of the major problem that lead to learners' oral presentation failures This anxiety comes in part from a lack of confidence in the general linguistic knowledge, the embarrassment of exposing the language imperfections in front of others

Comfort (1995) claims that confidence in presenting is important because it allows the speakers to stop focus on themselves and start focus on the audiences more so that they can read the audiences’ body language and adapt their speaking style accordingly Presenters that lack confidence are usually concentrating on their own body language and delivery style that they fail to take account of the non-verbal feedback from their audience (Sarah, 2017) A confident speaker can adapt delivery style to response the way audiences react and have the mindset that the audience is engaged from the start In other words, a confident speaker is able to deal with the challenges without any difficulty on stage

Aside from that, other presenters’ personality characteristics such as shyness, quietness, and discretion are considered to frequently create communication apprehension It is obvious that those feelings of the speakers may prevent them from giving a good presentation (Nhung, 2009)

2.4.5 Preparation and practice

One of the most important and often overlooked issues is practice before the presentation, this is the most important factor that will make the presentation successful (Quang, 2016) Small step-by-step training will help the presenter a lot

The presenters have enough information on the subject, firmly grasp and understand the information and prepare additional information, new information, ideas which are meant to further illustrate before a talk will make the presentation more satisfied Moreover, preparing realistic materials, pictures, diagrams, models, numbers will create a more persuasive listening and help the listener easier to understand Consequently, the presenter will be able to calculate the time, fix errors, and fulfill the talk Lastly, Quang (2016) states practice will help us gain confidence which is a factor affecting the presentation

2.4.6 Teachers’ role

Nhung (2009) finds that the teacher is the guide, organizer, consultant, resource person, and supporter The teacher's role in oral presentations not only involves preparing detailed guidelines, organizing groups, helping students to select topics, guiding their research and helping them learn the use of various visual aids, but also holding of Question & Answer sessions, providing feedback on the sequencing of ideas, and evaluating their performance King (2002) emphasizes that working with students on oral presentations is a challenging job for teachers because it not only involves training in other disciplines such as speech communication and public speaking, but also demands more of teachers in terms of time and effort in lesson planning and teaching strategies Furthermore, creating a supportive learning atmosphere, acquiring interaction skills, incorporating project work, developing cooperative learning skills and applying computer/technology in enhancing teachers' facilitative skills are very importance in students presentation

In conclusion, the chapter has presented literature concerning the definitions of the act of presenting and presentation skills Presenting is an act of delivery information and messages to the audiences through a talk Presentation skills are abilities to using language to effectively control a process of presenting The chapter also focuses on some aspects related to students' presentation and some factors affecting

to English-majored sophomores' presentation skills at Tay Do University They

consist of students' language proficiency, background knowledge, personal experience, presenters' personality, preparation and practice, and teachers' role

CHAPTER 3 RESEARCH METHODOLOGY

This chapter describes research design, participants, instruments, data analysis and research procedures

3.1 Research design

In order to answer the research questions stated in chapter one - Introduction, this survey was carried out at Tay Do University in Can Tho city The participants were English majored sophomores at Tay Do University, who answered one questionnaire and interview paper for collecting the information about their presentation skills Moreover, to make the research more specific and objective, seven students were randomly selected to answer the interview questions This thesis employed mixed methods because both quantitative and qualitative analysis were utilized

3.2 Research participants

The participants of this research were 59 Sophomores from two English majored classes (English 11A and English 11B), year 2016 at Tay Do University There were 12 males and 47 females and their ages ranged from 20 to 22 with the average of 20 years old They spoke Vietnamese as their mother tongue and English

as a foreign language The participants made some presentations in several language classes, especially in listening and speaking class through a wide range of topics

3.3 Instruments

3.3.1 Questionnaire

The questionnaire was considered a very useful instrument used to collect

data on phenomena which are not easily observed, such as attitudes, motivation, and

self-conceptions Therefore, to seek for information about the students’ views on

factors affecting their presentation skill, in what way those factors affect their oral

presentation as well as the way to improve their presentation skills, questionnaire

was used as one of the research instruments

In the study, the questionnaire consisted of 23 questions and included two

parts which can be described as follows:

Part one consisted of five questions (numbered from one to five) which

investigated the students’ background The participants circled the suitable answer

Whereas, part two included 18 statements (numbered from six to 23) listed in

a table with 5 scales (Strongly agree, agree, neutral, disagree, strongly disagree)

Those 18 statements were to find out the effect of a particular factor on students'

oral presentation In particular, statements (6), (7) and (8) were about the effects of

English language proficiency Statements (9), (10) and (11) announced the effects

of background knowledge Statements (12), (13) and (14) stated the effects of

experience Statements (15), (16) and (17) were the effects of presenters’

personality Statements (18), (19) and (20) claimed the effects of preparation and

practice Finally, statements (21), (22) and (23) were the teachers' role in student

presentation All the collected information was synthesized and analyzed

The 59 copies of the questionnaire in English were given to the research

participants, year 2016 at Tay Do University, with a return rate of 100%

3.3.2 Interview questions

In order to make the study more reliable, the interview papers were delivered

to 10 students who were randomly selected in two English majored classes (11A and 11B), course XI at Tay Do University The interview included six questions aiming to figure out what factors affect the most on the research participants' oral presentation as well as the way to improve their presentation skills

The interview questions were also delivered to two teachers who taught the listening and speaking skills and presentation skills class The interviews for teachers had four questions, it had the same purpose as the interviews for students Furthermore, the interviews were also aimed to search out the possible ways to improve students' presentation skills

3.3.2 Observation

The observation was also used so as to make the research papers more specific The researcher also wanted to have a triangulation in order to spot what the two instruments before could miss Consequently, the researcher could clearly find out what factors affect students' presentation

In conclusion, all of the instruments were used to collect information and data from participants Three types of instruments were used in combination to increase accuracy and maximize the information obtained The information acquired is used for this study

3.4 Data analysis

The data obtained from the materials were checked and analyzed so that the researcher can find out the influence of factors on the student's presentation skills Microsoft Excel was also used to help the researcher processed the collected data

To explore the participants' awareness on the importance of presentation

skills, five-point scales were used namely very important, important, normal,

slightly important and not important Five-point scales were used to examine how the participants rated their presentation skills, namely very good, good, normal, bad and very bad To evaluate the success of students' presentation, five-point scales were utilized namely very well, well, normal, badly and very badly Likewise, the

five-point scales were employed to figure out how often were the research

participants made a presentation The scales were named as always, usually, sometimes, seldom and never Five-point scales were also used to get the

information about how often the participants practice their presentation skills

Namely every day, every week, when I have free time, only when I have a presentation and never

Moreover, in-depth information about the factors affecting participants' presentation skills was synthesized and calculated using Microsoft Excel This showed us the participants' choices and the results were shown in the next chapter

In addition, the data collected from interviews and observations were also analyzed to support the missing of the questionnaire data

3.5 Procedures

The first four weeks

Correct the research topic and submit the

research proposal

From the fifth week to the eigth week

Design questionnaire and interview

papers

From the nineth week to the 12th week

Deliver questionnaire and interview papers to the students to figure out the factors affect their presentation skills The last four weeks

Analyze the collected data and complete

the thesis

CHAPTER 4 RESULTS AND DISCUSSION

This chapter deals with the collected data, implemented and analyzed statistics on the responses to the questionnaires as well as the interview in order to find out the factors affect students' presentation skills

4.1 Results from questionnaires

Participants’ general information

The first question dealt with the importance of presentation skills to the participants which indicated their awareness of presentation skills The results were classified in the following figure:

The figure above demonstrates that most of the sophomores from two English major classes at Tay Do University (61%) declared that presentation skills were very important Besides, there are 35,5% of the participants said that presentation skills were important Lastly, there were 3,5% of the participants claimed that presentation skills were normal

It was necessary to find out the student recent level of presentation in order

to investigate what factors affected their presentation skills and figure out the suitable ways to help them improve their skills To see the recent level of presentation skills of the participants, the data were described below:

The bars from figure 2 show the participants’ opinion about their presentation skills in the learning process, there was only one (1,7%) out of 59 students said that their presentation skills were very good Besides, there were 13/59 (22%) students believed that their presentation skills were good, they could confidently present in front of many people, they could speak with fluency and easily got the attraction from the audiences While there were 38 students (64,4%) said that their presentation skills were normal, it was not so good but not so bad also, which meant that they got an ability to create a fulfilled presentation, they sometimes met difficulties when presenting but they could overcome that problem later Finally, 12% of the participants (seven students) announced that they had a bad presentation skills

Figure 2 The students’ self-evaluation on their

presentation skills.

The success of students' presentation in the past was also an aspect that we need to look at The results were shown below

As we can see in the chart, there was only one out of 59 (1,7%) sophomores really satisfied with the presentation There were 35,5% of the participants (21 students) felling pleased with their presentation Almost half of the participants (44% - 26 students) had no idea about how they evaluated with their talk in the past Next, a small group of the research participants (15,5% - nine sophomores) was not satisfied with the presentation they gave previously Lastly, only one student felt utterly disappointed with their presentations before

The next aspect that the researcher wanted to explore was the students’ attitude towards study and self-practicing presentation skills The data were shown

in the table below