Rationale English has become an international communicative language in the world. It has been used widely in many different fields such as economics, politics, culture, science, technology, education and tourism. It can’t be denied that English is one of the most important means of communication. Therefore, teaching and learning English is more and more essensial.
In Vietnam, English has become a compulsory subject in the syllabus of many schools, colleges and universities. It has been taught and learnt throughout the country. However, the fact is that the speaking English skill has not been effective yet, especially oral presentation. Students graduating from high school or even from university are unable to “speak” English, because we have not given them enough practice in speaking English.
Most of the students do not find speaking a rewarding task. We cannot learn speaking by observation. Speaking is the most difficult in the four skills. Reading, listening and writing can be learning with a teacher or on one’s own, with books.
However, speaking requires immediate comprehension and real time reaction. I think that the way of teaching by oral presentation will motivate student and encourage them to practice English in the classroom. At Doluong 3 high school, many students are not interested in speaking lessons as well as they can not speak English well after leaving school even though they have learnt English for a long time. Moreover, the teachers of English find it difficult to encourage their students to make oral presentation in the process of teaching speaking skill.
To meet the demand of learners of English, teachers of English in Do luong 3 have been trying to find out the most suitable and effective method of teaching English. They have always tried to catch up with the world’s latest frameworks of English Language Teaching. As in other schools, teachers of English in Do luong 3 are now approaching project based learning to teach English to students. They hope to provide students with a means of communication, namely English which is vital for them to be successful in their job and to fulfill their social demands in the time of globalization.
Therefore, it is really essential to know whether the project based learning has the good effects on teaching oral presentation skill to the 11th graders of Do luong 3 High 1 skkn school. With the aim to access the method on teaching oral presentation through the Project based learning, I would like to choose the topic “Developing 11th grade students’ oral presentation skill through project-based learning: A case at a mountainous high school” to find out the answer, and further, to help improve the teaching of oral presentation at my school. In this study, I would like to speak about developing students’ oral presentation through Project based learning in English language classrooms and its impact in speaking skill. I think that the use of oral presentations in EFL classroom is important because of its positive impact on students’ proficiency level.
Some students do not like to speak in the classroom. In addition, they do not have the opportunity to speak this language outside. So if student do not practice English in the classroom, may be they do speak it never. I know that I cannot learn to speak any language with observation.
Therefore, I put forward that the use of students’ oral presentation may develop students’ speaking level. When we have students give an oral presentation in front of class is one technique to improve students’ oral proficiency. Teachers can use oral presentation as a technical way to deal with students’ problems in speaking. Oral presentation activities provide an excellent opportunity for the learners to develop this skill, speaking several minutes in a structured way, delivering into various aspects of a single topic.
Aims and objectives of the study This study has been designed to investigate the use of oral presentation in English classes for the 11th students at Do luong 3 upper secondary school. In general, it has two purposes. Firstly, it aims at finding students’ attitudes towards the use of oral presentations in the classroom. Secondly, it is to investigate the impacts of oral presentations through project based learning on the students’ performance in English lessons.
Finally, it is to provide the teachers with some suggestions to make best use of oral presentations in their teaching with a view to better their students’ speaking skill. Our objective is to show how project based leaning can help students enough practice to develop oral presentation skill in speaking English language. Scope of the study Although there are many different ways to motivate students to learn English, all these issues cannot be fully covered in this paper. Due to the limited time and the length 2 skkn of the thesis, I focus on exploiting students’ attitudes toward the use of PBL and its effectiveness in teaching the oral presentation skill.
The subjects of the study include forty 11th graders at Do Luong 3 high school. Significance of the study The main goal of study is how to make student perform well in classroom, by preparing activities where they will speak as much as possible. We will focus on the use and effectiveness of the project based learning during the courses, and how will facilitate the students’ oral presentation skill. This study is important to give the teacher some ideas for how to deal with students who do not want to practice in classroom.
The use of oral presentation can help students of English language for being able to speak it, because in our universities we rarely learn how to speak. Oral presentation in EFL classes give students a confidence to speak in public and help them in enhancing their proficiency. Moreover, this study is important for both teachers and students’. Oral presentation can be an enjoyable activity for them.
It gives a break away from textbooks. Research Questions This study attempts to answer the following questions: 1. What are the attitudes of 11th graders towards the use of Project-Based Learning? 2. Does Project-Based Learning help 11th graders to develop their oral presentation skill ? If so, to what extent? 1.
Design of the study The study contains four chapters: Chapter 1: Introduction This chapter presents the rationale, objectives, research questions, scope and organization of the study. Chapter 2: Literature review This chapter introduces a historical overview of the literature. The first is about oral presentation. The next is about project based learning.
The final is the application of PBL in teaching oral presentation. Chapter 3: Methodology The subjects of the study were 40 eleventh grade students who were chosen randomly from Do Luong 3 upper secondary school during the school year 2017-2018. 3 skkn Three instruments were used to collect data for the study: An oral performance test (debate), an oral attitudes survey and a rating scale. Additionally, this chapter will present the author’s suggestions on mentioned problems and summarize all the main points raised in the paper, the limitations of the study and some suggestions for further studies.
Chapter 4 : Findings and discussions This part shows major findings and discussions and offers recommendations for motivating students to do oral presentation through project based learning. Chapter 5: Conclusion That is a summary of the study in which limitations of the study and suggestions for further research are presented. 4 skkn Chapter 2 LITERATURE REVIEW 2. Definition of oral presentation Oral presentation is an extension of oral communication skill.
It is where the presenter shows their knowledge on a particular subject. The participant might choose the title or the teachers give it to them. In order to talk about it to their classmate after this the participant makes a small research to get more information about this topic. The presenter is giving the most important information first, leaving the details for last.
According to Baker (2000, p. 115) oral presentation is like a formal conversation, speaking to group as a natural activity. Most of people spending hours of their daytime, speaking to others, however making an oral presentation that is a formal conversation, it is difficult task for them. Oral presentation is part of spoken language.
The purpose of this practice is to communicate. It is design to inform or persuade. Oral presentation occurs in organizational setting and with limitation in time. The audience is likely to be more specialized than those attending a typical speech event.” There are different between normal speech and oral presentation.
The later is a type of speech, but the former is more nature than oral presentation.2 Types of oral presentation 2. Informative oral presentation This type of presentation has a primary goal, which is to make the audience learning something new. The speakers use in this type of presentation an informative speech. The aim of informative presentation is to be communicating with the audiences and giving them much information in a limited time.
Moreover, in this type of presentation the speakers use an informative speech to explain a concept, instruct the audience, demonstrate a process, or describe an event in an academic setting. In addition, speakers may be choosing the topic by themselves. (Chivers and Shoolbred (2007, p. 5) In sum, the speaker’s aim of this presentation is to give the result of their research in informative way.
Persuasive oral presentation Persuasive speech is to influence the audience in their thinking about a topic, 5 skkn which may be given or chosen. According to Chivers and Shoolbred (2007, p. 3) in this type of presentation, speakers need to have a strong content and present it in a clear way. 76) states that persuasive has three elements, which are: * Logos In persuasive presentation, the topic needs to be logical.
9) claims that when speakers want to talk about their topic, they should organize the ideas from the more important point to less one. Logos mean the speakers organize what they are going to say from the beginning to the end in a logic way. * Character (ethos) Character or ethos is the speakers’ beliefs and personality. Ethos means the one speak use their character to influence the audience.
* Passion (pathos) Pathos is the speaker’s use of their emotions. It is the most important elements that speakers can use, to make the audience support their argument; also, pathos can make the audience change their opinions and take a positive action about the speakers’ topic. They will have confidence in their performance and deal with any reaction. The benefits of using oral presentations in the language classroom Oral presentations have been shown to be extremely successful with respect to improving learners’ second language skills, and increasing their autonomy.
For example, Girard, Pinar and Trapp (2011) found that using oral presentations in their classroom lead to greater class interaction and participation, an increased interest in learning, and noticeable improvements in their students’ communication and presentation skills. For most language teachers the five major benefits to use oral presentations in the classroom 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 main benefits of using presentations in the classroom is that oral presentations are student-centered. When students are asked to give an oral presentation it is one of the few times in the language classroom that the students themselves have direct 6 skkn control of both the content and the flow of the classroom (Apple & Kikuchi, 2007).
A properly scaffolded presentation can result in multiple opportunities for students to improve their English in a context in which the students themselves are acting as both teachers and learners Interactions between the presenters and the audience provide both sets of participants with numerous opportunities to practice their English abilities with other students in an authentic manner.