Andi Aspian Nur A
Tati
D Wardi, Ph.D
MPBI
- 21200140000001
20
Dec 2020
The Effect of Poster Presentation and Class Presentation on
Low-Proficiency Learners
A study conducted by Prichard Caleb & Ferreira Dan presents an
aim to compare poster presentation and the class presentation that they assume
the initial approach which is given repeatedly can improve speaking
opportunities, more interaction between speaker and audience, and less anxiety
for the speaker. The researchers believe that poster presentation would lead to
an increased rate of speaking, more vocabulary retention, and better affective effects.
Moreover, these benefits have not been discussed critically in the literature,
so the researchers are getting involved by conducting experimental studies. The
study concern with low-proficiency students of English at Japanese college and an
experimental study administering video-recorded data, two recall tests, and
surveys.
The subjects of this research were 75 students in a Women College in
each student gave the same presentation six times to small groups and were
given one of the two presentation tasks. The students were placed based on their
Test of English for International Communication (TOEIC) Bridge listening
scores, and resulting in two of four class whose scores range 62-68 were
considered low to intermediate and the other two classes who scores below 52
were classified as low-proficiency speakers. To give an illustration, they
learned about traveling around 90 minutes first, then they were instructed to
choose a city and recruit customers to join their tour. In the presentation
class, two classes of each level gave their poster presentations and the others
gave a class presentation where for the poster group, they will be set to
present their presentations six times with different pairs for each chance in
one of the three-time slots. For the presentation, the paired student puts the
posters behind the wall, they present it in front of the other students, and at
the end, the other will be given a comment and question section. To the next
presentation, the instructors called out the audience of each group to switch
to the next presenter as this activity repeated to the new audience. After six
presentations the role was switched for the next two time slots. For the class
presentations, the students presented just once with a comment and question
section in front of the camera which was recorded to calculate their speaking
rate, pauses, miscues, and the number of questions asked. After the
presentations, the students were given surveys related to their feeling about
the task. The following week, the students were not previously informed of the
test where on the task the students were asked to mention five novel words that
they have presented, also they were asked to mention other city presentation,
their novel words as well as their contents.
The result shows that class and poster presentation have a slight
gap in fluency where the class presentation stood at around three-quarters
words per minute (WPM) and increase in each presentation. Vocabulary retention
resulting that posters presentation produced more recalled words almost doubled,
and for the affective factors (motivation and anxiety) showed no significant
result but the poster presentation became more vocal after each presentation. That
is to say that fluency for each group increase in line with pauses, repairs,
and miscues decrease after each presentation but on the other hand, posters
presentation show quite the opposite with producing more words while they are
presenting their cities. The students after they present their cities feet that
positively increase their confidence because the task is very interesting and
feel satisfied with their performance. Unfortunately, there are differences
between posters and class presentation were in posters presentation got more
comments and questions that indicate the participant is more interested with it
as posters giving information which can be seen and keep their concentration. As
the learners, the presentation has many benefits in order to increase their
confidence, and the word they produce increased since that they have repeated
activities as fluency will lead the to their behavior especially in the long
term although poster presentation does not really help students to speak
fluently. While the class presentation they found that they are really nervous
because of their low-proficiency in English but they are convincing and
encourage each other so that they enjoy the presentation and considered the
activities is a fun task. However, feeling afraid of making mistake can be a
big wall to build their motivation as the teacher should comfort them to still
in being motivated. The students' poster presentation group seemed more
meaningful since they have many comments and questions and were filled with
laughter and conversation, whereas the class presentation left with less
impressive because they asked fewer questions and comments.
In general, Prichard and Ferreira give example of good research in
a way of systemic way with clear explanation on how to conduct the research
starting on from dividing the groups, how to give the treatment between the
both classification partially that really help the reader on how to conduct the
research. In light of the evidence from this study, it fill the gap relating on
how the use of visual could affect the speaking performance as well as
affective effect in way of boosting students motivation and confidence.
Hopefully this research would stimulate the teachers to use more interesting
aids in order to improve students understanding in English. However, the
subjects of this research is conducted only on female which has better
performance in speaking skill (Erdiana, Bahri & Akhmal, 2019). It would be
better to broaden the subject of the research, as the method would be adaptable
to increase the speaking performance in English class.
After reading this research, the reader realize that using posters
with novel words help students to preserve a new word that has been introduced
in the learning process where in the reader previous research just emphasize
solely on the power of visualization, yet in the affective effect it is found
that the external aspect like giving encouragement to each other and tackling
their anxiety while they are presenting the posters is having big impact on
their performance in speaking English.
REFERENCES
Prichard, C., & Ferreira, D. (2014). The effect of poster
presentation and class presentation on low-proficiency learners. TESOL
Journal, 5(1), 172-185. https://doi.org/10.1002/tesj.131
Erdiana, N., Bahri, S., & Akhmal C, N. (2019) Male vs.femal
students: who is better in speaking?. Studies in English Language and
Education, 6(1), 131-140
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