A study on an example of non-verbal interaction between the presenter and audience for English majored students at the School of Foreign Language

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
*********************


DƢƠNG LAN HƢƠNG


A STUDY ON AN EXAMPLE OF NON – VERBAL INTERACTION
BETWEEN THE PRESENTER AND AUDIENCE FOR ENGLISH
MAJORED STUDENTS AT THE SCHOOL OF FOREIGN LANGUAGES –
THAI NGUYEN UNIVERSITY

Nghiên cứu sự tƣơng tác giữa ngƣời thuyết trình và khán giả của sinh viên
chuyên ngành tiếng Anh tại Khoa Ngoại ngữ - Đại học Thái Nguyên


M.A MINOR PROGRAMME THESIS


FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111





Hanoi, 2014
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES
*********************


DƢƠNG LAN HƢƠNG


A STUDY ON AN EXAMPLE OF NON – VERBAL INTERACTION
BETWEEN THE PRESENTER AND AUDIENCE FOR ENGLISH
MAJORED STUDENTS AT THE SCHOOL OF FOREIGN LANGUAGES –
THAI NGUYEN UNIVERSITY

Nghiên cứu sự tƣơng tác giữa ngƣời thuyết trình và khán giả của sinh viên
chuyên ngành tiếng Anh tại Khoa Ngoại ngữ - Đại học Thái Nguyên


M.A MINOR PROGRAMME THESIS


FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111
SUPERVISOR: DƢƠNG ĐỨC MINH, PhD.




Hanoi, 2014
i

DECLARATION

This thesis is a presentation of my original research work. Wherever
contributions of others are involved, every effort is made to indicate this clearly,
with due reference to the literature, and acknowledgement of collaborative research
and discussions. The work was done under the guidance of my supervisor, Duong
Duc Minh, PhD at the University of Languages and International Studies, VNU.

Student’s name



Duong Lan Huong

In my capacity as supervisor ofthe candidate’s thesis, I certify that the above
statements are true to the best of my knowledge.
Supervisor



Duong Duc Minh, PhD.

Date: Hanoi, Ausgust 19
h
2014
ii

ACKNOWLEDGEMENTS

Firstly, I particularly acknowledge my heartfelt gratefulness to my supervisor
– Duong Duc Minh, PhD for his extensive knowledge, guidance, patience,
invaluable advices as well as useful comments. It would have been impossible to

conduct this thesis for me without his great support.
Secondly, I would like to express my thankfulness to Faculty of Post-
Graduate Studies and the lecturers at University of Languages and International
Studies, Vietnam National University - Hanoi for giving me a great opportunity to
conduct a study on the subject of interaction in presentation
Especially, I also wish to thank all lecturers of the English Department of
presentation subject or other subjects that practice presentation who helped me
many worthwhile lessons and essential skills on presenting in general and
interaction in particular.
Last but not least, I would like to send my great appreciation to all my
family, my friends as well as the students who have always encourages me to
complete the thesis.

Ha Noi, August 2014.
iii

ABSTRACT
This study is an investigation into the non-verbal interaction between the
presenter and the audience for English majored students at the School of Foreign
Languages, Thai Nguyen University with the purpose of indicating factors
influencing the interaction in students’ presentation. This investigation is conducted
on forty fourth-year English majored students at upper-intermediate level of English
proficiency in the School of Foreign Languages, Thai Nguyen University. The main
data collection instrument of this investigation is a questionnaire named Interaction
Inventory for Language Presenting. The supplemental instrument is the Process
questionnaire designed mainly to gain the subjects’ background information. The
results of the study are analyzed and discussed to table out how students use these
factors to improve their interaction skills. From the results, some suggestions for
students and teachers at the School of Foreign Languages, Thai Nguyen University
are offered to intensify the interacting quality in presentation.

iv

LIST OF ABBREVIATIONS
EFL: English as a foreign language
SFL: School of Foreign Languages
TNU: Thai Nguyen University
IILP: Interaction Inventory for Language Presenting
Q&A: Question-and-Answer


v

LIST OF TABLES
Table 1: Topic selection and audience analysis 20
Table 2: Dealing with nervousness 21
Table 3: Using visual aids 23
Table 4: Using body languages 24
Table 5: Making interest 26
Table 6: Question-and-Answer section 28

vi

TABLE OF CONTENTS
DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
LIST OF ABBREVIATIONS iv
LIST OF TABLES v
TABLE OF CONTENTS vi
PART I. INTRODUCTION 1
1. Rationale of the Study 1
2. Aims of the Study 2
3. Research Question 2
4. Scope of the Study 2
5. Significance of the Study 3
6. Design of the Study 3
PART B. DEVELOPMENT 5
CHAPTER 1. LITERATURE REVIEW 5
1.1. Fundamentals of Presentation 5
1.1.1. Definition of Presentation 5
1.1.2. The importance of Presentation 5
1.2. Interaction in Presentation 7

1.3. Factors influencing interaction in Presentation 7
1.3.1. Topic selection 7
1.3.2. Audience analysis 8
1.3.3. Organization 8
1.3.4. Stage fright 9
1.3.5. Visual aids 10
1.3.6. Making interest 11
1.3.7. Eye contact and facial expressions 12
1.3.8. Body language 12
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1.3.9. Voice 12
1.3.10. Question – and – Answer periods 13
1.3.11. Language 13
1.4. Summary 14
CHAPTER 2. METHODOLOGY 15
2.1. Paticipants and Setting of the Study 15
2.1.1. Paticipants 15
2.1.2. Setting of the Study 15
2.2. Data Collection 16
2.2.1. Data collection Instruments 16
2.2.2. Data collection Procedures 17
2.2.3. Data analysis Procedures 18
2.2.4. Summary 19
CHAPTER 3. FINDINGS AND DISCUSSION 20
3.1. Findings and Discussion 20
3.1.1. Students’ preparation before the presentation (Question 1- 6) 20
3.1.2. Students’ performances in the presentaion (Question 7-12) 24
3.1.3. Students’ activities after finishing presenation (Question 13) 28
3.2. Pedagogical implications 29

3.2.1. Suggestions for students 29
3.2.2. Suggestions for teachers 31
PART C. CONCLUSION 33
1. Conclusion: 33
2. Limitations of the Study 34
3. Suggestions for further Study 35
REFERENCES 36
APPENDIX 1.1. Interaction Inventory for Language Presenting (IILP) I
APPENDIX 1.2. The analysis of the subjects’ responses in the IILP Questionnaire
III
1

PART I. INTRODUCTION
1. Rationale of the Study
In today’s world of cooperation and trading, being capable of mastering a
variety of skills is more necessary than ever. Among those vital skills, presentation
has recently emerged as a phenomenon addressing concern of many people. In the
book Presentation Zen, Garr Reynold states: “The ability to stand and deliver a
powerful presentation that engages each audience’s whole mind has never been more
important than today. Some have called our modern era “presentation generation”.
Presentation skills are highly expected by both employers those who look for a
skillful labor force of the company and employees those who always desire for an
ideal job in their life. Moreover, presentation passes the range of need to become an
area of interest. While ones people make presentation as an assigned task, others
make this simply because of their passion. Not only does getting acquainted with this
area help people develop in their academic careers and become much more confident
but it also plays an important role in perfecting their essential skills and expanding
social network.
One thing which marks the breakthrough of the way the teachers teach their
students and the ways the students learn things is the appearance and development of

the Oral Presentation. Students are asked to make presentation in many subjects.
Therefore, learning presentation skills is, without any doubt, very useful for students to
initiatively acquire and practice the languages that they are studying. As the matter of
fact, for many foreign language learners, presentation is one of the most difficult tasks
they encounter during their learning session; because through subjects that require
students to make presentations, there are a number of problems related to presentation
skills that they confront with such as overload of information, body language,
interaction between audiences and presenters, illustration, etc Typically, the biggest
problem that presenters are facing is the interaction with their audience; many
presenters cannot lead their audiences to be interested in the speech for many reasons.
2

The most beneficial technique in presentation to draw the attention of audiences is
to interact with them. Interaction between presenters and audiences has effects and
benefits to both of the parties involved in the presentation. In terms of presenters,
interaction brings about pleasure and motivation in presenting. It helps presenters to
understand what their audiences’ needs and to satisfy them by using special techniques as
examples or suitable illustration, etc… Presenters feel more confident when they know
exactly what they need to do. In terms of the audiences, interaction makes them interested
in the presentation and closer to the presenter. It is easier for listeners to understand and
follow what is showed in the presentation by interacting with the presenters.
Up to now, there have not been many studies on this particular problem. Only
studies about general difficulties in presentation were carried out. This study will
help students to raise their awareness of a problem that they might not have noticed
before to improve the quality of presentation and language ability of students, to
prepare the essential skills for their future jobs. In order to study this problem in
depth, this research will go into details of the presentation process to indicate the
reasons why audiences are not interested in a speech and offer suggestions to
enhance presentation skills with the interaction.
2. Aims of the Study

The study is conducted with two aims:
The study aims at finding out the non – verbal interaction between the presenter
and the audience in presentation.
The result of this study may provide some suggestions for teachers and students
in applying these methods in presentation.
3. Research Question
- What are non – verbal techniques that the fourth year English majored students
use in presentation?
4. Scope of the Study
The study does not aim to cover all problems of the whole population among
all presentation learners in Vietnam. The scope of the study is limited as it is only
3

conducted on 40 fourth English majored students at the School of Foreign
Languages, Thai Nguyen University and the key element that most influence
language learners’ presentation method: Interaction.
5. Significance of the Study
This study is significant for a number of reasons. In order to be successful in
presentation, foreign language learners need to know how to involve the audiences
into their speech. Otherwise, they need to know the ability as well as the needs of
their audiences. Subsequently, learners will select the most appropriate methods to
present and to motivate audiences to follow their speech. In order to do the above
things, presenters need to interact with their audiences; hence, interaction is the
crucial factor that makes a perfect presentation. This study makes a contribution
showing clearly the status of students’ presentation skills in general and non – verbal
interaction skills in particular. The study could be considered as a learning paradigm
in the School of Foreign Languages, Thai Nguyen University to enhance students’
knowledge and skills. It indicates students’ strengths as well as weaknesses in
presentation and helps them to improve interactive competence, obtain self-
confidence and implement a career plan. The output of this study helps teachers have

better understanding of their students’ presentation capacity and could be seen as a
source material that teachers can use to teach students in the School of Foreign
Languages, Thai Nguyen University.
6. Design of the Study
The study is organized as three parts below:
Part 1- Introduction is to clarify the reasons for carrying out this study, to
determine the aims, the scope of the study, to list the research questions and to define
the significance of the study.
Part 2- Development
Chapter 1:Literature Review combines both critical analysis and compendious
synthesis about a various different perspectives in published works such as theoretical
articles and previous research studies related to presenting a foreign language in
4

general, presentation skills and roles of interaction in presentation as well as
approaches to teaching English presentation in particular. Subsequently, a discussion
of elements influencing the presentation process of language learners such as
audiences’ ability and necessity, presenters’ controlling and presenting capacity will
also be presented. Finally, it analyses the previous research studies that involved
strategies use in presenting a foreign language.
Chapter 2 - Methodology presents the methodology for conducting the study
by data gathering, subjects, procedures and data analysis.
Chapter 3 – Findings and Discussion will obtain concisely and clearly the
outcomes from the investigation including data collection and data analysis. Then
some problems related to presentation such as body language, visual aids, interaction
skills, etc are discussed.
Part C - Conclusions is followed by the results and discussion from the
investigation; and some suggestions and applications of the study for strategies for non
– verbal interaction in making presentation are recommended to the fourth English
major students as well as English teachers at the School of Foreign Languages, Thai

Nguyen University afterwards. In addition, the limitations of the study, suggestions for
further studies along with conclusion are also revealed in this chapter.

5

PART B. DEVELOPMENT
CHAPTER 1. LITERATURE REVIEW
1.1. Fundamentals of Presentation
1.1.1. Definition of Presentation
“Presentation” has a very long story when far in the past, scholars and business
had made very long speech in front of some certain groups of people serving for some
of their specific purposes. People did the “presentations” naturally. As time passed by,
there were many changes in making speeches or presentations when people tried to
applied more aids during their talks. Ultimately, Presentation becomes one of applied
science in the modern time with many experts and books and writings… making its
theoretical background.
In this first part of this minor thesis, the author is trying to discover all the
answers for the question “What is presentation?” of all the writers in the papers related
to presentation. In general, presentation is fundamentally the art of the public speaking.
According to Kathleen (2001, p.249) “Public speaking occurs when one person
addresses a group of listeners for a specific purpose” Likewise, according to Clella
(2007, p.2), “Public speaking occurs when one person prepares and performs a speech
for a group that listens, generally without interrupting the speaker’s flow of ideas”.
Accordingly, speaker presents a particular topic to a group of listeners for a specific
purpose. Presentation is the process of sending messages and receiving feedbacks in
order to share meanings in terms of speakers and vice versa, receiving messages and
sending feedbacks in terms of listeners. It is the act of presenting or state of being
presented, the manner of presenting, especially the organization of visual details to
create an overall impression. Presentation is the method of presenting: a verbal report
presented with illustrative material such as slides, graphs, etc

1.1.2. The importance of Presentation
Integrating Language Skills
Presentation helps integrate the language skills, which are all equally essential
and important in the global village. “The literature on teaching English has
6

emphasized integrating the four skills and giving them equal weight” (Al – Issa,
2006a, 2006b). While a presenter is presenting his or her work using an overhead
projector (OHP), for instance, everybody else is reading the notes appearing on the
slides, listening to the talk, and taking notes in preparation for asking the presenter’s
questions about the topic.
Practicing speaking
Knowing how to stand up and give a talk to a group of people is a rewarding
skill that speakers can use throughout life. Speaking is one of the least practiced and
most neglected skills in almost any EFL classroom, despite its importance in
people’s daily social activities and interactions. (Al – Mutawa and Kailani, pp.104 –
105. 1989) stress that, “learning to speak is a lengthy, complex process” and “is
more effectively achieved by speaking … in living natural English”. Therefore,
presentation is an effective way to encourage the presenting students to practice
meaningful oral English and the rest of the class to practice listening.
Acquiring knowledge through English
According to Al – Issa (2007a), “An international and increasingly important
language such as English has multiple uses and values, and different people round
the world today learn it for various purposes”. This author indicates that, “Exposure
to such a language cannot be confined to a textbook or a single source” (2007b)
Learning how to use technology
Presentation is ideal tool for introducing students to advanced and
sophisticated technology and training and encouraging them to use it for two
significant purposes. First, to bring change into the classroom, which in turn breaks
monotony and adds new flavor to foreign language education. Second, as (Murphy,

1997) writes “literacy, today, is increasingly electronic and telecommunicational”
(Schcolni k&Kol, 1999, p.2) which necessitates that EFL learners be knowledgeable
in using advanced technology to help them convey their message.


7

1.2. Interaction in Presentation
What is interaction? Interaction is a kind of action that occurs as two or more objects
have an effect upon one another. The idea of a two – way effect is essential in the
concept of interaction, as opposed to a one – way casual effect. To quote from
(Pearson, 2003, p.89):
Interaction occurs as one person sending a message and a second person
receiving the message and then responding with a return message, This seems to
depict a conversation between two partners in which the partners sending and
receiving messages. In this case, the receiver cannot return a message until the
speaker’s message is received.
It is obvious that an interactive presentation involves an increased interchange
between presenter, audience and the presentation content. The use of interactive
presentation can promote active language acquiring, heighten attention and
motivation, give feedback to the presenter and the audience, and increase satisfaction
for both.
1.3. Factors influencing interaction in Presentation
1.3.1. Topic selection
To quote from (Joseph, 2000, p.285), “A suitable presentation topic should be
worthwhile and deal with matters of substance; appropriate to presenters and their
audience”. Accordingly, the topics should be appropriate to both presenters and their
audience. They should address issues that have significant implications for the
audience. And they must be important enough to merit the time and attention of a
group of listeners. As the matter of fact, many presenters, for not understanding the

audience, have chosen wrong topics for their presentation. Sometimes they are too
simple, sometimes they are too challenging, sometimes they are very familiar, and
sometimes they are too strange… all of them are quite extreme which makes the
audience unable to follow understandably and comprehensively.


8

1.3.2. Audience analysis
The preparation for a presentation must include gathering information about the
audience and their needs. It is critical that preparation efforts include some amount of
audience analysis. As (Nelson, 2009) defines that, “Audience analysis is discovering
as much as possible about an audience for the purpose of improving communication
with them. Audience analysis is considered as a presenter’s key to success”.
According to (Terrell, 2001 ; p.255), “a good speaker always considers how to connect
the audience and the message”. He also gives his perspective about this step that,
“audience analysis refers to the process of identifying any information about an
audience that helps the speaker tailor the message to that particular group. Audience
analysis is part of the process a speaker uses to create a message appropriate for a
specific audience”. The more presenters know and understand about their audience and
their needs, the better presenters can prepare a presentation to assure that presenters
meet the audience’s needs.
1.3.3. Organization
A well – organized outline is something very important for any successful
presentation. When the presenters organize their ideas, they derive a variety of
benefits. Organization will help presenters remember their ideas more easily. The
presenters will be less likely to forget a carefully organized presentation than they
would with a disorganized one. Organization will also contribute to the presenters’
credibility. The audience is more likely to see the well – organized speaker as more
competent, more knowledgeable and more in control of the information in the

presentation. Also, a well-organized presentation is more likely to be believed. If
speakers present a poorly organized presentation, their listeners will find them less
believable at the end than they did at the beginning of the presentation.(Stephen,
2004, p.203) gives evidence that, “Using a clear, specific method of presentation
organization can boost the presenters’ confidence; improve their ability to deliver a
message fluently and interact with their audience more effectively”
9

Most presentation is organized following a general three part structure – an
introduction, a body, and a conclusion. Introduction is the first part of the
presentation; its function is to arouse the audience, acquaint them with the topic and
to lead into the main ideas presented in the body. The body is the largest part of a
presentation in which the presenters place their arguments and ideas, their
substantiation and examples, and their proofs and illustrations. The goal of this part
is to convey to the audience the importance of the topic. Conclusion is the last part; it
summarizes the main ideas that is designed to induce mental or behavioral change in
the audience and provides a clear ending of the speech in an interesting way.
1.3.4. Stage fright
One of the major concerns of any presenters in making presentations is stage
fright. As (Lucas, 2004, p.9) states that, “Stage fright is anxiety over the prospect of
giving a presentation in front of the audience”. Actually, most people tend to be
anxious before doing something important in public. This is perfectly normal. (Steve,
2000, p.7) A practical guide to better speaking that, “anxiety is a natural state that
exists any time people are placed under stress. Giving a presentation will normally
cause some stress”.
Normally, in terms of students, there are several reasons causing stage fright to
students before giving a presentation. Students may fear of being stared at, fear of
failure, fear of rejection, fear of the unknown or even lack of practice. From these
reasons, it is understandable that most students experience tension when they have to
speak to a group. Although presenters may not like the way they feel when they are

nervous, stage fright can have an advantage. If presenters can turn the nervous
energy caused by stage fright into speaking energy, they can make their presentation
better. Presenters can force the nervousness to work for them rather than against
them. As (Stephen, 2004, p.11) has the same idea, “Rather than trying to eliminate
every trace of stage fright, presenters should aim at transforming it from a negative
force into positive nervousness. It is still nervousness, but it feels different.
Presenters are no longer victimized by it; instead, they are vitalized by it. They are in
10

control of it”. In order to deal with nervousness and turn it from a negative force into
a positive one, presenters need to acquire speaking experience, have a careful
preparation, think positively, focus on relaxing, know that most nervousness is not
visible, not expect perfection, and use the power of visualization.
1.3.5. Visual aids
While verbal support are vital for explaining and illustrating the ideas in
presentation, the presenters also should look for visual support for its several
advantages that can make their presentation more interesting and understandable.
(Pace , 2003, p.500) gives the definition of visual aids that, “They are any items that
can be seen by an audience for the purpose of reinforcing a message”. People tend to
learn and retain more when they both see and listen. Some messages are more
effectively communicated through sight, touch, smell, and taste. Using visual aids
when they reduce complexity for easier understanding and when they support the
message better than words. Research by (Hamilton, 2005, p.191) suggests that,
“research shows that oral information alone is not as effective as oral information
coupled with visual aids”.
There are various types of visual aids but a competent presenter needs to know
the pros and cons of each type to select the right ones for his or her purposes right after
he or she has identified places where support is helpful. Several visual aids could
potentially make their ideas more understandable, although one type is often better
than another. (Clella 2007; p.210) points out that, “the key is to choose the best

support, not the kind that is easiest to create”. As there are many types of visual aids
in presentation such as objects, models, charts, photographs, graphs, drawings,
diagrams, maps, overhead projectors, chalkboards or whiteboards, handouts, even
people, etc The intention of this study is only to focus on the most frequently used
visual aid of students at SLF, TNU - slide projectors.
Slide projectors
With the rapid development of the internet nowadays, using slide projectors
becomes more and more convenient to presenters. Using them, the presenters can
11

enlarge and display in image on a screen so that everyone can see it clearly. Using
slide projectors has other advantages. As (Stephen, 2004, p.330) states that,
“transparency is a visual aid drawn, written, or printed on a sheet of clear acetate
and shown with a projector”. Transparencies are simple and inexpensive to make;
they are easy to store and transport; also they come in colors. Presenters can make
slides from photographs or special film downloaded from the Internet. They are good
for projecting high – quality images with excellent color reproduction. Presenters can
also use transparencies to present drawings, graphs, and charts. They are easy to
create and produce a strong visual image.
1.3.6. Making interest
One of the methods that presenters use to interact with their audience is making
interest and gaining attention. It will be easier for presenters to convey their message
more effectively if their audience is interested in their presentation. The following
sections discuss some common methods to grab the audience’s attention by (James,
1995, p.127).
1. Quotation: Quotation can provide a lively beginning and add credibility to the
presentation.
2. Arousing audience curiosity: The presenters can begin their presentation by
saying something curious or stimulating and open about their topic and what they are
going to do.

3. Inviting audience to participate: The presenters can ask questions and
invite audience members to raise their hands and answer.
4. Humor: A joke or funny statement serves to relax the audience. The presenters
can use humor to begin most kinds of presentation but it should also relate to the topic.
5. Rhetorical question: A rhetorical question is one requiring no answer from
the audience. It should not be answerable be a simple yes or no.
6. Role – play: A presenter can invite some of the audience members to
pretend as dramatis persona and audience have opportunity to play the roles of
people in certain situations.
12

7. Startling statement: A startling statement grabs the audience members’
attention by shocking them or making them think about something in a way they had
not considered.
1.3.7. Eye contact and facial expressions
Eye contact refers to making a visual connection between presenters and
audience. As far as (Jane, 2001, p.310) is concerned, “If the presenters do not look at
the audience, they will lose their audience’s attention and respect, the goal is to give
each and every audience member the sense that the presenters connected to their
audience”. Good eye contact communicates a variety of emotions, involvement and
interest. Eye contact, or how long the presenters gaze or look at someone, is an
especially powerful interaction tool.
13.8. Body language
Body language is a kind of personal delivery style. It refers to the nonverbal
messages that the presenters communicate during a presentation. Body language can
support the presenters to convey their messages more effectively and actively. Body
language includes gestures, movement and posture (Galvin, 2001).
1. Gesture: Gestures are movements of the head, shoulders, hands, or arms that
presenters use to describe or emphasize a point.
2. Movement: Movement is what presenters do with their entire body during a

presentation. Movement gives the presenters’ body a chance to dissipate nervous
energy.
3. Posture: Posture is the position of the presenters’ body as they sit or stand.
Good posture conveys assurance and hopefulness.
1.3.9. Voice
Voice of presenter has the capacity for great variety and advantages. Varying
vocal qualities adds interest and meaning to the messagesof the presenters. The
vocal characteristics of rate, volume, clarity, etc. All affect a presenter’s delivery
(Stephen, 2004).
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1. Rate: Rate is the speed at which a person speaks. The presenters need to
consciously control their rate of speaking to be understood by all. There are
several reasons why speakers deliver a message too quickly.
2. Volume: Volume is the loudness or the softness of the speaker’s voice.
Volume is the measure of how loud or soft the voice is. A presenter must
adjust the volume of his or her speech to overcome outside interference or to
compensate for the size of a room and audience.
3. Clarity: Clarity refers to the clearness of a speaker’s words. It includes
articulation and pronunciation.
1.3.10. Question – and – Answer periods
Some presentations allow for a question-and-answer session. The Q&A period
is an important way for listeners to get clarification and further information; vice
versa, the presenters can effectively reinforce their message by interacting with their
audience through this session. Presenters should prepare for this session and for
handling the questions when they are presented with them. As. (Pearson, 2009,
p.168) states that, “In advance of the Q&A period, presenters should consider
possible questions that other might ask. Once the presenters have determined some
of the likely questions, they can prepare thoughtful and thorough responses to the
questions”. From these answer, the presenters can practice a succinct response that

captures the essence of their rejoinder.
1.3.11. Language
Competent presenters take pride in their use of language. They work to create
a message that is meaningful and memorable. Presenters are concerned with getting
the meaning across in a vivid way. In order to make sure the audience understands
the message, the presenters try to use language is accurate, clear, appropriate, and
original (Cooper, 1999).
1. Accuracy: The meaning will be more accurate if presenters use words that
are concrete and specific, rather than abstract and general.
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2. Clarity: The purpose of presentation is to clarify ideas, not to make them
harder to understand. If the presenters speak with clarity, they can state their ideas in a
clear, understandable way.
3. Appropriateness: Presenters must use language that is appropriate to the
topic, the listeners, and the situation.
4. Originality: Competent presenters need to find original ways to say
something familiar.
1.4. Summary
In summary, through the review of literature in this chapter, it can be seen that
presentation is fundamentally the art of the public speaking; its definition is also
presented in the first part of the chapter. It is necessary to study presentation,
especially with foreign language students based on the importance of presentation
that is indicated follow by the definition. A clear perspective on the interaction
between presenter and audience during the presentation skill is discussed and its role
in making a successful presentation is absolutely clear and undeniable. The emphasis
of this chapter is to clarify factors influencing the interaction in presentation like
topic selection, audience analysis, visual aids, body language, making interest, etc
Being aware of these factors, the competent presenters can apply them as the
efficient strategies to effectively interact with their audience as well as make a

successful presentation. These strategies also help the presenters build their
presentation skills and reinforce their performance.




15

CHAPTER 2. METHODOLOGY
In this section, the methods used in conducting the research are described. The
chapter starts with research questions, clear description of subject, data collection
instrument, data gathering procedures, data analysis. At the end of this chapter is a
conclusion.
2.1. Paticipants and Setting of the Study
2.1.1. Paticipants
The study was undertaken with the participation of 40 students in 2 classes.
The number of years they spent on English study was almost ten years or more.
Especially, the learners had completes aleast 5 semesters at university.
2.1.2. Setting of the Study
The study is conducted with one group of 40 fourth-year students of the year
2010-2014. The setting is chosen for the following reasons: (1) they have finished
the presentation course; (2) many of them have practical experience in presentation.
Therefore, to some extent, they are already aware of the importance of presentation.
However, the fourth-year students are not professional presenters, so obviously they
do not have a wide knowledge about presentation skills. Their responses are mainly
based on the experiences that they have accumulated through the past presentation
course at the school.
At the time of the study, all of subjects had at least five years of English
learning experience at secondary schools, high schools where they mainly had been
taught grammar and vocabulary, and three years at university to study and practice the

four main language skills (listening, reading, writing and speaking). Most of modules
that students study in the fourth year have requirements for the students’ presentation
in the process of studying but there is only a module that mainly focuses on teaching
presentation skills, the subject “Oral presentation in English”. There are 45 periods
were dedicated specifically to presentation; in other words, students had 3 periods (150
minutes) for presentation a week.

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2.2. Data Collection
2.2.1. Data Collection Instruments
Questionnaire was chosen as the major instrument for this study. The
responses are gathered in a standardized way, so questionnaire is more objective,
certainly more so than interviews. Generally it is relatively quick to collect
information using a questionnaire. Potentially information can be collected from a
large portion of a group. This potential is not often realized, as returns from
questionnaire are usually low. However return rates can be dramatically improved if
the questionnaire is delivered and responded to in class time.
Questionnaire is practical and can be carried out by the researcher or by any
number of people with limited affect to its validity and reliability. The results of the
questionnaire can usually be quickly and easily quantified be either a researcher or
through the use of a software package. When data has been quantified, it can be used
to compare and contrast other research and may be used to measure change.
Positivists believe that quantitative data can be used to create new theories or test
existing hypotheses.
Questionnaire can be analyzed more scientifically and objectively than other
forms of research. Questionnaire is easy to analyze. Data entry and tabulation for
nearly all surveys can be easily done with many computer software packages.
Questionnaire is familiar to most people. Nearly everyone has had some experiences
completing questionnaires and they generally do not make people apprehensive. The

questionnaire consists of one sections.
The questionnaire used in the study has thirteen questions mainly focusing on
how students interact with their audience in the stage during presentation. In other
words, the focus of this questionnaire is to investigate what methods students use to
interact with the listeners in their presentation. In fact, the IILP questionnaire
concentrates on factors influencing interaction in presentation process like audience
analysis, gesture, eye contact, facial expression, voice, Q&A, delivery style, making
interest, visual aids, etc. In the IILP questionnaire, five choices provided for the