BACHELOR IN EDUCATION (TESL) (HONS)

FEBRUARY 2021 | RESEARCH PROJECT (ERS22404)

RESEARCH PROPOSAL

TOPIC: MSU DTESL STUDENTS’ PERCEPTION ON THE USE OF WHATSAPP AS

LEARNING TOOL FOR WRITING CLASS.

NAME MENAGA DEVI A/P SAPPANI

(MATRICS NO.) 012019090885

LECTURER PROF NORHISHAM BINTI MOHAMAD

29TH MARCH 2021 | MONDAY

SUBMISSION DATE

SIGNATURE
1. Introduction of the Research Proposal

This research proposal is about a study which will be conducted in MSU in 2021. This research
study is conducted about the university students’ perception on the use of WhatsApp as
learning tool for Writing class. The aim of this study is to investigate MSU DTESL students’
perceptions of using WhatsApp for English for writing class. As in the methodology,
questionnaire will be distributing and students will be used as the tools to conduct this research
study. This research study will give an impact to the students for English subject.

1.1 Background

This research study is going to be conducted to investigate MSU DTESL students’ perceptions
of using WhatsApp as learning tool for English academic writing class. The ICT tools in general
and mobile tools in particular increase the social interactions, cooperation and collaboration
among online students Barhoumi & Rossi (2013, p1). Mobile educational technologies provide
online learners with opportunities to communicate and exchange knowledge Christopher &
Mims (2019, p1). Some mobile tools help learners construct their learning through the
tremendous mobile programs that can be easily installed Pence (2007, p1). As such, the
learner-centered learning forms the theoretical framework of Mobile learning since it allows
learners to adjust the transfer and the access to knowledge and to fulfil their educational
objectives Sharples, Lonsdale, Meek, Rudman & Vavoula (2007, p2). Mobile phones also
expedite community-centered learning, which enables learners to assimilate learning the
learners consider useful due to its significance in impacting the immediate social environment,
leaning fosters learning that is utilizable in achieving socio-economic goals and addressing
health or family problems facing the surrounding community (Sharples et al., 2007; Wagner &
Kozma 2005). Bouhnik and Deshen (2014, p2) defines WhatsApp as a smartphone application
used for instant messaging. Recent advancements in program applications, such as
WhatsApp, have enabled students to develop their learning style and, as a result, their English
language writing. Recently, the application has become extremely popular. The most
important benefits of the WhatsApp application are its ability to improve the communication
within a group. WhatsApp communication improves the interaction between the teachers and
the high school students. Social networking opens up new possibilities by offering students
more options for when, where, and how they learn, particularly when it comes to developing
their English language writing skills. Approximately, 150 students from MSU DTESL students
will be participating in this research study. This research study is looking forward to identify
students on how they implement WhatsApp application in their English for academic writing
classroom.
1.2 Problem Statement

Writing is the most critical element in a language for Malaysian university students in their ESL
classroom. Writing skills are vital in higher education, especially for students, and are regarded
as a necessary component of learning English Language. Many people are afraid of writing.
Some people are afraid of writing because they lack content, and others are afraid because
they lack the necessary writing skills. According to Rahmat, (2019, p3) fear of writing is
influenced by the environment of the writer. This means having proper environment may help
to reduce writers’ fear. Mondhal and Razmita (2014, p1) informed that language learning can
be mediated by the use of social networking service. Wu et al and Saeed & Ghazali (2015,
p1) stated that technology may contribute to make peer review on writing can be promoted
through the use of social networking services. The gap is observing the students’ practices
interacting using Online Social Network (OSN) would be valuable in providing richer insight
about how interactions take place when students use social technologies for educational
purposes Hamid, Kurnia, Waycott and Change (2015, p8). Social Networking tool have
emerged and shown great potential to help students and the teacher’s role from a provider to
a resource person in this paradigm shift are essential in improving the students’ writing.

1.3 Objectives of the Research Proposal

In this research study, the objectives are very important in order to identify the purposes of
conducting this research study. The objectives of this research study are based on the
following:

1) To examine MSU DTESL student’s perceptions towards using WhatsApp in enhancing

English for writing skills.
2) To identify MSU DTESL student’s acceptance of WhatsApp as an English language
writing platform.

a. Independent Variable
- WhatsApp as learning tool for writing class

b. Dependent Variable
- Perception of MSU DTESL students
1.4 Research Questions

The research questions can be conducted after the objectives are being finalized. The
research questions of this research study are based on the following:

1) What are MSU DTESL students’ perceptions of using WhatsApp in Enhancing English
language writing?
2) How do MSU DTESL students accept WhatsApp as an English language writing
platform?

1.5 Significance of Research

The participants who are involved in this study are the MSU DTESL students. This research
study is vital because it provides extra information for students on students’ perception
WhatsApp as learning tool in English for writing class. Students can get a clear picture of
WhatsApp as learning tool and apply it during their writing to enhance their writing skills.

1.6 Key Term Definitions

a) WhatsApp
According to Boyd & Ellison (2007), WhatsApp is an internet site that provides a core set
of services that will be able to build, create and maintain a relationship with friends or
contacts and communicate with them in various ways.

b) Writing
According to Fitze and Glasgow (2009), writing is a skill interrelated with creativity
requires several forms of knowledge including grammar, vocabulary and rhetorical
structure of the language.
2.0 Literature Review

I. Introductory Paragraph

For this research proposal I have reviewed 15 articles based on my topic. All this article is
talking about and contain so much information, to show us the WhatsApp as learning tool in
writing classroom and how we can improve it in our education system and I also hope it helps
me to gain knowledge about my research.

II. Theoretical Framework

The theoretical framework combines the theory of activity and English for academic writing.
The theory of activity states that learning takes place at the technological level. For the current
study, this is done through the use of social networking. Next, the interaction between
technology and further enhance the learners’ capabilities of a writer. The use of social
networking encourages interaction at community level through the WhatsApp community. In
this research, the theory of activity used to enhance English for writing in the classroom.

III. Review of Related Literatures

Ma’ruf, Z., Fadilah, N., Basofi, P., & Akmal (2019) conducted a study “English Students’
Perceptions of Using WhatsApp in Paragraph Writing Class”. This study aims to investigate
English students’ perceptions of using WhatsApp in paragraph writing class in one public
university. This is a qualitative research. The data were collected through questionnaire and
interview. The data was analysed in three major themes. The findings of the research indicate
that there were positive perceptions of the students in using WhatsApp in academic writing
class to enhance teaching and learning process in the 21st century.

Haron, H., & Rahmat, N.H. (2020) conducted a study “Exploring the Theory of Activity in
English Language Writing: The Case for WhatsApp”. This study is to evaluate the use of
mobile instant messaging tools to support teaching and learning in higher education. A total
of 66 students in Penang use smartphones with WhatsApp were assigned into experimental
and control groups. The use of the WhatsApp application enables to improve learners' writing
performance, classroom engagement, academic achievement as well as enriches learners'
writing that leads to a sustainable student. It is also recommended that the study be conducted
for a more extended period in order to determine the consistency and sustainability of the
learners' improvements in writing utilizing the WhatsApp application.

Annamalai, N. (2019) conducted a study "Using WhatsApp to Extend Learning in a Blended

Classroom Environment. Teaching English with technology”. The aim was to provide learners
with the opportunity to reflect the strengths and challenges of using the WhatsApp as an
extended learning platform. The students’ reflections were further supported by the online
interaction archives. Findings revealed that the majority of the students expressed the
preference for WhatsApp in their reflections. However, certain problems were also identified
in this study.

Guo, X., & Cowley, P. (2020) conducted a study “Using WHATSAPP to enhance students'
learning: A cohort analysis at a UK University". Postgraduate students potentially experience
a range of challenges whilst studying in the UK. This study seeks investigate the effectiveness
of social media app WhatsApp in helping enhance the postgraduate student experience,
focusing on four key areas: social benefits, psychological benefits, academic benefits,
pedagogic effectiveness. Through a qualitative approach, feedback was gathered regarding
the lived experiences of twelve management postgraduate students at a UK university during
the course of 2018. The feedback of the students in the study indicated that whilst WhatsApp
does provide several positive benefits and opportunities for postgraduate management
students e.g. a more interactive and accessible learning context as well quality and speed of
feedback; the use of WhatsApp as a learning tool does raise some important questions
regarding issues of in-class tension, communication barriers for both staff and student.

Mistar, I.B. (2016) conducted a study “students’ perception on the use of WhatsApp as a
learning tool in ESL”. This research is aimed to examine the use of WhatsApp as a learning
tool and how it could help the students to enhance their language learning. Data were gathered
from a survey conducted on 20 respondents from Kuala Pilah Pre-University students via a
set of questionnaires distributed for them to answer with 15 to 20 minutes. A quantitative data
was collected and the result accumulates the total size of the sample together with the
percentages of returns. The data is summarized to identify the usefulness of the learning tool
to the students. The findings of the study suggested that the use of WhatsApp is significant in
helping the students learning the language better and enhancing their proficiency in using the
English language.
Malecela, I.O. (2016) conducted a study “Usage of WhatsApp among Postgraduate Students
of Kulliyyah of Education, International Islamic University Malaysia.” Higher learning
institutions such as a mean of communication between the students and their instructors. The
use of WhatsApp at IIUM has been inevitable. Despite the positive impact of WhatsApp as
social media to the users. It has also negative impacts on student learning such as time
consuming for student’s study time, exacerbating students’ grammar and spelling, distracting
student’s concentration during lecture. This study explored the impact of using of WhatsApp
among postgraduate students’ learning at the Kulliyyah of Education, at International Islamic
University Malaysia. Interview which consisted of fourteen (14) questions were employed with
two informants. The study found that using WhatsApp as learning tool is beneficial both
students and instructors though it was suggested that electronic etiquette should be applied
when using WhatsApp in learning.

Hanisi, A.L., Risdiany, R., Utami, Y.D., & Sulisworo, D. (2018) conducted a study “The use of
WhatsApp in collaborative learning to improve English teaching and learning process.”
Students are inseparable by their mobile phone. They do many things on the phone such as
texting, uploading and downloading pictures and videos, reading the flash news, or just
browsing. However, the rapid growth of mobile phone technology sometimes distracts them
from them learn activities in the class. This article attempts to study the use of WhatsApp in
English language classroom to optimize the function of the mobile phone for students’ learning
process. Supported activities in four language skills are presented to give teacher choice of
English teaching. It can be said that the integration of WhatsApp into their education will be
easy, fun, and useful. Students get positive feelings and intentions regarding the possible use
of WhatsApp in their formal learning.

Taamneh, M. (2017) conducted a study “the effect of using WhatsApp messenger in learning
English language among university students.” This study aimed to find the effect of using
“WhatsApp messenger” in learning English language among university students during the
academic year 2015/2016. The participants of the study consisted of 40 first year university
students. They were divided into two groups. The results of this study showed that there were
differences in the achievements of the students in the experimental group and the control
group. This difference was in favour of the experimental group. The differences between the
two groups indicated that integrating the WhatsApp application in teaching English language
improved the abilities of the learners of the experimental group.
Hamad, M. (2017) conducted a study “using WhatsApp to Enhance Students’ Learning of
English Language “Experience to Share”.” This study was conducted in College of Science &
Arts Majarda King Khalid University, English Department. The population of the study were 36
female students from first semester. The researcher has used the analytical descriptive
method to conduct this study in King Khalid University. A students’ questionnaire and instructor
observation were the tools for collecting the data, results were coded manually and analysed
using SPSS. The findings supported using WhatsApp to enhance students learning and
enthusiasm, using WhatsApp helped students to develop English skills, enriched their
vocabulary and learn from their mates’ mistakes.

Gon, S., & Rawekar, A. (2017) conducted a study “Effectivity of E-Learning through WhatsApp
as a Teaching Learning Tool.” The aim of this study is to assess the affectivity of social media
like WhatsApp in delivering knowledge to 4th semester students and to compare the
improvement of knowledge gain through e-learning and didactic lecture. Two groups of
students were taught the same topics by two different T-L activities. Assessment of knowledge
was done by giving pre and post-test questionnaire of 20 marks for each topic. Perception of
e-learning through WhatsApp was done by feedback form. Constant availability of facilitator
and learning anytime anywhere has made WhatsApp a new convenient tool for teaching
learning activity. Though there is no significant difference between gain of knowledge from
WhatsApp or didactic lectures, advantages out pars the disadvantages.

Warman, L.A. (2018) conducted a study “Students’ perception of using WhatsApp in Blended
Learning on Reading.” This research aimed to investigate students’ perception of using
WhatsApp in blended learning on reading comprehension. It is a descriptive research. The
participants of this study consisted of 40 students of the second semester at STMIK-AMIK
Riau, Pekanbaru, Indonesia. The data collected through questionnaire and interview. The
finding of this research showed that majority of the participants had positive perception
towards the using WhatsApp in blended learning on reading comprehension. The results from
questionnaire also revealed that students agreed that using WhatsApp in blending learning on
reading comprehension was useful, helpful and effective in learning English anytime and
anywhere. The findings from interview results also revealed that there were positive aspects
and drawbacks of using WhatsApp in blended learning on reading comprehension.
Mbukusa, N. (2018) conducted a study “Perceptions of students’ on the Use of WhatsApp in
Teaching Methods of English as Second Language at the University of Namibia.” This study
investigates the students’ perceptions towards using the WhatsApp application as a learning
tool for Teaching Methods of ESL on a Bachelor’s degree programme at University of Namibia.
This study is conducted by 99 students in the same cohort completed the self-administered
questionnaires. The findings showed that WhatsApp can impact negatively on the
performance of tertiary students especially those who do not own smartphones. The platform
shows a variance on balancing online activities and academic preparation and distracts
students from completing their assignments and adhering to their private studies time table.
However, students enjoy using WhatsApp as a tool for learning and calls for institutions to
offer internet amenities as a top urgency in contemporary instruction.

Songxaba.L.S & Sincuba.L (2019) conducted a study “The effect of social media on English
second language essay writing with special reference to WhatsApp.” The purpose of this study
is to report on the orthographic errors in English Second Language Grade 10 essay writing
caused by the use of social media, particularly WhatsApp. The study was carried out three
randomly selected high schools in one district in the Eastern Cape province, South Africa. The
study used a quantitative approach to data analysis. Random sampling techniques were used
to select 180 learners from three schools. The data collection instruments consisted of
learners’ narrative essays. The data were analysed quantitatively and are presented using
tables and graphs. The findings of this investigation shed light on the influence of social media
on learners’ writing.

Rinda.R.K, Novawan.A & A.H.Miqawati (2018) conducted a study “Students’ perspectives on

social media-based learning of writing through Instagram.” This study presents the results of
a case study which investigated the perspective of students who participated in a technology-
based writing class about their experience when joining the writing course which mainly
employed Instagram. Close ended questionnaire and focus group discussion were sued to
collect the data. Based on the data analysis, the students’ perspectives indicate that they
believed that their peers’ feedback on Instagram help them to correct grammar.

Friatin.Y (2018) conducted a study “Students’ perceptions n teaching writing through

Facebook Group in EFL class.” This study is a case study on teaching writing through
Facebook group in EFL class which is intended to examine the students’ perceptions on the
use of Facebook group in teaching and learning EFL writing. Descriptive qualitative by
conducting closed-ended questionnaire to 17 students at twelfth grade SMAN 2Ciamis which
were selected purposively as the respondents. The findings asserted that the students’
perceptions towards the use of Facebook group in teaching and learning EFL writing showed
positive influence that the application of Facebook group gave positive effects to the students,
it motivated and made the students enjoy in learning writing.

IV. Your Own Research

Apart from all the 15 articles I have reviewed, my research is going to be about the MSU 2nd
year DTESL students’ perception on the use of WhatsApp as learning tool for writing
classroom. Writing class is a part of language disciplines which may get some benefits from
the usage of WhatsApp, students may express themselves freely in an interesting
environment. In addition, WhatsApp also gives an opportunity to the students which will make
them to actively involved in teaching and learning activities. Therefore, by conducting a
quantitative approach will able to explain deeper understanding in students’ perception of
using WhatsApp in academic writing classroom.
3.0 Research Methodology

This section addresses the part of; research design, sampling methods, instruments, data
collection procedures and data analysis procedures. This section shows how this research is
going to be conducted and how it is going to be interpreted as a written report.

3.1 Research Design

The research method that will be conducted is a quantitative research method for collecting
data and analysing. Quantitative data will be collected by sending out questionnaire through
Google form to the students.

3.2 Sampling

The sampling method for this study will convenience sampling which classified as a non-
probability sampling. The participants in this study will be 92 students from MSU 2nd year
DTESL students. The sampling will be conducted on the total amount of participants. The
online questionnaire using the Google Forms method will be given to students to complete
and the data from the respective sampling will collect.

3.3 Research Instruments

The instruments used for this research was a set of questionnaires. The questionnaire is
adopted from Haron, H., & Rahmat, N.H. (2020). Changes were made to the original
questionnaire to accommodate the present study’s sample. There will be 17 items in the
questionnaire and each question will be using a 5-point Likert item from “strongly disagree”
to “strongly agree”. Likert scale will be used because the responses are easily quantifiable
and allow the respondents to respond to a degree of agreement.

3.4 Data Collection Procedure

This study will be conducted during April/May of the year 2021. Data collection for this
quantitative research will done accordingly. The data from the questionnaire will be collected
through Google form.
3.5 Data Analysis Procedure

The descriptive analysis will be use for the data collecting from the questionnaire. It helps to
summarize the data and find patterns. Statistical Package for the Social Sciences (SPSS)
software will be use to analyse and tabulate the data according to descriptive analysis.
4.0 The expected research/project outcome or contribution of the same

The purpose of this study was to investigates the effectiveness of using WhatsApp in order to
improve the English Language. The aim of this research is to investigate the significance of
using WhatsApp as language learning tool in acamedic writing and define its use based on
the students’ perception. This study contributes to the existing literature on the use of
WhatsApp in the language classroom. Social Networking Sites is an internet site that provides
a core set of services where the participants will be able to build, create and maintain a
relationship with friends or contacts and communicate with them in various ways. Social
networking enables mutual interactions between individuals and groups to become easier by
providing options for giving feedback and support social relationships. This new phenomenon
is representing the new style of communicating without the discrimination of age, gender or
culture. So, the recent development in communication in the use of WhatsApp as an
educational tool.
5.0 References

1. Ma’ruf, Z., Fadilah, N., Basofi, P., & Akmal (2019). English Students’ Perceptions of
Using WhatsApp in Paragraph Writing Class.
http://www.ijstr.org/final-print/oct2019/English-Students-Perceptions-Of-Using-
Whatsapp-In-Paragraph-Writing-Class.pdf

2. Haron, H., & Rahmat, N.H. (2020). Exploring the Theory of Activity in English
Language Writing: The Case for WhatsApp. International journal of Asian social
science
https://ideas.repec.org/a/asi/ijoass/2020p671-684.html

3. Annamalai, N. (2019). Using WhatsApp to Extend Learning in a Blended Classroom

Environment. Teaching english with technology.
https://files.eric.ed.gov/fulltext/EJ1204549.pdf

4. Guo, X., & Cowley, P. (2020). USING WHATSAPP TO ENHANCE STUDENTS’

LEARNING: A COHORT ANALYSIS AT A UK UNIVERSITY.
https://library.iated.org/view/GUO2020USI

5. Mistar, I.B. (2016). STUDENTS’ PERCEPTION ON THE USE OF WHATSAPP AS A

LEARNING TOOL IN ESL.
http://jesoc.com/wp-content/uploads/2016/08/Edu-76.pdf

6. Malecela, I.O. (2016). Usage of Whatsapp among Postgraduate Students of Kulliyyah

of Education, International Islamic University Malaysia. International Journal of
Advanced Engineering Research and Science
https://ijaers.com/detail/usage-of-whatsapp-among-postgraduate-students-of-
kulliyyah-of-education-international-islamic-university-malaysia-2/

7. Hanisi, A.L., Risdiany, R., Utami, Y.D., & Sulisworo, D. (2018). The use of WhatsApp
in collaborative learning to improve English teaching and learning process.
http://consortiacademia.org/wpcontent/uploads/IJRSET/IJRSET_v7i1/3004_ijrset_fin
al.pdf
8. Taamneh, M. (2017). The Effect of Using WhatsApp Messenger in Learning English
Language among University Students.
http://www.macrothink.org/journal/index.php/ire/article/view/10801
9. Hamad, M. (2017). Using WhatsApp to Enhance Students’ Learning of English
Language “Experience to Share”. Higher Education Studies.
https://files.eric.ed.gov/fulltext/ED590271.pdf

10. Gon, S., & Rawekar, A. (2017). Effectivity of E-Learning through Whatsapp as a
Teaching Learning Tool. Journal of the Medical Sciences
http://www.informaticsjournals.com/index.php/mvpjms/article/view/8454

11. Warman, L.A. (2018). Students’ Perception of Using Whatsapp in Blended Learning
on Reading.
https://core.ac.uk/download/pdf/322502153.pdf

12. Mbukusa, N. (2018). Perceptions of students on the Use of WhatsApp in Teaching

Methods of English as Second Language at the University of Namibia. Journal of
Combinatorial Theory
http://www.sciedupress.com/journal/index.php/jct/article/view/14528

13. Songxaba, S.L., & Sincuba, L. (2019). The effect of social media on English second
language essay writing with special reference to WhatsApp.
https://files.eric.ed.gov/fulltext/EJ1224060.pdf

14. Rinda, R.K., Novawan, A., & Miqawati, A.H. (2018). Students’ perspectives on social
media-based learning of writing through Instagram.
https://publikasi.polije.ac.id/index.php/jeapco/article/view/1261

15. Friatin, L.Y. (2018). Students’ Perception in Teaching Writing through Facebook Group
in EFL Class.
https://journal.walisongo.ac.id/index.php/vision/article/view/2739
6.0 Appendix

Questionnaire Article
Questionnaire
7.0 The expected work schedules

TASK WEEKS
Research Gantt Chart Planning 1
Finding Research Topic 1-2
CHAPTER 1: INTRODUCTION 3-4
CHAPTER 2: LITERATURE REVIEW 5-7
CHAPTER 3: METHODOLOGY 7-9
CHAPTER 4: RESULTS 9 -11
Discussion 11
Conclusion 11
Recommendation 12
Proof Reading 13
Final Check Up and Editing 13
Submission 14
SCHOOL OF EDUCATION AND SOCIAL SCIENCES ERS22404 – RESEARCH PROJECT
RESEARCH PROPOSAL RUBRICS
Criterion Major Amendments Partial Amendments Minor Improvement Needed Little Touch-Up Needed Marks
Needed 1 Needed 2 3 4

1) Introduction: No main idea, no The main idea, background, There was the main Clearly presented the main
-Thesis Statement background, no issues, and objectives were idea, background, issues, and Idea, background, issues, and ______
-Background issues, and no vaguely stated and objectives supported objectives supported them X5=
- Issues objectives weakly supported throughout the project. throughout the project. The purpose
-Objectives throughout the project. The relevant research issue flew logically from the introduction.
was identified, connections The research problem and the
(20%) established with the literature. statement of significance clearly
established.

2. Research Questions & Research questions, Elements were poorly Research questions were Articulated clear, reasonable, _____
Variables definitions, concepts formed, ambiguous, or stated, connected to the and succinct research X 6.25
-2 appropriate research and limitations not logically research issue, and questions and =
Qs -The variables were omitted connected to the description supported by the definitions given the purpose,
correctly Identified & or inappropriate of the problem, purpose, or literature. Constructs have design, and methods of the
designed given the research methods been identified proposed study. A thorough,
context, purpose, or and variables have been reasonable discussion
(25%) methods of the study. operationally defined. of assumptions and limitations
Assumptions and limitations were provided. All elements were
were present. mutually supportive.

3. Literature Review The structure of the The structure of the A workable structure has Structure was intuitive and _____
Organization literature review was literature review was weak; been presented for presenting sufficiently grounded to each of the X 6.25
-15 recently incomprehensible, it did not identify important relevant literature related to key constructs and variables of the =
published paper irrelevant, or ideas, constructs the constructs and variables proposed study.
-critical discussion confusing. or variables related to the of the proposed study.
(25%) research purpose,
questions, or context.
4. Research Methods: The research The research methods were The research methods had The purpose and design were _____
-Research design methods were confusing or incomplete been identified and mutually supportive and coherent. X5=
- Sampling inappropriate or had given the research described Attention had been given to
- Data Collection not been identified/ questions and insufficiently in detailed eliminating alternative explanations
Procedure - Data or sampling strategy. terms. Some limitations and and controlling extraneous variables.
Analysis Procedure described using Important limitations assumptions had been Appropriate and
(20%) standard and assumptions had not identified. important limitations and
terminology. been assumptions had been clearly stated.
Limitations identified.
5. Format of the and assumptions
Proposal -structural were omitted.
organization -smooth
flow of ideas (10%) Choppy and confusing; Somewhat organized; Presented in a thoughtful Extremely well organized; logical _____
format was difficult to ideas were not presented manner; there were signs of format that was easy to follow; flowed X 2.5 =
follow transitions of coherently organization and most smoothly from one idea to another
ideas were abrupt and transitions were not transitions were easy and cleverly conveyed; the
and seriously always to follow, but at times ideas organization enhanced
distracted the audience smooth, which at times were unclear the effectiveness of their study
distracted the audience

SCORE / 100