Oral Presentation in English Language Learning (Continuation --- Sielin)

In addition, Dukhim and Musigrungsi (2018) stated that one of the most

successful projects for students is to give an oral presentation. Students in a secondary

school, a college, or a university have gradually been included in the course

requirement. Courses like English for Academic Purposes and English for Specific

Purposes at the postsecondary level seek to provide students with the necessary

abilities to succeed in academic and business presentations. Undergraduates in

complex science fields like science and engineering are obliged to give technical oral

presentations in their second or third year of study. As a result, students must remember

not just material or topic knowledge but also critical abilities for delivering good

presentations. Accordingly, Oral presentations may assist increase fluency and accuracy

while also boosting confidence. Students acquire more excellent practice selecting and

refining a topic, acquiring information from various sources, structuring and supporting

ideas through the oral presentation process. Students get the opportunity to discern

between several sorts of oral presentations and how to conduct them in various

contexts, in addition to presenting primary ideas, developing questions, working within a

deadline, and producing audio and visual aids. Students must not only know how to talk

effectively in public or front of a class, but they must also be prepared to discuss and

answer questions.

Another study by Najed and Mahfoodh (2019) stated that giving an oral

presentation provides a positive atmosphere in the English as a foreign language

classroom, also strengthens academic skills relating to learning EFL. To deliver effective

presentations, students need both understanding of the content and the knowledge of

presentation conductivity in a well-structured manner. He also emphasized that oral

presentation in English as a foreign language classroom could help fluency and

accuracy improvement as well as increase confidence. Through the process of oral

presentations, students gain more practice in selecting and narrowing a topic, gathering

information from different sources, organizing and supporting ideas.

Further, King (2014) explained that universities should have academic curricula

involving oral presentations in teaching English language and should teach students how

to prepare and deliver an oral presentation effectively. An oral presentation in English

language learning provides real experiences and stimulates the students to gain more

confidence when they give an oral presentation in public. Thus, instructors in the said

curricula should encourage students to practice oral presentations in front of the English

class to enhance their speaking ability and help them to improve competencies and

become proficient. When they have an opportunity to study oral presentation techniques

from their instructors they can master, gain more knowledge and learn to interact with

people accurately and effectively.

According to Razami et al. (2014), the use of digital storytelling in an EFL

classroom helps students improve their communicative competence. Digital storytelling

techniques for the oral presentation of stories could be regarded as an essential tool in

foreign language learning and teaching. By encouraging a learner-centered setting,

digital storytelling can also help EFL learners acquire multimodal language competence.

Learners become creative storytellers through the conventional steps of picking a topic,

performing research, writing a screenplay, and generating an intriguing tale using digital

storytelling. Digital storytelling also engages reluctant pupils and encourages each

learner to try his or her best to communicate the tale to an audience in the best possible

way. They can be inspired, and their speech skills and competency can be improved.

The use of digital storytelling in EFL classes can help students learn more successfully.

By fostering a learner-centered environment, it can help EFL students acquire

multimodal communication competence. Learners will have many opportunities to

engage and utilize language in real and personally relevant ways as a result of this.
 Another study by Fariha (2017) looked into the variables that cause language

anxiety among students in English as a Foreign Language (EFL) classrooms. Students

gained a great tool to improve their English spoken skills by focusing on the process of

speaking. The study's findings suggest that speaking is a prerequisite for learning a

foreign language. As suggested by the participating English teachers, language anxiety

may not necessitate any "special treatment." However, it necessitates the language

teachers' careful attention to comprehend and adequately identify this phenomenon

among the students. English language learners should have the freedom to exercise

their language skills without fear of being judged. Students gained a great tool to

improve their English spoken skills by concentrating on the process of speaking.

Nonetheless, this study also asserted that humor, a pleasant connection, a supportive

setting, and the use of technology, as well as engaging content and a constructive

approach of correcting mistakes, may all assist a lot in reducing anxiety among English

language learners.

Henceforth, Liang and Kelsen (2018) stated that personality and motivation had

been established as essential factors in an oral presentation using English as a foreign

language; yet, few studies have looked at their impact on oral presentations. According

to the findings, extroverts outperform introverts in instances when spoken language

output is central to communication. This was especially true for lower-level learners,

implying that extraverted personalities can compensate for lack of English proficiency.

Consequently, this study looks at how English as a foreign language students perform

orally when presenting presentations as part of inquiry-based group projects. In order to

develop expressive language and socially constructed knowledge, such inquiry-based

initiatives need a high level of cooperation among team members as they interact with

peers. As a result, the current study seeks to combine both individual and collective

groupwork orientations in addition to personality. This research contributes to the

existing EFL literature by looking at the influence of personality factors and motivational

components on student performance in a collaborative oral presentation setting.

Subsequently, Panggabean & Kesuma's (2017) study aimed to explain the

language learning techniques used by male and female students with good speaking

performance in their oral presentations and their motivations for adopting different

language learning strategies in their English classes in their study. According to the

findings, all students with a high competence level employed all learning methods,

including memory strategy, cognitive strategy, compensatory strategy, metacognitive

strategy, emotional strategy, and social strategy. The learners were classified as

intermediate users of language learning strategies. Both male and female students had

distinct and comparable motivations for choosing particular language learning

methodologies for their oral presenting challenge.