A COMPARATIVE CASE STUDY OF POSTER PRESENTATION AND CLASSROOM PRESENTATION

Farida Ashriyani, Melisa Sri

Abstract


In second language learning, requiring students to perform their speaking skill can be done through presentation assignments such as classroom presentation and poster presentation. This research reports a comparative case study between poster presentation and classroom presentation focuses on the interaction between the presenters and the audiences, in relationto constructivism theory. The data obtained in this research were videotaped and transcribed. Ethnographic microanalysis, selective verbatim transcript, conversational analysis, and Seating Chart Observation Record were used to analyze the data. The result showed that more interactions between the presenters and the audiences took place in classroom presentation rather than in poster presentation. Moreover,several issues also appeared during the interaction in presentation tasks, including the use of L1 in presentation activities and some corrections to the mistyped and mispronounced words.

Full Text:

PDF

References


Amineh, R.J. & Davatgari, H. (2015). Review of Constructivism and Social Constructivism. JSSLL Journal, 1(1). pp. 9-16.

Brock, S. & Joglekar, Y. (2011). Empowering PowerPoint: Slides and Teaching Effectivenenss. Interdisciplinary Journal of Information, Knowledge, and Management, 6. pp. 85-92.

Büyükduman, I. &Şirin, S. (2010). Learning Portfolio (LP) to Enhance Constructivism and Student Autonomy. Procedia Social and BehavioralSciences, 3 (2010) 55–61.

Caffarella, R.S. & Merriam, S.B. (1999). Perspectives on Adult Learning: Framing Our Research. 40th Annual Adult Education Research Conference Proceedings. Nothern Illionis University.

DuFon, A.M. (2002). Video Recording in Ethnographic SLA Research: Some Issues of Validity in Data Collection. Language Learning and Technology, 6(1). pp. 40-59.

Epçaçan, C. (2013). Examination of texts of secondary school turkish schoolbooks in terms of constructivism approach. Procedia - Social and Behavioral Sciences116. pp. 5105 – 5114.

Esnaashari, et al. (2015). Investigation of Audience Interaction Tools from the Perspective of Activity Theory. Australasian Conference on Information Systems. pp. 1-11.

Ferreira, D. & Prichard, C. (2014). The Effects of Poster Presentations and Class Presentations on Low-Proficiency Learners. TESOL Journal, 5(1). pp. 172-185.

Gillies, R. M. (2007). Cooperative Learning: Integrating Theory and Practice. United States of America: Sage Publications.

Goodrick, D. (2014). Comparative Case Studies, Methodological Briefs: Impact Evaluation 9, UNICEF Office of Research, Florence.

Ilic, D. & Rowe, N. (2015). What is the Evidence that Poster Presentations are Effective in Promoting Knowledge Transfer? A State of the Art Review. Health Information & Libraries Journal, 30, pp. 4–12.

Manara, C. (2007). The use of L1 support: Teachers’ and students’ opinions and practices in an Indonesian context. The Journal of Asia TEFL, 4(1), 145-178.

Rahmawati, A., Pupah, E. M., Andriani, N. F., Amalia, N., & Lismanto, T. I. D. Micro Interactional Analysis on Poster Presentation: A Case Study in an Indonesian Higher Education.

Serafín, Č., Dostál, J., & Havelka, M. (2015). Inquiry-Based Instruction in the Context of Constructivism. Procedia-Social and Behavioral Sciences, 186, 592-599.

Susskind, J. E., (2005). PowerPoint’s Power in the Classroom: Enhancing Students’ Self-Efficacy and Attitudes. Computers and Education 45. pp. 203-215.

Wagner P., Malisz Z., & Kopp S. (Eds.) (2014). Special issue on Gesture and Speech in Interaction. Speech Communication, 57.

Widodo, H.P., (2009). Key Issues in Teaching EFL/ESL Intensive Reading: A Videotaped Self-Observation Report. The Journal of Effective Teaching, 9(3), pp. 38-58.

Widodo, H. P., (2016). Engaging Students in Literature Circles: Vocational English Reading Programs. Asia-Pacific Edu Res, 25(2), pp. 347–359.

Yussof, Y. M., Jamian, A. R., Roslan, S., Hamzah, Z. A. Z., & Kabilan, M. K. (2012). Enhancing reading comprehension through cognitive and graphic strategies: A constructivism approach. Procedia-Social and Behavioral Sciences, 64, 151-160.

Zhang, Q., & Kou, Q. (2012). The Course Research for the Software Program Based on the Constructivism Teaching Theories. Physics Procedia, 25, 2294-2297.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.