Perception of Tertiary Vocational Students on Developing English

Speaking Skills through Live vs. Recorded Presentation

Arta Uly Siahaan

, Yosi Handayani

and Satriya Bayu Aji

Informatics Engineering Department, Politeknik Negeri Batam, Ahmad Yani Street, Batam, Indonesia

Business Management Department, Politeknik Negeri Batam, Ahmad Yani Street, Batam, Indonesia

Keywords: Live vs. recorded presentation, perceptions, speaking skills, students of tertiary vocational education

Abstract: Completing the ability to speak in English today is not generally considered as something very special. It is a

very common thing at this time. The global demand for mastering one of these international languages is the

motivation to be able to cope with the challenges of the globalization era. This is not an easy thing since in

Indonesia, this language is still considered as a foreign language. The purpose of this research was to assess

the perception of tertiary vocational students about developing English Speaking ability through a live and

recorded presentation. In addition, this research investigated the difficulties faced by students in these two

kinds of presentation. This perception was excavated by providing online questionnaires involving 69 students

who are attending English Business II Course at State Polytechnic of Batam. The results showed that most of

the participants gave positive attitude and perception in making the presentation. A lot of difficulties were

faced by all the participants during preparing and delivering the presentation both live and recorded section.

Overall, it can be concluded that terms of delivering presentation, live presentation is more complex than

recorded presentation.

1 INTRODUCTION

English communication skills become an important

one to be accomplished by all the graduates

nowadays. Indonesia is one of the countries that still

consider that English is a foreign language. This

condition becomes quite complicated to have a daily

environment in using this language as a common

thing. Due to that reason, from primary education to

higher education and vocational, the Indonesian

government is still consistent to include in English as

the compulsory course. Mastering English become

very important skills since this is one of international

language which is used by all nations globally. Higher

education today, for instance, universities, institutes,

or vocational higher educations, should be able to

graduate alumni who are able to compete well with

other graduates from their own campus, other

domestic campuses even overseas campuses. The

work competition will only be able to be followed by

students who have the best competency in their fields.

Not only has the knowledge and skills that are

intelligent (skill competency) but also must be

followed by the attitude or discipline that is

embedded early (soft skill). In addition, the graduates

also need to be fortified with capable communication

skills both lively and written. English become one of

the most popular medium to communicate

internationally.

Batam as an industrial city, absorb many

employees from different kind of universities or

institutes. This town had a high demand for workers

to be fulfilled many kinds of position in industries.

Siahaan (2020) published her investigation that

conducted a survey with the users of internships of

Politeknik Negeri Batam in the industry. It was found

that about 78% agreed that the ability to speak

actively in English was the need of industry. Some

users asked to attach a certificate of English

proficiency but in the interview session, the

interviewer conducted the session in English to

ascertain which one the most capable worker to fulfil

the positions is offered by the company. State

Polytechnic of Batam as the only one state

Polytechnic in Batam has a strategic objective to

produce graduates who are competent, adaptive,

motivated, and independent and uphold ethics. The

efforts which set up to achieve these goals are the

availability of curriculum, educators and laboratories

based on competency standards, the implementation

Siahaan, A., Handayani, Y. and Aji, S.

Perception of Tertiary Vocational Students on Developing English Speaking Skills through Live vs. Recorded Presentation.

DOI: 10.5220/0010356703590365

In Proceedings of the 2nd International Conference on Applied Economics and Social Science (ICAESS 2020) - Shaping a Better Future Through Sustainable Technology, pages 359-365

ISBN: 978-989-758-517-3

359

of an expanded education program based on needs

and public electability.

Methods, strategies, facilities, lecturers’ creativity

are the crucial parts to meet those objectives. As

Nunan (2000) stated that mastering speaking skills is

the single most important aspect of learning as second

or foreign language and success is measured in terms

of the ability to carry out a conversation in English.

Togatorop (2011) conducted a research to find out

the student’s barriers in speaking English and what

teacher do to help the students involved the students

and lecturer at State Polytechnic of Batam. This

research found that most of the students did not

practice speaking in English because of being afraid

of making mistakes, get anxious and shy to be

laughed at. The students finally stopped practicing or

chose to keep silent because they do not want to take

a risk. Next, English speaking was a non-compulsory

environment where no rule that obligated the students

to speak in English. It makes the students who want

to practice English were difficult to find environment

or partner. Last, improper teaching methodology and

uninteresting lectures were the factors. The students

expected to have lecturer which friendlier, patient,

humorous, enjoyable, and closer to them. This finding

was in line with Gronlund and Waught (2009) that the

objective of the most prominent English assessment

is to improve student skills. Lectures should be one of

important person behind the story success of the

students. They should be able to manage the

stimulation used to enhance students’ skills especially

in this case speaking skills.

A lot of efforts, strategies or methods used to

stimulate the students to do exposure in speaking

English. Asking students to do a presentation is a

familiar method to do for university students. Arnold

(2003) and Bierley and Adams (2009) stated that one

of the most popular method in English Specific

purposes (ESP) teaching and learning process is

asking the students to make presentation on a certain

topic in front of the classroom. This study

investigated the students’ respond for making the

presentation in live and recorded section. Making

presentation in English whether live or recorded is not

an easy thing to do especially for non-native students.

A lot of difficulties occurred; students’ perception

and respond might be varied. Regarding to the

background explained previously, the existing body

of knowledge was guided by the following research

questions:

1. What are the perceptions of tertiary vocational

students upon making live and recorded

presentations?

2. What difficulties do the students encounter in

making live or recorded presentations?

Meanwhile, the purposes of this study were to

identify the student’s perception of how they

conducted a live or recorded presentation as the

solution to enhance their verbal skill. The researcher

also aimed at investigating how participants felt, what

are the difficulties in making to kinds of presentation

and what recommendation they would give to

improve this technique in future class.

2 METHOD

The participants in this research involved

students as respondents from Managerial Accounting

Study program of Politeknik Negeri Batam. They

took English Business II which contained of English

Business correspondence as the material. The method

of teaching and learning process was presenting in

English various kinds of business correspondence.

The students got some topics and presented twice.

First round was about the theoretical based of the

selected topic. Next round was the practical based,

where the students found the letters from the industry

based on the given topics. More information about the

implementation on industry was also become the

additional material to be presented on recorded

presentation.

Table 1: Method of Collecting the Data.

Note of

resentation

Presentation 1

Presentation 2

Model of the

presentation

Live

Presentation (in

front of the

classroom)

Recorded

Presentation

(share on

YouTube after

doing self-

reco

ing video)

Topic of

presentation

The theoretical

based of English

business

correspondence.

Comparing

the theory to

the practical

on industry

related to the

implementation

of English

Business

Corres

ondence.

Assessment a) Visuals

(readable font,

contain relevant

visuals)

a) Visuals

(readable font,

contain relevant

visuals)

b) Clarity of

resentation

b) Clarity of

resentation

ICAESS 2020 - The International Conference on Applied Economics and Social Science

360

(understandable

concept,

supplementary

data, or

examples,

not reading the

textbooks, clear

and accurate use

of language,

interaction with

the participants,

eye contact)

(understandable

concept,

supplementary

data, or

examples, not

reading the

textbooks, clear

and accurate use

of language,

interaction with

the participants,

eye contact)

c) Responses to

questions or

comments

(relevant, to the

point and

ualified

)

c) Responses to

questions or

comments

(relevant, to the

point and

ualified

)

This study had two sections: 1) live presentation

2) recorded presentation. All the presentation was

conducted individually. Live presentation was held in

front of all of classroom members. Each student was

given 15 minutes to perform the presentation based

on the selected topic. It was included with question

and answer section. Two questions were let to

propose to the presenter since the way presenter to

respond the question was a part of presentation

assessment. Lecturer did assessment on students live

presentation. Meanwhile, in recorded presentation,

the students did self- recorded video then uploaded it

on YouTube. Link was shared on Polibatam e-

learning; group members consisted of around 7

students had to access the video, leave the questions,

and did online peer-evaluation. All the forms of

online peer assessment were provided by the lecturer.

Same with live presentation, the lecturer was also do

the evaluation on students’ exposure.

To collect the data regarding to answer the

research question, after conducting the two

presentations, the researcher applied an Electronic

questionnaire to identify students’ perspective on

experiencing live and recorded presentation. It

consisted of some close-ended questions, open-ended

questions and added with reflection section at the end.

The questionnaire was applied through Google Apps

Form. To analyse the results, the researcher used

both; a descriptive statistical analysis of the Likert

Scale questions, and the discourse analysis to

interpret the responses participants gave in the open-

ended questions of the questionnaire.

3 RESULTS AND DISCUSSION

The presentation was started at the beginning of

2019/2020 even semester, it was set up from meeting

3. Meanwhile, recorded presentation was submitted 3

weeks after mid test. Data collection through online

questionnaire was scattered after these two activities

was completely done. The results of this study were

conferred into two parts, namely students’ perception

towards making live and recorded presentation then

followed by the difficulties in making the

presentation itself.

3.1 Students’ Perception towards

Making Live Vs. Recorded

Presentation

At the first place, the researcher was curious about

students’ respond about assigning them to make the

presentation. This discussion was divided into three

details to make it more specific namely general

attitude toward making presentation in English (in

general), students’ perception about that conducting

live or recorded presentation were able to practice and

improve English speaking ability then perception of

the students on live vs. recorded presentation to

develop English speaking skills.

Firstly, student’s general attitude towards making

presentations in English showed that 54% of the

students liked of making presentation in English,

whereas 8 students (12%) of the students strongly

liked making English presentation. Meanwhile, it was

found that 33 % of the respondents chose neutral for

this activity. Unpredictably, there was a student

strongly dislike making presentation. In a nutshell,

although the majority shows positive respond to the

presentation but some of the students were neutral

and a few had unfavourable attitudes towards making

English presentation for business correspondence.

Figure 1 demonstrated how views were divided up.

1: Strongly Dislike, 2: Dislike, 3: Neutral, 4: Like,

5: Strongly Like

Figure 1: General Attitude towards Making Presentations in

English

Perception of Tertiary Vocational Students on Developing English Speaking Skills through Live vs. Recorded Presentation

361

Secondly, 38% of the respondents strongly agreed

that by conducting live or recorded presentation was

able to practice and improve English speaking ability

and 48% agreed with this statement. In other hand,

the researcher found that a respondent (1, 4%)

disagreed that this activity can be as the way to

practice and improve the speaking skills, 13% neutral

and none of them strongly disagreed to the purpose of

this presentation. Figure 4 shows the students’

perception about that conducting live or recorded

presentation was able to practice and improve English

speaking ability.

1: Strongly Disagree, 2: Disagree, 3: Neutral, 4: Agree,

5: Strongly Agree

Figure 2: Students’ perception on live and recorded

presentation.

Thirdly, the researcher tried to compose some

statements in purpose to compare the perception

between live and recorded presentation. Most of the

students strongly agreed (62%) and agreed (36%) that

before performing the presentation, it was best to do

rehearsing and this is very important phase to do.

Most of the students the percentages were 55% and

58% agreed that both live and recorded presentation

has helped them to improve English speaking ability.

Beside of that, it was interesting to notice that more

than half of the students agreed that both live and

recorded presentation are the excellent option to

practice English speaking skills, and by conducting

these two activities, all the respondents felt motivated

and help them to function well when become a

professional in future. It was surprisingly found that

51% of the respondents agreed that it was difficult to

speak in English in front of the audiences especially

classmates, and if compared to recorded presentation,

only 26% agreed with that and 41% were neutral. It

can conclude that, the respondents felt more difficult

when they performed live presentation than recorded

presentation. Table 2 shows the student’s perception

on live vs. recorded presentation in purpose to

develop English speaking skills.

Table 2: Student’s perception on lives vs. recorded

presentation in purpose to develop English speaking skills.

Items

(%)

I do rehearse before to

prepare myself for

conducting me

presentation. According

to me, it is very

important.

Live presentation has

helped me to develop

my speaking ability.

55 39

I conside

difficult to

speak in English in front

of the audiences namely

my classmates.

Live presentation is an

excellent option to

practice English

speaking skills.

I feel motivated when

speaking in English in

the Self Recording

Video

Self-recording video of

presentation is an

excellent option to

practice English

speaking skill.

Recorded presentation

has helped me to

develop my speaking

ilit

I consider difficult to

speak in English in front

of the camera (Self

Recording video

presentation)

I feel motivated when

speaking in English in

the Self Recording

Video

ing in the Self

Recording Video helps

me to function well

when I become a

ofessional.

Table 3 presents the perception of achievements

through conducting live and recorded presentation

included the items for enhanced knowledge about a

particular topic, enhanced correspondence

vocabulary, improved English reading skill,

improved listening skill, improved writing skill,

improved presentation skills, a sense of

accomplishment, personal growth, improved self-

esteem, improved pride, pleasure of having my work

ICAESS 2020 - The International Conference on Applied Economics and Social Science

362

valued and pleasure in sharing the material about

English business correspondence, the respondents put

the higher interesting on live presentation than

recorded presentation except improving speaking

skill item. It was found respondent chose 62% for live

presentation and 83% for recorded presentation.

Unpredictably, enhanced knowledge about a

particular topic was ranked the highest for live

presentation which was 100% and improved the

speaking skill was for recorded presentation, it was

83%.

Table 3: Students’ perceptions of achievements in

performing live and recorded presentation

Indicators

Live

Presentation

Recorded

Presentation

Enhance

knowle

about a particular

ic.

100% 68%

Enhance

correspondence

voca

ular

83% 65%

ove

English

Readin

Skill

72% 71%

ove

eaking

Skill

62% 83%

ove

Listening

ill

84% 67%

ove

iting

ill

84% 67%

ove

Presentation Skills

87% 55%

A sense of

accom

lish

ent

84% 55%

sonal G

owth

87% 48%

ove

self-estee

86% 49%

ove

ide

88% 48%

Pleasure of having me

value

84% 65%

Pleasure in sha

ing

the material about

English business

corres

ondence.

84% 64%

This finding was in contrast to the study that

identified by Lien (2009) and Emaliana (2012) in

terms of live presentation, it was found that in these

two studies for the item improved speaking skills get

the highest rank (about 86% and 58%), but in this

study, the researcher still found it was high (because

more than a half, but this item was the lowest compare

to the other items. It was found the highest when

performed recorded presentation, it was 83%.

Furthermore, the lowest item perceptions of

achievements for recorded presentation were

personal growth and improved pride. This might

happen due to the setting of presentation itself, in

recorded presentation; students did not socialize

directly to all the audiences, they can only be reached,

most of the students found the difficulties on

providing internet connection and editing/making

video recording for presentation. It was

understandable since these two items were not really

need for performing live presentation. virtually.

3.2 Students’ Difficulties in Making

Live Vs. Recorded Presentation

Non-native students found a lot of difficulties in

preparing the presentation for both lived and recorded

presentation. The items composed for this study were

preparing the presentation contents, presenting the

presentation form, practicing the presentation, and

delivering the presentation. In terms of preparing the

presentation contents, it was found that most of the

items given were difficulties according to the

respondents even though the lecturer already

provided the topic to be assigned for each student. In

live presentation, the most difficult one to prepare in

term of the content was selecting the appropriate

material to be to be delivered among a wide range of

material. It reached 81%, it made sense since the

students must develop the topic, search, and read

references to enrich the material to be delivered for

live or recorded presentation. Meanwhile, for

recorded presentation, determine the relevant

material among available materials became the most

difficult one. As presented at Table 4, it can be seen

that all the items provided were categorized as the

difficult to do since it was above 50% selected by all

the participants for all the items.

Table 4: Students’ difficulties have encountered in

preparing the presentation contents.

Indicators

Live

Presentation

Recorded

Presentation

Understanding the

selected topic

75% 4%

Selecting the appropriate

material to be to be

delivered among a wide

range of material.

81% 61%

Determine the relevant

material among available

materials

77% 68%

Found a lot of new

vocabularies in materials

for presentations

80% 62%

Organizing selected

information on material

74% 67%

Expressing the

presentation content

68% 52%

Perception of Tertiary Vocational Students on Developing English Speaking Skills through Live vs. Recorded Presentation

363

Regarding to the questionnaire finding about

preparing the presentation form which presented at

Table 5, it was found that presenting live presentation

form (71%) was more difficult than recorded

presentation (64%). Since these two presentations

were totally different, it was clear that for preparing

the presentation form the number reached different

range. For instance, in recorded presentation, most of

the students found the difficulties on providing

internet connection and editing/making video

recording for presentation. It was understable since

these two items were not really need for performing

live presentation.

Table 5: Students’ difficulties in preparing the presentation

form

Indicators

Live

Presentation

Recorded

Presentation

Selecting presentation

for

71% 64%

Selecting visual aids 46% 75%

Using Powe

Point

software

61% 59%

Composing questions to

be delivered to respond

the

esentation

74% 58%

Providing Internet

connection

45% 93%

iting o

ing

Recording video for

resentation

14% 96%

Table 6 is clearly stated that, in conducting live

presentation, the participants seemed better prepared

than recorded presentation. It makes sense because on

live presentation section, the students were witnessed

by all the classmates directly. They need more focus,

do best preparation. The data presented that the

participant felt lack of time for preparation; it was

86% chosen by the participants on live section, while

for recorded presentation was 42%. The most difficult

one of all items when rehearsing the presentation for

both live and recorded were pronouncing new

vocabularies namely 94%.

Table 6: Students’ difficulties rehearsing live and recorded

presentation

Indicators

Live

Presentation

Recorded

Presentation

Lack of time to

rehearse

86% 42%

Difficulty in

remembering the points

of presentation

contents

90% 36%

Boredom of rehearsing

a presentation

57% 62%

Lack of concentration 74% 39%

Difficult in

pronouncing new

vocabularies

94% 51%

The last data was presented at Table 7 in terms of

delivering the presentation. Technical problem (72%)

and fear of the internet connection (92%) were the

two highest range item difficult things to face in the

section of recorded presentation. Meanwhile, in live

presentation lack of confidence, difficulties with

grammar, difficulties with the vocabulary, and fear of

the lecturer evaluation were high ranged to be chosen

by the participants, it was 90 % to above. Again, this

finding was in line with the previous study.

Table 7: Students’ difficulties in delivering presentations

Indicators

Live

Presentation

Recorded

Presentation

Technical Problem 55% 72%

Lack of confidence 91% 32%

Fear of looking foolish 83% 36%

Fear of speaking in

front of the public

96% 13%

Difficulties with

ramma

91% 64%

Difficulties with

vocabularies

90% 59%

Difficulties with

ronunciation

93% 54%

Worry about the dialect

use

86% 57%

Lack of presentation

skills

84% 55%

Forgetting the content

of the presentation

88% 26%

Fear of Q and A section 75% 26%

Fear of peer

evaluations

80% 58%

Fear of lecturer

evaluations

96% 64%

Fear of the internet

connection

12% 93%

Fear of giving

questions

to the presenter's

resentation

86% 30%

Fear of giving

questions

to the presenter's

resentation

86% 30%

ICAESS 2020 - The International Conference on Applied Economics and Social Science

364

4 CONCLUSIONS

Finally, this study suggests that students’ presentation

through live or recorded can develop English

speaking ability. A lot of difficulties might be found

but perception and attitude of the students related to

these two activities showed positive feedback. Most

of the participants were aware of the benefit of the

presentation itself. Technical problem and internet

connection became the hard difficult in delivering the

presentation, while for live presentation, a lot of

things are more complex to be considered by all the

participants. It can be said that in terms of delivering

presentation, live presentation is more complex than

recorded presentation. Practically, teacher/lecturer

can use this activity in English speaking class to

stimulate students’ performance.

The limitations of the present research leave

several gaps for future other researchers to fill in.

Upcoming studies might further investigate

comparison study between live vs. recorded

presentation. Which one works better to develop

students’ speaking skills added with the reflection

after experiencing live vs. recorded presentation.

Future research should also widen the research scale

with a larger and more varied group of participants.

ACKNOWLEDGEMENTS

To God be the glory for this research finally

accomplished and published through this paper. The

researchers would like to send the gratitude for the

management of Politeknik Negeri Batam for giving

us chance and fund this research. Also thank to

research center and community service department

for organizing this agenda. To all friends and

colleagues who involved into this research, hopefully

the future research and publishing keep collaborating

with you all.

REFERENCES

Bierly., M & Adams. J. 2009. Simultaneous Group

Presentation. The Asian ESP Journal. 5(2). 60-74

El-Seound. 2014. E-Learning and Students’ Motivation: A

Research Study on the Effect of Learning on Higher

Education. http://dx.doi.org/10.3991/ijet.v9i4.3465,

retrieved on April 2, 2019.

Emaliana. Ive. 2012. English for Communication and

Interaction in the Classroom and Beyond. Malang. State

University of Malang Press.

Encalada & Sarmiento. 2019. Perceptions about Self-

Recording Videos to Develop EFL Speaking Skills in

Two Ecuadorian Universities. Journal of Language

Teaching and Research. 10(1) (60-67)

Gronlund. N. E & Waugh. K. 2009. Assessment of Student

Achievement. Boston: Pearson Education Ltd.

Graddol, D. 2007. The Future of English? Manchester: The

British Council Ltd

Kroeker, R.H. (2009). The Reality of English Conversation

Classes: A Study in a South Korean University. (Master

thesis). School of Humanities of the University of

Birmingham, Birmingham, United Kingdom

Lien, T.T.M. 2009. Assessing the Perception and

Difficulties of Students at COT, NVU in Making ESP

Presentations. The Asian ESP Journal, 5 (1): 78-96.

Nazara.2011. Students' perception on EFL Speaking Skill

Development. Journal of English Teaching. 1(1) (28-

43)

Nunan. D. 2000.Language Teaching Methodology.

Essex.UK: Pearson Education.

Sari, Riski Aninda. 2016. Student's perception on the Video

project in their speaking class: A Study of 11th Grade

of SMA N 1 Kasihan Students. Yogyakarta.

Shells, J. 2011. Manual for Language Test Development

and Examining, Cambridge: Association of Language

Testers Siahaan. A.U. Online Social Learning Platform

vs.

E-Learning for Higher Vocational Education in Purpose to

English Test Preparation. Atlantis Press. Advances in

Social Science, Education and Humanities Research

411: 76-82.

Togatorop, E. 2011. Best Practices in the Teaching of

English. Malang. State University of Malang Press.

Perception of Tertiary Vocational Students on Developing English Speaking Skills through Live vs. Recorded Presentation

365