T1 112010158 Full text
THE REASONS OF USING OF POWERPOINT IN
LANGUAGE CLASSROOMS
THESIS
Submitted in Partial Fulfillment of
The Requirements for the Degree of Sarjana Pendidikan
Mikhael Kristiani
112010158
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2016
1
2
3
4
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitter for examination on
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@2016. Mikhael Kristiani and Dian Toar Y.G. Sumakul, M.A
All right reserved. No part of this thesis may be reproduced by any means without
the permission or at least one of the copyright owners or the English Language
Education Program, Faculty of Language and Literature, Satya Wacana
University, Salatiga.
Mikhael Kristiani
5
6
TABLE OF CONTENT
Cover page……………………………………………………………………… 1
Penyataan Tidak Plagiat………………………………………………………………. 2
Pernyataan Persetujuan Akses……………………………………………………………. 3
Approval Page……………………………………………………………………… 4
Copyright Statement……………………………………………………………. 5
Publication Agreement Declaration……………………………………………. 6
Table of Content………………………………………………………………... 7
Thesis Body
Abstract
9
Key Words
9
Introduction
9
Literature Review
PowerPoint……………………………………………………... 12
Language Classroom…………………………………………… 13
PowerPoint in Language Classroom…………………………… 13
The Study
Method of Research……………………………………………. 14
Context…………………………………………………………. 14
Research Instrument……………………………………………. 15
Data Collection Procedures…………………………………….. 15
Data Analysis Procedures………………………………………. 16
Findings and Discussion…………………………………………………… 16
7
Conclusion…………………………………………………………………. 22
Acknowledgement……………………………………………………………… 24
References……………………………………………………………………… 25
8
THE REASONS OF USING OF POWERPOINT IN LANGUAGE
CLASSROOMS
Mikhael Kristiani
ABSTRACT
In modern era, the uses of PowerPoint presentations had considerably increased
through teachings in classrooms. It had an important role in presenting ideas and
explaining materials. This study was aimed at helping both teachers and students
in using PowerPoint presentations in language classrooms. Observation method
was used in this study. Four lecturers in English Department, Faculty of Language
and Literature, Satya Wacana Christian University were interviewed after each
class had been observed. The instruments of this study were notes that described
usages of PowerPoint presentations in the classrooms and semi-interviewed
questions to gain more reasons to consider when to use PowerPoint presentations.
The findings revealed
Key words: PowerPoint, reasons, language classroom
INTRODUCTION
PowerPoint Presentation is the world’s most popular presentation
software. It can help the users to clarify their messages and engage with the
readers or audiences. People utilize PowerPoint to support their presentation by
providing an organized and professional format. In addition, the usage of
PowerPoint Presentation is convincingly easy. Not only by lecturers, but also
fellow students in or outside of the University are likely to use this kind of
computer program. A lot of strategies and guidance are provided to make sure that
the users of PowerPoint Presentation deliver effective types of presentations.
9
A study done by Alkash & Al-Dersi (2013) found advantages of
PowerPoint presentations. In that research, Libyan EFL learners were being
interviewed. The interviews done for two times, before the use of the PowerPoint
Presentation in their class and after that method were settled. From the data
gathered, the students faced many difficulties using the old method that their
teachers have used. And as a result of the discussion, the learners in Sebha
University expected their teachers to use PowerPoint Presentation for presenting
the lectures. They were helped in understanding the main concepts of English and
being motivated to learn English more with the using of PowerPoint Presentation.
Furthermore, a study conducted by Rajabi & Ketabi (2012) proved a better
performance of a group received PowerPoint materials compared to a group who
received the traditional textbook teaching style. Sixty two BA students from
University of Isfahan were examined in a 90 minutes “advanced writing" course
during ten sessions. This study assessed the result of employing new technology
to the class. The pretest and posttest were administered to two groups. There was
no different from the result of pretest. However, the result from posttest had
significant difference in number. The frequency use of cohesive devices in
PowerPoint group was 47.79 and the frequency use of cohesive devices in
traditional teaching style was 27.79.
Both studies showed an important role of PowerPoint presentations as
media learning in educational settings. The teachers who used the PowerPoint
presentations produced better learners. The students were helped by PowerPoint
presentations in understanding the concepts and more likely motivated to learn
10
English while the using of PowerPoint presentations in classrooms. In addition,
the test result showed a better comprehension of the students when they were
exposed to learning by means of PowerPoint presentations. The result was
supported by a comparison between the PowerPoint group and traditional teaching
group. The comparison of posttest presented an increasing number gained by the
PowerPoint group.
As it has already expanded to schools long time ago, the use of
PowerPoint presentation still bring up a positive effect on teaching learning
activities. Xingeng & Jianxiang (2012) summarized several advantages of
PowerPoint presentation as great efficiency in information transfer, making better
visual effects, specific and complete knowledge arrangement. There were many
studies of PowerPoint presentation effects on teaching and learning in classroom,
which mostly said that it was useful. However, the instructor has a role also in
making the use of PowerPoint Presentation effective. Broke and Joglekar (2011)
found that the teachers’ teaching style determined the effectiveness of classroom
use of the PowerPoint Presentation.
The previous study entitled Does PowerPoint enhances learning? from
(Penciner, 2013) described some reasons people use PowerPoint Presentation. The
result of his research, he convinced the readers that PowerPoint Presentation was
just a tool to use, not an education. The results were three considerations to use
the tool to make an effective presentation and enhanced learning activity in the
classroom. The researcher, also, wanted to gather information from the lecturers
of English Department, Faculty of Language and Literature on why they use
11
PowerPoint presentations in classrooms. This paper will try to answer some
factors related to the teachers utilize the PowerPoint presentations in language
classrooms. The aim of this study is to support both the lecturers and the students
in using the PowerPoint presentation in order to enhance learning English. By
knowing the reasons in using PowerPoint presentation, the users are expected to
produce an effective presentation. The audiences also will get a better impact if
the presentation was effectively made. The study of lecturers’ usage of
PowerPoint presentation was expected to give an overview in how effective it is to
use for the lecturers in their classroom. The significance of this study is to provide
a new insight in preparing the quality of the lecturers as the human resources to
operate the technology which is required to meet the students’ expectations in
learning through media presentation. The findings could help both the lecturers
and the students in using PowerPoint presentations in order to enhance learning
English and produce an effective PowerPoint presentations.
LITERATURE REVIEW
PowerPoint
Christensson (2008) in his website stated a definition of PowerPoint as
presentation software developed by Microsoft. It often used to build business
presentations or educational purposes. Fisher (2003) gave PowerPoint a brief
definition as a type of presentation software that allows one to show colored text
and images with simple animation and sound. He added that PowerPoint was
popular and easy to use. There the usage of PowerPoint in the classroom was
described as follows: for initial teaching, for practice and drilling, for games, for
12
reviews, and for tests. He talked in the end, about too many computers were
required as the unfortunately the negative side of the existence of PowerPoint
presentation in the classroom.
Language Classrooms
When teaching language, especially second language, teachers’ goal are
using as much as the target language as possible. Dr. Olenka Bilash (2011) on her
website said that daily practices make best use of the target language use. The
researcher belief that the more frequent the language is used, the more fluent the
students will be. The exposure of target language both spoken and written will
enhance students’ comprehension of the language.
PowerPoint in language classrooms
In recent years, the use of PowerPoint and other multimedia in education
has increased globally (Connor and Wong in Nouri and Shahid, 2005). Many
researchers have discussed both advantages and disadvantages of PowerPoint
Presentation in the classroom. The popularity of PowerPoint Presentation comes
from a set of Microsoft Office packages. Even though other presentation software
has the same functions, PowerPoint is the most common and user friendly. In that
case, teachers are welcome to perform using PowerPoint in classrooms. In fact,
there are many researchers has investigated the teachers’ skill of using PowerPoint
as a consideration the correspondence of teachers’ readiness to teach using the
technology.
Consequently, the use of PowerPoint presentation in language classrooms
has considerable potential for supporting both teachers and students in a way of
13
facilitating the organizing of a presentation in a professional style. PowerPoint
presentation offers an alternative form of presenting largely text-based material
that used to be delivered using whiteboard and talk (Jones, 2003).
THE STUDY
Method of Research
This study describes some initial reasons that are taken by the lecturers in
their way of using the presentation media to conduct the teaching and learning
activities in the language classroom. The common presentation media used is
PowerPoint presentation with a help of a LCD and a computer. The methodology
used for this research is qualitative, using observation and interview. The reasons
why qualitative method is used are (a) the purpose is to obtain “insight, discovery
and understanding rather than hypothesis testing” (Merriam, 2001, p. 28); and (b)
the qualitative methodology is great tools for increasing our understanding of
teaching and learning (Johnson, 1995, p. 4).
Context
The researcher chose lecturers from English Department, Faculty of
Language and Literature, Satya Wacana Christian University, Salatiga because
they have used PowerPoint Presentation while teaching English. In addition, the
researcher believed that the lecturers will work for the best to their students in the
form of preparing some slides in PowerPoint Presentation beforehand. As well the
traditional method of teaching, PowerPoint Presentation will enhance the
lecturers' performance. (Inoue-Smith, 2016)
Participant
14
Four English lecturers in English Department, Faculty of Language and
Literature, Satya Wacana Christian University participated in this study. They
were actively using English and providing a good material to their students via
PowerPoint Presentation. Furthermore, the PowerPoint Presentation was the
additional teaching material that the lecturers’ use to complete their performance
besides handbook.
Research Instrument
The observation took place while the teaching and learning process was
going on. Here, the lecturer was still active explaining the material. The researcher
took notes while observing the using of PowerPoint presentation by the lecturers.
In the notes, a descriptive ways of PowerPoint usage was written to present the
data in its natural ways. The interview is semi-structured interview that carried out
directly after the observation and teaching have been done, to gain some valuable
perceptions toward PowerPoint use in the classroom. Besides, semi structured
interview allowed the interviewee to express their thought in their own positions.
Equally, the answers can accommodate a new topic that can be explored more for
the data completeness. The lecturers were asked about the reasons why they
decided to use PowerPoint presentation in their classrooms.
Data Collection Procedures
The researcher collected the data using classroom observation in which
examines some reasons to consider when using the PowerPoint Presentation. The
researcher was randomly choosing those classes after asking some lecturers
whether they used PowerPoint Presentation. The researcher took notes while
15
observing each class where PowerPoint presentation was used. After that, the
interview was done separately with each lecturer during their free time. Once, the
researcher made a time with the lecturers and asked about the factors related to the
using of PowerPoint presentations. Here the function of open ended questions was
to hear the reasons why PowerPoint presentation was used in the classrooms.
Data Analysis Procedures
LeCompte and Schensul (1999) determined a data analysis as a process of
reducing the data collected into a story and its interpretation in order to be
comprehensible. In order to analyze the information gathered from observation
and interview, the researcher made some points with explanation related to the
factors in using PowerPoint presentations in classrooms. The researcher would
divide the three reasons based on Penciner (2013) into three subheadings. They
were emphasis, augmentation, and multimedia learning. Each part served the
explanation of the reasons, the evidence found on observation and interview, and
the relation between the explanation and the evidence. Furthermore, the researcher
provided some more reasons from the lecturers regarding their background in
using PowerPoint presentations.
FINDINGS AND DISCUSSIONS
Findings
The result from observation showed some indications related to emphasis,
augmentation, and multimedia learning. The four lecturers were naturally
observed to make sure that the descriptive data was true. Continued with
16
interview, the researcher asked about some factors related the teachers utilize the
PowerPoint presentation in language classroom. The findings below were
explanations toward the using of PowerPoint presentation in language classroom
which divided into three subheadings: emphasis, augmentation, and multimedia
learning.
Emphasis
According to Peciner (2013), “Emphasis is by using a single word or
phrase on a slide, PowerPoint can be used to emphasize a concept.” Many studies
suggested in how constructing and delivering PowerPoint Presentation should be.
One of the don’ts on preparing the PowerPoint presentation was by avoiding too
much text on the slides. Jones (2003) on his journal gave advice, “Try to avoid
having more than 6 lines of text per slide and make them primarily headings or
subheadings.” (p. 6) He added the aim was to provide a clear structure for the
students during the learning activity.
Picture 1: the 6th slide of English Specific Purposes class’ PowerPoint
17
From the slide found that the teacher used a phrase to present the material.
While showing that slide, Teacher A narrated the explanation to her students.
There she did not use a full sentence. Instead, she used a phrase to explain a
formula regarding the material of English for Specific Purposes.
Picture 2: the 7th slide of English Specific Purposes class’ PowerPoint
The seventh slide, in fact, was the instruction only. Here the emphasize
reason happened in using PowerPoint presentation.
Excerpt 1
” I want to emphasize that they were just need to do some with their spread
sheet the thing that I have already given them.” (Teacher A)
By showing the important part in the form of phrases will make an
emphasis on that point. The students will definitely remember because the
narration on the slides was simple. The students might also make those phrases as
a key point to grasp the material without any difficulty. Therefore, the utilization
of PowerPoint presentation was aimed to give emphasized toward concepts or
materials in order to enhance students’ learning in language classrooms.
18
Augmentation
Augmentation is by using a well-designed graph or table or a relevant
picture. (Peciner, 2013, p. 3). Those can increase the presentation’s visual so that
the presentation is not merely the narratives. A study guide from University of
Leicester (2009) gave more explanation, “Ensure that the images that you use are
simple and clear enough to be easily read at a distance.”
From the observation result, the researcher found a lot of tables from
Advanced Grammar class’ PowerPoint Presentation. There were twenty-seven
slides altogether as explanation from a handbook. There were eight slides full of
tables explaining the examples found in certain sentences. There was one slide
using a graph. The lecturer gave an explanation in interview session, that all of the
content on PowerPoint’s slides were on the handbook as well. The lecturer had
decided to use PowerPoint Presentation because she wanted to make the students
easier to comprehend what were written in the handbook.
Excerpt 2
“The same reason, actually. To make the students more understand if we used
graph or diagram, especially to compare something” (Teacher B).
The addition of features will support the concepts that are being delivered
on the slides. As the lecturer added that the students might have been read the
handbook, yet the PowerPoint Presentation in addition with graphs or tables made
them understand easily. Thus the reason why the lecturer use PowerPoint
presentation was to give an addition of features that was provided by PowerPoint
itself. That reason made PowerPoint more effective by serving visuals to engage
student’s learning in language classrooms.
19
Multimedia Learning
This third part covered both auditory and visual principles. Peciner (2013)
noted that multimedia referred to presentations involving words (such as spoken
or printed text) and pictures (such as animation, video, illustrations, and
photographs). This multimedia learning will effectively engage the learners to be
a better in understanding and memory. Since the study form Sung and Mayer
(2012) stated that people learn better from words and pictures than from words
alone.
From the observation result, there was Extensive Listening class. There are
only two slides there. The first was consisting of the title and the second was a list
of questions. The lecturer decided to use PowerPoint Presentation because the
issue of practicality.
Excerpt 3
“Basically I’m teaching two classes, the same class, Extensive Listening.
And I use it for what of the reason is for saving time.” (Teacher C).
Multimedia learning was important to engage the learners. The multimedia
principle could improve student learning by combining graphics to a text (Mayer,
2009). The students who were served both visual and narration were more likely
to digest the materials deeper. By using PowerPoint presentations, the users not
only could narrating some important points to remember but also could add audio
files or link to another files in order to support presentations. The users were
easily to open those supporting files inside the PowerPoint itself. As a result, the
reason of using PowerPoint presentation was to make easier attaching multimedia
to support the presentations.
20
Discussions
The finding is clearly revealed that those three reasons are including
emphasis, augmentation, and multimedia learning when deciding whether to use
PowerPoint Presentation. Some other reasons also found when the lecturer was
being interviewed. As emphasis is for the learners to get easily understand the
concept which have already summarized in points. The teacher who will make a
presentation using PowerPoint can put a single word or phrase in order to
emphasis a certain point of an important part in the materials. For the second
reason is augmentation. The addition of a picture, a graph, and a table can present
a good-looking type of presentation. The presenter, both the teacher and the
students, can get a good point in preparing the presentation for the students.
Another reason is the multimedia learning, the teacher and the students can learn
in how to combine both words and pictures as one. The combination’s goal is
engaging the students via narratives and visual. Thus, the PowerPoint itself should
be well prepared to support the presenting of it.
The students later on, who will make a presentation can also put a key
point in order to make sure that the audiences are clearly get the idea of what is
being presented by using emphasis as the reason in using PowerPoint
presentation. By adding some features in PowerPoint, as the augmentation reason,
the users will likely to spend more time in preparing the slides before presenting.
Lastly, the multimedia learning also becomes a reason in deciding to use
PowerPoint. It will hopefully support an effective presentation by combining
narration and visual effect.
21
CONCLUSIONS
This study’s purpose is to help both the lecturers and the students in using
the PowerPoint Presentation in order to enhance learning English. By knowing the
reasons in using PowerPoint, the users are expected to produce an effective
presentation. Based on Peciner (2013), the three reasons are investigated toward
four lecturers in English Department, Faculty of Language and Literature, Satya
Wacana Christian University. This study also aimed to gain more insights from
the lecturers who use PowerPoint Presentation in their classroom.
The finding of this research concluded that those three reasons are useful
and important to consider when to use PowerPoint Presentation in the classroom.
Hopefully, the teacher and the students who want to make a presentation using
PowerPoint will regard their background in making that presentation. In addition,
all of the presenter who will use PowerPoint Presentation should consider those
reasons in order to make an effective learning activity.
The implication of this study is to give overview toward teachers and
students in language classrooms when deciding to use PowerPoint presentations.
Some reasons have been discussed related to the usage of PowerPoint
presentations. There are three main reasons to consider, they are: emphasis,
augmentation, and multimedia learning. The users can easily emphasize an
important point to make sure that audiences understand about the concepts. An
addition of features in PowerPoint presentation also helps to engage the audience
in learning language via slides. The last reason is multimedia learning. The
combination of narration and visual effect will support the presentation. Microsoft
22
PowerPoint will provide the users to use those effects in order to make an
effective presentation.
Unfortunately, this study is restrictive. The researcher is aware of the
limitation of this study in providing some more reasons. First, researcher found
that the participant is limited. Second, the place is also limited for it is only in one
Faculty of Language and Literature. It would be better if the study takes place in
another place, so that the researcher would likely to get more reasons of using
PowerPoint presentations. With more participants also, this study would get more
reasons to consider when deciding to use PowerPoint presentations.
23
ACKNOWLEDGEMENT
I am using this opportunity to express my gratitude to everyone who
supported me throughout the thesis project. I am grateful to my God for the
guidance during the work. I give my warm grateful to Mr. Dian Toar Y.G.
Sumakul, M.A. as my supervisor and Mrs. Maria Christina Eko Setyarini,
M.Hum. as my second reader for their comments that greatly improved my
thesis.I am sincerely thankful to them for sharing their knowledge related to the
thesis. I would like to thank Mrs. Anne Indrayanti Timotius, Mrs. Vica Ananta,
Mr. Yustinus Calvin, and Mrs. Indri Retno Setyaningrahayu for their time and
support as my participants in collecting data. Special thanks are also dedicated to
my mother who always prayed for my health in all conditions and my friend,
Agnes Yustin R. who always gave her best to help me to finish the thesis.
24
REFERENCES
Alkash, K. A., & Al-Dersi, Z. E. (2013). Advantages of Using PowerPoint
Presentation in EFL Classroom & the Status of its Use in Sebha
University. International Journal of English Language & Translation
Studies.
Bilash, D. O. (2011). Classroom Language. Retrieved from
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/class
room%20language.html
Brock, S., & Joglekar, Y. (2011). Empowering PowerPoint: Slides and Teaching
Effectiveness. (E. Cohen, Ed.) Interdisciplinary Journal of Information,
Knowledge, and Management, 6.
Christensson, P. (2008, May 5). PowerPoint Definition. Retrieved from
http://techterms.com
Fisher, D. L. (2003). Using PowerPoint for ESL Teaching. The Internet TESL
Journal, 9.
Inoue-Smith, Y. (2016). College-based case studies in using PowerPoint. Cogent
Education.
Jones, A. M. (2003). The use and abuse of PowerPoint in Teaching and Learning
in the Life Sciences: A Personal Overview. Bioscience Education.
LeCompte, M. D. (2000). Analyzing Qualitative Data. Theory into practice.
Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research
in practice: Examples for discussion and analysis, 1, 1-17.
25
Nouri, H., & Shahid, A. (2008). The Effects of PowerPoint Lecture Notes on
Student Performance and Attitudes. The Accounting Educators' Journal.
Penciner, R. (2013). Does PowerPoint enhance learning? CJEM.
Rajabi, S., & Ketabi, S. (2012, November). Enhancing Students‘ Use of Cohesive
Devices: Impacts of PowerPoint Presentations on EFL Academic Writing.
Journal of Language Teaching and Research, 3.
Sung, E., & Mayer, R. E. (2012). When graphics improve liking but not learning
from online lessons. Computers in Human Behavior.
Xingeng, D., & Jianxiang, L. (2012, September). Advantages and Disadvantages
of PowerPoint in Lectures to Science Students. International Journal of
Education and Management Engineering (IJEME), 61-65.
26
LANGUAGE CLASSROOMS
THESIS
Submitted in Partial Fulfillment of
The Requirements for the Degree of Sarjana Pendidikan
Mikhael Kristiani
112010158
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2016
1
2
3
4
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitter for examination on
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@2016. Mikhael Kristiani and Dian Toar Y.G. Sumakul, M.A
All right reserved. No part of this thesis may be reproduced by any means without
the permission or at least one of the copyright owners or the English Language
Education Program, Faculty of Language and Literature, Satya Wacana
University, Salatiga.
Mikhael Kristiani
5
6
TABLE OF CONTENT
Cover page……………………………………………………………………… 1
Penyataan Tidak Plagiat………………………………………………………………. 2
Pernyataan Persetujuan Akses……………………………………………………………. 3
Approval Page……………………………………………………………………… 4
Copyright Statement……………………………………………………………. 5
Publication Agreement Declaration……………………………………………. 6
Table of Content………………………………………………………………... 7
Thesis Body
Abstract
9
Key Words
9
Introduction
9
Literature Review
PowerPoint……………………………………………………... 12
Language Classroom…………………………………………… 13
PowerPoint in Language Classroom…………………………… 13
The Study
Method of Research……………………………………………. 14
Context…………………………………………………………. 14
Research Instrument……………………………………………. 15
Data Collection Procedures…………………………………….. 15
Data Analysis Procedures………………………………………. 16
Findings and Discussion…………………………………………………… 16
7
Conclusion…………………………………………………………………. 22
Acknowledgement……………………………………………………………… 24
References……………………………………………………………………… 25
8
THE REASONS OF USING OF POWERPOINT IN LANGUAGE
CLASSROOMS
Mikhael Kristiani
ABSTRACT
In modern era, the uses of PowerPoint presentations had considerably increased
through teachings in classrooms. It had an important role in presenting ideas and
explaining materials. This study was aimed at helping both teachers and students
in using PowerPoint presentations in language classrooms. Observation method
was used in this study. Four lecturers in English Department, Faculty of Language
and Literature, Satya Wacana Christian University were interviewed after each
class had been observed. The instruments of this study were notes that described
usages of PowerPoint presentations in the classrooms and semi-interviewed
questions to gain more reasons to consider when to use PowerPoint presentations.
The findings revealed
Key words: PowerPoint, reasons, language classroom
INTRODUCTION
PowerPoint Presentation is the world’s most popular presentation
software. It can help the users to clarify their messages and engage with the
readers or audiences. People utilize PowerPoint to support their presentation by
providing an organized and professional format. In addition, the usage of
PowerPoint Presentation is convincingly easy. Not only by lecturers, but also
fellow students in or outside of the University are likely to use this kind of
computer program. A lot of strategies and guidance are provided to make sure that
the users of PowerPoint Presentation deliver effective types of presentations.
9
A study done by Alkash & Al-Dersi (2013) found advantages of
PowerPoint presentations. In that research, Libyan EFL learners were being
interviewed. The interviews done for two times, before the use of the PowerPoint
Presentation in their class and after that method were settled. From the data
gathered, the students faced many difficulties using the old method that their
teachers have used. And as a result of the discussion, the learners in Sebha
University expected their teachers to use PowerPoint Presentation for presenting
the lectures. They were helped in understanding the main concepts of English and
being motivated to learn English more with the using of PowerPoint Presentation.
Furthermore, a study conducted by Rajabi & Ketabi (2012) proved a better
performance of a group received PowerPoint materials compared to a group who
received the traditional textbook teaching style. Sixty two BA students from
University of Isfahan were examined in a 90 minutes “advanced writing" course
during ten sessions. This study assessed the result of employing new technology
to the class. The pretest and posttest were administered to two groups. There was
no different from the result of pretest. However, the result from posttest had
significant difference in number. The frequency use of cohesive devices in
PowerPoint group was 47.79 and the frequency use of cohesive devices in
traditional teaching style was 27.79.
Both studies showed an important role of PowerPoint presentations as
media learning in educational settings. The teachers who used the PowerPoint
presentations produced better learners. The students were helped by PowerPoint
presentations in understanding the concepts and more likely motivated to learn
10
English while the using of PowerPoint presentations in classrooms. In addition,
the test result showed a better comprehension of the students when they were
exposed to learning by means of PowerPoint presentations. The result was
supported by a comparison between the PowerPoint group and traditional teaching
group. The comparison of posttest presented an increasing number gained by the
PowerPoint group.
As it has already expanded to schools long time ago, the use of
PowerPoint presentation still bring up a positive effect on teaching learning
activities. Xingeng & Jianxiang (2012) summarized several advantages of
PowerPoint presentation as great efficiency in information transfer, making better
visual effects, specific and complete knowledge arrangement. There were many
studies of PowerPoint presentation effects on teaching and learning in classroom,
which mostly said that it was useful. However, the instructor has a role also in
making the use of PowerPoint Presentation effective. Broke and Joglekar (2011)
found that the teachers’ teaching style determined the effectiveness of classroom
use of the PowerPoint Presentation.
The previous study entitled Does PowerPoint enhances learning? from
(Penciner, 2013) described some reasons people use PowerPoint Presentation. The
result of his research, he convinced the readers that PowerPoint Presentation was
just a tool to use, not an education. The results were three considerations to use
the tool to make an effective presentation and enhanced learning activity in the
classroom. The researcher, also, wanted to gather information from the lecturers
of English Department, Faculty of Language and Literature on why they use
11
PowerPoint presentations in classrooms. This paper will try to answer some
factors related to the teachers utilize the PowerPoint presentations in language
classrooms. The aim of this study is to support both the lecturers and the students
in using the PowerPoint presentation in order to enhance learning English. By
knowing the reasons in using PowerPoint presentation, the users are expected to
produce an effective presentation. The audiences also will get a better impact if
the presentation was effectively made. The study of lecturers’ usage of
PowerPoint presentation was expected to give an overview in how effective it is to
use for the lecturers in their classroom. The significance of this study is to provide
a new insight in preparing the quality of the lecturers as the human resources to
operate the technology which is required to meet the students’ expectations in
learning through media presentation. The findings could help both the lecturers
and the students in using PowerPoint presentations in order to enhance learning
English and produce an effective PowerPoint presentations.
LITERATURE REVIEW
PowerPoint
Christensson (2008) in his website stated a definition of PowerPoint as
presentation software developed by Microsoft. It often used to build business
presentations or educational purposes. Fisher (2003) gave PowerPoint a brief
definition as a type of presentation software that allows one to show colored text
and images with simple animation and sound. He added that PowerPoint was
popular and easy to use. There the usage of PowerPoint in the classroom was
described as follows: for initial teaching, for practice and drilling, for games, for
12
reviews, and for tests. He talked in the end, about too many computers were
required as the unfortunately the negative side of the existence of PowerPoint
presentation in the classroom.
Language Classrooms
When teaching language, especially second language, teachers’ goal are
using as much as the target language as possible. Dr. Olenka Bilash (2011) on her
website said that daily practices make best use of the target language use. The
researcher belief that the more frequent the language is used, the more fluent the
students will be. The exposure of target language both spoken and written will
enhance students’ comprehension of the language.
PowerPoint in language classrooms
In recent years, the use of PowerPoint and other multimedia in education
has increased globally (Connor and Wong in Nouri and Shahid, 2005). Many
researchers have discussed both advantages and disadvantages of PowerPoint
Presentation in the classroom. The popularity of PowerPoint Presentation comes
from a set of Microsoft Office packages. Even though other presentation software
has the same functions, PowerPoint is the most common and user friendly. In that
case, teachers are welcome to perform using PowerPoint in classrooms. In fact,
there are many researchers has investigated the teachers’ skill of using PowerPoint
as a consideration the correspondence of teachers’ readiness to teach using the
technology.
Consequently, the use of PowerPoint presentation in language classrooms
has considerable potential for supporting both teachers and students in a way of
13
facilitating the organizing of a presentation in a professional style. PowerPoint
presentation offers an alternative form of presenting largely text-based material
that used to be delivered using whiteboard and talk (Jones, 2003).
THE STUDY
Method of Research
This study describes some initial reasons that are taken by the lecturers in
their way of using the presentation media to conduct the teaching and learning
activities in the language classroom. The common presentation media used is
PowerPoint presentation with a help of a LCD and a computer. The methodology
used for this research is qualitative, using observation and interview. The reasons
why qualitative method is used are (a) the purpose is to obtain “insight, discovery
and understanding rather than hypothesis testing” (Merriam, 2001, p. 28); and (b)
the qualitative methodology is great tools for increasing our understanding of
teaching and learning (Johnson, 1995, p. 4).
Context
The researcher chose lecturers from English Department, Faculty of
Language and Literature, Satya Wacana Christian University, Salatiga because
they have used PowerPoint Presentation while teaching English. In addition, the
researcher believed that the lecturers will work for the best to their students in the
form of preparing some slides in PowerPoint Presentation beforehand. As well the
traditional method of teaching, PowerPoint Presentation will enhance the
lecturers' performance. (Inoue-Smith, 2016)
Participant
14
Four English lecturers in English Department, Faculty of Language and
Literature, Satya Wacana Christian University participated in this study. They
were actively using English and providing a good material to their students via
PowerPoint Presentation. Furthermore, the PowerPoint Presentation was the
additional teaching material that the lecturers’ use to complete their performance
besides handbook.
Research Instrument
The observation took place while the teaching and learning process was
going on. Here, the lecturer was still active explaining the material. The researcher
took notes while observing the using of PowerPoint presentation by the lecturers.
In the notes, a descriptive ways of PowerPoint usage was written to present the
data in its natural ways. The interview is semi-structured interview that carried out
directly after the observation and teaching have been done, to gain some valuable
perceptions toward PowerPoint use in the classroom. Besides, semi structured
interview allowed the interviewee to express their thought in their own positions.
Equally, the answers can accommodate a new topic that can be explored more for
the data completeness. The lecturers were asked about the reasons why they
decided to use PowerPoint presentation in their classrooms.
Data Collection Procedures
The researcher collected the data using classroom observation in which
examines some reasons to consider when using the PowerPoint Presentation. The
researcher was randomly choosing those classes after asking some lecturers
whether they used PowerPoint Presentation. The researcher took notes while
15
observing each class where PowerPoint presentation was used. After that, the
interview was done separately with each lecturer during their free time. Once, the
researcher made a time with the lecturers and asked about the factors related to the
using of PowerPoint presentations. Here the function of open ended questions was
to hear the reasons why PowerPoint presentation was used in the classrooms.
Data Analysis Procedures
LeCompte and Schensul (1999) determined a data analysis as a process of
reducing the data collected into a story and its interpretation in order to be
comprehensible. In order to analyze the information gathered from observation
and interview, the researcher made some points with explanation related to the
factors in using PowerPoint presentations in classrooms. The researcher would
divide the three reasons based on Penciner (2013) into three subheadings. They
were emphasis, augmentation, and multimedia learning. Each part served the
explanation of the reasons, the evidence found on observation and interview, and
the relation between the explanation and the evidence. Furthermore, the researcher
provided some more reasons from the lecturers regarding their background in
using PowerPoint presentations.
FINDINGS AND DISCUSSIONS
Findings
The result from observation showed some indications related to emphasis,
augmentation, and multimedia learning. The four lecturers were naturally
observed to make sure that the descriptive data was true. Continued with
16
interview, the researcher asked about some factors related the teachers utilize the
PowerPoint presentation in language classroom. The findings below were
explanations toward the using of PowerPoint presentation in language classroom
which divided into three subheadings: emphasis, augmentation, and multimedia
learning.
Emphasis
According to Peciner (2013), “Emphasis is by using a single word or
phrase on a slide, PowerPoint can be used to emphasize a concept.” Many studies
suggested in how constructing and delivering PowerPoint Presentation should be.
One of the don’ts on preparing the PowerPoint presentation was by avoiding too
much text on the slides. Jones (2003) on his journal gave advice, “Try to avoid
having more than 6 lines of text per slide and make them primarily headings or
subheadings.” (p. 6) He added the aim was to provide a clear structure for the
students during the learning activity.
Picture 1: the 6th slide of English Specific Purposes class’ PowerPoint
17
From the slide found that the teacher used a phrase to present the material.
While showing that slide, Teacher A narrated the explanation to her students.
There she did not use a full sentence. Instead, she used a phrase to explain a
formula regarding the material of English for Specific Purposes.
Picture 2: the 7th slide of English Specific Purposes class’ PowerPoint
The seventh slide, in fact, was the instruction only. Here the emphasize
reason happened in using PowerPoint presentation.
Excerpt 1
” I want to emphasize that they were just need to do some with their spread
sheet the thing that I have already given them.” (Teacher A)
By showing the important part in the form of phrases will make an
emphasis on that point. The students will definitely remember because the
narration on the slides was simple. The students might also make those phrases as
a key point to grasp the material without any difficulty. Therefore, the utilization
of PowerPoint presentation was aimed to give emphasized toward concepts or
materials in order to enhance students’ learning in language classrooms.
18
Augmentation
Augmentation is by using a well-designed graph or table or a relevant
picture. (Peciner, 2013, p. 3). Those can increase the presentation’s visual so that
the presentation is not merely the narratives. A study guide from University of
Leicester (2009) gave more explanation, “Ensure that the images that you use are
simple and clear enough to be easily read at a distance.”
From the observation result, the researcher found a lot of tables from
Advanced Grammar class’ PowerPoint Presentation. There were twenty-seven
slides altogether as explanation from a handbook. There were eight slides full of
tables explaining the examples found in certain sentences. There was one slide
using a graph. The lecturer gave an explanation in interview session, that all of the
content on PowerPoint’s slides were on the handbook as well. The lecturer had
decided to use PowerPoint Presentation because she wanted to make the students
easier to comprehend what were written in the handbook.
Excerpt 2
“The same reason, actually. To make the students more understand if we used
graph or diagram, especially to compare something” (Teacher B).
The addition of features will support the concepts that are being delivered
on the slides. As the lecturer added that the students might have been read the
handbook, yet the PowerPoint Presentation in addition with graphs or tables made
them understand easily. Thus the reason why the lecturer use PowerPoint
presentation was to give an addition of features that was provided by PowerPoint
itself. That reason made PowerPoint more effective by serving visuals to engage
student’s learning in language classrooms.
19
Multimedia Learning
This third part covered both auditory and visual principles. Peciner (2013)
noted that multimedia referred to presentations involving words (such as spoken
or printed text) and pictures (such as animation, video, illustrations, and
photographs). This multimedia learning will effectively engage the learners to be
a better in understanding and memory. Since the study form Sung and Mayer
(2012) stated that people learn better from words and pictures than from words
alone.
From the observation result, there was Extensive Listening class. There are
only two slides there. The first was consisting of the title and the second was a list
of questions. The lecturer decided to use PowerPoint Presentation because the
issue of practicality.
Excerpt 3
“Basically I’m teaching two classes, the same class, Extensive Listening.
And I use it for what of the reason is for saving time.” (Teacher C).
Multimedia learning was important to engage the learners. The multimedia
principle could improve student learning by combining graphics to a text (Mayer,
2009). The students who were served both visual and narration were more likely
to digest the materials deeper. By using PowerPoint presentations, the users not
only could narrating some important points to remember but also could add audio
files or link to another files in order to support presentations. The users were
easily to open those supporting files inside the PowerPoint itself. As a result, the
reason of using PowerPoint presentation was to make easier attaching multimedia
to support the presentations.
20
Discussions
The finding is clearly revealed that those three reasons are including
emphasis, augmentation, and multimedia learning when deciding whether to use
PowerPoint Presentation. Some other reasons also found when the lecturer was
being interviewed. As emphasis is for the learners to get easily understand the
concept which have already summarized in points. The teacher who will make a
presentation using PowerPoint can put a single word or phrase in order to
emphasis a certain point of an important part in the materials. For the second
reason is augmentation. The addition of a picture, a graph, and a table can present
a good-looking type of presentation. The presenter, both the teacher and the
students, can get a good point in preparing the presentation for the students.
Another reason is the multimedia learning, the teacher and the students can learn
in how to combine both words and pictures as one. The combination’s goal is
engaging the students via narratives and visual. Thus, the PowerPoint itself should
be well prepared to support the presenting of it.
The students later on, who will make a presentation can also put a key
point in order to make sure that the audiences are clearly get the idea of what is
being presented by using emphasis as the reason in using PowerPoint
presentation. By adding some features in PowerPoint, as the augmentation reason,
the users will likely to spend more time in preparing the slides before presenting.
Lastly, the multimedia learning also becomes a reason in deciding to use
PowerPoint. It will hopefully support an effective presentation by combining
narration and visual effect.
21
CONCLUSIONS
This study’s purpose is to help both the lecturers and the students in using
the PowerPoint Presentation in order to enhance learning English. By knowing the
reasons in using PowerPoint, the users are expected to produce an effective
presentation. Based on Peciner (2013), the three reasons are investigated toward
four lecturers in English Department, Faculty of Language and Literature, Satya
Wacana Christian University. This study also aimed to gain more insights from
the lecturers who use PowerPoint Presentation in their classroom.
The finding of this research concluded that those three reasons are useful
and important to consider when to use PowerPoint Presentation in the classroom.
Hopefully, the teacher and the students who want to make a presentation using
PowerPoint will regard their background in making that presentation. In addition,
all of the presenter who will use PowerPoint Presentation should consider those
reasons in order to make an effective learning activity.
The implication of this study is to give overview toward teachers and
students in language classrooms when deciding to use PowerPoint presentations.
Some reasons have been discussed related to the usage of PowerPoint
presentations. There are three main reasons to consider, they are: emphasis,
augmentation, and multimedia learning. The users can easily emphasize an
important point to make sure that audiences understand about the concepts. An
addition of features in PowerPoint presentation also helps to engage the audience
in learning language via slides. The last reason is multimedia learning. The
combination of narration and visual effect will support the presentation. Microsoft
22
PowerPoint will provide the users to use those effects in order to make an
effective presentation.
Unfortunately, this study is restrictive. The researcher is aware of the
limitation of this study in providing some more reasons. First, researcher found
that the participant is limited. Second, the place is also limited for it is only in one
Faculty of Language and Literature. It would be better if the study takes place in
another place, so that the researcher would likely to get more reasons of using
PowerPoint presentations. With more participants also, this study would get more
reasons to consider when deciding to use PowerPoint presentations.
23
ACKNOWLEDGEMENT
I am using this opportunity to express my gratitude to everyone who
supported me throughout the thesis project. I am grateful to my God for the
guidance during the work. I give my warm grateful to Mr. Dian Toar Y.G.
Sumakul, M.A. as my supervisor and Mrs. Maria Christina Eko Setyarini,
M.Hum. as my second reader for their comments that greatly improved my
thesis.I am sincerely thankful to them for sharing their knowledge related to the
thesis. I would like to thank Mrs. Anne Indrayanti Timotius, Mrs. Vica Ananta,
Mr. Yustinus Calvin, and Mrs. Indri Retno Setyaningrahayu for their time and
support as my participants in collecting data. Special thanks are also dedicated to
my mother who always prayed for my health in all conditions and my friend,
Agnes Yustin R. who always gave her best to help me to finish the thesis.
24
REFERENCES
Alkash, K. A., & Al-Dersi, Z. E. (2013). Advantages of Using PowerPoint
Presentation in EFL Classroom & the Status of its Use in Sebha
University. International Journal of English Language & Translation
Studies.
Bilash, D. O. (2011). Classroom Language. Retrieved from
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/class
room%20language.html
Brock, S., & Joglekar, Y. (2011). Empowering PowerPoint: Slides and Teaching
Effectiveness. (E. Cohen, Ed.) Interdisciplinary Journal of Information,
Knowledge, and Management, 6.
Christensson, P. (2008, May 5). PowerPoint Definition. Retrieved from
http://techterms.com
Fisher, D. L. (2003). Using PowerPoint for ESL Teaching. The Internet TESL
Journal, 9.
Inoue-Smith, Y. (2016). College-based case studies in using PowerPoint. Cogent
Education.
Jones, A. M. (2003). The use and abuse of PowerPoint in Teaching and Learning
in the Life Sciences: A Personal Overview. Bioscience Education.
LeCompte, M. D. (2000). Analyzing Qualitative Data. Theory into practice.
Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research
in practice: Examples for discussion and analysis, 1, 1-17.
25
Nouri, H., & Shahid, A. (2008). The Effects of PowerPoint Lecture Notes on
Student Performance and Attitudes. The Accounting Educators' Journal.
Penciner, R. (2013). Does PowerPoint enhance learning? CJEM.
Rajabi, S., & Ketabi, S. (2012, November). Enhancing Students‘ Use of Cohesive
Devices: Impacts of PowerPoint Presentations on EFL Academic Writing.
Journal of Language Teaching and Research, 3.
Sung, E., & Mayer, R. E. (2012). When graphics improve liking but not learning
from online lessons. Computers in Human Behavior.
Xingeng, D., & Jianxiang, L. (2012, September). Advantages and Disadvantages
of PowerPoint in Lectures to Science Students. International Journal of
Education and Management Engineering (IJEME), 61-65.
26