POWTOON CHUMPHON

Worst Human Fears “What are you most afraid of?”

What are you most afraid of?” a team of market researchers asked 3000 U.S. inhabitants. Many named more than one fear. 10. Escalators 5.Deep water 9. Flying 4. Financial 8. Elevators Problems 7. Loneliness 3. Insects and bugs 6.Sickness 2. Heights . 2

GIVING ORAL PRESENTATION (OP) 3

WHY? Let’s discuss!

“ In a study on unemployment conducted by the National Economic Action Council on 115 employers , the top three skills required by employers are excellent communications, being presentable and having a reasonable grasp of general knowledge, whereas academic performance only came fifth 5

WHAT SKILLS ARE REQUIRED FOR OP?  Planning & Preparation  Positive Non-Verbal Communication  Confidence 6

Planning & Preparation 90% Before you can start to plan and prepare the message and the On Planning structure for your Public & Preparation Speaking activity you will need to consider the…  Purpose  Audience  Timings 10% on Delivery

BACKGROUND OF THE STUDY ▪ It is somewhat daunting for a teacher to choose teaching aids to be used in English oral presentation classroom from a vast selection of readily available materials. Those ready-made materials may not be in line with the needs of the students, the syllabus content and the policy. Some might be seen suitable, but it may lack the interesting factor which usually being sought after by the students. ▪ Driven by the demand to create authentic custom made classroom materials, it is crucial for the developer to know the students’ feedback on the material designed. 8

RESEARCH QUESTIONS ▪ What are the students’ ▪ What are the students’ views on the overall views on the use of appropriateness of the the designed animated animation created with teaching aids (DATA) in Powtoon.com as the English oral presentation teaching aids in English oral class? presentation class? 9

LITERATURE REVIEW ▪ This paper attempts to utilise cognitive constructivist theory of multimedia (CCTM) developed by Bull [5] as its main theoretical framework. . ▪ Driven by the demand to create authentic custom made classroom materials, it is crucial for the developer to know the students’ feedback on the material designed. ▪ The use of animation in classroom would be able to make learning experience become more meaningful to the students. When the lessons are interactive, students tend to be more cooperative and focus. As suggested by Mathew, Nalliveettil & Ali Odeh [8] ▪ According to Lowe [10] as reported in Hwang, Tam, Lam and Lam [11], animations have the potential to serve both affective function and cognitive function. 10

DEFINITION OF TERMS ▪ (DATA) is a newly coined term by the researchers referring to the technology integrated customized teaching and presentation aid created by using powtoon.com, where it uses the content of Malaysian polytechnic’s English syllabus. 11 11

METHODOLOGY The research subjects ▪ Purposive sampling procedure was used in this study where a class of 20 semester one Diploma in Electrical Engineering students were selected as the subjects for this study. These students took DUE101 Communicative English 1 course, where oral presentation is one of the topics included in the syllabus content set by the Curriculum Division of Malaysian Polytechnic. The data gathering instrument ▪ An instrument was designed to collect the data needed for this study. The instrument, which was adapted from Lilia, Ruhizan and Azaman [9] had three sections; Section 1: Demographic information, Section 2: Students’ views on the use of animation created with Powtoon.com as the teaching aids in English oral presentation class; and Section 3: Students’ overall views on the use of the designed animated teaching aids (DATA) in English oral presentation class. 12 12

FINDINGS ▪ One third of the respondents prefer their lecturers to use animation as teaching aids compared to other types. Accumulatively, most of the respondents prefer some kind of dynamic teaching aids like slides, animation and videos, where these three types carried 75% of the overall responses given by them. 13 13

FINDINGS Based on Table 3, it was found that the students’ perceived the designed Powtoon animation as highly appropriate with mean score between 1.60 to 2.05. This indicates that the students consider the animation created with Powtoon.com to be an appropriate teaching or presentation tool in English oral presentation class. 14 14

FINDINGS Based on Table 4, it was found that the Designed Animated Teaching Aid (DATA) created with Powtoon.com is highly appropriate with the mean score between 1.65 to 1.95. This indicates that the participants consider DATA to be appropriate and it is seen as an effective learning and teaching aid. 15 15

CONCLUSION AND RECOMMENDATION ▪ The findings of this study is seen relevant to the educators, -in this case the lecturers-, practitioners and material designers, and it is not only restricted to the used population or subjects. It is applicable to any institution which has oral presentation as part of their syllabus content. ▪ For future usage or study, it is recommended that this study should be conducted on a larger scale as to see how it fares on larger scope. Further study of the practitioners’ feedback, or the lecturers should also be done as to get the point of comparison, and as to get the views from both users’ sides. 16 16

THANKS! ANY QUESTIONS? You can find me at: ▪ [email protected] 17