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This study explores students' emotional attitudes towards virtual oral presentations in an English study program at Pattimura University. The researchers administered questionnaires to 15 students and interviews to 5 students. The results found that most students had positive attitudes and found virtual oral presentations more enjoyable than face-to-face presentations. Students reported that virtual presentations reduced speaking anxiety and improved their self-confidence compared to face-to-face presentations. The major factors affecting students' emotional attitudes were speaking anxiety and self-confidence.

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54 views3 pages

Abstract Revise

This study explores students' emotional attitudes towards virtual oral presentations in an English study program at Pattimura University. The researchers administered questionnaires to 15 students and interviews to 5 students. The results found that most students had positive attitudes and found virtual oral presentations more enjoyable than face-to-face presentations. Students reported that virtual presentations reduced speaking anxiety and improved their self-confidence compared to face-to-face presentations. The major factors affecting students' emotional attitudes were speaking anxiety and self-confidence.

Uploaded by

avista hussein
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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STUDENTS’ ATTITUDE TOWARDS ORAL PRESENTATION IN

VIRTUAL LEARNING AT ENGLISH STUDY PROGRAM OF


PATTIMURA UNIVERSITY

Ayuni Abdullah Reniwuryaana, Rosina F.J. Lekawaelb, Hanafi Bilmonac


([email protected], [email protected],
c
[email protected])

Universitas Pattimura
Jl. Ir. M. Putuhena, Poka, Ambon city of Maluku, Indonesia, 97233

Abstract: Studies about an attitude toward learning English have been conducted
almost everywhere. The attitude has such an important influence in which affects the English
learning process. The attitude divided into three components namely cognitive,
affective/emotional and behavioral aspect. Cognitive component consists of the beliefs and
thoughts about an object, people, behavior, event, and knowledge. The affective component
covers the person’s emotions and feeling towards an object. This affects one’s preferences
such as to stand for or against, or to like or dislike. The behavioral aspect deals with an
individual’s actions or disposition to take up and practice special behavior in certain
situations. During the learning process, students will show their interest or rejection toward
the learning. It all happens because they have their own way to value and evaluate the study
or learning process. Those ways are their attitudes toward the learning. Learning English as
Foreign Language has its different effects for student. For some students, they might like
and enjoy their time learning English. They will show good cognitive process and behavior in
classroom. This will lead them to have positive attitude toward it. On the other hand, some
students find learning English as a foreign language as a boring subject and they will show
slow progression. They will also feel uninterest to learn it any further and it leads them to
have the negative attitude from their beliefs. The researchers see this as an interesting topic
to be discussed. Thus, the researcher attempts to explore students’ attitude toward oral
presentation in virtual learning. Due to the pandemic situation where all the subjects must be
done virtual, the researcher only focuses on the affective aspect of students’ attitude to be
observed. The objectives of this research are: (1) to find out what are students’ emotional
attitude towards the virtual oral presentation, (2) to find out what are the factors affecting
students’ emotional attitude on their virtual oral presentation. This research applied
descriptive analysis uses qualitative approaches as research design. The data was obtained
from the Questionnaire and Interview. The population of this study consists of thirty students
who enrolled in SLA class. The participants for Questionnaire were fifteen students and for
the interview there were five students, which were selected using purposive sampling. The
result of the questionnaire showed that most students in SLA class held a positive attitude
toward the virtual oral presentation. The majority agreed that the oral presentation in virtual
learning is more fun and preferable. Meanwhile, the result of interview showed there were
two major factors affecting students’ emotional attitude; speaking anxiety and self-
confidence. It was clearly indicated that the virtual oral presentation reduces their anxiety
level and also improves their self-confidence. In conclusion, it benefits so much to improve
their motivation in English virtual learning compared to face-to-face oral presentations. In a
face-to-face class, they had high speaking anxiety by having a great fear of getting involved
in a conversation, great fear of the audience, and a great fear of failure. In addition, further
researchers can focus on the technology application and its impact on students’ language
ability.

Keywords: Students’ Attitude, Oral Presentation, Virtual Learning


Ayuni Abdullah Reniwuryaan is a student of the English study program of Universitas

Pattimura in Ambon city of Maluku, Indonesia. She is in the last semester and preparing for

the final examination of her Bachelor’s Degree. Her research interests are in the areas of

speaking and reading skills.

Rosina F.J. Lekawael is a lecturer of the English study program of Universitas Pattimura in

Ambon city of Maluku, Indonesia. She earned her MA in Linguistics from the Radboud

University of Nijmegen, the Netherlands, and a Doctoral of Language Education from State

University of Jakarta (UNJ) in Jakarta, Indonesia. Her research interests are in the areas of

Linguistics, teacher professional development, and English Language Teaching.

Hanafi Bilmona is a lecturer of the English study program of Universitas Pattimura in

Ambon city of Maluku, Indonesia. He earned his M.Pd in English education from the

Indonesia University of Education (UPI). His research interests are in the areas of writing,

teacher professional development, English Language Teaching, and curriculum.

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