Activity-Based Presentation in Higher Education: The Description of its Implementation and the Presenters’ Presentation Skills
DOI:
https://doi.org/10.21580/vjv13i223737Keywords:
Activity-Based Presentation, Memory and Understanding, Presentation SkillsAbstract
Activity-Based Presentation (ABP) is known for engaging students through experiential tasks, but its implementation in higher education requires further exploration. This study is aimed at explaining the implementation of ABP and describing the presenters’ presentation skills. Twenty six pre-service teachers attended English Across Curriculum class became the subjects of this study. Based on the observation of participants’ presentation the researchers explained the implementation of ABP implementation and describe their presentation skills. Data of ABP implementation were analyzed by using three stages of interactive model of analysis, i.e. data condensation, data display, and conclusion drawing. Meanwhile, data of the pre-service teachers’ presentation skills were counted to gain the mean of each skill. This study shows that the participants manage classroom presentations through such methods as ICARE, KWL Chart, Jigsaw, Text-Based Learning, Gallery Walk, Problem-Based Learning, expository, and demonstration. They have relatively good presentation skills, which support the achievement of presentation objectives. The achievement is proven through satisfying weekly scores of the audience. This research exemplifies the enactment of integrated learning mainly purposed to equip the pre-service teachers with knowledge presented materials and presentation skills simultaneously This kind of presentation still needs to be developed to reach more meaningful presentation.
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