PSZ 19:16 (Pind. 1/97) UNIVERSITI TEKNOLOGI MALAYSIA

BORANG PENGESAHAN STATUS TESIS♦ JUDUL:

SESI PENGAJIAN: 2008/2009

Saya

(HURUF BESAR)

mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut:

1. Tesis adalah hakmilik Universiti Teknologi Malaysia. 2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan pengajian sahaja. 3. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi. 4. **Sila tandakan ( )

Disahkan oleh

(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA) Alamat Tetap:

Nama Penyelia Tarikh: Tarikh:

CATATAN: * Potong yang tidak berkenaan.

** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan

tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD. ♦ Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara

penyelidikan, atau disertasi bagi pengajian secara kerja kursus dan penyelidikan, atau Laporan Projek Sarjana Muda (PSM).

SULIT (Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia seperti yang termaktub di dalam AKTA RAHSIA RASMI 1972)

TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi/badan di mana penyelidikan dijalankan)

TIDAK TERHAD

�

THE GENRE OF THE BODY OF ORAL PRESENTATIONS DELIVERED BY

ENGLISH FOR WORKPLACE COMMUNICATION STUDENTS

IRWAN AFFENDI BIN MD NAIM

66, JLN BESAR, KG. PT. AWANG, MK7, 83700

YONG PENG, JOHOR PM DR SALBIAH BT. SELIMAN

30 APRIL 2009 30 APRIL 2009

�

“I hereby declare that I have read this thesis and in my opinion this thesis is

sufficient on terms of scope and quality for the award of the degree of Bachelor of

Science and Education (TESL)”

Signature :

Supervisor : PROF MADYA DR. SALBIAH BINTI SELIMAN

Date : 30 APRIL 2009

i

THE GENRE OF THE BODY OF ORAL PRESENTATIONS DELIVERED BY

ENGLISH FOR WORKPLACE COMMUNICATION STUDENTS

IRWAN AFFENDI BIN MD NAIM

A report submitted in partial fulfillment of the requirements for the award of the

degree of Bachelor of Science and Education (TESL)

Faculty of Education

Universiti Teknologi Malaysia

APRIL 2009

ii

“I declare that this thesis entitled ‘The Genre of the Body of Oral Presentations

Delivered by English for Workplace Communication Students’ is the result of my

own research except as cited in the references. The thesis has not been accepted for

any degree and is not concurrently submitted in candidate of any other degree”

Signature :

Name : IRWAN AFFENDI BIN MD NAIM

Date :

iii

To my parents;

Md. Naim Saimin and Siti Aminah Mat Saman

who first taught me words

iv

ACKNOWLEDGEMENT

First of all, I am grateful to Almighty Allah for His abounding grace and mercy

which He has blessed upon me. Without His bless, I am nothing.

I would like to express my sincerest gratitude to my thesis supervisor, PM Dr.

Salbiah Seliman, for giving me her meticulous guidance and unflinching support

throughout these two semesters which have enabled me to complete this thesis.

I would also like to thank my dearest parents and my family members for their

continued prayers and unwavering support throughout the process of conducting this

research, and also throughout the period of my four years of study in UTM.

Besides that, my heartfelt thanks to all my lecturers who in one way or another,

helped make this research a success and for making me a more knowledgeable and

matured individual.

A big thank you also goes out to all my friends for all their moral support and

motivating words when needed. Last but not least, a big thank-you to all the

respondents for giving their best co-operation for my research.

Jazakumullahu khairan kathira

v

ABSTRACT

This research seeks to describe the moves of the body of oral

presentations delivered by UTM Students enrolled in English for Workplace

Communication. It also aims to determine the differences between the moves found

in the body of oral presentations delivered by students in Faculty of Management and

Human Resources Development and those delivered by students in Faculty of

Education. The techniques used for obtaining data were videotaping and transcribing

the oral presentations. The instruments used were transcribed oral presentations and

Seliman’s (1996) checklist of moves of oral presentations. The findings of this

research revealed that the students actually shared a set of similar moves in the body

of their oral presentations. Differences observed were on the aspects of the utilization

of moves that are unique by a certain group and the different strategies in setting the

sequence of their moves. The non-linguistic differences discovered were found in the

aim of presentation, knowledge on task, adequacy of information and structure of

presentation.

vi

ABSTRAK

Kajian ini bertujuan memperihalkan langkah-langkah dalam bahagian isi

pembentangan yang disampaikan oleh pelajar UTM dalam kursus English for

Workplace Communication. Ia juga bertujuan mendedahkan perbezaan langkah-

langkah yang ditemui dalam bahagian isi pembentangan yang disampaikan oleh

pelajar-pelajar Fakulti Pengurusan dan Pembangunan Sumber Manusia dan pelajar-

pelajar Fakulti Pendidikan. Kaedah yang digunakan untuk memperoleh data adalah

rakaman video dan menghasilkan transkripsi pembentangan. Instrumen kajian yang

digunakan pula adalah transkripsi pembentangan dan senarai semak langkah-langkah

pembentangan oleh Seliman (1996). Hasil kajian mendapati para pelajar

menggunakan set langkah-langkah yang sama dalam bahagian isi pembentangan

mereka. Perbezaan yang ditemui pula adalah pada aspek penggunaan langkah yang

unik oleh sesetengah kumpulan dan susunan langkah-langkah yang berbeza.

Perbezaan non-linguistik yang ditemui adalah pada tujuan persembahan,

pengetahuan tentang tugasan, kedalaman maklumat dan struktur pembentangan.

vii

TABLE OF CONTENT

CHAPTER CONTENT PAGE

Title Page i

Declaration ii

Dedication iii

Acknowledgement iv

Abstract v

Abstrak vi

Table of Content vii

List of Tables xi

List of Figures xiii

List of Appendices xiv

List of Abbreviations xv

CHAPTER 1 INTRODUCTION 1

1.1 Overview 1

1.2 Background of Study 2

1.3 Statement of Problem 3

1.4 Purpose of Study 3

1.5 Objective of Study 4

1.6 Research Questions 4

1.7 Scope of Study 4

1.8 Significance of Study 5

viii

CHAPTER 2 LITERATURE REVIEW 6

2.0 Preview of Literature 6

2.1 Nature of OPs 6

2.2 Body of OPs 7

2.3 Genre and Moves in OPs 8

2.3.1 Genre 8

2.3.2 Moves 10

2.3.2.1 Moves of the Body of OPs 11

2.4 Importance of Oral Skills for Students 12

2.4.1 Importance of OP in Tertiary

Education

13

2.5 Emphasis on OP Skills in UTM 14

CHAPTER 3 RESEARCH METHODOLOGY 16

3.1 Research Sample and Population 16

3.2 Research Instruments 18

3.2.1 Transcribed Body of OPs 18

3.2.2 OP Moves Checklist by Seliman

(1996)

18

3.3 Research Procedure 19

3.3.1 Preliminary Study 19

3.3.2 Preparation of Instruments 19

3.3.2.1 Preparing the Recording

Equipment

19

3.3.3 Pilot Study 19

3.3.4 Fieldwork 20

3.3.5 Data Analysis 20

CHAPTER 4 FINDINGS AND DISCUSSIONS 22

ix

4.1 The structure of Moves of the Body of OP 22

4.1.1 The Structure of Moves of the Body of

OPs Delivered by FP Students

23

4.1.2 The Structure of Moves of the Body of

OPs Delivered by FPPSM Students

28

4.1.3 Compilation of Moves Utilized by

Both FP and FPPSM Students in the Body of

Their OPs

32

4.2 Differences Between the Moves Found in the

Body of OPs Delivered by Students in FP and

Those Delivered by Students in FPPSM

36

4.2.1 Sequencing of Moves 36

4.2.2 Non-Linguistic Differences in OPs

Presented by FP Students and OPs Presented

by FPPSM Students

44

4.2.2.1 Aim of Presentation 46

4.2.2.2 Knowledge on Task 46

4.2.2.3 Adequacy of Information 47

4.2.2.4 Structure of Presentation 48

4.3 Comparison of Body Moves Found with

Seliman’s (1996) Checklist of OP Moves

49

CHAPTER 5 SUMMARY, CONCLUSION AND

RECOMMENDATIONS

52

5.1 Introduction 52

5.2 Summary 52

5.3 Conclusion 54

5.4 Pedagogical Recommendations 55

5.5 Suggestions for Future Research 55

x

REFERENCES 56

APPENDICES 60

xi

LIST OF TABLES

TABLE NUMBER

TITLE PAGE

Table 4.1 Structure of Moves Employed by FP Students

(Group A)

23

Table 4.2 Structure of Moves Employed by FP Students

(Group B)

24

Table 4.3 Structure of Moves Employed by FPPSM Students

(Group A)

26

Table 4.4 Structure of Moves Employed by FPPSM Students

(Group B)

27

Table 4.5 Cross-checking of Moves Utilized by Students of FP 28

Table 4.6 General Structure of Moves Employed by FP

Students

28

Table 4.7 Cross-checking of Moves Utilized by Students of

FPPSM

31

Table 4.8 General Structure of Moves Employed by FPPSM

Students

32

Table 4.9 Moves Utilized by FP and FPPSM Students 33

Table 4.10 Cross-checking of the Move Sequence of FP

Students’ Body of OP

37

Table 4.11 General Move Sequence for FP Students’ Body of

OPs

39

xii

Table 4.12 Cross-checking of the Move Sequence of FPPSM

Students’ Body of OP

39

Table 4.13 General Move Sequence FPPSM Students’ Body of

OPs

41

Table 4.14 General Move Sequence for FP and FPPSM

Students’ Body of OPs

41

Table 4.15 Non-Linguistic Differences in OPs by FP and

FPPSM Students

44

Table 4.16 Students’ OP Moves Checklist Using Seliman’s

(1996) Template

50

xiii

LIST OF FIGURES

FIGURE NUMBER TITLE PAGE

1 Classification of Oral Presentation 7

xiv

LIST OF APPENDICES

APPENDIX TITLE PAGE

A English for Workplace Communication Task

Specification (for Instructors)

61

B OP Moves Checklist by Seliman (1996) 72

C Transcription 1: FP Students (Group A) 75

D Transcription 2: FP Students (Group B) 81

E Transcription 3: FPPSM Students (Group A) 86

F Transcription 4: FPPSM Students (Group B) 91

xv

LIST OF ABBREVIATIONS

1. OP - Oral Presentation

2. OPs - Oral Presentations

3. FP - Faculty of Education

4. FPPSM - Faculty of Management and Human Resource

Development

5. UTM - Universiti Teknologi Malaysia

6. UHB3022 - Course code for English for Workplace

Communication

Chapter I

INTRODUCTION

1.1 Overview

In today’s borderless world, it has become increasingly apparent that a

good command in English would open many doors of opportunities. Under

the current global economic situation, it is of utmost importance for us to be

proficient in all aspects of English language, especially in communication.

Effective communication skills, especially spoken English language certainly

is an added asset for everyone especially graduates to compete with others

and not being left out in the current social, academic and economic

environments. OP skill is one significant component of the overall

communication skills to be acquired by successful individuals.

OP plays an important role among students and working personnel

alike. As stated by Seliman (1996), delivering OPs is a literacy skill in

academic, business, and professional environments. Therefore, students

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2

should be trained with skills of delivering oral presentations. This is certainly

crucial as having the

competency of delivering OPs will certainly provide the students an edge

above others in related occasions, especially when entering the work-sector.

1.2 Background of Study

One of the problems affecting local graduates is the rising

unemployment rate. Among the factor identified to be causing this is their

inability to communicate in English competently. The situation is pressing as

the deteriorating standards of English keep continuing whilst the work-sectors

demand for more and more English proficient graduates to be employed. This

can be explained from the many-English language-needing events that they

will join once employed; namely meetings, seminars, talks and OPs.

Focusing on OPs, clearly there is a need for efforts to be done in

overcoming the problem. As emphasized by Mohd Nawi Derahman (2003) on

the need for English among engineering students, the students are required to

make oral technical presentations not only in classrooms but also in their six-

month- industrial training. This practice in turn, will further be continued

when they join the work industry. These presentations will be a test for their

communication skills, which will be the focus of this research.

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3

1.2 Statement of Problem

The body of an OP holds the content and the gist of a presentation,

and it requires to be presented effectively for it to reach its audience.

However, an observed scenario among UTM students is that some of them

failed to deliver effectively because of their inadequate skills of OP. Central

to this is their inability to structure, present and elaborate their ideas clearly in

the body of the presentations. Another seen problem is that, being non-native

speakers, the way their ideas are presented in the body of the OP is sometimes

affected by the style normally used in their mother-tongue. Thus, the ideas

fail to reach the audience, making the presentation unsuccessful.

Therefore, this research is conducted to find out the genre of the body

of OPs delivered by English for Workplace Communication (UHB3022)

students. Focus will be set on investigating the pattern of moves used in the

body of OPs by students enrolled in this course. The body of OPs is chosen to

be studied as it is the longest part of an OP, and thus contributes to its major

proportion of content and importance. Although other parts of OP such as the

introduction, conclusion, and Q&A session also play a role in perfecting an

OP, their roles are of less significance than the body of OPs. The moves,

meanwhile, are studied as they signify the sequence, flow and structure of the

content of the body itself. A thorough observation on the moves would

provide valuable information on how students enrolled in this course structure

and deliver their ideas in OPs.

1.3 Purpose of study

The purpose of the study is to discover the pattern of moves used in

the body of OPs delivered by UTM students enrolled in UHB3022.

4

4

1.3 Objective of Study

i. To describe the moves of the body of OPs delivered by UTM

students enrolled in UHB3022

ii. To determine the differences between the moves found in the body

of OPs delivered by students in FPPSM and those delivered by

students in FP

1.4 Research Questions

i. What are the moves of the body of OPs delivered by UTM

students enrolled in UHB3022?

ii. What are the differences between the moves found in the body of

OPs delivered by students in FPPSM and those delivered by

students in FP?

1.5 Scope of Study

This research will concentrate on the analysis of the moves used in the

body of OPs presented by UTM students enrolled in UHB3022. The

introduction, termination as well as the Q&A session were not included in the

analysis.

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5

1.6 Significance of Study

The findings of this research will be significant for students preparing

to present OPs both in and outside the classroom. It will provide useful

insights on ways of presenting the body of OPs for students to follow. The

findings of the research will also be beneficial for lecturers to help them

design effective methods of teaching OPs for students, especially the body.