The understanding of knowledge transfer and information delivery is recently in the broader scope due to the development of educational technology. The information delivery is not merely done using verbal message; however, multiple modes of presentation such as verbal and auditory representation can also be the alternative of material delivery. The studies featuring the use of multimedia-based presentation are mostly administered to determine its effectiveness to be implemented in the learning process. In contrast, the exploration of the use of multimedia-based presentation toward the way how it can be a means of interaction seems underexplored. Therefore, to make it be more precise, the present study attempts to explore the practice of multimedia-based presentation in academic speaking classroom and to investigate the interactivity emerged during the presentation process. This study deployed qualitative case study design due to the purpose of gaining the in-depth investigation of the use of multimediabased presentation and its interactivity emergence in academic speaking classroom. The study was conducted in one of the universities in Surakarta majoring English Education where academic speaking becomes one of the subjects. The presentation document along with the presentation process were analyzed in this study. The results of the analysis show that multimedia-based presentation is designed to visualize the material being conveyed through the icons, pictures, and illustrations that are able to represent the information or knowledge in a more concrete way. Moreover, the interactivity is also emerged through the use of multimedia-based presentation as it simplifies the presenter to do the following: gesturing, dialoguing, and describing. The results implies the opportunity for both teachers and academic speaking presenters to innovate how they present the material by using multimedia-based presentation. In practice, multimedia-based presentation along with its interactivity can clarify the materials, grab the audience attention, and stimulate the audience responses.

Educational technology has been widely spread to take part in the technology-based classroom. The article aims at investigating the effect of audio-visual media on the students' participation in English classroom. The method used in this research is case study. The data are collected through observation and interview. The dataanalysis shows that the students' participation are in these three stages: pre-display, whilst-display and post-display in which the forms of participation are confirming teacher's instruction, commenting to the video, having small discussion, asking questions and confirming the answer. Audio-visual media yield the stimuli to the students to gain the new knowledge and information beyond what are served to them. It influences the students to purposely participate in the classroom activities because they need to do so. Audio-visual media which give them the real description of particular context require them to perceive the gist using their sense of sound and sight..

Educational technology is substantially aimed at assisting the teaching and learning process especially in material delivery that can be done using Powerpoint Presentation. Particularly, the integration of text-based material and a variety of media promote the likelihood that the audience experiences the effective information processing. Therefore, multimedia-based presentation that is accompanied by verbal explanation must be designed as effective as possible in order to foster the audience’s understanding. The current research was aimed at investigating the strategies employed by the students in designing multimedia-based presentation in Academic Speaking classroom. This qualitative research was carried out using case study approach to obtain the in-depth information. The data were collected through observation, document analysis, and interview. The results show that the students strategies in designing multimedia-based presentation are mainly to foster the audience’s thinking process. Those strategies are using heading to lead to thesis, using bullet list to create sequential delivery, and using the additional element to engage the audience. To make the slide gets into the logical manner, a transitional device is also required. This research will contribute to the teaching and learning process that uses presentation as the method of material delivery. The teacher and the student are expected to know the strategies to design an effective presentation that can promote the audience’s way to process the information. Keyword: academic speaking, educational technology, information processing, material delivery, multimedia-based presentation