sidang akademi as a strategy to develop speaking

Transcription

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
SIDANG AKADEMI AS A STRATEGY TO DEVELOP
SPEAKING CONFIDENCE IN PANGUDI LUHUR VAN LITH
SENIOR HIGH SCHOOL: A CASE STUDY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree in English
Language Education
By:
Hilarius Raditya Priambada Purba
Student Number: 121214067
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
SIDANG AKADEMI AS A STRATEGY TO DEVELOP
SPEAKING CONFIDENCE IN PANGUDI LUHUR VAN LITH
SENIOR HIGH SCHOOL: A CASE STUDY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree in English
Language Education
By:
Student Number: 121214067
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
i
Your worst enemy
cannot harm you
as much as your
own unguarded
thought –
Buddha
This thesis is dedicated to:
Bapak Tarcisius Jahopal Purba, Ibu Lidwina Suparsih
Bapak Yohanes Kartiwidjono, Ibu Theresia Sumirah
Bapak Drs. Valentinus Yudanto Priambudi Purba, Ibu Yustina Rika Andri Yani
Leo Andrean Priambada Purba
Albertus Raynaldi Priyambada Purba
My PBI and Van Lith friends
iv
ABSTRACT
Purba, Hilarius Raditya Priambada. (2016). Sidang Akademi as a Strategy to
Develop Speaking Confidence in Pangudi Luhur Van Lith Senior High School: A
Case Study. Yogyakarta: Sanata Dharma University.
This research deals with the implementation of Sidang Akademi
(Academic Preliminary Meeting) implemented in Pangudi Luhur Van Lith Senior
High School. The aim of this study is to find out the implementation of Academic
Preliminary Meeting as a strategy to develop speaking confidence.
The formulated problems of this study are: (1) How is Sidang Akademi
(Academic Preliminary Meeting) implemented in Pangudi Luhur Van Lith Senior
High School? and (2) How do the third-grade students in Pangudi Luhur Van Lith
Senior High School develop their confidence in speaking English through the
implementation of Sidang Akademi?
This research employed qualitative research design. The type of the
research is specifically a case study. The researcher decided to have intrinsic case
study as the focus was on the case. The participants of this study were eleven (11)
students. In order to enhance the reliability, validity and trustworthiness, the
researcher conducted research triangulation. In obtaining the research
triangulation the researcher conducted observation and group interview as well as
analysed the documents of the implementation. The processes of data gathering
were accompanied by at least one co-facilitator to prevent the research bias. The
researcher employed coding strategy and presented the data in a form of narrative
description.
The result of the study presented that the implementation of Academic
Preliminary Meeting as a strategy to develop speaking confidence worked well as
the students improved their confidence through some strategies in presenting their
materials. Moreover, the students realised that the speaking skill which was
maintained through the implementation of Sidang Akademi could be beneficial to
them in their future lives. Nonetheless, the students generated suggestions for the
betterment of the implementation of Sidang Akademi. The elements of activity
should be developed well so that the activity can be one of the best strategies in
developing students‟ speaking confidence.
Keywords: Speaking Confidence, Case Study, Public Speaking Skill, Public
Speaking Activity
vii
ABSTRAK
Purba, Hilarius Raditya Priambada. (2016). Sidang Akademi as a Strategy to
Develop Speaking Confidence in Pangudi Luhur Van Lith Senior High School: A
Case Study. Yogyakarta:Sanata Dharma University.
Penelitian ini berisikan mengenai pelaksanaan Sidang Akademi
(Academic Preliminary Meeting) yang dilaksanakan di SMA Pangudi Luhur Van
Lith. Tujuan dari penelitian ini adalah untuk mengetahui pelaksanaan kegiatan
Sidang Akademi sebagai strategi untuk mengembangkan kepercayaan diri dalam
berbicara dan pengembangan kepercayaan diri siswa dalam berbicara melalui
pelaksanaan kegiatan tersebut.
Masalah yang dirumuskan dari penelitian ini adalah: (1) Bagaimana
Sidang Akademi (Academic Preliminary Meeting) dilaksanakan di Pangudi Luhur
Van Lith SMA? dan (2) Bagaimana siswa kelas tiga di Pangudi Luhur Van Lith
SMA mengembangkan kepercayaan diri mereka dalam berbicara bahasa Inggris
melalui pelaksanaan kegiatan?
Penelitian ini adalah sebuah penelitian kualitatif. Jenis penelitian secara
khusus adalah penelitian studi kasus. Fokus dalam penelitian ini adalah pada
kasus. Maka, peneliti memutuskan untuk melakukan studi kasus intrinsik. Subject
dalam penelitian ini sejumlah sebelas (11) siswa. Dalam rangka meningkatkan
reliabilitas, validitas dan akuntabilitas, peneliti melakukan triangulasi data.
Dalam memperoleh triangulasi penelitian peneliti melakukan observasi,
wawancara kelompok dan menganalisis dokumen-dokumen kegiatan. Proses
pengumpulan data disertai dengan setidaknya satu ko-fasilitator untuk mencegah
bias penelitian. Peneliti memanfaatkan coding strategi dan menyajikan data
dalam bentuk deskripsi narasi.
Hasil penelitian menunjukkan bahwa pelaksanaan Sidang Akademi
sebagai strategi untuk mengembangkan kepercayaan diri dalam berbicara
berjalan dengan baik sebagaimana siswa dapat meningkatkan kepercayaan diri
mereka melalui beberapa strategi dalam menyajikan materi mereka. Selain itu,
siswa menyadari kemampuan berbicara dilatih dalam pelaksanaan kegiatan dan
nantinya akan bermanfaat bagi mereka dalam kehidupan mereka. Namun,
beberapa saran disampaikan oleh siswa mengenai pelaksanaan kegiatan.
Kegiatan harus dikembangkan dengan baik sehingga kegiatan ini dapat menjadi
salah satu strategi terbaik dalam mengembangkan kepercayaan berbicara siswa.
Kata Kunci: Speaking Confidence, Case Study, Public Speaking Skill, Public
Speaking Activity
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ACKNOWLEDGEMENTS
First of all, I gratefully thank Lord Jesus. His unconditional love and
strength can perfectly pour into my life make me able to finish the responsibility.
He makes all things possible.
I am wholeheartedly thankful to my advisor, Bapak Drs Pius Nurwidasa
Prihatin, M.Ed., Ed.D., for his limitless patience, support and guidance during
the seemingly never-ending thesis writing process. I learned many precious life
lessons from him.
I would like to express my great thanks to my parents, Bapak Drs.
Valentinus Yudanto Priambudi Purba and Ibu Yustina Rika Andri Yani for
their guidance, prayers, motivation, and support to me every single day. I would
also present this work to my brothers, Leo Andrean Priambada Purba and
Albertus Raynaldi Priyambada Purba and send my gratitude to them for their
support and motivation.
I am indebted to the third-grade students of Pangudi Luhur Van Lith Senior
High School, the participants of Focus Group Discussion, Ibu Theresia Eka
Oktaviani, S.Pd and Brother Wenseslaus Parut, FIC., S.S., who have made the
completion of this thesis possible. I would like to make special reference to
Fransiscus Ian Soerja and Leocadia Prima Puspitasari who helped me in the
data gathering process.
I would like to thank all the lecturers and staff of the English Language
Education Study Program, Sanata Dharma University whose persistent help I will
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never forget. I will not forget to express my gratitude to all staff and students in
Master of Management Sanata Dharma University who support me and share the
experience in the working world.
I also send my sincere gratitude to Bapak Krisna Septa Bernanda S.Pd.
for his willingness to be my thesis proofreader. I would like to express my thanks
to my best friends Vinsensius Satwika, Gerardo Bramastya, Birgita Finalita,
Gregorius Chandra, Andreas Danu, Rodericko Reinaldo, Agatangelus Dwi,
Natal Nino, Yudha Pranggodo, Maximilianus Angga, Yohanes Veryndra,
Puguh Kristanto, Magistra Dewa, Dwitya Wirattama, Bryan Anugerah,
Robert Septian, Gregorius Hapsoro, Siti Basitha, Maria Elga, Damiana
Resya, Gheza Damara, Adreana Pritha, and Ganesh Group for their
encouragement and motivation. My gratitude goes to all my PBI and Van Lith
friends I have not mentioned for the love and care to me as well.
Last but not least, I would like to extend my heartfelt gratitude to any other
individuals who in one way or another have contributed their valuable assistance
in the preparation and completion of this thesis. I also apologize those whose
names cannot be mentioned one by one in helping me finish this thesis.
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TABLE OF CONTENTS
TITLE PAGE ..................................................................................................... i
APPROVAL PAGES ........................................................................................ ii
BOARD EXAMINERS ....................................................................................iii
DEDICATION PAGE ...................................................................................... iv
STATEMENT OF WORK ORGINALITY .................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI .............................................. vi
ABSTRACT ..................................................................................................... vii
ABSTRAK .......................................................................................................viii
ACKNOWLEDGEMENTS ............................................................................. ix
TABLE OF CONTENTS ................................................................................. xi
LIST OF TABLES ......................................................................................... xiv
LIST OF FIGURES ........................................................................................ xv
LIST OF APPENDICES ............................................................................... xvi
CHAPTER I: INTRODUCTION .................................................................... 1
A. Research Background ......................................................................... 1
B. Problem Formulation .......................................................................... 6
C. Problem Limitation ............................................................................. 6
D. Research Objectives ........................................................................... 6
E. Research Benefits ............................................................................... 7
F. Definition of Terms ............................................................................ 8
G. Research Significance....................................................................... 12
CHAPTER II: REVIEW OF RELATED LITERATURE .......................... 13
A. Theoretical Description .................................................................... 13
1. Basic Overview of Public Speaking ............................................. 13
2.The Message Model of Linguistic Communication ...................... 14
3.Overview of Giving Presentations ................................................. 16
4.Speech as a Liberal Study.............................................................. 17
5.The Role of Self-Confidence for Developing Speaking Skills...... 18
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6.The Significance of Speaking for the Personal Success ................ 19
7.Speaking Problems Encountered by EFL Students ....................... 20
8.Proposition ..................................................................................... 22
B. Theoretical Framework..................................................................... 22
CHAPTER III: METHODOLOGY .............................................................. 26
A. Research Method .............................................................................. 26
B. Research Participant ......................................................................... 28
C. Research Setting ............................................................................... 29
D. Research Instruments and Data Gathering Technique ..................... 30
1.Focus Group Discussion (FGD) .................................................... 31
2.Observation .................................................................................... 33
3.Document Analysis ....................................................................... 35
E. Data Analysis Technique .................................................................. 36
F. Research Trustworthiness ................................................................. 40
G. Research Procedure .......................................................................... 41
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ................. 44
A. Study Site .......................................................................................... 44
B. Data Reduction ................................................................................. 46
1.Coding Category ............................................................................ 47
2.Themes Development .................................................................... 50
C. Data Display ..................................................................................... 52
1.The Implementation of Sidang Akademi....................................... 53
2.The Development of the Third-grade Students‟ Speaking Confidence
............................................................................................. 65
E. Conclusion Drawing and Confirmation ............................................ 77
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CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS .............. 85
A. Conclusions ...................................................................................... 85
B. Recommendations ............................................................................ 88
REFERENCES ................................................................................................ 90
APPENDICES ................................................................................................. 93
xiii
LIST OF TABLES
Tables:
Page
3.1: Code Family Developed from Bogdan and Biklen (2003)...………..
37
4.1: Themes and Coding Scheme....………………………………………. 51
4.2: The Relationships between the Research Questions and Themes…… 51
xiv
LIST OF FIGURES
Figures:
Page
2.1: Process of Communication Taken from Verma (2013).……...............
15
2.2: The Relationships of Variables of the Study and Research Questions….
25
4.1: The Outline Presentation of Research Questions and Coding …...........
51
xv
LIST OF APPENDICES
Appendix A: The Schedule of the Activity………………......................
94
Appendix B: Power Point Document...…………………………………..
98
Appendix C: Interview Protocol………………………...........................
101
Appendix D: Observation Sheet……………………………...................
103
Appendix E: Photos Taken during the Research…………………………
105
xvi
CHAPTER I
INTRODUCTION
This chapter provides an introduction to what the research will discuss in
this research paper. The introductory part contains six subheadings. They are:
research background, research questions, problem limitation, research objectives,
research benefits, definition of terms and research significance.
A.
Research Background
Learning English is beneficial to the sake of interaction and
communication to the other people all over the world. According to Bright and
Mc Gregor (1970), speaking skill take the highest place as the most important
skill to be mastered. Speaking skill which is classified as productive skill typically
results in more and stronger knowledge than receptive skills since individual‟s
knowledge gained from receptive skills can be measured through the performance
in the productive learning (Griffin &Harley, 1996 as cited in Nation, 2007). Thus,
developing this skill is beneficial to the sake of personal success.
Speaking skill becomes a very important issue in the second language
acquisition. It is stated that as one of four English skills being developed,
speaking is crucial for the students (Bright & Mc Gregor, 1970). In addition, for
speaking is an important communication skill, it is widely used these days in
variety of events and thus, it becomes important to master this skill. Mastering
1
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this skill helps the transfer of knowledge and information (Goh & Burns, 2012).
Furthermore, as speaking is accepted as an essential language-communication
skill, the learner must be able to go beyond just a day-to-day communication.
Therefore, it is prominent for the teacher to develop such activity in the learning
process to encourage their students to master this skill since speaking is one of the
keys of the language acquisition. In line with the significance of speaking skill as
the communicative skill, Swales (1985) states that in the process of teaching
English, the process has been called upon in order to provide students with the
basic ability to use the language to receive and to convey information associated
with their specialist study. Therefore, it is clear that the process inside the
classroom has been designed to prepare the students to use the language directly.
The development of speaking activities might become the focus of some
teachers in conducting the teaching-learning process inside the class. This skill is
thought to be an important aspect to be mastered by the students in order to be
able to communicate well using the target language which is English.
Nevertheless, according to Goh and Burns (2012), not every person is aware of
how speaking can directly contribute towards the academic development of many
second language learners and other important areas for reaching their personal
success. Although some teachers have conducted the learning process which
allows the student to speak inside the class, EFL students seldom have the
opportunity to learn the skills, strategies and the language as well to improve their
speaking. The learning process which is designed for encouraging the students to
3
do a lot of talking in class activity might be often insufficient teaching of speaking
as a language communication skill (Goh & Burns, 2012).
The researcher chose Pangudi Luhur Van Lith Senior High School, one of
Catholic educational institutions established since 1991 at Muntilan, Central Java
as the research setting. Pangudi Luhur Van Lith is a boarding school where every
student is required to live in the boarding house. Both educational system and
curriculum of this school are quite different compared to other ordinary schools.
There are some typical activities in this school that differentiate this school from
others. They are catechism, Wawasan Kebangsaan, Sidang Akademi (Academic
Preliminary Meeting), Live-in, Home Stay, Rekoleksi Kesadaran Keterlibatan
Sosial (RKKS), Orientasi Panggilan Profesi (OPP) and other activities. The
school supports all of the activities with many facilities in order to fulfil the goal
of education and instill the vision and mission of this school.
The vision and mission of this school are that the students are expected to
be the ideal Christians by developing some aspects such as intelektualitas, iman,
wawasan kebangsaan, keterampilan, jiwa transformatif and inklusifitas. In this
study, the researcher explored more about keterampilan or skill aspect. This point
is related to the development of students in some areas of knowledge. In the
implementation of the activity, the students developed some aspects for the sake
of skills development. Through the implementation of some activities, this school
develops and maintains the skills of public speaking, English proficiency, the
ability to use computer-based technology and information, leadership skills and
multi-level communication. The public speaking and English mastery skills have
4
been the focus of the school so that the activities established in the school are
designed to develop these points. Therefore, the maintenance of the activity that
deals with public speaking and English acquisition established by the school is
really matter for the development of the students‟ knowledge and the English
mastery as well.
One of the unique and typical activities in Pangudi Luhur Van Lith Senior
High School is Sidang Akademi (Academic Preliminary Meeting) or simply SA.
The school designs the activity in order to make the students get used to speaking
in front of public and at the same time the third-grade students are to develop their
English ability. Through the implementation of this activity, the school
encourages the students to develop their ideas related to the topic presented at the
meeting and be confident whenever they are to deliver presentation or to speak by
themselves in front of public. This activity might be in line with the purpose of the
public speaking which allows students to be confident and be able to handle such
discussion (Hendrikus, 1991). Through the implementation of Sidang Akademi the
development of the students‟ self-confidence is possible to be maintained well so
that the students can raise self-esteem which is beneficial when they interact with
other people. This activity is classified as a muatan lokal or local content in the
school so that all students have to deal with such activity.
Through the implementation of Sidang Akademi, the students can actualize
themselves through the implementation of the activity either can they practice to
manage their performance in front of public or maintain their ability in public
speaking. Moreover, the school encourages the third-grade-students to use English
5
during the process of Sidang Akademi (Academic Preliminary Meeting). All
process is conducted using English so that the students are able to learn how to
speak in front of public as well as develop their English mastery through the
process.
In line with the activity of Sidang Akademi that encourages students to
maintain the development of language, the students are also able to develop the
interaction using the communication ability that they master during the
implementation of this activity. According to Richard and Rogers (1989),
language is a system used for conveying the expression of meaning, the primary
function of which is for interaction and communication. In other word, it is clear
that language is necessary for the purpose of communication and interaction with
other people so that people can reveal their thought and express themselves
clearly.
The fact that English ability is meaningful in this era becomes the
significant issue for the development of this language. Pangudi Luhur Van Lith
Senior High School, through the maintenance of Sidang Akademi, aims to
facilitate their students with such capability so that the students would be ready to
face the global era using the public speaking and English skills that they maintain
during the process of learning in this school. Therefore, the researcher wants to
find out how Sidang Akademi is conducted in PL Van Lith and the development
of the students‟ speaking confidence through the implementation of Sidang
Akademi as a strategy to train students‟ public speaking skills.
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B.
Problem Formulation
Based on the background of the research, the researcher generated two
research questions in this study. The research questions are presented as follows.
1.
How is Sidang Akademi (Academic Preliminary Meeting) implemented in
Pangudi Luhur Van Lith Senior High School?
2.
How do the third grade students in Pangudi Luhur Van Lith Senior High
School develop their confidence in speaking English through the
C.
Problem Limitation
In order to limit the scope and focus of the study, the researcher focuses
this study on its discussion of Sidang Akademi as a strategy to develop students‟
speaking confidence in Pangudi Luhur Van Lith Senior High School in Muntilan.
The researcher chooses the Sidang Akademi implemented in the third grade
because the activity is done using English. The type of this research is case study,
for it is commonly used in explanation of how and/or why a specific event takes
place.
D.
Research Objectives
In line with the research questions generated in the problem formulation,
this research is aimed to know how Sidang Akademi is implemented in Pangudi
Luhur Van Lith Senior High School and how the third-grade students in Pangudi
7
Luhur Van Lith Senior High School develop their confidence in speaking English
through the implementation of Sidang Akademi. Since this activity is a
compulsory activity, the effect of the implementation can be reflected through
students‟ performance in speaking English.
E.
Research Benefits
This research provides some valuable and beneficial contributions for
whoever concerns with the improvement of Indonesia‟s educational quality. It is
also contributed to the teaching of English as a foreign language in Indonesia. The
expected benefits are as follows.
1.
The researcher
The researcher is expected to be able to answer the research
problem of the study. The researcher hopes that the finding in the
field of education will be able to be the positive contribution to ESL
students.
2.
For schools in Indonesia
After knowing the significance of Sidang Akademi strategy to
develop student‟s speaking confidence development, schools or any
educational institution will then be able to design such activity that
encourages the students to maximize the development of their
language skills which are suitable for their students and effective to
improve their English proficiency and mastery. Through the
implementation of public speaking activity, schools or any
8
educational institutions will be able to prepare their students for
surviving in the global era.
3.
For further studies
This study is expected to be able to support other related
studies in revealing the current trends in education. It is supposed
that some studies done in this field will be able to bring the positive
contribution for the development of education in Indonesia.
Furthermore, the future researcher can have experimental research
on the same topics. In addition, the future researchers who are
interested in the similar topic can develop a modul for research and
development.
4.
For English Language Education Study Program
The English Language Education Study Program is to
produce a qualified English teachers in the future. Through the
study, the researcher aims to enlighten the teacher candidates to
facilitate their students in developing the skills for developing
English proficiency in this case speaking skill.
F.
Definition of Terms
In order to avoid misconception and help readers grasp the concept of the
discussion in the paper, the researcher provides the definitions of several keyterms which are used in writing the research paper.
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1.
Case Study
This study is categorized as a case study because it focuses on
a specific event. The researcher focused on the strategy implemented
in one school that is designed to develop students‟ speaking
confidence. Based on three main types of case study identified by
Stake (1995), this case study is included to an intrinsic case study
since it is carried on in order to understand a particular case in
question. In addition, according to Stake (1995), an intrinsic case
study is a case study which focuses in the case itself for its own sake
and thus the case is where the interest lies. In this study, a case study
is aimed to explain the aspect of “how” from the use of public
speaking strategy to develop students‟ speaking confidence
development.
2.
Sidang Akademi (Academic Preliminary Meeting)
Sidang Akademi is a compulsory activity in Pangudi Luhur
Van Lith Senior High School. The purpose of the implementation of
Sidang Akademi itself is to introduce the students to public speaking
and later they are expected to be able to deliver and develop their
thought related to the theme given in the meeting. The performance
of each week is scheduled and so is the theme.
Students in their early years of Senior High School are
introduced to the activity which is implemented by using Bahasa
10
Indonesia; until in the second grade the process will be all conducted
using Bahasa Indonesia. The third-grade students have the same
activity but the process of the implementation of Sidang Akademi
will all be conducted by using English. The purpose of the activity
which is conducted in English is still the same with the previous
Sidang Akademi but the-third grade students are expected to be able
to convey their thought using English. In addition, the development
of their English skills will be maintained during the implementation
of the activity.
3.
Sidang Akademi for the Third-grade Students
The knowledge of speaking in public which is developed by a
person leads to increasing skill in social decision-making. Pangudi
Luhur Van Lith Senior High School implements a public speaking
activity, namely Sidang Akademi for developing students‟ skills and
encourage their students to manage the performance in front of
public. Sidang Akademi is an obligatory activity that every student
has to deal with; grade one, two and three.
In this research, the researcher decided to explore the
implementation of Sidang Akademi for the third-grade students and
the way students develop the speaking confidence during their
performance. The implementation of Sidang Akademi for the thirdgrade students is implemented in English. Thus, besides developing
11
the public speaking skill, the school also encourages the students to
develop their English proficiency through the implementation of
Sidang Akademi. Speeches course is expected to be able to facilitate
the students to be better organized, guide the students to learn more
about preparing a speech and help the students to think more clearly
and critically (Zarefsky, 1996).
Sidang Akademi which allows the students to develop such
skills and competence is a good strategy for the sake of the
development of students‟ speaking confidence. The activity is
beneficial to the students because Sidang Akademi is designed and
organized well. Zarefsky (1996) proposes that by improving
presentation skills, students may become more self-confident and
more willing to engage in serious dialogue with others.
4.
Speaking Confidence
According to Matthews (1994), when somebody feels
unconfident to speak up in front of public, he seems to get a terrible
feeling of fear or nervousness. In order to be able to maintain selfconfidence, learners need to boost their self-esteem by developing
strategy to practice speaking English. Nunan (1999) states that the
more learning strategies develop by learners the greater confidence
they will gain. The strategy is related to how they rehearse their
speaking skill.
12
G.
Research Significance
This study has the significance of reviewing the whole implementation of
Sidang Akademi (Academic Preliminary meeting) as strategy to develop students‟
speaking confidence. This study produces the investigation of the Sidang Akademi
(Academic Preliminary Meeting) implementation and the development of
students‟ speaking confidence as the result of Sidang Akademi.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the review of theoretical descriptions and theoretical
framework. The first part discusses the related theories to limit the scope of the
research. Thereafter, the second part presents the several theories as the
framework to answer the research questions.
A.
Theoretical Description
This theoretical description is concerned with theories that are related to
the key words used in this research. This part shows the discussions of the basic
overview of public speaking, the message model of linguistic communication,
overview of giving presentation, speech as a liberal study, the role of selfconfidence for developing speaking confidence, the significance of speaking for
personal success, speaking problem encountered by EFL student and the
proposition of the study.
1.
Basic Overview of Public Speaking
The general purpose of the public speaking is to maintain the
performance in front of the audience so that the argument given in
the speech can really persuade the audience through the well13
14
organized idea and the validity so that the speech can be attractive to
the audience. It is clearly stated by the Greek philosopher Aristotle
in his theory of Rhetoric (Hendrikus, 1991). He divides his theory
into three main categories simply called as Ethos, Pathos and Logos.
The Ethos or credibility means that the speaker might be
heard if he can convince the audience through the idea that he
presents and the credibility of the speaker so that the audience could
consider the speaker as a worth listening speaker to the listeners.
Pathos or emotional development is the ability of the person to
persuade by appealing to the audience‟s emotion. In addition, the
language choices are matter to give a good persuasion so that the
listener might be convinced. Logos or Logical development means
that the speaker has to possess the good reasoning technique. This
technique reflects the knowledge of the speaker as the reason is the
heart of the argumentation. Thus, if in the process of public speaking
the speaker has these kinds of abilities, the point of the argument will
seem convincing and therefore the audience might be really attracted
to the speaker by the speech that they convey.
2.
The Message Model of Linguistic Communication
Verma (2013) states that there is a process of coding and
decoding in sharing our thoughts and ideas with other people. This
process means that it requires two or more people to communicate;
15
one plays the role of speaker, while the other plays as the listener.
People establish the idea to be communicated in the mind and then
there is an encoding system which is mostly in a form of language.
Furthermore, the idea is transmitted through a channel. The process
of the communication is presented below.
Sender
Idea
Encoding
Medium
Feedback
Decoding
Receiver
Channel
Figure 2.1: Process of Communication Taken from Verma (2013)
Furthermore, the communication model assumes that in order
to determine message there are some qualities needed. They are the
language is unambiguous, what the speaker is referring to is
determined by the meaning of the referring expression uttered, the
communicative intention is determined by the meaning of the
sentence, speakers only speak literally, speakers only speak directly
and the last is speakers use words, phrases and sentences only to
communicate.
On the other hand, there are problems with the message
model. First, the language is not always unambiguous. Meanwhile,
expression can be ambiguous too. When these problems arise, the
16
hearer may face difficulties in assessing which possible meaning is
intended. Second, under determination of reference by meaning is
another problem with the Message Model. The next problem is the
speaker‟s communicative intention is not clearly expressed by the
Message Model. Last, the Message Model cannot facilitate the fact
that human speak non-literally as for example we may not mean
what our word means.
In addition, there are also other factors that make the
communication go wrong. One of the factors is known as “noise”.
Noise is not the disturbance caused by the sound. It is a technical
term meaning any disturbance occurring in the process of
communication (Verma, 2013).
3.
Overview of Giving Presentations
Giving a presentation requires the speaker to develop such
skills that will help them in the process of performing their
presentation. In addition, the speaker has to consider such problem
that they may have during the presentation. These considerations
will result in a good presentation. One of the elements in giving
presentation is “limiting condition” (Argyle, 1988 as cited in Molen
and Hoogland, 2005). In this process, the presenter has to be aware
of possible limiting condition. The limiting condition has something
to do with the time estimation to prepare the presentation, collect the
17
information, look for the accommodation, order and write out
material, and make supporting media.
Giving presentation also requires the presenter to have
“Expressive Skills”. This skill will help the presenter to make use of
their body and voice to support their presentation. Body language
includes movement of the body and the use of the voice. Argyle
(1988) as cited in Molen and Hoogland (2005) states that use of
body language includes following skills: eye contact, facial
expression, movement and posture. Nevertheless, the use of the
voice includes speed of speech, timing, volume, rhythm and
articulation.
4.
Speech as a Liberal Study
There are so many aspects of maintaining an effective speech.
According to Wilson, Arnold and Wertheimer (1990), the effective
speaking requires more than mechanical application of techniques.
The purpose of speaking has to be maintained with regard to the
combination of meanings, surroundings, and human relationships. It
is better to know what is being revealed in the presentation and the
audience to whom the presentation is delivered to.
In addition, the importance of speaking in front of public is
also stated by Wilson et al. (1990). The knowledge of speaking in
public which is developed by a person leads to increasing skill in
18
social decision making. While people are developing their speaking
skills in front of public, they are also maintaining their relationships
with others. Next, the knowledge of speaking in front of public
develops skills in promoting and defending ideas. The acceptance of
the audience becomes the essential matter for the speaker when they
are to present their thought in front of public. The speaker cannot
neglect their audience‟s presence by not making the reasonable
judgment and decisions obvious to listener who might not be
familiar with what are being presented. Both the listener and speaker
are supposed to have the same concept of what are being presented
so that the presentation might produce the beneficial result for both
of them.
5.
The Role of Self-Confidence for Developing Speaking Skills
The development of speaking confidence is necessary for the
improvement of speaking skills (Goel, 2012). Self-confidence is as
positive attitude towards one‟s self-concept (Goel, 2012). Therefore,
the attitude is an important thing that might allow people to have
positive perception toward themselves and the ability that people
have.
To practice speaking in a good English, learners are required
to develop their speaking confidence by developing learning
strategies to practice how to speak English. They will obtain more
19
confidence in speaking English if only they maintain the learning
strategies that work effectively for their learning so that the
significant progress of an improvement can be achieved as their
learning goals (Nunan, 1999).
The learners might feel unconfident when they are to present
their thought or idea in front of public. This problem of nervousness
might be the problem faced by the learners particularly when they
have to practice speaking in English. Thus, the development of selfconfidence is needed in order to improve their speaking ability. More
practices of speaking English in front of the public will arise
learners‟ self-confidence as according to Goel (2012), confidence is
learned through process. In addition, the process that encourages the
students to speak in front of people will maximize the student‟s
speaking skill and their self-confidence as well.
6.
The Significance of Speaking for the Personal Success
Reading and listening are two language skills that are
considered as receptive skills in language learning and use. Along
with these skills, writing and speaking are the other two receptive
skills which are necessary to be integrated in the development of
effective communication. Of all the macro English skills, speaking is
the most important skill required for communication (Zaremba,
2006, as cited in Procedia Social and Behavioural Science, 2010).
20
The effective speaking will result in the achievements in ceremonial
speaking activities, job training activities, job interviews and the
other business matters that require good speaking skill (Osborn,
Osborn, & Osborn, 2008). The fact that the students have limited
chances to develop the speaking skills and limited exposure to
English speakers that can arise the development of speaking
development are also presented by Zhang (2009) as cited in Procedia
Social and Behavioural Science (2010). Thus, the teacher or even the
educational institution, in this case, is required to prepare the activity
in order to strengthen students‟ speaking competence because if
there is only limited practice, they will not develop the competence
as well.
7.
Speaking Problems Encountered by EFL Students
EFL students possibly find problems wherever they are to
develop the speaking skills. Tuan and Mai (2015) present the
speaking problems faced by EFL students in their speaking class.
They propose inhibition, lack of topical knowledge, low or uneven
participation and mother tongue use as the factors affecting one‟s
speaking performance. The problem of inhibition is closely related to
the feeling of worry of making mistakes and fearful of criticism. In
addition, students are shy of the attention that their speeches attract.
Littlewood (2007) as cited in Tuan and Mai (2015) asserts that a
21
foreign language possibly create inhibitions and anxiety. The next
problem is that the student cannot think of anything to say and they
have no motivation to do so. River (1968) states that learners have
nothing to express maybe because the teacher had chosen a topic
which is not suitable for him or about which he knows very little
(Tuan & Mai, 2015). Another problem is due to low and uneven
participation. There is a problem when one student has very little
talking time while the other tends to dominate the process. The last
problem is because of mother tongue, when all learners share the
same mother-tongue, they tend to use it as it is easier for them.
In addition, EFL students might find difficulties in presenting
using foreign language confidently. EFL students possibly encounter
a source of anxiety that affects students‟ performance. A study
conducted in Indonesia by a group of researchers discover the factors
that affect the learners‟ performance in speaking English. According
to Mukminin, Masbirorotni, Noprival, Sutarno, Arif, and Maimunah
(2015), there are factors influencing students‟ English language
anxiety. These factors include: (1) low speaking skill due to lack of
vocabulary and grammar, (2) fear of negative response from others,
(3) low self-esteem to speak in English, (4) fear of being evaluated
by the teacher and (5) cultural influences to speak English due to
more teacher-centred style.
22
8.
Proposition
After presenting the theories and the phenomena of the
implementation of public speaking activity as a strategy to develop
the students‟ speaking confidence, the researcher established a
proposition of the study. Yin (2009) proposes that there are five
prominent components of a research design for a case study. One of
the elements is research proposition. This element plays a prominent
role as it directs something that should be examined in a study (Yin,
2009). The researcher believes that Sidang Akademi is a strategy
implemented in Pangudi Luhur Van Lith Senior High School which
is deliberately designed to improve the development of speaking
confidence. Therefore, the design of the activity, Sidang Akademi,
and the development of speaking confidence are the variables of this
study.
B.
Theoretical Framework
In this thesis, the researcher answers two formulated research questions.
The answers to two research questions are based on several related theories
described in the theoretical description part.
1.
Question 1: How is Sidang Akademi (Academic Preliminary
Meeting) implemented in Pangudi Luhur Van Lith Senior High
School?
23
The first research question deals with the implementation of
Sidang Akademi as a strategy to develop students‟ speaking
confidence. In order to answer the problem formulation number one,
the researcher discusses the rationale of the activity. The rationale of
the implementation of Sidang Akademi is deliberately designed in
order to fulfil the vision and mission of the school and facilitate the
students to possess such quality. In addition, there is a step-by-step
process from the beginning until the end of the process. The theory
of public speaking established by Aristotle as cited in Hendrikus
(1991) assists the researcher in the descripting of an ideal public
speaking. The researcher makes use the theory of giving the
presentation composed by Molen and Hoogland (2005) in order to
give a clear awareness about the elements of giving presentations.
Furthermore, the connection of the answer to the theory of speech
proposed by Wilson, Arnold and Wertheimer (1990) and the theory
of speaking in public established by Zarefsky (1996) will be
elaborated to present the importance of speaking in front of public.
The researcher refers the answer to the variables in the proposition
which is the design of the activity and Sidang Akademi which is
designed as a strategy to develop students‟ speaking confidence.
2.
How do the third-grade students in Pangudi Luhur Van Lith Senior
High School develop their confidence in speaking English through
the implementation of Sidang Akademi?
24
The second problem formulation is about the strategy and the
development of the speaking confidence which are maintained
through the implementation of Sidang Akademi in Pangudi Luhur
Van Lith Senior High School. In order to answer the second research
question, the theory of speaking established by Nunan (1999) assists
the exploration of the case about speaking skill since the study
explores the implementation of the speaking activity. The researcher
presents the development of speaking confidence established by
Goel (2012) in order to give the information about the effect of
speaking confidence development towards self-concept. The concept
of speaking problems composed by Tuan and Mai (2015) and
Mukminin et al. (2015) presents the problems encountered by the
EFL students in developing the speaking confidence. These
problems which are presented beforehand will likely be similar to
the problems encountered by the third-grade students in Pangudi
Luhur Van Lith Senior High School. The speaking problems, in fact,
inhibit the students to develop speaking skills. The answer to the
second research question will elaborate the variable in the
proposition which is the development of speaking confidence. In
presenting this variable, the researcher also establishes the discussion
about the strategy maintained by the students and the development of
the speaking confidence as the result of Sidang Akademi
implementation.
25
The Design of the
Activity
Sidang Akademi
The Development of
Speaking Confidence
RQ 1:
How is Sidang Akademi (Academic
Preliminary Meeting) implemented in
Pangudi Luhur Van Lith Senior High School?
RQ 2:
How do the third-grade students in Pangudi Luhur
Van Lith Senior High School develop their
confidence in speaking English through the
implementation of the Sidang Akademi?
Figure 2.2: The Relationships of Variables of the Study and Research Questions
CHAPTER III
METHODOLOGY
In this chapter, the researcher provides the discussion of the research
methods and analysis. This section is presented in several subdivisions. They are
research method, research participant, research setting, research instruments, data
gathering technique, data analysis technique, research trustworthiness and
research procedure.
A.
Research Method
This research deals with the implementation of Sidang Akademi (Academic
Preliminary Meeting) in Pangudi Luhur Van Lith Senior High School as an
obligatory activity for the students. The school develops the activity as one of the
typical activities and establishes it as a fulfilment of the curriculum implemented
in Van Lith Senior High School which is developmental curriculum. This
phenomenon, therefore, is worth exploring and studying because every student
there is encouraged to develop and improve the ability to speak in front of public.
The case was the activity of public speaking in Pangudi Luhur Van Lith Senior
High School not the students who implemented the activity. Through this activity,
the school encourages its students to develop their speaking English skills which
are then interesting to be explored. Moreover, the researcher investigated the case
26
27
by choosing the public speaking activity for the third-grade students as this
activity was implemented in English.
Generally, this research is a qualitative study as it enables rich description
and analysis of the phenomena. The type of the research is specifically a case
study. Case study research is a qualitative approach in which the researcher
focuses on a bounded system over a period of time, through detailed, in-depth
data collection and reports a case description as well as case-based themes
(Creswell, 2007). In addition, case study is a suitable format for investigating or
exploring the studies of language learning (McDonough & McDonough, 1997).
According to Creswell (2007), the involvement of multiple sources of information
is suggested in order to grab the complete illustration of the phenomenon being
investigated and thus, triangulation takes its role as an important aspect in the
qualitative study. The sources of data are in a form of observation, documents and
reports, interview, and audio-visual material.
The study was mainly to explore the development of students‟ speaking
confidence through the implementation of the activity. According to Yin (2003),
the focus of the study conducted using case study approach is generally to answer
the “how” and “why” aspect of the phenomenon being investigated. The
phenomenon here was the contextual condition as it is believed that the condition
is relevant to the phenomenon understudy. In addition, according to Crabtree and
Miller (1999), as cited in Baxter and Jack (2008), the advantage of the approach is
it enables the close collaboration between the researcher and participants so that
the participants are encouraged to tell their stories in order to complete the data
28
needed for the study. The story revealed by the participant during the process of
investigation was considered important as those factors might reflect the relevant
data. Through the stories, the participants are able to describe their views related
to the topic which can reflect to the reality or the situation and it allows the
researcher to really understand about the participant‟s action (Lather, 1992;
Robottom & Hart, 1993 as cited in Baxter & Jack, 2008).
B.
Research Participant
In this case study, the research participants were the third-year students of
Pangudi Luhur Van Lith Senior School Muntilan. Sidang Akademi has been an
obligatory activity for all students in Van Lith. However, for the third-grade
students the activity is conducted using English so that the developments of
English skills are really maintained in the implementation of the activity
especially the English speaking skill. Thus, the use of English for third grade
students of Van Lith Senior High School is demanded in order to be able to
present their materials in Sidang Akademi.
According to Creswell (2007), a case study may involve an individual,
several individuals, a program, an event, or an activity. The researcher observed
the Saint Ignatius de Loyola Sidang Akademi group in which the researcher was
able to observe students‟ behaviour in the implementation of Sidang Akademi as
the researcher has an opportunity to be one of the facilitators of the activity. This
group was the representative of the activity.
29
The researcher conducted Focus Group Discussion (FGD as the data from
the observation process could not cover all information that the researcher needed
in the study. Every member of the group was chosen by the teacher based on
criteria. The researcher and one teacher in charge of the implementation
determined criteria in order to choose the suitable participants for obtaining the
natural data of the implementation. There were three criteria in being a participant
of the group discussion. They were: (1) student who was seen as the one who was
capable to reveal the development of speaking confidence through the
implementation of the activity so that the student must be a proactive person. (2)
The students who improved their speaking confidence through the implementation
of the activity. And the last was (3) they who maintained their presentation well
during the implementation. These criteria were necessary as the study demanded
the information of the development of speaking confidence as its main focus.
Furthermore, the FGD also allowed the researcher to collect as many points of
views from the participants as the representative of the third grade students so that
the data is optimally obtained.
C.
Research Setting
The researcher conducted the research during 2015/2016 academic year in
Pangudi Luhur Van Lith Senior High School. The implementation of the activity
for the third grade students is implemented in the first semester as in the second
semester they have to deal with the preparation of national examination and
school examination. The process of data gathering was done within 2015/2016
30
academic of the year in the school in order to gain the complete data before the
students graduate from the school.
D.
Research Instruments and Data Gathering Technique
The number of instruments are important as the instruments allow the
collection of many source of data or triangulation. In order to gather the data, the
researcher used a number of instruments namely interview protocol, documents
and observational protocol. Moreover, many sources of data were beneficial to a
study than a single source because multiple sources lead to a fuller understanding
of the phenomena which the researcher was studying (Bogdan & Biklen, 2003).
In order to gather the data needed, the researcher conducted some
approaches in collecting the data such as observation, documents, and interview in
a form of focus group interview or Focused Group Discussion. The data were
expected to complete the information about the behaviour of the students during
the implementation of the activity, how the activity was done and implemented
and the development of students‟ speaking confidence through the development of
Sidang Akademi.
Observation was held for giving the real picture about the development of
speaking confidence through the implementation of Sidang Akademi as a
strategy. Moreover, the researcher used the documents of the implementation to
obtain the fundamental reason why such activity is done. The documents which
were used were the schedule of the meeting, the guidance books, and the minutes
of the implementation as the information from the minutes of the meeting helped
31
the researcher to obtain the complete information related to the development of
student‟s speaking confidence and the implementation of Sidang Akademi.
Besides, the researcher also used the interview, which was done at March
31th 2016, as the instrument to collect the data needed for the study. The
researcher conducted the interview in Indonesian language in order to obtain
complete explanation from the students as the participants. Creswell (2003),
states that the process of interview can be done by engaging the participant in
focus group interview by having six to eight interviewees in each group. In
addition, according to Seliger and Shohamy (1989), an interview is conducted to
obtain information from the subject by talking to them. Thus, the interview,
which was in the form of focus group interview, was done to the focus group
discussion in order to obtained detailed data along with some important
information that researcher might not consider previously. The interview
involved unstructured and generally open-ended questions which are intended to
elicit views and opinions from the participant of the study (Creswell, 2003). In
addition, Focus Group Discussion (FGD) was chosen as an attempt to gain the
personal opinion or point of view related to the implementation of Sidang
Akademi and its influence to the students‟ speaking confidence. The multiply data
collections done by the researcher are proposed to make sure the reliability of the
research result.
1.
Focus Group Discussion (FGD)
In this study the aim of conducting FGD is to obtain as many data and
information from the participants of Sidang Akademi. The structured format of
32
question was beneficial to the sake of sharpening the information so that the
data and information gathered were enough for answering the questions of the
implementation of Sidang Akademi and its impact to the development of
students‟ speaking confidence.
According to Irwanto (2006), Focus Group Discussion is one of
research methodologies so that the use of FGD is mainly as a systematically
method of information and data gathering. The general ideas of FGD are
Discussion, Group and Focused so that the form of the process will not be an
interview or conversation; the process will be done in a form of group rather
than individual and the material of the discussion will be maintained well as it
try to focus on the issue being discussed in the process. Besides, Bader and
Rossi (1998), state that the use of Focus Group Discussion is a powerful datacollection tool which is able to give extra information gathered by human
resources, production, or service departments. Thus, it can be concluded that
FGD is a type of group interview that is structured in order to obtain the
detailed information, opinion and knowledge about a particular topic from
selected participants needed to enrich the study being conducted.
The participant of the research was the group formed by the researcher
and the teacher in charge of the activity based on the criteria determined by
the researcher and the teacher. The participants of the study were taken from
different classes so that the data of the study were able to reflect the real
condition of the implementation. The participants were both male and female
and both from Social or Science department. The group was the informant to
33
obtain the detail of the implementation of the Sidang Akademi and the benefits
of it with regard to the development of the speaking English confidence. The
group discussion reported how such activity influenced the development of
speaking confidence.
In order to obtain research validity, the transcript summarizing the
result of the FGD and interview were given to the participants so that they
were able to know the result and whether the result was accountable. The
participants were able to ask for the revision of the transcript in case they
found missing or inappropriate information. Furthermore, in conducting the
FGD, the researcher involved two co-facilitators as to prevent the research
bias and to obtain trustworthiness. The interview protocol is in Appendix C.
2.
Observation
The observation of the implementation of Sidang Akademi as a strategy
to develop students‟ speaking confidence used an observational protocol in
order to collect the observational data from the observed activity. The
observational protocol was in the form of descriptive notes about portraits of
the participants, a description of the setting, the events and the activity. In
addition, there were reflective notes which were about researcher‟s personal
thought such as speculation, feeling, problems, ideas, impression and
prejudices (Creswell, 2003).
The process of the observation conducted together with one peer
observer as it was to prevent the possibility of research bias. Prior to the
34
observation, there was training for conducting the observation in order to have
the same concept of what were to be observed between the researcher and the
peer observer. After the process of the observation, the researcher and peer
observer discussed about the result of the observation to make sure that there
were no big differences in the implementation of observation and it allowed
the researcher and the peer observer to have the same concept and then
complete the information obtained through the process of the observation.
The researcher conducted the observation to know the complete picture
of the phenomenon being studied and also the description of the behaviour in
a specific natural setting. The researcher conducted a participatory observation
so that the process of observation was done by more than one person in order
to avoid research bias and enrich the data collection. Ary, Jacobs and
Razavieh (1999) define observation as the basic method in qualitative research
which is more global that the one in qualitative studies. In this study, the
observation was held to the group of Sidang Akademi in order to be able to
gain an insight into how the process of Sidang Akademi was run and how the
third-grade students maintained their performances in the implementation of
Sidang Akademi in Pangudi Luhur Van Lith Senior High School. The
researcher conducted the observation together with one peer observer from
18th August 2015 until 8th September 2015 at 15.30 – 17.00. There were four
times observation processes to keep track of Sidang Akademi implementation.
Finally, the result of the data collection was examined by the researcher and
peer observer to avoid research bias as well. After collecting the data from the
35
process of observation, the next process was summarizing the result of
observation. The observation sheet is in Appendix D.
3.
Document Analysis
The researcher also used the document as data for answering the
research questions of the study. The document refers to material such as
photographs, videos, films, memos, letters, diaries, clinical case records, and
memorabilia of all sorts that can be used as supplemental information as part
of case study whose main data source is a participant observation or
interviewing (Bogdan & Biklen, 2003).The documents collected by the
researcher were some documents related to the process of the implementation
of Sidang Akademi.
The first document was the content of the Vision and Mission
presentation slide presented in the annual recollection for the first-grade
students to introduce them the value of the school. The researcher decided to
use the document as it played an important role in giving the fundamental
value why the activity was implemented in order to fulfil the vision of the
school. Moreover, the document also revealed the establishment of Sidang
Akademi. Another document was the schedule of the SA. From the document
of the schedule, the researcher would know the date of the implementation, the
arrangement of the presenter, the presented theme, and a brief description of
each theme. Another document was the guidance book of the implementation
of Sidang Akademi. The other document is the weekly minutes of the
36
implementation of Sidang Akademi. The document of the weekly minutes
would likely tell about student‟s maintenance of their performance. The
minutes were the summary of the complete implementation. There were also
the comment of appointed critics, the comment of the facilitator of the
activity, the questions proposed by the audience and the answer given by the
presenter as the response of the question. These documents played the
significant role in revealing the background of the activity establishment and
how the activity was implemented as well.
All the documents collected by the researcher above were classified as
official documents. Bogdan and Biklen (2003) define official documents as
the document produced by schools and other organizations for record-keeping
and dissemination purposes as memos, minutes from meetings newsletters,
policy documents, the student‟s record yearbooks and so on. This kind of data
is seen as an exclusive of data for some.
E.
Data Analysis Technique
This study was a qualitative study. The data collected were in the form of
words. It was important to firstly make organization and coding of many data
collected into several categories in order to be interpreted and described easily in
the process of data analysis. The coding of the data was elaborated and
categorized in some themes or subject of discussion. Miles and Huberman (1994),
clearly state in their book “Qualitative Data Analysis” that coding is a tool for
37
summarizing segment of data. In this study, the researcher used the code family
generated by Bogdan and Biklen (2003). The table of the code family is presented
on the following page.
Table 3.1. Code Family Developed from Bogdan and Biklen (2003)
Code Family
Setting/ Context Codes
Definition of Situation Codes
Perspectives Held by Subjects
Subjects‟ Way of Thinking about
People and Objects
Process Codes
Activity codes
Event Codes
Strategy Codes
Relationships and Social Codes
Method Codes
Code Description
The general information on the setting, topic or
subject
People‟s description about the subject, the setting
and how the setting fits in the community
The material given to the researcher
How the subjects define the setting or particular
topics. The subject‟s world view
Shared rules and norms as well as some general
points of view
Subject‟s understanding of each other, of
outsiders and of the objects that makes up their
world
Coding words and phrases that facilitate
categorizing sequences of events, changes over
time, passages from one type or kind of status to
another
Codes that are directed at regularly occurring
kinds of behaviour
Directed at units of data that are related to
specific activities that occur in the setting in the
lives of subjects who are interviewed
Strategies refer to tactics, methods, ways,
techniques, manoeuvres, ploys, and other
conscious ways people accomplish various things
Regular patterns of behavior among people not
officially defined
Isolates material pertinent to research procedures,
problems, joys and dilemmas
Therefore, the data gathered in the study were classified into some
segments related to the focus of the study. The focus of the study was about the
development of students‟ speaking confidence through the implementation of
38
Sidang Akademi. How is the implementation of Sidang Akademi and the way
students maintain their performances each week.
Miles and Huberman (1994) also reveal the importance of the use of
pattern coding for helping the process of analysing the data. Thus, the researcher
used pattern coding in order to make group of classification of the data that have
been summarized into smaller number of sets, themes and construct. Pattern
coding took an important account in the process of analysing the data. It was used
to reduce the large amount of data so that the researcher was able to get into
analysis during the data collection for focusing more on the field work. The use of
pattern coding, in fact, was not only for reducing the amount of data, but also
helping the researcher in elaborating a cognitive map and integrated schema in
order to have deeper understanding about such interaction.
The researcher considered the selection of the themes after conducting the
process of data collection. Here, the researcher adopted the way phenomenology
research in selecting the themes. According to Waters (2012), the researcher is not
supposed to be directive in the question. Thus, the participants were expected to
give full description of their experience including their personal thought, feeling
and the situation of the phenomena. The process of the selection of the data
needed was done after the process of collecting the data. The researcher, indeed,
considered the data which were needed in the fulfilment of the study.
It was also important to have reliable and valid technique of data analysis.
In order to make sure the analysis of the data, in this case the data collected from
the process of collecting the data, the researcher was accompanied by a co-
39
facilitator so that the information gathered from the process of data collection
really processed well and to prevent the bias of analysis the data. Creswell
(2003), proposes that the validity in the qualitative study is obtained through the
process of checking the pattern consistency of the theme development. Validity
takes an important account of the qualitative study (Creswell & Miller, 2000, as
cited in Creswell, 2003). In order to obtain this criterion, the researcher assured
whether the findings in the study are accurate from the standpoint of researcher,
participants and the reader as well.
The data were displayed in a form of narrative text. It had something to do
with an organized assembly of information where the conclusion will be drawn.
According to Miles and Huberman (1994) all display are designed to assemble
and organize information in an immediately accessible, compact form so that the
researcher will be able to see what is happening.
The researcher implemented case analysis meeting with the co-facilitator
of the study. The importance of this activity was presented by Miles and
Huberman (1994). This meeting was conducted in order to summarize the current
status of the case. This meeting was guided by series of questions related to the
phenomenon being investigated and there were notes on answer which were taken
to the question as the progress of the meeting. This activity enabled the researcher
to review the case and make the analysis of the data gathered in the process of
data collection.
40
F.
Research Trustworthiness
The researcher carried on the trustworthiness in this study as it is seen as
one of the prominent aspects of the qualitative research. Shenton (2004) proposes
four criteria in striving for having a quality of trustworthiness in the study
conducted. Firstly, the researcher determines the standard of credibility. The
demonstration showing the real picture of the study about the phenomena fulfils
this determination of credibility standard. Second, for allowing transferability, the
researcher provides sufficient detail of the context of the real situation. The
transferability becomes important as the researcher has to let the reader know
whether or not the finding can justifiably be applied to the other settings and
whether the prevailing environment presented in the study is similar to another
situation that the reader might be familiar with. Next, the study has to fulfil the
aspect of dependability, so the researcher needs to enable the future investigator to
repeat the study. It means that the study still has the continuation, in this case, for
the development of the education matter. Finally, in order to fulfil the aspect of
trustworthiness in a qualitative research, the study needs to achieve the ability to
confirm by being able to take steps in demonstrating the findings emerged from
the data gathered in the process of data collection. Thus, the researcher will
consider these criteria in order to have the quality of trustworthiness in the study.
41
G.
Research Procedure
There are several procedures in conducting case study research (Creswell,
2007). In addition, Stake (1995) proposes some approaches in conducting the
case study research. Below are the stages which are done by researcher from the
initial until the final process of the study:
1.
Determining whether or not the case study is appropriate for the
problems formulated in the study
After conducting the process of selecting the topic and the problem that
was being explored and studied, the researcher chose the most appropriate
approach in order to have the best study. Case study, according to Stake
(1995), is a suitable approach for the study proposed to provide in-depth
explanation and understanding of the case. In addition, the case being
explored has specialized cases with its limitation. Choosing the type of the
case study is also important. In this study, the researcher decided to have
intrinsic case study as the focus was on the cases so that the researcher tried to
provide a deep and complete explanation about the description of the topic.
This study, generally, was about to seek the development of students‟
speaking confidence through the implementation of the activity. Thus, a case
study is the best approach for conducting the study.
2.
Identifying a case or cases
Researcher, firstly, has to consider the type of case study which is the
most useful and promising used as the approach to conducting the study
(Stake, 1995). This research was a single case as it was to try to determine
42
whether a theory‟s propositions are correct (Yin, 2009). The lesson learned
from this case was assumed to be informative about the experience of the
average person or institution.
3.
Collecting the data
The are many sources of information such as observation, Focus Group
Discussion or focus group interview, documents and audio-visual material as
what case study typically has in its data collection (Stake, 1995). In
conducting the study, the researcher collected the data by making observations
in the group of Sidang Akademi, forming a group to obtain the information
through the implementation of Focus Group Discussion.
The researcher first made a number of observations on the
implementation of the activity on how this activity was implemented and how
the students developed their speaking confidence through the implementation
of the activity. The investigation was then continued by doing a focus group
interview to gather in-depth information related to the implementation of the
activity with regard to its impacts on the development of students‟ speaking
confidence development. The data saturation was also taken into account in
this stage in order to avoid having the data which were not needed for the
study being investigated.
4.
Analysing the data
The researcher had in-depth data from the research instruments of the
research. After obtaining the data needed in the study through the use of
observation, documents of the activity implemented and focus group interview
43
or Focus Group Discussion, the researcher analysed and classified the data
through the use of coding. The information collected through the process of
data collection was classified to some themes and classification and the use of
coding took account in order to ease the process of the data analysis. The
result of the discussion, observation, document analysis of the implementation
and FGD were elaborated in details and presented in a form of the sequences
of the stories or narrations.
5.
Reporting the meaning of the case
In the end of the process, the researcher compiled all the data which
had been analysed and classified and wrote the report of what were found in
the study. Here, the process of synthesizing the information was important as
there were so many disparate pieces of information acquired during the
research process. This process takes an important account in order to identify
and report meaningful findings (Hancock & Algozzine, 2006).
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher first gathers the research findings. The
findings are presented in accordance with the research questions proposed in
Chapter I; the implementation of Sidang Akademi and the third-grade students of
Pangudi Luhur Van Lith Senior High School development in speaking confidence
through the implementation of Sidang Akademi. Each problem is discussed and
analysed using theories that were stated in the review of related literature.
In this section, there are description and discussions of the study site and of
the implementation of Sidang Akademi in Pangudi Luhur Van Lith Senior High
School which includes the brief description of the school mission influencing the
establishment of Sidang Akademi in this school. The description gives a clear
illustration to the reader about the fundamental reason why the school
implemented Sidang Akademi as a strategy to develop students‟ speaking
confidence. In addition, the research setting and the implementation mechanism of
Sidang Akademi are discussed in this section as well.
A.
Study Site
The study was conducted in Pangudi Luhur Van Lith Senior High School.
Pangudi Luhur Senior High School which was established in 1991 is a Catholic
private boarding school which is located in Muntilan, Magelang district, Central
44
45
Java. In this study, the researcher focused on the implementation of Sidang
Akademi as a strategy to develop students‟ speaking confidence. The school
establishes some points to be mastered by their students in the process of their
educational processes. One of the points to develop is the point of skills
development. In the point of skills development, it states clearly that the students
are demanded to have the public speaking skill, English skills, operating
computer-based technology to obtain information, organizational skills,
leadership, and multi-level communication skills. Two of which are the
fundamental reason for the activity establishment. They are public speaking skill
and English skills. The establishment of Sidang Akademi, therefore, plays the
important role in fulfilling schools mission.
In the research conducted in Pangudi Luhur Van lith Senior High School,
the researcher decided to choose the third-grade students as the research
participant since Sidang Akademi for the third-grade students is conducted in
English. Therefore, the research was suitably conducted in this grade in order to
reveal the development of students‟ speaking confidence. There were three data
sources of the study which were the data from FGD process which was conducted
by the researcher and two co-facilitators, the class observation which was
conducted by the researcher and one peer observer and the supportive document
regarding to the process of Sidang Akademi implementation.
The primary data of this study was the data gathered from the FGD process
and, therefore, the other data, observation and document were the supplementary
data. The supplementary data played its role to strengthen the primary data. The
46
number of the students as the FGD participant was 11 students. The students were
chosen based on the criteria established by the researcher and the teacher in
charge. The students came from different Sidang Akademi groups so that the data
collected from the process could be varied and rich. The researcher observed the
implementation of Sidang Akademi from August 18th – September 8th, 2015 at
3.30 P.M. until 5.00 P.M. The process of the observation was done in Thomas
Aquinas class together with a peer-observer. The FGD was conducted on March
31th, 2016 at 6.00 P.M in Physic Class. There were two co-facilitator and 11
participants in the process of FGD. The process had done for an hour and 25
minutes.
B.
Data Reduction
In chapter III, the study was already classified as a qualitative study as it
enables description and analysis of the phenomena. The type of the research is
specifically a case study. Case study research is a qualitative approach in which
the researcher focuses on a bounded system over a period of time, through
detailed, in-depth data collection and reports a case description as well as casebased themes (Creswell, 2007). The study dealt with multiple sources of data in
order to enable rich and in-depth explanation. The sources of data are in a form of
observation, documents and reports, interview, and audio-visual material.
The various data were processed so applying the technique and strategy to
draw conclusion of the study were demanded. The data reduction process was,
therefore, done in order to obtain the needed data. The process of data reduction
47
was done by reading the transcript of data over and over to grab the clear insight
of the data. The data were in the form of narration of observation result, which
was done by the researcher and peer observer, documents of the implementation
of Sidang Akademi, and the transcript of Focus Group Discussion process. After
reading the data for many times, the researcher then generated the main point of
the data obtained from the process of data gathering. After conducting data
summarization, the next process was choosing the supportive data only related to
the focuses of the study which were the process of implementation and the
process of developing speaking confidence.
Finally, after doing the data gathering process, the researcher focused in
making the categorization of the data through coding before finally decided the
themes which contained the fundamental data of the study.
1.
Coding Category
The process of coding became the important approach in order to
reduce the data of the study. Miles and Huberman (1994), define codes as
tags or labels for assigning units of meaning to the descriptive or inferential
information compiled during study (Bell, 2010). Moreover, Bell (2010) stated
that the point of the coding is not on the words themselves but the meaning
interpreted from the codes. Thus, in this study, the researcher developed the
types of the codes family proposed by Bogdan and Biklen (2003). This codes
family is used by the researcher as the codes were developed regarding to the
research for education. The categorization of the codes is also used in the
purpose of reducing the data in the data analysis process. The coding
48
categories were used by the researcher to reduce the data which were
obtained in the approaches of the data collection; they were observation,
document of the implementation of Sidang Akademi and Focus Group
Discussion.
After the process of elaborating the narration of observation result and
the documents of Academic Preliminary Meeting as well as making the
transcription of interview, the researcher read the data for several times in
order to get the general information from it. As stated by Bogdan and Biklen
(2003), the researcher has to read the transcripts over and over again several
times in order to get ideas for a coding scheme.
In this study, the researcher chose three code categories in order to
organize the data collected from the process of data gathering. The chosen
code categories played significant role in the process of coding scheme. The
code categories were chosen as these categories appeared the most in all the
collected data. Thus, organizing the data using these categories was
significant.
The coding strategy helped the researcher to answer the generated
research questions in this study. Three of which were: (1) definitions of
situation codes. This code presented how the subjects define the setting or
particular topics. In the process of data gathering, the researcher obtained the
data of subjects‟ opinion about the implementation and the experience they
had in implementing Sidang Akademi (Academic Preliminary Meeting). The
second category was (2) subjects‟ way of thinking about people and objects.
49
This was likely about subject‟s understanding of each other, of outsiders and
of the objects that makes up their world. The data, which were included in
this category, were about subjects‟ point of view on the implementation of
Sidang Akademi (Academic Preliminary Meeting), the influence of the other
aspect related to their performance and the effect of it for the students,
especially in their speaking confidence development. Moreover, the data also
revealed students‟ comment about the implementation and the other thing
need to develop in order to make this activity implemented better. The result
of the observation process done by the researcher and peer-observer about the
situation, atmosphere and the general situation in the implementation of the
activity was involved in the category as well. The last code category was (3)
strategy codes. This code category was about the tactics, methods, ways,
techniques, manoeuvres, ploys, and other conscious ways people accomplish
various things. Such data included in this category were the strategy they did
in the implementation in order to perform well from the process of
preparation until the day of presentation. The figure below presents the
relation of each research question and coding category.
50
RQ 1:
How is Sidang Akademi (Academic Preliminary
Meeting) implemented in Pangudi Luhur Van
Lith Senior High School?
RQ 2:
How do the third-grade students in Pangudi
Luhur Van Lith Senior High School develop
their confidence in speaking English through the
Definition of
Situation
Way of
Thinking
Strategy
Figure 4.1: The Outline Presentation of Research Questions and Coding
2.
Themes Development
After reducing the data by classifying them into groups of code
family, the researcher generated the theme based on the categories from the
reduced data. The table below presents the themes of the study and the coding
scheme from the gathered data. Patton (2002) elaborates the themes
development in qualitative study come from the characteristic of the
phenomena being observed. Thus the researcher generated the themes based
on the pattern of the data collected from the process of data gathering process.
51
Table 4.1: Themes and Coding Schemes
Themes
1. Pangudi Luhur Van Lith Senior High School designs
Sidang Akademi as a strategy to develop students„
speaking confidence
2. The students developed different attitude and adjust their
behaviour
3. The personal and social factors constituted the development
of students‟ speaking confidence
4. The students developed their performance through the
implementation of Sidang Akademi (Academic Preliminary
Meeting)
Codes
- Definition
of Situation
- Way
of
Thinking
- Way
of
Thinking
- Strategy
After the process of sorting the data into categories and classifying
them into general themes, the researcher explored the connection of research
questions proposed in chapter I and the themes. The table on the following
page presents the connection between research questions and themes.
Table 4.2: The Relationships between the Research Questions and Themes
Research Questions
Themes
Pattern
Matching
Variable
1. How is Sidang - Pangudi Luhur Van Lith Senior - Design of
a
Akademi implemented in High School designs
Sidang
program
Pangudi Luhur Van Lith Akademi as a strategy to develop
Senior High School?
students‟ speaking confidence
2. How do the third-grade
students
in
Pangudi
Luhur Van Lith Senior
High School develop
their
confidence
in
speaking English through
the implementation of
Sidang Akademi?
The students developed - Participant‟s
different attitude and adjust their activity
behaviour in Academic Preliminary - Participant‟s
Meeting.
strategy
The personal and social - Participant‟s way
factors constituted the development of thinking
of students‟ speaking confidence
The students developed their
performance
through
the
implementation of Sidang Akademi
(Academic Preliminary Meeting)
52
The information presented in Table 3 above played its role as guidance
to develop rich description of the cases. The relationships between the
research questions and the themes presented how the researcher classified the
information from the data collected as the evidence to answer the questions
formulated in Chapter II. Determining the themes helped the researcher to
find the evidence collected from the data gathering process. The informations
needed for the study were the process of the Sidang Akademi, participants‟
strategy in developing speaking confidence, the factor constituted the
development of students‟ speaking confidence and the development of the
students‟ speaking confidence. The complete explanation will be discussed in
the section of answering the research questions which is the data display
section. Miles and Huberman (1984), state that looking at displays enables
the reader in understanding what happen and then doing something further
related to the understanding obtained through the study.
C.
Data Display
In this section, the researcher presents the findings of the research. The
findings were displayed based on the themes which came from the characteristics
of the phenomena of the study. There were four themes in order to answer the
research questions proposed in chapter I. Moreover, the researcher divided the
findings into two parts. The first part is the findings about the implementation of
Sidang Akademi in order to answer the research question number one and the
second is the development of speaking confidence through the implementation of
53
Sidang Akademi in order to answer the research question number two. The
findings are presented as follows.
1.
The Implementation of Sidang Akademi
The first theme generated by the researcher was to answer the research
question number one which is “how is Sidang Akademi implemented in
Pangudi Luhur Van Lith Senior High School?”.. The findings is presented as
follows.
a.
Theme 1: Pangudi Luhur Van Lith Senior High School designs
Sidang Akademi as a strategy to develop students‟ speaking
confidence
The researcher limited the answer of “how” by providing the
rationale of the implementation and the step-by-step process from the
beginning until the end of the implementation. In addition, there are
elaborations of Sidang Akademi‟s influences based on the students‟
experience and evaluation for the activity‟s betterment. The researcher
elaborated the answers of “how” based on the data triangulation.
The information about the rationale of the implementation of
Sidang Akademi obtained from the documents of the implementation.
The information were beneficial to convey the rationale of the
implementation Sidang Akademi. The school proposes that there were
some development aspects in order to be ideal Christian as what is
being developed by the school for their students, one of which is “Skills
Development”. The researcher obtained the information of the rationale
54
from the slides of power point presented in the recollection of vision
and mission development (See Appendix B). Moreover, “Skills
Development” has five aspects to fulfil as well in order to obtain such
quality demanded by the school. Two of which were the aspects that
became the fundamental reasons why such activity should be
developed. They are “Public Speaking” and “English skills”. Therefore,
Sidang Akademi is implemented in order to fulfil these aspects. The
document showed that the significances of the implementation were
“encouraging student to speak in public, developing the ability of
dialogic communication e.g. discussion, seminar, symposium, and
debate, developing the persuasive technique which is not aggressive
and
developing
the
ability
of
negotiating
something”.
The
implementation of Sidang Akademi was completed with some rules and
guidance for presenting a good presentation.
The rules and guidance were distributed to the students in the
first day of the implementation. The guidance book containing the
submission regulation and the overview of all themes to be presented by
the students. It was stated that “Draft submission is on every Tuesday (a
week before presentation), the facilitator returns the draft that have been
checked and corrected on Saturday, and the paper which has been
revised will be given to the facilitator and the appointed commentator
on Monday”.
55
In addition, there was also regulation for the paper submission
lateness. In the handout, it was clearly stated that “there will be no late
submission, otherwise you are not allowed to present”. There were also
guidelines for making the outline. For example, in the handout, there
was information about how the outline should be. Here, the researcher
took one example for making argumentative speech. The outline was
supposed to contain such information, which was “Statement of your
position on certain issue, Arguments that support your position, Closing
 Restatement of your position”.
Related to the implementation of the activity, the researcher also
gained information from the process of Focus Discussion. The student
started to think the use of the implementation for the future life. This
was also supported by the other students as the participant of FGD by
adding the importance of having presentation experience through the
implementation of Sidang Akademi (Academic Preliminary Meeting) as
follows.
Student
:”Aku ngerasa perkembangan
selama SA ini membuat aku lebih percaya diri banget. .”(
Own translation: I feel the development during the
implementation of Academic Prelimanary Meeting
has the significance in making me confident.)
(The full Focus Group Discussion transcript was
provided upon request.)
The following data are the step-by-step processes of the
activity‟s implementation. This information was the second point of the
implementation of Sidang Akademi. There were thirteen meetings
56
starting from August 18th until November 24th 2015. Sidang Akademi
implemented in twelve meeting with the development of different
themes in every week. The day of the implementation was on every
Thursday at 3.30 P.M. There were some themes had to develop by the
students in their presentation. They were “Argumentative Speech,
Persuasive Speech, Sermon, Debate (Australian Parliamentary Style),
Seminar (Socrates‟ Technique), and Interview (Movie Review)”. The
students were demanded to be able to present different themes in their
presentation.
Furthermore, the information of Sidang Akademi implementation
was also obtained through the observation process. In the observation
process, the researcher together with peer-observer got the real
condition of the implementation the activity. The process of observation
was done at the first until the fourth meetings. In the first day of the
implementation, “the students got the schedule of the activity, theme
they were to present and the guidance book of the implementation”.
There were also themes and topics exploration. Based on the result of
observation, the researcher obtained the information that “the students
explored their theme and made the draft based on the theme they got”.
After that, the next activity was choosing the leader of the activity.
“The election was done through the process of voting”. The person
elected was responsible for the implementation of Academic
Preliminary Meeting.
57
The information above was linear with the information obtained
from the document of schedule which stated that at August 18th 2015
there was “Explanation of Academic Preliminary Meeting Program,
Election of the Program Management, Draft Arrangement”. The
schedules distributed were about the arrangement date of presentation.
Besides, the guidance books distributed were about “the submission
rule for both draft and final paper after being revised, the themes that
the student would talk about, and some materials related to the format
or general rule for the presentation”. In addition, it is written in the
observation result that in the first meeting “the students were to discuss
the theme they got to their friend who got the same theme and made
draft for their papers”. Therefore, in the first day both the schedule and
observation result presented the linear information about the
explanation of the meeting to the students.
The information about the process of the implementation was
also observed by the researcher and peer observer. Based on the
observation done at September 25th 2016, in the beginning of the
process of presentation which was in the second week of
implementation, “the student tended to be nervous as they had to
present in English”. The observation result revealed that “they made
some pauses many times and tended to make inappropriate movements
like smiling or touching other thing that distracted their performance”.
It was linear with the data gathered from the document of the
58
implementation. Based on the minutes of the activity, it was stated that
“the presenter move too much”.
Furthermore, the researcher also obtained the information from
the process of Focus Discussion. This information conveyed the
influence of the implementation of the activity for the students. In the
discussion conducted on March 31th 2016, some participants in the
discussion shared their experiences based on the implementation of the
activity. A participant described the importance of the implementation
as follows.
Participant :”Kita harus bersyukur bahwa yang
dijalani di SA ini baik. Dan mungkin dengan kita sadar
gak bisa narik perhatian 100% kita terus belajar bahwa
nantinya dimasyarakat belum tentu kamu bisa
menyampaikan materi 100% dan menarik perhatian
mereka juga” (Own translation: We have to be
grateful that what we have in Academy Preliminary
Meeting is good. Maybe, by realizing that we cannot
fully expect to attract the audience 100% we can learn
that later in a real life we cannot present the material
100% as well as we cannot expect them to be attracted
to what we present.)
The implementation of Sidang Akademi facilitate the students to
explore the students‟ ability especially in speaking. Based on the
student‟s point of view, the implementation of Academic Preliminary
Meeting was significant in preparing them the future. This point of
view was supported by the statement revealed as follows.
Student
: Saat (pelaksaan) SA ini benerbener dilatih jadi nanti pas kerja atau kuliah akan sangat
berguna juga”. (Own translation: I was really trained
in the implementation of Academic Preliminary
59
Meeting as later in the working world or college will
be very beneficial as well.)
Although the activity has been deliberately designed to
improve students‟ skill through the implementation of Sidang Akademi,
some students suggested for the activity‟s betterment. These shared
ideas were related to the process of the implementation of the activity.
Related to schedule and presentation division, one student gave her
opinion for the betterment of the implementation.
Student
:”Yang perlu dievaluasi adalah
pembagian tugas. (Own translation: Thing to be
developed was tasks division.)
As stated by the student, the presentation division was needed to
be improved for students did not have the same chance to present in this
activity. The student also revealed the reason why the division of
presentation should be improved as follows.
Student
:”Karena aku sendiri cuma dapet
jatah (tampil) sekali, debat, terus aku dapet masukan
dari judges dan aku mikir ini buat apa karena setelah ini
aku juga gak bakal tampil lagi. Padahal yang lain ada
yang sampai tiga kali tugas.” (Own translation: For I
only got once chance to deliver presentation, which
was debate, then when I got the comment from the
judges, the comment meant nothing as after that I did
not have the other chance to present. Meanwhile,
there was a student who presented three times.)
Actually, the suggestion was not only about the division and the
schedule of presentation but also, as what the other point of view shared
in the process of Focus Group Discussion, the development of the
guidance book and the instruction for the presentation.
60
Student
:”Jadi kan kelas tiga ini SA dibagi
kayak statement gitu, jadi ada baiknya kalau
ditambahin teori-teori apa yang harus kita bawain. Jadi
(modul) dibuat lengkap. (Own translation: In the
implementation of Academic Preliminary Meeting
for the third-grade students, we were distributed
like statements. It was better if there were also
theories about the kind of presentation we were
supposed to implement.)
Another point of view was also revealed during the data
gathering process related to the development of the guidance book and
the instruction for the presentation.
Student
:”Terkadang pendamping lupa untuk
menyampaikan apa yang harus kita siapin karena waktu
yang satu setengah jam itu di SA cuma buat praktek. Jadi
selanjutnya modul itu dibuat lengkap lagi jadi semua itu
yang ada di SA, kira-kira apa yang dibutuhkan pas
penampilan.” (Own translation: Sometimes, the
facilitator forgot to explain what we had to present
because the an-hour-and-a-half time of presentation
was only for practice. Thus, the module is needed to
be developed completely so it can cover what is
needed in the presentation time.)
Moreover, the statement above was also supported by the other
statement from the student. In order to present better, it was not only
important to develop the module but also to have direction from the
facilitator. The statement was stated as follows.
Student
:”Aku rasa inti dari SA ini penting,
jadi kalau dilihat dari lima kelas ini contohnya aja debat,
yang jadi masalah ini kita gak dikasih tau harus tampil
seperti apa, jenis debat yang mana. (Own translation: I
think that Academic Preliminary Meeting was
important, so if we take a look at the five different
classes for example in presenting debate, the problem
was that weren’t explained what and how the
presentation should be as well as the kind of debate.)
The problem especially related to when the student had to
present debating. The information above was linear to the information
61
gathered from the document which was the minutes of the meeting. In
the minutes of the meeting done at 22nd September 2015, the researcher
discovered the comment from the facilitator related to the process of
debate. It was clearly stated “both affirmative and negative team don‟t
know how to debate”. The facilitator of the meeting defined debate as
“formal way to communicate, build defence and self-esteem, conveyed
ideas and thoughts coherently and passionately”. Unfortunately, the
student did not present as what was expected by the facilitator of
Academic Preliminary Meeting.
In addition, the student conveyed the reason why the explanation
should be explained to the student.
Student
:”Kalau menurut pengalaman, kan
debat ada banyak (jenisnya) ada yang Australi, Asia dan
lain-lain, nah itu gak dikasih tau yang mana. Minimal
ada yang dikasih tau sama gurunya sediri biar kelompok
juga paham apa yang harus mereka lakukan.” (Own
translation: Based on my experience, debate has many
types, whether Australian or Asian Parliamentary
and so on, unfortunately, we weren’t explained about
that. The facilitator was supposed to explain so the
group would able to know what they were to do.)
This information was also linear to the content of the guidance
book of the implementation. Based on the paper distributed to the
student, the researcher could not find any information about the system
of the presentation. The researcher only discovered, in this case
debating process, the written explanations of the debate regulation.
There were only regulation for “Main Speeches”, “Reply Speeches”,
and “Main Speeches”. The complete document presented as follows.
62
1. Main Speeches :
a. First Signal (1X knock)
: at 3‟
(menit ke tiga)
b. Second Signal (2X knocks)
: at 4‟
(menit ke empat)
c. Final Signal (Continuous Knocks)
: at 4‟ 20”
2. Reply Speeches: (only for 1st or 2nd speaker),
negative side first, then positive side.
a. First Signal (1X knock)
: at 2‟
(menit ke dua)
b. Second Signal (2X knocks)
: at
3‟ (menit ke tiga)
c. Final Signal (Continuous Knocks)
: at
3‟ 20”
3. Main Speeches
a. 1st speaker Positive: define the motion, give the
group‟s theme line (garis besar pembicaraan
kelompok), tell the team‟s split, deliver his/her
arguments and also the supporting facts and data for
the arguments.
b. 1st speaker Negative: accept or challenge the
definition given by the positive. If you accept, tell
your group‟s theme line and also the team‟s split then
rebut every argument posted by the positive by giving
the opposite facts and data. If you challenge the
definition, then both of the groups will work on
different matters and the adjudicators will just see
which one is stronger in building the case. Remember:
the adjudicators will never be neutral!!!!
c. 2nd speaker Positive rebuild the cases by giving
more facts and data on the arguments posted by the 1st
speaker of positive and also rebut the arguments
posted by the negative. The task of this speaker is not
only to rebuild the case but this speaker must also
continue the theme line.
d. 2nd speaker Negative rebuild the cases by giving
more facts and data on the arguments posted by the 1st
speaker of negative and also rebut the arguments
posted by the positive. The task of this speaker is not
only to rebuild the case but this speaker must also
continue the theme line.
e. 3rd speaker of Positive still have to rebuild the case
and continue the theme line and be the bulldozer for
any opinions that are failed to be rebutted and left by
the 1st and 2nd speaker of his/her group. May bring
new issue. Restate the group‟s theme line.
f. 3rd speaker of Negative still have to rebuild the case
and continue the theme line and be the bulldozer for
any opinions that are failed to be rebutted and left by
63
the 1st and 2nd speaker of his/her group. No new
matters brought. Restate the group‟s theme line.
4. Reply speeches are a time for restatement of the
group‟s position. Neither new matter nor arguments
may be brought during these sessions. It‟s better to tell
the adjudicators about the group‟s strength and the
rival‟s weaknesses in a convincing but polite way.
Besides, the researcher also gave another example from the
guidance in conducting seminar. In the part of “Seminar”, there was
only written explanation which entitled “Classroom Process”. In the
explanation of “Classroom Process”, there were elaborations of the
process for the student, as present as follows.
A. Moderator sidang adalah sekaligus moderator
seminar, begitu juga note – taker dan tim pembahas /
pembanding.(Own translation: The moderator of
the meeting is the seminar’s moderator as well as
the note taker)
B. Proses dimulai dengan proses Sidang Akademi yang
normal. (Doa, Pembacaan Notulen dan Presensi dan
Pengantar). (Own translation: The process is begun
with the Academic Preliminary Meeting process as
normally done)
C. Setelah seremonial Sidang Akademi selesai, baru
proses Seminar dimulai. (Own translation: After the
Academic Preliminary Meeting’s ceremonial
process is conducted, the process of Seminar is
conducted)
D. Setelah proses seminar selesai, persilahkan pembahas
untuk memberikan bahasannya seputar proses sidang
bukan tentang materi yang dibawakan oleh presenter.
(Own translation: After the process of the seminar
is done, the commentator is to give his comment
about the process of the meeting not about the
material delivered by the presenter)
Another students gave his point of view related to the
implementation of the activity. The development of the topic and theme
that they had to explore was one element of the activity needed to be
improved. The statement as follows.
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Student
:”Topiknya itu kurang menarik.
Kalau temanya dibuat lebih variatif dan menarik lagi aku
rasa bisa menarik perhatian mereka (peserta sidang).
Kadang ada yang ngobrol sendiri.” (Own translation:
The topics were tiresome. If the themes were
developed in varied way and interesting, I think it
could attract the audiences. Sometimes, the audiences
were busy talking.)
The statement was supported by the result of the observation.
The researcher and the peer observer found “the audience talking to the
other audience in the middle of the presentation”. “The audience did not
pay attention to the point of the presentation”. “The other audience was
caught sleeping or doing other thing while the presenter was presenting
in the front of the class”. This information was linear to the note written
in the minutes of meeting. A facilitator gave her comment to the student
in the end of the process “student X and Y were talking during the class
activity”.
A student presented her suggestion related to the involvement of
the audience.
Student
:”Biar audiencenya gak ngobrol
sendiri dan ngantuk, kasih tugas, jadi kan ada paper
yang harus mereka isis tentang pokok yang
dibicarakan.” (Own translation: In order to involve
the student it’s needed to give them task, so they had
to fill the paper related to the point being discuss so
that they would not be busy talking.)
Another student thought that the task given should not be a
simple task. The student, therefore, compared the task given in the
previous grade as follows.
Student
:”Sebenernya kita udah dikasih
tugas tapi kalau menurutku itu tugasnya terlalu singkat.
Jadi menurutku jangan cuma yang singkat kaya gitu,
65
kaya ditambahin pertanyaan. Dibandingin SA kelas satu
dan dua kita lebih fokus kerena waktu itu kita harus nulis
notulen jadi menurutku itu bisa lebih fokus.” (Own
translation: Actually, we had been given task but it’s
unfortunately too simple. So, in my opinion, the task
was not supposed to be that simple, it’s needed to add
the
guiding
question.
Compared
to
the
implementation of Academic Preliminary Meeting
conducted in the first and second grade, every of us
was require to write minutes, that made student more
focus.)
In addition, another student suggested that the time management
of the implementation should be maintained better. The student always
experienced to have extended time in the implementation. He suggested
that every class should have same approach.
Student
:”Sayangnya kelasku itu terkenal bakalan
pulang lebih lama dari jadwal”. (Own translation:
Unfortunately, my class was always known as class
which ended longer than scheduled time).
The above information was to answer the question number one.
The following themes elaborated below were to answer the second
research question proposed in chapter II, which was how do the thirdgrade students in Pangudi Luhur Van Lith Senior High School develop
their confidence in speaking English through the implementation of
Sidang Akademi.
2.
The Development of the Third-grade Students’ Speaking
Confidence
The following finding were to answer the research question number
two which is “how do the third-grade students in Pangudi Luhur Van Lith
Senior High School develop their confidence in speaking English through the
66
implementation of Sidang Akademi?”. In order to answer this question, there
were three themes established by the researcher. The findings is presented as
follows.
a.
Theme 2: The students developed different attitude and adjust
their behaviour in Academic Preliminary Meeting.
The development of attitude and the adjustment of behaviour
were considered by the researcher as the strategy to develop speaking
confidence. Therefore, the information below presented the strategy that
student maintained during the implementation. As it was clearly stated
at the theme that different attitude means that one student mostly was
different from another in developing kinds of strategies in order to
prepare and present their presentation. The primary data of the research
showed how the implementation of the activity developed the speaking
confidence. The responses of the students were various related to the
strategy they use in the implementation. The findings from the primary
data were presented as follows.
Researcher :”Hal apa yang menjadi fokus persiapan
agar kalian dapat presentasi dengan baik saat
pelaksanaan Sidang Akademi?” (Own translation:
What become your focus in preparing the
presentation so that you can perform well?)
Student
:”Biasanya
aku
nyiapin
ke
materinya. Biasanya aku nyiapin materinya juga sedikit
lebih luas. Kebetulan aku dapetnya debat di SA ini jadi
supaya kalau ada against-nya yang membingungkan aku
juga masih tetep siap.” (Own translation: I usually
prepared the material. I explored the material widely
for in the process I got debate so I could counter the
opponent readily)
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In addition, another student also presented that he also struggled
for obtaining involvement of the audience as his strategy.
Student
:”Aku dapatnya (tema) santai. Jadi
aku dapatnya persuasive speech dan sermon. Dua hal ini
kan yang paling utama itu selain materi, sebenernya
gimana cara kita menarik perhatian orang.” (Own
translation: I got not too formal topics which were
persuasive speech and sermon. The main things to
explore from these two were not only the material but
also how we attracted others.)
Moreover, the student added that the most difficult thing to do
was involving the audience to the presentation. The strategy to attract
the audience was done as follows.
Student
:”Dari hasil yang aku amati itu
kebanyakan temen-temen lebih suka humor. Bisa sih kita
ngomongin dat-data yang lengkap tapi diantara itu harus
diberikan selipan humor.” (Own translation: Based on
my observation, most of the audience would likely
love humour. It was possible to reveal the complete
data, but it should be combined with humour.)
This data was supported by the data gained from observation.
Based on the result of presentation, it was documented that “the student
seemed to pay their attention to the presenter who included humour in
their presentations”. In addition, “they laugh because the presenter
developed humour in their presentation”. The other effort that this
student did for gaining other students attraction was “utilizing the
media or technology”. “The media used were laptop, LCD projector,
paper, pictures and other media for supporting the presentation”. The
significance of the media use also was observed by the researcher.
From the observation, the researcher found out that “the audience
68
tended to pay more attention to the presenter who used media in their
presentation”. The media helped the presenter in their presentation. This
significance of the use of media as strategy to develop speaking
confidence was linear to the information found in the minutes of the
meeting. A facilitator stated, “the presenter weren‟t using the white
board to give everybody the points and to decrease the nervousness”.
The strategy of the media use was proven to be effective in the
presentation since it was linear to the information found in the minutes
of the meeting. One facilitator revealed that “the use of media helped
the presenter in his presentation”. The result of observation also showed
that “the audience paid more attention to them who made use of
media”. The minutes of the meeting also stated that one point of the
criticism from the appointed critics clearly revealed that “it was good
idea to use power point.” The facilitator of the meeting also reported
said, ”good enough in power point.”
Another effort elaborated by the student was peer-cooperation.
Some students got group presentation so they had to develop the theme
together with their peer. The student stated,” For me, the most
important thing was peer-cooperation as I got debate and interview that
required me to have partner.”
Another student stated that sources and time for practice were
important as their preparation.
Student
:”Yang menjadi fokus utama itu
sumber. Maksudnya, lebih banyak sumber dan data dari
69
ahli dan sumber yang qualified.” (Own translation: My
main focus was on sources meaning more data from
experts and qualified sources.)
Another student revealed the significance of practice as the
beneficial strategy to prepare his presentation.
Student
:”Kalau menurut saya itu latihan
mas. Soalnya kalau misalnya debat kita harus lancar
ngomongnya karena waktunya dibatasin. Jadi akhirnya
supaya ngomongnya tidak tersendat-sendat sih lebih
banyak waktu buat latihan.” (Own translation: In my
opinion, the important preparation is doing practice.
For example, if we presented debate we had to speak
fluently due to time limitation. So, in order to speak
fluently we need to do more practice.)
The next student has his own strategy to develop speaking
confidence. The strategy presented as follows.
Student
:”Yang penting gimana caranya
biar aku gak malu. Soalnya kalau tiba-tiba kita malu kan
kita panik, gak bisa ngomong dan sebagainya. Kalau
untuk (persiapan) interview aku liatin acaranya Oprah
Winfrey, aku liatin kalau orang luar negri itu kalau
wawancara kayak gimana, sih.” (Own translation: The
most important for me was how not to be
embarrassed. Otherwise, we would be panic and not
be able to speak. In preparing interview, I watch
Oprah Winfrey’s show to know the way foreigner
interview.)
The student maintained himself not to be embarrassed during the
implementation. He said, ”Academic Preliminary Meeting was not a
serious event. We also seek for the experience, if we‟re not open
minded and being too shy, we would not discover anything. Therefore,
I open my self not to be shy.”
Another student, as revealed in the process of group discussion,
overcame the problem of being not confident by making illustration on
70
the board so that she had enough time to retrieve the point of her
presentation. In addition, interactions with the audience were done in
order to obtain self-confidence as the presenter had enough time to
remember the point of the performance. The above information were
about to reveal that each student develop different strategy and adjust
their behaviour as to present their materials well.
b.
Theme 3: The personal and social factors constituted the
development of students‟ speaking confidence
The students as the participants of FGD revealed many factors
that influenced them in the development of speaking confidence. There
were personal and social factors constituting the student in delivering
their presentations. The personal factor included the factor coming from
the student themselves and self-management while the social factor
included the response of students‟ surrounding that affect the
development of speaking confidence. Based on the primary data, the
researcher elaborated those factors with regard to what were
experienced by the student as the person who directly involved to the
activity. The researcher as the facilitator of FGD process generated a
question as follows.
Researcher :”Menurut kalian, hal apa yang membuat
kalian merasa kurang maksimal dalam penampilan
kalian atau merasa tidak percaya diri?” (Own
translation: In your opinion, what made your
performance not maximally developed or what made
you feel unconfident?)
71
Many answers were presented during the process of FGD related
to this question. A participant revealed the influence of preparation time
toward their performance as follows.
Student
:”Saat penampilan tidak sesuai
dengan persiapan”. (Own translation: When my
performance was not in accordance with what I
prepared)
The responses of the audiences during the presentation also
influenced the development of students‟ speaking confidence. It was
clearly stated by a participant of FGD presented as follows.
Student
: “Tanggapan dari audience kurang
baik.”. (Own translation: The audiences’ response was
not quite good.)
Another student presented another factor constituting their
presentation as follows.
Student
:” Kalau groginya kalau udah nyiapin
fakta-fakta tapi gak taunya tim lawan udah tau data yang
kita siapin jadi mereka langsung bisa bales aja.” (Own
translation: The moment that made me nervous was
when we had prepared the material but the opponent
knew our data that made them able to directly argue.)
In addition, based on his point of view, although he had
prepared the data but other factor like the lack of vocabulary also
influenced him. It was presented as follows.
Student
:”Pas nerjemahin ke bahasa
Inggris yang kadang buat macet-macet. Tapi yang
menurutku paling dominan itu yang ga bisa nerjemahin
itu.” (Own translation: When I had to translate into
English word that sometimes made me not to speak
fluently. However, the most dominant problem was
when I couldn’t translate. )
The data above were in line with what was gained from the
observation process. In the observation, the researcher found that “the
72
presenter had to pause for a while to think or remember what the next
material to present”. “They also did some pauses to find the term”.
“The presenter seemed to repeat the point of the presentation to explain
the term they did not know. In the presenter point of view, this was
because of they were lack of vocabulary so that they tend to repeat the
previous point that had been revealed”.
Nonetheless, although limited vocabularies became one of
factors constituting the development of speaking confidence, one
student presented another point of view related to this point. What she
argued was presented as follows.
Student
:”Kalau
aku
gak
terlalu
terpengaruh sama lack of vocabulary tapi menurutku
lebih ke lack of knowledge.” (Own translation: In my
opinion, my problem was not because of the lack of
vocabulary but lack of knowledge.)
The presence of the facilitator also constituted the development
of students‟ speaking confidence. The reason was presented as follows.
Student
:”Kalau aku dari kelasnya Mrs. X
itu yang bikin grogi facilitatornya. Facilitator merasa
tidak puas dengan penampilan.” (Own translation:
What made me nervous was the facilitator. The
facilitator did not seem to be satisfied to the
presentation.)
Another student also added the facilitator as the factor
influencing speaking confidence. She stated that when she had
performed in front of the class there had been a moment when she had
looked at the facilitator and the facial expression of the facilitator made
her not confident. In addition, another student had the same experience
73
when the facilitator had come late and made her felt worry of her
presentation.
On the other hand, one student presented the influence of the
facilitator in a good way.
Student
:”Facilitator aku itu mendukung
aku banget saat persiapan itu dengan kasih sumber
referensi. Banyak banget data yang membantu aku.”
(Own translation: The facilitator supported me in the
preparation process by giving source and references.
There were many data that were helpful and
beneficial.)
Furthermore, the student revealed the importance of feedback as
the important factor constituting the development of their speaking
confidence.
Student
:”Kalau di SA itu yang paling
spesial itu kit dapet feedback dan itu yng membuat kita
balik lagi menilai apakah kita itu layak jadi seorang
pembicara.” (Own translation: The most special thing
in Academic Preliminary Meeting was that we got
feedback. From the feedback, we could assess whether
we were a good speaker or not.)
Another student presented personal factor constituting the
development of speaking confidence and thus it influenced the quality
of the presentation. The reason was presented by a student as follows.
Student
:”Yang buat aku kadang merasa
gak begitu baik itu karena kan aku orangnya ga fokusan
jadi saat aku kasih final statement saat debat, aku benerbener gak bisa nangkep apa yang disampaikan team
lawan.” (Own translation: As I lack of focus I cannot
perform well. When I delivered my final statement in
the debate, I couldn’t really obtain what was revealed
by the opponents.)
74
Moreover, it was important to have enough time to prepare the
presentation. A student revealed her experience related to such
condition as follows.
Student
:”Waktu persiapannya kurang jadi
tampilnya seadanya aja.” (Own translation: The limit
time of preparation made me perform in an ordinary
way.)
Nonetheless, the time management was a thing to be considered
well as one of the personal factors constituting the student‟s
performance. They also needed to prepare the other assignment. A
student stated that the time she had to present was also the time when
she prepared the examination and there were many assignments to do so
that made the time for preparation could not be optimally managed.
c.
Theme 4: The students developed their performance through the
implementation of Sidang Akademi
During the implementation of Sidang Akademi (Academic
Preliminary Meeting) the student had made some developments. As
stated before, based on the observation result, that “student tended to do
many movements”, however, after some time they seemed to be
familiar to the process as “they started to really maintain their
performance”. The movement they did was the movement to support
their performance. Based on the observation conducted in the fourth
meeting, “the students were no longer did unneeded movement”. “The
student also maintained their interaction to the audience”. As presented
before that one student overcome the problem of being not confident by
75
making illustration on the board so that she had enough time to retrieve
the point of her presentation. In addition, interactions with the audience
were done in order to obtain self-confidence as the presenter had
enough time to remember the point of the performance. The finding
was stated as follows.
Student
:”Kalau maju selalu nggambar di
papan biar gak grogi. Sempat juga lupa, kalau aku lupa
aku nyiapin pertanyaan dua arah biar aku juga ada
waktu buat mikir.” (Own translation: I usually made
illustration when presenting my presentation. There
was also moment when I forgot the point, but I
prepare the question for interacting so that I had time
to think.)
The importance of involving the audience was also covered in
the document. The facilitator suggested the presenter to do such
interaction, as she stated that “the presenters weren‟t using the white
board to decrease nervousness”. In the minutes, one of the points of the
criticism and input from the facilitator was clearly written that “Student
X should involve the audiences by asking question.” Nevertheless, in
the process, the researcher had observed that by the process of Sidang
Akademi implementation, the student had maintained their eye contact
and the involvement of the audience by asking question to the
participants of the preliminary meeting
The development of speaking confidence was stated by the
student. He said,” I think Academic Preliminary Meeting made me
more confident.” He added that the development had been so significant
for him.
76
Another development also presented by the student as follows.
Student
:”Kebetulan aku adalah orang yang
gak begitu bagus di vocab. Menurutku, misalnya kita gak
punya vocab yang bagus banyak kata-kata yang bisa
diubah dengan kata-kata yang lain.” (Own translation:
I was not really good in vocabulary. However, in my
opinion, we can still replace the word we don’t know
with other words.)
This student maintained her performance by replacing the term
she did not know with different word. Therefore, she did not have to
deal with the lack of vocabulary. Moreover, the development of
material exploration was also presented by the student as follows.
Student
:”Pas nyiapin materi aku udah
nyiapin bener-bener out of the box, waktu itu aku
ngomongin sermon itu kan tentang Nabi Nuh, tapi aku
berani nggubungin itu dengan sejarah Jepang, dan itu
ternyata bisa dibikin korelasinya” (Own translation: I
really prepared the out-of–the-box material as when I
had to present the sermon about Noah, I could make
the correlation with the history of Japan.)
In line with the improvement made by the student, the minutes
of the meeting presented that the student also made progress in their
paper. Based on the comment from appointed critics, it was clearly
stated that, “the paper is better than the last paper, there were no many
mistakes on the paper”. The comment also presented the improvement
of the paper, as stated, “the paper used a good structure”. This
information was linear to the comment from the facilitator. This was
seen clearly at the minutes, as the facilitator said, “I have received the
better paper than last presentation, I found better argument from some
of the presenters”.
77
The findings above presented the effort done by the student in
developing their performance. Thus, presenting the development done
by the student also strengthened the information of the strategy for
developing their speaking confidence.
The significance of the implementation in the development of
speaking confidence was clearly stated by the student as follows.
Student
:”SA ini membuat aku lebih
percaya diri banget. .” (Own translation: Academic
Prelimanary Meeting has the significance in making
me confident.)
E.
Conclusion Drawing and Confirmation
In line with the development of the themes as presented in the previous
section, the answers to the research questions could be well-identified. The
implementation of the activity had been proven beneficial to the student. The
school deliberately designs the activity to fulfil the vision and mission of Pangudi
Luhur Van Lith Senior High School. Aristotle as cited in Hedrikus (1991) states
that the general purpose of the public speaking is to maintain the performance in
front of the audience so that the argument given in the speech can really persuade
the audience through the well-organized idea and the validity sense so that the
speech can be attractive to the audience. The implementation of Sidang Akademi
requires the students to really maintain their performance by establishing a clear
design of the activity. Wilson et al. (1990) state the effective speaking requires
more than the mechanical application of techniques. The purpose of speaking has
to be maintained with regard to the combination of meaning, the surrounding, and
78
human relationships. The implementation of Sidang Akademi allowed the students
to consider such qualification in order to be able to develop students‟ speaking
skill.
In order to achieve the fulfilment of the vision and mission, the
arrangement of the presenters and other components in the meeting had been
allocated well in the beginning of the implementation. Besides, the activity also
completed with the distribution of the handouts to facilitate the students to present
their materials. However, the students thought that the school needed to attempt
the improvement so that the implementation can result in the better outcome.
In fact, the step-by-step process showed that the students encountered
speaking problems. Argyle (1988) as cited in Molen and Hoogland (2005)
proposes one of the elements in giving the presentation is “limiting condition”. In
this process, the presenter has to be aware of the possible limiting condition. The
limiting condition required the students to deal with the time estimation to prepare
the presentation, collect the information, look for the accommodation, order and
write out material, and make supporting media.
Nonetheless, based on the suggestion proposed by the students, the
implementation needed to be maintained better. The students suggested that each
student was supposed to have the same chance in the presentation. The module
distributed in the beginning of the implementation needed to be developed more
along with some theories and explanation of how students should perform in order
to be better in delivering their presentation. Furthermore, the task for the audience
was supposed to be developed more so that they could focus on and involve to the
79
meeting. In addition, the time management also needed to be maintained so that
there were not classes ended earlier or later than the other. The same approach
should be maintained in this implementation including the themes, topics or
materials that should be presented in the process of Sidang Akademi. The
significance of themes, topics or materials selection is presented by River (1968)
as cited in Tuan and Mai (2015). He states that learners have nothing to express
maybe because the teacher had chosen a topic which is not suitable for him or
about which he knows very little (Tuan & Mai, 2015).
The research finding above is to answer the research question number one
which deals with the implementation of Sidang Akademi as a strategy to develop
students‟ speaking confidence. Here, the researcher concluded that the
implementation of Sidang Akademi is designed as a strategy to develop students‟
The next research question is about the strategy and the development of the
speaking confidence which were maintained through the implementation of
Sidang Akademi in Pangudi Luhur Van Lith Senior High School. The answer
elaborated a variable in the proposition which was the development of speaking
confidence. The students also developed different attitude and adjusted their
behavior as students‟ strategy in order to develop their performance well. Selfconfidence is a positive attitude towards one‟s self-concept (Goel, 2012).
Therefore, the attitude is an important thing that might allow people to have
positive perception toward themselves and the ability that people have. It is
presented that the students obtained more confidence in speaking English if only
80
they maintain the learning strategies that worked effectively for their learning so
that the significant progress of an improvement can be achieved as their learning
goals (Nunan, 1999). The most adjusted thing during the preparation was the
exploration of the material, theme and sources. The students would likely perform
confidently if they had enough time for preparation and time for exploring the
materials. The students also made use of media as a substantial component in
facilitating the students revealed their presentation. In addition, for group
presentation, the students needed to adjust themselves with their partner in order
to do peer-cooperation so that the material could be delivered well. A student also
elaborated the significance of role model, it was necessary for the student to know
the ideal of interview process conducted by foreigner so that they could perform
naturally in English. The interaction between the presenter and the audience also
maintained; it would help the students to strengthen their presentation as they
could think the point of the presentation that they forgot. Thus, this finding was in
line with the theory of communication proposed by Molen and Hoogland (2005).
The theory deals with the way in giving the presentation which is “limiting
condition”. This condition limitation has something to do with the estimation time
to prepare the presentation, collect the information, look for the accommodation,
order and write out material, make supporting media.
The researcher also discovered that social and personal factors constituting
the development of their speaking confidence. Mukminin et al. (2015) have found
that there were five major themes related to the students‟ English language
speaking anxiety, including (1) low speaking skill due to lack of vocabulary and
81
grammar, (2) fear of negative responses from others, (3) low self-esteem to speak
in English, (4) fear of being evaluated by teachers, and (5) cultural influences to
speak English due to a more teacher-cantered style. Obtaining this information
allowed the researcher to know things affecting the effort of developing speaking
confidence. The student presented that the student would not be confident if the
presentation wasn‟t run in accordance with their preparation. The response of the
audience was also the factor constituted the student‟s performance. A student
revealed that because the audience seemed to be unconvinced with the
presentation, the presenter became nervous. The student also experienced the
difficulties in finding the appropriate term for the word they referred to. This can
be concluded that the lack-of-vocabulary problem took place as a factor
constituted the development of speaking confidence. Meanwhile, another student
did not find the same problem because of lack of vocabulary since she could use
the other word that has the same meaning. She would rather be nervous if she
lacks of knowledge so that the information she delivered became not really strong.
The response of the facilitator also played its role in the development of speaking
confidence. Sometimes, the facilitator expectation was the problem that made the
student unconfident. Nonetheless, a student presented a contrary opinion that the
facilitator presence even resulted in the good outcome for the development of the
student‟s speaking confidence. There was also a student who felt unconfident
because she felt intimidated with the previous presentation. Comparing herself to
other presenters made her unconfident with what she had.
82
Previously, the researcher elaborated the significance of time preparation.
In fact, this also became the factor influencing the development of speaking
confidence since the student would feel nervous if they did not have enough time
for preparing their presentation. For example, when the student had to prepare
examination or do the other assignment, it would reduce the time of preparation.
The researcher classified this reason as one of the personal factors that constituted
the development of speaking confidence. The activity required a good time
management as there were many things that the student needed to maintain. The
distraction in the middle of the process, which was classified as a social factor,
also influenced the performance as they would easily forget the point of their
presentation.
The development was quite significant as the students found the chance to
explore their English. The fact that the students has the limited chance to develop
the speaking skills and limited exposure to English speaker that can arise the
development of speaking development (Zhang, 2009 as cited in Boonkit, 2010).
Thus, Sidang Akademi would likely result in the better outcome regarding the
development of speaking development. Goel (2012) states that the development of
speaking confidence is necessary for the improvement of speaking skill.
The students realised that such activity would be useful in their future life.
Osborn et al. (2008) propose that the effective speaking will result in the
achievements in ceremonial speaking activities, job training activities, job
interviews and the other business matters that require good speaking skill. Thus
83
the implementation of Sidang Akademi is not only beneficial to the development
of the skills but also for attempting the better life in the future.
Through the implementation of Sidang Akademi, the students made the
progressive development of their performance. One student had explored the
theme differently. He could make the correlation between two different things in
order to strengthen his presentation. Furthermore, the students really maintained
the interaction with the audience, this interaction resulted in a good and clear
delivery of the presentation. We can conclude that the students were aware of how
to perform well. Yet, the implementation of Sidang Akademi has to be developed
more in its time management, guidance book distributed to the students, and the
tasks given during the process to maintain the students‟ involvement in the
implementation. Thus, the general purpose of the public speaking was achieved
through the implementation of Sidang Akademi. The theory named Rhetoric by
Aristotle presents that the purpose of public speaking is to maintain the
performance in front of the audience so that the argument given in the speech can
really persuade the audience through the well-organized idea and the validity
sense so that the speech can be attractive to the audience (Hendrikus, 1991).
The implementation of the activity was considered useful and beneficial to
the students. The data above presented that this activity played the significant role
in the development of speaking confidence. Therefore, based on the information
above the researcher proposed the generalization that if the school facilitates the
students with the media that is deliberately designed to convey their thought,
attempt a good performance, construct critical opinion, and adjust their behaviour
84
in preparing their performance, the development of speaking confidence will
follow. However, although the implementation has a clear design of activity, the
students suggested some points in order to improve the significance of the
implementation. Some aspects were needed to be maintained well so that the
mission and vision of the school could be fulfilled.
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two parts; the conclusions of the study and
recommendations for further researchers, school implementing Sidang Akademi
(Academic Preliminary Meeting) as a strategy to develop the students‟ speaking
confidence.
A.
Conclusions
This study was conducted to provide the answers to two research
questions: (a) How Sidang Akademi is implemented in Pangudi Luhur Van Lith
Senior High School, and (b) How the third-grade students in Pangudi Luhur Van
Lith Senior High School develop their confidence in speaking English through the
implementation of Sidang Akademi.
In this study, the researcher chose three code categories in order to
organize the data collected from the process of data gathering, namely (1)
definitions of situation codes (2) subjects‟ way of thinking about people and
objects and (3) strategy codes. The study had a study proposition as one of the
elements of the elements of a case study research. The researcher believed that
Sidang Akademi was a strategy implemented in Pangudi Luhur Van Lith Senior
High School which was deliberately designed to improve the development of
85
86
The first theme was Pangudi Luhur Van Lith Senior High School designed
Sidang Akademi as a strategy to develop the students‟ speaking confidence. The
first research question had the relationship with the two variables in the
proposition for answering the problem. These two variables were the design of the
activity and Sidang Akademi implementation. The first theme was “How is Sidang
Akademi (Academic Preliminary Meeting) implemented in Pangudi Luhur Van
Lith Senior High School?”. The result of the data presented that the
implementation of the activity had been presented to be beneficial to the students.
The school established some qualities to be fulfilled as an attempt to achieve the
school‟s mission and vision. The triangulation of data presented the arrangement
of presenters and other components in the meeting which had been allocated well
in the beginning of the implementation. The themes, materials and topics were
arranged differently. Thus, one student got the different themes and topics. In the
beginning of the implementation of SIdang Akademi, the students were also
distributed the guidance books for conducting presentation. The activity also
required the students to really maintain the process of the activity by electing the
leader and other components of a meeting. However, although the schools had
maintained the implementation of Sidang Akademi, the students thought that the
betterment of the activity was needed. Based on the suggestion proposed by the
students, the implementation needed to be maintained better. The students
suggested that the students were supposed to have the same chance in
presentation. The module also needed to be developed more along with some
theories in order to perform well in the meeting. The task for the audience was
87
supposed to be developed more so that they could focus on and involve to the
meeting. The time management also needed so that there were not classes ended
earlier or later that the other. The same approach should be maintained in all
classes or groups in the implementation of Sidang Akademi.
The second theme was to answer the research question number two as well
as the third fourth theme. They were “The students developed different attitude
and adjust their behaviour in Academic Preliminary Meeting”, “The personal and
social factors constituted the development of the students‟ speaking confidence”,
and “The students developed their performance through the implementation of
Sidang Akademi (Academic Preliminary Meeting)”. The research question
number two elaborated the second variable of the study which was the
development of speaking confidence.
The students developed different attitude and adjusted their behaviour as
the students‟ strategy in order to develop their performance well. The activity
demanded the students to develop such thing so that the students could obtain the
beneficial outcome from the presentations. The researcher also discovered that
social and personal factors constituted the development of their speaking
confidence. The development of speaking confidence, in fact, was occurred under
the presence of these factors.
The development of the speaking confidence was quite significant in
connection with the implementation of Sidang Akademi as the students found the
chance to explore their English. The students realized that such activity would be
88
useful in their future life. The students really maintained the interaction with the
audience. This interaction resulted in good presentations.
The implementation of the activity was considered useful and beneficial to
the students. Nevertheless, although the school had designed the activity well,
there were still students‟ expectancy for the betterment so that the school can
fulfil the mission and vision and the activity can result in more and stronger
outcome.
B.
Recommendations
In this part, the researcher would like to give suggestions which are related
to the study in this field to further researchers and the schools which implement
public speaking activity.
1.
For Further Researchers
Future researchers will be beneficial to develop R and D research. The
researcher can develop the materials, themes, approach, or even guidance book for
the implementation. The developed materials are beneficial to the implementation.
Besides, the future researcher can have experimental research on the same topics.
The comparison between two schools that develop public speaking activity can be
the topic of the future study.
2.
For the Schools which implement Public Speaking Activity.
The implementation of the public speaking activity is proven beneficial to
developing students‟ speaking confidence. The students can obtain many benefits
after being involved in the implementation. However, the schools need to consider
89
some points in the implementation of the activity. It is better if the schools
maintain the guidance book as it will help students in preparing their
performances. The guidance book should contain complete instruction of how to
present well on such topic. The schools also need to manage the time of the
implementation so that the implementation will result in a good outcome. In
addition, the presence of the facilitator plays a prominent role to guide the
students during the implementation of the activity. The facilitators should have the
same concept of the implementation so that there will be the same approach in all
classes. Based on the study, the students realised the importance of a direct
consultation. Since, the students of the study suggested that it is better if, in the
end of the activity, the students who will present in the next meeting has the oral
instruction from the facilitator to obtain feedback or suggestions for their
performance.
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93
APPENDICES
94
APPENDIX A:
The Schedule of the
Activity
95
Materi Sidang Akademi Kelas XII
Meet
Dates
Code
Materi
1
18-Aug-15
Penjelasan Program Sidang Akademi, Pemilihan
Pengurus, Susun Draft Naskah Sidang
2
25-Aug-15
Melanjutkan Penyusunan Naskah Sidang - Draft harus
dikumpulkan hari ini juga
Argumentative Speech dengan 5 penampil (Arg-1)
3
4
5
1
Use of Uranium for the source of electricity is beneficial
2
Boarding School is good for teeangers' personality
development
3
Qualified teachers are badly needed to improve students'
academic competence
4
2015 Asean Free Trade supports Indonesian local products
5
Extracurricular activities at Van Lith support the students'
personality development
1-Sep-15
8-Sep-15
15-Sep-15
Persuasive Speech dengan 5 penampil (Pers-1)
1
Cities must provide free wi-fi for their citizens
2
Social media is bad for teenagers
3
Be economical at the use of water
4
Spending study time at dormitory wisely and appropriately
5
Keep our campus healthy and clean
Sermon (Khotbah) dengan 5 penampil (Sermon-1)
96
6
1
The Prodigal Son (Luke 15:11 - 31)
2
The Parable of the Weeds (Mat 13:24 - 30)
3
Saul meets Jesus (Acts 9:1-19)
4
Our Father… (Mat 6: 5-14)
5
The Good Samaritan (Luke 10: 25 - 36)
22-Sep-15
Debate (Australasian Parliamentary Style) (Debate-1)
This house believes that Student Orientation Time is not
needed.
7
Seminar dengan 5 penampil yang diikat dengan satu
tema besar, teknik Socrates (Seminar)
13-Oct-15
Internet for Teenagers, a friend or a foe?
8
9
20-Oct-15
Sermon (Khotbah) dengan 5 penampil (Sermon-2)
1
David and Bathsheba (2 Sam 11: 1-27)
2
The Annunciation (Luke 1:26-38)
3
The Call of Abram (Gen 12:1-18)
4
The Unmerciful Servant
5
The Crafty Steward
27-Oct-15
(Mat 18: 23 - 35)
(Luke 16: 1 - 18)
Argumentative Speech dengan 5 penampil (Arg-2)
1
Live - In and Homestay arouse the students' social
awareness
2
The importance of being well-dressed / keeping the
outer/physical appearance
3
Cellular phones are important for students in the boarding
school
97
10
11
4
Shopping malls are needed in Muntilan
5
Air Conditioner are needed in every classroom at SMA
Pangudi Luhur Van Lith Muntilan
3-Nov-15
10-Nov-15
Persuasive Speech dengan 5 penampil (Pers-2)
1
Technology makes us more alone.
2
Genetically-modified food must be banned.
3
Being well-behaved and well-mannered are important.
4
No Cheating
5
No Smoking
Debate (Australasian Parliamentary Style) (Debate-2)
This House believes that Education is not cheap
12
17-Nov-15
Interview(Movie Review)
The Billionnaire aka Top Secret; Big Hero 6; A Thousand
Words
13
24-Nov-15
Special Academic Plenary Meeting
98
APPENDIX B:
Power Point Document
99
100
101
APPENDIX C:
Interview Protocol
102
Focus Group Discussion
List of Questions
Date
:
Time
:
Room
:
Facilitator’s Name
:
1. Hal apa yang menjadi fokus persiapan agar dapat presentasi dengan percaya diri?
...………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
2. Hal yang membuat siswa merasa tidak percaya diri
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
3. Saran para siswa agara SA dapat terlaksana dengan lebih baik
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
4. Apa yang ingin siswa perbaiki dari penampilan mereka
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
103
APPENDIX D:
Observation Sheet
104
Observation Sheet
Date
:
Topic
:
Students‟ behavior regarding the process of Sidang Akademi implementation
during the presentation process:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
105
APPENDIX E:
Photos Taken during the
Research
106

sidang akademi as a strategy to develop speaking

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