The Implementation of Sidang Akademi

57 The information above was linear with the information obtained from the document of schedule which stated that at August 18 th 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 25 th 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 th at distracted their performance”. It was linear with the data gathered from the document of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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 31 th 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 full Focus Group Discussion transcript was provided upon request. 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 bener- bener 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. The full Focus Group Discussion transcript was provided upon request. 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 penampi lan.” 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 22 nd 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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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 1 st or 2 nd 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. 1 st speaker Positive: define the motion, give the group‟s theme line garis besar pembicaraan kelompok, tell the team‟s split, deliver hisher arguments and also the supporting facts and data for the arguments. b. 1 st 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. 2 nd speaker Positive rebuild the cases by giving more facts and data on the arguments posted by the 1 st 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. 2 nd speaker Negative rebuild the cases by giving more facts and data on the arguments posted by the 1 st 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. 3 rd 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 1 st and 2 nd speaker of hisher group. May bring new issue. Restate the group‟s theme line. f. 3 rd 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 1 st and 2 nd speaker of hisher 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. 64 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 presentat ion”. “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 th e 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 third- grade 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 67 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 humou r 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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 Wi nfrey’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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI