The Development of the Third-
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
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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 bener-
bener 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 fact
ors 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. H e 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
”. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.