Data Display Data Analysis
54 In order to
know deeper about the student‟ responses, the researcher decided to have an informal interview. The researcher conducted the informal interview to
the student who presented impromptu speech practice uncofidently. After the class was over, the researcher came to the student and had an informal interview. The
researcher asked directly about the students‟ responses during the implementation of impromptu speech practice.
Researcher : “Menurut kamu itu berkat impromptu speech practice
atau karena kamu sudah siap sama topiknya?” Own translation: In your opinion, was it because of the implementation of impromptu speech
practice or because you have been ready with the topic from your group?
Student B
: “Dua-duanya menurutku kak. Aku sih udah siap sama topic yang sama grupku itu, tapi sebenernya juga berkat impromptu
speech aku jadi lebih siap diliatin sama penonton yang banyak banget.”
Own translation: In my opinion, it was because of both of them. I have been ready with the topic. In addition, it is because of impromptu speech
practice I’ve become more ready to be faced by the audience which are so many.
The full informal interview was provided upon request.
The responses from the students were changed into a positive response. A student said,
“It really triggers my adrenaline to talk in front of the Class and think faster.” A student who said that the implementation of impromptu speech
practice was not really interesting, finally changed his responses to the following statement in the questionnaire about the benefits of impromptu speech practice,
“I got so much pleasure and happiness during the implementation of impromptu speech practice, the lecturer actually makes the Class
become more interes ting”.
A student added, “It was hard at first, but by the time, I have many improvements
especially in speaking in front of the audience. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55 b.
Theme 2: The implementation of impromptu speech practice improves students‟ speaking skills. Theme 2 was the presentation of data to support the
answer of research question number 1 RQ1 After observing the Class together with the peer-observer, the researcher
found that a student who presented the impromptu speech became better in the following presentation with her friends. The observation showed that,
“The student looks confident after practicing impromptu speech practice”. The student
showed her confidence by starring at the audience when presenting group presentation. The stud
ents‟ answers to the questionnaire were also said that students became more confident after practicing impromptu speech practice. A
student said, “Impromptu speech practice helps me to be brave speaking in front of
others. I can try to speak with other people and pay attention to grammar, pronunciation and body language
”. Another student added,
“Impromptu speech practice is increasing my self- confident.
” A student said, “It teaches us to be more confident and more creative to elaborate topic
”. A student also said that he could minimize nervous feeling. He wrote,
“I can learn how to speak in public without nervous”. Another student also said that she could handle her nervous feeling. She said,
“I can easily handle my nervousness
”. The peer-observer wrote that the students were not prepared well, however, a student confessed that,
“Impromptu speech practice teaches us to be ready to speak in front of the Class
”. The other student said that the implementation of impromptu speech
practice was important to improve students‟ speaking skills. A student wrote,
56 “The implementation of impromptu speech practice is really important
because it can improve my speaking skills. Impromptu speech practice makes my mind think quickly”.
Another student said, “Impromptu speech practice really strengthen our ability to
think fast and accurate. Then, it helps me to talk clearly and effectively,” The other student said, “It makes me think straight to the point,”. In addition, a student
said, “After practicing impromptu speech, I can control myself and easily get idea
to speak ”.
Moreover, some students admitted that they could integrate theirselves in real life communication through impromptu speech practice by saying,
“By imposing impromptu speech practice, students can speak fluently especially in front of many
people ”. In line with the students‟ answers, the lecturer said that students got two
significant improvements because of the implementation of impromptu speech practice. The lecturer said that students became more confident and they could
elaborate the topic in a good way, the lecturer added, For me, it is improving them in a way that they become more confident to
speak and they know how to organize ideas better. So, I think, those two things are the most significant progress that I can see from the students.
As far as I can see, the two main positive effects are that they students become more confident and they are able to organize the ideas better.
The lecturer also said that the students could improve their speaking skills in many occasions. The students did not only improve the speaking skills in the
Class, but also in another occasion. The lecturer said, They told me that they could speak better, not only in impromptu speech
but also in their other presentation. It’s easier for them to be free from notes after practicing impromptu speech.
57 In the questionnaire, some students also wrote that in a real life conversation,
people were expected to speak directly without any preparation. The students considered that the implementation of impromptu speech practice really taught the
students to speak in a real life conversation. A student said, “I realize that in real life we cannot bring a note to be explained while
speaking each other. Well, impromptu speech practice helps me so much to arrange the topic to be explained”.
Another student added, “I can normally speaking to other people in a good way, in addition, we
can practice how to use body language in an appropriate way when speaking with other people”.
c. Theme 3: The implementation of impromptu speech practice is already good,
but needs to be developed. Theme 3 was the presentation of data to support the answer of research question number 2 RQ2
On the questionnaire which was distributed by the researcher, the researcher put a question about students‟ suggestions on the implementation of impromptu
speech practice. Some students said that the implementation of impromptu speech practice was already good and interesting. A student wrote,
“Just maintain a good work”. However, some students also gave suggestions for further implementation
of impromptu speech practice. A student said that CLS 1 Class was an interesting Class, but sometimes the lecturer did not come to the class. A
student said, “I wish the Class will never be dismissed anymore.
” Another student also said that the implementation of impromptu speech practice needed to be held much longer. The
student said, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58 “The duration of Impromptu Speech Practice can be much longer, not
only at the beginning of the Class. Is it possible for having impromptu speech practice in every speaking Class
?”.
The students believed tha t students‟ speaking skills would be improved by
the time the lecturer gave suggestions and feedback after the students presented the impromptu speech practice. Another student wrote his suggestion in the
questionnaire provided as follows, “Maybe the lecturer can give more interesting topics so that the students will not feel bored. In the end, she should give us a
brief feedback ”. In addition, the student said that lecturer‟s role was really
important to help the students reached the goals. A student said, “I suggest so that
the lecturer can make a personal reflection for us after the Class is over ”.
In order to assure the students‟ suggestions on the implementation of
impromptu speech practice, the researcher decided to make an informal interview with two students of Critical Listening and Speaking 1 Class D. The answers from
those two students were almost similar to the answer from the questionnaire. Here is the informal transcript which had been conducted by the researcher.
Student 1 : Kalo menurutku, waktu nya sangat terbatas. Mahasiswa
mungkin cuma dapet 1 atau 2 kali presentasi di depan kelas. Jadi rasanya kurang greget kalo cuma sekali dua kali. Bisa dibuat lebih lama.
Own transcript: In my opinion, the time was very limited. The students only got 2-3 opportunities to present in front of the Class. It think we
can make it longer Student2
: aku juga setuju sama student 1. Jadi kalo Cuma sekali itu rasanya masih deg-degan mbak. Kalo dua kali sih udah lumayan
terbiasa. Coba kalo lebih dari 2 kali, pasti lebih fasih ngomongnya. Own translation: I agree with him. If it is only one turn, I still felt
nervous. On the second turn, I become better. If it is more than twice, I will be more fluent in speaking
59 The students realized that the implementation of impromptu speech practice
was really important. The students suggested that the implementation of impromptu speech practice should be done repetitively for every student, so that
the student could be more accustomed to speaking in front of the audience. They also wanted the impromptu speech practice can be held not only in speaking
Class, but also in every course which PBI Sanata Dharma has. In the informal interview, a student added,
Sebenernya mungkin aja lho mbak kalo semua dosen, nggak hanya dosen CLS 1 atau CLS2 di PBI Sanata Dharma mengadakan impromptu speech
practice di setiap pelajarannya. Soalnya menurut kami, impromptu speech itu membantu banget dalam komunikasi sama orang-orang.
Student1 Actually, it is still possible if all lecturers not only in CLS 1 or CLS2
implements impromptu speech practice in every course. In our opinion, impromptu speech really helps us to communicate each other.
The implementation of impromptu speech practice was considered to be the most important activity
to improve students‟ speaking skills. The students got many benefits through the implementation of impromptu speech practice.
Therefore, the lecturers of PBI Sanata Dharma University should develop more materials to improve students
‟ speaking skills.