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“Enggak sepertinya
. Mbak. Aku gak dikasih evaluasi
sama guruku” Student 5: Feb. 11
It seemed the teacher did not provide evaluation because the teacher did not give evaluation to me
B. The Students’ Suggestion to Improve the Implementation of the Weekly
Public Speaking
This part was to investigate the second research problem. The research problem was
to find out the students‟ suggestions to improve the implementation of the weekly public speaking in
Sekolah Menengah Pertama Negeri 1 Godean
. In order to find out the students‟ suggestions, the researcher employed
open-ended questions. There were two questions addressed to the students. The first question was to find out the students‟ obstacles during the activity of the
weekly public speaking. The second question was to find ou t the students‟
suggestion in order to improve the implementation of the weekly public speaking. The first question was the obstacles while conducting the weekly public
speaking. The results showed that most of the students found obstacles in the weekly public speaking. There were five obstacles are found by the students. The
first obstacle is the students found difficulty in pronouncing the words. The result was supported with the result of the interview. The finding was as follows.
“Ada….. susah ngucapinnya” Student 4: Feb. 11 Yes…I found difficulty on pronouncing the words
The second obstacle was the students were nervous while standing in front
of their friends. The students felt nervous while they were giving a speech. The result were supported with the data from the interview.
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“Ada…nervous
.
Mbak pas maju” Student 2: Feb. 11 Yes…I felt nervous while delivering the speech
“Nerves
.
Mbak didepan ketika tampil pidato” Student 3: Feb. 11 I felt nervous while delivering a speech
“Mmm…ada sih. Pas maju itu grogi banget
. tapi lama-lama jadi gak grogi sih.
Mbak” Student 5: Feb. 11 Mmm…I felt very nervous. but I did not nervous anymore
The students also found that the weekly public speaking was a difficult activity. The students stated that they should prepare the material and translate the
material into English. “Karena sulit, Mbak pidato itu, harus ngomong pake Bahasa Inggris
didepan o
rang banyak lagi” Student 6: Feb.11 It is difficult to speak English in front of the audiences.
The fourth obstacle was the students forgot the materials while delivering the speech. The result of the interview below was presented to support the finding
from the questionnaire.
“Lupa materinya pas tampil didepan kemarin” Student 6: Feb. 11 I forgot the materials while delivering the speech
The fifth obstacle was the students found difficulty in defining the topic. The students stated that they found difficulty while choosing or defining the topic.
The data of the interview would be presented to strengthen the data from the questionnaire.
“….milih topiknya agak susah” Student 3: Feb. 11 I found difficulty while defining the topic
The second question addressed in the questionnaire was about the students‟ suggestion to improve the weekly public speaking. The students gave
the suggestion on the implementation of the weekly public speaking after they
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students experienced the activity. There were four suggestion from the students in order to improve the weekly public speaking in
Sekolah Menengah P ertama Negeri 1 Godean
. First, the students suggested there should be more than one speaker on
Monday. The students felt that having two speakers would make them feel relax. It was supported with the student 1 and student 6 that the speaker should be two or
three every Monday.
“Mmm…yang maju lebih dari 1 orang
. bisa 2 anak tiap kelas biar gak gro
gi” Student 1: Feb. 11
The speaker could be two every class in order to avoid nervousness ”Ada tambahan anak yang maju biar gak grogi dan tidak terlalu cepat”
Student 4: Feb. 11 The teacher added the speaker in order to reduce the nervousness
“Ditambah anak yang maju
. mungkin bisa 2 anak. jadi ada temennya biar gak grogi banget
” Student 6: Feb. 11 It could be two speakers to reduce the nervousness every Monday
Second, the students stated that the existence of question and answer session was included in the activity. It was supported with the student 3 that the
existence of question and answer session made the students pay attention to the speech.
“Kalo bisa ada tanya ja
wab. Mbak. biar temen-temen dengerin. gak rame sendiri.
soalnya biasanya pada gak merhatiin sama ngobrol ma temen” Student 3: Feb. 11
The existence of question and answer session was important in order to keep the audience pay attention to the speech
The result showed that the students preferred interaction model of communication proposed by Grice and Skinner 1995. Interactive model of
communication provides feedback from the listener. The feedback can be verbal
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and non-verbal. In this research, the students preferred verbal feedback from their friends.
“
Kalo bisa ada tanya jawab. Mbak biar temen-temen dengerin gak rame sendiri soaln
ya biasanya pada gak merhatiin dan ngobrol sama temen” Student 3: Feb. 11.
It was better to provide question and answer session to make the listeners pay attention to the speech.
Third, the students stated that the teacher should give evaluation or feedback to the students after the speech. The result showed that the teacher rarely
gave evaluation to the students. This result was also supported by student 2 that the teacher should give evaluation to their students in order to show their
weakness. Hence, the students would know which principles of public speaking should be improved for the next speech. The interview data was presented in order
to support the previous findings. “
Mungkin dikasih evaluasi yang detil oleh guru. jadi tau mana yang kurang dan
perlu ditingkatkan biar gak diulangi lagi pas maju” Student 2: Feb. 11 The teacher might gave detail evaluation to the students in order to show what
should be improved for the next speech
Fourth, the students suggested the teacher to hold a speech contest every semester to improve their English ability. The students suggested that the
existence of speech contest was good to improve the implementation of the public speaking and also the stud
ents‟ speaking skill. This chapter presents the data from the questionnaire and it is supported
with the data from the interview. The data presented in this chapter is concluded in the chapter V.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
