24
b. Speech to Persuade
The focus of persuasion is not on the source, the message or the receiver, but all of them cooperate to make a persuasive process. According to Grice and
Skinner 1993, persuasion is the process by which a communicator influences the values, beliefs, attitudes or behavior of another. A key to understand persuasion is
the concept of influence. The lecturer of CLS 1 Class also gives an opportunity to persuade the audience through practicing persuasion speech.
c. Speech to Entertain
Delivering speech can be in both formal and informal situation. One of the purposes of speech is to give entertainment to the audience. According to Ross
1965, t he “fun”, after-dinner, or radio-television speeches are the most typical
examples of speech to entertain. The lecturer also teaches the students to entertain the audience through practicing entertainment speech.
The implementation of an activity in a Classroom needs to be improved continuously. As it is stated at the previous chapter about the significance of the
study, students‟ responses can give an innovation for the lecturers in
implementing better teaching and learning activity. Dunkin and Biddle 1974, and Good and Brophy 1987 mention some effective teaching as follows:
1 Ask student, experienced teachers, principals, and college professors to list
the characteristics they associate with good teaching, 2
Choose several Classrooms and do intensive case studies on them over a long period, including in-depth interviews with students and teachers. Keep the
student s‟ performance records,
25 3
Observe a variety of Classrooms, rate various teachers on specific traits, and then examine which traits are associated with teachers whose students are
among the highly motivated andor the highly achieving, 4
Identify teachers whose students consistently achieve at a higher level than other students, then carefully observe those successful teachers to see what
they do, 5
Train teachers to use various strategies to teach the same lesson, and then determine which approach leads to the greatest student learning.
B. Theoretical Framework
In this thesis, the researcher answered the two formulated research questions. The answer to the two research questions were based on several related
theories described in the theoretical description part. In the theoretical framework, the researcher presents the related theories to answer each research question.
1. Question 1: Students‟ responses to the implementation of impromptu speech
practice The first problem formulation is about students‟ responses to the
implementation of impromptu speech practice. The responses from students are very various. The researcher limits the responses into students
‟ actions and students‟ thought as it is stated by McKechnie 1981. Braun 1979 and Aiken
1969 also discuss about students‟ perception and ways of thinking. The answers
to students‟ responses were also related to the theory of behavioristic stated by
Grice and Skinner 1984. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI