81 grammar, 2 fear of negative responses from others, 3 low self-esteem to speak
in English, 4 fear of being evaluated by teachers, and 5 cultural influences to speak English due to a more teacher-cantered style. Obtaining this information
allowed the researcher to know things affecting the effort of developing speaking confidence. The student presented that the student would not be confident if the
presentation wasn‟t run in accordance with their preparation. The response of the audience was also the factor constituted the student‟s performance. A student
revealed that because the audience seemed to be unconvinced with the presentation, the presenter became nervous. The student also experienced the
difficulties in finding the appropriate term for the word they referred to. This can be concluded that the lack-of-vocabulary problem took place as a factor
constituted the development of speaking confidence. Meanwhile, another student did not find the same problem because of lack of vocabulary since she could use
the other word that has the same meaning. She would rather be nervous if she lacks of knowledge so that the information she delivered became not really strong.
The response of the facilitator also played its role in the development of speaking confidence. Sometimes, the facilitator expectation was the problem that made the
student unconfident. Nonetheless, a student presented a contrary opinion that the facilitator presence even resulted in the good outcome for the development of the
student‟s speaking confidence. There was also a student who felt unconfident because she felt intimidated with the previous presentation. Comparing herself to
other presenters made her unconfident with what she had. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82 Previously, the researcher elaborated the significance of time preparation.
In fact, this also became the factor influencing the development of speaking confidence since the student would feel nervous if they did not have enough time
for preparing their presentation. For example, when the student had to prepare examination or do the other assignment, it would reduce the time of preparation.
The researcher classified this reason as one of the personal factors that constituted the development of speaking confidence. The activity required a good time
management as there were many things that the student needed to maintain. The distraction in the middle of the process, which was classified as a social factor,
also influenced the performance as they would easily forget the point of their presentation.
The development was quite significant as the students found the chance to explore their English. The fact that the students has the limited chance to develop
the speaking skills and limited exposure to English speaker that can arise the development of speaking development Zhang, 2009 as cited in Boonkit, 2010.
Thus, Sidang Akademi would likely result in the better outcome regarding the development of speaking development. Goel 2012 states that the development of
speaking confidence is necessary for the improvement of speaking skill. The students realised that such activity would be useful in their future life.
Osborn et al. 2008 propose that the effective speaking will result in the achievements in ceremonial speaking activities, job training activities, job
interviews and the other business matters that require good speaking skill. Thus PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83 the implementation of Sidang Akademi is not only beneficial to the development
of the skills but also for attempting the better life in the future. Through the implementation of Sidang Akademi, the students made the
progressive development of their performance. One student had explored the theme differently. He could make the correlation between two different things in
order to strengthen his presentation. Furthermore, the students really maintained the interaction with the audience, this interaction resulted in a good and clear
delivery of the presentation. We can conclude that the students were aware of how to perform well. Yet, the implementation of Sidang Akademi has to be developed
more in its time management, guidance book distributed to the students, and the tasks given during the process to maintain the students‟ involvement in the
implementation. Thus, the general purpose of the public speaking was achieved through the implementation of Sidang Akademi. The theory named Rhetoric by
Aristotle presents that the purpose of public speaking is to maintain the performance in front of the audience so that the argument given in the speech can
really persuade the audience through the well-organized idea and the validity sense so that the speech can be attractive to the audience Hendrikus, 1991.
The implementation of the activity was considered useful and beneficial to the students. The data above presented that this activity played the significant role
in the development of speaking confidence. Therefore, based on the information above the researcher proposed the generalization that if the school facilitates the
students with the media that is deliberately designed to convey their thought, attempt a good performance, construct critical opinion, and adjust their behaviour
84 in preparing their performance, the development of speaking confidence will
follow. However, although the implementation has a clear design of activity, the students suggested some points in order to improve the significance of the
implementation. Some aspects were needed to be maintained well so that the mission and vision of the school could be fulfilled.
85
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two parts; the conclusions of the study and recommendations for further researchers, school implementing Sidang Akademi
Academic Preliminary Meeting as a strategy to develop the students ‟ speaking
confidence.
A. Conclusions
This study was conducted to provide the answers to two research
questions: a How Sidang Akademi is implemented in Pangudi Luhur Van Lith
Senior High School, and b How the third-grade students in Pangudi Luhur Van Lith Senior High School develop their confidence in speaking English through the
implementation of Sidang Akademi. In this study, the researcher chose three code categories in order to
organize the data collected from the process of data gathering, namely 1 definitions of situation codes 2 subjects‟ way of thinking about people and
objects and 3 strategy codes. The study had a study proposition as one of the elements of the elements of a case study research. The researcher believed that
Sidang Akademi was a strategy implemented in Pangudi Luhur Van Lith Senior High School which was deliberately designed to improve the development of
speaking confidence. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86 The first theme was Pangudi Luhur Van Lith Senior High School designed
Sidang Akademi as a strategy to develop the students ‟ speaking confidence. The
first research question had the relationship with the two variables in the proposition for answering the problem. These two variables were the design of the
activity and Sidang Akademi implementation. The first theme was “How is Sidang
Akademi Academic Preliminary Meeting implemented in Pangudi Luhur Van Lith Senior High School
?”. The result of the data presented that the implementation of the activity had been presented to be beneficial to the students.
The school established some qualities to be fulfilled as an attempt to achieve the school‟s mission and vision. The triangulation of data presented the arrangement
of presenters and other components in the meeting which had been allocated well in the beginning of the implementation. The themes, materials and topics were
arranged differently. Thus, one student got the different themes and topics. In the beginning of the implementation of SIdang Akademi, the students were also
distributed the guidance books for conducting presentation. The activity also required the students to really maintain the process of the activity by electing the
leader and other components of a meeting. However, although the schools had maintained the implementation of Sidang Akademi, the students thought that the
betterment of the activity was needed. Based on the suggestion proposed by the students, the implementation needed to be maintained better. The students
suggested that the students were supposed to have the same chance in presentation. The module also needed to be developed more along with some
theories in order to perform well in the meeting. The task for the audience was PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87 supposed to be developed more so that they could focus on and involve to the
meeting. The time management also needed so that there were not classes ended earlier or later that the other. The same approach should be maintained in all
classes or groups in the implementation of Sidang Akademi. The second theme was to answer the research question number two as well
as the third fourth theme. They we re “The students developed different attitude
and adjust their behaviour in Academic Preliminary Meeting”, “The personal and social factors constituted the development of the students
‟ speaking confidence”, and “The students developed their performance through the implementation of
Sidang Akademi Academic Preliminary Meeting”. The research question
number two elaborated the second variable of the study which was the development of speaking confidence.
The students developed different attitude and adjusted their behaviour as the students‟ strategy in order to develop their performance well. The activity
demanded the students to develop such thing so that the students could obtain the beneficial outcome from the presentations. The researcher also discovered that
social and personal factors constituted the development of their speaking confidence. The development of speaking confidence, in fact, was occurred under
the presence of these factors. The development of the speaking confidence was quite significant in
connection with the implementation of Sidang Akademi as the students found the chance to explore their English. The students realized that such activity would be
88 useful in their future life. The students really maintained the interaction with the
audience. This interaction resulted in good presentations. The implementation of the activity was considered useful and beneficial to
the students. Nevertheless, although the school had designed the activity well, there were still students‟ expectancy for the betterment so that the school can
fulfil the mission and vision and the activity can result in more and stronger outcome.
B. Recommendations
In this part, the researcher would like to give suggestions which are related to the study in this field to further researchers and the schools which implement
public speaking activity. 1.
For Further Researchers Future researchers will be beneficial to develop R and D research. The
researcher can develop the materials, themes, approach, or even guidance book for the implementation. The developed materials are beneficial to the implementation.
Besides, the future researcher can have experimental research on the same topics. The comparison between two schools that develop public speaking activity can be
the topic of the future study. 2.
For the Schools which implement Public Speaking Activity. The implementation of the public speaking activity is proven beneficial to
developing students‟ speaking confidence. The students can obtain many benefits after being involved in the implementation. However, the schools need to consider
89 some points in the implementation of the activity. It is better if the schools
maintain the guidance book as it will help students in preparing their performances. The guidance book should contain complete instruction of how to
present well on such topic. The schools also need to manage the time of the implementation so that the implementation will result in a good outcome. In
addition, the presence of the facilitator plays a prominent role to guide the students during the implementation of the activity. The facilitators should have the
same concept of the implementation so that there will be the same approach in all classes. Based on the study, the students realised the importance of a direct
consultation. Since, the students of the study suggested that it is better if, in the end of the activity, the students who will present in the next meeting has the oral
instruction from the facilitator to obtain feedback or suggestions for their performance.
