Sidang akademi as a Strategy to Develop Speaking Confidence in Pangudi Luhur Van Lith Senior High School: a cse study.

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ABSTRACT

Purba, Hilarius Raditya Priambada. (2016). Sidang Akademi as a Strategy to Develop Speaking Confidence in Pangudi Luhur Van Lith Senior High School: A Case Study. Yogyakarta: Sanata Dharma University.

This research deals with the implementation of Sidang Akademi (Academic Preliminary Meeting) implemented in Pangudi Luhur Van Lith Senior High School. The aim of this study is to find out the implementation of Academic Preliminary Meeting as a strategy to develop speaking confidence.

The formulated problems of this study are: (1) How is Sidang Akademi (Academic Preliminary Meeting) implemented in Pangudi Luhur Van Lith Senior High School? and (2) How do the third-grade students in Pangudi Luhur Van Lith Senior High School develop their confidence in speaking English through the implementation of Sidang Akademi?

This research employed qualitative research design. The type of the research is specifically a case study. The researcher decided to have intrinsic case study as the focus was on the case. The participants of this study were eleven (11) students. In order to enhance the reliability, validity and trustworthiness, the researcher conducted research triangulation. In obtaining the research triangulation the researcher conducted observation and group interview as well as analysed the documents of the implementation. The processes of data gathering were accompanied by at least one co-facilitator to prevent the research bias. The researcher employed coding strategy and presented the data in a form of narrative description.

The result of the study presented that the implementation of Academic Preliminary Meeting as a strategy to develop speaking confidence worked well as the students improved their confidence through some strategies in presenting their materials. Moreover, the students realised that the speaking skill which was maintained through the implementation of Sidang Akademi could be beneficial to them in their future lives. Nonetheless, the students generated suggestions for the betterment of the implementation of Sidang Akademi. The elements of activity should be developed well so that the activity can be one of the best strategies in developing students’ speaking confidence.

Keywords: Speaking Confidence, Case Study, Public Speaking Skill, Public Speaking Activity

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ABSTRAK

Penelitian ini berisikan mengenai pelaksanaan Sidang Akademi (Academic Preliminary Meeting) yang dilaksanakan di SMA Pangudi Luhur Van Lith. Tujuan dari penelitian ini adalah untuk mengetahui pelaksanaan kegiatan Sidang Akademi sebagai strategi untuk mengembangkan kepercayaan diri dalam berbicara dan pengembangan kepercayaan diri siswa dalam berbicara melalui pelaksanaan kegiatan tersebut.

Masalah yang dirumuskan dari penelitian ini adalah: (1) Bagaimana Sidang Akademi (Academic Preliminary Meeting) dilaksanakan di Pangudi Luhur Van Lith SMA? dan (2) Bagaimana siswa kelas tiga di Pangudi Luhur Van Lith SMA mengembangkan kepercayaan diri mereka dalam berbicara bahasa Inggris melalui pelaksanaan kegiatan?

Penelitian ini adalah sebuah penelitian kualitatif. Jenis penelitian secara khusus adalah penelitian studi kasus. Fokus dalam penelitian ini adalah pada kasus. Maka, peneliti memutuskan untuk melakukan studi kasus intrinsik. Subject dalam penelitian ini sejumlah sebelas (11) siswa. Dalam rangka meningkatkan reliabilitas, validitas dan akuntabilitas, peneliti melakukan triangulasi data. Dalam memperoleh triangulasi penelitian peneliti melakukan observasi, wawancara kelompok dan menganalisis dokumen-dokumen kegiatan. Proses pengumpulan data disertai dengan setidaknya satu ko-fasilitator untuk mencegah bias penelitian. Peneliti memanfaatkan coding strategi dan menyajikan data dalam bentuk deskripsi narasi.

Hasil penelitian menunjukkan bahwa pelaksanaan Sidang Akademi sebagai strategi untuk mengembangkan kepercayaan diri dalam berbicara berjalan dengan baik sebagaimana siswa dapat meningkatkan kepercayaan diri mereka melalui beberapa strategi dalam menyajikan materi mereka. Selain itu, siswa menyadari kemampuan berbicara dilatih dalam pelaksanaan kegiatan dan nantinya akan bermanfaat bagi mereka dalam kehidupan mereka. Namun, beberapa saran disampaikan oleh siswa mengenai pelaksanaan kegiatan. Kegiatan harus dikembangkan dengan baik sehingga kegiatan ini dapat menjadi salah satu strategi terbaik dalam mengembangkan kepercayaan berbicara siswa. Kata Kunci: Speaking Confidence, Case Study, Public Speaking Skill, Public Speaking Activity

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SIDANG AKADEMI AS A STRATEGY TO DEVELOP

SPEAKING CONFIDENCE IN PANGUDI LUHUR VAN LITH

SENIOR HIGH SCHOOL: A CASE STUDY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English

Language Education

By:

Hilarius Raditya Priambada Purba Student Number: 121214067

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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SIDANG AKADEMI AS A STRATEGY TO DEVELOP

SPEAKING CONFIDENCE IN PANGUDI LUHUR VAN LITH

SENIOR HIGH SCHOOL: A CASE STUDY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English

Language Education

By:

Hilarius Raditya Priambada Purba Student Number: 121214067

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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Your worst enemy

cannot harm you

as much as your

own unguarded

thought

–

Buddha

This thesis is dedicated to: Bapak Tarcisius Jahopal Purba, Ibu Lidwina Suparsih Bapak Yohanes Kartiwidjono, Ibu Theresia Sumirah Bapak Drs. Valentinus Yudanto Priambudi Purba, Ibu YustinaRika Andri Yani Leo Andrean Priambada Purba Albertus Raynaldi Priyambada Purba My PBI and Van Lith friends

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vii ABSTRACT

developing students‟ speaking confidence.

Keywords: Speaking Confidence, Case Study, Public Speaking Skill, Public Speaking Activity

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viii ABSTRAK

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ACKNOWLEDGEMENTS

First of all, I gratefully thank Lord Jesus. His unconditional love and strength can perfectly pour into my life make me able to finish the responsibility. He makes all things possible.

I am wholeheartedly thankful to my advisor, Bapak Drs Pius Nurwidasa Prihatin, M.Ed., Ed.D., for his limitless patience, support and guidance during the seemingly never-ending thesis writing process. I learned many precious life lessons from him.

I would like to express my great thanks to my parents, Bapak Drs. Valentinus Yudanto Priambudi Purba and Ibu Yustina Rika Andri Yani for their guidance, prayers, motivation, and support to me every single day. I would also present this work to my brothers, Leo Andrean Priambada Purba and Albertus Raynaldi Priyambada Purba and send my gratitude to them for their support and motivation.

I am indebted to the third-grade students of Pangudi Luhur Van Lith Senior High School, the participants of Focus Group Discussion, Ibu Theresia Eka Oktaviani, S.Pd and Brother Wenseslaus Parut, FIC., S.S., who have made the completion of this thesis possible. I would like to make special reference to Fransiscus Ian Soerja and Leocadia Prima Puspitasari who helped me in the data gathering process.

I would like to thank all the lecturers and staff of the English Language Education Study Program, Sanata Dharma University whose persistent help I will

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never forget. I will not forget to express my gratitude to all staff and students in Master of Management Sanata Dharma University who support me and share the experience in the working world.

I also send my sincere gratitude to Bapak Krisna Septa Bernanda S.Pd. for his willingness to be my thesis proofreader. I would like to express my thanks to my best friends Vinsensius Satwika, Gerardo Bramastya, Birgita Finalita, Gregorius Chandra, Andreas Danu, Rodericko Reinaldo, Agatangelus Dwi, Natal Nino, Yudha Pranggodo, Maximilianus Angga, Yohanes Veryndra, Puguh Kristanto, Magistra Dewa, Dwitya Wirattama, Bryan Anugerah, Robert Septian, Gregorius Hapsoro, Siti Basitha, Maria Elga, Damiana Resya, Gheza Damara, Adreana Pritha, and Ganesh Group for their encouragement and motivation. My gratitude goes to all my PBI and Van Lith friends I have not mentioned for the love and care to me as well.

Last but not least, I would like to extend my heartfelt gratitude to any other individuals who in one way or another have contributed their valuable assistance in the preparation and completion of this thesis. I also apologize those whose names cannot be mentioned one by one in helping me finish this thesis.

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TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

BOARD EXAMINERS ... iii

DEDICATION PAGE ... iv

STATEMENT OF WORK ORGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I: INTRODUCTION ... 1

A. Research Background ... 1

B. Problem Formulation ... 6

C. Problem Limitation ... 6

D. Research Objectives ... 6

E. Research Benefits ... 7

F. Definition of Terms ... 8

G. Research Significance... 12

CHAPTER II: REVIEW OF RELATED LITERATURE ... 13

A. Theoretical Description ... 13

1. Basic Overview of Public Speaking ... 13

2.The Message Model of Linguistic Communication ... 14

3.Overview of Giving Presentations ... 16

4.Speech as a Liberal Study ... 17

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xii

6.The Significance of Speaking for the Personal Success ... 19

7.Speaking Problems Encountered by EFL Students ... 20

8.Proposition ... 22

B. Theoretical Framework... 22

CHAPTER III: METHODOLOGY ... 26

A. Research Method ... 26

B. Research Participant ... 28

C. Research Setting ... 29

D. Research Instruments and Data Gathering Technique ... 30

1.Focus Group Discussion (FGD) ... 31

2.Observation ... 33

3.Document Analysis ... 35

E. Data Analysis Technique ... 36

F. Research Trustworthiness ... 40

G. Research Procedure ... 41

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 44

A. Study Site ... 44

B. Data Reduction ... 46

1.Coding Category ... 47

2.Themes Development ... 50

C. Data Display ... 52

1.The Implementation of Sidang Akademi... 53

2.The Development of the Third-grade Students‟ Speaking Confidence ... 65

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xiii

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ... 85

A. Conclusions ... 85

B. Recommendations ... 88

REFERENCES ... 90

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xiv

LIST OF TABLES

Tables: Page

3.1: Code Family Developed from Bogdan and Biklen (2003)...……….. 37 4.1: Themes and Coding Scheme....………. 51 4.2: The Relationships between the Research Questions and Themes…… 51

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LIST OF FIGURES

Figures: Page

2.1: Process of Communication Taken from Verma (2013).……... 15 2.2: The Relationships of Variables of the Study and Research Questions…. 25

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xvi

LIST OF APPENDICES

Appendix A: The Schedule of the Activity………... 94

Appendix B: Power Point Document...……….. 98

Appendix C: Interview Protocol………... 101

Appendix D: Observation Sheet………... 103

Appendix E: Photos Taken during the Research……… 105

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1 CHAPTER I INTRODUCTION

This chapter provides an introduction to what the research will discuss in this research paper. The introductory part contains six subheadings. They are: research background, research questions, problem limitation, research objectives, research benefits, definition of terms and research significance.

A. Research Background

Learning English is beneficial to the sake of interaction and communication to the other people all over the world. According to Bright and Mc Gregor (1970), speaking skill take the highest place as the most important skill to be mastered. Speaking skill which is classified as productive skill typically results in more and stronger knowledge than receptive skills since individual‟s knowledge gained from receptive skills can be measured through the performance in the productive learning (Griffin &Harley, 1996 as cited in Nation, 2007). Thus, developing this skill is beneficial to the sake of personal success.

Speaking skill becomes a very important issue in the second language acquisition. It is stated that as one of four English skills being developed, speaking is crucial for the students (Bright & Mc Gregor, 1970). In addition, for speaking is an important communication skill, it is widely used these days in variety of events and thus, it becomes important to master this skill. Mastering

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this skill helps the transfer of knowledge and information (Goh & Burns, 2012). Furthermore, as speaking is accepted as an essential language-communication skill, the learner must be able to go beyond just a day-to-day communication. Therefore, it is prominent for the teacher to develop such activity in the learning process to encourage their students to master this skill since speaking is one of the keys of the language acquisition. In line with the significance of speaking skill as the communicative skill, Swales (1985) states that in the process of teaching English, the process has been called upon in order to provide students with the basic ability to use the language to receive and to convey information associated with their specialist study. Therefore, it is clear that the process inside the classroom has been designed to prepare the students to use the language directly.

The development of speaking activities might become the focus of some teachers in conducting the teaching-learning process inside the class. This skill is thought to be an important aspect to be mastered by the students in order to be able to communicate well using the target language which is English. Nevertheless, according to Goh and Burns (2012), not every person is aware of how speaking can directly contribute towards the academic development of many second language learners and other important areas for reaching their personal success. Although some teachers have conducted the learning process which allows the student to speak inside the class, EFL students seldom have the opportunity to learn the skills, strategies and the language as well to improve their speaking. The learning process which is designed for encouraging the students to

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do a lot of talking in class activity might be often insufficient teaching of speaking as a language communication skill (Goh & Burns, 2012).

The researcher chose Pangudi Luhur Van Lith Senior High School, one of Catholic educational institutions established since 1991 at Muntilan, Central Java as the research setting. Pangudi Luhur Van Lith is a boarding school where every student is required to live in the boarding house. Both educational system and curriculum of this school are quite different compared to other ordinary schools. There are some typical activities in this school that differentiate this school from others. They are catechism, Wawasan Kebangsaan, Sidang Akademi (Academic Preliminary Meeting), Live-in, Home Stay, Rekoleksi Kesadaran Keterlibatan Sosial (RKKS), Orientasi Panggilan Profesi (OPP) and other activities. The school supports all of the activities with many facilities in order to fulfil the goal of education and instill the vision and mission of this school.

The vision and mission of this school are that the students are expected to be the ideal Christians by developing some aspects such as intelektualitas, iman, wawasan kebangsaan, keterampilan, jiwa transformatif and inklusifitas. In this study, the researcher explored more about keterampilan or skill aspect. This point is related to the development of students in some areas of knowledge. In the implementation of the activity, the students developed some aspects for the sake of skills development. Through the implementation of some activities, this school develops and maintains the skills of public speaking, English proficiency, the ability to use computer-based technology and information, leadership skills and multi-level communication. The public speaking and English mastery skills have

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been the focus of the school so that the activities established in the school are designed to develop these points. Therefore, the maintenance of the activity that deals with public speaking and English acquisition established by the school is really matter for the development of the students‟ knowledge and the English mastery as well.

One of the unique and typical activities in Pangudi Luhur Van Lith Senior High School is Sidang Akademi (Academic Preliminary Meeting) or simply SA. The school designs the activity in order to make the students get used to speaking in front of public and at the same time the third-grade students are to develop their English ability. Through the implementation of this activity, the school encourages the students to develop their ideas related to the topic presented at the meeting and be confident whenever they are to deliver presentation or to speak by themselves in front of public. This activity might be in line with the purpose of the public speaking which allows students to be confident and be able to handle such discussion (Hendrikus, 1991). Through the implementation of Sidang Akademi the development of the students‟ self-confidence is possible to be maintained well so that the students can raise self-esteem which is beneficial when they interact with other people. This activity is classified as a muatan lokal or local content in the school so that all students have to deal with such activity.

Through the implementation of Sidang Akademi, the students can actualize themselves through the implementation of the activity either can they practice to manage their performance in front of public or maintain their ability in public speaking. Moreover, the school encourages the third-grade-students to use English

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during the process of Sidang Akademi (Academic Preliminary Meeting). All process is conducted using English so that the students are able to learn how to speak in front of public as well as develop their English mastery through the process.

In line with the activity of Sidang Akademi that encourages students to maintain the development of language, the students are also able to develop the interaction using the communication ability that they master during the implementation of this activity. According to Richard and Rogers (1989), language is a system used for conveying the expression of meaning, the primary function of which is for interaction and communication. In other word, it is clear that language is necessary for the purpose of communication and interaction with other people so that people can reveal their thought and express themselves clearly.

The fact that English ability is meaningful in this era becomes the significant issue for the development of this language. Pangudi Luhur Van Lith Senior High School, through the maintenance of Sidang Akademi, aims to facilitate their students with such capability so that the students would be ready to face the global era using the public speaking and English skills that they maintain during the process of learning in this school. Therefore, the researcher wants to find out how Sidang Akademi is conducted in PL Van Lith and the development of the students‟ speaking confidence through the implementation of Sidang Akademi as a strategy to train students‟ public speaking skills.

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B. Problem Formulation

Based on the background of the research, the researcher generated two research questions in this study. The research questions are presented as follows. 1. How is Sidang Akademi (Academic Preliminary Meeting) implemented in

Pangudi Luhur Van Lith Senior High School?

2. How do the third grade students in Pangudi Luhur Van Lith Senior High School develop their confidence in speaking English through the implementation of Sidang Akademi?

C. Problem Limitation

In order to limit the scope and focus of the study, the researcher focuses this study on its discussion of Sidang Akademi as a strategy to develop students‟ speaking confidence in Pangudi Luhur Van Lith Senior High School in Muntilan. The researcher chooses the Sidang Akademi implemented in the third grade because the activity is done using English. The type of this research is case study, for it is commonly used in explanation of how and/or why a specific event takes place.

D. Research Objectives

In line with the research questions generated in the problem formulation, this research is aimed to know how Sidang Akademi is implemented in Pangudi Luhur Van Lith Senior High School and how the third-grade students in Pangudi

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Luhur Van Lith Senior High School develop their confidence in speaking English through the implementation of Sidang Akademi. Since this activity is a compulsory activity, the effect of the implementation can be reflected through

students‟ performance in speaking English.

E. Research Benefits

This research provides some valuable and beneficial contributions for whoever concerns with the improvement of Indonesia‟s educational quality. It is also contributed to the teaching of English as a foreign language in Indonesia. The expected benefits are as follows.

1. The researcher

The researcher is expected to be able to answer the research problem of the study. The researcher hopes that the finding in the field of education will be able to be the positive contribution to ESL students.

2. For schools in Indonesia

After knowing the significance of Sidang Akademi strategy to

develop student‟s speaking confidence development, schools or any educational institution will then be able to design such activity that encourages the students to maximize the development of their language skills which are suitable for their students and effective to improve their English proficiency and mastery. Through the implementation of public speaking activity, schools or any

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educational institutions will be able to prepare their students for surviving in the global era.

3. For further studies

This study is expected to be able to support other related studies in revealing the current trends in education. It is supposed that some studies done in this field will be able to bring the positive contribution for the development of education in Indonesia. Furthermore, the future researcher can have experimental research on the same topics. In addition, the future researchers who are interested in the similar topic can develop a modul for research and development.

4. For English Language Education Study Program

The English Language Education Study Program is to produce a qualified English teachers in the future. Through the study, the researcher aims to enlighten the teacher candidates to facilitate their students in developing the skills for developing English proficiency in this case speaking skill.

F. Definition of Terms

In order to avoid misconception and help readers grasp the concept of the discussion in the paper, the researcher provides the definitions of several key-terms which are used in writing the research paper.

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1. Case Study

This study is categorized as a case study because it focuses on a specific event. The researcher focused on the strategy implemented in one school that is designed to develop students‟ speaking confidence. Based on three main types of case study identified by Stake (1995), this case study is included to an intrinsic case study since it is carried on in order to understand a particular case in question. In addition, according to Stake (1995), an intrinsic case study is a case study which focuses in the case itself for its own sake and thus the case is where the interest lies. In this study, a case study

is aimed to explain the aspect of “how” from the use of public

speaking strategy to develop students‟ speaking confidence development.

2. Sidang Akademi (Academic Preliminary Meeting)

Sidang Akademi is a compulsory activity in Pangudi Luhur Van Lith Senior High School. The purpose of the implementation of Sidang Akademi itself is to introduce the students to public speaking and later they are expected to be able to deliver and develop their thought related to the theme given in the meeting. The performance of each week is scheduled and so is the theme.

Students in their early years of Senior High School are introduced to the activity which is implemented by using Bahasa

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Indonesia; until in the second grade the process will be all conducted using Bahasa Indonesia. The third-grade students have the same activity but the process of the implementation of Sidang Akademi will all be conducted by using English. The purpose of the activity which is conducted in English is still the same with the previous Sidang Akademi but the-third grade students are expected to be able to convey their thought using English. In addition, the development of their English skills will be maintained during the implementation of the activity.

3. Sidang Akademi for the Third-grade Students

The knowledge of speaking in public which is developed by a person leads to increasing skill in social decision-making. Pangudi Luhur Van Lith Senior High School implements a public speaking activity, namely Sidang Akademi for developing students‟ skills and encourage their students to manage the performance in front of public. Sidang Akademi is an obligatory activity that every student has to deal with; grade one, two and three.

In this research, the researcher decided to explore the implementation of Sidang Akademi for the third-grade students and the way students develop the speaking confidence during their performance. The implementation of Sidang Akademi for the third-grade students is implemented in English. Thus, besides developing

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the public speaking skill, the school also encourages the students to develop their English proficiency through the implementation of Sidang Akademi. Speeches course is expected to be able to facilitate the students to be better organized, guide the students to learn more about preparing a speech and help the students to think more clearly and critically (Zarefsky, 1996).

Sidang Akademi which allows the students to develop such skills and competence is a good strategy for the sake of the

development of students‟ speaking confidence. The activity is

beneficial to the students because Sidang Akademi is designed and organized well. Zarefsky (1996) proposes that by improving presentation skills, students may become more self-confident and more willing to engage in serious dialogue with others.

4. Speaking Confidence

According to Matthews (1994), when somebody feels unconfident to speak up in front of public, he seems to get a terrible feeling of fear or nervousness. In order to be able to maintain self-confidence, learners need to boost their self-esteem by developing strategy to practice speaking English. Nunan (1999) states that the more learning strategies develop by learners the greater confidence they will gain. The strategy is related to how they rehearse their speaking skill.

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G. Research Significance

This study has the significance of reviewing the whole implementation of Sidang Akademi (Academic Preliminary meeting) as strategy to develop students‟ speaking confidence. This study produces the investigation of the Sidang Akademi (Academic Preliminary Meeting) implementation and the development of

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13 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of theoretical descriptions and theoretical framework. The first part discusses the related theories to limit the scope of the research. Thereafter, the second part presents the several theories as the framework to answer the research questions.

A. Theoretical Description

This theoretical description is concerned with theories that are related to the key words used in this research. This part shows the discussions of the basic overview of public speaking, the message model of linguistic communication, overview of giving presentation, speech as a liberal study, the role of self-confidence for developing speaking self-confidence, the significance of speaking for personal success, speaking problem encountered by EFL student and the proposition of the study.

1. Basic Overview of Public Speaking

The general purpose of the 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

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well-organized idea and the validity so that the speech can be attractive to the audience. It is clearly stated by the Greek philosopher Aristotle in his theory of Rhetoric (Hendrikus, 1991). He divides his theory into three main categories simply called as Ethos, Pathos and Logos. The Ethos or credibility means that the speaker might be heard if he can convince the audience through the idea that he presents and the credibility of the speaker so that the audience could consider the speaker as a worth listening speaker to the listeners. Pathos or emotional development is the ability of the person to

persuade by appealing to the audience‟s emotion. In addition, the language choices are matter to give a good persuasion so that the listener might be convinced. Logos or Logical development means that the speaker has to possess the good reasoning technique. This technique reflects the knowledge of the speaker as the reason is the heart of the argumentation. Thus, if in the process of public speaking the speaker has these kinds of abilities, the point of the argument will seem convincing and therefore the audience might be really attracted to the speaker by the speech that they convey.

2. The Message Model of Linguistic Communication

Verma (2013) states that there is a process of coding and decoding in sharing our thoughts and ideas with other people. This process means that it requires two or more people to communicate;

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one plays the role of speaker, while the other plays as the listener. People establish the idea to be communicated in the mind and then there is an encoding system which is mostly in a form of language. Furthermore, the idea is transmitted through a channel. The process of the communication is presented below.

Figure 2.1: Process of Communication Taken from Verma (2013)

Furthermore, the communication model assumes that in order to determine message there are some qualities needed. They are the language is unambiguous, what the speaker is referring to is determined by the meaning of the referring expression uttered, the communicative intention is determined by the meaning of the sentence, speakers only speak literally, speakers only speak directly and the last is speakers use words, phrases and sentences only to communicate.

On the other hand, there are problems with the message model. First, the language is not always unambiguous. Meanwhile, expression can be ambiguous too. When these problems arise, the

Sender Idea Encoding Medium

Channel Receiver

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hearer may face difficulties in assessing which possible meaning is intended. Second, under determination of reference by meaning is another problem with the Message Model. The next problem is the

speaker‟s communicative intention is not clearly expressed by the

Message Model. Last, the Message Model cannot facilitate the fact that human speak non-literally as for example we may not mean what our word means.

In addition, there are also other factors that make the

communication go wrong. One of the factors is known as “noise”.

Noise is not the disturbance caused by the sound. It is a technical term meaning any disturbance occurring in the process of communication (Verma, 2013).

3. Overview of Giving Presentations

Giving a presentation requires the speaker to develop such skills that will help them in the process of performing their presentation. In addition, the speaker has to consider such problem that they may have during the presentation. These considerations will result in a good presentation. One of the elements in giving

presentation is “limiting condition” (Argyle, 1988 as cited in Molen

and Hoogland, 2005). In this process, the presenter has to be aware of possible limiting condition. The limiting condition has something to do with the time estimation to prepare the presentation, collect the

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information, look for the accommodation, order and write out material, and make supporting media.

Giving presentation also requires the presenter to have

“Expressive Skills”. This skill will help the presenter to make use of their body and voice to support their presentation. Body language includes movement of the body and the use of the voice. Argyle (1988) as cited in Molen and Hoogland (2005) states that use of body language includes following skills: eye contact, facial expression, movement and posture. Nevertheless, the use of the voice includes speed of speech, timing, volume, rhythm and articulation.

4. Speech as a Liberal Study

There are so many aspects of maintaining an effective speech. According to Wilson, Arnold and Wertheimer (1990), the effective speaking requires more than mechanical application of techniques. The purpose of speaking has to be maintained with regard to the combination of meanings, surroundings, and human relationships. It is better to know what is being revealed in the presentation and the audience to whom the presentation is delivered to.

In addition, the importance of speaking in front of public is also stated by Wilson et al. (1990). The knowledge of speaking in public which is developed by a person leads to increasing skill in

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social decision making. While people are developing their speaking skills in front of public, they are also maintaining their relationships with others. Next, the knowledge of speaking in front of public develops skills in promoting and defending ideas. The acceptance of the audience becomes the essential matter for the speaker when they are to present their thought in front of public. The speaker cannot neglect their audience‟s presence by not making the reasonable judgment and decisions obvious to listener who might not be familiar with what are being presented. Both the listener and speaker are supposed to have the same concept of what are being presented so that the presentation might produce the beneficial result for both of them.

5. The Role of Self-Confidence for Developing Speaking Skills The development of speaking confidence is necessary for the improvement of speaking skills (Goel, 2012). Self-confidence is as

positive attitude towards one‟s self-concept (Goel, 2012). Therefore, the attitude is an important thing that might allow people to have positive perception toward themselves and the ability that people have.

To practice speaking in a good English, learners are required to develop their speaking confidence by developing learning strategies to practice how to speak English. They will obtain more

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confidence in speaking English if only they maintain the learning strategies that work effectively for their learning so that the significant progress of an improvement can be achieved as their learning goals (Nunan, 1999).

The learners might feel unconfident when they are to present their thought or idea in front of public. This problem of nervousness might be the problem faced by the learners particularly when they have to practice speaking in English. Thus, the development of self-confidence is needed in order to improve their speaking ability. More practices of speaking English in front of the public will arise learners‟ self-confidence as according to Goel (2012), confidence is learned through process. In addition, the process that encourages the students to speak in front of people will maximize the student‟s speaking skill and their self-confidence as well.

6. The Significance of Speaking for the Personal Success

Reading and listening are two language skills that are considered as receptive skills in language learning and use. Along with these skills, writing and speaking are the other two receptive skills which are necessary to be integrated in the development of effective communication. Of all the macro English skills, speaking is the most important skill required for communication (Zaremba, 2006, as cited in Procedia Social and Behavioural Science, 2010).

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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 (Osborn, Osborn, & Osborn, 2008). The fact that the students have limited chances to develop the speaking skills and limited exposure to English speakers that can arise the development of speaking development are also presented by Zhang (2009) as cited in Procedia Social and Behavioural Science (2010). Thus, the teacher or even the educational institution, in this case, is required to prepare the activity

in order to strengthen students‟ speaking competence because if there is only limited practice, they will not develop the competence as well.

7. Speaking Problems Encountered by EFL Students

EFL students possibly find problems wherever they are to develop the speaking skills. Tuan and Mai (2015) present the speaking problems faced by EFL students in their speaking class. They propose inhibition, lack of topical knowledge, low or uneven

participation and mother tongue use as the factors affecting one‟s

speaking performance. The problem of inhibition is closely related to the feeling of worry of making mistakes and fearful of criticism. In addition, students are shy of the attention that their speeches attract. Littlewood (2007) as cited in Tuan and Mai (2015) asserts that a

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foreign language possibly create inhibitions and anxiety. The next problem is that the student cannot think of anything to say and they have no motivation to do so. River (1968) states that learners have nothing to express maybe because the teacher had chosen a topic which is not suitable for him or about which he knows very little (Tuan & Mai, 2015). Another problem is due to low and uneven participation. There is a problem when one student has very little talking time while the other tends to dominate the process. The last problem is because of mother tongue, when all learners share the same mother-tongue, they tend to use it as it is easier for them.

In addition, EFL students might find difficulties in presenting using foreign language confidently. EFL students possibly encounter

a source of anxiety that affects students‟ performance. A study

conducted in Indonesia by a group of researchers discover the factors

that affect the learners‟ performance in speaking English. According

to Mukminin, Masbirorotni, Noprival, Sutarno, Arif, and Maimunah (2015), there are factors influencing students‟ English language anxiety. These factors include: (1) low speaking skill due to lack of vocabulary and grammar, (2) fear of negative response from others, (3) low self-esteem to speak in English, (4) fear of being evaluated by the teacher and (5) cultural influences to speak English due to more teacher-centred style.

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8. Proposition

After presenting the theories and the phenomena of the implementation of public speaking activity as a strategy to develop

the students‟ speaking confidence, the researcher established a proposition of the study. Yin (2009) proposes that there are five prominent components of a research design for a case study. One of the elements is research proposition. This element plays a prominent role as it directs something that should be examined in a study (Yin, 2009). The researcher believes that Sidang Akademi is a strategy implemented in Pangudi Luhur Van Lith Senior High School which is deliberately designed to improve the development of speaking confidence. Therefore, the design of the activity, Sidang Akademi, and the development of speaking confidence are the variables of this study.

B. Theoretical Framework

In this thesis, the researcher answers two formulated research questions. The answers to two research questions are based on several related theories described in the theoretical description part.

1. Question 1: How is Sidang Akademi (Academic Preliminary Meeting) implemented in Pangudi Luhur Van Lith Senior High School?

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The first research question deals with the implementation of Sidang Akademi as a strategy to develop students‟ speaking confidence. In order to answer the problem formulation number one, the researcher discusses the rationale of the activity. The rationale of the implementation of Sidang Akademi is deliberately designed in order to fulfil the vision and mission of the school and facilitate the students to possess such quality. In addition, there is a step-by-step process from the beginning until the end of the process. The theory of public speaking established by Aristotle as cited in Hendrikus (1991) assists the researcher in the descripting of an ideal public speaking. The researcher makes use the theory of giving the presentation composed by Molen and Hoogland (2005) in order to give a clear awareness about the elements of giving presentations. Furthermore, the connection of the answer to the theory of speech proposed by Wilson, Arnold and Wertheimer (1990) and the theory of speaking in public established by Zarefsky (1996) will be elaborated to present the importance of speaking in front of public. The researcher refers the answer to the variables in the proposition which is the design of the activity and Sidang Akademi which is

designed as a strategy to develop students‟ speaking confidence.

2. How do the third-grade students in Pangudi Luhur Van Lith Senior High School develop their confidence in speaking English through the implementation of Sidang Akademi?

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The second problem formulation is about the strategy and the development of the speaking confidence which are maintained through the implementation of Sidang Akademi in Pangudi Luhur Van Lith Senior High School. In order to answer the second research question, the theory of speaking established by Nunan (1999) assists the exploration of the case about speaking skill since the study explores the implementation of the speaking activity. The researcher presents the development of speaking confidence established by Goel (2012) in order to give the information about the effect of speaking confidence development towards self-concept. The concept of speaking problems composed by Tuan and Mai (2015) and Mukminin et al. (2015) presents the problems encountered by the EFL students in developing the speaking confidence. These problems which are presented beforehand will likely be similar to the problems encountered by the third-grade students in Pangudi Luhur Van Lith Senior High School. The speaking problems, in fact, inhibit the students to develop speaking skills. The answer to the second research question will elaborate the variable in the proposition which is the development of speaking confidence. In presenting this variable, the researcher also establishes the discussion about the strategy maintained by the students and the development of the speaking confidence as the result of Sidang Akademi implementation.

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Figure 2.2: The Relationships of Variables of the Study and Research Questions The Design of the

Activity Sidang Akademi

The Development of Speaking Confidence

RQ 1:

How is Sidang Akademi (Academic Preliminary Meeting) implemented in Pangudi Luhur Van Lith Senior High School?

RQ 2:

How do the third-grade students in Pangudi Luhur Van Lith Senior High School develop their confidence in speaking English through the

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26 CHAPTER III METHODOLOGY

In this chapter, the researcher provides the discussion of the research methods and analysis. This section is presented in several subdivisions. They are research method, research participant, research setting, research instruments, data gathering technique, data analysis technique, research trustworthiness and research procedure.

A. Research Method

This research deals with the implementation of Sidang Akademi (Academic Preliminary Meeting) in Pangudi Luhur Van Lith Senior High School as an obligatory activity for the students. The school develops the activity as one of the typical activities and establishes it as a fulfilment of the curriculum implemented in Van Lith Senior High School which is developmental curriculum. This phenomenon, therefore, is worth exploring and studying because every student there is encouraged to develop and improve the ability to speak in front of public. The case was the activity of public speaking in Pangudi Luhur Van Lith Senior High School not the students who implemented the activity. Through this activity, the school encourages its students to develop their speaking English skills which are then interesting to be explored. Moreover, the researcher investigated the case

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by choosing the public speaking activity for the third-grade students as this activity was implemented in English.

Generally, this research is a qualitative study as it enables rich description and analysis of the phenomena. The type of the research is specifically a case study. Case study research is a qualitative approach in which the researcher focuses on a bounded system over a period of time, through detailed, in-depth data collection and reports a case description as well as case-based themes (Creswell, 2007). In addition, case study is a suitable format for investigating or exploring the studies of language learning (McDonough & McDonough, 1997). According to Creswell (2007), the involvement of multiple sources of information is suggested in order to grab the complete illustration of the phenomenon being investigated and thus, triangulation takes its role as an important aspect in the qualitative study. The sources of data are in a form of observation, documents and reports, interview, and audio-visual material.

The study was mainly to explore the development of students‟ speaking

confidence through the implementation of the activity. According to Yin (2003), the focus of the study conducted using case study approach is generally to answer

the “how” and “why” aspect of the phenomenon being investigated. The phenomenon here was the contextual condition as it is believed that the condition is relevant to the phenomenon understudy. In addition, according to Crabtree and Miller (1999), as cited in Baxter and Jack (2008), the advantage of the approach is it enables the close collaboration between the researcher and participants so that the participants are encouraged to tell their stories in order to complete the data

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needed for the study. The story revealed by the participant during the process of investigation was considered important as those factors might reflect the relevant data. Through the stories, the participants are able to describe their views related to the topic which can reflect to the reality or the situation and it allows the

researcher to really understand about the participant‟s action (Lather, 1992; Robottom & Hart, 1993 as cited in Baxter & Jack, 2008).

B. Research Participant

In this case study, the research participants were the third-year students of Pangudi Luhur Van Lith Senior School Muntilan. Sidang Akademi has been an obligatory activity for all students in Van Lith. However, for the third-grade students the activity is conducted using English so that the developments of English skills are really maintained in the implementation of the activity especially the English speaking skill. Thus, the use of English for third grade students of Van Lith Senior High School is demanded in order to be able to present their materials in Sidang Akademi.

According to Creswell (2007), a case study may involve an individual, several individuals, a program, an event, or an activity. The researcher observed the Saint Ignatius de Loyola Sidang Akademi group in which the researcher was

able to observe students‟ behaviour in the implementation of Sidang Akademi as the researcher has an opportunity to be one of the facilitators of the activity. This group was the representative of the activity.

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The researcher conducted Focus Group Discussion (FGD as the data from the observation process could not cover all information that the researcher needed in the study. Every member of the group was chosen by the teacher based on criteria. The researcher and one teacher in charge of the implementation determined criteria in order to choose the suitable participants for obtaining the natural data of the implementation. There were three criteria in being a participant of the group discussion. They were: (1) student who was seen as the one who was capable to reveal the development of speaking confidence through the implementation of the activity so that the student must be a proactive person. (2) The students who improved their speaking confidence through the implementation of the activity. And the last was (3) they who maintained their presentation well during the implementation. These criteria were necessary as the study demanded the information of the development of speaking confidence as its main focus. Furthermore, the FGD also allowed the researcher to collect as many points of views from the participants as the representative of the third grade students so that the data is optimally obtained.

C. Research Setting

The researcher conducted the research during 2015/2016 academic year in Pangudi Luhur Van Lith Senior High School. The implementation of the activity for the third grade students is implemented in the first semester as in the second semester they have to deal with the preparation of national examination and school examination. The process of data gathering was done within 2015/2016

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academic of the year in the school in order to gain the complete data before the students graduate from the school.

D. Research Instruments and Data Gathering Technique

The number of instruments are important as the instruments allow the collection of many source of data or triangulation. In order to gather the data, the researcher used a number of instruments namely interview protocol, documents and observational protocol. Moreover, many sources of data were beneficial to a study than a single source because multiple sources lead to a fuller understanding of the phenomena which the researcher was studying (Bogdan & Biklen, 2003).

In order to gather the data needed, the researcher conducted some approaches in collecting the data such as observation, documents, and interview in a form of focus group interview or Focused Group Discussion. The data were expected to complete the information about the behaviour of the students during the implementation of the activity, how the activity was done and implemented

and the development of students‟ speaking confidence through the development of Sidang Akademi.

Observation was held for giving the real picture about the development of speaking confidence through the implementation of Sidang Akademi as a strategy. Moreover, the researcher used the documents of the implementation to obtain the fundamental reason why such activity is done. The documents which were used were the schedule of the meeting, the guidance books, and the minutes of the implementation as the information from the minutes of the meeting helped

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the researcher to obtain the complete information related to the development of

student‟s speaking confidence and the implementation of Sidang Akademi. Besides, the researcher also used the interview, which was done at March 31th 2016, as the instrument to collect the data needed for the study. The researcher conducted the interview in Indonesian language in order to obtain complete explanation from the students as the participants. Creswell (2003), states that the process of interview can be done by engaging the participant in focus group interview by having six to eight interviewees in each group. In addition, according to Seliger and Shohamy (1989), an interview is conducted to obtain information from the subject by talking to them. Thus, the interview, which was in the form of focus group interview, was done to the focus group discussion in order to obtained detailed data along with some important information that researcher might not consider previously. The interview involved unstructured and generally open-ended questions which are intended to elicit views and opinions from the participant of the study (Creswell, 2003). In addition, Focus Group Discussion (FGD) was chosen as an attempt to gain the personal opinion or point of view related to the implementation of Sidang Akademi and its influence to the students‟ speaking confidence. The multiply data collections done by the researcher are proposed to make sure the reliability of the research result.

1. Focus Group Discussion (FGD)

In this study the aim of conducting FGD is to obtain as many data and information from the participants of Sidang Akademi. The structured format of

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question was beneficial to the sake of sharpening the information so that the data and information gathered were enough for answering the questions of the implementation of Sidang Akademi and its impact to the development of

students‟ speaking confidence.

According to Irwanto (2006), Focus Group Discussion is one of research methodologies so that the use of FGD is mainly as a systematically method of information and data gathering. The general ideas of FGD are Discussion, Group and Focused so that the form of the process will not be an interview or conversation; the process will be done in a form of group rather than individual and the material of the discussion will be maintained well as it try to focus on the issue being discussed in the process. Besides, Bader and Rossi (1998), state that the use of Focus Group Discussion is a powerful data-collection tool which is able to give extra information gathered by human resources, production, or service departments. Thus, it can be concluded that FGD is a type of group interview that is structured in order to obtain the detailed information, opinion and knowledge about a particular topic from selected participants needed to enrich the study being conducted.

The participant of the research was the group formed by the researcher and the teacher in charge of the activity based on the criteria determined by the researcher and the teacher. The participants of the study were taken from different classes so that the data of the study were able to reflect the real condition of the implementation. The participants were both male and female and both from Social or Science department. The group was the informant to

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obtain the detail of the implementation of the Sidang Akademi and the benefits of it with regard to the development of the speaking English confidence. The group discussion reported how such activity influenced the development of speaking confidence.

In order to obtain research validity, the transcript summarizing the result of the FGD and interview were given to the participants so that they were able to know the result and whether the result was accountable. The participants were able to ask for the revision of the transcript in case they found missing or inappropriate information. Furthermore, in conducting the FGD, the researcher involved two co-facilitators as to prevent the research bias and to obtain trustworthiness. The interview protocol is in Appendix C.

2. Observation

The observation of the implementation of Sidang Akademi as a strategy

to develop students‟ speaking confidence used an observational protocol in

order to collect the observational data from the observed activity. The observational protocol was in the form of descriptive notes about portraits of the participants, a description of the setting, the events and the activity. In addition, there were reflective notes which were about researcher‟s personal thought such as speculation, feeling, problems, ideas, impression and prejudices (Creswell, 2003).

The process of the observation conducted together with one peer observer as it was to prevent the possibility of research bias. Prior to the

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observation, there was training for conducting the observation in order to have the same concept of what were to be observed between the researcher and the peer observer. After the process of the observation, the researcher and peer observer discussed about the result of the observation to make sure that there were no big differences in the implementation of observation and it allowed the researcher and the peer observer to have the same concept and then complete the information obtained through the process of the observation.

The researcher conducted the observation to know the complete picture of the phenomenon being studied and also the description of the behaviour in a specific natural setting. The researcher conducted a participatory observation so that the process of observation was done by more than one person in order to avoid research bias and enrich the data collection. Ary, Jacobs and Razavieh (1999) define observation as the basic method in qualitative research which is more global that the one in qualitative studies. In this study, the observation was held to the group of Sidang Akademi in order to be able to gain an insight into how the process of Sidang Akademi was run and how the third-grade students maintained their performances in the implementation of Sidang Akademi in Pangudi Luhur Van Lith Senior High School. The researcher conducted the observation together with one peer observer from 18th August 2015 until 8th September 2015 at 15.30 – 17.00. There were four times observation processes to keep track of Sidang Akademi implementation. Finally, the result of the data collection was examined by the researcher and peer observer to avoid research bias as well. After collecting the data from the

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process of observation, the next process was summarizing the result of observation. The observation sheet is in Appendix D.

3. Document Analysis

The researcher also used the document as data for answering the research questions of the study. The document refers to material such as photographs, videos, films, memos, letters, diaries, clinical case records, and memorabilia of all sorts that can be used as supplemental information as part of case study whose main data source is a participant observation or interviewing (Bogdan & Biklen, 2003).The documents collected by the researcher were some documents related to the process of the implementation of Sidang Akademi.

The first document was the content of the Vision and Mission presentation slide presented in the annual recollection for the first-grade students to introduce them the value of the school. The researcher decided to use the document as it played an important role in giving the fundamental value why the activity was implemented in order to fulfil the vision of the school. Moreover, the document also revealed the establishment of Sidang Akademi. Another document was the schedule of the SA. From the document of the schedule, the researcher would know the date of the implementation, the arrangement of the presenter, the presented theme, and a brief description of each theme. Another document was the guidance book of the implementation of Sidang Akademi. The other document is the weekly minutes of the

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implementation of Sidang Akademi. The document of the weekly minutes would likely tell about student‟s maintenance of their performance. The minutes were the summary of the complete implementation. There were also the comment of appointed critics, the comment of the facilitator of the activity, the questions proposed by the audience and the answer given by the presenter as the response of the question. These documents played the significant role in revealing the background of the activity establishment and how the activity was implemented as well.

All the documents collected by the researcher above were classified as official documents. Bogdan and Biklen (2003) define official documents as the document produced by schools and other organizations for record-keeping and dissemination purposes as memos, minutes from meetings newsletters, policy documents, the student‟s record yearbooks and so on. This kind of data is seen as an exclusive of data for some.

E. Data Analysis Technique

This study was a qualitative study. The data collected were in the form of words. It was important to firstly make organization and coding of many data collected into several categories in order to be interpreted and described easily in the process of data analysis. The coding of the data was elaborated and categorized in some themes or subject of discussion. Miles and Huberman (1994), clearly state in their book “Qualitative Data Analysis” that coding is a tool for

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summarizing segment of data. In this study, the researcher used the code family generated by Bogdan and Biklen (2003). The table of the code family is presented on the following page.

Table 3.1. Code Family Developed from Bogdan and Biklen (2003)

Code Family Code Description

Setting/ Context Codes The general information on the setting, topic or

subject

People‟s description about the subject, the setting and how the setting fits in the community

The material given to the researcher

Definition of Situation Codes How the subjects define the setting or particular topics. The subject‟s world view

Perspectives Held by Subjects Shared rules and norms as well as some general points of view

Subjects‟ Way of Thinking about People and Objects

Subject‟s understanding of each other, of

outsiders and of the objects that makes up their world

Process Codes Coding words and phrases that facilitate

categorizing sequences of events, changes over time, passages from one type or kind of status to another

Activity codes Codes that are directed at regularly occurring

kinds of behaviour

Event Codes Directed at units of data that are related to

specific activities that occur in the setting in the lives of subjects who are interviewed

Strategy Codes Strategies refer to tactics, methods, ways,

techniques, manoeuvres, ploys, and other

conscious ways people accomplish various things

Relationships and Social Codes Regular patterns of behavior among people not

officially defined

Method Codes Isolates material pertinent to research procedures,

problems, joys and dilemmas

Therefore, the data gathered in the study were classified into some segments related to the focus of the study. The focus of the study was about the development of students‟ speaking confidence through the implementation of

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Sidang Akademi. How is the implementation of Sidang Akademi and the way students maintain their performances each week.

Miles and Huberman (1994) also reveal the importance of the use of pattern coding for helping the process of analysing the data. Thus, the researcher used pattern coding in order to make group of classification of the data that have been summarized into smaller number of sets, themes and construct. Pattern coding took an important account in the process of analysing the data. It was used to reduce the large amount of data so that the researcher was able to get into analysis during the data collection for focusing more on the field work. The use of pattern coding, in fact, was not only for reducing the amount of data, but also helping the researcher in elaborating a cognitive map and integrated schema in order to have deeper understanding about such interaction.

The researcher considered the selection of the themes after conducting the process of data collection. Here, the researcher adopted the way phenomenology research in selecting the themes. According to Waters (2012), the researcher is not supposed to be directive in the question. Thus, the participants were expected to give full description of their experience including their personal thought, feeling and the situation of the phenomena. The process of the selection of the data needed was done after the process of collecting the data. The researcher, indeed, considered the data which were needed in the fulfilment of the study.

It was also important to have reliable and valid technique of data analysis. In order to make sure the analysis of the data, in this case the data collected from the process of collecting the data, the researcher was accompanied by a

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co-facilitator so that the information gathered from the process of data collection really processed well and to prevent the bias of analysis the data. Creswell (2003), proposes that the validity in the qualitative study is obtained through the process of checking the pattern consistency of the theme development. Validity takes an important account of the qualitative study (Creswell & Miller, 2000, as cited in Creswell, 2003). In order to obtain this criterion, the researcher assured whether the findings in the study are accurate from the standpoint of researcher, participants and the reader as well.

The data were displayed in a form of narrative text. It had something to do with an organized assembly of information where the conclusion will be drawn. According to Miles and Huberman (1994) all display are designed to assemble and organize information in an immediately accessible, compact form so that the researcher will be able to see what is happening.

The researcher implemented case analysis meeting with the co-facilitator of the study. The importance of this activity was presented by Miles and Huberman (1994). This meeting was conducted in order to summarize the current status of the case. This meeting was guided by series of questions related to the phenomenon being investigated and there were notes on answer which were taken to the question as the progress of the meeting. This activity enabled the researcher to review the case and make the analysis of the data gathered in the process of data collection.

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F. Research Trustworthiness

The researcher carried on the trustworthiness in this study as it is seen as one of the prominent aspects of the qualitative research. Shenton (2004) proposes four criteria in striving for having a quality of trustworthiness in the study conducted. Firstly, the researcher determines the standard of credibility. The demonstration showing the real picture of the study about the phenomena fulfils this determination of credibility standard. Second, for allowing transferability, the researcher provides sufficient detail of the context of the real situation. The transferability becomes important as the researcher has to let the reader know whether or not the finding can justifiably be applied to the other settings and whether the prevailing environment presented in the study is similar to another situation that the reader might be familiar with. Next, the study has to fulfil the aspect of dependability, so the researcher needs to enable the future investigator to repeat the study. It means that the study still has the continuation, in this case, for the development of the education matter. Finally, in order to fulfil the aspect of trustworthiness in a qualitative research, the study needs to achieve the ability to confirm by being able to take steps in demonstrating the findings emerged from the data gathered in the process of data collection. Thus, the researcher will consider these criteria in order to have the quality of trustworthiness in the study.

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G. Research Procedure

There are several procedures in conducting case study research (Creswell, 2007). In addition, Stake (1995) proposes some approaches in conducting the case study research. Below are the stages which are done by researcher from the initial until the final process of the study:

1. Determining whether or not the case study is appropriate for the problems formulated in the study

After conducting the process of selecting the topic and the problem that was being explored and studied, the researcher chose the most appropriate approach in order to have the best study. Case study, according to Stake (1995), is a suitable approach for the study proposed to provide in-depth explanation and understanding of the case. In addition, the case being explored has specialized cases with its limitation. Choosing the type of the case study is also important. In this study, the researcher decided to have intrinsic case study as the focus was on the cases so that the researcher tried to provide a deep and complete explanation about the description of the topic. This study, generally, was about to seek the development of students‟ speaking confidence through the implementation of the activity. Thus, a case study is the best approach for conducting the study.

2. Identifying a case or cases

Researcher, firstly, has to consider the type of case study which is the most useful and promising used as the approach to conducting the study (Stake, 1995). This research was a single case as it was to try to determine

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whether a theory‟s propositions are correct (Yin, 2009). The lesson learned from this case was assumed to be informative about the experience of the average person or institution.

3. Collecting the data

The are many sources of information such as observation, Focus Group Discussion or focus group interview, documents and audio-visual material as what case study typically has in its data collection (Stake, 1995). In conducting the study, the researcher collected the data by making observations in the group of Sidang Akademi, forming a group to obtain the information through the implementation of Focus Group Discussion.

The researcher first made a number of observations on the implementation of the activity on how this activity was implemented and how the students developed their speaking confidence through the implementation of the activity. The investigation was then continued by doing a focus group interview to gather in-depth information related to the implementation of the activity with regard to its impacts on the development of students‟ speaking confidence development. The data saturation was also taken into account in this stage in order to avoid having the data which were not needed for the study being investigated.

4. Analysing the data

The researcher had in-depth data from the research instruments of the research. After obtaining the data needed in the study through the use of observation, documents of the activity implemented and focus group interview

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or Focus Group Discussion, the researcher analysed and classified the data through the use of coding. The information collected through the process of data collection was classified to some themes and classification and the use of coding took account in order to ease the process of the data analysis. The result of the discussion, observation, document analysis of the implementation and FGD were elaborated in details and presented in a form of the sequences of the stories or narrations.

5. Reporting the meaning of the case

In the end of the process, the researcher compiled all the data which had been analysed and classified and wrote the report of what were found in the study. Here, the process of synthesizing the information was important as there were so many disparate pieces of information acquired during the research process. This process takes an important account in order to identify and report meaningful findings (Hancock & Algozzine, 2006).

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44 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher first gathers the research findings. The findings are presented in accordance with the research questions proposed in Chapter I; the implementation of Sidang Akademi and the third-grade students of Pangudi Luhur Van Lith Senior High School development in speaking confidence through the implementation of Sidang Akademi. Each problem is discussed and analysed using theories that were stated in the review of related literature.

In this section, there are description and discussions of the study site and of the implementation of Sidang Akademi in Pangudi Luhur Van Lith Senior High School which includes the brief description of the school mission influencing the establishment of Sidang Akademi in this school. The description gives a clear illustration to the reader about the fundamental reason why the school implemented Sidang Akademi as a strategy to develop students‟ speaking confidence. In addition, the research setting and the implementation mechanism of Sidang Akademi are discussed in this section as well.

A. Study Site

The study was conducted in Pangudi Luhur Van Lith Senior High School. Pangudi Luhur Senior High School which was established in 1991 is a Catholic private boarding school which is located in Muntilan, Magelang district, Central

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APPENDIX C:

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Focus Group Discussion List of Questions

Date :

Time :

Room :

Facilitator’s Name :

1. Hal apa yang menjadi fokus persiapan agar dapat presentasi dengan percaya diri?

...………

……… ……… ……… ……… 2. Hal yang membuat siswa merasa tidak percaya diri

……… ……… ……… ……… ……… 3. Saran para siswa agara SA dapat terlaksana dengan lebih baik

……… ……… ……… ……… ……… 4. Apa yang ingin siswa perbaiki dari penampilan mereka

……… ……… ……… ……… ………

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APPENDIX D:

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Observation Sheet

Date :

Topic :

Students‟ behavior regarding the process of Sidang Akademi implementation during the presentation process:

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Sidang akademi as a Strategy to Develop Speaking Confidence in Pangudi Luhur Van Lith Senior High School: a cse study.

SIDANG AKADEMI AS A STRATEGY TO DEVELOP

SPEAKING CONFIDENCE IN PANGUDI LUHUR VAN LITH

SENIOR HIGH SCHOOL: A CASE STUDY

SIDANG AKADEMI AS A STRATEGY TO DEVELOP

SPEAKING CONFIDENCE IN PANGUDI LUHUR VAN LITH

SENIOR HIGH SCHOOL: A CASE STUDY

Your worst enemy

cannot harm you

as much as your

own unguarded

thought

–

Buddha

APPENDIX C:

APPENDIX D:

Observation Sheet

APPENDIX E:

Photos Taken during the

Research

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STUDENTS’ SELF-EFFICACY IN SPEAKING ENGLISH :A Study of Students’ Self-Efficacy in A Senior High School in Bandung.

School Engagement pada Siswa SMA Pangudi Luhur Van Lith Muntilan.

Problem kedisiplinan remaja terhadap peraturan asrama di SMA Pangudi Luhur Van Lith Muntilan.

Strategi koping siswa kelas X SMA Pangudi Luhur van Lith yang mengalami homesickness

PENDIDIKAN KARAKTER DALAM SEKOLAH BERASRAMA ( BOARDING SCHOOL ) DI SMA PANGUDI LUHUR VAN LITH MUNTILAN, KABUPATEN MAGELANG.

PENGEMBANGAN PEMBELAJARAN PENDIDIKAN KEWARGANEGARAAN DALAM PEMBENTUKAN KARAKTER SISWA DI SMA PANGUDI LUHUR VAN LITH MUNTILAN MAGELANG.

SISTEM INFORMASI AKUNTANSI ARUS KAS Studi Kasus pada SMA Pangudi Luhur Van Lith – Muntilan

Problem kedisiplinan remaja terhadap peraturan asrama di SMA Pangudi Luhur Van Lith Muntilan - USD Repository

Dukungan

Links

Sidang akademi as a Strategy to Develop Speaking Confidence in Pangudi Luhur Van Lith Senior High School: a cse study.

SIDANG AKADEMI AS A STRATEGY TO DEVELOP

SPEAKING CONFIDENCE IN PANGUDI LUHUR VAN LITH

SENIOR HIGH SCHOOL: A CASE STUDY

SIDANG AKADEMI AS A STRATEGY TO DEVELOP

SPEAKING CONFIDENCE IN PANGUDI LUHUR VAN LITH

SENIOR HIGH SCHOOL: A CASE STUDY

Your worst enemy

cannot harm you

as much as your

own unguarded

thought

–

Buddha

APPENDIX C:

APPENDIX D:

Observation Sheet

APPENDIX E:

Photos Taken during the

Research

Parts

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An Analysis On High School Students’ Ability To Master Passive Voice A Study Case : The Second Year Students At SMK Negeri 2 Pematangsiantar

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