Name : Tarisa Fitria Fasya

NIM :205311029

Class : 1A-B.Inggris

No Notes What you do and write on your journal

1 Planning Write:
- Something related to public speaking topic
- Because I want to know hot to improve public
speaking skill
2 Title Improving Student’s Peaking Achievement
Through Public Speaking Tasks
Total of words 2371 words
3 What you know If you want to improve your public speaking skill
about the title of the you should practice regularly
text
4 What questions do - what is speaking?
you have in your - Is speaking hold an importance part in our life
mind? - what is communication skill?
- what is public speaking tasks?
- what is the purpose of communication?
What predictions do - speaking accommodate information
you have? - the purpose of the ability to speak fluently in a
foreign language is to be able to communicate well
- communication occur because there’s an
interaction
- the problem of teaching foreign language is that
some people have a stereotype that learning foreign
language is hard
- Monologue is a long speech
5 Read (Dra Rahmah M, 2012)
6 What do you get - speaking is an interaction process between a
from the text? speaker and a listener
- yes, in speaking people put idea into words and
talk about perception they want other people to
grasp
- communication skill consisting of the students
listening, speaking, reading, and writing skill
- public speaking tasks consist of two types of
tasks; student presentations and debates
- the purpose of communication is that they want to
say something, they have come communicative
purpose, they select from their language store
7 Revise - speaking accommodate information, and it means
 that a listener and a speaker have to understand
each other
- the purpose of the ability to speak fluently in a
foreign language is to be able to communicate well,
not only that but also to have a knowledge of
language features, and the ability to process
information and language on the spot
- communication occur because there’s an
interaction and communicative purpose between
speaker and listener
- the problem of teaching foreign language is that
some people have a stereotype that learning foreign
language is hard and most of them cannot speak
well and lack in vocabulary
- Monologue is a long speech such as in speeches,
lectures, news broadcast without interruption
8 Reference
9 Write the summary Public speaking skill can be improved by knowing a
of the book lot of vocabulary, presentation and debates by using
the variety of pro contra expression and
controversial issues

Bibliography
Dra Rahmah M, H. P. (2012). improving student's speaking achivement through public speaking tasks.
journal of english language teaching and learning of fbs unimed, 1-8.

SPEAKING

ACHIEVEMENT THROUGH PUBLIC

SPEAKING TASKS

Dra. Rahmah, M.Hum.

Puspita Sari

ABSTRACT

public speaking tasks. This study was conducted by using classroom action research. The subject of the
research was class XI AP2 SMK BM Taman Siswa Lubuk Pakam consisted of 32 students. The research
was conducted in two cycles and every cycle consisted of four meetings. The instruments for collecting
data were oral test for quantitative data and diary notes and interview for qualitative data kept
improving in every test. In the orientation test, the mean score was 55.9, in the first competence test,
the mean score was 64.4 and in the second competence test, the mean score was 73. The improvement
also can orientation test only 3.13% (one student) got 65 points. In the first competence test 65.63%
(twenty one students) got 65 %. It means there was an improvement about 62.5%. In the second
competence test 93.75% (thirty students) got 65 points. The improvement was 31.25%. It can be
concluded that public speaking tasks could improve achievement.

Key Words: Speaking, Achievement, Public Speaking, Tasks

INTRODUCTION

Speaking as one of the basic language skill has an important role in

communication. Clark and Clark (1977:3) states in speaking, people put ideas into words

and talk about perceptions they want other people to grasp. Speaking is an interaction

process between a speaker and a listener. In speaking, there is a process of

communication, which conveys a message from a speaker to a listener and he or she has

to interpret the message, which contains information. Nunan (1999: 236) states

communication is a collaborative achievement in which the speakers negotiate meaning

in order to achieve the goals. It means that a speaker and a listener have to understand

each other.

Harmer (2003:269) states the ability to speak fluently presupposes not only a

knowledge of language features, but also the ability to process information and language

The Curriculum of Educational Stratified Level (Kurikulum Tingkat Satuan Pendidikan:

KTSP) of vocational high school should be able to actively communicate in English in

the elementary level. Communication skill consisting of the students listening, speaking,

reading, and writing skill is one of the life skills that must be mastered by the students

(Depdiknas: 2006). Problem of teaching English as the foreign language, most students

cannot speak English well. In general, some people realize that there are some factors of

the difficulties of speaking ability.

To solve the problem faced by the students in speaking, English teachers are
expected to be able to apply an appropriate teaching technique. Public Speaking Tasks are

suggested in teaching speaking (Shea: 2009). She defines that public speaking tasks

include any tasks where the participant addresses an audience orally. Those focus on two

types of tasks; student presentations and debates. In public speaking tasks, student

presentations may consist of either individual or group speeches based on class lessons or

outside projects. Debates are interactive tasks, and usually require a greater degree of

organization. They can be held with two or more students who take speaking on either

side of an issue. The public speaking tasks suggested here rely on authentic language use

and communication toward an audience. The writer believes that public speaking tasks is

effective and interesting for the students to improve their speaking skill.

This research is conducted to investigate how public speaking tasks can

evidence of applying public speaking tasks in teaching speaking by conducting treatment

Speaking

Speaking is one of four language skills. It is a productive skill in the sense that a

speaker produces sounds of the language. Basically, speaking is intended for two-way

communication. The speaker and listener negotiate the meaning of what they say.

Harmer (2003:40) says that communication occurs because there is

communicative purpose between speaker and listener. The communication purpose for

the speaker could be:

1. They want to say something

2. They have some communicative purpose; speakers say something because

they want something to happen as a result of what they say.

3. They select from their language store. Speakers have an inventive capacity to

create new sentences. To achieve this communicative purpose, they will select the

language they think is appropriate for this purpose.

There are two types of speaking, named monologue and dialogue. The term
Speech by one person in a In monologues, when a speaker uses spoken language for any length of time,
as

in speeches, lectures, readings, news broadcasts, and the like, the listener must process

long stretches of speech without interruption- the stream of speech will go on whether or

not the listener comprehends. Planned, as opposed to unplanned, monologues differ

considerably in their discourse structures. Planned monologues (such as speeches and

other prewritten material) usually manifest little redundancy and are therefore relatively

in conversations, for example) exhibit more redundancy, which takes for ease in

comprehension, but the presence of more performance variables and other hesitations can

either help or hinder comprehension.

While dialogues involve two or more speakers and can be subdivided into those

exchanges that promote social relationships (interpersonal) and those for which the

purpose is to convey propositional or factual information (transactional).

Some linguistic experts state that interpersonal has the same definition as propositional information.
The based. In each case the message has to be clearly communicated. Spoken language,

however, is also used to establish and maintain social roles, and this is termed

The definition of transactional and interactional language according to Nunan

(2001:273) or exchanging specific information, is an extended form of responsive language while

Public Speaking Tasks

The concept of fluency reflects the assumption that speakers set out to produce

discourse that is comprehensible, even though this goal is often not met due to processing

and production demands.

Hieke as quoted by Richards (1990:75) states that the prime objective of the

speaker is the generation of maximally acceptable speech in both content and form and a

concomitant minimization of errors by the time an utterance has been articulated. The

primary goal in teaching the productive skill of speaking will be fluent speech.

Public Speaking Tasks in English Language Teaching (ELT) (Shea, 2009)

include any task where the participant addresses an audience orally. There are two types

of the tasks; student presentations and debates (Shea, 2009). Student presentations may
consist of either individual or group speeches based on class lessons or outside projects.

Debates are interactive tasks, and usually require a greater degree of organization. They

can be held with two or more students who take turns speaking on either side of an issue.

The public speaking tasks suggested here rely on authentic language use and

communication toward an audience.

Public speaking tasks may be central or suplementary to your lessons; there are

advantages to including these activities at any level. There is no one set method or time

commitment necessary for including these tasks in a curriculum. They can be used as a

formal culminating activity or at the end of a single lesson to summarize information and

make connections with previous work.

METHODOLOGY

The study was conducted by applying classroom action research based on Kemmis

and McTaggart (1988: 14) with two cycles. Each cycle consisted of four meetings. Every

meeting covered four steps, namely: planning, action, observation, and reflection. The

subject of this research was students of the second grade of AP2 SMK-E TAMAN

SISWA Lubuk Pakam, consisting of 32 students.

In collecting the data, the quantitative and qualitative data was applied. The

qualitative data was found by describing the situation during the teaching and learning

process, taken from the oral test, interview, and diary note. The quantitative data was

found by computing the score of speaking tests of the students.

RESULT AND DISCUSSION

The result of the research implementation is described in the following cycles.

The First Cycle

The first cycle was done in four meetings. Here is the explanation.

Planning
The plan was arranged before doing the research. First, the lesson plan and

speaking expressions that were related to the lesson were prepared. A controversial issue

was prepared for the student presentations. The issue was about Indonesia·. A recorder and diary note
were also prepared.

Action

In the first cycle, the students were divided into some groups and each group

consisted of four students. It was based on Gina Iberri-Shea public speaking tasks. The

total number of the students was 32 students.

The teacher explained the definition, rule and format of Gina Iberri-Shea public

speaking tasks. Then the teacher taught students the phases of public speaking tasks. At

the end of cycle I, each group of the students was asked to present in front of the class,

then the rest of the students acted as the audience who could state or ask the group

presenting by pro-con statements or questions. In the first cycle, three meetings were used

for teaching learning process and the fourth meeting was used for group presentation.

Observation

problems during the teaching learning process. Most of the students had participated

effectively in public speaking tasks. They were enthusiastic and enjoyable in speaking

about a controversial issue by using public speaking tasks. However, they were still lack

of vocabulary, pace and accent while presenting. The result of pretest was only 3.13%

(one student) who got 65 points. The post test of cycle I was 65.63% (twenty one

students) who got 65 points.

Reflection

Based on the result of the score of the test and observation, action of improvement

was needed. It would be done the second cycle by doing public speaking tasks in teaching

speaking. It would be done by repeating the steps in the first cycle in order to solve the

The Second Cycle

The second cycle was done in four meetings, the explanation as follows:

Planning

The plan was arranged before doing the research. First, the lesson plan and
speaking expressions that were related to the lesson were prepared. A controversial issue

was prepared for the student presentations. The issue was ‡early marriage·. A

recorder and diary note were also prepared.

Action

The students were divided into some groups and each group consisted of four

students. It was still based on Gina Iberri-Shea public speaking tasks. The total number of

the students was 32 students.

The teacher explained the definition, rule and format of Gina Iberri-Shea public

speaking tasks. Then the teacher taught students the phases of public speaking tasks. At

the end of cycle II, each group of the students was asked to present in front of the class,

then the rest of the students acted as the audience who could state or ask the group

presenting by pro-con statements or questions. In the first cycle, three meetings were used

for teaching learning process and the fourth meeting was used for group presentation.

Observation

problems during the teaching learning process. Most of the students had participated

effectively in public speaking tasks. They were enthusiastic and enjoyable in speaking

about a controversial issue by using public speaking tasks. Their speaking skill was

improved.

Reflection

observation and the result of their presentation, it could be concluded that the students

second cycle had increased more than in the first cycle.

The percentage of students who had mastered speaking skill through public

speaking tasks in cycle I was only 65.63%, while in cycle II the percentage was 93.75%.

This improvement made the writer stop the research in the cycle.

CONCLUSIONS AND SUGGESTIONS

the orientation test to the first cycle and the second cycle. It means there is an

orientation test (3.13%)increased to the mean of post test of cycle I (65.63%) and to the

post test of cycle II (93.75%). It can be stated the score continuously improved from the
orientation test to the post test of cycle II. It is then concluded that the application of the

The result of this study showed that the use of public speaking tasks could improve

Student

a. to English teachers, it is better to use public speaking tasks in teaching

speaking because the students can practice their speaking directly and public

speaking tasks can stimulate

b. to the students, it is necessary to practice public speaking tasks by using the

variety of pro-con expressions. Moreover, it is suggested for students to

practice public speaking tasks by using the controversial issues being relevant

to the lesson material.

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