914 Full Text

THE STUDENTS’ PERCEPTION TOWARDS THE
EFFECTIVENESS OF PUBLIC SPEAKING SUBJECT TO

SUPPORT THEIR SPEAKING SKILL
(A Descriptive Research of Students at English Education Department Year 2015 at
Muhammadiyah University of Makassar).
A THESIS
A THESIS
Submitted to the Faculty of Teachers Training and Education

Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for
Degree of Education in English Department
ADRIAN ADIWINATA
10535 5318 12
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2017
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : ADRIAN ADIWINATA

NIM : 10535 5318 12
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Students’ Perception towards the Effectiveness of Public
Speaking Subject to Support their Speaking Skill. (A
Descriptive Research of students at English Education
Department Year 2015 at Muhammadiyah University of
Makassar).
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim
penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan
dibuatkan oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya

bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Agustus 2016
Yang Membuat Pernyataan,
ADRIAN ADIWINATA
iii
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:

Nama : ADRIAN ADIWINATA
NIM : 10535 5318 12
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Students’ Perception towards the Effectiveness of Public
Speaking Subject to Support their Speaking Skill. (A
Descriptive Research of students at English Education
Department Year 2015 at Muhammadiyah University of
Makassar).
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,

saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi
ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Agustus 2016

Yang membuat perjanjian
ADRIAN ADIWINATA
ACKNOWLEDGEMENTS
First of all, praise to Allah SWT, who gives his blessing and grace so that
the researcher can accomplish this thesis.
The researcher would like to give her gratitude, respect, and appreciation to
the following people who have supported her and made this thesis possible:
1. The researcher’s beloved parents, for their love, support and prayers to the
researcher. “Ibu and Bapak thank you for loving me and being the greatest
parents ever.
2. The researcher also wants to express his gratitude and appreciation for his
beloved brother, and big family for their help and support.
3. Dr. H. Abd. Rahman Rahim, S.E., M.M., the Rector of Muhammadiyah
University of Makassar for his academic advisor to the researcher during the
researcher’s study.
4. Erwin Akib, M.Pd., Ph.D, the Dean of Teacher Training and Education
Faculty, Muhammadiyah University of Makassar for his motivation and
academic advisor to the researcher during the researcher’s study.
5. My high appreciation and great thankful are due to consultants Erwin Akib,
M.Pd., Ph.D and Muhammad Astrianto Setiadi, S.Pd., M.Pd, for their
guidance, encouragement, motivation and their patience from the beginning
until the end of writing this thesis.
6. The researcher also thanks to the Head of English Education Department,
Ummi Khaerati Syam, S.Pd., M.Pd. for her academic advisor, also for all
vii
lecturers and staffs of English Education Department for giving the knowledge
and guidance and help during the researcher’s study.
7. Thank you for my beloved organization ever, English Department Student
Association (EDSA) for being a great place ever to share, to get any
experiences and learning process about English and organization development.
8. Thanks to all of the members and part of Kerukunan Pelajar dan Mahasiswa
Ara Lembanna – Bulukumba (KEPMA), Ikatan Pelajar dan Mahasiswa
Bontobahari – Bulukumba (IPMAH), Ikatan Mahasiswa Muhammadiyah
(IMM), Aliansi BEM Perguruan Tinggi Muhammadiyah Indonesia (BEM
PTMI), Aliansi BEM Nusantara – Sulawesi-Selatan (BEMNUS), BEM
Universitas Muhammadiyah Makassar (BEM U), BEM Fakultas Keguruan dan
Ilmu Pendidikan (BEM FKIP) Universitas Muhammadiyah Makassar, for not
only being a team for even organization, but have been family and home for
any kinds of sharing, learning and togetherness.
9. Thank you for all the researcher’s friends at English Education Department,
My classmates GRENADE.
10. Thanks to all of my close friends that I could not mentioned their name one by
one, may Allah almighty bless us now and forever.
Makassar, August 2017
ADRIAN ADIWINATA
viii
ABSTRACT
ADRIAN ADIWINATA, 2017. The Students’ Perception towards the

Effectiveness of Public Speaking Subject to Support their Speaking
Skill. A thesis of English Education Department Faculty of Teacher Training
and Education University of Muhammadiyah Makassar. Supervisor by
Erwin Akib, and Muhammad Astrianto Setiadi.
This study aimed to find out: (1) the students’ perceive about the
effectiveness of public speaking subject, (2) how can the public speaking
subject support their speaking skill.
The data collection was conducted from February to April 2017. The
data was collected from 39 students of English Education Department in
academic year 2016/2017 from BG.IVA class of Public Speaking Subject.
This study used qualitative research design in collecting data. The
instrument which was used to collect the data was interview. The interview
was distributed to 39 students of English Education Department in academic
year 2016/2017. The items of the interview were some questions as
qualitative interview.
Based on the findings, it finds that students gave the positive
perception toward the implementation of public speaking subject to measure
the effectiveness of public speaking subject to support their speaking skill.
Moreover, the students claimed that they have got many advantages during
the implementation of public speaking subject. This study also found out that
this strategy was needed to be improved by the lecturers in terms of giving
instruction, observing the class and evaluating the implementation of public
speaking subject.
Keywords: Perception, Speaking Skill, Public Speaking Subject.
ix
TABLE OF CONTENTS
Page
COVER ......................................................................................................... i
APPROVAL SHEET ................................................................................... ii
COUNSELLING SHEET ............................................................................ iii
SURAT PERNYATAAN ............................................................................. v
SURAT PERJANJIAN ................................................................................ vi
ACKNOWLEDGEMENTS ......................................................................... vii
ABSTRACT .................................................................................................. ix
TABLE OF CONTENTS............................................................................. x
CHAPTER I INTRODUCTION
A. Background ........................................................................................ 1
B. Problem Statement ............................................................................. 4
C. Objective of the Study........................................................................ 4
D. Significance of the Study ................................................................... 5
E. Scope of the Study ............................................................................. 6
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings .................................................. 7
B. Some Pertinent Ideas .......................................................................... 8
1. The Concept of Speaking ............................................................. 8
2. The Concept of Public Speaking .................................................. 15
3. The Concept of Perception ........................................................... 32
C. Conceptual Framework ...................................................................... 38
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ................................................................................. 40
B. Population and Sample....................................................................... 40
C. Research Variables and Indicators ..................................................... 40
D. Instrument of the Research................................................................. 41
E. Procedure of Collecting Data ............................................................. 41
F. Technique of Data Analysis ............................................................... 41
CHAPTER IV FINDINGS AND DISCUSSION
A. Data Description................................................................................. 42
B. Findings on Research Questions ........................................................ 43
C. Discussion .......................................................................................... 45
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ......................................................................................... 46
B. Suggestion .......................................................................................... 46
x
BIBLIOGRAPHY
APPENDIX
CURRICULUM VITAE
xi
CHAPTER I
INTRODUCTION
A. Background
In time of globalization, English has appeared to be a universal
language to link people from different background around the world. The main
purpose people learn English is to be able to communicate with each other
regardless of their first language. However, the use of English has become an
essential need not only for routine life, but also for official communication. As
English is seen as a strong communicative language, an excellent
communication skill in English is also a crucial factor when it comes to the
criteria for a job application (Abdullah, 2010: 1-2).
English has spread widely all over the world, first because of the
influence of the British Empire and, second due to the pre-eminence of North
American influence in the world. In Europe, English has advanced as an
international language especially after World War II, leaving behind
otherpreeminent languages such as French (Graddol, D. 1997: 4).
Speaking is one of the four language skills (reading, writing, listening
and speaking). It is the means through which learners can communicate with
others to achieve certain goals or to express their opinions, intentions, hopes
and viewpoints. In addition, people who know a language are referred to as
‘speakers’ of that language. Furthermore, in almost any setting, speaking is the

2
most 14 frequently used language skill. As Rivers (1981) argues, speaking is
used twice as much as reading and writing in our communication.
Speaking has usually been compared to writing, both being considered
"productive skills", as opposed to the "receptive skills" of reading and
listening. Speaking also is closely related to listening as two interrelated ways
of accomplishing communication. Every speaker is simultaneously a listener
and every listener is at least potentially a speaker (Oprandy, 1994: 153 & EL
Menoufy, 1997: 9).
There are many ways that can be done to support students’ speaking
skill. In this research, the researcher will focus on public speaking subject in
English Education Department Students, Faculty of Teacher Training and
Education, Muhammadiyah University of Makassar.
Public speaking is having a speaker to stand before the audience to
deliver a speech in a structured manner, with the purpose of either persuade,
inform or entertain the audience. Public speaking is quite alike to presentation,
where the difference is the latter is usually meant for commercial or academic
environment. There are various purposes for a speaker to speak in front of the
public. It can be just to tell a story, to share an experience, to inform about a
message, or to motivate others to take an action. Public speaking skill can be
used for leadership, personal development, business, customer service, large
group communication, and mass communication too. For instance, the
audience emotions might even be stirred up, if the speaker is good in getting
into personal sharing and show sincerity in what he is delivering. With

3
confidence, a public speaker can use such skills to create an exciting
atmosphere among the audience. Thus, his overall speech effectiveness can be
increased. According to public speaking, public speaking is the activity of
speaking to a group of people.The speech should be in a structured and
deliberate manner, delivered with sincerity. Every public speaking speech
usually will have a function, it is whether intended to inform, influence or to
entertain the audience. At least, at the end of the speech, the audience should
be able to bring back a message that they can learn from the speech,
(Templeton & Fitzgerald, 1999: 1).
Public Speaking is the process or act of performing a presentation (a
speech) focused around an individual directly speaking to a live audience in a
structured, deliberate manner in order to inform, influence, or entertain them.
Public speaking is commonly understood as the formal, face-to-face talking of
a single person to a group of listeners. It is closely allied to "presenting",
although the latter is more often associated with commercial activity. Most of
the time, public speaking is to persuade the audience, (Shyam. S. Salim and
Irene Elizabeth Joy, 2016: 1).
Based on the explanation above, the researcher then thinks that it is an
important thing to know the students’ perception toward the effectiveness of
public speaking subject. Student perceptions are need to know on the basis that
the student as the object of the learning process. After knowing the perception
of students, hopefully, the appropriate adjustments can be made to the success
of the learning process in speaking subject as suggestion to the lecturer and

4
further information will be helpful in English Education Department of
Muhammadiyah University of Makassar.
B. Problem Statement
Through this research, the researcher has got some types of question
which related with the problem, there are:
1. How do the students’ of English Education Department, Muhammadiyah
University of Makassar perceive about the effectiveness of public speaking
subject?
2. How can the public speaking subject support the speaking skill of Englsih
Education Department Students’, Muhammadiyah University of Makassar?
C. Objective of the Study
Based on the problem statements above, the researcher intends to find
out some objectives;
1. To find out the students’ perception toward the effectiveness of public
speaking subject.
2. To find out how can the public speaking subject support their speaking
skill.
5
D. Significance of the Study
1. Significance for the Students
This research is expected to give opportunity to students in giving their
perception toward the effectiveness of public speaking subject, in terms of how
significance the public speaking subject can correct or support their speaking
skill, and also by this research the students can give their comment and
suggestion toward the effectiveness of public speaking subject.
2. Significance for the Lecturers
This research is expected to give information which providing students’
perception toward the effectiveness of public speaking subject in the learning
and teaching process in public speaking subject. The different perception from
students may reflect on the implementation process of receiving and delivering
public speaking during the process of learning. The diverse students’ response
may be beneficial for improvement of classroom instruction and classroom
activities and hopefully, lecturer could be also more aware to the students’ and
can minimize the problem which might arise during implementing public
speaking subject.
3. Significance for the next researchers
This research can be a refference for the the next researcher in term of
the effectiveness of public speaking subject and in conducting a further related
research.
6
E. Scope of the Study
This research has been restricted in subject learned, the researcher has
only taken a place in public speaking subject and also it has been restricted
only in finding the studentss’ perception toward the effectiveness of public
speaking subject to support their speaking skill.
This research has been also further restricted by the participant. The
current participants that researcher has taken only the students of English
Education Department year 2016/2017 at Muhammadiyah University of
Makassar which have learned public speaking in their fourth semesters.

7
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
There are some researchers which attempt to study the topic related to
the students’ perception toward the effectiveness of public speaking subject to
support their speaking skill.
Nasser Omer (2014) on the study entitles public speaking instruction;
the second question sought to find out the effect of PSI on reducing students’
communication apprehension. Findings support the effectiveness of public
speaking instruction in reducing students’ communication apprehension. The
results imply that students with very low CA are not afraid of expressing
themselves in meetings, group discussion, interpersonal and public settings
even they speak with strangers. However, students with high CA will attempt
to avoid as much as possible any sort of communication either with their peers
or teachers. Another interpretation of the results is that students cannot get rid
of their CA unless they get to know the guidelines and having an ample
practice of how to deliver a speech in English.
Xuying (2013) on his thesis entitle Peer Assessment of Perception and
Attitudes in Public Speaking English Classes found that participating students
hold positive attitudes toward the use of PA activities, but there remain some
problems or doubts, such as the percentage of peer assessment being counted
towards the total course grade, the validity and reliability of PA, and so on.
6
8
Certain solutions are discussed in this article. In the conclusion section, the
author proposes future study on whether PA exerts positive influences on
enhancing students’ competence in English public speaking.
Cheryl Watkins (2014) on his thesis entitles strategies for ESL students
in community colleges to develop their public speaking skills state that the
development of public speaking skills requires hard work and motivation on
the part of the ESL student. The handbook is not intended to replace the role
of the teacher as a facilitator in helping students develop skills needed to plan,
organize, research, and deliver an effective oral presentation. Students should
seek other resources within the community college and beyond.
The result of previous researches above can contribute as prior
information for the researcher to actually believe that there will be also
possibility to find and to know the students’ perception toward the
effectiveness of public speaking in public speaking subject of English
Education Department academic year 2016/2017 at Muhammadiyah
University of Makassar.
B. Some Pertinent Ideas
1. The Concept of Speaking
a. Definition of Speaking
Speaking is the process of communication to share the
information between the speaker and the listener. The information
sent by speaker should be clear so the listener can understand the

9
content of information. The statement is supported by some theories
below. Speaking is the same as oral interaction which are
conventional ways of speaking information, expressing our idea, and
thought have in our mind (Nunan, 1991: 40).
Winddowson (1985: 57) states that speaking is a means of
oral communication that gives information involves two elements,
namely the speaker who give the messages and the listener who
receive the message in the words. While Brown and Yule in Ahmad
Bashir (2011: 23) define that speaking is to express the needs,
request, information, service, etc.
From various definitions above, the writer concludes that
speaking is a way to express feelings, ideas and wishes to others by
using words in spoken context. Speaking is the most essential way in
which the speaker can express himself through a language.
b. Element of Speaking
Speaking covers two elements that cannot be separated one
another. They are accuracy which covers pronunciation, grammar,
vocabulary, and fluency which covers effectiveness and accent.
1) Accuracy
Based on Oxford Dictionary (1991: 20), accuracy is
degree of being correct, while on Webster Dictionary (1996: 15),
accuracy is the quality of being accurate.Marcel (1976: 15) states
that, accuracy is a manner of people in using appropriate word

10
and pattern of sentences. In this case, accuracy divided into three;
they are pronunciation, grammar and vocabulary.
2) Pronunciation
Pronunciation is an act or result of producing the sound of
speech, including articulation, vowel information, accent and
inflection, often with reference to some standard of correctness or
acceptability (Webster, 1998:237).According to Harmer (1991:
11), pronunciation is how to say a word in which made of sound,
stress, and intonation. Pronunciation is an important element of
speaking. The lack of pronunciation proficiency will make the
listener cannot understand what the message of the speaker want
to deliver to.
3) Grammar
One factor in influencing the students’ speaking
proficiency is the functional grammar, the frequency of the
students’ activity is that the students’ sometimes want to speak
with other people but they have luck functional grammar. While
Webster (1996: 275) defines that grammar is branch of linguistics
study that deal with classes of words, their inflection or their
means of indicating relation to each other function and relation in
the sentences as employed according to established usage and that
is sometimes extended include related matter.

11
4) Vocabulary
According to Oxford Dictionary (2008: 495), vocabulary
is all the words that a person knows or uses or list of words with
their meaning, especially in a book for learning a foreign
language. Vocabulary is a very important language element to be
learned before doing speaking. It is impossible to do conversation
without mastering vocabulary. Meanwhile students sometimes get
trouble in memorizing vocabularies that they have known because
they lack of practicing and use them. Marcel in Suhaeni (2011:
18) states that, someone can be considered of having good
vocabulary use, when the vocabulary produced is wide (lack of
repetition) or appropriate with certain situation of dialogue or
speech.
5) Fluency
According to Marcel in Johan (2008: 11) defines that,
fluency is someone is way of speaking dealing with how to
produce words in certain period of tones without missing any
words on their speech. Fluency refers to how well the learners
communicate meaning rather than how many mistakes that they
make in grammar, pronunciation and vocabulary. The continuity
and the smoothness of speaking to deliver the message are
emphasized. According to Random House Webster Collage

12
Dictionary (1997: 500), fluency refers to be able to speak or write
smoothly, easily, or readily to an easy flow.
6) Accent
Benny (2011: 2) states that, accent is actually made up of
so many different parts that all add up; stress, sentences
intonation, rhythm, the expression etc. Harmer (2001: 269-271),
proposes expressive devices in speaking. He then states that
native speakers change the pitch and stress of particular parts of
utterances, vary volume and speed. The use of these devices
contributes to the ability to convey meaning. These devices allow
extra expression of emotion and intensity.
c. Strategies for Developing Speaking
The students often think that the ability to speak a language is
the product of language learning, but speaking is also a crucial part
of the language learning process. Effective instructors teach the
students speaking strategies using minimal responses, recognizing
scripts, and using language to talk about language that they can use
to help themselves expand their knowledge of the language and their
confidence in using it. These instructors’ help the students learn
speak so that the students can use speaking to learn.

13
The instructor can use the effective strategy to teach speaking
as follows:
1) Using Minimal Responses
Language learners who lack of confidences in their
ability to participate successfully in oral interaction often listen
in silence while others do the talking. One way to encourage
such learners to begin to participate is to help them build up a
stock of minimal responses that they can use in different types of
exchanges. Such responses can be especially useful for
beginners. Minimal responses are predictable, often idiomatic
phrases that conversation participants use to indicate
understanding, agreement, doubt, and other responses to what
another speaker is saying. Having a stock of such responses
enables a learner to focus on what the other participant is saying,
without having to simultaneously plan a response.
2) Recognizing Scripts
Some communication situations are associated with a
predictable set of spoken exchanges – a script. Greetings,
apologies, compliments, invitations, and other functions that are
influenced by social and cultural norms often follow patterns or
scripts. So do the transactional exchanges involved in activities
such as obtaining information and making a purchase. In these
scripts, the relationship between speakers is turn and the one that
14
follows it can be anticipated. Instructors can help the students
develop speaking ability by making them aware of what they will
need to say in response. Through interactive activities,
instructors can give the students practice in managing and
varying the language that different scripts contain.
3) Using Language to Talk About Language
Language learners are often too embarrassed or shy to say
anything when they do not understand another speaker or when
they realize that a conversation partner has not understood them.
Instructor can help students overcome this reticence by assuring
them that misunderstanding and the need for clarification can
occur in any type of interaction, whatever the participants’
language skill levels. Instructors can also give students strategies
and phrases to use for clarification and comprehension check.
Encouraging the students to use clarification phrases is
class when misunderstanding occurs and by responding
positively when they do, instructors can create an authentic
practice environment within the classroom itself. As they
develop control of various clarification strategies, students will
gain confidence in their ability to manage the various
communication situations that they may encounter outside the
classroom.
15
2. The Concept of Public Speaking
a. Introduction to Public Speaking
Public speaking is considered to be of paramount importance to
students. Those who equip themselves with effective speaking skills
are able to handle magnificently their interpersonal communication
problems during their working life. Students of today are leaders of
tomorrow. As future leaders they would find themselves in situation
where they would have to persuade theirsubordinates impressively
during their interpersonal communications. Generally, people judge
and assess a speaker by the way he or she speaks. The first impression
would usually be a lasting impression that would be registered in the
minds of the people who come into contact with the speaker. A good
public speaking skill would enhance employment opportunities and
marketability. As a consequence, there is an urgent need for students to
improve their public speaking skills, (Nasser Omer, 2014)
According to Whitworth and Cochran (1996), some level of
skills training is essential in reducing anxiety because it reduces the
ambiguity of the public speaking situation by providing knowledge
and techniques necessary for effective public speaking. Public
speaking has a significant effect on improving the oral expression
skills of students. It can be a dynamic argumentative activity. It is one
of the most promising tools to enhance academic achievement known
today (Warner, and Bruschke, 2001). Research-based data illustrate

16
that public speaking as an extra-curricular activity in schools improves
students’ performance at statistically significant levels on speaking
tests and increase the student's desire to become a learner (Warner, and
Bruschke, 2001). Therefore, underachieving students who were once
apprehensive of speaking in public become better academic performs.
The skills training approach is premised upon the notion that
those with high levels of communication apprehension are anxious due
to their lack of skill. Research has shown high speech anxiety is linked
to poor speech preparation practices (Ayers, 1996, Daly et al., 1995).
Allen et al. (1989:58) state that skills’ training assumes that some
people have skill deficiencies that must be corrected before they can
speak. It is presumed that when a person has acquired the knowledge
and techniques needed to speak effectively, his or her level of
communication apprehension decreases. Past research has shown that
skills training approach is effective in reducing communication
apprehension (Ady, 1987; Allen et al. 1989; Heuett et al. 2003;
Weissberg and Lamb, 1977; Whitworth end Cochran, 1996).
Specifically, the skills training approach involves training
participants how to communicate effectively through both verbal and
non-verbal channels, how to conduct research, how to organize
thoughts, how to outline ideas, and how to practice speeches (Allen et
al., 1989; Heuett et al., 2003; Whitworth and Cochran, 1996). In
addition to providing participants with skills and knowledge to speak

17
effectively, the skills training approach also incorporates discussions
on fears related to public speaking (Ady, 1987; Weissberg and Lamb,
1977). Correspondingly, basic public speaking course according to
Robinson (1997), is the ideal setting for the treatment of
communication apprehension. He considers it as an ideal setting
because it has a large enrollment which allows instructors to treat a
large number of students at a time, because those enrolled will
generally experience some form of communication apprehension and
they may be the first time they have been required to speak in public.
Generally speaking, public speaking needs three stages. Firstly,
any speaker needs to prepare a topic carefully. The selected topic
should be innovative and attract the other students. Secondly, the
speaker needs to elaborate the selected topic with a reasonable
structure, a clear and concise language and so on. Thirdly, the speaker
needs to answer the others’ question in a strong logic way. For the
speaker, the above three aspects are the challenges of knowledge,
logical thinking, and language skill. From the point of view of the
learning process, public speaking is a good way to train and improve
students’ language skills, (Nasser Omer, 2014).
Pearson et al. (2006) state that a student who has prior public
speaking training or who was involved in a speech and debate
organization will likely obtain a higher grade in the public speaking
course. Students seem to become more effective communicators with

18
training and practice. Garside (2002) commented about the importance
of students learning communication skills. He states that in order for
students to be successful not only in school and work, but in life, they
must possess oral communication skills. Many fields outside of
communication acknowledge the significance of proficient
communication skills as the society enters the information age.
b. Benefits of Public Speaking
According to the Association of American Colleges and
Universities, there are a core set of skills that are necessary both for a
globally engaged democracy and for a dynamic-innovation fueled
economy, (Rhodes, 2010, p. 10), in the category of intellectual and
practical skills.
Public speaking is listed as one of these core skills. This is not
particularly surprising given that communication skills are critical for
intellectual development, career trajectory, and civic engagement.
Public speaking is universally applicable to all types of majors and
occupations and is seen by U.S. employers as a critical employability
skill for job seekers (Rockler-Gladen, 2009; U.S. Department of
Labor, 2000). No matter what your ambitions and interests are,
developing speaking skills will benefit your personal, professional, and
public life.
19
1) Personal
People do not just give presentations on the job and in
classes. At times we are called upon to give speeches in our
personal lives. It may be for a special event, such as a toast at a
wedding. We may be asked to give a eulogy at a funeral for a
friend or loved one. As a part of volunteer work, one may have to
introduce a guest speaker at an event or present or accept an award
for service. Another great personal benefit of public speaking is
that it builds self-confidence. It is no surprise that speaking in
public is scary, but by engaging in the activity you will build self-
confidence through the experience.
2) Professional
Television announcers, teachers, lawyers, and entertainers
must be able to speak well, but most other professions require or at
the very least can benefit from the skills found in public speaking.
It is believed 70% of jobs today involve some form of
public speaking (Aras, 2012). With the recent economic shift from
manufacturing to service careers, the ability to communicate with
others has become crucial. Top CEO’s advice that great leaders
must be able to communicate ideas effectively, they must be able
to persuade, build support, negotiate and speak effectively in
public (Farrell, 2011).

20
3) Public
Learning about public speaking will allow you to
participate in democracy at it is most basic level. Public speaking is
important in creating and sustaining a society, which includes
informed, active participants. Even if you do not plan to run for
office, learning about public speaking helps you to listen more
carefully to and critically evaluate others speeches. Listening and
critical thinking allow you to understand public dilemmas, form an
opinion about them, and participate in resolving them. The
progress of the past century involving segregation, women is rights
and environmental protection are the result of people advancing
new ideas and speaking out to others to persuade them to adopt
changes.
c. Models of Communication
It should be clear by now that public speaking happens all
around us in many segments of our lives. However, to truly understand
what is happening within these presentations, we need to take a step
back and look at some of the key components of the communication
process.
1) Linear Model of Communication
The first theoretical model of communication was proposed
in 1949 by Shannon and Weaver for Bell Laboratories (Shannon

21
and Weaver, 1949). This three-part model was intended to capture
the radio and television transmission process. However it was later
adapted to human communication and is now known as the linear
model of communication. The first part of the model is the sender,
and this is the person who is speaking. The second part of the
model is the channel, which is the apparatus for carrying the
message (i.e., the phone or T.V.). The third part of the model is the
receiver, and this is the person who picks up the message. In this
model, communication is seen as a one-way process of transmitting
a message from one person to another person.
If you think about situations when you communicate with
another person face-to-face or when you give a speech, you
probably realize that this model is inadequate – communication is
much more complicated than firing off a message to others.
2) Transactional Model of Communication
Models of communication have evolved significantly since
Shannon and Weaver, first proposed their well– known conceptual
model over sixty years ago. One of the most useful models for
understanding public speaking is Barnlund’s (2008) transactional
model of communication. In the transactional model,
communication is seen as an ongoing, circular process. We are
constantly affecting and are affected by those we communicate
with. The transactional model has a number of interdependent

22
processes and components, including the encoding and decoding
processes, the communicator, the message, the channel and noise.
Although not directly addressed in Barnlund’s (2008) original
transactional model, participants’ worldviews and the context also
play an important role in the communication process.
d. Elements of Public Speaking
1) Communication Process
a) Encoding
Refers to the process of taking an idea or mental image,
associating that image with words and then speak those words
in order to convey a message.
b) Decoding
The reverse process of listening to words thinking about them,
and turning those words into mental images.
2) Communicator
The term communicator refers to all of the people in the
interaction or speech setting. It is used instead of sender and
receiver, because when we are communicating with other people
we are not only sending a message, we are receiving messages
from others simultaneously.
3) Message
The message involves those verbal and nonverbal
behaviors, enacted by communicators that are interpreted with

23
meaning by others. The verbal portion of the message refers to the
words that we speak, while the nonverbal portion includes our tone
of voice and other non-vocal components such as personal
appearance, posture, gestures and body movements, eye behavior,
the way we use space, and even the way that we smell.
4) Channel
The channelis very simply the means through which the
message travels. In face-to-face communication the channel
involves all of our senses, so the channel is what we see, hear,
touch, smell and perhaps what we taste. Communicating with
someone online, the channel is the computer; when texting the
channel is the cell phone; and when watching a movie on cable,
the channel is the television.
5) Noise
Noise refers to anything that interferes with message
transmission or reception. There are several different types of
noise. The first type of noise is physiological noise, and this refers
to bodily processes and states that interfere with a message. For
instance, if a speaker has a headache or the flu, or if audience
members are hot or they are hungry, these conditions may interfere
with message accuracy. The second type of noise is psychological
noise. Psychological noise refers to mental states or emotional
states that impede message transmission or reception.

24
6) Worldview
In the majority of our interactions with others, we are
operating on automatic pilot. Although the encoding and decoding
process may appear to befairly straight forward, it is actually much
more complicated than it seems. The reason for this is because we
all have different worldviews. Worldview is the overall framework
through which an individual sees, thinks about, and interprets the
world and interacts with it. There are five core components to our
worldview;
a) Epistemology, the way that we acquire knowledge and or what
counts as knowledge.
b) Ontology, speech writers should be careful not to presume that
audience members share the same beliefs. If a speaker claims
that illness can be aided with prayer, but several people in the
audience are atheists, at best the speaker has lost credibility and
at worst these audience members could be offended.
c) Axiology, one of the ways that you can tell what people value
is to ask them what their goals are, or to ask them what
qualities they look for in a life partner. Our values represent the
things that we hope for –they do not represent reality. Values
can have an impact on multiple levels of the public speaking
process, but in particular values impact speaker credibility and
effectiveness in persuasion.
25
d) Cosmology dictates our view of power relationships and may
involve our religious or spiritual beliefs. Controversial speech
topics like universal health care and the death penalty are often
related to this aspect of worldview as we must consider our
responsibilities to other human beings and our power to
influence them. Interestingly, cosmology would also play a role
in such logistical points as who is allowed to speak, the order
of speakers on a schedule.
e) Praxeology, may also have an impact on a speaker is preference
of delivery style, methods of arranging main points, and choice
of slideware.
e. Types of Speeches and Speaking Occasions
There are three general purposes for speaking in public. The
general purpose of a speech is usually determined by the occasion in
which the speech will be presented. The first general purpose is to
inform your audience. In an informative speech, the presenter will
share information about a particular person, place, object, process,
concept, or issue by defining, describing, or explaining. Occasions for
which an informative speech would be presented include a report
presented to coworkers, a teacher presenting information to his or her
class, and a training session for a job.
The second purpose for public speaking is to persuade. In a
persuasive speech, the presenter will attempt to reinforce or change

26
their audiences’ beliefs, attitudes, feelings, or values. Several
occasions where persuasion is used include a sales pitch to potential
customers, a politician is campaign speech, or a debate during a public
forum.
The last general purpose is to commemorate or entertain. These
types of speeches often strengthen the bonds between audience
members from recalling a shared experience or intend to amuse
audiences through humor, stories, or illustrations
f. Speaking Competencies
As Ayn Rand alludes to in her quote, a desire to succeed is the
first step in achieving this objective. Nevertheless, you cannot hit a
target unless you know what it is. Thus, the final portion of this
chapter is devoted to an overview of eleven speaking competencies
which we consider to be the standards for evaluating a variety of
presentations at every level of mastery. These are based on the Public
Speaking Competence Rubric [PSCR] (Schreiber, Paul & Shibley,
2012).
1) Useful Topic
The first speaking competency is to select a topic that is
appropriate to the audience and the occasion. An advanced speaker
selects a worthwhile topic that engages the audience. His topic also
presents the audience with new information that they did not know
before the speech. A beginning speaker selects a topic that lacks

27
originality or is out of date. His topic provides no new information
to the audience. An ineffective speaker may give a speech in which
a single topic cannot be deduced by the audience.
2) Engaging Introduction
To formulate an introduction that orients the audience to the topic
and the speaker is the second speaking competency. An advanced
speaker writes an introduction that contains an excellent attention-
getter. She firmly establishes her credibility. She provides a sound
orientation to the topic, states her thesis clearly, and previews her
points in a cogent and memorable way. For the beginning speaker,
her attention-getter is mundane and she somewhat develops her
credibility. Her thesis is awkwardly composed and she provides
little direction for the audience. The ineffective speaker has no
opening technique, no credibility statement and provides no
background on the topic. In addition she has no thesis statement
and no preview of her points.
3) Clear Organization
Competency three is to use an effective organizational pattern. An
advanced speaker is very well organized and delivers a speech with
clear main points. His points are mutually exclusive and directly
related to the thesis. Further, he employs effective transitions and
signposts to help the speech flow well. The beginning speaker has
main points that are somewhat organized, but the content of these
28
points may overlap. Transitions may also be present in his speech,
but they are not particularly effective. In the ineffective speaker is
speech, there is no clear organizational pattern, there are no
transitions, and it sounds as if the information is randomly
presented.
4) Well-Supported Ideas
Fourth on the list of speaking competencies is to locate, synthesize,
and employ compelling supporting materials. In the advanced
speaker is speech, her key points are well supported with a variety
of credible materials, and her sources provide excellent support for
her thesis. In addition, all of her sources are clearly cited. A
beginning speaker has points that are generally supported with a
fair mix of materials. Only some of her evidence supports her
thesis, and her source citations need to be clarified. An ineffective
speaker gives a speech with no supporting materials or no source
citations.
5) Closure in Conclusion
The fifth speaking competency is to develop a conclusion that
reinforces the thesis and provides psychological closure. The
advanced speaker provides a clear and memorable summary of his
points, and he refers back to the thesis or big picture. His speech
also ends with a strong clincher or call to action. A beginning
speaker provides some summary of his points, but there is no clear

29
reference back to his thesis. The closing technique of his speech
can also be strengthened. In an ineffective speaker is speech, there
is no conclusion. His speech ends abruptly and without closure.
6) Clear and Vivid Language
To demonstrate a careful choice of words is the sixth speaking
competency. An advanced speaker is language is exceptionally
clear, imaginative and vivid. Her language is also completely free
from bias, grammatical errors and inappropriate usage. The
beginning speaker selects language that is adequate to make her
point. She has some errors in grammar and occasionally uses slang,
jargon or awkward sentence structure. The ineffective speaker has
many errors in her grammar and syntax. She also mispronounces
words and extensively uses slang, jargon, and/or sexist or racist
terms.
7) Suitable Vocal Expression
Competency number seven is to effectively use vocal expression
and paralanguage to engage the audience. Excellent use of vocal
variation, intensity and pacing are characteristics of the advanced
speaker. His vocal expression is also natural and enthusiastic, and
he avoids fillers. Some vocal variation is evident in the beginning
speakers speech. He also enunciates clearly, speaks audibly, and
generally avoids fillers (e.g., “um,” “uh,” “like,” etc.). An
ineffective speaker is inaudible, enunciates poorly, and speaks in a

30
monotone voice. His speech also has poor pacing, and he distracts
listeners with fillers.
8) Corresponding Nonverbal
Eighth on the list of competencies is to demonstrate nonverbal
behavior that supports the verbal message.An advanced speaker
has posture, gestures, facial expression and eye contact that are
natural, well developed, and display high levels of poise and
confidence. Some reliance on notes is seen with the beginning
speaker, but she has adequate eye contact. She also generally
avoids distracting mannerisms. The ineffective speaker usually
looks down and avoids eye contact. She has nervous gestures and
other nonverbal behaviors that distract from or contradict the
message.
9) Adapted to the Audience
The ninth speaking competency is to successfully adapt the
presentation to the audience. The advanced speaker shows how
information is important to audience members, and his speech is
tailored to their beliefs, values and attitudes. He may also make
allusions to culturally shared experiences. A beginning speaker
assumes but does not articulate the importance of the topic. His
presentation is minimally adapted to the audience, and some of the
ideas presented in the speech are removed from the audiences
frame of reference or experiences. An ineffective speakers speech

31
is contrary to the audiences beliefs, values and attitudes. His
message may be generic or canned and no attempt is made to
establish common ground.
10) Adept Use of Visual Aids
To skillfully make use of visual aids is the tenth competency.
Exceptional explanation and presentation of visual aids is
characteristic of the advanced speaker. Her speech has visuals that
provide powerful insight into the speech topic, and her visuals are
of high professional quality. The beginning speakers visual aids are
generally well developed and explained, although there may be
minor errors present in the visuals. An ineffective speaker uses
visual aids that distract from her speech. Her visuals may not be
relevant, or her visuals may be of poor professional quality.
11) Convincing Persuasion
The eleventh and final speaking competency is to construct an
effectual persuasive message with credible evidence and sound
reasoning. An advanced speaker articulates the problem and
solution in a clear, compelling manner. He supports his claims with
powerful and credible evidence while completely avoiding
reasoning fallacies. His speech also contains a memorable call to
action. In the beginning speaker is speech, the problem and
solution are evident, and most claims are supported with evidence.
He also has generally sound reasoning and a recognizable call to

32
action. For the ineffective speaker, the problem and/or solution are
not defined. His claims are not supported with evidence, his speech
contains poor reasoning, and there is no call to action.
Readers should note that the competencies listed above are not all
inclusive. Ultimately one must adjust, expand, and apply these
competencies as best fits the requirements of the speaking
situation. But they do provide a starting point for new or less
experienced speakers to begin to understand all of the interrelated
components of a speech.
3. The Concept of Perception
a. Definition of Perception
In the science of psychology, there are terms of processing the
information received from the observations, one of the term is perception.
Perception is a psychological function that starts from the sensation,
continued with the process of categorizing, classifying, interpreting and
linking multiple stimuli at once. Stimuli that have been received and are
grouped in such a way is then interpreted into an individual subjective
meaning (Ross& Calhoun, 1995).
According to Robbins (2003) perception is the process taken by
individuals to govern and to interpret perception of sensory to give
significance in their environment. Perception can be defined as people
recognition and interpretation of sensory information. Perception also
includes how people respond the information. People can think of

33
perception as a process where they take in sensory information from
environment and use the information in order to interact with the
environment. Perception allows people to take the sensory information in
and make it into something meaningful.
Sensation happens before brain interprets the received information
from the sensory organs. All creatures have sensory organs, for instance,
human. They have eyes, ears, skin, nose, and tongue to receive stimuli to
feel the sensation. If one of the sensory organs has limited function or even
worse, cannot work at all, the other sensory organs’ ability will increase
(Santrock, 2005).
The sensory organs which have the sensory receptor cells use to
detect the sensory message which often called as stimulus based on its
function. A stimulus refers to any aspects that can detect by the sensory
organs. For example, light can be detected by eyes, smell can be detected
by nose, sound can be detected by ears, taste can be detected by tongue
and heat can be detected by skin (Lahey, 2009).
After the sensory organ detected the stimuli, the transduction
process happens from the sensory organ to the brain. Brain will interpret,
organize and form the received stimuli to be the complete information
actively and creatively (Passer & Smith, 2001). It will find the meaningful
patterns of the sensory information. This process is known as perception.

34
b. Visual Perception Theory
In order to receive information from the environment we are
equipped with sense organs e.g. eye, ear, nose. Each sense organ is part of
a sensory system which receives sensory inputs and transmits sensory
information to the brain.
A particular problem for psychologists is to explain the process by
which the physical energy received by sense organs forms the basis of
perceptual experience. Sensory inputs are somehow converted into
perceptions of desks and computers, flowers and buildings, cars and
planes; into sights, sounds, smells, taste and touch experiences.
A major theoretical issue on which psychologists are divided is the
extent to which perception relies directly on the information present in the
stimulus. Some argue that perceptual processes are not direct, but depend
on the perceiver's expectations and previous knowledge as well as the
information available in the stimulus itself (Mc. Leoad, 2007).
This controversy is discussed with respect to Gibson (1966) who
has proposed a direct theory of perception which is a 'bottom-up' theory,
and Gregory (1970) who has proposed a constructivist (indirect) theory of
perception which is a 'top-down' theory.
Psychologists distinguish between two types of processes in
perception: bottom-up processing and top-down processing.
Bottom-up processing is also known as data-driven processing,
because perception begins with the stimulus itself. Processing is carried

35
out in one direction from the retina to the visual cortex, with each
successive stage in the visual pathway carrying out ever more complex
analysis of the input.
Top-down processing refers to the use of contextual information
in pattern recognition. For example, understanding difficult handwriting is
easier when reading complete sentences than when reading single and
isolated words. This is because the meaning of the surrounding words
provide a context to aid understanding.
Psychologist Richard Gregory argued that perception is a
constructive process which relies on top-down processing. For Gregory
(1970) perception is a hypothesis.
Gregory (1970) stated that perception involves making inferences
about what we see and trying to make a best guess. Prior knowledge and
past experience, he argued, are crucial in perception.When we look at
something, we develop a perceptual hypothesis, which is based on prior
knowledge. The hypotheses we develop are nearly always correct.
However, on rare occasions, perceptual hypotheses can be disconfirmed by
the data we perceive.
c. Indicators of Perception
According to Robbins (2003) there are two indicators af
perception:
36
1) Acceptance/ Reabsorption
The process of acceptance or reabsorption is indicator of
perception in physiology stage, it is about the function of the five
sense in grasping external stimulus.
2) Understanding/ Evaluation
The external stimulus that have been grasped will evaluate.
It is a subjective evaluation. It will be different perception of each
person in environment.
d. Changes of Perception
Perception is not something static, but can change. The first change
process affected by the psychological processes of the nervous system in
the human senses. If a stumulus not change, adaptation and habituation
that will occur affect response to a stimulus is increasingly weak.
Habituation tended phsycology from receptor that be less sensitive after
receiving a lot of stimulus. While adaptation is reduced concern if the
stimulus appeared many times. Stimuli that appear regularly are more
easily adapted than the appearance of irregular stimulus.
The second change is a psychological processes. The change in
psychology of perception, among others encountered in the formation and
change of attitudes. Attitude is a response. Attitude formation and change
in psychology is usually described as a learning process or as a process of
consciousness (cognition). In the learning process, the focus was on the

37
presence of external stimuli (stimulus), while in the process of cognition is
the main push or the will of the individual itself.
Something that is perceived by a person with another person can
differ in meaning. This is because what is around captured by the five
senses are not directly synonymous with reality. The understanding in
people who perceive objects and situations presented around them. Based
on the perception or giving meaning to what is captured by the five senses,
the person doing the activity or perform certain behaviors.
The purpose of perception has shifted meaning. As cited in Marr
(1982) beliefs that the purpose of perception is to define information from
outside world. Shifted purpose of perception comes from an evolutionary
perspective who stated that perception is the way for creatures to enhance
the chance of survival.
A creature has to able to feel and react spontaneously and
accurately. In fact, the way of creatures respond to the stimuli is different
and will interpret the stimuli into something meaningful to each creatures
based on their experiences. They will detect and give response if the
stimulus is “positive” or “negative”.
The “positive” or “negative” result will reflect on the
implementation of public speaking subject. The process starts with the
sensation, when their teacher gave the instruction.

38
C. Conceptual Framework
PUBLIC SPEAKING SUBJECT
STUDENTS PERCEPTION
LECTURER’S STRATEGY IN
IMPLEMENTING PUBLIC
SPEAKING SUBJECT
THE EFFECTIVENESS OF
PUBLIC SPEAKING SUBJECT
The conceptual framework gave information about teaching learning
process in public speaking subject andto know the students’ perceptiontowards the
effectiveness of public speaking subject was important.
It was also supported since the effectiveness of public speaking subject
had spread. The importance to know the students’ perception toward the
effectivenes of public speaking subject in this study was to get the authentic data
about students’ response and judgment about public speaking subject which the
students got on their works during the class activity in public speaking subject.
39
The students’ perception can be used as a turning point to reflect on the
process and the strategic of effectiveness the public speaking subject by the
lecturer.
40
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research was a qualitative descriptive research due to the researcher want
to analyze about the students’ perception towards the effectiveness of public
speaking subject. The aim of choosing public speaking subject was to find out the
effectiveness of public speaking.
B. Population and Sample
This study was conducted at English Education Department of Makassar
Muhammadiyah University in academic year 2016/2017. The researcher took
Purposive sampling. The population was fourth semester students which consists
of one class and the samples were 39 students.
C. Research Variables and Indicators
The indicator of this research was the students’ perception toward the
effectiveness of public speaking subject to support students’ speaking skill.

41
D. Instrument of the Research
The instrument of this research was interview where the researcher recorded
the perception of students toward the effectiveness of public speaking subject in
the class room. The students were asked by the researcher to give feedback to the
teaching and learning process.
37
E. Procedure of Collecting Data
1. The researcher asked permission to the lecturer of the class.
2. The researcher observed the class as a sample of this research.
3. The researcher did interview to the students which has chosen their class as
a sample of this research.
F. Technique of Data Analysis
In analyzing, the data collected through interview, the researcher used the
procedures as follow:
1. The researcher recorded the interview of the students.
2. The researcher listened the recording of the students.
3. The researcher transcript the students’ recording of interview into words.
4. The researcher determined the students’ perception toward the
effectiveness of public speaking subject by the result of the students’
recording of interview.
CHAPTER IV
FINDINGS AND DISCUSSIONS
In this chapter, the results of the study are presented. The chapter is
divided into three main sections. The first section presents the data description,
followed by findings on each statement aspects to answer research questions about
the students’ perceptions toward the effectiveness of public speaking subject to
support their speaking skill, focusing on the strategies used by the lecturers.
A. Data Description
The data gained through qualitative interview. The participants of this
study were 39 English Education’s students from year 2016/2017 who were
chosen by using purposive sampling.
The students are 9 males and 30 females, In addition, those students
claimed that they have already taken the public speaking subject. It was indicated
by their answers of the questionnaire on number 1-5 about their opinion during
the process of teaching through public speaking subject. They stated that public
speaking subject was an interesting subject and it was very useful and helpful to
improve their speaking skill. Moreover, 24 students also agreed that public
speaking subject was very challenging and it motivated them to be more
confidence, thoughtful, and attentive in the classroom when they were doing
practices in every meeting. Therefore, 7 students agreed that public speaking
42
43
subject supported their speaking skill and gave them new experiences in learning
speaking.
B. Findings on Research Questions
1. Students’ Perception as the feedback receiver in Public Speaking
Subject
The result of this aspect has aimed to answer the first research
question “How is the students’ of English Education Department,
Muhammadiyah University of Makassar perception in public speaking
subject? It consisted 5 questions which occurred in interview.
a. Question Number 1
The question number 1 was aimed to know the students’ opinion
about the public speaking subject: “Do you think public speaking is an
effective subject in improving your speaking skill?”
All the participants answered that public speaking subject is an
effective way to improve their speaking skill.
b. Question Number 2
about the public speaking subject to improve their confidence in
speaking skill; “Do you think public speaking subject helps in
improving your confidence during speaking practice? Why?”

44
They stated that public speaking subject helped them to improve their
confidence, so it can make somebody do what they want to do, what
they want to say etc.
c. Question number 3
about the public speaking subject to improve their fluency in speaking
skill; “Do you think public speaking subject helps in improving your
fluency during speaking practice? Why?”
They stated that public speaking subject is an effective way to
improve their fluency because every students who talked, we can
know how to pronounce some words to pronounce by them.
d. Question Number 4
The question number 4 was aimed to know the students’ perception
about the most of knowledge that you gained from public speaking
subject: “Do you think most of knowledge that you gained from public
speaking subject applied during your speaking practice?”
All the participants answered that they gained much knowledge from
public speaking subject in applied during their speaking subject.
e. Question Number 5
The question number 5 was aimed to know the support of public
speaking subject; “How can the public speaking subject support your
speaking skill?”
45
23 students as participants stated that public speaking supported their
speaking skill because it gave many positive effects like, can make
them be confident, can give them many experience in practicing
speaking, can make their pronunciation improve and many more.
C. Discussion
As has been presented on findings, results in interview showed that
respondents had positive perception towards the implementation of public
speaking subject. It can be seen from the result of interview. Below are the detail
answers of the research question by answering the subsidiary research questions.
The answer from subsidiary research questions lead to answer the research
question.
In question number 1, all of the students answered that public speaking
subject is an effective way to improve their speaking skill. It means that all of the
students agree that public speaking subject is an effective strategy to improve the
students speaking skill. The question number 2 stated that public speaking subject
helped them to improve their confidence, so it can be concluded that all of the
students agree that public speaking subject can help the students be confident in
practicing speaking. In question number 3, they stated that public speaking subject
is an effective way to improve their fluency because every students who talked,
we can know how to pronounce some words to pronounce by them. So it means
that all of the students agree that public speaking subject can help the students
fluently in practicing speaking. All the participants answered that they gained
46
much knowledge from public speaking subject in applied during their speaking
subject. In question number 4, all of the students answered that they gained much
knowledge from public speaking subject in applied during their speaking subject.
It can be concluded that they gained much knowledge after joining public
speaking subject in practicing speaking. In last question, 23 students as
participants stated that public speaking supported their speaking skill because it
gave many positive effects like, can make them be confident, can give them many
experience in practicing speaking, can make their pronunciation improve and
many more. But some of them stated that public speaking subject can make a few
students be afraid or fear to practicing English because they think that it is
difficult, it need a few minutes in giving or show their idea.

47
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections, the first section dealt with the
conclusion of findings of the research and the other one deal with suggestion.
A. Conclusion
Based on the findings and discussion, it can be concluded that the
respondents of this study gave their positive perception toward the effectiveness
of public speaking subject.
The positive judgement from the respondents comes not only from the
students’ statement agreement and the aspects in the research interview but also
from the advantages which they got while the implementation of public speaking
subject to improve their speaking skill. They claimed that they have got many
benefits in public speaking subject to imprve their speaking skill in practicing
speaking.
Nevertheless, students still need their lecturer during the process. Lecturer
was needed by the students in order to get some instruction, correction, motivation
etc.
B. Suggestion
Based on the result of the data analysis and conclusion, the researcher
suggestes as follows:
48
The lecturers need to decrease problem appears in implementing public
speaking subject in order to improve its benefits to improve students’ language
skill in term of practicing speaking and their performances in public speaking.
Another suggestion is the implementation not only can be used in public
speaking subject, therefore it can be as one of the strategy which can be
implemented toward others subjects of English Education Department to improve
their speaking skill.

BIBLIOGRAPHY
Abdullah, Khairi Izwan & Abdul Rahman, Nurul Lina. 2010. “A Study on Second
Language Speaking Anxiety among UTM Students.” Universiti
Teknologi Malaysia Institutional Repository 22 September 2010: 1-6.
Web. 22 November 2011.
Ady, J. 1987. Testing a multi-strategic program of public speaking anxiety
reduction. Communication Research Reports, 4 (2), 54-59.
Aras, K. 2012. The nuts and bolts of public speaking: Practical tools for powerful
presentations. Retrieved from http://www.thecommuni
cationfactory.com/seminars/skills/PublicSpeaking.php
Barnlund, D. C. 2008. A transactional model of communication. In. C. D.
Mortensen (Eds.), Communication theory (2nd Ed), pp. 47-57. New
Brunswick, New Jersey: Transaction.
Bashir Mariam. 2011. Factor Effecting Students’ Speaking Skill. British Journal
of Art and Social Science (Online), vol. 2 no. 1
http://wwwbjournal.co.uk/paper/bjass_2_1/bjass_02_01_04.pdf)
accessed 3th July 2016.
Cheryl I. 2014. Strategies for ESL Students in Community Colleges to Develop
Their Public Speaking Skills. Watkins University of San Francisco.
El Menoufy, A. 1997. “Speaking. The Neglected Skill”. New Directions in
Speaking. Proceedings of the Fourth EFL Skills Conference. Under the
auspices of the Center of Adult and Continuing education the American
University in Cairo. Pp: 9-18.
Farrell, R. 2011. Soft skills all great leaders should have. Career Builder.
Retrieved from http://www. careerbuilder.com/Article/CB-2335-
Leadership-Management-Soft-skills-all-great-leaders-should-have/
Graddol, D. 1997. The Future of English?. The British Council.
Hancock, B. 2002. An Introduction to Qualitative Research. Trent Focus.
Harmer, Jeremy. 1991. The practice of English teaching, new edition. New York:
Longman.
History.com. 2012. The Kennedy-Nixon Debates. History.com. Retrieved from
http://www.history.com/topics/kennedy-nixon-debates.
Koncz, A. and Allen, C. 2012. Employers look for communication skills, ability to
work in a team in new college grads. www.naceweb.org/pressreleases/.
Marcel. 1978. English speaking elements. Available on
http//eng.gsu.Edu/mos.dog/ghtml.
McKay, J. 2005. Employers complain about communication skills. Pittsburgh Post
Gazette.
Nunan, D. C. 1989. Designing tasks for the communicative classroom.
Cambridge: Cambridge University Press.
Pearson, J. C., Child, J. T., & Kahl, D. H. Jr. 2006. Preparation meeting
opportunity: How do college students prepare for public speeches?.
Communication Quarterly, 54(3), 351-366.
Rhodes, T. (Ed.) 2010. Assessing outcomes and improving achievement: Tips and
tools for using rubrics. Washington D. C.: Association of American
Colleges and Universities.
Rockler-Gladen, N. 2009. Job skills that every college student needs: Writing,
speaking, professionalism, and other important knowledge. Suite
101.com. Retrieved from
http://studyskills.suite101.com/article.cfm/job_skills_that_every_college
_student_needs/
Rahmat, P. S. 2009. Penelitian Kualitatif. Equilibrium, p1-8.
Rivers, W. 1981. Teaching Foreign Language Skills (2nd ed.). Chicago:
University of Chicago Press.
Robinson II, T. E. 1997. Communication apprehension and the basic public
speaking course: A national survey of in-class treatment techniques.
Communication Education, 46, 188-197.
Schreiber, L., Paul, G. & Shibley, L. R. 2012. The development and test of the
Public Speaking Competence Rubric. Communication Education, 61 (3),
205 – 233.
Shannon, C. E., & Weaver, W. 1949. The mathematical theory of communication.
Urbana: University of Illinois Press.
Templeton, Melody & Fitzgerald, Suzanne Sparks. 1999. Schaum’s Quick Guide
to Great Presentations. New York: McGraw-Hill, 1999. Google Books.
Web. 22 September 2011.
U. S. Department of Labor. 2000. Skills and tasks for jobs: A SCANS report for
America 2000. The Secretary’s Commission on Achieving Necessary
Skills. Washington, D.C.
Widdowson, H. G. 1978. Teaching Language and Communication. Oxford:
Oxford University Press.
Whitworth, R.H., & Cochran, C. 1996. Evaluation of integrated versus unitary
treatments for reducing public speaking anxiety. Communication
Education, 45, 306-314.
Warner, E., & Bruschke, J. 2001. "Gone on debating: Competitive academic
debate as a tool of empowerment”. Contemporary Argumentation and
Debate, 22, 1-21.
Weissberg, M., & Lamb, D. 1977. Comparative effects of cognitive modification,
systematic desensitization, and speech preparation in the reduction of
speech and general anxiety. Communication Monographs, 44, 27-36.
Xuying, Lv. 2013. World Transactions on Engineering and Technology Education
2013 WIETE. Peer Assessment of Perception and Attitudes in Public
Speaking English classes, Vol.11, No.4, 2013.
A
S
Instrument of Interview
Name :
Class :
Date of Interview :
No. Questions
1. Do you think public speaking is an effective subject in improving your
speaking skill? Why?
2. Do you think public speaking subject helps in improving your confidence
during speaking practice? Why?
3. Do you think public speaking subject helps in improving your fluency during
your speaking practice? Why?
4. Do you think most of knowledge that you gained from public speaking subject
applied during your speaking practice?
5. How can the public speaking subject support your speaking skill?
Data of Interview
1.
A : Do you think public speaking is an effective subject in improving your
B : Yes I think so, because the speaking subject motivate us to learn new
vocabularies and because of it we can speak better.
A : Do you think public speaking subject helps in improving your confidence
B : Of course, because to get the score we have to be able to speak in front if the
class and because of that we get used to speak publicly.
A : Do you think public speaking subject helps in improving your fluency during
B : Yes, because in public speaking we learn to deliver our speech in clear way
so its easy to understand.
A : Do you think most of knowledge that you gained from public speaking
subject applied during your speaking practice?
B : Yes, because we learn not only about vocabularies but also how to speak
grammatically also confidently.

A : How can the public speaking subject support your speaking skill?
B : The public speaking subject helps to improve my speaking skill through
improving my vocabularies and many aspect about speaking.
2.
B : Sure, because it teach me to learn many words.
B : Yes, because we have to talk in front of the class.
B : Yes, because knowing much vocabularies will make us speak fluently.
B : Yes of course.
B : This subject help me to learn speak better with learning about many things
such as word, grammar and body language.
3.
B : Yeah its very effective because our lecturer told us that if we want to pass
the subject we have to be able to speak in public.
B : Of course, because every meeting we will talk in front of the class or have
discussion so it slowly become a habit.
B : Of course, its because we slowly learn new words.

B : Absolutely.
B : It helps me so much because i learn to say something in front of the people
without being afraid of wrong.
4.
B : Yes, why… I think because its very fun when learning speaking.
B : Sure, because it helps us to be brave when we are talking.
B : Yes, I think i learn many words and the pronounciation so it helps my
fluency.

B : I think so.
B : Public speaking subject support me to speak because I have learn how to
speak in front of my classmates so I don’t feel really shy anymore.
5.
B : Of course… its so effective because it teach us so many things related to
speaking.
B : Yes, because I talk to my classmates.
B : Yes, because talking to classmates makes me not feel shy slowly but sure.

B : Of course, we learn about so many things and it really help us when we talk
to other people.
B : The subject support me with trained me to speak fluently and confidently
like what you asked me before.
6.
B : Yes, because I am happy to learn about it.
B : Yes, because we talk to many people even we feel afraid to be wrong.
B : Yes, because we learn about many kinds of words.

B : Yes it is.
B : The public speaking subject makes me learn about so many words and
structures so it really help me.
7.
B : Sure, because its focusing on teach us how to speak in public.
B : I think so because we are trained to speak in front of the class.
B : Yes, because every meeting we learn something new about vocabs and other.

B : I believe so.
B : It help me support my speaking skill by teach me how to be brave to stand
and speak in front of the people.
8.
B : Definitely, because we learn to deliver our idea to the people.
B : Sure, because we have to talk in front of the class.
B : Sure sure… because we improve our vocab and fluency is the effect.

B : Yes, sure.
B : The public speaking subject helps to improve my speaking skill with talk in
front of the class and lecturer so it help me to speak to people outside the
class.
9.
B : Of course because its fun to learn.
B : Of course because to get the score we have to be able to speak in front if the
class.
B : Yes because in public speaking we learn to deliver our speech.

B : Yes.
improving my vocabularies.
10.
B : Of course… it’s really effective because we learn to speak in front of our
friends.
B : Yes, because we talk to each other or deliver speech.
B : Yes, because talking to classmates makes me not feel really shy like before.
B : Of course, we learn to talk to other people.
B : The subject support me with trained me to speak fluent with improving
vocab and strategies.
11.
B : Definitely, because we learn to speak up without feeling scare to be wrong.
B : Sure, because lecturer tell us to talk in front of the class.
B : Sure sure… because we start to memorize many words.

B : Of course.
B : The public speaking subject help me to feel confident to talk with many
people
12.
B : Definitely, because we learn to say something to our friends and other
people.
B : Sure, because in the class we have to speak one by one in front.
B : Yes, because I study about new vocab and how to say it.
B : Yes.
B : With the subject I now know much vocab and slowly easy to speak english.
13.
B : Right, its effective because i experience how to speak in public.
B : Yes, because it teach me how to be brave to speak.
B : Yes, because we already experience few time speak in public so we less
afraid.
B : Yes, I think so.
B : It help us to speak but most of the times I still feel afraid or saying the wrong
words or if I don’t know how to say it, it makes me feel shy.
14.
B : Yes, In my opinion I am agree. We try to perform speech in front of the class
and it also helps us to perform outside the class.
B : Yes. Because we get used to speak during the class so we don’t feel shy or
afraid anymore.

B : Yes. We memorize words that helps us to speak fluently.
B : Of course.
B : Public speaking subject makes me believe in my speaking ability and
increase my confidence.
15.
B : For sure, yes it’s effective. Because the subject is so useful.
B : Yes it is. We talk to our classmates and lecture so we slowly how to say
‘terbiasa’ do not feel so shy when speak.

B : Yes it is. We I personally can feel it, I talk faster than before.
B : Absolutely.
B : I actually don’t really think so because i sometimes feel that my friends are
so good when they speak and it make me feel like shy because I am not as
good as them.
16.
B : Of course, because it teach me to learn about words and sentences.

B : Yes, because knowing much vocabularies will make us speak better.
B : Yes of course.
B : I learn to remember words and use it in my daily life.
17.
A : Well, do you think public speaking is an effective subject in improving your
B : Yes, it’s positively. I get so many lesson and experience.
B : Yes, of course. I start to speak confidently after learn it.
B : Yes, definitely. I speak better eversince.

B : Sure.
B : It support me but not that much because I still afraid at few times that people
will not understand what I say.
18.
B : Yes, definitely. I feel my speaking is little bit improved.
B : Sure. I feel not really shy since learn it.
B : Yes, it’s positively. I feel my speak goes more fluent even just a little.
B : Yes, of course.
B : It support my knowledge but not my confident. I am a shy person so its still
not easy to speak in front of people, I could a little bit, but its still scary for
me.
19.
B : Of course… my speaking skill increase slowly since the first time I learn it.
B : Yes, because we talk to each other or communicate.
B : Yes, because usually I have to talk in front of the class.

B : The subject not really support me because sometimes I still even feel so
afraid if the lecturer would call my name.
20.
B : Yeah its very effective because its forcing us to speak in front of many
people.
B : Of course, because every meeting we will talk in front of the class or talk
about a topics.

B : Of course, it’s because we slowly learn vocabularies.
B : Absolutely.
B : I don’t feel so comfort if the class start, its nice to see my friend talk but
when its come to me I feel so worry that I’ll say wrong and stupid words.
21.
B : Of course because it’s very exciting.
B : Of course because it makes me feel so happy to speak my opinion.

B : Yes because now I know more new words.
B : Yes.
B : The public speaking subject helps to increase my speaking skill through
improving my vocabulary mastery.
22.
B : Yes, definitely. I feel my speaking is little bit improved.
B : Sure. I feel not really shy since learn it.

B : Yes, it’s positively. I feel my speak goes more fluent even just a little.
B : Yes, of course.
B : I am still shy at times because I am so easily nervous and lost my words, I
think I still couldn’t get that habit off.
23.
14. A : Do you think public speaking is an effective subject in improving your
afraid anymore.
B : Of course.
B : Public speaking subject makes me little bit shaking and so nervous, I am just
so worry I don’t know why.
24.
B : Yes, because I am so excited learn about it.
B : Yes, because we talk to many people.

B : Yes, because we learn about many kinds of words.
B : Yes it is.
B : The public speaking subject makes me learn about so many words but I am
forgetful person and I easily forget my words so I try harder than my friends.
25.
B : Sure, because its forcing us to speak in public.
B : I think so because we are trained to speak to all of my friends.

B : Yes, because every meeting we learn something new about sentence and
grammar.
B : Positively.
B : I feel shy most of the times but I am doing good, I think.
26.
B : Of course, because it teach me to learn about words.

B : Yes, because knowing as much as vocabularies will make us speak better.
B : Yes of course.
B : I hardly practice it publicly, it more difficult than in face to face
communication. Because public speaking it is so scary for me.
27.
B : Of course… my speaking skill increase slowly since the first time I learn it.
B : Yes, because we talk to each other or communicate.

B : Yes, because usually I have to talk in front of the class.
B : The subject not really support me because sometimes I still even feel so
scared if the lecturer would ask me to stand in front and speak.
28.

afraid anymore.
B : Of course.
B : Public speaking subject makes me confident to speak so it help mo so much.
29.
B : Right, its effective because i experience how to speak in public.

B : Yes, because it teach me how to speak better.
B : Yes, because we already experience speak in public.
B : Yes, I think so.
B : It help us to speak but most of the times I still feel afraid or saying the wrong
words or if I don’t know how to say it, it just makes me feel so afraid.
30.
B : Yes I think so, because the speaking subject motivate us to learn new
vocabularies and because of it we can speak better.

B : Of course, because to get the score we have to be able to speak in front if the
class and because of that we get used to speak publicly.
B : Yes, because in public speaking we learn to deliver our speech in clear way
so its easy to understand.
B : Yes, because we learn not only about vocabularies but also how to speak
grammatically also confidently.
increase my vocabularies and many things about speaking.

D
N
CLASS OBSERVATION
CLASS INTERVIEW
CURRICULUM VITAE
The researcher, Adrian Adiwinata was born on May 02nd,
1993 in Ara (Bulukumba), South Celebes. He is the third
son of the marriage of Salamuddin and Rusia. He began his
study at SDN 164 Ara and graduated in 2005. Then he
continued at SMPN 2 Bontobahari and graduated in 2008.
Afterwards, he continued his study at SMKN 6 Perkapalan and graduated in 2011.
In year 2012, he was registered as a student of English Education Department of
Teacher Training and Education Faculty of Muhammadiyah University of
Makassar. During his study at university, he joined organization, namely English
Department Students Association (EDSA), Badan Eksekutif Mahasiswa (BEM
FKIP), Badan Eksekutif Mahasiswa Universitas Muhammadiyah Makassar (BEM
UNISMUH MAKASSAR). Moreover, he is also being member at Ikatan
Mahasiswa Muhammadiyah of Makassar (IMM MAKASSAR), Koordinator Isu
at Aliansi Badan Eksekutif Mahasiswa Perguruan Tinggi Muhammadiyah (BEM
PTMI). At the end of his study, he could finish his thesis by the title The Student’s
Perception towards The Effecctiveness of Public Speaking in Public Speaking
Subject. (A Qualitative Research of Students at English Education Department
Year 2014 at Muhammadiyah University of Makassar).
contact person : +6285395884141
email : adiwinataadrian@gmail.com
www.facebook.com/adrianadiwinata

914 Full Text

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

914 Full Text

Diunggah oleh

Hak Cipta:

Format Tersedia

THE STUDENTS’ PERCEPTION TOWARDS THE

EFFECTIVENESS OF PUBLIC SPEAKING SUBJECT TO

Submitted to the Faculty of Teachers Training and Education

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

Saya yang bertanda tangan di bawah ini:

Nama : ADRIAN ADIWINATA

Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya

Makassar, Agustus 2016

Yang Membuat Pernyataan,

Saya yang bertanda tangan di bawah ini:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Agustus 2016

the researcher can accomplish this thesis.

3. Dr. H. Abd. Rahman Rahim, S.E., M.M., the Rector of Muhammadiyah

Faculty, Muhammadiyah University of Makassar for his motivation and

academic advisor to the researcher during the researcher’s study.

guidance, encouragement, motivation and their patience from the beginning

until the end of writing this thesis.

6. The researcher also thanks to the Head of English Education Department,

and guidance and help during the researcher’s study.

7. Thank you for my beloved organization ever, English Department Student

experiences and learning process about English and organization development.

Ara Lembanna – Bulukumba (KEPMA), Ikatan Pelajar dan Mahasiswa

Bontobahari – Bulukumba (IPMAH), Ikatan Mahasiswa Muhammadiyah

(IMM), Aliansi BEM Perguruan Tinggi Muhammadiyah Indonesia (BEM

PTMI), Aliansi BEM Nusantara – Sulawesi-Selatan (BEMNUS), BEM

Universitas Muhammadiyah Makassar (BEM U), BEM Fakultas Keguruan dan

Ilmu Pendidikan (BEM FKIP) Universitas Muhammadiyah Makassar, for not

any kinds of sharing, learning and togetherness.

one, may Allah almighty bless us now and forever.

Makassar, August 2017

ADRIAN ADIWINATA, 2017. The Students’ Perception towards the

Keywords: Perception, Speaking Skill, Public Speaking Subject.

In time of globalization, English has appeared to be a universal

purpose people learn English is to be able to communicate with each other

English is seen as a strong communicative language, an excellent

communication skill in English is also a crucial factor when it comes to the

criteria for a job application (Abdullah, 2010: 1-2).

American influence in the world. In Europe, English has advanced as an

international language especially after World War II, leaving behind

otherpreeminent languages such as French (Graddol, D. 1997: 4).

Speaking is one of the four language skills (reading, writing, listening

others to achieve certain goals or to express their opinions, intentions, hopes

and viewpoints. In addition, people who know a language are referred to as

‘speakers’ of that language. Furthermore, in almost any setting, speaking is the

most 14 frequently used language skill. As Rivers (1981) argues, speaking is

used twice as much as reading and writing in our communication.

Speaking has usually been compared to writing, both being considered

"productive skills", as opposed to the "receptive skills" of reading and

listening. Speaking also is closely related to listening as two interrelated ways

of accomplishing communication. Every speaker is simultaneously a listener

Menoufy, 1997: 9).

English Education Department Students, Faculty of Teacher Training and

Education, Muhammadiyah University of Makassar.

Public speaking is having a speaker to stand before the audience to

deliver a speech in a structured manner, with the purpose of either persuade,

inform or entertain the audience. Public speaking is quite alike to presentation,

public. It can be just to tell a story, to share an experience, to inform about a

message, or to motivate others to take an action. Public speaking skill can be

used for leadership, personal development, business, customer service, large