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Guru adalah ujung tombak sebuah lembaga pendidikan. Maju mundurnya sebuah lembaga pendidikan ditentukan oleh peran guru. Dari observas dan wawancara yang dilakukan dengan Kepala Sekolah SD Muhammadiyah Jonggol, didapatkan informasi bahwa sebagian besar guru tidak memiliki kemampuan berbicara di depan umum yang mumpuni. Berdasarkan permasalahan tersebut, maka perlu diadakan kegiatan pembinaan kemampuan berbicara di depan umum bagi guru sangat penting bagi guru-guru SD Muhammadiyah Jonggol. Metode pelaksanaan kegiatan ini adalah dengan metode penyuluhan. Tahapan kegiatan adalah pra pelaksanaan, pelaksanaan dan tahapan evaluasi. Secara teknis diberikan pemaparan teori terkait kemampuan berbicara di depan umum dan selanjutnya peserta melakukan praktik. Usai penyuluhan peserta diberikan tugas dan bimbingan untuk membuat naskah pidato dengan tema yang sesuai dengan kebutuhan di sekolah. Hasil dari kegiatan pengabdian kepada masyarakat yang telah dilakukan meningkatkan kemampuan berbicara di depan umum para peserta. Dari jawaban kuesioner peserta terdapat peningkatan pemahaman materi kriteria pembicara yang baik dari sebelumnya 20% tidak memahami dan 80% level biasa meningkat menjadi 40% memahami dan 60% sangat memahami. Ketika dilakukan praktik semua peserta berhasil mengatasi kendala tidak percaya diri saat tampil. Dari hasil membuat tugas menyusun naskah hasilnya cukup bagus, dengan nilai rata-rata 77,5 dari skala 100.

Glossophobia refers to a strong fear of public speaking. It is a specific type of phobia, an anxiety disorder characterized by a persistent and excessive fear of an object or situation. This study aimed to discuss the story of selected grade 11 HUMSS A learners at Parang National High School Senior High School who experience glossophobia and how it affects them as an individual and their performances inside the school. Individuals who suffer from glossophobia typically experience fear and anxiety when speaking in front of a group of people and, as a result, may avoid speaking in public in an effort to avoid being embarrassed or rejected by others. Over time, individuals with glossophobia may experience negative impacts on their mental health and success at work or school.

Vitamin C ascorbic acid is a well-known antioxidant that is involved in anxiety, stress, depression, fatigue and mood state in humans. The purpose of this study is to investigate the effect of vitamin C on decreasing the level of public speaking stress in term of heart rate, blood pressure and stress assessment. A purposive sample of (45) were included in this randomized placebo-placebo trial study, that was conducted at Faculty of nursing / university of Kufa. Public speaking stress was determined by a questionnaire scale developed from (public speaking anxiety scale). Study group included volunteer students who took a dose of 500 mg a day of vitamin C for one week before a group presentation, while the placebo group is given a placebo before one week of before a group presentation. The result indicated that the blood pressure (systolic and diastolic) before presentation between the two groups ( student group and placebo) was not significantly different. In relation to heart rate, a significant decrease (p< 0.05) was recorded in student group as compared to placebo. The student group has recorded significant difference in many items of stress assessment when comparing to placebo (e.g. increase of heart rate, dry mouth, GIT cramps and anxiety due to fear from failure). The assessment of presentation stress between the two groups (student group and placebo) was determined by means of scores. The results revealed that there is a significant difference (P< 0.05) in presentation stress between student group and placebo group. It was concluded that student group which took 500 mg vitamin C for one week express less presentation stress. The most stress signs that has been improved by vitamin C intake are: increase of heart rate, dry mouth, GIT cramps and anxiety due to fear from failure.

Glossophobia, or the fear of public speaking, has been researched more among students than among their instructors. This interpretive case study focuses on the latter group by examining their lived experience with public-speaking anxiety. The research involved 12 newly employed assistant lecturers at the University of Cape Coast (UCC), a Ghanaian public university. Data were collected through in-situ direct observation during instructional hours and in-depth interviews with the participants. The study identifies three main causes of anxiety among the participants, namely (1) unpreparedness and/or lack of adequate preparation; (2) fear and diffidence; and (3) perceived intimidation by the audience. The study also finds that these public-speaking challenges can be overcome through frequent practice, active engagement with the audience, and adequate preparation.

Public speaking is a vital skill for making good impressions, effectively exchanging ideas, and influencing others. Yet, public speaking anxiety (PSA) ranks as a top social phobia. Recent advancements in wearable devices and ubiquitous virtual reality (VR) interfaces can help measure and mitigate PSA. This research quantifies PSA through bio-behavioral markers related to individuals' physiological and acoustic characteristics. The effect of virtual reality (VR) training on alleviating PSA is measured through self-reported and bio-behavioral indices. Psychological (e.g., general trait anxiety, personality) and demographic (e.g., age, gender, highest education, native language) traits are examined as moderating factors between bio-behavioral indices and PSA, as well as moderating factors for measuring the VR effectiveness in mitigating PSA. These measures are also used as clustering criteria for stratifying participants in group-based models of PSA. Results indicate the significance of such traits to modeling PSA with the proposed group-based models yielding Spearman's correlation of 0:55 ( $p \lt 0:05$ ) between the actual and predicted outcome. Results further demonstrate that systematic exposure to public speaking in VR can alleviate PSA in terms of both self-reported ( $p \lt 0:05$ ) and physiological ( $p \lt 0:05$ ) indices. Findings from this study will enable researchers to better understand antecedents and causes of PSA and lay the foundation for personalized adaptive feedback for PSA interventions.

Communication techniques are one of the abilities that a person needs to have. Good and correct communication skills can be useful in every aspect of life, both social and professional. Ignorance and anxiety in communicating will cause big problems, especially for beginners in public speaking. The purpose of the study was to improve the skills of adolescent cadets in Cupak village, Jombang in communicating and public speaking as well as knowledge to become a provision to become a tour guide. The method is divided into several stages, namely survey, socialization, training, and mentoring. The results obtained were that the youth of The Cupak village cadets, Jombang, were enthusiastic about the communication and public speaking activities. This enthusiasm was marked by the large number of participants who attended from the beginning to the end of the activities held. The conclusion obtained is that the youth of the Cupak village cadets, Jombang, need communication and public speaking techniques to increase their potential and village tourism through becoming a tour guide to attract investors.

Speechcraft participants' pre-, mid-, and post-test self-evaluation on PRCA-24 Public Speaking subset

Modul praktik ini diharapkan menjadi pedoman dan katalisator capaian pembelajaran praktik bagi mahasiswa dalam melaksanakan praktik laboratorium dalam mata kuliah public speaking

In his 2014 paper, Friman provided 15 recommendations for behavior analysts wishing to improve their public speaking skills and encouraged the field to view public speaking as a mechanism through which we can more broadly disseminate our science. Although some behavior-analytic research exists on the topic of public speaking, this body of literature is small, and many empirical questions remain. Little is known regarding which skills need to be targeted to improve public speaking and what successful public speakers in our field do to be effective and entertaining. In this study, we identified and interviewed the 10 most frequently invited public speakers at major behavior-analytic conferences. We then coded transcriptions of the interviews using qualitative analysis to generate a preparation checklist for presenters, a considerations list for behavior analysts training mentees on presentation skills, and a feedback form for those wishing to improve their public speaking skills.

Background and purpose The purpose of this study was to assess impact on knowledge, communication skills, and self-confidence of an oral presentation through integrated learning within a pharmaceutical sciences course and a pharmacy practice course within the first year of a three-year, accelerated pharmacy curriculum. Educational activity and setting First-year, first-quarter students were assigned to research, prepare, and give an oral presentation of an immunology topic pertaining to an autoimmune disease or an immune deficiency. In addition to assessments of content (immunology) and delivery (communications), students completed a 15-item, four-point Likert scale anonymous post-presentation survey, which provided an opportunity for the students to provide feedback about the assignments. Students were also encouraged to provide subjective feedback. Findings A total of 140 students (88%) completed the survey. Results indicated favorable student response to the assignments. On average, students viewed this activity as a positive experience (total mean = 1.44 (95.71%)). Furthermore, students strongly agreed that the activity helped with public speaking and reinforced basic immune system concepts. Analysis of student responses and comments indicated positive reaction to active learning and self-directed learning. Summary Overall results indicated an improvement in student confidence in ability to communicate specific material learned in a pharmaceutical sciences course. Curricular integration through oral presentations is one approach to increase student knowledge of pharmaceutical sciences and improve confidence and student self-awareness of personal communication skills.

Public speaking in Thailand especially in Thai youth who uses English as a second language still has lots of problems and needs some major development. The researcher noticed after weeks of observation that there were lots of problems in speaking of all the 45 students studying in the public speaking course since they paused too many times while speaking, each pause took a long time and they paused at the wrong places. This pausing manner made speaking sound unnatural even if it was accurate. Since the meaning of the message was disturbed by pausing wrongly, the researcher would like to try a new teaching method by teaching how to chunk their words while speaking by using lexical phrases as language input in order to help develop efficient lexical retrieval. This research aims at studying the effects that lexical phrases have on public speaking. The analysis of the study uses both quantitative and qualitative researching by analyzing through new teaching method in public speaking that is using lexical phrases as a means to keep the flow of deliverance in public speaking going. Lexical phrases were presented to language learners in several ways. Some are presented through mini lectures and some through simulated public speaking situations or activities. These include speaking connectors to buy time in speaking. There are three out of 45 research participants participating in this research because these three are advanced students which were chosen by their grades in the previous year in speaking class. The data were collected by individual elicitation interview by using descriptive statistics. As a result, lexical phrases offer language learners the opportunity of fluent production. Furthermore, lexical phrases offer less likelihood of producing deviant language because lexical phrases come ready made.

Seeing today's developments, young Indonesians are not just children who grow up and gain knowledge in the classroom. There are many ways so that they can upgrade their knowledge, for example by watching Youtube channels, taking online courses for free and so on. In addition to the methods mentioned above, schools can actually partner with other parties such as universities, where lecturers on campus provide training and tutorials related to appropriate materials for school children. Lecturers do not need to teach theoretical anymore but are able to provide training such as honing public speaking skills and understanding professional ethics at work. Why is it important for vocational students to learn this? No wonder there are still many young people who stutter and get nervous when speaking in front of many people. Then how will they face the world of work if they have graduated from school but this ability has not been honed? Apart from this, students also do not understand what the basic ethics are when working professionally. Therefore, this training is expected to be able to make students practice their public speaking skills in real terms, not only behind the training stage. Students are convinced to be able to deal with audiences or interlocutors well and confidently and of course demonstrate ethical values ​​when working in an agency, both with the environment within the company and outside. This training is part of community service activities from Lecturers of the Faculty of Communication, Sahid University, Jakarta. The activity was held by online in August 2021.

Purpose Individuals with intellectual disabilities often face communication challenges that can impact verbal communication, social interactions, and public speaking effectiveness. These challenges include decreased speech intelligibility, eye contact, and storytelling organization. The purpose of this study was to investigate the benefit of a 4.5-month public speaking coaching program for adult Special Olympics athletes with intellectual disabilities. Method Using a pre–post design, four athletes and their parents or caregivers completed questionnaires that rated the athletes' public speaking skills in 10 areas relevant for effective public speaking before and after the 4.5-month program. Graduate students in communication sciences and disorders worked with the adults on individualized goals identified from a preliminary speech and the self-report questionnaires. Differences in pre- and post-program response ratings and pre- and post-program speech behaviors were evaluated. Results Participation in the program resulted in positive changes in the athletes' public speaking ratings and behaviors, as measured by the athletes' and familiar-listeners' pre- and post-program questionnaires and the athletes' observed public speaking performance. Conclusions The results support the benefit of individualized coaching in public speaking programs. Because public speaking skills are important for communicating effectively in community interactions more broadly, the program also has potential relevance for use in clinical settings and education programs for adults and adolescents with and without intellectual disabilities.

The current millennial generation has the soft skills needed to follow the trends and technology of the industrial generation 4.0. It is clear that many Millennials look more energetic and always synergistic with destructive situations and conditions. Industry 4.0 generation makes the business world switch to always using advanced technology in various sectors so that technological progress is felt faster than before, and human power is starting to be replaced by machine power, robotics, and even artificial intelligence. Thus, soft skills for the millennial generation are needed to get job opportunities in conditions where the need for human labour has begun to be eliminated in their work. The purpose of this paper is to assess the soft skills competencies possessed by the millennial generation, who are always involved with technological advances in the very fast business industry world. There are eight soft skills that the millennial generation must possess, namely critical thinking, communication, analyzing, creative and innovation, leadership, adaptation, cooperation and public speaking. The method used to select soft skills competencies for job opportunities for the millennial generation is the Analytic Hierarchical Process (AHP) method in collaboration with the Promethee elimination method. The final result of the decision support for soft-skill competency selection from 23 millennial generations, who passed the selection, was 43% (10 users) with a positive score and 57% (13 users) who experienced selection failure. This failure was due to having a negative score. Thus, the collaboration of the AHP and Promethee Elimination methods can provide optimal results for decision-making support., Generasi milenial saat ini memiliki soft skill yang dibutuhkan untuk dapat mengikuti tren dan teknologi generasi industri 4.0. Terlihat jelas banyak Generasi Milenial yang terlihat lebih energik dan selalu sinergis dengan situasi dan kondisi yang destruktif. Generasi industri 4.0 membuat dunia usaha beralih untuk selalu menggunakan teknologi canggih di berbagai sektor, sehingga kemajuan teknologi terasa lebih cepat dari sebelumnya dan tenaga manusia mulai tergantikan oleh tenaga mesin, robotika, bahkan kecerdasan buatan. Dengan demikian, soft skill bagi generasi milenial sangat dibutuhkan untuk mendapatkan kesempatan kerja dalam kondisi dimana kebutuhan akan tenaga kerja manusia sudah mulai dihilangkan dalam pekerjaannya. Tujuan penulisan ini adalah untuk mengkaji kompetensi soft skill yang dimiliki oleh generasi milenial yang selalu terlibat dengan kemajuan teknologi di dunia industri bisnis yang sangat pesat. Ada delapan soft skill yang harus dimiliki generasi milenial, yaitu berpikir kritis, komunikasi, menganalisis, kreatif dan inovatif, kepemimpinan, adaptasi, kerjasama dan berbicara di depan umum. Metode yang digunakan untuk menyeleksi kompetensi soft skill untuk mendapatkan peluang kerja bagi generasi milenial adalah metode Analytic Hierarchycal Process (AHP) yang dikolaborasi dengan metode eliminasi Promethee. Hasil akhir pendukung keputusan seleksi kompetensi softskill dari 23 alternatif user generasi milenial yang lolos seleksi adalah 43% (10 user) dengan skor positif dan 57% (13 user) yang mengalami kegagalan seleksi. Kegagalan ini karena memiliki skor negatif. Dengan demikian, kolaborasi metode AHP dan Eliminasi Promethee dapat memberikan hasil yang optimal untuk mendukung pengambilan keputusan.

At the age of COVID 19 the methodoligist of all the countries faced a new image of cognitive culture, which implies a greater level of independent activity from the student. The teacher got the task of forming this high level. The article emphasizes that for the formation of basic skills of public speaking in a foreign language and the development of communicative competence of students, it is advisable to use such pedagogical technology as debate. Debate is a modern pedagogical technology, which is a special form of discussion, which is conducted according to certain rules. It is a purposeful and orderly, structured exchange of ideas, judgments, opinions. It is emphasized that debates in the educational process occur in the following forms: as a form of lesson; as an element of the lesson: actualization of knowledge, organization of independent work of students, generalization, systematization, consolidation of educational material, providing "feedback"; as a form of attestation and testing of students. It is determined that the target functions and capabilities of the "Debate" technology are wide. The socializing significance is expressed in the fact that debate is a pedagogical tool, a mechanism for involving participants in the norms and values of civil society, which allows students to adapt to modern society, which involves the ability to compete, debate, defend their interests based on existing knowledge and skills. knowledge. The educational value is manifested in the fact that the debate allows participants to develop independence of assessments, moral and ideological position and behavioral attitudes. Debate participants have a higher communication culture, the ability to find a compromise. Developmental significance is expressed in the fact that the debate allows participants to develop will, memory, thinking, including the ability to compare, compare, analyze, find analogies, independently extract and analyze a variety of information on issues relevant to man and society. Didactic value is expressed in the fact that the debate is the basis for the formation of students' general skills and practical skills, as well as the most important qualities needed by modern man. In general, despite the difficulties that arise in the first attempts to adapt the debate to the conditions of the student audience, with the correct organization of all stages of work, this technology can significantly increase the motivation and quality of knowledge acquired by students.

The results of the analysis of the rhetoric of Xi Jinping’s public speech are presented. The novelty of the research lies in an attempt of a comparative interpretation of allusive linguistic representations of the text of the speech and its translations into English and Russian. It is emphasized that the interpretation of linguistic representations or their decoding is possible in the contexts of linguacultural accents of allusions of the text and dictionary entries, since by its sign essence language is one of the codes of culture. The authors proceed from the fact that the allusion, being a cognitive category, has a cultural-code meaning (CC-meaning), which is reflected not only in the vocabulary conceptual content, but also in the system of extralinguistic knowledge, associations and images that acquire meaning, enshrined in the culture of linguistic community. The results of an interpretative analysis in order to identify allusive hidden meanings and cultural-code meanings of the units under study are presented in the article. An algorithm is proposed for the interpretative analysis of figurative units in the speech of Xi Jinping by comparing their representations in three languages. The question is raised that the allusions in the speech of the Chinese leader and their semantic correspondences in the translation texts are addressed both to the internal addressees / speakers of the Chinese language and to the external — foreign-language audience.

Youth are increasingly engaging in civic action to address social injustices. Many adult educators are also looking for instructional resources that support youth voice as a way to promote adolescent civic development and community change. Alas, assessment tools to support youth voice and policy argumentation are lacking. Existing tools overemphasize public speaking skills and rely on dated artifacts such as cardboard trifold posters. In this article we introduce the Measure of Youth Policy Arguments (MYPA), a tool designed to aid in the development and assessment of high-quality youth policy presentations. We also describe how to use the MYPA in formative and summative contexts. Additionally, we provide initial evidence for the validity and reliability of the MYPA. Furthermore, we argue that MYPA has applications in preparing youth for policy presentation and in assessing learning outcomes associated with youth voice projects.

Silence in the English language classroom is a common problem faced by language instructors, especially for students in the lower proficiency classes and instructors see language anxiety as one of the main reasons this is so. The intervention of educational entertainment or Edutainment in the English Language classroom is important to improve the language learning experience of this generation of millennial students. This paper looks at Films to provide not only language learning enjoyment but useful input to students of the lowest level English course at UUM. In this research, intervention in the form of film viewing and activities related to the films was carried out. A class of twenty students from a first level English class weregiven six movies of their choice to watch and conduct activities with in addition to the normal course scheme of work.Through film viewing and activities, students were exposed to language use in context which is supported by visual and linguistic support and storyline. Before and after the intervention, The Personal Report of Communication Apprehension (PRCA24) instrument which measures levels of Communication Apprehension was administered. The results of the study shows that students indicated lower communication apprehension levelsoverall and within the subcategories of group discussion, meetings, interpersonal communication and public speaking. Students’ reflections were also positive in nature. The findings of this study concur that language acquisition takes place meaningfully through films by providing comprehensible input and that films are an important medium that facilitate communication and language learning for this generationof students

Over the past fifteen years, research on second language (or L2) motivation has been dominated by Dörnyei’s influential paradigm, the L2 Motivational Self System. Students’ imagined visualisations are key components in this theory, as those students who have a clear ideal self-image with an L2 component will probably be more motivated to learn a language than others that have not established a desired future state goal for themselves. This article reports the qualitative findings of a mixed-method study that explored the effects of a multimodal intervention with influential speakers on changing the students’ attitudes in public speaking. Semi-structured interviews and open-ended questionnaires were conducted with 11 engineering undergraduates, who volunteered to take part in the present study. Qualitative data showed that the multimodal intervention accompanied by goal setting (i.e., students’ classroom oral presentations) triggered an increase in some students’ future speaking selves. Six of the eleven students demonstrated a slight development in their levels of linguistic self-confidence, which made their vision of their ideal L2 speaking selves more realistic and clearer. The article discusses the implications of these findings and calls for a pedagogical shift that embraces more opportunities to assess the multimodal skills and strategies students need to become fluent L2 speakers.

The implementation of public speaking becomes the most important part when appearing to provide information to the audience, so that the development of knowledge about storytelling has an influence in the learning process of students' public speaking lectures. Considering the process that students go through in practice which will be carried out simultaneously, various methods in practice have been implemented, and one of them students can develop themselves by using the storytelling method. This study aims to find out the effect of the storytelling method on the public speaking ability of students of the Communication Science study program in the city of Pekanbaru. This study uses the design of the Explanatory Survey Method. The results showed that the effect of storytelling on the students' public speaking skills was in the high category. This means that the more often students practice public speaking using the storytelling method, it will have an impact on their public speaking practice. Through the significance test of the storytelling method and the students' public speaking skills, there was a significant relationship. Communication Studies students will face the challenges of the current modernization era by developing digital storytelling methods. Modern society is now contaminated with all digital activities. So that the appearance of public speaking is also required to join in the practice.

Students frequently engage in public speaking in their classes (e.g., giving oral presentations). Here we hypothesized that students’ anticipation of giving a class presentation hinders their ability to learn information that precedes their presentation. We tested this hypothesis in a simulated classroom, in which undergraduate participants (N = 240) prepared short presentations. Participants were either informed (privately) that they would be presenting 2nd, that they would be presenting 5th, or that they would not be presenting. A research confederate gave the first presentation, after which students’ memory for that presentation was assessed via a multiple-choice quiz. As predicted, students who expected to present (either 2nd or 5th) had significantly lower quiz scores compared to students who did not expect to present; those presenting 2nd did not significantly differ from those presenting 5th. We propose an account of how performance anticipation reduces memory and discuss educational implications.

About the book The general topics of communication and public speaking are covered in the book "Communication and Public Speaking." The goal of the book is to provide readers with a theory has been supported of several dimensions of communication and public speaking. This will be used by guidance counselors, administrators, students, teacher aspirants, and educators as a source book for Skill Paper/Presentation. In the prehistoric Athens, public speaking was first studied about 2500 years ago. Men had to speak in front of the legislative assembly and in court as part of their civic responsibilities. In today's environment, which is loaded with meetings, conferences, and networking events, effective communication and public speaking skills are considered key life skills. It can be used to relay information, tell stories, inspire action, or do a mix of those things. It has a significant impact on the professional world because most jobs are thought to require some level of public speaking and good communication abilities. This book offers a starting point for anyone looking to develop their communication and public speaking abilities and aids in understanding the factors, significance, issues, and solutions., {"references":["Aaronson, D., Barrow, L., and Sander, W.L. (2003). Teachers and student achievement in the Chicago public high schools. (WP 2002-28). Research Department Federal Reserve Bank of Chicago","Abell, S.K., and Lederman, N.G. (Eds.). (2007). Handbook of research on science education. Mahwah, NJ: Lawrence Erlbaum Associates.","American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Washington, DC: Oxford University Press.","Ball, D.L. (1990). Prospective elementary and secondary teachers' understandings of division. Journal for Research in Mathematics Education, 21, 132-144."]}

Technology both complicates and liberates oral presentation pedagogy in higher education. On one hand, 21st century communication realities require students to deliver multimodal oral presentations but educators have only begun to experiment with the relevant pedagogy. On the other hand, Web 2.0 offers vast pedagogical potential which practitioners have just begun to explore. Confronted by a pedagogical predicament and intrigued by the affordances of Web 2.0, we designed the Responsive Multimodal Oral Presentation Pedagogy (RMO2P) to enhance the learning of multimodal oral presentation skills among EAP (English for Academic Purposes) students. RMO2P integrated Facebook as a Web 2.0 tool with videos, collaborative learning and feedback. A teacher-researcher implemented RMO2P in a public speaking class of 20 EAP students for a semester. Thematic analysis of multiple sources of data which included student artifacts, observational data and inquiry data contributed to the findings. The findings indicated that Facebook was a feasible Web 2.0 tool that can be effectively integrated with other pedagogical techniques. As a result, the participants demonstrated enhanced conceptual knowledge and heightened self-awareness as presenters of multimodal oral presentations. Since Facebook was integrated as a Web 2.0 tool in a responsive method for multimodal oral presentation skills to overcome situational constraints including inadequate learning management systems (LMS), stakeholders who are seeking alternative methods to enhance the teaching of oral presentation skills may adapt the intervention to enhance learning outcomes. Keywords Facebook; multimodal oral presentation skills; pedagogy; higher education; Web 2.0

This service aims to empower the Social Volunteers of Tanjungwangi Village, Cicalengka District, Bandung Regency in improving their public speaking skills. The ability to speak in public is an important part of every activity, especially activities in social settings. In fact, there are still very few social volunteers who have public speaking skills in carrying out their duties in various social activities. From this, the Community Service Team for the Communication Science Study Program of Universitas Pasundan took the initiative to carry out community service with the theme of Improving the Communication Ability of Social Volunteers in Tanjungwangi Village, Cicalengka District, Bandung Regency, West Java Province through Public Speaking Techniques. The location selection is inseparable from the large number of community social volunteers who wish to have the ability to speak in front of the general public and presentation techniques during counseling but have not yet been honed. The method used in this training is to present material, discussion, and simulation. The problems faced by partners are partners who do not yet have the ability to make materials or materials for counseling, partners have not been able to communicate effectively using public speaking techniques. This service activity uses a contextual approach, namely giving theory first and providing direction and mentoring partners in making outreach materials, preparing presentations, and public speaking techniques. Then with the facilitating method in content containing counseling, information, and education materials in the form of writing and video through social media.

Courses: This class activity is suited for the basic course on public speaking (to discuss issues related to identity, privilege, and audience analysis), interpersonal communication, intercultural ...

Delivering presentations in English class is an anxiety-provoking activity for English learners. However, the anxiety states of foreign language learners in such a public speaking task are largely subjective and may not be apparent to observers. Therefore, this study aims to explore the acoustic and kinesic indicators that are related to speakers’ real-time self-rated and observer-rated anxiety states of presenters from both perspectives. Seventy undergraduates from non-English majors in China were recruited to give English presentations in class while being video-recorded. Speakers’ anxiety states were measured with the State Anxiety Inventory (SAI) by speakers and observers immediately after presentations. The acoustic parameters of audio data were automatically extracted by a computer program, and the kinesic features of visual data were coded by independent raters with robust inter-rater reliability. The results showed a positive correlation between two subjective perspectives on the presenter’s anxiety levels but a discrepancy in terms of specific nonverbal signals. Other-perceived anxiety that was originated from both audio and visual modalities was positively correlated with body tension, the standard deviation of the first formant, and negatively correlated with head-turning. Self-perceived anxiety only originated from the audio modality, i.e. mean fundamental frequency and standard deviation of the first formant. This study assesses the anxiety-related recognition model of speech and kinesics in a setting of English class presentations, contributing to the automatic and real-time computation of learners’ negative emotions in a foreign language classroom.

Stuttering is a speech disorder that can be caused by many aspects such trauma, incident, and illness because there is no one born with this kind of speech disorder. The researcher in this study is focused on how Fluency Shaping Therapy and Stuttering Modification Therapy were used by Lionel, can reduce Bertie’s stuttering utterance. In addition, this study is using descriptive qualitative method to analyze and describe the data. Moreover, the data in this study is in the form of dialogues between Bertie and Lionel that were collected from The King’s Speech movie using analysis document. Then, the collected data is analyzed by data condensation, data analysis, and conclusion. The result shows that these two stuttering treatments (stuttering modification and fluency shaping which part of motor learning study) can be effective therapies because each of them has procedures that can support each other. In conclusion, stuttering is not an illness that human born along with but can be caused by many things and this speech disorder cannot be cured but can be reduced and modified using two methods, stuttering modification and fluency shaping therapy. Both of them can be combined together with Aristotle’s Rhetoric as a method to teach public speaking especially those who are having problems with stuttering.

Public speaking is a public speaking skill that can be trained. By continuing to do the practice of speaking in public effectively, a person can grow his self-confidence when speaking in front of many people. The importance of public speaking in one's life is to increase self-confidence. For this reason, this public speaking training activity is carried out to achieve these goals for the students of SMKN 1 Selo Boyolali. This training activity includes material presentation about public speaking, discussion sessions, training to become an MC, speech training, storytelling sessions, and game sessions. This activity is expected to provide benefits for students of SMKN 1 Selo Boyolali in increasing self-confidence.

Marketing Public Relations (Marketing PR) activities, this includes universities Marketing PR is a synergy between marketing activities and public relation strategy. This concept does not only market or sell product/service but also create, nurture and maintain the institution’s positive image. Bandung Islamic University (Unisba) is one of the private islamic universities implementing Marketing PR activities. The objective of this research is to acknowledge and to analyze: 1) The meaning of Marketing PR to Public Relations and Promotional Team, 2) The experience of Public Relations and Promotional Team in conducting the Marketing PR activities. This research uses qualitative research, constructivist paradigm with a phenomenology approach. The theory used is the symbolic interaction, sampling technique is conducted purposively. The result of this research explains that; based on the experience, Public Relations and promotional team must have managerial, public speaking and public relations capabilities in educating High School students.

This study replicated and extended previous research on the effectiveness of brief habit reversal, consisting of awareness training and competing response training (silent pause) in reducing the rate of speech disfluencies during public speaking. Nine university students, divided into 3 groups, delivered short speeches on a novel topic. Brief habit reversal combined with an interdependent group contingency resulted in a meaningful reduction in speech disfluencies with only 1 group requiring booster sessions. Relative to baseline, competing responses increased for all participants but only remained high for 1 participant following training. Reductions in speech disfluencies maintained during follow-up when participants presented in front of a small audience.

Most students carry out formal communication such as presenting assignments or expressing opinions in formal forums and there is anxiety about public speaking in their implementation. Virtual reality based on cognitive behavior therapy (VR-CBT) is one of the psychological interventions that can be applied in this study with the aim of reducing the level of anxiety in public speaking. The public speaking anxiety scale, TMAS, and psychological tests were used as measures to determine the subject's anxiety level. Collecting data using observation and interviews with subjects and related parties. This research design uses descriptive qualitative with a case study approach (case study). This study consisted of one subject who was a 20 year old sixth semester student. The VR CBT consisted of 10 sessions (+60 minutes / session). The data analysis technique used qualitative data analysis. The results showed that the subject's public speaking anxiety level decreased. That is, VR CBT is effective in reducing the level of public speaking anxiety.

How are theatre-techniques used in business training? Do theatre-making skills represent a unique field of knowledge? In this case study, I consider the National Institute of Dramatic Art’s (NIDA) ‘Executive Presenter’ two- day course in Sydney, Australia, and attempt to counter a simplistic notion of theatre as magical practice. Performance techniques are complex, historically and culturally-contingent processes for making and sharing meaning (McAuley 2008). I describe exercises from the course in some detail ‒ including elements of space, voice, body, structure, awareness, spontaneity, and rehearsal ‒ and suggest that we can understand these presentation skills in a relationship of continuity with everyday meaning-making, rather than as a magical art form. On the one hand, NIDA trades off and reinforces the popular mystique surrounding acting. On the other hand, the course introduces simple and effective techniques of verbal and non-verbal communication. Ultimately, my investigation considers the claim made in marketing the course that ‘public speaking can come naturally to you.’

Oral presentations and public speaking are an important aspect of the student experience in the United Kingdom higher education. Many modules (self-contained units normally within a programme of study) use presentations as a form of assessment and require students to verbally engage in small and large group settings to enhance learning. Previous research evidence has indicated that many students experience fear in public speaking. The aims of this qualitative survey were two-fold. First, it sought to gather further insight into the fears experienced and strategies used by students who fear public speaking, including oral presentations. The second objective was to determine whether their fear affected their experience of higher education. A qualitative survey comprising four open-ended questions was completed by 46 undergraduate and postgraduate students with a fear of public speaking from the University of the West of England (UWE), Bristol. All participants were attending one of the Stand Up and Be Heard (SUBH) UWE library-based workshops for fear of public speaking. Thematic analysis was used to identify the following six themes, namely: fear of being judged, physical symptoms, uncertainty about the topic, negative effect on university experience, practice and preparation, and more practical support needed. The results of this survey identify the specific fears students have in public speaking and provide evidence of the overall negative effect on their higher education experience. This survey provides further evidence that higher education institutions should acknowledge public speaking fear among some students and provide more support in oral presentation assessments.

Kemampuan pemimpin (Nakhoda, Kepala Kamar Mesin, Perwira deck dan Perwira mesin) pada saat dinas jaga di kapal tidak hanya memerlukan pengetahuan dan skill tetapi juga berbagai teori, teknik, metode dalam public speaking sehingga mampu berbicara, menyampaikan pesan, informasi maupun perintah ke anak buah dalam regu kerja dinas jaga di kapal dengan baik sehingga komunikasi berjalan lancar dan menghilangkan kesalahpahaman supaya kinerja di kapal yang telah ditargetkan tercapai. Penelitian ini bertujuan untuk menganalis pengaruh public speaking pemimpin terhadap kinerja awak kapal. Penelitian ini menggunakan metode kuantitatif dengan analisis regresi linier dengan uji – t. Respondent dalam penelitian ini adalah awak kapal niaga yang sedang berada di Pelabuhan Tanjung Perak Surabaya dengan jumlah 80 (delapan puluh) responden. Hasil dari penelitian berdasar regresi linier dan uji t adalah bahwa faktor public speaking pemimpin berpengaruh positif dan signifikan sebesar 0,610 satuan terhadap kinerja awak kapal dan berdasar uji determinasi diperoleh faktor public speaking pemimpin berpengaruh sebesar 37,1 % terhadap kinerja awak kapal.

This study investigates using technology to promote authentic and meaningful learning in applying a peer assessment rubric for a public speaking assessment in a higher education institution in Brunei Darussalam. Three hundred six undergraduates from Universiti Teknologi Brunei's Schools of Business, Computing, and the Engineering Faculty conducted the assessments in real-time using online-based rubrics accessible via their smartphones or laptops. Comparisons were made between the lecturers' marks and students for each rubric criterion, and a set of questionnaires was distributed to investigate students' perceptions toward the peer assessment after the assessment. The results indicated a variable discrepancy between assessments by the lecturers and students for the rubric criteria. While in some disciplines, peer marking was found to overmark compared to the lecturer by more than 15%, in other cases, the marks were similar. Comparison between peer and lecturer assessment indicated that the level of agreement was sensitive to the lecturer, but less so between student cohort when assessed by the same lecturer. When differences were observed, there was no apparent discrepancy in an agreement between aspects of the rubric which evaluated content or delivery. Students’ feedback revealed a positive response towards peer assessment but highlighted issues surrounding the technological aspects of the implementation process.

The possibility of applying innovative technologies, in particular the case method, during the study of “Life Safety and Health” in the educational process at the Lviv University of Trade and Economics is considered. The author's experience of using innovative technologies of problem analysis is presented. The method of case technologies has been proposed and implemented in the educational process and organization of scientific work of students learning the discipline “Life Safety and Health”, which promotes the development of creative potential and is interested for participants of the learning process via modeling real situations. Students forget the experience of public speaking, publish the results of their own research, receive performance appraisal. It is shown that the case method as an effective means of organizing educational process, allows to learn combined theoretical knowledge with the realization of life, activates cognitive interest in the studied discipline, promotes the development of research, communication and contributes to formation of creative decision-making skills. The obtained results confirm the need for purposeful scientific and methodological implementation of the case method in the educational process, which involves the creation of appropriate conditions for innovative search and innovative transformations in consciousness.

In 2019 Greta Thunberg gave a speech at the UN Climate Action Summit on climate change. The survey presented in this paper was conducted among students studying at the Zagreb School of Economics and Management (N = 99) in order to analyze their attitudes to this speech. The sample included students from Croatia as well as international students. Research questions covered the role of language, ecological awareness, age and education in the perception of the quality, the attractiveness of the speech, the use of ethos, pathos and logos, persuasiveness, and also influence potential. Generally, the results show statistically significant differences in perception and attitude between Croatian and international students., Ovaj rad istražuje utjecaj internacionalizacije sveučilišta na stavove o okolišnom aktivizmu među studentima koji studiraju na Zagrebačkoj školi ekonomije i managementa. S tim ciljem provedena je anketa kojom se ispitalo mišljenje studenata o okolišnoj aktivistici Greti Thunberg i njezinu govoru na UN–ovu samitu o klimatskim promjenama. Uzorak se sastojao od 99 studenata koji studiraju na hrvat skom i engleskom jeziku. Grupu studenata koji studiraju na engleskom jeziku čine studenti iz Hrvatske te strani studenti koji su redovno upisani i koji su na razmjeni. Istraživačka pitanja pokrila su ulogu jezika, ekološku svijest, dob i obrazovanje u percepciji kvalitete, atraktivnosti, uvjerljivosti i utjecajnosti govora. Rezultati ankete pokazali su da postoje razlike u stavovima studenata tih grupa o tinejdžerskoj aktivistici i njezinu govoru. Iako se studenti iz engleske grupe samoprocjenjuju nešto ekološki osvještenijima od studenata iz hrvatske grupe, govor ocjenjuju znatno bolje od hrvatske skupine i to u svim kategorijama. Statistički značajne razlike između grupa pronađene su samo za pitanja o Gretinu kredibilitetu i atraktivnosti govora. Nadalje, ispitana je i razlika među studentima unutar engleske grupe. Pronađena je statistički značajna razlika između međunarodnih studenata i hrvatskih studenata koji studiraju na engleskom za gotovo sva pitanja iz ankete, osim za pita nje o ekološkoj osviještenosti. Pritom su međunarodni studenti u anketi statistički značajno bolje ocjenjivali Gretu i njezin govor. Na stav hrvatskih studenata o Greti Thunberg i njezinu govoru može utjecati činjenica da globalno zatopljenje još uvijek nije toliko važna tema u hrvatskom javnom diskursu. S druge strane, međunarodna skupina studenata može biti sastavljena od većega broja studenata koje Harrison (2019, 13–14) definira kao globalne aktiviste i koji su općenito zainteresiraniji za globalna pitanja poput klimatskih promjena, a što je moglo utjecati na te razlike.

The aim of this study investigated is to describe the influence of self confidence on public speaking skills at History Education Students of Jambi University. Data obtained by distributing questionnaires and then analyzed quantitatively with a correlational research design. The results showed: there was an influence of self confidence on public speaking skills at History Education student of Jambi University because the value of thitung (16,960) > ttabel (1,65) and the significance probability value is 0,000 < 0,05. It means that the higher self confidence of history education students also makes the higher public speaking skills. The magnitude of the influence of self confidence on public speaking skills at History Education Students of Jambi University is 66,5% and the remaining 33,5% is influenced by other variables outside of this study. From the results of this study, it's recommended that lecturers no longer only focus on models, media, or learning methods but also have to pay attention to the psychology and mentality of students who can influence their attitude during class, so there’s no assumption that students who are less active when appearing in front of the class are students who are not good at learning. Key words: Self Confidence, Public Speaking Skills

Mahasiswa S1 Psikologi merupakan bagian dari masa depan bangsa yang diharapkan mampu memberikan teladan dalam kepemimpinan di masyarakat luas. Setiap prilaku dan ucapan yang disampaikan diharapkan menjadi contoh dan teladan yang baik untuk masyarakatnya. Agar hal tersebut terlaksana dengan baik maka diperlukan dan menjadi keharusan untuk dibekali keterampilan berbicara yang baik dan santun, sehingga mereka mampu menjadi tenaga-tenaga pamong yang handal, kompeten, tangguh dan professional dalam menangani permasalahan-permasalahan masyarakat dan memberikan pelayanan kepada public. Strategi yang digunakan dalam kegiatan pelatihan Public Speaking untuk profesi psikologi ini ialah menggunakan Focus Group Discussion (FGD). FGD itu sendiri ialah diskusi terfokus dari suatu grup dalam membahas suatu masalah tertentu. Diharapkan setelah ini Mahasiswa mendapatkan manfaat secara komprehensif dalam keterampilan dasar dan lanjutan untuk penerapan kepiawaian berbicara yang baik dan santun dihadapan public sehingga menjadi motivator/interest rekan sejawat di lingkungan kampus. Kata Kunci : Profesi Psikologi, Ilmu komunikasi, Public Speaking Abstract: Undergraduate Psychology students are part of the nation's future who are expected to be able to provide role models in leadership in the wider community. Every behavior and speech conveyed is expected to be a good example and role model for the community. In order for this to be carried out properly, it is necessary and imperative to be equipped with good and polite speaking skills, so that they are able to become reliable, competent, tough and professional civil servants in dealing with community problems and providing services to the public. The strategy used in the Public Speaking training for the psychology profession is to use a Focus Group Discussion (FGD). FGD itself is a focused discussion of a group in discussing a particular problem. It is hoped that after this students will get comprehensive benefits in basic and advanced skills for the application of good and polite speaking skills in front of the public so that it becomes a motivator / interest for colleagues in the campus environment. Keyword: Profession Psychology, Communication Studies, Public Speaking

Language environment has been used as an Arabic learning strategy. However, not every strategy is successful in improving Arabic language competence. This article aimed at understanding: (1) the phenomenon of the establishment of Arabic language environment in higher education, and (2) the contribution of Arabic language environment in improving language competence through the language acquisition process. So far, these aspects were neglected in previous studies. This research used a qualitative approach with a case study model. Data were collected through interviews, observation and documentation. They were analyzed in detail since the beginning of collection, description and reduction, and verification. The results showed that the establishment of language environment at UIN Maulana Malik Ibrahim Malang was carried out by establishing student dormitories, native speakers and student activity forums such as Arabic camp, public lectures, debates, discussions, public speaking, learning outside the classroom and competition. The influence of the Arabic language environment on the language acquisition is indicated by the students' speaking ability after 6 months of learning Arabic, participation in Arabic competition, writing Arabic scientific papers, and using Arabic in learning meetings. In conclusion, it turns out that the establishment of an Arabic language environment can be carried out in universities and can improve Arabic language competence. This article provided suggestions for effective use of the Arabic language environment as a language skill learning strategy.

В статье рассмотрена проблема формирования навыков ораторского мастерства у студентов медицинских вузов. Особое внимание уделено выработке навыков публичного выступления у обучающихся по специальностям, направленным на подготовку руководителей медицинских учреждений и работников санитарно-гигиенических организаций - общественное здравоохранение и медико-профилактическое дело. Указаны требования к профессиональной речи медиков в рамках общих критериев хорошей речи. Названы методы формирования ораторских умений, приведены отдельные упражнения, направленные на выработку и совершенствование навыков публичного выступления и межличностного общения. Также в статье рассмотрены методы обучения студентов в умении грамотно излагать свою речь в первую очередь тем, кто стремится к успеху в жизни, жаждет достичь определенных высот, как в карьерном росте, так и в личностном развитии. The article deals with the problem of formation of public speaking skills among students of medical universities. Special attention is paid to the development of public speaking skills among students in specialties aimed at training managers of medical institutions and employees of sanitary and hygienic organizations - public health and medical and preventive care. The requirements for the professional speech of physicians within the general criteria of good speech are indicated. Methods of formation of public speaking skills are named, separate exercises aimed at developing and improving the skills of public speaking and interpersonal communication are given. The article also discusses the methods of teaching students the ability to correctly express their speech, first of all, to those who strive for success in life, eager to reach certain heights, both in career growth and in personal development.

The article analyzes the necessity of forming the motivation of students for oral foreign language communicative activity in the process of distance learning. The importance of motivation and self-motivation for learning in conditions of physical isolation is proved by numerous studies of modern scholars.The purpose of the article is to search for approaches to creating feedback between students and their motivation for foreign language communication in the context of distance learning. Such approaches, according to the author's conclusion are: attracting students to professional research activities, providing students with the initiative to create online collaboration groups, collaborating according to a well-coordinated plan, and identifying individual achievements of students. The effectiveness of the communicative method is defined in view of the applied didactical principle of conscious approach in the process of study a foreign language and practical implementation of this principle as teaching a foreign language based on the native language support.The significance of the students’ scientific work for the growth of their creativity, self-fulfillment, formation of creative critical thinking and the development of individual abilities in solving practical problems, identifying the initiative, expanding the theoretical world outlook and scientific erudition, and the conscious use of theoretical knowledge in future practical activities is obvious. Thus being one of the most important motivating factors for oral foreign language communicative activity in the process of distance learning students’ scientific research work is aimed at forming a culture of foreign language broadcasting, the formation of students’ reflective and research culture to interactively cooperate in the process of performing problem-oriented professional tasks,in the process of cooperation in small groups and creating public speaking skills. The purpose of involving students in research activities was to form a positive motive for learning, awareness of future psychologists about theoretical and practical significance of knowledge gained during the search and processing of professional information. It should be noted that the selection, approval of individual findings of each student by the teacher will help to form their motivation for further exploration and the need to share experiences with other students in the group. Keywords: distance learning, communication, foreign, motivation, self-motivation, cooperation, research activities, self-fulfillment.

The Trade Education and Training Center (Pusdiklat Perdagangan) participates in the development of competencies and skills of the Indonesian people. One of contribution is organizing webinars through the learning management system (LMS) Kudagang. As an education and training center that organizes infographic webinars, Pusdiklat Perdagangan hopes to provide the best service. Therefore, evaluation is a mandatory thing that must be done. The infographic became a webinar topic that was given to participants, both academics and professionals. To provide optimal service, Pusdiklat Perdagangan evaluates webinar activities through participant suggestions. The purpose of this study is to identify things that need to be addressed and improved in the implementation of future webinars so that the quality of services provided is optimal and identify topics and webinar materials that are really needed by the community. Suggestions from participants in the form of text are processed and analyzed using text mining. The data analysis consisted of two parts: (1) analysis of suggestions regarding the webinar activities; (2) suggestions for the next webinar topic. The results of the analysis of participant suggestions indicate several things that need to be improved in the implementation of the webinar, including the audio quality, the practice duration, the technique in delivering material, and the role of the host in guiding the webinar activities. The webinar topic suggestions given by the participants to Pusdiklat Perdagangan are advanced infographics, social media management, public speaking, effective communication, and how to write scientific articles

Public Speaking, Survey of Communication Studies, Interpersonal Communication, Intercultural Communication.This activity focuses on helping students (1) become aware of their implicit biases, (2) u...

Presentation is a type of public speaking which requires special skills besides language competency. Presentation skill in English is a lesson or subject which can be found in some educational institutions in Indonesia. Besides presentation, public speaking can be in a form of speech, debate, and meeting. In public speaking, a speaker can face more than two people or even hundreds or thousands of people. While in ordinary conversation, the speakers and the listener called interlocutors are limited to only a few people. Presentation class is meant to improve the students’ performance in English public speaking. Feedback is usually given after a presentation activity is completed. In this case, the students who were trained were given feedback by the teacher. Feedback is given thoroughly on the language, content, and method of presentation. Research on feedback or assessment on oral presentation is underexplored. The present research is proof supported with empirical data which suggests that the role of feedback is important and statistically assessed as significant in making the later performance better. The main factor that determines the quality of a presentation is language skill. However, there are other aspects that are quite decisive such as the material or topic of the presentation and the presentation method.

The Indian Express, an English Daily, investigated the progression of 86 national school Board toppers (51 men and 35 women) during the two-decade of 1996-2015. The investigation consisted of toppers of Class X and XII (from the Central Board of Secondary Education and the Council for Indian School Certificate Examinations). It was published in three parts (The Indian Express, December 27-28-29, 2020). As a follow-up of the major findings of the investigation, this article proposes seven ‘takeaways’ for the betterment of India’s education system.