This research will attempt to find out the importance and effect of Self-Speech Strategy in Public Speaking as an EFL class for third year students (2013 academic year) in the Department of English at FKIP Universitas HKBP Nommensen Pematangsiantar. The population of this research is the third year students (Academic Year 2013) in the Department of English who sit in the public speaking class at FKIP Universitas HKBP Nommensen Pematangsiantar. The writers would like to thank God Almighty, for all His goodness and blessings to them, so they can finally complete this research with the title “Effect of self-talk strategy in public speaking as an EFL class in students of third year (2013 academic year) in the Department of English at FKIP Universitas HKBP Nommensen Pematangsiantar.” Gratitude is also sent to RISTEKDIKTI for providing the fund as a contribution to the realization of this research.
This research aims to describe how the self-talk strategy can have a positive effect on students' performance in public speaking as an EFL class. Since April 2016, the writers have begun to make an observation at the beginning of this research by looking at the real state of students in public speaking as an EFL class.
INTRODUCTION
Background of the Research
Given the above condition, writers want to use the strategy of self-talk in public speaking classes. This course is intended for students who are taking the fifth semester after completing the Speaking Skills course, namely: Speaking I, Speaking II, Speaking III and Speaking IV. Public Speaking Teaching Students Speaking at a Higher Level By identifying students' problems from the previous semester, the writers aim to use the self-speaking strategy in the public speaking classroom.
O' Malley, Chamot defines self-talk as reducing anxiety by using mental techniques that make one feel competent to perform the learning task. The use of self-talk had an impact on effort, anxiety control confidence, and automatic performance.
Problems of the Research
Ha: The use of self-talk strategy has a significant effect on students' public speaking ability in the EFL classroom. Finally, the writer found the effect of using the self-talk strategy that affected the students' speaking skills. A posttest was administered after treatment. Ha: Using a self-talk strategy has a significant effect on students' speaking skills.
Ho: There is no significant effect of using the Self-Talk strategy on the students' speaking skills. It can be concluded that there is a significant effect of using the Self-Talk strategy on the speaking skills of the students.
Product of the Research
REVIEW OF RELATED LITERATURE
- Self Talk Strategy
- Types of Self Talk Strategy
- Speaking
- Hypothesis of the Research
Self-conversation is defined as intrapersonal communication using language or thinking internal to the communicator". This strategy requires students to have their self-talk individualize whatever they speak in their mind. So, it can be positive or negative self-talk like these examples; Is it really true that I am a loser.
Self talk strategy can be divided into two types, namely: (1) Positive self talk strategy and (2) Negative self talk strategy. Ho: There is no significant effect of self-talk strategy on students' public speaking ability as EFL classroom.
The Objective and Significance of the Research
Objective of Research
Significance of Research
RESEARCH METHODOLOGY
Research Design
The research was conducted using experimental design which was to find the effect of the independent variable on the dependent variable. There were two groups and experimental groups. The pre-test was administered to both groups before treatment was given. The control group was treated without using self-talk strategy while the experimental group was treated using self-talk strategy.
Population and Sample
Instrument of Collecting Data
Procedure of Collecting the Data
There are three students who got 72 (ability is high), three students who got 68 (ability is high), one student who got 64 (ability is fair) and two students who got 60 (ability is right). There are two students who got 100 (ability is very high), two students who got 96 (ability is very high), one student who got 92 (ability is very high), one student who got 84 ( ability is high), two students who got 80 (ability is high), two students who got 76 (ability is high), three students who got 72 (ability is high), two students who got 68 (ability is high) , and five students who got 60 (ability is fair). There are two students who got 52 (ability is fair) and one student who got 56 (ability is fair).
There are two students who got 76 (the ability is high), one student who got 72 (the ability is high), six students who got 68 (the ability is high), one student who got 64 (the ability is fair), and seven students who got 60 (the ability is fair). There are two students who got 84 (the ability is high), five students who got 80 (the ability is high), four students who got 76 (the ability is high), five students who got 72 (the ability is high), two students who got 68 (the ability is high), and two students who got 60 (the ability is fair).
Technique of Analyzing the Data
DATA ANALYSIS AND RESEARCH FINDINGS
Data Analysis
The data obtained in the study was obtained from the results of the test given to the students, the first class as the experimental class and the second as the control class. There were some steps to follow to get the data namely administering the test to the students, checking the test performance done by the students, collecting the result as the data is analyzed and comparing the performance between the group after giving different treatment. The complete data of the students as presented in the following table, the experimental class will be the first and the next is the control class.
The Description of the Data
The table above shows that the score of the pre-test is low, the lowest score of the pre-test is 32. There are three students who passed 72, three students who got 68, one student who got 64 and two students who have reached 60. There were two students who got 100 and the ability is very high, two students who got 96, one student who got 92, one student who got 84, two students who got 80, two students who got 76, three students who got 72, two students who got 68 and five students who got 60.
There were two students who got 76, one student who got 72, six students who got 68, one student who got 64 and seven students who got 60. There are two students who got 84, five students who got 80, four students who got 76, five students who got 72, two students who got 68 and two students who got 60.
Analyzing Data by Using t-test Formula
The result above will be calculated again after the calculation is found in the control class to find out the comparison scores in two classes and then find out the significant influence of the students' speaking ability taught by self-talk strategy with t-test formula. Search achieved score, symbolized by (d) of the students' speaking test and describe it in the tables. And from the results it can be seen that the experimental class has a high mean variable and standard deviation than in control class.
The result of the data analysis was 2.671 with the degree of freedom (df) in the calculation of two tails is 38. So, from the results it can be seen that there is a significant impact using the Self-Speech Strategy on the students' speaking ability.
Hypothesis Testing
According to the explanation for the analysis of the results in the table above, the writer can conclude that there is a significant impact of the students' speaking ability taught using the Self-Talking Strategy. The problem of this thesis: "Is there any significant effect of self-talk strategy in public speaking as an EFL class among third-year students (academic year 2013) in the Department of English at FKIP Universitas HKBP Nommensen Pematangsiantar?". After analyzing the data, the writer finds that the use of the Self-Talk Strategy has an impact on increasing the students' confidence to be more focused and aware of themselves.
The students need to make sure they can do this by talking positively to themselves, while they can lose out if they talk negatively to themselves. As O‟ Malley, Chamot defines that self-talk reduces anxiety by using mental techniques that make one feel competent to perform the learning task. It is usually in the form of actual words, although self-talk sometimes takes the form of images or concepts.
Therefore, it is expected that the self-talk strategy in teaching speaking skills can increase students' self-confidence. Using a self-talk strategy can help students get closer to themselves and learn to trust their actions. From the table of students' speaking results, it can be seen that students who learn speaking using the self-talk strategy and the conventional method.
In other words, the effect of Self-Talk Strategy has a significant impact on students' speaking ability of students in public speaking class at FKIP Universitas HKBP Nommensen. Students are able to analyze a context of asking questions, giving and refusing. Students are able to practice in the context of asking questions, giving and refusing.
Students are able to create the conversation using the expression of asking, giving and rejecting topics. Asking students to make a dialogue using the expression of asking, giving and rejecting topics. Asking students to practice and record the expression by asking, giving and rejecting objects.
A survey of the English communication strategies of the Vth semester students (year 2011) at the English Department of FKIP UHNPematangsiantar.
Research Finding
Interpretation
Discussion
A study on the slippage made by students in speaking in Grade VII of SMP Katolik Assisi.
DISCUSSION
Observation
Experimental class (Pre Test)
Experimental class (Post Test)
Control Class (Pre Test)
Control Class (Post Test)
Lesson Plan
Biodata
Artikel Ilmiah
Poster
Profil
