PEMBINAAN PUBLIC SPEAKING DAN ADMINISTRASI ORGANISASI PADA GP ANSOR KECAMATAN SAGULUNG BATAM

Gerakan Pemuda (GP) Ansor adalah organisasi kepemudaan, kemasyrakatan, kebangsaan dan keagamaan yang berwatak kerakyatan. GP Ansor diwarnai semangat perjuangan, nasionalisme, pembebasan dan etos kepahlawan. Sebagai organisasi yang terstruktur, GP Ansor memiliki visi, misi serta tujuan. GP Ansor sudah tersebar diseluruh wilayah di Indonesia, termasuk di Batam. Tahapan pembinaan ini dilakukan sebagai berikut:Pemudan GP Ansor mengikuti semua materi yang akan disampaikan pada kegiatan pembinaan ini, yaitu :Organiasi, Public Speaking, dan Administrasi Organisasi dan Pengajaran dan Praktek Public Speaking. Metode untuk menyelesaikan masalah yang ditawarkan oleh pengabdi berupa: memberikan ceramah dan praktek langsung dan memastikan bahwa seluruh pemuda GP Ansor paham dengan materi yang disampaikan, diberikan waktu untuk berdiskusi, dan mampu menggunakan melakukan presentasi dan berbicara di depan orang banyak dalam situasi yang sebenarnya (real situation). Evaluasi pelaksanaan kegiatan pembinaan Public Speaking dan Administrasi Organisasi ini memiliki tujuan yang telah ditetapkan yaitu, untuk melihat pencapaian kegiatan dalam pengabdian ini dan sebagai perbaikan dan penyempurnaan untuk kegiatan pengabdian di masa yang akan datang. Evaluasi pelaksanaan kegiatan pengabdian antara lain; Tahap sebelum kegiatan, Tahap saat pelaksanaan kegiatan dan Tahap setelah kegiatan. Kegiatan pengabdian ini dilaksanakan selama satu tahun.

The benefits of applying the lightning talk in child and youth care education

<div> <div> <div> <p>Child and youth care instructors often aspire to prepare students for unforeseen circumstances in the field, including circumstances that may require spontaneous advocacy and public speaking skills in various settings, such as an interdisciplinary case conference or a plan of care meeting. We suggest that one way of contributing to these goals is the pedagogy of the lightning talk. A lightning talk can be defined as a short (three minutes), time-limited, oral presentation on a particular subject without the use of supporting materials, such as Power Point slides, notes, an electronic device, or audience engagement, so as to simulate a practice context that was unexpected and for which the practitioner has no opportunity to plan or prepare (Jean-Pierre et al., 2020). </p><div> <div>In this article, we will share the main lessons learned from a study that examined the learning experiences and processes of the pedagogy of the lightning talk at a Canadian metropolitan university in two child and youth care undergraduate courses. </div> </div> <p></p> </div> </div> </div>

Enhancing the learning and teaching of public speaking skills

<div> <div> <div> <div> <p> </p><div> <div> <div> <div> <p>Various pedagogical strategies promote the development of communication skills that enable graduates to leave their mark and make positive changes in society. This article focuses on instructional lessons learned from undergraduate student perspectives of the pedagogy of the lightning talk, a three-minute oral presentation delivered without the use of supporting materials and without audience engagement in a noncompetitive environment. Drawing from the data of a mixed-methods study conducted at a metropolitan university, this article highlights key pedagogical lessons. Students’ responses indicate that instructors can implement instructional strategies that enhance students’ preparatory work and accessibility. Students also shared that they developed valuable public speaking-related skills. Overall, the findings can inform how instructors can enhance learners’ communication skills with inclusive teaching strategies. </p> </div> </div> </div> </div> <p></p> </div> </div> </div> </div>

The benefits of applying the lightning talk in child and youth care education

<div> <div> <div> <p>Child and youth care instructors often aspire to prepare students for unforeseen circumstances in the field, including circumstances that may require spontaneous advocacy and public speaking skills in various settings, such as an interdisciplinary case conference or a plan of care meeting. We suggest that one way of contributing to these goals is the pedagogy of the lightning talk. A lightning talk can be defined as a short (three minutes), time-limited, oral presentation on a particular subject without the use of supporting materials, such as Power Point slides, notes, an electronic device, or audience engagement, so as to simulate a practice context that was unexpected and for which the practitioner has no opportunity to plan or prepare (Jean-Pierre et al., 2020). </p><div> <div>In this article, we will share the main lessons learned from a study that examined the learning experiences and processes of the pedagogy of the lightning talk at a Canadian metropolitan university in two child and youth care undergraduate courses. </div> </div> <p></p> </div> </div> </div>

Enhancing the learning and teaching of public speaking skills

<div> <div> <div> <div> <p> </p><div> <div> <div> <div> <p>Various pedagogical strategies promote the development of communication skills that enable graduates to leave their mark and make positive changes in society. This article focuses on instructional lessons learned from undergraduate student perspectives of the pedagogy of the lightning talk, a three-minute oral presentation delivered without the use of supporting materials and without audience engagement in a noncompetitive environment. Drawing from the data of a mixed-methods study conducted at a metropolitan university, this article highlights key pedagogical lessons. Students’ responses indicate that instructors can implement instructional strategies that enhance students’ preparatory work and accessibility. Students also shared that they developed valuable public speaking-related skills. Overall, the findings can inform how instructors can enhance learners’ communication skills with inclusive teaching strategies. </p> </div> </div> </div> </div> <p></p> </div> </div> </div> </div>

Teachers’ Strategies in Teaching Speaking at English Courses as a Foreign Language in Kampung Inggris

A successful learning process is determined by teaching strategies that are used by teachers. The strategies will affect the learning output of students. Many graduated students claim that they need more experience to study English. One alternative way to improve their ability is to join an English Course in Pare East Java-“Kampung Inggris”. The aim is to investigate how teaching speaking is done and what the strategies used to make and help students to speak in fun way. The focus of this research is to expose the uniqueness of those strategies. It belongs to ethnography research using observation, interview, and documentary. The populations are from four English courses that were elected by purposive sampling. The result shows that the most often teaching speaking strategies are pronunciation class, grammar for speaking, academic speaking, impromptu and public speaking.

Electrophysiological Correlates of Shyness Affected by Facial Attractiveness

Previous neurological studies of shyness have focused on the hemispheric asymmetry of alpha spectral power. To the best of our knowledge, few studies have focused on the interaction between different frequencies bands in the brain of shyness. Additionally, shy individuals are even shyer when confronted with a group of people they consider superior to them. This study aimed to reveal the neural basis of shy individuals using the delta-beta correlation. Further, it aimed to investigate the effect of evaluators’ facial attractiveness on the delta-beta correlation of shyness during the speech anticipation phase. We recorded electroencephalogram (EEG) activity of 94 participants during rest and anticipation of the public speaking phase. Moreover, during the speech anticipation phase, participants were presented with high or low facial attractiveness. The results showed that, as predicted, the delta-beta correlation in the frontal region was more robust for high shyness than for low shyness during the speech anticipation phase. However, no significant differences were observed in the delta-beta correlation during the baseline phase. Further exploration found that the delta-beta correlation was more robust for high facial attractiveness than low facial attractiveness in the high shyness group. However, no significant difference was found in the low-shyness group. This study suggests that a stronger delta-beta correlation might be the neural basis for shy individuals. Moreover, high facial attractiveness might enhance the delta-beta correlation of high shyness in anticipation of public speaking.

Determinate Location Of MBKM Internship Based On Clusterring Student's Skills With K-Means (Case In Universitas PGRI Argopuro Jember)

The purpose of this study was to determinate location of MBKM internship based on clusterring student's skills with K-Means. This is important to detect some of student’s skills which will become the output of the university that must be recorded early so that they were truly ready to compete. To analyze the skills of some students, the Mathematics Education study program at the University of Argopuro Jember conducted a survey of additional skills outside of lectures. This survey is carried out regularly every year as material for reporting on the development of students' skills and qualities. Thus the skills possessed by students can be monitored and evaluated whether in the future special skills were needed that must be given to students. The skills of students who become points in the survey include: 1)Foreign language skills, 2)IT Skills, 3)Public Speaking and Management Skills, 4)Analitical and Graphic Design Skills, 5)Microteaching Skills. We clustering 67 respondent, it is our student at Universitas Argopuro Jember in fiveth. Cause of outlier in 7 respondent, we just make clustering with K-means with 60 respondent. Based on K-Means clusterring we have 3 cluster .It shows that cluster 1 has 32 respondents, cluster 2 has 21 respondents and cluster 3 has 7 respondents. Abd also on the result and discussion, we knew that cluster 1 with 32 respondent has more skills, it were foreign language, public speaking skills and microteaching skills. So the internship locations that match these skills clusters such as LBB then Publication Offices such as Radio, Jawapos, etc. For second conclusion, we knew that cluster 2 with 21 respondent have more skills except for microteaching skills. Appropriate internship places for these students are in administrative offices, local government offices, etc.And for third conclusion, that cluster 3 with 7 respondent have more skills too except public speaking but they have a middle skills in microteaching. The office or internship location where we can suggest is Dinas Parawisata, Perbankan that needs good communication and good team work, etc