Public Speaking
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2021 ◽  
Vol 1 (1) ◽  
pp. 34-39
Abdu Rahim III Kenoh

Despite being competent in the English language, pre-service teachers struggle a lot when it comes to public speaking. Their ability to deliver and speak competently is hindered by speaking anxiety. The purpose of this study is to determine the causes of speaking anxiety among pre-service teachers and identify how pre-service teachers cope up with speaking anxiety. This study was administered to 7 pre-service teachers using a convenience sampling technique from a reputable public state university in Southern Philippines. The findings showed that speaking anxiety among pre-service teachers is caused by the fear of committing mistakes, having high expectations from the audience, nervousness, and lack of preparation. Additionally, the techniques used by pre-service teachers to cope up with speaking anxiety include preparing an outline, practicing before the actual speech, and boosting one’s self-confidence. Research revealed that speaking anxiety can be eased by employing techniques such as exposure to speaking engagements, preparation, and believing in oneself.

Farah Shahnaz Feroz ◽  
Ahmad Rifhan Salman ◽  
Muhammad Hairulnizam Mat Ali ◽  
Afiq Idzudden Ismail ◽  
S. Indra Devi ◽  

<p>Analysis of brain signals and their properties provides valuable information regarding the underlying neural deficiencies and enables the diagnosis of attention bias related to public speaking anxiety (PSA). Although 25% people around the world suffer from PSA, currently, there exists a lack of standard assessment in diagnosing the severity of attention bias in individuals with PSA. This study aims to distinguish behavioral and neural abnormalities related to attentional bias during PSA by comparing reaction time (RT) and event-related potential (ERP) correlates of high (H) PSA and low (L) PSA individuals. 12 individuals suffering from HPSA and 12 individuals with LPSA participated in the modified emotional Stroop experiment. Electroencephalography (EEG) was recorded with the low cost, 14-channel Emotiv Epoc+. RT showed slower responses, linked to attentional deficits in HPSA individuals. ERP results revealed the P200 emotional Stroop biomarker, found to be linked to attentional bias in HPSA, but not in LPSA individuals. These results revealed significant RT and P200 ERP abnormalities related to attentional bias in HPSA individuals using the low-cost Emotiv Epoc+.</p>

Stephanie M. Ortiz ◽  
Meghan A. Deshais ◽  
Raymond G. Miltenberger ◽  
Kenneth F. Reeve

2021 ◽  
Vol 12 (3) ◽  
pp. 329-337
Julia Peres Martins ◽  
Alan Vinicius Assunção-Luiz ◽  
Natássia Condilo Pitta ◽  
Vitor Hugo Lopes dos Santos ◽  
Isabela Fonseca Silva ◽  

Dentre os benefícios oriundos do engajamento dos acadêmicos universitários em projetos de extensão, destaca-se o fortalecimento do papel social e da cidadania, com o aprimoramento de habilidades e competências aprendidas em sua trajetória acadêmica. Este trabalho tem como objetivo relatar as experiências vividas por alunos de graduação e de pós-graduação da Escola de Enfermagem de Ribeirão Preto como monitores de um projeto de extensão universitária denominado “Programa Universitário Por Um Dia”, criado em 2016 mediante parceria da Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo (EERP-USP) com as Pró-Reitorias de Graduação e de Cultura e Extensão Universitária da USP. Diante dos relatos obtidos, os universitários arrolados no Programa tiveram a oportunidade de fortalecer suas habilidades de falar em público, organizar suas apresentações, aprimorar o relacionamento interpessoal com outros alunos, exercitar a capacidade de resolução de problemas, treinar a didática e organização pessoal. Durante a pandemia do COVID-19, as atividades do programa continuaram de maneira remota, onde os monitores colocaram todos seus aprendizados em prática e necessitaram adaptar os conteúdos. Essas atividades e desafios contribuíram para a construção diária das responsabilidades e consolidação profissional dos universitários e futuros docentes. Um dos indicadores de sucesso deste programa foi o ingresso na EERP-USP de três alunos do ensino médio, que visitaram o programa, e se tornaram monitores. Palavras-chave: Ensino Superior; Inclusão Social; Extensão Universitária; Oratória; Educação Básica Reports of undergraduate and postgraduate students in nursing from a university inclusion program Abstract: Among the benefits arising from the engagement of university students in extension projects, the strengthening of the social role and citizenship stands out, with the improvement of skills and competencies learned in their academic trajectory. This paper aims to report the experiences of undergraduate and graduate students at the Ribeirão Preto College of Nursing as monitors of a university extension project called "University for a Day Program," created in 2016 through a partnership with the Ribeirão Preto College of Nursing at the University of São Paulo (EERP-USP) with the Dean of Undergraduate Studies and Culture and University Extension at USP. Based on the reports obtained, the university students enrolled in the Program had the opportunity to strengthen their public speaking skills, organize their presentations, improve their interpersonal relationships with other students, exercise their problem-solving skills, train didactics and personal organization. During the COVID-19 pandemic, the Program's activities continued remotely, where monitors put all their learning into practice and needed to adapt the contents. These activities and challenges contributed to the daily construction of responsibilities and professional consolidation of university students and future teachers. One of the success indicators of this Program was the entry into the EERP-USP of three high school students who visited the Program and became monitors. Keywords: Higher Education; Social Inclusion; University Extension; Public Speaking; Basic Education

2021 ◽  
Vol 8 (3) ◽  
pp. 901-916
Aránzazu García-Pinar

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.

Gustina Romaria

The study aims at identifying the public speaking communication skills among the students of Mercu Buana University Meruya, West Jakarta, before and after the implementation of the storytelling method. In addition, the study also aims at identifying the presence or the absence of the impact of the storytelling method on the public speaking communication skills of the Mercu Buana University students in Meruya, West Jakarta. By using the SPSS Version 20, 40 students have been gathered as the samples of the study and these students come from all faculties in the Mercu Buana University. After the data have been gathered, the data are analyzed using the descriptive statistical test and the hypothesis test. In this regard, the researchers have implemented the normality test and the hypothesis test. The hypotheses within the study are tested using the following criteria: (1) if the rate of significance < a (sig. value < 0.05) then Ho is rejected and Ha is accepted; and (2) if the rate of significance > a (sig. value > 0.05) then Ho is accepted and Ha is rejected. The results of the study show that the students of Mercu Buana University have understood the concept and the implementation of the storytelling method. From the results of the analysis toward the assessment category of the storytelling method, out of 8 assessment variables 3 variables do not have significant influence on the storytelling method that the students of Mercu Buana University have implemented and the three variables are Pressure, Material Disclosure, and Participant Gesture. In addition, the results of the paired sample t-test there are significant differences between the pre-test results and the post-test results. These findings show that the storytelling method is highly influential for the changes on the public speaking communication skills that the students of Mercu Buana University perform.

2021 ◽  
Vol 3 (2) ◽  
Anisa Kuswandari Banuwa ◽  
Annastasia Nika Susanti

ABSTRACT: TRAINING NEED ANALYSIS ON OFFICE EMPLOYEES AT THE REPRESENTATIVES OF BKKBN IN LAMPUNG PROVINCEASN competency in Indonesia is an issue that needs serious attention. One of the solutions that can be taken in addressing ASN competency problems is through training. It is very important to conduct a Training Needs Analysis (TNA) before establishing what training and education need to be provided to the ASN. This study aims to determine the right training for employees of BKKBN Representative Office in Lampung Province based on the results of the training needs analysis. The study was conducted on 59 employees. The research data were obtained through TNA questionnaires. Data analysis used descriptive statistics analysis The results of the task analysis show that employees need technical training in accordance with the field of their respective work units.  As for the results of individual analysis, the majority of employees need Public Speaking Training as well as Article Writing and Scientific Papers. The results of this study can be a reference for BKKBN Lampung Province in conducting appropriate training for employees so that the effectiveness and productivity of the organization increases.Keywords: Traning neef analysis, office employees of BKKBN in Lampung ProvinceKompetensi ASN di Indonesia menjadi masalah yang perlu mendapatkan perhatian serius. Salah satu upaya yang dapat ditempuh dalam mengatasi permasalahan kompetensi ASN yakni melalui pelatihan. Sangat penting untuk melakukan analisis kebutuhan pelatihan sebelum menetapkan pelatihan dan pendidikan apa yang perlu diberikan pada ASN. Penelitian ini bertujuan untuk menentukan pelatihan yang tepat bagi pegawai Kantor Perwakilan BKKBN Provinsi Lampung berdasarkan hasil analisis kebutuhan pelatihan. Penelitian dilakukan terhadap 59 pegawai. Data penelitian diperoleh melalui kuesioner analisis kebutuhan pelatihan. Analisis data menggunakan analisis statistik deskriptif. Hasil analisis kebutuhan tugas jabatan menunjukkan bahwa pegawai membutuhkan pelatihan teknis yang sesuai dengan bidang unit kerja masing-masing.  Sementara untuk hasil analisis kebutuhan individu mayoritas pegawai membutuhkan pelatihan Public Speaking serta Penulisan Artikel dan Karya Tulis Ilmiah. Hasil penelitian ini dapat menjadi acuan bagi BKKBN Provinsi Lampung dalam menyelenggarakan pelatihan yang tepat bagi pegawai sehingga efektivitas dan produktivitas organisasi meningkat.Kata Kunci: Analisis Kebutuhan Pelatihan, Pegawai Kantor Perwakilan BKKBN Provinsi Lampung

2021 ◽  
Vol 6 (42) ◽  
pp. 329-344
Ilangko Subramaniam

Soft skills are non-academic competencies that complement a student's academic achievement to face the world of work in the future. This study aims to identify ways of implementing soft skills and the kind of soft skills emphasized in the teaching and learning of the Malay language among secondary school students in nine selected schools in Kedah, Penang, and Perak. The study involved focus group interviews and individual interviews consisted of 119 students and 26 Malay language teachers. The findings show that soft skills apply directly and indirectly through various learning activities in Malay Language subjects. Respondents from normal schools received less exposure to soft skills compared to respondents from high-performing schools (HPS). Among the soft skills identified in this study are teamwork skills, self-confidence, communication, critical thinking, leadership, influencing skills, critical and creative thinking skills (CCTS), and problem-solving skills. Communication skills and teamwork skills were among the most detected soft skills in the three high-performing schools involved in this study. Meanwhile, the activities carried out to apply soft skills are group discussions, presentations, acting, poetry recitation, storytelling, public speaking, forums, and question and answer. Although this study is not comprehensive in terms of the number of schools and respondents, the findings of this study are important to explain the real scenario of the level of mastery and integration of soft skills, especially in the nine cases of this study.

Mary K. Fagan ◽  
Patil M. Malatian

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.

2021 ◽  
Katherine Pebley O’Neal ◽  
Stephanie O’Shaughnessy

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