students’ and lecturers’ beliefs about the use of …improve students’ public speaking skills....
TRANSCRIPT
STUDENTS’ AND LECTURERS’ BELIEFS ABOUT THE USE
OF TED TALKS VIDEO TO IMPROVE STUDENTS’
PUBLIC SPEAKING SKILLS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Gracia Vica Ade Nugraheni
Student number: 131214008
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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i
STUDENTS’ AND LECTURERS’ BELIEFS ABOUT THE USE
OF TED TALKS VIDEO TO IMPROVE STUDENTS’
PUBLIC SPEAKING SKILLS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Gracia Vica Ade Nugraheni
Student number: 131214008
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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I CAN DO ALL THINGS THROUGH CHRIST
WHO ALWAYS STRENGHTENS ME.
(PHILIPPIANS 4:13, NKJV)
This thesis is dedicated to Jesus Christ, who always blesses me, my beloved
mother Prasetyo Mulyaning Wati, and my beloved father Saryono who always
support and pray for me, and to my beloved brothers, Yoshua Ade Nugroho and
Samuel Ade Anugerah
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 10 July 2017
The Writer
Gracia Vica Ade Nugraheni
131214008
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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI
KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Gracia Vica Ade Nugraheni
Nomor Mahasiswa : 131214008
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ AND LECTURERS’ BELIEFS ABOUT THE USE
OF TED TALKS VIDEO TO IMPROVE STUDENTS’ PUBLIC
SPEAKING SKILLS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 10 Juli 2017
Yang menyatakan
Gracia Vica Ade Nugraheni
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ABSTRACT
Nugraheni, Gracia Vica Ade. (2017). Students’ and Lecturers’ Beliefs about the
Use of TED Talks Video to Improve Students’ Public Speaking Skills. Yogyakarta:
English Language Education Study Program, Department of Language and Arts
Education, Faculty of Teachers Training and Education, Sanata Dharma
University.
Media are important in supporting the teaching and learning process. There are
some media that can be used. One of them is video. TED Talks video is a source
that is used by the English Language Education Study Program lecturers in
teaching listening especially in CLS II class. In this research, the writer is curious
whether TED Talks video can improve students’ public speaking skill or not.
Students and lecturers may have different beliefs in teaching and learning that
underlie the practice of using TED Talks video. Therefore, the research intended
to analyse the students’ and lecturers’ beliefs about the use of TED Talks video to
improve students’ public speaking skills. Two of the CLS II lecturers who use
TED Talks video and their students became the main focus of this research.
There are two research questions in this research: (1) What are the students’
beliefs about the use of TED Talks video to improve their public speaking skills?
(2) What are the lecturers’ beliefs about the use of TED Talks video to improve
students’ public speaking skill? Participants were two CLS II lecturers and 65
students from semester four and six who still use TED Talks video from English
Language Education Study Program.
A mixed method was used to collect quantitative and qualitative data. In
answering those two research questions, the researcher used questionnaire with
close-ended questions to collect quantitative data and also used interview as data
gathering technique to collect qualitative data
The findings of this research showed that there were different beliefs among the
students and the lecturers. A good communication between students and lecturers
is needed to achieve similar beliefs. The researcher concluded that the use of TED
Talks is very useful to improve students’ public speaking skill. Students’ and
lecturers’ beliefs were understood from the practice of using TED Talks video.
Keywords: students’ beliefs, teachers’ beliefs, media, video, TED Talks, public
speaking
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ABSTRAK
Nugraheni, Gracia Vica Ade. (2017). Students’ and Lecturers’ Beliefs about the
Use of TED Talks Video to Improve Students’ Public Speaking Skills. Yogyakarta:
Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni,
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Media penting dalam mendukung proses belajar dan mengajar. Ada beberapa
media yang dapat digunakan. Salah satunya adalah video. Video TED Talks
adalah sumber yang sdigunakan oleh dosen Pendidikan Bahasa Inggris dalam
mengajar listening khususnya di kelas CLS II. Di dalam penelitian ini, peneliti
ingin mengetahui apakah video TED Talks dapat meningkatkan kemampuan
public speaking siswa atau tidak. Siswa dan dosen memungkinkan mempuyai
perbedaan persepsi dalam proses mengajar dan belajar yang mendasari
penggunaan video TED Talks. Penelitian ini ditujukan untuk menganalisis
persepsi siswa dan dosen dalam penggunaan video TED Talks untuk
meningkatkan kemampuan public speaking siswa. Dua dosen CLS II yang
menggunakan video TED Talks dan siswanya dari Pendidikan Bahasa Inggris
menjadi fokus utama dalam penelitian ini.
Terdapat dua rumusan masalah dalam penelitian ini: (1) Apa saja persepsi siswa
tentang penggunaan video TED Talks untuk meningkatkan kemampuan public
speaking mereka? (2) Apa saja persepsi dosen tentang penggunaan video TED
Talks untuk meningkatkan kemampuan public speaking siswa? Partisipan adalah
dua dosen CLS II dan 65 siswa dari semester empat dan enam yang masih
menggunkan video TED Talks di Program Studi Pendidikan Bahasa Inggris
Universitas Sanata Dharma.
Metode campuran digunakan untuk mengumpulkan data kuantitatif dan data
kualitatif. Dalam menjawab kedua rumusan masalah tersebut, peneliti
menggunkan kuesioner dengan pertanyaan tertutup untuk mengumpulkan data
kuantitatif dan juga menggunakan interview sebagai teknik pengumpulan data
untuk mengumpulkan data kualitatif.
Penemuan dalam penelitian ini menunjukkan bahwa ada perbedaan persepsi
antara siswa dan dosen. Komunikasi yang baik antara siswa dan dosen diperlukan
untuk mencapai persamaan persepsi. Peneliti menyimpulkan bahwa penggunaan
video TED Talks sangat berguna dalam meningkatkan kemampuan public
speaking siswa. Persepsi siswa dan dosen akan dipahami dalam praktek
pengguaan video TED Talks.
Kata kunci: students’ beliefs, teachers’ beliefs, media, video, TED Talks, public
speaking
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ACKNOWLEDGMENTS
First of all, I would like to thank Jesus Christ who has given His amazing
grace for me. Because of His blessing and guidance, I can finish my thesis well.
Without Him, I cannot do it.
My deepest gratitude goes to my parents Ibu Prasetyo Mulyaning Wati
and Bapak Saryono, S.Pd. who always pray for me and fullfil my needs and also
to my younger brothers Yoshua Ade Nugroho and Samuel Ade Anugerah who
motivate me. I would also like to thank my grandmother Salbiyah who also
supports me and to my sister Windha Istriani who always become my sharing
friend.
I dedicate my appreciation to my advisor Bapak Concilianus Laos Mbato,
M.A., Ed.D. and also my academic advisor Bapak Drs. Y.B. Gunawan, M.A.
who always give me support and advice. I also give my gratitude to Ibu Christina
Lhaksmita Anandari, Ed.M. and Ibu Laurentia Sumarni, M.Trans.St. for
their patience in answering my questionnaire and interview and also some of my
PBI friends batch 2014 and 2015 who helped me during the data collection. I
would also like to thank all lecturers and staffs of English Language Education
and also all of my friends of English Language Education Study Program batch
2013 especially my friends in PBI class A small and also my friends in Proposal
Seminar class.
I would like to express my gratitude to my partner in life Martinus
Christian Adi Putranto for his love, encouragement and motivation. I thank my
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best friends Roswita Putri Briantika, Riesna Nur Hutami, Claudius Angga
Y.K., and Alberik Ryan T.W. for sharing their friendship in my life. I thank my
friends in a boarding house Ester Devi Rias Anastasia, Agnes Andriyani,
Agustina Lia Susanti, and Ignatia Lintang Wardhani. I thank my PPL friends
Dian Natalia Aryani, Leni Katri Kartika, and Natalia Desi L. and also Englsih
Mass Community who support me. Finally, I would like to give my gratitude to
everyone whose names cannot be mentioned one by one.
Gracia Vica Ade Nugraheni
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TABLE OF CONTENTS
Page
TITLE PAGE ……………………………………………………………… i
APPROVAL PAGE ……………………………………………………….. ii
DEDICATION PAGE ……………………………………………………... iv
STATEMENT OF WORK’S ORIGINALITY ……………………………. v
PERNYATAAN PERSETUJUAN PUBLIKASI ……………………………. vi
ABSTRCT ………………………………………………………………… vii
ABSTRAK ………………………………………………………………..... viii
ACKNOWLEDGEMENTS ………………………………………………. ix
TABLE OF CONTENTS …………………………………………………. xi
LIST OF TABLES ………………………………………………………… xv
LIST OF APPENDICES …………………………………………………... xvi
CHAPTER I. INTRODUCTION …………………………………………..
1.1 Research Background …………………………………. 4
1.2 Research Question …………………………………….. 5
1.3 Research Benefits ……………………………………… 5
1.3.1 Lecturers of Public Speaking Class …………………. 5
1.3.2 Students in English Language Education Study
Program ……………………………………………… 5
1.3.3 Future Researchers …………………………………... 6
1.4 Definitions of Terms …………………………………... 6
1.4.1 Beliefs …………………………………... ………….. 6
1.4.2 Media …………………………………........................ 6
1.4.3 Video …………………………………......................... 6
1.4.4.Public Speaking …………………………………......... 7
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CHAPTER II. REVIEW OF RELATED LITERATURE …………………. 8
2.1 Theoretical Description ………………………………… 8
2.1.1 Beliefs ………………………………………………… 8
2.1.1.1 Definition …………………………………………… 8
2.1.1.2 Students’ Beliefs ……………………………………. 9
2.1.1.3 Teachers’ Beliefs ……………………………………. 10
2.1.1.4 Beliefs in Language Learning ………………………. 11
2.1.2 Perception and Belief ………………………………….. 11
2.1.3 Learning Media………………………………………… 12
2.1.4 Video …………………………………………………… 13
2.1.4.1 The Use of Video in English Classroom …………….. 13
2.1.4.2 Benefits of Applying Video in English Classroom …… 13
2.1.4.3 The Use of TED Talks Video ………………………… 14
2.1.5 Public Speaking ………………………………………... 15
2.1.5.1 The Nature of Public Speaking ………………………. 15
2.1.5.2 Problem and Their Solution in Public Speaking ……… 16
2.1.5.3 Public Speaking Class ………………………………… 17
2.1.6 Previous Studies About The Use of Video ……………… 18
2.2 Theoretical Framework ……………………………………. 18
CHAPTER III. RESEARCH METHODOLOGY ……………………………... 20
3.1 Research Method …………………………………………... 20
3.2 Research Setting …………………………………………… 21
3.3 Research Participants ………………………………………
3.4 Instruments and Data Gathering Techniques ……………… 22
3.4.1 Questionnaire ……………………………………………. 22
3.4.2 Interview …………………………………………………. 23
3.5 Data Analysis Technique ………………………………….. 24
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CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ……………….. 26
4.1 Research Results …………………………………………… 26
4.2 Discussion …………………………………………………. 43
4.2.1 Students’ beliefs about the use of TED Talks video to
improve their public speaking skills …………………….. 44
4.2.2 Lecturers’ beliefs about the use of TED Talks video to
improve students’ public speaking skills ………………… 45
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ……………. 49
5.1 Conclusions…………………………………………………. 51
5.2 Recommendations...………………………………………… 51
5.2.1 English Language Study Program ………………………. 51
5.2.2 English Language Study Program Lecturers ……………. 51
5.2.3 Future Researchers ………………………………………..51
REFERENCES ………………………………………………………………….51
APPENDICES ………………………………………………………………….. 55
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LIST OF TABLES
Page
Table 4.1 Students’ and Lecturers’ Beliefs about Teaching and Learning
Process ………………………………………………………... 27
Table 4.2 Students’ and Lecturers’ Beliefs about The Use of TED Talks
Video …………………………………………………………. 29
Table 4.3 Students’ and Lecturers’ Beliefs about Listening…………….. 31
Table 4.4 Students’ and Lecturers’ Beliefs about Public Speaking
Skills …………………………………………………………. 32
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LIST OF APPENDICES
Page
Appendix 1: The questionnaire blueprint for lecturers ........................................ 55
Appendix 2: The questionnaire blueprint for students .......................................... 58
Appendix 3: The questionnaire sheet for lecturers ............................................... 61
Appendix 4: The questionnaire sheet for students ................................................. 63
Appendix 5: The questionnaire results .................................................................. 65
Appendix 6: Interview guideline for lecturers ...................................................... 68
Appendix 7: Interview guideline for students ........................................................ 69
Appendix 8: The transcript of the interview for lecturers ..................................... 70
Appendix 9: The transcript of the interview for students ...................................... 78
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CHAPTER I
INTRODUCTION
This chapter presents background information related to the reasons why
the researcher conducts this research. There are four aspects namely, research
background, research questions, research significance, and definition of terms.
1.1 Research Background
Dealing with the development of science and technology, English as an
international language is important in this era. The development of English is
rising quickly. Abadi and Marszban (2012) state that, “English as second
language being widely used in many different areas such as tourism,
telecommunication, science, and technology seems to be not only means but also
as key to obtain the latest achievement in such areas” (p. 13). English language is
a communication media that is used by people as a unitary language. English
language is learned by the peoples around the world. In order to follow the
development of international language, the learners are required to understand
English language and apply it in their daily life. In order to be competent in
English, there are four skills that should be mastered. There are reading, writing,
listening, and speaking. They are related one another. In this research, the
researcher focuses on speaking skills. Speaking is one of the basic skills in
English language learning in addition to reading, speaking and writing. All of
them are important. Speaking skill is needed to help students to communicate and
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socialize with other people. In English Language Education Study Program of
Sanata Dharma University, speaking is divided into five courses, namely
Speaking 1, Speaking 2, Critical Listening and Speaking 1, and Critical Listening
and Speaking 2, and Public Speaking.
In this research, the researcher concentrates on public speaking. According
to Grice and Skinner (2004), public speaking is “an important part of
communication, and communication is not only part of your education, but is also
the way you gain and apply your learning” (p. 254). In public speaking class, the
students will get many benefits. In order to make it fun, a media is important.
Munadi (2010) states that, “learning media can be understood as all of things that
can be used in delivering and giving message from the source systematically, so it
can create conducive learning environment and the receiver can do learning
process efficiently and effectively” (p. 7).
Video is one of the media in teaching and learning. According to Sherman
(2003), video is “a wonderful resource for opening up the English-language world
and can be used with great pleasure and profit-and very little sweat’’ (p. 1).
Through video, we can explore anything that support teaching and learning
process. In addition, Sherman (2003) states that, “video can be used for
discussions, for writing assignments, as input for projects or the study of other
subjects” (p. 3). According to Samldino, et al. (2012), “videos are available on
almost any topic for every type of learner in all the domains of instruction” (p.
235). Therefore, video is useful in teaching and learning process because it
provides interesting visual media, so the teaching and learning process will be fun.
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There are many kinds of video. Inspirational video is one of the videos that
is used in learning. TED Talks is an example of inspirational video. TED
(Technology, Entertainment, and Design) Talks is a kind of public speaking in the
form of sharing experience and giving motivation to the audiences since 1984.
TED presentation is used to improve students’ public speaking skills in English. It
is useful for students because the students not only learn about public speaking
but also learning about the speakers’ life, so that they can be inspired and
motivated by the speakers. According to Vasilevich (2016), “the biggest
advantage of the videos is that TED Talks are totally authentic as the speaker
share their own personal stories, ideas, experiences with the audience” (p. 9), so
that TED Talks is an appropriate media that can be used in speaking class.
The topic of this research is about students’ and lecturers’ beliefs about the
use of TED Talks video to improve public speaking skills. The researcher analyses
the students’ and lecturers’ beliefs about the use of TED Talks video because the
researcher believes that the use of this video is a suitable activity in improving
students’ public speaking skills. Based on the researcher’s experience when taking
public speaking class, the researcher feels that TED Talks video is useful for
improving public speaking skills like eye contact, movement and gesture,
pronunciation, and etc. The researcher can learn many things through TED Talks
video beside learning about speaking skill. The researcher can find new ideas and
knowledge when watching the speeches because the speakers always share their
experiences. Through TED Talks video the researcher will understand more about
the concepts of public speaking. The flow of this video is interesting because TED
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Talks provide some speakers who are competent in their field. Basically, TED
Talks video is provided in Critical Listening and Speaking 2 class for learning
listening. On the other hand, the researcher is curious whether this video can
improve students’ public speaking skills or not.
The researcher used mixed method, namely qualitative and quantitative
method, to investigate students’ and lecturers’ beliefs that underlie the practice of
using TED Talks video because every student and lecturer have different beliefs.
The perspective can be good or bad. Armstrong (1973) states that, “a man has
reasons for at least many of the beliefs which he holds. These reasons may be
good or they may be bad” (p. 77). Armstrong (1973) adds that, “beliefs are maps
by which we steer” (p. 4), so that beliefs are foundation that is used as our
guiding. In addition, Levin and Wadmany (2005) states that, “beliefs are tentative
construction and thus subject to revision” (p. 162). Therefore, a belief can be
changed and unstable. The purpose of this research intends to discover students’
and lecturers’ beliefs about the use of TED Talks video to improve students’
public speaking skills.
1.2 Research Questions
Based on the background of the research, the problems are formulated as
follows:
1. What are the students’ beliefs about the use of TED Talks video to
improve their public speaking skills?
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2. What are the lecturers’ beliefs about the use of TED Talks video to
improve students’ public speaking skill?
1.3 Research Benefits
This research provides some benefits for the lecturers of public speaking
class, students in English Language Education Study Program, and future
researchers who are interested in conducting the similar research.
1.3.1 Lecturers of Public Speaking Class
This research is beneficial for the lecturers of public speaking especially in
English language Education Study Program class because TED Talks gives good
inspiration for the lecturers who want to teach public speaking. The use of TED
Talks video is expected to increase students’ public speaking skills. The lecturers
can teach the students easily using that video.
1.3.2 Students in English Language Education Study Program
This research helps the students to know if this video gives benefits to
them. This video contains many aspects of learning, so that it is better if the
students enjoy the video. They can learn about public speaking through this video
and also learn about the speakers’ life.
1.3.3 Future Researchers
The future researchers also can be motivated if they conduct the same
research about TED Talks because this video gives benefits. They can develop this
research about the benefits of using this video. Future researchers who are
interested in the similar topic can develop the technique in using this video.
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1.4 Definitions of Terms
The researcher provides some definition of terms in this research from
some experts. Those terms are belief, media, video, and public speaking.
1.4.1 Belief
According to Armstrong (1973), “belief are states of mind which so far
from us being currently conscious of, we need not even know that possess” (p.
21). Every student and lecturer have different beliefs in the teaching and learning
process. Good beliefs can increase the good atmosphere in the class. The
researcher wants to find out the students’ and lecturers’ beliefs about the use of
video especially TED Talks video.
1.4.2 Media
Media support the teaching and learning process, so that the atmosphere in
the class will be fun. One of the functions of media is improving the effectiveness
in the classroom (Morris, 1962). The use of media improves the effectiveness and
efficiency in the process of learning.
1.4.3 Video
A video is one of the media. According to Samldino, et. al. (2012), video
is “suitable in all instructional environments and works with whole classes, small
groups, and individual students” (p. 232). Video is one of audio visual media. It
can be used in every subject. It is very interesting media because it provides
pictures as a visual media and also audio. It gains students’ enthusiasm in learning
process. Flynn (1998) states that, “a video brings language in the context of life in
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realistic setting to the classroom” (p. 67). A video provides interesting outcomes
beyond the textbook.
1.4.4 Public Speaking
According to Nikitina (2011), public speaking is “a process, an act and an
art of making a speech before an audience” (p. 10). Carnagey and Esenwein
(2005) add that, “public speaking is very much like conversation enlarged” (p.
16). Speaking is one of the basic skills in ELESP. The students are expected to
master it. The students must have good understanding and knowledge when
delivering the speech, so they can deliver the speech well.
Public speaking is one of the courses provided in English Language
Education Study Program that must be taken by ELESP students. The course
goals are to train students to deliver speech that contains information, to persuade,
and to convince the audience in formal situation for underlying principles of
speaking in public. In public speaking class, students are expected to speak in
front of the class. The speech can be impromptu or planned.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents several theories related to the issue of this thesis.
The researcher divides this chapter into two parts. The first part discusses the
theories related to limited scope of the research. The second part presents the
several theories as the framework to answer the research questions.
2.1 Theoretical Description
This theoretical description is concerned with the theories that are related
to the keywords used in this research. There are four major areas discussed in the
sub-chapter. There are the theories about students’ and lecturers’ beliefs, theory
about learning media, theory about video and theory about public speaking.
2.1.1 Beliefs
The aim of this research is to find out students’ and lecturers’ beliefs.
Beliefs are important to achieve the learning goals in teaching and learning
process. By knowing students’ and lecturers’ beliefs, both of them can apply the
effective class. Therefore, the researcher provides some theories about the
definition of beliefs, students’ beliefs, teachers’ beliefs, beliefs in language
learning, and the differences between beliefs and perceptions.
2.1.1.1 Definition
According to Armstrong (1973), beliefs are “states of mind which so far
from us being currently conscious of, we need not even know that possess” (p.
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21). We can decide our beliefs because beliefs are defined by ourselves. When
particular beliefs lead us to do successful actions, beliefs will be held
continuously (Fives & Buehl, 2012). Beliefs are mental states which are accepted
as true (Borg, 2001). Beliefs determine our behaviour. Past experience influences
our beliefs. 162). Beliefs can be stable or unstable depending on the certain
situation. Beliefs will appear if there are innovations and variations which prove
help and success (Richards, et al., 2001).
2.1.1.2 Students’ Beliefs
Students have beliefs related to the teaching and learning process.
According to Nhapulo (2013), learner beliefs are “generally what learners bring
into the classroom learning environment which may be based on their cultural
background or even their learning experience. Beliefs studies depend on the kind
of the inquiry undertaken by the researcher” (p. 84). Culture background
influences students’ beliefs in learning process.
Nhapulo (2013) states that, “in this context, the process of teaching and
learning a language shows that teachers and learners have beliefs that may
influence negatively or positively” (p. 86). The students have positive or negative
beliefs that influence the teaching and learning practice and achievement.
Baiyinna (2011) adds that, “talking about teacher and learner beliefs is talking
about pedagogical beliefs, classroom teaching practices, as well as learner
understandings of the language learning process” (p. 86).
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2.1.1.3 Teachers’ Beliefs
According to Williams & Burdern (1997), teachers’ beliefs are defined as
“what teacher make sense of the world around them, particularly regarding the
views about education and how these views themselves come to be shaped” (p.
53). Teachers beliefs are formed based on the interaction between teachers and
students (Williams & Burdern, 1997). Every lecturer has different beliefs in the
learning and teaching process. Furthermore, good belief can increase the good
atmosphere in the class. It also gains lecturers’ motivation. Borg (2001) states
that, “teachers’ beliefs are those beliefs relevance to an individual teaching” (p.
87). Every lecturer has various beliefs in teaching and learning process as in the
teaching practice in public speaking. Farida (n.d) adds that, “teacher’s beliefs are
collection of knowledge, views, and personal theories conceptualizing their work
that grow within teachers’ mind which they accept as true” (p. 400).
Nhpulo (2003) argues that, “it seems very important to take into
consideration teachers’ beliefs in pedagogical decisions and instructional
materials choices, for the improvement and the benefit of the teaching practice”
(p. 87). If the lecturers have planned the materials before, so the outcomes will
have improvement and benefits. Borg (2001) adds that, “beliefs have important
role in many aspects of teaching because beliefs can influence the teacher to
deliver the material in teaching” (p. 186). Teachers’ beliefs need to be considered
in classroom practices. It is also important to take a look at how beliefs are setting
up in teachers’ mind (Farida, n.d.).
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2.1.1.4 Beliefs in Language Learning
In this part, the researcher discusses beliefs in language learning.
According to Horwitz (1985), effective teaching methods will bring the
improvement of learners’ language learning abilities. Horwitz (1987) states that
language learning is “opinions on a variety of issues and controversies related to
language learning (p. 120)”. Horwitz (1988) adds that, “language learning is
related to learners’ expectation of, commitment to, success in, and satisfaction
with their study” (p. 283).
If beliefs about foreign language learning are widespread in one culture,
the foreign language teachers must consider that learners bring these beliefs with
them into classroom (Altan, 2006). Horwitz (1993) developed a theory about
Beliefs About Language Learning Inventory (BALLI) to assess students’ and
teachers’ beliefs related to language learning. There are three differences of
BALLI are in use today. There are for ESL students, foreign language teachers,
and foreign language students (Kuntz, 1996).
2.1.2 Perception and Beliefs
According to Altman, Valenzi, & Hodgerrs (1985), perception is “a
person’s view of reality (p. 85)”. Perception refers to the way in perceiving
something. In other words, perception is the way in which someone understand or
think about something (Hasan, 2016). Every people has different perceptions
depending on particular situation, for example education, knowledge, culture, etc.
Those factors influence the way they perceive something.
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Pehkonen & Pietila (2003) state that “belief can be seen as a type of
knowledge that is subjective, experienced-based, often implicit (p. 2)”. A belief is
an acceptance that something is true even without actual evidence (Hasan, 2016).
The key difference between perception and belief is that belief is stronger than
perception. Belief is a strong conviction and perception is only the ability to
perceive or notice something (Hasan, 2016). If we perceive something in a long
time, it can be changed into belief.
2.1.3 Learning Media
In this section, the researcher discusses learning media. Media is very
important in supporting teaching and learning process. Without media, the process
of learning will be boring. Media has an important role in learning. It makes
students become more interested. Roles of media are grouped into two parts. In
the first instance, media are used as instructional aids. Secondly, media are used
as instructional systems (Romiszowski, 1998). Trough media, the teacher can
deliver the material easily.
Media also make the process of learning become effective. The function of
technological media is to enhance the effectiveness in the classroom (Morris,
1962). According to Taiwo (2009), “when technology is used as a tool, the teacher
becomes a facilitator and students take a proactive role in learning” (p.76). The
use of media makes students become proactive and teacher can facilitate the
students during teaching and learning process.
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2.1.4 Video
In this section, the researcher discusses the theory of video. This section is
divided into two parts. There is the use of video in English classroom and the
benefits of applying video in English classroom.
2.1.4.1 The Use of Video in English Classroom
Video is one of the media that is usually used in teaching and learning
process. According to Cruse (2001), “video can have a strong positive effect on
both motivation and affective learning” (p. 5). There are positive effects on the
use of video. Cruse (2001) adds that, “video also benefits auditory learners, with
its inclusion of sound and speech, and can provide demonstrations not otherwise
possible in classrooms for tactile learners” (p. 9) According to Mayer (2001),
“video is a form of multimedia that conveys information through two
simultaneous sensory channels: aural and visual. It often uses multiple
presentation modes, such as verbal and pictorial representations” (p. 6). Video
provides information that can be useful for learners.
2.1.4.2 Benefits of Applying Video in English Classroom
Video has positive impact for students because it can attract students’
attention, so that the students enjoy and follow the learning process well. In
addition, there are some reasons why video is very useful for learners. According
Harmer (2001), there are four reasons for using video as teaching media:
a. Seeing language in use: Through video, the students not only enable to
hear the language but also see it. The students can see the expression, not
only hear it.
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b. Cross-cultural awareness: Students can understand others culture. They
can be aware about cross-cultural understanding.
c. The power of creation: The students will be more creative by using
video. They can create video as creative as they can.
d. Motivation: Through video, the student become motivated, because
there are so many value when watching video.
Through the use of video, the students will get many benefits like seeing
language in use, knowing about cross-cultural awareness, creating video, and also
gaining motivation.
2.1.4.3 The use of TED Talks Video
One of the videos that can be used for learning public speaking is TED
Talks video. It is very beneficial because TED Talks provides many aspects for
mastering public speaking like movement and gesture, eye contact, pronunciation,
body language, etc. Karia (2013) states that there are some strategies that can be
used for the speakers to achieve good public speaking. The first one is diving into
the story. Starting a speech with a story is one of the best techniques to get
audience’s attention. The second one is sharing a personal story. The audiences
like to listen new things or new ideas, so that the speakers should have new
innovation in delivering ideas, so the audiences will get new materials. The last
one is dialogue in story. Through dialogue, the speakers and the audiences can
interact each other. The speakers’ delivery will be more dynamic and engaging.
The content of TED Talks video also authentic and natural, so that the learners
will get good knowledge.
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2.1.5 Public Speaking
In this section, the researcher discusses about public speaking skill. This
section is divided into four parts. There are: the nature of public speaking skill,
problem of public speaking, the strategies to improve public speaking skill, and
public speaking class
2.1.5.1 The Nature of Public Speaking
In order to be a proficient speaker in public, the learners need to train their
public speaking skill. The first thing that should be noted is practicing speaking to
get audience attention. Starting with a story is one of the examples. Karia (2013)
states that, “starting your presentation with a story is one of the best techniques
for getting your audience’s attention” (p. 6). Beginning with a story makes the
flow of the speech become interesting. The second one is practicing good dialog
between the speaker and audiences for conveying the messages. Karia (2013)
states that, “dialogue is more powerful than narration. It puts audience members
into the scene, allowing them to hear exactly what was said” (p. 20). According to
Khadidja (2010), “a complex process of sending and receiving messages through
the use of verbal expression, but it also involves non-verbal symbols such as
gestures and facial expressions” (p. 40). The learners need to learn verbal
expression and non-verbal symbol to support their public speaking skill. By
paying attention to those aspects, the learners’ public speaking skill will be
developed.
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2.1.5.2 Problems and Their Solution in Public Speaking
According to Juhana (2014) there are some problems in public speaking.
The first one is fear of mistakes. In public speaking, there are some crucial aspects
like grammar, pronunciation, vocabulary, accent, and etc. Paakki (2013) says that,
“other difficult aspects of speaking in English, were for example making sense of
English (syntax, grammar, vocabulary)” (p. 60). Paaki adds that, “pronunciation
could also be developed further” (p. 60). It indicates that the learners have to drill
their public speaking skill. The second one is shyness and also lack of confidence.
Those two things are related. Lack of confidence is caused by shyness. Most of
the learners are nervous when they are speaking in front of the audiences. As a
public speaker, confidence is the key to reach a successful public speaking.
Haarmaan (1984) states that, “the stereotype features of the English language are
high quality, international appreciation, confidence, practical use, and practical
lifestyle” (p. 13). Moyer (2004) adds that, “acquiring more confidence made them
feel more like they were part of L2 culture” (p. 17).
The third one is anxiety. In doing public speaking, anxiety is a common
feeling that is felt by every speaker. According to (Kamridah, et al., 2015),
anxiety is “a state of emotion in a present of future threat which nobody could
escape from this” (p. 1). In order to avoid anxiety, the students should practice
public speaking regularly because anxiety will obstruct the learners in delivering
the speech. Gaining experiences will reduce anxiety (Laskowski, 1996).
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2.1.5.3 Public Speaking Class
English Language Education has Public Speaking class as the higher stage
for the students who had passed Basic Listening, Intermediate Listening and
Critical Listening and Speaking. Critical Listening and Speaking itself also has
two levels which are CLS 1 and CLS 2. CLS 1 can be taken in semester 1 and
CLS 2 can be taken in semester 2.
In this research, the researcher focused on Public Speaking. This research
observed the implementation of using TED Talks video to improve students’
speaking skill. In the listening session, some lecturers always use TED Talks
Video as a learning material. The lecturer provides opportunity for students to
watch and listen to the video and they are expected to take notes in order to have
good understanding and comprehension about the video. However, in this
research, the researcher is curious whether TED Talks Video can improve their
public speaking skill or not. Critical Listening and Speaking 2 which provides
listening practice is one of the beneficial courses because it forces students to
comprehend the message of the video and memorize the important point when
they are listening because usually the lecturer only repeats the video once, so the
students have limited time to comprehend it. Brown (2001) adds that “subsequent
pedagogical research on listening comprehension made significant refinements in
the process of listening” (p. 248). In this research, the researcher tries to find out
the relation between the use of TED Talks video in CLS 2 for listening class to
improve the students’ public speaking skill.
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2.1.6 Previous Studies about the Use of Video
There are several studies done in conducting a research about the use of
video. The first study was entitled “The Use of Video to Motivate Students to
Learn English” by Gregorius Hapsara from Sanata Dharma University. It was
conducted in 2016. The main focus of this study was to implement the use of
video to increase the students’ motivation. In analyzing the use of the video, he
used the theory of Nugent (2005) and the theory of Sherman (2003). In analyzing
the benefits of implementing video in English classroom, he used the theory of
Donaghy (2014) and the theory of Harmer (2001).
The second study is “Students’ Perception on The Video Project in Their
Speaking Class: A Study of 11th
Grade of SMA N 1 Kasihan Students” by Riski
Aninda Sari, a student from Sanata Dharma University in 2016. In this study, she
analyzed about students’ perception on the video project in their speaking class.
She used the theory of Fraser & Oram (2009) to analyze the reasons why a video
project is meaningful for the students.
2.2 Theoretical Framework
This chapter provides how the researcher answers two research questions
in this research. The researcher conducts the research with the theory of beliefs,
theory of students’ beliefs, theory of teachers’ belief, theory of media, theory of
video and public speaking. The theories of belief are about the definition of belief
based on some experts, and theory students’ beliefs and teachers’ beliefs. Belief is
important in order to know the strong opinion or suggestion about something.
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The researcher uses theory of Armstrong (1973), Fives & Buehl (2012),
Levin & Wadmany (2005) and Richards, et al. (2001) in order to define beliefs. In
defining students’ beliefs, the researcher uses theory of theory of Nhpulo (2003)
and Baiyinna (2011). The researcher also addresses the theory of Armstrong
(1973), Borg (2001), and Sakui & Gaes (1999) in order to define the theory of
teachers’ beliefs. In analyzing beliefs in language learning, the researcher uses
theory of Horwitz (1985, 1987, 1988), Altan (2006), and Kuntz (1996). The
researcher also addresses theory of Beliefs About Language Learning Inventory
(BALLI) by Horwitz (1993).
The researcher tries to find the benefits of the use of video especially for
improving public speaking. The researcher analyses the benefits of applying video
by the theory of Harmer (2001). The researcher also provides some previous study
about the use of video by Hapsara (2016) about the use of video to motivate
students in learning English and the study about perception in video project for
students’ speaking class by Sari (2016). In this research, the researcher
investigates about TED Talks video. Then, the researcher adds about the theory of
public speaking by Karia (2013).
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CHAPTER III
RESEARCH METHODOLOGY
This chapter provides the research methodology. It presents the description
of research method, research setting, research participants, instruments and data
gathering techniques, and data analysis technique.
3.1 Research Method
The researcher used mixed method in this research. According to
Heyvaert, et al. (2011), “a mixed methods approach combining qualitative and
quantitative research elements are used to integrate these qualitative and
quantitative research findings within a single systematic review” (p. 2). There was
a reason why the researcher used mixed method in this research. The reason was
the researcher could combine the method. As we know, there are quantitative and
qualitative methods. Those two methods are different. Quantitative research
emphasizes on collecting or gathering the data in the form of numbers while
qualitative research is served descriptively. The researcher could combine those
two ways. The questionnaire is presented in the form of percentage which is
quantitative and then the interview is presented in the form of paragraph which is
qualitative. Since mixed method is the combination between quantitative and
qualitative, the researcher can develop the research, so that the researcher will get
detailed and deeper information. This was done to assure the triangulation of the
data. According to Zohrabi (2013), “in order to triangulate the data, the
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researchers can obtain information through different procedures to heighten the
dependability and trustworthiness of the data and their interpretation” (p. 254) .
3.2 Research Setting
The researcher conducted the research in Dasar-Dasar Bimbingan dan
Konseling class in I/K10 on Tuesday, 29 March 2017 for ELESP students batch
2015 and Sociolinguistics class in I/K13 on Thursday, 30 March 2017 for ELESP
students batch 2014. The researcher also distributed the questionnaire to some
lecturers who implement TED Talks video in listening class and other classes like
public speaking, vocabulary, and sociolinguistics. After the researcher finished the
questionnaire, the researcher interviewed two lecturers and four chosen students
about students‟ and lecturers‟ beliefs about the use of TED Talks video to improve
students‟ public speaking skills.
3.3 Research Participants
The researcher chose the participants from batch 2015 and 2014 students
of English Language Education Study Program. The participants were from
Dasar-dasar Bimbingan dan Konseling class and Sociolinguistics class. The
researcher also chose four students to be interviewed because those four students
have interesting answers from the questionnaire. The researcher also conducted an
interview with some lecturers who teach CLS 2 using TED Talks video. The first
lecturer only uses TED Talks video in critical listening and speaking class 2, and
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another lecturer uses TED Talks video in critical listening and speaking class 2,
public speaking, vocabulary, and sociolinguistics
The researcher used purposive sampling in this research. Barreiro and
Albandoz (2001) state that, “purposive sampling it is the one in which the person
who is selecting the sample is who tries to make the sample representative,
depending on his opinion or purpose, thus being the representation subjective” (p.
4). The reason of why the researcher used purposive sampling in this research was
because the participants have experienced TED Talks video in their classes. The
goal of this research was the researcher would gather rich data from each
participant.
3.4 Instruments and Data Gathering Techniques
There are two instruments that were used in this research, there were
questionnaire and interview.
3.4.1 Questionnaire
The first research instrument was questionnaires. The purpose of the
questionnaire is to get the data about students‟ and teachers‟ beliefs about the use
of TED Talks video to improve students‟ public speaking skills. In order to know
the students‟ and lecturers‟ beliefs, the researcher generated questionnaire sheet
for the students and lecturers. According to Cohen, et al. (2011), questionnaire is
“a useful instrument for gathering factual information, data on attitudes and
preferences, beliefs and predictions, opinions, behavior and experiences-both in
past and present time” (p. 90). The questionnaire was in the form of close-ended
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questions. The researcher adapted Likert scale which are SD (Strongly Disagree),
D (Disagree), N (Neutral), A (Agree), SA (Strongly Agree). The instruction of the
questionnaire is putting a tick (√) to the degree of agreement based on the
students‟ opinion. Then the data were interpreted by the researcher. The
questionnaires were divided into two blueprints. The first is for the students, there
are teaching and learning process, students‟ beliefs about the use of TED Talks
video, students‟ belief on the implementation of TED Talks video in listening
class, and the last is students‟ beliefs on the implementation of TED Talks video
in public speaking class. The second one is for the lecturers, there are teaching
and learning process, teachers‟ beliefs about the use of TED Talks video for
students, teachers‟ belief on the implementation of TED Talks video in students‟
listening class, and the last is teachers‟ beliefs on the implementation of TED
Talks video in students‟ public speaking class.
In the process of making the blueprint, the researcher arranged the
theoretical framework and then interpreted the blueprint into statements. The
researcher consulted with the expert three times for constructing the statements.
The first one was making the draft of the blueprint, the second one was trying to
make the questions, and the last one was finishing the fixed questionnaire.
3.4.2 Interview
The researcher used interview to gather further information for
interviewees. According to Sutoyo (2012), “interview is seen as a data gathering
techniques with oral questions and answers that is done systematically to achieve
research goal” (p. 23). An interview is an instrument to collect descriptive data. It
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is widely used of collecting qualitative data (Burns, 1999). The main purpose of
an interview is to obtain students‟ and lecturers‟ beliefs. This research conducted
a structured interview for the lecturer of CLS 2 class and unstructured or informal
interview for the students.
The researcher arranged four questions for the interview. This interview
was aimed to know deeper information about the use of TED Talks video. In
creating the questions in the interview, the researcher consulted with the expert
once. There are four questions for interview. The researcher made the questions
based on the questionnaire blueprint. The questions of the interview were about
opinion and suggestion about the use of TED Talks video.
3.5 Data Analysis Technique
In gathering the data, the researcher used questionnaire and interview. The
main data were derived from questionnaire and the interview as the supporting
data. The main data collected from the questionnaire that is presented in a
quantitative way, in a form of numeric information. The supporting data gathered
from the interview.
Firstly, the researcher analyzed the data from close-ended questions. I also
used scales to measure how an individual believe about something. The scales that
researcher used was in a form of numbers, 1 up to 5. The degree of agreement
were „strongly disagree‟, „disagree‟, „undecided‟, „agree‟, and „strongly agree‟.
After that, the researcher tabulated the data into descriptive statistic. The
responses of the participants presented in a form of percentage. In getting the
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percentage of the responses, the researcher summed the total of participants who
choose the same degree of agreement. Then the researcher divided it with the total
of all respondents and times with 100 %. This is the formula that the researcher
used:
∑ x / ∑ n . 100 %
∑ x: total of the respondents who chose at the same degree of
agreement in each statement
∑ n: total of the respondents
The numeric data will be interpreted in a form of descriptive data. This
technique was used to analyse data from close-ended questionnaire. In reporting
the results, the researcher used tables that summarize the data.
After all the data were collected, the researcher made it in the form of
descriptive, so the data will be easier to be understood. Then, the researcher
examined the recording interview and the results were in the form of paragraphs.
The last step in analysing data was summarizing the result of the interview and the
result of the questionnaire. Finally, the researcher can conclude all of the data.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents the research results and discussion. The data are
collected from the result of the questionnaire and interview. The research
discusses whether the students and lecturers have positive or negative beliefs
about the use of TED Talks video to improve students’ public speaking skills.
There are two sections presented to answer the research questions. The first
section discusses the research results about the students’ and lecturers’ beliefs.
The second section deals with the discussion about the students’ and lecturers’
beliefs.
4.1 Research Results
As described in Chapter 3, the questionnaire was distributed to the 65
students of English Language Education Study Program consisting of 33 students
of semester four (batch 2015) and 32 students of semester six (batch 2014) and
also two lecturers who still use TED Talks video in their classes. The
questionnaire is divided into two types. The first type is questionnaire for the
students. The questionnaire for the students is divided into four parts. The first
part is teaching and learning process about students’ public speaking class. The
second part is students’ beliefs about the use of TED Talks video. The third part is
students’ belief about listening skill. The last part is students’ beliefs about public
speaking skills. The second type is questionnaire for the lecturers. The
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questionnaire for the lecturers is also divided into four parts. The first part is
teaching and learning process about students’ public speaking class. The second
part is lecturers’ beliefs about the use of TED Talks video for the students. The
third part is lecturers’ belief about students’ listening skill. The last part is
lecturers’ beliefs about public speaking skills for students. The questionnaire for
the students and the lecturers are the same, but they have different subject.
Tables 4.1 is the results of the questionnaire. The researcher uses general
statement to state the questions. L is the lecturers. LO1 is interviewee 1 and LO2 is
interviewee 2 while S is the students. SO1 is interviewee 1, SO2 is interviewee 2,
SO3 is interviewee 3, SO4 is interviewee 4.
Table 4.1 Questionnaire result of students’ and lecturers’ beliefs about
teaching and learning process
No Statements Strongly
Agree
Agree Undecided Disagree Strongly
Disagree
L
(2)
S
(65)
L S L S L S L S
1 Providing
TED Talks
video in
class is
good
0
0%
20
31%
2
100
%
39
60%
0
0%
6
9%
0
0%
0
0%
0
0%
0
0%
2 The use of
TED Talks
video
supports
the
teaching
and
learning
process
0
0%
22
34%
1
50%
40
61,5%
1
50%
3
4,6%
0
0%
0
0%
0
0%
0
0%
Table 4.1 showed the results of the first two statements in order to find out
the teaching and learning process about students’ public speaking class. The first
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statement for the students showed that twenty students (31%) chose “strongly
agree” and thirty-nine students (60%) chose “agree”. It meant that the students felt
that it was good that the lecturers provided TED Talks video in class. The finding
was supported by the result of the interview. The student SO2 said:
(1) In my opinion, TED Talks is one of the good media for teaching
English because like what I have said before, it can improve the
students’ listening skill also the students’ critical thinking because the
topic that is discussed in TED Talks, mostly are not familiar with our
daily life. (Interviewee 2)
The excerpt number one meant that TED Talks video was one of good
media. It had some benefits like improving students’ listening skill and also
students’ critical thinking. The students were not familiar with the topic, so that
they could develop their knowledge.
In statement number one for the lecturers, showed that both lecturers
(100%) chose “agree”. It meant that lecturers felt that it was good for providing
TED Talks video in class. The finding was supported by the result of the
interview. The lecturers LO1 and LO2 said:
(2) Using TED Talks can encourage the students and they can overcome
the difficulties. (Interviewee 1)
(3) Those videos I think it is very rich resources that my students can learn
from. (Interviewee 2).
The excerpt number two and three showed that through TED Talks video,
the lecturers could overcome students’ difficulties, so that the lecturers would find
out students’ weaknesses and also their strengths. The students would get
information that they have not got before. They could learn from the video, so that
they could enrich their knowledge.
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In statement number two for the students, there were twenty-two students
(34%) who chose “strongly agree” and forty students (62%) who chose “agree”. It
showed that the use of TED Talks video supported the teaching and learning
process. In statement number two for the lecturers showed that one lecturer (50%)
chose “agree” and one lecturer (50%) chose “undecided”. In statements number 3
up to 6 below were about beliefs about the use of TED Talks video. Table 4.2 was
the result.
Table 4.2 Students’ and lecturers’ questionnaire result of beliefs about the
use of TED Talks video
N
o
Statement
s
Strongly
Agree
Agree Undecided Disagree Strongly
Disagre
e
L S L S L S L S L S
3 The
students
feel
motivated
when
watching
TED
Talks
video
0
0
%
19
29%
1
50%
25
38
%
1
50
%
16
25%
0
0
%
4
6%
0
0
%
1
2
%
4 Through
TED
Talks
video, the
students
can learn
about
delivering
ideas
0
0
%
23
35%
2
100
%
33
51
%
0
0%
8
12%
0
0
%
1
2%
0
0
%
0
0
%
5 The
students
enjoy
TED
Talks
0
0
%
13
20%
1
50%
35
54
%
1
50
%
13
20%
0
0
%
2
3%
0
0
%
2
3
%
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video
6 TED
Talks
video is
interestin
g
0
0
%
16
24,6
%
2
100
%
28
43
%
0
0%
18
27,6
%
0
0
%
3
4,6
%
0
0
%
0
0
%
Table 4.2 showed the results of the four statements in order to find out
students’ and lecturers’ beliefs about the use of TED Talks video. In statement
number three for the students, there were nineteen students (19%) who chose
“strongly agree” and twenty-five students (38%) who chose “agree”. It meant that
the students felt motivated when watching TED Talks video. In statement number
three for the lecturers, there was one lecturer (50%) who chose “agree” and one
lecturer (50%) who chose “undecided”.
In statement number four for the students, there were twenty-three
students (35%) who chose “strongly agree” and thirty-three students (51%) who
chose “agree”, it showed that the students could learn about delivering ideas
through TED Talks video. In statement number four for the lecturers, both
lecturers (100%) chose “agree”, it showed that the lecturers thought that the
students could learn about delivering ideas through TED Talks video.
In statement number five for the students, there were thirty-five students
(54%) who chose “agree” and 13 students (20%) who chose “strongly agree” and
“undecided”. It showed that most of the students enjoy TED Talks video. In
statement number five for the lecturers, there were one lecturer (50%) who chose
“agree” and one lecturer (50%) who chose “undecided”.
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In statement number six for the students, there were twenty-eight students
(43%)who chose “agree” and eighteen students (27,6%) who chose “undecided”,
it meant that most of the students’ believed that TED Talks video is interesting.
This finding was supported by the result of the interview. The students SO3 said:
(4) I like the idea that the people share in TED Talks video, some ideas are
so interesting and I like to watch it all day because it is very interesting
and it also improve the way I speak. (Interviewee 3)
The excerpt number four showed that the student felt interested in
watching TED Talks video because through this video, the student could improve
their speaking ability. There were a lot of ideas in this video, so that the video
would increase students’ point of view. They could learn the way to speak in front
of the audiences. In statement number six for the lecturers showed that both
lecturers (100%) chose “agree”, it meant that the lecturers thought that TED Talks
video was interesting for the students.
In this part, the researcher would like to know about students’ belief and
lecturers’ belief on listening skill. Table 4.3 was the result.
Table 4.3 Students’ and lecturers’ questionnaire result of belief about listening
No Statements Strongly
Agree
Agree Undecided Disagree Strongly
Disagree
L S L S L S L S L S
7 Through
TED Talks
video, the
students can
improve
their
listening
skill
0
0%
28
43%
2
100%
34
52%
0
0%
2
3%
0
0%
1
2%
0
0%
0
0%
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Table 4.3 showed students’ belief about listening through TED Talks
video. There were twenty-eight students (43%) who chose “strongly-agree” and
thirty-four students (52%) who chose “agree”, it showed that through TED Talks
video, the students could learn about listening. This finding was supported by the
result of the interview. The students SO1 and SO2 said:
(5) I think I have two benefits for listening and for speaking. The first one
is for listening. When I listen and also see TED Talks video, I can
grasp more and I can understand more about the English and I can
know the difference about American and also British accent.
(Interviewee 1)
(6) TED Talks video can improve the students’ listening skill also the
students’ critical thinking because the topic that is discussed in TED
Talks, mostly are not familiar with our daily life. (Interviewee 2)
The excerpt number five and six showed that the students thought that
TED Talks video was also improving their listening skill. They could learn more
about the difference accent like American and British. They could distinguish
those difference accents.
In statement number seven for the lecturers showed that both lecturers
(100%) chose “agree”. It meant that the lecturers believed that through TED Talks
video, the students could learn about listening. They could improve their listening
ability because this video provided many speakers from different types.
In this part, the researcher provided thirteen close-ended statement to find
out the students’ and lecturers’ questionnaire result of beliefs about public
speaking skills through TED Talks video. Table 4.4 was the result of the
questionnaire.
Table 4.4. Students’ and lecturers’ questionnaire result of beliefs about public
speaking skills
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No Statements Strongly
Agree
Agree Undecided Disagree Strongly
Disagree
L S L S L S L S L S
8 Through
TED Talks
video, the
students can
improve their
facial
expression
0
0%
14
22%
2
100%
25
38%
0
0%
24
37%
0
0%
2
3%
0
0%
0
0%
9 Through
TED Talks
video, the
students can
learn about
movement
and gesture
0
0%
18
27,6%
2
100%
29
45%
0
0%
18
27,6%
0
0%
0
0%
0
0%
0
0%
10 Through
TED Talks
video, the
students can
improve their
eye contact
0
0%
16
25%
2
100%
30
46%
0
0%
19
29%
0
0%
0
0%
0
0%
0
0%
11 Through
TED Talks
video, the
students can
improve their
pronunciation
0
0%
22
34%
2
100%
34
52%
0
0%
9
14%
0
0%
0
0%
0
0%
0
0%
12 Through
TED Talks
video, the
students
know about
the varieties
of accents
0
0%
22
34%
2
100%
34
52%
0
0%
9
14%
0
0%
0
0%
0
0%
0
0%
13 Through 0 14 1 21 1 26 0 2 0 2
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TED Talks
video, the
students can
improve their
confidence
0%
22%
50%
32%
50%
40%
0%
3%
0%
3%
14 Through
TED Talks
video, the
students can
improve their
fluency
0
0%
13
20%
2
100%
34
52%
0
0%
15
23%
0
0%
1
2%
0
0%
2
3%
15 Through
TED Talks
video, the
students can
learn about
good
structure in
delivering
speech
0
0%
17
26%
2
100%
27
42%
0
0%
17
26%
0
0%
4
6%
0
0%
0
0%
16 Through
TED Talks
video, the
students can
learn about
convincing
someone
0
0%
18
28%
1
50%
38
58%
1
50%
9
14%
0
0%
0
0%
0
0%
0
0%
17 Through
TED Talks
video, the
students can
learn about
entertaining
the audience
in public
speaking
0
0%
18
28%
2
100%
32
49%
0
0%
15
23%
0
0%
0
0%
0
0%
0
0%
18 Through
TED Talks
0
19
1
33
1
12
0
1
0
0
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video, the
students can
learn about
good dialog
in delivering
speech
0% 29% 50% 51% 50% 18% 0% 2% 0% 0%
19 Through
TED Talks
video, the
student can
learn about
how to start a
good speech
to get
audience’s
attention
0
0%
26
40%
2
100%
34
52%
0
0%
4
6%
0
0%
1
2%
0
0%
0
0%
20 The students
find new
materials
(new ideas)
through TED
Talks video
0
0%
26
40%
1
50%
28
43%
1
50%
8
12%
0
0%
2
3%
0
0%
1
2%
Table 4.4 showed the result of students’ beliefs about public speaking
skills. In statement number eight for the students, there were fourteen students
(22%) who chose “strongly agree” and twenty-five students (38%) who chose
“agree”. It indicated that most of the students could improve their facial
expression through TED Talks video.
In statement number eight for the lecturers, both lecturers (100%) chose
“agree”. It indicated that the lecturers believed that the students could improve
their facial expression through TED Talks video. This finding was supported by
the result of the interview. Lecturers LO2 said:
(7) Public speaking teachers can use TED Talks to show the body
language, to show the facial expression. (Interviewee 2)
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The excerpt number seven showed that the lecturer believed that by
watching TED Talks video, the students could improve their facial expression and
other aspect like body language. Through facial expression the speakers could
express their emotion. Body language would help the speakers build their
confidence.
In statement number nine for the students, there were eighteen students
(28%) who chose “strongly agree” and “undecided”. There were twenty-nine
students (45%) who chose “agree”. It meant that through TED Talks video, the
students could learn about movement and gesture. This finding was supported by
the result of the interview. Students SO4 said:
(8) I think we can use the speakers as a role model for us to improve the
public speaking skill especially the gesture. (Interviewee 4)
The excerpt number eight showed that the student believed that through
TED Talks video, the student could improve their gesture. The students used TED
Talks video as their role model to improve their speaking skill. In statement
number nine for the lecturers, both lecturers (100%) chose “agree”. It meant that
through TED Talks video, the lecturers argued that the students could learn about
movement and gesture. Movement and gesture will engage the audiences.
In statement number ten for the students, there were sixteen students
(25%) who chose “strongly disagree”, thirty students (46%) who chose “agree”
and nineteen students (29%) who chose “undecided”. It showed that they could
improve their eye contact through TED Talks video. In statement number ten for
the lecturers, both lecturers (100%) chose “agree”. It showed that the lecturers
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37
believed that the students could improve their eye contact through TED Talks
video. This finding was supported by the result of the interview. Lecturers LO2
said:
(9) The main problem is usually in terms of organizing ideas and also with
maintaining eye contact and the body posture, so if it were used for
public speaking, it would be very beneficial.
The excerpt number nine showed that the lecturer believed that TED Talks
video is very beneficial to increase students’ eye contact and also the body
posture. Eye contact showed that we respect the audiences. It showed that we are
confident about what we are saying about.
In statement number eleven for the students, there were twenty-two
students (34%) who chose “strongly agree” and thirty-four students (52%) who
chose “agree”, it meant that they could improve their pronunciation through TED
Talks video. In statement number eleven for the lecturers, both lecturers (100%)
chose “agree”. It meant that the lecturers believed that the students could improve
their pronunciation through TED Talks video.
In statement number twelve for the students, there were twenty-two
students (34%) who chose “strongly agree” and thirty-four students (52%) who
chose “agree”. It meant that they could learn about variety of accents. In statement
number twelve for the lecturers, both lecturers (100%) chose “agree”. It meant
that the lecturers believed that the students could learn about variety of accents.
These findings were supported by the result of the interview. The students SO1
and the lecturer LO2 said:
(10) I can grasp more and I can understand more about the English and I
can know the difference about American and also British accent.
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38
(Interviewee 1)
(11) The benefits should be that students are exposed with the authentic
type of speech, so they are exposed different type of accent, different
speech in the speech and different context in the story in the TED Talks.
(Interviewee 2)
The excerpt number ten and eleven showed that both students and
lecturers believed that TED Talks video improved the knowledge of accents. The
students would know more about the difference of accents like American and
British accent. They would learn about pronouncing the words correctly. The
students were exposed by the different type of accent, so it would be beneficial for
students.
In statement number thirteen for the students, there were fourteen students
(22%) who chose “strongly agree”, twenty-one students (32%) who chose “agree”
and twenty-six students (40%) who chose “undecided”. It meant that they
believed that TED Talks video could improve their confidence. This finding was
supported by the result of the interview. Student SO4 said:
(12) We can use the speakers as a role model for us to improve the public
speaking skill especially the gesture, the confidence. (Interviewee 4)
The excerpt number twelve showed that the student believed that TED
Talks video was useful for students’ role model especially in improving their
confidence. Confidence is the key of public speaking. When the speakers don’t
have confidence, they cannot deliver the message successfully. Confidence allows
the speakers to focus on conveying the message or information.
In statement number thirteen for the lecturers, there was one lecturer
(50%) who chose “agree” and one lecturer (50%) who chose “undecided”. It
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39
meant that they have not decided yet that TED Talks video could improve
students’ confidence. They were not sure that it would improve students’
confidence.
In statement number fourteen for the students, there were 13 students
(20%) who chose “strongly agree”, thirty-four students (52%) who chose “agree”,
and fifteen students (23%) who chose “undecided”. It showed that TED Talks
video could improve their fluency. This finding was supported by the result of the
interview. Student SO1 said:
(13) I can also make them as my role model to improve my skill maybe
how to become fluent or to speak without grammatical error. (Interviewee
1)
The excerpt number thirteen showed that the student believed that TED
Talks video can be a role model especially the role model of how to become fluent
in speaking. In statement number fourteen for the lecturers, both lecturers (100%)
chose “agree”. It showed that TED Talks video could improve students’ fluency.
In statement number fifteen for the students, there were 17 students (26%)
who chose “strongly agree”, twenty-seven students (42%) who chose “agree”, and
seventeen students (26%) who chose “undecided”. It showed that through TED
Talks video the students could learn about good structure in delivering speech.
The speakers in this video arrange their sentences systematically and
grammatically correct, so that they students can improve their structure.
In statement number fifteen for the lecturers, there were two lecturers
(100%) who chose “agree”. It showed that the lecturers believed that through TED
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40
Talks video the students could learn about good structure in delivering speech.
Good structure is important to make the speech become clear.
In statement number sixteen for the students, there were eighteen students
(28%) who chose “strongly agree” and thirty-eight students (58%) who chose
“agree”. It showed that through TED Talks video, the students could learn about
convincing someone. This finding was supported by the result of the interview.
Student SO4 said:
(14) We can use the speakers as a role model for us to improve the public
speaking skill especially the gesture, the confidence, the way they convey
the ideas confidently in front of the audiences. (Interviewee 4)
The excerpt number fourteen showed that through TED Talks video, the
students could learn about how to convince someone. They would improve their
idea to convince the audiences. Convincing the audience is important to attract
audiences’ attention.
In statement number sixteen for the lecturers, there was one lecturer (50%)
who chose “agree”, and one lecturer (50%) who chose “undecided”. It showed
that through TED Talks video, the lecturers believed that the students could learn
about convincing someone. This finding was supported by the result of the
interview. Lecturer LO1 said:
(15) The one who are speaking on TED Talks, they are accustomed to
speak in public, and most of them maybe almost all of them already have
good technique in conveying the message. (Interviewee 1)
The excerpt number fifteen showed that the lecturer believed that through
this video, the students could learn about conveying message to the audience. The
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41
speakers in TED Talks video had good technique in conveying the message. TED
Talks video would help the students to learn more about conveying the audiences.
In statement number seventeen for the students, there were eighteen
students (28%) who chose “strongly agree” and thirty-two students (49%) who
chose “agree”. It showed that through TED Talks video, the students could learn
about entertaining the audiences through TED Talks video. In statement number
seventeen for the lecturers, both lecturers (100%) chose “agree”. It showed that
through TED Talks video, the lecturers believed that the students could learn
about entertaining the audience through TED Talks video. Entertaining the
audiences is important to make the speech become fun and the audiences will
enjoy the flow of the speech.
In statement number eighteen for the students, there were eighteen
students (29%) who chose “strongly agree” and thirty-three students (51%) who
chose “agree”. It showed that through TED Talks video, the students could learn
about good dialog in delivering speech through TED Talks video. Interaction
between the speakers and audiences is needed, so inserting a dialog will help the
speech become interactive.
In statement number eighteen for the lecturers, there was one lecturer
(50%) who chose “agree” and one lecturer (50%) who chose “undecided”. It
showed that through TED Talks video, the lecturers believed that the students
could learn about good dialog in delivering speech through TED Talks video. This
finding was supported by the result of the interview. Student SO2 said:
(16) Always look for a lot of TED Talks videos that have good value from
the story, so as a teacher we should really pay attention with the speaker,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
how the speakers deliver their speech, and how their gesture and how they
can interact with the audience and how they deliver the story.
The excerpt number sixteen showed that the student believed that we need
to watch TED Talks video regularly because there are a lot of values in that video.
One of them is how to deliver a good speech. If the speaker can deliver the speech
successfully, the audiences will get the message of the speech.
In statement number nineteen for the students, there were twenty-six
students (40%) who chose “strongly agree” and thirty-four students (52%) who
chose “agree. It showed that through TED Talks video, the students could learn
how to start good speech to get audience’s attention. Starting a good speech will
attract audiences’ attention.
In statement number nineteen for the lecturers, both lecturers (100%)
chose “agree”. It showed that through TED Talks video, the lecturers believed that
the students could learn about how to start good speech to get audience’s
attention. This finding was supported by the result of the interview. Lecturers LO2
said:
(17) First, I use this video to show my students how to speak in public, the
second one is to show my students how to speak in pairs, how they take
turn in speaking and what kind of non-verbal cues they give to each other
when they want to stop talking and allow the other person to speak and the
third one, of course language input and then the next one is to raise some
awareness. (Interviewee 2)
The excerpt number seventeen showed that the lecturer believed that
through TED Talks video, the students would learn about how to speak in public.
There are some aspects like speaking in pairs, taking turn in speaking, giving
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
verbal cues, and allowing the other person to speak. Based on those aspects, the
students will learn about how to speak in public well.
In the last statement for the students, there were twenty-six students
(40%) who chose “strongly agree” and twenty-eight students (43%) who chose
“agree. It showed that the students found new materials (new ideas) through TED
Talks Video. This finding was supported by the result of the interview. Students
SO4 said:
(18) In the TED Talks videos, there are a lot of ideas, point of views that I
can get from different countries also, so that I can get a lot of new
knowledge through the videos. (Interviewee 4)
The excerpt number eighteen showed that the student got new information
through TED Talks video. This video contains a lot of ideas, so the students will
increase their knowledge. New information and knowledge can be said as
materials.
In the last statement for the lecturers, there was one lecturer (50%) who
chose “agree” and one lecturer (50%) who chose “undecided”. It showed that the
lecturers believed that the students found new materials (new ideas) through TED
Talks video. This finding was supported by the result of the interview. Lecturer
LO1 said:
(19) I would assume that if TED Talks is used in public speaking, then it
will give them more knowledge on how to speak in public. (Interviewee 1)
The excerpt number nineteen showed that the lecturer believed that the
students would get knowledge on how to speak in public. As we know, there are
so many different speakers from different countries and background. Through
them, the students will get more knowledge on how to speak in public.
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Based on the result, the researcher can conclude that between students and
lecturers have positive beliefs about the use of TED Talks video to improve
students’ public speaking skills. Most of the students enjoy that video and they
interested in that video, so the use of TED Talks video supports the teaching and
learning process. The use of this video improves their listening skill, because
basically this video is used to learn about listening skill. On the other hand, this
video is very beneficial for learning public speaking. Most of the students agree
that this video can improve their public speaking skill, such as facial expression,
movement and gesture, eye contact, pronunciation, accent, and fluency.
The lecturers also believed that TED Talks video is improving students’
public speaking skill, but there is a lecturer who has not decided yet that TED
Talks video support the teaching and learning process. She also hesitates that the
students feel motivated when watching TED Talks video. Overall, the lecturers
believed that TED Talks video is encouraging students in order to master the
aspects of public speaking. One of the lecturers is not sure that through TED Talks
video the students can learn about confidence, convincing someone, and
delivering speech with good dialog. She also hesitates that through TED Talks
video the students get new ideas or material.
4.2 Discussion
This section focuses to answer the research questions. There are two
research questions in this research: (1) What are the students’ beliefs about the use
of TED Talks video to improve their public speaking skills? and (2) What are the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
lecturers’ beliefs about the use of TED Talks video to improve students’ public
speaking skills?
4.2.1 Students’ beliefs about the use of TED Talks video to improve their
public speaking skills
In the research result showed that the process of teaching and learning
went well. The use of TED Talks video supports the process of teaching and
learning. According to McKinnon (2000), video is a suitable media to support
teaching and learning process. A video provides exact situation, so the
environment in class become fun. TED Talks is a video that provides good
outcome for learning. Furthermore, this research indicated that through TED Talks
video, the students get knowledge about listening and speaking and they can be
motivated because the speakers tend to tell about their life experience, so that the
students get new ideas and further information. Endahati (2016) states that,
“audio-visual aids become one of the media used in language teaching and
learning especially in speaking subject. This kind of medium will motivate
students to speak and deliver their ideas easily” (p. 18).
Most of the students enjoy the video. Video is a great media for teaching
and learning process (Sherman, 2001). Through TED Talks video, the students
also learn about listening skill. Aleles and Hall (2016) states that, “the use of
authentic TED Talks furnishes students with extensive listening practice” (p. 40).
TED Talks video can be used for learning listening.
This research indicates beliefs about the use of TED Talks video on public
speaking. Based on the result, the students have positive beliefs about the use of
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46
TED Talks video to improve their public speaking skills. The students find many
benefits through TED Talks video. They can learn about many things like facial
expression, movement and gesture, eye contact, pronunciation, varieties of accent,
confidence, fluency, good structure, convincing someone, entertaining audiences,
good dialog in delivering speech, and starting a good speech.
4.2.2 Lecturers’ beliefs about the use of TED Talks video to improve
students’ public speaking skills
Based on the result, it can be seen that the lecturers agree that TED Talks
video supports the teaching and learning process. The lecturers who teach critical
listening and speaking 2 use that video. But, there is a lecturer who apply TED
Talks video in public speaking, vocabulary, and also sociolinguistics classes.
In order to begin the learning using TED Talks video, the lecturer starts
with a question or illustration related to the topic. According to Fisher, et al.
(2012), “attending to background knowledge is like getting inside students’ mind”
(p. 23). Before showing the video, the lecturers activate the students’ background
knowledge, so it can increase students’ awareness about particular topic.
The lecturers have positive beliefs about the use of TED Talks video to
improve students’ public speaking skills, but there was one lecturer who answer
“undecided” to seven statements out of twenty statements. Those statements are:
the use of TED Talks video supports the teaching and learning process; the
students feel motivated when watching TED Talks video; the students enjoy TED
Talks video; through TED Talks video, the students can improve their confidence;
through TED Talks video, the students can learn about convincing someone;
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47
through TED Talks video, the students can learn about good dialog in delivering
speech; and the students find new materials (new ideas) through TED Talks video.
It showed that the lecturers are still in the experimental or trial stage of
using TED Talks video. Therefore, if it is confronted by students’ answers, it can
be concluded that TED Talks video is useful and the lecturers should not hesitate.
This case will be a suggestion for the lecturers. According to Cruise (2001),
“video can have a strong positive effect on both motivation and affective
learning” (p. 5). The use of video can motivate the students to be more attractive
in learning. There are four reasons in using video as teaching media, those are
seeing language in use, cross-cultural awareness, the power of creation and
motivation (Harmer, 2001)
Based on the result, the students and the lecturers have positive beliefs
about the use of TED Talks video to improve students’ public speaking skill. In
this research, there are some different beliefs between the students and the
lecturers. There is one lecturer (50%) who chose “agree” and one lecturer (50%)
who chose “undecided” in seven statements. It can be seen that there are some
different beliefs among the lecturers. The tendency is tending to agree although
there are some different beliefs among them. Overall, from twenty questions for
the lecturers, there are thirteen statements (65%) that lecturers agree with that that
TED Talks video is useful. There are seven statements (35%) that the lecturers
undecided with. One of the lecturers has different answer in those seven
statements. One of the lecturers has not decided the answers of the statements yet.
Both lecturers and students have positive or negative beliefs that influence the
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48
teaching practice and achievement (Nhpulo, 2013). The similarity of beliefs is
needed between the students and the lecturers. Sakui and Gaies (1999) state that,
“beliefs are likely to influence motivation and language learning performance as
well as learning strategies” (p. 22). Belief is influencing motivation, so when the
lecturers believe that this video is beneficial, it can influence students’ motivation.
When the lecturers are teaching, the lecturers need to find out students’ responses.
Response refers to action related to the satisfaction (Braun, 1979). Students’
responses will establish their satisfaction of the implementation of TED Talks
video. The lecturers need to increase communication with the students. According
to Luz (2015), “good teaching involves good communication between the teacher
and students” (p. 2). Luz (2015) adds that, “the best productivity in a classroom
comes from effective co-operation between the teacher and the students” (p. 2).
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49
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two parts. The first part is about conclusion of the
research. The second part provides some recommendations related to this research
for the students, the English lecturer and for the future researchers.
5.1 Conclusions
The researcher conducts this research in order to find out students’ and
teachers’ beliefs about the use of TED Talks video to improve students’ public
speaking skills. The researcher draws up two research questions. The first
question is “What are the students’ beliefs about the use of TED Talks video to
improve their public speaking skills?” and the second question is “What are the
lecturers’ beliefs about the use of TED Talks video to improve students’ public
speaking skills?”. To answer those two research questions, the researcher
conducted the interview and the questionnaire. The questionnaire and interview
were applied to the sixty-five students of English Language Education Study
Program (ELESP). The participants consist of ELESP students in semester 4 and
semester 6. All of them have experienced TED Talks video when taking CLS 2
class in semester 4. The questionnaire is the main data of the research since the
research was about students’ and teachers’ beliefs. The researcher asked the
lecturers who teach CLS 2 using TED Talks video to fill out the questionnaires
and do the interviews to find out their beliefs.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
Most of the students have positive beliefs on this video. They assume that
TED Talks video trains their public speaking skill. They get many benefits
through that video, such as they learn about listening and public speaking, critical
thinking, accent and dialect, pronunciation, fluency, etc. The students can
overcome their difficulties in understanding the speech because of the non-native
speakers and the topics. It means that TED Talks video can be used as one of the
teaching media in the public speaking class.
The lecturers usually use TED Talks video to teach listening class in
Critical Listening and Speaking II class. But, there is one lecturer who uses TED
Talks video for vocabulary, public speaking and also sociolinguistics class besides
listening. Before showing this video, the lecturer usually activates students’
background knowledge first so that they will have illustration about the topic.
Basically, the lecturers have positive beliefs about the use of this video because
this video can improve students’ public speaking skill, but one of the lecturers has
not decided her beliefs in some statements.
The students and the lecturers should have good communication to achieve
the learning goals. It is important for the lecturers to know students’ responses. If
the lecturers understand students’ need, so that the learning process will be
effective.
5.2 Recommendations
Based on the result of this study, according to sixty-five ELESP students
that consist of 4th
and 6th
semester and the lecturers, the use of TED Talks video
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
improves students’ public speaking skills. However, the use of TED Talks video
needs to be developed to improve students’ public speaking skill. In relation with
that, there are some suggestions for English Language Education study program
students, lecturers, and future researchers who want to conduct the similar
research.
5.2.1 English Language Study Program Students
The students need to practice speaking regularly in order to master the
aspects of public speaking. TED Talks video is very useful because it provides all
of the aspects of public speaking. The students can see the flow of the speech and
observe the speakers’ techniques in delivering the speech, so that they can learn
from the speakers.
5.2.2 English Language Study Program Lecturers
English lecturers, especially the lecturers who are using TED Talks video
need to give more attention dealing with students’ difficulties in public speaking.
The lecturers need to facilitate the students to give the steps or tricks in public
speaking, so that the students can understand the way in delivering the speech
precisely.
5.2.3 Future Researchers
Based on the result, most of the students have positive beliefs about the
use of TED Talks video to improve students’ public speaking skills. This research
is expected to motivate and inspire the future researchers to conduct the same
research about the use of TED Talks video. They can apply it in listening class,
reading class, etc.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
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10, 2017, from http://www.isaet.org/images/extraimages/UH0216008.pdf.
Armstrong, D. M. (1973). Belief, truth and knowledge. London: Cambridge
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Baiyinna, W. (2011). An investigation of teacher and learner beliefs about English
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r_texte/sampling_en.pdf.
Bogdan, R. C. & Biklen, S. K. (1998). Qualitative research for education: An
introduction to theory and methods (3rd
ed.). Boston: Allyn and Bacon.
Carnagey, D. & Esenwein, B. (2005). The art of public speaking. Retrieved on
June 10, 2017, from http://library.umac.mo/ebooks/b17773544.pdf.
Cohen, L., Manion, L. & Morrison K. (2011). Research method in education (7th
ed). New York: Routledge. Cruse, E. (2006). Using educational video in the classroom: Theory, research,
and practice. Retrieved on 12 June, 2017, from
http://www.safarimontage.com/pdfs/training/usingeducationalvideointhecl
assroom.pdf.
Endahati, N. (2016). Analysis of the effectiveness of public speaking subject
module information-technology (it) based. Retrieved on June 1, 2017, from
journal.uad.ac.id/index.php/ADJES/article/view/3622.
Fisher, D., Frey, N. & Lapp, D. (2012). Building and activating students’
background knowledge: It’s what they already know that counts. Retrieved
on June 12, 2016, from
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g.pdf.
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Fives, H. & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of
teachers’ beliefs: What are they? which have been examined? what can
they tell us?. Retrieved on May 7, 2017, from
https://www.researchgate.net/publication/259694412_Spring_cleaning_for
_the_messy_construct_of_teachers'_beliefs_What_are_they_Which_have_
been_examined_What_can_they_tell_us.
Grice, G. L. & Skinner, J. F. (1993). Mastering public speaking (2nd
ed.). Boston:
Allyn and Bacon.
Harmer, J. (2001). The practice of English language teaching. London: Longman.
Heyvaert, M., Maes, B. & Onghena P. (2011). Mixed methods research synthesis:
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https://ppw.kuleuven.be/home/english/research/mesrg/documents/pdfmiek
e-heyvaert/heyvaert-et-al-2011.pdf.
Levin, T. & Wadmany, R. (2006). Teachers’ belief and practices in technology-
based classroom: A developmental view. Journal of Research on
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Khadidja. (2010). The effect of classroom interaction on developing learner’s
speaking skill. Retrieved on May 30, 2017, from
http://www.umc.edu.dz/thesis/anglais/KOU1159.pdf.
Karia, A. (2013). Storytelling techniques from TED master the one thing all great
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Merriam, S. B. (2009). Qualitative research: A guide to design and
implementation. Athens: Jossey-Bass.
Mc.Kinnon, J. (1983). Teaching technologies: Teaching English using video.
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s/teaching-technologies-teaching-englsih-using-video/146527.
Morris, B. (1962). The function of media in the public schools. Audiovisual
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Munadi, Y. (2010). Media Pembelajaran: Sebuah pendekatan baru. Jakarta:
Gaung Persada Press.
Nhapulo, M. (2013). Teacher and learners belief of and expectations about
English language teaching at a Mozambican University. Afrika Focus
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on June 3, 2017, from epublications.uef.fi/pub/.../urn_nbn_fi_uef-
20131057.pdf.
Romiszowski, A.J. (1998). The selection and use of instructional media. London:
Kogan Page.
Sakui, K. & Gaies, S, J. (1999). Investigation Japanese learners’ beliefs about
language learning. System, 27, 473-475.
Sherman, J. (2003). Using authentic video in the language classroom. Cambridge:
Cambridge University Press.
Smaldino, S.E., Lowther, D.L. & Russell, J.D. (2008). International technology
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kuesioner, sosiometri. Yogyakarta: Pustaka Pelajar.
Taiwo, S. (2009). Teachers’ perception of the role of media in classroom teaching
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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APPENDICES
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56
APPENDIX 1: The Questionnaire Blueprint for Lecturers
Aspects Theories No Statements
Teaching
and learning
process in
students’
speaking
class
“Audio-visual aids become
one of the media used in
language teaching and
learning especially in
speaking subject. This kind of
medium will motivate
students to speak and deliver
their ideas easily.”
Endahati, N. (2016, p. 7)
1 It is good that the lecturer
provides TED Talks video in class
2 The use of TED Talks video
supports the teaching and learning
process
3 The students feel motivated when
watching TED Talks video
4 Through TED Talks video, the
students can learn about delivering
ideas
Students'
beliefs on
the use of
TED Talks
Video
“Video is the great media for
teaching because the students
can enjoy it.”
Sherman (2001, p. 15)
5 The students enjoy TED Talks
video
6 TED Talks video is interesting
Students’
belief of
listening
“To listen well is as powerful
a means of communication and
influence as to talk well”
(Marshall & Justice, 2003)
7 Through TED Talks video, the
students can improve their
listening skill
Students’
beliefs of
public
speaking
skill
“Facial expression is the
tension and movement of
various parts of a speaker’s
face”
Grice and Skinner (1995,
p.261)
8 Through TED Talks video, the
students can improve their facial
expression
“Place-to-place movement can
actually help you relax”
“As a public speaker, you can
use gestures to draw a picture
9 Through TED Talks video, the
students can learn about
movement and gesture
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
of an object.”
Grice and Skinner (1995, p.
262-263)
“Eye contact can also carry
many other messages:
confidence, concern, sincerity,
interest, and enthusiasm. Lack
of eye contact, on the other
hand, may signal deceit,
disinterest, or insecurity”
Grice and Skinner (1995,
p.262)
10 Through TED Talks video, the
students can improve their eye
contact
“Pronunciation, in contrast to
articulation, is simply a matter
of knowing how the letters of
a word sound and where the
stress falls when the word is
spoken”
Grice and Skinner
(1995, p.257)
11 Through TED Talks video, the
students can improve their
pronunciation
“Words are made intonational
prominent, or accented to
convey information such as
contrast, focus, topic, and
information status. The
communicative implications
of accenting influence the
interpretation of a word or
phrase.”
Rosenberg &Hirschberg
(1998, p. 78)
12 Through TED Talks video, the
students know about the varieties
of accents
“The more confident you are
that you can accomplish what
you set out to do, the less
nervous will be.”
13 Through TED Talks video, the
students can improve their
confidence
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
Grice and Skinner (1995,
p.51)
“The students need more
experiences and practices to
make their speaking fluently
and naturally”
Luoma (2004, p. 6)
14 Through TED Talks video, the
students can improve their fluency
“The structure of a speech
provides a framework both
speaker and listeners to
organize the supporting points
and materials of the speech”
Grice and Skinner (1995, p.
71)
15 Through TED Talks video, the
students can learn about good
structure in delivering speech
“Speech to convince is a
persuasive speech designed to
influence audience beliefs and
attitudes rather than
behaviors”
Grice and Skinner (1995,
p.119)
16 Through TED Talks video, the
students can learn about
convincing someone
“Speaking to entertain is a
general phrase covering
several types of speaking. It
includes humorous
monologues, stand-up comedy
routines, and storytelling, for
example.”
Grice and Skinner (1995,
p.120)
17 Through TED Talks video, the
students can learn about
entertaining the audience in public
speaking
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
“Dialogue is more powerful
than narration. It puts
audience members into the
scene, allowing them to hear
exactly what was said”
Karia (2013, p. 13)
18 Through TED Talks video, the
students can learn about good
dialog in delivering speech
“Starting your presentation
with a story is one of the best
techniques for getting your
audience’s attention”
Karia (2013, p. 14)
19 Through TED Talks video, the
students can learn about how to
start good speech to get audience’s
attention
“They give audience new
material. Your story will be
new to your audience, which
makes it more interesting for
them to hear”
Karia (2013, p. 13)
20 The students find new materials
(new ideas) through TED Talks
Video
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
APPENDIX 2: The Questionnaire Blueprint for Students
Aspects Theories No Statements
Teaching
and learning
process in
students’
speaking
class
“Audio-visual aids become
one of the media used in
language teaching and
learning especially in
speaking subject. This kind
of medium will motivate
students to speak and deliver
their ideas easily.”
Endahati, N. (2016, p. 7)
1 It is good that the lecturer
provides TED Talks video in
class
2 The use of TED Talks video
supports the teaching and learning
process
3 I feel motivated when watching
TED Talks video
4 Through TED Talks video, I can
learn about delivering ideas
Students'
beliefs on
the use of
TED Talks
Video
“Video is the great media
for teaching because the
students can enjoy it.”
Sherman (2001, p. 15)
5 I enjoy TED Talks video
6 TED Talks video is interesting
Students’
belief of
listening
“To listen well is as
powerful a means of
communication and influence as
to talk well” (Marshall &
Justice, 2003)
7 Through TED Talks video, I can
improve my listening skill
Students’
beliefs of
public
speaking
skill
“Facial expression is the
tension and movement of
various parts of a speaker’s
face”
Grice and Skinner (1995,
p.261)
8 Through TED Talks video, I can
improve my facial expression
“Place-to-place movement
can actually help you relax”
“As a public speaker, you
9 Through TED Talks video, I can
learn about movement and
gesture
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
can use gestures to draw a
picture of an object.”
Grice and Skinner (1995, p.
262-263)
“Eye contact can also carry
many other messages:
confidence, concern,
sincerity, interest, and
enthusiasm. Lack of eye
contact, on the other hand,
may signal deceit,
disinterest, or insecurity”
Grice and Skinner (1995,
p.262)
10 Through TED Talks video, I can
improve my eye contact
“Pronunciation, in contrast
to articulation, is simply a
matter of knowing how the
letters of a word sound and
where the stress falls when
the word is spoken”
Grice and Skinner
(1995, p.257)
11 Through TED Talks video, I can
improve my pronunciation
“Words are made
intonational prominent, or
accented to convey
information such as contrast,
focus, topic, and information
status. The communicative
implications of accenting
influence the interpretation
of a word or phrase.”
Rosenberg &Hirschberg
(1998, p. 78)
12 Through TED Talks video, I
know about the varieties of
accents
“The more confident you are
that you can accomplish
what you set out to do, the
13 Through TED Talks video, I can
improve my confidence
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
less nervous will be.”
Grice and Skinner (1995,
p.51)
“The students need more
experiences and practices to
make their speaking fluently
and naturally”
Luoma (2004, p. 6)
14 Through TED Talks video, I can
improve my fluency
“The structure of a speech
provides a framework both
speaker and listeners to
organize the supporting
points and materials of the
speech”
Grice and Skinner (1995, p.
71)
15 Through TED Talks video, I can
learn about good structure in
delivering speech
“Speech to convince is a
persuasive speech designed
to influence audience beliefs
and attitudes rather than
behaviors”
Grice and Skinner (1995,
p.119)
16 Through TED Talks video, I can
learn about convincing someone
“Speaking to entertain is a
general phrase covering
several types of speaking. It
includes humorous
monologues, stand-up
comedy routines, and
storytelling, for example.”
Grice and Skinner (1995,
17 Through TED Talks video, I can
learn about entertaining the
audience in public speaking
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
p.120)
“Dialogue is more powerful
than narration. It puts
audience members into the
scene, allowing them to hear
exactly what was said”
Karia (2013, p. 13)
18 Through TED Talks video, I can
learn about good dialog in
delivering speech
“Starting your presentation
with a story is one of the
best techniques for getting
your audience’s attention”
Karia (2013, p. 14)
19 Through TED Talks video, I can
learn about how to start good
speech to get audience’s attention
“They give audience new
material. Your story will be
new to your audience, which
makes it more interesting for
them to hear”
Karia (2013, p. 13)
20 I find new materials (new ideas)
through TED Talks Video
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
APPENDIX 3: The Questionnaire Sheet for Lecturers
QUESTIONNAIRE
The aim of this questionnaire is to analyze students’ and teachers’ beliefs
about the use of TED Talks video to improve students’ public speaking skill.
Answer these questions below based on your own experience and belief. Your
answers will be kept confidential. The answer will be used as the data of my
undergraduate thesis. Put a tick (√) to the degree of agreement which corresponds
to the statements. Thank you for your cooperation and participation for filling out
this questionnaire.
SA : Strongly Agree N : Neutral SD: Strongly
Disagree
A : Agree D : Disagree
No Statements SA A N D SD
1 It is good that the lecturer provides TED
Talks video in class
2 The use of TED Talks video supports the
teaching and learning process
3 The students feel motivated when watching
TED Talks video
4 Through TED Talks video, the students can
learn about delivering ideas
5 The students enjoy TED Talks video
6 TED Talks video is interesting
7 Through TED Talks video, the students can
improve their listening skill
8 Through TED Talks video, the students can
improve their facial expression
9 Through TED Talks video, the students can
Name:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
learn about movement and gesture
10 Through TED Talks video, the students can
improve their eye contact
11 Through TED Talks video, the students can
improve their pronunciation
12 Through TED Talks video, the students
know about the varieties of accents
13 Through TED Talks video, the students can
improve their confidence
14 Through TED Talks video, the students can
improve their fluency
15 Through TED Talks video, the students can
learn about good structure in delivering
speech
16 Through TED Talks video, the students can
learn about convincing someone
17 Through TED Talks video, the students can
learn about entertaining the audience in
public speaking
18 Through TED Talks video, the students can
learn about good dialog in delivering
speech
19 Through TED Talks video, the students can
learn about how to start good speech to get
audience’s attention
20 The students find new materials (new
ideas) through TED Talks video
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
APPENDIX 4: The Questionnaire Sheet for Students
QUESTIONNAIRE
The aim of this questionnaire is to analyze students’ and teachers’ beliefs
about the use of TED Talks video to improve students’ public speaking skill.
Answer these questions below honestly based on your own experience and belief.
Your answers will be kept confidential and will not affect your score in CLS 2
class and Public Speaking class. The answer will be used as the data of my
undergraduate thesis. Put a tick (√) to the degree of agreement which corresponds
to the statements. Thank you for your cooperation and participation for filling out
this questionnaire.
SA : Strongly Agree N : Neutral SD: Strongly
Disagree
A : Agree D : Disagree
No Statements SA A N D SD
1 It is good that the lecturer provides TED
Talks video in class
2 The use of TED Talks video supports the
teaching and learning process
3 I feel motivated when watching TED Talks
video
4 Through TED Talks video, I can learn
about delivering ideas
5 I enjoy TED Talks video
6 TED Talks video is interesting
7 Through TED Talks video, I can improve
my listening skill
8 Through TED Talks video, I can improve
my facial expression
Name: Student number:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
9 Through TED Talks video, I can learn
about movement and gesture
10 Through TED Talks video, I can improve
my eye contact
11 Through TED Talks video, I can improve
my pronunciation
12 Through TED Talks video, I know about
the varieties of accents
13 Through TED Talks video, I can improve
my confidence
14 Through TED Talks video, I can improve
my fluency
15 Through TED Talks video, I can learn
about good structure in delivering speech
16 Through TED Talks video, I can learn
about convincing someone
17 Through TED Talks video, I can learn
about entertaining the audience in public
speaking
18 Through TED Talks video, I can learn
about good dialog in delivering speech
19 Through TED Talks video, I can learn
about how to start good speech to get
audience’s attention
20 I find new materials (new ideas) through
TED Talks video
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
APPENDIX 5: The Questionnaire Results
No Statements Strongly
Agree
Agree Undecided Disagree Strongly
Disagree
T S T S T S T S T S
1 Providing
TED Talks
video in class
is good
0
0%
20
31%
2
100
%
39
60%
0
0%
6
9%
0
0%
0
0%
0
0%
0
0%
2 The use of
TED Talks
video
supports the
teaching and
learning
process
0
0%
22
34%
1
50%
40
61,5%
1
50%
3
4,6%
0
0%
0
0%
0
0%
0
0%
3 The students
feel
motivated
when
watching
TED Talks
video
0
0%
19
29%
1
50%
25
38%
1
50%
16
25%
0
0%
4
6%
0
0%
1
2%
4 Through
TED Talks
video, the
students can
learn about
delivering
ideas
0
0%
23
35%
2
100%
33
51%
0
0%
8
12%
0
0%
1
2%
0
0%
0
0%
5 The students
enjoy TED
Talks video
0
0%
13
20%
1
50%
35
54%
1
50%
13
20%
0
0%
2
3%
0
0%
2
3%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
6 TED Talks
video is
interesting
0
0%
16
24,6%
2
100%
28
43%
0
0%
18
27,6%
0
0%
3
4,6%
0
0%
0
0%
7 Through
TED Talks
video, I can
improve my
listening skill
0
0%
28
43%
2
100%
34
52%
0
0%
2
3%
0
0%
1
2%
0
0%
0
0%
8 Through
TED Talks
video, I can
improve my
facial
expression
0
0%
14
22%
2
100%
25
38%
0
0%
24
37%
0
0%
2
3%
0
0%
0
0%
9 Through
TED Talks
video, I can
learn about
movement
and gesture
0
0%
18
27,6%
2
100%
29
45%
0
0%
18
27,6%
0
0%
0
0%
0
0%
0
0%
10 Through
TED Talks
video, I can
improve my
eye contact
0
0%
16
25%
2
100%
30
46%
0
0%
19
29%
0
0%
0
0%
0
0%
0
0%
11 Through
TED Talks
video, I can
improve my
pronunciation
0
0%
22
34%
2
100%
34
52%
0
0%
9
14%
0
0%
0
0%
0
0%
0
0%
12 Through
TED Talks
video, I know
about the
varieties of
accents
0
0%
22
34%
2
100%
34
52%
0
0%
9
14%
0
0%
0
0%
0
0%
0
0%
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13 Through
TED Talks
video, I can
improve my
confidence
0
%
14
22%
1
50%
21
32%
1
50%
26
40%
0
0%
2
3%
0
0%
2
3%
14 Through
TED Talks
video, I can
improve my
fluency
0
%
13
20%
2
100%
34
52%
0
0%
15
23%
0
0%
1
2%
0
0%
2
3%
15 Through
TED Talks
video, I can
learn about
good
structure in
delivering
speech
0
%
17
26%
2
100%
27
42%
0
0%
17
26%
0
0%
4
6%
0
0%
0
0%
16 Through
TED Talks
video, I can
learn about
convincing
someone
0
0%
18
28%
1
50%
38
58%
1
50%
9
14%
0
0%
0
0%
0
0%
0
0%
17 Through
TED Talks
video, I can
learn about
entertaining
the audience
in public
speaking
0
0%
18
28%
2
100%
32
49%
0
0%
15
23%
0
0%
0
0%
0
0%
0
0%
18 Through
TED Talks
video, I can
learn about
good dialog
in delivering
0
0%
19
29%
1
50%
33
51%
1
50%
12
18%
0
0%
1
2%
0
0%
0
0%
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speech
19 Through
TED Talks
video, I can
learn about
how to start
good speech
to get
audience’s
attention
0
0%
26
40%
2
100%
34
52%
0
0%
4
6%
0
0%
1
2%
0
0%
0
0%
20 I find new
materials
(new ideas)
through TED
Talks Video
0
0%
26
40%
1
50%
28
43%
1
50%
8
12%
0
0%
2
3%
0
0%
1
2%
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APPENDIX 6: Interview Guideline for Lecturers
Interview Guideline
1. What are the benefits that the students get through TED Talks video?
2. What is your opinion about the implementation of TED Talks video to
improve students’ public speaking skill?
3. Do you find students’ difficulties in understanding the speech in TED
Talks video?
4. What are your suggestions dealing with the use of TED Talks video to
improve students’ public speaking skill?
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APPENDIX 7: Interview Guideline for Students
Interview Guideline
1. What are the benefits that you get through TED Talks video?
2. What is your opinion about the implementation of TED Talks video to
improve public speaking skill?
3. Do you find difficulties in understanding the speech in TED Talks video?
4. What are your suggestions dealing with the use of TED Talks video to
improve public speaking skill?
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APPENDIX 8: The Transcript of the Interview for Lecturers
Interviewee 1
1. What are the benefits that the students get through TED Talks video?
“Professionally first, I always use TED videos in my classes especially in
CLS classes and other classes as well depending on the topics, for example
I usually use that video in vocabulary class, in my public speaking class
and other classes like sociolinguistics. The benefits of using TED videos,
of course there are many. First of all, this videos provide language input
for my students and the second one the topics are very good so the topics
can help my students to understand the issues being discussed in the class,
for example let me give you an example of cultural issues in our CLS
class, I used some videos from TED Talks entitled “Bye-bye Plastic Bag”
by Melati and Isabella, first I use this video to show my students how to
speak in public, the second one is to show my students how to speak in
pairs, how they take turn in speaking and what kind of non-verbal cues
they give to each other when they want to stop talking and allow the other
person to speak and the third one, of course language input and then the
next one is to raise some awareness about garbage management in Bali
and to give my students some background knowledge on some social and
cultural issues, so those are the benefits in term of professional
development. And talking about my professional development in using
TED Talks, I love watching TED Talks to develop myself personally
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because listening to and watching TED Talks keep my open mind to the
world issues, to the world problem. And of course by listening to this
video, this video helps me expand my vocabulary, increase my listening
skill and the best one is makes me to be able to speak about the issue, and
everyone I guess can learn about language teaching talk about let’s say
math, marketing because of TED Talks.”
2. What is your opinion about the implementation of TED Talks video to
improve students’ public speaking skill?
“The purpose of using TED Video is to give students language input and
to give them description about some models, a good model of how to
speak in public how to take turn when they are talking in pairs and of
course to raise some awareness the issues being discussed in TED Talks.
So I use TED video, I implemented the use of TED video in my class to
give my students I think good model of public speakers must do, must say,
must act and how to organize the speech and I ask my students to watch
the TED video and I ask them to guess what is the main idea and how the
speaker organizes the idea and what kind of supports and elaboration in
presenting the topic. So, from watching TED video, my students learn for
example how to open a speech, they can use joke, they can use questions
and then how to organize the ideas, how many points does the presenter
presents and how does the speaker elaborate each points and how does
they close the speech and how to give a memorable closing speech, it is
very important for my students to know to learn from the speaker in TED
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Talks, how to do a memorable opening, eye catching, brainteasing
opening, how to organize the idea and to have a memorable closing so it is
very important, and those videos I think it is very rich resources that my
students can learn from.”
3. Do you find students’ difficulties in understanding the speech in TED
Talks video?
“Yes, there are many things and many factors that make students unable to
understand, first of all usually when the speakers are from not American
native speakers then they will have difficulties. My students can easily
listen to TED Talks when speakers are from America. When the speakers
are from let’s say from British or Netherlands or from other non-English
speaking countries let’s say India, Singapore or Chinese usually they find
difficulties in understanding the TED video. The first problem is language,
the accents and the dialects of English. Students find it difficult when the
native speakers or presenters are not an American native speaker but when
they are American, usually my students can understand that. The second
factor that my students find difficult is the content of the topic even though
earlier I stated that American speaker is easier to understand but when this
American speaker talk about which is not familiar to my students, my
students cannot understand. For example, the last time, I give TED Talks
video about, I don’t remember exactly what it was about, it is very good.
The speaker is American woman and she speaks very very clear, but then
in order to understand the speech, my students hard to understand, let’s say
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phycologist so the terminology that the speaker use in her speech are very
unfamiliar to my students. So even though my students can understand,
more or less, I can understand what you say but I don’t understand the
word that they say because the terminology is foreign, specific, technical
through psychology or science, so my students cannot understand what it
was all about, so I was little bit disappointed at the end of the meeting, my
students could not answer the simple question simply because they don’t
understand. I felt so guilty. It is about cultural issues, I don’t remember.
The other one, I want to share you as well. The speaker is from British and
he speaks with Norwegian accents, but the content is very funny and very
down to earth, my students could understand and laugh all the time from
the beginning until the ned. When I repeated the video again, the students
laugh again even though there is no subtitle, so the difficulties first of all is
the English accents, but the second one is about the content, but then it
also depends on the content. When the content is difficult even though it is
said by American people, they cannot understand. But if the content is
very easy, even though it is said by British people, they can find it fun,
they can understand. When I ask them to write a reflection, they could tell
me exactly what the video is talking about. I can say that those two things
are dominant problem in understanding.”
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4. What are your suggestions dealing with the use of TED Talks video to
improve students’ public speaking skill?
“I always advise my students to listen to TED Talks video, one day you
can find like thousands of videos, we can pick based on the topics based
on the field that you want listen and watch and you can download it with
subtitle or not with English subtitle or Indonesian subtitle or without any
subtitle and also I usually download English subtitle and no subtitle so I
use that for my son for my niece, and there is also an interactive script that
you can download so you can have a record of what the talk is about, so I
suggest my students to do that to download without subtitle or with
subtitle and then listen to it, so if they don’t understand they can go to the
script what the conversation is talking about to enrich their vocabulary,
let’s say checking from the subtitle or from the transcript which word they
have already known and which word they have not already known. And
then, I suggest them to retell what the story is about to themselves or to
friends, like a facebook status, for example “Today I am listening to TED
Talks video entitled this one, and the story is about this one and I think it
is a good video because this, and this, so the process of learning is about
being immercing oneself to the language, listening, reading, writing and
then speaking about it, so when we involve our four micro skills of
English in responding to the video then we activate our brain to learn, and
then if it becomes habit, I think the students can acquire the language day
by day without they realize it. And listening to TED video is fun so I
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suggest them at least one day one video, I think it is not too much to us.
That’s what I suggest to my students. And the second one I suggest to my
fellow teachers, before using the video, first of all we have to choose
which video is available and which video is relevant to the students’ topic
at that week and the level of the English, the most difficult part in using
TED video is in selecting which video is suitable for the certain level, and
then we have to decide what is the purpose of the lesson in using TED
Talks, for example if we use it for public speaking, then we have to adjust
to the goal of the learning process in public speaking, if I want to use it
for CLS class, then I have to adjust it to the learning goals, or learning
outcomes for CLS class, so basically we can use any videos as long as we
adjust it to the learning outcomes to the certain course, after we finish that,
so we decide the material. We can use text to scaffold students first to
understand the text for example by giving them some introduction or
preview of what the text is about and then relating the students’ prior
knowledge of the words, of the concepts about that particular topic, for
example when the video is about cultural differences, we can ask them
guys “Have you ever met somebody from different culture?” and “What
did you do?”, “Did you find any misunderstanding?”. When you ask about
cultural differences for example, “What comes to your mind?”, so we
activate their brain to produce words that we have known related to the
video. The beginning or the first part is very important.”
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Interviewee 2
1. What are the benefits that the students get through TED Talks video?
“I usually use TED Talks to teach listening classes I ever use for speaking
1 but the benefits should be that students are exposed with the authentic
type of speech, so they are exposed different type of accent, different
speech in the speech and different context in the story in the TED Talks. “
2. What is your opinion about the implementation of TED Talks video to
improve students’ public speaking skill?
“I don’t know for sure, because I haven’t use TED Talks for public
speaking, I use TED Talks for CLS, so it is little bit different. But, I would
assume that if TED Talks is used in public speaking, then it will give them
more knowledge on how to speak in public, so public speaking teachers
can use TED Talks to show the body language, to show the facial
expression and to show how to organize the ideas when you are speaking
more than five minutes because the main problem is usually in terms of
organizing ideas and also with maintaining eye contact and the body
posture, so if it were used for public speaking, it would be very beneficial,
I think.”
3. Do you find students’ difficulties in understanding the speech in TED
Talks video?
“Of course different students has different knowledge in speaking and
competence, some would say it’s okay, some would say so and so, some
would say I have no idea what the person is talking about, but using TED
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Talks can encourage the students and they can overcome the difficulties,
and I am sure, listening to authentic text or listening to native speaker of
English speak English or listening to non-native speaker of English, but
they use English a lot of time can be challenging, but we need to expose
them so I don’t think we should use the students’ difficulties as a weapon
to say let’s not do it you know, but you should to do the opposite just
expose them with this can of video as much as possible so that they can be
more comfortable and then it would reduce their attention and stress and
hopefully they will be able to be more active in speaking.”
4. What are your suggestions dealing with the use of TED Talks video to
improve students’ public speaking skill?
“That would be trying to figure out whether it will necessary to use TED
Talks to teach in public speaking and if teacher and any lecturers will to
use TED Talks that he or she should really consider what are the aspects of
the video that the students need to learn, so like I have said previously
from the body language, from the facial expression, and minimum we need
to talk about the content of the speech, because usually the one who are
speaking on TED Talks, they are accustomed to speak in public, and most
of them maybe almost all of them already have good technique in
conveying the message, so we can take a look at those three aspects
basically, but do not just talk about the content only because in public
speaking there are so many elements that you need to mastered or learn not
only the content, not only the pronunciation also the body posture.”
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APPENDIX 9: The Transcript of the Interview for Students
Interviewee 1
1. What are the benefits that you get through TED Talks video?
“I think I have two benefits for listening and for speaking. The first one is
for listening. When I listen and also see TED Talks video, I can grasp
more and I can understand more about the English and I can know the
difference about American and also British accent. And then for speaking,
I can speak well and fluently because I used to see the video, because I can
know it because the TED Talks video can be my role model to speak in
front of public.”
2. What is your opinion about the implementation of TED Talks video to
improve public speaking skill?
“Yes, I think because TED Talks video, he or she who presented TED
Talks video can show us about the skill about how to become a public
speaker in a public well so maybe I can also make them as my role model
to improve my skill maybe how to become of fluency or to speak without
grammatical error and so on.”
3. Do you find difficulties in understanding the speech in TED Talks
video?
“Yes, really. I found a lot of difficulties because I think the pronunciation
in the speech are very high because when I know the video, when I in the
second semester, so I think it is really appropriate, especially for me
because we just go in this campus and then we had presented the Ted
Talks, so I cannot understand about the video.”
4. What are your suggestions dealing with the use of TED Talks video to
improve public speaking skill?
“Keep it the TED Talks video because, it can improve your skill, your
listening and your speaking skill. It has very beneficial for you.”
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Interviewee 2
1. What are the benefits that you get through TED Talks video?
“From watching TED Talks, I can be more critical in thinking because
TED Talks based on their experience, they connected to the topic, so I also
can relate it with my own experiences, and then I can get what the topic
about and it is increasing my idea, increasing the information that I haven’t
get before, so it very helpful for me, instead of improving my listening
skill also my critical thinking and my ability to be able to share what I
have done and talk about some topics based on my experiences.”
2. What is your opinion about the implementation of TED Talks video to
improve public speaking skill?
“In my opinion, TED Talks is one of the good media for teaching English
because like what I have said before, it can improve the students’ listening
skill also the students’ critical thinking because the topic that is discussed
in TED Talks, mostly are not familiar with our daily life, so it quite hard to
be understood, so the students can brainstorm while watching the video
and then they can get the new information that they never have before.”
3. Do you find difficulties in understanding the speech in TED Talks
video?
“Of course, because the topic is quite hard to be understood and the way
they deliver the speech is quite fast, some of them fast and some of them
are understandable, so when the speakers speak to fast, I cannot get the
point of what they said properly, so I have to listen twice or more, so I can
understand more about the video. So, it is quite challenging when the
speakers are too native, so they speak to fast.”
4. What are your suggestions dealing with the use of TED Talks video to
improve public speaking skill?
“My suggestion is, always look for a lot of TED Talks videos that have
good value from the story, so as a teacher we should really pay attention
with the speaker, how the speaker deliver their speech, and how their
gesture and how they can interact with the audience and how they deliver
the story, I mean their own experience and how they can connect it with
the topic.”
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Interviewee 3
1. What are the benefits that you get through TED Talks video?
“The benefits that I get through TED Talks video is a I like the idea that
the people share in TED Talks video, some ideas are so interesting that I
like to watch it all day because it is very interesting and it also improve the
way I speak, it also gives an example of like the body language or how to
make the small joke during the speech.”
2. What is your opinion about the implementation of TED Talks video to
improve public speaking skill?
“I think TED Talks video is improving students’ public speaking skill.
TED Talks video also teaches us how to speak in front of public and how
to prepare something before we talk in front of people.”
3. Do you find difficulties in understanding the speech in TED Talks
video?
“I found difficulties in understanding the speech in TED Talks video like
maybe some of the speakers is not native in English. They speak other
language and they give speech in English. It sounds not English like that,
so maybe they speak too fast or the pronunciation is different or the
intonation that they use also makes me hard to understand what they are
talking about.”
4. What are your suggestions dealing with the use of TED Talks video to
improve public speaking skill?
“I think TED Talks video is very good to improve students’ public
speaking skill. I don’t have any suggestion, I think, I mean I like I want the
TED Talks video to be watched of all batches, I think it is good, like that.”
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Interviewee 4
1. What are the benefits that you get through TED Talks video?
“The TED Talks video makes me think more critically, because in the
TED Talks videos, there are a lot of ideas, point of views that I can get
from different countries also, so that I can get a lot of new knowledge
through the videos.”
2. What is your opinion about the implementation of TED Talks video to
improve public speaking skill?
“Well, TED Talks video gives us the good example of public speaking, so
I think we can use the speakers as a role model for us to improve the
public speaking skill especially the gesture, the confidence, the way they
convey the ideas confidently in front of the audiences.”
3. Do you find difficulties in understanding the speech in TED Talks
video?
“Yes, sometimes, because as we know the speakers come from different
countries, different races and sometimes the dialects or accents they use
different accents and sometimes I get difficulties to understand that and
some of the topics are quite hard for example politics and some social
issues that it makes lack knowledge background to understand the topic so
if we are lack of knowledge background about certain topic, I think that
we might find difficulties to understand the topic.”
4. What are your suggestions dealing with the use of TED Talks video to
improve public speaking skill?
“I think the lecturer can use it more often to make us accustomed to this
video. I think it is good and this is best way for us to engage us to improve
our speaking skill and also our critical thinking.”
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