STUDENTS’ AND LECTURERS’ BELIEFS ABOUT THE USE OF …improve students’ public speaking skills. Two of the CLS II lecturers who use TED Talks video and their students became the

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i


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


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




iv

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


v

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


131214008


vi

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:


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



vii

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


viii

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


ix

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


x

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.



xi

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


xii

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


xiii

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


xiv

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


xv

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


1

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


2

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.


3

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


4

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?


5

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.


6

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


7

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.


8

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.


9

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).


10

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.).


11

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.


12

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.


13

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.


14

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.


15

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.


16

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).


17

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.


18

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.


19

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).


20

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


21

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


22

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


23

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


24

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


25

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.


26

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


27

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


28

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.


29

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


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

%


30

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”.


31

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


Agree


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%


32

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


33


Agree


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


34

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


35

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)


36

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


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


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.


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


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


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


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,


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


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


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.


44

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


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


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;


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


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).


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.


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


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.


52

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http://www.celea.org.cn/teic/95/7.pdf

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55

APPENDICES


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)


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)


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


students can learn about

movement and gesture


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”


p.262)


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)



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)


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.”



confidence


58


p.51)

“The students need more

experiences and practices to

make their speaking fluently

and naturally”

Luoma (2004, p. 6)


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”


71)


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”


p.119)



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.”


p.120)



entertaining the audience in public

speaking


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)


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)


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


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


Students’

belief of

listening

“To listen well is as

powerful a means of

communication and influence as

to talk well” (Marshall &

Justice, 2003)


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”


p.261)


improve my facial expression

“Place-to-place movement

can actually help you relax”

“As a public speaker, you


learn about movement and

gesture


61

can use gestures to draw a

picture of an object.”


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”


p.262)


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)


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


improve my confidence


62

less nervous will be.”


p.51)

“The students need more

experiences and practices to

make their speaking fluently

and naturally”

Luoma (2004, p. 6)


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”


71)


learn about good structure in

delivering speech

“Speech to convince is a

persuasive speech designed

to influence audience beliefs

and attitudes rather than

behaviors”


p.119)


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.”



learn about entertaining the

audience in public speaking


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)


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)


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


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


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



improve their listening skill


improve their facial expression


Name:


65

learn about movement and gesture


improve their eye contact


improve their pronunciation

12 Through TED Talks video, the students

know about the varieties of accents


improve their confidence


improve their fluency


learn about good structure in delivering

speech


learn about convincing someone


learn about entertaining the audience in

public speaking


learn about good dialog in delivering

speech


learn about how to start good speech to get

audience’s attention

20 The students find new materials (new

ideas) through TED Talks video


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


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


7 Through TED Talks video, I can improve

my listening skill


my facial expression

Name: Student number:


67


about movement and gesture


my eye contact


my pronunciation

12 Through TED Talks video, I know about

the varieties of accents


my confidence


my fluency


about good structure in delivering speech


about convincing someone


about entertaining the audience in public

speaking


about good dialog in delivering speech


about how to start good speech to get

audience’s attention

20 I find new materials (new ideas) through

TED Talks video


68

APPENDIX 5: The Questionnaire Results


Agree


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%


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%


70

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%


71

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%


72

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


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



73

APPENDIX 7: Interview Guideline for Students

Interview Guideline

1. What are the benefits that you get through TED Talks video?


improve public speaking skill?

3. Do you find difficulties in understanding the speech in TED Talks video?




74

APPENDIX 8: The Transcript of the Interview for Lecturers

Interviewee 1


“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


75

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.”



“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


76

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.”


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


77

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.”


78



“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


“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. “



“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.”


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.”



“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


“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.”



“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.”



“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


“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.”



“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.”


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.”



“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


“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.”



“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.”


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.”



“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


“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.”



“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.”


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.”



“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.”


Documents

STUDENTS’ AND LECTURERS’ BELIEFS ABOUT THE USE OF …improve students’ public speaking skills. Two of the CLS II lecturers who use TED Talks video and their students became the