678'(176¶ 3(5&(37,21 ON IMPROMPTU SPEECH TO IMPROVE ...in class D and my friends in proposal...

STUDENTS’ PERCEPTION ON IMPROMPTU SPEECH

TO IMPROVE SPEAKING FLUENCY IN SPEAKING CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Yovita Asti Pratiwi

Student Number: 141214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

STUDENTS’ PERCEPTION ON IMPROMPTU SPEECH

TO IMPROVE SPEAKING FLUENCY IN SPEAKING CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Yovita Asti Pratiwi

Student Number: 141214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018


iv

“Rejoicing in hope; patient in tribulation; continuing

instant in prayer”

(Romans 12:12)

I dedicated my thesis to:

My beloved family

Sanata Dharma University, especially English Language Education Study

Program


vii

ABSTRACT

Pratiwi, Yovita Asti. (2018). Students’ Perception on Impromptu Speech

to Improve Speaking Fluency in Speaking Class. Yogyakarta: English Language

Education Study Program, Department of Language and Art Education, Faculty of

Teachers Training and Education, Sanata Dharma University.

Choosing the correct methods to teach speaking is important. It can be

used to support the students in learning process. There are some methods which

are used by the lecturers of English Language Education Study Program (ELESP)

of Sanata Dharma University to teach speaking class. One of them is impromptu

speech. Impromptu speech is an activity that allows the students to speak in front

of people with limited time for preparation. In this research, the researcher is

interested to know whether impromptu speech activity can improve students’

speaking fluency or not. There are some perception from the students related to

the implementation of impromptu speech. For that reason, the researcher proposed

to analyse the students’ perception on impromptu speech activity to improve

speaking fluency.

In this research, there were two research questions: (1) How is impromptu

speech implemented in speaking class? (2) How the students perceive the

implementation of impromptu speech to improve speaking fluency? The

participants in this research were ELESP students of Sanata Dharma University

class A and F batch 2017.

To answer the research question number one, the researcher used the

theory of Henderson (1982), Rozakis (1995), Ross (1995) and Freeman (2001) to

understand the definition and the implementation of impromptu speech.

Moreover, to answer the research question number two, the researcher also used

the theory of Fillmore’s (1979), Newton and Nation (2009), and Henderson

(1982) about developing speaking fluency.

A mixed method was used to collect quantitative and qualitative data. In

order to answer the research questions, the researcher used closed-ended

questionnaire to collect the quantitative data. Moreover, the researcher also

conducted interview as qualitative data in order to support this research. The

finding of this research showed that the students have positive perception about

impromptu speech activity to improve speaking fluency.

Keywords: students’ perception, impromptu speech activity, speaking fluency


viii

ABSTRAK

Pratiwi, Yovita Asti. (2018). Students’ Perception on Impromptu Speech

to Improve Speaking Fluency in Speaking Class. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas

Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Variasi kegiatan dalam mengajar speaking penting untuk menunjang

proses belajar. Ada beberapa metode yang digunakan oleh dosen Pendidikan

Bahasa Inggris di Universitas Sanata Dharma untuk mengajar di kelas speaking.

Salah satunya adalah kegiatan impromptu speech. Impromptu speech adalah

sebuah metode belajar yang memberikan kesempatan bagi mahasiswa untuk

berbicara di depan kelas dengan waktu persiapan yang singkat. Dalam penelitian

ini, peneliti ingin megetahui apakah penerapan kegiatan impromptu speech dapat

meningkatkan kelancaran mahasiswa dalam berbicara atau tidak. Ada beberapa

persepsi dari mahasiswa terkait dengan penerapan impromptu speech di kelas

speaking. Penelitian ini ditujukan untuk menganalisis persepsi mahasiswa

terhadap penggunaan kegiatan impromptu speech di kelas speaking untuk

meningkatkan kelancaran dalam berbicara.

Terdapat dua rumusan masalah: (1) Bagaimana penerapan kegiatan

impromptu speech di kelas speaking? (2) Bagaimana mahasiswa mempersepsikan

penggunaan kegiatan impromptu speech untuk meningkatkan kelancaran dalam

berbicara? Responden dalam penelitian ini adalah mahasiswa Pendidikan Bahasa

Inggris Universitas Sanata Dharma kelas A dan F angkatan tahun 2017 yang

terdiri dari 51 orang.

Untuk menjawab rumusan masalah nomor satu, peneliti menggunakan

teori dari Henderson (1982), Rozakis (1995), Ross (1995), Freeman (2001) untuk

mengetahui definisi dan penerpan impromptu speech. Kemudian peneliti juga

menggunakan teori dari Fillmore’s (1979), Newton and Nation (2009), Henderson

(1982) untuk mengetahahui pengembangan kelancaran dalam berbicara.

Metode campuran digunakan untuk mengumpulkan data kuantitatif dan

kualitatif. Dalam menjawab kedua rumusan masalah tersebut, peneliti

menggunakan kuosioner yang terdiri dari pertanyaan tertutup untuk

mengumpulkan data kuantitatif. Kemudian, peneliti juga melakukan wawaancara

untuk mengumpulkan data kualitatif.

Hasil penemuan penelitian ini menunjukan bahwa mahasiswa memiliki

persepsi positif terkait dengan kegiatan impromptu speech di kelas speaking.

Impromptu speech dapat digunakan untuk meningkatkan kelancaran dalam

berbicara.

Kata kunci: students’ perception, impromptu speech activity, speaking fluency


ix

ACKNOWLEDGEMENTS

First of all, I would like to express my never-ending thanks to Jesus

Christ and Mother Mary for always blessing, helping and guiding me in every

step I take.

I would like to express my deepest gratitude to my beloved parents Ibu

Yustina Wantinem and Bapak Ignatius Wagiran who always pray, support and

fulfil my needs. I would also like to thank for the biggest love and effort in

treating and educating me. I thank to my beloved brother Klaudius David

Arkananta Saputra for always motivating and cheering me up.

I dedicate my appreciation to my advisor Bapak Drs. Concilianus Laos

Mbato, M.A., Ed.D. who always gives me support and advices in finishing my

thesis. I also give my thankfulness to Bapak Drs. Barli Bram, M.Ed., Ph.D. and

Ibu Yuseva Ariyani Iswandari, S.Pd., M.Pd. for giving me permission to

distribute the questionnaire in the process of collecting data. I thank also to the

ELESP students class A and F batch 2017 who helped me during the data

collecting. I also would like to thank all lecturers and staff of English Language

Education who help me in the process of studying until finishing my thesis.

I give my sincere thanks to my beloved friends Denti Dwi, Anis Dewi,

Risthi Danarwati, Erni Carolina, Titis Sekar, Fransiska Amara, Chatarina

Bintang, Sheila Maildha, Margaretha Finna, Marchelina Della, Astini Agun,

Silfiyani Fauzi, Adhyningtyas, Henrica, Nicholas Jason, Erwin Bayu, and

Ardian Suharto who always motivate and support me during the ups and downs


x

in my thesis journey. Thank you for the love, care, and jokes that color my life. I

am so blessed to have all of you guys. I will never forget to thank my dear friends

in class D and my friends in proposal seminar class Sekar, Ocha, Eka, Vincent,

Reza, Niko, Melisa, Kiki, Tya, Tika, and Putri PM who always support me in

finishing my thesis. I also thank to all of ELESP students batch 2014. I am so

glad to know each of you. I also give bunch of thanks to Mbak Gracia Vica and

Mas Alberik Ryan for the patience to help me in finishing my thesis.

Finally, I would like to express my gratitude to people around me who

always help, support, and develop myself whose names cannot be mentioned one

by one.

Yovita Asti Pratiwi


xi

TABLE OF CONTENTS

TITLE PAGE ..................................................................................................... i

APPROVAL PAGES ......................................................................................... ii

DEDICATION PAGE ......................................................................................... iv

STATEMENT OF WORK’S ORIGINALITY ................................................. v

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................... vi

ABSTRACT ....................................................................................................... vii

ABSTRAK ........................................................................................................... viii

ACKNOWLEDGEMENTS ................................................................................ ix

TABLE OF CONTENTS ................................................................................... xi

LIST OF TABLES ............................................................................................. xiv

LIST OF FIGURES ............................................................................................ xv

LIST OF APPENDICES .................................................................................... xvi

CHAPTER I. INTRODUCTION ....................................................................... 1

A. Research Background ........................................................... 1

B. Research Questions ............................................................... 4

C. Research Significances .......................................................... 4

1. The lecturer of Speaking Class ........................................ 4

2. The Students in English Language Education Study

Program ........................................................................... 5

3. The Future Researchers ................................................... 5

D. Definition of Terms .............................................................. 5

1. Perception ........................................................................ 6

2. Speaking .......................................................................... 6


xii

3. Speaking Fluency ............................................................ 6

4. Impromptu Speech........................................................... 7

CHAPTER II. REVIEW OF RELATED LITERATURE ................................. 8

A. Theoretical Description ........................................................ 8

1. Perception ....................................................................... 8

a. The Definition of Perception .................................... 8

b. The Process of Perception ......................................... 9

c. Factors Influencing Perception .................................. 10

d. The Correlation between Perception

and Learning Process ................................................. 11

2. The Nature of Speaking ................................................... 12

a. The Definition of Speaking ..................................... 12

b. Key Features in Speaking .......................................... 13

c. Types of Speaking ..................................................... 13

d. Speaking Fluency ..................................................... 15

e. Developing Speaking Fluency ................................... 15

3. Teaching Speaking .......................................................... 16

a. The Purposes of Teaching Speaking ......................... 16

b. The Problems in Teaching Speaking ......................... 17

c. The Principles of Teaching Speaking ........................ 18

4. The Use of Impromptu Speech ........................................ 19

a. The Definition of Impromptu Speech ........................ 19

b. The Organization of Impromptu Speech ................... 20

c. The Implementation of Impromptu Speech ............... 21

d. The Benefits of Impromptu Speech ........................... 22

B. Theoretical Framework ........................................................ 23


xiii

CHAPTER III. RESEARCH METHODOLOGY .............................................. 25

A. Research Method .................................................................. 25

B. Research Setting ................................................................... 26

C. Research Participants ............................................................ 27

D. Instrument and Data Gathering Technique............................ 27

1. Questionnaire .................................................................. 28

2. Interview .......................................................................... 28

E. Data Analysis Technique ...................................................... 29

1. Data from The Questionnaire .......................................... 30

2. Data from The Interview ................................................. 30

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ......................... 32

A. Research Result ..................................................................... 32

B. Discussion.............................................................................. 44

1. How Is Impromptu Speech Implemented in Speaking

Class ................................................................................ 45

2. How the Students Perceive The Implementation

of Impromptu Speech to Improve Speaking Fluency ...... 47

CHAPTER V. CONCLUSION AND RECOMMENDATIONS ...................... 50

A. Conclusions .......................................................................... 50

B. Suggestions ............................................................................ 52

1. English Language Education Study Program Students ... 52

2. English Language Education Study Program Lecturer ... 52

3. Future Researchers .......................................................... 53

REFERENCES ................................................................................................... 54

APPENDICES………………………………………………………………… 57


xiv

LIST OF TABLES

Tables Page

4.1 Questionnaire Result of The Students’ Perception on The

Implementation of Impromptu Speech …..………….........……33

4.2 Questionnaire Result of The Implementation of Impromptu

Speech in Speaking Class…………………………………........34

4.3 Questionnaire Result of The Students’ Perception on Their

Speaking Fluency………………………………………….....…38

4.4 Questionnaire Result of The Students’ Perception on Impromptu

speech to Improve Speaking Fluency………………………….39

4.5 Questionnaire Result of The Students’ Perception on

Impromptu Speech to Improve Speaking Skill............................42


xv

LIST OF FIGURES

Tables Page

2.1 The Perceptual Process ……………………………………........9

2.2 The Correlation between Perception

and Learning Process.. …………………………………………11

2.3 The Process of Implementing Impromptu Speech…………….. 21

3.1 The Process of Convergent Mixed Method Design…………....26


xvi

LIST OF APPENDICES

Appendix Page

1. Permission Letters……...………………………………………………......58

2. The Questionnaire Blueprint……………..………….………..…….............60

3. The Questionnaire Sheet……………..………….………..……...................63

4. The Questionnaire Validation Forms.............................................................66

5. The Questionnaire Result……..………….………..….……….……............70

6. Interview Guideline…….………..…….................……..…………..............72

7. The Transcript of The Interview ………..………….…...….......…..............73


1

CHAPTER I

INTRODUCTION

This chapter presents the background of this research. It consists of four

parts. They are research background, research questions, research significances,

and definition of terms.

A. Research Background

In this era, English is the most common spoken language in the world.

Crystal (2003) states that, “English is considered as a global language” (p. 94). It

means that English is not only spoken by native speakers, but also non-native

speakers. According to Kachru (1998), “English as an international language has

three concentric circles which are inner circle, outer circle, and expanding circle”

(pp. 89-108). The inner circle shows the countries that use English as a native

language such as in United Kingdom, United States, and Australia. While, the

outer circle involves the countries that use English as a second language such as in

Singapore, Philippines, and Hong Kong. In addition, the expanding circle includes

the countries that use English as a foreign language such as in Indonesia,

Myanmar, Cambodia, and Vietnam.

English has become a priority for many countries to face globalization,

especially in Southeast Asia. In 2015, Southeast Asia countries including

Indonesia, Myanmar, Brunei, Cambodia, Laos, Malaysia, Philippines, Singapore,

Thailand, and Vietnam have entered the ASEAN Economic Community (AEC).


2

The AEC is a way to promote economic, political, social, and cultural across those

ten members of Southeast Asian countries. Moreover, in AEC there are free

movements of goods, services, and investments. In this case, English takes an

important role as a bridge to communicate in Southeast Asian countries.

Nowadays, English becomes a required subject of education system in

Indonesia. It has been taught since Kindergarten up to University level. The

purpose of teaching English itself is to help the students to communicate English

well. Moreover, English Language Learning (ELL) has four skills, namely

listening, speaking, reading, and writing. Speaking can be a fundamental skill to

accomplish the conversation (Nunan, 1995). It means that speaking can be

categorized as an important skill to be mastered by the students.

Speaking is used to communicate with others, express our ideas, and

understand others’ ideas well. Brown (1994) argues that, “speaking is an

interactive process that consists of producing and receiving information” (p. 2). It

reflects that through speaking we can give and accept the information from people

around us. Unfortunately, people who are lack of speaking skill will get

difficulties to communicate in social life. On the other hand, people who are good

at speaking skill will be easy to socialize and communicate with others.

Unfortunately, most of the students especially in English Language

Education Study Program (ELESP) of Sanata Dharma University have problems

in dealing with speaking. There are many factors why they are afraid of speaking

English. First, they are not confident enough to deliver their ideas through English

in an oral communication. They are afraid of making mistakes in grammar,


3

pronunciation, or fluency. Second, they do not create opportunity to speak

English. Most of them only speak English only inside the classroom. After the

class, they speak in their native language which is Bahasa Indonesia. They do not

make habit of it. Moreover, the students usually speak only by memorizing. When

they forget the words, they make pauses for a while even cannot continue the

speech. Then, when the students make pauses or stopping, it indicates that they

are still lack of speaking fluency. Those factors affect them in developing

speaking skill, especially in dealing with fluency. According to Brumfit (1984),

“fluency is the maximally effective operation of the language system so far

acquired by the students” (p. 377).

There are various ways to overcome the problems in teaching and learning

speaking, especially in dealing with speaking fluency. One of them is impromptu

speech. In ELESP of Sanata Dharma University, there is a course named speaking

class. The class focuses on improving students’ speaking ability. Impromptu

speech is a simple speaking activity where the participants deliver a speech with

short preparation, ranging between one up to two minutes (Henderson, 1982). In

impromptu speech, the students are given freedom to express their ideas related to

the topics which are chosen by them. After every student has finished in doing

impromptu speech, they will get feedbacks. The feedbacks are not only in the

form of correction or evaluation but also question and answer session with the

other students.

The aims of the lecturers in using impromptu speech in speaking class are

to encourage the students become more active in an oral communication and


4

improve students’ speaking skill, especially in developing fluency. The

implementation of impromptu speech has been researched by several researchers.

Most of them conducted the research about impromptu speech to improve

speaking skill in general. However, the researcher makes a specification in this

research. The researcher focuses more on the implementation of impromptu

speech to improve speaking fluency. Therefore, the researcher intends to

investigate how the students perceive the implementation of impromptu speech to

improve speaking fluency in Speaking class.

B. Research Questions

Based on the background above, the researcher formulated two research

questions as follow:

1. How is impromptu speech implemented in Speaking class?

2. How the students perceive the implementation of impromptu speech to improve

speaking fluency?

C. Research Significances

The researcher hopes the finding in this research give contributions to:

1. Lecturers of Speaking Class

This research provides information about how the students perceive the

implementation of impromptu speech in speaking class. The result of the students’

perception in this research can be a consideration for the lecturers to choose

impromptu speech in order to support the students in learning speaking.


5

Moreover, the lecturers can also use the students’ perception to improve the better

impromptu speech. Furthermore, the lecturers can use the perception from the

students to know whether impromptu speech can improve students’ speaking

fluency or not.

2. Students in English Language Education Study Program

This research facilitates the students in delivering their perception on

impromptu speech. Furthermore, the students can understand their strengths and

weaknesses in speaking. Moreover, this research can also help the students to

know more about the use of impromptu speech to improve their speaking skill

especially in dealing with fluency.

3. Future researchers

This research can be a reference for the future researchers who want to

conduct research related to the impromptu speech. The researcher hopes that this

research can be an inspiration for the future researchers. Moreover, this research

can be a supporting evidence for the implementation of impromptu speech to

improve speaking skill especially in dealing with fluency.

D. Definition of Terms

This part is made to clarify the concept of this research. There will be four

keywords in this research to avoid the misconception. The keywords are

perception, speaking, speaking fluency, and impromptu speech.


6

1. Perception

Perception is the process of interpreting the world around us. In order to

perceive, people need to view the world by hearing, seeing, smelling, tasting,

touching. According to Lindsay and Norman (1997), “perception is the process by

which organisms interpret and organize sensation to produce a meaningful

experience of the world” (p. 52). It means that in giving perception, the

individuals have to heard, smell and taste or touch first. After that, they interpret

what they feel. In this research, the perception is about the students’ perception

about impromptu speech activity to improve speaking fluency.

2. Speaking

Speaking is an oral and productive skill. Speaking is a skill that allows the

learners to communicate, express ideas and give responses about an issue

(Richards, 2008). Speaking focuses on the producing and conveying expression to

achieve the goals of conversation. To sum up, speaking is a skill in English

Language Learning (ELL) by which the goals are to produce and convey the

utterance in order to communicate with others.

3. Speaking Fluency

According to Fillmore (1979), “fluency is the ability to fill the time by

talking without stopping or making pauses” (p. 377). It means that speaking

fluency is the ability to speak smoothly without making hesitation or think the

next words or phrases. Moreover, fluency is the ability of speakers in using

language to communicate with other without any pauses (Bailey, 2003). In

addition, fluency occurs when the speakers are able to use natural language in


7

order to maintain and engage the meaningful communication (Richard, 2006). As

a result, speaking fluency is the ability to speak without pauses or hesitations in

order to reach the meaningful conversation.

4. Impromptu Speech

Impromptu speech is a simple speaking practice of limited time duration

and preparation (Henderson, 1982). Impromptu speech requires students to come

in front of the class and then choose a topic. After that, the students tell about an

issue related to the topic. Usually, those issues are related to the students’ daily

life or experiences. After doing the impromptu speech, the students are given

feedbacks from the lecturer and also the other students. Moreover, the feedbacks

in impromptu speech not only consist of some evaluations, but also the question

and answer session. Thus, impromptu speech is an activity that allows the students

to speak spontaneously in front of people.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two parts. They are theoretical description and

theoretical framework. The theoretical description discusses about the relevant

theories in order to support this research. Meanwhile, the theoretical framework

used to answer the research questions.

A. Theoretical Description

This part discusses the theories related to the research. The theories are

used to support the research. There are the theories of perception, the nature of

speaking, teaching speaking, and impromptu speech.

1. Perception

In this part the researcher divides the theories of perception into three

parts. They are the definition of perception, the process of perception, and the

factors influencing of perception.

a. The Definition of Perception

There are some definitions of perception. Perception can be defined as

individuals’ response about everything around them. According to Vernon (1962),

“perception is knowledge of the identity of objects and features in the

environment” (p. 13). It means that perception is a value that given by individuals

about objects or action that happens in the environment. Moreover, perception is

the process how individuals choose, categorize, and interpret about something


9

around them in order to give value (Robbins, 2005). Furthermore, perception can

be categorized as awareness sense in assuming something (Angell, 2005). Based

on the definitions above, it can be said that perception is the process of individuals

in reflecting something in their surroundings in order to give assumption.

Individuals may have same perception toward something around them.

However, they can also have different perception. Therefore, in this research

students may have different perception related to the use of impromptu speech

activity to improve speaking fluency.

b. The Process of Perception

In giving perception toward something, individuals take some processes.

Altman, Valenzi, and Hodgetts (1985) state that there are four processes of

perception. They are stimuli, sensors’ selection of stimuli, perception,

organization and interpretation of stimuli, and behavioral response (p. 86). The

process is described in the following figure.

Figure 2.1

The Perceptual Process

(Altman, Valenzi, Hodgetts, 1985, p. 86)

Based on the figure, individuals start to select the stimuli through the

sensory receptor. After that, the individuals select the data from the stimulus. The

results from the stimulus start to be organized and interpreted in order to give


10

meaning or value. After giving the value, individuals give behavioral response.

Individuals can have the same response. However, they can also have different

response.

c. Factors Influencing Perception

The different perception between individuals occurs because of some

factors. There are four major factors that give influence in human perception.

They are selection of stimuli, organization of stimuli, situation, self-concept

(Altman et al., 1985)

1) Selection of stimuli

The individuals focus on the small number of stimuli surrounding which is

called as selection. The stimuli can be found by seeing or hearing. However, the

stimulus which is selected by the individuals is different between one another.

Referring to this research, the students give the perception about impromptu

speech based on their feeling, sight, and hearing. If the students only see or hear

they cannot perceive the impromptu speech itself well. However, they can

perceive well after they experiencing by themselves.

2) Organization of stimuli

After the information is accepted, it should be organized to get the

significant information. In this research, some students consider that impromptu

speech can help them in developing their speaking fluency. On the other hand,

some students consider that in order to develop speaking fluency, the lecturer can

use other techniques not only by using impromptu speech but also other

techniques.


11

3) Situation

The individuals give perception based on their past experiences. When the

individuals experienced something good in the past, they can perceive it positively

until the current situation. In contrast, when people experienced something bad in

the past, they will always perceive it negatively.

4) Self-concept

Self-concept is the way individuals feel and perceive themselves. The

mental pictures help them to decide what they perceive and do. Self-concept can

also change the person mature.

d. The Correlation between Perception and Learning Process

There is a correlation between perception and learning process. As we

know, perception is the process how people interpret or give value toward

something around them. Students also give their perception toward their learning

process. Perception takes an important role in learning activity (Kleinke, 1978).

The figure 2.2 explains the correlation between perception and learning process.

Figure 2.2 the correlation between perception and learning process

(Kleinke, 1978)


12

Referring to this research, the positive students’ perception on impromptu

speech helps them to attract their interest in doing the activity. The learning goal

which is developing speaking skill, especially in dealing with fluency can be

achieved easier. It happens because they are motivated and interested in doing the

activity. In contrast, when they are unmotivated in doing the activity, the learning

goal will be more difficult to be achieved. Therefore, the students’ perception

affects the learning process in achieving learning goal.

2. The Nature of Speaking

The researcher divides this part into four sections. They are the definition

of speaking, key features in speaking, types of speaking, speaking fluency.

a. The Definition of Speaking

There are some definitions of speaking. Speaking is an activity that

engages more than two people who give contributions in the form of giving

information and accepting response (Johnson and Morow, 1983). It means that

speaking consists of at least one speaker and one listener during the

communication process. The speaker’s job is to express the utterances. Then, the

listener’s job is to give response related to the speaker’s utterances. According to

Bailey (2003), “speaking is the productive oral skill that consists of producing

systematic verbal utterances to convey meaning” (p. 48). Therefore, speaking is

the ability to produce utterance to express meaning or to communicate with others

orally.


13

b. Key Features in Speaking

In learning speaking, there are some key features that should be mastered

by the learners. There are three qualities of learners’ speech, such as fluency,

accuracy, and complexity (Goh and Burns, 2012).

1) Fluency

Fluency is the condition when the message from the speakers is delivered

consistently with few pauses and hesitations. Moreover, when the speakers can

speak fluently, the listeners do not get the difficulties to comprehend the

information. Then, fluency also focuses on the meaning of the message.

2) Accuracy

Accuracy is the condition when the speakers can deliver the message by

using correct grammar. Furthermore, accuracy is achieved when the speakers can

use the correct pronunciation in the target language norms. Accuracy focuses on

the form of the message.

3) Complexity

Complexity is the condition when the message is communicated precisely.

It means that the message is communicated by using higher grammatical forms.

Then, it also uses subordination and clausal embeddings that is appropriate for

speech in relation with social and cultural context.

c. Types of Speaking

There are four types of speaking based on delivering such as reading from

a manuscript, memorization, impromptu delivery, and extemporaneous delivery

(Ross, 1995). The first type is delivering speech by reading from manuscript. It


14

allows the speakers to read the prepared script during the delivery. The second

type is memorization. It happens when the speakers deliver a speech by

memorizing the word-for-word. The third is impromptu delivery. It means that the

speakers should speak with limited preparation and without bringing notes. The

fourth type is extemporaneous delivery. It is a method of speaking involves the

preparation of a thorough outline or use general outline which is either memorized

or carried by the speaker.

Furthermore, there are three types of speaking which are speaking to

inform, speaking to persuade, and speaking to entertain (Rozakis, 1995). The first

type is speaking to inform. The main purpose of speaking to inform is conveying

the information to the audiences. Speaking to inform usually consists of

explaining, teaching, and clarifying about an issue. Moreover, the important

things in speaking to inform are focusing on a topic, deciding on clear method of

organization, and get the facts. The second type is speaking to persuade. It is a

type of speech which the goal is encouraging the audiences to agree to the

speaker’s opinion about an issue. Furthermore, effective persuasion speech is

based on accurate logic, powerful appeals to emotion, and trust. The last type is

speaking to entertain. Speech to entertain is a speech which the goal is to attract

the audiences through giving entertainment while delivering a speech.

Referring to this research, in impromptu speech activity the students also

learn one type of speaking which is speaking to inform. In impromptu speech the

students tell the information related to their daily life or experience in front of the


15

audiences. Therefore, through impromptu speech the students can learn how to

speak in order to deliver information in front of audiences.

d. Speaking Fluency

There are some definitions of speaking fluency. Fluency in speaking

means the ability to talk without making many pauses. According to Bailey

(2003), “fluency as the extent to which speakers use the language quickly and

confidently, with few hesitations of unnatural pauses, false starts, word searches,

etc” (p. 55). Moreover, according to Fillmore’s (1979), “fluency is the ability of

people to fill time with talk without stopping for many times to think what to say

next or how to phrase it” (p. 377).

In addition, there are also some categories of fluent speaker. People are

categorized as fluent speakers when they can speak to communicate or express

their utterance orally without any stops or pauses. Moreover, people can be

categorized as a fluent speaker when they can speak eighty-four words up to one

hundred- ninety six words in a minute. There are also less hesitation items such as

ah, err, um (Nation, 1989).

e. Developing Speaking Fluency

There are some ways to develop speaking fluency. Fluency can be

developed in three conditions (Newton and Nation, 2009). The first condition is

the activity should be meaning-focused. It means that the learners should have

strong sense to communicate in front of the audiences. The second condition is the

learners should take part in the activity and use the language based on their

experiences. The teacher should engage all the learners during the learning


16

process. In impromptu speech activity, how to engage the students in learning

process is through questions and answer session. The lecturer gives freedom for

the rest of the students to ask questions related to the topic which is delivered by

the speaker. The question and answer session in speaking class allows the learners

to perform the high level of fluency (Simcock, 1993). The students practice

directly by using a lot of vocabulary that can help them in developing fluency.

The third condition is there should be support or encouragement for the learners to

perform at the higher level of performance. The lecturers should support the

learners by giving reinforcement. According to Swain (1985), “learners need to be

pushed towards the delivery of a message that is not only conveyed, but that is

conveyed precisely, coherently, and appropriately” (p. 378). Referring to this

research, the way the lecturers push the learners is by giving limited time to think

about their topic before delivering their speech. They must be braver to speak up

everything on their mind based on the topic.

3. Teaching Speaking

This part presents the background of teaching speaking, the purposes of

teaching speaking, the problems in teaching speaking, and the principles of

teaching speaking.

a. The Purposes of Teaching Speaking

Teaching speaking has some purposes. One of them is to help the students

in making effective communication. The students should be able to express their

utterances to give and get response effectively. There are two goals of teaching

speaking such as to enhance communicative performance and communicative


17

competence (Paulston and Bruder, 1976). Communicative performance itself is

the capability to speak in the target language. In this case, the speakers should be

able to deliver their speech into the target language correctly and effectively.

Moreover, communicative competence means the capability to speak with others

based on the social culture that exists around them.

b. The Problems in Teaching Speaking

There are some reasons why teaching speaking is important (Goh and

Burns, 2012). First, most of the students are good in writing and reading, but they

are not good enough at speaking. The students are easier to express their ideas

through the written form. It happens because they have more time to develop their

ideas. Second, the students tend to memorize words in delivering speech. When

the students want to deliver a speech, they usually make notes or scripts. After

that, they memorize sentence by sentence. They may remember those sentences

during the process of memorizing. However, sometimes they may forget those

sentences. When they forget those sentences, they will stop to talk and recall the

missing sentences or words. Third, the students are afraid of speaking in front of

people because they are shy and lack of confidence. Most of the students do not

believe in their own capability. They avoid speaking because of low self-

confidence. They always think that their grammar, pronunciation or fluency is not

good enough.


18

c. The Principles of Teaching Speaking

To be successful of teaching speaking, there are some principles that can

be implemented. There are four principles of teaching speaking (Bailey and

Savage, 1994).

1) Practicing more helps the students to improve speaking fluency

In teaching speaking, the way to develop students’ fluency and accuracy is

by giving them time to practice more. The lecturer should give freedom for the

students to express their feeling or opinion. In this case the students will practice

their language skill based on their experience or knowledge. This principle can be

implemented in impromptu speech. How to develop students’ speaking fluency is

by giving them freedom to deliver a topic. After the students finish their speech,

the lecturer should give evaluation as the feedback. From the feedback, the

students can understand their mistakes in speaking and develop it to make the

better speaking performance.

2) Limiting the lecturers’ role through implementing the group work or

pair

In teaching speaking, the lecturers should engage the students by creating

group work or pair work. The lecturers should limit their time to talk in front of

the students. The lecturers’ role is only as the facilitators who help the learners in

achieving their goals. Moreover, group work and pair work can be the ways for

the students to speak up directly in front of people. It can facilitate them to

practice more in using language. Referring to this research, the lectures can limit


19

their role by giving chance for the students to speak in front of many audiences or

big group.

3) Engaging the negation for meaning

Engaging the negotiation for meaning is improving the students’ chance to

communicate effectively. It means that the students should understand how to

express and response something. Moreover, involving negotiation also focus on

the interaction. It means that the lecturers should give the students more chances

to interact with other students. This principle can be implemented in impromptu

speech by giving time for question and answer session. It can be a way to develop

the students’ interaction.

4. The Use of Impromptu Speech

This part presents the use of impromptu speech in speaking class. It

consists of three parts which are the definition of impromptu speech, the

implementation of impromptu speech and the benefits of impromptu speech.

a. The Definition of Impromptu Speech

There are some techniques which are used to teach speaking. One of them

is impromptu speech. It allows the speakers to speak spontaneously. Impromptu

speech is speaking in front of people with very short preparation and without

using notes (Rozakis, 1995). The speakers do not have more time to think what

they are going to deliver. Impromptu speech allows the speakers to express

something immediately (Wilson, Arnold, and Wertheimer, 1994). It means that

the speakers should speak naturally. Moreover, impromptu speech is a fun activity

that leads the speakers to the comfortable thinking and speaking (Rozakis, 1995).


20

In impromptu speech, the topics usually related to the students’ experiences. The

speakers tend to speak easily and confidently about something based on their

specific experience (Ross, 1995). In this case, the personal experiences help to

support the speech because it is easy for the speakers to tell what they have done.

Moreover, in impromptu speech the speakers must tell briefly by focusing on the

main idea. Furthermore, when the speakers feel stuck and do not have anything to

say, they should continue to talk until they get the meaning.

b. The Organization of Impromptu Speech

In impromptu speech activity, the speakers should maintain the topic. In

order to keep the speech, the speakers should organize their speech. Impromptu

speech consists of three parts which are introduction, body, and conclusion

(Henderson, 1982).

1) Introduction

Introduction is used to get attention from the audiences. In introduction the

speakers start to tell their intention or what they are going to talk about. The

speakers can also start with rhetorical questions to maintain the conversation.

2) Body or content

The speakers can use the journalists’ technique of answering who, what,

where, when, why, and how in telling an issue. In this case the points can be

linked logically. In addition, it can support the students in giving the argument.

3) Conclusion

The speakers should make the impression in their speech. If the time is

limited, the speakers can only restate the original premise in introduction part.


21

Moreover, the speakers can end the speech by giving a quote. In addition, the

speakers should say thank you to the audiences.

c. The Implementation of Impromptu Speech

Implementing impromptu speech in speaking class is quite easy.

Henderson (1982) states that there are five steps to implement the impromptu

speech in which the lecturers provide the topics, let the students choose the topic,

give the students time to think for a while, let the students deliver their speech and

give the feedbacks. The following figure 2.3 explains the process:

Figure 2.3 The Process of Implementing Impromptu Speech

(Henderson, 1982)

The figure above presents the process of implementing impromptu speech.

The first step is the lecturer should provide the topics for the students. Moreover,

the topics in impromptu speech should be relevant with students’ life. The

relevant topics make them easier in delivering speech because they have already

experienced. The lecturer can choose the active and confident students to start the

activity. It can help to attract the other students’ interest in learning activity.

Asking the most confident student could help the teacher in increasing students’

interest and participation (Henderson, 1982). Second step is letting the students

choose the topics. The third step is letting the students to think for a while around

one up to two minutes. The fourth step is giving the students time to deliver their


22

impromptu speech. The fifth step is giving feedback in the form of question and

answer session, score, and evaluation.

Giving feedback in impromptu speech is really helpful for the students. It

helps the students to develop their speaking skill. Furthermore, communicative

activities have three characteristics. They are information gap, choice, and

feedback (Freeman, 2001).

1) Information gap

Information gap is the condition when the learners know more about

information or knowledge rather than other people. In this case, they are really

mastering the information. Furthermore, they can also exchange their knowledge

in order to learn new issues.

2) Choice

The learners have a choice related to what they are going to say. They

know how to deliver ideas. In addition, the learners can make the appropriate

choice that is suitable for others.

3) Feedback

When the learners have done the communication, the learners should

evaluate to know whether their speech is acceptable or not. Moreover, the

listeners also should give the feedback. The feedback can help the learners to

achieve communicative activities.

d. The Benefits of Impromptu Speech

There are some benefits of doing impromptu speech. The objectives of

impromptu speech itself are to develop the students’ fluency and accuracy


23

(Henderson, 1982). According to Henderson (1982), “impromptu speech is an

activity that improves the students to communicate effectively in all levels” (p.

75). It means that impromptu speech helps the students in delivering ideas or

issues effectively. Meanwhile, impromptu speech provides skills to develop

accuracy, vocabulary, and self-confidence (Henderson, 1982). Then, impromptu

speech also helps the students to improve their pronunciation. Moreover, in

developing good pronunciation, the learners should speak first, not the teacher

(Stevick, 1978). It reflects that the students should practice first to develop their

pronunciation.

B. Theoretical Framework

This chapter presents the theories to answer the two research questions in

this research. In order to answer the research question number one which is about

the implementation of impromptu speech, the researcher uses the theories of

Rozakis (1995) to explain the definition of impromptu speech itself. Moreover,

the researcher also uses the theory of Henderson (1982) to figure out the

implementation of impromptu speech. The researcher uses the theory of Ross

(1995) and Freeman (2001) to give the understanding of characteristics in

communicative activity in speaking class.

The researcher also uses some theories to answer the research question

number two which is about how the students perceive impromptu speech in

speaking class. The researcher uses theories of Rozakis (1995) to understand the

characteristic of impromptu speech. Then, the researcher uses the theories of


24

Fillmore’s (1979) to explain the definition of speaking fluency. The researcher

uses the theory of Newton and Nation (2009), Swain (1985), Simcock (1993)

which are about the ways of developing speaking fluency. In addition the

researcher also uses the theories of Arnold and Wertheimer (1994), Henderson

(1982), Stevick (1978) to explain the benefits of impromptu speech.


25

CHAPTER III

METHODOLOGY

This chapter discusses about the research methodology. It consists of

research method, research setting, research participants, instrument and data

gathering techniques, and data analysis technique.

A. Research Method

In this research, the researcher investigated how the students perceive the

implementation of impromptu speech to improve speaking fluency. Moreover, the

researcher used mixed method. According to Creswell and Plano Clark (2011),

“mixed method is a procedure for collecting, analyzing, and mixing both

quantitative and qualitative data in a single study or a series of studies to

understand a research problem” (p. 535). Moreover, there are some benefits of

mixed method. Mixed method can increase the accuracy of the data. It can help

the researcher to build the original data, and provide complete information about

the study (Denscombe, 2008). As we know, there are quantitative and qualitative

researches. Quantitative research is the process of collecting the data in the form

of numbers. While, qualitative research is the process of collecting data which is

presented descriptively.

The researcher used one of designs in mixed method which was the

convergent design. According to Creswell (2012), “the purpose of convergent

design is to simultaneously collect both quantitative and qualitative data, merge


26

the data, and use the result to understand a research problem” (p. 540). In

addition, Creswell (2012) states that there are three steps in convergent design.

They are gathering the data, comparing or relating the data, and interpreting the

data. The following figure 3.1 explains the convergent mixed method design.

Figure 3.1 The Process of Convergent Mixed Method Design

(Creswell, 2012, p. 541)

The figure above shows the process of convergent mixed method design.

The first step showed that the researcher gathered both quantitative and qualitative

data. After that, the researcher analyzed the data separately and compared the

results of the analysis. Then, the researcher made interpretation whether the

results support or contradict each other.

B. Research Setting

The research was conducted in Paragraph Writing class A on Wednesday,

25 April 2018 at 08.50 in I/K.42. Moreover, the researcher also conducted the

research in Paragraph Writing class F on Wednesday, 25 April 2018 at 11.00 in I/

K.15. In addition, the interview with the students was conducted on 27 and 28


27

April 2018 in Taman Jamur Sanata Dharma University. The researcher also did

the interview with one of the lecturers who implemented impromptu speech in

speaking class on Friday, 4 May 2018 in the Common Room of English Language

Education Study Program.

C. Research Participants

The participants of this research were the ELESP students batch 2017 from

Paragraph Writing Class A and F. All of them experienced impromptu speech.

The total numbers of the respondents were 51 students. Moreover, the researcher

chose four students to be interviewed. They were two students from class A and

two students from class F. The researcher also did the interview with one of the

lecturers who implemented impromptu speech in speaking class.

In this research, the researcher used purposive sampling. Purposive

sampling is used to access people who have knowledge or experiences in

particular issues (Ball, 1990). Therefore, the reason why the researcher used

purposive sampling was those participants have experiences or knowledge doing

impromptu speech.

D. Instrument Data Gathering

The researcher used questionnaires and interview as the instruments in

order to answer the research questions. Questionnaires were used to conduct the

quantitative data. Moreover, the interview was used to conduct the qualitative data


28

1. Questionnaires

The first research instruments were the questionnaires. The researcher

generated the questionnaires to know the students perception about impromptu

speech activity to improve speaking fluency. According to Brown (2001),

“questionnaire is a written instrument that provides several questions or

statements to be answered or selected based on the existing answers by the

respondents” (p. 6). In this research, the researcher conducted the closed-ended

questions. There were twenty statements in the questionnaire. In the closed-ended

questions, the participants filled out the questionnaire by putting a tick () in each

degree or the provided options. Moreover, the researcher used Likert scales in the

degrees of response. Likert scales provided a range in each statement in the

questionnaire. Furthermore, there were four degrees of agreement. They were:

1: Strongly Disagree (SD)

2: Disagree (D)

3: Agree (A)

4: Strongly Agree (SA)

In addition, the researcher did not use neutral items in Likert scale

because the respondent could have tendency to avoid making real choice. Neutral

items are only being a way out in giving response (Dornyei, 2003). For the detail,

the questionnaire blueprint can be seen in the appendix list.

2. Interview

The researcher chose interview to gather the qualitative data on how the

students perceive the implementation of impromptu speech to improve speaking


29

fluency. From the interview, the researcher could gain the deeper information.

The interview was conducted after the distribution of the questionnaires. There

were some purposes of interview. First, interview could get the data related to the

research objective directly. According to Tuckman (1972), “by providing access

to what is inside person’s head, it makes possible to measure what person knows

(knowledge and information), what a person likes or dislikes (value and

preferences), and what a person thinks (attitude and beliefs)” (p. 411). Moreover,

interview could also be used to explain the relation between variables research

and its relationships.

The researcher interviewed the interviewees one by one on the different

days. The interview was conducted on Friday, 27 April 2018 for interviewees one

and two. However, for the interviewees three and four were conducted on

Saturday, 28 April 2018. It happened because the participants could not gather

together because of the different schedule. The researcher developed the questions

for interview based on the theories which were related to the use of impromptu

speech to improve speaking fluency. The researcher also used recording and not

taking to gather the data from the interviewees.

E. Data Analysis Technique

Data analysis technique was divided into two parts. They were data from

the questionnaire and data from the interview.


30

1. Data from Questionnaire

The researcher formulated twenty statements in closed-ended questions

part. Then, the researcher counted the total of tick () in each agreement. The

scales were in the form of numbers which started from 1 up to 4. There were four

degrees of agreement. They were “Strongly Disagree”, “Disagree”, “Agree”, and

“Strongly Agree”. Afterward, the researcher tabulated the data into descriptive

statistic. The responses from the participants were presented in a form of

percentage. In order to get the percentage response, the researchers counted the

total of all respondents who choose the same degree of agreement. After that, the

researcher divided it by the total of all respondents and multiplied by 100%. The

researcher used the formula as follow:

∑ x / ∑ n . 100 %

∑ x : the total of respondents who chose the same degree in each statement

∑ n : the total of the respondents

Next, the researcher presented the data percentage in the form of table.

Subsequently, the researcher explained them one by one and made the conclusion.

2. Data from the interview

The interviewees in this research were four students. They were two

students from class A and two students from class F. The purpose of the interview

itself was to understand how the students perceive the implementation of

impromptu speech to improve speaking fluency directly. Moreover, another

purpose of the interview itself was to get the detailed information in order to

complete the data. During the interview, the researcher recorded the students’


31

opinions and took a note the main point of the interview. After that, the researcher

made the summary from the interview result. Then, the researcher analyzed the

data and made conclusion.


32

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the research result and discussion. The data were

collected from the questionnaire and also the interview. The research discusses

about whether the students have positive or negative perception on impromptu

speech to improve speaking fluency in Speaking class. This part is divided into

two parts. The first part discusses about the implementation of impromptu speech.

The second part presents about how the students perceive the implementation of

impromptu speech to improve speaking fluency.

A. Research Results

The researcher already distributed the questionnaires to fifty-one ELESP

students batch 2017. They were twenty-seven students from class A and twenty-

four students from class F. Moreover, the questionnaire consisted of closed-ended

questions. Furthermore, the questionnaire provided twenty statements. The

questionnaire was divided into five parts. The first part was about the students’

perception on impromptu speech. The second part referred on the implementation

of impromptu speech. The third part dealt with the students’ perception on their

speaking fluency. The fourth part was about students’ perception on impromptu

speech to improve speaking fluency. The fifth part regarded on the students’

perception on impromptu speech to improve speaking skill. Furthermore, Table

4.1 below is the result of the questionnaire.


33

Table 4.1 The Questionnaire Result of The Students’ Perception on The

Implementation of Impromptu Speech in Speaking Class

No Statements Strongly

Disagree

Disagree Agree Strongly

Agree

1 I enjoy impromptu

speech activity

0

0%

5

9,8%

39

76,4%

7

13,7%

2 I participate well

during the

impromptu speech

activity

0

0%

3

5,8%

42

82,3%

6

11,7%

The table 4.1 showed the result of the students’ perception on the

implementation of impromptu speech in Speaking class. The first statement from

the students showed that seven students (13,7%) who chose “strongly agree” and

thirty-nine (76,4%) students who chose “agree”. It meant that the implementation

of impromptu speech was an interesting technique in the process of learning

speaking. The finding was supported by the result of the interview. R1 said:

(1) In my opinion, impromptu speech activity is very fun technique that

used in speaking class. It provides various topics that very interesting to

be discussed in the beginning of the class. It can be a warming up

activity before we begin the lesson. (Interviewee 1)

The excerpt number one showed that impromptu speech was a good

technique in learning speaking. It could attract the students’ interest before the

lecturer began the class. Moreover, it could also create positive atmosphere in the

classroom.

In the statement number two, there were six students (11,7%) who chose

“strongly agree” and forty-two students (82,3%) chose “agree”. It showed that

during the impromptu speech most of students were active. It was supported by

the result of interview. R4 and R2 said:


34

(2) In my classroom, most of the students were so active during the

impromptu speech activity. After one of the students come in front to

take turn doing impromptu speech, there will be some students who

ask questions related to the topic. In the question and answer session,

most of the students raise their hands and ask questions without being

asked by the lecturer. Moreover, if the topics that discussed are more

interesting and booming in the society, there will be many of students

who participate through giving questions. (interviewee 4)

(3) In my classroom, some of students participate well during the

impromptu speech. When one of the students delivers a speech, the

rest of the students will pay attention. Then, in the question and

answer session, there will be four up to five students who participate

through giving response in the form of question. (interview 2)

The excerpt number two and three showed that most of the students were

so active in doing impromptu speech. They participated well through giving

responses in the question and answer session. They also paid attention when there

was a speaker who came in front doing impromptu speech. Actually, it also

reflected that they participated well.

Table 4.2 The Questionnaire Result of The Implementation of Impromptu Speech in

Speaking Class


Disagree


Agree

3 I have limited time

to prepare

impromptu speech

0

0%

0

0%

43

84,3%

8

15,6%

4 In impromptu

speech I am given a

topic that I do not

know before

0

0%

1

1,9%

40

78,4%

10

19,6%

5 The topics in

impromptu speech

are relevant with the

students daily life

0

0%

1

1,9%

34

66, 6%

16

31,3%

6 There is a feedback

after doing the

impromptu speech

activity

0

0

0

0

34

66,6%

17

33,3%


35

7 My friends give me

feedback in the

form of question

and answer session

0

0%

2

3,9%

39

76,4 %

10

19,6%

8 The lecturer gives

feedback in the

form of score and

evaluation

0

0%

0

0 %

39

76,4%

12

23,5%

Furthermore, in the statement number three, there were eight students

(15,6%) who chose “strongly agree” and forty-three students who chose “agree”.

It proved that there was limited time in impromptu speech. There was not more

time for the students to think deeply about the topic they got. The interviewee 4

also gave their argument to support the finding. R4 said:

(4) It is really true that impromptu speech activity does not allow the

speakers to prepare or think for a long time. In my class, after picking

the topic up, the students are only given a minute to think about it.

After that, we should deliver everything on our mind. We cannot

criticize the topics deeper because of the limited time. (Interviewee 4)

The excerpt number four told that impromptu speech itself was a talk with

limited preparation. There was no time to analyze the topic deeper. The students

only spoke up and told what they have experienced based on the topic.

In the statement number four, there were ten students (19,6%) who chose

“strongly agree” and forty students (78,4%) chose “agree”. It showed that in

impromptu speech, the students did not know the topic before. It reflected that

they did impromptu speech spontaneously. They did not have preparation at home

before because the topics taken at the moment when they took turn to speak up.

Then, this finding was supported by the interview result. R3 said:

(5) In impromptu speech activity, I do not know about the topic before. I

take the topic through lottery in the classroom directly.(Interviewee 3)


36

The excerpt number five showed the students did not know the topic

before. The topic was given through the lottery when they took turn doing

impromptu speech.

Moreover, in the statement number five, there were sixteen students

(31,3%) who chose “strongly agree” and thirty-four students (66,6%) who chose

“agree”. It showed that most of the students agreed that the topics in impromptu

speech activity were related to their life or experiences. It was supported by the

result of the interview. R2 said:

(6) Actually, the topics of impromptu speech in my classroom related to

the students’ life. For example, related to hobby, dreams, and favorite

things and so on. The topics are something around us. (Interviewee 2)

The interviewee excerpt of number six expressed that the topics in impromptu

speech were close to the students’ knowledge or experiences. Doing impromptu

speech referred to tell something based on their understanding.

In addition, in the statement number six, there were seventeen students

(33,3%) who chose “strongly agree” and thirty-four students (66,6%) who chose

“agree”. It showed that the students got feedbacks after doing impromptu speech

activity. The feedbacks were from the lecturer and also the other students.

Then, in the statement number seven, there were ten students (19,6%) who

chose “strongly agree” and thirty-nine students (76,4%) who chose “agree”. It

reflected that most of the students agreed about the feedbacks in the form of

question and answer session at the end of the impromptu speech. The question and

answer session could be a way for the students to give response for the speakers


37

who delivered the speech. This finding was supported by the interview data. R1

said:

(7) After the students finish the impromptu speech, there are feedbacks in

the form of question and answer session. The lecturer gives chance for

three up to five students to ask question to the speakers based on the

topic. (Interviewee 1)

The excerpt number seven told that the other students gave response or

feedback in the form of question and answer session. Moreover, every student was

given the same chance to ask the speaker. In addition, they asked about something

that related to the topic that delivered by the speaker.

Next, in the statement number eight, there were twelve students (23,5%)

who chose “strongly agree” and thirty-nine students (76,4%) who chose “agree”.

It proved that the lecturer also took a role in impromptu speech activity. The

lecturer’s role itself was giving a feedback in the form score and evaluation. It was

supported by the interviewee 3. R3 said:

(8) My lecturer gives feedback for my impromptu speech activity on the

next meeting. The feedback is written in a piece of paper that consist

some aspects such as grammar, pronunciation, eye contact, fluency, and

speech content. The lecturer also provides the correct grammatical form

if I make any mistakes. For the pronunciation, the lecturer gives the

feedback directly in the classroom after the speakers finished the

impromptu speech. (Interviewee 3)

The excerpt number eight showed that the role of lecturer in impromptu

speech was important. The evaluation which was given for the students could help

them in developing their speaking ability.


38

Table 4.3 The Questionnaire Result of The Students’ Perception on Their Speaking

Fluency


Disagree


Agree

9 I speak fluently

before experiencing

impromptu speech

0

0%

43

84,3%

7

13,7%

1

1,9%

10 I speak with many

pauses, hesitations,

and repetitions

1

1,9%

4

7,8 %

38

74,5%

8

15,6%

The table 4.3 showed the result of students’ perception on their speaking

fluency skill before experiencing impromptu speech. In the statement number

nine, there were forty-three students (84,3%) who chose “disagree”. It showed

that most of students were still lack of speaking skill especially in dealing with

fluency. When they delivered a speech in front of people, sometimes they lost

their words. Then, they were stuck on that situation. It was supported by the result

of the interview. R4 said:

(9) Actually, I am not fluent enough when I speak in front of people. I

speak by memorizing the words. When I lose some words, I need to

think for a while in order to find the words. (Interviewee 4)

The excerpt number nine showed that her speaking skill especially in

dealing with fluency was not really good enough. She spoke by memorizing, so

that she often got the difficulties such as losing some words. After that, she

needed to think for a while to find the words. She did not speak naturally, but by

memorizing.

Moreover, in the statement number ten, there were thirty-eight students

(74,5%) students who chose “agree”. It showed that most of the students were still


39

not fluent enough. They spoke by using hesitations such as “hmm”, “eee”.

Moreover, they repeated their words for many times. Then, they also made so

many pauses for a while. It was supported by the result of the interview. R2 said:

(10) I am not fluent enough in delivering the speech. I often make fillers

such as “hmm”, “eee” during the speech. When I lose some words, I

also repeat the previous sentences to fill the time. (Interviewee 2)

The excerpt number ten expressed that dealing with fluency was still

difficult. Their problems were dealing with the fillers and repetition words. They

repeated the words in order to fill out the time.

Table 4.4 The Questionnaire Result of The Students’ Perception on Impromptu

Speech to Improve Speaking Fluency


Disagree


Agree

11 Through impromptu

speech I can

improve my fluency

0

0%

0

0%

31

60,7%

20

39,2%

12 I can improve my

fluency through speaking

spontaneously

0

0%

1

1,9%

36

70,5%

14

27,4%

13 I can improve my

fluency through

delivering a relevant

topic

0

0%

0

0%

38

74,5%

13

25,4%

14 I can improve my

fluency through

delivering topic in

front of audiences

0

0%

1

1,9%

36

70,5%

14

27,4%

15 I can improve my

fluency through

sharing ideas and

giving feedback to

others

0

0 %

1

1,9%

37

72,5%

13

25,4%

Next, in the statement number eleven, there were twenty students (39,2%)

who chose “strongly agree” and also thirty-one students (60,7%) who chose


40

“agree”. It showed most of the students agreed that impromptu speech was an

appropriate technique to improve speaking fluency. It became a way or the

students to develop their speaking skill.

Moreover, in the statement number twelve, there were fourteen students

(27,4%) who chose “strongly agree” and thirty-six students (70,5%) who chose

“agree”. It reflected that speak spontaneously could develop their speaking

fluency. It happened because they should speak up whatever was on their minds.

It was supported by the result of the interview. R1 said:

(11) When doing impromptu speech, I am pushed to talk without

preparation. It means that I should keep talking even though I do not

arrange my speech. Being pushed by others does not make me

stressed. It helps me to maintain my speech even though I do not have

a preparation. (Interviewee 1)

The excerpt number eleven showed that the spontaneous speech could help

them to maintain the speech. Through speaking spontaneously, the students could

learn how to find words in limited time.

Furthermore, in the statement number thirteen, there were fourteen

students (27,4%) who chose “strongly agree” and thirty-six students (70,5%) who

chose “agree”. It showed that delivering relevant topics was helpful. It happened

because they were familiar with the topics. It was supported by the interviewee.

R1 stated:

(12) Delivering relevant topics make the students easier in doing

impromptu speech. I feel good at speaking when I deliver a speech

that is familiar with my daily life. It happens because I already knew

about the topic. Sometimes, I have experienced it. It makes me easy to

tell an issue because I do not need to think deeply. (interviewee 1)


41

The excerpt number twelve stated that delivering a speech to discuss

relevant topic was helpful for the students. It made them easier to develop the

speech because they already experienced it.

Then, in statement number fourteen there were fourteen students (27,4%)

who chose “strongly agree” and thirty-six students (70,5%) who chose “agree”. It

proved that most of the students agreed that delivering a topic in front audiences

could help the students to improve their speaking fluency. It happened because

provided topics would make them easier in delivering the speech. The topic could

be used as a guideline so that the speech was easy to be managed.

Next, in the statement number fifteen, there were thirteen students (25,4%)

who chose “strongly agree” and thirty-seven students (72,5%) who chose “agree”.

It meant that most of the students could improve speaking fluency by sharing and

giving feedback. In that condition, the students could express their ideas freely. It

showed that they could get new vocabulary to support their speaking fluency. It

was supported by the data from the interview. R2 said:

(13) In giving and sharing the idea, I can learn how to argue on an issue. I

can learn vocabulary knowledge that come up on my mind directly

and also come from my friends. Those vocabularies could help me in

developing my speaking fluency, when I have a lot of vocabulary

knowledge, I will talk and deliver a speech easily. (Interviewee 2)

The excerpt number thirteen stated that vocabulary supported the

students to develop speaking fluency. Through getting new vocabulary, the

students would be easy to deliver a speech. When they gained a lot of vocabulary

they would be easy to express their ideas. They would talk and deliver the speech

fluently.


42

Table 4.5 The Questionnaire Result of The Students’ Perception on Impromptu

Speech to Improve Speaking Ability


Disagree


Agree


speech I can

improve my

vocabulary

0

0%

2

3,9%

33

64,7%

15

29,4%


speech I can speak

accurately

0

0%

3

5,8%

38

74,5%

10

19,6%


speech I can

improve my self

confidence

0

0%

1

1,9%

35

68,6%

14

27,4%


speech I can

improve my

pronunciation

0

0%

2

3,9%

31

60,7%

17

33,3%


speech I can learn

how to develop a

good speech

0

0%

2

3,9%

35

68,6%

14

27,4%

Moreover, in the statement number sixteen, there were fifteen students

(29,4%) who chose “strongly agree” and thirty-three students (64,7%) who chose

“agree” it showed that through impromptu speech activity, they could learn new

vocabulary. It was supported by the interviewee 1. R1 said:

(14) Through impromptu speech I can learn new vocabulary. It happens

because I should speak and try to use new words in my speech. I can

also learn from my friends when they come in front sometimes they

use words that I have not known yet. (Interviewee 1)

The excerpt number fourteen showed that through impromptu speech the

interviewee could enrich the vocabulary. It happened because impromptu speech

was dealing with how the speakers used new words. Moreover, they could learn

vocabulary through practicing and experiencing directly.


43

Next, in the statement number seventeen, there were ten students (19,6%)

who chose “strongly agree” and thirty-eight students (74,5%) who chose “agree”.

It showed that most of the students learned how to spoke accurately through

impromptu speech. However, there were also three students (5,8%) chose

“disagree”. It showed that there were some students who could learn to speak

fluently but still not in accurate way.

Then, in the statement of number eighteen, there were fourteen students

(27,4%) who chose “strongly agree” and thirty-five students (68,6%) who chose

“agree”. It showed that impromptu speech could help them to improve their self-

confidence. It was supported by the interviewee 2. R2 said:

(15) Actually in my senior high school I was shy when I should deliver

my opinion in front of people. Now, impromptu speech is really

facilitating me in developing my confidence. I can be braver to share

my opinion or my knowledge about something. I can like to talk in

front of people more. (Interviewee 2)

The excerpt number fifteen stated that impromptu speech was very helpful.

It became facilitator for him to develop his self-confidence. It happened because

the students could express their ideas freely. When they were confident to speak

up, they would speak bravely. It really supported their speaking fluency.

Then, in the statement of number nineteen, there were thirty-one students

(60,7%) who chose “agree” and seventeen students (33,3%) who chose “agree”. It

meant that most of the students agreed that impromptu speech could improve their

pronunciation. In every week, there would be new vocabulary. The new

vocabulary guided them to the new pronunciation. It was supported by the

interview 1. R1 said:


44

(16) Through impromptu speech I can improve my pronunciation. It

happens because when I make mistakes in delivering speech, my

lecturer gives the correction after I finish my speech. Moreover, I

can also learn from my friends when they take turn to do

impromptu speech activity. (Interviewee 1)

The excerpt number sixteen showed that she could learn pronunciation

through lecturer’s feedback. Moreover, she also learnt from her friends who came

to in front and delivered a speech by using good pronunciation. In addition, the

feedback could help the students in developing the pronunciation skill.

Last, in the statement number twenty, there were fourteen (27,4%)

students who chose “strongly agree” and thirty-five (68,6%) students who chose

“agree”. It showed that most of students could learn how to develop a speech

through impromptu speech activity. In impromptu speech there were some tips in

arranging the speech such as making introduction, body, and closing. Through

impromptu speech, the students understood how to develop a good speech.

Based on the research above, the researcher concluded that the students

have positive perception about impromptu speech activity to improve speaking

fluency. Furthermore, most of the students also enjoyed doing impromptu speech.

It could be an interesting way to learn speaking. In addition, most of the students

also agreed that impromptu speech activity could develop their speaking skill,

especially in dealing with fluency. The students could improve their speaking

fluency through speaking spontaneously, delivering an issue based on their

experiences, and sharing ideas in the form of question and answer session.

B. Discussion

This part focuses to answer the research questions. There were two

research questions in this research: (1) How is impromptu speech implemented in


45

speaking class? (2) How the students perceive the implementation of impromptu

speech to improve speaking fluency?

a. How Impromptu Speech Is Implemented in Speaking Class

The researcher provided some statements in the questionnaire in order to

find out the implementation of impromptu speech activity in Speaking I class.

Impromptu speech is speaking in front of people with very short preparation and

without using notes (Rozakis, 1995). It meant that in impromptu speech, the

speakers did not have much time to think what they are going to deliver. The

implementation of impromptu speech in speaking class itself was quite easy.

There are five steps of implementing impromptu speech (Henderson, 1982). The

first step was the lecturer provided the topics for the students. Then, the students

were given freedom to choose the topic by themselves. After they got the topics,

they were given time for a while to think about the topic. Furthermore, they

delivered their speech based on the topic they have got. After finishing their

speech, the students got the feedback from the lecturer and also from the other

students.

The researcher also did the interview with one of the lecturers who

implemented impromptu speech in speaking I class. The impromptu speech was

implemented in every meeting. In one meeting there were three up to four

students who did impromptu speech. There were some steps in doing impromptu

speech. The first step, the lecturer provided some topics. The topics in impromptu

speech usually were related to the students’ life. The speakers tend to speak easily

and confidently using their own specific experience (Ross, 1995). It meant that the


46

familiar topics would help the students to deliver a speech easier. After providing

the topics, the lecturer put those topics in the form of lottery. The lecturer

sometimes asked the students who have the good confidence to give the first set of

the speech. It was useful to make sure the other students that the task was not

difficult enough. Asking the most confident student could help the teacher in

increasing students’ interest and participation (Henderson, 1982). Moreover, the

lecturer gave the chance for the students to choose the topic freely by picking the

lottery. After that, the students were given limited time to think about the topic

they have gotten. The time was only for a minute so that the students did not have

more time to think deeply. After thinking for a while, the students were given time

around three up to five minutes to deliver a speech. After finishing the speech, the

students would get feedbacks from the lecturer and also the others student. There

are three characteristics of communicative activities which were information gap,

choice, and feedback (Freeman, 2001). The feedbacks from the lecturer could help

the students to develop their speaking skill. In impromptu speech, the feedbacks

were not only in the form of mark, but also question and answer session. Usually,

there were three up to five students who asked questions based on the topic which

was delivered by the speaker. In addition, the feedbacks from the lecturer were in

the form of mark and evaluation. The lecturer provided a piece of assessment

rubric for the every student. The assessment rubric consisted of some aspects

which were marked. They were voice volume, content, vocabulary use or diction,

grammar, pronunciation, fluency, accuracy, and eye contact. The result of the

lecturer’s feedbacks would be given to the students on the next meeting.


47

Therefore, the researcher compared and contrasted the implementation of

impromptu speech based on the students’ questionnaire result and lecturer’s

interview result. Both of them have the same process of implementing impromptu

speech activity.

b) How The Students Perceive The Implementation of Impromptu

Speech to Improve Speaking Fluency

The research result showed that students gave the positive perception on

the implementation of impromptu speech in speaking class. The implementation

of impromptu speech gave support in teaching and learning process. Impromptu

speech is fun activity that leads the speakers to the comfortable thinking and

speaking (Rozakis, 1995). There are thirty-nine students (76,4%) who chose

“agree” and seven students (13,7%) who chose strongly agree that they enjoyed

doing impromptu speech. Through impromptu speech, the students could improve

their speaking fluency. Fillmore’s (1979), states that “fluency is the ability of

people to fill time with talk without stopping for many times to think what to say

next or how to phrase it” (p. 377). The students could improve their speaking

fluency by practicing to speak spontaneously. Giving the students opportunity to

practice can help them to develop speaking fluency (Bailey and Savage, 1994).

Impromptu speech activity offered an opportunity for the students to practice their

speaking skill in oral communication. Newton and Nation (2009) argues that there

are three conditions where fluency can be developed.

The first condition is the activity should be meaning-focused. The second

condition is the learners should take a part in the activity where all the

language, ideas and discourse requirements are within the learners’

experience. The third condition is there are support and encouragement for


48

the learners to perform in the high level of performance (Newton and

Nation, 2009).

Impromptu speech offered the students to communicate by focusing on the

meaning than discourse requirement such as technical grammar. The students’

speaking fluency could be developed through delivering a relevant topic. In

impromptu speech activity, the students worked with largely familiar topics, well-

known vocabulary, and structures. It could help the students to develop a skill

aspect which was fluency. Fluency could be developed through giving support

and encouragement for the learners. Impromptu speech allowed the students to

perform more than at the normal level. The students should think, comprehend,

and speak faster than they did in normal level. Impromptu speech was a fluency

development activity that pushed the students to the higher level of performance

by using time pressure. Impromptu speech allowed the students to express an

issue immediately (Wilson, Arnold, and Wertheimer, 1994). Being pushed to

speak up could help the students in improving speaking fluency. According to

Swain (1985), “learners need to be pushed towards the delivery of a message that

is not only conveyed, but also conveyed precisely, coherently, and appropriately”

(p. 378).

The students could also improve their speaking fluency through question

and answer session which was provided at the end impromptu speech activity. The

question and answer in speaking class allows the learners to perform at the high

level of fluency (Simcock, 1993). The students could practice in asking and

answering questions about an issue for several times. Impromptu speech could


49

help the students in developing self-confidence and pronunciation. Meanwhile,

impromptu speech provides skills to develop accuracy, vocabulary, and self-

confidence (Henderson, 1982). It meant that impromptu speech provided the

students opportunity in using a lot of vocabulary. The students could also develop

their self-confidence. Impromptu speech could be a way to help the students in

expressing ideas freely. The vocabulary knowledge and self-confidence could

support the students to develop speaking fluency.

The students could learn how to pronounce words correctly through

impromptu speech activity. In developing good pronunciation, the learners should

speak first, not the teacher (Stevick, 1978). Through delivering impromptu

speech, the students could learn how to develop good speech. Impromptu speech

consists of three parts which are introduction, body, and conclusion (Henderson,

1982).


50

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part is about the conclusion of

the research. Then, the second part presents the recommendations related to this

research for the students, lecturers, and future researchers.

A. Conclusions

The purpose of this research is to find out how the students perceive the

implementation of impromptu speech activity to improve speaking fluency in

speaking class. The researcher formulated two research questions. The first

research question was “how is impromptu speech activity implemented in

Speaking class?” and the second research question was “how the students perceive

the implementation of impromptu speech to improve speaking fluency?” In order

to answer the research questions, the researcher distributed questionnaires and

conducted the interview with the students and one speaking lecturer who

implemented impromptu speech. The questionnaires were distributed to the fifty-

one students of English Language Education Study Program (ELESP) of Sanata

Dharma University. The participants consisted of ELESP students class A and F

batch 2017. All of them experienced impromptu speech in speaking class. The

results of the questionnaires were the main data in this research. Then, the result

of the interview was used to gain the detail information about how the students

perceived impromptu speech.


51

The students and lecturers usually did the impromptu speech activity in the

beginning of the class. In every meeting, there were three up to four students who

came in front the class to deliver their impromptu speech. They took a lottery that

consisted of some relevant topics related to their daily life. Then, they were given

one up to two minutes to think about it. After that, they delivered the topic based

on their knowledge. After finishing their impromptu speech, there were feedbacks

from the other students and also the lecturer through question and answer session.

The result showed that most of the students had positive perception on the

implementation of impromptu speech to improve speaking fluency. They

considered that impromptu speech improved their speaking ability especially in

dealing with fluency. They got many advantages from experiencing impromptu

speech, such as developing communication skill, learning new vocabulary,

enhancing the pronunciation skill, and improving self-confidence. Those

advantages really helped them in improving speaking fluency. Students would be

fluent when they were good at pronunciation, self confidence, and vocabulary

knowledge. Moreover, delivering speech based on their experience could help

them in improving their fluency. The students could also improve their fluency

when they were pushed. In impromptu speech, there was limited time of

preparation. It helped the students to speak up whatever comes on their mind.

Through the speaking up, they could develop their speaking fluency. It showed

that impromptu speech was good for the students to improve their speaking ability

especially in dealing with fluency. In addition, the students could also develop

their self-confidence through the impromptu speech. When they had strong self-


52

confidence, they would be more fluent to speak up. The students’ perception on

impromptu speech was important. It could be used for the lecturers to know

whether the implementation of impromptu speech in speaking class was

appropriate technique in teaching speaking or not. The impromptu speech could

be a consideration for the lecturer in teaching speaking in order to achieve the

teaching goals.

B. Suggestions

Based on the result of this research, the research participants who have

experienced in doing impromptu speech stated that impromptu speech could

improve their speaking skill especially in dealing with fluency. However, there are

some suggestions for the English Language Education study program students,

lecturers, and future researchers who want to conduct the research related to the

impromptu speech.

1. English Language Education Study Program Students

In order to develop speaking skill especially in dealing with fluency, the

students need to practice more often. The impromptu speech is useful for the

students because it offers some aspects that can be used to help them in improving

their speaking fluency. Therefore, the students can develop their fluency through

experiencing by themselves.

2. English Language Education Study Program Lecturers

It is better for the lecturers who implement impromptu speech to teach

speaking class to explain more about impromptu speech such as giving the


53

students some tips in dealing with impromptu speech so that they can do it well.

Moreover, the lecturer should implement impromptu speech more than one, so

that the students can practice it more.

3. Future Researchers

The result of this research shows that the students have positive perception

about impromptu speech to develop their speaking skill especially in dealing with

fluency. This research is expected to inspire the future researchers who want to

conduct research related to impromptu speech. The future researchers can apply

this research in Critical Listening and Speaking Class or Public Speaking class.


54

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57

APPENDICES


58

APPENDIX 1: Permission Letters


59


60

APPENDIX 2: The Questionnaire Blueprint

Aspects Theories No Statements

Students’

perception on the

implementation of

impromptu speech

activity

Impromptu speech is a fun

activity that leads the

speakers to the comfortable

thinking and speaking.

(Rozakis, 1995)

1 I enjoy doing

impromptu speech

activity


during impromptu

speech activity

Impromptu speech is

speaking in front of people

with very short preparation

and without using notes.

(Rozakis, 1995)

3 I have limited time to

prepare impromptu

speech

4 In impromptu speech I

am given a topic that I

do not know before

The

implementation of

impromptu speech

in speaking class

The speakers tend to speak

easily and confidently about

something based on their

specific experience.

(Ross, 1995)

5 The topics in

impromptu speech are

relevant with the

students daily life

Three characteristics of

communicative activities

are choice, information

gap, and feedback.

(Freeman, 2001)


after doing the

impromptu speech

activity


feedback in the form of

question and answer

session


feedback in the form of

score and evaluation


61

Students’

perception on

their speaking

fluency

Fluency is the ability of

people to fill time with talk

without stopping for many

times to think what to say

next or how to phrase it.

(Fillmore’s, 1979).

9 I speak fluently before

experiencing

impromptu speech


pauses, hesitations, and

repetitions


speech I can improve

my fluency

Students’

perception on

impromptu

speech to

improve

speaking fluency

There are three conditions

where fluency can be

developed; activity should

be meaning focused, the

learners should take a part

and use the language based

on their experiences, there

should be encouragement

for learners to perform at

the high level performance.

(Newton and Nation, 2009)

12 I can improve my

fluency through

speaking

spontaneously

13 I can improve my

fluency through


topic

Impromptu speech is an

activity that improves the

students’ ability to

communicate effectively in

all levels.

(Henderson, 1982)

14 I can improve my

fluency through

delivering topic in

front of audiences


62

The question and answer

session allows the learners

to perform at the high level

of fluency (Simcock, 1983)

15 I can improve my

fluency through

sharing ideas and

giving feedback to

others

Students’

perception on

impromptu

speech activity

to improve

speaking skill

Impromptu speech provides

skills to develop accuracy,

vocabulary, and self

confidence

(Henderson, 1982)



my vocabulary


speech I can speak

accurately



my self confidence

In developing good

pronunciation, the learners

should speak first, not the

teacher

(Stevick, 1978)



my pronunciation

Impromptu speech consists

of three parts which are

introduction, body, and

conclusion.

(Henderson, 1982)


speech I can learn

how to develop a

good speech


63

APPENDIX 3: The Questionnaire sheet

QUESTIONNAIRE

Dear students,

The following questionnaire is prepared for English Language Education Study

Program students of Sanata Dharma University who had experienced Speaking I

class course. The aimed of this questionnaire is to collect the data of students’

perception about impromptu speech activity to improve speaking fluency. Please

do it honestly because the questionnaire will not affect to your mark. Thank you

for your willingness to fill out my questionnaire.

Personal Identity

Name:

Student number:

Class:

Phone number:

A. Answer the statement below by giving a tick (√) in each statement.

Degree of Agreement:

SD: Strongly Disagree

D: Disagree

A: Agree

SA: Strongly Agree

No. Statements SD D A SA

1. I enjoy doing impromptu speech

activity

2. I participate well during impromptu

speech activity


64

3. I have limited time to prepare

impromptu speech activity

4. In impromptu speech activity, I am

given a topic that I do not know before

5. The topics in impromptu speech are

relevant with the students’ experiences

or daily life

6. There is feedback after doing

impromptu speech activity

7. My friends give feedback in the form of

question and answer session

8. The lecturer gives feedback in the form

of score and evaluation

9. I speak fluently before experiencing

impromptu speech

10. I speak with many pauses, hesitations

and repetitions

11. Through impromptu speech I can

improve my fluency

12. I can improve my fluency through

speaking spontaneously


delivering a relevant topic


delivering topic in front of audiences


sharing ideas and giving feedback to

others


improve my vocabulary

17. Through impromptu speech I can speak


65

accurately


improve my self-confidence


improve my pronunciation

20. Through impromptu speech I can learn

how to develop a good speech


66

APPENDIX 4: The Questionnaire Validation Forms


67


68


69


70

APPENDIX 5: The Questionnaire Result


Disagree


Agree

1 I enjoy impromptu

speech activity

0

0 %

5

9, 8 %

39

76, 4 %

7

13, 7 %


during the

impromptu speech

activity

0

0 %

3

5, 8 %

42

82, 3 %

6

11, 7 %

3 I have limited time

to prepare

impromptu speech

0

0 %

0

0 %

43

84, 3 %

8

15, 6 %

4 In impromptu

speech I am given a

topic that I do not

know before

0

0 %

1

1, 9 %

40

78, 4 %

10

19, 6 %

5 The topics in

impromptu speech

are relevant with the

students daily life

0

0 %

1

1, 9 %

34

66, 6 %

16

31, 3 %


after doing the

impromptu speech

activity

0

0

0

0

34

66, 6 %

17

33, 3 %


feedback in the

form of question

and answer session

0

0 %

2

3, 9 %

39

76, 4 %

10

19, 6 %


feedback in the

form of score and

evaluation

0

0 %

0

0 %

39

76, 4 %

12

23, 5 %

9 I speak fluently

before experiencing

impromptu speech

0

0 %

43

84, 3 %

7

13, 7 %

1

1, 9 %


pauses, hesitations,

and repetitions

1

1, 9 %

4

7, 8 %

38

74, 5 %

8

15, 6 %


speech I can

improve my fluency

0

0 %

0

0 %

31

60, 7 %

20

39, 2 %

12 I can improve my

fluency through

speaking

spontaneously

0

0 %

1

1, 9 %

36

70, 5 %

14

27, 4 %


71

13 I can improve my

fluency through


topic

0

0 %

0

0 %

38

74, 5 %

13

25, 4 %

14 I can improve my

fluency through

delivering topic in

front of audiences

0

0 %

1

1, 9 %

36

70, 5 %

14

27, 4 %

15 I can improve my

fluency through

sharing ideas and

giving feedback to

others

0

0 %

1

1, 9 %

37

72, 5 %

13

25, 4 %


speech I can

improve my

vocabulary

0

0 %

2

3, 9 %

33

64, 7 %

15

29, 4%


speech I can speak

accurately

0

0 %

3

5, 8 %

38

74, 5 %

10

19, 6 %


speech I can

improve my self

confidence

0

0 %

1

1, 9 %

35

68, 6 %

14

27, 4 %


speech I can

improve my

pronunciation

0

0 %

2

3, 9 %

31

60, 7 %

17

33, 3 %


speech I can learn

how to develop a

good speech

0

0 %

2

3, 9 %

35

68, 6 %

14

27, 4 %


72

APPENDIX 6: The Interview Guideline

1. What is the benefit(s) you get through impromptu speech activity?

2. What is your opinion(s) about the implementation of impromptu speech

activity to improve speaking fluency?

3. Do you have any difficulty(es) in doing impromptu speech?

4. Do you feel better at your speaking skill before and after doing impromptu

speech?

5. What is your suggestion(s) in dealing with the implementation of

impromptu speech activity to improve speaking fluency?


73

APPENDIX 7: The Transcript of The Interview

Interviewee 1

1. What is the benefit(s) you get through impromptu speech?

“Actually, I get many benefits from impromptu speech activity. The first

benefit is impromptu speech can attract my interest before doing the speaking

lesson. It can be a warming up activity. The second benefit is impromptu speech

can improve my pronunciation. I can practice my pronunciation in front of people.

Moreover, if I make mispronunciation, I can get the evaluation from the lecturer.

The third benefit is I can improve my vocabulary. Sometimes, I am not aware that

I use new vocabulary that comes up on my mind suddenly. Moreover, I also get

the vocabulary from my friends who do the impromptu speech in front of the

class. Sometimes they use vocabulary that I do not know before.”

2. What is your opinion(s) about the implementation of impromptu

speech activity to improve speaking fluency?

“Impromptu speech is a good technique in speaking class especially for

developing my fluency. Same with the previous question, impromptu speech give

me a way to enrich my vocabulary knowledge. When I have lot of vocabulary

knowledge, it will help me to improve my fluency also. The more vocabulary

knowledge I get, the more fluent I am. It happened because I do not need to think

for long time to find the words. Therefore, I can learn to maintain my speech

without stopping or making pauses.”


74


“There are two difficulties that I face in doing impromptu speech. The first

difficulty is nervousness. Before the lecturer starts to take the lottery to choose the

students, I am so nervous that my name is picked up. Actually, I am not confident

enough to deliver a speech in front of people.”

4. Do you feel better about your speaking skill before and after doing

impromptu speech?

“Yes, of course. I feel better especially toward my self confidence. After

doing impromptu speech my self-confidence is better. In addition, I can believe in

myself. Now, I can decrease my nervousness if I speak in front of people.”



“Actually, impromptu speech is good enough for activity in learning

speaking. However, my suggestion is for the lecturer should explain more about

some tips in doing impromptu speech because it will help the students more so the

students can be easier in doing the impromptu speech.”


75

Interviewee 2


“There are some benefits that I get in doing impromptu speech activity.

The first benefit is I can learn new vocabulary. In impromptu speech there are

many new vocabularies that I get from my spontaneous speech and my friends

also. The second benefit is I can improve my speaking skill. Impromptu speech

helps me how to maintain a speech in front of people. The third benefit is

impromptu speech help me to improve my self-confidence.”



“Impromptu speech is helping me to build my self-confidence. When I can

develop my self-confidence, I can speak braver. I can express everything on my

mind. Therefore, my fluency also developed through my self-confidence.”


“My difficulties in doing impromptu speech is I am still not good enough

in grammar. I still make lot of mistakes when I am speaking. Maybe the lecturer

and also my friends know what I mean, but my grammar is not good enough.”


impromptu speech?

“Yes, I do. Actually, when I was in Senior High School, I was a shy

person. I was not brave enough to speak in front of people. However, after doing

the impromptu speech activity I become braver in delivering my ideas.”


76



“The lecturer should keep the impromptu speech as a technique in

teaching speaking. It really helps the students in developing speaking skill

especially in dealing with fluency.”


77

Interviewee 3


“I get many benefits through the impromptu speech. From the impromptu

speech activity I can learn how to be a good speaker. I can learn how to develop

good speech. I can learn to maintain my speech so it can be still on the track.

Moreover, I can learn how to pronounce word by word. Then, I can also learn

how to use grammar orally.”



“Fluency can be improved by practicing. Impromptu speech offers a way to

deliver speech, to argue, to share opinion and so on. In my opinion fluency can be

improved when I keep practicing through those things.”


“There are some difficulties that I experience in impromptu speech

activity. The first difficulty is how to keep my topic on the track. I still feel

difficult how to maintain the topic. Sometimes my speech is out of topic. The

second difficulty is about the use of correct grammar. I still feel difficult to use

grammar in a spoken way. I need to think for a while to make sure that my

grammar is correct.”


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impromptu speech?

“Yes, I do. Before doing impromptu speech I am not brave enough to speak in

front of people. I am also afraid of making some mistakes. However, after doing

impromptu speech I can believe in myself that I can speak by practicing.”



“I think the lecturer should continue the impromptu speech because it is

very useful especially to develop speaking skill.”


79

Interviewee 4


“There are some benefits after doing the impromptu speech. The first

benefit is I can be more confident. The second benefit is I can learn new

vocabulary, grammar, and also pronunciation. The third benefit is I can learn also

how to speak in a good and correct way in front of audiences.”



“In impromptu speech I am pushed to speak. I think I can develop my

fluency through this one. If I am not pushed I to speak, I never learn. Therefore,

the power of impromptu speech to improve my fluency is when I should speak

with limited preparation and pushed to share my ideas.”


“My difficulty in doing impromptu speech is in dealing with grammar. I

am good at writing. However, I feel difficult if I share my opinion in an oral way

because I am doubt with my grammar. I am afraid of making mistakes.”


impromptu speech?

“Yes, I do. Before doing impromptu speech I am not fluent enough

because I am not confident enough. However, after doing the impromptu speech I

can improve my speaking ability. I know how to deliver a good speech.”


80



“I think the lecturer should keep impromptu speech in speaking class. It is

beneficial for the students.”


678'(176¶ 3(5&(37,21 ON IMPROMPTU SPEECH TO IMPROVE ...in class D and my friends in proposal...

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