i

THE USE OF REPORTING METHOD TO IMPROVE STUDENTS’ SELF-

CONFIDENCE IN PUBLIC SPEAKING AT SECOND GRADE OF SMP

NEGERI 13 MAKASSAR

(A Classroom Action Research at the Second Grade of SMP Negeri 13 Makassar)

A THESIS

Submitted to the faculty of Teacher Training and Education Makassar

Muhammadiyah University in part Fulfillment of the Requirements for the degree

of education in English Department

JANUARIANTHIKA KURNIA RAMADHANI

105351118916

ENGLISH DEPARMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

ii

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vi

Jalan Sultan Alauddin No. 259 Makassar

Telp : 0411-860837/860132 (Fax)

Email : fkip@unismuh.ac.id

Web : www.fkip.unismuh.ac.id

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Januarianthika Kurnia Ramadhani

NIM : 105351118916

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Use of Reporting Method To Improve Students’

Self-Confidence in Public Speaking at Second Grade of

SMP Negeri 13 Makassar.

Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim

penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau

dibuat oleh siapapun.

Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi

apabila pernyataan ini tidak benar.

Makassar, Juli 2021

Yang Membuat Pernyataan

Januarianthika Kurnia Ramadhani

vii

Jalan Sultan Alauddin No. 259 Makassar

Telp : 0411-860837/860132 (Fax)

Email : fkip@unismuh.ac.id

Web : www.fkip.unismuh.ac.id

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Januarianthika Kurnia Ramadhani

NIM : 105351118916

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Use of Reporting Method To Improve Students’ Self-

Confidence in Public Speaking at Second Grade of SMP

Negeri 13 Makassar.

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesai menyusun skripsi ini, saya

akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pemimpin fakultas.

3. Saya tidak akan melakuan penjiplakan (plagiat) dalam menyusun skripsi.

4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia

menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Juli 2021

Yang Membuat Perjanjian

Januarianthika Kurnia Ramadhani

viii

MOTTO:

"PEOPLE COME AND GO, THAT’S LIFE."

“IF YE DID WEL, YE DID WELL FOR YOURSELVES.”

–Q.S. AL-ISRA’ (17:7)

DEDICATION

A Thesis for My Beloved Family

Especially for My Lovely Father,

My Strongest Mother,

My Best Brother,

My Best Friend.

Also,

My self

I deserve this a billion times.

ix

ABSTRACT

JANUARIANTHIKA KURNIA RAMADHANI. 2021. The Use of Reporting

Method to Improve Students’ Self-Confidence in Public Speaking at Second Grade

of SMP Negeri 13 Makassar: A Classroom Action Research at The Second Grade

of SMP Negeri 13 Makassar A thesis of English Department, Faculty of Teacher

and Education, Muhammadiyah University of Makassar. Guided by Nur Qalby

and Hj. Ilmiah.

The aimed of this research is to find out the improvement of the students’

self-confidence in public speaking used reporting method. The researcher applied

Classroom Action Research (CAR). The sample of the research is second grade of

SMA Negeri 13 Makassar. The instruments which are used to collected the data

are observation and two cycle; planning, acting, observing and reflecting.

The result of this research showed the improvement of students’ score

from diagostict-test to cycle I and cycle II test. In diagnostict-test no one students’

successful passed the KKM >80. In the second test (cycle I) on smoothness only 8

(40%) students from 20 students who got score up 80. In the second test (cycle I)

on self-confidence only 7 students (35%) from 20 students got the score up 80. In

the third test (cycle II) on smoothness, the students’ who got score up 80 was 18

students (90%) from 20 students and on self-confidence was 17 students (85%)

from 20 students got score up 80 or successful passed the KKM (80). It can be

concluded that reporting method can improve students’ self-confidence in public

speaking skill and worked effectively and effientlly in helping students’ self-

confidence in public speaking at VIII/A grade of SMP Negeri 13 Makassar.

Keyword: Reporting Method, Self-Confidence, and Publi Speaking.

x

ABSTRAK

JANUARIANTHIKA KURNIA RAMADHANI. 2021. Penggunaan Metode

Pelaporan untuk Meningkatkan Kepercayaan Diri Siswa dalam Keterampilan

Berbicara di Depan Umum di Siswa Kelas VIII SMP Negeri 13 Makasssar:

Penelitian Tindakan Kelas di Siswa Kelas VIII SMP Negeri 13 Makassar Tesis

Jurusan Bahasa Inggris, Fakultas Pelatihan dan Pendidikan Guru, Universitas

Muhammadiyah Makassar. Dipandu oleh Nur Qalby dan Hj. Ilmiah.

Tujuan dari penelitian ini adalah untuk mengetahui peningkatan rasa

kepercayaan diri siswa dalam keterampilan berbicara di depan umum

menggunakan metode pelaporan. Peneliti menerapkan penelitian tindakan kelas

(PTK). Sampel penelitian ini adalah siswa kelas 2 SMP Negeri 13 Makassar.

Instrumen yang digunakan untuk mengumpulkan data adalah observasi dan 2

siklus; merencanakan, bertindak, mengamati dan merefleksi.

Hasil penelitian ini menunjukkan adanya peningkatan nilai siswa dari tes

diagnostik ke tes siklus I dan siklus II. Pada uji tes diagnostik tidak ada satupun

siswa yang mencapai nilai KKM >80. Pada tes kedua (siklus I) pada kelancaran

hanya 8 siswa (40%) dari 20 siswa yang mendapat nilai 80. Pada tes kedua (siklus

I) pada kepercayaan diri hanya 7 siswa (75%) dari 20 siswa yang mendapat nilai

80. Pada tes ketiga (siklus II) pada kelancaran, siswa yang mendapat nilai 80

adalah 18 siswa (90%) dari 20 siswa dan pada kepercayaan diri 17 siswa (85%)

dari 20 siswa mendapat nilai 80 atau berhasil lulus KKM. Dapat disimpulkan

bahwa metode pelaporan dapat meningkatkan rasa kepercayaan diri siswa dalam

keterampilan berbicara di depan umum dan bekerja secara efektif dan efisien

dalam membantu rasa percaya diri siswa dalam berbicara di depan umum di kelas

8/A SMP Negeri 13 Makassar.

Kata kunci: Metode Pelaporan, Kepercayaan Diri dan Keterampilan Berbicara

di Depan Umum.

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ACKNOWLEDGEMENT

Alhamdulillah, praise and gratitude for the permission and guidance of

Allah SWT, Almighty, so that the thesis with the title: ―The Use of Reporting

Method to Improve Students’ Self-Confidence in Public Speaking at Second

Grade of SMP Negeri 13 Makassar” can be completed. Gratitude to Allah SWT

for help to the writer in completing this work cannot be said in words and written

in any sentence.

The writer also wishes to offer prayers and greetings to the lord of prophet

Muhammad SAW, along with family, friends, and people who are always

istiqamah to fight for the religion of Allah SWT until the end of time. The writer

realizes that this thesis is still far from perfection even through it has been

implemented with maximum ability. This is due to the limitations of the writer,

the writer’s references, energy, material, and other facilities that support the

writing of this thesis. Therefore, the researcher expects positive criticism and

suggestions for the perfection of this thesis.

The writer also expresses her beloved parents' deepest gratitude, her father,

Nirwan Ali Bachtiar and lovely mother Rosmawati. for their prayer, motivation,

financial and sacrificed for her success, and their love sincerely and purely

without time.

xii

The writer realized that many people have valuable guidance, suggestions,

assistance, and advice to complete this thesis to research and write this thesis.

Therefore, she would like to acknowledge them:

a. Prof. Dr. H Ambo Asse, M.Ag, the Rector of Muhammadiyah

University of Makassar.

b. Erwin Akib, M.Pd., Ph.D, the Dean of FKIP UNISMUH Makassar.

c. Dr. Ummi Khaerati Syam, S.Pd., M.Pd, the head of the English

Education Department of FKIP UNISMUH Makassar, gave her

valuable authorities and suggestions in doing this thesis.

d. The writer most profound and sincere appreciation is due to Dr. Nur

Qalby, SS., M.Hum. as the first consultant and Hj. Ilmiah, S.Pd., M.Pd.

as the second consultant who has given their valuable time and patient

to support assistance and guidance to finish this thesis.

e. Her greatest thanks to Ratu Yulianti Natsir, S.Pd., M.Pd. as

Academic Advisor for the guidance over the past five years.

f. Her greatest thanks to All of Lecturers of FKIP UNISMUH Makassar

especially to the lecturers of English Department for their guidance

during the researcher studied in University.

g. Her greatest thanks to Drs. Ramli, M.Pd. as Head Master of SMP

Negeri 13 Makassar have accepted to do observation on their school.

h. Her greatest thanks to Usmariani, S.Pd. as English Teacher have give

her motivation.

xiii

i. Her greatest thanks to VIII/A Students’ for the times to be subjects of

this research.

j. Her greatest thanks for solidarity given during the lecture to 34

members of Fraternity Class as classmates, hopefully our intimacy

and togetherness does not end here.

k. The beloved best friends, A. Gina Alfiyah Karina S.Pd. and Reski

Amalia, thank you for your supporting friendship system always from

1st semester until now.

l. Her greatest thanks to JMD Squad and Balyana Raes S.Pd for the

help, support and suggestion.

m. Her greatest thanks to Sahabat Kini Squad as her friends in crime

support her every time and everywhere.

n. Finally, for my family and everyone who has given the valuable

suggestion, guidance, assistance, and advice to complete this thesis,

may Allah SWT be with us now and ever after.

Aamiin.

Nun, wal-qalami wa ma yasturun

February 2021, Makassar

The writer

Januarianthika Kurnia Ramadhani

xiv

TABLE OF CONTENTS

COVER ........................................................................................................ i

LEMBAR PENGESAHAN ........................................................................ ii

APPROVAL SHEET .................................................................................. iii

COUNSELING SHEET ............................................................................. iv

SURAT PERNYATAAN ............................................................................. vi

SURAT PERJANJIAN ................................................................................ vii

MOTTO ....................................................................................................... viii

ABSTRACT ................................................................................................. ix

ACKNOWLEDGEMENT .......................................................................... xii

TABLE OF CONTENTS ............................................................................. xiv

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

LIST OF CHART ......................................................................................... xvi

LIST OF TABLE.......................................................................................... xvii

LIST OF APPENDICES.............................................................................. xviii

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

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

B. Research Problem ................................................................................ 2

C. The Objective of the Research ............................................................ 3

D. Significance of the Research ............................................................... 3

E. Scope of the Research .......................................................................... 3

CHAPTER II REVIEW OF RELATED LITERATURE ........................ 5

A. Previous Reseacrh Findings ................................................................ 5

xv

B. Learning Method ................................................................................ 6

C. Reporting Method ............................................................................... 9

D. Self-Confidence .................................................................................. 20

E. Speaking .............................................................................................. 23

F. Public Speaking ................................................................................... 26

G. Conceptual Framework ...................................................................... 28

CHAPTER III RESEARCH METHOD .................................................... 31

A. Research Design .................................................................................. 31

B. Research Variables ............................................................................. 32

C. Research Subject ................................................................................ 32

D. Research Instrument ........................................................................... 32

E. The Technique of Data Collection ...................................................... 34

F. The Technique of Data Analysis ......................................................... 37

CHAPTER IV FINDINGS AND DISCUSSION ...................................... 38

A. Findings .............................................................................................. 38

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

CHAPTER V CONCLUSION AND SUGGESTION .............................. 50

A. Conclusion ......................................................................................... 50

B. Suggestion ......................................................................................... 51

BIBLIOGRAPHY ........................................................................................ 52

APPENDICES ............................................................................................. 54

CURRICULUME VITAE

xvi

LIST OF FIGURES

Figure 2.1 Conceptual Framework ................................................................ 29

Figure 3.1 Research Design ......................................................................... 31

xvii

LIST OF TABLE

Table 3.1 The Assessment of Smoothness .................................................... 33

Table 3.2 The Assessment of Self-Confidence ............................................ 33

Table 4.1 Students’ Score ............................................................................. 39

Table 4.2 Students’ Improvement Score ...................................................... 41

Table 4.3 The Percentage of Students’ Score in Smoothness ....................... 42

Table 4.4 The Percentage of Students’ Score in Self-Confidence ................ 42

xviii

LIST OF CHART

Chart 4.1 The Percentage of Students’ Who Successful Got Improvement in

Public Speaking .......................................................................... 44

xix

LIST OF APPENDICES

Appendix I Instrument of Diagnostic Test .................................................... 55

Appendix II Instrument of Cycle I Test ........................................................ 56

Appendix III Instrument of Cycle II Test ..................................................... 57

Appendix IV Students’ of Smoothness Score ............................................... 58

Appendix V Students’ of Self-Confidence Score ......................................... 62

Appendix VI The Improvement of Students’ Public Speaking ................... 66

Appendix VII RPP ....................................................................................... 68

Appendix VIII Documentation .................................................................... 74

1

CHAPTER I

INTRODUCTION

A. Background

A language is a tool used to pass information to other people; other than

that, the language is also an art. Suppose someone does not have a language, is

incapable of expressing expressions, feelings, and disclosed everything, both in

words and body language. Therefore, language becomes very important for

human life in socializing with the environment. It can appropriately convey that

everything we want to express can adequately get the language of everything we

want to tell. Like the initial understanding of language is a tool to share

information, language is a means of unifying the nation. For many purposes,

people learn more than language. In learning a language, many skills need to be

mastered by students. One of the skills is speaking.

Many kinds of language should be learned by everyone, especially for

students. One of the languages that are important to know is English. English in

Indonesia is a foreign language. English is the International language. If you want

to be able to communicate with foreigners, you have to master English. There are

four kinds of getting English in learning English: speaking, listening, reading, and

writing. In this research, the researcher will focus on explaining speaking skills.

Speaking is one of the skills in English. If you want to can speak English

well, you must improve the other skills then. Speaking is one of the language

skills in daily activity. Speaking, it's mean like the ability to pronounce sounds,

articulations, or words to express states, conveys, thought, ideas, and feelings

2

(Tarigan, 2008:14). According to Mulgrave (Tarigan 2008:16), speaking is a tool

to communicate the ideas compiled and developed based on the listener's needs.

Found the explanation above, the researcher will conclude that speaking is to

express thoughts and feelings using words toward other people.

Based on the preliminary observation, the researcher finds several

problems in their speaking ability in the second grade of SMPN 13 Makassar.

Some problems face students' speaking: many students are lack vocabulary, had

difficulties in organizing their ideas, and have less self-confidence in speaking

because they are afraid of making mistakes in their speaking who do not have the

self-confidence to speak in front of their friends in class, this is the reason why the

researcher chooses the title above. Based on the problems, the researcher

formulates a method that can solve students' concerns.

In speaking, many methods are used, and the researcher will use the

reporting method. The reporting method is one of the best methods to improve

speaking skills because many students can speak English but can't talk in front of

many people. Based on the statements above, the researcher was formulated the

research topic follows "The Use of Reporting Method to Improve Students’

Self-Confidence in Public Speaking."

B. Problem of Research

Based on the background above, this research's problem statement is,

―How does the Reporting Method can improve students’ self-confidence in public

speaking?‖

3

C. The Objective of the Research

Based on the problem statement above, the research's objective is ―To

find out the improvement of the students’ self-confidence in public speaking use

reporting method.‖

D. Significance of the Research

1. Theoretically

This research is expected to contribute to world education. The

contribution is the form of information and relates to The Use of Reporting

Method to Improve Student’s Self-Confidence in Public Speaking at Second

grade of SMP Negeri 13 Makassar.

2. Practically

a. For Educator

By doing this research, the researcher wants to tell the teacher to

improve students' self-confidence in public speaking used the reporting

method.

b. For Students

This research is expecting to make them confident in public speaking in

speak English.

c. For Researcher

This research expects to give information or contribution to the

researcher who wants to conduct more complex analyses.

4

E. Scope of the Research

This research focused on improving students' self-confidence in public

speaking used reporting methods at SMPN 13 Makassar. Reporting methods had

two categories; written and oral/visual reports. The researcher used verbal/visual

with the presentation. The researcher focused on the fluency of the student' public

speaking skill to measure students' smoothness and self-confidence.

5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research Finding

The researcher uses three previous research findings. The first is the

research by Anna Kurniawati in a thesis entitled: Improving The Self-

Confidence in Speaking Practice by Using Role-Play Technique for the Eighth

Grade Students of SMP Muhammadiyah 3 Yogyakarta. The research objective

is to improve the self-confidence in speaking practice of the eighth-grade

students of SMP Muhammadiyah 3 Yogyakarta through role-play techniques.

A thesis explained how to role-play scenarios can improve the students’ self-

confidence in speaking practice. The second research is Abdul Gafur

Marzuki's thesis: Developing Speaking Skill Through Oral Report in an EFL

class in Indonesia. The study's objective is to develop students' speaking skills

by applying the oral report technique. The third research is Roswita M.

Above, in a thesis entitled: Enhancing the Students' Speaking Interest Through

News Reporting Technique. The study's objective is to determine the degree

of students' interest in using news reporting techniques.

From the previous research findings above, the researcher concludes,

there are several similarities and differences between the research findings

above and this research. The similarity between the first research above and

this research is improving students' self-confidence in speaking. The

differences between this research and the early research above are her thesis

using the role-play technique while this researcher focuses on the Reporting

6

method. The second research above and this research improve students'

speaking skills and the differences between the analysis above. This research

uses an oral report as a technique. The similarity between the third research

above and this research is speaking skills. The difference between the analysis

above and this research is her research used news reporting as a technique.

From all the researcher findings above, the researcher concludes that

teaching speaking used a method, technique, or strategies can improve the

students speaking ability. This research uses oral reports but more focus on

reporting methods such as new reporting to enhance students' self-confidence

in their public speaking.

B. Learning Method

a. Definition of Learning Method

Study and learning is an activity of human life. By learning, people can

develop the potential that is brought from birth. Without learning, people

can't meet their needs. Learning is an active interaction between the teacher

who provides learning material with students' as the object. Learning had

several processes of learning activities, such as learning methods. Learning

methods are essential for teachers to make the students interest in the

learning process. Learning should be carried out in exciting ways to raise

students' interest in carrying out the learning process.

7

According to Sanjaya (2010:147), methods are used to implement plans

that have been prepared in actual activities so that the objectives that have

been designed that optimally achieved.

Same with the opinion above, define the learning method as a way for

the teachers to carry out their functions and is a tool to achieve learning

objectives. A method is a tool that can be part of a set of tools and ways of

implementing a teaching and learning strategy (Hasibuan and

Moedjiono:2013:3).

From all experts above, the researcher concludes that the learning

method is used by the teacher in the learning process with the interaction

between the teacher and students to achieve learning objectives and one way

to increase student interest in the learning process.

b. The Kinds of Learning Method

For the implementation of learning, there are many kinds of learning

methods that can use the teacher in the learning process. Each technique has

specific characteristics that need to be adjusted to the learning objectives to

be achieved. Learning methods can be used discussion method, games

method, simulation method, role-playing method, reporting method, and

others.

The selection of learning methods needs to be adjusted to the goals to be

achieved by students. As a teacher, not only provides material or

8

assessment, but the teacher needs to affect the result of the students' learning

process.

a) Discussion Method

According to Stephen and Stephen (2005), the discussion is a process of

giving and talking, speaking and listening, describing and witnessing,

expanding horizons, and fostering mutual understanding. They explained

further that only through discussion can one be exposed to new points of

view, and exposure increases performance and renews motivation to

continue learning.

b) Games Method

According to Arisnawati (in Saefudin et al., 2012), defining games

method is how the teacher uses it to present lessons by creating a

pleasant, severe but relaxed atmosphere, without ignoring the lesson's

objectives be achieved.

c) Simulation Method

According to Pusat Bahasa Depdiknas (2005), simulation is a training

method that demonstrates something in imitation, similar to the actual

situation: depicting a system or process with a demonstration using a

statistical model or actor.

d) Role-Playing Method

According to Hizam, Z et al. (2008:98), role-playing is a planned

learning activity designed to achieve specific educational goals.

9

e) Reporting Method

Donna R. Penton's (2013) reporting method aims to provide students

with information directly and uninterruptedly. The student-reporters act

like an authority of the topics assigned to them.

C. Reporting Method

a. Definition of Reporting Method

According to Oxford (1990) defines a report is give a spoken or written

account of something that one has observed, heard, done, or investigated,

while based on Oxford's (1990) method is a particular procedure for

accomplishing or approaching something, especially a systematic or

established one.

Roswitha, in Webster's (2016) site, a report is simply a story in a

newspaper or on radio or television that is about something that happened or

that gives information about something. It is also defined as a written or

spoken description of a situation, event, or official document that provides

information about a particular subject. From the definition above, the

researcher concludes reporting method is a method with a spoken or written

story and acts as a reporter.

Minnesota (2019) claims there are many ways to present data in the

reporting method easily understood by students. Regardless of the reporting

method, simplicity will ensure that the evaluation results are both accessible

and understandable. There are two broad categories of reporting methods:

10

those that are written (annual reports, fact sheets, etc.) and those that are

oral/visual (PowerPoint presentations, exhibits, news releases, etc.).

Regardless of the method, the report should consider the audience and be

both accessible and understandable.

b. Categories of Reporting Method

Based on Minnesota (2019), there are two broad categories of reporting

methods. Here is a little information about both types of Reporting Methods.

a) Written Reports

Written Reports may be a project requirement or the best way to the

audience. However, many people learn best by sharing or seen

information. It can provide a valuable opportunity for the evaluator to

interact with the intended audience and for the audience to ask questions

(Minnesota, 2019). The kinds of written Reports are:

1) Abstract and Briefing

2) Annual Reports

3) Fact Sheet

4) Empirical Publication

5) Newsletters

11

Table 1.1 Format Categories of Reporting Method (Minnesota, 2019)

Written Reports

Type Use Definition Main Components Tips

Abstract

and Briefing

For

audiences

short on time

or focus.

An abstract

is a short,

written

overview. A

briefing is a

brief, oral

overview.

Both are

usually part

of a more

massive

report.

The reasons for

conducting the

evaluation.

The major

conclusions and

recommendations.

If the

audience is

short on

time, they

should

quickly and

easily glean

major

evaluation

conclusions.

Annual

Reports

For

audiences

interested in

a highly

formal report

on all aspects

A detailed

overview of

a program

and

evaluation

findings are

a summary,

background

information, a

description of the

project,

evaluation results,

Annual

reports can

be exciting

and

engaging if

they follow

12

of a program

and the

evaluation.

etc. a proven

format.

Fact Sheets

For

audiences

want to pick

out relevant

facts about

the data of

glance

easily.

Simple, one-

page

documents

were listing

facts about

the data in a

simple-to-

read format.

A brief program

background,

purpose, primary

data, conclusions,

and

recommendations.

It should

easily

convey data

at a glance.

Empirical

Publications

For the

specific

academics

who are

interested in

research or

evaluated the

findings of

the study.

The

publication

includes the

data

collected

from actual

research,

experiments,

or

An empirical

publication

includes an

abstract,

introductions,

literature review,

methodology,

results,

implications,

When

writing an

empirical

publication,

use the

results of

any

qualitative

or

13

observations. conclusions, and

references.

quantitative

data

collected,

especially if

they

demonstrate

specific

causal

effects from

the

experimental

design.

Newsletters

For an

audience

interested in

a program or

organization,

they often

serve as a

primary

link—

An

informative

publication

is written

and

distributed

regularly

(monthly,

quarterly)

It can vary in

length and

contain graphics

showing data

results, pictures,

and other visual

interest items.

Keep the

distribution

schedule

regular so

those

receiving it

begin to

expect and

look forward

14

sometimes

the only

connection—

between an

audience and

the program.

and contains

updated

information

about the

program or

cause.

to receiving

it.

b) Oral/Visual Reports

The kinds of verbal/visual Reports are:

1) Presentations

2) Exhibits

3) News Releases

4) Posters

Table 1.2. Format Categories of Reporting Method (Minnesota, 2019)

Oral or Visual Reports

Type Use Definition

Main

Components

Tips

Presentati

ons

To display

key

presentatio

PowerPoi

nt is

presentati

A presentation

includes a

title, purpose,

Minimiz

ed the

text on

15

n points to

enhance

understandi

ng,

illustrate

ideas, and

break down

complex

concepts

into

simpler

ones.

on

software

that

allows

you to

create

slides,

handouts,

notes, and

outlines

that

enhance

your oral

presentati

on. It is

the most

common

type of

public

presentati

on.

objectives,

background,

findings, and

recommendati

ons.

each

visual by

using six

to eight

words

per line

and six

to eight

lines per

visual.

Be sure

your

equipme

nt works,

the

lighting

is

appropria

te, and

the

colors

and text

16

are

readable.

Exhibits

For

significant

events like

fairs or

conferences

, the right

way to

network

puts

information

into

people's

hands and

created

awareness

among

large

audiences.

Display

boards or

arrangem

ent

materials

and

publicatio

ns about

your

program

are

usually

set out on

a table or

in a

booth.

Should

include a title,

several

bulleted

statements

that convey

your message,

photographs,

and

illustrations.

Exhibits

that have

a

gimmick

are most

successfu

l at

attracting

an

audience.

"Make

and take"

activities,

gifts, and

candy are

attraction

s that

draw

people to

17

exhibits.

News

Releases

To raise

public

interest in a

study or

evaluation

that has

already

been

conducted.

An

attractive,

newswort

hy

summary

sent to

newspape

rs and

radio and

television

stations

highlights

only the

most

essential

details of

an

evaluatio

n or

study.

Begin with the

most critical

information

using an eye-

catching

message. Use

quotes by

program

principals or

participants

that draw

attention to

important

details.

Include the

name, phone

number, and

address of a

contact person

so reporters

The news

release

should

end with

―###.‖

This

symbol

will alert

the

reporter

that the

news

release is

finished.

18

can follow up

and verify the

information.

Posters

For

advertising

programs,

creating

awareness,

and piquing

people's

interest in

the results

of a study.

A visually

exciting

board or

placard

promotes

a single

idea,

event, or

point or

generates

interest.

Should

include the

program's

name, project,

research,

organization,

the project's

goal, the

findings from

the study, etc.

It should also

contain bright

pictures,

photos, and

graphics,

along with

sound bites

and interactive

Use

questions

(not just

statement

s or

pictures)

to initiate

an

interactio

n with

people.

They

entice

people to

find out

more.

Different

19

features. colors

affect the

eye

differentl

y. Bright

colors

can help

attract

attention,

resulting

in higher

response

rates.

In this research, the researcher chose oral reports, especially in the

presentation. The researcher presented a video about some news for

students,' and then the students make a text report about the video and

report/presentation.

20

D. Self-Confidence

a. Definition of Self-Confidence

Self-confidence is the belief that you can achieve success and

competence. In order words, it believes that you can commit yourself to be

capable based on RMIT University on Septiana site (2017). Self-confidence

might be about a specific task or a broader-ranging attitude you hold about

your abilities in life.

From the definition above, the researcher concludes that self-confidence

is the attitude of personal factor, which allows us to have positive, realistic

perception and believe in achieving success and competence without the

influence of others, as the development of communication and the teaching

of language between countries in the EFL context. As a facilitator, self-

confidence speaks fluently and accurately both mother tongue and target

language, gaining importance in communication, especially in speaking.

b. Indicator of Self-Confidence

According to Didik (2012:40-41) on Septiana site (2017), there are

specific characteristics of high self-esteem and confidence in their ability to

affect their life journey. These factors are universal and can be learned if

they are not present in your life right now. The indicators of self-confidence

are;

21

a) They were ambitious. They have more from life than existence or

survival. They had dreamed of themselves in better circumstances and

surroundings.

b) They are goal-oriented. They seek the challenge of completing and

setting new goals for themselves. They are not incredibly competitive,

except against themselves. They enjoy breaking their records.

c) They have learned to communicate. They know how to ask for what they

want and to hear advice and counsel. It is less critical for them to be right

than to be effective. They listen more than they speak.

d) They are loving and kind. Those people who are an excellent inner self-

image on nourished relationships instead of toxic ones. They have

learned to detach from relationships that do not allow them to be

authentic.

e) They are attractive and open to others. The self-confidence people are

usually drawn to one another. They vibrate their confidence in a way that

attracts good things and good people to them. Being attractive does not

necessarily mean physically attractive in the usual sense of the word, but

rather spiritually beautiful.

The researcher concludes the indicator of self-confidence. It has five

points: ambitious, goal-oriented, learned to communicate, loving, kind,

attractive, and open to others. Self-confidence is an essential thing for

students' self-confidence to compete with others' relationships, and the

students' can be successful academically.

22

c. Strategies for Building the Students’ Self-confidence

According to Miller (2013) on Septiana site that ―students with self-

confidence pay attention more in class get along better with their peers and

generally have a more focused and inquisitive attitude‖ Miller has

techniques to promote self-confidence of the students such as:

a) Step 1

Provide positive feedback to your students when appropriate. Tell

them when they have done an excellent job on an exam or report. Children

thrive on praise and will push themselves to do well if they know you will

be proud of them for their achievement.

b) Step 2

Give only genuine praise. If you provide empty credit, they will not feel

as motivated to push themselves harder.

c) Step 3

Set realistic goals for each student. Recognize that every child is

different and has different learning capabilities. Make goals realistically

achievable so that children will feel a sense of accomplishment when the

plan is completed. Do to make the task too easy or too challenging.

d) Step 4

Use teaching strategies that provide an opportunity for equal

participation. For example, in gym class, make sure all students get equal

playing time.

23

e) Steps 5

Create an open, positive environment for learning to know your students

on an individual level. Call them by name when asking them a question.

Give them credit for trying even they give the wrong answer.

f) Step 6

Show enthusiasm for the subject is teaching and for students' success. If

they are enthusiastic about students' success, they will also be more

motivated to achieve their goals.

E. Speaking

a. The Definition of Speaking

There are many definitions of speaking by some experts in language

learning. Speaking is one of the four language skills in the teaching of

English. Thornbury (2005: 20) states that speaking is an activity in real life

carried out by the speaker to carry out their ideas to interact with listeners.

The activities are unplanned, and their continuity is based on situations.

Another definition comes from Cameron (2001: 40). She says that

speaking is about making people understand the speaker's feelings and ideas

by doing an act of communication using language. When people produce

utterances, they deliver their meanings, feelings, thoughts, and desires.

Brown and Yule point out that the loosely organized syntax, the use of non-

specific words and phrases, and the use of fillers 16 such as 'well,' 'oh,' and

24

'uhuh' make the spoken language feel less conceptually dense than other

types of language such as expository prose (Nunan: 1989).

Caroline (2005: 45) defines that speaking as an essential oral

communication among people in society. Speaking, which serves as a

natural means of transmitting the community members for both expressions

of thought and social behavior. Additionally, Kayi (2006: 1) says that

speaking is the process of building and sharing meaning through the use of

verbal and non-verbal in a variety of contexts.

From the definition above, the researcher can be concluded that speaking

is an activity in which the speaker produces speech to express ideas to

exchange information. Hence, the listener understands what the speaker

means.

b. Aspects of Speaking Skills

Speaking is not merely expressing something orally. However, students

need to acquire some speaking aspects to have good speaking skills. As

proposed by Brown (2001: 168), those aspects are pronunciation, fluency,

vocabulary, and accuracy.

1. Pronunciation

Based on the Longman Dictionary (2000: 429), pronunciation is

how a particular sound or sounds are produced. It covers the way for

speakers to have clear language when they speak. To make successful

communication happens, the speakers need to deliver a clear message

25

for listeners. In speaking, teaching pronunciation, including stress,

rhythm, and intonation, is essential.

2. Fluency

As proposed by Harris and Hodges (1995: 14), fluency can speak

quickly and automatically. It means that a fluent speaker should be able

to talk rapidly and automatically.

Fluency is defined as the quality or condition of being fluent,

particularly expressing oneself quickly and articulately. Ellis and

Barkhuizen (2005) define fluency as "the production of language in

real-time without undue pausing or hesitation." To put it into simpler

words, fluency can speak, write, and read smoothly and effortlessly.

Teachers who emphasize fluency aim to produce competent students in

expressing themselves and giving responses to communication. They

focus more on meaning and context rather than grammatical structure.

The usual classroom activities to promote fluency are public speaking,

debate, role-play, group works, and games.

According to Harris (1974), fluency is the ability to read, speak or

write quickly, smoothly, and expressively. Fluency can be defined as

the ability to speak fluently and accurately. Smoothness in speaking

means speaks slowly and effortlessly. Signs of smoothness included a

reasonably fast speed of speaking and only a tiny number of pauses and

"us" or "ers."

26

Self-Confidence is a crucial part of the speaking skill because that

can give enthusiasm, brave, and stimulation to the learners. Because

that if the learners have high self-confidence, they will achieve the best

performance in speaking skill fluently.

3. Vocabulary

Based on the Longman Dictionary (2002: 580), vocabulary is a set

of lexemes consisting of single words, compound words, and idioms

typically used when talking about something. To speak fluently and

accurately, a foreign language speaker should master enough

vocabulary and can use it accurately.

4. Accuracy

Accuracy can produce sentences or utterances with correct

grammar, as stated in the Longman Dictionary (2000: 204). The

speakers need to follow the language rules, such as grammar and

structure, to speak accurately.

Accuracy quoting from British Council's accuracy refers to how to

correct learners' use of the language system, including their grammar,

pronunciation, and vocabulary. In other words, accuracy can speak or

write without making any grammatical, vocabulary, punctuations, and

other errors. Teachers who believe accuracy is crucial help their

students to produce written and spoken English with zero mistakes and

perfect correctness. Typical classroom activities for accuracy-based

27

learning are grammar drilling, fill-in-the-gaps exercises, error analysis,

and grammar presentation.

F. Public Speaking

a. The Definition of Public Speaking

Public speaking is speaking in public, especially lectures or speeches.

Extensively, public speaking includes all speaking activities (oral

communication) in front of people, including in meetings, hosting events

(MC) presentations, briefings, or teaching in class. (MS Romly, on

Achmad’s site:2019)

Another opinion comes from David Zarefsky in public speaking

Strategic for Success on Superadmin (2012). Public speaking is a

continuous communication process in which messages and signals circulate

between speaker and listeners. The experts above define the definition from

the experts above; the researcher concludes that public speaking can speak

in public in a structured manner to provide information.

b. Elements of Public Speaking

There are four elements of public speaking: Technic vocal, eye contact,

gesture, and humor.

a) Technique Vocal

1. Intonation: tone of voice, the rhythm of speech, or strains of

technique in reciting words.

28

2. Accentuation: accent and dialect. Do stress on certain words that are

considered essential.

3. Speed: don't talk too fast.

4. Articulation: clarity of pronunciation.

5. Infleksi: change in tone of voice.

b) Eye Contact

When speaking in public, eye contact with the audience is essential, and

what we convey can be understood by the listener.

c) Gesture

The gesture includes expression, natural hand movements, and the other

body parts and doesn't overdo it.

d) Humor

To eliminate nervousness when public speaking, bring a little humor

that can make the listener feel bored. Spirit is added to the informal

situation.

c. Method of Public Speaking

To get good public speaking, the students must have a suitable method to

reach the desired goal. The process of public speaking consists of two types,

namely:

1. The Manuscript Method

A manuscript is a writer in full by what will be submitted to the public.

The speaker develops ideas in sentences or paragraphs.

29

2. The Memorization Method

This method is continued as a script. The manuscript is already

prepared, not read but memorized first, then spoken to the public. Made

a speech with how to learn can only do a hand if the writing is short.

G. Conceptual Framework

The conceptual framework of this research:

Figure 2.1. Conceptual Framework.

The students have difficulties in speaking in learning a language,

especially in public speaking. Based on the conceptual framework above in this

research, the researcher used reporting method to help the students improve their

CAR

Improving Students’

Smoothness and Self-

Confidence in Public Speaking

Skill

Use Reporting Method

Speaking Skill

Cycle I

- Planning

- Acting

- Observation

- Reflection

Cycle II

- Planning

- Acting

- Observation

- Reflection

Not reached the target

score/KKM

30

self-confidence in public speaking. It allows the fluency of students' speaking

skills. In fluency consisted of smoothness and self-confidence. In the conceptual

framework, the students' practice their public speaking skills by using the

reporting method to measure students' self-confidence. The researcher used

Classroom Action Research (CAR). In conducting the research, the researcher has

two cycles that made problem identification, planning, action, observation, and

reflection. Suppose cycle I success with standard success criteria; the researcher

does not need to do cycle II. After the practice is done, the researcher saw the

result of students' self-confidence improvement in public speaking using reporting

method.

31

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research study is Classroom Action Research (CAR). This research

is aimed to improve students’ self-confidence in public speaking used reporting

method for the second grade of SMP Negeri 13 Makassar.

Figure 3.1

Kemmis and McTaggart’s Action Research Design

This research used two cycles. The classroom action research used

Kemmis and McTaggart's design consists of four phases: planning, acting,

observing, and reflecting within one process. If the first cycle 1 was finished,

but the standard of success criteria is not achieved, it is necessary to continue

to the second cycle with the same concept as the first cycle. Before entering the

32

process of classroom action research, the researcher conducts the preliminary

study.

B. Research Variables

There are three variables in this research: they are:

1. The dependent variable in this research is the reporting method.

2. The first independent variable in this research is the students' self-

confidence.

3. The second independent variable in this research is public speaking.

C. Research Subject

This research was the second-grade students of SMP Negeri 13

Makassar academic year 2020/2021. This research used a random

sampling technique. The researcher takes class VIII/A to consist of 20

students'.

D. Research Instrument

The instrument of this research are:

1. Observation: it used to collect data about students' activities in the

teaching-learning process. The type of this research is direct

observation.

2. Test: it used to get data

a. Diagnostic test: used to measure the ability of students before the

33

implementation of the action learning method.

b. Cycle 1 test: measure students' Improvement after implemented

reporting method to improve students’ self-confidence.

c. Cycle 2 test: if cycle I was unsuccessful, then prepared cycle II

with reporting method.

This is the aspect to measure students’ speaking performance: it is

fluency, which scored based on criteria which classify as follows:

a. The assessment of speaking fluency consists of smoothness and self-confidence.

Table 3.1: The Assessment of Smoothness

Classification Score Criteria

Excellent 96 – 100 Speech is smooth and effortless as that of native

speaker problems

Very Good 86 – 95 Speed of speech seems to be slightly affected by

using language problems

Good 76 – 85 Speed and smoothness are rather strongly affected

by language problems

Fairly Good 66 – 75 Usually hesitant, often forced into silence by

language problems

Fair 56 – 65 Speech is as halting and incomplete as to make

conversation virtually impossible.

Poor 36 – 55 Almost gives up making an effort at times, limited

range of expression

Very Poor 0 – 35 Cannot speech and conversation nearly impossible

(Heaton, 1988:100)

34

Table 3.2: The Assessment of Self-Confidence

Classification Score Criteria

Excellent 96 – 100 Confidence by giving maximum effort, a

willingness to take a chance

Very Good 86 – 95 A desire to react positively to set, a few misdirected

focus

Good 76 – 85 Sometimes backs and learn from the situation, make

a few misdirected focus

Fairly Good 66 – 75 Usually playing save, occasionally makes

misdirected focus

Fair 56 – 65 Makes frequent errors in giving effort

Poor 36 – 55 Almost playing keep, more likely to give up

Very Poor 0 – 35 Cannot control of luck, environmental, and

condition

(Heaton, 1988:100)

E. The Technique of Data Collection

The data collection method in this research is quantitative data

consisting of students' final speaking as two cycles. Before entering cycle I, the

researcher gave the pre-cycle (diagnostic test) to know the condition in

learning speaking. If cycle I was achieved of standard of success criteria

(KKM) minimum is >80 score, cycle II is not doing again. The diagnostic-test

results are given information about students' fluency, especially in smoothness

and self-confidence.

The complete explanation is as follows:

35

Cycle 1

Before entering cycle I, the researcher gave a diagnostic test to know the

students' public speaking skills.

1. Planning

a. The researcher is conducting the preliminary observation.

b. The researcher prepared speaking materials that are given to the

students'.

c. The researcher made the lesson plan for the speaking class (report

text).

d. The researcher prepared a current list to know students' activeness

in joining the teaching-learning process.

e. The researcher prepared the observation checklist.

f. The researcher prepared the speaking score sheet.

2. Acting

a. The researcher introduces herself to the students'.

b. The researcher begins to explain the material about the report text

and reporting method.

c. The researcher explains the relating of report text and reporting

method.

d. The researcher asked students to ask about the material.

e. The researcher explains the example of the material.

f. The researcher gave one issue to students for practice.

g. After 10 minutes, the researcher asked students to practice.

36

3. Observation

a. The researcher evaluated to know the students' Improvement.

b. The researcher observed the students' fluency in public speaking

c. The researcher was writing about the success and the problems in

teaching-learning progress.

4. Reflection

a. I was analyzing the data from the observation.

b. Make a concluded cycle I.

Cycle 2

After cycle I was finished and did not achieve the standard of

success criteria (KKM), the researcher designed cycle II to improve

students' self-confidence in public speaking.

1. Planning

a. The researcher evaluated the result of reflection, discusses, and

found the Improvement to apply for the following learning process.

b. Design a lesson plan for cycle II.

c. Design observation sheet of cycle II.

2. Action

a. The researcher explains the material about the report text and

reporting method.

b. The researcher gave the text to students relating to material that

they have learned.

c. The researcher gave one issue to students for practice.

37

d. The researcher asked the students to prepare to make a report text.

e. The researcher asked the students to make a video max 1 minute

about using the reporting method.

3. Observation

a. The researcher evaluated to know the students' Improvement.

b. The researcher observed the students' fluency in public speaking.

c. The researcher was writing about the success and the problems in

teaching-learning progress.

4. Reflection

a. Analyzing the data from the observation.

b. The researcher and the teacher discuss the results.

c. The researcher and the teacher compare the students' fluency in

public speaking between D-test, cycle I, and cycle II to improve

students' self-confidence.

F. The Technique of Data Analysis

The data obtained in this research is quantitative. It means that all the

data were obtained from data cycle I and cycle II. In completing the numerical

data, the researcher tries to get the average of students' speaking scores before

the implementation and every process to know how well the classroom's

reporting the method.

38

1. Calculating the mean score of the students by using the following

formula:

∑

Where:

X = Mean score

∑ = Total score

N = The number of students.

(Gay, 2012:37)

To categories the member of master students, the researcher used the

following formula:

P =

x 100%

Where:

P = The percentage of students who get the point of 80

R = The number of students who get points up to 80

T = The total of students who do the best

2. To know the percentage of the students’ Improvement by applying the

formula the rate percentage of the student's Improvement:

P =

x 100%

39

Note:

P = Percentage of the students' Improvement

y = D-test result

y1 = Cycle 1 test result

(Gay 2006: 320)

40

CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

This chapter consisted of the findings and discussion of the research that

contain of data analysis in detail. The finding consisted of the students’ fluency

in public speaking. The findings of the research covered of the result of the

data in D-test, cycle I and cycle II about students’ public speaking skill.

1. The Improvement Students’ Smoothness and Self-Confidence in Public

Speaking by Reporting Method

During the action, the researcher gained some findings that cover the

improvement of the students’ self-confidence in public speaking included

speaking fluency aspect such as smoothness and self-confidence.

This research was conducted at second grade of SMP Negeri 13

makassar in VIII-A class with 20 students’. This research was accomplished in

two cycles which first cycle including d-test conducted in 5 meetings and the

second cycle was conducted in 4 meetings. It can be clearly through the

following table:

Table 4.1 Students’ Score

Indicators

Students Score

Diagnostic-test Cycle I Cycle II

Smoothness 67.5 78.1 85.8

Self-Confidence 65.7 76.85 84.8

Total 133.2 154.95 170.6

41

The table 4.1 above indicates that there was improvement of the students’

public speaking that focused on smoothness and self-confidence from

diagnostic test to cycle I and cycle II (diagnostic test < cycle I < cycle II). In

diagnostic test, students score in smoothness was 67.5. After implementation

reporting method in cycle I, students score in smoothness higher than

diagnostic test, it was 78.1. Students’ score in cycle II also higher than cycle I,

it was 85.8. It means there was improvement in students’ smoothness. In

diagnostic test, students’ score in self-confidence was 65.7. It was improved

after implementation reporting method in cycle I, students’ score was 76.85

and students’ score in cycle II higher than cycle I, it was 84.8. It means there

was improvement in students’ self-confidence.

From the table 4.1 above, the mean score of students’ in smoothness and

self-confidence in diagnostic test was 133.2. It was improved after

implementation of reporting method in cycle I, students’ score was 154.96.

Students’ score in cycle II was higher than cycle I, it was 170.6. It means there

was significant improvement of students’ public speaking skill in smoothness

and self-confidence during this research.

The improvement of the students’ public speaking with smoothness and

self-confidence at second grade of SMP Negeri 13 Makassar can be seen

clearly in the following table:

42

Table 4.2 Students’ Improvement Score

Indicators

Students Improvement Score

Diagnostic-test

to Cycle I

Cycle I to

Cyle II

D-test to

Cycle II

Smoothness 10.6 7.7 18.3

Self-Confidence 11.15 7.95 19.1

Total 21.75 15.65 37.4

From the table 4.2 above showed that there was improvement of the

students’ public speaking that focus on smoothness and self-confidence from

diagnostic test to cycle I, cycle I to cycle II and diagnostic test to cycle II. The

improvement of students’ smoothness was very significant in diagnostic test to

cycle I was 10.6, in cycle I to cycle II was 7.7 and in diagnostic test to cycle II

was 18.3. The improvement of students’ self-confidence also very significant

in diagnostic test to cycle I was 11.15, from cycle I to cycle II was 7.95 and

from the diasnogtic test to cycle II was 19.1.

The table 4.2 above showed the total improvement of students’ public

speaking skill in smoothness and self-confidence. It showed the students’

achievement in cycle II was the highest (cycle II > cycle I > diagnostic test).

Total improvement in smoothness and self-confidence from diagnostic test to

cycle I was 21.75, total in cycle I to cycle II was 15.65 and total in diagnostic

test to cycle II was 37.4.

After applicated the formula, the researcher found the percentage of

students’ public speaking score with smoothness and self-confidence in the

following table:

43

Table 4.3 The Percentage of Students’ Score in Smoothness

Table 4.4 The Percentage of Students’ Score in Self-Confidence

From the table 4.3 and 4.4 above showed about percentage students’

score in smoothness and self-confidence. The percentage of students’

smoothness and self-confidence score in diagnostic-test, there was no students

who successful got score >80. Students’ score in smoothness in the cycle I

there was 40% (8 students) who got score >80 and there was 60% (12 students)

who unsuccessful got >80. Students’ score in self-confidence in the cycle I

there was 35% (7 students) who successful got >80 and there was 65% (13

students) who unsuccessful got score >80.

Because the researcher was not got target achieved in the cycle I, the

researcher work hard in the cycle II to got the target (score >80) and tried to

TEST Unsuccessful got >80 Successful got >80

Freg Percentage Freg Percentage

D-test 20 100% 0 0%

Cycle I 12 60% 8 40%

Cycle II 2 10% 18 90%

TEST Unsuccessful got >80 Successful got >80

Freg Percentage Freg Percentage

D-test 20 100% 0 0%

Cycle I 13 65% 7 35%

Cycle II 3 15% 17 85%

44

evaluate the weakness in the cycle I. Students’ score in smoothness in the cycle

II, there was 90% (18 students) who got score >80 and 10% (2 students) who

got unsuccessful score and students’ score in self-confidence, there was 85%

(17 students) who successful got score >80 but only 15% (3 students’) who

unsuccessful got score >80.

From the explanation above, there was improvement of result of the

students score in smoothness and self-confidence who successful got score >80

from diagnostic-test to cycle I, cycle I to cycle II and diagnostict-test to cycle

II. Students’ score in smoothness and self-confidence from diagnostic-test was

no one students got score >80. Students score in smoothness at the cycle I was

40% or only 8 students from 20 students in the class that successful got score

>80 and in self-confidence at the cycle I was 35% or only 7 students from 20

students in the class got score >80. The improvement of the score students’

smoothness in the cycle II was 90% or 18 students from 20 students in the class

who successful got score >80 and score students’ self-confidence in cycle II

was 85% or 17 students from the 20 students in the class who got successful

score >80.

To see clearly the percentage of students who successful got

improvement in public speaking especially in smoothness and self-confidence

before implementation reporting method (diagnostic-test) and after

implementation reporting method (cycle I and cyle II), the following charts was

presented:

45

Chart 4.1 The Percentage of Students’ Who Successful Got Improvement

In Public Speaking Skill.

The chart 4.1 above showed the improvement of students’ public

speaking skill in smoothness and self-confidence. It showed the students score

in cycle I wasn’t got the target score of KKM (>80) and the students

achievement in cycle II was highest.

B. Discussion

This research was conducted to find out wheter or not the use of

reporting method to improve students’ self-confidance in public speaking.

Reporting method was one of strategies that could be used by the teacher in

teaching English to improve students’ ability in public speaking. It could be

seen in findings of the research.

The improvement of the students’ fluency in public speaking before

conducted a classroom action research in second grade of SMP Negeri 13

0

10

20

30

40

50

60

70

80

90

100

Smoothness Self-Confidence

D-test Cycle I Cycle II

46

Makassar. The researcher collected date with conducted diagnostic test to

measure the students’ prior knowledge in English learning. After giving

diagnostic-test, the researcher found that the students’ fluency especially in

smoothness and self-confidence was very poor, so it must be improved.

1. The Improvement Students’ Smoothness and Self-Confidence in

Public Speaking Use Reporting Method

In the diagnostic-test the researcher found the percentage of the

students score from the formula that had been chosen before. The students’

public speaking skill in English lesson in smoothness and self-confidence

at diagnostic-test was low, no one students’ got score criteria of KKM

(>80). In the cycle I the researcher found the percentage score from the

formula that had been chosen before. After implementing reporting

method in cycle I, the researcher found that score of smoothness was

became 8 students successful got score >80 or it was 40%. The other side

12 students unsuccessful got score >80 or it was 60%. The score of self-

confidence was became 7 students successful got score >80 or it was 35%.

In the other side 13 students unsuccessful got score >80. Cycle I is

categorized unsuccess. The result of standard of success criteria (KKM)

minimum was >80 score. Because of the target was not achieved in the

cycle I, the researcher worked hard in the cycle II to reach the target and

try to evaluate the weakness in the cycle I.

47

In cycle II the researcher found the percentage of the students score

from the formula that had been chosen before. From the table of analysis,

the students’ smoothness score was 18 students who successful got score

>80 or it was 90%. In other side 2 students or 10% from 20 students

unsuccessful got score >80. The score of self-confidence in cycle II was

became 17 students successful got score >80 or it was 85% and only 3

students unsuccessful got score >80 or it was only 15% from 20 students

in the class.

From the explanation above, it can be concluded that the students’

self-confidence in public speaking use reporting method increased because

of the target score has been achieved.

The researcher finding indicated that the students’ self-confidence

in public speaking at second grade of SMP Negeri 13 Makassar showed

the imrpovement through by using reporting method. The process the

cycle I to cycle II showed improvement from low confidence to high

confidence.

In the first cycle the students’ seemed like confused, but in second

cycle the students’ enjoyed the method. In first cycle the students’ difficult

to memorize, the students’ feel shy and scare do mistake when speaking.

The researcher knew what the weakness and doing reflection than the

researcher prepares well in the second cycle.

48

In this part, the researcher described the teaching and learning

process in the classroom using zoom meeting application. This was some

process that research could explain as follows:

a. At the first meeting in cycle I, the researcher started the material with

greeting to the students than introduce herself. After that delivered one

topic that would be present than the researcher giving motivation for them.

During the teaching and learning process, the researcher showed a video

example about reporting method as a material, then the researcher gave

opportunity to the students to make question related the topic before action

in the class. Closing activity the researcher gave conclusion related

material than gave one topic for them that will be study next meeting,

especially at the first meeting the students still look passive when the

teacher asked for them. Learning situation was still noise and some

students did not enthusiastic when they were learning.

b. At the second meeting, the researcher checked attendant list by group class

on the WhatsApp and asked the students to use zoom meeting application.

The researcher continues explain about the material and gave motivation

for them. The main activity, the researcher explained the procedure of

reporting method. The researcher showed one news video as example for

their project. In the closing activity, the researcher gave opportunity to the

students make a question about the researcher explanation about the

project.

49

c. At the third meeting, the researcher asked the students to use zoom

meeting application and checked attendant list by group class on

WhatsApp. The researcher asked the students to conceptualize their

project in each student by writing down some news and then practice like

a reporter. Every students doing the project in one week and the researcher

asked the students to prepare their project and presented in other students

with zoom meeting. The researcher closed meeting with greetings.

d. At the fourth meeting, the researcher opens the class with greeting and

checked attendant list and the researcher asked students to join class in

zoom meeting application. The researcher asked students to prepare their

self to presented their project in front of their friends. After presented their

project, the researcher asked each students what the difficulties during the

project. Finally, the researcher gave public speaking test to find out the

students’ self-confidence after implemented the reporting method. The

result after implementing the reporting method could improve the

students’ smoothness and self-confidence.

e. At the first meeting in cycle II, the researcher asked the students to join the

class in zoom application and checked students’ name. The researcher

makes the short explanation about the material. After that, the researcher

gave suggestion to students’.

f. At the second meetings in cycle II, the researcher asked students’ in

WhatsApp group to join class at zoom meeting application. The researcher

explains the correlation the last material and gave students another video

50

about news. The researcher gave opportunity to students about their

problem before practice in the class and the researcher give solution about

that problem. The researcher closed the studied with greeting.

g. At the third meetings in cycle II, the researcher opened with greeting and

checked the name. Before study the researcher gave motivation related the

material that will be presented. The researcher gave corrected and

suggestion to the students about their performance in public speaking so

that they were better in next project. The closing activity, the researcher

gave the topic for each students. The researcher asked the students to

prepare their project and make a video then the students upload the project

in their account Instagram. The researcher closed the studied with

greeting.

h. At the fourth meetings in cycle II, the researcher opened the class with

greeting. The researcher gave suggestion to the students. The class in this

meeting was clear and good. The students’ enthusiasms follow the study.

Finally, the researcher closed the study with greeting. The result of cycle II

in implementation reporting method showed the students’ self-confidence

in public speaking was improved. This score was taken from data analysis

and calculating by using means score. After that, the researcher used the

score of cycle I and cycle II to find out the students improve percentage

through reporting method.

Based on the explanation above, the researcher concluded the reporting

method is an effective method to improve students’ self-confidence in public

51

speaking at the class, especially at second grade of SMP Negeri 13 Makassar.

So, the students can easy to express their feeling, their idea when they public

speaking.

52

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

In this research, reporting method to improve students’ self-confidence in

public speaking at second grade of SMP Negeri 13 Makassar, there were two

aspects of fluency: smoothness and self-confidence. Based on finding the

research concluded the students were more active and participated in teaching-

learning process of public speaking. Therefore, action learning strategy can be

alternative for teacher in teaching speaking which can improve and keep their

public speaking.

This research used classroom action research (CAR) to got the data. The

researcher used two cycles. The researcher asked the students to practice with

reporting method. The students’ score percentage on smoothness and self-

confidence in the first test (diagnostic-test) no one students successful passed

the KKM (>80). In the second test (cycle I) on smoothness only 8 (40%)

students from 20 students who got score up 80. In the second test (cycle I) on

self-confidence only 7 students (35%) from 20 students got the score up 80. In

the third test (cycle II) on smoothness, the students’ who got score up 80 was

18 students (90%) from 20 students and on self-confidence was 17 students

(85%) from 20 students got score up 80 or successful passed the KKM (80).

The researcher concluded that reporting method as action learning

strategy worked effectively and efficiently in helping students’ to improve

students’ self-confidence in public speaking.

53

B. Suggestion

In this part, the researcher would like to give some suggustions to be

considered by English teacher. The relation of public speaking skill in terms is

fluency aspect, smoothness and self-confidence in this research. Reporting

method would be helpful to improve students’ public speaking skill, so the

teacher needs reporting method as alternative method of the teacing process in

junior high school. English teacher is suggested to be creative in teaching

public speaking, because giving interesting method/media, students will have

an interested to learn public speaking more.

The suggestion for the next researcher, the researcher hopes that the next

researchers can prepare everything as good as possible in conducting the

research can do the follow up of this research. The next researcher should

observe carefully to result an exact observation. The researcher admits that

there are so many limitations in conductin the research. The researcher

realyzed that this thesis was far from perfect. This can be caused by many

factors, such as the limitation of time, so it was not prepared well or perharps

because the lack of the researcher understanding.

54

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56

APPENDICES

57

APPENDIX I

INSTRUMENT

Diagnostic Test

ACTIVITY : SPEAKING TEST

TIME : 1 x 45 Menit

1. Please introduce yourself in front of the class?

2. Tell us about your family in front of the class?

58

APPENDIX II

INSTRUMENT

CYCLE 1 TEST

ACTIVITY : SPEAKING TEST

TIME : 1 x 45 Menit

1. After the researcher explains the theory of reporting method, the researcher asked the

students to watch the video in zoom meeting.

2. The researcher asked the students to make a report text based on the video.

3. The students’ presented in zoom meeting with reporting method minimum 1 minute.

59

APPENDIX III

INSTRUMENT

CYCLE 2 TESTS

ACTIVITY : SPEAKING TEST

TIME : 1 x 45 Menit

1. Asked the students to watch video in WhatsApp

2. After watch video, the researcher asked the students to make a report text based on the

video.

3. The students’ presented in their account Instagrams’.

60

APPENDIX IV

STUDENTS OF SMOOTHNESS SCORE

From the table of students’ score in smoothness above, the total score in

diagnostict-test was 1350 and the number of students who took the test was 20

students, so the students’ mean score was:

∑

No. Nama D-test Cycle 1 Cycle 2

1. Afifah Shafira Putri Meima 65 75 82

2. Ahmad Aisir Zotra 65 80 86

3. Ahmad Maulana Nugroho 70 78 85

4. Aisyah Naura Kasman 65 75 85

5. Alexander Julian Jacob 68 75 88

6. Andi Anggun Zasqianara Arfan 65 77 86

7. Andi Muhammad Afif Thufail Rahman N. 70 82 87

8. Annisa Mulia Supratini Irwan 68 78 85

9. Nayla Ulfa Nabila Basam 70 82 87

10. Casey Elysia Feodora D. 68 73 79

11. Muhammad Nuh Hudzaifah 65 80 89

12. Musdalifah 70 83 89

13. Nahda Nabila Yusuf 68 72 78

14. Nurul Fiqhranie Azizah Ashfar 70 78 87

15. Raditya Reswara 72 85 92

16. Rainhard Nafiansyah Elfajri S. 68 80 86

17. Reva Natasyah 65 76 85

18. Sarah Syafirah Santiung 68 80 89

19. Siti Fadilah Asyurah 65 75 85

20. Siti Fakhriyah Nadia Firham 65 78 86

Total 1350 1562 1716

The Mean Score 67.5 78.1 85.8

61

Students’ diagnostict-test of smoothness in public speaking skill in English

lesson was still very low. The mean score of students was 67.5. The researcher gave

test after implementation reporting method and of cycle I, the result was:

∑

From the analysis above, students’ smoothness in public speaking in English

lesson got increasing. The mean of students score was 78.1 and the number of students

who were competent in public speaking test was calculated by applying the following

formula:

P =

x 100%

P1 =

x 100% = 60%

P2 =

x 100% = 40%

Students’ Score Percentage of Cycle I

Criteria Total Students Percentage

P1 Unsuccessful 12 60%

P2 Successful 8 40%

62

From the table students’ score percentages in cycle I above, 8 students got

successful or it was 40%. The other side 12 students’ got unsuccessful score or it was

60%. The result of standard of success criteria (KKM) minimum was >80 score, then

in cycle I test is categorized unsuccess.

After getting mean score of students’ score in action, the researcher was

identified wheter or not there might have students’ improvement score on public

speaking skill from diagnostict-test in cycle I.

P1 =

x 100%

P1 =

x 100%

P1 =

x 100% = 15.70%

The percentage of students’ improvement from diagnostict-tes to cycle I was

15.70%. After cycle I is categorized unsuccess, then the researcher did the cycle II

test. The result was:

∑

From the result above, students’ smoothness in public speaking in English

lesson has increased. The mean of students score was 85.8 and the number of students

63

who were competent in public speaking test was calculated by applying the following

formula:

P =

x 100%

P1 =

x 100% = 10%

P2 =

x 100% = 90%

Students’ Score Percentage of Cycle II

Criteria Total Students Percentage

P1 Unsuccessful 2 10%

P2 Successful 18 90%

From the table of students’ score percentages in cycle II above, the students’

smoothness in public speaking was increased. From the criteria, 18 students got

successful score and only 2 students have unssuccessful score.

After getting mean score of students’ score in action, the researcher was

identified wheter or not there might have students’ improvement score on public

speaking skill from diagnostict-test in cycle II.

P2 =

x 100%

P2 =

x 100%

P2 =

x 100% = 27.11%

The percentage of students’ improvement from diagnostict-test to cycle II was 27.11%.

64

APPENDIX V

STUDENTS’ OF SELF-CONFIDENCE SCORE

From the table of students’ score in self-confidence above, the total score in

diagnostict-test was 1314 and the number of students who took the test was 20

students’, so the students’ mean score was:

∑

No. Nama D-test Cycle 1 Cycle 2

1. Afifah Shafira Putri Meima 60 70 83

2. Ahmad Aisir Zotra 65 72 86

3. Ahmad Maulana Nugroho 68 75 85

4. Aisyah Naura Kasman 60 70 82

5. Alexander Julian Jacob 65 72 79

6. Andi Anggun Zasqianara Arfan 65 73 79

7. Andi Muhammad Afif Thufail Rahman N. 68 82 88

8. Annisa Mulia Supratini Irwan 65 78 85

9. Nayla Ulfa Nabila Basam 63 80 88

10. Casey Elysia Feodora D. 65 75 79

11. Muhammad Nuh Hudzaifah 67 80 87

12. Musdalifah 65 80 89

13. Nahda Nabila Yusuf 68 75 80

14. Nurul Fiqhranie Azizah Ashfar 70 78 85

15. Raditya Reswara 72 85 92

16. Rainhard Nafiansyah Elfajri S. 62 80 86

17. Reva Natasyah 65 76 85

18. Sarah Syafirah Santiung 65 80 87

19. Siti Fadilah Asyurah 68 78 85

20. Siti Fakhriyah Nadia Firham 68 78 86

Total 1314 1537 1696

The Mean Score 65.7 76.85 84.8

65

Students’ diagnostict-test of self-confidence in public speaking skill in English

lesson was very low. The mean score of students was 65.7. The researcher gave test

after implementation reporting method and of cycle I, the result was:

∑

From the result, students’ self-confidence in public speaking in English lesson

got increasing. The mean of students score was 76.85 and the number of students who

were competent in public speaking test was calculated by applying the following

formula:

P =

x 100%

P1 =

x 100% = 65%

P2 =

x 100% = 35%

Students’ Score Percentage of Cycle I

Criteria Total Students Percentage

P1 Unsuccessful 13 65%

P2 Successful 7 35%

From the table of students’ score percentage in cycle I above, 7 students got

successful or it was 35%. The other side 13 students’ got unsuccessful score or it was

66

65%. The result of standard of success criteria (KKM) minimum was >80 score, then

in cycle I test is categorized unsuccess.

After getting mean score of students’ score in action, the researcher was

identified wheter or not there might have students’ improvement score on public

speaking skill from diagnostict-test in cycle I.

P1 =

x 100%

P1 =

x 100%

P1 =

x 100% = 16.97%

The percentage of students’ improvement from diagnostict-test to cycle I was

16.97%. Because the target was not achieved in the cycle I, the researcher work hard

in the cycle II to reach the target. The result was:

∑

From the result above, students’ self-confidence in public speaking in English

lesson was improvement. The mean of students score was 84.8 and the number of

students who were competent in public speaking test was calculated by applying the

following formula:

67

P =

x 100%

P1 =

x 100% = 15%

P2 =

x 100% = 85%

Students’ Score Percentage of Cycle II

Criteria Total Students Percentage

P1 Unsuccessful 3 15%

P2 Successful 17 85%

From the table of students’ score percentages in cycle II above, the students’

self-confidence in public speaking was increased. From the criteria, 17 students got

successful score and 3 students have unssuccessful score.

After getting mean score of students’ score in action, the researcher was

identified wheter or not there might have students’ improvement score on public

speaking skill from diagnostict-test in cycle II.

P2 =

x 100%

P2 =

x 100%

P2 =

x 100% = 29.07%

The percentage of students’ improvement from diagnostict-test to cycle II was 29.07%.

68

APPENDIX VI

THE IMPROVEMENT OF STUDENTS PUBLIC SPEAKING SKILL

1. Smoothness

a. The gap score of students score in D-test to cycle I

D-test to cycle I = cycle I – D-test

= 78.1 – 67.5

=10.6

b. The gap score of students score in cycle I to cycle II

Cycle I to cycle II = cycle II – cycle I

= 85.8 – 78.1

= 7.7

c. The gap score of students score in D-test to cycle II

D-test to cycle II = cycle II – D-test

= 85.8 – 67.5

= 18.3

2. Self-Confidence

a. The gap score of students score in D-test to cycle I

D-test to cycle I = cycle I – D-test

= 76.85 – 65.7

= 11.15

d. The gap score of students score in cycle I to cycle II

Cycle I to cycle II = cycle II – cycle I

= 84.8 – 76.85

= 7.95

69

e. The gap score of students score in D-test to cycle II

D-test to cycle II = cycle II – D-test

= 84.8 – 65.7

= 19.1

70

APPENDIX VII

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP Negeri 13 Makassar

Mata Pelajaran : Bahasa Inggris

Kelas : VIII

Materi Pokok : Teks Deskriptif Pendek dan Sederhana

Alokasi Waktu : 8JP (4 pertemuan x 40 menit)

A. KOMPETENSI INTI

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2 : Menghargai dan menghayati perilaku jujur, disiplin,

tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri,

dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam

jangkauan pergaulan dan keberadaannya

KI 3 : Memahami dan menerapkan pengetahuan (faktual, konseptual,

dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret

(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan

ranah abstrak (menulis, membaca, menghitung, menggambar, dan

mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang

sama dalam sudut pandang/teori.

B. KOMPETENSI DASAR DAN INDIKATOR

Kompetensi Dasar Indikator

3.10. Menerapkan struktur teks

dan unsur kebahasaan untuk

melaksanakan fungsi sosial teks

deskriptif dengan menyatakan dan

menanyakan tentang deskripsi

orang, binatang, dan benda,

pendek dan sederhana, sesuai

dengan konteks penggunaan nya

3.10.1 mengidentifikasi fungsi

sosial teks deskriptif

4.12. Menyusun teks deskriptif

lisan dan tulis, pendek dan

sederhana, tentang orang,

binatang, dan benda, dengan

memperhatikan fungsi sosial,

struktur teks, dan unsur

kebahasaan yang benar dan sesuai

konteks.

4.12.1 Menyusun teks deskriptif

tulis dan lisan sederhana dengan

memperhatikan unsur kebahasaan

yang benar dan sesuai konteks.

71

C. MATERI PEMBELAJARAN

1. Teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang,

binatang, dan benda.

2. Struktur teks

a. Identification (identifikasi) adalah pendahuluan, berupa gambaran

umum tentang suatu topik.

b. Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki

benda, tempat, atau orang yang dideskripsikan.

c. Menggunakan simple present tense.

d. Menggunakan attribute verb, seperti be (am, is, are).

e. Mudah dipahami.

f. Menggambarkan.

g. Komunikatif.

h. Dapat membuat pembaca tertarik.

i. Menggambarkan objek secara spesifik

D. METODE PEMBELAJARAN

Pendekatan : Scientific Approach

Model : Discovery Learning

Metode : Reporting Method

E. MEDIA, ALAT DAN SUMBER PEMBELAJARAN

Media : Zoom meeting, WhatsApp dan Youtube

Alat : Hp dan Laptop

Sumber Belajar : Internet

F. LANGKAH-LANGKAH PEMBELAJARAN

Pertemuan ke-1

Kegiatan Pendahuluan

Melakukan pembukaan dengan salam pembuka dan memeriksa kehadiran

peserta didik sebagai sikap disiplin melalui group WA

Menginformasikan materi yang akan dipelajari

Memberikan gambaran tentang manfaat mempelajari materi yang akan

dipelajari.

Kegiatan Inti

72

Guru meminta siswa untuk memperkenalkan diri dan pengalaman siswa

Mengajukan pertanyaan

1. Have you ever read an information report text and reporting method before?

2. What kinds of information report text that you have read?

Kegiatan Penutup

Peserta didik dengan bimbingan guru membuat resume tentang poin-poin

penting yang muncul dalam kegiatan pembelajaran yang baru dilakukan

Guru menginformasikan kegiatan yang akan dilaksanakan pada pertemuan

berikutnya

Pertemuan ke-2

Kegiatan Pendahuluan

Melakukan pembukaan dengan salam pembuka dan memeriksa kehadiran

peserta didik sebagai sikap disiplin melalui group WA

Guru memeriksa kehadiran peserta didik sebagai sikap disiplin melalui group

WA

Guru melakukan refleksi tentang pembelajaran minggu lalu

Kegiatan Inti

Guru menjelaskan secara singkat tentang report text

Guru menjelaskan secara singkat tentang reporting method

Guru memperlihatkan video penjelasan tentang report text

Guru memperlihatkan video penjelasan tentang reporting method

Guru memberikan contoh tentang reporting method

Kegiatan Penutup

Mengaitkan materi dengan pengalaman peserta didik dengan materi

sebelumnya serta mengajukan pertanyaan untuk mengingat dan

menghubungkan dengan materi report

Pertemuan ke-3

Kegiatan Pendahuluan

Melakukan pembukaan dengan salam pembuka dan memeriksa kehadiran

peserta didik sebagai sikap disiplin melalui group WA

Kegiatan Inti

Guru menampilkan video singkat seputar berita tentang yang terjadi di

Indonesia

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guru meminta siswa untuk menganalisis video-video tersebut

Guru meminta siswa untuk membuat text report sederhana tentang video

tersebut

Guru meminta siswa untuk melakukan presentasi berdasarkan text report

sederhana yang telah dibuat siswa seperti pembawa berita.

Kegiatan Penutup

Peserta didik dengan bimbingan guru membuat resume tentang poin-poin

penting yang muncul dalam kegiatan pembelajaran yang baru dilakukan

Pertemuan ke-4

Kegiatan Pendahuluan

Melakukan pembukaan dengan salam pembuka dan memeriksa kehadiran

peserta didik sebagai sikap disiplin melalui group WA

Kegiatan Inti

Guru menampilkan video seputar tempat wisata yang ada dimakassar

Guru meminta siswa membuat text report sederhana berdasarkan video tempat

wisata yang ada di kota Makassar

Guru meminta siswa untuk presentasikan text report sederhana yang telah

dibuat dengan video max 1 menit seperti pembawa berita kemudian diupload

ke sosial media siswa (Instagram)

Kegiatan Penutup

Peserta didik dengan bimbingan guru membuat resume tentang poinpoin

penting yang muncul dalam kegiatan pembelajaran yang baru dilakukan

Guru menginformasikan kegiatan yang akan dilaksanakan pada pertemuan

berikutnya

G. TEKNIK PENILAIAN

1. Teknik : Tugas Performance

2. Bentuk Instrument : Uraian Singkat

H. RUBRIK PENILAIAN

Aspek yang dinilai adalah Smoothness dan Self-Confidence.

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Smoothness

Classification Score Criteria

Excellent 96 – 100 Speech is smooth and effortless as that of native

speaker problems

Very Good 86 – 95 Speed of speech seems to be slightly affected by

using language problems

Good 76 – 85 Speed and smoothness are rather strongly affected

by language problems

Fairly Good 66 – 75 Usually hesitant, often forced into silence by

language problems

Fair 56 – 65 Speech is as halting and fragmentary as to make

conversation virtually impossible

Poor 36 – 55 Almost gives up making an effort at times, limited

range of expression

Very Poor 0 – 35 Cannot speech and conversation nearly impossible

Self-Confidence

Classification Score Criteria

Excellent 96 – 100 Confidence by giving maximum effort, a

willingness to take a chance

Very Good 86 – 95 A desire to react positively to set, a few misdirected

focus

Good 76 – 85 Sometimes backs and learn from the situation, make

a few misdirected focus

Fairly Good 66 – 75 Usually playing save, occasionally makes

misdirected focus

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Fair 56 – 65 Makes frequent errors in giving effort

Poor 36 – 55 Almost playing keep, more likely to give up

Very Poor 0 – 35 Cannot control of luck, environmental, and

condition

Mengetahui,

Kepala SMP Negeri 13 Makassar Guru Bahasa Inggris

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APPENDIX XI

DOCUMENTATION

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CURRICULUM VITAE

The researcher, Januarianthika Kurnia Ramadhani was born on

14th

of January, 1998 in Maros. She is the first child from two

siblings. Her father is Nirwan Ali Bachtiar and her mother is

Rosmawati. She has one brother. She started study at SDN 241

Inpres Perumnas Tumalia Maros in 2004 to 2010. In 2010, she continued her

junior High School at SMP Negeri 1 Maros then graduated in 2013, in the same

year, she continued her Senior High School at SMA Negeri 4 Bantimurung and

finished it in 2016. Finally, in 2016, she continued her study as ordinary students

specializing in English Education in Faculty of Teacher Training and Education at

Muhammadiyah University of Makassar. At the end of her study, she could finish

her thesis with the title The Use of Reporting Method to Improve Students’ Self-

Confidence in Public Speaking at Second Grade of SMP Negeri 13 Makassar: A

Classroom Action Research at The Second Grade of SMP Negeri 13 Makassar.