Post on 24-Jan-2021
LAPORAN AKHIR
PROGRAM PENERAPAN IPTEKS
PELATIHAN KEGIATAN TOASTMASTER
SEBAGAI STRATEGI PENINGKATAN KEMAMPUAN
BAHASA INGGRIS (SPEAKING) DOSEN STIKES DI PADANG
Oleh:
Dra. Aryuliva Adnan, M.Pd. (NIP. 196307011988032001)
Leni Marlina, S.S., M.A. (NIP. 19820718 200604 2 004)
Delvi Wahyuni, S.S., S.S., M.A. (NIP. 19820718 200604 2 004)
Dibiayai DIPA UNP
Nomor SP DIPA -042-04.2.400085/2015
Tanggal 15 Maret 2015
FAKULTAS BAHASA DAN SENI
UNIVERSITAS NEGERI PADANG
TAHUN 2015
HALAMAN PENGESAHAN PROPOSAL
PENERAPAN IPTEKS BAGI MASYARKAT
1. Judul : Pelatihan Kegiatan Toastmaster Sebagai Strategi Peningkatan Kemampuan Bahasa Inggris Aktif (Speaking) Mahasiswa
STIKES di Padang
2. Bidang : Bahasa Inggris 3. Ketua Pelaksana :
a. Nama Lengkap : Aryuliva Adnan, M.Pd. b. Jenis Kelamin : Perempuan c. NIP/ NIDN : 196307011988032001/ 0001076309 d. Pangkat/Golongan : Lektor Kepala/ IVa e. Jabatan : Pembina f. Fakultas : Bahasa dan Seni g. Jumlah tim : 6 (Enam ) orang
Dosen : 4 (Empat) orang
Mahasiswa : 2 (Dua) orang
4. Lokasi : STIKES MERCUBAKTIJAYA Padang Jl. Jamal Jamil Pondok Kopi Siteba Padang 25146
5. Waktu Program : 2 Bulan 6. Belanja : Rp. 15.000.000, - (Lima Belas Juta Rupiah)
Mengetahui, Padang, Maret 2015
Dekan Fakultas Bahasa dan Seni, UNP Ketua Tim Pengusul,
Prof. Dr. M. Zaim, Hum Aryuliva Adnan, M.Pd.
NIP. 19610321 198602 1 001 NIP. 196307011988032001
Mengetahui/Menyetujui:
Ketua LPM UNP
Drs. Zalfendi, M.Kes
NIP. 19590602 198503 1 003
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BAB I
PENDAHULUAN
1.1. Analisis Situasi
Tenaga kesehatan umumnya, perawat khususnya merupakan profesi yang
melibatkan kepedulian dan kebersamaan dengan orang dalam berbagai kehidupan.
Tenaga kesehatan dan perawat membutuhkan keterampilan berbahasa Inggris untuk
memperluas wawasan, dan memperdalam pengetahuan ilmiah serta mendapatkan
kesempatan kerja. Keterampilan berbahasa Inggris yang diperlukan oleh tenaga
kesehatan meliputi keterampilan berbicara (speaking), menyimak (listening),
membaca (reading), dan menulis (writing).
Ada sedikitnya lima alasan khusus mengapa tenaga kesehatan dan perawat
membutuhkan bahasa Inggris (Bradley, 2008:2). Pertama, pada umumnya konferensi and
kongres ilmiah internasional termasuk bidang kesehatan dan keperawatan dilakukan
dalam bahasa Inggris dan pembicaranya lebih memilih menggunakan bahasa Inggris
untuk presentasi. Kedua, permintaan untuk tenaga kesehatan dan keperawatan dari luar
negeri sangat besar. Ketiga, tenaga kersehatan dan para perawat dapat mendapat
pengalaman yang berharga dengan bekerja di luar negeri dan dengan memakai bahasa
Inggris sebagai salah bahasa internasional. Keempat, tenaga kesehatan dan perawat
membutuhkan informasi dan sumber bacaan atau penelitian dari internet, jurnal dan
program ilmiah yang kebanyakan disampaikan dalam bahasa Inggris. Kelima, tenaga
kesehatan dan perawat perawat membutuhkan pemahaman cara kerja mesin dan alat
kesehatan yang kebanyakan instruksinya ditulis dalam bahasa Inggris. Keenam, tenaga
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kesehatan dan perawat akan bertemu atau melayani dengan pasien yang membutuhkan
catatan kesehatan mereka ditulis dalam bahasa Inggris.
Menurut Hapsari (2010), jumlah tenaga keperawatan yang dibutuhkan secara
global pada tahun 2020 nanti mencapai satu juta perawat. Hal ini membuat peluang
lulusan akademi keperawatan di Indonesia menjadi terbuka lebar. Apalagi dewasa ini
banyak tawaran bagi tenaga keperawatan untuk bekerja diberbagai negara seperti
Amerika Serikat, Kanada, Korea, Jepang, negara-negara Eropa dan Timur Tengah. Hal
ini membuktikan bahwa kemampuan perawat asal Indonesia sudah mulai diperhitungkan
pada level internasional. Tapi, masih menurut Hapsari, kendala utama bagi perawat
Indonesia untuk bekerja di luar negeri antara lain adalah lemahnya penguasaan bahasa
internasional dalam hal ini bahasa Inggris.
Hal yang senada juga disampaikan oleh Yani (2012) bahwa kendala bahasa dan
budaya lokal masih merupakan tantangan besar yang harus dihadapi oleh perawat
Indonesia. Seiring dengan itu, koran online Republika edisi tanggal 20 Juli 2012
mengulas bahwa walaupun permintaan tenaga keperawatan untuk bekerja di luar negeri
sangat tinggi, namun kendala utama yang dihadapi adalah masalah bahasa.
Para perawat tersebut bukannya tidak bisa berbahasa Inggris sama sekali.
Menurut calon perawat di STIKES (Sekolah Tinggi Ilmu Kesehatan dan Akademi
Keperawatan) Mercubaktijaya di Padang (selanjutnya disebut mitra), mereka bisa
berbahasa Inggris, tapi kemampuan mereka bersifat pasif. Dengan kata lain mereka
mengerti membaca teks terkait dengan ilmu mereka (keperawatan dan kesehatan) dalam
bahasa Inggris. Tapi ketika harus berkomunikasi secara lisan atau mengekpresikan
pendapat dalam bahasa Inggris, apalagi untuk tampil bicara di depan umum, mereka
menemukan kendala. Padahal kelak pada saat bekerja pada satu atau dua masa mereka
pasti akan berada pada situasi dimana mereka harus berkomunikasi dengan pasien atau
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keluarga pasien atau tenaga medis lainnya dalam bahasa Inggris. Apalagi jika mereka
bekerja ditempat dengan konteks internasional.
Pentingnya kemampuan berbahasa Inggris lisan atau aktif ini sangat disadari
oleh tenaga pengajar Bahasa Inggris STIKES Mercubaktijaya Padang (selanjutnya
disebut mitra). Oleh karena itu, mitra sangat ingin meningkatkan kemampuan bahasa
Inggris lisan mahasiswa mereka, tapi mitra menghadapi beberapa kendala.
Pertama waktu atau sks yang disediakan dalam kurikulum untuk bahasa Inggris
sangat terbatas. Umumnya mahasiswa STIKES hanya belajar bahasa Inggris MKDU (2
sks) dan bahasa Inggris untuk keperawatan (2 sks) sepanjang masa perkuliahan. Kedua,
mahasiswa mitra tidak punya waktu untuk meningkatkan kemampuan bahasa Inggris
dengan belajar di les bahasa Inggris atau lembaga bahasa karena tuntutan perkuliahan
yang dan pratikum yang sangat tinggi. Ketiga, mahasiswa keperawatan, terutama dalam
konteks kota Padang, berada pada situasi homogen dimana teman sekelas, tenaga
kependidian dan pengajar mereka umumnya berasal dari daerah yang sama sehingga
tidak ada keharusan untuk berkomunikasi dalam bahasa internasional seperti bahasa
Inggris.
Situasi-situasi inilah yang membuat mitra, melalui institusi tempat mereka
belajar, berinisiatif untuk meminta Tim Pengusul untuk mengadakan sejenis pelatihan
atau kegiatan mengenai sebuah strategi atau kegiatan yang bisa dilakukan untuk
meningkatkan kemampuan bahasa Inggris aktif mahasiswa mitra melalui pelatihan yang
diberikan kepada dosen yang juga akan melatih mereka nantinya. Menanggapi hal
tersebut, Tim Pengusul menawarkan sebuah solusi berupa pelatihan berbicara bahasa
Inggris (speaking) melalui inovasi kegiatan Toastmaster.
Kebanyakan orang termasuk calon tenaga kerja dapat dengan mudah
berkomunikasi melalui telepon atau email daripada berhadapan langsung dengan lawan
bicara atau pendengar. Berbicara di depan grup kecil bahkan di depan satu orang bisa saja
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membuat pembicara merasa kurang percaya diri, takut, atau terintimidasi. Padahal
keahlian berkomunikasi sangat menentukan bagi kesuksesan karir seseorang. Para
pemimpin korporat mengakui bahwa kemampuan berkomunikasi secara oral merupakan
salah satu skill yang disyaratkan bagi calon tenaga kerja yang akan diterima.
Dunia kerja membutuhkan orang-orang yang terampil mengekspresikan ide dan
pikiran mereka dengan jelas dan penuh percaya diri serta mampu mempengaruhi orang
dengan berbagai macam latar belakang. Kebanyakan sekolah dan kampus tidak
menawarkan tipe keterampilan berbicara bahasa Inggris yang efektif yang dibutuhkan
dunia kerja. Salah satu organisasi sekaligus program luar sekolah atau kampus yang fokus
terhadap skill komunikasi yang dibutuhkan dalam dunia kerja adalah Toastmaster
International.
Toastmaster Internasional merupakan organisasi international yang berpusat di
Canada yang program dengan tujuan untuk menjadikan pesertanya memiliki
keterampilan berkomunikasi yang efektif sekaligus memiliki kompetensi kepemimpinan.
Melalui klub anggotanya, Toastmaster Internasional membantu kaum pria dan wanita
belajar seni berbicara, mendengar, dan berpikir serta keahlian yang terkait dengan
aktualisasi diri, kepemimpinan, pemahaman yang lebih baik terhadap kemanusiaan. Misi
dari Toastmaster adalah menyediakan lingkungan belajar yang positif dan mendukung
dimana setiap individu memiliki kesempatan untuk mengembangkan keahlian
komunikasi oral dan kepemimpinan dengan penuh percaya diri (p.2). Toastmaster
International dijalankan oleh berbagai klub atau komunitas di lingkungan akademis,
dunia kerja, dan anggota masyarakat dengan fokus pada kompetensi komunikasi dan
kepemimpinan.
Karena fokus kegiatan Toastmaster International berkaitan dengan keterampilan
berkomunikasi menggunakan bahasa Inggris sebagai salah satu bahasa internasional,
maka kegiatan Toastmaster dapat dijadikan menjadi salah satu alternatif kegiatan
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speaking bagi tenaga kesehatan yang akan terjun ke dunia kerja nantinya. Dengan
berpedoman kepada beberapa proyek kegiatan Toastmaster dan melakukan inovasi pada
bagian tertentu, kegiatan Toastmaster akan sangat cocok dilatihkan bagi tenaga pengajar
kesehatan STIKES Mercubaktijaya Padang, dengan harapan mereka mentransfer ilmu
mereka dan melatihkan hal yang sama bagi kepentingan bahasa Inggris aktif mahasiswa
mereka.
1.2. Perumusan Masalah
Berdasarkan analisis situasi yang sudah dilakukan maka permasalahan prioritas
mitra yang perlu dipecahkan adalah:
1. Mitra tidak begitu memahami konsep dan model kegiatan kegiatan
Toastmaster yang bisa digunakan mitra untuk meningkatkan kemampuan
bahasa Inggris aktif mahasiswa mitra.
2. Mitra tidak begitu memahami jenis aktivitas atau projek yang dipakai dalam
kegiatan Toastmaster yang bisa digunakan mitra untuk meningkatkan
kemampuan bahasa Inggris aktif mahasiswa mitra.
3. Mitra tidak begitu memahami asesmen atau penilaian yang dipakai untuk
mengevalusi kemampuan bahasa Inggris aktif mahasiswa mitra dalam
kegiatan Toastmaster.
1.3. Tujuan
Adapun tujuan kegiatan dari kegiatan pengabdian masyarakat ini adalah sebagai
berikut:
1. Melatih atau mendidik mitra untuk memahami konsep dan model kegiatan
kegiatan Toastmaster yang bisa digunakan mitra untuk meningkatkan
kemampuan bahasa Inggris aktif mahasiswa mitra.
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2. Melatih atau mendidik mitra untuk memahami dan melakukan berbagai jenis
aktivitas atau projek yang dipakai dalam kegiatan Toastmaster yang bisa
digunakan mitra untuk meningkatkan kemampuan bahasa Inggris aktif
mahasiswa mitra.
3. Melatih atau mendidik mitra untuk mitra tidak begitu memahami asesmen atau
penilaian yang dipakai untuk mengevalusi kemampuan bahasa Inggris aktif
mahasiswa mitra dalam kegiatan Toastmaster.
1.4. Luaran yang Diharapkan
Luaran yang diharapkan dari kegiatan ini adalah sebagai berikut:
1. Mitra mengetahui teori dasar Toastmaster dan mampu mempraktekkan aktivitas
dan proyek yang ada dalam kegiatan Toastmaster.
2. Mitra dapat melanjutkan kegiatan Toastmaster secara mandiri setelah pelatihan
selesai.
Karena bentuk kegiatan adalah pendidikan dan pelatihan, maka bentuk luaran
kegiatan adalah sertifikat pelatihan yang dikeluarkan oleh Tim Pengusul.
1.5. Manfaat
Manfaat utama dari kegiatan ini adalah bertambahnya pengetahuan mitra
mengenai kegiatan Toastmaster dalam upaya meningkatkan bahasa Inggris aktif
(speaking) sekaligus public speaking mahasiswa mitra. Manifestasi dari pengetahuan itu
adalah mitra mampu menjadi pembicara (speaker) dan public speaker yang profesional
sehingga mampu melatih mahasiswa mereka secara baik. Tentu saja pelatihan yang
benar akan berkorelasi positif dengan profesiensi speaking mahasiswa yang sering
diujikan dan dipakai dalam dunia kerja. Kemudian, keahlian ini juga akan bermanfaat
bagi tenaga pengajar kesehatan sebagai salah satu strategi menarik yang bisa mereka
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pakai dalam pengajaran bahasa Inggris terutama pada kemampuan bahasa berbicara
(speaking).
BAB II
TINJAUAN PUSTAKA
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2.1 Konsep Dasar Speaking
Ada lima elemen yang terkait dengan proses komunikasi yaitu: pembicara, pesan,
media, audiense, dan respon. Setiap kali seorang pembicara mengkomunikasikan sebiha
pesan kepada yang lain, elemen ini akan selalu hadir. Dalam situasi berbicara elemen ini
berinteraksi satu sama lain (Koch, 1998:7).
Menurut Nunan (2003), mengajar speaking berarti mengajar pelajar bahasa untuk
melakukan enam hal. Pertama, memproduksi bunyi pembicaraan dan pola bunyi dalam
bahasa Inggris. Kedua, menggunakan kata dan tekanan kalimat, pola intonasi bahasa
dalam bahasa Inggris. Ketiga, memilih kata dan kalimat yang tepat berdasarkan lokasi,
audiens, situasi dan topik pembicaraan. Keempat, menyusun pikiran dalam urutan yang
logis dan bermakna. Kelima, menggunakan bahasa sebagai alat untuk mengekspresikan
nilai dan penilaian. Keenam, menggunakan bahasa dengan lancar dan percaya diri.
Menurut Richard (2008:11), penguasaan keterampilan berbicara bahasa Inggris
merupakan prioritas bagi orang yang tengah belajar bahasa Inggris baik sebagai bahasa
kedua maupun sebagai bahasa asing. Sehingga, orang yang sedang belajar bahasa
Inggris sering mengevaluasi kesuksesan dan keefektivan belajarnya berdasarkan pada
seberapa banyak peningkatan profesiensi speaking mereka. Selanjutnya, menurut
Richard (2008:21-31), speaking berfungsi untuk interaksi (interaction), transaksi
(transaction), penampilan (performance).
Louma (2004) menyatakan ada setidaknya tujuh fitur diskurs berbicara. Fitur
tersebut terdiri dari: pengaturan ide, perencanaan, penggunaan kata generik, frase dan
penanda, eror, interaksi dan variasi. Fitur ini selalu muncul dalam penggunaan speaking
sehari-hari maupun dalam bentuk aktivitas pelatihan atau praktek speaking. Menurut
Richard (2008:41), untuk melaksanakan aktivitas speaking untuk sebuah workshop atau
pelatihan, perlu diperhati hal berikut. Pertama, apa yang akan difokuskan dalam
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pelatihan, apakah interaksi, transaksi atau penampilam. Kedua, bagaimana cara
memodelkan aktivitas. Ketiga, apa tahap kegiatannya. Ketiga, pendukung bahasa apa
yang akan digunakan. Keempat, sumber apa yang dibutuhkan. Kelima, penyusunan
pembelajaran, tingkat penampilan. Keenam, bagaima komentar memberikan komentar
atau evaluasi.
Dalam belajar bahasa Inggris sebagai bahasa asing, kemampuan speaking
merupakan keterampilan yang sangat penting dikuasai karena merupakan dasar dari
komunikasi. Keterampilan speaking dapat dikembangkan melalui berbagai aktivitas
komunikasi seperti melengkapi informasi (information gap), teka-teki (jigsaw puzzle),
penyelesaian masalah (problem-solving), bermain peran (role-playing) dan diskusi
bebas (free discussion). Aktivitas komunikasi ini dapat memotivasi semangat belajar
bicara bahasa Inggris karena aktivitas tersebut menciptakan lingkungan belajar yang
mendukung bagi kegiatan belajar bahasa (Oradee, 2012:533).
Oradee (2012:535) melakukan penelitian sikap pelajar bahasa Inggris sebagai
bahasa asing di Thailand terhadap keterampilan speaking dengan menggunakan tiga
aktivitas komunikasi yaitu discussion, problem-solving dan role-playing. Hasil
penelitian Oradee menunjukkan bahwa pelajar tersebut memiliki sikap yang bagus
terhadap bahasa Inggris termasuk termotivasi dalam belajar speaking karena mereka
merasa puas dalam belajar, menikmati suasana belajar dalam grup-grup kecil yang telah
dibentuk.
Selain menciptakan lingkungan belajar yang kondusif melalui grup dan kegiatan
bermain, pengajaran atau pelatihan speaking harus memberikan kesempatan praktek
yang banyak bagi pembelajar bahasa. Hal yang sama disarankan oleh McGonigal
(2005:1) bahwa pelajar bahasa membutuhkan kesempatan yang luas untuk praktek
berbicara dan sekaligus mendapatkan perspektif baru dan kegiatan inovatif dalam belajar
bahasa.
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2.2 Toastmaster Sebagai Strategi Pelatihan Speaking Aktif
Hsu (2012:21) melakukan penelitian terhadap kelompok mahasiswa di Taiwan
yang melakukan kegiatan Toastmaster sebagai kegiatan ko-kurikuler. Hasil penelitiannya
menunjukkan bahwa kegiatan Toastmaster tidak hanya meningkatkan kemampuan
berbicara bahasa Inggris mahasiswa, bahkan kegiatan ini juga mampu menghilangkan
cultural shock yang pernah dialami mahasiswa sebelumnya.
Nordin dan Shaari (2010:60) meneliti persepsi persepsi pelajar yang belajar
bahasa Inggris sebagai bahasa kedua terhadap penggunaan tradisi Toastmaster di kelas
speaking. Hasil penelitian mereka menunjukkan bahwa mahasiswa memiliki persepsi
yang positif terhadap pengaruh kegiatan Toastmaster bagi keterampilan berbicara
mereka. Hal ini dibuktikan oleh persepsi mereka yang menunjukkan bahwa semua
aktivitas berbicara dan kegiatan evaluasi serta penampilan lainnya pada setiap kali
pertemuan Toastmaster menjadikan peserta lebih percaya diri dan lancar dalam speaking.
Kegiatan Toastmaster akan selalu memberikan dua kompetensi bagi pesertanya
yaitu kompetensi berkomunikasi yang efektif dalam bahasa Inggris dan kompetensi
kepemimpinan (Toasmasters International, 2011). Bentuk program Toastmaster yang akan
diperuntukan bagi tenaga pengajar STIKES adalah kegiatan yang juga terfokus pada
kompetensi komunikasi dan kompetensi kepemimpinan.
Kegiatan yang meliputi kemampuan berkomunikasi terdiri dari sepuluh proyek
utama dan dua proyek ekstra (Toastmasters Internasional, 2011) seperti berikut:
1. Proyek 1: The Ice Breaker
2. Proyek 2: Organize your speech
3. Proyek 3: Get to the point
4. Proyek 4: How to say it
5. Proyek 5: Your body speaks
6. Proyek 6: Vocal variety
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7. Proyek 7: Research your topic
8. Proyek 8: Get comfortable with visual aids
9. Proyek 9: Persuade with power
10. Proyek 10: Inspire your audience
11. Evaluate your progres
12. The entertaining speech
Kegiatan Toastmaster yang terfokus pada kompetensi kepemimpinan terdiri dari
proyek utama (Toasmasters Internasional, 2011) terdiri dari 10 proyek sebagai berikut.
1. Proyek 1 : Aktivitas menyimak dan melaporkan hasil simakan (Listening)
Peran/ kegiatan: Ah-counter, speech evaluator, grammarian, table topics speaker
2. Proyek 2 : Aktivitas berpikir kritis (Critical thinking)
Peran/ kegiatan: Speech evaluator, grammarian, general evaluator
3. Proyek 3 : Aktivitas memberikan masukan atau komentar umpan-balik
(Giving feedback)
Peran/ kegiatan: Speech evaluator, grammarian, general evaluator
4. Proyek 4 : Aktivitas manajemen waktu (Time management)
Peran/ kegiatan: Timer, toastmaster, speaker, topicsmaster, grammarian
5. Proyek 5 : Perencanaan dan implementasi (Planning and implementation)
Peran/ kegiatan: speaker, general evaluator, toastmaster, topicsmaster
6. Proyek 6 : Organisasi dan Delegasi (Organization and delegation)
Peran/ kegiatan: Help organize a club speech contest, help organize a club special
even
7. Proyek 7 : Aktivitas memfasilitatasi jalannnya kegiatan (Facilitation)
Peran/ kegiatan: Toastmaster, general evaluator, topicsmaster, befriend a guest
8. Proyek 8 : Aktivitas memotivasi (Motivation)
Peran/ kegiatan: Toastmaster, general evaluator, speech evaluator
9. Proyek 9 : Aktivitas menjadi mentor (Mentoring)
Peran : Mentor for a new member, mentor for an existing member, etc
10. Proyek 10 : Aktivitas kerja sama tim (Team building)
Peran : Toastmaster, general evaluator
Adapun tugas khusus dari masing-masing peran peserta dalam Toastmaster
dideskripsikan dalam tabel berikut ini.
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No. Peran Tugas Penjelasan Tugas
1 GRAMMARIAN
Taking on
this role
improves
vocabulary,
grammar,
critical
listening
skills and
evaluation
skills
The Grammarian plays an important role in helping all club
members improve their grammar and vocabulary. As
Grammarian you:
- Introduce new words to meeting participants and monitor language and grammar usage
- Write down the language and grammar usage of all speakers, noting incomplete sentences,
mispronunciation, grammatical mistakes, non-
sequiturs, malapropisms, etc. Example: "One in five
children wear glasses" should be"one in five
children wears glasses."
- At the end of the meeting, give your complete report when called on.
- Optional: Introduce a "Word of the Day" that helps meeting participants increase their vocabulary;
Display the word, part of speech, and a brief
definition with a visual aid and prepare a sentence
showcasing how the word should be used. Note
who uses this word or any derivatives thereof
correctly or incorrectly during the meeting.
2 AH-COUNTER
Taking on
this role
improves
observationa
l and
listening
skills
The purpose of the Ah-Counter is to note any overused
words or filler sounds used as a crutch by anyone who
speaks during the meeting. Words may be inappropriate
interjections, such as and, well, but, so and you know.
Sounds may be ah, um or er. As Ah-Counter you:
- Request a copy of the Ah-Counter’s log from your Sergeant at Arms. If a log is not available, be
prepared to take notes.
- When introduced during the club meeting, explain the role of the Ah-Counter.
- In the Ah-Counter’s log, record overlong pauses, overused words and filler sounds relied upon too
often by all speakers. Examples include: and, but,
so, you know, ah, um.
- During the evaluation portion of the meeting, report your observations when called upon.
3 TIMER
Taking on
this role
improves
time
management
skills
One of the skills Toastmasters practice is expressing a
thought within a specific time. As Timer you are responsible
for monitoring time for each meeting segment and each
speaker. To perform as Timer, you:
- Acquire the timing/signaling equipment from the Sergeant-at-Arms and know how to operate it.
- Explain the timing rules and demonstrate the signal device if called upon to do so.
- Throughout the meeting, listen carefully to each participant and signal them accordingly.
- When called to report, announce the speaker's name and the time taken.
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- After the meeting, return the timing/signaling equipment to the Sergeant-at-Arms and give your
timer's report to the secretary.
4 TOPICSMASTER
Taking on
this role
improves
organization
al skills,
time
management
skills and
facilitation
skills
The Topicsmaster delivers the Table Topics portion of the
meeting, which helps train members to quickly organize and
express their thoughts in an impromptu setting. As
Topicsmaster, you:
- Select topics in advance of the meeting that allow speakers to offer opinions.
- Give members who aren't assigned a speaking role the opportunity to speak during the meeting by
assigning impromptu talks on non-specialized
themes or topics.
- Don't ask two people the same thing unless you specify that it is to generate opposing viewpoints.
- In clubs presenting a Best Table Topics speaker award, ask members to vote for the best Table
Topics speaker.
5 TOASTMASTER
Taking on
this role
improves
organization
al skills,
time
management
skills and
public
speaking
skills
The Toastmaster is a meeting's director and host. A member
typically will not be assigned this role until they are
thoroughly familiar with the club and its procedures. As
Toastmaster, you:
- Acquire a meeting agenda from your Vice President Education.
- Work with the General Evaluator to ensure all club participants know their roles and responsibilities.
- Introduce speakers during the club meeting, including their speech topic, project title,
objectives, delivery time, etc. during your
introduction.
- Ensure smooth transitions between speakers during the club meeting.
6 MEETING
SPEAKER
Taking on
this role
improves
critical
thinking,
confidence
and public
speaking
skills
Every speaker is a role model and club members learn from
one another's speeches. As a Meeting Speaker, you:
- Prepare, rehearse and present a speech during the club meeting
- Arrive early to make sure the microphone, lectern and lighting are working and in place.
- Discuss your goals, strengths and weaknesses with your evaluator prior to giving your speech.
7 TABLE TOPICS
SPEAKER
Taking on
this role
improves
confidence
and
impromptu
public
speaking
skills
Table Topics is a long-standing Toastmasters tradition
intended to help members develop their ability to organize
their thoughts quickly and respond to an impromptu
question or topic.
- Table Topics typically begins after the prepared speech presentations.
- The Toastmaster will introduce the Topicsmaster, who will give a brief description of Table Topics
and then call on respondents at random.
- When asked to respond, stand next to your chair.
14
Your response should last one to two minutes.
8 EVALUATOR
Taking on
this role
improves
listening
skills,
critical
thinking and
positive
feedback
skills
In Toastmasters, feedback is called evaluation, and it is the
heart of the Toastmasters educational program. You observe
the speeches and leadership roles of your fellow club
members and offer evaluations of their efforts, and they do
the same for you. As evaluator, you:
- Provide verbal and written evaluations for speakers using the Effective Evaluation manual.
- Ask those you've been assigned to evaluate what they will present and what they wish to achieve.
- Answer evaluation questions in the manual as objectively as possible.
- When giving any evaluation, offer praise as well as constructive criticism.
9 GENERAL EVALUATOR
Taking on
this role
improves
critical
thinking,
organization
al skills,
time
management
skills,
motivational
and team-
building
skills
The General Evaluator evaluates everything that takes place
during the club meeting. In addition, the General Evaluator
conducts the evaluation portion of the meeting and is
responsible for the evaluation team: the speech evaluators,
Ah Counter, Grammarian and Timer. As General Evaluator,
you:
Ensure other evaluators know their tasks and responsibilities
Explain the purpose and benefits of evaluations to the group
Identify and confirm meeting assignments with the Timer, Grammarian and Ah-Counter
Confirm the club meeting program and/or checklist with the Toastmaster
During the meeting, take notes and report on all club proceedings to evaluate things such as
timeliness, enthusiasm, preparation, organization,
performance of duties, etc.
Menurut Allum and McGarr (2008:3), secara umum topik bahasa Inggris yang
sangat sering diperlukan dalam situasi praktek keperawatan meliputi enam hal. Pertama,
mendiskusikan topik keperawatan (nursing topics). Kedua, skenario keperawatan
(nursing scenarios). Ketiga, memberikan nasehat secara baik (giving advice sensitvely),
Keempat, mempresentasikan topik kesehatan (medical focus). Kelima, membaca bagan
dan dokumen (charting and documentation), Keenam, memahami singkatan dalam
pelayanan kesehatan (abbreviations and acronyms used in healthcare).
2.3 Evaluasi Speaking Melalui Kegiatan Toastmaster
15
Evaluasi speaking melalui kegiatan Toastmaster didasarkan pada panduan dan format
asesmen yang sudah ditetapkan oleh program Toastmaster Internasional sebagaimana
yang tertera pada tabel berikut.
Project Objectives Evaluation
1
•To begin speaking before
an audience. •To discover speaking
skills you already have
and skills that need some attention.
In this speech the new member is to introduce
himself/herself to the club and begin speaking before an audience. The speech should have a clear
beginning, body and ending. The speaker has been
advised to use notes if necessary and not to be concerned with body language. Be encouraging
and point out the speaker’s strong points while gently and kindly mentioning areas that could be
improved. Strive to have the speaker look forward
to giving another speech. Your evaluation should help the speaker feel glad about joining
Toastmasters and presenting this speech.
2 • Select and appropriate
outline which allows listeners to easily
follow and understand your speech.
• Make your message clear, with supporting
material directly contributing to that
message.
• Use appropriate transitions when moving from one idea to
another.
• Create a strong opening and conclusion.
The speaker is to present a talk that is organized in
a manner that leads the audience to a clearly
defined goal. The speech includes a beginning, a body and a conclusion; major facts or ideas; and
appropriate support material, with smooth transitions between the facts and ideas. In addition
to your verbal evaluation, please complete this
evaluation form by rating the speech in each category and offering comments or specific
recommended action where warranted.
3 • Select a speech topic and
determine its general and specific purposes.
• Organize the speech in a
manner that best achieves
those purposes.
• Ensure the beginning; body and conclusion
reinforce the purposes.
• Project sincerity and
conviction and control any
nervousness you may feel.
The speaker is to prepare a speech that has a clear
general purpose (to inform, persuade, entertain or inspire) and a specific purpose. The speech is to
be organized in a manner that best achieves these
purposes. The beginning, body and conclusion should all tie into and reinforce the purposes. The
speaker is to project sincerity and conviction and strive not to use notes. Any nervousness displayed
should be minimal.
4 • Select the right words
and sentence structure to communicate your
ideas clearly,
accurately and vividly.
• Use rhetorical devices to
The speaker is to use words and arrangements
of words that effectively communicate his or her
message to the audience. The speaker should select clear, accurate, descriptive and short words and
choose verbs that convey action. Sentence and paragraph construction should be simple and short.
16
enhance and emphasize
ideas.
• Eliminate jargon and unnecessary words. Use
correct grammar.
The speaker needs to include rhetorical devices,
avoid jargon and unnecessary words and use
correct grammar. The speech must have a clear
purpose and be appropriately organized.
5 • Use stance, movement,
gestures, facial expressions and eye
contact to express your
message and achieve your speech’s purpose.
• Make your body language smooth and
natural.
The speaker is to use stance, body movement,
gestures, facial expressions and eye contact that
illustrate and enhance his or her verbal message. Movement, gestures, facial expressions and eye
contact should be smooth and natural. Body language should enhance and clarify the speaker’s
words and help the audience visualize the speaker’s
point and overall message. The message you see should be the same one you hear. The speech must
have a clear purpose and appropriate
organization. Also, the speaker must use words and arrangements of words that effectively
communicate his or her message to the audience. In addition to your verbal evaluation, please complete
this evaluation form by checking the
appropriate space for each item. Add your comments for those items deserving praise or
specific suggestions for improvement.
6
• Use voice volume, pitch, rate and quality
to reflect and add
meaning and interest to
your message.
• Use pauses to enhance your message.
• Use vocal variety smoothly and naturally.
The speaker is to use a voice that is pleasing to
listen to, with proper balance of volume, pitch and rate, and use pauses to enhance his or her
message. The speaker’s voice should reflect and add
meaning to the thoughts he or she is presenting. The speaker is to incorporate lessons learned in
previous projects about purpose, organization,
word usage and body language. In addition to your verbal evaluation, please complete this
evaluation form by checking the appropriate space for each category. Add comments where
praise is warranted or where you can offer specific
suggestions for improvement.
7 • Collect information
about your topic from numerous sources.
• Carefully support
your points and opinions with specific facts,
examples and illustrations
gathered through research.
The speaker is to select a subject of importance to
the audience that requires a large amount of research. The speaker is to collect information from
numerous sources and carefully support points with
specific facts, examples, and illustrations, rather than with just the speaker’s own opinions. The
speaker is to incorporate what he or she has learned in previous projects about purpose,
organization, word usage, body language and
vocal variety, as well as use appropriate suggestions from the evaluations received.
8 • Select visual aids that are appropriate for your
message and the audience.
• Use visual aids correctly with ease and
confidence.
The speaker is to present a speech that uses two or more visual aids. The visual aids selected must be
appropriate for the message and audience, and be displayed correctly with ease and confidence.
The speaker is to incorporate what he or she has
learned in previous projects about purpose,
organization, word usage, body language and vocal
variety. The speaker also is to use appropriate
17
suggestions from the evaluations received and
thoroughly research the subject. Please
complete this evaluation form by checking the
appropriate column for each item. Add comments for items where special praise is
warranted or where you can offer specific suggestions for improvement.
9 • Persuade listeners to
adopt your viewpoint or
ideas or to take some action.
• Appeal to the audience’s interests.
• Use logic and emotion
to support your position.
• Avoid using notes.
The speakeris to present a persuasive speech that combines logical support for his/her viewpoint
with a strong emotional appeal. The speech should
focus on the self-interest of the audience. The speaker also has been asked to avoid using notes,
if possible. In addition to your oral evaluation,
please complete this evaluation form by checking
the appropriate column for eacj item. Add your
comments only for those items where special praise is warranted, or where you can offer
spesific suggestions for improvement.
10
• To inspire the audience by appealing to noble
motives and challenging the
audience to achieve a
higher level of beliefs or achievement.
• Appeal to the audience’s needs and
emotions, using stories, anecdotes and
quotes to add drama.
• Avoid using notes.
The speaker is to inspire the audience to improve
personally, emotionally, professionally or spiritually, relying heavily on emotional appeal.
The speech should appeal to noble motives and
challenge the audience to achieve a higher level of beliefs or achievement. The speaker is to use the
skills learned in previous projects and not use notes. In additional to your verbal evaluation,
please complete this evaluation form by checking
the appropriate column for each item. Add comments for those items where special praise is
warranted, or where you can offer specific
suggestions for improvement.
BAB III
MATERI DAN METODE
3.1. Materi
Kegiatan yang meliputi kemampuan berkomunikasi terdiri dari sepuluh proyek
utama dan dua proyek ekstra (Toasmasters Internasional, 2011). Proyek utama meliputi:
Proyek 1: The Ice Breaker; Proyek 2: Organize your speech; Proyek 3: Get to the point;
Proyek 4: How to say it; Proyek 5: Your body speaks; Proyek 6: Vocal variety; Proyek 7:
Research your topic; Proyek 8: Get comfortable with visual aids; Proyek 9: Persuade
18
with power; Proyek 10: Inspire your audience. Proyek ekstra terdiri dari kegiatan
evaluate your progres dan the entertaining speech.
Ada banyak topik yang diperlukan dalam kegiatan pelatihan speaking. Adapun
topik aktivitas pelatihan speaking dalam kegiatan toastmaster untuk dosen STIKES
meliputi berbagai topik sebagai berikut.
1. Presentasi singkat mengenai tanda dan gejala penyakit (sign and symptom)
2. Presentasi singkat mengenai menulis catatan tentang pasien (writing notes)
3. Presentasi singkat mengenai Nurse duties
4. Presentasi mengenai Special diets
5. Presentasi mengenai The Trachea
6. Presentasi mengenai The use of drugs
7. Presentasi singkat mengenai The Kidneys
8. Presentasi singkat mengenai Cross infection and the nurse
9. Presentasi singkat mengenai The skin
10. Presentasi singkat mengenai The heart
11. Presentasi singkat mengenai Fluid of the body
12. Presentasi singkat mengenai Fainting
13. Presentasi singkat mengenai Malaria
14. Presentasi singkat mengenai Burn and burn injuries
15. Presentasi singkat mengenai Operation
16. Presentasi percakapan singkat mengenai The post-operative patient
17. Presentasi singkat mengenai Handling your emotion
18. Presentasi singkat mengenai To keep healthy
19. Presentasi singkat mengenai Family planning
20. Presentasi singkat mengenai Food
21. Presentasi singkat mengenai Nurse
22. Presentasi singkat mengenai How does your heart work
23. Presentasi singkat mengenai Respiratory system
24. Presentasi singkat mengenai The pancreas
25. Presentasi singkat mengenai How do your kidneys work
26. Presentasi singkat mengenai The metabolism of medication
27. Presentasi singkat mengenai Post-operative pain management
28. Presentasi singkat mengenai Pain scales: universal pain assesment tool
19
29. Presentasi singkat mengenai The anatomical position and body parts
30. Presentasi singkat mengenai Breast milk is still the best
31. Presentasi singkat mengenai Posture
32. Presentasi singkat mengenai Disease
33. Presentasi singkat mengenai The healthy diet pyramid
34. Presentasi singkat mengenai What to eat and how much
35. Presentasi singkat mengenai How nutrition affects your health
36. Presentasi singkat mengenai Feeding patients
37. Presentasi singkat mengenai Telling profile of a nurse
38. Presentasi singkat mengenai Nursing speciality and responsibility (Bosher,
2008:3)
39. Presentasi singkat mengenai Mental health and illness (2008:35-36) (Bosher,
2008:3)
40. Presentasi singkat mengenai conversation in a child health centre
41. Presentasi singkat mengenai patients and their problems
Disamping topik di atas, ada topik lain yang bisa dilakukan dalam pelatihan
speaking melalui kegiatan Toasmaster. Topik ini dapat dijadikan sebagai materi tambahan
alternatif dalam kegiatan Toastmaster bagi dosen STIKES dan AKPER. Materi alternatif
tersebut meliputi (1) presenting and role playing patient record, (2) presenting and role
playing charting and documentation, (3) presenting and role playing prescription chart,
(4) presenting and role playing telephone referral form, (5) mentioning wise words, (6)
understanding and playing game with health expressions and vocabularies.
Asesmen speaking melalui kegiatan Toastmaster didasarkan pada panduan dan
format asesmen yang sudah ditetapkan oleh program Toastmaster Internasional sebagai
berikut.
Proyek #1: THE ICE BREAKER
Materi:
For your first speech project, you will introduce yourself to your fellow club members
and give them some information about your background, interests and ambitions.
Practice giving your speech to friends or family members, and strive to make eye
contact with some of your audience. You may use notes during your speech if you
20
wish. Read the entire project before preparing your talk.
Tujuan:
• To begin speaking before an audience.
• To discover speaking skills you already have and skills that need some
attention.
• Time: Four to six minutes.
Penilaian:
In this speech the new member is to introduce himself/herself to the club and begin
speaking before an audience. The speech should have a clear beginning, body and
ending. The speaker has been advised to use notes if necessary and not to be
concerned with body language. Be encouraging and point out the speaker’s strong
points while gently and kindly mentioning areas that could be improved. Strive to have
the speaker look forward to giving another speech. Your evaluation should help the
speaker feel glad about joining Toastmasters and presenting this speech.
Proyek #2: ORGANIZE YOUR SPEECH
Materi:
Good speech organization is essential if your audience is to follow and understand
your presentation. You must take the time to put your ideas together in an orderly
manner. You can organize your speech in several different ways; choose the
outline that best suits your topic. The opening should catch the audience’s attention,
the body must support the idea you want to convey, and the conclusion should
reinforce your ideas and be memorable. Transitions between thoughts should be
smooth.
Tujuan:
• Select and appropriate outline which allows listeners to easily follow and
understand your speech.
• Make your message clear, with supporting material directly contributing to that
message.
• Use appropriate transitions when moving from one idea to another.
• Create a strong opening and conclusion.
• Time: Five to seven minutes.
Penilaian:
The speaker is to present a talk that is organized in a manner that leads the audience
to a clearly defined goal. The speech includes a beginning, a body and a conclusion;
major facts or ideas; and appropriate support material, with smooth transitions
between the facts and ideas.
Proyek #3: GET TO THE POINT
Materi:
Every speech must have a general and a specific purpose. A general purpose is to
inform, to persuade, to entertain or to inspire. A specific purpose is what you want the
audience to do after listening to your speech. Once you have established your general
and specific purposes, you’ll find it easy to organize your speech. You’ll also have
21
more confidence, which makes you more convincing, enthusiastic and sincere. Of
course, the better organized the speech is, the more likely it is to achieve your
purpose.
Tujuan:
• Select a speech topic and determine its general and specific purposes.
• Organize the speech in a manner that best achieves those purposes.
• Ensure the beginning; body and conclusion reinforce the purposes.
• Project sincerity and conviction and control any nervousness you may feel.
• Strive not to use notes.
• Time: Five to seven minutes.
Penilaian:
The speaker is to prepare a speech that has a clear general purpose (to inform,
persuade, entertain or inspire) and a specific purpose. The speech is to be organized
in a manner that best achieves these purposes. The beginning, body and conclusion
should all tie into and reinforce the purposes. The speaker is to project sincerity and
conviction and strive not to use notes. Any nervousness displayed should be minimal.
In addition to your verbal evaluation.
Proyek #4: HOW TO SAY IT
Materi:
Words are powerful. They convey your message and influence the audience and its
perception of you. Word choice and arrangement need just as much attention as
speech organization and purpose. Select clear, accurate, descriptive and short words
that best communicate your ideas and arrange them effectively and correctly. Every
word should add value, meaning and punch to the speech.
Tujuan:
• Select the right words and sentence structure to communicate your ideas clearly,
accurately and vividly.
• Use rhetorical devices to enhance and emphasize ideas.
• Eliminate jargon and unnecessary words. Use correct grammar.
• Time: Five to seven minutes.
Penilaian:
The speaker is to use words and arrangements of words that effectively
communicate his or her message to the audience. The speaker should select clear,
accurate, descriptive and short words and choose verbs that convey action. Sentence
and paragraph construction should be simple and short. The speaker needs to include
rhetorical devices, avoid jargon and unnecessary words and use correct grammar. The
speech must have a clear purpose and be appropriately organized.
Proyek #5: YOUR BODY SPEAKS
Materi:
Body language is an important part of speaking because it enhances your message
and gives you more credibility. It also helps release any nervousness you
22
may feel. Stance, movement, gestures, facial expressions and eye contact help
communicate your message and achieve your speech’s purpose. Body language should
be smooth, natural and convey the same message that your listeners hear.
Tujuan:
• Use stance, movement, gestures, facial expressions and eye contact to express
your message and achieve your speech’s purpose.
• Make your body language smooth and natural.
• Time: Five to seven minutes.
Penilaian:
The speaker is to use stance, body movement, gestures, facial expressions and eye
contact that illustrate and enhance his or her verbal message. Movement, gestures,
facial expressions and eye contact should be smooth and natural. Body language
should enhance and clarify the speaker’s words and help the audience visualize the
speaker’s point and overall message. The message you see should be the same one you
hear. The speech must have a clear purpose and appropriate organization. Also,
the speaker must use words and arrangements of words that effectively communicate
his or her message to the audience. In addition to your verbal evaluation, please
complete this evaluation form by checking the appropriate space for each item.
Add your comments for those items deserving praise or specific suggestions for
improvement.
Proyek #6: VOCAL VARIETY
Materi:
Your voice has a major effect on your audience. A lively, exciting voice attracts
and keeps listeners’ attention. A speaking voice should be pleasant, natural, forceful,
expressive and easily heard. Use volume, pitch, rate and quality as well as
appropriate pauses to reflect and add meaning and interest to your message. Your
voice should reflect the thoughts you are presenting.
Tujuan
• Use voice volume, pitch, rate and quality to reflect and add meaning and
interest to your message.
• Use pauses to enhance your message.
• Use vocal variety smoothly and naturally.
• Time: Five to seven minutes.
Penilaian:
The speaker is to use a voice that is pleasing to listen to, with proper balance of
volume, pitch and rate, and use pauses to enhance his or her message. The
speaker’s voice should reflect and add meaning to the thoughts he or she is presenting.
The speaker is to incorporate lessons learned in previous projects about purpose,
organization, word usage and body language. In addition to your verbal
evaluation, please complete this evaluation form by checking the appropriate space
for each category. Add comments where praise is warranted or where you can offer
23
specific suggestions for improvement.
Proyek #7: RESEARCH YOUR TOPIC
Materi:
Your speech will be more effective if you can support your main points with statistics,
testimony, stories, anecdotes, examples, visual aids and facts. You can find this
material on the Internet, at a library and in other places. Use information collected
from numerous sources and carefully support points with specific facts, examples and
illustrations, rather than with just your own opinions.
Tujuan:
• Collect information about your topic from numerous sources.
• Carefully support your points and opinions with specific facts, examples and
illustrations gathered through research.
• Time: Five to seven minutes.
Penilaian:
The speaker is to select a subject of importance to the audience that requires a large
amount of research. The speaker is to collect information from numerous sources and
carefully support points with specific facts, examples, and illustrations, rather than
with just the speaker’s own opinions. The speaker is to incorporate what he or
she has learned in previous projects about purpose, organization, word usage,
body language and vocal variety, as well as use appropriate suggestions from the
evaluations received.
Proyek 8: GET COMFORTALE WITH VISUAL
AIDS
Materi:
Visual aids help an audience understand and remember what they hear; they are a
valuable tool for speakers. The most popular visual aids are computer- based visuals,
overhead transparencies, flip charts, whiteboards and props. The type of visual aid
you choose depends on several factors, including the information you wish to display
and the size of the audience. Visuals must be appropriate for your message and the
audience, and be displayed correctly with ease and confidence.
Tujuan:
• Select visual aids that are appropriate for your message and the audience.
• Use visual aids correctly with ease and confidence.
• Time: Five to seven minutes.
Penilaian:
The speaker is to present a speech that uses two or more visual aids. The visual aids
selected must be appropriate for the message and audience, and be displayed
correctly with ease and confidence. The speaker is to incorporate what he or she
has learned in previous projects about purpose, organization, word usage, body
language and vocal variety. The speaker also is to use appropriate suggestions
from the evaluations received and thoroughly research the subject. Please
24
complete this evaluation form by checking the appropriate column for each
item. Add comments for items where special praise is warranted or where you can
offer specific suggestions for improvement.
Proyek #9: PERSUADE WITH POWER
Materi:
The ability to persuade people – getting them to understand, accept and act upon your
ideas – is a valuable skill. Your listeners will more likely be persuaded if they
perceive you as credible, if you use logic and emotion in your appeal, if you
carefully structure your speech and if you appeal to their interests. Avoid using notes
because they may cause listeners to doubt your sincerity, knowledge and conviction.
Tujuan:
• Persuade listeners to adopt your viewpoint or ideas or to take some action.
• Appeal to the audience’s interests.
• Use logic and emotion to support your position.
• Avoid using notes.
• Time: Five to seven minutes.
Penilaian:
The speaker is to present a persuasive speech that combines logical support for
his/her viewpoint with a strong emotional appeal. The speech should focus on the
self-interest of the audience. The speaker also has been asked to avoid using
notes, if possible. In addition to your oral evaluation, please complete this
evaluation form by checking the appropriate column for each item. Add your
comments only for those items where special praise is warranted, or where you can
offer specific suggestions for improvement.
Proyek #10: INSPIRE YOUR AUDIENCE
Materi:
An inspirational speech motivates an audience to improve personally, emotionally
professionally or spiritually and relies heavily on emotional appeal. It brings the
audience together in a mood of fellowship and shared desire, builds the audience’s
enthusiasm, then proposes a change or plan and appeals to the audience to adopt this
change or plan. This speech will last longer than your previous talks, so make
arrangements in advance with your Vice President Education for extra time.
Tujuan:
• To inspire the audience by appealing to noble motives and challenging the
audience to achieve a higher level of beliefs or achievement.
• Appeal to the audience’s needs and emotions, using stories, anecdotes and
quotes to add drama.
• Avoid using notes.
• Time: Eight to 10 minutes.
Penilaian:
The speaker is to inspire the audience to improve personally, emotionally,
25
professionally or spiritually, relying heavily on emotional appeal. The speech should
appeal to noble motives and challenge the audience to achieve a higher level of
beliefs or achievement. The speaker is to use the skills learned in previous projects
and not use notes. In additional to your verbal evaluation, please complete this
evaluation form by checking the appropriate column for each item. Add comments for
those items where special praise is warranted, or where you can offer specific
suggestions for improvement.
3.2. Metode Penerapan Ipteks
a. Persoalan Prioritas dan Justifikasi Pengusulan
Masalah prioritas mitra adalah mitra tidak mengetahui strategi pembelajaran
bahasa Inggris lisan yang efektif. Sehingga mitra tidak siap dengan kemampuan bahas
Inggris aktif yang diperlukan untuk bersaing dalam dunia kerja yang makin kompetitif.
Apalagi, pada akhir tahun 2015, Indonesia akan memasuki era AFTA yang
memungkinkan masuknya tenaga-tenaga profesional dari negara-negara ASEAN ke
Indonesia yang akan membuat persaingan kerja semakin ketat. Oleh karena itu, mitra
perlu mendapatkan pengetahuan untuk meningkatkan kemampuan bahasa Inggris aktif
mereka secara mandiri melalui transfer ilmu pengetahuan, yaitu melalui strategi
Toastmaster yang dilakukan kegiatan pengabdian kepada masyarakat ini.
3.3. Solusi yang Ditawarkan
Program pengabdian kepada masyarakat ini memberikan solusi bottom up
dimana penyelesaian untuk solusi masalah yang dihadapi oleh mitra melibatkan
partisipasi mitra. Pelaksanaan kegiatan ini terdiri dari dua tahapan. Pertama, mitra
diperkenalkan kepada teori-teori dasar Toastmaster. Pengenalan terhadap teori ini hanya
terdiri dari 25% dari alokasi waktu kegitan. Pada tahapan kedua (80%), alokasi waktu
kegiatan digunakan untuk workshop dimana mitra dilatih secara intensif untuk menjadi
Toastmaster yang terampil. Kelebihan metode workshop adalah setelah praktek public
speaking, mitra akan kembali berdiskusi dengan tim pengusul mengenai perkembangan
kemampuan mereka dalam pidato, presentasi dan membawa acara dalam bahasa Inggris.
26
Proses ini akan berlangsung berulang-ulang sehingga mitra sampai kepada kemampuan
yang lebih baik dari sebelumya sehingga bisa melatih mahasiswa mereka nantinya.
3.4. Prosedur Kerja
Prosedur kerja dapat dilihat dalam uraian berikut:
a. Analisis situasi dan potensi
Tahapan ini sudah dikerjakan sehingga munculah uraian yang ada pada bagian
Analisis situasi. Potensi yang teridentifikasi adalah para mitra menunjukkan minat yang
sangat tinggi untuk mempelajari Toastmaster untuk meningkatkan kemampuan bahasa
Inggris lisan mereka.
b. Penetapan masalah prioritas
Tahapan ini sudah disepakati dan masalah akan dipecahkan adalah kurangnya
pengetahuan mitra mengenai Toastmaster sebagai upaya meningkatkan kemampuan
bahasa Inggris lisan.
c. Penentuan jadwal pelatihan
Jadwal pelatihan ditentukan bersama dengan mitra.
d. Kegiatan yang dilaksanakan
Seluruh kegiatan yang akan dilaksanakan bersifat diklat dan pendampingan
sehingga diharapkan mitra dapat mempraktekkan teori yang didapatkan dengan benar.
Berikut adalah kegiatan yang akan dilakukan dalam memecahkan permasalahan mitra:
1) Pemaparan sejarah singkat dan teori Toastmaster sebagai sebuah
skill public speaking.
2) Pemaparan aktivitas dan proyek Toastmaster
3) Workshop penerapan Toastmaster
4) Pendampingan mitra praktek Toasmaster secara semi-mandiri dan
kemudian mandiri
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5. Pembuatan laporan kegiatan
Dalam laporan kegiatan diuraikan hasil dari kegiatan transfer IPTEKS yang
sudah dilakukan.
3.5. Sasaran Kegiatan
Sasaran kegiatan ini adalah tenaga pengajar kesehatan di STIKES (Sekolah
Tinggi Ilmu Kesehatan) Mercubaktijaya Padang. Dalam program ini, mitra berperan
untuk menyediakan tempat berlangsungnya kegiatan dalam bentuk pengurusan izin
pemakaian ruang belajar atau ruang lainnya di institusi mitra.
3.6. Bentuk Evaluasi
Pemilihan Best Speaker antar peserta pelatihan adalah rancangan yang digunakan
untuk mengevaluasi keberhasilan program pelatihan toasmaster. Dalam hal ini peserta
dibagi dalam beberapa peran untuk setiap penampilan pada proyek toastmaster dan tim
pengusul akan bertindak sebagai juri atau evaluator utama. Penampilan proyek
toastmasters itu sendiri dirancang sebagaimana perlombaan toastmaster di tingkat
internasional dimana penilaiannya juga berdasarkan pada standar evaluasi yang dipakai
pada kegiatan masyarakat ini. Kegiatan itu sendiri dianggap berhasil jika 75 % dari
peserta bisa mendapatkan minimal nilai “satisfactory” sebagai public speaker sehingga
mereka bisa diberikan sertifikat lulus sebagai peserta. Target ini ditetapkan karena Tim
Pengusul menyadari bahwa waktu satu minggu tidaklah cukup untuk melatih seseorang
menjadi public speaker yang handal. Tapi waktu yang demikian cukup untuk meletakkan
dasar-dasar public speaking sehingga peserta pelatihan bisa mengembangkan dirinya
sendiri dikemudian hari.
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Adapun bentuk detail evaluasi yang menjadi dasar dalam kriteria pemilihan Best
Speaker untuk setiap proyek toastmaster adalah seperti yang tertera di bawah berikut ini.
PROJECT 1
Evaluation Guide for “THE ICE BREAKER”:
Title:
Evaluator: Date:
1. What strong points does the speaker already have?
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2. How well did the audience get to know the speaker?
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3. Did the speech reflect adequate preparation?
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4. Did the speaker talk clearly and audibly?
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5. Did the speech have a definite opening, body and conclusion?
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CATEGORY RATING SUGGESTIONS
Speech Value (Interesting, meaningful to audience)
5
4
3
2
1
5 4 3 2 1
5 4 3 2 1
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6. Please comment on the speaker’s use of notes.
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7. What could the speaker have done differently that would have improved the speech ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................
8. What did you like about the presentation? .......................................................................................................................................
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PROJECT 2 Evaluation Guide for “ORGANIZE YOUR SPEECH
Title:
Evaluator: Date:
COMMENTS/
Preparation (Research, rehearsal)
Organization (Logical, clear)
Opening (Attention-getting, led into topic) 5 4 3 2 1
Body (Flowed smoothly, appropriate support Material)
5
4
3
2
1
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CATEGORY
The general purpose of the speech was clear
5
4
RATIN
3
G
2
1
SUGGESTIONS
The specific purpose of the speech was clear
5
4
3
2
1
The speech organization supported the speech’s specific purpose.
5
4
3
2
1
The main points and supporting material contributed to the speech’s specific purpose.
5
4
3
2
1
The beginning, body and conclusion reinforced the specific purpose.
5
4
3
2
1
The speaker achieved the specific purpose.
5
4
3
2
1
Conclusion (Effective)
5
4
3
2
1
Transitions (Appropriate, helpful)
5
4
3
2
1
What could the speaker have done differently to make the speech more effective? .......................................................................................................................................
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What did you like about the presentation?
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5 = Excellent 4 = Above average for the speaker’s experience level 3 = Satisfactory 2 = Could improve 1 = Needs attention
PROJECT 3 Evaluation Guide for “GET TO THE POINT”
Title:
Evaluator: Date:
COMMENTS/
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The speaker appeared confident and sincere, with minimal nervousness.
5 4 3 2 1
The speaker did not rely on notes throughout the speech.
5
4
3
2
1
What could the speaker have done differently to make the speech more effective? .......................................................................................................................................
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What did you like about the presentation? .......................................................................................................................................
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5 = Excellent 4 = Above average for the speaker’s experience level 3 = Satisfactory 2 = Could improve 1 = Needs attention
PROJECT 4 Evaluation Guide for “HOW TO SAY IT”
Title:
Evaluator: Date:
Was the speech topic appropriate for this particular assignment?
Excellent Satisfactory Could Improve
Comments/ Suggestions
Did the speaker use simple, short and clear words?
Did the speaker use vivid, descriptive words that created mental images?
Did the speaker use words that had more than one meaning or were inaccurate?
Were the speaker’s sentences short, simple and understandable?
Did the speaker use rhetorical devices to enhance his or her ideas? Did the speaker avoid jargon and unnecessary words?
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Did the speaker use proper grammar and pronunciation?
Was the speech purpose clear?
Was the speech effectively organized?
What could the speaker have done differently to make the speech more effective?
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What did you like about the speech? .......................................................................................................................................
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PROJECT 5 Evaluation Guide for “YOUR BODY SPEAKS”
Title:
Evaluator: Date:
Topic Selection: Facilitated body language Satisfactory Could improve
Comments/ Suggustions
Preparation:
Manner:
Posture:
Gestures:
Body movement:
Eye contact:
Excellent
Satisfactory
Could improve
Confident, enthusiastic
Satisfactory
Nervous, tense
Poised, balanced
Satisfactory
Could improve
Natural, evocative
Satisfactory
Could improve
Purposeful, smooth
Satisfactory
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Facial expression:
Awkward, distracting
Established visual bonds
Satisfactory
Could improve
Animated, friendly, genuine
Satisfactory
Could improve
Speech Purpose:
Clear
Satisfactory
Could improve
Speech
organization:
Logical, clear
Satisfactory, Could improve
What could the speaker have done differently to make the speech more effective? .......................................................................................................................................
What did you like about the speech?
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PROJECT 6 Evaluation Guide for “VOCAL VARIETY”
Title:
Evaluator: Date:
Topic Selection: Facilitated vocal variety Satisfactory _Could Improve
Volume: Excellent Satisfactory Too loud or soft
Rate: Excellent, varied Satisfactory Too fast or too slow
Pitch: Varied, conversational Satisfactory _Monotonous, artificial
Quality: Pleasant, friendly Satisfactory Harsh, monotonous
Pauses: Appropriate, effective Satisfactory Could improve
Expressiveness: _Conveyed emotion, meaning Satisfactory _Could improve
Vocal variety: Enhanced speech Satisfactory _Could improve
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Organization: Logical flow of ideas Satisfactory _Should improve
Word Usage: Vivid, descriptive, accurate Satisfactory _Could improve
Body language: Natural, expressive Satisfactory Unnatural, distracting
What could the speaker have done differently to make the speech more effective? .......................................................................................................................................
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....................................................................................................................................... What did you like about the speech?
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PROJECT 7 Evaluation Guide for “RESEARCH YOUR TOPIC”
Title:
Evaluator: Date:
1. How well did the speaker’s topic apply to the audience? .......................................................................................................................................
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2. Was the topic well researched? .......................................................................................................................................
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3. How well did the speaker support his or her main points? .......................................................................................................................................
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4. Was the support material appropriate for the point made?
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5. Did the speaker vary the types of support material?
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6. How clear was the speaker’s purpose?
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7. Was the speech effectively organized? .......................................................................................................................................
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8. Did the speaker take advantage of body language and vocal variety? .......................................................................................................................................
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9. What could the speaker have done differently to improve the speech? .......................................................................................................................................
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10. What did you like about the speech? .......................................................................................................................................
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PROJECT 8 Evaluation Guide for “GET COMFORTABLE WITH VISUAL AIDS”
Title:
Evaluator: Date:
Were the visual aids appropriate for the speech and message?
Excellent Satisfactory Could Improve
Comments/ Suggestions
Did each visual aid help you to understand and remember the speaker’s point?
Was each visual aid clearly visible?
If the speaker used computer-based visuals or overhead transparencies, was each visual easy to read and well-designed?
Did the speaker use the visual aids smoothly and with confidence?
How clear was the speaker’s purpose?
Did the speaker use body language to reinforce the message?
Was the speaker’s word choice effective and appropriate?
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Was the speech well-researched?
What could the speaker have done differently to make the speech more effective?
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What did you like about the speech?
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PROJECT 9 Evaluation Guide for “PERSUADE WITH POWER”
Title:
Evaluator: Date:
Did the speaker project sincerity and conviction?
Excellent Satisfactory Could Improve
Comments/ Suggestions
Was the speaker a credible source of information about this topic?
Did the speaker phrase his/her appeal in terms of the audience’s self-interest?
Did the speech opening capture the audience’s interest?
Did the speaker use facts and logical reasoning to support his or her views?
Did the speaker properly use emotion to persuade the audience to support his or her views? Was the speech organization effective?
Did the speaker’s body language and vocal variety contribute to the message?
Were you persuaded to accept the speaker’s views?
What could the speaker have done differently to make the speech more effective?
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What did you like about the speech?
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PROJECT 10 Evaluation Guide for “INSPIRE YOUR AUDIENCE”
Title:
Evaluator: Date:
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E = excellent S = Satisfactory C = Could Improve
E
S
CI
Comments/ Suggestions
Was the speech topic relevant to the occasion selected?
Did the speaker understand and express the feelings and needs of the audience?
Was the speaker forceful, confident and positive?
Did the speaker effectively use stories, anecdotes and/ or quotes to help convey his or her message?
Did the speaker effectively use stories, anecdotes and/ or quotes to help convey his or her message?
Did the speaker effectively use stories, anecdotes and/ or quotes to help convey his or her message?
Did the speaker effectively use stories, anecdotes and/ or quotes to help convey his or her message?
Did the speaker effectively use stories, anecdotes and/ or quotes to help convey his or her message?
Did the speaker’s words convey strong, vivid mental images?
Did the speaker�