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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

1

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

2

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

3

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

4

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

5

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

7

pakai dalam pengajaran bahasa Inggris terutama pada kemampuan bahasa berbicara

(speaking).

BAB II

TINJAUAN PUSTAKA

8

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.


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


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.


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.


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.


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.


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.


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.


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.



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.


• 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


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


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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 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


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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?



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?


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PROJECT 9 Evaluation Guide for “PERSUADE WITH POWER”

Title:

Evaluator: Date:

Did the speaker project sincerity and conviction?



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?


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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


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’s words convey strong, vivid mental images?

Did the speaker�

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