Developing a paper for conference presentations.

Active and initiative professionals with leadership skills are in great demand in modern society today. The ability to effectively build communication, persuade and motivate others, explain different tasks and organize activities increases the competitiveness of graduates in the modern labor market. The article analyzes practical experience of developing public speaking skills among firstand second-year bachelors of humanitarian through academic mentoring during interaction with senior students in the foreign language educational process. The author presents the approbated forms of organizing interaction between students of different language proficiency levels with the purpose to teach public speaking and oratorical skills. The received results show the positive dynamics of development of bachelors’ presentation and public speaking skills, the obvious improvement of their oratorical skills, as well as formation of foreign language communicative competence in professional discourse

The purpose of this study was to determinate location of MBKM internship based on clusterring student's skills with K-Means. This is important to detect some of student’s skills which will become the output of the university that must be recorded early so that they were truly ready to compete. To analyze the skills of some students, the Mathematics Education study program at the University of Argopuro Jember conducted a survey of additional skills outside of lectures. This survey is carried out regularly every year as material for reporting on the development of students' skills and qualities. Thus the skills possessed by students can be monitored and evaluated whether in the future special skills were needed that must be given to students. The skills of students who become points in the survey include: 1)Foreign language skills, 2)IT Skills, 3)Public Speaking and Management Skills, 4)Analitical and Graphic Design Skills, 5)Microteaching Skills. We clustering 67 respondent, it is our student at Universitas Argopuro Jember in fiveth. Cause of outlier in 7 respondent, we just make clustering with K-means with 60 respondent. Based on K-Means clusterring we have 3 cluster .It shows that cluster 1 has 32 respondents, cluster 2 has 21 respondents and cluster 3 has 7 respondents. Abd also on the result and discussion, we knew that cluster 1 with 32 respondent has more skills, it were foreign language, public speaking skills and microteaching skills. So the internship locations that match these skills clusters such as LBB then Publication Offices such as Radio, Jawapos, etc. For second conclusion, we knew that cluster 2 with 21 respondent have more skills except for microteaching skills. Appropriate internship places for these students are in administrative offices, local government offices, etc.And for third conclusion, that cluster 3 with 7 respondent have more skills too except public speaking but they have a middle skills in microteaching. The office or internship location where we can suggest is Dinas Parawisata, Perbankan that needs good communication and good team work, etc

Public speaking or public speaking skills are one of the most essential language skills to master, including for junior high school level students. This is because speaking skills are beneficial for expressing oneself, such as conveying thoughts and ideas according to the goals you want to achieve. However, many students still need good public speaking, including students at Mts Walisongo 2. Community service activities are carried out at Mts Walisongo 2 in Sukomakmur Village, Kajoran District, using the Asset Based Community Development (ABCD) approach. The service team used the drill learning method to improve students' public speaking skills in carrying out the activities. This mentoring was implemented successfully and significantly impacted the public speaking skills of Mts Walisongo 2 students.

The Teaching Campus Program is an activity carried out to assist teachers in carrying out learning, especially training students' skills in public speaking. By following the Teaching Campus Program, the leadership spirit and character development of students will be honed. The purpose of this work program is (1) describing the implementation of podcast extracurricular in the teaching campus program (2) Describing the improvement of students' public speaking skills through Podcast extracurricular. The methods used are observation, discussion, direct practice through coaching. The result of the implementation of this work program is that SMP Negeri 1 Kayangan has an extracurricular that can be continued and produces students who excel in the field of public speaking, become a forum for students to develop their potential, especially public speaking skills. So it can be concluded that with this program the extracurricular podcast work program can be carried out, with the holding of the work program students who have an interest in hosts and public speaking can be more developed and useful in the future because public speaking is the ability to communicate verbally in front of many people with The purpose of conveying an information clearly, efficiently, and can be easily accepted by the listener.
 Keywords: Podcast, Public Speaking, Literacy.

Public speaking is a fundamental skill essential for individuals, especially those who frequently interact with the public. The Waste Bank Community in Tambun Selatan, Bekasi, as the partner of this program, still faces challenges in delivering messages clearly, confidently, and persuasively during socialization and community presentations. To address these needs, the Faculty of Economics and Business, Trisakti University, organized a Community Service program focusing on training the basics of effective public speaking for Waste Bank members. The training methods included counseling, interactive discussions, presentation simulations, and role-play exercises based on real cases encountered by the community. Thirty members participated in the program, selected through recommendations from the Waste Bank administrators. Evaluation was conducted through pre-test and post-test to measure improvements in speaking techniques, audience engagement, body language, and self-confidence. The results showed significant improvement in participants’ public speaking skills, with average scores increasing from 50% in the pre-test to 83% in the post-test. Participants also demonstrated greater confidence in speaking publicly, better structured presentations, and improved vocal and body language techniques. This program proves that practice-based training effectively enhances community members’ public speaking skills. Future training initiatives are expected to be sustained to further strengthen communication capacity in conveying environmental messages to the broader community.

This study aimed to improve students’ public speaking skills at the English Education Department (JTBI) of IAIN Batusangkar through the use of videotaped feedback. The research was a Classroom Action Research (CAR) whose participants were the fourth semester students. The data were collected through observation, test, and interviews and were analyzed quantitatively and qualitatively. The findings shows that the use of videotaped feedback improved the students’ public speaking skills in which the average score increased from 6.95714 (Mid Term Test) to 7.026 (Final Test). This implies that there was an increase in the ability of students from the level of need improvement to the satisfactory. Even in the aspects of Introduction, Body, Conclusion and Time, which were the focuses of this class action research, there were increases from 7.38, 7.1, 6,8, and 6.6 (UTS) to 8, 7.5, 7,3 and 7.2 (UAS) respectively. It also means that there were increases in students’ public speaking skills in all four aspects, which were from satisfactory (Introduction, Body), and need improvement (Conclusion, Time) to good (Introduction), and satisfactory (Body, Conclusion and Time). It is expected that the results of this study can be applied to other aspects of public speaking skills and other similar subjects.

The purpose of this study is to develop Virtual Reality-based learning media in improving public speaking skills at SMK Muhammadiyah 2 Malang. This research and development resulted in Virtual Reality (VR)-based learning media at Tefa Smuds, which is designed to improve students’ public speaking skills at SMK Muhammadiyah 2 Malang. This media is implemented in the business management department, which consists of three concentrations of expertise: Office Management and Business Services, Institutional Financial Accounting, and Retail Business. This VR media allows students to experience a simulation of a virtual environment that resembles SMUD’S Mart, as well as face cases that hone public speaking skills. The development model used is the ADDIE model which has 5 stages, namely Analyze, Design, Development, Implementation and Evaluation. The trial subjects were 54 students at SMK Muhammadiyah 2 Malang, the analysis used quantitative and qualitative data. Product validation was carried out by 6 practitioners and academics who obtained results above 90% (very feasible) with the results of the normality test showing normally distributed data (pretest significance value 0.412 and posttest 0.172). In addition, the Paired T-test produced a significance value of 0 (below 0.05), indicating a significant improvement in students’ public speaking skills after the use of VR media. These results indicate the effectiveness of Tefa Smuds VR media as an innovative learning tool to develop students’ communication skills at SMK Muhammadiyah 2 Malang.

This research was conducted to assist students in improving their public speaking skills with group guidance services using expressive writing therapy techniques. This study uses a quantitative experimental method. The total population is 275 students with population characteristics aged 15-17 at SMAN 1 Baros. The sampling technique used purposive sampling and got 10 students who had a low level of public speaking ability which were then given treatment. The analysis technique used in testing the hypothesis is the Wilcoxon signed ranks test. The results of the study were seen from the implementation of the pre-test and post-test, there was a significant increase from the average value of 66.2 to 104.2. Analysis of the Wilcoxon signed ranks test on the hypothesis decision making process, the value of 0.005 is lower than 0.05, so it can be concluded that the hypothesis is declared accepted. Thus statistically it can be concluded that group counseling with expressive writing therapy techniques can influence students' public speaking skills.

Fostering elementary school children's public speaking skills: A randomized controlled trial

Communication is something that cannot be separated from various human activities. This is based on the need to convey and receive information. One of the communication skills that everyone needs is public speaking skills. In order to develop public speaking skills, LMI organizes public speaking training activities that present speakers who are experts in the field of public speaking. The purpose of research on these activities is to see the enthusiasm of the community and the impact of public speaking training activities. This study used qualitative research methods. The results of the public speaking training activities show that the community, especially young teachers and preachers are very enthusiastic about developing public speaking skills and having a good impact on self-confidence when practicing public speaking. Therefore, it appears that public speaking training is put to good use by the community to continue to develop skills in public speaking.

Academically and professionally, the ability to speak in front of an audience is crucial. Strong public speaking skills are essential for students enrolled in the Office Administration Education Study Program. Concerns such as fear of public speaking and ways to overcome them will be thoroughly investigated in this study. Better understanding these barriers and developing ways to overcome them will undoubtedly enhance students' educational experiences. This study will provide students with a better understanding of their needs, interests, and experiences. This can be useful in creating programs tailored to individual student needs. A total of 108 individuals participated in the study, randomly selected using a simple random sampling technique. The research approach was quantitative. A combination of descriptive data analysis and inferential statistical analysis was used to analyze data collected through observation, questionnaires, and documentation. Having a positive self-concept, acting independently in making judgments, believing in one's talents, and having the courage to share opinions are all signs of self-confidence. Meanwhile, indicators of public speaking competence are ethos, pathos, and logos communication styles. In the Office Administration Education Study Program, Department of Administrative Science, self-confidence has a positive and significant influence on students' public speaking skills (46.3%), while the remaining 54.7% is influenced by other variables not explained in this study

The fear of public speaking is a common anxiety among students, significantly impacting their self-esteem, focus, and confidence, ultimately hindering effective communication. This study aimed to assess the relationship between self-esteem and public speaking skills among Humanities and Social Sciences students. Using a descriptive-correlational design, 300 students participated in a questionnaire-based survey. The findings revealed a moderately significant positive correlation between self-esteem and public speaking skills. Students with higher self-esteem were more likely to manage nervousness and engage confidently with their audience during speeches and presentations. Based on these results, the study recommends fostering supportive learning environments and implementing structured practice sessions focused on anxiety management, verbal articulation, and effective body language to develop stronger public speaking abilities.

Purpose: This training programme aimed to improve the public speaking and presentation skills of the rural students. This experimental study sought to enhance the speaking skills and learning outcome of the students by bringing training modules, students and technology together. This paper highlights the challenges and findings of training rural students on “Public Speaking and Presentation Skills” and suggests some better ways for effective language teaching on online platform. Methodology/Approach/Design: The study is of an experimental design. The sample for the experimental study was chosen based on the requirements and interests of the learners. Entry level proficiency test and exit test were conducted for the participants of the training programme. The performances of the target students were video recorded and analysed. Comparison was made to assess the level of improvement found in the target group. Results: When students were taught the twenty strategies for public speaking, each learner came forward to present their speech but few students faced network issue which made their presentation not to sound good. During the exit test it is seen that there is a slight increase in the performance of the learners. In order to assure quality in E- learning platform there is a need for flexibility on the side of both learner and teacher. Practical Implications: The study presents practical implications for teachers. The results of the study might be of use for handling speaking lessons for students of rural areas. Originality/Value: From the trainers’ perspective, remote learning or virtual learning has become the current educational ultimatum. Teachers should be flexible to adapt virtual classroom than clinging on to the outdated methods used in a physical or traditional classroom.

This study tried to analyse the effectiveness of using TED talks video in improving students public speaking skill and also the students’ perception about using TED talks video in improving students’ public speaking skills. Participant of this study were thirty four students. A mixed method was used to collect quantitative and qualitative data. To achieve the aims of this study, pre-test and post-test were administered as the quantitative data collection, and close-ended questionnaires as the qualitative data collection. From the data taken, the result showed that the students’ perception about using TED talks video in improving students’ public speaking skills is that the students response positively towards how the writer taught them. In addition, the data showed that the writer used a variety of instructional methods to reach the teaching objectively and the strategies were tried to find based on the students need in many ways. Therefore, it was concluded that the use of TED Talks is very useful to improve students’ public speaking skill. Key words: Effectiveness, Ted Talks Video, Public Speaking Skills

Public speaking or speaking in public is the most feared thing by most high school students. This fear is caused by a lack of interest in reading, lack of confidence, fear of being wrong, having bad experiences when doing public speaking and weak mentality, and excessive feelings of anxiety. Public speaking activities are not commonly done by high school/vocational high schools students, such as class presentations and group discussions. However, in delivering class presentations students do not yet have the skills to convey messages properly, because it is important for high school students to know how to speak in public to help convey messages properly, clearly, and precisely, and to prepare themselves for higher education, the environmental community and work environment. Therefore, the purpose of this PKM is to provide knowledge about the importance of public speaking, public speaking skills, improve public speaking skills, and public speaking training as a form of improving students' psychomotor skills. The methods that will be carried out in this PKM activity are seminars, practice, and students will be given modules as learning materials to improve their psychomotor skills. Community service in the form of public speaking skills training is important to be learned early on by high school / vocational students so that when presenting in front of the class they are more confident and can convey messages well as well as train themselves and prepare themselves for college and the world of work. The target of this community service activity is grade 12 students at SMK 6 Sempaja, Samarinda City, East Kalimantan. The output of this Community Service activity is published in national journals.