Random notes on public speaking

This study aimed to determine whether there is a correlation between students’ public speaking and muhadhoroh training with the title “The Correlation of Muhadhoroh Training and the Eighth Grade Students’ Public Speaking at Al-Manshuriyah Islamic Boarding School Tangerang”. The research subjects in this study were 28 eighth grade students. The research was quantitative survey method. The data instruments were tests and questionnaires. The test was used to collect data on students’ public speaking using speech test. Researchers used SPSS 25 and Ms. Excel to analyzed data. The result showed that there was significant relationship between muhadhoroh training and students’ public speaking. This could be seen from the results of a significant correlation in public speaking and muhadhoroh training _xy = 0,897> _t = 0,374, N = 28 with a significant value 0,05 so there is a correlation. Keywords: correlation study, public speaking, muhadhoroh training.

Public speaking ability has become an essential skill in the digital transformation era, particularly in Islamic educational institutions. This study aims to analyze the strategies for developing public speaking skills and their impact on students' self-confidence at MAN 1 Banda Aceh and MAN 4 Aceh Besar. The research employs a qualitative descriptive-comparative approach through direct observation, in-depth interviews with school principals, vice principals for student affairs, public speaking trainers, and students, as well as institutional documentation. The findings indicate that both madrasahs implement systematic strategies encompassing initial assessment, goal setting, curriculum development, activity implementation, evaluation and feedback, reinforcement, supporting facilities, visual media utilization, emotional support, and peer collaboration. Four methods are applied: manuscript, memorization (memoriter), impromptu (spontaneity), and extemporaneous (outline elaboration). The implementation of public speaking training significantly impacts students' self-confidence, demonstrated through four aspects: confidence in one's own abilities, capability to make independent decisions, positive self-perception, and courage to express opinions to others. This study concludes that well-structured public speaking development strategies effectively enhance students' self-confidence and communication skills, preparing them to face competitive challenges in the future. The comparative findings reveal that both institutions share similar approaches while maintaining their respective institutional contexts, indicating that program success is determined more by implementation quality and consistency rather than specific organizational models. Abstrak Kemampuan public speaking telah menjadi keterampilan esensial di era transformasi digital, khususnya di lembaga pendidikan Islam. Penelitian ini bertujuan menganalisis strategi pengembangan kemampuan public speaking dan dampaknya terhadap kepercayaan diri peserta didik di MAN 1 Banda Aceh dan MAN 4 Aceh Besar. Penelitian menggunakan pendekatan kualitatif deskriptif-komparatif melalui observasi langsung, wawancara mendalam dengan kepala madrasah, wakil kepala bidang kesiswaan, guru pelatih public speaking, dan peserta didik, serta dokumentasi institusional. Hasil penelitian menunjukkan bahwa kedua madrasah menerapkan strategi sistematis yang mencakup penilaian awal, penetapan tujuan, pengembangan kurikulum, pelaksanaan kegiatan, evaluasi dan umpan balik, penguatan, fasilitas pendukung, penggunaan media visual, dukungan emosional, dan kolaborasi sesama. Empat metode diterapkan: manuskrip, hafalan (memoriter), spontanitas (impromptu), dan menjabarkan kerangka (ekstemporer). Implementasi pelatihan public speaking berdampak signifikan terhadap kepercayaan diri peserta didik, yang ditunjukkan melalui empat aspek: yakin pada kemampuan sendiri, mampu mengambil keputusan sendiri, mempunyai rasa positif pada diri, dan berani menyatakan pendapat kepada orang lain. Penelitian ini menyimpulkan bahwa strategi pengembangan public speaking yang terstruktur dengan baik efektif meningkatkan kepercayaan diri dan kemampuan komunikasi peserta didik, mempersiapkan mereka menghadapi tantangan kompetitif di masa depan. Temuan komparatif mengungkapkan bahwa kedua institusi memiliki kesamaan pendekatan dengan konteks institusional masing-masing, mengindikasikan bahwa keberhasilan program lebih ditentukan oleh kualitas implementasi dan konsistensi pelaksanaan daripada model organisasional spesifik.

public speaking is an important communication skill in conveying messages, ideas or information orally in front of an audience. FH UNIPMA collaborates with Neust Philippines. Providing socialization on public speaking with the target being students and Cendikia High School students. The activities were divided into three sessions, namely providing material, and practicing public speaking and asking questions.The problems faced by Cendikia High School students related to public speaking are: (1) Lack of ability to appear and speak in public; and (2) Lack of public speaking skills both face to face and online.The solutions offered to solve this problem are through community service activities, namely providing training/workshops to provide tips and tricks regarding: (1) How to have the ability to appear and speak in public; and (2) Skills in public speaking both face to face and online. Implementation of this community service activity consists of 3 stages, namely; (1) Preparation stage, to identify problems, apply for permits from Cendikia High School, and make preparations for implementing public speaking training; (2) Stage of implementing public speaking training; and (3) Evaluation stage, with questions and answers as well as evaluation with the participants, to find out how much the participants' knowledge, abilities and skills regarding public speaking have increased after participating in the training activities. As a result of this activity, the audience was able to overcome nervousness and improve their ability to speak in public with more confidence and structure.

This study sets out to examine the predictors of success in Public Speaking (PS) within digital contexts, referred to as digital oratory (DO), by evaluating the impact of an English Digital Oratory (EDO) course on high school students' PS competence.Specifically, it investigates how English as a Foreign Language (EFL) proficiency, prior PS experience, and intelligence is associated with PS performance in DO.DO encompasses traditional PS skills while integrating competencies required for virtual engagement and the effective use of digital tools.The study involved a quasi-experimental design, with pre-and post-tests, and a sample of 100 Romanian EFL high school students who attended a six-month EDO course on Google Classroom.Relevant theories, such as educational, EFL, emotional and psychological development, talent and giftedness, and multimedia integration informed our curriculum, framed in Fink's Taxonomy of Significant Learning.The intervention featured synchronous sessions, peer evaluations, flipped classroom methodology, digital technologies, and interactive and learner-centered activities.We measured PS performance before and after the course using Schreiber's (2012) Public Speaking Competence Rubric and our results demonstrated a significant improvement in both expert-evaluated and self-reported PS competence.Intelligence primarily is associated with content-related skills, whereas EFL proficiency and prior PS experience had an impact on overall PS competence.Our findings substantiate the fact that EDO instruction should be an integral part of communication education.The research offers valuable insights into replicable efficient digital oratory instruction in EFL, suitable for students with diverse linguistic and cognitive features.

This study seeks to explore the levels of self-assurance exhibited by students when engaged in public speaking following their participation in public speaking courses. The primary research questions addressed in this study are as follows: (1) What is the degree of self-confidence observed in students after completing the public speaking course? and (2) What are the difficulties encountered by students, and how do they navigate these challenges? The research employs a narrative approach, gathering data through interviews conducted with five students who have undergone public speaking courses. The collected data are subjected to analysis using three techniques, specifically data condensation, data presentation, and drawing conclusions as proposed by Miles, Huberman, and Saldana. The findings of this investigation reveal various emotions experienced by students during public speaking, including stiffness, a sense of being inarticulate, complexity, unhappiness, insecurity, nervousness, and embarrassment. Nevertheless, some participants reported improved self-assurance and enhanced confidence after completing the public speaking course. Participants also encountered challenges during public speaking, such as unclear speech, confusion, self-doubt, stage fright, difficulties in controlling expressions, and limited vocabulary. However, they devised their own strategies to overcome these challenges, such as staying calm, adopting positive thinking, practicing more, self-convincing, disregarding negative feedback, thorough topic preparation, refreshing themselves by washing their face, and offering prayers before speaking publicly. Based on the data analysis, it can be concluded that the majority of students continue to grapple with low self-confidence when speaking in public, even after completing their public speaking coursework. This study contributes valuable insights to the pedagogical process of teaching and learning public speaking within the English department.

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.

Public speaking in Thailand especially in Thai youth who uses English as a second language still has lots of problems and needs some major development. The researcher noticed after weeks of observation that there were lots of problems in speaking of all the 45 students studying in the public speaking course since they paused too many times while speaking, each pause took a long time and they paused at the wrong places. This pausing manner made speaking sound unnatural even if it was accurate. Since the meaning of the message was disturbed by pausing wrongly, the researcher would like to try a new teaching method by teaching how to chunk their words while speaking by using lexical phrases as language input in order to help develop efficient lexical retrieval. This research aims at studying the effects that lexical phrases have on public speaking. The analysis of the study uses both quantitative and qualitative research by analyzing through a new teaching method in public speaking that is using lexical phrases as a means to keep the flow of deliverance in public speaking going. Lexical phrases were presented to language learners in several ways. Some are presented through mini lectures and some through simulated public speaking situations or activities. These include speaking connectors to buy time in speaking. There are three out of 45 research participants participating in this research because these three are advanced students which were chosen by their grades in the previous year in speaking class. The data were collected by individual elicitation interviews by using descriptive statistics. As a result, lexical phrases offer language learners the opportunity of fluent production. Furthermore, lexical phrases offer less likelihood of producing deviant language because lexical phrases come ready made.

Public speaking is a skill that everyone, including students, should have to increase their self-confidence. Public speaking cannot be avoided since basically humans often have to do it with various purposes. However, many students feel unable to speak in public because they lack confidence, don't master the material, or don't understand how to do it. This community service activity aims to do learning assistance for public speaking to increase the self-confidence of students at Gajah Mada Middle School, Medan. The methods used were direct lecturer, simulations and interactive discussions regarding the basics of public speaking, effective and good communication techniques, and various tips for developing yourself, especially in terms of public speaking. During the learning assistance, participants received basic material and public speaking techniques as well as direct practice. Meanwhile, the research used qualitative method for collecting data. As for the research results, the community service recommends the following: 1) Add extra hours to improve students’ English speaking, 2) Add contest that can motivate students to increase their confidence in public speaking, especially in English language.

Public speaking is a critical component of strengthening personal branding, as it allows individuals to build credibility, connect authentically with their audience, and demonstrate their expertise. This article provides an overview of how public speaking and personal branding create success for high school students, along with effective strategies for leveraging these skills using descriptive analytical methods. The importance of public speaking in personal branding is highlighted, including its role in increasing visibility and credibility, enabling authentic connections, and positioning individuals as thought leaders. Strategies for effective public speaking are discussed, such as crafting a compelling narrative, knowing your audience, mastering non-verbal communication, leveraging technology and social media, and continuous improvement. Challenges in overcoming public speaking anxiety are discussed, with suggestions such as thorough preparation by mastering the material well, visualization techniques, and focusing on the value provided to the audience. The article concludes by emphasizing that mastering public speaking is a powerful tool for shaping and enhancing personal branding, and that by using effective strategies and continually refining skills, individuals can significantly enhance their professional identity and create lasting impressions that foster career growth.

Good public speaking skills are essential in many professions as well as everyday life, but speech anxiety is a common problem. While it is established that public speaking training in Virtual Reality is effective, comprehensive studies on the underlying factors that contribute to this success are rare. The QUEST-VR framework for evaluation of VR applications is presented that includes system features, user factors, and moderating variables. Based on this framework, variables that are postulated to influence the quality of a public speaking training application were selected for a first validation study. In a cross-sectional, repeated measures laboratory study (N = 36 undergraduate students; 36% men, 64% women, mean age = 26.42 years (SD = 3.42)), the effects of task difficulty (independent variable), ability to concentrate, fear of public speaking, and social presence (covariates) on public speaking performance (dependent variable) in a virtual training scenario were analyzed, using stereoscopic visualization on a screen. The results indicate that the covariates moderate the effect of task difficulty on speech performance, turning it into a non-significant effect. Further interrelations are explored. The presenter’s reaction to the virtual agents in the audience shows a tendency of overlap of explained variance with task difficulty. This underlines the need for more studies dedicated to the interaction of contributing factors for determining the quality of VR public speaking applications.

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.

Public speaking is a vital skill that enables individuals to communicate ideas, influence others, and encourage meaningful connections. In academic leadership, public speaking is particularly important as it serves as a primary tool for inspiring faculty, staff, and students, articulating visions, and facilitating collaboration. Effective public speaking allows leaders to present complex ideas clearly, adapt their message to diverse audiences, and build trust through authentic and persuasive communication. This study explored the public speaking confidence of academic leaders and how this reflected towards leadership development. Academic leaders (n=24) from Eastern Visayas, Philippines were purposively sampled, composed of 8 school administrators, 8 school principals, and 8 department heads/deans. Narratives were collected through interviews and analyzed reflexively through inductive method, extracting codes forming general themes. Findings indicated that the academic leaders manifested public speaking confidence which can be linked to their effectiveness in leadership roles. Academic leaders highlighted that confidence was not only a personal trait but a professional necessity, allowing them to communicate ideas persuasively and establish authority. Confidence in public speaking enabled leaders to gain the trust of their audience and manage challenging scenarios, which helped in building strong professional relationships. However, the academic leaders also experienced challenges in public speaking like anxiety, self-doubt, administrative tasks, and distractions. Leaders recognized the value of formal education, such as advanced degrees and participation in conferences, which provided opportunities for immersion and observation of effective speaking techniques. Informal experiences, including casual conversations and peer feedback, also had essential role in their development. Practicing in a supportive environment that prioritized constructive criticism and encouragement was particularly beneficial. Institutional support, including access to coaching resources, workshops, and mentorship opportunities, further facilitated skill enhancement.

Public speaking is a challenging task that requires practice. Virtual Reality allows to present realistic public speaking scenarios in this regard, however, the role of the virtual audience during practice remains unknown. In the present study, 73 participants completed a Virtual Reality practice session while audience was manipulated to be supportive or unsupportive or presentations were practiced without audience. Importantly, following the virtual practice, participants held the presentation during a real university course via Zoom. We measured emotional experience, self-efficacy, and the subjective evaluation of performance at baseline, after VR practice, and after the real presentation. Additionally, participants’ performance in the real presentation was evaluated by instructors (blinded to condition). Supportive in contrast to unsupportive audiences led to more positive believes about one’s own performance, while there were no changes in beliefs in the group without audience. Importantly, practice in front of a supportive compared to unsupportive audience resulted in a more positive evaluation of speaker confidence in real-life public speaking as rated by the instructors. These results demonstrate an impact of virtual social feedback during public speaking on subsequent subjective performance evaluation. This may increase self-confidence resulting in actual improved public speaking performance in real-life.

As engineering leadership has evolved, the need for more effective communicators and public speaking skills for technical leaders has become more critical. For employees that are often hired for their technical expertise, it is the non-technical expertise, such as effective communication with peers, subordinates and upper management, that is critical as they move up in leadership roles within the organization. Public speaking plays a significant role throughout an individual’s career from start to finish. As an early professional, the ability to communicate ideas and objectives clearly to others plays a vital role in how you are perceived by your peers and those in leadership positions. As a result, individuals with exceptional public speaking skills are better suited to continue their career progression.Though an important skill, engineers tend to rank poorly in their communication skills. An investigation led by a professional engineering association assessed the state of engineering education and determined recommendations to improve current curriculums and improve new graduate performance. Industry supervisors were surveyed to identify potential weaknesses of recent graduates entering the workforce. Almost half indicated that recent graduates were "weak" in oral communication skills. These findings help show that public speaking abilities are essential in engineers' early career development. The aim of this research study is to explore the utility of virtual reality (VR) and soft skill development through emotional intelligence (EQ) and mindfulness instruction in the context of developing effective engineering leaders within higher education for more effective communicators within the engineering field.For VR to be effective in public speaking training it should elicit similar responses as a live presentation. Various research studies have sought to determine whether or not the stressors experienced during VR sessions were indicative of similar stress responses an individual would experience in real-world scenarios. These studies found that the stress stimuli produced in a VR environment were like those in a real-life environment indicating the utility of VR experience to improve real-life performance.EQ can be described as an intersection of interrelated emotional and social competencies, skills that influence the ability to express emotions, connect with others, and the ability to cope with stress. EQ has shown that higher performers in the workplace tend to have significantly higher EQ scores. Better EQ skills allows for individuals to better cope with stress and connect with others. It is hypothesized that improving EQ will improve the physiological response and the perception of public speaking experiences.This study utilizes an exploratory action research approach. Subjects in this study completed EQ and DISC assessments, mindfulness instruction, and participated in two VR and one live public speaking presentation. Subjects wore a Fitbit Luxe device to collect physiological data during the VR simulated and live presentations. The VR software collected data such as speech analysis and head and eye movement.The purpose of this presentation is to present the results of a pilot study that investigated the extent VR and EQ can be considered tools to improve public speaking skills and experiences for individuals in the engineering field and b) students’ perceptions about the use of VR as a method for leadership development.

Effective public speaking is widely recognized as an essential 21st-century skill that enables learners to communicate ideas clearly, engage audiences, and participate actively in academic and social contexts, yet limited empirical evidence explains how cognitive, instructional, and affective factors interact to influence students’ public speaking performance, particularly among junior high school learners. Anchored on Social Cognitive Theory, Scaffolding Theory, and Fear of Negative Evaluation Theory, this study examined the influence of critical audience awareness, instructional feedback quality, and speaking anxiety on the public speaking skills of Grade 10 students. Using a descriptive-correlational research design, the study involved 137 randomly selected students from a public secondary school in Cagayan de Oro City, determined through the Taro Yamane formula. Data were collected using three adapted questionnaires and a performance-based public speaking rubric, all of which underwent expert validation and pilot reliability testing. Descriptive statistics and Structural Equation Modeling (SEM) were employed. Results indicate that critical audience awareness, instructional feedback quality, and speaking anxiety were all high, while public speaking skills remain generally fair across confidence, content, organization, language use, and delivery. The findings further revealed that instructional feedback quality significantly affects critical audience awareness and speaking anxiety. The study concludes that enhancing public speaking development is shaped by interacting instructional, cognitive, and affective conditions rather than by any single direct predictor. It is suggested to implement structured speaking programs that combine repeated oral performance, guide audience analysis, and immediate teacher feedback.