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Articoli di riviste sul tema "Public speaking"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 29 luglio 2024

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1

Cayton, Mary Kupiec, Kenneth Cmiel e Mark A. Graber. "Public Speaking". Reviews in American History 20, n. 2 (giugno 1992): 205. http://dx.doi.org/10.2307/2703102.

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Schmidt, Karen M. "Public Speaking". Journal of Christian Nursing 18, n. 1 (2001): 26–28. http://dx.doi.org/10.1097/00005217-200118010-00008.

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Sharp, Nicola. "Public speaking". BMJ 328, n. 7435 (7 febbraio 2004): s60. http://dx.doi.org/10.1136/bmj.328.7435.s60.

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Wolf, Zane Robinson, e Gloria F. Donnelly. "Public Speaking". Nurse Educator 18, n. 2 (marzo 1993): 30–32. http://dx.doi.org/10.1097/00006223-199303000-00013.

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Herd, Niki. "Public Speaking". Community Literacy Journal 8, n. 1 (2013): 91–92. http://dx.doi.org/10.1353/clj.2013.0012.

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Zaheer, Hananah. "Public Speaking". Pleiades: Literature in Context 42, n. 2-1 (settembre 2022): 18–19. http://dx.doi.org/10.1353/plc.2022.0082.

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Mursalim, Mursalim, Musliadi Musliadi, R. Firdaus Wahyudi e Muh Anis. "SEMINAR PUBLIC SPEAKING". INKAMKU : Journal of Community Service 1, n. 1 (30 settembre 2022): 28–31. http://dx.doi.org/10.47435/inkamku.v1i1.1161.

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Public speaking dapat didefinisikan sebagai kegiatan menyampaikan pesan dari pembicara tertentu kepada audiens tertentu (public) dalam konteks yang formal dan telah direncanakan sebelumnya. Mempelajari lebih dalam mengenai public speaking tentu tidak dapat dilepaskan dari teori-teorikomunikasi yang berada di sekitarnya. Adapun tujuan diadakannya seminar Public Speaking adalah agar pemuda /kalangan pelajar mampu berbicara di depan umum/publik. Adapun metode yang digunakan adalah metode observasi dan sosialisasi. Hasil dari seminar public speaking adalah peserta mampu berbicara did epan umum tanpa ada rasa gugup
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Iftakhar, Shampa. "Teaching Speaking Through Public Speaking Course". Stamford Journal of English 7 (7 aprile 2013): 183–203. http://dx.doi.org/10.3329/sje.v7i0.14473.

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In Bangladesh, English is taught as a foreign language. The English Language Teaching Improvement Project (ELTIP) introduced commutative textbooks in between 1992 to 2001 from class three to the higher secondary level. The main aim of ELTIP is to facilitate the teaching and learning of English with a methodology that will encourage students to acquire communicative competence in English through regular practice of these skills. Each of the books contains many tasks on speaking, but unfortunately in reality there is no practice and reflection of this skill. The speaking skill is never examined in S.S.C. and H.S.C. exam though in the English medium schools the scenario is totally opposite. Now the students who get admitted in the private universities having a very poor competency in speaking face great problems from the very beginning because English is the medium of instruction in these universities and general English courses are compulsory for all students. Very few students are capable of understanding lectures given in English. So conducting the class in English becomes a great challenge for all teachers. In my paper, I intend to analyse some factors that are closely related with teaching speaking. Then I will try to evaluate how Public Speaking course at Stamford University Bangladesh plays a vital role in teaching speaking, and our teachers’ and learners’ opinions regarding this course. DOI: http://dx.doi.org/10.3329/sje.v7i0.14473 Stamford Journal of English; Volume 7; Page 183-203
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Rizky, Irna Julia, e Yudha Asmara D.Aksa. "PELATIHAN PUBLIC SPEAKING". DEVOSI 1, n. 1 (11 febbraio 2021): 23–29. http://dx.doi.org/10.33558/devosi.v1i1.2491.

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Public speaking can be understood as a technique of delivering messages in public. Scientifically, public speaking is part of the science of communication. This is because communication is a process of interaction to relate from one party to another. With this training, it is hoped that students will have the confidence to speak in public. The method used is to do public speaking training which has predetermined points. The results of this public speaking training allow students to have high self-confidence to speak in public. So that it helps students express themselves in public.
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Iacono, Maureen. "Public speaking 101". Journal of PeriAnesthesia Nursing 16, n. 1 (febbraio 2001): 27–28. http://dx.doi.org/10.1053/jpan.2001.20654.

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Freeburn, Robert D. "Speaking in Public –". Executive Development 7, n. 4 (agosto 1994): 31–32. http://dx.doi.org/10.1108/09533239410061851.

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Ocampo-Hafalla, Maria. "Surviving public speaking". Nature 449, n. 7160 (settembre 2007): 374. http://dx.doi.org/10.1038/nj7160-374c.

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IACONO, M. "Public speaking 101". Journal of PeriAnesthesia Nursing 16, n. 1 (febbraio 2001): 27–28. http://dx.doi.org/10.1016/s1089-9472(01)69043-9.

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14

Boyce, Janet S., Sheila R. Alber-Morgan e Jeanetta G. Riley. "Fearless Public Speaking". Childhood Education 83, n. 3 (marzo 2007): 142–50. http://dx.doi.org/10.1080/00094056.2007.10522899.

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Teller, A. M. "1338 Public speaking". European Journal of Cancer 31 (novembre 1995): S281. http://dx.doi.org/10.1016/0959-8049(95)96584-z.

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16

Nurdiaman, Miman, Rostiena Pasciana e Imas Astri Mustakiah. "Pelatihan Public Speaking". Jurnal Budaya Masyarakat (JBM) 1, n. 2 (30 aprile 2020): 39–42. http://dx.doi.org/10.36624/jbm.v1i2.36.

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Peran pemuda sangat dibutuhkann pada perkembangan saat ini maupun masa yang akan mendatang, namun saat ini banyak pemuda yang masih malu dan tidak npercaya diri untuk berbicara didepan umum , oleh karenanya dibutuhkan latihan tentang public speaking agar mereka mengetahui pentingnya keterampilan sehingga dapat terbiasa berbicara di depan umum. Dengan adanya pelatihan mengenai public speaking diharapkan pemuda mampu mengungkapkan apa yang ingin dia sampaikan. Pelatihan public speaking di dimulai harus dari sejak dini agar terbiasa dalam menyampaikan/mengungkapkan informasi di khalayak banyak orang. Oleh karena itu tim FISIP UNIGA berinisiatif untuk memberikan pelatihan kepada anak-anak di Desa Cintarasa. Public speaking bertujuan untuk melatih atau mengasah kemampuan anak-anak berbicara di depan khalayak ramai, memupuk rasa percaya diri anak-anak, mengajarkan anak-anak untuk berekspresi dan mengungkapkan apa yang ingin dia sampaikan, melatih anak-anak secara bertahap mampu menjadi leader untuk dirinya sendiri dan bagi teman-temannya. Pelatihan public speaking diikuti oleh kelas 6 SDN 2 Cintarasa. Kegiatan ini diikuti oleh semua murid kelas 6 dengan mengikuti lomba membaca puisi. Latihan public speaking dan persiapan lomba membaca puisi dilakukan di posko. Dalam kegiatan ini metode yang dilakukan beragam dan tidak monoton. Pelatihan public speaking mengajarkan anak-anak mulai dari mengenalkan diri sampai mengeluarkan pendapatnya.
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Tawami, Tatan, Zainab Zahratunnisa e Naura Fadhila. "PUBLIC SPEAKING FOR PUBLIC LIFE". Indonesian Community Service and Empowerment Journal (IComSE) 3, n. 1 (29 marzo 2022): 180–84. http://dx.doi.org/10.34010/icomse.v3i1.5056.

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Tujuan dari kegiatan Pengabdian pada Masyarakat yang berjudul Public Speaking for Public Life adalah untuk meningkatkan kesadaran akan pentingnya softskills (social skills), terutama bagi para mahasiswa atau pembelajar dalam aktifitas keseharian mereka. Penelitian ini memaparkan keterampilan-keterampilan sosial apa yang dibutuhkan untuk meningkatkan kualitas interaksi pembelajar di masyarakat serta untuk meningkatkan rasa percaya diri pembelajar. Metode pelaksanaan kegiatan ini adalah melalui diskusi interaktif secara daring pada tanggal 24 April 2021. Diskusi ini dihadiri oleh berbagai peserta; mahasiswa Sastra Inggris Unikom, Perwakilan AIYA West Java Chapter, dan peserta umum. Hasil dari diskusi ini kemudian dipaparkan secara kualitatif dan sistematis dalam penulisan artikel ini. Hasil diskusi memperlihatkan adanya peningkatan keawasaan peserta diskusi terkait dengan keterampilan sosial yang dibutuhkan dalam berinteraksi. Keterampilan sosial yang disoroti pada bagian diskusi dan interaksi adalah rasa percaya diri, berpengetahuan, dan berempati. Ketiga keterampilan sosial tersebut dapat dikatakan sebagai keterampilan dasar dalam berinteraksi dengan orang lain karena dapat memotivasi pembelajar untuk berbicara dengan pengetahuan yang memadai dan pada saat yang sama memahami apa yang dibutuhkan/tidak dibutuhkan dalam suatu interaksi sosial. Berdasarkan hasil diskusi, dapat disimpulkan bahwa belajar public speaking bermanfaat untuk meningkatkan tidak hanya nilai diri sendiri namun juga interaksi sosial di masyarakat. Kata kunci: Rasa Percaya Diri, Berempati, Public Speaking, Berpengetahuan, dan Keterampilan
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18

Boromisza-Habashi, David, Jessica M. F. Hughes e Jennifer A. Malkowski. "Public speaking as cultural ideal: Internationalizing the public speaking curriculum". Journal of International and Intercultural Communication 9, n. 1 (17 dicembre 2015): 20–34. http://dx.doi.org/10.1080/17513057.2016.1120847.

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19

Behnke, Ralph R., e Chris R. Sawyer. "Public speaking procrastination as a correlate of public speaking communication apprehension and self‐perceived public speaking competence". Communication Research Reports 16, n. 1 (gennaio 1999): 40–47. http://dx.doi.org/10.1080/08824099909388699.

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Roberts, Pennie. "Professionally Speaking Public speaking for health professionals". Physiotherapy 86, n. 5 (maggio 2000): 274–75. http://dx.doi.org/10.1016/s0031-9406(05)60918-2.

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21

Hidayanti, Ni Nyoman Ayu Tri. "Improving Students’ Speaking Skill through Public Speaking". Prosiding Seminar Nasional Riset Bahasa dan Pengajaran Bahasa 5, n. 1 (20 settembre 2023): 101–8. http://dx.doi.org/10.31940/senarilip.v5i1.101-108.

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The purpose of this study was to observe and investigate the effectiveness of public speaking (PS) in improving speaking skill of Gapura’s students in Kampung Inggris Bali, in Perean, Tabanan, Bali. More specifically, this study analysed whether or not the PS model was effective. PS model is a model on which learners were trained to choose a certain topic following a number of steps including, ‘reading’, ‘memorizing’, ‘delivering’, effective to improve students’ speaking ability. The topics to be delivered were about famous persons including leaders, artists, actors, actresses, singers, influencers all over the world etc, who give positive effect to the world, give good motivation, inspiration, or insight to the audience. The participants were 16 Gapura’s students, 6 boys and 10 girls. Some of the students were fresh graduated of aviation vocational school and later will be called as beginners, and the rest were under graduate students (IT and economy program) and will be called as advanced students. The observation on model was held for two weeks. Adopting a case-study approach, data were collected from surveys, observation, documentations, note-taking, interviews, and questionnaire. The data were analysed qualitatively. The result of analysis indicated that the public speaking model of learning was marvellous to implement to the beginners as well as the advanced students. The beginners were found more motivated in study. They were proved to be able to improve their pronunciation, grammar, vocabulary, to enrich reading, listening, translating, communication ability, as well as to upgrade their self-confidence. However, the advanced students could memorize the text, enrich vocabulary, improve their grammatical competence and master the text more perfectly.
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22

A. Clement, A. Clement. "Communicate or Complicate- Secrets of Public Speaking". International Journal of Scientific Research 2, n. 10 (1 giugno 2012): 1–2. http://dx.doi.org/10.15373/22778179/oct2013/26.

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23

Muhajir, R., e Indah Sri Redjeki. "PUBLIC SPEAKING ACTIVITIES TO IMPROVE STUDENTS’ SPEAKING SKILLS". ENGLISH JOURNAL 12, n. 1 (13 marzo 2018): 39. http://dx.doi.org/10.32832/english.v12i1.3769.

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In this region, English is mostly learned as the main subject. It starts from elementary school to university level, but most high school graduates cannot speak English even though they have been studying it for three years or more. This stimulated the researcher to create a breakthrough that would make it easier for students to practice their speaking skills as much as possible. The programs consisted of three activities: discussion (hot issues talk), debate forum, and speech presentation. Participants in this study were 50 second-year high school students in Indonesia. They were divided into two groups: experimental and control classes. The experimental class consisted of 25 students who engaged in public speaking activities, while the control class consisted of 25 students who did not participate. The findings of this quantitative analysis showed that members of the experimental class who engaged in public speaking exercises experienced an increase in their English-speaking skills. It can be discovered that public speaking activities can be used as an approach to enhancing the ability of high school students to speak.
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24

Davis, Richard, e John Curtice. "Speaking for the Public". Harvard International Journal of Press/Politics 5, n. 1 (gennaio 2000): 62–77. http://dx.doi.org/10.1177/1081180x00005001006.

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Jensen, Karla Kay, e Vinnie Harris. "The public speaking portfolio". Communication Education 48, n. 3 (luglio 1999): 211–27. http://dx.doi.org/10.1080/03634529909379170.

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Davis, Richard, e John Curtice. "Speaking for the Public". Harvard International Journal of Press/Politics 5, n. 1 (1 gennaio 2000): 62–77. http://dx.doi.org/10.1162/108118000568976.

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Scherer, Ronald C., e Melissa Volk. "Research on Public Speaking". Voice and Speech Review 7, n. 1 (gennaio 2011): 287–91. http://dx.doi.org/10.1080/23268263.2011.10739554.

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Schlüter‐Kiske, Barbara. "Public Speaking for Women". Women in Management Review 2, n. 1 (febbraio 1986): 28–30. http://dx.doi.org/10.1108/eb005147.

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Smith, Mary Fallon. "Public speaking survival strategies". Journal of Emergency Nursing 26, n. 2 (aprile 2000): 166–68. http://dx.doi.org/10.1016/s0099-1767(00)90064-3.

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Brigance, Linda Czuba. "Tag team public speaking". Communication Teacher 18, n. 3 (1 luglio 2004): 98–101. http://dx.doi.org/10.1080/1740462042000237936.

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Novaković, Nataša, e Boris Teodosijević. "Basics of public speaking". Bizinfo Blace 8, n. 2 (2017): 33–46. http://dx.doi.org/10.5937/bizinfo1702033n.

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Thompson, Carol, e Christina Standerfer. "Interactive Public-Speaking Activities". Speech Communication Teacher 6, n. 4 (31 agosto 1992): 2–3. http://dx.doi.org/10.1080/29945054.1992.12289395.

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Umaroh, Liya, Mutia Rahmi Pratiwi, Novita Kurnia Ningrum e Umi Rosyidah. "Pelatihan Public Speaking Sebagai Upaya Menumbuhkan Sikap Percaya Diri Karangtaruna Kelurahan Kalisegoro Gunungpati Semarang". Amaliah: Jurnal Pengabdian Kepada Masyarakat 7, n. 2 (30 novembre 2023): 313–17. http://dx.doi.org/10.32696/ajpkm.v7i2.1904.

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Abstrak Kemampuan public speaking menjadi pondasi utama dalam menjalankan kehidupan bermasyarakat. Dengan kemampuan public speaking yang baik akan mempermudah untuk menyampaikan gagasan, memberikan informasi, dan meningkatkan kepercayaan diri. Namun demikian ditemukan berbagai permasalahan terkait keterampilan Public Speaking di kalangan remaja dalam organisasi kepemudaan Karangtaruna. Krisis kepercayaan diri, melupakan potensi diri, kurangnya penguasaan publik menjadi hambatan untuk menjadi remaja yang cakap public speaking. Tujuan Kegiatan Pengabdian Masyarakat ini adalah untuk meningkatkan keterampilan public speaking remaja Karangtaruna di kelurahan Kalisegoro Gunungpati Semarang. Metode pelaksanaan kegiatan adalah pasrtisipasi aktif dan pelatihan dengan menggunakan beberapa tahapan yaitu pengenalan public speaking, pelatihan dalam kelompok kecil, dan evaluasi. Hasil akhir dari kegiatan Pengabdian Masyarakat adalah meningkatnya kepercayaan diri peserta sebanyak 85%, peningkatan kemampuan berbicara di depan publik sebanyak 87% dan peningkatan kemampuan memberikan gagasan sebanyak 85%. Dengan demikian dapat disimpulkan bahwa pelatihan public speaking meningkatkan seluruh aspek public speaking karangtaruna Kalisegoro Gunungpati Semarang.
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HERMAN, HERMAN. "ANALISIS MODEL KOMUNIKASI PUBLIK SAMANERA DAN ATTHASILANI: STUDI KASUS PADEPOKAN DHAMMADIPA ARAMA BATU". Journal of Humanity and Social Justice 2, n. 1 (31 gennaio 2020): 1–14. http://dx.doi.org/10.38026/journalhsj.v2i1.25.

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Public Speaking (komunikasi publik) merupakan teknik berbicara kepada sekelompok orang secara terstruktur yang bertujuan untuk memberi informasi dan mempengaruhi pendengar. Tujuan penelitian ini adalah untuk mengetahui implementasi public speaking training terhadap samanera dan atthasilani di Padepokan Dhammadipa Arama Batu. Tujuan kedua adalah untuk mengetahui dampak public speaking training terhadap samanera dan atthasilani di Padepokan Dhammadipa Arama Batu. Riset ini dilakukan dengan teknik wawancara, observasi, dan dokumentasi. Penelitian ini merupakan penelitian deskriptif kualitatif Hasil penelitian menunjukkan bahwa kemampuan public speaking samanera dan atthasilani Padepokan Dhammadipa Arama Batu ternyata masih rendah dan tidak ada standardisasi terhadap kualitas public speaking Samanera dan Atthasilani. Hal ini dikarenakan kurang adanya pembimbing dan pelatihan public speaking. Temuan lain adalah adanya komunikasi dua arah samanera dan atthasilani dengan masyarakat dalam memaparkan tema ceramah yang lebih bersifat kontekstual. Hal ini berbeda dengan negara-negara Buddhis, seperti Thailand, Myanmar, dan Srilanka yang budaya komunikasinya lebih bersifat tekstual. Kata kunci: Public speaking training, samanera, atthasilani.Buddhis, komunikasi publik
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Handayani, Witri. "Grammar Usage in Public Speaking". Journal Polingua : Scientific Journal of Linguistics, Literature and Education 2, n. 2 (27 marzo 2018): 81–85. http://dx.doi.org/10.30630/polingua.v2i2.38.

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Many people think that it is difficult to speak grammatically correct since grammar has so many rules. However, in the concept of public speaking, grammar can be used to avoid mistakes and misunderstanding, so that, the messages are delivered correctly and the targets are reached purposely. Here, the writer divides the discussion of the grammar usage into two categories; they are the function of grammar in public speaking and the grammar awareness in public speaking. In addition, it is hoped that the readers consider to pay more attention toward the grammar before saying something, especially speaking in a public speaking context.
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한연희. "Design of Public Speaking Curriculum". Journal of Speech Communication ll, n. 21 (dicembre 2012): 349–77. http://dx.doi.org/10.18625/jsc.2012..21.349.

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Nugraha, Lasmi Septiyanti, Faridah Faridah, Sabaruddin Sabaruddin e Atmarani Dewi Purnama. "Kelas Praktis English Public Speaking". PENDIMAS: Jurnal Pengabdian Masyarakat 1, n. 1 (22 luglio 2022): 1–5. http://dx.doi.org/10.47435/pendimas.v1i1.1067.

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English is a universal language because it is used by most of the countries in the world as the main language. In addition, English is one of the important international languages ​​to be mastered or learned. In terms of education, teaching foreign languages ​​is also a challenge. How to make students understand easily and quickly not to feel bored with the material given. Practical classes are one way to easily teach public speaking. Practical English Public Speaking Class is a method of improving speaking skills in English which is packaged in practical classes in order to create a more pleasant atmosphere. The main objective of this practical class is to increase students' confidence to be able to speak in public with more confidence. In addition, this activity also aims to break the stigma of participants that English is a difficult language to learn. With a fun method and delivery, students will believe that English is an easy and fun subject to learn.
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Swope, John W., James Payne, Diana Prentice, Williams Buys, Thomas Sill e Roy Beck. "Getting Started in Public Speaking". English Journal 76, n. 3 (marzo 1987): 99. http://dx.doi.org/10.2307/818562.

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Freeburn, Robert. "Speaking in Public – Part II". Executive Development 7, n. 6 (dicembre 1994): 33–34. http://dx.doi.org/10.1108/09533239410071922.

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Freeburn, Robert. "Speaking in public – part III:". Executive Development 8, n. 1 (febbraio 1995): 12–14. http://dx.doi.org/10.1108/09533239510079509.

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Rogers, Priscilla S. "Distinguishing Public and Presentational Speaking". Management Communication Quarterly 2, n. 1 (agosto 1988): 102–15. http://dx.doi.org/10.1177/0893318988002001007.

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Lancaster, Jeanette. "Public Speaking Can Be Improved". JONA: The Journal of Nursing Administration 15, n. 3 (marzo 1985): 31???35. http://dx.doi.org/10.1097/00005110-198503000-00007.

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Pörhölä, Maili. "Arousal Styles during Public Speaking". Communication Education 51, n. 4 (ottobre 2002): 420–38. http://dx.doi.org/10.1080/03634520216527.

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Foss, Sonja K. "Revisioning the Public Speaking Course". Women's Studies in Communication 15, n. 2 (ottobre 1992): 53–65. http://dx.doi.org/10.1080/07491409.1992.11089764.

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Revutska, S. K., e Yu A. Bendeberi. "V. YUSHCHENKO’S PUBLIC SPEAKING SKILLS". INTELLIGENCE. PERSONALITY. CIVILIZATION, n. 2 (23) (30 dicembre 2021): 97. http://dx.doi.org/10.33274/2079-4835-2021-23-2-97-97.

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Objective. The objective of the article is to investigate Yushchenko’s oratory techniques and means of nonverbal communication on photo and video materials posted in free access. Methods. The main scientific results are obtained through analytical observation of non-verbal politics during speeches or interviews. Results. Recently, elocution has become an integral part of the competencies of a specialist in various spheres of life. The ability to speak for a politician is one of the main tools in building communication with the audience. Analytical works on elocution and devices of Ukrainian public figures, especially presidents, begin to appear more and more often in the columns of newspapers, online publications, and even scientific journals. Of particular interest is the field of nonverbal communication, because it is perhaps the most influential in the perception of the speaker by the audience. The third president of Ukraine is remembered by many for his wide range of non-verbal means, which previous leaders almost lacked. Despite the importance of the non-verbal component in the public speeches of the country’s leader, in particular in relation to Yushchenko, attention is paid to the occasion in the scientific literature, and therefore requires detailed study. In the process of analyzing non-verbal means of communication, it is found that the third president of Ukraine has his own personal techniques, which create a holistic portrait of the speaker. His gestures completely deny the idea «the higher the socio-economic status of man, the less developed gestures and poorer body movements for the transmission of information» [12]. The politician uses his hands the most in the process of non-verbal communication, which gives him the opportunity to strengthen his own positions, testify to his intentions and readiness. Also important is the fact that the conditions of communication or social status of the interlocutor does not affect the meaning of gestures or their set, they are standard and stable. In general, the most commonly used gestures are persuasion, unification, detail, doubt, or reflection. Therefore, Yushchenko, as a speaker, may be a good role model for students in acquiring elocution.
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46

Yulianti, Wiwik, FX Sawardi, Henry Yustanto, Hanifullah Syukri, Rr Chattri Sigit Widyastuti e Bakdal Ginanjar. "PELATIHAN PUBLIC SPEAKING DAN DAKWAH". Jurnal Abdi Dharma Masyarakat (JADMA) 4, n. 2 (30 ottobre 2023): 91–99. http://dx.doi.org/10.36733/jadma.v4i2.7348.

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Kemampuan berbicara di depan umum atau public speaking merupakan hal penting penunjang penampilan seseorang. Ketrampilan ini perlu dilatih agar kelancaran menyampaikan pesan tepat dan sesuai sasaran. Remaja masjid merupakan salah satu elemen yang turut pula membantu kemakmuran masjid. Salah satu wujud kemakmuran masjid yang dilakukan oleh remaja masjid adalah turut pula mengisi kegiatan keagamaan melalui dakwah, ceramah, atau pidato. Begitu pentingnya public speaking bagi para remaja masjid inilah pelatihan public speaking dan dakwah untuk remaja masjid dilakukan. Melalui metode ceramah dan praktek inilah pelatihan itu dilakukan. Hal itu dilakukan agar remaja masjid se karanganyar memahami dan mengaplikasikan secara benar tentang Teknik berbicara di depan umum. Dengan melakukan kegiatan praktek berbicara di depan umum inilah peserta merasakan perbedaan penampilan dari yang semula mereka lakukan sebelum pelatihan dan sesudah mengikuti pelatihan. Dari hasil pelatihan, ditunjukkan bahwa pemberian materi pelatihan public speaking dan dakwah ini akan meningkatkan kemampuan dakwah secara baik dan terstruktur secara benar.
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47

Schneider, Valerie. "Pointers for Polished Public Speaking". Speech Communication Teacher 6, n. 1 (30 novembre 1991): 5–6. http://dx.doi.org/10.1080/29945054.1991.12289167.

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48

Павлова, Н. П. "Student «talking»: teaching public speaking". Cherepovets State University Bulletin, n. 3(120) (30 maggio 2024): 242–54. http://dx.doi.org/10.23859/1994-0637-2024-3-120-20.

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В представленной статье рассматриваются особенности подготовки студентов направления 44.03.01 «Педагогическое образование» для успешного речевого взаимодействия в ходе проведения учебных и научных исследований на примерах предметной области «Филология. Русский язык» («Коммуникативный модуль»), входящих в учебный план университета. Автором рассмотрена практика коммуникативного образования в зарубежных вузах. Дается сравнение с отечественными подходами к данному вопросу. Цель статьи состоит в следующем: опираясь на имеющийся опыт работы в предметной области «Филология. Русский язык» («Коммуникативный модуль»), представить систему работы по развитию и совершенствованию речевых навыков обучающихся, их коммуникативной компетентности. Входе исследования для реализации поставленной цели использованы как теоретические методы (анализ, обобщение, моделирование), так и эмпирические (наблюдение, опрос, анкетирование). В процессе работы проанализированы имеющиеся в учебном плане возможности для развития и совершенствования речевых навыков обучающихся, коммуникативной компетентности, в том числе подготовки студентов к публичному выступлению на защите курсовых работ, выпускной квалификационной работы бакалавра. Установлено, что наиболее эффективно и целенаправленно работа по реализации требований ФГОС по педагогическому образованию строится при использовании ряда педагогических технологий. Среди них можно назвать как традиционные (объяснительно-иллюстративные), так и инновационные (тренинговые, проектные, имитационные, дистанционные и др.) педагогические технологии. Представленная система работы позволяет развить умение строить устные и письменные высказывания в соответствии с нормами русского литературного языка, логически обосновывать высказанные положения, пользоваться словарями и справочной литературой по русскому языку и культуре речи. Результаты работы могут быть использованы при формировании программ обучения студентов психолого-педагогических специальностей. Они позволяют определить новые пути в подготовке будущих учителей. The presented article considers the peculiarities of training students of the academic programme 44.03.01 “Pedagogical Education” for successful speech interaction in the course of educational and scientific research applying the subject area “Philology. Russian language” (Communicative module) included in the curriculum of the university. The author considers the practice of communicative education in foreign universities and compares it with national approaches to this issue. The purpose of the article is to present a system of work on the development and improvement of students’ speech skills and their communicative competence based on the existing experience of work in the subject area “Philology. Russian language” (Communicative module). The author used both theoretical methods (analysis, generalisation, modelling) and empirical methods (observation, survey, questionnaire) to achieve the purpose. The author also analysed the opportunities available in the curriculum for the development and improvement of students' speech skills and communicative competence, including the training of students for public proving of yearly essays and bachelor's graduation thesis. It has been established that the most effective and purposeful work on the implementation of the requirements of FSES in teacher education is based on a number of pedagogical technologies. Among them, we can identify both traditional (explanatory and illustrative) and innovative (training, project, simulation, distance, etc.) pedagogical technologies. The presented system of work allows developing the ability to build oral and written statements in accordance with the standards of the Russian literary language, to logically justify the statements made, to use dictionaries and reference literature on the Russian language and culture of speech. The results of the work can be applied in training students of psychological and pedagogical academic programmes. They make it possible to define new ways in future teachers’ training.
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Johnson, John R., e Nancy Szczupakiewicz. "The public speaking course: Is it preparing students with work related public speaking skills?" Communication Education 36, n. 2 (aprile 1987): 131–37. http://dx.doi.org/10.1080/03634528709378653.

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50

Sari, Rini Eka, Flora Grace Putrianti e Siti Wulandari. "Pelatihan Public Speaking Untuk Meningkatkan Kepercayaan Diri Pada Remaja Karang Taruna Dusun Klitak Magelang Jawa Tengah". Jurnal Pengabdian Masyarakat Bangsa 2, n. 2 (25 aprile 2024): 372–78. http://dx.doi.org/10.59837/jpmba.v2i2.820.

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Karang taruna merupakan salah satu organisasi pemuda yang menjadi wadah dalam membina generasi muda khususnya di pedesaan, Oranisasi ini menjadi wadah bagi para pemuda dalam mengembangkan skill dan kemampuan dalam berorganisasi. Salah satu permasalahan dari beberapa anggota organisasi karang taruna dusun Klitak adalah kemalasan sosial (social loafing) yang memiliki hubungan negatif yang signifikan antara kepercayaan diri. Melalui pengabdian ini menjelaskan kepercayaan diri bisa ditingkatkan dengan public speaking agar komunikasi antar kelompok tidak bermasalah. Dapat disimpulkan bahwa penerapan Public Speaking bisa meningkatkan kepercayaan diri agar tidak memiliki kemalasan individu, menghilangakan hambatan komunikasi yang disebabkan oleh ke pasifan dari kemalasan sosial. Mengingat betapa pentingnya kepercayaan diri dalam mendukung kemampuan public speaking maka pengabdian Masyarakat ini dilakukan dengan tujuan untuk meningkatkan kepercayaan diri pada remaja karang taruna dusun Klitak Magelang Jawa Tengah melalui pelatihan public Speaking. Metode yang digunakan dalam pengabdian Masyarakat ini adalah pemberian pelatihan public speaking kepada anggota karang taruna. Pelatihan Publik speaking yang diberikan memberikan dampak yang cukup signifikan, yaitu Peserta pelatihan menjadi lebih aktif dalam memberikan pendapat,saran,masukan,opini di depan publik, Peserta memahami tentang manfaat yang didapatkan ketika dapat menguasai skill public speaking dan Peserta lebih siap untuk meningkatkan soft skill dan kepercayaan diri dalam menyampaikan opini di depan publik.
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