1

ANALYSIS ON SPEECH WRITTEN AND PERFORMED BY SENIOR

HIGH/VOCATIONAL HIGH SCHOOL STUDENTS TO CELEBRATE
INDEPENDENCE DAY OF INDONESIA REPUBLIC -71 AT KOTA
GUNUNGSITOLI

Oleh:

Yasminar Amaerita Telaumbanua

Dosen Tetap YAPERTI Nias IKIP Gunungsitoli

Abstrak
Penelitian ini ditujukan untuk menginvestigasi para siswa sekolah menengah
atas/kejuruan sekota Gunungsitoli, bagaimana mereka mempersiapkan diri sebelum
mengikuti lomba pidato berbahasa Inggris, menyusun ide mereka dalam naskah pidato,
berpidato, serta apa saja kesalahan mereka dalam menulis naskah pidato dan dalam
berpidato di depan umum ketika perayaan hari kemerdekaan Republik Indonesia yang
ke-71. Hasil temuan peneliti adalah kebanyakan siswa menggunakan pola tata bahasa
yang tidak tepat, penggunaan pilihan kata yang kurang tepat, paragraf yang tidak
kohesif dan koheren, kata sambung dan kata penghubung yang tidak sesuai,
ketidakjelasan ide pokok; serta kesimpulan dan saran sangat jauh dari isi naskah
pidato yang ditulis.

Kata kunci: Analisis, Naskah Pidato, Siswa SMA/SMK


INTRODUCTION
To persuade, amuse, entertain,
influence, motivate, encourage and
highlight other people orally is not an
easy work. Moreover when a speaker is
speechless or clumzy, does not know
how to begin and continue, and end
what will be expressed in front of public
officially and in formal situation.
Exactly the speaker who conveys
her/his speech should prepare
her/himself so that the public who
listens to her/his speech is easily
motivated and encouraged to have an
action as feedback of her/his speech. As
a speaker, s/he should have considered
audience, purpose and organization,
Reinhart, 2013:1.
The same thing also takes place
among students of secondary school
surroundings at Kota Gunungsitoli.
Almost every year students
representatively join English speech
contest at Kota Gunungsitoli, held by
mayor and vice mayor. Committee is
selected and approved by them to
conduct the contest. The contest
encourages the students to take a part
inside. The students are trained by their
English teachers at schools before they
usually join the contest. The annual
contest is done to celebrate some
historical events such as Educational
2
day, Teachers’ day, and Independence
Day of Indonesia Republic.
A champion is selected and
judged by chosen juries from different
sides such as politician, academician,
and bureaucrat. Since the students are
non-native speakers/writers, of course
some differences might happen in their
written speech and also in their oral
expression. To see the difference
between the native speakers/writers and
the non-native speakers/writers is very
important since its aim is to motivate
the students to be better in English. This
is supported by Corders in Gozali, 2017
stating how significant of learners’
errors is to be analyzed in three-folds.
For some years, the students written
speeches are not analyzed by any
researcher, even the people who had
even been juries during conducting the
English speech contest at Kota
Gunungsitoli. Departing from the
condition, the teacher-researcher who
was chosen and selected as one of juries
last time was interested in searching the
students written English speeches that
had been performed on August, 2016
when celebrating Independence day of
Indonesia Republic -71.
To analyze the students’
written speech, the teacher-researcher
did a research entitled, Analysis on
Speech Written and Performed by
 3

Senior High/Vocational High School front of the public. To make the

Students to Celebrate Independence audience/listeners understand the
Day of Indonesia Republic -71 at Kota messages, the students use language,
Gunungsitoli. one of them is English. Language, like
English is not holistic. It uses specific
OBJECTIVE
vocabulary and specific grammatical
The objective of the research is
rules. Language may include speech.
to analyze how the students prepare
Speech is generally, the most
themselves before they join the English
effective medium of delivering the
speech contest, how the students
message in meeting, seminar,
organize their ideas in written speech,
conference etc. Speech refers to
how the students perform their written
delivering the message through words
speech, and what the students’ errors in
of mouth or spoken words in front of
writing and performing their English
the audience gathered in a meeting,
speech.
seminar or conference as stated Obama
(online).
REVIEW OF RELATED
LITERATURE Further, he says (online),
A speech is a highly structured
1. Speech
form of address in which a
a. Definition of Speech speaker addresses an audience
gathered to hear a message. At
The way to send and to receive
least, we can say that speech is
messages is communication. a kind of formal address
delivered to an audience
Communication can be visual, verbal or
gathered in a place to hear a
non-verbal. Communication takes place message.
by how it is presented, looked, wore,
Speech is verbal language,
and whether it is being scowled or
Kumin, 2003:2. Speech uses the same
through smiling. There are many ways
systems in the body used for breathing,
to communicate, and one of them is
swallowing, and eating. Speech
verbal communication. It is
involves muscle programming,
communicated through a sigh, laugh, or
movement and coordination. Speech is
a word. Communication can be
complex, and involves the coordination
powerful in affecting an environment or
of breathing, phonation (voice),
audience who listens to the speakers or
resonation and articulation.
the students who convey their speech in

Speech is also an effective
means of oral communication. It is
delivered in front of a large gathering,
said Obama (online).
Of those statements above, it is
concluded that speech medium of
communication that takes place in front
of audience delivered by the speakers
formally.
b. Characteristics of a Good Speech
Since speech is one of the
major medium of oral communication,
it is found different speeches in
different situations but good speeches
are not always found. A good speech is
really enjoyable and informative. But it
is very tough to deliver a speech that
can enthrall the audience. A good
speech has following characteristics or
qualities as stated by Biscom (online).
1) Dynamic
Dynamism is an important quality of
a good speech. There must e
variation in style, tone, voice,
approach depending on the situation
and timing otherwise audience will
lose their attention and will suffer
from monotonous presentation.
2) Informal Talk
Speech should be like an informal
talk. A good speech is closer to a
personal and informal chat between
two intimate friends. When you
speak there should be a perfect
rapport between you and your
audience.
3) Clear
Clarity is the first major
characteristic of a good speech. A
4
speech must be successful in
conveying the (message) ideas or
emotions, facts or arguments to the
audience that the speaker wants to
express. If the audience does not
instantly grasp your point, you have
failed as a speaker.
4) Vivid and Concrete
A good speech is vivid and concrete
in nature. Include facts in a concrete
and comprehensive way. No
irrelevant or in comprehensive mater
should be included in a speech. For
example, the population of India is
growing at an accelerating rate of
2.3% is a vivid statement.
5) Brevity
Brevity is an important characteristic
of a god speech. Speech should be
shorter and concrete but
comprehensive. The concentration of
average audience does not last more
than fifteen to twenty minutes. So, it
is better to wrap up your speech
within five to twenty minutes.
6) Interesting
A good speech is always interesting.
Quotations, anecdotes and humors
make a speech vivid and interesting.
An interesting speech always wins
the attention of the audience.
7) Audience Oriented
A good speech is always audience
oriented. The speaker must deliver
the speech in such a way as desired
by the audience. The speaker should
consider the age, education, social
and economic condition, number etc.
of audience to prepare his speech
accordingly.
8) Free From Error
A good speech is always free from
error. Error in speech can make the
audience confused and loose the
personality of the speaker.
9) Authentic
The facts and figure presented in a
speech must be authentic and true.
False statement or information

misleads the audience and hamper
the acceptability of speech.
10) Well Organized
A good speech is always well
organized and well arranged. The
pats or points of a speech should be
organized in logical sequence to
attract and retain h attention of the
audience.
Beside the above-mentioned
criteria, a good speech also has some
other criteria like visual presentation,
timely presentation and result oriented
and so on. A speaker should consider
these qualities of a speech before
presenting something on the dais.
As a conclusion, the students
as the speakers when conveying their
speech should take care of the criteria
above to make them as the good
speakers.
c. Writing a Speech
According to Sarah (online-
2017) that speech writing is a tool used
to outline a speaker’s thoughts and ideas
for a speech. Then, Seth (online-2017)
also says that before having
presentation, a speaker should prepare
her/himself in advance. It is continued
by Anonymous (online-2017) stating
that speech writing is the study and
practice of writing compelling, moving
speeches for different occasions and
with varying content. That
5
emphasized by Alex (online-2017) that
speech writing is the art of writing of
speech for public presentation.
Of all what is mentioned by
some speech writing tutors above, it is
very important for the students to keep
in mind that public or audience needs to
understand what the speakers say. On
the other hand, the students as the
speakers should know the audience, and
available time limits.
In line with the statements if
the students write their speech before
performing in front of the public, some
criteria in writing a speech should be
considered as it is seen below.
1) Standard English
Standard English is the style of
English grammar, spelling and
vocabulary that is widely accepted in
spoken and written English. In
formal speaking and listening
situations, you will need to
communicate using Standard
English, e.g when writing or giving a
speech.
a
2) Speeches
The key to presenting the perfect
speech is preparation and practice.
World leaders don't just stand up and
make up a speech on the spot - they
carefully prepare beforehand. They
is
even employ people to write their
 6

speeches, although remember, this is proper pausing as Reinhart, 2013:20

not an option at school! describes below.
To complete the speech to effective 1) Speaking too slowly can be avoided
by practicing, trying to say a group
speech, it needs to use the English
of several words before pausing.
language skillfully - as it needs time That way, the speech flow will seem
smoother to the listeners/audience.
to prepare in advance, they can show
The more confident you become, the
off their English language skills and less you will pause, and the longer
your groupings will be.
vocabulary. Also, it should be
2) Speaking too quickly often takes
memorable by making a speech that place if the students forget to pause
at the end of natural word groupings
included the phrases such as the use
in English. It is avoided by
of repetition makes the speech modifying their speed by consciously
pausing at the end of word
memorable and helped his audience
groupings.
identify his key point. The last is to
make people think – that a speech is e. Assessing Speech
designed to inspire and connect with Below is how to asses speech
his audience. as suggested by Reinhart, 2013: 24-27.
Table 1
d. How to be a Self-Confident SPEECH EVALUATION
Speaker FORM
There are some behavior can
Speech Evaluation Form
be imitated by the students to speak Name:
Make a Skor
English in front of the public. Reinhart, check in (10-
the 100)
appropriat
2013: 18 elaborates as the following. e column
N Comments
1) Avoiding eye contact with e (Include
audience e specific
G d problems
2) Avoiding friendly facial o O s you notice)
expression o k
d
3) Making distracting body w
o
movements r
4) Avoiding the use of hand k
Topic information
gestures Interesting details?
5) Other distracting behaviour Suitable for audience?
Introduction
Adequate?
During speeches also, some of Attention getting?
Organization
the students speak slowly and haltingly, Clear organizational
strategy?
Use organization
while others speak too quickly. Both of indicator statement(s)
when appropriate?
these problems can be avoided with Flow
Smooth, coherent
speech flow?
 7

Use appropriate Table 2 is about the students’

connecting devices
and topic shift
markers? performance when conveying their
Conclusion
Adequate? speech.
Smooth, not abrupt?
Eye contact and Table 2
facial expressions
Focus on the Contestants’ Speech Ability
audience?
Contact with all Total
members of the Name Measurement Exp.
Score
audience? No of
MC ST LS
Friendly facial school
40% 30% 30%
expression? 1. X1 77 6
8032 8024 7021
Gestures and other
body movements 2. X2 6024 5015 6018 57 13
Hands free and 3. X3 56.5 14
5522 5516.5 6018
expressive?
Body posture relaxed 4. X4 8534 8024 7021 79 4
than stiff? 5. X5 58.5 12
6024 5516.5 6018
No distracting body
movements? 6. X6 9036 8525.5 9027 88.5 1
Voice 7. X7 4513 48.5 15
Good volume? 5020 5015
.5
Confident? 8. X8 5516 71 8
Relaxed? 8032 7522.5
.5
Pace 9. X9 8324 77.9 5
Not too fast or too 8032 7021
.9
slow? 10. X10 5516 58.5 12
Smooth than rather 6024 6018
.5
than halting or 11. X11 6519 63 11
hesitant? 6024 6519.5
.5
Pronunciation 12. X12 4013 45 16
Other comments 4518 4513.5
.5
13. X13 4513 43 17
4016 4513.5
.5
RESEARCH METHOD 14. X14
5522 7021
7522 65.6 10
.5
15. X15 80 3
Approach and kind of the 8032 8024 8024
16. X16 5522 5516.5 6018 56.5 14
research is qualitative. Qualitative 17. X17 7522 71.5 7
7028 7021
.5
research is an approach used to 18. X18 8534 9027 8024 85 2
19. X19 6827 6519 66.2 9
systematically gather data, but the data .2
6519.5
.5
20. X20 3510 38.5 18
are purely descriptive and therefore not 4016 4012
.5
21. X21 7823 77.9 5
8032 7522.5
numerical, Sirois, Schmutte, and .4
22. X22 5516 56.5 14
5522 6018
Sprinthall, 1991:100. It is done directly .5

by the teacher-researcher to analyze

Of the table above, it is seen
what the students write and perform in
that the contestants were classified into
their English speech.
18 grades. The highest score was 88.5
and the lowest score was 38.5. Each
RESEARCH FINDINGS
contestant when delivering their speech
1. The Students’ Written Speech and
Oral Performance most of them pronounced the words
incorrectly, accent and intonation were
a. Oral Performance
inappropriate and vocabulary selected
 8

was improper. This can be seen from they performed their speech, their
some findings provided by the teacher- volume was mostly monotone, lack of
researcher more detail. (see her research expression and mispronunciation.
in library of IKIP Gunungsitoli, Table Ungrammatical utterances and improper
3: Result of Speech Evaluation Form). diction made the juries and audience
could not comprehend the speech
b. Written Speech
correctly. Thus, what was seen by the
Almost all the contestants used
teacher-researcher here as one of the
the ungrammatical language, improper
juries at that time was so far from the
diction, disconnected paragraphs,
correct English speech.
inappropriate discourse markers, and
Based on the research findings
lost main ideas; moreover conclusions
poured out in the previous tables and
and suggestions are so far to the content
also some explanation written by the
they wrote.
teacher-researcher, some analysis and
interpretation were found. First, the
DISCUSSIONS
students as the contestants wrote their
As written in Chapter I the
English speech ungrammatically, and
research problems were classified such
it’s possible they wrote the speech
as how the students prepare themselves
without any guideline from their
before they join the English speech
English teachers. The English teachers
contest, how they organize their ideas in
just trusted them that they could do it by
written speech, how they perform their
themselves. Another assumption, their
written speech and what their errors in
English teachers never monitored them
writing and performing their English
during having drills at schools or
speech. As the anwers of the research
perhaps the English teachers did not
problems are most of them lacked of
have capability enough to the English
preparation since it was seen from most
speech. Second, the choice of words
of them looked at their paper during
inappropriately indicated that their
delivering their speech,
vocabulary basic was still low. Third,
mispronunciation, nervous, no ideas to
the main and supporting ideas that
be delivered to the audience, even they
should have been in their written speech
did not touch what they already
were mostly lost because the contestants
introduced at the beginning of their
did not know what exactly to be
written and oral performance. When
delivered in line with their topic chosen.

Fourth, the conclusion written was not
good since the main ideas and
supporting ideas were not strong to
finalize their speech so the conclusion
was so far from what the content was
about. Fifth, regarding to the oral
performance, since most of them could
not pronounce English words correctly
because lack of drills. Their facial
expressions which were not suitable to
the content they were talking, showing
that they did not understand what they
were talking in front of the audience.
They just memorized their speech
without understanding enough. One,
two, three students did not know how to
deliver the speech in front of the
audience. It was seen from the influent
speech they delivered nervously.
In short, of the research
findings, it is concluded that the
contestants need to improve and
develop their written and oral speech
correctly by the English teacher’s
guidance. They need also to open their
mind to see some global information to
talk in their English speech with
comprehending first what the theme or
topic about particularly. Again, it
happened because of lack of
preparation, lack of drills, low
capability to the English speech and
lack/no guideline to be learnt and
obeyed.
9
The research findings result the
students’ ability in writing the English
speech and then performing it in front
of the audience were balance since what
their written language was similar value
with their oral performance, except
about 2 contestants in very good mark,
1 contestant in good mark, and 6
contestants in good enough mark, and 3
contestants in enough mark while the
rest was low marks. Thus, their ability
in written language was almost same
with their ability in oral language. They
have not known yet how to decide a
particular topic from a general theme, to
write main and supporting ideas, to
organize ideas coherently and
cohesively, to select a word among
words, to write sentences
grammatically, to produce the sound
correctly, and to express themselves in
line with the content. Unconfidently the
contestants stand up in front of the
audience was caused by inexperience to
speak out.
As contrast things to the
research findings are as written in
Chapter II that to be a self-confident
speaker 5 things should be followed
such as avoiding eye contact with
audience, avoiding friendly facial
expression, making distracting body
movements, avoiding the use of hand
gestures and other distracting behavior.
 10

As the teacher-researcher, she agrees 1. Learning English every period of

with this theory. While in fact, some of time at secondary high school does
the contestants did not do it, otherwise not guarantee, the students as the
they did. If they did not do it, it would contestants could write and speak
be monotone. English in front of the audience
Some research findings correctly.
implication are noted namely the 2. Written and oral speech are balance
contestants know what their weakness if it is supposed done by a contestant.
in written and oral performance, the This breaks a certain theory that it is
contestants drill themselves how to possible a student is cleverer at
speak in front of the audience, the speaking than any other skills, or
English teachers realize that they need otherwise.
to teach and guide more their students 3. If diction is improper, the speech is
and the government finally looks at how disorganized, lack of facial
the English capability of the secondary expression,
high school at surrounding Kota mispronunciation/bilingual
Gunungsitoli. pronunciation and ungrammatical
The research findings written and oral language, it makes
limitation were found such as the lack listeners, readers or others
of the contestants’ preparation and misunderstand since main ideas are
drills, the English capability was still found nothing.
low, there was an assumption that to Some suggestions are
join the English speech contest was just recommended to the following people.
to participate to celebrate Independence 1. The students as the contestants
Day at 71 and to analyze the errors were should prepare themselves before
not in detail or less accurate such as not joining an English contest, and open
identifying all errors done by the their mind to find some current
contestants in written and oral language. information to discuss a particular
It was just general errors. topic with a particular theme
correctly.
CONCLUSIONS AND 2. The English teachers should not trust
SUGGESTIONS
100% their students to prepare
Some conclusions and themselves to write and speak
suggestions are written as follows. English in front of the audience but
 11

the English teachers need to teach Down Syndrome. Founder, the

their students how to write and
deliver speech in front of the public
confidently.
Center for the Study of Speech and
Language in Children with Down
Syndrome. Loyola College in
Maryland. Bethesda, MD: Woodbine
House.

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