THE IMPLEMENTATION OF SPEECH PRESENTATION AT THE INTENSIVE LANGUAGE PROGRAM OF NURUL JADID JUNIOR HIGH SCHOOL

Amaliyah, Suhulatul (2026) THE IMPLEMENTATION OF SPEECH PRESENTATION AT THE INTENSIVE LANGUAGE PROGRAM OF NURUL JADID JUNIOR HIGH SCHOOL. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Jember.

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Abstract

ABSTRACT

Suhulatul Amaliyah, 2026: The Implementation of Speech Presentation at the Intensive Language Program of Nurul Jadid Junior High School

Keywords: speech presentation, speaking skill, intensive language program

Speech presentation has been widely implemented in English as a Foreign Language (EFL) learning because it provides students with opportunities to develop speaking skills through structured oral performance activities. In the context of speaking instruction, speech presentation is closely related to students’ communicative competence, including fluency, pronunciation, confidence, vocabulary use, and the ability to organize ideas coherently in front of an audience. In the Intensive Language Program at Nurul Jadid Junior High School, speech presentation activities are regularly conducted as part of the intensive speaking practice to support students’ oral communication development.
The research questions in this study are: 1) How is speech presentation implemented in the Intensive Language Program at Nurul Jadid Junior High School? 2) What challenges are faced by students during the implementation of speech presentation activities in the Intensive Language Program at Nurul Jadid Junior High School?. The objectives of this study are: 1) to describe the implementation of speech presentation activities in the Intensive Language Program at Nurul Jadid Junior High School, and 2) to explore the challenges faced by students during the implementation of speech presentation activities in the Intensive Language Program at Nurul Jadid Junior High School.
This study employed a qualitative method with a descriptive qualitative design. The participants of this study consisted of one class of students in the Intensive Language Program comprising 13 students and one program supervisor at Nurul Jadid Junior High School. Data were collected through classroom observation, semi-structured interviews and document review. The data were analyzed using Miles, Huberman, and Saldaña’s interactive analysis model consisting of data condensation, data display, and conclusion drawing. To ensure the trustworthiness of the data, the researcher applied technique triangulation and source triangulation.
The findings of this study showed that speech presentation activities in the Intensive Language Program at Nurul Jadid Junior High School were implemented through several structured stages, namely topic introduction and objective clarification, preparation and content development, rehearsal and practice, speech delivery, and feedback and reflection. Through these stages, students were actively involved in structured speaking activities that supported their speaking practice and communicative confidence. The findings also revealed that students faced several challenges during the implementation process, including psychological challenges such as nervousness, lack of confidence and low motivation, as well as linguistic challenges related to vocabulary, pronunciation, and grammar.

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