<![CDATA[Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi komunikasi publik mahasiswa melalui pelatihan public speaking. Permasalahan yang melatarbelakangi kegiatan ini adalah masih banyaknya mahasiswa yang mengalami kecemasan berbicara, kurang percaya diri, dan kesulitan menyampaikan gagasan secara terstruktur di depan umum. Pelatihan dilaksanakan melalui empat tahapan, yaitu penyampaian materi, demonstrasi oleh narasumber, praktik dan simulasi, serta pemberian umpan balik. Metode ini menggabungkan pendekatan teoretis dan praktik agar peserta memperoleh pengalaman belajar yang komprehensif. Hasil kegiatan menunjukkan peningkatan pemahaman mahasiswa terhadap teknik dasar public speaking, seperti teknik vokal, bahasa tubuh, dan penyusunan struktur presentasi. Mahasiswa juga menunjukkan peningkatan kepercayaan diri secara bertahap selama praktik, meskipun sebagian peserta awalnya mengalami gejala gugup. Umpan balik yang terstruktur membantu peserta melakukan refleksi dan perbaikan performa. Temuan ini sejalan dengan konsep pembelajaran berbasis pengalaman (experiential learning), yang menegaskan bahwa keterampilan komunikasi berkembang optimal melalui praktik langsung disertai evaluasi konstruktif. Kegiatan ini disarankan dilaksanakan secara berkelanjutan guna mendukung kesiapan mahasiswa menghadapi tuntutan komunikasi akademik dan profesional. Abstract. This community service program aimed to improve university students' public communication competence through public speaking training. The underlying problem was that many students experienced speech anxiety, lacked self-confidence, and struggled to convey ideas in a structured manner in front of an audience. The training was carried out in four stages: delivering materials, demonstration by the resource person, practice and simulation, and feedback provision. This method combined theoretical and practical approaches so participants gained a comprehensive learning experience. Results showed improved understanding of basic public speaking techniques, such as vocal technique, body language, and presentation structuring. Students also showed a gradual increase in confidence during practice, although some participants initially displayed nervousness. Structured feedback helped participants reflect on and improve their performance. These findings align with the concept of experiential learning, which asserts that communication skills develop optimally through direct practice with constructive evaluation. This activity is recommended to be conducted continuously to support students' readiness in facing academic and professional communication demands.]]>
