Syllabus and Sap of English II Ridi Ok1

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RIDIANTO SYAMMAR EXPRESS
12
RABIUL
AWAL
1434 H/ 1434
H/2013
M
HAND OUT OF SYLLABUS AND LESSON PLAN OF ENGLISH II
STUDENTS HANDBOOK
RIDIANTO, S.Pd.I, M.Pd
0813 7420 5128
ridi_prj@yahoo.com
www.facebook.com/ridi1aqila2leni
Jl. Sawah Liat No.7 RT 2 RW 3 Kel. Olo Padang, Kec. Nanggalo, Kota Padang, West Sumatera

SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN)
BATUSANGKAR
TAHUN AJARAN 2013/2014
Jln Sudirman No 137 Kubu Rajo Limokaum Batusangkar Telp: 0752-71150
Website: http://www.stainbatusangkar.ac.id

S
T
A
IN BATUSANGK
A
R

H T T P : / / R I D I A N T O S Y A M M A R . W O R D P R E S S . C O M

http://D-Syllabus and Lesson Plan of English II. Ridianto Syammar.doc.com Page 2

HAND OUT OF SYLLABUS AND LESSON PLAN OF ENGLISH II 1434 H/2013 M
KEMENTERIAN AGAMA
SEKOLAH TINGGI AGAMA ISLAM (STAIN) BATUSANGKAR
Jln Sudirman No 137 Kubu Rajo Limokaum Batusangkar Telp: 0752-71150
Website: http://www.stainbatusangkar.ac.id

COURSE SYLLABUS
A. GENERAL INFORMATION

1. Subject : English II
2. Credit : 2 credit hours
3. Semester/Year : 2/2013-2014
4. Faculty/Department : All faculties/Departments
5. Prerequisite : English I
6. Lecturers : RIDIANTO, S. Pd. I, M. Pd
B. COURSE DESCDRIPTION

This course is designed to prepare students with the opportunity to deal with
some principles of public speaking in presentation and discussion situations
relevant to topics of their background disciplines.
C. COURSE OBJECTIVES

After completing the course, the students are expected to have practical skills
in public speaking of dealing with presentation and discussion situations. It is
expected that by providing students with the skills, the students are able to
express their ideas in natural, clear, accurate, systematic English.
D. COURSE ACTIVITIES

The activities of the course are as follow: lecturing, individual and group
paper presentation (in Power point) and discussion.
E. EVALUATION

The final mark of the course will be based on the following aspects:
1. Attendance : at least 80% of the whole meetings
2. Classroom participation : 20 %
3. Individual/Group assignment : 10 %
4. Midterm test : 30 %
5. Final examination : 40 %
STAIN BATUSANGKAR



F. REFERENCES
1. Matthews, Candace. 2002. Speaking Solutions: Interaction, Presentation,
Listening and Pronunciation Skills: Longman
2. Carlile, Clark S. and Arlie V. Daniel. (1986) Project Texts for Public
Speaking. Oxford: Oxford University Press.
3. EBook. 2010. Public Speaking Success in 20 Minutes a Day. New York:
Learning Express.
4. Sweeney, Simon. English for Business Communication. New York:
Combridge University Press
5. Richard, Jack C. and David Bacyna.1985. Person to person: A
Communicative Listening and Speaking Skill. Book 1&2. Hongkong:
Oxford University Press
6. MacKeyzie, Ian. Profesional English in Use Finance. New York: Combridge
University Press
7. Farral, Cate and Linsdley, Marinnae. 2008. Professional English in Use
Marketing. New York: Combridge University Press
8. John, McEwan and Eric. H Glendining. 2002. Basic English for
Computing. New York: Oxford University Press
9. Richard, Jack C, et al. 1988. American Breakthrough. Book 1 and 2.
Hongkong: Oxford University Press
10. Any sources that are relevant to the topics and students background
discipline

G. COURSE TOPICS
Meeting Topic/sub topic Reference
I Introduction to the course
a. Course orientation,
b. Syllabus Discussion
c. Classroom policy and procedure
d. Introducing parts of speech
preparation and presentation
1, 2, 3, 4, 5, 6, 7, 8,
9, 10
2 Speech Preparation: Getting Started
(purposes/audiences/topics), Outlining
your speech
1,2, 3, 4, 10
3 Speech Preparation: The body of a speech,
Supporting Materials
1,2, 3, 4, 10


4 Speech Preparation: The introduction
(getting your speech started), The
conclusion: ending your speech
1,2, 3, 4, 10
5-6 Speech Delivery: extemporaneous delivery,
impromptu delivery, manuscript delivery,
using visual aids, nonverbal presentation,
and language
1,2, 3, 4, 10
7 Talking about and telling ones personal
information (to be as MC): Personal
identity, Personal history, Families,
Hobbies, Education background, and Job
experience
1, 2, 3, 4, 5, 6, 7, 8,
9, 10

8 Useful Phrases For Discussion + Debate 1, 2, 3, 4, 5, 6, 7, 8,
9, 10
9 MIDTERM TEST
10 Speaking to group (Communication skills):
a. Building confidence
b. Improving your delivery
c. Including specific information
d. Speaking from notes
1, 2, 3, 4, 5, 6, 7, 8,
9, 10
11 Developing a presentations:
a. Introduction
b. Body
c. Conclusion
1, 2, 3, 4, 5, 6, 7, 8,
9, 10
12-13 Group paper presentation (in power point)
and discussion
1, 2, 3, 4, 5, 6, 7, 8,
9, 10
14-15 Individual paper presentation (in power
point) and discussion
1, 2, 3, 4, 5, 6, 7, 8,
9, 10
16 FINAL EXAMINATION


SATUAN ACARA PERKULIAHAN (SAP)
Pertemuan 1

Mata Kuliah : Bahasa Inggris II
Semester : II
Thn Pembelajaran : 2013/2014
Jurusan : Syariah
Progran Studi : Muamalah/Teknik Informatika
Pokok Pembahasan : Penjelasan Silabus dan Introduction
Sub Pokok Bahasan : Penjelasan Materi, Aturan Perkuliahan, Sistem Penilaian
Parts of Speech Preparation & Parts of Presentation
Alokasi Waktu : 2 x 50 menit (2 SKS)

A. Petunjuk Umum
Setiap mahasiswa wajib membaca dan memahami silabus perkuliahan
Bahasa Inggris 2 sesuai dengan disiplin ilmu masing-masing prodi.

B. Kompetensi Pembelajaran
Mamahami materi dan melaksanakan kegiatan PBM selama satu semester

C. Pokok Materi
Part of Speech Preparation/Part of Presentation

D. Proses Kegiatan Pembelajaran
1. Metode Pembelajaran: ceramah, tanya jawab, dan diskusi
2. Media: LCD, whiteboard

E. Uraian Materi
1. Pelaksanaan perkuliahan dilaksanakan sebanyak 16 kali mencakup 14
kali tatap muka dan 2 kali ujian, yaitu Ujian Tengah Semester yang
dilaksanakan pada pertemuan ke 9 dan Ujian Akhir Semester pada
pertemuan ke 16.
2. Pemberian tugas diberikan minimal pada setiap 2 kali pertemuan.
3. Seluruh materi yang akan disampaikan selama satu semester
dijabarkan dalam silabus.
4. Bobot penilaian terhadap tugas dan keaktifan selama mengikuti
perkuliahan adalah 30%, UTS 30% dan UAS 40%.
5. Speech is power: speech is to persuade, to convert, to compel. It is to
bring another out of his bad sense into your good sense. (quoted from
Ralp Waldo Emerson)
6. In this lesson, we will consider the most important element of your
upcoming speech: the audience. We will also consider several other
factors, such as the setting where youll be speaking. Before you get up
in front of an audience to give a speech, you must first answer these two
fundamental questions: Who am I speaking to? Why am I speaking to
them? The answer to these questions will determine everything about
your upcoming speech, including preparation, content, and delivery.
7. They are two areas in preparing of speech namely learning to write and to
speak before an audience. Nothing in life is more important than the
ability to communicate effectively (quoted from Gerald R. Ford).
8. It can be concluded that there are some preparations that should we do
before speaking in front of the audience: first, getting started
(purposes/audiences/topics), outlining your speech, the body of a


speech, supporting materials, the introduction (getting your speech
started), and the conclusion (ending your speech).

F. Evaluasi: Tanya Jawab dan Tes Lisan
(Rubric Scoring for Speaking Skill)
Focus/Rating 1 2 3 4 5 6
Accent or
Pronunciation
Student's
pronunciation
was
incomprehensible
Student's
pronunciation
made
understanding
very difficult
Student's
pronunciation
was understandable
but
mostly made
understanding
Difficult
Student's
pronunciation was
mostly
understandable
with
some error
Student's
pronunciation
was
understandable
with some
acceptable error
Student's
pronunciation
was
understandable
with
almost no error

Grammar
Student was
difficult to
understand and
had a
hard time
communicating
their ideas and
responses
because of
grammar mistakes
Constant errors
showing
control of very
few
major patters
and frequently
preventing
communication
Frequent errors
showing
some major patterns
uncontrolled and
causing
occasional irritation
and
Misunderstanding
Student was able
to express
their ideas and
responses
adequately but
often
displayed
inconsistencies
with
their sentence
structure
and tenses
Student was able
to express
their ideas and
responses fairly
well but makes
mistakes with
their tenses,
however is able
to correct
themselves
Student was able
to express
their ideas and
responses
with ease in
proper sentence
structure and
tenses

Vocabulary
Student had
inadequate
vocabulary words to
express
his/her ideas
properly,
which hindered the
students
in responding
Vocabulary
limited to basic
personal and
survival areas
Choice of words
sometimes
inaccurate,
limitations of
vocabulary prevent
discussion
of some common
professional and
social topics
Student was able
to use broad
vocabulary words
but was
lacking, making
him/her
repetitive and
cannot
expand on his/her
ideas
Student utilized
the words
learned in class,
in an
accurate manner
for the
situation given
Rich, precise and
impressive
usage of
vocabulary words
learned in and
beyond of class

Fluency
Student was unable
to speak
Student took a
long time
to speak
Students were able
to
communicate with
difficulty
Students were
able to
communicate with
some
difficulty
Students were
able to
communicate
clearly with
little difficulty
Student was able
to
communicate
clearly with
almost no
difficulty
Introduction
students are very
poor to develop and
consider the
speaking situation
students are poor
to
develop and
consider
the speaking
situation
students are fair to
develop and
consider the
speaking situation
students are
average to
develop and
consider the
speaking situation
students are good
to develop
and consider the
speaking
Situation
students are very
good to
develop and
consider the
speaking situation


Content
students cannot
explain
clearly the content
or
information of their
speech
in detail
students are very
difficult
to explain the
content or
information of
their speech
in detail
students are mostly
difficult
to explain the
content or
speech
in detail
students have
some
difficulty to
explain the
content or
information of
their speech in
detail
students have a
little
difficulty to
explain the
content or
information of
their speech in
detail
students can
explain clearly
the content or
information
of their speech in
detail
Voice quality
students are very
poor to control and
manage their voice
quality
students are poor
to control and
manage their
voice quality
students are fair
to control and
manage their voice
quality
students are
average
to control and
manage their voice
quality
students are good
to control and
manage their
voice quality
students are very
good
to control and
manage their voice
quality
Non Verbal Com
students are very
poor to control and
manage gestures
students are poor
to control and
manage their
gestures
students are fair
to control and
manage their
gestures
students are
average
to control and
manage their
gestures
students are good
to control and
manage their
gestures
students are very
good
to control and
manage their
gestures
Eye Contact
Student reads all of
report
with no eye contact
Student
occasionally uses
eye contact, but
still reads most
of report
Student occasionally
uses
eye contact, but
still reads some of
report
Student
occasionally uses
eye contact, but
still reads a little
of report
Student
maintains eye
contact most of
the
time but
frequently
returns to notes
Student maintains
eye
contact with
audience,
seldom returning
to notes
Concluding
Audience cannot
understand
presentation
because there
is no sequence of
information
Audience has
very difficulty
following
presentation
because
student jumps
around
Audience has mostly
difficulty
following
presentation
because
student jumps
around
Audience has
some difficulty
following
presentation
because
student jumps
around
Student presents
information
in logical
sequence which
audience can
follow
Student presents
information
in logical,
interesting
sequence which
audience
can follow

Score = P+G+V+F+I+Cont+VQ+NVC+EC+Conc
x 100%
Where: RS = real score of each student
TS = total score of the indicator of speaking (sum P+.+ Conc)
60 = the maximum score (10 indicators of speaking x 6 kinds of score)


Pertemuan 2

Semester : II
Jurusan : Syariah
Pokok Pembahasan : Speech Preparation
Sub Pokok Bahasan : Getting Started (purposes/audiences/topics), Outlining
your speech
A. Petunjuk Umum
Setiap mahasiswa wajib membaca dan memahami berbagai literatur terkait
dengan Speech Preparation.

B. Kompetensi Dasar
Mahasiswa memahami dan mengidentifikasi berbagai Speech Preparation
yang berkaitan dengan getting started dan outlining speech

C. Pokok Materi
Speech Preparation: getting started (purposes/audiences/topics), outlining
your speech


E. Uraian Materi

Speech Preparation

Getting started helps you get started by explaining the process of selecting
a speech topic and creating a specific purpose for your speech. While, outlining
your speech, you can better organize your ideas before speaking.

1. Getting Started: purposes/audiences/topics

If you dont know the areas in which you are most successful, you wont
make the right choices in your life. Once you know your strongest success areas.
You can make self-fulfilling rather than self defeating choices (quoted from Lila
Swell).
This point will help you to find speech topics through a process of
analyzing your general purpose, yourself (the speaker), your audience, and the
occasion. Finally, we will look at at turning your topic into a specific purpose.

a. The general purpose
Before you can select the proper topic for any speech, you must
determine the general purpose of your speech. Some topics will lend
themselves better to one of the three generally agreed upon basic
purposes for speaking-categories into which all speeches must fall.
You may inform (to add to the knowledge of the audience or present


new information to your audience), persuade (to change the members
of the audience in some way or how the audience to think, feel, act in
a particular manner), or entertain your audiences (to provide a
pleasurable experience for your audience). All speeches can be
classified according to the purpose of the speaker.
b. The speaker
Begin your search for a topic by looking at yourself and your interest.
It doesnt make any difference which general purpose you are
fulfilling, you need to have an interest in the topic and some
knowledge of the topic before you can make a credible presentation. A
good method for determining the topics that interest you and the ones
you might talk about is to formulate a list of interests and concerns.
Typical areas that you might include are: hobbies, personal
experiences, vocations, travel, social problems, special interests, and
so on.
c. The audience
A good method for determining audience interest and knowledge is to
perform an audience analysis. Your analysis should consider the
various factors that might affect how your audience will react and
respond to your topic. To help you analyze your audience, you might
start with an analysis of audience demographics (ages, sex,
educational level, political philosophies, place of residence, ethnicity,
religion, group interest, occupations, and socioeconomic status).
d. The occasion
Some occasions are self-evident and need little consideration. On
these occasions the topic is most evident and your choices are
considerably limited. On other occasions you may need to make
careful consideration of the reason for the group to gather and what
would be appropriate to that occasion.
e. The specific purpose
One of the most effective methods for narrowing topics is called the
inverted pyramid. In this method you put a pyramid on its peak and
place the broad topic at the case. The specific purpose is a statement
of the expected response by the audience to a specific topic. It
indicates what you intend and aids you in preparing your speech.

2. Outlining your speech

To get profit without risk, experience without danger, and reward without
work, is as impossible as it is to live without being born (quoted from Gouthey). It
means that the outline of a speech its blueprint. No other aid is as valuable to a
speaker as a well-planned and prepared outline. The ability to put your speech
into a stylized format tells your audience members that you are prepared and
have considered a number of factors before speaking to them. Before you begin
to write an outline, you will need to understand why you need to outline your
speech, the principles of outlining, the techniques of outlining, and the styles of
outlines you may be called upon to write.

In this point, we look first at developing your thesis statement. Next, we
examine the principles and the techniques of outlining. Finally, we look at some
sample outlines for a speech.


a. Thesis
The point of your speech is stated in one single sentence that clearly
tells your audience what you intend to accomplish in your speech.
Some books refer to this purpose statement as the controlling
purpose, thematic purpose, or the central idea. Other authors
refer to this statement as a purpose statement, a core statement,
the proposition, or the thesis.. Whatever the label used, and
argument can be offered for each, this statement is the unifying force
of speech, and its precise wording will guide your preparation and
your audiences listening. For purposes of this text, we will always
refer to this purpose statement as the thesis.
The thesis is not your specific purpose, but you develop your thesis
from your specific purpose. For example, if your specific purpose is to
have your audience members understand the effects of radon, you
might create a thesis that emphasizes the effect of radon on homes.
Today I will explain the three major effects of radon on residential
homes. If your purpose were to get your audience members to have
their homes checked for radon, you might word it. Today I will
persuade you check your home for radon for two reasons.
Once you have completed your thesis statement, check it carefully to
ensure that (1) it is a complete sentence, (2) it contains only one
purpose, (3) it is a statement, not a question, and (4) it includes your
specific purpose.
b. Principles of outlining
The three principles of outlining are:
(1) The principle of subordination
It is one of isolating main points and subordinate points and
organizing the ideas in your speech to represent that intention.
Subordination indicates that something is less than or is
dependent on something else. In an outline subordinate points are
elements (or sub points) of the main points. These minor points, as
they are sometimes called, should equal the major point when they
are all put together.
(2) The principle of division
It is the principle of dividing topics into subordinate areas.
Whenever anything is divided, it is segmented into a minimum of
two parts. In an outline, when a topic is divided, you must also
have a minimum of two parts, thus the reason for the rule that
every one must have a two and every A must have B in an
outline. According to the principle, all items in the outline are
either undivided or divided into two or more parts. For example, in
the speech on anorexia nervosa, the topic was divided into two
main parts.
(3) The principle of parallelism
This principle states that all main points in the outline are
approximately equal; that all sub points of a main point are
approximately equal; and that the construction of the outline
shows their equality. This principle states that all items in the
outline that are approximately equal be shown as equals.
c. Techniques of outlining
Outlines are usually written in one of two different styles: they are
either sentence outlines or topic outlines. Whether your outline is
written as a sentence outline or a topic outline. The mechanics of your
outline are the same. Roman numerals (I, II , III, etc) identify the main


sections of your speech. Main points within each section of your
speech are identified by capital letters (A, B, C, etc). Sub points within
main points are identified by Arabic numbers (1, 2, 3, etc). Examples
or sub-points are identified by lowercase letters (a, b, c, etc). In
addition, each subdivision is intended to show the subordination
scheme. A typical outline format would look like this:

I. INTTODUCTION
A. Main idea number one
B. Main idea number two
C. Main idea number three
II. THESIS
III. BODY
A. Main idea number one in support of thesis
1. Sub point one in support of A
2. Sub point two in support of A
a. Example one in support of 2
b. Example two in support of 2
B. Main idea number two in support of thesis
1. Sub point number one in support of B
a. Example one in support of 1
b. Example two in support of 1
2. Sub point number two in support of B
C. Main idea number three in support of thesis
IV. CONCLUSION
Each item in the outline represents the totality of the idea you
wish to speak about.
d. Sample outlines
Sample sentence outline
Organ Donation (outlines by Lisa Griffiths)
I. INTTODUCTION
A. Attention-getter: Imagine this conversation
B. Credentials: I have worked in a dialysis unit
C. Interest: Dialysis affects all of us
II. THESIS: Today I will persuade you that organ donation is vital for
three reasons.
PREVIEW: Those three reasons are: (1) There is a shortage of
organs available, (2) There are many misconceptions about organ
donation, and (3) Organ donations improve the quality of life.
III. BODY
A. There is a shortage of organs available
1. Many patients await heart transplants
2. Many patients await liver transplants
B. There are many misconceptions about organ donation
1. Only young people can donate organs
2. Only healthy people can donate organs
3. Only wealthy people can afford transplants
C. Organ donations improve the quality of life
1. Organ donations help patients
a. Organ donations help patients psychologically
b. Organ donations help patients physically
2. Organ donations help families
a. Organ donations help families psychologically
b. Organ donations help families economically


IV. CONCLUSION
A. Review main points
1. There is a shortage of organs available
2. There are many misconceptions about organ donation
3. Organ donations improve the quality of life
B. Closing thought: Most patients wait for a phone call

Sample topic outline
Organ Donation (outlines by Lisa Griffiths)
I. INTTODUCTION
A. Attention-getter: Phone call
B. Credentials: Dialysis unit
C. Interest: Affects all
II. THESIS: Today I will persuade you that organ donation is vital for
three reasons.
PREVIEW: Those three reasons are: (1) shortage of organs, (2)
misconceptions about organ donation, and (3) the quality of life.
III. BODY
A. Shortage of organs
1. Heart transplants
2. Liver transplants
B. There are many misconceptions about organ donation
1. Age
2. Health
3. Costs
C. Quality of life
1. Help patients
a. Psychologically
b. Physically
2. Help families
a. Psychologically
b. Economically
IV. CONCLUSION
A. Review main points
1. Shortage of organs
2. Misconceptions about donation
3. Quality of life
B. Closing thought: Phone call

Assignment:
Select a topic from your list personal experience from getting started
(purposes/audiences/topics) and prepare both a sentence outline and a topic
outline for a speech. Compare the two outlines for completeness and conformity
to the style of the different outlines. Make your outlines conform to the
principles of division, subordination, and parallelism. Checks to make sure that
you have a single purpose in your thesis statement, and that you have adjusted
to specific requirements of your instructor/lecturer/teacher.

F. Evaluasi dan Penilaian


Pertemuan 3

Semester : II
Jurusan : Syariah
Sub Pokok Bahasan : The body of speech and supporting materials

A. Petunjuk Umum
dengan speech preparation

B. Kompetensi Dasar
Mahasiswa memahami dan mengidentifikasi berbagai speech preparation
yang berhubungan dengan the body of a speech and supporting materials

C. Pokok Materi
Speech preparation: the body of a speech and supporting materials

1. Metode Pembelajaran: ceramah, tanya jawab, diskusi dan latihan

E. Uraian Materi

Speech Preparation

Generally, the body of a speech and supporting materials deal with
developing the body of the speech. More specifically, the body of a speech deals
with organization and organizational patterns for the body of the speech; and
supporting materials presents several forms of supporting materials that you
can use to develop the body of speech.

3. The body of a speech

Dont apologize, organize (quoted from Florynce R. Kennedy). After you
have completed the process of selecting a topic and have gathered materials for
your speech, you can begin the process of organizing the body of the speech. It is
important to note at this stage that the body of your speech must be organized
before you prepare your introduction or conclusion. If you begin organizing your
speech with the introduction, before organizing the body of the speech, you will
probably waste time because you are trying to introduce something that does
not yet exist. By introducing something that does not exist, you will have
difficulty and likely will need to change what you prepare once you have
completed the body. It is better to prepare only once. This point presents the
value of organization, some typical organizational patterns, and finally, a few
hints about presenting the body of the speech.


a. The value of organization
Think about the last speech you heard in which you thought the
speaker was simply talking around the topic or rambling. What
were your thoughts about the speech? The speaker? Probably you
were not too enthused or even interested in the speech. You likely had
unpleasant thoughts about the speaker also. It if become too difficult
to make sense of the speech, you might even have tuned the speaker
out and ceased listening.
As a speaker, you can aid your listeners in making sense of your
speech if you organize the body the speech so that it follows one of
several organizational patterns. Following a recognizable scheme of
organization allows your audience the leisure of concentrating solely
on the ideas of the speech rather than on also organizing the ideas so
they make sense. For example, in an informative speech you will
present some new information for your audience to digest. Your
organization should simplify this purpose by making the information
fit an existing category of knowledge. That is reason we need
organization, so we focus on one topic at time and in some order that
the audience can follow easily.
b. Organizational pattern

c. Presenting the body of the speech

4. Supporting materials

a. Where to look for supporting materials

b. Supporting materials to look for

c. Using supporting materials



Pertemuan 4

Semester : II
Jurusan : Syariah
Sub Pokok Bahasan : The Introduction (getting your speech started) and the
conclusion (ending your speech)

A. Petunjuk Umum
dengan speech preparation

B. Kompetensi Dasar
Mahasiswa memahami dan mengidentifikasi berbagai speech preparation
yang berhubungan dengan the introduction and the conclusion

C. Pokok Materi
Speech preparation: The Introduction (getting your speech started) and the
conclusion (ending your speech)


E. Uraian Materi

Speech Preparation

The introduction explains the importance of the introduction in the
speech and presents several methods of getting a speech started. While, the
conclusion explains the importance of the conclusion to your speech and
presents several methods for effectively and gracefully closing your speech.

5. The introduction: getting your speech started

a. Principles of the introduction

b. Preparing the introduction

c. Presenting the introduction

6. The conclusion: ending your speech

a. Principles of the conclusion


b. Preparing a conclusion

c. Presenting a conclusion



Pertemuan 5

Semester : II
Jurusan : Syariah
Pokok Pembahasan : Speech Delivery
Sub Pokok Bahasan : Extemporaneous, impromptu, and manuscript delivery

A. Petunjuk Umum
dengan speech delivery

B. Kompetensi Dasar
Mahasiswa memahami dan mengidentifikasi berbagai speech delivery yang
berhubungan dengan extemporaneous, impromptu, and manuscript
delivery

C. Pokok Materi
Speech delivery: Extemporaneous, impromptu, and manuscript delivery


E. Uraian Materi

Speech Delivery

The credit in life does not go to the critic who stands on the sidelines and
points out where the strong stumble, but rather, the real credit in life goes to the
man who is actually in the arena, whose face may get marred by sweat and dust,
who knows great enthusiasm and great devotion and learns to spend himself in a
worthy cause, who at best if he wins, knows the thrill of high achievement and he
fails, at least fails while daring greatly, so that in life his place will never be with
those very cold and timid souls who know neither victory nor defeat (quoted from
Theodore Roosevelt).

Extemporaneous delivery does not consider this as a speech type, but
rather a mode of speech delivery. Likewise, impromptu delivery is not a speech
type. While, manuscript delivery should not be understood as a speech type, but
rather as a method of delivering a speech.

1. Extemporaneous delivery

a. Principles of extemporaneous delivery
b. Preparing for an extemporaneous delivery
c. Presenting a speech extemporaneous


2. Impromptu delivery

a. Principles of impromptu delivery
b. Preparing for an impromptu delivery
c. Presenting a speech impromptu

3. Manuscript delivery
a. Principles of manuscript delivery
b. Preparing manuscript
c. Speech composition
d. Writing a manuscript
e. Presenting a manuscript speech



Pertemuan 6

Semester : II
Jurusan : Syariah
Pokok Pembahasan : Speech Delivery
Sub Pokok Bahasan : Using visual aids, nonverbal presentation, language

A. Petunjuk Umum
dengan speech delivery

B. Kompetensi Dasar
Mahasiswa memahami dan mengidentifikasi berbagai speech delivery yang
berhubungan dengan using visual aids, nonverbal presentation, language

C. Pokok Materi
Speech delivery: Using visual aids, nonverbal presentation, language


E. Uraian Materi

Speech Delivery

4. Using visual aids

a. Principles of using visual aids
b. Types of visual aids
c. The construction of visual aids
d. Using visual aids

5. Nonverbal presentation

a. Principles of the nonverbal presentation
b. Elements of the nonverbal presentation
1. Personal appearance
2. Physical behavior
a) Posture
b) Movement
c) Facial expressions
d) Eye contact
3. Vocal behavior
a) Articulation
b) Pronunciation
c) Vocal characteristics



6. Language
a. Principles of language
b. The nature of language
1. Connotation and denotation
2. Oral language
c. Elements of language
1. Clarity
2. Vividness
a) Active verbs
b) Imagery
c) Alliteration
d) Repetition
e) Parallelism
3. Appropriateness



Pertemuan 7

Semester : II
Jurusan : Syariah
Pokok Pembahasan : To be Master of Ceremony
Sub Pokok Bahasan : Talking about and telling ones personal information

A. Petunjuk Umum
dengan MC

B. Kompetensi Dasar
Mahasiswa memahami dan mengidentifikasi berbagai bentuk MC yang
berhubungan dengan Personal identity, Personal history, Families, Hobbies,
Education background, and Job experience

C. Pokok Materi
MC: Personal identity, Personal history, Families, Hobbies, Education
background, and Job experience


E. Uraian Materi
Topics Sub topics Questions Responses
a. Personal Data Name
Address
Phone
number ..
Tell me about your
self.

My names / Im .
I live in ..
.
b. Personal History Place and
date of birth,
childhood,
etc.

c. Educational
Background

d. Hbbies and Interest
e. Job Experience

INFORMATION ABOUT ONE ANOTHER
1. Name, nickname
2. Nationality: country and city of birth?
3. Family information: married or single? Children?
4. Past education: Years? Place? Major? Degrees?
5. Current occupation


If a student: full-or part time? major? graduate or undergraduate?
If a worker: full-or part-time? Place? Position? Duties?
6. English studies: years? place
7. Other languages spoken or studied
8. Other places lived
9. travel
10. future plans
11. free time activities: hobbies? Sports? On the interest?
Reason for studying English or taking this course
INTRODUCING SOMEONE TO A GROUP
To begin:
Good morning. Id like to introduce Mary Baker to you today.
Today, Id like to present John Smith to all of you.

To close:
I enjoyed talking to Mary Baker today, and I look forward to talking to
her more in the future. Thank you.
After this introduction, I hope you all know John Smith a little better.
Thank you.
REPORTING YOUR GROUPS RESULT TO THE CLASS
Here are some example expressions you can use to report the results of activity
to the class. You can use similar expressions in reporting the results of other
activities in this text.
Beginning your report:
Mention the names of the group members and the purpose of the discussion.
Mary, John, Frank, and I had an interesting discussion on the activities
we fell the most important for us to learn in this course.
Summarizing your results:
During our discussion, we decided that.
To summarize our discussion, we agreed that.
All of us (think, believe, feel, prefer, want)..
Most of us (think, believe, feel, prefer, want)..
Many of us (think, believe, feel, prefer, want)..
Some of us thought. While others thought..
Organizing your main points:


Notice how the main points are organized by using the words first, then, and
finally.
To sum up our discussion, we first agreed on three activities that we
think are very important for us to learn: participating in class discussion;
making presentation; and speaking informally to small group. Most of us also
think that participating in business meeting is very important. Then, most of us
felt that two activities are important, but not very important dealing informally
with people at work and leading discussions. Finally, we all agreed on two
activities that we think are not important for us to learn: watching television and
presenting papers at conferences.
Concluding your report:
I believe that this summarizes our results. Do you have any questions?
SAMPLE MATERIALS FOR MC PROGRAM
I. RKOW-FAWA MEETING
0. Delegates and participants, may I call for your attention please,
our program is about to start, you are kindly requested to proceed
to the meeting room
1. (assalammualaikum, wr.wb)
Honorable head of delegation of Fawa (Federation of Asian
Womens Association)
Honorable Head of BKOW (Federation of Womens Association of
West Sumatera)
Distinguished delegates, ladies and gentlemen
Good morning
Please accept our warmest welcome to the meeting of Federation
of Asian and West Sumatera Womens Association in Padang,
fourteenth of April 1996
Our first program this morning is the opening Address/remark,
by the head of West Sumatera Federation of Womens Association
Ladies and gentlemen, please welcome honorable Mrs. Hasan
Basri Durin
2. Distinguished guests
We will be hearing the speech by the Head of Delegation of FAWA,
Mrs. Wiwiek Sudjono
3. Our next program, an exposure of Matrilineal system of
Minangkabau Culture by Mrs. Puti Reno Raudha Thaib

4. Ladies and gentlemen
We come to the next session, discussion matrilineal system in
minangkabau culture. This discussion will be chaired by Mrs.
Rosmaniar Sukma Jaya


5. Our next program is token/souvenir presentation by the head of
BKOW to the head of FAWA. We would like to invite honorable
Mrs. Hasan Basri Durin and Mrs. Wiwiek Sudjono

6. Distinguished delegates, ladies and gentlemen, the program is
here with over / we came to the end of the program this morning.
After 30 minute break, we will have a cultural performance.
Thank you for your kind attention. (wassalammualaikum,
Wr.Wb)

II. MINANGKABAUS CULTURAL PERFORMANCE
1. Your excellencies, distinguished guests, ladies and gentlemen.
Welcome to West Sumatera, a unique land of Minangkabau as it
is reflected in the harmony of its nature and culture. This evening
we will present a high-light of minangkabau through its
traditional dances, songs and music instruments.
To open the ceremony, there is a tradition in minangkabau to
welcome honorable guests by presenting betel leaves in a special
container called carano. This symbolizes a request to start the
ceremony and to ask the blessing fro the quests. Ladies and
gentlemen, welcome dance
2. Your excellencies, ladies and gentlemen
Welcoming address by honorable Governor of West Sumatera, Mr.
Hasan Basri Durin
3. Ladies and gentlemen
We will be enjoying a dance called Manggaro. Manggaro is a
unique way of chasing the birds in the rice field. The dancers
make various hand movements and click pieces of bamboo on
their hands while singing and shouting.
Ladies and gentlemen, enjor your evening with Manggaro dance
4. Rambun Pamenan is an old popular tale among Minangkabau
people. It is about a brave and honest young man who had once
to fight for a beautiful girl. Ladies and gentlemen, Rambun
pamenan Dance

5. Your excellencies, distinguished guests
Ayam Den Lapeh is a song which tells you about a young girl who
lost her lover.
Ladies and gentlemen, here comes the singer Mr. Bachtiar
6. Indang or rebana is a local name for s mall size tamhourine, the
next dance will show you how the dancers play indang while
dancing. It also tells you the influence of Islamic culture in
Minangkabau culture. Ladies and gentlemen, Indang Dance
7. Your excellencies, distinguished delegates, ladies and gentlemen.
We come to the main portion of Minangkabau cultural
performance tonight.
Plate dance on the broken glasses


This dance describes how farmers in West Sumatera cultural
their wet rice-field or sawah, beginning from digging the land,
plaguing, painting, harvesting, taking the crops home until
pounding the rice.
Jumping and dancing on the broken glasses symbolically mean
that man with truth have bravely face all risks. Ladies and
gentlemen, enjoy your evening with plate dance on the broken
glasses
8. Jayalah IMS-GT is a song especially composed by Mr. Yusuf
Rahman from Bukittinggi for the honorable delegates of the three
participating countries. This symbolizes the unity in diversity and
mutual understanding of the Indonesia-Malaysia and Singapore
nations.
Ladies and gentlemen, Jayalah IMS-GT
9. Your excellencies, distinguished delegates, ladies and gentlemen.
This is the end of our program his evening. We hope you enjoy
your evening with our cultural performance.
Thank you very much for your kind attention. Good night.
Wassallammualaikum, Wr. Wb
Assalamualaikum Warahmatullahi Wabarokatuh

All praises be to Allah SWT, the lord of the world, the master of the day after, the
creator of everything in this Universe. Peace and Salutation be upon our prophet
Muhammad SAW, who has brought us from the darkness into the brightness
and guided us into the right way of life.

Ladies and Gentlemen, all the guests and audiences

In this good opportunity, I would like to say: Welcome to STAIN Batusangkar.
Thank you very much for attending our invitation.For those outside, I expect
you to come in, and have a seat!

Ladies and Gentlemen,

Welcome to our meeting today in International Seminar with the topic the
important of learning English and international communication. Before we are
going to begin our seminar today, I would like to introduce myself. My full name
is Ahmad Habibi, people usually call me Ahmad. I was born at Koto Tuo,
Batusangkar, West Sumatera, Indonesia, on April 6
th
, 1982. I am still studying
in English Department on fifth semester at State College for Islamic Studies
(STAIN) Batusangkar. Now, I am as moderator will guide you from beginning till
closing this seminar.

Well, ladies and gentlemen,
Now, in beside me already coming one speaker who has the large knowledge
about English as international language in communication. He is Prof. Drs. H.
Zainil, M.A., Ph.D, you can call him, Mr. Zainil. He was born at Air Dingin,
Alahan Panjang, West Sumatera, Indonesia, on April 12, 1941. He graduated
from elementary school at Air Dingin, 1955, from junior high school at Alahan


Panjang, 1958, from senior high school in solok, 1961, he earned his B.A degree
in Teaching English in Bukittinggi, 1969, Dip TEFL in Singapore, 1972, Drs.
Equivalent to M.A. in teaching English in Bukittinggi, 1973, in TEFL at Suny,
Buffalo, USA 1984, Ph.D. in TESL at Suny Buffalo, USA, 1987, and Professor of
English, 1997, at State University of Padang, Indonesia.
He began teaching English since 1961 at junior high school. He has been
teaching English at the English Department of State University of Padang since
1970. He has presented the papers of methods of teaching of English and
Language learning Strategies in the local, national, and international seminars
and workshops.
He also has delivered his finding of his researches in Teaching English in such
seminars. He was written some books related to teaching English. Last but not
least, Zainil, et al. has developed a method of language teaching, ACTIONAL
FUNCTIONAL MODEL.
Prof. Dr. H. Zainil, M.A., Ph.D is now a senior professor of language teaching
methods, good language learner strategies, and Academic Readings of English at
Graduate Program of State University of Padang, West Sumatera, Indonesia.
He has experienced a long career : as a teacher of high school, 1961 to 1969, an
English lecturer of IKIP Padang, since 1970, the head of Research Center, 1987
to 1994, the head of International Cooperation and Services, 1995 to 1999, the
deputy rector for administration and finance (PR II), 2000 to 2004, the head of
Language Education Program of Graduate Program, 2006 to 2010, and a senior
professor at the English Department of State University of Padang, West
Sumatera, Indonesia until now. Professor, H. Zainil, Ph.D. has written 75
academic writings during his long career.
Ladies and gentlemen,
As we know that English is so important for all of people in the world today.
Because English is international language, and in this modern era we are
demanded to have good spoken in English skill and communication in English
language. And our speaker today will give us some motivation, suggestion and
also he will share about his experience in learning English to all of audience.
Well, ladies and gentlemen.
Now, please welcome for our speaker today Prof. Dr. H. Zainil, M.A., Ph.D



Pertemuan 8

Semester : II
Jurusan : Syariah
Pokok Pembahasan : Useful Phrases For Discussion + Debate
Sub Pokok Bahasan : Discussion and Debate

A. Petunjuk Umum
dengan Discussion and Debate

B. Kompetensi Dasar
Mahasiswa memahami dan mengidentifikasi berbagai bentuk Discussion
and Debate yang berhubungan dengan useful expression

C. Pokok Materi
Discussion and Debate: Useful Phrases For Discussion + Debate


E. Uraian Materi
APPEALING TO THE SPEAKER
In a conversation or discussion, you may not hear or understand what someone
has said. In this case, you may need t make certain requests:
If you need the speaker to repeat something:
Pardon?
Excuse me?
Could you please repeat that?
Would you mind repeating your question?
If the speaker is talking too quickly:
Im sorry. Could you please speak a little more slowly?
Would you mind speaking more slowly? I couldnt quite follow what
you said.
If the speaker is talking too softly:
Sorry, I didnt hear what you said
Would you mind speaking a little louder?
If you do not understand the speaker:
Im sorry, but Im not sure I understand


Sorry, but I dont understand what you meant
Im not sure I follow you. Did you say that?
If you need more help:
How do you pronounce or spell that?
Would you please pronounce/spell that?
USEFUL PHRASES FOR DISCUSSION + DEBATE
A. STATING AN ARGUMENT/GIVING OPINION
1. In my opinion.
2. Personally, I think.
3. I believe that
4. The point is this..
5. If you ask me.
6. Id like to say that.
7. Id like to point out that
8. Speaking for my self
9. As far as Im concerned.
10. In my experience..
11. To the best of my knowledge
12. According to (person)..
13. I can assure you that
B. CHALLENGING AN ARGUMENT
1. That cant be true, because.
2. But what about.? Whats your answer to that.
3. Do you mean to tell me that
4. Are you seriously suggesting that..
C. CLARIFYING
1. What I said was(what I meant to say was)
2. I did not say what
3. I did say was that
4. I think you misunderstood what I said
5. Let me repeat (rephrase) what I said
6. Im not saying that what Im saying is
7. Yes, dont forget I was only referring to..
D. AGREEING WITH AN ARGUMENT
1. Of course
2. Right
3. Exactly
4. Thats true
5. So do I (neither I do)
6. I agree completely
7. I agree with you entirely
8. You are absolutely right
9. Thats a good point
10. I couldnt agree with you more
11. Thats just what I think
12. I fell the same way
E. DISAGREEING WITH AN ARGUMENT
1. However
2. Im afraid I disagree
3. On the other had
4. On the contrary


5. Thats not (entirely) true
6. I cant possibly accept that good point, but..
7. All right, but dont you think
8. Thats not the same thing at all
F. ASKING FOR AN OPINION
1. Well, what do you think
2. Do you agree? Dont you agree?
3. Whats your view on the matter
4. How do you see it
5. Lets have your opinion
6. What your take
G. INTERRUPTING AN ARGUMENT
1. Excuse me, did you say that?
2. Excuse me, do you mean that?
3. Before you make your next point?
4. So what you are saying is that
5. Let to the point,,,
6. Sorry to interrupt you, but..
H. GETTING BACK TO YOUR POINT AFTER ON INTERRUPTION
1. Yes, well, anyway
2. Where was i
3. As I was saying? to return to where I was saying
4. Im sure thats true, but
5. May I continue
6. If you dont mind Id like to continue
7. Is that all
SPEAKING OUT IN CLASS
Signaling you want to speak:
To get the teachers attention, you can simple raise your hand. You may
also call the teacher by name. Sometimes you can signal that you want to speak
by learning forward and making eye contact with the teacher. If the teacher
doesnt notice these signals, you can also say:
Excuse me,..
May I ask a question?
Could I make a comment?
Holding the floor:
When the teacher calls on you, you can give yourself a moment or two to think
before answering by:
Hesitating
Well, umm
Umm, lets see
Umm, lets me see
Let me think
Repeating or rephrasing the question


In other words, you want to know
So, you are asking me..
Asking the instructor to repeat the question if you didnt understand
Would you mind repeating the question, please?
Would you please repeat that?
Avoiding answering
Im not really sure
I dont really know
Im afraid I dont know
Im sorry, but I dont know
ENCOURAGING CONVERSATION
Using a short response to show that you are listening:
I see oh
Of course yes
Really? Mmmmm
Using an auxiliary to make a question:
A: the meeting started half an hour late!
B: it did?
A: I didnt take notes in last weeks lecture
B: didnt you?
Do you? (you do?) dont you? (you dont?)
Were you? (you were?) werent you? (you werent?)
Have you? (you have?) can you? (you can?)
Repeating a key word or phrase:
A: Im going to Paris next week
B: Paris?
A: the meeting lasted for two hours
B: two hours
Asking a follow-up information question:
What happened?


How was it?
What did you do then?
CLOSING A CONVERSATION
Signaling the end:
Well,( I pronounced in a long drawn- out way)
So, (also pronounced in a long drawn-out way)
Well, okay.
Well, listen
Look at the time!
Well, I know youre busy
Ending:
I should be going
Im afraid I have to leave now. Its getting late
I have to (get back to work, meet someone, get to class)
Ill let you get back to work now
Taking leave:
Good bye
See you (later, in class, tomorrow, soon)


Pertemuan 10

Semester : II
Jurusan : Syariah
Pokok Pembahasan : Speaking to group (presentation)
Sub Pokok Bahasan : Introducing the topic, Starting the topic, Adding other
points, and Concluding the talk

A. Petunjuk Umum
dengan Speaking to group (presentation)

B. Kompetensi Dasar
Mahasiswa memahami dan mengidentifikasi berbagai bentuk Speaking to
group (presentation) yang berhubungan dengan Introducing the topic,
Starting the topic, Adding other points, and Concluding the talk

C. Pokok Materi
Speaking to group (presentation): Introducing the topic, Starting the topic,
Adding other points, and Concluding the talk


E. Uraian Materi
SPEAKING TO A GROUP (COMMUNICATION SKILLS)
AD.1 BUILDING CONFIDENCE
You might try the following ways to reduce your stage fright/anxiety when
speaking before a group:
Choose a topic that you know and that interests you
Give yourself enough time to prepare and organize the presentation
Practice in advance:
- Make and analyze an audio or video recording of your
presentation
- Rehearse your presentation in front of friends, family, or a mirror
Take some time to relax immediately before you begin in speak
- Pause a few seconds
- Establish eye contact with your listeners
- Take one or two deep breaths before speaking
TELLING A STORY
When you tell a story, you need to help the listeners follow your progress as you
move from one event to another.


Introducing your story
Id like to tell you about a very strange experience. I had last summer
while I was traveling in Canada.
Showing time order
First,.
Second,.
Third, .
Next,.
Then,
Later,.
After that,.
Finally,
A few days later
Several hours later.
During the trip..
During the party
The following day.
The following month
Concluding
So, to end y story, it was a very difficult trip, but I think I learned how to
take care of myself in an emergency.
AD.2 IMPROVING YOUR DELIVERY
Delivery refers to the way you use your eyes, voice, and body to communicate
your message
- Eye contact plays an essential role in keeping your listeners
interest
- Volume- the loudness or softness of your voice- is important when
speaking to a group
- A natural manner of speaking will help to maintain your listeners
attention
- Posture- the way you hold your body- conveys a message to your
listeners
- Movement also has an effect on your listeners
- Hand or arm gestures can be effective if you feel natural and
comfortable using them


AD.3 INCLUDING SPECIFIC INFORMATION
You can add interest to your topic by considering the following questions:
- What do you mean?
- For example?
- How, why, so, so what?
The specific information can be explanations, examples, anecdotes, scenarios.
Concrete details, reasons, and consequences.
Giving an explanation
- Let me explain what I mean by
- This means that
- That is,
- In other words.
Using an example
Let me give you an example
For example..
For instance..
Telling an anecdotes
Let me tell you a story to show what I mean..
Using a scenario
Imagine that
suppose that ..
Giving reasons
The reason is that
This is important (necessary, a problem) because..
Considering consequences
If a teacher is patient, then students feel more comfortable.
As a result,
Therefore,..
consequently
PUTTING YOUR IDEAS TOGETHER
Here are some expressions that you might use in giving a talk on the problems
people face when traveling alone. Of course, these are only some of the many
possible expressions.


Introducing the topic
Today, I would like to talk to you about several problems that people face when
they travel alone.
Starting with the first main point
To start with.
The first problem is
First of all
Adding other main points
The second problem is
Another problem is
The final problem is
Concluding the talk
In conclusion, because of these problems, I usually prefer to travel with at least
one or two friends
AD.4 SPEAKING FFROM NOTES
The most effective way to speak to a group is in a conversation manner, using
notes.


Introduction
PROBLEMS TRAVELING ALONE
1. LONELY
2. DANGEROUS
3. EXPENSIVE
FEELING LONELY
- IN HOTELS
- IN RESTAURANTS
- SIGHTSEEING
- CANT SHARE FUN


Pertemuan 11

Semester : II
Jurusan : Syariah
Pokok Pembahasan : Developing a Presentation
Sub Pokok Bahasan : Introduction, body, and conclusion

A. Petunjuk Umum
dengan Developing a presentation

B. Kompetensi Dasar
Mahasiswa memahami dan mengidentifikasi berbagai bentuk developing a
presentation yang berhubungan dengan introduction, body, and conclusion

C. Pokok Materi
Developing a presentation: introduction, body, and conclusion


E. Uraian Materi
DEVELOPING A PRESENTATION
This unit focuses on planning and organizing a presentation.
1. Assessing the speaking situation
a. Selecting your subject
b. Narrowing your subject to a topic
1. Restricting your purpose
2. Asking focus questions
3. Limiting the scope
c. Analyzing your audience
1. Background information
2. Current situation
3. Wants and needs
4. Level of English
5. Knowledge of subject
d. Meeting special guidelines
1. Due date
2. Time limits
3. Other guidelines


2. Exploring your topic
a. Listing: an individual brainstorming activity: to discover all the
ideas you have on a particular topic
b. Clustering : a way of seeing possible relationships among your
ideas
3. Organizing your ideas
a. Grouping ideas
b. Outlining your ideas
1. A tree diagram
2. Informal outline
4. Developing an effective introduction
a. Attracting your listeners interest
b. Previewing the content
5. Developing a strong conclusion
GUIDELINES FOR DEVELOPING AN ORAL PRESENTATION
1. ASSESS THE SPEAKING SITUATION
a. SELECT YOUR SUBJECT
b. NARROW YOUR SUBJECT TO A TOPIC
c. ANALYZE YOUR AUDIENCE
d. MAKE SURE YOU MEET ALL THE GUIDELINES
2. EXPLORE YOUR TOPIC
a. LISTING
b. CLUSTERING
3. ORGANIZE YOUR IDEAS
a. MAKE A WORKING OUTLINE
A TREE DIAGRAM
AN INFORMAL OUTLINE
b. BRAINSTORM MORE IDEAS TO PROVIDE STRONG SUPPORT
EXPLANATIONS
EXAMPLES
ANECDOTES
SCENARIOS
CONCRETE DETAILS
REASONS
CONSEQUENCES
c. GATHER ANY ADDITIONAL INFORMATION YOU MAY NEED
d. REORGANIZE IDEAS OR CHANGE THE FOCUS OF THE
PRESENTATION, IF NECESSARY
e. PREPARE THE INTRODUCTION AND CONCLUSION
f. WRITE A FINAL OUTLINE
4. PREPARE
a. REVIEW YOUR OUTLINE
b. WRITE BRIEF PRESENTATION NOTES ON NOTE CARDS


c. USE A DICTIONARY OR TEACHER ASSISSTANCE TO CHECK ON
THE PRONUNCIATION OF ANY NEW OR UNFAMILIAR
VOCABULARY WORDS
d. PRACTICE GIVING YOUR PRESENTATION IN ADVANCE TO CHECK
TIMING AND GAIN CONFIDENCE

F. Evaluasi dan penilaian


Pertemuan 12-13

Semester : II
Jurusan : Syariah
Pokok Pembahasan : Group paper presentation and discussion
Sub Pokok Bahasan : Presentation and Discussion (in PPT)

A. Petunjuk Umum

Mamahami materi dan melaksanakan kegiatan presentasi dan diskusi

C. Pokok Materi
Group presentation and discussion sesuai dengan prodi masing-masing


E. Uraian Materi
1. Pelaksanaan kegiatan presentasi dan diskusi yang didahului dengan
MC. Sukses atau tidaknya suatu kegiatan diskusi tergantung dari
kepintaran dan ketelitian dari seorang moderator (MC)
2. Penyampaian materi dari masing-masing kelompok dan mahasiswa
lainnya sebagai penanggap atau penanya, pemberi saran dan kritikan
dalam bahasa Inggris
3. Kegiatan Tanya jawab dari peserta diskusi dengan pemakalah

F. Evaluasi dan penialain: dari dosen pengampu mata kuliah

Accent or
Pronunciation
Student's
pronunciation
was
incomprehensible
Student's
pronunciation
made
understanding
very difficult
Student's
pronunciation
was understandable
but
mostly made
understanding
Difficult
Student's
pronunciation was
mostly
understandable
with
some error
Student's
pronunciation
was
understandable
with some
acceptable error
Student's
pronunciation
was
understandable
with
almost no error


Grammar
Student was
difficult to
understand and
had a
hard time
communicating
their ideas and
responses
because of
grammar mistakes
Constant errors
showing
control of very
few
major patters
and frequently
preventing
communication
Frequent errors
showing
some major patterns
uncontrolled and
causing
and
Misunderstanding
Student was able
to express
their ideas and
responses
adequately but
often
displayed
inconsistencies
with
their sentence
structure
and tenses
Student was able
to express
their ideas and
responses fairly
well but makes
mistakes with
their tenses,
however is able
to correct
themselves
Student was able
to express
their ideas and
responses
with ease in
proper sentence
structure and
tenses

Vocabulary
Student had
inadequate
vocabulary words to
express
his/her ideas
properly,
which hindered the
students
in responding
Vocabulary
limited to basic
personal and
survival areas
Choice of words
sometimes
inaccurate,
limitations of
vocabulary prevent
discussion
of some common
professional and
social topics
Student was able
to use broad
vocabulary words
but was
lacking, making
him/her
repetitive and
cannot
expand on his/her
ideas
Student utilized
the words
learned in class,
in an
accurate manner
for the
situation given
Rich, precise and
impressive
usage of
vocabulary words
learned in and
beyond of class

Fluency
Student was unable
to speak
Student took a
long time
to speak
Students were able
to
communicate with
difficulty
Students were
able to
communicate with
some
difficulty
Students were
able to
communicate
clearly with
little difficulty
Student was able
to
communicate
clearly with
almost no
difficulty
Introduction
students are very
poor to develop and
consider the
speaking situation
students are poor
to
develop and
consider
the speaking
situation
develop and
consider the
speaking situation
students are
average to
develop and
consider the
speaking situation
students are good
to develop
and consider the
speaking
Situation
students are very
good to
develop and
consider the
speaking situation
Content
students cannot
explain
clearly the content
or
speech
in detail
students are very
difficult
to explain the
content or
information of
their speech
in detail
students are mostly
difficult
to explain the
content or
speech
in detail
students have
some
difficulty to
explain the
content or
information of
their speech in
detail
students have a
little
difficulty to
explain the
content or
information of
their speech in
detail
students can
explain clearly
the content or
information
of their speech in
detail
Voice quality
students are very
poor to control and
manage their voice
quality
students are poor
to control and
manage their
voice quality
students are fair
to control and
manage their voice
quality
students are
average
to control and
manage their voice
quality
students are good
to control and
manage their
voice quality
students are very
good
to control and
manage their voice
quality
Non Verbal Com
students are very
poor to control and
students are poor
to control and
students are fair
to control and
students are
average
students are good
to control and
students are very
good


manage gestures manage their
gestures
manage their
gestures
to control and
manage their
gestures
manage their
gestures
to control and
manage their
gestures
Eye Contact
report
with no eye contact
Student
occasionally uses
eye contact, but
still reads most
of report
uses
eye contact, but
still reads some of
report
Student
occasionally uses
eye contact, but
of report
Student
maintains eye
contact most of
the
time but
frequently
returns to notes
Student maintains
eye
contact with
audience,
seldom returning
to notes
Concluding
Audience cannot
understand
presentation
because there
is no sequence of
information
Audience has
very difficulty
following
presentation
because
student jumps
around
Audience has mostly
difficulty
following
presentation
because
student jumps
around
Audience has
some difficulty
following
presentation
because
student jumps
around
Student presents
information
in logical
sequence which
audience can
follow
Student presents
information
in logical,
interesting
sequence which
audience
can follow

x 100%


Pertemuan 14-15

Semester : II
Jurusan : Syariah
Pokok Pembahasan : Individual paper presentation and discussion
Sub Pokok Bahasan : Presentation and Discussion (in PPT)

A. Petunjuk Umum

Mamahami materi dan melaksanakan kegiatan presentasi dan diskusi

C. Pokok Materi
Individual paper presentation and discussion sesuai dengan prodi masing-
masing


E. Uraian Materi
1. Pelaksanaan kegiatan presentasi dan diskusi yang didahului dengan
MC. Sukses atau tidaknya suatu kegiatan diskusi tergantung dari
kepintaran dan ketelitian dari seorang moderator (MC)
2. Penyampaian materi dari masing-masing mahasiswa dan mahasiswa
lainnya sebagai penanggap atau penanya, pemberi saran dan kritikan
tentang materi yang disampaikan
3. Kegiatan Tanya jawab dari peserta diskusi dengan pemakalah

F. Evaluasi dan penialain: dari dosen pengampu mata kuliah

Accent or
Pronunciation
Student's
pronunciation
was
incomprehensible
Student's
pronunciation
made
understanding
very difficult
Student's
pronunciation
was understandable
but
mostly made
understanding
Difficult
Student's
pronunciation was
mostly
understandable
with
some error
Student's
pronunciation
was
understandable
with some
acceptable error
Student's
pronunciation
was
understandable
with
almost no error


Grammar
Student was
difficult to
understand and
had a
hard time
communicating
their ideas and
responses
because of
grammar mistakes
Constant errors
showing
control of very
few
major patters
and frequently
preventing
communication
Frequent errors
showing
some major patterns
uncontrolled and
causing
and
Misunderstanding
Student was able
to express
their ideas and
responses
adequately but
often
displayed
inconsistencies
with
their sentence
structure
and tenses
Student was able
to express
their ideas and
responses fairly
well but makes
mistakes with
their tenses,
however is able
to correct
themselves
Student was able
to express
their ideas and
responses
with ease in
proper sentence
structure and
tenses

Vocabulary
Student had
inadequate
vocabulary words to
express
his/her ideas
properly,
which hindered the
students
in responding
Vocabulary
limited to basic
personal and
survival areas
Choice of words
sometimes
inaccurate,
limitations of
vocabulary prevent
discussion
of some common
professional and
social topics
Student was able
to use broad
vocabulary words
but was
lacking, making
him/her
repetitive and
cannot
expand on his/her
ideas
Student utilized
the words
learned in class,
in an
accurate manner
for the
situation given
Rich, precise and
impressive
usage of
vocabulary words
learned in and
beyond of class

Fluency
Student was unable
to speak
Student took a
long time
to speak
Students were able
to
communicate with
difficulty
Students were
able to
communicate with
some
difficulty
Students were
able to
communicate
clearly with
little difficulty
Student was able
to
communicate
clearly with
almost no
difficulty
Introduction
students are very
poor to develop and
consider the
speaking situation
students are poor
to
develop and
consider
the speaking
situation
develop and
consider the
speaking situation
students are
average to
develop and
consider the
speaking situation
students are good
to develop
and consider the
speaking
Situation
students are very
good to
develop and
consider the
speaking situation
Content
students cannot
explain
clearly the content
or
speech
in detail
students are very
difficult
to explain the
content or
information of
their speech
in detail
students are mostly
difficult
to explain the
content or
speech
in detail
students have
some
difficulty to
explain the
content or
information of
their speech in
detail
students have a
little
difficulty to
explain the
content or
information of
their speech in
detail
students can
explain clearly
the content or
information
of their speech in
detail
Voice quality
students are very
poor to control and
manage their voice
quality
students are poor
to control and
manage their
voice quality
students are fair
to control and
manage their voice
quality
students are
average
to control and
manage their voice
quality
students are good
to control and
manage their
voice quality
students are very
good
to control and
manage their voice
quality
Non Verbal Com
students are very
poor to control and
students are poor
to control and
students are fair
to control and
students are
average
students are good
to control and
students are very
good


manage gestures manage their
gestures
manage their
gestures
to control and
manage their
gestures
manage their
gestures
to control and
manage their
gestures
Eye Contact
report
with no eye contact
Student
occasionally uses
eye contact, but
still reads most
of report
uses
eye contact, but
still reads some of
report
Student
occasionally uses
eye contact, but
of report
Student
maintains eye
contact most of
the
time but
frequently
returns to notes
Student maintains
eye
contact with
audience,
seldom returning
to notes
Concluding
Audience cannot
understand
presentation
because there
is no sequence of
information
Audience has
very difficulty
following
presentation
because
student jumps
around
Audience has mostly
difficulty
following
presentation
because
student jumps
around
Audience has
some difficulty
following
presentation
because
student jumps
around
Student presents
information
in logical
sequence which
audience can
follow
Student presents
information
in logical,
interesting
sequence which
audience
can follow

x 100%

Syllabus and Sap of English II Ridi Ok1

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