Syllabus and Hand-out of English II

 

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 %

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 one’s 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                      : Syari’ah

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 you’ll 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 information of their 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)

SATUAN ACARA PERKULIAHAN (SAP)

Pertemuan 2

Mata Kuliah                : Bahasa Inggris II

Semester                     : II

Thn Pembelajaran      : 2013/2014

Jurusan                      : Syari’ah

Progran Studi              : Muamalah/Teknik Informatika

Pokok Pembahasan     : Speech Preparation

Sub Pokok Bahasan   : Getting Started (purposes/audiences/topics), Outlining                                          your speech

Alokasi Waktu             : 2 x 50 menit (2 SKS)

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

D.  Proses Kegiatan Pembelajaran

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

2.    Media: LCD, whiteboard

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 don’t know the areas in which you are most successful, you won’t 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 doesn’t 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 audience’s 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

SATUAN ACARA PERKULIAHAN (SAP)

Pertemuan 3

Mata Kuliah                : Bahasa Inggris II

Semester                     : II

Thn Pembelajaran      : 2013/2014

Jurusan                      : Syari’ah

Progran Studi              : Muamalah/Teknik Informatika

Pokok Pembahasan     : Speech Preparation

Sub Pokok Bahasan   : The body of speech and supporting materials

Alokasi Waktu             : 2 x 50 menit (2 SKS)

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 berhubungan dengan the body of a speech and supporting materials

C.    Pokok Materi

Speech preparation: the body of a speech and supporting materials

D.    Proses Kegiatan Pembelajaran

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

2.   Media: LCD, whiteboard

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

Don’t 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

F.   Evaluasi dan Penilaian

SATUAN ACARA PERKULIAHAN (SAP)

Pertemuan 4

Mata Kuliah                : Bahasa Inggris II

Semester                     : II

Thn Pembelajaran      : 2013/2014

Jurusan                      : Syari’ah

Progran Studi              : Muamalah/Teknik Informatika

Pokok Pembahasan     : Speech Preparation

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

Alokasi Waktu             : 2 x 50 menit (2 SKS)

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 berhubungan dengan the introduction and the conclusion

C.    Pokok Materi

Speech preparation: The Introduction (getting your speech started) and the conclusion (ending your speech)

D.    Proses Kegiatan Pembelajaran

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

2.   Media: LCD, whiteboard

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

F.   Evaluasi dan Penilaian

SATUAN ACARA PERKULIAHAN (SAP)

Pertemuan 5

Mata Kuliah                : Bahasa Inggris II

Semester                     : II

Thn Pembelajaran      : 2013/2014

Jurusan                      : Syari’ah

Progran Studi              : Muamalah/Teknik Informatika

Pokok Pembahasan     : Speech Delivery

Sub Pokok Bahasan   : Extemporaneous, impromptu, and manuscript delivery

Alokasi Waktu             : 2 x 50 menit (2 SKS)

A.    Petunjuk Umum

Setiap mahasiswa wajib membaca dan memahami berbagai literatur terkait 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

D.    Proses Kegiatan Pembelajaran

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

2.   Media: LCD, whiteboard

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

F.   Evaluasi dan Penilaian

SATUAN ACARA PERKULIAHAN (SAP)

Pertemuan 6

Mata Kuliah                : Bahasa Inggris II

Semester                     : II

Thn Pembelajaran      : 2013/2014

Jurusan                      : Syari’ah

Progran Studi              : Muamalah/Teknik Informatika

Pokok Pembahasan     : Speech Delivery

Sub Pokok Bahasan   : Using visual aids, nonverbal presentation, language Alokasi Waktu         : 2 x 50 menit (2 SKS)

A.    Petunjuk Umum

Setiap mahasiswa wajib membaca dan memahami berbagai literatur terkait 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

D.    Proses Kegiatan Pembelajaran

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

2.   Media: LCD, whiteboard

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

F.   Evaluasi dan Penilaian

SATUAN ACARA PERKULIAHAN (SAP)

Pertemuan 7

Mata Kuliah                : Bahasa Inggris II

Semester                     : II

Thn Pembelajaran      : 2013/2014

Jurusan                      : Syari’ah

Progran Studi              : Muamalah/Teknik Informatika

Pokok Pembahasan     : To be Master of Ceremony

Sub Pokok Bahasan   : Talking about and telling one’s personal information

Alokasi Waktu             : 2 x 50 menit (2 SKS)

A.    Petunjuk Umum

Setiap mahasiswa wajib membaca dan memahami berbagai literatur terkait 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

D.    Proses Kegiatan Pembelajaran

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

2.   Media: LCD, whiteboard

E.    Uraian Materi

Topics	Sub topics	Questions	Responses
a.    Personal Data	Name Address Phone number …..	Tell me about your self.	My name’s / I’m …. 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. I’d like to introduce Mary Baker to you today.

·  Today, I’d 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 GROUP’S 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.    (assalammu’alaikum, wr.wb)

Honorable head of delegation of Fawa (Federation of Asian Women’s Association)

Honorable Head of BKOW (Federation of Women’s 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 Women’s 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 Women’s 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. (wassalammu’alaikum, Wr.Wb)

II.            MINANGKABAU’S 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. Wassallammu’alaikum, Wr. Wb

Assalamu’alaikum 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”

F.    Evaluasi dan Penilaian

SATUAN ACARA PERKULIAHAN (SAP)

Pertemuan 8

Mata Kuliah                : Bahasa Inggris II

Semester                     : II

Thn Pembelajaran      : 2013/2014

Jurusan                      : Syari’ah

Progran Studi              : Muamalah/Teknik Informatika

Pokok Pembahasan     : Useful Phrases For Discussion + Debate

Sub Pokok Bahasan   : Discussion and Debate

Alokasi Waktu             : 2 x 50 menit (2 SKS)

A.    Petunjuk Umum

Setiap mahasiswa wajib membaca dan memahami berbagai literatur terkait 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

D.    Proses Kegiatan Pembelajaran

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

2.   Media: LCD, whiteboard

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:

·          I’m sorry. Could you please speak a little more slowly?

·         Would you mind speaking more slowly? I couldn’t quite follow what you said.

If the speaker is talking too softly:

·  Sorry, I didn’t hear what you said

·  Would you mind speaking a little louder?

If you do not understand the speaker:

·  I’m sorry, but I’m not sure I understand

·  Sorry, but I don’t understand what you meant

·  I’m 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.    I’d like to say that….

7.    I’d like to point out that…

8.    Speaking for my self…

9.    As far as I’m 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 can’t be true, because….

2.      But what about….? What’s 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.      I’m not saying that what I’m saying is…

7.      Yes, don’t forget I was only referring to..

D.    AGREEING WITH AN ARGUMENT

1.      Of course

2.      Right

3.      Exactly

4.      That’s true

5.      So do I (neither I do)

6.      I agree completely

7.      I agree with you entirely

8.      You are absolutely right

9.      That’s a good point

10.   I couldn’t agree with you more

11.   That’s just what I think

12.   I fell the same way

E.    DISAGREEING WITH AN ARGUMENT

1.    However

2.    I’m afraid I  disagree

3.    On the other had

4.    On the contrary

5.    That’s not (entirely) true

6.    I can’t possibly accept that… good point, but..

7.    All right, but don’t you think…

8.    That’s not the same thing at all

F.    ASKING FOR AN OPINION

1.    Well, what do you think

2.    Do you agree? Don’t you agree?

3.    What’s your view on the matter

4.    How do you see it

5.    Let’s 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.    I’m sure that’s true, but

5.    May I continue

6.    If you don’t mind I’d like to continue

7.    Is that all…

SPEAKING OUT IN CLASS

Signaling you want to speak:

              To get the teacher’s 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 doesn’t 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, let’s see

Umm, let’s 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 didn’t understand

Would you mind repeating the question, please?

Would you please repeat that?

·  Avoiding answering

I’m not really sure

I don’t really know

I’m afraid I don’t know

I’m sorry, but I don’t 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 didn’t take notes in last week’s lecture

              B: didn’t you?

Do you? (you do?)                                            don’t you? (you don’t?)

Were you? (you were?)                                                weren’t you? (you weren’t?)

Have you? (you have?)                                                can you? (you can?)

Repeating a key word or phrase:

              A: I’m 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 you’re busy

Ending:

              I should be going

              I’m afraid I have to leave now. It’s getting late

              I have to (get back to work, meet someone, get to class)

              I’ll let you get back to work now

Taking leave:

              Good bye

              See you (later, in class, tomorrow, soon)

F.    Evaluasi dan Penilaian

SATUAN ACARA PERKULIAHAN (SAP)

Pertemuan 10

Mata Kuliah                : Bahasa Inggris II

Semester                     : II

Thn Pembelajaran      : 2013/2014

Jurusan                      : Syari’ah

Progran Studi              : Muamalah/Teknik Informatika

Pokok Pembahasan     : Speaking to group (presentation)

Sub Pokok Bahasan   : Introducing the topic, Starting the topic, Adding other                                             points, and Concluding the talk

Alokasi Waktu             : 2 x 50 menit (2 SKS)

A.    Petunjuk Umum

Setiap mahasiswa wajib membaca dan memahami berbagai literatur terkait 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

D.    Proses Kegiatan Pembelajaran

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

2.   Media: LCD, whiteboard

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

I’d 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

FEELING LONELY -          IN HOTELS -          IN RESTAURANTS -          SIGHTSEEING -          CAN’T SHARE FUN

Introduction PROBLEMS TRAVELING ALONE 1.       LONELY 2.       DANGEROUS 3.       EXPENSIVE

The most effective way to speak to a group is in a conversation manner, using notes.

F.    Evaluasi dan Penilaian

SATUAN ACARA PERKULIAHAN (SAP)

Pertemuan 11

Mata Kuliah                : Bahasa Inggris II

Semester                     : II

Thn Pembelajaran      : 2013/2014

Jurusan                      : Syari’ah

Progran Studi              : Muamalah/Teknik Informatika

Pokok Pembahasan     : Developing a Presentation

Sub Pokok Bahasan   : Introduction, body, and conclusion                                       

Alokasi Waktu             : 2 x 50 menit (2 SKS)

A.    Petunjuk Umum

Setiap mahasiswa wajib membaca dan memahami berbagai literatur terkait 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

D.    Proses Kegiatan Pembelajaran

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

2.   Media: LCD, whiteboard

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

SATUAN ACARA PERKULIAHAN (SAP)

Pertemuan 12-13

Mata Kuliah                : Bahasa Inggris II

Semester                     : II

Thn Pembelajaran      : 2013/2014

Jurusan                      : Syari’ah

Progran Studi              : Muamalah/Teknik Informatika

Pokok Pembahasan     : Group paper presentation and discussion

Sub Pokok Bahasan   : Presentation and Discussion (in PPT)

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 presentasi dan diskusi 

C.    Pokok Materi

Group presentation and discussion sesuai dengan prodi masing-masing

D.    Proses Kegiatan Pembelajaran

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

2.    Media: LCD, whiteboard

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

(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 information of their 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)

SATUAN ACARA PERKULIAHAN (SAP)

Pertemuan 14-15

Mata Kuliah                : Bahasa Inggris II

Semester                     : II

Thn Pembelajaran      : 2013/2014

Jurusan                      : Syari’ah

Progran Studi              : Muamalah/Teknik Informatika

Pokok Pembahasan     : Individual paper presentation and discussion

Sub Pokok Bahasan   : Presentation and Discussion (in PPT)

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 presentasi dan diskusi 

C.    Pokok Materi

Individual paper presentation and discussion sesuai dengan prodi masing-masing

D.    Proses Kegiatan Pembelajaran

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

2.    Media: LCD, whiteboard

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

(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 information of their 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)