Buku Ajar ADVANCE SPEAKING Aug 2019 PDF

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd.
, MA ELT | 0
FOREWORDS
This Teaching and Learning Handbook is developed to support the classroom process of Advance Speaking
Course of English Department – FKIP Unpatti. Advance Speaking is part of 5 series of Compulsory Speaking
Course at English Department aimed to equipped and prepare students with sufficient Speaking Skills
applicable during their study and most importantly later when they seek for employment.
Advance Speaking course is a continuation from Speaking 4 class.The content of Advance Speaking course
for this semester is adapted and revised based on the needs and development of English Department as
well as the relevance and connectivity with other speaking courses. Advance Speaking Course this semester
is designed to emphasize on Speaking for Academic Purposes. It will equipped the student not only with the
speaking skill such as presentation for academic events and for thesis defense but also with the needed
basic knowledge of ELT theories and experts, research methodology etc as well as thesis proposal
preparation. It is hoped that through this course students will strengthen their basic ELT knowledge and get
a glimpse of what thesis proposal and thesis defense will be like.
This Teaching and Learning Handbook is of course far from perfect. There are many gaps and need for
improvement here and there. Since this is the first handbook to be made for this course after the revision,
this course and this book will need many feedback for further revision and improvement.
The Team Teaching of Advance Speaking Course hoped that this book will prove to be a valuable support
for the teaching and learning process of this semester. It also hoped that the knowledge and skills acquired
will benefit the students and the lecturers as well as the general English Department academic community.
Ambon, August 2019
Academic Speaking Team Teaching:

F.M. Lekatompessy, S.S., M.Pd
H. M. Rijoly, S.Pd., MA ELT
Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 1
Table of Contents
FOREWORDS .............................................................................................................................................. 1
Advance Speaking Syllabus ...................................................................................................................... 4
Chapter 1 Academic (Public) Speaking........................................................................................... 16
1. Theories and Principles of Public Speaking and Academic Speaking .................................. 17
Chapter 2 Preparing and Academic Presentation......................................................................... 26
1. Preparing for Academic Presentation ...................................................................................... 27
Planning Your Presentation .................................................................................................................... 27
Preparing the Content of Your Presentation......................................................................................... 28
Practice delivering the presentation ..................................................................................................... 29
2. Phrases for Academic Public Speaking ..................................................................................... 31
3. Preparing PowerPoint Presentation ......................................................................................... 33
Tips for Effective PowerPoint Presentations ......................................................................................... 33
Fonts ................................................................................................................................................... 33
Design and Graphical Images ............................................................................................................. 34
Color .................................................................................................................................................... 35
General Presentation ......................................................................................................................... 35
4. Getting Yourself Ready for Presentation .................................................................................. 37
Chapter 3 Critical Review Paper ....................................................................................................... 41
1. What is Critical Review .............................................................................................................. 42
2. Steps to Writing An Effective Critical Review ........................................................................ 42
3. More Information on How to Write Critical Review Paper ................................................. 45
Writing a Critical Review .................................................................................................................... 45

Purpose of a critical review ................................................................................................................ 45
What is meant by critical?.................................................................................................................. 45
What is meant by evaluation or judgement? .................................................................................... 45
What is meant by analysis?................................................................................................................ 45
Structure of a Critical Review............................................................................................................. 46
Introduction ............................................................................................................................................ 46
Summary................................................................................................................................................. 46
Critique ................................................................................................................................................... 46
Conclusion & References ....................................................................................................................... 47
Summarising and paraphrasing for the critical review ......................................................................... 47
Some General Criteria for Evaluating Texts ................................................................................ 48
Sample Extracts ..................................................................................................................................... 49

Language features of the critical review ............................................................................................. 50
How to Write a Critical Review of a Journal Article ................................................................. 52

4. Preparing for Critical Review Paper Presentation ............................................................... 54
a. Language Function .................................................................................................................... 54
b. Presentation : ............................................................................................................................. 55
Chapter 4 Mini-Survey: Design, Report and Present........................................................................ 56
1. What is Mini Survey: ................................................................................................................... 57
2. Survey Instruments .................................................................................................................... 57
3. Planning and Drafting Mini-Survey ......................................................................................... 57
4. Conducting and Analysis of Survey .......................................................................................... 57
5. Writing Survey Report ............................................................................................................... 58
6. Preparing Research Finding Presentation ............................................................................. 58
a. Language Functions .................................................................................................................. 58
b. Presentation : ............................................................................................................................. 58
Bibliography ................................................................................................................................................ 60
Advance Speaking Syllabus
BEI 1522
ADVANCE SPEAKING
2 SKS
Semester : 5 (lima) Tahun Ajaran : Ganjil 2019/2020

Instructors : F.M. Lekatompessy, S.S., M.Pd Program Studi Pendidikan Bahasa Inggris
H. M. Rijoly, S.Pd, MA ELT Jurusan Bahasa dan Seni, FKIP - UNPATTI
Course Description
Advance Speaking Course is aimed to develop the students’ academic speaking skills. There
are 2 main aims developing oral skills to present and report academic materials and
developing analytical skills of composing critical review and conducting mini survey. This
course is offered on the 5th semester where students are half-way through their study at the
University. As pre-service teacher education students, they will be facing micro-teaching,
internship and thesis writing in the coming semesters. This course is designed to provide the
skills they will need for the mentioned processed.
Speaking skill is one of the most essential skills simply because most of our communication
is done orally. Advance speaking, as the name dictates, positioned the speaking as a
productive skill where it commands the mastery of listening, linguistic, creative, analytical
conception through reading and writing and contextual skills.
During the course, students will be first learn the spoken and written common expression
used in academic context, how to compose critical review and mini survey and then being
assigned project to be worked in individual, pairs or groups. The course will employ teaching
method such as lecture, discussion, individual-pair-group work and projects.
Course Goals and Objectives
• Course Goals
By the end of the course, the students will be able to demonstrate the mastery of advance
speaking skills through:
✓ Presenting an oral speech presentation (persuasive/informative) based on student's

Critical Review Paper of an assigned academic paper.
✓ Presenting an oral report of the conducted Mini-Survey on topics of English Language
Education
• Course Objectives
By the completion of the course, the students will particularly be capable of:
✓ Applying correct language functions, expressions and structure appropriately in

persuasive and/or informative speech/presentation.
✓ Applying the Public Speaking techniques in their presentation of Critical Review
Paper and Mini Survey Report
✓ Composed a critical review paper.
✓ Construct/design and conduct mini survey on specific English Language Education
issue
Therefore at the end of the course student will have produced:
• 1 Written print-out copy of Critical Review Paper (submitted minimum 3 days before
presentation)
• 1 Written print-out copy of Mini Survey Instrument (submitted minimum 1 week
before execution)
• 1 Written print-out copy of Mini Survey report (submitted minimum 3 days before
presentation)
• 2 oral presentations on the projects
Course Materials & Media
• Recommended Preparation Materials

• Various YouTube videos of Conversational English
• Teaching Handouts
• Course Book
Tentative Schedulle
Session Topic Activities

Week 1 Course Orientation and Learning Contract Lecturing/discussion
Practice
Week 2 & 3 Public Speaking: Lecturing/discussion
Theory and Practice Practice
Week 4 & 5 Critical Review Paper: Lecturing/discussion
Theory, Practice and Planning Practice
Week 6 & 7 Critical Review Paper:
Drafting and Feedback
Week 8- 9 PROJECT 1 PRESENTATION (CRITICAL REVIEW PAPER)
Week 10 & 11 Mini Survey : Lecturing/discussion
Theory, Practice and Planning Practice
Week 12 & 13 Mini Survey : Lecturing/discussion
Discussion, Drafting and Feedback Practice
Week 14 Mini Survey Execution and Report Writing Lecturing/discussion
Practice
Week 15 & 16 PROJECT 2 PRESENTATION (MINI SURVEY REPORTING)
COURSE REQUIREMENT
➢ This is a prerequisite course which means that students can enroll in this class if they
have passed Speaking 4 with minimum C grade.
➢ There are no Mid-Term Test (UTS) or Final-Term Test (UAS) in this course, instead
you will need to complete 2 projects which will count towards your final grade. All
students are expected to participate actively and take initiatives.
➢ Students must submit ALL assignment on time. Failure to do so will resulted in

penalty (reduced score).
➢ Students must cover the 80% attendance requirements to be allowed for assessed
projects.
Course Grading
• Assignment 1 15 % (Written Assignment for Project 1)

• Assignment 2 a + b 15 %(Written Assignment for Project 2)
• Project 1 (UTS) 30 % (Critical Paper Review Presentation)
• Project 2 (UAS) 40 % (Mini Research Findings Presentation)
Description of Assignments and Assessments
As mentioned above at Course Goals and Objectives Academic Speaking will have 4
components of grading:
- Assignment 1 (15% of Total Final Score) – Critical Review Paper (Written
Assignment
Assignment 1 is a Written Assignment where students will be given several academic
paper to be chosen from or will be given the opportunity to choose their own (depends
on the Lecturer decision). Students will then write a critical review paper based on the
academic paper assigned. Later student will also prepare to present their critical review
in oral form. This written assignment need to be submitted minimum 3 days before the
assessment day – or as directed by the lecturer.
The written assignment will follow the Academic writing rules and ethics: Anti-
Plagiarism, Citation, Essay Layout and Format. Details and Guidelines of the assignment
as well as the assessment criteria will be outlined on a separate section. This assignment
counts towards 15% of your total grades.
- Assignment 2 (15% of Total Final Score) – Mini Survey: Design, Report, Present
Assignment 2 is a 2-part Written Assignment where students will (1) Design, conduct and
report the findings of Mini-survey on selected/given ELT topics. (2) Prepared a
presentation based on the research findings. This written assignment needs to be
submitted minimum 3 days before the assessment day – or as directed by the lecturer.
Assignment 2 consists of 2 written documents: Mini Survey Instruments (as discussed

with the
The written assignment will follow the Academic writing rules and ethics: Anti-
Plagiarism, Citation, Essay Layout and Format. Details and Guidelines of the assignment
as well as the assessment criteria will be outlined on a separate section. This assignment
counts towards 15% of your total grades.
- Project 1 / UTS - (30% of Total Final Score) – Critical Review Paper Presentation
Advance Speaking Class does not have Mid-Term Test or Ujian Tengah Semester.
However, you have Project Assessment. This is counted towards 35% of your total grades
and in a way is a Mid-Term Test or Ujian Tengah Semester. Project 1 assess your ability
to give an oral presentation that demonstrate your understanding and mastery of the
content of your presentation as well as your Academic Speaking language functions,
expression and structure appropriately in 5 minutes Critical Review Paper Presentation
and Q&A. Details and Guidelines of the project as well as the assessment criteria will be
outlined on a separate Chapters.
- Project 2 / UAS - (40% of Total Final Score) – Mini Survey: Research Findings
Presentation
Advance Speaking Class does not have Final-Term Test or Ujian Akhir Semester.
However, you have Project Assessment. This is counted towards 35% of your total grades
and in a way is a Final-Term Test or Ujian Akhir Semester. Project 2 assess your ability
to give an oral presentation that demonstrate your understanding and mastery of the
content of your presentation as well as your Academic Speaking language functions,
expression and structure appropriately in 5 - 7 minutes Research Findings Presentation
and Q&A. Details and Guidelines of the project as well as the assessment criteria will be
outlined on a separate section
- Attendance and Participation
Attendance and Participation will have not be assessed and assigned contribution score.
This is because attending and participating in the class are your responsibility. Therefore,
students are strongly expected to participate actively and attend classes with minimum
80% Attendance percentage. You have 3 absents (missed class without any news)
opportunities which I suggest you will not use it well. More than 3 absents without news
and you will be considered fail for this class.
Course Policies / Learning Contract / Kontrak Kuliah
➢ Absensi : Kehadiran (absensi) adalah hal mutlak. Anda tidak diijinkan untuk mengikuti ujian
(UTS/UAS) jika anda telah absen 3 kali tanpa pemberitahuan. Jika anda berhalangan hadir dikelas
anda DIHARUSKAN menghubungi dosen SEBELUM kelas dimulai.
o Jika anda absen pada hari tersebut, anda diharuskan untuk bertanya dan mencari tahu dari
teman sekelas mengenai tugas yang diberikan agar dapat dikerjakan dan dimasukan tepat
waktu.
➢ Tepat Waktu: Mahasiswa diharuskan untuk datang tepat waktu pada jam kuliah yang telah
ditentukan. Anda tidak diijinkan untuk masuk ke kelas jika dosen telah berada didalam kelas. Dengan
demikian anda dinyatakan absen untuk pertemuan hari itu.
➢ Partisipasi : Anda diharuskan untuk berpartisipasi aktif dalam kelas dengan mempersiapkan diri
sebelum kelas dan aktif dalam bertanya, menjawab dan berdiskusi di kelas. Demikian juga anda
diminta untuk aktif dalam aktivitas belajar diluar kelas lainnya yang diminta oleh dosen (jika ada).
➢ Keterlambatan pengumpulan tugas: Harap selalu memperhatikan deadline/batas waktu

pengumpulan tugas. Jika anda melewati batas waktu tersebut, anda akan menerima penalty yaitu
pengurangan nilai tugas dengan aturan sebagai berikut:
o 1 jam setelah deadline (Minus 5%).
o 4 jam setelah deadline (Minus 20%)
o Dan seterusnya.
➢ Pengerjaan Tugas: Beberapa hal yang harus diperhatikan dalam mengerjakan tugas adalah
sebagai berikut:
o Tugas tertulis yang diberikan harus dibuat dengan memperhatikan kaidah penulisan
akademik yang berlaku. Perlu diperhatikan bahwa penulisan agar menghindari plagiarism
dengan cara memperhatikan pola APA Citation dan Referencing
(https://writingcenter.gmu.edu/guides/apa-style-quick-guide). Kelalaian untuk
melakukan ini akan membuat tugas anda terindikasi plagiarism dan akan mendapat penalty
pada nilai (minus 50%) atau bahkan Fail.
o Demikian juga tugas tersebut harus mengikuti format dan panduan penulisan yang diberikan
dosen.
o Mahasiswa yang kedapatan meng-copy pekerjaan temannya maka baik yang mengcopy
atau yang dicopy akan mendapat penalty nilai sebesar pengurangan 50% dari nilai.
➢ Nilai : Nilai akhir yang diberikan adalah final dan tidak untuk didiskusikan. Kecuali jika terjadi
kesalahan entry nilai yang dalam hal ini bisa langsung menghubungi saya untuk diperbaiki.
➢ Remedial: Pada kelas-kelas tertentu akan diberikan kesempatan remedial bagi siswa yang
mendapat nilai C, D atau E saja. Remedial dilakukan 1 kali setelah ujian akhir selesai dan nilai akhir
telah dikompilasi. Perlu diperhatikan bahwa remedial tidak menjamin nilai anda diperbaiki/naik.
Ketentuan perbaikan nilai adalah:
o Untuk Nilai C menjadi B → Harus mendapat skor remedial 30%
o Untuk Nilai D menjadi C → Harus mendapat skor remedial 40%
o Untuk Nilai E menjadi C → Harus mendapat skor remedial 60%
➢ Materi Kelas : Mahasiswa akan diberikan bacaan/materi yang berhubungan dengan topik. Anda
diminta untuk membaca atau melakukan tugas yang diminta sebelum masuk kelas sehingga ketika
anda berada dikelas anda telah siap.
➢ Komunikasi dengan Dosen: Anda dapat menghubungi saya lewat SMS pada nomor
082191384287.
o Harap diingat bahwa etika dan kesopanan perlu dipergunakan ketika menghubungi dosen.
o Kecuali ketua kelas, Anda hanya boleh menghubungi saya untuk urusan ijin absensi.
o DILARANG menghubungi dosen untuk hanya say ‘hi’ atau hal-hal lain yang tidak berkaitan
dengan perkuliahan
o Ketika mengirimkan SMS, tulis nama anda, mata kuliah serta program studi anda.
➢ Guided Independent Study (GIS) : pada waktu dimana dosen harus berangkat tugas ke Aru dan
MBD dalam program PDSKU atau waktu lain dimana dosen tidak dapat masuk kelas, Dosen akan
menyiapkan Guided Independent Study (Pembelajaran Mandiri Terpimpin) yang akan diberikan
kepada ketua kelas. GIS adalah materi dan tugas tertulis / online yang harus dikerjakan pada waktu
jam kuliah. Dengan demikian, kelas tetap berlangsung seperti biasa. Anda diminta mengerjakan dan
kemudian mengumpulkannya kembali. Hasil kerja anda akan dinilai dan nilainya akan ditambahkan
pada nilai akhir anda.
➢ Hal lain yang tidak dibahas dalam learning contract ini namun atas kesepakatan Bersama dapat
ditambahkan setelah didiskusikan di kelas.
Terima Kasih
Written Assignments 1 and 2
WRITTEN ASSIGNMENT RUBRICS
ASPECT SCORE CRITERIA
EXCELLENT – VERY GOOD : Knowledgeable – Substantive – thorough
22 – 25
development of thesis – relevant to assigned topic.
GOOD – AVERAGE : Some knowledge of the subject– Adequate Range –
CONTENT
18 – 21 Limited development of ideas/content – Mostly relevant to topic but less

(25%)
detailed.
FAIR – POOR : Limited knowledge of the subject– Little substance –
11 – 17
inadequate development of ideas/content and topic
VERY POOR : Does not show knowledge of the subject– Nonsubstantive
5 – 10
– not pertinent – or not enough to evaluate
EXCELLENT – VERY GOOD : Fluent expression – ideas clearly

22 – 25 stated/supported – succinct – well organized – logical sequencing –
ORGANIZATION
cohesive.
GOOD – AVERAGE : Somewhat choppy – loosely organized but main
(25%)
18 – 21
ideas stand out - limited support – logical but incomplete sequencing
FAIR – POOR : non-fluent – ideas confused or disconnected – lacks logical
11 – 17
sequencing and development
VERY POOR : Does not communicate – no organization – or not enough
5 – 10
to evaluate.
EXCELLENT – VERY GOOD : Sophisticated range – effective word or idiom

22 – 25
choice usage – word from mastery – appropriate register.
VOCABULARY
GOOD – AVERAGE : Adequate range – occasional errors of word or idiom

18 – 21
(25%)
choice usage but meaning not obscured.

FAIR – POOR : Limited range – frequent errors of word/idiom form,
11 – 17
choice, usage thus meaning is confusing or obscure.
VERY POOR : Essentially translation – little knowledge of English
5 – 10
Vocabulary of word/idiom form or not enough to evaluate.
EXCELLENT – VERY GOOD : Effective complex construction – few errors

22 – 25 of S-V agreement, tense, number, word order/function, articles,
pronouns, preposition.
GOOD – AVERAGE : Effective but simple construction – minor errors
(Grammar & Structure)
ineffective complex construction – Several errors of S-V agreement,

LANGUAGE USE
18 – 21
tense, number, word order/function, articles, pronouns, preposition but
(25%)
meaning is not obscured

FAIR – POOR : Major problem in simple construction – frequent errors
negotiating S-V agreement, tense, number, word order/function,
11 – 17
articles, pronouns, preposition and/or fragments, run-ons, deletion –
meaning is confusing or obscured.
VERY POOR : Virtually no mastery of sentence construction rules –
5 – 10 dominated by errors – does not communicate – or not enough to
evaluate.
EXCELLENT – VERY GOOD : Demonstrate mastery of conventions – few
errors of spelling, punctuation, capitalization, paragraphing – shows
22 – 25
mastery of quoting, paraphrasing, summarizing and incorporating in-text
citation convention and format.
GOOD – AVERAGE : Occasional errors of spelling, punctuation,
capitalization, paragraphing but meaning is not obscured – partly
18 – 21
implements the conventions and format of quoting, paraphrasing,
MECHANICS
summarizing and incorporating in-text citation.

(10%)
FAIR – POOR : Frequent errors of spelling, punctuation, capitalization,

paragraphing – Poor typesetting (typo) - meaning is confused and
11 – 17
obscured – Lack of mastery in conventions and format of quoting,
paraphrasing, summarizing and incorporating in-text citation.
VERY POOR : No Mastery of conventions – dominated by errors of
spelling, punctuation, capitalization, paragraphing – Illegible typesetting
5 – 10 (typo) 0 not enough to evaluate – No mastery of the conventions and
format of quoting, paraphrasing, summarizing and incorporating in-text
citation.
Project 1 AND 2
ORAL PRESENTATION RUBRICS
ASPECT SCORE CRITERIA
EXCELLENT – VERY GOOD : Demonstration of excellent mastery of the
12 – 15
topic and comprehensive elaboration.
GOOD – AVERAGE : Demonstration of good mastery of the topic and give
CONTENT
8 – 11
(15%)
most supportive details

FAIR – POOR : Demonstration of fair mastery of the topic with some
4–7
missing supportive details.
VERY POOR : Demonstration of inadequate mastery of the topic with
1–3
only few important details given.
EXCELLENT – VERY GOOD : Excellent mastery of grammar and vocabulary

25 – 22
with all appropriate choice of expression/register
ACCURACY
GOOD – AVERAGE : Good mastery of grammar and vocabulary with

21 – 18
(25%)
mostly appropriate choice of expression/register

FAIR – POOR : Fair mastery of grammar and vocabulary, with occasional
17 – 11
inappropriate choice of expressions/register.
VERY POOR : inadequate mastery of grammar and vocabulary with
10 – 5
frequent inappropriate choice of expression/register.
EXCELLENT – VERY GOOD : Speech is very fluent; no unnatural pauses;

22 – 25
all comprehensible
FLUENCY
GOOD – AVERAGE : speech is mostly fluent; a few unnatural pauses;

(25%)
18 – 21
fairly comprehensible
FAIR – POOR : Speech is frequently halted; frequent unnatural pauses,
11 – 17
fairly comprehensible
5 – 10 VERY POOR : speech is jerky; hardly comprehensible.
EXCELLENT – VERY GOOD : Pronunciation is always intelligible and clear

22 – 25
PRONOUNCIATION
with excellent rhythm and stress pattern

GOOD – AVERAGE : Pronunciation is mostly intelligible and clear, with
18 – 21
(25%)
good rhythm and stress pattern

FAIR – POOR : Pronunciation is fairly intelligible and clear, with some
11 – 17
incorrect rhythm and stress pattern
VERY POOR : Pronunciation is poor and unclear, with some incorrect
5 – 10
rhythm and stress pattern
EXCELLENT – VERY GOOD : Posture, gesture, facial expression, eye

9 - 10
contact and volume demonstrate excellent performance.
PERFORMANCE
GOOD – AVERAGE : Posture, gesture, facial expression, eye contact and

OVERALL
6-8
(10%)
volume demonstrate good performance.

FAIR – POOR : Posture, gesture, facial expression, eye contact and
3-5
volume demonstrate fair performance.
VERY POOR : Posture, gesture, facial expression, eye contact and volume
1–2
demonstrate poor performance.
Chapter 1 Academic (Public) Speaking
1. Theories and Principles of Public Speaking and Academic
Speaking
Public speaking (sometimes termed oratory or oration) is the process, or act of performing a
speech to a live audience. This speech is deliberately structured with three general purposes: to
inform, to persuade, and to entertain.
Public Speaking for Academic Purposes is specifically designed to give participants the necessary
skills and confidence to deliver professional and articulate presentations for academic
and professional forums where English is the medium of communication.
The term Academic sometimes emphasize more on written product such as academic papers,
articles etc. However, the ability to present and to communicate the ideas orally is equally
important. As students of English Department, you are required to write an English thesis and
also to present and defend the thesis in English. Therefore, below are the principles and practices
that can be useful for your own learning.
 TASK 1 Read and discuss the following article by Amy Lightfoot, British Council, India
(https://www.teachingenglish.org.uk/article/public-speaking-skills)
For many people, standing up in public and doing a speech is one of their greatest fears. For many
language students in particular, this is the ultimate challenge.
What is public speaking?
Public speaking involves talking in front of a group of people, usually with some preparation. It can
be in front of people that you know (e.g. at a family celebration) or a crowd of strangers. Unlike a
presentation there normally isn’t a lot of opportunity for interaction between the audience and the
speaker – the speaker speaks, and the audience (hopefully) listens.
Speeches have different functions. These include being
- Persuasive (e.g. trying to convince the audience to vote for you),

- Informative (e.g. speaking about the dangers of climate change),
- Entertaining (e.g. a best man’s speech at a wedding) or
- Celebratory (e.g. to introduce the winner of an award).
- Some speeches may have more than one of these aims.
Why is public speaking useful for students?
Most people, at some point in their life, will need to stand up and speak in front of a group of people.
Teaching students the necessary skills for doing this will therefore help them to do this more
successfully. As a result of the practice, students often report an increase in general confidence
as well as a marked sense of achievement. Many students get incredibly nervous the first time
they have to do a speech in front of their classmates but with practice the nerves subside and they
usually begin to enjoy the whole process.
Working on public speaking also helps to develop students’ overall fluency and requires them to
consider how they speak as well as what they say. This is useful for speaking in any situation,
public or otherwise.
What techniques that we can learn and apply / What techniques can teacher
teach the student to prepare them for public speaking?
a) Ideas / content generation
Lots of students find getting started quite difficult. It’s a good idea to give students either a type of
public speech that you would like them to do, or a particular topic. It’s often useful to get students
working in groups at the planning stage, helping each other to come up with ideas.
Showing students a variety of ways of making notes of ideas works well as not everyone likes the
same methods. These could include mind-mapping, making lists or writing ideas on post-it notes
and then arranging them on a piece of paper into groups.
b) Structure
Stress the importance of having a beginning, middle and end and keep reminding them of this.
You might then like to give them a standard introduction to use for their first speech. For example,
“Good evening. My name is x and today I am going to talk about y. I will talk about three main
areas, x, y and z’. This then gives them a focus for the structure of the rest of the speech. It can
seem a little dry, however, so once they get the idea it’s worth experimenting with different styles
of beginning – e.g. using jokes and anecdotes.
Many students are so relieved to have got to their end of their speech that they rush the conclusion
or sometimes completely forget to do one. Again, a suggested format may help them to summarize
what they have said.
c) Body language
There are various statistics for how much of our communication is done through our body language
– they seem to hover around 70%, which is a massive chunk, so some work in this area is a very
good idea.
• Posture: Doing an activity where you get everyone to stand up and then suddenly ‘freeze’ works
well. You then ask everyone to stay still but look around at how everyone is standing. Then try
getting everyone to stand straight and well-centered, behind the podium if you have one to use.
You’ll be surprised how many people rock from side to side or slouch. Sounds pretty basic but it
can make a big difference to how confident and in control someone appears to be.
• Gestures: One way to practice these is to give out some sentences with key words in them, such
as “I caught a fish and it was this big!” or “there are three important reasons why you should vote
for me”. Ask the students to practice saying these sentences while standing up and work out what
gestures might be the most appropriate. Stress the importance of keeping gestures controlled.
• Eye contact: It’s very important that speakers make eye contact with all areas of the room, ideally
with every person but with large audiences that isn’t possible. Many students tend to look at one
spot or at the teacher. One way to practice this is to ask each student to do a short 30 second
introduction and then at the end get any student who feels the speaker did not look in his/her
direction to raise their hand.
d) Chunking (pauses and stress)
This is a technique which can help speakers to sound much more confident and increase the
overall effectiveness of their speech. The theory is that when we do this type of speaking we stress
the key words in a sentence which carry the meaning, e.g. “I DON’T want you to just SIT there and
DO NOTHING” We also pause after many of these key words, and at the end of a sentence.
To practice this, try playing your students an example of a speech – Earl Spencer’s eulogy speech
for Diana is a good one for this, or Martin Luther King’s ‘I have a dream’. Ask them to listen and
identify the stressed words and pauses from a small section of the speech and then practice
delivering it in the same manner. They can then mark the stress and pauses on their own speeches
and practice incorporating the idea into their own work. It really makes a difference!
Common problems and solutions
Lack of confidence
This is very common and one that only practice, practice and more practice will help to overcome.
You could also try getting the students to first speak in front of three or four others, then adding to
the number as they become more confident.
Reminding students to breathe properly while they’re speaking as well as thinking positively about
their ability to speak well will also help, along with lots of encouragement!
Speaking too fast
This is another common one, usually caused by nerves. Try getting them to do the introduction of
the speech in an exaggeratedly slow manner. Once they have done this a few times they may find
it easier to find a middle ground.
Appropriacy of body language
If this is a problem, try videoing the speaker and asking them to watch themselves. They will usually
be able to identify where the problems lie and then work on improving these areas. Raising
awareness is the most important thing here.
Boring speeches!
It’s really important to get the students to think carefully about their audience when planning their
speech. For example, if they want to do a speech about the dangers of smoking, but no one in the
class smokes, this probably won’t be very interesting.
Encourage the students to think of creative ideas for their speeches - do the planning stage in
class so that you and the other students can monitor and give advice on topics that look like they
might get a few yawns.
Appropriacy of style
Here again it is important that the students think about their audience. You might like to play them
several different examples of famous speeches and ask them to comment on the style and discuss
the purpose of the speech and the audience, before reflecting on their own.
Plagiarism of material
Unfortunately this is a very common problem. One way to tackle this is to ask the students not to
write out their speeches in full but to use only notes or key words to help them deliver their speech.
This then increases the chances of them being more original with the delivery. Another option is to
collect in the speeches and run whole sentences through an internet search engine to see if it
comes up with anything. And of course, impress upon your students the importance of doing their
own work!
Giving and encouraging feedback
This is a very important part of the process and can take three general forms:
1. Peer
2. From the teacher
3. Video-taping and playback
• For feedback from peers and from the teacher it’s best to choose particular areas to give feedback
on for each speech, rather than trying to cover everything. This might be based on the techniques
you have recently been looking at in class (e.g. using gestures, chunking, structure, etc.) or as a
result of feedback on a previous speech.
• It’s a good idea to go through what you expect of the students when giving peer feedback as
sometimes students can be very vague. Make up a sheet with a (short) list of the areas to look at
to help them focus their comments and encourage them to say positive as well as constructive
things.
• Video-taping is an invaluable method of helping students to see where their strengths and
weaknesses lie. The only drawback, apart from the technical side of using the camera, is the time
it takes to do and playback. This can be partially overcome by videoing sections of speeches,
rather than the whole thing for each student.
CONCLUSION
In this article we have looked at a variety of techniques that can be used to help students develop
the necessary skills for delivering public speeches. Practice in these areas can help to increase
your students’ overall confidence and fluency and provide an interesting and useful diversion from
regular language work. --
 TASK 2 After reading the above article, try to answer and discuss the answers to the
following questions
1. What are the type of public speaking?

2. What are the characteristics of good public speaking?
3. What are the problems that cause someone to give bad public speaking
4. How can you prepare yourself to give good public speaking?
5. What are the techniques that can be applied in good public speaking
 TASK 3 Read and discuss the following article by Paul Edwards from
http://www.speaking-tips.com/Articles/Changing-Academic-Public-Speaking.aspx)
Principles of Effective Talks
Any effective talk must do three things:
1. Communicate your arguments and ideas,

2. Persuade your audience that they are true, and
3. Be interesting and entertaining.
In our obsession with persuasive argumentation, academics sometimes forget about the
third item on this list. Some people think it follows automatically from the first two. (It
doesn't.) Some even scoff at the goal itself. Perversely, we seem to have come to believe
that if a talk is entertaining, it's probably not very deep.
These attitudes are seriously mistaken. It is impossible to communicate and persuade

effectively without entertaining as well. Keeping your audience interested and involved --
entertaining them -- is essential because in order to communicate your work and its value,
you need their full attention.
Listening is hard work. Especially at conferences, where audiences attend many talks over
many hours, people need the speaker's help to maintain their focus. This is the true
meaning of "entertainment." In an academic talk, entertainment doesn't mean making
your audience laugh or distracting them from their troubles. Instead, it's about helping
them stay focused on and interested in what you have to say.
No rule applies always and everywhere. But the following principles work almost all the
time. Try them! The more you understand the reasons behind these principles, the clearer
their importance will become.
1. Talk rather than read. You'll be easier to understand, and you'll be better able to make
genuine contact with your audience. Furthermore, ultimately talking will help you
think more clearly by forcing you to communicate your points in ordinary language.
There's nothing virtuous about perfect grammar, complicated sentences, and
sophisticated vocabulary if your audience can't follow you.
2. Stand up. This is better for two reasons. First, people can see you better. Second,
standing puts you in a physically dominant position. This sounds politically incorrect,
but in this context it isn't. Remember: you're the focus. The audience needs your help
to maintain their attention. They want you to be in charge. By standing up, you accept
this invitation -- making both your job and theirs a little easier.
3. Use visual aids. This is one of the most important principles of public speaking. People
are visual creatures. The old adage "a picture is worth a thousand words" is especially
apropos in the context of a conference talk, where you don't have time to say very
much.
At a minimum, have an outline of your talk on overhead transparencies. Some people
seem to think they're giving everything away by showing people what they're going
to say before they've said it. But the effect of a good talk outline is exactly the
opposite: it makes your audience want to hear the details. At the same time, it helps
them understand the structure of your thinking. Talk outlines should be extremely
concise and visually uncluttered. 12-15 lines of text per transparency is plenty.
4. Move around. It's easier to keep focused on someone who's moving than on a
motionless talking head. Hand gestures are also good. It's possible to overuse these
devices, of course. Simply crossing from one side of the room to the other every three
or four minutes is probably enough.
5. Vary the pitch of your voice. Monotones are sleep-inducing. Since it's possible to
speak in a lively, animated manner without changing pitch, many people don't realize
they have this problem. Get a trusted friend or colleague to listen to your delivery and
give you honest feedback. (This is an important principle in itself.) Even better, tape
or videotape yourself and check out how you sound.
6. Speak loudly, clearly, and confidently. Face the audience. An important element of
vocal technique is to focus on the bottom (the deepest pitch) of your vocal range,
which is its loudest and most authoritative tone. (This can be especially important for
women.) Speak from the gut, not the throat. Breathe deeply -- it's necessary for
volume. Don't be afraid to ask for feedback: "Can you hear me in the back of the
room?" Be careful, when using visual aids that you continue to face the audience
when you speak.
7. Make eye contact with the audience. If this is anxiety-inducing, at least pretend to
do this by casting your gaze toward the back and sides of the room. Be careful not to
ignore one side of the audience. Many speakers "side" unconsciously, looking always
to the left or to the right half, or only to the front or the back, of the room. Here's
another place where feedback, either from friends or from videotape, can be helpful.
8. Focus on main arguments. Especially in a conference situation, where talks are short
and yours is one of many, your audience is not going to remember the details of your
evidence. In such a situation, less is more. Give them short, striking "punch lines" that
they'll remember. They can always read your written work later, but if you don't get
them interested and show them why it's important, they won't want to. A good rule
of thumb is to make no more than three main points in any given talk. That's about
all most people will be able to remember.
9. Finish your talk within the time limit. Not to do so is disrespectful both of any
subsequent speakers and of your audience. Most people's maximum attention span
is 40-45 minutes. If you exceed this limit, you'll probably lose them.
The only way to be certain you can keep within your limits is to rehearse your talk.
After lots of experience, some people can gauge talk times accurately without this.
But nothing is more embarrassing -- for both you and your audience -- than getting
only halfway through before hitting the time limit. One trick is to develop a standard
format for your talk outlines, then learn how long it usually takes you to talk about
each slide. My own rule of thumb is five minutes per outline slide.
10. Summarize your talk at the beginning and again at the end. "Tell èm what you're
gonna tell èm, tell èm, and tell èm what you told èm": this ancient principle still
holds. If you follow this rule, your audience is much more likely to remember your
main points. Even more important, it helps you stay focused on the key ideas you're
trying to convey.
11. Notice your audience and respond to their needs. If people seem to be falling asleep,
or getting restless or distracted, the problem may not be you. Is the room too hot, or
too cold? Too dark? Can people see you? Is the microphone on? Is something outside
the room distracting people? Don't hesitate to stop briefly in order to solve these
problems. Ask someone in the audience to open a window. Always use the maximum
lighting your presentation format will allow. For example, you can usually leave all the
lights on if you're using an overhead projector, but you'll need to turn some off to use
slides.
Alternatively, you may have gone on too long, or you may need to speak louder.
Whatever the case, notice what's happening and use it as feedback. If you can't figure
out why your audience is responding poorly, ask somebody later and fix the problem
next time.
12. Emulate excellent speakers. The best way to become an excellent presenter is to
watch really good, experienced speakers and model your talks on theirs. Notice not
just what they say, but what they do: how they move, how they sound, how they
structure their talks. Add those devices to your own repertoire.
Of course, none of these principles can substitute for excellent content. Nor will following
them guarantee that people will agree with you! What they will guarantee is that your
audience will understand you, will stay with you, and will remember what you've said.
That's effective communication, which is, after all, the whole point. --
Chapter 2 Preparing and Academic Presentation
1. Preparing for Academic Presentation
There is no doubt that being a university student means that you will be required to do presentations.
Most importantly you need to prepare presentations for academic purposes: understanding of a subject,
result of group work, essay, critical review etc.
For students of English Department FKIP-Unpatti, the ultimate speaking challenge are during the Proposal
Seminar Presentation and the Thesis Defense Session. English Department FKIP-Unpatti requires all their
students to do the presentation in English. Thus, the need to equip the students for these events is
imperative which makes Speaking 4 class matters more than just a class subject. Instead, this course
should be seen as an investment, a preparation of what’s to come.
This module will discuss further on what you need to prepare for an academic presentation. It is hoped
that after 2 or 3 meetings allocated for this module, you will be able to do the following:
1) Explain the preparation needed for academic presentation

2) Incorporate Presentation Language Chunks in their presentation speech
3) Develop a 5 minutes presentation on ELT theories / experts
 TASK 1 Read the following passages about steps in preparing the

presentation and discuss them with your friend.
(http://tutorials.istudy.psu.edu/oralpresentations/oralpresentations3.html)
Planning Your Presentation
Preparing a presentation can be an overwhelming experience if you allow it to be one. The

strategies and steps below are provided to help you break down what you might view as a large
job into smaller, more manageable tasks.
Step 1: Analyze your audience
The first step in preparing a presentation is to learn more about the audience to whom you'll
be speaking. It's a good idea to obtain some information on the backgrounds, values, and
interests of your audience so that you understand what the audience members might expect
from your presentation.
Step 2: Select a topic
Next, if possible select a topic that is of interest to the audience and to you. It will be much
easier to deliver a presentation that the audience finds relevant, and more enjoyable to
research a topic that is of interest to you.
Step 3: Define the objective of the presentation
Once you have selected a topic, write the objective of the presentation in a single concise
statement. The objective needs to specify exactly what you want your audience to learn from
your presentation. Base the objective and the level of the content on the amount of time you
have for the presentation and the background knowledge of the audience. Use this statement
to help keep you focused as you research and develop the presentation.
Preparing the Content of Your Presentation
Step 1: Prepare the body of the presentation
After defining the objective of your presentation, determine how much information you can
present in the amount of time allowed. Also, use your knowledge about the audience to prepare
a presentation with the right level of detail. You don't want to plan a presentation that is too
basic or too advanced.
The body of the presentation is where you present your ideas. To present your ideas
convincingly, you will need to illustrate and support them. Strategies to help you do this include
the following:
• Present data and facts

• Read quotes from experts
• Relate personal experiences
• Provide vivid descriptions
And remember, as you plan the body of your presentation it's important to provide variety.
Listeners may quickly become bored by lots of facts or they may tire of hearing story after story.
Step 2: Prepare the introduction and conclusion
Once you've prepared the body of the presentation, decide how you will begin and end the talk.
Make sure the introduction captures the attention of your audience and the conclusion
summarizes and reiterates your important points. In other words, "Tell them what you're going
to tell them. Tell them. Then, tell them what you told them."
During the opening of your presentation, it's important to attract the audience's attention and
build their interest. If you don't, listeners will turn their attention elsewhere and you'll have a
difficult time getting it back. Strategies that you can use include the following:
• Make the introduction relevant to the listeners' goals, values, and needs
• Ask questions to stimulate thinking
• Share a personal experience
• Begin with a joke or humorous story
• Project a cartoon or colorful visual
• Make a stimulating or inspirational statement
• Give a unique demonstration
It is also during the opening that you want to clearly present your topic and the purpose of your
presentation. Clearly articulating the topic and purpose will help the listeners focus on and
easily follow your main ideas.
During the conclusion of your presentation, reinforce the main ideas you communicated.
Remember that listeners won't remember your entire presentation, only the main ideas. By
reinforcing and reviewing the main ideas, you help the audience remember them.
Practice delivering the presentation
Most people spend hours preparing a presentation but very little time practicing it. When you
practice your presentation, you can reduce the number of times you utter words and phrases
like, "um," "well," and "you know." These habits can easily diminish a speaker's credibility. You
can also fine-tune your content to be sure you make your most important points in the allotted
time.
In addition to planning the content of your presentation, you need to give advanced thought to
how you want to deliver it. Do you want to commit your presentation to memory, use cards to
guide you, or read from a script? Or, you might want to use a combination of methods. To help
you decide, read the advantages and disadvantages of the four delivery methods described
below.
Speaking from Memory
A distinct advantage of speaking from memory is your

ability to speak to the audience without relying on notes
or a script. This allows you the flexibility to move away
from the podium and to maintain eye contact with the
audience. However, speaking from memory has
disadvantages, too. Presentations from memory often
sound rehearsed and the possibility exists that you'll
forget an important point, present information that's
inaccurate, or completely lose your train of thought. If you decide to deliver your presentation
from memory, have notes handy to jog your memory just in case!
Speaking from Notes
Many people like to speak from notes. Typically

these notes are either on cards or paper in outline
form and contain key ideas and information. The
benefit of delivering a presentation from notes is
that you sound natural rather than rehearsed and
you can still maintain relatively good eye contact
with the audience. The down side is that you might
not express your key ideas and thoughts as well as
you may have liked had you planned your exact
words in advance.
Speaking from Text
Speaking from text involves writing your speech

out, word for word, then basically reading from
the text. As with speaking from memory, an
advantage of this method is that you plan, in
advance, exactly what you're going to say and
how you're going to say it. A disadvantage is that
you might appear to the audience to be stiff or
rehearsed. You will need to make frequent eye
contact and speak with expression to maintain the
audience's interest.
Using a Combination of Methods
You may find the best method to be a

combination of all three. For instance, experts
suggest you memorize the first and last ten
minutes of your talk so that you can speak
flawlessly and without notes. Notes may be
suitable for segments of your presentation that
you know very well, for example, relating a
personal story. Finally, speaking from a text might
be appropriate when you have quotes or other
important points that you want to make sure you
communicate accurately and completely. You can
make a smooth segue to written text by saying
something like: "I want to read this quote to you verbatim, to ensure that I don't distort the
original intent."
2. Phrases for Academic Public Speaking
 TASK 2 Read and practice the following phrases for Presentation with
your friend or with the whole class
Presentation that you gave must be easy and clear for the audience to follow. One way of achieving this
is by learning and using the phrases commonly used in public speaking or presentation. Some of the many
phrases are listed below along with the notions on where and when to use it. Read and practice the
sentences and make sure you use them in your presentations.
Preparation is essential for an effective presentation. When giving a presentation, certain keywords are
used to signpost the different stages. It's a good idea to memorize them and practice using them, so that
they come to mind easily during a presentation.
Starting the presentation Good morning/Good afternoon ladies and gentlemen
• The topic of my presentation today is ...
• What I'm going to talk about today is ...
Why you are giving • The purpose of this presentation is ...
this presentation • This is important because ...
• My objective is to ...
Stating the main points • The main points I will be talking about are :
◊ Firstly,
◊ Secondly,
◊ Next,
◊ Finally ... we're going to look at ...
Introducing the first point • Let's start / begin with ...
Showing graphics,
• I'd like to illustrate this by showing you ...
transparencies, slides, etc.
Moving to the next point • Now let's move on to ...
Giving more details • I'd like to expand on this aspect/problem/point ...
• Let me elaborate on that.
• Would you like me to expand on/elaborate on that?
Changing to a different topic • I'd like to turn to something completely different ...
Referring to something
• I'd like to digress here for a moment and just mention ...
which is off the topic
Referring back to
• Let me go back to what I said earlier about ...
an earlier point
Summing up or • I'd like to recap the main points of my presentation:
repeating the main points ◊ First I covered ...
◊ Then we talked about ...
◊ Finally we looked at ...
• I'd now like to sum up the main points which were :

◊ First ...
◊ Second,
◊ Third,
Conclusion • I'm going to conclude by ...
◊ First ...
◊ Second,
◊ Third,
• In conclusion, let me ...

◊ First ...
◊ Second,
◊ Third,
Questions • Now I'd like to invite any questions you may have.
• Do you have any questions?
 TASK 3 Use the above phrases in the presentation you are planning. You
can try to write draft of a paragraph or two on the topic you will
be presenting and make sure you use the phrases.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Preparing PowerPoint Presentation
Powerpoint presentation slideshows are quick to produce, easy to update and effective to inject visual
interest into the presentation. However, slideshows can also spell disaster even for experienced
presenters. The key to success is to make certain your slide show is a visual aid and not a visual distraction.
 TASK 4 For this task you are required to do 2 things: Read it yourself and
try to understand it with the help of dictionary or translating
apps. Then, if possible discuss with your friends. The reading
passage is about tips on how to create an effective PowerPoint
presentation. The reading is taken from
http://www.ncsl.org/legislators-staff/legislative-staff/legislative-staff-
coordinating-committee/tips-for-making-effective-powerpoint-presentations.aspx
Presentation that you gave must be easy and clear for the audience to follow. One way of achieving this
is by learning and using the phrases commonly used in public speaking or presentation. Some of the many
phrases are listed below along with the notions on where and when to use it. Read and practice these to
make sure your PowerPoint do not ended up being a distraction. Study the following Tips.
Tips for Effective PowerPoint Presentations

Fonts
• Select a single sans-serif fonts such as Arial • Use bold and different sizes of those fonts
or Helvetica. Avoid serif fonts such as Times for captions and subheadings.
New Roman or Palatino because these fonts • Add a fourth font for page numbers or as a
are sometimes more difficult to read. secondary body font for sidebars.
• Use no font size smaller than 24 point. • Don’t use more than four fonts in any one
• Use the same font for all your headlines. publication.
• Select a font for body copy and another for • Clearly label each screen. Use a larger font
headlines. (35-45 points) or different color for the title.
• Use larger fonts to indicate importance. • Use dark text on light background or light
• Use different colors, sizes and styles (e.g., text on dark background. However, dark
bold) for impact. backgrounds sometimes make it difficult for
• Avoid italicized fonts as these are difficult to some people to read the text.
read quickly. • Do not use all caps except for titles.
• Avoid long sentences. • Put repeating elements (like page numbers)
• Avoid abbreviations and acronyms. in the same location on each page of a multi-
• Limit punctuation marks. page document.
• No more than 6-8 words per line • To test the font, stand six feet from the
• For bullet points, use the 6 x 6 Rule. One monitor and see if you can read the slide.
thought per line with no more than 6 words
per line and no more than 6 lines per slide
Design and Graphical Images
• Use quality clipart and use it sparingly. A

• Use design templates. graphical image should relate to and
• Standardize position, colors, and styles. enhance the topic of the slide.
• Include only necessary information. • Try to use the same style graphical
• Limit the information to essentials. image throughout the presentation
• Content should be self-evident (e.g., cartoon, photographs)
• Use colors that contrast and • Limit the number of graphical images on
compliment. each slide.
• Too many slides can lose your audience. • Repetition of an image reinforces the
• Keep the background consistent and message. Tie the number of copies of an
subtle. image to the numbers in your text.
• Limit the number of transitions used. It • Resize, recolor, and reverse to turn one
is often better to use only one so the image into many. Use duplicates of
audience knows what to expect. varying sizes, colors, and orientations to
• Use a single style of dingbat for bullets multiply the usefulness of a single clip
throughout the page. art image.
• Use the same graphical rule at the top of • Make a single image stand out with
all pages in a multi-page document. dramatic contrast. Use color to make a
• Use one or two large images rather than dramatic change to a single copy of your
several small images. clip art.
• Prioritize images instead of a barrage of • Check all images on a projection screen
images for competing attention. before the actual presentation.
• Make images all the same size. • Avoid flashy images and noisy animation
• Use the same border. effects unless it relates directly to the
• Arrange images vertically or slide.
horizontally.
• Use only enough text when using charts
or graphical images to explain the chart
or graph and clearly label the image.
• Keep the design clean and uncluttered.
Leave empty space around the text and
graphical images.
Color
• Limit the number of colors on a single screen.

• Bright colors make small objects and thin lines stand out. However, some vibrant colors are
difficult to read when projected.
• Use no more than four colors on one chart.
• Check all colors on a projection screen before the actual presentation. Colors may project
differently than what appears on the monitor.
General Presentation
• Plan carefully.
• Do your research.
• Know your audience.
• Time your presentation.
• Speak comfortably and clearly.
• Check the spelling and grammar.
• Do not read the presentation. Practice the presentation so you can speak from bullet points. The
text should be a cue for the presenter rather than a message for the viewer.
• Give a brief overview at the start. Then present the information. Finally review important points.
• It is often more effective to have bulleted points appear one at a time so the audience listens to
the presenter rather than reading the screen.
• Use a wireless mouse or pick up the wired mouse so you can move around as you speak.
• If sound effects are used, wait until the sound has finished to speak.
• If the content is complex, print the slides so the audience can take notes.
• Do not turn your back on the audience. Try to position the monitor so you can speak from it.
nd effective presentation. On the other hand, you may have already the skill and knowledge of this. For
those who still want to learn, you can try https://blog.hubspot.com/marketing/easy-powerpoint-design-
tricks-ht#sm.000exjvyx128oeg2tvo1lc7resse9 .
As a summary, we may remember that a good PowerPoint to support your presentation must be:
1. Fit to the time allocation (2-3 minutes?)

2. Use clear and easy to read fonts and not the crazy font one. Creativity is good but consider how
your audience will see it
3. Be careful with color. Font color, background color, picture color etc. Therefore, it will not
“hurt” the eyes of the audience.
4. Write only the points of your presentation. Most importantly, do not write everything you want
to say. We want to see and hear you talk and NOT reading your slides.
5. To do this, you can use picture, graphics etc…
6. Practice and double check the slides, transitions, sound effects etc. Make sure you know what
to say for each slides and know what problems and opportunities you may face and how to
overcome it
 TASK 5 Answer the following question to summarize your understanding
and to prepare you for your first project.
1. Look at the 4 pictures below. Discuss and decide why the first 2 pictures are the examples of
bad PowerPoint slides and why the other 2 are the examples of a good PowerPoint slides
Below are the examples of bad slides.
Below are the examples of a good slides
2. Which Fonts are advised to be used in PPT presentation according to the reading above?
__________________________________________________________________________________
3. Now have a look at your computer, beside the fonts mentioned above, which other fonts do
you think can be used In your presentation?
__________________________________________________________________________________
4. How do you test if your presentation (Fonts, color etc) is good and efficient from the point
of view of your audience?
__________________________________________________________________________________
4. Getting Yourself Ready for Presentation
We have learned how to cope with
stage-fright and understands that stage
fright is normal. It happens to everyone
and there are many strategy to
overcome it.
We have also learned about how to

prepare an academic presentation.
What to prepare and what to think
Picture 1 Severn Suzuki about.
We have just finished learning about how: what to do and what not to do when designing a PowerPoint
Presentation. Remember creativity is encourage but practicality, effectivity and efficiency are also
important aspects to remember when you are developing your own presentation.
 TASK 6 Answer the following question to summarize your understanding

and to prepare you for your first project.
You need to see or have your Written Assignment 1 ready with you. Because that written assignment is
what you will present on your Project 1 Assessment. Remember that your presentation will only be 3
minutes maximum. If you have your written assignment 1 with you now you can start answering the
question below:
1. What is the topic of your Written Assignment 1?

________________________________________________________________________________
2. What is the title of your presentation? Are you going to use the same sentence as the written
assignment 1? If no, write down the new title you want to use for your presentation. (Note: Be
Creative with your title. It may or may not be catchy. Make sure it is grammatically correct)
________________________________________________________________________________
3. Write down 2 or 3 main ideas (points) that you will present.
________________________________________________________________________________
________________________________________________________________________________
4. Write down 2 supporting ideas (points) related to each of the Main Ideas (points).
________________________________________________________________________________
________________________________________________________________________________
5. Write down examples: stories, joke, picture, facts etc that will support both Main and Supporting
Ideas (points)
________________________________________________________________________________
________________________________________________________________________________
When you are done, your list should look like this:
Main Idea 1: _______________

• Supporting ideas 1 __________________
Main Idea 2: _______________

Main Idea 3: _______________

6. Now you have the rough skeleton for your presentation. If you want each of that main ideas /
supporting ideas can be 1 slides. So you will ended up having 9 content presentation slides. You may
also choose to have 3 content slides where you use the main ideas + supporting ideas in one slides.
7. Now you need to think of opening-introduction and closing-conclusion. You will need 1 slides to be
your introduction-opening. Think about what will you use/do/say for opening-introduction. Think
about an interesting but not time consuming. Then write it down below.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
8. The closing must also be interesting and memorable. Think about what will you use/do/say for the
closing-conclusion. Then write it down below.
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
The end result of your planning will look like below:
Introduction – Opening :
• Intro of topic __________________
• Intro of Self __________________
Main Idea 1: _______________

Main Idea 2: _______________

Main Idea 3: _______________

Conclusion– Closing:
• Conclusion __________________
• Closing __________________
9. From the above skeleton you may see how many slides you need. Now it is time to transfer this
skeleton to your PowerPoint slides. You may now busy yourself with choosing the template, pictures,
quotes etc. Remember to see the tips on how to create PPT presentation we learned before.
10. When you finish your PowerPoint Draft Use the following checklist
• Is the presentation fit to the time allocation (minimum 1 and Maximum 3 minutes)?
• Does your presentation use clear and easy to read fonts?
• Do the color of your Font, background, and picture “hurt” the eyes of the audience?
• Do you use too much words in your slides that it becomes a PowerKoran (newspaper) instead of
PowerPoint?
• Do you use interesting and suitable picture, graphics etc?
• Do the transition effect and sound effect smooth and not hurting the eyes and ears?
• Do your slides free of any typing Errors or Grammatical errors?
If you answer “No” to any of the above question, then you need to see the problematic slides and fix
it.
11. Now it is time for you to practice presenting. Follow this steps below
➢ Set up your laptop with your PowerPoint Presentation at ready.
➢ Stand up as if you are going to do the presentation in class.
➢ Operate the slides and start talking/presenting.
➢ When satisfied, set up your hand phone camera or any camera. If you do not have camera
use the mirror.
➢ You also need to set up the timer so you can check yourself.
➢ Now, do the presentation again as you record and timed yourself.
➢ When you are done, watch your recording and make corrections and changes to things you
are not satisfied with
➢ Consult the Assessment rubrics for Project 1. You will see that the assessment criteria covers:
Content, Accuracy, Fluency, Pronunciation and Overall Performance.
➢ Keep practicing until you like what you see on the recording and until you think it is close to
what you want based on the assessment criteria.
➢ In the end you can also practice in front of your friend or with your family and get their
feedback.
Once you completed all of the steps then you can consider yourself ready.
Some notes to remember for your presentation
1. Make Back-up copy of your presentation file. Save it on your laptop, your flash disk and/or posted it
on YouTube for future reference.
2. On the day of the presentation, ALL PowerPoint Files must be copied to ONE Laptop BEFORE the class
start. This Laptop will be used for ALL presentation so we do not lost time to change laptops.
3. Familiarize yourself the laptop and make sure you how to operate it.
4. All presentation is in ENGLISH and WITHOUT looking at notes.
5. You are advised to dress neatly for presentation.
6. DO NOT BE LATE.

Chapter 3 Critical Review Paper
1. What is Critical Review
A critical review is much more than a simple summary; it is an analysis and evaluation of
a book, article, or other medium. Writing a good critical review requires that you
understand the material, and that you know how to analyze and evaluate that material
using appropriate criteria.
 TASK 1 Discuss with your friend your understanding about what is Critical Review? What
is your expectation of what to do? You can also search the internet to find an example of Critical Review.
2. Steps to Writing An Effective Critical Review

- Reading
a. Skim the whole text to determine the overall thesis, structure and methodology.
This will help you better understand how the different elements fit together
once you begin reading carefully.
b. Read critically. It is not enough to simply understand what the author is
saying; it is essential to challenge it. Examine how the article is structured,
the types of reasons or evidence used to support the conclusions, and
whether the author is reliant on underlying assumptions or theoretical
frameworks. Take copious notes that reflect what the text means AND what
you think about it.
- Analyzing
a. Examine all elements. All aspects of the text—the structure, the methods, the
reasons and evidence, the conclusions, and, especially, the logical
connections between all of these—should be considered.
The types of questions asked will vary depending on the discipline in which
you are writing, but the following samples will provide a good starting point:
- Writing
a. Formulate a thesis based on your overall evaluation. A strong thesis will
acknowledge both strengths and limitations.
E.g. While the article reports significant research supporting the view
that certain types of computer use can have a positive impact on a
student’s GPA, the conclusion that game playing alone can improve
student achievement is based on a misinterpretation of the evidence.
Not: This article misinterprets key evidence to support the conclusion
that game playing can improve GPA.
b. Ensure that your thesis answers the assignment. If you are asked to write a
review of a single text, with no outside sources, then your essay should focus
strictly on the material in the text and your analysis and evaluation of it. If you
are asked to write about more than one work, or to draw connections between
an article or book and the course material, then your review should address
these concerns.
c. Choose a structure that will best allow you to support your thesis within the
required page constraints. The first example below works well with shorter
assignments, but the risk is that too much time will be spent developing the
overview, and too little time on the evaluation. The second example works
better for longer reviews because it provides the relevant description with the
analysis and evaluation, allowing the reader to follow the argument easily.
Important: Avoid presenting your points in a laundry-list style. Synthesize the

information as much as possible.
 TASK 2 Discuss the process of writing a critical review paper and also discuss the
difference between Laundry-List Style Presentation and Synthesize Arguments Presentation.
3. More Information on How to Write Critical Review Paper
Writing a Critical Review

The advice in this reading is a general guide only. We strongly recommend that you also follow
your assignment instructions and seek clarification from your lecturer/tutor if needed.
Purpose of a critical review
The critical review is a writing task that asks you to summarize and evaluate a text. The critical
review can be of a book, a chapter, or a journal article. Writing the critical review usually requires
you to read the selected text in detail and to also read other related texts so that you can present
a fair and reasonable evaluation of the selected text.
What is meant by critical?
At university, to be critical does not mean to criticize in a negative manner. Rather it requires you
to question the information and opinions in a text and present your evaluation or judgement of
the text. To do this well, you should attempt to understand the topic from different perspectives
(i.e. read related texts) and in relation to the theories, approaches and frameworks in your
course.
What is meant by evaluation or judgement?
Here you decide the strengths and weaknesses of a text. This is usually based on specific criteria.
Evaluating requires an understanding of not just the content of the text, but also an
understanding of a text’s purpose, the intended audience and why it is structured the way it is.
What is meant by analysis?
Analyzing requires separating the content and concepts of a text into their main components and
then understanding how these interrelate, connect and possibly influence each other.
Structure of a Critical Review
Critical reviews, both short (one page) and long (four pages), usually have a similar structure.
Check your assignment instructions for formatting and structural specifications. Headings are
usually optional for longer reviews and can be helpful for the reader.
Introduction
The length of an introduction is usually one paragraph for a journal article review and two or
three paragraphs for a longer book review. Include a few opening sentences that announce the
author(s) and the title, and briefly explain the topic of the text. Present the aim of the text and
summarise the main finding or key argument. Conclude the introduction with a brief statement
of your evaluation of the text. This can be a positive or negative evaluation or, as is usually the
case, a mixed response.
Summary
Present a summary of the key points along with a limited number of examples. You can also
briefly explain the author’s purpose/intentions throughout the text and you may briefly describe
how the text is organised. The summary should only make up about a third of the critical review.
Critique
The critique should be a balanced discussion and evaluation of the strengths, weakness and
notable features of the text. Remember to base your discussion on specific criteria. Good reviews
also include other sources to support your evaluation (remember to reference).
You can choose how to sequence your critique. Here are some examples to get you started:
• Most important to least important conclusions you make about the text.
• If your critique is more positive than negative, then present the negative points first and
the positive last.
• If your critique is more negative than positive, then present the positive points first and
the negative last.
• If there are both strengths and weakness for each criterion you use, you need to decide
overall what your judgement is. For example, you may want to comment on a key idea in
the text and have both positive and negative comments. You could begin by stating what
is good about the idea and then concede and explain how it is limited in some way. While
this example shows a mixed evaluation, overall you are probably being more negative
than positive.
• In long reviews, you can address each criterion you choose in a paragraph, including both
negative and positive points. For very short critical reviews (one page or less) where your
comments will be briefer, include a paragraph of positive aspects and another of
negative.
• You can also include recommendations for how the text can be improved in terms of
ideas, research approach; theories or frameworks used can also be included in the
critique section.
Conclusion & References

Conclusion
This is usually a very short paragraph.
• Restate your overall opinion of the text.
• Briefly present recommendations.
• If necessary some further qualification or explanation of your judgement can be included.
This can help your critique sound fair and reasonable.
References
If you have used other sources in you review you should also include a list of references at the
end of the review.3
Summarising and paraphrasing for the critical review
Summarising and paraphrasing are essential skills for academic writing and in particular, the
critical review. To summarise means to reduce a text to its main points and its most important
ideas. The length of your summary for a critical review should only be about one quarter to one
third of the whole critical review.
The best way to summarise is to:
1. Scan the text. Look for information that can be deduced from the introduction, conclusion
and the title and headings. What do these tell you about the main points of the article?
2. Locate the topic sentences and highlight the main points as you read.
3. Reread the text and make separate notes of the main points. Examples and evidence do
not need to be included at this stage. Usually they are used selectively in your critique.
Paraphrasing means putting it into your own words. Paraphrasing offers an alternative to using
direct quotations in your summary (and the critique) and can be an efficient way to integrate
your summary notes.
The best way to paraphrase is to:
1. Review your summary notes

2. Rewrite them in your own words and in complete sentences
3. Use reporting verbs and phrases (eg; The author describes…, Smith argues that …).
4. If you include unique or specialist phrases from the text, use quotation marks.
Some General Criteria for Evaluating Texts
The following list of criteria and focus questions may be useful for reading the text and for
preparing the critical review. Remember to check your assignment instructions for more specific
criteria and focus questions that should form the basis of your review. The length of the review
/ assignment will determine how many criteria you will address in your critique.
Criteria Possible focus questions
• What is the author's aim?

• To what extent has this aim been achieved?
• What does this text add to the body of knowledge?
(This could be in terms of theory, data and/or
Significance and contribution practical application)
to the field • What relationship does it bear to other works in the
field?
• What is missing/not stated?
• Is this a problem?
• What approach was used for the research? (eg;

quantitative or qualitative, analysis/review of theory
or current practice, comparative, case study,
Methodology or approach personal reflection etc...)
(this usually applies to more • How objective/biased is the approach?
formal, research-based texts) • Are the results valid and reliable?
• What analytical framework is used to discuss the
results?
• Is there a clear problem, statement or hypothesis?

• What claims are made?
• Is the argument consistent?
• What kinds of evidence does the text rely on?
• How valid and reliable is the evidence?
Argument and use of evidence
• How effective is the evidence in supporting the
argument?
• What conclusions are drawn?
• Are these conclusions justified?
Writing style and text • Does the writing style suit the intended audience?
structure (eg; expert/non-expert, academic/non-academic)
• What is the organising principle of the text? Could it
be better organised?
Sample Extracts
Here is a sample extract from a critical review of an article. Only the introduction and conclusion
are included. We thank Suwandi Tijia for allowing us to use his critical review in this resource.
[1] A Critical Review of Goodwin et al, 2000, 'Decision making in Singapore and Australia: the
influence of culture on accountants’ ethical decisions', Accounting Research Journal, vol.13,
no. 2, pp 22-36.
[2] Using Hofstede’s (1980, 1983 and 1991) and Hofstede and Bond’s (1988) five cultural
dimensions, Goodwin et al (2000) conducted [3] a study on the influence of culture on ethical
decision making between two groups of accountants from Australia and Singapore.[4] This
research aimed to provide further evidence on the effect of cultural differences since results
from previous research have been equivocal. [5] The study reveals that accountants from the
two countries responded differently to ethical dilemmas in particular when the responses
were measured using two of the five cultural dimensions. The result agreed with the
prediction since considerable differences existed between these two dimensions in
Australians and Singaporeans (Hofstede 1980, 1991). [6] However the results of the other
dimensions provided less clear relationships as the two cultural groups differed only slightly
on the dimensions. [7] To the extent that this research is exploratory, results of this study
provide insights into the importance of recognising cultural differences for firms and
companies that operate in international settings. However several limitations must be
considered in interpreting the study findings.
….
[8] In summary, it has to be admitted that the current study is [9] still far from being
conclusive. [10] Further studies must be undertaken, better measures must be developed,
and larger samples must be used to improve our understanding concerning the exact
relationship between culture and decision making.[11] Despite some deficiencies in
methodology,[12] to the extent that this research is exploratory i.e. trying to investigate an
emerging issue, the study has provided some insights to account for culture in developing
ethical standards across national borders.
Key
[1] Title and bibliographic details of the text
[2] Introduction
[3] Reporting verbs
[4] Presents the aim/purpose of the article and Key findings
[5] Sentence themes focus on the text
[6] Transition signals provide structure and coherence
[7] Reviewer’s judgement
[8] Conclusion summarizes reviewer’s judgement
[9] Modality used to express certainty and limit overgeneralizing
[10] Offers recommendations
[11] Concessive clauses assist in expressing a mixed response
[12] Qualifies reviewer’s judgement
Language features of the critical review
1. Reporting verbs and phrases
These are used to tell the reader what the author thinks or does in their text.
Komisar begins his article claiming that the new teaching machines represent a new kind of
encounter.1
2. Modality
Modal verbs and other expressions are used to express degrees of certainty and probability (from
high to low). Writers use modality to present ideas as opinions rather than facts.
The word ‘theory’ has an honorific status. … The same could probably be said for ‘practice’. 1
3. Conceding (Concessive clauses)
Here an adverbial clause can be used to describe a circumstance that is in contrast or unfavorable
to another circumstance. In academic writing, concessive clauses are one way (there are others!)
to acknowledge the strength/ validity of an idea before presenting an alternate view. This does
not weaken your critique; rather it can show balance and fairness in your analysis.
Though by no means the first empiricist among the Greek philosophers, Aristotle stood out
among his contemporaries for the meticulous care with which he worked. 2
(Adapted from:
1 Hyman R (Ed) 1971, Contemporary thought on teaching, Prentice-Hall, New Jersey.
2 Dunbar R 1995, The trouble with science, Faber & Faber, London.)
(These reading material is taken from https://student.unsw.edu.au/writing-critical-review. Feel

free to visit the site for more information)
How to Write a Critical Review of a Journal Article
What is a Critical Review of a Journal Article?
A critical review of a journal article evaluates the strengths and weaknesses of an article's ideas
and content. It provides description, analysis and interpretation that allow readers to assess the
article's value.
Before You Read the Article
• What does the title lead you to expect about the article?
• Study any sub-headings to understand how the author organized the content.
• Read the abstract for a summary of the author's arguments.
• Study the list of references to determine what research contributed to the author's
arguments. Are the references recent? Do they represent important work in the field?
• If possible, read about the author to learn what authority he or she has to write about the
subject.
• Consult Web of Science to see if other writers have cited the author's work. (Please see
'How to use E-Indexes'.) Has the author made an important contribution to the field of
study?
Reading the Article: Points to Consider
Read the article carefully. Record your impressions and note sections suitable for quoting.
• Who is the intended audience?

• What is the author's purpose? To survey and summarize research on a topic? To present
an argument that builds on past research? To refute another writer's argument?
• Does the author define important terms?
• Is the information in the article fact or opinion? (Facts can be verified, while opinions arise
from interpretations of facts.) Does the information seem well-researched or is it
unsupported?
• What are the author's central arguments or conclusions? Are they clearly stated? Are they
supported by evidence and analysis?
• If the article reports on an experiment or study, does the author clearly outline
methodology and the expected result?
• Is the article lacking information or argumentation that you expected to find?
• Is the article organized logically and easy to follow?
• Does the writer's style suit the intended audience? Is the style stilted or unnecessarily
complicated?
• Is the author's language objective or charged with emotion and bias?
• If illustrations or charts are used, are they effective in presenting information?
Prepare an Outline
Read over your notes. Choose a statement that expresses the central purpose or thesis of your
review. When thinking of a thesis, consider the author's intentions and whether or not you think
those intentions were successfully realized. Eliminate all notes that do not relate to your thesis.
Organize your remaining points into separate groups such as points about structure, style, or
argument. Devise a logical sequence for presenting these ideas. Remember that all of your ideas
must support your central thesis.
Write the First Draft
The review should begin with a complete citation of the article. For example:
Platt, Kevin M. F. "History and Despotism, or: Hayden White vs. Ivan the Terrible and Peter
the Great." Rethinking History 3:3 (1999) : 247-269.
NOTE: Use the same bibliographic citation format as you would for any bibliography, works cited
or reference list. It will follow a standard documentation style such as MLA or APA.
Be sure to ask your instructor which citation style to use. For frequently used style guides
consult Queen's Library's Citation and Style Guides.
The first paragraph may contain:
• a statement of your thesis

• the author's purpose in writing the article
• comments on how the article relates to other work on the same subject
• information about the author's reputation or authority in the field
The body of the review should:
• state your arguments in support of your thesis

• follow the logical development of ideas that you mapped out in your outline
• include quotations from the article which illustrate your main ideas
The concluding paragraph may:
• summarize your review

• restate your thesis
Revise the First Draft
Ideally, you should leave your first draft for a day or two before revising. This allows you to gain
a more objective perspective on your ideas. Check for the following when revising:
• grammar and punctuation errors
• organization, logical development and solid support of your thesis
• errors in quotations or in references
You may make major revisions in the organization or content of your review during the revision
process. Revising can even lead to a radical change in your central thesis.
NOTE: Prepared by University of Toronto Mississauga Library, Hazel McCallion Academic Learning
Centre
(This part of the reading is taken from http://library.queensu.ca/inforef/criticalreview.htm. Feel

free to visit the site for more information)
4. Preparing for Critical Review Paper Presentation

Now that you are familiar with the procedures and steps to be taken, your need to prepare
yourself on how you will conduct yourself in the presentation; what do you need to say, how do
you say it etc. So, the following sections will help you to learn some of the language function and
presentation tips to be used during your thesis proposal presentation.
a. Language Function
We shall divide the language functions to 3 parts: the opening, the main presentation and
the closing.
- The Opening
The opening is where you begin your presentation by greetings etc.
 Good morning, lecturers and fellow friends. My name is Indah Purnama and I
would like to thank you for this opportunity. I will be presenting my critical
Review Argument for the paper titled “Using Jigsaw Puzzle to Improve Classroom
Speaking Interaction in Grade VIII of SMP N 9 Ambon”
 Good Afternoon, my examiners, my mentor and my audiences. Thank you for this
opportunity. My name is Indah Purnama. I will present my critical Review
Argument for the paper titled “Using Jigsaw Puzzle to Improve Classroom
Speaking Interaction in Grade VIII of SMP N 9 Ambon”
The above examples are generic and common way students start their presentation.
I would like to suggest an alternative way to start your presentation that is both
engaging and creative to hook our audience as shown below:
 Good morning, everyone. My name is Indah Purnama. I would like to thank

you for this opportunity. But before I begin, I want to ask you a question, Can
you think back to the memory of learning English at School in SMP or SMA, Do
you think we are given time to speak, communicate or interact in English in
the classroom? If you are like me who think that we didn’t then you will be
interested in my Critical Review paper on “Using Jigsaw Puzzle to Improve
Classroom Speaking Interaction in Grade VIII of SMP N 9 Ambon”
- The Main Presentation : Please do Task 5 on your own or with a partner. Your lecturer
will discuss and elaborate it further in class for this part
- The Closing : Please do Task 5 on your own or with a partner. Your lecturer will discuss
and elaborate it further in class for this part
 TASK 5 Discuss the answer to the following questions:
1. Read the alternative example to the opening sentence, discuss your opinion about it, what
makes it different? What impact will that sentences do to your audience and examiners?
Can you think of a different alternative way that will lend a great impact to your
presentation?
2. What do you think we need to talk about in the Main Presentation? How do we
say it? What do we need to consider?
3. What do you think we need to talk about in the closing? How do we say it? What
do we need to consider?
b. Presentation :
Please refer to Module 1 on Tips and Trick of Preparing and Delivering presentation.
Chapter 4 Mini-Survey: Design, Report and Present
1. What is Mini Survey:
Survey is defined as a brief interview or discussion about specific topic. In a broader sense
Survey is collecting data. This ‘discussion’ or collecting data process can be done through
several survey instruments and techniques such as Questionnaire, Interview, Observation,
and Survey.
Therefore for the purpose of academic speaking second project, we are not going to ask you
to do a big project survey. Instead, you will be directed to create a mini (a small scale)
survey focusing on simple and direct research point.
2. Survey Instruments
There are three major survey instruments and techniques:
- Questionnaire : a series of written questions a participant answers. This method gathers

responses to questions that are essay or agree/neutral/disagree style
- Interview : questions posed to an individual to obtain information about him or her. This type
of survey is like a job interview, with one person asking another a load of questions.
- Surveys : brief interviews and discussions with individuals about a specific topic. Yes, survey is
also a specific type of survey, to make things even more confusing. A survey is a quick interview,
with the surveyor asking only a few questions.
3. Planning and Drafting Mini-Survey

Please do Task 6 on your own or with a partner. Your lecturer will discuss and elaborate it further in
class for this part
a. What do you think are the steps in the planning and drafting Mini-Survey?
b. What do we need to do or to think about? What do we need to consider?
c. How do you design a survey?
d. How does your survey look like?
4. Conducting and Analysis of Survey

Please do Task 7 on your own or with a partner. Your lecturer will discuss and elaborate it further in
class for this part (Reinhart, 2002) (Harrison, Jakeman, & Paterson, 2007)
a. How do you conduct your Mini-Survey?

c. How do you analyze the collected data from your survey? What are some of the
data analysis techniques?
5. Writing Survey Report

Your lecturer are going to provide you with the guidelines of how she/he wanted you to
submit your survey report. Please do Task 8 on your own or with a partner. Your lecturer will
discuss and elaborate it further in class for this part
a. How do you conduct your Mini-Survey?

c. How do you analyze the collected data from your survey? What are some of the
data analysis techniques?
6. Preparing Research Finding Presentation

a. Language Functions
b. Presentation :
We have already discuss this in the last module and sections. Please refer back to the
learning materials.
Bibliography
Fraenkel, J. R., & Wallen, N. E. (1993). How to Design and Evaluate Research in Education. Washington:
McGraw-Hill.
Pendidikan, T. F. (2016). Panduan Penulisan Skripsi dan Makalah. Ambon: Maluku.
Reinhart, S. M. (2002). Giving Academic Presentation. Michigan: The University of Michigan Press.
Souisa, D. T., & Manuputty, D. R. (2013). Pedoman Penulisan Proposal, Laporan Penelitian dan Makalah
Program Studi Pendidikan Bahasa Inggris. Ambon: Prodi Pendidikan Bahasa Inggris, FKIP-
Universitas pattimura.
Stover, S., Nunez, J. R., & Torrez, E. B. (2014). Speaking Confidently. New York: Zoni Language Center.

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Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd.

Ambon, August 2019

Academic Speaking Team Teaching:

Writing a Critical Review .................................................................................................................... 45

Some General Criteria for Evaluating Texts ................................................................................ 48

Sample Extracts ..................................................................................................................................... 49

How to Write a Critical Review of a Journal Article ................................................................. 52

Semester : 5 (lima) Tahun Ajaran : Ganjil 2019/2020

Course Goals and Objectives

✓ Presenting an oral speech presentation (persuasive/informative) based on student's

✓ Applying correct language functions, expressions and structure appropriately in

Course Materials & Media

• Recommended Preparation Materials

Session Topic Activities

➢ Students must submit ALL assignment on time. Failure to do so will resulted in

• Assignment 1 15 % (Written Assignment for Project 1)

Description of Assignments and Assessments

Assignment 2 consists of 2 written documents: Mini Survey Instruments (as discussed

- Attendance and Participation

➢ Keterlambatan pengumpulan tugas: Harap selalu memperhatikan deadline/batas waktu

o 1 jam setelah deadline (Minus 5%).

o 2 jam setelah deadline (Minus 10%).

o 3 jam setelah deadline (Minus 15%).

o 4 jam setelah deadline (Minus 20%)

o Untuk Nilai C menjadi B → Harus mendapat skor remedial 30%

o Untuk Nilai D menjadi C → Harus mendapat skor remedial 40%

o Untuk Nilai E menjadi C → Harus mendapat skor remedial 60%

18 – 21 Limited development of ideas/content – Mostly relevant to topic but less

EXCELLENT – VERY GOOD : Fluent expression – ideas clearly

EXCELLENT – VERY GOOD : Sophisticated range – effective word or idiom

GOOD – AVERAGE : Adequate range – occasional errors of word or idiom

choice usage but meaning not obscured.

EXCELLENT – VERY GOOD : Effective complex construction – few errors

ineffective complex construction – Several errors of S-V agreement,

meaning is not obscured

summarizing and incorporating in-text citation.

FAIR – POOR : Frequent errors of spelling, punctuation, capitalization,

most supportive details

EXCELLENT – VERY GOOD : Excellent mastery of grammar and vocabulary

GOOD – AVERAGE : Good mastery of grammar and vocabulary with

mostly appropriate choice of expression/register

EXCELLENT – VERY GOOD : Speech is very fluent; no unnatural pauses;

GOOD – AVERAGE : speech is mostly fluent; a few unnatural pauses;

EXCELLENT – VERY GOOD : Pronunciation is always intelligible and clear

with excellent rhythm and stress pattern

good rhythm and stress pattern

EXCELLENT – VERY GOOD : Posture, gesture, facial expression, eye

GOOD – AVERAGE : Posture, gesture, facial expression, eye contact and

volume demonstrate good performance.

What is public speaking?

Speeches have different functions. These include being

- Persuasive (e.g. trying to convince the audience to vote for you),

Why is public speaking useful for students?

d) Chunking (pauses and stress)

Common problems and solutions

Speaking too fast

Appropriacy of body language

Giving and encouraging feedback

2. From the teacher

3. Video-taping and playback

1. What are the type of public speaking?

Principles of Effective Talks