KEMENTERIAN AGAMA REPUBLIK INDONESIA

SEKOLAH TINGGI ILMU TARBIYAH (STIT) SERANG

Alamat: Jl. Sultan Agung Tirtayasa Sujung – Tirtayasa Serang 42193
Telp. 08528295411/0856748728

COURSE SYLLABUS

A. GENERAL INFORMATION

1. Subject : English II
2. Credit : 2 credit hours
3. Semester/Year : 2/2018-2019
4. Lecturers : Endang Yusro

B. COURSE DESCDRIPTION

This course is designed to prepare students with the opportunity to

deal with some principles of public speaking in presentation
and discussion situations relevant to topics of their
background disciplines.

C. COURSE OBJECTIVES

After completing the course, the students are expected to have

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

D. COURSE ACTIVITIES

The activities of the course are as follow: lecturing, individual and

group paper presentation (in Power point) and discussion.

E. EVALUATION

The final mark of the course will be based on the following aspects:

1. Attendance : at least 80% of the whole meetings

2. Classroom participation : 20 %
3. Individual/
Group assignment : 10 %
4. Midterm test : 30 %
5. Final examination : 40 %

F. REFERENCES

1. Matthews, Candace. 2002. Speaking Solutions: Interaction,

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

G. COURSE TOPICS

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 Meeting Topic/sub topic Reference

I Introduction to the course 1, 2, 3, 4, 5, 6,

7, 8, 9, 10
a. Course orientation,
b. Syllabus Discussion
c. Classroom policy and
procedure
d. Introducing parts of speech
preparation and presentation
2 Speech Preparation: Getting Started 1,2, 3, 4, 10
(purposes/audiences/topics),
Outlining your speech

3 Speech Preparation: The body of a 1,2, 3, 4, 10

speech, Supporting Materials

4 Speech Preparation: The 1,2, 3, 4, 10

introduction (getting your speech
started), The conclusion: ending
your speech

5-6 Speech Delivery: extemporaneous 1,2, 3, 4, 10

delivery, impromptu delivery,
manuscript delivery, using visual
aids, nonverbal presentation, and
language

7 Talking about and telling one’s 1, 2, 3, 4, 5, 6,

personal information (to be as MC): 7, 8, 9, 10
Personal identity, Personal
history, Families, Hobbies,
Education background, and Job
experience

8 Useful Phrases For Discussion + 1, 2, 3, 4, 5, 6,

Debate 7, 8, 9, 10

9 MIDTERM TEST

10 Speaking to group (Communication 1, 2, 3, 4, 5, 6,

skills): 7, 8, 9, 10

a. Building confidence
b. Improving your delivery
c. Including specific
information
d. Speaking from notes
11 Developing a presentations: 1, 2, 3, 4, 5, 6,
7, 8, 9, 10
a. Introduction
b. Body
c. Conclusion
12-13 Group paper presentation (in power 1, 2, 3, 4, 5, 6,
point) and discussion 7, 8, 9, 10

14-15 Individual paper presentation (in 1, 2, 3, 4, 5, 6,

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 power point) and discussion 7, 8, 9, 10

16 FINAL EXAMINATION

SATUAN ACARA PERKULIAHAN (SAP)

Pertemuan 1

Mata Kuliah : Bahasa Inggris II

Semester : III
Thn Pembelajaran : 2018/2019
Jurusan : Tarbiyah
Progran Studi : Pendidikan Agama Islam (PAI)
Pokok Pembahasan : Penjelasan Silabus dan Introduction
Sub Pokok Bahasan : Penjelasan Materi, Aturan Perkuliahan, Sistem
Penilaian Parts of Speech Preparation & Parts
of Presentation
Alokasi Waktu : 2 x 50 menit (2 SKS)

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

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

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

D. Proses Kegiatan Pembelajaran

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

E. Uraian Materi
1. Pelaksanaan perkuliahan dilaksanakan sebanyak 16 kali
mencakup 14 kali tatap muka dan 2 kali ujian, yaitu Ujian
Tengah Semester yang dilaksanakan pada pertemuan ke 9 dan
Ujian Akhir Semester pada pertemuan ke 16.
2. Pemberian tugas diberikan minimal pada setiap 2 kali
pertemuan.
3. Seluruh materi yang akan disampaikan selama satu semester
dijabarkan dalam silabus.
4. Bobot penilaian terhadap tugas dan keaktifan selama
mengikuti perkuliahan adalah 30%, UTS 30% dan UAS 40%.
5. “Speech is power: speech is to persuade, to convert, to
compel. It is to bring another out of his bad sense into
your good sense.” (quoted from Ralp Waldo Emerson)
6. In this lesson, we will consider the most important element
of your upcoming speech: the audience. We will also
consider several other factors, such as the setting where
you’ll be speaking. Before you get up in front of an
audience to give a speech, you must first answer these two
fundamental questions: Who am I speaking to? Why am I
speaking to them? The answer to these questions will

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 determine everything about your upcoming speech, including
preparation, content, and delivery.
7. They are two areas in preparing of speech namely learning
to write and to speak before an audience. Nothing in life
is more important than the ability to communicate
effectively (quoted from Gerald R. Ford).
8. It can be concluded that there are some preparations that
should we do before speaking in front of the audience:
first, getting started (purposes/audiences/topics),
outlining your speech, the body of a speech, supporting
materials, the introduction (getting your speech started),
and the conclusion (ending your speech).

F. Evaluasi: Tanya Jawab dan Tes Lisan

(Rubric Scoring for Speaking Skill)

Focus/Rating 1 2 3 4 5 6

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

Student was Student was Student was

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

Student was Student

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

Fluency Student was Student took a Students were Students were Students were Student was

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 able to able to
able to
able to
long time communicate communicate
communicate
unable to speak clearly with clearly with
communicate with with some
to speak
difficulty
little almost no
difficulty
difficulty difficulty

students are
students are students are fair students are students are students are
very
poor to to average to good to very good to
develop
poor to develop
develop and develop and develop and develop and
Introduction and
consider consider the consider the and consider consider the
the speaking
consider the
the speaking speaking speaking speaking
speaking
situation situation situation Situation situation
situation

students have students have

students cannot students are students are
some a little
explain very difficult mostly difficult students can
explain clearly
difficulty to difficulty to
clearly the to explain the to explain the
explain the explain the
content or content or content or the content or
Content
information
content or content or
information of information of information of
information of information of
their speech their speech their speech of their speech
in detail
their speech in their speech
in detail in detail in detail
detail in detail

students are
students are students are students are students are
very students are fair
poor average good very good

poor to control to control and

Voice quality to control and to control and to control and to control and
and
manage their
manage their manage their manage their manage their
manage their voice quality
voice quality voice quality voice quality voice quality
voice quality

students are students are students are students are students are
students are fair
very poor average good very good
to control and
Non Verbal Com poor to control to control and to control and to control and to control and
and
manage their
manage their manage their manage their manage their
gestures
manage gestures gestures gestures gestures gestures

Student
Student maintains eye
Student Student
occasionally
occasionally Student maintains eye
uses
Student reads uses occasionally uses contact most
all of report of the contact with
eye contact,
Eye Contact eye contact, eye contact, but audience,
but
with no eye but time but
contact still reads some frequently seldom
still reads a
still reads of report returning to
little of
most of report returns to notes
report
notes

Student
Audience has presents
Audience has Audience has Student
Audience cannot very information
mostly difficulty some difficulty presents
understand difficulty
information
following following in logical,
presentation following interesting
Concluding presentation presentation in logical
because there presentation
because because sequence which
because
sequence which
is no sequence audience
student jumps student jumps audience can
of information student jumps
around around follow
around
can follow

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Score = P+G+V+F+I+Cont+VQ+NVC+EC+Conc

x 100%

RS = real score of each student

TS = total score of the indicator of speaking (sum P+…….+ Conc)

60 = the maximum score (10 indicators of speaking x 6 kinds of

score)

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 SATUAN ACARA PERKULIAHAN (SAP)
Pertemuan 2

Mata Kuliah : Bahasa Inggris II

Semester : II
Thn Pembelajaran : 2018/2019
Jurusan : Tarbiyah
Progran Studi : Pendidikan Agama Islam (PAI)
Pokok Pembahasan : Speech Preparation
Sub Pokok Bahasan : Getting Started (purposes/audiences/topics,
Outlining your speech
Alokasi Waktu : 2 x 50 menit (2 SKS)

A. Petunjuk Umum
Setiap mahasiswa wajib membaca dan memahami berbagai literatur
terkait dengan Speech Preparation.

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

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

D. Proses Kegiatan Pembelajaran

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

E. Uraian Materi

Speech Preparation

Getting started helps you get started by explaining the

process of selecting a speech topic and creating a specific
purpose for your speech. While, outlining your speech, you can
better organize your ideas before speaking.

1. Getting Started: purposes/audiences/topics

If you don’t know the areas in which you are most

successful, you won’t make the right choices in your life. Once
you know your strongest “success areas”. You can make self-
fulfilling rather than self defeating choices (quoted from Lila
Swell).

This point will help you to find speech topics through a

process of analyzing your general purpose, yourself (the speaker),
your audience, and the occasion. Finally, we will look at at
turning your topic into a specific purpose.

a. The general purpose

Before you can select the proper topic for any speech,
you must determine the general purpose of your speech.
Some topics will lend themselves better to one of the
three generally agreed upon basic purposes for speaking-

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 categories into which all speeches must fall. You may
inform (to add to the knowledge of the audience or
present new information to your audience), persuade (to
change the members of the audience in some way or how the
audience to think, feel, act in a particular manner), or
entertain your audiences (to provide a pleasurable
experience for your audience). All speeches can be
classified according to the purpose of the speaker.
b. The speaker
Begin your search for a topic by looking at yourself and
your interest. It doesn’t make any difference which
general purpose you are fulfilling, you need to have an
interest in the topic and some knowledge of the topic
before you can make a credible presentation. A good
method for determining the topics that interest you and
the ones you might talk about is to formulate a list of
interests and concerns. Typical areas that you might
include are: hobbies, personal experiences, vocations,
travel, social problems, special interests, and so on.
c. The audience
A good method for determining audience interest and
knowledge is to perform an audience analysis. Your
analysis should consider the various factors that might
affect how your audience will react and respond to your
topic. To help you analyze your audience, you might start
with an analysis of audience demographics (ages, sex,
educational level, political philosophies, place of
residence, ethnicity, religion, group interest,
occupations, and socioeconomic status).
d. The occasion
Some occasions are self-evident and need little
consideration. On these occasions the topic is most
evident and your choices are considerably limited. On
other occasions you may need to make careful
consideration of the reason for the group to gather and
what would be appropriate to that occasion.
e. The specific purpose
One of the most effective methods for narrowing topics is
called the “inverted pyramid”. In this method you put a
pyramid on its peak and place the broad topic at the
case. The specific purpose is a statement of the expected
response by the audience to a specific topic. It
indicates what you intend and aids you in preparing your
speech.

2. Outlining your speech

To get profit without risk, experience without danger, and

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

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principles of outlining, the techniques of outlining, and the
styles of outlines you may be called upon to write.

In this point, we look first at developing your thesis

statement. Next, we examine the principles and the techniques of
outlining. Finally, we look at some sample outlines for a speech.

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

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 (3) The principle of parallelism
This principle states that all main points in the
outline are approximately equal; that all sub points
of a main point are approximately equal; and that the
construction of the outline shows their equality. This
principle states that all items in the outline that
are approximately equal be shown as equals.
c. Techniques of outlining
Outlines are usually written in one of two different
styles: they are either sentence outlines or topic
outlines. Whether your outline is written as a sentence
outline or a topic outline. The mechanics of your outline
are the same. Roman numerals (I, II , III, etc) identify
the main sections of your speech. Main points within each
section of your speech are identified by capital letters
(A, B, C, etc). Sub points within main points are
identified by Arabic numbers (1, 2, 3, etc). Examples or
sub-points are identified by lowercase letters (a, b, c,
etc). In addition, each subdivision is intended to show
the subordination scheme. A typical outline format would
look like this:

I. INTTODUCTION
A. Main idea number one
B. Main idea number two
C. Main idea number three

II. THESIS

III. BODY
A. Main idea number one in support of thesis
1. Sub point one in support of A
2. Sub point two in support of A
a. Example one in support of 2
b. Example two in support of 2
B. Main idea number two in support of thesis
1. Sub point number one in support of B
a. Example one in support of 1
b. Example two in support of 1
2. Sub point number two in support of B
C. Main idea number three in support of thesis

IV. CONCLUSION

Each item in the outline represents the totality of

the idea you wish to speak about.

d. Sample outlines
Sample sentence outline
Organ Donation (outlines by Lisa Griffiths)
1.1 INTTODUCTION
a. Attention-getter: Imagine this conversation
b. Credentials: I have worked in a dialysis unit
c. Interest: Dialysis affects all of us
1.2 THESIS: Today I will persuade you that organ donation
is vital for three reasons.

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 PREVIEW: Those three reasons are: (1) There is a
shortage of organs available, (2) There are many
misconceptions about organ donation, and (3) Organ
donations improve the quality of life.

1.3 BODY
a. There is a shortage of organs available
b. Many patients await heart transplants
c. Many patients await liver transplants

1.4 There are many misconceptions about organ donation

a. Only young people can donate organs
b. Only healthy people can donate organs
c. Only wealthy people can afford transplants
1.5 Organ donations improve the quality of life
a. Organ donations help patients
b. Organ donations help patients psychologically
c. Organ donations help patients physically
1.6 Organ donations help families
a. Organ donations help families psychologically
b. Organ donations help families economically

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

Sample topic outline

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

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 IV. CONCLUSION
A. Review main points
1. Shortage of organs
2. Misconceptions about donation
3. Quality of life
B. Closing thought: Phone call

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

F. Evaluasi dan Penilaian

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 SATUAN ACARA PERKULIAHAN (SAP)
Pertemuan 3

Mata Kuliah : Bahasa Inggris II

Semester : III
Thn Pembelajaran : 2018/2019
Jurusan : Tarbiyah
Progran Studi : Pendidikan Agama Islam (PAI)
Pokok Pembahasan : Speech Preparation
Sub Pokok Bahasan : The body of speech and supporting materials
Alokasi Waktu : 2 x 50 menit (2 SKS)

A. Petunjuk Umum
Setiap mahasiswa wajib membaca dan memahami berbagai literatur
terkait dengan speech preparation

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

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

D. Proses Kegiatan Pembelajaran

1. Metode Pembelajaran: ceramah, tanya jawab, diskusi dan
latihan
2. Media: LCD, whiteboard

E. Uraian Materi

Speech Preparation

Generally, the body of a speech and supporting materials

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

1. The body of a speech

Don’t apologize, organize (quoted from Florynce R. Kennedy).

After you have completed the process of selecting a topic and have
gathered materials for your speech, you can begin the process of
organizing the body of the speech. It is important to note at this
stage that the body of your speech must be organized before you
prepare your introduction or conclusion. If you begin organizing
your speech with the introduction, before organizing the body of
the speech, you will probably waste time because you are trying to
introduce something that does not yet exist. By introducing
something that does not exist, you will have difficulty and likely
will need to change what you prepare once you have completed the
body. It is better to prepare only once. This point presents the

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value of organization, some typical organizational patterns, and
finally, a few hints about presenting the body of the speech.

a. The value of organization

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

b. Organizational pattern

c. Presenting the body of the speech

2. Supporting materials

a. Where to look for supporting materials

b. Supporting materials to look for

c. Using supporting materials

F. Evaluasi dan Penilaian

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 SATUAN ACARA PERKULIAHAN (SAP)
Pertemuan 4

Mata Kuliah : Bahasa Inggris II

Semester : III
Thn Pembelajaran : 2018/2019
Jurusan : Tarbiyah
Progran Studi : Pendidikan Agama Islam (PAI)
Pokok Pembahasan : Speech Preparation
Sub Pokok Bahasan : The Introduction (getting your speech started)
and the conclusion (ending your speech)
Alokasi Waktu : 2 x 50 menit (2 SKS)

A. Petunjuk Umum
Setiap mahasiswa wajib membaca dan memahami berbagai literatur
terkait dengan speech preparation

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

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

D. Proses Kegiatan Pembelajaran

1. Metode Pembelajaran: ceramah, tanya jawab, diskusi dan
latihan
2. Media: LCD, whiteboard

E. Uraian Materi

Speech Preparation

The introduction explains the importance of the introduction

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

1. The introduction: getting your speech started

a. Principles of the introduction

b. Preparing the introduction

c. Presenting the introduction

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 2. The conclusion: ending your speech

a. Principles of the conclusion

b. Preparing a conclusion

c. Presenting a conclusion

F. Evaluasi dan Penilaian

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 SATUAN ACARA PERKULIAHAN (SAP)
Pertemuan 5

Mata Kuliah : Bahasa Inggris II

Semester : III
Thn Pembelajaran : 2018/2019
Jurusan : Tarbiyah
Progran Studi : Pendidikan Agama Islam (PAI)
Pokok Pembahasan : Speech Delivery
Sub Pokok Bahasan : Extemporaneous, impromptu, and manuscript
delivery
Alokasi Waktu : 2 x 50 menit (2 SKS)

A. Petunjuk Umum
Setiap mahasiswa wajib membaca dan memahami berbagai literatur
terkait dengan speech delivery

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

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

D. Proses Kegiatan Pembelajaran

1. Metode Pembelajaran: ceramah, tanya jawab, diskusi dan
latihan
2. Media: LCD, whiteboard

E. Uraian Materi

Speech Delivery

The credit in life does not go to the critic who stands on

the sidelines and points out where the strong stumble, but
rather, the real credit in life goes to the man who is actually
in the arena, whose face may get marred by sweat and dust, who
knows great enthusiasm and great devotion and learns to spend
himself in a worthy cause, who at best if he wins, knows the
thrill of high achievement and he fails, at least fails while
daring greatly, so that in life his place will never be with
those very cold and timid souls who know neither victory nor
defeat (quoted from Theodore Roosevelt).

Extemporaneous delivery does not consider this as a speech

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

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 1. Extemporaneous delivery

a. Principles of extemporaneous delivery

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

2. Impromptu delivery

a. Principles of impromptu delivery

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

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

F. Evaluasi dan Penilaian

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 SATUAN ACARA PERKULIAHAN (SAP)
Pertemuan 6

Mata Kuliah : Bahasa Inggris II

Semester : II
Thn Pembelajaran : 2018/2019
Jurusan : Tarbiyah
Progran Studi : Pendidikan Agama Islam
Pokok Pembahasan : Speech Delivery
Sub Pokok Bahasan : Using visual aids, nonverbal presentation,
Language
Alokasi Waktu : 2 x 50 menit (2 SKS)

A. Petunjuk Umum
Setiap mahasiswa wajib membaca dan memahami berbagai literatur
terkait dengan speech delivery

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

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

D. Proses Kegiatan Pembelajaran

1. Metode Pembelajaran: ceramah, tanya jawab, diskusi dan
latihan
2. Media: LCD, whiteboard

E. Uraian Materi

Speech Delivery

1. Using visual aids

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

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

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

F. Evaluasi dan Penilaian

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Page 21
 SATUAN ACARA PERKULIAHAN (SAP)
Pertemuan 7

Mata Kuliah : Bahasa Inggris II

Semester : III
Thn Pembelajaran : 2018/2019
Jurusan : Tarbiyah
Progran Studi : Pendidikan Agama Islam (PAI)
Pokok Pembahasan : To be Master of Ceremony
Sub Pokok Bahasan : Talking about and telling one’s personal
information
Alokasi Waktu : 2 x 50 menit (2 SKS)

A. Petunjuk Umum
Setiap mahasiswa wajib membaca dan memahami berbagai literatur
terkait dengan MC

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

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

D. Proses Kegiatan Pembelajaran

1. Metode Pembelajaran: ceramah, tanya jawab, diskusi dan
latihan
2. Media: LCD, whiteboard

E. Uraian Materi

Topics Sub topics Questions Responses

a. Personal Data Name Tell me about My name’s /

your self. I’m ….
Address
I live in …..
Phone
number ….. ….

b. Personal History Place and

date of
birth,
childhood,
etc.

c. Educational
Background

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d. Hbbies and
Interest

e. Job Experience

INFORMATION ABOUT ONE ANOTHER

1. Name, nickname
2. Nationality: country and city of birth?
3. Family information: married or single? Children?
4. Past education: Years? Place? Major? Degrees?
5. Current occupation
● If a student: full-or part time? major? graduate or
undergraduate?
● If a worker: full-or part-time? Place? Position? Duties?
6. English studies: years? place
7. Other languages spoken or studied
8. Other places lived
9. travel
10. future plans
11. free time activities: hobbies? Sports? On the interest?

Reason for studying English or taking this course

INTRODUCING SOMEONE TO A GROUP

To begin:

●Good morning. I’d like to introduce Mary Baker to you

today.
●Today, I’d like to present John Smith to all of you.

………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………

To close:

●I enjoyed talking to Mary Baker today, and I look forward

to talking to her more in the future. Thank you.
● After this introduction, I hope you all know John Smith a
little better. Thank you.

REPORTING YOUR GROUP’S RESULT TO THE CLASS

Here are some example expressions you can use to report the
results of activity to the class. You can use similar expressions
in reporting the results of other activities in this text.

Beginning your report:

Mention the names of the group members and the purpose of the
discussion.

Mary, John, Frank, and I had an interesting discussion on

the activities we fell the most important for us to learn in this
course.

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Summarizing your results:

During our discussion, we decided that….

To summarize our discussion, we agreed that….

All of us (think, believe, feel, prefer, want)…..

Most of us (think, believe, feel, prefer, want)…..

Many of us (think, believe, feel, prefer, want)…..

Some of us thought…. While others thought…..

Organizing your main points:

Notice how the main points are organized by using the words first,
then, and finally.

To sum up our discussion, we first agreed on three

activities that we think are very important for us to learn:
participating in class discussion; making presentation; and
speaking informally to small group. Most of us also think that
participating in business meeting is very important. Then, most of
us felt that two activities are important, but not very important
dealing informally with people at work and leading discussions.
Finally, we all agreed on two activities that we think are not
important for us to learn: watching television and presenting
papers at conferences.

Concluding your report:

I believe that this summarizes our results. Do you have any

questions?

SAMPLE MATERIALS FOR MC PROGRAM

I. RKOW-FAWA MEETING
1. Delegates and participants, may I call for your attention
please, our program is about to start, you are kindly
requested to proceed to the meeting room
2. Distinguished guests
We will be hearing the speech by the Head of Delegation of
FAWA, Mrs. Wiwiek Sudjono
3. Our next program, an exposure of Matrilineal system of
Minangkabau Culture by Mrs. Puti Reno Raudha Thaib
4. Ladies and gentlemen
Wecome to the next session, discussion matrilineal system in
minangkabau culture. This discussion will be chaired by
Mrs. Rosmaniar Sukma Jaya.
5. Our next program is token/souvenir presentation by the
head of BKOW to the head of FAWA. We would like to invite
honorable Mrs. Hasan Basri Durin and Mrs. Wiwiek Sudjono
6. Distinguished delegates, ladies and gentlemen, the
program is here with over / we came to the end of the
program this morning. After 30 minute break, we will have
a cultural performance. Thank you for your kind
attention. (wassalammu’alaikum, Wr.Wb)

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II. MINANGKABAU’S CULTURAL PERFORMANCE
1. Your excellencies, distinguished guests, ladies and
gentlemen. Welcome to West Sumatera, a unique land of
Minangkabau as it is reflected in the harmony of its
nature and culture. This evening we will present a high-
light of minangkabau through its traditional dances,
songs and music instruments.
To open the ceremony, there is a tradition in minangkabau to
welcome honorable guests by presenting betel leaves in a
special container called “carano”. This symbolizes a
request to start the ceremony and to ask the blessing fro
the quests. Ladies and gentlemen, welcome dance

2. Your excellencies, ladies and gentlemen

Welcoming address by honorable Governor of West Sumatera, Mr.
Hasan Basri Durin

3. Ladies and gentlemen

We will be enjoying a dance called Manggaro. Manggaro is a
unique way of chasing the birds in the rice field. The
dancers make various hand movements and click pieces of
bamboo on their hands while singing and shouting.

Ladies and gentlemen, enjor your evening with Manggaro dance

4. Rambun Pamenan is an old popular tale among Minangkabau

people. It is about a brave and honest young man who had
once to fight for a beautiful girl. Ladies and gentlemen,
Rambun pamenan Dance

5. Your excellencies, distinguished guests

Ayam Den Lapeh is a song which tells you about a young girl who
lost her lover.

Ladies and gentlemen, here comes the singer Mr. Bachtiar

6. Indang or rebana is a local name for s mall size

tamhourine, the next dance will show you how the dancers
play indang while dancing. It also tells you the
influence of Islamic culture in Minangkabau culture.
Ladies and gentlemen, Indang Dance
7. Your excellencies, distinguished delegates, ladies and
gentlemen. We come to the main portion of Minangkabau
cultural performance tonight.
Plate dance on the broken glasses

This dance describes how farmers in West Sumatera cultural

their wet rice-field or sawah, beginning from digging the
land, plaguing, painting, harvesting, taking the crops
home until pounding the rice.

Jumping and dancing on the broken glasses symbolically mean

that man with truth have bravely face all risks. Ladies
and gentlemen, enjoy your evening with plate dance on the
broken glasses

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 8. Jayalah IMS-GT is a song especially composed by Mr. Yusuf
Rahman from Bukittinggi for the honorable delegates of
the three participating countries. This symbolizes the
unity in diversity and mutual understanding of the
Indonesia-Malaysia and Singapore nations.
Ladies and gentlemen, Jayalah IMS-GT

9. Your excellencies, distinguished delegates, ladies and

gentlemen. This is the end of our program his evening. We
hope you enjoy your evening with our cultural
performance.

Thank you very much for your kind attention. Good night.
Wassallammu’alaikum, Wr. Wb

Assalamu’alaikum Warahmatullahi Wabarokatuh

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

Ladies and Gentlemen, all the guests and audiences…

In this good opportunity, I would like to say: “Welcome to STAIN

Batusangkar. Thank you very much for attending our invitation.”For
those outside, I expect you to come in, and have a seat…!

Ladies and Gentlemen,

Welcome to our meeting today in International Seminar with the

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

Well, ladies and gentlemen,

Now, in beside me already coming one speaker who has the large
knowledge about English as international language in
communication. He is Prof. Drs. H. Zainil, M.A., Ph.D, you can
call him, Mr. Zainil. He was born at Air Dingin, Alahan Panjang,
West Sumatera, Indonesia, on April 12, 1941. He graduated from
elementary school at Air Dingin, 1955, from junior high school at
Alahan Panjang, 1958, from senior high school in solok, 1961, he
earned his B.A degree in Teaching English in Bukittinggi, 1969,
Dip TEFL in Singapore, 1972, Drs. Equivalent to M.A. in teaching
English in Bukittinggi, 1973, in TEFL at Suny, Buffalo, USA 1984,
Ph.D. in TESL at Suny Buffalo, USA, 1987, and Professor of
English, 1997, at State University of Padang, Indonesia.

He began teaching English since 1961 at junior high school. He has

been teaching English at the English Department of State

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Page 26
University of Padang since 1970. He has presented the papers of
methods of teaching of English and Language learning Strategies in
the local, national, and international seminars and workshops.

He also has delivered his finding of his researches in Teaching

English in such seminars. He was written some books related to
teaching English. Last but not least, Zainil, et al. has developed
a method of language teaching, ACTIONAL FUNCTIONAL MODEL.

Prof. Dr. H. Zainil, M.A., Ph.D is now a senior professor of

language teaching methods, good language learner strategies, and
Academic Readings of English at Graduate Program of State
University of Padang, West Sumatera, Indonesia.

He has experienced a long career : as a teacher of high school,

1961 to 1969, an English lecturer of IKIP Padang, since 1970, the
head of Research Center, 1987 to 1994, the head of International
Cooperation and Services, 1995 to 1999, the deputy rector for
administration and finance (PR II), 2000 to 2004, the head of
Language Education Program of Graduate Program, 2006 to 2010, and
a senior professor at the English Department of State University
of Padang, West Sumatera, Indonesia until now. Professor, H.
Zainil, Ph.D. has written ±75 academic writings during his long
career.

Ladies and gentlemen,

As we know that English is so important for all of people in the

world today. Because English is international language, and in
this modern era we are demanded to have good spoken in English
skill and communication in English language. And our speaker today
will give us some motivation, suggestion and also he will share
about his experience in learning English to all of audience.

Well, ladies and gentlemen.

Now, please welcome for our speaker today “Prof. Dr. H. Zainil,
M.A., Ph.D”

F. Evaluasi dan Penilaian

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Page 27
 SATUAN ACARA PERKULIAHAN (SAP)
Pertemuan 8

Mata Kuliah : Bahasa Inggris II

Semester : III
Thn Pembelajaran : 2018/2019
Jurusan : Tarbiyah
Progran Studi : Pendidikan Agama Islam (PAI)
Pokok Pembahasan : Useful Phrases For Discussion + Debate
Sub Pokok Bahasan : Discussion and Debate
Alokasi Waktu : 2 x 50 menit (2 SKS)

A. Petunjuk Umum
Setiap mahasiswa wajib membaca dan memahami berbagai literatur
terkait dengan Discussion and Debate

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

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

D. Proses Kegiatan Pembelajaran

1. Metode Pembelajaran: ceramah, tanya jawab, diskusi dan
latihan
2. Media: LCD, whiteboard

E. Uraian Materi

APPEALING TO THE SPEAKER

In a conversation or discussion, you may not hear or understand

what someone has said. In this case, you may need t make certain
requests:

If you need the speaker to repeat something:

●Pardon?
●Excuse me?
●Could you please repeat that?
●Would you mind repeating your question?

If the speaker is talking too quickly:

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

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

If the speaker is talking too softly:

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 ●Sorry, I didn’t hear what you said
●Would you mind speaking a little louder?

If you do not understand the speaker:

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

●Sorry, but I don’t understand what you meant
●I’m not sure I follow you. Did you say that…?

If you need more help:

●How do you pronounce or spell that?

●Would you please pronounce/spell that?

USEFUL PHRASES FOR DISCUSSION + DEBATE

A. STATING AN ARGUMENT/GIVING OPINION

1. In my opinion….
2. Personally, I think….
3. I believe that…
4. The point is this…..
5. If you ask me….
6. I’d like to say that….
7. I’d like to point out that…
8. Speaking for my self…
9. As far as I’m concerned….
10. In my experience..
11. To the best of my knowledge…
12. According to (person)..
13. I can assure you that…

B. CHALLENGING AN ARGUMENT
1. That can’t be true, because….
2. But what about….? What’s your answer to that….
3. Do you mean to tell me that…
4. Are you seriously suggesting that…..

C. CLARIFYING
1. What I said was…(what I meant to say was)
2. I did not say … what
3. I did say was that…
4. I think you misunderstood what I said
5. Let me repeat (rephrase) what I said…
6. I’m not saying that what I’m saying is…
7. Yes, don’t forget I was only referring to..

D. AGREEING WITH AN ARGUMENT

1. Of course
2. Right
3. Exactly
4. That’s true
5. So do I (neither I do)
6. I agree completely
7. I agree with you entirely
8. You are absolutely right
9. That’s a good point
10. I couldn’t agree with you more

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 11. That’s just what I think
12. I fell the same way

E. DISAGREEING WITH AN ARGUMENT

1. However
2. I’m afraid I disagree
3. On the other had
4. On the contrary
5. That’s not (entirely) true
6. I can’t possibly accept that… good point, but..
7. All right, but don’t you think…
8. That’s not the same thing at all

F. ASKING FOR AN OPINION

1. Well, what do you think
2. Do you agree? Don’t you agree?
3. What’s your view on the matter
4. How do you see it
5. Let’s have your opinion
6. What your take

G. INTERRUPTING AN ARGUMENT
1. Excuse me, did you say that?
2. Excuse me, do you mean that?
3. Before you make your next point?
4. So what you are saying is that
5. Let to the point,,,
6. Sorry to interrupt you, but..

H. GETTING BACK TO YOUR POINT AFTER ON INTERRUPTION

1. Yes, well, anyway
2. Where was i
3. As I was saying? to return to where I was saying
4. I’m sure that’s true, but
5. May I continue
6. If you don’t mind I’d like to continue
7. Is that all…

SPEAKING OUT IN CLASS

Signaling you want to speak:

To get the teacher’s attention, you can simple raise your

hand. You may also call the teacher by name. Sometimes you can
signal that you want to speak by learning forward and making eye
contact with the teacher. If the teacher doesn’t notice these
signals, you can also say:

Excuse me,..

May I ask a question?

Could I make a comment?

Holding the floor:

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Page 30
When the teacher calls on you, you can give yourself a moment or
two to think before answering by:

● Hesitating
Well, umm…

Umm, let’s see

Umm, let’s me see

Let me think

● Repeating or rephrasing the question

In other words, you want to know…

So, you are asking me..

● Asking the instructor to repeat the question if you didn’t

understand
Would you mind repeating the question, please?

Would you please repeat that?

● Avoiding answering
I’m not really sure

I don’t really know

I’m afraid I don’t know

I’m sorry, but I don’t know

ENCOURAGING CONVERSATION

Using a short response to show that you are listening:

I see oh

Of course yes

Really? Mmmmm

Using an auxiliary to make a question:

A: the meeting started half an hour late!

B: it did?

A: I didn’t take notes in last week’s lecture

B: didn’t you?

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

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

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

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Repeating a key word or phrase:

A: I’m going to Paris next week

B: Paris?

A: the meeting lasted for two hours

B: two hours

Asking a follow-up information question:

What happened?

How was it?

What did you do then?

CLOSING A CONVERSATION

Signaling the end:

Well,( I pronounced in a long drawn- out way)

So, (also pronounced in a long drawn-out way)

Well, okay….

Well, listen…

Look at the time!

Well, I know you’re busy

Ending:

I should be going

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

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

I’ll let you get back to work now

Taking leave:

Good bye

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

F. Evaluasi dan Penilaian

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 SATUAN ACARA PERKULIAHAN (SAP)
Pertemuan 10

Mata Kuliah : Bahasa Inggris II

Semester : III
Thn Pembelajaran : 2018/2019
Jurusan : Tarbiyah
Progran Studi : Pendidikan Agama Islam (PAI)
Pokok Pembahasan : Speaking to group (presentation)
Sub Pokok Bahasan : Introducing the topic, Starting the topic,
Adding other points, and Concluding the
talk
Alokasi Waktu : 2 x 50 menit (2 SKS)

A. Petunjuk Umum
Setiap mahasiswa wajib membaca dan memahami berbagai literatur
terkait dengan Speaking to group (presentation)

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

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

D. Proses Kegiatan Pembelajaran

1. Metode Pembelajaran: ceramah, tanya jawab, diskusi dan
latihan
2. Media: LCD, whiteboard

E. Uraian Materi

SPEAKING TO A GROUP (COMMUNICATION SKILLS)

AD.1 BUILDING CONFIDENCE

You might try the following ways to reduce your stage

fright/anxiety when speaking before a group:

●Choose a topic that you know and that interests you

●Give yourself enough time to prepare and organize the
presentation
●Practice in advance:
- Make and analyze an audio or video recording of your
presentation
- Rehearse your presentation in front of friends,
family, or a mirror

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 ●Take some time to relax immediately before you begin in
speak
- Pause a few seconds
- Establish eye contact with your listeners
- Take one or two deep breaths before speaking

TELLING A STORY

When you tell a story, you need to help the listeners follow your
progress as you move from one event to another.

Introducing your story

I’d like to tell you about a very strange experience. I had

last summer while I was traveling in Canada.

Showing time order

First,….

Second,….

Third, ….

Next,….

Then,…

Later,….

After that,….

Finally,…

A few days later…

Several hours later….

During the trip..

During the party…

The following day….

The following month…

Concluding

So, to end y story, it was a very difficult trip, but I

think I learned how to take care of myself in an emergency.

AD.2 IMPROVING YOUR DELIVERY

Delivery refers to the way you use your eyes, voice, and body to
communicate your message

- Eye contact plays an essential role in keeping your

listeners’ interest

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 - Volume- the loudness or softness of your voice- is
important when speaking to a group
- A natural manner of speaking will help to maintain
your listeners’ attention
- Posture- the way you hold your body- conveys a message
to your listeners
- Movement also has an effect on your listeners
- Hand or arm gestures can be effective if you feel
natural and comfortable using them

AD.3 INCLUDING SPECIFIC INFORMATION

You can add interest to your topic by considering the following

questions:

- What do you mean?

- For example?
- How, why, so, so what?

The specific information can be explanations, examples, anecdotes,

scenarios. Concrete details, reasons, and consequences.

Giving an explanation

- Let me explain what I mean by…

- This means that…
- That is,…
- In other words….

Using an example

Let me give you an example…

For example..

For instance..

Telling an anecdotes

Let me tell you a story to show what I mean..

Using a scenario

Imagine that…

suppose that ..

Giving reasons

The reason is that …

This is important (necessary, a problem) because..

Considering consequences

If a teacher is patient, then students feel more comfortable.

As a result,…

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Page 35
Therefore,..

consequently…

PUTTING YOUR IDEAS TOGETHER

Here are some expressions that you might use in giving a talk on
the problems people face when traveling alone. Of course, these
are only some of the many possible expressions.

Introducing the topic

Today, I would like to talk to you about several problems that

people face when they travel alone.

Starting with the first main point

To start with….

The first problem is…

First of all…

Adding other main points

The second problem is …

Another problem is…

The final problem is…

Concluding the talk

In conclusion, because of these problems, I usually prefer to

travel with at least one or two friends

AD.4 SPEAKING FFROM NOTES

The most effective way to speak to a group is in a conversation

manner, using notes.

F. Evaluasi dan Penilaian

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Page 36
 SATUAN ACARA PERKULIAHAN (SAP)
Pertemuan 11

Mata Kuliah : Bahasa Inggris II

Semester : III
Thn Pembelajaran : 2018/2019
Jurusan : Tarbiyah
Progran Studi : Pendidikan Agama Islam (PAI)
Pokok Pembahasan : Developing a Presentation
Sub Pokok Bahasan : Introduction, body, and conclusion

Alokasi Waktu : 2 x 50 menit (2 SKS)

A. Petunjuk Umum
Setiap mahasiswa wajib membaca dan memahami berbagai literatur
terkait dengan Developing a presentation

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

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

D. Proses Kegiatan Pembelajaran

1. Metode Pembelajaran: ceramah, tanya jawab, diskusi dan
latihan
2. Media: LCD, whiteboard

E. Uraian Materi

DEVELOPING A PRESENTATION

This unit focuses on planning and organizing a presentation.

1. Assessing the speaking situation

a. Selecting your subject
b. Narrowing your subject to a topic
1. Restricting your purpose
2. Asking focus questions
3. Limiting the scope
c. Analyzing your audience
1. Background information
2. Current situation
3. Wants and needs
4. Level of English

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 5. Knowledge of subject
d. Meeting special guidelines
1. Due date
2. Time limits
3. Other guidelines

2. Exploring your topic

a. Listing: an individual brainstorming activity: to
discover all the ideas you have on a particular
topic
b. Clustering : a way of seeing possible relationships
among your ideas
3. Organizing your ideas
a. Grouping ideas
b. Outlining your ideas
1. A tree diagram
2. Informal outline
4. Developing an effective introduction
a. Attracting your listeners’ interest
b. Previewing the content
5. Developing a strong conclusion

GUIDELINES FOR DEVELOPING AN ORAL PRESENTATION

1. ASSESS THE SPEAKING SITUATION

a. SELECT YOUR SUBJECT
b. NARROW YOUR SUBJECT TO A TOPIC
c. ANALYZE YOUR AUDIENCE
d. MAKE SURE YOU MEET ALL THE GUIDELINES
2. EXPLORE YOUR TOPIC
a. LISTING
b. CLUSTERING
3. ORGANIZE YOUR IDEAS
a. MAKE A WORKING OUTLINE
● A TREE DIAGRAM
● AN INFORMAL OUTLINE
b. BRAINSTORM MORE IDEAS TO PROVIDE STRONG SUPPORT
● EXPLANATIONS
● EXAMPLES
● ANECDOTES
● SCENARIOS
● CONCRETE DETAILS
● REASONS
● CONSEQUENCES
c. GATHER ANY ADDITIONAL INFORMATION YOU MAY NEED
d. REORGANIZE IDEAS OR CHANGE THE FOCUS OF THE
PRESENTATION, IF NECESSARY
e. PREPARE THE INTRODUCTION AND CONCLUSION
f. WRITE A FINAL OUTLINE

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 4. PREPARE
a. REVIEW YOUR OUTLINE
b. WRITE BRIEF PRESENTATION NOTES ON NOTE CARDS
c. USE A DICTIONARY OR TEACHER ASSISSTANCE TO CHECK ON
THE PRONUNCIATION OF ANY NEW OR UNFAMILIAR
VOCABULARY WORDS
d. PRACTICE GIVING YOUR PRESENTATION IN ADVANCE TO
CHECK TIMING AND GAIN CONFIDENCE

F. Evaluasi dan penilaian

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 SATUAN ACARA PERKULIAHAN (SAP)
Pertemuan 12-13

Mata Kuliah : Bahasa Inggris II

Semester : III
Thn Pembelajaran : 2018/2019
Jurusan : Tarbiyah
Progran Studi : Pendidikan Agama Islam (PAI)
Pokok Pembahasan : Group paper presentation and discussion
Sub Pokok Bahasan : Presentation and Discussion (in PPT)
Alokasi Waktu : 2 x 50 menit (2 SKS)

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

B. Kompetensi Pembelajaran
Mamahami materi dan melaksanakan kegiatan presentasi dan
diskusi

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

D. Proses Kegiatan Pembelajaran

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

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

F. Evaluasi dan penialain: dari dosen pengampu mata kuliah

(Rubric Scoring for Speaking Skill)

Focus/Rating 1 2 3 4 5 6

Accent or Student's Student's Student's Student's Student's Student's

Pronunciation pronunciation pronunciation pronunciation pronunciation pronunciation pronunciation
was was
was made was was
incomprehensible understanding understandable mostly understandable understandable
but understandable with some with
very difficult with
mostly made

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 understanding
acceptable
some error almost no error
error
Difficult

Student was Student was Student was

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

Student was Student

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

Students were Student was

Students were
able to able to
Students were able to
Student took a
able to
Student was long time communicate communicate
Fluency communicate
unable to speak clearly with clearly with
communicate with with some
to speak
difficulty
little almost no
difficulty
difficulty difficulty

students are
students are students are fair students are students are students are
very
poor to to average to good to very good to
develop
poor to develop
develop and develop and develop and develop and
Introduction and
consider consider the consider the and consider consider the
the speaking
consider the
the speaking speaking speaking speaking
speaking
situation situation situation Situation situation
situation

students have students have

students cannot students are students are
some a little
explain very difficult mostly difficult students can
explain clearly
difficulty to difficulty to
clearly the to explain the to explain the
explain the explain the
content or content or content or the content or
Content
information
content or content or
information of information of information of
information of information of
their speech their speech their speech of their speech
in detail
their speech in their speech
in detail in detail in detail
detail in detail

Voice quality students are students are students are fair students are students are students are
very poor average good very good
to control and
poor to control to control and to control and to control and to control and
and manage their

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 manage their manage their manage their manage their manage their
voice quality
voice quality voice quality voice quality voice quality voice quality

students are students are students are students are students are
students are fair
very poor average good very good
to control and
Non Verbal Com poor to control to control and to control and to control and to control and
and
manage their
manage their manage their manage their manage their
gestures
manage gestures gestures gestures gestures gestures

Student
Student maintains eye
Student Student
occasionally
occasionally Student maintains eye
uses
Student reads uses occasionally uses contact most
all of report of the contact with
eye contact,
Eye Contact eye contact, eye contact, but audience,
but
with no eye but time but
contact still reads some frequently seldom
still reads a
still reads of report returning to
little of
most of report returns to notes
report
notes

Student
Audience has presents
Audience has Audience has Student
Audience cannot very information
mostly difficulty some difficulty presents
understand difficulty
information
following following in logical,
presentation following interesting
Concluding presentation presentation in logical
because there presentation
because because sequence which
because
sequence which
is no sequence audience
student jumps student jumps audience can
of information student jumps
around around follow
around
can follow

Score = P+G+V+F+I+Cont+VQ+NVC+EC+Conc

x 100%

Where: RS = real score of each student

TS = total score of the indicator of speaking (sum P+…….+ Conc)

60 = the maximum score (10 indicators of speaking x 6 kinds of

score)

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 SATUAN ACARA PERKULIAHAN (SAP)
Pertemuan 14-15

Mata Kuliah : Bahasa Inggris II

Semester : III
Thn Pembelajaran : 2018/2019
Jurusan : Tarbiyah
Progran Studi : Pendidikan Agama Islam (PAI)
Pokok Pembahasan : Individual paper presentation and discussion
Sub Pokok Bahasan : Presentation and Discussion (in PPT)
Alokasi Waktu : 2 x 50 menit (2 SKS)

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

B. Kompetensi Pembelajaran
Mamahami materi dan melaksanakan kegiatan presentasi dan
diskusi

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

D. Proses Kegiatan Pembelajaran

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

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

F. Evaluasi dan penialain: dari dosen pengampu mata kuliah

(Rubric Scoring for Speaking Skill)

Focus/Rating 1 2 3 4 5 6

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

Grammar Student was Constant Frequent errors Student was Student was Student was
difficult to errors showing showing able to express able to able to express
express
understand and control of some major their ideas and their ideas and
had a very few patterns responses their ideas responses

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 hard time and responses
adequately but
communicating fairly
often
uncontrolled and
their ideas and causing well but makes
major patters displayed with ease in
responses mistakes with
and frequently inconsistencies proper sentence
occasional with
because of irritation and their tenses,
preventing structure and
grammar mistakes however is
communication their sentence tenses
able
Misunderstanding structure

to correct
and tenses
themselves

Student was Student

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

professional and
in responding expand on
social topics
his/her ideas

Students were Student was

Students were
able to able to
Students were able to
Student took a
able to
Student was long time communicate communicate
Fluency communicate
unable to speak clearly with clearly with
communicate with with some
to speak
difficulty
little almost no
difficulty
difficulty difficulty

students are
students are students are fair students are students are students are
very
poor to to average to good to very good to
develop
poor to develop
develop and develop and develop and develop and
Introduction and
consider consider the consider the and consider consider the
the speaking
consider the
the speaking speaking speaking speaking
speaking
situation situation situation Situation situation
situation

students have students have

students cannot students are students are
some a little
explain very difficult mostly difficult students can
explain clearly
difficulty to difficulty to
clearly the to explain the to explain the
explain the explain the
content or content or content or the content or
Content
information
content or content or
information of information of information of
information of information of
their speech their speech their speech of their speech
in detail
their speech in their speech
in detail in detail in detail
detail in detail

students are
students are students are students are students are
very students are fair
poor average good very good

poor to control to control and

Voice quality to control and to control and to control and to control and
and
manage their
manage their manage their manage their manage their
manage their voice quality
voice quality voice quality voice quality voice quality
voice quality

Non Verbal Com students are students are students are fair students are students are students are
very poor average good very good
to control and
poor to control to control and to control and to control and to control and
and

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 manage their manage their manage their manage their manage their
manage gestures
gestures gestures gestures gestures gestures

Student
Student maintains eye
Student Student
occasionally
occasionally Student maintains eye
uses
Student reads uses occasionally uses contact most
all of report of the contact with
eye contact,
Eye Contact eye contact, eye contact, but audience,
but
with no eye but time but
contact still reads some frequently seldom
still reads a
still reads of report returning to
little of
most of report returns to notes
report
notes

Student
Audience has presents
Audience has Audience has Student
Audience cannot very information
mostly difficulty some difficulty presents
understand difficulty
information
following following in logical,
presentation following interesting
Concluding presentation presentation in logical
because there presentation
because because sequence which
because
sequence which
is no sequence audience
student jumps student jumps audience can
of information student jumps
around around follow
around
can follow

Score = P+G+V+F+I+Cont+VQ+NVC+EC+Conc

x 100%

Where: RS = real score of each student

TS = total score of the indicator of speaking (sum P+…….+ Conc)

60 = the maximum score (10 indicators of speaking x 6 kinds of

score)

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Page 45