COURSE OUTLINE

TADRIS BAHASA INGGRIS

TARBIYAH AND TEACHER TRAINING
ISLAMIC STATE UNIVERSITY MAULANA MALIK IBRAHIM MALANG

Course Name : Speaking for Informal Interactions

Code : 20010711C09
Credit/Contact hours : 2/ 2 x 50 minutes
Pre-requisite : -
Semester : II
Course Descriptions : This course aims to improve your English speaking skills. It is expected that at the end of the course, students’ speaking skill is at
Intermediate levels or B levels (CEFR). You will learn kinds of expressions and vocabulary used for speaking English for informal
settings, such as daily activities, and daily conversation. This course is a combination of online and face-to-face teaching delivery.
Students will experience the use of some technology tools to support their learning learning throughout the course. Learning activities are
the combination of drills, listening to videos, and students’ practicing dialogues in pairs or in small groups. On several occasions, students
are required to write a summary on different topics prior to coming to the class containing the kinds of expressions commonly used in
performing certain function-specific utterances. This is to enforce students’ responsibility and to enhance their preliminary understanding
of the materials.

Teaching Team : Basori, M.S.Ed.

Microteaching Building, Laboratorium Pengembangan Kelas ICP
Office hour: by appointment
E-mail: [email protected]

Expected Outcome/ : 1. Show control of pronunciation and intonation patterns.

Course Intended 2. Communicate ideas/opinions clearly, accurately and effectively
Learning Outcome 3. Apply kinds of expressions and vocabulary used for transactional interpersonal needs for informal settings
4. Apply speaking skills in informal settings

Study Program :
Specific Outcome -
Meeting/ Expected Outcomes/ Course Time
Indicator Materials/Topics Learning Experience Assessment Resources
Mode Intended Learning Outcome Allotment
- Show control of Upon the completion of Class orientation and  Explaining the course - Question and answer 2 x 50 See in e-
pronunciation and the course, students syllabus discussion outline on the course outline; learning
are able to:  Reading and
intonation patterns.
- Talk about themselves - Greetings, understanding the - Pair-work practice
- Communicate and their friends, introductions course outline
ideas/opinions clearly, - Describe what they
accurately and effectively can see from a picture,  Greeting others - Produce an
- Explain how to do or  Responding to others’ introduction video,
- Apply kinds of greeting post it online
make things,
expressions and  Introducing oneself - Engage in online
- Make and give
vocabulary used for requests, express and others discussion forum
transactional interpersonal
1 opinions, and ask  Ending a
needs for informal settings questions. conversation
- Apply speaking skills in - Perform a range of Due:
 Read the materials - Video Project (1)
informal settings speech acts in different
settings, e.g. in a shared in e-learning - Class
restaurant, at store, and  Hands-on activities Participation (1)
while traveling. by using technology
- Produce a video of
self-introduction tools such as Google
- Comment on classmate Drive, and YouTube
video of self- - Engage in online
introduction discussion forum

- Show control of Upon the completion of - Small talk  Initiating small talk  Pair-work practice 2 x 50 See in e-
pronunciation and the course, students are  Asking questions  Engage in online learning
able to:  Answering questions discussion forum
intonation patterns.
 Talk about themselves  Expressing
- Communicate and their friends,
2 likes/dislikes Evaluation on the aspects
ideas/opinions clearly,  Describe what they
accurately and effectively can see from a  Ask about someone’s of:
picture, likes/dislikes - Accuracy on
- Apply kinds of  Talk about hobbies and pronunciation
expressions and  Explain how to do or
make things, interests - Accuracy on
vocabulary used for
transactional interpersonal  Make and give - intonation
requests, express - Appropriateness
needs for informal settings
opinions, and ask of vocabulary
 - Apply speaking skills in questions. - Fluency
informal settings  Perform a range of Due:
speech acts in - Video Project (2)
different settings, e.g. - Class
in a restaurant, at Participation (2)
store, and while
traveling.
- Show control of Upon the completion of Sharing news;  Telling good and bad  Pair-work practice 2 x 50 See in e-
pronunciation and the course, students are - Dealing with news  Engage in online learning
able to: communication  Expressing surprise discussion forum
intonation patterns.
 Talk about themselves problems  Congratulating
3 - Communicate and their friends,
someone Evaluation on the aspects
ideas/opinions clearly,  Describe what they
accurately and effectively can see from a  Ask someone to spell of:
picture, names - Accuracy on
- Apply kinds of  Ask someone to repeat pronunciation
expressions and  Explain how to do or
vocabulary used for make things, - Ask for clarification - Accuracy on
transactional interpersonal  Make and give intonation
requests, express - Appropriateness
needs for informal settings
opinions, and ask of vocabulary
- Apply speaking skills in questions. - Fluency
informal settings  Perform a range of
speech acts in
different settings, e.g.
in a restaurant, at
store, and while
traveling.
- Show control of Upon the completion of Description of schedule  Talking about daily  Pair-work practice 2 x 50 See in e-
pronunciation and the course, students are about activities routines  Engage in online learning
able to: (weekdays and - Telling time discussion forum
intonation patterns.
 Talk about themselves weekends) and time
- Communicate and their friends, - Evaluation on the aspects
ideas/opinions clearly,  Describe what they of:
accurately and effectively can see from a
picture, - Accuracy on
- Apply kinds of pronunciation
expressions and  Explain how to do or
make things, - Accuracy on
4 vocabulary used for
transactional interpersonal  Make and give intonation
requests, express - Appropriateness
needs for informal settings
opinions, and ask of vocabulary
- Apply speaking skills in questions. - Fluency
informal settings  Perform a range of
speech acts in Due:
different settings, e.g. - Video Project (3)
in a restaurant, at - Class
store, and while Participation (3)
traveling.
 - Show control of Upon the completion of Shopping for clothes and  Producing  Pair-work practice 2 x 50 See in e-
pronunciation and the course, students are food conversation about  Engage in online learning
intonation patterns.
able to:  Price shopping (including discussion forum
 Talk about themselves  Numbers size, price,
- Communicate and their friends, materials, color,
(currency) Evaluation on the aspects
ideas/opinions clearly,  Describe what they and style for clothes of:
accurately and effectively can see from a and kinds of food) - Accuracy on
- Apply kinds of picture,
 Explain how to do or - - pronunciation
expressions and - Accuracy on
5 make things,
vocabulary used for
transactional interpersonal  Make and give intonation
requests, express - Appropriateness
needs for informal settings
opinions, and ask of vocabulary
- Apply speaking skills in questions. - Fluency
informal settings  Perform a range of
speech acts in
different settings, e.g.
in a restaurant, at
store, and while
traveling.
- Show control of Upon the completion of Restaurant (eating out)  Producing  Pair-work practices 2 x 50 See in e-
pronunciation and the course, students are conversation of conversation in learning
able to: about ordering restaurant.
intonation patterns.
 Talk about themselves and eating in a  Evaluation on the
- Communicate and their friends, restaurant. aspects of:
ideas/opinions clearly,  Describe what they  Making requests  Accuracy on
accurately and effectively can see from a
picture,  Giving pronunciation
- Apply kinds of suggestions  Accuracy on
expressions and  Explain how to do or
make things,  Complaining intonation
6 vocabulary used for  Apologizing  Appropriateness
transactional interpersonal  Make and give
requests, express  Giving excuses of vocabulary
needs for informal settings  Fluency
opinions, and ask  Giving opinion
- Apply speaking skills in Due:
questions. - Agree or disagree
- Video Project (4)
informal settings  Perform a range of
speech acts in - Class
different settings, e.g. Participation (4)
in a restaurant, at
store, and while
traveling.
- Show control of Upon the completion of Review: Topics from - Produce dialogs on  Pair-work practice 2 x 50 See in e-
pronunciation and the course, students are Week 1-Week 6 topics presented in  Evaluation on the learning
able to: previous lesson aspects of:
intonation patterns.
7  Talk about themselves  Accuracy on
- Communicate and their friends, pronunciation
ideas/opinions clearly,  Describe what they  Accuracy on
accurately and effectively can see from a
intonation
picture,
 - Apply kinds of  Explain how to do or  Appropriateness
expressions and make things, of vocabulary
vocabulary used for  Make and give  Fluency
transactional interpersonal requests, express
opinions, and ask
needs for informal settings questions.
- Apply speaking skills in  Perform a range of
informal settings speech acts in
different settings, e.g.
in a restaurant, at
store, and while
traveling.
Final Exam (Due: Mid Exam Project)
8

- Show control of Upon the completion of Asking and giving Producing conversation  Pair-work practice 2 x 50 See in e-learning
pronunciation and the course, students are direction on giving and asking for  Engage in online
able to: a direction and traveling. discussion forum
intonation patterns.
 Talk about themselves Traveling
- Communicate and their friends, Evaluation on the aspects
ideas/opinions clearly,  Describe what they of:
accurately and effectively can see from a
picture, - Accuracy on
- Apply kinds of pronunciation
expressions and  Explain how to do or
9 make things, - Accuracy on
vocabulary used for
transactional interpersonal  Make and give intonation
requests, express - Appropriateness
needs for informal settings
opinions, and ask of vocabulary
- Apply speaking skills in questions. - Fluency
informal settings  Perform a range of
speech acts in
different settings, e.g.
in a restaurant, at
store, and while
traveling.
- Show control of Upon the completion of Describing people  Producing  Pair-work practice 2 x 50 See in e-
pronunciation and the course, students are (family, relatives, conversation on  Engage in online learning
able to: friends, famous people) describing people discussion forum
intonation patterns.
 Talk about themselves  Physical appearance (family, relatives,
- Communicate and their friends,  Character traits friends, famous Evaluation on the aspects
ideas/opinions clearly,  Describe what they - The activities and people) by showing of:
accurately and effectively can see from a
10 achievement the picture. - Accuracy on
- Apply kinds of picture,
 Explain how to do or
- pronunciation
expressions and - Accuracy on
vocabulary used for make things,
transactional interpersonal  Make and give intonation
requests, express - Appropriateness
needs for informal settings
opinions, and ask of vocabulary
- Apply speaking skills in questions.
 informal settings  Perform a range of - Fluency
speech acts in Due:
different settings, e.g. - Video Project (5)
in a restaurant, at - Class
store, and while Participation (5)
traveling.
- Show control of Upon the completion of Describing favorite  Producing  Pair-work practice 2 x 50 See in e-
pronunciation and the course, students are things and places conversation on  Engage in online learning
able to: describing things and discussion forum
intonation patterns.
 Talk about themselves places by showing
- Communicate and their friends, the picture. Evaluation on the aspects
ideas/opinions clearly,  Describe what they - Asking and answering of:
accurately and effectively can see from a questions - Accuracy on
- Apply kinds of picture,
 Explain how to do or pronunciation
expressions and - Accuracy on
11 make things,
vocabulary used for
transactional interpersonal  Make and give intonation
requests, express - Appropriateness
needs for informal settings
opinions, and ask of vocabulary
- Apply speaking skills in questions. - Fluency
informal settings  Perform a range of
speech acts in
different settings, e.g.
in a restaurant, at
store, and while
traveling.
- Show control of Upon the completion of Explaining how to do  Producing  Pair-work practice 2 x 50 See in e-
pronunciation and the course, students are something conversation on how  Engage in online learning
able to: to do something (fix a discussion forum
intonation patterns.
 Talk about themselves motorbike, make a
- Communicate and their friends, meal, etc.) Evaluation on the aspects
ideas/opinions clearly,  Describe what they - Asking and answering of:
accurately and effectively can see from a
picture, questions - Accuracy on
- Apply kinds of pronunciation
expressions and  Explain how to do or
make things, - Accuracy on
12 vocabulary used for
transactional interpersonal  Make and give intonation
requests, express - Appropriateness
needs for informal settings
opinions, and ask of vocabulary
- Apply speaking skills in questions. - Fluency
informal settings  Perform a range of Due:
speech acts in - Video Project (6)
different settings, e.g. - Class
in a restaurant, at Participation (6)
store, and while
traveling.
13 - Show control of Upon the completion of Advice Column  Producing  Pair-work practice 2 x 50 See in e-
the course, students are conversation on learning
 pronunciation and able to: letters written to an  Engage in online
intonation patterns.  Talk about themselves American advice discussion forum
- Communicate and their friends, column
ideas/opinions clearly,  Describe what they  Expressing ideas Evaluation on the aspects
can see from a  Agreeing or of:
accurately and effectively picture, disagreeing - Accuracy on
- Apply kinds of  Explain how to do or Giving an opinion pronunciation
expressions and make things,
vocabulary used for  Make and give
- Accuracy on
transactional interpersonal requests, express intonation
needs for informal settings opinions, and ask - Appropriateness
questions. of vocabulary
- Apply speaking skills in
 Perform a range of - Fluency
informal settings
speech acts in
different settings, e.g.
in a restaurant, at
store, and while
traveling.
- Show control of Upon the completion of Student Choice  Pair-work practice 2 x 50 See in e-
pronunciation and the course, students are  Engage in online learning
able to: discussion forum
intonation patterns.
 Talk about themselves
- Communicate and their friends, Evaluation on the aspects
ideas/opinions clearly,  Describe what they of:
accurately and effectively can see from a
picture, - Accuracy on
- Apply kinds of pronunciation
expressions and  Explain how to do or
14 make things, - Accuracy on
vocabulary used for
transactional interpersonal  Make and give intonation
requests, express - Appropriateness
needs for informal settings
opinions, and ask of vocabulary
- Apply speaking skills in questions. - Fluency
informal settings  Perform a range of Due:
speech acts in - Video Project (7)
different settings, e.g. - Class
in a restaurant, at Participation (7)
store, and while
traveling.
- Show control of Upon the completion of Review: Topics from Produce dialogs on topics  Pair-work practice 2 x 50 See in e-
pronunciation and the course, students are Week 1-Week 14 presented in previous  Engage in online learning
able to: lesson discussion forum
intonation patterns.
 Talk about themselves
15 - Communicate and their friends, Evaluation on the aspects
ideas/opinions clearly,  Describe what they of:
accurately and effectively can see from a
picture, - Accuracy on
- Apply kinds of pronunciation
expressions and  Explain how to do or
make things,
 vocabulary used for  Make and give - Accuracy on
transactional interpersonal requests, express intonation
needs for informal settings opinions, and ask - Appropriateness
questions. of vocabulary
- Apply speaking skills in
 Perform a range of
informal settings speech acts in
- Fluency
different settings, e.g.
in a restaurant, at
store, and while
traveling.
Final Exam (Due Final Exam Project and Reflection)
16
Assessment
To measure the attainment of the course intended learning outcomes, students will have some
assessments throughout the semester. Students are expected to read the assessment summary and
the rubric provided (if any). Students are also expected to pay attention to the deadline of the
assessment. In order to avoid any procrastination, 20% of the total points will be deducted for any
assessment component received 1-2 days late; any assessment component received later than the
due date will receive 0 points. In addition, please be advised that THERE IS NO MAKE UP
ASSESSMENT unless it is a proven emergency. Below is the list of the assessment summary.

Course Intended
No Assessment Components Percentage Learning
Outcome
1. Class participation 30% 1, 2, 3
2. Middle Exam 20% 1, 2, 3
3. Final Exam 20% 1, 2, 3
4. Assignment 30% 1, 2, 3

Assessment descriptions
1. Class participation
This is an individual assessment. Over the semester, we will have 14 meetings in total
(excluding mid and final exam). We will meet both synchronous (face-to-face online) and
asynchronous. For the synchronous meeting, we will use either v-meet (via e –learning UIN
Malang), Zoom, or Google meeting as the platforms. Meanwhile, the asynchronous meetings
require you to join discussions board created in e-learning. In both type of meetings, you must
be actively engage in learning to get a full score for the class participation. Below is the rubric
for participation. See Appendix A for the example

Participation Score (Adapted from AE-Teacher)

Criteria Ratings Points
Initial 50 pts 30 pts 10 pts 0.0 pts 50 pts
post Meets the Somehow meet Does not meet No
criteria the criteria the criteria initial
The idea The idea is The idea is not post
expressed related expressed but at expressed
to the topic very minimal; clearly; the post
discussed using the length and do not answer
his/her own idea. minimum or respond to
Good elaboration elaboration. the question or
and example discussion.
given
Follow 50 pts 30 pts 0.0 pts
up posts Meets the Somehow meet No reply
criteria the criteria 50 pts
Reply at least The reply does
ONE of the initial not extend the
post. The reply is discussion and
thoughtful and is written in
contribute to one sentence
extend the only
discussion
Total 100 pts
 2. Mid-exam
During the mid-exam week, we will not have any online face-to-face meeting. The mid exam
week will be your time to work on a project. This project requires you to complete a task and
it will be done in group. The details of the task and group division will be advised later. You
have to be aware of the minimum attendance of yours to make sure that you are eligible for
the mid-exam score (80% of the total attendance with no exception). Without prior notice,
the lecturer has the authority to not let you have any make up mid-exam.

3. Final exam
During the final exam week, we will not have any online face-to-face meeting. The final
exam week will be your time to work on a project. This project requires you to complete a
task and it will be done INDIVIDUALLY. The details of the task will be advised later. You
have to be aware of the minimum attendance of yours to make sure that you are eligible for
the mid-exam score (80% of the total attendance with no exception). Without prior notice,
the lecturer has the authority to not let you have any make up mid-exam.

4. Assignment
The assignment will be in form of making a video or an audio, and writing a reflection. The
details of the assignment can be found in the Appendix B (The reflection) and Appendix C
(Video or Audio Assignment)

Class policies

To optimize individual learning, students are expected to:

• Students always prepare if any shifting mode of learning occurs due to COVID 19 pandemic.
The shifting might ask students to do online face-to-face meeting or asynchronous online
meeting.
• The meetings will be synchronous and asynchronously conducted. For the synchronous
meetings, students will meet with the lecturer face-to-face (F2F) online via Google Meeting or
Zoom as the platform. Students are expected to stay alert in the WhatsApp group created for this
course since the Room for F2F will be shared in the group. For the asynchronous meeting,
students have to check their e-learning and complete the task assigned. At both type of meetings,
students are STILL REQUIRED to mark their attendance. The lecturer is NOT responsible to
NOTIFY students who miss to have their attendance, so the system will automatically set
‘ABSENT’ when students forget to have their attendance
• Students MUST meet the minimum attendance excluding mid-exam and final exam period to be
eligible for ALL THE ASSESSMENTS score. The minimum attendance is 80% of the total
meeting. Shall the students have any emergency cases that are unable them to come to the class
due to such as such as sickness, accident, religious activities, etc., they have to use the 20% of
the allowable percentage for absence.
• Students are HIGHLY expected to read the materials assigned and or given during the semester
so that they are ready for the class. Shall they miss the class due to certain circumstances; they
must keep appropriate copies/backups of every assignment submitted.
• Students are expected to be critically active during the class discussion in online forum created
by the teacher. Something anything related to the class is expected to be discussed with the
lecturer during the office hours or emails;
• In order to get the full grade in this course, students are expected to have 90% of the attendance
and meet the standard given in each assessment given as well as thoughtful active participation
in online forum created by the teacher during the semester.
• Any form of cheating, plagiarisms, and academic dishonesty will result in failure of the course.
Students are expected to cite properly all the references they use in this course.
• Every effort will be made to ensure that the teaching, learning and assessment activities of this
 course are given as described. Any unpublished changes for course improvement will be
notified and discussed in class. However, circumstances may occasionally make this impossible,
and therefore there is the right to add, alter or withdraw particular information contained in this
course outline.

Appendix
A. Example of Discussion Forum
Below is the example of discussion posting and the reply/comment of the posting.

B. Reflections Assignment. What is it?

In this assessment component, you are expected to do reflection on your personal learning process
throughout this course. In addition to that, you are required to provide feedback on the overall course
structure. Your reflection will only be viewed and read by your lecturer.

Due Dates for Reflections. When is it?

The reflection will be submitted at the end of the meeting (Meeting 16). The lecturer will create a
forum in e-learning for you to submit the reflections. The reflection will be submitted individually in a
form of paragraphs. You can use Bahasa Indonesia for the reflections. However, it is highly advised to
use English as a way to practice your English.

What to submit?
Your reflection is written and submitted in a form of .doc file NOT A WPS file. Please make sure that
the lecturer is able to read the file. Failing to meet the criteria will result in zero score for this
reflection.

Help?
Personal Learning Process Reflections:
Below are some stems that might help you in writing the reflections.
I never knew that… I never realized that…
I never thought of… I never expected…
I appreciate that… I need to learn…
I have a better understanding of… Implications of my learning…

Course Structure Feedback Reflections:

Below are some stems that might help you write your feedback reflections
I like… I don’t like…
I have found it difficult to… I am overwhelmed by…
It is helpful that… It would be helpful if…

Please be advised that those stems are only examples. You are more than welcome to use other stems
as long as they meet the requirement of the assignment.

Periodic Reflections Rubric (Taken from Dr. Cindy York-NIU)

Unacceptable Acceptable Target Exemplary

Below 70% 70 – 79% 80 – 89 % 90 – 100%
Reflection provides a Reflection provides a Reflection provides a Reflection provides a
limited description of description of change or description of change or description of change or
change or growth in growth in knowledge or growth in knowledge or growth in knowledge or
knowledge or understanding, with no understanding, with limited understanding and
understanding and no information about future information for individual identifies ideas or areas for
information about future individual growth. future growth. Reflection future individual growth.
individual growth. Reflections has information provides i Reflection provides
Reflection has limited on course structure, but not nformation on course descriptive information on
information on course suggestive of ways to structure that might be used course structure that can be
structure, and no improve the course in the to improve the course in the used to improve the course
suggestions for future. future. in the future.
improvement.
Reflection is one paragraph Reflection is less than 1 Reflection is at least 1 page Reflection is more than 1
or less in length or is page in length, but is in length and is submitted page in length and is
submitted after due date. submitted on due date. on due date. submitted on due date.

The examples of the reflections

Reflection
Minatul Azmi (17180012)

Benjamin Franklin, one of the founding fathers of the United States, proclaims, “Tell
me and I forget. Teach me and I remember. Involve me and I learn”. This shows that a person
really learns when she or he involves in the teaching and learning process. Thus, I feel that I
really learn in this class.
First, I have learned about kinds of the online media-based platform for language
learning. Especially, Google classroom and socrative. Not only listen to the theory, but more
than that, I never realize that while explaining the kinds of online media based platform the
lecture also asking us to practice it directly in the class. I never learned using Google
classroom as a teacher and I never realize that I can design my own class by using Google
classroom. The most important thing, I learned how to make an understandable instruction for
my students. For the first time, I only input the learning material with a very short description,
but after the try out session with my classmates, I realize that the instruction that I made was
very odd. Then, I know how to make understandable instruction. Moreover, in this project, I
also learned how to create and launch quiz in Socratives. I believed that I can apply it in the
future.
Second, Not only learn the learning material about the online media-based platform for
language learning, because this is a group work, I also learn about togetherness. More than
divide the responsibilities, so we can accomplish the project well, but in this project, I do not
do the same thing, because if we only divide each members’ responsibilities, we will only
understand one part, not the whole of the project. Because it is more than work together, but
learn together. Actually, in my group, there are passives and actives members, I can assume it
after we work in project 1, so, I can identify my friend’s capability. I don’t want my members
are missing the material that we learn together, so they will not learn something, I want all of
us are understand. Thus, I’m asking my “passive” friends to handle this project 2, however,
all of us still including in this project. What I expect is that, at least they have questions about
how use it, how to make it, something like that. Actually, this workflow is harder than before
because we should teach them slowly and step by step, it quite takes time and effort, but I’m
happy with this.
Moreover, not only to accomplish the project 2. After learned the online platform for
learning media and material, I also able to teach my sister who is a teacher in a junior high
school in my region to use socrative. I’m so glad because her students give positive feedback
about using socrative as learning media because they feel so bored to use Whatsapp, socrative
is something new and interesting for them. More than that, my sisters’ friends also use it for
the quiz. I’m so happy because my little thought can be helpful for another, Alhamdulillah.
I like the course structure, I never expect that we practice it the class directly and the
lecture guides us properly. So, if there are many difficulties we can ask directly. However, for
a better course in the future, I expect that the peer review will be given after the each project
were done, not at the end of semester and let us know about our peer review score, thus we
can be better in the next project and it can be used to monitoring student progress and
quality of performance. Also, it would be better if we not only assess by practical learning
tasks, but also theoretical tasks or assessment is important. Especially for chapter 5 and 6
about computers and multimedia. Overall, I like the class structure, it is well organized.
 C. Rubric of a video or an audio assignment

Area Expectations Possible Points Points Teacher Comments

Content & Relates to assigned topic 5

Organization Clear introduction
Clear and connected ideas
Clear conclusion
Includes 3 expressions from video
Meets time limit

Grammar/Vocabulary Uses topic-related vocabulary 5

Minimal grammar mistakes
Fluency/Accuracy/Pace Rate of speech is not too slow or too 5
fast
Clear pronunciation
Correct intonation
No long pauses
Sentence length is not too long or
short
Group division * (only Each group member participate 5
for group work actively in developing the content
Total 20 x 5 = 100