480543213-Buku-Ajar-ADVANCE-SPEAKING-Aug-2019-pdf

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 0

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 1 FOREWORDS This Teaching and Learning Handbook is developed to support the classroom process of Advance Speaking Course of English Department – FKIP Unpatti. Advance Speaking is part of 5 series of Compulsory Speaking Course at English Department aimed to equipped and prepare students with sufficient Speaking Skills applicable during their study and most importantly later when they seek for employment. Advance Speaking course is a continuation from Speaking 4 class.The content of Advance Speaking course for this semester is adapted and revised based on the needs and development of English Department as well as the relevance and connectivity with other speaking courses. Advance Speaking Course this semester is designed to emphasize on Speaking for Academic Purposes. It will equipped the student not only with the speaking skill such as presentation for academic events and for thesis defense but also with the needed basic knowledge of ELT theories and experts, research methodology etc as well as thesis proposal preparation. It is hoped that through this course students will strengthen their basic ELT knowledge and get a glimpse of what thesis proposal and thesis defense will be like. This Teaching and Learning Handbook is of course far from perfect. There are many gaps and need for improvement here and there. Since this is the first handbook to be made for this course after the revision, this course and this book will need many feedback for further revision and improvement. The Team Teaching of Advance Speaking Course hoped that this book will prove to be a valuable support for the teaching and learning process of this semester. It also hoped that the knowledge and skills acquired will benefit the students and the lecturers as well as the general English Department academic community. Ambon, August 2019 Academic Speaking Team Teaching: F.M. Lekatompessy, S.S., M.Pd H. M. Rijoly, S.Pd., MA ELT

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 2 Table of Contents FOREWORDS ..............................................................................................................................................1 Advance Speaking Syllabus......................................................................................................................4 Chapter 1 Academic (Public) Speaking...........................................................................................16 1. Theories and Principles of Public Speaking and Academic Speaking ..................................17 Chapter 2 Preparing and Academic Presentation.........................................................................26 1. Preparing for Academic Presentation ......................................................................................27 Planning Your Presentation ....................................................................................................................27 Preparing the Content of Your Presentation.........................................................................................28 Practice delivering the presentation .....................................................................................................29 2. Phrases for Academic Public Speaking .....................................................................................31 3. Preparing PowerPoint Presentation.........................................................................................33 Tips for Effective PowerPoint Presentations.........................................................................................33 Fonts ...................................................................................................................................................33 Design and Graphical Images.............................................................................................................34 Color....................................................................................................................................................35 General Presentation .........................................................................................................................35 4. Getting Yourself Ready for Presentation..................................................................................37 Chapter 3 Critical Review Paper .......................................................................................................41 1. What is Critical Review ..............................................................................................................42 2. Steps to Writing An Effective Critical Review........................................................................42 3. More Information on How to Write Critical Review Paper.................................................45 Writing a Critical Review....................................................................................................................45 Purpose of a critical review................................................................................................................45 What is meant by critical?..................................................................................................................45 What is meant by evaluation or judgement?....................................................................................45 What is meant by analysis?................................................................................................................45 Structure of a Critical Review.............................................................................................................46 Introduction............................................................................................................................................46 Summary.................................................................................................................................................46

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 3 Critique ...................................................................................................................................................46 Conclusion & References .......................................................................................................................47 Summarising and paraphrasing for the critical review.........................................................................47 Some General Criteria for Evaluating Texts................................................................................48 Sample Extracts .....................................................................................................................................49 Language features of the critical review.............................................................................................50 How to Write a Critical Review of a Journal Article .................................................................52 4. Preparing for Critical Review Paper Presentation...............................................................54 a. Language Function ....................................................................................................................54 b. Presentation :.............................................................................................................................55 Chapter 4 Mini-Survey: Design, Report and Present........................................................................56 1. What is Mini Survey:...................................................................................................................57 2. Survey Instruments ....................................................................................................................57 3. Planning and Drafting Mini-Survey.........................................................................................57 4. Conducting and Analysis of Survey..........................................................................................57 5. Writing Survey Report ...............................................................................................................58 6. Preparing Research Finding Presentation.............................................................................58 a. Language Functions ..................................................................................................................58 b. Presentation :.............................................................................................................................58 Bibliography ................................................................................................................................................60

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 4 Advance Speaking Syllabus

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 5 BEI 1522 ADVANCE SPEAKING 2 SKS Semester : 5 (lima) Tahun Ajaran : Ganjil 2019/2020 Instructors : F.M. Lekatompessy, S.S., M.Pd Program Studi Pendidikan Bahasa Inggris H. M. Rijoly, S.Pd, MA ELT Jurusan Bahasa dan Seni, FKIP - UNPATTI Course Description Advance Speaking Course is aimed to develop the students’ academic speaking skills. There are 2 main aims developing oral skills to present and report academic materials and developing analytical skills of composing critical review and conducting mini survey. This course is offered on the 5th semester where students are half-way through their study at the University. As pre-service teacher education students, they will be facing micro-teaching, internship and thesis writing in the coming semesters. This course is designed to provide the skills they will need for the mentioned processed. Speaking skill is one of the most essential skills simply because most of our communication is done orally. Advance speaking, as the name dictates, positioned the speaking as a productive skill where it commands the mastery of listening, linguistic, creative, analytical conception through reading and writing and contextual skills. During the course, students will be first learn the spoken and written common expression used in academic context, how to compose critical review and mini survey and then being assigned project to be worked in individual, pairs or groups. The course will employ teaching method such as lecture, discussion, individual-pair-group work and projects. Course Goals and Objectives • Course Goals By the end of the course, the students will be able to demonstrate the mastery of advance speaking skills through: ✓ Presenting an oral speech presentation (persuasive/informative) based on student's Critical Review Paper of an assigned academic paper. ✓ Presenting an oral report of the conducted Mini-Survey on topics of English Language Education

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 6 Tentative Schedulle • Course Objectives By the completion of the course, the students will particularly be capable of: ✓ Applying correct language functions, expressions and structure appropriately in persuasive and/or informative speech/presentation. ✓ Applying the Public Speaking techniques in their presentation of Critical Review Paper and Mini Survey Report ✓ Composed a critical review paper. ✓ Construct/design and conduct mini survey on specific English Language Education issue Therefore at the end of the course student will have produced: • 1 Written print-out copy of Critical Review Paper (submitted minimum 3 days before presentation) • 1 Written print-out copy of Mini Survey Instrument (submitted minimum 1 week before execution) • 1 Written print-out copy of Mini Survey report (submitted minimum 3 days before presentation) • 2 oral presentations on the projects Course Materials & Media • Recommended Preparation Materials • Various YouTube videos of Conversational English • Teaching Handouts • Course Book Session Topic Activities Week 1 Course Orientation and Learning Contract Lecturing/discussion Practice Week 2 & 3 Public Speaking: Theory and Practice Lecturing/discussion Practice Week 4 & 5 Critical Review Paper: Lecturing/discussion

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 7 COURSE REQUIREMENT Theory, Practice and Planning Practice Week 6 & 7 Critical Review Paper: Drafting and Feedback Week 8- 9 PROJECT 1 PRESENTATION (CRITICAL REVIEW PAPER) Week 10 & 11 Mini Survey : Theory, Practice and Planning Lecturing/discussion Practice Week 12 & 13 Mini Survey : Discussion, Drafting and Feedback Lecturing/discussion Practice Week 14 Mini Survey Execution and Report Writing Lecturing/discussion Practice Week 15 & 16 PROJECT 2 PRESENTATION (MINI SURVEY REPORTING) ➢ This is a prerequisite course which means that students can enroll in this class if they have passed Speaking 4 with minimum C grade. ➢ There are no Mid-Term Test (UTS) or Final-Term Test (UAS) in this course, instead you will need to complete 2 projects which will count towards your final grade. All students are expected to participate actively and take initiatives. ➢ Students must submit ALL assignment on time. Failure to do so will resulted in penalty (reduced score). ➢ Students must cover the 80% attendance requirements to be allowed for assessed projects. Course Grading • Assignment 1 15 % (Written Assignment for Project 1) • Assignment 2 a + b 15 %(Written Assignment for Project 2) • Project 1 (UTS) 30 % (Critical Paper Review Presentation) • Project 2 (UAS) 40 % (Mini Research Findings Presentation) Description of Assignments and Assessments As mentioned above at Course Goals and Objectives Academic Speaking will have 4 components of grading:

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 8 - Assignment 1 (15% of Total Final Score) – Critical Review Paper (Written Assignment Assignment 1 is a Written Assignment where students will be given several academic paper to be chosen from or will be given the opportunity to choose their own (depends on the Lecturer decision). Students will then write a critical review paper based on the academic paper assigned. Later student will also prepare to present their critical review in oral form. This written assignment need to be submitted minimum 3 days before the assessment day – or as directed by the lecturer. The written assignment will follow the Academic writing rules and ethics: AntiPlagiarism, Citation, Essay Layout and Format. Details and Guidelines of the assignment as well as the assessment criteria will be outlined on a separate section. This assignment counts towards 15% of your total grades. - Assignment 2 (15% of Total Final Score) – Mini Survey: Design, Report, Present Assignment 2 is a 2-part Written Assignment where students will (1) Design, conduct and report the findings of Mini-survey on selected/given ELT topics. (2) Prepared a presentation based on the research findings. This written assignment needs to be submitted minimum 3 days before the assessment day – or as directed by the lecturer. Assignment 2 consists of 2 written documents: Mini Survey Instruments (as discussed with the The written assignment will follow the Academic writing rules and ethics: AntiPlagiarism, Citation, Essay Layout and Format. Details and Guidelines of the assignment as well as the assessment criteria will be outlined on a separate section. This assignment counts towards 15% of your total grades. - Project 1 / UTS - (30% of Total Final Score) – Critical Review Paper Presentation Advance Speaking Class does not have Mid-Term Test or Ujian Tengah Semester. However, you have Project Assessment. This is counted towards 35% of your total grades and in a way is a Mid-Term Test or Ujian Tengah Semester. Project 1 assess your ability to give an oral presentation that demonstrate your understanding and mastery of the content of your presentation as well as your Academic Speaking language functions, expression and structure appropriately in 5 minutes Critical Review Paper Presentation

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 9 and Q&A. Details and Guidelines of the project as well as the assessment criteria will be outlined on a separate Chapters. - Project 2 / UAS - (40% of Total Final Score) – Mini Survey: Research Findings Presentation Advance Speaking Class does not have Final-Term Test or Ujian Akhir Semester. However, you have Project Assessment. This is counted towards 35% of your total grades and in a way is a Final-Term Test or Ujian Akhir Semester. Project 2 assess your ability to give an oral presentation that demonstrate your understanding and mastery of the content of your presentation as well as your Academic Speaking language functions, expression and structure appropriately in 5 - 7 minutes Research Findings Presentation and Q&A. Details and Guidelines of the project as well as the assessment criteria will be outlined on a separate section - Attendance and Participation Attendance and Participation will have not be assessed and assigned contribution score. This is because attending and participating in the class are your responsibility. Therefore, students are strongly expected to participate actively and attend classes with minimum 80% Attendance percentage. You have 3 absents (missed class without any news) opportunities which I suggest you will not use it well. More than 3 absents without news and you will be considered fail for this class.

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 10 Course Policies / Learning Contract / Kontrak Kuliah ➢ Absensi : Kehadiran (absensi) adalah hal mutlak. Anda tidak diijinkan untuk mengikuti ujian (UTS/UAS) jika anda telah absen 3 kali tanpa pemberitahuan. Jika anda berhalangan hadir dikelas anda DIHARUSKAN menghubungi dosen SEBELUM kelas dimulai. o Jika anda absen pada hari tersebut, anda diharuskan untuk bertanya dan mencari tahu dari teman sekelas mengenai tugas yang diberikan agar dapat dikerjakan dan dimasukan tepat waktu. ➢ Tepat Waktu: Mahasiswa diharuskan untuk datang tepat waktu pada jam kuliah yang telah ditentukan. Anda tidak diijinkan untuk masuk ke kelas jika dosen telah berada didalam kelas. Dengan demikian anda dinyatakan absen untuk pertemuan hari itu. ➢ Partisipasi : Anda diharuskan untuk berpartisipasi aktif dalam kelas dengan mempersiapkan diri sebelum kelas dan aktif dalam bertanya, menjawab dan berdiskusi di kelas. Demikian juga anda diminta untuk aktif dalam aktivitas belajar diluar kelas lainnya yang diminta oleh dosen (jika ada). ➢ Keterlambatan pengumpulan tugas: Harap selalu memperhatikan deadline/batas waktu pengumpulan tugas. Jika anda melewati batas waktu tersebut, anda akan menerima penalty yaitu pengurangan nilai tugas dengan aturan sebagai berikut: o 1 jam setelah deadline (Minus 5%). o 2 jam setelah deadline (Minus 10%). o 3 jam setelah deadline (Minus 15%). o 4 jam setelah deadline (Minus 20%) o Dan seterusnya. ➢ Pengerjaan Tugas: Beberapa hal yang harus diperhatikan dalam mengerjakan tugas adalah sebagai berikut: o Tugas tertulis yang diberikan harus dibuat dengan memperhatikan kaidah penulisan akademik yang berlaku. Perlu diperhatikan bahwa penulisan agar menghindari plagiarism dengan cara memperhatikan pola APA Citation dan Referencing (https://writingcenter.gmu.edu/guides/apa-style-quick-guide). Kelalaian untuk

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 11 melakukan ini akan membuat tugas anda terindikasi plagiarism dan akan mendapat penalty pada nilai (minus 50%) atau bahkan Fail. o Demikian juga tugas tersebut harus mengikuti format dan panduan penulisan yang diberikan dosen. o Mahasiswa yang kedapatan meng-copy pekerjaan temannya maka baik yang mengcopy atau yang dicopy akan mendapat penalty nilai sebesar pengurangan 50% dari nilai. ➢ Nilai : Nilai akhir yang diberikan adalah final dan tidak untuk didiskusikan. Kecuali jika terjadi kesalahan entry nilai yang dalam hal ini bisa langsung menghubungi saya untuk diperbaiki. ➢ Remedial: Pada kelas-kelas tertentu akan diberikan kesempatan remedial bagi siswa yang mendapat nilai C, D atau E saja. Remedial dilakukan 1 kali setelah ujian akhir selesai dan nilai akhir telah dikompilasi. Perlu diperhatikan bahwa remedial tidak menjamin nilai anda diperbaiki/naik. Ketentuan perbaikan nilai adalah: o Untuk Nilai C menjadi B → Harus mendapat skor remedial 30% o Untuk Nilai D menjadi C → Harus mendapat skor remedial 40% o Untuk Nilai E menjadi C → Harus mendapat skor remedial 60% ➢ Materi Kelas : Mahasiswa akan diberikan bacaan/materi yang berhubungan dengan topik. Anda diminta untuk membaca atau melakukan tugas yang diminta sebelum masuk kelas sehingga ketika anda berada dikelas anda telah siap. ➢ Komunikasi dengan Dosen: Anda dapat menghubungi saya lewat SMS pada nomor 082191384287. o Harap diingat bahwa etika dan kesopanan perlu dipergunakan ketika menghubungi dosen. o Kecuali ketua kelas, Anda hanya boleh menghubungi saya untuk urusan ijin absensi. o DILARANG menghubungi dosen untuk hanya say ‘hi’ atau hal-hal lain yang tidak berkaitan dengan perkuliahan o Ketika mengirimkan SMS, tulis nama anda, mata kuliah serta program studi anda. ➢ Guided Independent Study (GIS) : pada waktu dimana dosen harus berangkat tugas ke Aru dan MBD dalam program PDSKU atau waktu lain dimana dosen tidak dapat masuk kelas, Dosen akan

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 12 menyiapkan Guided Independent Study (Pembelajaran Mandiri Terpimpin) yang akan diberikan kepada ketua kelas. GIS adalah materi dan tugas tertulis / online yang harus dikerjakan pada waktu jam kuliah. Dengan demikian, kelas tetap berlangsung seperti biasa. Anda diminta mengerjakan dan kemudian mengumpulkannya kembali. Hasil kerja anda akan dinilai dan nilainya akan ditambahkan pada nilai akhir anda. ➢ Hal lain yang tidak dibahas dalam learning contract ini namun atas kesepakatan Bersama dapat ditambahkan setelah didiskusikan di kelas. Terima Kasih

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 13 Written Assignments 1 and 2 WRITTEN ASSIGNMENT RUBRICS ASPECT SCORE CRITERIA CONTENT (25%) 22 – 25 EXCELLENT – VERY GOOD : Knowledgeable – Substantive – thorough development of thesis – relevant to assigned topic. 18 – 21 GOOD – AVERAGE : Some knowledge of the subject– Adequate Range – Limited development of ideas/content – Mostly relevant to topic but less detailed. 11 – 17 FAIR – POOR : Limited knowledge of the subject– Little substance – inadequate development of ideas/content and topic 5 – 10 VERY POOR : Does not show knowledge of the subject– Nonsubstantive – not pertinent – or not enough to evaluate ORGANIZATION (25%) 22 – 25 EXCELLENT – VERY GOOD : Fluent expression – ideas clearly stated/supported – succinct – well organized – logical sequencing – cohesive. 18 – 21 GOOD – AVERAGE : Somewhat choppy – loosely organized but main ideas stand out - limited support – logical but incomplete sequencing 11 – 17 FAIR – POOR : non-fluent – ideas confused or disconnected – lacks logical sequencing and development 5 – 10 VERY POOR : Does not communicate – no organization – or not enough to evaluate. VOCABULARY (25%) 22 – 25 EXCELLENT – VERY GOOD : Sophisticated range – effective word or idiom choice usage – word from mastery – appropriate register. 18 – 21 GOOD – AVERAGE : Adequate range – occasional errors of word or idiom choice usage but meaning not obscured. 11 – 17 FAIR – POOR : Limited range – frequent errors of word/idiom form, choice, usage thus meaning is confusing or obscure. 5 – 10 VERY POOR : Essentially translation – little knowledge of English Vocabulary of word/idiom form or not enough to evaluate. LANGUAGE USE (Grammar & Structure) (25%) 22 – 25 EXCELLENT – VERY GOOD : Effective complex construction – few errors of S-V agreement, tense, number, word order/function, articles, pronouns, preposition. 18 – 21 GOOD – AVERAGE : Effective but simple construction – minor errors ineffective complex construction – Several errors of S-V agreement, tense, number, word order/function, articles, pronouns, preposition but meaning is not obscured 11 – 17 FAIR – POOR : Major problem in simple construction – frequent errors negotiating S-V agreement, tense, number, word order/function, articles, pronouns, preposition and/or fragments, run-ons, deletion – meaning is confusing or obscured. 5 – 10 VERY POOR : Virtually no mastery of sentence construction rules – dominated by errors – does not communicate – or not enough to evaluate.

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 14 MECHANICS (10%) 22 – 25 EXCELLENT – VERY GOOD : Demonstrate mastery of conventions – few errors of spelling, punctuation, capitalization, paragraphing – shows mastery of quoting, paraphrasing, summarizing and incorporating in-text citation convention and format. 18 – 21 GOOD – AVERAGE : Occasional errors of spelling, punctuation, capitalization, paragraphing but meaning is not obscured – partly implements the conventions and format of quoting, paraphrasing, summarizing and incorporating in-text citation. 11 – 17 FAIR – POOR : Frequent errors of spelling, punctuation, capitalization, paragraphing – Poor typesetting (typo) - meaning is confused and obscured – Lack of mastery in conventions and format of quoting, paraphrasing, summarizing and incorporating in-text citation. 5 – 10 VERY POOR : No Mastery of conventions – dominated by errors of spelling, punctuation, capitalization, paragraphing – Illegible typesetting (typo) 0 not enough to evaluate – No mastery of the conventions and format of quoting, paraphrasing, summarizing and incorporating in-text citation.

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 15 Project 1 AND 2 ORAL PRESENTATION RUBRICS ASPECT SCORE CRITERIA CONTENT (15%) 12 – 15 EXCELLENT – VERY GOOD : Demonstration of excellent mastery of the topic and comprehensive elaboration. 8 – 11 GOOD – AVERAGE : Demonstration of good mastery of the topic and give most supportive details 4 – 7 FAIR – POOR : Demonstration of fair mastery of the topic with some missing supportive details. 1 – 3 VERY POOR : Demonstration of inadequate mastery of the topic with only few important details given. ACCURACY (25%) 25 – 22 EXCELLENT – VERY GOOD : Excellent mastery of grammar and vocabulary with all appropriate choice of expression/register 21 – 18 GOOD – AVERAGE : Good mastery of grammar and vocabulary with mostly appropriate choice of expression/register 17 – 11 FAIR – POOR : Fair mastery of grammar and vocabulary, with occasional inappropriate choice of expressions/register. 10 – 5 VERY POOR : inadequate mastery of grammar and vocabulary with frequent inappropriate choice of expression/register. FLUENCY (25%) 22 – 25 EXCELLENT – VERY GOOD : Speech is very fluent; no unnatural pauses; all comprehensible 18 – 21 GOOD – AVERAGE : speech is mostly fluent; a few unnatural pauses; fairly comprehensible 11 – 17 FAIR – POOR : Speech is frequently halted; frequent unnatural pauses, fairly comprehensible 5 – 10 VERY POOR : speech is jerky; hardly comprehensible. PRONOUNCIATION (25%) 22 – 25 EXCELLENT – VERY GOOD : Pronunciation is always intelligible and clear with excellent rhythm and stress pattern 18 – 21 GOOD – AVERAGE : Pronunciation is mostly intelligible and clear, with good rhythm and stress pattern 11 – 17 FAIR – POOR : Pronunciation is fairly intelligible and clear, with some incorrect rhythm and stress pattern 5 – 10 VERY POOR : Pronunciation is poor and unclear, with some incorrect rhythm and stress pattern OVERALL PERFORMANCE (10%) 9 - 10 EXCELLENT – VERY GOOD : Posture, gesture, facial expression, eye contact and volume demonstrate excellent performance. 6 - 8 GOOD – AVERAGE : Posture, gesture, facial expression, eye contact and volume demonstrate good performance. 3 - 5 FAIR – POOR : Posture, gesture, facial expression, eye contact and volume demonstrate fair performance. 1 – 2 VERY POOR : Posture, gesture, facial expression, eye contact and volume demonstrate poor performance.

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 16 Chapter 1 Academic (Public) Speaking

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 17 1. Theories and Principles of Public Speaking and Academic Speaking Public speaking (sometimes termed oratory or oration) is the process, or act of performing a speech to a live audience. This speech is deliberately structured with three general purposes: to inform, to persuade, and to entertain. Public Speaking for Academic Purposes is specifically designed to give participants the necessary skills and confidence to deliver professional and articulate presentations for academic and professional forums where English is the medium of communication. The term Academic sometimes emphasize more on written product such as academic papers, articles etc. However, the ability to present and to communicate the ideas orally is equally important. As students of English Department, you are required to write an English thesis and also to present and defend the thesis in English. Therefore, below are the principles and practices that can be useful for your own learning.

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 18 TASK 1 Read and discuss the following article by Amy Lightfoot, British Council, India (https://www.teachingenglish.org.uk/article/public-speaking-skills) For many people, standing up in public and doing a speech is one of their greatest fears. For many language students in particular, this is the ultimate challenge. What is public speaking? Public speaking involves talking in front of a group of people, usually with some preparation. It can be in front of people that you know (e.g. at a family celebration) or a crowd of strangers. Unlike a presentation there normally isn’t a lot of opportunity for interaction between the audience and the speaker – the speaker speaks, and the audience (hopefully) listens. Speeches have different functions. These include being - Persuasive (e.g. trying to convince the audience to vote for you), - Informative (e.g. speaking about the dangers of climate change), - Entertaining (e.g. a best man’s speech at a wedding) or - Celebratory (e.g. to introduce the winner of an award). - Some speeches may have more than one of these aims. Why is public speaking useful for students? Most people, at some point in their life, will need to stand up and speak in front of a group of people. Teaching students the necessary skills for doing this will therefore help them to do this more successfully. As a result of the practice, students often report an increase in general confidence as well as a marked sense of achievement. Many students get incredibly nervous the first time they have to do a speech in front of their classmates but with practice the nerves subside and they usually begin to enjoy the whole process. Working on public speaking also helps to develop students’ overall fluency and requires them to consider how they speak as well as what they say. This is useful for speaking in any situation, public or otherwise. What techniques that we can learn and apply / What techniques can teacher teach the student to prepare them for public speaking?

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 19 a) Ideas / content generation Lots of students find getting started quite difficult. It’s a good idea to give students either a type of public speech that you would like them to do, or a particular topic. It’s often useful to get students working in groups at the planning stage, helping each other to come up with ideas. Showing students a variety of ways of making notes of ideas works well as not everyone likes the same methods. These could include mind-mapping, making lists or writing ideas on post-it notes and then arranging them on a piece of paper into groups. b) Structure Stress the importance of having a beginning, middle and end and keep reminding them of this. You might then like to give them a standard introduction to use for their first speech. For example, “Good evening. My name is x and today I am going to talk about y. I will talk about three main areas, x, y and z’. This then gives them a focus for the structure of the rest of the speech. It can seem a little dry, however, so once they get the idea it’s worth experimenting with different styles of beginning – e.g. using jokes and anecdotes. Many students are so relieved to have got to their end of their speech that they rush the conclusion or sometimes completely forget to do one. Again, a suggested format may help them to summarize what they have said. c) Body language There are various statistics for how much of our communication is done through our body language – they seem to hover around 70%, which is a massive chunk, so some work in this area is a very good idea. • Posture: Doing an activity where you get everyone to stand up and then suddenly ‘freeze’ works well. You then ask everyone to stay still but look around at how everyone is standing. Then try getting everyone to stand straight and well-centered, behind the podium if you have one to use. You’ll be surprised how many people rock from side to side or slouch. Sounds pretty basic but it can make a big difference to how confident and in control someone appears to be. • Gestures: One way to practice these is to give out some sentences with key words in them, such as “I caught a fish and it was this big!” or “there are three important reasons why you should vote for me”. Ask the students to practice saying these sentences while standing up and work out what gestures might be the most appropriate. Stress the importance of keeping gestures controlled.

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 20 • Eye contact: It’s very important that speakers make eye contact with all areas of the room, ideally with every person but with large audiences that isn’t possible. Many students tend to look at one spot or at the teacher. One way to practice this is to ask each student to do a short 30 second introduction and then at the end get any student who feels the speaker did not look in his/her direction to raise their hand. d) Chunking (pauses and stress) This is a technique which can help speakers to sound much more confident and increase the overall effectiveness of their speech. The theory is that when we do this type of speaking we stress the key words in a sentence which carry the meaning, e.g. “I DON’T want you to just SIT there and DO NOTHING” We also pause after many of these key words, and at the end of a sentence. To practice this, try playing your students an example of a speech – Earl Spencer’s eulogy speech for Diana is a good one for this, or Martin Luther King’s ‘I have a dream’. Ask them to listen and identify the stressed words and pauses from a small section of the speech and then practice delivering it in the same manner. They can then mark the stress and pauses on their own speeches and practice incorporating the idea into their own work. It really makes a difference! Common problems and solutions Lack of confidence This is very common and one that only practice, practice and more practice will help to overcome. You could also try getting the students to first speak in front of three or four others, then adding to the number as they become more confident. Reminding students to breathe properly while they’re speaking as well as thinking positively about their ability to speak well will also help, along with lots of encouragement! Speaking too fast This is another common one, usually caused by nerves. Try getting them to do the introduction of the speech in an exaggeratedly slow manner. Once they have done this a few times they may find it easier to find a middle ground. Appropriacy of body language If this is a problem, try videoing the speaker and asking them to watch themselves. They will usually be able to identify where the problems lie and then work on improving these areas. Raising awareness is the most important thing here.

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 21 Boring speeches! It’s really important to get the students to think carefully about their audience when planning their speech. For example, if they want to do a speech about the dangers of smoking, but no one in the class smokes, this probably won’t be very interesting. Encourage the students to think of creative ideas for their speeches - do the planning stage in class so that you and the other students can monitor and give advice on topics that look like they might get a few yawns. Appropriacy of style Here again it is important that the students think about their audience. You might like to play them several different examples of famous speeches and ask them to comment on the style and discuss the purpose of the speech and the audience, before reflecting on their own. Plagiarism of material Unfortunately this is a very common problem. One way to tackle this is to ask the students not to write out their speeches in full but to use only notes or key words to help them deliver their speech. This then increases the chances of them being more original with the delivery. Another option is to collect in the speeches and run whole sentences through an internet search engine to see if it comes up with anything. And of course, impress upon your students the importance of doing their own work! Giving and encouraging feedback This is a very important part of the process and can take three general forms: 1. Peer 2. From the teacher 3. Video-taping and playback • For feedback from peers and from the teacher it’s best to choose particular areas to give feedback on for each speech, rather than trying to cover everything. This might be based on the techniques you have recently been looking at in class (e.g. using gestures, chunking, structure, etc.) or as a result of feedback on a previous speech. • It’s a good idea to go through what you expect of the students when giving peer feedback as sometimes students can be very vague. Make up a sheet with a (short) list of the areas to look at

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 22 to help them focus their comments and encourage them to say positive as well as constructive things. • Video-taping is an invaluable method of helping students to see where their strengths and weaknesses lie. The only drawback, apart from the technical side of using the camera, is the time it takes to do and playback. This can be partially overcome by videoing sections of speeches, rather than the whole thing for each student. CONCLUSION In this article we have looked at a variety of techniques that can be used to help students develop the necessary skills for delivering public speeches. Practice in these areas can help to increase your students’ overall confidence and fluency and provide an interesting and useful diversion from regular language work. -- TASK 2 After reading the above article, try to answer and discuss the answers to the following questions 1. What are the type of public speaking? 2. What are the characteristics of good public speaking? 3. What are the problems that cause someone to give bad public speaking 4. How can you prepare yourself to give good public speaking? 5. What are the techniques that can be applied in good public speaking TASK 3 Read and discuss the following article by Paul Edwards from http://www.speaking-tips.com/Articles/Changing-Academic-Public-Speaking.aspx) Principles of Effective Talks Any effective talk must do three things: 1. Communicate your arguments and ideas, 2. Persuade your audience that they are true, and 3. Be interesting and entertaining. In our obsession with persuasive argumentation, academics sometimes forget about the third item on this list. Some people think it follows automatically from the first two. (It

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 23 doesn't.) Some even scoff at the goal itself. Perversely, we seem to have come to believe that if a talk is entertaining, it's probably not very deep. These attitudes are seriously mistaken. It is impossible to communicate and persuade effectively without entertaining as well. Keeping your audience interested and involved -- entertaining them -- is essential because in order to communicate your work and its value, you need their full attention. Listening is hard work. Especially at conferences, where audiences attend many talks over many hours, people need the speaker's help to maintain their focus. This is the true meaning of "entertainment." In an academic talk, entertainment doesn't mean making your audience laugh or distracting them from their troubles. Instead, it's about helping them stay focused on and interested in what you have to say. No rule applies always and everywhere. But the following principles work almost all the time. Try them! The more you understand the reasons behind these principles, the clearer their importance will become. 1. Talk rather than read. You'll be easier to understand, and you'll be better able to make genuine contact with your audience. Furthermore, ultimately talking will help you think more clearly by forcing you to communicate your points in ordinary language. There's nothing virtuous about perfect grammar, complicated sentences, and sophisticated vocabulary if your audience can't follow you. 2. Stand up. This is better for two reasons. First, people can see you better. Second, standing puts you in a physically dominant position. This sounds politically incorrect, but in this context it isn't. Remember: you're the focus. The audience needs your help to maintain their attention. They want you to be in charge. By standing up, you accept this invitation -- making both your job and theirs a little easier. 3. Use visual aids. This is one of the most important principles of public speaking. People are visual creatures. The old adage "a picture is worth a thousand words" is especially apropos in the context of a conference talk, where you don't have time to say very much. At a minimum, have an outline of your talk on overhead transparencies. Some people seem to think they're giving everything away by showing people what they're going to say before they've said it. But the effect of a good talk outline is exactly the opposite: it makes your audience want to hear the details. At the same time, it helps them understand the structure of your thinking. Talk outlines should be extremely concise and visually uncluttered. 12-15 lines of text per transparency is plenty.

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 24 4. Move around. It's easier to keep focused on someone who's moving than on a motionless talking head. Hand gestures are also good. It's possible to overuse these devices, of course. Simply crossing from one side of the room to the other every three or four minutes is probably enough. 5. Vary the pitch of your voice. Monotones are sleep-inducing. Since it's possible to speak in a lively, animated manner without changing pitch, many people don't realize they have this problem. Get a trusted friend or colleague to listen to your delivery and give you honest feedback. (This is an important principle in itself.) Even better, tape or videotape yourself and check out how you sound. 6. Speak loudly, clearly, and confidently. Face the audience. An important element of vocal technique is to focus on the bottom (the deepest pitch) of your vocal range, which is its loudest and most authoritative tone. (This can be especially important for women.) Speak from the gut, not the throat. Breathe deeply -- it's necessary for volume. Don't be afraid to ask for feedback: "Can you hear me in the back of the room?" Be careful, when using visual aids that you continue to face the audience when you speak. 7. Make eye contact with the audience. If this is anxiety-inducing, at least pretend to do this by casting your gaze toward the back and sides of the room. Be careful not to ignore one side of the audience. Many speakers "side" unconsciously, looking always to the left or to the right half, or only to the front or the back, of the room. Here's another place where feedback, either from friends or from videotape, can be helpful. 8. Focus on main arguments. Especially in a conference situation, where talks are short and yours is one of many, your audience is not going to remember the details of your evidence. In such a situation, less is more. Give them short, striking "punch lines" that they'll remember. They can always read your written work later, but if you don't get them interested and show them why it's important, they won't want to. A good rule of thumb is to make no more than three main points in any given talk. That's about all most people will be able to remember. 9. Finish your talk within the time limit. Not to do so is disrespectful both of any subsequent speakers and of your audience. Most people's maximum attention span is 40-45 minutes. If you exceed this limit, you'll probably lose them. The only way to be certain you can keep within your limits is to rehearse your talk. After lots of experience, some people can gauge talk times accurately without this. But nothing is more embarrassing -- for both you and your audience -- than getting only halfway through before hitting the time limit. One trick is to develop a standard format for your talk outlines, then learn how long it usually takes you to talk about each slide. My own rule of thumb is five minutes per outline slide. 10. Summarize your talk at the beginning and again at the end. "Tell `em what you're gonna tell `em, tell `em, and tell `em what you told `em": this ancient principle still holds. If you follow this rule, your audience is much more likely to remember your

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 25 main points. Even more important, it helps you stay focused on the key ideas you're trying to convey. 11. Notice your audience and respond to their needs. If people seem to be falling asleep, or getting restless or distracted, the problem may not be you. Is the room too hot, or too cold? Too dark? Can people see you? Is the microphone on? Is something outside the room distracting people? Don't hesitate to stop briefly in order to solve these problems. Ask someone in the audience to open a window. Always use the maximum lighting your presentation format will allow. For example, you can usually leave all the lights on if you're using an overhead projector, but you'll need to turn some off to use slides. Alternatively, you may have gone on too long, or you may need to speak louder. Whatever the case, notice what's happening and use it as feedback. If you can't figure out why your audience is responding poorly, ask somebody later and fix the problem next time. 12. Emulate excellent speakers. The best way to become an excellent presenter is to watch really good, experienced speakers and model your talks on theirs. Notice not just what they say, but what they do: how they move, how they sound, how they structure their talks. Add those devices to your own repertoire. Of course, none of these principles can substitute for excellent content. Nor will following them guarantee that people will agree with you! What they will guarantee is that your audience will understand you, will stay with you, and will remember what you've said. That's effective communication, which is, after all, the whole point. --

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 26 Chapter 2 Preparing and Academic Presentation

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 27 1. Preparing for Academic Presentation There is no doubt that being a university student means that you will be required to do presentations. Most importantly you need to prepare presentations for academic purposes: understanding of a subject, result of group work, essay, critical review etc. For students of English Department FKIP-Unpatti, the ultimate speaking challenge are during the Proposal Seminar Presentation and the Thesis Defense Session. English Department FKIP-Unpatti requires all their students to do the presentation in English. Thus, the need to equip the students for these events is imperative which makes Speaking 4 class matters more than just a class subject. Instead, this course should be seen as an investment, a preparation of what’s to come. This module will discuss further on what you need to prepare for an academic presentation. It is hoped that after 2 or 3 meetings allocated for this module, you will be able to do the following: 1) Explain the preparation needed for academic presentation 2) Incorporate Presentation Language Chunks in their presentation speech 3) Develop a 5 minutes presentation on ELT theories / experts TASK 1 Read the following passages about steps in preparing the presentation and discuss them with your friend. (http://tutorials.istudy.psu.edu/oralpresentations/oralpresentations3.html) Planning Your Presentation Preparing a presentation can be an overwhelming experience if you allow it to be one. The strategies and steps below are provided to help you break down what you might view as a large job into smaller, more manageable tasks. Step 1: Analyze your audience The first step in preparing a presentation is to learn more about the audience to whom you'll be speaking. It's a good idea to obtain some information on the backgrounds, values, and interests of your audience so that you understand what the audience members might expect from your presentation. Step 2: Select a topic Next, if possible select a topic that is of interest to the audience and to you. It will be much easier to deliver a presentation that the audience finds relevant, and more enjoyable to research a topic that is of interest to you.

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 28 Step 3: Define the objective of the presentation Once you have selected a topic, write the objective of the presentation in a single concise statement. The objective needs to specify exactly what you want your audience to learn from your presentation. Base the objective and the level of the content on the amount of time you have for the presentation and the background knowledge of the audience. Use this statement to help keep you focused as you research and develop the presentation. Preparing the Content of Your Presentation Step 1: Prepare the body of the presentation After defining the objective of your presentation, determine how much information you can present in the amount of time allowed. Also, use your knowledge about the audience to prepare a presentation with the right level of detail. You don't want to plan a presentation that is too basic or too advanced. The body of the presentation is where you present your ideas. To present your ideas convincingly, you will need to illustrate and support them. Strategies to help you do this include the following: • Present data and facts • Read quotes from experts • Relate personal experiences • Provide vivid descriptions And remember, as you plan the body of your presentation it's important to provide variety. Listeners may quickly become bored by lots of facts or they may tire of hearing story after story. Step 2: Prepare the introduction and conclusion Once you've prepared the body of the presentation, decide how you will begin and end the talk. Make sure the introduction captures the attention of your audience and the conclusion summarizes and reiterates your important points. In other words, "Tell them what you're going to tell them. Tell them. Then, tell them what you told them." During the opening of your presentation, it's important to attract the audience's attention and build their interest. If you don't, listeners will turn their attention elsewhere and you'll have a difficult time getting it back. Strategies that you can use include the following: • Make the introduction relevant to the listeners' goals, values, and needs • Ask questions to stimulate thinking • Share a personal experience • Begin with a joke or humorous story

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 29 • Project a cartoon or colorful visual • Make a stimulating or inspirational statement • Give a unique demonstration It is also during the opening that you want to clearly present your topic and the purpose of your presentation. Clearly articulating the topic and purpose will help the listeners focus on and easily follow your main ideas. During the conclusion of your presentation, reinforce the main ideas you communicated. Remember that listeners won't remember your entire presentation, only the main ideas. By reinforcing and reviewing the main ideas, you help the audience remember them. Practice delivering the presentation Most people spend hours preparing a presentation but very little time practicing it. When you practice your presentation, you can reduce the number of times you utter words and phrases like, "um," "well," and "you know." These habits can easily diminish a speaker's credibility. You can also fine-tune your content to be sure you make your most important points in the allotted time. In addition to planning the content of your presentation, you need to give advanced thought to how you want to deliver it. Do you want to commit your presentation to memory, use cards to guide you, or read from a script? Or, you might want to use a combination of methods. To help you decide, read the advantages and disadvantages of the four delivery methods described below. Speaking from Memory A distinct advantage of speaking from memory is your ability to speak to the audience without relying on notes or a script. This allows you the flexibility to move away from the podium and to maintain eye contact with the audience. However, speaking from memory has disadvantages, too. Presentations from memory often sound rehearsed and the possibility exists that you'll forget an important point, present information that's inaccurate, or completely lose your train of thought. If you decide to deliver your presentation from memory, have notes handy to jog your memory just in case!

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 30 Speaking from Notes Many people like to speak from notes. Typically these notes are either on cards or paper in outline form and contain key ideas and information. The benefit of delivering a presentation from notes is that you sound natural rather than rehearsed and you can still maintain relatively good eye contact with the audience. The down side is that you might not express your key ideas and thoughts as well as you may have liked had you planned your exact words in advance. Speaking from Text Speaking from text involves writing your speech out, word for word, then basically reading from the text. As with speaking from memory, an advantage of this method is that you plan, in advance, exactly what you're going to say and how you're going to say it. A disadvantage is that you might appear to the audience to be stiff or rehearsed. You will need to make frequent eye contact and speak with expression to maintain the audience's interest. Using a Combination of Methods You may find the best method to be a combination of all three. For instance, experts suggest you memorize the first and last ten minutes of your talk so that you can speak flawlessly and without notes. Notes may be suitable for segments of your presentation that you know very well, for example, relating a personal story. Finally, speaking from a text might be appropriate when you have quotes or other important points that you want to make sure you communicate accurately and completely. You can make a smooth segue to written text by saying something like: "I want to read this quote to you verbatim, to ensure that I don't distort the original intent."

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 31 2. Phrases for Academic Public Speaking TASK 2 Read and practice the following phrases for Presentation with your friend or with the whole class Presentation that you gave must be easy and clear for the audience to follow. One way of achieving this is by learning and using the phrases commonly used in public speaking or presentation. Some of the many phrases are listed below along with the notions on where and when to use it. Read and practice the sentences and make sure you use them in your presentations. Preparation is essential for an effective presentation. When giving a presentation, certain keywords are used to signpost the different stages. It's a good idea to memorize them and practice using them, so that they come to mind easily during a presentation. Starting the presentation Good morning/Good afternoon ladies and gentlemen • The topic of my presentation today is ... • What I'm going to talk about today is ... Why you are giving this presentation • The purpose of this presentation is ... • This is important because ... • My objective is to ... Stating the main points • The main points I will be talking about are : ◊ Firstly, ◊ Secondly, ◊ Next, ◊ Finally ... we're going to look at ... Introducing the first point • Let's start / begin with ... Showing graphics, transparencies, slides, etc. • I'd like to illustrate this by showing you ... Moving to the next point • Now let's move on to ... Giving more details • I'd like to expand on this aspect/problem/point ... • Let me elaborate on that. • Would you like me to expand on/elaborate on that? Changing to a different topic • I'd like to turn to something completely different ... Referring to something which is off the topic • I'd like to digress here for a moment and just mention ... Referring back to an earlier point • Let me go back to what I said earlier about ...

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 32 TASK 3 Use the above phrases in the presentation you are planning. You can try to write draft of a paragraph or two on the topic you will be presenting and make sure you use the phrases. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Summing up or repeating the main points • I'd like to recap the main points of my presentation: ◊ First I covered ... ◊ Then we talked about ... ◊ Finally we looked at ... • I'd now like to sum up the main points which were : ◊ First ... ◊ Second, ◊ Third, Conclusion • I'm going to conclude by ... ◊ First ... ◊ Second, ◊ Third, • In conclusion, let me ... ◊ First ... ◊ Second, ◊ Third, Questions • Now I'd like to invite any questions you may have. • Do you have any questions?

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 33 3. Preparing PowerPoint Presentation Powerpoint presentation slideshows are quick to produce, easy to update and effective to inject visual interest into the presentation. However, slideshows can also spell disaster even for experienced presenters. The key to success is to make certain your slide show is a visual aid and not a visual distraction. TASK 4 For this task you are required to do 2 things: Read it yourself and try to understand it with the help of dictionary or translating apps. Then, if possible discuss with your friends. The reading passage is about tips on how to create an effective PowerPoint presentation. The reading is taken from http://www.ncsl.org/legislators-staff/legislative-staff/legislative-staffcoordinating-committee/tips-for-making-effective-powerpoint-presentations.aspx Presentation that you gave must be easy and clear for the audience to follow. One way of achieving this is by learning and using the phrases commonly used in public speaking or presentation. Some of the many phrases are listed below along with the notions on where and when to use it. Read and practice these to make sure your PowerPoint do not ended up being a distraction. Study the following Tips. Tips for Effective PowerPoint Presentations Fonts • Select a single sans-serif fonts such as Arial or Helvetica. Avoid serif fonts such as Times New Roman or Palatino because these fonts are sometimes more difficult to read. • Use no font size smaller than 24 point. • Use the same font for all your headlines. • Select a font for body copy and another for headlines. • Use bold and different sizes of those fonts for captions and subheadings. • Add a fourth font for page numbers or as a secondary body font for sidebars. • Don’t use more than four fonts in any one publication. • Clearly label each screen. Use a larger font (35-45 points) or different color for the title.

Advance Speaking Teaching and Learning Module by Helena M. Rijoly, S.Pd., MA ELT | 34 • Use larger fonts to indicate importance. • Use different colors, sizes and styles (e.g., bold) for impact. • Avoid italicized fonts as these are difficult to read quickly. • Avoid long sentences. • Avoid abbreviations and acronyms. • Limit punctuation marks. • No more than 6-8 words per line • For bullet points, use the 6 x 6 Rule. One thought per line with no more than 6 words per line and no more than 6 lines per slide • Use dark text on light background or light text on dark background. However, dark backgrounds sometimes make it difficult for some people to read the text. • Do not use all caps except for titles. • Put repeating elements (like page numbers) in the same location on each page of a multipage document. • To test the font, stand six feet from the monitor and see if you can read the slide. Design and Graphical Images • Use design templates. • Standardize position, colors, and styles. • Include only necessary information. • Limit the information to essentials. • Content should be self-evident • Use colors that contrast and compliment. • Too many slides can lose your audience. • Keep the background consistent and subtle. • Limit the number of transitions used. It is often better to use only one so the audience knows what to expect. • Use a single style of dingbat for bullets throughout the page. • Use the same graphical rule at the top of all pages in a multi-page document. • Use one or two large images rather than several small images. • Prioritize images instead of a barrage of images for competing attention. • Make images all the same size. • Use the same border. • Arrange images vertically or horizontally. • Use only enough text when using charts or graphical images to explain the chart or graph and clearly label the image. • Keep the design clean and uncluttered. Leave empty space around the text and graphical images. • Use quality clipart and use it sparingly. A graphical image should relate to and enhance the topic of the slide. • Try to use the same style graphical image throughout the presentation (e.g., cartoon, photographs) • Limit the number of graphical images on each slide. • Repetition of an image reinforces the message. Tie the number of copies of an image to the numbers in your text. • Resize, recolor, and reverse to turn one image into many. Use duplicates of varying sizes, colors, and orientations to multiply the usefulness of a single clip art image. • Make a single image stand out with dramatic contrast. Use color to make a dramatic change to a single copy of your clip art. • Check all images on a projection screen before the actual presentation. • Avoid flashy images and noisy animation effects unless it relates directly to the slide.

Color • Limit the number of colors on a single screen. • Bright colors make small objects and thin lines stand out. However, some vibrant colors are difficult to read when projected. • Use no more than four colors on one chart. • Check all colors on a projection screen before the actual presentation. Colors may project differently than what appears on the monitor. General Presentation • Plan carefully. • Do your research. • Know your audience. • Time your presentation. • Speak comfortably and clearly. • Check the spelling and grammar. • Do not read the presentation. Practice the presentation so you can speak from bullet points. The text should be a cue for the presenter rather than a message for the viewer. • Give a brief overview at the start. Then present the information. Finally review important points. • It is often more effective to have bulleted points appear one at a time so the audience listens to the presenter rather than reading the screen. • Use a wireless mouse or pick up the wired mouse so you can move around as you speak. • If sound effects are used, wait until the sound has finished to speak. • If the content is complex, print the slides so the audience can take notes. • Do not turn your back on the audience. Try to position the monitor so you can speak from it. nd effective presentation. On the other hand, you may have already the skill and knowledge of this. For those who still want to learn, you can try https://blog.hubspot.com/marketing/easy-powerpoint-designtricks-ht#sm.000exjvyx128oeg2tvo1lc7resse9 . As a summary, we may remember that a good PowerPoint to support your presentation must be: 1. Fit to the time allocation (2-3 minutes?) 2. Use clear and easy to read fonts and not the crazy font one. Creativity is good but consider how your audience will see it 3. Be careful with color. Font color, background color, picture color etc. Therefore, it will not “hurt” the eyes of the audience. 4. Write only the points of your presentation. Most importantly, do not write everything you want to say. We want to see and hear you talk and NOT reading your slides. 5. To do this, you can use picture, graphics etc… 6. Practice and double check the slides, transitions, sound effects etc. Make sure you know what to say for each slides and know what problems and opportunities you may face and how to overcome it

TASK 5 Answer the following question to summarize your understanding and to prepare you for your first project. 1. Look at the 4 pictures below. Discuss and decide why the first 2 pictures are the examples of bad PowerPoint slides and why the other 2 are the examples of a good PowerPoint slides Below are the examples of bad slides. Below are the examples of a good slides 2. Which Fonts are advised to be used in PPT presentation according to the reading above? __________________________________________________________________________________ 3. Now have a look at your computer, beside the fonts mentioned above, which other fonts do you think can be used In your presentation? __________________________________________________________________________________ 4. How do you test if your presentation (Fonts, color etc) is good and efficient from the point of view of your audience? __________________________________________________________________________________

4. Getting Yourself Ready for Presentation We have learned how to cope with stage-fright and understands that stage fright is normal. It happens to everyone and there are many strategy to overcome it. We have also learned about how to prepare an academic presentation. What to prepare and what to think about. We have just finished learning about how: what to do and what not to do when designing a PowerPoint Presentation. Remember creativity is encourage but practicality, effectivity and efficiency are also important aspects to remember when you are developing your own presentation. TASK 6 Answer the following question to summarize your understanding and to prepare you for your first project. You need to see or have your Written Assignment 1 ready with you. Because that written assignment is what you will present on your Project 1 Assessment. Remember that your presentation will only be 3 minutes maximum. If you have your written assignment 1 with you now you can start answering the question below: 1. What is the topic of your Written Assignment 1? ________________________________________________________________________________ 2. What is the title of your presentation? Are you going to use the same sentence as the written assignment 1? If no, write down the new title you want to use for your presentation. (Note: Be Creative with your title. It may or may not be catchy. Make sure it is grammatically correct) ________________________________________________________________________________ 3. Write down 2 or 3 main ideas (points) that you will present. ________________________________________________________________________________ ________________________________________________________________________________ 4. Write down 2 supporting ideas (points) related to each of the Main Ideas (points). ________________________________________________________________________________ ________________________________________________________________________________ 5. Write down examples: stories, joke, picture, facts etc that will support both Main and Supporting Ideas (points) Picture 1 Severn Suzuki

________________________________________________________________________________ ________________________________________________________________________________ When you are done, your list should look like this: 6. Now you have the rough skeleton for your presentation. If you want each of that main ideas / supporting ideas can be 1 slides. So you will ended up having 9 content presentation slides. You may also choose to have 3 content slides where you use the main ideas + supporting ideas in one slides. 7. Now you need to think of opening-introduction and closing-conclusion. You will need 1 slides to be your introduction-opening. Think about what will you use/do/say for opening-introduction. Think about an interesting but not time consuming. Then write it down below. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 8. The closing must also be interesting and memorable. Think about what will you use/do/say for the closing-conclusion. Then write it down below. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Main Idea 1: _______________ • Supporting ideas 1 __________________ • Supporting ideas 2 __________________ Main Idea 2: _______________ • Supporting ideas 1 __________________ • Supporting ideas 2 __________________ Main Idea 3: _______________ • Supporting ideas 1 __________________ • Supporting ideas 2 __________________

The end result of your planning will look like below: 9. From the above skeleton you may see how many slides you need. Now it is time to transfer this skeleton to your PowerPoint slides. You may now busy yourself with choosing the template, pictures, quotes etc. Remember to see the tips on how to create PPT presentation we learned before. 10. When you finish your PowerPoint Draft Use the following checklist • Is the presentation fit to the time allocation (minimum 1 and Maximum 3 minutes)? • Does your presentation use clear and easy to read fonts? • Do the color of your Font, background, and picture “hurt” the eyes of the audience? • Do you use too much words in your slides that it becomes a PowerKoran (newspaper) instead of PowerPoint? • Do you use interesting and suitable picture, graphics etc? • Do the transition effect and sound effect smooth and not hurting the eyes and ears? • Do your slides free of any typing Errors or Grammatical errors? If you answer “No” to any of the above question, then you need to see the problematic slides and fix it. 11. Now it is time for you to practice presenting. Follow this steps below ➢ Set up your laptop with your PowerPoint Presentation at ready. ➢ Stand up as if you are going to do the presentation in class. ➢ Operate the slides and start talking/presenting. ➢ When satisfied, set up your hand phone camera or any camera. If you do not have camera use the mirror. ➢ You also need to set up the timer so you can check yourself. ➢ Now, do the presentation again as you record and timed yourself. Introduction – Opening : • Intro of topic __________________ • Intro of Self __________________ Main Idea 1: _______________ • Supporting ideas 1 __________________ • Supporting ideas 2 __________________ Main Idea 2: _______________ • Supporting ideas 1 __________________ • Supporting ideas 2 __________________ Main Idea 3: _______________ • Supporting ideas 1 __________________ • Supporting ideas 2 __________________ Conclusion– Closing: • Conclusion __________________ • Closing __________________

➢ When you are done, watch your recording and make corrections and changes to things you are not satisfied with ➢ Consult the Assessment rubrics for Project 1. You will see that the assessment criteria covers: Content, Accuracy, Fluency, Pronunciation and Overall Performance. ➢ Keep practicing until you like what you see on the recording and until you think it is close to what you want based on the assessment criteria. ➢ In the end you can also practice in front of your friend or with your family and get their feedback. Once you completed all of the steps then you can consider yourself ready. Some notes to remember for your presentation 1. Make Back-up copy of your presentation file. Save it on your laptop, your flash disk and/or posted it on YouTube for future reference. 2. On the day of the presentation, ALL PowerPoint Files must be copied to ONE Laptop BEFORE the class start. This Laptop will be used for ALL presentation so we do not lost time to change laptops. 3. Familiarize yourself the laptop and make sure you how to operate it. 4. All presentation is in ENGLISH and WITHOUT looking at notes. 5. You are advised to dress neatly for presentation. 6. DO NOT BE LATE.

Chapter 3 Critical Review Paper

1. What is Critical Review A critical review is much more than a simple summary; it is an analysis and evaluation of a book, article, or other medium. Writing a good critical review requires that you understand the material, and that you know how to analyze and evaluate that material using appropriate criteria. TASK 1 Discuss with your friend your understanding about what is Critical Review? What is your expectation of what to do? You can also search the internet to find an example of Critical Review. 2. Steps to Writing An Effective Critical Review - Reading a. Skim the whole text to determine the overall thesis, structure and methodology. This will help you better understand how the different elements fit together once you begin reading carefully. b. Read critically. It is not enough to simply understand what the author is saying; it is essential to challenge it. Examine how the article is structured, the types of reasons or evidence used to support the conclusions, and whether the author is reliant on underlying assumptions or theoretical frameworks. Take copious notes that reflect what the text means AND what you think about it. - Analyzing a. Examine all elements. All aspects of the text—the structure, the methods, the reasons and evidence, the conclusions, and, especially, the logical connections between all of these—should be considered. The types of questions asked will vary depending on the discipline in which you are writing, but the following samples will provide a good starting point:

- Writing a. Formulate a thesis based on your overall evaluation. A strong thesis will acknowledge both strengths and limitations. E.g. While the article reports significant research supporting the view that certain types of computer use can have a positive impact on a student’s GPA, the conclusion that game playing alone can improve student achievement is based on a misinterpretation of the evidence. Not: This article misinterprets key evidence to support the conclusion that game playing can improve GPA. b. Ensure that your thesis answers the assignment. If you are asked to write a review of a single text, with no outside sources, then your essay should focus strictly on the material in the text and your analysis and evaluation of it. If you are asked to write about more than one work, or to draw connections between an article or book and the course material, then your review should address these concerns. c. Choose a structure that will best allow you to support your thesis within the required page constraints. The first example below works well with shorter

assignments, but the risk is that too much time will be spent developing the overview, and too little time on the evaluation. The second example works better for longer reviews because it provides the relevant description with the analysis and evaluation, allowing the reader to follow the argument easily. Important: Avoid presenting your points in a laundry-list style. Synthesize the information as much as possible. TASK 2 Discuss the process of writing a critical review paper and also discuss the difference between Laundry-List Style Presentation and Synthesize Arguments Presentation.

3. More Information on How to Write Critical Review Paper Writing a Critical Review The advice in this reading is a general guide only. We strongly recommend that you also follow your assignment instructions and seek clarification from your lecturer/tutor if needed. Purpose of a critical review The critical review is a writing task that asks you to summarize and evaluate a text. The critical review can be of a book, a chapter, or a journal article. Writing the critical review usually requires you to read the selected text in detail and to also read other related texts so that you can present a fair and reasonable evaluation of the selected text. What is meant by critical? At university, to be critical does not mean to criticize in a negative manner. Rather it requires you to question the information and opinions in a text and present your evaluation or judgement of the text. To do this well, you should attempt to understand the topic from different perspectives (i.e. read related texts) and in relation to the theories, approaches and frameworks in your course. What is meant by evaluation or judgement? Here you decide the strengths and weaknesses of a text. This is usually based on specific criteria. Evaluating requires an understanding of not just the content of the text, but also an understanding of a text’s purpose, the intended audience and why it is structured the way it is. What is meant by analysis? Analyzing requires separating the content and concepts of a text into their main components and then understanding how these interrelate, connect and possibly influence each other.

Structure of a Critical Review Critical reviews, both short (one page) and long (four pages), usually have a similar structure. Check your assignment instructions for formatting and structural specifications. Headings are usually optional for longer reviews and can be helpful for the reader. Introduction The length of an introduction is usually one paragraph for a journal article review and two or three paragraphs for a longer book review. Include a few opening sentences that announce the author(s) and the title, and briefly explain the topic of the text. Present the aim of the text and summarise the main finding or key argument. Conclude the introduction with a brief statement of your evaluation of the text. This can be a positive or negative evaluation or, as is usually the case, a mixed response. Summary Present a summary of the key points along with a limited number of examples. You can also briefly explain the author’s purpose/intentions throughout the text and you may briefly describe how the text is organised. The summary should only make up about a third of the critical review. Critique The critique should be a balanced discussion and evaluation of the strengths, weakness and notable features of the text. Remember to base your discussion on specific criteria. Good reviews also include other sources to support your evaluation (remember to reference). You can choose how to sequence your critique. Here are some examples to get you started: • Most important to least important conclusions you make about the text. • If your critique is more positive than negative, then present the negative points first and the positive last. • If your critique is more negative than positive, then present the positive points first and the negative last. • If there are both strengths and weakness for each criterion you use, you need to decide overall what your judgement is. For example, you may want to comment on a key idea in the text and have both positive and negative comments. You could begin by stating what is good about the idea and then concede and explain how it is limited in some way. While this example shows a mixed evaluation, overall you are probably being more negative than positive. • In long reviews, you can address each criterion you choose in a paragraph, including both negative and positive points. For very short critical reviews (one page or less) where your

comments will be briefer, include a paragraph of positive aspects and another of negative. • You can also include recommendations for how the text can be improved in terms of ideas, research approach; theories or frameworks used can also be included in the critique section. Conclusion & References Conclusion This is usually a very short paragraph. • Restate your overall opinion of the text. • Briefly present recommendations. • If necessary some further qualification or explanation of your judgement can be included. This can help your critique sound fair and reasonable. References If you have used other sources in you review you should also include a list of references at the end of the review.3 Summarising and paraphrasing for the critical review Summarising and paraphrasing are essential skills for academic writing and in particular, the critical review. To summarise means to reduce a text to its main points and its most important ideas. The length of your summary for a critical review should only be about one quarter to one third of the whole critical review. The best way to summarise is to: 1. Scan the text. Look for information that can be deduced from the introduction, conclusion and the title and headings. What do these tell you about the main points of the article? 2. Locate the topic sentences and highlight the main points as you read. 3. Reread the text and make separate notes of the main points. Examples and evidence do not need to be included at this stage. Usually they are used selectively in your critique. Paraphrasing means putting it into your own words. Paraphrasing offers an alternative to using direct quotations in your summary (and the critique) and can be an efficient way to integrate your summary notes. The best way to paraphrase is to: 1. Review your summary notes 2. Rewrite them in your own words and in complete sentences 3. Use reporting verbs and phrases (eg; The author describes…, Smith argues that …). 4. If you include unique or specialist phrases from the text, use quotation marks.

Some General Criteria for Evaluating Texts The following list of criteria and focus questions may be useful for reading the text and for preparing the critical review. Remember to check your assignment instructions for more specific criteria and focus questions that should form the basis of your review. The length of the review / assignment will determine how many criteria you will address in your critique. Criteria Possible focus questions Significance and contribution to the field • What is the author's aim? • To what extent has this aim been achieved? • What does this text add to the body of knowledge? (This could be in terms of theory, data and/or practical application) • What relationship does it bear to other works in the field? • What is missing/not stated? • Is this a problem? Methodology or approach (this usually applies to more formal, research-based texts) • What approach was used for the research? (eg; quantitative or qualitative, analysis/review of theory or current practice, comparative, case study, personal reflection etc...) • How objective/biased is the approach? • Are the results valid and reliable? • What analytical framework is used to discuss the results? Argument and use of evidence • Is there a clear problem, statement or hypothesis? • What claims are made? • Is the argument consistent? • What kinds of evidence does the text rely on? • How valid and reliable is the evidence? • How effective is the evidence in supporting the argument? • What conclusions are drawn? • Are these conclusions justified? Writing style and text structure • Does the writing style suit the intended audience? (eg; expert/non-expert, academic/non-academic)

• What is the organising principle of the text? Could it be better organised? Sample Extracts Here is a sample extract from a critical review of an article. Only the introduction and conclusion are included. We thank Suwandi Tijia for allowing us to use his critical review in this resource. [1] A Critical Review of Goodwin et al, 2000, 'Decision making in Singapore and Australia: the influence of culture on accountants’ ethical decisions', Accounting Research Journal, vol.13, no. 2, pp 22-36. [2] Using Hofstede’s (1980, 1983 and 1991) and Hofstede and Bond’s (1988) five cultural dimensions, Goodwin et al (2000) conducted [3] a study on the influence of culture on ethical decision making between two groups of accountants from Australia and Singapore.[4] This research aimed to provide further evidence on the effect of cultural differences since results from previous research have been equivocal. [5] The study reveals that accountants from the two countries responded differently to ethical dilemmas in particular when the responses were measured using two of the five cultural dimensions. The result agreed with the prediction since considerable differences existed between these two dimensions in Australians and Singaporeans (Hofstede 1980, 1991). [6] However the results of the other dimensions provided less clear relationships as the two cultural groups differed only slightly on the dimensions. [7] To the extent that this research is exploratory, results of this study provide insights into the importance of recognising cultural differences for firms and companies that operate in international settings. However several limitations must be considered in interpreting the study findings. …. [8] In summary, it has to be admitted that the current study is [9] still far from being conclusive. [10] Further studies must be undertaken, better measures must be developed, and larger samples must be used to improve our understanding concerning the exact relationship between culture and decision making.[11] Despite some deficiencies in methodology,[12] to the extent that this research is exploratory i.e. trying to investigate an emerging issue, the study has provided some insights to account for culture in developing ethical standards across national borders.