Modul Bahasa Inggrius Pertanian

8/2/2019 Modul Bahasa Inggrius Pertanian

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Public Speaking Overview

I. Warming-up Activity

Put checks in the boxes on the right on the form of public speaking.

See the last page of this unit for the answer

II. Material Work-out

The followings are the aspects to check whether or not your speaking in public isalready on the track.

The Essential Elements

1. Review :- How have we been communicating in the past? How effective has that been?- How do our audiences perceive us?

2. Objective :What do we want our communication to achieve? Are our objectives

SMART?SpecificMeasurableAttainableResults-orientated andTime-limited.


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3. Audience :- Who is our audience?- What information do they need?

4. Message :What is our message?

5. Resources :- What kind of budget do we have for this?- What communication skills and hardware do we have?

6. Feedback :- How will we know when our communication strategy is 100% successful?- What will have changed? How can we assess whether we used the right tools,

were on budget and on time, and had any influence?

The Essential Elementsillustrate some truths of communication:

- We can only communicate what we know.- Communication is a two-way process.- Effective communicators know what an audience needs to know- We must develop messages that respect the cultural context of our audiences.- We must understand and respect our communication abilities, limits, time, and

resources.- We must learn from our mistakes and our successes to improve our future

communication.

III. Try-out

This section will be held in the practice hour.

After reviewing the components exist in public speaking, go back to the warming-upactivity questions. Please analyze what public speaking components we can find inthose forms of public speaking.

Please analize the video about public speaking presented in the classroom by using thefollowing questions or order to guide you. This in-the-classroom assignment issupposed to be done in groups of 3 or 4. Please mention the elements of public speaking present in the video. Please show

the part in which each of the elements is used.

However, when you intend to speak in public, the following things are to beconsidered to make you aware what it is to speak in public:


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Decide whether or not the presenter in the video has been a succesfull speaker?Whether the answer is no or yes, back your answer up with the appropiate reasons.

Find another video of a good or bad example of public speaking, and analyze it using theprevious questions.


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IV. Extended Practice

This section will be done in the first half of the next meeting.

In front of the class, present what you have discussed in the try-out session. Thepresentation of the assignment should be accompanied by apt supporting grounds(not all groups will have the opportunity to perform the discussion in the class; thiswill be done by lottery. Those who do not perform have to submit the hard copy oftheir work).

they are all indeed forms of public speaking


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Oral Presentations for Tutorials &

Seminars

What is an Oral Presentation?

An oral presentation is a short talk on a set topic given to a tutorial or seminar group. In an oral

presentation one (or more) students give a talk to a tutorial group and present views on a topic

based on their readings or research. The rest of the group then joins in a discussion of the topic.

Depending on your course, giving an oral presentation can involve:

reading background material

preparing and delivering a talk

leading a group discussion

preparing handouts and visual aids

preparing relevant and thought-provoking questions

submitting a written assignment based on the presentation topic

Presentation topics are usually scheduled early in the semester. You may be able to choose

your topic or one may be allocated to you. If you are able to choose a topic, select the one that

you have some questions about and that interests you the most. Your presentation may be

given as an individual or as part of a group.

In some courses the oral presentation may be the basis for a written assignment. Check with

your tutor for details. There may be specific requirements you may need to meet and these are

usually detailed in your course outline or study guide.

Preparing a Presentation

Preparing an oral presentation is much like preparing any other assignment; it needs to be

planned researched and written before it is delivered.

Getting started

Examine the assignment criteria provided in your course outline carefully and make sure you

know exactly what to do. Do you have to answer a set question, present an argument, explain

or discuss something, be critical? If you are unsure, check with your tutor.

Analyse your audience. What are their needs, constraints, knowledge level?


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Research your topic. You must demonstrate an understanding of the main points of your

tutorial readings, but you will need to read further. Use your course reading list to find

additional relevant information.

Read and consider the tutorial readings carefully. Express your own conclusions about

the opinion/argument/ thesis you think the author is trying to express. Demonstrate an

ability to evaluate the strengths and weaknesses in the material presented in the texts.

Brainstorm your topic and write a rough outline in point form.

Organise your material and write a draftthink about the length of time you have to

speak and the amount of information you can include.

Summarise your draft into points to write on overheads and/or cards.

Plan and prepare your visual aids.

Rehearse your presentation and get its length right. Ask a friend to listen and time you.

Timing

Oral presentations usually have a time limit and the amount of time you have will determine

how much information you are able to cover. To keep within the allotted time, you need to plan

carefully and focus on essential points when giving your talk.

Find out what the time limit is and ask yourself:

How much of the topic area can I cover?

How much detail can I include? What can I leave out? (Remove any padding or irrelevant

information).

What is the most effective way to present information? Would using visuals (OHTs,

slides, videos, whiteboard etc.) help me cover more ground in less time?

Write a draft script and allow roughly 400 words for each five minutes. A draft will help you

work out the structure, the main points and the supporting information you need to include.

Planning & Structuring a Presentation

You need to plan the structure of your presentation very carefully. Consider:

the time limit

the amount of information available, then determine how much of it you will cover

how much detail you can include


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Structuring Your Presentation

Have a clear, organised structure for your presentation. Structuring a presentation is no

different from writing an essay or a report; it requires an introduction, body and conclusion.

Like an essay, these sections of your talk need to fit together, and be linked clearly. A poorlystructured talk will confuse and frustrate an audience.

Presentations should have the following structure:


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Preparation

Prepare prompts to help you remember what to say

Using prompt notes prevents you from reading your talk. If you know your topic well

enough, you can give the talk from these headings and point-form cues. To make notes, reduce your draft script to point-form. List main headings and

supporting details or examples. Use key words and phrases rather than full sentences.

Try using palm-sized cue cards. Number them so they dont get out of sequence.

Plan your opening remarks

Think about how to get (and keep) the group engaged. Plan an opening that will attract interest

and direct attention to your topic. Try starting with a controversial statement, a quotation, an

anecdote, a question or a show of hands.

Some examples:

Three out of five people in this room will be affected by heart disease.

Who can guess roughly how many people drive to work each morning?

A little relevant humour can be an effective ice breaker and gain attention. However, avoid

telling jokes; you are giving a presentation not a stand-up comedy routine.

Rehearse

Rehearse your presentation at home alone, in front a mirror, then to your family or

flatmates.

Practice projecting your voice clearly and varying your pitch and tone. Dont mumble or

speak in a monotone.

Be aware of body language and posture. Stand up straight. Use appropriate gestures to

emphasise your points.

Rehearse with notes. Practise speaking naturally, glancing at your notes occasionally.

Rehearse with your visual aids to make sure they work.

Time yourself to make sure you stay within the allotted time limit.


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Prepare handouts

Handouts can provide your audience with an outline of you talk, extra material and references,

plus serve as a record of the presentation. The handout should be well-laid out and outline the

main points.

Giving the Presentation

Starting well

Stand in a balanced position, facing the audience, feet apart - this helps you to appear

confident. Dont slouch, shuffle about or lean against the furniture.

Take a deep breath and wait for the group to focus their attention on you before you start

to speak.

Greet the audience and introduce yourself, even if they already know you.

Smile! Your audience will react warmly and if you cant feel relaxed you can at least

appear that way.

Delivery

Dont read your presentation word-for-word from a script or from PowerPoint slides -

listening to someone read aloud is boring for an audience. Aim to talk instead.

Written and spoken language are different. Use appropriate language; generally a formal

but conversational tone is best (avoid slang or colloquial language).

Speak clearly and at a moderate pace. Dont rush; nervous speakers tend to speed up, so

try to pace yourself.

Slow down to emphasise key points.

Dont be afraid to pause. Short pauses can add emphasis to important points and give you

a chance to collect your thoughts.

Make eye contact with your audience. Dont just look at your tutor or stare off into space.A good technique is to divide the room into three sections (left, middle and right) and

sweep your eyes across the audience. If you dont want to look anyone in the eye, look at

a point in the middle of their foreheads.

Keep your body turned toward the audience and your body language open and friendly.

Performance anxiety

Most people feel nervous about speaking in front of a group and thats not a bad thinga bit of

adrenalin can help a performance. However, an oral presentation is a performance, so you

need to act the part of a confident speaker. To make sure that stage fright doesnt become a

problem, here are some strategies to try:


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Being well-prepared and organised reduces anxiety and makes presenting easier. Make

sure youve prepared and rehearsed, that your notes are arranged in correct order and anyvisuals work without any problems.

Take a few deep breaths. Breathing slowly and evenly will calm you down especially if

youre prone to the shakes(in your hands or your voice) when youre nervous.

Stand in a balanced position, facing the audience, feet apart. Smile! If you feel nervous, tell the tutorial groupthey will understand. Remember that the

audience consists of your colleagues and friends. They want you to succeed.

1. Language Function:a. Presenting An Argument

- There are three points Id like to make- First of all, we must bear in mind.- The next issue Id like to focus on is- In addition,

b. Agreeing and Disagreeing- Agreement: * I think we are in agreement on that

* I completely agree

* Im of exactly in the same opinion* I agree in principle, but..

- Disagreement: * I dont agree at all

* I respect you opinion, of course, however

* I dont completely agree with you on that..

* Thats an interesting theory, but

(Chemistry)

1. Language Function:a. Giving opinion

- I firmly believe that- Its quite clear that- I think that- In my opinion- It seems to me that...

b.Asking for a reaction

- What do you think of?- Could I ask for your reaction to this problem?- I wonder if youd like to comment, Mrs. Lang?

c. Interrupting- May I interrupt you for a moment?- Sorry to interrupt, but


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d. Compromising- I believe we can compromise if we- Is that acceptable?- Would that be satisfactory?

Source: The Language of Meetings, Unit 11: 110

Reading Comprehension

Topics of ParagraphWhat is a paragraph?

Here are two groups of sentences that look like paragraph. Read both of them carefully.Are they both paragraphs?

Example (a):

Science may be broadly defined as the development and systemization of positive

knowledge about the physical universe. The history of science, then, is the description

and explanation of the development of that knowledge. Science is generally viewed as acumulative and progressive activity by its nature. Such views, however, have profound

philosophical implications, and in fact the effort to define the nature of science is in itself

part of the history of philosophy.

Question: Is this a paragraph?

Example (b):

Philosophers of the late renaissance were optimistic about humanity's ability to

understand and control the natural world. The English philosopher Francis Bacon whose

New Organon in 1620 also believed that there was a rigorous 'organ' or method formaking scientific discoveries, but his history of method was quite different from that of

Descartes. A science such as physic should be based on first principles comparable to theaxiom of geometry, which were discovered and validated through the systematic analysis

of intuitive ideas.



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What is the difference between example (a) and example (b)?

A paragraph is a group of sentences that are all about the same thing. That is, they all

have the same topic. Example (a) is a paragraph because all the sentences are about the definition

and the history of science. Example (b) is not a paragraph because all sentences are about severalideas on science, philosopher and principle of science together, the sentences make no sense.

Recognizing the topic of paragraphWhen you read a paragraph you would always ask yourself. 'What is this about?' That

question will lead you to the topic of the paragraph.

Example (a):

Philosophers of the late Renaissance were optimistic about humanity's ability to

understand and control the natural world. During the 17th

century - the area of Galileo,William Harvey, Isaac Newton, and Robert Boyle - scientists and philosophers alike were

convinced that with help of the newly discovered scientific method modern scientists

would quickly surpass the achievements of their Greek and medieval predecessors.

Disagreement existed, however, as to the details of the correct scientific method.


If yes, what is the topic?

Example (b):

What is this paragraph about?

An objection to the rationalist approach to science is that people's intuitions about

fundamental scientific propositions do not always agree. Furthermore, especially in thesocial sciences, trying to base scientific principles on introspection, is called rationalism

(from the Latin ratio, "reason").


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kerjakan slide 14,15,16

Finding the topic sentence.

Any paragraphs include a topic sentence that tells the topic of the paragraph, read this

paragraph and underline the topic.

Carnivorous plants (kahr-niv'-ur-uhs). Carnivorous plants are various types offlowering plants and fungi that capture and digest prey animals. Photosynthetic

carnivorous plants live in habitats poor in minerals, and they benefit primarily from the

mineral nutrient gained from the prey. Since the animals they capture are chiefly insects,carnivorous plants are sometimes called insectivorous plants. Some species, however,

capture mollusks such as slugs, or even vertebrates such as small frogs and birds.

The topic stated in the topic sentence is carnivorous plants which capture and digest preyanimals. The other sentences in the paragraph explain and give details about the topic.

Example 1: Each of the paragraphs below is missing the topic sentence. The missing sentencesare all listed at the end of the exercise with an extra sentence). Read the paragraphs. Working

with another student, choose the sentence that fits each paragraph best. Put the letter in the empty

space.

The Methods of Capture of the Carnivorous Plants

1)____________________________________________________________________________

Pitfalls consist of tubular leaves, or arrays of leaves, that are filled with water. Insects are

captured when they fall into the fluid, which often contains wetting agents and digestiveenzymes. So-called lobster pots also consist of tubular leaves. In this type of trap, however, the

tube is often horizontal and is lined with hairs that guide the prey along a path leading to thedigestive part of the trap. Some Bromeliads have leaf bases that form definite cups in which

water accumulates. Such plants do not trap insects, however, so much as simply make use of

nutrients provided by dead vegetation and animal remains that fall into the cups.


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2)____________________________________________________________________________

Sticky- haired adhesive traps exist in several plant families. Typically, flying insects are capturedwhen they adhere to slime secreted by hairs covering the leaf. In some genera, such as Drosera,

the leaf actively moves the prey to the center and wraps around it. Sticky-seeded adhesive traps

have only recently been observed but may be wide spread. The seed of the shepherd's purse,

Capsera, a common lawn weed, attracts, captures, and utilizes nutrients from prey; soil bacteriado the digesting.

3)____________________________________________________________________________In these plants the prey is trapped by rapid closure of a set of lobes around the animal when it

touches sensory hairs that trigger the closure. The action results from acid growth in the lobes

within less than a second. Suction traps, found in the aquatic Bladderwort Ultricularia, aresimilar to the style of mouse trap in which a door allows the mouse to enter but not to exit. The

prey trips a lever on the plant "door, "which allows water and the prey to be sucked into the trap

when the plant's concave side puffs outward. Snare traps are found in carnivorous fungi. One

type, the genusArthrobotrys, has a trap that locks like a small lasso with three segments around

the loop. When triggered by a nematode, the segments bulge out to capture the worm. Thefungus then grows into the prey and digest it.

Missing topic sentences:

a. Mechanical traps include so-called snap traps, such as those of Venus's fly trap.b. Some species capture Mollusks such as slugs, or even vertebrates such as small frogs and

birds.

c. Adhesive traps involve sticky surfaces.d. Trap types observed in carnivorous plants include pitfalls and "lobster traps", adhesive

traps, and various kinds of mechanical traps.

Main Ideas.

Topic Sentence is a term often used in English classes to describe a statement found in a

paragraph which states the topic and the main idea of the paragraph.

The main idea of a paragraph is what all sentences all about. Main ideas are often found at

the beginning of a paragraph and in the concluding sentences of a paragraph.

Take a look at the paragraph below!

Carnivores have a high degree of intelligence, and their brains are large in relation to

the size of the animal. Hinging of the lower jaw allows the jaw to move vertically but not

laterally; jaw muscles are strong. Clavicles (collar-bones) are either absent or disconnectedfrom the other bones; this results in flexibility, which allows the carnivore to spring upon its

prey.

Explanation:The topic sentence of the paragraph is carnivores have a high degree of intelligence and large

brain in relation to the size of the animal, which can be found in the first sentence of the

paragraph. And the main idea of the paragraph is carnivores are intelligent animals.


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Reading tips:

1. As soon as you can define the topic, ask yourself "What general point does the authorwant to make about this topic?" Once you can answer that question, you have more

than likely found the main idea.

2. most main ideas are stated or suggested early on a reading; pay special attention to thefirst third of any passage, article, or chapter. That's where you are likely to get the beststatement or clearest expression of the main idea.

3. Pay attention to any idea that is repeated in different ways. If an author returns to thesame thought in several different sentences or paragraphs, that idea is the main or

central thought under discussion.

ScanningWhat is Scanning?Scanning is very high speed reading. When you scan, you have a question in mind. You

do not read every word, only the words that answer your question. Scanning is a technique you

often use when looking up a word in the telephone book or dictionary .In most cases; you know

what you are looking for, so you are concentrating on finding a particular answer. Scanninginvolves moving you eyes quickly down the page seeking specific words or phrases. Scanning is

also used when you first find a resource to determine whether it will answer your questions.

When scanning, look for the authors use of organizers such as numbers, letters, steps or

the words: first, second, or next. Look for words that are boldfaced, italics, or in a different fontsize, style or color. Sometimes the author will put key idea in the margin.

Exercise 1Answer the Following Questions as Quickly as Possible Based on the Text Below!

1. Who developed the desktop calculator?2. Who design an automatic mechanical calculating machine?3. When Babbage construct a difference engine?4. Did he work for more then 10 years?5. Did Babbage succeed to accomplish his project on computer?6. Is calculus useful for the construction of bridge?

Text

BabbageWhile Tomas of Colmer was developing the desktop calculator, a series of very

remarkable developments in computers was initiated in Cambridge, England by Charles

Babbage. Babbage realized (1812) that many long computations especially those needed toprepare mathematical tables, consisted of routine operations that were regularly repeated. From

this he surmised that it ought to be possible to do thhe3se operation automatically. He began to

design an automatic mechanical calculating machine, which he called a difference engine and


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by 1822 he had built a small working model for demonstration with financial help from the

British Government, Babbage started construction of a scale difference engine in 1823.The difference engine, although of limited flexibility and applicability, was conceptually

a great advance. Babbage continued work on it for ten years, but in 1833 he shifted his attention

to what today would be described as a general purpose, fully program-controlled, automatic

mechanical digital computer. Babbage called his machine an analytical engine. The plans forthe analytical engine specified a parallel decimal computer operating in numbers (words) of fifty

decimal digits and provided with a storage capacity (memory) of 1,000 such numbers. Built in

operations were to include the all important conditional control transfer capability whichwould allow instruction to be executed in any order, not just in numerical sequences. The

analytical engine was to use punched cards which were to be read into the machine from any of

several reading stations.

Babbages computers were never completed. Between 1850 and 1900 great advanceswere made in mathematical physics, and at came to be understood that most observable dynamic

phenomena can be characterized by differential equations, so that ready means for their solution

and for the solution of other problems of calculus would be helpful. The designing of railroads

and the construction of steamships, textile mills and bridge required differential calculus todetermine such quantities as centers of gravity, centers of buoyancy, moments of inertia and

stress distribution.

Skimming

What is Skimming?Skimming is high speed reading that can save you lots of time. You skim to get the general sense

of a passage or a book.

How do you skim?

You should read only the words that will help you get the sense of the text. Read the firstsentences or paragraph quite carefully. The beginning often contains general information about

the rest of the text. If the text is long, you might also read the second paragraph. Sometimes the

first paragraph is only an introduction and the second paragraph contains the main idea. You

should usually read the last paragraph more carefully.

Reading skills for academic study: Scanning for specific information.http://www.uefap.com/reading/exercise/scan/time.htm

Exercise 1: Read the following text quickly and fill in the table. What do the numbers given in

the table refer to?

1%

2%

6%

13%
http://www.uefap.com/reading/exercise/scan/time.htmhttp://www.uefap.com/reading/exercise/scan/time.htmhttp://www.uefap.com/reading/exercise/scan/time.htm


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16%

30%

3/4

86%

Paraphrasing, Summarising & Quoting

Much of the work you produce at university will involve the important ideas, writings and

discoveries of experts in your field of study. The work of other writers can provide you with

information, evidence and ideas, but must be incorporated into your work carefully. Quoting,

paraphrasing and summarising are all different ways of including the works of others in your

assignments.

Your lecturers expect you to demonstrate an understanding of the major ideas/concepts in the

discipline. Paraphrasing and summarising allows you to develop and demonstrate your

understanding and interpretation of a text and toavoid plagiarism.

They are important tools for reshaping information to suit the many writing tasks that will be

required of you. They also require the analytical and writing skills which are crucial to success at

university.

What are the Differences?Paraphrasing

does not match the source word for word

involves putting a passage from a source into your own words

changes the words or phrasing of a passage, but retains and fully communicates the

original meaning

must be attributed to the original source

Summarising

does not match the source word for word

involves putting the main idea(s) into your own words, but including only the mainpoint(s)

presents a broad overview, so is usually much shorter than the original text


Quotations

match the source word for word

are usually a brief segment of the text
http://www.lc.unsw.edu.au/onlib/plag.htmlhttp://www.lc.unsw.edu.au/onlib/plag.htmlhttp://www.lc.unsw.edu.au/onlib/plag.htmlhttp://www.lc.unsw.edu.au/onlib/plag.html


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appear between quotation marks


Quotations

What is a Quotation?

A quotation is an exact reproduction of spoken or written words. Direct quotes can provide

strong evidence, act as an authoritative voice, or support a writer's statements. For example:

Critical debates about the value of popular culture often raise the spectres of Americanisationand cultural imperialism, particular issues for a 'provincial' culture. However, as Bell and Bell

(1993) point out in their study of Australian-American cultural relations: "culture is never simply

imposed 'from above' but is negotiated through existing patterns and traditions." (Bell & Bell

1993, p. 9)

How to Quote

Make sure that you have a good reason to use a direct quotation. Quoting should be done

sparingly and should support your own work, not replace it. For example, make a point in your

own words, then support it with an authoritative quote.

Every direct quotation should appear between quotation marks (" ") and exactlyreproduce text, including punctuation and capital letters.

A short quotation often works well integrated into a sentence.

Longer quotations (more than 3 lines of text) should start on a new line, be indented andin italics.

When to Quote

when the author's words convey a powerful meaning. when you want to use the author as an authoritative voice in your own writing.

to introduce an author's position you may wish to discuss.

to support claims in, or provide evidence for, your writing.

Paraphrasing

What is Paraphrasing?

Paraphrasing is a way of presenting a text, keeping the same meaning, but using different

words and phrasing. Paraphrasing is used with short sections of text, such as phrases and

sentences.

A paraphrase may result in a longer, rather than shorter, version of the original text. It offers an

alternative to using direct quotations and helps students to integrate evidence/ source material


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into assignments. Paraphrasing is also a useful skill for making notes from readings, note-taking

in lectures, and explaining information in tables, charts and diagrams.

How to Paraphrase

Read the source carefully. It is essential that you understand it fully. Identify the main point(s) and key words.

Cover the original text and rewrite it in your own words. Check that you have includedthe main points and essential information.

Write the paraphrase in your own style. Consider each point; how could you rephrase it?

o Meaning: ensure that you keep the original meaning and maintain the samerelationship between main ideas and supporting points.

o Words: Use synonyms (words or expression which have a similar meaning) where

appropriate. Key words that are specialised subject vocabulary do not need to be

changed.

o If you want to retain unique or specialist phrases, use quotation marks ( ).

o Change the grammar and sentence structure. Break up a long sentence into twoshorter ones or combine two short sentences into one. Change the voice(active/passive) or change word forms (e.g. nouns, adjectives).

o Change the order in which information/ ideas are presented (as long as they still

make sense in a different order).

o Identify the attitude of the authors to their subject (i.e. certain, uncertain, critical

etc) and make sure your paraphrase reflects this. Use the appropriate .

Review your paraphrase checking that it accurately reflects the original text but is in your

words and style.

Record the original source (including the page number) so that you can provide a

reference.

When to Paraphrase

Paraphrase short sections of work only; a sentence or two or a short paragraph.

As an alternative to a direct quotation.

To rewrite someone else's ideas without changing the meaning.

To express someone else's ideas in your own words.

To support claims in, or provide evidence for, your writing.

Summarising

What is a Summary?

A summary is an overview of a text. The main idea is given, but details, examples and

formalities are left out. Used with longer texts, the main aim of summarising is to reduce or

condense a text to it's most important ideas. Summarising is a useful skill for making notes from

readings and in lectures, writing an abstract/synopsis and incorporating material in

assignments.


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How to Summarise

The amount of detail you include in a summary will vary according to the length of the original

text, how much information you need and how selective you are:

Start by reading a short text and highlighting the main points as you read. Reread the text and make notes of the main points, leaving out examples, evidence etc.

Without the text, rewrite your notes in your own words;restate the main idea at thebeginning plus all major points.

When to Summarise

Summarise long sections of work, like a long paragraph, page or chapter.

To outline the main points of someone else's work in your own words, without the details

or examples.

To include an author's ideas using fewer words than the original text. To briefly give examples of several differing points of view on a topic.

To support claims in, or provide evidence for your writing.

(GOOD LUCK )


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