ACADEMIC SPEAKING FOR GRADUATE STUDENTS

MASTER’S PROGRAM IN ENGLISH EDUCATIONOF MUHAMMADIYAH UNIVERSITY

PROF. DR. HAMKA- JAKARTA

2019
 SYLLABUS
ACADEMIC SPEAKING FOR GRADUATE STUDENTS
Course objective: Students are able to give different kinds of presentations in an
academic setting.

Meeting Lesson Objectives Topics Tasks Assessment

Week 1 Students are able to 1. Introduction to 1. Talking about Presenting
give a short an academic personal personal
presentation about speaking course information. information.
introducing 2. Self- 2. Asking and
themselves. introduction answering
questions.
Week 2 Students understand Impromptu 1. Giving a very Giving a very
what impromptu speaking brief impromptu short impromptu
speech is. (Theory) speech without talk.
leaving students’
seats (2 minutes)
as a practice
before giving a
longer impromptu
speech.
2. Asking and
answering
questions.
Week 3 Students are able to Impromptu 1. Giving an Giving an
give an impromptu speaking impromptu impromptu
speech. (Practice) speech (6 speaking.
minutes).
2. Commenting
on one’s speech.
Week 4 Students understand 1. Varieties of 1. Outlining the Talking about the
what ‘speaking to public speaking. speech. speech
inform’ is, as a part of organization.
2. Speaking to 2. Asking and
varieties of public inform answering
speaking. (Theory) questions.
Week 5 Students are able to Speaking to Giving a Giving a
speak to inform. inform presentation to ‘speaking-to-
(Practice) inform objects/ inform’
 processes/ events presentation.
/ concepts
Week 6 Students understand Speaking to 1. Outlining the Talking about the
what ‘speaking to persuade speech. speech
persuade’ is, as a part organization.
2. Asking and
of varieties of public answering
speaking. (Theory) questions.
Week 7 Students are able to Speaking to Giving a Giving a
speak to persuade. persuade presentation to ‘speaking-to-
(Practice) persuade. persuade’
presentation.
Week 8 UTS Students give a
presentation to
inform concepts.
Week 9 Students understand 1. Speech 1. Organizing the Organizing the
speech organization: organization speech. speech.
beginning, body, 2. Speech 2. Asking and
ending; and speech presentation answering
presentation: language,
questions.
delivery, visual aids.
(Theory)
Week 10 Students are able to A book chapter 1. Presenting a Giving a
present the content of a TESOL book presentation on
chapter in the TESOL chapter. the content from
book. (Practice) - a book chapter in
2. Asking and
group 1 TESOL.
answering
questions.
Week 11 Students are able to A book chapter 1. Presenting a Giving a
present the content of a TESOL book presentation on
chapter in the TESOL chapter. the content from
book. (Practice) - group a book chapter in
2
2. Asking and
answering TESOL.
questions.
Week 12 Students are able to A journal article 1. Presenting a Giving a
present the content of a journal article in presentation on
journal article in TESOL. the content of an
TESOL. (Practice) - article in TESOL.
2. Asking and
group 1. answering
questions.
Week 13 Students are able to A journal article 1. Presenting a Giving a
present the content of a journal article in presentation on
 journal article in TESOL. the content of an
TESOL. (Practice) - article in TESOL.
2. Asking and
group 2. answering
questions.
Week 14 Students are able to A topic in 1. Presenting a Giving a
present a topic in TESOL topic in TESOL. presentation on a
TESOL. (Practice) - topic in the field
2. Asking and
group 1 answering of TESOL.
questions.
Week 15 Students are able to A topic in 1. Presenting a Giving a
present a topic in TESOL topic in TESOL. presentation on a
TESOL. (Practice) - topic in the field
2. Asking and
group 2 answering of TESOL.
questions.
Week 16 Giving a
presentation on
students’
argumentative
research article
from the
‘Academic
Writing’ course.

References
Lucas, S. E. (2001). The art of public speaking (7th Ed.). New York: McGraw Hill
http://mrwaddell.net/4n6/docs/ie/ImpromptuSpeakingHints.pdf SPEECHCRAFT -
IMPROMPTU SPEAKING – Speaking Without Preparation retrieved in June 2019
Grice, G. L., & Skinner, J. F. (2007). Speaking to inform. In MASTERING PUBLIC SPEAKING
(pp. 295–315). Retrieved from
https://www.pearsonhighered.com/assets/samplechapter/0/2/0/5/0205467350.pdf
https://www.slideshare.net/kimdesilva/chapter-15-speaking-to-persuade seaking to persude
retrieved in June 2019
 Foreword

The author wrote this module as a guideline for students on what to learn from
this course. The theories were given and discussed together in the classroom.
Subsequently, the students performed their presentation following what had been
discussed before. At each meeting, students presented the selected topic, at least once.
Currently, all learning and teaching activities are held online because of the
Coronavirus pandemic. During this pandemic, students present their chosen topic
through zoom meeting. When doing the midterm test, the lecturer contacted each
student to do their presentation via video call.
After the midterm test, the students will perform some presentations with various
issues. However, this time students will present the topic longer within the stipulated
time frame and they have to choose materials from the National or International
Accredited Journals or book sections. Students have to be able to organize their time
well. Students should select the issues related to Teaching and Learning, Teaching
Methods, and Teaching English Skills such as Listening, Reading, Writing, and Speaking.
Hopefully, after practicing their presentation extensively, students can overcome
their problems such as, nervousness, anxiety, and in confidence. Giving a presentation
is not an easy activity as it needs practice, English knowledge, experience, and
motivation.
 Table of content

I. Impromptu speech…………………. (3 meetings)

II. Speaking to Inform………………….(2 meetings)

III. Speaking to Persuade………………(2 meetings)

IV. Organizing the speech………………(1 meeting)

V. Practicing ………………………………..(5 meetings)

VI. Quiz, Midterm test, and final test (3 meetings)

 IMPROMPTU SPEAKING
Speaking without Preparation/ Little Preparation
1st, 2nd, and 3rd Meetings
Taken from http://mrwaddell.net/4n6/docs/ie/ImpromptuSpeakingHints.pdf

What are the benefits of effective impromptu speaking skills?

 Improve oral expression of thought
 Develop confidence in public speaking
 Think quickly on your feet
 Develop leadership and communication skills
Techniques to Delivering a Better Impromptu Speech
The following techniques can help to give you more confidence in giving impromptu speeches and
that will in
turn reduce any nerves or butterflies you might have at the time.
• Give yourself time to prepare
Take deep breaths
Rise slowly from your chair and walk slowly to the lectern (or stand behind and away from your
chair)
Use this time to collect your thoughts and decide on the purpose and plan of your speech
Think about the opening sentence
Remember: You don’t have to start the speech immediately
• Feel confident
Look around at audience and smile. Stand tall.
Don't slump, don't fidget, don't grasp the lectern, don't put hands in your pockets
Speak and act in a confident manner
• Slow delivery
Gives you time to think ahead
The audience has time to absorb and react to what you are saying
Helps you reduce umms and ahhs
• Focus
Keep the focus on the subject while talking
Don't think of any negatives (eg being unprepared)
Talk directly to the audience and adapt to their feedback
Maintain good eye contact with the audience
Be brief and to the point
Don't ramble or say too much on the subject
Speak at the audience's level
Speech Structure - Opening, Body and Conclusion
An impromptu speech is simply a mini-speech and therefore it has an Opening, a Body and a
Conclusion.
Opening
• Open by addressing the Chairman or Master of Ceremonies eg Mister/Madam Chairman
• Brief introduction/opening sentence – attention getting
Body
• Cover the main points (Try to find 1 or 2 central themes )
• Use clearly worded simple sentences and try to link the themes
Conclusion
• Be brief and look for an elegant closing that links back to the opening
• End by acknowledging the Chairman or Master of Ceremonies
Sources of Content
• Personalize
This is the subject you know most about
Audience can relate more easily to personal topics - they probably have similar experiences
• Your opinion
• Humour
Breaks the ice with the audience and relaxes you
• Other
Current events, something you have read or seen (newspaper, book, TV), knowledge of pertinent
facts
Methods to Determine Content
The following methods are for guidance only. You don’t have to use them however they may help
you to
think quickly on your feet. You may develop other techniques that suit your style of speaking better.
• PREP Method
When asked to express an opinion - to inform, persuade or inspire
 Point Make your point (Opening)
 Reason State your reason for making the point (Body)
 Example Give an example to justify your previous remarks (Body)
 Point Drive home the point again. Links the conclusion back to the opening.
• Past, Present, Future Method (Body)
When asked for your comment on a particular topic
 Point Make your point (Opening). Be brief.
 Past What happened in the past. Reflect on a past issue. (Body)
 Present What is happening today (Body)
 Future What will/could happen in the future (Body)
 Point Drive home your opening point. Reminds audience what the point of your
speech was all about. (Conclusion) Be brief
• Who, What, How, When, Where (Body)
When asked to role play or to use your imagination
• Other Methods (Body)
 Cause, Effect, Remedy
 Before, The Event, The Result
 Local, State, Federal
 Good, Bad, Indifferent
Be Prepared
There is a good chance that you will be unexpectedly called upon to give an impromptu speech at a
Toastmasters (Table Topics) or other (business, club or P&F etc) meeting. Try and pre-empt possible
topics
that may arise, such as those from current events or contentious issues. Have an emergency speech
available.
Speech Time
In Toastmasters: Club level (Table Topics) 90 secs
Competition level 2 minutes
Speechcraft 60 secs
Elsewhere 3 to 5 mins (whatever seems appropriate to occasion)
Summary
• Deliberately rise from your chair very slowly and pause for a moment. Use this time to decide on
the
purpose and plan of your speech
• Keep the focus on the subject while talking, and don't think about any negatives such as being
unprepared or that you will look or sound foolish. Rather, think about the subject. Look for
opportunities to bring in humour.
• Talk directly to the audience and adapt to audience feedback.
• Be brief and to the point. Guard against rambling and the temptation to say too much about the
subject.
• Remember, this is a mini speech so try to have an opening, a body and a conclusion. The
conclusion should reflect back to the comments in the opening.
• Always try to speak and act in a confident manner.
• Don’t rush
• Address the Chairman before and after the speech

PRESENTATION
 I. LET’S PRACTICE

The First Meeting (short impromptu speech 2-3 minutes)

Some examples of impromptu speech topics

• A trip to remember.
• Why books are important.
• An important lesson I've learned.

• What is the biggest effect of the internet?

• Discuss the most memorable event in your life.
• Is knowledge more important than wisdom?

II. LET’S PRACTICE

The second meeting longer Impromtu speech (3-6) minutes

1. Junk food's popularity relies on marketing.

2. Having goals is good for you.
3. Intelligence is not enough to be successful
4. A sense of humor is essential.
5. Children should not watch television.
6. Art is essential to life.
7. …
8. ….
QUIZ (3RD MEETING)
6-10 minutes
The topics are written on small pieces of papers which are folded, and the students will
pick out one of the papers. All of the topics are general ; therefore, they have to narrow
down the topic before presenting it.

1. SPORTS
2. FASHION
3. TRANSPORTATION
4. PETS
5. HUMOR
1. HOME SCHOOLING
2. VACATION
3. TECHNOLOGY
4. MY DREAM(S)
5. LIFE STYLE

1. SOCIAL MEDIA
2. BUSINESS
3. MOTIVATION
4. MONEY MANAGEMENT
5. BEING ON TIME
 Speaking to Inform or Informative Speech(Grice & Skinner, 2007)
(4th and 5th meetings)

Students were asked to read the book before the 4th meeting
https://www.pearsonhighered.com/assets/samplechapter/0/2/0/5/0205467350.pdf

PRESENTATION

4TH MEETING

The student and the lecturer discuss how to give an informative speech

5TH MEETING

Students perform their presentation 5-8 minutes. They chose their own topic
based on the guidelines in the ppt
Definition
Informative speech is a speech
designed to convey knowledge and
understanding.
Types of informative speeches

1. Speeches about objects

2. Speeches about processes
3. Speeches about events
4. Speeches about concepts
Speeches about objects
 Objects include anything that is visible, tangible, and stable in form.
 Objects may have moving parts or be alive; they may include places,
structures, animals, even people.
 Some examples of objects: Lake Toba, Trans Jakarta, Joko Widodo, Samsung
smart phone, Ancol Dreamland.
Here are specific purpose statements for informative speeches about objects
 To inform my audience about Lake Toba.
 To inform my audience about the reasons why people should take Trans
Jakarta.
 To inform my audience about the career paths of President Jokowi.
 To inform my audience about the winning features of Samsung Galaxy S6.
 To inform my audience about the rides at Fantasy world in Ancol Dreamland.
If your specific purpose is to explain the history or evolution of your subject, you will
put your speech in chronological order, for example:

Specific Purpose : To inform my audience about the major achievement of

President Jokowi.
Central Idea : Although born in a simple family, Jokowi became the
president of a big country in Asia.
Main Points : I. After graduating from SMA, Jokowi studied at
UGM.
II. He became a businessman, exporting furniture
products to Europe, America and Middle East.
III. He became the Mayor of Solo from 2005-2011.
IV. He was elected as the Governor of Jakarta.
V. He won the election to be the president of Indonesia.
If your specific purpose is to describe the main feature of your subject, you may
organize your speech in spatial order:

Specific Purpose : To inform my audience about the location of rides at Fantasy

world.
Central Idea : There are five major rides at Fantasy world, Ancol.
Main Points : I. When entering the Fantasy world from the main gate in the
south, you will find a big merry-go-round.
II. In the west area, there is a big wheel.
III. When you walk to the east, you will find ‘Hysteria’.
IV. In the north, there is a Power Surge or Kicir-Kicir in
Indonesian.
V. Moving to the southeast, you can see ‘Tornado’.
In general, you will find that speeches about objects fall into topical order. Here
is the example:

Specific Purpose : To inform my audience about the features of Samsung

Galaxy S6.
Central Idea : There are prominent features of Samsung Galaxy S6.
Main Points : I. It has a 5.1-inch monitor with its resolution being 2560 x
1440 pixel.
II. It uses new android version, lollipop v5.0.
III. Handset uses the latest technology.
IV. The monitor is flexible.
V. Games are more complete with high graphic details.
Speeches about processes
 Process in a systematic series of actions that leads to a specific result
or product.
 Speeches about processes explain how something is made, how
something is done, or how something works.
Here are examples of good specific purpose statements for speeches
about processes:
 To inform my audience how to write an effective curriculum vitae.
 To inform my audience how to cook delicious rending.
 To inform my audience how thunder and lighting happen.
 To inform my audience how to create their own Web pages.
When informing about a process, you will usually arrange your speech in
chronological order, explaining the process step by step from beginning to end.
For example:

Specific Purpose : To inform my audience how to create their own Web pages.
Central Idea : There are four major steps in creating one’s own Web
pages.
Main Points : I. The first step is deciding on the content of your Web page.
II. The second step is designing your Web page.
III. The third step is saving your Web page as an HTML. file.
IV. The fourth step is uploading your Web page onto internet.
Speeches about events
 Event is anything that happens or is regarded happening. The example of
suitable subjects for informative speeches about events: disability right
movement, Muhammadiyah congress in Makasar, job interview, mountain
climbing, Jakarta book fair.
Here are examples of good specific purpose statements for informative
speeches about events:
 To inform my audience about the history of the disability rights
movement.
 To inform my audience about what happened at Muhammadiyah congress
in Makasar.
 To inform my audience about preparation one should do before having a
job interview.
 To inform my audience about the equipment used in mountain climbing.
If your specific purpose is to recount the history of event, you will organize your
speech in chronological order, relating the incidents one after another in the order
they occurred. For example:

Specific Purpose : To inform my audience about the history of the disability

rights movement.
Central Idea : The disability rights movement has made major strides
during the past 30 years.
Main Points : I. The disability rights movement began in Berkeley,
California, during the mid-1960s.
II. The movement achieved its major victory in 1973 with
passage of the federal Rehabilitation Act.
III. The movement reached another milestone in 1990 when
Congress approved the American with Disability Act.
IV. Today the movement is spreading to countries beyond the
US.
Let’s say your specific purpose is “To inform my audience why so many lives were lost when
Titanic sank. Working from cause to effect, your outline might look like this:

Specific Purpose : To inform my audience why so many lives were lost when the
“unsinkable” ocean line Titanic sank.
Central Idea : Inability to remove the passengers and crew from the doomed
Titanic caused the death of more than two-thirds of those on board.
Main Points : I. There were 2 major causes for the great loss of life when the ship
went down.
A. It carried insufficient lifeboats.
B. The nearby radio operator had shut down the radio and gone sleep.
II. The effect of these 2 situations were disastrous.
A. When all usable lifeboat had been filled, more than 1,500 people
remained on board.
B. The operator was not unaware of the signal while the ship went down.
Speeches about concepts
 Concept includes beliefs, theories, ideas, principles, and the like. They are
more abstract than objects, processes, or event. The following are some
examples of subjects for speeches about concepts: Islam, Confucianism,
film theory, philosophy of education, TESOL/ ELT / EFL / L2
Here are some good specific purpose statements for speeches about concepts:
 To inform my audience about the basic principle of Islam.
 To inform my audience the major principle of film theory.
 To inform my audience about the concept of TEYL.
 To inform my audience about the theory of reading in a foreign language.
 To inform my audience about the principles of developing teaching
materials.
Speeches about concepts are usually organized in topical order. For
example:
Specific Purpose : To inform my audience the basic principles of Islam.
Central Idea : The beliefs of Islam can be traced to the prophet
Muhammad, are written in the Koran, and have produced a number of sects.
Main Points :
I. Islam was founded by the prophet Muhammad in early 600s.
II. The teachings of Islam are written in the Koran, the holy book of Islam.
III. Today Islam is divided into a number of sect, the largest of
which are Sunni and Shia’s
Guideline for informative speaking
1. Don’t overestimate what the audience knows:
lead your listeners step by step, without any shortcuts. Don’t
assume they will know what you mean. Rather, you must be
sure to explain everything so thoroughly that they
understand. As you work on your speech, always consider
whether it will be clear to someone who is hearing about the
topic for the first time.
Guideline for informative speaking
2. Relate the subject directly to the audience:
Once you have chosen a topic that could possibly be interesting to
your listeners, you should take special steps to relate it to them. You
should tie it in with their interests and concerns. Start in the
introduction; instead of saying ‘I want to talk with you about stress,’
you could say:
‘Do you get butterflies in your stomach when you have to give a
speech? Can you feel your blood pressure rising when you have an
argument with your spouse or your friend? Are you worried sick about
finishing your assignment you’ve been putting of all week? If so, you
have experienced the symptoms of stress.’
Guideline for informative speaking
3. Don’t be too technical:

What does it mean to say that an informative speech is too

technical?
It may mean the subject matter is too specialized for
the audience. Any subject can be popularized – but only up to
the point. The important thing for a speaker to know is what
can be explained to an ordinary audience and what cannot.
Guideline for informative speaking

4. Personalize your ideas:

People are interested in people. They react to

stories, not statistics. Whenever possible, you
should try to personalize your ideas and
dramatize them in human terms.
 Speaking to Persuade

(6th and 7th meetings)

In the sixth meeting:

1. Presenting the theories

2. Having a discussion about speaking to persuade.
3. 2 students voluntarily giving presentations on speaking to persuade
4. Discussing the next activities
5. Student are to prepare the topic on persuasive speech.
6. At that time, they had been assigned from Academic Writing lecturer to
write a persuasive paper .
7. They had to present their persuasive writing assignment in the following
week.

In the seventh meeting

Students presented their topic (±10 minutes)
Speaking to Persuade
or
Persuasive Speeches
Persuasive speech
 Itis a speech designed to change or reinforce the audience’s beliefs or
actions.
 The ability to speak (or write) persuasively will benefit you in every part of
your life from personal relations to community activities to career
aspirations.
 The goal of persuasive speech may be to defend an idea, to refute an
opponent, to sell a program, or to inspire people to action.
 Because persuasive speakers must communicate information clearly and
concisely, you will need all the skills you use in informative speech. But you
will also need new skills – skills that take you from giving information to
affecting your listeners’ beliefs or actions.
The challenges of persuasive speech
 It is not easy to influence people.
 It is more demanding than informative speech.
 Your task will be much more difficult if it touches controversial
topics.
 Be realistic with what you can accomplish.
 No matter how skilfully you prepare the speech, no matter how
captivating your delivery – some listeners will not agree with
you.
 Three major kinds of persuasive speeches
1. Persuasive speeches on questions of fact

2. Persuasive speeches on questions of value

3. Persuasive speeches on questions of policy

Persuasive speeches on questions of fact
1. Question of fact is a question about the truth or falsity of an assertion.
2. Many questions of fact cannot be answered absolutely. There is a true
answer, but we don’t have enough information to know what it is.
3. Examples of questions of fact:
Are daily megadoses of vitamins benefitial to human health?
Did Soeharto really kill thousands of people during his leadership?
Is fast food really unhealthy?
Do adults need to sleep eight hours a day?
Is men and women’s skin different?
Have humans landed on the moon?
Is LG G3 stylus a good smart phone?
Analysing questions of fact
 In some ways, a persuasive speech on a question of fact is
similar to an informative speech. The difference is in their
situations and purposes.

 The situation for an informative speech is nonpartisan, while

persuasive speech is partisan, presenting one view of the facts
as persuasively as possible. The speaker may mention
competing views of the facts, but only to refute them.
Organising speeches on questions of fact
Persuasive speeches on questions of fact are usually organised topically.
e.g.
Specific purpose: To persuade my audience that genetically engineered
crops pose serious dangers to the environment and to
human health.
Central idea: Genetically engineered crops have the potential to
create major environmental and health hazards.
Main points: I. Genetically engineered crops will create
environmental havoc by harming beneficial insects.
II. Genetically engineered crops will create health problems
by introducing harmful toxin and allergens into foods.
Organising speeches on questions of fact
Specific purpose: To persuade my audience that no human really walks on
the
moon.
Central idea: Human has never walked on the moon.
Main points: I. There is no air in the moon, but why American flag keeps
fluttering.
II. Outer space is covered by deadly radiation from solar
flares. Why did astronauts survive by only wearing their
space suit, while according to Mauldin, a physicist
working for NASA, shielding should be at least 2 meters
thick.
III. Why is there no more human being sent to the moon up
to now?
Persuasive speeches on questions of value
 Question of value is a question about the worth, rightness,
morality, and so forth of an idea or action.
 In persuasive speaking, you must justify your claim.
 Whenever you give a speech on a question of value, be sure
to give special thought to the standards for your value
judgement.
 Examples of questions of value:
Is the cloning of human beings morally justifiable?
Is euthanasia morally justifiable?
Is capital punishment morally and legally right?
Organizing speeches on questions of value
Specific purpose: To persuade my audience that bicycle riding is the
ideal form of land transportation.
Central idea: Bicycle riding is the ideal form of land transportation.
Main points: I. Ideal form of land transportation should meet 4
major standards: faster than walking, not exploit
animal, non-polluting, beneficial for people.
II. Bicycle riding meets all standards: it is faster than
walking, it doesn’t exploit animal, it doesn’t pollute
the air and land, it can make people healthy.
 Persuasive speeches on questions of policy
 Question of policy is a question about whether a specific course of action
should or should not be taken.
 Examples of speeches on questions of policy:
To persuade my audience to give blood through the Red Cross.
To persuade my audience to vote in the next presidential election.
To persuade my audience to give alms to the needy.
To persuade my audience to boycott food products without Halal
certificate.
To persuade my audience to build clothing bank for the poor.
 Analysing questions of policy
 You will face three basic issues whenever you discuss a question of
policy: need, plan, and practicality.
 Need: There is no point in arguing for a policy unless you can show a
need for it.
e.g. Is there a need to close all ‘unhealthy’ universities in Indonesia?
 Plan: One you have shown that a problem exists, you must explain
your plan for solving it.
 Practicality: Once you have presented a plan, you must show that it
will work.
 Organizing speeches on questions of policy
1. Problem-solution order:
In the first main point you demonstrate the seriousness of a problem,
followed by a solution to the problem.
2. Problem-cause-solution order:
Identifying a problem, analysing the causes of the problems,
presenting a solution to the problem.
3. Comparative advantages order:
Compare two solutions to a problem and present why one solution is
better than the other.
Methods of persuasion
Listeners will be persuaded by a speaker for one or more of four
reasons:
1. Because they perceive the speaker as having high credibility.
2. Because they are won over by the speaker’s evidence.
3. Because they are convinced by the speaker’s reasoning.
4. Because their emotions are touched by the speaker’s ideas or
language.
Credibility
 Credibility is the audience’s perception of whether a speaker is
qualified to speak on a given topic.
 A speaker’s credibility is affected by two factors:
Competence – how an audience regards a speaker’s
intelligence,
expertise, and knowledge of the subject.
Character – how an audience regards a speakers’ sincerity,
trustworthiness, and concern for the well-being of
the audience.
Types of credibility
Not only can a speaker’s credibility vary from audience to audience and
topic to topic, but it can also change during the course of a speech – so
much so that we can identify three types of credibility:
1. Initial credibility → the credibility of the speaker before she or he
starts to speak.
2. Derived credibility → the credibility of the speaker produced by
everything she or he says and does during
the speech itself.
3. Terminal credibility → the credibility of the speaker at the end of
the speech.
Enhancing your credibility
 Explain your competence: One way to enhance your credibility is to
advertise your expertise on the speech topic. Did you investigate the
topic thoroughly? Then say so. Do you have experience that gives
you special knowledge or insight? Again, say so.
 Establish common ground with your audience: Show respect for your
listeners and show that you share their values, attitudes, and
experiences.
 Deliver your speeches fluently, expressively, and with conviction.
Using evidence
 Use specific evidence: no matter what kind of evidence you
employ – statistics, examples, or testimony – it will be more
persuasive if you state it in specific rather than general term.
 Use novel evidence: evidence is more likely to be persuasive if
it is new to the audience.
 Use evidence from credible sources: credible sources are
more persuasive than less qualified sources.
 Make clear the point of your evidence: when using evidence,
be sure listeners understand the point you are trying to make.
Reasoning from specific instances
When you reason from specific instances, you progress from a
number of particular facts to a general conclusion. For example:
Fact 1: My physical education course last term was easy.
Fact 2: My friend’s physical education course was easy.
Fact 3: My brother’s physical education course was easy.
Conclusion: Physical education courses are easy.
Reasoning from principle
Reasoning from principle is the opposite of reasoning from specific instances.
It moves from general to specific. For example:
1. All people are mortal.
2. John is a person.
3. Therefore, John is mortal.
1. Excessive consumption of salt is unhealthy.
2. Fast food, canned goods, and frozen foods contain excessive amounts
of salt.
3. Therefore, excessive consumption of fast food, canned goods, and frozen
foods is unhealthy.
Academic Speaking
Mid-Term Test
 You are to prepare a-5 minute individual
presentation on a topic of your choosing.
 Choose an academically challenging topic.
 All topics must be approved by your lecturer
 Include the sources of your topics
(References)
 The presentation should be creative, and
interesting; you may include materials such
as visual aids, video clips or role playing to
keep audience attention. Those activities
may not exceed 3 minutes of the
presentation
 Formulating your specific purpose
statement and central idea.
 Reading your speech will result in a low
grade.
 You are permitted to use index cards with
notes during your presentation. Do not
rely too heavily on your notes
 Delivering your presentation to the class
on the assigned date.
 Participation is a must! This
presentation is interactive. You learn not
only from lectures but also from your
presentations.
 The presenter should be well-prepared to
reply to questions and concerns from the
audience.
 Please respect the presenter during his/her
presentation by keeping the noise level in the
audience to a minimum; you will appreciate
this when it's your turn.
 E-mail your ppt and your journal(s) as
your source(s) a day before your mid-
term test (on Friday--- the sooner, the
better……
 Prepare yourself….

 GOOD LUCK
 The 8th meting --- 14th meeting

The 8th meeting:

Discussing how the organization of their ppt and what should they do in each
part: beginning, body, ending; and speech presentation: language, delivery,
visual aids. (Theory)

The 9th -14th meeting

Students will:

1. Giving a presentation on the content from a book chapter in TESOL.

2. Giving a presentation on the content of an article in TESOL
3. Giving a presentation on the content of an article in TESOL.
4. Giving a presentation on a topic in the field of TESOL.
1. Language

2. Delivery

3. Using visual aids

Good speakers respect language and how it works. As a speaker, once you get
the right idea, you must decide how best to communicate it to listeners. To
do this, you need to be especially conscious of what language can do. Unless
you use language accurately and clearly, no one will understand your ideas.
Words have two kinds of meanings-denotative and connotative. Denotative
meaning is precise, literal, and objective. It simply describes the object, person,
place, idea, or event to which the word refers.
Connotative meaning is more variable, figurative, and subjective. Connotative
meaning gives words their intensity and emotional power. It arouses in
listeners feelings of anger, pity, love, fear, friendship, nostalgia, greed, guilt, and
the like. Speakers, like poets, often use connotation to enrich their meaning.
Using language accurately is as vital to a speaker as using numbers accurately is
to an accountant. As you prepare your speeches, ask yourself constantly, “What
do I really want to say? What do I really mean?” Choose words that are precise,
exact, and accurate. When in doubt, consult the dictionary or thesaurus to make
sure you have the best words to express your ideas.
Remember, people are different. What makes perfect sense to some may be
gobbledygook (difficult) to others. You cannot assume that what is clear to you
is clear to your audience. A speaker’s meaning must be immediately
comprehensible; it must be so clear that there is virtually no chance of
misunderstanding.
Don’t bombard listeners with complicated words. When speaking about
technical subjects, you may not be able to avoid unfamiliar words. If this
happens, keep the technical terms to a minimum and define clearly those that
your audience may not understand. If you work at it, you will almost always be
able to translate even the most specialised topic into clear, familiar language.
 Appropriateness to the occasion: Language that is appropriate for some
occasions may not be appropriate for others.
 Appropriateness to the audience: You should be especially careful to avoid
language that might offend your audience.
 Appropriateness to the topic: Don’t use metaphor (implicit comparison
between things that are essentially different yet have something in
common) when explaining how to change a bicycle tire.
 Appropriateness to the speaker: Every public speaker develops her or his
own language style.
 Reading from a manuscript: Certain speeches must be delivered word by
word, according to a meticulously prepared manuscript, for example, a
president’s speech in front of member of parliament.
 Speaking impromptu: It is a speech which is delivered with little or no
immediate preparation.
 Speaking extemporaneously: An extemporaneous speech is carefully prepared
and practice in advance. The speaker uses only a set of brief notes or a
speaking outline to jog the memory.
 Volume: Adjust your volume so that everybody can hear your voice.
 Pitch: Pitch is the highness or lowness of the speaker’s voice. Changes in pitch
are known as inflections. Without inflections, one is said to speak in a
monotone.
 Rate: It refers to the speed at which a person speaks. Two obvious faults to
avoid are speaking so slowly or so quickly.
 Pauses: Learning how and when to pause is a major challenge for most
beginning speakers. When you do pause, make sure you pause at the end of
thought units and not in the middle.
 Vocal variety: A flat, listless, unchanging voice is just as deadly to
speechmaking as a flat, listless, unchanging routine is to daily life.
 Pronunciation: The accepted standard of sound and rhythm for words in a
given language.
 Articulation: Articulation and pronunciation are not so identical. For example,
“don’t know” is often misarticulated “dunno.” Good articulation can make your
speech more intelligible.
 Dialect: It is a variety of a language distinguished by variations of accent,
grammar, or vocabulary. Heavy use of any dialect can be troublesome for a
speaker when the audience doesn’t share that dialect.
 Personal appearance: A number of studies have confirmed that personal
appearance plays an important role in speechmaking. Listeners always see
you before they hear you, so you should dress and groom appropriately.
 Bodily action: As you rise to speak, try to appear calm, poised, and confident,
despite the butterflies in your stomach. When you reach the lectern, don‘t lean
on it, and don’t rush into your speech. Give yourself time to get set. Arrange
your notes just the way you want them. Establish eye contact with your
listeners.
 Gestures: Gestures are motions of a speaker’s hands or arms during a
speech. Gesturing tends to work itself out as you acquire experiences and
confidence. In the meantime, avoid cracking your knuckles, or toying with
your rings.
 Eye contact: When it comes, there appears to be fairly wide agreement
across cultures on the importance of some degree of eye contact. In most
circumstances, one of quickest ways to establish a communicative bond
with your listeners is to look at them personally and pleasantly.
 Clarify the format: Clarify when you will entertain questions. You can do this
very simply by saying something like, “Feel free to ask questions throughout
my speech,” or “I am happy to answer questions at the end of my talk.”
 Approach questions with a positive attitude: Try to view questions from the
audience as signs of genuine interest and a desire to learn more about your
subject. Even if you are asked hostile question, keep your cool.
 Listen carefully: It’s hard to answer a question well if you don’t listen carefully
to it. Give the questioner your full attention. Look directly at her or him rather
than glancing around the room, at the floor, or at the ceiling.
 Unclear questions: When faced with an unclear or unwieldy question, try to
rephrase it by saying something like, “If I understand your question, it seems
to me that you asking…” or simply ask the audience member to repeat the
question.
 Direct answers to the entire audience: When you are being asked a question,
look at the questioner. Direct your answer, however, to the entire audience.
Make occasional eye contact with the questioner as you answer, but speak
primarily to the audience as a whole. This will help you keep everyone’s
attention.
 Be honest and straightforward: The world won’t end if you can’t answer
every possible question. If you don’t know the answer, say so. Don’t apologise,
don’t evade, and most important, don’t try to bluff.
 Stay on track: Allow one follow-up question from each person, and don’t let
yourself be dragged into a personal debate with any questioner. If someone
attempts to ask more than 2 questions, respond graciously yet firmly by
saying , “This is an interesting line of questioning, but we need to give other
people a chance to ask questions.”
 Clarity: If you are discussing an object, you can make your message clearer by
showing the object or some representation of it.
 Interest: Visual images can make your speech more interesting.
 Retention: Visual images often stay with us longer than verbal ones.
 Objects: If you talk about the different kinds of batik, you can bring one to
class to show your listeners.
 Models: If the item you want to discuss is too large, too small, or
unavailable, you may be able to work with a model.
 Photographs: In the absence of an object or a model, you may be able to use
photographs.
 Drawings: Diagrams, sketches, and other kinds of drawings are superb
alternatives to photographs.
 Graphs: Graphs are a good way to simplify and clarify statistics.
 Chart: A visual aid that summarises a large block of information, usually in
list form.
 Slides and videotapes: They can be extremely effective as visual aids. If you
are talking about the major sites in London or Bali, what could be better than
showing slides of them?
 Multimedia presentations: Microsoft PowerPoint, Corel Presentation etc.
 Prepare visual aids in advance
 Keeps visual aids simple
 Make sure visual aids are large enough
 Use fonts that are easy to read
 Use a limited number of fonts
 Use colour effectively
 Display visual aids where listeners can see them
 Avoid passing visual aids among audience
 Display visual aids only while discussing them
 Talk to your audience, not to your visual aid
 Explain visual aids clearly and concisely
 Beginning and ending the speech

Introduction:
 Get the attention and interest of your audience.
 Reveal the topic of your speech.
 Establish your credibility and goodwill.
 Preview the body of the speech.
 Get the attention and interest of
your audience-1

1. Relate the topic to the audience: If you can relate the topic to your
listeners, they are much more likely to be interested.
e.g.
Teaching speaking skills to junior and senior secondary school
students in Indonesia could be frustrating sometimes. However,
the strategies I’ll present can reduce, if not omit, your frustration
in teaching our kids speaking skills.
 Get the attention and interest of
your audience-2

2. State the importance of your topic: You may think your speech topic is
important; then tell your audience why they should think so, too.
e.g.
It is sometimes very frustrating to teach speaking skills to junior
and senior secondary school students in Indonesia, but the
strategies I’ll present taken from a study by John can reduce, if not
omit, our frustration in teaching our kids speaking skills.
 Get the attention and interest of
your audience-3

3. Startle the audience: One surefire way to arouse interest quickly is
to startle your listeners with an arresting and intriguing statement.
e.g.
Take a moment and think that even though university students
have already learned English for more than six years, their
speaking skills are still unsatisfactory. The strategies in teaching
speaking at junior and senior secondary school may be
revolutionised.
 Get the attention and interest of
your audience-4

4. Question the audience: Asking a rhetorical question is another way to
get your listeners thinking about your speech.

e.g.
Have you ever thought about strategies that could improve
students’ speaking skills and encourage them to become
independent learners?
 Get the attention and interest of
your audience-5
5. Tell a story: Stories could be the
most effective way to begin a
speech.
e.g.
Many teachers have expressed their frustration in teaching speaking
skills to junior and senior secondary school students. Last year, I
found an article talking about new strategies in teaching speaking. I
have applied the strategies for the past few months, and based on my
observation, students become brave to talk, and their speaking skills
seem to improve.
 Reveal the topic of your speech

In the process of gaining attention, be sure to state clearly the topic
of your speech. If you don’t, your listeners will be confused. And
once they are confused, your chances of getting them absorbed in
the speech are almost nil.
 Establish your credibility and
goodwill

Credibility: The audience’s perception of
whether a speaker is qualified to speak on
a given topic.
Goodwill: The audience’s perception of
whether the speaker has the best interests
of the audience in mind.
 Preview the body of the speech

Most people are poor listeners. Even good
listeners need all the help they can get in
sorting out a speaker’s ideas. One way to
help your listeners is to tell them in the
introduction what they should listen for in
the rest of the speech.
 Sample introduction-1

1. Good morning/afternoon/Assalamualaikum wrwb
2. Get attention by telling a story.
Many teachers have expressed their frustration in teaching speaking skills to
junior and senior secondary school students. Last year, I found an article
talking about new strategies in teaching speaking. I have applied the
strategies for the past few months, and based on my observation,
students become brave to talk, and their speaking skills seem to
improve.
3. Reveal the topic.
Today I’d like to share with you the teaching strategies that I believe can
boost students’ confidence to speak and eventually improve their speaking
skills.
 Sample introduction-2
4. Establish your credibility and goodwill.

My name is Budi Waluyo. I have been teaching English for more than 10
years, and my passion is teaching speaking skills to junior and senior
secondary school students. I have read lots of books and research articles on
teaching speaking. I became interested in this aspect since I saw many
students struggled to speak, and many English teachers expressed their
frustration in improving students’ speaking skills.
5. Preview the body of the speech.
My presentation will be divided into three parts. First, I’d like to talk about
factors inhibiting students to speak. After that I’d like to present some
teaching strategies and why those strategies do not work well in the
Indonesian context. Finally, I’d like to propose strategies which prove to be
successful based on some studies and my own experience as an English
teacher.
 Conclusion

 Signal the end of the speech
 Reinforce the central idea
 Signal the end of the speech

One way of ending your speech is by saying such
expressions as “In conclusion,” “One last thought,” “In
closing,” “My purpose has been,” or “Let me end by saying.”
 Reinforce the central idea

 Summarise your speech: Restating the main points is the easiest way to
end a speech.
 End with a quotation: A quotation is one of the most common and
effective devices to conclude a speech.
 Make a dramatic statement: Rather than using a quotation to give
conclusion force and vitality, you may want to devise your own dramatic
statement.
 Refer to the introduction: An excellent way to give your speech
psychological unity is to conclude by referring to ideas in the
introduction.
 UJIAN AKHIR SEMESTER

Course : Academic Speaking

Day/Date : Saturday, August 20, 2019
Semester/Class : I/1A
Lecturer : Dr. Syaadiah Arifin M.Pd
________________________________________________________

You are asked to give an informative speech about a concept. The

concept should be related to the field of English language teaching

and learning. The maximum number of slides is 8 (eight). Your

speech should last for about 8-12 minutes, and it will be evaluated

based on clarity of your message, language use, delivery, and

speech organization.