Basmallah REPORT OF FINAL PROJECT ELT CURRICULUM

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REPORT OF FINAL PROJECT ELT CURRICULUM

“ENGLISH FOR PRESENTING MATH TEACHING SEMINAR”

Written by:

1. Wiji Kholifah (23178020) 2. Rezky Fakhrir Hilmi (22178017) 3. Primaresa Auliana (23178015)

LANGUAGE AND ART FACULTY UNIVERSITAS NEGERI PADANG

2024

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1. INTRODUCTION

A. Why is the curriculum needed

In the era of international education growth, English language skills are becoming more important, especially for college students. There are many study programs that provide international classes for their students, one of which is the mathematics education study program. Universitas Negeri Padang is one of the universities that has an international class for the Mathematics Education study program. Having the title of international class is certainly a challenge for mathematics education students. They are required to be able to communicate in English fluently. One of the demands that they must fulfill is conducting seminars, and in their implementation, they must use English.

Based on the results of our observations by interviewing several international mathematics education students, we found that they need additional support in preparing for seminars in English. This is because in class they only focus on math material, while their mastery of English is still lacking. They also revealed that self-taught efforts in a short period of time did not help. In addition, the lack of English language usage in class also made it difficult for them to master English for seminar preparation. Although many university students have grasped the basics of English, they still experience difficulties in practical communication, especially in academic and mathematics teaching contexts. This situation is due to limitations in effective everyday English speaking and listening practices in their classroom environment. This suggests a gap that needs to be addressed through a more structured approach that focuses on the use of English in specific academic situations.

Specialized classes such as “Seminar on Teaching English for Teaching Mathematics” are particularly relevant and useful in this context. This course is designed to provide intensive practice on vocabulary and phrases frequently used in academic seminars, especially those related to teaching mathematics. This exercise will help students improve their practical communication skills, expand their academic vocabulary and develop effective academic presentation skills.

Through this class, students will also experience a seminar simulation that is close to the real situation, allowing them to practice in a supportive environment and receive constructive feedback. Thus, the “English Language Teaching Seminar for Mathematics

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Teaching” not only meets the needs of students in improving their English language skills but also comprehensively prepares them to face challenges in an international academic and professional environment. This initiative is expected to reduce the language barrier experienced by students and open up wider opportunities for them in further studies and global careers.

B. The goal of curriculum

The main goal of the "English for Presenting Math Teaching Seminar" curriculum is to enhance students' speaking and listening skills in English, enabling them to effectively communicate mathematical concepts and participate confidently in academic seminars within an international educational context.

2. NEED ANALYSIS

A. The instruments used to gain the needs with reasons

The needs analysis of the “English for Math Teaching Seminar” used a questionnaire for mathematics education students to identify their desires and lack of English, as well as interviews with mathematics lecturers who teach in English to gain insight into their experiences in teaching and recommendations for curriculum development.

B. The target of need analysis a) Target Population

The target population of this need analysis is students of the international class of mathematics education at Universitas Negeri Padang (2021-2023).

b) Target of Need Analysis 1) Students Wants:

 Improve speaking, writing, listening and reading skills in English.

 Mastering seminar presentation methods, increasing confidence, and time management in presentations.

 Improve mastery of specific vocabulary and ability to explain the content of the presentation in English.

2) Necessities

 A course that helps develop speaking, listening and presentation skills in English.

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 Interesting and easy-to-apply learning methods, as well as authentic and interactive teaching materials.

 English mathematical vocabulary and examples of English mathematics teaching seminars.

3) Students Lack

 Lack of motivation and interest in learning English.

 Lack of vocabulary, seminar structure, audience control techniques, pronunciation of mathematical vocabulary, and creation of presentation content.

 Lack of experience in English seminars and lack of confidence in presentation.

C. Result of Need Analysis 1) Questionnaire Indicator

Questions Response

SA A D SD

Students Wants

1. Saya ingin meningkatkan kemampuan berbicara dalam bahasa Inggris

20 (100%)

- - -

2. Saya ingin meningkatkan kemampuan menulis dalam bahasa Inggris

18 (90%)

2 (10%)

- -

3. Saya ingin meningkatkan keterampilan mendengarkan bahasa Inggris

20 (100%)

- - -

4. Saya ingin meningkatkan kemampuan membaca bahasa Inggris

19 (95%)

1 (5%)

- -

5. Saya ingin menguasai cara presentasi seminar menggunakan bahasa Inggris

17 (85%)

3 (15%)

- -

6. Saya ingin meningkatkan kepercayaan diri saya dalam presentasi berbahasa Inggris

20 (100%)

- - -

7. Saya ingin meningkatkan penguasaan kosa kata bahasa Inggris saya seputar presentasi

18 (90%)

2 (10%)

- -

8. Saya ingin meningkatkan ingin meningkatkan penguasaan kosa kata bahasa Inggris saya seputar istilah matematis

20 (100%)

- - -

9. Saya ingin menguasai cara menjelaskan konten presentasi saya menggunakan bahasa Inggris

19 (95%)

1 (5%)

- -

10. Saya ingin meningkatkan kemampuan 18 1 1 -

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manajemen waktu dalam presentasi (90%) (5%) (5%) Students’

Lack

11. Saya kurang memiliki motivasi dan minat dalam mempelajari mata pelajaran berbahasa Inggris

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(25%) 7 (35%)

8 (40%) 12. Saya belum menemukan pemilihan

materi yang tepat untuk meningkatkan kemampuan bahasa Inggris saya

3 (15$) 10 (50%)

6 (30%)

1 (5%) 13. Saya kekurangan kosa kata jadi saya

tidak memahami mata pelajaran berbahasa Inggris

4 (20%)

8 (40%)

6 (30%)

2 (10%) 14. Saya kurang memahami struktur

dalam seminar

9 (45%)

2 (10%)

- 15. Saya kurang mengetahui teknik

penguasaan audience ketika seminar

11 (55%)

7 (35%)

2 (10%)

- 16. Saya kurang fasih dalam pengucapan

kosa kata matematis berbahasa Inggris 7 (35%)

8 (40%)

5 (25%)

- 17. Saya kurang paham pembuatan dan

penyusunan konten presentasi pengajaran matematika berbahasa Inggris

6 (30%)

10 (50%)

4 (20%)

-

18. Saya kurang mampu menjelaskan grafik dan diagram

5 (25%)

7 (35%)

6 (30%)

2 (10%) 19. Saya kurang percaya diri ketika

melakukan presentasi seminar berbahasa Inggris

6 (30%)

8 (40%)

6 (30%)

-

20. Saya kurang memiki pengalaman mengikuti seminar berbahasa Inggris.

10 (50%)

7 (35%)

3 (15%)

- Necessities 21. Saya membutuhkan mata kuliah yang

mampu membantu saya dalam

mengembangkan kemampuan

berbicara Bahasa Inggris.

14 (70%)

4 (20%)

2 (10%)

-

22. Saya membutuhkan mata kuliah yang mampu membantu saya dalam

mendengar Bahasa Inggris.

13 (65%)

5 (25%)

2 (10%)

-

23. Saya membutuhkan wadah untuk

presentasi saya.

15 (75%)

5 (25%)

- -

24. Saya membutuhkan wadah untuk melatih kepercayaan diri saya ketika presentasi

18 (90%)

2 (10%)

- -

25. Saya membutuhkan metode belajar yang menarik dan mudah diterapkan

18 (90%)

2 (10%)

- -

26. Saya membutuhkan materi ajar yang otentik

14 (70%)

6 (30%)

- -

27. Saya membutuhkan materi ajar yang 18 2 - -

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interaktif (90%) (10%) 28. Saya membutuhkan kemampuan

berbicara dan mendengarkan Bahasa Inggris untuk menyukseskan seminar saya di masa mendatang.

13 (65%)

4 (20%)

2 (10%)

1 (5%)

29. Saya membutuhkan banyak kosa kata matematis berbahasa Inggris.

15 (75%)

5 (25%)

- -

30. Saya membutuhkan contoh-contoh seminar pengajaran matematika berbahasa Inggris untuk lebih memahami cara presentasi seminar yang baik dan benar.

14 (70%)

4 (20%)

2 (10%)

-

Listenin g 27%

Speakin g 27%

Writing 21%

Reading 25%

Students' Skills Wants

Student

Confid ence 27%

Vocab ulary 24%

Presen tation 25%

Time Manag ement 24%

Students' Material Wants ^Student _s’

Material

Wants

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Based on the results of a questionnaire conducted on 20 mathematics education students, it was seen that the majority of them showed a significant need to improve their English language skills. The most striking percentage was on improving speaking, listening and presentation skills in English which reached 100%. In addition, there was also a high need to improve writing and reading skills in English, with a percentage of around 95%. Other challenges faced by some students were improving confidence in presentation, time management, and mastering vocabulary and mathematical terms in English, which had a percentage of about 85% to 90%. From these results, it can be concluded that learning that focuses on developing English language skills, especially in the context of presentation and teaching mathematics, is needed for mathematics education students. Thus, this analysis provides a strong basis for designing programs or courses that can effectively meet their needs.

2) Interview

1. How would you describe the current English proficiency levels of your students?

Dalam kelas internasional, penggunaan bahasa Inggris sepenuhnya masih menjadi tantangan. Meskipun mahasiswa paham apa yang disampaikan dalam bahasa Inggris, mereka seringkali kesulitan untuk merespons dengan baik. Hal ini terjadi karena kemampuan bahasa Inggris mahasiswa yang beragam, meskipun mereka sudah melalui seleksi TOEFL. Untuk mencapai target internasionalisasi, idealnya dosen dan mahasiswa harus menggunakan bahasa Inggris sepenuhnya. Namun, saat ini hal tersebut belum bisa diterapkan secara maksimal dan memerlukan peningkatan lebih lanjut.

2. Have your students previously presented in English at seminars or similar events? If yes, what were their experiences like?

Dalam kelas internasional, penggunaan bahasa Inggris adalah wajib, baik untuk presentasi, PPT, maupun tugas, termasuk untuk mata kuliah

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metodologi. Namun, partisipasi mahasiswa dalam seminar internasional masih jarang.

3. What specific challenges do your students face when presenting in English? Are there any common areas of difficulty?

Dalam kelas internasional, penggunaan bahasa Inggris adalah wajib untuk presentasi, PPT, dan tugas, termasuk untuk mata kuliah metodologi.

Namun, mahasiswa sering kali menggunakan campuran bahasa (mix bahasa). Meskipun slide PPT menggunakan bahasa Inggris, mereka sering membaca slide tersebut dan menjelaskannya kembali dalam bahasa Indonesia karena merasa bingung atau kurang percaya diri menggunakan bahasa Inggris sepenuhnya. Partisipasi mahasiswa dalam seminar internasional juga masih jarang terjadi.

4. What are the primary learning objectives or outcomes you aim to achieve by teaching them to present in English?

Dalam kelas internasional, penggunaan bahasa Inggris adalah wajib untuk presentasi, PPT, dan tugas, termasuk mata kuliah metodologi. Namun, mahasiswa sering kali menggunakan campuran bahasa, di mana slide PPT menggunakan bahasa Inggris tetapi penjelasan diberikan dalam bahasa Indonesia karena mereka merasa bingung atau kurang percaya diri.

Partisipasi mahasiswa dalam seminar internasional juga masih jarang.

Peningkatan kemampuan bahasa Inggris sangat penting untuk memudahkan mahasiswa mendapatkan beasiswa seperti LPDP, studi ke luar negeri, dan bekerja di perusahaan asing

5. What teaching approaches or methods have you found most effective in preparing students for English presentations?

Dalam kelas internasional, semua tugas, presentasi, dan proyek harus menggunakan bahasa Inggris. Yang paling penting, dosen harus sepenuhnya menggunakan bahasa Inggris dalam mengajar. Jika mahasiswa tidak menggunakan bahasa Inggris, mereka tidak akan dilayani. Langkah

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ini diambil untuk memudahkan mahasiswa mendapatkan beasiswa seperti LPDP, studi ke luar negeri, dan bekerja di perusahaan asing

6. What types of resources or materials do you currently use to support students in their English presentation skills?

Di materi general yang diajarkan seperti metodologi dan assessment saat ini seperti

Slide PPT dalam Bahasa Inggris

Mahasiswa diminta membuat slide presentasi dalam bahasa Inggris.

Presentasi dalam Bahasa Inggris

Mahasiswa diharuskan menyampaikan presentasi mereka dalam bahasa Inggris.

Feedback dalam Bahasa Inggris

Dosen memberikan umpan balik dalam bahasa Inggris untuk membantu mahasiswa meningkatkan kemampuan mereka.

7. How do you currently provide feedback to students on their English presentations? What methods do you use for assessment?

Semua tugas, presentasi, dan proyek harus menggunakan bahasa Inggris.

Dosen juga harus sepenuhnya menggunakan bahasa Inggris dalam mengajar dan memberikan feedback. Jika mahasiswa tidak menggunakan bahasa Inggris, mereka tidak akan dilayani. Penilaian lebih difokuskan pada kemampuan bahasa Inggris mahasiswa daripada konten mata kuliah.

8. How do you collaborate with students to ensure they feel supported and confident in their English presentation skills?

Dengan usaahakan menanggapi atau menjawab pertanyaan teman itu dengan bahasa inggris walaupun itu setengah sengah

9. Have you made any adaptations or modifications to your teaching strategies to accommodate different learning styles or proficiency levels in English presentation skills?

Tidak pernah

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10. In your experience, what strategies or approaches could be implemented to further enhance students' proficiency in presenting in English?

Untuk samapai saat ini tidak ada konsen kesitu cuman kalau tugas sudah dibuat menggunakan bahasa inggris seperti ppt menyampaikan dalam bahasa inggris itu paling strategi saat ini belum ada strategi tertentu untuk membangun bahasa inggris karena itu sudah menjadi tuntutan di kelas yang diajar

Interview Report on English Proficiency and Presentation Skills of Students with Dr. Yulyanti Harisman, S.Si. M.Pd.

The current English proficiency levels among students present a notable challenge, especially in international classes where the full use of English is essential. According to the interviewee, "Meskipun mahasiswa paham apa yang disampaikan dalam bahasa Inggris, mereka seringkali kesulitan untuk merespons dengan baik. Hal ini terjadi karena kemampuan bahasa Inggris mahasiswa yang beragam, meskipun mereka sudah melalui seleksi TOEFL." Achieving internationalization goals ideally requires both lecturers and students to use English fully, but this is not yet fully implemented and requires further improvement.

While English usage is mandatory in international classes for presentations, PowerPoint slides (PPT), and assignments, including methodology courses, student participation in international seminars remains rare. The interviewee noted, "Partisipasi mahasiswa dalam seminar internasional masih jarang." This is partly due to students frequently mixing languages during presentations. The interviewee explained, "Meskipun slide PPT menggunakan bahasa Inggris, mereka sering membaca slide tersebut dan menjelaskannya kembali dalam bahasa Indonesia karena merasa bingung atau kurang percaya diri menggunakan bahasa Inggris sepenuhnya."

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One of the primary objectives of teaching students to present in English is to enhance their language skills to facilitate obtaining scholarships such as LPDP, studying abroad, and working in foreign companies. However, students often resort to a mix of languages during presentations, indicating a need for further development in their English proficiency and confidence. The interviewee stressed, "Peningkatan kemampuan bahasa Inggris sangat penting untuk memudahkan mahasiswa mendapatkan beasiswa seperti LPDP, studi ke luar negeri, dan bekerja di perusahaan asing."

To prepare students for English presentations, all tasks, presentations, and projects must be conducted in English. It is crucial for lecturers to fully use English in teaching; if students do not use English, they are not accommodated.

The interviewee mentioned, "Jika mahasiswa tidak menggunakan bahasa Inggris, mereka tidak akan dilayani." This approach aims to prepare students for international opportunities such as scholarships and jobs.

Resources used to support students in their English presentation skills include PPT slides in English, requiring students to create and present their slides in English, and providing feedback in English to help them improve. The interviewee stated, "Dosen memberikan umpan balik dalam bahasa Inggris untuk membantu mahasiswa meningkatkan kemampuan mereka." Feedback is given with a focus on English proficiency rather than course content.

Students are encouraged to respond to their peers' questions in English, even if partially, to build their confidence and proficiency. However, no specific adaptations or modifications have been made to accommodate different learning styles or proficiency levels. The current strategy focuses on using English in assignments and presentations as a fundamental requirement in the classes taught.

The interviewee mentioned, "Untuk sampai saat ini tidak ada konsen kesitu cuman kalau tugas sudah dibuat menggunakan bahasa Inggris seperti ppt menyampaikan dalam bahasa Inggris itu paling strategi saat ini belum ada strategi tertentu untuk membangun bahasa Inggris karena itu sudah menjadi tuntutan di kelas yang diajar."

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In conclusion, while there are foundational efforts to improve English proficiency among students, such as using English in presentations and assignments, there is a need for more targeted strategies to enhance their confidence and ability to fully utilize English in an academic setting.

3. THE CURRICULUM CONTENT A. The Learning Outcome

The Course Learning Outcome (CLO)

- CLO 1 Students are able to start/begin a presentation in English

- CLO 2 Students are able to explain the content of research paper in English - CLO 3 Students are able respond to the audience questions in English - CLO 4 Students are able to describe graphs, table, and chart in English - CLO 5 Students are able to end the presentation in English

- CLO 6 Students are able to make small talk to communicate with other participant in the seminar

- CLO 7 Students are able to present international Math Seminar B. The Description Of Content For The Whole Course

a) What is “English for Presenting Math Teaching Seminar?”

“English for Presenting Math Teaching Seminar” is a course specifically for international math education students, which trains students to present short papers on math teaching. In this course, students will be taught how to start the seminar presentation, how to present the seminar material, how to discuss in the seminar, how to close the seminar presentation, and how to interact with participants in the seminar using English.

1. The number of the meetings and the topic of each meeting

Here are the number of the meetings and the topic of each week of the "Presenting Math in International Seminars" course:

Week-by-Week Topics and Detailed Materials

1) Starting/Beginning a Presentation in English (Meeting 1 and 2)

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Materials:

 Techniques for starting a presentation (e.g., greetings, introducing oneself, stating the topic)

 Common phrases and expressions for opening remarks

 Examples of effective introductions in academic presentations Activities:

 Role-playing different opening scenarios

 Analyzing video clips of effective presentation openings

 Practice sessions with peer feedback

2) Explaining the Content of a Research Paper in English (Meeting 3 and 4) Materials:

 Structure of a research paper (abstract, introduction, methodology, results, discussion, conclusion)

 Vocabulary and phrases for summarizing each section

 Strategies for highlighting key points and findings Activities:

 Reading and summarizing research papers

 Group discussions on different sections of research papers

 Presentation practice focusing on clear and concise explanations

3) Responding to Audience Questions in English (Meeting 5 and 6) Materials:

 Common types of questions and how to handle them

 Phrases for clarifying, confirming understanding, and providing thoughtful responses

 Techniques for staying calm and composed under pressure Activities:

 Mock Q&A sessions

 Peer feedback on response strategies

 Analysis of Q&A segments from recorded presentations

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4) Ending the Presentation in English (Meeting 7) Materials:

 Techniques for concluding a presentation (e.g., summarizing key points, providing final thoughts, thanking the audience)

 Phrases and expressions for closing remarks

 Examples of effective presentation conclusions Activities:

 Practicing closing statements

 Analyzing video clips of strong presentation conclusions

 Group activities focusing on summarizing and closing

5) Describing Graphs, Tables, and Charts in English (Meeting 9 and 10) Materials:

 Vocabulary for different types of graphs, tables, and charts

 Phrases for describing trends, comparisons, and data points

 Examples of data description in academic contexts Activities:

 Interpreting and describing visual data

 Creating and presenting visual aids

 Peer feedback on data presentation clarity

6) Making Small Talk to Communicate with Other Participants in the Seminar (Meeting 11 and 12)

Materials:

 Materials:

 Topics for small talk in academic settings (e.g., current research, conference experiences, common interests)

 Phrases for starting and maintaining small talk

 Cultural considerations for polite conversation Activities:

 Role-playing small talk scenarios

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 Group discussions on appropriate small talk topics

 Practice sessions with peer feedback

7) Presenting at an International Math Seminar (Meeting 13, 14 and 15) Materials:

 Structure and expectations of international seminar presentations

 Cultural differences in presentation styles and etiquette

 Tips for engaging an international audience Activities:

 Watching and analyzing recorded international seminar presentations

 Practicing full-length presentations with peer and instructor feedback

 Simulation of an international seminar environment

b) How the materials will be developed

The materials for the "English for Presenting Math Teaching Seminar" course will be carefully developed to ensure they align with the course objectives and enhance students' presentation skills in mathematical contexts. Here are how the materials will be developed:

1. Structured Modules: Divide the course into structured modules, each focusing on specific aspects of presentation skills such as content organization, visual aids, and audience engagement.

2. Interactive Workshops: Design interactive workshops where students actively participate in creating and critiquing presentations. Provide templates and guidelines for creating effective slides and visual aids.

3. Simulation Exercises: Develop simulation exercises where students simulate presenting their research to peers or in mock conference settings. This allows them to practice handling different audience reactions and refining their delivery.

4. Case Studies and Examples: Include case studies and examples of successful and unsuccessful presentations from real academic conferences. Analyze these examples to highlight best practices and areas for improvement.

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5. Guest Lectures and Panels: Invite guest speakers who are experienced in presenting at international seminars to share their insights and experiences. Panels of experts can provide diverse perspectives on effective presentation strategies.

6. Peer Feedback Mechanisms: Establish structured peer feedback sessions where students provide constructive criticism to their peers based on predefined evaluation criteria. This helps students learn from each other's strengths and weaknesses.

7. Cultural Awareness Training: Provide training on cultural nuances and expectations in international settings. This includes understanding different communication styles, non-verbal cues, and etiquette in diverse academic environments.

8. Technology Integration: Incorporate training on using technology effectively in presentations, such as video conferencing tools, virtual whiteboards, and interactive presentation software. Teach students how to troubleshoot technical issues that may arise during remote presentations.

9. Continuous Improvement: Encourage continuous improvement through self- assessment and reflection. Provide resources and tools for students to assess their own presentations and set goals for improvement throughout the course.

10. Resource Repository: Maintain a repository of resources including articles, books, and online tutorials related to presentation skills and academic communication. This allows students to explore additional materials based on their specific interests and needs.

By implementing these strategies, the materials for the course can be developed to create a dynamic and engaging learning experience that prepares students to confidently present their mathematical research in diverse and challenging academic settings.

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JURUSAN / PROGRAM STUDI MATEMATIKA

FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM UNIVERSITAS NEGERI PADANG

English for Math Teaching Seminar Course Planning (RPS)

Course Name

English for Math Teaching Seminar Course

Weigh (Meetings)

Date

16 Juli 2024

Authorized Person

Instructors Designing Syllabus

Head of Course

Rezky Fakhir Hilmi (22178017) Wiji Kholifah (23178020)

Primaresa Auliana (23178015)

Learning Outcomes

Expected Learning Outcomes of the Course

ELO 1 Demonstrate proficiency in articulating mathematical concepts clearly and effectively in English, fostering understanding among diverse audiences.

ELO 2 Gain confidence in speaking English, particularly in the context of presenting mathematical seminars, through regular practice and feedback.

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ELO 3 Develop skills for effectively engaging with audiences during mathematical presentations, including responding to questions, fostering discussion, and gauging audience understanding.

ELO 4 Engage in reflective practice to evaluate their own presentation skills, identify areas for improvement, and set goals for ongoing development in speaking English for math teaching seminars.

Course Learning Outcome (CLO)

CLO 1 Students are able to start/begin a presentation in English

CLO 2 Students are able to explain the content of research paper in English CLO 3 Students are able respond to the audience questions in English CLO 4 Students are able to describe graphs, table, and chart in English CLO 5 Students are able to end the presentation in English

CLO 6 Students are able to make small talk to communicate with other participant in the seminar CLO 7 Students are able to present international Math Seminar

Course Description

This course trains students to present papers on teaching English that includes choosing topics, presenting papers, discussing, and giving advice and criticism.

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Materials 1. Techniques for starting a presentation (e.g., greetings, introducing oneself, stating the topic) 2. Common phrases and expressions for opening remarks

3. Structure of a research paper (abstract, introduction, methodology, results, discussion, conclusion) 4. Vocabulary and phrases for summarizing each section

5. Strategies for highlighting key points and findings 6. Common types of questions and how to handle them

7. Phrases for clarifying, confirming understanding, and providing thoughtful responses 8. Techniques for staying calm and composed under pressure

9. Vocabulary for different types of graphs, tables, and charts 10. Phrases for describing trends, comparisons, and data points

11. Techniques for concluding a presentation (e.g., summarizing key points, providing final thoughts, thanking the audience) 12. Phrases and expressions for closing remarks

13. Topics for small talk in academic settings (e.g., current research, conference experiences, common interests) 14. Phrases for starting and maintaining small talk

15. Cultural considerations for polite conversation

16. Structure and expectations of international seminar presentations 17. Cultural differences in presentation styles and etiquette

18. Tips for engaging an international audience

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18. Reynolds, G. (2011). Presentation zen design: Simple design principles and techniques to enhance your presentations. New Riders.

19. Berkun, S. (2017). Confessions of a public speaker. O'Reilly Media.

20. Lowndes, L. (2003). How to talk to anyone: 92 little tricks for big success in relationships. McGrawHill Education.

21. Hargie, O. (2016). Skilled interpersonal communication: Research, theory and practice (6th ed.). Routledge.

22. Blyth, C. (2009). The art of conversation: A guided tour of a neglected pleasure. Gotham Books.

Name of the Instructors

Wiji Kholifah Primaresa Auliana Rezky Fakhir Hilmi Prerequisite

course (s) Meeting

Lesson Learning Outcome (LLO)

Materials

Methods and media Estimated Time

Student Learning Experiences

Assessment

Type Indicator Weig

ht (%)

(1) (2) (3) (4) (5) (6) (7) (8) (9)

1-2 The students are able to start/begin a presentation

 Techniques for starting a

presentation (e.g., greetings,

introducing

oneself, stating the topic)

 Common phrases and expressions for opening remarks

 Examples of effective introductions in academic presentations

Methods of Learning

 Case-Based Learning

 Peer Teaching

 Interactive Workshops Media

 Case studies

 Video clips of successful presentations

 Discussion guides

2x60"

 Role-playing different opening scenarios

 Analyzing video clips of effective presentation openings

 Practice sessions with peer feedback

Process- oral assessment

 Completeness

 Accuracy

 Participation

10

(21)

3-4 Students are able to explain the content of research paper in English

 Structure of a research paper (abstract, introduction, methodology, results, discussion, conclusion)

 Vocabulary and phrases for summarizing each section

 Strategies for highlighting key points and findings

 Inquiry-Based Learning

 Jigsaw Method

 Guided Reading Sessions

Media

 Research papers

 Inquiry templates

 Presentation tools

2x60"

 Reading and

summarizing research papers

 Group discussions on different sections of research papers

 Presentation practice focusing on clear and concise explanations

 Completeness

 Accuracy

 Participation

10

5-6 Students are able respond to the audience questions in English

 Common types of questions and how to handle them

 Phrases for clarifying, confirming

understanding, and providing

thoughtful responses

 Techniques for staying calm and composed under pressure

 Scenario-Based Learning

 Fishbowl Technique

 Simulated Conference Scenarios

Media

 Scenario scripts

 Role-play guides

 Feedback forms

2x60"

 Mock Q&A sessions

 Peer feedback on response strategies

 Analysis of Q&A segments from recorded presentations

 Completeness

 Accuracy

 Participation

10

(22)

7 The students are able to describe Graphs, Tables, and Charts in English

 Vocabulary for different types of graphs, tables, and charts

 Phrases for describing trends, comparisons, and data points

 Examples of data description in academic contexts

 Design-Based Learning

 Think-Pair-Share

 Hands-on Data Visualization Workshops

Media

 Data visualization software

 Design templates

 Sample graphs and charts

2x60"

 Interpreting and describing visual data

 Creating and presenting visual aids

 Peer feedback on data presentation clarity

Process- oral

assessment

 Completeness

 Accuracy

 Participation

10

8 Mid-Term Test 15

9-10 The students are able to end the presentation material

 Techniques for concluding a presentation (e.g., summarizing key points, providing final thoughts, thanking the audience)

 Phrases and expressions for closing remarks

 Examples of effective presentation conclusions

 Experiential Learning

 Reflective Practice

 Storytelling Exercises

Media

 Example conclusion slides

 Feedback forms

 Video examples

2x60"  Practicing closing statements

 Analyzing video clips of strong presentation conclusions

 Group activities focusing on summarizing and closing

Process- oral

assessment

 Completeness

 Accuracy Participation

10

(23)

11-12 The students are able to make small talk to communicate with other participants in the seminar

 Topics for small talk in academic settings (e.g., current research, conference experiences, common interests)

 Phrases for starting and maintaining small talk

 Cultural

considerations for polite

conversation

 Simulation-Based Learning

 Role-Playing

 Interactive Games

Media

 Simulation software

 Networking scenarios

 Role-playing scripts

 Flashcards

2x60"

 Role-playing small talk scenarios

 Group discussions on appropriate small talk topics

 Practice sessions with peer feedback

Process- oral

assessment

 Completeness

 Accuracy

 Participation

10

13-15 The students are able to present at an International Math Seminar

 Structure and expectations of international seminar presentations

 Cultural differences in presentation styles and etiquette

 Tips for engaging an international audience

 Presentation practice

 Collaborative Learning

 Peer Review

 Comprehensive Presentations

Media

 Presentation software

 Peer evaluation forms

 Evaluation rubrics

2x60"

 Watching and analyzing recorded international seminar presentations

 Practicing full-length presentations with peer and instructor feedback

 Simulation of an international seminar environment

Process- oral

assessment

 Completeness

 Accuracy

 Participation

10

16 Final Examination 15

(24)

Evaluation/Assessment Students’ grades are based on:

1. Weekly performances 2. Mid-term test

3. Tasks 4. Project

5. Final Examination

The weight is given in the table below

Rubric to Assess Students’ Ability

Analytical rating scale for grammatical ability (Adopted from Purpura, 2004, p.121)

Levels of control Form Meaning

Complete (5)

 Evidence of complete range of grammatical forms including lexical forms (noun + noun construction), morphosyntactic forms (past, past passive, when clauses) and cohesive forms (chronology, result) for the task

 Evidence of complete accuracy in these forms; may have minor random errors, but never obscuring meaning.

 The message is completely and clearly conveyed

 Evidence of a wide range of and precise use of vocabulary for the task

Extensive (4)

 Evidence of extensive range of grammatical forms including lexical, morphosyntactic and cohesive forms for the task.

 Evidence of good accuracy in these forms; may have some errors, but meaning is never obscured

 The message is generally well and clearly conveyed

 Evidence of a wide range of vocabulary for the task. May have some errors in word choice.

Moderate  Evidence of moderate range of grammatical forms including lexical, morphosyntactic  The message is adequately

(25)

(3) and cohesive forms for the task.

 Evidence of satisfactory accuracy in these forms; has some errors in forms. Errors almost never obscure meaning.

conveyed with some ambiguities

 Evidence of some problems with vocabulary choice for the task. May be incomplete or imprecise for the task.

Limited (2)

 Evidence of limited range of grammatical forms including lexical, morphosyntactic and cohesive forms for the task.

 Evidence of errors in several target forms; has some errors in forms. Errors sometimes obscure meaning.

 The message is sometimes confusing.

 Evidence of frequent problems with vocabulary choice for the task. May be incomplete or imprecise for the task.

None (1)

 Evidence of very limited range of grammatical forms for the task.

 Evidence of serious errors in form. Errors often obscure meaning.

 Not enough material to evaluate

 The message is barely conveyed or not at all.

 Evidence of simple vocabulary;

problems with vocabulary choice.

Range Grade

85-100 A

80-84 A-

75-79 B+

70-74 B

65-69 B-

60-64 C+

55-59 C

50-54 C-

40-49 D

<39 E

(26)

4. CONCLUSION

In conclusion, our course on presenting in mathematics seminars is an enriching experience, dedicated to enhancing both your English skills and presentation skills. Throughout this course, we focus on the art of effectively presenting these topics in a seminar setting. We cover key aspects of seminar presentations, including structuring your talk, using visual aids, engaging with your audience, and handling questions confidently. Each session provides practical exercises and opportunities for feedback, aiming to refine your ability to communicate complex mathematical concepts clearly and effectively.

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5. APPENDICES

Instrument

Kuesioner untuk Analisis Kebutuhan Mahasiswa Jurusan Matematika terhadap Mata Kuliah English for Math Teaching Seminar

Indicator

Questions Response

SA A D SD

Students Wants

31. Saya ingin meningkatkan kemampuan berbicara dalam bahasa Inggris

32. Saya ingin meningkatkan kemampuan menulis dalam bahasa Inggris

33. Saya ingin meningkatkan keterampilan mendengarkan bahasa Inggris

34. Saya ingin meningkatkan kemampuan membaca bahasa Inggris

35. Saya ingin menguasai cara presentasi seminar menggunakan bahasa Inggris 36. Saya ingin meningkatkan kepercayaan

diri saya dalam presentasi berbahasa Inggris

37. Saya ingin meningkatkan penguasaan kosa kata bahasa Inggris saya seputar presentasi

38. Saya ingin meningkatkan ingin meningkatkan penguasaan kosa kata bahasa Inggris saya seputar istilah matematis

39. Saya ingin menguasai cara menjelaskan konten presentasi saya menggunakan bahasa Inggris

40. Saya ingin meningkatkan kemampuan manajemen waktu dalam presentasi Students’ Lack 41. Saya kurang memiliki motivasi dan

minat dalam mempelajari mata pelajaran berbahasa Inggris

42. Saya belum menemukan pemilihan materi yang tepat untuk meningkatkan kemampuan bahasa Inggris saya

43. Saya kekurangan kosa kata jadi saya tidak memahami mata pelajaran berbahasa Inggris

44. Saya kurang memahami struktur dalam seminar

45. Saya kurang mengetahui teknik penguasaan audience ketika seminar 46. Saya kurang fasih dalam pengucapan

kosa kata matematis berbahasa Inggris 47. Saya kurang paham pembuatan dan

penyusunan konten presentasi pengajaran

(28)

matematika berbahasa Inggris

48. Saya kurang mampu menjelaskan grafik dan diagram

49. Saya kurang percaya diri ketika melakukan presentasi seminar berbahasa Inggris

50. Saya kurang memiki pengalaman mengikuti seminar berbahasa Inggris.

Necessities 51. Saya membutuhkan mata kuliah yang mampu membantu saya dalam mengembangkan kemampuan berbicara Bahasa Inggris.

52. Saya membutuhkan mata kuliah yang mampu membantu saya dalam

mendengar Bahasa Inggris.

53. Saya membutuhkan wadah untuk mengembangkan kemampuan presentasi saya.

54. Saya membutuhkan wadah untuk melatih kepercayaan diri saya ketika presentasi 55. Saya membutuhkan metode belajar yang

menarik dan mudah diterapkan

56. Saya membutuhkan materi ajar yang otentik

57. Saya membutuhkan materi ajar yang interaktif

58. Saya membutuhkan kemampuan berbicara dan mendengarkan Bahasa Inggris untuk menyukseskan seminar saya di masa mendatang.

59. Saya membutuhkan banyak kosa kata matematis berbahasa Inggris.

60. Saya membutuhkan contoh-contoh seminar pengajaran matematika berbahasa Inggris untuk lebih memahami cara presentasi seminar yang baik dan benar.

61. Saya membutuhkan latihan presentasi seminar secara langsung di kelas.

62. Saya membutuhkan umpan balik dari dosen atau rekan sekelas setelah selesai melaksanakan presesntasi seminar.

Interview questions to understand the lecture's perspective on students' needs for presenting math teaching seminar in English:

11. How would you describe the current English proficiency levels of your students?

12. Have your students previously presented in English at seminars or similar events? If yes, what were their experiences like?

(29)

13. What specific challenges do your students face when presenting in English? Are there any common areas of difficulty?

14. What are the primary learning objectives or outcomes you aim to achieve by teaching them to present in English?

15. What teaching approaches or methods have you found most effective in preparing students for English presentations?

16. What types of resources or materials do you currently use to support students in their English presentation skills?

17. How do you currently provide feedback to students on their English presentations? What methods do you use for assessment?

18. How do you collaborate with students to ensure they feel supported and confident in their English presentation skills?

19. Have you made any adaptations or modifications to your teaching strategies to accommodate different learning styles or proficiency levels in English presentation skills?

20. In your experience, what strategies or approaches could be implemented to further enhance students' proficiency in presenting in English?

(30)

LESSON PLAN

RPP

English for Presenting Math Teaching Seminar PENDIDIKAN MATEMATIKA

FAKULTAS TEKNIK UNIVERSITAS NEGERI PADANG

GROUP 2

1. Wiji Kholifah 2. Rezky Fakhir Hilmi 3. Primaresa Auliana

(31)

FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM

UNIVERSITAS NEGERI PADANG

RPP ENGLISH FOR PRESENTING MATH TEACHING SEMINAR

SUBJECT : English for Math Teaching Seminar DEPARTENT/ MAJOR : Pendidikan Matematika

SEMESTER : 5

MEETING : 10-11 (Ten-Eleven) TIME ALOCATION : 200 Menit

KOMPETENSI :

Read, understand and interpret information presented in various forms of visual data such as graphs, tables and diagrams.

SUB COMPETENCIES:

1) Identify different types of graphs (bar chart, line graph, pie chart), tables, and diagrams.

2) Use appropriate vocabulary and phrases to describe data (e.g., "increase", "decrease",

"remain steady").

3) Use comparisons and superlatives to describe data (e.g., "higher than", "the highest").

COMPETENCY ACHIEVEMENT INDICATORS:

1) Students are able to mention the types of graphs such as bar chart, line graph, and pie chart correctly.

2) Students are able to use words such as "increase", "decrease", "fluctuate", and "remain steady" in descriptive sentences.

(32)

3) Students are able to use comparison phrases such as "higher than", "lower than", "more than", and "less than" in sentences comparing data from graphs or tables.

I. LEARNING OBJECTIVES

After the completion of the course, students are expected to be able to:

1) Students are able to recognize and mention types of graphs such as bar charts, line graphs, and pie charts and their main elements.

2) Students are able to use appropriate vocabulary to describe data trends from graphs or tables.

3) Students are able to make appropriate comparisons of data using comparative and superlative phrases.

II. LEARNING MATERIAL

1) Vocabulary for different types of graphs, tables, and charts 2) Phrases for describing trends, comparisons, and data points 3) Examples of data description in academic contexts

III. LEARNING METHOD

1) Interactive Lecture 2) Group Discussion 3) Project Based Learning IV. LEARNING STEPS

MEETING 1

No. Steps Goal Activity Time

Alocation 1. Introduction Introduce the

learning topic and activate students' prior knowledge of graphs, tables and diagrams.

 The lecturer starts by showing examples of simple graphs, tables, or diagrams.

 Students are asked to identify the type of graph or table shown and give some examples of its use in daily life or in academic contexts.

 The lecturer explains the importance of being able to describe data effectively in English.

 The lecturer explains

10 Minutes

(33)

the learning objectives such as being able to identify types of graphs, using phrases to describe trends, and being able to make descriptions of data in an academic context.

2. Core (Vocabulary and Phrase Recognition)

 Introduces key vocabulary, phrases and techniques for describing

graphs, tables and diagrams.

 Vocabulary

Introduction: The lecturer introduces the types of graphs such as bar chart, line graph, pie chart, and table.

 Phrase Usage:

Students are invited to practice the use of phrases such as "there was a significant increase in...", "the number of... decreased gradually", "the data fluctuated over the period", and others.

 Case Study: The lecturer provides examples of data descriptions in

academic or

professional contexts to illustrate the correct use of vocabulary and phrases.

 Students are given the opportunity to identify

trends and

comparisons in graphs or tables provided by the lecturer.

30 Minutes

3. Core (Case Study and Discussion)

 Practicing the

use of

vocabulary and phrases in real contexts of use.

 The lecturer provides case studies or examples of data in

academic or

professional contexts.

 Students work in pairs

50 Menit

(34)

or small groups to analyze the data and create descriptions using the vocabulary they have learned.

4. Closing  Summarize

today's learning

and give

directions for future work.

 The lecturer

summarizes the key points that have been learned, especially the new vocabulary and phrases used.

 The lecturer said that at the next meeting, each group must present the results of their group work in front of the class.

10 Minutes

MEETING 2 1. Reviewing the

previous meeting material

A brief review of the vocabulary and phrases learned in the previous meeting.

 The lecturer clarifies key concepts from the previous meeting.

 Students are given the opportunity to ask questions or provide their understanding of the material that has been learned.

10 Minutes

2. Presentation Demonstrate

students' ability to describe data and provide feedback.

 Each group presents the results of their

analysis and

description to the class.

 Lecturers provide

positive and

constructive feedback on the presentations and descriptions that have been made.

70 Minutes

3. Closing Summarize and

finish the session well.

 The lecturer

summarizes the key points that have been learned at this meeting.

 Students are asked to give a brief reflection on what they have

10 Minutes

(35)

learned in these two meetings.

V. LEARNING SOURCES/REFERENCES

Jeffcock.P. (2021). Maths Is Not A Mystery Primary Tutor Book PD1. Panda Publication Nyoman, Putra. (2024). Explaining Graphs, Chart and Table.

VI. MATERIAL

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VII. ASSESSMENT

Student presentation assessment rubric:

Scoring Criteria

Score 4 (Very Good)

Score 3 (Good) Score 2 (Fair) Score 1 (Less) Vocabulary

Comprehension

Uses a variety of vocabulary and phrases

appropriately

Uses most vocabulary and phrases

appropriately

Uses some vocabulary and phrases

appropriately

Inadequate use of vocabulary and phrases

Accuracy in Description

Provides very precise and clear descriptions

Provides fairly precise and clear descriptions

Provides imprecise or vague descriptions

Unable to provide precise and clear descriptions Analysis Skills Analyzes data in

depth, identifying trends and comparisons accurately

Analyzes data well, identifying some trends and comparisons

Analyzes data in a limited way without

identifying trends and comparisons

Unable to analyze data properly or identify trends and comparisons

Presentation Skills

Presents clearly using

appropriate language

Presents fairly clearly using adequate language

Has some difficulty in presentation

Unable to present results clearly

Teamwork Contributes actively to group

discussions, is collaborative and supportive

Contributes to group discussion, but inconsistently

Did not contribute enough to the group

discussion

Did not participate in group

discussion

Conclusion and Final

Assessment

Total Score (out of 20): 18-20

Basmallah REPORT OF FINAL PROJECT ELT CURRICULUM

Students' Skills Wants

Student

Students' Material Wants Student s’

Material

Wants

Students' Material Wants ^Student _s’