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
A. NEED ANALYSIS 1. Background
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 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.
2. 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.
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.
3. Instruments of Need Analysis
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.
4. Result of Need Analysis a) 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 manajemen waktu dalam presentasi
18 (90%)
1 (5%)
1 (5%)
- Students’
Lack
11. Saya kurang memiliki motivasi dan minat dalam mempelajari mata pelajaran berbahasa Inggris
- 5
(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%)
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
6 (30%)
10 (50%)
4 (20%)
-
Inggris
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
mengembangkan kemampuan
mendengar Bahasa Inggris.
13 (65%)
5 (25%)
2 (10%)
-
23. Saya membutuhkan wadah untuk
mengembangkan kemampuan
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 interaktif
18 (90%)
2 (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%)
-
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.
b) Interview
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."
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."
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.
B. INTRODUCTION TO THE COURSE
1. 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.
2. The Goal of “English for Presenting Math Teaching Seminar” Course Students are able to present International Math Teaching Seminar.
3. 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 end the presentation in English
- CLO 5 Students are able to describe graphs, table, and chart 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
4. Length of the course
The course titled "English for Presenting Math Teaching Seminar" spans one semester over 16 weeks, featuring weekly sessions lasting 120 minutes each, totaling 32 contact hours. It offers a rigorous training program aimed at developing students' proficiency in delivering mathematical presentations within an international seminar context.
Focused on enhancing presentation skills, the course covers 9 key topics essential for effective communication in mathematical contexts. Students engage in lectures on advanced presentation techniques, workshops on creating impactful visual aids, and practice sessions to bolster public speaking confidence. They learn to craft logically structured presentations, develop compelling narratives, and utilize visual aids effectively. Additionally, the curriculum includes training on managing Q&A sessions, providing and receiving constructive feedback, and adapting communication styles to diverse audiences.
By the course's conclusion, students are well-prepared to deliver polished and professional presentations at international math seminars. They demonstrate mastery not only of mathematical content but also of effective presentation strategies, enhancing their confidence in academic discourse and public speaking.
5. 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) 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
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
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
6. 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.
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.
LESSON PLAN
English for Presenting Math Teaching Seminar PENDIDIKAN MATEMATIKA
FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM UNIVERSITAS NEGERI PADANG
GROUP 2
1. Wiji Kholifah 2. Rezky Fakhir Hilmi 3. Primaresa Auliana
FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM
UNIVERSITAS NEGERI PADANG
RPP ENGLISH FOR PRESENTING MATH TEACHING SEMINAR
SUBJECT : English for Presenting Math Teaching Seminar DEPARTENT/ MAJOR : Pendidikan Matematika
SEMESTER : 5
MEETING : 9-10 (Nine-Ten) 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.
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 the learning objectives such as being able to identify types of graphs, using phrases
10 Minutes
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 or small groups to analyze the data and create descriptions using the vocabulary
50 Menit
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 learned in these two meetings.
10 Minutes
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
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
Analyzes data well, identifying some trends and comparisons
Analyzes data in a limited way without
identifying trends and
Unable to analyze data properly or identify trends and comparisons
accurately 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
Total Score (out of 20): 14-17
Total Score (out of 20): 10-13
Total Score (out of 20): 0-9
