MODUL

MATA KULIAH : ARGUMENTATIVE SPEAKING

KODE MATA KULIAH : MJU.KIP.BING – 021

Oleh:

Indah Werdiningsih, M. Pd

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH JEMBER

TAHUN 2018

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PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH JEMBER

BAHAN KULIAH ARGUMENTATIVE SPEAKING

No. Dok :

Status Dokumen :  Master  Salinan No.

Nomor Revisi : 00
Tanggal Terbit : 19 Februari 2018
Jumlah Halaman : 60 Halaman

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 BAHAN AJAR ARGUMENTATIVE SPEAKING
No. Dok : 0020113000

No. Revisi : 00 Tgl. Terbit : 16 Maret 2020 Halaman 3 dari

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DAFTAR REVISI
No.Rev Tanggal Halaman Tertulis Revisi

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 UNIVERSITAS MUHAMMADIYAH JEMBER
LEMBAGA PENGKAJIAN DAN PENGEMBANGAN
PENDIDIKAN
(LP3)
Jl. Karimata 49 Jember

LEMBAR PEMERIKSAAN DAN VALIDASI

DOKUMEN KURIKULUM DAN MODUL
No. Halaman Catatan

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 UNIVERSITAS MUHAMMADIYAH JEMBER

LEMBAGA PENGKAJIAN DAN PENGEMBANGAN PENDIDIKAN

LEMBAR VALIDASI DOKUMEN BAHAN AJAR

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 KATA PENGANTAR
Alhamdulillahi robbal alamin, puji syukur kehadirat Allah SWT yang telah

melimpahkan segala rahmat dan hidayahnya sehingga penulis dapat

menyelesaikan modul ini dengan baik.

Modul ini disusun dengan maksud untuk membantu dan mempermudah

mahasiswa dalam mengikuti mata kuliah Agumentative speaking. Selain itu,

modul ini dibuat untuk menambah wacana bagi pembelajar bahasa Asing lainnya

dalam upaya meningkatkan kemampuan Berbicara (Speaking)

Cakupan bahasan dari modul ini disesuaikan dengan capaian pembelajaran

yang telah disusun sebelumnya oleh Tim Kurikulum Prodi Pendidikan Bahasa

Inggris berdasarkan Kurikulum yang berlaku yaitu KKNI.

Penulis berharap semoga modul ini bisa memberikan kontribusi yang

bermanfaat bagi para pengguna. Kritik dan saran dari para pengguna demi

terbentuknya modul yang bermutu akan sangat penulis terima dengan senang hati.

Kritik dan saran bisa disampaikan melalui email dengan id

indah_andin@unmuhjember.ac.id

Jember, Februari 2018

Penulis

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 DAFTAR ISI

HALAMAN JUDUL ……………………………………………. i

HALAMAN PENGESAHAN ………………………………..…………… ii
DAFTAR REVISI ……………………………………..……… iii
LEMBAR VALIDASI ……………………………...……………… iv
KATA PENGANTAR …..…………………………………………. v
DAFTAR ISI ……………………………………………… vi
COURSE LEARNING OUTCOME ……………………………………… vii

Chapter I ………………………………………………………………….…1
Chapter II …………………………………………………………………….8
Chapter III ……………………………………………………………………13
Chapter IV ……………………………………………………………………20

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 COURSE LEARNING OUTCOME

Course Course learning outcome Meeting Topic

Argumentative 1. Students are able to apply in oral communication; 1-4 Seminar: English Paper and Journal
Speaking run a seminar about scientific material in formal
English

2. Students are able to analyze a motion in oral 5-8 debate method: Asian Parliamentary
communication in a debate forum which is supported
by factual reasons
3. Students are able to apply in oral communication: 9-12 practicing panel discussion
become a panelist and/or audience in a Panel
Discussion
4. Students are able to apply in oral communication: do 13-16 practicing dialogue on job interview
a job interview as both interviewee and interviewer,
also know the manners

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 CHAPTER I: SEMINAR
MEETING 1-4

A seminar is, generally, a form

of academic instruction, either at an academic
institution or offered by a commercial or
professional organization. It has the function of
bringing together small groups for recurring
meetings, focusing each time on some
particular subject, in which everyone present is
requested to actively participate.

Practice

1. Prepare your material for seminar in a form of English paper or journal

2. The time for presentation is within 10 minutes
3. Question and answer session will be in a form of in-class discussion

OVERVIEW: Sample of English paper (See Next Page)

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 CHAPTER II: DEBATE
MEETING 5-10

OVERVIEW

ASIAN PARLIAMENTARY SYSTEM RULES

1. Each team consists of three speakers.

2. Each speaker has time seven minutes to speak and for reply speaker has
four minutes.

3. It is allowed to do POI to the speaker.

4. Each speaker has to stand and face the adjudicator and audience.

DEBATE MECHANISM:

1. There are two teams.

2. Both teams will get the motion.

3. Both teams will do lottery to decide who will be the positive team or
negative team.

4. Both teams will get 10-15 minutes to build the case.

5. Then the debate starts.

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 TEAM

Affirmative Negative

1st speaker (7 min) 1st speaker (7 min)

2nd speaker (7 min) 2nd speaker (7 min)

3rd speaker (7 min) 3rd speaker (7 min)

Reply speaker (4 min) Reply speaker (4 min)

Note: Reply speech should be delivered by the first or the second speaker
from both teams.

ROLE OF SPEAKERS

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ROLE OF SPEAKERS

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PRACTICE: MOTIONS TO BE DEBATED

1. Motion 1: Alternative source of energy is important

2. Motion 2: Women emancipation can lead to woman superiority

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3. Motion 3: Privacy is not the most important right

4. Motion 4: Teacher profession should have more salary than other professions

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 CHAPTER III: PANEL DISCUSSION
MEETING 14-16

PANEL DISCUSSION is a situation in which a group of people are gathered

together to discuss an issue, often to provide feedback on something, to
brainstorm solutions to a problem or to discuss an issue of public concern in front
of an audience (Hornby, 2000). Example of a panel discussion:

1. a TV focus group where a group of viewers are assembled to give feedback to

the producers on the show.
2. when top scientists gather together to discuss global warming.
3. when a group of local politicians hold an open discussion and invite the
public to come with questions or concerns.

TYPES OF MEMBERS IN PANEL DISCUSSION

According to MIER (2011), members in the Panel Discussion are
moderator, panelists, and audience.
a. Moderator
Moderator is someone who presides over a forum or debate (Hornby, 2000).
In this study, the researcher plays the role as the moderator. The jobs of a
moderator are to keep the interaction on the theme, encourage interaction
among members, and summarize and highlight the points. S/he should have
mastery over the theme or problem of the discussion. At the end, the
moderator summarizes the discussion and presents his point of views.
b. Panelists
Panelists are group of people who discuss topics of interest, especially on a
radio, television program, or in-class discussion (Hornby, 2000). There are 4-
10 panelists in the discussion. In this study, the researcher used 9 panelists in
every meeting. Members sit in the semi-circle shape in front of the audience.

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 The moderator sits in the middle of the panelists. All the panelists should have
mastery over the subject matter
c. Audience
Audience is a group of people gathered together to hear or watch something
(Hornby, 2000). In other word, it is the part of the general public interested in
a source of information or entertainment. Here, audiences are allowed to put
questions and seek clarifications. They can put forward their point of view and
their experiences regarding the theme.

HOW TO CONDUCT
1. Divide the topics to be discussed among the participants, giving each member
a different aspect for research.
For example, on the topic of "The George Washington Administration," the
subdivisions might be: events that led to his being elected president; historical
events that occurred during his presidency; major accomplishments during his
term; and how his period would compare to the present.
2. Each member prepares individually. Do some research on the topic and come
prepared with questions to ask the panelists.
3. The panelists will have to do more research than one class period. Prepare
handouts with the important facts to be covered as well as a bibliography,
visuals with charts, graphs, pictures and video clips to be used to supplement
their presentations. They should also put their major ideas on index cards to be
referred to while delivering the speeches.
4. The Panel Discussion
The class is now ready for the presentation. The panelists should remain
seated even while speaking. They should, however, speak loudly and clearly,
with good audience eye contact. The moderator introduces the speakers who
give their presentations. The members of the audience ask their questions and
the panelists respond. The moderator then summarizes the program.

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TOPICS FOR DISCUSSION
1. Human Right Education and Training
2. The Implementation of the World Programme of Action for Youth: United
Nations System Coordination and Collaboration Related to Youth

TOPIC 1

Panelists 1:

- Recall the original goal of the Platform to declare the right to human rights
education and training through the declaration
- Provide a brief summary of the intergovernmental negotiations where some
Member States, such as Slovenia, had expressed belief that this right already
existed and was contained in a number of human rights instruments.
Panelists 2:

- Point out that all Member States in the drafting process agreed that human
rights education and training was important and necessary for the full

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 realization of all Human Rights, based on which the final text of the draft
declaration was formulated.
- Point out that the final draft declaration was a very important achievement,
even though some compromises had been made in the drafting process.
Panelists 3:

- Mention a draft procedural resolution prepared by the Platform for the

adoption of the declaration by the HRC at its present session and for
forwarding it to the UN General Assembly.
- Express the expectation that civil society could be counted on for playing a
crucial role in the implementation at the national level.
Panelists 4:

- Focus on the perspective of OIF as an intergovernmental organization.

- Present the normative framework that the human rights activity of OIF was
based on, and concrete projects as an example carried out by civil society
partners of OIF with the support provided by OIF.
Panelists 5:

- Describe concrete example projects in the field of human rights education and
training that OIF was supporting.
- Explain that the fund was aimed to support projects of civil society
organizations in the field in the developing francophone countries, directed
toward establishing a democratic culture at the national level and respect for
human rights.

Panelists 6:

- Introduce the mandate of the National Human Rights Commission of Nigeria,

placing an emphasis on its structural and organizational approach to human
rights education as a national human rights institution (NHRI)
- Provide an insight into how NHRIs could integrate human rights education in
their framework of activity through the examples of the NHRI of Nigeria.
Panelists 7:

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- Focus on the implementation methodology of human rights education through
arts.
- noted that culture encompassed such elements as the arts, beliefs, traditions
and any other ways of life through which individuals manifested their
humanity, fostered their personal development, and formed one’s own
identity.
Panelists 8:

- Focus on the assessment of the draft declaration, which was now considered to
be the final draft text
- State that the draft declaration had several different aspects that should be
given much thought.
Panelists 9:

- Regarding the principles of human rights education, consider the ultimate goal
of human rights education the full realization of human rights for all through
building a universal culture of human rights in all nations.
- State that human rights education dealt with the root causes of human rights
violations and abuses.

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TOPIC 2

The Implementation of the World Programme of Action for Youth: United

Nations System Coordination and Collaboration Related to Youth

Panelists 1:

- Explain that DESA will draw from input received from young people and
youth organizations via an online consultation
- The consultation will focus on asking young people for their views, opinions
and questions on these areas.
Panelists 2:

- Stress the importance of ensuring young people are at the center of decision
making on youth and youth related issues. As such, both representatives from
youth organizations and UN youth delegates representing their Member States
will be present both at the session and on the panel.
Panelists 3:

- The role of young people and youth organizations in contributing towards the
Report, and more particularly their role in overcoming challenges and

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 problems hindering youth, will be highlighted via their participation in the
discussion.
Panelists 4:

- Discuss how to better assess progress in these fields, namely through research
and data collection on monitoring and evaluation programs.
Panelists 5:

- Discuss how to better assess progress in these fields, namely through research
and data collection on youth issues and youth-led research.

Panelists 6:

- Discuss the role of the United Nations programs in forwarding youth

development.
- Look at key instruments such as the World Program of Action for Youth as
well as other initiatives which work to better enhance coordination and
coherence on youth issues across the UN system.
Panelists 7:

- Provide examples of challenges in addressing problems affecting youth as

well as good practices in overcoming these challenges at international level.
- Issues likely to be touched upon are those of: youth policy development.
Panelists 8:

- Provide examples of challenges in addressing problems affecting youth as

well as good practices in overcoming these challenges at the local level.
- Issues likely to be touched upon are those of: youth participation
Panelists 9:

- Provide examples of challenges in addressing problems affecting youth as

well as good practices in overcoming these challenges at the national level.
Issues likely to be touched upon are those of: employment and education.

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 CHAPTER IV: JOB INTERVIEW

MEETING 14-16

JOB INTERVIEW: Questions AND Answers

1. PERSONAL


Tell me about yourself.

What are your strengths?
The word strength refers to what you do well, your positive qualities or
effective skills.
 What are your weaknesses?
The word weakness refers to what you don’t do well, your negative
qualities or skills.
 What motivates you?
The word ‘motivate’ means to give you the reason to do something, to
inspire you, to encourage you.
 What does success mean to you?
 What are three of your greatest accomplishments?
The word accomplishment means an achievement, something you did
well.
 Where do you see yourself five years from now?
2. EDUCATIONAL

 Tell me about your educational background.

 Do you have plans for further education?
 Why did you choose your major?
Your major is your main area of specialization in university.

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3. PROFESSIONAL

 Why do you want this job?

 Why should we hire you?
To hire means to recruit, or give someone a job.
 Why are you the best person for the job?
 What are your qualifications for this position?
 Please describe your work experience.
 Why do you want to work for our company?
 What do you know about our company?
 Describe your work ethic.
4. SALARY

 What is your salary expectation?

Salary expectation is how much money you think you will get.
 What salary do you want to earn?
To earn means to make, to receive.
 What kind of compensation are you looking for?
Compensation refers to salary plus benefits.
5. QUESTIONS YOU CAN ASK THE INTERVIEWER

 If you were to offer me the job, how soon would you want me to
start?
 When could I expect to hear from you?
 Are there any further steps in the interview process?
 Are there possibilities for advancement?
Advancement means to move up in your job, to be offered a
promotion or higher position.

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Practice

1. Visit a company you want to apply a job to and do an observation

regarding to the information about the management, requirements of new
employees, and others
2. Do a role play as an interviewer and interviewee based on the information
you get from the company

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 References

Hirsch, S. Activities for Panel Discussions in the Classroom, (online),

(http://www.ehow.com/info_7887233_activities-panel-discussions-
classroom.html, retrieved 11 April 2014)

Lander, R. 2002. Scored Group Discussion: An Assessment Tool, (online),

(http://www.curriculum.org/storage/258/1334676693/Scored_Group_Dicu
ssion.pdf, retrieved 16 June 2014)

MIER College of Education. 20011. Panel Discussion: A Manual For Practicing

Teachers. India: The University of Jammu

Oradee, T. 2012. Developing Speaking Skills Using Three Communicative

Activities (Discussion, Problem-Solving, AND Role-Playing).
International Journal of Social Science and Humanity. Vol. 2, No. 6

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