The Course Outline of

ENGLISH FOR PRACTICE

Tadris English Department
Faculty of Tarbiyah
State Institute of Islamic Studies of Jember

Prepared by:
Mega Fariziah Nur Humairoh, M.Pd.

STATE INSTITUTE OF ISLAMIC STUDIES OF JEMBER

FACULTY OF TARBIYAH
TADRIS ENGLISH DEPARTMENT
January 2017
 ENGLISH FOR PRACTICE
Course Outline

Stratum : S1 Semester : 2 / 2017-2018

Code : Offering :
Status : Room : PBI
Credit/Hours :3 Instructor : Mega F. Nur Humairoh, M.Pd.
Schedule : Code :

COURSE DESCRIPTION

This course is designed to help students strengthen their English for practice. It
provides an introduction to debate that will allow students to use debate in the
classroom. Debate is an excellent activity for language learning because it engages
students in a variety of cognitive and linguistic ways. Debate in the classroom can be an
end in itself, or it can be used as a way to facilitate research and discussion of an issue/
situations relevant to topics of their background disciplines. Whether it is used for the
latter purpose or not, it will benefit from developing public speaking skills, critical
thinking skills, research skills and teamwork skills.
COURSE OBJECTIVE

By the end of this course, the students should understand how and able to share their
opinions. They should become more aware of global and cross cultural issues, increase
their working knowledge of current events, differentiate between fact, opinion, and fact-
driven opinion, develop critical thinking skills and the ability to look at both sides of an
issue, develop an appreciation for opposing viewpoints. Moreover, students should
increase their knowledge and comprehension of both written and spoken English.
GRADING POLICY

Regular attendance of students at 80% of the meetings is one of the requirements for
passing the course. Students will be grades on a variety of items including classroom
activities, debate practices, written response regarding assignments, and final test scores
(debate).

ACTIVITIES
Generally, the class activities will be held in the form of debate practices. We are going
to applied Asian Parliamentary Debate Practice System as our debate practices.

MEDIA
The media used in this course involve LCD, Laptop, PPT Slides, Authentic materials
(videos, folio books, newspapers)
COURSE MATERIALS & MEETING SCHEDULE

Meeting Topics Note

1 1. Course description and learning  Multi- Introduction
contract.
2. pre-test for dividing team
2. Introduction to debate  Announce the members of each
 Opinion/ expressing opinion team.
 Supporting data  3 students of each team are
 Refutation selected by lecture based on pre-
 Asian Parliamentary Debate test.
System  Delivering motion to students (2
groups=1 motion – lottery)
 Ask students to have folio book as
their instrument doing their
assignments
3. TEAM A VS B  Round I
4. TEAM C VS D  1 meeting – 1 session
5. TEAM E VS F  2 groups are debating 1 motion (+
6. TEAM G VS H VS -)
7. TEAM I VS J  During the debate: the students
8. TEAM K VS L (Optional) fill in the judging form during the
debate and students can consult
with a partner for help with
clarification after each
debate.(enclosed)
 Following the debate: the students
submit the judging forms, the
teacher adds up the scores and
announces the winners.
(enclosed)
 Also, the students hand in their
argument and rebuttal speeches
for which the teacher provides
feedback on strong points and
things to work on.
 Chance forward randomized
9. TEAM A VS B  Round II
10. TEAM C VS D  1 meeting – 1 session
11. TEAM E VS F  2 groups are debating 1 motion (+
12. TEAM G VS H VS -)
13. TEAM I VS J  During the debate: the students fill
14. TEAM K VS L (Optional) in the judging form during the
debate and students can consult
with a partner for help with
clarification after each debate.
(enclosed)
 Following the debate: the students
submit the judging forms, the
 teacher adds up the scores and
announces the winners.(enclosed)
 Also, the students hand in their
argument and rebuttal speeches for
which the teacher provides
feedback on strong points and
things to work on.
 Chance forward randomized
15. Final Round (Best team) / Optional
Reflection
16. Final Round (Best team) / Optional
Reflection

EVALUATION
The students final grade will be based on their attendance and participation during
classroom activities (20%), their assignments (15%), mid-term test (25%), and final test
score (40%).
Note:
 Mid Term Test will be in the form of debate practice (round I)
 Final Test will be in the form of debate practice (round II)
 Individual assignment is in the form of portfolio assignment.
 During the debate: the students fill in the judging form during the debate
and students can consult with a partner for help with clarification after each
debate.
 Following the debate: the students submit the judging forms, the teacher
adds up the scores and announces the winners.
 Also, the students hand in their argument and rebuttal speeches for which
the teacher provides feedback on strong points and things to work on.

REFERENCES

LeBeau, Charles & Harrington, David & Lubetsky, Michael (2000) Discover debate:
basic skills for supporting and refuting opinions. Language Solutions

Rybold, Gary. 2006. Speaking, Listening and Understanding: Debate for Non-Native
English Speakers. New York: IDEBATE Press Books.
Shuster, Kate & John, Meany. -. Introsucing Parliamentary Debate : A resource for
teachers and Students. Claremont Colleges Debate Outreach.

http://eslflow.com/debateanddiscussionlessons.html
Jember, Januari 2018
Dosen Pengampu,

Mega Fariziah Nur Humairoh, M.Pd.

NIDN. 2020039002
The Motions for Debate

1. THBT writing by hand is better that writing by computer.

2. THW not make thesis obligatory for undergraduate students.
3. THBT internet and smartphone make people unsociable.
4. THW abolish National Examination (UN).
5. THBT women should quit their job after they get married.
6. THW give death penalty to corruptors.
7. THW ban vendors at school.
8. THW promote safe sex through education at school.
9. THBT modern market brings more harm than good.
10. THW stop broadcasting Indonesia TV series.
11. THW supports teacher certification
12. THW permit celebrity to be RI 1
13. THBT It is better to be single than married.
14. THBT Women should stop working when they get married and have babies
15. ………………………………..
16. ………………………………..
17. ………………………………..
18. ……………………………….
19. ……………………………….
20. ……………………………….
 JUDGING FORM (STUDENTS)
Debating Team Name and Position: ____________________________________

Name of Assessor: ___________________________ Date: _______________

Note: This form can be used by both the teacher and student peers.

1. The speakers’ statements clearly supported their position in the debate. 5 4 3 2 1

2. The speakers’ statements appeared to be well researched and documented. 5 4 3 2 1

3. The speakers addressed the opposing team and made appropriate eye contact. 5 4 3 2 1

4. Arguments were presented with clarity and appropriate volume. 5 4 3 2 1

5. Speakers were well rehearsed with minimal reliance on notes. 5 4 3 2 1

6. Rebuttals were specific to opposing arguments and expressed with clarity. 5 4 3 2 1

7. Rebuttals showed evidence of good listening skills. 5 4 3 2 1

8. Concluding arguments and statements were effective and convincing. 5 4 3 2 1

9. Speakers adhered to the rules of the debate. 5 4 3 2 1

10. The overall collective effort of the debate team was effective. 5 4 3 2 1

Additional comments:
(First/ Second/ Third) Speaker: Affirmative Team's Argument
Note: the same format is used for First to third Speaker.

1. Summarize the REASON here:

2. Is this reason clear? ____/1 Is this reason strong? ____/1

3. Summarize the SUPPORT here:

4. Is the support clear? ____/1 Good examples/common sense: ____/1

Expert opinion/statistics: ____/1
(First/ Second/ Third) Speaker : The Negative Team's Rebuttal
Note: the same format is used for speech 1-3(rebuttals)

REBUTTAL for the first argument:

They disagree because...

Therefore...

Is this rebuttal clear? ____/1

Did they use a strong because and therefore? ____/1

Criteria 5 points
All statements, body
language, and
Respect for responses were
Other Team respectful and were
inappropriate language
All information
presented in this debate
Information was clear, accurate and
thorough
All counter-arguments
were accurate, relevant
Rebuttal and strong
Every major point was
well supported with
Use of several relevant facts,
Facts/Statistics statistics and/or
examples
All arguments were
clearly tied to an idea
Organization
(premise) and organized
in a tight, logical fashion
The team clearly
understood the topic in
Understanding depth and presented
of Topic their information
forcefully and
convincingly
Debate Topic:_..............................................................___________________________________
Date: _______________ Pro or Con (circle one)
Team Member Names:
(1) _______________________________
(2) _______________________________
(3) _______________________________
Classroom Debate Scoring Rubric
Total
4 points 3 points 2 points 1 point
Points
Statements and Most statements and Statements, responses Statements,
responses were responses were and/or body language responses and/or body
respectful and used respectful and in were borderline language were
appropriate language, appropriate language, appropriate. Some consistently not
but once or twice body but there was one sarcastic remarks respectful
language was not sarcastic remark
Most information Most information Some information Information had
presented in this debate presented in the debate was accurate, but some major
was clear, accurate and was clear and accurate, there were some inaccuracies OR was
thorough but was not usually minor inaccuracies usually not clear
thorough
Most counter-arguments Most counter-arguments Some counter Counter-arguments
were accurate, relevant, were accurate and arguments were were not accurate
and strong relevant, but several weak and irrelevant and/or relevant
were weak
Every major point was Every major point was Some points were All points were not
adequately supported supported with facts, supported well, others supported
with relevant facts, statistics and/or were not
statistics and/or examples, but the
examples relevance of some was
questionable
Clear and orderly speech Mostly clear and orderly in Clear in some parts but Unclear in most parts
all part not over all
The team clearly The team seemed to The team seemed The team did not
understood the topic in understand the main to understand the main show an adequate
depth and presented points of the topic and points of the topic, but understanding of
their information with presented those with didn’t present with ease the topic
ease ease
Total Points:
Comments: