RANCANGAN TUGAS

UNIVERSITAS BRAWIJAYA
FAKULTAS PERIKANAN DAN ILMU KELAUTAN

STUDENT TASK GUIDELINE

COURSE
CODE UBU60004 Semester 2
TEACHER ESP Team
TASK FORM
Collaborative project (Group Presentation and Product)
NAME OF TASK
Mini-research about the latest/ the newest invention related with marine and fisheries in Indonesia
COURSE LEARNING OUTCOME
● Apply appropriate strategies to comprehend reading materials
● Produce correct sentences and short paragraphs
● Identify information in formal and informal contexts
● Express ideas to deliver good presentations and build up confidence in communication
DESCRIPTION
Students will collaboratively express their understanding of the selected topic through mini observation. They
will make a mini research (in terms of article) and outcome products (video) to explain their understanding and
result about; the latest case/ the latest invention in marine and fisheries
They will show their understanding of the topic and perform their skill in making a good oral presentation and
good writing skills through outcome products. Scores will be provided based on their performance during their
presentation, which includes mastery of the topic, delivery, and content of the outcome products.

METHOD OF COMPLETION
1. Students work in groups of 5-6
2. Each group decide any latest case/ latest invention.
3. Students can collect scientific references (at least 3 journals), conduct interviews to the
practitioner(s)/lecturer(s) and student(s) as participants of the mini research OR an interview to the senior
that have conducted field research. An instrument used to collect the data is an interview guide.
4. Each student must present their progress using PPT slides (the students given 5-10 minutes to present)/
directly using your ppt in front of the class. The progress covers: background, law, and plan.

5. After collecting the data, each student collaboratively create a video (5-6 minutes)
6. In weeks 14-15, the groups have to submit the outcomes and concisely present the results in the class.
OUTCOMES
The PPT for progress report must contain the following components:
1. Title
2. Group member profiles
3. Issues/topic chosen (explain why it is related to marine and fisheries)
4. Progress report based on task distribution in group
5. Conclusion and recommendation
6. References
The video must contain:
1. Opening must include the title
2. Group member profiles
3. Background of the issues/ invention (its relation with marine and fisheries)
4. Method
5. Discussion
6. Conclusion
7. Recommendation
8. References
9. English subtitle and credit title
Closing must include several logos: Universitas Brawijaya, Kampus Merdeka, FPIK UB, and SDGs icon you choose
INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING
The score is given based on the following rubric:

Po Excelle
or nt
Category Scoring   
Criteria  2 3 4 
1 5
The type of presentation is appropriate for the topic and Po Excelle
audience. or nt
  
 2 3 4 
1 5
Organizati Information is presented in a logical sequence. Po Excelle
or nt
on   
 2 3 4 
1 5
Presentation appropriately cites a requisite number of Po Excelle
references. or nt
  
 2 3 4 
1 5
Introduction is attention-getting, lays out the problem well, and Po Excelle
establishes a framework for the rest of the presentation. or nt
  
 2 3 4 
1 5
Technical terms are well-defined in language appropriate for the Po Excelle
target audience. or nt
  
 2 3 4 
 1 5
Presentation contains accurate information. Po Excelle
or nt
  
 2 3 4 
Content
1 5
Material included is relevant to the overall message/purpose. Po Excelle
or nt
  
 2 3 4 
1 5
Appropriate amount of material is prepared, and points made Po Excelle
reflect well their relative importance. or nt
  
 2 3 4 
1 5
There is an obvious conclusion summarizing the presentation. Po Excelle
or nt
  
 2 3 4 
1 5
Speaker maintains good eye contact with the audience and is Po Excelle
appropriately animated (e.g., gestures, movement, etc.). or nt
  
 2 3 4 
1 5
Speaker uses a clear, audible voice. Po Excelle
or nt
  
 2 3 4 
1 5
Delivery is poised, controlled, and smooth. Po Excelle
or nt
  
 2 3 4 
Presentati
1 5
on Po Excelle
Good language skills and pronunciation are used.
or nt
  
 2 3 4 
1 5
Visual aids are well prepared, informative, effective, and not Po Excelle
distracting. or nt
  
 2 3 4 
1 5
Length of presentation is within the assigned time limits. Po Excelle
or nt
  
 2 3 4 
1 5
Information was well communicated. Po Excelle
or nt
  
 
2 3 4
1 5
TIME
Begun in meeting 2-15 (14 meetings in total)
OTHERS
 REFERENCES
Sample video: https://www.youtube.com/watch?v=xu4hcpfrm-4&t=20s
Video Making: https://www.youtube.com/watch?v=p5W99KzLL1M
Video Interview: https://youtu.be/DbvNrgY1AoU?si=XAOVM6OzIaOf8UJS
Video Essay: https://www.youtube.com/watch?v=5aHDl29aQVU

FPIK:

● Environmental and sustainability issues

● Climate science (how climate change affects the fisheries in each country or each species)
● Endangered species, fisheries, and habitat to public policy,
● Fishing community resilience,
● Seafood marketing
● Indigenous knowledge.

The PPT for progress report must contain the following components:
 1. Title
2. Group member profiles
3. Invention (just the name and year)/ the latest case (name/year)
4. Background (problem, why the invention is worth to invent/ why this issue is worth to conduct)
5. Plan (how do you conduct the project), for example: theoretical review (search from journals),
qualitative by using interview, etc.

The video should:

• be attractive (can be interview, podcast, role-play, etc.)
• have duration: 5-6 minutes
Content: Invention
Background ((the name of invention and investor (year), idea behind the invention, description), the
significant invention, the strength and weakness, and conclusion. Chart/Picture/Video Interview is
possible to add.

Content: The latest issue relates with fpik students

Background (The introduction and overview of the latest issue relate with fpik), the significance of the
study, the argument about the issue (your side pro or contra with the issue), and conclusion. Chart/
Picture/ Video interview is possible to add.

- Jika membuat metode literature review, silahkan membuat rangkuman journal seperti di contoh
- Jika membuat metode wawancara, silahkan membuat interview guidelines seperti di contoh

The example of Journal Review

1. The Effect of Vocabulary Knowledge on Reading Comprehension of Iranian EFL Learners in
Kerman Azad University

Tittle 1. The Effect of Vocabulary Knowledge on Reading

Comprehension of Iranian EFL Learners in Kerman Azad
University
Author - Leila Anjamshoa, Department of English Language and
literature, Kerman Branch, Islamic Azad University, Kerman,
Iran
- Mustofa Zamanian , Shiraz Branch, Islamic Azad University,
Shiraz, Iran
Year May, 2014

Background? Why - Reading is language based-skill in language learning

choose this research - Vocabulary knowledge and its role been one of the main areas
of focus in second language and research for the last 20 years
- The importance of vocabulary knowledge:
a. Carles de beeman, Davis, Spharm, 1999) Cooper (1984),
 Laufer (1997)
b. Laufer (1989) claim: readers themselves consider vocabulary
knowledge to be the main obstacle to second language
reading comprehension
c. Yorio (1971): vocabulary was the most important problems in
reading comprehension
d. Bernhardt (2005), Wang (2009): knowledge of word is now
considered the most important factor in language proficiency
& school success, partly because its close relation with text,
comprehension. Without knowledge of words, understanding
sentences or texts is not possible
Conclusion, why this research is important: There is agreement
among second language researchers that vocabulary knowledge is
important component in reading comprehension. As noted, many
studies of English as a foreign language have suggested that L2
readers must understand 95% of the words in any text to ensure the
reading comprehension of the text (Laufer, 1989; Mahler Salah,
2008), other suggested that L2 learners need 98% of word coverage
to read un-simplified text for pleasure (Maher Salah, 2008, Nation,
2001)
Result - There was a significant positive relationship between
vocabulary knowledge and reading comprehension (r= 599,
p<0,01). Implying that a larger vocabulary enabled students to
recall more information from the text they read and also
deeper knowledge of words help learners comprehend text
better.
- Findings from the Pearson’s Correlations seem to indicate that
there is significant relationship between vocabulary
knowledge and reading comprehension, (r= 599, p<0,01).
According to Cohen and Holliday (1982), the strength of
correlations modest. So there is a positive and moderate
interrelation between these two variable and it make
hypothesis 2 can be accepted
- This study recognized that vocabulary knowledge as
 predicting factors to reading comprehension in students
studying English.

The example of Interview Guideline

Personal History
• When did you start farming? Did you grow up on a farm?
• What brought you into farming (i.e. inheritance)?
• Are there any differences between your farm now and your farm when you were a
kid?
• What chores did you have growing up on the farm?
• What was the biggest change you encountered during your years farming?
• What would you say have been the biggest changes you've implemented on your own
farm since you've been farming here? Do they correspond with what you think the
biggest changes have been in the industry during that time?
• What changes have you seen in the business aspect of farming in your lifetime?
• Has it been viewed as more of a business for you, or a lifestyle choice? Some
combination of the both?
• What roles did the members of your family play in farming? Did everyone work on
the farm or did people have off farm employment?
• How has labor on the farm changed from when you started until now? What machines
have had the biggest impact?
• How have advances in technology such as, machinery, genetics, or chemicals,
affected your farm or competition with your farm?
• As the divide between large and small farms has grown, how has your operation
adjusted?
• Have you found that it's harder now than before to maintain this livelihood?
• Have you observed changes in the number, size and type of farms that are found your
immediate locale? What is your attitude toward any trends you may have noticed?
• Have you ever considered getting out of agriculture for a more lucrative career? If so,
what type of work did you think you might want to do?