SILABUS
DAN
SATUAN ACARA PERKULIAHAN
(S.A.P.)
Program S1 Sastra Inggris
STIBA Malang
Sekolah Tinggi Bahasa Asing Malang
Jl. Terusan Danau Sentani 97 Malang www.stiba-malang.ac.id
Email: [email protected]
SILABUS DAN
SATUAN ACARA PERKULIAHAN (S.A.P.)
Program S1 Sastra Inggris STIBA Malang
Sekolah Tinggi Bahasa Asing Malang
Jl. Terusan Danau Sentani 97 Malang www.stiba-malang.ac.id
email: [email protected]
Silabus Dan Satuan Acara Perkuliahan S1 Bahasa dan Sastra Inggris STIBA Malang
i
SILABUS dan
Satuan Acara Perkuliahan (S.A.P.)
Program S1 Bahasa dan Sastra Inggris STIBA Malang
Tim Perumus : Ketua : Dr. Zainul Mujahid, M.Hum. Tim Perumus : 1. Prof. Dr. Grahita Chandrarin, M.Si. 2. Drs. Joni Susanto, M.Pd. 3. Drs. Muhammad BSA, M.Pd. 4. Dra. Enny Andjarwati, M.Pd. 5. Gogot Satriyo, S.Pd. 6. Ratna Sustriani, S.S. Editor : 1. Dr. Zainul Mujahid, M.Hum. 2. Gogot Satriyo, S.Pd. Layout : Suhariyanto
Silabus Dan Satuan Acara Perkuliahan S1 Bahasa dan Sastra Inggris STIBA Malang
ii
KATA PENGANTAR Dalam rangka mempersiapkan peserta didik yang tidak hanya memiliki
kedalaman keilmuan dalam bidang bahasa, sastra, budaya dan filsafat; akan
tetapi memiliki horizon berfikir global – sehingga mampu bertahan dan
berkompetisi dalam era yang sangat kompetitif, maka diperlukan kurikulum yang
berorientasi akademik dan praktis.
Tim perumus telah berusaha keras dalam melakukan kaji ulang kurikulum
sebelumnya, melakukan kajian terhadap pasar kerja sebagai pengguna dan
bertukar pikiran dengan para ahli dan alumni guna mewujudkan kurikulum yang
sesuai dengan kebutuhan pasar. Tentunya, kurikulum ini dirancang tidak hanya
untuk memenuhi kebutuhan pasar yang sangat subject to change; akan tetapi
pada tataran keilmuan juga mendapat porsi yang cukup. Dengan demikian,
alumni yang ingin melanjutkan studi ke jenjang yang lebih tinggi sudah dibekali
dengan ontologi, epistimologi dan aksiologi keilmuan yang cukup.
Akhirnya, saya menyampaikan terima kasih kepada: Prof. Dr. Grahita
Chandrarin, M.Si., Drs. Joni Susanto, M.Pd., Drs. Muhammad BSA, M.Pd., Dra.
Enny Andjarwati, M.Pd., Gogot Satriyo, S.Pd., dan Ratna Sustriani, S.S. yang
telah bekerja keras menyelesaikan kurikulum ini yang diberi judul SILABUS DAN
SATUAN ACARA PERKULIAHAN PROGRAM S-1 BAHASA DAN SASTRA
INGGRIS STIBA MALANG. Terima kasih yang mendalam juga saya sampaikan
kepada semua karyawan, khususnya Suhariyanto, yang telah bekerja sama
melayani tim perumus dalam penyelesaian tugasnya. Sekali lagi, terima kasih
yang tidak terhingga saya sampaikan kepada Gogot Satriyo, S.Pd. yang telah
dengan setia mendampingi saya sebagai editor, penata dan penyelaras cetakan
akhir. Jujur saya katakan, tanpa kerja sama yang baik dari semua tim, kurikulum
ini tidak akan terwujud sesuai dengan yang diharapkan.
Malang, 20 April 2014
Ketua,
Dr. Zainul Mujahid, M.Hum.
MATAKULIAH PROGRAM S1 SASTRA INGGRIS A. Matakuliah Pengembangan Kepribadian (MPK)
NO KODE MK MATA KULIAH SKS
1 MPK – 101 Religion Education 3
2 MPK – 102 Civic Education 3
3 MPK – 103 Indonesian Language 3
4 MPK – 104 Pancasila Philosophy 2
Jumlah 11
B. Matakuliah Keilmuan dan Keterampilan (MKK)
NO KODE MK MATA KULIAH SKS
1 MKK – 201 Pronunciation 2
2 MKK – 202 Listening Comprehension 1 2
3 MKK – 203 Listening Comprehension 2 2
4 MKK – 204 Listening Comprehension 3 2
5 MKK – 205 Speaking 1 2
6 MKK – 206 Speaking 2 2
7 MKK – 207 Speaking 3 2
8 MKK – 208 Speaking 4 2
9 MKK – 209 Reading Comprehension 1 2
10 MKK – 210 Reading Comprehension 2 2
11 MKK – 211 Reading Comprehension 3 2
12 MKK – 212 Extensive Reading 2
13 MKK – 213 Writing 1 2
14 MKK – 214 Writing 2 2
15 MKK – 215 Writing 3 2
16 MKK – 216 Essay Writing 2
17 MKK – 217 Vocabulary 1 2
18 MKK – 218 Vocabulary 2 2
19 MKK – 219 Grammar 1 2
20 MKK – 220 Grammar 2 2
21 MKK – 221 Grammar 3 2
22 MKK – 222 Introduction to Linguistic 2
23 MKK – 223 Introduction to English Literature 2
24 MKK – 224 Phonology 2
25 MKK – 225 Morphology 2
26 MKK – 226 Syntax 2
27 MKK – 227 Discourse Analysis 2
28 MKK – 228 Sociolinguistics 2
29 MKK – 229 Method of Language Research 2
30 MKK – 230 Seminar On linguistic 2
31 MKK – 231 British Society and Culture 2
32 MKK – 232 American Society and Culture 2
33 MKK – 233 English Prose 2
34 MKK – 234 English Drama 2
35 MKK – 235 English Poetry 2
36 MKK – 236 Method of Literary Study 2
37 MKK – 237 Literary Appreciation 2
38 MKK – 238 Seminar on Literature 2
39 MKK – 239 Pragmatics & Semantics 2
40 MKK – 240 Theory of Literature 2
41 MKK – 241 Theory of Language 2
42 MKK – 242 Psycholinguistics 2
Jumlah 84
C. Matakuliah Keahlian Berkarya (MKB)
NO KODE MK MATA KULIAH SKS
1 MKB – 301 Second Foreign Language 1 4
2 MKB – 302 Second Foreign Language 2 4
3 MKB – 303 Second Foreign Language 3 4
4 MKB – 304 Second Foreign Language 4 4
5 MKB – 305 Second Foreign Language 5 4
6 MKB – 306 Second Foreign Language 6 4
7 MKB – 307 Translation 2
8 MKB – 308 Interpretation 2
9 MKB – 309 Public Speaking 2
10 MKB – 310 Public Relations 2
11 MKB – 311 Hotel and Tourism 3
12 MKB – 312 TEFL 2
13 MKB – 313 Teaching and Learning Strategy 2
14 MKB – 314 Teaching and Learning Media 2
15 MKB – 315 Apprenticeship 2
16 MKB – 316 Final Assignment 6
Jumlah 49
D. Matakuliah Perilaku Berkarya ( MPB )
NO KODE MK NAMA MATAKULIAH SKS
1 MPB – 401 Introduction to Philosophy 2
2 MPB – 402 History of Modern Thought 2
3 MPB – 403 Modern Culture Studies 2
Jumah 6
E. Matakuliah Berkehidupan Bermasyarakat ( MBB )
NO KODE MK NAMA MATAKULIAH SKS
1 MBB – 501 Indonesian Society and Culture 2
2 MBB – 502 Basic Natural Sciences 3
3 MBB – 503 Basic Social Studies 3
4 MBB – 504 Cross Culture and Understanding 2
Jumlah 10
Sebaran Matakuliah Tiap – Tiap Semester Jurusan Sastra Inggris Program Strata-1
Semester I
No Kode Nama Matakuliah sks Prasyarat
1 MPK – 101 Religion Education 3
2 MPK – 103 Indonesian Language 3
3 MPK – 104 Pancasila Philosophy 2
4 MKK – 201 Pronunciation 2
6 MKK – 205 Speaking 1 2
7 MKK – 219 Grammar 1 2
8 MKK – 209 Reading Comprehension 1 2
9 MKK – 217 Vocabulary 1 2
10 MKB – 301 Second Foreign Language 1 4
TOTAL 22
Catatan:
IEC matrikulasi 10x meeting Semester II
No Kode Nama Matakuliah Sks Prasyarat
1 MPK – 102 Civic Education 3
2 MBB – 503 Basic Social Studies 3
3 MKK – 202 Listening Comprehension 1 2
4 MKK – 206 Speaking 2 2 MKK – 205
5 MKK – 213 Writing 1 2
6 MKK – 218 Vocabulary 2 2 MKK – 217
7 MKK – 220 Grammar 2 2 MKK – 219
8 MKK – 210 Reading Comprehension 2 2 MKK – 209
9 MBB – 302 Indonesian Society and Culture
2
10 MKB – 302 Second Foreign Language 2 4 MKB – 301
TOTAL 24
Semester III
No Kode Nama Matakuliah Sks Prasyarat
1 MBB – 502 Basic Natural Sciences 3
2 MKK – 203 Listening Comprehension 2 2 MKK – 202
3 MKK – 207 Speaking 3 2 MKK – 206
4 MKK – 211 Reading Comprehension 3 2 MKK – 210
5 MKK – 214 Writing 2 2 MKK – 213
6 MKK – 221 Grammar 3 2 MKK – 220
7 MKK – 222 Introduction to Linguistic 2
8 MKK – 223 Introduction to English Literature
2
9 MKB – 303 Second Foreign Language 3 4 MKB - 302
10 Introduction to Philosophy 2
TOTAL 23
Semester IV
No Kode Nama Matakuliah Sks Prasyarat
1 MKK – 208 Speaking 4 2 MKK – 207
2 MKK – 212 Extensive Reading 2 MKK – 211
3 MKK – 215 Writing 3 2 MKK – 214
4 MKK – 204 Listening Comprehension 3 2 MKK – 203
5 MKK – 224 Phonology 2
6 MKK – 225 Morphology 2
7 MKK – 234 English Drama 2 MKK – 223
8 MKB – 310 Public Relation 4
9 MKK – 307 Translation 2
10 MBB – 504 Cross Cultural Understanding
2
11 MKB – 304 Second Foreign Language 4
4 MKB – 303
TOTAL 24
Semester V
No Kode Nama Matakuliah Sks Prasyarat
1 MKK – 216 Essay Writing 2 MKK – 215
2 MKK – 235 English Poetry 2 MKK – 223
3 MKK – 233 English Prose 2 MKK – 223
4 MKK – 241 Theory of Language 2
5 MKK – 240 Theory of Literature 2
6 MKK – 308 Interpretation 2 MKK – 307
7 MKB – 313 Teaching and Learning Strategy
2
8 MPB – 402 History of Modern Thought 2
9 MKB – 311 Hotel & Tourism 3
10 MKB – 305 Second Foreign Language 5 4 MKB – 304
TOTAL 23
Semester V I
No Kode Nama Matakuliah Sks Prasyarat
1 MPB – 403 Modern Cultural Studies 2
2 MKK – 226 Syntax 2 MKK – 222
3 MKK – 239 Semantic & Pragmatics 2 MKK – 222
4 MKK – 242 Psycholinguistics 2 MKK – 222
5 MKK – 225 Method of Language Research
2 MKK – 222, MKK – 224, MKK – 225, MKK – 239
6 MKK – 236 Method of Literary Study 2 MKK – 234, MKK – 233, MKK – 235
7 MKK – 309 Public Speaking 2 MKK - 208
8 MKB – 314 Teaching and Learning Media
2
9 MKB – 306 Second Foreign Language 6 4 MKB – 305
TOTAL 20
Semester VII
No Kode Nama Matakuliah sks Prasyarat
1 MKB – 312 Teaching English as Foreign Language
2
2 MKK – 227 Discourse Analysis 2
3 MKK – 278 Sociolinguistics 2 MKK – 222
4 MKK – 230 Seminar on Linguistic 2 MKK – 224 MKK – 225 MKK – 226 MKK – 239
5 MKK – 231 British Society and Culture 2
6 MKK - 232 American Society and Culture
2
7 MKK – 237 Literary Appreciation 2 MKK – 234 MKK – 233 MKK – 235
8 MKK – 238 Seminar on Literature 2
TOTAL 16
Semester VIII
No Kode Nama Matakuliah sks Prasyarat
1 Apprenticeship 2
2 MKB - 316 Final Assignment (Skripsi) 6
3
TOTAL 8
DESKRIPSDI MATAKULIAH PROGRAM S1 SASTRA INGGRIS A. Matakuliah Pengembangan Kepribadian (MPK)
NO KODE MK MATA KULIAH SKS
1 MPK – 101 Religion Education 3
By the end of this semester, the learners understand religion systems of beliefs and values, are able to practice the religion teachings in daily life, develop and practice inter – religion tolerance in daily and professional life.
2 MPK – 102 Civic Education 3
The course is aimed at building students’ awareness of the need of civic education for building their nationalism and patriotism.
3 MPK – 103 Indonesian Language 3
This lecture consists of general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation.
4 MPK – 104 Pancasila Philosophy 2
The course is intended to build students’ awareness of their inherited-national philosophy that is Pancasila as an ideology, philosophy, and foundational stand-point of socio-cultural as well as state-political life.
Jumlah 11
B. Matakuliah Keilmuan dan Keterampilan (MKK)
NO KODE MK MATA KULIAH SKS
1 MKK – 201 Pronunciation 2
This course is designed to facilitate the learners in understanding English alphabet, and in getting acquainted with English sound system and speech organs.
2 MKK – 202 Listening Comprehension 1 2
This subject is designed to facilitate the learners to get aquinted with way of expressing life communication, daily needs and facilities of life.
3 MKK – 203 Listening Comprehension 2 2
This subject is to perform a variety of Listening tasks individually and in group in the language laboratory. The tasks consist of: Numbers an numerical relationships; Letter, sounds, abbreviations, spelling, and alphabetizing; Directions and spatial relations.
4 MKK – 204 Listening Comprehension 3 2
This subject is to provide for the learners to get used to comprehending how to grasp detail information topics, reading passages and the meaning of statements or phrases of special expressions.
5 MKK – 205 Speaking 1 2
This subject is designed to teach the students the speaking skill needed to express and understand a basic core of topics and communicative functions in English.
6 MKK – 206 Speaking 2 2
This subject is designed to provide the learners for attaining the speaking skill of English to express and understand topics and
communicative functions in English.
7 MKK – 207 Speaking 3 2
This subject is primarily functions topics and grammatical notions. Each unit deals with a group of related functional and communicative needs. Variety of different activities and exercise types are emploted to permit free practice of each item.
8 MKK – 208 Speaking 4 2
This subject emphasizes on a variety of functions: describing activities, giving opinion, agreeing/disagreeing, giving reason for agreement/disagreement, for clarification, responding criticism and different points of view.
9 MKK – 209 Reading Comprehension 1 2
The subject is designes to direct students to understanding reading and practicing reading comprehension on the basis of bottom – up and top – dowb models.
10 MKK – 210 Reading Comprehension 2 2
The subject is designed to develop students’ reading skills by enhancing students’ interaction with text through multiple strategies
11 MKK – 211 Reading Comprehension 3 2
The subject is designed to acquint students with rhetorical approach to reading and train them to apply approach to comprehend variant reading texts especially expository.
12 MKK – 212 Extensive Reading 2
This course is designed to develop students’ reading fluency and positive attitudes to reading. Students will read a range of different English language text which promoting general language ability and world knowledge.
13 MKK – 213 Writing 1 2
The focus of writing 1 is on building skills in writing paragraph, esp. the main components such as topic sentence, supporting details, concluding sentence, unity and coherence.
14 MKK – 214 Writing 2 2
The subject is intended to train students in writing types of paragraphs which include narrative, descriptive, and expository.
15 MKK – 215 Writing 3 2
The focus of this course is to guide students to the practice of scientific writing on the basis of understanding the nature of science to the organization of scientific writing. Students will be taken into understanding inductive and deductive reasoning, analyzing and synthesizing and giving evidence. The intended outcome is the ability to write scientific articles and thesis proposal.
16 MKK – 216 Essay Writing 2
On the basis of writing 1, 2, and 3 the course is designed to provide students with the procedures of essay writing. Students will be exposed to the structures, concepts, and the know-how of composing essay from outlining, drafting to producing good and proper essay.
17 MKK – 217 Vocabulary 1 2
This subject is designed for the learners to practice contextualized exposure to words related collocation, compounding, affixation and
aspect of grammar (derivatives: noun, verb, adjective, and adverb), everyday items, and remembering new words.
18 MKK – 218 Vocabulary 2 2
This subject is designed for the learners to practice contextualized exposure to words related collocation, compounding, affixation and aspect of grammar (derivatives: noun, verb, adjective, and adverb), everyday items, and remembering new words.
19 MKK – 219 Grammar 1 2
This course is designed to facilitate the learners in acquiring the knowledge of basic grammatical structures of English and to develop the learners’ ability to use them
20 MKK – 220 Grammar 2 2
This course is designed to facilitate the learners in acquiring the knowledge of intermediate grammatical structures of English and to develop the learners’ ability to use them.
21 MKK – 221 Grammar 3 2
This course is designed to facilitate the learners in acquiring the knowledge of advanced grammatical structures of English and to develop the learners’ ability to use them and to solve the problems of TOEFL exercises.
22 MKK – 222 Introduction to Linguistic 2
This course deals with knowledge of basic concepts or theories of linguistics in order that the students understand and comprehend important issues relating to language and its development
23 MKK – 223 Introduction to English Literature 2
This course covers teaching learning activities that aim to enable the students to have introductory knowledge of English literature and its historical phases.
24 MKK – 224 Phonology 2
Phonology is a theoretical subject which consists of theories on articulatory phonetics and phonological rules which covers the features of speech sounds and the organization.
25 MKK – 225 Morphology 2
This course is to provide an introduction to the fundamentals of English Lexical Morphology and develop the student capability of varying the use of words
26 MKK – 226 Syntax 2
This course introduces students to different approaches on how rule-governed syntactical structures make meaning out of the smaller units, lexis. This takes the approach to syntax adopted by Bloomfield. However, the position of syntax in communication and other linguistics branches as well as other approaches of syntax are touched upon.
27 MKK – 227 Discourse Analysis 2
This course provides an introduction to the analysis of discourse and dialogue. Discourse here is defined as the study of the organization of language above the sentence level, but also as any manifestation of language in context. Dialogue is defined as an instance of language that involves interaction between two or more people. The course will provide an overview of the phenomena included in the study of discourse and dialogue, from linguistic, psycholinguistic and computational points of view.
28 MKK – 228 Sociolinguistics 2
This course is designed to cover the topics in the introduction to sociolinguistics, varying from the social study of language; the ethnography of speaking and the structure of conversation; locating variation in speech; styles, gender, and social class; bilinguals and bilingualism; societal multilingualism; to applied sociolinguistics.
29 MKK – 229 Method of Language Research 2
This subject is generally designed to facilitate the learners in understanding Kinds of research/Research paradigm & important terms in research; Differences of Qualitative and Quantitative Research; Qualitative paradigm in language research; Data Collection in language research; Research problems; Language Informants; the linguistic corpus; Data Analysis; Corroboration in language research; Validity, Reliability, Generalizability, and Authenticity; and the Significance of theory.
30 MKK – 230 Seminar On linguistic 2
This subject is designed to facilitate the learners in understanding (a) the objectives of a research proposal; (b) criteria of a good research proposal; (c) kinds of a research proposal and (d) Research proposal design (element & content of research proposal)
31 MKK – 231 British Society and Culture 2
This course is generally designed to facilitate the learners in understanding British society and institutions, such as its historical background; cultural values; political system; foreign policy; economic system; and educational system.
32 MKK – 232 American Society and Culture 2
This course is generally designed to facilitate the learners in understanding American society and institutions, such as its historical background; cultural values; political system; foreign policy; economic system; and educational system.
33 MKK – 233 English Prose 2
This course is designed to facilitate the studnets in understanding the theories of prose, the forms and genres of prose, and the intrinsic and extrinsic approaches.
34 MKK – 234 English Drama 2
This course is designed to develop students’ understanding and skills about the basic concept of drama study both component of the play and also several popular drama works. This course also facilitates students’ need of creative thinking and writing to make a good drama script and performance.
35 MKK – 235 English Poetry 2
This course is designed to cover the topic in understanding and analyzing poetry, varying from the basic concept of poetry, the elememnts of poetry, figurative languages, and the approaches used in analyzing poetry.
36 MKK – 236 Method of Literary Study 2
This course is designed to enable the students to have a knowledge on research methodology - focussing on literary works and its ontoligical, epistimological and axiologial domain of inquiry.
37 MKK – 237 Literary Appreciation 2
This course will cover teaching learning activities that aim to enable the students to have introductory knowledge of English Literature and its practice of interpretation.
38 MKK – 238 Seminar on Literature 2
This course covers teaching and learning activities that aim to enable the students to present a topic or issue related with literary study in a class seminar.
39 MKK – 239 Pragmatics & Semantics 2
This subject is designed to facilitate the students in understanding the basic concept of pragmatics and its properties, introduces the students to the problem areas in the philosophy of language which are relevant to linguistics, intended to develop the student’s knowledge of semantics concepts and its possible application in teaching English, and intends to show the students how arguments can be constructed in semantics by putting forward a series of arguments.
40 MKK – 240 Theory of Literature 2
This course is designed to enable the students to have a comprehensive understanding on some theories of literature and its historical development from the past till present.
41 MKK – 241 Theory of Language 2
This course is designed to enable the students to have a comprehensive understanding on some theories of language and its historical development from the past till present.
42 MKK – 242 Psycholinguistics 2
This course equips students with the psychological factors which involve First Language Learning, Second Language Learning, Language, Mind, and the Brain, Mental Grammar and Language Processing.
Jumlah 84
C. Matakuliah Keahlian Berkarya (MKB)
NO KODE MK MATA KULIAH SKS
1 MKB – 301 Second Foreign Language 1 4
Language proficiency program specially designed for basic SFL 1 (Arabic 1, Chinese 1, Japanese 1, German 1) learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes.
2 MKB – 302 Second Foreign Language 2 4
Language proficiency program specially designed for basic SFL 1 (Arabic 2, Chinese 2, Japanese 2, German 2) learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes.
3 MKB – 303 Second Foreign Language 3 4
Language proficiency program specially designed for basic SFL 3 (Arabic 3, Chinese 3, Japanese 3, German 3) learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes.
4 MKB – 304 Second Foreign Language 4 4
Language proficiency program specially designed for basic SFL 4 (Arabic 4, Chinese 4, Japanese 4, German 4) learners using a highly integrated set of materials consisting of a coursebook,
workbook, glossary and cassettes.
5 MKB – 305 Second Foreign Language 5 4
Language proficiency program specially designed for basic SFL 5 (Arabic 5, Chinese 5, Japanese 5, German 5) learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes.
6 MKB – 306 Second Foreign Language 6 4
Language proficiency program specially designed for basic SFL 6 (Arabic 6, Chinese 6, Japanese 6, German 6) learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes.
7 MKB – 307 Translation 2
This course, a beginning of a series courses on translating, encourages an intensive and accurate of translating from English to Indonesian in different subjects. Except for the first session which is intended to inform students (at glance) values of translation from both scientific and economic points of view and to motivate them to learn the translation skills more intensively, all the sessions in this course takes the form of guided and supervised exercises. The materials of 100-150 words are taken from a variety of branches of knowledge and culture, from a variety of sources as to give the students various basic knowledge, as a background required by every professional translator.
8 MKB – 308 Interpretation 2
This course provides students with basic knowledge of theory and practice of interpretation that can lead to their understanding and build their skill in simultaneous interpretation context.
9 MKB – 309 Public Speaking 2
This lecture supplies the students with theoretical erudition and technical rhetoric science and public speaking. Rhetoric a art communicatings effective with speech. Rhetoric refers at one particular language use technique as art, based at one particular that erudition.
10 MKB – 310 Public Relations 2
This course will cover teaching learning activities that aim to enable the students to understand concepts of public relation and how to start public communication
11 MKB – 311 Hotel and Tourism 3
This course gives knowledge and skills about the job in Hotel and Tourism concept.
12 MKB – 312 TEFL 2
The description of the course is to acquaint students with rudimentary theories of TEFL (approaches and methods of teaching, learner difference, classroom management, and teaching evaluation as well as practicing teaching receptive skills (listening and speaking) and productive skills, reading and writing.
13 MKB – 313 Teaching and Learning Strategy 2
This course examines various strategy of teaching, productive and receptive, either skills or components
14 MKB – 314 Teaching and Learning Media 2
In this course is discussed about the function of media in course of
learn to teach, value and benefit of the media, kind and criteria of choosing media, media production, media program utilization based on pattern and utilization strategy, media device, graphic media, photography media, projection media, audio media, audio-visual, internet media, and environment as media.
15 MKB – 315 Apprenticeship 2
In practice, after doing the On Job Training (OJT) activities, the participants of OJT are expected to have (a) a sufficient overview on the details of job affairs, (b) readiness to come into job affairs (c) professional competence in job affairs, (d) experience to apply the knowledge which they have learned with the demands of job readiness which involves the interdisciplinary sciences, and (e) the experience on structured training. Institutionally, OJT aims at (a) developing a link with the related service industries, (b) matching the needs of job affairs with the graduates of STIBA, (c) preparing the graduates of STIBA for their readiness to work, and (d) functioning it as promoting media.
16 MKB – 316 Final Assignment 6
By the end of this semester, the learners are able to conduct research either on language (linguistic) or literature, write the process and the finding of the research in English correctly, and report them in a real written master piece product - a thesis.
Jumlah 49
D. Matakuliah Perilaku Berkarya ( MPB )
NO KODE MK NAMA MATAKULIAH SKS
1 MPB – 401 Introduction to Philosophy 2
This course aims at being an introduction to philosophical thinking in general rather than to provide a full survey of philosophical disciplines, their methods, doctrines and leading ideas. In addition, the course will provide a preliminary orientation about the notion of philosophical argument, its various forms and the ways arguments should be analyzed.
2 MPB – 402 History of Modern Thought 2
The course is aimed at acquiring students with historical line of modern thoughts which have much influenced upon academic nuances of thinking.
3 MPB – 403 Modern Culture Studies 2
This course is provided to facilitate the studnets in understanding the concept of popular culture and its dynamic phenomenon; some critical thinking in pop culture studies; influences of pop culture for Indonesian; and approaches of pop culture studies.
Jumah 6
E. Matakuliah Berkehidupan Bermasyarakat ( MBB )
NO KODE MK NAMA MATAKULIAH SKS
1 MBB – 501 Indonesian Society and Culture 2
This subject is generally designed to facilitate the learners in understanding the history of Indonesian Culture
2 MBB – 502 Basic Natural Sciences 3
This subject includes natural science explanation and natural science scope base, the connection with other sciences,
connection between physics and technological development with the influence towards human life.
3 MBB – 503 Basic Social Studies 3
This lecture gives comprehension about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
4 MBB – 504 Cross Culture and Understanding 2
This Course is designed to develop the students’ awareness of the close relationship between language and culture, and different cultural aspects which may be encountered. During the course, the students will do a lot of reading, thinking, and discussing about different cultures in an attempt to learn more about them and to better understand them.
Jumlah 10
A. Matakuliah Pengembangan Kepribadian (MPK)
Religion Education (Christianity) Syllabus
2
SYLLABUS Department : English Code : MPK – 101 Subject : Religion Education (Christianity) Credit : 3 sks Semester : I (one) Prerequisite : - Description : This subject is generally designed to facilitate the learners in understanding the Concept of Christianity and trinity. Competence : Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the Religion Education (Christianity) course outline
Discussion about the Religion Education (Cristianity) course outline
Introduction 150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the church and its teaching
Discussion about the church and its teaching
The main teaching of church 150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
3 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the individuals, church and faith for interpersonal relationship
Discussion about the individuals, church and faith for interpersonal relationship
Faith and personal development 150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
Religion Education (Christianity) Syllabus
3
4 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the individuals, church and faith for interpersonal relationship
Discussion about the individuals, church and faith for interpersonal relationship
Faith and personal development 150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
5 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the divinity, trinity, and elements
Discussion about the divinity, trinity, and elements
The meaning of divinity and trinity 150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
6 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the divinity, trinity, and elements
Discussion about the divinity, trinity, and elements
The meaning of divinity and trinity 150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
7 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the teaching practices of Christianity
Discussion about the teaching practices of Christianity
The synchronization of the teaching practices of Christianity
150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
8 MIDTERM TEST
9 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the teaching practices of Christianity
Discussion about the teaching practices of Christianity
The synchronization of the teaching practices of Christianity
150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
Religion Education (Christianity) Syllabus
4
10 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the internal responsibility
Discussion about the internal responsibility
The responsibilities of Christians 150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
11 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the external responsibility
Discussion about the external responsibility
The responsibilities of Christians 150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
12 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the relationship with other religions
Discussion about the relationship with other religions
The responsibilities of Christians 150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
13 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the christ live revisited and call of christ
Discussion about the christ live revisited and call of christ
Call of Christs 150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
14 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the christ live revisited and call of christ
Discussion about the christ live revisited and call of christ
Call of Christs 150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
Religion Education (Christianity) Syllabus
5
15 Students are able to describe and comprehend the theoretical concept of Christianity and the implementation.
Students are able to understand the history and implementation
Discussion about the history and implementation
New testament 150’ 1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru
(edisi Pelita) 3. Yakobs, Gereja, seri pastoral
No. 4
16 FINAL TEST
References
1. Groenen, Panggilan Kristus 2. Kisah Suci Perjanjian Baru (edisi Pelita) 3. Yakobs, Gereja, seri pastoral No. 4
Religion Education (Hindu) Syllabus
2
SYLLABUS Department : English Code : MPK – 101 Subject : Religion Education (Hindu) Credit : 3 sks Semester : I (one) Prerequisite : - Description : This subject is generally designed to facilitate the learners in understanding the Concept of Hinduism, the history an Implementation Competence : Students are able to describe and comprehend the theoretical concept of Hinduism the significance of Hindu rituals and
the role of rituals in Hindu.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to describe and comprehend the theoretical concept of Hinduism the significance of Hindu rituals and the role of rituals in Hindu.
Students are able to understand the Religion Education (Hindu) course outline
Discussion about the Religion Education (Hindu) course outline
Introduction 150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to describe and comprehend the theoretical concept of Hinduism the
Students are able to understand the history of Hindu in the world, Indonesia and the spread of
Discussion about the history of Hindu in the world, Indonesia and the spread of Hindu
History of Hindu and its spread 150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan
Religion Education (Hindu) Syllabus
3
significance of Hindu rituals and the role of rituals in Hindu.
Hindu Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
3 Students are able to describe and comprehend the theoretical concept of Hinduism the significance of Hindu rituals and the role of rituals in Hindu.
Students are able to understand the tantrayana and Hindu development in Indonesia
Discussion about the tantrayana and Hindu development in Indonesia
The development of tantrayana in Indonesia and Hindu development
150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
4 Students are able to describe and comprehend the theoretical concept of Hinduism the significance of Hindu rituals and the role of rituals in Hindu.
Students are able to understand the tantrayana and Hindu development in Indonesia
Discussion about the tantrayana and Hindu development in Indonesia
The development of tantrayana in Indonesia and Hindu development
150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
5 Students are able to describe and comprehend the theoretical concept of Hinduism the significance of Hindu rituals and the role of rituals in Hindu.
Students are able to understand the basic hinduistic teaching, objectives of hinduistic, and implementation of hinduistic teaching
Discussion about the basic hinduistic teaching, objectives of hinduistic, and implementation of hinduistic teaching
Basic and objective of hinduistic teaching and its implementation
150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
Religion Education (Hindu) Syllabus
4
6 Students are able to describe and comprehend the theoretical concept of Hinduism the significance of Hindu rituals and the role of rituals in Hindu.
Students are able to understand the basic hinduistic teaching, objectives of hinduistic, and implementation of hinduistic teaching
Discussion about the basic hinduistic teaching, objectives of hinduistic, and implementation of hinduistic teaching
Basic and objective of hinduistic teaching and its implementation
150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
7 Students are able to describe and comprehend the theoretical concept of Hinduism the significance of Hindu rituals and the role of rituals in Hindu.
Students are able to understand the basic hinduistic teaching, objectives of hinduistic, and implementation of hinduistic teaching
Discussion about the basic hinduistic teaching, objectives of hinduistic, and implementation of hinduistic teaching
Basic and objective of hinduistic teaching and its implementation
150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
8 MIDTERM TEST
9 Students are able to describe and comprehend the theoretical concept of Hinduism the significance of Hindu rituals and the role of rituals in Hindu.
Students are able to understand the panca cradda and faith of Hindu
Discussion about the panca cradda and faith of Hindu
Panca Cradda as faith source in Hindu
150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
10 Students are able to describe and comprehend the
Students are able to understand the panca cradda and
Discussion about the panca cradda and faith of Hindu
Panca Cradda as faith source in Hindu
150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
Religion Education (Hindu) Syllabus
5
theoretical concept of Hinduism the significance of Hindu rituals and the role of rituals in Hindu.
faith of Hindu 2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
11 Students are able to describe and comprehend the theoretical concept of Hinduism the significance of Hindu rituals and the role of rituals in Hindu.
Students are able to understand the yajna and samskara
Discussion about the yajna and samskara
Scope of Hindu 150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
12 Students are able to describe and comprehend the theoretical concept of Hinduism the significance of Hindu rituals and the role of rituals in Hindu.
Students are able to understand the dharma siddharta and darsana Hindu dharma
Discussion about the dharma siddharta and darsana Hindu dharma
Scope of Hindu 150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
13 Students are able to describe and comprehend the theoretical concept of Hinduism the
Students are able to understand the modern Hindu
Discussion about the modern Hindu
Hindu in Modernity 150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan
Religion Education (Hindu) Syllabus
6
significance of Hindu rituals and the role of rituals in Hindu.
Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
14 Students are able to describe and comprehend the theoretical concept of Hinduism the significance of Hindu rituals and the role of rituals in Hindu.
Students are able to understand the challenges of modernity
Discussion about the challenges of modernity
Hindu in Modernity 150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
15 Students are able to describe and comprehend the theoretical concept of Hinduism the significance of Hindu rituals and the role of rituals in Hindu.
Students are able to understand the challenges of modernity
Discussion about the challenges of modernity
Hindu in Modernity 150’ 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar.
2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta.
3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
16 FINAL TEST
References 1. Oka, I.G.A., 1968, Sad Darsna, Jilid I, II dan III, Denpasar. 2. Pudja, G., 1963, Sosiologi Hindu Dharma, Yayasan Pembangunan ta Maha, Jakarta. 3. Sura, G., 1981, Pengantar Tattwa Darsana, Dep. Agama RI., Jakarta.
Civic Education Syllabus
2
SYLLABUS Department : English Code : MPK – 102 Subject : Civic Education Credit : 3 sks Semester : II (two) Prerequisite : - Description : The course is aimed at building students’ awareness of the need of civic education for building their nationalism and patriotism. Competence : Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes,
patterns and conception. (2) to understand the national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in the course are national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
Students are able to understand what “Civic Education Course” is.
Discussion about the Civic Education Course
Introduction 150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986)
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
Civic Education Syllabus
3
2 Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in the course are national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
Students are able ble to understand the concept and the meaning of civic education
Discussion about the concept and the meaning of civic education
Basic considerations of civic education
150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986:19)
3 Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in the course are national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
Students are able ble to understand the historical background, implication, and the implementation of civic education
Discussion about the historical background, implication, and the implementation of civic education
The purposes of civic education 150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986:22)
4 Students are able (1) to understand and appreciate the meaning of civic education and which includes its
Students are able ble to understand the characteristics and the program of the nation
Discussion about the characteristics and the program of the nation
The patterns of civic education 150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986:29)
Civic Education Syllabus
4
purposes, patterns and conception. Intensive in the course are national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
5 Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in the course are national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
Students are able ble to understand the characteristics and the essential of national security
Discussion about the characteristics and the essential of national security
Basic conception of national security
150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986:31)
6 Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in the course are national
Students are able ble to understand the national defense
Discussion about the national defense
Factors of the national strategy 150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986:39)
Civic Education Syllabus
5
security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
7 Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in the course are national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
Students are able ble to understand the material from first until seventh meeting
Review the material The material from first until seventh meeting
150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986)
8 MIDTERM TEST
9 Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in the course are national security and its factors, national strategy and its threads, the present day development of civic
Students are able ble to understand ideology, economy, and socio-cultural
Discussion about ideology, economy, and socio-cultural
The influencial factors of the politics of the national strategy
150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986:50)
Civic Education Syllabus
6
education and the to restructure it for the future.
10 Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in the course are national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
Students are able ble to understand the definition, the formulation, and the problems of national politics
Discussion about the definition, the formulation, and the problems of national politics
National politics 150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986:52)
11 Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in the course are national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
Students are able ble to understand the understanding of national strategy and aspects of national strategy
Discussion about understanding national strategy and aspects of national strategy
National strategy 150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986:60)
12 Students are able (1) to understand and
Students are able ble to understand the
Discussion about the definition and types of
The thread to national security 150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986:63)
Civic Education Syllabus
7
appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in the course are national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
definition and types of threads
threads
13 Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in the course are national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
Students are able ble to understand Internal/national factors and External/international factors
Discussion about Internal/national factors and External/international factors
The development of civics education
150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986:65)
14 Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in
Students are able ble to understand the: a. Considering the
resources b. Formulating the
patterns
Discussion about the: a. Considering the
resources b. Formulating the patterns
The need to restructuring civic education
150’ Kewiraan untuk Mahasiswa.(Lemhanas.1986:69)
Civic Education Syllabus
8
the course are national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
15 Students are able (1) to understand and appreciate the meaning of civic education and which includes its purposes, patterns and conception. Intensive in the course are national security and its factors, national strategy and its threads, the present day development of civic education and the to restructure it for the future.
Students are able ble to understand all materials from this course
Review the material All materials from this course 150’ Kewiraan untuk Mahasiswa.(Lemhanas. 1986)
16 FINAL TEST
References
Compulsory :
Lemhanas. 1986. Kewiraan untuk Mahasiswa. Jakarta: PT Gramedia
Suplementary :
1. Danuesaputro, Munajat. 1981. Wawasan Nusantara. Bandung: Penerbit Alumsi 2. Pusat Studi Kewiraan. 1986. Ilmu Kewiraan. Malang. Universitas Brawijaya
Indonesian Language Syllabus
2
SYLLABUS Department : English Code : MPK – 103 Subject : Indonesian Language Credit : 3 sks Semester : I (one) Prerequisite : - Description : This lecture consists of general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation. Competence : Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and
Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation.
Students are able to understand the Indonesian function and parts in written form
Discussion about the Indonesian function and parts in written form
Indonesian function and parts 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988:7)
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word
Students are able to understand the kinds of language as the way of scientific communication
Discussion about the kinds of language as the way of scientific communication
Kinds of language 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988:18)
Indonesian Language Syllabus
3
and Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation.
3 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation.
Students are able to understand the spelling and punctuation
Discussion about the spelling and punctuation
Punctuation 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988:25)
4 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation.
Students are able to understand the way to get the good diction
Discussion about the way to get the good diction
Diction 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988:34)
5 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian
Students are able to understand the use of effective sentence
Discussion about the use of effective sentence
Effective sentence 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988:47)
Indonesian Language Syllabus
4
sentence arrangement, norm and writing applications with Indonesian punctuation.
6 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation.
Students are able to understand the types of effective sentence
Discussion about the types of effective sentence
Effective sentence 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988:55)
7 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation.
Students are able to understand the descendant sentence
Discussion about the descendant sentence
Effective sentence 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988:62)
8 MIDTERM TEST
9 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian sentence arrangement,
Students are able to understand the use of paragraph
Discussion about the use of paragraph
Paragraph 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988:69)
Indonesian Language Syllabus
5
norm and writing applications with Indonesian punctuation.
10 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation.
Students are able to understand the deductive and inductive paragraph
Discussion about the deductive and inductive paragraph
Paragraph 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988:77)
11 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation
Students are able to understand the way to make a scientific article
Discussion about the way to make a scientific article
Scientific article 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988:84)
12 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian
Students are able to understand the definition and explanation of outline
Discussion about the definition and explanation of outline
Outline 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988:91)
Indonesian Language Syllabus
6
sentence arrangement, norm and writing applications with Indonesian punctuation.
13 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation.
Students are able to understand the use of quotation
Discussion about the use of quotation
Quotation 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988:112)
14 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term, norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation.
Students are able to understand the use of abstract and reference
Discussion about the use of abstract and reference
Abtract and reference 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988)
15 Student has a comprehension and know-how about: general insight about Indonesian, norm and used of word and Indonesian term,
Students are able to understand the writing process in University
Discussion about the writing process in University
Writing in University 150’ Pembinaan Kemampuan Menulis Bahasa Indonesia. (Sabarti.1988)
Indonesian Language Syllabus
7
norm of Indonesian sentence arrangement, norm and writing applications with Indonesian punctuation.
16 FINAL TEST
References
Compulsory :
Akhdiah, Sabarti(dkk).1988.Pembinaan Kemampuan Menulis Bahasa Indonesia.Jakarta: Erlangga
Suplementary :
1. Badudu, JS.1985.Pelik-Pelik Bahasa Indonesia.Bandung: Pustaka Prima. 2. Keraf, Gorys.1987.Diksi dan Gaya Bahasa.Jakarta: Gramedia. 3. Marsoedi, I.L.1982.Pengantar Memahami Hakekat Bahasa.Malang:FKSS-IKIPMalang. 4. Moeliono, M.Anton.1988.Tata Bahasa Baku Indonesia.Jakarta: Balai Pustaka
Pancasila Philosophy Syllabus
2
SYLLABUS Department : English Code : MPK – 104 Subject : Pancasila Philosophy Credit : 2 sks Semester : I (one) Prerequisite : - Description : The course is intended to build students’ awareness of their inherited-national philosophy that is Pancasila as an ideology, philosophy, and foundational stand-point of socio-cultural as well as state-political life. Competence : Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic
life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
Students are able to understand what “Pancasila Philosophy Course” is.
Discussion about the Pancasila Philosophy Course
Introduction 100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986)
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
Pancasila Philosophy Syllabus
3
2 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
Students are able to understand History of Pancasila :
a. Past b. Present-day
Discussion about the History of Pancasila :
c. Past d. Present-day
The historical background of Pancasila Philosophy
100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986:12)
3 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
Students are able to understand Pascasila as nation’s philosophy
Discussion about Pascasila as nation’s philosophy
The positions of Pancasila (1) 100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986:17)
4 Students are able (1) to understand and appreciate Pancasila as
Students are able to understand Pascasila as state
Discussion about Pascasila as state ideology
The positions of Pancasila (2) 100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986:17)
Pancasila Philosophy Syllabus
4
an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
ideology
5 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
Students are able to understand the socio-political role of Pancasila
Discussion about the socio-political role of Pancasila
The role of Pancasila (1) 100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986:17)
6 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style,
Students are able to understand about the cultural-educational role of Pancasila
Discussion about the cultural-educational role of Pancasila
The role of Pancasila (2) 100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986:17)
Pancasila Philosophy Syllabus
5
ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
7 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
Students are able to understand Pancasila and democracy a. Western
democracy b. Indonesian
democracy
Discussion about Pancasila and democracy
a. Western democracy
b. Indonesian democracy
Pancasila democracy 100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986:37)
8 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for
Students are able to understand the material from first until seventh meeting
Review the material The material from first until seventh meeting
100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986:37)
Pancasila Philosophy Syllabus
6
character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
9 MIDTERM TEST
10 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
Students are able to understand Ethical values a. Universality b. Pancasila’s
perspectives
Discussion about Ethical values
a. Universality b. Pancasila’s
perspectives
Pancasila as ethical rights 100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986:65)
11 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course
Students are able to understand perspectives of human rights a. Western b. Pancasila
Discussion about perspectives of human rights
a. Western b. Pancasila
Pancasila and human rights 100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986:65)
Pancasila Philosophy Syllabus
7
provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
12 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
Students are able to understand the root of nation’s characters
Discussion about the root of nation’s characters
Pancasila and character building 100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986:80)
13 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and
Students are able to understand developing and socializing Pancasila based-characters building
Discussion about developing and socializing Pancasila based-characters building
Pancasila and character building 100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986:85)
Pancasila Philosophy Syllabus
8
postmodern life of thoughts as well.
14 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
Students are able to understand the faces of Pancasila a. In modern life b. Pancasila past
modern trends of thoughts
Discussion about the faces of Pancasila a. In modern life b. Pancasila past
modern trends of thoughts
Pancasila and modern life 100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986:99)
15 Students are able (1) to understand and appreciate Pancasila as an ideology, nation’s philosophy, bases of democratic life-style, ethical codes, educational principles, as well as value-based for character building. In addition the course provides perspectives of Pancasila on human rights and modern and postmodern life of thoughts as well.
Students are able to understand all materials from this course
Review the material All materials from this course 100’ Dasar dan Konsep Pendidikan Moral Pancasila (Daroesoe. 1986)
16 FINAL TEST
Pancasila Philosophy Syllabus
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References Compulsory :
Bambang, Daroesoe. 1986. Dasar dan Konsep Pendidikan Moral Pancasila. Semarang: Aneka Ilmu Suplementary : 1. Darmodiharjo, Darfi, et.al. 1991. Santi Sejarah Pancasila. Surabaya: Usaha Nasional 2. Moerdiono, et.al. 1993. Pancasila sebagai Ideologi. Jakarta: BP.7 Pusat 3. Sumoto. 2001. Mengenal Filsafat Pancasila. Yogyakarta: PT. Hanindita Graha Widia
B. Matakuliah Keilmuan dan Keterampilan (MKK)
2
SYLLABUS Department : English Code : MKK – 201 Subject : Pronunciation Credit : 2 sks Semester : I (One) Prerequisite : - Description : This subject is designed to exercise the learners in getting acquainted with English sound system and speech organs and in understanding and producing the correct pronunciation of letters, syllables, words, phrases and sentences of English Alphabet, English consonants and English vowels. Competence : Students are able to describe English sound system and speech organs and they should have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able to describe English sound system and speech organs and they should have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation
Students are able to understand and know the important features of English pronunciation
Discussion about the features of English pronunciation
Introduction
100’
2 Students are able to describe English sound system and speech organs and they should have their ability in
Students are able to produce the sounds /p/, /b/, and /m/ in words, phrases, and sentences.
Producing the sounds /p/, /b/, and /m/ in words, phrases, and sentences
The sounds /p/, /b/, and /m/ 100’ Book 7200 ; American Language Course English Sound System, p.35 - 39
1. Individual practice / assignment 2. Group practice/ assignment
3
producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation.
3 Students are able to describe English sound system and speech organs and they should have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation.
Students are able to produce the sounds /t/, /θ/, /ð/, /d/, and /n/ in words, phrases, and sentences.
Producing the sounds /t/, /θ/, /ð/, /d/, and /n/ in words, phrases, and sentences
The sounds /t/, /θ/, /ð/, /d/, and /n/ 100’ Book 7200 ; American Language Course English Sound System, p.71 – 76 & 233 - 237
1. Individual practice / assignment 2. Group practice/ assignment
4 Students are able to describe English sound system and speech organs and they should have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences. i
Students are able to produce the sounds /k/, /g/, and /j/ in words, phrases, and sentences.
Producing the sounds /k/, /g/, and /j// in words, phrases, and sentences
The sounds /k/, /g/, and /j/ 100’ Book 7200 ; American Language Course English Sound System, p. 117 - 122
1. Individual practice / assignment 2. Group practice/ assignment
5 Students are able to describe English sound system and speech
Students are able to produce the sounds /f/and /v/ in words,
Producing the sounds /f/ and /v/ in words, phrases, and sentences
The sounds /f/ and /v/ 100’ Book 7200 ; American Language Course English Sound System, p. 159 - 163
1. Individual practice / assignment
4
organs and they should have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation.
phrases, and sentences.
2. Group practice/ assignment
6 Students are able to describe English sound system and speech organs and they should have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation.
Students are able to produce the sounds /s/ and /z/ in words, phrases, and sentences.
Producing the sounds /s/, and /z/ in words, phrases, and sentences
The sounds /s/ and /z/ 100’ Book 7200 ; American Language Course English Sound System, p. 281 - 283
1. Individual practice / assignment 2. Group practice/ assignment
7 Students are able to describe English sound system and speech organs and they should have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation.
Students are able to produce the sounds /s/, /z/, /c/, and /j/ in words, phrases, and sentences.
Producing the sounds /s/, /z/, /c/, and /j/ in words, phrases, and sentences
The sounds /s/, /z/, /c/, and /j/ 100’ Book 7200 ; American Language Course English Sound System, p. 284 - 285
1. Individual practice / assignment 2. Group practice/ assignment
5
8 MIDTERM TEST
9 Students are able to describe English sound system and speech organs and they should have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation.
Students are able to produce the sounds /s/, /z/, /c/, and /j/ in word pairs.
Pproducing the sounds /s/, /z/, /c/, and /j/ in word pairs
The sounds /s/, /z/, /c/, and /j/ 100’ Book 7200 ; American Language Course English Sound System, p. 321 - 326
1. Individual practice / assignment 2. Group practice/ assignment
10 Students are able to describe English sound system and speech organs and they should have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation.
Students are able to produce the sound /h/ in words and word pairs
Producing the sound /h/and word pairs
The sound /h// 100’ Book 7200 ; American Language Course English Sound System, p. 361 - 366
1. Individual practice / assignment 2. Group practice/ assignment
11 Students are able to describe English sound system and speech organs and they should have their ability in producing correct pronunciation of English letters,
Students are able to produce the sound /l/ in words and word pairs.
Pproducing the sound /l/ in wordsand word pairs
The sound /l/ 100’ Book 7200 ; American Language Course English Sound System, p. 403 - 407
1. Individual practice / assignment 2. Group practice/ assignment
6
syllables, words, phrases, sentences with correct stress and intonation.
12 Students are able to describe English sound system and speech organs and they should have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation.
Students are able to produce the vowel sounds /i/ in “me”, /I/ in “it”, /ε/ in “end”, and /e/ in “say”.
Producing the vowel sounds/i/ in “me”, /I/ in “it”, /ε/ in “end”, and /e/ in “say”
The vowel sounds/i/ in “me”, /I/ in “it”, /ε/ in “end”, and /e/ in “say”
100’ Clarey, M Elizabeth and Dixson Robert J. 1963. Pronunciation Exercises in English. New York: Regents Publishing Company, Inc, p. 98 - 109
1. Individual practice / assignment 2. Group practice/ assignment
13 Students are able to describe English sound system and speech organs and they should have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation.
Students are able to produce the vowel sounds in “cat’, ‘her”, “cut”’, and “too”.
Producing the vowel sounds in “cat’, ‘her”, “cut”’, and “too”
The vowel sounds in “cat’, ‘her”, “cut”’, and “too”
100’ Clarey, M Elizabeth and Dixson Robert J. 1963. Pronunciation Exercises in English. New York: Regents Publishing Company, Inc, p. 110 - 121
1. Individual practice / assignment 2. Group practice/ assignment
14 Students are able to describe English sound system and speech organs and they should
Students are able to produce the vowel sounds in “book”, “old”, “all”, and
Producing the vowel sounds in “book”, “old”, “all”, and “army”
The vowel sounds in “book”, “old”, “all”, and “army”
100’ Clarey, M Elizabeth and Dixson Robert J. 1963. Pronunciation Exercises in English. New York: Regents Publishing Company,
1. Individual practice / assignment 2. Group practice/
7
have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation.
“army”. Inc, p. 122 - 133
assignment
15 Students are able to describe English sound system and speech organs and they should have their ability in producing correct pronunciation of English letters, syllables, words, phrases, sentences with correct stress and intonation.
Students are able to produce the diphtongs in “dry”, “cow”, and “oil”.
Producing the diphtongs in “dry”, “cow”, and “oil”
The diphtongs in “dry”, “cow”, and “oil”
100’ Clarey, M Elizabeth and Dixson Robert J. 1963. Pronunciation Exercises in English. New York: Regents Publishing Company, Inc, p. 134 - 140
1. Individual practice / assignment 2. Group practice/ assignment
16 FINAL TEST
References: 1. Compulsory : Clarey, M Elizabeth and Dixson Robert J. 1963. Pronunciation Exercises in English. New York: Regents
Publishing Company, Inc. Book 7200 ; American Language Course English Sound System
2. Supplementary : Hill, L.A. 1964. English sounds and spellings. London: Oxford University Press. Jones, Daniel. 1956. The Pronunciation of English 4th Ed. New York: The Cambridge University Press.
Newman, Edwin. 1984. NBC Handbook of Pronunciation 4th.Ed. US: Harper & Row Publishers, Inc.
9
SYLLABUS Department : English Code : MKK – 202 Subject : Listening Comprehension 1 Credit : 2 sks Semester : II (two) Prerequisite : - Description : This subject is designed to facilitate the learners to get acquainted with listening tasks consisting of numbers, names, time, date, food, furniture, price, health, other needs and facilities of life. Competence : Students are able to focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able to focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
Students are able to get and understand information from recorded material about numbers: scoring, telephone numbers and addresses.
Pronouncing numbers, reading and discussing phone numbers and addresses
Kinds of numbers: scoring, telephone numbers, and addresses
100’ Richards, J. Richards, J.C. Listen Carefully. Oxford University Press. p. 1 - 4 .
1. Individual practice / assignment 2. Group practice/ assignment
2 Students are able to focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
Students are able to get and understand information from recorded material about names and home address.
Listening, writing, and discussing names and home address
Name and home address 100’ Richards, J. Richards, J.C. Listen Carefully. Oxford University Press. p. 5 - 9 . Listen Car .
1. Individual practice / assignment 2. Group practice/ assignment
3 Students are able to focus their attention on
Students are able to get and understand
Listening, writing, discussing, and telling time
Time and dates: dates of birth, calendars
100’ Richards, J. Richards, J.C. Listen Carefully. Oxford University Press. p. 10 - 13
1. Individual practice /
10
listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
information from recorded material about time and dates and to tell time
and dates Listen Care .
assignment 2. Group practice/ assignment
4 Students are able to focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
Students are able to get and understand information from recorded material about food, recipe, and restaurant menu
Listening, writing, discussing, grouping, and buying kinds of food
Food: kinds of food, recipes, and restaurant menu
100’ Richards, J. Richards, J.C. Listen Carefully. Oxford University Press. p. 14 - 16 . Listen Car. .
1. Individual practice / assignment 2. Group practice/ assignment
5 Students are able to focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
Students are able to get and understand information from recorded material about furniture, rooms, and building
Listening, writing, discussing, and grouping kinds of furniture, rooms, and buildings
Furniture, rooms, and buildings 100’ Richards, J. Richards, J.C. Listen Carefully. Oxford University Press. p. 17 - 21 . Listen Car. .
1. Individual practice / assignment 2. Group practice/ assignment
6 Students are able to focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
Students are able to get and understand information from recorded material about prices, currencies and to pronounce prices.
Listening, writing, discussing prices and currencies, and pronouncing prices
Prices and currencies 100’ Richards, J. Richards, J.C. Listen Carefully. Oxford University Press. p. 22 - 25 Listen Care .
1. Individual practice / assignment 2. Group practice/ assignment
7 Students are able to Students are able to Listening, writing, Health: parts of the body, pain, 100’ Richards, J. Richards J.C. Listen Carefully. 1. Individual
11
focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
get and understand information from recorded material about health
discussing, and telling parts of the body, pain, and medicine
medicine Oxford University Press. p. 26 - 29 Richards, J. .
practice / assignment 2. Group practice/ assignment
8 MIDTERM TEST
9 Students are able to focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
Students are able to get and understand information from recorded material about objects and to describe them
Listening, writing, discussing, and describing people, families, and photos
People, families, and photos 100’ Richards, J. Richards, J.C. Listen Carefully. Oxford University Press. p. 30 - 34 Listen Caref .
1. Individual practice / assignment 2. Group practice/ assignment
10 Students are able to focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
Students are able to get and understand information from recorded material about shops and shopping, to classify items in shopping list, to recognize quantities, items for sale, and location in a department store
Listening, writing, and classifying items on shopping list and recognizing quantities, items for sale, and locations in a department store
Shops and shopping 100’ Richards, J. Richards, J.C. Listen Carefully. Oxford University Press. p 35 - 37. Listen Care . Richards, J.
1. Individual practice / assignment 2. Group practice/ assignment
11 Students are able to focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price,
Students are able to get and understand information from recorded material about going on holiday
Listening, writing, discussing, and telling about personal choice of holiday activities
Going on holiday 100’ Richards, J Richards, J.C. Listen Carefully. Oxford University Press. p 38 - 40 Listen Care .
1. Individual practice / assignment 2. Group practice/ assignment
12
health, other needs, and facilities of life.
Richards, J..
12 Students are able to
focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
Students are able to get and understand information from recorded material about kinds of transport and to recognize destination and directions
Listening, writing, discussing, and telling the kinds of transport, recognizing destination and directions
Transport and street directions 100’ Richards, J. Richards, J.C. Listen Carefully. Oxford University Press. p. 41 - 44. Listen Care .
1. Individual practice / assignment 2. Group practice/ assignment
13 Students are able to focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
Students are able to get and understand information from recorded material about activities in jobs and personal preference for jobs
Listening, writing, discussing, and telling activities in jobs and personal preference for jobs
Jobs 100’ Richards, J. Richards, J.C. Listen Carefully. Oxford University Press. p. 45 - 49 Richards, J. .
1. Individual practice / assignment 2. Group practice/ assignment
14 Students are able to focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
Students are able to get and understand information from recorded material about personal leisure activities and to distinguish acceptance and refusal
Listening, writing, discussing personal leisure activities and distinguising acceptance and refusal
Leisure activities 100’ Richards, J. Richards, J. C. Listen Carefully. Oxford Oxford University Press. p 50 - 57 .
1. Individual practice / assignment 2. Group practice/ assignment
15 Students are able to Students are able to Listening, writing, Airport and immigration 100’ Richards, J..Richards, J.C. Listen Carefully. 1. Individual
13
focus their attention on listening material dealing with numbers, names, time, date, food, furniture, price, health, other needs, and facilities of life.
get and understand information from recorded material about airport and immigrations
discussing airport activities and recognizing announcements
Oxford University Press.p. 58 - 61 .
practice / assignment 2. Group practice/ assignment
16 FINAL TEST
References 1. Compulsory : Richards, J.C. Listen Carefully. Oxford University Press. . 2. Supplementary : Byme, D. and Walsh, G. 1973 Listening Comprehension Book 2. London : Longman.
Ellis, G. and Sinclair, B. 1989 Learning to Learn English. Cambridge : CUP.
Jordan, RR. 1984. Active Listening. London : Collins ELT
McDowell, J. and Stevens, S. 1982. Basic Listening. London : Edward. Strokes, J. 1984. Elementary Task Listening. Cambridge : CUP.Blundell.
Togg, F. 1981. Focus Listening. London : The Macmillan Press Ltd.
15
SYLLABUS Department : English Code : MKK – 203 Subject : Listening Comprehension 2 Credit : 2 sks Semester : III (three) Prerequisite : MKK - 202 Description : This subject is to perform a variety of Listening tasks individually and in group in the language laboratory. The tasks consist of:
1. Numbers an numerical relationships 2. Letter, sounds, abbreviations, spelling, and alphabetizing 3. Directions and spatial relations.
Competence : Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas, covering numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events,
Students are able to get and understand information from recorded material about numbers to hundred.
Listening and discussing numbers to hundreds
Kinds of numbers and hundreds
100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor. p. 3 - 14
1. Individual practice / assignment 2. Group practice/ assignment
16
descriptions of geography, and mathematics.
2 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
Students are able to get and understand information from recorded material about numbers from thousands up to billions and to solve problems of multiplication.
Listening and discussing numbers from thousands up to billions and solving problems of multiplication
Thousands to billions and multiplication
100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor. p. 15 – 19
1. Individual practice / assignment 2. Group practice/ assignment
3 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to
Students are able to get and understand information from recorded material about Arithmatics and phone numbers.
Listening and discussing phone numbers and solving Arithmatics problems
Arithmatics and phone numbers 100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor. p. 21 - 23
1. Individual practice / assignment 2. Group practice/ assignment
17
practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
4 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
Students are able to get and understand information from recorded material about Addresses and statistical data of population of large cities.
Listening and discussing addresses and statistical data of population of large cities
Addresses and statistical data of population of large cities
100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor. p. 25 – 28
1. Individual practice / assignment 2. Group practice/ assignment
5 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering numbers, letters, direction, times, dates, measurements,
Students are able to get and understand information from recorded material about Statistical data of popular magazines.
Listening and discussing statistical data of popular magazines
Statistical data of popular magazines
100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor. p. 29 – 32
1. Individual practice / assignment 2. Group practice/ assignment
18
proportions and amounts. Students are also able to practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
6 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
Students are able to get and understand information from recorded material about decimal system and to compare number data number.
Listening and discussing decimal system and comparing number data
Decimal system and number data 100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor. p. 33 – 36
1. Individual practice / assignment 2. Group practice/ assignment
7 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering
Students are able to get and understand information from recorded material about number data and to compare
Listening and discussing number data of comparison
Comparing data and review 100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor. p. 37 - 48
1. Individual practice / assignment 2. Group practice/ assignment
19
numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
them .
8 MIDTERM TEST
9 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
Students are able to get and understand information from recorded material about alphabet system and abbreviations and to spell .
Listening, discussing alphabet system and abbreviations, and spelling
Alphabet system and abbreviations
100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor. p. 49 – 54
1. Individual practice / assignment 2. Group practice/ assignment
10 Students are able to focus their attention on:
Students are able to get and understand
Listening and discussing Initials, acronyms, and
Initials, acronyms, and homonyms 100’ Maorley, Jean. Improving Aural Comprehension. The University of
1. Individual practice /
20
listening, numbering, and writing facts in each of the concept areas covering numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
information from recorded material about Initials, acronyms, and homonyms.
homonyms Michigan Press, Ann Arbor. p. 57 – 67
assignment 2. Group practice/ assignment
11 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
Students are able to get and understand information from recorded material about Roman numeral, English family names, and rhyming.
Listening and discussing Roman numeral, English family names, and rhyming
Roman numeral, English family names, and rhyming
100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor. p. 73 – 95
1. Individual practice / assignment 2. Group practice/ assignment
21
12 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
Students are able to get and understand information from recorded material about Direction, position, and three dimension relationship.
Listening and discussing direction, position, and three dimension relationship
Direction, position, and three dimension relationship
100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor . p. 96 – 103
1. Individual practice / assignment 2. Group practice/ assignment
13 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events,
Students are able to get and understand information from recorded material about spatial relationship, lines, angles, and shapes and to follow directions.
Listening, discussing spatial relationship, lines, angles, and shapes numbers, and following directions
Spatial relationship, lines, angles, and shapes
100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor. p. 105 - 111
1. Individual practice / assignment 2. Group practice/ assignment
22
descriptions of geography, and mathematics
14 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
Students are able to get and understand information from recorded material about punctuation and mathematical signs and symbols and to fill out charts.
Listening, discussing, and filling out charts with punctuation and mathematical signs and symbols
Punctuation and mathematical signs and symbols
100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor. p. 113 – 115
1. Individual practice / assignment 2. Group practice/ assignment
15 Students are able to focus their attention on: listening, numbering, and writing facts in each of the concept areas covering
Students are able to get and understand information from recorded material about geographical locations and to
Listening and discussing geographical locations and locating people
Geographical locations 100’ Maorley, Jean. Improving Aural Comprehension. The University of Michigan Press, Ann Arbor. p. 117 – 157
1. Individual practice / assignment 2. Group practice/ assignment
23
numbers, letters, direction, times, dates, measurements, proportions and amounts. Students are also able to practice with facts, involving places, actions, events, descriptions of geography, and mathematics.
locate people.
16 FINAL TEST
References: 1. Compulsory : Maorley, Jean, Improving Aural Comprehension, The University of Michigan Press, Ann Arbor 2. Supplementary : Byme, D. and Walsh, G. 1973 Listening Comprehension Book 2. London : Longman.
Ellis, G. and Sinclair, B. 1989 Learning to Learn English. Cambridge : CUP.
Jordan, RR. 1984. Active Listening. London : Collins ELT
McDowell, J. and Stevens, S. 1982. Basic Listening. London : Edward.
Richards, J.C. Listen Carefully. Oxford University Press. Strokes, J. 1984. Elementary Task Listening. Cambridge : CUP.Blundell.
Togg, F. 1981. Focus Listening. London : The Macmillan Press Ltd.
25
SYLLABUS Department : English Code : MKK – 204 Subject : Listening Comprehension 3 Credit : 2 sks Semester : IV (four) Prerequisite : MKK - 203 Description : This subject is to facilitate the learners to get used to comprehending how to grasp detail information of topics, reading passages and the meaning of statements or phrases of special expressions. Competence : Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and formal situation.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and forma situation
Students are able to get and understand information from recorded material about language
Listening, note taking and discussing language
Language
100’ Weisberg, R. C. 1974 The Micro lectures, IKIP Malang: Balai Bahasa Malang. p. 1 - 4
1. Individual practice / assignment 2. Group practice/ assignment
2 Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and forma situation
Students are able to get and understand information from recorded material about language learning
Listening, note taking and discussing language learning
Language Learning 100’ Weisberg, R. C. 1974 The Micro lectures, IKIP Malang: Balai Bahasa Malang. p. 4 - 7
1. Individual practice / assignment 2. Group practice/ assignment
26
3 Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and forma situation
Students are able to get and understand information from recorded material about the influence of Geography in world history.
Listening, note taking and discussing the influence of Geography in world history.
Geography 100’ Weisberg, R. C. 1974 The Micro lectures, IKIP Malang: Balai Bahasa Malang. p. 7-10
1. Individual practice / assignment 2. Group practice/ assignment
4 Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and forma situation
Students are able to get and understand information from recorded material about food production
Listening, note taking, and discussing food production
Food Production 100’ Weisberg, R. C. 1974 The Micro lectures, IKIP Malang: Balai Bahasa Malang. p. 11 – 14
1. Individual practice / assignment 2. Group practice/ assignment
5 Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and forma situation
Students are able to get and understand information from recorded material about the history of building construction.
Listening, note taking and discussing the history of building construction
The history of building construction
100’ Weisberg, R. C. 1974 The Micro lectures, IKIP Malang: Balai Bahasa Malang. p. 14 – 18
1. Individual practice / assignment 2. Group practice/ assignment
6 Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and
Students are able to get and understand information from recorded material about nature materials for making clothing
Listening, note taking, and discussing nature materials for making clothing
Nature materials for making a clothing
100’ Weisberg, R. C. 1974 The Micro lectures, IKIP Malang: Balai Bahasa Malang. p. 18 -22
1. Individual practice / assignment 2. Group practice/ assignment
27
forma situation
7 Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and forma situation
Students are able to get and understand information from recorded material about the four earliest civilisation of the world.
Listening, note taking, and discussing the four earliest civilisation of the world.
The four earliest civilisation of the world
100’ Weisberg, R. C. 1974 The Micro lectures, IKIP Malang: Balai Bahasa Malang. p. 23 – 27
1. Individual practice / assignment 2. Group practice/ assignment
8 MIDTERM TEST
9 Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and forma situation
Students are able to get and understand information from recorded material about TOEFL test 1 A & B.
Listening, note taking discussing, and answering the questions of TOEFL test 1 A & B
TOEFL Test 1 A & B 100’ Sharpe, Pamela J. 1993. Barron’s How to Prepare for the TOEFL, Test of English as a Foreign Language. 8th Ed. Woodbury: Barrons Educational Series, Inc. p. 151 - 154
1. Individual practice / assignment 2. Group practice/ assignment
10 Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and forma situation
Students are able to get and understand information from recorded material about TOEFL Test 1 C & TOEFL Test 2 A.
Listening, note taking discussing, and answering the questions of TOEFL Test 1 C & TOEFL Test 2 A
TOEFL Test 1 C & TOEFL Test 2 A
100’ Sharpe, Pamela J. 1993. Barron’s How to Prepare for the TOEFL, Test of English as a Foreign Language. 8th Ed. Woodbury: Barrons Educational Series, Inc. p. 154 – 155 & p. 171 - 172
1. Individual practice / assignment 2. Group practice/ assignment
11 Students will acquire the ability to comprehend authentic English, spoken at normal speech in
Students are able to get and understand information from recorded material about TOEFL Test 2
Listening, note taking discussing, and answering the questions of TOEFL Test 2 B & C
TOEFL Test 2 B & C 100’ Sharpe, Pamela J. 1993. Barron’s How to Prepare for the TOEFL, Test of English as a Foreign Language. 8th Ed. Woodbury: Barrons Educational Series, Inc.
1. Individual practice / assignment 2. Group practice/ assignment
28
(intermediate level) both informal and forma situation
B & C. p. 173 - 175
12 Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and forma situation
Students are able to get and understand information from recorded material about TOEFL Test 3 A & B.
Listening, note taking discussing, and answering the questions of TOEFL Test 3 A & B
TOEFL Test 3 A & B 100’ Sharpe, Pamela J. 1993. Barron’s How to Prepare for the TOEFL, Test of English as a Foreign Language. 8th Ed. Woodbury: Barrons Educational Series, Inc. p. 191 -194
1. Individual practice / assignment 2. Group practice/ assignment
13 Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and forma situation
Students are able to get and understand information from recorded material about TOEFL Test 3 C & 4 A
Listening, note taking discussing, and answering the questions of TOEFL Test 3 C & 4 A
TOEFL Test 3 C & 4 A 100’ Sharpe, Pamela J. 1993. Barron’s How to Prepare for the TOEFL, Test of English as a Foreign Language. 8th Ed. Woodbury: Barrons Educational Series, Inc. p. 194 – 195 & p. 211 - 212
1. Individual practice / assignment 2. Group practice/ assignment
14 Students will acquire the ability to comprehend authentic English, spoken at normal speech in (intermediate level) both informal and forma situation
Students are able to get and understand information from recorded material about TOEFL Test 4 B & C & 5 A
Listening, note taking discussing, and answering the questions of TOEFL Test 4 B & C & 5 A
TOEFL Test 4 B & C & 5 A 100’ Sharpe, Pamela J. 1993. Barron’s How to Prepare for the TOEFL, Test of English as a Foreign Language. 8th Ed. Woodbury: Barrons Educational Series, Inc. p. 213 – 215 & p. 231 - 233
1. Individual practice / assignment 2. Group practice/ assignment
15 Students will acquire the ability to comprehend authentic
Students are able to get and understand information from
Listening, note taking discussing, and answering the questions of TOEFL
TOEFL Test 5 B & C 100’ Sharpe, Pamela J. 1993. Barron’s How to Prepare for the TOEFL, Test of English as a Foreign
1. Individual practice / assignment
29
English, spoken at normal speech in (intermediate level) both informal and forma situation
recorded material about TOEFL Test 5 B & C.
Test 5 B & C. Language. 8th Ed. Woodbury: Barrons Educational Series, Inc. p. 233 - 235
2. Group practice/ assignment
16 FINAL TEST
References 1. Compulsory : Weisberg, R. C. 1974 The Micro lectures, IKIP Malang: Balai Bahasa Malang
Sharpe, Pamela J. Barron’s How to Prepare for the TOEFL test of English
as a Foreign Language. 8th-Ed. Woodburry : Baron’s Educational Series, Inc, 1993.
2. Supplementary : Byrne, D. and Walsh, G 1973 Listening Comprehension Book 3 London : Longman.
Dunkel, P. and Lim, P.L. 1986 Intermedia Listening Comprehension Cambridge : Newbury House Publishers.
: Maorley, Jean, Improving Aural Comprehension, The University of
Michigan Press, Ann Arbor Pyle, Michael A, et.al. Cliffs TOEFL Preparation Guige. Scarbrough, D. 1984. Reasons For Listening. Cambridge : CUP.
Speaking 1
2
SYLLABUS Department : English Code : MKK 205 Subject : Speaking 1 Credit : 2 sks Semester : I (one) Prerequisite : - Description : This subject is designed to teach the students the speaking skill needed to express and understand a basic core of topics and communicative functions in English. Competence : Students are able to speak English at the elementary level
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to speak English at the elementary level
Students are able to understand the nature of speaking
Class discussion seeing students’ perpective
The nature of speaking 100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N. 1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
1. Student’s presentation
2. Peer work / group work
3. Mid-term test 4. Final test
Speaking 1
3
2 Students are able to speak English at the elementary level
Students are able greet and part correctly
Peer and group conversation
Greetings and partings: cross culture difference
100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N. 1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
3 Students are able to speak English at the elementary level
Students are able to introduce him/her self in an appropriate way
Personal presentation 1. Greeting and small talk 2. Self introduction
100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N.
Speaking 1
4
1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
4 Students are able to speak English at the elementary level
Able Students are able to introduce others and identify people appropriately
Personal and peer presentation
Introducing others and identifying people
100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N. 1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
5 Students are able to speak English at the elementary level
Students are able to declare and decline a request clearly
Peer presentation 1. Granting and decalaining a request using could, may, can
2. Granting and declining a request using do you mind if ..., could you do me .....,
100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP
Speaking 1
5
would you mind ... Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N. 1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
6 Students are able to speak English at the elementary level
Students are able to: ask about prices, bargain, ask the way of buying something, and order goods appropriately
Peer and group presentation
1. Asking about prices 2. Bargaining 3. The way of buying things 4. Reading text about
supermarket 5. Ordering goods
100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N. 1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
Speaking 1
6
7 Students are able to speak English at the elementary level
Students are able to: ask about prices, bargain, ask the way of buying something, and order goods appropriately
Peer and group presentation
1. Asking about prices 2. Bargaining 3. The way of buying things 4. Reading text about
supermarket 5. Ordering goods
100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N. 1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
8 Students are able to speak English at the elementary level
Students are able to describe places, location, weather, population, transportation, buildings, tourism object clearly
Personal presentation Describing places, location, weather, population, transportation, buildings, tourism objects
100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N.
Speaking 1
7
1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
9 Students are able to speak English at the elementary level
Students are able to comprehend reading text well
Class discussion 1. Reading about description 2. Understanding a passage from
a travel brochure
100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N. 1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
10 Students are able to speak English at the elementary level
Students are able to write a description, tell the time appropriately
Personal work and peer presentation
1. Writing a description of a place 2. Telling the time using terms to,
before, past, after, a.m, p.m, sharp and half
100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP
Speaking 1
8
Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N. 1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
11 Students are able to speak English at the elementary level
Students are able to tell time, days, months, and dates correctly
Class discussion, peer presentation
Telling time, days, months, and dates
100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N. 1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
Speaking 1
9
12 Students are able to speak English at the elementary level
Students are able to read, comprehend timetable and frequency well
Personal work and class discussion
Timetable and frequency 100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N. 1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
13 Students are able to speak English at the elementary level
Students are able to describe spare time, weekend activities, and one’s job clearly
Personal and peer presentation
1. Talking about spare time activities
2. Describing weekend activities
3. Talking about one’s job
100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N.
Speaking 1
10
1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
14 Students are able to speak English at the elementary level
Students are able to explain day in life appropriately
Personal presentation A day in my life and TV or no TV 100’ Binham, P. 1968. How to Say It. London: Logman Collie, J. and Slater, S. 1993. Speaking 1. Cambridge: CUP Huggins, V. 1983. What to Say. Jakarta : Gramedia Klippel, F. 1987. Keep Talking. Cambridge :CUP Richard, J. C. and Long, M.N. 1984 A course in English Communication Practice. Oxford Univerirty Press. Tillitt, B. and Bruder, M.N 1993. Speaking Naturally. Cambridge: CUP
Speaking 2
2
SYLLABUS Department : English Code : MKK 206 Subject : Speaking 2 Credit : 2 sks Semester : II (two) Prerequisite : Speaking 1 Description : This subject is designed to provide the learners for attaining the speaking skill of English to express and understand topics and communicative functions in English. Competence : Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking
and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
Students are able to ask, show direction of certain location accurately
Peer dialog Could you tell me the way? 100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford
1. Student’s presentation
2. Peer work / group work
3. Mid-term test 4. Final test
Speaking 2
3
Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
2 Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
Students are able to comprehend the text and explain it to their peer well
Peer and group conversation
Looking for a place through advertisements and tourist guide
100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
3 Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking
Students are able to apologize, express regret, shock, decline invitations appropriately
Personal, peer, group discussion
I’m sorry 100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames:
Speaking 2
4
and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
4 Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
Students are able to ask about transportation, interesting places, buy tickets, call a cab, identify signs from tourist brochure well
Peer dialog How do we get there? 100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N.
Speaking 2
5
1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
5 Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
Students are able to ask about transportation, interesting places, buy tickets, call a cab, identify signs from tourist brochure well
Peer dialog How do we get there? 100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
6 Students are able to speak English at the intermediate level: asking and showing
Students are able to identify menu, order food in restaurants, accept an offer, offer
Peer and group presentation
What would you like to eat? 100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP
Speaking 2
6
directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
food, and ask for more appropriately
Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
7 Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
Students are able to identify menu, order food in restaurants, accept an offer, offer food, and ask for more appropriately
Peer presentation Reading on certain texts on restaurants’ menu
100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia
Speaking 2
7
Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
8 Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
Students are able to express like and dislike with reasons well
Peer dialog How do you like it? 100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
9 Students are able to speak English at the
Students are able to express like and
Class discussion Reading certain texts on travelling, food, hotel etc.
100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English.
Speaking 2
8
intermediate level: asking and showing directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
dislike with reasons well
Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
10 Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
Students are able to describe, compare things well
Personal work and peer presentation
Which one do you like better? 100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985.
Speaking 2
9
Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
11 Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
Students are able to describe, differ, and compare comparison text accurately
Personal performance Reading comparison texts on the same field
100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
Speaking 2
10
12 Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
Students are able to conduct mini surveys and explain their result appropriately
Personal work Conducting mini surveys 100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
13 Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
Students are able to grasp the idea, reasons, and result of surveys’ text accurately
Group discussion Reading text on surveys 100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons
Speaking 2
11
Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-Minute Activities. Cambridge: CUP
14 Students are able to speak English at the intermediate level: asking and showing directions, aproving-disaproving, asking and giving opinions, reasoning, agreeing, disagreeing, group discussion and comparing things
Students are able to grasp the ideas, reasons, and results then compare them accurately
Personal presentation Comparing surveys’result from the same field
100’ Ellis, G.and Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP Hadfield, J. 1987. Communication Games. Walton-on Thames: Thomas Nelson & Sons Methold, T.H. and Sandberg, K.C. 1969. Conversational English. New York: John Wiley & Sons Poedjosoedarmo, G. 1985. Dialogues for Oral Skill. Jakarta: Gramedia Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford Univerirty Press. Ur, P. & Wright, A. 1992. Five-
Speaking 2
12
Minute Activities. Cambridge: CUP
Speaking 3
2
SYLLABUS Department : English Code : MKK 207 Subject : Speaking 3 Credit : 2 sks Semester : III (three) Prerequisite : - Description : This subject is primarily functions topics and grammatical notions. Each unit deals with a group of related functional and communicative needs. Variety of different activities and exercise types are emploted to permit free practice of each item. Competence : Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
Students are able to respond and handle on asking and giving personal background information appropriately
Class discussion 1. Asking formally for personal information.
2. Giving personal and background information
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N.
1. Student’s presentation
2. Peer work / group work
3. Mid-term test 4. Final test
Speaking 3
3
1985 A course in English Communication Practice. Oxford University Press.
2 Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
Students are able to ask opinions, elicit and exchange factual information appropriately
Peer and group conversation
1. Asking for opinion 2. Eliciting and exchanging
factual information 3. Reading and exercising on it
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
3 Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
Students are able to express their intension well
Peer conversation Individual performance
1. Intension: future courses, job, holidays
2. Discussing plans
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions).
Speaking 3
4
Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
4 Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
Able Students are able express their improvement plans well
Personal and peer presentation
1. The improvement plans 2. Reading and exercise on it
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
5 Students are able to Students are able to Peer and group 1. Expressing agreement and 100’ Hadfield, J. 1984.
Speaking 3
5
speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
express agreement and disagreement correctly
conversation disagreement 2. Disagreeing politely with an
opinion 3. Disagreeing strongly 4. Partly agree
Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
6 Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
Students are able to debate appropriately
Group discussion Class debate
1. Reading on a certain text 2. Debating: expressing
agreement or dsagreement based on the text given
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Speaking 3
6
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
7 Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
Students are able to: ask and give advice, make suggestions, agree and disagree Politely and appropriately
Peer and group conversation
1. Asking and giving advice 2. Accepting advice 3. Giving negative advice 4. Making suggestions 5. Agreeing and disagreeing
with suggesions
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
8 Students are able to speak English at the intermediate level: asking and giving advice, warning,
Students are able to grasp the information from articles well
Individual presentation 1. Reading some articles on advice column
2. Performing what have been read
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons
Speaking 3
7
suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
9 Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
Students are able to express how to describe and get things done appropriately
Class discussion 1. Decribing things that need doing
2. Talking about getting things done
3. Talking about attending to ailment
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
Speaking 3
8
Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
10 Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
Students are able to grasp the information from advertisements and conduct a mini survey well
Personal work 1. Reading advertisements on newspaper
2. Doing a survey to buy products from advertisements
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
11 Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group
Students are able to conduct informal discussion well
Class discussion, peer presentation
1. Informal discussion about accomodation
2. Informal discussion about fitness and ailment
3. Informal discussion about food
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill
Speaking 3
9
discussion, and debate (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
12 Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
Students are able to read aloud appropriately
Individual performance 1. Reading letters 2. Reading aloud on the letters
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
Speaking 3
10
13 Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
Students are able to debate the given motion in appropriate way
Class debate 1. Parents responsibilities 2. Misunderstanding between
the older and young generation
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
14 Students are able to speak English at the intermediate level: asking and giving advice, warning, suggesting, requesting, encouraging, persuading, complaining, group discussion, and debate
Students are able to debate the given motion in appropriate way
Class debate 1. Women’s role in modern society
2. Women’s role in popular sports
100’ Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Speaking 3
11
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley Richard, J. C. and Long, M.N. 1985 A course in English Communication Practice. Oxford University Press.
Speaking 4
2
SYLLABUS Department : English Code : MKK 208 Subject : Speaking 4 Credit : 2 sks Semester : IV (four) Prerequisite : - Description : This subject emphasizes on a variety of functions: describing activities, giving opinion, agreeing/disagreeing, giving reason for agreement/disagreement, for clarification, responding criticism and different points of view. Competence : Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
Students are able to descibe compotion and location , organization of STIBA, its teaching and learning activity fluenly
Personal opinion Class discussion
Being a student of STIBA 100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
1. Student’s presentation
2. Peer work / group work
3. Mid-term test 4. Final test
Speaking 4
3
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
2 Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
Students are able to describe their hometown from general to detail informations appropriately
Personal performance My hometown 100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
3 Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable
Students are able to state their opinions with proofs accurately
Peer conversation
How I think the children should be raised
100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons
Speaking 4
4
pronounciation, stress and intonation.
Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
4 Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
Students are able to debate well
Class debate Television and its impacts 100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
5 Students are able to Students are able to Class debate Living in the country 100’ Dobson, Julia, M, 1974. Effective
Speaking 4
5
express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
debate well Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
6 Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
Students are able to debate well
Group discussion Class debate
Youngsters’ hang out 100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill
Speaking 4
6
(International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
7 Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
Students are able to explain the process of browsing and dowloading the internet appropriately
Peer and group conversation
Browsing and dowloading internet 100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
8 Students are able to express themselves confidently in both informal and formal discussion using
Students are able to explain the description, function, and everything dealing with library
Personal performance Libraries 100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969
Speaking 4
7
appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
accurately Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
9 Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
Students are able to classify, choose , and fnd out the opportunities of good occupations appropriately
Peer, personal, group discussion
Job opportunities 100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP
Speaking 4
8
Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
10 Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
Students are able to grasp the idea, background, analysis, and result of a research accurately
Class discussion Research articles 100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
11 Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency
Students are able to explain the idea, background, analysis, and result of a research accurately
Personal work Students’ own research article 100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons
Speaking 4
9
and acceptable pronounciation, stress and intonation.
Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
12 Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
Students are able to explain the idea, background, analysis, and result of a research accurately
Personal work Students’ own research article 100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
Speaking 4
10
13 Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
Students are able to compare the diferences of the articles being compared accurately
Peer and group discussion
Comparing research articles of the same field
100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book). Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
14 Students are able to express themselves confidently in both informal and formal discussion using appropriate vocabulary and grammatical structure with emphasizing on fluency and acceptable pronounciation, stress and intonation.
Students are able to compare the diferences of the articles being compared accurately
Individual performance Comparing research articles of the same field
100’ Dobson, Julia, M, 1974. Effective Techniques for English Conversation Groups. Rowley, Massachusetts 01969 Hadfield, J. 1984. Communication Games. Walton-on-Thames: Thomas Nelseon & Sons Keller, D.P. and Thrush, E.A, 1987/91. Interactions I (a Speaking Activities Book).
Speaking 4
11
Singapore: McGraw-Hill (International Editions). Klippel, F. 1984/87. Keep Talking. Cambridge: CUP Sion, C.ed. 1985. Recipes for Tired Teachers. Reading: Addison - Wesley
Reading Comprehension 1
2
SYLLABUS Department : English Code : MKK 209 Subject : Reading Comprehension 1 Credit : 2 sks Semester : I (one) Prerequisite : - Description : The subject is designes to direct students to understanding reading and practicing reading comprehension on the basis of bottom – up and top – dowb models. Competence : Students are able to comprehend reading by finding main idea, writer’s message, practice scanning, skimming, and have
skill to activate background knowledge.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning, skimming, and have skill to activate background knowledge.
Students are able to understand the nature of reading
Discussion about the nature of reading
The nature of reading 100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge: Cambridge University Press.
1. Personal work
2. Peer work 3. Mid-term test 4. Final test
2 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning,
Students are able to understand the composites, reader, text, and context
Reading and discussiing about the composites, reader, text, and context
Understanding reading: - The composites - Reader - Text - context
100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching
Reading Comprehension 1
3
skimming, and have skill to activate background knowledge.
Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge: Cambridge University Press.
3 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning, skimming, and have skill to activate background knowledge.
Students are able to apply reading strategies
Reading and discussing about the reading strategies
Reading strategies: skimming and scanning
100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge: Cambridge University Press.
4 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning, skimming, and have skill to activate background knowledge.
Students are able to recognize text structure
Readinf and discussing about the text structure
Text structure: signification and cohesion
100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge:
Reading Comprehension 1
4
Cambridge University Press.
5 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning, skimming, and have skill to activate background knowledge.
Students are able to identify key idea
Reading and discussing about sentence pattern
Sentence pattern: identifying key idea
100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge: Cambridge University Press.
6 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning, skimming, and have skill to activate background knowledge.
Students are able to locate details
Reading and discussing about sentence pattern
Sentence pattern: locating details 100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge: Cambridge University Press.
7 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning,
Students are able to recognize and identify sentences that combine ideas
Reading and discussing about the combination of ideas
Reading sentences that combine ideas: sentence connection
100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching
Reading Comprehension 1
5
skimming, and have skill to activate background knowledge.
Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge: Cambridge University Press.
8 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning, skimming, and have skill to activate background knowledge.
Students are able to recognize and identify ideas on paragraphs
Reading and discussing about paragraph
Reading sentences that combine ideas: paragraph
100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge: Cambridge University Press.
9 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning, skimming, and have skill to activate background knowledge.
Students are able to identify paragraph’s topic
Reading and discussing about paragraph
Paragraph: identifying the topic 100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge:
Reading Comprehension 1
6
Cambridge University Press.
10 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning, skimming, and have skill to activate background knowledge.
Students are able to recognize relating sentence parts
Reading and discussing about relating sentence ‘parts
Recognizing relating sentence parts: interpreting reference and elliptical expression
100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge: Cambridge University Press.
11 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning, skimming, and have skill to activate background knowledge.
Students are able to identify signal of change or reversal of thought and signal of additional information
Reading and discussing about signal words
Signal words: signal of change or reversal of thought and signal of additional information
100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge: Cambridge University Press.
12 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning,
Students are able to identify illustration signal
Reading and discussing about signal words
Signal words: signal an illustration 100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching
Reading Comprehension 1
7
skimming, and have skill to activate background knowledge.
Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge: Cambridge University Press.
13 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning, skimming, and have skill to activate background knowledge.
Students are able to identify signal of summary
Reading and discussing about signal words
Signal words: signals of summary or conclusion
100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge: Cambridge University Press.
14 Students are able to comprehend reading by finding main idea, writer’s message, practice scanning, skimming, and have skill to activate background knowledge.
Students are able to apply summarizing techniques
Reading and discussing about summarizing techniques
Summarizing: techniques of summarizing
100’ Alexander.L.G.1983.Practice And Progress.Yogyakarta:Yayas Kanisius. Nathall, Christine. 1985. Teaching Reading Skills in Foreign Language. London: Heinemann Education Book. Richards, Jack. 2008. Strategic Reading I. Building Effective Reading Skills. Cambridge:
Reading Comprehension 1
8
Cambridge University Press.
Reading Comprehension 2 2
SYLLABUS Department : English Code : MKK 210 Subject : Reading Comprehension 2 Credit : 2 sks Semester : II (two) Prerequisite : Reading Comprehension 1 Description : The subject is designed to develop students’ reading skills by enhancing students’ interaction with text through multiple trategies Competence : Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Students are able to activate background knowledge appropriately
Discussion about how to activate background knowledge
Background knowledge: activating prior-knowledge
100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
1. Personal work
2. Peer work 3. Mid-term test 4. Final test
2 Students are able to comprehend reading by activating background knowledge and metacognitive
Students are able to apply metacognitive strategies in reading well
Reading and discussing certain texts
Metacognotive strategy: K-W-L 100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra
Reading Comprehension 2 3
strategies
Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
3 Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Students are able to apply metacognitive strategies in reading well
Reading and discussing certain texts
Metacognotive strategy: SQ3R 100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
4 Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Students are able to apply semantic mapping in reading appropriately
Reading and discussing certain texts
Mapping strategy: semantic mapping
100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House
Reading Comprehension 2 4
Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
5 Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Students are bale to apply story mapping strategy well
Reading and discussing certain texts
Mapping strategy: story mapping 100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
6 Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Students are able to identify imlicit idea correctly
Reading and discussing certain texts
Making interference: finding implicit idea
100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
Reading Comprehension 2 5
7 Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Students are able to identify imlicit idea correctly
Reading and discussing certain texts
Making interference: finding explicit idea
100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
8 Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Able to define difficult words correctly
Reading and discussing certain texts
Defining words: guessing 100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
9 Students are able to comprehend reading by activating background knowledge and metacognitive
Able to define difficult words correctly
Reading and discussing certain texts
Defining words: contextual 100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra
Reading Comprehension 2 6
strategies
Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
10 Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Students are able to intepret writer’s correctly
Reading and discussing certain texts
Paraphrasing: interpreting writers’ idea
100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
11 Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Students are able to relate thoughts in passages appropriately
Reading and discussing certain texts
Related thoughts: understanding how thoughts are related
100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House
Reading Comprehension 2 7
Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
12 Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Students are able to recognize and list signals correctly
Reading and discussing certain texts
Descriptive: recognizing listing in descriptive writing
100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
13 Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Students are able to recognize and list signals correctly
Reading and discussing certain texts
Descriptive: recognizing listing signals
100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
Reading Comprehension 2 8
14 Students are able to comprehend reading by activating background knowledge and metacognitive strategies
Students are able to identify how the author select important ideas well
Reading and discussing certain texts
Understanding selectively: identifying how the author select important ideas
100’ Alexander,L. G.1995.Developing Skills.Yoyakarta:Yayasan Kanisius. Kimmelman, Joan;Charles Martin; Harriet Krantz nd Sandra Seltzer.1984.Reading Study Skills:A Rhetorical Approach.New York: Macmillan Publishing House Wood, Nancy V. 1991. Strategies for College Reading and Thinking. New York: Mc Graw-Hills. Inc.
Reading Comprehension 3 2
SYLLABUS Department : English Code : MKK 211 Subject : Reading Comprehension 3 Credit : 2 sks Semester : 3 (three) Prerequisite : - Description : The subject is designed to acquint students with rhetorical approach to reading and train them to apply approach to comprehend variant reading texts especially expository. Competence : Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition,
classification, process and narrative texts
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition, classification, process and narrative texts
Students are able to identify and use the rhetorical approach well
Reading and Class discussion
Rhetorical approach 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company. Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
1. Personal work
2. Peer work 3. Mid-term test 4. Final test
2 Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition, classification, process and narrative texts
Students are able to recognize and identifysequence signal correctly
Reading and Class discussion
Recognizing sequence and sequence signal
100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company. Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
Reading Comprehension 3 3
3 Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition, classification, process and narrative texts
Students are able to descibe object from textsappropriately
Reading and peer discussion
Describing object 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company. Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
4 Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition, classification, process and narrative texts
Students are able to describe process from texts appropriately
Reading and peer discussion
Describing process 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company. Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
5 Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition, classification, process and narrative texts
Students are to recognize the features of comparison passages correctly
Reading and class discussion
Comparing passages 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company. Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
6 Students are able to comprehend the features of descriptive, cause-effect,
Students are able to recognize the features of contrast passages correctly
Reading and class discussion
Constrating passages 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company.
Reading Comprehension 3 4
contrasting and comparing, as well as definition, classification, process and narrative texts
Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
7 Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition, classification, process and narrative texts
Students are able to recognize the features of causal relation passages correctly
Reading and peer discussion
Causal relation 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company. Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
8 Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition, classification, process and narrative texts
Students are able to recognize the features of causal relation passages correctly
Reading and answering questions
Causal relation 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company. Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
9 Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition, classification, process and narrative texts
Students are able to recognize the features of classification and division in texts appropriately
Reading, answering questions, and peer discussion
Classification and division 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company. Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
Reading Comprehension 3 5
10 Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition, classification, process and narrative texts
Students are able to recognize the features of classification and division in texts appropriately
Reading, answering questions, and peer discussion
Classification and division 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company. Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
11 Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition, classification, process and narrative texts
Students are able to identify type of definitions correctly
Reading and class discussion
Type of definitions 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company. Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
12 Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition, classification, process and narrative texts
Students are able to identify type of process passages correctly
Reading and class discussion
Process 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company. Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
13 Students are able to comprehend the features of descriptive, cause-effect,
Students are able to identify and recognize the sequence in
Reading and class discussion
Sequence in narrative writing 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company.
Reading Comprehension 3 6
contrasting and comparing, as well as definition, classification, process and narrative texts
narrative writing correctly
Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
14 Students are able to comprehend the features of descriptive, cause-effect, contrasting and comparing, as well as definition, classification, process and narrative texts
Students are able to recognize and identify the sequence narrative signal appropriately
Reading and class discussion
Sequence in narrative signal 100’ Conlin, Mary Lou. 1993. Pattern: A Short Prose Reader. Boston: Houghton Mifflin Company. Kemmelman, Joan.et.al. 1994. Reading and Study Skills: A Rhetorical Approach. New York: Macmillan Publishing Company.
Extensive Reading 2
SYLLABUS Department : English Code : MKK 212 Subject : Extensive Reading Credit : 2 sks Semester : IV (four) Prerequisite : Description : This course is designed to develop students’ reading fluency and positive attitudes to reading. Students will read a range of different English language text which promoting general language ability and world knowledge. Competence : Students are able to develop confidence, motivation, be comfortable with reading, increase speed and fluency in reading,
decide reading targets and goals, choose reading materials for their own interests, increase background knowledge and respond to reading in various ways.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to develop confidence, motivation, be comfortable with reading, increase speed and fluency in reading, decide reading targets and goals, choose reading materials for their own interests, increase background knowledge and respond to reading in various ways
Students are able to potray the content of extensive reading well
Explanation Question – answer discussions
Introduction: the objective, assessmnet, and task
100’ 1. Personal presentation on result of reading activity
2. Course reflextion portofolio
2 - 4 Students are able to Students are able to Group discussion Get familiar with “How – to 300’
Extensive Reading 3
develop confidence, motivation, be comfortable with reading, increase speed and fluency in reading, decide reading targets and goals, choose reading materials for their own interests, increase background knowledge and respond to reading in various ways
identify the content of “how – to articles”, retell the text, discuss the vocabulary and sentence development, discuss the content of the text and plan the next article to read well
Question - answer articles” (tips)
5 – 6 Students are able to develop confidence, motivation, be comfortable with reading, increase speed and fluency in reading, decide reading targets and goals, choose reading materials for their own interests, increase background knowledge and respond to reading in various ways
Students are able to identify the content of the story, retell the story, and discuss the vocabulary and sentence development, discuss the content of the text and plan the next story to read well
Group discussion Question - answer
Get familiar with many kinds of story
200’
7 – 10 Students are able to develop confidence, motivation, be
Students are able to identify the genre, the content of teh
Group discussion Question - answer
Novels 400’
Extensive Reading 4
comfortable with reading, increase speed and fluency in reading, decide reading targets and goals, choose reading materials for their own interests, increase background knowledge and respond to reading in various ways
novels, discuss the content and plan novel to read well
11 – 12 Students are able to develop confidence, motivation, be comfortable with reading, increase speed and fluency in reading, decide reading targets and goals, choose reading materials for their own interests, increase background knowledge and respond to reading in various ways
Students are able to grasp the idea, basic knowledge, and result of linguitics article, discuss the findings and plan journal to read well
Group discussion Question - answer
Linguitics article taken from journal
200’
13 – 14 Students are able to develop confidence, motivation, be comfortable with reading, increase
Students are able to identify the content of the article, retell, discuss the content, and plan the next
Group discussion Question - answer
Get exposed to academic writing/journal
200”
Extensive Reading 5
speed and fluency in reading, decide reading targets and goals, choose reading materials for their own interests, increase background knowledge and respond to reading in various ways
articles to read well
15 Students are able to develop confidence, motivation, be comfortable with reading, increase speed and fluency in reading, decide reading targets and goals, choose reading materials for their own interests, increase background knowledge and respond to reading in various ways
Students are able to show positive attitude towards reading
Group discussion Question - answer
Summing up 100’
48
SYLLABUS Department : English Code : MKK – 213 Subject : Writing 1 Credit : 2 sks Semester : II Prerequisite : - Description : The course is designed to develop students’ skills in writing types of English sentences with fairly high degree of language accuracy.
Competence : At the end of course students are able to write well-formed sentences in well-organized short narrative, descriptive and expository paragraph, and
practice using appropriate cohesive devices, punctuation and choice of words
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 – 3
At the end of course students are able to write well-formed sentences in well-organized short narrative, descriptive and expository paragraph, and practice using appropriate cohesive devices, punctuation and choice of words
Students are able to know, understand, and produce English sentence structure consisting of : a. S + P b. S + P + O c. S + P + Compl.
Discussing, understanding, and producing English sentence structure
Sentence Structure
100’ Wishon, George E. & Burks, Julia M. 1980. Let’s Write English Revised Ed. NY: Litton Educational Publishing, Inc. p. 2 - 66
.
4 – 5 At the end of course students are able to write well-formed sentences in well-organized short narrative, descriptive
Students are able to know, understand, and produce English sentence structure consisting linking verbs
Discussing, understanding, and producing English sentence structure consisting of linking verbs
Linking Verbs
100’ Wishon, George E. & Burks, Julia M. 1980. Let’s Write English Revised Ed. NY: Litton Educational Publishing, Inc. p. 67 - 86
1. Individual assignment 2. Group assignment
49
and expository paragraph, and practice using appropriate cohesive devices, punctuation and choice of words
6 – 7 At the end of course students are able to write well-formed sentences in well-organized short narrative, descriptive and expository paragraph, and practice using appropriate cohesive devices, punctuation and choice of words
Students are able to know, understand, and produce English construction consisting of: a. Noun phrases b. Verb phrases
Discussing, understanding, and producing English construction consisting of NP and VP
Noun phrases and verb phrases 100’ Wishon, George E. & Burks, Julia M. 1980. Let’s Write English Revised Ed. NY: Litton Educational Publishing, Inc. p. 93 - 132
1. Individual assignment 2. Group assignment
8 MIDTERM TEST
9 At the end of course students are able to write well-formed sentences in well-organized short narrative, descriptive and expository paragraph, and practice using appropriate cohesive devices, punctuation and choice of words
Students are able to know, understand, and produce English sentences combining more than one idea using coordinating conjunctions
Discussing, understanding, and producing English sentences combining more than one idea using coordinating conjucntions
Coordination 100’ Wishon, George E. & Burks, Julia M. 1980. Let’s Write English Revised Ed. NY: Litton Educational Publishing, Inc. p. 133 - 152
1. Individual assignment 2. Group assignment
10 – 12 At the end of course students are able to write well-formed sentences in well-
Students are able to know, understand, and produce English sentences combining
Discussing, understanding, and producing English sentences combining more
Subordination 100’ Wishon, George E. & Burks, Julia M. 1980. Let’s Write English Revised Ed. NY: Litton Educational Publishing, Inc. p.
1. Individual assignment 2. Group assignment
50
organized short narrative, descriptive and expository paragraph, and practice using appropriate cohesive devices, punctuation and choice of words
more than one idea using subordinating conjunctions
than one idea using subordinating conjunctions
154 - 182
13 At the end of course students are able to write well-formed sentences in well-organized short narrative, descriptive and expository paragraph, and practice using appropriate cohesive devices, punctuation and choice of words
Students are able to know, understand, and produce English sentence structure consisting auxiliaries
Discussing, understanding, and producing English sentence structure consisting of auxiliaries
Auxiliaries 100’ Wishon, George E. & Burks, Julia M. 1980. Let’s Write English Revised Ed. NY: Litton Educational Publishing, Inc. p. 227 - 258
1. Individual assignment 2. Group assignment
14 At the end of course students are able to write well-formed sentences in well-organized short narrative, descriptive and expository paragraph, and practice using appropriate cohesive devices, punctuation and choice of words
Students are able to know, understand, and produce kinds of verbal English sentences
Discussing, understanding, and producing kinds of verbal English sentences
Verbals 100’ Wishon, George E. & Burks, Julia M. 1980. Let’s Write English Revised Ed. NY: Litton Educational Publishing, Inc. p. 259 - 284
1. Individual assignment 2. Group assignment
15 At the end of course students are able to write well-formed
Students are able to know, understand, and produce English
Discussing, understanding, and producing English
Preposition 100’ Wishon, George E. & Burks, Julia M. 1980. Let’s Write English Revised Ed. NY: Litton
1. Individual assignment 2. Group
51
sentences in well-organized short narrative, descriptive and expository paragraph, and practice using appropriate cohesive devices, punctuation and choice of words
sentence structure having prepositions
sentence structure having prepositions
Educational Publishing, Inc. p. 285 - 316
assignment
16 FINAL TEST
References 1. Compulsory : Wishon, George E. & Burk, Julia M. 1980. Let’s Write English Revised Ed. New York: Litton Educational Publishing, Inc. 2. Supplementary : Oshima, Alice and Ann Hogue.1999.Writing Academic English. Singapore: Addison-Wesley Publishing Company.
Carter, Bonnie and Craig Skates.1990. Rinehart Guide to Grammar and Usage. San Francisco: Holt, Rinehart, Winston, Inc.
Siew, Terence.2003.Write Better.Kelvin Yoo:Singapore.
2
SYLLABUS Department : English Code : MKK – 214 Subject : Writing 2 Credit : 2 sks Semester : III (Three) Prerequisite : Writing 1 Description : The course is designed to develop students’ skills in writing paragraph, esp. the main components such as topic sentence,
supporting details, concluding sentence, unity and coherence. The subject is also intended to train students in writing types of paragraphs which include narrative, descriptive, and expository paragraphs.
Competence : It imparts to students skills in writing topic sentence, supporting sentences, concluding sentences as well as understanding
the organization of idea, unity and coherence in a paragraph. Upon the course completion, students are expected to be able to write narrative, descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Students are able to get and understand information about the structure and characteristic features of types of paragraphs in general.
Discussing the structure and characteristic features of types of paragraphs in general
Introduction 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. Broadman, C. 2008. Writing to Introduction to Communicate.New York: Pearson Education.
Individual practice and assignment
2 Students able to write to write descriptive, and expository
Students are able to get and understand information about
Discussing topics and topic sentences, choosing topics, and making topic
Topics and topic sentence 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining
Individual practice and assignment
3
paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
topics and topic sentences, choose topics, and making topic sentences.
sentences Composition Skills. Australia: Heinle and Heinle. p. 3 - 12
3 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Students are able to get and understand information about supporting sentences and find supports.
Discussing supporting sentences and finding supports
Developing topic sentences 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p. 12 - 14
Individual practice and assignment
4 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Students are able to get and understand information about unity, coherence, cohesion and make a concluding sentence.
Discussing unity, coherence, cohesion and making a concluding sentence
Unity, coherence, cohesion, and concluding sentence.
100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p. 14 - 18
Individual practice and assignment
5 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features
Students are able to do exercises about topics, topic sentences, supports, unity, and coherence and correct their friend’s work.
Doing more exercises about topics, topic sentences, supports, unity, and coherence and peer correcting
Exercises and discussion 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle.
Individual practice and assignment Individual
4
of those paragraphs.
6 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Students are able to get and understand information about the structure and characteristic features of present narrative paragraph and are able to write this type of paragraph.
Discussing the structures and characteristic features of presesnt narration and its composition skills and writing this type of paragraph
Present narration 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p. 24 - 41
Individual practice and assignment
7 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Students are able to get and understand information about the structure and characteristic features of past narrative paragraph and are able to write this type of paragraph.
Discussing the structures and characteristic features of past narration and its composition skills and writing this type of paragraph
Past narration 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p. 41 - 57
Individual practice and assignment
8 Midterm Test
9 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Students are able to get and understand information about the structure and characteristic features of description of a place and are able to write this type of paragraph.
Discussing the structures and characteristic features of description of a place and its composition skills and writing this type of paragraph
Description of a place 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p. 59 - 77
5
10 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Students are able to get and understand information about the structure and characteristic features of description of a person and are able to write this type of paragraph.
Discussing the structures and characteristic features of description of a person and its composition skills and writing this type of paragraph
Description of a person 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p. 77 - 99
11 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Students are able to get and understand information about the structure and characteristic features of expository paragraphs and the supports
Discussing the structures and characteristic features of expository paragraphs and the supports
Expository paragraphs 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p. 100 - 116
12 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Students are able to get and understand information about the structure and characteristic features of a cause and effect paragraph and are able to write this type of paragraph.
Discussing the structures and characteristic features of a cause and effect paragraph and its composition skills and writing this type of paragraph
Cause and effect paragraph 100’ Broadman, C. 2008. Writing to Introduction to Communicate.New York: Pearson Education. p. 48 - 52
6
13 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Students are able to get and understand information about the structure and characteristic features of a comparison paragraph and are able to write this type of paragraph.
Discussing the structures and characteristic features of a comparison paragraph and its composition skills and writing this type of paragraph
Comparison paragraph 100’ Broadman, C. 2008. Writing to Introduction to Communicate.New York: Pearson Education. p. 69 - 73
14 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Students are able to analyze and correct oter students’ works on cause and effect and comparison paragraphs.
Discussing and correcting other students’ works on cause and effect and comparison paragraphs
Peer correcting 100’ Broadman, C. 2008. Writing to Introduction to Communicate.New York: Pearson Education.
15 Students able to write to write descriptive, and expository paragraphs on the basis of their understanding of the structures and characteristic features of those paragraphs.
Students are able to get and understand information about the structure and characteristic features of argumentative paragraph and are able to write this type of paragraph.
Discussing the structures and characteristic features of argumentation and its composition skills and writing this type of paragraph
Argumentation 100’ Broadman, C. 2008. Writing to Introduction to Communicate.New York: Pearson Education. p. 42 - 44
Individual practice and assignment
16 Peer correcting of the final project (Argumentation)
7
References 1. Compulsory : Broadman,C. 2008. Writing to Introduction to Communicate. New York: Pearson Education. Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Kozyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. 2. Supplementary : Oshima, Alice and Ann Hogue.1999. Writing Academic English. Singapore: Addison-Wesley Publishing Company.
Siew, Terence.2003.Write Better. Kelvin Yoo: Singapore.
2
SYLLABUS Department : English Code : MKK – 215 Subject : Writing 3 Credit : 2 sks Semester : IV (Four) Prerequisite : Writing 2 Description : The focus of this course is to guide students to the practice of scientific writing on the basis of understanding
the nature of science to the organization of scientific writing. Students will be taken into understanding inductive and deductive reasoning, analyzing and synthesizing and giving evidence. The intended outcome is the ability to write scientific articles and thesis proposal.
Competence : The goal to reach is that students will understand the basic nature of science and the framework
scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write thesis proposal.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also
Students are able to get and understand information about the basic nature of science and the framework of scientific writing
Discussing the basic nature of science and the framework of scientific writing
Introduction 100’ Bram, Barli. 1995. Write Well-Improving Writing Skills. Yogyakarta: Kanisius. Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House. Swales, John. 1974. Writing Scientific English. England: Butler and Tanner, Ltd.
Individual practice and assignment
3
included in this course is the ability to write thesis proposal.
2 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write thesis proposal.
Students are able to get and understand information about science and scientific writing (the nature of science and the organization of scientific writing).
Discussing science and scientific writing (the nature of science and the organization of scientific writing)
Science and scientific writing (the nature of science and the organization of scientific writing)
100’ Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House. p. 1 - 10
Individual practice and assignment
3 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course
Students are able to get and understand information about clarity, precision, and consistency.
Discussing clarity, precision, and consistency
Critical Writing : clarity, precision, and consistency
100’ Bram, Barli. 1995. Write Well-Improving Writing Skills. Yogyakarta: Kanisius. p. 64 - 67
Individual practice and assignment
4
is the ability to write thesis proposal.
4 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write thesis proposal.
Students are able to get and understand information about point or thesis.
Discussing point or thesis Point or thesis 100’ Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House. p. 11 - 15
Individual practice and assignment
5 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write
Students are able to get and understand information about supports.
Discussing supports Supports 100’ Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House. p. 16 - 21
Individual practice and assignment Individual
5
thesis proposal.
6 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write thesis proposal.
Students are able to get and understand information about the evidence and organize evidence.
Organizing evidence Evidence 100’ Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House. p. 40 - 53
Individual practice and assignment
7 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write thesis proposal.
Students are able to get and understand information about the topic and write clearly.
Discussing the topic and writing clearly
Writing clearly 100’ Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House. p. 54 -55
Individual practice and assignment
6
8 Midterm Test
9 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write thesis proposal.
Students are able to get and understand information about the four bases for evaluating.
Discussing the four bases for evaluating
Four bases for evaluating 100’ Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House. p. 63 - 76
10 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write thesis proposal.
Students are able to get and understand information about the key factors in writing.
Discussing the key factors in writing
Key factors in writing 100’ Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House. p. 89 - 106
7
11 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write thesis proposal.
Students are able to get and understand information about analyzing, synthesizing, and defining and practise doing them
Analyzing, synthesizing, and defining
Analyzing, synthesizing, and defining
100’ Swales, John. 1974. Writing Scientific English. England: Butler and Tanner, Ltd. p. 66 – 80
12 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write thesis proposal.
Students are able to get and understand information about proposal writing and write introduction pages.
Writing introduction pages Proposal writing (1) 100’ Bram, Barli. 1995. Write Well-Improving Writing Skills. Yogyakarta: Kanisius. Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House. Swales, John. 1974. Writing Scientific English. England: Butler and Tanner, Ltd.
8
13 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write thesis proposal.
Students are able to get and understand information about proposal writing and write introduction pages.
Writing introduction pages Proposal writing (2) 100’ Bram, Barli. 1995. Write Well-Improving Writing Skills. Yogyakarta: Kanisius. Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House. Swales, John. 1974. Writing Scientific English. England: Butler and Tanner, Ltd.
14 students will understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write thesis proposal.
Students are able to analyze and correct oter students’ works on cause and effect and comparison paragraphs.
Discussing and correcting other students’ works on cause and effect and comparison paragraphs
Peer correcting 100’ Bram, Barli. 1995. Write Well-Improving Writing Skills. Yogyakarta: Kanisius. Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House. Swales, John. 1974. Writing Scientific English. England: Butler and Tanner, Ltd.
15 students will Students are able to Reviewing related Review of related literature 100’ Bram, Barli. 1995. Write Well- Individual
9
understand the basic nature of science and the framework of scientific writing and based on these understandings they will be guided to analytical, synthetic, critical writings, as well as giving evidence, defining formally and informally. Also included in this course is the ability to write thesis proposal.
get and understand information about the review of related literature and review, quote, and elaborate the quotation.
literature, quoting, and elaborating the quotation
Improving Writing Skills. Yogyakarta: Kanisius. Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House. Swales, John. 1974. Writing Scientific English. England: Butler and Tanner, Ltd.
practice and assignment
16 Final project
References 1. Compulsory : Bram, Barli. 1995. Write Well-Improving Writing Skills. Yogyakarta: Kanisius.
Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House.
Swales, John. 1974. Writing Scientific English. England: Butler and Tanner, Ltd. 2. Supplementary : Basham, Gregg,William Irwin; Henry Nardone and James Wallas.2002.Critical Thinking .A Student’s
Introduction. Boston: Mc Grawhill.
Langan, John.1986.College Writing Skills With Readings.Mc.Graw Hill Books Company.
2
SYLLABUS Department : English Code : MKK – 215 Subject : Essay Writing Credit : 2 sks Semester : V (Five) Prerequisite : Writing 3 Description : The course is designed to provide students with the procedures of essay writing. Students will be exposed to
the structures, concepts, and the know-how of composing essay from outlining, drafting to producing good and proper essay.
Competence : By way of instilling the structures of an essay (outlining, general statement, thesis statement, topic sentences and
supports)and types of essays (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students will understand the structures of an essay (outlining, general statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and classification,
Students are able to get and understand information about the structures of an essay and the types of essays in general.
Discussing the structures of an essay and the types of essays in general
Introduction 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle.
Individual practice and assignment
3
reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
2 Students will understand the structures of an essay (outlining, general statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
Students are able to get and understand information about an introductory paragraph containing general statements and a thesis statement and produce them.
Discussing an introductory paragraph containing general statements and a thesis statement and producing them.
Introductory paragraphs 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p. 105 - 112
Individual practice and assignment
3 Students will understand the structures of an essay (outlining, general
Students are able to get and understand information about topic sentences,
Discussing topic sentences, supports, and concluding sentences and producing them
The body of essays 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia:
Individual practice and assignment
4
statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
supports, and concluding sentences and produce them.
Heinle and Heinle. p. 112 - 120
4 Students will understand the structures of an essay (outlining, general statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing practices, students are
Students are able to get and understand information about conclusion and state the conclusion of essays.
Discussing and stating the conclusion of essays
Conclusion 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p.121 - 126
Individual practice and assignment
5
expected to able to write well-composed academic essays by the end of the course.
5 Students will understand the structures of an essay (outlining, general statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
Students are able to get and understand information about comparison and contrst and expose them.
Discussing and exposing comparison and contrast
Comparison and contrast 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p. 164 - 197
Individual practice and assignment Individual
6 Students will understand the structures of an essay (outlining, general statement, thesis statement, topic sentences and supports) and the type
Students are able to get and understand information about classification and classify objects.
classifying objects Classification 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p.198 - 202
Individual practice and assignment
6
of essay (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
7 Students will understand the structures of an essay (outlining, general statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
Students are able to analyze and discusse other students’ works.
Analyzing and discussing other students’ works
Discussion 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle.
Individual practice and assignment
7
8 MIDTERM TEST
9 Students will understand the structures of an essay (outlining, general statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
Students are able to get and understand information abot the types of process essays and write them.
Discussing the types of process essays and writing them
Process 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p. 224 – 250
10 Students will understand the structures of an essay (outlining, general statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and
Students are able to analyze and discuss other students’ works..
Analyzing and discussing other students’ works
Discussion 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle.
8
classification, reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
11 – 12 Students will understand the structures of an essay (outlining, general statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
Students are able to get and understand information about the types of cause-effect essays and cause-effect relation and write them.
Discussing the types of cause-effect essays and cause-effect relation and writing them
Cause and effect 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p. 251 - 266
13 Students will understand the structures of an essay
Students are able to analyzing and discuss other
Analyzing and discussing other students’ works
Discussion 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining
9
(outlining, general statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
students’ works. Composition Skills. Australia: Heinle and Heinle.
14 Students will understand the structures of an essay (outlining, general statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing
Students are able to get and understand information about the types of arguing (inductive and deductive reasoning) and write them.
Discussing the types of arguing (inductive and deductive reasoning) and writing them
Argumentation 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p. 281 - 297
10
practices, students are expected to able to write well-composed academic essays by the end of the course.
15 Students will understand the structures of an essay (outlining, general statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
Students are able to analyze and correct oter students’ works on cause and effect and comparison paragraphs.
Discussing and correcting other students’ works on cause and effect and comparison paragraphs
Peer correcting 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining Composition Skills. Australia: Heinle and Heinle. p.
15 Students will understand the structures of an essay
Students are able to analyze and discuss other students’
Analyzing and discussing other sudents’ works
Discussion 100’ Smalley, Regina L, Mary K. Ruetten, and Oann Rishel Korzyrev. 2001. Refining
Individual practice and assignment
11
(outlining, general statement, thesis statement, topic sentences and supports) and the type of essay (descriptive, cause and effect, comparison and contrast, division and classification, reporting, narrating and arguing),and intensive writing practices, students are expected to able to write well-composed academic essays by the end of the course.
works. Composition Skills. Australia: Heinle and Heinle.
16 Final project
References 1. Compulsory : Smalley,Regina L;Mary K Ruetten and Oann Rishel Kozyrev.2001.Refining Composition Skills,Rhetoric and
Grammar.Australia:Heinle & Heinle.
2. Supplementary : Oshima, Alice and Hogue. 2003. Writing Academic English. Singapore: Addison-Wesley Publishing House.
Vocabulary 1 Syllabus
2
SYLLABUS Department : English Code : MKK – 217 Subject : Vocabulary 1 Credit : 2 sks Semester : I (One) Prerequisite : - Description : This subject is designed for the learners to practice contextualized exposure to words related collocation, compounding,
affixation and aspect of grammar (derivatives: noun, verb, adjective, and adverb), everyday items, and remembering new words.
Competence : Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand the Overview on the Course and word formation
Discussion about Overview on the Course and word formation
Introduction: Word formation
100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C6)
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students will acquire a sufficient mastery of vocabulary items that are practical and
Students are able to understand Phrase building
Discussion about Phrase building
Phrase building 100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C12)
Vocabulary 1 Syllabus
3
essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
3 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Parts of speech (special problems)
Discussion about Parts of speech (special problems)
Parts of speech (special problems)
100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C33)
4 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Connecting and linking
Discussion about Connecting and linking
Connecting and linking 100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:39)
Vocabulary 1 Syllabus
4
5 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand The world around us
Discussion about The world around us
The world around us 100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C43)
6 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand People terms
Discussion about People terms
People 100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C47)
7 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of
Students are able to understand Daily life terms
Discussion about Daily life terms
Daily life 100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C53)
Vocabulary 1 Syllabus
5
new words, phrases, and idiomatic expressions.
8 MIDTERM TEST
9 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand work terms
Discussion about work terms
Work 100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C69)
10 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Leisure and entertainment terms
Discussion about Leisure and entertainment terms
Leisure and entertainment 100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C74)
11 Students will acquire a sufficient mastery of vocabulary items that are practical and
Students are able to understand Communivatin and technology terms
Discussion about Communivatin and technology terms
Communivatin and technology 100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C78)
Vocabulary 1 Syllabus
6
essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
12 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Social concerns terms
Discussion about Social concerns terms
Social concerns 100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C82)
13 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Tourism terms
Discussion about Tourism terms
Tourism 100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C89)
Vocabulary 1 Syllabus
7
14 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Notional concepts
Discussion about Notional concepts
Notional concepts 100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C93)
15 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Varieties in English
Discussion about Varieties in English
Varieties in English 100’ English Vocabulary in Use (pre-intermediate & intermediate).(Redman.2003:C97)
16 FINAL TEST
Vocabulary 1 Syllabus
8
Refference: Compulsory : Redman, Stuart.2003.English Vocabulary in Use (pre-intermediate & intermediate).Cambridge University Press Sumplementary:
1. Hill, , L. A. 1985. Word Power 1500. Hong Kong : OUP 2. Fowler, W.S. 1987. The right Word. Walton-on-Thames: Thomas Nelson & Sons 3. Peaty, D. 1983. Working with English Idioms. Walton-on-Thames: Thomas Nelson 4. Redman, S. 1991. A Way with Words. Book 3. Cambrige : CUP 5. Taylor, L. 1992. Vocabulary in Action. Helmel Hempstead: Prentice-Hall
Vocabulary 2 Syllabus
2
SYLLABUS Department : English Code : MKK – 217 Subject : Vocabulary 2 Credit : 2 sks Semester : II (two) Prerequisite : Vocabulary 1 Description : This subject is designed for the learners to practice contextualized exposure to words related collocation, compounding,
affixation and aspect of grammar (derivatives: noun, verb, adjective, and adverb), everyday items, and remembering new words.
Competence : Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Part 1 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Discussion about Part 1 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Part 1 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
100’ Word Power 3000(Hill.1985:Part 1)
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students will acquire a sufficient mastery of vocabulary items that
Students are able to understand Part 2 Pictures, Synonyms,
Discussion about Part 2 Pictures, Synonyms, Opposites, Derrivatives,
Part 2 Pictures, Synonyms, Opposites, Derrivatives, Words in
100’ Word Power 3000(Hill.1985:Part 2)
Vocabulary 2 Syllabus
3
are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Words in Sentences, Prepositions and Adverbial Particels
Sentences, Prepositions and Adverbial Particels
3 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Part 3 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Discussion about Part 3 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Part 3 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
100’ Word Power 3000(Hill.1985:Part 3)
4 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Part 4 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Discussion about Part 4 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Part 4 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
100’ Word Power 3000(Hill.1985:Part 4)
Vocabulary 2 Syllabus
4
5 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Part 5 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Discussion about Part 5 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Part 5 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
100’ Word Power 3000(Hill.1985:Part 5)
6 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Part 6 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Discussion about Part 6 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Part 6 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
100’ Word Power 3000(Hill.1985:Part 6)
7 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of
Students are able to understand Review material Part 1 – 6
Discussion about Review material Part 1 – 6
Review 100’ Word Power 3000(Hill.1985)
Vocabulary 2 Syllabus
5
new words, phrases, and idiomatic expressions.
8 MIDTERM TEST
9 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Part 1 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Discussion about Part 1 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Part 1 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
100’ Word Power 4500(Hill.1985:Part 1)
10 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Part 2 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Discussion about Part 2 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Part 2 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
100’ Word Power 4500(Hill.1985:Part 2)
11 Students will acquire a sufficient mastery of vocabulary items that are practical and
Students are able to understand Part 3 Pictures, Synonyms, Opposites, Derrivatives,
Discussion about Part 3 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences,
Part 3 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and
100’ Word Power 4500(Hill.1985:Part 3)
Vocabulary 2 Syllabus
6
essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Words in Sentences, Prepositions and Adverbial Particels
Prepositions and Adverbial Particels
Adverbial Particels
12 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Part 4 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Discussion about Part 4 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Part 4 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
100’ Word Power 4500(Hill.1985:Part 4)
13 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Part 5 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Discussion about Part 5 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Part 5 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
100’ Word Power 4500(Hill.1985:Part 5)
Vocabulary 2 Syllabus
7
14 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Part 6 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Discussion about Part 6 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
Part 6 Pictures, Synonyms, Opposites, Derrivatives, Words in Sentences, Prepositions and Adverbial Particels
100’ Word Power 4500(Hill.1985:Part 6)
15 Students will acquire a sufficient mastery of vocabulary items that are practical and essential for everyday communication and develop basic skills and strategies for effective learning of new words, phrases, and idiomatic expressions.
Students are able to understand Review material Part 1 – 6
Discussion about Review material Part 1 – 6
Review 100’ Word Power 4500(Hill.1985)
16 FINAL TEST
Refference: Compulsory :
Hill, L. A. 1985. Word Power 3000. Hong Kong : OUP Hill, L. A. 1985. Word Power 4500. Hong Kong : OUP
Sumplementary: 1. Fowler, W.S. 1987. The right Word. Walton-on-Thames: Thomas
Nelson & Sons 2. Peaty, D. 1983. Working with English Idioms. Walton-on-Thames:
Thomas Nelson 3. Redman, S. 1991. A Way with Words. Book 3. Cambrige : CUP 4. Taylor, L. 1992. Vocabulary in Action. Helmel Hempstead: Prentice-
Hall
31
SYLLABUS Department : English Code : MKK – 219 Subject : Grammar 1 Credit : 2 sks Semester : I (One) Prerequisite : - Description : This subject is designed to facilitate the students in acquiring the knowledge of basic grammatical structures of English and to develop the students’ ability to use them. Competence : Students have their ability in using English tenses, modal auxiliaries, passive construction, and question construction.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to know and understand the components of basic grammatical structures of English.
Discussing the components of basic gramatical structures of English
Introduction
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education.
2 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to understand the tenses and their functions and to use them.
1. Discussing the tenses and their functions 2. Doing exercises
Present tenses: 1. Simple present tense 2. Present progressive tense
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 12 - 26
1. Individual assignment 2. Group assignment
3 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to understand the tenses and their functions and to use them.
1. Discussing the tenses and their functions 2. Doing exercises
Past tenses: 1. Simple past tense 2. Past progressive tense
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 27 - 33
1. Individual assignment 2. Group assignment
32
4 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to understand the tenses and their functions and to use them.
1. Discussing the tenses and their functions
2. Doing exercises
Perfect Tenses (part 1): 1. Present perfect tense 2. Present perfect progressive tense
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 34 - 44
1. Individual assignment 2. Group assignment
5 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to understand the tenses and their functions and to use them.
1. Discussing the tenses and their functions
2. Doing exercises
Perfect Tenses (part 2): 1. Past perfect tense 2. Past perfect progressive tense
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 45 - 50
1. Individual assignment 2. Group assignment
6 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to understand the tense and the functions and to use it.
1. Discussing the tenses and their functions
2. Doing exercises
Future Tense (part 1): Simple future tense
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 51 - 59
1. Individual assignment 2. Group assignment
7 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to understand the tenses and their functions and to use them.
1. Discussing the tenses and their functions 2. Doing exercises
Future Tenses (part 2): 1. Future progressive tense 2. Future perfect tense 3. Future perfect progressive tense
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Educatio, p. 60 - 64
1. Individual assignment 2. Group assignment
8 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to understand the tenses and their functions and to use them.
1. Discussing the tenses and their functions 2. Doing exercises
Riview of all tenses 100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 12 - 82
1. Individual assignment 2. Group assignment
9 MIDTERM TEST
10 Students have their ability in using English tenses, modal auxiliaries, passive and
Students are able to understand the modals and their functions and to use
1. Discussing the modals and their functions 2. Doing exercises
Modals (part 1) expressing: 1. polite requests 2. necessity 3. prohibition
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 151 - 173
1. Individual assignment 2. Group assignment
33
question construction. them. 4. advisability 5. expectation 6. suggestion
11 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to understand the modals and their functions and to use them.
1. Discussing the modals and their functions 2. Doing exercises
Modals (part 2) expressing: 1. degree of certainty 2. ability 3. past repeated actions 4. preference
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 174 - 207
1. Individual assignment 2. Group assignment
12 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to understand the passive constructions and to use them.
1. Discussing the passive constructions and their functions 2. Doing exercises
The passive (part 1): 1. Forming and using 2. Indiret objects as the passive subjects
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 208 - 224
1. Individual assignment 2. Group assignment
13 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to understand the passive constructions and to use them.
1. Discussing the passive constructions and their functions 2. Doing exercises
The passive (part 2): 1. Stative passive 2. The passive with get
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 225 - 238
1. Individual assignment 2. Group assignment
14 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to understand the question constructions and to use them.
1. Discussing the question construction 2. Doing exercises
The question constructions: 1. Yes/no questions 2. Wh-questions 3. Tag questions
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. A8 – A16
1. Individual assignment 2. Group assignment
15 Students have their ability in using English tenses, modal auxiliaries, passive and question construction.
Students are able to understand English tenses, modal auxiliaries, passive and question construction and to use them
1. Discussing all topics 2. Doing exercises
Review of all topics 100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education.
1. Individual assignment 2. Group assignment
16 FINAL TEST
34
References 1. Compulsory : Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed.New York: Person Education. 2. Supplementary : Hayden, Rebecca E, Pilgrim, Dorothy W and Haggard, Aurora Q. 1956. Mastering American English. New Jersey: Prentice Hall Inc Taylor, Grant. 1956. Mastering American English. US: Mc. Graw-Hill Book Company, Inc.
36
SYLLABUS Department : English Code : MKK – 220 Subject : Grammar 2 Credit : 2 sks Semester : II (two) Prerequisite : Grammar 1 (MKK – 219) Description : This subject is designed to facilitate the students in acquiring the knowledge of intermediate grammatical structures of English and to develop the students’ ability to use them. Competence : Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
Students are able to know and understand the components of intermediate grammatical structures of English.
Discussing the components of intermediate grammatical structures of English
Introduction
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education.
2 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun
Students are able to understand English nouns and their functions and to use them.
1. Discussing the nouns and their functions 2. Doing exercises
Nouns (part 1): 1. Countable and uncountable nouns 2. Regular and irregular nouns 3. Functions of nouns
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 99 - 111
1. Individual assignment 2. Group assignment
37
clauses, and adjective clauses.
3 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
Students are able to understand English nouns, the articles and the expressions of quantity.
1. Discussing the nouns, the articles, and the expressions of quantity 2. Doing exercises
Nouns (part 2): 1. Article usage 2. Expressions of quantity
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 112 – 130
1. Individual assignment 2. Group assignment
4 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
Students are able to understand English pronouns and their functions and to use them.
1. Discussing the pronouns and their functions 2. Doing exercises
Pronouns 100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 131 – 150
1. Individual assignment 2. Group assignment
5 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
Students are able to understand English gerunds and infinitives and their functions and to use them.
1. Discussing the gerunds and infinitives and their functions 2. Doing exercises
Gerunds and infinitives (part 1): 1. The functions of gerunds 2. Sentence structures
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 297 - 310
1. Individual assignment 2. Group assignment
38
6 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
Students are able to understand English gerunds and infinitives and the sentence structures using them.
1. Discussing the gerunds and infinitives and the sentence structures using them 2. Doing exercises
Gerunds and infinitives (part 2): 1. Sentence structure using gerunds 2. Sentence structure using infinitives 3. Sentence structure using both of them
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 311 – 330
1. Individual assignment 2. Group assignment
7 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
Students are able to understand English nouns, pronouns, gerunds, infinitives and their functions and to use them.
1. Discussing the nouns, pronouns, gerunds, and infinitives and their functions 2. Doing exercises
Review of nouns, pronouns, gerunds, and infinitives
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 99 – 330
1. Individual assignment 2. Group assignment
8 MIDTERM TEST
9 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses
Students are able to understand English gerunds and infinitives, their passive and past form, and their usage.
1. Discussing gerunds and infinitives, the passive and past form, and their usage 2. Doing exercises
Gerunds and ifinitives (part 3): 1. Passive and past form of gerunds and infinitives 2. The usage of gerunds and infitives
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 331 - 346
1. Individual assignment 2. Group assignment
10 Students have their ability in using English
Students are able to understand English
1. Discussing compound sentences, their
Compound sentences 100’ Azar, Betty. S. 1990. Understanding and Using English
1. Individual assignment
39
nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
compound sentences and their constructions and to use them,
construction and their functions 2. Doing exercises
Grammar 3rd Ed. New York: Person Education, p. 348 - 357
2. Group assignment
11 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
Students are able to understand the kinds and the usage of English noun clauses and to use them.
1. Discussing the kinds and the usage of noun clauses 2. Doing exercises
Noun clauses (part 1): 1. The kinds of noun clauses 2. The usage of noun clauses
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 239 – 250
1. Individual assignment 2. Group assignment
12 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
Students are able to understand English noun clauses in reported speech and subjunctive verbs in noun clauses.
1. Discussing noun clauses in reported speech and subjunctive in noun clauses 2. Doing exercises
Noun clauses (part 2): 1. Quoted and reported speech 2. Subjunctive verbs in noun clauses
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 251 - 266
1. Individual assignment 2. Group assignment
13 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences,
Students are able to understand English adjective clauses using subject and object pronouns,
1. Discussing adjective clauses using subject and object pronouns, whose, when. and where
Adjective clauses (part 1): 1. Using subject and object pronouns 2. Using whose, when, and where
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 267 – 281
1. Individual assignment 2. Group assignment
40
coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
whose, when, and where.
2. Doing exercises
14 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
Students are able to understand English adjective clauses and the punctuation.
1. Discussing, adjective clauses and their punctuation 2. Doing exercises
Adjective clauses (part 2): 1. Punctuation 2. Expression of quantity 3. Using which and of which
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 281 – 296
1. Individual assignment 2. Group assignment
15 Students have their ability in using English nouns, pronouns, gerunds, infinitives, compound sentences, coordinating conjunctions, paired conjunctions, noun clauses, and adjective clauses.
Students are able to understand English gerunds, infinitives, compound sentences, noun clauses, adjective clauses, their constructions, and their functions and to use them.
1. Discussing gerunds, infinitives, compound sentences, noun clause, adjective clauses, their construction and their functions 2. Doing exercises
Review of gerunds, infinitives, compound sentences, noun clauses, and adjective clauses
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 239 – 357
1. Individual assignment 2. Group assignment
16 FINAL TEST
References 1. Compulsory : Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed.New York: Person Education. 2. Supplementary : Hayden, Rebecca E, Pilgrim, Dorothy W and Haggard, Aurora Q. 1956. Mastering American English. New Jersey: Prentice Hall Inc Taylor, Grant. 1956. Mastering American English. US: Mc. Graw-Hill Book Company, Inc
42
SYLLABUS Department : English Code : MKK – 221 Subject : Grammar 3 Credit : 2 sks Semester : III (three) Prerequisite : Grammar 2 (MKK – 220) Description : This subject is designed to facilitate the students in acquiring the knowledge of advanced grammatical structures of English and to develop the students’ ability to use them and to solve the problems of TOEFL exercises. Competence : Students have their ability in using English subordinating conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students have their ability in using English subordinating conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
Students are able to know and understand the components of advanced grammatical structures of English.
Discussing the components of advanced grammatical structures of English
Introduction
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education.
2 Students have their ability in using English subordinating conjunctions, adverb clauses, conditional sentences and
Students are able to understand adverb clauses of time and their functions and to use them.
1. Discussing the adverb clauses of time and their functions 2. Doing exercises
Adverb clauses (part 1): Adverb clauses of time
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 70 – 75 & 359 - 361
1. Individual assignment 2. Group assignment
43
solving the problems of TOEFL exercises.
3 Students have their ability in using English subordinating conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
Students are able to understand adverb clauses expressing cause and effect and contrast and their functions and to use them.
1. Discussing adverb clauses expressing cause and effect and contrast and their functions 2. Doing exercises
Adverb clauses (part 2) : 1. Expressing cause and effect 2. Expressing contrast
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 362 – 367
1. Individual assignment 2. Group assignment
4 Students have their ability in using English subordinating conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
Students are able to understand adverb clauses expressing condition and their functions and to use them.
1. Discussing adverb clauses expressing condition and their functions 2. Doing exercises
Adverb clauses (part 3): expressing condition
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 367 – 373
1. Individual assignment 2. Group assignment
5 Students have their ability in using English subordinating conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
Students are able to understand the reduction of adverb clauses to modifying adverbial phrase and the functions and to use it.
1. Discussing the reduction of adverb clauses to modifying adverbial phrase and the functions 2. Doing exercises
Reduction of adverb clauses to modifying adverbial phrases
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 374 – 383
1. Individual assignment 2. Group assignment
6 Students have their ability in using English subordinating conjunctions, adverb clauses, conditional
Students are able to understand English connectives and their functions and to use them.
1. Discussing English connectives and their functions 2. Doing exercises
Connectives 100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 385 - 411
1. Individual assignment 2. Group assignment
44
sentences and solving the problems of TOEFL exercises.
7 Students have their ability in using English subordinating conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
Students are able to understand English adverb clauses, connectives and their functions and to use them .
1. Discussing the nouns, adverb clauses, connectives and their functions 2. Doing exercises
Review of adverb clauses and connectives
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 70 – 411
1. Individual assignment 2. Group assignment
8 MIDTERM TEST
9 Students have their ability in using English subordinating conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
Students are able to understand English gerunds and infinitives, their passive and past form, and their usage.
1. Discussing gerunds and infinitives, the passive and past form, and their usage 2. Doing exercises
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 331 – 346
1. Individual assignment 2. Group assignment
10 Students have their ability in using English subordinating conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
Students are able to understand English compound sentences and their constructions and to use them,
1. Discussing compound sentences, their construction and their functions 2. Doing exercises
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 348 - 357
1. Individual assignment 2. Group assignment
11 Students have their ability in using English subordinating
Students are able to understand the kinds and the usage of
1. Discussing the kinds and the usage of noun clauses
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York:
1. Individual assignment 2. Group
45
conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
English noun clauses and to use them.
2. Doing exercises
Person Education, p. 239 – 250 assignment
12 Students have their ability in using English subordinating conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
Students are able to understand English noun clauses in reported speech and subjunctive verbs in noun clauses.
1. Discussing noun clauses in reported speech and subjunctive in noun clauses 2. Doing exercises
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 251 – 266
1. Individual assignment 2. Group assignment
13 Students have their ability in using English subordinating conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
Students are able to understand English adjective clauses using subject and object pronouns, whose, when, and where.
1. Discussing adjective clauses using subject and object pronouns, whose, when. and where 2. Doing exercises
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 267 – 281
1. Individual assignment 2. Group assignment
14 Students have their ability in using English subordinating conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
Students are able to understand English adjective clauses and the punctuation.
1. Discussing, adjective clauses and their punctuation 2. Doing exercises
100’ Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed. New York: Person Education, p. 281 – 296
1. Individual assignment 2. Group assignment
15 Students have their ability in using English
Students are able to understand English
1. Discussing gerunds, infinitives, compound
100’ Azar, Betty. S. 1990. Understanding and Using English
1. Individual assignment
46
subordinating conjunctions, adverb clauses, conditional sentences and solving the problems of TOEFL exercises.
gerunds, infinitives, compound sentences, noun clauses, adjective clauses, their constructions, and their functions and to use them.
sentences, noun clause, adjective clauses, their construction and their functions 2. Doing exercises
Grammar 3rd Ed. New York: Person Education, p. 239 – 357
2. Group assignment
16 FINAL TEST
References 1. Compulsory : Azar, Betty. S. 1990. Understanding and Using English Grammar 3rd Ed.New York: Person Education. 2. Supplementary : Hayden, Rebecca E, Pilgrim, Dorothy W and Haggard, Aurora Q. 1956. Mastering American English. New Jersey: Prentice Hall Inc Taylor, Grant. 1956. Mastering American English. US: Mc. Graw-Hill Book Company, Inc.
Introduction to Linguistic Syllabus
2
SYLLABUS Department : English Code : MKK – 227 Subject : Introduction to Linguistic Credit : 2 sks Semester : III ( Three ) Prerequisite : - Description : This course deals with knowledge of basic concepts or theories of linguistics in order that the students understand and comprehend important issues relating to language and its development Competence : Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and
comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language , and able to identify,
Able to understand the definition of language and its related concepts
1. Learning autonomously, and doing assigned exercises
2. Discussing the topic within small groups
The definition of language and its related concepts: 1. The definition of Language
and linguistics 2. The creative system,
generality, equality, universality, and the changeability of language.
100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London England.
2. Samarin, William J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago – London.
3. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
Introduction to Linguistic Syllabus
3
conceptualize, and discuss linguistics issues and problems found within their social environment.
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
2 Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
Able to understand the language origin
1. Learning autonomously, and doing assigned exercises
2. Discussing the topic within small groups
Language Origin: 1. God’s Gift to Mankind? 2. Human Invention or the
Cries of nature? 3. Language and the Brain
100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London England.
2. Samarin, William J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago – London.
3. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
Introduction to Linguistic Syllabus
4
3 Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
Able to understand Phonetics: The Sound of Language
1. Learning autonomously, and doing assigned exercises
2. Discussing the topic within small groups
Phonetics: The Sound of Language
1. The Phonetic Alphabet 2. Sound Categories:
Consonants and Vowels
100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London England.
2. Samarin, William J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago – London.
3. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
4 Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and comprehend the rough components of language such as phonology,
Able to understand Phonetics: The Sound of Language
1. Learning autonomously, and doing assigned exercises
2. Discussing the topic within small groups
Phonetics: The Sound of Language 1. Diphtongs
100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London England.
2. Samarin, William J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago –
Introduction to Linguistic Syllabus
5
morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
London. 3. Finegan, E. (2004).
Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
5 Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
Able to understand Phonetics: The Sound of Language
1. Learning autonomously, and doing assigned exercises
2. Discussing the topic within small groups
Phonetics: The Sound of Language 1. Stress 2. Intonation
100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London England.
2. Samarin, William J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago – London.
3. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
Introduction to Linguistic Syllabus
6
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
6 Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
Able to understand the coming of Hindhu, the influence and the Hindhu Kingdoms
1. Learning autonomously, and doing assigned exercises
2. Discussing the topic within small groups
Morphology: The Analysis of Word Structure 1. Morpheme 2. Root, Affixes, and Base
100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London England.
2. Samarin, William J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago – London.
3. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
7 Students are able to know fundamental concepts of language such as its definition and origin, able to
Able to understand Morphology: The Analysis of Word Structure
1. Learning autonomously, and doing assigned exercises
2. Discussing the topic
Morphology: The Analysis of Word Structure 1. English Derivation and
Inflection 2. Compounding
100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London
Introduction to Linguistic Syllabus
7
understand, and comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
within small groups
England. 2. Samarin, William
J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago – London.
3. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
8 MIDTERM TEST
9 Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language ,
Able to understand Syntax: The Sentence Patterns of Language
1. Learning autonomously, and doing assigned exercises
2. Discussing the topic within small groups
Syntax: The Sentence Patterns of Language
1. Phrase structure rules 2. Lexical Insertion rules
100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London England.
2. Samarin, William J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago – London.
3. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston:
Introduction to Linguistic Syllabus
8
and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
Thomson Wadsworth 4. Fromkin, V., Blair, D. &
Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
10 Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
Able to understand Syntax: The Sentence Patterns of Language
1. Learning autonomously, and doing assigned exercises
2. Discussing the topic within small groups
Syntax: The Sentence Patterns of Language 1. Transformational rules 2. Surface and deep structure
100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London England.
2. Samarin, William J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago – London.
3. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
Introduction to Linguistic Syllabus
9
11 Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
Able to understand The Diversity of Language Dialects
1. Learning autonomously, and doing assigned exercises
2. Discussing the topic within small groups
The Diversity of Language Dialects
1. The “Standard” 2. Lingua Francas
100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London England.
2. Samarin, William J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago – London.
3. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
12 Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and comprehend the rough components of language such as phonology,
Able to understand The Diversity of Language Dialects
1. Learning autonomously, and doing assigned exercises
2. Discussing the topic within small groups
The Diversity of Language 1. Pidgins and Creoles 2. Taboo or not Taboo
100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London England.
2. Samarin, William J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago –
Introduction to Linguistic Syllabus
10
morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
London. 3. Finegan, E. (2004).
Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
13 Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
Able to understand Linguistics issues and problems
Discussing the topic within small groups
Linguistics issues and problems 100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London England.
2. Samarin, William J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago – London.
3. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
Introduction to Linguistic Syllabus
11
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
14 Students are able to know fundamental concepts of language such as its definition and origin, able to understand, and comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
Able to understand Linguistics issues and problems
Discussing the topic within small groups
Linguistics issues and problems 100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London England.
2. Samarin, William J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago – London.
3. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
15 Students are able to know fundamental concepts of language such as its definition and origin, able to
Able to understand Linguistics issues and problems
Discussing the topic within small groups
Linguistics issues and problems 100’ 1. Akmajian, Adrian dkk.1984.Linguistics:An Introduction to Language and Communication.The MIT Press: London
Introduction to Linguistic Syllabus
12
understand, and comprehend the rough components of language such as phonology, morphology, and syntax, able to know and understand the diversity of language , and able to identify, conceptualize, and discuss linguistics issues and problems found within their social environment.
England. 2. Samarin, William
J.1966.Field Linguistics: A guide to Linguistic Field Work.New York: Chicago – London.
3. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth
4. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited
5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
16 FINAL TEST
1
SYLLABUS
Department : English Literature
Code : MKK - 223
Subject : Introduction to English Literature
Credit : 2 credits
Semester : III
Prerequisite : -
Description : This course covers teaching learning activities that aim to enable the students to have introductory knowledge of
English literature and its details.
Competence : Students are able to: 1) comprenhend some definitions of literature and the general background of English literature;
2) understand periods of English literature; and 3) identify the characteristics of English and American literature.
Meeting Basic Competence Indicator Learning Experience Topic Time
(Minutes) Source Evaluation
1 - 2 Students understand
the definition of
literature and are able
to identify literary
genres
Students are able
to explain various
definitions of
literature and
literary genres
starting from the
oral tradition and
written tradition,
including the
examples and
characteristics.
1. Reading various
definition of
literature
2. Discussion on
literary genres and
their characteristics
1. Definition of Literature
2. Literary Genre
100’ 1. Response to
Literature (Grace,
1965: 1-48)
2. How to Study
Literature in
English (Fox,
1989: 5-10, 17-22)
3. Literary Theory:
An Introduction
(Eagleton, 1983: 1-
1. Individual
Assignment
3. Group
Assignment
4. Middle Test
5. Final Test
2
16)
4. Fiction: An
Introduction to
Reading and
Writing (Roberts &
Jacabs, 1987: 1-17)
5. Traditional
Literature of
ASEAN (Osman &
Tamin, 2000: 1-81)
2 - 3 Students understand
the characteristics,
know some important
figures, and works of
Old English
Literature and Middle
English Literature
Students are able
to explain the
characteristics,
some important
figures, and
works of Old
English Literature
and Middle
English Literature
Reading and discussion
on Old English
Literature and Middle
English Literature
1. Old English
Literature
2. Middle English
Literature
100’ 1. Response to
Literature (Grace,
1965)
2. How to Study
Literature in
English (Fox,
1989)
3. Shorter
Introduction to
English Literature.
(Kooistra and
Schutt. 1950)
3 - 5 Students understand
the characteristics,
know some important
fugures, and works in
Students are able
to explain the
characteristics,
some important
Reading and discussion
on the Transition
Period and the
1. The Transition Period
2. The Elizabethan
100’ 1. Response to
Literature (Grace,
1965)
3
the Transition Period
and the Elizabethan
Period
fugures, and
works in the
Transition Period
and the
Elizabethan
Period
Elizabethan Period Period 2. How to Study
Literature in
English (Fox,
1989)
3. Shorter
Introduction to
English Literature.
(Kooistra and
Schutt. 1950)
6 Middle Test
7 - 8 Students understand
the characteristics,
know some important
fugures, and works in
John Milton Era and
Restoration Drama
Students are able
to explain the
characteristics,
some important
fugures, and
works in John
Milton Era and
Restoration
Drama
Reading and discussion
on John Milton and
Restoration Drama.
1. John Milton and His
Time
2. Restoration Drama
and its Time
100’ 1. Response to
Literature (Grace,
1965)
2. How to Study
Literature in
English (Fox,
1989)
3. Shorter
Introduction to
English Literature.
(Kooistra and
Schutt. 1950)
9 - 10 Students understand
the characteristics
Students are able
to explain the
Reading and discussion
on the Age of Dryden
1. The Age of Dryden 100’ 1. Response to
Literature (Grace,
4
and know the works
of the Age of Dryden
and the Ange of Pope
and Swift
characteristics
and the works of
the Age of
Dryden and the
Ange of Pope and
Swift
and the Age of Pope
and Swift
2. The Age of Pope and
Swift
1965)
2. How to Study
Literature in
English (Fox,
1989)
3. Shorter
Introduction to
English Literature.
(Kooistra and
Schutt. 1950)
11 - 12 Students understand
the characteristics,
know some important
fugures, and works in
the Early 19th and
20th Century
literature
Students are able
to explain the
characteristics,
some important
fugures, and
works in the Early
19th and 20th
Century literature
Reading and discussion
on Early 19th and 20th
Century LIterature
1. Early 19th Century
Literature
2. Early 20th Century
literature
100’ 1. Response to
Literature (Grace,
1965)
2. How to Study
Literature in
English (Fox,
1989)
3. Shorter
Introduction to
English Literature.
(Kooistra and
Schutt. 1950)
13 - 14 Students understand
the characteristics,
Students are able
to explain the
Reading and discussion
on victorian literature
1. Victorian Literature 100’ 1. Response to
Literature (Grace,
5
know some important
fugures, and works in
Victorian Literature
and Modern Drama
characteristics,
some important
fugures, and
works in
Victorian
Literature and
Modern Drama
and modern drama 2. Modern Drama 1965)
2. How to Study
Literature in
English (Fox,
1989)
3. Shorter
Introduction to
English Literature.
(Kooistra and
Schutt. 1950)
15 Students understand
the characteristics,
know some important
fugures, and works of
American literature
in general
Students are able
to explain the
characteristics,
some important
fugures, and
works of
American
literature in
general
Reading and discussion
on American literature
and its basic foundation
American Literature: An
Introduction
100’ 1. Response to
Literature (Grace,
1965)
2. How to Study
Literature in
English (Fox,
1989)
3. Shorter
Introduction to
English Literature.
(Kooistra and
Schutt. 1950)
16 Final Test
6
References:
Compulsory Books:
Kooistra, J. And J. H. Schutt. 1950. A Shorter Introduction to English Literature. Djakarta: Groningen.
Eagleton, Terry. 1983. Literary Theory: An Introduction. Minneapolis: University of Minnesota Press.
Fox, Alistair (ed). 1989. How to Study Literature in English: A Guide for the Advanced Student. New Zealand: university of Ontago Press.
Grace, William J. 1965. Response to Literature. New York: McGraw-Hill Book Company.
Osman and Mohd Tamin (eds). 2000. Traditional Literature of ASEAN. Brunei Darussalam: Asia Printers
Roberts, Edgar V. and Henry E. Jacobs. 1987. Fiction: An Introduction to Reading and Writing. New Jersey: Englewood Cliffs, Prentice Hall, Inc.
Phonology Syllabus
2
SYLLABUS Department : English Code : Subject : Phonology Credit : 2 sks Semester : .... (.....) Prerequisite : - Description : Phonology is a theoretical subject which consists of theories on articulatory phonetics and phonological rules which covers the
features of speech sounds and the organization.
Competence : Students are able are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the
distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
Students are able to understand the Overview on the Course
Discussion about Overview on the Course
Introduction 100’ Course Outline 1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to;(1)Describe the
Students are able to understand Preliminaries
Discussion about Preliminaries
Preliminaries 100’ A Manual of English Phonetics and Phonology
Phonology Syllabus
3
organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
(Skandera.2005:1)
3 Students are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
Students are able to understand The description of speech sounds
Discussion about The description of speech sounds
The description of speech sounds
100’ A Manual of English Phonetics and Phonology (Skandera.2005:9)
4 Students are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe
Students are able to understand Consonants
Discussion about Consonants
Consonants 100’ A Manual of English Phonetics and Phonology (Skandera.2005:19)
Phonology Syllabus
4
basic phonological rules in English
5 Students are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
Students are able to understand Vowels
Discussion about Vowels Vowels 100’ A Manual of English Phonetics and Phonology (Skandera.2005:31)
6 Students are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
Students are able to understand Allophonic Variation
Discussion about Allophonic Variation
Allophonic Variation 100’ A Manual of English Phonetics and Phonology (Skandera.2005:43)
7 Students are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of
Students are able to understand Allophonic Variation
Discussion about Allophonic Variation
Allophonic Variation 100’ A Manual of English Phonetics and Phonology (Skandera.2005:43)
Phonology Syllabus
5
the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
8 MIDTERM TEST
9 Students are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
Students are able to understand Connected Speech
Discussion about Connected Speech
Connected Speech 100’ A Manual of English Phonetics and Phonology (Skandera.2005:57)
10 Students are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
Students are able to understand The Syllable
Discussion about The Syllable
The Syllable 100’ A Manual of English Phonetics and Phonology (Skandera.2005:65)
11 Students are able to;(1)Describe the
Students are able to understand Strong and
Discussion about Strong and Weak Forms
Strong and Weak Forms 100’ A Manual of English Phonetics and Phonology
Phonology Syllabus
6
organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
Weak Forms (Skandera.2005:79)
12 Students are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
Students are able to understand Connected Speech, continued
Discussion about Connected Speech, continued
Connected Speech, continued. 100’ A Manual of English Phonetics and Phonology (Skandera.2005:87)
13 Students are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe
Students are able to understand Allophonic variation, continued.
Discussion about Allophonic variation, continued.
Allophonic variation, continued. 100’ A Manual of English Phonetics and Phonology (Skandera.2005:101)
Phonology Syllabus
7
basic phonological rules in English
14 Students are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
Students are able to understand More allophones
Discussion about More allophones
More allophones 100’ A Manual of English Phonetics and Phonology (Skandera.2005:109)
15 Students are able to;(1)Describe the organs of speech and their mechanism to produce the speech sounds (2)Clarify the distinctive features of the speech sounds (3)Describe the role of phonology in language learning (4)Describe basic phonological rules in English
Students are able to understand Intonation
Discussion about Intonation
Intonation 100’ A Manual of English Phonetics and Phonology (Skandera.2005:119)
16 FINAL TEST
Phonology Syllabus
8
Refference: Compulsory : Skandera,Paul.2005.A Manual of English Phonetics and Phonology.Tuebingen:Gunter Narr Verlag Sumplementary:
1. Ladefoged, P. (1933). A Course in Phonetics 3rd ed. Harcourt Brace Jovanovich College Pub. 2. Giegerich, H., J. (1992). English Phonology: an Introduction. Cambridge University Press 3. Fromkin, V., Blair, D. & Collins, P. (1991). An Introduction to Language (4th ed.) NSW: Harcourt Australia Pty, Limited 4. Finegan, E. (2004). Language: Its Structure and Use (4th ed.). Boston: Thomson Wadsworth 5. O’Grady, W. et al. (1996). Contemporary Linguistics: an Introduction. Harlow: Pearson Education Limited
Morphology Syllabus
2
SYLLABUS Department : English Code : MKK – 225 Subject : Morphology Credit : 2 sks Semester : .... (.....) Prerequisite : - Description : This course is to provide an introduction to the fundamentals of English Lexical Morphology and develop the
student capability of varying the use of words
Competence : Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes,
Derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes, derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
Students are able to understand the Overview on the Course
Discussion about Overview on the Course
Introduction 100’ Course Outline 1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their
Students are able to understand Words, sentences and dictionaries
Discussion about Words, sentences and dictionaries
Words, sentences and dictionaries
100’ An Introduction to English Morphology (M.Carthy.2002:4)
Morphology Syllabus
3
shapes, derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
3 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes, derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
Students are able to understand A word and its parts:roots, affixes and their shapes
Discussion about A word and its parts:roots, affixes and their shapes
A word and its parts:roots, affixes and their shapes
100’ An Introduction to English Morphology (M.Carthy.2002:16)
4 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes, derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
Students are able to understand A word and its forms
Discussion about A word and its forms
A word and its forms 100’ An Introduction to English Morphology (M.Carthy.2002:28)
5 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots,
Students are able to understand A word and its relatives
Discussion about A word and its relatives
A word and its relatives 100’ An Introduction to English Morphology (M.Carthy.2002:44)
Morphology Syllabus
4
affixes and their shapes, derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
6 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes, derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
Students are able to understand A word and its relatives
Discussion about A word and its relatives
A word and its relatives 100’ An Introduction to English Morphology (M.Carthy.2002:44)
7 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes, derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
Students are able to understand Compounds words, blends and phrasal words
Discussion about Compounds words, blends and phrasal words
Compounds words, blends and phrasal words
100’ An Introduction to English Morphology (M.Carthy.2002:59)
8 MIDTERM TEST
Morphology Syllabus
5
9 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes, derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
Students are able to understand Compounds words, blends and phrasal words
Discussion about Compounds words, blends and phrasal words
Compounds words, blends and phrasal words
100’ An Introduction to English Morphology (M.Carthy.2002:59)
10 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes, derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
Students are able to understand A word and its structure
Discussion about A word and its structure
A word and its structure 100’ An Introduction to English Morphology (M.Carthy.2002:71)
11 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes, derivation and conversion, compound words, Minor word-
Students are able to understand Productivity in shape and meaning
Discussion about Productivity in shape and meaning
Productivity 100’ An Introduction to English Morphology (M.Carthy.2002:85)
Morphology Syllabus
6
formation processes. Productivity and lexicalization
12 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes, derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
Students are able to understand Productivity in compounding and in syntax
Discussion about Productivity in compounding and in syntax
Productivity 100’ An Introduction to English Morphology (M.Carthy.2002:85)
13 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes, derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
Students are able to understand The historical sources of english word formation
Discussion about The historical sources of english word formation
The historical sources of english word formation
100’ An Introduction to English Morphology (M.Carthy.2002:100)
14 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes, derivation and conversion, compound
Students are able to understand The historical sources of english word formation
Discussion about The historical sources of english word formation
The historical sources of english word formation
100’ An Introduction to English Morphology (M.Carthy.2002:100)
Morphology Syllabus
7
words, Minor word-formation processes. Productivity and lexicalization
15 Students are able to be able to describe; Fundamentals of morphology, a word and its parts; roots, affixes and their shapes, derivation and conversion, compound words, Minor word-formation processes. Productivity and lexicalization
Students are able to understand Words in english and in language generally
Discussion about Words in english and in language generally
Words in english and in language generally
100’ An Introduction to English Morphology (M.Carthy.2002:114)
16 FINAL TEST
Refference: Compulsory : Mc.Carthy.2002.An Introduction to English Morphology.Edinburgh:Edinburgh University Press Sumplementary:
1. Bauer, Laurie. (2003). Introducing linguistic morphology (2nd ed.) Washington,D.C.: Georgetown University Press. ISBN 0-87840-343-4. 2. Bauer, Laurie. (2004). A glossary of morphology. Washington, D.C.: Georgetow. 3. Bubenik, Vit. (1999). An introduction to the study of morphology. LINCON course books in linguistics, 07. Muenchen: LINCOM Europa. ISBN 3-89586-570-
2. 4. Bybee, J. L. (1985). Morphology: A Study of the Relation between Meaning and Form.
Syntax Syllabus
2
SYLLABUS Department : English Code : MKK – 226 Subject : Syntax Credit : 2 sks Semester : IV (four) Prerequisite : - Description : This course introduces students to different approaches on how rule-governed syntactical structures make
meaning out of the smaller units, lexis. This takes the approach to syntax adopted by Bloomfield. However, the position of syntax in communication and other linguistics branches as well as other approaches of syntax are touched upon.
Competence : Students are able 1) to familiarize students with the notion of syntax related to human communication and other linguistic branches, 2) to familiarize students with major approaches to syntactical analyses, 3) to enable students to analyze English syntactical structures adopting the structural school.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able 1) to familiarize students with the notion of syntax related to human communication and other linguistic branches, 2) to familiarize students with major approaches to syntactical analyses, 3) to enable students to analyze English syntactical structures adopting the structural school.
Students are able to understand the Overview on the Course
Discussion about Overview on the Course
Introduction 100’ An introduction to English Syntax (Miller.2002)
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
Syntax Syllabus
3
2 Students are able 1) to familiarize students with the notion of syntax related to human communication and other linguistic branches, 2) to familiarize students with major approaches to syntactical analyses, 3) to enable students to analyze English syntactical structures adopting the structural school.
Students are able to understand heads and modifiers, complements and adjuncts, clauses
Discussion about heads and modifiers, complements and adjuncts, clauses
Heads and modifiers 100’ An introduction to English Syntax (Miller.2002:1-9)
3 Students are able 1) to familiarize students with the notion of syntax related to human communication and other linguistic branches, 2) to familiarize students with major approaches to syntactical analyses, 3) to enable students to analyze English syntactical structures adopting the structural school.
Students are able to understand arrangements of words, phrases, and coordination
Discussion about arrangements of words, phrases, and coordination
Constituent structure 100’ An introduction to English Syntax (Miller.2002:11-21)
4 Students are able 1) to familiarize students with the notion of
Students are able to understand constructions
Discussion about constructions
Constructions 100’ An introduction to English Syntax (Miller.2002:23-32)
Syntax Syllabus
4
syntax related to human communication and other linguistic branches, 2) to familiarize students with major approaches to syntactical analyses, 3) to enable students to analyze English syntactical structures adopting the structural school.
5 Students are able 1) to familiarize students with the notion of syntax related to human communication and other linguistic branches, 2) to familiarize students with major approaches to syntactical analyses, 3) to enable students to analyze English syntactical structures adopting the structural school.
Students are able to understand the Definitions and boundaries of friend and friendship from different cultures. Different levels of friendship in several cultures. Typical cultural misunderstanding involving attitudes toward friendship.
Discussion about the Definitions and boundaries of friend and friendship from different cultures. Different levels of friendship in several cultures. Typical cultural misunderstanding involving attitudes toward friendship.
Friendship 100’ An introduction to English Syntax (Miller.2002)
6 Students are able 1) to familiarize students with the notion of syntax related to human communication and other linguistic
Students are able to understand word classes and the criteria
Discussion about word classes and the criteria
Word classes 100’ An introduction to English Syntax (Miller.2002:34-45)
Syntax Syllabus
5
branches, 2) to familiarize students with major approaches to syntactical analyses, 3) to enable students to analyze English syntactical structures adopting the structural school.
7 Students are able 1) to familiarize students with the notion of syntax related to human communication and other linguistic branches, 2) to familiarize students with major approaches to syntactical analyses, 3) to enable students to analyze English syntactical structures adopting the structural school.
Students are able to understand syntax and lexical items
Discussion about syntax and lexical items
The lexicon 100’ An introduction to English Syntax (Miller.2002:47-57)
8 MIDTERM TEST
9 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal
Students are able to understand clauses and sentences
Discussion about clauses and sentences
Clauses 100’ An introduction to English Syntax (Miller.2002:60-85)
Syntax Syllabus
6
pattern, personal relationship, family and work values, cultural and cultural adjustment.
10 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand subject and object
Discussion about subject and object
Grammatical functions 100’ An introduction to English Syntax (Miller.2002:88-99)
11 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to syntactic linkage in English
Discussion about syntactic linkage in English
Syntactic linkage 100’ An introduction to English Syntax (Miller.2002:101-111)
12 Students are able and comprehend to improve their awareness of the
Students are able to understand verb, core, nucleus and periphery
Discussion about verb, core, nucleus and periphery
Heads and modifiers revisted 100’ An introduction to English Syntax (Miller.2002:113-116)
Syntax Syllabus
7
close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
13 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand roles, grammar and meaning
Discussion about roles, grammar and meaning
Roles 100’ An introduction to English Syntax (Miller.2002:119-131)
14 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand case, gender and mood
Discussion about case, gender and mood
Grammar and semantics 100’ An introduction to English Syntax (Miller.2002:133-142)
Syntax Syllabus
8
15 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand aspect, tense and voice
Discussion about aspect, tense and voice
Grammar and semantics 100’ An introduction to English Syntax (Miller.2002:143-157)
16 FINAL TEST
Refference: Compulsory : Miller, Jim.2002.An Introduction to English Syntax.Edinburgh University Press. Sumplementary:
1. Culicover, W, Peter. 1997. Principles and Parameters: An Introduction to Syntactic Theory.Great Britain : Cambridge University Press.
2. Francis , Nelson. 1987. The Structure of American English. New York: The Ronald Press Company. 3. Gerot, Linda and Wignell, Peter. 1995. Making Sense of Functional Grammar. Sydney: Antipodean Educational Enterprises. 4. Lock, Graham. 1996. Functional English Grammar. New York: Cambridge University Press. 5. Radford, Andrew. 1981. Transformational Syntax. Cambridge: Cambridge University Press. 6. Radford, Andrew. 1988. Transformational Grammar. Cambridge: Cambridge University Press. 7. Sells, Peter. 1985. Lecturers on Contemporary Syntactic Theories. CSLI.
Discourse Analysis Syllabus
2
SYLLABUS Department : English Code : MKK – 227 Subject : Discourse Analysis Credit : 2 sks Semester : ....... (.......) Prerequisite : - Description : This course provides an introduction to the analysis of discourse and dialogue. Discourse here is defined as the study of the organization of language above the sentence level, but also as any manifestation of language in context. Dialogue is defined as an instance of language that involves interaction between two or more people. The course will provide an overview of the phenomena included in the study of discourse and dialogue, from linguistic, psycholinguistic and computational points of view. Competence : Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate
the relevance and usefulness of discourse studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse studies to the field of applied linguistics, and to provide for the
Able to understand What is “discourse”?
1. Overview on the Course.
2. Discuss What is “discourse”?
Introduction to the course 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s framework).
2. Bloome, D. et al. 2005. Discourse Analysis and the
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
Discourse Analysis Syllabus
3
practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
2 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
Able to understand the Structural or textual definition of discourse Functional definition of discourse
Discuss about the Structural or textual definition of discourse Functional definition of discourse
The Study of discourse 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s framework).
2. Bloome, D. et al. 2005. Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse
Discourse Analysis Syllabus
4
Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
3 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
Able to understand the Speech acts, Implicature, Ambiguity, the Cooperative Principal:
Discuss about the Speech acts, Implicature, Ambiguity, the Cooperative Principal:
Pragmatics 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s framework).
2. Bloome, D. et al. 2005. Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
Discourse Analysis Syllabus
5
4 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
Able to understand the Locution, Illocution, Per- locution
Discuss about the Locution, Illocution, Per- locution
Speech acts 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s framework).
2. Bloome, D. et al. 2005. Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
5 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse
Able to understand: 1. Maxim of Quality 2. Maxim of Quantity 3. Maxim of Relation 4. Maxim of Manner
Discuss about: 1. Maxim of Quality 2. Maxim of Quantity 3. Maxim of Relation 4. Maxim of Manner
Conversational implicature 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s
Discourse Analysis Syllabus
6
studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
framework). 2. Bloome, D. et al. 2005.
Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
6 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a
Able to understand: 1. system-sentences 2. text – sentences 3. language function
Discuss about: 1. system-sentences 2. text – sentences 3. language function
Approaches to discourse 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s framework).
2. Bloome, D. et al. 2005. Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London:
Discourse Analysis Syllabus
7
particular topic in discourse analysis,
Lawrence Erlbaum Ass. 3. Christie, Frances. 2002.
Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
7 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
Able to understand: 4. system-sentences 5. text – sentences 6. language function
Discuss about: 4. system-sentences 5. text – sentences 6. language function
Approaches to discourse 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s framework).
2. Bloome, D. et al. 2005. Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of
Discourse Analysis Syllabus
8
Action. Stanford, CA: Stanford University Press.
8 MIDTERM TEST
9 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
Able to understand 1. Negative face 2. Positive face 3. Face-threatening
Acts 4. Politeness theory
Discuss about the 1. Negative face 2. Positive face 3. Face-threatening Acts 4. Politeness theory
Indirectness 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s framework).
2. Bloome, D. et al. 2005. Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
10 Students are able to comprehend major theoretical frameworks and current issues in
Able to understand 1. To understand a
variety of discursive terms
Discuss about the 1. To understand a
variety of discursive terms and concepts
Construction of meaning 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print.
Discourse Analysis Syllabus
9
discourse analysis and demonstrate the relevance and sefulness of discourse studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
and concepts 2. The relationship
between language and context.
2. The relationship between language and context.
Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s framework).
2. Bloome, D. et al. 2005. Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
11 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse studies to the field of applied linguistics, and to provide for the practical application of
Able To understand a variety of discursive terms and concepts The relationship between language and context.
Discuss about the 1. To understand a
variety of discursive terms and concepts
2. The relationship between language and context.
Construction of meaning 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s framework).
2. Bloome, D. et al. 2005. Discourse Analysis and the Study of Classroom
Discourse Analysis Syllabus
10
the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
12 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
Able to understand 1. What Is Critical
Discourse Analysis?
2. Textual analysis 3. Analysis of social
context 4. Inter-textual
analysis 5. Linguistics
analysis 6. Micro and macro
level analysis
Discuss about: 1. What Is Critical
Discourse Analysis? 2. Textual analysis 3. Analysis of social
context 4. Inter-textual analysis 5. Linguistics analysis 6. Micro and macro level
analysis
Critical discourse analysis 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s framework).
2. Bloome, D. et al. 2005. Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse Analysis: A Functional
Discourse Analysis Syllabus
11
Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
13 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
Able to understand 1. What Is Critical
Discourse Analysis?
2. Textual analysis 3. Analysis of social
context 4. Inter-textual
analysis 5. Linguistics
analysis 6. Micro and macro
level analysis
Discuss about: 1. What Is Critical
Discourse Analysis? 2. Textual analysis 3. Analysis of social
context 4. Inter-textual analysis 5. Linguistics analysis 6. Micro and macro level
analysis
Critical discourse analysis 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s framework).
2. Bloome, D. et al. 2005. Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
Discourse Analysis Syllabus
12
14 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
Able to understand 1. What Is Critical
Discourse Analysis?
2. Textual analysis 3. Analysis of social
context 4. Inter-textual
analysis 5. Linguistics
analysis 6. Micro and macro
level analysis
Discuss about: 1. What Is Critical
Discourse Analysis? 2. Textual analysis 3. Analysis of social
context 4. Inter-textual analysis 5. Linguistics analysis 6. Micro and macro level
analysis
Critical discourse analysis 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s framework).
2. Bloome, D. et al. 2005. Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
15 Students are able to comprehend major theoretical frameworks and current issues in discourse analysis and demonstrate the relevance and sefulness of discourse
Able to understand 1. What Is Critical
Discourse Analysis?
2. Textual analysis 3. Analysis of social
context 4. Inter-textual
Discuss about: 1. What Is Critical
Discourse Analysis? 2. Textual analysis 3. Analysis of social
context 4. Inter-textual analysis 5. Linguistics analysis
Critical discourse analysis 100’ 1. Rogers, Rebecca. 2003. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print. Lawrence Erlbaum Associates. (Ethnographic study of family literacy. Uses Fairclough’s
Discourse Analysis Syllabus
13
studies to the field of applied linguistics, and to provide for the practical application of the course instruction, each participant is expected to conduct research on a particular topic in discourse analysis,
analysis 5. Linguistics
analysis 6. Micro and macro
level analysis
6. Micro and macro level analysis
framework). 2. Bloome, D. et al. 2005.
Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum Ass.
3. Christie, Frances. 2002. Classroom Discourse Analysis: A Functional Perspective. London: Continuum.
4. Bourdieu, P. 1998. Practical Reason: On theTheory of Action. Stanford, CA: Stanford University Press.
16 FINAL TEST
Introduction to Linguistic Syllabus
2
SYLLABUS Department : English Code : MKK – 228 Subject : Sociolinguistic Credit : 2 sks Semester : ....... (.......) Prerequisite : - Description : This course is designed to cover the topics in the introduction to sociolinguistics, varying from the social study of language; the ethnography of speaking and the structure of conversation; locating variation in speech; styles, gender, and social class; bilinguals and bilingualism; societal multilingualism; to applied sociolinguistics. Competence : Students are able to understand the relationship between language and society, both at the micro level (the function of
language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques
Able to understand the definition of sociolingustics and the scope of sociolinguistics
1. Overview on the Course.
2. Discuss definition of sociolingustics.
3. Discuss the scope of sociolinguistics.
Introduction 100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
Introduction to Linguistic Syllabus
3
used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
2 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between
Able to understand the the ethnography of speaking, the structure of conversations, politeness and politeness formulas.
Discuss about the ethnography of speaking, the structure of conversations, politeness and politeness formulas.
The ethnography of speaking and the structure of conversation
100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
Introduction to Linguistic Syllabus
4
the vocabulary and attitudes of the society that produces it.
3 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
Able to understand the the ethnography of speaking, the structure of conversations, politeness and politeness formulas.
Discuss about the ethnography of speaking, the structure of conversations, politeness and politeness formulas.
The ethnography of speaking and the structure of conversation
100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
4 Students are able to understand the relationship between language and society, both at the micro level
Able to understand the speech commnities and repertoires, and dialect
Discuss about the speech commnities and repertoires, and dialect
Locating variation in speech 100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
Introduction to Linguistic Syllabus
5
(the function of language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
5 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of
Able to understand the Styles: 1. Specialized
varieties or registers and domains.
2. Slang and solidarity.
3. Language and gender
4. Social stratification
5. Accommodation and audience design
Discuss about the Styles: 1. Specialized varieties
or registers and domains.
2. Slang and solidarity. 3. Language and gender 4. Social stratification 5. Accommodation and
audience design
Styles, gender, and social class 100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
Introduction to Linguistic Syllabus
6
speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
6 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
Able to understand the Styles: 1. Specialized
varieties or registers and domains.
2. Slang and solidarity.
3. Language and gender
4. Social stratification
5. Accommodation and audience design
Discuss about the Styles: 1. Specialized varieties
or registers and domains.
2. Slang and solidarity. 3. Language and gender 4. Social stratification 5. Accommodation and
audience design
Styles, gender, and social class 100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
Introduction to Linguistic Syllabus
7
7 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
Able to understand language socialization, the description of bilingualism, bilingual competence, and code switching and code mixing
Discuss about the language socialization, the description of bilingualism, bilingual competence, and code switching and code mixing
Bilinguals and bilingualism 100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
8 MIDTERM TEST
9 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level
Able to understand 1. Multilingualism 2. Language
loyalty and reversing language shift.
3. Language and ethnic identity.
Discuss about the 1. Multilingualism 2. Language loyalty and
reversing language shift.
3. Language and ethnic identity.
Societal Multilingualism 100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
Introduction to Linguistic Syllabus
8
focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
10 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills,
Able to understand 1. Multilingualism 2. Language
loyalty and reversing language shift.
3. Language and ethnic identity.
Discuss about the 1. Multilingualism 2. Language loyalty and
reversing language shift.
3. Language and ethnic identity.
Societal Multilingualism 100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
Introduction to Linguistic Syllabus
9
dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
11 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
Able to understand language and politics, language rights, Pidgins and creoles, diglossia
Discuss about the language and politics, language rights, Pidgins and creoles, diglossia
Societal Multilingualism 100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
Introduction to Linguistic Syllabus
10
12 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
Able to understand language and politics, language rights, Pidgins and creoles, diglossia
Discuss about the language and politics, language rights, Pidgins and creoles, diglossia
Societal Multilingualism 100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
13 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level focusing on the
Able to understand language policy and language planning. 1. Status planning. 2. Corpus
planning. 3. Normativism
and prescriptivism.
Discussing the language policy and language planning. 1. Status planning. 2. Corpus planning. 3. Normativism and
prescriptivism. 4. Language acquisition
planning or language
Applied sociolinguistics 100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986.
Introduction to Linguistic Syllabus
11
sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
4. Language acquisition planning or language education policy
education policy An Introduction to Sociolinguistics. New York:Basil Blackwell.
14 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the
Able to understand language policy and language planning. 1. Status planning. 2. Corpus
planning. 3. Normativism
and prescriptivism.
4. Language acquisition planning or language education policy
Discussing the language policy and language planning. 1. Status planning. 2. Corpus planning. 3. Normativism and
prescriptivism. 4. Language acquisition
planning or language education policy
Applied sociolinguistics 100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
Introduction to Linguistic Syllabus
12
distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
15 Students are able to understand the relationship between language and society, both at the micro level (the function of language in individual) and at the macro level focusing on the sociology of language and aspect of behavior with which it is concerned, techniques used to investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping the distribution of dialect features of different religions, the relationship between the vocabulary and attitudes of the society that produces it.
Able to understand language policy and language planning. 1. Language
diffusion policy or linguistic imperialism.
2. The spread of English—imperialism or hegemony?
3. Reviewing the course
Discussing the language policy and language planning. 1. Language diffusion
policy or linguistic imperialism.
2. The spread of English—imperialism or hegemony?
3. Reviewing the course
Applied sociolinguistics 100’ 1. Chaer, Abdul dan Leonie Agustina. 1995. Sosiolinguistik: Perkenalan Awal. Jakarta: PT. Rineka Cipta.
2. Spolsky, Bernard. 2003. Sociolinguistics. Oxford: Oxford University Press.
3. Wardaugh, Ronald. 1986. An Introduction to Sociolinguistics. New York:Basil Blackwell.
16 FINAL TEST
Method of Language Research Syllabus
2
SYLLABUS Department : English Code : MKK – 229 Subject : Method of Language Research Credit : 2 sks Semester : .... (.....) Prerequisite : - Description : This subject is generally designed to facilitate the learners in understanding Kinds of research/Research paradigm &
important terms in research; Differences of Qualitative and Quantitative Research; Qualitative paradigm in language research; Data Collection in language research; Research problems; Language Informants; the linguistic corpus; Data Analysis; Corroboration in language research; Validity, Reliability, Generalizability, and Authenticity; and the Significance of theory.
Competence : Students are able to describe the ontology, epistemology and axiology of language research. They are also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able to describe the ontology, epistemology and axiology of language research. They are also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
Students are able to understand the Overview on the Course
Discussion about Overview on the Course
Introduction 100’ Course Outline 1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to describe the ontology,
Students are able to understand Kinds of
Discussion about Kinds of research/
Kinds of research/ Research paradigm & important
100’ Metode Penelitian(Nazir,1983:27)
Method of Language Research Syllabus
3
epistemology and axiology of language research. They are also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
research/ Research paradigm & important terms in research
Research paradigm & important terms in research
terms in research
3 Students are able to describe the ontology, epistemology and axiology of language research. They are also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
Students are able to understand Differences of Qualitative and Quantitative Research
Discussion about Differences of Qualitative and Quantitative Research
Differences of Qualitative and Quantitative Research
100’ Research Method on Language Learning an Introduction (Adnan.2012:73)
4 Students are able to describe the ontology, epistemology and axiology of language research. They are also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
Students are able to understand Qualitative paradigm in language research
Discussion about Qualitative paradigm in language research
Qualitative paradigm in language research
100’ Research Method on Language Learning an Introduction (Adnan.2012:73)
5 Students are able to describe the ontology, epistemology and axiology of language
Students are able to understand Data Collection in language research
Discussion about the Data Collection in language research
Data Collection in language research
100’ Research Method on Language Learning an Introduction (Adnan.2012:230)
Method of Language Research Syllabus
4
research. They are also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
6 Students are able to describe the ontology, epistemology and axiology of language research. They are also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
Students are able to understand Research problems
Discussion about Research problems
Research problems
100’ Research Method on Language Learning an Introduction (Adnan.2012:15)
7 Students are able to describe the ontology, epistemology and axiology of language research. They are also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
Students are able to understand Language Informants
Discussion about Language Informants
Language Informants 100’ Research Method on Language Learning an Introduction (Adnan.2012:)
8 MIDTERM TEST
9 Students are able to describe the ontology, epistemology and axiology of language research. They are
Students are able to understand The linguistic corpus
Discussion about The linguistic corpus
The linguistic corpus 100’ Research Method on Language Learning an Introduction (Adnan.2012:73)
Method of Language Research Syllabus
5
also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
10 Students are able to describe the ontology, epistemology and axiology of language research. They are also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
Students are able to understand Data Analysis
Discussion about Data Analysis
Data Analysis 100’ Research Method on Language Learning an Introduction (Adnan.2012:73)
11 Students are able to describe the ontology, epistemology and axiology of language research. They are also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
Students are able to understand Corroboration in language research
Discussion about Corroboration in language research
Corroboration in language research
100’ Research Method on Language Learning an Introduction (Adnan.2012)
12 Students are able to describe the ontology, epistemology and axiology of language research. They are also hoped to be able to describe the
Students are able to understand Validity, Reliability, Generalizability, and Authenticity
Discussion about Validity, Reliability, Generalizability, and Authenticity
Validity, Reliability, Generalizability, and Authenticity
100’ Research Method on Language Learning an Introduction (Adnan.2012:209)
Method of Language Research Syllabus
6
importance of theory/ies and apply it/them in a research.
13 Students are able to describe the ontology, epistemology and axiology of language research. They are also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
Students are able to understand Validity, Reliability, Generalizability, and Authenticity
Discussion about Validity, Reliability, Generalizability, and Authenticity
Validity, Reliability, Generalizability, and Authenticity
100’ Research Method on Language Learning an Introduction (Adnan.2012:222)
14 Students are able to describe the ontology, epistemology and axiology of language research. They are also hoped to be able to describe the importance of theory/ies and apply it/them in a research.
Students are able to understand Schedule & Reporting
Discussion about Schedule & Reporting
Schedule & Reporting 100’ Research Method on Language Learning an Introduction (Adnan.2012)
15 Students are able to describe the ontology, epistemology and axiology of language research. They are also hoped to be able to describe the importance of theory/ies and apply
Students are able to understand The Significance of Theory & Review
Discussion about The Significance of Theory & Review
The Significance of Theory & Review
100’ Research Method on Language Learning an Introduction (Adnan.2012)
Method of Language Research Syllabus
7
it/them in a research.
16 FINAL TEST
Refference: Compulsory : Adnan Latief, Mohammad.2012.Research Method on Language Learning an Introduction.UM PRESS Sumplementary:
1. Bogdan, Robert C. 1982. Qualitative Research for Education: An Introduction to Theory and Methods. Boston: Allyn and Bacon, Inc. 2. Djojosuroto, Kinayati and M.L.A. 2004. Sumaryati. Prinsip-prinsip Dasar Penelitian Bahasa dan Sastra. Bandung: Penerbit Nusa. 3. Levin, Jack and Gerald S. Ferman. 1975. Social Science Research: A Handbook for Students. New York: John Wiley & Sons. 4. Miles, Matthew B. and A. Michael Huberman. 1994. Qualitative Data Analysis. London: SAGE Publication. 5. Schlegel, Stuart A. 1982. Asas-asas dan Metodologi Penelitian Grounded. Solo: Uiversitas Sebelas Maret. 6. Spradley, James P. 1979. The Ethnographic Interview. New York: Holt, Rinehart and Winston. 7. -----------------------. 1980. Participant Observation. New York: Holt, Rinehart and Winston. 8. Stainback, Susan and William Susan. 1988. Understanding and Conducting Qualitative Research. Iowa: Kendall/Hunt Publishing Company. 9. Samarin, William J. 1966. Field Linguistics: A Guide to Linguistic Filed Work. New York: Holt, Rinehart, and Winston. 10. Thomas, R. Murray. 2003. Blending Qualitative & Quantitative Research Methods in Theses and Dissertation. California: Corwin Press, Inc.
Seminar on Linguistics Syllabus
2
SYLLABUS Department : English Code : MKK – 230 Subject : Seminar on Linguistics Credit : 2 sks Semester : ....... (.......) Prerequisite : - Description : This subject is designed to facilitate the learners in understanding (a) the objectives of a research proposal; (b) criteria of a good research proposal; (c) kinds of a research proposal and (d) Research proposal design (element & content of research proposal)
Competence : Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Able to understand the Course.
Overview on the Course. Introduction to the course 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
Seminar on Linguistics Syllabus
3
2 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Able to understand the 1. Objectives of a
research proposal 2. Criteria of a good
research proposal 3. Kinds of a
research proposal 4. Research proposal
design (element & content of research proposal)
Discuss about the 1. Objectives of a
research proposal 2. Criteria of a good
research proposal 3. Kinds of a research
proposal 4. Research proposal
design (element & content of research proposal)
Research Proposal 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
3 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Able to understand the 1. Objectives of a
research proposal 2. Criteria of a good
research proposal 3. Kinds of a
research proposal 4. Research proposal
design (element & content of research proposal)
Discuss about the 1. Objectives of a
research proposal 2. Criteria of a good
research proposal 3. Kinds of a research
proposal 4. Research proposal
design (element & content of research proposal)
Research Proposal 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
4 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics,
Able to understand the 1. Objectives of a
research proposal 2. Criteria of a good
research proposal 3. Kinds of a
research proposal
Discuss about the 1. Objectives of a
research proposal 2. Criteria of a good
research proposal 3. Kinds of a research
proposal
Research Proposal 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A Manual for Writers of Term
Seminar on Linguistics Syllabus
4
sociolinguistics, psycholinguistics, etc.)
4. Research proposal design (element & content of research proposal)
4. Research proposal design (element & content of research proposal)
Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
5 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Able to understand the 1. Objectives of a
research proposal 2. Criteria of a good
research proposal 3. Kinds of a
research proposal 4. Research proposal
design (element & content of research proposal)
Discuss about the 1. Objectives of a
research proposal 2. Criteria of a good
research proposal 3. Kinds of a research
proposal 4. Research proposal
design (element & content of research proposal)
Research Proposal 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
6 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Able to present the research proposal
Discuss about: Students’ personal interest in linguistics (various topics)
Students’ Presentation 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
Seminar on Linguistics Syllabus
5
7 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Able to present the research proposal
Discuss about: Students’ personal interest in linguistics (various topics)
Students’ Presentation 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
8 MIDTERM TEST
9 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Able to present the research proposal
Discuss about: Students’ personal interest in linguistics (various topics)
Students’ Presentation 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
10 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general
Able to present the research proposal
Discuss about: Students’ personal interest in linguistics (various topics)
Students’ Presentation 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A
Seminar on Linguistics Syllabus
6
linguistics, sociolinguistics, psycholinguistics, etc.)
Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
11 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Able to present the research proposal
Discuss about: Students’ personal interest in linguistics (various topics)
Students’ Presentation 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
12 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Able to present the research proposal
Discuss about: Students’ personal interest in linguistics (various topics)
Students’ Presentation 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008.
Seminar on Linguistics Syllabus
7
Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
13 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Able to present the research proposal
Discuss about: Students’ personal interest in linguistics (various topics)
Students’ Presentation 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
14 Students are able to design and write a scientific research proposal based on their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Able to present the research proposal
Discuss about: Students’ personal interest in linguistics (various topics)
Students’ Presentation 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America.
2. Turabian, L Kate. 1996. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
15 Students are able to design and write a scientific research proposal based on
Able to present the research proposal
Discuss about: Students’ personal interest in linguistics (various topics)
Students’ Presentation 100’ 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: The Modern Language
Seminar on Linguistics Syllabus
8
their filed of interests in linguistics (e.g. general linguistics, sociolinguistics, psycholinguistics, etc.)
Association of America. 2. Turabian, L Kate. 1996. A
Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press.
3. Merdi, Lalu, Drs.MA. 2008. Panduan Penulisan Skripsi STIBA MALANG. Malang: Sarasvati Press.
16 FINAL TEST
SYLLABUS
Department : English Literature Code : MKK - 232 Subject : American Society and Culture Credit : 2 credits Semester : VII Prerequisite : -
Description : This course is generally designed to facilitate the learners in understanding American society and institutions, such
as its historical background; cultural values; political system; foreign policy; economic system; and educational
system.
Competence : Students are expected to be able to understand and describe: 1) the concept of American society and institutions; 2)
American historical background; 3) foundations of American Beliefs and Cultural Values; 4) religion and pluralism; 5)
Ameircan economic system; 6) American political system; 7) American foreign policy and its global role; 8) the
media; 9) the changing role of women; and 9) urbanization.
Meeting Basic Competence Indicator Learning Experience Subject Matter Time
(Minutes) Source Evaluation
1 - 2 Students are able to
describe the historical
and philosophical
background of a
Making of a Nation
Students are able
explain American
the hostorical
background and
its historical
phases
1. Reading on American
Historical Phases
2. Discussion on the Making of a
Nation; the first Americans;
Explorers from Europe;
Puritan New England;
Fighting for Independence;
Forming the New Nation; the
Civil War; andMiners,
American History in Brief
100’ 1. America in Close-
Up (Fiedler, 1990:
13-24)
2. An Illustrated
History of the USA
(O’Callaghan, 1990:
4-61)
1. Individual
Assignment
2. Structured
Assignment
3. Group
Assignment
4. Midlle Test
railroads & cattlemen. 5. Final Test
3 - 4 Students are able to
mention the four
sources of American
cultural values: the
Protestent
Reformation; the
Englightenment; the
Industrial Revolution;
and the Westward
movement
Students are able
to describe and
explain American
belief and values
(American
Dreams) and
compare them
with Indonesian
cultural values
1. Reading on American Beliefs
and Values that color the life
of American people
2. Discussion on some ideals
and values, such as: freedom;
individualism;
equality/fairness;
directness/openesess/bluntn
ess; future orientation;
control over the invironment;
change as natural & positive;
control over time;
informality; personal
improvement/self-help;
competition; ”Doing”
orientation & Achievements;
practicality/efficiency and
materialism
American Beliefs and Values 100’ 1. America in Close-
Up (Fiedler,
1990: 25-42)
2. A Look Inside
America (Perry,
2000: 7-93)
5 - 6 Students are able to
systematically explain
the form of American
government; political
party system and the
check and balances
system of the three
branches.
Students are able
to describe the
tasks and
membership of the
three branches
and the details of
the political
system
1. Reading on American political
system
2. Discussion on the form of
governement; federalism;
separation of powers;
legislative branch; executive
branch; judicative branch;
check and balances; interest
groups; the lobbyists;
American Political System
100’ 1. America in Close-
Up (Fiedler, 1990:
25-42)
2. American
Government
(Volkomer, 1986:
154-249)
political party system;
election system and party
organization.
7 Midlle Test
8 Students are able to
explain the historical
perspective of
American economy,
the role of the
government and its
global economic policy
Students are able
to describe all
aspects of
American
economic system
and its historical
background
1. Reading on the U.S Economy
and its historical background
2. Discussion on free enterprise
system; capitalism; the role
of government; the US
economic profile; foreign
trade; foreign market; and
changes of a mature
economy.
American Economic System 100’ 1. America in Close-
Up (Fiedler, 1990:
59-80)
2. Outline of
American
Economy (McCan,
1981: 10-188)
9 - 10 Students are able to
explain American
Foreign Policy
committed differently
to each country based
on America’s
interests/needs
Students are able
to describe the
foundation of
American Foreign
Policy and
America’s Global
Role
1. Reading on America’s Global
Role and its policy
2. Discussion on USA political,
military, and economic
influence; military strenght;
the existence of NATO;
foreign investement; the role
of the dollar; protectionism;
isolationism to
interventionism; World War
II; Cold War; the nuclear
threat; policy of detente; and
American Foreign Policy 100’ 1. America in Close-
Up (Fiedler, 1990:
170-189)
2. An Illustrated
History of the USA
(O’Callaghan,
1990: 116-136)
some other current issues.
11 - 12 Students are able to
explain the benefits
and disavantages of
urbanization for
American people
Students are able
to describe the
distinction of rural
life and urban life
and the causes
urbanization
1. Reading on the details of
American Urbanization
(Background information)
2. Discussion on some states in
USA; growth of cities;
suburbanization; the
transport factor;
deterioration &
abandonment; slum
clearance; gentrification; and
the new down town
3. Discussion on essay on
”Small Town Life”, ”Revival
of City’s Virtues”,
Neighborhoods” and
”Children of Poverty: Crisis in
New York”.
The Urbanization of America 100’ America in Close-Up
(Fiedler, 1990: 81-
96)
13 - 14 1. Reading on American media
(history and development)
and its role as a control
instrument
2. Discussion on commercial
control of the media;
newspapers and magazine;
coglomeration; objectivity;
radio and television;
networks; cable and satellite
television; and some advance
The Media 100’ America in Close-Up
(Fiedler, 1990: 261-
276)
media technology.
3. Discussion on some cases:
”The Case for Television
Journalism” by Eric Sevareid;
”The Nature of TV in
America” by Richard Burke;
”This is not Your Life: TV as
the Third Parent” by
Benjamin Stein
15 1. Reading on the role of
women in America (past,
present and future)
2. Discussion on the statistical
reveal changes for women;
sex discrimination; the
modern feminist
movement; legislation for
equality; professional
women; women in politics;
and predicament of working
women
3. Discussion on some cases
(articles): ”Second Thoughts
on Having it All” by Tony
Schwartz; ”The Choices that
Brought Me Here” by
Amanda Spake; ”How to
Have Successful Christian
Family” by Jerry Falwell
The Changing Role of Women 100’ 3. America in Close-
Up (Fiedler, 1990:
127-141)
16 Final Test
Refrences:
Compulsory Books:
Fiedler, Echard, Reimer Jansen & Mil Norman-Risch. 1990. America in Close-Up. UK.: Longman Group Limited.
O’Callaghan, Bryn. 1990. An Illustrated History of the USA. UK.: Longman Group Limited.
Perry, Bill. 2000. A Look Inside America: Exploring America’s Cultural Values and Holidays. Florida: Multi-Language Media, Inc.
Volkomer, Walter E. 1986. American Government. New Jersy: Prentince-Hall, Englewood Cliff.
Supplementary Books:
Article Alert, US Embassy (Periodicals)
Postman, Neil (ed.). 1969. Language in America. New York: The Bobbs-Merill Company, Inc.
Wilder, Howard B. 1983. This is America’s Story. Boston: Houghton Mifflin Company.
SYLLABUS
Department : English Literature
Code : MKK - 233
Subject : English Prose
Credit : 2 credits
Semester : V
Prerequisite : -
Description : This course is designed to facilitate the studnets in understanding the theories of prose, the forms and genres of prose,
and the intrinsic and extrinsic approaches.
Standard Competency : The students understand some theoretical concepts of English prose, the general characteristics and types of prose, the
internal elements, approaches of prose analysis, and techniques of analyzing and reporting.
Meeting Basic Competence Indicator Learning Experience Topic Time
(Minutes) Source Evaluation
1 - 2 Students are able to
describe the
theoretical concept
of prose and the
craftmanshipness of
the author.
Students are able
to explain the
theoretical
concept of prose
and the
craftmanshipness
of the author.
Reading and discussion
on the value of
literature; types of
literature; reading and
studying fiction; the
process of writing an
essay.
1. Introduction
2. Reading and writing
about fiction
100’ Fiction: An
Introduction to
Reading and
Writing (Roberts &
Jacobs, 1987: 1 –
17)
1. Individual
Assignmen
t
2. Group
Assignment
3. Midlle Test
4. Final Test
2 - 3 Students are able to
describe
Reading and discussion
on modern fiction;
short story; elements of
fiction; character, plot,
& structure; and the
writer’s tools.
Fiction: An Overview of the
Elements
100’ Fiction: An
Introduction to
Reading and
Writing (Roberts &
Jacobs, 1987: 58 –
65)
4 Students are able to
describe and
identify the kinds of
plot and its structure
Students are able
to explain and
identify the kinds
of plot and its
structure
Reading and discussion
on the definition and
kind of plot and the
structure of fiction
Plot and Structure 100’ Fiction: An
Introduction to
Reading and
Writing (Roberts &
Jacobs, 1987: 87 –
89)
5 Middle Test
6 Students are able to
describe and
identify the kinds of
characters in fiction
and their differences
Students are able
to explain and
identify the kinds
of characters in
fiction and their
differences
Reading and discussion
on kinds of character;
choice and character;
major character traits;
how is character
disclosed in fiction;
and reality and
probability:
verisimilitude
Characters: the People in
Fiction
100’ Fiction: An
Introduction to
Reading and
Writing (Roberts &
Jacobs, 1987: 119
– 160)
7 Students are able to
describe the kinds
of view point in
fiction and give
Students are able
to explain the
kinds of view
point in fiction
and give example
Reading and discussion
on point of view &
”Throwing the Voice”;
point of view as a
physical position;
Point of View 100’ Fiction: An
Introduction to
Reading and
Writing (Roberts &
Jacobs, 1987: 162
example of it of it kinds of point of view;
mingling points of
view; and point of
view and evidence.
– 188)
8 Students are able to
describe the setting
of place, time and
other socio-cultural
settings.
Students are able
to explain the
setting of place,
time and other
socio-cultural
settings.
Reading and discussion
on types of setting and
studying the use of
setting.
Setting: Place and Objects in
Fiction
100’ Fiction: An
Introduction to
Reading and
Writing (Roberts &
Jacobs, 1987: 190
– 191)
9 Students are able to
describe the fiction
style as a stylistic
study
Students are able
to explain the
fiction style as a
stylistic study
Reading and discussion
on disction; rhetoric;
and style in general
Style: the Words that Tell the
Story
100’ Fiction: An
Introduction to
Reading and
Writing (Roberts &
Jacobs, 1987: 221
– 229)
10 Students are able to
describe various
ideas or themes
explicitly and
implicitly stated
Students are able
to explain various
ideas or themes
explicitly and
implicitly stated
Reading and discussion
on ideas – topics –
assertions – meaning;
formulating ideas in
fiction; distinguishing
ideas for summaries;
ideas and values; and
finding ideas in fiction
Idea or Theme: the Meaning
and Message in Fiction
100’ Fiction: An
Introduction to
Reading and
Writing (Roberts &
Jacobs, 1987: 318
– 321)
11 Students are able to
describe symbolism
and allegory as the
two devices to
demystify the
Students are able
to describe
symbolism and
allegory as the
two devices to
Reading and discussion
on symbolism;
allegory; allusion in
symbolism & allegory
Symbolism and Allegory:
keys to Extended Meaning
100’ Fiction: An
Introduction to
Reading and
Writing (Roberts &
Jacobs, 1987: 279
meaning of a work demystify the
meaning of a
work
– 284)
12 - 15 Students are able to
describe the
elements availabe in
literary works,
especially fiction
Students are able
to explain the
elements availabe
in literary works,
especially fiction
Reading fictions Reading and analyzing fiction
(short stories & Novels):
1. ”The Necklace” by Guy
De Maupassant.
2. ”The Bride Comes to
Yellow Sky” by Stephen
Crane
3. ”First Confession” by
Frank O’Cornnor
4. ”The Masque of the Red
Death” by Edgar Allan
Poe
5. ”Ombak Berdansa di
Pantai Liquisa” by Yossi
Herfanda
6. ”Sarinah” by Soekarno
100’
16 Final Test
Refrences:
Compulsory Book:
Roberts, Edgar V & Henry E. Jacobs. 1987. Fiction: An Introduction to Reading and Writing. NJ: Prentice-Hall, Inc.
Supplementary Books:
Aminuddin. 1995. Pengantar Apresiasi Karya Sastra. Bandung: Sinar Baru
Novels and Short Stories from various authors
SYLLABUS
Department : English Literature
Code : MKK - 235
Subject : English Poetry
Credit : 2 credits
Semester : V
Prerequisite : -
Description : This course is designed to cover the topic in understanding and analyzing poetry, varying from the basic concept of
poetry, the elememnts of poetry, figurative languages, and the approaches used in analyzing poetry.
Competence : Students are expected to be able to 1) comprehend the basic concept of poetry; 2) understand the elements of poetry;
3) indentify figurative languages and kind of approaches; and 4) analyze the topic/idea presented in the poems.
Meeting Basic Competence Indicator Learning Experience Subject Matter Time
(Minutes) Source Evaluation
1 - 2 Students are able to
describe the theoretical
concept of poetry and
the craftmanshipness of
the poet
Students are able to
explain the
theoretical concept
of poetry, the
generes, and the
craftmanshipness of
the poet
Reading and discussion
on the definition of
poetry, process of
creaivity, and the relation
between the poet and the
poems.
1. Introduction
2. The family of the arts:
(a) art & craft and (b)
the fine arts.
3. The poets as artist
4. The poet and his craft:
the creative process
100’ The Art & Craft of
Poetry: An
Introduction
(Zillman, 1967: 3 –
16)
1. Individual
Assignment
2. Group
Assignment
3. Midlle Test
4. Final Test
2 - 3 Students are able to
describe and give
examples of devices for
rhythm and sound.
Students are able to
describe and give
examples of
devices for rhythm
and sound
Reading and discussion
on the devices for rhythm
and sound: the syllable;
the foot; and verse
[rhythm] – rime; refrain
& parallelism; allitration;
assonance; and
onomatopoeia.
Poetic Tools:
Devices for rhythm and sound
100’ The Art & Craft of
Poetry: An
Introduction
(Zillman, 1967: 31 –
58)
4 - 5 Students are able to
describe forms of
stanza and poem and
give examples on both.
Students are able to
explain forms of
stanza and poem
and give examples
on both.
Reading and discussion
on stanza forms: blank
verse; heroic &
octosyllabic couplets;
terza rima; quatrains, etc,
and poem forms: the
sonnet; the ode; free
verse, etc.
Poetic Tools:
1. Stanza forms
2. Poem forms
100’ The Art & Craft of
Poetry: An
Introduction
(Zillman, 1967: 64 –
96)
Middle Test
7 - 8 Students are able to
describe and employ
the kinds of imagery
and figure of speech
and give examples on
both.
Students are able to
explain and employ
the kinds of
imagery and figure
of speech and give
examples on both.
Reading and discussion
on imagery and figure of
speech the include:
imagery of taste; touch,
hear; sight; & smell
[Imagery] – Figure of
Speech: simile; metaphor;
conceit; personification;
apostrophe; hyperbole;
antithesis, etc.
Poetic Tools:
1. Imagery
2. Figure of Speech
100’ The Art & Craft of
Poetry: An
Introduction
(Zillman, 1967: 109 –
116)
9 - 11 Students are able to
describe three kinds of
poetry: narrative
poetry; dramatic poetry
and the lyric and its
Students are able to
explain three kinds
of poetry: narrative
poetry; dramatic
poetry and the lyric
Reading and discussion
on the ballad; the epic;
the metrical romance; &
the metrical tale
[narrative poetry]; poetic
The Poet & His Poem, The
Range of Poetry:
1. Narrative Poetry
100’ The Art & Craft of
Poetry: An
Introduction
(Zillman, 1967: 3 –
modern voice. and its modern
voice.
drama; dramatic poems;
dramatic dialogue; the
aside; the soliloquy; the
dramatic monologue, etc.
2. Dramatic Poetry
3. The Lyric and Its
Modern Voice
16)
12 - 15 Students are able to
read and analyze the
old and modern poems
from the prominent
figures.
Students are able to
explain the old and
modern poems from
the prominent
figures.
Reading and discussion
on Shakespeare’s Sonnet
XXX; Milton on his
blidness; etc.
The Poet and His Poem: A
reading of Six Sonnet from Five
Centuries and others
100’ The Art & Craft of
Poetry: An
Introduction
(Zillman, 1967: 123 –
157)
16 Final Test
Refrences:
Compulsory Books:
Zillman, Lawrence John. 1967. The Art and Craft of Poetry: An Introduction. New York: Collier Books.
Supplementary Books:
Aminuddin. 1995. Pengantar Apresiasi Karya Sastra. Bandung: Sinar Baru
Siswantoro. 2002. Apresiasi Puisi-puisi Sastra Inggris. Surakarta: UMS Press
SYLLABUS
Department : English Literature Code : MKK - 238 Subject : Seminar on Literature Credit : 2 credits Semester : VII Prerequisite : -
Description : This course covers teaching and learning activities that aim to enable the students to present a topic or issue related
with literary study.
Competence : Students are expected to be able to: 1) design a good research proposal; 2) present current issues on literary study;
and 3) develop better understanding on those issues.
Meeting Basic Competence Indicator Learning Experience Subject Matter & Activity Time
(Minute) Source Penilaian
1 Students are able to
describe systematically
the criteria of a good
literary study proposal.
Students are able
to write a good
literary study
proposal.
1. Reading on
books
concerining with
research
proposal.
2. Discussion on
the items
(discussions)
needed in a
literary study
Writing a good research
proposal.
Thesis and
Dissertation Writing
in a Second Language
(Patridge, 2007)
Writing the
Qualitative
Dissertation (Meloy,
2002)
1. Individual
Assignment
(Proposal)
2. Group
Assignment
(proposal)
proposal.
2 - 16 Activity: Seminar (individual &
group proposal presentation)
References:
Meloy, Judith M. 2002. Writing Qualitative Dissertation. New Jersey: Lawrence Erbaum Associates Publishers.
Paltridge, Brian and Sue Starfield. 2007. Thesis and Dissertation Writing. London & New York: Routledge.
Pragmatic and Semantic Syllabus
2
SYLLABUS Department : English Code : MKK – 238 Subject : Pragmatic and semantic Credit : 2 sks Semester : ....... (.......) Prerequisite : - Description : This subject is designed to facilitate the students in understanding the basic concept of pragmatics and its properties, introduces the students to the problem areas in the philosophy of language which are relevant to linguistics, intended to develop the student’s knowledge of semantics concepts and its possible application in teaching English, and intends to show the students how arguments can be constructed in semantics by putting forward a series of arguments. Competence : Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they
are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of
Able to understand the definitions of pragmatics Syntax, semantics, and pragmatics.
1. Overview on the Course.
2. Discuss definitions of pragmatics
3. Syntax, semantics, and pragmatics.
Pragmatics 100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980. The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London:
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
Pragmatic and Semantic Syllabus
3
syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
Longman. 4. Lyons, John. 1979.
Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983. Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. Press
2 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English
Able to understand the Person deixis, Spacial deixis, Temporal deixis, Deixis and grammar
Discuss about the Person deixis, Spacial deixis, Temporal deixis, Deixis and grammar
Deixes and distance 100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980. The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
Pragmatic and Semantic Syllabus
4
language. 6. Ulmann, Stephen. 1983. Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. Press
3 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
Able to understand the Referencial and attributives uses, Names and references, The role of co-text, Anaphoric reference
Discuss about the Referencial and attributives uses, Names and references, The role of co-text, Anaphoric reference
Reference & Inference 100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980. The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983. Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. press
Pragmatic and Semantic Syllabus
5
4 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
Able to understand the Presupposition Types of presupposition, The projection problem, Ordered entailment
Discuss about the Presupposition Types of presupposition, The projection problem, Ordered entailment
Presupposition and entailment 100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980. The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983. Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. Press
5 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to
Able to understand: 1. The
cooperative principle
2. Hedges 3. Coversational
implicature
Discuss about: 1. The cooperative
principle 2. Hedges 3. Coversational
implicature 4. Generalized
Cooperation and implicature 100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980.
Pragmatic and Semantic Syllabus
6
understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
4. Generalized conversational implicatures
5. Scalar implicatures
6. Particularized conversational implicatures
7. Properties of conversational implicaatures
8. Conentional implicatures
conversational implicatures
5. Scalar implicatures 6. Particularized
conversational implicatures
7. Properties of conversational implicaatures
8. Conentional implicatures
The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983. Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. Press
6 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics,
Able to understand: 1. Speech acts 2. Felicity conditions 3. Performative
hypothesis 4. Speech act
classification 5. Direct and
Indirect speech acts
6. Speech events
Discuss about: 1. Speech acts 2. Felicity conditions 3. Performative
hypothesis 4. Speech act
classification 5. Direct and Indirect
speech acts 6. Speech events
Speech acts and events 100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980. The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
Pragmatic and Semantic Syllabus
7
meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983. Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. Press
7 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
Able to understand Politeness Face wants, Negative and positive face, Self and other: say nothing Say something: off and on record Positive and negative politeness
Discuss about the Politeness Face wants, Negative and positive face, Self and other: say nothing Say something: off and on record Positive and negative politeness
Politeness and Interaction 100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980. The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983.
Pragmatic and Semantic Syllabus
8
Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. Press
8 MIDTERM TEST
9 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
Able to understand 1. Meaning and
references. 2. Image theory of
meaning. 3. Meaning and
concept. 4. Componential
analysis.
Discuss about the 1. Meaning and
references. 2. Image theory of
meaning. 3. Meaning and
concept. 4. Componential
analysis.
Explanation of word meaning 100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980. The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983. Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. press
Pragmatic and Semantic Syllabus
9
10 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
Able to understand 1. Tarsky’s
definition of truth and sentence meaning.
2. Truth condition and word meaning.
3. Meaning and absolute truth.
4. Truth condition and logical form.
5. Sentence meaning and non declarative sentence.
Discuss about the 1. Tarsky’s definition of
truth and sentence meaning.
2. Truth condition and word meaning.
3. Meaning and absolute truth.
4. Truth condition and logical form.
5. Sentence meaning and non declarative sentence.
Meaning and truth 100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980. The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983. Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. Press
11 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to
Able to understand Bloomfield and behaviorism, Speech act semantics, Speech act semantics and sentence relations,
Discuss about the Bloomfield and behaviorism, Speech act semantics, Speech act semantics and sentence relations, Speech act semantics and
Meaning and language use, Speech act semantics VS truth condition semantics.
100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980.
Pragmatic and Semantic Syllabus
10
understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
Speech act semantics and non declarative sentence. Pragmatics.
non declarative sentence. Pragmatics.
The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983. Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. Press
12 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics,
Able to understand the Word, lexical item and homonimy, Lexical structure, Componential analysis and lexical relations, The relationship between lexical items and components, Deep structure and sentence meaning, Definition of deep structure,
Discuss about the Word, lexical item and homonimy, Lexical structure, Componential analysis and lexical relations, The relationship between lexical items and components, Deep structure and sentence meaning, Definition of deep structure, Limitation of choices,
The formalization of word meaning, Sentence meaning
100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980. The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
Pragmatic and Semantic Syllabus
11
meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
Limitation of choices, Negation
Negation 4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983. Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. Press
13 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
Able to understand Four kinds of ambiguity. Ambiguity test Ambiguity and negation. Quantifiers and the problems of ambiguity tests.
Discussing the Four kinds of ambiguity. Ambiguity test Ambiguity and negation. Quantifiers and the problems of ambiguity tests.
Ambiguity and vagueness 100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980. The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983.
Pragmatic and Semantic Syllabus
12
Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. Press
14 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
Able to understand Deep structure and feature semantics. Surface structure and feature semantics.
Discussing Deep structure and feature semantics. Surface structure and feature semantics.
Syntax and semantics 100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980. The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983. Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. Press
Pragmatic and Semantic Syllabus
13
15 Students are able to describe and use the theories of pragmatics in breaking up the hidden meaning of texts whether they are written or oral, to understand theoretical and applied semantics, componential analysis, structural semantics and lexicology, the independence of syntax and semantics, meaning and language use, meaning and language forms, meaning and truth, sentence meaning and vagueness in English language.
Able to understand Deep structure and feature semantics. Surface structure and feature semantics.
Discussing Deep structure and feature semantics. Surface structure and feature semantics.
Syntax and semantics 100’ 1. Yule, George. 1953. pragmatics. New York: Oxford University Press.Handbooks of Pragmatics (collection of articles)
2. Fodor, Dean Fodor. 1980. The Theories of Meaning in Generative Grammar. Cambridge: Harvard University Press.
3. Hofmann T. R. 1993. Realms of Meaning. London: Longman.
4. Lyons, John. 1979. Semantics. Cambridge: Cambridge University Press.
5. Palmer, F. R. 1983. Semantics. Cambridge: Cambridge University Press.
6. Ulmann, Stephen. 1983. Semantics: The Science of Meaning. Oxford: Basil Blackwell.
7. Wahab, Abdul. 1995. Teori Semantik. Surabaya: Airlangga Univ. Press
16 FINAL TEST
SYLLABUS
Department : English Literature Code : MKK - 240 Subject : Theory of Literature Credit : 2 credits Semester : V Prerequisite : -
Description : This course is designed to enable the students to have a comprehensive understanding on some theories of
literature and its details.
Competence : Students are expected to be able to: 1) know some prominent figures in literary studies and understand their critical
thinking; 2) differenciate some fundamental concepts of literature; and 3) apply appropirate literary theory/ies in
literary research.
Meeting Basic Competence Indicator Learning Experience Subject Matter Time
(Minute) Source Evaluation
1 Students are able to (a)
describe the strenght
and weaknesses of
some literary theories
and (b) apply the
theories in their
analysis.
Students are able
to explain the
historical phases of
literary criticism
and the significance
of understanding
and applying some
literary theories.
1. Reading on Literary
Theories and some
current issues on the
development of
literary theories.
2. Discussion on the
significance of
literary theories and
their application;
3. Introduction
4. Mimetic Criticism: Reality as
Context
100’ 1. A History of
Literary
Criticism: From
Plato to the
Present (Habib,
2005)
2. Context for
Criticism
(Keesey, 1994:
1. Indivial
Assignment
2. Group
Assignment
4. Middle Test
5. Final Test
literary works as
imitation of life; and
Plato, Aristotles &
Socrates’
perspectives on
memetic.
187 – 241)
2 Students are able to
decribe the basic ideas
of Formalism and its
focus of study.
Students are able
to (a) explain
Formalism and its
prominent figures
including their
critical thinking and
(b) apply Formalism
in literary study.
1. Reading on
Formalism that
emphasizes on the
form (internal
structure of the text)
and some important
figures in Formalism
(Victor Shklovsky;
Boris Eichenbaum;
Mikhail M. Bakhtin;
Roman Jakobson;
and some others).
2. Discussion on
Russian & American
Formalism and some
ctritical thoughts of
some formalists
Formalism 100’ 1. A History of
Literary
Criticism: From
Plato to the
Present (Habib,
2005: 602 – 630)
2. Context for
Criticism
(Keesey, 1994:
65 – 112)
3 Students are able to
describe the basic ideas
of Structuralism and its
focus of study
Students are able
to (a) explain
Structuralism and
its prominent
figures including
their critical
thinking and (b)
apply Structuralism
1. Reading on the
history of
Stucturalism and its
basic ideas.
2. Discussion on (a) the
concept of
Structuralism in
Structuralism 100’ A History of Literary
Criticism: From Plato
to the Present
(Habib, 2005: 631 –
648)
in literary study. language and
literature and (b) the
foundations of
Structuralism laid in
the work of the Swiss
linguist Ferdinant de
Saussure, whose
insights were
developed by the
French
anthropologist
Claude Levi-Strauss,
Roland Barthes, and
some others
4 Students are able to
describe the basic ideas
Reader-Response &
Reception Criticism and
its focus of study
Students are able
to (a) explain
Reader-Response &
Reception Criticism
and its prominent
figures including
their critical
thinking and (b)
apply Reader-
Response &
Reception Criticism
in literary study.
1. Reading on the
history of Reader-
Response &
Reception Criticism
and its basic ideas.
2. Discussion on the
theoretical
perpsepctive of
Reader-Response &
Reception
Criticism(Edmund
Husserl; Martin
Heideggar; Hans
Robert Jauss;
Wolfeng Iser; and
Stanley Fish); the
role of the reader or
Reader-Response & Reception
Criticism
100’ 1. A History of
Literary
Criticism: From
Plato to the
Present (Habib,
2005: 708 – 736)
2. Context for
Criticism
(Keesey, 1994:
119 – 179)
audience of a literary
work; and
hermeneutic
theories developend
by Friedrich
Schleiermacher,
Martin Heidegger,
and Hans George
Gadamer, as well as
the
phenomenological
theories inspired by
Edmund Husserl &
Roman Ingarden.
5 Students are able to
describe the basic ideas
of Feminist Criticism
and its focus of study
Students are able
to (a) explain
Feminist Criticism
and its prominent
figures including
their critical
thinking and (b)
Feminist Criticism
in literary study.
1. Reading on the
history of Feminist
Criticism and its
basic ideas.
2. Discussion on the
theorical
perspectives of
Feminist Criticism
that comprises
female literary
tradition; the
representation of
women in male
literature; the role of
gender in both
literary creation and
literary criticism (as
Feminist Criticism 100’ A History of Literary
Criticism: From Plato
to the Present
(Habib, 2005: 667 –
707)
studied in so called
”gynocriticism”); the
connection between
gender and various
aspects of literary
form; French,
American and British
Feminism; and some
prominent figures,
such as Virginia
Woolf, Simone de
Beauvoir, Elaine
Showalter, Michele
Barrett, Julia
Kristeva, and Helena
Cixous.
6 Middle Test
6 Students are able to
describe the basic ideas
Psychoanalytic
Criticism and its focus
of study
Students are able
to (a) explain
Psychoanalytic
Criticism and its
prominent figures
including their
critical thinking and
(b) apply
Psychoanalytic
Criticism in literary
study.
1. Reading on the
history of
Psychoanalytic
Criticism and its
basic ideas.
2. Discussion on the
theoretical
perspective of
Psychoanalytic
Criticism that
comprises
psychological
dimensions of
literature, ranging
Psychoanalytic Criticism 100’ A History of Literary
Criticism: From Plato
to the Present
(Habib, 2005: 571 –
601)
from an author’s
motivation and
intentions to the
effect of texts and
performances on an
audience (the
application of
psychoanalytic
principles to the
study of literature);
Freud’s dream
interpretation to
literary texts;
analysis of the
motives of an
author, of readers,
and fictional
characters, relating
to a text to features
of the author’s
biography such as
childhood memories,
relationship to
parents; the nature
of the creative
process; the
psychology of
reader’s responses
to literary texts;
interpretation of
symbols in the text –
to unearth latent
meanings; analysis of
the connection
between various
authors in a literary
tradition;
examination of
geneder role and
stereotypes; and the
function of language
in the constitution of
the conscious and
unconscious.
7 Students are able to
describe the basic ideas
Post-structural
Criticism and its focus
of study
Students are able
to (a) explain Post-
structural Criticism
and its prominent
figures including
their critical
thinking and (b)
apply Post-
structural Criticism
in literary study.
1. Reading on the
history of Post-
structural Criticism
and its basic ideas.
2. Discussion on the
way of reading texts
that combines and
extends formal and
intertextual analysis.
It also offers a
metacritical and
skeptical critique of
all contexts and
systems and theories
of reading. Further
discussion is on the
prominent figures of
post-structuralism.
Post-structural Criticism:
Language as Context
100’ Context for Criticism
(Keesey, 1994: 335 –
402)
8 Students are able to
describe the basic ideas
Intertextual Criticism
and its focus of study
Students are able
to (a) explain
Intertextual
Criticism and its
prominent figures
including their
critical thinking and
(b) apply
Intertextual
Criticism in literary
study.
1. Reading the history
of Intertextual
Criticism and its
basic ideas.
2. Discussion on some
prominent figures in
Intertextuality
(Graham Allen;
Michael S. Macovski;
Julia Kristeva;
Michael Worton &
Judith Still; Harold
Bloom; and some
others) and their
critical thinking.
Further discussion on
the notion that
theory of
intertextuality insists
that a text cannot
exist as a hermetic or
self-sufficient whole,
and so does not
function as a closed
system.
Intertextual Criticism 100’ Context for Criticism
(Keesey, 1994: 257 –
318)
9 Students are able to
describe the basic ideas
Historical Criticism and
its focus of study
Students are able
to (a) explain
Historical Criticism
and its prominent
figures including
their critical
1. Reading the history
of Historical Criticism
and its basic ideas.
2. Discussion on history
and aesthetic that do
seem to have vital
Historical Criticism 100’ Context for Criticism
(Keesey, 1994: 9 –
59)
thinking and (b)
apply Historical
Criticism in literary
study.
fact in common, that
they are concerned
with events which
are particular and
individual rather
than instances of the
application of
scientific law.
Further discussion
that historicism
began toward the
end 18th century
with German writers
such Herder, and
continued through
the 19th century
historians Von Ranke
& Meinecke.
10 Students are able to
describe the basic ideas
New Historicism and its
focus of study
Students are able
to (a) explain New
Historicism and its
prominent figures
including their
critical thinking and
(b) apply New
Historicism in
literary study.
1. Reading the history
of New Historicism
and its basic ideas.
2. Discussion on the
view that literary
text not as somehow
unique but as a kind
of discourse situated
within a complex of
cultural discourses –
religious, political,
economic, aesthetic
– which both shaped
New Historicism 100’ A History of Literary
Criticism: From Plato
to the Present
(Habib, 2005: 760 –
770)
it and, in their turn,
were shaped by it.
’History’ itself is a
text, an
interpretation, and
that there is no
single history.
Further discussion is
on some prominent
figures of New
Historicism (Stephen
Greenblatt, Michel
Foucault, etc.)
11 Students are able to
describe the basic ideas
Post-colonial Criticism
and its focus of study
Students are able
to (a) explain Post-
colonial Criticism
and its prominent
figures including
their critical
thinking and (b)
apply Post-colonial
Criticism in literary
study.
1. Reading the history
of Post-colonial
Criticism and its
basic ideas.
2. Discussion on
postcolonial
literature and
criticism arose both
during and after the
struggles of many
nations in Africa,
Asia, Latin America
(now referred to as
the ”tricontinent”
rather than the
”third world”), and
elsewhere for
Post-colonial Criticism 100’ A History of Literary
Criticism: From Plato
to the Present
(Habib, 2005: 737 –
759)
independence from
colonial rule. Post-
colonialism has
embraced a number
of aims: most
fundamentally, to
examine the history
of colonialism from
the perspective of
the colonized; to
determine the
politic, political, and
cultural impact of
colonialism on both
the colonized
peoples and the
colonizing powers; to
analyze the process
of decolonialization,
and above all, to
participate in goals
of political liberation,
which includes equal
access to material
resources, the
contestation of
forms of domination,
and the articulation
of political and
cultural identities.
Furhter discussion is
on some figures that
focus their study on
post-colonial
literature (Frantz
Fanon, Edward Said,
Gayatri Chakravorty
Spivak, Homi
Bhabha, Henry Louis
Gates, Jr.)
12 Students are able to
describe the basic ideas
Deconstruction and its
focus of study
Students are able
to (a) explain
Deconstruction and
its prominent
figures including
their critical
thinking and (b)
apply
Deconstruction in
literary study.
1. Reading the history
of Deconstruction
and its basic ideas
(Jacques Derrida).
2. Discussion on the
most fundamental
project of
deconstruction that
is to display the
operations of
”logocentrism” in
any text (where the
meaning of a ”text”
is broadened to
include not merely
written treatises in a
variety of disciplines
but the entire range
of their political,
theological, social,
and intellectual
contexts, as
manifested primarily
Deconstruction 100’ A History of Literary
Criticism: From Plato
to the Present
(Habib, 2005: 649 –
666)
in their use of
language).
13 Discussion & Review 100’
14 Discussion & Review 100’
15 Discussion & Review 100’
16 100’ Final Test
References:
Compulsory Books
Habib, M.A.R. 2005. A History of Literary Criticism: From Plato to the Present. Victoria: Blackwell Publishing.
Keesey, Donald. 1994. Contexts for Criticism. London: Mayfield Publishing Company.
Supplementary Books
Eagleton, Terry. 1996. Literary Theory: An Introduction. Minneapolis: The University of Minneasota Press.
Culler, Jonathan. 1997. Literary Theory: A Very Short Introduction. Oxford: Oxford University Press.
Psycholinguistics Syllabus
2
SYLLABUS Department : English Code : MKK – 241 Subject : Psycholinguistics Credit : 2 sks Semester : ....... (.......) Prerequisite : - Description : This course equips students with the psychological factors which involve First Language Learning, Second Language Learning, Language, Mind, and the Brain, Mental Grammar and Language Processing.
Competence : Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand the Course.
Overview on the Course. Introduction to the course 100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State University Press.
3. Lenneberg, Eric. 1967. Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
Psycholinguistics Syllabus
3
5. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited
2 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand Children and language
Lecturing, discussing, and group presentation
Children and language 100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State University Press.
3. Lenneberg, Eric. 1967. Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited
3 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and
Able to understand Children and language
Lecturing, discussing, and group presentation
Children and language 100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language
Psycholinguistics Syllabus
4
produce language Files. The Ohio State University Press.
3. Lenneberg, Eric. 1967. Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited
4 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand Deaf and language
Lecturing, discussing, and group presentation
Deaf and language 100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State University Press.
3. Lenneberg, Eric. 1967. Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001.
Psycholinguistics Syllabus
5
Psycholinguistics; Language, Mind and World. London: Person Education Limited
5 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand the Theory of language learning
Lecturing, discussing, and group presentation
Theory of language learning 100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State University Press.
3. Lenneberg, Eric. 1967. Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited
6 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand First language acquisition
Lecturing, discussing, and group presentation
First language acquisition 100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State
Psycholinguistics Syllabus
6
University Press. 3. Lenneberg, Eric. 1967.
Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited
7 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand First language acquisition
Lecturing, discussing, and group presentation
First language acquisition 100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State University Press.
3. Lenneberg, Eric. 1967. Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001. Psycholinguistics;
Psycholinguistics Syllabus
7
Language, Mind and World. London: Person Education Limited
8 MIDTERM TEST
9 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand Children and adults in second language learning
Lecturing, discussing, and group presentation
Children and adults in second language learning
100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State University Press.
3. Lenneberg, Eric. 1967. Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited
10 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand Bilingualism, cognition, transfer, and learning strategies
Lecturing, discussing, and group presentation
Bilingualism, cognition, transfer, and learning strategies
100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State
Psycholinguistics Syllabus
8
University Press. 3. Lenneberg, Eric. 1967.
Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited
11 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand Language thought and culture
Lecturing, discussing, and group presentation
Language thought and culture 100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State University Press.
3. Lenneberg, Eric. 1967. Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001. Psycholinguistics;
Psycholinguistics Syllabus
9
Language, Mind and World. London: Person Education Limited
12 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand Language knowledge
Lecturing, discussing, and group presentation
Language knowledge 100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State University Press.
3. Lenneberg, Eric. 1967. Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited
13 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand Language and the brain
Lecturing, discussing, and group presentation
Language and the brain 100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State University Press.
Psycholinguistics Syllabus
10
3. Lenneberg, Eric. 1967. Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited
14 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand Language criteria for assessing grammar
Lecturing, discussing, and group presentation
Language criteria for assessing grammar
100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State University Press.
3. Lenneberg, Eric. 1967. Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and
Psycholinguistics Syllabus
11
World. London: Person Education Limited
15 Students are expected to be familiar with the psychological factors that enable humans to acquire, use, comprehend and produce language
Able to understand Natural grammar
Lecturing, discussing, and group presentation
Natural grammar 100’ 1. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited.
2. Stewart. 2001. Language Files. The Ohio State University Press.
3. Lenneberg, Eric. 1967. Biological Foundation of Language. New York: John Wiley & Sons
4. Taylor, Insup. 1990. Psycholinguist: Learning, and Using Language. U S A. Prentice Hall, Inc.
5. Steinberg , Danny D. 2001. Psycholinguistics; Language, Mind and World. London: Person Education Limited
16 FINAL TEST
C. Matakuliah Keahlian Berkarya (MKB)
Chinese 1 Syllabus
2
SYLLABUS Department : English Code : MKB – 301 Subject : Chinese 1 Credit : 4 sks Semester : I (one) Prerequisite : - Description : Language proficiency program specially designed for basic Chinese 1 learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes. Competence : Students are able to acquire both receptive and productive skills in the use of basic Chinese 1.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Han Yu Pin Yin
Discussion and praxis Han Yu Pin Yin
Han Yu Pin Yin 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Han Yu Pin Yin
Discussion and praxis Han Yu Pin Yin
Han Yu Pin Yin 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
3 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Han Yu Pin Yin
Discussion and praxis Han Yu Pin Yin
Han Yu Pin Yin 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 1 Syllabus
3
4 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Han Yu Pin Yin
Discussion and praxis Han Yu Pin Yin
Han Yu Pin Yin 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
5 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Bi Shun Bi Hua
Discussion and praxis Bi Shun Bi Hua
Bi Shun Bi Hua 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
6 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Bi Shun Bi Hua
Discussion and praxis Bi Shun Bi Hua
Bi Shun Bi Hua 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
7 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Bi Shun Bi Hua
Discussion and praxis Bi Shun Bi Hua
Bi Shun Bi Hua 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
8 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Bi Shun Bi Hua
Discussion and praxis Bi Shun Bi Hua
Bi Shun Bi Hua 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
9 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Shu Shu Zi
Discussion and praxis Shu Shu Zi
Shu Shu Zi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
10 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Shu Shu Zi
Discussion and praxis Shu Shu Zi
Shu Shu Zi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 1 Syllabus
4
11 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Shu Shu Zi
Discussion and praxis Shu Shu Zi
Shu Shu Zi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
12 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Shu Shu Zi
Discussion and praxis Shu Shu Zi
Shu Shu Zi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
13 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Shi Jian Ci
Discussion and praxis Shi Jian Ci
Shi Jian Ci 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
14 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Shi Jian Ci
Discussion and praxis Shi Jian Ci
Shi Jian Ci 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
15 MIDTERM TEST
16 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Jia Li Ren
Discussion and praxis Jia Li Ren
Jia Li Ren 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
17 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Jia Li Ren
Discussion and praxis Jia Li Ren
Jia Li Ren Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 1 Syllabus
5
18 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Jia Li Ren
Discussion and praxis Jia Li Ren
Jia Li Ren Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
19 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Jia Li Ren
Discussion and praxis Jia Li Ren
Jia Li Ren Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
20 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Nian Yue Ri
Discussion and praxis Nian Yue Ri
Nian Yue Ri Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
21 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Nian Yue Ri
Discussion and praxis Nian Yue Ri
Nian Yue Ri Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
23 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Nian Yue Ri
Discussion and praxis Nian Yue Ri
Nian Yue Ri Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
24 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Nian Yue Ri
Discussion and praxis Nian Yue Ri
Nian Yue Ri Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
25 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Zi Wo Jie Shao
Discussion and praxis Zi Wo Jie Shao
Zi Wo Jie Shao Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 1 Syllabus
6
26 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Zi Wo Jie Shao
Discussion and praxis Zi Wo Jie Shao
Zi Wo Jie Shao Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
27 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Zi Wo Jie Shao
Discussion and praxis Zi Wo Jie Shao
Zi Wo Jie Shao Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
28 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Yi Tian Te Shi
Discussion and praxis Yi Tian Te Shi
Yi Tian Te Shi Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
29 Students are able to acquire both receptive and productive skills in the use of basic Chinese 1
Students are able to understand and comprehend Yi Tian Te Shi
Discussion and praxis Yi Tian Te Shi
Yi Tian Te Shi Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
30 FINAL TEST
Chinese 2 Syllabus
2
SYLLABUS Department : English Code : MKB – 302 Subject : Chinese 2 Credit : 4 sks Semester : II (two) Prerequisite : Chinese 1 Description : Language proficiency program specially designed for basic Chinese 2 learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes. Competence : Students are able to acquire both receptive and productive skills in the use of basic Chinese 2.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Wen Hou
Discussion and praxis Wen Hou
Wen Hou 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Wen Hou
Discussion and praxis Wen Hou
Wen Hou 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
3 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Wen Hou
Discussion and praxis Wen Hou
Wen Hou 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 2 Syllabus
3
4 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Wen Hou
Discussion and praxis Wen Hou
Wen Hou 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
5 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Huan Ying
Discussion and praxis Huan Ying
Huan Ying 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
6 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Huan Ying
Discussion and praxis Huan Ying
Huan Ying 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
7 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Huan Ying
Discussion and praxis Huan Ying
Huan Ying 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
8 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Huan Ying
Discussion and praxis Huan Ying
Huan Ying 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
9 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Zao Shang Hao
Discussion and praxis Zao Shang Hao
Zao Shang Hao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
10 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Zao Shang Hao
Discussion and praxis Zao Shang Hao
Zao Shang Hao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 2 Syllabus
4
11 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Zao Shang Hao
Discussion and praxis Zao Shang Hao
Zao Shang Hao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
12 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Zao Shang Hao
Discussion and praxis Zao Shang Hao
Zao Shang Hao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
13 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Ni Hao Ma
Discussion and praxis Ni Hao Ma
Ni Hao Ma 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
14 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Ni Hao Ma
Discussion and praxis Ni Hao Ma
Ni Hao Ma 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
15 MIDTERM TEST
16 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Jian Peng Yu
Discussion and praxis Jian Peng Yu
Jian Peng Yu 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
17 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Jian Peng Yu
Discussion and praxis Jian Peng Yu
Jian Peng Yu 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 2 Syllabus
5
18 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Jian Peng Yu
Discussion and praxis Jian Peng Yu
Jian Peng Yu 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
19 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Jian Peng Yu
Discussion and praxis Jian Peng Yu
Jian Peng Yu 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
20 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Qu Nar
Discussion and praxis Qu Nar
Qu Nar 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
21 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Qu Nar
Discussion and praxis Qu Nar
Qu Nar 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
23 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Qu Nar
Discussion and praxis Qu Nar
Qu Nar 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
24 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Qu Nar
Discussion and praxis Qu Nar
Qu Nar 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
25 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Wen Xing Ming
Discussion and praxis Wen Xing Ming
Wen Xing Ming 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 2 Syllabus
6
26 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Wen Xing Ming
Discussion and praxis Wen Xing Ming
Wen Xing Ming 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
27 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Wen Xing Ming
Discussion and praxis Wen Xing Ming
Wen Xing Ming 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
28 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Jie Shao Beng Yu
Discussion and praxis Jie Shao Beng Yu
Jie Shao Beng Yu 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
29 Students are able to acquire both receptive and productive skills in the use of basic Chinese 2
Students are able to understand and comprehend Jie Shao Beng Yu
Discussion and praxis Jie Shao Beng Yu
Jie Shao Beng Yu 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
30 FINAL TEST
Chinese 3 Syllabus
2
SYLLABUS Department : English Code : MKB – 303 Subject : Chinese 3 Credit : 4 sks Semester : III (three) Prerequisite : Chinese 2 Description : Language proficiency program specially designed for basic Chinese 3 learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes. Competence : Students are able to acquire both receptive and productive skills in the use of basic Chinese 3.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Zai Xue Xiao
Discussion and praxis Zai Xue Xiao
Zai Xue Xiao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Zai Xue Xiao
Discussion and praxis Zai Xue Xiao
Zai Xue Xiao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
3 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Zai Xue Xiao
Discussion and praxis Zai Xue Xiao
Zai Xue Xiao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 3 Syllabus
3
4 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Zai Xue Xiao
Discussion and praxis Zai Xue Xiao
Zai Xue Xiao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
5 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Hu Xiang Jie Shao
Discussion and praxis Hu Xiang Jie Shao
Hu Xiang Jie Shao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
6 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Hu Xiang Jie Shao
Discussion and praxis Hu Xiang Jie Shao
Hu Xiang Jie Shao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
7 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Hu Xiang Jie Shao
Discussion and praxis Hu Xiang Jie Shao
Hu Xiang Jie Shao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
8 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Hu Xiang Jie Shao
Discussion and praxis Hu Xiang Jie Shao
Hu Xiang Jie Shao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
9 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Zai Su She
Discussion and praxis Zai Su She
Zai Su She 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
10 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Zai Su She
Discussion and praxis Zai Su She
Zai Su She 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 3 Syllabus
4
11 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Zai Su She
Discussion and praxis Zai Su She
Zai Su She 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
12 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Zai Su She
Discussion and praxis Zai Su She
Zai Su She 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
13 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Qu Xue Xiao
Discussion and praxis Qu Xue Xiao
Qu Xue Xiao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
14 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Qu Xue Xiao
Discussion and praxis Qu Xue Xiao
Qu Xue Xiao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
15 MIDTERM TEST
16 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Qu Xue Xiao
Discussion and praxis Qu Xue Xiao
Qu Xue Xiao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
17 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Qu Xue Xiao
Discussion and praxis Qu Xue Xiao
Qu Xue Xiao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 3 Syllabus
5
18 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Qu Xue Xiao
Discussion and praxis Qu Xue Xiao
Qu Xue Xiao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
19 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Qu Xue Xiao
Discussion and praxis Qu Xue Xiao
Qu Xue Xiao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
20 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Da Dian Hua
Discussion and praxis Da Dian Hua
Da Dian Hua 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
21 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Da Dian Hua
Discussion and praxis Da Dian Hua
Da Dian Hua 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
23 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Da Dian Hua
Discussion and praxis Da Dian Hua
Da Dian Hua 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
24 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Da Dian Hua
Discussion and praxis Da Dian Hua
Da Dian Hua 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
25 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Kan Dian Shi
Discussion and praxis Kan Dian Shi
Kan Dian Shi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 3 Syllabus
6
26 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Kan Dian Shi
Discussion and praxis Kan Dian Shi
Kan Dian Shi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
27 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Kan Dian Shi
Discussion and praxis Kan Dian Shi
Kan Dian Shi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
28 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Kan Dian Ying
Discussion and praxis Kan Dian Ying
Kan Dian Ying 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
29 Students are able to acquire both receptive and productive skills in the use of basic Chinese 3
Students are able to understand and comprehend Kan Dian Ying
Discussion and praxis Kan Dian Ying
Kan Dian Ying 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
30 FINAL TEST
Chinese 4 Syllabus
2
SYLLABUS Department : English Code : MKB – 304 Subject : Chinese 4 Credit : 4 sks Semester : IV (four) Prerequisite : Chinese 3 Description : Language proficiency program specially designed for basic Chinese 4 learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes. Competence : Students are able to acquire both receptive and productive skills in the use of basic Chinese 4.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Fang Wen
Discussion and praxis Fang Wen
Fang Wen 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Fang Wen
Discussion and praxis Fang Wen
Fang Wen 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
3 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Fang Wen
Discussion and praxis Fang Wen
Fang Wen 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 4 Syllabus
3
4 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Fang Wen
Discussion and praxis Fang Wen
Fang Wen 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
5 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Qu Shang DIan
Discussion and praxis Qu Shang DIan
Qu Shang DIan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
6 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Qu Shang DIan
Discussion and praxis Qu Shang DIan
Qu Shang DIan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
7 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Qu Shang DIan
Discussion and praxis Qu Shang DIan
Qu Shang DIan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
8 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Qu Shang DIan
Discussion and praxis Qu Shang DIan
Qu Shang DIan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
9 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Zai Shui Guo Dian
Discussion and praxis Zai Shui Guo Dian
Zai Shui Guo Dian 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
10 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Zai Shui Guo Dian
Discussion and praxis Zai Shui Guo Dian
Zai Shui Guo Dian 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 4 Syllabus
4
11 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Zai Shui Guo Dian
Discussion and praxis Zai Shui Guo Dian
Zai Shui Guo Dian 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
12 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Zai Shui Guo Dian
Discussion and praxis Zai Shui Guo Dian
Zai Shui Guo Dian 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
13 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend You Wan
Discussion and praxis You Wan
You Wan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
14 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend You Wan
Discussion and praxis You Wan
You Wan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
15 MIDTERM TEST
16 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Qu Yin Hang
Discussion and praxis Qu Yin Hang
Qu Yin Hang 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
17 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Qu Yin Hang
Discussion and praxis Qu Yin Hang
Qu Yin Hang 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 4 Syllabus
5
18 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Qu Yin Hang
Discussion and praxis Qu Yin Hang
Qu Yin Hang 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
19 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Qu Yin Hang
Discussion and praxis Qu Yin Hang
Qu Yin Hang 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
20 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Mai Dong Xi
Discussion and praxis Mai Dong Xi
Mai Dong Xi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
21 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Mai Dong Xi
Discussion and praxis Mai Dong Xi
Mai Dong Xi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
23 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Mai Dong Xi
Discussion and praxis Mai Dong Xi
Mai Dong Xi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
24 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Mai Dong Xi
Discussion and praxis Mai Dong Xi
Mai Dong Xi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
25 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Kan Zhan Lan Hui
Discussion and praxis Kan Zhan Lan Hui
Kan Zhan Lan Hui 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 4 Syllabus
6
26 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Kan Zhan Lan Hui
Discussion and praxis Kan Zhan Lan Hui
Kan Zhan Lan Hui 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
27 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Kan Zhan Lan Hui
Discussion and praxis Kan Zhan Lan Hui
Kan Zhan Lan Hui 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
28 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Qu Cai Guan
Discussion and praxis Qu Cai Guan
Qu Cai Guan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
29 Students are able to acquire both receptive and productive skills in the use of basic Chinese 4
Students able to understand and comprehend Qu Cai Guan
Discussion and praxis Qu Cai Guan
Qu Cai Guan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
30 FINAL TEST
Chinese 5 Syllabus
2
SYLLABUS Department : English Code : MKB – 305 Subject : Chinese 5 Credit : 4 sks Semester : V (five) Prerequisite : Chinese 4 Description : Language proficiency program specially designed for basic Chinese 5 learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes. Competence : Students are able to acquire both receptive and productive skills in the use of basic Chinese 5.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Han Yu Yu Fa
Discussion and praxis Han Yu Yu Fa
Han Yu Yu Fa 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Han Yu Yu Fa
Discussion and praxis Han Yu Yu Fa
Han Yu Yu Fa 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
3 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Han Yu Yu Fa
Discussion and praxis Han Yu Yu Fa
Han Yu Yu Fa 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 5 Syllabus
3
4 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Han Yu Yu Fa
Discussion and praxis Han Yu Yu Fa
Han Yu Yu Fa 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
5 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Ju Zi
Discussion and praxis Ju Zi
Ju Zi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
6 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Ju Zi
Discussion and praxis Ju Zi
Ju Zi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
7 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Ju Zi
Discussion and praxis Ju Zi
Ju Zi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
8 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Ju Zi
Discussion and praxis Ju Zi
Ju Zi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
9 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Shen Qing Gong Zuo
Discussion and praxis Shen Qing Gong Zuo
Shen Qing Gong Zuo 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
10 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Shen Qing Gong Zuo
Discussion and praxis Shen Qing Gong Zuo
Shen Qing Gong Zuo 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 5 Syllabus
4
11 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Shen Qing Gong Zuo
Discussion and praxis Shen Qing Gong Zuo
Shen Qing Gong Zuo 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
12 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Shen Qing Gong Zuo
Discussion and praxis Shen Qing Gong Zuo
Shen Qing Gong Zuo 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
13 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Mian Tan
Discussion and praxis Mian Tan
Mian Tan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
14 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Mian Tan
Discussion and praxis Mian Tan
Mian Tan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
15 MIDTERM TEST
16 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Sheng Ri
Discussion and praxis Sheng Ri
Sheng Ri 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
17 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Sheng Ri
Discussion and praxis Sheng Ri
Sheng Ri 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 5 Syllabus
5
18 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Sheng Ri
Discussion and praxis Sheng Ri
Sheng Ri 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
19 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Sheng Ri
Discussion and praxis Sheng Ri
Sheng Ri 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
20 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Xin Nian
Discussion and praxis Xin Nian
Xin Nian 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
21 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Xin Nian
Discussion and praxis Xin Nian
Xin Nian 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
23 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Xin Nian
Discussion and praxis Xin Nian
Xin Nian 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
24 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Xin Nian
Discussion and praxis Xin Nian
Xin Nian 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
25 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Sheng Bing
Discussion and praxis Sheng Bing
Sheng Bing 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 5 Syllabus
6
26 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Sheng Bing
Discussion and praxis Sheng Bing
Sheng Bing 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
27 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Sheng Bing
Discussion and praxis Sheng Bing
Sheng Bing 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
28 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Qu Yi Yuan
Discussion and praxis Qu Yi Yuan
Qu Yi Yuan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
29 Students are able to acquire both receptive and productive skills in the use of basic Chinese 5
Students able to understand and comprehend Qu Yi Yuan
Discussion and praxis Qu Yi Yuan
Qu Yi Yuan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
30 FINAL TEST
Chinese 6 Syllabus
2
SYLLABUS Department : English Code : MKB – 306 Subject : Chinese 6 Credit : 4 sks Semester : VI (six) Prerequisite : Chinese 5 Description : Language proficiency program specially designed for basic Chinese 6 learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes. Competence : Students are able to acquire both receptive and productive skills in the use of basic Chinese 6.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Tian Qi
Discussion and praxis Tian Qi
Tian Qi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Tian Qi
Discussion and praxis Tian Qi
Tian Qi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
3 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Tian Qi
Discussion and praxis Tian Qi
Tian Qi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 6 Syllabus
3
4 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Tian Qi
Discussion and praxis Tian Qi
Tian Qi 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
5 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Ai Hao
Discussion and praxis Ai Hao
Ai Hao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
6 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Ai Hao
Discussion and praxis Ai Hao
Ai Hao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
7 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Ai Hao
Discussion and praxis Ai Hao
Ai Hao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
8 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Ai Hao
Discussion and praxis Ai Hao
Ai Hao 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
9 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Zai Gong Yuan
Discussion and praxis Zai Gong Yuan
Zai Gong Yuan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
10 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Zai Gong Yuan
Discussion and praxis Zai Gong Yuan
Zai Gong Yuan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 6 Syllabus
4
11 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Zai Gong Yuan
Discussion and praxis Zai Gong Yuan
Zai Gong Yuan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
12 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Zai Gong Yuan
Discussion and praxis Zai Gong Yuan
Zai Gong Yuan 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
13 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Zai Che Sheng
Discussion and praxis Zai Che Sheng
Zai Che Sheng 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
14 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Zai Che Sheng
Discussion and praxis Zai Che Sheng
Zai Che Sheng 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
15 MIDTERM TEST
16 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Qu Ji Chang
Discussion and praxis Qu Ji Chang
Qu Ji Chang 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
17 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Qu Ji Chang
Discussion and praxis Qu Ji Chang
Qu Ji Chang 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 6 Syllabus
5
18 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Qu Ji Chang
Discussion and praxis Qu Ji Chang
Qu Ji Chang 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
19 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Qu Ji Chang
Discussion and praxis Qu Ji Chang
Qu Ji Chang 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
20 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Lii You
Discussion and praxis Lii You
Lii You 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
21 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Lii You
Discussion and praxis Lii You
Lii You 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
23 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Lii You
Discussion and praxis Lii You
Lii You 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
24 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Lii You
Discussion and praxis Lii You
Lii You 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
25 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Yun Dong
Discussion and praxis Yun Dong
Yun Dong 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
Chinese 6 Syllabus
6
26 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Yun Dong
Discussion and praxis Yun Dong
Yun Dong 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
27 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Yun Dong
Discussion and praxis Yun Dong
Yun Dong 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
28 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Fang Jia
Discussion and praxis Fang Jia
Fang Jia 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
29 Students are able to acquire both receptive and productive skills in the use of basic Chinese 6
Students are able to understand and comprehend Fang Jia
Discussion and praxis Fang Jia
Fang Jia 100’ Yayasan Pendidikan Cinta Budaya Medan, “Hanyu 400 Ju”, Nan Hua, 2004
30 FINAL TEST
Deutsch 1 Syllabus
2
SYLLABUS Department : English Code : MKB – 301 Subject : Deutsch 1 Credit : 4 sks Semester : I (one) Prerequisite : - Description : Language proficiency program specially designed for basic German 1 learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes. Competence : Students are able to acquire both receptive and productive skills in the use of basic German 1.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Sich begrűβen Sich und andere vorstellen
Discussion and praxis Sich begrűβen Sich und andere vorstellen
Erste Kontakte 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to acquire both receptive and productive skills in the use of basic
Students are able to understand and comprehend Sich begrűβen
Discussion and praxis Sich begrűβen Sich und andere vorstellen
Erste Kontakte 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch,
Deutsch 1 Syllabus
3
German 1 Sich und andere vorstellen
Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
3 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Alphabet und Zahlen
Discussion and praxis Alphabet und Zahlen
Erste Kontakte 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
4 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Alphabet und Zahlen
Discussion and praxis Alphabet und Zahlen
Erste Kontakte 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 :
Deutsch 1 Syllabus
4
Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
5 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Text: Leute leute
Discussion and praxis Text: Leute leute
Erste Kontakte 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
6 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Aufsatz schreiben
Discussion and praxis Aufsatz schreiben
Erste Kontakte 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
Deutsch 1 Syllabus
5
7 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Aufsatz schreiben
Discussion and praxis Aufsatz schreiben
Erste Kontakte 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
8 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Dialog machen
Discussion and praxis Dialog machen
Erste Kontakte 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
9 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Dialog machen
Discussion and praxis Dialog machen
Erste Kontakte 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning
Deutsch 1 Syllabus
6
bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
10 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Gegenstände im Haus und Haushalt
Discussion and praxis Gegenstände im Haus und Haushalt
Nomen und Artikel 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
11 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Gegenstände im Haus und Haushalt
Discussion and praxis Gegenstände im Haus und Haushalt
Nomen und Artikel 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als
Deutsch 1 Syllabus
7
Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
12 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Negation
Discussion and praxis Negation
Nomen und Artikel 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
13 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Negation
Discussion and praxis Negation
Nomen und Artikel 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
Deutsch 1 Syllabus
8
14 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Negation
Discussion and praxis Negation
Nomen und Artikel 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
15 MIDTERM TEST
16 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Possesive Pronomen (schreiben)
Discussion and praxis Possesive Pronomen (schreiben)
Nomen und Artikel 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
17 Students are able to acquire both receptive and productive skills in the use of basic
Students are able to understand and comprehend Possesive
Discussion and praxis Possesive Pronomen (schreiben)
Nomen und Artikel 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch,
Deutsch 1 Syllabus
9
German 1 Pronomen (schreiben)
Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
18 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Possesive Pronomen (Hörtext)
Discussion and praxis Possesive Pronomen (Hörtext)
Nomen und Artikel 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
19 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Possesive Pronomen (Hörtext)
Discussion and praxis Possesive Pronomen (Hörtext)
Nomen und Artikel 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 :
Deutsch 1 Syllabus
10
Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
20 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Lernspiel
Discussion and praxis Lernspiel
Nomen und Artikel 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
21 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Lernspiel
Discussion and praxis Lernspiel
Nomen und Artikel 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
Deutsch 1 Syllabus
11
23 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Nominativ und Akkusativ
Discussion and praxis Nominativ und Akkusativ
Essen und Trinken 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
24 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Nominativ und Akkusativ
Discussion and praxis Nominativ und Akkusativ
Essen und Trinken 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
25 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Nominativ und Akkusativ
Discussion and praxis Nominativ und Akkusativ
Essen und Trinken 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning
Deutsch 1 Syllabus
12
bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
26 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Hörtext
Discussion and praxis Hörtext
Essen und Trinken 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
27 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Hörtext
Discussion and praxis Hörtext
Essen und Trinken 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als
Deutsch 1 Syllabus
13
Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
28 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Dialog machen
Discussion and praxis Dialog machen
Essen und Trinken 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
29 Students are able to acquire both receptive and productive skills in the use of basic German 1
Students are able to understand and comprehend Dialog machen
Discussion and praxis Dialog machen
Essen und Trinken 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
30 FINAL TEST
Deutsch 2 Syllabus
2
SYLLABUS Department : English Code : MKB – 302 Subject : Deutsch 2 Credit : 4 sks Semester : II (two) Prerequisite : Deutsch 1 Description : Language proficiency program specially designed for basic German 2 learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes. Competence : Students are able to acquire both receptive and productive skills in the use of basic German 2.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Willkommen an Board (S.46-47)
Discussion and praxis Willkommen an Board (S.46-47)
Freizeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to acquire both receptive and productive skills in the use of basic
Students are able to understand and comprehend Willkommen an
Discussion and praxis Willkommen an Board (S.46-47)
Freizeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch,
Deutsch 2 Syllabus
3
German 2 Board (S.46-47) Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
3 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Uhrzeit
Discussion and praxis Uhrzeit
Freizeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
4 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Uhrzeit
Discussion and praxis Uhrzeit
Freizeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 :
Deutsch 2 Syllabus
4
Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
5 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Freizeit ...und Arbeit (S.50-51)
Discussion and praxis Freizeit ...und Arbeit (S.50-51)
Freizeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
6 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Freizeit ...und Arbeit (S.50-51)
Discussion and praxis Freizeit ...und Arbeit (S.50-51)
Freizeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
Deutsch 2 Syllabus
5
7 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Hörtext (S.52-53)
Discussion and praxis Hörtext (S.52-53)
Freizeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
8 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Hörtext (S.52-53)
Discussion and praxis Hörtext (S.52-53)
Freizeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
9 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend (Alltagsprogram)
Discussion and praxis Aufsatz schreiben (Alltagsprogram)
Freizeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning
Deutsch 2 Syllabus
6
bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
10 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend (Alltagsprogram)
Discussion and praxis Aufsatz schreiben (Alltagsprogram)
Freizeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
11 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Die Wohnung (S.58-59)
Discussion and praxis Die Wohnung (S.58-59)
Wohnen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als
Deutsch 2 Syllabus
7
Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
12 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Die Wohnung (S.58-59)
Discussion and praxis Die Wohnung (S.58-59)
Wohnen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
13 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Arbeit am Text (S.62-63)
Discussion and praxis Arbeit am Text (S.62-63)
Wohnen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
Deutsch 2 Syllabus
8
14 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Arbeit am Text (S.62-63)
Discussion and praxis Arbeit am Text (S.62-63)
Wohnen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
15 MIDTERM TEST
16 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Arbeit am Text (S.64-65)
Discussion and praxis Arbeit am Text (S.64-65)
Wohnen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
17 Students are able to acquire both receptive and productive skills in the use of basic
Students are able to understand and comprehend Arbeit am Text (S.64-65)
Discussion and praxis Arbeit am Text (S.64-65)
Wohnen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch,
Deutsch 2 Syllabus
9
German 2 Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
18 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Körper (S.70)
Discussion and praxis Der Körper (S.70)
Krankheit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
19 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Körper (S.70)
Discussion and praxis Der Körper (S.70)
Krankheit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 :
Deutsch 2 Syllabus
10
Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
20 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Hörtext (S.71)
Discussion and praxis Hörtext (S.71)
Krankheit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
21 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Hörtext (S.71)
Discussion and praxis Hörtext (S.71)
Krankheit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
Deutsch 2 Syllabus
11
23 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Dialog machen (S.73)
Discussion and praxis Dialog machen (S.73)
Krankheit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
24 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Dialog machen (S.73)
Discussion and praxis Dialog machen (S.73)
Krankheit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
25 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Dialog machen (S.73)
Discussion and praxis Dialog machen (S.73)
Krankheit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning
Deutsch 2 Syllabus
12
bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
26 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Hörtext (S.76-77)
Discussion and praxis Hörtext (S.76-77)
Krankheit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
27 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Hörtext (S.76-77)
Discussion and praxis Hörtext (S.76-77)
Krankheit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als
Deutsch 2 Syllabus
13
Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
28 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Aufsatz schreiben (S.79)
Discussion and praxis Aufsatz schreiben (S.79)
Krankheit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
29 Students are able to acquire both receptive and productive skills in the use of basic German 2
Students are able to understand and comprehend Aufsatz schreiben (S.79)
Discussion and praxis Aufsatz schreiben (S.79)
Krankheit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
30 FINAL TEST
Deutsch 3 Syllabus
2
SYLLABUS Department : English Code : MKB – 303 Subject : Deutsch 3 Credit : 4 sks Semester : III (three) Prerequisite : Deutsch 2 Description : Language proficiency program specially designed for basic German 3 learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes. Competence : Students are able to acquire both receptive and productive skills in the use of basic German 3.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Perfekt und Präteritum
Discussion and praxis Perfekt und Präteritum
Alltag 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to acquire both receptive and productive skills in
Students are able to understand and comprehend Perfekt
Discussion and praxis Perfekt und Präteritum
Alltag 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als
Deutsch 3 Syllabus
3
the use of basic German 3
und Präteritum Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
3 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Hörtext (S.82-83)
Discussion and praxis Hörtext (S.82-83)
Alltag 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
4 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Hörtext (S.82-83)
Discussion and praxis Hörtext (S.82-83)
Alltag 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als
Deutsch 3 Syllabus
4
Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
5 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Arbeitstag (S.86)
Discussion and praxis Ein Arbeitstag (S.86)
Alltag 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
6 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Arbeitstag (S.86)
Discussion and praxis Ein Arbeitstag (S.86)
Alltag 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
7 Students are able to acquire both receptive and productive skills in
Students are able to understand and comprehend Brief
Discussion and praxis Brief (S.90)
Alltag 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als
Deutsch 3 Syllabus
5
the use of basic German 3
(S.90) Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
8 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Brief (S.90)
Discussion and praxis Brief (S.90)
Alltag 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
9 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Orientierung in der Stadt
Discussion and praxis Orientierung in der Stadt
Wo? Und wohin? 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als
Deutsch 3 Syllabus
6
Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
10 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Orientierung in der Stadt
Discussion and praxis Orientierung in der Stadt
Wo? Und wohin? 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
11 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Berliner Bär (S.99-100)
Discussion and praxis Der Berliner Bär (S.99-100)
Wo? Und wohin? 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
12 Students are able to acquire both receptive and productive skills in
Students are able to understand and comprehend Berliner
Discussion and praxis Der Berliner Bär (S.99-100)
Wo? Und wohin? 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als
Deutsch 3 Syllabus
7
the use of basic German 3
Bär (S.99-100) Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
13 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Arbeit am Text (S.101-103)
Discussion and praxis Arbeit am Text (S.101-103)
Wo? Und wohin? 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
14 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Arbeit am Text (S.101-103)
Discussion and praxis Arbeit am Text (S.101-103)
Wo? Und wohin? 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als
Deutsch 3 Syllabus
8
Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
15 MIDTERM TEST
16 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Dialog spielen
Discussion and praxis Dialog spielen
Wünsche 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
17 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Dialog spielen
Discussion and praxis Dialog spielen
Wünsche 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
Deutsch 3 Syllabus
9
18 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Aufsatz schreiben
Discussion and praxis Aufsatz schreiben
Wünsche 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
19 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Aufsatz schreiben
Discussion and praxis Aufsatz schreiben
Wünsche 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
20 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Kaufen und schenken
Discussion and praxis Kaufen und schenken
Wünsche 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
Deutsch 3 Syllabus
10
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
21 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Kaufen und schenken
Discussion and praxis Kaufen und schenken
Wünsche 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
23 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Dativ und Akkusativ
Discussion and praxis Dativ und Akkusativ
Nominativ 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
Deutsch 3 Syllabus
11
24 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Dativ und Akkusativ
Discussion and praxis Dativ und Akkusativ
Nominativ 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
25 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Dativ und Akkusativ
Discussion and praxis Dativ und Akkusativ
Personal Pronemen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
26 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Dativ und Akkusativ
Discussion and praxis Dativ und Akkusativ
Personal Pronemen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
Deutsch 3 Syllabus
12
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
27 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Komparativ und Superlativ
Discussion and praxis Komparativ und Superlativ
Die Steigerung 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
28 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Komparativ und Superlativ
Discussion and praxis Komparativ und Superlativ
Die Steigerung 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
Deutsch 3 Syllabus
13
29 Students are able to acquire both receptive and productive skills in the use of basic German 3
Students are able to understand and comprehend Komparativ und Superlativ
Discussion and praxis Komparativ und Superlativ
Die Steigerung 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 1 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
30 FINAL TEST
Deutsch 4 Syllabus
2
SYLLABUS Department : English Code : MKB – 304 Subject : Deutsch 4 Credit : 4 sks Semester : IV (four) Prerequisite : Deutsch 3 Description : Language proficiency program specially designed for basic German 4 learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes. Competence : Students are able to acquire both receptive and productive skills in the use of basic German 4.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Wie sehen die Personen aus?
Discussion and praxis Wie sehen die Personen aus?
Aussehen und Persönlichkeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to acquire both receptive and productive skills in
Students are able to understand and comprehend Wie
Discussion and praxis Wie sehen die Personen aus?
Aussehen und Persönlichkeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als
Deutsch 4 Syllabus
3
the use of basic German 4
sehen die Personen aus?
Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
3 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Gesicht (S.9-10)
Discussion and praxis Gesicht (S.9-10)
Aussehen und Persönlichkeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
4 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Gesicht (S.9-10)
Discussion and praxis Gesicht (S.9-10)
Aussehen und Persönlichkeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als
Deutsch 4 Syllabus
4
Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
5 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Arbeit am Text (S.13)
Discussion and praxis Ein Arbeit am Text (S.13)
Aussehen und Persönlichkeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
6 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Arbeit am Text (S.13)
Discussion and praxis Ein Arbeit am Text (S.13)
Aussehen und Persönlichkeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
7 Students are able to acquire both receptive and productive skills in
Students are able to understand and comprehend Was
Discussion and praxis Was ziehen Sie an?(S.14-15)
Aussehen und Persönlichkeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als
Deutsch 4 Syllabus
5
the use of basic German 4
ziehen Sie an?(S.14-15)
Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
8 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Was ziehen Sie an?(S.14-15)
Discussion and praxis Was ziehen Sie an?(S.14-15)
Aussehen und Persönlichkeit 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
9 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Das will ich werden
Discussion and praxis Das will ich werden
Schule, Ausbildung, und Beruf 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als
Deutsch 4 Syllabus
6
Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
10 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Leser Umfrage (S.24)
Discussion and praxis Leser Umfrage (S.24)
Schule, Ausbildung, und Beruf 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
11 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend wollte-sollte-musste-konnte-durfte (S.25)
Discussion and praxis wollte-sollte-musste-konnte-durfte (S.25)
Schule, Ausbildung, und Beruf 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
12 Students are able to acquire both receptive and productive skills in
Students are able to understand and comprehend wollte-
Discussion and praxis wollte-sollte-musste-konnte-durfte (S.25)
Schule, Ausbildung, und Beruf 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als
Deutsch 4 Syllabus
7
the use of basic German 4
sollte-musste-konnte-durfte (S.25)
Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
13 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend wollte-sollte-musste-konnte-durfte (S.25)
Discussion and praxis wollte-sollte-musste-konnte-durfte (S.25)
Schule, Ausbildung, und Beruf 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
14 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Schule ...und was dann? (S.26)
Discussion and praxis Schule ...und was dann? (S.26)
Schule, Ausbildung, und Beruf 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als
Deutsch 4 Syllabus
8
Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
15 MIDTERM TEST
16 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Schule ...und was dann? (S.26)
Discussion and praxis Schule ...und was dann? (S.26)
Schule, Ausbildung, und Beruf 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
17 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Arbeit am Text (S.29)
Discussion and praxis Arbeit am Text (S.29)
Schule, Ausbildung, und Beruf 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
18 Students are able to acquire both receptive
Students are able to understand and
Discussion and praxis Arbeit am Text (S.29)
Schule, Ausbildung, und Beruf 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 :
Deutsch 4 Syllabus
9
and productive skills in the use of basic German 4
comprehend Arbeit am Text (S.29)
Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
19 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Bewerbungsbrief und Lebenslauf
Discussion and praxis Bewerbungsbrief und Lebenslauf
Schule, Ausbildung, und Beruf 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
20 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Bewerbungsbrief und Lebenslauf
Discussion and praxis Bewerbungsbrief und Lebenslauf
Schule, Ausbildung, und Beruf 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 :
Deutsch 4 Syllabus
10
Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
21 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Sendungen und Fernsehprogram
Discussion and praxis Sendungen und Fernsehprogram
Schule, Ausbildung, und Beruf 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
23 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Sendungen und Fernsehprogram
Discussion and praxis Sendungen und Fernsehprogram
Unterhaltung und Fernsehen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
24 Students are able to acquire both receptive
Students are able to understand and
Discussion and praxis Arbeit am Text (S.38)
Unterhaltung und Fernsehen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 :
Deutsch 4 Syllabus
11
and productive skills in the use of basic German 4
comprehend Arbeit am Text (S.38)
Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
25 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Arbeit am Text (S.38)
Discussion and praxis Arbeit am Text (S.38)
Unterhaltung und Fernsehen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
26 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Refleksiv Verben und Lieder
Discussion and praxis Refleksiv Verben und Lieder
Unterhaltung und Fernsehen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 :
Deutsch 4 Syllabus
12
Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
27 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Refleksiv Verben und Lieder
Discussion and praxis Refleksiv Verben und Lieder
Unterhaltung und Fernsehen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
28 Students are able to acquire both receptive and productive skills in the use of basic German 4
Students are able to understand and comprehend Arbeit am Text ( S.43-44)
Discussion and praxis Arbeit am Text ( S.43-44)
Unterhaltung und Fernsehen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
29 Students are able to acquire both receptive
Students are able to understand and
Discussion and praxis Arbeit am Text ( S.43-44)
Unterhaltung und Fernsehen 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 :
Deutsch 4 Syllabus
13
and productive skills in the use of basic German 4
comprehend Arbeit am Text ( S.43-44)
Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 1 – 3). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 1 – 3). Ismaning bei München : Max Hueber Verlag.
30 FINAL TEST
Deutsch 5 Syllabus
2
SYLLABUS Department : English Code : MKB – 305 Subject : Deutsch 5 Credit : 4 sks Semester : V (five) Prerequisite : Deutsch 4 Description : Language proficiency program specially designed for basic German 5 learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes. Competence : Students are able to acquire both receptive and productive skills in the use of basic German 5.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
Industrie, Arbeit, und Wirtschaft 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to acquire both receptive and productive skills in
Students are able to understand and comprehend
Discussion and praxis mündliche Prüfung
Industrie, Arbeit, und Wirtschaft 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als
Deutsch 5 Syllabus
3
the use of basic German 5
mündliche Prüfung Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
3 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
Industrie, Arbeit, und Wirtschaft 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
4 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Gehalt. Wofür (S.57)
Discussion and praxis mündliche Prüfung
Industrie, Arbeit, und Wirtschaft 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als
Deutsch 5 Syllabus
4
Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
5 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Lesen und Schreiben Test
Familie 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
6 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Lesen und Schreiben Test
Familie 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
7 Students are able to acquire both receptive and productive skills in
Students are able to understand and comprehend Hören
Discussion and praxis Hören Test
Familie 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als
Deutsch 5 Syllabus
5
the use of basic German 5
Test Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
8 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Hören Test
Discussion and praxis Hören Test
Familie 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
9 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
Familie 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als
Deutsch 5 Syllabus
6
Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
10 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
Natur und Umwelt 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
11 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Lesen und Schreiben Test
Natur und Umwelt 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
12 Students are able to acquire both receptive and productive skills in
Students are able to understand and comprehend Lesen
Discussion and praxis Lesen und Schreiben Test
Natur und Umwelt 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als
Deutsch 5 Syllabus
7
the use of basic German 5
und Schreiben Test Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
13 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Hören Test
Discussion and praxis Hören Test
Natur und Umwelt 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
14 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Hören Test
Discussion and praxis Hören Test
Natur und Umwelt 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 4 – 6). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als
Deutsch 5 Syllabus
8
Fremsprache (Arbeitsbuch, Lektion 4 – 6). Ismaning bei München : Max Hueber Verlag.
15 MIDTERM TEST
16 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
Deutsche im Ausland und Ausländer in Deutschland
100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
17 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
Deutsche im Ausland und Ausländer in Deutschland
100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
18 Students are able to acquire both receptive
Students are able to understand and
Discussion and praxis mündliche Prüfung
Deutsche im Ausland und Ausländer in Deutschland
100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 :
Deutsch 5 Syllabus
9
and productive skills in the use of basic German 5
comprehend mündliche Prüfung
Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
19 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Gehalt. Wofür (S.57)
Discussion and praxis mündliche Prüfung
Deutsche im Ausland und Ausländer in Deutschland
100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
20 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Lesen und Schreiben Test
Nachrichten und Politik 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 :
Deutsch 5 Syllabus
10
Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
21 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Lesen und Schreiben Test
Nachrichten und Politik 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
23 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Hören Test
Discussion and praxis Lesen und Schreiben Test
Nachrichten und Politik 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
24 Students are able to acquire both receptive
Students are able to understand and
Discussion and praxis Lesen und Schreiben Test
Nachrichten und Politik 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 :
Deutsch 5 Syllabus
11
and productive skills in the use of basic German 5
comprehend Hören Test
Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
25 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Hören Test
Discussion and praxis Lesen und Schreiben Test
Deutschland 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
26 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis Hören Test
Deutschland 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 :
Deutsch 5 Syllabus
12
Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
27 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Hören Test
Deutschland 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
28 Students are able to acquire both receptive and productive skills in the use of basic German 5
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Hören Test
Deutschland 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
29 Students are able to acquire both receptive
Students are able to understand and
Discussion and praxis Hören Test
Deutschland 100’ 1. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 :
Deutsch 5 Syllabus
13
and productive skills in the use of basic German 5
comprehend Hören Test
Lehrwerk für Deutsch als Fremsprache (Kursbuch, Lektion 7 – 9). Ismaning bei München: Max Hueber Verlag.
2. Aufderstrasse, Hartmurt, et all.1993.Themen Neu 2 : Lehrwerk für Deutsch als Fremsprache (Arbeitsbuch, Lektion 7 – 9). Ismaning bei München : Max Hueber Verlag.
30 FINAL TEST
Deutsch 6 Syllabus
2
SYLLABUS Department : English Code : MKB – 306 Subject : Deutsch 6 Credit : 4 sks Semester : VI (six) Prerequisite : Deutsch 5 Description : Language proficiency program specially designed for basic German 6 learners using a highly integrated set of materials consisting of a coursebook, workbook, glossary and cassettes. Competence : Students are able to acquire both receptive and productive skills in the use of basic German 6.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
A1 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
A1 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
3 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
A1 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
Deutsch 6 Syllabus
3
4 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Gehalt. Wofür (S.57)
Discussion and praxis mündliche Prüfung
A1 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
5 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Lesen und Schreiben Test
A1 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
6 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Lesen und Schreiben Test
A1 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
7 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Hören Test
Discussion and praxis Hören Test
A1 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
8 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Hören Test
Discussion and praxis Hören Test
A1 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
9 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
A2 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
10 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
A2 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
Deutsch 6 Syllabus
4
11 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Lesen und Schreiben Test
A2 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
12 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Lesen und Schreiben Test
A2 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
13 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Hören Test
Discussion and praxis Hören Test
A2 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
14 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Hören Test
Discussion and praxis Hören Test
A2 Deutschtest 100’ 1. A1 Grundstufe Deutsch Modelsatz 1
2. A1 Grundstufe Deutsch Modelsatz 2
15 MIDTERM TEST
16 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
17 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
Deutsch 6 Syllabus
5
18 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis mündliche Prüfung
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
19 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Gehalt. Wofür (S.57)
Discussion and praxis mündliche Prüfung
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
20 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Lesen und Schreiben Test
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
21 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Lesen und Schreiben Test
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
23 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Hören Test
Discussion and praxis Lesen und Schreiben Test
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
24 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Hören Test
Discussion and praxis Lesen und Schreiben Test
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
25 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Hören Test
Discussion and praxis Lesen und Schreiben Test
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
Deutsch 6 Syllabus
6
26 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend mündliche Prüfung
Discussion and praxis Hören Test
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
27 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Hören Test
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
28 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Lesen und Schreiben Test
Discussion and praxis Hören Test
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
29 Students are able to acquire both receptive and productive skills in the use of basic German 6
Students are able to understand and comprehend Hören Test
Discussion and praxis Hören Test
B1 Deutschtest 100’ 1. B1 Grundstufe Deutsch Modelsatz 1
2. B1 Grundstufe Deutsch Modelsatz 2
30 FINAL TEST
Translation Syllabus
2
SYLLABUS Department : English Code : MKB – 307 Subject : Translation Credit : 2 sks Semester : IV Prerequisite : - Description : This course, a beginning of a series courses on translating, encourages an intensive and accurate of translating from
English to Indonesian in different subjects. Except for the first session which is intended to inform students (at glance) values of translation from both scientific and economic points of view and to motivate them to learn the translation skills more intensively, all the sessions in this course takes the form of guided and supervised exercises. The materials of 100- 150 words are taken from a variety of branches of knowledge and culture, from a variety of sources as to give the students various basic knowledge, as a background required by every professional translator.
Competence : Students are comprehend with some basic skills and experiences in translating English texts of various branches of knowledge and culture and train students to work as a professional translator
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are comprehend with some basic skills and experiences in translating English texts of various branches of knowledge and culture and train students to work as a professional translator
Students are able to understand the Overview on the Course
Discussion about Overview on the Course
Introduction 100’ Course Outline 1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are comprehend with
Students are able to understand External
Discussion about External Knowledge: The user’s
External Knowledge: The user’s view
100’ Becoming a Translator (Robinson.2003.5)
Translation Syllabus
3
some basic skills and experiences in translating English texts of various branches of knowledge and culture and train students to work as a professional translator
Knowledge: The user’s view
view
3 Students are comprehend with some basic skills and experiences in translating English texts of various branches of knowledge and culture and train students to work as a professional translator
Students are able to understand External Knowledge: The translator’s view
Discussion about External Knowledge: The translator’s view
External Knowledge: The translator’s view
100’ Becoming a Translator (Robinson.2003.21)
4 Students are comprehend with some basic skills and experiences in translating English texts of various branches of knowledge and culture and train students to work as a professional translator
Students are able to understand Translator as learner
Discussion about Translator as learner
Translator as learner 100’ Becoming a Translator (Robinson.2003.47)
5 Students are comprehend with some basic skills and experiences in
Students are able to understand Translator as learner
Discussion about Translator as learner
Translator as learner 100’ Becoming a Translator (Robinson.2003.47)
Translation Syllabus
4
translating English texts of various branches of knowledge and culture and train students to work as a professional translator
6 Students are comprehend with some basic skills and experiences in translating English texts of various branches of knowledge and culture and train students to work as a professional translator
Students are able to understand The process of translation
Discussion about The process of translation
The process of translation 100’ Becoming a Translator (Robinson.2003.83)
7 Students are comprehend with some basic skills and experiences in translating English texts of various branches of knowledge and culture and train students to work as a professional translator
Students are able to understand The process of translation
Discussion about The process of translation
The process of translation 100’ Becoming a Translator (Robinson.2003.83)
8 MIDTERM TEST
9 Students are comprehend with some basic skills and experiences in translating English
Students are able to understand Experience: abduction, induction, and deduction
Discussion about Experience: abduction, induction, and deduction
Experience 100’ Becoming a Translator (Robinson.2003.98)
Translation Syllabus
5
texts of various branches of knowledge and culture and train students to work as a professional translator
10 Students are comprehend with some basic skills and experiences in translating English texts of various branches of knowledge and culture and train students to work as a professional translator
Students are able to understand People: abduction, induction, and deduction
Discussion about People: abduction, induction, and deduction
People 100’ Becoming a Translator (Robinson.2003.112)
11 Students are comprehend with some basic skills and experiences in translating English texts of various branches of knowledge and culture and train students to work as a professional translator
Students are able to understand Working place: abduction, induction, and deduction
Discussion about Working place: abduction, induction, and deduction
Working place 100’ Becoming a Translator (Robinson.2003.128)
12 Students are comprehend with some basic skills and experiences in translating English texts of various branches of
Students are able to understand Languages: abduction, induction, and deduction
Discussion about Languages: abduction, induction, and deduction
Languages 100’ Becoming a Translator (Robinson.2003.142)
Translation Syllabus
6
knowledge and culture and train students to work as a professional translator
13 Students are comprehend with some basic skills and experiences in translating English texts of various branches of knowledge and culture and train students to work as a professional translator
Students are able to understand social networks: abduction, induction, and deduction
Discussion about social networks: abduction, induction, and deduction
Social networks 100’ Becoming a Translator (Robinson.2003.160)
14 Students are comprehend with some basic skills and experiences in translating English texts of various branches of knowledge and culture and train students to work as a professional translator
Students are able to understand cultures: abduction, induction, and deduction
Discussion about cultures: abduction, induction, and deduction
Cultures 100’ Becoming a Translator (Robinson.2003.185)
15 Students are comprehend with some basic skills and experiences in translating English texts of various branches of knowledge and culture and train students to
Students are able to understand When habit fails: abduction, induction, and deduction
Discussion about When habit fails: abduction, induction, and deduction
When habit fails 100’ Becoming a Translator (Robinson.2003.207)
Translation Syllabus
7
work as a professional translator
16 FINAL TEST
Refference: Compulsory : Robinson, Douglas.2003.Becoming a Translator: an Introduction to the Theory and Practice of Translation 2nd Ed.London and New York:Routledge Sumplementary:
1. Beekman and Callow. 1974.Translating the Word of God. Grand Rapids:Zondervan 2. D. A. Carson. 1998.The Inclusive Language Debate: A Plea for Realism. Grand Rapids: Baker, 3. Jan de Waard and Eugene Nida. 1986.From One Language to Another: Functional Equivalence in Bible Translation. Nashville: Nelson, 4. Jack Lewis. 1981.The English Bible: From KJV to NIV. Grand Rapids: Baker, 5. Louw, Johannes P., ed. 1991.Meaningful Translation: Its Implications for the Reader. New York: United Bible Societies,
Interpretation Syllabus
2
SYLLABUS Department : English Code : MKB – 308 Subject : Interpretation Credit : 2 sks Semester : V Prerequisite : - Description : This course provides students with basic knowledge of theory and practice of interpretation that can lead to their
understanding and build their skills in simultaneous interpretation context. .
Competence : Students are able and comprehend basic knowledge of theory and practice of interpretation.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand the Overview on the Course
Discussion about Overview on the Course
Introduction 100’ Course outline
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand theory and practice of language interpreting
Discussion about theory and practice of language interpreting
The theory and practice of language interpreting
100’ Topic in language interpreting (Janzen.2005:3)
3 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand Aspects of interpreting theory
Discussion about Aspects of interpreting theory
Aspects of interpreting theory 100’ Topic in language interpreting (Janzen.2005:27)
4 Students are able and Students are able to Discussion about Some Some considerations for 100’ Topic in language interpreting
Interpretation Syllabus
3
comprehend basic knowledge of theory and practice of interpretation.
understand Some considerations for language interpreters
considerations for language interpreters
language interpreters (Janzen.2005:51)
5 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand Interpretation and language use
Discussion about Interpretation and language use
Interpretation and language use 100’ Topic in language interpreting (Janzen.2005:69)
6 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand Contact sign, transliteration and interpretation
Discussion about Contact sign, transliteration and interpretation
Contact sign, transliteration and interpretation
100’ Topic in language interpreting (Janzen.2005:107)
7 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand Consecutive and simultaneous interpreting
Discussion about Consecutive and simultaneous interpreting
Consecutive and simultaneous interpreting
100’ Topic in language interpreting (Janzen.2005:135)
8 MIDTERM TEST
9 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand Ethics and professionalism in interpreting
Discussion about Ethics and professionalism in interpreting
Ethics and professionalism in interpreting
100’ Topic in language interpreting (Janzen.2005:165)
10 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand The working interpreter
Discussion about The working interpreter
The working interpreter 100’ Topic in language interpreting (Janzen.2005:203)
11 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand Best practices in interpreting
Discussion about Best practices in interpreting
Best practices in interpreting 100’ Topic in language interpreting (Janzen.2005:231)
Interpretation Syllabus
4
12 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand Vying with variation
Discussion about Vying with variation
Vying with variation 100’ Topic in language interpreting (Janzen.2005:251)
13 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand Case studies in education
Discussion about Case studies in education
Case studies in education 100’ Topic in language interpreting (Janzen.2005:293)
14 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand Best practices in interpreting
Discussion about Best practices in interpreting
Best practices in interpreting 100’ Topic in language interpreting (Janzen.2005:231)
15 Students are able and comprehend basic knowledge of theory and practice of interpretation.
Students are able to understand Best practices in interpreting
Discussion about Cultural Adjustment
Best practices in interpreting 100’ Topic in language interpreting (Janzen.2005:231)
16 FINAL TEST
Refference: Compulsory : Janzen, Terry.2005.Topic in Language Interpreting.Amsterdam/Philadelphia:John Benjamins Publishing Company. Sumplementary: 1. Pöchhacker, F. (2004). Introducing Interpreting Studies. Routledge. London. 2. Bouladon-Taylor. V. (2001). Conference Interpreting. National Library of Australia.
Public Speaking Syllabus
2
SYLLABUS Department : English Code : MKB – 309 Subject : Public Speaking Credit : 2 sks Semester : VI Prerequisite : - Description : This lecture supplies the students with theoretical erudition and technical rhetoric science and public speaking. Rhetoric a art
communicatings effective with speech. Rhetoric refers at one particular language use technique as art, based at one particular that erudition.
Competence : Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language
style; 3. has skill of good persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to do speech/presentation well
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has
Students are able to understand the Overview on the Course
Discussion about Overview on the Course
Introduction 100’ Course Outline 1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
Public Speaking Syllabus
3
ability dominates public and restrain situation; 7. be able to do peech/presentation well
2 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to do peech/presentation well
Students are able to understand Getting started – the basic
Discussion about Getting started – the basic
Getting started – the basic 100’ Public Speaking (Lamerton.2001: 8)
3 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good
Students are able to understand Planning structure
Discussion about Planning structure
Planning structure 100’ Public Speaking (Lamerton.2001:16)
Public Speaking Syllabus
4
intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to do peech/presentation well
4 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to do peech/presentation well
Students are able to understand Deciding on the words
Discussion about Deciding on the words
Deciding on the words 100’ Public Speaking (Lamerton.2001:26)
5 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good
Students are able to understand Words are not enough
Discussion about Words are not enough
Words are not enough 100’ Public Speaking (Lamerton.2001:48)
Public Speaking Syllabus
5
persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to do peech/presentation well
6 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to do peech/presentation well
Students are able to understand Coping with venue
Discussion about Coping with venue
Coping with venue 100’ Public Speaking (Lamerton.2001:78)
7 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to
Students are able to understand Personal presentation
Discussion about Personal presentation
Personal presentation 100’ Public Speaking (Lamerton.2001:88)
Public Speaking Syllabus
6
choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to do peech/presentation well
8 MIDTERM TEST
9 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to do peech/presentation well
Students are able to understand Time for questions
Discussion about Time for questions
Time for questions 100’ Public Speaking (Lamerton.2001:108)
10 Students are needed Students are able to Discussion about Special Special speeches 100’ Public Speaking
Public Speaking Syllabus
7
to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to do peech/presentation well
understand Special speeches
speeches (Lamerton.2001:120)
11 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to
Students are able to understand Special speeches
Discussion about Special speeches
Special speeches 100’ Public Speaking (Lamerton.2001:120)
Public Speaking Syllabus
8
do peech/presentation well
12 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to do peech/presentation well
Students are able to understand Speaking at wedding
Discussion about Speaking at wedding
Speaking at wedding 100’ Public Speaking (Lamerton.2001:136)
13 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has
Students are able to understand Speaking to the media
Discussion about Speaking to the media
Speaking to the media 100’ Public Speaking (Lamerton.2001:164)
Public Speaking Syllabus
9
ability dominates public and restrain situation; 7. be able to do peech/presentation well
14 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to do peech/presentation well
Students are able to understand Problems and troubleshooting
Discussion about Problems and troubleshooting
Problems and troubleshooting 100’ Public Speaking (Lamerton.2001:206)
15 Students are needed to: 1. be able to prepare and submit speech/presentation well; 2. be able to choose word and true language style; 3. has skill of good persuation; 4. be able to use vocal technique and with good
Students are able to understand Problems and troubleshooting
Discussion about Problems and troubleshooting
Problems and troubleshooting 100’ Public Speaking (Lamerton.2001:206)
Public Speaking Syllabus
10
intonation ; 5. has appearance and self confidence; 6. has ability dominates public and restrain situation; 7. be able to do peech/presentation well
16 FINAL TEST
Refference: Compulsory : Lamerton, John.2001.Public Speaking.London:Harpers Collins Publisher Sumplementary:
1. Hendrikus ,Dori Wuwur. 1991. Retorika: Terampil Berpidato, Berdiskusi, Berargumentasi, Bernegosiasi. Penerbit Kanisius. 2. Stephen E. Lucas. The Art of Public Speaking 9th ed. McGraw-Hill 3. Sellnow ,Deanna D., 2005. Confident Public Speaking 2nd ed. Thomson Learning. 4. Hidajat ,M.S., 2006. Public Speaking dan Teknik Presentasi. Penerbit Graha Ilmu. 5. Keraf,Gorys. 1994. Diksi dan Gaya Bahasa. Penerbit Gramedia. 6. Littlejohn ,Stephen W. 1996. Theories of Human Communication. Wadsworth Publishing.
Public Relations Syllabus
2
SYLLABUS Department : English Code : MKB – 310 Subject : Public Relations Credit : 2 sks Semester : IV Prerequisite : - Description : This course will cover teaching learning activities that aim to enable the students to understand concepts of public relation and how to
start public communication
Competence : Students are able to make various communication practices
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able to make various communication practices
Students are able to understand the Overview on the Course
Discussion about Overview on the Course
Introduction 100’ Course Outline 1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to make various communication practices
Students are able to understand What is public relations? Public relations and communication
Discussion about What is public relations? Public relations and communication
What is public relations? Public relations and communication
100’ The Public Relations Handbook (Theaker.2001:3)
3 Students are able to make various communication practices
Students are able to understand Public relations, politics and the media; public relations and management;
Discussion about Public relations, politics and the media; public relations and management; professionalism and
Public relations, politics and the media; public relations and management; professionalism and regulation
100’ The Public Relations Handbook (Theaker.2001:24)
Public Relations Syllabus
3
professionalism and regulation
regulation
4 Students are able to make various communication practices
Students are able to understand Corporate communication and corporate identity
Discussion about Corporate communication and corporate identity
Corporate communication and corporate identity
100’ The Public Relations Handbook (Theaker.2001:65)
5 Students are able to make various communication practices
Students are able to understand Public affairs and issues management; business ethic, public relations and corporate social responsibilities
Discussion about Public affairs and issues management; business ethic, public relations and corporate social responsibilities
Public affairs and issues management; business ethic, public relations and corporate social responsibilities
100’ The Public Relations Handbook (Theaker.2001:93)
6 Students are able to make various communication practices
Students are able to understand Media relations and internal communications
Discussion about Media relations and internal communications
Media relations and internal communications
100’ The Public Relations Handbook (Theaker.2001:121)
7 Students are able to make various communication practices
Students are able to understand Corporate community involvement and an introduction to financial public relations
Discussion about Corporate community involvement and an introduction to financial public relations
Corporate community involvement and an introduction to financial public relations
100’ The Public Relations Handbook (Theaker.2001:147)
8 MIDTERM TEST
9 Students are able to make various communication practices
Students are able to understand Public sector public relations
Discussion about Public sector public relations
Public sector public relations 100’ The Public Relations Handbook (Theaker.2001:173)
10 Students are able to make various communication practices
Students are able to understand Consumer public relations
Discussion about Consumer public relations
Consumer public relations 100’ The Public Relations Handbook (Theaker.2001:186)
Public Relations Syllabus
4
11 Students are able to make various communication practices
Students are able to understand Business-to-business public relations
Discussion about Business-to-business public relations
Business-to-business public relations
100’ The Public Relations Handbook (Theaker.2001:199)
12 Students are able to make various communication practices
Students are able to understand IT sector public relations
Discussion about IT sector public relations
IT sector public relations 100’ The Public Relations Handbook (Theaker.2001:218)
13 Students are able to make various communication practices
Students are able to understand Changing media
Discussion about Changing media
Changing media 100’ The Public Relations Handbook (Theaker.2001:241)
14 Students are able to make various communication practices
Students are able to understand Research and evaluation – PR grows up?
Discussion about Research and evaluation – PR grows up?
Research and evaluation – PR grows up?
100’ The Public Relations Handbook (Theaker.2001:253)
15 Students are able to make various communication practices
Students are able to understand Future challenges for PR
Discussion about Future challenges for PR
Future challenges for PR 100’ The Public Relations Handbook (Theaker.2001:265)
16 FINAL TEST
Refference: Compulsory : Theaker, Alison.2001.The Public Relations Handbook.London:Routledge Sumplementary:
1. Hendrikus ,Dori Wuwur. 1991. Retorika: Terampil Berpidato, Berdiskusi, Berargumentasi, Bernegosiasi. Penerbit Kanisius. 2. Stephen E. Lucas. The Art of Public Speaking 9th ed. McGraw-Hill 3. Sellnow ,Deanna D., 2005. Confident Public Speaking 2nd ed. Thomson Learning. 4. Hidajat ,M.S., 2006. Public Speaking dan Teknik Presentasi. Penerbit Graha Ilmu. 5. Keraf,Gorys. 1994. Diksi dan Gaya Bahasa. Penerbit Gramedia. 6. Littlejohn ,Stephen W. 1996. Theories of Human Communication. Wadsworth Publishing.
Hotel and Tourism Syllabus
2
SYLLABUS Department : English Code : MKB – 311 Subject : Hotel and Tourism Credit : 3 sks Semester : V Prerequisite : - Description : This course gives knowledge and skills about the job in Hotel and Tourism concept.
Competence : Students will get knowledge and skills about the job in Hotel and Tourism concept.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand the Overview on the Course
Discussion about Overview on the Course
Introduction 150’ Course Outline 1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand Hotel development process
Discussion about Hotel development process
Hotel development process 150’ Hotel management and operations (Rutherford.2001:5)
3 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand Hotel organization structure
Discussion about Hotel organization structure
Hotel organization structure 150’ Hotel management and operations (Rutherford.2001:69)
4 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand General managers: a view at the top
Discussion about General managers: a view at the top
General managers: a view at the top
150’ Hotel management and operations (Rutherford.2001:89)
Hotel and Tourism Syllabus
3
5 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand Operations: Rooms
Discussion about Operations: Rooms
Operations: Rooms 150’ Hotel management and operations (Rutherford.2001:121)
6 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand Operations: Housekeeping, Engineering, and security
Discussion about Operations: Housekeeping, Engineering, and security
Operations: Housekeeping, Engineering, and security
150’ Hotel management and operations (Rutherford.2001:167)
7 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand Food and Beverage division
Discussion about Food and Beverage division
Food and Beverage division 150’ Hotel management and operations (Rutherford.2001:235)
8 MIDTERM TEST
9 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand Marketing and assosiated activities
Discussion about Marketing and assosiated activities
Marketing and assosiated activities
150’ Hotel management and operations (Rutherford.2001:303)
10 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand Financial control and information management
Discussion about Financial control and information management
Financial control and information management
150’ Hotel management and operations (Rutherford.2001:365)
11 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand Human resources policy mangement
Discussion about Human resources policy mangement
Human resources policy mangement
150’ Hotel management and operations (Rutherford.2001:415)
12 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand New trend in tourism
Discussion about New trend in tourism
New trend in tourism 150’ Tourism management dynamics (Buhalis.2006:7)
13 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand New management in tourism
Discussion about New management in tourism
New management in tourism 150’ Tourism management dynamics (Buhalis.2006:85)
14 Students will get knowledge and skills
Students are able to understand New tools in
Discussion about New tools in tourism
New tools in tourism 150’ Tourism management dynamics (Buhalis.2006:173)
Hotel and Tourism Syllabus
4
about the job in Hotel and Tourism concept.
tourism
15 Students will get knowledge and skills about the job in Hotel and Tourism concept.
Students are able to understand hotel and tourism management
Reviewing the material Conclussion and review 150’
16 FINAL TEST
Refference: Compulsory :
1. Rutherford,Ph.D., Denney G.2001.Hotel Management and Operations 4th Ed.Canada:Wiley Inc. 2. Buhalis, Dimitrios.2006.Tourism Management Dynamics.London:Elsevier Ltd.
Sumplementary: 1. Mangkuwerdoyo, Sudarto.1999.Pengantar Industri Akomodasi dan Restoran.FE - UI. 2. Z.S.A., Zahulata.1994.Tarif dan Dokumen Prasasi(Ticketing).Gramedia:Jakarta. 3. Musanef.1995.Maajemen Usaha Pariwisata Indonesia.PT.Gunung Agung. 4. Foster, Dennis L.1994.An Introduction to Travel and Tourism.Macmillan/Mc.Graw-Hill.
TEFL Syllabus
2
SYLLABUS Department : English Code : MKB – 312 Subject : TEFL Credit : 2 sks Semester : VII Prerequisite : - Description : The description of the course is to acquaint students with rudimentary theories of TEFL (approaches and methods of teaching, learner difference, classroom management, and teaching evaluation as well as practicing teaching receptive skills (listening and speaking) and productive skills, reading and writing.
Competence : Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching receptive skills (listening and reading) and productive skills (speaking and writing ), evaluation (assessment and testing) as well as teaching practices.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching receptive skills (listening and reading) and productive skills (speaking and writing), evaluation
Able to understand the Course.
Overview on the Course. Introduction to the course 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore: Thomson Learning.
3. Nun, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
TEFL Syllabus
3
(assessment and testing) as well as teaching practices.
2 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching receptive skills (listening and reading) and productive skills (speaking and writing), evaluation (assessment and testing) as well as teaching practices.
Able to understand 1. Syntax 2. Morphology 3. LC
Discuss about the 1. Syntax 2. Morphology 3. LC
Describing English Linguistics 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore: Thomson Learning.
3. Nun, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
3 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching receptive skills (listening and reading) and productive skills (speaking and writing),
Able to understand the Grammar Translation Method, Audiolingualism Method, Natural Approach, Communicative Approach, Content – Based Instruction
Discuss about the Grammar Translation Method, Audiolingualism Method, Natural Approach, Communicative Approach, Content – Based Instruction
Approaches and Methods 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore: Thomson Learning.
3. Nun, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
TEFL Syllabus
4
evaluation (assessment and testing) as well as teaching practices.
4 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching receptive skills (listening and reading) and productive skills (speaking and writing), evaluation (assessment and testing) as well as teaching practices.
Able to understand the Learner Difference 1. Cognitive: Intelligence and aptitude. 2. Affective: Between anxiety and motivation. 3. Learning Style Age Socio-Cultural Background Characteristics of good learners
Discuss about the Learner Difference 1. Cognitive: Intelligence and aptitude. 2. Affective: Between anxiety and motivation. 3. Learning Style Age Socio-Cultural Background Characteristics of good learners
Describing Learners 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore: Thomson Learning.
3. Nun, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
5 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching receptive skills (listening and reading) and productive skills
Able to understand the Teacher’s multiple roles Characteristics of a good teacher
Discuss about the Teacher’s multiple roles Characteristics of a good teacher
Understanding Teachers 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore: Thomson Learning.
3. Nun, David. 1999. Second Language Teaching and Learning. Boston: Heinle
TEFL Syllabus
5
(speaking and writing), evaluation (assessment and testing) as well as teaching practices.
and Heinle Publishers.
6 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching receptive skills (listening and reading) and productive skills (speaking and writing), evaluation (assessment and testing) as well as teaching practices.
Able to understand and practice Teaching Small Class, Large Class, Grouping Students
Discuss about: Teaching Small Class, Large Class, Grouping Students
Classroom Setting 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore: Thomson Learning.
3. Nun, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
7 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching receptive skills (listening and reading)
Able to understand and practice Introductive Way, Deductive Way
Discuss about: Introductive Way, Deductive Way
Teaching Grammar 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore: Thomson Learning.
3. Nun, David. 1999. Second Language Teaching and
TEFL Syllabus
6
and productive skills (speaking and writing), evaluation (assessment and testing) as well as teaching practices.
Learning. Boston: Heinle and Heinle Publishers.
8 MIDTERM TEST
9 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching receptive skills (listening and reading) and productive skills (speaking and writing), evaluation (assessment and testing) as well as teaching practices.
Able to understand and practice Individual Vocabulary, Contextualized Vocabulary Using Media: Realia, Pictures, and Multi Media.
Discuss about: Individual Vocabulary, Contextualized Vocabulary Using Media: Realia, Pictures, and Multi Media.
Teaching Vocabulary 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore: Thomson Learning.
3. Nun, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
10 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching
Able to understand and practice Methods for Teaching Listening Methods for Teaching Reading
Discuss about: Methods for Teaching Listening Methods for Teaching Reading
Teaching Receptive Skills 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore: Thomson Learning.
TEFL Syllabus
7
receptive skills (listening and reading) and productive skills (speaking and writing), evaluation (assessment and testing) as well as teaching practices.
3. Nun, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
11 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching receptive skills (listening and reading) and productive skills (speaking and writing), evaluation (assessment and testing) as well as teaching practices.
Able to understand and practice Methods for Teaching Listening Methods for Teaching Reading
Discuss about: Methods for Teaching Listening Methods for Teaching Reading
Teaching Receptive Skills 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore: Thomson Learning.
3. Nun, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
12 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and
Able to understand and practice Methods for Teaching Speaking Methods for Teaching Writing
Discuss about: Methods for Teaching Speaking Methods for Teaching Writing
Teaching Productive Skills 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore:
TEFL Syllabus
8
vocabulary, teaching receptive skills (listening and reading) and productive skills (speaking and writing), evaluation (assessment and testing) as well as teaching practices.
Thomson Learning. 3. Nun, David. 1999. Second
Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
13 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching receptive skills (listening and reading) and productive skills (speaking and writing), evaluation (assessment and testing) as well as teaching practices.
Able to understand and practice Methods for Teaching Speaking Methods for Teaching Writing
Discuss about: Methods for Teaching Speaking Methods for Teaching Writing
Teaching Productive Skills 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore: Thomson Learning.
3. Nun, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
14 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method
Able to understand the Understanding Assessment, Testing and Evaluating Scoring System Criterion – Referenced Norm – Referenced
Discuss about: Understanding Assessment, Testing and Evaluating Scoring System Criterion – Referenced Norm – Referenced
Assessing and Testing 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second
TEFL Syllabus
9
teaching grammar and vocabulary, teaching receptive skills (listening and reading) and productive skills (speaking and writing), evaluation (assessment and testing) as well as teaching practices.
Language. Singapore: Thomson Learning.
3. Nun, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
15 Students will have sufficient acquaintance with approaches and methods of teaching, learners difference, teacher’s roles, classroom management, method teaching grammar and vocabulary, teaching receptive skills (listening and reading) and productive skills (speaking and writing), evaluation (assessment and testing) as well as teaching practices.
Able to understand and practice teaching Englisch as Foreign Language
Observing classroom teaching
Final project 100’ 1. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited.
2. Celce – Mauricia, Marianne Edler. 2001. Teaching English as Second Language. Singapore: Thomson Learning.
3. Nun, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
16 FINAL TEST
Teaching and Learning Strategy Syllabus
2
SYLLABUS Department : English Code : MKB – 313 Subject : Teaching and Learning Strategy Credit : 2 sks Semester : V (five) Prerequisite : - Description : This course examines various strategy of teaching, productive and receptive, either skills or components Competence : Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language
teaching
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the Teaching and Learning course outline
Discussion about the Teaching and Learning course outline
Introduction 100’ 1. Davies, Ivor K. 1981.Instructional Technique.New York:Mc.Graw Hill Book Company
2. Gebhard, Jerry G.1996.Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide). USA:The University of Michigan Press
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the explanation of teaching and learning
Discussion about the explanation of teaching and learning
Teaching and Learning 100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:12)
Teaching and Learning Strategy Syllabus
3
3 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the differences between Approach, Strategy, Method, Model, and Technik in TLS
Discussion about the differences between Approach, Strategy, Method, Model, and Technik in TLS
Approach, Strategy, Method, Model, and Technik in TLS
100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:34)
4 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the Kemp, ADDIE, and Dick Carey Model
Discussion about the Kemp, ADDIE, and Dick Carey Model
Teaching Model Background 100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:34)
5 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the Inductive thinking and concept attainment model
Discussion about the Inductive thinking and concept attainment model
Models of Teaching 100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:49)
6 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the scientific inquiry and inquiry training model
Discussion about the scientific inquiry and inquiry training model
Models of Teaching 100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:57)
7 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the cognitive growth and advance organizer model
Discussion about the cognitive growth and advance organizer model
Models of Teaching 100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:70)
8 MIDTERM TEST
Teaching and Learning Strategy Syllabus
4
9 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the direct teaching and indirect teaching model
Discussion about the direct teaching and indirect teaching model
Models of Teaching 100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:82)
10 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the problem based learning and problem solving learning model
Discussion about the problem based learning and problem solving learning model
Models of Teaching 100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:99)
11 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the synectics and awareness training model
Discussion about the synectics and awareness training model
Models of Teaching 100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:125)
12 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the classroom meeting, role playing, and social simulation model
Discussion about the classroom meeting, role playing, and social simulation model
Models of Teaching 100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:151)
13 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the STAD and JIGSAW model
Discussion about the STAD and JIGSAW model
Models of Teaching 100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:175)
Teaching and Learning Strategy Syllabus
5
14 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the outbound activities, icebreaking and energizer model
Discussion about the outbound activities, icebreaking and energizer model
Models of Teaching 100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:199)
15 Students are able to teach using the strategy of teaching before applying them in the field of teaching, especially language teaching
Students are able to understand the evaluation process in teaching and learning
Discussion about the evaluation process in teaching and learning
Evaluation of Teaching and Learning
100’ Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide (Gebhard, 1996:225)
16 FINAL TEST
References Compulsory :
Gebhard, Jerry G.1996.Teaching English as Foreign Language (A Teacher Self – Development and Methodology Guide). USA:The University of Michigan Press
Suplementary : 1. Davies, Ivor K. 1981.Instructional Technique.New York:Mc.Graw Hill Book Company 2. Bruce Joyce & Marsha Weil (1991), Models of Teaching (seconds edition), London: Prentice Hall International Inc. 3. Mary Alice Gunter, Thomas H. Estes & Ian Schaw (1995). Instruction: A Model Approach. Boston: Allyn & Bacon. 4. Komalasari, K. 2010. Pembelajaran Kontekstual: Konsep dan Aplikasi. Bandung: Refika Aditama.
Teaching and Learning Media Syllabus
2
SYLLABUS Department : English Code : MKB – 314 Subject : Teaching and Learning Media Credit : 2 sks Semester : VI (six) Prerequisite : - Description : In this course is discussed about the function of media in course of learn to teach, value and benefit of the media, kind and criteria of choosing media, media production, media program utilization based on pattern and utilization strategy, media device, graphic media, photography media, projection media, audio media, audio-visual, internet media, and environment as media. Competence : Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Meeting Competence Indicator Learning Activity Topic Time Reference Evaluation
1 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the Teaching and Learning Media course outline
Discussion about the Teaching and Learning Media course outline
Introduction 100’ 1. Sadiman, Arief S, et al.2005.Media Pendidikan:Pengertian, Pengembangan dan Pemanfaatannya.Seri Pustaka Teknologi Pendidikan Nomor 6.Jakarta: PT.Rajagrafindo Persada.
2. Sudjana, Nana, et al.2005.Media Pengajaran.Bandung: Sinar Baru Algesindo
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to use media to teach before applying them in the field
Students are able to understand the explanation of
Discussion about the explanation of teaching and learning media and
About Teaching and Learning Media
100’ MediaPengajaran (Sudjana,2005:6)
Teaching and Learning Media Syllabus
3
of teaching, especially language teaching.
teaching and learning media and usage of media
usage of media
3 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the value and benefits of the media
Discussion about the value and benefits of the media
About Teaching and Learning Media
100’ MediaPengajaran (Sudjana,2005:10)
4 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the kinds and characteristic of media
Discussion about the kinds and characteristic of media
About Teaching and Learning Media
100’ MediaPengajaran (Sudjana,2005:23)
5 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the way to develope media
Discussion about the way to develope media
How to choose media 100’ MediaPengajaran (Sudjana,2005:30)
6 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the program and graphic media
Discussion about the program and graphic media
How to use media 100’ MediaPengajaran (Sudjana,2005:44)
7 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the photography and projection media
Discussion about the photography and projection media
How to use media 100’ MediaPengajaran (Sudjana,2005:46)
8 MIDTERM TEST
Teaching and Learning Media Syllabus
4
9 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the audio-visual media
Discussion about the audio-visual media
How to use media 100’ MediaPengajaran (Sudjana,2005:70)
10 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the 3D media
Discussion about the 3D media
How to use media 100’ MediaPengajaran (Sudjana,2005:79)
11 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the internet media
Discussion about the internet media
How to use media 100’ MediaPengajaran (Sudjana,2005:86)
12 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the environment media
Discussion about the environment media
How to use media 100’ MediaPengajaran (Sudjana,2005:90)
13 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the steps to develope media
Discussion about the steps to develope media
Developing media in teaching and learning
100’ MediaPengajaran (Sudjana,2005:130)
14 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the steps to develope media
Discussion about the steps to develope media
Developing media in teaching and learning
100’ MediaPengajaran (Sudjana,2005:130)
Teaching and Learning Media Syllabus
5
15 Students are able to use media to teach before applying them in the field of teaching, especially language teaching.
Students are able to understand the steps to develope media
Discussion about the steps to develope media
Developing media in teaching and learning
100’ MediaPengajaran (Sudjana,2005:130)
16 FINAL TEST
References Compulsory :
Sudjana, Nana, et al.2005.Media Pengajaran.Bandung: Sinar Baru Algesindo Suplementary : 1. Sadiman, Arief S, et al.2005.Media Pendidikan:Pengertian, Pengembangan dan Pemanfaatannya.Seri Pustaka Teknologi Pendidikan Nomor
6.Jakarta: PT.Rajagrafindo Persada. 2. Sudjana, Nana, et al.2005.Media Pengajaran.Bandung: Sinar Baru Algesindo
D. Matakuliah Perilaku Berkarya ( MPB )
Introduction of Philosophy of Science Syllabus
2
SYLLABUS Department : English Code : MPB – 401 Subject : Introduction to Philosophy of Science Credit : 2 sks Semester : III (three) Prerequisite : - Description : This course aims at being an introduction to philosophical thinking in general rather than to provide a full survey of
philosophical disciplines, their methods, doctrines and leading ideas. In addition, the course will provide a preliminary orientation about the notion of philosophical argument, its various forms and the ways arguments should be analyzed.
Competence : Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the
category of the most complex intellectual products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most complex intellectual products), (2) to acquire an initial command of philosophical language.
Students are able to understand what “Introduction to Philosophy of Science Course” is.
Discussion about the objectives of Introduction to Philosophy of Science Course
Introduction 100’ Pengantar Filsafat.(Kattsoff.1996)
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
Introduction of Philosophy of Science Syllabus
3
The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
2 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most complex intellectual products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
Students are able to understand the nature of Philosophy and Philosophy of Science
Discussion about nature of Philosophy and Philosophy of Science
The nature of Philosophy and Philosophy of Science
100’ Pengantar Filsafat.(Kattsoff.1996:17)
3 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most complex intellectual
Students are able to understand the nature, object, and structure of Science
Discussion about nature, object, and structure of Science
Ontological Dimensions of Science
100’ Pengantar Filsafat.(Kattsoff.1996:87)
Introduction of Philosophy of Science Syllabus
4
products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
4 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most complex intellectual products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
Students are able to understand: a. Ways to get science b. Truth c. Theories of truth
Discussion about: a. Ways to get science b. Truth c. Theories of truth
Epistemological Dimension Sciences
100’ Pengantar Filsafat.(Kattsoff.1996:87)
5 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered
Students are able to understand: a. understanding Axiology
Discussion about: a. understanding Axiology b. Science and Principles of Morals
Axiological dimension Sciences 100’ Pengantar Filsafat.(Kattsoff.1996:325)
Introduction of Philosophy of Science Syllabus
5
as belonging to the category of the most complex intellectual products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
b. Science and Principles of Morals
6 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most complex intellectual products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
Students are able to understand: Space, Time and Movement
Discussion about: Space, Time and Movement
The Universe (Cosmology) 100’ Pengantar Filsafat.(Kattsoff.1996:239)
Introduction of Philosophy of Science Syllabus
6
7 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most complex intellectual products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
Students are able to understand: a. Life issues b. Mental problems
Discussion about: a. Life issues b. Mental problems
Human Life (Sociology)
100’ Pengantar Filsafat.(Kattsoff.1996:397)
8 MIDTERM TEST
9 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most complex intellectual products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude"
Students are able to understand: Issues Values, Ethics and Aesthetics
Discussion about: Issues Values, Ethics and Aesthetics
Axiology Issues Values, Ethics and Aesthetics
100’ Pengantar Filsafat.(Kattsoff.1996:325)
Introduction of Philosophy of Science Syllabus
7
as an elevated form of human curiosity and resistance to any kind of dogmatism.
10 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most complex intellectual products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
Students are able to understand: History of Ancient Greek Philosophy Thought: From Myth to Logos
Discussion about: History of Ancient Greek Philosophy Thought: From Myth to Logos
History of Ancient Greek Philosophy Thought: From Myth to Logos
100’ Pengantar Filsafat.(Kattsoff.1996:17)
11 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most complex intellectual products), (2) to acquire an initial command of philosophical language.
Students are able to understand: History of Patristic and Scholastic Age Philosophy Thought: Philosophy of Religion In and For
Discussion about: History of Patristic and Scholastic Age Philosophy Thought: Philosophy of Religion In and For
History of Patristic and Scholastic Age Philosophy Thought: Philosophy of Religion In and For
100’ Pengantar Filsafat.(Kattsoff.1996:17)
Introduction of Philosophy of Science Syllabus
8
The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
12 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most complex intellectual products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
Students are able to understand: History of Modern Age Philosophy Thought: Birth and Growth of Science Tradition
Discussion about: History of Modern Age Philosophy Thought: Birth and Growth of Science Tradition
History of Modern Age Philosophy Thought: Birth and Growth of Science Tradition
100’ Pengantar Filsafat.(Kattsoff.1996:17)
13 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most
Students are able to understand: History of Contemporary Philosophy Thought: A Confirmation of
Discussion about: History of Contemporary Philosophy Thought: A Confirmation of the Autonomous Science
History of Contemporary Philosophy Thought: A Confirmation of the Autonomous Science
100’ Pengantar Filsafat.(Kattsoff.1996:17)
Introduction of Philosophy of Science Syllabus
9
complex intellectual products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
the Autonomous Science
14 Students are able (1) to learn how to read and interpret philosophical texts (rightly considered as belonging to the category of the most complex intellectual products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
Students are able to understand: A Philosophy Thought.: a. Philosophy and Science b. Philosophy and Religion
Discussion about: A Philosophy Thought.: a. Philosophy and Science b. Philosophy and Religion
A Philosophy Thought.: a. Philosophy and Science b. Philosophy and Religion
100’ Pengantar Filsafat.(Kattsoff.1996:17)
15 Students are able (1) to learn how to read and interpret philosophical
Students are able to understand: A Philosophy
Discussion about: A Philosophy Thought: Benefits studied
A Philosophy Thought: Benefits studied Philosophy
100’ Pengantar Filsafat.(Kattsoff.1996:17)
Introduction of Philosophy of Science Syllabus
10
texts (rightly considered as belonging to the category of the most complex intellectual products), (2) to acquire an initial command of philosophical language. The ultimate objective, of course, remains, (3) to demonstrate what does it mean to adopt "philosophical attitude" as an elevated form of human curiosity and resistance to any kind of dogmatism.
Thought: Benefits studied Philosophy
Philosophy
16 FINAL TEST
References Compulsory :
Kattsoff, Louis O.1996.Pengantar Filsafat.Yogyakarta : Tiara Wacana Yogya Suplementary :
1. Kaelan, Prof. Dr.2002.Filsafat Bahasa:Masalah dan Perkembangannya.Yogyakarta : Paradigma 2. Suriasumantri, Jujun.2001.Filsafat Ilmu sebuah pengantar populer.Jakarta : Pustaka Sinar Harapan 3. Liang Gie.1991.Pengantar Filsafat Ilmu.Yogyakarta : Liberty
History of Modern Thought Syllabus
2
SYLLABUS Department : English Code : MPB – 402 Subject : History of Modern Thought Credit : 2 sks Semester : V (five) Prerequisite : - Description : The course is aimed at acquiring students with historical line of modern thoughts which have much influenced upon academic nuances of thinking. Competence : Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the
thoughts are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that
Students are able to understand the history of modern thought course outline
Discussion about the history of modern thought course outline
Introduction 100’ History of Modern Thought Module (Satriyo.2013:1)
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
History of Modern Thought Syllabus
3
history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
2 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
Students are able to understand the periods of modern thought (ancient-modern-postmodern)
Discussion about the periods of modern thought (ancient-modern-postmodern)
Historical background of history of modern thought
100’ History of Modern Thought Module (Satriyo.2013:3-19)
3 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified
Students are able to understand the figures: Leonardo da vinci, Bicollo Marchiavelli, and Nicolas Copernicus
Discussion about the figures: Leonardo da vinci, Bicollo Marchiavelli, and Nicolas Copernicus
The age of adventure the renaissance (1)
100’ History of Modern Thought Module (Satriyo.2013:42-59)
History of Modern Thought Syllabus
4
into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
4 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
Students are able to understand the figures : Sir Thomas More, Martin Luther, and John Calvin
Discussion about the figures : Sir Thomas More, Martin Luther, and John Calvin
The age of adventure the renaissance (2)
100’ History of Modern Thought Module (Satriyo.2013:61-69)
History of Modern Thought Syllabus
5
5 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
Students are able to understand the figures : Sir Francis Bacon, William Shakespeare, and Galileo Galilei
Discussion about the figures : Sir Francis Bacon, William Shakespeare, and Galileo Galilei
The age of reason (1) 100’ History of Modern Thought Module (Satriyo.2013:75-77)
6 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that
Students are able to understand the figures : Thomas Hobbes and Rene Descartes
Discussion about the figures : Thomas Hobbes and Rene Descartes
The age of reason (2) 100’ History of Modern Thought Module (Satriyo.2013:102-104)
History of Modern Thought Syllabus
6
history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
7 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
Students are able to understand the material from first until sixth meeting
Review the material The material from first until sixth meeting
100’ History of Modern Thought Module (Satriyo.2013:1-108)
8 MIDTERM TEST
9 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts
Students are able to understand the figures : John Locke, George Berkeley, and Baron de Montesquieu
Discussion about the figures : John Locke, George Berkeley, and Baron de Montesquieu
The age of enlightenment (1) 100’ History of Modern Thought Module (Satriyo.2013:106-108)
History of Modern Thought Syllabus
7
are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
10 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
Students are able to understand the figures : David Hume, Jean Jacques Rousseau, and Adam Smith
Discussion about the figures : David Hume, Jean Jacques Rousseau, and Adam Smith
The age of enlightenment (2) 100’ History of Modern Thought Module (Satriyo.2013:109-110)
History of Modern Thought Syllabus
8
11 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
Students are able to understand the figures : Immanuel Kant, Jeremy Bentham, and Frederich Hegel
Discussion about the figures : Immanuel Kant, Jeremy Bentham, and Frederich Hegel
The age of ideology (1) 100’ History of Modern Thought Module (Satriyo.2013:115-135)
12 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that
Students are able to understand the figures : Auguste Comte, Karl Marx, and Sanders Pierce
Discussion about the figures : Auguste Comte, Karl Marx, and Sanders Pierce
The age of ideology (2) 100’ History of Modern Thought Module (Satriyo.2013:136-147)
History of Modern Thought Syllabus
9
history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
13 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
Students are able to understand the figures : Fridriech Nietze, Sigmund Freud, Ferdinand de Saussure, and John Dewey
Discussion about the figures : Fridriech Nietze, Sigmund Freud, Ferdinand de Saussure, and John Dewey
The age of analysis 100’ History of Modern Thought Module (Satriyo.2013:148-156)
14 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified
Students are able to understand the figures : Theodore Adharmo, Jean Paul Satre, Michel Foucault, and Juergen Habermas
Discussion about the figures : Theodore Adharmo, Jean Paul Satre, Michel Foucault, and Juergen Habermas
The post-modern era 100’ History of Modern Thought Module (Satriyo.2013:157-176)
History of Modern Thought Syllabus
10
into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
15 Students are able to trace the historical background of modern thoughts. Following the historical line, the schools of the thoughts are periodically classified into the age of adventure, the age of reason, the age of enlightenment, the age of ideology and the age of analysis. Inseperably, in the course line of that history, the past-modern era has criticized the thoughts of the past and has laid critical preposition for the thoughts on the future.
Students are able to understand all materials from this course
Review the material All materials from this course 100’ History of Modern Thought Module (Satriyo.2013:75-176)
16 FINAL TEST
History of Modern Thought Syllabus
11
References
Compulsory :
Gogot Satriyo.2013.History of Modern Thought Module.Malang:STIBA Malang
Suplementary :
1. Rosidi, Sya’ban. 2002. History of Modern Thoughts. Malang: Center for Interdisciplinary Study and Cooperation
2. Mustansyir, Rizal. 1988. Filsafat Bahasa. Jakarta: Prima Karya
3. White, Morton. 1985. The Age of Analysis. USA: The Mentor Philosophers
4. Berlin, Isarah. 1985. The Age of Enlightenment. USA: The Mentor Philosophers
E. Matakuliah Berkehidupan Bermasyarakat ( MBB )
Indonesian Society and Culture Syllabus
2
SYLLABUS Department : English Code : MBB – 501 Subject : Indonesian Society and Culture Credit : 2 sks Semester : II (two) Prerequisite : - Description : This subject is generally designed to facilitate the learners in understanding the history of Indonesian Culture Competence : Students are able to describe and comprehend Indonesian culture and its historical development
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able to describe and comprehend Indonesian culture and its historical development
Students are able to understand the history, Indonesian man, Indonesian culture, and Indonesian civilization
Discussion about the history, Indonesian man, Indonesian culture, and Indonesian civilization
The meaning of Indonesian culture
100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985)
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able to describe and comprehend Indonesian culture and its historical development
Students are able to understand the cultural artifacts and Indonesian in prehistoric time
Discussion about the cultural artifacts and Indonesian in prehistoric time
Prehistoric time 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985:23)
3 Students are able to describe and comprehend Indonesian culture and its historical development
Students are able to understand the cultural artifacts and Indonesian in prehistoric time
Discussion about the cultural artifacts and Indonesian in prehistoric time
Prehistoric time 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985:23)
4 Students are able to describe and comprehend Indonesian culture and its historical
Students are able to understand the coming of Hindhu, the influence and
Discussion about the coming of Hindhu, the influence and the Hindhu Kingdoms
Hindhu and the culture 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985:30)
Indonesian Society and Culture Syllabus
3
development the Hindhu Kingdoms
5 Students are able to describe and comprehend Indonesian culture and its historical development
Students are able to understand the coming of Hindhu, the influence and the Hindhu Kingdoms
Discussion about the coming of Hindhu, the influence and the Hindhu Kingdoms
Hindhu and the culture 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985:30)
6 Students are able to describe and comprehend Indonesian culture and its historical development
Students are able to understand the coming of Hindhu, the influence and the Hindhu Kingdoms
Discussion about the coming of Hindhu, the influence and the Hindhu Kingdoms
Hindhu and the culture 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985:30)
7 Students are able to describe and comprehend Indonesian culture and its historical development
Students are able to understand islamic influence, the relationship between Islam and other culturaal elements, Islamic Kingdoms and culture
Discussion about islamic influence, the relationship between Islam and other culturaal elements, Islamic Kingdoms and culture
The influence of Islam 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985:44)
8 MIDTERM TEST
9 Students are able to describe and comprehend Indonesian culture and its historical development
Students are able to understand islamic influence, the relationship between Islam and other culturaal elements, Islamic Kingdoms and culture
Discussion about islamic influence, the relationship between Islam and other culturaal elements, Islamic Kingdoms and culture
The influence of Islam 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985:44)
10 Students are able to describe and
Students are able to understand
Discussion about islamic influence, the relationship
The influence of Islam 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat.
Indonesian Society and Culture Syllabus
4
comprehend Indonesian culture and its historical development
islamic influence, the relationship between Islam and other culturaal elements, Islamic Kingdoms and culture
between Islam and other culturaal elements, Islamic Kingdoms and culture
1985:44)
11 Students are able to describe and comprehend Indonesian culture and its historical development
Students are able to understand the coming of Europeans, colonization, and the influence to Indonesian culture
Discussion about the coming of Europeans, colonization, and the influence to Indonesian culture
The infuence of Europeans 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985:56)
12 Students are able to describe and comprehend Indonesian culture and its historical development
Students are able to understand the coming of Europeans, colonization, and the influence to Indonesian culture
Discussion about the coming of Europeans, colonization, and the influence to Indonesian culture
The infuence of Europeans 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985:56)
13 Students are able to describe and comprehend Indonesian culture and its historical development
Students are able to understand the Indonesian culture after independence, the contruction of national culture, and the place of local culture in national cuture
Discussion about the Indonesian culture after independence, the contruction of national culture, and the place of local culture in national cuture
Independence 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985:67)
14 Students are able to describe and comprehend Indonesian culture and its historical development
Students are able to understand the Indonesian culture after independence, the contruction of
Discussion about the Indonesian culture after independence, the contruction of national culture, and the place of
Independence 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985:67)
Indonesian Society and Culture Syllabus
5
national culture, and the place of local culture in national cuture
local culture in national cuture
15 Students are able to describe and comprehend Indonesian culture and its historical development
Students are able to understand the Indonesian culture after independence, the contruction of national culture, and the place of local culture in national cuture
Discussion about the Indonesian culture after independence, the contruction of national culture, and the place of local culture in national cuture
Independence 100’ Kebudayaan Mentalitas dan Pembangunan (Koentjaraningrat. 1985:67)
16 FINAL TEST
References
Compulsory :
Koentjaraningrat. 1985.Kebudayaan Mentalitas dan Pembangunan. Jakarta: Gramedia
Suplementary :
1. Soekomo, R. 1973. Sejarah Kebudayan Indonesia.Jogyakarta; Kanisius 2. Koentjaraningrat. Manusia dan Kebudayaan Indonesia. Jakarta: Gramedia
Basic Natural Science Syllabus
2
SYLLABUS Department : English Code : MBB – 502 Subject : Basic Natural Science Credit : 3 sks Semester : III (three) Prerequisite : - Description : This subject includes natural science explanation and natural science scope base, the connection with other sciences, connection between physics and technological development with the influence towards human life. Competence : Students get the knowledge about the natural science explanation and natural science scope base, the connection with
other sciences, connection between physics and technological development with the influence towards human life.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students get the knowledge about natural science explanation and natural science scope base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
Students are able to understand the natural science explanation
Discussion about the natural science explanation
Introduction 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:5)
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students get the knowledge about natural science explanation and natural science scope
Students are able to understand the universe
Discussion about the universe
Natural science scope 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:13)
Basic Natural Science Syllabus
3
base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
3 Students get the knowledge about natural science explanation and natural science scope base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
Students are able to understand the solar system theory and earth
Discussion about the solar system theory and earth
Natural science scope 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:19)
4 Students get the knowledge about natural science explanation and natural science scope base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
Students are able to understand the matter, element, periodic table, and chemistry reaction
Discussion about the matter, element, periodic table, and chemistry reaction
Chemistry 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:23)
Basic Natural Science Syllabus
4
5 Students get the knowledge about natural science explanation and natural science scope base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
Students are able to understand the physics branch and character
Discussion about the physics branch and character
Physics 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:30)
6 Students get the knowledge about natural science explanation and natural science scope base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
Students are able to understand the humanbeings, and geography
Discussion about the humanbeings, and geography
Living on earth 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:34)
7 Students get the knowledge about natural science explanation and natural science scope base, the connection with other sciences, connection between physics and technological
Students are able to understand the evolution
Discussion about the evolution
Living on earth 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:47)
Basic Natural Science Syllabus
5
development with the influence towards human life.
8 MIDTERM TEST
9 Students get the knowledge about natural science explanation and natural science scope base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
Students are able to understand the explanation of ecology
Discussion about the explanation of ecology
Ecology 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:50)
10 Students get the knowledge about natural science explanation and natural science scope base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
Students are able to understand the human in ecology
Discussion about the human in ecology
Ecology 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:57)
11 Students get the knowledge about natural science explanation and natural science scope
Students are able to understand about science and technology
Discussion about science and technology
The impact of technology 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:65)
Basic Natural Science Syllabus
6
base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
12 Students get the knowledge about natural science explanation and natural science scope base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
Students are able to understand social economy and culture
Discussion about social economy and culture
The impact of technology 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:73)
13 Students get the knowledge about natural science explanation and natural science scope base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
Students are able to understand the energy
Discussion about the energy
The impact of technology 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:90)
14 Students get the knowledge about natural science explanation and
Students are able to understand the conventional and
Discussion about the conventional and non-conventional energy
The impact of technology 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:90)
Basic Natural Science Syllabus
7
natural science scope base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
non-conventional energy
15 Students get the knowledge about natural science explanation and natural science scope base, the connection with other sciences, connection between physics and technological development with the influence towards human life.
Students are able to understand human resource and genetic
Discussion about human resource and genetic
The impact of technology 150’ Ilmu Alamiah.(Darmodjo Hendro.1996:90)
16 FINAL TEST
References
Compulsory :
Darmodjo Hendro.1996.Ilmu Alamiah Dasar.Jakarta:Karumika UT.
Suplementary :
1. Aly Abdullah & Eny Rahma.1991.Ilmiah Alamiah Dasar.Jakarta:Bina Aksara
2. Darmodjo Hendro.1996.Ilmu Alamiah Dasar.Jakarta:Karumika UT. 3. Jasin Maskoeri.1986.Ilmu Alamiah Dasar.Jakarta:PT.Raja Garafindo
Persada. 4. Asimov, Isaac.1972.Guide to Science.New York:Basic Book Inc.
Basic Social Studies Syllabus
2
SYLLABUS Department : English Code : MBB – 503 Subject : Basic Social Studies Credit : 3 sks Semester : II (two) Prerequisite : - Description : This lecture gives comprehension about the importance of formation and personal development with insight
extension, hit various existing phenomenon in society, culture and humanity. Competence : Students will get the knowledge about the importance of formation and personal development with insight extension, hit various
existing phenomenon in society, culture and humanity.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students will get the knowledge about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
Students are able to understand the social studies and the scope of social studies
Discussion about the social studies and the scope of social studies
Introduction 150’ Ilmu Sosial Dasar.(Darmansyah M.1986)
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students will get the knowledge about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
Students are able to understand the concept in literature and arts
Discussion about the concept in literature and arts
Basic social studies concept 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:7)
Basic Social Studies Syllabus
3
3 Students will get the knowledge about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
Students are able to understand the religion, philosophy and aesthetic
Discussion about the religion, philosophy and aesthetic
Basic social studies concept 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:18)
4 Students will get the knowledge about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
Students are able to understand the human and love affection
Discussion about the human and love affection
Sociology 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:23)
5 Students will get the knowledge about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
Students are able to understand the goal of life, human responsibility and expectation
Discussion about the goal of life, human responsibility and expectation
Sociology 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:25)
6 Students will get the knowledge about the importance of formation and personal development with insight
Students are able to understand the culture affects
Discussion about the culture affects
Culture 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:30)
Basic Social Studies Syllabus
4
extension, hit various existing phenomenon in society, culture and humanity.
7 Students will get the knowledge about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
Students are able to understand the primitive, agrarian and industrial culture
Discussion about the primitive, agrarian and industrial culture
Culture 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:32)
8 MIDTERM TEST
9 Students will get the knowledge about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
Students are able to understand the explanation Basic social studies background
Discussion about the explanation of Basic social studies background
Basic social studies background 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:4)
10 Students will get the knowledge about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
Students are able to understand the individual, family, and society
Discussion about the individual, family, and society
Social interaction 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:48)
Basic Social Studies Syllabus
5
11 Students will get the knowledge about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
Students are able to understand about teenagers and the problems
Discussion about teenagers and the problems
Social interaction 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:56)
12 Students will get the knowledge about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
Students are able to understand goverment, state, and civilitation
Discussion about goverment, state, and civilitation
Social interaction 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:78)
13 Students will get the knowledge about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
Students are able to understand about social grading
Discussion about social grading
The impact of social interaction 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:80)
14 Students will get the knowledge about the importance of formation and personal development with insight
Students are able to understand the demography
Discussion about the demography
The impact of social interaction 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:85)
Basic Social Studies Syllabus
6
extension, hit various existing phenomenon in society, culture and humanity.
15 Students will get the knowledge about the importance of formation and personal development with insight extension, hit various existing phenomenon in society, culture and humanity.
Students are able to understand structural and cultural development
Discussion about structural and cultural development
The impact of social interaction 150’ Ilmu Sosial Dasar.(Darmansyah M.1986:88)
16 FINAL TEST
References
Compulsory :
Darmansyah M.1986.Ilmu Sosial Dasar. Surabaya : Usaha Nasional
Suplementary :
1. ____________.1996.Ilmu Sosial Dasar:Teori dan Konsep Ilmu Sosial.Bandung 2. Sumaatmaja, Nursidi.1986.Pengantar Studi Sosial.Bandung : Alumni Wangsanegara 3. Soewaryo.1986.Ilmu Sosial Dasar. Universitas Terbuka
Cross Culture Understanding Syllabus
2
SYLLABUS Department : English Code : MBB – 504 Subject : Cross Culture Understanding Credit : 2 sks Semester : IV (four) Prerequisite : - Description : This Course is designed to develop the students’ awareness of the close relationship between language and culture, and different cultural aspects which may be encountered. During the course, the students will do a lot of reading, thinking, and discussing about different cultures in an attempt to learn more about them and to better understand them. Competence : Students are able and comprehend to improve their awareness of the close relationship between language and culture:
essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Meeting Competence Indicator Learning Activity Topic Time Source Evaluation
1 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand the Overview on the Course
Discussion about Overview on the Course
Introduction 100’ Course outline Beyond Language (Levine.1982:3)
1. Personal Assigment 2. Group
Assigment 3. Midterm Test 4. Final Test
2 Students are able and comprehend to improve their
Students are able to understand Verbal Patterns
Discussion about Verbal Patterns
Verbal Patterns 100’ Beyond Language (Levine.1982:19)
Cross Culture Understanding Syllabus
3
awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
3 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand Non-verbal Communication
Discussion about Non-verbal Communication
Non-verbal Communication 100’ Beyond Language (Levine.1982:43)
4 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family
Students are able to understand Personal Relationships
Discussion about Personal Relationships
Personal Relationships 100’ Beyond Language (Levine.1982:67)
Cross Culture Understanding Syllabus
4
and work values, cultural and cultural adjustment.
5 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand Personal Relationships
Discussion about Personal Relationships
Personal Relationships 100’ Beyond Language (Levine.1982:67)
6 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand Family Values
Discussion about Family Values
Family Values 100’ Beyond Language (Levine.1982:89)
7 Students are able and comprehend to improve their
Students are able to understand Family Values
Discussion about Family Values
Family Values 100’ Beyond Language (Levine.1982:89)
Cross Culture Understanding Syllabus
5
awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
8 MIDTERM TEST
9 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand Educational Attitudes
Discussion about Educational Attitudes
Educational Attitudes 100’ Beyond Language (Levine.1982:109)
10 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal
Students are able to understand Educational Attitudes
Discussion about Educational Attitudes
Educational Attitudes 100’ Beyond Language (Levine.1982:109)
Cross Culture Understanding Syllabus
6
relationship, family and work values, cultural and cultural adjustment.
11 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand Work Values
Discussion about Work Values
Work Values 100’ Beyond Language (Levine.1982:131)
12 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand Time and Space Patterns
Discussion about Time and Space Patterns
Time and Space Patterns 100’ Beyond Language (Levine.1982:1153)
13 Students are able and comprehend to improve their awareness of the close relationship
Students are able to understand Cultural Conflict
Discussion about Cultural Conflict
Cultural Conflict 100’ Beyond Language (Levine.1982:177)
Cross Culture Understanding Syllabus
7
between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
14 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand Cultural Conflict
Discussion about Cultural Conflict
Cultural Conflict 100’ Beyond Language (Levine.1982:177)
15 Students are able and comprehend to improve their awareness of the close relationship between language and culture: essential parts of culture, verbal pattern, personal relationship, family and work values, cultural and cultural adjustment.
Students are able to understand Cultural Adjustment
Discussion about Cultural Adjustment
Cultural Adjustment 100’ Beyond Language (Levine.1982:195)
16 FINAL TEST
Cross Culture Understanding Syllabus
8
Refference: Compulsory : Levine, Deena R.1982.Beyond Language.New Jersey:Prentice Hall. Sumplementary: 1. Genzel, Rhona B. And Cummings, Martha Graves. 1994. Culturally Speaking. Boston: Heinle&Heinle. 2. Levine, Deena R. and Adelman, Mara B. 1993.Beyond Language Cross Cultural Communication. New Jersey: Prentice Hall Regents. 3. Zanger, Virginia Vogel. 1993. Face to Face: Communication, Culture, and Collaboration. Boston: Heinle&Heinle.
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