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Terakreditasi : 019/BAN-PT/Ak-XIII/S I /IX/2010 (Program Studi Pendidikan Bahasa dan Sastra Indonesia)
Terakreditasi : 003/BAN-PT/Ak-XV/SI/IV/2012 (Program Studi Penjaskesrek)
Terakreditasi : 197/SK/BAN-PT/Ak-XVI/IX/2013 (Program Studi Bahasa Inggris)
Sekretariat : Jl. K.H. Abdul Halim No. 103 Telp.Fak. (0233) 283611 Majalengka 45418


Mata Kuliah : Bahasa Inggris

Program Studi : Penjaskesrek
Nama Dosen : Endang Sholihat JS, Drs.

1. Tujuan: Pada akhir perkuliahan ini peserta didik / mahasiswa diharapkan memiliki keterampilan membaca, menyimak, berbicara dan menulis dalam Bahasa Inggris melalui
tema yang sesuai dengan situasi dan kondisi tertentu pada saat tersebut dengan menggunakan kosa kata dan kata bahasa yang relevan.
2. Garis-garis Program dan pengajaran

Jumlah Jumlah Jam

No Topik Bentuk Kegiatan Sumber Keterangan
Pertemuan Pertemuan
(D (2) (3) (4) (5) (6) (7)
1 Wacana yang berhubungan dengan Scanning Pelaksanaan (2) (3)
Olahraga dan Kesehatan Skimming (4) (5) disesuaikan
Intensif 5 500 menit 1. Tim penulis MGMP B.Inggris : dengan kondisi dan
Refersing COMMUNICATIVE ENGLISH I situasi / flexible
2 Kosa kata yang berhubungan dengan Synonym 2. Breandan Heasley : ENGLISH IN USE
Olahraga dan Kesehatan Antonym 2 200 menit 3. E. Stannard Allen :
Deducing meaning
3 Tata Bahasa a/Grammar terutama Ceramah dan Latihan 4 400 menit 4. Murphy : GRAMMAR IN USE
4 Ungkapan-ungkapan yang biasa di Kuliah mimbar dan latihan 3 300 menit 5. AS Horndy: OXFORD ADVANCED
gunakan dalam kegiatan sehari-hari diskusi LEARNERS DICTIONARY
Majalengka, April 2012

Endang Sholihat JS, Drs.

Terakreditasi : 019/BAN-PT/Ak-XIII/S I /IX/2010 (Program Studi Pendidikan Bahasa dan Sastra Indonesia)
Terakreditasi : 003/BAN-PT/Ak-XV/SI/IV/2012 (Program Studi Penjaskesrek)
Terakreditasi : 197/SK/BAN-PT/Ak-XVI/IX/2013 (Program Studi Bahasa Inggris)
Sekretariat : Jl. K.H. Abdul Halim No. 103 Telp.Fak. (0233) 283611 Majalengka 45418



Mata Kuliah : Bahasa Inggris

Program Studi : Pendidikan Jasmani Kesehatan dan Rekreasi
Jumlah SKS : 2 SKS
Jumlah Pertemuan : Min 14 x Pertemuan
a 90 Menit
Nama Dosen : Endang Sholihat JS, Drs.

A. Course Descriptions & Objectives

1. Learning to read is learning many different skills that work together and build on one another. Each time one improve any one skill, it strengthens all the others. As one's
vocabulary improves, one will be able to understand and interpret the text one is engaging. And as one learns to comprehend and interpret better, one will gain more clues
about the meaning of unfamiliar words. Comprehension is, therefore, not a set of discrete skills. It is a process by which one constructs meaning by using clues in the text
and relating them to one's existing background knowledge.
The series of six Reading Comprehension courses, which carry a total of twelve credit hours, are designed to enable students to develop into independent, self
directed readers. That is, the readers who can set their own purposes for their literacy engagement, respond to difficulties strategically, monitor their literacy processes and
make self corrections when having difficulties.
To enable students to develop into independent, self directed readers, this cluster of six reading comprehension courses will expose students to different types of
texts (i.e., narrative, procedural, and expository) and engage the learners in different tasks which require the use of different reading (and learning) strategies. These
learning tasks and reading strategies include.
Using skills and processes that provide clues to understanding text, such as vocabulary skills (e.g.. context clues ; structural analysis; dictionary skills);
Indentifying relevant information in text (e.g., narrative details; interrelationships of events in a narrative text : main ideas and supporting details in an expository text;
relationships of ideas in expository writing)
Using processes and skills for relating text to past experiences by inferencing, critical reading (e.g., indentifying facts and opinions; recognizing biases, assumptions,
propaganda devices, etc.); and
Monitoring own cognitive processes to enable self-corrections.
2. This course focuses on encouraging students to have good command in spoken English. Students will have correct pronunciation and they will learn the meaning of short
expressions, they will be able to negotiate the meaning during active communication. In other words, they have to come to terms with what expression should be used, to
whom it is
spoken and in what situation it should be conveyed. Not only formal and informal language will be introduced but also information on cultural awareness and cross cultural
3. The course will focus on the forming of English sentence patterns with in-depth discussions on recognizing and analyzing clause categories and sentence patterns of the
English language. The course should include word ordering in sentence formations of the language. Differences from and similarities to the sentence formations of the
Indonesian language will also be highlighted.

Student are able to

1) recognize the patterns of the English language;
2) analyze the grammaticality of English sentences;
3) account for structural ambiguity;
4) account for the grammatical and logical relations within a sentence.

B. Course Requirements:
Each course the series is a complement to the one following it; therefore; the preceding courses will always a prerequisite for each of the latter ones.

C. Grading Policy:
Assessment will be made based on :
Participation in class : 25 %
Assignments : 10%
Mid-tern test : 25 %
Final test : 40 %

D. Attendance Policy:
Students who miss class frequently will not be reviewing the as consistently as and participation; moreover; they certainly will not be reviewing the as consistently as their
more conscientious classmates. Students with more than 20 % of unexcused absences will have their grades lowered by one-bird. If students have more than 20 % of absences
they are not entitled to the final exam.

E. Tentative Schedule:
The schedule of each course is flexible in nature, instructors are instrumental in determining objectives expected of the students assuming that the instructors pertain to the
targeted objectives. Here is an example of the schedule

Sessions Topic Sub Topic Source

1 Introductory Remark Review on Pronunciation, Teacher's document
stress intonation words +
2&3 Identification and Personal information 1. Teacher's document's
Communication e.g. self identification 2. English for Adult
form. Competency
Greetings 3. English Forum
Leave talking
4 What do you do ? Indentifying various kinds of English for adult
jobs competency

5 Polite expressions, Excuses Command

& Apologies Request
Teacher's document
Polite Request
Excuses & apologies
6 Invitation Expression Used
Teacher's document
Presenting Dialogue
7 Mid Semester Test Student's presentation
8 Telephone Conversation Presenting dialogue 1. Teacher's document
Expressions used in the 2. Meaning into words
topic e.g. Hello, Tom is 3. The Cambridge
speaking English Course.
9 Asking and giving Presenting dialogue &
Direction expressions used
10 & 11 Identifying Objects Indentifying Pictures
Indentifying Photographs
Retelling picture stories Teacher's document
Retelling a very short
story or simplified novel
12 Collins English Library e.g.
Oliver Twist.
13 Looking into the Future The use of short comment &
questions tag in the dialogue
1. Teacher's document
2. Getting Together
A. She is going to get 3. Easy does it
married soon
B. Is she
14, 15 Visiting a friend Talking about house 1. Teacher's document
& 16 Talking about food 2. Getting Together

1. Curry, Dean. (1984), Easy Does It, United States Information Agency, Washington
2. Dolf; A. Jones, C and Mitchell, K, (1986, Meaning into Words, Cambridge,
Cambridge University Press.
3. Keltner, A and Bitterlin, G. (1981), English For Adult Competency, New Jersey,
Prentice Hall, Inc.
4. Stempleski, S. et al (19...), Getting Together, An ESL Conversation Book, London,
5. Swan, M and Walter, C,. (1988) The Cambridge English Course, Cambridge
Cambridge University Press.

~ ESJS ~