UNIVERSITAS BATANGHARI

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
RENCANA PEMBELAJARAN SEMESTER
MATA KULIAH (MK) KODE RUMPUN MK BOBOT (SKS) SEMESTER TGL. PENYUSUNAN
Introduction to Literature UBP 12426 3 SKS IV
OTORITAS (Dekan) PENGEMBANG RPS KORDINATOR MK KETUA PRODI
H. Abdoel Gafar, M.Pd. Nurul Fitri, S.S, M.Hum Dr. Suyadi , S.Pd., M.A. Yanti Ismiyati, M.Pd.
NIDN: 1021036502 NIDN: 1013048701 NIDN: 1024037101 NIDN: 1031017302

Capaian Pembelajaran (CP) Capaian Pembelajaran Lulusan Prodi (CPL Prodi):

1. Attitude:
a. Berkontribusi dalam peningkatan mutu kehidupan bermasyarakat, berbangsa, bernegara, dan
kemajuan peradaban berdasarkan Pancasila.
b. Bekerjasama dan memiliki kepekaan sosial serta kepedulian terhadap masyarakat dan lingkungan.
c. Menunjukkan sikap bertanggungjawab atas pekerjaan di bidang keahliannya secara mandiri,
d. Menginternalisasi semangat kemandirian, kejuangan, dan kewirausahaan.
2. Knowledge:
a. Menguasai ilmu pendidikan Bahasa Inggris sesuai dengan perkembangan Ipteks untuk meningkatkan
kompetensi sebagai guru.
b. Menguasai keterampilan pendukung di bidang pendidikan Bahasa Inggris untuk memberikan kemampuan
sebagai praktisi Bahasa Inggris.
c. Menguasai prinsip-prinsip keguruan dan kependidikan menuju guru professional.
3. General Skills:
a. Mampu menerapkan pemikiran logis, kritis, sistematis, dan inovatif dalam konteks pengembangan atau
implementasi ilmu pengetahuan dan teknologi yang memperhatikan dan menerapkan nilai humaniora yang
sesuai dengan bidang keahliannya.
b. Mampu menunjukkan kinerja mandiri, bermutu, dan terukur
c. Menyusun deskripsi saintifik hasil kajian tersebut di atas dalam bentuk skripsi atau laporan tugas akhir dan
mengunggahnya dalam laman perguruan tinggi.
 d. Mampu bertanggungjawab atas pencapaian hasil kerja kelompok dan melakukan supervisi dan evaluasi
terhadap penyelesaian pekerjaan yang ditugaskan kepada pekerja yang berada di bawah tanggung jawab.

2. Specific Skills:
a. Mampu mengaplikasikan pembelajaran Bahasa Inggris sesuai dengan perencanaan.
b. Mampu melakukan evaluasi terhadap pelaksanaan pembelajaran pendidikan Bahasa Inggris.
c. Mampu melakukan inovasi dalam menerapkan Ipteks dalam bidang pendidikan Bahasa Inggris.
d. Mampu mengidentifikasi, merumuskan, dan menganalisis secara tepat fenomena pendidikan Bahasa
Inggris yang terdapat di tengah masyarakat.

Capaian Pembelajaran Mata Kuliah (CPMK):

By the end of the course, students are expected to explain the definition of literature, the function of studying literature, the
history of literature, be able to analyze poetry, fiction, and drama, and to identify the intrinsic elements (Plot, Character,
Setting) dan Extrinsic Elements (Psychology and Sociology) of literary work.

Deskripsi Singkat MK This course provides students with the definition, identification, and basic pattern for some key concepts of literary
genres: features, characteristics, formats, basic styles, and their working mechanisms, in the light of both
conventional and modern perspectives.
Bahan Kajian/Pokok Bahasan 1. Definition of Literature:
2. The Functions of Studying Literature
3. The History of English Literature
4. Definition of and the Use of Poetry
5. The definition of Fiction and the elements of fiction
6. The definition of Drama and types of drama
7. Literature and Psychology, biography of the author
8. Social class and social norm in Literature
9. Problems of fictional and non fictional writing
10. Problems of Serious and Pop Fiction
11. Problems of Text
12. Basic Approaches to Literary Interpretation
Pustaka Utama:
Required Readings:
 1. Barnet, Sylvan et.al. (2008). An Introduction to Literature. Boston: Little, Brown and Company.
2. Klarer, Mario. (1999). An Introduction to Literary Studies. New York: Routledge.
Pendukung: (Semua materi yang dapat diakses dari internet).
Media Pembelajaran Perangkat Lunak: Perangkat Keras:
Slides, PPT White board, boardmarker, eraser, papers, laptop, etc.

Dosen Pengampu Nurul Fitri, S.S, M.Hum

Mata Kuliah Syarat Mata Kuliah Wajib (Tidak bersyarat)

Minggu Sub-CPMK Indikator Criteria & Bentuk Penilaian Bentuk/Metode Materi Pembelajaran (pustaka) Bobot
Ke (Kemampuan akhir tiap Penilaian Pembelajaran & Penilaian
tahapan belajar) Penugasan (%)
Mahasiswa (buat
estimasi waktunya)
1 2 3 4 5 6 7
1 Syllabus Attitude Introducing course syllabus Teacher’s Centered Syllabus 0
Knowledge and Student Centered
Learning
(100 Minutes)
2 Definition of Literature Attitude 1. Presenting texts on the specific topic Teacher’s Centered 1. An Introduction to Literature 5%
with; and Student Centered Curriculum (Sylvan Barnet)
Knowledge a. Good systematical order Learning 2. An Introduction to Literary
(Introduction, Discussion, Examples, (100 Minutes) Studies (Mario Klarer)
General Skills Conclusion) 3. Other related books
 b. The content must be matched with
Specific Skills the topics

2. Comprehension: Asking and answering

questions on the topics

3 The Functions Attitude 1. Presenting texts on the specific topic Student-centered 1. An Introduction to Literature
of Studying with; Learning Curriculum (Sylvan Barnet)
Literature Knowledge a. Good systematical order 2. An Introduction to Literary
(Introduction, Discussion, Examples, Collaborative Learning Studies (Mario Klarer)
General Skills Conclusion) 3. Other related books
b. The content must be matched with
Specific Skills the topics

2. Comprehension: Asking and answering

questions on the topics

4 The History of Attitude 1. Presenting texts on the specific topic Student-centered 1. An Introduction to Literature 5%
English with; Learning Curriculum (Sylvan Barnet)
Literature Knowledge a. Good systematical order 2. An Introduction to Literary
(Introduction, Discussion, Examples, Collaborative Learning Studies (Mario Klarer)
General Skills Conclusion) 3. Other related books
b. The content must be matched with
Specific Skills the topics
2. Comprehension: Asking and answering
questions on the topics

5 Definition of and the Attitude 1. Presenting texts on the specific topic Student-centered 1. An Introduction to Literature
Use of Poetry with; Learning Curriculum (Sylvan Barnet)
Knowledge a. Good systematical order 2. An Introduction to Literary
(Introduction, Discussion, Examples, Collaborative Learning Studies (Mario Klarer)
General Skills Conclusion) 3. Other related books
b. The content must be matched with
Specific Skills the topics
 2. Comprehension: Asking and answering
questions on the topics

6 The definition of Fiction Attitude 1. Presenting texts on the specific topic Student-centered 1. An Introduction to Literature 5%
and the elements of with; Learning Curriculum (Sylvan Barnet)
fiction Knowledge a. Good systematical order 2. An Introduction to Literary
(Introduction, Discussion, Examples, Collaborative Learning Studies (Mario Klarer)
General Skills Conclusion) 3. Other related books
b. The content must be matched with
Specific Skills the topics

2. Comprehension: Asking and answering

questions on the topics

7 The definition of Drama
and types of drama
Attitude 1. Presenting texts on the specific topic Student-centered 1. An Introduction to Literature
with; Learning Curriculum (Sylvan Barnet)
Knowledge a. Good systematical order 2. An Introduction to Literary
(Introduction, Discussion, Examples, Collaborative Learning Studies (Mario Klarer)
General Skills Conclusion) 3. Other related books
b. The content must be matched with
Specific Skills the topics

2. Comprehension: Asking and answering

questions on the topics

8 Mid Semester Test 20%

9 Literature and Attitude 1. Presenting texts on the specific topic Student-centered 1. An Introduction to Literature 5%
Psychology, biography with; Learning Curriculum (Sylvan Barnet)
of the author Knowledge a. Good systematical order 2. An Introduction to Literary
(Introduction, Discussion, Examples, Collaborative Learning Studies (Mario Klarer)
General Skills Conclusion) 3. Other related books
b. The content must be matched with
Specific Skills the topics
 2. Comprehension: Asking and answering
questions on the topics

10 Social class and social Attitude 1. Presenting texts on the specific topic Student-centered . An Introduction to Literature 5%
norm in Literature with; Learning Curriculum (Sylvan Barnet)
Knowledge a. Good systematical order 2. An Introduction to Literary
(Introduction, Discussion, Examples, Collaborative Learning Studies (Mario Klarer)
General Skills Conclusion) 3. Other related books
b. The content must be matched with
Specific Skills the topics

2. Comprehension: Asking and answering

questions on the topics

11 Problems of fictional Attitude 1. Presenting texts on the specific topic Student-centered 1. An Introduction to Literature 5%
and non fictional with; Learning Curriculum (Sylvan Barnet)
writing Knowledge a. Good systematical order 2. An Introduction to Literary
(Introduction, Discussion, Examples, Collaborative Learning Studies (Mario Klarer)
General Skills Conclusion) 3. Other related books
b. The content must be matched with
Specific Skills the topics

2. Comprehension: Asking and answering

questions on the topics

12 Problems of Serious Attitude 1. Presenting texts on the specific topic Student-centered 1. An Introduction to Literature
and Pop Fiction with; Learning Curriculum (Sylvan Barnet)
Knowledge a. Good systematical order 2. An Introduction to Literary
(Introduction, Discussion, Examples, Collaborative Learning Studies (Mario Klarer)
General Skills Conclusion) 3. Other related books
b. The content must be matched with
Specific Skills the topics
 2. Comprehension: Asking and answering
questions on the topics

13 Problems of Text Attitude 1. Presenting texts on the specific topic Student-centered 1. An Introduction to Literature
with; Learning Curriculum (Sylvan Barnet)
Knowledge a. Good systematical order 2. An Introduction to Literary
(Introduction, Discussion, Examples, Collaborative Learning Studies (Mario Klarer)
General Skills Conclusion) 3. Other related books
b. The content must be matched with
Specific Skills the topics

2. Comprehension: Asking and answering

questions on the topics

14 Basic Approaches to Attitude 1. Presenting texts on the specific topic Student-centered 1. An Introduction to Literature 5%
Literary Interpretation with; Learning Curriculum (Sylvan Barnet)
Knowledge a. Good systematical order 2. An Introduction to Literary
(Introduction, Discussion, Examples, Collaborative Learning Studies (Mario Klarer)
General Skills Conclusion) 3. Other related books
b. The content must be matched with
Specific Skills the topics

2. Comprehension: Asking and answering

questions on the topics

15 Reviewing whole Attitude Comprehension: Asking and answering Student-centered 1. An Introduction to Literature 5%
material from 1-14 questions on the topics Learning Curriculum (Sylvan Barnet)
meeting Knowledge 2. An Introduction to Literary
Collaborative Learning Studies (Mario Klarer)
General Skills 3. Other related books
Looney:2008)
Specific Skills 5.Educational Assessment of
Students (Anthony J. Nitko)
6.Other related books
 16 Final Semester Test 40%

Catatan:

1. Capaian Pembelajaran Lulusan Prodi adalah kemampuan yang dimiliki oleh setipa lulusan prodi yang merupakan internalisasi dari sikap, penguasaan pengetahuan dan
keterampilan sesuai dengan jenjang prodinya yang diperoleh melalui proses pembelajaran.
2. CPL yang dibebankan pada mata kuliah adalah beberapa capaian pembelajaran lulusan prodi (CPL Prodi) yang digunakan untuk pembentukan/pengembangan sebuah
mata kuliah yang terdiri dari aspek sikap, keterampilan umum, keterampilan khusus dan pengetahuan.
3. CPMK adalah kemampuan yang dijabarkan secara spesifik dari CPL yang dibebankan pada mata kuliah, dan bersifat spesifik terhadap bahan ajar atau materi
pembelajaran mata kuliah tersebut.
4. Sub-CP MK adalah kemampuan yang dijabarkan secara spesifik dari CPMK yang dapat diukur atau diamati dan merupakan kemampuan akhir yang direncanakan pada
tiap tahapan pembelajaran, dan bersifat spesifik terhadap materi pembelajaran mata kuliah tersebut.
5. Criteria penilaian adlah patokan yang digunakan sebagai ukuran atau tolok ukur keterampilan pembelajaran dalam penilaian berdasarkan indicator indicator yang telah
ditetapkan. Criteria penilaian merupakan pedoman bagi penilai agar penilaian konsisten dan tidak bias. Criteria dapat berupa kuantitatif maupun kualitatif.
6. Indicator penilaian kemampuan dalam proses maupun hasil belajar mahasiswa adalah pernyataa spesifik dan terukur yang mengidentifikasi kemampuan atau kinerja
hasil belajar mahasiswa yang disertai bukti bukti.