Mata kuliah: BAHASA INGGRIS I (LUH1B2/2SKS / Semester 1 atau Semester 2

CAPAIAN PEMBELAJARAN LULUSAN PRODI:

1. Mampu memahami dan menyampaikan informasi dari teks bacaan atau tuturan bahasa Inggris dengan menggunakan bahasa Inggris yang baik dan berterima.
2. Mampu memahami dan menerima perbedaan persepsi pemahaman lintas budaya (CCU).

3. Mampu mengkonstruksikan fakta, opini, dan gagasan dengan menggunakan bahasa Inggris yang baik dan berterima.
4. Mampu melakukan komunikasi secara tertulis dan lisan secara efektif dengan menggunakan bahasa Inggris yang baik dan berterima.




[S.2, KU.2]: Mampu melakukan komunikasi secara tertulis dan lisan secara efektif dengan menggunakan bahasa Inggris yang baik dan berterima. (10)



[S.2, KU.2]:Mahasiswa mampu mengkonstruksikan dan menyampaikan
fakta, opini, dan gagasan secara lisan dengan menggunakan Bahasa Inggris
yang baik dan berterima.(9)

[S.2, KU.2]:Mahasiswa mampu mengkonstruksikan dan menyampaikan
fakta, opini, dan gagasan secara tertulis dengan menggunakan Bahasa
Inggris yang baik dan berterima.(8)
[S.2, KU.2] : Mahasiswa mampu memahami dan menerima

perbedaan persepsi pemahaman lintas budaya. (7)


[S.2, KU.2]:Mahasiswa mampu mengkonstruksikan fakta dan opini secara
[S.2, KU.2]:Mahasiswa mampu menyampaikan fakta dan opini secara lisan
lisan dengan menggunakan Bahasa Inggris yang baik dan berterima.(4)

dengan menggunakan Bahasa Inggris yang baik dan berterima.(6)



[S.2, KU.2]:Mahasiswa mampu mengkonstruksikan fakta dan opini secara
[S.2, KU.2]:Mahasiswa mampu menyampaikan fakta dan opini secara tertulis
tertulis dengan menggunakan Bahasa Inggris yang baik dan berterima.(3)
dengan menggunakan Bahasa Inggris yang baik dan berterima.(5)


[S.2, KU.2]:Mahasiswa mampu merespon dan menyampaikan fakta, opini, [S.2, KU.2] : Mahasiswa mampu memahami fakta, opini, atau
atau gagasan dari teks bacaan atau tuturan Bahasa Inggris.(2)
gagasan dari teks bacaan dan tuturan Bahasa Inggris. (1)

Garis Entry Behavior

Ima Normalia Kusmayanti-Telkom University

RENCANA PEMBELAJARAN SEMESTER
SEMUA PROGRAM STUDI
SEMUA FAKULTAS
MATA KULIAH KODE Rumpun MK BOBOT (sks) SEMESTER Direvisi
Bahasa Inggris 1 LUH1B2 PPDU (UMUM) T=1 P=1 1 atau 2 16 Juni 2016
OTORISASI Pengembang RPS Ketua PPDU Direktur Akademik





Ima Normalia Kusmayanti, S.S., M.Pd. Dra. Endang Budiasih, M.T. Ir. Christanto Triwibisono, M.M.
Capaian Pembelajaran (CP) CP-MK
Mahasiswa:
1. Mampu memahami dan menyampaikan informasi dari teks bacaan dan tuturan bahasa Inggris dengan menggunakan bahasa Inggris
yang baik dan berterima.
2. Mampu memahami dan menerima perbedaan persepsi pemahaman lintas budaya (CCU).
3. Mampu mengkonstruksikan fakta, opini, dan gagasan dengan menggunakan bahasa Inggris yang baik dan berterima.
4. Mampu melakukan komunikasi secara tertulis dan lisan secara efektif dengan menggunakan bahasa Inggris yang baik dan berterima.

Sub-CP-MK
Mahasiswa:
1. Mampu memahami fakta, opini, dan gagasan dari teks bacaan atau tuturan Bahasa Inggris;
2. Mampu merespon dan menyampaikan fakta, opini, dan gagasan dari teks bacaan atau tuturan Bahasa Inggris;
3. Mampu mengkonstruksikan fakta dan opini secara tertulis dengan menggunakan Bahasa Inggris yang baik dan berterima;
4. Mampu mengkonstruksikan fakta dan opini secara lisan dengan menggunakan Bahasa Inggris yang baik dan berterima;
5. Mampu menyampaikan fakta dan opini secara tertulis dengan menggunakan Bahasa Inggris yang baik dan berterima;
6. Mampu menyampaikan fakta dan opini secara lisan dengan menggunakan Bahasa Inggris yang baik dan berterima;
7. Mampu memahami dan menerima perbedaan persepsi pemahaman lintas budaya;
8. Mampu mengkonstruksikan dan menyampaikan fakta, opini, dan gagasan secara tertulis dengan menggunakan Bahasa Inggris yang baik
dan berterima;
9. Mampu mengkonstruksikan dan menyampaikan fakta, opini, dan gagasan secara lisan dengan menggunakan Bahasa Inggris yang baik
dan berterima;

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 10. Mampu melakukan komunikasi secara tertulis dan lisan secara efektif dengan menggunakan bahasa Inggris yang baik dan berterima.

Diskripsi Singkat MK Mata Kuliah Bahasa Inggris I (General English) termasuk kedalam kelompok Perkuliahan Dasar Umum (PPDU) sebagai mata kuliah yang
mendukung kompetensi kemampuan berkomunikasi. Mata kuliah ini membekali mahasiswa untuk dapat mengembangkan kemampuan dasar
bahasa Inggris yang mencakup memahami, menyampaikan, mengkonstruksikan, dan mengkomunikasikan fakta, opini, dan gagasan dalam
bahasa Inggris yang baik dan berterima. Mahasiwa pun diharapkan dapat memahami dan menerima perbedaan persepsi dalam pemahaman
lintas budaya.

Pustaka Utama :
th
1. Jones, L. (2013). Let’s Talk 1. 28 Edition. Cambridge: Cambridge University Press
2. Kusmayanti, et.al. (2016). English Conversation: Advanced. Bandung: Language Center of Telkom University.
3. Redman, S. (2012). English Vocabulary in Use: Pre-Intermediate and Intermediate. Cambridge: Cambridge University Press.
4. https://www.teachingenglish.org.uk/teaching-teens/resources
5. http://www.elllo.org

Pendukung :
1. Hofstede, G., Hostede, G.J., and Minkov, M. (2010). Cultures and Organizations: Software of the Mind, Intercultural Cooperation and Its
Importance for Survival. New York: McGraw-Hill.
2. LeBeau C. & Harrington, D. (2006). Discussion: Process and Principles. Oregon: Language Solution, Inc.
3. LeBeau, C. & Harrington, D. (2003). Getting Ready for Speech: A Beginner Guide to Public Speaking. Oregon: Language Solution, Inc.

Media Pembelajaran Software : Hardware :
Edmodo, Altissia, Glogster, Gmail, Facebook PC atau laptop dilengkapi dengan koneksi internet dan LCD Projector.

Team Teaching INK, FLO, RTH, FPS, DIR, ISK, ARS, YNG, SNB, YEL, PWT, RFN, LSK, WDY, PRE, EMA, SKY, AZI, SNA, MTN, NDH, DHL, TNT, WHE, ZKL, GTK, NRC,
MAU, IFM, RLA, REW, AAE, LSI, NER, INR, DRR, RSI, PEE, MAD, ASH, MRJ, EDV, IWI, JRH

Matakuliah Syarat -









3
Mg Ke- Kemampuan Akhir Materi Pembelajaran Metode Pembelajaran Asesmen
Sesuai tahapan belajar [Pustaka] [Estimasi Waktu] Bobot
Indikator Bentuk
(Sub-CP-MK) (%)
TALKING ABOUT PERSONAL CHARACTERISTICS AND FEELINGS
1. Mahasiswa mampu memahami fakta, opini, dan gagasan dari teks bacaan atau tuturan Bahasa Inggris;
2. Mahasiswa mampu merespon dan menyampaikan fakta, opini, dan gagasan dari teks bacaan atau tuturan Bahasa Inggris;
3. Mahasiswa mampu mengkonstruksikan fakta dan opini secara tertulis atau lisan dengan menggunakan Bahasa Inggris yang baik dan berterima;
4. Mahasiswa mampu menyampaikan fakta dan opini secara tertulis atau lisan dengan menggunakan Bahasa Inggris yang baik dan berterima;
5. Mahasiswa mampu memahami dan menerima perbedaan persepsi pemahaman lintas budaya.

1,2 • Mahasiswa mampu a. Topic 1: Personal -Lecture o Content Tugas 1: Non-Tes : 10%
memahami fakta, Characteristics -Cooperative Learning Poster tentang “all o Lembar kerja gap
opini, dan gagasan dari b. Topic 2: Feelings toward a. Choral Group about me” filling; [kejelasan dan
teks bacaan atau Certain Situations b. Small Group: Gap Filling kelengkapan]
tuturan Bahasa Inggris; c. CCU 1: Individualism vs. c. Small Group: Sharing o Rubrik penilaian
• Mahasiswa mampu Collectivism Sessions “Creating Poster”
merespon dan d. CCU 2: Restraint vs. [TM: 2x(2x50”)] o Rubrik penilaian
menyampaikan fakta, Indulgence [P:1x(2x50”)] “Effort and
opini, dan gagasan dari e. Vocabulary 1: Negative Participation”
teks bacaan atau adjective (un-, im-, dis-)
tuturan Bahasa Inggris; f. Vocabulary 2: positive
• Mahasiswa mampu adjective (-ful, -ed, -ous)
mengkonstruksikan g. Grammar 1: Complete
fakta secara tertulis Sentences
atau lisan dengan h. Grammar 2: Word Order
menggunakan Bahasa (Pustaka: 1 (Unit 1, Unit 2); 3 (Unit
Inggris yang baik dan 11, Unit 12)
berterima;
• Mahasiswa mampu
menyampaikan fakta
secara tertulis atau
lisan dengan
menggunakan Bahasa
Inggris yang baik dan
berterima
• Mahasiswa mampu
memahami dan

4
 menerima perbedaan
persepsi pemahaman
lintas budaya
TELLING ABOUT FAMILY MEMBERS AND BEST FRIENDS
1. Mahasiswa mampu memahami fakta, opini, dan gagasan dari teks bacaan atau tuturan Bahasa Inggris;
2. Mahasiswa mampu merespon dan menyampaikan fakta, opini, dan gagasan dari teks bacaan atau tuturan Bahasa Inggris;
3. Mahasiswa mampu mengkonstruksikan fakta dan opini secara tertulis atau lisan dengan menggunakan Bahasa Inggris yang baik dan berterima;
4. Mahasiswa mampu menyampaikan fakta dan opini secara tertulis atau lisan dengan menggunakan Bahasa Inggris yang baik dan berterima;
5. Mahasiswa mampu memahami dan menerima perbedaan persepsi pemahaman lintas budaya.

3, 4 • Mahasiswa mampu a. Topic 1: Family Members -Lecture o Content Tugas 2: Non-Tes : 10%
memahami fakta, b. Topic 2: Best Friends -Cooperative Learning Cerita tentang orang o Rekam video
opini, dan gagasan dari c. CCU 1: Masculinity vs. a. Small Group: Pass the yang paling disayangi o Rubrik penilaian
teks bacaan atau Femininity Question “Video Making”
tuturan Bahasa Inggris; d. CCU 2: Long Term vs. Short b. Small Group: Play Trivia
• Mahasiswa mampu Term c. Reflective Writing and
merespon dan e. Vocabulary 1: Negative Speaking (Gibbs’s Reflective
menyampaikan fakta, adjective (un-, im-, dis-) Cycle)
opini, dan gagasan dari f. Vocabulary 2: positive [TM: 2x(2x50”)]
teks bacaan atau feeling (-ful, -ed, -ous) [P:1x(2x50”)]
tuturan Bahasa Inggris; g. Grammar 1: Stating [BM:1x(1x50”)]
• Mahasiswa mampu Advantages and
mengkonstruksikan Disadvantages
fakta dan opini secara h. Grammar 2: Comparing and
tertulis atau lisan Contrasting
dengan menggunakan (Pustaka: 1 (Unit 4); 2 (Unit 1); 3
Bahasa Inggris yang (Unit 13)
baik dan berterima;
• Mahasiswa mampu
menyampaikan fakta
dan opini secara
tertulis atau lisan
dengan menggunakan
Bahasa Inggris yang
baik dan berterima;
• Mahasiswa mampu
memahami dan
menerima perbedaan
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 persepsi pemahaman
lintas budaya.

PERFORMING DIALOGUE
1. Mahasiswa mampu mengkonstruksikan dan menyampaikan fakta dan opini secara lisan dengan menggunakan Bahasa Inggris yang baik dan berterima;
2. Mahasiswa mampu menerima perbedaan persepsi pemahaman lintas budaya.

5,6 • Mahasiswa mampu Materi pertemuan 1-4. Dialogue Performance o Mampu berinteraksi o Authentic 30 %
mengkonstruksikan Topik dialog disesuaikan dengan [BM:1x(2x50”)] aktif dalam dialog Assessment: Paired
dan menyampaikan pilihan mahasiswa. [P:2x(2x50”)] dengan rekan sebaya. Dialogue
fakta dan opini secara o Mampu menghargai o Rubric “Self-
lisan dengan dan membantu rekan Evaluation”
menggunakan Bahasa sebaya. o Rubric “Dialogue
Inggris yang baik dan Performance”
berterima; o Skor ECCT
• Mahasiswa mampu
menerima perbedaan
persepsi pemahaman
lintas budaya.
8-9 Evaluasi Tengah Semester (Evaluasi formatif yg dimaksudkan untuk melakukan perbaikan pembelajaran berdasarkan assessment yang telah
dilakukan). UTS dilaksanakan pada minggu ke-5 dan ke-6. Hal ini dilakukan karena tujuan utama Bahasa Inggris 1 adalah mengasah kemampuan
komunikasi lisan mahasiswa.

DISCUSSING ENTERTAINMENT, PEOPLE, AND FUTURE WORLD
1. Mahasiswa mampu memahami dan merespon fakta, opini, dan gagasan dari teks bacaan atau tuturan Bahasa Inggris;
2. Mahasiswa mampu mengkonstruksikan fakta, opini, dan gagasan secara tertulis atau lisan dengan menggunakan Bahasa Inggris yang baik dan berterima;
3. Mahasiswa mampu menyampaikan fakta, opini, dan gagasan secara tertulis atau lisan dengan menggunakan Bahasa Inggris yang baik dan berterima;
4. Mahasiswa mampu memahami dan menerima perbedaan persepsi pemahaman lintas budaya.

7, 9, 10 • Mahasiswa mampu a. Topic 1: Entertainment -Lecture o Content Tugas 3: o Rubric “Movie 20%
memahami dan b. Topic 2: People -Discovery Learning Rangkuman dan ulasan Review”
merespon fakta, opini, c. Topic 3: Future World a. Small Group: Word tentang film. o Rubric “Story
dan gagasan dari teks d. CCU 1: Masculinity and Association Telling”
bacaan atau tuturan Femininity b. Small Group: Role Play o Content Tugas 4: o Rubric “Group Work
Bahasa Inggris; e. CCU 2: Power Distance -Cooperative Learning Cerita berantai Rating Scale”
• Mahasiswa mampu f. CCU 3: Certainty and a. Small Group: Discussion
mengkonstruksikan Uncertainty b. Small Group: Chain Story
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 fakta, opini, dan g. Vocabulary 1: Negative Telling
gagasan secara tertulis adjective (un-, im-, dis-) [TM: 3x(2x50”)]
atau lisan dengan h. Vocabulary 2: positive [P:2x(2x50”)]
menggunakan Bahasa feeling (-ful, -ed, -ous) [BM:1x(1x50”)]
Inggris yang baik dan i. Grammar 1: Comparing
berterima; and Contrasting
• Mahasiswa mampu j. Grammar 2: Stating
menyampaikan fakta, Opinions
opini, dan gagasan k. Grammar 3: Making
secara tertulis atau Predictions
lisan dengan (Pustaka: 1 (Unit 13, Unit 16); 2
menggunakan Bahasa (Unit 5, Unit 8); 3 (Unit 44)
Inggris yang baik dan
berterima;
• Mahasiswa mampu
memahami dan
menerima perbedaan
persepsi pemahaman
lintas budaya.

CONDUCTING INTERVIEW
1. Mampu melakukan komunikasi secara tertulis dan lisan secara efektif dengan menggunakan bahasa Inggris yang baik dan berterima.
2. Mahasiswa mampu menerima perbedaan persepsi pemahaman lintas budaya.

11, 12, • Mampu melakukan Materi pertemuan 1-10. Dialogue Performance o Mampu merespon dan o Authentic 15%
13 komunikasi lisan secara Topik ditentukan oleh dosen. [TM: 3x(2x50”)] berinteraksi aktif dalam Assessment:
efektif dengan [BM:3x(2x50”)] percakapan bersama Individual Interview
menggunakan bahasa [P:3x(2x50”)] dosen. o Rubric “Speaking
Inggris yang baik dan o Mampu menunjukan Performance”
berterima. pemahaman lintas o Rubric “Cross
• Mahasiswa mampu budaya. Cultural
menerima perbedaan Understanding”
persepsi pemahaman
lintas budaya.

14 • Mampu melakukan Materi pertemuan 1-10. [TM: 1x(2x50”)] o Mampu melakukan o Rubric “Reflective 15-
komunikasi tertulis Topik disesuaikan dengan pilihan [P:1x(2x50”)] komunikasi tertulis. Writing” 30%
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 secara efektif dengan mahasiswa. o Mampu menunjukan o LaC Membership
menggunakan bahasa pemahaman lintas Activities
Inggris yang baik dan budaya dalam bentuk
berterima. tulisan.
• Mahasiswa mampu
menerima perbedaan
persepsi pemahaman
lintas budaya

15-16 Evaluasi Akhir Semester (Evaluasi yg dimaksudkan untuk mengetahui capaian akhir hasil belajar mahasiswa)

Catatan : 1 sks = (50’ TM + 50’ PT + 60’ BM)/Minggu BM = Belajar Mandiri T = Teori (aspek ilmu pengetahuan)
TM = Tatap Muka (Kuliah) PS = Praktikum Simulasi (1sks=2,76 jam/minggu) P = Praktek (aspek ketrampilan kerja)
PT = Penugasan Terstruktur. PL = Praktikum Langsung (1 sks = 2,76 jam/minggu)

















8
SILABUS
Mata Kuliah : BAHASA INGGRIS I (GENERAL ENGLISH)
Kode/bobot/Semester : LUH1B2 / 2 SKS / 1 atau 2

Capaian Pembelajaran Matakuliah (CP-MK):
Setelah mengikuti matakuliah ini mahasiswa:
1. Mampu memahami dan menyampaikan informasi dari teks bacaan atau tuturan bahasa Inggris dengan menggunakan bahasa Inggris yang baik dan berterima.
2. Mampu memahami dan menerima perbedaan persepsi pemahaman lintas budaya (CCU).
3. Mampu mengkonstruksikan fakta, opini, dan gagasan dengan menggunakan bahasa Inggris yang baik dan berterima.
4. Mampu melakukan komunikasi secara tertulis dan lisan secara efektif dengan menggunakan bahasa Inggris yang baik dan berterima

Kemampuan yang direncanakan tiap tahapan belajar (Sub-CP-MK):
Setelah mengikuti matakuliah ini mahasiswa:
1. Mampu memahami fakta, opini, dan gagasan dari teks bacaan atau tuturan Bahasa Inggris;
2. Mampu merespon dan menyampaikan fakta, opini, dan gagasan dari teks bacaan atau tuturan Bahasa Inggris;
3. Mampu mengkonstruksikan fakta dan opini secara tertulis dengan menggunakan Bahasa Inggris yang baik dan berterima;
4. Mampu mengkonstruksikan fakta dan opini secara lisan dengan menggunakan Bahasa Inggris yang baik dan berterima;
5. Mampu menyampaikan fakta dan opini secara tertulis dengan menggunakan Bahasa Inggris yang baik dan berterima;
6. Mampu menyampaikan fakta dan opini secara lisan dengan menggunakan Bahasa Inggris yang baik dan berterima;
7. Mampu memahami dan menerima perbedaan persepsi pemahaman lintas budaya;
8. Mampu mengkonstruksikan dan menyampaikan fakta, opini, dan gagasan secara tertulis dengan menggunakan Bahasa Inggris yang baik dan berterima;
9. Mampu mengkonstruksikan dan menyampaikan fakta, opini, dan gagasan secara lisan dengan menggunakan Bahasa Inggris yang baik dan berterima;
10. Mampu melakukan komunikasi secara tertulis dan lisan secara efektif dengan menggunakan bahasa Inggris yang baik dan berterima.

Pokok Bahasan (Subject Matter):
Mata Kuliah Bahasa Inggris I membekali mahasiswa untuk dapat mengembangkan kemampuan dasar bahasa Inggris yang mencakup memahami, menyampaikan,
mengkonstruksikan, dan mengkomunikasikan fakta, opini, dan gagasan dalam bahasa Inggris yang baik dan berterima. Mahasiwa pun diharapkan dapat memahami dan
menerima perbedaan persepsi dalam pemahaman lintas budaya. Topik-topik yang dibahas di kelas meliputi personal characteristics, feelings toward something, family
members, best friends, entertainment, people, dan future world.

Pustaka Utama:
th
1. Jones, L. (2013). Let’s Talk 1. 28 Edition. Cambridge: Cambridge University Press
2. Kusmayanti, et.al. (2016). English Conversation: Advanced. Bandung: Language Center of Telkom University.
3. Redman, S. (2012). English Vocabulary in Use: Pre-Intermediate and Intermediate. Cambridge: Cambridge University Press.
4. https://www.teachingenglish.org.uk/teaching-teens/resources

9
5. http://www.elllo.org

Pustaka Penunjang :
1. Hofstede, G., Hostede, G.J., and Minkov, M. (2010). Cultures and Organizations: Software of the Mind, Intercultural Cooperation and Its Importance for Survival. New
York: McGraw-Hill.
2. LeBeau C. & Harrington, D. (2006). Discussion: Process and Principles. Oregon: Language Solution, Inc.
3. LeBeau, C. & Harrington, D. (2003). Getting Ready for Speech: A Beginner Guide to Public Speaking. Oregon: Language Solution, Inc.


Deskripsi Tugas 1
Mata Kuliah: Bahasa Inggris I (General English)
Semester: 1 atau 2
Minggu Ke: 1 Tugas Ke-: 1
1. Tujuan Tugas: Mampu melakukan komunikasi secara tulisan dengan menggunakan Bahasa Inggris yang baik dan berterima.
2. Uraian Tugas: Mahasiswa membuat poster tentang diri mereka masing-masing.
a. Objek garapan: personal characteristics (best qualities: biography, famous works, achievements)
b. Yang harus dikerjakan dan batasan-batasan: Mahasiswa merangkum tentang diri mereka masing-masing dan memvisualisasikannya melalui poster
berwarna.
c. Metode/cara mengerjakan, acuan yang digunakan: Mahasiswa dapat menggunakan ragam aplikasi untuk membuat poster yang memuat tentang
personal characteristics mereka. Contoh dapat dilihat di http://kusmayanti.edu.glogster.com/imas-biography
d. Deskripsi luaran tugas yang dihasilkan/dikerjakan: softfile poster dalam bentuk pdf atau jpg.
3. Kriteria Penilaian
Poster Rubric
Criteria 1 2-3 4-5 6-7 8-10
Task Completion Late for more than one week, Late for less than one week, Late for less than one day, but Late for less than one hour and On time and has all elements.
but still has all elements. but has all elements. has all elements. has all elements.
Font, Color, Not readable, not contrast, not Readable, but not contrast or Readable, but not good Readable, good contrast, and Readable, excellent contrast,
eye-catching contrast but not readable, and contrast, and not really eye- somewhat eye-catching and really eye-catching
Layout
not eye-catching catching
Language Use • Too many language • Representing irrelevant • Only partial message • Somewhat representing • Representing the
errors. message to the task. being delivered. the message related to message related to the
• Causing • 7-8 language errors • 5-6 errors. Somewhat the task. task.
misunderstanding confusing • 3-4 error. Still • 1-2 errors. Still
understandable. understandable.

Effort and Participation Rubric
Criteria 1 2 3 4 5

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 • Very little effort • Inconsistent effort • Good effort • Makes a very good, • Works to the best of their
• Poor & unfinished projects • Partially or barely adequate • Generally completes projects consistent effort ability
• Assignments almost always completion of projects with care • Completes projects with • Produces a high quality
Effort late • Assignments frequently late • Assignments completed thoroughness finished product
mostly on time • Assignments consistently • Assignments always
completed on time completed on time

• Impedes the learning of • Rarely asks questions or • Offers ideas and asks • Offers ideas and asks • Consistently offers ideas and
others offers ideas in class questions on occasion which questions in class which help asks questions that clarify

• Questions/ comments often • Seldom contributes to group help to clarify discussion for to clarify discussion for all and extend discussions for all
Contribution distract from learning work self • Very good group work skills • Superior leadership qualities
• Group work often disrupted • Good group work skills • Excellent group work skills

• Almost never on task • Often not on task • Regularly on task • Mostly on task • Consistently on task
• Very little focus • Inconsistent focus • Generally focused • Often focused • Very focused
• Does not listen when others • Listens inconsistently when • Listens when others talk and • Listens when others talk and • Listens when others talk and
Attentiveness talk and interrupts when others talk and will rarely will on occasion have will offer additional input will often incorporate/build
others speak have anything to add something to add • Listens for understanding on ideas of others
• Listens to remember • Listens for understanding and
relevance

Attitude • Often disrespectful to peers • Shows inconsistent respect • Generally shows respect for • Shows respect for peers and • Consistently shows respect
and teacher for peers and teacher peers and teacher teacher most of the time for peers and teacher
• Often makes inappropriate • Occasionally makes • Questions sometimes don’t • On occasion questions ideas • Often questions or challenges
comments or questions only inappropriate comments demonstrate respect in respectful way ideas in respectful way
to challenge intended

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Deskripsi Tugas 2
Mata Kuliah: Bahasa Inggris I (General English)
Semester: 1 atau 2
Minggu Ke: 4 Tugas Ke-: 2
1. Tujuan Tugas: Mampu melakukan komunikasi secara lisan dengan menggunakan Bahasa Inggris yang baik dan berterima.
2. Uraian Tugas: Mahasiswa bercerita tentang orang yang paling disayangi (anggota keluarganya atau teman baiknya).
a. Objek garapan: Family Members or Best Friends (advantages and disadvantages of having them, how they get along, how they resolve disputes)
b. Yang harus dikerjakan dan batasan-batasan: Mahasiswa bercerita tentang orang yang paling disayangi dan memvisualisasikannya melalui video berdurasi
1-5 menit.
c. Metode/cara mengerjakan, acuan yang digunakan: Mahasiswa dapat menggunakan ragam aplikasi untuk membuat video tentang cerita orang yang paling
disayangi. Contoh dapat dilihat di https://www.youtube.com/watch?v=beuvyZfBFGQ.
d. Deskripsi luaran tugas yang dihasilkan/dikerjakan: softfile video dikirim ke akun jejaring sosial atau email dalam bentuk mp4 atau diupload di youtube.
3. Kriteria Penilaian
Video Rubric
Criteria 1 2-3 4-5 6-7 8-10
Organization of Idea Ideas presented are difficult to Most ideas presented are Some ideas presented are Most of the ideas presented The ideas presented are easy
follow difficult to follow difficult to follow. are still easy to follow. to follow.

Language Use • Too many language • Representing irrelevant • Only partial message • Somewhat representing • Representing the
errors. message to the task. being delivered. the message related to message related to the
• Causing • 7-8 language errors • 5-6 errors. Somewhat the task. task.
misunderstanding confusing • 3-4 error. Still • 1-2 errors. Still
understandable. understandable.
Visual & Audio All parts of the video have Most parts of the video have Some parts of the video have has somewhat clear visual & has excellent visual & audio
unclear visual & audio unclear visual & audio unclear visual & audio audio
Task Completion Late for more than one week, Late for less than one week, Late for less than one day, but Late for less than one hour On time and has all elements.
but still has all elements. but has all elements. has all elements. and has all elements.


Deskripsi Tugas 3
Mata Kuliah: Bahasa Inggris I (General English)
Semester: 1 atau 2
Minggu Ke: 7 Tugas Ke-: 3
1. Tujuan Tugas: Mampu melakukan komunikasi secara tulisan dengan menggunakan Bahasa Inggris yang baik dan berterima
2. Uraian Tugas: Mahasiswa menulis resensi dan mereview film secara kreatif.
a. Objek garapan: Favorite Movies or TV Shows (what the movie is about, lesson being learned, the reason why this movie should be on the top list)
b. Yang harus dikerjakan dan batasan-batasan: Mahasiswa menulis resensi dan review film dengan 150-250 kata dan dapat menambahkan dekorasi terkait
film yang dipilih.

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 c. Metode/cara mengerjakan, acuan yang digunakan: Mahasiswa menuliskan resensi dan review secara individu. Tugas dapat dilakukan di dalam kelas atau
dikerjakan di rumah. Contoh dapat dilihat http://learnenglishteens.britishcouncil.org/skills/writing-skills-practice/film-review.
d. Deskripsi luaran tugas yang dihasilkan/dikerjakan: printed review. Mahasiswa dengan hasil karya terbaik, akan mendapatkan apresiasi. Tulisan mahasiswa
dapat di display di mading Pusat Bahasa Universitas Telkom selama 2 semester.

3. Kriteria Penilaian
Movie Review Rubric
Criteria 1 2-3 4-5 6-7 8-10
Focus What was this assignment Your opinion might not be Your opinion is obvious but you might Your entire paper is about the movie. Your entire paper is about
about? You aren’t quite obvious. You basically just reference other stuff (other movies, actors, You have one opinion and you mostly the movie. You have one
sure…at least in your tell me what the movie is etc…) stick to it! opinion and you STICK TO IT!
writing. about. You miss the point Everything is related to your
of the assignment. opinion.

Details You don’t use ANY details to You don’t use a lot of You use some examples from the movie to You give some details about the movie. You give a lot of details
support your point. (This examples, but you do emphasize your point. You use some examples to emphasize about the movie. You use a
movie was good because I reference the movie in your point. lot of examples from the
liked it.) your support. movie to emphasize your
point.

Summary Summary lists a few of the Summary lists some of the Summary lists most of the major points in Summary lists most of the major points Summary lists all major
major points in the movie, major points in the movie, the movie, may give away ending in the movie, does not give away points in the movie but does
gives away ending. may or may not give away ending. not give away ending.
ending.

Language Use (and More than 10 grammar and 7-10 grammar and spelling 5-6 grammar and spelling mistakes. Some 3-5 grammar and spelling mistakes. 1-2 mistakes, tops!
spelling mistakes. Sentences mistakes. Most sentences sentences might not be structure correctly Sentences are all structured correctly. Sentences are all structured
Mechanics)
are not structured correctly. might not be structure correctly.
correctly.
Task Completion Late for more than one Late for less than one Late for less than one day, but has all Late for less than one hour and has all On time and has all
week, but still has all week, but has all elements. elements. 150-250 words elements. 150-250 words elements. 150-250 words.
elements. Less than 150 150-250 words
words or more than 250
words.


Deskripsi Tugas 4

Mata Kuliah: Bahasa Inggris I (General English)
Semester: 1 atau 2
Minggu Ke: 9 Tugas Ke-: 4

1. Tujuan Tugas: Mampu melakukan komunikasi secara lisan dengan menggunakan Bahasa Inggris yang baik dan berterima.

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 2. Uraian Tugas: Mahasiswa bercerita secara berantai. Mahasiswa dapat melakukan dengan cara tatap muka atau membuat digital story.
a. Objek garapan: Future World (what will happen to you, what will happen to people around you, what will happen to the world)
b. Yang harus dikerjakan dan batasan-batasan: Mahasiswa membuat cerita berantai dengan pilihan topik yang berkaitan dengan “future world” berdurasi 3-
7 menit. Setiap akhir kata akan menjadi awal kata dari kalimat selanjutnya.
c. Metode/cara mengerjakan, acuan yang digunakan: Sebelum tampil, mahasiswa menulis cerita dalam kelompok kecil. Jika menggunakan informasi atau
kalimat orang lain, mahasiswa wajib mencantumkan referensi di akhir cerita. Contoh dapat dilihat di https://www.youtube.com/watch?v=5aqYmvPaWRo.
d. Deskripsi luaran tugas yang dihasilkan/dikerjakan: soft flie softfile digital story dikirim ke akun jejaring sosial atau email dalam bentuk mp4 atau diupload
di youtube. Mahasiswa dapat juga langsung menampilkan cerita di depan kelas.
3. Kriteria Penilaian
Story Telling Rubric
Criteria 1-3 4-5 6-7 8-10
Appropriateness Story is developmentally Some of the story is developmentally appropriate Most of the story is developmentally Story is developmentally
inappropriate for audience for audience appropriate for audience appropriate for audience
Know the Content Does not know story; reads from Knows some of the story; has not practiced; relies Knows the story pretty well; some practice; Knows the story well; has
notes on notes; appears uncomfortable may use notes; fairly confident obviously practiced telling the
story; uses no notes; speaks with
confidence
Voice Speaks too softly or too rapidly; May speak too softly or too rapidly; mumbles Usually speaks loudly, slowly, and clearly. Few Always speaks loudly, slowly, and
mumbles. Many incorrect occasionally. Many incorrect pronunciations, but incorrect pronunciations, but still clearly. Correct pronunciations.
pronunciations. still understandable. understandable.

Pacing Story told at one pace; no Story rushed or dragged in several parts Story told well, but some parts may be rushed Story told at the appropriate
excitement or dragged in some parts pace, depending on the story
line
Task Completion Story lasts less than 3 or more than 9 Story lasts less than 4 or more than 8 minutes Story lasts less than 5 or more than 7 minutes Story lasts 5 to 7 minutes
minutes













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Guideline for Mid-Term Test (UTS)
1. Your teacher will divide the class into two large groups.
2. Some of you will perform in meeting 5 and the rest will perform in meeting 6.
3. Your teacher will put you in pair or you can choose your own partner.
4. You can create a written dialogue with your partner. But you cannot read from the dialogue during your performance.
5. The topic of your dialogue can be about personal characteristics, feelings about something, family members, or best friends.
6. You will perform the dialogue in front of your teacher.
7. The duration for each pair is 5-10 minutes.

Kriteria Penilaian

Criteria 1-3 4-6 7-9 10-12 13-15

Memorized The student states dialogue The student states dialogue The student states dialogue with The student states dialogue The student state dialogue
with many interruptions or with some interruptions or 3-4 interruptions or pauses. with 1-2 interruptions or without interruptions or
Dialogue
pauses. pauses. pauses. pauses.

Pronunciation / The student mispronounces The student mispronounces The student mispronounces 3-4 The student pronounces The student pronounces all
many words and/ or some words and/ or words and/ or incorrectly/ most of the words clearly words clearly and correctly
Articulation
incorrectly/ inappropriately incorrectly/ inappropriately inappropriately expresses the and correctly and expresses and expresses the dialogue
expresses the dialogue. expresses the dialogue. dialogue. the dialogue somewhat clearly.
clearly.
Nonverbal The student uses Some non verbal Few non verbal communications The student uses The student uses
inappropriate facial communications are are inappropriate, but still appropriate facial appropriate facial
Communication
expressions, gestures, and inappropriate, but still effectively carry out the expressions, gestures, and expressions, gestures, and
(facial expressions, actions and/or expresses effectively carry out the meanings. actions. actions consistently and
gestures, them inconsistently and meanings. effectively.
movements, etc.) ineffectively.
Volume The students cannot be One of the students cannot Sometimes, the student can be The student can be The student can be clearly
clearly and precisely heard be clearly and precisely somewhat clearly and precisely somewhat clearly and and precisely heard by all
by all audience members. heard by all audience heard by all audience members. precisely heard by all audience members.
members. audience members.
Overall The student does not The student demonstrates The student somewhat misses The student somewhat The student demonstrates
demonstrate opening, opening, leading to the good opening, leading to the demonstrates good opening, good opening, leading to the
Performance
leading to the topic, turn- topic, turn-taking, and topic, turn-taking, or ending the leading to the topic, turn- topic, turn-taking, and
taking, and ending the ending the conversation conversation. taking, and ending the ending the conversation
conversation. ineffectively. conversation. smoothly and effectively.

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17
Guideline for Final Test UAS
1. Your teacher will divide the class into four large groups.
2. Some of you will perform in meeting 11, meeting 12, or meeting 13.
3. You must learn the materials from meeting 1 until meeting 10.
4. The topic of the conversation can be varied.
5. Try your best to make long responses and be involved in the interaction.
6. The duration for each conversation is 5-10 minutes.
7. Then you will be asked to write a short composition with 150-250 words about your learning experiences in General English class.


Kriteria Penilaian
Speaking Rubric
Criteria 1-3 4-6 7-9 10-12 13-15

Pronunciation Did not attempt • Very difficult to follow the • Systematic defects and repeated • Some errors in pronunciation but not • Errors in pronunciation
to make any pronunciation, owing to errors in pronunciation, causing interfere with understanding. are quite rare (<10%) of
initiatives or serious defects in some difficulties in • Noticeable L1 accent. the total words.
pronunciation understanding. • Slight or no L1 accent.
responses in
• Strong L1 accent
English
Vocabulary & • Vocabulary not sufficient to • Not enough vocabulary to deal • Sufficient vocabulary to deal with • Wide range of vocabulary
express him/herself, even in with ideas and opinion. ideas and opinion and participate allows effective
Grammar informal situations. • Has vocabulary only sufficient to in most formal and informal expressions of abstract
• Uses L1 more than 2 express him/herself in informal situations. topics such as ideas and
times/words. situations. • Show efforts to find another way opinion in formal and
• No attempt to use complex • Uses few L1 (3-4 words), but to express, though some of the informal.
structures. correcting him/herself words are not properly used. • Always able to find
• Use elementary structure • Little attempts to use complex • Attempts to use complex another way to express,
with frequent basic errors structures. structures with some basic errors though seem unsure of the
that affect intended • Frequent basic errors that may (such as present-past tenses, intended word.
meaning. obscure meaning. singular-plural forms). • Uses complex structures
. • Some structures used affect the with only few errors, but
intended meaning. did not affect intended
meaning.
• Always able to combine
variety ways to respond
with proper structure

Flow of Speech • Very disjointed speech. • Frequent noticeable pauses or • Some obvious searching for words, • Comfortable, natural
• Too many fillers when hesitations. but not requiring undue/excessive flow of speech.
responses. • Slow speech, listeners need to be patience from the listener • Few (1-2x) or no pauses
• One or more complete patient. • Most contributions (70%) are in attempts to look for
breakdown. • Has difficulty in developing appropriate and adequate. word.
interaction, especially during role • Shows some initiatives in • Shows initiative and
play. developing interaction. flexibility in developing
• Always wait for the initiation interaction
from the interviewer to respond

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 during role play.

Construction of • Ineffective use of transition • Contributions are sometimes • Most of the time, responses are • Responses are always
signals to connect between inappropriate or inadequate appropriate, effective, and coherent. appropriate, effective,
Idea one idea with another. • Sometimes, show effective use of • Most of the time, show effective use and coherent.
• Most ideas presented are transition signals to connect of transition signals to connect • Always show effective
difficult to follow between one idea with another. between one idea with another. use of transition signals
• Some ideas presented are difficult to • Most of the ideas presented are still to connect between one
follow. easy to follow. idea with another.
• The ideas presented are
easy to follow.

Task Completion • Very inadequate • Only partial, limited success in • Deals with task adequately. • Deals with task fully,
attempts at task, or not dealing with task. • Not with complete success and effectively, and without
completed the task. • Needs assistances (3-4 clues) to still needs help. assistance
• Needs repeated complete the task. • Misunderstandings are rare, but
assistance can be resolved on his/her own
without trouble.



Writing Rubric
Criteria 1 2 3 4 5

Punctuations & The many errors in punctuations Systematic defects and Some errors in punctuations Few errors in punctuations and Errors in punctuations and
and mechanics usage causing repeated errors in and mechanics, but meanings mechanics, but do not interfere mechanics are quite rare
Mechanics
meaning confusion. punctuations and can still be understood with meanings. (<10%) of the total words.
mechanics interfere with
meanings.

Vocabulary Careless or inaccurate word Word choice is vague or Shows some use of varied Uses a variety of word choice to Effective and engaging use of
choice. flat word choices make writing interesting. word choice

Grammar • Use elementary structure • Little attempts to use Some attempts to use Attempts to use complex Uses complex structures with
with frequent basic errors complex structures, complex structures with structures with some basic errors only few errors, but did not
that affect intended but many errors frequent basic errors (I gone), (such as present-past tenses, affect intended meaning.
meaning. affect intended singular-plural forms (two singular-plural forms), but
• Frequent run-ons or meaning. child), active-passive voice meanings can still be understood.
fragments • Many run-ons or (the book read by me),
fragments. misplaced word order (box
blue), missing verb (I school)
that may obscure meaning.

Flow of Sentence • No transition signals or • Many sentences are • Use transition signals • Use transition signals and/or • Comfortable, natural
sentence connecters are not connected and/or sentence sentence connectors flow of sentence.
used in thetext. properly. connectors rather properly. • Use transition signals
properly. • Few sentences are not
and/or sentence
connectors properly
• Some sentences are not connected properly.

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 connected properly.

Organization of • Ideas presented are • Most ideas • Some ideas presented • Most of the ideas presented • The ideas presented are
difficult to follow. presented are are difficult to follow. are still easy to follow. easy to follow.
Idea
• Details are irrelevant to difficult to follow. • Some details are • Few details are irrelevant, • Every details support
the main ideas • Many details are irrelevant to the main but still they support the the main ideas.
irrelevant to the ideas. main ideas.
main ideas.

Task Completion Very inadequate attempts at task, Only partial, limited Deals with task adequately. Deals with task fully, but did not Deals with task fully,
or not completed the task. success in dealing with meet minimum of word numbers effectively, and meet the
task. minimum of word numbers.



CCU Rubric
Criteria 1 2 3 4 5
Openness Unaware. Not Receptive Unaware of own judgment, but Receptive, aware of judgment, Initiates interaction to try to Seeks out, assesses, and
receptive but not initiating interactions learn other cultural accepts as valid, other cultural
(Open to new
and opportunities perspectives perspectives
perspectives)

General Connection Makes no connections. Treats Identifies cultural experiences Identifies and connects to Effectively selects and develops Meaningfully applies cultural
cultural experience as that are related to one’s own cultural experiences that similar examples of cultural experiences to deepen
of Experience to
unconnected to personal life life experiences to and different from one’s experiences that connects to understanding of self.
Personal Growth own. impacts personal lives

Connection of Makes no connections of Identifies connections from Compares and contrasts Applies cultural experiences to Integrates cultural experiences
cultural connections to cultural experiences to similarities and differences to academic content and can take to broaden the understanding
Cultural
academic experience academic context cultural experiences and academic constructs and apply of theoretical concepts and
Experiences to academic concepts them to understand cultural other complex activities
Academic Context experiences

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 Ability to Cannot negotiate across Has a minimal level of Identifies some cultural Recognizes and participates in Articulates a complex
cultural differences understanding of cultural differences in verbal and cultural differences in verbal understanding of cultural
Communicate
differences in verbal and nonverbal communication; is and nonverbal communication differences in verbal and
Effectively across nonverbal communication; is aware that misunderstandings and begins to negotiate a nonverbal communication (e.g.,
Cultures unable to negotiate a shared can occur based on those shared understanding based on demonstrates understanding of
understanding. differences but is still unable to those differences. the degree to which people use
negotiate a shared physical contact while
understanding. communicating in different
cultures or use direct/ indirect
and explicit/ implicit meanings)
and is able to skillfully negotiate
a shared understanding based
on those differences.

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