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.
Mahasiswa mampu menerapkan pengetahuan konseptual bidang studi pendidikan bahasa inggris melalui pelaksanaan
pembelajaran dengan metode saaintifik sesuai dengan etika akademik dan mampu menerapkan konsep tentang
karakteristik perkembangan sosial melalui perancangaan dan pelaksanaan pembelajaran.
Deskripsi Singkat MK This course gives the students teacher a guidance and training of teaching so that the students are competence and ready when
they teach in the field (i.e senior or junior high school)
Bahan Kajian/Pokok Bahasan 1. Opening and closing a class
2. Asking basic questions
3. Reinforcement
4. Class management
5. Teaching variation
6. Students teaching practice
Pustaka Utama:
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 Students are able to Attitude Introducing to course syllabus Teacher’s Centered Syllabus 0
identify the concepts of Knowledge and Student Centered
this course Learning
(100 Minutes)
2 Students are able to Attitude 1. Presenting texts on the specific topic Teacher’s Centered 1. Learning to Teach (Arrends) 5%
start and end their with; and Student Centered 2. Other related books
classes. Knowledge a. Good systematical order Learning
(Introduction, Discussion, (100 Minutes)
General Skills Examples, Conclusion)
b. The content must be matched
Specific Skills with the topics
3 Students are able to ask Attitude 1. Presenting texts on the specific topic Student-centered 1. Learning to Teach (Arrends)
basic to advanced with; Learning 2. Other related books
questions Knowledge a. Good systematical order
(Introduction, Discussion, Examples, Collaborative Learning
General Skills Conclusion)
b. The content must be matched with
Specific Skills the topics
5 Students are able to Attitude 1. Presenting texts on the specific topic Student-centered 1. Learning to Teach (Arrends) 5%
manage the class with; Learning 2. Other related books
Knowledge a. Good systematical order
(Introduction, Discussion, Collaborative Learning
General Skills Examples, Conclusion)
b. The content must be
Specific Skills matched with the topics
6 Students are able to Attitude 3. Presenting texts on the specific topic Student-centered 1. Learning to Teach (Arrends) 5%
arrange variation of with; Learning 2. Other related books
teaching Knowledge a. Good systematical order
(Introduction, Discussion, Collaborative Learning
General Skills Examples, Conclusion)
b. The content must be
Specific Skills matched with the topics
7 Students are able to Attitude 5. Presenting texts on the specific topic Student-centered 1. Learning to Teach (Arrends) 5%
lead small group with; Learning 2. Other related books
discussion or individual Knowledge a. Good systematical order
discussion (Introduction, Discussion, Collaborative Learning
General Skills Examples, Conclusion)
b. The content must be
Specific Skills matched with the topics
10 Students teaching Attitude 9. Presenting texts on the specific topic Student-centered 1. Learning to Teach (Arrends) 5%
practice with; Learning 2. Other related books
Knowledge a. Good systematical order
(Introduction, Discussion, Collaborative Learning
General Skills Examples, Conclusion)
b. The content must be
Specific Skills matched with the topics
11 Students teaching Attitude 11. Presenting texts on the specific topic Student-centered 1. Learning to Teach (Arrends) 5%
practice with; Learning 2. Other related books
Knowledge a. Good systematical order
(Introduction, Discussion, Collaborative Learning
General Skills Examples, Conclusion)
b. The content must be
Specific Skills matched with the topics
12 Students teaching Attitude 13. Presenting texts on the specific topic Student-centered 1. Learning to Teach (Arrends) 5%
practice with; Learning 2. Other related books
Knowledge a. Good systematical order
(Introduction, Discussion, Collaborative Learning
General Skills Examples, Conclusion)
b. The content must be
Specific Skills matched with the topics
13 Students teaching Attitude 15. Presenting texts on the specific topic Student-centered 1. Learning to Teach (Arrends) 5%
practice with; Learning 2. Other related books
Knowledge a. Good systematical order
(Introduction, Discussion, Collaborative Learning
General Skills Examples, Conclusion)
b. The content must be
Specific Skills matched with the topics
14 Students teaching Attitude 17. Presenting texts on the specific topic Student-centered 1. Learning to Teach (Arrends) 5%
practice with; Learning 2. Other related books
Knowledge a. Good systematical order
(Introduction, Discussion, Collaborative Learning
General Skills Examples, Conclusion)
b. The content must be
Specific Skills matched with the topics
15 Students teaching Attitude Comprehension: Asking and answering Student-centered 1. Learning to Teach (Arrends) 5%
practice questions on the topics Learning 2. Other related books
Knowledge
Collaborative Learning
General Skills
Specific Skills
16 Final Semester Test 20%
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.