Kurikulum PBI UNIKA St. Paulus Ruteng

KURIKULUM
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS, FAKULTAS KEGURUAN

DAN ILMU PENDIDIKAN UNIVERSITAS KATOLIK SANTU PAULUS RUTENG
PERIODE 2020/2021-2025/2026
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS, FAKULTAS KEGURUAN

DAN ILMU PENDIDIKAN UNIVERSITAS KATOLIK
SANTU PAULUS RUTENG
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KATA PENGANTAR
Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan
Universitas Katolik Indonesia Santu Paulus Ruteng menyadari bahwa Tuhan Yang Maha
Esa senantiasa menyertai perjalanan dan penyelenggaraan program Studi dari berdirinya
(tahun 1997) sampai saat ini. Oleh karena itu, sepantasnya puji dan syukur dilambungkan
kehadirat Tuhan sang pemberi dan penyelenggara kehidupan.
Dalam rangka menjamin penyelenggaraan tridharma perguruan tinggi yang
menjawabi harapan dan kebutuhan masyarakat, dan perubahan status STKIP Santu Paulus
Ruteng menjadi Universitas Katolik Indonesia Santu Paulus Ruteng mendorong program
studi untuk menyelaraskan penyelenggaraan Pendidikan sesuai dengan perubahan dan
peralihan yang berlaku, maka Program Studi berinsiatif melakukan peninjauan dan
penetapan kurikulum dengan membentuk Focused Group Discussion (FGD) yang bertujuan
menjaring masukan bagi peningkatan kualitas lulusan Program Studi. Selain itu, Program
Studi menetapkan akan dilaksanakan lokarya peninjauan Kurikulum Program Studi
Pendidikan Bahasa Inggris.
Peninjauan dan penetepan kurikulum dilaksanakan dalam tiga tahap lokakarya
yaitu tahap pertama tanggal 28 dan 29 februari 2020, tahap kedua tanggal 7 dan 8 Mei
2020 dan tahap ketiga tanggal 27-29 Juli 2020 mengindikasikan revisi sejumlah mata
kuliah yang relevan dengan target kebutuhan kurikulum para pengguna lulusan pada
bidang Pendidikan dan Pariwisata.
Laporan hasil peninjauan dan penetapan kurikulum Pendidikan Bahasa Inggris
memuat surat keputusan dan pemberlakuan kurikulum, visi, misi , evaluasi kurikulum dan
tracer study, landasan perencangan, pengembangan kurikulum, stadar kompetensi lulusan,
bahan kajian, penentuan mata kuliah dan bobot SKS, matriks distribusi mata kuliah,
rencana pembelajaran semester dan manajemen serta mekanisme pelaksanaan kurikulum.
Laporan hasil ini tersusun atas kerja sama dari semua stakeholder yaitu para dosen,
tenaga kependidikan, pengguna lulusan, alumni, Yayasan, pejabat structural, dan
mahasiswa. Oleh karena itu, selaku ketua program studi saya mengucapkan limpah terima
kasih atas kerja sama dan sama-sama kerja yang sudah kita buat sehingga menghasilkan
sebuah panduan kurikulum program studi Pendidikan Bahasa inggris.
Kami menyadari bahwa laporan hasil peninjauan kurikulum memiliki banyak
kekurangan. Oleh karena itu, segala kritik dan saran konstruktif sangat kami harapkan.
Ruteng, Desember 2020

Ketua Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Katolik Indonesia Santu Paulus Ruteng
Stanislaus Guna, M.Pd

NIDN: 0816106601
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A. IDENTITAS PROGRAM STUDI
Program Studi (PS) : Program Studi Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Perguruan Tinggi : Universitas Katolik Indonesia Santu Paulus Ruteng
Nomor SK Pendirian PS : 365/DIKTI/Kep/1997
Tanggal SK Pendirian PS : 12 September 1997
Pejabat Penandatangan SK : Direktur Jendral Pendidikan Tinggi
Bulan &Tahun Penyelenggaran : September 1997
Nomor SK Izin Operasional : 365/DIKTI/Kep/1997
Tanggal Izin Operasional : 12 September 1997
Pringkat (Nilai) Akreditas : B (322)
Nomor SK BAN-PT : 2712/SK/BAN-PT/Ak-PNB/S/VII/2019
Jumlah Dosen : 13 Orang
Alamat PS : Jalan Ahmad Yani No. 10 Ruteng, Flores, NTT Telp.
0385
2189022305 Fax 0385 21097
B. VISI KEILMUAN, MISI DAN PROFIL LULUSAN PROGRAM STUDI
VISI KEILMUAN PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

Pada tahun 2025, menjadi Program Studi yang unggul (kompetitif, kompeten dan
profesional) dalam menyiapkan tenaga pendidik Bahasa Inggris yang beriman dan
berkarakter serta adaptif terhadap perkembangan pariwisata dan teknologi
informasi di tingkat regional dan nasional.
MISI PROGRAM STUDI

1. Menyelenggarakan pendidikan dan pengajaran yang berkualitas untuk
menghasilkan tenaga pendidik Bahasa Inggris yang unggul, beriman dan
berkarakter serta adaptif terhadap perkembangan pariwisata dan teknologi
informasi.
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2. Mengembangkan penelitian yang bermutu dalam bidang Bahasa Inggris dan
pembelajaran Bahasa Inggris.
3. Melaksanakan pengabdian kepada masyarakat yang bermutu untuk menerapkan
pengetahuan dan meningkatkan ketrampilan Bahasa Inggris.
4. Menjalin kerjasama pada tingkat lokal, regional, dan nasional dalam bidang Bahasa
Inggris, pembelajaran Bahasa Inggris, dan pariwisata.
TUJUAN PROGRAM STUDY

Penyelenggaraan Program Studi Pendidikan Bahasa Inggris Universitas Katolik
Indonesia Santu Paulus Ruteng bertujuan untuk menghasilkan tenaga pendidik Bahasa
Inggris dan pelaku pariwisata yang :
1. Kompeten dan professional
2. Berkarakter, berkepribadian luhur, bertaqwa kepada Tuhan Yang Maha Esa,
bertanggung jawab dan berdedikasi baik dalam kehidupan personal dan sosial
maupun kinerja profesional.
3. Mampu memanfaatkan IPTEKS dalam bidang pembelajaran Bahasa Inggris dan
Pariwisata.
4. Mampu beradaptasi dalam menghadapi perkembangan dan kemajuan Pendidikan
dan pariwisata di tingkat regional dan nasional
5. Mampu memanfaatkan teknologi dalam proses pembelajaran yang kreatif dan
inovatif.
6. Mampu memanfaatkan ilmu pengetahuan bagi pelayanan dan pengabdian kepada
masyarakat.
PROFIL LULUSAN PROGRAM STUDI

1. Pendidik/Guru Bahasa Inggris yang mampu mengelola dan mengembangkan
pembelajaran Bahasa Inggris di lembaga pendidikan formal dan non-formal.
2. Pelaku pariwisata yang mampu menerapkan pengetahuan dan ketrampilan Bahasa
Inggris dalam bidang pariwisata.
C. Landasan Perencanaan dan Pengembangan Kurikulum Program Studi
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Kurikulum adalah seperangkat rencana dan pengaturan mengenai isi, bahan kajian,
maupun bahan pelajaran serta cara penyampaiannya, dan penilaian yang digunakan
sebagai pedoman penyelenggaraan kegiatan pembelajaran di perguruan tinggi. Kurikulum
memuat standar kompetensi lulusan yang terstruktur dalam kompetensi utama,
pendukung dan lainnya yang mendukung tercapainya tujuan, terlaksananya misi, dan
terwujudnya visi program studi. Kurikulum memuat mata kuliah/modul/blok yang
mendukung pencapaian kompetensi lulusan dan memberikan keleluasaan pada mahasiswa
untuk memperluas wawasan dan memperdalam keahlian sesuai dengan minatnya, serta
dilengkapi dengan deskripsi mata kuliah/modul/blok, silabus, rencana pembelajaran dan
evaluasi.
Program Studi Pendidikan Bahasa Inggris merasa perlu melakukan peninjauan terhadap
kurikulum yang digunakan agar sesuai dengan tuntutan perkembagan Ipteks. Mekanisme
peninjauan kurikulum melibatkan para dosen di Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan, stakeholders, LPM dan senat Unika Santu Paulus
Ruteng melalui kegiatan lokakarya kurikulum. Kegiatan lokakarya kurikulum telah
dilaksanakan sebanyak tiga tahap sebagai berikut tahap pertama pada tanggal 22-27 Juli
2019, tahap kedua pada tanggal 27-28 Februari 2020, dan tahap tiga pada tanggal 27-29
Juli 2020 bertempat di ruang Micro teaching lantai 2 perpustakaan UNIKA Santu Paulus
Ruteng. Kegiatan tersebut telah berjalan dengan baik dan lancar sesuai dengan apa yang
diharapkan dan dijadwalkan (Rundown kegiatan terlampir).
1. Landasan Filosofis
Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan
Universitas Katolik Indonesia Santu Paulus Ruteng merupakan program studi yang
bercita-cita mewujudkan generasi bangsa yang memiliki nilai-nilai humanistik
(kejujuran, tanggung jawab, bermartabat dan bertakwa) dan unggul di bidang akademik.
Program Studi ini juga ingin menjawab tuntutan dan target kebutuhan masyarakat luas
dengan menghasilkan sarjana dalam bidang pendidikan, pariwisata, kepemimpinan, dan
kewirausahaan yang berkaitan dengan penggunaan Bahasa Inggris. Pembentukkan nilai-
nilai humanistic yang unggul dimaksud tentu merujuk pada nilai-nilai luhur bangsa yang
telah tertuang dalam falsafah negara, Pancasila seperti religiositas, nasonalisme,
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patriotism, demokrasi dan menenjunjung tinggi nilai-nilai kemanusiaan. Nilai-nilai
tersebut menjadi landasan filosofis dalam pengembangan kurikulum Program Studi
Pendidikan Bahasa inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Katolik
Indonesia Santu Paulus Ruteng.
2. Landasan Yuridis
Kurikulum Program Studi Pendidikan Bahasa Inggris berlandaskan hukum yang
menjadi dasar atau rujukan pada tahap perencanaan, pengembangan, pelaksanaan dan
evaluasi, serta sistem penjamin mutu yang akan menjamin pelaksanaan kurikulum dan
tercapainya tujuan kurikulum. Berikut ini ada beberapa landasan hukum yang
digunakan dalam penyusunan dan pelaksanaan kurikulum program studi Pendidikan
Bahasa Inggris Fakultas Kegurauan dan Ilmu Pendidikan UNIKA Santu Paulus Ruteng.
1) Undang-undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen
(Lembaraqn Negara Indonesia Tahun 2005 Nomor 157, Tambahan Lembaran
Negara Republik Indonesia Nomor 4586);
2) Undang-undang Republik Indonesia Nomor 8 Tahun 2012 tentang Pendidikan
Tinggi (Lembaran Negara Republik Inonesia Tahun 2012 Nomor 158, Tambahan
Lembaran Negara Republik Indonesia Nomor 5336);
3) Peraturan Presiden Republik Indonesia Nomor 8 Tahun 2012 tentang Kerangka
Kualifikasi Nasional Indonesia (KKNI);
4) Peraturan Mentri Pendidikan dan Kebudayaan Republik Indonesia Nomor 73 Tahun
2013 tentang Penerapan KKNI Bidang Perguruan Tinggi;
5) Peraturan Menteri Riset, Teknologi, dan Pendidikan Tinggi Republik Indonesia
Nomor 44 Tahun 2015, tentang Standar nasional Pendidikan Tinggi;
6) Permendikbud No 3 Tahun 2020 tentang Standar Nasional Pendidikan Tinggi
tentang Kebijakan Merdeka Belajar- Kampus Merdeka.
7) Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI);
8) Statuta Universitas Katolik Indonesia Santu Paulus Ruteng
3. Landasan Sosiologis
Kurikulum Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu
Pendidikan Universitas Katolik Indonesia Santu Paulus Ruteng senantiasa ditinjau secara
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berkala setiap lima tahun. Peninjauan dilakukan sebagai bentuk adaptasi atas
perkembangan kondisi social masyarakat luas. Menanggapi perkembangan yang dimaksud,
Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan UNIKA
Santu Paulus Ruteng telah melakukan peninjauan kurikulumnya atas dasar masukan dan
tuntutan dari sejumlah pihak, berikut ini:
Pertama, merespon kebutuhan dan tuntutan penggunaan lulusan dalam bidang
Pendidikan. Hasil evaluasi dari mata kuliah magang I dan II selama tiga tahun (2018-2020)
menunjukkan bahwa sejumlah mata kuliah belum sejalan dengan target kebutuhan
kurikulum para pengguna lulusan pada bidang Pendidikan. Oleh karenanya, Program Studi
Pendidikan Bahasa Inggris meresponnya dengan peninjauan kurikulum yang dilaksanakan
pada tanggal 22-27 Juli 2020. Hasil kegiatan tersebut mendorong Program Studi
merumuskan kembali nama, isi, cakupan, dan pendistribusian beberapa mata kuliah.
Kedua, merespon kebijakan pemerintah terkait perkembangan instrument akreditasi
Program Studi dan institusi dari tujuh standar menjadi sembilan standar dan mardeka
belajar-kampus mardeka. BAN-PT telah mengesahkan perubahan sistem akreditasi dari
tujuh menjadi Sembilan sejak tahun 2019. Kebijakan mardeka belajar-kampus mardeka
juga telah disahkan oleh pemerintah sejak tahun 2020. Perubahan tersebut
membangkitkan semangat Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan
dan Ilmu Pendidikan Universitas Katolik Indonesia Santu Paulus Ruteng untuk beradabtasi
dengan melakukan peninjauan pada semua aspek yang relevan, sehingga luaran dan
capaian Tridharmanya sejalan dengan kebijakan pemeirintah.
Ketiga, masukan ahli dan Asosiasi Program Studi Pendidikan Bahasa Inggris Se-
Indonesia (APSPBI). Ahli dari Universitas Katolik Widya mandala Surabaya memberikan
masukan pada saat workshop kurikulum program studi pada tanggal 26 Mei 2018.
Workshop yang diselenggarakan oleh APSBI pada tanggal 11 Agustus 2018 di Banjarmasin
dan Makasar, 8-9 Agustus 2019 memberikan saran yang serupa. Menanggapi hal tersebut,
program studi membentuk tim peninjauan kurikulum.
Keempat, merespon kebutuhan dan tuntutan penggunaan lulusan dalam bidang non-
pendidikan (bidang pariwisata). Alumni PBI juga mengabdi pada bidang pariwisata. Hal
tersebut sejalan dengan kompetensi berbahasa inggris dan trend perkembangan
pariwisata di Indonesia, terutama pariwisata flores. Hasil FGD dengan pengguna lulusan
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pada bidang pariwisata yang dilaksanakan tanggal 7-8 Mei 2020 mengindikasikan revisi
sejumlah mata kuliah yang relevan dengan tuntutan bidang pariwisata. Oleh karenanya,
program studi meresponnya dengan peninjauan kurikulum yang dilaksanakan dalam
bentuk Lokakarya. Hasil kegitatan tersebut, mendorong program studi merumuskan nama,
isi, cakupan, dan pendistribusian mata kuliah terkait dengan kompetnsi pariwisata.
Kelima, masukan dari alumni. FGD dengan para alumni pada tanggal 7-8 Mei 2020
berkontribusi terhadap peninjauan kurikulum . para alumni menegaskan bahwa tuntutan
kompetensi literasi digital pada kurikulum Pendidikan menengah ke bawah merupakan
sesuatu yang penting dan mendesak. Atas masukan itu, PBI terus menyusuaikan diri
dengan melakukan peninjauan kurikulum yang relevan dengan mata kuliah literasi ICT.
D. Bahan Kajian
1. Struktur Kurikulum Program Studi Pendidikan Bahasa Inggris
Kurikulum Program Studi Pendidikan Bahasa Inggris terdiri dari mata kuliah umum
(MKU), Mata Kuliah Pencirian institusi, Mata Kuliah Kependidikan (FKIP), Mata Kuliah
Dasar Keahlian Prodi (Mata kuliah mayor) dan Mata Kuliah Pendukung Pariwisata (Mata
Kuliah minor).
a. Mata Kuliah Umum (MKU)
Mata Kuliah Umum (MKU) ditentukan oleh Universitas mengacu pada KKNI, SNPTm
dan Visi-Misi. Di bawah ini akan dipaparkan Mata Kuliah Umum sebagai berikut:
No Mata Kuliah SKS
1 Pendidikan Agama 2
2 Pendidikan Pancasila 2
3 Pendidikan Kewarganegaraan 2
4 Bahasa Indonesia 2
Total SKS 8 SKS
b. Mata Kuliah Penciri Institusi

Mata Kuliah Penciri Institusi berfungsi untuk mengembangkan kompetensi umum
institusi. Nama mata kuliah dan beban sks mata kuliah institusi disepakati di tingkat
Universitas.
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No Mata Kuliah SKS
1 Spiriualitas Santu Paulus 2
Total SKS 2 SKS
c. Mata Kuliah Kependidikan (FKIP)
No Mata Kuliah SKS

1 Logika 2
2 Statistic Pendidikan (Statistics in ELT) 2
3 Pendidikan Lingkungan Hidup 2
5 KKN Integratif 2
6 Kewirausahaan (Entrepreneurship in Tourism) 3
Total SKS 11 SKS
d. Mata Kuliah Program Studi

Mata Kuliah Program Studi berorientasi pada pengembangan karakteristik
keunggulan program studi yang mengacu pada visi, misi program studi. Mata kuliah
program studi ditentukan oleh program studi mengacu pada profil lulusan, bahan
kajian, beban sks, nama mata kuliah dan kode mata kuliah. Mata kuliah program
studi terdari; English Literacy, Language Content, Language Teaching,
Research,Mata Kuliah Minor dan mata kuliah pilihan.
1) English Literacy
N Mata Kuliah SKS

o
1 Basic Vocabulary 2
2 Academic Vocabulary 2
3 Fundamentals of English Grammar 1 2
4 Fundamentals of English Grammar 2 2
5 Intermediate English Grammar 2
6 Advanced English Grammar 2
7 Pronunciation 1 2
8 Pronunciation 2 2
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9 Basic Listening 2
10 Listening for Academic Purposes 2
11 Extensive Listening 2
12 Speaking for Daily Communication 2
13 Speaking for Argumentation and Debate 3
14 Speaking for Academic and other Purposes 3
15 Basic Reading 2
16 Interpretative Reading 2
17 Critical and Creative Reading 2
18 Extensive Reading 2
19 Basic Writing 2
20 Paragraph Writing 2
21 Essay Writing 2
22 Academic Writing 3
Total SKS 47 SKS
2) Language Content
No Mata Kuliah SKS

1 Introduction to Linguistics 2
2 Cross Cultural Understanding 2
3 English Phonology 2
4 English for Specific Purposes 2
5 English Syntax 2
6 English Morphology 2
7 Second Language Acquisition 2
8 English Semantics 2
9 Sociolinguistics 2
10 Translation and interpreting 3
11 Introduction to Discourse Analysis 2
12 Psycholinguistics 2
13 Pragmatics 2
Total SKS 27 SKS
3) Language Teaching
No Mata Kuliah SKS

1 Teaching Learning Strategy 3
2 Teaching English for Young Learners 2
(TEYL)
3 Teaching English as a Foreign Language 2
(TEFL)
4 Curriculum and Instruction Material 2
Development
10
5 Language Assessment 2
6 ICT in ELT 2
7 School Internship Program 1 1
8 School Internship Program 2 2
9 Micro Teaching 2
10 Perkembangan Peserta Didik 2
11 Psikologi Belajar dan Pembelajaran 2
12 Literature for ELT 2
13 Managemen Pendidikan 2
14 Filsafat Ilmu Bahasa 2
15 Drama for ILT 2
16 English for Journalism 2
17 Coursebook Evaluation 2
Total SKS 34 SKS
4) Research
No Mata Kuliah SKS
1 Educational Research in ELT 2
2 Thesis Proposal Writing 2
3 Thesis 6
Total SKS 10 SKS
5) Mata Kuliah Minor (Pariwisata)
No Mata Kuliah SKS

1 Introduction to Tourism 2
2 English for Tourism 2
3 English for Content Creators & Vlogging 2
4 Hospitality and Management in Tourism 2
Total SKS 8 SKS
6) Mata Kuliah Pilihan

No Mata Kuliah SKS
1 Prose for ELT 2
2 Poetry for ELT 2
3 Psikologi Belajar dan Pembelajaran 2
5 Filsafat Pendidikan 2
6 Etika Profesi Keguruan 2
Total SKS 10 SKS
Catatan: Mata kuliah pilihan wajib:
11
Mahasiswa wajib mengambil 6 SKS dari 10 SKS yang ditawarkan.
Total SKS Keseluruhan

No Rumpun Mata Kuliah SKS
1 Mata kuliah Umum 8
2 Mata Kuliah Penciri Isntitusi 2
3 Mata Kuliah Fakultas 11
4 English Literacy 47
5 Language Content 27
6 Language Teaching 34
7 Mata Kuliah Reseacrh 10
8 Mata Kuliah Minor 8
9 Mata Kuliah Pilihan 10/6
Total 153
8 Perubahan Nama Mata Kuliah, Mata Kuliah Baru dan Beban SKS
Perubahan nama mata kuliah dilakukan berdasarkan beberapa pertimbangan antara
lain:
1) Kemampuan akademik mahasiswa
2) Isi dan cakupan mata kuliah
3) Sumber rujukan/buku referensi
4) Rekomendasi Asosiasi Program Studi Pendidikan Bahasa Inggris
5) Usulan dari Focused Group Discussion (FGD)
Perubahan Mata Kuliah
REVISI PENAMAAN MATA KULIAH

KURIKULUM PBI UKI SANTU PAULUS
Rumpun Mata Kuliah Beban Mata Beban Dasar Perubahan
Mata Lama SKS Kuliah SKS
Kuliah Baru
ENGLISH Vocabulary 2 Basic 2 Kemampuan menulis
LITERACY Vocabulary mahasiswa rendah karena
Academic 2 minimnya kosa kata yang
Vocabulary dimiliki.
*
Structure 1 2 Fundament 2 Dua mata kuliah ini
als of membahas tentang dasar-
English dasar grammartical
Grammar 1 sehingga penamaannya
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Structure 2 2 Fundament 2 diubah untuk
als of mencerminkan isi, dan
English cakupan mata kuliah
Grammar 2
Structure 3 2 Intermedia 2 Masukan dari Asosiasi dan
te English buku rujukan untuk dua
Grammar mata kuliah ini
Structure 4 2 Advanced 2
English
Grammar
Listening 1 2 Listening 2 Penamaan mata kuliah
for Daily perlu mencerminkan isi
Communic dan cakupan mata kuliah.
ation Masukan dari Asosiasi dan
Listening 2 2 Listening 2 buku rujukan untuk dua
for mata kuliah ini
Academic
Purposes
Listening 3 2 Extensive 2
listening
Speaking 1 2 Speaking Isi dan cakupan mata
for Daily kuliah memuat tentang
Communic percakapan sehari-hari
ation
Speaking 2 2 Speaking 3 Isi dan cakupan mata
Speaking 3 2 for kuliah memuat tentang
Argumenta Latihan berdebat yang
tion and didasari oleh argumentasi
debate yang logis-kritis
Speaking 4 2 Speaking 3 Isi dan cakupan mata
for Specific kuliah yang berorientasi
Purposes pada forum ilmiah dan
non ilmiah
Reading 1 2 Basic 2 Isi dan cakupan mata
Reading kuliah memuat tentang
kemampuan dasar
membaca.
Masukkan dari asosiasi
dan buku rujukkan yang
digunakan.
Reading 2 2 Interpretat 2 Isi dan cakupan mata
ive Reading kuliah memuat tentang
kemampuan
menginterpretasikan teks.
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digunakan.
Reading 3 2 Critical and 2 Isi dan cakupan mata
Creative kuliah memuat tentang
Reading kemampuan mengkritisi
teks.
digunakan.
Writing 1 2 Basic 2 Isi dan cakupan mata
Writing kuliah memuat tentang
kemampuan dasar
menulis.
digunakan.
Writing 2 2 Paragraph 2 Isi dan cakupan mata
writing kuliah memuat tentang
kemampuan menulis
paragraph.
digunakan.
Writing 3 2 Essay 2 Isi dan cakupan mata
writing kuliah memuat tentang
kemampuan menulis essai.
digunakan.
Language Introduction 3 Literature 2 Isi dan cakupan mata
Content Literature for ELT kuliah memuat tentang
kemampuan
menggunakan berbagi
jenis karya sastra dalam
pembelajaran Bahasa
Inggris di kelas.
Isi dan cakupan mata
kuliah lebih spesifik pada
literature in language
teaching.
Translation 2 Translation 3 Isi dan cakupan mata

and kuliah memuat tentang
interpretin kemampuan
g menerjemahkan dan
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menginterpretasikan teks
sehingga perlu dilakukan
penambahan sks.
digunakan.
Pengantar 2 Introductio 2 Penamaan mata kuliah
Pariwisata n to perlu mencerminkan
Tourism identitas program studi.
Language Komputer 2 ICT for ELT 2 Isi dan cakupan mata
Teaching dan ICT kuliah memuat tentang
kemampuan
menggunakan teknologi
dalam pembelajaran
Bahasa Inggris.
Language 2 Language 2 Isi dan cakupan mata
Testing Assessmen kuliah memuat tentang
t kemampuan merancang
instrument penilaian
pembelajaran Bahasa
Inggris di kelas.
Curriculum 2 Instruction 2 Isi dan cakupan mata
and Material al Material kuliah memuat tentang
Developmen Devolepme kemampuan
t nt mengembangkan bahan
ajar Bahasa Inggris di
kelas.
MK Kewirausaha 2 Entreprene 2 Isi dan konten mata kuliah
institusi an urship in lebih diarahkan pada
Tourism kewirausahaan bidang
pariwisata sesuai dengan
tuntutan mata kuliah
minor (Pariwisata)
MK Pilihan Poetry 2 Poetry for 2 Isi dan cakupan mata
ELT kuliah memuat tentang
kemampuan
menggunakan puisi dalam
pembelajaran Bahasa
Inggris di kelas.
Isi dan cakupan mata
kuliah lebih spesifik pada
poetry in language
teaching.
15
Mata Kuliah Baru
Kampus belum menyiapkan para mahasiswa untuk menjadi guru di sekolah
kejuruan yang sesuai bidang keahliannya yang membutuhkan pengetahuan Bahasa inggris
untuk tujuan khusus atau English for Specific Purpose melalui mata kuliah-mata kuliah
yang ditawarkan seperti English for Nurse, English for banking, dll.
No Mata Kuliah SKS Dasar Penetapan Mata Kuliah Baru

1 Micro-Teaching*** 2 1. Mahasiswa belum trampil dalam melaksanakan
(new) pembelajaran di kelas
2. Minimnya pengetahuan penggunaan media
dalam kegiatan pembelajaran kelas
2 English for specific 2 Kampus belum menyiapkan para mahasiswa
Purposes untuk menjadi guru di sekolah kejuruan yang
sesuai bidang keahliannya yang membutuhkan
pengetahuan Bahasa inggris untuk tujuan khusus
atau English for Specific Purpose melalui mata
kuliah-mata kuliah yang ditawarkan seperti
English for Nurse, English for banking, dll.
3 Thesis Proposal 2 Isi dan cakupan mata kuliah ini memuat tentang
Writing dasar-dasar penyusunan proposal thesis yang
meliputi aspek kebahasaan, instrument penelitian
yang akan digunakan dalam penyusunan thesis
9 Kode Mata Kuliah

Kode Mata Kuliah menggunakan kombinasi huruf dan angkah terdiri dari 3 (tiga)
huruf dan 5 (lima) angka. Kode huruf mencerminkan singkatan dari rumpun mata kuliah
atau singkatan dari nama mata kuliah yang dimaksud. Kode selanjutnya adalah angka,
terdiri atas 5 digit. Berikut ini ketentuan kode angka mata kuliah:
1) Angka pertama setelah tiga digit huruf menunjukkan program studi ‘angka 2’.
2) Angka kedua setelah tiga digit huruf menunjukkan jenis mata kuliah
Misalnya :
1. Mata Kuliah Umum (Wajib Nasional)
2. Mata Kuliah Institusi
3. Mata Kuliah Fakultas
4. Mata Kuliah Program Studi
5. Mata Kuliah Pilihan
16
6. Mata Kuliah Tugas Akhir
7. Mata Kuliah Uji Kompetensi
3) Angka ketiga setelah tiga digit huruf menunjukkan cara sifat bahan mata kuliah
Misalnya :
1. Teori
2. Teori dan Praktik
3. Praktik Lapangan
4. Tugas Akhir
4) Angka keempat setelah tiga digit huruf menunjukkan metode pembelajaran mata
kuliah
Misalnya:
1. Tatap Muka
2. Usaha Bebas/Mandiri
3. Kerja/Praktik Lapangan
4. Praktikum dan Sejenisnya
5. Bimbingan Tugas Akhir
5) Angka kelima setelah tiga digit huruf menunjukkan bobot SKS mata kuliah :
1,2,3,4,5,6, dst.
E. Prosedur Pengembangan Kurikulum

Prosedur pengembangan kurikulum Program Studi Pendidikan Bahasa Inggris, Fakultas
Keguruan dan Ilmu Kependidikan, Universitas Katolik Indonesia Santu Paulus Ruteng
disusun dengan merujuk pada Panduan Pengembangan Kurikulum berbasis KKNI, SNPTm
dan Visi-Misi Program Studi. Prosedurnya sebagai berikut; Evaluasi kurikulum
sebelumnya, Tracer Study, Penetapan profil lulusan, dan Penentuan capaian pembelajaran.
1. Evaluasi Kurikulum Sebelumnya

Kegiatan ini dilakukan dalam bentuk Focused Group Discussion (FGD) yang terdiri dari
tiga kelompok yaitu; kelompok pengguna lulusan, kelompok alumni dan kelompok
mahasiswa. Ada pun hasil diskusi masing-masing kelompok sebagai berikut:
1) Kelompok Pengguna Lulusan
17
TINJAUAN KURIKULUM PSPBI BERDASARKAN ANALISIS SWOT
(Hasil analisis sebagai bahan pertimbangan perbaikan kurikulum)
Pendidikan dan Pengajaran di PSPBI
Kekuatan Kelemahan Peluang Ancaman/Tantangan

(Strength) (Weakness) (Opportunity) (Treat/Challenge)
1. Basic dasar dalam a. Peningkatan skill 1. Peminatan calon Sudah banyak FIKP
bidanag keguruan sangat lulusan yang memiliki
menjadi hal diperlukan diseuaikan Program Studi
penting dalam b. Calon lulusan dengan Pendidikan Bahasa
pengenbangan masih kurang kebututhan atau Inggris, mutu harus
karir di industri disiplin peluang dunia diperhatikan
pariwiasata c. Calon lulusan kerja
2. Lulusan Prodi PBI masih kurang 2. Peminatan
yang mampu untuk Bahasa Inggris di
diperkerjakan memanage kelas SMA, harus ada
sangat (classroom kerjasama antara
berkompeten management) prodi dan sekolah
3. SDM (Tenaga d. Calon lulusan 3. Sosialisasi atau
pengajar) sudah masih kurang promosi prodi
mendukung mampu untuk harus disertai
4. Calon lulusan PBI menyusun soal dengan MoU
sudah memiliki e. Kecerdasan lain 4. Kegiatan
dasar karakter selain ekstrakurikuler
yang baik kompetensi yang
mengajar belum menudukung
terlalu pengembangan
diperhatikan karakter calon
f. Managemen lulusan
kerja (integritas, 5. Menyiapkan
rasa percaya mahasiswa
diri) masih Bahasa Inggris
kurang bagi sekolah-
sekolah kejuruan
(ESP)
6. Literasi
mulitidisiplin
Bahasa Inggris
ditingkatkan
18
2) Kelompok Alumni

1. Kurikulum di 1. Program studi Perkembangan 1. Banyak
kampus sudah belum pariwisata yang lembaga Bahasa
berkesinambunga memikirkan pesat yang Inggris non-formal
n dengan profil lulusan membutuhkan yang mengakomodir
kebutuhan dunia yang tenaga kerja yang kepentingan
kerja. Hal ini membedakannya mampu berbahasa masyarakat akan
dibuktikan dengan dengan lulusan Inggris merupakan kebutuhan tenaga
hampir semua dari prodi peluang baik bagi kerja yang mampu
alumni terserap di Bahasa Inggris program studi. berbahasa Inggris.
lapangan kerja lainnya. 2. Banyaknya
khususnya di 2. Belum adanya program studi
sekolah dan mata-mata pendidikan Bahasa
bidang pariwisata. kuliah yang Inggris yang
2. Sudah ada alumni dirancang tersebar di seluruh
yang bekerja di khusus untuk wilayah Indonesia.
bidang lain seperti menyiapkan 3. Adanya
perbankan dan para mahasiswa kecemasan bahwa
jurnalisme. bekerja di para siswa tidak
3. Alumni memiliki bidang lain berminat untuk
kemampuan lain selain guru dan mempelajari Bahasa
(pramuka, tarik pelaku Inggris karena
suara) yang pariwisata. adanya wacana yang
dibutuhkan di 3. Kampus belum menyatakan mata
sekolah selain menyiapkan pelajaran ini tidak
kemampuan para mahasiswa lagi bersifat wajib
mengajar Bahasa untuk menjadi
Inggris. guru di sekolah
kejuruan yang
sesuai bidang
keahliannya
yang
membutuhkan
pengetahuan
Bahasa inggris
untuk tujuan
khusus atau
19

English for
Specific Purpose
melalui mata
kuliah-mata
kuliah yang
ditawarkan
seperti English
for Nurse,
English for
banking, dll.
4. Waktu
pelaksanaan
magang yang
singkat belum
memberikan
kesempatan
yang cukup bagi
para mahasiswa
untuk belajar
mengenai
administrasi
guru dan tugas
pokok guru
lainnya.
5. Para mahasiswa
belum dibekali
kemampuan soft
skill yang
memadai seperti
hospitality &
manner &
interpreter
melalui MK2
kepariwisataan
yang dapat
membentuk
karakter
mahasiswa.
Tamatan kita
belum mampu
menjadi tour
operator yang
20

sangat
dibutuhkan di
lapangan untuk
memasarkan
potensi
pariwisata local
ke kancah
internasional.
3) Kelompok Mahasiswa
HASIL FOCUS GROUP DISCUSSION MAHASISWA

 SDM yang 1. Belum ada 1.Dengan dual skill 1. Semakin
memadai kebijakan yang yang didesain berkurangnya
jelas terkait dalam kebutuhan Negara
• Desain Kurikulum penetapan kurikulum Prodi, terhadap tenaga
dual Skills yang proporsi untuk lulusan Prodi pengajar pendidikan
mempersiapkan profil Mayor dan PBI Siap untuk formal (ASN)
lulusan bekerja di Minor dalam draft berkarir di dua 2. External threat:
bidang pendidkan kurikulum prodi bidang yaitu munculnya perguruan
dan pariwisata. PBI yang sebagai tenaga tinggi pariwisata;
• Kurikulum sudah berimplikasi pada pendidik dan internal: lahirnya
didesain untuk penetapan jumlah sebagai pelaku Prodi baru
memenuhi kredit untuk MK pariwisata. (Pariwisata).
kebutuhan pendukung 2.Kesadaran 3. Raw Input
mahasiswa dalam masing-masing masyarakat Prodi PBI masih
aspek kognitif dan profil. terkait rendah dan belum
afektif (karakter 2. Rumusan pentingnya prospektif untuk
building). Profil lulusan penguasaan peluang masa depan
belum bahasa asing sehingga ada trend
• Mata kuliah Skills menggambarkan semakin tinggi mahasiswa berhenti
juga menunjang kesiapan lulusan dan membuka kuliah ditengah
kompetensi prodi PBI untuk peluang usaha di semester dan
21

lulusan untuk bersaing di era bidang non- berpengaruh pada
bekerja di teknologi formal bagi standar mutu Prodi
berbagai bidang; informasi . Lulusan prodi (angka putus
jurnalis, 3. Rumusan PBI (kursus, dll) kuliah/pindah kuliah
perbankan, Visi dan Misi 3.Dengan cukup tinggi.
konsultan LSM Prodi perlu kompetensi 4. Tingginya
intenasional, dll. menggambarkan komunikasi yang minat studi dalam
kuailtas lulusan dimiliki, lulusan bidang bahasa Inggris
• Kerjasama
yang bukan hanya PBI juga menciptkan tingkat
dengan lembaga
mampu mengelola terserap di Kompetisi yang tinggi
mitra termasuk
dan bidang usaha dengan lulusan-
dengan
mengembangkan lainnya seperti lulusan dari
perusahaan yang
pembelajaran jurnalis, perguruan tinggi lain.
bergerak di
tetapi juga harus konsultasn LSM 5. Persentase
bidang pariwisata
mampu internasional, Indeks Prestasi atau
untuk
menciptakan Perbankan, dll. capaian akademik
mengimbangi
dengan mengikuti 4.Lulusan PBI Mahasiswa dibawah
kurangnya SDM
perkembangan dapat menjadi 2,5 masih tinggi.
dalam bidang
teknologi dan inisiator
pariwisata.
informasi. pengembangan
• UKM dan kegiatan 4. Mata kuliah pariwisata lokal.
kemahasiswa magang belum 5.Peluangan
yang juga didesain secara menciptakan
berorientasi pada efektif mulai dari lapangan
pengembangan pelaksanan Micro pekerjaan dan
keterampilan teaching , sebaran jaringan usaha
lulusan dalam dalam kurikulum, melalu
bidang pariwisata sampai dengan kerjasama prodi
penetapan waktu dengan lembaga-
• Tingkat magang yang lembaga mitra,
kepercayaan seringkali misalnya, FET.
masyarakat yang berbenturan 6.Kompetensi
tinggi (selalu ada dengaN kegiatan bahasa yang
permintaan dari di sekolah). Selain memadai bisa
lembaga mitra itu, mata kuliah menjadi traineer
pada tingkat lokal Magang juga di sekolah
22

hingga nasional) belum kejuruan/
bagi alumni untuk mendukung pariwisata
bergabung kompetensi
dengan Minor, sebaiknya
sekolah/lembaga magang
mitra lainnya. mahasiswa juga
bisa dilaksanakan
di bidang
pariwisata.
5. Komposisi
mata kuliah
umum yang
terlalu banyak
dan tidak banyak
menunjang
kompetensi
bahasa inggris
mahasiswa dan
tidak proposional.
(ada mata kuliah
dengan content
yang overlapping
misalnya, mata
kuliah berkaitan
dengan agama,
spiritualitas
kristiani dan
ajaran sosialis
gereja/ Mata
kuliah filsafat ada
3)
6. Jumlah
credit untuk mata
kuliah pendukung
profi minor perlu
ditambahkan agar
23

dapat mengkover
lebih banyak
konten-konten
yang berkaitan
dengan
kebutuhan
industry
pariwisata.
7. Penyebaran
Mata kuliah
belum sistematis (
Penyebaran mata
kuliah: English for
tourism dan
pengantar ilmu
pariwisata )
sehingga dalam
pelaksanaannya,
capaian
pembelajaran
mata kuliah
menjadi
overlapping. )
8. Infrastruktur
yang belum
mendukung
pembelajaran
yang adaptif (e-
learning).
9. System
seleksi belum
efektif menjaring
raw input yang
sesuai dengan
standard yang
ditentukan yang
24

berpengaruh pada
kualitas
mahasiswa dan
lulusan prodi PBI
25
4) Hasil FGD
KATEGORISASI HASIL FGD

PROFIL CP MK DISTRIBU NAMA MK MK PENCIRI MK BARU
LULUSAN SI MK INSTITUSI
1. Lulusan 1.Konten MK 1. Mag 1. MK 1. AJARAN 1. ESP
yang ICT for ELT ang 1 computer SOSIAL GEREJA 2. Micro
profesio berorientasi pada dan ICT 2. SPIRITUA Teaching
nal dan pada semester diganti LISTAS 3. Trans
kompeti penguasaan 5 dengan KRISTIANI lation and
tif teknologi 2. Mic MK ICT 3. RESOLUS Interpretin
2. dalam ro for ELT I KONFLIK g
Lulusan Pembelajaran Teaching 2. MK 4. FILSAFAT 4. ICT
yang Bahasa pada translatio BAHASA for ELT
mampu Inggris dan semester n menjadi 5. PENDIDI 5. Busin
mencipta bidang 6 Translati KAN NILAI ess English
kan pariwisata, 3. MK on and DAN
pembelaj seperti Pengantar Interpreti KARAKTER
aran desain web, Pariwisat ng 6. ETIKA
Bahasa blog, youtube a 3. MK UMUM DAN
Inggris channel. ditawarka Speaking TERAPAN
3. 2. Konten n pada for 7. FILSAFAT
Lulusan MK Speaking semester Academic MANUSIA
mampu for Specific 4, MK Purposes 8. FILASAFA
menerap Purposes Entreprue menjadi T PENDIDIKAN
kan berorientasi nership MK 9. Seni
teknologi pada sms 5, Speaking Musik Liturgi
dalam pengembang dan MK for Note: tawaran
pembelaj an English Specific MK Penciri
aran kemampuan for purposes institusi dari
Bahasa komunikasi Tourism 4. MK Prodi adalah:
Inggris lisan baik semester Penganta Filsafat Ilmu,
4. Lul tujuan 6. r Pendidikan
usan akademik 4. ICT pariwisat nilai dan
mampu maupun non- for ELT a karakter, Seni
bekerja akademik ditawarka domestic music liturgi
pada seperti public n pada dan
bidang speaking semester internasi
pendidik (MC, 4 onal
an dan presenter, menjadi
non- broadcaster) MK
kependid 3. Konten MK Penganta
26
ikan Magang r
berorientasi Pariwisat
pada a
peningkatan 5. Spea
kemampuan king for
dan debate
ketrampilan menjadi
dalam bidang Speaking
ELT dan for formal
pariwisata. setting
4. Konten MK 6. Spea
Translation king for
dan Argument
Interpreting ative
berorientasi menjadi
pada Speaking
pengembang for Group
an Discussio
kemampuan n
menerjemah
kan teks tulis
dan lisan
secara
proporsional.
5. Konten MK
Pengantar
Pariwisata
mencakup
pariwisata
domestic dan
internasional
6. content MK
Speaking for
formal
setting
mencakup
menggunaka
n fungsi-
fungsi Bahasa
pada forum-
forum formal
seperti
seminar,
panel
27
discussion,
interview,
public
occasions,
and debate
2. TRACER STUDY
Peningkatan kualitas sumber daya manusia khususnya guru dan pelaku pariwisata
harus sesuai dengan standar kompetensi yang dibutuhkan dalam penyelenggaraan
pendidikan dan kepariwisataan. Kualitas lulusan keguruan dan pariwisata harus mampu
bersaing di pasar kerja di dalam negeri maupun luar negeri. Optimalisasi peran guru dan
pelaku pariwisata di masa depan perlu dioptimalkan melalui peningkatan kompetensi
dalam upaya penyediaan pelayanan yang bermutu. Oleh karena itu, untuk mempersiapkan
tenaga guru dan pelaku pariwisata yang professional diperlukan seperangkat rencana dan
pengaturan mengenai isi maupun bahan kajian pelajaran serta cara penyampaian dan
penilaian yang digunakan sebagai pedoman penyelenggaraan kegiatan belajar mengajar di
perguruan tinggi, khususnya di program studi pendidikan Bahasa Inggris Fakultas
Keguruan dan Ilmu Pendidikan Universitas Katolik Indonesia Santu Paulus Ruteng.
Kurikulum KKNI yang selama ini diterapkan di program studi ini sudah cukup
membekali calon guru dan pelaku pariwisata yang professional di bidangnya. Namun
seiring berjalannya waktu, program studi merasa perlu merivisi kembali kurikulum yang
telah diterapkan agar lebih sesuai dengan kebutuhan/tuntutan lapangan dan
perkembangan keilmuan. Selain itu usia kurikulum yang sudah lebih dari lima tahun
menjadi salah satu alasan program studi untuk melakukan kegiatan revisi kurikulum ini.
Revisis kurikulum dapat menyempurnakan kurikulum program studi pendidikan bahsa
Inggris, Fakultas Keguruan dan Ilmu Pendidikan Universitas Katolik Indonesia Santu
Paulus Ruteng.
Ada pun tujuan kegiatan ini adalah sebagai berikut: (1) memberikan bekal bagi Program
Studi dalam melaksanakan redesign kurikulum agar capaian pembelajaran lulusan sesuai
dengan perkembangan ilmu dan keahlian serta sesuai dengan tuntutan pengguna lulusan;
28
(2) melakukan peninjauan kurikulum program studi pendidikan bahasa Inggris, Fakultas
Kegruan dan Ilmu Pendidikan Universitas Katolik Indonesia Santu Paulus Ruteng dan (3)
menetapkan kurikulum Program Studi pendidikan bahsa Inggris, Fakultas Keguran dan
Ilmu Pendidikan Universitas Katolik Indonesia Santu Paulus Ruteng.
3. Penetapan Standar Kompetensi Kelulusan

Program Studi Pendidikan Bahasa Inggris dalam mewujudkan visi, misi, dan tujuan
Program Studi telah menetapkan sasaran dan strategi pencapaianya dalam bidang :
1. Sikap dan Kepribadian
2. Penguasaan Bidang Keilmuan dan Keahlian
3. Pemahaman Peserta Didik
4. Pembelajaran yang Mendidik
29
Kompetensi Ranah Capaian Pembelajaran
Lulusan mampu…..
A. Sikap dan Sikap 1. Bertakwa kepada Tuhan yang Maha Esa
Kepribadian 2. Menjunjung tinggi nilai kemanuasiaan, moral,
etika, profesionalisme, dan integritas akademik
3. Menunjukkan sikap cinta tanah air dan bangsa
4. Peduli, peka, dan mau berkontribusi untuk
meningkatkan kualitas hidup masyarakat;
5. Memahami, menghargai, dan menghormati
keragaman social budaya, agama, pendapatan
dan cara pandang orang lain.
6. Menunjukan semangat daya juang dan
kewirausahaan
7. Bertanggungjawab terhadap profesi yang
diamanatkan secara mandiri maupun
koloboratif;
8. Bersikap sebagai pribadi yang jujur, beretika,
berakhlak mulia, dan menjadi teladan bagi
peserta didik dan masyarakat;
9. Bersikap adaptif terhadap perkembangan jaman
10. Bersikap bijaksana dalam kepemimpinan
B. Penguasaan Pengetahuan 1. Menguasai Bahasa Inggris minimal setara
bidang keilmuan dengan tingkat pos-intermediate untuk
dan keahlian menciptakan komunikasi baik lisan maupun
tulisan secara lancar, akurat, efektif dan
berterima.
2. Menguasai konsep linguistic (pengetahuan
tentang kebahasaan)
3. Menguasai pemahaman dasar budaya dan
30
Lulusan mampu…..
sastra Inggris
4. Menguasai ilmu Pendidikan dan metodologi
belajar dan pembelajaran Bahasa Inggris yang
meliputi pengelolaan dan pengembangan
kurikulum, perencanaan, penerapan dan
evaluasi pembelajaran.
5. Menguasai prinsip-prinsip dasar penelitian dan
kaitannya dengan menilai, merencanakan,
mengatur, menerapkan, dan mengevaluasi
Tindakan
6. Mengasai teori dan prinsip-prinsip dasar dalam
merancanakan, melaksanakan dan menganalisis
evaluasi pembelajaran Bahasa Inggris
C. Pemahaman Pengetahuan 1. Menguasai karakter peserta didik, baik dalam
Peserta Didik hal fisik, psikologi, social, maupun budaya untuk
meningkatkan kualitas pembelajaran Bahasa
Inggris secara optimal;
2. Menguasai teori dasar psikologi perkembangan
dan psikologi Pendidikan
D. Pembelajaran Keterampilan 1. Melaksanakan proses pembalajaran Bahasa
yang Mendidik Khusus Inggris dengan mendesain, membuat, dan
memanfaatkan berbagai media pembelajaran
dan TIK untuk menghasilkan pembelajaran
yang efektif, kreatif, dan berpusat pada siswa.
2. Memberikan layanan pembelajaran sesuai
dengan kebutuhan dan karakteristik peserta
didik;
3. Melakukan penelitian dan mengkaji data
empirisnya secara kritis dan analitis untuk
31
Lulusan mampu…..
meningkatkan mutu pembelajaran Bahasa
Inggris
4. Menulis karya ilmiah atau penelitian sederhana
dan mendiseminasikan karya akademik dalam
forum ilmiah
Keterampilan 1. Berpikir kritis, reflektif, dan inovatif
Umum 2. Menunjukkan tanggung jawab dan kepedulian
terhadap masyarakat dan lingkungan sebagai
bagian dari warga dunia
3. Bekerja secara kolaboratif dan efektif dalam
berbagai konteks dengan pihak lain
4. Nmelakukan pembelajaran seumur hidup dan
pengembangan professional berkelanjutan
5. Menunjukan keahlian dalam pemecahan
masalah
6. Menggunakan teknologi informasi dan
komunikasi dengan bertanggung jawab
7. Menggunakan Bahasa Inggris secara efektif dan
komunikatif sesuai kebutuhan dalam bidang
pariwisata
Sumber :
1. Peraturan Menteri Riset, Teknologi, dan Pendidikan Tinggi Republik Indonesia, Nomor 55 Tahun
2017, tentang Standar Pendidikan Guru
2. Tuning Asia-South East, 2018, Deusto University, Spain. (Co-funded by the Erasmus+
Programme of the European Union)
3. APBSI
4. Penentuan Capaian Pembelajaran.

Penentuan Capaian Pembelajaran mengacu pada profil lulusan, isi dan cakupan
setiap mata kuliah.
32
1) ENGLISH LITERACY
Capaian Bahan Kajian Mata Kuliah Deskripsi Mata Referensi
Pembelajaran Kuliah
-Mastering the - This course mainly has Basic This course is Martins, Fanha, Helder (2014). Basic
the following topics: Synonym in English you should
concepts of basic Vocabulary designed to help the
- Know.
knowledge on each - - Verb (irregular & students’
word and then the regular Verbs) understanding on the
- word formation: O’Dell, Felicity & McCarthy, Michael
students are able to (noun suffix, adjective basic knowledge of (1994). English Vocabulary in Use
suffix, verb suffix, & (Upper-Intermediate &
use it in sentences vocabulary dealing Advanced). Cambridge:
adverb suffix and
according to its - Prefixes) with regular and Cambridge University Press.
- -Abstract Nouns O’Dell, Felicity & McCarthy Michael
context in English irregular verb, word (2017). English Collocation in
- -Compound Adjectives
respectively. formation (suffixes Use. Cambridge University.
- -Compound Noun
Second Edition.
- Synonyms and prefixes), Redman, Stuart (2001). English
- - Antonyms
synonym and Vocabulary in Use (Pre-
- - Collocations
intermediate &
antonym and how to Intermediate).Cambridge:
use it appropriately in Cambridge University Press.
Rudling, Joanne. Suffixes for
a simple sentence in
Grammar.
accordance with the
English context.
-Mastering knowledge This course has the Academic This course is IELTS 400. Academic Word List.
following topics: (Https://www.facebook.com/gro
on academic English Vocabulary* designed to help the
-Working with ups/ielts.share
words for academic academic Vocabulary students’ Morley, John (2014). Academic
33
Pembelajaran Kuliah
contexts, and the (key nouns, verbs, understanding on the Phrase bank. 2014b Edition.
adjectives, adverbs and
students are able to kind of academic O’Dell, Felicity & McCarthy Michael
phrasal verbs in
construct sentences academic English). words which is used (2008). Academic Vocabulary in
-Word Combinations Use. Cambridge University.
using academic words in academic contexts.
(Nouns and the words Second Edition.
in accordance with they combine with, It is also designed to Olsen, E. Amy. Academic
adjective and noun Vocabulary. Academic words.
academic contexts of enable students to
combinations, verbs Fourt Edition.
each word. and the words they prepare themselves to Paquot, Magali (2010). Academic
combine with, Vocabulary in Learner Writing.
write up academic
prepositional Phrases, The Tower Building 11 York
verbs and prepositions, writing and thesis in Road, London SE1 7NX.
Nouns and
English to do so in a
prepositions, and fixed
expressions) more accurate and
- At academic
appropriate way.
Institutions
(applications and
Application forms,
Academic Courses,
Study habits and skills
and online learning).
- Ways of talking
about... (Sources, facts,
evidence and data,
Numbers, statistics,
graphs and diagrams,
money and education,
time, cause and effect)
34
Pembelajaran Kuliah
- Opinions and Ideas
(talking about ideas,
reporting what others
say, analysis of results,
talking about meaning,
research and study
aims, talking about
points of view, and
degree of certainty).
-Functions (presenting
an argument,
organizing writing,
making a presentation,
describing research
methods, classifying,
making connections,
comparing and
contrasting and
describing problems)
Mastering knowledge This course mainly Fundamentals This course is Anne Seaton Y. H. Mew ( 2007).
on basic English has the following Basic English Grammar, Book 1. For
of English designed to help the
Grammar which topics: English Language Learners.
enhances oral and - Noun Grammar 1 students to enhance
written - Verb Betty Schrampfer Azar (2003).
their knowledge and Third Edition. Fundamentals of
communication, and - Adjective
at the end of the - Adverbs understanding of the English Grammar. USA: Longman.
course the students - Preposition basic knowledge of Mary, S. Schatz. (2007). Grammar
35
Pembelajaran Kuliah
are able to use parts - Interjection Noun, Verb, Adjective, Rules for students, parents, &
of speech, and subject Subject-Verb Teachers: A straightforward
Adverb, preposition,
–verb agreement in Approach to Basic English Grammar
Agreement
oral and written interjection and and Writing Skills.
communication. Murphy Raymond (1998). Essential
Subject-Verb
Grammar In Use. Cambridge
Agreement in simple University Press. Second Edition.
Sargeant Howard. 2007. Basic
sentences.
English Grammar for Students. USA:
Saddle Back.
Brush up your English Grammar.
-Mastering knowledge This course mainly Fundamentals This course is Anne Seaton & Y.H. Mew. 2007.
on basic English has the following Basic English Grammar for
of English designed to help the
Grammar, which topics: English Learners. Saddleback
enhances oral and - Present Time Grammar 2 students to enhance Educational Publishing. Printed
written (simple present and in the United States of America.
their basic knowledge
communication, and at present progressive). Betty Schrampfer Azar. 2003. Third
the end of the course - Past Time (Simple and understanding on Edition. Fundamentals of
the students are able past Tense (regular English Grammar. USA:
the basic form of each
to use each tense in & irregular verbs) Longman.
oral and written and Past tense (affirmative, Murphy Raymond (1998). Essential
communication. Progressive) Grammar In Use. Cambridge
negative, interrogative
- Future Time (to be University Press. Second Edition.
going to, will or shall and negative Sargeant Howard. 2007. Basic
and Parallel Verbs) English Grammar for Students. USA:
interrogative) and the
- Modal Auxiliary Saddle Back.
Verbs. use of each tense in a Schatz.S. Mary. Grammar Rules: A
strightforward approach to
simple sentence. It is
Basic English Grammar and
36
Pembelajaran Kuliah
also designed to help Writing Skills.
the students’
understanding on the
basic form
(affirmative, negative,
interrogative and
negative-
interrogative) and the
use of modal
auxiliaries that
expresses a wide
range of meanings,
such as ability,
permission,
possibility, necessity,
etc.
Mastering knowledge This course deals Intermediate This course is Rath, Alex. (2006). Intermediate
on English Grammar mainly with the English Grammar. Taiwan :
English designed to enhance
equal to intermediate following topics: Language house.
level, which enables  Mixed Tenses Grammar the students’ Murphy, Raymond. (2012).English
the students to  Adjective Clause knowledge and Grammar In Use. Fourth Edition.
communicate in  Reported Speech
37
Pembelajaran Kuliah
spoken and written  Passive voice competence on using Cambridge: Cambridge University
English effectively and  Types of English grammar. It Press.
accurately Conditional
Sentences particularly discusses
Linking words mixed tenses,
adjective clause,
reported speech,
passive voice,
conditional sentence,
and linking words
Mastering knowledge This course deals Advanced This course is Hewings, Martin. Advanced
mainly with the designed to enhance Grammar In Use. Third Edition.
on English Grammar English
following topics: the students’ Cambridge:Cambridge University
equal to advanced  Types of Sentence Grammar knowledge and Frank,Marcella. Modern English
Construction competence on using
level which enables Grammar. Englewoods Cliffs;
 Defining and non- English grammar. It
the students to defining clauses particularly discusses Prentice Hall.
 Noun clause types of Sentence
communicate in
 Parallel Sentence Construction,
spoken and written Structure Defining and non-
 Conditional defining clauses,
English effectively and
sentence Noun clause, and
accurately  Adverbial clause Parallel Sentence
Gerund phrase Structure
construction
38
Pembelajaran Kuliah
Having knowledge • The common Pronunciation This course is •Avery, Peter and Susan Ehrlich.
about English problems in speaking designed to help 1996. Teaching American English
1
Pronunciation: English (pronunciation) students overcome Pronunciation. Oxford: Oxford
international English • Speech organs and their particular University Press.
pronunciation, British speech sounds pronunciation •Dale, Paulette Wainless and Lillian
English Pronunciation, • English Spelling problems with Poms. 1994. English Pronunciation
and American English system (alphabets) and speaking English. It for International Students. New
Pronunciation. sound system introduces the Jersey: Prentice Hall Regents.
Improving (Pronunciation) students to what the •Hahner, Jeffrey C., Martina Sokoloff
pronunciation skill by • English Phonetic International English and Sandra L. Salisch. 1993.
practicing the Transcription Pronunciation, the Speaking Clearly: Improving Voice
phonetic transcription • Consonant sounds of British English and Diction. New York: McGraw-Hill,
of vowel and English (24) Pronunciation and Inc.
consonant sounds, • Vowel sounds of American English •Kenworthy, Joanne. 2007. Teaching
and using correct English (15) Pronunciation. It English Pronunciation. London and
English accent, stress, •English accent and concerns with the New York: Longman.
rhythm, and stress phonetic transcription •Ladefoged, Peter. 1982. A Course in
intonation in syllables, •English rhythm and of international Phonetics. Second Edition. Florida:
words, phrases, intonation phonetic alphabet Harcourt Brace Jovanovich, Inc.
sentences, and (IPA), speech sounds •O’Connor, J.D. 1995. Better English
utterances. (vowel sounds and Pronunciation. Second Edition.
consonant sounds), Cambridge: Cambridge University
accent, stress, rhythm, Press.
and intonation in •Thompson, Ian. 1981. Intonation
English. Practice. Oxford: Oxford University
Press.
•Trager, Edith Crowell and Sarah
Cook Henderson. 1985. The
Pronunciation Drills for Learners of
English. California: English Language
39
Pembelajaran Kuliah
Services.
-After finishing this Pronunciation Practice is Pronunciation This course is aimed The Pronunciation of English – A Course
course, students are dealing with the study of
2 at building the Book, Kreidler, C.W., 2004
expected to acquire: (1) the basic knowledge of
The basic knowledge of English sound system and students’ skill in English Pronunciation in Use, Mark
the English sound system is meant to improve the
Hancock, 2003
and (2) Skills in: a. students’ intelligibility in English pronunciation
Articulating English order to understand and to English Pronunciation in Use
sounds in isolated word be easily understood when skills. It is designed to
(Elementary), Jonathan Marks, 2007.
forms b. Articulating having oral communication equip the students
English sounds in in English. Better English Pronunciation, J.D.
connected speech c. with an integrated O’Connor, 1998
Articulating stress
patterns within words, resources and Teaching Pronunciation to Adult, Lynda
phrases and sentences d. activities to improve Yates & Beth Zielinski, 2009
Manipulating the use of
simplification effort in their english How to Teach Pronunciation, Gerald
connected speech (3) Kelly, 2001
Positive attitudes to the pronunciation in
learning of English order to understand English Phonetics and Phonology, Peter
pronunciation Roach, 1998
and
to be easily
understood in english
speech
communication
activities.
Upon the completion  Listening for topics Basic Listening This course is Richard, Jack C. (2003), Basic Tactic
of the course, the  Listening for gist designed to practice for listening.
students are expected  Listening for details Craven.Miles, 2008, Real Listening
basic skills of listening
to be able to:  Listening for times and Speaking, UK: Cambridge
40
Pembelajaran Kuliah
 identify general and dates comprehension University Press.
information of  Listening for toward strategic and Lebauer, Roni S. 2000. Learn to
spoken texts; dialog attitudes Listen, Listen to Learn. New York:
effective listeners. The
and monolog,  Listening and Longman
Identify implicit & making predictions course covers Helgesen. Marc, and Brown, Steven.
explicit detailed  Listening for information 2007. Practical English Language
frequency
information of spoken identification in either Teaching; Listening. Newyork:
 Listening for likes
texts; dialog and and dislikes generic or specific McGraw-Hill.
monolog.  Listening for opinion contexts integrated to
 Listening for speaking and/or
similarities and
writing. The texts
differences
presented are in
sentences, and in
dialogs and monologs.
The course is expected
to provide a solid
foundation towards
the following listening
course series;
Listening in academic
context
41
Pembelajaran Kuliah
At the end of the  Listening to variety Listening for The main goal of this Beglar, D., & Murray, N.,
course, students are of academic Academic course is to fully Contemporary Topics 3. (3rd ed).
intended to be able to: presentation New York: Longman, 2009.
Purposes engage the students in
 Listening and  Listening to variety Brown. Steven, 2006, Teaching
responding the of academic speech listening for academic Listening, Cambridge: Cambridge
academic speech  Identifying facts and discourse. The University Press
and discussions on opinion through Lund, Randall J. “A. 1991.
listening ability
a variety of listening. Comparison of Second Language
academic topics  Expanding academic includes responding Listening and Reading. Cambridge:
 Listening and vocabulary through to long speeches, Cambridge University Press.
responding to listening discussing, debating,
effectively to an Practicing English test
academic lecturer summarizing and
for academic purposes
for main ideas; analyzing academic
 Listening and topics. The materials
responding for
cover the listening
details academic
information; abilities include
 Listening for thematic and
academic and
structural components
testing purposes.
Listening and of academic texts such
expanding academic as sequence, details,
vocabulary opinions, inferences,

bias, audience, cause-
42
Pembelajaran Kuliah
effect, etc.
At the end of the  Extensive listening Extensive This course is basically Lightbown, P. M. & Spada,
course the students on variety of listening intended to provide the N. (1999). How
are able to: students’ personal languages are learned
diversity of
 Enhance their interest topics (2nd ed.). Oxford: Oxford
ability to handle  Extensive listening comprehensible input University Press.
various rates of on movies for learners. It offers Brown, G., & Yule, G. (1983).
speech, word  Extensive listening Teaching The Spoken Language.
more various listening
recognition, and on audio books Cambridge: Cambridge University
other listening  Extensive listening activities that allow Press.
difficulties. on music. learners to receive
 Improve their Extensive listening on Rost, M. (2009). Teacher
more comprehensible
vocabulary in Development Interactive: Listening.
English News and and enjoyable input. It
variety of context. White Plains. NY: Pearson
Have lots of entertainment is also aimed at Longman.
opportunities to programs extending the students’
Costa, W. (1985). Developing Mind:
experience a high level listening practices
A Resource Book for Teaching
of language outside the classroom
Thinking. Alexandria:ASCD
comprehension. with interesting,
purposeful, motivating,
fun to do and
sufficiently challenging
listening activities
43
Pembelajaran Kuliah
which can improve the
learners’ ability in
handling the complexity
of listening skills.
Be able to speak I. Introduction to daily Speaking for This course is A. Main
English fluently, speaking 1. Bachman, L. F. dan Palmar, A. S.
Daily designed to train
correctly, acceptable 1.Course overview 1996. Language Testing in
at a intermediate level 2. Concept between Communication students’ English Practice. Oxford: Oxford
in the context of formal and University press.
Speaking Skill at an
everyday life. informal 2. Brown, D. H. 2001. Teaching by
expressions intermediate level Principles: An Interactive
II. Expressing of Approach to Language Pedagogy.
fluently, correctly,
identity Second Edition. New York:
1. Self -introducing precisely, and Addison Wesly Longman Inc.
2.Other/peer 3. Brown, D. H. 2004. Language
acceptable in the
introducing Assessment: Principles and
3. Family context of everyday Classroom Practices. New York:
introducing Addison Wesly Longman Inc.
life both formal and
III. Daily expressions 4. Brown, D. H. 2007. Principles of
1.Telling daily informal. Language Learning and
activities Teaching. Fifth Edition. San
2.Expressions of Fransisco: Pearson Education,
asking and giving Inc.
opinions 5. Bycate, M. 1987. Speaking. New
3.Gratitude York: Oxford University Press.
expressions 6. Canale, M. 1983. From
4.Invitation communicative competence to
expressions communicative language
44
Pembelajaran Kuliah
(Making invitation, pedagogy. In: Richards J,
accepting, and Schmidit R (eds). Language and
declining Communication. London:
invitation) Longman.
5.Expressions of 7. Joyce, H., & Burns, A. 1999. Focus
asking and giving on Speaking. Sydney: Macquarie
directions University.
6.Expressions of 8. Harmer, J. 2007. How to the
apologies practice of English Language
7.Expressing of Teaching (Fourth Edition).
like/dislike Edinburgh Gate: Pearson
8.Expressing of Longman.
agreement and 9. Joyce, H., & Burns, A. 1999. Focus
disagreement on Speaking. Sydney: Macquarie
IV. Describing University.
expressions 10.Keller, Eric and Sylvia T.
1.Favorite person Warner. Conversation
2.Admire public Gambits: Real English
figure Conversation Practices.
3.Village Language Teaching
4.Favorite place Publications. Newpapers &
5.Favorite movie Magazines
V. Performing Louma, S. 2009. Assessing
dialogues in certain Speaking. Edinburgh.
situation Cambridge University Press
1.Shopping center 11.Tarigan, H. G. 2015. Berbicara
2.Office Sebagai Suatu Keterampilan
telephoning/custo Berbahasa. Edisi Revisi. Bandung:
mer service Angkasa.
3.Hotel/office/bank 12.Thornburry, S. 2005. How to
45
Pembelajaran Kuliah
receptionist Teach Speaking. England:
Pearson Educated Limited.
B. Supporting
13. Abdullah, A. 2016. Group
Work Activities for Improving
Speaking Skills. English
Education Journal, 7(3), 389–401.
14. Kayi, H. 2006. Teaching
Speaking: Activities to Promote
Speaking in Second Language.
(online serial), November., [cited
2017 October 29]. Available
from: http://iteslj.org.
15. Menggo, S., Suastra, I. M.,
Budiarsa, M., dan Padmadewi, N.
N. 2019. Needs Analysis of
Academic-English Speaking
Material in Promoting 21st
Century Skills. International
Journal of Instruction, 12(2), 739-
754.
https://doi.org/10.29333/iji.201
9.12247a
16. Richard, J. C. 2003.
Developing Speaking Activities:
From Theory to Practice.
Available from:
http://www.professorjackrichar
ds.com/pdfs/developing-
46
Pembelajaran Kuliah
classroom-speaking.
Be able to speak I. Introduction to Speaking for This course is A. Main
speaking for debate designed to train 1. Bachman, L. F. dan Palmar, A. S.
English fluently, Argumentation
and argumentation students’ English 1996. Language Testing in
correctly, acceptable 1. Course overview and Debate Speaking Skill at an Practice. Oxford: Oxford
2. Debating platform advance level fluently, University press.
at an advance level
3. Argumentative correctly, precisely, 2. Brown, D. H. 2001. Teaching by
speech and acceptable in the Principles: An Interactive
II. Debate context of debating by Approach to Language Pedagogy.
expressions presenting critical, Second Edition. New York:
1. Asking opinion logical, constructive Addison Wesly Longman Inc.
2. Giving opinion arguments, and 3. Brown, D. H. 2004. Language
3. Giving reasons offering solutions that Assessment: Principles and
4. Interrupting are appropriate to the Classroom Practices. New York:
5. Stopping someone topics provided. Addison Wesly Longman Inc.
from interrupting 4. Brown, D. H. 2007. Principles of
6. Giving advice Language Learning and
III. Debate themes Teaching. Fifth Edition. San
1. Global Fransisco: Pearson Education,
awareness Inc.
a. Religion tolerance 5. Bycate, M. 1987. Speaking. New
b. Teenager’s life York: Oxford University Press.
style 6. Canale, M. 1983. From
c. Married in communicative competence to
different culture communicative language
and religion pedagogy. In: Richards J,
2. Financial literacy, Schmidit R (eds). Language and
economic, trade, and Communication. London:
entrepreneurship Longman.
a. Online shopping 7. Joyce, H., & Burns, A. 1999. Focus
47
Pembelajaran Kuliah
b. Personal financial on Speaking. Sydney: Macquarie
management University.
strategy 8. Harmer, J. 2007. How to the
c. Product practice of English Language
propaganda on Teaching (Fourth Edition).
television Edinburgh Gate: Pearson
d. E-commerce Longman.
3. Citizenship literacy 9. Joyce, H., & Burns, A. 1999. Focus
a. Government on Speaking. Sydney: Macquarie
service University.
b. Good citizenship 10.Keller, Eric and Sylvia T.
4. Health literacy Warner. Conversation
a. Plastic surgery Gambits: Real English
b. Family planning Conversation Practices.
program Language Teaching
c. Health service Publications. Newspapers &
d. Diet program Magazines
e. The Indonesian Louma, S. 2009. Assessing
National Insurance Speaking. Edinburgh.
System Cambridge University Press
f. Covid-19 11.Tarigan, H. G. 2015. Berbicara
5. Environment literacy Sebagai Suatu Keterampilan
- Mining Berbahasa. Edisi Revisi. Bandung:
- Renewable energy Angkasa.
and global climate 12.Thornburry, S. 2005. How to
changing Teach Speaking. England:
- Water crisis Pearson Educated Limited.
- Landslide B. Supporting
- Flood 13. Abdullah, A. 2016. Group Work
48
Pembelajaran Kuliah
- Rubbish Activities for Improving
6. Digital literacy and Speaking Skills. English
education Education Journal, 7(3), 389–
a. Internet exploits 401.
toward children’s
character 14. Kayi, H. 2006. Teaching
b. Social media Speaking: Activities to Promote
makes anti-social Speaking in Second Language.
Virtual learning (online serial), November., [cited
754.
9.12247a
16. Richard, J. C. 2003.
Available from:
classroom-speaking.
Be able to speak I. Introduction to Speaking for This course is A. Main
speaking for specific designed to train 1. Bachman, L. F. dan Palmar, A. S.
49
Pembelajaran Kuliah
English effectively and purposes Specific Students’ English 1996. Language Testing in
1. Course overview Speaking Skill in Practice. Oxford: Oxford
efficiently Purposes
2. Concept of public public spaces University press.
speaking effectively, efficiently, 2. Brown, D. H. 2001. Teaching by
II. Public space and acceptable in Principles: An Interactive
performance various academic and Approach to Language Pedagogy.
1. Delivering speech non-academic forums. Second Edition. New York:
on certain event Addison Wesly Longman Inc.
a. Graduation 3. Brown, D. H. 2004. Language
ceremony Assessment: Principles and
b. Wedding party Classroom Practices. New York:
c. Wedding Addison Wesly Longman Inc.
anniversary 4. Brown, D. H. 2007. Principles of
d. School Language Learning and
anniversary Teaching. Fifth Edition. San
e. Farewell Fransisco: Pearson Education,
2. Moderator in Inc.
seminar and panel 5. Bycate, M. 1987. Speaking. New
discussion forums York: Oxford University Press.
3. Being an English 6. Canale, M. 1983. From
MC in certain communicative competence to
events communicative language
4. Being an English pedagogy. In: Richards J,
interviewer Schmidit R (eds). Language and
(indoor and Communication. London:
outdoor Longman.
interviews) 7. Joyce, H., & Burns, A. 1999. Focus
5. Host on TV on Speaking. Sydney: Macquarie
(discussing University.
current issue or 8. Harmer, J. 2007. How to the
50
Pembelajaran Kuliah
interview invited practice of English Language
speaker) Teaching (Fourth Edition).
6. Host on radio Edinburgh Gate: Pearson
(discussing Longman.
current issue or 9. Joyce, H., & Burns, A. 1999. Focus
interview invited on Speaking. Sydney: Macquarie
speaker) University.
7. Personal 10.Keller, Eric and Sylvia T.
presentation on Warner. Conversation
current issues in Gambits: Real English
linguistic, Conversation Practices.
education and Language Teaching
literature Publications. Newpapers &
Magazines
Louma, S. 2009. Assessing
Speaking. Edinburgh.
Cambridge University Press
11.Tarigan, H. G. 2015. Berbicara
Sebagai Suatu Keterampilan
Berbahasa. Edisi Revisi. Bandung:
Angkasa.
12.Thornburry, S. 2005. How to
Teach Speaking. England:
Pearson Educated Limited.
B. Supporting
13. Abdullah, A. 2016. Group
Work Activities for Improving
Speaking Skills. English
Education Journal, 7(3), 389–401.
51
Pembelajaran Kuliah
14. Kayi, H. 2006. Teaching
Speaking: Activities to Promote
Speaking in Second Language.
(online serial), November., [cited
754.
9.12247a
16. Richard, J. C. 2003.
Available from:
classroom-speaking.
Upon a completion of The materials in the Basic Reading This course provides Djamal, H. M., Ichsan, S., Toy, Z. A.,
the course, the course covers the short both theoretical and Jamil, A., & Fauzia, A. 2005.
students apply English passages which practical knowledge of Improving Reading Skills in English
appropriate reading focuses on developing basic or literal reading for University Students (Book One +
strategies to the reading micro skills comprehension to the Workbook One). Jakarta: Prenada
understand and by identifying EFL students. It Media Group.
52
Pembelajaran Kuliah
identify the literal unfamiliar vocabulary focuses on providing Djamal, H. M., Ichsan, S., Toy, Z. A.,
content of the short (meaning of unknown appropriate reading Jamil, A., & Fauzia, A. 2005.
English reading words), the topic, the strategies and Improving Reading Skills in English
materials. main idea, supporting activities which aims for University Students (Book Two +
information, at developing the Workbook Two). Jakarta: Prenada
understanding explicit students’ skills in Media Group.
information, skim and literal reading Flemming, L. 2009. Reading for
scan general and comprehension (i.e. Thinking (6th Edn.). Boston:
specific information, knowing and Houghton Mifflin Harcourt.
understanding the comprehending) to Greenall, S. & Swan, M. 1992. Effective Reading:
Reading Skills for Advanced Students. New York:
communicative value of identify the meaning Cambridge University Press.
the passage, and of unfamiliar vocabs, Mickuleky, Beatrice & Linda. 1997.
recognizing the types of identify the topic and Basic Reading Power. New York:
writing. the main idea from Longman
supporting details of Nuttal, C. 1982. Teaching Reading
the texts; understand Skills in a Foreign Language.
explicit information; London: Heinemann International.
skim and scan the Oakhil, J. Cain, K. & Elbro, C. 2015.
general and specific Understanding and Teaching
information; Reading Comprehension: A
understand the Handbook. New York: Routledge.
communicative value Skidell, M. B., & Becker, S. G. 2002.
of the passage; and The Main Idea: Reading to Learn (3rd
recognize types of Edn.). New York: Longman.
writing of English Sulistyo, G. H. 2011. Reading for
reading materials. Meaning: Theories, Teaching
53
Pembelajaran Kuliah
Strategies, and Assessment. Malang:
Pustaka Kaiswaran.
Other relevant English reading
passages will be provided during the
meeting.
After taking the The materials in the Interpretative This course is Djamal, H. M., Ichsan, S., Toy, Z. A.,
course, students are course covers the Reading designed to develop Jamil, A., & Fauzia, A. 2005.
able to apply fictions and non-fiction students' competence Improving Reading Skills in English
appropriate works at pre-advanced in interpretive reading for University Students (Book One +
techniques and level focusing on (i.e. applying and Workbook One). Jakarta: Prenada
strategies to interpret developing interpretive inferring) of Media Group.
the inferential or reading skills to non-/fictional texts at Djamal, H. M., Ichsan, S., Toy, Z. A.,
implicit meaning of understand implicit pre-advanced level, Jamil, A., & Fauzia, A. 2005.
the information in the information, interpret emphasizing the use Improving Reading Skills in English
English materials cohesive devices in the of appropriate reading for University Students (Book Two +
accurately by text, recognize strategies to Workbook Two). Jakarta: Prenada
interpreting the discourse markers, understand implicit Media Group.
cohesive devices, identify the information, interpret Flemming, L. 2009. Reading for
recognizing discourse organization, cohesive devices in Thinking (6th Edn.). Boston:
markers, identifying development and types the text, recognize Houghton Mifflin Harcourt.
the organization, of texts. discourse markers, Greenall, S. & Swan, M. 1992. Effective Reading:
development and identify the Cambridge University Press.
types of texts. organization, Nuttal, C. 1982. Teaching Reading
development, and Skills in a Foreign Language.
types of text. London: Heinemann International.
54
Pembelajaran Kuliah
Oakhil, J. Cain, K. & Elbro, C. 2015.
Understanding and Teaching
Reading Comprehension: A
Handbook. New York: Routledge.
Skidell, M. B., & Becker, S. G. 2002.
The Main Idea: Reading to Learn (3rd
Edn.). New York: Longman.
Sulistyo, G. H. 2011. Reading for
Meaning: Theories, Teaching
Strategies, and Assessment. Malang:
Pustaka Kaiswaran.
passages will be provided during the
meeting.
At the end of the The materials in the Critical and This course provides Djamal, H. M., Ichsan, S., Toy, Z. A.,
course, the students course covers the short Creative both theoretical and Jamil, A., & Fauzia, A. 2005.
English passage which practical knowledge Improving Reading Skills in English
are able to apply Reading
focuses on developing and skills of critical or for University Students (Book One +
appropriate reading the reading micro skills evaluative reading Workbook One). Jakarta: Prenada
techniques and by analyzing, comprehension for the Media Group.
synthesizing, and students. It focuses on Djamal, H. M., Ichsan, S., Toy, Z. A.,
strategies to critically
evaluating of various providing appropriate Jamil, A., & Fauzia, A. 2005.
and creatively text types by reading strategies and Improving Reading Skills in English
construct the meaning recognizing the writer’s activities which aims for University Students (Book Two
tone, motive and style at developing the + Workbook Two). Jakarta:
or content of the
55
Pembelajaran Kuliah
English reading students’ competence Prenada Media Group.
materials precisely or comprehension in Flemming, L. 2009. Reading for
critical reading skills, Thinking (6th Edn.). Boston:
i.e., analyzing, Houghton Mifflin Harcourt.
synthesizing, and Greenall, S. & Swan, M. 1992. Effective Reading:
evaluating of various Cambridge University Press.
of writing; evaluating text types by Nuttal, C. 1982. Teaching Reading

facts, opinions, recognizing the Skills in a Foreign Language.
implications, definition, writer’s tone, motive London: Heinemann International.
and hypothesis; and style of writing; Oakhil, J. Cain, K. & Elbro, C. 2015.
summarizing and evaluating facts, Understanding and Teaching
drawing conclusion of opinions, implications, Reading Comprehension: A
the texts; and definition, and Handbook. New York: Routledge.
identifying inductive hypothesis; Skidell, M. B., & Becker, S. G. 2002.
and deductive summarizing and The Main Idea: Reading to Learn
reasoning in the texts. drawing conclusion of (3rd Edn.). New York: Longman.
the texts; and Sulistyo, G. H. 2011. Reading for
identifying inductive Meaning: Theories, Teaching
and deductive Strategies, and Assessment.
reasoning in the texts. Malang: Pustaka Kaiswaran.
passages will be provided during
the meeting.
Upon a completion of The materials in the Extensive The course provides Appropriate fictional and
the course, the course covers the Reading the students with nonfictional books and articles.
56
Pembelajaran Kuliah
students have the fictions and non-fiction opportunities to
following required works: short stories, choose and read
reading attitudes: novels, poems, fables, simple/simplified
1. Applying fairytales, folktales and fictions and non-
appropriate reading articles, chapter of fiction works: short
techniques & textbook. stories, novels, poems,
strategies to fables, fairytales,
construct the folktales and articles,
meaning and enjoy chapter of textbook at
the reading of the the pre-intermediate
long English to intermediate levels.
materials (fictional & It aims at developing
nonfictional works) good reading habits,
2. Developing their building up
vocabulary knowledge of
knowledge obtained vocabulary and
from the reading structure, and
English materials encouraging a liking of
(fictional & reading. It requires
nonfictional works) the students to
3. Having a good respond to what they
reading habit have read and to carry
(motivation) for out a variety of
their academic and classroom activities in
real-life needs. order to share with
one another what they
57
Pembelajaran Kuliah
learned from their
reading materials.
At the end of the  Basic sentence Basic Writing This subject is 1. Sargeant, H. 2007. Basic English
course, students will pattern (N-V, N-V-N, Grammar. Irvine: Saddleback
designed to enhance
be able to identify the N-V-N-N, N-LV-N, N- Educational Publishing
elements of different LV-Adj) students’ ability in
types of sentences and  Types of sentences 2. Lauchman, R. 2010. Punctuation
analyzing the
construct their own (Simple sentence, at Work. New York
sentences accurately complex sentence, elements of sentences,
to convey ideas in compound sentence, 3. Swick. E.D. 2009. Writing Better
types of sentences and English. New York: McGraw Hill.
written compound complex
communication sentence) constructing their
own English sentences
Punctuation
accurately. This
course covers basic
sentence pattern,
types of sentences and
punctuation.
At the end of the  Narrative paragraph Paragraph This subject is 1. Blanchard and Root, Ready to
 Descriptive paragraph designed to enhance write more: from paragraph to
course, students will Writing
 Expository paragraph students’ knowledge essay. London: Longman , 2003.
be able to write  Persuasive paragraph on the concept of 2. Grenville, K. 2001. Writing from
paragraph and have start to finish. Grenfille press
different types of
skills in producing
paragraph. various types of 3. Zemach, D.E. and Rumisek, L. A.
58
Pembelajaran Kuliah
paragraphs. The (undated).Academic writing from
teaching materials paragraph to essay. London:
cover four types of McMillan
paragraphs: narrative,
descriptive, 4. Berzlanovich, I. 2008. Lexical
expository and Cohesion and the Organization of
persuasive. Discourse. Retrieved on January
12, 2015, from
5. http://www.rug.nl/research/
clcg/education/berzlanovich.pdf
6. Bex, T. 1996. Variety in Written

English: Texts in Society: Societies
in Text. London: Routtledge.
7. Swales, J.M. 1990. Genre Analysis.
Cambridge: Cambridge
University Press.
8. Tanskanen, S. 2006.
Collaborating Towards
Coherence. Amsterdam: John
Benjamins Publishing Company.
At the end of the  Organization of Essay Writing This course is Blanchard and Root, Ready to write
essay more: from paragraph to essay.
course, students will designed to improve
 example essay, London: Longman , 2003.
be able to write  process essay, the students’
 comparison and
expository essays. knowledge and skill in
contrast
 cause and effect writing types
59
Pembelajaran Kuliah
essay expository essays. The
 problem -
course teaching
solution essay
materials cover the
argumentative essay
organization and
linguistic features of
example essay,
process essay,
comparison and
contrast essay, cause
and effect essay,
problem -solution
essay and
argumentative essay
At the end of the course  Trends in ELT Academic This course is designed 1. Publication Manual of the
students will be able to  Paraphrasing writing to help students to have APA. 7th ed.
produce research-based  Summarizing knowledge and basic 2. Wallwork, A. 2011.English for
or non-research based  Writing critical review skills in writing writing research paper. New
on the article.  Quoting scientific article. York: Springer
 referencing Learning materials 3. Wallwork, A. 2016.English for
 Writing research based cover the skills that writing research paper. New
article support the students’ York: Springer
a. Title ability to produce 4. Markman, R., Markman, P.T.
b. Abstract research-based or non- & Wadell, M.L. 2001. 10 steps
60
Pembelajaran Kuliah
c. Introduction research based article in writing the research paper.
d. Method that consists of writing New york: Barron’s inc.
e. Results and discussions summary, paraphrasing,
f. Conclusion writing critical review,
g. Reference how to quote, and how
 Non- research based to write reference.
article
a. Title
b. Abstract
c. Introduction
d. Discussed
e. Conclusive
f. Reference
1. title
At the end of the  Listening to variety Listening for The main goal of this Beglar, D., & Murray, N.,
course, students are of academic Academic course is to fully engage Contemporary Topics 3. (3rd ed).
intended to be able to: presentation Purposes the students in listening New York: Longman, 2009.
 Listening and  Listening to variety for academic discourse. Brown. Steven, 2006, Teaching
responding the of academic speech The listening ability Listening, Cambridge: Cambridge
academic speech  Identifying facts and includes responding to University Press
and discussions on opinion through long speeches,
a variety of listening. discussing, debating, Lund, Randall J. “A. 1991.
academic topics  Expanding academic summarizing and Comparison of Second Language
 Listening and vocabulary through analyzing academic Listening and Reading. Cambridge:
responding to listening topics. The materials Cambridge University Press.
effectively to an  Practicing English cover the listening
61
academic lecturer test for academic abilities include
for main ideas; purposes thematic and structural
 Listening and components of
responding for academic texts such as
details academic sequence, details,
information; opinions, inferences,
 Listening for bias, audience, cause-
academic and effect, etc.
testing purposes.
 Listening and
expanding
academic
vocabulary
At the end of the  Extensive listening Extensive This course is basically Lightbown, P. M. & Spada,
course the students on variety of Listening intended to provide the N. (1999). How
are able to: students’ personal diversity of languages are learned
 Enhance their interest topics comprehensible input (2nd ed.). Oxford: Oxford
ability to handle  Extensive listening for learners. It offers University Press.
various rates of on movies more various listening Brown, G., & Yule, G. (1983).
speech, word  Extensive listening activities that allow Teaching The Spoken Language.
recognition, and on audio books learners to receive Cambridge: Cambridge University
other listening  Extensive listening more comprehensible Press.
difficulties. on music. and enjoyable input. It
 Improve their  Extensive listening is also aimed at Rost, M. (2009). Teacher
vocabulary in on English News and extending the students’ Development Interactive: Listening.
variety of context. entertainment listening practices White Plains. NY: Pearson Longman.
 Have lots of programs outside the classroom
opportunities to with interesting, Costa, W. (1985). Developing Mind:
A Resource Book for Teaching
62
experience a high purposeful, motivating, Thinking. Alexandria:ASCD.
level of language fun to do and
comprehension. sufficiently challenging
listening activities
which can improve the
learners’ ability in
handling the complexity
of listening skills.
2) LANGUAGE CONTENT
Capaian Materi Ajar Mata Kuliah Deskripsi Mata Kuliah Referensi
Pembelajaran
Understanding the • The nature of language Introduction to This course is designed to •Akmajian, Adrian, Richards A.
concepts of and linguistic introduce students to the Daemers, Ann K. Farmer, and
Linguistics
language and knowledge. science of language Robert M. Harnish. 1995.
linguistic • The origins of language encompasses the nature of Linguistics: An Introduction to
knowledge. Having and the types of language, general concepts Language and Communication.
63
Pembelajaran
knowledge of the classification of in phonetics, phonology, London: The MIT Press.
production of languages. morphology, syntax, •Akmajian, Adrian. 2001.
speech sound • Phonetics: the sounds semantics, sociolinguistics, Linguistics: An Introduction to
(phonetics), the of language and psycholinguistics. It Language and Communication.
function and • Phonology: the concerns with the Lewiston: TBS.
pattern of sounds function and patterning production of speech •Akmajian, Adrian. 2017.
(phonology), the of sounds sound; the function and Linguistics: An Introduction to
words of language • Morphology: the words pattern of sounds; the Language and Communication.
(morphology), the of language words of language; the Postmouth: The MIT Press.
sentence patterns •Syntax: the sentence sentence patterns of •Altman, Gerry T.M. 1997. The
of language patterns of language language; the meaning of Ascent of Babel: An Exploration
(syntax), the • Semantics: the language; the social of Language, Mind, and
meanings of meanings of language context of language; and Understanding. Oxford: Oxford
language •Sociolinguistics: the the psychology of University Press.
(semantics), the social aspects of language. •Bloomfield, Leonard. 1995.
social context of language Language. London: Holt,
language • Psycholinguistics: the Rinehart, and Winston, Inc.
(sociolinguistics), psychological processes •Crystal, David. 1995. The
and the psychology of Acquiring and using Cambridge Encyclopedia of the
of language language English Language. Cambridge:
(psycholinguistics). Cambridge University Press.
•Fromkin, Victoria and Robert
Rodman. 1988. An
Introduction to Language.
Fourth Edition. Chicago: Holt,
Rinehart and Winston, Inc.
• Denham, Kristin, and Lobeck,
Anne. 2013. Linguistics for
Everyone: an Introduction.
Second Edition. Boston:
64
Pembelajaran
Wadsworth Cengage Learning.
•Gleason, Jean Berko and Nan
Bernstein Ratner (eds.). 1993.
Psycholinguistics. Philadelphia:
Harcourt Brace Jovanovich
College Publishers.
•Holmes, Janet. 1994/2006. An
Introduction to Sociolinguistics.
London and New York:
Longman.
•Hudson, R. A. 1996/2006.
Sociolinguistics.Second Edition.
University Press.
•Kreidler, Charles W. 1998.
Introducing English Semantics.
Routledge.
•Lyons, John. 1968/1995.
Introduction to Theoretical
Linguistics. Cambridge:
Cambridge University Press.
•O’Grady, William and Michael
Dobrovolsky (eds.). 1997.
Contemporary Linguistics: An
Introduction. Third Edition.
New York: St. Martin’s Press.
•Pinker, Steven. 1994. The
Language Instinct. London:
Penguin Books.
65
Pembelajaran
•Verhaar, J.W.M. 1999. Asas-
Asas Linguistik Umum.
Yogyakarta: Gadjah Mada
University Press.
•Wardhaugh, Ronald.
1998/2006. An Introduction to
Sociolinguistics. Third Edition.
Oxford: Blackwell Publishers.
•Yule, George. 2006. The Study
of Language. Cambridge:
Understanding the 1. Culture, language and Cross Cultural This subject is designed to Counihan, Carole & Penny V.
relationship ELT Esterik. 2013. Food and
Understanding help students to
between language 2. Cross cultural Culture. New York:
and culture and misunderstanding understand the Routledge.
cross -cultural 3. Cultural learning and Heidegger, Martin. 1912. The
relationship between
differences social perception Concept of Time. Blackwell.
Having 4. Cultural differences in language and culture and Matsumoto, David & Linda
non-verbal Juang. 2003. Culture and
multicultural cross- cultural differences,
communication Psychology. Wadsworth
awareness/sensitivi 5. Cross- cultural which is very useful for  Pendergast, Sara & Tom
communication skills Pendergast. 2004. Fashion,
ty building cross cultural
6. Multiculturalism Costume, and Culture:
7. Culture shock awareness and developing Clothing, Headwear, Body
8. Developing Decorations, and Footwear
culture-based
Multicultural through the Ages. New York:
Awareness communication skill in Thomson Gale.
9. Concept of time Robinson, Gail L Nemets.
English as well as in ELT.
66
Pembelajaran
10. Meeting and 1988. Cross Cultural
Greeting people Understanding. London:
(practice) Prentice Hall.
11. Eating and Wise, Amanda & Selvaraj
drinking (practice) Velayutham. 2009. Every Day
12. Family life Multiculturalism. Britain:
13. Yes/Question, Making Palgrave macmillan.
Invitation and
suggestions (Practice)
Giving Criticism
Understanding all • The science of English This course is designed to •Akmajian, Adrian, Richard A.
about English Phonetics and introduce students to Demmers, Ann K.Farmer, and
Phonology
phonetics and Phonology. what phonetics and Robert M.Harnish. 1995.
phonology. • Speech organs and phonology are all about. It Linguistics: An Introduction to
Having knowledge speech sounds. concerns with the Language and Communication.
of • English Spelling and production of speech Fourth Edition. Cambridge:
production of Pronunciation. sound: vowels, The MIT Press.
speech sound • English Phonetic diphthongs, and trip •Avery, Peter and Susan
(vowel and Transcription. thongs; consonants: Ehrlich. 1996. Teaching
consonant sounds), • Individual sounds of fricatives, affricatives, American English
phonemes, English English: consonant nasals and plosives; Pronunciation. Oxford: Oxford
syllables structures, sounds and vowel phonemes; syllables; University Press.
and English stress sounds. stress; intonation; and •Bybee, Joan. 2003. Phonology
and intonation. • English sounds in phonological and and Language Use. Cambridge:
Applying the context and in connected phonemic analysis. Cambridge University Press.
knowledge of speech. •Crystal, David. 1995. The
phonetics and • English syllable Cambridge Encyclopedia of the
phonology for structures. English Language. Cambridge:
phonological and •English stress, rhythm Cambridge University Press.
67
Pembelajaran
phonemic analysis. and intonation •Dale, Paulette Wainless and
• The analysis on Lillian Poms. 1994. English
phonological and Pronunciation for
phonemic structure of International Students. New
the words. Jersey: Prentice Hall Regents.
•Giergreich, Heinz. 1997.
English Phonology: An
Introduction. Cambridge:
•Gramley, Stephan and Kurt-
Michael Patzold. 1992. A
Survey of Modern English.
Roudledge.
•Hahner, Jeffrey C., Martina
Sokoloff and Sandra L. Salisch.
1993. Speaking Clearly:
Improving Voice and Diction.
New York: McGraw-Hill, Inc.
•Lacy, Paul de (ed.). 2007. The
Cambridge Handbook of
Phonology. Cambridge:
•Kenworthy, Joanne. 2007.
Teaching English
Pronunciation. London and
New York: Longman.
•Ladefoged, Peter. 1982. A
Course in Phonetics. Second
Edition. Florida: Harcourt
68
Pembelajaran
Brace Jovanovich, Inc.
•O’Connor, J.D. 1995. Better
English Pronunciation. Second
Edition. Cambridge:
•O’Grady, William, Michael
Dobrovolsky. 1997.
Contemporary Linguistics. New
York: St. Martin’s Press.
•Pennington, Martha c. 2007.
Phonology in Context. New
York: Palgrave MacMillan.
•Thompson, Ian. 1981.
Intonation Practice. Oxford:
Oxford University Press.
•Trager, Edith Crowell and
Sarah Cook Henderson. 1985.
The Pronunciation Drills for
Learners of English. California:
English Language Services.
On completing the 1) The distinction English for This course aims at Course texts:
course, students are between English for
Specific introducing basic concepts 1. Baskturkmen, H. (2006).
able to understand general purposes
ESP theories and (EGP) and English for Purposes and principles of English Ideas and options in English
69
Pembelajaran
practices, adapt or specific purposes for Specific Purposes/ESP for specific purposes.
develop elements of (ESP); Mahwah, NJ: Lawrence
programs before
ESP such as Needs 2) The various sub- Erlbaum. [required]
Analysis, syllabus, disciplines of ESP. providing students 2. Hutchison, T., & Waters, A.
learning materials, 3) The factors leading to (1987). English for specific
opportunities to design
the implementation the emergence of ESP purposes: A learning-centred
of their need on the ELT scene and various ESP programs. In approach. Cambridge:
analysis in such the theoretical and Cambridge University Press.
the course, students
available ESP practical forces that [recommended]
material products. have shaped its search for different 3. Master, P., & Brinton, D. M.
development; (Eds.). (1998). New ways in
examples of ESP programs
4) Conducting Need English for specific purposes.
Analysis to be discussed in class, Alexandria, VA: Teachers of
5) The various ways in English to Speakers of Other
identify the elements of
which needs and genre Languages. [recommended]
analysis shape the ESP the programs, compare
syllabus; designing Obligatory reading:
the elements with the
materials for certain 1. Dudley-Evans, T. And St.
fields theories of ESP learned, John, M. (1998).
6) The process of Developments in English for
and finally, design their
evaluating and Specific Purposes: A Multi-
adapting authentic own ESP programs. Disciplinary Approach.
materials (including Cambridge: Cambridge
web-based sources) for University Press. (Chapters
use in ESP courses; 1-4; 7-11)
7) Expanded ESP Suggested reading:
Programs (on the basis Basturkmen, H. (2010).
of Need Analysis): Developing Courses in English
 English for for Specific Purposes.
Banking Basingstoke: Palgrave
70
Pembelajaran
 English for Macmillen.
Business
Communication Hyland, K. (2006). English for
 English for Academic Purposes. An
Hospital Advanced Resource book.
 English for London: Routledge.
Engineering
 English for Tomlinson, Brian (2011).
Culinary Material development in
 English for Language Teaching (2nd Ed.).
Agriculture Cambridge: Cambridge
 English for University Press.
Journalism
 (Other related
fields)
Mastering the I. Introduction to English Syntax This subject is designed to A. Main:

concept of syntax as Syntax assist students be able to 1. Carnie, Andrew. (2007).
a subfield of 1. Definition of syntax have deeper insights of Syntax: A Generative
linguistics basis, 2. Modeling syntax syntax and have skills in Introduction. Second
such as phrases, 3. Syntax as a syntax analyses in the area Edition. Victoria:
clauses, transitivity, cognitive science of phrases, clauses, Blackwell Publishing.
pronoun and II. Phrases transitivity, pronoun and 2. Dixon, R. M. W. (2010).
demonstratives, 1. Noun Phrases demonstratives, Basic Linguistic Theory.
possession, and null (NPs) possession, and null Volume2.Oxford: Oxford
constituent and 2. Adjective Phrases constituent and head University Press.
head movement (AdjPs) movement 3. Radford, Andrew. (2004).
3. Adverb Phrases Minimalist Syntax:
(AdvPs) Exploring the structure of
71
Pembelajaran
4. Prepositional English. New York:
Phrases (PPs) Cambridge University
5. Verb Phrases Press
(VPs) B. Supporting:
I. Clauses Baerman, Matthew., Brown,
1. Clause Dunstan.,& Corbett, Greville G.
construction (2005). The Syntax–
a. Relative Morphology Interface: A Study
clause of Syncretism. New York:
construction Cambridge University Press.
b. The common
agreement
c. Relative
clause
2. Complement
clauses and
complementation
strategies
3. Copula clauses
and verbless
clauses
II. Transitivity
1. Clausal transitivity
2. Marking of core
arguments
3. Transitivity classes
of verbs
4. Non-canonical
marking of core
argument
72
Pembelajaran
V. Pronoun and
Demonstratives
1. The category
of pronoun
2.
Demonstratives
3. Anaphora
and cataphora
VI. Possession
1. Marking an NP-
internal possessive
construction
2. Possessor
3. Possessive
relationship
4. Function of
possessive markers
5. Complex
mechanism
6. Construction
possessive
relationship
III. Null constituent
and Head movement
1. Null subject,
auxiliaries, in finite
clauses, and
determiners
Movement as copying
73
Pembelajaran
and deletion, auxiliaries
raising, and head
movement in nominals
Mastering the IV. Introduction to English This subject is designed to A. Main:

Morphology assist students be able to 1. Baur, Laurie. (2003).
concept of Morphology
1. Basic concept of have deeper insights of Introducing Linguistic
morphology as a morphology morphology concept, Morphology. Second
2. Branches of morphological process, Edition. Edinburgh:
subfield of
morphology: and have skills in Edinburgh University
linguistics basis, Inflection and morphological analyses in Press.
Derivation the area of classification of 2. Booij, Geert. (2005). The
such as
Morphology words, morphemes, word grammar of words : An
classification of V. Classification of classes, and word introduction to linguistic
Words formation morphology. Oxford:
words, morphemes,
1. Simple Words Oxford University Press.
word classes, and 2. Complex Words 3. Carstairs-McCarthy,
3. Compound Words Andrew. (2002). An
word formation
4. Compound-complex Introduction to English
Words Morphology: Words and
VI. Parts of Speech/ Their Structure.
Word Classes Edinburgh: Edinburgh
1. Content University Press.
Words/Open Classes 4. Haspelmath, Martin., and
of Words Sims, Andrea, D. (2010).
a. Nouns Understanding
b. Verbs Morphology. 2nd edition.
c. Adjectives London: Hodder
74
Pembelajaran
d. Adverbs Education, an Hachette UK
2. Function Company.
Words/Closed 5. Katamba, Francis. (1993).
Classes of Words Modern Linguistics
a. Syntactic Devices Morphology.
b. Noun Devices London:Macmillan Press
c. Auxiliaries Ltd.
d. Intensifiers 6. Lieber, Rochelle. (2009).
3. Identification and Introducing Morphology.
Classification of Cambridge: Cambridge
Parts of Speech: University Press.
Meaning, Form and B. Supporting
Function
VII. Morphemes: The 1. Harley, Heidi. (2006).
Smallest Units of English Words: A
Meaning Linguistic Introduction.
1. Analyzing Words Oxford: blackwell
2. Morphemes/ publishing Ltd.
Morphs/Allomorphs 2. Lieber, Rochelle. (2004).
3. Types of Morphemes Morphology and Lexical
a. Free and Bound Semantics. Cambridge:
Morphemes Cambridge University
b. Roots/Stems/ Press.
Bases/Affixes
c. Paradigms and
Zero Allomorphs
d. Superfixes
VIII. Process of Word
Formation
A. Affixation/ (Multiple
75
Pembelajaran
Affixation):
1. Inflection
2. Derivation
B. Back Formation
C. Compounding
1. Compounds
versus phrases
2. Compound verbs
3. Compound
adjectives
4. Compound nouns
5. Headed and
headless
compounds
6. Blends and
acronyms
7. Compounds
containing bound
combining forms
8. Phrasal words
D. Combining Forms
E. Reduplication
F. Clipping
G. Blending
H. Echoism/
Onomatopoeia
I. Coinage/Invention
J. Borrowing
Conversion
76
Pembelajaran
At the end of the 1. The Nature of Psycholinguistics The course explains the 1. Akmajian, Adrian, et al.
course, the students Psycholinguistics mental process of language 1995. Linguistics: An
are expected to have a. Concept in human’s mind. It covers Introduction to Language
theoretical b. History all the theories about the and Communication.
knowledge and able 2. Language Localization language localization in Cambridge: The MIT Press
to explain the mental in Brain brain, the neurological and 2. Bolinger, Dwight & Sears,
process of language a. Human Brain biological bases of Donald A. 1981. Aspects of
in human’s mind. b. Language in language, the relationship Language (3rd Edn.). New
human brain between language and York: Harcout Brace
c. Biological basis mind/thought, language Jovanovich Inc.
d. Neurological basis acquisition, language 3. Dardjowijoyo, Soenjono.
3. Language and Mind development, language 2005. Psikolinguistik:
4. Language Acquisition comprehension, language Pengantar Pemahaman
and Language production and language Bahasa Manusia. Jakarta:
Development loss. Yayasan Obor Indonesia
a. Language 4. Forrester, Michael A. 1996.
Acquisition The Psychology of
(Optional) Language: A Critical
b. Language Introduction. London: SAGE
development Publication Ltd.
5. Language Production 5. Guntur, Henry T. 1984.
a. Concept Psikolinguistik. Bandung:
b. Process Penerbit Angkasa.
6. Harley, Trevor A. 1997. The
6. Language
Psychology of Language:
77
Pembelajaran
Comprehension From Data to Theory. East
a. Concept Sussex: Psychology Press.
b. Process 7. O’Grady, William, Michael
7. Language Loss Dobrovoskly & Mark
a. Concept Aronoff. 1989.
b. Kinds Contemporary Linguistics:
c. Causes An Introduction. New York:
8. Speech Errors St. Martin’s Press.
8. Parker, Frank.1986.
Linguistics for the Non-
Linguistics. Texas: PRO-ED
Inc.
9. Scovel, Thomas. 2001.
Psycholinguistics. Oxford:
10. Vygotsky, Lev. 1996.
Language and Thought.
Cambridge: The MIT Press.
11. Yule, George: 2010. The
Study of Language (4th Edn.).
Cambridge: The Cambridge
University Press
C.
 Understandi  What is SLA? Second This subject is designed to  Dulay, Heidi C. 1982.
ng concepts (Concept of SLA, Language Two. New York:
Language help students understand
on Second Foreign Oxford University Press.
Language Language, L1 and Acquisition the concept SLA, Foreign  Gass, Susan M & Larry
acquisition L2) Selinker. 1994. Second
Language, L1 and L2;
and its  Second Language Language Acquisition: An
theory Acquisition second language Inttroductory Course. New
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 Mastering Theory acquisition theory, York: Routledge.
knowledge  Language  Khasinah, Siti. 2014. Factors
language environment,
on the Environment Influencing SLA. Englisia
language  Factors affecting Factors affecting Second May 2014, Vol 1 No 2, 256-
environment SLA 269
Language Acquisition, The
and factors  The Role of the  Krashen, Stephen. 1982.
of affecting First Language Role of the First Language, Principle and Practice in
SLA  Acquisition Order Second Language
Acquisition Order, inter-
 Understandi  Inter-language Acquisition. California:
ng the role of the implications of SLA language and SLA University of Southern
the first implication in ELT California.
language in theories in ELT  Lightbown, Patsy M & Nina
SLA Spada. 2013. How Language
 Mastering are Learned. Oxford: Oxford
the University Press.
knowledge  Troike, Muriel Saville. 2006.
of Introducing Second
acquisition Language Acquisition.
order and Cambridge: Cambridge
inter- University Press.
language Yule, George. 2017. The Study
 Knowing the
of Language (6th ed).
implications
of SLA in Cambridge: Cambridge
ELT
University Press
Mastering the I. Introduction to English This subject is designed to A. Main:

Semantics assist students be able to 1. Hurford, James R., Heasley,
concept of English Semantics
1. Units of have deeper insights of Brendan., & Smith Michael
79
Pembelajaran
semantics as a language semantics and have skills B. (2007). Semantics: A
2. Aspects of in semantics analyses in Coursebook.Second Edition.
subfield of
linguistics the area of meaning and Cambridge: Cambridge
linguistics basis, 3. Definition of definition, scope of University Press.
semantics meaning, analyzing and 2. Kempson, M..Ruth 1977.
such as meaning
4. Various terms distinguishing meanings, Semantic Theory, New York:
and definition, referring to the meaning and cognition, Cambridge University Press
concept of and meaning and 3. Leech, Geoffrey N. (1983).
scope of meaning,
semantics morphosyntax Principles of Pragmatics.
analyzing and II. Meaning and New York: Longman
Definition 4. Lyons, John.1977. Semantics
distinguishing
1. Semantics and (Vol I),
meanings, meaning Lexicography Cambridge:University Press
2. Units of Meaning: 5. Reimer, Nick. (2010).
and cognition, and
a. Words and Introducing Semantics.
meaning and Morphemes Cambridge: Cambridge
b. Meanings below the University Press.
morphosyntax
Morpheme: Sound 6. Thomas, Jenny (1995).
symbolism Meaning in Interaction – An
c. Meanings above the Introduction to Pragmatics.
word level: idioms London: Longman.
d. Contextual meaning 7. Wierbicka, Anna 1996.
3. Different Ways of Semantics “Prime and
Defining Meanings: Universals”, New
a. Real and nominal York:Oxford University
definition Press.
b. Definition by B. Supporting:
ostension 1. Dixon, R. M. W. (2005). A
c. Definition by Semantic Approach to English
synonym Grammar. Second Edition.
80
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d. Definition by context Oxford: Oxford University
e. Definition by genus Press.
and differentia
f. Definition and
substitutability
IX. Scope of Meaning
1. Meaning and context
2. External context:
Sense and reference
3. Dictionary and
encyclopedia
4. Interpersonal context:
Locutionary,
illocutionary, and
perlocutionary acts
Speaker’s intention
and hearer’s inference
implicature
7. Maxims and
cooperative principles
8. Semantics and
pragmatics
X. Analyzing and
Distinguishing
Meanings
1. Lexical relations:
Antonymy,
meronymy,
81
Pembelajaran
hyponymy, taxonomy,
synonymy
2. Componential
analysis
3. Polysemy and
meaning division
4. Truth, models and
extension
5. Relation between
propositions
6. Meaning and
postulates
V. Meaning and
Cognition:
1. Prototype
categorization
Problems with
prototype categories
3.Problems with classical
categories
4. Metaphor and
metonymy
VI. Meaning and
Morphosyntax:
1. Semantic of
grammatical
categories (semantics
of part of speech and
semantics of tense
and aspects)
82
Pembelajaran
2. Verb meaning and
argument structure
(verb and
participants, verb
classes and
alternations, the
meaning of
constructions)
This course mainly Sociolinguistics This course equips the Blake, Rence & Josey. 2003.
Mastering the basic
discusses the topics as students with the basic Language in Society.
concepts of
follow: knowledge on linguistics Cambridge: Cambridge Univ.
linguistics on the
- Basic Concepts of concerning language use Press
relationship
sociolinguistics and its in society. By this course,
between language
relationship to other the students are able to Fishman, Joshua. 1972.
use and society
subfields of linguistics understand the issues of Language In Sociocultural
-Language Choice: Code- sociolinguistics pertaining Change. California:
Switching and Code to the relationship Stanford Univ.
Mixing between sociolinguistics
. -Speech community and and other subfields of Holmes, Janet. 2001. An
speech events. linguistics, language Introduction to
-Vernacular Languages, choice, speech community Sociolinguistics. Second
Standard Languages, and speech events, Edition. England: Pearson
Lingua Franca, Pidgins, linguistic varieties, Education.
And Creoles language variation (users
-Regional Variation, and uses), bilingualism Mesthrie, Rejend (Edit.). 2012.
Social Variation, And and multilingualism, Handbook Of Sociolingistics.
Social Dialect diglossia, language and England: Cambridge Univeristy
-Speech Function, sex, national language, Press
Politeness, Address language planning,
Form, Styles, Context, language shift, death, loss Wardhaugh, Ronald. 1996.
83
Pembelajaran
and Register and maintenance, Introduction to
-Bilingualism and language change, Sociolinguistics. Second
multilingualism sociolinguistic Edition. Cambridge:
-Diglossia investigations, and Blackwell.
- Language and Sex sociolinguistic
(Male vs Female perspectives in English Selected Papers and Journals
language) language classroom,
-National Language and politeness.
Language Planning
-Language shift,
Language death,
Language loss, and
Language maintenance
- Language Variation
- Sociolinguistic
Perspectives in
ELT/learning
Students will learn 1) Theoretical concepts Literature for This course explores the Basic Sources:
of Literature  Kennedy, X.J. and Dana
how to exploit ELT characteristics of literary
2) Fictions vs. non- Gioia. Literature: An
literary texts and fictions genres to be used in Introduction to Fiction,
3) Literary Criticism Poetry, Drama, and Writing.
use of dramatic teaching English. The
4) Basic Principles of New York: Pearson &
techniques in Employing Literature for course firstly Longman, 2007.
ELT  Roberts and Jacobs.
teaching various differentiates between the
5) The use of short Literature: An Introduction
aspects of English stories for ELT “study” of literary work (in to Reading and Writing. New
6) The use of Poems for Jersey: Prentice Hall, 1998.
(e.g., grammar, literature study) and the
ELT
speaking, writing, 7) The use of Novels for “use” of literary work (in
84
Pembelajaran
etc.). At the end of ELT language teaching). The Other Related Sources:
8) The use of Plays for  Duff, A & Maley, A.
the course, students use of literary work
ELT Literature (Resource Books
will be able to 9) The use of Songs in focuses on exploiting for Teachers), Oxford
ELT University Press, 2007.
adapt, develop, and literary works as language
10) The use of movies  Maley, A ‘Literature in
exploit literary in ELT teaching media and the language classroom’ in
texts for language materials. Moreover, The Cambridge Guide to
Teaching ESOL, Cambridge
teaching purposes. students will gain insight University Press, 2001.
into the variety and  Pulverness, A.
‘Literature’ in English
complexity of human life Teaching Professional,
through reading literature October, Issue 29, Modern
English Publishing, 2003.
which reflects human
struggle with themselves, (to be announced, Related
Literary Texts)
their environment, and
their society.
Understanding the • The nature of Translation and This course is focused •Baker, Mona. 1992. In Other
theory and practice translation and towards the application of Words: A Course Book on
interpreting
of translation in interpreting, includes the theory of translation in Translation. London and New
learning a second the history of learning a second York: Routledge.
language. translation, perspectives language. It is designed to •Barnwell, Katharina G.L.
Gaining valuable of translation, principles discuss the theoretical and 1980. Introduction to
practical experience of translation, kinds of practical principles of Semantics and Translation.
by applying the translation and the translation, and the Second Edition. Harsleys
principles taught in priority system in problems of translating. Green: Summer Institute of
85
Pembelajaran
this course. translating language Students can gain valuable Linguistics.
Applying the • Factors influencing practical experience by •Blight, Richard C. 1992.
principles of translation applying the principles Translation Problems from A to
translation in • Characteristics of taught in this course to Z. Texas: Summer Institute of
translating and language which effect their further study of Linguistics.
interpreting second translation English (or any second •Catford, J.C. 1978. A Linguistic
languages. • Kinds of meaning languages), and thus also Theory of Translation. London:
(semantics) extending their Oxford University Press.
• Relationship between understanding and control •Davies, Maria Gonzales. 2004.
lexical items (semantics of the lexical and semantic Multiple Voices in the
and syntax) structure of the language Translation Classroom.
•Discovering meaning by they are learning. The Amsterdam: John Benjamins
grouping and study of the theory will be Publishing Company.
constructing (semantics reinforced and enriched •Dil, Anwar S. 1975. Language
and syntax) by practical experience in Structure and Translation.
• Problems of translating translating and Stanford: Stanford University
from Indonesian into interpreting languages. Press.
English and vice versa •Gentzler, Edwin. 1993.
• Pedoman Contemporarry Translation.
pengindonesiaan nama London and New York:
dan kata asing Roudledge.
• Establishing the Project Hurford, James R. 1994.
in translation Semantics: A Course Book.
•Work with translation: Cambridge: Cambridge
Translating and University Press.
interpreting second •Larson, Mildred L. 1984.
language (written and Meaning-Based Translation.
spoken language) Boston: University Press of
America.
•Larson, Mildred L., Deibler,
86
Pembelajaran
Elis W., and Crofts, Marjorie.
1997. Meaning-Based
Translation Workbook: Biblical
Exercises Boston: University
Press of America.
•Machali, Rochayah. 1998.
Redefining Textual Equivalence
in Translation. Jakarta:
Faculty of Arts-the University
of Indonesia.
•Newmark, Peter. 1988/2001.
Approaches to Translation.
New York: Prentice Hall.
•Nida, Eugene A. 1991.
Language Structure and
Translation. Stanford: Stanfort
University Press.
•Nida, Eugene A and Charles R.
Taber. 1982. The Theory and
Practice of Translation.
Leiden: E.J.Brill.
•Owens, Rachel. 1996. The
Translator’s Handbook. Third
Edition. London: Aslib.
•Tim Penyusun Pusat
Pembinaan dan
Pengembangan Bahasa. 1995.
Pedoman Pengindonesiaan
Nama dan Kata Asing. Jakarta:
Balai Pustaka.
87
Pembelajaran
•Roger, T. Bell. 1991.
Translation and Translating.
New York: Longman Ltd.
•Suryawinata, Zuchridin and
Sugeng Haryanto. 2003.
Translation: Bahasa Teori dan
Penuntun Practice
Menerjemahkan. Yogyakarta:
Kanisius.
Students have 1. Introduction Introduction to This course is designed to 1. Halliday, and Mattiessen.
ability to analyze (Notion, scope) suit the needs of learners 2004. An introduction to
Discourse
language use in a 2. Discourse and from a broad range of functional grammar 3rd
wide range of sentence Analysis disciplinary areas Edition. New York: Oxford.
discourse types, 3. Discourse vs Text especially in linguistics 2. McCarthy, M. 1991.
social practices and 4. Spoken and field and language Discourse Analysis for
language learning Written Text learning and teaching. As Language Teachers.
and teaching 5. Genre, types and such, the course draws Cambridge: Cambridge
propositional upon students’ prior University Press.
analysis understanding of basic 3. Schiffrin, D. 1994.
6. Grammatical vs linguistic concepts and Approaches to Discourse.
Lexical Cohesion; provides learners with Cambridge: Blackwell.
Textuality, analytical tools and 4. Nunan, 1993. Introducing
7. Information strategies to explore Discourse Analysis. Penguin
Structure/ features of various written English.
Commodity and spoken texts and 5. Stubbs, 1989. Discourse
Exchange (Theme linked it into social and Analysis: The
and Rheme) pedagogical practices sociolinguistic analysis of
88
Pembelajaran
8. Discourse natural language. Basil
Structure Blackwell
(Conversation vs 6. Flowerdew, John. 2013.
Interaction Discourse in English
Analysis) Language Education.
9. Conservational London: Routledge
Principle and 7. Eggins, Suzanne. 2004. An
Politeness Introduction to Systemic
10. Discourse in Functional Lingistic.
language learning London: Pinter Publisher.
and teaching. 8. Van Dijk, Teun A. 2008.
11. Critical Discourse Discourse and Power.
Analysis Houndsmills: Palgrave
Fairclough, Norman.
1995. Critical Discourse
Analysis: The Critical Study of
Language. Longman.
- To provide Pragmatics The focus of this course 1. Austin, J.L. 1962. How to
students with 1. The origins of
will be on pragmatics, a Do Things with Words,
knowledge, pragmatics
understanding, 2. The semantic- branch of linguistics that Oxford, Oxford University
and experience pragmatic interface studies how language is Press.
about the study of 3. Speech acts: Doing
language use. things with words used in context and 2. Birner, Betty. (2012).
- To make 4. Presupposition and meanings that go beyond Introduction to
students aware of entailment
5. Implicature the truth-conditional (or pragmatics. Malden, MA:
the pragmatic
89
Pembelajaran
element of 6. Pragmatics, facework, literal) component. Wiley-Blackwell. Griffiths,
language. and (im)politeness
Additionally, a variety of Patrick. (2006). (Revised
- To give students Doing Pragmatic Analysis
subjects in the field will be by Cummins,
knowledge,
covered in this course, 3. Chris, 2017). An
experience, and
including presupposition, introduction to English
abilities in
implicature, speech semantics and pragmatics,
pragmatic language
actions, deixis, and 2nd Ed. Edinburgh:
analysis.
reference. Students will Edinburgh Press.
read contemporary and Levinson,
original works in these 4. Stephen. (1983).
fields and engage in their Pragmatics. Cambridge:
own analysis of various Cambridge University
utterance forms and their Press
meanings as they are 5. Searle, J.R.1969. Speech
influenced by various Acts. Cambridge;
pragmatic circumstances. Cambridge University
Press
6. Yule, G. (1996).
Pragmatics. Oxford, UK:
90
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7. Mey, J. L. (1993).
Pragmatics: An
Introduction. Blackwell
Oxford & Cambridge USA.
8. Green, G. M. (1989).
Pragmatics and Natural
Language Understanding.
Lawrence Erlbaum
Associates, Publisher
Hillsdale, New Jersey Hove
London.
9. Brown, P., & Levinson, S. C.
(1987). Politeness: Some
universals in language
usage. Cambridge, UK:
University Press.
91
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The students are able 1. Learning approaches Teaching This course is designed to 1. Killen, Roy. 1996. Effective
1) Behaviouristic Teaching Strategies:
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approach Lessons from Research and
basic concept and 2) Nativist Approach Strategy insights of learning Practice. Victoria: Social
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3) Debate Press. Uiolp;
4) Practice-Rehearsal 6. Kumaravadivelu, B. 2006.
5) Active knowledge Understanding Language
sharing Teaching: from Method to
6) Jigsaw Postmethod. New York:
7) Index Card Match Routledge
8) Cooperative Script
9) Students Teams
Achievement
Divisions (STAD)
10) Think Pair Share
11) Snowball
Throwing
12) Cooperative
Integrated Reading
and Composition
(CIRC)
4. Post-method Era
Teaching
Having knowledge The materials to be This course is specifically Harmer, J. 2007. How to the
and skill for teaching discussed cover the topics English for designed to introduce the practice of English
English to young below : Young students concerning the Language Teaching (Fourth
learners which are fundamental concepts of Edition). Edinburgh Gate:
related to  The fundamental Learners teaching English for young Pearson Longman.
approaches, Consideration of learners and to equip the Nunan, David. 2011.
methods, material TEYL students with the skill of Teaching English to Young
design, and media  Characteristics of teaching English to Young Learners. Anaheim:
Young Learners Learners. By this course, Anaheim University.
 Ages of young learners the students are able to Robert W. Taylor. 2012.
 Teaching language understand theories about Teaching English to Young
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skills and components the basic considerations of Learners. TESOL.
 Approach, method and the Practice of TEYL, Larsen-Freeman, D. 2003.
Technique for young Characteristics of Young Techniques and Principles in
learner Learners teaching four Language Teaching (Second
 Media for young language skills, Edition). Oxford: Oxford
learners approach, methods and, University Press.
 Material Design and Linse, T, C. 2005. Practical
technique media, material
Syllabus for young English Language Teaching:
learners design and syllabus, and Young Learners. New York:
 Assessing young McGraw-Hill ESL/ELT.
Language assessment
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language learning English. Oxford:
MacMillan Heinemann.
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Language Teaching.
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L.V.1996. Authentic
Assessment for English
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Approaches for Teachers.
Addison-The Teachers
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Young Language Learners.
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Slatterly, M., & Willis, J.
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teachers. Oxford: Oxford
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concept and having learning of EFL enhance student’ knowledge Teaching Foreign
the skill of how to 2. Principles in language of the basic principles of Language with Realia and
teach English, teaching skills (listening English language teaching other Authentic Materials.
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atmosphere, applying 3. Principles in language components), have skill of Educational Resources
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classroom context. style plan in English Classroom Classroom management.
5. Principles of teaching context London: Paul Chapman
language components Publishing.
6. Classroom Management 3. Brown, D. H. 2007.
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4. Celce-Murcia, M. 2001.
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Second or Foreign
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Language. Third Edition.
New York: Heinle&Heinle
Ltd.
5. Gebhard, J.G. 1996.
Teaching English as a
Foreign Language,
Michigan: the University of
Michigan.
6. Harmer, J. 2007. How to
the Practice of English
Language Teaching. Fourth
Edition. Edinburgh Gate:
Pearson Longman.
7. Oxford, RebeccaL. 2016.
Teaching and Researching
Language Learning
Strategies: Self Regulation
in Context. 2nd Edition. New
York: Routledge
8. Fachrurazi (pa leo)
9. Nunan, D. 1999. Second
Language Teaching and
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Parrish, Betsy. 2006.
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Upon a completion 1. Curriculum in ELT: a The course equips students 1. Branch, R. M. 2009.
of the course, the quick glance Curriculum Instructional Design: The
with some theoretical of
students apply a. The concept ADDIE Approach. New
and and practical knowledge of York: Springer.
theoretical and b. Factors affecting
Instruction 2. Commonwealth of
practical knowledge curriculum change instructional material
Learning. 2005. Creating
to develop 2. Developing Syllabus Material development and with the Learning Materials for
instructional a. Concepts Open and Distance
Developmen ability to develop teaching
material for ELT by b. Types of syllabuses Learning: A Handbook
focusing on in ELT and learning materials: for Authors and
developing syllabus, c. Aspects and Instructional Designers.
producing a map with lists
Canada: Commonwealth
lesson plan, Process of
themes, topics, language of Learning
students’ worksheet, developing syllabus 3. Dick, Walter and Carey,
and instructional in ELT functions and structures,
Lou.1985.The Systematic
material based on 3. Developing Lesson plan selecting texts, selecting Design of Instruction
the language skills a. Concepts (Second Edition).USA:
language skills, producing
and components. b. Aspects and Scott, Foresman and
process of students’ worksheets, Company.
4. Jack C. Richards, 2001.
developing lesson tasks, and selecting
Curriculum Development
plan communicative activities to in Language Teaching.
4. Developing students’ London: Cambridge
be applied in the classroom.
worksheet University Press.
a. Concepts It also gears the students to 5. Kelly, A. V. 2004. The
b. Aspects and Curriculum: Theory and
the practical activities of
Practice (5th Edn.).
process of
developing instructional London: SAGE
developing Publications
students’ material based on the
6. Krahnke, Karl. 1987.
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worksheet current curriculum applied. Approaches to Syllabus
5. Developing Design for Foreign
Thus, in order to help the
instructional material Language Teaching.
students developing Englewood Cliffs:
for ELT
Prentice Hall Regents.
a. Concepts appropriate instructional
7. John, M. 2010.
b. Process of material for ELT classroom, Language Curriculum
developing Design. New York :
they have to be introduced
instructional Madison Ave.
materials for ELT about the concept of 8. Marsh, C. J. 2004. Key
Concepts for
curriculum, syllabus and
Understanding
lesson plan. Curriculum (3rd Edn.).
New York: Routledge.
9. Mcardle, G. 2010.
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10. O’Brien., et.al. 2008. The
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At the end of the The materials in the Language This course is devoted to 1. Allison, D., 1999.
course, the students course covers: Assessment
some basic concepts as well Language Testing and
will be able to: a. The basic concepts of as practice on language Evaluation. Singapore:
assessment in ELT assessment with an
1. have theoretical Singapore University
b. Purposes of understanding of the
and practical Assessment in ELT background theories and Press.
knowledge of 1. Assessment of principles of assessment in 2. Bachman, L.F., 1991.
the concept and Learning, English Language Teaching Fundamental
theories of 2. Assessment for (ELT). The focus will be on Considerations in
assessments in Learning, the basic concepts of Language Testing.
language 3. Assessment as assessment in ELT, the Oxford: Oxford
Learning purposes, the approaches
learning University Press.
in language assessment,
2. develop c. The Approaches of types of language 3. Brookhart, S. M. 2010.
appropriate Assessment in ELT: assessment instruments, How to Assess Higher-
assessment to 1. The Classical & characteristics of a good Order Thinking Skills in
measure Grammar- test, procedures of test Your Classroom.
language Translation construction, analysis and Alexanria, USA: ASCD
approaches interpretation of test
learning 4. Brown, J. D. 1996.
2. The Structural results. Current issues
(language skills Approach Testing in Language
about assessing higher-
and language 3. The Integrative – order thinking skills Program. New Jersey:
components) in Pragmatic approach (HOTS) and technology and Prentice Hall Regents.
ELT. 4. The Language Assessment will 5. Djiwandono, M.S., 2008.
Communication- also be another concern in Tes Bahasa: Pegangan
Based Movement this course. bagi Pengajar Bahasa.
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5. The Performance-
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assessment in Mind. Manitoba:
e. Characteristics of a Manitoba Education,
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f. Procedures of test
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g. Analysis and F. 2007. Language
interpretation of test Testing and Assessment:
results An Advanced Resource
h. Assessing higher-order Book. New York:
thinking skills (HOTS) Routledge.
in ELT.
8. Fulcher, G. 2010.
i. Technology and
Language Assessment Practical Language
a. Using Hot Potatoes Testing. London: Hodder
b. Using Moodle Education.
9. Gronlund, N.E., 1982.
Constructing
Achievement Tests. New
Jersey: Prentice Hall.
10. Hughes, A., 1989.
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11. Maladyna, T. M. 2004.
Developing and
Validating Multiple-
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Edition). London:
Lawrence Erlbaum
Associates.
12. O’Malley, J.M. and L.V.
Peirce, 1996. Authentic
Assessment for English
Language Learners.
Ontario: Addison-
Wesley Publishing
Company.
13. Stobaugh, R. 2013.
Assessing Critical
Thinking in Middle and
High Schools: Meeting
the Common Core. New
York: Taylor & Francis.
14. Sulistyo, G. H. 2018.
Assessment at Schools:
An Introduction to Its
Basic Concepts and
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Bintang Sejahtera
After the completion Pengamatan Kultur School Mata kuliah ini diarahkan
of this subject, the sekolah Internship pada pengalaman awal
101
Pembelajaran
students are able to Pengamatan untuk Program 1 untuk membangun jati diri
prepare themselves membangun kompetensi mahasiswa sebagai calon
to be a teacher. dasar pedagogik, pendidik Bahasa Inggris
kepribadian dan social yang mampu mengenal
Pengamatan untuk lingkungan sekolah beserta
memperkuat pemahaman seluruh komponennya
peserta didik terkait administrasi,
kegiatan pembelajaran,
perangkat pembelajaran
dan kultur sekolah.
After the completion Design learning School This subject is designed to
of this subject, the material Internship train students:
students are able to Design Lesson Plan Program 2 1. Do teaching learning
do a teaching Learning Media process
learning process in Learning Method 2. Have experience and
class Learning skill in designing lesson
Assessment plan, learning material,
learning media and
learning assessment.
After a completion of Start and end the class Micro This subject offers students Bowers, R. (1987). Language
102
Pembelajaran
this course, the Have explanation skill Teaching the opportunity to design an teacher education: an
Have question skill English lesson to students. It integrated programme for
students are expected
Have variation skill focuses on the 8 teaching EFL teacher training. ELT
to be able to teach. Have encouragement skills. The students are able Documents.
skill to:
Have Classroom 1. Have the skills of starting Ur, P. (1999). A course in
management and ending the class language teaching trainee
Guide Small group 2. Have explanation skills book. Cambridge University
discussion skill 3. Have question skills Press.
Have teaching small 4. Have variation skills
group and individual 5. Have encouragement skills Ford, L. (2002). Design for
skill 6. Have Classroom Teaching and Training-A
. management skills. Teacher’s Guide: A
7. Have the skills for guiding Teacher’s Guide for
small group discussion. Interactive Learning and
8. Have the skills for teaching Instruction. Wipf and Stock
small group and individual. Publishers.
Gower, Philips, Walters.

(2008). Teaching Practice: A
Handbook For Teachers In
Training. Macmillan
Education
Menguasai 1. Konsep dasar Managemen Mata kuliah ini membantu Danin, Sudarwan, (2008). Visi
konsep manajemen pendidikan Pendidikan mahasiswa untuk Baru Manajemen Sekolah.
manajemen 2. Rencana pengembangan memahami konsep Jakarta: PT. Bumi Aksara.
Kompri (2015), Manajemen
pendidikan yang sekolah teoretis dan praktik
Pendidikan (jilid1-3),
103
Pembelajaran
meliputi 3. Pengelolaan tentang pengelolaan Bandung: Alfabeta
perencanaan, Kurikulum Sekolah sekolah yang meliputi
pelaksanaan dan 4. Pengelolaan Peserta perencanaan,
evaluasi pada Didik pelaksanaan dan
bidang 5. Pengelolaan Pendidik evaluasi.
kurikulum, tenaga dan Tenaga
pendidik dan Kependidikan
kependidikan, 6. Pengelolaan Sapras
peserta didik, Sekolah
keuangan, sarana- 7. Pengelolaan Keuangan
prasarana, dan Sekolah
hubungan sekolah 8. Pengelolaan Humas
dengan Sekolah
masyarakat 9. Supervisi Akademik
10. Team Work dan
Manajemen Konflik
11. Kepemimpinan Kepala
Sekolah
12. Supervisi Akademik
13. Monitoring dan
Evaluasi
1. Mahasiswa a. Hakikat filsafat Filsafat Mahasiswa mampu Referensi Utama
menunjukkan (Arti, Obyek, menguasai dan mempunyai 1. Anas Salahudin. 2011.
Pendidikan
sikap Metode dan wawasan yang luas tentang Filsafat Pendidikan.
bertanggung pembagian filsafat) filsafat pendidikan yang Bandung : Pustaka Setia
jawab atas b. Pengaruh filsafat mencakup hakikat filsafat; 2. Jalaludin dan Abdullah
pekerjaan di terhadap pendidikan metode dan pembagian Idi. 2016. Filsafat
104
Pembelajaran
bidang c. Hubungan antara filsafat; pengertian filsafat Pendidikan, Manusia,
keahliannya Filsafat ilmu pendidikan; pengaruh Filsafat, dan Pendidikan.
secara pendidikan dan filsafat terhadap pendidikan, Jakarta : PT RajaGrafindo
mandiri. praktik pendidikan kaitan filsafat dengan praktik Persada
2. Mahasiswa d. Ideologi-ideologi pendidikan, filsafat dengan 3. Mudyahardjo, Redja,
menguasai pendidikan ilmu pendidikan, filsafat 2010. Filsafat Ilmu
prinsip, teori- (konservatisme dan pendidikan dengan ilmu Pendidikan. Bandung:
teori dasar dan liberalisme) pendidikan, obyek filsafat Remaja Rosdakarya.
aliran-aliran e. Aliran-aliran utama pendidikan dan fungsi 4. Saifur Rohman dan Agus
filsafat filsafat pendidikan filsafat pendidikan; ideologi- Wibowo. 2016. Filsafat
pendidikan f. Tokoh-tokoh ideologi pendidikan Pendidikan, Masa Depan,
serta praktik- pendidikan dari (konservatisme dan Kajian Filsafat
praktik jaman Yunani Kuno liberalisme; aliran-aliran Pendidikan Masa Depan
pendidikan sampai abad modern utama dalam filsafat di Indonesia.
yang Pemikir filsafat pendidikan, tokoh-tokoh Yogyakarta : Pustaka
berorientasi pendidikan di Indonesia pendidikan dari zaman Pelajar
pada (Pedagogi kritis, Yunani Kuno sampai abad 5. Uyoh Sadulloh,
pembentukan perkembangan dan modern, pemikir pendidikan Pengantar Filsafat
dan pengaruh-pengaruhnya) kontemporer; pemikir filsafat Pendidikan, Bandung:
pengembangan pendidikan di Indonesia; Alfabeta, 2009.
watak dan pedagogi kritis,
karakter perkembangan dan pengaruh- Referensi Pendukung atau
peserta didik. pengaruhnya tambahan
3. Mahasiswa 1. Harry Hamersma,
mampu 2008. Pintu Masuk Ke
mengambil Dunia Filsafat.
keputusan Yogyakarta. Kanisius.
secara tepat 2. Jan Hendrik Rapar.
dalam konteks 1996. Pengantar
penyelesaian Filsafat. Yogyakarta:
105
Pembelajaran
masalah di Kanisius.
bidang 3. Suseno, Frans
keahliannya, Magnis. 1993.
berdasarkan Filsafat Sebagai Ilmu
hasil analisis Kritis. Yogyakarta :
informasi dan Kanisius.
data 4. Wahyudin, Din, dkk,
Capaian 2010. Pengantar
Pembelajaran Mata Pendidikan. Jakarta :
Kuliah Universitas Terbuka
1. Mahasiswa
mampu
menjelaskan
dasar dan
prinsip
filosofis
dalam praktek
pendidikan
2. Mahasiswa
mampu
menemukan
dan
merumuskan
berbagai
masalah dalam
praktek
pendidikan
Mahasiswa mampu
menjelaskan berbagai
106
Pembelajaran
teori, aliran dan
pendekatan filosofis
dalam pendidikan
Capaian a. Gambaran Umum Filsafat Ilmu Mahasiswa mampu Referensi Utama
Pembelajaran Filsafat Sebagai Ilmu : menguasai dan mempunyai Davis, Steven. 1976. Philosophy
Pengertian; Alasan Bahasa and Language. The Bobbs
Lulusan Prodi yang wawasan yang luas tentang
dibebankan pada Berfilsafat; Obyek filsafat sebagai ilmu (arti, Merrill Company, Inc., United
filsafat Cirikhas alasan, obyek, cirikhas, metode States of America
mata kuliah:
Berfilsafat; Metode dan manfaat filsafat); ontologi, Hamidah, 2017. Filsafat
Filsafat dan Manfaat epistemologi dan aksiologi ilmu Pembelajaran Bahasa:
4. Mahasiswa Belajar Filsafat) bahasa (hakikat bahasa, obyek Perpektif Strukturalisme dan
menunjukkan b. Gambaran Umum Pragmatisme. Yogyakarta:
ilmu bahasa-sejarah
sikap Filsafat Ilmu Bahasa : Naila Pustaka
perkembangan ilmu bahasa dan
bertanggung Ontologi Ilmu Bahasa nilai bahasa); bahasa dan Hidayat, Asep Ahmad. 2006.
jawab atas (Esensi peradaban (aliran berpikir Filsafat Bahasa: Mengungkap
pekerjaan di Bahasa;Mengapa ada dalam filsafat bahasa); landasan Hakikat Bahasa, Makna, dan
bidang Bahasa); Epistemologi filosofis pengembagan Tanda. Bandung: Remaja
keahliannya Ilmu Bahasa ( Obyek kurikulum ilmu bahasa; Rosdakarya
secara Ilmu Bahasa; Sejarah Fenomena praktek berbahasa Liang Gie, The. 1977. Suatu
mandiri. perkembangan bahasa; yang salah Konsepsi ke Arah Penertiban
Metode Belajar Bidang Filsafat. Yogyakarta:
5. Mahasiswa
Bahasa; Kebenaran Karya Kencana.
menguasai Bahasa) dan Aksiologi M.S. Kaelen. 1998. Filsafat
prinsip, teori- Ilmu Bahasa (Nilai Bahasa: Masalah dan
teori dasar dan (Kegunaan/ Manfaat) Perkembangannya. Yogyakarta:
aliran-aliran Bahasa Bagi Manusia/ Penerbit Paradigma.
filsafat Masyarakat Miswari, 2016. Filsafat
pendidikan c. Bahasa dan Peradaban Terakhir; Evaluasi Filsafat
serta praktik- (Kajian Filsuf tentang Sepanjang Masa. Loksomawe.
praktik Bahasa-Aliran Berpikir UNIMAL PRESS.
pendidikan dalam Filsafat Bahasa) Mustansyir, Rizal. 1988.
107
Pembelajaran
yang d. Landasan Filosofis dan Filsafat Bahasa; Aneka
berorientasi Sosiologis Masalah Arti dan Upaya
pada Pengembangan Pemecahannya. Jakarta: PT.
pembentukan Kurikulum Ilmu Prima Karya.
Bahasa Prima Hidayah dan Ibnu Malik
dan
e. Fenomena Praktek (Pentj.) 2018. Chomsky On
pengembangan Bahasa yang Salah Anarchism Noam Chomsky.
watak dan Yogyakarta: Lingkaran.
karakter Sudiran & Muh. Kollirurahman
peserta didik. J (edit.), 2022. Filsafat Ilmu
6. Mahasiswa Bahasa. Malang: UMM
mampu
mengambil
keputusan Referensi Pendukung atau
secara tepat tambahan
dalam konteks Harry Hamersma, 2008.
penyelesaian Pintu Masuk Ke Dunia
masalah di Filsafat. Yogyakarta.
bidang Kanisius.
keahliannya, Jan Hendrik Rapar. 1996.
berdasarkan Pengantar Filsafat.
hasil analisis Yogyakarta: Kanisius.
informasi dan Suseno, Frans Magnis. 1993.
data Filsafat Sebagai Ilmu Kritis.
Capaian Yogyakarta : Kanisius.
Pembelajaran Mata
Kuliah
3. Mahasiswa
mampu
menjelaskan
dasar dan
prinsip filosofis
108
Pembelajaran
dalam bahasa
sebagai ilmu
4. Mahasiswa
mampu
menemukan dan
merumuskan
berbagai
masalah dalam
penerapan
bahasa sebagai
ilmu
Mahasiswa
mampu
menjelaskan
berbagai teori
dan
pendekatan
dalam
pengembangan
ilmu bahasa
4) RESEARCH
109
Capaian Materi Mata Deskripsi Mata Kuliah References
Pembelajaran Kuliah
Mastering the 1. Fundamentals: the Educational This course is designed to 1. Ary, D. Jacobs, L. C.,
scientific approach in provide insights of Sorensen, C. Razaviah, A.
theoretical and Research in
education conducting research in the 2010. Introduction to
practical ELT field of English Language Research in Education (8th
a. Sources of knowledge
Teaching, Literature and Edn.). Belmont:
knowledge of the (experience, Linguistics that includes Wadsworth.
educational authority, deductive the fundamental concepts 2. Bogdan, R., & Biklen, S. K.
& inductive of research, kinds of (2006). Qualitative
research theories,
reasoning, the research including research for education: An
the students are scientific approach) research and development, introduction to theories
b. The nature of research methodology: and methods (5th ed.).
able to select and
qualitative and Boston, MA.: Pearson A &
educational research
design appropriate quantitative, and research B.
2. Research approaches in procedures which 3. Cohen, L., Manion, L., &
research method to ELT (quantitative & subsequently linked into Morrison, K. (2000).
investigate and qualitative research) practices by writing Research methods in
3. Stating a research sample of research education (5th ed.). New
solve the problems
problem and hypothesis proposals. York, NY: Routledge.
of English language in ELT 4. Creswell, J. W. (2003).
Research Design:
teaching and a. Sources of problems
Qualitative, Quantitative,
research. (experience, theories, and Mixed Methods
related literature) Approaches (2nd ed.).
b. Stating the research Thousand Oaks, CA.: Sage.
problems 5. Johnson, B. & Christensen,
c. Formulating L. (2008) Educational
hypothesis research (3rd edn). Los
Angeles: Sage
4. Reviewing related
Publications
literature 6. Miles M. and Huberman
110
Pembelajaran Kuliah
5. Research variable M.A(1994). An Expanded
6. Research design & Source Book; Qualitative
approaches (quantitative Data Analysis Research,
(2nd ed) London: Sage
and Qualitative designs)
Publications Ltd.
7. Data collection, types of 7. Mckay, S. L. 2006.
data, techniques & Researching Second
instruments Language Classroom.
development of data London: Lawrence
collection, data analysis Erlbaum Associates.
in educational research
8. Communicating research:
Writing a research
proposal & reporting a
research
After a completion The materials in the course Statistics in The course provides both 1. Brase, C. H.& Brase, C. P.
of the course, the explains: ELT theoretical and practical Understandable Statistics:
students will: 1. The definition and Concepts and Methods (10th
knowledge about analyzing
1. Have both function of statistics in Edn.). Boston: Brooks/Cole.
theoretical and ELT, data in research utilizing 2. Cohen, J. Statistical Power
practical 2. Kinds of data in statistics. It explains the nature Analysis for the Behavioral
knowledge and statistics, Sciences (2nd Edn.). New York:
of statistics and its application
ability to analyze 3. Descriptive statistics, Lawrence Erlbaum Associates.
in language learning and 3. Field, A. 2009. Discovering
data in English 4. Inferential statistics
language (measures of research which contains the Statistics Using SPSS (3rd Edn.).
definition and function of London: SAGE Publications.
teaching and correlation: product
research moment, spearman rank 4. Heiman, G. W.. 2011. Basic
statistics in ELT, kinds of data
111
Pembelajaran Kuliah
utilizing order, & point biserial, in statistics, descriptive Statistics for the Behavioral
statistics regression, t-test, statistics, inferential statistics Sciences (6th Edn.). Belmont:
2. Have ability to Anova) Wadsworth.
(measures of correlation
identify the 5. Hypothesis testing. 5. Irianto, H. A. 2004. Statistik:
types of data in 6. Utilizing technology (product moment, spearman Konsep Dasar, Aplikasi dan
statistics software (Excel and rank order, & point biserial, t- Pengembangannya (Edisi
3. Have ability to SPSS) in analyzing the Keempat). Jakarta:
test, Anova, & hypothesis
analyze the data data Prenadamedia Group.
testing. This course also 6. Pagano, R. R. 2009.
descriptively
provides the students with Understanding Statistics in the
using SPSS for
practical knowledge of utilizing Behavioral Sciences (9th Edn.).
Windows
Belmont: Wadsworth.
4. Have ability to SPSS, Microsoft Excel, and
7. Santoso, S. SPSS 20: Pengolah
analyze the data
other relevant technological Data Statistik di Era Informasi.
inferentially Jakarta: Elex Media
using SPSS for tool in analyzing the data.
Komputindo.
Windows
5. Have ability to
perform
hypothesis
testing using
SPSS for
Windows
6. Have ability to
apply statistical
computation in
real classroom
112
Pembelajaran Kuliah
learning and
research.
7. Have ability to
perform/analyz
e the data of
language
learning and
research using
computer
software or SPSS
for windows.
At the end of this 1. The Dramatic Vision: An Drama for This course is designed to Day, Susan X and Robert
course students are overview Funk. Literature and the
ELT develop students’
expected to have 2. How to Understand Writing Process.
acquired: Drama understanding and skills PrenticeHall, Inc., 1993
- ability to analyze 3. How to Analyze Drama
about the basic concept of Reaske, Christopher Russell.
the elements of plays 4. The Dramatic Nature,
found in English and Language and Rhetoric drama study both component Analyze Drama. Monarch
American works 5. Characters Press: New York, 1966
of the play and also several
listed on the 6. Action, Conflict, and Plot
syllabus. 7. Further Dimensions and popular drama works. This 8. Roberts, Edgar V. and Henry
- positive attitudes Devices E. Jacobs. Literature: an
course also facilitates
to literary 8. Theme Introduction to Reading and
interpretation 9. The contribution of students’ need of creative Writing. Pearson Education,
- identifying the drama towards ELT
thinking and writing to make Inc., 2003
contribution of Drama Performance
drama for ELT a good drama script and
performance as one of the
113
Pembelajaran Kuliah
manners in English language
learning.
Having knowledge 1. Types and purposes of Course This course introduces the 1. Cunningsworth,
of evaluating the materials evaluation Alan.1995. Choosing Your
Book students to the study of
materials presented 2. The role of coursebook Coursebook.
in coursebook and be 3. Guidelines for Evaluation evaluating coursebook Oxford:Macmillan Heinemann
able to write a evaluation 2. McDonough, Jo., Shaw
published by government or
sample of 4. External evaluation: C. 2003. Material and Method
coursebook analysis. (the intended audience, other publishers that in ELT. Teacher’s Guide Third
proficiency level, Edition. Blackwell Publishing.
critically examines the
context of material 3. Stockman, Reinhard.
used, language used, coursebooks aims, design 2011. A Practitioner
author’s view, visual Handbook on Evaluation.
and organization, language
materials, the layout, Cheltenham,UK: Edwar Elgar
and intercultural content, the social and 4. White, R., 1998. The
exposures) ELT curriculum: design,
cultural values,
5. Internal evaluation innovation, and management.
(Presentation of the supplementary materials, Oxford: Blackwell Publisher
skills in the materials, Ltd.
skills activities which
the grading, supporting
aids in skills materials) subsequently linked into
6. Research designs of
practices by writing a
Coursebook analysis
10. Coursebook analysis sample of coursebook
report
analysis.
Upon the The course covers the Thesis This course is designed to 1. Librero, R. Felix. 2012.
teaching materials: help the students to have Writing Your Thesis; (A
completion of this Proposal
1. Reviewing previous knowledge and ability of Practical Guide for
114
Pembelajaran Kuliah
course, the students studies, determining the Writing basic concept of writing a Student). Philippines: UP
research gap and topics research proposal which Open University.
are able to write a
2. Tenses used in academic covers developing an 2. Publication Manual of the
research proposal introductory chapter, American Psychological
writing (article & thesis)
review literature, and Association (6th Edn.).
for their thesis 3. Developing introductory research method by 2010. Washington: APA.
project. chapter (background, specifically reviewing Selected papers/articles
research problems, previous studies,
about the issues of ELT
objectives, benefits, perceiving research gap,
scopes, definition of key determining a research retrieved from Asian EFL
terms) topic, designing
Journals, TEFLIN, EA Journal
appropriate research
4. Developing review of
method, and choosing
related literature section appropriate research
5. Developing research instrument which will be
method section applied in developing their
(designing a research research proposal.
type, selecting the
research
respondents/population/
sample, data & types of
data, research procedure,
techniques and
instruments of collecting
data, data analysis)
6. Data display & data
interpretation (results &
Discussion
115
Pembelajaran Kuliah
7. Drawing & formulating
conclusion
116
5) MATA KULIAH MINOR (PARIWISATA)
Capaian Materi Mata Deskripsi mata Kuliah Referensi
Pembelajaran Kuliah
At the end of the  Tourism in Introductio The course is an introduction to Goeldner, C.R and Brent
course, the Perspective Ritchie, J.R. (2003).
n to the principles and theory in
learners are able  Evolution and Tourism: Principles,
to: Development of Tourism Tourism. It provides a basic Practices and Pilosophies
 Know the Tourism (9th ed). Hoboken, NJ:
and Travel understanding of the structure,
nature of  The Psychology of John Wiley and Sons, Inc
tourism and Travel nature and operating Cruz, Reil G. (2000)
travel industry  The Components, Principles of Travel and
characteristics of tourism as an
 Know the types, and forms of Tourism. Tourism
history and the tourism. industry. The course nevertheless Research Philippines
developments  Tourism and Culture Page, Stephen J. (2009)
looks at the various sectors that
of tourism and  The Tourism Network Tourism Management:
travel industry. and Supply comprise the tourism considering Managing for Change.
 Know the Component USA: Butterworth-
especially the relationship
components of  Current Trends and Heinemann
tourism and Issues in the Tourism between the public and private Dennis L & Foseter –
tourism and Hospitality sectors and their involvement in Glencoe (2003), an
management. Industry
 Know the tourism system and how they Introduction to Travel &
benefits and interact with each other. Tourism, McGrawHill
costs of tourism
Appreciate how International
important this
industry is to the
economy of the
world and of many
117
Pembelajaran Kuliah
countries
At the end of the  Greeting and English for This course is intended to Harding. Keith. 2004.
course, the receiving guest Going International:
Tourism develop the learners’
students are  Reservation inquiries English for Tourism.
expected to be and changes communication skills needed Cambride University
able to:  Responding to guest Press.
to engage in a variety of
 Acquire the request and Walker. Robin &
English complaints different work situations in
Harding. Keith. 2010.
language skills,  Discussing specific tourism industries. It emphasize
vocabulary, and amenities Oxford English Careers:
other language  House Keeping on the mastery of vocabulary,
Tourism. Oxford
function for  Hotel management register, or other language
careers in hotel  Giving local University Press
management suggestions functions used in the field of
and tourism.  Tour operation tourism. Through the variety of
 Learn how to  Attraction
handle learning activities, they are given
management
reservation Event management more opportunities to practices
inquiries and
issues at a hotel the essential English language
and other skills of reading, writing,
tourism
services. speaking, and listening in
Learn to handle tourism and travel context.
guests and the
necessary services
in tourism and
118
Pembelajaran Kuliah
travel industry
6) MATA KULIAH PILIHAN
Capaian Materi Ajar Mata Kuliah Deskripsi Mata Referensi

Pembelajaran kuliah
After joining the 12. What is poetry? Poetry for ELT This course is 1. Main Sources:
course, the students 13. Reading a designed to cover the Kennedy, X. J. and
are able to analyze poem/Denotation topic in understanding Dana Gioia. An
English poetry and connotation and analyzing poetry, Introduction to
textually in ELT 14. Paraphrasing varying from the basic Poetry. New York:
context 15. Imagery concept of poetry, the Longman, 2002.
16. Figurative elements of poetry, Perrine, Laurence.
language figurative languages, Sound and Sense: An
17. Musical devices and the approaches Introduction to
18. Persona used in analyzing Poetry. New York:
19. Tone poetry in ELT New York: Harcourt,
20. Theme contexts. Brace Jovanovich,
The contribution of Inc. 1977.
Poetry in ELT 2. Related
Sources :
Altenbernd, Lynn and
Lesslie Lewis. A
Handbook for the
Study of Poetry.
London: The
Macmillan Company,
1966
119
Barnett, Sylvan. et al.
An Introduction to
Literature. New
York: HarperCollins
College Publishers,
1995.
Capella, David and

Wormser, Baron.
Teaching the Art of
Poetry: The Moves.
Mahwah, NJ:
Lawrence Erlbaum
Associates, 2000
The students possess 1. Introduction to English for This elective course 1. McKane, A.
some needed skills of English for Journalism is designed to (2013). News writing.
being a reporter and journalism introduce to the Sage.
are able to produce 2. The nature of students about the 2. Rich, C.
news writing. news basic concepts of (2015). Writing and
3. The Language of journalism and the reporting news: A
News: Sentence key skills needed by coaching method.
Structure, Brevity and the news reporter Cengage Learning.
Clarity from the process of
4. The Language of 3. Hicks, W.
finding a story and (2013). English for
News: Grammar,
Spelling and
tracing the sources, journalists. Routledge.
Punctuation News to interviewing 4. Tuggle, C. A., Carr, F.,
formula contacts, gathering & Huffman, S.
5. Collecting information and (2010). Broadcast
information completing the news handbook.
6. Constructing stories: report. Having been McGraw-Hill
The Inverted Pyramid introduced the basic Publishing.
7. Constructing stories: concepts of
120
writing great leads
and other helpful
journalism and
tips
writing news, the
8. Writing Radio
students are able to
News
produce good news
9. Television News
writing.
Story Forms
Writing for the Web
11.
The students 1. Fiction: An Prose for ELT This course is Kennedy, X.J. and
understand some Overview of the designed to facilitate Dana Gioia.
theoretical concepts of Elements the students in Literature: An
English prose, the 2. Plot and Structure understanding the Introduction to
general characteristics 3. Characters: The theories of prose, the Fiction, Poetry,
and types of prose, the People in Fiction forms and genres of Drama, and Writing.
internal elements, 4. Point of View prose, and the New York: Pearson
approaches of prose 5. Setting: Place and intrinsic and extrinsic & Longman, 2007.
analysis, and Objects in Fiction approaches, which in
techniques of 6. Style: The Words turns gain the frame Roberts, Edgar V &
analyzing and that Tell the Story together with ELT Henry E. Jacobs.
reporting; then apply 7. Idea or Theme: The and its implications. 1987. Fiction: An
the concepts towards Meaning and Introduction to
English language Message in Fiction Reading and Writing.
classrooms. 8. Symbolism and NJ: Prentice-Hall,
Allegory: keys to Inc.
Extended Meaning Novels and Short
9. Reading and Stories from various
analyzing fiction authors
(short stories &
Novels)
The Contribution of
Prose for English
Language Teaching
121
7) MATA KULIAH PERUBAHAN
Poin ini memuat tentang dua mata kuliah institusi yang mengalami perubahan nama disesuaikan dengan ciri dan
kebutuhan program studi. Dua mata kuliah tersebut adalah: Mata Kuliah Kewirausahaan menjadi entrepreneurship in
tourism dan Mata Kuliah ICT dan Komputer menjadi ICT for ELT

Pembelajaran Kuliah
On completion of the  Introduction to Entrepreneurship This course provides Baker, Michael &
course, the students Entrepreneurship in in Tourism an opportunity for Hart, Susan 2007
should be able to: tourism and travel students to appreciate Product Strategy and
 Understand the industry and understand the Management. 2nd
leadership skills,  Travel and tourism value of edition. New Jersey:
innovation skills, products and services entrepreneurship in Financial
and intercultural  Leadership skills and tourism. This course Times/Prentice Hall
competencies as Innovation Skills in will guide them to Hjalager, Anne-Mette
required by the tourism and travel explore their 2009 “A Review of
leisure and industry. entrepreneur spirits Innovation Research
tourism industry.  Domestic and though examining the in Tourism”.
 develop a general international tourism process of starting and Forthcoming in
awareness of development building a successful Tourism Management
trends and  Introduction to business in tourism. Morrison, Alison,
current Tourism marketing By creating their own Rimmington, Mike &
developments in and digitalization business plan through Williams, Claire 1999
domestics and  Introduction to the course, students “Entrepreneurship in
international destination will explore their the Hospitality,
tourism. management entrepreneurial Tourism and Leisure
recognize and make attributes, build ideas Industry”. Oxford:
122
Pembelajaran Kuliah
use of the resulting  Tourism and Travel into concepts and Butterworth
opportunities for field observation develop strategic Heinemann
enterprises. Design strategic concept action plan. Wickham, Philip A.
for personal tourism 2004 Strategic
business. Entrepreneurship. 3rd
Edition. Essex:
Pearson
Upon a completion of Technology ICT for ELT This subject orients Son, J. B.
this subject, the and Language Teacher towards developing (2018). Teacher
students are able to: Education, Principles of students’ creativity in development in
1. Use some Technology Use in creating interesting technology-enhanced
pedagogy- Educational Settings, and engaging teaching language teaching.
supportive practical use of Microsoft learning process. It is Springer International
platforms office (word, PPT, designed to provide Publishing.
Create engaging, excel), the students with
creative and Teachers’ Roles knowledge on Erben, T., Ban, R., &
innovative English in the CALL Classroom, Technology Castaneda, M.
language teaching Teachers’ Competencies and Language Teacher (2008). Teaching
media that can be in CALL, Education, Principles English language
adopted in real CALL Teacher of Technology Use in learners through
classroom context. Development, Educational Settings, technology.
Language Skill-Based Teachers’ Roles Routledge.
Approach, Tool-Based in the CALL
Approach (LMS- Classroom, Yaman, I. (2017). The
schoology and edmodo), Teachers’ handbook of
Web Exercise Creation Competencies technology and
Tools (Hot Potatoes), in CALL, second language
presentation skill (prezzi, CALL Teacher teaching and
canva) and teaching Development, and learning. Porta
media (camtasia sofware) apply available online Linguarum: revista
pedagogy-supportive internacional de
123
Pembelajaran Kuliah
programs such as didáctica de las
Schoology, Edmodo, lenguas extranjeras,
google classroom and (2), 293-294.
some offline apps for
teaching such as
Prezzi (presentation),
Hot Potatoes
(assessment), and
Camtasia (video).
F. MATRIKS DISTRIBUSI MATA KULIAH

DISTRIBUSI MATA KULIAH PER SEMESTER PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
NO KODE MATA KULIAH SKS PRASYARAT SIFAT NO KODE Mata Kuliah SKS PRASYARAT SIFAT
Semester I Semester II
Spritualitas Santu Pendidikan
2
1 SSP22112 Paulus 2 Wajib 1 PAK21112 Agama Katolik Wajib
PPS Pendidikan Pendidikan
2 2
2 21112 Pancasila Wajib 2 PKR21112 Kewarganegaraan Wajib
Fundamentals of Fundamentals
PRP 2 English Grammar 2 of English
3 23112 Pronunciation 1 Wajib 3 FEG23212 2 Grammar 1 Wajib
Listening for
2 Academic 2
4 IND 31112 Bahasa Indonesia Wajib 4 LAP23112 Purposes Basic Listening Wajib
FEG Fundamentals of Interpretative
2 2
5 23112 English Grammar 1 Wajib 5 IRG23112 Reading Basic Reading Wajib
Speaking fo Speaking for
2 2
6 BLS 23112 Basic Listening Wajib 6 SAD23213 Argumentation Daily Wajib
124
and Debate Communication
SDC Speaking for Daily
2 3
7 23112 Communication Wajib 7 LGK23112 Logika Wajib
Paragraph
2 2
8 BRG 23112 Basic Reading Wajib 8 PWR23112 Writing Basic Writing Wajib
Academic Basic
2 2
9 BWR23112 Basic Writing Wajib 9 AVR23112 Vocabulary Vocabulary Wajib
PLH Pendidikan Pronunciation
2
10 22112 Lingkungan Hidup 2 Wajib 10 PRP23212 Pronunciation 2 1 Wajib
Waji
Introduction to b/
2 2
BVR Tourism and DUD
11 23112 Basic Vocabulary Wajib 11 ITT23112 Travel I
Total 22 Total 23
N SIFA
O KODE MATA KULIAH SKS PRASYARAT T NO KODE MATA KULIAH SKS PRASYARAT SIFAT
Semester III Semester IV
Etika Profesi POT24 Poetry for ELT
2 2
1 PSP23112 Keguruan ** Pilihan 1 112 ** Pilihan
AEG23 Intermediate
Managemen 2 112 Advanced English 2 English
2 MPG23112 Pendidikan Wajib 2 Grammar Grammar Wajib
Fundamentals MPH23
Intermediate 2 of English 112 English 2 Introduction
3 IEG23112 English Grammar Grammar 2 Wajib 3 Morphology to Linguistics Wajib
Listening for AWR2
2 Academic 3113 Academic 3 Essay
4 ELS23112 Extensive Listening Purposes Wajib 4 Writing Writing Wajib
ERD23 Critical &
Critical & Creative 2 Interpretative 112 2 Creative
5 CCR23112 Readning Reading Wajib 5 Extensive Reading Readning Wajib
125
N SIFA
PHG23 English Introduction
2 2
6 LTR23112 Literature for ELT Wajib 6 112 Phonology to Linguistics Wajib
IDA23 Intro to
2 Paragraph 112 Discourse 2
7 EWR23112 Essay Writing Writing Wajib 7 Analysis Wajib
Filsafat Ilmu EFJ241 English for
2 12
8 FIB22112 Bahasa Wajib 8 Journalism 2 Wajib
Introduction to FPD22 Filsafat
2 2
9 ITL23112 Linguistics Wajib 9 112 Pendidikan Wajib
Psikologi Belajar
dan Pembelajaran 2 SMT2 2
10 PSP23112 ** Pilihan 10 3112 Semantics Wajib
Speaking for
Academic & other 3
11 SAP23213 Purposes Wajib
Total 23 Total 21
Semester V Semester VI
Wajib/
Language 2 SPL23 School 1 Asistensi
1 LAN23112 Assessment Wajib 1 331 Internship 1 Mengajar
Wajib/
2 TYL23 2 Asistensi
2 SYN23112 English Syntax Wajib 2 112 TEYL Mengajar
Wajib/
2 TFL23 2 Asistensi
3 SCL23112 Sociolinguistics Wajib 3 112 TEFL Mengajar
Teaching Wajib/
Educational 2 LTR23 Learning 3 Asistensi
4 ERT23112 Research in ELT Wajib 4 112 Strategy Mengajar
126
N SIFA
Curriculum and Wajib/
Instruction Asistensi
2 2
IMD23 Material Mengajar
5 PSY23112 Psycholinguistics Wajib 5 112 Development
Wajib/
Second Language 2 MTG23 2 Asistensi
6 SLA23112 Acquisition Wajib 6 112 Micro Teaching Mengajar
Wajib/
2 ICT231 2 Asistensi
7 PGM23112 Pragmatics Wajib 7 12 ICT in ELT Mengajar
Wajib/
2 TPW23 School Internship 2 Asistensi
8 DRM24112 Drama for ELT Wajib 8 212 2 Mengajar
Wajib/
2 TRI231 Thesis Proposal 2 Asistensi
9 SET23112 Statistic in ELT Wajib 9 13 Writing Mengajar
Wajib/
2 CBE241 Coursebook 2 Asistensi
10 PRS23112 Prose for ELT ** Pilihan 10 12 Evaluation Mengajar
W W
a aji
j b/
i DU
b DI
2
/
D
U
English for specific D CCU23 Cross Cultural
11 ESP23112 Purpose I 11 112 Understanding 2
Total 22 Total 22
Semester VII Semester VIII
127
N SIFA
W
a
j
i
b
2 1 6
/
D
U
English for D THS
1 EFT23112 Tourism I 4996 Thesis
W
a
j
i
b
3 2 0
/
D
Kewirausahawan U
(Entrepreneurship D UKK455 Uji Kompetensi
2 EPT23112 in Tourism) I 0 Komputer *)
W
a
j
i
b
2
/
D
Hospitality and U
Management in D
3 HMT23112 Tourism I
3 W
4 TRI23112 Translation and
128
N SIFA
a
j
i
b
/
D
U
D
Interpreting I
W
a
j
i
b
2
/
D
U
D
5 KKN23332 KKN Integratif I
W
a
j
i
b
2
/
D
English for Content U
Creators and D
6 ECV23212 Vlogging I
Total 14 Total 6
Total SKS seluruhnya 153
129
N SIFA
Total SKS lulus 149
130
G. MANAJEMEN DAN MEKANISME PELAKSANAAN KURIKULUM
1. Mekanisme Penyusunan Materi Kuliah
Mekanisme penyusunan materi kuliah mengikuti proses umum yang dilakukan di
Universitas Katolik Indonesia sebagai berikut:
1) Ketua Program Studi Pendidikan Bahasa Inggris mengusulkan beban mengajar dosen
ke fakultas
2) Dekan bersama dengan ketua-ketua program studi fakultas mendiskusikan dan
mendistribusikan baban mengajar kepada semua dosen.
3) Dekan mengusulkan beban mengajar hasil diskusi bersama keprodi ke tingkat
Universitas (Warek I).
4) Warek I mengeluarkan Sebaran Mata Kuliah dan SK Mengajar kepada dosen-dosen
untuk dilakukan proses belajar mengajar.
5) Ketua Program Studi meminta Silabus dan SAP dari dosen-dosen yang mengajar di
Program Studi sesuai dengan Surat Keputusan Dekan dan Warek I.
2. Sistem Pembelajaran
Mekanisme Pembelajaran Program Studi Pendidikan Bahasa Inggris mengikuti proses
umum Universitas Katolik Indonesia Santu Paulus Ruteng adalah sebagai berikut:
1) Program Studi menawarkan mata kuliah yang akan diprogramkan pada semester
yang akan berjalan sesuai dengan SK Warek I .
2) Mahasiswa mengisi Kartu Rencana Studi (KRS) untuk mengambil mata kuliah yang
ditawar oleh program studi melalui sistem siakad.Unikastpaulus.ac.id.
3) Pembimbing akademik mengesahkan kartu rencana studi mahasiswa melalui sistem
siakad.Unikastpaulus.ac.id.
4) Proses perkuliahan dilakukan secara luring dan daring (Blended learning).
Penggunaan blended learning disesuaikan dengan karateritik mata kuliah yang
ditawarkan.
131
3. Sistem Evaluasi Pembelajaran
Evaluasi pembelajaran dilakukan minimal melalui Ujian Tengah Semester (UTS) dan
Ujian Akhir Semester (UAS). Selain itu, dosen dapat melakukan evaluasi melalui
pemberian tugas. Teknik penilaian yang digunakan adalah tes tertulis dan tes lisan
dengan mekanisme penilaian sesuai dengan instrument penilaian yang telah disiapkan
meliputi indicator dan bobot penilaian.
4. Monitoring dan Evaluasi Pembelajaran

Monitoring dan evaluasi dilakukan secara berkala untuk setiap semester dengan
menggunakan prosedur evaluasi kegiatan belajar mengajar yang terfokus pada RPS,
kehadiran dosen dan mahasiswa, tugas dan instrument penilaian serta nilai yang
diperoleh mahasiswa.
Ketua program studi melakukan monitoring perkuliahan dosen dan mahasiswa
sebelum perkuliahan dimulai dan mengecek daftar hadir yang telah disiapkan oleh
tenaga kependidikan program studi. Ada pun mekanismenya sebagai berikut:
1) Ketua Program Studi mengecek RPS dari setiap mata kuliah
2) Ketua program studi mengecek kesesuaian materi kuliah dengan RPS
3) Ketua program studi memantau kehadiran dosen melalui daftar hadir yang
disiapkan oleh prodi.
4) Jika dosen tidak melaksanakan kegiatan pembelajaran sebanyak 3 kali tanpa
pemberitahuan maka ketua program studi memberikan peringatkan kepada
dosen tersebut. Peringatan dilakukan sebanyak 2 kali:
b. Peringatan lisan
c. Peringatan tertulis
132
133
134

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KURIKULUM

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS, FAKULTAS KEGURUAN

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS, FAKULTAS KEGURUAN

Ruteng, Desember 2020

Stanislaus Guna, M.Pd

B. VISI KEILMUAN, MISI DAN PROFIL LULUSAN PROGRAM STUDI

VISI KEILMUAN PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

MISI PROGRAM STUDI

TUJUAN PROGRAM STUDY

PROFIL LULUSAN PROGRAM STUDI

C. Landasan Perencanaan dan Pengembangan Kurikulum Program Studi

b. Mata Kuliah Penciri Institusi

c. Mata Kuliah Kependidikan (FKIP)

No Mata Kuliah SKS

Total SKS 11 SKS

d. Mata Kuliah Program Studi

N Mata Kuliah SKS

No Mata Kuliah SKS

No Mata Kuliah SKS

5) Mata Kuliah Minor (Pariwisata)

No Mata Kuliah SKS

6) Mata Kuliah Pilihan

Catatan: Mata kuliah pilihan wajib:

Total SKS Keseluruhan

Perubahan Mata Kuliah

REVISI PENAMAAN MATA KULIAH

Translation 2 Translation 3 Isi dan cakupan mata

No Mata Kuliah SKS Dasar Penetapan Mata Kuliah Baru

9 Kode Mata Kuliah

E. Prosedur Pengembangan Kurikulum

1. Evaluasi Kurikulum Sebelumnya

Kekuatan Kelemahan Peluang Ancaman/Tantangan

Kekuatan Kelemahan Peluang Ancaman/Tantangan

Kekuatan Kelemahan Peluang Ancaman/Tantangan

Kekuatan Kelemahan Peluang Ancaman/Tantangan

Kekuatan Kelemahan Peluang Ancaman/Tantangan

Kekuatan Kelemahan Peluang Ancaman/Tantangan

Kekuatan Kelemahan Peluang Ancaman/Tantangan

Kekuatan Kelemahan Peluang Ancaman/Tantangan

Kekuatan Kelemahan Peluang Ancaman/Tantangan

KATEGORISASI HASIL FGD

3. Penetapan Standar Kompetensi Kelulusan

4. Penentuan Capaian Pembelajaran.

expanding academic as sequence, details,

vocabulary opinions, inferences,

of writing; evaluating text types by Nuttal, C. 1982. Teaching Reading

6. Bex, T. 1996. Variety in Written

Mastering the I. Introduction to English Syntax This subject is designed to A. Main:

Mastering the IV. Introduction to English This subject is designed to A. Main:

Mastering the I. Introduction to English This subject is designed to A. Main:

Gower, Philips, Walters.

6) MATA KULIAH PILIHAN

Capaian Materi Ajar Mata Kuliah Deskripsi Mata Referensi

Capella, David and

Capaian Materi Ajar Mata Kuliah Deskripsi Mata Referensi

F. MATRIKS DISTRIBUSI MATA KULIAH

4. Monitoring dan Evaluasi Pembelajaran

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