DESIGNING INTEGRATED SYLLABUS OF GRAMMAR I

PREPARED FOR FOREIGN LANGUAGE LEARNERS

Abstract
This article discusses the new design of Grammar I syllabus, which is called integrated
syllabus. Commonly syllabus of Grammar is just focused on grammar itself but not integrated
with the real function of grammar. Learning Grammar without combining it with when and how
it is used in real context cannot help students much in developing their nglish s!ills. Therefore,
the teacher or lecturer needs to design a new syllabus by integrating some types of syllabus.
Considering the students" need, the syllabuses that can be integrated in designing grammar
class are topical syllabus, s!ill based syllabus, tas! based syllabus, and structural syllabus.
Topical syllabus is providing the students with some information they need to be great teachers.
They need to understand the related texts and write what they can catch from the texts. The
classroom activities are created based on the tas!s that the students should do in the class.
#inally, the students will be engaging in classroom activities to learn grammar.
$ey words% integrated, syllabus, and grammar
I. Introduction
very lecturer must have preparation before coming to class as what the teachers
do. Their preparation in this case, is a clear syllabus prepared for a semester, so that they
can teach with clear direction. &y having the syllabus, they will reali'e their goals of
teaching and go there, not to the other direction. Therefore, syllabus will guide their
teaching and control their activities.
( syllabus contains at least four elements as goals and objectives of the subject,
the course contents, learning activities, and evaluation. They are designed and arranged
by the lecturer individually or team. )owever, a team of lecturers must be cooperative to
produce one syllabus for one subject. They discuss anything that needs discussion, so that
every lecturer can understand what the syllabus contains. (s the effect, it is expected the
students taught by different lecturers can gain the same treatment.
*aturally, a syllabus must be derived from the students" need. Thus, before
writing a syllabus, a lecturer or a team should analy'e the students" need and based on the
analysis, they will design the new one. This can be done through an evaluation to the
1
previous syllabus, for example by finding problems in application of the syllabus and
wea!nesses of each component. Thus, the syllabus changes from year to year.
+n the contrary, if as!ed to revise the syllabus, most lecturers did not start from
evaluation. venthough it was revised, but the change was not significant. This showed
that they did not learn from their experience. They sometimes perceived what happened
and were not aware of it, so that the ,uality of teaching was not developed.
#ollowing the condition, the writer is interested in discussing the syllabus of
Grammar I and then she will design the new one. The design starts from students" need
analysis, which is done to what problems the students faced in learning Grammar.
#urthermore, the problem will be the basis for the development of the new design.
II. Syabus D!si"n o# Gra$$ar I
A. Syabus D!si"n
%. D!#inition o# syabus
-yllabus design is seen as being concerned essentially with the selection and
grading of content .#ei!e. /0112. -yllabuses are concerned with the specification
and planning of what is to be learned, fre,uently set down in some written form as
prescriptions for action by teachers and learners. They have, traditionally, the
mar! of authority. They are concerned with the achievement of ends, often,
though not always, associated with the pursuance of particular means .Callan, and
3iddowson, 2
Bodegas ./0042 defines the syllabus from some experts" views about the
syllabus. #or example, it is essentially a statement of what should be taught, year
by year and often contains points about the method of teaching and the time to be
ta!en .Lee 1560%1062. ( syllabus contains a more detailed and operational
statement of teaching and learning elements which translates the philosophy of the
curriculum into a series of planned steps leading towards more narrowly defined
objectives at each level .7ubin 8 +lshtain, 1554% /62.
-tephen Covey in The 7 Habits of Highly Effective People, stresses that it is
important to begin with the end in mind, and then put first things first. The
syllabus is a way to achieve that for students and teachers in a classroom. (ltman
2
and Cashin .155/2 advise the teacher to determine what type of learning she
would li!e to encourage and foster and build a syllabus with that in mind.
#urthermore, it is said that a well9constructed syllabus can help to lessen student
anxiety and allow faculty to concentrate on instruction. It is important to define
the teacher"s view and purpose of the course, as well as the school:s objectives for
content and s!ill. ( syllabus can also convey enthusiasm for the subject, provide
students an opportunity to personali'e the content .the exercise for this module2,
convey the ability to succeed and the teacher:s desire to help students succeed
(Mifflin College1; p.m, 1< =anuary, /01<2.
The syllabus is determinant of the success of teaching. #rom the
explanations above, the writer can believe that it is the heart of teaching. very
activity in the classroom will be guided by the syllabus. If the teacher or lecturer
can prepare an appropriate and applicable syllabus well, he or she may find his or
her teaching result satisfactorily. )owever, if the preparation or the syllabus is not
prepared well, he or she may be frustrated with his teaching result at the end of
the semester.
&. So$! consid!rations in D!si"nin" Syabus
7esigning a syllabus cannot be done through imagination. In this case, a
teacher just sits at the des! while thin!ing about what !ind of syllabus he will
design. )e can do nothing useful for the students if he does such !ind of design.
Instead, he should learn anything related to how to design a syllabus that might be
used as consideration.
The Centre for teaching and learning ./00>2 suggested teachers to pay
attention to some considerations before beginning designing a course. The
considerations include the nature of the students, our own strength as teachers,
and the curricular framewor!. The designer of a syllabus analy'es the students"
need by !nowing some information about the students. #or example, 3ho are the
students, their majoring subject, the position of the subject .re,uired or elective2,
freshmen or sophormores, juniors or seniors, their prior learning, the best ways to
find out their problem, assumptions about the subject they might need to unlearn,
3
their reason of ta!ing the class. The other examples are the reflection on the
teacher"s strengths as a teacher% what has been done best, giving lectures, leading
discussions, designing writing assignments, designing exams. (nother way is
listing the teacher"s differences with the students and starting with the list of the
learning goals, ma!ing a short list under each goal of the content materials that
will contribute to the hopes for what students will be able to ta!e away from the
course, and ma!ing a note beside each content topic regarding the plan to use it to
support the goal under which it is listed.
.Grave% /000% ?02 states that there are many principles to this philosophy of
education. They are%
a. +ur education should promote growth of the whole person, not solely focus on
cognitive development.
b. ducation is intensely personal in terms of needs and interests.
c. Learning@growth involves personal responsibility A that is the counterpoint to having
choice and guiding learning by personal goals and interests. The teacher must reflect,
plan, act, and assess.
d. 3e need to ac,uire capacities relevant to social living, to living in a socially desirable
and contributing manner.
e. 3e inherit a couple of duties or constraints that shape the course. This course is a
3riting mphasis course.
In order to be successful in teaching, .+"&rien, et al /006% >>2 ,uote Collins .15542
who reminds the teachers of the particular value of this communication teaching
principles on the theories behind a learning. It is called the centered class which includes
-even Brinciples for Good Bractice in Cndergraduate ducation .Chic!ering 8 Gamson,
15642 as follows.
a. Good Bractice ncourages -tudent 9 #aculty Contact
b. Good Bractice ncourages Cooperation among -tudents
c. Good Bractice ncourages (ctive Learning
d. Good Bractice Gives Brompt #eedbac!
e. Good Bractice mphasi'es Time on Tas!
f. Good Bractice Communicates )igh xpectations
g. Good Bractice Despects 7iverse Talents and 3ays of Learning
4
3hen a lecturer designs a syllabus, she should consider the above principles.
ducation does not only focus on the !nowledge the students must gain. )e or she
must try to promote the students" growth to be a perfect human being by applying the
seven principles for good practice above. In addition, she also pays attention to the
students need and interest and serves them based on their interest and needs. The
learning growth also leads to the personality growth. Therefore, the teacher must
provide the situation that encourages the personality growth. The capacity needed to
ac,uire should be relevant to social living, so that they can live together in a society.
#inally, the lecturer decides some duties of the students in the course.
'. Sta"!s o# D!si"nin" Syabus
&efore designing a syllabus the main thing that the teacher or lecturer must do is
analy'ing the students" need. The students who study at nglish 7epartment at -T$IB
are going to be teachers. They have different needs from the students who study at
(ndalas Cniversity. &arton ./01<2 lists 1/ things that the teacher must do to be a great
teacher. They are 12 passionate, /2 text maniacs, <2 hard wor!er, >2 open9ended,
messy, unpredictable, ongoing learning, so that do not pretend to !now all things, ?2
loving individualism, ;2 balance spontaneity with structure, 42 ris!9ta!ers, 62 love the
process of teaching they fre,uently try out new finds, 52 undervalued, 102 have a
powerful emotional impact, 112 get nervous on the day of exam results, and 1/2 are
more important than they reali'e.
In preparing the students to be great teachers, the lecturers can find some texts
containing the information and !nowledge related to the ,ualities. (s!ing the students
to read and write what !ind of teacher they are going to be can be such interesting
activities that they can do during the lesson.
In general a syllabus contains the course objectives, the teaching contents, learning
activities, and evaluation. &ut to ma!e it more effective and communicative, +"&rien has
suggested some stages that should be followed by a teacher@ lecturer in providing a syllabus.
The stages are described below.
The syllabus provides a record of the course instructor so that students !now the
instructors and how to contact them. -tudents should always !now where, when, and how to
5
reach their instructors. (n alternative is to include in the syllabus a student information page
that students can complete and return during the next class which can be uploaded to the
course management system. Including a letter to the students in the syllabus can enhance the
personal nature of the course, can help relieve student discomfort, and can set a conversational
tone. The teaching philosophy statement as a way of helping students become ac,uainted with
the teacher@lecturer as a professional is also included. .+"&rien, et al /006% >>2.
The next section of the syllabus is about the purpose of the course. It should focus on
why the course exists, how it fits into the larger curriculum, and for whom it was designed.
This section of the syllabus gives the teacher@lecturer an opportunity to discuss how the course
meshes with others in the program and with the university"s overall mission. This is intended
to introduce the goals and discuss them in depth and pursue them together. .+"&rien( et al,
/006%?12
#urthermore, the description of a course is also included in the syllabus. It is said
that a strong course description in the syllabus can generate students" interest by providing a
stimulating overview of the course, including its content, value, and the philosophical
assumptions behind it. The lecturer will also want the description to reflect his@her values and
attitudes. This section of the syllabus provides students with an explanation of how the course
will be conducted .e.g., through lectures, small (+"&rien( et al, /006%?12).
)aving described the course, then the course objectives are described about what students
should be able to do at the end of the semester. They usually appear either as a succinct
statement or as an outline they are ideally described with action verbs. Clear objectives can
foster a sense of partnership and an awareness that you and your students are wor!ing toward
the same goals. +bjectives provide both a focus and a motivation for learning (+"&rien( et al
/006%?>2. Then they list some basic ,uestions as the guide to formulate and
communicate objectives or goals%
a. 3hat are the student learning outcomes of the course in relation to the overall major
or minor degree program or professional accreditation standardsE
b. 3hat do you want your students to learnE 3hat are your course objectivesE
c. )ow will you determine that students have accomplished what you set out to help
them learnE #inally, they give some examples as follows.
6
After the course, the student should:
a. 7evelop the ability to read, thin!, converse, and write critically about various literary wor!s
from diverse culturesF analy'e different examples of the psychological novelF and engage in
effective verbal and written discourse about literature and other art and media forms
b. (ppreciate the relationship of literature to life
c. (c,uire critical s!ills essential to the understanding of ideas and principles central to
humanistic liberal learning, which are outgrowths of the study of important literature
d. Continue to demonstrate appropriate s!ills of effective research, reading, writing, oral
communication, individual and collaborative reflective practice, and implementation of
technology for higher G order learning and for mature understanding of diverse .+"&rien,
et al /006% ?;2
The teacher or the lecturer can follow the stages conveyed above. &ut she or he
also can create the syllabus of his or her own. If the school where he or she wor!s
has had the fixed format with some certain stages, she or can use it or integrate with
his own.
). *inds o# Syabus D!si"n and Int!"rat!d Syabus
Dahimpour ./0102 ,uoted -tern, .156>% 42 who explains there are three important
views in the scope of syllabus design. The first trend is represented by Candlin and
&reen, which is called HLancast!r Sc+oo, It is not a choice between structure and
functional syllabus. The syllabus is regarded as open and negotiable. The second
direction represented by 3iddowson and &rumfit, is called HLondon Sc+oo".They put
forward what they would consider an alternative and more realistic approach .in -tern,
156>%62. 3iddowson believes that a syllabus must be based on concepts of language,
language learning, and language use. Ialden proposes that the learner may have an
input to ma!e curriculum called Toronto Sc+oo. #or her, the syllabus is primarily a
teacher"s statement about objectives and content. It is not concerned with ,uestion of
the learner:s role in syllabus development. )e accepts the need for a syllabus as
un,uestioned.
$rahn!e .1564% 102 in Dahimpour ./0102 has proposed six types of syllabi as
follows%
7
a. ( structura syabus is that the content of language teaching is a collection of the
forms and structures, usually grammatical elements such as verbs, nouns, past tense
and so on.
b. ( notiona-#unctiona syabus is the notions that language is used to express. #or
example, informing, agreeing, apologi'ing, re,uesting, promising and so on
c. ( situationa syabus is that the content of language teaching is a collection of real
or imaginary situations in which language occurs or is used. #or example. -eeing
the dentist, as!ing directions in a new town, buying a boo! in a boo!shop
d. ( s.i/bas!d syabus is one in which the content of the language teaching is a
collection of specific abilities that may play a part in using language.
e. ( cont!nt0bas!d syabus is not really a language teaching syllabus at all. In
content9based language teaching, the primary purpose of the instruction is to teach
some content or information using the language that the students are also learning.
(n example of content9based language teaching is a science class taught in the
language the students need or want to learn.
f. ( tas./bas!d syabus is that the content of the teaching is a series of complex and
purposeful tas!s that the students want or need to perform with the language they
are learning. Tas!9based approaches syllabi, which create a favourable condition
and facilitate language development, is the main focus of this paper and are
discussed in more detail as follows%
Dahimpour ./0102 then states there are three !inds of proposals for tas!9based
teaching syllabuses. They are the procedural syllabus by .Brabhu, 1564%>;2, the
process syllabus by .&reen, 156>% 4;F &reen 8 Candlin, 1560% 502 and tas!9based
language teaching by .Long8 Croo!es, 155/2. Dichards ./001%1?/91;>2 adds other
!inds of syllabus. They are called competency based syllabus, topic based syllabus,
and text based syllabus. Competency based syllabus is one which is based on a
specification of the competencies learners are expected to master in relation to
specific situation and activities. The syllabus is divided into topic and cross topic
area. #or example, the competency Hreport basic household problem" is found in the
topic Hhousing". Then, topic based syllabus is similar with the content based
syllabus described above. #inally, te text based syllabus is a type of integrated
8
syllabus because it combines elements of different types of syllabus. This syllabus
is applied with a five part circle as building the context for the text, modeling and
deconstructing the text, joint construction of the text, independent construction of
the text, and lin!ing related text.
Callan and 3iddowson .retrieved at > p.m, 1< =anuary, /01<2 explain that
some researchers have classified syllabus through content. The first one is
structural syllabus which has been critici'ed for not having communicative value
by proponents of functional-notional syllabus .e.g.3il!ins, 15612. )owever, the
functional9notional syllabus has, in return, been attac!ed by semidefenders of
structural approaches .e.g. -wan .15502 who maintain that a structural functional
dichotomy is essentially false, and that meanings are implicit within structural
approaches due to learners" understanding of their native language. They told that
&rumfit .15612 maintains that the difficulty of defining a Hnotion" and the
negotiation of social meaning within social contexts seriously undermines its claims
to provide an effective syllabus for learners by the supporters of the situational5
syllabus, and the communicative group of approaches. -yllabus design concerns
essentially with the selection and reading of content .Callan and 3iddowson, <
p.m, 1< =anuary, /01<2.
&ased on various syllabuses, the writer believes that grammar syllabus will be
very interesting and attractive if the syllabus is not only based on structural
syllabus. Jost students found grammar subject boring, so they are generally wea!
in grammar which can be proved from their writing. In solution to the problem,
combining the types of syllabus might be a creative idea to improve the students"
!nowlegge of grammar. Therefore, the writer integrates topical syllabus, s!ill based
syllabus, tas!9based syllabus, and structural syllabus in teaching Grammar.
B. Gra$$ar I
%. Natur! o# Gra$$ar I
3ilcox ./00>%/<2 suggests that grammar means a system of rules which allows
the users of the language in ,uestion to create meaning, by building both meaningful
words and larger constructions of sentences. Jerriam 3ebster states grammar is the
9
study of the classes of words, their inflections, and their functions and relations in the
sentence and a study of what is to be preferred and what avoided
+xford dictionary defines grammar as the whole system and structure of a
language or of languages in general, usually ta!en as consisting of syntax and
morphology .including inflections2 and sometimes also phonology and semantics.
3hile, Cambridge dictionary defines grammar as the study or use of the rules about
how words change their form and combine with other words to ma!e sentences.
#rom several definitions above, the writer can draw conclusion that
grammar is the whole system of a language which consists of some words phrases,
and their combination into sentences. The system allows the learners understand the
meaning easily. It studies how words change their forms and combine with other
words to ma!e sentences.
&. S!1u!nc! o# Gra$$ar
The distribution of content of the course must be arranged as well as possible.
The arrangement may influence the students" desire to learn nglish. If they feel
frustrated in learning from the ealier, they may not be interested in learning nglish
in the future. Therefore, the distribution is very important in maintaining the
students" continuity in learning.
Dichard ../001%1?0912 lists some criteria of se,uencing the content. They are
from simple to complex, chronology .based on the se,uence of events which occur in
the real world, need .the order of importance to the students" lives, prere,uisite
learning, whole to part or part to whole, spiral se,uencing, which involves the
recycling of items to ensure that learners have repeated opportunities to learn.
3hatever the se,uence will be chosen depends on what !ind of syllabus design is
applied. #or example, in situational syllabus which is applied in teaching reading or
writing, the se,uence can be chronology of the events. Therefore the students are
as!ed to arrange the events in the text chronologically or they may be as!ed to
describe some events.
&earger ./0012 in ( -ystematic (pproach to Grammar Instruction tells his
experience in teaching grammar, by as!ing the students to write about interesting
10
topics, and write using the standard conventions of nglish usage and grammar that
ma!e the writing meaningful. It"s a simple9sounding goal, but li!e most language arts
teachers, and he helped his students write better after two years.
#rom the experience above, the researcher did not teach from the simple to the
complex one. &ut, it seems that he focused on the s!ill needed by the students. This
se,uence had got successful in motivating the students in practicing the correct
grammar.
III. 2oncusion and Su""!stion
)aving discussed some literatures about types of syllabuses, the writer can draw
some conclusion as follows.
( lecturer as the agent of change should change from year to year, including the
change related to the preparation of her or his teaching. -he or he must evaluate what has
been applied before, and find the previous problem they has ever met in teaching, and
then attempt to see! the alternative solution for it.
+ne main point that can be evaluated is the syllabus that had been applied
previously. They can evaluate it on going or at the end of the process, especially after
reali'ing the students" achievement. They can compare what has been planned and what
has been done, and find the gap between them. Joreover, she or he should revise the
previous syllabus.
(s mentioned before, in teaching grammar most lecturers applied structural syllabus,
including the writer and her team. )aving analy'ed some literatures about types of
syllabuses, the writer can revise her syllabus, by integrating some types of syllabus, in
this case, topical syllabus, s!ill based syllabus, tas! based syllabus, and structural
syllabus. Topical syllabus is aimed at providing the students with some information they
need to be great teachers. They are expected to find and understand the related texts and
write what they can catch from the texts. The classroom activities are created based on
the tas!s that the students should do in the class. The students will be engaging in
classroom activities to learn grammar. Therefore, learning grammar will also lead the
students to ac,uire the !nowledge they need to be great teachers while training their
11
reading and writing s!ills. Then, the application of the syllabus can be seen as the
following appendix.
R!#!r!nc!
&arton, Geoff. Twelve Things That reat English Teachers !o" retrieved at < p.m, 1<
=anuary, /01<. www"geoffbarton"co"u#$files$english$%&'things"
Bearger, (ohn" )( -ystematic (pproach to Grammar InstructionK. *oices from the
+iddle, Lolume 6 *umber <, Jarch /001
Bodegas, ,rma !olores -./e0 y " )#rom curriculum to syllabus design% the different
stages to 7esign a programmeK " +emorias !el ,ii 1oro -acional !e Estudios En
2enguas 31onael /0042 I-&* 54695;695<0691<9<" 4niversidad 5ut6noma de
7hiapas Escuela de 2enguas-Tapachula
Callan, C* and ) G 3iddowson. www.ling.lancs.ac.u!@groups@crile@docs@crile>?hall.pdf
retrieved at < p.m %8 5ugust &9%8
Current trends on syllabus design in foreign language instruction. Procedia :ocial and
Behavioral :ciences / ./0102 1;;0G1;;> 3C-9/010
#ei!e, Gina Jichelle . /011. rammar :e;uencing ,n Basic Esl. +nline Thesis
Jontana% Jontana -tate Cniversity.
Grave, $athleen. /000. !esigning 2anguage 7ourse% ( Guide for Teachers. Canada %
)einle 8 )einle
Merriam-Webster. The G. & C. Massachusetts Me!!ia" Co"#an$ of %#!ingfiel& .
Mifflin College. '%$lla(us )e*elo#"ent+. Cengage Learning. retrieved at > p.m, 1< =anuary,
/01<.
http%@@college.cengage.com@instructors@insMteachtechMfoundationsMmoduleMsyllabus
dev.html,
+"&rien, =udith Grunert, et al. /006 The course syllabus < a learning-centered approach
. -an #rancisco% =ossey9&ass
Oxford English Dictionary (OED,. -he ./fo!& 0ni*e!sit$ 1!ess.
Dahimpoura, Jassoud . /010. English !epartment, 1aculty of Persian 2iterature and
1oreign languages, 4niversity of Tabri0, lsevier
Dichards, =ac!, /001. 7uriculum !evelopment in 2anguage Teaching" dinburg%
Cambridge Cniversity Bress
12
The Centre for teaching and learning. !esigning 7ourse. -tandford Cniversity. 3inter,.
*ewsletter. Lol. 1<. *o./. /00>
2e(ste! 3 4oah. Webster's Dictionary.
3ilcox., $aren Jarie. /00>. !efining grammar< a critical primer . ( thesis Jontana %
Jontana -tate Cniversity
.
3
APPENDI3
SUB4E2T 5 Gra$$ar I
INSTRU2TOR 5 DRA YELFI6A( MPD
7P NUMBER 5 89:&;)<';'&9
E/MAIL 5 u$$iy!#i=a>"$ai.co$
OFFI2E 7OURS 5 Monday 0 to Saturday( & ?.$/ < ?.$
2OURSE DES2RIPTION5
13
The main purpose is to develop the students" grammar about part of speech, phrase, and simple
sentences in simple present tense, past tense, present perfect, future, present continuous, past
continuous, future continuous, and modality. The purposes of learning this subject are to help the
students develop reading and writing s!ills. It is also aimed at providing students with some
!nowledge and experiences to be great teachers, for example, being patient, hard wor!ers, text
maniacs, loving individualism, creative and unpredictable, ris! ta!er, loving the process of
teaching, getting nervous on the date of the test result, and more important than they reali'e. The
class will be engaged to read, write, and discuss through individual and group discussion and
assignments. &ased on the subject, the class will be trained to identify and produce the correct
grammar by active reading, writing, and discussing. This course also trains te student to practice
reading, writing, spea!ing, and listening while being aware of the grammar they use. The
students are also trained to identify and correct the errors that they have made.
OB4E2TI@ES5
-tudents should be able to%
1. Tell some information they find in the text orally
/. Identify the grammatical point they are studying in the text.
<. 3rite some points of information they can catch from the text by practicing the grammar
they have learned.
>. #ind the errors they have made themselves and the errors their friends have made
5. Correct their errors and their friends" errors
;. 3rite the final assignment describing the ideal teacher they are going to be
4. Dead the sentences critically, especially being aware of the grammatical mista!es
TE3TS5 any texs containing the information about the teacher"s need to be great teachers
.Bsychology, Culture, Deligion2
Gra$$atica 2ont!nts5 3ord% noun
verb
adjective
adverb
Bhrase % noun phrase
verb phrase
adjective phrase %
adverbial phrase %
-entence % -imple Bresent .*ominal, Lerbal2
Bositive form
*egative form
Ies@no ,uestion
3h9,uestion
-imple Bast Tense % Bositive form
14
*egative form
Ies@no ,uestion
3h9,uestion
#uture Tense% Bositive form
*egative form
Ies@no ,uestion
3h9,uestion
Bresent Continuous % Bositive form
*egative form
Ies@no ,uestion
3h9,uestion
#uture Continuous%
Bositive form
*egative form
Ies@no ,uestion
3h9,uestion
(djective degree
(dverb degree
Jodal auxiliary
LEARNING A2TI@ITIES
NO INSIDE OUTSIDE Port
#oio-#ina
assi"$!nt
1 introducing the course Deading the text given, and write
the points
/ Learning noun and the
characteristics, finding the noun
in their text, finding the idea in
the text
#inding the other text about attitude
of a good teacher, underlining noun
and writing some important points
1 .B#2
< 7iscussing the message they can
gain and chec!ing their
grammar, correcting the errors
together .samples2
-elf or peer correction of their
grammar, especially, the usage of
noun in their summary
> Chec!ing and discussing
samples of their correction,
discussing a new text to find
new information. Learning verb
.first, second, and third verbs2
from the text, differentiating
#inding a new text about teacher"s
good practice in the classroom,
write some points of information
/.B#2
15
noun and verb from the position,
form, and the function
? Learning adjective, positive,
comparative, and superlative,
finding the grammatical point in
the text, finding their errors in
their summary .samples2
Correct their errors in their
summary individually or peer
;/; Learning adverb, through the
text given, finding the
information and adverb, prove
the position of adverb in the text,
write some point in their own
sentences individually, discuss
their wor! in pair, to find and
correct the error, discuss in class
.samples2
#inding a new text about teacher"s
good practice in the classroom,
write some points of information
< .B#2
6 7iscussing noun, verb, adjective,
and adverb, performing some
samples of their summary
Correcting errors of their wor!
individually and hand it as mid tas!
5 Jid test #inding a new text about teacher"s
good performance, write some
points of information
> .B#2
109
11
Learning noun phrase, adjective
phrase, verb phrase, and
adverbial phrases, underlining
them found in their text, practice
writing using phrase, discussing
some samples
Correct their errors
1/ Bresenting some samples of
error correction, learning Bresent
tense and past tense
#inding a new text about teacher"s
good practice in their society, write
some points of information,
? .B#2
1< +resenting some samples,
discuss and correct the errors
together, learning Bresent perfect
and future, finding the tense in
the text
Correct their errors and underline
the new tense, present perfect and
future
1> Learning new text given, Bresent
continuous Bast continuous and
prove them on the text, discuss
some points
3rite the point by using their own
sentences by applying the new
tenses
1? Lerning new tense through a
dialogue .#uture continuous2,
underlining the tense, ma!ing
the other sentences
Telling what !ind of teacher they
are going to be, the reason, and
how to achieve it
#(
1; overview Devise their wor! as final
assignment
16
B#N Bort #olio
#(N#inal (ssignment
REFEREN2ES
1. Ielfi'a, et al. /011. Handout of rammar ," unpublished. Badang.
/. ('ar, &etty -chrampfer and -tacy (. )agen. /00;. Basic English rammar. *ew
Ior!% Bearson Longman
<. (ny boo!s .Bsychology, culture, and religion2
>. Internet browsing
MEDIA5 3hiteboard, Infocus, Lap Top
E@ALUATIONA
B+DT #+LI+ -ummary of text
.?2Ofinal assignment
>0 P
B(DTICIB(TI+* rror analysis /0 P
JI7 /0 P
C(- /0 ?
2O@ERSION
*umber Grading scale
1 619100 (
/ ;;960 &
< ?;9;? C
> >?9?? 7
? Q >?
GENERAL NOTES5
1. (ttendance is expected. Iou are excused to be absent < times, if more than three times Iou
are decided failed. The attendance will not be considered for the grade
/. (cademic )onesty% you should submit your own wor!. Cheating will not be considered.
<. Bortfolio is aimed at training you to practice using nglish. Incorrectness will be also given
the point. The main point to be considered that you submit your wor! on
>. Iour participation in the class will be given the point either it is right or wrong. If it is rigt
the point is two, but if it is wrong, the point will be 1.
17