UNIVERSITAS NEGERI PADANG

FAKULTAS BAHASA DAN SENI

ENGLISH LANGUAGE EDUCATION PROGRAM

SYLLABUS
COURSE CODE COURSE CREDITS SEMESTER DESIGN DATE
GROUP
Micro Teaching ING1.61. Teaching 2 6 5 January 2019
6202 Practice
Program
Course
Lecturer Designing Syllabus Course Group Head of Study
OTORISASI (AUTHORIZED PERSON) Coordinator Program
1. Prof. Dra. Yenni Rozimela, Dra. Aryuliva Sitti Fatimah,
M.Ed, Ph.D. Adnan, M.Pd M.Ed., Ph.D.
2. Dra. Aryuliva Adnan, M.Pd.
3. Drs. Saunir Saun, M.Pd.,
4. Fitrawati, SS., M.Pd.
Learning Outcomes PLO
PLO4 Apply the most suitable teaching strategies, methods and techniques,
learning material, and assessment in TESOL considering the
developmental characteristics and individual differences of the students

CLO
CLO1 Students are able to know teaching skills

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 CLO2 Students are able to design lesson plans
CLO3 Students are able to manage classroom
CLO4 Students are able to perform the teaching of interactional, transactional,
functional and monolog texts required by the curriculum.
Course Description This course aims at training the students to practice the teaching of English covering the
teaching skills, such as using the appropriate teaching technique and classroom management.
Materials/Topics 1. The concept and the purpose of micro teaching
2. Curriculum 2013 for SMP and SMA
3. Scientific Approach
4. Models of learning
5. Lesson plan and Teaching Skills
6. Classroom Language for: constructing question, giving instruction and grouping
7. Teaching practice

References Main:

1. Bailey, Kathlee M. & David Nunan. 1966. Voices from the Language Classroom.
Cambridge: Cambridge University Press.
2. Callaghan, Michael & John Rothery. 1993. Teaching Factual Writing Genre-Based
Approach. Erskineville, NSW:Metropolitan Disadvantaged School Program.
3. Celce-Murcia, Anne. 2001. Teaching English as a Second or Foreign Language. New
York: Heinle&Heinle.
4. Freez, Susan & Helen Joyce. 1988. Text-Based Syllabus Design. Sydney: National
Center for Language Teaching.
5. Harmer, Jeremy.1991. The Practice of English Language Teaching. London: Longman.
6. Richards, Jack C. & Theodore S. Rodgers. 2001. Approaches and methods in Language
Teaching. Cambridge: Cambridge University Press.
7. Kemendikbud. 2016. Kurikulum Bahasa Inggris Tingkat SMP dan SMA (edisi revisi)

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 Supporting:

Media Software: Hardware:

- Laptop, LCD
Teaching Team Dra. Aryuliva Adnan, M.Pd., Prof. Dra. Yenni Rozimela, M. Ed, Ph. D. Drs. Saunir Saun,
M.Pd., Fitrawati, SS., M.Pd.
Prerequisite Curriculum and Material Development, TEFL, Topics in TESOL, English Language Teaching
Materials and Media, Language Assessment, and Instructional Design.

Week Lesson Learning Outcome Indicators Method of Methods of Materials Grade

Assessment Learning Weight
(%)
1 The students are able to  Classroom Task: developing the Lecture Scientific Approach
know the concept and the regulation. steps of Scientific Discussion Models of learning
purpose of micro teaching,  Introduction to Approach in based
Scientific Approach, models the course on teaching topics
of learning (project- based  Ability to explain
learning, problems- based the concept and
learning, discovery the purpose of
learning). micro teaching.
 Ability to choose
the most
appropriate of
learning models.

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2 Students are able to design  Ability to decide Task: designing a Presentation Lesson plan
lesson plan, use appropriate the purposes of lesson plan based on Discussion
teaching skill and media the lesson. a given topic
 Ability to choose
teaching
technique. 30
 Ability to choose
teaching media.
 Ability to
evaluate.
3 Students are able to use the  Ability to Task: practicing Model and Classroom language
appropriate classroom question. classroom language practice
language  Ability to give in teaching (set
instruction induction)
 Ability to group
students.
4 Students are able to perform Ability to teach Practice teaching on Practice and Topics in curriculum
teaching practice SMP level discussion (student’s choice
5 Students are able to perform Ability to teach Practice teaching on Practice and Topics in curriculum
teaching practice SMP level discussion (student’s choice
6 Students are able to perform Ability to teach Practice teaching on Practice and Topics in curriculum
teaching practice SMP level discussion (student’s choice
7 Students are able to perform Ability to teach Practice teaching on Practice and Topics in curriculum
teaching practice SMP level discussion (student’s choice
8 Students are able to perform Ability to teach Practice teaching on Practice and Topics in curriculum
teaching practice SMP level discussion (student’s choice
9 Students are able to perform Ability to teach Practice teaching on Practice and Topics in curriculum
teaching practice SMP level discussion (student’s choice
10 Students are able to perform Ability to teach Practice teaching on Practice and Topics in curriculum
teaching practice SMA level discussion (student’s choice

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11 Students are able to perform
teaching practice
12 Students are able to perform
teaching practice
13 Students are able to perform
teaching practice
14 Students are able to perform
teaching practice
15 Students are able to perform
teaching practice
16 Students are able to perform
teaching practice
Ability to teach Practice teaching on Practice and Topics in curriculum
SMA level discussion (student’s choice
Ability to teach Practice teaching on Practice and Topics in curriculum 30
SMA level discussion (student’s choice
Ability to teach Practice teaching on Practice and Topics in curriculum
SMA level discussion (student’s choice
Ability to teach Practice teaching on Practice and Topics in curriculum
SMA level discussion (student’s choice
Ability to teach Practice teaching on Practice and Topics in curriculum
SMA level discussion (student’s choice
Ability to teach Practice teaching on Practice and Topics in curriculum
SMA level discussion (student’s choice

 Every student has to perform teaching practice twice during the semester
 At the end of the semester every student has to submit his/her own teaching performance journal and the complete teaching
procedure of the topic chosen

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A. Evaluation/Assessment
1. Students’ Lesson Plan

LESSON PLAN SCORING RUBRIC

1. Learning Objectives

a. Suitability of objectives with indicators of achievement of competence

Not Suitable
Only one learning goal is appropriate
with indicators of achievement of
competence.
Not Suitable  1 2 3 4 5
Corresponding
All learning objectives are in accordance
with indicators of competence
achievement.
6 7 8 9 10  Corresponding

b. Operational verbs used can be observed and measured

Not Suitable Corresponding
Only one operational verb can All operational verbs can be observed and
Observed and measured. measured.
Not Suitable  1 2 3 4 5 6 7 8 9 10  Corresponding

c. Learning objectives
Incomplete Complete
Only includes one aspect of Includes attitudes (discipline, cooperation, and
attitude or knowledge, or skill others), knowledge (level thinking)
high / HOTS, critical thinking, etc.),
and skills (using measuring instruments,
conduct experiments, etc.)
Incomplete  1 2 3 4 5 6 7 8 9 10  Complete

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 d. Formulation of learning objectives
Incomplete Complete
Only one aspect of A / B / C / Includes A, B, C, D (Audience, Behavior,
D Condition, Degree). Example: Student (A) can
identify related words
with the time of morning (B) at least
lack of three appropriate words (D)
based on observations in the environment
school.
Incomplete  1 2 3 4 5 6 7 8 9 10  Complete

2. Learning Materials

a. Suitability of learning materials with basic competencies and indicators that will achieved
Not Suitable Corresponding
Not in accordance with basic In accordance with all basic competencies
competencies and indicators to be and
achieved indicators to be achieved
Not Suitable  1 2 3 4 5 6 7 8 9 10  Corresponding

b. Composition of learning material

Not Systematic Systematic
Not in the form of written subject matter The main material is arranged in grains -
in order and incomplete. items in order and complete.

Not Systematic  1 2 3 4 5 6 7 8 9 10  Systematic

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c. Teaching materials (in the attachment)
Incomplete Complete
Only contains facts / concepts / Contains facts, concepts, principles,
principles / procedures Only. procedures relevant in full.

Incomplete  1 2 3 4 5 6 7 8 9 10  Complete

3. Learning Strategies

a. Models, approaches, and learning methods

Incomplete Complete
Written incomplete and incompatible Written in full and in accordance with
KD, material characteristics and KD, the characteristics of the material
characteristics being taught and student characteristics.
Students.

Incomplete  1 2 3 4 5 6 7 8 9 10  Complete

b. Learning steps / syntax

Not Suitable Corresponding
Not in accordance with the learning In accordance with the learning model
model used. used
Not Suitable  1 2 3 4 5 6 7 8 9 10  Corresponding

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 c. Stages of learning activities
Incomplete Complete
Only includes one stage Includes preliminary, core and
introduction / core / cover only and not closing and accompanied by time
accompanied by time allocation at each allocation at each stage.
stage.
Incomplete  1 2 3 4 5 6 7 8 9 10  Complete

d. Application of active learning

Not visible Visible
Learning steps do not reflect active Learning steps reflect active learning (eg:
learning. form groups, students are invited
conduct experiments, observations
environment, etc.)
Not Visible  1 2 3 4 5 6 7 8 9 10  Visible

4. Selection of Learning Media

Not Suitable Corresponding
Not suitable with learning objectives, In accordance with learning objectives,
learning material, class conditions, and material learning, class conditions, and
not pay attention to safety. pay attention to safety.

Not Suitable  1 2 3 4 5 6 7 8 9 10  Corresponding

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5. Selection of Learning Resources
Incomplete
Only one type, printed book / hand
out / electronic teaching materials (IT)
only and not paying attention to
relevance and update.
Incomplete  1 2 3 4 5
Complete
Includes printed material (books, hand
outs, and others.), Electronic teaching
materials (IT), and environment, and pay
attention relevance and up-to-date.
6 7 8 9 10  Complete

6. Evaluation

a. Scope of assessment aspects

Incomplete Complete
Only includes one aspect, attitude or Includes aspects of attitude, knowledge,
knowledge or skills. and skills.
Incomplete  1 2 3 4 5 6 7 8 9 10  Complete

b. Conformity assessment with objectives / indicators

Not Suitable Corresponding
Evaluation is not in accordance with the Evaluation is in accordance with all
objectives / indicators. objectives / indicator.
Not Suitable  1 2 3 4 5 6 7 8 9 10  Corresponding

c. Assessment component
Incomplete Complete
Not complete, only consists of tests / Includes grids, tests / questions, answer
questions. keys, attitude instruments, skill
instruments, and scoring rubric.

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 Incomplete  1 2 3 4 5 6 7 8 9 10  Complete

7. Plan enrichment and / or remedial activities

Incomplete Complete
Not planning enrichment activities Plan / provide activities
And/ or remedial. enrichment for students who have
more ability, plan / provide remedial for
students who are have less ability, and
provide teaching materials for activities
Enrichment and remedial.
Incomplete  1 2 3 4 5 6 7 8 9 10  Complete

2. Students’ Teaching Performance Rubric

1. 1. Structure of the lesson
1 Confusing 2 Awkward 3 Coherent 4 Effective 5 Outstanding
Ideas were impeded by Ideas were hindered by Key ideas were clear and Key ideas and many Key ideas and many
significant confusion that recurring moments of easy to follow nuances were clear and nuances were very clear
was left unresolved or minor confusion, a easy to follow and revealed in ways that
frequent or severe moment of major deftly anticipated or
digressions that were confusion that eventually addressed students’
obviously passed, or digressions questions and interest
counterproductive. that were clearly off
topic
2. Style of Delivery
1 Lifeless 2 Low 3 Clear 4 Dynamic 5 Captivating
Very low on energy, Inconsistent or slightly Alert and polished, but Obviously enthusiastic or Obviously passionate or
conveying the impression low on energy, not necessarily engaged by the subject, fascinated by the subject,
the instructor may be conveying the enthusiastic; clear conveying sufficient exuding personality and

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bored, severely fatigue orimpression the instructor
distracted, or indifferentmay be tired, distracted,
to the audience ill or unsure how to
make the material
interesting
3. Students Engagement/Participation
1 Negative 2 Reserved
Students participate very Students participate very
rarely or never. Class rarely or never. Class
seems apathetic or tense, seems timid or hesitant,
as if participation is as if unsure whether or
unwelcome. when participation is
welcome.
4. Attentiveness to Students’ Active Learning
1 Rote 2 Passive
Present lesson with very Present lesson with few
few or no efforts to assess or generic efforts to
and adapt to students’ assess and adapt to
level of comprehension or students’ level of
engagement. comprehension or
engagement (e.g. “Got
it?”, “Any questions?”,
“Get working”, etc.).
Seems aware of students’
non-verbal feedback, but
does not require or build
on their active
engagement.
delivery but lacking in personality and interest interest so effectively
personality. to keep students alert and that students are visibly
attentive. captivated or highly
engaged.
3 Comfortable 4 Engaged 5 Invigorated
Students participate Students obviously feel Students obviously feel
sporadically, but class is comfortable participating excited to participate and
attentive. There is no and trust their comments trust their comments can
indication students feel are valued. Over 33% shape the lesson. Over
unwelcome or unable to participated or at least 66% participated or at
participate. At least 10% 20% participated least 40% participated
participated repeatedly. repeatedly.
3 Basic 4 Engaging 5 Masterful
Present lesson in ways Present lesson in ways Present lesson in ways
that encourage students that require students to that require students to
to think about its actively explore the actively explore the
meaning or importance. material in greater depth. material in greater depth
Responds to students’ Responds to students’ and practice applying it.
verbal and non-verbal verbal and non-verbal Clearly attentive to
feedback by adjusting feedback by adapting students’ verbal and non-
delivery, but not pedagogy in ways that verbal feedback, adapts
necessarily by adapting are generally successful. pedagogy in ways that
pedagogy. Student Student contributions are impressively
contributions have at enrich the lesson effective. Student
least some effect on the contributions
lesson. consistently enrich the
lesson.
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5. Professional Demeanor
1 Inappropriate 2 Lax 3 Acceptable 4 Committed 5 Outstanding
Some aspects of Some aspects of Demeanor is acceptable Demeanor conveys a Demeanor is of role
demeanor raise serious demeanor may weaken and does not detract or positive sense of model caliber and seems
concerns about credibility credibility or invite distract. professionalism, to have elevated the
and awareness of classroom management suggesting a serious professionalism
professional norms. issues. commitment to serving displayed by students
students well.
6. Use of Appropriate Instructional Tool (audio/visual aids, chalkboard, handout, etc)
1 Disruptive 2 Awkward 3 Neutral 4 Effective 5 Outstanding
Create substantial delays, Create minor delays, Coherent and Noticeable enhances the Greatly enhances the
distractions, or confusion, distractions, or unobtrusive, but adds lesson. lesson and the level of
either because the tool confusion, either because little value or way seem student engagement.
was used awkwardly or a potentially helpful tool gimmicky.
because a seemingly was excluded (e.g
essential tool was comments about the
excluded (e.g. extensive importance of personal
description of water letter but no letter).
cycle, but no visual
illustration.

Source: http://www.augusta.edu/pamplin/document/peerevalteaching_rubric

2. teaching performance journal

Rubric for Assessing Students Teaching Performance Journal

Grading Criteria Excellent - 4 Acceptable -3 Minimal -2 Unacceptable

Content Response to assigned Response thoughtful and Response adequately Response consists of
topic thorough and well fairly well written; most addresses some aspects unsupported opinions

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 written, with varied opinions supported with of the assigned topic; only marginally related
sentence structure and facts. opinions sometimes to the topic.
vocabulary; opinions based on incorrect
always supported with information.
facts.
Idea Development Excellent used of Good reliance upon Incomplete development Ideas not clearly stated or
examples and details to examples and details to of ideas; details and developed.
explore and develop illustrate and develop examples not always
ideas and opinions ideas and opinions. evident.
Organization Very logically organized, Contains introduction, Topics and ideas Entry is unstructured.
contains introduction; some development of discussed somewhat
development of main ideas, and conclusion. randomly; entry may
idea (or ideas and lack clearly defined
conclusion) introduction or
conclusion
Mechanics Flawless spelling and Few or no spelling Several spelling and Many instances of
punctuation. errors; some minor punctuation errors. incorrect spelling and
punctuation mistakes. punctuation.
Total

B. Students’ final grades are based on:

Students’ grades are based on:
First student’s teaching performance 30%
Second student’s teaching performance 30%
Assignment 20%
Students’ teaching performance journal 20%

Range Grade

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85-100 A
80-84 A-
75-79 B+
70-74 B

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