study-interaction plan (sap)*)

THE GRADUATE PROGRAM OF ENGLISH-LANGUAGE STUDIES, SANATA DHARMA UNIVERSITY

SAU 500 ENGLISH LITERACY

Lecture : Dr. B.B. DWIJATMOKO, M.A Credits: 3; Meetings: 14

Study-Interaction Plan (SAP)*)

Week Learning Goal Instructional

Materials Assessment Instructional Activities Learning Media References*

1 – 2 The students are able to write a well-developed, united, and cohesive paragraphs.

Good paragraphs Five well-delopmed, united, and cohesive

Lectures and discussions

LCD (PowerPoint) web (eltgallery.com)

Pope 2002; Chambers and Gregory 2006

3 – 5 The students are able 1. to make interesting,

clear, and concise slides

2. to present a talk on a scientific topic using PowerPoint

Student Presentations on various scientific topics

Student slides and presentation

Student presentations (35", 25" for presentation and 10" for questions and answers)

LCD (PowerPoint) Sound system Handouts

6 – 8 The students are able 1. to write a short paper 2. evaluate a short paper

Short Paper: paraphrase, academic style, citations, and references.

Peer and teacher evaluation using rubrics



9 – 10

The students are able 1. to write a critical paper 2. to evaluate a critical paper

Critical Review: techniques of writing critical review




11- 13

The students are able 1. to write a research

Research Paper: elements of paper


Student presentations (35", 25" for presentation

LCD (PowerPoint)

paper

2. to evaluate a

research paper

3. to present a

research paper

and 10" for questions and answers)

Sound system Handouts

*Included but not limited to; Students are encouraged to find their own sources, preferably recent journal articles.

PRESENTATION TOPICS 1. Preparation (Lindsay pp 1 – 14) 2. Writing Material (Lindsay 15 – 39) 3. Writing Process (Lindsay 39 – 54) 4. Readibility and style (Lindsay 55 – 76) 5. Publishing (Linday 77 – 95) 6. Key functions in academic writing (Murray and Hughes 3 – 44) 7. Writing structure (Murray and Hughes 45 – 84, two presentations) 8. Writing style (Murray and Hughes 85 – 98) 9. Approaching a writing project (Murray and Hughes 99 – 110) 10. Research and writing process (Murray and Hughes 119 – 136) 11. Components of a research project (Murray and Hughes 137 – 176, two presentations) 12. Research Proposal (Ellison 1 – 17) 13. Research Implementation (Ellison 18 – 69, two presentations) 14. Research Outline (Ellison 71 – 92) 15. Research Draft (Ellison 93 – 118) 16. Revision (Ellison 121 – 143) 17. Final Touch (Ellison 145 – 159)

SYLLABUS FOUNDATION COURSE SAU 500 ENGLISH LITERACY

The Graduate Program (S2) in English Language Studies

Credit : 2 Semester : 1 Course coordinator : Dr. B.B. Dwijatmoko, M.A.

I. Description This course aims at developing the students’ English language competence necessary for academic

purposes. The students are going to learn how to present a paper, to identify the major ideas and organization of academic texts, and to write short papers, critical reviews, and research papers. During the course, the students are going to spend most of their time for presentation and discussion of their work on literature, linguistics, or language teaching.

II. Course Competence The students are able to understand the ideas and organization of an academic work, write short

papers, critical reviews and research papers, and present the work. III. Course Objectives The students are able: 1. identify the steps and structure of a presentation 2. to present a paper 3. to identify the characteristics of a good paragraph 4. to write a good paragraph 5. to identify the structure of (a) a short paper, (b) ciritcal review, and (c) research paper 6. to identify and write the structure of (a) a short paper, (b) ciritcal review, and (c) research paper IV. Course Progress

NO TOPICS Week

1. Paragraphs and short paper 1-2

2. Journal article presentation (three paragraphs on given/chosen topics for each week)

3 – 5

3. Critial review and research paper 6-8

4. Short paper presentation (three paraphrases for week 7 and 8 and argumentation papers for

week 9)

9 – 10

5. Critical review project and research paper project and presentation 11-13

V. Evaluation The students' final grade is based on their weekly work (15%), presentation (30%), classroom

participation (15%), projects (40%). VI. Textbooks Birjandi, Parviz Birjandi, Seyyed Mohammad Alavi, and Mohammad Ali Salmani-Nodoushan. 2004.

Advanced Writing. Tehran: 2004 by Zabankadeh Publications.

Fulwiler, Toby.2002. College Writing: A Personal Approach to Academic Writing (3rd edition). Portsmouth: Scott, Foresman, and Company.

Murray, Neil and Geraldine Hughes. 2008. Writing up your University Assignments and Research Projects: A Practical Handbook. Berkshire: Open University Press.

Rosenwasser, David and Jill Stephen. 2009. Writing Analytically (5th edition). Boston: Thomson Wadsworth.


SAU 501 CULTURAL STUDIES

Lecture : Dr. ALBERTUS BUDI SUSANTO, S.J. Credits: 3; Meetings: 14


Week Learning Goal Instructional Materials Assessment Instructional

Activities Learning Media References*

1 Students understand the topic on introduction of cultural shared meanings

Introduction: cultural shared meanings.

Throughout the course, students must fulfil: Perfect attendance at each class, completion of all the reading on the schedule set out below, short papers (5-7 pages), final paper (10-12 pages)

Lecture 90” Q&A 60” Task distribution 30”

Power Point LCD projector Handouts

Siegel, 2009. Berbahasa Barthes, 1972. Mythologies

2 Students understand the topic on introduction of cultural shared meanings

Introduction: cultural shared meanings.

Lecture 90” Q&A 60” Task distribution 30”


Siegel, 2009. Berbahasa Barthes, 1972. Mythologies

3 Students have deeper understanding on nature, symbols and structure

Culture likely are made rather than found. Cultural representations have to be seen as socially and locally constructed. Language in fact, is deeply involved in the social construction of reality.

Presentation 45” Q&A 30” Class sharing 30” Lecture 45”


Geertz, 1983. pp.55-70 Geertz, 1973. pp. 412-453 Siegel, 1995. pp. 93-96

4 Students have deeper understanding on nature, symbols and structure

Culture likely are made rather than found. Cultural representations have to be seen as socially and locally constructed.



Geertz, 1983. pp.55-70 Geertz, 1973. pp. 412-453 Siegel, 1995. pp.

Language in fact, is deeply involved in the social construction of reality.

93-96

5 Students have deeper understanding on the topic on communities and ritual as a medium of communication

Citizenship is considered by the commoners as a (ceremonial, ritual, spectacular) activity, especially in the form of communication, rather than as an institution or a consciousness

Perfect attendance at each class, completion of all the reading on the schedule set out below, short papers (5-7 pages), final paper (10-12 pages)



Anderson, 2009;1991

6 Students have deeper understanding on the topic on cultural past and politics of language

We not only believe what we see. We also see what we believe.



Dini, 1953

Anderson,

1996;1990

7 Students have deeper understanding on the topic on on deconstruction

Deconstruction is concerned primarily not with the production of knowledge but with the process



During, 1993 Siegel, 2000 Derrida, 1982

8 Students have deeper understanding on the topic on post-colonial criticism

The aim of postcolonial criticism



Pemberton, 1998

9 Students have deeper understanding on global economy, culture hybridity and nationalism

Culture was to serve as an agency for law and order.



Adorno, 1997 Rafael, 2000

10 Students have deeper understanding on global economy, culture hybridity and nationalism

Culture was to serve as an agency for law and order.



Adorno, 1997 Rafael, 2000

11 Students have deeper understanding on the topic on politics of

A cosmopolitan, strictly speaking, as someone who’s worldly, not

Presentation 45” Q&A 30” Class sharing 30”


Baudrillad, 1993 Ajidarma, 1999 Siegel, 1998

cosmopolitan presentation because of world travel, but because of their exposures to the other cultures

Lecture 45”

12 Students have deeper understanding on the topic on politics of cosmopolitan presentation

A cosmopolitan, strictly speaking, as someone who’s worldly, not because of world travel, but because of their exposures to the other cultures



Baudrillad, 1993 Ajidarma, 1999 Siegel, 1998

13 Students have deeper understanding on several selected readings



Anderson, 1998. Mrazek, 2006 Sears, 1996 Siegel, 2010, 2000 Dirks, 1998

14 Students have deeper understanding on several selected readings



Anderson, 1998. Mrazek, 2006 Sears, 1996 Siegel, 2010, 2000 Dirks, 1998


SYLLABUS FOUNDATION COURSE SAU 501 CULTURAL STUDIES


Credit : 3 Semester : 1 Course Coordinator : Budi Susanto S.J., Ph.D PURPOSE OF THE COURSE This course is to introduce students to the ways in which (certain) social scientists use general conceptions of society and culture to interpret and translate collective activities, beliefs, and values. The first part of the course will be concerned with the regularities that can be discerned behind the improvisations and conflicts of social life. The second part will deal mainly with attempts to make the ideas of other cultures (or of one’s own) intelligible by demonstrating that they fall into logical patterns or that they reflect the structure of the mind. However, as the scholars turn their attention to processes of domination, displacement, and diasporic imagination, can the concepts of cultural areas or local cultures retain their analytical salience? Or are they too deeply implicated in (hegemonic) colonial and neocolonial structures of knowledge to provide any alternative intellectual purchase? With hybridity, fragmentation, mobility, and marginality celebrated, and continuity and coherence rendered suspect, can one still speak with confidence of “culture” as a relatively discrete system of shared meanings? With regard to the politics of Eurocentrism, patriarchy and hegemony, cultural studies methodologies offer great potential for representing such contemporary issues as post-structuralism, postcolonialism, globalization, and multiculturalism. The assigned articles are intended to present topics that will be discussed in the lectures. Most of the books are ethnographic case studies illustrating particular theoretical approaches and providing materials for further analysis. COURSE REQUIREMENTS l. Perfect attendance at each class! This is a course where you need to be in class all the time, to

keep up with the conversation. A pattern of un-excused absences will definitely result in a lowered course grade.

2. Completion of all the reading on the schedule set out below. Class participation throughout the course also will be calculated in terms of the quality of your formal, in class presentation of certain papers.

3. The course will have several short papers (5-7pages) on the reading material and several case study as we go along. And, for the end of the course, you'll complete the 10 to 12 pages typed, double spaced paper on a topic of your own design within the topic of this course. You must complete all of these assignments in order to pass the course.

4. Academic honesty policy for the course: that any instance of cheating such as plagiarism in this class will result in an automatic F for that assignment and also a letter to your Class Dean.

Week 1-2: INTRODUCTION: CULTURAL SHARED MEANINGS, Revisited James T. Siegel

2009 “Berbahasa,” dalam Sadur. Sejarah Terjemahan Di Indonesia Dan Malaysia. Henri Chambert Loir (ed.), Jakarta: K.P.Gramedia, Ecole Francaise d’Extreme-Orient, Forum Jakarta-Paris, Pusat Bahasa, Universitas Pajajaran. pp..339-342

Roland Barthes 1972 Mythologies. New York: Hill & Wang. pp.109-127 Week3-4: NATURE, SYMBOLS, AND STRUCTURE, Revisited

Cultures likely are made rather than found. Cultural representations have to be seen as socially and locally constructed. Language, in fact, is deeply involved in the social construction of reality.

Clifford Geertz 1983 Local Knowledge. Further Essays in Interpretive Anthropology. New York: Basic Books, Inc.

Chapter 3, “From the Native’s Point of View: On the nature of Anthropological Understanding.” pp.55-70

1973 The Interpretation of Cultures. New York: Basic Books, Inc.Chapter 15, “Deep Play: Notes on the Balinese Cockfight,” pp.412-453

James T. Siegel 1995 “In Place of an Interview,” in Indonesia, Volume 59, April 1995, pp. 93--96. Week 5: COMMUNITAS & RITUAL AS A MEDIUM OF COMMUNICATION

Citizenship is considered by the commoners as a (ceremonial, ritual, spectacular) activity, especially in the form of communication, rather than as an institution or a consciousness.

Benedict Anderson 2009 “Bahasa Tanpa Nama,” in Sadur. Sejarah Terjemahan Di Indonesia Dan Malaysia. Henri

Chambert Loir (ed.), Jakarta: K.P.Gramedia, et.all. pp. 1991 Imagined Communities. Reflections on the Origin and Spread of Nationalism. London: Verso,

revised edition, chapters 1, 2 & 3, pp.1-46 Week 6: CULTURAL PAST & POLITICS OF LANGUAGE

We not only believe what we see. We also see what we believe. In the midst of a great, confusing, stressful and enormously promising historical transition - with competing identities, cultural fragmentation and different modes of experience in terms of time and space - one of the most important discourses on global economy and cultures is that it has to do with a change not so much in what we believe as in how we believe.”

N.H. Dini 1953 “Djataju,” in Dua Dunia. Bukittinggi: N.V. Nusantara. pp.29-41 Benedict R.O’G. Anderson 1996 Mythology and the Tolerance of the Javanese. Ithaca: SEAP, Cornell University. pp.5-22 & 39-45. 1990 Language And Power. Exploring Political Cultures in Indonesia. Ithaca: Cornell University Press.

Chapters 4 & 5, pp.123-193

Week 7: ON DECONSTRUCTION Deconstruction is concerned primarily not with the production of knowledge but with the process and practice of articulation

Simon During 1993 “Postmodernism of Post-Colonialism Today,” in Postmodernism. A Reader. New York: Columbia

University Press, pp.448-462 James Siegel, 2000 “K O L O M,” in Indonesia. no.69, April. Cornell Modern Indonesian Project, Ithaca, New York. Jacques Derrida 1982 Of Grammatology. Baltimore: The Johns Hopkins University Press. Chapter 2, “Linguistics and

Grammatology,” pp.27-73

Week 8: POST-COLONIAL CRITICISM The aim of postcolonial criticism is to expose gaps, absences and ambivalence in historical representations, to identify moments of rupture where the exercise of imperial power is incomplete and/or compromised by colonial resistance, to elicit suppressed or forgotten (subaltern) histories, and to problematise the very mode through which “history” has accrued its authority as “truth.”

John Pemberton 1998 “Disorienting Culturalist assumptions: A View From ‘Java’,” N.B. Dirks (ed), In Near Ruins:

Cultural Theory at the End of the Century. Minneapolis: University of Minnesota Press. pp.119-146

Week 9-10: GLOBAL ECONOMY, CULTURE HYBRIDITY & NATIONALISM

The fact that societies are structured unequally, that individuals are not all born with the same access to education, money, health-care, etc. and it worked in the interest s of those who have fewest resources. Culture was to serve as an agency for law and order. Transnational corporatism is a process of decomposing the state; and along with it, of economization of culture.

Adorno, Th. & M. Horkheimer 1997 “The culture industry: enlightenment as mass deception” in The Cultural Studies Reader.

S.During (ed.) London & New York:Routledge. pp.29-48 Rafael, Vicente L. 2000White Love and Other Events in Filipino History. Manila: Ateneo de Manila University Press & Duke University Press. Chapter 5, “Patronage, Pornography, and Youth. Ideology and Spectatorship during the Early Marcos Years,” pp.122-161.Chapter 6, “Taglish, or the Phantom Power of the Lingua Franca,” pp.162-189

Week 11-12: POLITICS OF COSMOPOLITAN REPRESENTATION A cosmopolitan, strictly speaking , as someone who’s worldly, not because of world travel, but because of their exposures to other cultures.

Jean Baudrillard 1993 “The Evil Demon of Images and The Precession of Simulacra,” in Postmodernism. A Reader.

T.Docherty ed. (New York: Columbia University Press, 1993), pp.194-199. Seno Gumira Ajidarma 1999 “Clara,” translated by Michael Bodden, in Indonesia 68, October. pp. 157-163 James T. Siegel 1998“Early Thoughts on the Violence of May13-14, 1998 in Jakarta,” in Indonesia 66, October. pp.77-108

Week 13-14: SELECTED READINGS Benedict Anderson 1998 The Spectre of Comparisons. Nationalism, Southeast Asia and the World. New York: Verso Rudolf Mrazek 2006 Engineers of Happy Land. Technology and Nationalism in a Colony. Princeton: Princeton

University Press. Laurie J. Sears 1996 Fantasizing The Feminine in Indonesia.Durham & London: Duke University Press James T. Siegel 2010 Objects and Objections of Ethnography. Fordham University Press 2000 Penjahat Gaya (Orde) Baru.Eksplorasi Politik dan Kriminalitas. Yogyakarta: LKIS. Translation of A

New Criminal Type in Jakarta: Counter-revolution Today. Duke University Press Nicholas B. Dirks 1998 In Near Ruins: Cultural Theory at the End of the Century. Minneapolis: Univ. of Minnesota Pres


SAU 502 FOUNDATION OF ENGLISH LINGUISTICS

LECTURE : DR. B.B. DWIJATMOKO, M.A CREDITS: 3; MEETINGS: 14


Week Learning Goals Instructional Materials Assessment Instructional


1 The students are able 1. to write a well-

developed, united, and cohesive paragraphs.

2. to gain some understanding on the nature and characteristics of language

3. to elaborate ideas on the characteristics and the nature of language and language studies in a writing

Language and Linguistics 1. definition and

characteristics of language

2. nature and approaches to language studies

Five well-developed, united, and cohesive paragraphs about some characteristics of Language

Lectures and discussions

1. LCD (Powerpoint)

2. web (eltgallery.com)

3. Handouts


2 – 3 The students are able 1. to make

interesting, clear, and concise slides

2. to gain some

English phonological system 1. phonemes: types,

production, and realization

1. Student slides and presentation

2. Peer and teacher feedbacks to students’

1. Student presentations (35", 25" for presentation and 10" for

1. LCD (Powerpoint)


3. Handouts

insights on English phonology; the nature and the distribution of English phonemes, the difference between phones and phonemes, the rules of patterns.

3. to present a talk on a scientific topics on English phonology using PowerPoint

2. phonological processes and rules

3. supra-segmental phonemes: types, distribution, and combination patterns (intonation)

4. syllables

presentation based on rubrics

questions and answers)

2. Lectures and discussions on the topics

3. Exercises and practices

4 – 5 The students are able 1. to gain some

insights on English morphology

2. to explain the nature of morpheme and word

3. to exemplify the types and the variants of English morphemes

4. to explain and exemplify the distribution of English morphemes

5. to explain and to exemplify morphological process in English

6. to write a short

Morphemes and words 1. Nature, types, and

variants of morpheme 2. Distribution of English

morphemes 3. Morphological processes

1. Peer and teacher evaluation using rubrics

2. A short comprehensive paper on morphology

1. Student presentations (35", 25" for presentation and 10" for questions and answers)



1. LCD (Powerpoint)


3. Handouts

paper on English morphology

7. evaluate a short paper on English morphology

7 – 10 The students are able 1. to gain some

insights on Systemic Functional Grammar

2. to analyze linguistic units using Systemic Functional grammar approach

3. to mentions the elements of Functional Grammar analysis

4. to write a critical paper on systemic functional grammar

5. to evaluate a critical paper on systemic functional grammar

Sentence structure 1. Functional analysis and

intermediate constituent (IC) analysis

2. Phrase structure and CTV analysis

3. Systemic functional grammar approach

1. Peer and teacher online evaluation using rubrics

2. A short comprehensive paper on systemic functional grammar

3. A take-home exercise analyzing a text using systemic functional grammar


2. Lectures and

discussions on

the topics.


1. LCD (Powerpoint)

2. Web (eltgallery.com)

3. Handouts

11 - 12

The students are able 1. to gain some

insights on the nature of English semantics

2. to describe the meaning of words and phrases

3. to mention the

Word and sentence meanings 1. Semantic features of

verbs, nouns, and adjectives

2. Meaning relations 3. Phrase and sentence

meanings


2. Peer feedback on the paper on semantics

3. Teacher evaluation to the paper


LCD (Powerpoint)

relation of structure and meaning in phrases and meanings

4. to write a critical paper on semantics

5. to evaluate a critical paper on semantics

13 The students are able 1. to gain some

insights on English sociolinguistics

2. to mention the differences of English dialects

3. to explain the language planning done in some communities

4. to write a research paper on sociolinguistics

5. to evaluate a research paper on sociolinguistics

6. to present a research paper on sociolinguistics

Sociolinguistics 1. Dialects of English 2. British and American

English 3. Statuses of language

4. Language varieties 5. Language planning


2. Feedbacks from the teacher to the paper


LCD (Powerpoint)

*Included but not limited to; Students are encouraged to find their own sources, preferably recent journal articles. PRESENTATION TOPICS: 1. Preparation (Lindsay pp 1 – 14) 2. Writing Material (Lindsay 15 – 39)

3. Writing Process (Lindsay 39 – 54) 4. Readibility and style (Lindsay 55 – 76) 5. Publishing (Linday 77 – 95) 6. Key functions in academic writing (Murray and Hughes 3 – 44) 7. Writing structure (Murray and Hughes 45 – 84, two presentations) 8. Writing style (Murray and Hughes 85 – 98) 9. Approaching a writing project (Murray and Hughes 99 – 110) 10. Research and writing process (Murray and Hughes 119 – 136) 11. Components of a research project (Murray and Hughes 137 – 176, two presentations) 12. Research Proposal (Ellison 1 – 17) 13. Research Implementation (Ellison 18 – 69, two presentations) 14. Research Outline (Ellison 71 – 92) 15. Research Draft (Ellison 93 – 118) 16. Revision (Ellison 121 – 143) 17. Final Touch (Ellison 145 – 159)

SYLLABUS FOUNDATION COURSE SAU 502A FOUNDATION OF ENGLISH LINGUISTICS


Credit : 3 Semester : 1 Course Coordinator :Dr. B.B. Dwijatmoko, M.A. I. Course Description: This course is meant to provide sound foundation of linguistic knowledge and skills in linguistic analysis. It covers basic and essential as well as advanced concepts in linguistics, which are required for describing, explaining and analyzing various linguistic phenomena. This deals with linguistic recent issues, topics, and materials presented in multiple processes; requires partnership between lecturers and students and among students; and celebrates the participants’ diversity and open-mindedness as well as the participants sound mastery of theories and their applicability. II. Course Objectives Competence: At the end of the course, the students acquire the following competences: 1) master various concepts in and nature of linguistics 2) master various aspects of linguistic studies 3) understand various purposes and uses of language expressions, 4) conduct analyses on English linguistic data. Compassion: At the end of the course, the students are able to 1) understand others’ difficulties in mastering language 2) help others in conducting communication Conscience: At the end of the course, the students are able to 1) use language truthfully 2) use language effectively and efficiently

IV. Course Progress:

Week Topic Source (Author & Page) 1. What is linguistics? Aitchison, pp. 3-11 Basic concepts in functional grammar Lock, pp. 1-21 2. What is language? Aitchison, pp. 12-33; Poole, pp.1-8; Fromkin, pp. 2-25; Finegan , pp. 6-14. Representing things (I), Lock, pp. 22-42 3. Phonetics Aitchison , pp. 44-46; Poole, pp 41-54; Fromkin, pp. 204-46; Finegan, pp. 79-106 Representing things (II), Lock, pp. 43-66 4. Phonology Aitchison, pp. 46-54; Poole, pp. 55-72; Fromkin, pp. 247-315, Finegan, pp. 109-141 Transitivity of action processes, Lock, pp.67-86 5. Morphology Aitchison, pp. 56-66; Poole, pp. 73-88; Fromkin, pp.60-99 Ergavity, phrasal verbs, and phase Lock, pp. 87-102 6. Syntax Aitchison, pp. 69-86; Poole, pp. 83-95; Fromkin, pp. 100-150; Finegan, pp.145-76 Transitivity of mental and verbal processes, Lock, pp. 103-125 7. Semantics Aitchison, pp. 88-9; Poole, pp. 21-40, Fromkin, pp. 151-203 ,Alip 1, Finegan, pp. 179-220 Transitivity of relational and existential processes, Lock, pp. 126-46 8. Mid Test 9. Sociolinguistics Aitchison, pp.104-30; Poole, pp. 96-122; Fromkin, pp. 398-441; Finegan, pp. 361-408

Tense and temporal adjuncts, Lock, pp. 147-73 10. Psycholinguistics Aitchison, pp. 131-140; Fromkin, pp. 360-372; O’Grady, pp. 416-437 Speech acts and mood, Lock, pp. 174-91 11. Historical Linguistics Aitchison,pp.159-90;Poole, pp.123-76; Fromkin, pp.442-86, Finegan, pp.499-53 Modal auxiliaries and modality, Lock, pp. 192-218 12. Stylistics Aitchison, pp. 147-130; Barry, pp. 204-219; Leech, pp. 10-41 Textual Meaning, Lock, pp. 219-229 13. Topics in TG (X’ & Movements) Cook (pp.86-120), Alip 2 14. Themes and focus, Lock, pp. 230-45, 15. Complex sentences, Lock, pp. 246-64 . V. Evaluation: Final grades are determined by individual students’ test averages (40% for the midtest, 40% for the final), fulfillment of minimum attendance, class participation and completion of assignments (20%). VI. Learning-Teaching Activities: The classroom activities consist of lectures, discussions, question-and-answer sessions, and group-presentations. The class procedure typically starts with 30-minute homework checking, followed by a 30-minute group presentation and a 45-minute follow-up discussion. The last 45-minutes are spent on the lecturer’s treatment on the topic of the day. In group presentations, each group must download at least two recent internet sources on the assigned topics and upload them in workstation hard disks for class use. Presentation must be in the form of an academic paper and MUST NOT be copy-and-paste products and presented in both paper forms and power-point files. Students’ outside-classroom consists of text-reading, homework completion, internet-browsing and paper and power-point preparation. VI. Sources: Aitchison, Jean. 2003. Linguistics. New York: Hodder and Soughton. Alip, Francis Borgias. 2000. Language as a Vehicle of Meaning. In In Search of Meaning (ed. Novita Dewi). Yogyakarta: Sanata Dharma University Press, pp. 1-12. Alip, Francis Borgias. 2006. Why TG. Phenomena, Journal of Language and Literature. Vol. 10, No. 1, June 2006 Barry, Peter. 2002. Beginning Theory: an Introduction to Literary and Cultural Studies.New York: Manchester University Press. Cook, V.J. 1988. Chomsky’s Universal Grammar: an Introduction. New York: Basil Blackwell Inc. Finegan, Edward. 2004. Language: Its Structure and Use. Boston, Mass.: Thomson Wadsworth. Fromkin, Victoria, David Blair & Peter Collins, 1996. An Introduction to Language. (4thEd.) Sydney: Harcourt. Lock, Lock. 1996. Functional English Grammar: an introduction for second language teachers. New York: Cambridge University Press, 1996. Leech, Geoffrey N & Michael H. Short. Style in Fiction. 1981. New York: Longman. O’Grady, William, Michael Dobrovolsky & Francis Katamba. 1996. Contemporary Linguistics: an Introduction. New York: Longman Poole, Stuart C. 1999. Introduction to Linguistics. New York: Palgrave. (Francis Borgias Alip, Fall 2013)

FOUNDATION OF ENGLISH LINGUISTICS LESSON UNIT PROGRAMS

WEEK, TOPIC, & SOURCE LEARNING TEACHING ACTIVITIES 1. What is linguistics? Aitchison,

pp. 3-11 Basic concepts in functional

grammar Lock, pp. 1-21

- Students read the course syllabus - Students are assigned topics for future class presentation - Students read course materials 1 - Students discuss course materials content with the

lecturer’s assistance through presentation - Students receive course materials 2 and worksheet 1

2. What is language? Aitchison, pp. 12-33; Poole, pp.1-8; Fromkin, pp. 2-25; Finegan , pp. 6-14.

Representing things (I), Lock, pp. 22-42

- Students submit completed worksheet 1. - Students read course materials 2. - Students discuss course materials content with the

lecturer’s assistance through group presentation - Students receive course materials 3 and worksheet 2

3. Phonetics Aitchison , pp. 44-46; Poole, pp 41-54; Fromkin, pp. 204-46; Finegan, pp. 79-106

Representing things (II), Lock, pp. 43-66


lecturer’s assistance through group presentation - Students receive course materials 4 and worksheet 3.

4. Phonology Aitchison, pp. 46-54; Poole, pp. 55-72; Fromkin, pp. 247-315, Finegan, pp. 109-141

Transitivity of action processes, Lock, pp.67-86


lecturer’s assistance through group presentation. - Students receive course materials 5 and worksheet 4.

5. Morphology Aitchison, pp. 56-66; Poole, pp. 73-88; Fromkin, pp.60-99

Ergavity, phrasal verbs, and phase Lock, pp. 87-102



6. Syntax Aitchison, pp. 69-86; Poole, pp. 83-95; Fromkin, pp. 100-150; Finegan, pp.145-76

Transitivity of mental and verbal processes, Lock, pp. 103-125



7. Semantics Aitchison, pp. 88-9; Poole, pp. 21-40, Fromkin, pp. 151-203 ,Alip 1, Finegan, pp. 179-220. Transitivity of relational and existential processes, Lock, pp. 126-46



MIDTEST

8. Sociolinguistics Aitchison, pp.104-30; Poole, pp. 96-122; Fromkin, pp. 398-441; Finegan, pp. 361-408

- Students receive mid-test paper sheets and check their answers. - Students read course materials 8. - Students discuss course materials content with the

Tense and temporal adjuncts, Lock, pp. 147-73


9. Psycholinguistics Aitchison, pp. 131-140; Fromkin, pp. 360-372; O’Grady, pp. 416-437

Speech acts and mood, Lock, pp. 174-91



10. Historical Linguistics Aitchison,pp.159-90;Poole, pp.123-76; Fromkin, pp.442-86, Finegan, pp.499-53

Modal auxiliaries and modality, Lock, pp. 192-218



11. Stylistics Aitchison, pp. 147-130; Barry, pp. 204-219; Leech, pp. 10-41

Textual Meaning, Lock, pp. 219-229



12. Topics in TG (X’ & Movements) Cook (pp.86-120), Alip 2

- Students submit completed worksheet 11 - Students read course materials 12. - Students discuss course materials content with the


13. Themes and focus, Lock, pp. 230-45, Complex sentences, Lock, pp. 246-64



14. Complex sentences, Lock, pp. 246-64


lecturer’s assistance through group presentation. - Students receive explanation about final papers and grading

procedure - Students receive worksheet 14.


SAU 503A FOUNDATIONS OF ENGLISH LITERATURE

Lecture : Novita Dewi, M.S., M.A., Ph.D. Credits: 3; Meetings: 14


Week Learning Goal Instructional Materials Assessment Instructionl Activities Learning Media References*

1 Students understand how the course is to be conducted and introductory insights on English Literature Studies

“What is English?”; Today’s English Literature; “Why englishes?”

N/A Lecture 90” Q&A 60” Task distribution 30”


Pope 2002; Young 2008

2 Students receive some overviews on Language, Literature and Communication

Nature of language; “What is and is not literature?”; literary genres for communication

N/A Lecture 90” Q&A 30” Class discussion 60”



3 Students have some deeper understanding about Language, Literature and Communication

Discourse; Discourse Analysis for reading literary texts

Individual-assessment based on presentation and class comments; Problem solving


Power Point LCD projector Student’s Handouts


4 Students have the proper understanding of Literature as Communication Tools

Text; Context; Intertextuality

Quiz; Individual-assessment based on presentation and class comments




5 Students have the proper understanding of Genre in

The Canons and the Classics; Behind the

Quiz; Individual-assessment based

Presentation 45” Q&A 30”

Power Point LCD projector

Pope 2002; Montgomery et


Literature white-dead-male-authored texts

on presentation and class comments

Class sharing 30” Lecture 45

Student’s Handouts

al. 2007

6 Students have deeper understanding of Literary Genres

Poetry; Autobiography and Holy Books


Presentation 45” Q&A 30” Class sharing 30” Lecture 45


Pope 2002; Montgomery et al. 2007

7 Students have deeper understanding of Literary Genres

Drama/Variety of Plays Individual-assessment based on presentation and class comments; Problem solving




8 MIDTERM EXAMINATION WEEK

9 Students have the proper understanding of Ways of Reading and Ways of Writing

Images and Imagery Quiz; Individual-assessment based on presentation and class comments




10 Students have deeper understanding of Ways of Reading and Ways of Writing

Characters; Characterization and Subject





11 Students have deeper understanding of Ways of Reading and Ways of Writing

Setting; Foreground and Background






12 Students have the proper understanding of Literary Theory and Approach

Practical Criticism to Structuralism





13 Students deeper understanding of Literary Theory and Approach

Marxism to New Historicism






Poststructuralism to Feminism






Postcolonialism to Multiculturalism





*Included but not limited to; Students are encouraged to find their own sources, preferably recent journal article

SYLLABUS FOUNDATION COURSE SAU 503A FOUNDATION OF ENGLISH LITERATURE


Credit : 3 Semester : 1 Course Coordinator :Novita Dewi, M.S., M.A., Ph.D. I. COURSE DESCRIPTION

The aim of the course is to learn basic skills in English literature studies. It will examine the ways in which creative literature directly relates to the personal, social, political and spiritual aspects of people’s life. The word “English” here is used as the name for world resources of languages, cultures, groups and peoples, hence approachable to national/international and global/local repositioning. This course will also pay attention to some key vocabularies and primary critical skills to access a variety of literary genres across times and a handful of literary theories (introductory in nature) by means of critical reading. II. TARGET COMPETENCE A. STANDARD COMPETENCY

To identify various kinds of literary texts as to know how they shape meanings. B. BASIC COMPETENCIES The course objectives are as follows:

1. Distinguish literature from other texts; 2. Apply basic literary elements and major critical approaches to some assigned reading of

texts; 3. Explain major movements in Literature and their relevances with contemporary contexts.

III. STUDY PROCEDURE

Students are expected to find other references, preferebly in the form of recent journal articles, in addition to the texbooks listed in this course.

Presentation and submission of a one-page response essay on the topic(s) of the week begins on Week Three. If you are assigned to do a class presentation on that week, you may submit your response essay within a week. Please note that the topic chosen for the presentation should be different from the essay topic.

Class Presentation is an individual assignment, but you need to liaise with other presenting student of the week in order to avoid unnecessary repetition. Each presenter has 30 minutes to present the chosen topic and s/he is to provide handout(s) for the whole class to aid the presentation. Ability to incorporate reading materials from the texbooks and your own additional reference is highly appreciated. Please be mindful that Class Presentation is to be delivered in a lively and engaging way, rather than simply reading out from notes or power point.

IV. TASKS Class Presentation is conducted weekly throughout the semester on the following topics.

Week 1 27 August

English Literature Today: An Overview L

Week 2 3 September

What is literature? L

Week 3 10 September

Kinds of Literature S

Week 4 17 September

Reading Good Books S

Week 5 24 September

Ways of Reading: Theme, Character S

Week 6 1 October

Ways of Reading: Style, Imagery S

Week 7 8 October

Irony, Symbols S

Week 8 15 October

Midterm Examination

Week 9 22 October

Theory and Criticism S

Week 10 29 October

Theory and Criticism (Cont’d) S

Week 11 5 November

Literature for Classroom Use S

Week 12 12 November

Children Literature: Definition S

Week 13 19 November

Children Literature: Ideas and Exploration S

Week 14 26 November

Literature and Language Teaching S

Week 15 3 December

Revision L

V. EVALUATION Ten (10) Best Weekly Response Essays (25%), Active Class Participation (20%), Midterm Examination (25%) and Final Examination (30%).

Mid Term Examination is due on Friday, 15 October 2014; and Final Exam, 19 December 2013. Please use MLA Handbook (2009 edition or newer) as guidelines when writing your papers. As a gentle reminder, late submission will not be entertained. VI. SUGGESTED READING Dewi, N. “As Simple as ABC…” Phenomena: Journal of Language and Literature 10. 1 (June 2006): 49 – 57

[Accredited Journal by DIKTI Decree No. 23a/DIKTI/Kep/2004 with ISSN 1410 – 5691]. Dewi, N. “Teaching Postcolonial Literatures: The ‘Know-How’, the ‘Know-What’ and the

‘Know-Why’” In Englishes and Literatures-in-English in a Globalised World. Singapore: NIE, 2009, pp. 205 – 2012 with ISBN: 978-981-08-2943-8 (electronic publication).

MacLean, John V. If You Teach It, They Will Read. Plymouth: Rowman and Littlefield Education, 2010. Marsh, Nicholas. How to Begin Studying English Literature, 3rd Edition. New York: Palgrave, 2002. Popp, Marcia S. Teaching Language and Literature in Elementary Classrooms, London: Lawrence

Erlbaum Associates, Publishers, 2005.

SYLLABUS FOUNDATION COURSE SAU 504A FOUNDATION OF ENGLISH EDUCATION


Credit : 3 Semester : 1 Course Coordinator : Dr. J. Bismoko I. COURSE DESCRIPTION This course is the first in English education. It is first to help you become competent in developing the system of English education, and indirectly in managing research in English education. The subject matter is essentially the liberating system of English education: universal, national, and local. Secondly, it is to help you contribute to the science and technology of English education. In the process you are required in group to submit a mini-research report on a current issue of English Education and a personal accountability about your role in the group project and about your understanding of the system of English education. I will summarize the knowledge schemata, and help you complete your project. II. TARGET COMPETENCE 1. COMPETENCY STANDARD You are able to produce an improvement plan (policy, strategic, and operational) of English education in the expandingcircle countries, particularly Indonesia, based on theory and data. 2. SPECIFIC You are able to a. Produce an improvement plan of English education based on mini-research. b. State your understanding of the system of English education. III. COURSE PROGRESSION

Mtg Topic/Sub-topic Ref

I

About the syllabus; Personal project: content mastery; group project: English education system development Lecture-1: academic inquiry system; English learning-teaching system

Syllabus Portfolio See Reff.

II Project report 1P title, contents, pointers, and quotations; 1G: mini-research outline Lecture-2: the universal system of English studies, Indonesia system of English studies

III Project report 2P: time lines, final adjustment of syllabus; G: instrumentation Lecture-3: the system of linguistics studies and of literature studies

IV Progress report 1: Focus:

V

Progress report 2: Focus:

VI Progress report 3

Focus: VII Progress report 4:

Focus:

VIII Oct 17

Mid-assessment: On the system of evaluation in English education; Reflection

IX Progress report 5: portfolio version 1 submitted; Focus:

IX X Progress report 6:;

Focus: Focus:

XI

Progress report 7: Focus:

XII Progress report 8: ; Focus:

XIII Progress report 9: editing (mechanics) Focus:

XIV Progress report 10: Focus:

XV

Project-result presentation 1: general presentation Focus: reflection; evaluation in English education

XVI

Project-result presentation 2: general presentation; general reflection

IV. TASKS You are to complete two tasks: building the knowledge schemata of the liberating system of English education and submit a group proposal of liberating curriculum of 2014 based on current theory and data. V. EVALUATION 1. Knowledge schemata building You are to deliberate the liberating system of English education. A special appreciation is due for your critical perspectives and up-to-date referencing. 2. Proposed system of English education You are to submit a proposed liberating curriculum of 2014 based on mini-research (Both projects are written in the given portfolio format. The same, non-acknowledged text claimed by two or more students will cause the cancellation of both the original and copied versions). VI. REFERENCES Required Graddol, David. 2006. English next. British Council. Richards & Rodgers. 2001. Approaches and methods in language teaching. Cambridge: Cambridge

University Press. Class 2012. Foundation of English education. Yogyakarta: the Graduate Program of ELS (published for

limited use only) Suggested Brown, Douglas H. 2000. Principles of language learning and teaching. San Francisco: Addison Wesley

Longman, Inc. _______________. 2000. Principles of language learning and teaching. NY: Longman. Brumfit, Christopher. 2001. Individual freedom in language teaching: Helping learners to develop

dialects of their own. Oxford: OUP.

Doyle, Paul Gaham, Goh, Christine C.M. & Jun Zhang, Lawrence. 2004. Language education concepts. Sinaporre: Pentice Hall.

Harman, K. 2007. Howatt, A.P.R. & Widdowson, H.G. 2004. A history of English language teaching. Oxford: OUP. Johnson, Keith. 2001. An introduction to foreign language learning and teaching. Harlow: Pearson

Education Limited. Kumaravadivelu, B. 2012. Language teacher education for global society. New York: Routlegde. P3MP-LPM USD. 2012. Pedoman model pembelajaran berbasis pedagogi Ignasian. Yogyakarta: P3MP-

LPM USD. Richards, Jack C. and Renandya, Willy A. 2002. Methodology in language teaching: An anthology of

current practice. Cambridge: CUP. Schunk, Dale H. 2008. Learning theories: An educational pespectives.Uppe Sale River: NJ: Pearson

Education, Inc.

SYLLABUS CORE COURSE : ENGLISH LINGUISTICS SLI 501A PHONETICS AND MORPHO-PHONOLOGY


Credit : 3 Semester : 2 Course Coordinator :Dr. Fr. B. Alip, M.Pd., M.A.

I. Course Description:

This course deals with both practical and theoretical aspects of English sounds and their combination into meaningful linguistic units. Description of sounds is presented through phonetic symbols and the physical nature of their production. As sounds interact with one another in their lexical realization, discussion on the interaction covers the realization in the form of words and sentences. The features under discussion include both segmental and suprasegmental aspects.

II. Course Objectives

Competence: The students are able to 1. describe English sounds 2. transcribe English sounds in the International Phonetic Alphabet, 3. understand phonological processes in English words and sentences, 4. describe English phonological processes, 5. analyze various phonological phenomena in the English language, 6. apply correct phonological features and patterns to English utterances, 7. describe word-formation in English, 8. describe phonological processes in formation of English words. Compassion: The students are able to 1. show empathy for people with speech difficulty 2. help people with speech difficulty Conscience: The students are able to 1. promote good interpersonal skill through the proper use of oral English. 2. decide when to use certain phonological and morphological in their oral communication.

III. Course progress:

Week

Topics

References

1

Introduction to Phonetic and Phonological Concepts

Finch, pp. 32-72

2 Speech sounds and their production Sounds and symbols Pronunciation practice

Geigerich, pp. 1-26; Ladefoged, pp.1-17; McMahon, pp. 1-11.

3 English consonants and Vowels Geigerich, pp. 29-87; Ladefoged, pp. 49-

Pronunciation practice 72; 217-38

4 English consonant features Collins & Mees, pp.77-100. McMahon, pp. 23-35, 67-78

5

English vowel phonological features

Geigerich, pp. 89-128

6 Suprasegmental phonology Collins & Mees, pp. 101-116 7 Melody of English speech Collins & Mees, pp. 117-132 PROGRESS TEST 1 (all presented materials)

8 English syllables

Syllabification practice Giegerich, pp. 130-177 McMahon, pp.104-116.

9 Word stress Stress in phrases, sentences and connected speech

Giegerich, pp. 179-206; 249-89 McMahon, pp. 117-132 Collins & Mees, pp. 174-235. Carr, pp. 33-49.

10 Phonetic representations & derivations: phoneme realization

Giegerich, pp. 208-47; 291-323 Carr, pp. 157-172

11 Basic Concepts in Morphology Szymanec, pp. 13-31 Matthews, pp. 1-41

12 Word formation in English Matthews, pp. 42-93 Szymanec, pp. 135-302

13 English morphological processes Symanec, pp. 32-104

14 English morphological processes Mathews, pp. 102-144

IV. LEARNING-TEACHING ACTIVITIES: The classroom activities consist of lectures, discussions, question-and-answer sessions, and individual presentations. The class procedure typically starts with 30-minute homework checking, followed by a 30-minute individual presentation and a 45-minute follow-up discussion. The last 45-minutes are spent on the lecturer’s treatment on the topic of the day. In the individual presentations, each presenter must download at least two recent internet sources on the assigned topics and upload them in workstation hard disks for class use. Presentation must be in power-point files. Students’ outside-classroom consists of text-reading, homework completion, internet-browsing and paper and power-point presentation.

V. EVALUATION:

The first and second progress tests are essay type questions to be answered based on the students’ mastery of the materials. The final assignment is based on the final version of individual papers presented by students in their individual presentations. Students’ final grades are determined by their completion of weekly assignments (20%), their mid-term grades (40%), and their final assignment (40%).

VI. REFERENCES:

Carr, Philip. Phonology. London: The Macmillan Press Ltd., 1993. Collins, Beverley & Mees, Inger M. Practical Phonetics and Phonology. London:

Routledge, 2003. Finch, Geoffrey. Key Concepts in Language and Linguistics. (2nd ed.) New York: Palgrave Macmillan, 2005. Giegerich, Heinz J. English Phonology, an Introduction. New York: Cambridge University Press, 1992

Ladefoged, Peter. A Course in Phonetics. (3rd ed.) New York: Harcourt Brace Jovanovich, 1993. Matthews, P.H. Morphology. (2nd ed.). Cambridge: Cambridge University Press, 1991. McMahon, April. An Introduction to English Phonology. Edinburg: Edinburg University Press, 2002. O’Grady, William; Dobrovolsky, Michael; and Aronoff, Mark. Contemporary Linguistics: an Introduction. New York: St. Martin’s Press, 1996. Szymanek, Bogdan. Introduction to Morphological Analysis. Warszawa: Panstwowe Wydawnictwo Naukowe, 1989.

PHONETICS AND MORPHOPHONOLOGY LESSON UNIT PROGRAMS

WEEK & TOPIC LEARNING TEACHING ACTIVITIES SOURCES I. Introduction to

Phonetic and Phonological Concepts

- Students read the course syllabus - Students are assigned topics for future class

presentation - Students read course materials 1 - Students discuss course materials content with

the lecturer’s assistance through presentation - Students receive course materials 2 and

worksheet 1

Finch, pp. 32-72

II. Speech sounds and their production, Sounds and symbols, Pronunciation practice

- Students submit completed worksheet 1. - Students read course materials 2. - Students discuss course materials content with

the lecturer’s assistance through group presentation

- Students receive course materials 3 and worksheet 2

Geigerich, pp. 1-26; Ladefoged, pp.1-17; McMahon, pp. 1-11.

III. English sounds; Pronunciation practice


the lecturer’s assistance through group presentation

- Students receive course materials 4 and worksheet 3.

Geigerich, pp. 29-87; Ladefoged, pp. 49-72; 217-38

IV. English consonant features


the lecturer’s assistance through group presentation.


Collins & Mees, pp.77-100. McMahon, pp. 23-35, 67-78

V. English consonant features




Geigerich, pp. 89-128

VI. English vowel

features




Collins & Mees, pp. 101-116

VII.

Suprasegmental

phonology



Collins & Mees, pp. 117-132


MIDTEST

VIII. English

syllables

- Students receive mid-test paper sheets and check their answers. - Students read course materials 8. - Students discuss course materials content with



Giegerich, pp. 130-177 McMahon, pp.104-116.

IX. Word stress,




Giegerich, pp. 179-206; 249-89 McMahon, pp. 117-132 Collins & Mees, pp. 174-235. Carr, pp. 33-49.

X. Stress in

connected speech




Giegerich, pp. 208-47; 291-323 Carr, pp. 157-172

XI. Phonetic

representation and

derivation




Szymanec, pp. 13-31 Matthews, pp. 1-41

XII. Concepts in

Morphology

- Students submit completed worksheet 11 - Students read course materials 12. - Students discuss course materials content with



Matthews, pp. 42-93 Szymanec, pp. 135-302

XIII. Word

formation in

English




Symanec, pp. 32-104

XIV. English

morphological

processes



- Students receive explanation about final papers

Mathews, pp. 102-144

and grading procedure - Students receive worksheet 14.


SLI 502 ENGLISH SYNTAX

Lecture : Dr. B.B. Dwijatmoko, M.A Credits: 3; Meetings: 14




1 The students are able 1. to explain the concepts in

traditional grammar; 2. to describe the

grammaticality of an English sentence; and

3. to identify the elements of a sentence.

Traditional Grammar 1. The nature and

characteristics of Traditional Grammar

2. The concept of grammaticality

3. The elements of a sentence

1. Peer and teacher evaluation

2. Class and take-home

3. Quizzes 4. Tests

1. Presentation 2. Discussions

and Lectures 3. Exercises and

practices 4. Quizzes




2-3 The students are able 1. to identify the ICs of a

sentence; 2. to identify the relations of

the ICs of a sentence, 3. to draw the tree diagram of

a sentence.

IC Analysis 1. The ICs of English

sentence 2. The relations of the

ICs of a sentence 3. Tree diagram of IC



3. Quizzes 4. Tests







4 The students are able to explain the goals and the study

Transformational Grammar:

1. Peer and teacher


1. Student presentations

of language in Transformational grammar.

1. General Concepts 2. Concepts in TG

Analysis

evaluation 2. Class and

take-home 3. Quizzes 4. Tests



(35", 25" for presentation and 10" for questions and answers)



5-6 The students are able 1. to explain the movements

which take place in the formation of an acceptable English sentence.

2. to identify the problems in the process of English sentence formation

Movement 1. concepts of

movements 2. types of movements in

English 3. Acceptable

movements in English



3. Quizzes 4. Tests







7-8 The students are able 1. to identify the elements of a

noun phrase 2. to analyze the structure of a

noun phrase in Transformational Grammar

Noun and Adjective Phrases 1. the elements of noun

phrases 2. stuctures of noun

phrases 3. movements in noun

phrases



3. Quizzes 4. Tests







9-10 The students are able 1. to identify the elements of a

Verb Phrase 1. the elements of verb

1. Peer and teacher


1. Student presentations

verb phrase 2. to analyze the structure of a

verb phrase in Transformational Grammar

phrases 2. stuctures of verb

phrases 3. movements in verb

phrases

evaluation 2. Class and




(35", 25" for presentation and 10" for questions and answers)



11-12 The students are able 1. to explain the formation of a

sentence in Transformational Grammar and

2. to analyze a sentence in Transformational Grammar.

Sentence Structure 1. the elements of

sentence 2. stuctures of sentence 3. movements from D-

structure to S-Stucture of English Clauses

4. movements from D-structure to S-Stucture of English Sentences



3. Quizzes 4. Tests







13-14 The students are able to 1. to explain the concepts in

systemic functional Grammar, and

2. to analyze a sentence in Systemic Functional Grammar.

Systemic Functional Grammar 1. the nature and

characteristics of Systemic Functional Grammar

2. the differences between Systemic Functional Grammar and the previous theories

3. Elements of Systemic Functional Grammar analysis



3. Quizzes 4. Tests








05. Textbooks

1. Dwijatmoko, B.B.. 2002. English Syntax. Yogyakarta: Sanata Dharma University Press. 2. Haegeman, Liliane. 1991. Introduction to Government and Binding Theory. Cambridge: Basic Blackwell Ltd. 3. Haegeman, Liliane and Jacqueline Gueron. 1999. English Grammar: A Generative Perspective. Oxford: Blackwell Publishing. 4. Quirk, Randolph, Sidney Greenbaum, Georffrey Leech, and Jan Startvik. 1985. A Comprehensive Grammar of the English Language. London:

Longman Group Ltd.

SYLLABUS CORE COURSE : ENGLISH LINGUISTICS SLI 502 ENGLISH SYNTAX


Credit : 3 Semester : 2 Course Coordinator :Dr. B.B. Dwijatmoko, M.A.

01. Description This course discusses some approaches in the study of English grammar: traditional grammar,

systemic functional grammar, and transformational grammar. It gives both the theory and the practice on the study of English grammar.

02. General Objectives The course aims at helping the students know how English sentences are constructed and

understood according to the different approaches.

03. Specific Objectives The students are able to 1. explain the theories on English sentence construction; 2. explain the construction of English sentences 3. analyze the structure of English sentences.

04. Course Progress The course progresses as follows.

NO OBJECTIVES TOPICS Contact Hours

1 The students are able to a. explain the concepts in traditional grammar; b. describe the grammaticality of an English

sentence; and c. identify the elements of a sentence.

Traditional Grammar 2

2. The students are able to a. explain the concepts in systemic functional

grammar, and b. analyze a sentence in systemic functional grammar.

Systemic Functional Grammar

3

3. The students are able to explain the goals and the study of language in transformational grammar.

Transformational Grammar: General Concepts

2

4 The students are able to a. identify the elements of a noun phrase b. analyze the structure of a noun phrase

Noun and Adjective Phrases 2

5. The students are able to a. identify the elements of a verb phrase b. analyze the structure of a verb phrase

Verb Phrase 1

6 The students are able to a. explain the formation of a sentence in

transformational grammar and

Sentence Structure 2

b. analyze a sentence in transformational grammar.

7 The students are able to explain the movements which take place in the formation of an acceptable English sentence.

Movement 2

8 Paper presentation (30 minutes) Final Paper 2

05. Textbooks 1. Dwijatmoko, B.B.. 2002. English Syntax. Yogyakarta: Sanata Dharma University Press. 2. Haegeman, Liliane. 1991. Introduction to Government and Binding Theory. Cambridge: Basic

Blackwell Ltd. 3. Haegeman, Liliane and Jacqueline Gueron. 1999. English Grammar: A Generative Perspective.

Oxford: Blackwell Publishing. 4. Legendre, Gerald, Jane Grimshaw, Sten Vikner (eds). 2001. Opimality Theoretic Grammar.

Massachusetts: Massachusetts Institute of Technology. 5. Quirk, Randolph, Sidney Greenbaum, Georffrey Leech, and Jan Startvik. 1985. A Comprehensive

Grammar of the English Language. London: Longman Group Ltd. 6. Rauh, Gisa. 2010. Syntactic Categories: Their Identification, Description in Linguistic Theories.

06. Evaluation During the course, the students write a short paper on each of the approaches to the study of

English grammar, write and present a group paper on one of the course topics (Powerpoint material), and write a paper on systemic functional grammar or on transformatinal grammar. The students also have two on-line quizzes each covering the first half semester and second half semester material, which they have to do outside class (Week 6 and Week 12) and have to pass with a minimum score of 80. The students' final grades are based on short paper (25%), group paper and presentation (25%), and papers (50%).

ASSIGNMENTS (50 minutes) Please let me know the group topic so that no two groups have the same topic and approach.

NO STUDENTS PRESENTATION DATE

TOPICS

1. March 31 Any of the three major approach or any interesting topic on English syntax: a theoretical or analytical discussion. It discusses a theory, its strengths, weaknesses, and application to solve language problems.

2. April 14 3. April 28

4. May 12

5. May 26


SLI 503 ENGLISH SEMANTICS

Lecture : Dr. B.B. Dwijatmoko, M.A Credits: 3; Meetings: 14




1 The students are able 1. to explain the concept of

meanings in semantics 2. to explain the definition of

meanings semantically 3. to describe the classification

of meanings in semantics

Classification of meanings 1. concept of meanings in

semantics

2. definition of meanings

semantically

3. classification of

meanings in semantics



3. Quizzes 4. Tests







G. Leech

2-3

The students are able 1. to explain the concept of

language socially 2. to explain the concept of

language in semiotics 3. to explain the concept of

language as social semiotics

Language as Social Semiotics 1. concept of language

socially

2. concept of language in

semiotics

3. role of language in

social semiotics



3. Quizzes 4. Tests







M.A.K. Halliday

4-5 The students are able to Componential analysis of 1. Peer and 1. Presentation 1. Student

explain componential analysis of words: noun, verb, adjective

words: 1. Nouns

2. Verb

3. Adjective

teacher evaluation


3. Quizzes 4. Tests

2. Discussions and

Lectures

3. Exercises and

practices

4. Quizzes

presentations (35", 25" for presentation and 10" for questions and answers)



6-7 The students are able 1. to explain what is

contrastive meanings 2. to explain what is

contextual meanings 3. to identify the relation

between contrastive and contextual meanings

The relation between contrastive and contextual meanings 1. definition of contrastive

meanings 2. definition of contextual

meanings 3. relation between

contrastive and contextual meanings



3. Quizzes 4. Tests







8-9 The students are able to explain the meanings of a syntactic pattern

The meanings of a syntactic pattern 1. Sentence analysis

2. Sentence meaning in a

syntactic pattern



3. Quizzes 4. Tests







10-11 The students are able: 1. to explain the meanings of

speech varieties

2. to give examples of

Meanings of speech varieties 1. examples of speech

varieties


2. Class and



1. Student presentations (35", 25" for presentation and

meanings of speech varieties

2. analysis of meanings in

speech varieties



10" for questions and answers)



12 The students are able to explain and identify the sound alternant

Sound Alternant 1. Definition of sound

alternant

2. Examples of sound

alternant



3. Quizzes 4. Tests







13 The students are able 1. to explain what is code

switching

2. to give examples on code

switching

The meanings of code switching 1. definition of code

switching

2. examples of code

switching



3. Quizzes 4. Tests

1. Presentation

2. Discussions

and Lectures

3. Exercises and

practices

4. Quizzes




14 The students are able to identify language property

Language property 1. Peer and teacher evaluation


3. Quizzes 4. Tests

1. Presentation

2. Discussions

and Lectures

3. Exercises and

practices

4. Quizzes


2. Lectures and

discussions on the topics



05. Textbooks

Halliday, M.H.K. 1978. Language as social semiotic. London: Edward Arnold. Leech, G. 1981. Semantics. Bungay, Suffolk: Penguin Books. Leech, G. 1991. Principles of pragmatics. London and New York: Longman. Nida, E.A. 1975. Componential analysis of meaning. The Hague, Paris: Mouton. Poedjosoedarmo, S. “The Javanese Speech Levels,” Indonesia, No. 8, Ithaca. New York. Poedjosoedarmo, S. “Language ettiquette in Indonesian,” in S. Udin (ed.) Spectrum, Jakarta: Dian Rakyat. Romaine, S. 1995. Bilingualism. University of Oxford: Blackwell.

SYLLABUS CORE COURSE: ENGLISH LINGUISTICS SLI 503 ENGLISH SEMANTICS


Credit : 3 Semester : 2 Course Coordinator :Dr. B.B. Dwijatmoko, M.A. Course Objectives The students are able to:

4. Explain the relation between various linguistic forms and their meanings

5. Analyze various linguistic forms into their semantic features

Course Progress

Nb Topics Source Chp

1 Classification of meanings G. Leech, 1981 2

2 Language as Social Semiotics M.A.K. Halliday 2

3 Componential analysis of words: Noun, verb, adjective

1. E. Nida

2. Papers by the graduate

students of Sanata Dharma

2 All

4 The relation between contrastive and contextual meanings

E. Nida 4

5 The meanings of a syntactic pattern Handout

6 The meanings of speech varieties Handout

7 The sound alternant Handout

8 The meanings of code switching S. Romaine, 1995 4

9 Language propriety G. Leech, 1991

Poedjosoedarmo, 1068, 1978

X p.400

Teaching and Learning Activities: Lectures, assignments, discussions. Evaluation: Quizzes for mid semester, writing paper for final semester References: Halliday, M.H.K. 1978. Language as social semiotic. London: Edward Arnold. Leech, G. 1981. Semantics. Bungay, Suffolk: Penguin Books. Leech, G. 1991. Principles of pragmatics. London and New York: Longman. Nida, E.A. 1975. Componential analysis of meaning. The Hague, Paris: Mouton. Poedjosoedarmo, S. “The Javanese Speech Levels,” Indonesia, No. 8, Ithaca. New York. Poedjosoedarmo, S. “Language ettiquette in Indonesian,” in S. Udin (ed.) Spectrum, Jakarta: Dian Rakyat. Romaine, S. 1995. Bilingualism. University of Oxford: Blackwell.


SLI 504: ENGLISH PRAGMATICS

Lecture : Prof. Dr. Soepomo Poedjosoedarmo Credits: 3; Meetings: 14


Week Learning Goal Instructional

Materials Assessment

Instructionl Activities

Learning Media

References*

1 Students receives the introduction point of the concept of pragmatics

What is pragmatics? N/A Lecture 90” Q&A 60” Task distribution 30”


Jef Verschueren: pp 1-11

2 Students have some deeper understanding on Key Notions: making choices, variability, adaptability, and angles of investigation

What are the key notions in pragmatics




Jef Verschueren pp 55-70

3 Students gain deeper understanding on Deixis: temporal, spatial, personal, discourse

What is deixis? Individual-assessment based on presentation and class comments; Problem solving



Jef Verschueren pp 18-22, A. Cruse pp. 317-324

4 Students have deeper understanding on Speech Acts

What is speech acts? Individual-assessment based on presentation and class comments; Problem solving



Jef Verschueren pp. 22-24, A.Cruse pp.345-358

5 Students have deeper understanding on Implicature and Grice’s Theory

What is implicature? What are the Grice’s Theories?




Jef Verschueren pp. 25-36, A.Cruse pp.363-375

6 Students have deeper What are the Individual-assessment Presentation 45” Power Point A. Cruse pp.

understanding on Politeness Principle

politeness principles?

based on presentation and class comments; Problem solving

Q&A 30” Class sharing 30” Lecture 45”

LCD projector Student’s Handouts

376-382

7 Students have deeper understanding on what Context is

What is context? Individual-assessment based on presentation and class comments; Problem solving



Jef Verschueren pp. 74-102

8 Students have deeper understanding on Linguistic contexts and Linguistic channels

What are linguistic contexts? What are linguistic channels?





9 Students have deeper understanding on Salience

What is salience? Individual-assessment based on presentation and class comments; Problem solving




10 Students have deeper understanding on what dynamics is

What is dynamic? Individual-assessment based on presentation and class comments; Problem solving




11 Test

12 Semester Paper


SYLLABUS CORE COURSE: ENGLISH LINGUISTICS SLI 504 ENGLISH PRAGMATICS


Credit : 3 Semester : 3 Course Coordinator : Prof. Dr. Soepomo Poedjosoedarmo I. COURSE DESCRIPTION

Second Language Acquisition (SLA) is a core course in the English Education stream of the graduate program of English Language Studies. The course examines both general and instructed second language acquisition. The general SLA covers both the description of learner language (what the learners come to know) and the explanation of learning (how the learner acquires the knowledge and why some learners are more succeddful than others) while the instructed SLA focuses more on the effects of instruction on SLA (the black box of the classsroom and the intervention into the interlanguage development). The course exposes students to what has been done and how in various research areas and also provides a sound basis for students to situate their (current and) future research in the existing SLA research context.

II. TARGET COMPETENCE A. BASIC COMPETENCIES

The students are able to explain: 1. important concepts and major approaches to pragmatics. 2. the meaning of an utterance used in an actual conversation.


Two basic textbooks used in this course are Jef Verschueren’s Understanding Pragmatics (London, New York, Sydney, Auckland: Arnold, 1999) and Meaning in Language: An Introduction to Semantics and pragmatics by Alan Cruse (Oxford University Press, 2004)

IV. TASKS

Class Presentation is conducted weekly throughout the semester on the following topics.

Week Topics Source CH Week 1 Introduction: The Concept of

Pragmatics J. Verschueren, pp. 1-11 1

Week 2 Key Notions: making choices, variability, adaptability, angles of investigation

J. Verschueren, pp. 55-70 1

Week 3 Deixis: temporal, spatial, personal, discourse

J. Verschueren, pp. 18-22; A. Cruse, pp. 317-324

1

Week 4 Speech Acts J. Verschueren, pp. 22-24; A. Cruse, pp. 345-358

2

Week 5 Implicature, Grice’s theory J. Verschueren, pp. 25-36; A. Cruse, pp. 363-375

2

Week 6 Politeness principle A. Cruse pp. 376-382 2 Week 7 Context J. Verschueren, pp. 74-102 1 Week 8 Linguistic contexts, linguistic

channels J. Verschueren, pp. 103-112 1

Week 9 Dynamics J. Verschueren, pp. 147-170 1 Week 10 Salience J. Verschueren, pp. 173-198 1 Week 11 Test 1

Week 12 Semester Paper 1

V. EVALUATION

Midterm Exam Question: Quizzes for mid-semester

Final Exam Question: Final paper

VI. SUGGESTED READING

Cruse, Alan. 2004. Meaning in Language: An Introduction to Semantics and pragmatics. Oxford University Press.

Leech, Geoffrey. 1988. Principles of Pragmatics. London and New York: Longman. Leveinson, Stephen C. 1984. Pragmatics. London, New York, New Rochelle, Melbourne, Sydney:

Cambridge University Press. Verschueren, Jef. 1999. Understanding Pragmatics. London, New York, Sydney, Auckland: Arnold.


SSI 501A: CRITICAL THEORY

Lecture : Dr. F.X. Siswadi,M.A. Credits: 3; Meetings: 14


Week Learning Goal Instructional Materials Assessment Instructionl Activities

Learning Media

References*

1 Students expose themselves to the analytical questions regarding the conception of critical theory

What is critical theory?: its position and function

N/A Lecture, class sharing and task dsitribution

Students’ handouts

Adams and Searle 2004 and Easthope and McGowan 1998

2 Students are able to debunk the basic assumptions underlying what charaterizes the ontological phase

Plato: passively imitative nature of a literary text

Individual assessment based on presentation and class comments

Presentation, class sharing, and lecture

Power Point LCD projector Students’ handouts



Aristotle: actively imitative nature of a literary text






Sidney, Dryden, and Pope: relevance of a literary text with social reality





5 Students are able to debunk the basic assumptions underlying

Johnson and Kant: modes of knowing the nature of a literary text

Individual assessment based on presentation


Power Point LCD projector Students’

Adams and Searle 2004 and Easthope and


Learning Media

References*

what charaterizes the epistemological phase

and class comments

handouts McGowan 1998

6 Students are able to debunk the basic assumptions underlying what charaterizes the epistemological phase

Wordsworth, Colleridge, and Arnold: centrality of subjectivity in rendering the nature of a literary text






8 Students are able to debunk the basic assumptions underlying what charaterizes the linguistic phase

Shklovsky, Eliot, and Richards: verbal art and self referentiallity





9 Students are able to debunk the basic assumptions underlying what charaterizes the linguistic phase

Saussure and Derrida: autonomy of language and deconstruction





10 Students are able to debunk the basic assumptions underlying what charaterizes the politically moralistic phase

Marx & Engels, Freud, and Althusser: hidden structure and ideology






Fanon and Anderson: verbal art and nation formation





12 Students are able to debunk the basic

Foucault and Bourdieu: power,discourse, and

Individual assessment based



Adams and Searle 2004 and


Learning Media

References*

assumptions underlying what charaterizes the politically moralistic phase

cultural capital on presentation and class comments

Students’ handouts

Easthope and McGowan 1998


Kolodny and Spivak: gender and its complicity with other ideologically conceptual categories






Lyotard and Guillory: reconsidering object of literary study





15 Students are able to make a critical review of the phases of the historical development of critical theory

Under what circumstances and for what objective(s) does critical theory comes about?

Class sharing and lecture



SYLLABUS CORE COURSE : ENGLISH LITERATURE SSI 501A CRITICAL THEORY


Credit : 3 Semester : 2 Course Coordinator : Mutiara Andalas, S.J., S.TD. I. COURSE DESCRIPTION Critical theory is not a self-sufficient activity, spontaneously responding to the so called “literature”. Therefore, this course will treat critical theory as a discursive practice. Its formation and development does not occur merely wihin its own literary system. It cannot set itself free from other fields of study like philosophy, linguistics, aesthetics, nor can it get itself detached from contemporary issues of class, gender, and race. Apart from that, this course will give a critical overview of the constitutive ideas of critical theory, dealing with the question of under what circumstances and for what objective(s) critical theory comes about. The phases of its historical development include respectively the ontological, epistemological, linguistic, and politically moralistic ones. II. TARGET COMPETENCE

The course objectives are as follows: 1. identify the definition, nature, position, and function of critical theory; 2. recognize the dynamics of the formation of critical theory.

III. STUDY PROCEDURE A required reading for this course is Critical Theory Since Plato (2004) edited by Hazard Adams and Leroy Searle. Students are assigned to a do a presentation on excerpts or essays of the critics or philosophers selected from the basic reference. IV. TASKS The class presentation is conducted weekly throughout the semester on excerpts or essays by the following critics or philosophers.

Week 1 Introduction Week 2 Plato Week 3 Aristotle Week 4 Sidney, Dryden, and Pope Week 5 Johnson and Kant Week 6 Wordsworh, Colleridge, and Arnold Week 7 Midterm examination Week 8 Shklovsky, Eliot, and Richards Week 9 Saussure and Derrida, Week 10 Marx & Engels, Freud, and Althusser Week 11 Fanon and Anderson Week 12 Foucault and Bourdieu Week 13 Kolodny and Spivak Week 14 Lyotard and Guillory Week 15 Critical review of the ideas offered by the above critics or philosophers

V. EVALUATION Active class participation (20%) Midterm examination (40%) Final Examination (40%) VI. SUGGESTED READINGS Easthope, Antony and McGowan, Kate. A Critical and Cultural Theory Reader. Toronto & Buffalo:

University of Toronto Press, 1998. Harland, Richard. Literary Theory fromm Plato to Barthes. New York: ST Martin’s Press, 1999. Tomkins, Jane P. Reader-Response Criticism: From Formalism to Post-Structuralism. Baltimore: The Johns Hopkins University Press, 1994.


SSI 502A: LITERARY CRITICISM




Learning Media References*

1 Students understand how the course is to be conducted and introductory insights on Reading Literature

How do we read? ; What is Literature?; Why do we study it?



Rivkin and Ryan(eds.) 2004; Pope 2002

2 Students receive some overviews on “What is The ory?”

Defining Criticism, Theory and Literature; Theory before ‘theory’; Liberal humanism



Rivkin and Ryan(eds.) 2004; Eagleton 2003

3 Students have the proper understanding on Basic Literary The ory

Traditional Approaches Individual-assessment based on presentation and class comments; Problem solving



Rivkin and Ryan(eds.) 2004; Bertens 2008

4 Students have the proper understanding of Basic Literary The ory

Practical Criticism Reading Exercise; Self-Assessment based on presentation and class comments






5 Students have the proper understanding of Reading for Form and Meaning

Formalism Reading Exercise; Self-assessment based on presentation and class comments




6 Students have the proper understanding of Reading for Form and Meaning

Structuralism Reading Exercise; Self-assessment based on presentation and class comments





8 Students have the proper understanding of the Politics of Reading

Post-structuralism Reading Exercise; Self-assessment based on presentation and class comments





Deconstruction Reading Exercise; Self-assessment based on presentation and class comments





Postmodernism Self-assessment based on presentation and class comments; Problem solving



Rivkin and Ryan(eds.) 2004; Bertens 2008; Eagleton 2003




New Historicism Self-assessment based on presentation and class comments; Problem solving




12 Students the proper understanding of the Politics of Reading

Marxism Self-assessment based on presentation and class comments; Problem solving



Rivkin and Ryan(eds.) 2004; Bertens 2008’ Eagleton 2003


Feminism Self-assessment based on presentation and class comments; Problem solving





Postcolonialism Self-assessment based on presentation and class comments; Problem solving



Rivkin and Ryan(eds.) 2004; Bertens 2008; Thiong’o 1994

*Included but not limited to; Students are encouraged to find the ir own sources, preferably recent journal articles.

SYLLABUS CORE COURSE : ENGLISH LITERATURE SSI 502A LITERARY CRITICISM


Credit : 3 Semester : 2 Course Coordinator : Paulus Sarwoto, M.A., Ph.D. I. COURSE DESCRIPTION

This course focuses on a number of current approaches to literature. It examines diverse literary theories under major twentieth-century theories. In particular it will examine major literary criticisms such as Structuralism, Post-structuralism, Psychoanalytic criticism, Marxist criticism, New Historicism, Gender studies, Postcolonial criticism, Narratology an Ecocritical theory. II. TARGET COMPETENCE A. STANDARD COMPETENCY

To establish foundations in the critical reading of literary texts. B. BASIC COMPETENCIES

1. Provide an overview of major critical approaches to literature; 2. Enable students to master the basic tools and vocabularies in literary criticism; 3. Develop skills in reading lirerary texts critically and analytically by applying different

approaches in order to present ideas in coherent essays. III. STUDY PROCEDURE

No Date Topic

1 13 Feb. 2014 Introduction to the course

2 20 Feb. 2014 Literary humanism:

An elegy for the canon

Shakespeare’s universalism

See text

3 27 Feb. 2014 Structuralism

The Linguistic foundation

Culler, preface-p. 36

4 6 March 2014 The world, the text and the critic Said, preface-p. 53

5 13 March 2014

Post-structuralism

Roots: Structuralism and New Criticism

Jacques Derrida: Language against itself

Norris, intro-p. 17 Norris, pp. 18-40

6 20 March 2014

Psychoanalytic Criticism

The case of Poe: Applications/implications of psychoanalysis

Felman, pp. 26-51

7 27 March 2014

Gender studies

This sex which is not one

Irigaray, pp. 23-33

8 3 April 2014 Marxist Criticism

Marxism and Literary Criticism

Eagleton’s Marxism and Literary Criticism

9 10 April 2014 New Historicism and Cultural Materialism

Introduction Shakespeare, Cultural Materialism and the New Historicism

Intro to The Power of Forms in the English Renaisance

Greenblatt, pp. 1293-1297 Dollimore, pp. 2-17

10 24 April 2014 Postcolonial Criticism

Afterword to Orientalism

Can Subaltern Speak?

Said (see text) Spivak (see text)

11 8 April 2014 Narratology

P0lot

Aristotle’s Poetics chapter VII and on

12 22 April 2014 Ecocritical theory

Major Weather

Bate (see text)

IV. TASKS

The students present each topic in turn in a seminar-like presentation in 30 minutes. We will assign the topic for each student in the first meeting. The presenter is responsible for providing hand-outs of his/her presentation to the class. Your critical presentation will determine 20% of your total score.

The students write a one-page response essay responding to the topic of the week. This essay is to be submitted in the beginning of the class session. It will contribute to the 10% of your total score.

There are two critical 2,500-word papers (35% each): mid and final paper with different topics to be submitted. The first paper is due on the 24th April in class and the topic is on the critical comparison of two different theories. The second paper is due on the 12th of June by 13.00. The second paper should show your mastery of theory when applied critically to a literary work.


SSI 503A: BRITISH AND AMERICAN LITERATURE

Lecture : Prof. Dr. Bakdi Soemanto, S.U. Credits: 3; Meetings: 14



Learning Media

References*

1 Students understand how the course is to be conducted and introductory insights on British and American Literature

The interrelationships among the textbooks used in the British and American Literature Course.


Handouts

2 Students understand the interrelationships among the social and cultural features in a literary work.

The social setting in The Present edited by Edward Boris Ford.


Handouts

The Present, by

Edward Boris Ford.

3 Students have the proper comprehension show the development of history of British Literature, and able to understand the shift of the spirit of age from “romantic spirit” of William Shakespeare to the spirit of metaphysical literature and eventually

(1) “Shall I compare thee...” by William Shakespeare pp 65; (2) “A Valediction forbidding Mourning” by John Donne pp100-101; (3) “To His Coy Mistress” by Andrew Marvell pp 204-205; (4) “Macflecknoe” by John Dryden pp 215-216); (5) “ From “Absalom & Achitophel” John Dryden (pp

Individual-assessment based on active participation in class discussion.

Lecture 90” Q&A 30” Class discussion 60”

Textbooks and Handouts

The Heritage of Poetry (ed) by Philip Wayne.


Learning Media

References*

to literature used as a social and political criticism (La Littérature engagée).

218-219).

4 Students know the map of British and American Literature.

(1) “Tiger, tiger burning bright” by William Blake pp 267; (2) “My Heart Leaps UP” by William Wordsworth (pp274); (3) “The Solitary Reaper” by William Wordswrth pp (285-286); (4) From “Frost at Midnight” pp 304; (5) “Kubla Khan” by Samuel Taylor Coletidge pp 296-298).

Individual-assessment based on presentation and class discussion.



The Short Oxford History of English Literature by Andrew Sandwrs 1996: 273-332; 333-398)

5 Students know the background of romantic spirit in and are able to compare and contrast British and American poems.

“The Lake”; “To Helen” and “The Raven” by Edgar Allan Poe and poems by William Wordsworth.

Individual-assessment based on class discussion.



The Norton Anthology of American Literature, 1985 : 1319; 1323; 1331-1334

6 Students understand the American spirit and the American culture.

“Song of Myself” by Walt Whitman.





8 Students have deeper understanding of romanticism and industrial revolution in Britain.

“Michael” by William Wordsworth.

Individual-assessment based on presentation and class comments;


Power Point LCD projector Student’s Handouts.

English Social History by Trevalyan. An Anthology of Longer Poems (ed) T.W. Moles,


Learning Media

References*

Problem solving.

B.A., B.Sc et al.

9 Students comprehend Black American history.

Racism and Black American’s suffering and anguish in Toni Morrison’s A Mercy.




Toni Morrison, A Mercy.

10 Students understand the struggle of the Black American people. Students know the educative aspect of this novel.

Problems of racism in America. Continuing the discussion of Toni Morrison’s A Mercy.




Toni Morrison, A Mercy.

11 Students know the problems of racism in British Literature especially in William Shakespeare’s work. Students know how to compare and contrast problems of racism in British and American Literature.

Racism in Othello by William Shakespeare.

Individual assessment based on active participation in class discussion.



William Shakespeare, Othello.

12 Students understand the issues of the play and know the multiple facets of interpretation regarding this play. Students comprehend the educative aspects of this play.

Important issues in Othello. Individual-assessment based on class presentation.


Student’s Handouts

William Shakespeare, Othello.

13 Students understand how Comparative study of Othello Individual- Presentation 45” Power Point William


Learning Media

References*

to compare and contrast Othello and A Mercy.

and A Mercy. assessment based on presentation and class comments

Q&A 30” Class sharing 30” Lecture 45

LCD projector Student’s Handouts

Shakespeare’s Othello. Toni Morrison’s A Mercy.

14 Students understand the allegorical works that criticize the government. Students know the communism-phobia in American Literature and able to compare it with the Indonesian socio-political situation in 1965.

The issues of communism in Arthur Miller’s The Crucible. The McCarthy-ism in America.

Individual-assessment based on presentation and class comments



Arthur Miller, The Crucible.

15 Students understand the expressions in dramatic reading and cultural expressions in drama. Students know the educational values of these two plays.

Othello and The Crucible. Individual-assessment based on the dramatic reading performance.

Dramatic reading 45” Q&A 30” Class sharing 30” Lecture 45”

- Shakespeare’s Othello, Arthur Miller’s The Crucible.

16 FINAL EXAM

Textbooks Carroll, Michael Thomas, No Small World: Visions and Revisions of World Literature, National Council of Teachers of English, Urbana Illinois (Year?) Carriere, Jean-Claude, The Mahabharata (Translated by Peter Brook), Harper & Row Publishers, Cambridge, 1985 Damrosch, David, What is World Literature, Princeton University Press, 2003. Damono, Sapadi Djoko, Before Dawn (A collection of Poems) Lontar, Jakarta, 2005

SYLLABUS CORE COURSE : ENGLISH LITERATURE SSI 505A WORLD ENGLISH LITERATURE


Credit : 3 Semester : 2 Course Coordinator : Prof. Dr. Bakdi Soemanto, S.U. I. Course Description Designed as a study of representative works of World Literature from Antiquity to the modern time, the course emphasizes the study of the literary, cultural, and human significance of great works of the Western and non-Western literary tradition. An important goal of the class is to promote an understanding of the works in their cultural contexts and of the values which unite or differentiate the literary traditions. The course’s pedagogy gives special attention to critical thinking and writing within a framework of cultural diversity as well as comparative and interdisciplinary analysis. II. Target Competence a. Standard Competency To identify various kinds of literary texts and their social-cultural contexts and the spirit of age (Zeitgeist) from which the literary pieces were born. b. Basic Competencies The course objectives are as follows (1) Demonstrate the universality and locality of the pieces. (2) Demonstrate the strong relationship between the pieces and social and cultural contexts (3) Demonstrate the spirit of age that shapes meanings III. Study Procedure Required reading for this course is Damrosch’s What is World Literature and Carroll’s No Small World. Beginning from Week 7, you are to submit a one-page response essay on the topic(s) of the week. If you are assigned to do a class presentation on that week, you may submit your response within a week. The topic chosen for the presentation should be different from the essay topic. IV. Class presentation is conducted weekly throughout the semester. ____________________________________________________________________ Week 1. What is world literature: an overview Week 2: Introduction (Damrosch: 1-36) ____________________________________________________________________ Week 3: Circulation (Damrosch: 39-77) ____________________________________________________________________ Week 4: English in the World (Damrosch: 207-230) ____________________________________________________________________ Week 5: Translation (Carroll: 3-19) ____________________________________________________________________ Week 6: Anthology (Carroll: 34-39) ____________________________________________________________________ Week 7: Sacriture (Carroll: 72-78) ____________________________________________________________________ Week 8: Antiquity: “Oedipus Rex” (Levin: 2-20); Mahabharata (Jean-

Claude Carriere) ____________________________________________________________________ Week 9: Antiquity: “Poetics” (Levin:131-144); “Natyasastra” (Gerourld, 87-95) ____________________________________________________________________ Week 10: Modern: Umberto Eco: The Name of the Rose [Western] ____________________________________________________________________ Week 11: Modern: A Collection of Short Stories: Vietnam. (Asian] ___________________________________________________________________ Week 12: Modern: Sapardi Djoko Damono: Before Dawn (Asian) ____________________________________________________________________ Week 13: Modern: Bruno Essekie: The Suitcase (African) ____________________________________________________________________ V. Evaluation Ten (10) Weekly Response Essays (25%), Active Class Participation (20%), Midterm Examination (25%) Abd Final Examination (30%). VI. References Carroll, Michael Thomas, No Small World: Visions and Revisions of World Literature, National Council of

Teachers of English, Urbana Illinois (Year?) Carriere, Jean-Claude, The Mahabharata (Translated by Peter Brook), Harper & Row Publishers,

Cambridge, 1985 Damrosch, David, What is World Literature, Princeton University Press, 2003. Damono, Sapadi Djoko, Before Dawn (A collection of Poems) Lontar, Jakarta, 2005

SYLLABUS CORE COURSE : ENGLISH LITERATURE SSI 503A BRITISH AND AMERICAN LITERATURE


Credit : 3 Semester : 2 Course Coordinator : Prof. Dr. Bakdi Soemanto, S.U. I. COURSE DESCRIPTION This course will examine British and American literary pieces as to show their characteristics of each alongside their respective context, including the spirit of age in which the pieces were born. Historically speaking, American literature was formerly British which gradually developed in its own way in the process of responding critically the natural, social and cultural challenges. This suggests, the British and American pieces are the reflections of the social and cultural environment. Sociological approaches will be used to observe the literary phenomena. II. TARGET COMPETENCE a. Standard Competency To identify various kinds 0f British and American literary texts so as to know the respective politics and characteristics. b. Basic Competencies The course objectives are as follows: (1) Distinguish British from American literary texts. (2) Apply basic literary elements and major critical approaches to assigned reading of texts. (3) Explain major spirits of age in the texts and their pertinences with contemporary settings. III. STUDY PROCEDURE Required Readings for this course is (1) An Introduction to Literature edited by Sylvan Barnet, Morton Barman, William Burton (New York, Harper Collins, College Publishers, 1993), (2) The Norton Anthology of American Literature (New York, The Norton Company, 1984) and (3)The English Studies Book by Rob Pope, London, Routledge, Taylor and Francis Group, 2001. IV. TASKS Class presentation is conducted weekly throughout the semester in the following topics. -------------------------------------------------------------------------------------- Week 1 : British and American Literature: An Overview

Week 2: Pamphlets in British Literature ____________________________________________________________________ Week 3: Metaphysical Poetry in British Literature ____________________________________________________________________ Week 4: Romanticism in British Literature ____________________________________________________________________ Week 5: Charles Dicken’s Novels ____________________________________________________________________ Week 6: DH. Lawrence’s Novels ____________________________________________________________________

Week 7: Shakespeare’s plays ____________________________________________________________________ Week 8: TS. Eliot’s Poetry ____________________________________________________________________ Week 9: Black literature in American Literature ____________________________________________________________________ Week 10 : Puritanism in American Literature ____________________________________________________________________ Week 11: Great Depression in American Literature ____________________________________________________________________ Week 12: Walt Whitman’s Poetry ____________________________________________________________________ Week 13: USA in the Sixties in American Literature ____________________________________________________________________ Week 14: Review ____________________________________________________________________ V. Evaluation. Ten (10) Weekly Response Essays (25%). Active Class Participation (20%), Midterm Examination (25%) and Final Examination (30%). VI. REFERENCES Barnet, Sylvan; Morton Berman; William Berto, An Introduction to Literature: Fiction, Poetry, Drama,

Harper Collins, College Publishers, 1993 Ford, Boris, The Pelican Guide to English Literature Vol. 3, Vol 4, Vol 5, Vol 6, Vol 7 and Vol 8. Dellimore, Jonathan & Alan Sinfield, Political Shakespeare: Essays in Cultural Materialism, Oxford,

Machester University Press, 1994. Bruns, CCP, American Literature, New York, Little Field, Adam, 1999 Meserve, Walter J., American Drama, New Jersey, Totowa University, 2000. Travelyan, G.M. English Social History, Oxford, Pelican Book, 2001. Wolff, Janet, The Social Production of Art, London:Carnby Publisher, 2001


SPI 501: SECOND LANGUAGE ACQUISITION

Lecture : F.X. Mukarto, Ph.D. Credits: 3; Meetings: 14


Week Learning Goal

Students Instructional



Learning Media References

1 Students are able to demonstrate adequate knowledge of the learning outcome, processes, resources, assessment and grading.

Syllabus: goals or outcomes, course progression or istructional materials, assignments, projects, and grading system. What is Second Language Acquisition (SLA)?

Finding overview of SLA

Lecture 60” Question and answer Task distribtion

Mind map LCD Viewer Laptop

Main Reference: Ellis, Rod. (2008). The Study of Second Language Acquisition. Oxford: Oxford University Press. Additional References: Ellis, Rod. (1997). Second Language Acquisition. Oxford : Oxford University Press. Gass, Susan M. and Larry Selinker. (2001). Second Language Acquisition: An Introductory Course 2nd ed. Lawrence Erlbaum Associates, Pub.

2 Students are able to demonstrate proper understanding of the scope and various areas of SLA.

Overview of SLA which includes: learner language, learner internal and external factors in SLA, inter-learner variability or individual learner differences, classroom and instructed SLA

Concept checking Lecture Class discussion Question and answer Task


3 Students are able to identify and analyse learner English errors

Learner errors and error analysis

Student presentation

Student presentation Class discussion Lecturer feedback

SLA research topic proposal template

4 Students are able to identify and analyse developmental patterns in SLA.

Developmental patterns in SLA

Answering basic concept questions

OR Analysing erros

Student presentation Questions and answers

Presentation slides Learner language LCD Viewer Laptop

Larsen-Freeman, Diane and Michael H. Long. (1991). An Introduction to Second language Acquisition. London: Longman Lightbown, Patsy M. and Nina Spada. (2004). How Languages Are Learned 2nd.ed. Oxford: Oxford University Press. Mitchell, Rosamond and Florence Myles. (2004). Second Language Learning Theories. 2nd ed. London: Hodder Arnold. For more books on SLA, students can visit:

libgen.info

e-journals

Academia.edu

Iranian Journal of

English Teaching

Research at

www.urmia.ac.ir/ijltr/d

efault.aspx

International Journal

5 Students are able to describe the variability in learner language

Variability in learner language

Formulating 5 qustions and their

answers

Student presentation Questions n answers Lecturer’s feedback Assignment

Presentation slides LCD Viewer Laptop

6 Students are able to describe the vairiability and pragmatic aspects of learner language

Variability and pragmatic aspects of learner language

Finding concept on input, interaction,

and SLA

Student presentation Questions n answers Lecturer’s feedback


7 Students are able to demonstrate proper knowledge about input, interaction and SLA

Input, interaction and SLA

Finding concept on social aspects of

SLA



8 Students are able to demonstrate social aspects of SLA

Social aspects of SLA Finding concept on language transfer

and prepare research plan



9 Students are able to present language transfer, research proposals and ontain feedback for improvement

Language transfer Research plan: Title, research questions, data, data collection istruments, data analysis plan

Finding concept on cognitive account

of SLA and prepare to report research project progress

Student’s presentation Feedback from lecturer and fellow students for improvement

Research proposal template Feedback form lecturer LCD Viewer Laptop

10 Students are able to demonstrate cognitive account of SLA

Cognitive account of SLA Research project progress report: Situating current study in the existing related research literature

Finding concept on socio-cultural

theory and SLA



http://www.urmia.ac.ir/ijltr/default.aspx

http://www.urmia.ac.ir/ijltr/default.aspx

11 Students are able to demonstrate socio-cultural theory and SLA

Socio-cultural theory and SLA

Finding concept on linguistic universal

and SLA



of Innovation in

English Language

Teaching and

Research at

https://www.novapubli

shers.com/catalog/pr

oduct_info.php?produ

cts_id=14903

Current Issues in

Education at

http://cie.asu.edu/ojs/i

ndex.php/cieatasu

12 Students are able to demonstrate linguistic universals and SLA

Linguistic universals and SLA

Finding concept on individual learner differences and

SLA



13 Students are able to describe the individual learner differences and SLA

Individual learner differences and SLA

Finding concept on neurolinguistic

accounts of SLA



14 Students are able to describe neurolinguistic accounts of SLA

Neurolinguistic accounts of SLA

Finding concept on classroom

interaction and SLA



15 Students are able to present classroom interaction and SLA

Classroom interaction and SLA

Finding concept on form-focus

instruction and SLA



16 Students are able to report a complete rough draft of their SLA research reports.

Form-focused instruction and SLA

N/A Student presentation Questions n answers Lecturer’s feedback



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SYLLABUS CORE COURSE : ENGLISH EDUCATION SPI 501 SECOND LANGUAGE ACQUISITION


Credit : 3 Semester : 2 Course Coordinator : F.X. Mukarto, Ph.D. Course Overview Second Language Acquisition (SLA) is a core course in the English Education stream of the graduate program in English Language Studies. This course provides an introduction to the various areas of SLA which includes, but not limited to, learner language, factors affecting the acquisition of a second language, SLA in classroom and formal interaction, individual differences in SLA, and the applicability of SLA theories to ESL/EFL teaching and learning. Course Goals Upon the completion of the course, the students will be able to

demonstrate adequate knowledge of (1) the principal issues addressed in SLA research, (2) the methods used to research them, (3) the main findings, and (4) the theories developed to explain them;

demonstrate an adequate knowledge of learner language;

demonstrate an adequate knowledge of the various factors affecting the acquisition of a second language;

demonstrate an adequate knowledge of SLA in classroom and formal interaction;

demonstrate an adequate knowledge of individual differences in SLA;

develop a critical attitude towards the applicability of SLA theories to ESL/EFL teaching; and

reflect on EFL teaching practices from the perspectives of the various SLA theories and current research findings.

Grading Components Grading Criteria Midterm (in-class) exam 15% 86-100 = A Final (in-class) exam 15% 71-85 = B SLA paper 30% 56-70 = C Presentation 15% 41-55 = D Assignments 15% 40 and below = F Participation 10% SLA Paper Each student will write a paper of 4000-5000 words on a selected topic related to second language acquisition (SLA). The paper will be printed and kept as an academic document by the ELS. To ensure the quality of the paper, students need to work on the paper from the beginning of the semester using the mind manager. The lecturer will monitor the progress of the project. Presentation During the semester each student will be required to do 2 presentations. One will be the presentation of one of the topics of the course and the second one will be on the paper.

Assignments Assignments will be given during the semester. Each student will receive a grade (15% of the final grade) that reflects how well the student completed each assignment. Different point totals will be assigned to different types of assignments. Extra credit: Students may submit conference proposals to national or international conferences or seminars during this semester and credit will be given if the proposals are accepted. Attendance Policy Class attendance is mandatory. Students are expected to be prepared for each class. They are expected to participate actively in class by taking part in class discussions. Participation This course has a 'seminar' format. It means that students’ participation in class discussions and ideas are as important as the instructor's lectures. Therefore, students are expected to come to class having read the material and prepared to contribute to the discussions. Mobile Phones In case students need to have their mobile phone turned on during class, please set it to vibrate and sit close to the door, so that in the event they choose to answer the phone they can step outside with minimum disruption to the class. Course Content

Week Topic Presenter

1 Introduction: Syllabus

2 SLA research: an overview

3 L1 versus L2 acquisition

4 Learner language: Error and error analysis

5 Learner language: Developmental patterns (order and sequence in SLA)

6 Learner language: Variability

7 Learner language: Pragmatic aspects

8 External factors: social factors and SLA

9 External factors: Input and interaction and SLA

10 Internal factors: Language transfer

11 Internal factors: Interlanguage processes

12 Internal factors: Universal grammar and SLA

13 Differences: Individual learner differences

14 Differences: Learning styles and strategies

15 Classroom interaction and SLA

16 Formal instruction and SLA

References Brown, H. Douglas. 2000. Principles of Language Learning and Teaching 4th ed. Addison Wesley

Longman, Inc. Ellis, Rod. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press. Ellis, Rod. 1997. Second Language Acquisition. Oxford : Oxford University Press. Gass, Susan M. and Larry Selinker. 2001. Second Language Acquisition: An Introductory Course 2nd ed.

Lawrence Erlbaum Associates, Pub. Larsen-Freeman, Diane and Michael H. Long 1991. An Introduction to Second language Acquisition.

London: Longman

Lightbown, Patsy M. and Nina Spada. 2004. How Languages Are Learned 2nd.ed. Oxford: Oxford University Press.

Mitchell, Rosamond and Florence Myles. 2004. Second Language Learning Theories. 2nd ed. London: Hodder Arnold.

Other references to be provided by the instructor or contributed by the students.

SYLLABUS CORE COURSE : ENGLISH EDUCATION SPI 502A ENGLISH EDUCATION TECHNOLOGY


Credit : 3 Semester : 2 Study Program : English Language Studies Course Coordinator : Dr. B.B. Dwijatmoko, M.A.

01. Description This course discusses the pedagogic aspects of the use of computer for language learning or

computer assisted language learning (CALL) and gives the students the skills to develop language teaching material using a computer software and web-site.

02. General Objectives The students know the theories of the use of computer for language teaching and are able to

develop computer-based and web-based language teaching material.

03. Specific Objectives The students are able to 1. evaluate a computer software using the principles of learning applicable in computer assisted

language learning; 2. develop computer-based and language teaching material; 3. evaluate a computer enhanced language learning and teaching

04. Course Progress The course falls into thee parts. The first part is the discussion of the principles of CALL, the second

part the is discussion of the authoring applications Hot Potatoes and Delta Circle and learning management system Nicenet, and the third is the discussion and practice on web design. The course progresses as follows.

NO OBJECTIVES TOPICS Contact Hours

1 The students know the course nature and expectations. The students are able to design a blog for language teaching.

Introduction and Blog 1

2. The students are able to describe and evaluate pedagogically good computer-based material

Principles of CALL 2

3. The students are able to develop language teaching material using the software hot potatoes.

Hot Potatoes 1

4 The students are able to develop software using Delta Circle

Delta Circle 1

5. The students are able to run a electronic class using Nicenet

Nicenet 2

6 The students are able to design a web page with a good format.

Web page format 1

7 The students are able to use images as a background and illustrations in a webpage.

Images 1

8 The students are able to make navigation within a page and between pages.

Navigation 1

9 The students are able to use tables and lists to display information.

Table and List 1

10 The students are able to use frames for a webpage.

Frames 1

11 The students complete and present their project on Delta Circle and webpage.

Project 2

05. Textbooks Michael Levy. 1997. Computer-Assisted Language Learning: Context and Conceptualization. Oxford:

Clarendon Press. Joy Egbert and Elizabeth Hanson-Smith. eds. 1999. CALL Environment: Research, Practice, and

Critical Issues. Alexandria: TESOL.

06. Evaluation During the course, the students are to develop a check list to evaluate a computer software based

on a certain pedagogical aspect, develop computer-based material using Delta Circle or Hot Potatoes, develop web-based material, and write a research paper on one of the pedagogical aspect of CALL.

The students' final grade is based on the five components with a score composition: check list (15%), blog/nicenet material (15%), computer-based material (20%), and web-based material (20%), and paper (30%).


SPI 503: PROGRAM AND MATERIAL DESIGN



Week Learning Goal





1 Students get the adequate knowledge of the learning outcome, processes, resources, assessment and grading system.

Syllabus, Project, Context analysis & Articulation of beliefs What is Program and Material Design (PMD)?

Finding overview of PMD and program or course planning

Lecture 60” Question and answer Task distribution

Mind map

LCD Viewer

Laptop

References:

______. (2004). Landasan Filosofis Teoritis Pendidikan Bahasa Inggris. Depdiknas

Brown, James Dean. (1995). The Elements of Language Curriculum: A systematic Approach to Program Design. Boston: Heinle & Heinle Publishers. (e-

2 Students understand the course mapping (syllabus or map of the book course)

Program or course planning

Student presentation Finding concept on the course mapping

Lecture Class discussion Question and answer Task

Mind map

LCD Viewer

Laptop

3 Students understand

the course mapping

(syllabus or map of the

book course)

Goals and objectives or standard and basic competence

Student presentation Finding concept on the lesson unit template and accountability.

Student presentation Class discussion Lecturer feedback

Power Point

LCD Viewer

Laptop

book)

Brown, H. Douglas. (2000). Principles of Language Learning and Teaching 5th ed. Addison Wesley Longman, Inc.

Cunningsworth, Alan. (1995). Choosing Your Coursebook. MacMillan Heineman. (e-book)

Das, Bikram K (Ed.). (1988). Materials for language learning and teaching. Singapore: SEAMEO RELC.

Dubin, Fraida and OLshtain, Elite. (n.d.). Course Design: Developing Programs and Materials for Language Learning.

Cambridge University

4 Students understand the topic on the lesson unit template design and accountability.

Selection of learning materials and activities


Student presentation Questions and answers

Power Point

LCD Viewer

Laptop


Organizing learning materials and activities


Student presentation Questions and answers Lecturer’s feedback Assignment

Power Point

LCD Viewer

Laptop


Accountability of the template

Student presentation Finding concept on the fully developed lesson unit.

Student presentation Questions and answers Lecturer’s feedback

Power Point

LCD Viewer

Laptop

7 Students can develop instructional and training materials for the programs (materials and assessment development: Fully developed lesson units)

Selection of contents Develop instructional and training materials for the programs



Power Point

LCD Viewer

Laptop

Press.

Feez, Susan and Joyce, Helen. (2002). Text-based syllabus design. Sydney: Macquarie University.

Graves, Kathleen. (2000). Designing Language Courses: A Guide for Teachers. Heinle & Heinle Publishers

Kettner, Peter M.; Moroney, Robert M. and Martin, Lawrence L. (1990). Designing and managing programs. London: Sage Publication.

Marsh, Colin J. (2009). Key Concepts for Understanding Curriculum. London: Taylor & Francis Routledge. (e-book)

McArdle, Geri. (2010). Curriculum Design for Action Learning. New York: Amacom. (e-book)

Nation, I.S.P and Macalister, John. 2010. Language


Oganization of contents



Power Point

LCD Viewer

Laptop


Planning, drafting, discussion, and revision of learning materials and assessment

Student presentation Finding concept on multiliteracies incorporated in the lesson unit

Student’s presentation Feedback from lecturer and fellow students for improvement

Power Point

LCD Viewer

Laptop

10 Students understand the topic on the multiliteracies in materials development: Multiliteracies incorporated in the lesson unit

Multiliteracies incorporated in the lesson unit

Student presentation Finding concept on program evaluation


Power Point

LCD Viewer

Laptop

Curriculum Design. New York: Routledge. (e-book)

Richards. Jack. C. (n.d). Curriculum Development in Language Teaching.

Cambridge

Richards, Jack C. (2002). Developing aims and objectives in language programs. Singapore: SEAMEO Regional Language Centre.

Richards, Jack C. 1990. The Language Teaching Matrix. Cambridge: Cambridge University Press. (e-book)

Tomlinson, Brian & Masuhara, Hitomi. 2004. Developing language course materials. Singapore: SEAMEO Regional Language Centre.

11 Students understand the topic on the multiliteracies in materials development: Multiliteracies incorporated in the lesson unit

Multiliteracies incorporated in the lesson unit



Power Point

LCD Viewer

Laptop

12 Students are able to evaluate English course materials or textbooks

Program (textbook) evaluation: Students’ own evaluation of their developed materials and reflection of them.



Power Point

LCD Viewer

Laptop

13 Students are able to evaluate English course materials or textbooks

Program (textbook) evaluation: Students’ own evaluation of their developed materials and reflection of them.



Power Point

LCD Viewer

Laptop

14 Students understand the topic on Business Program Plan

Business Program plan

N/A Student presentation Questions and answers Lecturer’s feedback

Power Point

LCD Viewer

Laptop


SYLLABUS CORE COURSE : ENGLISH EDUCATION SPI 503 PROGRAM AND MATERIAL DESIGN


Credit : 3 Semester : 2 Course Coordinator : F.X. Mukarto, Ph.D. Course Overview This course covers three components: (1) an English language program design, (2) material development, and (3) course material evaluation. Course Goals The student is able to design English language programs, develop their materials, and evaluate existing or designed course materials. Course Objectives The student is able to a. Design English language program. b. Develop instructional and training materials for the programs. c. Evaluate English course materials. Grading Components Grading Criteria Quizzes 15 % 86-100 = A Project 40 % 71-85 = B Presentation 15 % 56-70 = C Assignments 15 % 41-55 = D Participation 15 % 40 and below = F Quizzes There will be quizzes at the beginning of every meeting from week 4 on. The quiz covers the material or theories discusses in the previous meeting. Project Each student is required to design a course or program complete with its syllabus, instructional material model, and the accountability of the design. Presentations During the semester each student will be required to do 2 presentations. One will be the presentation of one of the topics of the course and the second one will be on his or her program design.

Assignments Some assignments will be given during the semester, the purpose of which is, among others, to monitor the progress of the project. Each student will receive a grade that reflects how well the student completes each assignment. Attendance Policy Class attendance is mandatory. Students are expected to be on time and prepared for each class. They are expected to participate actively in class by taking part in class discussions, completing readings, and completing assignments on time. Participation This course has a workshop and seminar format. This means that students’ participation in class discussions and their contributions are as important as the instructor's lectures. Therefore, they are expected to come to class having read the materials and prepared to ask questions and contribute to the discussions. Mobile Phones In case students are expecting call during class, they may have their mobile phone turned on during class, but set it to vibrate. In the event students choose to answer the phone, they can step outside with minimum disruption to the class. Course Contents

No Topic Person in Charge

1 Needs analysis leading to PMD syllabus modification

2 Overview of curriculum

3 Syllabus types

4 Instructional design models

5 Needs analysis

6 Goals and objectives

7 Organizing the course (Course mapping)

8-9 Material development, Instructional activities & Testing or assessment plan

10 Learning-teaching media and support system

11 Course/Program Evaluation

12 Business plan

Basic References Brown, James Dean. 1995. The Elements of Language Curriculum: A systematic Approach to Program

Design. Boston: Heinle & Heinle Publishers Graves, Kathleen. 2000. Designing Language Courses: A Guide for Teachers. Heinle & Heinle Publishers Alwasilah, Chaedar and Yusuf, Suhendra. 2005. Pedoman Penulisan Buku Pelajaran: Penjelasan Standar

Mutu Pelajaran Bahasa Inggris. Depdiknas. Other References 2004. Landasan Filosofis Teoritis Pendidikan Bahasa Inggris. Depdiknas Brown, H. Douglas. 2000. Principles of Language Learning and Teaching 4th ed. Addison Wesley

Longman, Inc. Das, Bikram K (Ed.). 1988. Materials for language learning and teaching. Singapore: SEAMEO RELC. Dubin, Fraida and OLshtain, Elite. Course Design: Developing Programs and Materials for Language

Learning. Cambridge University Press. Feez, Susan and Joyce, Helen. 2002. Text-based syllabus design. Sydney: Macquarie

University. Kettner, Peter M.; Moroney, Robert M.; Martin, Lawrence L. 1990. Designing and managing programs.

London: Sage Publication. Richards, Jack C. 2002. Developing aims and objectives in language programs. Singapore: SEAMEO

Regional Language Centre. Tomlinson, Brian & Masuhara, Hitomi. 2004. Developing language course materials. Singapore:

SEAMEO Regional Language Centre. White, Ron; Martin, Mervyn; Stimson, Mike; Hodge, Robert. 1991 (8th printing 2001). Management in

English language teaching. Yalden, Janice. 1987. The communicaive syllabus: Evolution, design, and implementation. Englewood

Cliffs, N.J.: Prentice-Hall International. Richards. J. C. Curriculum Development in Language Teaching. Cambridge

SYLLABUS CORE COURSE : ENGLISH EDUCATION SPI 504A EVALUATION IN ENGLISH EDUCATION


Credit : 3 Semester : 2 Course Coordinator : Dr. J. Bismoko

I. COURSE DESCRIPTION

Evaluation is an integral part of a program, including that of an English educational program. Traditionally evaluation overlaps with testing, which directly refers to the result goal. Recent development has shown interests in process goals and even in the full integration of assessment and learning itself. This course is to help you become competent in managing and solving problems of evaluation in English education. You will do so collaboratively and individually. In group you will discover the collage of evaluation of English education components within the area of English education, and its universal, logical truth. Individually, you will select a most viable issue and develop an alternative scientific of evaluation in English eucation in a publishable article.

II. COMPETENCE TO ACQUIRE

A. Standard After completing this course you are to become competent of problem management and scientific solution of evaluation in English education.

B. Basic Competencies 1. You are able to 1. Discover the universal truth of evaluation in English education and its components: (a) “evaluation”, (b) assessment, (c) testing, and (d) reflection (in group); 2. Describe diagrammatically and verbally the probable, significant problems of evaluation in English education today, including their hierarchical levels (in group). 3. Select one problem from its cluster, solve it scientifically, and present the solution (mini-research report) in a publishable article.

III. COURSE PROGRESS

Ses-sion

Objective (basic competency)

Topic/Sub-topic Ref

CYCLE I (3 sessions): PROBLEM IDENTIFICATION AND SELECTION

PedIg; Fulcher

I

Describe context, share experience and reflection, and design action

Context: study area, student, teacher, human progress, Ignation Pedagogy, course design, tasks to accomplish (group and indiviual)

PI hdout

II Present concept maps and concept clarification of generic

Concept mapping; literature review 1

PI F A2

topics III Present the individual

research-project design Individual research-project design, focusing on the review of local context and data acquisition

PI &Fulcher

CYCLE II (5 sessions): PROBLEM MANAGEMENT AND SOLUTION IV

Finalize the local-context review and research design

Local-context review an research design

LCD internet

V

Present the logical truth and acquire data-gathering instruments

Local truth and data-gathering instruments

ditto

VI Gather data and write out the abstract (1st week of Oct?)

Data gathering, summarizing, coding, presentation

ditto

VII Gather data (individual) and compose the universal truth discovery (group)

Data gathering, summarizing, coding, presentation; universal truth discovery

ditto

VIII Gather data and write out draft 1 of the article

Data gathering, summarizing, coding, presentation; writing mechanics

ditto

CYCLE III (7 sessions): PROJECT COMPLETION AND IMPROVEMENT (A table like this shows linear relations. Complex, education-problem solving however, is never linear.It tends to become circular.) IX Analyze data and write

out draft 1 of the article Data analysis and writing mechanics

LCD project text internet

X Analyze data and write out the article

Data analysis and writing mechanics

ditto

XI Complete group and individual portfolio

The universal truth of evaluation in English education and the article

ditto

XII Present the universal truth and alternative models, round 1

Content essentials; presentation format (fonts, color, voice) fluency and accuracy

ditto

XIII Present the universal truth and alternative models, round 2


ditto

XIV Present the universal truth and alternative models, round 3


ditto

XV

Final review

Content essentials; presentation format (fonts, color, voice) fluency and accuracy; avoidance plagiarism

LCD, portfolio sofft copy

XVI (Final copy of problem management and article submitted on the test date)

Poject-completion soft and hard copy

-

IV. ASSESSMENT

No. Collection Type %

1 The description of the universal truth of evaluation in English education and its components (group)

15

2 The map of probable, significant problems in the present-day English education

15

3 The publishable journal article 70 Total 100

References A. Required Fulcher, Glenn & Davidson, Fred. 2007. Language testing and assessment: An advanced resouce book.

Abingdon, Oxon: Routledge.. Class 2013. Evaluation in English education portfolio. Yogyakarta: KBI. B. Recommended Alderson, Charles J & Beretta, Alan. 2001. Evaluating second language education. Cambridge: Cambridge University Press. Bachman, Lyle F. 1995. Fundamental considerations in language testing. Oxford: Oxford University Press. Bachman, Lyle F & Palmer, Adrian S. 2004. Language testing in practice. Oxford: OUP. BSNP. 2007. Model penilaian kelas kurikulum satuan pendidikan. Jakarta: Depdiknas. Car, Nathan T. 2011. Designing and analyzing language tests. Oxford: Oxford University Press. Crooks, Graham V. (2009). Values, philosophies, and beliefs in TESOL: Making a statement. Cambridge:

Cambridge University Press. Crystal, David. 1997, 2003. English as a global language. Cambridge: Cambridge University Press. Davidson, Fred & Brian K. Lynch. 2002. Testcraft: A teachers guide to writing and using language test

specifications. New Haven: Yale University Press. Genesee, Fred & Upshur, John A. 1996, 2009. Classroom-based evaluation in second language education.

Cambridge: Cambridge University Press. Kolvenbach, Peter-Hans, S.J. Jesuit education and Ignatianpedagogy September 2005. Association of Jesuit Colleges and Universities. McNamara, T.F. 1996. Measuring second language performance. London: Longman. Patton, Michael Quinn. 2002. Qualitative research & evaluation methods. Thousand Oaks, Cal: Sage Publications, Inc. ... Pedagogi Ignatian ... Permen 20, 2007. ... Standar penilaian pendidikan..... Sneider. Edgar W. 2007. Postcolonial English. Cambridge: Cambnridge University Press. Stufflebeam, Daniel L. &Shinkfield, Anthony J. 1985. Systematic evaluation. Boston: Kluwer-Nijhoff

Publishing. Sudiarja, SJ, A., G. Budi Subanar, SJ, St, Sunardi, T. Sarkim. (2006). Karya lengkap Diryarkara: Esai-

esaifFilsafat pemikir yang terlibat penuh dalam perjuangan bangsanya. Jakarta: PT Penerbit Gramedia Pustaka Utama.

Wiggins, Grant.1998. Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass Publishers.

Lecturer contact: 1. HP: 0811282526; Email: [email protected]

Yogyakarta, June 2014

Endorsed, Study Program Chair

Lecturer Dr. J. Bismoko

*) For comprehensibility, this syllabus must go together with the portfolio

SYLLABUS CORE COURSE : ENGLISH LINGUISTICS SLI 505A RESEARCH IN ENGLISH LINGUISTICS


Credit : 3 Semester : 2 Course Coordinator : Dr. B.B. Dwijatmoko, M.A.

1. Description This course discusses the nature and the methods of language research and aims at helping the

students develop their language research skills.

2. Course Objectives At the end of the course, the students are expected to be able: a. to explain the nature of a language study b. to make a language research proposal c. to conduct a language research project

3. Course Progress

NO TOPICS CONTACT HOUR

1. Introduction: nature of language study and elements of language research

1

2. Type of research 1 3. Research data 1 4. Linguistic analysis 2 5. Research proposal and report 2 6. Current studies in linguistics 7

4. Technique The course uses a lecture, discussion, student presentation, group assignment, and individual

assignment techniques to achieve its objectives. The course uses a lecture and discussion technique to discuss important concepts in language research and a student presentation technique to discuss current issues in language research. In the student presentation, the students have to take a research report published in 2005 – 2010 in an international journal of language, linguistics, and its branches or inter-disciplinary studies and present the article in 20 minutes, followed by a 25 minites discussion. In the group assignment, the students have to conduct a research project in a group on a assigned topic.

5. Evaluation The final grade is determined on the students' presentation (15%), class participation (10%), group project (35%), and individual project (40%)


SSI 504A: RESEARCH IN ENGLISH LITERATURE




Learning Media

References

1 Students understand how the course is conducted and some preliminary insights on “What is Research?” in the

graduate studies program

Syllabus: goals or outcomes, course progression or istructional materials, assignments, projects, and evaluation system. Topics: Why do we need research in EL?; What is an MA research?



Lecture Notes from various sources

2 Students receive some overview on Basic Research Tools

Nature of Research; Nuts and Bolts of Research



Grix 2004

3 Students have the proper understanding of Research Paradigm

Quantitative Research Methodology

Problem solving (written and/or reported orally)



Denzin & Lincoln 1994

4 Students have the proper understanding of

Qualitative Research Methodology

Problem solving (written and/or

Presentation 45” Q&A 30”


Denzin & Lincoln 1994


Learning Media

References

Research Paradigm reported orally) Class sharing 30” Lecture 45”

Handouts

5 Students have the proper understanding of Research Methods

Library Research Problem solving (written and/or reported orally)



George 2008;

6 Students have the proper understanding of Research Methods

Literature Research Problem solving (written and/or reported orally)



Correa & Owens 2010; Altick 1975

7 Students have some understanding on researchable topics in literature

Topics in English Literature Research






9 Students have the proper understanding of Ethics in Research

Research Ethics Self-assessment based on class comments



Grix 2004; Wallwork 2011

10 Students have the proper understanding of Ethics in Research

Plagiarism Self-assessment based on class comments



Wallwork 2011

11 Students have the proper understanding of Doing Literature Research

Brainstorming ideas for Research Proposal

Peer-review Presentation 45” Q&A 30” Class sharing 40” Lecture 30”




Planning a Research Peer-review Presentation 45” Q&A 30” Class sharing 45” Lecture 30”


Grix 2004

13 Students have the proper Writing a Research Peer-review Presentation 45” Power Point Wallwork 2011


Learning Media

References

understanding of Doing Literature Research

Proposal Q&A 30” Class sharing 45” Lecture 30”

LCD projector


Peer-Reviewing the Proposal

Peer-Review Presentation 45” Q&A 30” Class sharing 45” Lecture 30”


Correa & Owens 2010


Revising the Proposal Self-assessment based on class comments

Q&A 30” Class sharing 45” Lecture 30”


N/A

SYLLABUS CORE COURSE : ENGLISH LITERATURE SSI 505A RESEARCH IN ENGLISH LITERATURE


Credit : 3 Semester : 2 Course Coordinator : Novita Dewi, M.S., M.A., Ph.D. I. COURSE DESCRIPTION

This course introduces students to the structure and vocabulary of research in English Literature. It examines topics, urgencies and significant issues with which literary research in English Studies can cover and recover. Hence, it attempts to rejoin the sometimes vexing question on what literature scholarship can do for the betterment of one’s society. II. TARGET COMPETENCE A. STANDARD COMPETENCY

To help students acquire knowledge, skills and aptitude as well as value in conducting research in English Literature. B. BASIC COMPETENCIES 4. Provide an overview of research in human science. 5. Enable students to read the assigned reading to support their literary research 6. Develop skills in applying different methods in literary projects.


Week 1

Introduction

Why do we need research in EL? What is an MA research?

Week 2

Basic Research Tools

Week 3

Research Paradigms and Perspectives (1)

Week 4

Research Paradigms and Perspectives (2)

Week 5

Library Research Elements

Week 6

What is Literary Research?

Week 7

Topics in English Literature Research

Week 8

MIDTERM EXAMINATION

Week 9 Research Ethics

Week 10

Plagiarism

Week 11

Let’s Get Started

Week 12

Planning a Literary Research

Week 13

Writing a Research Proposal

Week 14

Research Proposal Peer Reviewing

Week 15

Revision of Research Proposal

IV. TASKS AND EVALUATION

Assigned topic(s) presentation (weekly) Mini-project completion

V. REFERENCES Altick, Richard D. The Art of Literary Research [Revised Edition]. New York: W. W. Norton & Company.

Inc, 1975. Correa, Delia da Sousa and W. R. Owens. The Handbook of Literary Research. London: Routledge, 2010. Denzin, Norman K. and Yvonna S. Lincoln. Handbook of Qualitative Research. London: SAGE Publications.

1994. Dewi, Novita. “Bringing American Popular Culture to the English Departments in Indonesia” k@ta Vol 14,

No 2 (December 2012): 51 – 54 [A refereed journal on the study of language and literature accredited by DIRJEN DIKTI No.: 81/DIKTI/Kep/2011 with ISSN 1411-2639 (Print); ISSN 2302-6294 (Online)]

Dewi, Novita. “Reflections on Doing a Lived-Experience Research in Another Culture” Proceeding of the

International Conference of Revisited Asian Society, Jogjakarta and Kyoto: Center for Research and Social Partnership, 2011, pp. 13 – 23 [ISBN: 978-602-9187-05-2]

George, Mary W. The Elements of Library Research. Princeton: Princeton University Press, 2008. Grix, Jonathan. The Foundations of Research. New York: Palgrave Macmillan, 2004. Wallwork, Adrian. English for Writing Research Papers. New York: Springer, 2011.

SYLLABUS CORE COURSE SPI 505A RESEARCH IN ENGLISH EDUCATION


Credit : 3 Semester : 2 Course Coordinator : Dr. J. Bismoko

SYLLABUS CORE COURSE SAU 505A GRADUATE RESEARCH PROJECT


Credit : 3 Semester : 3 Course Coordinator : Dr. J. Bismoko I. COURSE RELEVANCE It is mandatory that you write, defend, and submit a thesis to complete your studies here. Even when you have passed all required courses, without a thesis you cannot graduate. Your thesis is to represent your graduating contribution to the progress of English Language Studies, in the form of a research report. II. COURSE DESCRIPTION This course is to help you complete your thesis-writing project you have proposed before. It is not a lecture course, but a workshop course. It is understood that thus far you already have something relatively definite about what to do. You have to convince yourself that you have had an adequate competency already to make your own decision in selecting a topic, making a plan, doing the research, and writing its report in a thesis format. It is a fact however, that the declarative and procedural knowledge of research is boundless, and naturally becoming too broad for our alloted time and anyone’s limited mind. Accordingly, a maximum collaboration is a must, and everyone of you is obliged to contribute to your own and the class progress. Mine is to help make sure that your thesis is systematic, systemic, conventional, and grammatical. II. GOALS A. GENERAL You are able to do research in English studies and account for it. B. SPECIFIC a. You are able to form your accountable perspectives on the 1. Elaboration of your research problem; 2. Theoretical review of your constructs and concepts to arrive at the theoretical answer to your research question; 3. Review of your research methodology, including your research design and operation derived from it; 4. Analysis and synthesis of your data or categorization and interpretation of your text; 5. Conclusion drawn of your research process and result. b. You submit a research proposal, ready for the subsequent seminar. c. You make a significant contribution to your own progress and the class. III. COURSE PROGRESS Thesis writing is never linear, but a circular, back-and-forth process. Though a focus is possible therefore, at any given time any issue may need fixing up.

Ses-sion

Objective

Media & Resources

I

Course-expectation identification; A brief review on course references; Identification of what to do with a

Question-answer session; Selection of probable topics

research problem Lecture-1: Research-paradigm concept

or titles to investigate; lecture notes-1

II

Research title identified and accounted for, individually and classically Lecture-2: Research-paradigm design

Reference list; lecture notes-2

III 1. Elaboration of your research problem (concept, design, and operation of the research problem -1; 2. Drawn up the maps of the proposed research project. Lecture-3: Research-paradigm operation

1. Class presentation 2. Individual work Accountability has to be explicitly referred to cited references.

IV 1. Ditto III1: theoretical review and thinking framework 2. Research-proposal progress report focusing on the presentation of topical, thematic perspectives, and theoretical framework -1

V

Review of your research methodology and your research design and operation derived from it -1

VI Analysis and synthesis of your data or categorization and interpretation of your text -1

VII Conclusion drawn of your research process and result -1

VIII 1. Elaboration of your research problem -2

IX Theoretical review of your constructs and concepts to arrive at the theoretical answer to your research question -2

X Review of your research methodology and your research design and operation derived from it -2

XI

Analysis and synthesis of your data or categorization and interpretation of your text -2

XII Conclusion drawn of your research process and result -2

XIII Edited manuscript on writing-convention and language

General editing

XIV Overall, final improvement XV Produced proposal and general

reflection report

IV. TASKS You are to complete two main projects:

1. Individual project: You are to develop the research topic you have selected into a complete research proposal, ready for January/February proposal seminar. It has to include a brief report of your pilot study. 2. Group project: You will be grouped according to the research type you are proposing to do for your thesis. Everyone has to contribute most relevant references to the group, completed with working definitions of major concepts. Depending on the number of group members, every person is are to make your group a resource group of a research-report component for your class members. Everyone has to submit a one-page review of three colleagues’ work on the given component. V. PERFORMANCE APPRAISAL

No. Required accomplishment Weight

1 Individual research proposal/report 2.00

2 Group work 1.50

3 Individual contribution (including class attendance)

0.50

Total 4.00

VI. REFERENCES Required Required Creswell, John W. 2003. Research design: qualitative, quantitative, and mixed methods approaches.

Thousand Oaks, Cal.: Sage Publications, Inc. Neuman, Lawrence W. 2006. Social Research Methods. Boston: Allyn & Bacon. Suggested Cohen, Louis, Lawrence Manion & Keith Morrison. 2000. Research methods in education. London:

RoutledgeFalmer. Hatch, Evelyn and Farhady, Hossein. 1982. Research design and statistics for applied linguistics.

Rowley: Newbury House. Holliday, Adrian. 2002. Doing and writing qualitative research. London: SAGE Publications Ltd. Kerlinger, Fred N.1986. Foundations of behavioral research. New York: Holt Rinehart and Winston. McKay, Sandra Lee. 2002. Teaching English as an international language. Oxford: Oxford University

Press. Moustakas, Nunan, David. 1994. Research methods in language learning. New York: OUP. Patton, Michael Quinn. 2002. Qualitative research & evaluation methods. Thousand Oaks, Cal: Sage

Publications, Inc. Singleton, Royce A. Jr & Straits, Bruce C. 1999. Approaches to social research. New York : Oxford

University Press. Sprinthall, Richard C.; Schmutte, Gregory T. : Sirois, Lee. 1991. Understanding educational research.

Englewood Cliffs, NJ: Prentice-Hall Inc. van Mannen,


SMI 501: THEORY AND PRACTICE OF TRANSLATION




Learning Media

References

1 Students understand how the course is conducted followed by some logistical explanation and introductory lecture on Translation Studies

Syllabus: goals or outcomes; course progression or istructional materials; assignments; projects, and evaluation system. Topics: Global need of translation; lack of development in translation theories



Newmark 1988; Venuti 2000

2 Students have the proper understanding of Issues in Translation Studies

“What is Translation?”; Translation Strategies


Presentation 45”” Q&A 30” Class sharing 30” Lecture 45”


Hatim and Munday 2004; Newmark 1988

3 Students have the proper understanding of Techniques in Translation

Unit of Translation and Translation Shift




Hatim and Munday 2004

4 Students have the proper understanding of Techniques in Translation

Analysis of Meaning and Dynamic Equivalence




Hatim and Munday 2004; Baker 1997

5 Students have the proper understanding of

Pragmatic Equivaence and Translation Relevance

Problem solving (written and/or

Presentation 45”” Q&A 30”


Hatim and Munday 2004;


Learning Media

References

Techniques in Translation

reported orally) Class sharing 30” Lecture 45”

Handouts Baker 1997

6 Students have the proper understanding of Theoretical Concept in Translation

Text Type and Text Register Problem solving (written and/or reported orally)





8 Students have the proper understanding of Theoretical Concept in Translation

Text, Genre and Discourse Shift





9 Students have the proper understanding of Development in Translation Theory

History of Translation Problem solving (written and/or reported orally)



Bassnett 2000

10 PROJECT WRITING PREPARATION


Agent of Power in Translation Problem solving (written and/or reported orally)



Hatim and Munday 2004; Levere 1990


Translation and Ideology Problem solving (written and/or reported orally)



Hatim and Munday 2004; Levere 1990


Translation in the IT Era Problem solving (written and/or reported orally)



Hatim and Munday 2004;

14 Students have the proper understanding of Development in

Literature and Translation Problem solving (written and/or reported orally)

Presentation 45”” Q&A 30” Class sharing 30”


Venuti 2000; Levere 1990


Learning Media

References

Translation Theory Lecture 45”

SYLLABUS ELECTIVE COURSE SMI 501 THEORY AND PRACTICE OF TRANSLATION


Credit : 3 Semester : 2 Course Coordinator : Novita Dewi, M.S., M.A., Ph.D.

I. COURSE DESCRIPTION

Translation is hardly separable from foreign-language studies, directly or otherwise. Often time close friends ask for a favor to translate. Translation can become a learning technique. Or, it it can become an extra-income source, even a full-time job. Every time you translate a text, you will also learn new linguistic features, in addition to the translation result itself. Your mastery of both languages will become better and more accurate. Translation having become a discipline of its own, this course is introductory in nature. It includes general principles of translation and the actual translation of efficiency-bound translation and meaning-bound translation, both making use of current technology. It is a project-based course: group, individual, and class. I will directly get involved in helping you accomplish your projects.

II. COMPETENCE TO ACQUIRE

A. Standard You are able to translate an efficiency- or meaning-bound text using the state-of-the-art technology. B. Basic Competencies You are able to a. Using a CAT tool translate a given text type from the mother-tongue or Indonesian into English and vice-versa (individual project); b. Describe the characteristics and terminology of a given text type, and the strategies, methods, and potential problems of translating it for a given audience (group project). c. Reproduce a local text in the local language or Indonesian, and translate into English for the school-level audience (class project).

III. COURSE PROGRESS

Ses-sion

Objective (basic competency)

Topic/Sub-topic Ref

I

Make an initial course design: context, goal, process; CAT introduction; next week target

Translation discipline, translation work, CAT tools; tasks to accomplish (group, individual, class)

PI hdout

II Begin using a CAT tool to carry out the task

CAT tools: principles, types, functions; practicum

PI F A2

III Report: (1) what has been done (concept clarification and CAT

Concept clarification: Genre, characteristics, terminolog, methodology,

PI & Fulcher; CAT

tool operation); (2) what to accomplish next week

potential problems; class project

tool

IV

Complete: the personnel of class project; concept clarification; individual translation; discover and document the translation methodology of text 1

Class project; translation methodology of text 1: information and communication technology?

LCD internet; Cat tool

V

Discover and document the translation methodology of text 2

Class project; translation methodology of text 2: tourism?

ditto

VI Discover and document the translation methodology of text 3

Class project; translation methodology of text 3: entertainment?

ditto

VII Discover and document the translation methodology of text 4

Class project; translation methodology of text 4: automotive?

ditto

VIII Make a general review the translation methodology of the text for comprehensive improvement

Translation methodology of the texts (ICT, tourism, entertainment, automotive?)

ditto

IX Consolidate the class project: report progress and improve project design

Class project: evaluation, reflection, design improvement

LCD project text internet

X Rreport project, foci: interview and observation results

Lived-experience interview and context observation

ditto

XI Report project, foci: narrative structure and illustration

Narrative-text composition, structure, and illustration

ditto

XII Report project, foci: narrative and character development

Theme and character development

ditto

XIII Get the narrative composed, evaluated, and improved

Style, contents,writing mechanics ditto

XIV Improve the narrative using latest information

Style, contents,writing mechanics ditto

XV

Do general review for overall improvement

Style, contents,writing mechanics LCD sofft copy of completed portolio

XVI (Final copy of portfolio submitted on test date) -

IV. ASSESSMENT

No. Project %

1 Translation methodology (group) 30

2 Text translation (individual) and specific characteristics, using a CAT tool

40

3 Class project (local-text reconstruction and translation) 30 Total 100

References

Baker, M. (ed). 1998. The Routledge Encyclopedia of Translation Studies. London/ New York: Routledge. Fawcett, Antoinette, Karla L. Guadarrama García and Rebecca Hyde Parker (Eds.). 2010. Philosophy in

Translation: Theory and Practice in Dialogue. New York: Continuum International Publishing Group. Ejaan Yang Disempurnakan, 2009.

Kardimin. 2013. Pintar Menerjemah: Wawasan Teoritik dan Praktek. Yogyakarta: Pustaka Pelajar. KBBI (kbbi.web.id) Kinnunen, Tuija & Koskinen, Kaisa (eds.). 2010. Translator’s Agency. Tampere: Tampere University.

Larson, Mildred L. 1984. Meaning-Based Translation: A Guide to Cross-Language Equivalence. Lanham: University Press of America, Inc.

Munday, Jeremy. 2001. Introducing Translation Studies: Theories and Applications. London and New York: Routledge.

Newmark, P. 1981. Approaches to Translation. London: Ergamon Press Ltd.

Nord, C. 1995. Text Analysis in Translation. Theory, Method, and Didactic Application of a Model for Translation-Oriented Text Analysis. Amsterdam/ Atlanta: Rodopi.

Samuelson-Brown, G. 2004. A Practical Guide for Translator (4th Ed.). Clevedon: Multilingual Matters.

Snell-Hornby, M. 2006. The Turns of Translation Studies. Amsterdam/ Philadelphia: Benjamins.

Widyamartaya, A. 1989. Seni Menerjemahkan. Yogyakarta: Penerbit Kanisius. White R., et al. 2008. From Teacher to Manager: Managing Language Teaching Organizations.

Cambridge: Cambridge University Press. Situs Internet lainnya. SDL Trados


SPI 502: TEACHING ENGLISH TO YOUNG LEARNERS



Week Learning Goal




Learning Media References

1 Demonstrate adequate knowledge of the learning outcome, processes, resources, assessment and grading.

Syllabus: goals or outcomes, course progression or istructional materials, assignments, projects, and grading system. What is Teaching English to Young Learner (TEYL)?

Finding overview of TEYL

Lecture 60” Question and answer Task distribution


Suggested Reading:

Brewster, J., Ellis, G. & Girard, D. 2002. The Primary English Teacher’s Guide. Harlow, Essex: Penguin Books Ltd. Halliwell, S. 1992. Teaching English in the Primary Classroom. Harlow, Essex: Longman. Ioannou-Georgiou, S. & Pavlou, P. 2003. Assessing Young Learners. Oxford:

Oxford University Press. Phillips, S. 1993. Young Learners.

2 Students are able to employ theory in understanding young learners, characteristics of young learners, social and intellectual development, and multiple intelligences

Overview of TEYL which includes: understanding young learners, characteristics of young learners, social and intellectual development, and multiple intelligences.

Student presentation Lecture Class discussion Question and answer Task


3 Students are able to manage young

Classroom management

Student presentation Finding concept on

Student presentation Class

Power Point LCD Viewer

learner English classes and use classroom language

Classroom language teaching vocabulary and language skills

discussion Lecturer feedback

Laptop Oxford: Oxford University Press. ________. 1999. Drama with Children. Oxford: Oxford University Press. Reilly, V. & Ward, S.M. 1997. Very Young Learners. Oxford: Oxford University Press. Slatterly, M & Willis, J. 2001. English for primary teachers: A handbook of activities and classroom language. Oxford: Oxford University Press. Wright, A. 1997. Creating Stories with Children. Oxford: Oxford University Press. _______ 2001. Art and Crafts with Children. Oxford: Oxford University Press. Brown, H. D. 2001. Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Longman. Richards, J. C. & Rodgers, T. S. 2001.

4 Students are able to teach vocabulary and language skills to young learners.

Teaching vocabulary and language skills

Vocabulary

Listening

Speaking

Reading

Writing

Student presentation Student presentation Questions and answers

Power Point LCD Viewer Laptop



Vocabulary

Listening

Speaking

Reading

Writing

Student presentation Student presentation Questions and answers Lecturer’s feedback Assignment




Vocabulary

Listening

Speaking

Reading

Writing


class dynamic



7 Students are able to help young learners in developing themselves and their talents.

Class dynamics

Songs and chants

Projects

Story telling

Drama

Internet & mobile games for young learners

Student presentation Student presentation Questions and answers Lecturer’s feedback


8 Students are able to Class dynamics Student presentation Student Power Point

help young learners in developing themselves and their talents.

Songs and chants

Projects

Story telling

Drama


presentation Questions and answers Lecturer’s feedback

LCD Viewer Laptop

Approaches and Methods in Language Teaching: A description and analysis. Cambridge: Cambridge University Press. Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press. Henniger, Michael L. 2009. Teaching Young Children: An Introduction. Pearson-

Merrill


Class dynamics

Songs and chants

Projects

Story telling

Drama


Student presentation Student’s presentation Feedback from lecturer and fellow students for improvement



Class dynamics

Songs and chants

Projects

Story telling

Drama



instructional materials



11 Students are able to choose proper instructional materials for young learners.

Instructional materials Student presentation Finding concept on

lesson planning



12 Students are able to design English lessons to young learners.

Lesson planning Student presentation Finding concept on class observation and/or practice



13 Students are able to Class observation Student presentation Student Power Point

properly teach English to young learners

and/or practice teaching

Finding concept on assessing young

learners

presentation Questions and answers Lecturer’s feedback

LCD Viewer Laptop

14 Students are able to develop assessment instruments

Assessing young learners

N/A Student presentation Questions and answers Lecturer’s feedback



SYLLABUS ELECTIVE COURSE SMI 502 TEACHING ENGLISH TO YOUNG LEARNERS


Credit : 3 Semester : 3 Course Coordinator : F.X. Mukarto, Ph.D. Course Description This course is designed to assist participants to acquire the theory and develop their skills in teaching young learners in the EFL classroom. Through learning-centered activities, collaboration among participants and participants with the convener, classroom observation as well as peer (and practice) teaching, participants in this course will explore various aspects of and develop their competence in teaching EFL to young learners. Learning Outcomes Upon the completion of the course, the participants will be able

1. To help young learners in developing themselves and their talents. 2. To manage young learner English classes. 3. To properly teach English to young learners. 4. To choose proper instructional materials for young learners. 5. To plan Englaih lessons for to young learners. 6. To develop assessment instruments.

Progression of the Course

Meeting Topic PIC 1 Syllabus.

Understanding young learners Characteristics of young learners Social & Intellectual development Multiple intelligences

Classroom management Classroom language


Vocabulary Listening Speaking Reading

Writing

Class dynamics Songs and chants

Projects Story telling

Drama Internet & mobile games for young

learners Instructional materials

Lesson planning Class observation and/or practice teaching

Assessing young learners LT Process

Participants actively participate in class activities and discussions. They are responsible for attaining the learning outcomes of the course and, therefore, attendance and participation are important.

Through student-led seminar presentations or workshops on various aspects of teaching young learners, participants demonstrate an understanding of theoretical principles and their application in practice.

Participants work independently and in groups on assigned tasks.

Internship: Observing English learning teaching processes at the primary schools (and) or practice teaching English to primary school students

Evaluation Final grade will be decided based on class participation & performance (presentation or workshop), observation or practice teaching and its reflection, and academic paper. Suggested Readings Brewster, J., Ellis, G. & Girard, D. 2002. The Primary English Teacher’s Guide. Harlow, Essex: Penguin

Books Ltd. Halliwell, S. 1992. Teaching English in the Primary Classroom. Harlow, Essex: Longman. Ioannou-Georgiou, S. & Pavlou, P. 2003. Assessing Young Learners. Oxford: Oxford University Press. Phillips, S. 1993. Young Learners. Oxford: Oxford University Press. ________. 1999. Drama with Children. Oxford: Oxford University Press. Reilly, V. & Ward, S.M. 1997. Very Young Learners. Oxford: Oxford University Press. Slatterly, M & Willis, J. 2001. English for primary teachers: A handbook of activities and classroom

language. Oxford: Oxford University Press. Wright, A. 1997. Creating Stories with Children. Oxford: Oxford University Press. _______ 2001. Art and Crafts with Children. Oxford: Oxford University Press. Brown, H. D. 2001. Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New

York: Longman. Richards, J. C. & Rodgers, T. S. 2001. Approaches and Methods in Language Teaching: A description and

analysis. Cambridge: Cambridge University Press. Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press. Henniger, Michael L. 2009. Teaching Young Children: An Introduction. Pearson-Merrill Online articles Students are encourage browse the internet to find relevant online articles. Here is a list of some possible sites:

http://www.britishcouncil.org http://www.cal.org/resources/digest/ http://www.eltforum.com http://www.eltnews.com http://exchanges.state.govt/forum/index.htm http://itselj.org http://www.kidsource.com http://wwe.oup.co.uk/elt http://www.readingrockets.org

http://www.britishcouncil.org/

http://www.cal.org/resources/digest/

http://www.eltforum.com/

http://www.eltnews.com/

http://exchanges.state.govt/forum/index.htm

http://itselj.org/

http://www.kidsource.com/

http://wwe.oup.co.uk/elt

http://www.readingrockets.org/

SYLLABUS ELECTIVE COURSE SMI 503A STATISTICS FOR RESEARCH


Credit : 3 Semester : 2 Course Coordinator : Dr. J. Bismoko I. COURSE RELEVANCE Like other disciplined inquiries Statistics includes its conceptual and mechanistic components. Its conceptual component deals with the relationships between what you think and what you see, which makes the underpinning of scientific research: its logical truth and empirical truth. In other words it is essentially about the research validity, internal and external. Its mechanistic component today is essentially taken over by computer. II. COURSE DESCRIPTION This course is first to help you build up your perspectives of statistics for research (conceptual component). This will allow you to decide whether or not your research should use statistics, and if it should, which. Secondly, it is to help you handle the statistical mechanics of a given research project, generally electronically. They are packed in two projects: individual and group. Enabling concepts and procedures will be discussed in the first three meetings, the rest of the meetings are for project reports and completion, with a focus discussion of a given statistical issue. II. GOALS A. GENERAL (Standard Competence) You are able to Describe and interpret the construct validity of a statistical research project. B. SPECIFIC (Basic Competencies) You are able to 1. Express your perspectives of statistics for research; 2. Use appropriate statistics in ELS research, where relevant, and analyze the data electronically. III. COURSE PROGRESS

Ses-sion

Objective and Content Ref/ Note

I

Know what to acquire and how to do it; On the Syllabus: emphasis on goal and task elaboration, initial assignment Discussion 1: Foundational Concept 1 (Ch I-III)

Syllabus; Portfolio 1 & 2

II

Project Report 1: Portfolio 2, Inventory and initial analysis of found statistics Discussion 2: F Concept 2 & Statistical Technique Selection

Portfolio 2; Pf 1 Ch VIIA SPSS ≥ 17

III Project Report 2: Pf 1&2 Discussion 3: Statistical Technique Selection & Descriptive Statistics (Pf 1: III)

Pfolio & Listed references

IV Project Report 3: Initial report of Pf 1 and 2 submitted (the soft-copy)

Ditto

V

Project Report: Personal; Inferential Statistics, Statistics for Correlational Research

Objectives. Contents, and references are adjustable to the progress of the class

VI Project Report: Personal; Statistics for Experimental Research, Statistics for other Research

VII Project Report: Personal; Review VIII Mid-semester assessment

(Work, version 1: submitted) IX Project Report: Personal; Research,

Statistics X Project Report: Personal; Research &

Statistics, Inferential Statistics XI

Project Report: Personal; Correlational Research, Experimental Research

XII Project Report: Personal; Statistics for other Research

XIII Knowledge-Schemata Review and General Check

General editing of the portfolio, version 1

XIV Portfolio: Version 1 Completed and Submitted

Portfolio inspection and general reflection

XV Final Proofreading; Format Adjustment; Submission of softcopy, version 2

XVI Final Production, Discussion, Reflection Submission of soft and hard copy, final

IV. TASKS You are to complete two projects: 1. Individual project: Describe and interpret statistics for research based on the portfolio contents by cross-checking them with recent literature. 2. Group project: Find a research report/proposal using statistics, describe them and interpret its research validity. Then, find its raw data (if available), or similar data sets, analyze them electronically, describe the procedure, present the results, and interpret them. V. PERFORMANCE APPRAISAL

No. Required accomplishment Score

1. Contribution, Attendance 0.50

1 Personal Project 2.00

2 Group Project 1.50

Total 4.00

VI. REFERENCES

Required SPSS Software; SPSS Manual Schuyler, W. Huck. 2012 (6th edition). Reading Statistics and Research. Boston: Pearson Education , Inc. Bluman, Allan G.2012. Elementary Statistics: A Step by Step Approach. Boston: McGraw Hill. Suggested Ary, Donald, Jacobs, Lucy Cheser, and Razavieh, Asghar. 2002. Intoduction to Reseach in Education.

Belmont, CA: Wardsworth/Thomas Leaning. Christensen, Larry B and Stoup, Charles M. 1986. Introduction to Statistics for the Social and Behavioral

Sciences. Belmont, Cal.: Brooks/Cole Publishing Company Hatch, Evelyn and Farhady, Hossein. 1982. Research Design and Statistics for Applied Linguistics.

Rowley: Newbury House. Sprinthall, Richard C.; Schmutte, Gregory T. : Sirois, Lee. 1991. Understanding Educational Research.

Englewood Cliffs, NJ: Prentice-Hall Inc. … Other statistics publications: articles and books


SMI 505: COMPARATIVE LITERATURE

Lecture : Paulus Sarwoto, S.S., M.A., Ph.D. Credits: 3; Meetings: 14




1 The students understand the nature and requirements of the comparative literature course

Explanation of the course

The nature of comparative literature

Q & A Lecture and Q & A PPT and handouts

(Jost, 1974) (Guillen, 1993)

2 The students are able to employ theory in the perspective of comparative study

Theory and comparative literature

Structuralism

Q & A Lecture and Q & A PPT and handouts

(Barry, 2002) (Koelb, 1988) (Bassnett, 1993)

3 The students understand some aspects of comparative literature: thematology: the study of themes, motifs and myths

Thematology: the study of themes, motifs and myths


Presentation Q & A Lecture

PPT and handouts

(Jost, 1974) (Guillen, 1993)

4 The students understand an example of recurrent motif: Faustian motif

The nature of Faustian motif



PPT and handouts

(Marlow, 2000; Sophocles, 1960)

5 The students understand an example of re current

Oedipal hubris Individual-assessment

Presentation Q & A

PPT and handouts

(Sophocles, 1960)



motif: the motif of hubris in Sophocles’ Oedipus Rex

based on presentation and class comments; Problem solving

Lecture

6 The students understand more aspect of comparative study: the study of forms, genres and influence

The study of forms, genres and influence



PPT and handouts

(Jost, 1974)

7 The students are able to comprehend the concept of the theater of the absurd

The theatre of the absurd Individual-assessment based on presentation and class comments; Problem solving


PPT and handouts

(Esslin, 1969)

8 The students understand how to analyse a literary works using a comparative perspective: Samuel Beckett’s Waiting for Godot

The absurdity in Beckett’s Waiting for Godot



PPT and handouts

(Beckett’s Waiting for Godot)

9 The students understand how to analyse a literary works using a comparative perspective: Arifin C. Noer’s Kapai-Kapai

The absurdity in Noer’s Kapai-Kapai

Individual-assessment based on presentation and class comments; PPT and handouts Problem solving


PPT and handouts

(Noer, 1970)

10 The students understand how to study the national literature comparatively:

Lekra and Russian social realism: texts and contexts

Individual-assessment based on


PPT and handouts

(Foulcher, 1986)



Lekra and Russian Social Realism

presentation and class comments; Problem solving

11 The students understand how to study the national literature comparatively: Maxim Gorky’s Mother and Pramoedya A Toer’s Korupsi

Social realism in Gorky’s Mothe

r and Toer’s Korupsi



PPT and handouts

(Gorky, 1950)

12 The students are able to survey Postcolonial perspectives in the framework of comparative literature: Postcolonial theory

Postcolonial theory and comparative literature: issues and challenges



PPT and handouts

(Ashcroft, Griffith, & Tiffin, 1989; Ashcroft, Griffiths, & Tiffin, 2006) (Césaire, 2000a)

13 The students are able to survey Postcolonial perspectives in the framework of comparative literature: Shakespeare’s A Tempest

Postcolonial perspective on Shakespeare’s A Tempest



PPT and handouts

(Shakespeare, 1994)

14 The students are able to survey Postcolonial perspectives in the framework of comparative literature: Aime Cesaire’s The Tempest

Postcolonial perspective on Cesaire’s The Tempest



PPT and handouts

(Césaire, 2000b)

Sources Ashcroft, B., Griffith, G., & Tiffin, H. (1989). The Empire Writes Back: Theory and Practice in Post-colonial Literatures. London: Routledge. Ashcroft, B., Griffiths, G., & Tiffin, H. (2006). The Post-Colonial Studies Reader. London: Routledge. Barry, P. (2002). Beginning Theory. Manchester: Manchester University Press. Bassnett, S. (1993). Comparative Literature: A Critical Introduction. Oxford: Blackwell. Césaire, A. (2000a). Discourse on Colonialism (J. Pinkham, Trans.). New York: Monthly Review Press. Césaire, A. (2000b). A Tempest. New York: Monthly Review Press. Esslin, M. (1969). The Theater of the Absurd. Garden City: Doubleday & Company, Inc. Foulcher, K. (1986). Social Commitment in Literature and the Arts: the Indonesian "Institute of People's Culture" 1950-1965. Clayton: Centre of

Southeast Asian Studies, Monash University. Gorky, M. (1950). Mother. Moscow: Foreign Language Publishing House. Guillen, C. (1993). The Challenge of Comparative Literature. Cambridge: Havard University Press. Jost, F. (1974). Introduction to Comparative Literature. Indianapolis: The Bobbs-Merrill Co., Inc. Koelb, N. (1988). The Comparative Perspective on Literature: Approaches to Theory and Practice. Ithaca: Cornell University Press. Marlow, C. (2000). Doctor Faustus. In W. B. Worthen (Ed.), The Harcourt Brace Anthology of Drama. Fort Worth: Harcourt College Publishers. Noer, A. C. (1970). Kapai-kapai. Jakarta: Budaja Djaja. Shakespeare, W. (1994). The Tempest. London: Everyman. Sophocles. (1960). Oedipus Rex. In D. Levin (Ed.), Tragedy: Plays, Theory and Criticism. Chicago: Harcourt Brace Jovanovich, Inc.

SYLLABUS ELECTIVE COURSE SMI 505 COMPARATIVE LITERATURE


Credit : 3 Semester : 2 Course Coordinator : Paulus Sarwoto, S.S., M.A., Ph.D. I. COURSE DESCRIPTION

This course aims at providing the students with polyvalent approaches to study of literature

from different nationalities.

II. TARGET COMPETENCE

A. STANDARD COMPETENCY The ability to manipulate several possible approaches and theory in the comparative analysis of

literature from different nations.

B. BASIC COMPETENCIES 1. The ability to understand basic concepts of comparative theory 2. The ability to identify comparable elements of a literary work 3. The ability to synthesize compatible theory in a comparative study of different works


The class is conducted by incorporating traditional lecture and seminar with the emphasis

on the students’ active involvement and presentation on the topics distributed every week.

No Date Topic

1 11 Feb 2014 Introduction to the course

2 18 Feb 2014 Intro: What is comparative literature today?

How comparative literature came into being

Beyond the frontiers of Europe: Alternative concepts of Comparative Literature

Bassnet, pp. 1-11 Bassnet, pp. 12-30 Bassnet, pp. 31-47

3 25 Feb 2014 Comparative Literature at last!

Comparative identities in the postcolonial world

Jonathan Culler, pp. 117-121 Bassnet, pp. 70-93

4 4 March Gender and thematic

Comparative Literature on the Feminist edge

Bassnet, pp. 115-137 Higonnet, pp. 155-164

5 11 March The position of translation in Comparative Literature

Literary Study in an elliptical age

Bassnet, pp. 138-161 Damrosch, pp. 122-133

6 18 March Between elitism and populism: whither Comparative Literature?

Their generation

Fox-Genovese, pp. 134-142 Greene, pp. 143-154

7 25 March On the complementarity of Comparative Literature and Cultural Studies

Riffaterre, pp. 66-73

8 1 April Comparative Exile: Competing margins in the history of Comparative Literature

Apter, pp. 86-95

9 8 April Comparative study: Shakespeare’s The Tempest and Cesaire’s A Tempest

The Figuration of Caliban in the Constellation of Postcolonial Theory

10 15 April Comparative study: Indonesian critical discourse and Western theory

Paper

11 22 April Paper submission: What is Comparative

Literature?

12 29 April Presentation of individual projects

13 6 May Presentation of individual projects



V. EVALUATION

Midterm Exam Question: Write an analytical essay on the theory of comparative literature: the propositions and challenges. Length: 2,500 words

Final Exam Question: Write a comparative essay comparing two different literary works. Length: 3000 words

SYLLABUS ELECTIVE COURSE SMI 506 STYLISTICS


Credit : 3 Semester : 3 Course Coordinator : Dr. Fr. B. Alip, M.Pd., M.A. STANDARD COMPETENCE: Students are able to apply the right style for various purposes and situations. BASIC COMPETENCIES:

1. Students understand the elements of language styles. 2. Students recognize different styles of written and spoken language. 3. Students are able to analyze passages in different styles 4. Students are able to analyze various speech and thought representation 5. Students apply the appropriate styles for different communicative needs..

EVALUATION: The final grade is determined on students’ participation in the discussion, completion of assignments, and scores in their tests. LEARNING-TEACHING ACTIVITIES: Group presentation, lecture, & individual assignments. COURSE PROGRESS:

Date Topic Source Presenter

Stylistics History,Goals& Characteristics

Barry: 204-219 Leech &: 10-13

Language Variation (1) Crystal: 290-97

Language Variation (2) Crystal: 370-93

Language and Style Madden: 60-81

Language Styles Verdonk: 3 -10 Leech &: 14-40

Styles in Literature Verdonk: 11-16 Leech&:288-317

Text and Discourse Verdonk: 17-28 Leech&: 257-87

Perspectives on Meaning Verdonk: 29-40

Language of Literary Representation

Verdonk: 41-54

Exercises on Text Analysis

Mid-Test

Perspectives on Literary Interpretation

Verdonk: 55-64 Leech&: 318-34

Stylistics and Ideological Perspectives

Verdonk: 67-78 Leech&: 336-51

Gender-Free Language Mills: 83-127:

Exercises on Text Analysis

Learning-Teaching Techniques: Lecture, group presentation, discussion, individual assignments. CLASS WILL PROCEED WITH 30 MINUTES’ WORKSHEET CHECKING, 30-MINUTES’ GROUP PRESENTATION, 30-MINUTES’ QUESTIONS, 60-MINUTES’ LECTURER’S SLOT, PRESENTATION SHOULD BE ON POWER-POINT SLIDES/OHP, 5 SLIDES AT MOST, 22 TIMES NEW ROMAN, EVERY MEMBER MUST SPEAK!

REFERENCES: Barry, Peter. 2002. Beginning Theory: an Introduction to Literary and Cultural Theory. New York: Manchester University Press. Leech, Geoffrey N. & Michael H. Short. 1981. Styles in Fiction. London: Longman Group Limited, 1981. Crystal, David. 1994. The Cambridge Encyclopedia of the English Language. London: Cambridge University Press. Madden, Frank. 2002. Exploring Poetry. London: Longman. Mills, Sarah. 2003. Feminist Stylistics. Verdonk, Peter.2002. Stylistics. Oxford: Oxford University Press.

SYLLABUS ELECTIVE COURSE SMI 507A SOCIOLINGUISTICS


Credit : 3 Semester : 2 Course Coordinator : Dr. Fr. B. Alip, M.Pd., M.A.

I. Course Description: Sociolinguistics is the study of the many ways language and society are related to one another. This study combines many branches of human studies: sociology, psychology, anthropology and more. Language performance is a social behavior that shows who and what the involved participants in the behavior are. In addition, there is a strong need to manage multilingual resources since bilingualism is a common phenomenon in different parts of the world. However, sociolinguistics is a study that observes rather than prescribes language use. Thus, it is committed to observing and reporting on language, rather than prescribing how to use it. Since this course is offered within the context of the English language studies, the data explored in this course are limited to those related to English either as a native language, a second language, or a foreign language.

II. Objectives: Competence: 1. The students are familiar with important concepts and theories in sociolinguistics. 2. The students understand the function of sociolinguistic studies in language use. 3. The students are able to conduct sociolinguistic analyses for linguistic data. Compassion: 1. The students understand others’ difficulties in language communication. 2. The students are able to choose appropriate varieties in communication. Conscience: 1. The students are able to responsibly use language. 2. The students are able to maintain language as their identity. 3. The students are able to appreciate others through their language use.

III. Class Progress

Week Topic Sources

1 Basic understanding of Sociolinguistics Wardhaugh: 1-21, Holmes: 1-18

2 Language, Dialects, and Varieties Wardhaugh: 22-54, Holmes: 73-84

3 Bilingualism Wardhaugh: 98- 114, Alip 1: 20-36

4 Pidgins and Creoles Wardhaugh: 55-88 , Holmes: 81-94

5 Language choices Wardhaugh: 89-97, Holmes: 19-56; Alip: 37-93

6 Speech Communities Wardhaugh: 117-31

7 Regional and Social Variations Wardhaugh: 132-59, Holmes:123-49

Mid Test

8 Language and Culture Wardhaugh: 217-38, Holmes:317-41

9 Ethnography and Ethnomethodology Wardhaugh: 239-57

10 Solidarity and Politeness Wardhaugh:258-81;Holmes:284-316

11 Acting and Conversting Wardhaugh:282-311; Holmes:293-302

12 Language and Sex Wardhaugh: 312-25, Francine: 51-62

13 Language and Disadvantage Wardhaugh: 326-45

14 Language Planning Wardhaugh: 346-71, Holmes: 95-122; Alip 2: 10-43

IV. Evaluation: The final grade is determined by the student’s completion of assignments (20%), the mid-test grade (40%), and final grade (40%).

V. Suggested Reading: Alip, Francis Borgias. (1993). Social Norms and Variation in Language Choice. Dissertation presented to the Graduate School of State University of New York at Stony Brook. Alip, Francis Borgias. (1993). The Development of Bahasa Indonesia, a Historical Review. Master Thesis presented to the Graduate School of State University of New York atStony Brook.

Francine, Frank and Frank Anshen. (1983) Language and the Sexes. Albany: SUNY Press. Holmes, Janet. (2001). An Introduction to Sociolinguistics. New York: Pearson Education Trudgill, Peter. (1995). Sociolinguistics: An Introduction to Language and Society. London: Penguin. Wardhaugh, Ronald. (2002). An Introduction to Sociolinguistics. 4th ed. Cambridge: Blackwell.

Francis Borgias Alip, August 2013

SOCIOLINGUISTICS LESSON UNIT PROGRAMS

WEEK & TOPIC LEARNING TEACHING ACTIVITIES SOURCES

I. Basic under-standing of Sociolinguistics


presentation - Students read course materials 1 - Students discuss course materials content

with the lecturer’s assistance through presentation


Wardhaugh: 1-21,

Holmes: 1-18

II. Language, Dialects,

and Varieties

- Students submit completed worksheet 1. - Students read course materials 2. - Students discuss course materials content

with the lecturer’s assistance through group presentation


Wardhaugh: 22-54, Holmes: 73-84

III. Bilingualism - Students submit completed worksheet 2. - Students read course materials 3. - Students discuss course materials content

with the lecturer’s assistance through group presentation


Wardhaugh: 98- 114, Alip 1: 20-36

IV. Pidgins and Creoles - Students submit completed worksheet 3. - Students read course materials 4. - Students discuss course materials content

with the lecturer’s assistance through group presentation.


Wardhaugh: 55-88 , Holmes: 81-94

V. Language choices - Students submit completed worksheet 4. - Students read course materials 5. - Students discuss course materials content



Wardhaugh: 89-97, Holmes: 19-56; Alip: 37-93

VI. Speech

Communities




Wardhaugh: 117-31

VII. Regional and

Social Variations



- Students receive course materials 8 and

Wardhaugh: 132-59, Holmes:123-49

worksheet 7.

MIDTEST

VIII. Language and

Culture

- Students receive mid-test paper sheets and check their answers. - Students read course materials 8. - Students discuss course materials content



Wardhaugh: 217-38, Holmes:317-41

IX. Ethnography and

Ethnomethodology




Wardhaugh: 239-57

X. Solidarity and

Politeness




Wardhaugh:258-81;Holmes:284-316

XI. Acting and

Conversting




Wardhaugh:282-311; Holmes:293-302

XII. Language and Sex - Students submit completed worksheet 11 - Students read course materials 12. - Students discuss course materials content



Wardhaugh: 312-25, Francine: 51-62

XIII. Language and

Disadvantage




Wardhaugh: 326-45

XIV. Language

Planning



- Students receive explanation about final

Wardhaugh: 346-71, Holmes: 95-122; Alip 2: 10-43

exam materials and grading procedure - Students receive worksheet 14.

SYLLABUS ELECTIVE COURSE SMI 508A HISTORY OF ENGLISH


Credit : 3 Semester : 3 Course Coordinator : Dr. Fr. B. Alip, M.Pd., M.A.

I. Course Description: Being used by humans, language is like a living organism. It is born, develops and decays. This course is meant to highlight how English has developed from a tribal language which was merger of Low German dialects to the language of the English nation and finally to its present status as an international language. A special concern is paid to the status and development of English in Indonesia. This course also highlights the problems that English has encountered in its development and in its current state. II. Course objectives: Competence: The students are able to 1. understand the development of English from a tribal language to a world language 2. explain external influences into English and various linguistic phenomena in English Compassion: The students are able to 1. appreciate people with different varieties of English 2. provide help in understanding some idiosyncratic features of English. Conscience: The students are able to 1. develop appreciation of different varieties of language. 2. choose the right variety for promoting better human relationship. II. Course Progress

No TOPIC & DATE REFERENCE

1 Why learn history of English Alip (1), Bloomfield & Newmark, pp. 12-24 2 Roles: past, present & future Baugh & Cable, pp. 1-15 3 English as a Germanic language Baugh & Cable, pp. 16-41; Crystal, pp. 8-29; 4 Old English Baugh & Cable, pp. 42-70 5 Foreign Influences to Old English Baugh & Cable, pp. 72-108; 6 Influences of French to English Baugh & Cable, pp.107-157; Crystal, pp.30-1 7 Middle English Baugh & Cable, pp. 158-198;Crystal, pp. 30-55 8 Renaissance in English Baugh & Cable, pp. 199-252, Crystal, p. 62 9 Early Modern English Baugh & Cable, pp.295-341; Crystal, pp.56-75 10 English in America (1) Baugh & Cable, pp.342-99 11 English in America (2) Crystal, pp. 80-83; Alip (2), pp. 32-37 12 World Englishes Strevens, pp. 27-47 13 English in Southeast Asia Crystal, pp.104-105, Alip (2), pp. 37-43, Alip(3) 14 Contemporary Dev. & Future of

English Crystal, pp. 90-91; 106-107, 110-115

IV. EVALUATION: The students’ grades are determined by the completion of worksheets, the mid-test scores and the final test scores. V. REFERENCES: Alip, Fr. B. (1) The Historical Perspective in Learning English. Phenomena. Volume 6, No.

3, February 2003, (117-122) Alip, Fr. B. (2) The Development of Bahasa Indonesia, a Historical Review. Unpublished M.A.Thesis presented to the Department of Linguistics, State University of New York at Stony Brook, 1992. Alip, Fr. B. (3) The Feasibility of Indonesian English. Phenomena. Volume 8, No.1, June 2004, (1-10) Baugh, Albert C. & Cable, Thomas. A History of the English Language. London: Prentice-Hall International, 1978, pp. 1-252, 295-399 Bloomfield, Morton W. & Leonard Newmark. Language and the History of Language. In Alan M. Markman & Erwin R. Steinberg (eds). English Then & Now. New York: Random House, 1970, (pp. 12-24). Crystal, David. The Cambridge Encyclopedia of the English Language.

London: Cambridge University Press, 1995, (pp. 8-105) Strevens, Peter. English as an international language: directions in the 1990. In Braj B. Kachru (ed.). The Other Tongue: English across Cultures. (2nd ed.). Urbana: University of Illinois Press, 1992, (pp. 27-47).

HISTORY OF ENGLISH

LESSON UNIT PROGRAMS

WEEK & TOPIC LEARNING TEACHING ACTIVITIES SOURCES I: Why learn history of English


presentation - Students read handout 1 - Students discuss handout content with the

lecturer’s assistance through presentation - Students receive handout 2 and worksheet 1

Alip (1), Bloomfield & Newmark, pp. 12-24

II. Roles: past, present & future

- Students submit completed worksheet 1. - Students read handout 2. - Students discuss handout content with the

lecturer’s assistance through group presentation

- Students receive handout 3 and worksheet 2

Baugh & Cable, pp. 1-15

III. English as a Germanic language


lecturer’s assistance through group presentation

- Students receive handout 4 and worksheet 3.

Baugh & Cable, pp. 16-41; Crystal, pp. 8-29;

IV. Old English - Students submit completed worksheet 3. - Students read handout 4. - Students discuss handout content with the

lecturer’s assistance through group presentation.


Baugh & Cable, pp. 42-70

V. Foreign Influences to Old English




Baugh & Cable, pp. 72-108;

VI. Influences of French to English




Baugh & Cable, pp.107-157; Crystal, pp.30-1

VII. Middle English - Students submit completed worksheet 6. - Students read handout 7. - Students discuss handout content with the



Baugh & Cable, pp. 158-198;Crystal, pp. 30-55

MIDTEST

VIII. Renaissance in English

- Students receive mid-test paper sheets and check their answers.

Baugh & Cable, pp. 199-252, Crystal, p.

- Students read handout 8. - Students discuss handout content with the



62

IX. Early Modern English




Baugh & Cable, pp.295-341; Crystal, pp.56-75

X. English in America (1)




Baugh & Cable, pp.342-99

XI. English in America (2)




Crystal, pp. 80-83; Alip (2), pp. 32-37

XII. World Englishes - Students submit completed worksheet 11 - Students read handout 12. - Students discuss handout content with the



Strevens, pp. 27-47

XIII. English in Southeast Asia




Crystal, pp.104-105, Alip (2), pp. 37-43, Alip(3)

XIV Contemporary Dev. & Future of English



- Students receive explanation about final exam materials and grading procedure

- Students receive worksheet 14.

Crystal, pp. 90-91; 106-107, 110-115

SYLLABUS ELECTIVE COURSE SMI 510 CRITICAL DISCOURSE ANALYSIS


Credit : 3 Semester : 3 Course Coordinator : Dr. B.B. Dwijatmoko, M.A.

SYLLABUS ELECTIVE COURSE SMI 509A ENGLISH FOR SPECIFIC PURPOSES


Credit : 3 Semester : 3 Course Coordinator : Dr. J. Bismoko I. COURSE DESCRIPTION This course aims at providing more concepts, trends, and examples of various ESP programs to be discussed and compared with students’ own experiences. The students will have opportunities to do presentations on ESP topics/programs followed with discussions in class. The presentations, discussion, and sharing of ideas will lead them to conduct needs analyses to collect necessary information for their final projects on ESP. This course will also discuss some psychological factors supporting adult learners taking any ESP program. II. TARGET COMPETENCE A. STANDARD COMPETENCY The students are able to comprehend and use main principles to design an ESP program. B. BASIC COMPETENCIES

The students are able to:

1. explain concepts, principles, and relevant theories in the field of ESP

2. analyze the concepts, principles, and theories

3. design an ESP course based on actual demands (school programs or private courses)


Various ESP articles (printed or downloaded) are to be discussed in class for the first few weeks. Presentations on ESP articles/ programs (either in small groups or individually done will be determined based on the number of students) and submission of power point slides on the topic(s) begin on Week 2. Each presentation (followed with discussions) will last 40-45 minutes and handout(s) for the whole class to aid the presentation should be prepared. The students’ ability to incorporate reading materials from the articles and their own additional experiences is highly appreciated. IV. TASKS Class Presentation is conducted weekly throughout the semester on the following topics.

Week 1

Introduction, orientation, and an overview of basic characteristics of ESP program

Weeks 2- 4

Various ESP programs

Week 5 Psychological factors of adult learning; transformative learning

Weeks 6-7 Needs analysis

Week 8

Submission of needs analysis

Week 9

Program Design ( goals/objectives, learner characteristics, materials)

Week 10

Techniques (task-based and text-based), assessment, syllabus draft

Week 11

Syllabus and Budget

Weeks12-14

Progress reports on the students’ final projects

Week 15

Submission of final projects

V. EVALUATION Presentations (25%), Active Class Participation and problem solving (20%), Midterm test/ needs analysis (25%) Final project (30%). VI. REFERENCES

Basturkmen, Helen. (2006). Ideas and Options in English for Specific Purposes. Mahwah: Lawrence Erlbaum Associates Inc.

Belcher, Diane, Johns, Ann M., and Paltridge, Brian. ( eds.) . (2011). New Directions in English for

Specific Purposes Research. Michigan: The University of Michigan press. Dudley-Evans, Tony and St. John, Maggie Jo. (2011). Development in ESP. A Multi-disciplinary

Approach. Cambridge: Cambrdige University press. Fezz, Susan, and Joyce, Helen. (2002). Text-based Syllabus Design. Sydney: National Centre for

English Language Teaching and Research. Hutchinson. Tom and Waters, Alan. 1994. English for Specific Purposes A learning-centred approach.

Cambridge: Cambridge University Press Master. Peter. 1998. Responses to English for Specific Purposes. ------- Nation, I. S. P. and Macalister, John. (2010). Language Curriculum Design. New York: Routledge. Nunan, David.( 2004). Task-Based Language Teaching. Cambridge: Cambridge University Press. Robinson, Pauline C. (1991). ESP Today: A Practitioner’s Guide. Hertfordshire: Prentice Hall

International (UK) Ltd.

SYLLABUS ELECTIVE COURSE SMI 511 ASIAN LITERATURES IN ENGLISH


Credit : 3 Semester : 3 Course Coordinator : Paulus Sarwoto, S.S., M.A., Ph.D.

study-interaction plan (sap)*)

Documents