MBI PPs UNG
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CURRICULUM

Struktur Kurikulum

1. struktur kurikulum PSMBI PPs UNG sebagai berikut:

         Berdasarkan hasil workshop Prodi pascasarjana tahun 2015, kurikulum Bahasa Inggris belum mengacu pada kurikulum berbasis KKNI namun pada tahun 2016 penerapan kurikulum KKNI akan diterapkan pada tahun akademik 2016/2017. Berdasarkan hasil workshop, maka beban studi kurikulum PSMBI sejumlah 48 SKS. Beban belajar tersebut dirancang untuk waktu studi selama 4 (empat) semester dan selama-lamanya 6 (enam) semester termasuk penyusunan tesis. Berikut ini gambaran secara umum tentang mata kuliah di PSMBI, yakni:

         1. Mata Kuliah Wajib
             MKW ini terdiri atas Mata kuliah umum (MKU), MDK, MKK dan Tesis dengan jumlah SKS 39. Berikut pembagian masing-masing SKS dari setiap mata kuliah.
            MKU = 7 SKS
            MDK = 4 SKS
            MKK = 22 SKS
            TESIS = 6 SKS
        2. Mata Kuliah Pilihan
            MKP atau mata kuliah keahlian pilihan dengan bobot SKS 9 SKS.

Sehingga, jumlah keseluruhan SKS ialah 48 SKS.

        A. MKU (Mata Kuliah Umum)

  • Methodology of Research in Education (3 SKS)
  • Phylosophy of science (2 SKS)

       B. MDK (Mata Kuliah Dasar Keahlian)

  • Foundation of Language Education (2 SKS)
  • Instructional Technology (2 SKS)
  • Statistics in Education (2 SKS)

      C. MKK (Mata Kuliah Keahlian)Applied Linguistics 2

  • Academic writing (3 SKS)
  • Issues on Language Instruction (2 SKS)
  • Second Language Acquisition (2 SKS)
  • Curriculum and Material Development (3 SKS)
  • Seminar on English Teaching (2 SKS)
  • Assessment on English teaching (3 SKS)
  • Methods in TEFL (3 SKS)
  • Discourse Analysis in Language Teaching (2 SKS)
  • Thesis (6 SKS)

      D. MKU (Mata Kuliah Umum)

  • Phylosophy of science (2 SKS)

      E. MKP (Mata Kuliah Pilihan)

  • English Literature (3 SKS)
  • Public Speaking (3 SKS)
  • Advanced Translation (3 SKS)
  • English for Specific Purpose Course Design (3 SKS)
  • Semantics and Pragmatics for Language Teaching (3 SKS)
  • Sociolinguistics for Language Teaching (3 SKS)

      Katalog PSMBI Pascasarjana Universitas Negeri Gorontalo tahun 2015, mencantumkan dengan jelas bahwa Prodi menawarkan mata kuliah pilihan sejumlah 18 SKS untuk Gorontalo menawarkan mata kuliah pilihan sejumlah 18 SKS untuk 6 mata kuliah. Dari 18 SKS mata kuliah tersebut, mahasiswa diwajibkan memilih 9 SKS.

 

SILABUS MATA KULIAH
COURSE SYLLABUS

 A. Course Identity
Course Name                       : Instructional Technology
Course Code                        : 7501-1-005-1-2
Semester/Credits                 : I/2
Prerequirement                    :
Team Teaching                     :
The team teaching in this class consists of two faculty members in each class. Both can be contacted for inquiries and consultation related to the class materials and other circumstances.

Karmila Machmud, M.A., Ph.D

Phone: 082196869277

Email: Karmila36@gmail.com

Dr. Suleman Bouty, M. Hum

Phone: 085256566817

Email: suleman.bouti@gmail.com

B. Course Description
This course is designed to prepare the students to be English teachers with the certain level of technology literacy. The students will be loaded with the knowledge and practice on how to use technology in English as a Foreign Language Instructions. This course aims to enable the students as the candidate of EFL teachers to have the technology literacy that will be very useful for them in teaching the digital natives.

C. Learning Outcome
This course is designed to enable the students to master some of the topics related to the integration of technology in English as A Foreign Language (EFL) Instructions. Based on Permen 49 year 2014, master graduates should have the following general skills related to this subject:
1. mampu menyusun ide, hasil pemikiran, dan argument saintifik secara bertanggung jawab dan berdasarkan etika akademik, serta mengkomunikasikannya melalui media kepada masyarakat akademik dan masyarakat luas;
2. mampu mengambil keputusan dalam konteks menyelesaikan masalah pengembangan ilmu pengetahuan dan teknologi yang memperhatikan dan menerapkan nilai humaniora berdasarkan kajian analisis atau eksperimental terhadap informasi dan data;
3. mampu meningkatkan kapasitas pembelajaran secara mandiri;
4. mampu mendokumentasikan, menyimpan, mengamankan, dan menemukan kembali data hasil penelitian dalam rangka menjamin kesahihan dan mencegah plagiasi;


D. Course Materials
1. Topic: Technology in the Classroom 2

- Meeting 2

2. Topic: Using Microsoft Office to Enhance EFL Learning

- Sub Topics :

  • Microsoft Word for ELT
  • Microsoft Excel for grading
  • Microsoft Power Point as an EFL teaching materials supplement

- Meeting 3-4

3. Topic: Evaluating useful websites

-Sub Topics:

  • Some useful EFL websites
  • Web Evaluation

- Meeting: (5)

4. Topic: Using Mobile Technology in EFL Teaching

-Sub Topics:

  • Using Social Media in teaching English
  • Using Smart phone apps in teaching and learning English

- Meeting (6-7)

5. Topic: Internet – Based Apps to teach four language skills

- Sub Topics:

  • Comic strip maker
  • Story maker
  • Lyric Training
  • Book boxinc
  • Audacity
  • Meeting (9-10)

6. Topic: Using Technology to avoid Plagiarism in EFL Assignments

- Sub Topics:

  • Google search
  • Plagiarism software

- Meeting (11)

7. Topic: Design Open Source Learning Platform

- Sub Topics:

  • Blog]
  • Google Drives
  • Google site

- Meeting (12-14)

8. Topic: Designing a 21st century classroom

- Sub Topics:

  • Google classroom
  • Practice

- Meeting (15)

E. Course Requirements and Assessment

1. Attendance – it is required that students are present at all lectures. Any unexcused absences will result in a lower grade.
- To be excused a student must consult the lecture before the day of the class with the reason for non-attendance
- In the case of sickness, the lecturer must be contacted the day of the missed class.
Due to the nature of this particular course, it is impossible to assess the level of a student’s skill if the student does not attend class, therefore a total of four absences will result in a fail. Lateness to class by more than 15 minutes will constitute an absence.

2. Participation – Students are expected to participate in all class activities. Students are required to be prepared for any presentations that are scheduled for that class. Non-preparedness will be counted as a fail for that assignment.

3. Assignments/Examinations – Students are expected to adequately prepare for class. In-class presentation will take the place of examinations. As such they constitute the total marks possible for this course.

F. Grading

Attendance/Participation                                              10%

In-Class Project                                                            20%

Mid                                                                                30%

Final/Long Project Presentation/Portfolio                     40%

TOTAL                                                                           100%

 Quality standards for grading:

The marks for each assignment are aggregated and the final results are

standardized as a grade:


85 – 100        = A Exceptional work (student exceeds expectations )

70 – 84          = B Very good work; above average

65 – 69          = C Average work; at grade level (student meets expectations )

55 – 64          = D Below average

< 45               = E Work fails to meet minimum standards 

 

G. Reference

  • Dudeney, G. &Hockly, N. (2007). How to teach English with technology. England: Pearson Education Limited
  • Jonassen, D., Howland, J., Marra, R.M., &Crismond,D. (2008). Meaningful learning with technology. Columbus: Pearson.

Useful Websites:

  • www.britishcouncil.com
  • www.manythings.org
  • www.lyrictrainings.com

 

MODEL SOAL 1

Mata kuliah                                  : Instructional Technology

Credits/Semester                        : 2 /Ganjil

Academic Year                             : 2014/2015

Examination                                : FINAL PROJECT

Team Teaching                            : Karmila Machmud, S.Pd, MA, Ph.D

                                                      Dr. Suleman Bouti, S.Pd, M.Hum

Please read the instructions carefully before you start working on your final Project!

1. Create your own educational website using google site. (You can use the website thatyou have created in class or you can create a new one)

2. Make sure that your website have the following items:

a. Home page
b. Blog
c. Portfolio
d. Classroom activities plans

3. In your portfolio page, upload all your project assignments

4. The project consist of:

a. Web evaluation
b. Comic strip maker
c. Story maker
d. Paperless test
e. ICT-based Lesson Plan

5. This final project will be graded based on the following elements:

a. Creativity
b. Pedagogy
c. Originality
d. Design
e. Collaboration

6. Please share the link to your website in our facebook group on 4 February 2015 at 2pm at the Latest. Please notice that late submission will not beaccepted, and it will result in penalty.

7. Make sure that you leave a comment on your peer’s website.

8. Your comments will also be graded.

 

 

Silabus 2

COURSE SYLLABUS

A. Course Identity

Course Name                 : Academic Writing

Course Code                  : 7501-2-004-1-3

Semester                        : I

Pre requirement             :

Team Teaching               : Prof, Dr. Moon, H.Otoluwa & nonni_basalamah@yahoo.com

The team teaching in this class consists of two faculty members in each class. Both can be contacted for inquiries and consultation related to the class materials and other circumstances.

  • Prof, Dr. KartinLihawa, M.Hum

Phone: 081340029065

Email  :

 

  • Nonny Basalama M.A., Ph.D

Phone: 081389105603

Email  : nonni_ basalamah@yahoo.com

B. Course Description
     This course is design to prepare the students to be an English teacher and or other profession with the certain level of knowledge and skill in academic writing, and avoid plagiarism exercise in their written works. The students also are both facilitated to be able to write and to cite appropriately with the certain referencing style required in this study program

C. Learning Outcome
     This course is designed to equip the students for being able to master various topics related to academic writing.

 

Based on Permen 49 year 2014, master graduates should have the following general skills related to this subject ( these skills are literally copied from the document, and performed in Indonesian version as its original).

 


5. mampu menyusun ide, hasil pemikiran, dan argument saintifik secara bertanggung jawab dan berdasarkan etika akademik, serta mengkomunikasikannya melalui media kepada masyarakat akademik dan masyarakat luas;
6. mampu mengambil keputusan dalam konteks menyelesaikan masalah pengembangan ilmu pengetahuan dan teknologi yang memperhatikan dan menerapkan nilai humaniora berdasarkan kaji ananalisis atau eksperimental terhadap informasi dan data;
7. mampu meningkatkan kapasitas pembelajaran secara mandiri;
8. mampu mendokumentasikan, menyimpan, mengamankan, dan menemukan kembali data hasil penelitian dalam rangka menjamin kesahihan dan mencegah plagiasi;

Master graduates should have the following specific skills related to this subject as expected as specific learning objectives in this subject:

  • To be able to recognize and write the various kinds of sentences (simple sentences, compound sentences, complex sentences, and compound complex sentences).
  • To be able to distinguish between a paragraph and an essay so that being able to write these confidently in terms of their organisation (e.g introduction, body, and conclusion for a paragraph and an essay) with the unity and coherence of each part.
  • To be able to use transition signals.
  • To be able to proofread, edit and revise paragraphs and essays.
  • To be able to integrate critical thinking in their writing work.
  • To be able to distinguish and write various kinds of genre text such as descriptive, narrative, recount, expository, hortatory, analytical exposition, argumentative, cause and effect report, and report text.
  • To practice citation and handle bibliography consistently and ethically appropriate (Using APA Style 6 edition, 2010).

 D. Course Materials

1. Topic: Review kind of sentences

- Sub Topics:

  • Simple sentences
  • Compound sentences
  • Complex sentences, Compound- complex sentence

- Meeting (2)

 2. Topic: Exercising kind of sentences

-Sub Topics:

  • Simple sentences
  • Compound sentences
  • Complex sentences
  • Compound- complex sentences

- Meeting (3)

3. Topic: Building a paragraph

- Sub Topics:

  • The concept of paragraph and its organization: topic sentence, supporting sentences and concluding sentence
  • Exercise your writing on those.

- Meeting (4 & 5)

4. Topic: Building an essay

- Sub Topics:

  • The concept of an essay
  • The organization of an essay; Introduction paragraph which consists of general background and a hook, and thesis statement with controlling idea.

5. Topic: The use of Transition signals

- Sub Topics:

  • Transition signals and its various functions:

To introduce an example- including for example, for instance, specifically, to demonstrate, to illustrate, one example of this is.

  • To introduce an opposite idea or show exception:

Alternatively, whereas, despite, in spite of, nevertheless, whereas, event though, on the other hand, while, but, yet, one could also say.

- Meeting (8)


6. Topic: Creating various text (genre Text)

- Sub Topic:

  • 1. Descriptive text
  • Narrative text
  • Recount text
  • Procedure
  • Report
  • Anecdote
  • Hortatory
  • Spoof
  • Explanation
  • Discussion
  • News Item text,
  • Review
  • Analytical Exposition text

-Meeting (10 & 11)

7. Topic: Creating various kinds of essay

- Sub Topics:

  • Argumentative Essay
  • Comparison and Contrast Essay
  • Cause and Effect Essay

- Meeting (12 & 13)

8. Topic: How to cite and use referencing style

- Sub Topics:

  • Why one needs to cite and be consistent in certain referencing style.
  • Introducing various referencing styles; APA, MLA and Turabian Style.
  • APA Referencing style;
  • Direct quotation Versus Indirect quotation,
  • Paraphrasing
  • In Text quotation and referencing style.

E. References

  • Leonhard, B. H. (2002).Discoveries in Academic Writing. Boston: Heinle&Heinle, Thomson Learning.
  • Oshima,A. & Hogue, A. (2006). Writing academic English: Fourth edition. New York:Pearson Education, lnc.

Useful Websites:

  • Paradigm Online Writing Assistanthttp://www.powa.org/ – Online interactive writer's guide and handbook.
  • Essay Writing: The Essential Guidehttp://www.theory.org.uk/david/essaywriting.pdf – David Gauntlet, Leeds University Institute of Communication Studies.
  • Essay Punchhttp://www.essaypunch.com – Online interactive essay writing tutorial.
  • Essay Writing Tipshttp://www2.actden.com/Writ_den/tips/essay/index.htm – WritingDEN.
  • Advice on Academic Essay Writinghttp://www.writing.utoronto.ca/advice – University of Toronto, Canada.
  • Thinking Critically About World Wide Web Resourceshttp://www.library.ucla.edu/libraries/college/11605_12337.cfm – UCLA College Library.
  • Critically Analyzing Information Sourceshttp://www.library.cornell.edu/olinuris/ref/research/skill26.htm – Cornell University Library.
  • Citing Referenceshttp://www.bournemouth.ac.uk/library/citing_references/docs/Citing_Refs.pdf – Harvard referencing style - University of Bournemouth Academic Services.

Good luck!

 

MODEL SOAL 2
ACADEMIC WRITING
Please read the guidelines below carefully before you start working on your final Project!

1. Read the question on this project carefully.
2. Decide what the main idea you will develop in each essay
3. Search and find the related sources and evidences which can support you to build and elaborate your thesis statement in each essay.
4. Plan carefully and do the mind mapping of each paragraph organization in your essay before you start writing
5. Integrate critical thinking in elaborating your idea more
6. Write in complete sentences by integrating more complex and compound complex sentences in each of your writing process
7. Please do the proof reading on your first and second draft
8. Revise your draft before submitting your work
9. Submit your work with the front cover required for avoiding plagiariam exercise in your writing
10. This final project will be graded based on the following elements:

a. Organization of the essay
b. Content
c. Unity
d. Mechanics
e. Originality
f. Referencing Style


11. Submission due : 5 February 2015 at 4 pm
12. Please notice there is no extension
13. Wait your feedback from the lecturer

 

 Silabus : 3


COURSE SYLLABUS

A. Course Identity
Course                       : Issues on Language Instruction
Code of Course          : 7501-2-008-1-2
Semester                   : I
Credit                         : 2 credits
Study Program           : English Study Program
Course Status            : Major
Tim Teaching              : 1. Dr. SyarifuddinAhamd, M.Pd
                                     2. Dr.RasunaTalib, M.Hum

 

Dr. Syarifuddin Ahamd, M.Pd
Phone:081340420016
Email: syarifuddinahmad12@yahoo.com

 

Dr. Rasuna Talib, M. Hum
Phone: 081340803581
Email: Rasuna68@yahoo.com

 

B. Course Description

This course provides the students with some working knowledge on language with specials emphasis on issues on language instruction related to various issues of learners and teachers in today’s classroom, issues on organizational aspects of instructuion, issues on materials and Assesment, and issues on culture and teaching. Those issues are delivered to several topis the student diversity in learning; communicative classroom; LSLC, classroom management, learning autonomy, reflective skill, and teaching cultural understanding. At the end, the students are able to identify, to analyze and to evaluate some cases of the teaching learning process in EFL class which have related to the topics of issues on language instruction.

 

C. Learning Outcome

     This course is designed to enable the students to master some of the topics related to the integration of technology in English as A Foreign Language (EFL) Instructions. Based on Permen 49 year 2014, master graduates should have the following general skills related to this subject:

1. mampu menyusun ide, hasil pemikiran, dan argument saintifik secara bertanggung jawab dan berdasarkan etika akademik, serta mengkomunikasika nya melalui media kepada masyarakat akademik dan masyarakat luas;

2. mampu mengambil keputusan dalam konteks menyelesaikan masalah pengembangan ilmu pengetahuan da nteknologi yang memperhatikan dan menerapkan nilai humaniora berdasarkan kaji ananalisis atau eksperimental terhadap informasi dan data;

3. mampu meningkatkan kapasita spembelajaran secara mandiri;

4. mampu mendokumentasikan, menyimpan, mengamankan, dan menemukan kembali data hasil penelitian dalam rangka menjamin kesahihan dan mencegah plagiasi;

 

D. Course Material

1. Introduction, Meeting (1)  Source: Syllabus

2. Topic: Students Learning in Diverse Classroom

- Sub Topics:

Motivation, Age, Intellegence, Learning Styles, Learning Strategies, Personality Styles, Gender, anxiety, self-confidence, student’s belief,

- Meeting (2 & 3)

- Source:

Richards I. Arends, Tricia Hedge , P. 16-24, Donald C, dkk, Robecca, Patsy M Lightbown and Nina Spada

3. Topic: Teacher’roles and belief in English instruction.

- Sub Topics:

Teacher’s Roles, The self-developmental and Exploration, Teacher’s Belief.

- Meeting (4 & 5)

- Source: Jeremy Harmer, p. 56-66, Jerry G. Gebhard p.9-45, Jack Richards and Charles Lockhart

4. Topic: Classrooms as Learning Communities

- Sub Topics: Building Productive, Learning Communities.

-Meeting (6)

- Source: Richards I. Arends

5. Topic: Classroom management

- Sub Topics: Teacher’s Talk, Teacher’s Questions, Setting up clasrrom, Keep students on Task, Making Language,Comprenhensible to Students.

- Meeting (7 & 8)

- Source: Jerry G. Gebhard p. 69-88, Patsy M Lightbown and Nina Spada. P, Jeremy Harmer. P. 114-124.

6. Topic: Lesson Study for Learning Communities ( LSLC)

- Sub Topics: Lesson Study, LSLC.

- Meeting (10 & 11)

- Source: Saito, Eisuke, et al., Masaaki, Sato.

7. Topic: Learning Autonomy

-Sub Topics: Concept of Learning Autonomy, Reasons promoting Learning Autonomy, Measuring Leaning Autonomy of Learner.

- Meetingm (12)

- Source: Husain,Jamiah. 2011 p. 1-21, Benson , Bill.

8. Topic: Learning Journal and Teaching Journal

- Sub Topics: Concept of Learning Journal and Teaching Journal, Reasons promoting learbing and teaching journal, Analyze the models of learning journals and teaching journals

- Meeting (13)

- Source: Richards, Jack, Jack Richards and Charles Lockhart.

9. Topic: Culture and the language Teacher

- Sub Topics: Instruction for Culture Understanding

- Meeting (14)

- Source: Jerry G. Gebhard p. 69-88, Allice Omagio Hadley p. 345-387.

10. Review, Meeting (15)

11. Final, Meeting (16)

 

E. Course Requirements and Assessment

4. Attendance – it is required that students are present at all lectures. Any unexcused absences will result in a lower grade.
- To be excused a student must consult the lecture before the day of the class with the reason for non-attendance
- In the case of sickness, the lecturer must be contacted the day of the missed class.
Due to the nature of this particular course, it is impossible to assess the level of a student’s skill if the student does not attend class, therefore a total of four absences will result in a fail. Lateness to class by more than 15 minutes will constitute an absence.

5. Participation – Students are expected to participate in all class activities. Students are required to be prepared for any presentations that are scheduled for that class. Non-preparedness will be counted as a fail for that assignment.

6. Assignments/Examinations – Students are expected to adequately prepare for class. In-class presentation will take the place of examinations. As such they constitute the total marks possible for this course.

 

F. Grading

Attendance/Participation                                       10%

In-Class Project                                                     20%

Mid                                                                         30%

Final/Long Project Presentation/Portfolio              40%

TOTAL                                                                   100%

 

Quality standards for grading:

The marks for each assignment are aggregated and the final results are standardized as a grade:

85 – 100              = A Exceptional work (student exceeds expectations )
70 – 84                = B Very good work; above average
65 – 69                = C Average work; at grade level (student meets expectations )
55 – 64                = D Below average
< 45                     = E Work fails to meet minimum standards

G. Media

The media used in this class are papers, computer, LCD, and the Internet.

 

Quality standards for grading:

The marks for each assignment are aggregated and the final results are standardized as a grade:
85 – 100 = A Exceptional work (student exceeds expectations )
70 – 84 = B Very good work; above average
65 – 69 = C Average work; at grade level (student meets expectations )
55 – 64 = D Below average
< 45 = E Work fails to meet minimum standards

G. Media

The media used in this class are papers, computer, LCD, and the Internet.

 

H. References

1. Arends, Richards I.2004. Learning to Teach.MCGraw-Hill Companies: United States.

2. Benson, Bill. 2001. Teaching and Researching. Autonomy in Langugae Learning. Malaysia LSP.

3. Gebhard ,Jerry . 200. Teaching English as Foreign Or Second Language. USA: University of Michigan.

4. Dornyei , Zoltan, Psychology of the Language Learner

5. Husain, Djamiah ,2001. Fostering Autonomous Learning Inside and Outside the Classroom in Language Learning. Makasssar: UniversitasNegeriMakaasar Press.

6. Hadley, Allice Omagio. 2001. Teaching Language in Context . USA: Thompson Corporation.

7. Hedge, Tricia. 2003 Teaching And Learning In The Language Classroom. Uk: Oxford University Press.

8. Lightbown , Patsy M and Nina Spada.2006. How Languages are Learned?New York: Oxford Universtity Press.

9. Masaaki, Sato. 2012. Dialog danKolaborasi di SekolahMenengahPertama. Praketk Learning Community. PELITA.

10. Saito, Eisuke, et al.2015.Lesson Study for Learning Community. A guide to Sustainable school reform. London: Routledge Taylor and Francis Group.

11. Richards, Jack and Charles Lockhart .Reflective Teaching in Second Language Classroom

 

Gorontalo,          September 2014

Team Teaching

Dr. Syarifuddin Ahmad, M.Pd

Dr. RasunaTalib, M.Hum

 

Model soal 3

Mata kuliah                 : Issues on Language Teaching

Credits/Semester        : 2 /Ganjil

Academic Year             : 2014/2015

Examination                : FINAL PROJECT

Team Teaching            : Dr. Syarifudin Ahmad

                                      Dr. RasunaTalib

Please read the instructions carefully before you start working on your final Project!

1. Please observe an English teacher who is teaching English at classroom, then make a report on your field experience to observe him/her based on the following questions ( choose five of six questions that you will answer, exception the questions number 4 and 6 :

a. What strategies does the English teacher do in motivating students in the classroom

b. How do the English teacher build productive learning activities?

c. Analyze the level of questions used by the English teacher based on Gebhard’s theory.

d. In the view point of utilizing media, do the English teacher accomaodate students’ learning styles?

e How is the the English teacher to keep students on the task?
d. Reflect on how language teachers you have had in the past (or present) manage classroom interaction.
What do you like or dislike about the way she or he manage classroom interaction.

2. Please share or submit your project via my e-mail : Rasuna68@yahoo.com. The deadline is 5 February 2015 at pm at the Latest.

 

Silabus 4:

COURSE SYLLABUS AND LESSON PLAN

A. Course Identity

1. Subject                             : Assessment in English language Teaching

2. Code                                 : 7501-2-007-2-3

3. Semester/Credits              : III/ 2

4. Prequisit                            : -

5. Team teaching                   : Prof. Dr. Hasanuddin, M.Hum

                                                Dr. RasunaTalib, M. Hum

 

Prof. HasanuddinFatsah, M,Hum

Phone :085240730500

Emai : fatsahuddin2011@gmail.com

 

Dr. RasunaTalib, M. Hum

Phone: 08134080358

Email: Rasuna68@yahoo.com

 

B. Course Description

       The course is designed to enable students to have a more through and comprehensive knowledge and skill about the field of education assessment and evaluation and general with special emphasis on language assessment, and its recent and advanced developments so that they can make better, more responsible assessment, professionally develop tests of their own, administer, analyze and use their results competently.


C. Learning Outcome

        This course has a significant subject matter that have to be taken by the students of English Department in order to develop their ability to assess the learning and teaching activities and to measure the students’ competence and assessment. Besides, this subject matter has a significant material for developing and improving tests of English skills and language areas of English. Students have a comprehensive knowledge about the field of education assessment and evaluation and general with special emphasis on English Language Assessment. They are also able to develop tests of their own, administer, analyze and use their results competently.

After studying the all chapters of the materials students are able to:

1. explain the relationship between testing, assessing, and teaching

2. explain and apply language testing in English and explain relationships between testing and teaching;

3. explain apply testing language skills and language areas.

4. understand and use approaches to language teaching;

5. Principles of language assessment (see Brown)

6. identify and understand the place of tests in curriculum planning and the place of tests in curriculum implementation;

7. explore the perspectives of testing issues, adopt, develop, and adapt proficiency, achievement, and diagnostic tests;

8. develop and improve test items;

9. Designing Classroom Language Tests

10. Authentic assessment

11. Assessing listening

12. Assessing reading

13. Assessing speaking

14. Assessing writing

15. Developing authentic assessment for four English language skills (practice)

16. Final Test

 

D. Course Outline and Schedules

Week 1

  • Topics/Sub Topics: Testing, Assessing, and Teaching
  • Time allocation: 1 x meeting

Week 2

  • Topics/Sub Topics: Principles of Language Assessment
  • Time allocation: 1 x meeting

Week 3

  • Topics/Sub Topics: Practicality, Reliability, validity, and authencity
  • Time allocation: 1 x meeting

Week 4

  • Testing and Curriculum
    • The place of tests in curriculum planning
    • The place tests in curriculum implementation
    • Language testing
    • Material development
    • Language teaching
  • Time allocation: 1 x meeting

Week 5 & 6

  • Adopting, developing, and adapting language tests
    • Theoretical issues
    • The language teaching methodology issues
    • Two skills-based issues
    • Competence/performance issues
    • The discrete-point/integrative issues
    • Practical issues
    • Interaction of theoretical and practical issues
    • Adopt, develop, or adapt?
  • Developing and Improving Test Items
    • What is an item
    • Developing norm-referenced language tests;
    • Developing criterion-referenced language tests
    • Item facility analysis
    • Item discrimination analysis
    • Distractor efficiency analysis
  • Time allocation: 2 x meeting

Week 7

  • Designing classroom language tests
  • 1 x meeting

Week 8

  • Mid Semester tests
  • 1 x meeting

Week 9

  • Authentic assessment
  • 1 x meeting

Week 10

  • Assessing listening
  • 1 x meeting

Week 11

  • Assessing Reading
  • 1x meeting

Week 12 & 13

  • Assessing speaking
  • 2 meetings

Week 14 & 15

  • Assessing writing
  • 2 meetings

Week 16

  • Final exam and submit project
  • 1 meeting

 

E. Learning Scenarios, methods and Strategies

     Lecturers present the all materials related to theoretical aspects of ELT Assessment . Then, after the presentation students are given opportunity to discuss the related topics that has given to them, presentation, assignment, and take home tasks. In order to enrich their assessment, students are assigned to design assessment and develop their assessment for language component and language skills assessments.

F. Evaluation and Assessment
     Evaluation is conducted during the process, scoring the students from their presentation, tasks, quiz, mid-semester test, final tests, and papers. Assessment used is based on the following criteria:

 

Quality standards for grading:

The marks for each assignment are aggregated and the final results are standardized as a grade:

85 – 100              = A Exceptional work (student exceeds expectations )
70 – 84                = B Very good work; above average
65 – 69                = C Average work; at grade level (student meets expectations )
55 – 64                = D Below average
< 45                     = E Work fails to meet minimum stand

To determine the score for each aspect, the following percentage is used:

Attendance and Participation         10%

Asignment                                      20%

Midsemester test                           30%

Final semester test                        40%