Universitas Negeri Surabaya
Fakultas Bahasa dan Seni
Program Studi S2 Pendidikan Bahasa Inggris

Kode Dokumen

SEMESTER LEARNING PLAN

Course

KODE

Rumpun MataKuliah

Bobot Kredit

SEMESTER

Tanggal Penyusunan

Weaving Literacy into Curriculum

8810302044

T=1

P=1

ECTS=4.48

1

2 Desember 2024

OTORISASI

Pengembang S.P

Koordinator Rumpun matakuliah

Koordinator Program Studi




Prof. Pratiwi Retnaningdyah


Dr. Widyastuti


Ahmad Munir, S.Pd., M.Ed., Ph.D.

Model Pembelajaran

Case Study

Program Learning Outcomes (PLO)

PLO program Studi yang dibebankan pada matakuliah

PLO-3

Mengembangkan pemikiran logis, kritis, sistematis, dan kreatif dalam melakukan pekerjaan yang spesifik di bidang keahliannya serta sesuai dengan standar kompetensi kerja bidang yang bersangkutan

PLO-10

Menguasai teori, konsep dan model pengembangan program pembelajaran dan evaluasi program pembelajaran Bahasa Inggris yang mendidik untuk pembelajaran Bahasa Inggris umum dan pembelajaran Bahasa Inggris untuk tujuan tertentu

Program Objectives (PO)

PO - 1

Analyze principles and concepts of literacy and their integration into English curriculum design.

PO - 2

Apply critical and creative thinking to design innovative literacy-based curriculum models for English Language Teaching (ELT).

PO - 3

Evaluate literacy-oriented curriculum effectiveness for general English and English for Specific Purposes (ESP).

PO - 4

Evaluate literacy-oriented curriculum effectiveness for general English and English for Specific Purposes (ESP).

Matrik PLO-PO
 
POPLO-3PLO-10
PO-1✔ 
PO-2✔ 
PO-3 ✔
PO-4 ✔

Matrik PO pada Kemampuan akhir tiap tahapan belajar (Sub-PO)
 
PO Minggu Ke
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
PO-1✔✔✔
PO-2✔✔✔✔
PO-3✔✔✔✔✔✔✔
PO-4✔✔

Deskripsi Singkat Mata Kuliah

This course explores the integration of literacy principles into English Language Teaching (ELT) curriculum design, emphasizing both theoretical and practical approaches. Through project-based learning, students critically engage with literacy theories and frameworks to develop innovative curriculum models for General English and English for Specific Purposes (ESP). The course encourages reflective and creative thinking as students analyze real-world challenges in literacy development and design solutions that align with modern educational standards and technological advancements. By the end of the course, students will have produced comprehensive, literacy-oriented curriculum projects tailored to diverse educational contexts, demonstrating their ability to address the evolving demands of 21st-century literacy education

Pustaka

Utama :

  1. An Introduction to Discourse Analysis: Theory and Method. Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.
  2. An Introduction to Discourse Analysis: Theory and Method. Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.
  3. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.
  4. . S. P., & Macalister, J. (2010). Language Curriculum Design. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.

Pendukung :

  1. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.
  2. Gee, J. P. (2014). An Introduction to Discourse Analysis: Theory and Method
  3. Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design.
  4. Tomlinson, B. (2011). Materials Development in Language Teaching.
  5. Derewianka, Beverly. "A relevant pedagogic grammar for today’s classrooms." Second handbook of English language teaching (2019): 821-845.

Dosen Pengampu

Prof. Dra. Pratiwi Retnaningdyah, M.Hum., M.A., Ph.D.

Minggu Ke-

Kemampuan akhir tiap tahapan belajar
(Sub-PO)

Penilaian

Bantuk Pembelajaran,

Metode Pembelajaran,

Penugasan Mahasiswa,

 [ Estimasi Waktu]

Materi Pembelajaran

[ Pustaka ]

Bobot Penilaian (%)

Indikator

Kriteria & Bentuk

Luring (offline)

Daring (online)

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(8)

1

Minggu ke 1

Define literacy and its components in ELT curriculum contexts.

define the principle of literacy and its components comprehensively

 Kriteria:

Aktifitas Partisipasif


Bentuk Penilaian :
Aktifitas Partisipasif		 Lecture, group discussion
100
Materi: what is a Discourse Analysis
Pustaka: Gee, J. P. (2014). An Introduction to Discourse Analysis: Theory and Method
Materi: the components of ESP
Pustaka: Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.
Materi: The overview of Language Curriculum Design
Pustaka: Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design.		 5%

2

Minggu ke 2

Define literacy and its components in ELT curriculum contexts.

define the principle of literacy and its components comprehensively

 Kriteria:

Aktifitas Partisipasif


Bentuk Penilaian :
Aktifitas Partisipasif		 Lecture, group discussion
100
Materi: what is a Discourse Analysis
Pustaka: Gee, J. P. (2014). An Introduction to Discourse Analysis: Theory and Method
Materi: the components of ESP
Pustaka: Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.
Materi: The overview of Language Curriculum Design
Pustaka: Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design.		 5%

3

Minggu ke 3

Define literacy and its components in ELT curriculum contexts.

define the principle of literacy and its components comprehensively

 Kriteria:

Aktifitas Partisipasif


Bentuk Penilaian :
Aktifitas Partisipasif		 Lecture, group discussion
100
Materi: what is a Discourse Analysis
Pustaka: Gee, J. P. (2014). An Introduction to Discourse Analysis: Theory and Method
Materi: the components of ESP
Pustaka: Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.
Materi: The overview of Language Curriculum Design
Pustaka: Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design.		 5%

4

Minggu ke 4

Explore strategies to integrate literacy into curriculum design.

Literacy-based curriculum design

 Kriteria:

Penilaian hasil Project


Bentuk Penilaian :
Aktifitas Partisipasif		 Workshop
100
Materi: Principles of Literacy Integration
Pustaka: Tomlinson, B. (2011). Materials Development in Language Teaching.		 5%

5

Minggu ke 5

Explore strategies to integrate literacy into curriculum design.

Literacy-based curriculum design

 Kriteria:

Penilaian hasil Project


Bentuk Penilaian :
Aktifitas Partisipasif		 Workshop
100
Materi: Principles of Literacy Integration
Pustaka: Tomlinson, B. (2011). Materials Development in Language Teaching.		 5%

6

Minggu ke 6

Explore strategies to integrate literacy into curriculum design.

Literacy-based curriculum design

 Kriteria:

Penilaian hasil Project


Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Hasil Project / Penilaian Produk		 Workshop
100
Materi: Principles of Literacy Integration
Pustaka: Tomlinson, B. (2011). Materials Development in Language Teaching.		 5%

7

Minggu ke 7

Explore strategies to integrate literacy into curriculum design.

Literacy-based curriculum design

 Kriteria:

Penilaian hasil Project


Bentuk Penilaian :
Aktifitas Partisipasif		 Workshop
100
Materi: Principles of Literacy Integration
Pustaka: Tomlinson, B. (2011). Materials Development in Language Teaching.		 5%

8

Minggu ke 8

Present curriculum design proposal with literacy components.

Literacy-based curriculum design

 Kriteria:

Penilaian hasil Project


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 presentation
100
Materi: Principles of Literacy Integration
Pustaka: Tomlinson, B. (2011). Materials Development in Language Teaching.		 5%

9

Minggu ke 9

Present curriculum design proposal with literacy components.

Literacy-based curriculum design

 Kriteria:

Penilaian hasil Project


Bentuk Penilaian :
Aktifitas Partisipasif		 presentation
100
Materi: Principles of Literacy Integration
Pustaka: Tomlinson, B. (2011). Materials Development in Language Teaching.		 5%

10

Minggu ke 10

Analyze successful literacy-oriented curriculum models.

Kebenaran isi dan kualitas studi kasus

 Kriteria:

Unjuk Kerja


Bentuk Penilaian :
Aktifitas Partisipasif		 Case study report
100
Materi: the components od ESP
Pustaka: Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.
Materi: Derewianka, Beverly. "A relevant pedagogic grammar for today’s classrooms." Second handbook of English language teaching (2019): 821-845.
Pustaka: Derewianka, Beverly.		 5%

11

Minggu ke 11

Analyze successful literacy-oriented curriculum models.

Kebenaran isi dan kualitas studi kasus

 Kriteria:

Unjuk Kerja


Bentuk Penilaian :
Aktifitas Partisipasif		 Case study report
100
Materi: the components od ESP
Pustaka: Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.
Materi: Derewianka, Beverly. "A relevant pedagogic grammar for today’s classrooms." Second handbook of English language teaching (2019): 821-845.
Pustaka: Derewianka, Beverly.		 5%

12

Minggu ke 12

Analyze successful literacy-oriented curriculum models.

Kebenaran isi dan kualitas studi kasus

 Kriteria:

Unjuk Kerja


Bentuk Penilaian :
Aktifitas Partisipasif		 Case study report
100
Materi: the components od ESP
Pustaka: Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.
Materi: Derewianka, Beverly. "A relevant pedagogic grammar for today’s classrooms." Second handbook of English language teaching (2019): 821-845.
Pustaka: Derewianka, Beverly.		 5%

13

Minggu ke 13

Analyze successful literacy-oriented curriculum models.

Kebenaran isi dan kualitas analisi

 Kriteria:

Unjuk Kerja


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk, Praktik / Unjuk Kerja		 Case study report
100
Materi: the components od ESP
Pustaka: Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.
Materi: Derewianka, Beverly. "A relevant pedagogic grammar for today’s classrooms." Second handbook of English language teaching (2019): 821-845.
Pustaka: Derewianka, Beverly.		 5%

14

Minggu ke 14

Design literacy-oriented curricula for ESP contexts.

Literacy-based curriculum design

 Kriteria:

Unjuk Kerja


Bentuk Penilaian :
Praktik / Unjuk Kerja		 draft and peer evaluation
100
Materi: Developing ESP Curricula with Literacy Focus
Pustaka: Derewianka, Beverly.		 5%

15

Minggu ke 15

Present final curriculum project.

Group discussions, presentations, and collaborative design tasks.

 Kriteria:

presentation

 Presentation
100
Materi: What is a good material
Pustaka: Tomlinson, B. (2011). Materials Development in Language Teaching.		 5%

16

Minggu ke 16

Submit a portfolio documenting the process and outcomes of curriculum design.

Reflective essays

 Kriteria:

Penilaian Portofolio; tes


Bentuk Penilaian :
Penilaian Portofolio, Tes		 submit a portfolio
100
Materi: ESP and its components
Pustaka: Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.		 25%



Rekap Persentase Evaluasi : Case Study

No Evaluasi Persentase
1. Aktifitas Partisipasif 52.5%
2. Penilaian Hasil Project / Penilaian Produk 10%
3. Penilaian Portofolio 12.5%
4. Praktik / Unjuk Kerja 7.5%
5. Tes 12.5%
95%

Catatan

  1. Capaian Pembelajaran Lulusan Program Studi (PLO - Program Studi) adalah kemampuan yang dimiliki oleh setiap lulusan Program Studi yang merupakan internalisasi dari sikap, penguasaan pengetahuan dan ketrampilan sesuai dengan jenjang prodinya yang diperoleh melalui proses pembelajaran.
  2. PLO yang dibebankan pada mata kuliah adalah beberapa capaian pembelajaran lulusan program studi (CPL-Program Studi) yang digunakan untuk pembentukan/pengembangan sebuah mata kuliah yang terdiri dari aspek sikap, ketrampulan umum, ketrampilan khusus dan pengetahuan.
  3. Program Objectives (PO) adalah kemampuan yang dijabarkan secara spesifik dari PLO yang dibebankan pada mata kuliah, dan bersifat spesifik terhadap bahan kajian atau materi pembelajaran mata kuliah tersebut.
  4. Sub-PO Mata kuliah (Sub-PO) adalah kemampuan yang dijabarkan secara spesifik dari PO yang dapat diukur atau diamati dan merupakan kemampuan akhir yang direncanakan pada tiap tahap pembelajaran, dan bersifat spesifik terhadap materi pembelajaran mata kuliah tersebut.
  5. Indikator penilaian kemampuan dalam proses maupun hasil belajar mahasiswa adalah pernyataan spesifik dan terukur yang mengidentifikasi kemampuan atau kinerja hasil belajar mahasiswa yang disertai bukti-bukti.
  6. Kreteria Penilaian adalah patokan yang digunakan sebagai ukuran atau tolok ukur ketercapaian pembelajaran dalam penilaian berdasarkan indikator-indikator yang telah ditetapkan. Kreteria penilaian merupakan pedoman bagi penilai agar penilaian konsisten dan tidak bias. Kreteria dapat berupa kuantitatif ataupun kualitatif.
  7. Bentuk penilaian: tes dan non-tes.
  8. Bentuk pembelajaran: Kuliah, Responsi, Tutorial, Seminar atau yang setara, Praktikum, Praktik Studio, Praktik Bengkel, Praktik Lapangan, Penelitian, Pengabdian Kepada Masyarakat dan/atau bentuk pembelajaran lain yang setara.
  9. Metode Pembelajaran: Small Group Discussion, Role-Play & Simulation, Discovery Learning, Self-Directed Learning, Cooperative Learning, Collaborative Learning, Contextual Learning, Project Based Learning, dan metode lainnya yg setara.
  10. Materi Pembelajaran adalah rincian atau uraian dari bahan kajian yg dapat disajikan dalam bentuk beberapa pokok dan sub-pokok bahasan.
  11. Bobot penilaian adalah prosentasi penilaian terhadap setiap pencapaian sub-PO yang besarnya proposional dengan tingkat kesulitan pencapaian sub-PO tsb., dan totalnya 100%.
  12. TM=Tatap Muka, PT=Penugasan terstruktur, BM=Belajar mandiri.