HASANUDDIN UNIVERSITY Document Code

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FACULTY OF CULTURAL SCIENCES
ENGLISH DEPARTEMENT
SEMESTER-BASED COURSE PLAN
COURSE CODE COURSE GROUP CREDIT SEMESTER DATE OF
WRITING
METHODOLOGY OF ENGLISH 19F04121104 ENGLISH EDUCATION 4 3 10 May 2019
LANGUAGE TEACHING MAJOR
Semester-based course plan Course Group Coordinator Head of Department
Developer
AUTHORISED BY: Dr. Abidin Pammu, M.A.,
Dra. Nadirah Mahaseng, M.Ed. Dra. Nadirah Mahaseng, M.Ed.
Dipl.TESOL

Expected Department’s ELOs that must be referred to by the course

Learning ELO 1 Ability to apply academic and professional working culture in performing jobs related to English language, English literature,
Outcome (ELO) and English Language Teaching (ELT).

ELO 2 Ability to explain theories of English language, English literature or ELT required in related job.

ELO 6 Ability to analyze spoken and written texts, based on English language, English literature or ELT theories.

ELO 7 Ability to apply English language, English literature and ELT theories in designing English language programs based on global
demands.
Course Learning Outcome (CLO)
Having an awareness of how to identify well the basic concepts in TEFL.
 Lesson Learning Outcome (LLO)
LLO 1 Ability to apply knowledge of English language systems.
LLO 2 Ability to develop English teaching programs according to assigned context.
LLO 3 Ability to evaluate and reflect on own and others’ teaching performance.
LLO 4 Ability to work as a team member of an inter-disciplinary and multi-cultural issues.
LLO 5 Ability to be speakers and present material using media tools.
LLO 6 Ability to identify , formulate, and solve English teaching problems.
LLO 7 Ability to apply English language theories in designing public speaking courses based on global demands.
LLO 8 Ability to perform professional responsibilities and ethics.

Course This course is designed to assist students to be able to make students ready in copying with their future career, their knowledge qualification,
Description and good characters well as attitude. Through course, students are expected to be able to identify, comprehend, discuss and apply the theories
of teaching and learning into practice. Therefore, this course will cover a number of different theoretical views and concepts as well as
principles of EFL methodology that serves as the sources and foundations for classroom practices. Therefore, the coverage of the course will
include foundations for practices, contexts in teaching, ways of designing and implementing classroom techniques, and classroom practices.
Apart from this pedagogical knowledge, their English proficiency as well as the content knowledge is also becoming the focus of the teaching
and the learning process.
Learning 1. The concepts of English teaching and learning methodology, and the concept of the nature of the course.
Materials 2. Knowing the learners and their characteristics- theories, styles, and strategies of learning.
3. A Methodological History of language teaching.
4. Teaching by Principles.
5. Teaching Across Age levels
6. Teaching listening.
7. Teaching speaking.
8. Teaching reading.
9. Teaching writing.
References Main:
Brown, H.D. (2007), Teaching by Principles: An interactive approach to language pedagogy, Pearson Education, Inc.
Harmer, J. (2002). The practice of English Language Teaching. Malaysia: Pearson Education Limited.

Supporting:
Harmer, J. (2007). How to teach English. China: Pearson Education Limited.
Herrel, A.L, & Jordan, M. (2012). 50 strategies for teaching English language learners. Pearson Education limited.
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Lecturers in 1. Dra. Nadirah Mahaseng, M.Ed.
charge 2. Dra. Nasmilah Mahaseng, M.Hum., PhD
3. Dra. Marleiny Radjuni, M.Ed.
4. Dra. Andjarwaty Sadik, M.Ed.
Pre-requisite N/A
subject

Leaning Activities
Scoring
Learning Methods, Learning Materials
Lesson Scoring Percentage
Meeting

Students’ Tasks, [References]

Week

Learning (%)
[ Estimated Time]
Outcomes
Indicator Scoring online offline
Criteria &
Scoring Form
(1) (2) (3) (4) (5) (6) (7) (8)
I 1 Students are able to Appropriateness Lecturer explains the
explain the concepts in Formative class rules, the Syllabus and handout
of teaching and understanding questioning objectives, the lesson
learning the purpose and types in - plan assessment Stern (1981)
methodology, and the benefits of regarding to the procedure, and the Harmer (2002) and 5%
also identify the studying topic discussed benefits of the (2007)
nature of the course, methodology of course during the Herrel (2012)-
the objective, the English language - semester.
general rules, the teaching.
coverage of
materials, and the
evaluating system.
1-II Students are able to Clarity in
explain the concepts explaining the Students’ Harmer (2002) and
Lecturing and
2-4 of learning and concepts of participation & (2007) 10%
classroom discussion
learners, learning learning and discussion Herrel (2012)
conditions, learner learners,
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 characteristics, learning
styles, and strategies. conditions,
learner
characteristics,
styles, and
strategies.
III- Appropriateness
IV in explaining the
Students are able to history of
explain the history of language
language teaching teaching,
covering approach, covering
A methodological
methods, and approach,
Students’ history of language
5-8 techniques. Also it is methods, and - Lecture, Discussion 5S%
participation teaching
expected students techniques and
Brown,H.D (2001)
are able to compare also comparing
the basic concepts of the basic
approach, methods, concepts of
and techniques. approach,
methods, and
techniques.
V 9-10 Students are able to Clarity in Small Group Brown, H.D (2001)
develop a broadly developing a Discussion and
based theoretical broadly based Students’ Task with collaborative learning 5%
approach that theoretical participation deadline through
incorporates a approach that LMS
number of principles incorporates a
of language learning number of
and teaching. principles of
language
learning and
teaching.
VI- 11-13 Students are able to Clarity in Students’ Small group Brown, H.D (2001) 5%
VII understand the understanding participation discussion
characteristics of the Collaborative
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 children’s learning characteristics learning
that must be of children’s
incorporated into learning that
lessons and courses must be
incorporated
into lessons and
courses
VII- 14-15 Students are able to Clarity in Students’ Brown, H.D (2001) 5%
VIII distinguish between distinguishing participation
adult and children between adult
and how to and children
accommodate such and how to
differences in the accommodate
methodology such differences
in the
methodology
VIII 16 Mid Term Test 20
IX-X 17 – Students are able to Clarity in Brown (2001)
20 identify and explain identifying and Hamer (2007) %
the theories and explaining the Students’ - Small Group (2002) 10%
basic concepts of theories and participation Discussion Herrel (2012)
teaching listening basic concepts And lecturing
and formulate what of teaching
makes listening listening and
difficult. formulating
what make
listening
difficult.
XI- 21 – Students are able to Appropriateness Brown (2001)
XII 24 explain and identify in; Hammer (2002) %
the theories and Explaining and Students’ Video making Task Project-based (2007)
basic concepts of identifying the participation learning Harrel (2012) 10%
teaching speaking theories and and group task (group task)
and formulate what basic concepts
makes speaking of teaching
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 difficult. speaking and
formulating
what makes
speaking
difficult.
XIII- 25-28 Students are able to Clarity in - Brown (2001)
XIV explain and identify explaining and Harmer (2002)%
the theories and identifying the (2007)
basic concepts of theories and Students’ Classroom discussion Harrel (2012)
teaching reading and basic concepts participation and lecturing
formulate what of teaching and group task 10%
makes reading reading and
difficult. formulating
what makes
reading difficult.
XV- 29-31 Students are able to Appropriateness - Brown (2001)
XVI explain and identify in explaining Students’ Harmer (2002) %
the theories and and identifying participation Collaborative (2007) 5%
basic concepts of the theories and and group work learning and Harrel (2012)
teaching writing and basic concepts lecturing
formulate what of teaching
makes writing writing and
difficult. formulating
what makes
writing difficult.
XVI 32 Final Test 15

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 HASANUDDIN UNIVERSITY, FACULTY OF CULTURAL SCIENCES Document
Code
ENGLISH DEPARTEMENT ....

SEMESTER-BASED COURSE PLAN

Course CODE Course Group Credit SEMESTER Date of writing

T=? P=?
AUTHORISED BY Semester-based course plan Course Group Coordinator (Koordinator Head of Department
Developer (Pengembang RPS) RMK)

Expected Learning Department’s ELOs that must be referred to by the course

Outcome (ELO) Write the ELOs related to the course, which includes attitude (A), Knowledge (K), Generic Skill (G) and Specific Skill (S)
(Capaian ELO 1
Pembelajaran
Lulusan CPL)
ELO 2
...
...
ELO 10
Course Learning Outcome (CLO)
CLO refers to specific topics generated from the ELOs assigned to the course
CLO 1

CLO 2
CLO 3

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 CLO ...

Lesson Learning Outcome (LLO) (Sub-CPMK)

LLO 1

LLO 2 …..

LLO 3

LLO 4

Course Description Tuliskan disini relevansi & cakupan materi/bahan kajian sesuai dengan matakuliah ini dan sesuai dengan CLO (Sub-CPMK)
Learning Materials Tuliskan di sini bahan kajian dan dijabarkan dalam materi pembelajaran dalam pokok-pokok bahasan yang akan dipelajari oleh mahasiswa sesuai
dengan CLO (Sub-CPMK) tersebut di atas.
References Main:
Tuliskan pustaka utama yang digunakan, termasuk bahan ajar yang disusun oleh dosen pengampu MK ini.

Supporting:
Tuliskan pustaka pendukung jika ada, sebagai pengayaan literasi

Lecturers in charge Tuliskan nama dosen atau tim dosen pengampu mata kuliah
Pre-requisite subject Tuliskan mata kuliah prasyarat, jika ada

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 Leaning Activities
Learning Methods,
Lesson Scoring Scoring
Students’ Tasks, Learning Materials
Meeting Learning Outcom Percentage
[ Estimated Time] [References]
(%)
Indicator Scoring Criteria & online offline
Scoring Form
(1) (2) (3) (4) (5) (6) (7) (8)
1
Kontrak kuliah, RPS,
CPMK,
Permenristekdikti
nomor 44 tahun 2015,
Dokumen KKNI,
peraturan akademik
Unhas.
2
…
8 Mid-of-semester test/evaluation
9
…
16 End-of-semester test/evaluation

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