RENCANA PEMBELAJARAN SEMESTER (RPS)
PROGRAM STUDI: DIPLOMA 3 BAHASA INGGRIS FAKULTAS ILMU BUDAYA
UNIVERSITAS SEBELAS MARET
Identitas Mata Kuliah Identitas dan
Validasi Nama Tanda Tangan
Kode Mata Kuliah : SAJ 4431 Dosen
Pengembang RPS : Karunia Purna K Sean Stellfox Nama MataKuliah : General English II
Bobot Mata Kuliah (sks) : 4 SKS Koordinator
Kelompok MK :
Semester : 4
Mata Kuliah Prasyarat : - Kepala Program
Studi : Ardianna
Nuraeni, M.Hum Capaian Pembelajaran Lulusan (CPL)
Kode CPL Unsur CPL
S-8 : Menginternalisasinilai, norma, danetikaakademik
S-9 : Menunjukkan sikap bertanggung jawab atas pekerjaan di bidang keahliannya secara mandiri.
KU-1 : Mampu menyelesaikan pekerjaan berlingkup luas dan menganalisis data dengan beragam metode yang sesuai, baik yang belum maupun sudah baku.
KU-2 : Mampu menunjukkan kinerja bermutu dan terukur.
KU-5 : Mampu bekerjasama, berkomunikasi dan berinovatif dalam pekerjaannya.
KU-6 : Mampu bertanggung jawab atas pencapaian hasil kerja kelompok dan melakukan supervisi dan evaluasi terhadap penyelesaian pekerjaan yang ditugaskan kepada pekerja yang berada di bawah tanggung jawabnya.
KU-7 : Mampumelakukan proses evaluasi diri terhadap kelompok kerja yang berada di bawah tanggung jawabnya dan mampu mengelola pengembangan kompetensi kerja secara mandiri.
P-1 : Menguasai sifat dan fungsi dasar bahasa sebagai alat berkomunikasi.
P-3 : Menguasai fungsi interpersonal, sosial, dan profesional Bahasa Inggris untuk berkomunikasi lisan maupun tulisan, dalam berbagai konteks dan tujuan umum maupun tujuan khusus industri dan bisnis (setara skor TOEIC 600).
P-4 : Menguasai teknik penyusunan berbagai jenis teks tulisan, lisan, cetak, maupun audio- visual berbahasa Inggris; baik untuk tujuan umum maupun tujuan khusus industri dan bisnis.
K-2 : Mampu menerapkan fungsi interpersonal, sosial, dan profesional dari Bahasa Inggris untuk berkomunikasi lisan dan tulisan, dalam situasi formal maupun informal.
K-3 : Mampu berkomunikasi lisan maupun tulisan dengan menerapkan fungsi interpersonal, sosial, dan profesional Bahasa Inggris untuk tujuan industri dan bisnis internasional.
K-4 : Mampu memproduksi berbagai jenis teks tulisan, lisan, cetak maupun elektronik, dan audio-visual berbahasa Inggris untuk keperluan umum maupun keperluan khusus industri maupun bisnis.
Bahan Kajian
Keilmuan : - English Basic Skills - Integrated English
CP Mata kuliah
(CPMK) : Mahasiswa memiliki ketrampilan berbahasa Inggris secara terintegrasi yang meliputi kemampuan mendengar, berbicara, membaca, dan menulis teks Report, Explanation, dan Narrative.
Pengalaman Belajar : Mahasiswa mempelajari dan mempraktekkan empat kemampuan berbahasa Inggris
yaitu mendengar, berbicara, membaca, dan menulis bergenre Report, Explanation, dan
Narrative. Kegiatan pembelajaran dikemas dalam bentuk project based learning yang
dilakukan secara bertahap dengan mengeksplorasi keempat kemampuan berbahasa Inggris tersebut dengan hasil akhir berupa artikel, presentasi, video, dan drama.
Daftar Referensi : 1. Gerot, Linda and Peter Wignell. 1994. Making Sense of Functional Grammar. Sidney:
Antipodean Educational Enterprises
2. https://www.det.nsw.edu.au/eppcontent/glossary/app/resource/factsheet/4108.p df
3. http://www.chesterhillhighschool.com/c_and_a_text_types.php
4. http://www.skwirk.com/p-c_s-6_u-124_t-339_c-1172/nsw/english/text- types/factual-text-types/information-explanations
5. http://www.skwirk.com/p-c_s-6_u-124_t-340_c-
1178/narratives/nsw/narratives/text-types/literary-text-types.
6. http://writingcenter.unc.edu/handouts/drama/
7. http://www.eluprogram.com/Elements_Of_Drama.pdf 8. http://www.pechakucha.org/faq
9. https://globaldigitalcitizen.org/how-to-make-great-presentations-with-pecha-kucha 10. https://www.youtube.com/watch?v=qnaXJf_yaj8
11. https://www.youtube.com/watch?v=eXiVGEEPQ6c
12. https://www.youtube.com/watch?v=KyjQJBDD5V4
Tahap Kemampuan akhir Materi Pokok Referensi
Metode Pembelajaran
Waktu Pengalaman Belajar
Penilaian*
Luring Daring Indikator/
kode CPL
Teknik penilaian
/bobot
1 2 3 4 5 6 7 8 9 10
I Membuat presentasi pucha kucha berbahasa Inggris berdasarkan teks Report
Fungsi sosial genre report
Struktur teks genre report
Ciri-ciri genre report
Struktur presentasi pucha kucha
Membuat presentasi pucha kucha
Ref 1. hal.
196—197 Ref 2.
Ref 4 Ref 8 Ref 9 Ref 10
Ceramah Membaca teks Explanation Melihat video berisi teks Explanation Bedah teks Diskusi kelompok Project Based Learning
Melihat video Mengunduh materi Diskusi
9 x 170 menit
Membaca referensi Melihat video Melakukan presentasi Mendengarkan penjelasan Mendengarkan &
mengungkapkan pendapat Berpikir kritis
S-9 KU-1, 2, 5,6,7 P-1, 2, 3 K-2, 3, 4
Presentasi pucha kucha berbahasa Inggris (30%)
II
Membuat video penjelasan tentang fenomena alam berbahasa Inggris berdasarkan teks Explanation
Fungsi sosial genre explanation
Struktur teks genre explanation
Ciri-ciri genre explanation
Produksi video explanation
Ref 1. hal.
194—195 Ref 2 Ref 3
Ceramah Membaca teks Explanation Melihat video tentang fenomena alam Bedah teks Diskusi kelompok Project Based Learning
Melihat video Mengunduh materi Diskusi
9 x 170 menit
Membaca referensi Melihat video Melakukan presentasi Mendengarkan penjelasan Mendengarkan &
mengungkapkan pendapat Berpikir kritis
S-9 KU-1, 2, 5,6,7 P-1, 2, 3 K-2, 3, 4
Membuat video
tentang
fenomena alam
(30%)
III
Membuat drama berbahasa Inggris berdasarkan teks Narrative
Fungsi sosial genre narrative
Struktur teks genre narrative
Ciri-ciri genre narrative
Produksi drama
Ref 1. hal.
204—205 Ref 2 Ref 3 Ref 6 Ref 7
Ceramah Membaca teks Narrative Melihat video Produksi drama Bedah teks Diskusi kelompok Project Based Learning
Melihat video Mengunduh materi Diskusi
14 x 170 menit
Membaca referensi Melihat video Melakukan presentasi Mendengarkan penjelasan Mendengarkan &
mengungkapkan pendapat Berpikir kritis
S-9 KU-1, 2, 5,6,7 P-1, 2, 3 K-2, 3, 4
Membuat dan
menampilkan
sebuah drama
(40%)
Lampiran 1.
RUBRIK PENILAIAN VIDEO EXPLANATION Nama :
NIM :
Kategori 81 – 100 71 – 80 61-70 <60
Isi teks explanation Isi teks explanation lengkap, memenuhi
kaidah struktur teks explanation Isi teks explanation lengkap, tetapi ada beberapa kaidah struktur teks explanation yang kurang tepat.
Isi teks explanation kurang lengkap dan beberapa kaidah struktur teks explanation tidak terpenuhi.
Isi teks explanation tidak lengkap dan tidak memenuhi kaidah strukstur teks.
Tata bahasa Tidak ada kesalahan grammar pada teks explanation dan menggunakan pilihan kata yang bervariasi.
Terdapat sedikit kesalahan grammar pada teks explanation dan juga beberapa pilihan kata yang bervariasi.
Terdapat beberapa kesalahan grammar pada teks explanation dan pilihan katanya sedikit bervariasi.
Terdapat banyak kesalahan grammar pada teks explanation dan pilihan katanya tidak bervariasi.
Performa (postur, body language, eye contact, kepercayaan diri)
Siswa terlihat percaya diri dan lancar dalam menyampaikan teks explanation, memandang ke kamera dan terlihat natural, tanpa terlihat menghafalkan teks
Siswa terlihat percaya diri di dalam menyampaikan teks explanation, memandang ke kamera dan terlihat natural, tetapi terdapat sedikit jeda dalam penyampaian teks.
Siswa terlihat sedikit percaya diri di dalam menyampaikan teks
explanation, tidak begitu lancar dalam penyampaian teks, terdapat beberapa jeda.
Siswa tidak percaya diri dalam menyampaikan teks explanation, terlihat membaca teks yang
merupakan indikasi kurangnya latihan dan persiapan
Video Video mempunyai konsep yang jelas,
audio jelas, dengan editing yang halus Video mempunyai konsep yang jelas, audio jelas, tetapi editing sedikit tidak sempurna.
Video mempunyai konsep yang kurang jelas, audio agak terganggu, dengan editing yang tidak begitu sempurna.
Konsep video tidak jelas dengan
audio yang tidak terdengar jernih, dan
tidak diedit sama sekali.
Lampiran 2.
RUBRIK PENILAIAN DRAMA (NARRATIVE TEXT) Nama :
NIM :
Kategori 81 – 100 71 – 80 61-70 <60
Isi teks narrative
(naskah) Isi teks narrative lengkap, memenuhi
kaidah struktur teks narrative. Isi teks narrative lengkap, tetapi ada beberapa kaidah struktur teks narrative yang kurang tepat.
Isi teks narrative kurang lengkap dan beberapa kaidah struktur teks narrative tidak terpenuhi.
Isi teks narrative tidak lengkap dan tidak memenuhi kaidah strukstur teks.
Tata bahasa, pengucapan dan intonasi
Tidak ada kesalahan grammar pada teks narrative dan menggunakan pilihan kata yang bervariasi dengan pengucapan dan intonasi yang tepat.
Terdapat sedikit kesalahan grammar, pengucapan, dan intonasi dan hanya terdapat beberapa pilihan kata yang bervariasi.
Terdapat beberapa kesalahan grammar, pengucapan, dan intonasi dan pilihan katanya sedikit bervariasi.
Terdapat banyak kesalahan grammar pada teks narrative, pilihan katanya tidak bervariasi, serta pengucapan dan intonasi yang salah
Performa (postur, body language, eye contact,
kepercayaan diri)
Siswa terlihat percaya diri di dalam menyampaikan bagian perannya, terlihat natural, tanpa terlihat menghafalkan teks; gerak tubuh dan eye contact sesuai dengan karakter yang dibawakan.
Siswa terlihat percaya diri di dalam menyampaikan bagian perannya, terlihat natural, tetapi terdapat sedikit jeda dalam penyampaian dialog; gerak tubuh dan eye contact sedikit tidak sesuai dengan karakter yang dibawakan.
Siswa terlihat sedikit percaya diri di dalam menyampaikan bagian perannya, tidak begitu lancar dalam penyampaian dialog, terdapat beberapa jeda.; gerak tubuh dan eye contact sedikit tidak sesuai dengan karakter yang dibawakan.
Siswa tidak percaya diri dalam menyampaikan bagian perannya, gerak tubuh dan eye contact pun tidak sesuai dengan perannya; terdapat jeda panjang yang merupakan indikasi kurangnya latihan dan persiapan.
Penampilan drama (tata panggung, kostum dan make- up, serta properti)
Drama mempunyai konsep yang jelas dengan tata panggung, kostum, make-up, dan property sesuai dengan tema dan isi cerita.
Drama mempunyai konsep yang jelas, tetapi ada tata panggung, kostum, make- up, dan properti yang agak tidak sesuai dengan tema dan isi cerita
Drama mempunyai konsep yang kurang jelas, dengan tata panggung, kostum, make-up, dan properti yang agak tidak sesuai dengan tema dan isi cerita
Drama tidak mempunyai konsep yang
jelas dan tata panggung, kostum,
make-up, dan properti tidak sesuai
dengan tema dan isi cerita.
Lampiran 3.
Basic Presentation Rubric
Rank Fluency and Coherence Vocabulary Grammar Pronunciation Non-Verbal Slide Design
5 speaks at length without noticeable effort or loss of coherence
may demonstrate language related hesitation at times, or some repetition and/or self correction
uses a range of connectives and discourse markers with some flexibility
uses vocabulary resource flexibly to discuss the topic uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices
uses a range of complex structures with some flexibility
frequently produces error-free sentences, though some grammatical mistakes persist
is effortless to
understand conveys confidence and does not appear nervous or hesitant
eye contact is made throughout to enhance communication posture is appropriate uses appropriate hand gestures throughout to enhance communication
slides flawlessly convey the message of the presentation
4 is willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction or hesitation uses a range of connectives and discourse marker
has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriacies
uses a mix of simple and complex structures, but with limited flexibility
may make frequent mistakes with complex structures, though these rarely cause comprehension problems
is easy to understand throughout; L1 accent has minimal effect on intelligibility
appears confident but occasionally nervous
eye contact is made
posture is almost always appropriate uses appropriate hand gestures
slides are used in an appropriate manner to convey the message of the presentation
3 usually maintains flow of speech but uses repetition, self-correction and/or slow speech to keep going
may over-use certain connectives and discourse markersproduces simple speech fluently, but more complex communication causes fluency problems
manages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibility
produces basic sentence forms with reasonable accuracy
uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems
can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times
appears mostly confident but appears nervous or hesitant at times eye contact is made on occasion posture is appropriate but needs improvement
uses appropriate hand gestures but not frequent
slides mostly convey the message of the presentation
2 cannot speak without noticeable pauses and may speak slowly, with frequent repetition
is able to talk about topic but
can only convey basic meaning produces basic sentence forms and
some correct simple sentences but has a limited range of attempts to appear confident but appears Slides attempt to convey the message
and self-correction
links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence
on unfamiliar topics and makes frequent errors in word choice
subordinate structures are rare errors are frequent and may lead to misunderstanding
pronunciation attempts to control pronunciation but lapses are frequent mispronunciations are frequent and cause some difficulty for the listener
nervous or hesitant at times attempts to make eye contact attempts to use appropriate posture attempts to use hand gestures
of the presentation
1 pauses lengthily before most words little communication possible speaks with long pauses
has limited ability to link simple sentences gives only simple responses and is frequently unable to convey basic message
uses simple vocabulary to convey personal information has insufficient vocabulary for less familiar topics
only produces isolated words or memorized utterances
attempts basic sentence forms but with limited success, or relies on apparently memorized utterances makes numerous errors except in memorized expressions cannot produce basic sentence forms
speech is often
unintelligible does not appear confident appears nervous or hesitant to speak does not make eye contact posture is not appropriate hand gestures are not used
Slides do not convey the message of the presentation
Lampiran 4.
PK Rubric
Rank Fluency and Coherence Vocabulary Grammar Pronunciation Non-Verbal Slide Design
5 speaks at length without noticeable effort or loss of coherence
may demonstrate language related hesitation at times, or some repetition and/or self correction
uses a range of connectives and discourse markers with some flexibility
uses vocabulary resource flexibly to discuss the topic uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices
uses a range of complex structures with some flexibility
frequently produces error-free sentences, though some grammatical mistakes persist
is effortless to
understand conveys confidence and does not appear nervous or hesitant
eye contact is made throughout to enhance communication posture is appropriate uses appropriate hand gestures throughout to enhance communication
slides flawlessly convey the message of the presentation and are perfect examples of the PK tell n' show method
4 is willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction or hesitation uses a range of connectives and discourse marker
has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriacies
uses a mix of simple and complex structures, but with limited flexibility
may make frequent mistakes with complex structures, though these rarely cause comprehension problems
is easy to understand throughout; L1 accent has minimal effect on intelligibility
appears confident but occasionally nervous
eye contact is made
posture is almost always appropriate uses appropriate hand gestures
slides are used in an appropriate manner to convey the message of the presentation and follow the PK tell n' show method
3 usually maintains flow of speech but uses repetition, self-correction and/or slow speech to keep going
may over-use certain connectives and discourse markersproduces simple speech fluently, but more complex communication causes fluency problems
manages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibility
produces basic sentence forms with reasonable accuracy
uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems
can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times
appears mostly confident but appears nervous or hesitant at times eye contact is made on occasion posture is appropriate but needs improvement
uses appropriate hand gestures but not frequent
slides mostly convey the message of the presentation and/or use the PK tell n' show method
2 cannot speak without noticeable pauses and may speak slowly, with frequent repetition
is able to talk about topic but
can only convey basic meaning produces basic sentence forms and
some correct simple sentences but has a limited range of attempts to appear confident but appears Slides attempt to convey the message
and self-correction
links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence
on unfamiliar topics and makes frequent errors in word choice
subordinate structures are rare errors are frequent and may lead to misunderstanding
pronunciation attempts to control pronunciation but lapses are frequent mispronunciations are frequent and cause some difficulty for the listener
nervous or hesitant at times attempts to make eye contact attempts to use appropriate posture attempts to use hand gestures
of the presentation and/or attempt to use the PK tell n' show method
1 pauses lengthily before most words little communication possible speaks with long pauses
has limited ability to link simple sentences gives only simple responses and is frequently unable to convey basic message
uses simple vocabulary to convey personal information has insufficient vocabulary for less familiar topics
only produces isolated words or memorized utterances
attempts basic sentence forms but with limited success, or relies on apparently memorized utterances makes numerous errors except in memorized expressions cannot produce basic sentence forms
speech is often
unintelligible does not appear confident appears nervous or hesitant to speak does not make eye contact posture is not appropriate hand gestures are not used
Slides do not convey the message of the presentation and/or do not use the PK tell n' show method
Midterm Grades
Participation 10%
Presentation 1 10%
Presentation 2 40%
Written Report 40%
Final Grades
Participation 10%
Reading Exam 1 15%
Reading Exam 2 15%
Video Project 30%
Drama Project 30%
Note: Your overall grade for this course will consist of a combination of your Midterm
Grades and your Final Grades
