silabus classroom discourse analysis.docx
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
JURUSAN STUDI PENDIDIKAN BAHASA INGGRIS
FAKULTAS PENDIDIKAN BAHASA DAN SENI
UNIVERSITAS PENDIDIKAN INDONESIA
Course
: Discourse Analysis (Focusing on Classroom Discourse)
Code
: IG
Chs
:2
Semester
:7
Prerequisite
: Linguistics Courses (IG ).
Lecturer
: Prof. Dr. Didi Suherdi, M. Ed.
1. Objectives
: This subject is designed to provide the students with
two main parts: (1) opportunities to acquire knowledge
and experiemces in understanding concepts of
discourse, discourse analysis, and classroom
discourse analysis. In addition, some relevant topics
will also be the foci of this part, including structure of
classroom discourse, systems of analsysis, and
systemiotic approach to classroom discourse analysis.
This part will also covers some current issues in the
use of discourse analysis in understanding and
ascertaining the quality of teaching-learning processes,
and (2) opportunities to apply the knowledge and
understanding of classroom discourse analysis on
revealing the intricacy of the whole business of
teaching including classroom interaction, teacher’s
language, students’ contribution quality and their
language development and its effectiveness in
developing students learning.
2. Course Description : This subject covers the knowledge of basic concepts
of discourse, discourse analysis, and classroom
discourse analysis. In addition, some relevant topics
will also be the foci of this subject, including structure of
classroom discourse, systems of analsysis, and
systemiotic approach to classroom discourse analysis.
This subject will also cover some current issues in the
use of discourse analysis in understanding and
ascertaining the quality of teaching-learning processes,
and revealing the intricacy of the whole business of
teaching including classroom interaction, teacher’s
language, students’ contribution quality and their
language development and its effectiveness in
developing students learning.
3. Learning Activities
: Independent Reading
Lecturing
Students Presentation
Discussion
4. Media
: Internet Search Engine
LCD Projector
Laptop Computer
Projector Screen
5. Evaluation
: Written and Oral Presentation
Grading Policy
a. Eighty percent (80%) of attendance is compulsory for the
accomplishment of this subject.
b. Grades will be based on the final scores:
Final Score Interval
85 ≥
75 ≥ - 84
60 ≥ - 74
50 ≥ - 59
... - 50
Grade
A
B
C
D
E
Mark
4.0
3.0
2.0
1.0
0
SCORING RUBRICS FOR STUDENTS’ PRESENTATION
1.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Approaching Expectations
(60-74 marks)
Presentation is not well organized and
developed
Content knowledge is not well articulated
Theories and concepts are not discussed in
depth
Presentation is not clear and fluent
Shows no confidence in delivery, reading
from notes judiciously
Voice is not well-projected
Does not engage the attention of the
audience
Does not respond well to questions,
showing superficial understanding of the
project
No sense of cohesion in the flow of the
presentation
Presentation exceeds time limit and not
able to complete presentation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Meeting Expectations
(75-85 mark)
Presentation is somewhat organized
and developed
Content knowledge is good
Theories and concepts are discussed
in relatively depth
Presentation is somewhat clear and
fluent
Shows relatively good confidence in
delivery, reading from notes
judiciously
Voice is relatively well-projected
Engages the attention of the audience
Responds well to questions, showing
excellent understanding of the project
Relatively clear sense of cohesion in
the flow of the presentation
Presentation exceeds time limit
though able to complete presentation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Exceeding Expectations
(85 - marks)
Presentation is very well organized and
creatively developed
Content knowledge is excellent
Theories and concepts are discussed in
depth
Presentation is very clear and fluent
Shows confidence in delivery, reading from
notes judiciously
Voice is very well-projected
Engages the attention of the audience well
Responds very well to questions, showing
excellent understanding of the project
Clear sense of cohesion in the flow of the
presentation
Presentation does not exceed time limit
and able to complete presentation
6. Course Outline
Sessions
1-2
Topics
1. Introduction to discourse, discourse
analysis and classroom discourse
analysis
2. The basic concepts and terms in
classroom discourse analysis
Sources
Suherdi, D. (2009).
Classroom
Discourse Analysis:
A systemiotic
approach. Bandung:
Celtics Press.
Sinclair, J. McH.,
Coulthard, R.M.
(1975). Towards an
analysis of
discourse. The
English used by
teachers and pupils.
London: Oxford
University Press.
3-6
7-12
13-14
1. Analyzing classroom discourse
2. Interpreting the result of classroom
discourse analysis
Suherdi, D. (2009).
Classroom
Discourse Analysis:
A systemiotic
approach. Bandung:
Celtics Press.
Analyzing patterns of teacher-students
Suherdi, D. (2009).
interaction, teacher’s language use
Classroom
variation, students’ contribution, and
Discourse Analysis:
cultural congruence
A systemiotic
approach. Bandung:
Celtics Press.
Using the analysis result for the
Suherdi, D. (2009).
betterment of teaching-learning processes Classroom
Discourse Analysis:
A systemiotic
approach. Bandung:
Celtics Press.
Suherdi, D. (2009).
Mikroskop
Pedagogik Alat
Aanalisis Proses
Belajar Mengajar.
Bandung: Celtics
Press.
References:
Main references:
1. Suherdi, D. (2009). Classroom Discourse Analysis: A systemiotic
approach. Bandung: Celtics Press.
2. Sinclair, J. McH., Coulthard, R.M. (1975). Towards an analysis of
discourse. The English used by teachers and pupils. London: Oxford
University Press.
3. Suherdi, D. (2009). Mikroskop Pedagogik Alat Aanalisis Proses Belajar
Mengajar. Bandung: Celtics Press.
Recommended references:
1. Allen, J. P. B., Frohlich, M., Spada, N. (1983), The communicative orientation
of language teaching: an observation scheme. In ERIC.
2. Bellack, A., et. al. (1966). The Language of the classroom. New York: Teacher
College Press.
3. Berry, M. (1981a). Systemic linguistics and discourse analysis: a multiapproach to exchange structure. In M. Coulthard, R. M. & M. Montgomery
(Eds.), Studies in discourse analysis. London: Routledge and Kegan Paul.
4. Berry, M. (1981b). Towards layers of exchange structures for directive
exchanges. Network, 2.
5. Burton, D., 1981, Analysing Spoken Discourse. In Coulthard, M. &
Montgomery, M. (eds.), Structures in Discourse Analysis. London: Routledge
and Kegan Paul.
6. Edmondson, W. (1981). Spoken Discourse a Model for Analysis. London:
Longman.
7. Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity
Press.
8. Flanders, N. (1970). Analysis teacher behaviour. Reading, MA: AddisonWesley
9. Halliday, M. A. K. (1961). Categories of the theory of grammar, Word, 17, 241292.
10. Halliday, M. A. K. (1985). A short introduction to functional grammar. London:
Edward Arnold.
11. Labov, W. (1972). Sociolinguistic Patterns. Philadelphia: University of
Pennsylvania Press.
12. Larsen-Freeman, D. E. (1980). Discourse analysis in second language
research. Mass: Newbury House.
13. Love, K. (1991). Towards a further analysis of teacher talk. Australian Review
of Applied Linguistics, 14, 30-72.
14. Martin, J. R. (1985). Process and Text: Two Aspects Human Semiosis. In
Benson,
James D., and Greaves, William S. (eds). 1985. Systemic
Perspectives on Discourse, Volume 1. New Jersey: Alex Publishing
Corporation.
15. Martin, J. R. (1992). English text: System and structure. Philadelphia: John
Benjamins Publishing Company.
16. Sinclair, J. McH., Coulthard, R.M. (1975). Towards an analysis of discourse.
The English used by teachers and pupils. London: Oxford University Press.
17. Suherdi,
D.
(2006).
Classroom
Discourse
Analysis:
A
Systemiotic
Perspective. Bandung: UPI Press.
18. Ventola, E. (1987). The structure of social interaction. London: Frances Pinter.
19. Ventola, E. (1988a). The logical relations in exchanges. In J. Benson & W. S.
Greaves (Eds.), Systemic perspectives on discourse. Norwood, NJ: Ablex.
20. Ventola, E. (1988b). Text analysis in operation: a multi-level approach. In R. P.
Fawcett & D. Young (Eds.), New Developments in Systemic Linguistics.
London: Pinter.
21. Ventola, E. (1992). Writing Scientific English: overcoming cultural problems.
International Journal of Applied Linguistics. 2 (2). 191-220.
COURSE UNITS
Session
s
Topics
Specific
Objectives
Learning
Activities
1
1. Introduction
Be able to
Lecture (2
Evaluation
Sources
Suherdi, D.
to
discourse,
discourse
analysis
and
classroom
discourse
analysis
understand
the nature
of
discourse,
discourse
analysis
and
classroom
discourse
analysis
hours)
Class
elicitation
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 1)
Sinclair, J.
McH.,
Coulthard,
R.M.
(1975).
Towards
an
analysis of
discourse.
The
English
used by
teachers
and pupils.
London:
Oxford
University
Press.
2
Basic Concepts
and Terms
The
structure of
classroom
discourse
Types of
transactions
Types of
exchanges
Types of
moves
Types of
acts
Be able to
understand
basic
concepts of
discourse,
discourse
analysis
and
classroom
discourse
analysis
Lecture (2 Quiz
hours)
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 1)
Sinclair, J.
McH.,
Coulthard,
R.M.
(1975).
Towards
an
analysis of
discourse.
The
English
used by
teachers
and pupils.
London:
Oxford
University
Press.
3
1. Analyzing
classroom
discourse
using
systemiotic
approach
(1)
Be able to
understand
basic
procedures
of
analyzing
classroom
discourse
analysis
Workshop
(2 hours)
Quiz
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 2)
4
1. Analyzing
classroom
discourse
using
systemiotic
approach
(2)
Be able to
analyze
segments
of
classroom
discourse
analysis
Workshop
(2 Hours)
Texts
analyses
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter
3).
5
1. Analyzing
classroom
discourse
using
systemiotic
approach
(3)
Be able to
analyze
segments
of
classroom
discourse
analysis
Workshop
(2 hours)
Texts
analyses
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter
4).
6
Analyzing
Be able to
Workshop
Texts
Suherdi, D.
7
8
9
10
patterns of
teacherstudents
interaction,
teacher’s
language use
variation,
students’
contribution,
and cultural
congruence
analyze
segments
of
classroom
discourse
analysis
(2 hours)
analyses
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 510)
Analyzing
patterns of
teacherstudents
interaction
Be able to
analyze
patterns of
teacherstudents
interaction
as
represente
d in
classroom
discourse
Workshop
(2 hours)
Data
analysis
report
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 510)
Analyzing
patterns of
teacher’s
language use
variation
Analyzing
students’
contribution
MID-TERM TEST
Be able to
Workshop Data
analyze
(2 hours) analysis
patterns of
report
teacherstudents
interaction
as
represente
d in
classroom
discourse
Be able to
analyze
patterns of
teacherstudents
interaction
as
represente
d in
classroom
Workshop
(2 hours)
Data
analysis
report
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 510)
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
discourse
(Chapter 510)
11
Analyzing
cultural
congruence
Be able to
analyze
patterns of
teacherstudents
interaction
as
represente
d in
classroom
discourse
Workshop
(2 hours)
Data
analysis
report
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 510)
12
Analyzing
patterns of
teacherstudents
interaction,
teacher’s
language use
variation,
students’
contribution,
and cultural
congruence
Be able to
analyze
patterns of
teacherstudents
interaction
as
represente
d in
classroom
discourse
Workshop
(2 hours)
Data
analysis
report
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 510)
13
Revealing the
intricacy of
teaching
learning
processes (1)
Be able to
analyze
patterns of
teacherstudents
interaction
as
represente
d in
classroom
discourse
Workshop
(2 hours)
Presentatio Suherdi, D.
n
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 510)
14
Revealing the
intricacy of
teaching
learning
processes (2)
Be able to
analyze
patterns of
teacherstudents
interaction
as
represente
Workshop
(2 hours)
Presentatio Suherdi, D.
n
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
d in
classroom
discourse
15
16
Judging
Be able to
teaching quality analyze
patterns of
Judging
teacherlearning quality students
interaction
Making
as
productive
represente
decisions for
d in
the betterment classroom
of the teaching- discourse
learning
processes
FINAL TESTS
Celtics
Press.
(Chapter
11)
Workshop
(2 hours)
Essay
writing
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
Suherdi, D.
(2009).
Mikroskop
Pedagogik
Alat
Aanalisis
Proses
Belajar
Mengajar.
Bandung:
Celtics
Press.
JURUSAN STUDI PENDIDIKAN BAHASA INGGRIS
FAKULTAS PENDIDIKAN BAHASA DAN SENI
UNIVERSITAS PENDIDIKAN INDONESIA
Course
: Discourse Analysis (Focusing on Classroom Discourse)
Code
: IG
Chs
:2
Semester
:7
Prerequisite
: Linguistics Courses (IG ).
Lecturer
: Prof. Dr. Didi Suherdi, M. Ed.
1. Objectives
: This subject is designed to provide the students with
two main parts: (1) opportunities to acquire knowledge
and experiemces in understanding concepts of
discourse, discourse analysis, and classroom
discourse analysis. In addition, some relevant topics
will also be the foci of this part, including structure of
classroom discourse, systems of analsysis, and
systemiotic approach to classroom discourse analysis.
This part will also covers some current issues in the
use of discourse analysis in understanding and
ascertaining the quality of teaching-learning processes,
and (2) opportunities to apply the knowledge and
understanding of classroom discourse analysis on
revealing the intricacy of the whole business of
teaching including classroom interaction, teacher’s
language, students’ contribution quality and their
language development and its effectiveness in
developing students learning.
2. Course Description : This subject covers the knowledge of basic concepts
of discourse, discourse analysis, and classroom
discourse analysis. In addition, some relevant topics
will also be the foci of this subject, including structure of
classroom discourse, systems of analsysis, and
systemiotic approach to classroom discourse analysis.
This subject will also cover some current issues in the
use of discourse analysis in understanding and
ascertaining the quality of teaching-learning processes,
and revealing the intricacy of the whole business of
teaching including classroom interaction, teacher’s
language, students’ contribution quality and their
language development and its effectiveness in
developing students learning.
3. Learning Activities
: Independent Reading
Lecturing
Students Presentation
Discussion
4. Media
: Internet Search Engine
LCD Projector
Laptop Computer
Projector Screen
5. Evaluation
: Written and Oral Presentation
Grading Policy
a. Eighty percent (80%) of attendance is compulsory for the
accomplishment of this subject.
b. Grades will be based on the final scores:
Final Score Interval
85 ≥
75 ≥ - 84
60 ≥ - 74
50 ≥ - 59
... - 50
Grade
A
B
C
D
E
Mark
4.0
3.0
2.0
1.0
0
SCORING RUBRICS FOR STUDENTS’ PRESENTATION
1.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Approaching Expectations
(60-74 marks)
Presentation is not well organized and
developed
Content knowledge is not well articulated
Theories and concepts are not discussed in
depth
Presentation is not clear and fluent
Shows no confidence in delivery, reading
from notes judiciously
Voice is not well-projected
Does not engage the attention of the
audience
Does not respond well to questions,
showing superficial understanding of the
project
No sense of cohesion in the flow of the
presentation
Presentation exceeds time limit and not
able to complete presentation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Meeting Expectations
(75-85 mark)
Presentation is somewhat organized
and developed
Content knowledge is good
Theories and concepts are discussed
in relatively depth
Presentation is somewhat clear and
fluent
Shows relatively good confidence in
delivery, reading from notes
judiciously
Voice is relatively well-projected
Engages the attention of the audience
Responds well to questions, showing
excellent understanding of the project
Relatively clear sense of cohesion in
the flow of the presentation
Presentation exceeds time limit
though able to complete presentation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Exceeding Expectations
(85 - marks)
Presentation is very well organized and
creatively developed
Content knowledge is excellent
Theories and concepts are discussed in
depth
Presentation is very clear and fluent
Shows confidence in delivery, reading from
notes judiciously
Voice is very well-projected
Engages the attention of the audience well
Responds very well to questions, showing
excellent understanding of the project
Clear sense of cohesion in the flow of the
presentation
Presentation does not exceed time limit
and able to complete presentation
6. Course Outline
Sessions
1-2
Topics
1. Introduction to discourse, discourse
analysis and classroom discourse
analysis
2. The basic concepts and terms in
classroom discourse analysis
Sources
Suherdi, D. (2009).
Classroom
Discourse Analysis:
A systemiotic
approach. Bandung:
Celtics Press.
Sinclair, J. McH.,
Coulthard, R.M.
(1975). Towards an
analysis of
discourse. The
English used by
teachers and pupils.
London: Oxford
University Press.
3-6
7-12
13-14
1. Analyzing classroom discourse
2. Interpreting the result of classroom
discourse analysis
Suherdi, D. (2009).
Classroom
Discourse Analysis:
A systemiotic
approach. Bandung:
Celtics Press.
Analyzing patterns of teacher-students
Suherdi, D. (2009).
interaction, teacher’s language use
Classroom
variation, students’ contribution, and
Discourse Analysis:
cultural congruence
A systemiotic
approach. Bandung:
Celtics Press.
Using the analysis result for the
Suherdi, D. (2009).
betterment of teaching-learning processes Classroom
Discourse Analysis:
A systemiotic
approach. Bandung:
Celtics Press.
Suherdi, D. (2009).
Mikroskop
Pedagogik Alat
Aanalisis Proses
Belajar Mengajar.
Bandung: Celtics
Press.
References:
Main references:
1. Suherdi, D. (2009). Classroom Discourse Analysis: A systemiotic
approach. Bandung: Celtics Press.
2. Sinclair, J. McH., Coulthard, R.M. (1975). Towards an analysis of
discourse. The English used by teachers and pupils. London: Oxford
University Press.
3. Suherdi, D. (2009). Mikroskop Pedagogik Alat Aanalisis Proses Belajar
Mengajar. Bandung: Celtics Press.
Recommended references:
1. Allen, J. P. B., Frohlich, M., Spada, N. (1983), The communicative orientation
of language teaching: an observation scheme. In ERIC.
2. Bellack, A., et. al. (1966). The Language of the classroom. New York: Teacher
College Press.
3. Berry, M. (1981a). Systemic linguistics and discourse analysis: a multiapproach to exchange structure. In M. Coulthard, R. M. & M. Montgomery
(Eds.), Studies in discourse analysis. London: Routledge and Kegan Paul.
4. Berry, M. (1981b). Towards layers of exchange structures for directive
exchanges. Network, 2.
5. Burton, D., 1981, Analysing Spoken Discourse. In Coulthard, M. &
Montgomery, M. (eds.), Structures in Discourse Analysis. London: Routledge
and Kegan Paul.
6. Edmondson, W. (1981). Spoken Discourse a Model for Analysis. London:
Longman.
7. Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity
Press.
8. Flanders, N. (1970). Analysis teacher behaviour. Reading, MA: AddisonWesley
9. Halliday, M. A. K. (1961). Categories of the theory of grammar, Word, 17, 241292.
10. Halliday, M. A. K. (1985). A short introduction to functional grammar. London:
Edward Arnold.
11. Labov, W. (1972). Sociolinguistic Patterns. Philadelphia: University of
Pennsylvania Press.
12. Larsen-Freeman, D. E. (1980). Discourse analysis in second language
research. Mass: Newbury House.
13. Love, K. (1991). Towards a further analysis of teacher talk. Australian Review
of Applied Linguistics, 14, 30-72.
14. Martin, J. R. (1985). Process and Text: Two Aspects Human Semiosis. In
Benson,
James D., and Greaves, William S. (eds). 1985. Systemic
Perspectives on Discourse, Volume 1. New Jersey: Alex Publishing
Corporation.
15. Martin, J. R. (1992). English text: System and structure. Philadelphia: John
Benjamins Publishing Company.
16. Sinclair, J. McH., Coulthard, R.M. (1975). Towards an analysis of discourse.
The English used by teachers and pupils. London: Oxford University Press.
17. Suherdi,
D.
(2006).
Classroom
Discourse
Analysis:
A
Systemiotic
Perspective. Bandung: UPI Press.
18. Ventola, E. (1987). The structure of social interaction. London: Frances Pinter.
19. Ventola, E. (1988a). The logical relations in exchanges. In J. Benson & W. S.
Greaves (Eds.), Systemic perspectives on discourse. Norwood, NJ: Ablex.
20. Ventola, E. (1988b). Text analysis in operation: a multi-level approach. In R. P.
Fawcett & D. Young (Eds.), New Developments in Systemic Linguistics.
London: Pinter.
21. Ventola, E. (1992). Writing Scientific English: overcoming cultural problems.
International Journal of Applied Linguistics. 2 (2). 191-220.
COURSE UNITS
Session
s
Topics
Specific
Objectives
Learning
Activities
1
1. Introduction
Be able to
Lecture (2
Evaluation
Sources
Suherdi, D.
to
discourse,
discourse
analysis
and
classroom
discourse
analysis
understand
the nature
of
discourse,
discourse
analysis
and
classroom
discourse
analysis
hours)
Class
elicitation
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 1)
Sinclair, J.
McH.,
Coulthard,
R.M.
(1975).
Towards
an
analysis of
discourse.
The
English
used by
teachers
and pupils.
London:
Oxford
University
Press.
2
Basic Concepts
and Terms
The
structure of
classroom
discourse
Types of
transactions
Types of
exchanges
Types of
moves
Types of
acts
Be able to
understand
basic
concepts of
discourse,
discourse
analysis
and
classroom
discourse
analysis
Lecture (2 Quiz
hours)
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 1)
Sinclair, J.
McH.,
Coulthard,
R.M.
(1975).
Towards
an
analysis of
discourse.
The
English
used by
teachers
and pupils.
London:
Oxford
University
Press.
3
1. Analyzing
classroom
discourse
using
systemiotic
approach
(1)
Be able to
understand
basic
procedures
of
analyzing
classroom
discourse
analysis
Workshop
(2 hours)
Quiz
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 2)
4
1. Analyzing
classroom
discourse
using
systemiotic
approach
(2)
Be able to
analyze
segments
of
classroom
discourse
analysis
Workshop
(2 Hours)
Texts
analyses
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter
3).
5
1. Analyzing
classroom
discourse
using
systemiotic
approach
(3)
Be able to
analyze
segments
of
classroom
discourse
analysis
Workshop
(2 hours)
Texts
analyses
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter
4).
6
Analyzing
Be able to
Workshop
Texts
Suherdi, D.
7
8
9
10
patterns of
teacherstudents
interaction,
teacher’s
language use
variation,
students’
contribution,
and cultural
congruence
analyze
segments
of
classroom
discourse
analysis
(2 hours)
analyses
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 510)
Analyzing
patterns of
teacherstudents
interaction
Be able to
analyze
patterns of
teacherstudents
interaction
as
represente
d in
classroom
discourse
Workshop
(2 hours)
Data
analysis
report
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 510)
Analyzing
patterns of
teacher’s
language use
variation
Analyzing
students’
contribution
MID-TERM TEST
Be able to
Workshop Data
analyze
(2 hours) analysis
patterns of
report
teacherstudents
interaction
as
represente
d in
classroom
discourse
Be able to
analyze
patterns of
teacherstudents
interaction
as
represente
d in
classroom
Workshop
(2 hours)
Data
analysis
report
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 510)
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
discourse
(Chapter 510)
11
Analyzing
cultural
congruence
Be able to
analyze
patterns of
teacherstudents
interaction
as
represente
d in
classroom
discourse
Workshop
(2 hours)
Data
analysis
report
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 510)
12
Analyzing
patterns of
teacherstudents
interaction,
teacher’s
language use
variation,
students’
contribution,
and cultural
congruence
Be able to
analyze
patterns of
teacherstudents
interaction
as
represente
d in
classroom
discourse
Workshop
(2 hours)
Data
analysis
report
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 510)
13
Revealing the
intricacy of
teaching
learning
processes (1)
Be able to
analyze
patterns of
teacherstudents
interaction
as
represente
d in
classroom
discourse
Workshop
(2 hours)
Presentatio Suherdi, D.
n
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
(Chapter 510)
14
Revealing the
intricacy of
teaching
learning
processes (2)
Be able to
analyze
patterns of
teacherstudents
interaction
as
represente
Workshop
(2 hours)
Presentatio Suherdi, D.
n
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
d in
classroom
discourse
15
16
Judging
Be able to
teaching quality analyze
patterns of
Judging
teacherlearning quality students
interaction
Making
as
productive
represente
decisions for
d in
the betterment classroom
of the teaching- discourse
learning
processes
FINAL TESTS
Celtics
Press.
(Chapter
11)
Workshop
(2 hours)
Essay
writing
Suherdi, D.
(2009).
Classroom
Discourse
Analysis: A
systemiotic
approach.
Bandung:
Celtics
Press.
Suherdi, D.
(2009).
Mikroskop
Pedagogik
Alat
Aanalisis
Proses
Belajar
Mengajar.
Bandung:
Celtics
Press.