Syllabus Teaching Literature and Appreciation

Course                                     : Teaching Literature and Appreciation

Code and Units                       : GIG 62112 / 2 chrs

Semester/Academic Year        : Even Semester of 2013/2014

Academic Year                       : Genap 2013/2014

Class/Day-Time/Place             : Morning A/Monday: 10:30—12:10/Room #24 FKIP

                                                  Afternoon/Monday: 16:00—18:00/Room #24 FKIP

                                                  Weekend Class: Friday: 14.00—15.40/ Room #24

Study Program/Strata             : Language Education/Graduate Program

Lecturers                                 : Prof. Chuzaimah Dahlan Diem, MLS, Ed.D

  Machdalena Vianty, M.Ed., M.Pd., Ed.D..

              

                                                                          

1.     Course Description

This course discusses literary elements especially important as S2 students are searching for ways to develop literature-based ELT programs. Therefore, this course deals with numerous approaches for bringing literature into the total curriculum to reflect a procedure that allows S2 students to understand the foundations of the literature and the culture. Areas such as literary criticism and children’s, young adults’, and adults’ responses to text and illustration are emphasized. Increased emphasis on testing higher order thinking skills in addition to discussion questions and suggestions for using the text and its special features is also included.

2.     Course Objectives

a.    To build a model for evaluating and selecting books or other materials based upon literary and artistic characteristics that S2 students can then use themselves in their future ELT program.

b.   To introduce S2 students (educators and Educational Staff) to current concerns related to the genre of literature (fiction--novel/prose, poetry, drama and nonfiction—biographies and informational books) to encourage their contemplation or thoughtful observation and further investigation.

3.     Requirements

a.    Students should attend the class and arrive on time

b.    Even though it is not a certain student’s turn to present the topic, other students are required to summarize relevant articles or reading texts for classroom discussions in relation to topics discussed.

c.    Every Student also needs to demonstrate his or her interest in the weekly presented topic by asking questions, giving comments, or suggestions.

d.   Every student is assigned to write a teaching and learning syllabus for his/her English Language Teaching program.

e.    Missing classes will be made up on the basis of the students-lecturers’ agreement.both in terms of time and place.

4.     Teaching and Learning Strategies

a.    Lecturing and discussion in evey class meeting

b.    Group or individual presentation on books or a book chapter

c.    One-to-one conference for final syllabuswriting

d.   Joining a seminar on Literature or related theme if possible (optional)

5.     Evaluation/Scoring system

Students’ evaluation is done during the meetings, Mid, and Final. The final grade point average will be calculated on the basis of

Daily Presentation                   : 25 points

Mid Semester                          : 35 points

Final Semester                         : 40 points

6. References/Reading Materials:

a.    Journals. All relevant sources especially articles from printed and/or electronic journals, such as The Reading Teacher, RRQ, JAAL, etc.

b.   Text Books

Norton, D. E. (1991). Through the eyes of a child: An introduction to children’s literature (3rd ed.) New York, NY: Mcmillan Publishing Company.

Sutherland, Z., & Arbuthnot, M. H. (1986). Children and books. Glennview, IL: Scott, Foresman and Company.

c.    Children’s and Young Adults’ Literature (instructor’s and students’ choices)

d.   Adults’ Literature: Stieg Larsson’s Trilogy (instructor’s choices)

e.    Nonfiction: Biographies or Memoirs and Informational books (instructor’s and students’ choices).

7. Weekly Schedule

MEET-ING	TOPICS OF PRESENTATION	PRESENTER (S)	NOTES ON STRATEGIES OF LEARNING
1	-          Introduction and Course Description	C D Diem	Forming groups
2	-          The Child and Children’s Literature	C D Diem & All Students	All students were Joining 3rd SRS-TEFLIN Seminar
3	-          The  History of Children’s Literature	C D Diem Groups1 & 2 students	Presentation, brainstorming and dicussion for Literature-based ELT program
4	-          Evaluating and Selecting Literature for Children, Young Adults, and Adults	C D Diem Groups 3 & 4 students	Presentation, brainstorming and dicussion for Literature-based ELT program
5	-          Artists and Their Illustrations -          Poetry	C D Diem Groups 5-6-7 students	Presentation, brainstorming and dicussion for Literature-based ELT program
6	-          Picture Books	C D Diem Groups 1 & 2 students	Presentation, brainstorming and dicussion for Literature-based ELT program
7	-          Traditional Literature	C D Diem Groups 3 & 4 students	Presentation, brainstorming and dicussion for Literature-based ELT program
8	-          Modern Fantasy -          Contemporary Realistic Fiction	C D Diem Groups 5-6-7 students	Presentation, brainstorming and dicussion for Literature-based ELT program
9	-          Non Fiction: Memoirs or Biographies and Informational Books or Articles	C D Diem Groups 1 & 2 students	Talk show and  Discussion with author(s)
10	MID SEMESTER: Their Own Reflection and Appreciation about what has been read, presented, and learned	ALL STUDENTS	Presenting Reflection and Appreciation to Literature
11	-          Drama	C D Diem Groups 3 and 4 students	Presentation, questions and answers for Literature-based ELT program
12	-          Multicultural Literature	C D Diem Groups 5-6-7 students	Presentation, questions and answers for Literature-based ELT program
13	-          Bringing Students and Books Together	Individual Student	Brain storming for syllabus and lesson plan writing in accordance with studen’s own classroom needs
14	-          Bringing Students and Books Together	Individual Student	Brain storming for syllabus and lesson plan writing in accordance with studen’s own classroom needs
15	-          Student’s Own Project (Syllabus writing) and Conference with instructor for guidance and feedback	Individual Student	Presentation, questions and answers for Literature-based syllabus of ELT program
16	-          Student’s Own Project (Syllabus writing) and Conference with instructor for guidance and feedback	Individual Student	Presentation, questions and answers for Literature-based syllabus of ELT program
17	-          Student’s Own Project (Syllabus writing) and Conference with instructor for guidance and feedback	Individual Student	Presentation, questions and answers for Literature-based syllabus of ELT program
18	FINAL SEMESTER Submission of Extensive Syllabus	All students	Individual Student’s Written Syllabus and Lesson Plan is due

                                                                        Palembang, January 2014

                                                                        Subject Instructor in Charge,

                                                                        Chuzaimah Dahlan Diem

                                                                        Professor of Education

Meeting 1

1. When do we do evaluation?
When we are weak.
2. When can't we do evaluation?
when we are not weak.
3. What can we evaluate?
everything was happen.
4. what can't we evaluate?
everything will be happen
something happen in the future.

Did you do evaluation this morning?
E.g.
when you woke up this morning, take bath, using dress, have many dress, and other, but finally you decide one dress to be used, so you selected one. That's very simple evaluation. (Informal).

CHAPTER 4 IDENTIFYING SUBORDINATE SKILLS AND ENTRY BEHAVIORS

Objective:

·         Describe approaches to subordinate skills analysis including hierarchical, cluster, and combination techniques.

·         Describe the relationship among the subordinate skills identified trough subordinate skills analysis, including entry behaviors.

·         Apply subordinate skills analysis techniques to steps in the goal analysis and identify entry behaviors as are appropriate.   

Background

Identifying subordinate skills and entry behaviors is a second step in instructional analysis.The purpose of this step is to identify the appropriate set of subordinate skills for each step. If required skills are ommited from the instruction and many students do not already have them, then the instruction will be ineffective. It means that, if superfluous skills are include, the instruction will take more time than it should and the unnecessary skills may actually interference with learning the required skills.

Concepts

There are 2 approaches in subordinate skill analysis.

1.      Hierarchical Approaches

Hierarchial approaches is used to analyze individual steps in the goal analysis that are classified as intellectual or psychomotor skills. To understand the hierarchial approach, consider an instructional goal that requires the students to justofy the recommendation that a particular piece of real estate should be purchased at a particular time. This approche suggested by Gagne. In this approache, the designer can identify one or more critical subordinate skills that will be required of the learner prior to attempting instruction on the step itself. This hierarchy of skill is helpful to the designer because it can be used to suggest the type of specific subordinate skills that will be required to support any particular step in the goal

2.      Cluster Analysis

Cluster analysis makes little sense to try to do a goal analysis of verbal information goal because no logival procedure is inherent in the goal. Cluster analysis may not involve going from one step to the next. The most meaningful analysis of a verbal information goal is identify the major categories of information that are implied by the goal. With verbal information you are not identifying a squence of steps, but mainly you are just identifying the information that is needed to achieve your goal.

There are three sub skills in subordinate skills:

1.      Subordinate skills analysis techniques for attitude goals

2.      Combining instructional analysisi techniques

3.      Instructional analysis diagrams

Entry Behaviors

This chapter will describe how the designer identifies entry behaviors and indicate why this is so important. The procedure used to identify entry behaviors is directly related to the subordinate skills analysis process. Identify exactly what learners will already have to know or be able to do before they begin the instruction. The procedure used to identify entry behaviors is directly related to the subordinate skills analysis process. Assume that you have such a highly developed hierarchy. It represents the array of skills required to take a learner from the most basic level of understanding up to your instructional goal. It is likely, however, that your learners already have some of these skills, and therefore not be necessary to teach all the skills in the extended hierarchy.

In order to identify the entry behaviors for the instruction , examine the hierarchy or cluster analysis and identify those skills that a majority of the learners will have already mastered before beginning of the onstruction. Draw a dotted line above these skills in the analysis chart. The skills that appear above the dotted line will be those you must teach in your instruction. Those that fall below the line are called entry behaviors.

Entry behaviour is important because They are defined as the skills that fall directly below the skills. Without these skills, a learner will have a very difficult time trying to learn fromthe instruction. Entry behaviors are a key component in the design process.  Instructional design should identify expected entry baheviors of learners by continuing the instructional analysis the point that skills identified become basic for their learners.

The Tentatives of Entry Behaviors

The idenification of entry behaviors is one of the real danger spots in the instructional design process. The point is that the designer is making assumption about both what learners must and should already know. It should be noted that the designer is making a set of assumptions at this early point about the learners who will use the instruction.

In summary, to conduct a subordinate skills analysis, it must analyze each of the major steps in a goal. Hierarchial analysis should be used with intellectual and psychomotor skills. During the subordinate skills analysis phase, each of the behaviors would need to be analyzed and be careful in determining entry behaviors.