RPS Ete

KEMENTERIAN RISET, TEKNOLOGI DAN PENDIDIKAN TINGGI
UNIVERSITAS NEGERI SEMARANG (UNNES)

Kantor: Komplek Simpang 5 Unnes Kampus Sekaran, Gunungpati, Semarang 50229
Rektor: (024)8508081 Fax (024)8508082, Warek I: (024) 8508001
Website: www.unnes.ac.id - E-mail: unnes@unnes.ac.id
FORMULIR
RENCANA PEMBELAJARAN SEMESTER (RPS)
No. Dokumen No. Revisi Hal Tanggal Terbit
FM-01-AKD-05 03 1 dari2 27 Februari 2017
Mata Kuliah : English Teacher Education Semester : II SKS : 3 Kode MK : 15P03916
Program Studi : English Education, S3 Dosen Pengampu/Penanggungjawab : Prof. Dr. Warsono, M.A.; Dr. Issy Yuliasri, M.Pd.
Capaian Pembelajaran Lulusan (CPL) Upon completion of the course, students are able to design a teacher training course program
Capaian Pembelajaran Matakuliah (CPMK) Following successful completion of the course, students should be able to:
-service training intended for English teachers.
Deskripsi Matakuliah This course is designed for students who are preparing themselves to be English teachers at both high school level and
university level, particularly those who will be much involved in English program designing (English courses, English
upgrading for English teachers, etc.). The course requires the students to be active in searching materials connected
with the topics prescribed in the course outline. A lot of work will be in the form of student presentations in class
presenting the topics assigned by the instructor. All students must actively participate in the discussion of the topics
presented, and this active participation will form part of the final grade that a student will earn from this course. The
students are also assigned to individually review some related literature. The course is designed for 14 class teaching
and learning activities plus one meeting for mid-semester examination and another meeting for final examination; thus
the whole course will take 16 meetings to complete.
FORMULIR
Minggu Kemampuan yang Metode

Bahan Kajian/ Waktu Penilaian Kriteria/ Indikator Bobot
ke diharapkan Pembelajaran
Materi
dan
Pembelajaran
Pengalaman
Belajar
1 and 2 1. Understanding the 1. Various Theories of Lecture, 2x Washback on 1. Cognitive Aspect 10%
theory of English English teacher presentation, and (3x160) students’ answer or Overviewing and explaining the definition,
teacher education education discussion. minutes expression and scope, and history of theory of English
2. Analysing strengths and 2. Strengths and participation in teacher education.
weaknesses of various weaknesses of discussion. 2. Process Aspect
theories of English various theories of Gaining materials, presenting ideas, having
teacher education English teacher discussion, arguing, and completing the ideas.
3. Reformulating theories education 3. Skills Aspect
of English teacher 3. Reformulation of Having skills on making presentation of
education. theories of English explaining the definition, scope, and history
teacher education. of theory of English teacher education.
4. Affective Aspect
Having a critical, creative, religious, and
tolerable thinking to be able to explain the
definition, scope, and history of theory of
English teacher education.
FORMULIR

Materi
dan
Pembelajaran
Pengalaman
Belajar
3 and 4 1. Obtaining the knowledge 1. English teacher - Lecture, 2x  Technique: 1. Cognitive Aspect 10%
of English teacher competences presentation, and (3x160) presentation Overviewing and explaining English teacher
competences 2. Analysis of English discussion. minutes competences.
2. Analysing English teacher teacher competences  Instrument: Open 2. Process Aspect
competences and Close Gaining materials, presenting ideas, having
questions discussion, arguing, and completing the
ideas.
3. Skills Aspect
Having skills on making presentation of
explaining English teacher competences.
4. Affective Aspect
tolerable thinking to be able to explain
English teacher competences.
5 and 6 1. Understanding English  English teacher - Lecture, 2x  Technique:  Cognitive Aspect 10%
teacher professional professional presentation, and (3x160) presentation Overviewing and explaining English teacher
development development discussion. minutes professional development.
2. Analysing English  Instrument: Open  Process Aspect
teacher professional and Close Gaining materials, presenting ideas, having
development questions discussion, arguing, and completing the ideas.
 Skills Aspect
explaining English teacher professional
development.
 Affective Aspect
English teacher professional development.
FORMULIR
7 1. Obtaining the knowledge 1. Curriculum of - Lecture, (3x160)  Technique:  Cognitive Aspect 5%

of curriculum of English English language presentation, and minutes presentation Overviewing and explaining the differences
language teacher teacher education discussion. and similarities of curriculum of English
education 2. Differences and  Instrument: Open language teacher education.
2. Understanding differences similarities of and Close  Process Aspect
and similarities of curriculum of questions Gaining materials, presenting ideas, having
curriculum of English English language discussion, arguing, and completing the
FORMULIR

Materi
dan
Pembelajaran
Pengalaman
Belajar
language teacher teacher education ideas.

education 3. Analysis of the  Skills Aspect
3. Analysing the differences differences and Having skills on making presentation of
and similarities of similarities of explaining the differences and similarities of
curriculum of English curriculum of curriculum of English language teacher
language teacher English language education.
education teacher education  Affective Aspect
differences and similarities of curriculum of
English language teacher education.
8 1. Obtaining the knowledge  Second language - Lecture, (3x160)  Technique: - Cognitive Aspect 5%
of second language teacher education presentation, and minutes presentation Overviewing and explaining the second
teacher education  Analysis of second discussion. language teacher education.
2. Understanding second language teacher  Instrument: Open - Process Aspect
language teacher education. and Close Gaining materials, presenting ideas, having
education questions discussion, arguing, and completing the
3. Analysing second ideas.
language teacher - Skills Aspect
education. Having skills on making presentation of
explaining the second language teacher
education.
- Affective Aspect
second language teacher education.
FORMULIR
9 MIDTEST 10%
10 1. Obtaining the 1. Research for English - Lecture, (3x160)  Technique: - Cognitive Aspect 5%
knowledge on research teacher education presentation, and minutes presentation Overviewing and explaining the research
for English teacher 2. Conducting research discussion. for English teacher education.
education for English teacher  Instrument: Open - Process Aspect
2. Understanding research education. and Close Gaining materials, presenting ideas, having
for English teacher questions discussion, arguing, and completing the
education ideas.
3. Analysing research for - Skills Aspect
FORMULIR

Kantor: Gedung H Kampus, Sekaran, Gunungpati, Semarang 50229
Rektor: (024)8508081 Fax (024)8508082, Purek I: (024) 8508001
FORMULIR
FORMAT RENCANA PEMBELAJARAN SEMESTER (RPS)
FM-02-AKD-05 02 4 dari 8 09 Februari 2016

Materi
dan
Pembelajaran
Pengalaman
Belajar
English teacher Having skills on making presentation of
education. explaining the research for English teacher
education.
- Affective Aspect
research for English teacher education.
FORMULIR
11 1. Obtaining the 1. Various classroom - Lecture, (3x160)  Technique: - Cognitive Aspect 5%

knowledge on practice presentation, and minutes presentation Overviewing and explaining classroom
classroom practice 2. Analysis of various discussion. practice.
2. Understanding various classroom practice.  Instrument: Open - Process Aspect
classroom practice and Close Gaining materials, presenting ideas, having
3. Analysing various questions discussion, arguing, and completing the
classroom practice. ideas.
- Skills Aspect
explaining classroom practice.
- Affective Aspect
classroom practice.
12 1. Obtaining the 1. Key concepts of Lecture, (3x160)  Technique: - Cognitive Aspect 5%
knowledge on key English teacher presentation, and minutes presentation Overviewing and explaining English teacher
concepts of English education in various discussion. education in various countries (Indonesia
teacher education in countries (Indonesia  Instrument: Open and China).
various countries and China). and Close - Process Aspect
(Indonesia and China). 2. English teacher questions Gaining materials, presenting ideas, having
2. Understanding English education in various discussion, arguing, and completing the
teacher education in countries (Indonesia ideas.
various countries and China). - Skills Aspect
(Indonesia and China). 3. Analysis of English Having skills on making presentation of
3. Analysing English teacher education in explaining English teacher education in
teacher education in various countries various countries (Indonesia and China).
various countries (Indonesia and - Affective Aspect
(Indonesia and China).. China) Having a critical, creative, religious, and
FORMULIR

Kantor: Gedung H Kampus, Sekaran, Gunungpati, Semarang 50229
Rektor: (024)8508081 Fax (024)8508082, Purek I: (024) 8508001
FORMULIR
FORMAT RENCANA PEMBELAJARAN SEMESTER (RPS)
FM-02-AKD-05 02 5 dari 8 09 Februari 2016

Materi
dan
Pembelajaran
Pengalaman
Belajar
English teacher education in various
countries (Indonesia and China).
13 1. Obtaining the 1. Obtaining the Lecture, (3x160)  Technique: - Cognitive Aspect 5%
knowledge on key knowledge on key presentation, and minutes presentation Overviewing and explaining English
concepts of English concepts of English discussion. teacher education in various countries
teacher education in teacher education in  Instrument: Open (Turkey).
various countries various countries and Close - Process Aspect
(Turkey) (Turkey) questions Gaining materials, presenting ideas, having
2. Understanding English 2. Understanding discussion, arguing, and completing the
teacher education in English teacher ideas.
various countries education in various - Skills Aspect
(Turkey) countries (Turkey) Having skills on making presentation of
3. Analysing English 3. Analysing English explaining English teacher education in
teacher education in teacher education in various countries (Turkey).
various countries various countries - Affective Aspect
(Turkey). (Turkey). Having a critical, creative, religious, and
English teacher education in various
countries (Turkey).
FORMULIR

14 and 1. Obtaining the knowledge 1. Obtaining the Lecture, 2x  Technique: - Cognitive Aspect 10%
15 on evaluation of English knowledge on presentation, and (3x160) presentation Overviewing and explaining the evaluation
teacher education evaluation of English discussion. minutes of English teacher education.
2. Understanding evaluation teacher education  Instrument: Open - Process Aspect
of English teacher 2. Understanding and Close Gaining materials, presenting ideas, having
education evaluation of English questions discussion, arguing, and completing the
3. Analysing evaluation of teacher education ideas.
English teacher education. 3. Analysing evaluation - Skills Aspect
of English teacher Having skills on making presentation of
education. explaining the evaluation of English
teacher education.
- Affective Aspect
evaluation of English teacher education.
16 FINAL EXAM (PROJECT) 20%

FORMULIR
Daftar Referensi:
1. Ballantyne, K.G. 2009. Educating English Language Learners: Buildign Teacher Capacity. Washington: National Clearing House fo r English Language Acquisition.
2. Departmen of Education. 2011. Teachers’ Standards, Guidance for school leaders, school staff and governing bodies. London: Departmen of Educat ion.
3. Eugenius Sadtono (ed. 1991) Language Teacher Education in a Fast-Changing World. Anthology Series 29. Singapore: SEAMEO Regional Language Centre.
4. Holdheide, L.R., Goe, L., Croft, A., & Reschly, D.J. 2010. Challenges in Evaluating Sepcial Education Teachers and English Le arner Specialists. Washington: National
Comprehensive Center for Teacher Quality.
5. Jack Richards and David Nunan (eds. 1990) Second Language Teacher Education. Cambridge: Cambridge University Press.
6. Powell-Davies, P. & Gunashekar, P. (Eds.) 2013. English Language Teacher Education in Diverse Environment. London: British Council.
7. Samson, J.F. & Collin, B.A. 2012. Preparing All Teachers to Meet the Needs of English Language Learners. New York: Center for American Progress.
8. Senior, R. 2010. A Sosio-pedagogic theory of classroom practice to support language teacher development in Asia. Asian EFL Journal Vol 12 Issue 3, pp. 164-180.
9. Trappes-Lomax., Hugh. 1999. Theory in Language Teacher Education. Edinburgh: Pearson.
10. Yuwono, G.I.& L. Harbon. 2010. English Teacher Professionalism and Professional Development. Asian EFL Journal Vol 12 Issue 3, pp. 145-163
Other recommended readings:

1. Diane Larsen-Freeman and Michael H. Long (1992). An Introduction to Second Language Acquisition Research. Particularly: The linguistic environment for
language acquisition (pp. 114-144); Explanations for differential success among second language learners (pp. 153-215); Theories in second language
acquisition (pp. 220-290); Instructed second language acquisition (pp. 299-327)
2. Materials obtained from internet browsing (latest relevant journals)

FORMULIR
Tugas mahasiswa dan penilaiannya

1. Tugas
Minggu Bahan Kajian/Matari
Tugas Waktu Penilaian Indikator Bobot
ke Pembelajaran
1. Various Theories of Mandiri Tiap mahasiswa 2x Penilaian atas Isi 10%
English teacher membaca berbagai (3x160) ringkasan (comprehensiveness)
literature terkait dengan dan kepadatan
education minutes
topik minggu (density)
2. Strengths and bersangkutan dan
weaknesses of membuat ringkasannya
various theories of Terstruktur Mahasiswa secara Penilaian atas Overall presentation
English teacher individu atau presentasi (penampilan secara
1-2
berkelompok umum), isi, ketepatan
education mempersiapkan power pemahaman atas
3. Reformulation of point dan maateri yang
theories of English mempresentasikannya ditunjukkan dengan
teacher education. di depan kelas (sesuai ketepatan presentasi
topik yang ditugaskan) dan jawaban atas
pertanyaan yang
muncul
Mandiri Tiap mahasiswa 2x Penilaian atas Isi 10%
1. English teacher membaca berbagai (3x160) ringkasan (comprehensiveness)
competences literature terkait dengan minutes dan kepadatan
2. Analysis of topik minggu (density)
English teacher bersangkutan dan
competences membuat ringkasannya
3-4 Terstruktur Mahasiswa secara Penilaian atas Overall presentation
individu atau presentasi (penampilan secara
mempersiapkan power pemahaman atas
point dan maateri yang
mempresentasikannya ditunjukkan dengan
di depan kelas (sesuai ketepatan presentasi
FORMULIR

pertanyaan yang
muncul
English teacher Mandiri Tiap mahasiswa 2x Penilaian atas Isi 10%

professional membaca berbagai (3x160) ringkasan (comprehensiveness)
development literature terkait dengan minutes dan kepadatan
bersangkutan dan
membuat ringkasannya
Terstruktur Mahasiswa secara Penilaian atas Overall presentation
5-6
pertanyaan yang
muncul
1. Curriculum of Mandiri Tiap mahasiswa (3x160) Penilaian atas Isi 5%
English membaca berbagai minutes ringkasan (comprehensiveness)
language teacher literature terkait dengan dan kepadatan
education topik minggu (density)
2. Differences and bersangkutan dan
similarities of membuat ringkasannya
curriculum of Terstruktur Mahasiswa secara Penilaian atas Overall presentation
7 English individu atau presentasi (penampilan secara
language berkelompok umum), isi, ketepatan
teacher education mempersiapkan power pemahaman atas
3. Analysis of the point dan maateri yang
differences and mempresentasikannya ditunjukkan dengan
similarities of di depan kelas (sesuai ketepatan presentasi
curriculum of topik yang ditugaskan) dan jawaban atas
English language pertanyaan yang
FORMULIR
teacher education muncul
8  Second language Mandiri Tiap mahasiswa (3x160) Penilaian atas Isi 5%

teacher education membaca berbagai minutes ringkasan (comprehensiveness)
 Analysis of second literature terkait dengan dan kepadatan
language teacher topik minggu (density)
education. bersangkutan dan
pertanyaan yang
muncul
9 MIDTEST
10 1. Research for Mandiri Tiap mahasiswa (3x160) Penilaian atas Isi 5%
English teacher membaca berbagai minutes ringkasan (comprehensiveness)
education literature terkait dengan dan kepadatan
2. Conducting topik minggu (density)
research for bersangkutan dan
English teacher membuat ringkasannya
education. Terstruktur Mahasiswa secara Penilaian atas Overall presentation
pertanyaan yang
FORMULIR
muncul
11 1. Various classroom Mandiri Tiap mahasiswa (3x160) Penilaian atas Isi 5%
practice membaca berbagai minutes ringkasan (comprehensiveness)
2. Analysis of various literature terkait dengan dan kepadatan
classroom practice. topik minggu (density)
bersangkutan dan
pertanyaan yang
muncul
12 1. Key concepts of Mandiri Tiap mahasiswa (3x160) Penilaian atas Isi 5%
English teacher membaca berbagai minutes ringkasan (comprehensiveness)
education in various literature terkait dengan dan kepadatan
countries (Indonesia bersangkutan dan
and China). membuat ringkasannya
2. English teacher Terstruktur Mahasiswa secara Penilaian atas Overall presentation
education in various individu atau presentasi (penampilan secara
countries (Indonesia berkelompok umum), isi, ketepatan
and China).
3. Analysis of English mempresentasikannya ditunjukkan dengan
teacher education in di depan kelas (sesuai ketepatan presentasi
various countries topik yang ditugaskan) dan jawaban atas
(Indonesia and China) pertanyaan yang
muncul
13 1. Obtaining the Mandiri Tiap mahasiswa (3x160) Penilaian atas Isi 5%
knowledge on key membaca berbagai ringkasan (comprehensiveness)
FORMULIR
concepts of English literature terkait dengan minutes dan kepadatan

teacher education in topik minggu (density)
various countries bersangkutan dan
(Turkey) membuat ringkasannya
2. Understanding Terstruktur Mahasiswa secara Penilaian atas Overall presentation
education in various berkelompok umum), isi, ketepatan
countries (Turkey) point dan maateri yang
3. Analysing English mempresentasikannya ditunjukkan dengan
teacher education in di depan kelas (sesuai ketepatan presentasi
various countries topik yang ditugaskan) dan jawaban atas
(Turkey). pertanyaan yang
muncul
14-15 1. Obtaining the Mandiri Tiap mahasiswa 2x Penilaian atas Isi 10%
knowledge on membaca berbagai (3x160) ringkasan (comprehensiveness)
evaluation of literature terkait dengan minutes dan kepadatan
English teacher topik minggu (density)
education bersangkutan dan
2. Understanding membuat ringkasannya
evaluation of Terstruktur Mahasiswa secara Penilaian atas Overall presentation
education berkelompok umum), isi, ketepatan
3. Analysing evaluation mempersiapkan power pemahaman atas
of English teacher point dan maateri yang
education.
pertanyaan yang
muncul
16 FINAL EXAM (PROJECT) 20%
FORMULIR
2. Penilaian
a) Aspek Penilaian
(1) Sikap
(2) Pengetahuan
(3) Keterampilan
b) Bobot Penilaian
(1) Bobot Nilai Harian (NH): 1
(2) Bobot Nilai Ujian Tengah Semester (UTS): 2
(3) Bobot Nilai Ujian Akhir Semester (UAS): 3
(4) Nilai Akhir: (1+2+3)/6
Semarang, 10 Februari 2016

Mengetahui
Ketua Program Studi Dosen Pengampu/ Penanggungjawab MK
Dr. Januarius Mujiyanto, M.Hum. Dr. Issy Yuliasri, M.Pd

NIP ................................... NIP. 196207131990032001
FORMULIR
A. Tata Cara Pengisian Kolom Rencana Pembelajaran Semester (RPS)

Tata cara pengisian Rencana Pembelajaran Semester (RPS) pada setiap komponen dilakukan dengan penjelasan sebagai berikut;
Nomor
Judul Kolom Penjelasan Pengisian
Kolom
1 Capaian Pembelajaran Lulusan Capaian Pembelajaran Lulusan diisi sesuai dengan CPL (sikap / pengetahuan /
(CPL) ketrampilan) yang terkait dengan matakuliah yang sudah ada dalam matrik CPL-Bahan
Kajian-Matakuliah dalam kurikulum Program Studi masing-masing.
2 Capaian Pembelajaran Matakuliah Capaian Pembelajaran Matakuliah adalah kemampuan akhir yang diharapkan setelah
(CPMK) mahasiswa menyelesaikan mata kuliah yang bersangkutan sesuai dengan bahan kajian
yang telah dirumuskan, pada CPMK memuat aspek Afektif, Kognitif dan Psikomotorik.
3 Deskripsi Matakuliah Deskripsi matakuliah yang telah dirumuskan dalam kurikulum.
4 Minggu ke Menunjukkan kapan suatu kegiatan dilaksanakan, yakni mulai minggu ke 1 sampai ke 16
(Satu semester) bisa 1/2/3/4 mingguan).
5 Kemampuan yang diharapkan Rumusan kemampuan dibidang kognitif, psikomotorik , dan afektif diusahakan lengkap dan
utuh (hard skills & soft skills). Merupakan tahapan kemampuan yang diharapkan dapat
mencapai kompetensi matakuliah diakhir semester
6 Bahan kajian (Materi Kuliah) Bisa diisi pokok bahasan/sub pokok bahasan, atau topik bahasan (dengan asumsi tersedia
bahan ajar/diktat/modul ajar untuk setiap pokok bahasan).
7 Metode pembelajaran dan Bisa berupa ceramah, diskusi, presentasi tugas, seminar, simulasi, responsi, praktikum,
Penglaman Belajar Mahasiswa latihan, kuliah lapangan, praktik bengkel, survai lapangan, bermain peran,atau gabungan
berbagai bentuk. Penetapan bentuk pembelajaran didasarkan pada keniscayaan bahwa
kemampuan yang diharapkan diatas akan tercapai dengan bentuk / model pembelajaran
tersebut. Dijelaskan secara singkat pengalaman belajar yang diharapkan pada mahasiswa.
8 Waktu Takaran waktu yang menyatakan beban belajar dalam satuan SKS (Satuan Kredit
Semester). Satu SKS setara dengan 160 (Seratus Enam Puluh) menit kegiatan belajar per
minggu per semester.
FORMULIR
9 Penilaian Sistem penilaian yang digunakan meliputi, jenis tes, atau penialaiannya, cara penilaian
serta instrument yang digunakan.
10 Kriteria / indikator Berisi indikator yang dapat menunjukkan unsur kemampuan yang dinilai (bisa kualitatif,
misal ketepatan analisis, kerapian sajian, kreativitas ide, kemampuan komunikasi, juga
bisa juga yang kuantitatif : banyaknya kutipan acuan/unsur yang dibahas, kebenaran
hitungan, dll).
11 Bobot Disesuaikan dengan kedalaman dan keluasan bahan kajian atau secara sederhana
tercermin dari waktu yang digunakan untuk membahas atau mengerjakan tugas, atau
besarnya sumbangan suatu kemampuan.
Ujian Tengah semester dan Ujian Akhir tidak diberi bobot d kolom ini, tetapi diberi
bobot ketika menentukan nilai akhir kelulusan dalam suatu matakuliah.

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KEMENTERIAN RISET, TEKNOLOGI DAN PENDIDIKAN TINGGI

UNIVERSITAS NEGERI SEMARANG (UNNES)

Mata Kuliah : English Teacher Education Semester : II SKS : 3 Kode MK : 15P03916

-service training intended for English teachers.

Minggu Kemampuan yang Metode

Minggu Kemampuan yang Metode

7 1. Obtaining the knowledge 1. Curriculum of - Lecture, (3x160)  Technique:  Cognitive Aspect 5%

Minggu Kemampuan yang Metode

language teacher teacher education ideas.

KEMENTERIAN RISET, TEKNOLOGI DAN PENDIDIKAN TINGGI

Minggu Kemampuan yang Metode

11 1. Obtaining the 1. Various classroom - Lecture, (3x160)  Technique: - Cognitive Aspect 5%

KEMENTERIAN RISET, TEKNOLOGI DAN PENDIDIKAN TINGGI

Minggu Kemampuan yang Metode

16 FINAL EXAM (PROJECT) 20%

Other recommended readings:

2. Materials obtained from internet browsing (latest relevant journals)

Tugas mahasiswa dan penilaiannya

topik yang ditugaskan) dan jawaban atas

English teacher Mandiri Tiap mahasiswa 2x Penilaian atas Isi 10%

teacher education muncul

8  Second language Mandiri Tiap mahasiswa (3x160) Penilaian atas Isi 5%

concepts of English literature terkait dengan minutes dan kepadatan

Semarang, 10 Februari 2016

Dr. Januarius Mujiyanto, M.Hum. Dr. Issy Yuliasri, M.Pd

A. Tata Cara Pengisian Kolom Rencana Pembelajaran Semester (RPS)

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