UNIVERSITAS NEGERI PADANG

FAKULTAS BAHASA DAN SENI

BAHASA DAN SASTRA INGGRIS/PENDIDIKAN BAHASA INGGRIS

RENCANA PEMBELAJARAN SEMESTER/SYLLABUS

COURSE CODE KELOMPOK SKS/CREDITS SEMESTER DESIGN DATE

MK/COURSE
GROUP

Grammar for PING1.61.219 MK Umum 3 2 25 July 2017

TOEFL

OTORISASI (AUTHORIZED PERSON) Dosen Pengembang RPS / Course Group Head of Study
Lecturer Designing Syllabus Coordinator Program
 Signature Signature Signature

Learning Outcomes PLO

PLO1 Demonstrate the ability to listen, speak, read and write in English
with advance accuracy and fluency for a variety of purposes.

Analyze texts of different genres by making use of

PLO2
lexicogrammatical knowledge.

Demonstrate interpersonal and collaborative skills whilst working

PLO10 with others in the investigation of problems, and in the
presentation of arguments and evidence.

CLO

CLO1 Students are able to identify English structure and written

expression in TOEFL test that include incomplete independent
clauses, incomplete adjective clauses, incomplete participial
phrases, incomplete appositive, incomplete adverb clauses,
incomplete noun clauses, incomplete prepositional phrases, word
order item, item involving verb problems, missing infinitive and
 gerund phrases, item involving parallel structure, item involving
misplaced modifiers, missing comparison, missing conjunction,
missing negative words, errors with word forms, errors in word
choice, errors with verbs, errors with parallel structure, errors with
pronoun, errors with singular and plural nouns, errors with verbals,
errors with prepositions, error with articles, errors with
comparatives and superlatives, errors in word order, and errors
with conjunctions

CLO2 Students are able to explain English structure and written

expression in TOEFL test that include incomplete independent
clauses, incomplete adjective clauses, incomplete participial
phrases, incomplete appositive, incomplete adverb clauses,
incomplete noun clauses, incomplete prepositional phrases, word
order item, item involving verb problems, missing infinitive and
gerund phrases, item involving parallel structure, item involving
misplaced modifiers, missing comparison, missing conjunction,
missing negative words, errors with word forms, errors in word
choice, errors with verbs, errors with parallel structure, errors with
pronoun, errors with singular and plural nouns, errors with verbals,
errors with prepositions, error with articles, errors with
comparatives and superlatives,, errors in word order, errors with
 conjunctions.

CLO3 Students are able to create English structure and written expression
in TOEFL test that include incomplete independent clauses,
incomplete adjective clauses, incomplete participial phrases,
incomplete appositive, incomplete adverb clauses, incomplete
noun clauses, incomplete prepositional phrases, word order item,
item involving verb problems, missing infinitive and gerund
phrases, item involving parallel structure, item involving misplaced
modifiers, missing comparison, missing conjunction, missing
negative words, errors with word forms, errors in word choice,
errors with verbs, errors with parallel structure, errors with
pronoun, errors with singular and plural nouns, errors with verbals,
errors with prepositions, error with articles, errors with
comparatives and superlatives,, errors in word order, errors with
conjunctions.

Course Description This course provides knowledge and skills on English Grammar for TOEFL rules that
include English structure and written expression like incomplete independent
clauses, incomplete adjective clauses, incomplete participial phrases, incomplete
appositive, incomplete adverb clauses, incomplete noun clauses, incomplete
prepositional phrases, word order item, item involving verb problems, missing
infinitive and gerund phrases, item involving parallel structure, item involving
 misplaced modifiers, missing comparison, missing conjunction, missing negative
words, errors with word forms, errors in word choice, errors with verbs, errors with
parallel structure, errors with pronoun, errors with singular and plural nouns, errors
with verbals, errors with prepositions, error with articles, errors with comparatives
and superlatives,, errors in word order, errors with conjunctions
Materials/Topics 1. Incomplete independent clauses
2. Incomplete adjective clauses
3. Incomplete participial phrases
4. Incomplete appositive
5. Incomplete adverb clauses
6. Incomplete noun clauses
7. Incomplete prepositional phrases
8. Word order item
9. Item involving verb problems
10. Missing infinitive and gerund phrases
11. Item involving parallel structure
12. Item involving misplaced modifiers
13. Missing comparison
14. Missing conjunction
15. Missing negative words
16. Errors with word forms
17. Errors in word choice
18. Errors with verbs
19. Errors with parallel structure
 20. Errors with pronoun
21. Errors with singular and plural nouns
22. Errors with verbals
23. Errors with prepositions
24. Error with articles
25. Errors with comparatives and superlatives
26. Errors in word order
27. Errors with conjunctions

References Main:

Philips, Deborah. 2001. Preparation for the Computer and Paper Tests. London:
Longman

Supporting:

Rogers, Bruce.2004. TOEFL Success. London: Peterson’s

Media Software: Hardware:

- Laptop, LCD

Team Teaching
 Prerequisite ---

Week Sub CP MK (Lesson Indikator Kriteria & Bentuk Metode Materi Bobot
Learning Outcome) (Indicators) Penilaian (Method Pembelajaran Pembelajaran Penilaian
of Assessment) (Methods of (Materials) (%)
Learning)
I Students understand the  Classroom  Observation  Inspiring video - Introduction to
purposes and objectives regulation.  Teacher and music Grammar for
of the course  Introduction to Assessment  Presentation TOEFL
the course  Questioner followed by - Pretest
 Ability to  Written pre-test question and
understand answer session
the purposes concerning
and objectives about topic
of the course  Classroom
Discussion
II Students apply the rules  Ability to  Observation  Group Incomplete
of incomplete understand  Written presentation independent and
independent and incomplete Assignment/ quiz followed by adjective clauses
adjective clauses in independent  Self assesment question and
systematic sentences and adjective  Peer & group answer session
clauses in the Assessment concerning
given text  Teacher about topic
 Ability to Assessment  Discussion
identify  Structured
incomplete group task
independent
and adjective  Individual task
clauses in the  Game or other
given text fun activities
 Ability to apply
incomplete
independent
and adjective
clauses in
systematic
sentences

III Students apply the rules  Ability to  Observation  Group Incomplete

of incomplete participial understand presentation participial
 phrases and appositive in incomplete  Written followed by phrases and
systematic sentences participial Assignment/ quiz question and appositive
phrases and  Self assesment answer session
appositive in  Peer & group concerning
the given text Assessment about topic
 Ability to  Teacher  Discussion
identify Assessment  Structured
incomplete group task
participial
phrases and  Individual task
appositive in  Game or other
the given text fun activities
 Ability to apply
incomplete
participial
phrases and
appositive in
systematic
sentences

IV Students apply the rules  Ability to  Observation  Group Incomplete

of incomplete adverb understand  Written presentation adverb and noun
and noun clauses in incomplete Assignment/ quiz followed by clauses
systematic sentences adverb and question and
 noun clauses  Self assesment answer session
in the given  Peer & group concerning
text Assessment about topic
 Ability to  Teacher  Discussion
identify Assessment  Structured
incomplete group task
adverb and
noun clauses  Individual task
in the given  Game or other
text fun activities
 Ability to apply
incomplete
adverb and
noun clauses
in systematic
sentences

V Students apply the rules  Ability to  Observation  Group - Incomplete

of incomplete understand  Written presentation prepositional
prepositional phrases incomplete Assignment/ quiz followed by phrases and word
and word order items in prepositional  Self assesment question and order items
systematic sentences phrases and  Peer & group answer session - Quiz 1
word order Assessment concerning
items in the about topic
 given text  Teacher  Discussion
 Ability to Assessment  Structured
identify group task
incomplete
prepositional  Individual task
phrases and  Game or other
word order fun activities
items in the
given text
 Ability to apply
incomplete
prepositional
phrases and
word order
items in
systematic
sentences

VI Students apply the rules  Ability to  Observation  Group Items involving

of items involving verb understand  Written presentation verb problems
problems and the rules of Assignment/ quiz followed by and incomplete
incomplete infinitive and items involving  Self assesment question and infinitive and
gerund phrases in verb problems  Peer & group answer session gerund
systematic sentences and concerning
 incomplete Assessment about topic
infinitive and  Teacher  Discussion
gerund Assessment  Structured
phrases in the group task
given text
 Ability to  Individual task
identify items  Game or other
involving verb fun activities
problems and
incomplete
infinitive and
gerund
phrases in the
given text
 Ability to apply
items involving
verb problems
and
incomplete
infinitive and
gerund in
systematic
sentences
VII Students apply the rules  Ability to  Observation  Group Items involving
of items involving understand  Written presentation parallel structure
parallel structure and the rules items Assignment/ quiz followed by and misplaced
misplaced modifiers in involving  Self assesment question and modifiers
systematic sentences parallel  Peer & group answer session
structure and Assessment concerning
misplaced  Teacher about topic
modifiers in Assessment  Discussion
the given text  Structured
 Ability to group task
identify items
involving  Individual task
parallel  Game or other
structure and fun activities
misplaced
modifiers in
the given text
 Ability to apply
items involving
parallel
structure and
misplaced
modifiers in
systematic
 sentences

VIII Students apply the rules  Ability to  Observation  Group Incomplete

of incomplete understand  Written presentation comparisons and
comparisons and the rules of Assignment/ quiz followed by conjunctions
conjunctions in incomplete  Self assesment question and
systematic sentences comparisons  Peer & group answer session
and Assessment concerning
conjunctions in  Teacher about topic
the given text Assessment  Discussion
 Ability to  Structured
identify group task
incomplete
comparisons  Individual task
and  Game or other
conjunctions in fun activities
the given text
 Ability to apply
incomplete
comparisons
and
conjunctions in
systematic
sentences
IX MID TEST
X Students apply the rules  Ability to  Observation  Group Missing negative
of missing negative understand  Written presentation words
words in systematic the rules of Assignment/ quiz followed by
sentences missing  Self assesment question and
negative  Peer & group answer session
words in the Assessment concerning
given text  Teacher about topic
 Ability to Assessment  Discussion
identify  Structured
missing group task
negative
words in the  Individual task
given text  Game or other
 Ability to apply fun activities
missing
negative
words in
systematic
sentences

XI Students apply the rules  Ability to  Observation  Group Errors with word
 of errors with word understand  Written presentation forms and word
forms and word choice in the rules of Assignment/ quiz followed by choice
systematic sentences errors with  Self assesment question and
word forms  Peer & group answer session
and word Assessment concerning
choice in the  Teacher about topic
given text Assessment  Discussion
 Ability to  Structured
identify errors group task
with word
forms and  Individual task
word choice in  Game or other
the given text fun activities
 Ability to apply
errors with
word forms
and word
choice in
systematic
sentences

XII Students apply the rules  Ability to  Observation  Group Errors with verbs
of errors with verbs and understand  Written presentation and parallel
parallel structures in the rules of Assignment/ quiz followed by structures
 systematic sentences errors with  Self assesment question and
verbs and  Peer & group answer session
parallel Assessment concerning
structures in  Teacher about topic
the given text Assessment  Discussion
 Ability to  Structured
identify errors group task
with verbs and
parallel  Individual task
structures in  Game or other
the given text fun activities
 Ability to apply
errors with
verbs and
parallel
structures in
systematic
sentences

XIII Students apply the rules  Ability to  Observation  Group Errors with
of errors with pronouns understand  Written presentation pronouns and
and singular and plural the rules of Assignment/ quiz followed by singular and
nouns in systematic errors with  Self assesment question and plural nouns
sentences pronouns and answer session
 singular and  Peer & group concerning
plural nouns in Assessment about topic
the given text  Teacher  Discussion
 Ability to Assessment  Structured
identify errors group task
with pronouns
and singular  Individual task
and plural  Game or other
nouns in the fun activities
given text
 Ability to apply
errors with
pronouns and
singular and
plural nouns in
systematic
sentences

XIV Students apply the rules  Ability to  Observation  Group - Errors with
of errors with verbals understand  Written presentation verbals and
and prepositions in the rules of Assignment/ quiz followed by prepositions
systematic sentences errors with  Self assesment question and - Quiz 2
verbals and  Peer & group answer session
prepositions in concerning
 the given text Assessment about topic
 Ability to  Teacher  Discussion
identify errors Assessment  Structured
with verbals group task
and
prepositions in  Individual task
the given text  Game or other
 Ability to apply fun activities
errors with
verbals and
prepositions in
systematic
sentences

XV Students apply the rules  Ability to  Observation  Group Errors with

of errors with articles, understand  Written presentation articles,
comparatives, and the rules of Assignment/ quiz followed by comparatives,
superlatives in errors with  Self assesment question and and superlatives
systematic sentences articles,  Peer & group answer session
comparatives, Assessment concerning
and  Teacher about topic
superlatives in Assessment  Discussion
the given text  Structured
 Ability to
 identify errors group task
with articles,
comparatives,  Individual task
and  Game or other
superlatives in fun activities
the given text
 Ability to apply
errors with
articles,
comparatives,
and
superlatives in
systematic
sentences

XVI Students apply the rules  Ability to  Observation  Group - Errors in word
of errors in word order understand  Written presentation order and errors
and errors with the rules of Assignment/ quiz followed by with conjunctions
conjunctions in errors in word  Self assesment question and - Post test
systematic sentences order and  Peer & group answer session
errors with Assessment concerning
conjunctions in  Teacher about topic
the given text Assessment  Discussion
 Ability to  Structured
 identify errors group task
in word order
and errors  Individual task
with  Game or other
conjunctions in fun activities
the given text
 Ability to apply
errors in word
order and
errors with
conjunctions in
systematic
sentences
Rubric to Assess Students’ Ability

YES NO
Score Grade Skill Indicators

6 Proficient  Maintains consistent grammatical control

of complex language, even while attention
is otherwise engaged (e.g. in forward
planning, in monitoring others’ reactions).
5 Advanced  Consistently maintains a high degree of
grammatical accuracy; errors are rare and
difficult to spot.
4 Early  Good grammatical control; occasional
Advanced ‘slips’ or non-systematic errors and minor
flaws in sentence structure may still occur,
but they are rare and can often be
corrected in retrospect.
 Shows a relatively high degree of
grammatical control. Does not make
mistakes which lead to misunderstanding.
3 Intermediate  Communicates with reasonable accuracy in
familiar contexts; generally good control
though with noticeable mother tongue
influence. Errors occur, but it is clear what
 he/she is trying to express.
 Uses reasonably accurately a repertoire of
frequently used ‘routines’ and patterns
associated with more predictable
situations.
2 Early  Uses some simple structures correctly, but
Intermediate still systematically makes basic mistakes –
for example tends to mix up tenses and
forget to mark agreement; nevertheless, it
is usually clear what he/she is trying to say.
1 Beginning  Shows only limited control of a few simple
grammatical structures and sentence
patterns in a learnt repertoire.
Adapted from the Common European Framework of Reference for Languages: learning, teaching, assessment

A. Evaluation/Assessment

Students’ grades are based on:

Mid-Test 30%
Final Test 35%
Assignment 25%
Classroom Participation 10%
Range Grade
85-100 A
80-84 A-
75-79 B+
70-74 B
65-69 B-
60-64 C+
55-59 C
50-54 C-
40-49 D
<39 E