LESSON PLAN

MATAKULIAH : CRITICAL READING

KODE MK : TBI0213
SEMESTER : IV

Compiler:

Prof. Hj. Nurul Lailatul Khusniyah, M.Pd

NIP. 196910172005012001

PROGRAM STUDI TADRIS BAHASA INGGRIS

FAKULTAS TARBIYAH DAN KEGURUAN
UNIVERSITAS ISLAM NEGERI MATARAM
2024
 APPROVAL SHEET

Type of Credit
Subject Code Subject Theory Practice Semester Revision

TBI02 O Theory
CRITICAL 13 O Practice … … IV ……..
READING

Prerequisite
Courses

Subject Family

1. ……………………….
2. ……………………….
Teaching
Team

Authorization Validator Ketua Jurusan/Program Studi

Koordinator RMK

Nama dan ttd Nama dan ttd

 UNIVERSITAS ISLAM NEGERI MATARAM Kode / Rev.
FAKULTAS TARBIYAH DAN KEGURUAN
PROGRAM STUDI TADRIS BAHASA INGGRIS

LESSON PLAN

Faculty Vision Program Study Vision

The Faculty of Tarbiyah and Teacher Training is an LPTK that Producing superior, pious and moderate graduates who can compete
is internationally competitive in developing Islamic, social, globally in developing English education, research and entrepreneurship
humanities, science and technology studies in an integrative by integrating Islamic knowledge, social humanities, science and
manner to develop a pious, moderate, intelligent and superior technology
society
SUBJECT CODE OF COURSE OF CREDIT (sks) SEMESTER DATE
SUBJECT SUBJECT
Critical Reading TBI0213 Reading T=2… P=1… IV
AUTHORIZATION Lecturer Learning Plan Developer Coordinator of Course Head of Program Study
Subject
Prof. Dr. Hj. Nurul Lailatul Khusniyah, M.Pd

Learning Study Program Learning Outcomes Assigned to Courses

Outcomes LO: 1. A1. Students demonstrate devotion to God Almighty and internalize values, norms, academic ethics and
(LO) Attitude/A) professional ethics as educators, researchers and entrepreneurs in the field of English Education;
2. A2. Students uphold human values in carrying out their duties based on religion, morals and ethics through
internalizing Islamic values and teacher ethics in carrying out their duties and life in society
3. A5. Respect the diversity of cultures, views, religions and beliefs, as well as the original opinions or findings of
other people through exemplary individuals and good morals by Islamic values both individually and in groups
4. A6. Work together and have social sensitivity and concern for society and the environment
5. A3. Students contribute to improving the quality of life in society, nation, state and civilization based on Pancasila
through personal attitudes that are creative, innovative and independent in social life as well as critical and broad-
minded in carrying out their duties and responsibilities as educators, researchers and entrepreneurs in the field of
English Education;
6. A8. Internalize academic values, norms and ethics through a scientific and responsible attitude in carrying out
educational, research and service tasks in their field of expertise;
7. A9. Students demonstrate a responsible attitude towards work in their field of expertise independently through
superior and competitive personalities with enthusiasm and ability as well as a high work ethic in carrying out
 their duties and responsibilities as educators, researchers and entrepreneurs in the field of English Education;
8. A10 Students internalize the spirit of independence, struggle and entrepreneurship in the field of English education
LO- 1. K1: Students master theoretical concepts for reading techniques and analyze English reading material critically
Knowledge/K through scientific integration (religion and science) as a scientific paradigm
2. K2. Mastering theoretical concepts for educational theory, learning psychology, student development, as well as
teaching and learning theories in teaching English reading which are related to the philosophy of general education
and Islam as a foundation and frame of reference in the implementation of English language
3. K3. Mastering approaches, theories, models, methods (manual and digital) media and learning evaluation to
support learning to read English which refers to pedagogical theory, developmental psychology theory, and
language learning theory to be able to act as a prospective educator in secondary education units
4. K4. Mastering the concepts, procedures and principles of research methodology in the field of English to develop
reading learning related to Islamic sciences, social humanities, science and technology.
5. K5. Mastering the concepts, procedures and principles of writing scientific papers in the field of English related to
Islamic sciences, social humanities, science and technology
6. K6. Mastering business management and development in the field of English education
7. K7. Master the concepts and principles of character education, as well as local wisdom values to support learning
to read English
8. K10: Master the principles of developing science-based English learning media, contextual technology, especially
ICT (Information and Communication Technology) and the surrounding environment
9. K11: Master the theoretical concept of critical reading of English texts
LO-General 1. GS1: Students can apply logical, critical, systematic and innovative thinking in the context of developing or
Skills/GS implementing science and technology that pays attention to and applies humanities values appropriate to their field of
expertise, especially in the application of critical thinking to reading comprehension
2. GS 2: Students can demonstrate independent, quality and measurable performance and complete English reading
skills assignments independently, with quality and measurability in carrying out their roles as educators, researchers
and entrepreneurs in the field of English Education
3. GS 3: Able to study the implications of the development or implications of technological science by paying attention
to and applying humanities values by their expertise based on scientific rules, procedures and ethics to produce
solutions, ideas, designs or art criticism, compiling scientific descriptions of the results of their studies in the form of
a thesis or final assignment report, upload it to the university page
4. GS 4: Students can compile scientific descriptions of study results in English reading materials that can be applied in
the form of a thesis or final assignment report, and upload them on the university website in the field of English
Education based on scientific rules, procedures and ethics to produce solutions, ideas, designs or art criticism
5. GS 5: Able to make appropriate decisions in the context of solving problems in their field of expertise, based on
analysis of information and data in the field of English Education 6. KU7: Able to maintain and develop a
collaborative network with supervisors, colleagues, and colleagues, both inside and outside the institution in carrying
out their role as educators, researchers and entrepreneurs in the field of English Education
6. GS 7: Students can be responsible for the achievement of group work results and evaluate the completion of the
reading analysis assignments given
 7. GS 10: Students can adapt, work together, be creative, contribute and innovate in applying knowledge to social life
and act as world citizens with a global perspective from the English reading skills they have acquired;
8. GS 11: Students can uphold academic integrity in general and prevent plagiarism practices applied in analyzing
English reading materials.
9. GS 12: Able to communicate verbally and in writing (manually or using ICT) effectively, empathetically and politely
with students, fellow educators, education staff, parents and the community.
10. GS 13: Able to be a facilitator and learning resource
LO- Special 1. SS1: Able to apply English learning plans for reading skills into a learning process that is appropriate to student
Skills/SS development.
2. SS 4: able to design a reading learning curriculum that can be applied to education at primary or secondary school
level in the areas of teaching English in general and reading skills in particular so that students become competent
teaching staff
3. SS 5: Able to design effective and innovative English learning tools (syllabus, lesson plans, materials, media,
programs and/or instruments) that refer to learning theories and language learning at primary and secondary
education levels
4. SS 7: Able to study and develop various methods of learning English for reading skills in an innovative and tested
manner
5. SS 9: Able to apply educational research methods to be able to identify, understand, explain, evaluate and analyze
critically and formulate ways to solve problems that exist in English education
6. SS 13: Able to carry out student-centred learning by integrating Islamic values responsibly according to teacher
ethics in learning to read English
7. SS 17: Able to understand in finding main ideas and detailed information, literal understanding of dialogue as well as
narrative and descriptive discourse in spoken English
8. SS 26: Able to read in understanding literal reading by using appropriate reading strategies to identify unknown
meanings and lexical items, topics and main ideas, understand explicit information, skim specific information,
understand the communicative value of sentences; and know the types of writing.
9. SS 28: Able to read closely and critique through the use of reading strategies to extract important points from a text
and convert the information into a verbal summary/diagram; discover underlying themes/concepts/assumptions;
formulate hypotheses from underlying themes, concepts, evidence; identify inductive and deductive reasoning
10. SS 29: Able to read extensively to select and read poetry, fables, fairy tales, folk tales, short stories and short novels,
as well as periodic magazines.
11. SS 3: able to apply oneself as an English teacher who has skilled reading skills and shows a high work ethic and
responsibility, a sense of pride and self-confidence as an educator, and can communicate effectively, based on the
teacher's code of ethics, both in the classroom and at school, as well as in society
12. SS 45: Able to communicate orally in conveying English reading content critically
13. SS 46: Able to design, implement and assess reading activities through investigation and response to the reading
provided so that it becomes an innovative reading learning process.
14. SS 47: Able to apply research methods to analyze English reading materials and produce written work
15. SS 48: Able to design business in the field of English language learning
16. SS 49: Able to apply critical reading skills in solving problems both in education and social life.
Course Learning Outcomes (CLO)
CLO 1 Students recognize and comprehend the text purpose and how writer present themes in various texts

CLO 2 Students can investigate the text to get the pattern of text purposes in various texts

CLO 3 Students can analyze the type of text and explain it based on students’ point of view in various texts

CLO 4 Students can explain the content of text using their own and implement it in their life in various texts
 Final Capabilities of Each Learning Stage (Sub-CLO)
Sub- CLO 1 Students practice investigating how a theme is treated in various text
Sub- CLO 2 Students practice investigating the way a web text targets its audience in various text
Sub- CLO 3 Students practice responding to the sort of description they are likely to meet in fiction or literary non-fiction
Sub- CLO 4 Students practice investigating how suspense is created
Sub- CLO 5 Students practice investigating how a writer who is an expert makes specialist information interesting and accessible to a
general audience
Sub- CLO 6 Students practice investigating the way a character can be revealed in a fictional text
Sub- CLO 7 Students practice investigating the way an argument is presented
Sub- CLO 8 Students do the middle exam
Sub- CLO 9 Students practice investigating the way writers encourage readers to trust them
Sub- CLO 10 Students practice making sense of an unfamiliar setting by investigating the theme in the text
Sub- CLO -11 Students practice investigating the way image is created in a media text through the choice of vocabulary
Sub- CLO -12 Students practice responding to the genre features of a text
Sub- CLO -13 Students practice responding to the way a playwright reveals the culture of a particular period
Sub- CLO -14 Students practice investigating how writers create a relationship with their readers through the way they structure their
text
Sub- CLO -15 Students practice investigating bias in a recount text
Sub- CLO -16 Students do the final exam
Correlation of CLO to Sub-CLO
CLO 1 CLO 2 CLO 3 CLO 4
Sub- CLO 1 Recognizing Investigating - -
Sub- CLO 2 Recognizing Investigating Analyzing Explaining
Sub- CLO 3 Recognizing - Analyzing -
Sub- CLO 4 Recognizing Investigating Analyzing Explaining
Sub- CLO 5 Investigating Analyzing
Sub- CLO 6 - Investigating Analyzing Explaining
Sub- CLO 7 - Investigating Analyzing Explaining
Sub- CLO 8 - - - -
Sub- CLO 9 - Investigating Analyzing -
Sub- CLO 10 - Investigating Analyzing -
Sub- CLO -11 Recognizing Investigating Analyzing -
Sub- CLO -12 Recognizing Investigating Analyzing Explaining
Sub- CLO -13 - Investigating Analyzing -
Sub- CLO -14 Recognizing Investigating Analyzing -
Sub- CLO -15 Recognizing Investigating Analyzing -
Sub- CLO -16 - - - -
Subject This course is designed to develop students' knowledge and reading comprehension skills to a critical level and be able to take new actions
Description after understanding texts that are applied in life which refers to problem-solving, critical thinking, social, formulating hypotheses about
problems and inductive and deductive reasoning.
Study Material 1. Fiction text (Islam story) and Scanning for specific information
2. News text on the website and Scanning to make a prediction
3. Non-fiction text and Identifying facts and speculations
4. Fiction or non-fiction story and Identifying facts and speculations
5. Academic text; science dan Identifying the key details
6. Novel or short story text (Islamic theme or general) and Identifying facts and speculations
7. Academic text: Bibliography of famous people and Identifying facts and speculations
8. Academic text; Culture and Scanning for specific information
9. The Poem in the 19th century (Islam or General) and Identifying facts and speculations
10. Media text (Newspaper article) and Identifying facts and speculations
11. Novel or short story text (Islamic theme or general) and Scanning for specific information
12. Academic text; interdisciplinary text and Identifying facts and speculations
13. Media text (Newspaper article); interdisciplinary text and Scanning for specific information
14. Recount text; history text and Scanning for specific information
References MAIN REFERENCES
1. Mikulecky, Beatrice S. and Jeffries, Linda. 2007. Advanced Reading Power. New York: Pearson Education, Inc.
2. Pirozzi, Richard. NY. Strategies for Reading and Study Skills. Illinois: NTC Publishing Group.
3. Scull, Sharon. 1987. Critical Reading and Writing for Advanced ESL Students. Englewood Cliffs, New Jersey: Prentice Hall, Inc.
4. Sharpe, P. J. 2012. Barron’s The Leader in Test Preparation: TOEFL iBT. Tangerang: BinarupaAksara Publishing
5. Learning Express,LLC. 2005. Reading Comprehension Success in 20 minutes a day, 3rd Edition. Learnin Express. New York.
Teacher Researchs;
Khusniyah, N. L. (2020). The Interplay Between Meta-Cognitive Strategy and Self-Regulation in English Reading Comprehension. 188–193.
https://doi.org/10.2991/ASSEHR.K.200220.034
Khusniyah, N. L. (2021). English Extensive Reading Material Needs in Digital Era. AL-ISHLAH: Jurnal Pendidikan, 13(1), 763–768.
https://doi.org/10.35445/ALISHLAH.V13I1.560
Khusniyah, N. L. (2022). The Effect of Literary Reading Program in Online Learning on Students’ Reading Ability. AL-ISHLAH: Jurnal Pendidikan, 14(4),
6925–6932. https://doi.org/10.35445/ALISHLAH.V14I4.2781
Khusniyah, N. L., & Lustyantie, N. (2017). Improving English Reading Comprehension Ability through Survey, Questions, Read, Record, Recite, Review
Strategy (SQ4R). English Language Teaching, 10(12), 202–211. https://doi.org/10.5539/elt.v10n12p202
Khusniyah, N. L., Rasyid, Y., & Lustyantie, N. (2020). Improving English Reading Comprehension: The Role of Visual Mind Mappingin SQ4R Strategy.
https://doi.org/10.4108/EAI.20-9-2019.2290822
Khusniyah, N. L., Safar, A., & Affiliation, W. (2020). Article INVESTIGATING CONTENT-BASED READING INSTRUCTION IN PROMOTING
STUDENTS’ READING COMPREHENSION: A CLASSROOM ACTION RESEARCH. Research and Innovation in Language Learning, 3(2), 96–106.
https://doi.org/10.33603/rill.v3i2.3206
Khusniyah, N.-L. (2018). The Impact of PQ4R Strategy Use on EFL Students’ English Reading Comprehension. EDULANGUE, 1(2), 166–177.
https://doi.org/10.20414/EDULANGUE.V1I2.266
 SECOND REFERENCES:
1. The Brothers Grimm. Fairy Tales.
2. Hill L A. Stories for Reading Comprehension 2. Longman.
3. Zafar, Sana. 2009. Reading Skills
4. Kirn, Elaine and Pamela Hartman.________. Interaction I: A Reading Skill Book. The McGraw-Hill Companies, Inc. Los Angeles.
5. (N.-L. Khusniyah, 2018)
6. (N. L. Khusniyah, 2020)
7. (N. L. Khusniyah, 2021, 2022; N. L. Khusniyah, Rasyid, et al., 2020; N. L. Khusniyah, Safar, et al., 2020; N. L. Khusniyah & Lustyantie, 2017)

Integration Supporting Courses Speaking Skills

Model Integration Appresiasi keragaman disiplin ilmu appreciation of various disciplines)
Level Integration 1. Interdisipliner
2. Multidisipliner
Pillar of Moderation 1. Character education
2. Moral, civic, good, mannered, behaved, non-bullying, healthy, critical, successful, traditional,
compliant or socially acceptable beings.
3. Humanism character
 Form of Learning Study Material
Weeks Sub-CLO) Assessment Assessment
Point (%)

Indicators Criteria Learning Methods Assignment

(1) (2) (3) (4) (5) (6) (7) (8)
1 Students practice 1. Recognizing how writers 1. Students can get the 1. Group discussion 1. Essay question in 1. Fiction text 100%
investigating how a present themes theme of the text 2. Project-based learning the text (Islam story)
theme is treated in 2. Find the problem or conflict 2. Students can find the 3. Contextual learning 2. Report of 2. Scanning for
various text in the text conflict in the story 4. Individual project analysed text specific
3. Students can get the 5. Cooperative learning information
moods or feelings in the
text
2 Students practice 1. Recognizing the way web 1. Students can analyse the 1. Work Group project - Report: analysis 1. News text on the 100%
investigating the way a texts target their audiences news text on web 2. Project-based learning of news text in website
web text targets its 2. Responding to the text and 2. Students can explain the 3. Contextual learning web and photo 2. Scanning to make
audience in various photo main information in the 4. Cooperative learning - Performance in a prediction
text news text the class in group

3 Students practice 1.
responding to the sort 2.
of description they are
likely to meet in fiction
or literary non-fiction
Responding to a description 1. Students recognize the 1. Group discussion Answer questions 1. Non-fiction text 100%
Analyzing the way the writer description in the text 2. Project-based learning from the text 2. Identifying facts
built up a description of the 2. Students can select the 3. Contextual learning and speculations
text information 4. Cooperative learning

4 Students practice 1.
investigating how
suspense is created 2.
Recognizing how suspense is 1. Students can recognize 1. Group discussion 1. Report: analysis 1. Fiction or non- 100%
created the suspense situation in 2. Project-based learning of text fiction story
Finding how the writer can the text 3. Contextual learning 2. Presentation of 2. Identifying facts
encourage readers to 2. Students can find the 4. Cooperative learning the work group and speculations
experience suspense clue in the text how the project
writer can encourage
the reader
5 Students practice 1. Investigating how a text has 1. Students can 1. Group discussion 1. Report: analysis 1. Academic text; 100%
investigating how a been made entertaining investigate the 2. Project-based learning of text science
writer who is an expert 2. Selecting main information specific information 3. Contextual learning 2. Presentation of 2. Identifying the
makes specialist from the text 2. Students can analyze 4. Cooperative learning the work group key details
information interesting the main information project
and accessible to a in the text
general audience

6 Students practice 1. Investigating the techniques 1. Students implement the 1. Group discussion 1. Report: analysis Novel or short story 100%
investigating the way a used to reveal a character technique to investigate 2. Project-based learning of text text (Islamic theme or
character can be 2. Finding for details character the character 3. Contextual learning 2. Presentation of general)
revealed in a fictional (appearance, dialogue, 2. Students presented the 4. Cooperative learning the work group
text thought, feelings, behaviour, details of the character project
relationship, and event)

7 Students practice 1. Investigating how an 1. Students can 1. Group discussion 1. Report: analysis 1. Academic text: 100%
investigating the way argument is developed investigate the 2. Project-based learning of text Bibliography of
an argument is 2. Explaining students’ content and giving 3. Contextual learning 2. Presentation of famous people
presented argument on text suggest 4. Individual project the work group
2. Students can explain 5. Cooperative learning project
their analysis about
text

8 MIDDLE TEST
9 Students practice 1. Creating an impression on the 1. Students can make an 1. Group discussion Answer questions Academic text; Culture 100%
investigating the way reader impression of the text 2. Project-based learning from the text
writers encourage 2. Giving the evidence to the 2. Students show the 3. Contextual learning
readers to trust them reader proof of the trust for 4. Cooperative learning
the reader
 Form of Learning Study
Weeks Sub-CLO) Assessment Assessment
Material
Point (%)

Indicators Criteria Learning Methods Assignment

(1) (2) (3) (4) (5) (6) (7) (8)
10 Students practice making 1. Investigating the 1. Students can analyze 1. Group discussion Answer questions The Poem in the 19th 100%
sense of an unfamiliar theme of the text the theme in the 2. Project-based learning from the text century
setting by investigating the 2. Finding the writer's poem 3. Contextual learning (Islam or General)
theme in the text way to write the poem 2. Students can find to 4. Cooperative learning
show the sense of
the poem

11 Students practice 1. Investigating the 1. Students can find the 3. Group discussion Answer questions Media text 100%
investigating the way specific information specific information 4. Project-based learning from the text (Newspaper article)
image is created in a media in newspaper in the text 5. Contextual learning
text through the choice of 2. Analyzing the writer 2. Students create the 6. Individual project
vocabulary away image imagination on the 7. Cooperative learning
image in the text

12 Students practice 1. Recognizing the 1. Students can analyze 1. Group discussion 1. Report: analysis Novel or short story 100%
responding to the genre features of genre the features of the 2. Project-based learning of text text (Islamic theme or
features of a text 2. Building a sense of genre 3. Contextual learning 2. Presentation of general)
expectation 2. Students can find the 4. Individual project the work group
sense of genre text 5. Cooperative learning project

13 Students practice 1. Responding the way a 1. Students analyze their 1. Group discussion Answer questions Academic text; 100%
responding to the way a playwright reveals the point of view on 2. Project-based learning from the text interdisciplinary text
playwright reveals the culture reveal culture 3. Contextual learning
culture of a particular 2. Investigating the way 2. Students can get the 4. Individual project
period a playwright reveals way a playwright 5. Cooperative learning
the culture reveals the culture
 Form of Learning Study
Weeks Sub-CLO) Assessment Assessment
Material
Point (%)

Indicators Criteria Learning Methods Assignment

(1) (2) (3) (4) (5) (6) (7) (8)
14 Students practice investigating how 1. Investigating 1. Students can 1. Group discussion Answer questions Media text 100%
writers create a relationship with relationships analyze the 2. Project-based learning from the text (Newspaper article);
their readers through the way they writers create relationship of 3. Contextual learning interdisciplinary text
structure their text 2. Finding the writer creates 4. Individual project
organization text 2. Students can 5. Cooperative learning
analyze the
organization
text
15 Students practice investigating bias 1. Investigating the 1. Students can 1. Group discussion Answer questions Recount text; history 100%
in a recount text point of view is analyze the 2. Project-based learning from the text text
presented in the information in 3. Contextual learning
text the recount text 4. Individual project
2. Analyzing the 2. Students can 5. Cooperative learning
detail in bias respond the
recount text information on
recount text
16 FINAL TEST

Assessment of the learning process which includes assessment mechanisms and procedures, assessment techniques and instruments, and the nature of the assessment is
carried out as follows:
1. Assessment can take the form of written, oral, assignments, scientific papers, or other forms according to the nature and type of course
2. Course assessments held every semester include:
1. quizzes, assignments, etc. carried out during the lecture;
2. midterm exam;
3. practicum;
4. final semester exam;
5. remedial exams; And
6. other forms determined by the postgraduate/study program or supervising lecturer.
3. Final Grade calculation formula (for students who meet the requirements to take the exam):
1. Assessment Aspect
a) Attitude
b) Knowledge
c) Skills
 2. Percentage of Assessment
a) Task = 30 %
b) Middle Test = 30%
c) Final test = 40%
3 NH +3 UTS +4 UAS
d) Final Score=
10
a. Assessment;
Aspect of Elements of Assessment Percentages
Assessment (%)
Comprehension Independent/group assignments 5 – 10
Quiz/Midterm Exam 10 – 30
Quiz/Final Semester Exam 10 – 30
Skills Completion of cases/projects 30 – 50
Soft Skills Creativity, ideas, discipline, presentation, participation
5 – 10
Amount 100

b. The assessment system used is the Benchmark Assessment with the following conversions :
Lampiran 1: Tuition Contract

TUITION CONTRACT

Subject Critical Reading

Code of Subject …..
Lecturer Prof. Dr. Nurul Lailatul Khusniyah
Semester …
Weeks / Time ….
Places ..

1. Course Benefits

This course provides students with increased reasoning and critical thinking patterns regarding various
texts so that they are able to have the ability to solve problems, think critically, socially, formulate
hypotheses about problems and inductive and deductive reasoning.

2. Subject Description

This course provides students with increased reasoning and critical thinking patterns regarding various texts
so that they are able to have the ability to solve problems, think critically, socially, formulate hypotheses
about problems and inductive and deductive reasoning.

3. Basic Competences

a. Students recognize and understand the purpose of texts and how authors present themes in various
texts
b. Students can investigate texts to find patterns of text purposes in various texts
c. Students can analyze types of texts and explain them based on students' points of view in various
texts
d. Students can explain the contents of the text using their own abilities and apply them to their lives in
various texts
.
4. Material Structure

1) Fiction text (Islam story) and Scanning for specific information

2) News text on the website and Scanning to make a prediction
3) Non-fiction text and Identifying facts and speculations
4) Fiction or non-fiction story and Identifying facts and speculations
5) Academic text; science dan Identifying the key details
6) Novel or short story text (Islamic theme or general) and Identifying facts and speculations
7) Academic text: Bibliography of famous people and Identifying facts and speculations
8) Academic text; Culture and Scanning for specific information
9) The Poem in the 19th century (Islam or General) and Identifying facts and speculations
10) Media text (Newspaper article) and Identifying facts and speculations
11) Novel or short story text (Islamic theme or general) and Scanning for specific information
12) Academic text; interdisciplinary text and Identifying facts and speculations
13) Media text (Newspaper article); interdisciplinary text and Scanning for specific information
14) Recount text; history text and Scanning for specific information
5. Learning Strategy

1) Group discussion
2) Project-based learning
3) Contextual learning
4) Individual project
5) Cooperative learning.

6. References
• Mikulecky, Beatrice S. and Jeffries, Linda. 2007. Advanced Reading Power. New York: Pearson
Education, Inc.
• Pirozzi, Richard. NY. Strategies for Reading and Study Skills. Illinois: NTC Publishing Group.
• Scull, Sharon. 1987. Critical Reading and Writing for Advanced ESL Students. Englewood Cliffs, New
Jersey: Prentice Hall, Inc.
• Sharpe, P. J. 2012. Barron’s The Leader in Test Preparation: TOEFL iBT. Tangerang:
BinarupaAksara Publishing
• Learning Express,LLC. 2005. Reading Comprehension Success in 20 minutes a day, 3rd Edition.
Learning Express. New York.

Teacher Researchs;
Khusniyah, N. L. (2020). The Interplay Between Meta-Cognitive Strategy and Self-Regulation in English
Reading Comprehension. 188–193. https://doi.org/10.2991/ASSEHR.K.200220.034
Khusniyah, N. L. (2021). English Extensive Reading Material Needs in Digital Era. AL-ISHLAH: Jurnal
Pendidikan, 13(1), 763–768. https://doi.org/10.35445/ALISHLAH.V13I1.560
Khusniyah, N. L. (2022). The Effect of Literary Reading Program in Online Learning on Students’ Reading
Ability. AL-ISHLAH: Jurnal Pendidikan, 14(4), 6925–6932.
https://doi.org/10.35445/ALISHLAH.V14I4.2781
Khusniyah, N. L., & Lustyantie, N. (2017). Improving English Reading Comprehension Ability through
Survey, Questions, Read, Record, Recite, Review Strategy (SQ4R). English Language Teaching,
10(12), 202–211. https://doi.org/10.5539/elt.v10n12p202
Khusniyah, N. L., Rasyid, Y., & Lustyantie, N. (2020). Improving English Reading Comprehension: The
Role of Visual Mind Mappingin SQ4R Strategy. https://doi.org/10.4108/EAI.20-9-2019.2290822
Khusniyah, N. L., Safar, A., & Affiliation, W. (2020). Article INVESTIGATING CONTENT-BASED
READING INSTRUCTION IN PROMOTING STUDENTS’ READING COMPREHENSION: A
CLASSROOM ACTION RESEARCH. Research and Innovation in Language Learning, 3(2), 96–106.
https://doi.org/10.33603/rill.v3i2.3206
Khusniyah, N.-L. (2018). The Impact of PQ4R Strategy Use on EFL Students’ English Reading
Comprehension. EDULANGUE, 1(2), 166–177. https://doi.org/10.20414/EDULANGUE.V1I2.266
7. Type of Assignment

1. Report Project (Reading Test)

2. Report Project (making an article for publication in a journal)

8. Assessment Criteria

Learning outcomes will be assessed using criteria by the Academic Guidelines

applicable at UIN Mataram, namely:
Final Grade calculation formula (for students who meet the requirements to take the exam):

a. Practice:

30 U1 + 20 U2 + 20 U3 + 30 U4
NA =
100

b. Non-Practice:

40 U1 + 20 U3 + 40 U4
NA =
100

Note:
NA = Final Score
U1 = Quiz/ Assignment Score
U2 = Practice Note
U3 = Middle Test Score
U4 = Final test Score
Score conversion refers to the following table.
Matararm………
Dosen Pengajar

( )
NIP/NIDN
Lampiran 2: Student Assignment Design Format

STUDENT ASSIGNMENT DESIGN

Subject : …………………………….
Semester : …………………………….
Academic Year : ……………………………
Credit : ……………………………………………
Weeks : …………………………………………….
Assignment : ……………………………………………
Lecturer : ……………………………………………..

1 Task Objectives Students are able to design reading tests for critical
understanding for both primary, secondary and tertiary
levels
2 Task Description 1. Multiple choice
2. Essay
a. Object Task Interdicipliner text
b. Limitation Free and in-depth report description
c. Method and Task Guide Flexible
d. Assignment Task Output 1. Text Book
2. Publication
3 Assessment Criteria
a. Novelty : 30 %
b. I n n o v a t i o n : 30%
c. Project Analysis : 40%