Module/Course Title: Grammar in Discourse
Module/
course
code
61015
Student
workload
8,5 hours per
week
Credits
(ECTS)
3 CU x
1,5 =
4,5
ECTS
Semester
3
rd
Frequency
3 CU x 16 =
48
Duration
16 meetings
Types of courses
Compulsory coursework
Contact
hours
3 CU x 50
minutes = 150
= 2,5 hours
per week
Independent
study
3 CU x 120
minutes =
360 minutes
= 6 hours
Class size
30 students
Prerequisites for participation (if applicable)
-
Learning Outcomes
Course Description:
This course equips students with knowledge of English grammar and the ability to use
it in long texts with a focus on the structure of academic essays. Each example used in
this course is taken from authentic, naturally occurring data; not made intentionally for
the benefit of teaching and learning. The types of essays in question are Cause-Effect,
Comparison and Contrast, Classification, and Problem-Solution. To provide a more
meaningful learning experience, this course is also packaged in the form of project-
based learning in practical classes. In this case, the introduction of how grammar is
used in academic essays equips students in making essays according to the topics that
have been discussed, such as consumer behaviour, alternative energy sources, family
size and responsibility, gender and equality, intercultural communication, ideal jobs,
health and wellness, technology, and healthy life.
Programme Learning Outcomes:
PLO 1 Graduates are expected to be able to play a role as creative industry
players by using competence in the fields of language, literature and
culture to produce innovative and competitive works
PLO 2 Graduates are expected to be able to act as research assistants, namely
young scholars who have critical thinking to solve problems faced in
society
PLO 3 Graduates are expected to be able to play a role as academicians,
namely activists in the world of education who have intellectuality and
professionalism
Intended Learning Outcomes:
ILO 1 Students are able to show responsibilities in performing academic
activities based on religious values, morals, and ethics
ILO 2 Students are able to uphold entrepreneurship values in cooperating with
the society and environment
ILO 3 Students are able to demonstrate language skills by using proper English
ILO 4 Students are able to analyse the development of linguistic, literary and
cultural phenomena in the global and digital era
ILO 5 Students are able to elaborate their ideas in both spoken and written
forms in English within academic and non-academic contexts
Course Learning Outcomes
On completion of this course, the students will be able to:
1. Determine the constituent parts of English grammar used in contexts by
a. differentiating grammatical units that can be used in scientific and popular texts
in the context of cause and effect, comparison and contrast, classification and
definition, and problem and solution
b. relating the use of grammatical units in context
2. Evaluate English text using correct grammar to describe the sequence of ideas in
the text by
a. criticizing the mistakes found in English texts
b. recommending the revision of the mistakes
3. Reorganize grammatical elements in a text containing mistakes
Subject aims/Content
Meeting 1: Pre-Test
Students are able to identify the use of English grammar in spoken and
written texts for daily communication. It is achieved by taking a Pre-Test.
Meeting 2: Cause and Effect: Subordinators and prepositions that show cause;
Transition words and common patterns with nouns that show effect
1. Students are able to differentiate and relate grammatical unit about
subordinators and transition words in cause-effect text
2. Students are able to criticize and revise the mistakes found in an
English text
Meeting 3: Cause and Effect: -ing participle phrases and verbs that show cause
and effect
3. Students are able to differentiate and relate grammatical unit about
ing-participle in cause-effect text
4. Students are able to criticize and revise the mistakes found in an
English text
Meeting 4: Comparison and Contrast: Relative clauses, comparatives with
as…as and common patterns that show contrast
5. Students are able to differentiate and relate grammatical unit about
relative clause and comparatives in comparison and contrast text
6. Students are able to criticize and revise the mistakes found in an
English text
Meeting 5: Comparison and Contrast: Complex noun phrases, parallel structure
and common quantifier that show contrast
7. Students are able to differentiate and relate grammatical unit about
parallel structure in comparison and contrast text
8. Students are able to criticize and revise the mistakes found in an
English text
Meeting 6: Comparison and Contrast: Adverb clauses of contrast and
concession, transition words and phrases that show contrast and
concession
9. Students are able to differentiate and relate grammatical unit about
adverb clause in comparison and contrast text
10. Students are able to criticize and revise the mistakes found in an
English text
Meeting 7: Quiz 1
Students are able to review the use of given grammatical units. It is
achieved by taking Quiz 1
Meeting 8: Middle Term
Students are able to utilize the concept learnt in meeting 2 – 6
Meeting 9: Classification and Definition: The passive and common words and
phrases used in classification writing
11. Students are able to differentiate and relate grammatical unit
about passive in classification text
12. Students are able to criticize and revise the mistakes found in an
English text
Meeting 10: Classification and Definition: The language of definition and
appositives
13. Students are able to differentiate and relate grammatical unit
about appositives
14. Students are able to criticize and revise the mistakes found in an
English text
Meeting 11: Problem and Solution: Reporting verbs, adverb clauses and phrases
with as…, common vocabulary
15. Students are able to differentiate and relate grammatical unit
about reporting verbs and adverb clauses to describe
information in graphics
16. Students are able to criticize and revise the mistakes found in an
English text
Meeting 12: Problem and Solution: Adverb clauses and infinitives of purposes,
reduced adverb clauses, vocabulary
17. Students are able to differentiate and relate grammatical unit
about infinitives of purpose to describe problems and
solutions
18. Students are able to criticize and revise the mistakes found in an
English text
Meeting 13: Problem and Solution: It construction and transition words
19. Students are able to differentiate and relate grammatical unit
about it-construction to indicate steps of a solution
20. Students are able to criticize and revise the mistakes found in an
English text
Meeting 14: Quiz 2
Students are able to review the use of given grammatical units. It is
achieved by taking Quiz 2
Meeting 15: Students are able to present their case-based task
Meeting 16: Final Test
Students are able to utilize the concept learnt in meetings 9 – 13
Teaching methods
Lectures, discussions and case-based task
Assessment methods
1. Class Participation
In order to maximize the learning opportunities in this course, students are not only
required to be present for all class sessions, having completed all necessary readings, but
they are also expected to interact with peers based on the topic of discussion.
2. Exercises
As exercises for each unit are integrated, the students must complete the exercises,
submit and discuss them. Score will be provided based on the answer key for the
exercises.
3. Quizzes
Quizzes enable students to identify gaps in knowledge or in other words to identify how
well the students know the grammatical units. It is thus important for the students to take
Quiz 1 and 2 along the semester. Score will be provided based on the answer key for the
quizzes.
4. Middle Test and Final Examination
These tests may motivate the students to look through and revise previously learnt
grammar materials. At such, taking exams motivates the students to look for study tips
and improve their studying skills, while also helping them develop self-discipline and self-
organization. It's well-known that these skills are priceless and will serve them for the rest
of their days. Score will be provided based on the answer key for the exams.
5. Team-based Project
Through co-authorship in group essay, the students are able to improve their teamwork
abilities and collaborative thinking. The group will work started from Week 9 and follow the
steps of composing the essay as stated in Task Guideline.
6. Progress Card
A progress card is a kind of self-assessment tools built on the level of difficulty of the
subject contents. The students must tick off their progress after learning weekly. They
must write what they find and feel while learning as well, such as whether the unit is difficult
or not, and any challenging parts of learning. The students then consult the result with the
teacher.
What follows is summary of the Assessment:
Assessment Task
Task Type
Due
Percentage
Class participation
Individual
Through the
semester
5%
Group work 1:
Exercise of 10 units
Group
Meetings 2-6 and
9-13
15%
Group work 2:
Cased-based task
Group
Start in meeting 9 -
13
15%
Group work 3
(case-based task)
Group
Students’ video of
Group Work 2
submitted in
Meeting 15
15%
Quiz 1
Individual
Meeting 7
5%
Mid Term
Individual
Meeting 8
20%
Quiz 2
Individual
Meeting 14
5%
Final Test
Individual
Meeting 16
20%
TOTAL
100%
This module/course is used in the following study programme/s as well
N/A
Teachers
1. Tantri R. Indhiarti, M.A.
2. Juliati, M.Hum.
3. Yana Shanti Manipuspika, M.Appl.Ling.
4. Taufan Hendro Baskoro, M.A.
Resources
Main:
Bunting, J. D., Diniz, L., Reppen, R. 2013. Grammar and Beyond book 4. New York:
Cambridge University Press. (Main)
Supplementary:
1. Biber, D, Johansson S, Leech G, Conrad S, and Finegan E. 1999. Longman
Grammar of Spoken and Written English. Harlow: Longman.
2. Celce-Murcia, M. 2002. Why it makes sense to teach grammar in context through
discourse. In: Hinkel E, Fotos S (eds) New Perspectives on Grammar Teaching in
Second Language Classrooms. New York: Routledge, 119–33.
3. Jones, R. and Lock, G. 2011. Functional Grammar in the ESL Classroom: Noticing,
Exploring and Practicing. New York: Palgrave Macmillan
4. Greenbaum, S. 1996. Oxford English grammar. Oxford: Oxford University Press
5. Hewings, A. and Hewing, M. 2005. Grammar and Context. London: Routledge
Appendices:
1. Assessment of Achieved Intended Learning Outcomes
2. Task Guidelines and Rubrics
Appendix 1. Assessment of Achieved Intended Learning Outcomes
Week
ILO
CLO
LLO
Indicato
r
Form of
Assessment
Weight
(%)
LLO Weight
(%)
1
1,2,3,4,
6
1
1
1
Pre-test
Class
participation
1
1
2
1,2,3,4
1,2
1,2
2,3
Group work 1
1
8
Class
participation
1
Quiz 1
1
Mid-term
5
3
1,2,3,4
1,2
3,4
4,5
Group work 1
1
8
Class
participation
1
Quiz 1
1
Mid-term
5
4
1,2,3,4
1,2
5,6
6,7
Group work 1
1
8
Class
participation
1
Quiz 1
1
Mid-term
5
5
1,2,3,4
1,2
7,8
8,9
Group work 1
1
8
Class
participation
1
Quiz 1
1
Mid-term
5
6
1,2,3,4
1,2
9,10
10,11
Group work 1
1
8
Class
participation
1
Quiz 1
1
Mid-term
5
7
1,2,3,4
1,2
1-10
KUIS 1
8
1,2,3,4
1,2
1-10
UTS
9
1,2,3,4,6
1,2, 3
11,12,1
3
12, 13
Group work 1
1
10
Class
participation
1
Group work 2
2
Quiz 2
1
Final test
5
10
1,2,3,4,6
1,2,3
14,15,1
6
14, 15
Group work 1
1
10
Class
participation
1
Group work 2
2
Quiz 2
1
Final test
5
11
1,2,3,4,6
1,2,3
17,18,1
9
16, 17
Group work 1
1
10
Class
participation
1
Group work 2
2
Quiz 2
1
Final test
5
12
1,2,3,4,
6
1,2,3
20,21,2
2
18, 19
Group work 1
1
10
Class
participation
1
Group work 2
2
Quiz 2
1
Final test
5
13
1,2,3,4,
6
1,2,3
23,24,2
5
20, 21
Group work 1
1
10
Class
participation
1
Group work 2
2
Quiz 2
1
Final test
5
14
1,2,3,4,
6
1,2,3
11-25
KUIS 2
15
1,2,3,4,6
1,2,3
11-25
22
Group work 3
9
9
16
1,2,3,4,
6
1,2,3
11-25
UAS
TOTAL
100
Appendix 2. Task Guidelines
BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE
STUDENT TASK GUIDELINE
COURSE:
CODE:
Grammar in Discourse
SBI 61015 CU 3/Semester 3
TEACHER
Team
TASK FORM:
Test
NAME OF TASK:
Pre-Test
COURSE LEARNING OUTCOME:
To identify the use of English grammar in spoken and written texts for daily
communication as indicated in test texts.
DESCRIPTION
The pre-test is carried out so that students are able to recall English grammar material
that they have obtained. It is taken to acknowledge whether the students are sufficiently
prepared to begin this course.
METHOD OF COMPLETION
1. Pre-test questions are distributed in Google Classroom with the title ‘Pre-test’
2. The students download the test
3. The test is taken after the discussion of class rules, module/lesson plans, task
guidelines and assessment rubrics
4. The students work on questions for 30 minutes
5. Pre-test is discussed
OUTCOMES
a. Object: written test
b. Outcome: the students and teacher conduct a discussion on the understanding of
grammar that has been obtained previously and the difficulties or challenges in
learning English grammar
INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING
The students identify and correct errors in each sentence in the 3 paragraphs according
to the instructions given on the question sheet.
Non-graded assessment.
TIME
Meeting 1
OTHERS
REFERENCES
BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE
STUDENT TASK GUIDELINE
COURSE:
CODE:
Grammar in Discourse
SBI 61015 CU 3/Semester 3
TEACHER
Team
TASK FORM:
Spoken while Zooming or Written in Google Class
NAME OF TASK:
Class Participation
COURSE LEARNING OUTCOME:
To carry out an active discussion
DESCRIPTION
Student engagement in class is a vital feature of their education. Students learn to
communicate in a way that others can understand when they speak out in class. They learn
how to collect information to improve their own comprehension of a topic by asking
questions. On the other hand, just as many adults find it difficult to speak in front of a large
group, many students also find it difficult to speak up in class. Therefore, the students are
encouraged to participate in written form on Google Classroom as well.
METHOD OF COMPLETION
1. Each meeting begins with a question from the teacher or the students. The
student may give response to the unit to be discussed. When at home students do
self-study and are expected not only to learn from the book used but also from
other bibliography, either from books, journal articles, or certain websites. Thus,
because students have diverse learning resources, there will definitely be different
forms of material. This is what can be used for discussion at the beginning of each
meeting.
2. After the unit and the exercises of the unit are discussed, students give responses
such as stating difficulties when doing assignments or other possible answers.
OUTCOMES
a. Object: spoken and written report
b. Outcome: discussion
INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING
Rubric:
76-85
66-75
Level of
Engagement in
Class
Student proactively contributes
to class by offering ideas
and/or asking questions
Student never contributes to
class by offering ideas and
asking questions and/or has
trouble staying on task during
group project time
Behaviour
Student almost never displays
disruptive behaviour during
class
Student occasionally displays
disruptive behaviour during
class
Preparation
Student is almost always
prepared for class with
assignments and required
class materials.
Student is rarely prepared for
class with assignments and
required class materials.
Grading: Each student will obtain 1% every time they are actively involved in meetings.
Taken together, at the end of the semester, they will get 11%.
TIME
Through the semester
OTHERS
REFERENCES
BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE
STUDENT TASK GUIDELINE
COURSE:
CODE:
Grammar in Discourse
SBI 61015 CU 3/Semester 3
TEACHER
Team
TASK FORM:
Written
NAME OF TASK:
Exercises of 10 units
COURSE LEARNING OUTCOME:
a. Differentiate grammatical units that can be used in scientific and popular texts in
the context of cause and effect, comparison and contrast, classification and
definition, and problem and solution and relate the use of grammatical units in
context
b. Criticize the mistakes found in English texts and recommend the revision of the
mistakes
DESCRIPTION
Speaking about how sentences are constructed, the types of words and word groups that
make up sentences — that's grammar. Grammatical knowledge provides a window to our
amazing mental capacity. With a solid grasp of grammar, we can communicate and
articulate our thoughts more effectively. It is more likely that communication will be
disrupted and misconstrued when someone's grammar skills are lacking. It is thus
significant to do exercises in 10 units of the module to achieve a good command of English.
METHOD OF COMPLETION
In completing the following exercises in 10 units, the class is divided into 10 groups.
Each group will do the exercises and lead a discussion in a presentation while Zooming.
The teacher provides feedback afterwards.
Meeting 2: Unit Cause and Effect: Subordinators and prepositions that show cause;
Transition words and common patterns with nouns that show effect 🡪 Exercise 2.1, 2.2,
3.1 Part A, 3.2 Part B, 4.1 Part A and Editing Task.
Meeting 3: Cause and Effect: -ing participle phrases and verbs that show cause and
effect 🡪 Exercise 2.2 Part A, 3.1 Part A, 3.2 Part A, 4.1, 4.2 and Editing Task
Meeting 4: Comparison and Contrast: Relative clauses, comparatives with as…as and
common patterns that show contrast 🡪 Exercise 2.1 Part A, 2.2 Part A, 3.1 Part A, 4.1
Part A and Editing Task
Meeting 5: Comparison and Contrast: Complex noun phrases, parallel structure and
common quantifier that show contrast 🡪 Exercise 2.1 Part A, 2.2, 3.1, 4.1
Meeting 6: Students are able to differentiate and relate grammatical unit about
Comparison and Contrast: Adverb clauses of contrast and concession, transition words
and phrases that show contrast and concession 🡪 Exercise 2.1 Part A, 2.2, 3.1, 4.1 and
Editing Task
Meeting 9: Classification and Definition: The passive and common words and phrases
used in classification writing 🡪 Exercise 2.1, 2.2 Part A, 3.1, 3.3 Part A and Editing Task
Meeting 10: Classification and Definition: The language of definition and appositives 🡪
Exercise 2.1 Part A and B, 3.1 and Editing Task
Meeting 11: Problem and Solution: Reporting verbs, adverb clauses and phrases with
as…, common vocabulary for describing information in graphics 🡪 Exercise 2.1, 2.2 Part
A, 3.1 Part A and Editing Task
Meeting 12: Problem and Solution: Adverb clauses and infinitives of purposes, reduced
adverb clauses, vocabulary to describe problems and solutions 🡪 Exercise 2.1, 3.1 Part
A, 3.2, 4.1 and Editing Task
Meeting 13: Problem and Solution: It construction and transition words to indicate steps
of a solution 🡪 Exercise 2.1 Part A, 2.2 Part A and Editing Task
OUTCOMES
a. Object: spoken and written report
b. Outcome: group score for exercises and class participation
INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING
The score is given based on the correctness of answer to the exercise completed by each
student group. However, passive student in the group not involving in completing the
exercise is not likely to get assessed.
Grading = 10% for each group if completing all 10 exercises (each exercise = 1%)
TIME
Meetings 2-6 and 9-13
OTHERS
REFERENCES
BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE
STUDENT TASK GUIDELINE
COURSE:
CODE:
Grammar in Discourse
SBI 61015 CU 3/Semester 3
TEACHER
Team
TASK FORM:
Test
NAME OF TASK:
Quiz 1
COURSE LEARNING OUTCOME:
To identify and explain the use of English grammar in spoken and written texts as
indicated in test texts.
DESCRIPTION
Quiz 1 is taken as it is aimed at helping students prepare for the unit's summative tests
(units used in Meeting 2-6). Besides, it enables to keep students motivated and involved
in their own learning throughout the teaching session.
METHOD OF COMPLETION
1. Quiz questions are distributed in Google Classroom with the title ‘Quiz 1’
2. The students download the test
3. The students work on questions for 60 minutes
4. Quiz 1 is discussed
5. The students get the score
OUTCOMES
a. Object: written test
b. Outcome: the students and teacher conduct a discussion on the understanding of
grammar that has been obtained previously and the difficulties or challenges in
learning English grammar
INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING
The score is given based on the correctness of answer to the Quiz.
Grading = 5% for each student
TIME
Meeting 7
OTHERS
REFERENCES
BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE
STUDENT TASK GUIDELINE
COURSE:
CODE:
Grammar in Discourse
SBI 61015 CU 3/Semester 3
TEACHER
Team
TASK FORM:
Test
NAME OF TASK:
Quiz 2
COURSE LEARNING OUTCOME:
To identify and explain the use of English grammar in spoken and written texts as
indicated in test texts.
DESCRIPTION
Quiz 2 is taken as it is aimed at helping students prepare for the unit's summative tests
(units used in Meeting 9-13). Besides, it enables to keep students motivated and involved
in their own learning throughout the teaching session.
METHOD OF COMPLETION
1. Quiz questions are distributed in Google Classroom with the title ‘Quiz 2 (Final
Test)’
2. The students download the test
3. The students work on questions for 90 minutes
4. Quiz 2 is discussed
5. The students get the score
OUTCOMES
a. Object: written test
b. Outcome: the students and teacher conduct a discussion on the understanding of
grammar that has been obtained previously and the difficulties or challenges in
learning English grammar
INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING
The score is given based on the correctness of answer to the Quiz.
Grading = 5% for each student
TIME
Meeting 14
OTHERS
REFERENCES
BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE
STUDENT TASK GUIDELINE
COURSE:
CODE:
Grammar in Discourse
SBI 61015 CU 3/Semester 3
TEACHER
Team
TASK FORM:
Test
NAME OF TASK:
Mid-Term
COURSE LEARNING OUTCOME:
To discover and remedy flaws from students’ comprehension of materials used in
Meeting 1-7 as Mid-Test let students and teachers figure out which parts of the content
they do not comprehend.
DESCRIPTION
Mid-test is taken as it is aimed at assessing the students. The exam is frequently used to
verify students' learning because they provide a controlled setting for individual work.
METHOD OF COMPLETION
1. The questions are distributed in WA group
2. The students download the test
3. The students work on questions for 90 minutes
4. The students submit the exam in a given link.
OUTCOMES
a. Object: written test
b. Outcome: the students and teacher conduct a discussion on the understanding of
grammar that has been obtained previously and the difficulties or challenges in
learning English grammar
INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING
The score is given based on the correctness of answer to Mid-Test
Grading = 25% for each student
TIME
Meeting 8
OTHERS
REFERENCES
BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE
STUDENT TASK GUIDELINE
COURSE:
CODE:
Grammar in Discourse
SBI 61015 CU 3/Semester 3
TEACHER
Team
TASK FORM:
Test
NAME OF TASK:
Final Test
COURSE LEARNING OUTCOME:
To discover and remedy flaws from students’ comprehension of materials used in
Meeting 9-13 as Final Test let students and teachers figure out which parts of the
content they do not comprehend.
DESCRIPTION
Final test is taken as it is aimed at assessing the students. The exam is frequently used
to verify students' learning because they provide a controlled setting for individual work.
METHOD OF COMPLETION
1. The questions are distributed in WA group
2. The students download the test
3. The students work on questions for 90 minutes
4. The students submit the exam in a given link.
OUTCOMES
c. Object: written test
d. Outcome: the students and teacher conduct a discussion on the understanding of
grammar that has been obtained previously and the difficulties or challenges in
learning English grammar
INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING
The score is given based on the correctness of answer to Final Test
Grading = 25% for each student
TIME
Meeting 16
OTHERS
REFERENCES