SYLLABUS
GENRE BASED TEXT COMPREHENSION
(READING 1)
Study Programme : English Department
Code : 1072020
Subject : Genre Based Text Comprehension (Reading 1)
Credit Hour : 2 SKS
Semester : 1
Prerequisite : -
Subject Description :
This subject aims at giving students’ experience in understanding English written texts and it is important
to make them comprehending genre based texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and social function. This subject is the basis of other
reading subjects (reading 2, 3, 4), it relates to writing course, and translation. Genre based text
comprehension consists of comprehending and applying reading strategies and types of text using genre
based approach.
Compentence Standard :
Students are able to comprehend reading strategies and genre texts, differentiate one genre from other
genres, the generic stucture of each genre, language features, and their social function.
Basic Competence
Indicator
Learning Experience
Material
Time allotment
Reference/
Teaching Media
Assessment
1. Students are able to explain and apply reading stategies to analyze English texts
Students are able to
1.1 explain the notion every reading stategies
1.2 apply every reading strategies to comprehend English texts
Students are
a. mentioning the notion of skimming and finding the main ideas of an idividual paragraphs
b. mentioning the notion of skimming and finding the main ideas of the whole text
c. mentioning the notion of scanning and finding the specific information of an idividual paragraphs
d. mentioning the notion of scanning and finding the specific information of the whole text
e. guessing words meaning from both paragraph and text contexts, etc
Reading Strategies
Previewing, skimming, scanning, guesing meaning from context, making inferences, locating references, and identifying exception
2 x 100 minutes
Reading Power
Barron’s TOEFL Test (2000)
Longman Complete Course the TOEFL Test (2001)
1. Process:
a. assignment
(individual and group) to find main ideas, specific information, and guessing meaning of both paragraph and whole text
b. ability in aswering reading comprehendsion questions of the lecturer and friends
2. Results:
a.understanding texts by answering some questions
b. Finding some texts and composing questions
2. Students are able to comprehend English recount text, its generic structure, language features, and social functions
2.1 determine recount text
2.2 determine the generic structure, language features, and social functions of recount texts
2.3 answer some questions of any recount text
a. detemining recount text
b. previewing English texts to mention the point of view of the author
c. mentioning introduction or orientation, person who involve, where the event took place and when it happened
c. determining and mentioning personal comment on the events
d. determining, generic structure, language features and social function of recount text
Recount Text, its generic structure, language features, and social functions
2 x 100 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
process and result 1. detemining recount text, its generic structure, language features, and social functions
2. Aswering some questions of recout texts
3. Students are able to comprehend English narrative text, its generic structure, language features, and social functions
3.1 determine narrative text
3.2 determine the generic structure, language features, and social functions of narrative text
3.3 answer some questions of any narrative text
a. detemining narrative text
b. scanning the text then mentioning the orientation (who, when, where, what, why)
c. mentioning complication (the problem of the characters must face and solve)
d. detemining and mentioning resolution (problem solving for better or worse)
e. skimming and determining generic structure, language features and social function of narrative text
Narrative Text, its generic structure, language features, and social functions
2 x 100 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
process and result:
1. detemining narrative text, its generic structure, language features, and social functions
2. Aswering some questions of narrative texts
4. Students are able to comprehend English report text, its generic structure, language features, and social function s
4.1 determine report text
4.2 skim to determine the generic structure, language features, and social functions of report text
4.3 answer some questions of any report text
a. detemining report text
b. skimming the text then determining the specific information from report text
c. skimming and determining generic structure, language features and social function of report text
Report Text, its generic structure, language features, and social functions
2 x 100 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
process and result:
1. detemining report text, its generic structure, language features, and social functions
2. Aswering some questions of report texts
Reading Comprehension Practice
90 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
Mid Test Result: 1. detemining recount, narrative, and report text, their generic structure, language features, and social functions
2. Aswering some questions of recount, narrative, and report texts
5. Students are able to comprehend English persuasive text, its generic structure, language features, and social function s
5.1 determine persuasive text
5.2 skim and scan to determine the generic structure, language features, and social functions of report text
5.3 answer some questions of any persuasive text
a. detemining persuasive text
b. skimming and scanning the text then determining the attention, interest, desire, and action of newspaper dan magazines advertisement text
c. skimming and determining generic structure, language features and social function of persuasive texts
Persuasive Text, its generic structure, language features, and social functions
2 x 100 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
1. detemining persuasive text, its generic structure, language features, and social functions
2. Aswering some questions of persuasive texts
6. Students are able to comprehend English explanation text, its generic structure, language features, and social function s
6.1 determine explanation text
6.2 determine the generic structure, language features, and social functions of explanation text
6.3 answer some questions of any explanation text
a. detemining explanation text
b. skimming and scanning the text then determining the general statement, a series of statements that describe how and why something works, including its parts and components.
c. skimming and determining generic structure, language features and social function of explanation texts
2 x 100 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
1. detemining explanation text, its generic structure, language features, and social functions
2. Aswering some questions of explanation texts
7. Students are able to comprehend English descriptive text, its generic structure, language features, and social function s
7.1 determine descriptive text
7.2 determine the generic structure, language features, and social functions of descriptive text
7.3 answer some questions of any descriptive text
a. detemining descriptive text
b. skimming and scanning the text then determining the object, a specific characteristics, and detail.
c. skimming and determining generic structure, language features and social function of descriptive texts
2 x 100 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
1. detemining descriptive text, its generic structure, language features, and social functions
2. Aswering some questions of descriptive texts
Reading comprehension
Practice
90 minutes
Recount, narrative, report, persuasive, explanation, and descriptive texts
Final test result:
Reading and answering questions of genre based texts
LESSON PLAN
(Meeting 1 and 2)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 1and 2
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to explain and apply reading stategies to analyze English texts
Indicator : Students are able to explain the notion of every reading stategies and apply every reading strategies to
comprehend English texts
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Learning Contract
Materials of the subject in one semester
-Lecturing
-Discussion
(interview)
Laptop consisting of learning material and LCD
Lecturer
1x30 minutes
2
While-reading
Students are
a. mentioning the notion of skimming and finding the main ideas of an idividual paragraphs
b. previewing English texts to mention the notion of skimming and finding the main ideas of the whole text
c. mentioning the notion of scanning and finding the specific information of an idividual paragraphs
d. mentioning the notion of scanning and finding the specific information of the whole text
e. guessing words meaning from both paragraph and text contexts.
f. applying reading strategies of making inferences, locating references, and identifying exception in understanding some text then aswering some questions
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
Reading Power
Barron’s TOEFL Test (2000)
Longman Complete Course the TOEFL Test (2001)
150 minutes
3
Post-reading
Reviewing all reading stategies
Class discussion
Laptop consisting of learning material and LCD
2x10 minutes
Reference
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
LESSON PLAN
(Meeting 3 and 4)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 3 and 4
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to comprehend English recount text, its generic structure, language features, and social functions
Indicator : Students are able to determine recount text, determine the generic structure, language features, and social functions of
recount texts, and answer some questions of any recount text
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Reviewing reading strategies
Class Discussion
Laptop consisting of learning material and LCD
Lecturer
2x10 minutes
2
While-reading
Students are
a. detemining recount text
b. previewing English texts to mention the point of view of the author
c. mentioning introduction or orientation, person who involved, where the event took place and when it happened
c. determining and mentioning personal comment on the events
d. determining, generic structure, language features and social function of recount text
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
2x80 minutes
3
Post-reading
Reviewing the recount text
Class discussion
Laptop consisting of learning material and LCD
2x10 minutes
Reference
Anderson, Mark and Kathy Anderson. 2004. Text Types in English. South Yarra: Macmillan Education Australia PTYLTD..
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sadler and Hayllar. Text in Action an English Workbook. South Yarra: Macmillan Education Australia PTYLTD.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
LESSON PLAN
(Meeting 5 and 6)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 5 and 6
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to comprehend English narrative text, its generic structure, language features, and social functions
Indicator : Students are able to determine narrative text, determine the generic structure, language features, and social functions of
narrative texts, and answer some questions of any narrative text
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Reviewing recount text
Class Discussion
Laptop consisting of learning material and LCD
Lecturer
2x10 minutes
2
While-reading
Students are
a. detemining narrative text
b. scanning the text then mentioning the orientation (who, when, where, what, why)
c. mentioning complication (the problem of the characters must face and solve)
d. detemining and mentioning resolution (problem solving for better or worse)
e. skimming and determining generic structure, language features and social function of narrative text
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
2x80 minutes
3
Post-reading
Reviewing the narrative text
Class discussion
Laptop consisting of learning material and LCD
1. Text Types
2. Text in Action (2004)
2x10 minutes
Reference
Anderson, Mark and Kathy Anderson. 2004. Text Types in English. South Yarra: Macmillan Education Australia PTYLTD..
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sadler and Hayllar. Text in Action an English Workbook. South Yarra: Macmillan Education Australia PTYLTD.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
LESSON PLAN
(Meeting 7 and 8)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 7 and 8
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to comprehend English report text, its generic structure, language features, and social functions
Indicator : Students are able to determine report text, determine the generic structure, language features, and social functions of
narrative texts, and answer some questions of any report text
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Reviewing narrative text
Class Discussion
Laptop consisting of learning material and LCD
Lecturer
2x10 minutes
2
While-reading
Students are
a. detemining report text
b. skimming the text then determining the specific information from report text
c. skimming and determining generic structure, language features and social function of report text
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
2x80 minutes
3
Post-reading
Previewing the report text
Class discussion
Laptop consisting of learning material and LCD
1. Text Types
2. Text in Action (2004)
2x10 minutes
Reference
Anderson, Mark and Kathy Anderson. 2004. Text Types in English. South Yarra: Macmillan Education Australia PTYLTD..
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sadler and Hayllar. Text in Action an English Workbook. South Yarra: Macmillan Education Australia PTYLTD.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
LESSON PLAN
(Meeting 9 and 10)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 9 and 10
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to comprehend English persuasive text, its generic structure, language features, and social functions
Indicator : Students are able to determine persuasive text, determine the generic structure, language features, and social functions of
persuasive texts, and answer some questions of any persuasive text
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Reviewing report text
Class Discussion
Laptop consisting of learning material and LCD
Lecturer
2x10 minutes
2
While-reading
Students are
a. detemining persuasive text
b. skimming and scanning the text then determining the attention, interest, desire, and action of newspaper dan magazines advertisement text
c. skimming and determining generic structure, language features and social function of persuasive texts
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
2x80 minutes
3
Post-reading
Previewing the persuasivet text
Class discussion
Laptop consisting of learning material and LCD
1. Text Types
2. Text in Action (2004)
2x10 minutes
Reference
Anderson, Mark and Kathy Anderson. 2004. Text Types in English. South Yarra: Macmillan Education Australia PTYLTD..
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sadler and Hayllar. Text in Action an English Workbook. South Yarra: Macmillan Education Australia PTYLTD.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
LESSON PLAN
(Meeting 11 and 12)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 11 and 12
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to comprehend English explanation text, its generic structure, language features, and social functions
Indicator : Students are able to determine explanation text, determine the generic structure, language features, and social functions
of explanation texts, and answer some questions of any explanation text
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Reviewing persuasive text
Class Discussion
Laptop consisting of learning material and LCD
Lecturer
2x10 minutes
2
While-reading
a. detemining explanation text
b. skimming and scanning the text then determining the general statement, a series of statements that describe how and why something works, including its parts and components.
c. skimming and determining generic structure, language features and social function of explanation texts
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
2x80 minutes
3
Post-reading
Previewing the explanation text
Class discussion
Laptop consisting of learning material and LCD
1. Text Types
2. Text in Action (2004)
2x10 minutes
Reference
Anderson, Mark and Kathy Anderson. 2004. Text Types in English. South Yarra: Macmillan Education Australia PTYLTD..
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sadler and Hayllar. Text in Action an English Workbook. South Yarra: Macmillan Education Australia PTYLTD.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
LESSON PLAN
(Meeting 13 and 14)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 13 and 14
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to comprehend English descriptive text, its generic structure, language features, and social functions
Indicator : Students are able to determine descriptive text, determine the generic structure, language features, and social functions
of descriptive texts, and answer some questions of any descriptive text
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Reviewing explanation text
Class Discussion
Laptop consisting of learning material and LCD
Lecturer
2x10 minutes
2
While-reading
a. detemining descriptive text
b. skimming and scanning the text then determining the object, a specific characteristics, and detail.
c. skimming and determining generic structure, language features and social function of descriptive texts
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
2x80 minutes
3
Post-reading
Previewing the persuasive, explanation, and decriptive texts
Class discussion
Laptop consisting of learning material and LCD
1. Text Types
2. Text in Action (2004)
2x10 minutes
Reference
Anderson, Mark and Kathy Anderson. 2004. Text Types in English. South Yarra: Macmillan Education Australia PTYLTD..
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sadler and Hayllar. Text in Action an English Workbook. South Yarra: Macmillan Education Australia PTYLTD.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
GENRE BASED TEXT COMPREHENSION
(READING 1)
Study Programme : English Department
Code : 1072020
Subject : Genre Based Text Comprehension (Reading 1)
Credit Hour : 2 SKS
Semester : 1
Prerequisite : -
Subject Description :
This subject aims at giving students’ experience in understanding English written texts and it is important
to make them comprehending genre based texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and social function. This subject is the basis of other
reading subjects (reading 2, 3, 4), it relates to writing course, and translation. Genre based text
comprehension consists of comprehending and applying reading strategies and types of text using genre
based approach.
Compentence Standard :
Students are able to comprehend reading strategies and genre texts, differentiate one genre from other
genres, the generic stucture of each genre, language features, and their social function.
Basic Competence
Indicator
Learning Experience
Material
Time allotment
Reference/
Teaching Media
Assessment
1. Students are able to explain and apply reading stategies to analyze English texts
Students are able to
1.1 explain the notion every reading stategies
1.2 apply every reading strategies to comprehend English texts
Students are
a. mentioning the notion of skimming and finding the main ideas of an idividual paragraphs
b. mentioning the notion of skimming and finding the main ideas of the whole text
c. mentioning the notion of scanning and finding the specific information of an idividual paragraphs
d. mentioning the notion of scanning and finding the specific information of the whole text
e. guessing words meaning from both paragraph and text contexts, etc
Reading Strategies
Previewing, skimming, scanning, guesing meaning from context, making inferences, locating references, and identifying exception
2 x 100 minutes
Reading Power
Barron’s TOEFL Test (2000)
Longman Complete Course the TOEFL Test (2001)
1. Process:
a. assignment
(individual and group) to find main ideas, specific information, and guessing meaning of both paragraph and whole text
b. ability in aswering reading comprehendsion questions of the lecturer and friends
2. Results:
a.understanding texts by answering some questions
b. Finding some texts and composing questions
2. Students are able to comprehend English recount text, its generic structure, language features, and social functions
2.1 determine recount text
2.2 determine the generic structure, language features, and social functions of recount texts
2.3 answer some questions of any recount text
a. detemining recount text
b. previewing English texts to mention the point of view of the author
c. mentioning introduction or orientation, person who involve, where the event took place and when it happened
c. determining and mentioning personal comment on the events
d. determining, generic structure, language features and social function of recount text
Recount Text, its generic structure, language features, and social functions
2 x 100 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
process and result 1. detemining recount text, its generic structure, language features, and social functions
2. Aswering some questions of recout texts
3. Students are able to comprehend English narrative text, its generic structure, language features, and social functions
3.1 determine narrative text
3.2 determine the generic structure, language features, and social functions of narrative text
3.3 answer some questions of any narrative text
a. detemining narrative text
b. scanning the text then mentioning the orientation (who, when, where, what, why)
c. mentioning complication (the problem of the characters must face and solve)
d. detemining and mentioning resolution (problem solving for better or worse)
e. skimming and determining generic structure, language features and social function of narrative text
Narrative Text, its generic structure, language features, and social functions
2 x 100 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
process and result:
1. detemining narrative text, its generic structure, language features, and social functions
2. Aswering some questions of narrative texts
4. Students are able to comprehend English report text, its generic structure, language features, and social function s
4.1 determine report text
4.2 skim to determine the generic structure, language features, and social functions of report text
4.3 answer some questions of any report text
a. detemining report text
b. skimming the text then determining the specific information from report text
c. skimming and determining generic structure, language features and social function of report text
Report Text, its generic structure, language features, and social functions
2 x 100 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
process and result:
1. detemining report text, its generic structure, language features, and social functions
2. Aswering some questions of report texts
Reading Comprehension Practice
90 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
Mid Test Result: 1. detemining recount, narrative, and report text, their generic structure, language features, and social functions
2. Aswering some questions of recount, narrative, and report texts
5. Students are able to comprehend English persuasive text, its generic structure, language features, and social function s
5.1 determine persuasive text
5.2 skim and scan to determine the generic structure, language features, and social functions of report text
5.3 answer some questions of any persuasive text
a. detemining persuasive text
b. skimming and scanning the text then determining the attention, interest, desire, and action of newspaper dan magazines advertisement text
c. skimming and determining generic structure, language features and social function of persuasive texts
Persuasive Text, its generic structure, language features, and social functions
2 x 100 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
1. detemining persuasive text, its generic structure, language features, and social functions
2. Aswering some questions of persuasive texts
6. Students are able to comprehend English explanation text, its generic structure, language features, and social function s
6.1 determine explanation text
6.2 determine the generic structure, language features, and social functions of explanation text
6.3 answer some questions of any explanation text
a. detemining explanation text
b. skimming and scanning the text then determining the general statement, a series of statements that describe how and why something works, including its parts and components.
c. skimming and determining generic structure, language features and social function of explanation texts
2 x 100 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
1. detemining explanation text, its generic structure, language features, and social functions
2. Aswering some questions of explanation texts
7. Students are able to comprehend English descriptive text, its generic structure, language features, and social function s
7.1 determine descriptive text
7.2 determine the generic structure, language features, and social functions of descriptive text
7.3 answer some questions of any descriptive text
a. detemining descriptive text
b. skimming and scanning the text then determining the object, a specific characteristics, and detail.
c. skimming and determining generic structure, language features and social function of descriptive texts
2 x 100 minutes
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
1. detemining descriptive text, its generic structure, language features, and social functions
2. Aswering some questions of descriptive texts
Reading comprehension
Practice
90 minutes
Recount, narrative, report, persuasive, explanation, and descriptive texts
Final test result:
Reading and answering questions of genre based texts
LESSON PLAN
(Meeting 1 and 2)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 1and 2
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to explain and apply reading stategies to analyze English texts
Indicator : Students are able to explain the notion of every reading stategies and apply every reading strategies to
comprehend English texts
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Learning Contract
Materials of the subject in one semester
-Lecturing
-Discussion
(interview)
Laptop consisting of learning material and LCD
Lecturer
1x30 minutes
2
While-reading
Students are
a. mentioning the notion of skimming and finding the main ideas of an idividual paragraphs
b. previewing English texts to mention the notion of skimming and finding the main ideas of the whole text
c. mentioning the notion of scanning and finding the specific information of an idividual paragraphs
d. mentioning the notion of scanning and finding the specific information of the whole text
e. guessing words meaning from both paragraph and text contexts.
f. applying reading strategies of making inferences, locating references, and identifying exception in understanding some text then aswering some questions
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
Reading Power
Barron’s TOEFL Test (2000)
Longman Complete Course the TOEFL Test (2001)
150 minutes
3
Post-reading
Reviewing all reading stategies
Class discussion
Laptop consisting of learning material and LCD
2x10 minutes
Reference
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
LESSON PLAN
(Meeting 3 and 4)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 3 and 4
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to comprehend English recount text, its generic structure, language features, and social functions
Indicator : Students are able to determine recount text, determine the generic structure, language features, and social functions of
recount texts, and answer some questions of any recount text
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Reviewing reading strategies
Class Discussion
Laptop consisting of learning material and LCD
Lecturer
2x10 minutes
2
While-reading
Students are
a. detemining recount text
b. previewing English texts to mention the point of view of the author
c. mentioning introduction or orientation, person who involved, where the event took place and when it happened
c. determining and mentioning personal comment on the events
d. determining, generic structure, language features and social function of recount text
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
2x80 minutes
3
Post-reading
Reviewing the recount text
Class discussion
Laptop consisting of learning material and LCD
2x10 minutes
Reference
Anderson, Mark and Kathy Anderson. 2004. Text Types in English. South Yarra: Macmillan Education Australia PTYLTD..
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sadler and Hayllar. Text in Action an English Workbook. South Yarra: Macmillan Education Australia PTYLTD.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
LESSON PLAN
(Meeting 5 and 6)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 5 and 6
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to comprehend English narrative text, its generic structure, language features, and social functions
Indicator : Students are able to determine narrative text, determine the generic structure, language features, and social functions of
narrative texts, and answer some questions of any narrative text
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Reviewing recount text
Class Discussion
Laptop consisting of learning material and LCD
Lecturer
2x10 minutes
2
While-reading
Students are
a. detemining narrative text
b. scanning the text then mentioning the orientation (who, when, where, what, why)
c. mentioning complication (the problem of the characters must face and solve)
d. detemining and mentioning resolution (problem solving for better or worse)
e. skimming and determining generic structure, language features and social function of narrative text
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
2x80 minutes
3
Post-reading
Reviewing the narrative text
Class discussion
Laptop consisting of learning material and LCD
1. Text Types
2. Text in Action (2004)
2x10 minutes
Reference
Anderson, Mark and Kathy Anderson. 2004. Text Types in English. South Yarra: Macmillan Education Australia PTYLTD..
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sadler and Hayllar. Text in Action an English Workbook. South Yarra: Macmillan Education Australia PTYLTD.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
LESSON PLAN
(Meeting 7 and 8)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 7 and 8
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to comprehend English report text, its generic structure, language features, and social functions
Indicator : Students are able to determine report text, determine the generic structure, language features, and social functions of
narrative texts, and answer some questions of any report text
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Reviewing narrative text
Class Discussion
Laptop consisting of learning material and LCD
Lecturer
2x10 minutes
2
While-reading
Students are
a. detemining report text
b. skimming the text then determining the specific information from report text
c. skimming and determining generic structure, language features and social function of report text
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
2x80 minutes
3
Post-reading
Previewing the report text
Class discussion
Laptop consisting of learning material and LCD
1. Text Types
2. Text in Action (2004)
2x10 minutes
Reference
Anderson, Mark and Kathy Anderson. 2004. Text Types in English. South Yarra: Macmillan Education Australia PTYLTD..
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sadler and Hayllar. Text in Action an English Workbook. South Yarra: Macmillan Education Australia PTYLTD.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
LESSON PLAN
(Meeting 9 and 10)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 9 and 10
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to comprehend English persuasive text, its generic structure, language features, and social functions
Indicator : Students are able to determine persuasive text, determine the generic structure, language features, and social functions of
persuasive texts, and answer some questions of any persuasive text
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Reviewing report text
Class Discussion
Laptop consisting of learning material and LCD
Lecturer
2x10 minutes
2
While-reading
Students are
a. detemining persuasive text
b. skimming and scanning the text then determining the attention, interest, desire, and action of newspaper dan magazines advertisement text
c. skimming and determining generic structure, language features and social function of persuasive texts
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
2x80 minutes
3
Post-reading
Previewing the persuasivet text
Class discussion
Laptop consisting of learning material and LCD
1. Text Types
2. Text in Action (2004)
2x10 minutes
Reference
Anderson, Mark and Kathy Anderson. 2004. Text Types in English. South Yarra: Macmillan Education Australia PTYLTD..
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sadler and Hayllar. Text in Action an English Workbook. South Yarra: Macmillan Education Australia PTYLTD.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
LESSON PLAN
(Meeting 11 and 12)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 11 and 12
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to comprehend English explanation text, its generic structure, language features, and social functions
Indicator : Students are able to determine explanation text, determine the generic structure, language features, and social functions
of explanation texts, and answer some questions of any explanation text
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Reviewing persuasive text
Class Discussion
Laptop consisting of learning material and LCD
Lecturer
2x10 minutes
2
While-reading
a. detemining explanation text
b. skimming and scanning the text then determining the general statement, a series of statements that describe how and why something works, including its parts and components.
c. skimming and determining generic structure, language features and social function of explanation texts
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
2x80 minutes
3
Post-reading
Previewing the explanation text
Class discussion
Laptop consisting of learning material and LCD
1. Text Types
2. Text in Action (2004)
2x10 minutes
Reference
Anderson, Mark and Kathy Anderson. 2004. Text Types in English. South Yarra: Macmillan Education Australia PTYLTD..
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sadler and Hayllar. Text in Action an English Workbook. South Yarra: Macmillan Education Australia PTYLTD.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
LESSON PLAN
(Meeting 13 and 14)
Lecturer : Dwi Haryanti
Study Program : English Department
Code : ING/103/2/I
NIK : 477
Subject : Reading 1
Semester : 1
Meeting : 13 and 14
Competence Standard : Students are able to comprehend reading strategies and genre texts, differentiate one genre from other genres, the generic
stucture of each genre, language features, and their social function.
Basic Competence : Students are able to comprehend English descriptive text, its generic structure, language features, and social functions
Indicator : Students are able to determine descriptive text, determine the generic structure, language features, and social functions
of descriptive texts, and answer some questions of any descriptive text
No
Procedure
Learning Experience
Method
Teaching Aid
Reference
Time allotment
1
Pre-reading
Reviewing explanation text
Class Discussion
Laptop consisting of learning material and LCD
Lecturer
2x10 minutes
2
While-reading
a. detemining descriptive text
b. skimming and scanning the text then determining the object, a specific characteristics, and detail.
c. skimming and determining generic structure, language features and social function of descriptive texts
-Lecturing
-Group discussion
Laptop consisting of learning material and LCD
1. Reading Power
2. Barron’s TOEFL Test (2000)
3. Longman Complete Course the TOEFL Test (2001)
4. Text Types
5. Text in Action (2004)
2x80 minutes
3
Post-reading
Previewing the persuasive, explanation, and decriptive texts
Class discussion
Laptop consisting of learning material and LCD
1. Text Types
2. Text in Action (2004)
2x10 minutes
Reference
Anderson, Mark and Kathy Anderson. 2004. Text Types in English. South Yarra: Macmillan Education Australia PTYLTD..
Jeffries, F. 1986. Reading Power. Boston: Houghton Miffin Company.
Phillips, Deborah. 2001. Longman Complete Course the TOEFL Test. New York: A Pearson Educational Company.
Sadler and Hayllar. Text in Action an English Workbook. South Yarra: Macmillan Education Australia PTYLTD.
Sharpe, Pamela J. 1996. Barron’s TOEFL Test. USA: Barron’s Educational Series.
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