KEMENTERIAN AGAMA

INSTITUT AGAMA ISLAM NEGERI (IAIN) KENDARI

FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jl. Sultan Qaimuddin No. 17 Telp/Fax. 0401 3193710 E-Mail. stain_kdi@yahoo.co.id
Website. http//stainkendari.ac.id

English Education Syllabus

Course Outline : Foreign Language Teaching Media (FLTM)

Code : PBI 434
Credit : 2
Lecturer : Suhartini Syukri

1: Academic Content
1a Unit description and learning outcomes
In this unit students will have the opportunity to develop their teaching skills using different
type media. Students will also have the opportunity to have class observations, peer
observations, microteaching and practice teaching. In workshops, students will report on and
discuss their practical experience with peers, learn how to plan lessons, develop materials by
integrating different type of media, and put teaching methods into practice. The focus will be
on teaching the macro-skills (speaking, listening, reading and writing) and the sub skills
(functions, grammar, vocabulary and pronunciation). Judicious use of Internet resources will
also be a topic.
On completion of the unit, students will
1. be able to prepare and present competent lessons to language learners using different
type of media (technical and non technical media);
2. have developed different types of approach to teaching
3. have developed their teaching skills;
4. have gained an understanding of the practical dimensions of language through
observations and practice;
5. have the ability to reflect critically on their own teaching;
6. have developed an awareness of the role teachers play as language users and the
responsibility they have for appropriate contextual language use.

Graduate Attributes
In addition to disciplinary knowledge, skills and attitudes, this unit strives to develop in its
students a range of skills and attributes which will equip them to succeed in a wide range of
different tasks and jobs and facilitate their contribution to the society they live in. Effective
professional practice requires the ability to integrate knowledge and the different skills and
attributes. This unit aims at developing, in particular, the student’s skills with regard to: a.
Communication, b. Problem Solving, and c. Professional Ethics.

2: Delivery of Unit and Timetable

2a Delivery mode
On campus, following the standard semester, with weekly 1.30 to 2-hour teaching.
There will also be time for independent study.
Timetable for classes: Tentative
 KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI (IAIN) KENDARI
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jl. Sultan Qaimuddin No. 17 Telp/Fax. 0401 3193710 E-Mail. stain_kdi@yahoo.co.id
Website. http//stainkendari.ac.id

Note: This schedule may vary in certain ways with the agreement of the participants.
Week 1
 Learning contract
 Course introduction
Week 2
 Rationales for the Use of Media in Language Teaching
Week 3
 The Importance of Media in Language Teaching
Week 4
 Different types of media in language teaching
Week 5
 Technical media and non technical media
Week 6
 Designing lesson plan 1
Week 7
 Independent study
Week 8: Mid-Test
Week 9
 Designing lesson plan 2
Week 10
 Incorporating media in a lesson plan 1

Week 11
 Incorporating media in a lesson plan 2
Week 12
 Discuss and analyze the video of teaching practice
Week 13, 14, 15, and 16
 Teaching practice and feedback for each presenter

4 Lists of required texts/readings

Harmer, J. 2007. The Practice of English Language Teaching. 4th ed., Harlow: Longman.
Ur, P. 1996. A Course in Language Teaching. Cambridge: CUP.

Recommended reading
Harmer, J. 1998. How to Teach English. 6th Edition. Harlow: Longman Pearson
Tomlinson, T. 1998. Materials Development in Language Teaching. Cambridge: CUP.
Thornbury, S. 1999. How to Teach Grammar. Harlow: Longman Pearson.
Wajnryb, R. 1992. Classroom Observation Tasks. Cambridge: CUP.
 KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI (IAIN) KENDARI
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jl. Sultan Qaimuddin No. 17 Telp/Fax. 0401 3193710 E-Mail. stain_kdi@yahoo.co.id
Website. http//stainkendari.ac.id

Useful Teaching Resources

Hadfield, J. Communication Games series.
Ur, P. 1981. Discussions that Work. Cambridge: CUP.
Ur, P. and Andrew W. 1992. Five-Minute Activities. Cambridge: CUP.
Woodward, T. 2001. Planning Lessons and Courses. Cambridge: CUP.
Relevant Internet sites
The Internet TESL Journal http://iteslj.org
Humanising Language Teaching www.hltmag.co.uk
Dave’s ESL Café http://www.eslcafe.com
NCELTR (Macquarie University) ESL site http://www.nceltr.mq.edu.au/eslsites.html
Oxford Teachers’ Club http://www.oup.com/elt/select?url=/eltnew/
Technology
http://joedale.typepad.com/integrating_ict_into_the_/2007/01/bett_07_ict_so_.html
Language Learning and Technology (online journal) http://llt.msu.edu/
British Council Teaching English http://www.teachingenglish.org.uk

4: Assessment
4a Assessment overview
Assessment Item Due Dates Weighting
(including exams held in the exam period) (total to equal 100%)

Part A: DVD observation Week 5 10%

Part B: Microteaching
Written work due 50%
25 minute Practice Microteaching Lesson, two weeks after
including rationale, full lesson plan, and microteaching
reflection.

Part C: Reflective Observation and Week 14

Teaching Journal

A reflective teaching journal containing:

(a) description of and reflection on two (20%)
classroom observations, and
(b) reflection on tutoring or teaching (20%)
practice undertaken during the semester.
40%
TOTAL 100%
 KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI (IAIN) KENDARI
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jl. Sultan Qaimuddin No. 17 Telp/Fax. 0401 3193710 E-Mail. stain_kdi@yahoo.co.id
Website. http//stainkendari.ac.id

5b Details of each assessment item

PART A: DVD observation Total mark: 10%
Choose two “lesson stories” from the Harmer DVD. On the basis of this, complete the
observation sheet handout, which is adapted from Harmer (p. 440).
Assessment criteria Part A: DVD Observation
DVD observation
The item will be assessed according to the quality and depth of the observation. To
accomplish this, use your ideas of “the good teacher” derived from discussions 10%
earlier in the semester. Also, consider the content of Harmer’s Chapter 6:
Describing Teachers. Interesting personal insights will be rewarded.
Due date: Week 5
PART B: Microteaching Practice Lesson Total mark: 50%
Microteaching will begin later in the semester.
 Lesson Plan (1-2 pages) for a lesson of 45 minutes

The microteaching component of the lesson should be clearly identified within the lesson
plan. Lessons should aim to develop the subskills or be technology-based. You will need to
include the following criteria when planning a lesson:
1. Rationale
This section should clearly identify the purpose for teaching a lesson. "The Big Why?"
Describe why this lesson, and the theme and concepts covered, are important.
2. Planning and Preparation
 Student group: include the age, proficiency level, purpose for learning language,
teaching setting/environment and any other student considerations.
 Aims
 Outcomes
 Resources: plan to use a variety of resources which are appropriate to the task and
objectives
3. Lesson content
 Timing is appropriate to task
 Warm up / Introduction
 Main content of lesson
 Closure / follow up

4. Materials developed for a lesson can be based on the any of the integrated skills
course books. Materials need to target at least one subskill. You do not need to
develop all of the teaching materials yourself, but marks are given for
appropriateness and creativity of the materials and the ability to integrate the
materials into the lesson plan.
 KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI (IAIN) KENDARI
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jl. Sultan Qaimuddin No. 17 Telp/Fax. 0401 3193710 E-Mail. stain_kdi@yahoo.co.id
Website. http//stainkendari.ac.id

 Microteaching demonstration
You will undertake one practice Microteaching session of 30 minutes. This includes 20
minutes of teaching, and ten minutes of feedback and discussion. Each session will be
videotaped, so that the student will be able to view and reflect on his/her own teaching
practices. The video tape should be handed in with the items of assessment.
The teaching will be assessed according to these criteria:
Preparation; Classroom Management; Presentation; Communication;
Effectiveness as a language lesson
 Reflection (500 words)
Reflective teaching means looking at what you do in the classroom, thinking about why you
do it, and thinking about if it works - a process of self-observation and self-evaluation. By
collecting information about what goes on in our classroom, and by analysing and evaluating
this information, we identify and explore our own practices and underlying beliefs. This may
then lead to changes and improvements in our teaching. Reflective teaching is therefore a
means of professional development which begins in our classroom.
Peer opinions and perceptions can add a different and valuable perspective.
When writing a reflection, consider some of the following questions;
 What did you do?
 Why did you do it?
 How effective was it?
 How did the students respond?
 What part of the lesson that was most effective? Why?
 If you were to teach the lesson again, what would you do differently?
 What evidence told you your expectations, pacing and momentum were appropriate for
students?
 What level of engagement did your students demonstrate throughout the lesson?
 What classroom management techniques did you stress in this lesson? How did it work?
 What assessment/evaluation strategy (ies) did you use? Did they work?
 Considering your reflections and looking ahead, what one or two goals and strategies
will you focus on in the next lesson?
 As a result of your reflection you may decide to do something in a different way, or you
may just decide that what are you are doing is the best way.
Assessment criteria Part B: Microteaching Practice
Develop a lesson plan and teaching materials

Lesson plan & Rationale 10%

The materials are:

 appropriate to the student group 5%
 appropriate to the target skill(s)
 KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI (IAIN) KENDARI
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jl. Sultan Qaimuddin No. 17 Telp/Fax. 0401 3193710 E-Mail. stain_kdi@yahoo.co.id
Website. http//stainkendari.ac.id

 creative in development and design

 well integrated into the lesson plan 15%
Total
Microteaching demonstration
Preparation 5%
Classroom Management 5%
Presentation; Communication 5%
Effectiveness as a language lesson 5%
Total 20%
Reflection on Microteaching
This item will be assessed according to the quality and depth of your reflection. 15%

Due date: written work due two weeks after your microteaching
PART C: Reflective Observation and Teaching Journal Total mark: 40 %
Description of and reflection on two of your classroom observations [750 words]
Arrangements will be made for you to begin your observations after Week 1.
Observation
When observing a lesson, you should identify two or three key areas of interest. Using an
‘Observation Sheet’ may help when making observation notes. The observation process
should be supportive to tutors and to learners and conducted in a spirit of mutual respect
between the observed and the observer and of confidentiality of the outcome. For the purpose
of assessment, you will need to describe and reflect on the key areas observed during the
lesson.
Procedure
Once arrangements have been made for you to observe a lesson, it is important that you
contact the class teacher to confirm the arrangements, including the timeslot or lesson they
wish to observe. Contact should be made by email, in person or by telephone, but the
arrangement must be confirmed to the class teacher before the date of the observation, unless
otherwise specified by the classroom teacher.
Reflection
Reflective observation means looking at what happened in the classroom, thinking about how it
worked. By collecting information about this, and by analysing and evaluating this information, we
identify and explore practices and underlying beliefs. This may then lead to improvements in our own
teaching. Reflective observation is therefore a useful means of professional development which
begins in the classroom. When writing a reflection, consider some of the following questions;
 What did you observe? Why did you choose to observe these areas?
 What part of the lesson that was most effective/ineffective? Why?
 If the teacher were to teach the lesson again, what do you think he/she should do differently?
 What evidence told you expectations and timing were appropriate for students?
 What level of engagement did the students demonstrate throughout the lesson?
 What classroom/behaviour management techniques were used in this lesson?
 KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI (IAIN) KENDARI
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jl. Sultan Qaimuddin No. 17 Telp/Fax. 0401 3193710 E-Mail. stain_kdi@yahoo.co.id
Website. http//stainkendari.ac.id

 What assessment/evaluation strategy(ies) were used? Did they work?

 Did this observation evoke any memories for you as a student / teacher?

Description of and reflection on 2 classroom observations (750 words)

Adequate description of the key areas observed 5%
Quality and depth of reflection 5%
Technical coherence, and appropriate academic style 5%
Description of and reflection on tutoring/ teaching (700-800 words)
Adequate description of the tutoring/teaching undertaken since July, 2008 10%
Quality and depth of reflection 10%
Technical coherence, and appropriate academic style 5%
Total 40%

Due date for Reflective Journal: Week 16