LESSON UNIT PLAN KPE 375 Language Teaching Media

English Language Education Study Program Effective from 2 August 2012 CREDIT TIME ALLOTMENT : 3 Credits : 3 x 50 minutes/week : 3 x 60 minutes/week for structured tasks : 3 x 60 minutes/week for independent work STUDY PROGRAM : English Language Education Study Program COURSE COORDINATOR : Drs. Pius N. Prihatin, P., M.Ed., Ph.D. LECTURERS 1. Drs. Pius Nurwidasa P., M.Ed., Ph.D. 2. A. Hardi Prasetyo, S.Pd., M.A. 3. F. Chosa Kastuhandani, S.Pd. COMPETENCE STANDARDS: Students are able to develop and utilize media to facilitate language teaching using their creativity and innovation BASIC COMPETENCES 1. Students understand the concept, characteristics, purposes of media for teaching. 2. Students are able to utilize conventional media for teaching. 3. Students are able to produce pictures to produce printed media. 4. Students are able to produce audio file to create media for teaching. 5. Students are able to utilize word processors software for teaching. 6. Students are able to utilize presentation software for teaching. 7. Students are able to utilize some internet facilities for teaching. ACTIVITIES: 1. Lectures/ presentations 2. Students presentations 3. Discussions 4. Project Assignment 5. Simulations EVALUATION AND GRADING METHOD: 1. Project module 1 Chalkboard observation report10% 2. Project module 2 Interview report 3. Project module 3 Survey report on the use of CBT 4. Project module 4 Article critic 5. Project module 5 Poster Presentation

20% 20% 20% 30%

REFERENCES: 1. Heinich, R., Molenda, M., & Russell, J.D. (1982). Instructional Media: And the new technologies of instruction. Canada: John Wiley & Sons, Inc. 2. Kemp, J.E., & Smellie, D.C. (1989). Planning, producing, and using instructional media. New York, NY: Harper and Row, Publishers, Inc. 1

3. Yunus, N. (1981). Preparing and using aids for English language teaching. Selangor: Oxford University Press. 4. Zhang, F. & Barber, B. (Eds.) (2008). Handbook of Research on Computer-Enhanced Language Acquisition and Learning. Hershey PA: IGI Global 5. M. Warschauer & R. Kern (Eds.). (2000), Network-based language teaching: Concepts and practice. Cambridge, UK: Cambridge University Press. 6. Teeler, D. & Gray, P. (2000). How to use the internet in ELT. Essex, England: Pearson Education Limited. 7. Additional handouts and readings will be posted to ExelSa throughout the course.

POLICIES AND EXPECTATIONS

1. Academic Honesty Academic honesty is an expression of interpersonal justice, responsibility and care, applicable to Sanata Dharma University faculty, students, and staff, which demands that the pursuit of knowledge in the university community be carried out with sincerity and integrity. 2. Harassment It is unacceptable and a violation of university policy to harass, discriminate against or abuse any person because of his or her race, color, national origin, gender, sexual orientation, disability, religion, age or any other characteristic protected by applicable law. Such behavior threatens to destroy the environment of tolerance and mutual respect that must prevail for this university to fulfil its educational and health care mission. For this reason, every incident of harassment, discrimination or abuse undermines the aspirations and attacks the ideals of our community. If you believe you are subject to such harassment, you should notify your instructor. If you believe you are subject to harassment by your instructor, contact the head of study program. 3. Classroom Community Our work together relies on honest, open, and respectful dialogue so that all participants feel free to express their views. Here are a few guidelines to help facilitate our conversations and activities each week: a. There is no such thing as a stupid question. Please ask any and all questions that you have and remember that by asking your questions, you are allowing us to learn as a community because you are helping to make ideas visible. b. Be respectful of others ideas and experiences even if they are different from your own. We do not have to agree but we do owe it to each other to listen to and consider each others points of view. On a related note, please respect confidentiality both in the class and outside of it. c. Listen to others by trying not to interrupt until whoever is talking finishes and by trying not to pass judgment until you have heard and considered what others have said. Do not assume that silences are unproductive. Give others time to think, consider, and formulate ideas. d. Monitor your participation. If you are outgoing and tend to dominate conversation, use this course to practice allowing others a space to participate. If you are less outgoing and tend to let others do the talking, use this course as an opportunity to practice speaking up. It is always helpful to ask others what they think in any given situation. e. Please either turn cell phones off or to vibrate before each class session out of respect for our community. On a related note, use laptops appropriately (e.g., for full engagement in course activities, assignments, and discussions, vs. for IMing friends, looking at unrelated web sites, doing homework/assignments for another course). Please turn off all MP3 players. 2

4. Plagiarism It is important to reiterate the policy of Sanata Dharma University regarding plagiarism. The following is an excerpt should serve as a reminder to all students. Definition: Plagiarism is the intentional or unintentional appropriation of ideas, language, or work of another without sufficient acknowledgement that the material is not ones own. Although, it is generally recognized that everything an individual has thought has probably been influenced to some degree by the previously expressed thoughts and actions of others and that therefore no thought can be purely original, such influences are general ones, affecting an entire way of seeing things and expressing thoughts. Plagiarism, however, involves the taking of specific words or ideas of others without proper acknowledgement. Some students seem to believe that there are different degrees of plagiarism, some of which are not as a bad as others(I) wish to make clear that there are no distinctions between 1. Copying from a published source without proper documentation. 2. Purchasing a pre-written paper. 3. Letting someone else write a paper for you or paying someone to do so, 4. Submitting as your own someone elses unpublished work, either with or without permission. 4. Attendances and Participation Regular, on-time attendance and thoughtful participation during class discussions and other activities are essential not only to your individual performance but also to the success of the course. Collaboration in every phase of the course is absolutely necessary if we are to form a learning community. We all share responsibility for the learning and teaching in this course and beyond. Because you will not be able to participate in the class community if you are not present, excessive absences will result in you receiving a lower grade in the course, except in the case of extreme circumstances (e.g., family emergency, illness). If you know that you have to miss a class session, please notify me prior to your absence. For any missed class session, you will be required to write a summary of the readings for that session, as well as your reflections on them. 5. Late Work and Extension Requests I will not accept any late work. In the event of extreme circumstances (e.g., family emergency, illness), I can be reasonable about deadlines and extensions. You can contact me via email. If at all possible, please make sure you contact me prior to any given due date. 6. Technology We will make use of available technology whenever possible and applicable. Additionally, we will investigate the relationships between technology, curriculum, and instruction past and present, as well as the social justice issues present in those relationships. CLASS SCHEDULE 1. Theoretical Framework of ELT Media Assigned Readings 1. Heinich, R., Molenda, M., & Russell, J.D. (1982). Instructional Media: And the new technologies of instruction. Canada: John Wiley & Sons, Inc. pp. 1 - 12 2. Kemp, J.E., & Smellie, D.C. (1989). Planning, producing, and using instructional media. New York, NY: Harper and Row, Publishers, Inc. pp. 3-12 3

Assignment due next meeting Observe someone using chalkboard media using provided observation protocol. Make one page analysis and reflection. Provide references for your analysis and reflection. Be prepared for sharing your observation and for random invitation for 5 to 10 minutes presentation. 2. Chalkboard Use in EL Classroom Assigned Readings 1. Yunus, N. (1981). Preparing and using aids for English tanguage teaching. Selangor: Oxford University Press. pp. 1 - 8 2. Kemp, J.E., & Smellie, D.C. (1989). Planning, producing, and using instructional media. New York, NY: Harper and Row, Publishers, Inc. pp. 13-23 Observation report of chalkboard use is due. Submit to me in the form of hard copy. Be prepared to share with friends. 3. Visual and Audio Media in ELT Assigned Readings 1. Heinich, R., Molenda, M., & Russell, J.D. (1982). Instructional Media: And the new technologies of instruction. Canada: John Wiley & Sons, Inc. pp. 6180 2. Yunus, N. (1981). Preparing and using aids for English tanguage teaching. Selangor: Oxford University Press. pp. 105-110 4. Other Traditional Media in ELT Assigned Readings 1. Howard, J. & Major, J. (2009) Guidelines for designing effective English language teaching materials. Retrieved from http://www.paaljapan.org/resources/proceedings/PAAL9/pdf/Howard.pdf 2. Kemp, J.E., & Smellie, D.C. (1989). Planning, producing, and using instructional media. New York, NY: Harper and Row, Publishers, Inc. pp. 45-55 Assignment due next meeting Interview someone who has the experience in using traditional media in English language teaching except chalkboard. Use the provided interview protocol. If you want to use your own protocol make sure you consult with me prior to the interview. Make a one- page summary of your interview. Put your reflection in your summary. Make sure to provide references to support your reflection. Be prepared to share your interview report with friends and for a random invitation for class presentation. 5. Computer-based Media for ELT Assigned Readings 1. Huot, D., Lemonnier, F.H. & Hamers, J. (2008). ICT and Language Learning at Secondary School. In Zhang, F. & Barber, B. (Eds.) Handbook of Research on Computer-Enhanced Language Acquisition and Learning, pp. 84-100 Hershey PA: IGI Global Interview report is due. Submit the report in the form of hard copy. Be prepared to share your report. Assignment 4

Be aware that at the end of this semester you are required to do a poster presentation about English Language Teaching media. I suggest you to start thinking about what kind of media you like best and prepare to find sources for your poster presentation. 6. The use of Word Processor in ELT Assigned Readings 1. Torres, I.P. (2000). The word processor in the english classroom (part 1). A visual and colourful way of working with vocabulary. GRETA Revista para profesores de ingls, 8(1) pp. 30-34 7. The use of MS PowerPoint Assigned Readings How Can I Use PowerPoint More Effectively? Available at http://www.tltc.ttu.edu/teach/TLTC%20Teaching%20Resources/Documents/How %20Can%20I%20Use%20PowerPoint%20More%20Effectively%20white %20paper.pdf 8. Audio Editing Assigned Readings Heinich, R., Molenda, M., & Russell, J.D. (1982). Instructional Media: And the new technologies of instruction. Canada: John Wiley & Sons, Inc. pp. 141-161 9. Graphic Editing Assigned Readings There is no assigned reading for this meeting. I will use powerpoint for presenting tips and guidelines for graphic editing. But, we will review again: Heinich, R., Molenda, M., & Russell, J.D. (1982). Instructional Media: And the new technologies of instruction. Canada: John Wiley & Sons, Inc. pp. 61-80 Assignment due next meeting Read a journal article about the use of computer application in ELT. Make an article critic paper, maximum 2 pages. Make sure you provide references for your article critic. Be prepared to share your article with friends and for random invitation for 5 to 10 minutes class presentation. 10. Computer Programs designed for ELT Assigned Readings 2002 ESL/CBET & Citizenship Technology Guide: A review of technology-based materials for ESL/CBET and Citizenship. pp. 3-29 Article critic is due. Submit to me in the form of hard copy. Be prepared to share in the class. 11. Internet for ELT Assigned Readings Kern, R. & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). Cambridge, UK: Cambridge University Press. Assignment This is the second reminder that the poster presentation will be done at the end of the 5

semester. Be prepared to share with your friend next meeting. Think about the kind of media in ELT that you are most interested in and what idea you want to put in the poster. 12. Internet for ELT resources Assigned Reading Teeler, D. & Gray, P. (2000). How to use the internet in ELT. Essex, England: Pearson Education Limited. pp. 36-53 13. Web Blogs Assigned Reading 1. Bloch. J, & Crosby, C. (2008). Blogging and Academic Writing Development. In Zhang, F. & Barber, B. (Eds.) Handbook of Research on Computer-Enhanced Language Acquisition and Learning, pp. 36-47. Hershey PA: IGI Global 2. Gardner, S., & Birley, S. (2008) Blogging For Dummies, 2nd Edition (chapter IV). Indianapolis, In: Wiley Publishing, Inc. Assignment Be prepared to share your progress of preparing your poster presentation. I guess at this time you have a clear idea of what you want to put in your poster. You will discuss the content of your poster next meeting. Get some inputs and suggestion from your friends. 14. Internet Conferencing Portals for Learning Assigned Readings 1. Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(4), 470-481. 2. Schroeder, B. (2007). Web Conferencing System for Virtual Classrooms. Available in http://www.microsoft.com/education/highered/whitepapers/conferencing/WebConf erencing.aspx 15. Social Network in the Internet. This meeting does not require you to do any reading assignment. We can spend the time for finalizing your plan for poster presentation. We can use the time for creating materials that you will put in the poster.