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APPLIED LINGUISTICS

Subject/Code
SKS
Lecturer
Study Program
Faculty

: Applied Linguistics/..
: 2
: Dr. Dra. Hermayawati, S.Pd., M.Pd.
: S2 Degree of English Education
: The Faculty of Teachers Training and Education

Course Description:
This course is intended to acknowledge the students of the Graduate Program of PBI-FKIP by giving both theoretical and practical
terms related to the existence of Applied Linguistics. The course materials include the What, Why and How are the nature of
language, linguistics, the difference between Applied Linguistics and Linguistics, Language and its Practices, Language & Language
Learning, Applied linguistics and Language Use, Cognitive, Socioaffective and Linguistics Principles, ELT Principles, Post-method
Era and Examples of Teaching Materials. The learning process will be conducted either individually or classically by using problemsbased approach, interaction and discussion. Evaluation focuses on the written test, students performance, and portfolios.
Standard of Competency:

The mastery of the basic concepts of both theoretical and practical terms related to Applied Linguistics
in ELT.

Compulsory References:
1. Davies, Alan. 1999. An Introduction to Applied Linguistics. Edinburgh: Edinburgh University Press.
2. Brown H., Douglass. 2007. Teaching by Principles (3rd Eds). NY: Pearson Education Longman
3. Other suggested references

Meeting
Basic Competences

I.

Introduction to the
course

II.

Understanding the
nature of Applied

Indicators of Learning
Achievement :
After Joining the session,
students have ability on the
followings
Understanding the syllabus content
1. Telling the nature of language;
2. Telling the nature of linguistics;
3. Telling Linguistics Area Lists;

Topics and Time


Alocation: 100
minutes for each
meeting

References

Introduction to Applied
Linguistics Course

Hand-out/ Lecturing/ NA

the nature of Applied


Linguistics concept:

Alan Davies, 1999: 1-17


+ Other Sources
1

Linguistics concept:
Definition and Its Area

4. Distinguishing Applied
Linguistics and Semiotics,
phonology and Phonetics.

Definition and Its Area

III.

Understanding of
Doing Being Applied
Linguistics: The
Importance of
Experience

1. Telling the importance of


experience;
2. Telling the what, why and how
related to the principles of
experience;
3. Telling the relation between
experience and applying (using)
language.

Doing Being Applied


Linguistics: The
Importance of
Experience

Alan Davies, 1999: 17-41

IV.

Understanding the nature 1. Telling the nature of Language;


of Language and
2. Telling the nature of Language
Language Practices
Practices;
3. Telling the relation between
language, linguistics and its
practices

The nature of Language


and Language Practices:
What, why and how

Alan Davies, 1999: 42-62

V.

Understanding the
nature of Applied
Linguistics & Language
Learning/Teaching

1. Telling the nature of Designing


teacher-made test items;
2. Finding the samples of teachermade
test items design;
3. Designing teacher-made test
items.

The nature of Applied


Linguistics & Language
Learning/Teaching

Alan Davies, 1999: 63-90

VI.

Understanding the
nature of Applied
Linguistics & Language
Use

1. Telling the nature of Applied


Linguistics;
2. Telling the nature of Language
Use;
3. Telling the difference between

The nature of Applied


Linguistics & Language
use

Alan Davies, 1999: 91-112

MIDTERM TEST
2

VII.

Understanding
professionalising of
applied linguists

1. Telling the nature of profession,


professional, professionalism in
ELT;
2. Telling the definition of linguists;
3. Telling on how to be professional
Linguists;

Professionalising of
Applied Linguists

Alan Davies, 1999: 113129

VIII.

Understanding on
Applied Linguistics: No
bookish theoric

1. Telling the nature of bookish


theoric the what, why and
how;
2. Mentioning samples of No
Bookish Theoric in ELT.

Applied Linguistics: No
bookish theoric (what,
why, how)

Alan Davies, 1999: 130163

IX.

Understanding the
1. Telling the nature of Cognitive
concepts of Cognitive
Principles;
Principles, Socioaffective 2. Telling the nature of
Principles, and
Socioaffective Principles;
Linguistics Principles
3. Telling the nature of Linguistics
Principles;
4. Telling the relation among
Cogninitive, Socioaffective and
Applied Linguistics

1. Brown, 2007: 63-83;


Various Concepts of
2. Other sources
Cognitive Principles,
Socioaffective Principles,
Linguistics Principles and
their relations

X.

Understanding the
concept of Teaching
Across Age Levels

Concept of Teaching
Across Age Levels and
Examples

1. Telling the nature of ELT;


2. Telling the concept (what, why
and how) Age Levels;
3. Explaining the relation between
Age Levels and Applied
Linguistics;
4. Giving examples of ELT based
on Age Levels

1. Brown,
2007: 100-109
2. Other Sources
Arliva
Ema

XI.

Understanding the
concept of Teaching
Across Proficiency levels

1. Telling the nature of Proficiency


levels;
2. Explaining on what, why and
how to teach across proficiency
levels;
3. Designing example materials to
teach across proficiency and age
levels all at once;

Concept of Teaching
Across Proficiency levels

1. Brown,
2007: 110-131
2. Other Sources
Habibah
Noviyanti

XII.

Understanding the
concept of Relating
Applied Linguistics to
the use of Post-method
Era in ELT

1. Telling the nature of Postmethod Era;


2. Describing the principles of
current methods/ approaches
used in the Post-method Era:
Eclectic, CLT, TBLT,
Cooperative Learning, Interactive
Learning, Whole Language
Education, Learner-centered
Instruction, Content-based
Instruction

Concept of Relating
1. Brown,
Applied Linguistics to the
2007: 41-60
use of Post-method Era in
3. Other Sources
ELT
Nani
Syahrul

XIII.

Understanding the
concept of current
methods and each
assessment

1. Telling the nature of: CTL


(Contextual Teaching &
Learning), Multicultural
Approach, Quantum Learning,
CLIL (Content and Language
Integrated Learning), CALL
(Computer-assisted Language
Learning);
2. Explaining on how to relate the
use of the aforementioned
methods to ELT

Concept of current
methods (2): CTL,
Multicultural Approach,
Quantum Learning,
CLIL, CALL and each
assessment

XIV.

Understanding on how to
design examples of
materials using CTL,

Telling the nature of CTL,


Multicultural Approach, Quantum
Learning, CLIL, CALL

Examples of Materials
using CTL, Multicultural
Approach, Quantum

Hand-outs/Journals/
Internet Sources
Marcel
Ita

Hand-outs/Journals/
Internet Sources

Multicultural Approach,
Quantum Learning,
CLIL, CALL and Each
Assessment
FINAL TEST

Learning, CLIL, CALL


and Each Assessment

Take Home Exam

What, Why and How of


using: CTL,
Multicultural Approach,
Quantum Learning,
CLIL, CALL, TBLT,
Learner-centered,
Eclectic Learning in ELT
and each assessment

1. Brown, Douglass
HD, 2007: 41-60
2. Davies, Alan., 1999;
3. Journals/Internet
Sources

Learning Achievement focuses on the following components:


Portfolio
Score 1
Mid-term Test
Score 1
Final Test
Score 2
Final Score = (Tasks X 1) + (Mid-term test X 1) + (Final Test X 2)
4
Yogyakarta, March 7, 2015
Lecturer
Dr. Dra. Hermayawati, S.Pd., M.Pd.