STAIN BATUSANGKAR

DEPARTMENT OF ENGLISH LANGUAGE EDUCATION

SYLLABUS
A. General Information
Course
: ENGLISH INSTRUCTIONAL MEDIA (EIM
EIM)
Code of Subject
:
Credit
: 2
Semester
: I/2014-2015 (Sept 2014 Dec 2014/Jan
/Jan 2015
2015)
Lecturer
: ADZANIL PRIMA SEPTY, Drs., M.Pd.,, Ph.D. Ed
Ed-TESOL.
Pre-requisite
: as suggested in the departments curriculum
Schedule
: by appointment
B. Synopsis
Successful implementation of education-training
education
may have been
een contributed by the factor
of instrument, beside the factor of process (methods, strategies, approaches, and activities of
teaching-learning).
learning). Both instrument and process support each other. Among other instrument
instruments
of education-training
training include curriculum, media, evaluation, and other supporting facilities.
Media is an important instrument in any subjects of education including English language
teaching. Along with the advancement of technology, in particular, technology-based media
takes a very important place in the process of teaching today. As the objective of English
language teaching that is to generally lead students to the attainment
ment of English language skill
(communicative competence) and knowledge concept
concepts;; therefore, the use of media in the
process of teaching will assists not only students to develop their understanding and skills
skill (in
their learning process), also will ease teachers in managing the process of teaching. This could
be illustrated into such a student-teacher
student
closer relationn in a process of teaching
teaching-learning
activities which is bridged
ed by the use of media.
Numerous studies have indicated that the use of media helped
help teachers organize their
massive lesson materials into some well thought orders. Consequently, it will need the future
teachers ability to develop in organizing such materials into well designed media. In relation
to the advancement of information technology, therefore, teachers skill and knowledge of such
ICT-based
based instructional media become important and may reflects
flects their professionalism to
ascertain classroom teaching-learning
teaching
management.
In particular, in the context of a wide use of computer as an assisting tool in most
aspects of human activities nowadays, the use of computer in teaching and learning contexts
cont
of
English as an international means of communication becomes important. It is to ensure that
learning the language could be easy and enjoyable for students and, on the other side,
manageable for teachers.
This course, English Instructional Media (EIM),
), is to accommodate student teacher of
English language department with better understandings on theories and practices on
o mediabased management and design of classroom teaching and learning activities. This course also
includes research ideas that relate to problem solving of that teaching, and plus advanced
practices of teaching-learning
learning materials in a series of classroom workshops.

2014 by Adzanil P Septy

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C. Course Objective
This course will accommodate students of English Department with sound
understandings on educational practices of designing computer-based media for classroom
teaching and learning management and activities.
D. Main Competence
Students attending this subject have three main competencies:
1) Understand the principles and concepts of materials-media relation of English language
teaching and learning,
2) Develop hand-on technology based media (computer-based media) in relation to
English instructional objectives and materials associated with English language skills
(listening, speaking, reading, and writing).
3) Develop ideas in solving English language teaching problems by implementing, using
and/or developing ICT media.
E. Classroom Activities
To ensure the students success in their teaching-learning process of this subject, they
will be involved in a series of lectures including, and most of which, structured assignments
(presentation and workshop report) and projects as directed by the lecturer.
F. Evaluation
Evaluation of this course will be based on the following components
Midterm evaluation
Assignments/Presentation
Final exam / Final Project
Attendance/Participation

:
:
:
:

10 %
40 %
30 %
20 %

G. Focused Topics
Session

Topics

Activities

Sources

Course Introduction
English and the issue of ELT in Indonesia
Communicative Competence of English

Lecturers
orientation

Handout

2-5

Principles and Concepts Media & ICT in

English Language Teaching-Learning

Lecturers
orientation
Group
Presentation

Handout

Class workshop
Individual Project

Handout

6-12

Design Implementation of Media & ICT in

English Language Teaching-Learning
- Audio materials
- Movie materials
- Audio-visual Material Presentation

2014 by Adzanil P Septy

Article 1-6
Article 7-12
Article 13-18
Article 19-24

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13-15

Presentation on Ideas of the Media & ICT

Based Materials in English Language
Teaching-Learning

Class / Individual
Presentation and
Evaluation

H. References:
Main Reference
Czepielewski, Sawomir (ed). Learning a Language in Virtual Worlds, A Review of Innovation
and ICT in Language Teaching Methodology. Papers on V-Lang International Conference.
Warsaw, 17th November 2011
Microsoft Windows and Office Manual/Handbooks
Supporting References
o Aktaruzzaman, Md., Md. Rashedul Huq Shamim & Che Kum Clement. 2011. Trends
and Issues to integrate ICT in Teaching Learning for the Future World of Education.
International Journal of Engineering & Technology IJET-IJENS, Vol: 11 No: 03 June
2011
o Brown, A. & Green, T.D. 2011. The Essentials of Instructional Design, Connecting
Fundamental Principles with process and Practice. 2nd ed. Boston: Allyn & Bacon
o Ccile Gabarre and Serge Gabarre. 2009. Turning a Multimedia Language Lab Iinto a
Powerfull Learner-Centered Tool. AsiaCall Online Journal (ISSN 1936-9859) Vol. 4
No.1 October 2009
o Dilip P. Barad 2009. Experimenting ICT in Teaching English Language and Literature.
AsiaCall Online Journal (ISSN 1936-9859) Vol.4 No.1 October 2009,
o Ellis, Rod., Shawn Loewen, Catherine Elder, Rosemary Erlam, Jenefer Philp and Hayo
Reinders. 2009. Implicit and Explicit Knowledge in Second Language Learning,
Testing and Teaching. Bristol: Multilingual Matters
o Erben, Tony, Ruth Ban, & Martha Castaneda. 2009. Teaching English Language
Learners through Technology. New York: Routledge
o Esther Uso-Juan & Alicia Martnez-Flor . 2006. Current Trends in the Development
and Teaching of the Four Language Skills. Berlin: Mouton de Gruyter
o Gonzlez, Jos Antonio. 2009. Technology and Culture in the Language Class: Adding
Another Ingredient to the Old Dilemma and Taxonomy and Database Structure.
AsiaCall Online Journal (ISSN 1936-9859) Vol. 4 No. 1 October 2009,
o Pham Vu Phi Ho and Siriluck Usaha 2009. Blog-Based Peer Response for EFL
Writing: A Case Study in Viet Nam. AsiaCall Online Journal (ISSN 1936-9859) Vol. 4
No. 1 October 2009,
o Richey, R.C., Klein, J.D. & Tracey, M.W. 2011. The Instructional Design Knowledge
Base, Theory research and Practice. New York: Routledge.
o Serge Gabarre and Ccile Gabarre 2009. Using Flash Games to Stimulate Cooperative
Communication. AsiaCall Online Journal (ISSN 1936-9859) Vol. 4 No. 1 October
2009,
o Septy, A P. 2007. Computer Assisted English Language Learning in the Context of
Competency Based Education: From Myth to Fact. A paper presented on Seminar &
Workshop on Applying Life Skill Education in English Language Teaching, 8-9
September 2007 at LPMP Padang
2014 by Adzanil P Septy

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o Sonja Elsegood and Ali Rahimi 2009. Using Computer Supported Reasoning Mapping
to Teach EFL Learners Critical Reasoning and Academic Writing. AsiaCall Online
Journal (ISSN 1936-9859) Vol. 4 No. 1 October 2009,
o UNESCO 2003 Developing and Using Indicators of ICT Use in Education. Bangkok:
UNESCO Asia and Pacific Regional Bureau for Education Bangkok,
Padang, 06 September 2014

ADZANIL PRIMA SEPTY, Drs. M.Pd. Ph.D.

NIK 900900225 / NIDN 1002096401

2014 by Adzanil P Septy

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