Universitas Negeri Surabaya
Fakultas Bahasa dan Seni
Program Studi S1 Sastra Inggris

Kode Dokumen

SEMESTER LEARNING PLAN

Course

KODE

Rumpun MataKuliah

Bobot Kredit

SEMESTER

Tanggal Penyusunan

Discourse Theory and Practice

7920202329

Mata Kuliah Pilihan Program Studi

T=0

P=0

ECTS=0

5

26 Agustus 2024

OTORISASI

Pengembang S.P

Koordinator Rumpun matakuliah

Koordinator Program Studi




Lisetyo Ariyanti, S.S., M.Pd.


Dr. Dian Rivia Himmawati, S.S., M.Hum.


Dr. Ali Mustofa, S.S., M.Pd.

Model Pembelajaran

Case Study

Program Learning Outcomes (PLO)

PLO program Studi yang dibebankan pada matakuliah

PLO-5

Mampu mengaplikasikan konsep dan teori Linguistik dasar dalam Bahasa Inggris untuk merespons beragam fenomena bahasa

PLO-6

Mampu memahami, menganalisis, dan menginterpretasikan karya sastra dan non-sastra dalam berbagai genre dan moda komunikasi

PLO-7

Mampu mengaplikasikan konsep dan teori budaya untuk menganalisis serta merespons fenomena sosial budaya dengan cara yang responsif terhadap budaya

PLO-9

Mampu memahami dan mengaplikasikan metode penelitian, termasuk desain penelitian, analisis, dan interpretasi data di bidang bahasa/sastra

Program Objectives (PO)

PO - 1

Being able to analyze and apply foundational English linguistics concepts and theories to critically examine and interpret various language phenomena in both theoretical and practical discourse contexts

PO - 2

Being able to analyze literary texts across diverse genres and modes of communication, demonstrating an understanding of their thematic, stylistic, and rhetorical elements within discourse contexts

PO - 3

Being able to analyze non-literary texts across diverse genres and modes of communication, demonstrating an understanding of their thematic, stylistic, and rhetorical elements within discourse contexts

PO - 4

Being able to compare cultural concepts and theories to critically analyze sociocultural phenomena within various discourse contexts

PO - 5

Being able to respond sociocultural phenomena in ways that demonstrate cultural awareness and sensitivity within various discourse contexts

PO - 6

Being able to compose and apply basic research methods in language and literature, including research design, data analysis, and interpretation, to conduct informed and systematic investigations within discourse studies

Matrik PLO-PO
 
POPLO-5PLO-6PLO-7PLO-9
PO-1✔   
PO-2 ✔  
PO-3 ✔  
PO-4  ✔ 
PO-5  ✔ 
PO-6   ✔

Matrik PO pada Kemampuan akhir tiap tahapan belajar (Sub-PO)
 
PO Minggu Ke
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
PO-1✔
PO-2✔✔
PO-3✔✔
PO-4✔✔✔
PO-5✔✔✔✔✔
PO-6✔✔✔

Deskripsi Singkat Mata Kuliah

The course introduces students to the fundamental concepts and practical applications of multimodality in communication. Multimodality refers to the use of different modes—such as text, images, sound, and video—to convey meaning effectively and engage audiences. Throughout the course, students will explore how multimodal texts are employed in diverse contexts, including digital media, education, advertising, everyday interactions, and SDG-related issues focused on gender (SDG 5), climate action (SDG 13), and social justice (SDG 16). Students will delve into both theoretical frameworks and hands-on applications to grasp how these modes interact to shape how messages are received and understood by audiences. The course includes small group discussions and whole-class debates to encourage active participation and deeper exploration of ideas. This course will use a range of assessment tasks including written tests, text analyses, and projects. This course allows students to demonstrate their understanding through practical projects that apply multimodal communication principles. By the end of the course, students will develop a clear understanding of multimodality and cultivate critical thinking skills for analyzing communication that utilizes various modes within socio-cultural contexts.

Pustaka

Utama :

  1. Schiffrin, Deborah. 1994.Approaches to Discourse. UK: Blackwell.

Pendukung :

  1. Brown, Gillian and Yule, George. 1983. Discourse Analysis. USA: Cambridge University Press.
  2. 2. Fowler, Roger. 1981. Literature as Social Discourse. London: Batsford Academic and Educational Ltd.
  3. 3. Huckin, Thomas. 2005. Critical Discourse Analysis in Functional Approaches to Written Text: Classroom Applications by Tom Miller. Washington DC: English Language Programs of United States Information Agency.
  4. 4. Locke, Terry.2004. Critical Discourse Analysis. London. New York. Continuum
  5. 5. Mills, Sara. 1997. Discourse. New York: Routledge.
  6. 6. Tannen, Deborah. 2007. Talking Voices: Repetition, Dialogue, and Imagery in Conversational Discourse. UK: University Press Cambridge
  7. 7. Coultas, Amanda. 2003. Language and Social Contexts. London & New York: Rourledge.
  8. 8. Hutchby, Ian. 2006. Media Talk: Conversation Analysis and the Study of Broadcasting. Backshire, England: Open University Press.
  9. 9. Coulthard, Malcolm. 2002. Advances in Spoken Discourse Discourse Analysis. New York: Routledge
  10. 10. Carter, Ronald & Paul Simpson. 2005. Language, Discourse, & Literature. New York: Routledge
  11. Schiffrin, Deborah. 1994.Approaches to Discourse. UK: Blackwell.

Dosen Pengampu

Lisetyo Ariyanti, S.S., M.Pd.

Fariq Shiddiq Tasaufy, S.S., M.Hum.

Minggu Ke-

Kemampuan akhir tiap tahapan belajar
(Sub-PO)

Penilaian

Bantuk Pembelajaran,

Metode Pembelajaran,

Penugasan Mahasiswa,

 [ Estimasi Waktu]

Materi Pembelajaran

[ Pustaka ]

Bobot Penilaian (%)

Indikator

Kriteria & Bentuk

Luring (offline)

Daring (online)

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(8)

1

Minggu ke 1

Being able to distinguish between discourse analysis and critical discourse analysis.

1. The student can clearly articulate the primary objective of DA as understanding how language functions in communication, while identifying CDA's goal as analyzing how language reflects, maintains, or challenges power structures and ideologies. They understand that DA is often descriptive, while CDA is critical and evaluative.

 Kriteria:
  1. 1. Written task (1-100) 3.
  2. 2. Answering questions (1-5)
  3. 3. Group Discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif		 Lecturing
Hands-on activity
Discussion and reflection
2 x 50		 Individual Assignment
Hands-on Activity
 5%

2

Minggu ke 2

Being able to describe the approach to the discourse of the pragmatic.
  1. The students can explain the pragmatics sense
  2. The students can explain discourse analysis in terms of pragmatics side.
  3. The students can give examples of discourse analysis study which investigate from pragmatics side.
  4. The students can explain the sense of the theory of speech acts.
  5. The students can explain discourse analysis with a discussion of material acts said.
  6. The students can give examples of discourse analysis study which has the object of discussion.
 Kriteria:
  1. 1. Written task (1-100)
  2. 2. Answering questions (1-5)
  3. 3. Group Discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif		 Lecturing
Group Discussion
Presentation
2x50
Materi: The Discourse of Pragmatics Approach
Pustaka: Schiffrin, Deborah. 1994.Approaches to Discourse. UK: Blackwell.		 10%

3

Minggu ke 3

Being able to describe the discourse approach to understanding Interactional Sociolinguistics and The Ethnography of Communication
  1. The students can describe the relationship between social and communication functions .
  2. The students can explain the meaning of interactional Sociolinguistics.
  3. The students can describe the analysis of discourse in terms of the interactional Sociolinguistics.
  4. The students can cite the study of discourse analysis study in the area of interactional Sociolinguistics.
  5. The students can explain the meaning of The Ethnography of Communication
  6. The students can explain discourse analysis with a discussion of material The Ethnography of Communication.
  7. The students can cite the study of discourse analysis which has the object of discussion The Ethnography of Communication
 Kriteria:
  1. Written task (1-100)
  2. Answering questions (1-5)
  3. Group Discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif		 Lecturing
Group Discussion
Presentation
2 x 50
Materi: Interactional Sociolinguistics and The Ethnography of Communication
Pustaka: Schiffrin, Deborah. 1994.Approaches to Discourse. UK: Blackwell.		 10%

4

Minggu ke 4

Being able to describe the approach to the discourse of the Conversation Analysis and Variation Analysis.
  1. The students can describe the relationship between the Conversation Analysis and Variation Analysis
  2. The students can explain the sense of Conversation Analysis.
  3. The students can explain discourse analysis with the object of conversation.
  4. The students can give examples of discourse analysis study that examines the conversation.
  5. The students can explain the notion of Variation Analysis.
 Kriteria:
  1. Written task (1-100)
  2. Answering questions (1-5)
  3. Group Discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif		 Lecturing
Group Discussion
Presentation
2x50
Materi: The Conversation Analysis and Variation Analysis
Pustaka: Schiffrin, Deborah. 1994.Approaches to Discourse. UK: Blackwell.		 10%

5

Minggu ke 5

Being able to explain the theory of Chomsky and Halliday and the relational context that contribute to Speech Event and its Sociolinguistics value.
  1. The students can describe the theory of Chomsky.
  2. The students can give examples of Chomsky’s description.
  3. The students can give examples of Halliday’s description
  4. The students can gxplain the application of Chomsky theory in a literary work
  5. The students can explain the application of Halliday ‘s theory in a literary work.
 Kriteria:
  1. Written task (1-100)
  2. Answering questions (1-5)
  3. Group Discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif		 Lecturing
JIgsaw
Discussion
2x50
Materi: Speech Event and its Sociolinguistics value
Pustaka: Fowler, Roger. 1981. Literature as Social Discourse. London: Batsford Academic and Educational Ltd.		 10%

6

Minggu ke 6

Being able to explain the pragmatic meaning in the context of the discourse, the context of the situation in a broader context of feminist theory
  1. The students can explain the notion of Confessional Discourse.
  2. The students give examples of Confessional Discourse
  3. The students explain the notion of Discourses of femininity & heterosexuality.
  4. The students give examples of Discourses of femininity & heterosexuality
  5. The students explain the notion of Discourse in conflict.
  6. The students give examples of Discourse in conflict.
 Kriteria:
  1. Written task (1-100)
  2. Answering questions (1-5)
  3. Group discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif		 Lecturing
Jigsaw
Discussion
 Lecturing
Individual Assignment
 Materi: Feminist Theory and Discourse Theory
Pustaka: Mills, Sara. 1997. Discourse. New York: Routledge.		 5%

7

Minggu ke 7

Being able to explain the pragmatic meaning in the context of the discourse, the context of the situation in a broader context of feminist theory
  1. The students can explain the notion of Confessional Discourse.
  2. The students give examples of Confessional Discourse
  3. The students explain the notion of Discourses of femininity & heterosexuality.
  4. The students give examples of Discourses of femininity & heterosexuality
  5. The students explain the notion of Discourse in conflict.
  6. The students give examples of Discourse in conflict.
 Kriteria:
  1. Written task (1-100)
  2. Answering questions (1-5)
  3. Group discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Portofolio		 Lecturing
Jigsaw
Discussion
 Lecturing
Individual Assignment
 Materi: Feminist Theory and Discourse Theory
Pustaka: Mills, Sara. 1997. Discourse. New York: Routledge.		 5%

8

Minggu ke 8

Being able to apply the understanding of concepts Pragmatics and Sociolinguistics and relate them with the idea of Feminist Discourse
  1. 1. The students can describe the concepts of Pragmatics and relate it with Feminist Discourse in a given context.
  2. 2. The students can describe the concepts of Sociolinguistics and relate it with Feminist Discourse in a given context
Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Portofolio		 Text Analysis
Questions and Answers
(Midtest)
2x50		 1. Explain the data
2. Present the data using the chosen approach for Feminist Discourse
 0%

9

Minggu ke 9

Being able to explain the meaning of Colonial & Post Colonial Discourse Theory and the notion 'topic', sentential topic, Discourse topic, Relevance and speaking topically, Speaker's topic, boundary markers Topic
  1. The students can explain the meaning of 'othering' in the discourse and show examples.
  2. The students can explain the meaning of ' challenging othering' in discourse and show examples.
  3. . The students can explain the meaning of ' Psychoanalysis & Discourse Theory' in discourse and show examples.
 Kriteria:
  1. Written task (1-100)
  2. Answering questions (1-5)
  3. Group Discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif		 Lecturing
Jigsaw
Discussion
2x50		 Lecturing
Individual Assignment
 Materi: Colonial & Post Colonial Discourse Theory
Pustaka: 5. Mills, Sara. 1997. Discourse. New York: Routledge.		 5%

10

Minggu ke 10

Being able to explain the meaning of Colonial & Post Colonial Discourse Theory and the notion 'topic', sentential topic, Discourse topic, Relevance and speaking topically, Speaker's topic, boundary markers Topic
  1. The students can explain the meaning of 'othering' in the discourse and show examples.
  2. The students can explain the meaning of ' challenging othering' in discourse and show examples.
  3. . The students can explain the meaning of ' Psychoanalysis & Discourse Theory' in discourse and show examples.
 Kriteria:
  1. Written task (1-100)
  2. Answering questions (1-5)
  3. Group Discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Portofolio		 Lecturing
Jigsaw
Discussion
2x50		 Lecturing
Individual Assignment
 Materi: Colonial & Post Colonial Discourse Theory
Pustaka: 5. Mills, Sara. 1997. Discourse. New York: Routledge.		 5%

11

Minggu ke 11

Being able to explain the meaning of Repetition in intertextuality, Creating identity in interactio, Intertextuality and power, Repetition andconstructed dialogue in the intertextuality discourse
  1. The students can explain the meaning of 'Repetition in intertextuality' in the discourse and show examples.
  2. The students can explain the meaning of 'Creating identity in interaction’ in discourse and show examples.
  3. The students can explain the meaning of ' Intertextuality and power’in discourse and show examples.
  4. The students can explain the meaning of ' Repetition and constructed dialogue’ in discourse and show examples.
 Kriteria:
  1. Written task (1-100)
  2. Answering questions (1-5)
  3. Group Discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Portofolio		 Lecturing
Jigsaw
Discussion
2x50		 Lecturing
Individual Assignment
 Materi: Intertextuality
Pustaka: 6. Tannen, Deborah. 2007. Talking Voices: Repetition, Dialogue, and Imagery in Conversational Discourse. UK: University Press Cambridge		 5%

12

Minggu ke 12

Being able to explain the meaning of the description of the context of Repetition in Conversation in a poetics talk
  1. The students can explain the theoretical implications of repetition
  2. The students can explain the repetition in discourse
  3. The students can explain the functions of repetition in conversation
  4. The students can explain the repetition and variation in conversation
 Kriteria:
  1. Written task (1-100)
  2. Answering questions (1-5)
  3. Group Discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Portofolio		 Lecturing
Jigsaw
Discussion
2x50		 Lecturing
Individual Assignment
 Materi: Repetition in conversation: towards poetics talk
Pustaka: 6. Tannen, Deborah. 2007. Talking Voices: Repetition, Dialogue, and Imagery in Conversational Discourse. UK: University Press Cambridge		 5%

13

Minggu ke 13

Being able to explain the Imagination world which is established through imagery and detail
  1. The students can explain the reported speech in a dialogue
  2. The students can explain the dialogue in storytelling
  3. The students can explain the reported criticism in conversation
  4. The students can explain the reported speech in a constructed dialogue
 Kriteria:
  1. Written task (1-100)
  2. Answering questions (1-5)
  3. Group discussion (1-5)

Bentuk Penilaian :
Penilaian Portofolio		 Lecturing
Jigsaw
Discussion
2x50		 Lecturing
Individual Assignment
 Materi: Talking Voice that is so sweet: construction dialogue in a conversation
Pustaka: 6. Tannen, Deborah. 2007. Talking Voices: Repetition, Dialogue, and Imagery in Conversational Discourse. UK: University Press Cambridge		 5%

14

Minggu ke 14

Being able to explain the meaning of Critical Discourse Analysis, How to do critical discourse analysis, and Getting a sense of how CDA works
  1. The students can explain the meaning of 'Critical Discourse Analysis' in the discourse and show examples.
  2. The students can explain How to do critical discourse analysis and show examples.
  3. The students can explain how to getting a sense of how CDA works and show examples
 Kriteria:
  1. Written task (1-100)
  2. Answering questions (1-5)
  3. Group discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Portofolio		 Lecturing
Jigsaw
Discussion
2x50		 Lecturing
Individual Assignment
 Materi: Critical Discourse Analysis
Pustaka: 4. Locke, Terry.2004. Critical Discourse Analysis. London. New York. Continuum		 10%

15

Minggu ke 15

Being able to explain the CDA activities that focus on social practice on the text and on the discourse and practice of how placement in theory and conversation.
  1. The students can explain the focus of the CDA on social practice and show examples
  2. The students can explain the focus of the CDA in the text and show examples.
  3. The students can explain the placement of theory and practice in conversation and CDA and show examples
 Kriteria:
  1. Written task (1-100)
  2. Answering questions (1-5)
  3. Group discussion (1-5)

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Portofolio		 Lecturing
Jigsaw
Discussion
2x50		 Lecturing
Individual Assignment
 Materi: Analysing: a Print Text and Oral Text
Pustaka: 4. Locke, Terry.2004. Critical Discourse Analysis. London. New York. Continuum		 10%

16

Minggu ke 16

Being able to apply the understanding of concepts Othering in The Idea of Colonial and Post-Colonial Discourse
  1. 1. The students can describe the concepts of Othering in Colonial and Post-Colonial Discourse in a given context
  2. 2. The students can construct the analysis of CDA using the concept of Othering in Colonial and Post-Colonial Discourse in a given context.
Bentuk Penilaian :
Penilaian Portofolio		 Text Analysis Questions and Answers
2x50		 Explain the data
Present the data using the chosen theory
 Materi: English Movie or Novel
Pustaka: 4. Locke, Terry.2004. Critical Discourse Analysis. London. New York. Continuum		 0%



Rekap Persentase Evaluasi : Case Study

No Evaluasi Persentase
1. Aktifitas Partisipasif 75%
2. Penilaian Portofolio 25%
100%

Catatan

  1. Capaian Pembelajaran Lulusan Program Studi (PLO - Program Studi) adalah kemampuan yang dimiliki oleh setiap lulusan Program Studi yang merupakan internalisasi dari sikap, penguasaan pengetahuan dan ketrampilan sesuai dengan jenjang prodinya yang diperoleh melalui proses pembelajaran.
  2. PLO yang dibebankan pada mata kuliah adalah beberapa capaian pembelajaran lulusan program studi (CPL-Program Studi) yang digunakan untuk pembentukan/pengembangan sebuah mata kuliah yang terdiri dari aspek sikap, ketrampulan umum, ketrampilan khusus dan pengetahuan.
  3. Program Objectives (PO) adalah kemampuan yang dijabarkan secara spesifik dari PLO yang dibebankan pada mata kuliah, dan bersifat spesifik terhadap bahan kajian atau materi pembelajaran mata kuliah tersebut.
  4. Sub-PO Mata kuliah (Sub-PO) adalah kemampuan yang dijabarkan secara spesifik dari PO yang dapat diukur atau diamati dan merupakan kemampuan akhir yang direncanakan pada tiap tahap pembelajaran, dan bersifat spesifik terhadap materi pembelajaran mata kuliah tersebut.
  5. Indikator penilaian kemampuan dalam proses maupun hasil belajar mahasiswa adalah pernyataan spesifik dan terukur yang mengidentifikasi kemampuan atau kinerja hasil belajar mahasiswa yang disertai bukti-bukti.
  6. Kreteria Penilaian adalah patokan yang digunakan sebagai ukuran atau tolok ukur ketercapaian pembelajaran dalam penilaian berdasarkan indikator-indikator yang telah ditetapkan. Kreteria penilaian merupakan pedoman bagi penilai agar penilaian konsisten dan tidak bias. Kreteria dapat berupa kuantitatif ataupun kualitatif.
  7. Bentuk penilaian: tes dan non-tes.
  8. Bentuk pembelajaran: Kuliah, Responsi, Tutorial, Seminar atau yang setara, Praktikum, Praktik Studio, Praktik Bengkel, Praktik Lapangan, Penelitian, Pengabdian Kepada Masyarakat dan/atau bentuk pembelajaran lain yang setara.
  9. Metode Pembelajaran: Small Group Discussion, Role-Play & Simulation, Discovery Learning, Self-Directed Learning, Cooperative Learning, Collaborative Learning, Contextual Learning, Project Based Learning, dan metode lainnya yg setara.
  10. Materi Pembelajaran adalah rincian atau uraian dari bahan kajian yg dapat disajikan dalam bentuk beberapa pokok dan sub-pokok bahasan.
  11. Bobot penilaian adalah prosentasi penilaian terhadap setiap pencapaian sub-PO yang besarnya proposional dengan tingkat kesulitan pencapaian sub-PO tsb., dan totalnya 100%.
  12. TM=Tatap Muka, PT=Penugasan terstruktur, BM=Belajar mandiri.