Universitas Negeri Surabaya
Fakultas Ilmu Pendidikan
Program Studi S1 Pendidikan Guru Sekolah Dasar

Kode Dokumen

SEMESTER LEARNING PLAN

Course

KODE

Rumpun MataKuliah

Bobot Kredit

SEMESTER

Tanggal Penyusunan

Reading, Writing and Dictation for Primary School

8620603251

Mata Kuliah Pilihan Program Studi

T=3

P=0

ECTS=4.77

6

1 Agustus 2024

OTORISASI

Pengembang S.P

Koordinator Rumpun matakuliah

Koordinator Program Studi




Ulhaq Zuhdi, M.Pd., Ricky Setiawan, M.Ed.


Maryam Isnaini Damayanti, S.Pd., M.Pd.


Putri Rachmadyanti, S.Pd., M.Pd.

Model Pembelajaran

Case Study

Program Learning Outcomes (PLO)

PLO program Studi yang dibebankan pada matakuliah

PLO-1

Mampu menunjukkan nilai-nilai agama, kebangsaan dan budaya nasional, serta etika akademik dalam melaksanakan tugasnya

PLO-2

Menunjukkan karakter tangguh, kolaboratif, adaptif, inovatif, inklusif, belajar sepanjang hayat, dan berjiwa kewirausahaan

PLO-3

Mengembangkan pemikiran logis, kritis, sistematis, dan kreatif dalam melakukan pekerjaan yang spesifik di bidang keahliannya serta sesuai dengan standar kompetensi kerja bidang yang bersangkutan

PLO-4

Mengembangkan diri secara berkelanjutan dan berkolaborasi.

PLO-6

Mampu mengembangkan, memelihara jaringan kerja serta menjalin komunikasi secara efektif dengan civitas akademika untuk menunjang belajar sepanjang hayat.

PLO-8

Menerapkan konsep pengetahuan keterampilan dasar dan mendemonstrasikan keterpaduan dalam pengetahuan dasar bidang studi (matematika, Bahasa, IPA, IPS, PKn, seni, olahraga).

PLO-9

Memecahkan masalah pengetahuan dan keterampilan dasar terpadu bidang studi (matematika, bahasa, IPA, IPS, PKn, seni, olahraga).

Program Objectives (PO)

PO - 1

Students are able to explain the basic concepts, theories, and principles underlying the teaching of reading, writing, and dictation in primary schools, and analyze various effective teaching approaches and strategies for developing literacy skills in primary school-aged children.

PO - 2

Students are able to design and implement creative and innovative lesson plans to teach reading, writing, and dictation skills using appropriate methods, techniques, and media that match the characteristics and needs of primary school students.

PO - 3

Students are able to evaluate and adapt literacy teaching strategies based on the results of student literacy assessments and develop valid and reliable assessment tools to measure students‘ literacy progress in primary schools.

PO - 4

Students are able to integrate educational technology and digital learning resources in teaching reading, writing, and dictation in primary schools to enhance student engagement and learning outcomes, and critically reflect on their teaching practices to improve teaching quality.

Matrik PLO-PO
 
POPLO-1PLO-2PLO-3PLO-4PLO-6PLO-8PLO-9
PO-1✔✔✔✔ ✔✔
PO-2✔✔✔✔ ✔✔
PO-3✔✔✔✔✔  
PO-4✔✔✔✔✔  

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✔✔✔✔

Deskripsi Singkat Mata Kuliah

This course is designed to equip students with the knowledge and skills needed to teach reading, writing, and dictation in primary schools. Students will learn effective teaching techniques and strategies to develop foundational literacy skills in elementary-aged children, including reading comprehension, vocabulary, grammar, writing skills, and dictation. The course will also cover various approaches to literacy instruction, assessment of students‘ literacy abilities, and the use of technology and instructional media that support classroom learning.

Pustaka

Utama :

  1. Graves, M. F., Juel, C., & Graves, B. B. (2011). Teaching reading in the 21st century: Motivating all learners (5th ed.). Pearson.
  2. Hochman, J. C., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. Jossey-Bass.
  3. Skehan, P. (2014). Dictation: New methods, new possibilities. TESOL Press.

Pendukung :

  1. Morrow, L. M. (2015). Literacy development in the early years: Helping children read and write (8th ed.). Pearson.
  2. CORE Literacy Library. (2008). Assessing reading multiple measures: For all educators working to improve reading achievement (2nd ed.). Arena Press.

Dosen Pengampu

Ricky Setiawan, S.Pd.SD., M.Ed.

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

Students can explain the basic concepts of literacy, including its definition, components, and importance in primary education.

Students can clearly define literacy and explain its components and importance in primary education through written assignments.

 Kriteria:

Aktifitas Partisipasif


Bentuk Penilaian :
Aktifitas Partisipasif		 Small Group Discussion
3 x 50 menit
Materi: .
Pustaka: Graves, M. F., Juel, C., & Graves, B. B. (2011). Teaching reading in the 21st century: Motivating all learners (5th ed.). Pearson.		 5%

2

Minggu ke 2

Students can identify relevant theories of teaching reading, writing, and dictation that are applicable to primary school education.

Students accurately identify and summarize relevant theories of teaching reading, writing, and dictation for primary school students in a classroom presentation.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Presentation
3 x 50 menit
Materi: .
Pustaka: Hochman, J. C., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. Jossey-Bass.		 5%

3

Minggu ke 3

Students can analyze various literacy teaching approaches in primary schools, such as phonics, whole language, and balanced literacy.

Students analyze different literacy teaching approaches (e.g., phonics, whole language, balanced literacy) and compare them in a comparative essay.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Presentation
3 x 50 menit
Materi: .
Pustaka: Skehan, P. (2014). Dictation: New methods, new possibilities. TESOL Press.		 5%

4

Minggu ke 4

Students can compare and evaluate the advantages and disadvantages of different teaching strategies for literacy based on existing theories and research.

Students evaluate the strengths and weaknesses of various literacy teaching strategies based on theoretical and empirical evidence in a research paper.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Presentation
3 x 50 menit
Materi: .
Pustaka: Morrow, L. M. (2015). Literacy development in the early years: Helping children read and write (8th ed.). Pearson.		 5%

5

Minggu ke 5

Students can design lesson plans that include objectives, materials, methods, and media for teaching reading in primary schools.

Students create a lesson plan that includes specific objectives, materials, methods, and media for teaching reading in primary school, demonstrating clear alignment with literacy goals.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Presentation
3 x 50 menit
Materi: .
Pustaka: CORE Literacy Library. (2008). Assessing reading multiple measures: For all educators working to improve reading achievement (2nd ed.). Arena Press.		 5%

6

Minggu ke 6

Students can develop creative and innovative teaching materials and activities to teach basic writing skills to primary school students.

Students develop creative and innovative teaching materials and activities for teaching basic writing skills to primary school students and present them in a practical workshop.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Presentation
3 x 50 menit
Materi: .
Pustaka: Graves, M. F., Juel, C., & Graves, B. B. (2011). Teaching reading in the 21st century: Motivating all learners (5th ed.). Pearson.		 5%

7

Minggu ke 7

Students can choose and apply appropriate dictation techniques to improve listening and writing skills in primary school students.

Students select and apply appropriate dictation techniques to enhance listening and writing skills in primary school students, as demonstrated in a teaching demonstration.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Presentation
3 x 50 menit
Materi: .
Pustaka: Hochman, J. C., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. Jossey-Bass.		 5%

8

Minggu ke 8

MId Term Exam

MId Term Exam

 Kriteria:

MId Term Exam


Bentuk Penilaian :
Tes		 UTS
3 x 50 menit
Materi: .
Pustaka: Hochman, J. C., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. Jossey-Bass.		 10%

9

Minggu ke 9

Students can design assessment tools to measure reading comprehension and writing abilities of primary school students.

Students design valid and reliable assessment tools to measure reading comprehension and writing abilities of primary school students, which are evaluated through peer review.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Project Presentation
3 x 50 menit
Materi: .
Pustaka: Skehan, P. (2014). Dictation: New methods, new possibilities. TESOL Press.		 5%

10

Minggu ke 10

Students can implement formative and summative assessments to evaluate the literacy skills of primary school students.

Students implement formative and summative assessments to evaluate literacy skills in primary school students, as evidenced in a portfolio of assessment activities.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Project Presentation
3 x 50 menit
Materi: .
Pustaka: Skehan, P. (2014). Dictation: New methods, new possibilities. TESOL Press.		 5%

11

Minggu ke 11

Students can analyze literacy assessment data to identify the need for additional learning or interventions for students.

Students analyze assessment data to identify learning needs and propose appropriate additional learning or intervention plans in a data analysis report.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Project Presentation
3 x 50 menit
Materi: .
Pustaka: Morrow, L. M. (2015). Literacy development in the early years: Helping children read and write (8th ed.). Pearson.		 5%

12

Minggu ke 12

Students can adjust teaching strategies based on assessment results to support the literacy development of each student individually.

Students adjust teaching strategies based on assessment results to support the literacy development of individual students, as demonstrated in a reflective teaching journal.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Project Presentation
3 x 50 menit
Materi: .
Pustaka: CORE Literacy Library. (2008). Assessing reading multiple measures: For all educators working to improve reading achievement (2nd ed.). Arena Press.		 5%

13

Minggu ke 13

Students can identify and evaluate various technological applications and tools that can be used for teaching literacy in primary schools.

Students identify and critically evaluate various technological applications and tools for teaching literacy in primary schools in a technology evaluation report.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Project Presentation
3 x 50 menit
Materi: .
Pustaka: Hochman, J. C., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. Jossey-Bass.		 5%

14

Minggu ke 14

Students can design and implement technology-based literacy learning activities that are engaging and aligned with current technological developments.

Students design and implement technology-based literacy learning activities that engage students and are aligned with current technological developments, as demonstrated in a lesson presentation.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Project Presentation
3 x 50 menit
Materi: .
Pustaka: Hochman, J. C., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. Jossey-Bass.
Materi: .
Pustaka: Skehan, P. (2014). Dictation: New methods, new possibilities. TESOL Press.		 5%

15

Minggu ke 15

Students can critically reflect on the literacy teaching practices they have applied and create improvement plans to enhance the quality of teaching in the future.

Students conduct a critical reflection on their literacy teaching practices and create an improvement plan to enhance teaching quality in a reflective essay.

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Small Group Discussion, Lecturing, Project Presentation
3 x 50 menit
Materi: .
Pustaka: Hochman, J. C., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. Jossey-Bass.
Materi: .
Pustaka: Skehan, P. (2014). Dictation: New methods, new possibilities. TESOL Press.		 5%

16

Minggu ke 16

Final Exam

Final Exam

 Kriteria:

Penilaian Hasil Project / Penilaian Produk


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Final Exam
3 x 50 menit
Materi: .
Pustaka: Morrow, L. M. (2015). Literacy development in the early years: Helping children read and write (8th ed.). Pearson.
Materi: .
Pustaka: CORE Literacy Library. (2008). Assessing reading multiple measures: For all educators working to improve reading achievement (2nd ed.). Arena Press.
Materi: .
Pustaka: Hochman, J. C., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. Jossey-Bass.		 20%



Rekap Persentase Evaluasi : Case Study

No Evaluasi Persentase
1. Aktifitas Partisipasif 5%
2. Penilaian Hasil Project / Penilaian Produk 85%
3. Tes 10%
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.