LESSON PLAN

A. Course Identity
Title of Course : Reading for General Communication
Code : 321420822
Credit : 2 SKS
Semester :2
Prerequisite : Integrated intensive course
Lecturer : Dr. Jolanda Pilongo
Sri Rumiyatiningsih luwiti, M.Pd
Helena Badu, S.PD,M.PD
Rahmawaty Mamu, M.Pd

B. Course Description

There is a closely related working between writer and reader. The writer works hard to put meaning
into the text; the reader works hard to take meaning out of it. Though they work at opposite tasks,
there are comminication among them. Students should have learned from the writer that a
textbook-type paragraph usually contains some elements. They must be able to master these
elements to understand well the text. This course will enable students to learn good reading habit
and skills, and helps them to gain acces more quickly to English – language material for study and
work. In this course, the basic skills necessary for reading text is taught through the use of the
following topics :
Understanding text organization: It is sometimes difficult to understand what information is
important in a passage and where it should come. Text organisation activities help the
students to see what belongs to a passage, and how sentences are joined together in a logical
way.
Vocabulary Building : Building vocabulary is an essential factor in reading improvement, especially at
the lower level. In this part of the course, students are encourage to build vocabulary in
various ways. All the exercises present unfamiliar words in meaningful contexts so that
students can learn to use such contexts to figure out meaning through the application of
cognitive skills. Students will not have allowed to use dictionary or asking the teacher to
explain or translate the unfamilliar words. In fact, the more cognitive capacity required in the
process of figuring out meaning, the more likely students are to fix the word and the meaning
in their long- term memory.
Scanning: The scanning exercises are design to help students get over the habit of reading every
word on a page. In scanning, students must quickly look for specific information, skipping over
unneeded words. Students scan across a line for a key word. In doing the exercises students
will be working to improve their sight recognition of the impportant most common words in
English. Note that students should not use a dictionary while working on the scanning
exercises, but should skip any words they do not know.
Making infereces: Inferring activities draw the students’ attention to the overall atmosphere of the
passage. Students have to “read between the lines” in order to get the meaning of a passage.
Thinking skills: In this part of the course provides exercises in order that students can practice some
of the basic thought patterns of English. Students can solve the problems presented in the
exercises by applying such patterns as synonymy, opposite, analogies, negation, part-whole
relationships, and drawing conclusion based on evidence.

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C. Objectives
This course is aimed to :
1. Guide students step-by-step to have proper skills in reading.
2. Help students to understand the text organisation.
3. Help students to bulid their vocabulary.
4. Give the students a lot of practice in some basic thought patterns of English.

D. Learning indicators
1. Students are able to develop their reading skills by doing well the exercises.
2. Students are able to apply their reading skills through the exercises activities.
3. Students are able to use the new words they have learnt in other context.
4. Students are able to increase their thinking skills by doing well the exercises.

E. Course Outline

Week Date Topic Sub-Topic Reading

Introduction and Learning
1
Contract
Nature of Reading
2 Reading and Study
Understanding Reading
3 Text
Understanding Reading
Text
4 Reading and Study
Understanding Reading
Text
5 2014. In Focus
- Definition
- Objective Reading
- Kinds of Reading
- Reading Techniques
- Previewing and Predicting
- Skimming and Scanning ;
- Scanning Tab
- Scanning List
-
- Skimming and Scanning ;
- Scanning picture
- Scanning graphic
John Langan. 1982.
Skills.
John Langan. 1982.
Reading and Study
Skills.
John Langan. 1982.
Skills.
-John Langan. 1982.
Reading and Study
Skills.
-Charles Browne.
Brent Culligan,
Joseph phillips.
Student’s Book 1.
-Walter Pauk.2002.
Six-Way

Paragraphs.

Vocabulary In Context - Synonim

Walter Pauk.2002.
6 - Antonim
Six-Way Paragraphs.
- Definition

7 Vocabulary In Context Idem

- Example
- Guessing words meaning

2
 -Learning new words in
Categories

8 M i d T e s t
Recognizing topic , main - Topic -John Langan. 1982.
ides in paragraph and - main idea Reading and Study
Short selection Skills.
-- Beatrice S.
Mikulecky/Linda
Jeffries.1997. Basic
9 Reading Power.
-Sabina Ostrowska.
2014. Unlock
Student’s Book 1
-Simon Greenall,
Diana Pye. 1997.
Reading 1
Recognizing Short - Short selection -- Beatrice S.
selection Mikulecky/Linda
Jeffries.1997. Basic
Reading Power.
-Sabina Ostrowska.
10 2014. Unlock
Student’s Book 1.
-Simon Greenall,
Diana Pye. 1997.
Reading 1.

Transitional signal Transitional signal -John Langan. 1982.

Reading and Study
Skills.
-Simon Greenall,
11 Diana Pye. 1997.
Reading 1.

Transitional signal Transitional signal -John Langan. 1982.

Reading and Study
12
Skills.

13 Review Main item of all material -- Beatrice S.

Mikulecky/Linda
Jeffries.1997. Basic
Reading Power.
-Sabina Ostrowska.
2014. Unlock
Student’s Book 1.
-Charles Browne.
Brent Culligan,
Joseph phillips.
2014. In Focus
3
 Student’s Book 1.

Mastery test - Test of reading -- Beatrice S.

Mikulecky/Linda
Jeffries.1997. Basic
14 Reading Power.
-Sabina Ostrowska.
2014. Unlock
Student’s Book 1.
Mastery test - Test of reading -John Langan. 1982.
Reading and Study
Skills.
-- Beatrice S.
Mikulecky/Linda
Jeffries.1997. Basic
Reading Power.
-Sabina Ostrowska.
2014. Unlock
15
Student’s Book 1.
-Charles Browne.
Brent Culligan,
Joseph phillips.
2014. In Focus
Student’s Book 1.

16 F i n a l T e s t

F. Learning strategies

The strategies of learning apply the following steps:

1. Introductory activities : focusing on the topic of the course and possibly asking students about
the topic.
2. Main activities : a series of comprehension activities developing different reading and study
skills, focusing initially on general then more detailed comprehension. Students work with a
short or long text that gives a different or expanded point of view on the topic of the course. It
also develops vocabulary learning skills and critical thinking skills through a series of learning
activities focus on important words and practice using the words to express students’ opinion on
the topic (written and orally). These activities will be done in pair, group, or open class work.
3. Post-task activities : asking students to give their opinions on topic they have learnt or to talk
about how the topic of the text relates to their own life. Asking students to do a series of
mastery tests to know their progress in learning. Mastery test can be used as homework
assignments, supplementary activities, in-class quizzes at the end of the meeting, or review tests
at any point during the semester.
These activities require students to use some of the words they have met in the text.

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G. Assessment

Assessment is aimed to find out how well students have learnt the topic of the course or to collect
information about students’ progress in order to make judgements about their learning. Two types
of assessment will be used in this course; informal assessment is carried out during a lesson by
monitoring and observing students while they are doing ordinary classroom activities and then give
them comments on their performance. Formal assessment (a class test) to assess students through
tests or exams and give their work a mark or a grade. Formal assessment is carried out in the midle
and at the end of the course to know students’ achievement in learning the topic of the whole
course.

Students’ grade is based on four aspects of assessment :

Participation : 10 %
Assessment tasks : 20 %
Mid Test : 30 %
Final Test : 40 %

Participation will be judged on students’ performance in doing classroom activities and their
presence in a course. The compulsory attendance at least 12 class meeting. Assessment tasks will be
judged on students’ persistence in doing classroom assigments and homework assignments. Mid
test is a class examination conducted at eighth meeting of the course. Final test is a class
examination conducted at the end of the course.

H. Grading Approach

Consider the following scenario, based on the grading approach:

1. The lecturer creates an activity.
2. The lecturer assigns an arbitrary point value to the activity (50, 60, 70, 80, 90, 100), these values
are typical a derivative of the overall points a student can amass in a grading period, also
prescribed by the lecturer.
3. The lecturer decides how points are acquired on particular tasks using a rubric.
4. Based on the evaluation in step 3 above, the activity receives a final score.
5. The final score is translated to a percentage and a corresponding letter grade.

Rubric Assessment
Subject :
Semester :

5
NO NIM NAME S S S S S S M S S S S S S M S
u u u u u u a u u u u u u a c
b b b b b b s b b b b b b s o
T T T T T T t T T T T T T t r
o o o o o o e o o o o o o e e
p p P P P P r p p p p p p r
i i I I I I y i i i i i i y
c c c c c c test c c c c c c Test
1 2 3 4 5 6 9 10 11 12 13 14

1
2
3
4
To determine final grade based on standard of assessment conversion as follows :

Level of mastery Value Letter Grade Remark

90 % - 100 % 4.00 A Exellent
80 % - 89 % 3.00 B Good
65 % - 79 % 2.00 C Average
55 % - 64 % 1.00 D Failed

I. References

Browne, Charles., Brent Culligan., Joseph Phillips. 2014. In Focus Student’s Book 1 A Vocabulary,
reading and Critical Thinking Skills Course. Singapore. Cambridge University Press.

Greenall, Simon., Diana Pye. 1997. Reading 1. Melbourne. Cambridge University Press.

Langan., John. 1982. Reading and Study Skills. New York. McGraw-Hill Book Company.

Mikulecky. S., Beatrice., Linda Jeffries. 1996. Basic Reading Power. Reading Faster, Thinking Skills.
Reading for Pleasure. Comprehension. New York. Longman.

Ostrowska, Sabina. 2014. Unlock 1 Reading & Writing Skills. China. Cambridge University Press.

Pauk, Walter. 2002. Six-Way Paragraphs. 100 Passages for Developing the Six Essential Categories of
Comprehension. Singapore. McGraw-Hill.