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Syllabus
LECTURER : Team
Time Learning
Meeting Basic Competencies Indicators Topics Learning Activities Evaluation
Allocation Resources
1 2 3 4 5 6 7
1 Introduction Be able to describe the Introduction to Introduction 1.5 Hrs N/A DeCapua, A.
objectives of the course; Cross Cultural Distributing & presenting the &Wintergerst, A.C.
(2004). Crossing
Be able to describe the Understanding syllabus;
Class Describing the evaluation cultures in the
materials of the course; language
Be able to describe the methods and criteria of the classroom. Ann
methods of the course; course Arbor: The
Be able todescribe the Grouping students; University of
evaluation methods and Reminding students to copy Michigan Press.
criteria of the course. the materials.
In groups, students discuss Gebhard, J. G.
and share their understanding (2006). Teaching
of the term culture English as a
2 Defining culture Be able to understand What is culture? Checking students’ attendance 1.5 Hrs Spoken foreign or second
and define the term Apperception and motivation language: A self
culture Lesson presentation and development and
Be able to enhance their analysis methodology
understanding of culture Question and answer guide. Ann Arbor:
in the context of Aceh Group Discussion The University of
Be able to present ideas Assignment: Students are Michigan Press.
on the dynamic of asked to define the term
culture culture in their own words and Hybels, S. &
report them to the class. Weaver, R.L.
3 Quiz& Reflection Quiz 1.5 Hrs written (2001).
Students in groups share their Communicating
reflective writing on the effectively. New
concept of culture York: McGraw-
Other students comment the Hill Higher
work displayed Education.
Lecturer provide feedback
Student would relate their Meyerhoff, M.
discussion to the local (2006).
contexts Introducing
4 Understanding and Be able to understand the Elements of Checking students’ attendance 1.5 Hrs Spoken sociolinguistics.
implementing the elements of culture, culture Apperception and motivation London:
elements of culture, language and linguistic Language and Lesson presentation and Routledge
language and relativity,emics and etics linguistic analysis
linguistic relativity, of culture, and language relativity Question and answer McKay, S.L.
and language and and culture Language and Discussion (2002). Teaching
culture in daily life. Be able to apply the culture Assigning homework English as
elements of culture, Emics and international
language and linguistic eticsof culture language. Oxford:
relativity, emics and etics Oxford University
of culture, and language Press
and culture in daily life
Be able to relate
APA style (online)
understanding of the
topics covered to the Additional
local contexts. resources, printed or
5 Understanding and Be able to understand the Time Checking students’ attendance 1.5 Hrs N/A and web-based
implementing the concepts of time Face Apperception and motivation resources can be
concepts of time (polychromic vs. Individualisti Lesson presentation and used to support this
(polychromic vs. monochromic time), c vs. analysis course.
monochromic time), Individualistic vs. collectivistic Question and answer
Individualistic vs. Collectivistic, and face. Discussion
Collectivistic, and Be able to apply the Checking the students’
face concepts of time Assignments and homework
(polychromic
vs.monochromic time),
Individualistic vs.
Collectivistic, and face
as they interact with each
other.
6 Understanding and Be able to understand Societal Checking students’ attendance 1.5 Hrs written
implementing the and relate the notion of roles Apperception and motivation
concepts of societal societal roles, Ethnocentris Students, in groups, discuss
roles, ethnocentrism, ethnocentrism, nonverbal m the topics covered.
nonverbal behavior, behavior, and pragmatics Nonverbal Lecturer provide feedbacks
and pragmatics and and discourse to their behavior Assignment (homework)
discourse. particular contexts. Pragmatics
and
discourse
7 Understanding the Identify the components Stereotype Check students’ attendance 1 Hrs N/A
notion of stereotype of concluding Apperception and motivation
and how to avoid it paragraphs; Lesson presentation and
Write concluding relevant analysis
paragraphs; Question and answer
Discussion
8 Mid-term test Mid-term test 1.5 Hrs written
9 Understanding and Be able to understand the Definition of Check students’ attendance 1 Hrs Written
coping with culture concept of culture shock, culture shock Apperception and motivation
shock stages of culture shock, Stages of Lesson presentation and
causes of culture shock, culture shock analysis
and aspects of culture Causes of Question and answer
shock. culture shock Discussion
Be able to develop Aspect of Assignment: reflective writing
strategies to cope with culture shock
culture shock.
10 Understanding and Be able to define Definition of Check students’ attendance 1.5 Hrs N/A
applying Nonverbal nonverbal culture shock Apperception and motivation
communication communication Stages of Lesson presentation and
Be able to understand the culture shock analysis
functions of nonverbal Causes of Students, in pair, role play
communication culture shock activities on nonverbal
Be able to understand Aspect of communication
and apply the types of culture shock
nonverbal
communication
11 Understanding and Be able to Understand High/low power Check students’ attendance 1.5 Hrs Written
identifying the and identify the concepts distance Apperception and motivation
concepts of societal of societal roles and High/low Lesson presentation and
roles and evaluating evaluating own societal uncertainty analysis
own societal roles; roles; Understanding avoidance Question and answer
Understanding high/low power distance, Discussion
high/low power high/low uncertainty- Assignment: reflective writing
distance, high/low avoidance.
uncertainty-
avoidance
12 Understanding sex Be able to understand Sex roles and In groups, student share and 1.5 Hrs Spoken
roles and gender, sex roles and gender, gender discuss their reflective writing
self-identity, self-identity, household Self-identity and relate it with their contexts
household and and family roles, Household and Other students comment the
family roles, Education and social family roles work displayed
Education and social roles, and age roles Education and Lecturer provide feedbacks
roles, and age roles Be able to identify one’s social roles
own sex roles and Age roles
gender, self-identity,
household and family
roles, Education and
social roles, and age
roles
13 Understanding and Be able to understand Language and Check students’ attendance 1.5 Hrs Written
analyzing the and analyze the communication Apperception and motivation
correlation between correlation between Speech acts Lesson presentation and
language and language and analysis
communication and communication and the Question and answer
the use of speech use of speech act for Discussion
acts in daily daily communication Assignment: Reflective paper
communication Be able to use proper
speech acts when
communicating