CPL-PRODI yang dibebankan pada MK

CPL 2

Menguasai pengetahuan kebahasaan Inggris mencakup tata bahasa, kosakata, fonologi, dan wacana setara Level B2 CEFR untuk berkomunikasi secara efektif dalam konteks sosial, akademik, dan profesional.

CPL 3

Mampu menggunakan bahasa Inggris lisan dan tulisan dengan tingkat kefasihan dan ketepatan setara Level B2 CEFR untuk berbagai tujuan komunikasi, termasuk menyampaikan ide, informasi, dan argumentasi secara logis dalam forum nasional maupun internasional.

Capaian Pembelajaran Mata Kuliah (CPMK)

CPMK-2.1

Demonstrate an enthusiastic attitude in comprehending vocabulary in daily context

CPMK-2.2

Recognize the theoretical concept of parts of speech and their functions in a sentence

CPMK-3.1

Produce the English words and expressions used in most regular activities based on various contexts as well as the principles of word formation of contextual use

CPMK-3.2

Be responsible in developing vocabularies-based project based on a specific context

Kemampuan akhir tiap tahapan belajar MK (SubCPMK)

SubCPMK 2.1.1

Students are able to show active engagement and positive learning behavior in understanding and applying vocabulary from daily conversations, routines, and social interactions.

SubCPMK 2.2.1

Students are able to identify and classify English words according to their parts of speech (noun, verb, adjective, adverb, etc.).

SubCPMK 2.2.2

Students are able to analyze the function of each part of speech within simple and compound sentence constructions.

SubCPMK 3.1.1

Students are able to construct sentences using appropriate vocabulary and expressions related to daily life, academic, and professional contexts.

SubCPMK 3.1.2

Students are able to apply principles of word formation (derivation, compounding, affixation, etc.) to generate new vocabulary in context.

SubCPMK 3.2.1

Students are able to plan a vocabulary-based project (e.g., thematic vocabulary list, mini dictionary, or contextual vocabulary module) relevant to a chosen context.

SubCPMK 3.2.2

Students are able to present and justify the developed vocabulary-based project by explaining the contextual relevance and accuracy of the selected words

Korelasi CPL terhadap Sub-CPMK

Referensi

Utama

1. Collins. (2012). Webster’s Easy Learning English Vocabulary: Your essential guide to accurate English (Collins Webster’s Easy Learning). HarperCollins UK.
2. Collins. (2013). Work on your vocabulary. Harper Collins Publisher.
3. Smith, C. B. (1997). Building a strong vocabulary. Edinfo Press.
4. Redman, S. & Lawrence, J. Z. (2010). Vocabulary in Use (second edition). Cambridge University Press.

Based on lecturers’ research:

1. Nursetyo, I., & Prastikawati, E. F. (2023, September). “Vocabulary. com” as the Teaching Media to Improve: The Case of Twelfth Grade Students in SMA Negeri 10 Semarang in the Academic Year 2023/2024. In Undergraduate Conference on Applied Linguistics, Linguistics, and Literature (Vol. 3, No. 1, pp. 279-287).
2. Silitonga, L. M., Wiyaka, W., & Prastikawati, E. F. (2024). Boosting students’ ESP vocabulary by utilizing AI chatbot. ETERNAL (English Teaching Journal), 15(2), 275-283.
3. Lestari, S., & Affini, L. N. (2021). Analysis of Slang Words in “The Hangover” Movie and its Contribution to the English Teaching. Analysis of Slang Words in “The Hangover” Movie and its Contribution to the English Teaching, 1(1), 237-244.
4. Medina, M., Lestari, S., & Yulianti, F. (2021, October). Improving Students' Vocabulary Mastery by Using Word Chain Game for the Eighth Grade Students of SMP N 2 Bumiayu at Academic Year 2020/2021. In Undergraduate Conference on Applied Linguistics, Linguistics, and Literature (Vol. 1, No. 1, pp. 337-353).
5. Widyatmoko, Z., Sodiq, J., & Prastikawati, E. F. (2023). The use of total physical response (TPR) in teaching vocabulary mastery of the fourth grade students of sd negeri 1 ngabul jepara in the academic year of 2021/2022.

Pendukung

1. Mc. Carthy, M. & O’Dell, F. (1999). English vocabulary in use (elementary). Cambridge University Press.
2. Mc. Carthy, M. & O’Dell, F. (2000). English vocabulary in use (upper-intermediate and advanced). Cambridge University Press.
3. Redman, S. (1997). English vocabulary in use (pre-intermediate and intermediate). Cambridge University Press

CPL-PRODI yang dibebankan pada MK

CPL 2

Menguasai pengetahuan kebahasaan Inggris mencakup tata bahasa, kosakata, fonologi, dan wacana setara Level B2 CEFR untuk berkomunikasi secara efektif dalam konteks sosial, akademik, dan profesional.

CPL 3

Mampu menggunakan bahasa Inggris lisan dan tulisan dengan tingkat kefasihan dan ketepatan setara Level B2 CEFR untuk berbagai tujuan komunikasi, termasuk menyampaikan ide, informasi, dan argumentasi secara logis dalam forum nasional maupun internasional.

Capaian Pembelajaran Mata Kuliah (CPMK)

CPMK-2.1

Demonstrate an enthusiastic attitude in comprehending vocabulary in daily context

CPMK-2.2

Recognize the theoretical concept of parts of speech and their functions in a sentence

CPMK-3.1

Produce the English words and expressions used in most regular activities based on various contexts as well as the principles of word formation of contextual use

CPMK-3.2

Be responsible in developing vocabularies-based project based on a specific context

Kemampuan akhir tiap tahapan belajar MK (SubCPMK)

SubCPMK 2.1.1

Students are able to show active engagement and positive learning behavior in understanding and applying vocabulary from daily conversations, routines, and social interactions.

SubCPMK 2.2.1

Students are able to identify and classify English words according to their parts of speech (noun, verb, adjective, adverb, etc.).

SubCPMK 2.2.2

Students are able to analyze the function of each part of speech within simple and compound sentence constructions.

SubCPMK 3.1.1

Students are able to construct sentences using appropriate vocabulary and expressions related to daily life, academic, and professional contexts.

SubCPMK 3.1.2

Students are able to apply principles of word formation (derivation, compounding, affixation, etc.) to generate new vocabulary in context.

SubCPMK 3.2.1

Students are able to plan a vocabulary-based project (e.g., thematic vocabulary list, mini dictionary, or contextual vocabulary module) relevant to a chosen context.

SubCPMK 3.2.2

Students are able to present and justify the developed vocabulary-based project by explaining the contextual relevance and accuracy of the selected words

Korelasi CPL terhadap Sub-CPMK

Referensi

Utama

1. Collins. (2012). Webster’s Easy Learning English Vocabulary: Your essential guide to accurate English (Collins Webster’s Easy Learning). HarperCollins UK.
2. Collins. (2013). Work on your vocabulary. Harper Collins Publisher.
3. Smith, C. B. (1997). Building a strong vocabulary. Edinfo Press.
4. Redman, S. & Lawrence, J. Z. (2010). Vocabulary in Use (second edition). Cambridge University Press.

Based on lecturers’ research:

1. Nursetyo, I., & Prastikawati, E. F. (2023, September). “Vocabulary. com” as the Teaching Media to Improve: The Case of Twelfth Grade Students in SMA Negeri 10 Semarang in the Academic Year 2023/2024. In Undergraduate Conference on Applied Linguistics, Linguistics, and Literature (Vol. 3, No. 1, pp. 279-287).
2. Silitonga, L. M., Wiyaka, W., & Prastikawati, E. F. (2024). Boosting students’ ESP vocabulary by utilizing AI chatbot. ETERNAL (English Teaching Journal), 15(2), 275-283.
3. Lestari, S., & Affini, L. N. (2021). Analysis of Slang Words in “The Hangover” Movie and its Contribution to the English Teaching. Analysis of Slang Words in “The Hangover” Movie and its Contribution to the English Teaching, 1(1), 237-244.
4. Medina, M., Lestari, S., & Yulianti, F. (2021, October). Improving Students' Vocabulary Mastery by Using Word Chain Game for the Eighth Grade Students of SMP N 2 Bumiayu at Academic Year 2020/2021. In Undergraduate Conference on Applied Linguistics, Linguistics, and Literature (Vol. 1, No. 1, pp. 337-353).
5. Widyatmoko, Z., Sodiq, J., & Prastikawati, E. F. (2023). The use of total physical response (TPR) in teaching vocabulary mastery of the fourth grade students of sd negeri 1 ngabul jepara in the academic year of 2021/2022.

Pendukung

1. Mc. Carthy, M. & O’Dell, F. (1999). English vocabulary in use (elementary). Cambridge University Press.
2. Mc. Carthy, M. & O’Dell, F. (2000). English vocabulary in use (upper-intermediate and advanced). Cambridge University Press.
3. Redman, S. (1997). English vocabulary in use (pre-intermediate and intermediate). Cambridge University Press

CPL-PRODI yang dibebankan pada MK

CPL 2

Menguasai pengetahuan kebahasaan Inggris mencakup tata bahasa, kosakata, fonologi, dan wacana setara Level B2 CEFR untuk berkomunikasi secara efektif dalam konteks sosial, akademik, dan profesional.

CPL 3

Mampu menggunakan bahasa Inggris lisan dan tulisan dengan tingkat kefasihan dan ketepatan setara Level B2 CEFR untuk berbagai tujuan komunikasi, termasuk menyampaikan ide, informasi, dan argumentasi secara logis dalam forum nasional maupun internasional.

Capaian Pembelajaran Mata Kuliah (CPMK)

CPMK-2.1

Demonstrate an enthusiastic attitude in comprehending vocabulary in daily context

CPMK-2.2

Recognize the theoretical concept of parts of speech and their functions in a sentence

CPMK-3.1

Produce the English words and expressions used in most regular activities based on various contexts as well as the principles of word formation of contextual use

CPMK-3.2

Be responsible in developing vocabularies-based project based on a specific context

Kemampuan akhir tiap tahapan belajar MK (SubCPMK)

SubCPMK 2.1.1

Students are able to show active engagement and positive learning behavior in understanding and applying vocabulary from daily conversations, routines, and social interactions.

SubCPMK 2.2.1

Students are able to identify and classify English words according to their parts of speech (noun, verb, adjective, adverb, etc.).

SubCPMK 2.2.2

Students are able to analyze the function of each part of speech within simple and compound sentence constructions.

SubCPMK 3.1.1

Students are able to construct sentences using appropriate vocabulary and expressions related to daily life, academic, and professional contexts.

SubCPMK 3.1.2

Students are able to apply principles of word formation (derivation, compounding, affixation, etc.) to generate new vocabulary in context.

SubCPMK 3.2.1

Students are able to plan a vocabulary-based project (e.g., thematic vocabulary list, mini dictionary, or contextual vocabulary module) relevant to a chosen context.

SubCPMK 3.2.2

Students are able to present and justify the developed vocabulary-based project by explaining the contextual relevance and accuracy of the selected words

Korelasi CPL terhadap Sub-CPMK

Referensi

Utama

1. Collins. (2012). Webster’s Easy Learning English Vocabulary: Your essential guide to accurate English (Collins Webster’s Easy Learning). HarperCollins UK.
2. Collins. (2013). Work on your vocabulary. Harper Collins Publisher.
3. Smith, C. B. (1997). Building a strong vocabulary. Edinfo Press.
4. Redman, S. & Lawrence, J. Z. (2010). Vocabulary in Use (second edition). Cambridge University Press.

Based on lecturers’ research:

1. Nursetyo, I., & Prastikawati, E. F. (2023, September). “Vocabulary. com” as the Teaching Media to Improve: The Case of Twelfth Grade Students in SMA Negeri 10 Semarang in the Academic Year 2023/2024. In Undergraduate Conference on Applied Linguistics, Linguistics, and Literature (Vol. 3, No. 1, pp. 279-287).
2. Silitonga, L. M., Wiyaka, W., & Prastikawati, E. F. (2024). Boosting students’ ESP vocabulary by utilizing AI chatbot. ETERNAL (English Teaching Journal), 15(2), 275-283.
3. Lestari, S., & Affini, L. N. (2021). Analysis of Slang Words in “The Hangover” Movie and its Contribution to the English Teaching. Analysis of Slang Words in “The Hangover” Movie and its Contribution to the English Teaching, 1(1), 237-244.
4. Medina, M., Lestari, S., & Yulianti, F. (2021, October). Improving Students' Vocabulary Mastery by Using Word Chain Game for the Eighth Grade Students of SMP N 2 Bumiayu at Academic Year 2020/2021. In Undergraduate Conference on Applied Linguistics, Linguistics, and Literature (Vol. 1, No. 1, pp. 337-353).
5. Widyatmoko, Z., Sodiq, J., & Prastikawati, E. F. (2023). The use of total physical response (TPR) in teaching vocabulary mastery of the fourth grade students of sd negeri 1 ngabul jepara in the academic year of 2021/2022.

Pendukung

1. Mc. Carthy, M. & O’Dell, F. (1999). English vocabulary in use (elementary). Cambridge University Press.
2. Mc. Carthy, M. & O’Dell, F. (2000). English vocabulary in use (upper-intermediate and advanced). Cambridge University Press.
3. Redman, S. (1997). English vocabulary in use (pre-intermediate and intermediate). Cambridge University Press