UNIVERSITAS NEGERI PADANG

FAKULTAS BAHASA DAN SENI

ENGLISH LANGUAGE EDUCATION PROGRAM

SYLLABUS
COURSE CODE COURSE CREDITS SEMESTER DESIGN DATE
GROUP

Advanced ING1.61.31 ELEP 2 3 24 Agustus

Grammar 06 Major 2023
Courses
Lecturer Designing Syllabus Course Group Head of
Coordinator Study
OTORISASI (AUTHORIZED PERSON) Program
- Don Narius, M.Si Dr. Yuli Tiarina, Dr. Yuli
- Dr. Yuli Tiarina, M.Pd M.Pd Tiarina, M.Pd
- Delvi Wahyuni, S.S., M.A
- Witri Oktavia, M.Pd
- Yati Aisyah Rani, M.Pd

Learning Outcomes PLO

PLO01 Demonstrate the ability to listen, speak, read and write in English with
advance accuracy and fluency for a variety of purposes.
PLO02
Analyze texts of different genres by making use of lexicogrammatical
knowledge.
PLO09
 Use information technology appropriately when presenting works and
in teaching
CLO
CLO1 Students are able to analyze simple, compound, and complex
sentences.
CLO2 Students are able to create texts by using simple, compound, and
complex sentences.
Course Description This course provides advanced knowledge of the English sentence patterns in
complicated context. It covers communicative exercises in oral and written forms. This
course is the continuation of Intermediate Grammar. At the end of this course, the
students are expected to understand the advanced knowledge of the English sentence
patterns/ structures well and to apply them in real communication.
Materials/Topics 1. Parts of Speech (review
2. Simple sentences (the elements of simple sentences)
3. Compound sentences with coordinating conjunctions
4. Compound sentences with semicolon
5. Compound sentences with conjunctive adverbs
6. Compound sentences with correlative conjunctions
7. Sentence problems (run-on sentence and fragment)
8. Complex sentences with adjective clauses as replacement of subjects and objects
9. Complex sentences with adjective clauses: restrictive and nonrestrictive
10.Complex sentences with adjective clauses: Phrase reduction
11.Complex sentences with adverb clauses of time
12.Complex sentences with adverb clauses of cause and result
13.Complex sentences with adverb clauses contrast: concession and opposition
14.Complex sentences with adverb clauses of purpose and comparison
15.Complex sentences with adverb clauses to phrase reduction
16.Complex sentences with noun clause : direct and indirect speech
17.Complex sentences with noun clause : statement and request of urgency
18.Complex sentences with noun clause to phrase reduction
19.Hope & wish, subjunctive

References Main: 1. Werner, P.K. & Spaventa. 2007. Mosaic 2 Grammar. New York:
 McGraw-Hill.

Supporting:

2. Azar, Betty Schramper. 2002. Understanding English Grammar. New York:

Longman.
3. Eastwood, John. 2002. Oxford Guide to English Grammar. Oxford: Oxford
University Press.
4. Greenbaum, Sidney and Gerald Nelson. 2002. An Introduction to English
Grammar: second edition. London: Pearson Education
5. Maurer, Jay. 2000. Focus on grammar: an advanced course for reference and
practice. Second edition. New York: Addison Wesley Longman.
6. Rozakis, Laurie. 2003. English Grammar for the Utterly Confused. New York:
McGraw-Hill Company
7. Woodward, Suzzane W. 1997. Fun with Grammar. New Jersey: Prentice Hall
Regent

Media Software: Hardware:

- Animated video lectures Laptop, LCD, printed materials and
exercise
Team Teaching - Don Narius, M.Si
- Dr. Yuli Tiarina, M.Pd
- Delvi Wahyuni, S.S., M.A
- Witri Oktavia, M.Pd
- Yati Aisyah Rani, M.Pd

Prerequisite Have passed Intermediate Grammar

Wee Lesson Learning Indicators Method of Methods of Materials Grade
k Outcome Assessment Learning Weight (Referen
(%) ce)
I Students understand  Classroom  Observation  Explanation - Introduction 1 1 : 2-6
the purposes and regulation.  Teacher about the topics to Advanced 6: 3-14
objectives of the  Introduction to Assessment learned Grammar 4: 13-18
course and identify the course  Questioner  Presentation - Parts of 6: 115-120
sentence types  Ability to  Written pre-test followed by speech 7: 114-119
understand the  Students’ question and (review)
purposes and sentences answer session - Introduction
objectives of concerning to sentence
the course about topic types
 Ability to  Classroom
identify Discussion
sentence types  Students are
asked to
identify types of
sentences
given.
II Students analyze  The ability to Criteria: Lecture, The structure of 1 4: 20-37
several structures of produce simple Understanding discussion and simple
simple sentences sentences in and production practice. sentences
various Students write
structure Non-test: various forms of
Sentences simple sentences
made by
students

III Students create  The ability to Criteria: Lecture, - Coordinating 1 1: 122-124
compound sentences produce Understanding discussion and Conjunctions 1: 124 -125
by combining two compound and production practice. - Correlative Co 1: 126-129
 simple sentences sentences njunctions 3: 323 -327
using coordinate using Non-test: - Conjunctive a 6: 131 -137
conjunction, corelativ coordinate Combining two dverbs 1 : 130 -
e conjunctions, conju conjunctions, simple - Semicolon 134
nctive adverbs and se corelative sentences by
micolon. conjunctions, c using
onjunctive adv coordinate
erbs and semic conjunctions, co
olon. relative
conjunctions, co
njunctive adver
bs and semicolo
n
IV Students analyze  The ability to a Criteria: Lecture, - Sentence Pro 1 1 : 144-148
sentence problems: nalyze Understanding discussion and blems 6: 121-124
fragment and run-on sentence and revising practice. 4: 184 -186
sentences problems Non-test:
Identifying and
correcting
sentence
problems
V - Students create - The ability to Criteria: Lecture, - Adjective Cla 3 1 : 162 -
complex understand Understanding discussion and uses : replac 169
sentences with adjective and production practice ement of sub 4: 125
adjective clauses clauses Non-test: ject and obje 3: 356
- The ability to - Identifying an ct 1: 170 -176
use adjective adjective
clauses in clause in a
sentences sentence
- Creating
complex
sentences
with adjective
clauses
VI - Students analyse r - The ability to a Criteria: Lecture, - Restrictive a 4 1:155 –
estrictive and non- nalyse restricti Understanding discussion and nd non-restri 162
restrictive adjectiv ve and non-res and production practice. ctive adjectiv 1 177- 184
e clauses trictive adjecti Non-test: e clauses 4:194
ve clauses - Identifying an
restrictive and
nonrestrictive
adjective
clause in a
sentence
- Creating
complex
sentences
with adjective
clauses
VII - Students create se - The ability to i Criteria: Video animated - Adjective cla 4 1 : 185-194
ntences with adjec dentify and cre Understanding lecture, uses to phra
tive clauses to phr ate sentences and production discussion and se reduction/
ase reduction with adjective Non-test: practice. participial ph
clauses to phr - Identifying an rases
ase reduction adjective claus
e to phrase re
duction/partici
pial phrase in
a text.
- Changing adje
ctive clauses t
o participial ph
rases
- Creating parag
raphs consistin
g of adjective
clause to phra
se reduction/p
 articipial phras
es.
VIII MID TERM TEST 30
IX - Students create co - The ability to i Criteria: Lecture, - Adverb claus 4 1 : 201 -
mplex sentences dentify and cre Understanding discussion and es of time 210
with adverb clause ate sentences and production practice. 4 : 196
s of time with adverb cl 3 : 327
auses of time Non-test: 1: 211-217
- Differentiating 1 :225 –
the use of adve 234
rb clauses of ti
me in a text
- Creating sente
nces consisting
of adverb claus
es of time.
X - Students create co - The ability to i Criteria: Lecture, - Adverb claus 4 1: 218 -
mplex sentences dentify and cre Understanding discussion and es of cause, 224
with adverb clause ate sentences and production practice. result, and p 1 : 268 -
s of cause, result a with adverb cl urpose 272
nd purpose auses of caus Non-test: 1: 282-
e, result, and p - Differentiating 288
urpose the use of adve
rb clauses of ca
use, result and
purpose
- Creating senten
ces consisting of
adverb clauses o
f cause, result, a
nd purpose
XI - Students create co - The ability to i Criteria: Lecture, - Adverb claus 4 1 : 251 –
mplex sentences dentify and cre Understanding discussion and es of contras 259
with adverb clause ate sentences and production practice. t and compar 1 : 260 -
 s of contrast and c with adverb cl ison 267
omparison auses of contr Non-test: 1 : 273 -
ast and compa - Differentiating 281
rison the use of adve
rb clauses of co
ntrast and com
parison
Creating senten
ces consisting of
adverb clauses
of contrast and
comparison
XII - Students create se - The ability to i Criteria: Video animated - Adverb claus 4 1: 282-
ntences with adve dentify and cre Understanding lecture, es to phrase 288
rb clauses to phra ate sentences and production discussion and reduction/ve
se reduction with adverb cl Non-test: practice. rbal phrases
auses to phras - Identifying an
e reduction adverb clauses
to phrase redu Task 18:
ction/verbal ph Students identify
rase in a text. verbal phrases in
- Changing adve a text
rb clauses to v
erbal phrases. Task 19:
- Creating parag Students create p
raphs consistin aragraphs consisti
g of adverb cla ng of verbal phras
use to phrase r es.
eduction/verba
l phrases.
XIII - Students create co - The ability to i Criteria: Lecture, - Noun Clause 1 1 :295 -303
mplex sentences dentify and cre Understanding discussion and s in the form 4:189
with noun clauses ate sentences and production practice. of direct and 3: 341 355
in the form of dire with noun clau indirect spee 1: 304 -310
 ct and indirect spe ses in the form Non-test: ch.
ech of direct and in - Changing direc
direct speech t speech to indi
rect speech in t
he form of stat
ements, questi
ons, and imper
atives
- Creating parag
raphs consistin
g of noun claus
es in the form
of direct and in
direct speech.
XIV - Students create co - The ability to i Criteria: Lecture, - Statement of 1
mplex sentences dentify and cre Understanding discussion and requests and
with statement of ate sentences and production practice urgency
request and urgen with statement
cy, subjunctive, an of request and Non-test:
d hope &wish urgency, subju - Identifying stat
nctive, and ho ement of urgen
pe &wish cy and request,
subjunctives, a
nd hope&wish
and differentiat
e them with ot
her forms of no
un clauses
- Creating parag
raphs consistin
g of statement
of request and
urgency, subju
nctives, and ho
 pe & wish
XV - Students create se - The ability to i Criteria: Video animated - Noun clauses 1 1 : 311-315
ntences with noun dentify and cre Understanding lecture, to phrase re 1 : 321 -
clauses to phrase ate sentences and production discussion and duction/ 326
reduction with noun clau Non-test: practice. infinitive phr
ses to phrase r - Identifying an ases
eduction noun clauses t
o phrase reduc
tion/infinitive p
hrase in a tex
t.
- Changing nou
n clauses to in
finitive phrase
s.
- Creating parag
raphs consistin
g of noun clau
se to phrase re
duction/infiniti
ve phrases.
XVI - Students create co - The ability to i Criteria: Lecture, - Conditional s 1 1 :435 -443
mplex sentences dentify and cre Understanding discussion and entences 1 : 450 -
with conditional se ate sentences and production practice 457
ntences with condition 3 : 333 -
al sentences Non-test: 341
- Identifying vari 1 : 444-449
ous forms of co
nditional sente
nces.
- Creating sente
nces with condi
tional sentence
s based on the
 situation given
Final Test 35

A. Evaluation/Assessment

1. Weekly assignment (week 5-7)

1 OBJECTIVE : Students are able to identify adjective clauses and participial phrases (reduction of
) adjective clauses) in an academic text.

2 DETAILS
)

a. Object : Academic texts with various topics

b. Scope of problem, : Identify sentences categorized as adjective clauses and participial phrases, and
level of difficulties of produce a paragraph consisting of adjective clauses and participial phrases
object studied
c. Method : After each student does the assignment individually, they are required to check
and evaluate the assignment done by other three students (peer correction)

d. Output description - List of sentences categorized as adjectives clauses and those as participial
phrases.
- A paragraph from every student consisting of adjective clauses and participial
phrases
3 EVALUATION CRITERIA Analytical rating scale for grammatical ability
)
Weekly Assignment (week 9-12)

1 OBJECTIVE : Students are able to use adverb clauses and verbal phrases in a speech, and
) identify adverb clauses and verbal phrases in peer’s speech

2 DETAILS
)

a. Object : Students’ created speech

b. Scope of problem, level : Apply adverb clauses and verbal phrases in a speech, and identify sentences with
of difficulties of object adverb clauses and verbal phrases in peer’s speech
studied
c. Method : Students work in pairs. Each of them is expected to produce a speech consisting of
sentences with adverb clauses and verbal phrases. When one of them delivers the
speech, the other student identifies adverb clauses and verbal phrases in their
peer’s speech, and vice versa.

d. Output description - A speech consisting of adverb clauses and verbal phrases

- List of sentences with adverb clauses and verbal phrases in peer’s speech
3 EVALUATION CRITERIA Analytical rating scale for grammatical ability
)

Weekly Assignment (week 13-15)

1 OBJECTIVE : Students are able to create a letter by using perfect modal auxiliaries and reply to
) their pair’s letter by using if conditional.

2 DETAILS
)
 b. Object : Students’ letters

c. Scope of problem, : Write a letter “asking for advice and reply to their partner’s letter in order to give
level of difficulties of advice.
object studied
d. Method : Students work in pairs. Each student writes a letter for asking for advice. Then,
they exchange the letter in order to give the advice for their partner’s problems. In
the letter, students are expected to put themselves in other’s shoes by creating
sentences with if conditional

e. Output description - A letter “asking for advice”

- A letter “giving advice”

3 EVALUATION CRITERIA Analytical rating scale for grammatical ability

)

Scoring Rubric to Assess Students’ Ability

Analytical rating scale for grammatical ability
(Adopted from Purpura, 2004, p.121)

Levels of Form Meaning

control
Complete  Evidence of complete range of grammatical forms including  The message is completely and
(5) lexical forms (noun + noun construction), morphosyntactic clearly conveyed
forms (past, past passive, when clauses) and cohesive  Evidence of a wide range of and
forms (chronology, result) for the task precise use of vocabulary for the task
 Evidence of complete accuracy in these forms; may have
minor random errors, but never obscuring meaning.
Extensive  Evidence of extensive range of grammatical forms including  The message is generally well and
(4) lexical, morphosyntactic and cohesive forms for the task. clearly conveyed
 Evidence of good accuracy in these forms; may have some  Evidence of a wide range of
errors, but meaning is never obscured vocabulary for the task. May have
 some errors in word choice.
Moderate  Evidence of moderate range of grammatical forms including  The message is adequately conveyed
(3) lexical, morphosyntactic and cohesive forms for the task. with some ambiguities
 Evidence of satisfactory accuracy in these forms; has some  Evidence of some problems with
errors in forms. Errors almost never obscure meaning. vocabulary choice for the task. May be
incomplete or imprecise for the task.
Limited  Evidence of limited range of grammatical forms including  The message is sometimes confusing.
(2) lexical, morphosyntactic and cohesive forms for the task.  Evidence of frequent problems with
 Evidence of errors in several target forms; has some errors vocabulary choice for the task. May be
in forms. Errors sometimes obscure meaning. incomplete or imprecise for the task.
None  Evidence of very limited range of grammatical forms for the  The message is barely conveyed or
(1) task. not at all.
 Evidence of serious errors in form.. Errors often obscure  Evidence of simple vocabulary;
meaning. problems with vocabulary choice.
 Not enough material to evaluate
2. Classroom Discussion/Participation
Objective : Classroom discussion/ participation is graded to see students’ engagement to the topic discussed

Rubric for Classroom Discussion

Task Description: (Teacher may explain specific assignment in this space.)

Criteria Exemplary Effective Minimal Unsatisfactory

wei
ght

 Contributes to class  Contributes to class  Occasionally  Fails to contribute

activities by activities by contributes to class to class activities
offering quality offering ideas and activities by  Fails to invite
ideas and asking asking questions on offering ideas and comment/opinions
appropriate a regular basis asking questions from other students
questions on a  Often engages  Sometimes  Demonstrates little
regular basis others in class engages others in understanding of
 Actively engages discussions by class discussions main points
Level of others in class inviting their  Sometimes has an  Does not identify or
discussions by comments understanding of summarize main
Engagemen 50%
inviting their  Challenges the main points points
t comments accuracy and  Identifies and
 Constructively relevance of summarizes some
challenges the statements made of the main points
accuracy and  Identifies and
relevance of summarizes main
statements made points
 Effectively
identifies and
summarizes main
points
Preparedne 25%  Always prepared  Usually prepared  Seldom prepared  Consistently
 for class with with assignments with assignments unprepared for
assignments and and required and required class
required materials materials materials  Expresses no
 Accurately  Expresses basic  Expresses limited relevant
ss expresses foundational foundational foundational
foundational knowledge knowledge knowledge
knowledge pertaining to class pertaining to class
pertaining to issues discussions discussions
raised during the
discussion
 Consistently  Usually positive and  Seldom actively  Rarely if ever
positive, cooperative with participates in participates in
cooperative classroom projects classroom projects classroom projects
Attitude 25% attitude during and discussions and discussions and discussions
class  Often supportive of  Sometimes  Occasional
 Always supportive other students’ supportive of other disruptive behavior
of other students’ ideas students’ ideas
ideas

3. Mid and Final Test

Objective :Students are tested for their knowledge and application in constructing, using compound and complex
sentences. The test can be in form of multiple test.
B. Students’ grades are based on:

Mid-Test 30%
Final Test 35%
Assignment 25%
Classroom Participation 10%

Range Grade
85-100 A
80-84 A-
75-79 B+
70-74 B
65-69 B-
60-64 C+
55-59 C
50-54 C-
40-49 D
<39 E