SYLLABUS
Department
Subject Code
Subject
Credit
Semester
Prerequisite Subject
Subject Description
: English Education
:
: Syntax
: 2 SKS
:V
: Introduction to linguistics
: Syntax is one of braches of Linguistics which is given to students to enhance their understanding of syntactic
structures based on the available linguistics theories. The subject is the follow up of the subject Structure and
is related to the subject Introduction to Linguistics and constitutes the application of language analysis using
certain syntactic theories. The process of the course stresses on the students’ ability both in perceiving and
producing the various constructions of English.
Competence Standard: Students are able to comprehend the English construction of various types, to make the analysis of syntactic
structures and to produce the various types of English construction based on the available syntactic theories.
Basic
Competence
Indicators
Learning Experience
1. To understand
1) Exemplifying the 1. By discussing in group, students
the difference
grouping of words
differentiate various construction types
points between
showing syntactic
of English.
the subject
construction
2. Students identify the points of diffeStructure,Syntax 2) Stating the
rence of syntax, structure, grammar,
and Grammar
different points of
construction, etc.competitively.
syntax, structure, 3. Students notes the defined points of
and grammar
key terms in syntax.
1
Materials
Time
Allotment
(minutes)
Introducing
100 minutes
basic concepts (1 session)
of syntax,
such as the
terms syntax,
structure,
grammar,
construction,
etc.
Sources/R
eferences/
Instrume
nts*
Book no 1
Assesment**
2. To recognize
1) Recalling
and comprehend
Traditional
the underlying
perspective in
theories of
sentence analysis.
syntax from
2) Performing the
Structural,
underlying
Transformationprinciples of
al, and
Immediate
Functional
Constituent (ICs)
linguistics
Analysis
3) Exemplifying the
various types of
syntactic
structures of
English
1) Performing the
underlying
principles of
Generative
Grammar
2) Exemplifying the
analysis of kernel
sentence based on
Phrase Structure
(PS)-rules
1. By using active knowledge sharing,
students brainstorm the principles of
Traditional sentence analysis and
demonstrate it in class.
2. Students work in pairs to apply
competitive session for analysis after
recalling their comprehension in
Linguistics bases.
3. Students individually analyze certain
constructions by referring to paradigm
in ICs analysis.
4. Students differentiate the analysis of
syntactic structures from the
Traditional sentence analysis of
English by using silent demonstration
(in written form).
The
underlying
theories of
syntax:
Structural
approach, ICs
analysis, and
the four
syntactic
structures of
English
1. Students discuss in group to note the
markers and the constituents within
syntactic structures of English.
2. Students perform in active debate their
analysis of sentence and identify the
category of words grouping in class.
3. Using guided note taking, students
differentiate constituents, categories,
generative, PS-rules, phrase marker.
5. Individually, students practice
analyzing basic sentences using PSrules and show them by using phrase
The
underlying
theories of
syntax:
TGG or the
standard
theory, PSrules
2
200 minutes
(2 sessions)
Book 2
Book 5, 6,
&7
marker (tree diagram).
6. Students perform the analysis of
phrases using PS-rules and tree
diagram by applying the modeling the
way.
1) Noting the
significant point
of using
Functional
approach to
syntactic analysis
2) Exemplifying the
simple analysis in
Functional
grammar
3.To master the
1) Identifying the
various types in
various categories
syntactic
forming the
structures:
typical structure
Modification,
of Modification
Predication,
and of Predication
Complementation 2) Producing and
and of
analyzing the
Coordination
typical structures
of Modification
and of Predication
1. Students conduct group resume for
identifying the syntactic points in
Functional grammar.
2. Using peer lesson, students
demonstrate the analysis of simple
construction.
3. Students perform the analysis of clause
in Functional perspective and develop
the true false strategy with the lecturer
and friends.
1. Students make a list of the linguistic
forms which build the typical
structures of Modification and of
Predication by using peer work.
2. Students practice showing the analysis:
NP, VP, AP, AdvP, PP and indicating
the head and modifier.
3. Students practice analyzing basic
sentences and identify the least
components (subject and predicate)
building the sentence.
The difference
in Functional
linguistics:
Bresnan and
Halliday
English
syntactic
structures:
Modification
& Predication
1) Identifying the
1. Using guide note taking, students make English
various categories
a list of the linguistic forms which
syntactic
3
Book 3&4
200 minutes
(2 sessions)
Chapter 6
of book 2
200 minutes
(2 sessions)
Chapter 6
of book 2
forming the
typical structure
of Complementation and of
Coordina-tion
2) Producing and
analyzing the
typical structures
of Complementation and of
Coordination
4. To comprehend 1) Practicing the
and be able to
analysis of all
operate the
phrases and
analysis based
sentences using
on Generative
TGG
Grammar
2) Making
paraphrases of any
syntactic analysis
in comprehensive
words
3) Stating a
reasonable
argument for each
build the typical structures of
Complementation and of Coordination.
2. Using similar way, students note the
typical patterns of syntactic structures
of Complementation and of
Coordination.
3. Students practice in work pairs
identifying the types of verbal
elements and complements.
4. Students make a list of various types of
conjunction and practice producing
parallel categories to form syntactic
structure of coordination.
5. Students practice in analyzing the
structures of complementation and of
coordination by using jigsaw learning.
structures:
Complementat
ion and
Coordination.
1. Students identify the phrasal categories
and lexical categories using guided
note learning.
2. Students analyze the kinds of phrases
in English and in peer group perform
the analysis of phrases and sentences
using PS-rules and tree diagram.
3. Students demonstrate in class to argue
for a debate in analyzing NP, VP, AP,
AdvP, and PP.
4. Students practice the analysis for
several times and of various types of
construction.
Transformatio 100 minutes
nal syntax:
(1 sessions)
identifying the
structure,
cons-tituents,
category in
the
perspectives
of TGG
(Phrase
Stucture
Grammar).
4
Book 5, 6
&7
identification of
construction
5. Students note the reason for each
analysis in the points of view of Phrase
Structure Grammar.
4. To reveal the
1) Reviewing the
1. Students make justification from a
weaknesses of
levels of category
class debate about two levels of
Phrase Structure
in syntactic
category: lexical and phrasal
Grammar and
analysis
categories.
introduce X-bar 2) Stating the
2. Using individual task, students perform
Syntax, to
existence of
the distribution of each categories in
identify the
another level of
sentence
modifiers of
category (small
3. Students prove and question the
phrase and the
phrase or
grammaticality for a certain
status of
intermediate level) construction through class debate.
modifiers.
in syntax
Generalized
200 minutes
Phrase
(2 sessions)
Structure
Grammar: Xbar theory,
modifiers
(forms, status)
Book 5, 6
&7
5.To differentiate
various analysis
in X-bar Syntax
Ambiguity,
200 minutes
semantic
(2 sessions)
identity,
specifiers, and
tree diagram
Book 5, 6
1) Comparing the
analysis of syntax
referring to PSG
and X-bar theory
2) Practicing X-bar
analysis for
various phrases
3) Practice to
differentiate the
status of modifier
and a description
of analysis
1. Using self-note taking, students write
the problems of difference in grouping
words into certain construction using
PSG and X-bar.
2. Using pair group, students make a list
of reasons in the existence of small
phrase.
3. Students differentiate the various
analysis in language study using
discussion.
4. Students individually practice
analyzing the constructions of NP, VP,
AP, AdvP, and PP using X-bar theory.
6. Students make a note of the kinds of
5
Specifier and differentiate the status of
modifier (as obligatory or optional).
6. To recognize
1) Performing the
and perform the
underlying
theory of syntax
principles of
from Functional
Halliday’s
linguistics
Systemic
Functional
Grammar (SFG)
1. Students differentiate the points of
stratification (four strata) in language
analysis by using guided note taking.
2. In peer group, students note the types
of context in analyzing text.
3. Using class debate, students
differentiate the semantic function in
language analysis.
The
underlying
theories of
syntax:
SFG, genres,
context,
semantic
function,
lexico2) Exemplifying the 4. Students note the model of clause
grammar, and
model of
analysis and practice analyzing texts as phonologyanalyzing the text
their class and home assignments..
graphology
based on the four
stratification.
References:
1 Culicover, W, Peter. 1997. Principles and Parameters An Introduction to Syntactic Theory.
Great Britain : Cambridge University Press.
2 Francis , Nelson. The Structure of American English : New York The Ronald Press
Company.
3 Gerot, Linda. And Wignell, Peter. 1995. Making Sense of Functional Grammar. Sydney:
Antipodean Educational Enterprises.
4 Lock, Graham. 1996. Functional English Grammar. New York: Cambridge University Press.
5 Radford, Andrew. 1981. Transformational Syntax. Cambridge : Cambridge University Press.
6 Radford, Andrew. 1988. Transformational Grammar. Cambridge : Cambridge University
Press.
7 Sells, Peter. 1985. Lecturers on Contemporary Syntactic Theories. CSLI.
6
200 minutes
(2 sessions)
Book 3 &
4
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
SCHOOL OF TEACHER TRAINING AND EDUCATION
SYLLABUS
Department
: English Education
Subject Code
: 6011020
Subject
: Discourse Analysis (DA)
Credit
: 2 SKS
Semester
: VI
Competency Standard : Recognizing elements or contexts configuring various types of discourse which lead to interpret the meaning
of communicative events including the use of language.
Prerequisite Subject :
Basic
Competency
1)Differentiating
Indicators
1) Identifying
Learning Experience
1.1 Students state a process of
7
Main Materials
Time
Allotment
(minutes)
Sources/Refe
rences/Instru
ments*
1). Introducing Key
80 minutes
Chapter 1 of
Assesment**
key terms
dealing with
discourse
analysis in a
form of communication.
2) Mentioning
the kinds of
context
components of
communication
communication and its components.
1.2 Students differentiate the aspects
included in communication.
2) Stating the different 2.1 Students formulate the different
notion between
notion of the terms ‘discourse’ and
discourse and text,
‘text’.
continued by
2.2 Students perform the difference, i.e.
explaining other key
concepts of discourse as “text +
terms in DA.
context” while text as “text –
context”.
2.3 Students compare the explanation of
some key terms in DA.
3) Exemplifying the
3.1 Students mention or write down a
form of text and
form of text as an example to
interpreting it.
examine.
3.2 Students compare to other texts and
examine them closely.
4) Elaborating the view 4.1 Students give some comments on
in the interpretation
certain texts.
of text.
4.2 Students compete to make
interpretation of the meaning of the
texts.
1) Stating the types of 1.1 Students identify the general
context into two:
difference of the verbal and nonverbal and nonverbal context in language use.
verbal context.
1.2 Students make equivalence of terms
for the types of context, as linguistic
vs. non-linguistic context or
sentential vs. non-sentential context.
2) Elaborating the sub- 2.1 Students elaborate the verbal context
8
Terms in DA,
such as:
interpretation,
text, context,
script, discourse,
schemata,
knowledge,
meaning, form,
function, genre,
proposition, etc.
2) Contexts for the
use of language:
verbal and nonverbal context.
Verbal context is
cohesion, deixis,
grammatical
order, while
non-verbal
the book 5
3x80
minutes
Chapter 1 & 2
of the book 5;
The book 3 & 6
context of the two
types (1. verbal
contexts).
by referring to linguistic elements,
cohesions, deixis and coherence;
2.2 Students note the kind of cohesion
such as: substitution, ellipsis,
reference, conjunction, and lexical
cohesion.
2.3 Students exemplify each kind of
cohesion and its sub-division in
sentences.
3) Explaining the
function the
cohesive devices.
3.1 Students compare the use of each
cohesion.
3.2 Students give example in the use
cohesion in other sentence context.
4) Examining the
analysis of text
formally
4.1 Students infer the use of cohesion
within the text being analyzed.
4.2 Students describe the number of
cohesion which occurs within the
text.
.
5) Elaborating the sub- 5.1 Students elaborate non-verbal concontext of the two
texts referring to Hyme’s
types (2. nonSPEAKING, Leech’s speech
verbal contexts).
situation, Sperber and Wilson’s
background knowledge, Halliday’s
situation context, etc.
5.2 Students reveal and express orally or
jot down the typical contexts for a
certain text.
6) Giving illustration of 6.1 Students mention the illustration of
the sub-contexts
the sub-contexts of language use,
9
contexts refer to
types of
communicative
event,
participants and
their
relationship,
setting, topic,
purpose,
background
knowledge, etc.
3) Determining
the approach
for DA
4) Examining
the discourse
structure
1) Choosing the
approach for DA.
such as speech events, belief, social
convention, culture, ways of
speaking, etc.
6.2 Students confirm the outstanding and
well-known context in their daily
life.
1.1 Students apply Socio-linguistics
approach in analyzing language
variations.
1.2 Students apply Pragmatics approach
in analyzing the meaning of language
in use.
1.3 Students apply Speech Act approach
in analyzing the speakers’ intention
in language use.
1.4 Students apply Conversation
Analysis approach in analyzing the
structure of conversation.
2) Giving the reason
for the choice of
approach in DA
2.1 Students compare the main features
of each given approach.
2.2 Students state the most outstanding
feature among the approaches
chosen.
3) Combining the
approach for
analyzing the text.
3.1 Students sort out the text for analysis.
3.2 Based on the typicality of text,
students make a comprehensive and
contextual analysis of text.
1.1 Students read the texts and infer the
main idea of each text.
1.2 Students identify the proposition or
meaning structure in the text.
1) Indicating the
proposition and the
sequence of
information or the
10
3) Approaches to
DA, such as: the
Ethnography of
Communication,
Pragmatics,
Sociolinguistics,
Speech Act,
Variation Analysis,
and Conversation
Analysis.
2x80
minutes
The book 6
Discourse
Coherence,
meaning structure
& DA Processes:
2x80
minutes
The book 5 &
the book 7
(chapter 6).
scripts configuring
the discourse.
1.3 Students list the structure of
information within each text.
1.4 Students argue about the sequence of
information with their friend.
Top-down, Bottomup, and interactive
processes of DA
2) Analyzing the text to 2.1 Students read, identify, and list the
identify the structure
ideas organization.
of ideas organization 2.2 Students discuss with their friends
about the structure of ideas organiz.
3) Varying the analysis 3.1 Students make comparison of DA to
based on the
their friends’ works.
approach chosen
3.2 Students revise the analysis by
referring to the approach chosen.
5) Matching the
typical text
and the
available
context before
analysis
1) Performing certain 1.1 Students read the various text types.
types of text for DA 1.2 Students underline the clues
indicating each text types.
2) Stating
characteristics of
certain texts.
2.1 Students compare the main features
of each text type.
2.2 Students classify the typical features
of each text types.
2x 80
minutes
The book 1 & 4
Samples of DA,
scripts: in a doctor
visit, in a grocery,
in classroom, in
restaurant, in
2x80
minutes
The books 2, 3,
4, 5, 6, 7 & 8
3) Giving reasons in
the relevance of
context
6) Conducting
the DA
3.1 Students account the relevant features
to their choice of text types.
3.2 Students affirm their choice of
approach based on context.
1) Choosing a piece of 1.1 Students examine the chosen text
text the approach for
closely.
DA based on
1.2 Students determine the approach of
relevant context.
DA for the available text type.
Text types: Poetic
and dramatic,
explaining,
descriptive,
recounting,
narrative,
persuasive, etc.
11
2) Carrying out the DA. 2.1 Students read the whole text and
newspaper;
identify the linguistic elements or
conversation,
cohesive devices which relate ideas
literary text, etc.
in the text.
2.2 Students explore the use of language
in the text to indicate the contextual
meaning and the function.
2.3 Students examine the text and explain
the various structure or pattern of
ideas in the text.
2.4 Students reveal and review the
understanding of the text based on
their schemata and based on the
objectives they determine.
3) Correcting and
3.1 Students reread the whole text and
refining the use of
present their understanding in oral
language for DA
and written forms.
3.2 Students check and review their
comprehensive presentation and
receive inputs from their teacher and
friends.
References:
1. Anderson, Mark and Kathy Anderson. 1997. Text Types in English. Malaysia: Macmillan Education Australia Pty Ltd.
2. Coulthard, Malcolm. 1985. An Introduction to Discourse Analysis. New York: Longman Group Limited.
3. Hatch, Evelyn. 1992. Discourse and Language Education. Cambridge: CUP.
4. Johnstone, Barbara. 2002. Discourse Analysis. Massachusetts: Blackwell Publishers.
5. Nunan, David. 1993. Introducing Discourse Analysis. London: Penguin English.
6. Schiffrin, Deborah. 1994. Approaches to Discourse. Cambrifge: Blackwell Publishers.
7. Renkema, Jan. 1993. Discourse Studies: an Introductory Textbook. Philadelphia: John Benjamins Publishing Company.
12
8. Stubbs, Michael. 1983. Discourse Analysis: the Sociolinguistic Analysis of Natural Language. England: Basil Blackwell Publisher
Limited.
9. Van Dijk, Teun A. (Editor). 1997. Discourse as Structure and Process. Discourse Studies: A Multidisciplinary Introduction.
Volume I. London: SAGE Publications
10. Van Dijk, Teun A (Editor). 1997. Discourse as Social Interaction. Discourse Studies: A Multidisciplinary Introduction. Volume
II. London: SAGE Publications
13