RENCANA PEMBELAJARAN SEMESTER 1

(RPS)
Study Program : English Literature Subject/Code : Grammar 1 SIG. B.33
Prerequisite : - SKS : 4 SKS
Subject Description : Grammar 1 aims to sharpen the students’ basic Learning Outcomes : At the end of this course, students are
knowledge of grammar. Students work in a small expected to be able to identify basic
group in order to discover knowledge through their English sentence patterns, write
own learning experience. This subject combines the grammatically- correct sentences using
students’ language skills and grammar. basic English sentence patterns and then
analyze many kinds of text with its
grammatical components. Furthermore, it is
expected that students are capable of
speaking English fluently, confidently and
grammatically correct.
Compilers : 1. Diyah Iis Andriani, S.S., M.Pd.
2. Latifah, S.S., M.Pd.
3. Siti Latiefatul Rosidah M.Pd.

LEARNING ASSESMENT PERCENTAGE

MEETING LEARNING OUTCOMES MATERIALS LEARNING METHOD
EXPERIENCE CRITERIA /%
(1) (2) (3) (4) (5) (6) (7)
1  Students are able to The Simple Present  Explanation  Exercises The accuracy of the 4%
understand the functions Tense  Group discussion Presentation answers
and the form of the  The functions of the Cooperative Learning
simple present tense. simple present tense
 Students are able to  The form of the
understand the auxiliary simple present tense
verbs and frequency  The auxiliary verbs
adverbs in the simple  The frequency
present tense. adverbs
 Students are able to
produce the simple
present sentences both
in written and spoken
forms correctly.

2  Students are able to The Present Progressive  Explanation  Exercises The accuracy of the 4%
understand the functions Tense  Group discussion  Presentation answers
and the form of the  The functions of the  Cooperative Learning
 present progressive present progressive
tense. tense
 Students are able to  The form of the
identify the non-action present progressive
verbs and the time tense
signals in the present  The non-action verbs
progressive tense.  The time signals
 Students are able to  The difference
produce the present between the simple
progressive sentences present tense and the
both in written and present progressive
spoken forms correctly. tense
 Students are able to
differentiate the simple
present and the present
progressive tense.

3  Students are able to The Simple Past Tense  Explanation  Exercises The accuracy of the 4%
understand the functions  The functions of the  Group discussion  Presentation answers
and the form of the simple past tense  Cooperative Learning
simple past tense.  The form of the
 Students are able to simple past tense
understand the past  The past time
time expression in the expression
simple past tense.  The past habit used
 The students are able to to
use the past habit used
to in the simple past
tense.
 Students are able to
produce the simple past
sentences both in
written and spoken
forms correctly.

4  Students are able to The Past Progressive  Explanation  Exercises The accuracy of the 4%
understand the functions  The functions of the  Group discussion  Presentation answers
and the form of the past past progressive  Cooperative Learning
progressive tense. tense
 Students are able to use  The form of the past
when and while in the progressive tense
past progressive tense.  Using when and while
  Students are able to in the past
produce the past progressive tense.
progressive sentences  The difference
both in written and between the simple
spoken forms correctly. past tense and the
 Students are able to past progressive
differentiate the simple tense.
past and the past
progressive tense.

5  Students are able to The Future Tense  Explanation  Exercises The accuracy of the 4%
understand the functions  The functions of the  Group discussion  Presentation answers
and the form of the simple future tense  Cooperative Learning
simple future tense.  The form of the
 Students are able to simple future tense
understand the  The difference
differences between be between be going to
going to and will in the and will.
simple future tense.  The sureness about
 The students are able to the future.
identify the sureness
about the future in the
simple future tense.
 Students are able to
produce the simple past
sentences both in
written and spoken
forms correctly.

6.  Students are able to The Present Perfect  Explanation  Exercises The accuracy of the 4%
understand the functions Tense  Group discussion  Presentation answers
and the form of the  The functions of the  Cooperative Learning
present perfect tense. present perfect tense
 Students are able to use  The form of the
for and since in the past present perfect tense.
progressive tense.  Using for and since in
 Students are able to the present perfect
produce the present tense.
perfect sentences both  The difference
in written and spoken between the simple
forms correctly. past tense and the
 Students are able to present perfect tense.
 differentiate the simple
past and the present
perfect tense.

7  Students are able to The Present Perfect  Explanation  Exercises The accuracy of the 4%
understand the functions Progressive Tense  Group discussion  Presentation answers
and the form of the  The functions of the  Cooperative Learning
present perfect present perfect
progressive tense. progressive tense
 Students are able to  The form of the
identify and use the present perfect
common adverbs in the progressive tense.
present perfect  The common adverbs
progressive tense in the present perfect
 Students are able to progressive tense.
produce the present  The difference
perfect progressive between the present
sentences both in progressive tense and
written and spoken the present perfect
forms correctly. progressive tense.
 Students are able to  The difference
differentiate the present between the present
progressive tense and perfect tense and the
the present perfect present perfect
progressive tense. progressive tense.
 Students are able to
differentiate the present
perfect tense and the
present perfect
progressive tense.

8  Students are able to The Past Perfect Tense  Explanation  Exercises The accuracy of the 4%
understand the functions  The functions of the  Group discussion  Presentation answers
and the form of the past past perfect tense  Cooperative Learning
perfect tense.  The form of the past
 Students are able to perfect tense.
produce the past perfect  The difference
sentences both in between the simple
written and spoken past tense and the
forms correctly. past perfect tense.
 Students are able to  The difference
differentiate the simple between the past
 past tense and the past progressive tense and
perfect tense. the past perfect
 Students are able to tense.
differentiate the past
progressive tense and
the past perfect tense.

9  Students are able to use Asking Questions (Part  Explanation  Exercises The accuracy of the 4%
interrogative sentences 1)  Group discussion  Presentation answers
with the question words  Yes/No questions and  Cooperative Learning
in Yes/no questions and short answers
information questions.  Yes/no questions and
information questions
 Where, why, when,
and what time
 Questions with who,
who(m) and what
 Using what + A form
of do
10  Students are able to use Asking Questions (part  Explanation  Exercises The accuracy of the 4%
interrogative sentences 2)  Group discussion  Presentation answers
with the modification of  Using what kind of  Cooperative Learning
the question words what  Using which
kind of, which, whose,  Using whose
how, how often, and  Using how
how far.  Using how often
 Using how far
11  Students are able to use Asking Questions (part  Explanation  Exercises The accuracy of the 4%
interrogative sentences 3)  Group discussion  Presentation answers
to ask the length of  The length of time: it  Cooperative Learning
time, understand other + take and how long
expression with how,  More questions with
use How about and what how.
about and identify tag  Using how about and
questions. what about.
 Tag questions

12  Students are able to Nouns and Pronouns  Explanation  Exercises The accuracy of the 4%
understand to form the (part 1)  Group discussion  Presentation answers
verb 1+s/es of the  The plural form of  Cooperative Learning
singular subject, nouns.
uncountable and  Subjects, verbs, and
 pronoun she, he it. objects identification.
 Students are able to  Object of preposition.
form the plural nouns  Preposition of time
 Students are able to  Word order of place
identify the subjects, and time.
verbs, and objects.
 Students are able to
understand the objects
of preposition and
prepositions of time and
place

13  Students are able to Nouns and pronouns  Explanation  Exercises The accuracy of the 5%
understand subject-verb (part 2)  Group discussion  Presentation answers
agreement  Subject-verb  Cooperative Learning
 Students are able to use agreement
adjectives to describe  Using adjectives to
nouns describe nouns
 Students are able to use  Using nouns as
nouns as adjectives adjectives
 Students are able to  Personal pronouns
identify the personal  Possessive nouns
pronouns  Possessive pronouns
 Students are able to and adjectives
identify the possessive  Reflexive pronouns
nouns
 Students are able to
differentiate the
possessive pronouns and
adjectives
 students comprehend on
using reflexive pronouns

14 Nouns and pronouns  Explanation  Exercises The accuracy of the 5%

 Students are able to (part 3)  Group discussion  Presentation answers
understand the use of  Singular forms of  Cooperative Learning
singular forms of other, other: another and the
another, the other and other.
the plural forms of  Plural forms of other(s)
other(s) and the other and the other (s).
(s).
15  Students are able to Modal Auxiliaries (part 1)  Explanation  Exercises The accuracy of the 5%
understand the use of  Modal auxiliaries  Group discussion  Presentation answers
the modal auxiliary verb comprehension  Cooperative Learning
“may, could, can, would,  Can and could.
will” and “would you  May and might.
mind” to show request.  Will and shall.
 Students are able to  Would.
understand the use of  Should and ought to.
the words should, ought  Had better.
to and had better.
 Students are able to
express ability,
possibility, question, and
advice by using correct
auxiliary verbs.

16  Students are able to Modal Auxiliaries (part 2)  Explanation  Exercises The accuracy of the 5%
express necessity by Have to, have got to,  Group discussion  Presentation answers
using have to, have got must.  Cooperative Learning
to, must.  Do not have to and
 Students are able to must not.
express lack of necessity  Making logical
by using do not have to conclusions: must.
and prohibition by using  Giving instructions:
must not. imperative sentences.
 Students are able to give  Making suggestions:
instructions using let’s and why don’t.
imperative sentences.  Stating preferences:
 Students are able to prefer, like ………
make suggestions by better, would rather.
using let’s and why
don’t.
 Students are able to
state preferences by
using prefer, like ……
better, would rather.

17  Students are able to  Connecting ideas with  Explanation  Exercises The accuracy of the 4%
connect the ideas using and, but & or, so,  Group discussion  Presentation answers
and, but & or, so, because, even  Cooperative Learning
because, even though/although
though/although both in
 written or spoken

18  Students are able to use  Auxiliary verbs after  Explanation  Exercises The accuracy of the 4%
auxiliary verbs after but but and and  Group discussion  Presentation answers
and and, to use  Using and+too, so,
and+too, so, either, either, neither
neither correctly both in  Phrasal verbs
written or spoken. (separable and
 Students are able to nonseparable)
make sentences using
phrasal verbs (separable
and nonseparable)

19  Students are able to  Active and passive  Explanation  Exercises The accuracy of the 4%
make active and passive sentence  Group discussion  Presentation answers
sentences in many forms  Transitive and
of tenses with or without intransitive verbs
‘by- phrase’  Using ‘by-phrase’
 Students are able to
differentiate between
transitive and
intransitive verbs in
passive and active
sentences

20  Students are able to  Active and passive  Explanation  Exercises The accuracy of the 4%
make passive sentences sentence in the form of  Group discussion  Presentation answers
in the form of simple simple present and
present and past past progressive
progressive, passive  Modal auxiliary in
using modal auxiliary passive sentence

21  Students are able to  Stative passive (past  Explanation  Exercises The accuracy of the 4%
make stative passive participle as adjective)  Group discussion  Presentation answers
sentence (past participle  -ed and –ing adjective
as adjective)  get+adjective/
 Students are able to participle, be
differentiate between used/accustomed
participial adjective to/get
using -ed and –ing used/accustomed to,
 Students are able to use be supposed to
get+adjective/participle,
 be used/accustomed
to/get used/accustomed
to, be supposed to.
22  Students are able to  As……as….., more..-er,  Explanation  Exercises The accuracy of the 4%
make sentences using the most….-est  Group discussion  Presentation answers
comparisons with
as…..as.., comparative
and superlative

23  Students are able to  More with nouns,  Explanation  Exercises The accuracy of the 4%
make sentences using repeating comparative,  Group discussion  Presentation answers
more with nouns, double comparative
repeating comparative,
using double
comparatives

24  Students are able to  Comparative and  Explanation  Exercises The accuracy of the 4%
make sentences using superlative (adjectives  Group discussion  Presentation answers
comparative and and adverbs)
superlative forms of  The same, similar,
adjectives and adverbs different, like, alike
 Students are also able to
make sentences using
the same, similar,
different, like, alike

References:

1. Azar, Betty Schrampfer. 2003. Fundamentals English Grammar Third Edition. USA: Longman.
2. Broukal, Milada. 1995. The Heinle & Heinle TOEFL Test Assistant: Grammar. USA: Heinle &Heinle Publishers.
3. Caroline Brown and Pearson Brown. 2010. English Grammar Secrets. Accessed on 25 August 2016 at 21.20 p.m.
http://grammar-teacher.com/englishgrammarsecrets.pdf
4. Oliveira, Shayna. 2002. Espresso English Free Grammar E-book Level 1. Accessed on 07 September 2016 at 21.41 p.m
http://www.espressoenglish.net/wp-content/uploads/2012/02/Free-English-Grammar-eBook-Beginner.pdf
5. Oliveira, Shayna. 2002. Espresso English Free Grammar E-book Level 2. Accessed on 07 September 2016 at 21.45 p.m
http://www.espressoenglish.net/wp-content/uploads/2012/07/Free-Grammar-Ebook-Level-2.pdf
6. Swan, Michael. 1995. Practical English Usage Second Edition. Hongkong: Oxford University Press.
 South Tangerang, …………………………….
Head Study Program Ketua Tim Teaching
………………………………………………………. …………………………………………………………

(Djasminar Anwar, BA, Pg. Dipl, MA) (……………………………………………………...)

NIDN. …………………………………………….. NIDN. ……………………………………………….
CARA MENGISI RENCANA PEMBELAJARAN SEMESTER:

NO
JUDUL KOLOM PENJELASAN ISIAN
KOLOM
Diisi sesuai dengan pertemuan ke-1 s/d selesai (disesuaikan dengan bobot SKS: 2 SKS=14 kali pertemuan; 3 SKS=18 kali pertemuan; 4
1 PERTEMUAN KE-
SKS=24 pertemuan)
KEMAMPUAN
Rumusan kemampuan dibidang kognitif, psikomotorik, dan afektif diusahakan lengkap dan utuh (hard skills & soft skills). Merupakan
2 AKHIR YANG
tahapan kemampuan yang diharapkan dapat mencapai kompetensi mata kuliah ini diakhir semester.
DIHARAPKAN
Materi pokok yang akan diajarkan tiap pertemuan, yang terdiri dari sub pokok bahasan yang sesuai dengan tujuan pembelajaran.
3 POKOK BAHASAN

Dapat berupa : ceramah, diskusi, presentasi tugas, seminar, simulasi, responsi, praktikum, latihan, kuliah lapangan, praktek bengkel,
METODE survai lapangan, bermain peran,atau gabungan berbagai bentuk. Penetapan bentuk pembelajaran didasarkan pada keniscayaan bahwa
4
PEMBELAJARAN kemampuan yang diharapkan diatas akan tercapai dengan metode pembelajaran yang dipilih.

Kegiatan yang harus dilakukan oleh mahasiswa yang dirancang oleh dosen agar yang bersangkutan memiliki kemampuan yang telah
PENGALAMAN
5 ditetapkan (tugas, suvai, menyusun paper, melakukan prktek, studi banding, dsb).
BELAJAR
Berisi : indikator yang dapat menunjukan pencapaian kemampuan yang dicanangkan, atau unsur kemampuan yang dinilai (bisa
KRITERIA kualitatif misal ketepatan analisis, kerapian sajian, Kreatifitas ide, kemampuan komunikasi, juga bisa juga yang kuantitatif : banyaknya
6
PENILAIAN kutipan acuan/unsur yang dibahas, kebenaran hitungan).

Disesuaikan dengan waktu yang digunakan untuk membahas atau mengerjakan tugas, atau besarnya sumbangan suatu kemampuan
7 BOBOT NILAI terhadap pencapaian kompetensi mata kuliah ini.