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UNIVERSITAS ISLAM NEGERI MATARAM
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RPS-07-TBI0440 |
| RENCANA PEMBELAJARAN SEMESTER | ||||||
| MATA KULIAH (MK) | KODE | Rumpun MK | BOBOT (sks) | SEMESTER | Tanggal Penyusunan | |
| English for Young Learners | TBI0440 | Theories of learning, motivation, and learner development | 3 | 0 | 4 | 09 Apr 2026 |
| Pengesahan | Dosen Pengembang RPS | Koordinator RMK | Ka PRODI |
 Dr. Titik Agustina, M.Pd |
 Prof. Dr. Ribahan, M. Pd |
 Dr. Ika Rama Suhandra, M.Pd. |
| Capaian Pembelajaran | CPL-PRODI yang dibebankan pada MK | |
| CPL 2 | Menunjukkan kepribadian berakhlakul karimah, profesional, moderat, dan berdaya saing global, serta mampu menjadi teladan dalam peran sebagai calon pendidik, peneliti pemula, dan edupreneur di bidang Pendidikan Bahasa Inggris. | |
| CPL 3 | Mampu menerapkan pemikiran logis, kritis, sistematis, kontekstual, komprehensif, dan inovatif dalam pengembangan dan penerapan ilmu pengetahuan dan teknologi di bidang Pendidikan Bahasa Inggris dengan memperhatikan nilai-nilai sosial humaniora. | |
| CPL 8 | Mampu menerapkan teori pedagogi, teori psikologi perkembangan, dan teori Bahasa Inggris secara terpadu dalam praktik pembelajaran dengan mengintegrasikan dan menginternalisasikan nilai-nilai keislaman. | |
| Capaian Pembelajaran Mata Kuliah (CPMK) | ||
| CPMK 4 | Mahasiswa mampu menunjukkan sikap berakhlakul karimah, profesional, dan moderat secara konsisten dalam interaksi sehari-hari di lingkungan kampus, masyarakat, serta simulasi peran sebagai pendidik bahasa Inggris, sehingga menjadi teladan yang mampu membangun hubungan harmonis dan menghormati keragaman budaya serta nilai-nilai global. | |
| CPMK 7 | Mahasiswa mampu menganalisis dan mengevaluasi secara logis, kritis, serta sistematis berbagai pendekatan, metode, atau teknologi pembelajaran bahasa Inggris (misalnya blended learning, AI-assisted language tools, atau communicative approach) dengan mempertimbangkan konteks budaya, sosial, dan nilai humaniora (seperti inklusivitas, empati, dan keadilan pendidikan), sehingga menghasilkan rekomendasi perbaikan yang komprehensif dan kontekstual. | |
| CPMK 22 | Mahasiswa mampu menganalisis dan mengintegrasikan teori pedagogi, teori psikologi perkembangan, dan teori Bahasa Inggris dalam perancangan konseptual pembelajaran, dengan menginternalisasikan nilai-nilai keislaman secara reflektif dan argumentatif. | |
| Kemampuan akhir tiap tahapan belajar (Sub-CPMK) | ||
| sub.cpmk.TBI0440.CPMK 22.1 | Students are able to demonstrate the use of Total Physical Response (TPR) in teaching vocabulary and classroom language to young learners | |
| sub.cpmk.TBI0440.CPMK 22.2 | Students are able to design learning activities using songs and chants for young learners | |
| sub.cpmk.TBI0440.CPMK 22.3 | Students are able to design language games appropriate for teaching English to young learners. | |
| sub.cpmk.TBI0440.CPMK 22.4 | Students are able to demonstrate storytelling techniques for teaching English to young learners | |
| sub.cpmk.TBI0440.CPMK 22.5 | Students are able to design effective reading activities for teaching English to young learners. | |
| sub.cpmk.TBI0440.CPMK 22.6 | Students are able to design writing activities for young learners. | |
| sub.cpmk.TBI0440.CPMK 22.7 | Students are able to design a lesson plan for teaching English to young learners. | |
| sub.cpmk.TBI0440.CPMK 22.8 | Students are able to develop teaching media suitable for young learners. | |
| sub.cpmk.TBI0440.CPMK 22.9 | Students are able to demonstrate a short teaching practice using appropriate methods for young learners | |
| sub.cpmk.TBI0440.CPMK 4.1 | Students are able to explain the scope and importance of teaching English to young learners | |
| sub.cpmk.TBI0440.CPMK 4.2 | Students are able to analyze the importance of teaching English to young learners, identify their cognitive, social, and emotional characteristics, and explain key principles and basic teaching strategies for effective English instruction for young learners | |
| sub.cpmk.TBI0440.CPMK 7.1 | Students are able to analyze young learners’ characteristics in cognitive, social, and emotional aspects | |
| sub.cpmk.TBI0440.CPMK 7.2 | Students are able to explain the key principles of effective language teaching for young learners. | |
| sub.cpmk.TBI0440.CPMK 7.3 | Students are able to explain techniques for teaching listening and speaking to young learners | |
| Korelasi CPMK terhadap Sub-CPMK | ||
| CPMK 4 |
sub.cpmk.TBI0440.CPMK 4.1 sub.cpmk.TBI0440.CPMK 4.2 |
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| CPMK 7 |
sub.cpmk.TBI0440.CPMK 7.1 sub.cpmk.TBI0440.CPMK 7.2 sub.cpmk.TBI0440.CPMK 7.3 |
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| CPMK 22 |
sub.cpmk.TBI0440.CPMK 22.1 sub.cpmk.TBI0440.CPMK 22.2 sub.cpmk.TBI0440.CPMK 22.3 sub.cpmk.TBI0440.CPMK 22.4 sub.cpmk.TBI0440.CPMK 22.5 sub.cpmk.TBI0440.CPMK 22.6 sub.cpmk.TBI0440.CPMK 22.7 sub.cpmk.TBI0440.CPMK 22.8 sub.cpmk.TBI0440.CPMK 22.9 |
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| Deskripsi Singkat MK | This course provides the students with opportunities to comprehend the knowledge of the mental processes that underlie a human being’s ability to speak and understand language | |
| Bahan Kajian : Materi Pembelajaran | 1. Introduction to EYL 2. Characteristics of Young Learners and understanding Indonesian Young Learners 3. Principles of Effective Teaching for Young Learners 4. Teaching EYL Through TPR (Total Physical Response) 5. Teaching EYL With Songs and Chants 6. Teaching EYL Through Games 7. Teaching EYL Through Story Telling 8. Teaching Listening and Speaking to Young Learners 9. Teaching Reading to Young Learners 10. Teaching Writing to Young Learners 11. Lesson Planning for EYL 12. Teaching Media for EYL 13. Microteaching Practice 14. Teaching Reflection and Feedbacks | |
| Pustaka | Utama | |
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| Pendukung | ||
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| Dosen Pengampu | Dr. Titik Agustina, M.Pd. | |
| Mata Kuliah Syarat | - | |
| Pertemuan Ke | Kemampuan akhir tiap tahapan belajar (Sub-CPMK) | Penilaian | Bentuk Pembelajaran; Metode Pembelajaran; Penugasan Mahasiswa; | Materi Pembelajaran | Bobot Penilaian | ||
|---|---|---|---|---|---|---|---|
| Indikator | Kriteria & Teknik | Luring | Daring | ||||
| 1 | sub.cpmk.TBI0440.CPMK 4.1-Students are able to explain the scope and importance of teaching English to young learners | Explain course rules, assessment system, and learning topics, and the concept of EYL. |
Kriteria Project Submission Teknik Participation and discussion. Criteria: active participation and clarity of explanation |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Course orientation and introduction to EYL Sub Topik |
6 | |
| 2 | sub.cpmk.TBI0440.CPMK 4.1-Students are able to explain the scope and importance of teaching English to young learners | Identify key characteristics of young learners |
Kriteria Completion of Task/Works Teknik Analytical task. |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Characteristics of Young Learners Sub Topik |
6 | |
| 3 | sub.cpmk.TBI0440.CPMK 4.1-Students are able to explain the scope and importance of teaching English to young learners | Explain principles of child language learning. |
Kriteria Project Submission Teknik Reflective task. Criteria: accuracy and depth of explanation |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Principles of Teaching Young Learners Sub Topik |
6 | |
| 4 | sub.cpmk.TBI0440.CPMK 4.1-Students are able to explain the scope and importance of teaching English to young learners | Demonstrate TPR activities. |
Kriteria Project Submission Teknik TPR activity design task. Criteria: accuracy of TPR actions/flow of activities. |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Teaching EYL through TPR Sub Topik |
6 | |
| 5 | sub.cpmk.TBI0440.CPMK 4.1-Students are able to explain the scope and importance of teaching English to young learners | Create a song-based activity. |
Kriteria Project Submission Teknik Songs/chants activity design task. Criteria: creativity and relevance to children. |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Teaching EYL with Songs and Chants Sub Topik |
6 | |
| 6 | sub.cpmk.TBI0440.CPMK 7.1-Students are able to analyze young learners’ characteristics in cognitive, social, and emotional aspects | Design a language game |
Kriteria Project Submission Teknik mini project. Criteria: creativity and relevance to learning objectives. |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Teaching EYL through Games Sub Topik |
6 | |
| 7 | sub.cpmk.TBI0440.CPMK 7.1-Students are able to analyze young learners’ characteristics in cognitive, social, and emotional aspects | Perform storytelling. |
Kriteria Project Submission Teknik Demonstration/practice. Criteria: engagement and relevance to children. |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Teaching English to Young Learners through Storytelling Sub Topik |
6 | |
| 8 | sub.cpmk.TBI0440.CPMK 7.1-Students are able to analyze young learners’ characteristics in cognitive, social, and emotional aspects | Answer test questions correctly based on meetings 1–7 materials. |
Kriteria Project Submission Teknik Written test. Criteria: accuracy of answers |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Midterm Test Sub Topik |
6 | |
| 9 | sub.cpmk.TBI0440.CPMK 7.1-Students are able to analyze young learners’ characteristics in cognitive, social, and emotional aspects | Explain listening and speaking techniques for teaching English to young learners |
Kriteria Teknik Quiz and discussion Criteria: understanding of learner needs and accuracy of explanation |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Teaching Listening and Speaking to Young Learners Sub Topik |
6 | |
| 10 | sub.cpmk.TBI0440.CPMK 7.1-Students are able to analyze young learners’ characteristics in cognitive, social, and emotional aspects | Design reading activities |
Kriteria Project Submission Teknik Reading task design Criteria: task completion (clarity and suitability) |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Teaching Reading to Young Learners Sub Topik |
6 | |
| 11 | sub.cpmk.TBI0440.CPMK 7.1-Students are able to analyze young learners’ characteristics in cognitive, social, and emotional aspects | Design simple writing tasks |
Kriteria Project Submission Teknik Writing task design Criteria: task completion (clarity and sutability) |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Teaching Writing to Young Learners Sub Topik |
6 | |
| 12 | sub.cpmk.TBI0440.CPMK 22.1-Students are able to demonstrate the use of Total Physical Response (TPR) in teaching vocabulary and classroom language to young learners | Develop a lesson plan |
Kriteria Project Submission Teknik Project-based learning. Criteria: task submission (completeness and coherence). |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Lesson Planning for Young Learners Sub Topik |
6 | |
| 13 | sub.cpmk.TBI0440.CPMK 22.1-Students are able to demonstrate the use of Total Physical Response (TPR) in teaching vocabulary and classroom language to young learners | create learning media |
Kriteria Project Submission Teknik project. Criteria: creativity and functionality |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Teaching Media for Young Learners Sub Topik |
6 | |
| 14 | sub.cpmk.TBI0440.CPMK 22.1-Students are able to demonstrate the use of Total Physical Response (TPR) in teaching vocabulary and classroom language to young learners | Conduct a short teaching session |
Kriteria Project Submission Teknik Performance assessment Criteria: teaching organization and classroom interaction |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Microteaching Practice Sub Topik |
6 | |
| 15 | sub.cpmk.TBI0440.CPMK 22.1-Students are able to demonstrate the use of Total Physical Response (TPR) in teaching vocabulary and classroom language to young learners | Provide reflective feedback |
Kriteria Project Submission Teknik Reflective journal. Criteria: depth of reflection |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Reflective journal. Criteria: depth of reflection Sub Topik |
6 | |
| 16 | sub.cpmk.TBI0440.CPMK 22.1-Students are able to demonstrate the use of Total Physical Response (TPR) in teaching vocabulary and classroom language to young learners | demonstrate a teaching session |
Kriteria Project Submission Teknik performance assessmentCriteria: lesson organization, activity suitability, interaction, and media use. |
Kuliah Tatap Muka,Classroom Discussion,[CD=150 Menit] |
Topik Final Test (Microteaching / Teaching Project) Sub Topik |
6 | |
Teknik Penilaian CPMK
| CPL | MK | CPMK | Oral Test |
|---|---|---|---|
| CPL 2 | English for Young Learners | CPMK 4 | Y |
| CPL 3 | English for Young Learners | CPMK 7 | Y |
| CPL 8 | English for Young Learners | CPMK 22 | Y |
Prosedur Penilaian CPMK
1. Komponen Penilaian CPMK
| CPL | CPMK | Sub-CPMK | Detail Penugasan (Teknik Penilaian) | Bobot % | Kriteria Penilaian |
|---|---|---|---|---|---|
| CPL 2 | CPMK 4 | sub.cpmk.TBI0440.CPMK 4.1 | Participation and discussion. Criteria: active participation and clarity of explanation | 6 | Project Submission |
| CPL 2 | CPMK 4 | sub.cpmk.TBI0440.CPMK 4.1 | Analytical task. | 6 | Completion of Task/Works |
| CPL 2 | CPMK 4 | sub.cpmk.TBI0440.CPMK 4.1 | Reflective task. Criteria: accuracy and depth of explanation | 6 | Project Submission |
| CPL 2 | CPMK 4 | sub.cpmk.TBI0440.CPMK 4.1 | TPR activity design task. Criteria: accuracy of TPR actions/flow of activities. | 6 | Project Submission |
| CPL 2 | CPMK 4 | sub.cpmk.TBI0440.CPMK 4.1 | Songs/chants activity design task. Criteria: creativity and relevance to children. | 6 | Project Submission |
| CPL 3 | CPMK 7 | sub.cpmk.TBI0440.CPMK 7.1 | mini project. Criteria: creativity and relevance to learning objectives. | 6 | Project Submission |
| CPL 3 | CPMK 7 | sub.cpmk.TBI0440.CPMK 7.1 | Demonstration/practice. Criteria: engagement and relevance to children. | 6 | Project Submission |
| CPL 3 | CPMK 7 | sub.cpmk.TBI0440.CPMK 7.1 | Written test. Criteria: accuracy of answers | 6 | Project Submission |
| CPL 3 | CPMK 7 | sub.cpmk.TBI0440.CPMK 7.1 | Quiz and discussion Criteria: understanding of learner needs and accuracy of explanation | 6 | |
| CPL 3 | CPMK 7 | sub.cpmk.TBI0440.CPMK 7.1 | Reading task design Criteria: task completion (clarity and suitability) | 6 | Project Submission |
| CPL 3 | CPMK 7 | sub.cpmk.TBI0440.CPMK 7.1 | Writing task design Criteria: task completion (clarity and sutability) | 6 | Project Submission |
| CPL 8 | CPMK 22 | sub.cpmk.TBI0440.CPMK 22.1 | Project-based learning. Criteria: task submission (completeness and coherence). | 6 | Project Submission |
| CPL 8 | CPMK 22 | sub.cpmk.TBI0440.CPMK 22.1 | project. Criteria: creativity and functionality | 6 | Project Submission |
| CPL 8 | CPMK 22 | sub.cpmk.TBI0440.CPMK 22.1 | Performance assessment Criteria: teaching organization and classroom interaction | 6 | Project Submission |
| CPL 8 | CPMK 22 | sub.cpmk.TBI0440.CPMK 22.1 | Reflective journal. Criteria: depth of reflection | 6 | Project Submission |
| CPL 8 | CPMK 22 | sub.cpmk.TBI0440.CPMK 22.1 | performance assessmentCriteria: lesson organization, activity suitability, interaction, and media use. | 6 | Project Submission |
| Total | 96 | ||||
2. Penilaian CPMK
| CPL | MK | CPMK | Oral Test | Total |
|---|---|---|---|---|
| CPL 2 | English for Young Learners | CPMK 4 | 30% | 30% |
| CPL 3 | English for Young Learners | CPMK 7 | 36% | 36% |
| CPL 8 | English for Young Learners | CPMK 22 | 30% | 30% |
| 96% | ||||