SYLLABUS

Department : English EducationSubject Code : Subject : SyntaxCredit : 2 SKSSemester : VPrerequisite Subject : Introduction to linguisticsSubject Description : 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 Materials Time Allotment (minutes)

Sources/Reference

s/Instrume

nts*

Asses-ment**

1. To understand the difference points between the subject Structure,Syntax and Grammar

1) Exemplifying the grouping of words showing syntactic construction

2) Stating the different points of syntax, structure, and grammar

1. By discussing in group, students differentiate various construction types of English.

2. Students identify the points of diffe-rence of syntax, structure, grammar, construction, etc.competitively.

3. Students notes the defined points of key terms in syntax.

Introducing basic concepts of syntax, such as the terms syntax, structure, grammar, construction,

100 minutes (1 session)

Book no 1

1

etc.2. To recognize

and comprehend the underlying theories of syntax from Structural, Transformation-al, and Functional linguistics

1) Recalling Traditional perspective in sentence analysis.

2) Performing the underlying principles of Immediate Constituent (ICs) 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).

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 PS-

The underlying theories of syntax:Structural approach, ICs analysis, and the four syntactic structures of English

The underlying theories of syntax:TGG or the standard theory, PS-rules

200 minutes(2 sessions)

Book 2

Book 5, 6, & 7

2

1) Noting the significant point of using Functional approach to syntactic analysis

2) Exemplifying the simple analysis in Functional grammar

rules and show them by using phrase marker (tree diagram).

6. Students perform the analysis of phrases using PS-rules and tree diagram by applying the modeling the way.

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.

The difference in Functional linguistics: Bresnan and Halliday

Book 3&4

3. To master the various types in syntactic structures: Modification, Predication, Complementation and of Coordination

1) Identifying the various categories forming the typical structure of Modification and of Predication

2) Producing and analyzing the typical structures of Modification and of Predication

1) Identifying the

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.

1. Using guide note taking, students make

English syntactic structures:Modification & Predication

English

200 minutes (2 sessions)

200 minutes

Chapter 6 of book 2

Chapter 6

3

various categories forming the typical structure of Complemen-tation and of Coordina-tion

2) Producing and analyzing the typical structures of Complemen-tation and of Coordination

a list of the linguistic forms which 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.

syntactic structures: Complementation and Coordination.

(2 sessions) of book 2

4. To comprehend and be able to operate the analysis based on Generative Grammar

1) Practicing the analysis of all phrases and sentences using TGG

2) Making paraphrases of any syntactic analysis in comprehensive words

3) Stating a reasonable

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

Transformational syntax: identifying the structure, cons-tituents, category in the perspectives of TGG (Phrase Stucture Grammar).

100 minutes (1 sessions)

Book 5, 6 & 7

4

argument for each identification of construction

construction.5. Students note the reason for each

analysis in the points of view of Phrase Structure Grammar.

4. To reveal the weaknesses of Phrase Structure Grammar and introduce X-bar Syntax, to identify the modifiers of phrase and the status of modifiers.

5. To differentiate various analysis in X-bar Syntax

1) Reviewing the levels of category in syntactic analysis

2) Stating the existence of another level of category (small phrase or intermediate level) in syntax

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. Students make justification from a class debate about two levels of category: lexical and phrasal categories.

2. Using individual task, students perform the distribution of each categories in sentence

3. Students prove and question the grammaticality for a certain construction through class debate.

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.

Generalized Phrase Structure Grammar: X-bar theory, modifiers (forms, status)

Ambiguity, semantic identity, specifiers, and tree diagram

200 minutes (2 sessions)

200 minutes (2 sessions)

Book 5, 6 & 7

Book 5, 6

5

6. Students make a note of the kinds of Specifier and differentiate the status of modifier (as obligatory or optional).

6. To recognize

and perform the theory of syntax from Functional linguistics

1) Performing the underlying principles of Halliday’s Systemic Functional Grammar (SFG)

2) Exemplifying the model of analyzing the text based on the four stratification.

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.

4. Students note the model of clause analysis and practice analyzing texts as their class and home assignments..

The underlying theories of syntax:SFG, genres, context, semantic function, lexico- grammar, and phonology- graphology

200 minutes (2 sessions)

Book 3 & 4

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.

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7 Sells, Peter. 1985. Lecturers on Contemporary Syntactic Theories. CSLI.

MUHAMMADIYAH UNIVERSITY OF SURAKARTASCHOOL OF TEACHER TRAINING AND EDUCATION

SYLLABUS

Department : English EducationSubject Code : 6011020Subject : Discourse Analysis (DA)Credit : 2 SKSSemester : VICompetency 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

Indicators Learning Experience Main Materials Time Allotment

Sources/References/

Asses-ment**

7

(minutes) Instruments*1)Differentiating

key terms dealing with discourse analysis in a form of com-munication.

1) Identifying components of communication

2) Stating the different notion between discourse and text, continued by explaining other key terms in DA.

3) Exemplifying the form of text and interpreting it.

4) Elaborating the view in the interpretation of text.

1.1 Students state a process of communication and its components.

1.2 Students differentiate the aspects included in communication.

2.1 Students formulate the different

notion of the terms ‘discourse’ and ‘text’.

2.2 Students perform the difference, i.e. concepts of discourse as “text + context” while text as “text – context”.

2.3 Students compare the explanation of some key terms in DA.

3.1 Students mention or write down a form of text as an example to examine.

3.2 Students compare to other texts and examine them closely.

4.1 Students give some comments on certain texts.

4.2 Students compete to make interpretation of the meaning of the texts.

1). Introducing Key Terms in DA, such as: interpretation, text, context, script, discourse, schemata, knowledge, meaning, form, function, genre, proposition, etc.

80 minutes Chapter 1 of the book 5

2) Mentioning the kinds of context

1) Stating the types of context into two: verbal and non-verbal context.

1.1 Students identify the general difference of the verbal and non-verbal context in language use.

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) Contexts for the use of language: verbal and non-verbal context.

Verbal context is cohesion, deixis, grammatical

3x80 minutes

Chapter 1 & 2 of the book 5;

The book 3 & 6

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2) Elaborating the sub-context of the two types (1. verbal contexts).

.

3) Explaining the function the cohesive devices.

4) Examining the analysis of text formally

5) Elaborating the sub-context of the two types (2. non- verbal contexts).

2.1 Students elaborate the verbal context 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.

3.1 Students compare the use of each cohesion.

3.2 Students give example in the use cohesion in other sentence context.

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.

5.1 Students elaborate non-verbal con-texts referring to Hyme’s SPEAKING, Leech’s speech 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.

order, while non-verbal contexts refer to types of communicative event, participants and their relationship, setting, topic, purpose, background knowledge, etc.

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6) Giving illustration of the sub-contexts 6.1 Students mention the illustration of

the sub-contexts of language use, 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.

3) Determining the approach for DA

1) Choosing the approach for DA.

2) Giving the reason for the choice of approach in DA

3) Combining the approach for analyzing the text.

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.

2.1 Students compare the main features of each given approach.

2.2 Students state the most outstanding feature among the approaches chosen.

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.

3) Approaches to DA, such as: the Ethnography of Communication, Pragmatics, Sociolinguistics, Speech Act, Variation Analysis, and Conversation Analysis.

2x80 minutes

The book 6

4) Examining 1) Indicating the 1.1 Students read the texts and infer the Discourse 2x80 The book 5 &

10

the discourse structure

proposition and the sequence of information or the scripts configuring the discourse.

2) Analyzing the text to identify the structure of ideas organization

3) Varying the analysis

based on the approach chosen

main idea of each text.1.2 Students identify the proposition or

meaning structure in the text.1.3 Students list the structure of

information within each text.1.4 Students argue about the sequence of

information with their friend.

2.1 Students read, identify, and list the ideas organization.

2.2 Students discuss with their friends about the structure of ideas organiz.

3.1 Students make comparison of DA to their friends’ works.

3.2 Students revise the analysis by referring to the approach chosen.

Coherence, meaning structure & DA Processes: Top-down, Bottom-up, and interactive processes of DA

minutes the book 7 (chapter 6).

5) Matching the typical text and the available context before analysis

1) Performing certain types of text for DA

2) Stating characteristics of certain texts.

3) Giving reasons in the relevance of context

1.1 Students read the various text types.1.2 Students underline the clues

indicating each text types.

2.1 Students compare the main features of each text type.

2.2 Students classify the typical features of each text types.

3.1 Students account the relevant features to their choice of text types.

3.2 Students affirm their choice of approach based on context.

Text types: Poetic and dramatic, explaining, descriptive, recounting, narrative, persuasive, etc.

2x 80 minutes

The book 1 & 4

6) Conducting the DA

1) Choosing a piece of text the

1.1 Students examine the chosen text closely.

Samples of DA, scripts: in a doctor

2x80 minutes

The books 2, 3, 4, 5, 6, 7 & 8

11

approach for DA based on relevant context.

2) Carrying out the DA.

3) Correcting and refining the use of language for DA

1.2 Students determine the approach of DA for the available text type.

2.1 Students read the whole text and identify the linguistic elements or cohesive devices which relate ideas 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.

3.1 Students reread the whole text and present their understanding in oral and written forms.

3.2 Students check and review their comprehensive presentation and receive inputs from their teacher and friends.

visit, in a grocery, in classroom, in restaurant, in newspaper; conversation, literary text, etc.

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.

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6. Schiffrin, Deborah. 1994. Approaches to Discourse. Cambrifge: Blackwell Publishers.7. Renkema, Jan. 1993. Discourse Studies: an Introductory Textbook. Philadelphia: John Benjamins Publishing Company.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 Publications10. Van Dijk, Teun A (Editor). 1997. Discourse as Social Interaction. Discourse Studies: A Multidisciplinary Introduction. Volume

II. London: SAGE Publications

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