Module/Course Title: Discourse Analysis

Module/ Student Credits Semester Frequency Duration

course workload (ECTS) 3 CU x 16 =
5th 48 16 meetings
code 3 CU x
8,5 hours per
week
62033 1,5 =
4,5
ECTS
1 Types of courses Contact Independent Class size
hours study
Elective coursework 30 students
3 CU x 50 3 CU x 120
minutes = 150 minutes =
= 2,5 hours 360 minutes
per week = 6 hours
2 Prerequisites for participation (if applicable)
-

3 Learning Outcomes

Course Description:
The course presents basic concepts of analysing discourse, namely types of discourse,
discourse cohesion and coherence, discourse context, characteristics of discourse
analysis and ideology, steps taken in discourse analysis and examples of discourse
analysis that have been conducted. This course is complemented by practical activities
where students can practice conducting discourse analysis research as a forum for
students to express critical thinking about for example the power that exists in each
language process and its relation to the process of production and reproduction of
meaning.

Programme Learning Outcomes:

PLO 1 Graduates are expected to be able to play a role as creative industry
players by using competence in the fields of language, literature and
culture to produce innovative and competitive works
PLO 2 Graduates are expected to be able to act as research assistants, namely
young scholars who have critical thinking to solve problems faced in
society
PLO 3 Graduates are expected to be able to play a role as academicians,
namely activists in the world of education who have intellectuality and
professionalism

Intended Learning Outcomes:

ILO 1 Students are able to show responsibilities in performing academic activities
based on religious values, morals, and ethics

ILO 2 Students are able to uphold entrepreneurship values in cooperating with the
society and environment
ILO 4 Students are able to analyse the development of linguistic, literary and cultural
 phenomena in the global and digital era
ILO 5 Students are able to elaborate their ideas in both spoken and written forms in
English within academic and non-academic contexts
ILO 6 Students are able to use media and technology into their learning and research
activities
ILO 7 Students are able to analyse various scientific texts in the fields of language,
literature and culture in English
ILO 8 Students are able to produce scientific articles or creative writings on language,
literature, and culture independently or collaboratively

Course Learning Outcomes

On completion of this course, the students will be able to:
1. Demonstrate an awareness of key components of discourse analysis
2. Relate elements of discourse analysis framework to key empirical phenomena
3. Organize an essay

4 Subject aims/Content

Meeting 1: Text Analysis

Students are able to analyse a short text critically in a Pre-Test

Meeting 2: Unit 1. Three ways of looking at discourse

1. Students are able to generalize the basic concepts in discourse
analysis

(Homework for a group of students (consisting of 3 people) analyzing 2

short videos. Video 1 (link
https://www.youtube.com/watch?v=kDIBCPLecfQ) is done by the odd
numbered group and video 2 (link
https://www.youtube.com/watch?v=CgT5hCpIufU) is done by the
numbered group. even. The task is carried out by considering the list of
questions on page 102.

Meeting 3: Unit 2. Texts and Texture

2. Students are able to generalize the basic concepts in of cohesion and
coherence
3. Students are able to identify concepts of cohesion and coherence in a
text

(Student activity on text discussion on pages 108-109 about animal right

and Lady Gaga. This discussion was started by the lecturer using the
question instructions on page 109)

Meeting 4: Unit 3. Texts and Their Social Functions

4. Students are able to relate the concept of genres in discourse
5. Students are able to examine moves in analysing discourse

Meeting 5: Unit 4. Discourse and Ideology

6. Students are able to correlate discourse and ideology
7. Students are able to interpret power relation in discourse

(Students analyse the representation seen from vocabulary, quoted

sources and location. Lecturers provide links and students directly look
for:
Article 1: https://www.reuters.com/article/us-health-coronavirus-indonesia-
idUSKBN29I09U
 Article 2: https://jakartaglobe.id/news/indonesia-may-allow-selffunded-
vaccination-as-cases-nearing-1-million)

Meeting 6: Unit 5. Spoken Discourse

8. Students are able to outline the texture of talk
9. Students are able to communicate critically the concept of speech act in
spoken discourse

Meeting 7: Quiz 1
Students are able to review unit 1-5 in a quiz

Meeting 8: Students take Mid-Test

(Test and Discussion of the test)

Meeting 9: Unit 6. Strategic Interaction

10. Students are able to negotiate relationship and activity in a
conversation
11. Students are able to organize an English essay by working in a
group (Step 1: Discussing the Introduction)
(Homework: Drafting Review of Related Literature)

Meeting 10: Unit 7. Context, Culture and Communication

12. Students are able to transform SPEAKING model of context in the
analysis of discourse
13. Students are able to organize an English essay by working in a
group
(Step 2: Discussing Review of Related Literature)
(Homework: Drafting Research Method)

Meeting 11: Unit 8. Mediated Discourse Analysis

14. Students are able to confirm the concept of mediation
15. Students are able to breakdown mediated discourse analysis
16. Students are able to organize an English essay by working in a
group (Step 3: Discussing Research Method)
(Homework: Drafting Data Analysis)

(The group explores how 2 people show their closeness on social media as
seen from photos or short videos. Or you can also look for short
photos/videos that show how people are hostile to each other.)

Meeting 12: Unit 9. Multimodal Discourse Analysis

17. Students are able to confirm the concept of multimodality
18. Students are able to breakdown modes, meaning and action
19. Students are able to organize an English essay by working in a
group (Step 4: Discussing Data Analysis)

(Watch a 5-minute video and discuss the multimodality that the video
demonstrates. The lecturer gives an example of the analysis first. Video
link: https://www.youtube.com/watch?v=O4yc069cPiw&pbjreload=101)

Meeting 13: Unit 10. Corpus-Assisted Discourse Analysis

20. Students are able to employ the use of corpus linguistics in
analysing discourse
21. Students are able to examine corpora using procedures for corpus
assisted
22. Students are able to organize an English essay by working in a
group (Step 5: Discussing Data Analysis)
 Meeting 14: Review
Students are able to review their understanding of Discourse Analysis
(Step 6: Homework  Drafting Conclusion and Suggestion)

Meeting 15: Preview

Students are able to preview Introduction, Review of Related Literature,
Research Method, Analysis, and Conclusion and Suggestion
(challenges in organising the coherent and unified essay)

Meeting 16: Students are submitting the essay

5 Teaching methods
Lectures, discussions and team-based project
6 Assessment methods

1. Class Participation
In order to maximize the learning opportunities in this course, students are not only required
to be present for all class sessions, having completed all necessary readings, but they are
also expected to interact with peers based on the topic of discussion.

2. Assignment
As exercises for each unit are integrated, the students must complete the exercises, submit
and discuss them. Score will be provided based on the answer key for the exercises.

3. Quiz
Quiz enables students to identify gaps in knowledge or in other words to identify how well
the students know the concept of discourse and the analysis. It is thus important for the
students to take Quiz 1 along the semester. Score will be provided based on the answer
key for the quizzes.

4. Middle Test
This test may motivate the students to look through and revise previously learnt concepts in
Semantics and Pragmatics. At such, taking exams motivates the students to look for study
tips and improve their studying skills, while also helping them develop self-discipline and
self-organization. It's well-known that these skills are priceless and will serve them for the
rest of their days. Score will be provided based on the answer key for the test.

5. Team-based Project (Final Test)

Through co-authorship in group essay, the students are able to improve their teamwork
abilities and collaborative thinking. The group will work started from Week 9 and follow the
steps of composing the essay as stated in Task Guideline.

6. Progress Card
A progress card is a kind of self-assessment tools built on the level of difficulty of the subject
contents. The students must tick off their progress after learning weekly. They must write
what they find and feel while learning as well, such as whether the unit is difficult or not, and
any challenging parts of learning. The students then consult the result with the teacher.
 What follows is summary of the Assessment:
Assessment Task Task Type Due Percentage
Class participation Individual Meetings 1-7 5%
and meetings 9- (@meeting = 0,35%)
15
Group work 1 Group Meetings 2, 3, 5%
(Exercises in the 5, 11 and 12 (@meeting= 1%)
units)
Group work 2 Group Meeting 2, 3, 4, 5%
(Presentation) 5, 6, 9, 10, 11, (@meeting = 0,5%)
12, 13
Mid Test Individual Meeting 8 25%
Quiz Individual Meeting 7 10%
(@meetings 2-6 = 2%)
Group work 3 Group Meetings 9-15 20%
(Team-based (@meetings 9-15 =
project essay) 2,85%)
Final Test Group Meeting 16 30%
TOTAL 100%

7 This module/course is used in the following study programme/s as well

N/A

8 Teachers

1. Tantri R. Indhiarti, M.A.

2. Muhammad Rozin, M.A.

9 Resources

Main:
Jones, Rodney H., 2012. Discourse analysis: A resource book for students. London: Taylor and
Francis Ltd.

Supplementary:
1. Bloomfield, L. 1933. Language. New York: Reinhart.
2. Chomsky, N. 1957. Syntactic structure. Mouton: The Hague.
3. Coulthard, Malcolm. 1977. Introduction to discourse analysis. London: Longman
Group Ltd.
4. Fairclough, Norman. 2010. Critical discourse analysis: the critical study of
language 2nd ed. Harlow: Pearson.
5. Firth, J.R. 1957. The technique of semantics. In Papers in linguistics pp.7-33.
London: Oxford.
6. Foucault, Michel. 1980. Power/Knowledge. New York: Pantheon.
7. Gee, James Paul. 1999. An introduction to discourse analysis: theory and
method. New York: Routledge.
8. Harris, Z. 1952. Discourse analysis. In Language 28, pp.1-30.
9. Halliday, M. A. K. and Matthiessen, C. M. I. M. (2013). An Introduction to
Functional Grammar (4th ed.) London: Routledge.
10. Leeuwen. Theo van. 2008. Discourse practice: new tools for critical discourse
analysis. New York: Oxford University Press.
11. Renkema, J. 2004. Introduction to Discourse Studies. Amsterdam: John
 Benjamin.
12. Van Dijk (ed.). 1985. Handbook of discourse analysis: volume 1 disciplines of
discourse. London: Academic Press Inc.
13. Wodak, R. and M. Meyer (ed.). 2009. Methods of critical discourse analysis. Los
Angeles: Sage
14. Baker, P. (2004). Querying Keywords: Questions of Difference, Frequency, and
Sense in Keywords Analysis. Journal of English Linguistics, 32(4), 346-359. doi:
10.1177/0075424204269894
15. Baker, P. (2012). Acceptable bias? Using corpus linguistics methods with critical
discourse. Critical Discourse Studies, 9(3), 247-256. doi:
10.1080/17405904.2012.688297.
16. Fajri, M. S. A. (2020). The construction of Indonesian Muslims and Islam in
Australian newspapers: a corpus-assisted critical discourse analysis.
Discourse and Interaction, 13(1), 5-24. https://doi.org/10.5817/DI2020-1-5.

Appendices:
1. Assessment of Achieved Intended Learning Outcomes
2. Task Guidelines and Rubrics
Appendix 1. Assessment of Achieved Intended Learning Outcomes
Form of Weight LLO Weight
Week ILO CLO LLO Indicator Assessment (%) (%)
Class
1 1,2,4 1,2 1 1 participation 0,35 0,35
2 1,2,4,5,6 1,2 1 2,3 Group work 1 1
Group work 2 0,5
Class
participation 0,35
Quiz 1 2
Mid-term 5 8,85
3 1,2,4,5,6 1,2 2,3 4,5 Group work 1 1
Group work 2 0,5
Class
participation 0,35
Quiz 1 2
Mid-term 5 8,85
4 1,2,4,5,6 1,2 4,5 6,7 Group work 1 1
Group work 2 0,5
Class
participation 0,35
Quiz 1 2
Mid-term 5 8,85
5 1,2,4,5,6 1,2 6,7 8,9 Group work 1 1
Group work 2 0,5
Class
participation 0,35
Quiz 1 2
Mid-term 5 8,85
6 1,2,4,5,6 1,2 8,9 10,11 Group work 2 0,5
Class
participation 0,35
Quiz 1 2
Mid-term 5 7,85
7 1,2,4,5,6 1,2 1-9 QUIZ 1
Class
participation 0,35 0,35
8 1,2,4,5,6 1,2 1-9 Mid-term
9 1,2,4,5,6,7 1,2, 3 10,11 12, 13 Group work 1 1
Group work 2 0,5
Group work 3 2,85
Class
participation 0,35
Final test 5 9,7
10 1,2,4,5,6,7,8 1,2,3 12,13 14, 15 Group work 2 0,5
Group work 3 2,85
Class
participation 0,35
Final Test 8,7
 5
11 1,2,4,5,6,7,8 1,2,3 14,15,16 16, 17 Group work 2 0,5
Group work 3 2,85
Class
participation 0,35
Final Test 5 8,7
12
1,2,4,5,6,7,8 1,2,3 17,18,19 18, 19 Group work 2 0,5
Group work 3 2,85
Class
participation 0,35
Final Test 5
8,7
13 1,2,4,5,6,7,8 1,2,3 20,21,22 20, 21 Group work 2 0,5
Group work 3 2,85
Class
participation 0,35
Final Test 5 8,7
14 1,2,4,5,6,7,8 1,2,3 10-22 22 Group work 3 2,85
Class
participation 0,35 3,2

15 1,2,4,5,6,7,8 1,2,3 10-22 22 Group work 3 2,85

Class
participation 0,35
Final test 5 8,2
16 1,2,4,5,6,7,8 1,2,3 10-22 Final Test
100
Appendix 2. Task Guidelines

BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE

STUDENT TASK GUIDELINE

COURSE: Discourse Analysis
CODE: SBI 62033 CU 3/Semester 6
TEACHER Team
TASK FORM:
Test

NAME OF TASK:
Homework: analysing an excerpt of La Boheme

COURSE LEARNING OUTCOME:

To recall the basic concept of Discourse Analysis as learnt in Pengantar Ilmu Linguistik
class

DESCRIPTION
The written test carried out by all students in class is a continuation of the analysis of the
La Boheme story snippet delivered by the lecturer in class.

METHOD OF COMPLETION
1. All students must work together to complete the test
2. Students analyse pieces of text by paying attention to the underlined structure
3. Student discussions are held outside of synchronous meeting hours
4. 1 student as a class representative will collect homework in Google Classroom by
copying and pasting the answers along with all the names of students (who
actually participated in completing homework) under the 'Week 1' link
5. Homework is collected 2 days before the class schedule so that the lecturer can
read student answers for further discussion at meeting 2. In addition, this is done
to see which students did not participate.

OUTCOMES
a. Object: written test
b. Outcome form: Students and lecturers conduct discussions on further analysis of
the La Boheme text for textual analysis
c. The following is a continuation of the text of La Boheme which should be analyzed
as shown in the example. Students provide an analysis of the underlined
structure:
Their friend Schaunard arrives with food and drink, having just been paid for a
music lesson; they are also joined by Colline, the philosopher. After a visit by
the landlord Benoit, who demands payment of the long overdue rent, all
except Rodolfo leave for the Café Momus. There is a knock at the door and a
neighbor, Mimi, comes in, hoping to light a candle which went out in a draft.
A little later, she returns for the key to her room, which she lost. As she and
Rodolfo look for it, their hands touch. He tells her about himself and his
dreams, followed by Mimi’s charming narration about her own life and
longings.
INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING
The students complete the questions according to the instructions given on the question
sheet.

Non-graded assessment.

TIME
Meeting 1

OTHERS

REFERENCES
 BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE

STUDENT TASK GUIDELINE

COURSE: Discourse Analysis
CODE: SBI 62033 CU 3/Semester 6
TEACHER Team
TASK FORM:
Spoken while Zooming or Written in Google Class

NAME OF TASK:
Class Participation

COURSE LEARNING OUTCOME:

To carry out an active discussion

DESCRIPTION
Student engagement in class is a vital feature of their education. Students learn to
communicate in a way that others can understand when they speak out in class. They learn
how to collect information to improve their own comprehension of a topic by asking
questions. On the other hand, just as many adults find it difficult to speak in front of a large
group, many students also find it difficult to speak up in class. Therefore, the students are
encouraged to participate in written form on Google Classroom as well.

METHOD OF COMPLETION
1. Each meeting begins with a question from the teacher or the students. The
student may give response to the unit to be discussed. When at home students do
self-study and are expected not only to learn from the book used but also from
other bibliography, either from books, journal articles, or certain websites. Thus,
because students have diverse learning resources, there will definitely be different
forms of material. This is what can be used for discussion at the beginning of each
meeting.
2. After the unit and the exercises of the unit are discussed, students give responses
such as stating difficulties when doing assignments or other possible answers.

OUTCOMES
a. Object: spoken and written report
b. Outcome: discussion
INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING

Rubric:
76-85 66-75
Level of Student proactively contributes Student never contributes to
Engagement in to class by offering ideas class by offering ideas and
Class and/or asks questions asking questions and/or has
trouble staying on task during
group project time
Behaviour Student almost never displays Student occasionally displays
disruptive behaviour during disruptive behaviour during
class class
Preparation Student is almost always Student is rarely prepared for
prepared for class with class with assignments and
assignments and required required class materials.
class materials.

Grading: Each student will obtain 0,35% every time they are actively involved in each
meeting. Taken together, at the end of the semester, they will get 5%.

TIME
Meetings 1-7 and Meetings 9-15

OTHERS

REFERENCES
 BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE

STUDENT TASK GUIDELINE

COURSE: Discourse Analysis
CODE: SBI 62033 CU 3/Semester 6
TEACHER Team
TASK FORM:
Spoken while Zooming

NAME OF TASK:
Group work 2 (Group Presentation)

COURSE LEARNING OUTCOME:

To carry out an active discussion

DESCRIPTION
Presentation skill is extremely useful both in and outside the classroom. After completing
a project, a presentation is a channel for students to share with others what they have
learned. It is also a chance to challenge and expand on their understanding of the topic by
having others ask questions.

METHOD OF COMPLETION
The class is divided into 9 groups following the number of the units/course contents. The
groups focus on what they have understood towards the units.
Group 1: Doing discourse analysis
Group 2: Text and texture (cohesion and coherence)
Group 3: Texts and their social function
Group 4: Discourse and ideology (constructing reality)
Group 5: Spoken discourse (texture talk)
Group 6: Strategic interaction (negotiating relationships and activities)
Group 7: Context, culture and communication (SPEAKING model)
Group 8: Mediated discourse analysis
Group 9: Multimodal discourse analysis
Group 10: Corpus-assisted discourse analysis

OUTCOMES
a. Object: spoken report
b. Outcome: discussion
INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING

Rubric:

PRESENCE 5 4 3 2 1 0
-body language & eye contact
-contact with the public
-poise
-physical organization

LANGUAGE SKILLS 5 4 3 2 1 0
-correct usage
-appropriate vocabulary and grammar
-understandable (rhythm, intonation, accent)
-spoken loud enough to hear easily

ORGANIZATION 5 4 3 2 1 0
-clear objectives
-logical structure
-signposting

MASTERY OF THE SUBJECT 5 4 3 2 1 0

-pertinence
-depth of commentary
-spoken, not read
-able to answer questions

VISUAL AIDS 5 4 3 2 1 0
-transparencies, slides
-handouts
-audio, video, etc.

TOTAL SCORE _______ x 4

Grading: Each group will obtain 5% (@meeting = 0,5%)

TIME
Meetings 2, 3, 4, 5, 6, 9, 10, 11, 12, 13

OTHERS

REFERENCES
 BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE

STUDENT TASK GUIDELINE

COURSE: Discourse Analysis
CODE: SBI 62033 CU 3/Semester 6
TEACHER Team
TASK FORM:
Filling Google Form

NAME OF TASK:
Measuring students’ creative and critical thinking

COURSE LEARNING OUTCOME:

-
DESCRIPTION
This activity is a performative test that is not given a score, but the lecturer wants to know
how each student thinks and acts creatively and critically when faced with a situation, for
example facing misleading information that is encountered everyday.

METHOD OF COMPLETION
1. All students must enter the Google Form link that has been listed in Google Class for
each class
2. Fill in the value of 2 or 3 or 4 for the 4 criteria asked. A value of 2 indicates 'in
progress', a value of 3 indicates 'can do without paying attention to details', and a
value of 4 indicates 'can do with complete detailed knowledge'.
3. Since these activities are not assessed, students are asked to give honest answers
to their experiences so far.

OUTCOMES
a. Object: survey
b. Outcome: evaluation of students' critical language awareness

Assessment Rubric for Critical Thinking

Criteria 4 3
Exemplary Accomplished
Interprets evidence, Accurately interprets Satisfactorily interprets
statements, graphics, information information
questions
Identifies salient arguments , Precisely and accurately Identifies relevant
reasons and claims, and pros identifies relevant arguments, arguments, pros and cons
and cons pros and cons
Analyzes and evaluates major Consistently and thoughtfully Offers analysis and
alternative points analyzes and evaluates major evaluation of obvious
alternative points of view alternative points of view

Draws meaningful and Draws consistently accurate Draws fairly accurate

warranted conclusions conclusions conclusions

(Adapted from www.fsw.edu)

INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING
Non graded

TIME
Meeting 1

OTHERS

REFERENCES
 BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE

STUDENT TASK GUIDELINE

COURSE: Discourse Analysis
CODE: SBI 62033 CU 3/Semester 6
TEACHER Team
TASK FORM:
Test

NAME OF TASK:
Mid-Test

COURSE LEARNING OUTCOME:

To identify and explain the concepts of Discourse Analysis

DESCRIPTION
Mid-test is taken as it is aimed at assessing the students’ understanding on the concepts
of Doing discourse analysis, Text and texture (cohesion and coherence), Texts and their
social function, Discourse and ideology (constructing reality), Spoken discourse (texture
talk). The exam is frequently used to verify students' learning because it provides a
controlled setting for individual work.

METHOD OF COMPLETION
1. Quiz questions are distributed on Google Classroom
2. The students download the test
3. The students work on questions for 90 minutes
4. Mid-Test is discussed
5. The students get the score

OUTCOMES
a. Object: written test
b. Outcome: the students and teacher conduct a discussion on the understanding of
the concepts

INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING

The score is given based on the correctness of answer to the Test.

Grading = 25% for each student

TIME
Meeting 8

OTHERS

REFERENCES
 BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE

STUDENT TASK GUIDELINE

COURSE: Discourse Analysis
CODE: SBI 62033 CU 3/Semester 6
TEACHER Team
TASK FORM:
Test

NAME OF TASK:
Quiz

COURSE LEARNING OUTCOME:

To identify and explain the concepts of Discourse Analysis

DESCRIPTION
Quiz is taken as it is aimed at helping students prepare for the unit's summative tests
(Units Doing discourse analysis, Text and texture (cohesion and coherence), Texts and their
social function, Discourse and ideology (constructing reality), Spoken discourse (texture
talk).). Besides, it enables to keep students motivated and involved in their own learning
throughout the learning session.

METHOD OF COMPLETION
1. Quiz sheet are distributed in WA Group
2. The students download the test
3. The students work on questions for 60 minutes
4. Quiz is discussed
5. The students get the score

OUTCOMES
a. Object: written test
b. Outcome: the students and teacher conduct a discussion on the understanding of
the concepts

INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING

The score is given based on the correctness of answer to the Quiz.

Grading = 10% for each student

TIME
Meeting 7

OTHERS

REFERENCES
 BRAWIJAYA UNIVERSITY
FACULTY OF CULTURAL STUDIES
DEPARTMENT OF LANGUAGES AND LITERATURE
STUDY PROGRAMME OF ENGLISH LITERATURE

STUDENT TASK GUIDELINE

COURSE: Discourse Analysis
CODE: SBI 62033 CU 3/Semester 6
TEACHER Team
TASK FORM:
Written

NAME OF TASK:
Group work 3 (Team-based project essay) and Final Test

COURSE LEARNING OUTCOME:

To combine the knowledge of discourse analysis that have been learnt into an essay

DESCRIPTION
This activity was carried out to oversee the process of student research carried out in
groups starting from an explanation by the lecturer about what and how to do research in
the field of discourse analysis. Next, students start looking for journal articles from
international journals (scimagojr) and national journals (Sinta indexed journals) related to
discourse.

METHOD OF COMPLETION
1. Students work in the groups
2. In week 9, the groups discuss the Introduction in the class and do homework
(Drafting Review of Related Literature)
3. In week 10, the groups discuss Review of Related Literature in the class and do
homework (Drafting Research Method)
4. In week 11, the groups discuss Research Method in the class and do homework
(Drafting Data Analysis)
5. In week 12, the groups discuss Data Analysis in the class
6. In week 13, the groups discuss Data Analysis in the class
7. In week 14, the groups do homework (Drafting Conclusion and Suggestion)
8. In week 15, the groups preview Introduction, Review of Related Literature,
Research Method, Analysis, and Conclusion and Suggestion (challenges in
organising the coherent and unified essay)
9. In week 16, as the Final Test, the group representative will submit the revised
essay on Google Class.

OUTCOMES
a. Object: written essay
b. Outcome: a published book (ISBN)
INDICATORS, CRITERIA, AND PERCENTAGE OF GRADING
The score is given based on the following rubric:

Component Score
81-100 76-80 71-75 65-70
Topic Identifies a Identifies a focused Identifies a topic Identifies a topic
selection creative, and that while that is far too
focused, and manageable/doable manageable/doable, general
manageable topic that is too narrowly and wide-ranging
topic that appropriately focused and leaves as to be
addresses addresses relevant out relevant aspects manageable
potentially aspects of the topic. and doable.
significant yet of the topic.
previously
less explored
aspects
of language
phenomenon
and its
relation to
how
discourses
construct,
maintain, and
legitimize
social
inequalities
Existing Synthesizes Only presents Presents Presents
Knowledge, in-depth information from information from information from
Research, information relevant sources relevant irrelevant
and/or Views from relevant representing sources sources
sources various representing limited representing
representing points of view points of limited points of
various view view
points of view
in discourse
analysis (DA)
Design All elements Critical elements of Critical elements of Inquiry design
Process of the the methodology the methodology demonstrates a
methodology are appropriately are missing, misunderstanding
are skilfully developed, incorrectly of the
developed. however, more developed, or methodology
Appropriate subtle unfocused
methodology elements are
may be ignored or
synthesized unaccounted
from across for
disciplines or
from relevant
subdisciplines
Analysis Organizes and Only organizes Organizes Lists evidence,
synthesizes evidence to reveal evidence, but the but it is not
evidence to important organization is not organized
reveal patterns, effective in and/or is
insightful differences, or revealing unrelated to
patterns, similarities important patterns, focus.
differences, or related to focus differences, or
similarities similarities.
related to
focus.
 Conclusions States a States a conclusion States a general States an
conclusion focused solely on conclusion that, ambiguous,
that is a the inquiry findings. because illogical, or
logical The conclusion it is so general, also unsupportable
extrapolation arises applies beyond the conclusion from
from the specifically from scope of the inquiry inquiry
inquiry and responds findings. findings.
findings. specifically to the
inquiry findings.

However, passive student in the group not involving in completing the exercise is not
likely to get assed.

Grading = 20% + 30%

TIME
Begun in Meeting 9 and Submitted in Meeting 16

OTHERS

REFERENCES