English for Specific Purpose

Related to English in Computer Science

Submitted as Final Test of English for Specific Purpose Course

Taught By Indah Muzdalifah, M.Pd

BY :

Yenni Yulita Sitompul (1488203068)

Class : IVA

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHERS TRAINING

UNIVERSITY OF LANCANG KUNING

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CHAPTER I

INTRODUCTION

A syllabus is an expression of opinion on the nature of language and learning; it acts as a guide for both teacher and learner by providing some goals to be attained. At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects of language and linguistic performance. It will hopefully also help instructors better evaluate their own programs and course books. It is therefore concerned with linguistic theory and theories of language learning and how they are applied to the classroom. Syllabus is a description of the contents of a course of instruction and the order in which they are to be taught (Richards & Schmidt, 2010). According to Richards and Schmidt (2010), language teaching syllabi can have their bases on such different criteria as grammatical items and vocabulary, the language required for different types of situations, the meanings that underlie different language behavior or the text types language learners need to master.

The Structural Approach : One problem facing the syllabus designer pursuing a grammatical order to sequencing input is that the ties connecting the structural items maybe rather feeble. A more fundamental criticism is that the grammatical syllabus focuses on only one aspect of language, namely grammar, whereas in truth there exist many more aspects to language

The Situational Approach : One advantage of the situational approach is that motivation will be heightened since it is "learner- rather than subject-centered" (Wilkins.1976: 16). However, a situational syllabus will be limited for students whose needs were not encompassed by the situations in the syllabus. This dissatisfaction led Wilkins to describe notional and communicative categories which had a significant impact on syllabus design.

The Notional/Functional Approach : Thus, the starting point for a syllabus is the communicative purpose and conceptual meaning of language i.e. notions and functions, as opposed to grammatical items and situational elements which remain but are relegated to a subsidiary role.

Instructional Materials

     Needless to say in order to inaugurate a teaching project, there is the need to preparing linguistic materials which can be of ineffable help in doing so. Materials are, as defined by Richards and Schmidt (2010) things which can be drawn upon by language teachers or language learners to make the learning, or language learning, process easier, or, better said, more facilitated. Materials, as they explain, may be “linguistic, visual, auditory, or kinesthetic” (p. 322), and they may be put forward in print, audio or video, on the internet, etc. Nunan (1988, cited in Sheikhzade-Marand, 2011) identifies the following principles for material design:

They should be clearly linked to the curriculum they serve. They should be authentic in terms of task and text. They should simulate interaction. They should call learners’ attention to formal aspects of language.

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They should encourage language learners to develop skill and skills in language learning.

They should motivate language learners to apply their developing their language skills to the world beyond language classroom.

Adaptation of Materials

Cunningsworth(1995, cited in Sheikhzadeh, 2011) cites the following factors for adaptation of materials:

Classroom dynamic The personalities involved Syllabus-imposed constraints The availability of resources Learners’ expectations and motivation.

Materials development

It is the requirement of school or the ministry of education. The teacher may be inexperienced or not well-trained. The teacher assumes the course book to be valid and qualified. The language learners wish to cover all parts of the course book.

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CHAPTER II

CONTENT

English is the most important language in our life. English is important for student in

every level such as Elementary school, Junior High School, Senior High School and College.

Especially for college students. In this paper, I will analyze the syllabus of Engineering

Information into English course. This syllabus has 16 materials that related between

Engineering Information such as : Introduction expressions to introduce ourselves; Word

formation; Parallel structure; Country, language, and nationality; Explaining procedures;

Practice explaining procedures; Conjunction; The use of Too, So, Either, and Neither; Mid

Test; Degree of comparison; Terminologies; Terminologies; Passive voice; Conditional

sentence; Text discussion; and Final test.

The teaching method that use is lecturing, questions, discussion, assignments, and

presentation. The strategies that use is discovery learning, cooperative learning, PJBL, project

based learning, etc based on the materials. During this semester has 14 times activities in

classroom, 12 times lab work, 14 times assignments, and 14 times Independent exploration

student.

Based on this syllabus, I think the English materials related with their majors is

almost appropriate.

1. Introduction and expressions to introduce ourselves.

The students is demand to comprehend the concept of introduction and

expressions to introduce ourselves. I think, this material is important to

Engineering Information student to learn it. Because each major must able to

introduce themselves.

2. Word Formation.

The students is demand to comprehend the concept of word formation. I think,

this material must learn by Engineering Information student, because this topic

must learn in all major.

3. Parallel Structure

The students is demand to comprehend the concept of parallel structure and

technical terms. Parallel structure is study related to grammar same with word

formation. In English, we must study this topic in order to make us can make a

sentence correctly.

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4. Country, language, and nationality

The students is demand to comprehend the concept of country, language and

nationality. Country, language and nationality is study related to culture of a

country. And I think, this topic is not relate with their major. The students is

Engineering Information, they should not study this topic. I think this topic will

appropriate with faculty of culture.

5. Explaining Procedures

The students is demand to comprehend the concept of procedure in several kinds

of machines. This material is suitable for Engineering Information. Maybe they

learn about how to arrange the computer, how to arrange the program, etc.

6. Practice Explaining procedures

The students is demand to comprehend to practice procedure in operating

machines. This is relate to their practice in arrange the computer, the program, and

etc. Because, all component of computer, and the program using English. Because

of that, this topic should learn by Engineering Information students.

7. Conjunction

The students is demand to comprehend the concept of Conjunction. Conjunction is

little not important to learn. Because I think this material is learn in Generally.

8. The use of Too, So, Either and Neither

The students is demand to comprehend the concept of use Too, So, Either and

Neither. Same with conjunction, this material not appropriate with Engineering

Information major. This material is part of structure. I think structure just learn in

specific major, like faculty of teachers training and education.

9. Mid Test

10. Degree of Comparison

The students is demand to comprehend the concept of Degree of Comparison.

Degree of comparison is same. It is not suitable to Engineering Information

students to learn this material. Because this material is learn in specific major like

faculty of teachers training and education.

11. Terminologies

The students is demand to comprehend the kinds of terminology. I think

terminologies is study about the term in computer. Like what I said before, all

component in computer is using English language. So, the material terminologies

is suitable for Engineering Information student to learn this material.

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12. Terminologies

The students is demand to comprehend the kinds and the concept of terminology.

In this material not only know the term in computer in English, but also the

concept of the terminologies will study in this topic.

13. Passive Voice

The students is demand to comprehend the concept of passive voice. Passive voice

is study about the passive sentence. I think, passive voice is not suitable for

Engineering Information student to learn this. This material will appropriate is

learn in faculty of teachers training and education.

14. Conditional Sentences

The students is demand to comprehend the concept of conditional sentences. Same

with passive voice, conditional sentence not suitable for Engineering Information

student to learn this. This material will appropriate is learn in faculty of teachers

training and education.

15. Text Discussion

The students is demand to comprehend the concept of text discussion. I think, text

discussion is suitable for Engineering Information student to learn this material.

They also must know and discuss about any kinds of text, especially that related

with computer.

16. Final Test

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UNIVERSITAS LANCANG KUNINGFAKULTAS ILMU KOMPUTER

SYLLABUS

Faculty Computer ScienceDepartment Engineering InformationCourse English ICredit Hours 2 CreditsCourse Description This course is the primary basic course that design in every Department

of UNILAK to enable students to be familiar with introduction and expressions to introduce ourselves, word formation, parallel structure, country, language and nationality, explaining procedure, conjunction, use (too, so, either and neither), degree of comparison, terminologies, passive voice and conditional sentence.

Learning Outcome The students comprehend the concept of English and apply how to introduction and expressions to introduce ourselves, word formation, parallel structure, country, language and nationality, explaining procedure, conjunction, use (too, so, either and neither), degree of comparison, terminologies, passive voice and conditional sentence.Soft skills: Analytical, Critical, Synthetic, Ethical and Cooperative.

Content/Materials Comprehend the concept of introduction and expressions to introduce ourselves, word formation, parallel structure, country, language and nationality, explaining procedure, conjunction, use (too, so, either and neither), degree of comparison, terminologies, passive voice and conditional sentence.

Activities The classroom activities covering lectures, discussion, questions, tasks, and presentation.

Assessment The student’s grades will be determined on the basis of their participation (20%), assignments (20%), mid-term test (25%), and final test (35%).>80= A70-79 = B60-69 = C40-59 = D<39 = E

References Azar, Schrampher Betty. 1989. Understanding and Using English Grammar. USA. Prentice Hall Regents.

Franklin B. Harry, et all. 1990. Vocabulary in Context. Michigan: University of Michigan.

Hughes, Richard and Carmel Heah. 2006. Common Errors in English. Selangor: Fajar Bakti Sdn. Bhd.

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UNIVERSITAS LANCANG KUNINGFAKULTAS ILMU KOMPUTER

RENCANA PROSES KEGIATAN PEMBELAJARAN SEMESTER

Academic Year 2015/2016Semester IIDepartment Engineering InformationMethods Lecturing, Discussing, QuestioningLecturer M. Fauzi, S.S. M.HumImportant Days - Lecturing Days

- Submission of assignment- Mid Test- Final Test

Instructional Matrix

Week Topics/Materials Instructional Method

LearningOutcomes

Criteria Assessment

Basis Score

1 2 3 4 5 61 Introduction

Expressions to introduce ourselves

Lecturing,Discussing,Collaborative learning

Comprehend the concept of introduction and expressions to introduce ourselves.

The students capability in introduce themselves in each opportunity.

5%

2 Word Formation Discovery learning

Comprehend the concept of word formation.

The students capability in comprehend and applying the topic.

5%

3 Parallel Structure Discovery learning,Collaborative learning

Comprehend the concept of parallel structure and technical terms.

The students capability to comprehend how to make the passive and active sentences.

10%

4 Country, language, and nationality

Cooperative learning

Comprehend the concept of country, language and nationality.

The students capability of comprehend the country, language, and nationality.

10%

5 Explaining Procedures

Discovery learning

Comprehend the concept of procedure in several kinds of

The student capability to explaining the

10%

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machines. procedures in several kinds of machines.

6 Practice Explaining procedures

Collaborative learning

Comprehend to practice procedure in operating machines.

The students capability about practicing procedures in operating machines.

10%

7 Conjunction Discovery learning

Comprehend the concept of Conjunction.

The students capability of applying the function of conjunction.

10%

8 The use of Too, So, Either and Neither

Collaborative learning

Comprehend the concept of use Too, So, Either and Neither.

The students capability to practice the use of Too, So, Either, and Neither.

5%

9 MID TEST10 Degree of

ComparisonCollaborative learning

Comprehend the concept of Degree of Comparison.

The students capability of applying degree of comparison.

15%

11 Terminologies Collaborative learning

Comprehend the kinds of terminology.

The students capability in explaining the terminologies.

5%

12 Terminologies Discovery learning

Comprehend the kinds and the concept of terminology.

The students capability to explaining the terminologies.

5%

13 Passive Voice Discovery learning

Comprehend the concept of passive voice.

The students capability of explaining the passive voice.

5%

14 Conditional Sentences

Discovery learning

Comprehend the concept of conditional sentences.

The students capability of explaining the conditional sentences.

5%

15 Text Discussion Collaborative learning

Comprehend the concept of text discussion.

The students capability of explaining the text discussion.

5%

16 FINAL TEST

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CHAPTER III

CONCLUSION

This syllabus is about the materials that will teaching in Engineering Information

major. This material is almost suitable for Engineering Information students just some of

them is not suitable to teach in Engineering Information major. The teaching method that use

is lecturing, questions, discussion, assignments, and presentation and the strategies that use is

discovery learning, cooperative learning, PJBL, project based learning, etc based on the

materials is very suitable to use.

In this course, English for Specific Purpose is learn about the specific English in

Engineering Information major. So, I think this syllabus almost appropriate with the major.

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