final examination "english for spesific purpose (esp)"

FINAL EXAMINATION

ENGLISH FOR SPESIFIC PURPOSE (ESP)

SYLLABUS ANALYSIS

FACULTY OF ENGINEERING

STATE UNIVERSITY OF YOGYAKARTA

Lecture : Indah Muzdalifah, M.Pd

Riwaty Putri Intan

1488203059

IV A

English Department

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHERS TRAINING

UNIVERSITY OF LANCANG KUNING PEKANBARU

JUNE 2016

INTRODUCTION

Praise the author to convey the presence of God Almighty, for His blessings and grace in

whom I can finish this paper.

This paper is intended to give an idea of the connection between English syllabus used in

Faculty of Engineering, State University of Yogyakarta with vocational programs of

Engineering. This task is also intended as the final project in the course of ESP (English for

Specific Purpose).

Thanks to the authors say :

1. Indah Muzdalifa, M. Pd.

2. Both parents.

3. And all those who helped.

Feedback, comments and suggestions to enhance the above guidelines are expected to

improve this guidance material.

Approximately authors thank.

Writer

I. PRELIMINARY

Syllabus is an arrangement plan that regulates the activities of teaching and classroom

management, and assessment of learning outcomes of a course. This syllabus is part of the

curriculum as a translation of Competence Standard and Basic Competence into their

teaching, learning activities, and indicators of achievement of competencies for the

assessment of learning outcomes. Thus the development of this syllabus should at least be

able to answer the following questions: whether the competencies that must be owned by

learners, how to establish these competencies, and how do I know that the learners have

had the competence. This syllabus will be very useful as a guide for teachers because it

contains the instructions as a whole regarding the purpose and scope of the material to be

learned by the learners. Moreover, it also explains about teaching and learning activities,

media, and the evaluation should be used in the process of learning to the learners. With

reference to the syllabus teachers are expected to be able to teach better, without worry

about going out of the purpose, scope materials, teaching and learning strategies, or get out

of the evaluation system should be.

II. PART SYLLABUS

According to experts curriculum makers, there are many kinds of components syllabus

arranged in a matrix syllabus. This is what must be examined and selected by an

institution to classify these components. Each institution based on the criteria or standards

referred themselves decide what components are selected and arranged in the matrix in

preparing a syllabus for a course. In principle, the more detailed syllabus will enable

teachers to translate it into Learning Implementation Plan (RPP). The components of an

eye kulian syllabus, mentioned below.

FACULTY OF ENGINEERING

YOGYAKARTA STATE UNIVERSITY

SYLLABUS ENGLISH

Course : ENGLISH

Course code : PSM / TBB / MDU210 (2 credits THEORY)

SEMESTER : Odd / Evens

STUDY : PT BOGA

Lecturers : ICHDA Chayati, M.P.

ARI Andian ANGGRAENI, M.Sc.

DEWI EKA Murniati, S.E.

I. DESCRIPTION course

This course consists of 2 credits theory discusses the geometrical shape, job vacancy,

postion, quantity expression, natural and artificial process, manual, American and British

English, speaking in public, mathematical formula, the interview, the classifieds as well as

tables, graphic , and diagrams. By attending this English students are expected to be able

to read (reading), writing (writing) and speaking (speaking) in English, especially in the

field of engineering.

II. COMPETENCE THAT DEVELOPED

1. Understand reading, vocabulary, and grammar related to geometric shapes.

2. Understand reading, vocabulary, and grammar relating to job vacancies.

3. Understand reading, vocabulary, and grammar relating to location / position of the

object.

4. Understand reading, vocabulary, and grammar relating to the number.

5. Understand reading, vocabulary, and grammar associated with the processing of natural

and artificial.

6. Understand reading, vocabulary, and grammar related to the user guide / manual.

7. Understand reading, vocabulary, and grammar relating to English language version of

the British and America.

8. Understand reading, vocabulary, and grammar related to public speaking.

9. Understand reading, vocabulary, and grammar relating to mathematical formulas.

10. Understand reading, vocabulary, and grammar relating to the interview.

11. Understand reading, vocabulary, and grammar relating to the classification.

12. Understand reading, vocabulary, and grammar relating to tables, charts, and diagrams.

III. INDICATORS OF COMPETENCE ACHIEVEMENT

A. Aspects of Cognitive and Thinking Skills

1. Being able to translate passages from English to Indonesian.

2. Able to translate the readings from Indonesian to English.

3. Able to make a job application letter in English.

4. Being able to make the room description in English.

5. Able to create recipes in English.

B. Aspects Psychomotor

1. Students can be a presentation in English.

2. Students can be asked in English.

3. Students can answer questions in English.

C. Aspects Affektif, Social Skills and Personal

1. Students take the classes with enthusiasm, and discipline.

2. Students have a positive attitude towards the English language lectures.

3. Students realize the importance of English for career and his future self

4. Students have the decorum in the classroom and outside the classroom.

5. Students have the motivation to follow lectures English.

6. Students have the will to cooperate.

7. Students have confidence in his ability.

IV. SOURCE READING

1. Moh. Alip, et al., 2006. English for the Faculty of Engineering. Services and Language

Development Center (P3B) UNY

2. Soediasih Imam Supadi, 1996. Hand Out English Engineering. Faculty of Technology

and Vocational Teachers' Training College: Yogyakarta

3. Sayer, M., Soars, J., and Soars, L., 2000. Headway, Pre-Intermediate Students' Book.

Oxford University Press: Oxford

4. Manton, K., 2000. First Insight into Business. Pearson Education Limited: Edinburgh

5. Hadfield, J., 1987. Advanced Communication Games. Thomas Nelson and Sons Ltd.

Edinburgh

6. Freitag-Lawrence, A., 2003. English for Work, Business Presentations. Pearson

Education Limited: Edinburgh

7. Anonymous, 2006. Papers Presentation Training. Yogyakarta: Faculty of Psychology,

University of Ahmad Dahlan

8. Randolph, T., 2006. Papers Training Teaching English. Yogyakarta: Gadjah Mada

University

V. ASSESSMENT

Beads of assessment will consist of :

1. Presence lecture

Following the lecture in the classroom is a social situation that was created by

faculty to help students achieve learning goals. Therefore, the presence of the college

student excellence is a parameter that must be developed and given the weight of the

achievement. Terms of college attendance of at least 75% of 16 sessions. If it does not

meet these requirements, the student must not follow the final exams. Maximum

weights 5.

2. The active participation during the lecture

During the lecture, students should not be passive, but must be active. Forms

liveliness answered questions students are professors or have any questions, comments,

and others during lectures and presentations. Maximum weights 5.

3. The task independently

Independent tasks is the text that will be presented within 5 minutes. Maximum

weights 10.

4. Presentation

Each student made a presentation in English for 5 minutes. Judgment includes

clarity of matter, methods of delivery, and timeliness. Maximum weights 20.

5. The mid term exam

Mid term exam was conducted in mid-lecture aims to monitor development of

student learning during the early half of the semester. Maximum weights 30.

6. Test the end of semester

Final exams held at the end of the course, aims to monitor learning progress of

students during the final half of the semester. Maximum weights 30.

Summary Table Weight Rating

Number Type Rating Maximum score

1 College Attendance 5

2 Activeness during lecture 5

3 Independent Task 10

4 Presentation 20

5 Mid-term Exam 30

6 Final Exams 30

Maximum number 100

Table Mastery Competency

Number Score Value Terms

1 A Student must collect at least 86 points

2 A- Student must collect at least 80 points

3 B+ Student must collect at least 75 points

4 B Student must collect at least 71 points

5 B- Student must collect at least 66 points

6 C+ Student must collect at least 64 points

7 C+ Student must collect at least 56 points

8 D Student gathering point of less than 56

Scheme Class

Week Basic Competencies Basic Material Strategies Lecture Source

1 Being able to 1.1. Explanation of the 1. Lecture

understand and rules tuition English 2. Discussions

explain the rules, 1.2. Explanation English

syllabi, lecture syllabus

assignments, and 1.3. Explanation of

assessment of English lecturing duties

English

1.4. Explanation

assessment of English

2 Capable of reading 2.1. Geometrical Shapes 1. Lecture 1, 3,

comprehension, 2.2. Games 2. Frequently 5, 8

vocabulary, and

asked

questions

grammar related to

geometric shapes

3 Capable of reading 3.1. Job Application 1. Lecture 1, 2, 3,

comprehension, 2. Frequently 4, 6, 8

vocabulary, and

asked

questions

grammar relating to

job vacancies

4 Capable of reading 4.1. Position 1. Lecture 1, 2, 3,


vocabulary,

asked

questions

andvocabulary, and

grammar relating to

the location / position

of objects

5 Capable of reading 5.1. Quantity Expression 1. Lecture 1, 2, 3,


vocabulary, and

asked

questions

grammar relating to

the location / position

of objects

6 Capable of reading

6.1. Natural and Artificial

Process 1. Lecture 1, 2, 8

comprehension, 2. Frequently

vocabulary, and

asked

questions

grammar associated

with the processing of

natural and artificial

7 Capable of reading 7.1. Manual 1. Lecture 1, 2, 3,


vocabulary, and

asked

questions

grammar associated

with the user guide

8 Mid-term exam The material from the Essay Test

first week to the seventh

9 Capable of reading 9.1. American and British 1. Lecture 1, 2, 8

comprehension, English 2. Frequently

vocabulary, and

asked

questions

grammar relating to

English language

version of the British

and American

10 Capable of reading 10.1. Speaking in Public 1. Lecture 1, 2,

comprehension, 2. Frequently 7, 8

vocabulary, and

asked

questions

grammar related to

public speaking

11 Capable of reading

11.1. Mathematical

Formula 1. Lecture 1


vocabulary, and

asked

questions

grammar relating to

mathematical formulas

12 Capable of reading 12.1. The Interview 1. Lecture 1, 4, 6,

comprehension 2. Frequently 7, 8

vocabulary and

grammar

asked

questions

relating to the interview

13 Capable of reading 13.1. The Classified 1. Lecture 1


vocabulary, and

grammar

asked

questions

relating to classification

14 Capable of reading 14.1. Table, Graphic, and 1. Lecture 1, 4, 6

comprehension, Diagram 2. Frequently

vocabulary, and

grammar

asked

questions

relating to tables, charts,

and diagrams

15 Able presentation in 15.1. Presentation 1.Presentasi 7, 8

English 2. Discussions

3. Questions and

answers

Connectedness between the syllabus of English used in the Faculty of Engineering, State

University of Yogyakarta with all technical vocational courses.

In my opinion, the syllabus of English used in the Faculty of Engineering, State

University of Yogyakarta with all technical vocational courses have connectedness. Why?

Because of all the material compiled on the syllabus of English used in the Faculty of

Engineering, State University of Yogyakarta, always concerned about the technical training

material. In accordance with the syllabus of English used in the Faculty of Engineering, State

University of Yogyakarta, the entire English learning materials to support learning technical

training there. All the material that is taught to support the ability of students to be capable of

reading comprehension, vocabulary, and grammar related to the field of technical training. So

I think this syllabus is very suitable because it can support students' ability in English,

especially with regard to their vocational fields.