Analysis Syllabus Faculty of Law in Lancang Kuning
University
Submitted as One of Assignments
of English Specific Purpose Course
Taught by Indah Muzdalifah,M.Pd
BY:
MUHAMMAD
NURFIANDA SAPUTRA
1488203003
ENGLISH
EDUCATION DEPARTMENT
FACULTY OF TEACHERS
TRAINING AND EDUCATION
UNIVERSITY OF
LANCANG KUNING
JUNE 2016
CHAPTER
I
INTRODUCTION
BACKGROUND
The field of teaching English for specific purposes, or
better known as English for Specific Purpose (ESP) is a field of teaching
English is relatively new. ESP developments in higher education both public
colleges and universities of religion in Indonesia is still vague. It looks at
the use of ESP's own name as the name of taught courses. In the college
curriculum, ESP simply titled as subjects of English (BI) alone. In its
implementation, English is taught in accordance with the allocation of credit
semester system (SKS) applied by each college. Public college who consider
English very important role in allocating 4-6 college credits while the public
considered English only as a general basic subjects allocated only about 2- 4
credits alone while at religious colleges, the weight of English credits
allocated ranges between 2-4 credits, even with only 2 credits alone.
In
practice, this English courses tend to be interpreted and implemented
differently. Some are considered as courses
General English
contains material which contains basic knowledge of English public with
different elements and skills. Conversely, some argue that this course is a
course for special purposes that are tailored to the field of study the
student, though in practice tend not reflect its essence as a subject for a
particular purpose. In its implementation, despite being regarded as a subject
ESP, this subject has not yet reflected the implementation of ESP theory should
be. This subject experienced a variety of problems from many sides, both its
design, implementation, and evaluation.
problem
formulation
1. What is
learning ESP
2. What is
syllabus
3. How to
analyze syllabus
Objective
Problem
1. To know
learning ESP
2. To know
syllabus
3. To
understand analyze syllabus
CHAPTER
II
CONTENT
1. Teaching materials play an important
role in achieving a goal of teaching. Once the magnitude of the role of
teaching materials so that Tomlinson (1998) states that any subject that is
taught within the framework centered teaching, students, teaching materials is
paramount. In addition to teaching materials, learning objectives is the
direction you want addressed in a series of activities undertaken in the
learning process. Basically, the essence of the learning objective is to
achieve changes in behavior or abilities of students after participating in
learning activities and encapsulated in the description of specific learning
objectives is a direction that would target of a series of activities undertaken
in the learning process. Basically, the essence of the learning objective is to
achieve changes in behavior or abilities of students after participating in
learning activities and encapsulated in the description of a specific,
Next
is no less important in learning is learning approach. Jack C. Richard cites
the opinion of Anthony (1986: 15) said the approach in language learning, which
is a set of assumptions that are axiomatic about the nature and the nature of
language and methods constitute a comprehensive plan regarding the presentation
of the material language teaching on a regular basis and is based on an
approach that is selected. Additionally, Hamalik in Arsyad (2007: 15) argues
that the use of instructional media in teaching and learning can arouse
passions and interests well, generating motivation and stimulation of learning
activities, and even bring psychological effects on students. The use of
instructional media at the stage of learning orientation will be very
help the effectiveness
of the learning process and the delivery of messages and content at the time.
Recently in learning component is the evaluation. According to Gagne (1979: 82)
any teacher or designer of learning definitely want to get assurance that the
activities of teaching and learning for a certain period of time has a use
value to the learning process. At least the teacher wants to know whether the
design of the lesson succeed and achieve learning objectives. Things that
indicate how well a learning takes place can be obtained from the evidence
collected, analyzed, and interpreted systematically and this is called the
evaluation.
2. Syllabus According to Ministry of
National Education, Syllabus is the plan learning and teaching in a group in
the topic which includes Competency Standards (SK), Basic Competency (KD), the
material learning, learning activities, indicators of achievement of
competencies, assessment, time and learning resources. (Ministry of Education,2008:
16)
3. English
Syllabus in Law Department
SILABUS / RANCANGAN
PEMBELAJARAN
Mata Kuliah : Bahasa Inggris
Program Studi : Ilmu Hukum
Semester / SKS : I / 2 sks
Dosen : TIM PENGAJAR
Kemampuan Akhir
Yang Diharapkan : Mahasiswa
mampu memahami dan menggunakan konsep linguistik dan menerti pesan tentang hukum dalam Bahasa Inggris serta dapat
mencari kesamaan kata yang lebih dekat dengan Bahasa Indonesia dan dapat
menterjemahkan pesan tersebut ke dalam Bahasa Indonesia dengan benar.
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NO
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MINGGU KE
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KEMAMPUAN AKHIR YANG DIHARAPKAN
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MATERI PEMBELAJARAN
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BENTUK PEMBELAJARAN
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KRITERIA PENILAIAN
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BOBOT NILAI
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1
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I s.d II
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Mampu menggunakan kata kata dalam percakapan sehari-
hari
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1. Introduction
1.1 Greeting
1.2 Asking condition
1.3 Parting Expressions
1.4 Expression
of pardon
1.5 Expression
of gratitude
1.6 Occupations
and profession
1.7 Adjective
1.8 At, on, in
with expression of time
1.9 In The end At
1.9 Meals
1.10 Partities
2 Put,stir,eat
cut, drink,spoon knife,fork
2.1 Adverb of Frequency
2.3 What kind
of,like and want
2.4 How much,
Tax, change Money
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Brainstorming
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Performance, kejelasan, ketepatan pengucapan dalam
komunikasi
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15
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2
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III s.d IV
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Dapat mengunakan struktural point dalam situasi lain
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3 Number
3.1 Cardinal Number
3.2 Ordinal
Number
3.3 On
with date
3.4 Simple Past Tense
3.5 Time
Expressions of Simple Past Tense
3.6 Early, On
time, late
4 Adresses At,On,In
4.1 To the store, To school, home
4.2 Quastion
word
4.3 Near,
Far from, the next evening
4.4 Drugstore,
Bank, Library
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Brainstorming dan Diskusi kelompok
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Performance, ketepatan. Kejelasan dan kemahiran dalam
Komunikasi
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15
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3
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V s.d VI
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Dapat mengunakan tenses dalam situasi yang tepat
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5. Tenses
5.1 Present Progressive Tenses
5.2 Simple
Future/ Be going to
5.3 Time expression future
6. Place
6.1 Dormitory,
Boarding house, etc
6.2 Telling
a story
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Brainstorming
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Performance, ketepatan. Kejelasan dan kemahiran dalam
komunikasi
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15
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4
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VII s.d VIII
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Dapat mengunakan tenses dalam kalimat dengan benar
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7. Quantity
7.1 Quantity and number expressions
7.2 Distance and time expressions
8. Present
Progressive
8.1 Using the Present Progressive with always
8.2 In addition to always
8.3 Using
Expression of Place with Progressive tenses
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Brainstorming, Diskusi kelompok dan Demostrasi
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Performance, ketepatan. Kejelasan dan kemahiran
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15
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5
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IX
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UTS
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UTS
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UTS
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UTS
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UTS
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6
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X s.d XII
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Mampun mengunakan kata-kata dalam kalimat dengan benar
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10. Daily Activities
10.1 Make, Do
10.2 Evening Activities
11. Family Relation ship
11.1 Parents, children, son, daughter
12. Introduction
to people
12.1 Adverb
12.2 Midsentence
Adverb
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Brainstorming, Diskusi kelompok dan Demontrasi
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Performance, ketepatan. Kejelasan dan kemahiran dalam
komunikasi
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10
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7
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XIII s.d XIV
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Mampu memahami, menganalis dan mengunakan kata-kata
dalam kalimat dengan benar
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13. Modal
Auxalary
13.1 Can, May, Will, Shall ,etc
13.2 Similar Expressions
13.3 Phrasal verb ( two – word and three word
verbs )
13.4 Seprable Phrasal Verb
13.5 Take, Expect Hope, Wait for, Have to, etc
14. Noun and
Adjective
14.1 The Character of noun and adjective
14.2 Count, and Non Count Nouns
14.3 Non Count Nouns
14.4 Like,Look like, Look, How with Be
14.4 Catch/Caught and Have/ Has/ Had
14.5 Ache and Sore
14.6 Get in / Out of and get on / off
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Brainstorming dan diskusi kelompok
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Performance, ketepatan. Kejelasan dan kemahiran dalam
komunikasi
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15
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8
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XV
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Mampu memahami teks mengenai hukum dalam bahasa Inggris dan memindahkannya ke dalam bahasa Indonesia
dengan benar
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15. Sixteen tenses
15.1 Translation
15.2 The process of Translation
15.3 The Diagram
15.4 The Different kinds of meaning in Language
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Brainstorming dan diskusi kelompok
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Performance, ketepatan. Kejelasan dan kemahiran dalam
komunikasi
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15
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9
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XVI
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Ujian Akhir Semester
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UAS
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UAS
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UAS
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UAS
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analysis
with regarding from the analysis documentation, Research
discovered that English syllabus in law department has not been relevant to
ESP. It could be proven in English syllabus that used by the lecturer as a
guide in teaching English in this department. Learner needs for law students
also was not clear represent in this syllabus. Seen from the contents of the
themes and topics, it did not describe the themes and topics to particular
discipline in this case are legal purposes. Contents or subject matter from
this course still English general. Grammar in EAP, vocabulary in EAP, and
discourse analysis in EAP for legal purposes in this syllabus also was not
clear
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