CHAPTER I
Introduction
Background
ESP
(English for Specific Purposes) is the activity of teaching learning of
specific skills and language needed by particular learners for a particular purpose. This purpose must be a
professional purpose, means the purpose is in the form of a set of skills that
learners currently need or will need in their professional careers. It can be include business skills, such as English
for Job-hunting or Presentations.
ESP tends to focus on the learners' ability to function effectively at work, rather than purely their level of
English.
The aim of ESP courses is to equip the learners with a certain English
proficiency level for a situation where the
language is going to be used, i.e., target needs.
Broadly defined, needs analysis (NA)
is a procedure to collect information about learners' needs (Richards, 2001).
In the last few years, needs analysis researches have
tended to an increased interest in investigating the most effective ways of improving the ability of workers in using ESP in the
workplace. Need analysis has a vital role in the process of designing
and carrying out any language course, whether it be English for Specific Purposes (ESP) or general English
course, and its centrality has been
acknowledged by several scholars and authors(Munby, 1978; Richterich and
Chancerel, 1987; Hutchinson and Waters,1987; Berwick, 1989; Brindley, 1989;
Tarone and Yule, 1989; Robinson, 1991; Johns, 1991; West, 1994; Allison et al. (1994); Seedhouse, 1995; Jordan, 1997; Dudley-Evans and St. John, 1998; Iwai et al. 1999; Hamp- Lyons, 2001; Finney, 2002). Brindley (1989) and Berwick (1989) offer
definitions of different .
According
to Dudley-Evans and St.John, addressing the language required and learning
context of learners is a cornerstone of ESP. “Need is defined by the reason for
which the student is learning English, which will vary from study purposes such
as following a postgraduate course in an English speaking country to work
purposes such as participating in
business meetings or taking hotel bookings.
The teaching
of English for Law Study takes place in essence to make the analysis of
learners’ needs about English. So, this paper looks at the result of analysis
for law studemt , how far they need English for their job and course in order
to be professional, and the ratio between “Technical” and “Social English” in
their course. Law student must promote confidence in using social communicative
English throughout a course focusing on speaking and listening and concerns
with the basic technical vocabulary. So in this paper, I will analysis about syllabus
from Law student in University.
CHAPTER IV
CHAPTER
II
CONTENT
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.
NO
|
MINGGU KE
|
KEMAMPUAN
AKHIR YANG DIHARAPKAN
|
MATERI PEMBE
LAJARAN
|
BENTUK PEMBEL
AJARAN
|
KRITERIA PENI
LAIAN
|
BOBOT NILAI
|
|||||||||||||
1.
|
I s.d II
|
Mampu
menggunakan kata kata dalam percakapan sehari- hari
|
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
|
Brainstorming
|
Performance, kejelasan, ketepatan pengucapan dalam
komunikasi
|
15
|
|||||||||||||
2.
|
III s.d IV
|
Dapat
mengunakan struktural point dalam situasi lain
|
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
|
Brainstorming
dan Diskusi kelompok
|
Performance, ketepatan. Kejelasan dan kemahiran
dalam Komunikasi
|
15
|
|||||||||||||
3.
|
V s.d VI
|
Dapat mengunakan tenses dalam situasi yang tepat
|
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
|
Brainstorming
|
Performance, ketepatan. Kejelasan dan kemahiran
dalam komunikas
|
15
|
|||||||||||||
4.
|
VII s.d VIII
|
Dapat mengunakan tenses dalam kalimat dengan benar
|
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
|
Brainstorming, Diskusi kelompok dan Demostrasi
|
Performance, ketepatan. Kejelasan dan kemahiran
|
15
|
|||||||||||||
5.
|
IX
|
UTS
|
UTS
|
UTS
|
UTS
|
UTS
|
|||||||||||||
6.
|
X s.d XII
|
Mampu mengunakan kata-kata dalam kalimat dengan
benar
|
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
|
Brainstorming, Diskusi kelompok dan Demontrasi
|
10
|
||||||||||||||||
7.
|
XIII s.d XIV
|
Mampu memahami, menganalis dan mengunakan
kata-kata dalam kalimat dengan benar
|
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
|
Brainstorming dan diskusi kelompok
|
Performance, ketepatan. Kejelasan dan kemahiran
dalam komunikasi
|
15
|
|||||||||||||||
8.
|
XV
|
Mampu memahami teks mengenai hukum dalam bahsa
Inggris dan memindahkannya ke dalam bahasa Indonesia dengan benar
|
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
|
Brainstorming dan diskusi kelompok
|
Performance, ketepatan. Kejelasan dan kemahiran
dalam komunikasi
|
15
|
|||||||||||||||
9.
|
XVI
|
Ujian Akhir Semester
|
UAS
|
UAS
|
UAS
|
UAS
|
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DAFTAR PUSTAKA :
Azar, Bitty Schrampfer, 1993,
Fundamentals Of English Grammar, Binarupa Aksara, Jakarta Barat, Indonesia
Azar, Bitty Schrampfer, 1989,
Undestanding and Using English Grammar, Prentice Hall Regents, USA
Frankiin Harry B, 1990, Vocabulary
In Context, Binarupa Aksara, Jakarta
Barat, Indonesia
Richard, Jack C, 1985, Person to Person,
Oxford Universtiy Press, London
Suryawinata, Zuchrldin, 1987,
Transaliton, Karunika Jakarta
http://biotech.law.
isu.edu/Books/Holmes/claw04.htm.
http://www.cscja-acjcs.ca/criminal
clvil law-en.asp?1=4
CHAPTER III
ANALYSIS
I think
syllabus that has been applied to law students is appropriate . although
initially they only learn English public , but at the end of the meeting , they
will learn how to translate English to Indonesian accordance with legal
language .
A form of learning by way of brainstorming and
discussion groups are also very helpful to the students . because it makes them
either individually or in groups will be vying to be able to speak English.
karen English is also very necessary for the legal environment . and the
English language is also very necessary for students when looking for a job
when they graduate .
Based on interviews with some
students , they feel there is a benefit to learn English. because they have to
know the English translation into Indonesian language support from the
standpoint of legal language . because the translation is different from the
usual day to day .
CHAPTER IV
CONCLUSION
As we all know
the syllabus , lesson plans , and the module also very useful for the learning
process . silbus satisfying the majors taken will also be very influential for
the development of students' knowledge
In the
process of learning the syllabus very important because syllabus is also useful
as a guide for planning the management of learning activities classical,small
groups, or individual learning. The selected learning activities will also
refer to the source/media, material that has been set on the syllabus
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