Minggu, 12 Juni 2016

Final project for ESP



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 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


























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.






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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