Assignment Examination LECTURE
English for
Specific Purpose Indah
Musdalifah M,Pd
English For Specific Purpose
(Analyze The Syllabus of Dakwah Management University Of
SUSQA Riau)
Written By:
Nama
: siska Marlina
(1488203025)
Smester : IV (B)
UNIVERSITY OF LANCANG KUNING
Faculty of Teacher Training Education
English Departement
T.A
:2015/2016
CHAPTER
I
INTRODUCTION
1. Background
ESP
was as most developments in human activity ; ESP was not a planned and coherent
movement, but rather a phenomenon that grew out of a number of converging
trends because English had become international language, which all aspects
used it. ESP aims at acquainting learners with the kind of language needed in
particular domain, vocation or occupation.
ESP
has become increasingly important as:
·
There has been an increase in vocational
training and learning through out the world.
·
With the spread of globalization has
come the increasing use of english as the language of international
communication. More and more people are using English in a growing number of
occupational context.
·
Student are starting to learn and
therefore master general English at a younger age and so move on to ESP at the
earlier age.
·
This article will be presented
definition and characteristic of ESP and also presented history and phases in
developement of ESP here will be explained why in ESP needs analysis and the
differences between ESP (English For Specific Purpose) and GE (General
English). The hopes from this article that anyone can gain some benefit
information from this article.
CHAPTER
II
CONTENT
1. A.
The definition and characteristics of English For Specifik Purpose.
ESP
is centered on the languange apporiated to the activities of a given
discipline. ESP according to Hutchinson and Waters ( 1987:19), “ESP is an
approacch to language teaching in which all decisions as to content and method
are based on the leaner’s reason for learning.” In this connection,
DUDLEY-Evans (1998) explain taht ESP may not always focus on the language for
one specific discioline or occupation, such as English for law or English for
Engineering.
On
this occasion the author was ordered to analyze the English syllabus of
different majors (not majoring in English). syllabus which were analyzed by the
authors is the syllabus of the Dakwah departement from University of islam
Riau. Syllabus
used a syllabus of a book or a module entitled "REACH II level text
book" in which the author is Kalayo Hasibuan
2. Analyze
Syllabus from Faculty of Dakwah UIN
In
analyze of ESP the writer has analyze the syllabus of English from faculty of
dakwah islam university of riau in this syllabus the study of english actually not
too specific and it’s same with English general. Same with another English
general but, the sources which took from the sources that basic of islam
education. And the syllabus has some topic such as the first topic it’s about
physical appearance. See the table below:
|
Topics
|
Basic Competence
|
Learning Experience
|
|
1.
Physical appearance
|
Ss are able to communicate in oral and
writtenn in English about physical appearance in the four language skills
with the support of relevant language components.
|
1.
Indentifying vocabulary about
people and their phsycal appearances
2.
Telling about people and their
physical appearances
3.
Using relevant language
components.
|
From
the table above we can see the faculty of DAKWAH UIN have a basic competences that
able to communicate in oral and written english about physical appearance in
the four languge skills with the support of tolerant language components. It’s
almost same wiith another general English leson. In this topic there are some
indicator but, the writer only took 3 indicator for this analyze. Based the
indicator, the topic describrs the students were instructed to indentify their
vocabulary about people and the physical appearance it is has the similar to
English general which always studied by students generally. Then in the second
indicator the students were instructed to tell about people and physical form
and in the third indicator they should using the relevant language.
The
second topics is SS are able to communicate in oral and written in English
about preferences in the four language skills with the support of relevant
language components. See the table below:
|
Topics
|
Basic competences
|
Learning Experience
|
|
Preferences
|
SS are able to communicate in oral and
written English about preferences in the four language skills with the
support of relevant language components
|
1.
Indentifying vaocabulary about
preferences
2.
Telling about preferences
3.
Using relevant language components
|
Can
be seen from the table above that in the syllabus competencenya basic part
students are asked to communicate orally and in writing in English on the
preferences. and in the syllabus indicators students are asked to identify the
vocabulary about preferences and also talked about preferences. in this case
the students are still using the English language ordinary general studied by
students who learn English in general. The next topic in the
third where the topic theme of city life, the basic competence of this section
students still be required to communicate orally and in writing in English
about city life in four language skills skills with the support of relevant
language components. In this section regardless of the language is still common
as other general English language in which the syllabus is the use of language
does not show the specific purpose of the department itself.
The
fourth topic of religion and its practice basic competence that should remain
the same as other topics see the table below:
|
Topic
|
Basic Competences
|
Learning Experiences
|
|
Religion and Practice
|
SS are able to communicate in oral and
written English about religion about religion and it’s practice
|
1.
Indentifying vocabulary end
expressions about religion and it’s practice
2.
Telling about one’s own religion
and it’s practice
3.
Using relevant language
components.
|
based
on the table above the basic competencies that are used are still the same on
topics before they also ask students to communicate orally and in writing about
religion and practice it. while in the learning experience that exist on this
topic is still the same in the previous topic mahsiswa asked to identify the
vocabulary and expressions of faith and practice, tells the story of one's
religion and to practice and use the language in accordance with the relevant
components. in this section there is a specific language based on the theme of
Religion there are some very specific vocabulary based on themes such example
is faith, where faith is the same with trust but the theme of
this religion faith means believing in god. then there is the word submit,
reveal, salvation, reside, bowing, threat and creed. such that when the word
salvation in its common language can also be called a safety, then word reveal where in the general English language
is also called expressing, and creed which in English is also referred to his
general belief. In this topic students learn about religion and beliefs held by
people who are there in the world use language specific to assign it to the
theme. In the fifth part there are learning with welfare topics. See the table
below:
|
Topic
|
Basic Competence
|
Learning Experience
|
|
Welfare
|
SS are able to communicate in oral and
written in English about Welfare
|
1.
Identifying vocabulary about
welfare
2.
Telling about welfare
3.
Using relevant language
components
|
we
all probably already know what the welfare and the welfare smelled as to
whether, in this handout there are some very specific vocabulary to have its
own welfare. The following vocabulary of welfare :
A. Vocabulary
Buying :
Bargain,
bill, cost, expense, installments, price, purchase, purse, receipt, reduction,
refund, spend wallet.
Earning :
Bonus,
earn, earnings, income, gross income, net income, rise.
Giving :
Collection,
donate, donation, fee, fine, grant, income, tax, inherit, inherintance,
pension, pocket money, rent, scholarship, tip, winnings.
Other related words :
Add
up, go up/ down, make ends meet, pay back, pay into, put down, put towards, run
out, save up, take out, profit, property, valuable, value, waste of money,
wealth, worth, worthless, affluent, broke, generous, hard-up, mean, poor,
prosperous, rich, stingly, wealthy.
based
vocabulary can be concluded that the use of language is to contain specific
purpose. of the language used in accordance with the topics described on
welfare.
On
the sixth syllabus used to use the topic
of preserving cultures. see table below:
|
Topics
|
Basic Competence
|
Learning Experiences
|
|
Preseving Cultures
|
SS are able to communicate in oral and
written English about preserving culture
|
1.
Identifying vocabulary about
preserving cultures
2.
Telling about preserving culture
3.
Using relevant components
|
the
use of English in this section do not show the specific purpose of this topic there are only a few vocabulary that support
the topic below is a vocabulary that support the topics in this section
"preserving cultures"
B. Vocabulary
Continuity,
devise, request, florish, spear, fashion, cultivate, exoyic, witness, in
accordance w the language used still looks the same on the
English language in general, only a few vocabulary that supports the topics in
this section.ith, graceful, introduce, meet, promote, something, bored,
foreign, countries, cheerlader.
CHAPTER
III
CONCLUSION
based on the
explanation above analysis can be conclude as follows:
1. ESP
is centered on the languange apporiated to the activities of a given
discipline. ESP according to Hutchinson and Waters ( 1987:19), “ESP is an
approacch to language teaching in which all decisions as to content and method
are based on the leaner’s reason for learning.” In this connection,
DUDLEY-Evans (1998) explain taht ESP may not always focus on the language for
one specific discioline or occupation, such as English for law or English for
Engineering.
2.
In analyze of ESP the writer has analyze
the syllabus of English from faculty of dakwah islam university of riau in this
syllabus the study of english actually not too specific and it’s same with
English general. Same with another English general but, the sources which took
from the sources that basic of islam education.
3.
the use of a specific language only
obtained on some topics while other topics are the use of the language used in
general
REFERENCES
Hasibuan,Kalayo(2014).Reach
Level II Text Book Revised Edition.Pekanbaru: UIN Suska Riau.
Warmer,Patricia K, et
al, A
Communicative Grammar, McGraw Hill, 1996
