Analysis Syllabus Faculty of Computer
Science in Lancang Kuning University
Submitted as One
of Assignments of English Specific Purpose Course
Taught by Indah
Muzdalifah,M.Pd
BY:
HETIKA
WULANDARI
1488203083
ENGLISH EDUCATION
DEPARTMENT
FACULTY OF
TEACHERS TRAINING AND EDUCATION
UNIVERSITY OF
LANCANG KUNING
PEKANBARU
JUNE 2016
PREFACE
First of all, I would like to say
thanks to God because I can finish writing this paper submitted as one of
assignments of English Spesific Purpose course. This paper is designed for the
Students of Teachers Training and
Education Department at LancangKuning University and all readers. This paper
covers some theories to understand the basic knowledge of using English for
specific major.
In writing this paper, I am sure
that are some mistakes but I have to present as well as possible. I hope this
paper is useful to help students to understand more about analyze syllabus.
Finally, I am looking forward your
critics and suggestion to make this paper will be perfect and useful for
students who are studying English Specific Purpose course and all readers..
Pekanbaru,
June 11th,2016
The
Writer
HetikaWulandari
TABLE OF CONTENT
page
PREFACE
………………………………………………………………………….. i
TABLE
OF CONTENTS ………………………………………………………….. ii
CHAPTER I : Introduction ……………………………………………… 1
CHAPTER II :
Content ………………………………………………….. 2-6
CHAPTER III :
Conclusion …………………………………………………7
REFERENCES
CHAPTER
I
INTRODUCTION
1.1
Background
ESP (English
Specific Purpose) is centered on the language appropriate to the activities of
a given discipline. ESP according to Hutchinson and Waters (1987:19), ESP is an
approach to language teaching in which all decisions as to content and method
are based on the learners reason for learning. In this connection, Dudley Evans
(1998) explains that ESP may not always focus on the language for one specific
discipline or occupation, such as
English for Computer science.
One
of the fundamental questions for language teaching is what language is to be
taught. In order to specify what language will be taught, items are typically
listed and referred to as the syllabus. Graves (1996) discusses the language
curriculum and syllabus. She describes the curriculum as a broad statement of
the philosophy, purposes, design, and implementation of the entire language
teaching program and th syllabus as a specification and ordering of content of
a course.The education system in Indonesia, stipulates that English is the
CourseGeneral (MKU), which is mandatory for students, so any subject captured
everything will continue to learn English. A sticking question, whether the
material taught English language is always the same when students learn in
different departments? For example if English For Computer Science: An Analysis
of the English Language RequirementOn Informatics Engineering Student Pro
Business Journal Vol. 6No.1 February 2013 21.
Economics
student of English study material is the same as the students of Information
Engineering, Literature and others. Of course the answer is different, because
the material and terms used in Economics and Informatics Engineering was
different. The material is as it is known as ESP or English for Specific
Purpose.Every English teacher or lecturer certainly very aware of the matter
ESP. In this section the authors limit the discussion to the material ESP
English for Computer Science. There are some difficulties experienced when
lecturers for teaching ESP (English for Computer Science) to students, among
others;
a).
Most textbooks English for Computer Science published abroad, making it
difficult to find a textbook local or domestic
b).
Since most textbooks were from abroad, the level of difficulty (level of
Difficulties)
Less
material in accordance with the level of ability and needsstudents in
Indonesia. Lecturers as curriculum developers should certainly play a role in
the selection and development of teaching materials so that students are able
to achieve the expected competencies
1.2
Problem
Formulation
1.
What is syllabus?
2.
What purpose the
syllabus?
3. How
to analyze syllabus?
1.3
Objective
Problem
1.
To know what is syllabus
2.
To know the purpose
syllabus
3. To
know how to analyze syllabus
CHAPTER
II
CONTENT
2.1
Definition of Syllabus
The syllabus presented and evaluated
in this essay has been newly designed for secondary state schools in the Swiss
canton of Glarus. Until now, English as a foreign language has not been a compulsory
subject and has been taughtonlyin the final year of secondary school, but from
summer 2002 learners will attend a compulsory three years course in EFL in
years 7 to 9 of their schooling. This fact results in a considerable amount of
teachers needing to be trained in EFL to be able to start with the new courses
to be based on this new syllabus next year. In the next section I shall provide
an overview of syllabus definitions and explore the questionof what a syllabus
is for. This will be followed by a section describing the EFL syllabus of the
canton of Glarus as well as the overall curriculum it is part of. Subsequently,
the EFL syllabus will be analyzed and evaluated on the basis of syllabus
definitions previously introduced, and finally the syllabus will be discussed
in relation to the overall curriculum in terms of compatibility and
practicability
Approaching the task of
evaluating a syllabus it is necessary to consider possible definitions of the
term to provide a basic framework for evaluation. According to the Longman
Dictionary of Language Teaching and Applied Linguistics a syllabus can be
defined as a description of the contents of a course of instruction and the
order in which they are to be taught (Richards et al.1992, 368)
2.2
The Purpose of Syllabus
Syllabus
seem to vary in two fundamental areas-the apparent reason for writing the
syllabus and the material that it contains. The purpose of the syllabus should
drive the decision as to what content to include (Parkes& Harris, 2002).
Three major purposes that a syllabus should serve are described by Parkes and
Harris:
1. Syllabus
as a contract
Makes
clear what the rules are sets forth what is expected to happen during the
semester. Delineates the responsibilities of students and of the instructor.
Describe appropriate procedures and course policies. Content required for a
syllabus to serve as a contract.
2. Syllabus
as a permanent record
Serves
accountability and documentation functions. Contains information useful for
evaluation of instructors, courses, and programs. Document what was covered in
a course, at what level, and for what kind of credit.
3. Syllabus
as a learning tool
Helps
students become more effective learners in the course. Inform students of the
instructor beliefs about teaching, learning, and the content area. Focuses on
students and what they need to be effective learners.
2.3
Analyze Syllabus Faculty of Computer Science in Lancang Kuning University
RENCANA
PROGRAM & KEGIATAN PEMBELAJARAN SEMESTER (RPKPS)
Nama
Mata Kuliah : BahasaInggris I
Kode
Mata Kuliah : -
Beban
SKS : 2 SKS
KompetensimataKuliah
:Mahasiswa mampu menerapkan terminology
dan fenomena Bahasa Inggris di program studi masing-masing.
MatriksPembelajaran:
|
(1)
Mingguke
|
(2)
Materi Pembelajaran
|
(3)
Bentuk Pembelajaran
|
(4)
Kemampuan akhir
yang diharapkan
|
(5)
Kriteria Penilaian
|
(6)
Bobotnilai
|
|
1
|
-Introduction
-Expressions
to introduce ourselves
|
-Ceramah dan diskusi materi kuliah
-Collaborative Learning
|
Setelah mempelajari pokok Bahasan ini diharapkan mahasiswa dapat memperkenalkan diri mereka sendiri
|
Kemampuan mahasiswa dalam memperkenalkan diri dalam berbagai kesempatan
|
5%
|
|
2
|
Word Formation
|
Discovery Learning
|
Setelah mempelajari pokok bahasan ini diharapkan mahasiswa dapat berbagai hal terkait word formation: men,ion,
al,ure,ly,etc
|
Kemampuan mahasiswa dalam memahami dan menerapkan materi
|
5%
|
|
3
|
Paralel Structure
|
Discovery learning dan Collaborative
Learning
|
Setelah mempelajari pokok bahasan ini diharapkan mahasiswa dapat:
-Menjelaskan parallel structure
-Technical terms
|
Kemampuan mahasiswa dalam memahami isi bacaan dan membuat kalimat aktif dan pasif
|
10%
|
|
4
|
Country, Language and Nationality
|
Cooperative Learning
|
Setelah mempelajari pokok bahasan ini diharapkan mahasiswadapatmenjelaskan
Country language dan nationality
|
KemampuanMahasiswamemahami Country,
language dan Nationality
|
10%
|
|
5
|
Explaining Procedures
|
Discovery Learning
|
Setelah mempelajari pokok bahasan ini diharapkan mahasiswadapatmenjelaskan
procedure in operating machines
|
Kemampuanmahasiswadalammenjelaskan
procedures in several kinds of machines
|
10%
|
|
6
|
Practice Explaining Procedures
|
Collaborative learning
|
Setelah mempelajari pokokbahasaninidiharapkanmahasiswadapatmempraktekkandalammenjelaskan
procedures in operating machines
|
Kemampuanmahasiswadalammempraktekkan
procedures in operating machines
|
10%
|
|
7
|
Conjunction
|
Discovery Learning
|
Setelahmempelajaripokokbahasaninidiharapkanmahasiswadapatmenjelaskan
conjunction
|
Kemampuanmahasiswadalammenerapkanfungsi
conjunction
|
10%
|
|
8
|
The use of Too, So, Either, dan Neither
|
Collaborative Learning
|
Setelahmempelajaripokokbahasaninidiharapkanmahasiswadapatmenjelaskan
The use of Too, So, Either, dan Neither
|
Kemampuanmahasiswadalammenjelaskandanmempraktekkan
The use of Too, So, Either, dan Neither
|
5%
|
|
9
|
Mid-Test
|
Mid-Test
|
Mid-Test
|
Mid-Test
|
15%
|
|
10
|
Degree of Comparison
|
Collaborative learning
|
Setelahmempelajaripokokbahasaninidiharapkanmahasiswadapatmenjelaskan
Degree of Comparison
|
Kemampuanmahasiswadalammemahamidanmenerapkan
Degree of Comparison
|
|
|
11
|
Terminologies
|
Collaborative learning
|
Setelah mempelajari pokok bahasan ini diharapkan mahasiswa dapat menjelaskan berbagai
terminology
|
Kemampuanmahasiswadalammenjelaskan
terminology
|
5%
|
|
12
|
Terminologies
|
Collaborative learning
|
Setelah mempelajari pokok bahasan ini diharapkan mahasiswa dapat menjelaskan berbagai
termin ology
|
Kemampuanmahasiswadalammenjelaskan
terminology
|
5%
|
|
13
|
Passive Voice
|
Discovery Learning
|
Setelah mempelajari pokok bahasan ini diharapkan mahasiswa dapat menjelaskan
Passive Voice
|
Kemampuanmahasiswadalammenjelaskan
Passive Voice
|
5%
|
|
14
|
Conditional Sentences
|
Discovery Learning
|
Setelah mempelajari pokok bahasan ini diharapkan mahasiswa dapat menjelaskan
Conditional Sentences
|
Kemampuanmahasiswadalammenjelaskan
Conditional Sentences
|
5%
|
|
15
|
Text Discussion
|
Collaborative learning
|
Setelah mempelajaripokok bahasan ini diharapkan mahasiswa dapat menjelaskan
Text Discussion
|
Kemampuanmahasiswadalammenjelaskan Text
Discussion
|
5%
|
|
16
|
Semester Test
|
Semester Test
|
Semester Test
|
Semester Test
|
15%
|
Based
on my analysis, the Syllabus explained in the meeting week 5, 6, 11 and 12 that
learning materials are in accordance with competency courses, but in the week
other meeting, learning materials discussed English generally. From 16 meeting,
there are 2 for mid and final test, 4 meeting learning materials accordance
with competency courses, and 10 meeting learning materials discussedEnglish
generally. This indicates that the learning materials discussed more general
English than specific major and not accordance with the competency courses in
Faculty Computer of Science.
So we can be seen from
the table above,that it is clearly visible that the syllabus with major not
have including basic competence in accordance with computer Science. This
suggests that the structure based on the syllabus does not meet the needs of learners
and the final competence to be achieved. The courses in syllabus still general
to develop English language learners in the field Faculty Computer of Science.
It can be concluded that all the materials in RPKPS in the course BahasaInggris 1 by M.Pauzi, S.S.,M.Hum does
not accordance with major in Faculty Computer of Science and still yet provide
the knowledge needed by students. Thi s means that this syllabus is still made
to the English general and specific yet in accordance with major needed.
CHAPTER
III
CONCLUSION
From the overall
analysis of the above after seeing syllabus, overall learning materials,
syllabus used by students of the faculty of computer science not according to
the competency courses were arranged in syllabus and yet according to major
computer science. So, I think Syllabus Bahasa Inggris 1 by M.PAUZI, S.S.,M.Hum
not deemed worthy enough to be used as a syllabus to be taught, because almost
all the material on the syllabus of English there are still taught general and
not specific to add knowledge in major computer science. So, that the learning
materials are not in accordance with the learning materials needed and the
learning materials made yet refers to the competence of subjects in syllabus by
students of the Faculty of Computer Science in Lancang Kuning University
REFERENCES
Suter, Christopher.September.2001
Describing and evaluating a syllabus,
University of Birmingham
Azar, Schrampher
Betty. 1989. Understanding and Using
English Grammar. USA. Prentice Hall Regents
http://www.arinurandhika Label: Pendidikan Analisis Kesesuaian antara Silabus dan Rencana Plaksanaan Pembelajaran
0 komentar:
Posting Komentar