This document summarizes an English for Specific Purposes syllabus for an Engineering Information course. The syllabus contains 16 topics including introductions, word formation, parallel structure, explaining procedures, terminology, and text discussion. Teaching methods include lectures, discussions, assignments and presentations. Strategies like discovery learning and cooperative learning are used. The syllabus is analyzed and some topics like country/language and grammar structures are deemed less suitable, while terminology and procedures are deemed highly suitable for the engineering major. In conclusion, the syllabus covers mostly appropriate English topics for an Engineering Information course.

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English for Specific Purpose
Related to English in Computer Science
Submitted as Final Test of English for Specific Purpose Course
Taught By Indah Muzdalifah, M.Pd
BY :
Yenni Yulita Sitompul (1488203068)
Class : IVA
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHERS TRAINING
UNIVERSITY OF LANCANG KUNING

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CHAPTER I
INTRODUCTION
A syllabus is an expression of opinion on the nature of language and learning; it acts
as a guide for both teacher and learner by providing some goals to be attained. At its simplest
level a syllabus can be described as a statement of what is to be learnt. It reflects of language
and linguistic performance. It will hopefully also help instructors better evaluate their own
programs and course books. It is therefore concerned with linguistic theory and theories of
language learning and how they are applied to the classroom. Syllabus is a description of the
contents of a course of instruction and the order in which they are to be taught (Richards &
Schmidt, 2010). According to Richards and Schmidt (2010), language teaching syllabi can
have their bases on such different criteria as grammatical items and vocabulary, the language
required for different types of situations, the meanings that underlie different language
behavior or the text types language learners need to master.
The Structural Approach : One problem facing the syllabus designer pursuing a
grammatical order to sequencing input is that the ties connecting the structural items maybe
rather feeble. A more fundamental criticism is that the grammatical syllabus focuses on only
one aspect of language, namely grammar, whereas in truth there exist many more aspects to
language
The Situational Approach : One advantage of the situational approach is that
motivation will be heightened since it is "learner- rather than subject-centered"
(Wilkins.1976: 16). However, a situational syllabus will be limited for students whose needs
were not encompassed by the situations in the syllabus. This dissatisfaction led Wilkins to
describe notional and communicative categories which had a significant impact on syllabus
design.
The Notional/Functional Approach : Thus, the starting point for a syllabus is the
communicative purpose and conceptual meaning of language i.e. notions and functions, as
opposed to grammatical items and situational elements which remain but are relegated to a
subsidiary role.
Instructional Materials
Needless to say in order to inaugurate a teaching project, there is the need to preparing
linguistic materials which can be of ineffable help in doing so. Materials are, as defined by
Richards and Schmidt (2010) things which can be drawn upon by language teachers or
language learners to make the learning, or language learning, process easier, or, better said,
more facilitated. Materials, as they explain, may be “linguistic, visual, auditory, or
kinesthetic” (p. 322), and they may be put forward in print, audio or video, on the internet,
etc. Nunan (1988, cited in Sheikhzade-Marand, 2011) identifies the following principles for
material design:
 They should be clearly linked to the curriculum they serve.
 They should be authentic in terms of task and text.
 They should simulate interaction.
 They should call learners’ attention to formal aspects of language.

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 They should encourage language learners to develop skill and skills in language
learning.
 They should motivate language learners to apply their developing their language skills
to the world beyond language classroom.
Adaptation of Materials
Cunningsworth(1995, cited in Sheikhzadeh, 2011) cites the following factors for adaptation
of materials:
 Classroom dynamic
 The personalities involved
 Syllabus-imposed constraints
 The availability of resources
 Learners’ expectations and motivation.
Materials development
 It is the requirement of school or the ministry of education.
 The teacher may be inexperienced or not well-trained.
 The teacher assumes the course book to be valid and qualified.
 The language learners wish to cover all parts of the course book.

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CHAPTER II
CONTENT
English is the most important language in our life. English is important for student in
every level such as Elementary school, Junior High School, Senior High School and College.
Especially for college students. In this paper, I will analyze the syllabus of Engineering
Information into English course. This syllabus has 16 materials that related between
Engineering Information such as : Introduction expressions to introduce ourselves; Word
formation; Parallel structure; Country, language, and nationality; Explaining procedures;
Practice explaining procedures; Conjunction; The use of Too, So, Either, and Neither; Mid
Test; Degree of comparison; Terminologies; Terminologies; Passive voice; Conditional
sentence; Text discussion; and Final test.
The teaching method that use is lecturing, questions, discussion, assignments, and
presentation. The strategies that use is discovery learning, cooperative learning, PJBL, project
based learning, etc based on the materials. During this semester has 14 times activities in
classroom, 12 times lab work, 14 times assignments, and 14 times Independent exploration
student.
Based on this syllabus, I think the English materials related with their majors is
almost appropriate.
1. Introduction and expressions to introduce ourselves.
The students is demand to comprehend the concept of introduction and
expressions to introduce ourselves. I think, this material is important to
Engineering Information student to learn it. Because each major must able to
introduce themselves.
2. Word Formation.
The students is demand to comprehend the concept of word formation. I think,
this material must learn by Engineering Information student, because this topic
must learn in all major.
3. Parallel Structure
The students is demand to comprehend the concept of parallel structure and
technical terms. Parallel structure is study related to grammar same with word
formation. In English, we must study this topic in order to make us can make a
sentence correctly.

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4. Country, language, and nationality
The students is demand to comprehend the concept of country, language and
nationality. Country, language and nationality is study related to culture of a
country. And I think, this topic is not relate with their major. The students is
Engineering Information, they should not study this topic. I think this topic will
appropriate with faculty of culture.
5. Explaining Procedures
The students is demand to comprehend the concept of procedure in several kinds
of machines. This material is suitable for Engineering Information. Maybe they
learn about how to arrange the computer, how to arrange the program, etc.
6. Practice Explaining procedures
The students is demand to comprehend to practice procedure in operating
machines. This is relate to their practice in arrange the computer, the program, and
etc. Because, all component of computer, and the program using English. Because
of that, this topic should learn by Engineering Information students.
7. Conjunction
The students is demand to comprehend the concept of Conjunction. Conjunction is
little not important to learn. Because I think this material is learn in Generally.
8. The use of Too, So, Either and Neither
The students is demand to comprehend the concept of use Too, So, Either and
Neither. Same with conjunction, this material not appropriate with Engineering
Information major. This material is part of structure. I think structure just learn in
specific major, like faculty of teachers training and education.
9. Mid Test
10. Degree of Comparison
The students is demand to comprehend the concept of Degree of Comparison.
Degree of comparison is same. It is not suitable to Engineering Information
students to learn this material. Because this material is learn in specific major like
faculty of teachers training and education.
11. Terminologies
The students is demand to comprehend the kinds of terminology. I think
terminologies is study about the term in computer. Like what I said before, all
component in computer is using English language. So, the material terminologies
is suitable for Engineering Information student to learn this material.

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12. Terminologies
The students is demand to comprehend the kinds and the concept of terminology.
In this material not only know the term in computer in English, but also the
concept of the terminologies will study in this topic.
13. Passive Voice
The students is demand to comprehend the concept of passive voice. Passive voice
is study about the passive sentence. I think, passive voice is not suitable for
Engineering Information student to learn this. This material will appropriate is
learn in faculty of teachers training and education.
14. Conditional Sentences
The students is demand to comprehend the concept of conditional sentences. Same
with passive voice, conditional sentence not suitable for Engineering Information
student to learn this. This material will appropriate is learn in faculty of teachers
training and education.
15. Text Discussion
The students is demand to comprehend the concept of text discussion. I think, text
discussion is suitable for Engineering Information student to learn this material.
They also must know and discuss about any kinds of text, especially that related
with computer.
16. Final Test

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UNIVERSITAS LANCANG KUNING
FAKULTAS ILMU KOMPUTER
SYLLABUS
Faculty Computer Science
Department Engineering Information
Course English I
Credit Hours 2 Credits
Course Description This course is the primary basic course that design in every Department
of UNILAK to enable students to be familiar with introduction and
expressions to introduce ourselves, word formation, parallel structure,
country, language and nationality, explaining procedure, conjunction, use
(too, so, either and neither), degree of comparison, terminologies, passive
voice and conditional sentence.
Learning Outcome The students comprehend the concept of English and apply how to
introduction and expressions to introduce ourselves, word formation,
parallel structure, country, language and nationality, explaining
procedure, conjunction, use (too, so, either and neither), degree of
comparison, terminologies, passive voice and conditional sentence.
Soft skills: Analytical, Critical, Synthetic, Ethical and Cooperative.
Content/Materials Comprehend the concept of introduction and expressions to introduce
ourselves, word formation, parallel structure, country, language and
nationality, explaining procedure, conjunction, use (too, so, either and
neither), degree of comparison, terminologies, passive voice and
conditional sentence.
Activities The classroom activities covering lectures, discussion, questions, tasks,
and presentation.
Assessment The student’s grades will be determined on the basis of their participation
(20%), assignments (20%), mid-term test (25%), and final test (35%).
>80= A
70-79 = B
60-69 = C
40-59 = D
<39 = E
References Azar, Schrampher Betty. 1989. Understanding and Using English
Grammar. USA. Prentice Hall Regents.
Franklin B. Harry, et all. 1990. Vocabulary in Context. Michigan:
University of Michigan.
Hughes, Richard and Carmel Heah. 2006. Common Errors in English.
Selangor: Fajar Bakti Sdn. Bhd.

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UNIVERSITAS LANCANG KUNING
FAKULTAS ILMU KOMPUTER
RENCANA PROSES KEGIATAN PEMBELAJARAN
SEMESTER
Academic Year 2015/2016
Semester II
Department Engineering Information
Methods Lecturing, Discussing, Questioning
Lecturer M. Fauzi, S.S. M.Hum
Important Days - Lecturing Days
- Submission of assignment
- Mid Test
- Final Test
Instructional Matrix
Week Topics/Materials
Instructional
Method
Learning
Outcomes
Criteria
Assessment
Basis
Score
1 2 3 4 5 6
1  Introduction
 Expressions
to introduce
ourselves
Lecturing,
Discussing,
Collaborative
learning
Comprehend the
concept of
introduction and
expressions to
introduce ourselves.
The students
capability in
introduce
themselves in
each
opportunity.
5%
2 Word Formation Discovery
learning
Comprehend the
concept of word
formation.
The students
capability in
comprehend
and applying
the topic.
5%
3 Parallel Structure Discovery
learning,
Collaborative
learning
Comprehend the
concept of parallel
structure and
technical terms.
The students
capability to
comprehend
how to make
the passive and
active
sentences.
10%
4 Country, language,
and nationality
Cooperative
learning
Comprehend the
concept of country,
language and
nationality.
The students
capability of
comprehend
the country,
language, and
nationality.
10%
5 Explaining
Procedures
Discovery
learning
Comprehend the
concept of procedure
in several kinds of
The student
capability to
explaining the
10%

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machines. procedures in
several kinds
of machines.
6 Practice Explaining
procedures
Collaborative
learning
Comprehend to
practice procedure in
operating machines.
The students
capability
about
practicing
procedures in
operating
machines.
10%
7 Conjunction Discovery
learning
Comprehend the
concept of
Conjunction.
The students
capability of
applying the
function of
conjunction.
10%
8 The use of Too, So,
Either and Neither
Collaborative
learning
Comprehend the
concept of use Too,
So, Either and
Neither.
The students
capability to
practice the use
of Too, So,
Either, and
Neither.
5%
9 MID TEST
10 Degree of
Comparison
Collaborative
learning
Comprehend the
concept of Degree of
Comparison.
The students
capability of
applying
degree of
comparison.
15%
11 Terminologies Collaborative
learning
Comprehend the
kinds of
terminology.
The students
capability in
explaining the
terminologies.
5%
12 Terminologies Discovery
learning
Comprehend the
kinds and the
concept of
terminology.
The students
capability to
explaining the
terminologies.
5%
13 Passive Voice Discovery
learning
Comprehend the
concept of passive
voice.
The students
capability of
explaining the
passive voice.
5%
14 Conditional
Sentences
Discovery
learning
Comprehend the
concept of
conditional
sentences.
The students
capability of
explaining the
conditional
sentences.
5%
15 Text Discussion Collaborative
learning
Comprehend the
concept of text
discussion.
The students
capability of
explaining the
text discussion.
5%
16 FINAL TEST

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CHAPTER III
CONCLUSION
This syllabus is about the materials that will teaching in Engineering Information
major. This material is almost suitable for Engineering Information students just some of
them is not suitable to teach in Engineering Information major. The teaching method that use
is lecturing, questions, discussion, assignments, and presentation and the strategies that use is
discovery learning, cooperative learning, PJBL, project based learning, etc based on the
materials is very suitable to use.
In this course, English for Specific Purpose is learn about the specific English in
Engineering Information major. So, I think this syllabus almost appropriate with the major.