The document provides an analysis of the syllabus for an English for Specific Purposes course. It includes the course name, instructor details, and an introduction explaining the importance of syllabi. The content section outlines the course description, learning outcomes, assessment methods, topics, and lesson plans. The lesson plans provide learning objectives, teaching methods, and content for each topic. Overall, the document analyzes the structure and components of the syllabus to guide the English for Specific Purposes course.

1. Syllabus Analisys
Assignments of English Spesific Purpose (ESP) Course
Taught by Indah Muzdalifah Sukirman, M.Pd.
Name : Silvia Eka Putri (1488203071)
Class : IV A. English
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
UNIVERSITY OF LANCANG KUNING PEKANBARU
JUNE 2016

2. INTRODUCTION
Syllabus is often thought of as “that apparently document instructors assemble and
distribute to students at the start of the semester.” Whether it is intended or not, the quality of
the syllabus is a fairly reliable indicator of the quality of teaching and learning that will take
place in a course (Woolcock, 2003). The syllabus is, thus, both a professional document and a
personal document, one that reflects the instructor’s feelings, attitudes, and beliefs about the
subject matter, teaching, learning, and students. the syllabus can serve as a guide to the class.
Lesson plan (or RPP in Indonesian language) is a plan which describes a procedure and
organization learning to achieve one basic competency.
syllabus and RPP must be prepared by instructor before entered into class. As an
instructor, we must conscious syllabus and RPP is important thing to set by instructor and
module is a model material to make a learning-teaching process. Learning process happened
internally in self-learner because there is an outer stimulus one of them gave by teacher.
Because of that Instructor must provide the experiment learning for learner to do all activity
that can improve their potency.

3. CONTENT
a. Syllabus
PROGRAM STUDI : Analisis Kesehatan
MATA KULIAH : Bahasa Inggris 2
SKS : 2 SKS
JUMLAH PERTEMUAN : 15 meetings
SEMESTER : 2
DESKRIPSI MATA
KULIAH
:
This course provides the students writing, speaking
(verbal and non-verbal),listening,reading and science
knowledge skills
CAPAIAN
PEMBELAJARAN
:
Students can explain how to aplied and operating all
system for analysis of health in each topic
METODE
PEMBELAJARAN
:
1. Lecturing
2. Presentation
3. Assignments, Quizzes, Practices
4. Discussion
PENILAIAN
The students will be determined of their attandance and
active participation(25%), task/assigment(20%), mid-
term test(25%), and final test(30%)
>80 = A 70-79 =B 60-69 = C <49 = E 50-59 = D
REFERENSI :
1. Journal of microbiological methods 39,(1999) 17-22
2. Handouts (articles and exercises) by lecture
Pertemuan
Ke-
Capaian/Kompetensi
Dasar
Topik Sub Topik
Media/Alat
(Software/Hardw
are)
Metode
1 2 3 4 6 7
1
Undestand the syllabus,
course contract and
course descriptiom
Course
contract
orientation
a..Introduction thecourse
1. White Board
2. Marker
1. Lecture
2.discussion
2
Students are understand
to write the topicby
including examples and
evidence
Academic
Writing
a. Language
describing
movement in graph
b. Common
connective words
c. The main essay
types
1. LCD
Projector
2. Laptop
3. White Board
4. Marker
1. Lecture
2. Practice
3
Students are able to
understand thefunction
and each name of
equipment
Laboratory
Equipment
a. Analytical balance
b. Buret
c. Volumetric flask
d. Pipet and Syringe
e. Drying(desiccator
1. White Board
2. Marker
1. Lecture
2. Discussion
3. Practice
4
Students are able to
understand informed the
correct way to act and
things in thelaboratory
What are
safety do’s and
dont’s in
laboratory?
a. general work
procedure
b. house keeping
c. apparelin the
Laboratory
d. hygiene practice
e. emergency
procedure
1. White Board
2. Marker
1. Lecture
2. Practice
5
Students are understand
product are harmful to
people,plants.
Chemical
Waste
a. Fire hazard 1. White Board
2. Marker
1. Lecture
2. Practice

4. Pertemuan
Ke-
Capaian/Kompetensi
Dasar
Topik Sub Topik
Media/Alat
(Software/Hardw
are)
Metode
1 2 3 4 6 7
1
Undestand the syllabus,
course contract and
course descriptiom
Course
contract
orientation
a..Introduction thecourse
1. White Board
2. Marker
1. Lecture
2.discussion
6
Students are able to
understand food
containing, modified
ingredients
Food
additivies and
why they are
used
a. What food additive
and Used
1.White Board
2.Marker
1. Lecture
2. Discussion
3. Practice
7 MID TEST
8
Students are able to
understand liquid cycle
and store temperature
Chemical
Stocks
Solution and
Media
a. Chemical Stock
Solution
b. Media (Medium-
Minimal)
1. White Board
2. Marker
1. Lecture
2. Practice
9
Students are able to
perfom essential vital
function
The Cell a. Cell organels 1. White Board
2. Marker
1. Lecture
2. Practice
10
Students are able to
udestand theformation
and amount the blood
Composition
and Function
of Blood
a. Composition, and
b. Function of blood
1. White Board
2. Marker
1. Lecture
2. Practice
11
Students are able to
planning an analysis each
component
Analytical
method
a. Literature search
b. Plan of action and
execution
1. White Board
2. marker
1.Lecture
2.Practice
12
Students are able to
describes the
determination for animal
oils and fats
Research
method and
Journal
a. Determination of the
peroxide value
b. Apparatus and
reagents
c. procedure
1.White Board
2. marker
1.Lecture
3. Practice
13
Students are able to do
quiz
Chemical,
Cell,
Blood,Journal
and method
Previous material
Students’
answer sheets
Test
14
Students are able to
understand thetopicfor
final test
Review;
Preparation
final test
a. The topicfor final
test
1.White board
2. Marker
1.Lecture
2. Discussion
15 Final Test
b. Lesson Plan (RPP)
I choose the fourth meeting lesson plan (RPP).
RENCANA PELAKSANAAN PEMBELAJARAN (TEORI)
PROGRAM STUDI : Analisis Kesehatan
MATA KULIAH : Bahasa Inggris 2
KODE / SKS : 2
PERTEMUAN KE : 4
KOMPETENSI
DASAR
:
Students are able to understand informed the correct way to act and
things in a laboratory
TOPIK : What are the safety do’s and dont’s in laboratory?

5. SUB TOPIK :
a. General work procedure
b. House keeping
c. Apparel in the Laboratory
d. Hygiene practice
e. Chemical handling
f. Emergency procedure
After this session, the students are able:
1. identify about Do or correct way in Laboratory
2. identify about don’t or danger things in Laboratory
3. Do application about this matery or practice
Metoda: Explaining and giving examples, asking and answering questions
TAHAPAN PEMBELAJARAN
WAKTU PENDAHULUAN METODA DAN MEDIA
10 Menit 1. Open the class and greet the
students
2. Check the attendance
3. Ask students of their knowledge
about what the do and don’t safety
in Laboratory
- Call the student one by one
- discussion
- practice
PENGEMBANGAN MATERI/ISI
What are the safety do’s and dont’s in laboratory?
Life threatening injuries can happen in the laboratory. For that reason, students need to be informed of
the correct way to act and things to do in the laboratory. The following is a safety checklist that can be
used them with the safety do’s and don’ts in the laboratory.
Job related and spesific
Maid laboratory; assistant; head; officers; mounting equipment; helper; examiner; manager;
researchers; sample carrier; experimentalist; supervisors; technicians; examiners; etc.
Task
Adding (chemicals to the solution, etc.); adjust (equipment); analyze; consider; (system);convincing
(quality, consistency, etc.); attach (pipe systems); balance bleaching; boiling; burning; calculate
(instruments); cleaning, collecting (sample); compare (to standards, etc.); calculate; thicken(testing);
dis-connect control,calculate; destroy; cutting (network); disinfect; processing.
General Work Procedure
 Never leave experiments while in progress.
 careful when handling hot glassware and apparatus. Hot glassware looks like cold glassware.
 Never point the open end of a test tube containing a substance at yourself or others.
 Make sure no flammable solvents are in the surrounding area wheh lighting a flame.
 Turn off all heating apparatus, gas valves, and water faucets when not in use.
Housekeeping
 clean laboratory work space at the end. floor clear of all objects (e.g., ice, small objects, spiliquids).
 Inspect all equipment for damage (cracks,defects,etc) do not use damaged equipment.
 Properly dispose of broken glassware and other sharp objects (e.g., syringe needles)

6.  Properly dispose of weigh boats, gloves, filter paper, and paper towels in the laboratory.
Apparel in the Laboratory
 Always wear appropriate eye protection (i.e. chemical splash goggles) in the laboratory.
 Wear disposable gloves, as provided in laboratory, when handling hazardous materials.
 Wear a full-length, long-sleeved laboratory coat or chemical-resistant apron. .
 Avoid wearing shirts shorts, or short skirts; long pants that completely cover the legs are preferable.
 Remove jewelry (especially dangling jewelry).
Hygiene Practices
 Keep your hands away from your face,eyes,mouth, and body while using chemicals. .
 Never use laboratory glassware for eating or drinking purposes.
 Wash hands after removing gloves, and before leaving the laboratory.
 Remove any protective equipment (gloves, coat or apron) before leaving the laboratory.
Emergency Procedure
 Know the location of all the exits in the laboratory and building.
 Know the location of the emergency phone.
 Fire extinguishers
- Alarm systems - Fire blankets - Eye washes - First-aid kits - Deluge safety showers
Chemical handling
 Never fill a pipette using mouth suction. Always use a pipetting device.
 Never touch, taste, or smell any reagents dont place the container directly under your nose
 When there is a possibility of release of toxic chemical vapors, dust,or gases. The sash opening
should be keep a minimum to protect the user Keep your head and body outside of the hood face.
 When transporting chemicals (especially 250 mL or more), place the immediate in a secondary
container(rubber,metalor,plastic)
PENUTUP
WAKTU PENUTUP
5 Menit
1. Review
2. Evaluation

7. c. Analysis
In syllabus we can know each competency standards in topic chapter are studied
every week, On learning outcomes that mostly doing with practice and practice Because, for
practice methods, the lecture usually using laboratory room for studying, this step is
appropriate, especially Because they are students of analysis of health that mostly will use
laboratory for practice or implicated. As the result students able explain how to aplied and
operating all system for analysis of health in each topic such as; (Cell, laboratory equipment
and safety do's and dont's in laboratory?) Etc. Then, in lesson plan (RPP) a technique that
lectures used very well in every meeting, at the end of each lesson the lectures provide a
review of the lesson, in addition, also provide debriefing sessions for students to ensure that
students understand. If we look from teaching techniques, all of the material suitable for their
become a worker for this courses.
We can see the sub-topic course material, explanation of the material with the
syllabus and explain clearly because in the instance of the module is installed with clear
example and tips. If in senior high school we just know the general rules, like; do not be
noisy, do not bring food or drink, etc. In this matery we can actually know there is another
important role and then the name of the tools in Laboratory. When the learning teaching
process, they use bilingual language are Indonesia and English and the Students in this major
should know the scientific name. e.q; Solution (solve the problem or case) but in scientific
mean (solution; liquid;cairan) and Apron (use before the cook) in laboratory Apron(coat
Laboratory), etc. Instructor teach courses in accordance with the syllabus and lesson plan
(RPP). The lecture not always uses LCD because, there are some materials that have clear
example or practice material in Laboratory room.

8. CONCLUSION
Syllabus, lesson plan (RPP) and module is important thing in learning teaching process
actually in educational, because without them the learning teaching process will not run
properly. If the material does not appropriate with major, the course we learned cannot be
used well in our major. And thats why appropriate between syllabus, material and major is
important too So, the relation between them in order to be used as working capital in the
future.