The document is the final examination for an English for Specific Purposes course analyzing an English syllabus used at the State University of Yogyakarta's Faculty of Engineering. It begins with an introduction and thanks. Section I describes what a syllabus is and its components. Section II analyzes the specific syllabus, outlining its objectives, competencies, assessment criteria, course schedule, and materials. It concludes by connecting the syllabus to the vocational engineering programs.

1. FINAL EXAMINATION
ENGLISH FOR SPESIFIC PURPOSE (ESP)
SYLLABUS ANALYSIS
FACULTY OF ENGINEERING
STATE UNIVERSITY OF YOGYAKARTA
Lecture : Indah Muzdalifah, M.Pd
Riwaty Putri Intan
1488203059
IV A
English Department
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHERS TRAINING
UNIVERSITY OF LANCANG KUNING PEKANBARU
JUNE 2016

2. INTRODUCTION
Praise the author to convey the presence of God Almighty, for His blessings and grace in
whom I can finish this paper.
This paper is intended to give an idea of the connection between English syllabus used in
Faculty of Engineering, State University of Yogyakarta with vocational programs of
Engineering. This task is also intended as the final project in the course of ESP (English for
Specific Purpose).
Thanks to the authors say :
1. Indah Muzdalifa, M. Pd.
2. Both parents.
3. And all those who helped.
Feedback, comments and suggestions to enhance the above guidelines are expected to
improve this guidance material.
Approximately authors thank.
Writer

3. I. PRELIMINARY
Syllabus is an arrangement plan that regulates the activities of teaching and classroom
management, and assessment of learning outcomes of a course. This syllabus is part of the
curriculum as a translation of Competence Standard and Basic Competence into their
teaching, learning activities, and indicators of achievement of competencies for the
assessment of learning outcomes. Thus the development of this syllabus should at least be
able to answer the following questions: whether the competencies that must be owned by
learners, how to establish these competencies, and how do I know that the learners have
had the competence. This syllabus will be very useful as a guide for teachers because it
contains the instructions as a whole regarding the purpose and scope of the material to be
learned by the learners. Moreover, it also explains about teaching and learning activities,
media, and the evaluation should be used in the process of learning to the learners. With
reference to the syllabus teachers are expected to be able to teach better, without worry
about going out of the purpose, scope materials, teaching and learning strategies, or get out
of the evaluation system should be.
II. PART SYLLABUS
According to experts curriculum makers, there are many kinds of components syllabus
arranged in a matrix syllabus. This is what must be examined and selected by an
institution to classify these components. Each institution based on the criteria or standards
referred themselves decide what components are selected and arranged in the matrix in
preparing a syllabus for a course. In principle, the more detailed syllabus will enable
teachers to translate it into Learning Implementation Plan (RPP). The components of an
eye kulian syllabus, mentioned below.

9. FACULTY OF ENGINEERING
YOGYAKARTA STATE UNIVERSITY
SYLLABUS ENGLISH
Course : ENGLISH
Course code : PSM / TBB / MDU210 (2 credits THEORY)
SEMESTER : Odd / Evens
STUDY : PT BOGA
Lecturers : ICHDA Chayati, M.P.
ARI Andian ANGGRAENI, M.Sc.
DEWI EKA Murniati, S.E.
I. DESCRIPTION course
This course consists of 2 credits theory discusses the geometrical shape, job vacancy,
postion, quantity expression, natural and artificial process, manual, American and British
English, speaking in public, mathematical formula, the interview, the classifieds as well as
tables, graphic , and diagrams. By attending this English students are expected to be able
to read (reading), writing (writing) and speaking (speaking) in English, especially in the
field of engineering.
II. COMPETENCE THAT DEVELOPED
1. Understand reading, vocabulary, and grammar related to geometric shapes.
2. Understand reading, vocabulary, and grammar relating to job vacancies.
3. Understand reading, vocabulary, and grammar relating to location / position of the
object.
4. Understand reading, vocabulary, and grammar relating to the number.
5. Understand reading, vocabulary, and grammar associated with the processing of natural
and artificial.
6. Understand reading, vocabulary, and grammar related to the user guide / manual.
7. Understand reading, vocabulary, and grammar relating to English language version of
the British and America.

10. 8. Understand reading, vocabulary, and grammar related to public speaking.
9. Understand reading, vocabulary, and grammar relating to mathematical formulas.
10. Understand reading, vocabulary, and grammar relating to the interview.
11. Understand reading, vocabulary, and grammar relating to the classification.
12. Understand reading, vocabulary, and grammar relating to tables, charts, and diagrams.
III. INDICATORS OF COMPETENCE ACHIEVEMENT
A. Aspects of Cognitive and Thinking Skills
1. Being able to translate passages from English to Indonesian.
2. Able to translate the readings from Indonesian to English.
3. Able to make a job application letter in English.
4. Being able to make the room description in English.
5. Able to create recipes in English.
B. Aspects Psychomotor
1. Students can be a presentation in English.
2. Students can be asked in English.
3. Students can answer questions in English.
C. Aspects Affektif, Social Skills and Personal
1. Students take the classes with enthusiasm, and discipline.
2. Students have a positive attitude towards the English language lectures.
3. Students realize the importance of English for career and his future self
4. Students have the decorum in the classroom and outside the classroom.
5. Students have the motivation to follow lectures English.
6. Students have the will to cooperate.
7. Students have confidence in his ability.
IV. SOURCE READING
1. Moh. Alip, et al., 2006. English for the Faculty of Engineering. Services and Language
Development Center (P3B) UNY
2. Soediasih Imam Supadi, 1996. Hand Out English Engineering. Faculty of Technology
and Vocational Teachers' Training College: Yogyakarta

11. 3. Sayer, M., Soars, J., and Soars, L., 2000. Headway, Pre-Intermediate Students' Book.
Oxford University Press: Oxford
4. Manton, K., 2000. First Insight into Business. Pearson Education Limited: Edinburgh
5. Hadfield, J., 1987. Advanced Communication Games. Thomas Nelson and Sons Ltd.
Edinburgh
6. Freitag-Lawrence, A., 2003. English for Work, Business Presentations. Pearson
Education Limited: Edinburgh
7. Anonymous, 2006. Papers Presentation Training. Yogyakarta: Faculty of Psychology,
University of Ahmad Dahlan
8. Randolph, T., 2006. Papers Training Teaching English. Yogyakarta: Gadjah Mada
University
V. ASSESSMENT
Beads of assessment will consist of :
1. Presence lecture
Following the lecture in the classroom is a social situation that was created by
faculty to help students achieve learning goals. Therefore, the presence of the college
student excellence is a parameter that must be developed and given the weight of the
achievement. Terms of college attendance of at least 75% of 16 sessions. If it does not
meet these requirements, the student must not follow the final exams. Maximum
weights 5.
2. The active participation during the lecture
During the lecture, students should not be passive, but must be active. Forms
liveliness answered questions students are professors or have any questions, comments,
and others during lectures and presentations. Maximum weights 5.
3. The task independently
Independent tasks is the text that will be presented within 5 minutes. Maximum
weights 10.
4. Presentation
Each student made a presentation in English for 5 minutes. Judgment includes
clarity of matter, methods of delivery, and timeliness. Maximum weights 20.

12. 5. The mid term exam
Mid term exam was conducted in mid-lecture aims to monitor development of
student learning during the early half of the semester. Maximum weights 30.
6. Test the end of semester
Final exams held at the end of the course, aims to monitor learning progress of
students during the final half of the semester. Maximum weights 30.
Summary Table Weight Rating
Number Type Rating Maximum score
1 College Attendance 5
2 Activeness during lecture 5
3 Independent Task 10
4 Presentation 20
5 Mid-term Exam 30
6 Final Exams 30
Maximum number 100
Table Mastery Competency
Number Score Value Terms
1 A Student must collect at least 86 points
2 A- Student must collect at least 80 points
3 B+ Student must collect at least 75 points
4 B Student must collect at least 71 points
5 B- Student must collect at least 66 points
6 C+ Student must collect at least 64 points
7 C+ Student must collect at least 56 points
8 D Student gathering point of less than 56

13. Scheme Class
Week Basic Competencies Basic Material Strategies Lecture Source
1 Being able to 1.1. Explanation of the 1. Lecture
understand and rules tuition English 2. Discussions
explain the rules, 1.2. Explanation English
syllabi, lecture syllabus
assignments, and 1.3. Explanation of
assessment of English lecturing duties
English
1.4. Explanation
assessment of English
2 Capable of reading 2.1. Geometrical Shapes 1. Lecture 1, 3,
comprehension, 2.2. Games 2. Frequently 5, 8
vocabulary, and
asked
questions
grammar related to
geometric shapes
3 Capable of reading 3.1. Job Application 1. Lecture 1, 2, 3,
comprehension, 2. Frequently 4, 6, 8
vocabulary, and
asked
questions
grammar relating to
job vacancies
4 Capable of reading 4.1. Position 1. Lecture 1, 2, 3,
comprehension, 4.2. Games 2. Frequently 5, 8
vocabulary,
asked
questions
andvocabulary, and
grammar relating to
the location / position
of objects
5 Capable of reading 5.1. Quantity Expression 1. Lecture 1, 2, 3,
comprehension, 5.2. Games 2. Frequently 5, 8

14. vocabulary, and
asked
questions
grammar relating to
the location / position
of objects
6 Capable of reading
6.1. Natural and Artificial
Process 1. Lecture 1, 2, 8
comprehension, 2. Frequently
vocabulary, and
asked
questions
grammar associated
with the processing of
natural and artificial
7 Capable of reading 7.1. Manual 1. Lecture 1, 2, 3,
comprehension, 7.2. Games 2. Frequently 5, 8
vocabulary, and
asked
questions
grammar associated
with the user guide
8 Mid-term exam The material from the Essay Test
first week to the seventh
9 Capable of reading 9.1. American and British 1. Lecture 1, 2, 8
comprehension, English 2. Frequently
vocabulary, and
asked
questions
grammar relating to
English language
version of the British
and American
10 Capable of reading 10.1. Speaking in Public 1. Lecture 1, 2,
comprehension, 2. Frequently 7, 8
vocabulary, and
asked
questions

15. grammar related to
public speaking
11 Capable of reading
11.1. Mathematical
Formula 1. Lecture 1
comprehension, 2. Frequently
vocabulary, and
asked
questions
grammar relating to
mathematical formulas
12 Capable of reading 12.1. The Interview 1. Lecture 1, 4, 6,
comprehension 2. Frequently 7, 8
vocabulary and
grammar
asked
questions
relating to the interview
13 Capable of reading 13.1. The Classified 1. Lecture 1
comprehension, 2. Frequently
vocabulary, and
grammar
asked
questions
relating to classification
14 Capable of reading 14.1. Table, Graphic, and 1. Lecture 1, 4, 6
comprehension, Diagram 2. Frequently
vocabulary, and
grammar
asked
questions
relating to tables, charts,
and diagrams
15 Able presentation in 15.1. Presentation 1.Presentasi 7, 8
English 2. Discussions
3. Questions and
answers

16. Connectedness between the syllabus of English used in the Faculty of Engineering, State
University of Yogyakarta with all technical vocational courses.
In my opinion, the syllabus of English used in the Faculty of Engineering, State
University of Yogyakarta with all technical vocational courses have connectedness. Why?
Because of all the material compiled on the syllabus of English used in the Faculty of
Engineering, State University of Yogyakarta, always concerned about the technical training
material. In accordance with the syllabus of English used in the Faculty of Engineering, State
University of Yogyakarta, the entire English learning materials to support learning technical
training there. All the material that is taught to support the ability of students to be capable of
reading comprehension, vocabulary, and grammar related to the field of technical training. So
I think this syllabus is very suitable because it can support students' ability in English,
especially with regard to their vocational fields.