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Fakultas Sastra
Jurusan Sastra Inggris
COURSE PROFILE
ENGLISH FOR SPECIFIC PURPOSES
COURSE DESCRIPTION
The course introduces students to English for Specific Purposes (ESP), a learner-centered
approach to teaching English as a foreign language. It explores methodologies that cater the
needs of learners who need to learn a foreign language for use in their specific fields (ESP), such
as science, technology, medicine, and English for Occupational Purposes (EOP) such computer
science, welding, etc. It also equips students’ knowledge and skills in conducting needs analysis
for the development learning materials the teaching of English for Academic Purposes (EAP)
and English for Occupational Purposes (EOP) at the high school level.
Upon completing the study program, you are expected to obtain the following attributes:
CLO PLO
1) Explain the concept of ESP, relationship of ESP and ELT, characteristics 1a,c; 2c; 3e
of ESP and 5 principles of ESP;
2) State types of ESP, reasons for evolution of ESP, growth of ESP, Phases 1a,c; 2c; 3e
in the development of ESP and the differences between ESP & General
English Programmes and General English Teacher and the ESP
Practitioner.
3) Evaluate the quality of the ESP materials by giving constructive 1d; 3f
comments and feedback and communicate it in the classroom-level
seminar.
4) Develop quality instruments for needs analyses and communicate 1d; 2b,c; 3f
instruments in classroom-level seminar.
5) Write a report of the needs analysis findings. 1b,c,e; 2c; 3b,e
LEARNING RESOURCES
Reading List
A. Books
Andrus, L. (2005). The Culturally Competent Arti Education. In Academic Success for English
Language Learners. Strategies for K-12 Mainstream Teachers. Richard-Amato, P.A. and
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Snow, M.A. pp398- Richard-Amato, P.A. and Snow, M.A. p.p. 466-473.. New York:
Pearson Education.
Buell, C. and Whittaker, A. (2005). Enhancing Content Literacy in Physical Education. In
Academic Success for English Language Learners. Strategies for K-12 Mainstream
Teachers. Richard-Amato, P.A. and Snow, M.A. pp. 455-464. New York: Pearson
Education.
Carrasquillo, A.L. and Rodriquez, V. (2005). Integrating Language and Science Learning. In
Academic Success for English Language Learners. Strategies for K-12 Mainstream
Teachers. Richard-Amato, P.A. and Snow, M.A. pp. 436-454. New York: Pearson
Education.
Douglas, D. (2000). Assessing language for specific purposes. Cambridge: Cambridge
University Press York: Pearson Education
Fung, C. V. (2005). Rationale for Teaching World Music. In Academic Success for English
Language Learners. Strategies for K-12 Mainstream Teachers. Richard-Amato, P.A. and
Snow, M.A. pp398- Richard-Amato, P.A. and Snow, M.A. p.p. 466-473. New York:
Pearson Education.
Hawkins, B. (2005) Mathematics Education for Second Language Students in Mainstream
Classroom. In Academic Success for English Language Learners. Strategies for K-12
Mainstream Teachers. Richard-Amato, P.A. and Snow, M.A. pp. 277-297. New York:
Pearson Education.
Hutchinson, T. and Waters, A. (1991). English for Specific Purposes: A Learning Centered
Approach. Cambridge: Cambridge University Press.
Iragiliati, E. (2013). Teaching-Learning Techniques Harmonize a Graduate ESP Class. TESOL
2013, Dallas, USA. 19 March – 25 March 2013.
Iragiliati, E. (Ed.) (2017). English for Academic and English for Occupational Purposes reted to
Language Teaching in Indonesia. Malang: Penerbit dan Percetakan UM.
Paper Presentation
Sasser, L. (2005). Teaching Literature to English Language Learners. In Academic Success for
English Language Learners. Strategies for K-12 Mainstream Teachers. Richard-Amato,
P.A. and Snow, M.A. pp398-413. New York: Pearson Education.
Short, D.I. (2005). Reading and ’Riting and Social Studies: Integrated Language and Scientific
Learning.. In Strategies for K-12 Mainstream Teachers. Richard-Amato, P.A. and Snow,
M.A. pp. 414-435. New York: Pearson Education.
Vygotsky, L. (2005). Interaction between Learning and Developing. In Academic Success for
English Language Learners. Strategies for K-12 Mainstream Teachers. Richard-Amato,
P.A. and Snow, M.A. pp. 103-112. New York: Pearson Education.
The course is delivered in 16 meetings. To achieve the objectives of the course, the following are
the meeting schedule and learning activities used as a guide for the execution of this course:
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Hutchinson, T. and Waters, A. (1991).
English for Specific Purposes: A
Learning Centered Approach.
Cambridge: Cambridge University
Press.
Iragiliati, E. (Ed.) (2017). English for
Academic and English for
Occupational Purposes reted to
Language Teaching in Indonesia.
Malang: Penerbit dan Percetakan
UM.
Iragiliati, E. (2013). Teaching-Learning
Techniques Harmonize a Graduate
ESP Class. TESOL 2013, Dallas,
USA. 19 March – 25 March 2013.
Sasser, L. (2005). Teaching Literature to
English Language Learners. In
Academic Success for English
Language Learners. Strategies for
K-12 Mainstream Teachers.
Richard-Amato, P.A. and Snow,
M.A. pp398-413. New York:
Pearson Education.
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6 Reviewing sample of ESP Douglas, D. (2000). Assessing language 2,3
materials: a focus on English for specific purposes. Cambridge:
for Performing Arts. Cambridge University Press York:
Pearson Education
Hutchinson, T. and Waters, A. (1991).
English for Specific Purposes: A
Learning Centered Approach.
Cambridge: Cambridge University
Press.
Iragiliati, E. (Ed.) (2017). English for
Academic and English for
Occupational Purposes reted to
Language Teaching in Indonesia.
Malang: Penerbit dan Percetakan
UM.
Iragiliati, E. (2013). Teaching-Learning
Techniques Harmonize a Graduate
ESP Class. TESOL 2013, Dallas,
USA. 19 March – 25 March 2013.
Sasser, L. (2005). Teaching Literature to
English Language Learners. In
Academic Success for English
Language Learners. Strategies for
K-12 Mainstream Teachers.
Richard-Amato, P.A. and Snow,
M.A. pp398-413. New York:
Pearson Education.
Page | 7
ESP Class. TESOL 2013, Dallas,
USA. 19 March – 25 March 2013.
Sasser, L. (2005). Teaching Literature to
English Language Learners. In
Academic Success for English
Language Learners. Strategies for
K-12 Mainstream Teachers.
Richard-Amato, P.A. and Snow,
M.A. pp398-413. New York:
Pearson Education.
Page | 8
Additional Requirements
In order to actively and successfully participate in the teaching and learning activities, you will
be required to bring a laptop to class on week 5-15. Outside the class, you should have Internet
connection to access the course management system, submit some of your assessment tasks, and
to conduct peer assessment.
This part describes how you earn credits as the evidence of your learning. There are four aspects
contributing to your final grade: your attendance (participation in class activities & quality
ideas—questions, comments, or suggestions) (10%), presenting the results of evaluating ESP
materials (15%), Mid-term Test (25%) and report of need analysis findings (50%). You should
be aware that regularity in attending class is very important and highly appreciated. Therefore,
you are required to attend at least 13 meetings or 80% of the whole number of meetings in the
semester. Moreover, your active participation during class discussion is also highly appreciated
and well-considered.
Assessment Detail
To establish evaluation of high degree of validity, the instructor and students are involved in
assessing the four assessment elements completed during the semester. In this course, the
students are given the opportunity to assess their classmates as well as their own performance.
1. Teacher assessment (60%)
The six assessment elements listed in the assessment summary will be assessed by the
teacher.
a. Assessment 1 : Student Attendance
Type : Individual Performance
What you hand in : NA
Due Date : NA
Weight : 10%
Task Description : The assignment requires the students to physically attend the class
sessions and to be actively engaged in the class activities by critically
raising questions and giving comments or feedback.
Submission method: NA
Evaluation rubric : The student project will be evaluated using the following rubric.
Before submitting the project for grading, the students are strongly
advised to check it against the rubric to make sure they adequately
address all of the evaluation criteria.
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Evaluation rubric for student attendance and quality of ideas
Criteria Description Points Feedback
Activeness The student attendance is marked with 50
activeness by raising questions and giving
comments or feedback
Quality The student questions and/or comments are 50
easily understood, indicate a working mind,
and show criticality
Total Points 100
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and/or spelling
errors
Visual design Visually Visually Text is Text is very
appealing, attractive, text sometimes hard difficult to
clean simple is easy to to read, read, layout is
layout, text is read, colors sometimes cluttered and
easy to read, enhance graphics or confusing
graphics readability, special effects
enhance graphics and distract from
understanding special effects understanding
of ideas do not distract
from
understanding
ideas
Oral Well Engages Clear and Not clear, not
presentation prepared, audience, understandable, understandable
speaks fluid delivery, uses limited
clearly, makes uses different delivery
eye contact approach techniques
with other than
audience, simply
delivers with reading
ease, invites screen, invites
questions questions
Teamwork Willingly Fulfills Works toward Works toward
accepts and individual group goals group goals
fulfills role within with occasional only when
individual group without prompting, prompted,
role in group, prompting, maintains needs
sensitive to respectful of positive occasional
feelings and others attitude reminders to
needs of be sensitive to
group others
members
Total
MID-TERM TEST
Purpose:
This mid test intends to assess the students’ learning achievement on two course learning
outcomes;
1) Explain the concept of ESP: EAP and EOP, relationship of ESP: EAP and EOP and ELT,
characteristics of ESP and 5 principles of ESP;
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2). State types of ESP: EAP and EOP reasons for evolution of ESP, growth of ESP, Phases in the
development of ESP and the differences between ESP & General English Programmes and
General English Teacher and the ESP Practitioner.they are:
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Style structure or way, which is easy
continuity. to follow.
Purpose of work is Purpose of work is
stated, but does not clearly stated assists
(2) assist in following the structure of
Purpose of work is work. work. Purpose is clearly
not clearly stated. stated and explains
the structure of
work.
No questions are
(3)
answered. No
Only basic concepts
interpretation made.
are demonstrated and
interpreted.
Grammar
(1)
(2)
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Unacceptable Marginal Acceptable Exceptional
OVERALL
(F) (C) (B) (A)
POINTS
0–6 7–13 14–20 21–27
REQUIRED
GRADING
The students will be provided with a final letter grade based on the criteria specified in
Universitas Negeri Malang Grading System Policies and Procedures. The instructor reserves the
right to penalize any additional facets of unprofessional and irresponsible work dispositions or
conduct, if the need arises. Letter grades of “A” through “E” (course final grade) will be
awarded. The grade will be based on the following grading system:
Grades are awarded in courses in which you are officially enrolled after the official record date.
The deadline to withdraw from a course is specified in the Academic Calendar for each semester.
HURDLE REQUIREMENT
Hurdle requirement is the basic conditions that students need to accomplish during the process of
teaching and learning:
1. Attendance
Having missed five classes, the students’ course grade will be lowered one step, for
example from A- to B+. The absences are for sickness or obligations for which you must
miss the class.
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2. Submission
All projects and graded assignments are due by Midday of the official due date as posted
in the course schedule. Unless you have made prior arrangements with the instructor, late
assignments will be subject to a 2% grade reduction per day for a maximum penalty of
50% off for late submission. No projects or assignments will be accepted after the final
class day.
Faculty and students are responsible to understand and adher to the policies of Universitas
Negeri Malang. The University policies are subject to change so it is important to read them at
the beginning of each semester as the policies may have changed since your last class. Please
check the most current Pedoman Universitas Negeri Malang and click on the following link to
review the updated policies: http://www.um.ac.id/page/sistem-perkuliahan.
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