UNIVERSITAS NEGERI PADANG

FAKULTAS BAHASA DAN SENI

JURUSAN / PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

Semester Course Planning (RPS)

Course Name Code Semester Date

Weight
(credit)
English for Science and Technology ING2.61.8306 2 Jan-Jun January 2021
2021
Authority Course Coordinator Coordinator of study
area Head of
Study
Program

Signature - Signature

Yetty Zainil Yuli Tiarina

Learning Learning Outcomes of the Study Program

Outcomes ELO1 Demonstrate the ability to listen, speak, read and write in English with advance accuracy and
fluency for a variety of purposes.

ELO4 Apply the most suitable teaching strategies, methods and techniques, learning material, and
 assessment in TESOL considering the developmental characteristics and invidual differences of
the students.

ELO9 Use information technology appropriately when presenting work and in teaching

ELO10 Demonstrate interpersonal and collaborative skills whilst working with others in the investigation
of problems, and in the presentation of arguments and evidence.

Course Learning Outcome (CLO)

CLO1 Students can identify a set of core language needs of their target learners in terms of terms of vocabulary, structures, and
functions.
CLO2 Students have some understanding of the science and technology subject area.

CLO3 Students are able to adopt teaching materials in the area of science and technology that will facilitate learners to meet their
needs.

CLO4 Students are able to adopt practices in teaching that will facilitate learners to meet their needs in the area of science and
technology.
Course This course provides students with English knowledge and skills for science and technology. The focus is to introduce a comprehensive
Description technology to the development and updating of ESP manuals and means of technical support as well as teaching methods used in the
classroom.

Materials 1. Classroom regulation, introduction to the course, English for science and technology term
2. English for students learning math, biology, physics and chemistry
3. English for students learning computer technology and engineering

References Main:
1. Esteras, S. R. (2003). Infotech: English for computer science (3rd Ed.): Cambridge: Cambridge University Press.
2. Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge: Cambridge University
Press.
3. Paltridge, B., & Starfield, S. (Eds.). (2013). The handbook of English for specific purposes.
Oxford: UK: A John Wiley & Sons, Inc.

Supporting:
1. Measurement in science and technology. http://www.nios.ac.in/media/documents/secscicour/English/Chapter-1.pdf
2. Motion and its description. http://www.nios.ac.in/media/documents/secscicour/English/Chapter-9.pdf

Name of the Dra. Yetti Zainil, M.A., Ph.D.

lecturer Dr. Havid Ardi, M.Pd
Prerequisite -
course (s)
 Assessment
Week Lesson Materials
Learning Methods and Estimated Student Learning
Type Indicator Weight
Outcome media Time Experiences
(%)

(1) (2) (3) (4) (5) (6) (7) (8) (9)

1 Students understand  Classroom Lecture 2x50" - giving response to Process- oral -completeness 5
classroom regulation, regulation Discussion 2x60" the lecturer's assessment - accuracy
topics to be learned,  Introduction to 2x60" questions - participation
learning and the course - taking notes
assessment method.  the knowledge - discussion
and skills of ESP,
particularly in the
field science and
technology
2 The students are Examples of 2x50" - analyzing the Process- oral - accuracy 5
able to review themes/topics of Inquiry 2x60" examples of assessment - variety
themes and topics language based 2x60" topics/themes of -participation
of some examples teaching learning various language
of language materials for (teaching)
teaching materials science and materials for
for science and technology taken science and
technology (junior from relevant technology
high school level) website - classifying the
topics and themes
to see the trends
3 The students are Examples of 2x50" - analyzing the Process- oral - accuracy 5
able to review themes/topics of Inquiry 2x60" examples of assessment - variety
themes and topics language based 2x60" topics/themes of -participation
of some examples teaching learning various language
of language materials for (teaching)
teaching materials science and materials for
for science and technology taken science and
technology (senior from relevant technology
high school level) website - classifying the
topics and themes
to see the trends
4 The students are Examples of 2x50" - analyzing the Process- oral - accuracy 5
able to review themes/topics of Inquiry 2x60" examples of assessment - variety
themes and topics language based 2x60" topics/themes of -participation
of some examples teaching learning various language
of language materials for (teaching)
teaching materials science and materials for
for science and technology taken science and
technology from relevant technology
(vocational school) website - classifying the
topics and themes
to see the trends
5- Students are able to Textbooks for Task-Based 2x50" - designing a lesson Product- - accuracy 10
design lesson plans Biology, Math and Learning 2x60" plan in small group written -complete- ness
for junior high school Physics used for 2x60" discussion. assessment
students by using junior high school
materials related to students
math, biology, and
physics subjects.

6 Students are able to Textbooks for Task-Based 2x50" - designing a lesson Product- - accuracy 10
design lesson plans Biology, Math and Learning 2x60" plan in small group written -complete- ness
for senior high school Physics used for 2x60" discussion. assessment
students by using senior high school
materials related to students
math, biology, and
physics subjects.
 7 Students are able to Textbooks for Task-Based 2x50" - designing a lesson Product- - accuracy 10
design lesson plans subjects in Learning 2x60" plan in small group written -complete- ness
for vocational school technology and 2x60" discussion. assessment
students using engineering used
materials related to for vocational high
IT, technology and school students
engineering

8 Students are able to Their designed Task-Based 2x50" - presentation by a Process - accuracy 5
analyze and differ a lesson plan Learning 2x60" member of each Assessment - quality of
good from a bad 2x60" group arguments
lesson plan for - conveying the result of - participation
teaching English for their analysis
science and - having class
technology discussion
- drawing conclusion

9 Mid-Term Test 10
10-11 Student is able to Their designed Flipped learning 4x50" - choosing certain KD Written - content 10
design a lesson plan lesson plan 4x60" (homework) assessment - structure
and implement it in 4x60" - designing a lesson
teaching English to plan (homework)
junior high school. - presenting their work
(some randomly
selected students)

12-13 Student is able to Their designed Flipped learning 4x50" - choosing certain KD Written - content 10
design a lesson plan lesson plan 4x60" (homework) assessment - structure
and implement it in 4x60" - designing a lesson
teaching English to plan (homework)
junior high school - presenting their work
 students. (some randomly
selected students)

14-15 Student is able to Their designed Flipped learning 4x50" - choosing certain KD Written - content 10
design a lesson plan lesson plan 4x60" (homework) assessment - structure
and implement it in 4x60" - designing a lesson
teaching English to plan (homework)
vaational school - presenting their work
students. (some randomly
selected students)

16 Students are able to Reflection Discussion 2x50" - evaluating their Process oral - participation 5
reflect upon their Conclusion presentation assessment - quality of
presentation and draw - conveying the result of reflection
a conclusion of the evaluation -arguments
course - evaluating the course
- proposing improvement
for the future
implementation

Evaluation/Assessment

Students’ grades are based on:

1. Weekly assessments
2. Mid-term test
3. Tasks
4. Project
The weight is given in the table above
Rubric to Assess Students’ Ability
Analytical rating scale for grammatical ability
(Adopted from Purpura, 2004, p.121)

Levels of control Form Meaning

Complete  Evidence of complete range of grammatical forms including lexical forms (noun + noun  The message is completely
(5) construction), morphosyntactic forms (past, past passive, when clauses) and cohesive and clearly conveyed
forms (chronology, result) for the task  Evidence of a wide range
 Evidence of complete accuracy in these forms; may have minor random errors, but never of and precise use of
obscuring meaning. vocabulary for the task
Extensive  Evidence of extensive range of grammatical forms including lexical, morphosyntactic  The message is generally
(4) and cohesive forms for the task. well and clearly conveyed
 Evidence of good accuracy in these forms; may have some errors, but meaning is never  Evidence of a wide range
obscured of vocabulary for the task.
May have some errors in
word choice.
Moderate  Evidence of moderate range of grammatical forms including lexical, morphosyntactic  The message is adequately
(3) and cohesive forms for the task. conveyed with some
 Evidence of satisfactory accuracy in these forms; has some errors in forms. Errors almost ambiguities
never obscure meaning.  Evidence of some
problems with vocabulary
choice for the task. May be
incomplete or imprecise
for the task.
Limited  Evidence of limited range of grammatical forms including lexical, morphosyntactic and  The message is sometimes
(2) cohesive forms for the task. confusing.
 Evidence of errors in several target forms; has some errors in forms. Errors sometimes  Evidence of frequent
obscure meaning. problems with vocabulary
 choice for the task. May be
incomplete or imprecise
for the task.
None  Evidence of very limited range of grammatical forms for the task.  The message is barely
(1)  Evidence of serious errors in form.. Errors often obscure meaning. conveyed or not at all.
 Not enough material to evaluate  Evidence of simple
vocabulary; problems with
vocabulary choice.

Range Grade
85-100 A
80-84 A-
75-79 B+
70-74 B
65-69 B-
60-64 C+
55-59 C
50-54 C-
40-49 D
<39 E