PANI TIA UJIAN AKHIR SEMESTER GASAL T.A.

2020/2021
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS PANCASAKTI TEGAL
Sekretariat: Jl.Halmahera Km.1 Phone. (0283) 357122
Mata Ujian : English for Specific Purposes 2 Waktu : (90 menit)
Prodi/Smt : PBI/V (A,B,C) SKS :2
Hari/Tanggal : Rabu, 06 Januari 2021 Dosen : Nur Aflahatun, M.Pd
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Answer these questions correctly and completely!

1. The aim of the ESP is to determine the needs of a specific group of learners. ESP covers
subjects varying from accounting or computer science to tourism and business management.
Can you explain why ESP are important for those subjects?
2. When we want to make a design material, we have to defining objective. There are some
aspects for defining objectives, could you explain it?
3. Make a material design for ESP. You may choose one of these subjects:
a. Economic
b. Accounting
c. Business
d. Computer
4. There are some levels of ESP. ESP for primary school and middle school, can you give an
example for each level?
5. We know that there are some differences between ESP international sample lesson plan and
ESP lesson plan in Indonesia, can you describe it?

VALIDASI SOAL Ketua Program Studi

Pendidikan Bahasa Inggris FKIP UPS Tegal

Soal ini telah divalidasi oleh tim dan dinyatakan

sesuai dengan kurikulum dan silabi program studi YUVITA, M.Pd
yang digunakan NIPY. 1996171977
 Name: Valdo Varelleo Zulla
Class: Conversion
Student Number: 1619500066
Subject: ESP 2
Final Examination

1. Because being able to use the vocabulary and structures that they learn in a meaningful
context reinforces what is taught and increases their motivation whether it be accounting,
business management, economics, computer science or tourism
2. A. Input
This maybe a text, dialogue, video-recording, diagram or any piece of communication data,
depending on the needs you have defined in your analysis.
b.      Content focus
Language is not an end in itself, but a means of transferring information and feelings about
something. Non-linguistic content should be exploited to generate meaningful communication in
the classroom.
c.       Language focus
Our aim is to enable learners to use language, but it is unfair to give learners communicative
tasks and activities for which they do not have enough language knowledge. In language focus,
learners have the chance to take the language to pieces, study how it works and practice putting it
back together again.
d.      Task
The ultimate purpose of language learning is language use. Materials should be designed to lead
towards a communicative task in which learners use the content and language knowledge they
have built up through the unit.
These four elements combine in the model as follows

3.

Content Analysis –

 Meaning of internal trade

 Features of internal trade
 Types of internal trade

General Aims of teaching commerce or business studies –

1. To develop knowledge regarding commerce

2. To develop students interest in commerce
3. To develop thinking ability of the students
4. To develop the attitude of students in commerce
 Instructional Objects of teaching Commerce or Business Studies –

1. Students will be able to define internal trade

2. Students will be able to explain the features of internal trade
3. Students will be able to explain its various types.
4. Students will be able to explain internal trade.
5. Students will be able to judge the types of internal trade
6. Students will be able to demonstrate internal trade

Teaching aids used –

General teaching aids used – chalk, chalkboard, duster

Instructional teaching aids – Charts showing the types of internal trade.

Previous knowledge assumed –

It is pre-assumed by the teacher or trainee teacher before entering the classroom that students
have some knowledge about commerce.

Previous knowledge testing –

In order to test the previous knowledge of the students, teacher or trainee teacher will ask the
following questions –

Teacher / Trainee Teacher activity Student’s activity

What do you mean by Trade? Buying and selling of goods.
What activities are involved in Trade? Production, banking, and Insurance
What are the types of Trade? No Response

4.
ESP for Primary School Children

Step 1.
Songs & Games to learn the English
Step 2.
Put the English to use in real projects!

Needless to say it takes quite a bit of time to get to step 2. But keep it in the back of your mind as
we start with ....
A few words about step 1 ...
 The aim of Genki English is to get the kids able to say * anything they
want to say * in English, in as short a period of time as possible. We do
that using the themes below.
 The themes were chosen by researching hundreds and hundreds of kids
and finding out what they want to say. ( But the curriculum is also now
used to teach many adults as they find the course much more fun than
traditional textbooks.)
 If you are teaching in a normal elementary or private English school then I
would recommend using these lessons as the main base of your course.
 If you have a set textbook that you can't change, then use the lessons
below as a "spice" to liven up your classes.
 The lessons are presented in a thought out way that allows for plenty of
review and a balance between topics that are very easy and those that may
present a bit of a challenge. However the curriculum is mostly non-linear
in format, so please feel free to mix and match, and change the order as
much as you like. All classes are different and it is very important to mold
the curriculum to the children's interests and abilities, not the other way
round.
 The songs are the reason this programme has become so successful. They
allow you to teach a theme very quickly (as you have a solid goal) and the
students can then use the song to review everyday, even if you are not
present. e.g. at home, on the lunchtime broadcasts, morning assembly or
cleaning time.
 Reviewing of the material is very important. Review the previous lessons
at the beginning of each new lesson by using the previous song. Plus I
always leave room for lessons that are purely for review.
 Each lessons consists of one English question and several answers to the
question. Questions, rather than statements, are what children most usually
want to communicate. The quantity of material allows a full theme to be
taught, with a bit of practice, in one 45 minute lesson.
 Each lesson should be broken down into the following sections:
o 1. Warm up/Review (3-5 minutes)
 o 2. Introduction of new English (15-20 minutes), including teaching
of the song. Use this 3 step approach to keep kids interest and
energy levels high.

ESP for Middle School Students Narrative Writing Lesson

Narrative Writing Lesson Plan Sixth Grade

Objectives:
1. Students will learn the stages of process writing.
2. Students will learn to work cooperatively.
3. Students will learn to critique.
4. Students will incorporate software tools to enhance writing and problem solving skills

Materials: Paper, Pencil, Computers (Inspiration, MS Word, MS Power Point) and Clipboards
Suggested Teaching Time: No longer than thirty minutes at a time. Ongoing until all students are
finished.

Prewriting Activities:
I. Beanbag Toss Ice Breaker/Warm Up Exercise (Brain Storming)
A. Students throw one beanbag to someone else in the class saying only their name before
they toss the bag to.
B. Second time around they need to say what is their favorite food.
C. Third time through the students say their favorite activity before throwing the bag.
Drafting: (Create rough draft webs or outlines on Inspiration software)

II. Inny-outy Circles (two groups of 14 students)

A. Students on the outside of the circle face the students on the inside of the circle.
B. When you say "begin", the students have thirty seconds to establish eye contact with their
partner, shake their hand, greet each other, introduce themselves (names only). Rotate
after 30 seconds.
C. Repeat "B" until everyone has introduced themselves to people in the circle.
D. Send students to seats. Have the students in paragraph form write the introduction they
just gave. Use webs to create rough draft paragraphs from their webs or outlines.

III. Inny-Outy Circle Part II

A. Repeat directions in part II doing the same things but adding the students favorites,
dislikes, great memories, family, what they are afraid of, etc.
B. Add these interests to their story webs or outlines.
 C. Export outlines in Inspiration to MS Word.
D. Return to seats to draft. Add more paragraphs to the writing they already have.

IV. Critiquing (practice on a teacher creation first)

A. Start with a compliment.
B. Use "I" statements (I think, I like, I wonder, I believe)
C. Direct criticism to the piece of work, not the person creating the piece.
D. Be positive, no put-downs.
E. Be Specific (No "I like it." statements) (Correction: I like because )

V. Pair Share
A. Students read rough drafts to each person in their group. Listeners practice the rules of
critiquing. (Must make at least one suggestion for improvement)
B. Rotate until all students have heard each other’s stories. Make notes on rough draft when
others give suggestions for improvement. Revising: (MS Word)

VI. Students work independently to make necessary changes. (homework activity)

VII. Edit and Revise until students are satisfied.

VIII. Cooperative Group Share/Critique Publishing: (Export from Word to

Power Point)

IX. Independent type/write (family technology center activity)

X. Present Power Point Presentations Strategies
1. Beanbag Toss
2. Inny-Outy Circle
3. Pair Share/Small Group Share

Developmental Needs:
Cognitive Characteristics
My plan will cater to nearly all of the cognitive characteristics of an adolescent. Students enjoy
learning interesting facts about others. My plan encourages a lot of student interaction. This may
be problematic for the shy child, but the skills they practice in the inny-outy circles and small
groups will be less threatening than other larger group activities.

Emotional Characteristics:
Students will learn about themselves by being helped by others. They will be supported and
encouraged in their writing and speaking. It should be a positive experience where they learn a
lot about themselves and others.
Physical Characteristics:
The students will be allowed to move around the room quite a bit. They will only spend small
amounts of time in their desks.

Social Characteristics:

This lesson will hopefully be motivating to the students as well as informative. Students who
despise writing will feel less threatened by not having the teacher leading their paper in the
direction he or she wants. The students will have a sense of ownership and pride in their product
when they compare their first draft to their last draft.

Character Development:
The focus on the lesson will be on helping each other and complimenting each other in a
cooperative setting.

Developmentally Responsive Rationale:

My plan is developmentally responsive because it meets a variety of adolescent needs. If the
lesson goes as planned, all students will go away feeling non-threatened, proud, happy and
accepted. The movement from one activity to the next will help with the physical characteristics
of adolescents. Academically, I will be covering a lot in this lesson and the concepts covered will
not only help them in my class, they will take several skills learned with them as they advance in
school.

5.International Lesson Plan is more complicated and detailed unlike Indonesian Lesson Plan
which is simpler and not detailed