GARIS-GARIS BESAR PROGRAM PENGAJARAN (GBPP)

Mata Kuliah : Bahasa Inggris

Kode Mata Kuliah/SKS : IKP 2201/3 SKS
Fakultas/Program Studi : FIKP/MSP & IKL
Semester : II
A. Deskripsi Singkat : Mata kuliah ini menitik beratkan kepada
penerapan “language skills: speaking, reading, listening, dan writing” dan “language
elements: grammar, vocabulary” yang materinya disesuaikan dengan program studi
mahasiswa.

B. Tujuan Instruksional Umum (TIU): Setelah proses pembelajaran selesai mahasiswa

diharapkan dapat memahami konsep “language skills” dan “language elements” dan
penerapannya dalam komunikasi baik lisan maupun tulisan.

Tujuan Instruksional Pokok Sub Pokok Estimasi Sumber/

No
Khusus (TIK) Bahasan Bahasan Waktu Referensi
The students are able to
The
explain the topics and
1 Introduction materials & 200’ lecturer
activities will be learned
Activities
& done in this semester
The students are able to Speaking 1
communicate the text of Writing 1
“making a dialogue ” Making a Listening 1
2 200’ 1-6
through applying dialogue Vocabulary 1
language skills and Translation 1
elements Grammar 1
The students are able to Speaking 2
communicate the text of Writing 2
“speaking & writing” Speaking & Listening 2
3 200’ 1–6
through applying writing Vocabulary 2
language skills and Translation 2
elements Grammar 2
Speaking 3
The students are able to
Reading 3
communicate the text of
Writing 3
“vocabulary & Vocabulary &
4 Listening 3 200’ 1-6
speaking” through speaking
Vocabulary 3
applying language skills
Translation 3
and elements
Grammar 3
The students are able to Speaking 4
Changing parts
5 communicate the text of Reading 4 200’ 1-6
of speech
“ changing parts of Writing 4

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 1
 speech” through Listening 4
applying language skills Vocabulary 4
and elements Translation 4
Grammar 4
Speaking 5
The students are able to
Reading 5
communicate the text of
Writing 5
“ finding main idea & Finding main
6 Listening 5 200’ 1-6
details” through idea & details
Vocabulary 5
applying language skills
Translation 5
and elements
Grammar 5
Speaking 6
The students are able to
Reading 6
communicate the text of
Essay writing Writing 6
“essay writing (making
7 (making an out Listening 6 200’ 1-6
an outline” through
line) Vocabulary 6
applying language skills
Translation 6
and elements
Grammar 6
The students are able to Speaking 7
communicate the texts Reading 7
of “essay writing Essay writing Writing 7
8 (completed writing)” (completed Listening 7 200’ 1-6
through applying writing) Vocabulary 7
language skills and Translation 7
elements Grammar 7
Speaking 8
The students are able to Reading 8
communicate the text of Discussion of Writing 8
9 “essay writing” through the completed Listening 8 200’ 1-6
applying language skills writing Vocabulary 8
and elements Translation 8
Grammar 8
The students are able to Speaking 8
communicate the texts Reading 8
of “finding some terms Finding some Writing 8
10 of marine & fishing” terms of marine Listening 8 200’ 1-6
through applying & fishery Vocabulary 8
language skills and Translation 8
elements Grammar 8
Speaking 9
The students are able to
Reading 9
communicate the texts
Writing 9
of “adverbial clauses 1” Adverbial
11 Listening 9 200’ 1-6
through applying Clauses 1
Vocabulary 9
language skills and
Translation 9
elements
Grammar 9

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 2
 Speaking 10
The students are able to
Reading 10
communicate the texts
Writing 10
of “adverbial clauses 2” Adverbial
12 Listening 10 200’ 1-6
through applying Clauses 2
Vocabulary 10
language skills and
Translation 10
elements
Grammar 10
Speaking 8
The students are able to
Reading 8
communicate the texts
Writing 8
of “Noun Clauses”
13 Noun Clauses Listening 8 200’ 1-6
through applying
Vocabulary 8
language skills and
Translation 8
elements
Grammar 8
Speaking 8
The students are able to
Reading 8
communicate the texts
Writing 8
have been studied Lecturer
14 Review Listening 8 200’
through applying &1-6
Vocabulary 8
language skills and
Translation 8
elements
Grammar 8

C. Sumber/References:
1. Chamberlin, Dennis and White Gillian. 1975. English Translation: A Graded Course for
Intermediate Students. London: Cambridge University Press.
2. Brown, H.Douglas. 2002. Strategies for Success: A Practical Guide to Learning English.
NY: LongmanEllis, Mark and Nina O’driscoll. 1992. Giving Presentation.
London: Longman.
3. Gagne, Robert M.1979. Principles of Instructional Design. 2nd Edition. New York: Holt,
Rinehart and Winston All rights Reserved
4. Gay, L.R., and Peter Airasian. 2000. Educational Research: Competencies for Analysis
and Application. NY: Prentice – Hall, Inc
5. Harris, David P.1979. Testing English: As a Second Language. New Delhi: Tata
McGraw-Hill Publishing Company, LTD.
6. Thomas, Laura.2010. Job Seeking Guide. In Strait Times. Retrieved
from http://jobs.st701.com/career-
resources/index.php?c=article&aid=989&title=Finding-new-opportunities at 29
July 2010

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 3
 UNIVERSITAS MARITIM RAJA ALI HAJI (UMRAH)
FAKULTAS ILMU KELAUTAN DAN ILMU PERIKANAN
PROGRAM STUDI MANAGEMEN SUMBER DAYA PERAIRAN & ILMU KELAUTAN
TANJUNGPINANG – KEPRI, TAHUN AKADEMIK, 2011-2012
============================================================

SILLABUS PERKULIAHAN

Mata Kuliah : Bahasa Inggris I

Kode Mata Kuliah/SKS : IKP 2201 /3 SKS
Semester : II
Dosen : Erwin Pohan, S.Pd., M.Pd.

D. SINOPSIS/DESKRIPSI MATA KULIAH : Mata kuliah ini menitik beratkan kepada

penerapan “language skills: speaking, reading, listening, dan writing” dan “language
elements: grammar, vocabulary” yang materinya disesuaikan dengan program studi
mahasiswa.

A. TUJUAN PEMEBELAJARAN
Setelah menyelesiakan perkuliahan materi ini, mahasiswa diharapkan dapat:
1. Mengkomunikasikan teks ” Making a dialogue” melalui penerapan ”language
skills and language elements” baik secara lisan maupun tulisan.
2. Mengkomunikasikan teks ”Speaking & writing” melalui penerapan ”language
skills and language elements” baik secara lisan maupun tulisan.
3. Mengkomunikasikan teks ”Vocabulary & speaking” melalui penerapan ”language
skills and language elements” baik secara lisan maupun tulisan.
4. Mengkomunikasikan teks ”Changing parts of speech” melalui penerapan
”language skills and language elements” baik secara lisan maupun tulisan.
5. Mengkomunikasikan teks ”Finding main idea & details” melalui penerapan
”language skills and language elements” baik secara lisan maupun tulisan.
6. Mengkomunikasikan teks ”Essay writing (making an out line)” melalui penerapan
”language skills and language elements” baik secara lisan maupun tulisan.
7. Mengkomunikasikan teks ”Essay writing (completed writing)” melalui penerapan
”language skills and language elements” baik secara lisan maupun tulisan.
8. Mengkomunikasikan teks ”Discussion of the completed writing” melalui
penerapan ”language skills and language elements” baik secara lisan maupun
tulisan
9. Mengkomunikasikan teks ”Finding some terms of marine & fishery” melalui
penerapan ”language skills and language elements” baik secara lisan maupun
tulisan
10. Mengkomunikasikan teks ”Adverbial Clauses 1” melalui penerapan ”language
skills and language elements” baik secara lisan maupun tulisan.

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 4
 11. Mengkomunikasikan teks ”Adverbial Clauses 2” melalui penerapan ”language
skills and language elements” baik secara lisan maupun tulisan.
12. Mengkomunikasikan teks ”Noun Clauses” melalui penerapan ”language skills and
language elements” baik secara lisan maupun tulisan
13. Mengkomunikasikan teks yang sudah dibahas: ”Review” melalui penerapan
”language skills and language elements” baik secara lisan maupun tulisan.

B. KEGIATAN PERKULIAHAN

Perkuliahan dilaksanakan dalam bentuk ceramah, presentasi, diskusi, dan tanya

jawab. Setiap perkuliahan di awali dengan presentasi dari mahasiswa yang bekerja dalam
kelompok. Setiap kelompok terdiri atas enam atau tujuh orang mahasiswa. Topic
presentasi disesuaikan dengan materi perkuliahan. Disamping itu, setiap mahasiswa
diwajibkan menuliskan latihan-latihan dari setiap pokok bahasan yang disajikan secara
lisan. Kemudian mendiskusikan hasil latihan yang dituliskan dibuku tugas. Dengan cara
seperti itu, kegiatan perkuliahan dapat dimanfaatkan secara optimal untuk berbicara,
menulis, mendengar, berdiskusi dan tanya jawab (”students conference”: dilakukan
setelah semua kelompok selesai menyajikan hasil tugasnya di depan kelas ).

C. TUGAS MAHASISWA

Ada tiga bentuk tugas yang harus dilakukan oleh setiap mahasiswa. Tugas
pertama adalah masing-masing dalam kelompoknya mengerjakan latihan-latihan dari
setiap pokok bahasan perkuliahan pada buku tugas. Tugas ini diserahkan untuk diperiksa
pada setiap perkuliahan dimulai. Tugas kedua (tugas kelompok) adalah dari seluruh
materi dibagi rata dalam anggota kelompok kemudian masing-masing mencari sinonim
dari kata benda, kerja, sifat, keterangan dari semua materi yang dipelajari dan dibuat
dalam bentuk tabel (No, kata benda, sinonimnya, artinya) diketik dan diserahkan pada
saat UTS. Dan tugas ke tiga (tugas kelompok) adalah mencari satu teks bahasa Inggris
yang sangat disukai selain yang sudah dibahas, kemudian buatkan dialognya,
terjemahkan, buat tabel kosa kata: kata / prase beserta artinya; reading: buatkan min. 10
pertanyaan; writing: buatkan ringkasan dari teks tersebut dengan menggunakan kata-kata
anda sendiri (diserahkan pada saat UAS).

D. EVALUASI
Penilaian didasarkan atas criteria berikut:

1) Kehadiran : 10 %
2) Tugas / Partisipasi : 20 %
3) Ujian Tengah Semester : 30 %
4) Ujian Akhir Semester : 40 %

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 5
 E. MATERI PERKULIAHAN
Materi perkuliahan adalah sebagai berikut:

Pertemuan Pokok Bahasan & Sub-Pokok Bahasan Referensi

I Introduction to the course Lecturer

Making a dialogue:
II Speaking 1 Reading 1 Writing 1 Listening 1 Vocabulary1 1-6
Translation 1 Grammar 1
Speaking & writing:
III Speaking 2 Reading 2 Writing 2 Listening 2 Vocabulary 2 1-6
Translation 2 Grammar 2
Vocabulary & speaking:
IV Speaking 3 Reading 3 Writing 3 Listening 3 Vocabulary 3 1-6
Translation 3 Grammar 3
Changing parts of speech:
V Speaking 4 Reading 4 Writing 4 Listening 4 Vocabulary 4 1-6
Translation 4 Grammar 4
Main idea and details:
VI Speaking 5 Reading 5 Writing 5 Listening 5 Vocabulary 5 1-6
Translation 5 Grammar 5
Essay writing (outline):
VII Speaking 6 Reading 6 Writing 6 Listening 6 Vocabulary 6 1-6
Translation 6 Grammar 6
VIII Mid-Term Test (UTS) Lecturer
Essay writing (completed writing):
IX Speaking 7 Reading 7 Writing 7 Listening 7 Vocabulary 7 1-6
Translation 7 Grammar 7
Discussion of an essay writing:
X Speaking 8 Reading 8 Writing 8 Listening 8 Vocabulary 8 1-6
Translation 8 Grammar 8
Finding some terms of marine & fishery:
XI Speaking 9 Reading 9 Writing 9 Listening 9 Vocabulary 9 1-6
Translation 9 Grammar 9
Adverbial Clauses 1:
XII Speaking 10 Reading 10 Writing 10 Listening 10 1-6
Vocabulary 10 Translation 10 Grammar 10
Adverbial Clauses 2:
XIII Speaking 11 Reading 11 Writing 11 Listening 11 1-6
Vocabulary 11 Translation 11 Grammar 11
Noun Clauses:
XIV Speaking 12 Reading 12 Writing 12 Listening 12 1-6
Vocabulary 12 Translation 12 Grammar 12
XV Review: Lecturer &

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 6
 Speaking 13 Reading 13 Writing 13 Listening 71 1-6
Vocabulary 13 Translation 13 Grammar 13
XVI Final Test (UAS) Lecturer

F. REFERENSI

1. Chamberlin, Dennis and White Gillian. 1975. English Translation: A Graded Course for
Intermediate Students. London: Cambridge University Press.
2. Brown, H.Douglas. 2002. Strategies for Success: A Practical Guide to Learning English.
NY: LongmanEllis, Mark and Nina O’driscoll. 1992. Giving Presentation.
London: Longman.
3. Gagne, Robert M.1979. Principles of Instructional Design. 2nd Edition. New York: Holt,
Rinehart and Winston All rights Reserved
4. Gay, L.R., and Peter Airasian. 2000. Educational Research: Competencies for Analysis
and Application. NY: Prentice – Hall, Inc
5. Harris, David P.1979. Testing English: As a Second Language. New Delhi: Tata
McGraw-Hill Publishing Company, LTD.
6. Thomas, Laura.2010. Job Seeking Guide. In Strait Times. Retrieved
from http://jobs.st701.com/career-
resources/index.php?c=article&aid=989&title=Finding-new-opportunities at 29
July 2010

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 7
 SATUAN ADMINISTRASI PERKULIAHAN (SAP)

Nama Mata Kuliah : Bahasa Inggris

Kode Mata Kuliah/Bobot : IKP 2201/3 SKS
Waktu Pertemuan : 1 x 200 menit
Pertemuan ke- : 1 (ke satu)
Semester/Tahun Akademik : II/2011-2012
Fakultas/Program Studi : FIKP/MSP & IKL
Dosen : Erwin Pohan, S.Pd., M.Pd.

A. Tujuan Instruksional Umum: Setelah proses pembelajaran selesai mahasiswa

diharapkan dapat memahami konsep “language skills” dan “language elements” dan
penerapannya dalam komunikasi baik lisan maupun tulisan.

B. Tujuan Instruksional Khusus: The students are able to explain the topics and activities
will be learned & done in this semester.

C. Pokok Bahasan : Introduction

Sub-Pokok Bahasan : Materials and Rules of learning activities

D. Kegiatan Pembelajaran

Media &
Tahap Kegiatan Pengajar Kegiatan Mahasiswa Alat
Pengajaran
Greeting
Taking students’ attendance pay attention white board
Opening
Motivating them through an answering question board marker
attractive question:
- Explains the learning and Writes their names and
evaluation processes and then the topic chosen on a
Processing white board
ask the students to make seven piece of paper.
board marker
groups.
- Reads the groups’ members
through calling their names
- Asks the students about their State the next learning
Closing tasks in the next meeting to make activities completely white board
sure whether they’ve understood board marker
or not.

L = Lecturer S = students

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 8
 E. Evaluasi

Because of the first meeting, the lecturer just asks the students to speak in English to see
their speaking ability generally by asking “could you say something in English about
yourself or everything else you like?”

F. Referensi

1. Chamberlin, Dennis and White Gillian. 1975. English Translation: A Graded Course for
Intermediate Students. London: Cambridge University Press.
2. Brown, H.Douglas. 2002. Strategies for Success: A Practical Guide to Learning English.
NY: LongmanEllis, Mark and Nina O’driscoll. 1992. Giving Presentation.
London: Longman.
3. Gagne, Robert M.1979. Principles of Instructional Design. 2nd Edition. New York: Holt,
Rinehart and Winston All rights Reserved
4. Gay, L.R., and Peter Airasian. 2000. Educational Research: Competencies for Analysis
and Application. NY: Prentice – Hall, Inc
5. Harris, David P.1979. Testing English: As a Second Language. New Delhi: Tata
McGraw-Hill Publishing Company, LTD.
6. Thomas, Laura.2010. Job Seeking Guide. In Strait Times. Retrieved
from http://jobs.st701.com/career-
resources/index.php?c=article&aid=989&title=Finding-new-opportunities at 29
July 2010

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 9
 SATUAN ADMINISTRASI PERKULIAHAN (SAP)

Nama Mata Kuliah : Bahasa Inggris

Kode Mata Kuliah/Bobot : IKP 2201/3 SKS
Waktu Pertemuan : 2 x 200 menit
Pertemuan ke- : 2 & 3 (ke dua dan tiga)
Semester/Tahun Akademik : II/2011-2012
Fakultas/Program Studi : FIKP/MSP & IKL
Dosen : Erwin Pohan, S.Pd., M.Pd.

A. Tujuan Instruksional Umum: Setelah proses pembelajaran selesai mahasiswa

diharapkan dapat memahami konsep “language skills” dan “language elements” dan
penerapannya dalam komunikasi baik lisan maupun tulisan.

B. Tujuan Instruksional Khusus: The students are able to communicate the text of
“making a dialogue/speaking & writing” through applying language skills and elements.

C. Pokok Bahasan : Making a dialogue / speaking & writing

D. Sub-Pokok Bahasan : Speaking 1/2, Reading 1/2, Writing 1/2, Listening 1/2,
Vocabulary/21, Translation 1/2, Grammar 1/2.
E. Kegiatan Pembelajaran

Media &
Tahap Kegiatan Pengajar Kegiatan Mahasiswa Alat
Pengajaran
Greeting
Taking students’ attendance pay attention white board,
Opening
Motivating them to start their answering question board marker,
learning well. handbook
- Calls the students to check their - Present their tasks
tasks. After that …. (every members in the
- Asks the groups to present the group writes the
result of their tasks in front of the answer on the white
class. board then present it
- Records their performance and orally)
participation during students - After all of groups
conference session. have practiced, they white board,
Processing
- Encourages the students to be have students board marker,
more active in speaking by giving conference to discuss handbook
an example of how to take part in the materials in more
discussion. details.
- Asks them to raise their hand, - The others observe
say their names and groups their friends
before coming to give addition, performance and take
suggestion, comments, and notes.

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 10
 questions.
- Gives some explanations to - Pay attention
every difficult things from the answering question
materials faced by the students - One of them take a
- Reminds the students to their topic cards, after that white board,
Closing
next tasks. they show it to the board marker,
- Asks for one of the group to lecturer . handbook
take one topic’s cards. - ‘
- Writes their topics on the book. -

L = Lecturer S = students

F. Evaluasi
Make a short dialogue and practice it with your group members in front of the class!

G. Referensi

1. Chamberlin, Dennis and White Gillian. 1975. English Translation: A Graded Course for
Intermediate Students. London: Cambridge University Press.
2. Brown, H.Douglas. 2002. Strategies for Success: A Practical Guide to Learning English.
NY: LongmanEllis, Mark and Nina O’driscoll. 1992. Giving Presentation.
London: Longman.
3. Gagne, Robert M.1979. Principles of Instructional Design. 2nd Edition. New York: Holt,
Rinehart and Winston All rights Reserved
4. Gay, L.R., and Peter Airasian. 2000. Educational Research: Competencies for Analysis
and Application. NY: Prentice – Hall, Inc
5. Harris, David P.1979. Testing English: As a Second Language. New Delhi: Tata
McGraw-Hill Publishing Company, LTD.
6. Thomas, Laura.2010. Job Seeking Guide. In Strait Times. Retrieved
from http://jobs.st701.com/career-
resources/index.php?c=article&aid=989&title=Finding-new-opportunities at 29
July 2010

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 11
 SATUAN ADMINISTRASI PERKULIAHAN (SAP)

Nama Mata Kuliah : Bahasa Inggris

Kode Mata Kuliah/Bobot : IKP 2201/3 SKS
Waktu Pertemuan : 2 x 200 menit
Pertemuan ke- : 4 & 5 (ke empat dan lima)
Semester/Tahun Akademik : II/2011-2012
Fakultas/Program Studi : FIKP/MSP & IKL
Dosen : Erwin Pohan, S.Pd., M.Pd

A. Tujuan Instruksional Umum: Setelah proses pembelajaran selesai mahasiswa

diharapkan dapat memahami konsep “language skills” dan “language elements” dan
penerapannya dalam komunikasi baik lisan maupun tulisan.

B. Tujuan Instruksional Khusus: The students are able to communicate the text of
“vocabulary & speaking / changing parts of speech” through applying language skills and
elements ”

C. Pokok Bahasan : Vocabulary & speaking / changing parts of speech

D. Sub-Pokok Bahasan : Speaking 3/4, Reading 3/4, Writing 3/4, Listening 3/4,
Vocabulary 3/4, Translation 3/4, Grammar 3/4.

E. Kegiatan Pembelajaran

Media &
Tahap Kegiatan Pengajar Kegiatan Mahasiswa Alat
Pengajaran
Greeting
Taking students’ attendance pay attention white board,
Opening
Motivating them to start their answering question board marker,
learning well. handbook
- Calls the students to check their - Present their tasks
tasks. After that …. (every members in the
- Asks the groups to present the group writes the
result of their tasks in front of the answer on the white
class. board then present it
- Records their performance and orally)
participation during students - After all of groups white board,
Processing
conference session. have practiced, they board marker,
- Encourages the students to be have students handbook
more active in speaking by giving conference to discuss
an example of how to take part in the materials in more
discussion. details.
- Asks them to raise their hand, - The others observe
say their names and groups their friends

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 12
 before coming to give addition, performance and take
suggestion, comments, and notes.
questions.
- Gives some explanations to - Pay attention
every difficult things from the answering question
materials faced by the students - One of them take a
- Reminds the students to their topic cards, after that white board,
Closing
next tasks. they show it to the board marker,
- Asks for one of the group to lecturer . handbook
take one topic’s cards. - ‘
- Writes their topics on the book. -

L = Lecturer S = students

F. Evaluasi
Ask the students to classify some vocabularies due to the terms of marine and fishery and
memorize them, then make it into a short dialogue!

G. Referensi

1. Chamberlin, Dennis and White Gillian. 1975. English Translation: A Graded Course for
Intermediate Students. London: Cambridge University Press.
2. Brown, H.Douglas. 2002. Strategies for Success: A Practical Guide to Learning English.
NY: LongmanEllis, Mark and Nina O’driscoll. 1992. Giving Presentation.
London: Longman.
3. Gagne, Robert M.1979. Principles of Instructional Design. 2nd Edition. New York: Holt,
Rinehart and Winston All rights Reserved
4. Gay, L.R., and Peter Airasian. 2000. Educational Research: Competencies for Analysis
and Application. NY: Prentice – Hall, Inc
5. Harris, David P.1979. Testing English: As a Second Language. New Delhi: Tata
McGraw-Hill Publishing Company, LTD.
6. Thomas, Laura.2010. Job Seeking Guide. In Strait Times. Retrieved
from http://jobs.st701.com/career-
resources/index.php?c=article&aid=989&title=Finding-new-opportunities at 29
July 2010

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 13
 SATUAN ADMINISTRASI PERKULIAHAN (SAP)

Nama Mata Kuliah : Bahasa Inggris

Kode Mata Kuliah/Bobot : IKP 2201/3 SKS
Waktu Pertemuan : 2 x 200 menit
Pertemuan ke- : 6 & 7 (ke enam dan tujuh)
Semester/Tahun Akademik : II/2011-2012
Fakultas/Program Studi : FIKP/MSP & IKL
Dosen : Erwin Pohan, S.Pd., M.Pd

A. Tujuan Instruksional Umum: Setelah proses pembelajaran selesai mahasiswa

diharapkan dapat memahami konsep “language skills” dan “language elements” dan
penerapannya dalam komunikasi baik lisan maupun tulisan.

B. Tujuan Instruksional Khusus: The students are able to communicate the text of “main
ideas & details/essay writing (outline)” through applying language skills and elements ”

C. Pokok Bahasan : Main Ideas & details/essay writing (outline)

Sub-Pokok Bahasan : Speaking 5/6, Reading 5/6, Writing 5/6, Listening 5/6,
Vocabulary 5/6, Translation 5/6, Grammar 5/6.

D. Kegiatan Pembelajaran

Media &
Tahap Kegiatan Pengajar Kegiatan Mahasiswa Alat
Pengajaran
Greeting
Taking students’ attendance pay attention white board,
Opening
Motivating them to start their answering question board marker,
learning well. handbook
- Calls the students to check their - Present their tasks
tasks. After that …. (every members in the
- Asks the groups to present the group writes the
result of their tasks in front of the answer on the white
class. board then present it
- Records their performance and orally)
participation during students - After all of groups white board,
Processing
conference session. have practiced, they board marker,
- Encourages the students to be have students handbook
more active in speaking by giving conference to discuss
an example of how to take part in the materials in more
discussion. details.
- Asks them to raise their hand, - The others observe
say their names and groups their friends

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 14
 before coming to give addition, performance and take
suggestion, comments, and notes.
questions.
- Gives some explanations to - Pay attention
every difficult things from the answering question
materials faced by the students - One of them take a
- Reminds the students to their topic cards, after that white board,
Closing
next tasks. they show it to the board marker,
- Asks for one of the group to lecturer . handbook
take one topic’s cards. - ‘
- Writes their topics on the book. -

L = Lecturer S = students

E. Evaluasi
- Copy a complete article and find out the main ideas and details in it: one underline for
main idea and two underlines for details!
- Write the example of your own outline of an essay writing based on the lecturer given!

F. Referensi

1. Chamberlin, Dennis and White Gillian. 1975. English Translation: A Graded Course for
Intermediate Students. London: Cambridge University Press.
2. Brown, H.Douglas. 2002. Strategies for Success: A Practical Guide to Learning English.
NY: LongmanEllis, Mark and Nina O’driscoll. 1992. Giving Presentation.
London: Longman.
3. Gagne, Robert M.1979. Principles of Instructional Design. 2nd Edition. New York: Holt,
Rinehart and Winston All rights Reserved
4. Gay, L.R., and Peter Airasian. 2000. Educational Research: Competencies for Analysis
and Application. NY: Prentice – Hall, Inc
5. Harris, David P.1979. Testing English: As a Second Language. New Delhi: Tata
McGraw-Hill Publishing Company, LTD.
6. Thomas, Laura.2010. Job Seeking Guide. In Strait Times. Retrieved
from http://jobs.st701.com/career-
resources/index.php?c=article&aid=989&title=Finding-new-opportunities at 29
July 2010

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 15
 SATUAN ADMINISTRASI PERKULIAHAN (SAP)

Nama Mata Kuliah : Bahasa Inggris

Kode Mata Kuliah/Bobot : IKP 2201/3 SKS
Waktu Pertemuan : 2 x 200 menit
Pertemuan ke- : 8 & 9 (ke delapan dan sembilan)
Semester/Tahun Akademik : II/2011-2012
Fakultas/Program Studi : FIKP/MSP & IKL
Dosen : Erwin Pohan, S.Pd., M.Pd

A. Tujuan Instruksional Umum: Setelah proses pembelajaran selesai mahasiswa

diharapkan dapat memahami konsep “language skills” dan “language elements” dan
penerapannya dalam komunikasi baik lisan maupun tulisan.

B. Tujuan Instruksional Khusus: The students are able to communicate the text of “esaay
writing (completed writing)/discussion of the essay writing” through applying language
skills and elements ”

C. Pokok Bahasan : Essay writing (completed writing) / discussion of the essay

Sub-Pokok Bahasan : Speaking 7/8, Reading 7/8, Writing 7/8, Listening 7/8,
Vocabulary 7/8, Translation 7/8, Grammar 7/8.

D. Kegiatan Pembelajaran
Media &
Tahap Kegiatan Pengajar Kegiatan Mahasiswa Alat
Pengajaran
Greeting
Taking students’ attendance pay attention white board,
Opening
Motivating them to start their answering question board marker,
learning well. handbook
- Calls the students to check their - Present their tasks
tasks. After that …. (every members in the
- Asks the groups to present the group writes the
result of their tasks in front of the answer on the white
class. board then present it
- Records their performance and orally)
participation during students - After all of groups white board,
Processing
conference session. have practiced, they board marker,
- Encourages the students to be have students handbook
more active in speaking by giving conference to discuss
an example of how to take part in the materials in more
discussion. details.
- Asks them to raise their hand, - The others observe
say their names and groups their friends

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 16
 before coming to give addition, performance and take
suggestion, comments, and notes.
questions.
- Gives some explanations to - Pay attention
every difficult things from the answering question
materials faced by the students - One of them take a
- Reminds the students to their topic cards, after that white board,
Closing
next tasks. they show it to the board marker,
- Asks for one of the group to lecturer . handbook
take one topic’s cards. - ‘
- Writes their topics on the book. -

L = Lecturer S = students

E. Evaluasi
- Ask the students to write a completed writing based on their outline and discuss it in the
classroom to see some errors and the relationship between the outline and completed
writing!

F. Referensi

1. Chamberlin, Dennis and White Gillian. 1975. English Translation: A Graded Course for
Intermediate Students. London: Cambridge University Press.
2. Brown, H.Douglas. 2002. Strategies for Success: A Practical Guide to Learning English.
NY: LongmanEllis, Mark and Nina O’driscoll. 1992. Giving Presentation.
London: Longman.
3. Gagne, Robert M.1979. Principles of Instructional Design. 2nd Edition. New York: Holt,
Rinehart and Winston All rights Reserved
4. Gay, L.R., and Peter Airasian. 2000. Educational Research: Competencies for Analysis
and Application. NY: Prentice – Hall, Inc
5. Harris, David P.1979. Testing English: As a Second Language. New Delhi: Tata
McGraw-Hill Publishing Company, LTD.
6. Thomas, Laura.2010. Job Seeking Guide. In Strait Times. Retrieved
from http://jobs.st701.com/career-
resources/index.php?c=article&aid=989&title=Finding-new-opportunities at 29
July 2010

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 17
 SATUAN ADMINISTRASI PERKULIAHAN (SAP)

Nama Mata Kuliah : Bahasa Inggris

Kode Mata Kuliah/Bobot : IKP 2201/3 SKS
Waktu Pertemuan : 2 x 200 menit
Pertemuan ke- : 10 & 11 (ke sepuluh dan sebelas)
Semester/Tahun Akademik : II/2011-2012
Fakultas/Program Studi : FIKP/MSP & IKL
Dosen : Erwin Pohan, S.Pd., M.Pd

A. Tujuan Instruksional Umum: Setelah proses pembelajaran selesai mahasiswa

diharapkan dapat memahami konsep “language skills” dan “language elements” dan
penerapannya dalam komunikasi baik lisan maupun tulisan.

B. Tujuan Instruksional Khusus: The students are able to communicate the text of “some
terms of marine & fishery/adverbial clauses 1” through applying language skills and
elements ”

C. Pokok Bahasan : Some terms of marine & fishery / adverbial clauses 1

Sub-Pokok Bahasan : Speaking 9/10, Reading 9/10, Writing 9/10, Listening 9/10,
Vocabulary 9/10, Translation 9/10, Grammar 9/10.

D. Kegiatan Pembelajaran

Media &
Tahap Kegiatan Pengajar Kegiatan Mahasiswa Alat
Pengajaran
Greeting
Taking students’ attendance pay attention white board,
Opening
Motivating them to start their answering question board marker,
learning well. handbook
- Calls the students to check their - Present their tasks
tasks. After that …. (every members in the
- Asks the groups to present the group writes the
result of their tasks in front of the answer on the white
class. board then present it
- Records their performance and orally)
participation during students - After all of groups white board,
Processing
conference session. have practiced, they board marker,
- Encourages the students to be have students handbook
more active in speaking by giving conference to discuss
an example of how to take part in the materials in more
discussion. details.
- Asks them to raise their hand, - The others observe
say their names and groups their friends

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 18
 before coming to give addition, performance and take
suggestion, comments, and notes.
questions.
- Gives some explanations to - Pay attention
every difficult things from the answering question
materials faced by the students - One of them take a
- Reminds the students to their topic cards, after that white board,
Closing
next tasks. they show it to the board marker,
- Asks for one of the group to lecturer . handbook
take one topic’s cards. - ‘
- Writes their topics on the book. -

L = Lecturer S = students

E. Evaluasi
- Ask the students to find out some terms of marine and fishery from an article and write
their meanings!
- Ask the students to write the examples of adverbial clauses: when, whenever, where,
wherever, after, before, as soon as, so that, because, etc.

F. Referensi

1. Chamberlin, Dennis and White Gillian. 1975. English Translation: A Graded Course for
Intermediate Students. London: Cambridge University Press.
2. Brown, H.Douglas. 2002. Strategies for Success: A Practical Guide to Learning English.
NY: LongmanEllis, Mark and Nina O’driscoll. 1992. Giving Presentation.
London: Longman.
3. Gagne, Robert M.1979. Principles of Instructional Design. 2nd Edition. New York: Holt,
Rinehart and Winston All rights Reserved
4. Gay, L.R., and Peter Airasian. 2000. Educational Research: Competencies for Analysis
and Application. NY: Prentice – Hall, Inc
5. Harris, David P.1979. Testing English: As a Second Language. New Delhi: Tata
McGraw-Hill Publishing Company, LTD.
6. Thomas, Laura.2010. Job Seeking Guide. In Strait Times. Retrieved
from http://jobs.st701.com/career-
resources/index.php?c=article&aid=989&title=Finding-new-opportunities at 29
July 2010

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 19
 SATUAN ADMINISTRASI PERKULIAHAN (SAP)

Nama Mata Kuliah : Bahasa Inggris

Kode Mata Kuliah/Bobot : IKP 2201/3 SKS
Waktu Pertemuan : 2 x 200 menit
Pertemuan ke- : 12 & 13 (ke dua belas dan tiga belas)
Semester/Tahun Akademik : II/2011-2012
Fakultas/Program Studi : FIKP/MSP & IKL
Dosen : Erwin Pohan, S.Pd., M.Pd

A. Tujuan Instruksional Umum: Setelah proses pembelajaran selesai mahasiswa

diharapkan dapat memahami konsep “language skills” dan “language elements” dan
penerapannya dalam komunikasi baik lisan maupun tulisan.

B. Tujuan Instruksional Khusus: The students are able to communicate the text of
“adverbial clauses 2 / noun cluases” through applying language skills and elements ”

C. Pokok Bahasan : Adverbial clauses 2 / Noun Clauses

Sub-Pokok Bahasan : Speaking 11/12, Reading 11/12, Writing 11/12, Listening 11/12,
Vocabulary 11/12, Translation 11/12, Grammar 11/12.

D. Kegiatan Pembelajaran

Media &
Tahap Kegiatan Pengajar Kegiatan Mahasiswa Alat
Pengajaran
Greeting
Taking students’ attendance pay attention white board,
Opening
Motivating them to start their answering question board marker,
learning well. handbook
- Calls the students to check their - Present their tasks
tasks. After that …. (every members in the
- Asks the groups to present the group writes the
result of their tasks in front of the answer on the white
class. board then present it
- Records their performance and orally)
participation during students - After all of groups
white board,
Processing conference session. have practiced, they
board marker,
- Encourages the students to be have students
handbook
more active in speaking by giving conference to discuss
an example of how to take part in the materials in more
discussion. details.
- Asks them to raise their hand, - The others observe
say their names and groups their friends
before coming to give addition, performance and take

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 20
 suggestion, comments, and notes.
questions.
- Gives some explanations to - Pay attention
every difficult things from the answering question
materials faced by the students - One of them take a
- Reminds the students to their topic cards, after that white board,
Closing
next tasks. they show it to the board marker,
- Asks for one of the group to lecturer . handbook
take one topic’s cards. - ‘
- Writes their topics on the book. -

L = Lecturer S = students

E. Evaluasi
- The lecturer gives the students some drills about adverbial clauses and ask them to
complete them.
- Ask the students to write their own examples of noun clauses and discuss those in
students conference!

F. Referensi

1. Chamberlin, Dennis and White Gillian. 1975. English Translation: A Graded Course for
Intermediate Students. London: Cambridge University Press.
2. Brown, H.Douglas. 2002. Strategies for Success: A Practical Guide to Learning English.
NY: LongmanEllis, Mark and Nina O’driscoll. 1992. Giving Presentation.
London: Longman.
3. Gagne, Robert M.1979. Principles of Instructional Design. 2nd Edition. New York: Holt,
Rinehart and Winston All rights Reserved
4. Gay, L.R., and Peter Airasian. 2000. Educational Research: Competencies for Analysis
and Application. NY: Prentice – Hall, Inc
5. Harris, David P.1979. Testing English: As a Second Language. New Delhi: Tata
McGraw-Hill Publishing Company, LTD.
6. Thomas, Laura.2010. Job Seeking Guide. In Strait Times. Retrieved
from http://jobs.st701.com/career-
resources/index.php?c=article&aid=989&title=Finding-new-opportunities at 29
July 2010

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 21
 SATUAN ADMINISTRASI PERKULIAHAN (SAP)

Nama Mata Kuliah : Bahasa Inggris

Kode Mata Kuliah/Bobot : IKP 2201/3 SKS
Waktu Pertemuan : 1 x 200 menit
Pertemuan ke- : 14 (ke empat belas)
Semester/Tahun Akademik : II/2011-2012
Fakultas/Program Studi : FIKP/MSP & IKL
Dosen : Erwin Pohan, S.Pd., M.Pd

A. Tujuan Instruksional Umum: Setelah proses pembelajaran selesai mahasiswa

diharapkan dapat memahami konsep “language skills” dan “language elements” dan
penerapannya dalam komunikasi baik lisan maupun tulisan.

B. Tujuan Instruksional Khusus: “The students are able to review the materials and
activities have been learned & done in this semester”

C. Pokok Bahasan : Review

Sub-Pokok Bahasan : The materials from the 2nd up to 13th meeting.

D. Kegiatan Pembelajaran

Media &
Tahap Kegiatan Pengajar Kegiatan Mahasiswa Alat
Pengajaran
Greeting
Taking students’ attendance pay attention white board,
Opening
Motivating them to start their answering question board marker,
learning well. handbook
- Calls the students to check their - Present their tasks
tasks. After that …. (every members in the
- Asks the groups to present the group writes the
result of their tasks in front of the answer on the white
class. board then present it
- Records their performance and orally)
participation during students - After all of groups
white board,
Processing conference session. have practiced, they
board marker,
- Encourages the students to be have students
handbook
more active in speaking by giving conference to discuss
an example of how to take part in the materials in more
discussion. details.
- Asks them to raise their hand, - The others observe
say their names and groups their friends
before coming to give addition, performance and take

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 22
 suggestion, comments, and notes.
questions. - the students and
- the students are asked to give lecturer try to response
some questions dealing with the those questions
materials have been discussed.
- Gives some explanations to
- Paying attention and
every difficult things from the
answering questions
materials faced by the students white board,
Closing
- Reminds the students to their all board marker,
- ‘
tasks. handbook
-

L = Lecturer S = students

E. Evaluasi
- Ask the students to create some questions dealing with the materials have been studied!
- The lecturer and students discuss and response the questions are being asked in the
classroom.

F. Referensi

1. Chamberlin, Dennis and White Gillian. 1975. English Translation: A Graded Course for
Intermediate Students. London: Cambridge University Press.
2. Brown, H.Douglas. 2002. Strategies for Success: A Practical Guide to Learning English.
NY: LongmanEllis, Mark and Nina O’driscoll. 1992. Giving Presentation.
London: Longman.
3. Gagne, Robert M.1979. Principles of Instructional Design. 2nd Edition. New York: Holt,
Rinehart and Winston All rights Reserved
4. Gay, L.R., and Peter Airasian. 2000. Educational Research: Competencies for Analysis
and Application. NY: Prentice – Hall, Inc
5. Harris, David P.1979. Testing English: As a Second Language. New Delhi: Tata
McGraw-Hill Publishing Company, LTD.
6. Thomas, Laura.2010. Job Seeking Guide. In Strait Times. Retrieved
from http://jobs.st701.com/career-
resources/index.php?c=article&aid=989&title=Finding-new-opportunities at 29
July 2010

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 23
Appendix 1: Test items of “UTS”

MARITIME RAJA ALI HAJI UNIVERSITY OF TANJUNGPINANG

SCINECE FACULTY OF MARITIME AND FISHERIES
Lecturer: Erwin Pohan, S.Pd., M.Pd. Time: 90’

MID-TERM TEST OF ENGLISH

1) Choose one of the topics below and write your own short dialogue based on it!
a) Fishing technology
b) Feed management in intensive aquaculture/Dry Feed
c) Dietary requirement
d) Bacteriology of water
e) Reproduction and growth
f) Identification of feeding stimulants

2) Find and write the main idea and details of the following paragraph!
“Although a variety of feeding stimulants have been identified from experiments
conducted with various fish species, most belong to a small group of chemicals: free
amino acids, nucleotides and nucleosides, and quaternary ammonium bases”.

3) Write 20 terms of maritime and fisheries with their meanings (Indonesian language) from
the materials have been studied!

4) Write the information question based on the underlined word/phrase (as the answer of
your question) of the statement below!
“We have recently investigated the direct effect of dietary feeding stimulant
supplements on
1 2 3 4
food intake, and indirect effects on digestion, absorption and metabolism of ingested
nutrients
5
in some fish species”.
6
5) Write the word’s example of the changing parts of speech below!
a) Verb –Noun
b) Adjective – Verb
c) Noun – Adjective
d) Adjective – Adverb
e) Noun – Verb
f) Verb – Adjective
g) Adverb - Adjective

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 24
Appendix 2: Test items of “UAS”

FAKULTAS ILMU KELAUTAN DAN PERIKANAN (FIKP)

UNIVERSITAS MARITIM RAJA ALI HAJI (UMRAH) 2011/2012 (2)

SEMESTER TEST (UAS) Lecturer : Erwin Pohan, S.Pd., M.Pd.

Time: 90’

Instruction: Do the following items as well as you can! No discussion with friends and TURN
OFF your handphone! You’re allowed to use dictionary.

1. It is introduced by a subordinator, used to modify the verb of the noun clause, and
answers such questions as where? when? why? how? For what purpose?. Moreover, it
can come either after or before the independent clause. It refers to ……………………….
2. A dependent clause that function as a noun must be connected to an independent clause
to form a complex sentence is called ……………………………………..
3. Write your own outline of an essay completely!
4. Complete the following sentences with the parts of adverbial clauses appropriately!
a) The Trikora beach is …………………… many people are interested to go there.
b) Some people are looking for a new job in Batam ………… many new big
companies are opened and need many workers.
c) I want to know more about the poor fisherman ………………………… I can.
d) ……………………….. you learn, you must have a good behavior.
e) ………………. the crisis happened in 1998, the fishermen’s economy of
Indonesia were stable.
5. Complete the following sentences with right parts of noun clauses (that, wh-question, and
yes/no question clauses) appropriately!
a) The president Soesilo Bambang Yudoyono agrees ……………………….
b) The professor asked us ……………………………………………………………………
c) It’s difficult to determine…………………………………………………………
d) I don’t know
…………………………………………………………………………..
e) The professor further explained…………….the brain controls sensations, moods,
thoughts, and actions
f) Can you remember ……………………. made errors?
g) I don’t know ………………our project are due to next month
6. Read the text carefully and then write the correct outline of it!

“With the economy picking up and mid-year bonuses being distributed, many
people are considering moving to greener pastures (better field of job).The high-
technology industry sector is usually a complex one, so how can you find new job
opportunities in this sector and land your dream job? Everyone is familiar with channels
such as classified advertisements, internal job boards or job websites. However, in some
cases, senior-level positions or unique jobs are not advertised in the usual channels, as the
company prefers to source for candidates selectively. Here are some tips to help you in
your job search:

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 25
 Networking
Rather than leaving the responsibility in the hands of the employing organization,
it is better to be proactive and use your own networking skills to identify new career
opportunities.
Who do you know in other companies in your area of expertise who may be aware of job
openings? Which companies are actually growing in your particular sector? Then, check
out the Small and Medium Enterprises (SMEs) that are taking on new talents from larger
organizations that are restructuring. Or, it may be the large multinational companies that
are expanding, as they merge or acquire other companies.
Also, conferences and exhibitions are useful venues for networking, particularly if
the event focuses on your technology sector. Alternatively, networking can be done on a
smaller scale, through face-to-face meetings or a friendly chat over drinks. And, virtual
(effective) networking is also increasing in popularity, through sites such as Linked-in.
These online websites give you the opportunity to link up with new business contacts,
build networks with your existing contacts and widen your network nationally and
internationally.
Executive Search Firms
Executive search organizations, particularly those that specialize in your sector,
have the advantage of knowing what is going on in the industry across a wide range of
companies. They are aware of senior positions in the market, some of which are not
openly advertised externally and can help you to market yourself to potential employers.
Those with global offices can widen the search internationally, if you are willing to
relocate. Check with your acquaintances (connections) on which firms they rate well, or
contact headhunters directly to find the one you are comfortable with.
Applying for Opportunities
Once you have found the right job opportunity, now comes the more challenging
part — applying for it. When brushing up your curriculum vitae, do remember that
frequently a non-technical human resource person may be the first to review it. So do not
flood your CV with technical jargon or use abbreviations, which may not be known by
those outside the sector. Instead, be clear about what you have achieved and when, as
well as your roles and responsibilities.
Key information needs to be presented in a clear and succinct format in the first
two pages. Although it is important to make your CV stand out, most technology
companies prefer to see well-structured content without distractions, such as the use of
several colors or unusual fonts. A brief profile at the beginning, summing up your
experience and key skills in three to four sentences is often a good idea. Tailor your CV,
or at least your cover letter, to the role you are applying for, and highlight the relevant
experience.
If you have been networking appropriately and have a great CV, you should be
able to get that coveted interview. It is important to keep up the good work by preparing
yourself well. Improve your chances by reading up on the company. If you have a
presentation, make sure you prepare well for it.
Firm handshakes and first impressions are important, so dress appropriately. In
some cases, this could be a suit and tie if you are applying for a senior management role
in a major MNC pharmaceutical. In others cases, it could be more casual, if you want to
fit in as a product developer in a young up-and-coming IT start-up.

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 26
 Thinking Laterally (Creatively)
If your sector or market is not doing so well, can you transfer your skills to
another? For example, employers within the medical devices sector are frequently willing
to take on those with experience in the semiconductor industry. Are you willing to
relocate? Many pharmaceutical companies are moving research and development and
manufacturing operations to China and need experienced and skilled individuals. Would
you consider working for a contract organization, particularly as more high-tech
companies are outsourcing specialized functions?
If your skills do not transfer well to that sort of environment, you may wish to get
involved in more cross-functional projects within your own organization, to gain the
experience. What about interim management, where experienced professionals take on
operational or strategic assignments on a short-term basis? Interim managers need to be
able to stomach risk, as they operate on a freelance basis and are typically self-employed.
Finally, most importantly, stay positive and driven, and you will achieve your
goal”. Article by Laura Thomas, managing director of RSA Singapore. RSA is a global
provider of resourcing services to the life science and health-care sectors. For more
information, visit www.theRSAgroup.com

***good luck***

Curriculum (GBPP), SYLLABUS, LESSON PLAN (SAP), and Test Items OF English CLASS Page 27