UNIVERSITAS NEGERI MALANG

Fakultas Sastra
Jurusan Sastra Inggris

COURSE PROFILE
PINGUM6028 – ENGLISH FOR SPECIFIC PURPOSES

Semester : V/VI/VII Academic Year:

Status : Elective
Credit/Hour : 2/2 Approval date:
Prerequisite : PINGUM6019 English Approved by:
Curriculum Course Coordinator
Instructor : Rahmati Putri Yaniafari
Email : yaniafari.fs@um.ac.id
Offering : Prof. Sri Rachmajanti
Schedule :
M.Pd

COURSE OVERVIEW

The course provides students with knowledge of the use of English for communication in science and
technology with the skills to teach this type of English in high school, types of scientific writing,
grammatical features, vocabulary building, and basic concepts in language for science and technology.

INTENDED LEARNING OUTCOMES (ILO) OF B.A. IN ELE STUDY PROGRAM

Upon completing the study program, you are expected to obtain the following attributes:

1. Subject Matter Knowledge and Skills

a. Analyze and evaluate ideas in various types of spoken and written English texts.
b. Communicate ideas effectively and appropriately in spoken and written forms both in formal and
informal situations.
c. Apply the knowledge of the basic concepts of linguistics and literature in the teaching of English.
2. Pedagogical Knowledge and Skills
a. Select and adapt instructional materials and media appropriate and relevant to the learners’
characteristics (physical, psychological, moral, spiritual, and socio-cultural background) in various
teaching contexts.
b. Apply the principled learning strategies and classroom management by considering learner
factors.
c. Develop and apply principled assessment procedures.
d. Use Information and Communication Technology effectively and creatively in designing and
implementing lesson plans.
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 e. Identify problems in ELE and provide solutions through reflective practice and research.
3. Intrapersonal and Interpersonal Knowledge and Skills
a. Demonstrate attitudes reflecting inclusivism, objectivity, and non- discriminating practices.
b. Realize the principles of work ethics covering discipline, responsibility, self- esteem and self-
confidence, and teamwork.
c. Demonstrate creative thinking and innovation in social and academic lives.
d. Demonstrate independent and continuous learning habits to develop knowledge and skills in ELE
responsive to global advancement.

COURSE LEARNING OUTCOMES (CLO)

By taking the course, you are expected be able to:

CLO
1) Have the knowledge and principles about English for Specific Purposes (1.1. Explain the
concept of ESP; 1.2. Explain the concept of analysing needs in ESP; 1.3. Explain the
importance of investigating specialist discourse in ESP; 1.4. Discuss the approaches to
investigating specialist discourse in ESP; 1.5. Explain how to develop ESP curriculum)

2) Evaluate ESP materials (2.1. In groups, evaluate available ESP materials by looking at some
criteria; 2.2 Presenting the result of ESP material evaluation in a classroom-level seminar)

LEARNING RESOURCES

Reading List
A. Required
Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. New York: Palgrave
Macmillan.

B. Recommended Books

Anthony, L. (1997b). ESP: What does it mean? Why is it different? On Cue. Retrieved November 15, 2008
from http://www.antlab.sci.waseda.ac.jp/abstracts/ESParticle.html
Brindley, G. (1989). The role of needs analysis in adult ESL program design. In: Johnson, R .K. (Ed). The
second language curriculum (pp.63-78). Cambridge: Cambridge University Press.
Berwick, R. (1989). Needs assessment in language programming: from theory to practice. In: Johnson, R.
K. (Ed). The second language curriculum. Cambridge: Cambridge University Press.
Hutchinson, T. and Waters, A. (1991). English for Specific Purposes: A Learning Centered Approach.
Cambridge: Cambridge University Press.
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.
Douglas, D. (2000). Assessing language for specific purposes. Cambridge: Cambridge University Press
York: Pearson Education
Johns, A. & Dudley-Evans, T. (2001). English for specific purposes: International in scope, specific in
purpose. TESOL Quarterly, 25(2), 297-314.Dudley-Evans, T. and St. John, M.J. 1998. Developments
in English for Specific Purposes : A
Multidisciplinary Approach. Cambridge : Cambridge University Press.

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 Kenny, Nalan, Isık-Tas, Elvan Eda, Jian, Huang (Eds.). (2020). English for Specific Purposes Instruction
and Research Current Practices, Challenges and Innovations. Palgrave Macmillan.
https://www.palgrave.com/gp/book/9783030329136
Anthony, L. (2018). Introducing English For Specific Purposes. London: Routledge
Hyon, S.. 2017. Introducing Genre and English for Specific Purposes. London: Routledge.
https://doi.org/10.4324/9781315761152 Retrieved from
https://www.taylorfrancis.com/books/mono/10.4324/9781315761152/introducing-genre-
english-specific-purposes-sunny-hyon
Lamri, C.E. (2016). An Introduction to English for Specific Purposes (ESP): Online Lecturers for Third
Year ‘Licence’ Level. Abou Bekr Belkaid University – Tlemcen
Paltridge, Brian and Sue Starfield (eds.). (2013). The Handbook of English for Specific Purposes.
Boston: Wiley-Blackwell.

C. Articles
Benesch, S. (1996). Needs analysis and curriculum development in EAP: an example of a critical
approach. TESOL Quarterly, 30,4: 723-738.
Belcher, D. (2004). Trends in teaching English for specific purposes. Annual Review of
Applied Linguistics, 24, 165-186. Cambridge: Cambridge University Press.
Belcher, D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in
worlds of work, study and everyday life. TESOL Quarterly, 40(1), 133-156.

TEACHING AND LEARNING ACTIVITIES

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:

Meeting Topics & Activities Resources CLO

1 Introduction to the course on Course Profile

English for Specific Purposes
2 Class discussion (using Jigsaw Basturkmen, H. (2010). Developing Courses in 1
Technique) on the concept of English for Specific Purposes. New York:
ESP Palgrave Macmillan.

Lamri, C.E. (2016). An Introduction to English

for Specific Purposes (ESP): Online Lecturers
for Third Year ‘Licence’ Level. Abou Bekr
Belkaid University – Tlemcen
Anthony, L. (1997b). ESP: What does it mean?
Why is it different? On Cue. Retrieved
November 15, 2008 from
http://www.antlab.sci.waseda.ac.jp/abstr
acts/ESParticle.html
Anthony, L. (2018). Introducing English For
Specific Purposes. London: Routledge

3-6 Class discussion on the concept
of analyzing needs in ESP;
preparing needs analysis
instrument; conducting needs
Basturkmen, H. (2010). Developing Courses in 1,2,4
English for Specific Purposes. New York:
Palgrave Macmillan.
Anthony, L. (2018). Introducing English For
Specific Purposes. London: Routledge
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 analysis for ESP; and presenting
the result of Need Analysis.
7 Class discussion on
the Importance of descriptions
of specialist discourse in ESP
and When teachers/course
developers conduct
investigations
8 Midterm Test
9-10 Class and group discussion on
the concept of developing
curriculum
11 In groups, students decide a set Basturkmen, H. (2010). Developing Courses in
of ESP materials to be evaluated
and prepare the instrument of
the material evaluation
12 Group discussion on ESP
material evaluation
13-14 Group Presentation ( presenting
the results of material
evaluation)
15 Review
Hutchinson, T. & Waters, A. (1987). English for
specific purposes: A learning-centered
approach. Cambridge, Cambridge
University Press.
Johns, A. & Dudley-Evans, T. (2001). English
for specific purposes: International in
scope, specific in purpose. TESOL
Quarterly, 25(2), 297-314.
Anthony, L. (2018). Introducing English For 1,2
Specific Purposes. London: Routledge
Hutchinson, T. & Waters, A. (1987). English for
specific purposes: A learning-centered
approach. Cambridge, Cambridge
University Press.
Johns, A. & Dudley-Evans, T. (2001). English
for specific purposes: International in
scope, specific in purpose. TESOL
Quarterly, 25(2), 297-314.
Basturkmen, H. (2010). Developing Courses in
English for Specific Purposes. New York:
Palgrave Macmillan.
Anthony, L. (2018). Introducing English For
Specific Purposes. London: Routledge
English for Specific Purposes. New York: 2,3
Palgrave Macmillan.
Anthony, L. (2018). Introducing English For
Specific Purposes. London: Routledge
Sasser, L. (2005). Teaching Literature to 2,3
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.
Douglas, D. (2000). Assessing language for
specific purposes. Cambridge: Cambridge
University Press York: Pearson Education.
Anthony, L. (2018). Introducing English For 1,3,4,5
Specific Purposes. London: Routledge
Douglas, D. (2000). Assessing language for
specific purposes. Cambridge: Cambridge
University Press York: Pearson Education
Douglas, D. (2000). Assessing language for 1,3,4,5
specific purposes. Cambridge: Cambridge
University Press York: Pearson Education
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 16 Final Test Anthony, L. (2018). Introducing English For 1,3,4,5
Specific Purposes. London: Routledge
Douglas, D. (2000). Assessing language for
specific purposes. Cambridge: Cambridge
University Press York: Pearson Education

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.

EVALUATION AND EARNING CREDITS

Assessment Summary (100%)

Elements Due Date Weighting CLO

1. Attendance (Participation in class activities, group discussion,

NA 15% 1,5,6
& quality ideas—questions, comments, or suggestions)
2. Midterm-Test Week 8 15% 2,3,4

3. Written report project Week 14 50% 2,3,4

4. Final Test Week 16 20% 2,3,4

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.
1. Teacher assessment (60%)
The six assessment elements listed in the assessment summary will be assessed by the teacher.
a. Assessment 1 : Students’ attendance and participation
Type : Individual performance
What you hand in : NA
Due Date : NA
Weight : 15%
Task Description : The assignment requires the students to physically attend the class
through SIPEJAR or WhatsApp Group 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 students’ 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.

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
answers, and comments or feedback

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 Quality The student questions and/or comments are 50
easily understood, indicate a working mind,
and show criticality
Total Points 100

b. Assignment 2 and 3 : Written reports

Type : Individual and Group Performance
What you hand in : soft file
Due Date : Week 8 & 14
Weight : 15% & 50%
Task Description : The assignment requires each individual to write report, and each group
to donduct as well as report ESP material evaluation
Submission method: Electronic submission to SIPEJAR and WhatsApp Group.
.
Evaluation rubric :

Topic Unacceptable Marginal Acceptable Exceptional

(Weight) (0) (1) (2) (3)

Organizatio Sequence of Work is hard to Information is Information is

n information is follow as there is presented in a presented in a
& difficult to follow. very little logical manner, logical, interesting
Style No apparent continuity. which is easily way, which is easy
(2) structure or Purpose of work is followed. to follow.
continuity. stated, but does not Purpose of work is Purpose is clearly
Purpose of work is assist in following clearly stated stated and explains
not clearly stated. work. assists the structure the structure of
of work. work.

Content No grasp of Uncomfortable with At ease with Demonstration of

& information. Clearly content. content and able to full knowledge of
Knowledge no knowledge of Only basic concepts elaborate and the subject with
(3) subject matter. are demonstrated explain to some explanations and
No questions are and interpreted. degree. elaboration.
answered. No
interpretation
made.
Format Work is illegible, Mostly consistent Format is generally Format is
& format changes format. consistent including consistent
Aesthetics throughout, e.g. Figures and tables heading styles and throughout
font type, size etc. are legible, but not captions. including heading
(1) Figures and tables convincing. Figures and tables styles and captions.
are sloppy and fail are neatly done and Figures and tables
to provide intended provide intended are presented
information. information. logically and
reinforce the text.

Spelling Numerous spelling Several spelling and Minor misspellings Negligible

& and grammatical grammatical errors. and/or grammatical misspellings and/or
Grammar errors. errors. grammatical errors.
(1)

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 References No referencing Inadequate list of Minor inadequacies Reference section
system used. references or in references. complete and
(2) references in text. Consistent comprehensive.
referencing system.
Inconsistent or Consistent and
illogical referencing logical referencing
system. system.

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:

Grade Grade Explanation Grade Points

A 85 – 100 4.0
A- 80 – 84 3.7
B+ 75 – 79 3.3
B 70 – 74 3.0
B- 65 – 69 2.7
C+ 60 – 64 2.3
C 55 – 59 2.0
D 40 – 45 1.0
E < 40 0

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

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 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.
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.

POLICIES AND GUIDELINES

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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