KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET DAN TEKNOLOGI

UNIVERSITAS NEGERI SURABAYA

FAKULTAS BAHASA DAN SENI
PRODI PENDIDIKAN BAHASA INGGRIS
Kampus Lidah Wetan Surabaya, Gedung T4 Lidah Wetan Surabaya 60213
Telp/Fax. (031) 7532192
Laman : fbs.unesa.ac.id, Email : bahasainggris@unesa.ac.id

UJIAN TENGAH SEMESTER GASAL 2023/2024

MATA KULIAH : ESP Materials Development

KODE MATA KULIAH : 8820302286
JUMLAH SKS :3
PRODI/ ANGKATAN : Pendidikan Bahasa Inggris/2021C
HARI/TANGGAL : Selasa, 17 Oktober 2023
ALOKASI WAKTU : 150 menit
DOSEN : Ahmad Munir

Direction!
You have learned what ESP materials are, principles for its development, frameworks for
its development as well as examples of commercial ESP coursebooks. You have also
been asked to present the initial plan of your ESP materials development project.
Now, please report the progress of your plan. Please provide information on:
1) Name of your language program
2) Targeted learners
3) The aims/goals of your ESP program
4) The breakdown of the goal(s) into objectives
5) Overall length of the ESP program
6) The text/materials for each of the objective
7) The tasks to exploit/explore/use the materials to achieve the objectives
8) The assessment of the achievement of the objectives

Good luck!
 KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET DAN TEKNOLOGI
UNIVERSITAS NEGERI SURABAYA
FAKULTAS BAHASA DAN SENI
PRODI PENDIDIKAN BAHASA INGGRIS
Kampus Lidah Wetan Surabaya, Gedung T4 Lidah Wetan Surabaya 60213
Telp/Fax. (031) 7532192
Laman : fbs.unesa.ac.id, Email : bahasainggris@unesa.ac.id

HANIIFA MAYA N
21020084078
ESP Material Development 2021C

1. TITLE = ENGLISH FOR IT SUPPORT TEAMS (ENITS)

2. The English for IT Support Course is designed for intermediate to advanced level
learners who need to use the English of computing and the internet for work, that can
provide qualified professionals with the necessary skills and knowledge to access the
IT support job market.

3. This English for IT Support program aims to prepare qualified professionals who work
in IT support to master the English knowledge and communication skill related to their
field, such as dealing with problems and complaints from customers, dealing with
customers by phone and face-to-face, emailing curstomer satisfaction survey and
offering help, reporting progress in written and spoken form, and having conversations
during out-of-office hours.

4. Objectives of ENGLISH FOR IT SUPPORT TEAMS (ENITS)

● Learners are able to dealing with problems and complaint from customer
● Learners are able to dealing with customer by phone and by face to face
● Learners are able to write a customer satisfaction survey email and an offer email help DONE
● Learners are able to report progress from customers in written and spoken form. Learners are
able to have conversations with colleagues out-of-office hours.

5. Our course will be held in 10 meetings, twice a week and each meeting will be 90
minutes long.

6. This is our gdocs link sir, you can see clearly the authentic text here
GROUP 1_TASK 3.docx
● Learners are able to dealing with problems and complaint from customer
Conversation Dealing with Problems and Complaints
● Learners are able to dealing with customer by phone and by face to face
Conversation with client by phone and
Conversation with client by face to face
● Learners are able to write a customer satisfaction survey email and an offering
help email Customer satisfaction survey email example and
Offering help email_Authentic text
● Learners are able to report the progress problem from customers in a written and
spoken form. Reports of Ongoing Project Team meeting updates
● Learners are able to have conversations with colleagues out-of-office hours.
 KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET DAN TEKNOLOGI
UNIVERSITAS NEGERI SURABAYA
FAKULTAS BAHASA DAN SENI
PRODI PENDIDIKAN BAHASA INGGRIS
Kampus Lidah Wetan Surabaya, Gedung T4 Lidah Wetan Surabaya 60213
Telp/Fax. (031) 7532192
Laman : fbs.unesa.ac.id, Email : bahasainggris@unesa.ac.id

Conversation out of office hours

7. This is our group work on gdocs, you can clearly see the task here, sir.
GROUP 1_TASK 3.docx
● Learners are able to dealing with problems and complaint from customer
➔ Learners are able to identify common problems and complaints faced by
customers.
TASK 1
➔ Learners are able to classify some polite responses to the customers’
problems and complaints.
TASK 2
➔ Learners are able to fill in the blank dialogue.
TASK 3
➔ Learners are able to create a dialogue of a customers’ complaint and role
play.
TASK 4
● Learners are able to dealing with customer by phone and by face to face
➔ Learners are able to Complete the sentences with the correct form of
phrasal verbs from the box.
Task 1 (By phone)

➔ Learners are able to match questions with responses to conversations with

clients over the telephone
Task 2 (By phone)

➔ Learners are able to identify the use of common expressions from the
dialogue.
Task 3 (By face to face)

➔ Learners are able to play the role of dialogue between clients and
employees
Task 4 (By face to face)

● Learners are able to write a customer satisfaction survey email and an offering help
email
➔ Customer satisfaction survey email
➔ Learners are understand the purpose of the customer satisfaction survey email by
read the example and answer some questions related with the email (task 1)
Task 1 and 2
 KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET DAN TEKNOLOGI
UNIVERSITAS NEGERI SURABAYA
FAKULTAS BAHASA DAN SENI
PRODI PENDIDIKAN BAHASA INGGRIS
Kampus Lidah Wetan Surabaya, Gedung T4 Lidah Wetan Surabaya 60213
Telp/Fax. (031) 7532192
Laman : fbs.unesa.ac.id, Email : bahasainggris@unesa.ac.id
➔ Learners identify the key elements and language features of an effective IT
support customer satisfaction survey email. (task 2)
Task 1 and 2

➔ Learners list the steps involved in writing a clear and concise IT support customer
satisfaction survey email.
Task 3

➔ Learners are create a customer satisfaction survey email

Task 4

➔ Offering help email

➔ Learners are understand the purpose of the offering help email by read the
example and answer some questions related with the email (Task 1)
Task 1 and 2

➔ Learners identify the key elements and language features of an effective IT

support offering help email. (task 2)
Task 1 and 2

➔ Learners list the steps involved in writing a clear and concise IT support offering
help email.
Task 3

➔ Learners are create a offering help email

Task 4

● Learners are able to report the progress problem from customers in a written and
spoken form.
➔ Written form
➔ Learners are able to mention the information contained in the report
regarding the project they work on.
Task 1

➔ Learners are able to identify the generic structure of the report regarding
the project they work on.
Task 2

➔ Learners are able to implement the phrases that are commonly used in
reports.
Task 3

➔ Learners are able to write progress reports.

 KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET DAN TEKNOLOGI
UNIVERSITAS NEGERI SURABAYA
FAKULTAS BAHASA DAN SENI
PRODI PENDIDIKAN BAHASA INGGRIS
Kampus Lidah Wetan Surabaya, Gedung T4 Lidah Wetan Surabaya 60213
Telp/Fax. (031) 7532192
Laman : fbs.unesa.ac.id, Email : bahasainggris@unesa.ac.id

Task 4
➔ Spoken form
➔ Learners are able to present the project report that has been written.
Task 1 Presenting

➔ Learners are able to answer questions during meetings in the form of

dialogue completion tasks orally.
Task 2 Answering Questions

➔ Learners are able to carry out role play in groups according to the video
that has been given.
Task 3 Roleplay

● Learners are able to have conversations with colleagues out-of-office hours.

➔ Learners are able to understand the conversation.
➔ Learners are able to apply the correct information based on the
conversation.
Task 1
➔ Learners are able to rearrange jumbled dialogue into the correct order.
Task 2
➔ Learners are able to create and role play based on the conversation with
colleagues out-of-office hours.
Task 3

8. Our group decide to have 2 kinds of assessments, namely formative assessment and
summative assessment

A. Formative Assessment = In 10 learning meetings, the teacher will

conduct a formative assessment in the form of an exit ticket, which will be
given when class ends that day. The purpose of having an exit ticket is to
check the client's understanding of the material taught that day so that the
teacher can know the client's progress.

Below is an example of a formative assessment given at the end of class as an

exit ticket.

EXIT TICKET
1. Which of the following communication strategies is most effective for assisting
users in IT support?
a. Providing technical jargon and abbreviations
b. Using clear and simple language
 KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET DAN TEKNOLOGI
UNIVERSITAS NEGERI SURABAYA
FAKULTAS BAHASA DAN SENI
PRODI PENDIDIKAN BAHASA INGGRIS
Kampus Lidah Wetan Surabaya, Gedung T4 Lidah Wetan Surabaya 60213
Telp/Fax. (031) 7532192
Laman : fbs.unesa.ac.id, Email : bahasainggris@unesa.ac.id

c. Avoiding questions and using only statements

d. Maintaining a formal tone at all times
2. Fill in the blank the question below:
To effectively troubleshoot IT issues, it is important to follow a ____ approach.
a. random
b. chaotic
c. step-by-step
d. haphazard
3. Circle the letter T if the statement below is true, and circle the letter F if it is false!
Active listening involves not only hearing but also understanding and responding
appropriately to the speaker. ( T / F )
4. Match the following technical term with its correct definition:
- Electron …………………………………………..
- CRT ……………………………………………….
- Pixel ……………………………………………….
- VGA ……………………………………………….

B. Summative Assessment = Apart from that, at the tenth meeting there will
be a summative assessment, namely a final exam, with the aim of finding
out the client's level of success in English during this course. The final form
for this term does not have to be a worksheet. In the final assessment,
there are several alternative ways, such as carrying out projects and
presentations that are in accordance with the learning objectives during
this course. Because there are only 10 meetings in this course, the teacher
decided to only do a final exam without midterms because the teacher first
wants to have an intensive meeting with the client to study the learning
material and will test the client's abilities at the end of the tenth meeting.