ENGLISH FOR SPECIFIC PURPOSES

This working paper is made to complete task from our lecture :

Mr. SUGENG RIYADI M.Pd

Arrange by:

Dinda Ayu Regina P 1711040041

Class 4B

ENGLISH EDUCATION STUDY PROGRAM

TARBIYAH AND TEACHER FACULTY

STATE ISLAMIC UNIVERSITY OF RADEN INTAN LAMPUNG

ACADEMIC YEAR 2019/2020
 JOURNAL

Principles and Practice of ESP Course Design – A Case Study of University of

Science and Technology Taiwan

 Needs : The need analysis in this research aimed to investigate the learners perspective of

perceived needs on their ESP (English for Spesific Purposes) course of

university of science and technology.

 Want : This research focus on the learners want based on the research, the learners want

to increasing the ability of writing skiil, the learners want to professional carriers

and their personal.

 Lack : The student lack in their research is the student lower interest in English Learning

Based on the journal I have analyzed, I will make an ESP lesson plan based on
the results of my analysis of (needs, want, and lack).
But for the science and technology department in the lesson plan I will focus
on the "PHARMACY" department.
.
 Lesson Plan
Course : Pharmacy

Course Code : MKB - 119

Semester : VI (Six Semester)

SKS : 3 SKS

Meeting Time : 90 minutes / 3 SKS / 1 Meeting

Meeting : 1,2 and 3

A. CORE COMPETENCE (IC)

IC-3: Understanding, applying, analyzing, and evaluating factual, conceptual, basic operational, and metacognitive knowledge
in accordance with the expertise and scope of Clinical and Community Pharmacy work at the technical, specific, detailed, and
complex level, regarding science, technology , arts, culture, and humanities in the context of developing self-potential as part of
the family, school, world of work, citizens of national, regional and international communities.

CC - 4: Carry out specific tasks using tools, information, and work procedures that are commonly done and solve problems in
accordance with the expertise and scope of Clinical and Community Pharmacy work. Showing performance under the guidance
of the quality and quantity measured in accordance with work competency standards. Demonstrate reasoning, processing and
serving skills in an effective, creative, productive, critical, independent, collaborative, communicative, and solutive manner in
the abstract domain related to the development of what they learn in school, and able to carry out specific tasks under direct
supervision. Demonstrate perceptual skills, readiness, imitating, familiarizing, proficient motion, making natural motion in the
realm of concrete related to the development of what is learned in school, and being able to carry out specific tasks under direct
supervision.
 B. BASIC COMPETENCE (KD)

1. Get to know pharmaceutical equipment

2. Get to know the function of pharmaceutical equipment
3. Able to design dialogue and practice it

C. COMPETENCY ACHIEVEMENT INDICATORS (IPK)

1. Students are Able to Get to Know Pharmaceutical Equipment

2. Students are Able to Know the Function of Pharmaceutical Equipment
3. Students are able to design dialogue and practice it

D. LEARNING OBJECTIVES

Learning objectives are made

1. Students are Able to Get to Know Pharmaceutical Equipment

2. Students are Able to Know the Function of Pharmaceutical Equipment
3. Students are able to design dialogue and practice it

E. LEARNING MATERIAL

1. Introduction of Pharmaceutical Equipment

2. Introduction to the Function of Pharmaceutical Equipment
3. Make a dialogue
 F. LEARNING METHOD

1. Approach: Student Center (Scientific)

2. Mode: Discovery Learning
3. Method: Discussion, lecture, question and answer and assignment

G. TOOLS / MATERIALS AND LEARNING MEDIA

1. Tools / materials: Stationery, blackboard

2. Media: LCD Projector, Power Point

H. LEARNING SOURCES

Book Pharmacy Services Pharmacy Administration, and the Interne

\
 I. STEPS

Day - 1

Stages Learning Activity Student Activity Time

Allocation

preliminary 1. The lecturers gives an opening greeting 1. Learners answer greetings 20

minutes
2. The lecturers invites one of the students to lead 2. One student leads the prayer.
the prayer 3. Learners answer lecturers questions
3. The lecturers checks the presence of students about attendance

4. The lecturers conditions students to participate 4. Students follow the lecturers

in learning physically and psychologically. instructions
5. Learners answer about the previous
5. The lecturers asks about what the previous
material
Apperception meeting learned

6. The lecturers conveys basic competencies and 6. Learners listen to the learning objective
learning objectives to be achieved
Motivation
7. The lecturers gives an overview of the benefits 7. conveyed by the lecturers
of understanding the definition and elements of
management 8. Learners listen
8. The lecturers gives an overview of the material
and a description of the activities to be carried out
Core 55 minutes
Giving Stimulus
1. The lecturers asks students to form groups 1. Students form groups
2. The lecturers shows a video related to 2. Learners listening
pharmaceutical equipment 3. Students provide responses regarding
3. The lecturers asks about students' impressions
Identification of
responses 4. Learners and their groups find out
problems
4. The lecturers asks students and their information about pharmaceutical
Data collection groups to find out information about equipment
Draw conclusions pharmaceutical equipment 5. Learners present the results of their
5. The lecturers invites groups of students to group discussions
present their finding 6. Students do a presentation session
6. The lecturers facilitates students to present
their findings

Closing 1. The lecturers makes conclusions about the 1. Learners listen 15 minutes
material
Reflection 2. The lectureres reflects on the activities 2. Learners listen and respond
that have been carried out 3. Learners listen
Follow-up 3. The lecturers conveys follow-up and
lesson plans at the next meeting 4. Learners listen
4. The lecturers closes the learning activities
5. The lecturers says a final greeting 5. Learners answer greetings
Writing Vocabullary Pharmaceutical Pquipment

The following are types of diseases that are include in internal medicine, make an article about diseases below.

1.
ANGIOEDEMA
………………………………….

2.
OSTEOARTRITIS
………………………………

3.
NEPHROTIC
SYNDROME ..................................................

Writing

1. Explain the words related to the surgeon below.

1. Anesthesia:

2. Computerized axial tomography (CAT scan):

3. Magnetic resonance imaging (MRI) :

4. Trepanation :

5. Endoscopy:

6. Laser:

7. Barber-surgeon :

8. Ligatur :

9. USG :
10 X ray :
Day - 2

Stages Learning Activity Students Activity Time

Allocation

preliminary 1. The lecturers gives an opening greeting
2. The lecturers invites one of the students to
lead the prayer
3. The lecturers checks the presence of
students
4. The lecturers conditions students to
Apperception participate in learning physically and
psychologically
5. The lecturers asks about what the previous
Motivation meeting learned
6. The lecturers conveys basic competencies
and learning objectives to be achieved
7. The lecturers gives an overview of the
function of pharmaceutical equipment
8. The lecturers gives an overview of the
material and a description of the activities
to be carried out
Core 1. The lecturers asks students to gather with
Giving Stimulus their groups
2. The lecturers shows a video related to the
function of pharmaceutical equipment
Identification of 3. The lecturers asks about students'
problems responses
1. Learners answer greetings 20 minutes
2. One student leads the prayer
3. Learners answer teacher questions about
attendance
4. Students follow the lecturers instructions
5. Learners answer about the previous
material
6. Learners listen to the learning objectives
conveyed by the lecturers
7. Learners listen
8. Learners listen
1. Students gather with groups 55 menit
2. Learners listening
3. Students provide responses regarding
impressions
 4. The lecturers r asks groups of students to 4. Learners and their groups look for
Data collection look for information about the function of information about the function of
pharmaceutical equipment pharmaceutical equipment
5. The lecturers invites groups of students to 5. Learners present the results of their
present the results of the discussion group discussions
Draw conclusions 6. The lecturers facilitates students to present 6. Learners conduct a presentation session
their findings of their findings
7. Students are asked again about the materia 7. Students answer teacher questions
8. The lecturers asks students to draw 8. Students draw temporary conclusions
conclusions temporarily about the
material
Closing 1. The lecturers makes conclusions about 1. Learners listen 15 minutes
the material
2. The lecturers reflects on the activities that 2. Learners listen and respond
Reflection have been carried out 3. Learners listen
3. The lecturers conveys follow-up and
Follow-up lesson plans at the next meeting 4. Learners listen
4. The lecturers closes the learning activities 5. Learners answer greetings
5. The lecturers says a final greeting

Writing Pharmaceutical Pquipment Function

Please write the function from this thing …..

A
B.

C.
Day - 3

Stages Learning Activity Student Activity Time

Allocation

Preliminary 1. The lecturers gives an opening greeting 1. Learners answer greetings 15 minutes
2. The lecturers invites one of the students to 2. One student leads the prayer
lead the prayer 3. Learners answer teacher questions about
3. The lecturers checks the presence of attendance
students 4. Students follow the teacher's instructions
4. The lecturers conditions students to 5. Learners answer about the previous
Apperception participate in learning physically and material
psychologically 6. Learners listen to the learning objectives
5. The lecturers asks about what the previous conveyed by the teacher
Motivation meeting learned 7. Learners listen
6. The lecturers conveys basic competencies 8. Learners listen
and learning objectives to be achieved
7. The lecturers gives an overview of the
dialogue that often occurs in the
pharmaceutical world
8. The lecturers gives an example of
dialogue
55 minutes

Core 1. The lecturers asks students to gather with 1. Students gather with groups
Giving Stimulus their groups 2. Learners watch the video
2. The lecturers shows videos related to 3. Students provide responses regarding
Identification of dialogue that often occur in the impressions
problems pharmaceutical world
Data collection and 3. The lecturers asks about students'
verification responses
4. The lecturers asks groups of students to
make a dialogue based on a picture of the
situation that occurs
5. The lecturers invites groups of students to
present the results of the discussion
4. Learners and their groups try to make a
dialogue based on the situation that
occurs.
5. Learners present the results of their
group discussions

Closing 1. The teacher makes conclusions about the 1. Learners listen 15 minutes
material 2. Learners listen and respond
Reflection 2. The teacher reflects on the activities that 3. Learners listen
have been carried out 4. Learners listen
Follow-up 3. The teacher conveys follow-up and lesson 5. Learners answer greetings
plans at the next meeting
4. The teacher closes the learning activities
5. The teacher says a final greeting
Writing

Example of Writing Dialog

Pharmacist : Hello how can I help you?

Buyer : Yes, I would like to buy some medicine.

Pharmacist : May I know the name of the medicine?

Buyer : Sure, but I forget the name. Hmmm

Pharmacist : Do you have medical prescription?

Buyer : Sure, wait a moment. Here is the prescription.

Pharmacist : Ok, please wait a moment.

A few minutes later

 Pharmacist : Here are the medicine. Please take the table 3 times a day, apply the ointment onto your skin twice a day. It helps the
skin get normal faster

Buyer : For the tablets, should I take it after meal or before meal?

Pharmacist : After meal and don’t forget the vitamins. Just take one tablet each day.

Buyer : Thank you so much. And how much is for the price?

Pharmacist : Let me check. The total is Rp. 167.000,- Sir

Buyer : Sure. Here is the money Rp. 200.000,

Pharmacist : Here the change Sir, Rp. 33.000,- Thank you Sir.

Buyer : Thanks.

Example of Writing Dialog

A: “Good morning. How can I help you?”

B: “Good morning, I have this prescription.”

A: “Let me see. I think we have it. Let me get that for you.”

B: “Thank God. You are the fifth pharmacist that I have asked for it today.”

A: “I am glad that we can help you.”

B: “Can you tell me how I should use it?”

A: “Certainly! You need to take these pills once a day before you go to sleep.”

B: “Okay, how long do I need to take them for?”

A: “Ten days for this one.”

B: “Is there any side effect?”

A: “Rare but possible drowsiness, dizziness, blurred vision, and constipation. It is recommended that you avoid physically demanding
activities after taking this, also no driving.”

B: “Okay, then. Can I pay with my card?”

A: “Sure! That will be $14. Is there anything else I can help you with?”

B: “That would be all, thank you.”

Writing

Please make the dialog based on the stittuation in the picture . . . .

A. B.