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UNIVERSITAS NEGERI MALANG

Fakultas Sastra
Jurusan Sastra Inggris

COURSE PROFILE
ENGLISH FOR SPECIFIC PURPOSES

Semester : II Academic Year: 2017-2018

Status : Elective
Credit/Hour : 2/2 Approval date:
Prerequisite : PIGK604 Approved by:
Instructor : Dr. Emalia Iragiliati, M.Pd Course Coordinator
Email : emalia.iragiliati.fs@um.ac.id
Offering :
Schedule : Thursday, 3-4
Room : H3.104 Dr.Emalia Iragiliati, M.Pd

COURSE DESCRIPTION

The course introduces students to English for Specific Purposes (ESP), a learner-centered
approach to teaching English as a foreign language. It explores methodologies that cater the
needs of learners who need to learn a foreign language for use in their specific fields (ESP), such
as science, technology, medicine, and English for Occupational Purposes (EOP) such computer
science, welding, etc. It also equips students’ knowledge and skills in conducting needs analysis
for the development learning materials the teaching of English for Academic Purposes (EAP).

PROGRAM LEARNING OUTCOMES (PLO)

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

1. Foundational Knowledge and Skills

a. Analyze and evaluate ideas in various types of EAP spoken texts;
b. Communicate ideas effectively and appropriately in spoken EAP and EOP forms both in
formal and informal situations;
c. Analyze and evaluate ideas in various types of written EAP texts;
d. Communicate ideas effectively and appropriately in written forms both in EAP contexts;
e. Demonstrate a mastery of theoretical concepts of EAP in linguistics and/or literature
contexts.
2. Academic and Professional Knowledge and Skills
a. Locate selectively EAP discipline-specific sources for research purposes in
language/linguistic and literary studies;
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 b. Create principled and diverse researched and/or original texts of EAP in varied genres and
formats, using various technologies and/or multimodal formats;
c. Apply linguistic theories: pragmatics in analyzing language phenomena accurately;
d. Apply literary theories in literary criticism accurately;
e. Adapt drama into a performance creatively;
f. Produce acceptable translation of spoken and/or written texts of various EAP genres from
English into Bahasa Indonesia and vice versa.
3. Intrapersonal and Interpersonal Knowledge and Skills
a. Demonstrate autonomous and continuous learning in order to gain and enhance
knowledge of language and literary studies of EAP applicable and appliable to
professional works, community services, and responsive to global advancement;
b. Demonstrate attitudes reflecting humanism and tolerant practices in EAP contexts;
c. Demonstrate good morality and behavior in EAP contexts;
d. Realize the principles of work ethics covering discipline, responsibility, self-esteem and
self-confidence, and teamwork of EAPcontexts;
e. Show effective communicative competence in social interpersonal as well as academic
contexts of EAP contexts;
f. Demonstrate creative-critical thinking and innovation in social and academic lives of EAP
contexts.

COURSE LEARNING OUTCOMES (CLO)

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

CLO PLO
1) Explain the concept of ESP, relationship of ESP and ELT, characteristics 1a,c; 2c; 3e
of ESP and 5 principles of ESP;
2) State types of ESP, reasons for evolution of ESP, growth of ESP, Phases 1a,c; 2c; 3e
in the development of ESP and the differences between ESP & General
English Programmes and General English Teacher and the ESP
Practitioner.
3) Evaluate the quality of the ESP materials by giving constructive 1d; 3f
comments and feedback and communicate it in the classroom-level
seminar.
4) Develop quality instruments for needs analyses and communicate 1d; 2b,c; 3f
instruments in classroom-level seminar.
5) Write a report of the needs analysis findings. 1b,c,e; 2c; 3b,e

LEARNING RESOURCES

Reading List
A. Books

Douglas, D. (2000). Assessing language for specific purposes. Cambridge: Cambridge

University Press York: Pearson Education
Hutchinson, T. and Waters, A. (1991). English for Specific Purposes: A Learning Centered
Approach. Cambridge: Cambridge University Press.
Iragiliati, E. (Ed.) (2017). English for Academic and English for Occupational Purposes related
to Language Teaching in Indonesia. Malang: Penerbit dan Percetakan UM.
KIDS ALMANAC NATIONAL GEOGRAPHIC 2018. (2017). Magazinelib.com
LeIa Author’s Guidelines.
2
 B. Book chapters
Andrus, L. (2005). The Culturally Competent Arti Education. In Academic Success for English
Language Learners. Strategies for K-12 Mainstream Teachers. Richard-Amato, P.A. and
Snow, M.A. pp398- Richard-Amato, P.A. and Snow, M.A. p.p. 466-473.. New York:
Pearson Education.
Buell, C. and Whittaker, A. (2005). Enhancing Content Literacy in Physical Education. In
Academic Success for English Language Learners. Strategies for K-12 Mainstream
Teachers. Richard-Amato, P.A. and Snow, M.A. pp. 455-464. New York: Pearson
Education.
Carrasquillo, A.L. and Rodriquez, V. (2005). Integrating Language and Science Learning. In
Academic Success for English Language Learners. Strategies for K-12 Mainstream
Teachers. Richard-Amato, P.A. and Snow, M.A. pp. 436-454. New York: Pearson
Education.
Fung, C. V. (2005). Rationale for Teaching World Music. In Academic Success for English
Language Learners. Strategies for K-12 Mainstream Teachers. Richard-Amato, P.A. and
Snow, M.A. pp398- Richard-Amato, P.A. and Snow, M.A. p.p. 466-473. New York:
Pearson Education.
Hawkins, B. (2005) Mathematics Education for Second Language Students in Mainstream
Classroom. In Academic Success for English Language Learners. Strategies for K-12
Mainstream Teachers. Richard-Amato, P.A. and Snow, M.A. pp. 277-297. New York:
Pearson Education.
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.
Short, D.I. (2005). Reading and ’Riting and Social Studies: Integrated Language and Scientific
Learning.. In Strategies for K-12 Mainstream Teachers. Richard-Amato, P.A. and Snow,
M.A. pp. 414-435. New York: Pearson Education.
Vygotsky, L. (2005). Interaction between Learning and Developing. In Academic Success for
English Language Learners. Strategies for K-12 Mainstream Teachers. Richard-Amato,
P.A. and Snow, M.A. pp. 103-112. New York: Pearson Education.

C. Paper presentation
Iragiliati, E. (2013). Teaching-Learning Techniques Harmonized a Graduate ESP Class. TESOL
2013. Dallas, USA. 19 March – 25 March 2013.

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
English for Specific Purposes
2 Discussing concept of ESP,
relationship of ESP and ELT,
characteristics of ESP and 5
principles of ESP.
Course Profile
Douglas, D. (2000). Assessing language 1
for specific purposes. Cambridge:
Cambridge University Press York:
Pearson Education
Hutchinson, T. and Waters, A. (1991).
English for Specific Purposes: A
Learning Centered Approach.
3
 Cambridge: Cambridge University
Press.
Iragiliati, E. (Ed.) (2017). English for
Academic and English for
Occupational Purposes reted to
Language Teaching in Indonesia.
Malang: Penerbit dan Percetakan
UM.
Iragiliati, E. (2013). Teaching-Learning
Techniques Harmonize a Graduate
ESP Class. TESOL 2013, Dallas,
USA. 19 March – 25 March 2013.
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.

3 Discussing of types of ESP Douglas, D. (2000). Assessing language 1,2,4

and reasons for evolution of for specific purposes. Cambridge:
ESP. Cambridge University Press York:
Pearson Education
Hutchinson, T. and Waters, A. (1991).
English for Specific Purposes: A
Learning Centered Approach.
Cambridge: Cambridge University
Press.
Iragiliati, E. (Ed.) (2017). English for
Academic and English for
Occupational Purposes reted to
Language Teaching in Indonesia.
Malang: Penerbit dan Percetakan
UM.
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.

4 Discussing the growth of ESP Douglas, D. (2000). Assessing language 1,2

and Phases in the for specific purposes. Cambridge:
development of ESP: EAP Cambridge University Press York:
and EOP. Pearson Education
Hutchinson, T. and Waters, A. (1991).
English for Specific Purposes: A
Learning Centered Approach.
4

5 Differences between ESP &
General English Programmes
and Differences between
General English Teacher and
the ESP Practitioner
Cambridge: Cambridge University
Press.
Iragiliati, E. (Ed.) (2017). English for
Academic and English for
Occupational Purposes reted to
Language Teaching in Indonesia.
Malang: Penerbit dan Percetakan
UM.
Iragiliati, E. (2013). Teaching-Learning
Techniques Harmonize a Graduate
ESP Class. TESOL 2013, Dallas,
USA. 19 March – 25 March 2013.
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: 2,3
Cambridge University Press York:
Pearson Education
Hutchinson, T. and Waters, A. (1991).
English for Specific Purposes: A
Learning Centered Approach.
Cambridge: Cambridge University
Press.
Iragiliati, E. (Ed.) (2017). English for
Academic and English for
Occupational Purposes reted to
Language Teaching in Indonesia.
Malang: Penerbit dan Percetakan
UM.
Iragiliati, E. (2013). Teaching-Learning
Techniques Harmonize a Graduate
ESP Class. TESOL 2013, Dallas,
USA. 19 March – 25 March 2013.
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.
5
6 Reviewing sample of ESP Douglas, D. (2000). Assessing language 2,3
materials: a focus on English for specific purposes. Cambridge:
for Performing Arts. Cambridge University Press York:
Pearson Education
Hutchinson, T. and Waters, A. (1991).
English for Specific Purposes: A
Learning Centered Approach.
Cambridge: Cambridge University
Press.
Iragiliati, E. (Ed.) (2017). English for
Academic and English for
Occupational Purposes reted to
Language Teaching in Indonesia.
Malang: Penerbit dan Percetakan
UM.
Iragiliati, E. (2013). Teaching-Learning
Techniques Harmonize a Graduate
ESP Class. TESOL 2013, Dallas,
USA. 19 March – 25 March 2013.
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.

7 Student Presentation: Douglas, D. (2000). Assessing language 1,3,4,5

evaluation of a sample of ESP for specific purposes. Cambridge:
material: a focus on EAP and Cambridge University Press York:
EOP: Business. Pearson Education
Hutchinson, T. and Waters, A. (1991).
English for Specific Purposes: A
Learning Centered Approach.
Cambridge: Cambridge University
Press.
Iragiliati, E. (Ed.) (2017). English for
Academic and English for
Occupational Purposes reted to
Language Teaching in Indonesia.
Malang: Penerbit dan Percetakan
UM.
Iragiliati, E. (2013). Teaching-Learning
Techniques Harmonize a Graduate
ESP Class. TESOL 2013, Dallas,
USA. 19 March – 25 March 2013.
Sasser, L. (2005). Teaching Literature to
English Language Learners. In
Academic Success for English
Language Learners. Strategies for
K-12 Mainstream Teachers.
6

8 Student Presentation:
evaluation of a sample of ESP
material: a focus on EAP and
EOP: Science and
Technology
9 Student Presentation:
evaluation of a sample of ESP
material: a focus on English
for IT and Arts.
Richard-Amato, P.A. and Snow,
M.A. pp398-413. New York:
Pearson Education.
Douglas, D. (2000). Assessing language 1,3,4,5
for specific purposes. Cambridge:
Cambridge University Press York:
Pearson Education
Hutchinson, T. and Waters, A. (1991).
English for Specific Purposes: A
Learning Centered Approach.
Cambridge: Cambridge University
Press.
Iragiliati, E. (Ed.) (2017). English for
Academic and English for
Occupational Purposes reted to
Language Teaching in Indonesia.
Malang: Penerbit dan Percetakan
UM.
Iragiliati, E. (2013). Teaching-Learning
Techniques Harmonize a Graduate
ESP Class. TESOL 2013, Dallas,
USA. 19 March – 25 March 2013.
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 1,3,4,5
for specific purposes. Cambridge:
Cambridge University Press York:
Pearson Education
Hutchinson, T. and Waters, A. (1991).
English for Specific Purposes: A
Learning Centered Approach.
Cambridge: Cambridge University
Press.
Iragiliati, E. (Ed.) (2017). English for
Academic and English for
Occupational Purposes reted to
Language Teaching in Indonesia.
Malang: Penerbit dan Percetakan
UM.
Iragiliati, E. (2013). Teaching-Learning
Techniques Harmonize a Graduate
ESP Class. TESOL 2013, Dallas,
USA. 19 March – 25 March 2013.
7
 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.

10 Discussing Approach and Hutchinson, T. and Waters, A. (1991). 4,5

Techniques of Needs English for Specific Purposes: A
Analysis 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
Iragiliati, E. (Ed.) (2017). English for
Academic and English for
Occupational Purposes reted to
Language Teaching in Indonesia.
Malang: Penerbit dan Percetakan
UM.
Iragiliati, E. (2013). Teaching-Learning
Techniques Harmonize a Graduate
ESP Class. TESOL 2013, Dallas,
USA. 19 March – 25 March 2013.

11 Needs Analysis Instruments Individually=developed instruments for 1,2,3,4,

needs analysis 5,
12 Needs Analysis Instruments Individually-developed instruments for
needs analysis
13 Data Collection using the Collecting data 1,2,3,4,
needs analysis instruments 5,
14 Data Analysis and Analyse and interpret data collected using 1,2,3,4,
Interpretation the needs analysis instruments 5,
15 Data Analysis and Analyse and interpret data collected using 1,2,3,4,
Interpretation the needs analysis instruments 5,
16 Review and submission of
needs analysis findings

Additional Requirements
8
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

This part describes how you earn credits as the evidence of your learning. There are four aspects
contributing to your final grade: your attendance (participation in class activities & quality
ideas—questions, comments, or suggestions) (10%), presenting the results of evaluating ESP
materials (15%), Mid-term Test (25%) and report of need analysis findings (50%). You should
be aware that regularity in attending class is very important and highly appreciated. Therefore,
you are required to attend at least 13 meetings or 80% of the whole number of meetings in the
semester. Moreover, your active participation during class discussion is also highly appreciated
and well-considered.

Assessment Summary (100%)

Due
Elements Weighting CLO
Date
1. Attendance (Participation in class activities &
quality ideas—questions, comments, or NA 10% 1,5,6
suggestions)
2. Presenting the results of evaluation of ESP: EAP Week 15%
2,3,4
and EOP materials. 6-9
3. Mid-Term Test Week 8 25% 2,3,4
Week
4. Written report of Needs Analysis Findings 50% 2,3,4
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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. In this course, the
students are given the opportunity to assess their classmates as well as their own performance.
1. Teacher assessment (60%)
The six assessment elements listed in the assessment summary will be assessed by the
teacher.
a. Assessment 1 : Student Attendance
Type : Individual Performance
What you hand in : NA
Due Date : NA
Weight : 10%
Task Description : The assignment requires the students to physically attend the class
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 student 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
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 Activeness The student attendance is marked with 50
activeness by raising questions and giving
comments or feedback
Quality The student questions and/or comments are 50
easily understood, indicate a working mind,
and show criticality
Total Points 100

b. Assignment 2 : Presenting the results of evaluation of ESP materials.

Type : Individual Performance
What you hand in : PPT
Due Date : Week 6-9
Weight : 15%
Task Description : The assignment requires each group to select and evaluate ESP
materials using the book/unit checklist and provide constructive
feedback and criticism.
Submission method: Electronic submission to instructor’s email address.
Evaluation rubric : The student presentation will be evaluated using the following
rubric. Before submitting the PPT and deliver the presentation, the
students are strongly advised to check it against the rubric to make
sure they adequately address all of the evaluation criteria.

Scoring rubric for the group presentation (15%)

Awesome Admirable Acceptable Unacceptable Peer Teacher

4 3 2 1 Assessment Assessment
Critical Thoughtfully Identifies Usually Misinterprets
thinking and relevant justifies results data, gives
accurately arguments, and offers unjustified
interprets justifies reasons arguments
results, shows results, offers
in-depth reasons
understanding
of major ideas
Quality of Covers topic Includes Includes most Lacks
information thoroughly, essential essential essential
includes information, information, information
details that includes some details are
support the supporting somewhat
topic details sketchy
Organization Well Organized, Some Not organized,
organized and some topics organization, topics make no
coherent, are out of topics jump sense
topics are in logical order, around,
logical conclusions conclusions are
sequence, are generally unclear
includes clear clear
introduction
and
conclusions
Grammar and All grammar Only one or More than two Very frequent
spelling and spelling two errors errors grammar
are correct and/or spelling
errors
Visual design Visually Visually Text is Text is very
appealing, attractive, text sometimes hard difficult to
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 clean simple is easy to to read, read, layout is
layout, text is read, colors sometimes cluttered and
easy to read, enhance graphics or confusing
graphics readability, special effects
enhance graphics and distract from
understanding special effects understanding
of ideas do not distract
from
understanding
ideas
Oral Well Engages Clear and Not clear, not
presentation prepared, audience, understandable, understandable
speaks fluid delivery, uses limited
clearly, makes uses different delivery
eye contact approach techniques
with other than
audience, simply
delivers with reading
ease, invites screen, invites
questions questions
Teamwork Willingly Fulfills Works toward Works toward
accepts and individual group goals group goals
fulfills role within with occasional only when
individual group without prompting, prompted,
role in group, prompting, maintains needs
sensitive to respectful of positive occasional
feelings and others attitude reminders to
needs of be sensitive to
group others
members

Total

c. Assessment 3: Mid-Term Test

Type : Individual Performance
What you hand in : NA
Due Date : NA
Weight : 25%
Task Description : The assignment requires the students to physically attend the class
sessions and sit for mid-term test.
Submission method: Hand-written answers to the test items should be submitted to the
instructor.
Mid-term Test items are as follows:

MID-TERM TEST

Purpose:
This mid test intends to assess the students’ learning achievement on two course learning
outcomes;
1) Explain the concept of ESP: EAP and EOP, relationship of ESP: EAP and EOP and ELT,
characteristics of ESP and 5 principles of ESP;
2). State types of ESP: EAP and EOP reasons for evolution of ESP, growth of ESP, Phases in the
development of ESP and the differences between ESP & General English Programmes and
General English Teacher and the ESP Practitioner.they are:

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1. Using at least three definitions explain the term ESP.
2. ESP is a process not a product. Explain.
3. How can you describe ESP in relation to ELT?
4. ESP is an approach, not a product. Discuss.
5. Aptly describe at least four characteristics of ESP.
6. Discuss learning/methodology as a principle of ESP
7. Mention and explain three factors that led to the emergence of ESP.
8. On what basis was ESP divided? State and explain the types of ESP.
9. Educational ESP varies according to the aims and framework within which it is offered.
Explain.
10. What do you understand by ESP as a school subject and ESP as a study in specific
discipline?
11. When did the concept of ESP begin? Briefly describe what led to this growth in the
history of language teaching.
12. Write short notes on CLIL, CBI and TBL as developments in ESP?
13. Write and explain three developmental stages in ESP.
14. What were the criticisms against register analysis?
15. Which stages of the developmental phases are termed ‘language centred’ and which are
‘learner-centred?’

d. Assignment 4 : Written Report on Findings of Individual Research using the

LeIA format.
Type : Individual Performance
What you hand in : soft file to be submitted to instructor email address
Due Date : Week 16
Weight : 50%
Task Description : The assignment requires each individual to write a report on the
findings of the data collected using the needs analysis instruments.
Submission method: Electronic submission to instructor’s email address.
Evaluation rubric : The student report will be evaluated using the following rubric.
Before submitting the report, the students are strongly advised to
check it against the rubric to make sure they adequately address all of
the evaluation criteria.

Rubric For Evaluating Written Report

Topic Unacceptable Marginal Acceptable Exceptional

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

Organization Sequence of Work is hard to Information is Information is

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

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 Purpose of work is assist in following the structure of Purpose is clearly
not clearly stated. work. work. stated and explains
the structure of
work.

Content No grasp of Uncomfortable with At ease with content Demonstration of

information. Clearly content. and able to elaborate full knowledge of
& no knowledge of and explain to some the subject with
subject matter. degree. explanations and
Knowledge
elaboration.

No questions are
(3)
answered. No
Only basic concepts
interpretation made.
are demonstrated and
interpreted.

Format Work is illegible, Mostly consistent Format is generally Format is consistent

format changes format. consistent including throughout including
& throughout, e.g. font heading styles and heading styles and
type, size etc. captions. captions.
Aesthetics

Figures and tables Figures and tables Figures and tables

(1)
are sloppy and fail to are neatly done and are presented
Figures and tables
provide intended provide intended logically and
are legible, but not
information. information. reinforce the text.
convincing.

Spelling Numerous spelling Several spelling and Minor misspellings Negligible

and grammatical grammatical errors. and/or grammatical misspellings and/or
& errors. errors. grammatical errors.

Grammar

(1)

References No referencing Inadequate list of Minor inadequacies Reference section

system used. references or in references. complete and
references in text. comprehensive.

(2)

Inconsistent or Consistent and

illogical referencing Consistent logical referencing
system. referencing system. system.

Unacceptable Marginal Acceptable Exceptional

OVERALL
(F) (C) (B) (A)

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 POINTS
0–6 7–13 14–20 21–27
REQUIRED

2. Peer assessment (10%)

Group presentation (Assessment 2) will also be assessed by peers. The peer assessment will
contribute to a total of 15% of the final grade. The assessment rubric used to evaluate the
tasks is the same as that used by the instructor.

3. Self assessment (5%)

Each student will be given a chance to self assess their on performance in Assessment 2.
This will contribute to 20% of their final grade. The assessment rubric used to evaluate the
task is the same as that used by the instructor.

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
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
14
 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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