1
PERBANAS ABFI INSTITUTE JAKARTA
SYLLABUS OF ENGLISH FOR ECONOMICS
STRATA ONE ACCOUNTING DEPARTMENT
ACADEMIC YEAR 2011 – 2012
PROGRAMS / MAJOR
SUBJECT
CODE / CREDITS
PREREQUISITE
SUBJECT DESCRIPTION
LEARNING OBJECTIVES
LEARNING METHODS
STRATA ONE (S1)
ENGLISH FOR ECONOMICS (ENGLISH I )
SA 30 - 021 / 2 CREDITS (100 MINUTES)
The subject covers the four English skills (productive and receptive skills); however, it is mainly
emphasizing on reading skill, particularly on reading techniques, text analyses (linear and non linear
text) such as part of speech, noun phrase, verbal phrase, adjectival phrase, word reference, sentence
analyses, paragraph analyses as well as grammatical function : tenses, passive voice, gerund / to
infinitive, conjunction, parallel structure, and making questions.
 Students are able to understand, analyze, and summarize the text.
 Students are able to recognize, compare, identify the phrases, gerund / to infinitive, wordreference, conjunction and parallel structure
 Students are able to write, organize, construct the sentences, tenses, passive voice and making
questions in different situation
 Students are able to identify the synonym & antonym of vocabulary and recognize accounting
terms.
 Problem and tasks-based learning
 Active and collaborative learning
 Lecturing
 Group Discussion
 Presentation
2
REFERENCES
SCORING SYSTEM
CONVERTED SCORE
Main References:
 Yates, C.St.J. (2000) ECONOMICS:English for Academic Purposes
Jakarta: Binarupa Aksara.
Additional References:
 Azar, Betty S. (1989).Understanding and Using English Grammar. New Jersey: Prentice Hall.
 Azar, Betty S. (1992).Fundamental of English Grammar. New Jersey: Prentice Hall,
 Hornby, A.S. (2000). Oxford Advanced Learner’s Dictionary of Current English. Oxford: Oxford
University Press.
 Longman.(1993). Language Activator: The World First Production Dictionary. Essex: Longman
Group UK Limited.
 Sinclair, John (ed.). (1988).Collins COBUILD English language Dictionary. London: William
Collins Sons and Co., Ltd..
 Soukhanov, Anne H., et al. (1988). Roget II: The New Thesaurus. Boston: Houghton Mifflin
Company.
 Attendance at least 80% (prerequisite to join the Final test)
 Individual and Group Work (quizzes, homework, and paper)
25%
 Mid-term Test
30%
 Final Test
45%





80
68
56
45
0
-
100
79,99
67,99
55,99
44,99
=
=
=
=
=
A
B
C
D
E
3
MEET
-ING
OBJECTIVE
TOPICS
INSTRUCTIONAL OBJECTIVES
I
Introduction
1. Introduction
2. Learning Contract
3. Pre-test
1. Familiarizing the syllabus to the
students.
2. Measuring the students’
proficiency in basic English
grammar.
II
1.
Text 1: An Accounting review
Reading Comprehension
1. Pre-reading
2. Skimming and Scanning
3. Vocabulary
4. Comprehension Questions
5. Text Organization
6. Using Dictionary
1. Students can activate their
background
knowledge
to
understand the text.
2. Students can use skimming and
scanning techniques
3. Students can identify the
synonyms of the words.
4. Students can comprehend the
text.
5. Students are able to identify
various information they can get
from the dictionary
1.
2.
2.
3.
4.
Applying reading
techniques: skimming and
scanning
Finding synonym, antonym
and accounting terms
Recognizing part of speech
Answering comprehension
questions
3.
METHOD
TEACHING AIDS
EVALUATION
presentation
Basic Course Outline
Pre-test
Lecturing
Group
discussion
Collaborative
learning



Lecturing
Task-based
learning.





III
Distinguishing 5 different tenses
(present tense, present continuos
tense, simple past tense, past
continuos tense, simple future
tense and be going to)
Grammar Focus:
present tense, present continuos tense,
simple past tense, past continuos tense,
simple future tense and be going to.
Students know the use and the
difference among present tense,
present continuos tense, simple past
tense, past continuos tense, simple
future tense and be going to in
different situation.
1.
2.
IV
1.
Unit 1: text 2
The Balance Sheet
1. Reading Comprehension
1.1. Pre-reading
1.2. Skimming and Scanning
1.3. Comprehension Questions
1.4. Text Organization
2. Word Study:
2.1. Synonyms
1. Students can activate their
background
knowledge
to
understand the text.
2. Students can comprehend the
text.
1. Syndicate
2. Presentation
2.
3.
Understanding, analyzing
and summarizing text
Finding referent with
different personal pronouns
on the text given
Recognizing part of speech
3. Students can identify the
synonyms of the words and the
economic terms.
Handbook
Transparent sheet
White board +
marker
Betty Azhar
English togo.com
Transparent sheet
Chart
White board +
marker
 Unit 1 text 2
 Transparent sheet
 Chart
 White board +
marker
Text Related Task
Text Related Task
Text Related Task
4
2.2. Definitions
3. Grammar Focus
Word Formation/Parts of Speech
V
1.
2.
Distinguishing and
combining two different
tenses (simple present
perfect and past perfect
tense)
Reviewing tenses
VI
1. Finding and analyzing the text
in a group
2. Making Questions based on
text
3. Retelling the text
4. Review (materials before
mid test)
VII
VIII
MID-TEST
REMEDIAL PRACTICE
IX
1.
2.
X
Understanding, analyzing,
summarizing and evaluating the
text.
Recognizing passive voice
Constructing passive
sentences
1.
2.
Grammar Focus:
Present perfect and past perfect tense.
Reviewing previous tenses
1. Reading Comprehension
1.1 Pre-reading
1.2 Skimming and Scanning
1.3 Comprehension Questions
1.4 Text Organization
2. Grammar Focus:
2.1 Yes/No-Questions
2.2 W/H-Questions
3. Group Presentation
4. Students can identify the various
forms of words/parts of speech.
Students can identify the use and the
difference of those tenses
1. Lecturing
2.Task-based
learning





Betty Azhar
English togo.com
Transparent sheet
Chart
White board +
marker
1. Students can activate their
background
knowledge
to
understand the text.
2. Students can comprehend the
text.
3. Students can identify the
economic terms.
4. Students can make Yes/NoQuestions and W/H-Questions
5. Student are able to present the
text summary in a group
1. Lecturing
2.Group discussion
3.Collaborative
learning
4. presentation



Handbook
Transparent sheet
White board +
marker
MID-TEST
Progress test
MID-TEST
Grammar Focus: passive voice
1. Students can identify the use and
the form of passive voice
2. Students can construct the passive
voice sentences
1. Lecturing
2.
Task-based
learning





Betty Azhar
English togo.com
Transparent sheet
Chart
White board +
marker
Passive voice
practice
Text 4: BOOKKEEPING
Reading Comprehension
1. Pre-reading
2. Vocabulary
3. Comprehension Questions
1. Students can activate their
background
knowledge
to
understand the text.
2. Students can comprehend the
text.
1. Pre reading
2. Reading
3. Post reading



Handbook
Transparent sheet
White board +
marker
Text Related Task
5
XI
Identifying different phrases
(noun, verbal, and adjectival
phrases)
XII
1. Understanding, analyzing,
summarizing
and evaluating the text
2. Recognizing gerund and to
infinitive
XIII
XIV
XV
1. Combining simple
sentences using different
conjunction
2. Using Parallel structure
within the sentence
Reading Other Text
Review (all materials)
FINAL TEST
Grammar focus:
Phrases
Text 5:Finance
1. Reading Comprehension
1.1 Pre-reading
1.2 Skimming and Scanning
1.3 Comprehension Questions
1.4 Text Organization
2. Word Study: Synonyms
3. Grammar Focus: Gerund / to infinitive
Grammar Focus:
Conjunction and parallel structure
Students can identify different type
of phrases
1. Lecturing
2.
Task-based
learning






Betty Azhar
English togo.com
English Club.com
Transparent sheet
Chart
White board +
marker
Progress Test
1. Students can activate their
background
knowledge
to
understand the text.
2. Students can comprehend the
text.
3. Students can identify the
synonyms of the words.
4. Students can identify the use of
gerund / to infinitive
1. Lecturing
2.Group discussion
3.Collaborative
learning



Handbook
Transparent sheet
White board +
marker
Chart
Text Related Task
1.
1. Lecturing
2.Task-based
learning






Betty Azhar
English togo.com
English Club.com
Transparent sheet
Chart
White board +
marker
Exercises on
conjunctions and
parallel structure.
1. Students can activate their
background knowledge to understand
the text.
2. Students can comprehend the text.
1. Lecturing
2.Group discussion

Text from other
source
White board +
marker
-
-
2.
Reading Comprehension
1. Pre-reading
2. Skimming and Scanning
3. Comprehension Questions
4. Text Organization
-
Students can combine the use of
different types of conjunction
Students can construct sentences
using parallel structure.


FINAL TEST
FINAL TEST