EXPERT OF CRITICAL DISCOURSE ANALYSIS

CRITICAL DISCOURSE ANALYSIS

PROFESSOR RUTH WODAK

Assalamualaikum wr. wb

Hy guys I will introduce you to professors inspired me, he is a professor of Critical Discourse Analysis is the name of Ruth Wodak. Ruth is a Distinguished Professor Emerita at Lancaster University. He is also affiliated with the University of Vienna where he is currently on the PI 3-year research project on "Construction of National Identity discursive - Austria 2015". He also kept an eye 6 PhD student at Lancaster University, a PhD student at the University of Leipzig, and a PhD student at the University of Vienna.

She participated in group LIP (Language, Ideology and Power) who meet each week during term time, and is also affiliated with CPERC and Dom at Lancaster University.

Current Research

Ruth major research agenda focused development of theoretical approaches in the study of discourse (combining ethnography, argumentation theory, rhetoric, linguistics and text); organizational communication; identity politics and political past; language and / in politics; racism, prejudice and discrimination. Combining several fields in the study of discourse, he continued to develop Discourse-Historical Approach CDA, a, interdisciplinary problem-oriented approach which analyzes the change of discursive practices from time to time and in a variety of genres.

Monograph titled The Politics of Fear - Right-Wing Populist Discourse Any Means (Sage, 2015) has just been published. In it, he focused on discourse, rhetoric, performance and arguments populist right-wing politicians across Europe (compared to the "tea party / ies" movement in the US) on the front and back-stage. In particular, he describes dependencies (inter) between politics and media in several case studies. The recontextualisation and Glocalization pictures and posters in several European right-wing political parties also formed a relevant focus of this book. Currently, he is also preparing Handbook of Discourse and Politics (with Bernhardt Forchtner, Routledge) and a new edition of Critical Discourse Analysis Methods (with Michael Meyer, Sage, to be published in October 2015).

In addition, the research project Ruth, regardless of political studies at the above national identity, including the study of language change in German Austria (1970-2010), while exploring several genres in various social fields (with Mark Rheindor, Vienna). In addition, Ruth participated in interdisciplinary team historian / journalist, psychiarist and linguists are investigating the dynamics of discursive and psychologically from a unique network consisting of child victims of the Holocaust and a fighter in Vienna.

 In 2012, Ruth edited Critical Discourse Analysis (Sage), a four-volume comprehensive (readers) of the CDA, and Advances in Critical Discourse Studies (with John Richardson, Michal Krzyzanowski, and David Machin; Routledge). In 2013, he co-edited two volumes about the right-wing populist discourse, Analyzing European fascism: Fascism in Text and Talk (co-edited with John Richardson, Routledge), and right-wing populism across Europe: Discourse and Politics (co- edited by Majid KhosraviNik and Brigitte Mral; Bloomsbury). Three articles related to this last volume was also published in openDemocracy. Another more Ruth newest monograph The political discourse in action: politics as usual, was published in June 2011 in paperback (second revised edition, by Palgrave). Co-editor of the book Migration, Identity and Belonging (with Gerard Delanty and Paul Jones) is also published as a paperback in March 2011 (Liverpool University Press). In 2010, Ruth comprehensive new edited (with Paul Kerswill and Barbara Johnstone, Sage), which was published as a novel in 2013.

Current Teaching

Ruth is currently supervising 8 PhD students in the areas of Identity Politics, Language Policy Studies, Political Communication, Comics and Discrimination, and Media Studies. While in Lancaster, she has supervised 17 PhD students to completion (since 2004). As she is retired now, she is not accepting any new PhD students.

Additional Information

In the past, Ruth was involved with several major research project funded. Between 2005 and 2007, he was part of a project on asylum seekers and refugees in the British press, which is funded by the Economic and Social Research Council. Between 2006 and 2011, he was chairman of the Lancaster team of DYLAN: Language Dynamics and Management of Diversity, an interdisciplinary project, part of the EU Framework 6. Between 2004 and 2007, he worked in EMEDIATEproject, part of the EU Framework 5. earlier, he is the head of Discourse, Politics, identity Research Centre, funded by the Austrian Academy of Sciences as part of the Wittgenstein Award, where he coordinated the project Austria and European identity, racism and discrimination, and the historical memory.

During his career, Ruth has received numerous awards and honors. In 2013, he became a member of the British Academy of Social Sciences. In September 2013, he was also honored by the invitation to speak at Brucknerfest, an international music festival held in Linz, Austria, which is dedicated to the music and artists were persecuted by the Nazis (see the speech in German). On December 19, 2011 Ruth was awarded the Grand Decoration of Honour in Silver for Services to the Republic of Austria (grosses Silbernes Ehrenzeichen Verdienste um die für Österreich Republic). On February 6, 2010, he was awarded an honorary doctorate by Örebro University (Sweden). In September 2010, Ruth became a member of Academia Europaea. In October 2006, he was awarded the State Prize Women Vienna and in 1996 Wittgenstein Award for elite researchers who made a six-year interdisciplinary research team continuously as possible

Ruth has held visiting professorships in Uppsala, Stanford University, University of Minnesota, and Georgetown University, Washington, D.C. In the spring 2004, she had a Leverhulme Visiting Professorship at the University of East Anglia, Norwich, UK. 2007, she was awarded the Kerstin Hesselgren Chair of the Swedish Parliament and stayed at University of Örebro, Sweden, from March to June 2008. In 2012 and 2015, she spent 10 days at the University of Malaysia, Kuala Lumpur, as an “Academic Icon”. In 2012, she was also invited as Distinguished Visiting Professor at Carleton University in Ottawa, Canada.

Contact Details
If you want to know about Ruth Wodak books, you must search in google there are so many in their and I could not write all she books.

Critical Discourse Analysis (CDA) has become well established in the field of social sciences. However, in contrast to some branches of linguistics, CDA is not discrete academic discipline in the traditional sense, with a fixed set of rexearc methods.

CDA manifold roots lie in a range of discipline including rhetoric, anthropology, philosophy and cognitive science, to name a few. Set of four volumes brings together seminar article on the subject from a variety of sources, creating an invaluable roadmap for scholars who wish to consolidate their knowledge of the CDA. And its development continues. Sculpted and edited by a leading voice in he field, this work includes interdisciplinary roots, the most important approaches and methodologies of the CDA, as well as applications in other disciplines in an update and comprehensive manner.

So that I can convey in this simple blog, if there is a shortage please apologize. Because the wrong comes from me and that really belongs to Allah. Truth belongs only to Allah.
wassalam

AREAS IN DISCOURSE ANALYSIS

Ethnography is the systematic study of people and cultures. It is designed to explore culture phenomena where the researcher observes society from the point of view of the subject of the study. An ethnography is a means to represent graphically and in writing the culture of a group. The word can thus be said to have a "double meaning", which partly depends on whether it is used as a count noun or uncountably. The resulting field study or a case report reflects the knowledge and the system of meanings in the lives of a cultural group.

Ethnography, as the presentation ofempirical data on human societes and cultures, was pioneered in the biological, social, and cultural branches ofanthoprologhy, but it has also become popular in the social in general— sociology, communication studies, history—wherever people study ethnic groups, formations, compositions, resettlements, social welfare characteristics, materiality, spirituality, and a people's ethnogenesis. The typical ethnography is a holistic study and so includes a brief history, and an analysis of the terrain, the climate, and the habitat In all cases it should be reflexive, make a substantial contribution toward the understanding of the social life of humans, have an aesthetic impact on the reader, and express a credible reality. An ethnography records all observed behavior and describes all symbol-meaning relations, using concepts that avoid causal explanations

CRITICAL DISCOURSE

Critical Discourse Analysis (CDA) is a branch of linguistics that seeks to understand how and why certain texts affect readers and hearers. Through the analysis of grammar, it aims to uncover the 'hidden ideologies' that can influence a reader or hearer's view of the world. Analysts have looked at a wide variety of spoken and written texts – political manifestos, advertising, rules and regulations – in an attempt to demonstrate how text producers use language (wittingly or not) in a way that could be ideologically significant.

CDA is not a monolithic method or field of study but rather a loose agglomeration

of approaches to the study of discourse, all of which are located broadly within the

of critical social research that has its roots in the work of the Frankfurt

School (Wodak and Meyer 2001). Though having developed, at least initially, largely

independently of each other, these approaches are united by a concern to understand

how social power, its use and abuse, is related to spoken and written language.

DISCOURSE ANALYSIS

Discourse Analysis

Written By juli iskandar

1.   Discourse is a continuous stretch of (especially spoken) language larger than a sentence, often constituting a coherent unit such as a sermon, argument, joke, or narrative.

2.   Discourse is  ways of constituting knowledge, together with the social practices, forms of subjectivity and power relations which inhere in such knowledges and relations between them. Discourses are more than ways of thinking and producing meaning. They constitute the 'nature' of the body, unconscious and conscious mind and emotional life of the subjects they seek to govern (Weedon, 1987, p. 108).

3.   Discourse is  a form of power that circulates in the social field and can attach to strategies of domination as well as those of resistance ( Diamond and Quinby, 1988, p. 185).

4.   Crystal (1992:25)  discourse is a continuous stretch of (especially spoken) language larger than a sentence, often constituting a coherent unit such as a sermon, argument, joke, or narrative.

5.   Frances Henry and Carol Tator Discourse is the way in which language is used socially to convey broad historical meanings. Itis  language identified by the social conditions of its use, by who is using it and under what conditions. Language can never be 'neutral' because it bridges our personal and social worlds.

7.   The definition of analysis is the process of breaking down a something into its parts to learn what they do and how they relate to one another.

8.  Analysis is the process of breaking a complex topic or substance into smaller parts in order to gain a better understanding of it

9.  Analysis is this process as a method of studying the nature of something or of determining its essential features and their relations the grammatical analysis of a sentence.

10.  Discourse analysis is one way to engage in a very important human task. The task is this: to think more deeply about the meanings we give people's words so as to make ourselves better, more humane people and the world a better, more humane place" (J. P. Gee, An Introduction to Discourse Analysis, 2005).  (blackred/Getty Images)

11.  Discourse is generally used to designate the forms of representation, codes, conventions and habits of language that produce specific fields of culturally and historically located meanings.

12.   Discourse analysis, as an approach to studying psychological phenomena, developed out of the ‘turn to language’ in social psychology in the 1970s and 1980s and the emergence of social constructionism.

13.  Discourse analysis is a broad and diverse field, including a variety of approaches to the study of language, which derive from different scientific disciplines and utilize various analytical practices

Source : (Wetherell, Taylor, & Yates, 2001ab).

14.  Discourse is the creation and organization of the segments of a language above as well as below the sentence. It is segments of language which may be bigger or smaller than a single sentence but the adduced meaning is always beyond the sentence. The term discourse applies to both spoken and written language, in fact to any sample of language used for any purpose.

14.  Discourse analysis involves the study of both text and context. (according to schiffrin)

Source : (Laura Alba-Juez, perspective on Discourse Analysis: Theory and practice, 2009:8)

15.  Discourse analysis is the study of how language is actually used and its effects on the speakers.

Source : (Lidia Tanaka, Gender, language, and Culture: A Study of Japanise Television Interview Discourse, 2004:3)

Final Project Semantic course

IDIOM

IDIOM
idioms have some notion of them as follows ;

Idiom : a form of expression peculiar to a language ( satu bentuk ekspresi khas bagi suatu bahasa).

Idiom : a variety or from of language: a dialect (satu keragaman bahasa : sebuah dialek).

Idiom : the language a peculiar to a people ( bahasa yang khas bagi satu bangsa)

Idiom : the peculiar character or genius of a language ( watak atau keluarbiasaan khas suatu bangsa)

Idiom : a distinct style or character , as in music,art, etc. (gaya atau watak, istimewa seperti dalam musik , seni dan sebagainya).

Idiom berasal dari kata idioma berasal dari bahasa Yunani yang mempunyai arti keistimewaan. Dalam bahasa Inggris yang dimaksud dengan idiom pada umumnya adalah menurut definisi pertama yaitu “ aform ofexpression pecular to a languange( satu bentuk ekspresi khas bagi suatu bahasa). Jadi dapat disimpulkan bahwa idiom merupakan suatu bentuk dugaan atau susunan kata yang mempunyai makna khusus.

The importance of using idioms in learning English because the English language is full of modern idioms so often misunderstood the writings containing idioms . In addition to note is the accuracy in the use of the idiom will change the meaning expressed .

idiom examples

·                     The cut the gordioan knot yang artinya mengambil jalan pintas.

·                     Ti learn by heart yang artinya menghafal.

Jumlah idiom dalam bahasa Inggris lebih dari 100.000 dan yang wajib dihafal adalah 4000 saja. Dalam idiom muncul istilah yang disebut dengan idiomatic expression yang merupakan ungkapan idiomatis atau ungkapan yang sejalan dengan kekhususan suatu bahasa, Contohnya :

·                     To have a swim = to swim = berenang.

·                     To take a walk = to walk = berjalan.

Contoh idiom dalam kalimat lengkap adalah sebagai berikut:

·                     She is a bag bones (dia sekarung tulang = dia kurus kering).

·                     This house is just $10.000 (rumah ini murah sekali).

·                     It goes without saying that islam is of universal character (jelaslah bahwa islam bersifat   universal).

How to learn the idiom is best idioms to memorize it and use it in speaking and writting, thanks and I hope useful. So later I can still give more useful knowledge for the readers.

SIMILE

Simile

What is simile? Simile is a figure of speech in which two essentially unlike things are compared, the word simile means “like” or “as". Therefore, it is a direct comparison. Why we used simile ?

1. To create humorous moments or tender moments.

2. To enable the reader to imagine in his mind what the writer is saying.

3. To bring something different to story and character, something that differs from straightforward narration.

Where we used simile?

1. When the association is stated either implicitly or explicitly.

2. A way that leaves the reader in no doubt of what the author is trying to convey or, in some instances, the author may prefer to use a simile which can be open to interpretation by the reader.

3. Stereotypically over the years to become part of everyday speech.

Types of simile :

1. The first type of simile simply tries to invoke some genuine quality of a real object through reference to another object.

2. The second type does the same thing, but invokes non-existent objects that people are nonetheless familiar with.

3. The third type of simile intends to reference the object or quality only vaguely or slightly to anything, and is instead a satire, or a play with language for its own sake

Metaphor

Metaphor

Definition.

Metaphor is  a figure of speech which makes an implicit, implied or hidden comparison between two things that are unrelated but share some common characteristics. In other words, a resemblance of two contradictory or different objects is made based on a single or some common characteristics.

In simple English, when you portray a person, place, thing, or an action as being something else, even though it is not actually that “something else,” you are speaking metaphorically. “He is the black sheep of the family” is a metaphor because he is not a sheep and is not even black. However, we can use this comparison to describe an association of a black sheep with that person. A black sheep is an unusual animal and typically stays away from the herd, and the person you are describing shares similar characteristics.

Furthermore, a metaphor develops a comparison which is different from a simile i.e. we do not use “like” or “as” to develop a comparison in a metaphor. It actually makes an implicit or hidden comparison and not an explicit one.

Common Speech Examples of Metaphors

Most of us think of a metaphor as a device used in songs or poems only, and that it has nothing to do with our everyday life. In fact, all of us in our routine life speak, write and think in metaphors. We cannot avoid them. Metaphors are sometimes constructed through our common language. They are called conventional metaphors. Calling a person a “night owl” or an “early bird” or saying “life is a journey” are common conventional metaphor examples commonly heard and understood by most of us. Below are some more conventional metaphors we often hear in our daily life:

• My brother was boiling mad. (This implies he was too angry.)
• The assignment was a breeze. (This implies that the assignment was not difficult.)
• It is going to be clear skies from now on. (This implies that clear skies are not a threat and life is going to be without hardships)
• The skies of his future began to darken. (Darkness is a threat; therefore, this implies that the coming times are going to be hard for him.)
• Her voice is music to his ears. (This implies that her voice makes him feel happy)

Literary Metaphor Examples

Metaphors are used in all type of literature but not often to the degree they are used in poetry because poems are meant to communicate complex images and feelings to the readers and metaphors often state the comparisons most emotively. Here are some examples of metaphor from famous poems.

Example #1

“She is all states, and all princes, I.”

John Donne, a metaphysical poet, was well-known for his abundant use of metaphors throughout his poetical works. In his well-known work “The Sun Rising,” the speaker scolds the sun for waking him and his beloved. Among the most evocative metaphors in literature, he explains “she is all states, and all princes, I.” This line demonstrates the speaker’s belief that he and his beloved are richer than all states, kingdoms, and rulers in the entire world because of the love that they share.

Example #2

“Shall I Compare Thee to a summer’s Day”,

William Shakespeare was the best exponent of the use of metaphors. His poetical works and dramas all make wide-ranging use of metaphors.

“Sonnet 18,”also known as “Shall I Compare Thee to a Summer’s Day,” is an extended metaphor between the love of the speaker and the fairness of the summer season. He writes that “thy eternal summer,” here taken to mean the love of the subject, “shall not fade.”

Example #3

“Before high-pil’d books, in charact’ry / Hold like rich garners the full-ripened grain,”

The great Romantic poet John Keats suffered great losses in his life – the death of his father in an accident, and of his mother and brother through tuberculosis.

When he began displaying signs of tuberculosis himself at the age of 22, he wrote “When I Have Fears,” a poem rich with metaphors concerning life and death. In the line “before high-pil’d books, in charact’ry / Hold like rich garners the full-ripened grain”, he employs a double-metaphor. Writing poetry is implicitly compared with reaping and sowing, and both these acts represent the emptiness of a life unfulfilled creatively.

Functions

From the above arguments, explanations and examples, we can easily infer the function of metaphors; both in our daily lives and in a piece of literature. Using appropriate metaphors appeals directly to the senses of listeners or readers, sharpening their imaginations to comprehend what is being communicated to them. Moreover, it gives a life-like quality to our conversations and to the characters of the fiction or poetry. Metaphors are also ways of thinking, offering the listeners and the readers fresh ways of examining ideas and viewing the world.

AMBIGUITY

Ambiguity

The picture above is the representation of ambiguity. Ambiguity is the presence of two or more possible meaning in a passage. A word, phrase, or sentence is ambiguous if it has more than one possible meaning. In other word, a word, phrase, or sentence that has only one meaning is not ambiguous. For example, the word “Leopard” it can be two head and one body or "you know lah”.

Ambiguitas (kata benda) berasal dari bahasa Inggris yaitu ambiguity yang berarti suatu konstruksi yang dapat ditafsirkan lebih dari satu arti. Ambiguitas sering juga disebut ketaksaan  yang dapat diartikan atau ditafsirkan memiliki lebih dari satu makna. Hal ini mengakibatkan terjadinya lebih dari satu makna ini dapat terjadi saat pembicaraan lisan ataupun dalam keadaan tertulis.

Menurut Kamus Besar Bahasa Indonesia, ambiguitas (nomina) dari ambigu (adjektiva) ; 1 sifat atau hal yang berarti dua: kemungkinan yang mempunyai dua pengertian; taksa; 2 ketidaktentuan; ketidakjelasan; 3 kemungkinan adanya makna yang lebih dari satu atas suatu karya sastra; 4 kemungkinan adanya makna lebih dari satu di sebuah kata, gabungan kata, atau kalimat.

Ambiguitas ini terdiri dari tiga bentuk yakni:

1.      Ambiguitas fonetik

2.      Ambiguitas gramatikal

3.      Ambiguitas Leksika

Hyperbole

HYPERBOLE.

Hyperbole is the figure of figures speech in the form of a statement exaggerated the fact for the purpose give the impression of deep or call attention

A hyperbole is an extreme exaggeration used to make a point. It is like the opposite of “understatement.” It is from a Greek word meaning “excess.”

Hyperbole can be found in literature and oral communication. They would not be used in nonfiction works, like medical journals or research papers; but, they are perfect for fictional works, especially to add color to a character or humor to the story.

Hyperboles are comparisons, like similes and metaphors, but are extravagant and even ridiculous.

example: . I'm so hungry I could eat horse!

Polysemy

POLYSEMY

Polysemy is the association of one word with two or more distinct meanings. A polyseme is a word or phrase with multiple meanings. Adjective: polysemous or polysemic.
polysemy adalah suatu kata yang mempunyai makna lebih dari satu.

Traditionally, polysemy is distinguished from homonymy.5
In polysemy, the different
senses of a single lexical item are seen as being related in some non-trivial way, whereas
in homonymy, the multiple encoding is a matter of historical accident. An example of
homonymy is the lexical form coach, which encodes the entirely unrelated meanings
‘bus’ and ‘sports instructor’. It is standard to see these as being represented as two
different lexemes(COACH1 and COACH2) in the mental lexicon.
However, drawing the distinction between related and unrelated senses of a
lexical form is often far from a straightforward matter. The question is: What does it
mean for two senses to be related? The criteria that have been suggested include
etymology and speaker intuitions about unrelatedness vs. relatedness of meaning (Lyons
1977b).

Polysemy Homonymy
Meaning1 Word -
Meaning -

Word Word form
Meaning 2 Word Meaning
Figure 1

Contoh :

Saya masih punya hubungan darah dengan keluarga Bu Rani. (darah=kesaudaraan)Tubuhnya berlumuran darah setelah kepalanya terbentur tiang listrik. (darah=yang berada dalam tubuh)

Perhatikan kata darah pada kalimat a berarti keluarga (makna konotasi), sedangkan darah pada kalimat b berarti zat merah dalam tubuh kita (makna denotasi).

CONCLUSIONS
My conclusions should have become quite clear from what I have said up to this point, so I
will only present a short summary to recapitulate my point.
Although the literature on polysemy is extremely incoherent with respect to the terminology
used and the specific methods of description employed, and is additionally also very
fragmented (i.e. the different approaches are often absolutely unaware of each other’s work), a
surprisingly coherent overall picture arises, which I believe to be only possible because the
material described strongly suggests it itself.

FINAL TEST ESP

Analysis Syllabus Faculty of Law in Lancang Kuning University

Submitted as One of Assignments of English Specific Purpose Course

Taught by Indah Muzdalifah,M.Pd

BY:

JULI ISKANDAR

1488203095

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

UNIVERSITY OF LANCANG KUNING

JUNE 2016

CHAPTER I

INTRODUCTION

BACKGROUND

            ESP (English for Specific Purposes) is one of the fields of linguistics applied that had developed over time, since the early 1970s. In line with its development, in Indonesia ESP is also well known, but is still limited to certain academics engaged in the field of English language teaching course. Theoretically, the ESP program involving several interested parties (stakeholders), but others are directly related to the practice of ESP that should know this area was not familiar with the ESP itself. As a result, until the last three decades is very rare to find their publications, seminars, workshops, and scientific discussion that discusses the practice and development of ESP in Indonesia. This paper is a partial report of the research results motivated by theoretical and practical phenomenon. The phenomenon concerning the results of theoretical understanding of the various theories and basic concepts in the field of ESP are mixed from various thinking of experts in the field of ESP.

Among the basic concept is understanding, the distinguishing characteristic between ESP and EGP (English for general purposes), Classification, design, implementation of teaching and learning, and evaluation in the field of ESP. These concepts follow the ideas presented by experts

like Hutchinson and Waters (1987), Jordan (1997), Dudley-Evans and St.

John (1998), McDonough and Shaw (2000), and McDonough (2002) .From the practical side of the phenomenon, there are two facts that drives this research. First, the results of research in this field that has

publication gives an overview of how this field has grown rapidly and become one of the research object of interest for many parties. Second, ESP status at various universities in Indonesia showed a tendency an lack of concern from various interested parties. In fact, almost all the courses were non-English in various types of PT offers courses in English (MK-BING) smelled ESP to students.

problem formulation

1. What is learning ESP

2. What is syllabus

3. How to analyze syllabus

Objective Problem

1. To know learning ESP

2. To know syllabus

3. To understand analyze syllabus

CHAPTER II

CONTENT

1.         Teaching materials play an important role in achieving a goal of teaching. Once the magnitude of the role of teaching materials so that Tomlinson (1998) states that any subject that is taught within the framework centered teaching, students, teaching materials is paramount. In addition to teaching materials, learning objectives is the direction you want addressed in a series of activities undertaken in the learning process. Basically, the essence of the learning objective is to achieve changes in behavior or abilities of students after participating in learning activities and encapsulated in the description of specific learning objectives is a direction that would target of a series of activities undertaken in the learning process. Basically, the essence of the learning objective is to achieve changes in behavior or abilities of students after participating in learning activities and encapsulated in the description of a specific,

     Next is no less important in learning is learning approach. Jack C. Richard cites the opinion of Anthony (1986: 15) said the approach in language learning, which is a set of assumptions that are axiomatic about the nature and the nature of language and methods constitute a comprehensive plan regarding the presentation of the material language teaching on a regular basis and is based on an approach that is selected. Additionally, Hamalik in Arsyad (2007: 15) argues that the use of instructional media in teaching and learning can arouse passions and interests well, generating motivation and stimulation of learning activities, and even bring psychological effects on students. The use of instructional media at the stage of learning orientation will be very

help the effectiveness of the learning process and the delivery of messages and content at the time. Recently in learning component is the evaluation. According to Gagne (1979: 82) any teacher or designer of learning definitely want to get assurance that the activities of teaching and learning for a certain period of time has a use value to the learning process. At least the teacher wants to know whether the design of the lesson succeed and achieve learning objectives. Things that indicate how well a learning takes place can be obtained from the evidence collected, analyzed, and interpreted systematically and this is called the evaluation.

2.         Syllabus According to Ministry of National Education, Syllabus is the plan learning and teaching in a group in the topic which includes Competency Standards (SK), Basic Competency (KD), the material learning, learning activities, indicators of achievement of competencies, assessment, time and learning resources. (Ministry of Education,2008: 16)

3.       English Syllabus in Law Department

SILABUS / RANCANGAN PEMBELAJARAN

Mata Kuliah                : Bahasa Inggris

Program Studi             : Ilmu Hukum

Semester / SKS           : I / 2 sks

Dosen                          : TIM PENGAJAR

Kemampuan Akhir Yang Diharapkan            : Mahasiswa mampu memahami dan menggunakan konsep linguistik dan menerti pesan tentang    hukum dalam Bahasa Inggris serta dapat mencari kesamaan kata yang lebih dekat dengan Bahasa Indonesia dan dapat menterjemahkan pesan tersebut ke dalam Bahasa Indonesia dengan benar.

NO	MINGGU KE	KEMAMPUAN AKHIR YANG DIHARAPKAN	MATERI PEMBELAJARAN	BENTUK PEMBELAJARAN	KRITERIA PENILAIAN	BOBOT NILAI
1	I s.d II	Mampu menggunakan kata kata dalam percakapan sehari- hari	1.      Introduction 1.1    Greeting 1.2    Asking condition 1.3    Parting Expressions 1.4    Expression of pardon 1.5    Expression of gratitude 1.6    Occupations and profession 1.7    Adjective 1.8    At, on, in with expression of time 1.9    In The end At 1.9    Meals 1.10  Partities 2       Put,stir,eat cut, drink,spoon knife,fork 2.1    Adverb of Frequency 2.3    What kind of,like and want 2.4    How much, Tax, change Money	Brainstorming	Performance, kejelasan, ketepatan pengucapan dalam komunikasi	15
2	III s.d IV	Dapat mengunakan struktural point dalam situasi lain	3       Number 3.1    Cardinal Number 3.2    Ordinal Number 3.3    On with date 3.4    Simple Past Tense 3.5    Time Expressions of Simple Past   Tense 3.6     Early, On time, late 4        Adresses At,On,In 4.1     To the store, To school, home 4.2     Quastion word 4.3     Near, Far from, the next evening 4.4     Drugstore, Bank, Library	Brainstorming dan Diskusi kelompok	Performance, ketepatan. Kejelasan dan kemahiran dalam Komunikasi	15
3	V  s.d VI	Dapat mengunakan tenses dalam situasi yang tepat	5.      Tenses 5.1    Present Progressive Tenses 5.2    Simple Future/ Be going to 5.3    Time expression future 6.      Place 6.1    Dormitory, Boarding house, etc 6.2    Telling a story	Brainstorming	Performance, ketepatan. Kejelasan dan kemahiran dalam komunikasi	15
4	VII s.d VIII	Dapat mengunakan tenses dalam kalimat dengan benar	7.     Quantity 7.1   Quantity and number expressions 7.2   Distance and time expressions 8.     Present Progressive 8.1   Using the Present Progressive with always 8.2   In addition to always 8.3   Using Expression of Place with Progressive tenses	Brainstorming, Diskusi kelompok dan Demostrasi	Performance, ketepatan. Kejelasan dan kemahiran	15
5	IX	UTS	UTS	UTS	UTS	UTS
6	X s.d XII	Mampun mengunakan kata-kata dalam kalimat dengan benar	10.     Daily Activities 10.1   Make, Do 10.2   Evening Activities 11.     Family Relation ship 11.1   Parents, children, son, daughter 12.     Introduction to people 12.1   Adverb 12.2   Midsentence Adverb	Brainstorming, Diskusi kelompok dan Demontrasi	Performance, ketepatan. Kejelasan dan kemahiran dalam komunikasi	10
7	XIII s.d XIV	Mampu memahami, menganalis dan mengunakan kata-kata dalam kalimat dengan benar	13.     Modal Auxalary 13.1   Can, May, Will, Shall ,etc 13.2   Similar Expressions 13.3   Phrasal verb ( two – word and three word verbs ) 13.4   Seprable Phrasal Verb 13.5   Take, Expect Hope, Wait for, Have to, etc 14.     Noun and Adjective 14.1   The Character of noun and adjective 14.2   Count, and Non Count Nouns 14.3   Non Count Nouns 14.4   Like,Look like, Look, How with Be 14.4   Catch/Caught and Have/ Has/ Had 14.5   Ache and Sore 14.6   Get in / Out of and get on / off	Brainstorming dan diskusi kelompok	Performance, ketepatan. Kejelasan dan kemahiran dalam komunikasi	15
8	XV	Mampu memahami teks mengenai hukum dalam bahasa Inggris dan memindahkannya ke dalam bahasa Indonesia dengan benar	15. Sixteen tenses 15.1 Translation 15.2 The process of Translation 15.3 The Diagram 15.4 The Different kinds of meaning in Language	Brainstorming dan diskusi kelompok	Performance, ketepatan. Kejelasan dan kemahiran dalam komunikasi	15
9	XVI	Ujian Akhir Semester	UAS	UAS	UAS	UAS

Analysis

            Based on from the data analysis English syllabus in law department researcher discovered that English syllabus in law department has not been relevant to ESP. In ESP is generally used to refer to the teaching and learning of a foreign language to a clearly of which there is no doubt. Seen from the contents syllabus in law department has not been relevant meetings to ESP. Syllabus in law department still English general. Grammar EAP, vocabulary in EAP, translation different kind of meaning in language.