plagiat merupakan tindakan tidak terpuji designing a …
TRANSCRIPT
DESIGNING A SET OF COMMUNICATIVE ENGLISH SPEAKING
MATERIALS FOR THE PERSONNEL OF KABAN GROUP SHOP
A Thesis
Presented as Partial Fulfillment of Requirementsto Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
EKA EMENINA
Student Number: 021214097
ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITYYOGYAKARTA
2007
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iv
When things go wrong (as they sometimes will)
When the road you’re trudging seems all uphill
And you want to smile but you have to sigh
When care is pressing you down a bit
Rest if you must
But don’t quit
Success is failure turns inside out
The silver tint of clouds of doubt
And you never can tell how close you are
It may be near when it seems far away
So stick to the fight
When you’re in the hardest hit
It’s when things go wrong
That you mustn’t quit
(anonymous)
I dedicate this thesis to those whom I love much:My Mom and Dad (+)
My brothers, Nuel and TirtaDon
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
ABSTRACT
Emenina, Eka. 2007. Designing a Set of Communicative English SpeakingMaterials for the Personnel of Kaban Group Shop. Yogyakarta: Sanata DharmaUniversity.
Indonesia has set trading cooperation with many countries in the world.With a strategic position, surrounded by two continents, Asia and Australia, andtwo oceans, Hindi and Pacific, it becomes the world trading line. Indonesiantrading cannot be separated from the role of Jakarta as the busiest trading city inIndonesia. Various goods are traded in this city, including leather goods. KabanGroup Shop, which is located at Pasar Pagi Mangga Dua, ITC Mangga Dua, andBlok M Jakarta, is one of lots of the leather goods shops. This shop providesvarious bags, wallets, shoes, sandals, key tags, and other leather goods. The goodsare imported from the district of Guangzhou and Hongkong, China. Most of thecostumers are boutique owners and merchants from Malaysia and Singapore, whodo not have direct access to the goods’ factory in Guangzhou, China. Othercostumers are tourists and foreigners in Indonesia from various countries such asfrom Asia, America, Australia, Europe, Africa, and Arabian, who buy theproducts for gifts or personal usage.
The big amount of foreign customers is the measurement of the need tocommunicate using English as an international trading language. The personnel ofKaban Group Shop, including the shopkeepers and the shop assistants, consideredthe need to communicate in English so they will be able to give the best service totheir customers. In a matter of fact, they find it difficult to communicate inEnglish. Thus, a set of communicative English speaking materials is designed forthe personnel of Kaban Group Shop to improve their communicative skill.
This study was intended to design a set of communicative Englishspeaking materials for the personnel of Kaban Group Shop. There were twoproblems formulated in this study. The first problem related to how a set ofcommunicative English speaking materials for the personnel of Kaban GroupShop is designed. The second problem related to what the designed materials looklike.
To answer the first problem, the writer applied seven stages which wereadopted from Kamp’s and Yalden’s instructional design models. The stages wereas follows: 1) conducting needs Analysis by distributing 30 questionnaires to 30personnel of Kaban Group Shop, setting an informal interview with the shopkeepers and the shop assistants, and holding a direct observation to find out thebuying and selling activities in the shop, 2) considering goals, topics, and generalpurposes, 3) selecting the syllabus types, 4) specifying the learning objectives, 5)designing the materials, 6) selecting the teaching-learning activities, 7) evaluatingthe designed materials by distributing the evaluation questionnaires to fourevaluators, consist of one lecturer from English Education Program of SanataDharma University and three English instructors in Yogyakarta, 8) revising thedesigned materials based on the feedback obtained from the evaluators.
To answer the second problem, the writer presented a set of communicativeEnglish speaking materials for the personnel of Kaban Group Shop. The materialsconsist of eight units, that are 1) Greetings and Introducing, 2) Offering Help, 3)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
Mentioning Price, 4) Bargaining, 5) Describing Leather Goods, 6) Apologizing,7) Telephoning, 8) Thanking and Well Wishing. Each unit consists of fivesections, that are Input, Content Focus, Language Focus, and CommunicativeActivities
The result of the descriptive statistic shows that the designed materials areacceptable based on the points of agreement which ranged from 3. 3 – 4. 3 out ofthe scale ranged from 1 – 5.
Finally, the writer hoped the designed materials would be useful for thepersonnel of Kaban Group Shop as their learning materials to help them tocommunicate with their foreign customers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
ABSTRAK
Emenina, Eka. 2007. Designing a Set of Communicative English SpeakingMaterials for the Personnel of Kaban Group Shop. Yogyakarta: UniversitasSanata Dharma.
Indonesia telah menjalin kerjasama perdagangan dengan banyak negara didunia. Dengan letak yang strategis, dikelilingi oleh dua benua, Asia dan Australia,dan dua samudra, Hindia dan Pasifik, Indonesia menjadi jalur perdagangan dunia.Perdagangan di Indonesia tidaklah lepas dari peran ibukata negara Jakarta sebagaikota perdagangan tersibuk di Indonesia. Berbagai jenis barang diperdagangkan dikota ini, termasuk di dalamnya barang-barang berbahan dasar kulit. Toko KabanGrup yang terletak di Pasar Pagi Mangga Dua, ITC Mangga Dua, and Blok MJakarta, adalah salah satu diantara banyak toko yang bergerak dalam bisnisperdagangan barang-barang berbahan dasar kulit. Toko ini menyediakan anekamacam tas, dompet, sepatu, sandal, gantungan kunci, dan lain-lain. Barang-barangnya didatangkan dari Provinsi Guangzhou and Hongkong, Cina.Kebanyakan pelanggannya adalah para pemilik butik dan pedagang dari Malaysiadan Singapura yang tidak memiliki akses langsung dengan pabrik pembuatnya diGuangzhou, China. Pelanggan lainnya adalah para turis dan orang asing diIndonesia, yang berasal dari berbagai negara di Asia, Amerika, Australia, Eropa,dan Africa, yang membeli barang-barang tersebut sebagai hadiah atau digunakansendiri.
Banyaknya orang asing yang menjadi pelanggan toko tersebut menjaditolak ukur mengenai adanya kebutuhan berkomunikasi dengan menggunakanbahasa Inggris sebagai bahasa perdagangan dunia. Personel Toko Kaban Grup,termasuk di dalamnya para pemilik dan karyawan, memandang perlunyaberkomunikasi dengan bahasa Inggris agar dapat memberi pelayanan terbaik bagipara pelanggannya. Tetapi pada kenyataanya mereka menemui kesulitan untukberkomunikasi dengan bahasa tersebut. Oleh karena itu, seperangkat pembelajaranbahasa Inggris dirancang bagi personel Toko Kaban Grup untuk meningkatkankemampuan berkomunikasi mereka.
Studi ini bertujuan untuk merancang pembelajaran bahasa Inggris bagipersonel Toko Kaban Grup. Ada dua permasalahan yang dirumuskan dalam studiini. Masalah pertama berhubungan dengan bagaimana materi pembelajaran bahasaInggris bagi personel Toko Kaban Grup dirancang. Masalah kedua berhubungandengan penyajian materi tersebut.
Untuk menjawab permasalahan pertama, penulis menerapkan 7 langkahyang diadaptasi dari model perancangan materi pembelajaran dari Kemp danYalden. Langkah-langkahnya adalah sebagai berikut: 1) melakukan surveikebutuhan siswa dengan cara membagi 30 kuisioner kepada para personel TokoKaban Grup, melakukan wawancara informal dengan salah satu pemilik toko, danmelakukan observasi langsung untuk melihat kegiatan jual-beli di toko tersebut,2) merumuskan tujuan dan topik, 3) menentukan silabus, 4) memilih daftar pokokisi, 5) mendesain materi, 6) menentukan aktivitas belajar-mengajar, 7)mengevaluasi rancangan materi pembelajaran dengan mengadakan survei dengancara membagi 4 kuisioner kepada empat evaluator yang terdiri dari satu dosenPendidikan Bahasa Inggris Universitas Sanata Dharma dan kepada tiga instruktur
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
bahasa Inggris di Yogyakarta, 8) merevisi rancangan materi pembelajaranberdasarkan masukan yang diperoleh dari para evaluator.
Untuk menjawab permasalahan kedua, penulis menyajikan seperangkatmateri pembelajaran bahasa Inggris bagi personel Toko Kaban Grup. Materipembelajaran terdiri dari 8 unit, yaitu 1) Greetings and Introducing, 2) OfferingHelp, 3) Mentioning Price, 4) Bargaining, 5) Describing Leather Goods, 6)Apologizing, 7) Telephoning, 8) Thanking and Well Wishing. Setiap unitnyaterdiri dari lima bagian, yaitu Input, Content Focus, Language Focus, danCommunicative Activities.
Hasil studi menunjukkan bahwa rancangan materi pembelajaran ini dapatditerima berdasarkan nilai rata-rata persetujuan yang berkisar antara 3,3 – 4,3 dariskala 1 – 5.
Akhir kata, penulis mengharapkan materi pembelajaran ini dapatbermanfaat bagi pera personel Toko Kaban Group untuk dapat digunakan sebagaialat pembelajaran agar dapat berkomunikasi dengan para pelanggan asing mereka.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
ACKNOWLEDMENTS
I thank Jesus Christ for being my true friend through all happy and tender
moments. His companion is my greatest blessing. He is my savior when I am in
the worst conditions. Just like I believe beautiful things occur at the right time,
this thesis also occurs at the right time because of His plan.
My greatest gratitude goes to my parents. I thank my mom, the most
beautiful woman in my life, Dra. Sehati Kaban, for every single prayer, love,
tear, hope, and guidance. Her courage and hard work inspire me to be tough in
facing the world. She shows me how to be a true woman. I also thank my late dad,
Drs. Tambun Ginting, for all the beautiful moments he and I have shared
together. The time when he was alive is the most valuable moments in my life.
The time when he was gone is the time when I realized that I loved him so much.
His memories will always remain in my heart.
I am indebted to my brothers, Immanuel Abadi Ginting and Johan Tirta
Ginting for their care, love and motivation. I thank them for becoming my
guardians who give me protection and affection at the same time. They are my
candles in the dark who also inspire every step I take to be valuable.
My deepest gratitude goes to Drs. Concilianus Laos Mbato, M.A. as my
major sponsor and to Christina Lhaksmita Anandari, S.Pd., M.Ed. as my co-
sponsor. I thank them for the time and advice they have given to me to read,
correct and improve my thesis. I also thank to all lecturers of English Language
Education Study Program of Sanata Dharma University who have taught me
during my study in Sanata Dharma University. I thank them for the knowledge
they have transferred me. I also thank the secretarial staff of English Language
Education Study Program of Sanata Dharma University, Mbak Dani and Mbak
Tari for their help in arranging my thesis defense schedule.
My gratitude goes to Drs. JB. Gunawan MA. from English Education
Program of Sanata Dharma University, Mr. Joko Wicoyo from SMKN 5
Yogyakarta, Mr. Banu and Mr. Slamet from Stella Duce 2 Senior High School
for their time and patience to evaluate the materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
I express my gratitude to the personnel of Kaban Group Shop who have
given me permission to do the research at their shop.
I thank all members of Silva Botanica Boarding House for supporting
and helping me to do the research up to the completion of this thesis. I thank
Neni, Lulu, Anik, Rista, Wulan, Fitri, Efli, Asti, Esti, Tika, Tutik, Nunik, Dea
and her little baby Christian. I thank them for the motorbikes and being models
for the materials. I thank them for keeping that spirit and smiles for me.
I would like to thank my best friends, Metty, Ari and Ayu. I thank Metty
and her family for keeping my sanity and encouraging me to finish the thesis.
Someday, we will be able stand on our feet, Met! I thank her family for showing
me the humble ways of life. I thank Ari for giving me example of how to be an
independent girl. She is my most outstanding friend who really understands me.
She has been inspiring me since senior high school. I would like to thank Ayu for
sharing our dream together. I thank her for being my long-life friend who is able
to accept me just as the way I am. They are my true friends who give me a lesson
about the true friendship.
I thank Kijang Tiada Duanya Crew: Echi, Sasha, Vivi, Mawar, Ook for
the moments we have shared together to share stories and laughs.
Many thanks are addressed to all friends in Sanata Dharma University,
Kristian, Frans, ND, Andre, Regi, Wisnu, Galih, Wida, Udjo, Ucil, Vivin,
Sandra, Woro, Hariana, Ruri, Marinta, Grace, Andi Ekonomi, Dewi
Farmasi, and others who cannot be mentioned one by one for being friendly
friends. It was wonderful to spend time with friends like them.
My special gratitude goes to Donald Wayne Fontenot for encouraging
me to be an independent girl. I also thank him for patiently convincing me that
everything is going to be all right in the end. Hopefully, best things happen in our
lives.
God bless them all.
Eka Emenina
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
TABLE OF CONTENTS
TITLE PAGE ……………………………………………………….………… i
APPROVAL PAGE …………………………………………………..….…... ii
EXAMINATION BOARD PAGE …………………………………………… iii
PAGE OF DEDICATION …………..……..…………….…………………... iv
STATEMENT OF WORK’S ORIGINALITY ……...………...… ………… v
ABSTRACT …………………………………………………………………… vi
ABSTRAK ……………………………………………………………………… viii
ACKNOWLEDGMENTS …...………………………..……………………… x
TABLE OF CONTENTS ……....…………………………………………….. xii
LIST OF FIGURES ….………………….……………………………………. xv
LIST OF TABLES ….………………………………………………………… xvi
CHAPTER I: INTRODUCTION
A. Background of the Study …………………………………………….… 1
B. Problem Limitation …………………………….…………………..…… 4
C. Problem Formulation ...……………………………………..…….. …… 4
D. Objectives of the Research ……………….……………………..……… 4
E. Benefits of the Research ...………………………………………..…….. 5
F. Definitions of Terms ..……………………………………..……….…... 5
CHAPTER II: LITERATURE REVIEW
A. The Theoretical Description …...…….…………………………...…….. 7
1. English for Specific Purposes …..…………………….………..…... 7
a. The Definition of ESP ……………………………………............ 7
b. The Categorization of ESP …………………….……………..….. 8
c. The Characteristics of ESP Program …………….………………. 9
d. Designing ESP …...……………………………….………….….. 16
e. English for the Personnel of Kaban Group Shop ……………..…. 20
2. Communicative English Teaching (CLT) ………………………….... 20
a. The Definition of CLT ...……………………………………….... 20
b. The Theory of Language ….……………………………………... 21
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiii
c. The Communicative Task ……………………………………….. 23
d. The Curriculum Development and Learning Task ...........…….… 24
3. Theories of Teaching Speaking ...…………………………………… 25
a. Principles of Teaching Speaking ………………………………… 25
b. Classroom Techniques and Tasks ……………………………….. 26
4. Instructional Design Models ...…………………………………….… 27
a. Kemp’s Design Model …...……………………………………… 27
b. Yalden’s Design Model ...………………………………….……. 29
B. The Theoretical Framework ……………………………………………. 32
CHAPTER III: METHODOLOGY
A. Research Method ...…………………………………………………….. 35
1. Survey Study for Needs Survey …..…………………...……………. 36
2. Survey Study for Evaluation on the Designed Materials ……………. 36
B. Research Participants ...………………………………………………… 36
1. The Participants of Needs Survey …………………………………… 36
2. The Participants of the Designed Materials Evaluation Survey …….. 37
C. Setting …...……………………………………………………………... 37
D. Research Instruments …...……………………………………………… 38
1. Interview …..……………….………………………………………... 38
2. Questionnaire …..………….………….……………………………... 38
E. Data Gathering Techniques …....……………………………………….. 39
1. Questionnaires ……………………………………………………….. 39
2. Interview …………………………………………………………….. 39
3. Observation ………………………….………………………………. 39
F. Data Analysis …...……………………………………………………… 41
G. Research Procedures …………………………………………………… 41
CHAPTER IV: RESULTS AND ANALYSIS
A. The Result of the Survey Study …..……………………………….…... 43
1. The Result of the Survey Study for the Needs Survey ………...…… 43
2. The Result of the Survey Study on the Designed Materials ……...… 51
B. The Stages of Development on the Designed Materials …….…..…….. 56
1. Conducting Needs Analysis (Yalden) ….…………………………… 56
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiv
2. Considering Goals, Topics, and General Purposes (Kemp) ……...…. 57
3. Selecting the Syllabus Types (Yalden) …..…………………….……. 58
4. Specifying the Learning Objectives (Kemp) …...…………………… 59
5. Designing the Materials …..……………………………………….… 60
6. Selecting the Teaching-Learning Activities (Kemp) ………….…...... 60
7. Evaluating the Designed Materials (Kemp) …………………………. 61
8. Revising the Designed Materials Kemp) …...……………………….. 61
C. The Presentation of the Instructional Materials ………………………... 62
1. Input …………………………………………………………………. 62
2. Content Focus ...…….…………………………………….………….. 62
3. Language Focus …...………………………………….……………… 63
4. Communicative Tasks ....…………………………….………………. 63
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusions ……………………………………………………….…….. 64
B. Suggestions …...………………………………….……………………... 67
1. Suggestions for English Teachers and Instructors …............………… 67
2. Suggestions for Further Researchers …..……………….……………. 67
BIBLIOGRAPHY ...……...…………………………………….……………… 69
APPENDICES
Questionnaires for Needs Survey …………….………………….……………… 70
General Description and Questionnaires for Materials Evaluation ……….……. 72
Syllabus …...…………………………………………..…………….………...… 76
Lesson Plans ……………………………………………………………………. 80
Presentation of the Designed Materials ………………………………………… 98
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xv
LIST OF FIGURES
Figure 1: The Classification of ESP Based on the Learners’ Specific
Needs ......……………… …….…………………………………....... 8
Figure 2: A Materials Design Model ....………………………….………….…. 19
Figure 3: A Framework for Analyzing Communicative Task …...….……….…. 23
Figure 4: An Integrated Approach to Curriculum Development ….……….…... 24
Figure 5: The Kemp’s Model Diagram …..……………………………….......... 29
Figure 6: Stages in Language Program Development .......……………….….…. 32
Figure 7: The Rationale of the Framework ….…………………………………. 33
Figure 8: The Graph of the Personnel of Kaban Group Shop
Educational Background .....………………………………………….. 46
Figure 9: The Graph of the Personnel of Kaban Group Shop
Experiences in Learning English ....………………….………………. 47
Figure 10: The Graph of the Frequency of the Personnel of Kaban
Group Shop in Using English to Communicate with Foreign
Customers ....……………………………………………………....… 48
Figure 11: The Graph of the Importance of the Personnel of Kaban
Group Shop in Learning English ....…………………………….…… 49
Figure 12: The Graph of English Skills the Personnel of Kaban Group
Shop Want to Improve ....……………………………………………. 50
Figure 13: The Graph of the Difficulties of the Personnel of Kaban
Group Shop in Learning English …………….………………….…… 51
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xvi
LISTS OF TABLES
Table 1: Necessities, lacks, and wants ...……………...…………………….…. 11
Table 2: The Interpretation of the Degree of Agreement ...……………….……. 38
Table 3: The Central Tendency of Participants’ Opinion …..………………….. 41
Table 4: The Description of the Needs Survey Participants …..……………….. 45
Table 5: The Description of the Second Survey Participants ………...………… 51
Table 6: Point of Agreement on the Designed Materials …......…………...….... 52
Table 7: The Descriptive Statistics of Participants’ Opinions on the
Designed Materials ….....…………………………………………...... 52
Table 8: The Result of the Target Needs Analysis of the Personnel of
Kaban Group Shop …...………………………………………….….… 57
Table 9: The Topics List ......…………………………………………….…..…. 57
Table 10: General Instructional Objectives ......……………………………....... 58
Table 11: Specific Instructional Objectives ..…….……………………….……. 59
Table 12: The Presentation of the Instructional Materials Design ..........……..... 63
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study. Within this chapter, the
discussion will include the Background of the Study, the Problem Limitation, the
Problem Formulation, the Benefits of the Study, and the Definition of Terms.
A. Background
Indonesia has a strategic position in the world. It is surrounded by two
continents, Asia and Australia, and two oceans, Hindi and Pacific. The
strategic position has given enormous benefits to Indonesia, particularly in
trading sector because it can be easily reached by land, sea, and air
transportation. The history of Indonesia has proved that Indonesia has
developed trading relationship with many countries from five continents.
Trading with people from different countries which have various
languages is definitely difficult. There is a great effort needed particularly in
communication. The fast growth of trading demands people to have an
international trading language, which is hoped to ease communication among
people who deal with trading system. For various reasons, mostly because of
the economic power of the United States, this role fell to English (Hutchinson
and Waters, 1994: 6).
English is believed as the most prominent international language
among other international languages because it has been used by almost the
three fourth of people around the world. Today, English has become an
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
international language used by many countries from all over the world. As the
most prominent international language, English is used as an international
trading language in Indonesia.
Kaban Group Shop, where the writer gathered her data for this
research, is an export import shop that act as a buyer, a wholesaler and as a
retailer in leather goods business. This family shop, that is located at Pusat
Grosir Pasar Pagi Mangga Dua, Blok C, No. 76-77, North Jakarta, focuses on
the trade of various kinds of bags, shoes, sandals, wallets, belts, key cases, and
key tags. Most of the products are directly imported from some factories in
Guangzhou District and Hongkong, China. The shopkeepers, who act as
buyers, have to go by themselves to China to hunt and order the products.
After arriving in Indonesia, the products will be distributed to the shop’s
branches in Jakarta, which are spread at Pasar Pagi Mangga Dua, ITC Mangga
Dua, and Blok M Jakarta. The products are provided for domestic and
international demands. The shop’s foreign customers that deal in big scale
trading are mostly boutique owners and merchants from Malaysia and
Singapore. Meanwhile, as a retailer, the shop’s foreign customers are tourists
and foreigners in Indonesia, such as from Asia, America, Australia, Europe,
Africa, and Arabian countries, who buy the products for gifts or for personal
usage.
The use of English is obviously important in running the shop’s
trading business. The shopkeepers use English as a communication tool when
hunting products in China and when dealing with foreign customers in
Indonesia. However, English is not only used by the shopkeepers, but also by
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
the shop assistants. They use English to interact with their foreign customers.
So, the shop also needs employees with adequate English competence so they
can give the best service to their foreign customers. Thus, both the shop
keepers and the shop assistants need to learn English, particularly speaking
skill, which is essentially used in verbal communication with foreign
customers.
The shopkeepers, who still have family relationship, are university
graduates with ages between 22-60 years old. On the other side, all of their
shop assistants are junior up to college graduates with ages between 17-37
years old. Therefore, English is not a new language for them who take part in
the business because they have learned English in their formal education. The
reason for this is because English is taught as a compulsory subject from
primary school up to college or university level. They have learned it long
ago, but they rarely use it for communication in their working field since they
mostly use Indonesian except if they interact with foreign customers.
Having the rare opportunity to practice English speaking skill makes
the personnel of Kaban Group Shop lack of speaking skill. They do not have
adequate English competency to communicate with their customers.
Sometimes the lack of English speaking proficiency gives bad effects in the
business. Misunderstanding in communicating could make financial loss.
Based on the discussion above, this research intends to design a set of
communicative English speaking materials for the personnel of Kaban Group
Shop Jakarta. Hopefully, this research will develop the English competency of
the personnel of Kaban Group Shop.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
B. Problem Limitation
The research is conducted to design a set of communicative English
speaking materials for the personnel of Kaban Group Shop Jakarta, including
the shopkeepers and the shop assistants. The shopkeepers are university
graduates. Meanwhile, the shop assistants are junior up to university
graduates.
The description above will be considered in designing the materials.
The research focuses on the materials design.
C. Problem Formulation
There are two problems related to the use of English in Kaban Group
Shop. They are:
1. How is a set of communicative English speaking materials for the
personnel of Kaban Group Shop designed?
2. What does the designed set of communicative English speaking materials
look like?
D. Objectives of the Research
Related to the problem formulation, the objectives of this research are
mentioned below:
1. To find out how a set of communicative English speaking materials for the
personnel of Kaban Group Shop in Jakarta is designed.
2. To present the designed set of communicative English speaking materials
for the personnel of Kaban Group Shop in Jakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
E. Benefits of the Research
The research will give some benefits for:
1. Teachers
Teachers will have communicative English speaking materials that
are suitable to be taught to the personnel of Kaban Group Shop Jakarta.
2. The learners
The learners, the personnel of Kaban Group Shop Jakarta, can have
proper English speaking materials that can be used to help them develop
their English communicative skill.
3. Further studies
Hopefully, this research can give contribution to further studies
related to the development of communicative English speaking materials
for the personnel of other export import leather goods shops.
F. Definitions of Terms
1. Speaking
Bailey states speaking is the productive oral skill, in which the
person needs to produce systematic verbal utterances to convey meaning
(Bailey, 2003: 48). In this study, the writer defines speaking as interactive
oral processes between the personnel of Kaban Group Shop and their
foreign customers.
2. Communicative speaking materials
Communicative speaking is regarded as the ability to produce or
understand utterances which are not so much grammatical but more
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
important, appropriate to the context in which they are made (Campbell
and Wales, 1970: 247).
In this study, communicative speaking materials are speaking
materials that mostly focus on the context of language usage rather than
the grammatical structure of the language.
Richard and Rodgers (1986) classify three kinds of communicative
speaking materials. They are text-based materials (games and role play),
task-based materials (communicative activities, cue cards and activity
cards) and realia (signs, magazines, and pictures).
The communicative speaking materials in this study are text-based
materials (games and role play), task-based materials (communicative
activities, cue cards and activity cards) and realia (pictures).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
CHAPTER II
LITERATURE REVIEW
This chapter consists of two parts. The first part is the Theoretical
Description. It includes the discussion on the theories of English for Specific
Purposes, Communicative Language Teaching, the Theories of Teaching
Speaking and Instructional Design Models. The second part is the Theoretical
Framework. It discusses the stages in designing the set of English speaking
materials.
A. The Theoretical Description
1. English for Specific Purposes
The designed materials in this study will be based on the theory of
English for Specific Purposes (ESP) because the designed materials are
constructed according to the needs of the learners, the shopkeepers and the
shop assistants of Kaban Group Shop, as buyer, wholesaler and retailer of
leather goods. Theory in ESP will support the design materials.
a. The definition of ESP
Strevens as quoted by Robinson states that “a definition of ESP
that is both simple and watertight is not easy to produce” (Robinson,
1991: 1). Meanwhile, Robinson defines ESP as “protean, as it is
responsive to developments in all three realms of language, pedagogy
and content studies” (1991: 1). On the other hand, Hutchinson and
Waters prefer to show “what ESP is not” (1987: 18-19).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
1) ESP is not a matter of teaching ‘specialized varieties’ of English.2) ESP is not just a matter of Science words and grammar for Scientists,
Hotel words and grammar for Hotel staff and so on.3) ESP is not different from any other form of language teaching, in that
it should be based in the first instance on principles of effective andefficient learning.
(Hutchinson and Waters, 1987: 18-19)
They state that ESP has to be seen as an “approach” to
language leaning based on learners’ needs rather than as a “product”. It
is “an approach to language teaching ….. based on the learner’s reason
for learning” (1987: 19).
b. The Categorization of ESP
Hutchinson and Waters categorize ESP based on learners’ need
and on “learners’ specialism” (1987: 16).
1). ESP Based on Learners’ Needs
There are two types of ESP, which are English for
Academic Purposes (EAP) and English for Occupational Purposes
(EOP). In this study, the personnel of Kaban Group Shops are
learners who need English to support their job. Thus, they are
categorized as people who learn English for occupational purposes.
Figure 1: The Classification of ESP Based on the Learners’Specific Needs (Hutchinson and Water, 1987: 17)
ESP
EAP EOP
English for the Owners and theEmployees of Kaban Group Shop
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
2). ESP Based on Learners’ Specialism
There are three categories of ESP based on learners’
specislism, they are English for Science and Technology (EST),
English for Business and Economics (EBE), and English for the
Social and Science (ESS) (Hutchinson and Waters, 1987: 16). In
this study, the personnel of Kaban Group Shop mostly involve in
trading activities. Therefore, based on their specialism, they are
categorized into EBE.
c. The Characteristics of ESP Program
Robinson describes the characteristics of ESP (1991: 2-5) as
follows:
1) ESP is goal directed
ESP is goal directed because students follow ESP program
to achieve particular goals that related to their need for study or
work purposes.
2) An ESP course is based on a needs analysis
Needs analysis is conducted before starting ESP course to
elicit what students have to do with the medium of English. Needs
analysis will reveal students’ necessities, wants, and lacks that are
used to consider the designing of the ESP program.
3) An ESP course has a clear specified time period
Time period needs the specified objectives and the
realization are related to it.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
4) ESP students are likely to be adults rather than children
It is assumed that ESP students are not beginners but people
who have already learned EGP (English for General Purposes)
before.
5) An ESP course consists of identical students
All the students in a class come from the same kind of
work or specialist studies.
One characteristic of ESP program is the existence of needs
analysis to get information about the would-be-students.
Hutchinson and Waters state the urgency of conducting needs
analysis by considering “necessities, lacks, and wants” (1987: 55-
58).
a) Necessities
It is what the learners need in order to ease their purpose. It can
be the reasons why they need to learn the target language.
b) Lacks
It is the gap between the target proficiency and the existing
proficiency of the learners.
c) Wants
It is what the learners want to learn.
The table of Necessities, lacks and wants below illustrates
the relation between necessities, lacks and lacks.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
OBJECTIVE (i.e. asperceived by course design)
SUBJECTIVE(i.e. as perceivedby learners)
NECESSTIES The English needed forsuccess in Aglicultural orVeterinary Studies
To reluctantlycope with a‘second-best’situation
LACKS (Presumably) areas ofEnglish needed forAglicultural or VeterinaryStudies
Means of doingMedical Studies
WANTS To succeed in Aglicultural orVeterinary Studies
To undertakeMedical Studies
Table 1: Necessities, lacks and wants (Hutchinson and Waters,1987: 58)
There are a number of ways to gather information about
needs. Robinson (1991: 12-15) mentions the use of:
a) Questionnaires
Richterich and Chancerel as quoted by Robinson state
that the aims to use questionnaires are to find out whether the
questions are comprehensible and the answers can be easily
analyzed and compared (Robinson, 1991: 12). Meanwhile,
Lonnfors as cited by Robinson states that questionnaires should
be easily understood by common people. She adds that
“questionnaires can be used at short notice for certain types of
course and easily modified for others” (Robinson, 1991: 12).
Questionnaires provide information about “Target
Situation Analysis (TSA)” and “Present Situation Analysis
(PSA)”. It can also be easily distributed to a large number of
people. However, questionnaire also has some disadvantages.
Not many people will be happy to fill and return it.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
b) Interviews
Mackay as cited by Robinson uses the “structured
interview” where the questionnaire is used by the interviewer
to guide the interviewee (Robinson, 1991: 12-13). Tarantino as
cited by Robinson states that the advantage of interviews is that
the interviewer can help the respondents to clarify and record
their answers and explanations (Robinson, 1991: 12-13).
Mackay adds that the interviewer can elicit interesting
information that occurs while having a planned agenda to
follow.
c) Observation
Observation is conducted to see the will-be students’
behavior and performances, for instance, in workplace. It is
done to complete information in needs analysis.
d) Case studies
Case study is “one particular type of observation, in
which each individual is shadowed over a period of time.”
According to Schmidt, as cited by Robinson, case study is used
to identify difficult linguistic features and provide information
to support needs analysis (Robinson, 1991: 13).
Schmidt as quoted by Robinson states some
advantages of using case studies as a method in needs analysis.
It is explained in the passage below.
Schmidt suggests that the advantages of the case study methodare that it gives the ‘possibility of an in-depth study over a periodof time, the opportunity to appeal to the student’s intuitions
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
about his or her difficulties and needs in more detail than in theoral interview or questionnaires, and the occasion for thecurriculum developer to do direct observation of the student inthe classroom and study situation to gain insight into the
student’s own methods of learning.(Robinson, 1991: 13-14)
Meanwhile, the disadvantage is it takes much time to
conduct and the results may not be generalized.
e) Tests
Students are better being tested before the ESP course
to get information about their present English proficiency and
their lacks. The test must be reliable and valid, so the scores
can be easily interpreted.
f) Authentic data collection
Authentic data collection refers to the making of
audio video recordings. The disadvantage of the authentic data
collection is it is difficult to determine what is “salient” and
“useful” and what is “just interesting” (Robinson: 1991: 14).
g) Participatory needs analysis
It involves asking students to be more active by
asking them to take part in a discussion about their needs and
wants. They are also asked to make recommendations about
what should happen in the course.
Students are asked to take part in the next research
about, for example, their work or their study. They can inform
to the ESP teacher about needs that emerge during the course
so the teacher can gather more information about the course.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
If Robinson suggests the use of seven ways that have been
described above, Hutchinson and Waters (1987: 58) suggest the
use of:
a) Questionnaires
b) Interviews
c) Observation
d) Data collection, for example gathering texts, and
e) Informal consultations with sponsors, learners, and others
Hutchinson and Waters state that the analysis of target
situation needs can be conducted by asking questions about the
target situation and their attitudes of learners in the learning
process (1987: 59-60). The questions to collect information about
target situation needs are:
a) Why is the language needed?
The question is asked to know students’ purposes in
learning English. They can learn it for study, for work, for
training, for a combination of these, or for some other
purposes, for example, status, examination, or promotion.
b) How will the language be used?
This question refers to the medium, channel, and
types of text or discourse in using the language. The medium
means whether the language is used for speaking, reading,
writing, etc. The channel means whether the language is used
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
through telephone, face to face, etc. The types of text or
discourse mean whether the language is used in academic texts,
lectures, informal conversations, technical manuals, or
catalogues.
c) What will the content areas be?
This question reveals the subjects in which the
language will be used and the level of students. The examples
of the subjects are medicine, biology, architecture, shipping,
commerce, or engineering. Meanwhile, the examples of the
level are technician, craftsman, or postgraduate.
d) Who will the learner use the language with?
This question gives information about people whom
the students interact with by using the language, whether or not
the people are native speakers. The level of knowledge of
receiver can also be acquired by asking this question; whether
they are experts, laymen, or students. The relationship of the
receiver is also elicited from this question, whether the receiver
is colleague, teacher, costumer, superior, or subordinate.
e) Where will the language be used?
This question provides information about the place
where the language will be used. It includes physical setting
(office, lecture theater, hotel, workshop, or library), human
context (alone, meetings, demonstrations, or telephone), and
linguistic context (in own country or abroad).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
f) When will the language be used?
This question gives information about the time, for
example concurrently with the ESP course or subsequently, and
about the frequency in using the language.
The characteristics explained above meet the qualifications
of Kaban Group Shop. The personnel of Kaban Group, who are
adult learners, have a certain goal to follow ESP program; that is to
be able to communicate using English effectively. This goal and
some other information are attained from the needs analysis that
has been conducted via interview.
In this study, the needs analysis will be conducted by
setting an informal interview, distributing questionnaires, and
holding an observation. These three ways reveal the learners’
necessities, wants and lacks. Questions about the target situation
and their attitudes of learners in the learning process will be asked
to them to find out their necessities, wants, and lacks.
d. Designing ESP
Designing ESP means thinking about designing course
materials since it is one important part in ESP program. It shows the
teaching learning process. Here are some principles need to be
understood before designing materials as Hutchinson and Waters
(1987: 107-208) say:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
a) Good materials means stimulus to learning and encourage
students to learn. Good materials contain interesting texts,
enjoyable activities, opportunities for learners to use their
existing knowledge and skills, and content that is suitable for
the teacher and the learners.
b) Materials should help the teaching-learning process. Good
materials provides a clear and coherent unit for a guidance by
the teacher and the learners in teaching-learning process and
can guide the teacher in planning lessons and encourage
learners to progress and make achievement in their learning.
Avoid the same type of text and illustration, and the same type
of number and exercises. The materials must be clear and
systematic, but flexible enough for creativity and variety.
c) Materials embody a view of the nature of language and
learning. Materials reflect the materials writer’s thought and
feeling about the learning process.
d) Materials reflect the nature of the learning task. Materials
should create “a balanced outlook” which reflects the
complexity of the task and make it appear manageable. The
materials writer must realize that learning is a complex process
involving different kinds and levels of knowledge.
e) Materials have function to broaden the basis of teacher training
by introducing new techniques to him.
f) Materials provide correct model of appropriate language use.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
Hutchinson and Waters suggest model for writing materials
(1987: 108-109). The model provides “a coherent framework of
integration of various aspects of learning” and allows “creativity
and variety” to develop. The model consists of four elements,
which are (1987: 108-109):
a) Input
It can be in the form of a text, dialogue, video-
recording, diagram, or any defined in the analysis. The input
provides:
1) Stimulus material for activities
2) New language items
3) Models of language use
4) Topic for communication
5) Opportunities for learners to use their information
processing skills
6) Opportunities for learners to use their existing knowledge
both of the language and the subject matter
In this study, input consists of a picture and questions
related to the topic that will be discussed also two daily-like-
situation dialogues complete with language expressions.
b) Content focus
The content focus generates meaningful communication
in the classroom since language is used to convey information.
In this study, content focus consists of two parts, namely
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
language expressions and word list. However some units
consist of three parts, for example, unit 1 and unit 5. Time
Zone part is added to unit 1 in order to clarify time zone
differentiation between Indonesia and Western countries.
Meanwhile, Name of the Goods is added to unit 5 to let
students familiarize with the English names of leather goods.
c) Language focus
It gives the learners the chance to take the language into
pieces, study how it woks and practice putting it back. In this
study, language focus consists of grammar lessons that support
the topic that is discussed and language exercises on grammar.
d) Task
Materials lead towards a communicative task, which
“the learners can use the content and language knowledge they
have built through the unit.” In this study, task consists of some
communicative activities that can be used by students to
practice English, such as games, role play, simulation, etc.
The figure A Material Design Model shows the relation
between input, content focus, language focus, and task.
Figure 2: A Materials Design Model (Hutchinson and Waters,1987: 109)
INPUT
LANGUAGE
TASK
CONTENT
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
e. English for the Personnel of Kaban Group Shop
This main objective of this ESP program is to improve the
learners’ communicative competence since they need English to
communicate with their foreign customers.
The materials are selected based on needs analysis. The
learners will be asked to practice their speaking competence as closely
as in the real-life situation. Thus, the exercises will be focused on the
communicative tasks, such as role play, games, short dialogues, etc.
2. Communicative Language Teaching (CLT)
a. The Definition of CLT
Nunan defines CLT as the belief that learning a language is to
be communicatively competent rather than just comprehend the
language grammatical pattern and rules (1988: 20). Other experts; for
examples, Richards and Rodgers state that errors may happen and the
correction of errors are tolerated (1986: 77). Learners are necessary to
understand the grammatical pattern of the language; however, it is not
the concern of the learning. The primary goal is to make learners to be
able to communicate using the target language. Meanwhile, Brown
(1987:213) provides four characteristics as a definition of CLT, which
are:
1) Classroom goal are not restricted to grammatical competence.
2) Form is not the major framework of the lesson, but function is the
framework through which forms are taught.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
3) Fluency is more important than accuracy in conveying a message.
4) Students have to use the target language both productively and
receptively.
Related to the definition of CLT above, in this study, the goal
of the course is to make the learners able to speak English
communicatively with their foreign customers.
b. The Theory of Language
CLT cannot be separated from communicative competence.
Savignon (1997:14-15) defines communicative competence as:
1) Communicative competence is a dynamic rather than a static
concept. It means that communicative competence depends on
the understanding between people who communicate, whether or
not they can understand each other.
2) Communicative competence occurs in written and oral language.
3) Communicative competence is context specific. Communication
takes place in different context and the success of it depends on
the speakers’ understanding of the context.
4) Competence and performance are different. Competence is the
knowledge of language, what one knows about the language.
Meanwhile, performance is the manifestation of the knowledge,
means what one does with the knowledge.
5) Communicative competence is relative and depends on the
cooperation of all participants.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
Further, she tries to explain some competencies, which were
introduced by Canale and Swain, interrelated in CLT.
1) Grammatical competence
The learners have to be able to use the correct and accurate
speech, including vocabulary, grammar, pronunciation, and
spelling.
2) Socio-linguistic competence
In this competence, the learners have to be able to use the
target language in varied social settings. The social settings include
the role relationship, the shared information of the participants, and
the communicative purposes.
3) Discourse competence
The learners must be able to combine and connect phrases
and sentences to form meaningful whole.
4) Strategic competence
The learners must be able to find way to convey meaning or
send their message, though they have imperfect knowledge of rules
of the language and face factors that give disadvantage in sending
their message, such as fatigue, distraction, or inattention.
Related to the principles of CLT, in this study, the learners are
hoped to be able to have communicative competence. They are also hoped
to be able to use it in an appropriate social context with appropriate
structural pattern.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
c. The Communicative Task
CLT contains a set of communicative task. Nunan defines the
communicative task as classroom work which focuses on meaning
rather than form (Nunan, 1988: 18). Learners first need to understand
the structural pattern of English as the target language, then to be able
to perform English in a communicative way using the appropriate
structural pattern. The goal of the course is to make the learners to be
able to use English communicatively, not to comprehend English
structural pattern. A task minimally consists of input, related activities,
goals, roles of teachers, and learners, and a setting. “Input refers to the
data that learners work on.” Meanwhile, “activity refers to the work
that the learners will do on the task.” It demands the learners to
practice the target language. They are set out in the figure A
Framework for Analyzing Communicative Task as can be seen on
page 25.
Goals Teacher role
Input TASK Learner role
Activities Setting
Figure 3: A Framework for Analyzing CommunicativeTask (Nunan, 1988: 18 )
Related to the communicative task, in this study, the learners
are given communicative tasks that can be used to support the goal of
the course, which is to make the learners communicatively competent
using English with their foreign customers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
d. The Curriculum Development and Leaning Task
Curriculum is sometimes misinterpreted as syllabus. However,
these two terms are different. Syllabus refers to “the selecting and
grading of content” (Nunan, 1988: 21). Meanwhile, curriculum refers
to “all aspects of planning, implementing, evaluating, and managing an
educational program” (Nunan, 1988: 21). Richards, Platt, and Weber
as quoted by Nunan define curriculum as:
Curriculum as an educational program which sets out:a) the educational purpose of the program (the ends)b) the content, teaching procedures and learning experiences which
will be necessary to achieve this purpose (the means)c) some means for assessing whether or not the educational ends
have been achieved(Nunan, 1988: 21)
In communicative curriculum, means and ends are related
to each other. The “content and learning experiences (including
communicative task) are developed in tandem and in which tasks
can suggest content and vice versa.” Nunan describes the
relationship in the figure An Integrated Approach to Curriculum
Development (1988: 22).
--- Content
Goals --- Evaluation
---- Tasks
Figure 4: An Integrated Approach to Curriculum Development(Nunan, 1988: 22)
The course for the personnel of Kaban Group Shop will
also be conducted by using communicative tasks and will be taught
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
in communicative ways. Hopefully, the learners can learn and
practice their speaking skill effectively and happily by using those
strategies.
3. Theories of Teaching Speaking
Speaking is an oral skill which produces systematic verbal
utterances in order to covey meaning (Bailey, 2003: 48). Learners use
language to speak up their mind.
a. Principles of Teaching Speaking
There are five principles that need to be understood before
teaching speaking. Bailey explains the principles as follow (2003: 53-
56).
1) Be aware of the differences between second language and foreign
language learning contexts.
A foreign language context takes place when the target
language is not the language of communication in the society, e.g.
learning English in Indonesia.
A second language context takes place where when the
target language is the language of communication of the society,
e.g. learning English in Australia.
2) Give students practice with both fluency and accuracy
3) Teacher needs to allow the learners to practice their English with
fluency and accuracy. In this case, they are allowed to make
mistakes in order to find out their ability to communicate.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
4) Provide chances for students to talk by limiting the teacher’s talk.
5) Group work and pair work provides opportunities for students to
practice their speaking.
6) Plan speaking tasks that involve negotiation for meaning
7) Negotiation of meaning takes place when students practice
speaking because by speaking they try to understand each other.
8) Prepare speaking guidance and practice in both transactional and
interactional speaking.
9) Interactional speech is communicating with someone for social
context; meanwhile, transactional speech is communicating to get
something done including the exchange of goods and/or service.
Speaking activities must cover both transactional and interactional
purposes because students use the language for both purposes.
b. Classroom Techniques and Tasks
There are some techniques and tasks that can be used to teach
speaking (Bailey, 2003: 56-58).
1) Information gap
It is an activity where someone has information which the others do
not have. Then hey share the information using the target language.
2) Jigsaw activity
It is bidirectional or multidirectional information gap where each
person in a pair or group has some information the other persons
need. Then they share the information using target language.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
3) Role play
Learners are given certain roles in the target language, e.g. one as
tourist and the other as native. Then the tourist pretends to get lost
and ask the way to native. They have to practice speaking using
English.
4) Simulation
In a simulation, props and documents provide realistic environment
for language practice. For example, a student who act as a doctor
bring his own stethoscope and medicine, while the other act as his
patient and have to wear thick cloth while the weather is warm to
practice doctor-patient check up.
5) Contact assignment
In foreign language context, there can be found tourist for students to
talk to in the target language. For example, the students have to
search for the tourists and interview them. Then they report what
they have learned.
4. Instructional Design Model
The designed instructional materials are taken from Kemp’s and
Yalden’s design models.
a. Kemp’s Design Model
Kemp (1977: 8) states that instructional design plan is meant to
answer three important questions. They are:
1) What must be learned? (objectives)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
2) What procedures and resources will work best to reach the desired
learning levels? (activities and resources)
3) How will we know when the required learning has taken place?
(evaluation)
Then, Kemp (1977:9-10) adds that the instructional design plan
consists of eight parts. They are:
1) Consider goals, list topic, and state the general purposes for
teaching each topic.
2) Enumerate the important characteristics of the learners.
3) Specify the learning objectives.
4) List the subject content that support each objectives.
5) Develop pre-assessment to determine the student’s background and
present level of knowledge about the topic.
6) Select teaching/learning activities and instructional resources.
7) Coordinate support services to conduct the instructional plan. The
support services can be budget, personnel, facilities, equipment,
and schedules.
8) Evaluate students’ learning based on their achievement of
objectives, revise and reevaluate their weaknesses that need to be
improved.
The Kemp’s Design Diagram on page 31 will show the
relationship between the eight parts that have been explained above.
The diagram also shows a flexible process between the eight parts.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
There is interdependence among them since each part influences the
continuity of part next to it.
In this study, the three questions will also be used as
considerations in planning the course materials. The eight elements
that must be carried out in the design process are used as means to
answer the three questions as mentioned in Kemp’s instructional
design plan.
Figure 5: The Kemp’s Model Diagram (1977: 9)
b. Yalden’s Design Model
Yalden (1987: 109) defines a communicative syllabus as a
syllabus which purpose is to describe classroom experience with a
real language use environment. It means that the syllabus provides
Goals,Topics, and
GeneralPurpose
LearningObjectives
LearnerCharacter
istics
SupportServices
Teaching/Leaning
Activities,Resources
Pre-assessment
Evaluation
SubjectContent
Revise
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
the learners with a change to practice the target language in a real
language situation to make them familiar with the use of the
language. Yalden’s communicative syllabus consists of eight
stages of instructional design. They are:
1) Needs Survey
It is conducted to gather information about the learners’
needs. The gathered information will be used to consider the
whole course.
2) The Description of Purposes
Conducting needs analysis will give the course designer
to choose the purpose of the course, whether it is for
occupational or educational purpose.
3) Choice of Syllabus Type
It is done when the general category of the course has
been decided. At this stage, the course designer chooses the
proper syllabus to be implemented in the course. Yalden
provides several types of syllabus as following:
a) Type I: Structural-Functional
It separates the structural and communicative function. The
linguistic form precedes the communicative function.
b) Type II: Structures and Function
This type involves a structure in a communicative function;
thus, it enables learners to study the linguistic forms and
communicative function in a line.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
c) Type III: Variable Focus
This type shifts the language program based on the
learners’ proficiency
d) Type IV: Functional
The communicative function is the objective in this type.
However, the structural pattern is not ignored.
e) Type V: Fully Notional
This type of syllabus is appropriate for learners who have
adequate English proficiency, but still need to be specified
in a particular purpose.
f) Type VI: Fully Communicative
It is also called as learner-generated syllabus where learners
are the input source.
4) Proto-syllabus Design
The course syllabus specifies the content of the syllabus.
5) The Pedagogical Syllabus
The course designer designs the pedagogical syllabus.
This syllabus provides material presentation and interpretation
about how learning is achieved.
6) The Development and Implementation in Classroom
The course designer sets the materials from the
pedagogical syllabus and organizes them through the lesson
plan. At this stage, teacher deals with the teaching techniques
and applies the syllabus in form of teaching the materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
7) Evaluation
Evaluating the learners, the teaching techniques and the
program are done at this stage.
8) Recycling Stage
At this stage, goals and final performances are set up. If
there are differences from the syllabus, the materials and the
teaching approaches will be revised.
Below is the figure of the stages of Yalden’s design model.
Figure 6: Stages in Language Program Development (Yalden, 1987: 88)
In this study, the writer will omit the development and implementation
of classroom procedures. It is because the two parts are not the concern of the
materials design.
B. The Theoretical Framework
The designed materials use the combination of Kemp’s and
Yalden’s instructional design models. The theoretical framework consists
of eight stages which are closely related to each other. The figure of the
Rationale of the Framework illustrates the process of making the designed
materials.
NeedSurvey
Description ofPurposes
ChoiceofSyllabusType
Production ofProtoSyllabus
Production ofPedagogicalSyllabus
Development andImplementation ofClassroomProcedure
Evaluation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
Figure 7: The Rationale of the Framework
The explanation of the figure is as follows:
Stage 1: Conducting needs Analysis (Yalden)
It is aimed to find learners’ needs, interests, and lacks by
distributing questionnaires to 30 personnel of Kaban Group
Shop. Interviews are conducted to acquire detailed information
that is not provided in the questionnaires.
Stage 2: Considering goals, topics, and general purposes (Kemp)
The data from the needs analysis is computed. Then goal,
topics, and general purposes of the course are set up.
Designing the materials
Conducting needs survey
Selecting the syllabus types
Considering goals, topics, and general purposes
Specifying the learning objectives
Selecting the teaching-learning activities
Evaluating the designed materials
Revising the designed materials
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
Stage 3: Selecting the syllabus types (Yalden)
The data from the needs analysis is computed to elicit
information needed to design the material.
Stage 4: Specifying the learning objectives (Kemp)
This stage is aimed to discuss the indicators to achieve
the intended competence, which is communicative speaking
competence.
Stage 5: Designing the materials
This stage is not mentioned in both Kemp and Yalden’s
Design Model. But this stage is needed to create the materials.
Therefore, it is added to complete the stages to obtain the final
version of the designed materials.
Stage 6: Selecting the teaching-learning activities (Kemp)
It relates to the selection of teaching and learning
activities that will be conducted in the course. This stage also
relates to the selection of appropriate resources for the materials.
Stage 7: Evaluating the materials (Kemp)
It is done by the distributing the evaluation
questionnaires to several evaluators conducted to get the
evaluators’ feedback to be used as guidelines to improve and
revise the designed materials.
Stage 8: Revising the designed materials (Kemp)
It is to find any weaknesses of each stage and make a
revision to improve it.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
CHAPTER III
METHODOLOGY
This chapter focuses on the discussion of Research Method, Research
Participants, Setting, Research Instruments, Data Gathering Techniques, Data
Analysis, and Research Procedures.
A. Research Method
This study is a descriptive study. Whitney as quoted in Nasir states that
research is classified into descriptive when the intention of the research is to
find facts with an accurate interpretation (Nasir 1988: 63). Meanwhile,
Sprinthall states that the main purpose of descriptive research is description. It
is applied to particular types of population to measure one or more variables
which be used to describe the interests of the group (1991:98).
Descriptive study deals with current situation (Nasir, 1988: 64). It is
conducted to attain as much information from the learners and textbooks as
the foundation to design the materials.
The study approach of this research is descriptive survey. Descriptive
survey involves asking the same set of questions to a large number of
individuals by mail, telephone, or in person (Fraenkel and Wallen, 1993: 342).
Meanwhile, Sprinthall adds that the intention of the survey is to get
information from samples (occasionally, even some populations) by using
questionnaires or interview (1991: 3).
There are two kinds of survey study in this research, which are:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
1. Survey Study for Needs Survey
The first survey is used in conducting needs survey in order to
elicit information about the learners’ wants, lacks, and necessities in
learning English. It was conducted by observing, distributing and
gathering questionnaires, and interviewing the personnel of Kaban Group
Shop. The information is focused on:
a. The personnel information about the research participants
b. The use of English for the research participants
c. The topic of the materials that are related to their work
d. The participants’ opinions about English course and time available
2. Survey Study for Evaluation on the Designed Materials
The second survey is conducted to gather information from the
appropriate and qualified participants to get opinions and feedback on the
designed materials. It was conducted by distributing and gathering
questionnaires and interviewing one English lecturer and four English
instructors who have experience in teaching ESP.
B. Research Participants
There are two kinds of participants. The first is the participants of
needs survey and the second is the participants of materials evaluation survey.
1. The Participants of Needs Survey
The method of sampling for the participants of needs survey is
quota method. The participants of needs survey were 30 people, including
the shopkeepers and the shop assistants of Kaban Group Shop.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
2. The Participants of Materials Evaluation Survey
The method of sampling for the participants of the designed
materials evaluation survey is purposive method. The participants of
materials evaluation survey were one lecturer from English Language
Education Study Program of Sanata Dharma University and three English
instructors from several English courses in Yogyakarta. This method is
chosen based on the perspective that the participants of materials
evaluation survey have the necessary knowledge and understanding about
the appropriate English materials of ESP since they have taught ESP for
more than 5 years.
C. Setting
The study was conducted in Kaban Group Shop that is located at Pusat
Grosir Pasar Pagi Mangga Dua, Lantai Dasar, Blok C, No: 76-77, Jakarta. The
study was also conducted at the branches of Kaban Group Shop. The first
branch is Ruhi Jaya Kaban Shop, located in ITC Mangga Dua, Lantai Dasar,
Blok C, No: 1, Jakarta. The second branch is Eva Kaban Shop, located in
Pusat Grosir Pasar Pagi Mangga Dua, Lantai Dasar, Blok C, No: 78-80,
Jakarta. The third branch is Kevin Brema Shop, located in Pusat Grosir Pasar
Pagi Mangga Dua, Lantai Dasar, Blok B, No: 185, Jakarta.
The time needed for the observation and interviews was around 3
weeks from 8th – 30th of April 2006. The specific time for the observation was
on Fridays, Saturdays, and Sundays from 1 to 4 pm. The specific time for
distributing questionnaires was on 28th – 30th of April 2006.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
D. Research Instruments
Research instruments are tools which are used to gather information.
Research instruments used in this study is interview guide and questionnaire.
1. Interview
Seliger and Shohamy state that an interview is conducted to obtain
information by actually talking to the subject (1989: 166). In this study,
interviews were conducted with the 5 personnel of Kaban Group Shop.
2. Questionnaire
Seliger and Shohamy state that questionnaire is a printed list for
the data collection, which contain questions or statement for the subject to
response (1989: 172). In short, it is a list of questions and answers. The
questionnaires were distributed to gain participants’ opinions on the
course. Based on the questionnaires result, some revisions and
improvements were conducted. In this study, the questionnaires were
given by using Indonesian, so the learners could understand the questions.
Best (1970: 179) classifies the range of the point of agreement
from 1 – 5. He also provides the interpretation of point of agreement,
which is presented below.
Range Meaning
1.00 – 1.99 Replace the rejected part of the design
2.00 – 2.99 Add more part or modify part of the design based
on the lack on the statement
3.00 – 3.99 Conduct more exploration on the existing part of
the design based on the statement
4.00 – 5.00 No revision
Table 2: The Interpretation of the Degree of Agreement
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
E. Data Gathering Techniques
Hutchinson and Waters suggest the use of questionnaires, interviews,
observations, data collections e.g. gathering texts, and informal consultations
with sponsors, learners, and others in gathering data (1987: 58). Schroder as
quoted by Robinson suggests the use of questionnaires, the detailed interview,
participating observation, and press adds as data gathering techniques
(Robinson, 1991: 12). Robinson suggests the use of questionnaires,
interviews, observations, case studies, tests, authentic data collection, and
participatory needs analysis as data gathering techniques (1991: 12-14). In this
study, the writer uses 3 data gathering techniques. They are:
1. Questionnaires
In this study, 30 closed-form questionnaires were distributed to 30
personnel of Kaban Group Shop.
2. Interview
The writer chose interview to get data that cannot be achieved from
questionnaires. It is recorded on tape recorder and on written form.
Mackay as quoted by Robinson suggests the use of structured interview
where the interviewer is guided by the interviewer by a questionnaire.
Further, the interviewer can catch any interesting information occurred in
the interview while applying the interview agenda (Robinson, 1991: 12-
13). Tarantino as quoted by Robinson adds that the advantage of using the
structured interview is that the interviewer is able to help participants to
make clarification and to record the answers and explanation (Robinson,
1991: 13).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
In this study, the interview is applied for two kinds of participants.
The first is conducted with the shopkeepers and the second is conducted
with the shop assistants of Kaban Group Shop.
a. Interview with the shopkeeper of Kaban Group Shop
The interview was conducted with Mr. Indra Bastanta Kaban
since he is the one who really understands the situation of the shop. He
runs the business; therefore, they he knows the real need of English for
the business.
The interview questions which were used were semi-structured
questions. The interviewer first prepared some questions for the
interview; but, the questions can be extended during the interview if
there is new interesting information that needed to improve designed
the materials.
b. Interview with the shop assistants of Kaban Group Shop
The interview was conducted with 5 shop assistants of Kaban
Group Shop because to record their opinions, criticisms, and
suggestions on the learning processes they need.
3. Observation
Direct observation was conducted in order to understand the real
usage of English in trading situation. By understanding the real usage of
English in trading situation, the writer would be able to design the
materials. The specific time to do observation was around 3 weeks from
8th – 30th of April 2006. The specific time for observation was done on
Fridays, Saturdays, and Sundays from 1 to 4 pm.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
F. Data Analysis
The weaknesses and the strengths of the designed materials are
measured by using the Central Tendency. The Central Tendency consists of
mean, median, and mode. But in this study, only Mean is used to elicit data
about whether or not the designed materials are acceptable. The interpretation
of the degree of agreement from Best (1970: 179) is used to achieve that
purpose. The Central Tendency is presented in the following table:
N Opinions Central Tendency
N Mn
Table 3: The Central Tendency of Participants’ Opinion
Notes:
N : Number of participants
Mn: Mean
The formula to get the Central Tendency is:
Notes:
Σ : the sum of x : Raw score
N : the number of cases : Mean
G. Research Procedures
The procedures used in this research are:
1. Conducting needs survey
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
2. Analyzing the data from the needs survey
3. Formulating goals, topics, and general purposes
4. Selecting the syllabus types
5. Specifying the learning objectives
6. Designing the materials
7. Selecting teaching-learning activities
8. Designing the materials
9. Conducting evaluation by distributing about the designed materials to 4
evaluators in order to elicit feedback from them. One evaluator is the
lecture from English Language Education Study Program of Sanata
Dharma; meanwhile, the rest are English instructors in Yogyakarta
10. Revising the designed materials as the final version
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
CHAPTER IV
RESULTS AND ANALYSIS
This chapter consists of the Results of the Survey Study, the Stages of
Development on the Designed Materials, and the Presentation of the Materials.
A. The Results of the Survey Study
This section presents the analysis of the data gathered from the
questionnaires and interview. There are two types of data presented in this
section. The first type is the Result of the Survey Study for the Needs Survey.
Thirty questionnaires were distributed to thirty personnel of Kaban Group
Shop; consist of the shopkeepers and the shop assistants. The writer gathered
the data to gain information about the topics and themes related to the job of
Kaban Group Shop personnel, the skill used in the materials, and the
characteristics of the learners. The second type is the Result of the Survey
Study on the Designed Materials. Four questionnaires were distributed to four
evaluators; consist of one lecturer from English Language Study Program of
Sanata Dharma University and three English instructors in Yogyakarta. In the
second survey study, the writer gathered the evaluators’ opinions and
suggestions for the materials development.
1. The Result of the Survey Study for the Needs Survey
This section is divided into two subsections. They are the
Description of the Personnel of Kaban Group Shop and the Data
Presentation. The first subsection discusses the general characteristics of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
the participants; meanwhile, the second subsection discusses the findings
of the survey study.
a. The Description of Kaban Group Personnel
The participants of this survey were 30 personnel of Kaban
Group Shop, consisting of 4 (13%) shopkeepers and 26 (87%) shop
assistants of Kaban Group Shop. Kaban Group Shop itself is the main
shop, which has three branches and is run by the Kaban family, who
originated from Medan, North Sumatera. Most of the shop assistants
still have family relationship with the shopkeepers of Kaban Group
Shop. Nineteen (63%) personnel of Kaban Group Shop came from
Medan, 3 (10%) personnel came from East Java, and 8 (27%) came
from Central Java. Their places of origin influence the types of
language they usually speak. All of Kaban Group, 30 (100%)
personnel spoke Indonesian to communicate, 14 (29%) personnel
spoke Karonese (one of the local languages in North Sumatera, usually
used among Karonese tribe), 4 (8%) personnel spoke Javanese, and 1
(2%) spoke Sundanese as daily language.
Kaban Group Shop runs leather goods business, such as men
and women’s bags, sandals, shoes, wallets, belts, and key tags. Most
of these goods are imported from Guangzhou and Hongkong, China;
meanwhile, the rest of the goods are local high quality goods. Kaban
Group Shop acts both as a wholesaler and retailer. Their customers
come from domestic and international markets. For international
market, their customers are merchants who do not have any channel to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
the goods factories in China. However, their international customers
are not only merchants but also tourists. Here is the description of the
Kaban Group Shop personnel.
Group of
Participant
Sex Educational Background Age (year)
Kaban
Group
Personnel
M F Junior
H.S
Senior
H.S
University 15-
24
25-
34
35-
44
Total 9 21 5 21 4 18 10 2
Table 4: the Description of the Needs Survey Participants
b. The Data Presentation
After conducting the first survey, the writer analyzed the
questionnaires and the informal interview. The writer gathered some
important information from the participants, such as the participants’
educational background, their idea of learning English, their
importance in learning English, their difficulties in learning it, and the
topics of English materials that interest them. The questionnaires are
closed-form questionnaires.
The following discussion is the result of the questionnaires
from the first survey study.
1) The Participants’ Educational Background
From the questions number 1 part 2, the writer found that
there were 5 (17%) participants who graduated from junior high
school, 21 (70%) participants from senior high school, and 4 (13%)
from university. Some participants admitted that they could not
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
enter university because they could not afford the costs, so they
decided to work.
The graph of the Personnel of Kaban Group Shop’
Educational Background is as follows:
Senior
High
School,
70%
Junior High
School,
17%
University,
13%
Figure 8: the Graph of the Personnel of Kaban Group ShopEducational Background
From the question number 2 in part 2, the writer found that
30 (100%) participants have once learned English. They once
studied it at school. Though all of them have learned English, they
admitted that they did not have proper skill to communicate with
foreign customers, particularly speaking skill that is mostly needed
to support their job. They tried to solve this problem by using
gesture. However, they stated that using gesture is not effective
because it needed lot of time. Sometimes, they even used some
tool, for example they used calculator to bargain with them. Hence,
they had limited skill to communicate using English with their
foreign customers.
The graph of the Personnel of Kaban Group Shop
Experiences in Learning English is as follows:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
Figure 9: the Graph of the Personnel of Kaban GroupShop Experiences in Learning English
2) The Frequency of Using English
From the question number 3 in part 2, the writer found that
27 (90%) participants had ever served foreign customers. Some of
them admitted that they encouraged themselves to serve and build
communication with the foreign customers in order to practice
their English. Meanwhile, the rest of them, 3 (10%) participants
admitted that they had never served foreign customers, mostly
because they were not confident to speak with them because they
did not have enough knowledge and skill to communicate using
English.
From the 27 participants who had ever served foreign
customers, 6 (22%) of them tried to use English when
communicating with foreign customers. If they faced problem in
communication, they tried to solve it by using gesture. Their main
goal is to speak and practice their English. Eleven (41%)
participants sometimes used English when communicating with
their foreign customers. Some of them stated that they usually
Had everStudiedEnglish,100%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
passed their foreign customers to their friends whom they thought
had more knowledge in English than them when they faced
problem in communication. Ten (37%) participants admitted that
they rarely served foreign customers because they mostly worked
in warehouse division; therefore, they did not have enough
opportunity to communicate with foreign customers.
The following is the Graph of the Frequency of the
Personnel of Kaban Group Shop in Using English to Communicate
with Foreign Customers.
Rarely, 37%
Sometimes,
41%
Frequently,
22%
Figure 10: the Graph of the Frequency of the Personnel of KabanGroup Shop in Using English to Communicate with ForeignCostumers
3) The Importance of Learning English
From the question number 1 in part 3, the writer found that
28 (93%) participants stated English was important to support their
job and 3 (7%) of them stated it was not important because they
rarely used it and their job division did not give them chance to
serve customers, such as warehouse division.
Below is the graph of the Importance of the Personnel of
Kaban Group Shop in Learning English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
Figure 11: the Graph of the Importance of the Personnel of KabanGroup Shop in Learning English
Related to English skills that Kaban Group personnel
wanted to improve, 30 (81%) personnel admitted that they wanted
to improve their speaking skill because they use it when serving
and communicating with their foreign customers. Three (8%)
personnel wanted to improve listening skill because sometimes
they could not understand their customers’ words because they
spoke too fast and their pronunciation was different from non
native speakers. Another 3 (8%) personnel stated they wanted to
improve writing skill because sometimes they need this skill,
particularly when their customers ordered goods through phone
call. One (3%) personnel wanted to improve her reading skill
because she wanted to read English books.
Based on those findings, the speaking skill is chosen to be
designed since most of the personnel of Kaban Group wanted to
improve their speaking skill.
The following is the Graph of the English Skills the
Personnel of Kaban Group Shop Want to Improve.
Important93%
Notimportant
7%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
Speaking,
81%
Reading,
3%
Writing,
8%
Listening,
8%
Figure 12 the Graph of English Skills the Personnel of KabanGroup Shop Want to Improve
4) The Difficulties of Learning English
From the question number 3 in part 3, the writer found that
21 (31%) participants were difficult to learn English. It happened
because they did not have enough time to learn English since they
have to work from morning until evening. Eleven (16%)
participants were difficult to learn because they were lack of fund
to afford English courses or to buy English books. Twenty (30%)
participants had difficulties in learning English because they did
not have much opportunity to practice their English, moreover due
to the travel warning issued by American Embassy because of
terrorists’ booms in Indonesia. Three (4%) participants found it
difficult to learn English because they were difficult to remember
the lesson. Their daily activities took a lot of their concern; thus, it
was difficult for the participants to concentrate on the lesson they
got. Twelve (18%) participants had difficulties in learning English
because of the irrelevant materials that did not support their job in
the shop.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
Below is the Graph of the Difficulties of the Personnel of Kaban
Group Shop in Learning English.
Irrelevant
materials,
18%Lack of
Ability to
remember
the lesson,
4%
Lack of
chance,
30%
Lack of
fund, 16%
Lack of
time, 31%
Figure 13: the Graph of the Difficulties of the Personnel of KabanGroup Shop in Learning English.
2. The Result of the Survey Study on the Designed Materials
In this section, the writer gathered the second participants’
opinions and suggestions for the materials development. The discussion on
the Description of the Participants and the Data Presentation are as
follows:
a. The Description of the Second Survey Participants
The participants of the second survey are one lecture from
English Language Education Study Program of Sanata Dharma
University and three English instructors in Yogyakarta. The following
is the table presents the Description of the Second Survey Participants.
Educational Background Teaching Experience (in
year)
Participants
S1 S2 S3 1-5 6-10 >10
Lecture - 1 - - - 1
Instructors 2 1 - - - 3
Table 5: the Description of the Second Survey Participants
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
b. The Data Presentation
The data for this subsection is achieved from the second
survey study by distributing the questionnaires. There are two parts
that will be discussed in this subsection, namely the Descriptive
Statistic of the Participants’ Opinions on the Designed Materials and
the Participants’ Comments and Suggestions on the Designed
Materials.
1) The Descriptive Statistic of the Participants’ Opinions on the
Designed Materials
This part presents the participants’ opinion on the designed
materials by stating their agreement, disagreement, and doubt and
by choosing one of five points of agreement. The following table is
the Table of Point of Agreement on the Designed Materials.
Point of Agreement Meaning
1 Strongly disagree
2 Agree
3 Doubt
4 Disagree
5 Strongly Disagree
Table 6: Point of Agreement on the Designed Materials
The following table is the table of the Descriptive Statistics
of Participants’ Opinions.
Central
Tendency
No Participants’ Opinion
N Mn
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
1 The syllabus is well formulated. 4 4
2 The lesson plans are well formulated. 4 3.8
Input
a. The dialogs in each unit are relevant to the
topic.
4 4.3
3
b. The dialogs in each unit present the use of
language function according to the topic being
discussed.
4 4.3
c. The vocabulary in the dialogs is appropriate for
the topic being discussed.
4 4.3
d. The dialogs are relevant to the students’ need. 4 4.3
Content Focus
a. The language expressions are relevant to the
topic being discussed.
4 4
b. The language expressions are easy to be
understood.
4 4.3
4
c. The vocabulary is relevant to the topic that is
discussed.
4 4.3
Language Focus
a. Grammar facilitates the students learning and
is appropriate for the topic being discussed.
4 3.8
5
b. Grammar is simply formulated so it is easily
understood.
4 4.3
Communicative Activities
a. The exercises facilitate the topic being
discussed.
4 4
6
b. The exercises are appropriate for beginners’
English learning.
4 3.3
7 The materials can improve the students’ ability to
communicate with foreign costumers.
4 3.8
8 The topics are well arranged according to
sequence in daily situation.
4 3.5
9 The materials are appropriate for Communicative 4 3.8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
Language Teaching.
10 The materials are appropriate for beginners’
English learning.
4 3.3
11 Generally, the materials are well formulated. 4 4
Table 7: the Descriptive Statistics of Participants’ Opinions on theDesigned Materials
2) The Participants’ Comments and Suggestions on the Designed
Materials.
This part asks the participants’ comments and suggestions
on the designed materials by providing them five essay questions.
The purpose of essay questions is to give as much freedom to the
participants to state their mind about the designed materials. The
participants’ comments and suggestions are as follow:
a) Syllabus
One participant suggested specifying the details of the
evaluation in the lesson plans by adding test types and criteria.
b) Lesson Plans
One participant stated that the lesson plans were not
standard since they were added with Language Expression and
Word List. He said that it would be better to eliminate them in
the lesson plans. He also suggested using Competency-Based
Curriculum expressions in the lesson plan, such as: Standard
Competence, Basic Competence, Indicators, and so on in order
to follow the new change in teaching-learning world. Another
participant stated that Time Allocation in the lesson plans need
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
to be specified by mentioning detailed time needed for every
activity. He also added that it would be better to change
“Bibliography” into “Sources.”
c) The Level of the Materials
One participant stated that the designed materials were
quite difficult for beginners’ level. He said that the materials
were suitable for the first or second semester students’ of
English language study. Furthermore, he advised to reduce the
level of the materials.
d) Content Focus and Language Focus
One participant stated that the Content and the
Language Focus were merely like lists of Language
Expressions, Word List, and Grammar since there were no
exercises to facilitate the learning of the three of them. He
added that it would be better to include some exercises to
support their learning. Another participant added that it would
be better to include Substitution Drills exercises in order to
ease the learners to learn English since this technique is simple.
e) Grammar
One participant stated that there were some
grammatical mistakes that need to be corrected.
f) The Order of the Topics
One participant suggested putting Describing Leather
Goods before Bargaining.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56
B. The Stages of Development on the Designed Materials
This section discusses about how a set of communicative English
speaking materials for the personnel of Kaban Group Shop is designed. There
are some theories used for this study. The first theory is the theory of English
Specific Purposes (ESP). As a matter of fact, that this study is conducted to
design suitable communicative English speaking materials since there is a
need of the personnel of Kaban Group Shop to communicate with their foreign
customers.
The second theory is the theory of Communicative Language Teaching
(CLT). The writer use this theory since it is the most appropriate theory to
improve learners’ communicative competence since it focuses more on
communicative competence than on grammar.
The writer also includes the theories of instructional design models by
Kemp and Yalden. The result is formulated into seven stages which are
explained below:
1. Conducting Needs Analysis (Yalden)
The needs survey was conducted to find students’ needs, interests,
and lacks. This step was conducted by distributing questionnaires to 30
personnel of Kaban Group Shop, including the shopkeepers and the shop
assistants. Interview was also conducted to acquire detail information that
is not provided in the questionnaires. The necessities, wants and lacks
obtained are analyzed using the target needs analysis by Hutchinson and
Waters to give clear information. Below is the table of the Result of the
Target Needs Analysis of the Personnel of Kaban Group Shop.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
Objective
(stated by the writer)
Subjective
(stated by the personnel
of Kaban Group Shop)
Necessities English needed for
buying and selling
activity in export import
leather goods
To comprehend English,
particularly speaking skill
Lacks Knowledge of English
speaking skill in trading
business
Speaking skill to be used
as a mean of
communication with
foreign costumers
Wants To be communicatively
competent in English as a
mean of communication
with foreign customers
To be able to
communicate with
foreign customers
Table 8: The Result of the Target Needs Analysis of the Personnel of
Kaban Group Shop
2. Considering Goals, Topics, and General Purposes (Kemp)
The goal of this study was to improve the students’ communicative
competence. The topics were chosen from some topics which were
provided in the questionnaires. The personnel of Kaban Group Shop chose
them. The writer arranged the topics based on the sequences in daily
situation. The following is the table of the Topics List.
UNIT TOPIC
1 Greeting and Introducing
2 Offering Help
3 Mentioning Price
4 Bargaining
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
5 Describing Leather Goods
6 Apologizing
7 Telephoning
8 Thanking and Well Wishing
Table 9: The Topics List
After selecting the topics, the General Instructional Objectives
were made. The following is the table of General Instructional Objectives.
UNIT General Instructional Objectives
At the end of the course, the students are able to:
1 understand how to greet their foreign customers and understand
how to introduce themselves and someone else to their foreign
customers
2 understand how to offer help to their foreign customers
3 understand how to mention price
4 understand how to bargain with their foreign customers
5 understand how to describe their leather goods to their foreign
customers
6 understand how to apologize to their foreign customers
7 understand how to speak through telephone with their foreign
customers
8 understand how to thank their foreign customers
Table 10: General Instructional Objectives
3. Selecting the Syllabus Types (Yalden)
There were three syllabus types in this study, named the Functional
Syllabus, the Situational Syllabus and the Structural Syllabus. The
functional syllabus was used because there was a need for the personnel of
Kaban Group Shop to use English communicatively in speaking. Their
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
business in trading export import leather goods require them to be able to
use English in greeting and introducing, offering help, mentioning price,
bargaining, describing leather goods, apologizing, telephoning, thanking
and offering. The situational syllabus was used since the language
functions were applied in particular situations that were created to support
the daily events in trading leather goods. Meanwhile, the Structural
syllabus was used to teach language form to the students.
4. Specifying the Learning Objectives (Kemp)
The next step is specifying the learning objectives. The writer used
the term Specific Instructional Objectives (SIO) instead of learning
objective. Each topic consists of SIO that hopefully can be obtained after
each topic is conducted. The following is the table of Specific Learning
Objectives.
UNIT Specific Instructional Objectives
At end of the class, the students are able to:
1 a) select appropriate expressions to greet their foreign
customers
b) use greeting expressions to greet their foreign customers
c) select appropriate expressions to introduce themselves and
someone else to their foreign customers
d) use introducing expressions to introduce and someone else
to their foreign customers
2 a) identify some expressions used to offer help
b) use appropriate helping expressions to offer help to their
foreign customers
3 a) use mentioning price expressions
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
7 a) apply some useful expressions used in telephoning
b) write message in English
8 a) use expressions in thanking and well wishing appropriately
b) apply expressions of thanking and well wishing with their
foreign customers
Table 11: Specific Instructional Objectives
5. Designing the Materials
At this stage, the writer designed the learning materials for the
personnel of Kaban Group Shop. The materials consist of eight topics,
namely Greeting and Introducing, Offering Help, Mentioning Price,
Bargaining, Describing Leather Goods, Apologizing, Telephoning and
Thanking and Well Wishing. Each topic consists of four sections, namely
Input, Content Focus, Language Focus and Communicative Activities.
6. Selecting the Teaching-Learning Activities (Kemp)
At this stage, the writer selected the most suitable activities that
support the goal, General Instructional Objectives and Specific
b) write price in English correctly
4 a) use bargaining expressions appropriately
b) apply bargaining expressions when bargaining with their
foreign customers
5 a) describe leather goods they sold in their shop
b) apply expressions in describing leather goods correctly
c) categorize their leather good in English correctly
6 a) express their apology to their foreign costumers
b) choose appropriate expressions to apologize to their foreign
customers
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
Instructional Objectives. The writer selected fun activities in order to ease
the learning process. They need to have fun atmosphere which will not
give too much pressure on them. In this study, the activities are various,
such as conversation, games, role play, simulation, etc.
7. Evaluating the Designed Materials(Kemp)
At this stage, the writer distributed four questionnaires to one
English lecturer from English Language Education Study Program of
Santa Dharma University and to three English instructors. The participants
are asked to give their comments and opinions on the designed materials.
The purpose of this stage is to get some feedback as a basis to improve the
materials.
8. Revising the Designed Materials (Kemp)
The last stage is revising the designed materials. The evaluation
from the four participants is used to revise the materials. The result of the
survey study on the designed materials shows that points of agreement
were between 3.3 – 4.3 which means that the designed materials were
good and acceptable. However, there was a need to conduct more
exploration on the existing part of the design based on the participants’
comments and suggestions. In order to create better version on designed
materials, the writer made revise the materials.
a) Eliminating Language Expression and Word List in the lesson plans to
create the standard lesson plans.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
b) Adding some language exercises after Language Focus to facilitate the
students with more learning on language expressions and vocabulary.
c) Checking grammatical mistakes.
C. The Presentation of the Instructional Materials Design
In this section, the writer will present the final version of the designed
materials as the answer of question number two in the Problem Formulation.
The materials are divided into eight units and topics. Every unit consists of
four sections, namely Input, Content Focus, Language Focus and
Communicative Tasks. The following are the explanations of them.
1. Input
This section is the lead in to the lesson. It consists of a picture,
some questions, and two daily-like-situation dialogues complete with
language expressions related to the topic that will be discussed. Students
are encouraged to use their previous knowledge to answer the questions.
2. Content Focus
This section provides students with materials that are closely
related to the topic discussed. Content focus consists of two parts, namely
language expressions and word list. However some units consist of three
parts, for example, unit 1 and unit 5. Time Zone part is added to unit 1 in
order to clarify time zone differentiation between Indonesia and Western
countries. Meanwhile, Name of the Goods is added to unit 5 in order to let
students familiarize with the English names of goods that are sold in
Kaban Group Shop.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
3. Language Focus
This section presents grammar lessons that support each topic that
is discussed. Students are given a chance to remember strategy to form
good sentences. However, grammar is merely an additional lesson since
grammar mastery is not the goal of this program.
4. Communicative Tasks
This section consists of some communicative activities that can be
used by students to practice their knowledge of the topics discussed. The
communicative activities provided in this section are various, such as, role
play, games, simulation, and others.
The following is the table of the Designed Materials for the Personnel
of Kaban Group Shop.
UNIT TOPIC
1 Greeting and Introducing
2 Offering Help
3 Mentioning Price
4 Bargaining
5 Describing Leather Goods
6 Apologizing
7 Telephoning
8 Thanking and Well Wishing
Table 12: The Presentation of the Instructional Materials Design
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two sections, named Conclusions and
Suggestions. The conclusions deal with the conclusion of the study. Meanwhile,
the suggestions deal with the suggestions for English teachers or instructors, also
for further researchers who are eager to improve and conduct similar study.
A. Conclusions
This study is conducted to design communicative English speaking
materials for the personnel of Kaban Group Shop. There are two problems
related to the use of English in that shop. The first is the process to design a
set of communicative English speaking materials for the personnel of Kaban
Group Shop. The second problem is the presentation of the communicative
English speaking materials design.
The writer combined the instructional design models by Kemp and
Yalden to answer the first problem. First, the writer also conducted needs
analysis by distributing 30 questionnaires related to the personnel of Kaban
Group Shop, who consists of the shopkeepers and the shop assistants. The data
obtained from that needs analysis is computed as the basis to design the
materials. After the materials is completely designed, the writer conducted the
survey study by distributing 4 questionnaires to one lecture from English
Language Education Study Program of Sanata Dharma University and to three
English instructors in order to get feedback for the improvement of the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
designed materials. Generally, the designed materials are good and acceptable
since the mean betweens 3.3 – 4.3. However, there are some changes that
needed to improve the quality of the materials. Then, the writer creates the last
version of the designed materials. The combinations of instructional design
models are:
1. Conducting needs Analysis (Yalden)
2. Considering Goals, Topics, and General Purposes (Kemp)
3. Selecting the Syllabus Types (Yalden)
4. Specifying the Learning Objectives (Kemp)
5. Designing the Materials
6. Selecting the Teaching-Learning Activities (Kemp)
7. Evaluating the Designed Materials (Kemp)
8. Revising the Designed Materials (Kemp)
To answer the second problem, the writer provided the presentation of
the designed materials. They are as follow:
1. Greeting and Introducing
2. Offering Help
3. Mentioning Price
4. Bargaining
5. Describing Leather Goods
6. Apologizing
7. Telephoning
8. Thanking and Well Wishing
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
Each unit consists of four sections which support the target language
learning. They are:
1. Input
This section is the lead in to the lesson. It consists of a picture and
some questions related to the topic that will be discussed. Students are
encouraged to use their previous knowledge to answer the questions. It
also consists of two daily-like-situation dialogues complete with language
expressions.
2. Content Focus
This section provides students with materials that are closely
related to the topic discussed. Content focus consists of two parts, namely
language expressions and word list. However some units consist of three
parts, for example, unit 1 and unit 5. Time Zone part is added to unit 1 in
order to clarify time zone differentiation between Indonesia and Western
countries. Meanwhile, Name of the Goods is added to unit 5 in order to
familiarize students with the English names of leather goods.
3. Language Focus
This section presents grammar lessons that support each topic that
is discussed. Students are given a chance to remember strategy to form
good sentences. However, grammar mastery is only an additional lesson. It
is not the goal of the course.
4. Communicative Tasks
This section consists of some communicative activities that can be
used by students to practice their knowledge of the topics discussed. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
communicative activities provided in this section are various, such as, role
play, games, simulation, and others.
B. Suggestions
This section deals with the suggestions for English teachers, instructors,
and further researchers, who are eager to improve and conduct similar study.
1. Suggestions for English Teachers and Instructors
The teachers or instructors need to know their students first before
conducting the teaching-learning materials. They need to know their
characteristics. The personnel of Kaban Group Shop are adult learners who
can only join the course after their working schedule or on their day off. Based
on that character, they need fun learning atmosphere which can help them to
enjoy the learning and absorb the lesson better than in tense situation.
Games, role play, and other communicative activities are good to be
used as the teaching techniques. Since the goal of the study is to make them
communicatively competent in speaking with their foreign customers, there is
a need to encourage them to speak in the target language as much as possible.
The teachers or instructors need to be creative to find ways to encourage the
speaking practice. Ability to create real-like situation is also needed to help
students to get familiar with their working situations.
2. Suggestions for Further Researchers
These materials are intended for the shop keepers and the shop
assistants of Kaban Group Shop, who run export import leather goods
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
business. However, there is still possibility for further researchers to improve
these materials to be applicable for other kind of business.
Since these materials have not been applied yet, further researches can
use these materials and find the implementation result, whether or not these
materials applicable and appropriate to be taught to people who run export
import leather goods business.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
BIBLIOGRAPHY
Bailey, Kathleen M. 2003. Speaking. In David Nunan (Ed), Practical EnglishLanguage Teaching (pp. 47-66). New York: McGraw-Hill.
Best, William. 1970. Research in Education. London: Prentice Hall.
Brown, H. Douglas. 1993. Principles of Language Learning and Teaching. NewJersey: Prentice-Hall.
Fraenkel, Jack R., and Wallen, Norman E. 1993. How to Design and EvaluateResearch in Education. McGraw-Hill.
Hutchinson, T and Waters, A. 1987. English for Specific Purposes. New York:Cambridge University Press.
Kemp, J.E. 1977. Instructional Design: A Plan for Unit and Course Development.California: Fearson Pitman Publisher, Inc.
Nasir. Mohammad. 1988. Metode Penelitian. Jakarta: Ghalia Indonesia.
Nunan, David. 1988. Principles of Communicative Task Design. In Bikram K.Das (Ed), Materials for Language Learning and Teaching (pp. 16-29).Singapore: SEAMEO Reegional Language Centre.
Pedoman Penulisan Skripsi. 2004. Yogyakarta: Universitas Sanata Dharma.
Raimes, Ann. 2002. Keys for Writers A Brief Handbook Third Edition. Boston:Houghton Mifflin Company.
Richards, Jack C and Rodgers, Theodore S. 1986. Approaches and Methods inLanguage Teaching. Cambridge University.
Robinson, Pauline. 1991. English for Specific Purposes Today: A PractitionersGuide. New Jersey: Prentice Hall, Regents.
Seliger and Shohamy. 1995. Second Language Research Methods. Oxford:Oxford University Press
Sprinthall, C. Richard and Schmutte, T. Gregory. 1991. Understanding EducationResearch. New Jersey: Prentice Hall.
Yalden, Janice. 1987. The Communicative Syllabus: Evolution, Design, andImplementation. New Jersey: Prentice-Hall.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
70
KUISIONER SURVEI KEBUTUHAN BERKOMUNIKASI DENGAN
BAHASA INGGRIS DALAM PERDAGANGAN BARANG EKSPOR IMPOR
Kuisioner ini dibuat untuk memperoleh data untuk penyusunan skripsi berjudul
“Designing a Set of English Speaking Materials for the Personnel of Kaban Group
Shop”
I. Identitas Partisipan
Jenis kelamin :
Usia :
Pekerjaan :
Daerah asal :
Bahasa yang digunakan sehari-hari :
II. Latar Belakang Pendidikan
1. Pendidikan formal terakhir :
o Perguruan Tinggi
o Sekolah Menengah Lanjutan Atas/sederajat
o Sekolah Menengah Lanjutan Pertama/sederajat
o Sekolah Dasar
o ……………………………………………….
2. Pengalaman belajar bahasa Inggris :
o Pernah
o Belum pernah
3. Pernahkah Anda melayani pembeli asing dengan menggunakan bahasa
Inggris selama bekerja di Kaban Group Shop?
o Pernah
o Belum pernah
4. Jika pernah, bagaimana frekuensi Anda melayani pembeli asing tersebut?
o Sering
o Kadang-kadang
o Jarang
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71
III. Kebutuhan Berkomunikasi dengan Menggunakan Bahasa Inggris
1. Penggunaan bahasa Inggris dalam pekerjaan :
o Penting
o Tidak penting
2. Keahlian apa yang ingin Anda tingkatkan dalam berbahasa Inggris :
o Berbicara (Speaking)
o Mendengar (Listening)
o Menulis (Writing)
o Membaca (Reading)
3. Hal-hal yang menghambat Anda belajar bahasa Inggris :
o Terbatasnya waktu untuk belajar bahasa Inggris
o Terbatasnya dana untuk belajar bahasa Inggris
o Terbatasnya kesempatan untuk mempraktekkan bahasa Inggris
o Terbatasnya kemampuan untuk mengingat pelajaran
o Terbatasnya materi pelajaran yang sesuai dengan bidang pekerjaan
4. Berilah tanda di materi bahasa Inggris yang mendukung pekerjaan Anda
o Menyapa pelanggan asing
o Menawarkan bantuan
o Menyebutkan harga
o Menawar harga
o Menyatakan setuju dan tidak setuju
o Memberi pilihan
o Memberi pendapat
o Mengucapkan terima kasih
o Menggambarkan bentuk suatu benda
o Menyatakan rasa suka dan tidak suka
o Meminta maaf atas kekurangan pelayanan
o Menjelaskan transportasi
o Memberitahu waktu
o Berbicara di telepon dengan pelanggan asing
o Menjelaskan arah jalan
o …………………………………………………
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72
GAMBARAN UMUM
Kuisioner ini dirancang dalam rangka melengkapi tugas akhir berupa
skripsi berjudul “Designing A Set of Communicative English Speaking Materials
for the Personnel of Kaban Group Shop.” Kuisioner ini bertujuan untuk
mengumpulkan pendapat dan saran mengenai materi yang telah dirancang oleh
penulis. Pendapat dan saran yang diperoleh akan sangat membantu
mengembangkan materi yang telah didesain.
Atas kesediaan Anda mengisi kuisioner ini, penulis mengucapkan terima kasih.
Pengantar
Materi yang telah didesain ini ditujukan bagi para personel Kaban Group
Shop, meliputi pemilik dan karyawan-karyawati toko. Kaban Group Shop adalah
sebuah toko keluarga yang bergerak dalam bisnis ekspor-impor barang-barang
berbahan dasar kulit. Sebagian besar barang dagangannya berupa aneka macam
tas, sepatu, sandal, dompet, tali pinggang, dan gantungan kunci. Kunci bisnis
ekpor-impor yang telah dirintis Kaban Group Shop selama puluhan tahun
membutuhkan kemampuan berkomunikasi dalam bahasa Inggris sebagai bahasa
pengantar antara pedagang dan konsumennya. Hal ini disebabkan banyaknya
konsumen asing yang menjadi pelanggan toko tersebut.
Penulisan materi ini dilatarbelakangi karena adanya kebutuhan untuk
berkomunikasi dalam bahasa Inggris bagi personel Kaban Group Shop. Tidak
tersedianya materi sebagai panduan belajar bahasa Inggris bagi mereka juga
melatarbelakangi penulisan materi ini. Diharapkan materi yang telah didesain oleh
penulis dapat menunjang peningkatan kemampuan berkomunikasi dalam bahasa
Inggris bagi personel Kaban Group Shop.
Mengingat kebutuhan personel Kaban Group Shop adalah berkomunikasi
dalam bahasa Inggris dengan pelanggan asing mereka, maka penulis merancang
materi yang dapat meningkatkan kemampuan berbicara (speaking) mereka.
Dengan mempertimbangkan kemampuan personel Kaban Group Shop Shop yang
belum memadai, maka penulis merancang materi bagi tingkat pemula (beginner).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
KUISIONER
Petunjuk Pengisian Kuisioner
Berilah penilaian dan pendapat Anda terhadap pengembangan materi pengajaran
bahasa Inggris bagi personel Kaban Group Shop dengan cara sebagai berikut:
I. Pertanyaan Pilihan
Berilah tanda cek (√) pada kolom yang mewakili penilaian Anda
terhadap materi yang terlampir dengan kriteria sebagai berikut:
Penilaian Anda:
1. Sangat tidak setuju
2. Tidak setuju
3. Ragu-ragu
4. Setuju
5. Sangat setuju
II. Pertanyaan Isian
Tulislah pendapat atau saran Anda pada tempat yang telah tersedia.
Identitas Partisipan
Nama :
Latar belakang pendidikan : S1/S2.S3
Pengalaman mengajar : …... tahun
I. Pertanyaan Pilihan
Penilaian Anda
No. Pertanyaan 1 2 3 4 5
1 Silabus telah dirancang dengan tepat.
2 Rencana penyusunan materi (lesson plans) telah
dirancang dengan tepat.
3 Input
a. Dialog pada tiap unit mampu menggambarkan topik
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
yang sedang dibahas.
b. Dialog pada tiap unit dapat menggambarkan
penggunaan bahasa sesuai dengan topik yang
dibahas.
c. Kosakata yang tersedia dalam dialog sesuai dengan
topik yang sedang dibahas.
d. Dialog mampu mendukung kebutuhan pembelajaran.
Content Focus
a. Ungkapan bahasa (language expressions) yang
tersedia sesuai dengan topik yang sedang dibahas.
b. Ungkapan bahasa yang tersedia mudah untuk
dipahami.
4
c. Kosakata yang tersedia sesuai dengan topik yang
sedang dibahas.
Language Focus
a. Tata bahasa (grammar) yang tersedia mampu
mendukung pembelajaran sesuai dengan topik yang
sedang dibahas.
5
b. Tata bahasa dirancang dengan sederhana sehingga
mudah untuk dimengerti.
Communicative Activities
a. Latihan-latihan yang tersedia mampu mendukung
topik yang sedang dibahas.
6
b. Latihan-latihan yang tersedia sesuai dengan
pembelajaran bahasa Inggris tingkat pemula.
7 Materi yang telah dirancang mampu meningkatkan
kemampuan siswa untuk berkomunikasi dengan
konsumen asing.
8 Topik yang tersedia telah diurutkan berdasarkan kejadian
yang biasanya terjadi dalam kehidupan sehari-hari.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
9 Materi yang telah dirancang sesuai dengan pola
pembelajaran menggunakan metode Communicative
Language Teaching (CLT).
10 Materi yang telah dirancang sesuai dengan pembelajaran
bahasa Inggris tingkat pemula.
11. Secara umum, materi telah dirancang dengan baik.
II. Pertanyaan Isian
1. Bagaimana pendapat Anda mengenai silabus yang telah dirancang?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
2. Bagaimana pendapat Anda mengenai lesson plans yang telah dirancang?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
3. Bagaimana pendapat Anda mengenai materi yang telah dirancang?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
4. Apakah kekurangan materi ini?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
5. Apakah saran Anda untuk memperbaiki materi menjadi lebih baik?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
TERIMA KASIH
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
SYLLABUS
OF ENGLISH COMMUNICATIVE SPEAKING MATERIALS
FOR THE PERSONNEL OF KABAN GROUP SHOP
I. The Description of the Course
English for the Personnel of Kaban Group Shop is an English
program that aims to teach the personnel of Kaban Group Shop, the
shopkeepers and the shop assistants of Kaban Group Shop, some
topics that are closely related to their business in export-import leather
goods. The goal of this program is to improve their speaking skill so
they will be able to use English with their foreign customers.
This English program provides several communicative
activities that will help students to improve their communicative
competence. These activities are set in daily-situation settings with the
hope of helping the students to apply them in everyday situation.
The materials for this program consist of eight chapters which
have been presented in an order as happens in real situation.
UNIT TOPICS
1 Greeting and Introducing
2 Offering Help
3 Mentioning Price
4 Bargaining
5 Describing Leather Goods
6 Apologizing
7 Telephoning
8 Thanking and Well Wishing
Each unit consists of four sections. They are:
a. Input
This section is the lead in to the lesson. It consists of a
picture and some questions related to the topic that will be
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
discussed. Students are encouraged to use their previous
knowledge to answer the questions. It also consists of two
daily-like-situation dialogues complete with language
expressions.
b. Content Focus
This section provides students with materials that are
closely related to the topic discussed. Content focus
consists of two parts, namely language expressions and
word list. However some units consist of three parts, for
example, unit 1 and unit 5. Time Zone part is added to unit
1 in order to clarify time zone differentiation between
Indonesia and Western countries. Meanwhile, Name of the
Goods is added to unit 5 in order to let students familiarize
with the English names of goods that are sold in Kaban
Group Shop.
c. Language Focus
This section presents grammar lessons that support each
topic that is discussed. Students are given a chance to
remember strategy to form good sentences. However,
grammar is merely an additional lesson since grammar
mastery is not the goal of this program.
d. Communicative Tasks
This section consists of some communicative activities that
can be used by students to practice their knowledge of the
topics discussed. The communicative activities provided in
this section are various, such as, role play, games,
simulation, and others.
II. The Course Objectives
At the end of the course, students are able to:
1. communicate using English with their foreign customers
2. use appropriate language expressions in everyday situation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
III. The Teaching Techniques
Teaching techniques used in this course are:
1. drilling
2. conversation
3. games
4. role play
5. simulation
IV. The Contact Hours
This course is for 9 meetings. Each meeting will be held for
90 minutes except for the tests.
UNIT TOPICS CONTACT HOURS
1 Greeting and Introducing 90’
2 Offering Help 90’
3 Mentioning Price 90’
4 Bargaining 90’
5 Describing Leather Goods 2 x 90’
6 Apologizing 90’
7 Telephoning 90’
8 Thanking and Well Wishing 90’
V. Media
Handouts designed by the instructor.
VI. Evaluation
Evaluation will be taken from students’ active participations
and performances during the class.
VII. References
Azar, Betty Schrampfer. 1993. Understanding and Using English
Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
Longman Dictionary of Contemporary English. Third Edition with
New Words Supplement. 2001. Barcelona: Pearson Education
Limited.
Kristanto, Lanny. 2004. English for Specific Purposes. Conversational
Approach. Telephone. Jakarta: Kesaint Blanc.
Manurung. Heldin. 2005. Telephone Courtesy. Jakarta: Kesaint Blanc.
Riyanto, Slamet. 2006. Gateway English for Active Communication.
Yogyakarta: Pustaka Pelajar.
Tillit, B., Bruder, Newton, M. 1985. Speaking Naturally:
Communication Skills in America English. Cambridge:
Cambridge University Press.
Visutskie, Lynne. 2004. English for Specific Purposes. Conversational
Approach. Secretaries. Jakarta: Kesaint Blanc.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
Unit: 1Meeting: 1
Topic: Greetings and IntroducingTime allocation: 90 minutes
General Instructional Objectives:At the end of the course, the students will be able to:
1. understand how to greet foreign customers2. understand how to introduce themselves and someone else to foreign customers.
Specific Instructional Objectives:At the end of the course, the students will be able to:
1. select appropriate expressions to greet foreign customers2. use greeting expressions to greet foreign customers3. select appropriate expressions to introduce themselves and someone else to foreign customers4. use introducing expressions to introduce themselves and someone else to foreign customers
Teaching Learning ActivitiesTeacher’s Activities Students’ Activities
TimeAllocation
Media
I. Introduction Greets students Explains about the topic
Respond the greeting Listen to the teacher’ explanation
5’
II. Content Asks students to answer questions provided in Input Discusses students’ answers Asks students to find a partner/partners and practice the
two dialogues Asks students to find the meanings of greeting and
introducing expressions provided in the two dialogues Discusses students’ findings
Answer questions provided in Input Discuss the answers Find a partner/partners and practice the two dialogues
Find the meanings of greeting and introducingexpressions
Discuss the findings
80’
Handout
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
Asks students to read Useful Expressions Asks students to read and remember words in Word List Explains about greeting and introducing expressions
provided in Content Focus Explains about time zone differentiation between
Indonesia and Western Explains about WH-Questions in relation with greeting
and introducing Explains about Possessive Adjectives Explains about Simple Present Tense in relation with
greeting and introducing Asks students to do the language exercise Discusses the exercise Asks students to make a group of three people and
compose a conversation Chooses some groups to perform the conversation in front
of the class Asks students to find a partner and do the role play
Read the Useful Expressions Read and try to remember words in Word List Listen to the teacher’s explanation
Pay attention to the explanation
Pay attention to the teacher’s explanation on WH-Questions
Listen to the teacher’s explanation Pay attention to the teacher’s explanation about Simple
Present Tense Do the exercise Discuss the exercise Make a group of three people and compose a conversation
The groups who are chosen perform the conversation infront of the class, meanwhile, the others pay attention totheir friends’ performances
Find a partner and do the role playIII. Closing
Gives conclusion about the topic Explains the next topic briefly
Pay attention to the conclusion Pay attention to the explanation
5’
Evaluation:1. The students’ active participations during the class2. The students’ performances
Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Tillit, B, Bruder, Newton, M. 1985. Speaking Naturally: Communication Skills in America English. Cambridge: Cambridge
University Press.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
Unit: 2Meeting: 2
Topic: Offering HelpTime allocation: 90 minutes
General Instructional Objective:At the end of the course, the students will be able to:
1. understand how to offer help to customers
Specific Instructional Objectives:At the end of the course, the students will be able to:
1. identify some expressions used to offer help2. use offering helping expressions to offer help to foreign customers
Teaching Learning ActivitiesTeacher’s Activities Students’ Activities
TimeAllocation
Media
I. Introduction Greets students Reviews the last topic Explains about the topic
Respond the greeting Pay attention to the review Listen to the teacher’ explanation
5’
II. Content Asks students to answer questions provided in Input Discusses students’ answers Asks students to find a partner and practice the two
dialogues Asks students to find the meanings of offering help
expressions provided in the two dialogues Discusses students’ findings Asks students to read Useful Expressions used to offer
help
Answer questions provided in Input Discuss the answers Find a partner and practice the two dialogues
Find the meanings of offering help expressions providedin the two dialogues
Discuss the findings Read the Useful Expressions
80’
Handout
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
Explains about the Useful Expressions used to offer help Asks students to read and remember words in Word List Explains about May, Could, and Can in relation with
offering helps Asks students to do the language exercise Discusses the exercise Asks students find a partner and compose a conversation Chooses some groups to perform the conversation in front
of the class
Listen to the teacher’s explanation Read and try to remember the words Pay attention to the teacher’s explanation
Do the exercise Discuss the exercise Find a partner and compose a conversation The groups who are chosen perform the conversation in
front of the class, meanwhile, the others pay attention totheir friends’ performances
III. Closing Gives conclusion about the topic Explains the next topic briefly
Pay attention to the conclusion Pay attention to the explanation
5’
Evaluation:1. The students’ active participations during the class2. The students’ performances
Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Visutskie, Lynne. 2004. English for Specific Purposes. Conversational Approach. Secretaries. Jakarta: Kesaint Blanc.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
Unit: 3Meeting: 3
Topic: Mentioning PriceTime allocation: 90 minutes
General Instructional Objective:At the end of the course, the students will be able to:
1. understand how to mention price
Specific Instructional Objectives:At the end of the course, the students will be able to:
1. use mentioning price expression2. write prices in English correctly
Teaching Learning ActivitiesTeacher’s Activities Students’ Activities
TimeAllocation
Media
I. Introduction Greets students Reviews the last topic Explains about the topic
Respond the greeting Pay attention to the review Listen to the teacher’ explanation
5’
II. Content Asks students to answer questions provided in Input Discusses students’ answers Asks students to find a partner and practice the two dialogues Asks students to find the meanings of mentioning price
expressions provided in the two dialogues Discusses students’ findings Asks students to read Useful Expressions Explains about the Useful Expressions used to mention price Asks students to read and remember words in Word List
Answer questions provided in Input Discuss the answers Find a partner and practice the two dialogues Find the meanings of mentioning price expressions
provided in the two dialogues Discuss the findings Read the Useful Expressions Listen to the teacher’s explanation Read and try to remember the words
80’
Handout Role
playcard
Gamecards
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
Explains about How Much in relation with mentioning price Asks students to do the language exercise Discusses the exercise Asks students to find a partner Explains about the role play’s procedures Distributes the role play’s cards Asks students to do the role play Explains about the game’s procedures Does the game
Pay attention to the teacher’s explanation Do the exercise Discuss the exercise Find a partner Pay attention to the teacher’s explanation Accept the role play’s cards Do the role play Pay attention to the teacher’s explanation Do the game
III. Closing Gives conclusion about the topic Explains the next topic briefly
Pay attention to the conclusion Pay attention to the explanation
5’
Evaluation:1. The students’ active participations during the class2. The students’ performances
Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Riyanto, Slamet. 2006. Gateway English for Active Communication. Yogyakarta: Pustaka Pelajar.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
Unit: 4Meeting: 4
Topic: BargainingTime allocation: 90 minutes
General Instructional Objective:At the end of the course, the students will be able to:
1. understand how to bargain with foreign customers
Specific Instructional Objectives:At the end of the course, the students will be able to:
1. use bargaining expressions appropriately2. apply bargaining expressions when bargaining with foreign customers
Teaching Learning ActivitiesTeacher’s Activities Students’ Activities
TimeAllocation
Media
I. Introduction Greets students Reviews the last topic Explains about the topic
Respond the greeting Pay attention to the review Listen to the teacher’ explanation
5’
II. Content Asks students to answer questions provided in Input Discusses students’ answers Asks students to find a partner and practice the two
dialogues Asks students to find the meanings of bargaining
expressions provided in the two dialogues Discusses students’ findings Asks students to read Useful Expressions Explains about the Useful Expressions used to bargain
Answer questions provided in Input Discuss the answers Find a partner and practice the two dialogues
Find the meanings of bargaining expressions provided in thetwo dialogues
Discuss the findings Read the Useful Expressions Listen to the teacher’s explanation
80’
Handout Role
playcard
Gamecards
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
Asks students to read and remember words in Word List Explains about the Degree of Comparison in relation
with bargaining Asks students to do the exercise Discusses the exercise Asks students to find a partner Explains about the role play’s procedures Distributes the role play cards Asks students to do the role play Asks students to make a group of five Explains about the game’s procedures Distributes the game cards Asks students to do the game
Read and try to remember the words Pay attention to the teacher’s explanation
Do the exercise Discuss the exercise Find a partner Pay attention to the teacher’s explanation Accept the role play cards Do the role play Make a group of five Pay attention to the teacher’s explanation Accept the game cards Do the game
III. Closing Gives conclusion about the topic Explains the next topic briefly
Pay attention to the conclusion Pay attention to the explanation
5’
Evaluation:1. The students’ active participations during the class2. The students’ performances
Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
Unit: 5Meeting: 5
Topic: Describing Leather GoodsTime allocation: 90 minutes
General Instructional Objective:At the end of the course, the students will be able to:
1. understand how to describe leather goods to foreign customers
Specific Instructional Objectives:At the end of the course, the students will be able to:
1. describe leather goods2. apply expressions about describing leather goods appropriately3. categorize leather goods in English correctly
Teaching Learning ActivitiesTeacher’s Activities Students’ Activities
TimeAllocation
Media
I. Introduction Greets students Reviews the last topic Explains about the topic
Respond the greeting Pay attention to the review Listen to the teacher’ explanation
5’
II. Content Asks students to answer questions provided in Input Discusses students’ answers Asks students to find a partner and practice the two
dialogues Asks students to find the meanings of describing leather
goods expressions provided in the two dialogues Discusses students’ findings
Answer questions provided in Input Discuss the answers Find a partner and practice the two dialogues
Find the meanings of describing leather goods expressionsprovided in the two dialogues
Discuss the findings
75’
Handout Role
playcards
Gamescards
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89
Asks students to read Name of the Goods Explains about the categorizations of the Goods Explains about colors Explains about length Explains about size Explains about goods’ materials Asks students to read Useful Expressions Explains about the Useful Expressions related to
describing leather goods Asks students to read and remember words in Word List
Read Name of the Goods Pay attention to the teacher’s explanation Pay attention to the teacher’s explanation Pay attention to the teacher’s explanation Pay attention to the teacher’s explanation Pay attention to the teacher’s explanation Read the Useful Expressions Pay attention to the teacher’s explanation
Read and try to remember the wordsIII. Closing
Summarizes today’s lessons Gives homework to students to read the next lessons and
prepare the two games
Pay attention to the summary Write down the homework
10’
Evaluation:1. The students’ active participations during the class2. The students’ performances
Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Longman Dictionary of Contemporary English. Third Edition with New Words Supplement. 2001. Barcelona: Pearson Education
Limited.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90
Unit: 5Meeting: 6
Topic: Describing Leather GoodsTime allocation: 90 minutes
General Instructional Objective:At the end of the course, the students will be able to:
1. understand how to describe leather goods to foreign customers
Specific Instructional Objectives:At the end of the course, the students will be able to:
1. describe leather goods2. apply expressions about describing leather goods appropriately3. categorize leather goods in English correctly
Teaching Learning ActivitiesTeacher’s Activities Students’ Activities
TimeAllocation
Media
I. Introduction Greets students Reviews the last topic Explains briefly about the next lesson
Respond the greeting Pay attention to the review Listen to the teacher’ explanation
15’
II. Content Explains about Adjectival Word Order in relation with
describing leather goods Asks students to do the language exercise Discusses the exercise Asks students to find a partner Explains about the role play’s procedures Distributes the role play cards
Pay attention to the teacher’s explanation
Do the exercise Discuss the exercise Find a partner Pay attention to the teacher’s explanation Accept the role play cards
70’
Handout Role
playcards
Gamescards
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91
Asks students to do the role play Asks students to gather in the group of three that they have
formed at the previous meeting Explains again about Snake game’s procedures Asks students to do the game Explains again about Do You Have game’s procedures Distributes the game cards Asks students to do the game
Do the role play Gather in the group
Pay attention to the teacher’s explanation Do the game Pay attention to the teacher’s explanation Accept the game cards Do the game
III. Closing Summarizes the topic Explains the next topic briefly
Pay attention to the summary Pay attention to the explanation
5’
Evaluation:1. The students’ active participations during the class2. The students’ performances
Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Longman Dictionary of Contemporary English. Third Edition with New Words Supplement. 2001. Barcelona: Pearson Education
Limited.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92
Unit: 6Meeting: 7
Topic: ApologizingTime allocation: 90 minutes
General Instructional Objective:At the end of the course, the students will be able to:
1. understand how to apologize to foreign customers
Specific Instructional Objectives:At the end of the course, the students will be able to:
1. express their apology to foreign customers2. choose appropriate expressions to apologize to foreign customers
Teaching Learning ActivitiesTeacher’s Activities Students’ Activities
TimeAllocation
Media
I. Introduction Greets students Reviews the last topic Explains about the topic
Respond the greeting Pay attention to the review Listen to the teacher’ explanation
5’
II. Content Asks students to answer questions provided in Input Discusses students’ answers Asks students to find a partner and practice the two
dialogues Asks students to find the meanings of apologizing
expressions provided in the two dialogues Discusses students’ findings Asks students to read Useful Expressions Explains about the Useful Expressions used to apologize
Answer questions provided in Input Discuss the answers Find a partner and practice the two dialogues
Find the meanings of apologizing expressions provided inthe two dialogues
Discuss the findings Read the Useful Expressions Listen to the teacher’s explanation
80’
Handout
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
93
Asks students to read and remember words in Word List Explains about Simple Past Tense in relation with
apologizing Asks students to do the language exercise Discusses the exercise Asks students to find a partner Explains about the role play’s procedures Asks students to do the role play Chooses some students to perform their role plays in front
of the class
Read and try to remember the words Pay attention to the teacher’s explanation
Do the exercise Discuss the exercise Find a partner Pay attention to the teacher’s explanation Do the role play The students who are chosen perform their role plays in
front of the class, meanwhile, the rest of the class payattention to their friend’s performance
III. Closing Gives conclusion about the topic Explains the next topic briefly
Pay attention to the conclusion Pay attention to the explanation
5’
Evaluation:1. The students’ active participations during the class2. The students’ performances
Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Riyanto, Slamet. 2006. Gateway English for Active Communication. Yogyakarta: Pustaka Pelajar.Sumanto, Ali. 2006. Daily English Conversation. Percakapan Bahasa Inggris Sehari-Hari. Yogyakarta: Pustaka Pelajar.Tillit, B, Bruder, Newton, M. 1985. Speaking Naturally: Communication Skills in America English. Cambridge: Cambridge
University Press.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
94
Unit: 7Meeting: 8
Topic: TelephoningTime allocation: 90 minutes
General Instructional Objective:At the end of the course, the students will be able to:
1. understand how to speak through telephone with foreign customers
Specific Instructional Objectives:At the end of the course, the students will be able to:
1. apply some useful expressions used in telephoning2. write message in English
Teaching Learning ActivitiesTeacher’s Activities Students’ Activities
TimeAllocation
Media
I. Introduction Greets students Reviews the last topic Explains about the topic
Respond the greeting Pay attention to the review Listen to the teacher’ explanation
5’
II. Content Asks students to answer questions provided in Input Discusses students’ answers Asks students to find a partner and practice the two
dialogues Asks students to read Useful Expressions Explains about the Useful Expressions used in telephoning Asks students to read and remember words in Word List Explains about Quantity Asks students to do the language exercise
Answer questions provided in Input Discuss the answers Find a partner and practice the two dialogues
Read the Useful Expressions Listen to the teacher’s explanation Read and try to remember the words Pay attention to the teacher’s explanation Do the exercise
80’
Handout Role
playcards
Gamecards
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
95
Discusses the exercise Asks students to find a partner Explains about the role play’s procedures Distributes the role play cards Asks students to do the role play Explains about the game’s procedures Asks students to do the game
Discuss the exercise Find a partner Pay attention to the teacher’s explanation Accept the role play cards Do the role play Pay attention to the teacher’s explanation Do the game
III. Closing Gives conclusion about the topic Explains the next topic briefly
Pay attention to the conclusion Pay attention to the explanation
5’
Evaluation:1. The students’ active participations during the class2. The students’ performances
Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Kristianto, Lanny. 2004. English for Specific Purposes. Conversational Approach. Telephone. Jakarta: Kesaint Blanc.Manurung, Heldin. 2005. Telephone Courtesy. Jakarta: Kesaint Blanc.Visutskie, Lynne. 2004. English for Specific Purposes. Conversational Approach. Secretaries. Jakarta: Kesaint Blanc.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
96
Unit: 8Meeting: 9
Topic: Thanking and Well WishingTime allocation: 90 minutes
General Instructional Objective:At the end of the course, the students will be able to:
1. understand how to thank foreign customers
Specific Instructional Objectives:At the end of the course, the students will be able to:
1. use expressions in thanking and well wishing appropriately2. apply expressions of thanking and well wishing with foreign customers
Teaching Learning ActivitiesTeacher’s Activities Students’ Activities
TimeAllocation
Media
I. Introduction Greets students Reviews the last topic Explains about the topic
Respond the greeting Pay attention to the review Listen to the teacher’ explanation
5’
II. Content Asks students to answer questions provided in Input Discusses students’ answers Asks students to find a partner and practice the two
dialogues Asks students to read Useful Expressions Explains about the Useful Expressions used to thank
someone else Asks students to read and remember words in Word List Explains about Imperative in relation with well wishing
Answer questions provided in Input Discuss the answers Find a partner and practice the two dialogues
Read the Useful Expressions Listen to the teacher’s explanation
Read and try to remember the words Pay attention to the teacher’s explanation
80’
Handout
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
97
Asks students to do the language exercise Discusses the exercise Asks students to find a partner Explains about the role play’s procedures Asks students to do the role play
Do the exercise Discuss the exercise Find a partner Pay attention to the teacher’s explanation Do the role play
III. Closing Summarizes the topic Pay attention to the summary
5’
Evaluation:1. The students’ active participations during the class2. The students’ performances
Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Riyanto, Slamet. 2006. Gateway English for Active Communication. Yogyakarta: Pustaka Pelajar.Tillit, B, Bruder, Newton, M. 1985. Speaking Naturally: Communication Skills in America English. Cambridge: Cambridge
University Press.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
98
ENGLISH FOR THE PERSONNELOF KABAN GROUP SHOP
Designed by:Eka Emenina
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
99
UNIT I
GREETING AND INTRODUCING
Input
Pay attention to the picture and answer
the questions below.
1. How often do you serve foreign customers?
2. What do you usually say when you meet them?
Find a partner and practice the two dialogues below!
Dialog 1
Dian : Good afternoon, Mr. Lee. What can I do for you?
Mr. Lee : Good afternoon. I need a new wallet for my
wife’s birthday present.
Dian : We have some new models. You can have a look.
Mr. Lee : Good. I need the short one with black color.
Dian : No problem. Just see the models first.
We have black color for all models.
Mr. Lee : Nice. Thank you.
Dialog 2
Mrs. Kaban : Good morning, Mrs. Parker. It’s been a long time since your last
shopping. What do you need this time?
Ms. Parker : Good morning, Mrs. Kaban. I need nothing, but I believe my friend
needs something here. Let me introduce you to Mrs. Harris.
Mrs. Kaban : So you’re Mrs. Harris. I’ve heard so much about you from Mrs.
Parker. She said she’d bring her friend to shop here. How do you
do?
Mrs. Harris : How do you do?
Mrs. Kaban : I’m doing great. So, is it right that you have a boutique in Melbourne?
Which one is mywife’s favor?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
100
Mrs. Harris : Oh, yes. Actually, I and my husband focus on selling wardrobe. But
recently, we’re planning on opening a new leather boutique. Seems the
prospect is good.
Mrs. Kaban : I see. So, where do you live? In Melbourne? I’m going to Sidney next
month. Maybe I can drop by in Melbourne and see some clothes at your
boutique.
Mrs. Harris : I live in Melbourne. Oh, I forget to bring my business card. Maybe you
can write down my boutique address. It’s on Wales Street, Number 12
Mrs. Kaban : Of course.
Content Focus
Useful expressions
a. Greetings
There are some expressions to greet someone else. The phrases near the top
of the list are generally more formal than the ones near the bottom.
FORMALITY GREETINGS RESPONSES
More formal
Less formal
Good morning.
Good afternoon.
Good evening.
How nice to see you!
Hello, Robert.
How are you?
Hi, Bob.
How’ve you been?
What’s happening?
What’s new?
How are you doing?
How you doing?
Long time, no see.
Good morning.
Good afternoon.
Good evening.
Yes, it’s been quite a while.
Hello, Kathryn.
Fine, thanks. And you?
Hi, Kathy.
Pretty good.
Not much.
Nothing.
OK.
Not bad.
Yeah!
Adopted from Speaking Naturally, p.6
Hi there!
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
101
Note:
“How do you do?” vs “How are you?”
“How do you do?” is used to greet someone whom we have not known before.
“How are you?” is used to greet someone whom we have known.
b. Introductions
There are two types of introductions. The first one is introducing oneself and
the second one is introducing someone else. The phrases near the top of the list are
generally more formal than the ones near the bottom.
FORMALITY INTRODUCER RESPONSE A RESPONSE B
More formal
Less formal
I’d like to introduce Henry.
I’d like you to meet John.
I’d like to introduce Tony.
This is Ali Hasan.
How do you do?
Nice to meet you.
Pleased to meet you.
Hi.
How do you do?
Nice to meet you.
I’ve heard so much
about you.
Hi.
FORMALITY SELF-INTRODUCTIONS RESPONSE
More formal
Less formal
Hello. I’m John Plessis.
Hello. My name is George Smith.
I don’t think we’ve met. I’m Lee Kim.
Hi. I’m Mike. What’s your name?
How do you do? I’m Julie Duarte.
Pleased to meet you. I’m Sue Xon.
Nice to meet you. I’m Eva Beck.
Hi. I’m Margaret, but everyone
calls me Peggy.
Adopted from Speaking Naturally, p.18
Time zone:
Morning: 00.00 – 12.00 Afternoon: 12.00 – 18.00 Evening: 18.00 – 00.00
Good night is said when leaving in the evening if someone would not meet the person
again for the rest of the night.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
102
Word List
English Indonesian
etc (et cetera) Lain-lain, dan sebagainya
Equipment Perlengkapan, peralatan
Fine Baik-baik
Introduce Memperkenalkan
Mr. Sebutan untuk laki-laki yang telah atau belum menikah
Miss. Sebutan untuk wanita yang belum menikah
Mrs. Sebutan untuk wanita yang telah menikah
Ms. Sebutan untuk wanita yang telah atau belum menikah
Nice to meet you Senang bertemu Anda
a.m Waktu (00.00 – 12.00)
p.m Waktu (12.00 – 24.00)
Pleased to meet you Senang bertemu Anda
Stuff Bahan, barang
Wallet Dompet
Wardrobe Pakaian
Language Focus
WH-Questions
WH-Questions is normally used in introducing between people who meet at the first time to
ask about personal information, such as: name, address, telephone number, etc.
WH-Questions consist of:
No. WH-Questions Functions
1 Who Siapa; menanyakan orang; sebagai subjek
2 Whom Siapa; menanyakan orang; sebagai objek
3 Whose Kepunyaan siapa; tentang milik; dapat diikuti noun
4 What Apa; non-human; dapat sebagai subjek atau objek; dapat diikuti
noun
5 Which Yang mana; diikuti kata benda
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
103
…
6 When Kapan; tentang waktu
7 Where Dimana; tentang tempat
8 Why Mengapa; tentang sebab
9 How Bagaimana; tentang sifat dan cara
10 How many Berapa banyak; diikuti countable noun
11 How much Berapa banyak; diikuti uncountable noun
Note:
Noun (kata benda) consists of two types.
Countable noun (kata benda yang dapat dihitung), such as: bag, bags,
wallet, wallets, shoes, sandals, key tag, key tags, etc.
Uncountable noun (kata benda yang tidak dapat dihitung), such as: stuff,
equipment, etc.
Pattern:
+ + + +
Example:
Possessive adjective
My mother is buying a bag in Kaban Group Shop.1 2 3 4
5 6
Description:
1. Who is buying a bag in Kaban Group Shop?
2. What is your mother doing in Kaban Group Shop?
3. What is your mother buying in Kaban Group Shop?
4. Where is your mother buying a bag?
5. Whose mother is buying a bag in Kaban Group Shop?
6. How many bags is your mother buying in Kaban Group Shop?
WH-Question To beTo do
ShallWill
CanMust
Subject Verb
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
104
Possessive Adjectives
Possessive adjectives show possession. It is always followed by a noun.
Subject Pronoun Possessive adjectives
He His
She Her
It Its
I My
We Our
You Your
They Their
Pattern in a sentence:
Example:
That bag is Susie’s bag.
That bag is her bag.
Simple Present Tense
Greetings and introducing are closely related to the use of simple present tense.
Pattern:
1. 2.
2.
Example: Example:
I am pleased to meet you. I live in Jakarta.
S + to be + Adj S + Verb 1 + Adverb of place
She is a shopkeeper. We have a boutique.
S + to be + Noun S + V 1 + Noun
Differentiations between verbs followed by –s and –es:
a. Normally, only –s is added to a verb, such as: make makes.
S + to be + possessive adjective + N
Subject + to be +Adjective/Adverb/Noun
Subject + Verb 1 (-s/-es)+ Noun/adverb
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
105
b. Verbs ending with -sh, -ss, -ch, -x and -o are added with –es, such as: wish
wishes, miss misses, teach teaches, fix fixes, echo echoes.
c. Verbs ending in a consonant + -y, change –y to –ies, such as: study
studies.
d. Add –s to a verb ending in a vowel and –y, such as: say says.
Language Exercise
Complete the conversation below with appropriate expressions!
Ms. Rowlan : Good morning, Ms. Kaban. __________________you?
Ms. Kaban : Oh, good morning too, Ms. Rowlan. I’m _______. Thank you. It’s a
beautiful_______ isn’t it? How are you?
Ms. Rowlan : Yes, it is. I’m____________. Anyway, I’d like to introduce you to Ms.
Church. She’s from Darwin.
Ms. Kaban : Oh, _______________________?
Ms. Church : How do you?
Communicative Tasks
Composing a conversation
Nice to meet you
Make a group of 3 people. Arrange the pictures below in a good order then compose a
conversation based on the composed pictures. Do not forget to use the expressions of
greetings and introductions. Finally, perform it in front of the class.
1 2
3 4
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
106
Role Play
Find a partner and make a dialogue below based on the situations below! Take turn!
1. A foreigner comes to your shop and wants to buy a cosmetic bag. You serve her
and offer some bags. Let her choose. Use greeting.
2. A foreign customer whom you fairly know comes to your shop bringing her/his new
friend who wants to shop for some goods. You are the shopkeeper. You introduce
yourself to the customer’s friend.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
107
UNIT 2
OFFERING HELP
Input
Look at the picture and answer the questions
below!
1. Have you ever been asked to help
someone?
2. When do you offer your help?
3. What do you usually say when you offer
your help?
Dialog 1
Tari : Good afternoon, Ma’am. Is there anything I can do for you?
Mrs. Louisa : Good afternoon. Yes, sure. Do you see that yellow bag over there, on
the fourth line beside the white one? Could you please bring it here?
Tari : Yes, no problem. Here you are.
Mrs. Louisa : Thank you.
Tari : Do you need something else?
Mrs. Louisa : Well, this bag’s really lovely. Do you have the sandals for this?
Tari : Yes, but we only have high-heeled sandals.
Mrs. Louisa : Actually, I’m looking for flat-heeled. Well, it’s OK, as long as same
color and material.
Tari : What is your size?
Mrs. Louisa : 40 please.
Tari : Wait a minute, Ma’am. I’ll ask someone to get it in a warehouse. We
only have size 38 in the display.
Mrs. Louisa : Sure. Take your time.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
108
Dialog 2
Ayu : Good morning, Miss. What can I do for you?
Kathleen : Morning. I need a travel bag. Do you have one?
Ayu : I’m sorry, Miss. We don’t sell any travel bag.
Kathleen : Do you know where to find it? I’ve just been one week here. I don’t
know the place here.
Ayu : You can find travel bag shops in the second floor block A. Hope you
find what you need.
Kathleen : Thank you very much.
Content Focus
ResponsesUseful
expressions Accept Refuse
Can I help you?
Do you need (any) help?
How can I help you?
May I help you?
What can I do for you?
Is there anything I can do for
you?
Do you need something
else?
Let me help you?
Yes, please.
Yes, sure.
Sure. Thank you. I need….
Well, absolutely.
I need…………………..
I am looking for………..
Yes. I need……………
Thank you
No, thank you.
No, thanks.
No, thank you. Just looking.
Word List
English Indonesian
Absolutely Tentu saja
Display Pajangan
Flat-heeled Tumit datar
Floor Lantai
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
109
High-heeled Tumit tinggi
Indecisive Plin plan
Line Barisan
Looking for Mencari
Material Bahan
Offer Menawarkan
Permission Ijin
Polite Sopan
Request Meminta/permintaan
Warehouse Gudang
Language Focus
May, Could, Can
May, could, and can are auxiliaries verbs that can be used to offer a help.
Pattern:
Example:
1. May I help you?
2. Could I help you?
3. Can I help you?
Note:
1. ‘May’ and ‘Could’ are used to request permission. They are equally polite.
2. ‘Could’ has a present or future meaning, not a past meaning in a polite request.
3. ‘Can’ is used informally, especially if the speaker is talking to someone s/he knows
fairly well. It is usually not considered as polite as ‘May’ or ‘Could’.
4. ‘What’ and ‘How’ can be added before may/could/can to offer a help. The meaning
is still the same; to offer a help. For example: “What could I do for you?”, “What
can I help you?”, “How could I help you?”
May/Could/Can + Subject + Verb + Object?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
110
Language Exercise
Fill in the blanks with the suitable expressions!
Situation A
A : Good afternoon. ______________________________?
B : Yes, thank you. I need a new bag.
A : Maybe you can have a look. We have many kinds of bag.
B : Sure. I’m ___________ for the black one with a simple design.
A : What’s the size?
B : Oh, medium will be OK.
A : Do____________________________something else?
B : No, thank you.
Situation B
A : Good morning. Is there anything I can do for you?
B : Oh, no. I’m just ___________________
A : Take your time, Ma’am. If you need something, you can _________________
B : Thank you.
A : ___________________
Situation C
A : Good afternoon, Miss. Is this your first time coming here?
B : Good ______________. Yes, it’s my first time.
A : _____________________________?
B : Well, I’m ____________________ a pair of shoes to go to a wedding party.
A : Don’t worry. We have some choices for you.
Situation D
A : Welcome to our shop, Sir. _______________________?
B : Thank you. I need a wallet for my wife. It’s for her birthday’s present.
A : Then you come to the right place. What _________do you like? Black? Yellow?
B : She likes green. Light green.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
111
Communicative Tasks
Simulation
Situation: An indecisive costumer comes to your shop in order to buy a leather product.
Since s/he is an indecisive costumer, s/he always changes his/her order and gives a hard
time to the shop assistant. Meanwhile, the shop assistant has to offer his/her help and sell
at least a leather product.
Procedures:
1. Find a partner, one becomes a shop assistant, the other one becomes an
indecisive costumer.
2. The shop assistant’s job is to offer and convince the costumer to buy his/her
product.
3. The job of the indecisive costumer is to choose the leather product and change
his/her order all the time.
4. To do this simulation, each person has to create realistic-like environment and
bring his/her own props, such as leather goods to be offered to the costumers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
112
UNIT 3
Mentioning Price
Input
Pay attention to the picture and answer the questions below.
1. What do you usually say when mentioning prices of your goods?
2. What do you do if you cannot mention the price in English?
Find a partner and practice the two dialogs below.
Dialog 1
Beni : Good morning, Miss. What are you looking for?
Carrie : Good morning. I’m looking for a briefcase. Do you have one?
Beni : Yes, Miss. We have several models and colors. You can have a look.
Carrie : Yes, sure. Oh, that brown one seems good. How much does that cost?
Beni : That one is two hundred and fifty thousand rupiahs.
Carrie : What about the one next to it?
Beni : That’s more expensive than the previous one. That costs you three hundred
and fifteen thousand rupiahs.
Carrie : Wow, I can see it. What if you give me the first one for two hundred thousand?
Beni : Well, I’m not supposed to give you that price. But since you’re our first costumer,
that’s OK.
Carrie : Good. But I forget to bring my credit card and I don’t have enough rupiah with
me. Do you take dollar? That’s only I have.
Beni : Sure. It’s twenty one dollars. One American dollar is nine thousand eight
hundred and fifty rupiahs.
Carrie : All right. Here you are. Thank you.
Beni : Thank you.
Dialog 2
Husni : Morning. May I help you?
Susan : Morning. Do you have travel bag. The big one will be better.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
113
Husni : Yes. We have black and brown colors.
Susan : Good. Show me the black.
Husni : Here you are.
Susan : Well, it’s nice. How much is it?
Husni : It’s three hundred thousand rupiahs.
Susan : Pretty expensive. How much you give the brown one?
Husni : It’s the same price.
Susan : What about two hundred thousands?
Husni : Well, I can only give you two hundred and seventy five thousand rupiahs.
Susan : Deal. But I’m not bringing enough rupiah. Do you take credit card?
Husni : Yes.
Carrie : OK, here’s my credit card.
Content Focus
Useful Expressions Responses
How much? It’s ………………………….
How much is it? It is …………………………
How much does it cost? It costs (you) ……………...
How much it costs me? It costs you………………..
Word List
English Indonesian
Briefcase Tas kantor
Casual shoes Sepatu santai
Coin purse Dompet uang logam
Cost Harga
Credit card Kartu kredit
Key tag Gantungan kunci
Key case Tempat kunci
Pronounce Menyebutkan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
114
Tan Warna yang cenderung coklat
Thick-soled shoes Sepatu bersol tebal
Travel bag Koper
Language Focus
How Much
How much is used to ask the price, for example, “How much does this bag cost?”
Pattern:
Example: How much does this cost? It costs you….
How much do the bags cost? They cost you…
Language Exercise
Find the correct prices
Rp 25.700
$ 79.62
Rp 1.980.000
Rp 446.900
$ 930.52
Four hundred fourty six thousand and nine hundred rupiah
Seventy nine dollars and sixty two cents
Nine hundred and thirty dollars and fifty two cents
Twenty five thousand and seven hundred rupiahs
One million nine hundred and eighty thousand rupiahs
Write down the price
1. Rp 587.300 …………………………………………………...
2. Rp 2.805.760 …………………………………………………...
3. $ 659.54 …………………………………...……………….
4. $ 865.700 ………………………………...………………….
5. $ 795, 38 ………………………………...………………….
6. Thirty thousand and seven hundred rupiahs ………………………....
7. Nine million two hundred and five dollars ………………………....
How much + to do + demonstrative pronoun?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
115
Communicative Tasks
Role Play
Work in a group of two. One becomes the customer and the other becomes the
shopkeeper. Each of you will get a card drawn with several leather products complete with
their prices. Make a conversation using asking and mentioning prices. Take turn.
The card for this role play will be provided at the end of this unit.
Game
Who’s the fastest?
Try to write down the prices of several leather goods which will be pronounced by your
teacher as soon as possible on a piece of paper. Do not forget to write down the name of
the goods. The fastest student with correct answers will be the winner of this game and will
get a nice present.
The card for the teacher of this game will provided at the end of this unit.
For example:
The teacher pronounces: “The brown key tag is fifty thousands rupiah.”
The students write: brown key tag: Rp 50,000
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
116
Role play: Cards
1st
student
Key case
Rp 37,500
Handbag
Rp 215,700
Long wallet
Rp 147,000
Casual shoes
Rp 199,450
Tan laptop case
Rp 305,000
2nd
student
Travel bag
Rp 406,500
Thick-soled shoes
Rp 234,700
Pink laptop case
Rp 278,000Key tag
Rp 73,000
Woman boots
Rp 586,750
Game: Cards
Round brown
crocodile-leather
coin purse
Rp 117,000
Black short
wallet
Rp 97,500
Brown key tag
Rp 24,900 Men bag
Rp 225,500
Pink wallet
Rp 66,700
Violet thick-soled
woman sandals
Rp 136,000
Brown bag
Rp 163,000
Crocodile-tail key
tag
Rp 36,000
Laptop case
Rp 96,300
Key case
Rp 55,000
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
117
UNIT 4
BARGAINING
Input
Pay attention to the picture and answer the questions below.
1. What do you think about bargaining?
2. When do customers bargain?
3. What do they usually say?
4. How do you bargain with your customers?
Find a partner and practice the two dialogs below!
Dialog 1
Hana : Good afternoon. Welcome to our shop. Is there anything I can do for you?
Cindy : Good afternoon too. I’m looking for a cell phone case. Do you sell it?
Hana : Yes, Miss. They are on the display. Which one do you like?
Cindy : Oh, the pink color is so lovely. How much is it?
Hana : That one costs you sixty thousand rupiahs.
Cindy : Oh, that’s expensive. Can I get the cheaper price?
Hana : I can give you five thousand rupiahs discount.
Cindy : That’s still too expensive for a cell phone case. What about thousand rupiahs?
Hana : I’m sorry, I can’t give that price. Or what if you want to, we another model
costs thirty five thousand rupiahs.
Cidy : No, I like this one.
Hana : I’m sorry, Miss. We won’t let it go for that price. Forty five
thousand rupiahs is the cheapest price I can give to you.
Hana : No, thanks. Maybe another time.
Dialog 2
Toni : Morning. May I help you?
Lilly : Yes, please. I need a pair of shoes for my husband.
Toni : So, you come to the right place. We have some fashionable models. They
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
118
just arrived last week. Let’s have a look.
Lilly : Just show me the black ones with no shoelace.
Toni : No worries, Ma’am. Here you are.
Lilly : How much will you give for these ones?
Toni : Only four hundred and fifty thousand rupiahs.
Lilly : That’s too much. Three hundred thousand rupiahs will do good.
Toni : Make it three hundred and fifty thousand rupiahs.
Lilly : Give me a break. Last price, three hundred and twenty thousand?
Toni : Well, because you’re our first costumer, I’ll give that price. Here you are.
Lilly : Thanks. I’ll be always your first costumer every time I shop here. Thanks.
Content Focus
ResponsesUseful
Expressions Accept Refuse
That’s unreasonable price.
May/Could/Can I bargain?
All right. Here is/are your… I’m sorry. You can’t bargain.
May/Could/Can I get the
lower price?
OK. So sorry, it’s a normal price.
May/Could/Can I get the
cheaper price?
Deal. I’m sorry. It’s a normal price.
That’s too much. How
about……rupiah?
That’s too expensive.
Could/Can you give me a
discount?
I can give you ……%
discount.
I’m sorry, we don’t give any
discount
Is there any discount? You get …..rupiah discount.
Do I get a discount? You get …..% discount.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
119
Word List
English Indonesian
Another time Lain waktu
A pair of Sepasang
Are you kidding me? Kamu bercanda, kan?
Bargain Menawar
Belt Tali pinggang
Briefcase Tas kantor
Cell phone case Tempat handphone
Cheap Murah
Coin purse Dompet uang receh
Expensive Mahal
Handbag Tas tangan
High-heeled shoes Sepatu berhak tinggi
Fashionable Terbaru
That’s too much. Itu terlalu mahal
Won’t let go for that that price Tidak bisa jual dengan harga itu
Unreasonable Tidak masuk akal
Language Focus
The Degrees of Comparison
The degrees of comparison can be used in bargaining. For examples: “Can I get lower
price?”, “I’m sorry, that’s the cheapest price we can give.”
There are three kinds of the degrees of comparison. They are:
1. Positive degree
2. Comparative degree
Pattern:
This bag is more expensive than that bag.
S + to be + adjective (-er / more) + than + …
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
120
She pays more for this bag than for that bag.
3. Superlative degree
Pattern:
This bag is the cheapest bag.
The shop assistant offers the most expensive briefcase.
Note :
1. For one syllable adjective that ends in a consonant, add –er to form comparative
degree and add –est to form superlative degree, for example: cheap cheaper
cheapest.
2. For one syllable adjective that ends in double identical consonants, double the last
letter of the adjective and add –er to form comparative degree, and add –est to
form superlative degree, for example: big bigger biggest.
3. For two syllables adjective which end with –y, change –y into –i, and add –er to
form comparative degree, and add –est to form superlative degree, for example:
heavy heavier heaviest.
4. For two syllables adjective which the stress is in the last syllable, add –er to form
comparative degree, and add –est to form superlative degree, for example: polite
politer politest.
5. For two syllables adjective which the stress is in the first syllable, add more to form
comparative degree and add most to form superlative degree, for example: useful
more useful most useful.
6. For an adjective with more than two syllables, add more to form comparative
degree and add most to form superlative degree, for example: expensive more
expensive most expensive.
S + verb + adjective (-er / more) + than + …
S + to be + the + adjective (-est / most) + …
S + verb + the + adjective (-est / most) + …
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
121
Exceptions:
Positive Comparative Superlative Meaning
Good/well better best baik, sehat
Bad/ill worse worst buruk, sakit
Many more most banyak (C)
Much more most banyak (UC)
Small smaller smallest kecil
Little less least sedikit
Far farther farthest jauh (jarak)
Far further further lanjut (data/info)
Language Focus
Arrange the conversation below into a good order
1. Tono : So sorry. It’s a fixed price.
2. Tono : Good morning. Can I help you?
3. Tono : Since it is made of original crocodile skin, that’s why it’s pretty
expensive.
4. Sarah : I’m looking for a key case. Do you have one?
5. Tono : It costs you one hundred and seventy five thousand rupiahs.
6. Sarah : Wow, that’s expensive. Can I get lower price?
7. Tono : Certainly. We have some models. We have croco and snake leather.
8. Sarah : I prefer the croco one. How much does it cost?
Complete the conversation below with appropriate expressions
Sari : Good morning. Can I help you?
Jeanny : Yes, please. I’m seacrhing for a belt made of crocodile leather.
Sari : I see. We have some models. Come over here, please. So you can have a look.
Jeanny : Oh, thank you. I like this one. How much is it?
Sari : That’s one hundred and fifty five thousand rupiahs.
Jeanny : Woww, that’s too much. ________________________ ninety thousand?
Sari : ______________________. I can’t give that price. What about one hundred?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
122
Jeanny : Still too much.
Sari : Ok. Last price is one hundred and thirty.
Jeanny : Ok. Thank you. I think I’ll have another one.
Communicative Tasks
Role Play
Let’s Bargain
Work in a group of two. Make a conversation. One becomes the shopkeeper and the other
becomes the customer. The teacher will give you a card drawn with a picture of a leather
product complete with its price. The shopkeeper will get the offering and the last price for
his/her product. The customer will get the expected price. Write on the result, whether or
not the bargaining successful and on what is the deal price.
The card for this game will be provided at the end of this unit.
Game
Give me the cheapest price!
Work in a group consists of five people. The members of one group become the shop
assistants, while the other one becomes customers. Every shop assistant works for
different shop. The teacher will distribute a card for every shop assistant drawn with
pictures of leather goods complete with their prices. The job of the costumers is to find the
shop which gives the cheapest price.
The card for this game will be provided at the end of this unit.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
123
Role Play: Cards for the shop assistant
Briefcase
Offering price:
Rp 325,000
Last price:
Rp 295,000
Deal: S / US
Price: Rp………
Woman high-
heeled shoes
Offering price:
Rp 200,000
Last price:
Rp 145,000
Deal: S / US
Price: Rp………
Belt
Offering price:
Rp 150,000/each
Last price:
Rp 125,000/each
Deal: S / US
Price: Rp……………..
Coin purse
Offering price:
Rp 75,000
Last price:
Rp 50,000
Deal: S / US
Price: Rp ……….
Handbag
Offering price:
Rp 250,000
Last price:
Rp 185,000
Deal: S / US
Price: Rp…….
Note:S : SuccessfulUS : Unsuccessful
Role Play: Cards for the costumer
Briefcase
Expected price:
Rp 295,000
Deal: S / US
Price: Rp………
Woman high-
heeled shoes
Expected price:
Rp 125,000
Deal: S / US
Price: Rp………
Belt
Expected price:
Rp 100,000/each
Deal: S / US
Price: Rp………
Coin purse
Expected price:
Rp 50,000
Deal: S / US
Price: Rp………
Handbag
Expected price:
Rp 145,000
Deal: S / US
Price:
Rp………
Note:S : SuccessfulUS : Unsuccessful
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
124
Game: Cards for the Shop Assistants
1st
shop
Coin purse
Rp 50,000
Key tag
Rp 20,000
Key case
Rp 63,000
Men sandals
Rp 190,000
Lighter case
Rp 47,000
2nd
shop
Coin purse
Rp 44,000
Key tag
Rp 22,500
Key case
Rp 61,500
Men sandals
Rp 185,000
Lighter case
Rp 43,000
3rd
shop
Coin purse
Rp 47,500
Key tag
Rp 25,000
Key case
Rp 60,000
Men sandals
Rp 176,000
Lighter case
Rp 44,000
4th
shop
Coin purse
Rp 39,000
Key tag
Rp 26,000
Key case
Rp 56,000
Men sandals
Rp 181,000
Lighter case
Rp 46,000
5th
shop
Coin purse
Rp 42,000
Key tag
Rp 21,000
Key case
Rp 58,000
Men sandals
Rp 197,000
Lighter case
Rp 48,000
Game: Cards for the Costumers
Coin purse Key tag Key case Men sandals Lighter case
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
125
UNIT 5
DESCRIBING LEATHER GOODS
Input
Look at the picture and answer the questions below!
1. How many bags do you have?
2. What kind of bags do you like?
3. What colors are your bags?
4. How do you take them care?
5. Describe the bag in the picture!
Find a partner and practice the two dialogs below!
Dialog 1
Lisa : Good morning. I’m looking for a clutch for a party.
Do you have one?
Rita : Yes, of course. We have several models and colors.
What kind do you like?
Lisa : I beg your pardon?
Rita : Are you searching the luxurious clutch? Or the simple one?
Lisa : I prefer the first one. It’s a dinner party.
Rita : We have metal clutch with three colors; black, gold, and silver.
Their handles are decorated with natural stones. The gold and
silver colors are plated with gold and silver.
Lisa : Good. May I have a look on them all?
Rita : Sure.
Dialog 2
Dora : Good afternoon. What can I do for you?
Mr. Flinstone : I’m looking for a pair of working shoes.
Dora : I see. What kind of shoes do you like?
Mr. Flinstone : Well, I need leather brown shoes. Just the simple one.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
126
Dora : No worries, Sir. All our products are made of genuine leather.
Anyway, we have some models. Maybe you want to see them.
Mr. Flinstone : Yes, I like to see them first. Size 43 please.
Dora : Here you are, Sir.
Mr. Flinstone : Thank you.
Content Focus
Names of the goods
Bags
Men’s bags: Women’s bags:
Cosmetic Bags Laptop Cases
Key cases Cellphone cases
Key tags Lighter case
Shoes
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
127
Men shoes Women shoes
Sandals
Men sandals Women sandals
Clutches Belts
decorated with natural stones
Wallets
Long: Short
Coin purses
Useful Expressions
1. What does it look like?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
128
It’s a cosmetic bag plated with ……………
2. What is it like?
It is………..
3. What is it made of?
It’s made of………….
Word List
English Indonesian
Belt Tali pinggang
Black Hitam
Decorated Dihiasi
Clutch Tas tenteng wanita
Coarse Kasar
Genuine Asli
Gold Emas/warna emas
Leather Kulit
Luxurious Mewah
Metal Besi
Plated Dilapisi
Silver Perak
Simple Sederhana
Size Ukuran
Smooth Halus
Stone Batu
Language Focus
Adjectival Word Order
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
129
Quality Size/Age/Shape Color Origin Made of Type/Usage Noun
Lovely
Luxurious
Strong
Big
New
Square
Brown
Yellow
Red
China
Indonesia
Leather
Canvas
Single use Bag
Shoes
Wallet
Adapted from Longman Dictionary, p.412
Example:
1. I like the luxurious short brown leather wallet.
2. Most customers prefer buying the new red crocodile leather bag.
Language Exercise
Arrange these jumble words and make a sentence using them.
1. expensive – party – plated – clutch – gold
2. leather – old – shoes – gray
3. black – travel - Italian – simple – bag
4. leather – sandal - crocodile – women – adorable – expensive
5. buckle - belt – gold – plated – extraordinary
Communicative Tasks
Role Play
Find a partner, and then each of you will get a card drawn with one leather product.
Describe the product drawn on the card as complete as possible. Take turn.
The card for this role play will be provided at the end of this unit.
Games
Snake game
Make a group of 3 people. Each person in the group has to bring one leather product. Then
one by one, each of you has to show your leather product to the rest of the members of the
group. Make them to describe your product.
Do you have…?
Procedures:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
130
1. Makes two groups consists of five people each. The members of one group
become the shop assistants, while the other one become the customers.
2. The teacher will distribute a picture of leather good to the shop assistants and the
costumers.
3. The job of the customers is to find the shop which sells the same leather product
as the picture s/he gets. Do not forget to describe the product you want to buy.
4. The job of the shop assistants is to greet the customers and offer your help. Try to
understand the customers’ description on the product they want to buy.
The card for this game will be provided at the end of this unit.
Colors
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
131
Length Size
Long Medium Short
Big Medium Small
Materials
Snake skin Calf skin Crocodile skin
Role Play: Cards
Black
Dark teal
Red Pink Rose
Teal Light turquoiseTurquoiseAqua
Dark blue Blue Light blue Sky blue Pale blue
Olive green Light yellowYellowLimeDark yellow
Gold TanLight orangeOrangeBrown
Dark green
PlumVioletIndigo Blue-gray
Light greenBright greenGreen Sea Green
Lavender
WhiteGray-25%Gray-40%Gray-50%Gray-80%
Dark red
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
132
Games:Cards for the shop assistants
1st person’s
card
2nd person’s card 3rd person’s card 4th person’s card 5th person’s card
Cards for the costumers
1st person’s card 2nd person’s card 3rd person’s card 4th person’s
card
5th person’s card
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
133
Unit 6
Apologizing
Input
Pay attention to the picture and answer the questions below.
1. When do you ask for an apology?
2. What do you usually say to ask for an apology?
3. Have you ever asked for an apology from your
customer? Why?
Find a partner and practice the two dialogs below.
Dialog 1
Doni : Good afternoon, Sir. What can I do for you?
Mr. Philip : Good afternoon. I’d like to complain for the belt I bought yesterday. The
buckle isn’t gold-plated. I’ve spent a lot of money for it.
Doni : I’m sorry but do you bring the letter of purchase?
Mr. Philip : Yes. I also bring the belt with me.
Doni : May I have a look?
Mr. Philip : Sure. Here you are.
Doni : Thank you. Let me check it for a moment. Please have a seat.
……………………. (a moment later)………………….
Doni : Please accept our apology for this mistake. Seems we have given
you the wrong item. The one you bought is brass-plated. I’m bringing you
the right order. Once again, we are very sorry about the mistake.
Mr. Philip : That’s all right. As long as I get the right one. Thank you.
Doni : You’re welcome.
Dialog 2
Vina : Morning. Is there anything I can do for you?
Mrs. Anderson : Morning. I need to complain for the shoes I just bought. I just
realized that I got different colors when I got home. One is dark blue
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
134
while the other is indigo. I was in a hurry when buying them. So I didn’t
check them back.
Vina : When did you buy it Ma’am?
Mrs. Anderson : Yesterday morning. I’m bringing the letter of purchase with me. And also
the shoes. You can check it.
Vina : My pleasure.
…………………..(a moment later)……………….
Vina : You are right Ma’am. We are sorry about the mistake. It was our
mistake. We’re suppose to check it for you so you’d get the right order.
Do you bring the shoes and the letter of purchase so I can check?
Mrs. Anderson : Sure. Here you are.
Vina : Thank you. Oh, you’re right. They’re different colors. Wait for a second
Ma’am. I’ll get the other dark blue the one that you ordered.
Mrs. Anderson : Thank you.
Vina : Here you are Ma’am.
Mrs. Anderson : Thank you.
Content Focus
Useful Expressions
The phrases near the top of the list are more formal than the ones near the bottom.
FORMALITY APOLOGY RESPONSE
More formal
Less formal
Forgive me. I’m terribly sorry about…
Please accept my apologies for…
Please excuse (my dog).
I would like to apologize for…
I’m sorry. I didn’t mean to…
I’m sorry. I didn’t mean to…
Oh no! Did I do that? I’m sorry.
Sorry about that.
That’s quite all right.
You don’t need to apologize.
I wouldn’t worry about it if I were you.
That’s all right.
Don’t worry about it.
It’s OK.
It’s OK.
No problem.
Adopted from Speaking Naturally, p.51
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
135
Word List
English Indonesian
Brass Kuningan
Buckle Kepala tali pinggang
Dropped Menjatuhkan
Exploded Meledak
Forgive me Maafkan saya
Have a seat Silakan duduk
Lap Pangkuan
I’m sorry for… Maafkan saya karena…
I didn’t mean to… Saya tidak bermaksud untuk
Letter of purchase Surat pembelian
Mean to Bermaksud
Please accept my apologies for… Tolong terima permintaan maaf saya atas…
Spilled Tertumpah
Stood Berdiri
Language Focus
Simple Past Tense
(a) I bought a bag yesterday.
(b) He lived in China for five years,
but now he is living in
Indonesia.
The simple past indicates that an
activity or situation began and
ended at a particular time in the
past.
(c) I stood under a tree when it
began to rain.
(d) When I heard a strange noise,
I got up to investigate.
(e) When I dropped my cup, the
coffee spilled on my lap.
If a sentence contains when and
has the simple past in both clauses,
the action in the “when clause”
happens first. In (d): 1st: The rain
began. 2nd: I stood under the tree.
Adapted from Understanding and Using English Grammar, p. 24
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
136
Pattern:
Affirmative sentence:
She ordered some leather bags yesterday.
Negative sentence:
She did not some leather bags yesterday.
Interrogative:
Did she buy some leather bags yesterday?
Answer: Yes, she did / No, she didn’t.
Language Exercise
Express your apologize in these situations
1. You don’t have the goods your customer order.
……………………………………………………………………………………………………
2. Your customer returns back the broken bag he borrowed yesterday.
……………………………………………………………………………………………………
3. Your customer complains about the unfriendly service.
……………………………………………………………………………………………………
4. You cannot work today because of sickness.
……………………………………………………………………………………………………
5. The shopkeeper complains about you coming late.
…………………………………………………………………………………………………..
Communicative Tasks
Role Play
Find a partner and make a conversation. One becomes the customer and the other one
becomes the shop assistant. The job of the customer is to complain about the leather
product s/he bought. Meanwhile, the job is the shop assistant is to handle the complaint
and to apologize the customer.
S + V(simple past) + …
S + did not/didn’t + V(regular) + …
Did + S + V(regular) + …
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
137
Unit 7
Telephoning
Input
Pay attention to the picture and answer the questions below.
1. What are the two women doing?
2. Have you ever talked to your customer on the telephone?
3. What did you talk about?
4. What did you do if the customer left a message?
Find a partner and practice the two dialogs below.
Dialog 1
Heni : Hello, good afternoon. Kaban Group Shop. What can I do for you?
Mr. Damien : Hello, good morning. I’m Alexander Damien from Sydney. Can I talk
to Mr. Kaban?
Heni : Hang on for a second, please.
Mr. Damien : Yes, thank you.
Heni : I’m sorry. He’s out for a lunch. May I take a message?
Mr. Damien : No, thank you. Do you know what time he’ll be back from the lunch?
Heni : Perhaps at two o’clock.
Mr. Damien : Alright. I’ll call back. Thank you.
Heni : You welcome.
Dialog 2
Surti : Hello, good morning. Kaban Group Shop. May I help you?
Mrs. Morgan : Morning. May I speak to Mrs. Kaban.
Surti : I’m sorry, Miss. Mrs. Kaban is out. Would you like to leave a message?
Mrs. Morgan : Yes, please. I’ve ordered some women bags a month ago. I’d like to
order again.
Surti : Yes. Do you have the code of the bags?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
138
Mrs. Morgan : Yes. I need a half dozen of Bl1321 and a half dozen of Pi1321. I also
need three items of Re4270, a dozen of Ye7860.
Surti : What else do you need?
Mrs. Morgan : I think that’s enough.
Surti : How do you spell your name, Mrs. Morgan?
Mrs. Morgan : Louisa Morgan. L-O-U-I-S-A space M-O-R-G-A-N.
Surti : Thank you. Where do you want us to send your order?
Mrs. Morgan : Just directly to my house since my boutique is too crowded with all the
stuff. You still have my address, right?
Surti : Yes, sure. We’ll send them right away. They maybe arrive next week.
Mrs. Morgan : Good. I’ll transfer the payment on delivery.
Surti : Yes, Miss. Thank you.
Mrs. Morgan : Thank you.
Content Focus
Useful expressions
1. Greetings
Hello, good morning.
Hello, good afternoon.
2. Identifying oneself or one’s company/shop
Kaban Group Shop.
Surti’s speaking.
3. Offering help
May I halp you?
What can I do for you?
4. Asking the caller’s identity
Who’s calling?
Who’s this?
5. Taking a message
May I take a message?
Would you like to leave a message?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
139
6. Asking personal information
What’s your name? How do you spell your name?
Where do you live?
7. Signing off
Thank you for calling.
Good bye.
Word List
English English
Arrive Tiba, sampai
Crowded Penuh
Dozen Selusin
Enough Cukup
Half Setengah
Hang on for a second Tunggu sebentar
He’s out Dia sedang keluar
Items Buah
Lunch Makan siang
Message Pesan
On delivery Pada saat pengiriman
Order Memesan
Payment Pembayaran
Spell Mengeja
Stuff Barang-barang
Transfer Mengirim
Language Focus
Quantity
An expression of quantity (e.g., one, several, many, and much) may precede a noun.
Notice below:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
140
Some expression of quantity are used only with count nouns; some only with noncount
nouns; some with either count or noncount nouns.
Expressions of Quantity Used with Count Nouns Used with Noncount Nouns
one
each
every
one bag
each bag
every bag
Ø
Ø
Ø
two
both
a couple of
three, etc
a few
several
many
a number of
two bags
both bags
a couple of bags
three bags
a few bags
several bags
many bags
a number of bags
Ø
Ø
Ø
Ø
Ø
Ø
Ø
Ø
a little
much
a great deal of
Ø
Ø
Ø
a little stuff
much stuff
a great deal of stuff
not any/no
some
a lot of
plenty of
most
all
not any/no bags
some bags
a lot of bags
plenty of bags
most bags
all bags
not any/no stuff
some stuff
a lot of stuff
plenty of stuff
most stuff
all stuff
Adopted from Understanding and Using English Grammar, p. 210
Language Exercise
Imagine you are talking on the telephone with Ms. Braco who is ordering some goods. The
following are her orders. Write down her orders in the form provided.
1. Three wallets, code FO 610 N, price Rp 153.000/each
2. Five pairs of woman shoes, code TE 620 NOT, price Rp 258.000/pair
3. Two leather travel bags, code GIN 72021 TING, price Rp 454.500/item
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
141
4. Five crocodile coin purses, code DON 722 N, Rp 79.000/item
5. One cosmetic bag, code NI 8921 NA, price Rp 368.000
Communicative Tasks
Role Play
Work in a group of two. One becomes the customer who owns “ALL ABOUT MEN” shop
and the other one becomes the shop assistant of Kaban Group Shop. Pretend that you talk
on the telephone. The customer calls the shop to order more products s/he has run out.
S/he will get a card consists of the products’ information. The shop assistant takes the
orders and writes them on a form.
The card for the customer and the form for the shop assistant will be provided at the end of
this unit.
Game
I’m the Fastest
The teacher acts as a customer distributes a form for every student. Then s/he will order
some leather products and will mention information about the products. The job of every
student who acts as the shop assistant of Kaban Group Shop is to fill in the form as
accurate as possible. The fastest and the most accurate person who fills in the form will be
the winner.
The card for the customer will be provided at the end of this unit.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
142
Role Play: Codes for the customer
Code: DO 2370
Quantity: 6
Shoes no: 40,
41, 42, 43 (2
items), 44, 45
Code: NA 2370
Quantity: 3
Shoes no: 42,
43 (2 items)
Code: LD 7424
Quantity: 10
Shoes no: 40,
41, 42, 43, 44
(every no 2
items)
Code: NN 745
Quantity: 5
Code: IN 690 A
Quantity: 3
Game: Card for the customer
Code: FO 795 N
Quantity: 12
Code: TE 539 N
Quantity: 5
Code: OT 8467 G
Quantity: 4
Sandals no: 38,
39, 40
Code: IN 7458 T
Quantity: 8
Shoes no: 36, 37,
38, 39 (3 items),
40 (2 items)
Code: IN 7843 G
Quantity: 4
Shoes no: 42, 43
(2 items), 44
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
144
Unit 8
Thanking and Well Wishing
Input
Pay attention to the picture and answer the questions below.
1. What do you usually say after your customer
finished shopping?
2. When do you thank someone else?
3. How do you feel when someone you help does
not say thanks to you?
Find a partner and practice the two dialogs below.
Dialog 1
Fani : Morning, Sir. What can I do to help you?
Mr. White : I’m looking a suitcase. Do you have the brown one?
Fani : Yes. We have a lot. You can have a look in the catalogue.
Mr. White : Yes. I like this one. How much this one cost?
Fani : That one costs you three hundred thousand, but you’ll get twenty
percent discount. So the fixed price is two hundred and sixty thousand.
Mr. White : Reasonable. I’ll take it.
Fani : Alright. Do you need something else?
Mr. White : No, thank you.
Fani : Thank you for buying. Hope you’ll like it. Have a nice day.
Mr. White : Thanks.
Dialog 2
Panji : Good morning, Ma’am. Can I help you?
Mrs. Jackson : Morning. I need a coin purse.
Panji : We have some. Let’s have a look.
Mrs. Jackson : I like this one. But do you have another color? Orange for example.
Panji : Yes. Here you are.
Thank you
You’re welcome
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
145
Mrs. Jackson : Thank you. How much is it?
Panji : It’s thirty thousand rupiahs.
Mrs Jackson : What about twenty five?
Panji : I’m sorry. It’s fixed price.
Mrs. Jackson : OK. I’ll take it.
Panji : Here you are. Thank you.
Mrs. Jackson : Thank you too.
Content Focus
Useful Expressions
The phrases near the top of the list are generally more formal than the ones near the
bottom.
FORMALITY EXPRESSING THANKS RESPONSES
More formal
Less formal
I’m very grateful for…
I’m so grateful for…
Thank you very much for…
Thank you so much for…
Thank you for…
That was nice of you. Thank you.
That was nice of you.
Thank you. But you really shouldn’t
have.
They’re beautiful! But you didn’t need
to (give me anything)
Thanks a lot for…
I really appreciate (the invitation).
Thanks!
Thanks a million!
Thanks a million!
You’re very welcome.
You’re entirely welcome.
Don’t mention it.
You’re welcome.
It was my pleasure.
Don’t mention it.
You’re welcome.
Well, I just wanted to show
my appreciation for…
But I wanted to.
You’re welcome.
Sure.
It was nothing.
Don’t worry about it.
Forget it.
Adopted from Speaking Naturally, p.41
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
146
Word List
English Indonesian
Broken Rusak
Catalogue Katalog
Conditions Syarat-syarat
Descriptions Gambaran
Fixed price Harga pas
Have fun Selamat bersenang-senang
Including Termasuk
In charge Bertanggung jawab
Mentions Menyebutkan
Reasonable Masuk akal
Reparation Perbaikan
Replies Membalas
Stuff Barang-barang
Zipper Ritsliting
Language Focus
Imperative
Pattern: V1 + Noun phrase
Have a nice day!
Enjoy your day!
Have fun!
Language Exercise
Complete this conversation by using appropriate expressions
Mr. Fontenot : Honey, I’m home. Look what I’ve got for you.
Ms. Fontenot : Welcome home, honey. Oh, it’s a beautiful clutch. _____________.
Where did you get it?
Mr. Fontenot : It’s a secret. You like black color, right? I’ve searched every place.
Ms. Fontenot : ___________________once again for the gift. It’s really lovely.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
147
Mr. Fontenot : ______________________. I like buying something you like. Happy
birthday. I know it’s your birthday.
Communicative Tasks
Role Play
Find a partner and make a dialogue below based on the situations below! Take turn!
Situation 1:
A has brought a bag yesterday but the bag’s zipper is broken. So she comes back to the
shop the next day to have the bag repaired. A is the shop assistant. He is in charge to
repair broken stuff.
B A
1. greets A 1. replies the greeting
2. offers help 2. complains the bag’s quality
3. checks the bag’s zipper 3. asks for reparation
4. explains the reparation conditions, 4. accepts the conditions, thanks A,
including time needed for reparation and says good-bye
5. replies the thank and good-bye.
Situation 2:
A is a costumer looking for a wallet. B is the shop assistant.
B A
1. greets A 1. replies the greeting
2. offers help 2. describes the wallet s/he is
looking for
3. offers some types of wallet based 3. chooses one wallet and asks the
price on A’s descriptions price
4. mentions the price 4. bargains
5. bargains and gives the last price 5. accepts the price
6. says thank and give well-wishing 6. replies the thank
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI