DEVELOPING ENGLISH FOR VOCATIONAL PURPOSES (EVP)
SPEAKING MATERIALS
(A Developmental Study at the Tenth Grade of Office Administration Program
in SMK PGRI 31 LEGOK–TANGERANG)
THESIS
By
Suparti
2112014000004
GRADUATE PROGRAM OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018 M./1438 H.
v
ABSTRACT
Suparti. Developing English for Vocational Purposes (EVP) Speaking Materials (A
Developmental Study at the Tenth Grade Students of SMK PGRI 31 LEGOK –
TANGERANG), 2018.
The objectives of this research were: 1) to identify the office administration
students‟ needs in English for Vocational Purpose (EVP) speaking materials at SMK PGRI
31 LEGOK, 2) to design the appropriate English for Vocational Purpose (EVP) speaking
syllabus for the tenth grade students of office administration program at SMK PGRI 31
LEGOK, 3) to develop English for Vocational Purpose (EVP) speaking materials for the
tenth grade students of office administration program at SMK PGRI 31 LEGOK. This
research was a Research and Development (R & D) study. The steps of this study were:
collecting data and information (needs analysis), writing the syllabus, developing the first
draft of the materials, evaluating the first draft of the materials (expert judgment) and
writing the final draft of the materials. The data were collected from observation, interview
and questionnaires. Based on the needs analysis results, most of the tenth grade students
(84%) of Office Administration Program needs ESP speaking materials to support their
future job which includes some works like handling telephone call, delivering a
presentation and handling guest. This research developed three units of learning materials
which focused on improving the speaking skills. Each unit was organized into: „Warm-
Up‟, „Let‟s Study‟, „Let‟s Practice More‟, „Let‟s Speak More‟, „Summary‟, and
„Reflection‟. The topic of the materials was related to the task in workplace. The input of
the materials was in the form of dialogues and monologues. In addition, there were some
explanations about English expressions and also spelling. Related to the learning activities,
most of the tasks in the materials were in the form of pair-work and small-group work. The
findings from the materials evaluation showed that goals in writing materials, input texts,
language structures, language skills, tasks, textbook organizations and textbook layout are
appropriate. The experts suggested revising some of the instructions in the materials. The
final total value of three units is 99 which is in the interval 76 to 100, so that it was
categorized as “Very well”.
Keywords: English for Vocational Purpose, Materials Development, Office Administration
Study Program, Speaking.
vi
ABSTRACT
Suparti. Mengembangkan Materi Berbicara Bahasa Inggris untuk Tujuan Kejuruan
(Studi Perkembangan pada Siswa Kelas 10 SMK PGRI 31 LEGOK -
TANGERANG), 2018.
Tujuan dari penelitian ini adalah: 1) Mengidentifikasi kebutuhan siswa
administrasi perkantoran dalam bahasa Inggris untuk tujuan Kejuruan (EVP) di SMK
PGRI 31 LEGOK, 2) merancang silabus bahasa Inggris untuk Keperluan Kejuruan (EVP)
untuk siswa kelas sepuluh program administrasi perkantoran di SMK PGRI 31 LEGOK, 3)
untuk mengembangkan materi pengajaran Bahasa Inggris untuk Keperluan Kejuruan
(EVP) untuk siswa kelas sepuluh program administrasi perkantoran di SMK PGRI 31
LEGOK. Penelitian ini merupakan penelitian Penelitian dan Pengembangan (R & D).
Langkah-langkah dari penelitian ini adalah: mengumpulkan data dan informasi (analisis
kebutuhan), menulis silabus, mengembangkan draf pertama, mengevaluasi draf pertama
(penilaian ahli) dan menulis draf akhir. Data dikumpulkan dari observasi, wawancara dan
kuesioner. Berdasarkan hasil analisis kebutuhan, sebagian besar siswa kelas 10 (84%)
Program Administrasi Perkantoran membutuhkan materi ESP untuk mendukung pekerjaan
masa depan mereka yang mencakup beberapa pekerjaan seperti menangani panggilan
telepon, menyampaikan presentasi dan menangani tamu. Penelitian ini mengembangkan
tiga unit materi pembelajaran yang difokuskan pada peningkatan kemampuan berbicara.
Setiap unit diorganisir menjadi: „Pemanasan‟, „Mari Belajar‟, „Mari Berlatih Lagi‟, „Mari
Bicara Lagi‟, „Ringkasan‟, dan „Refleksi‟. Topik materi terkait dengan tugas di tempat
kerja. Masukan bahan itu berupa dialog dan monolog. Selain itu, ada beberapa penjelasan
tentang ungkapan bahasa Inggris dan juga ejaan. Berkaitan dengan kegiatan belajar,
sebagian besar tugas dalam materi berupa kerja pasangan dan kerja kelompok kecil.
Temuan dari evaluasi bahan menunjukkan bahwa tujuan dalam menulis materi, teks
masukan, struktur bahasa, kemampuan bahasa, tugas, organisasi buku teks dan tata letak
buku teks sesuai. Para ahli menyarankan untuk merevisi beberapa instruksi dalam materi.
Nilai akhir dari tiga unit adalah 99 yang berada pada interval 76 sampai 100, sehingga
dikategorikan sebagai “Sangat baik”.
Kata kunci: Bahasa Inggris untuk Tujuan Kejuruan, Pengembangan Materi, Program Studi
Administrasi Perkantoran, Berbicara.
vii
ملخص البحث
ني )دراسة تطويرية لدى طلبة الصف العاشر سوبارتي. "تطوير مادة الكالم باللغة اإلنجليزية للغرض المه ".7102تانجيرانج( –ليجوك PGRI 31بالمدرسة المهنية
( يف EVP(. معرفة احتياج طلبة اإلدارة ادلكتبية إىل اللغة اإلجنليزية للغرض ادلهين )1أهداف هذا البحث هي: ( لدى طلبة الصف EVP(. صناعة ختطيط اللغة اإلجنليزية للغرض ادلهين )2ليجوك، PGRI 31ادلدرسة ادلهنية
(. تطوير ادلادة التعليمية يف تعليم اللغة 3ليجوك، PGRI 31العاشر لربنامج اإلدارة ادلكتبية بادلدرسة ادلهنية PGRI 31بادلدرسة ادلهنية ( لدى طلبة الصف العاشر لربنامج اإلدارة ادلكتبية EVPاإلجنليزية للغرض ادلهين )
كما يلي: مجع البيانات وادلعلومات ف(. وأما ادلناهج ادلستخدمة R&Dليجوك. صار هذا البحث حبثا تطويريا ))حتليل احلاجة(، كتابة التخطيط التعليمي، تطوير ادلسودة األوىل، تقومي ادلسودة األوىل )تقييم ادلتضلعني( وكتابة
عت ال بيانات من ادلالحظة ادلباشرة وادلقابلة الشخصية واالستفتاءات ادلنتشرة. ومن حتليل احلاجة، ادلسودة اآلخرة. مجم( للدعم ESP%( لربنامج اإلدارة ادلكتبية حيتاجون إىل ادلادة اإلجنليزية للغرض ادلهين )44يوجد أن معظم الطلبة )
ذلاتف، وتقدمي ادلادة، واستقبال الضيوف. على عملهم يف ادلستقبل الذي يشتمل على األعمال األخرى مثل إجابة اتطّور هذا البحث ثالثة ادلواد التعليمية اخلاصة يف ترقية مهارة الكالم. كل القسم منها يتضمن: "التدفئة"، و"حي نتعلم"، و"حي منارس"، و"حي منارس"، و"اخلالصة"، و"ادلنعكس". وكان موضوع ادلادة يتعلق باألنشطة يف ادلعمل.
ادة من احلوارات وادلونولوجيات. وهناك بيان عن العبارات اإلجنليزية واذلجايية. وأما العملية التعليمية، وتركبت ادلفمعظمها من التعلم التعاوين واجملموعة الصغرية. وأما النتايج من تقومي ادلادة فتدل على ادلوافقة بني الغرض واذلدف
اللغوية والعمليات التعليمية وحمتوى الكتاب وتنظيمه. ورأشار ادلتضلعون يف كتابة ادلادة وادلدلول والًتاكيب وادلهارات حىت 67فتقع على فاصلة 99إىل أن تنقح التعليمات اليت كانت يف ادلادة. والقيمة اآلخرة من ثالثة أقسام هي
، فصارت "جيد جّدا".111
برنامج اإلدارة ادلكتبية، الكالم.العبارات الرييسية: اللغة اإلجنليزية للغرض ادلهين، تطوير ادلادة،
viii
ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious, the Most Merciful
Praised be to Allah, Lord of the world, who has given the writer His love and
compassion to complete my Master‟s Degree. Peace and salutation be upon to the prophet
Muhammad SAW, his family, his companion, and his adherence.
It is a pleasure to acknowledge the help and contribution to all of lecturers,
institution, family and friends who have contributed in different ways hence this thesis is
processed until it becomes a complete writing which will be presented to the Master
Program of English Education Faculty of Educational Sciences in partial fulfillment of the
requirements for the degree of M.Pd. in English Language Education.
First of all, the writer would like to express her great honor and deepest gratitude
to her advisor Dr. Fahriany, M.Pd. and all the examiners Dr. Farida Hamid, M.Pd., Dr.
Alek, M.Pd. and Dr. Ratna Sari Dewi, M.Pd. who had empowered the writer to enhance
this thesis with their intellectual recommendations and constructive comments. Her special
gratitude goes to her beloved parents, brothers, husband and daughter who never stopped
motivating her in accomplishing this thesis.
The writer‟s sincere gratitude also goes to:
1. Prof. Dr. Ahmad Thib Raya, M.A., the dean of Faculty of Educational Sciences.
2. Dr. Fahriany, M.Pd., the head of master program, Faculty of Educational Sciences.
3. Muslikh Amrullah, S.Pd., the staff of master program, Faculty of Educational
Sciences.
4. All the lecturers in Master Program of English Education Department who had
transferred his/ her knowledge and also for the valuable guidance and encouragement.
5. The writer‟s classmates in graduate program of English Education Department UIN
Syarif Hidayatullah Jakarta class of 2012 especially Dwi Pramesti who has struggled
together to finish this thesis.
6. Headmaster of SMK PGRI 31 LEGOK–TANGERANG and the interviewees from
English for Vocational Purposes (EVP) teachers whom I interviewed and asked survey
from, thank you for helping me to complete this research data. This research will be
nothing without your help.
7. All of people who participated in the process of the thesis that the writer couldn‟t
mention one by one.
May Allah bless you all.
Ciputat, January 2018
The Writer
ix
TABLE OF CONTENTS
COVER
TITLE PAGE........................................................................................................ ii
STATEMENT OF ORIGINALITY ..................................................................... iii
APPROVAL BY EXAMINERS .......................................................................... iv
ABSTRACT ......................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................... viii
TABLE OF CONTENT ....................................................................................... ix
LIST OF TABLES ............................................................................................... xii
LIST OF CHARTS ............................................................................................... xiii
LIST OF FIGURES .............................................................................................. xiv
LIST OF APPENDICES ...................................................................................... xv
CHAPTER I INTRODUCTION ....................................................................... 1
A. Background of the Research .................................................................... 1
B. Focus and Sub- Focus of the Research .................................................... 3
C. Research Questions ................................................................................. 4
D. Research Objectives ................................................................................ 4
E. Research Significance ............................................................................. 4
CHAPTER II LITERATURE REVIEW ......................................................... 5
A. ESP (English for Specific Purposes) ....................................................... 5
1. The Nature of ESP ............................................................................ 5
2. ESP Characteristics ........................................................................... 6
3. Types of ESP..................................................................................... 7
4. ESP Teaching and Learning Process ................................................ 10
4.1 The Role of ESP Teacher ........................................................ 11
4.2 Vocational High School Students as ESP Learners ................ 11
5. Objectives in Teaching ESP .............................................................. 12
6. Teaching Skills in ESP ...................................................................... 13
6.1 Listening ................................................................................. 13
6.2 Reading ................................................................................... 15
6.3 Writing Grammar .................................................................... 18
6.4 Speaking .................................................................................. 20
B. Speaking .................................................................................................. 20
1. The Nature of Speaking .................................................................... 20
2. Functions of Speaking ....................................................................... 21
3. Speaking Aspects .............................................................................. 22
4. Teaching Speaking ............................................................................ 23
C. Needs Analysis ........................................................................................ 24
1. Target Needs ..................................................................................... 25
2. Learning Needs ................................................................................. 25
D. Material ................................................................................................... 26
1. The Nature of Material ...................................................................... 26
2. ESP Material ..................................................................................... 28
x
a. Typology of ESP Material .......................................................... 28
1) Materials for Reading .......................................................... 28
2) Materials for Writing ........................................................... 28
3) Materials for Listening ......................................................... 29
4) Materials for Speaking ......................................................... 29
b. ESP Materials Selections ............................................................ 29
1) Authenticity vs Simplicity ................................................... 29
2) Criteria for ESP Material Selection ..................................... 30
3. Purpose of Materials ......................................................................... 31
4. Material Development ...................................................................... 32
a. The Nature of Material Development ......................................... 32
b. Step of Designing Material ......................................................... 33
c. Advantage of Creating Own Material ........................................ 34
d. The Principles of Language Learning Materials ........................ 34
e. Materials Design ......................................................................... 35
f. Speaking Task Criteria ............................................................... 36
g. The Qualifications of Office Administration in the Work Field 37
5. Materials Evaluation ......................................................................... 39
a. Evaluation Process ..................................................................... 39
b. Evaluation of the Materials ........................................................ 39
E. Previous Related Studies ......................................................................... 40
CHAPTER III RESEARCH METHODOLOGY ............................................ 42
A. Research Design ...................................................................................... 42
B. Place and Time of the Research .............................................................. 42
C. Research Instrument ................................................................................ 43
D. Data Collecting Technique ...................................................................... 43
E. Data Analysis Technique ......................................................................... 45
F. Research Procedures ................................................................................ 47
G. Validity .................................................................................................... 48
CHAPTER IV FINDINGS AND DISCUSSION .............................................. 49
A. Findings ................................................................................................... 49
1. The Results of the Needs Analysis ................................................... 49
a. The General Information of the Learners ................................... 49
b. The Target Needs ....................................................................... 49
c. The Learning Needs ................................................................... 56
2. The Syllabus...................................................................................... 58
3. The Materials Design ........................................................................ 59
4. The Expert Judgments ....................................................................... 63
a. The Result of Expert Judgments and Revisions of Unit 1 .......... 63
b. The Result of Expert Judgments and Revisions of Unit 2 .......... 67
c. The Result of Expert Judgments and Revisions of Unit 3 .......... 71
B. Discussion ............................................................................................... 76
xi
CHAPTER V CONCLUSIONS AND SUGGESTIONS ................................. 81
A. Conclusions ............................................................................................. 81
B. Suggestions .............................................................................................. 82
REFERENCES ................................................................................................... 83
APPENDICES..................................................................................................... 88
xii
LIST OF TABLES
Table 2.1 The Standards of Graduate Competence
of Office Administration ................................................................. 37
Table 2.2 The Selection Section of Office Automation Subject Syllabus ....... 38
Table 2.3 The Selection Section of Correspondence Subject Syllabus ........... 38
Table 2.4 The Evaluation Criteria for Practical Examination of Office
Administration Study Program ........................................................ 39
Table 2.5 Evaluation of the Materials ............................................................. 40
Table 3.1 The Organization of Needs Analysis Questionnaire ....................... 44
Table 3.2 The Organization of Expert Judgment Questionnaire ..................... 45
Table 3.3 Data Conversion .............................................................................. 46
Table 4.1 Tasks of Unit One ............................................................................ 60
Table 4.2 Tasks of Unit Two ........................................................................... 61
Table 4.3 Tasks of Unit Three ......................................................................... 62
Table 4.4 The Appropriateness of Goals in Writing Materials of Unit 1 ........ 63
Table 4.5 The Appropriateness of Input Texts of Unit 1 ................................. 64
Table 4.6 The Appropriateness of Language Structures of Unit 1 .................. 64
Table 4.7 The Appropriateness of the Language Skills of Unit 1 ................... 64
Table 4.8 The Appropriateness of Tasks of Unit 1 .......................................... 65
Table 4.9 The Appropriateness of Textbook Organization of Unit 1 .............. 65
Table 4.10 The Appropriateness of Textbook Layout of Unit 1 ....................... 66
Table 4.11 The Revisions of Unit 1 ................................................................... 66
Table 4.12 The Validation of Unit 1 .................................................................. 67
Table 4.13 The Appropriateness of Goals in Writing Materials of Unit 2 ........ 67
Table 4.14 The Appropriateness of Input Texts of Unit 2 ................................. 68
Table 4.15 The Appropriateness of Language Structures of Unit 2 .................. 68
Table 4.16 The Appropriateness of the Language Skills of Unit 2 ................... 68
Table 4.17 The Appropriateness of Tasks of Unit 2 .......................................... 69
Table 4.18 The Appropriateness of Textbook Organization of Unit 2 .............. 69
Table 4.19 The Appropriateness of Textbook Layout of Unit 2 ....................... 70
Table 4.20 The Revisions of Unit 2 ................................................................... 70
Table 4.21 The Validation of Unit 2 .................................................................. 71
Table 4.22 The Appropriateness of Goals in Writing Materials of Unit 3 ........ 71
Table 4.23 The Appropriateness of Input Texts of Unit 3 ................................. 72
Table 4.24 The Appropriateness of Language Structures of Unit 3 .................. 72
Table 4.25 The Appropriateness of the Language Skills of Unit 3 ................... 72
Table 4.26 The Appropriateness of Tasks of Unit 3 .......................................... 73
Table 4.27 The Appropriateness of Textbook Organization of Unit 3 .............. 73
Table 4.28 The Appropriateness of Textbook Layout of Unit 3 ....................... 74
Table 4.29 The Revision of Unit 3 .................................................................... 74
Table 4.30 The Validation of Unit 3 .................................................................. 75
xiii
LIST OF CHARTS
Chart 4.1 The Necessities of Students in Office Administration Program ...... 50
Chart 4.2 The Lacks of Students in Office Administration Program .............. 51
Chart 4.3 The Goal of the Target Needs .......................................................... 52
Chart 4.4 The Language Functions.................................................................. 53
Chart 4.5 The Input in Learning English of Office Administration
Students ............................................................................................ 54
Chart 4.6 The Learning Techniques ................................................................ 55
Chart 4.7 Textbook Layout .............................................................................. 55
Chart 4.8 The Learning Activities ................................................................... 56
Chart 4.9 The Teachers‟ Role .......................................................................... 57
Chart 4.10 The Learners‟ Role .......................................................................... 58
xiv
LIST OF FIGURES
Figure 2.1 Tree of ELT by Hutchinson and Waters (1987, p.6) ..................... 9
Figure 2.2 Division of ESP by Dudley- Evans and St. John (1998, p.5) ........ 10
Figure 2.3 List of Consideration for Developing Materials
by Grave (2000, p. 156) ................................................................. 33
Figure 2.4 A Materials Design Model by Hutchinson and Waters
(1987, p. 109) ................................................................................. 35
Figure 3.1 Research Procedures adopted from Borg and Gall (2003, p. 571)
modified by the researcher ............................................................. 47
xv
LIST OF APPENDICES
Appendix 1 Observation Result ......................................................................... 88
Appendix 2 Needs Analysis Questionnaire to Students ................................... 91
Appendix 3 The Result of the Needs Analysis Questionnaire to Students ....... 96
Appendix 4 Interview Guideline of Need Analysis to Teacher ........................ 115
Appendix 5 Interview Transcript of Need Analysis to Teacher ....................... 117
Appendix 6 Current Syllabus ........................................................................... 120
Appendix 7 Developed Syllabus ...................................................................... 132
Appendix 8 First Developed Materials ............................................................. 138
Appendix 9 Final Developed Materials ............................................................ 169
Appendix 10 Curriculum Vitae of the Experts ................................................... 201
Appendix 11 The Result of Expert Judgment Questionnaire .............................. 206
1
CHAPTER I
INTRODUCTION
This study was aimed at developing EVP Speaking materials for the tenth grade
students of Office Administration Program at Vocational High School. This chapter
discussed about background of the research, focus and sub- focus of the research, research
questions, research objectives and research significance.
A. Background of the Research
It is unavoidable that English as an international language is widely used in
many kinds of different needs. People often use English for daily communication,
study, company negotiation, jobs application and many others. In term of education
specifically in secondary level, English teaching is applied on two conventions. The
first is that English is taught as a foreign language which comprises at four language
skills and two language components, known as General English. The second is that
English is given to the students with specific ultimate goals to enable them to
understand English written texts in their field of study. This is known as English for
Specific Purpose.
Hutchinson & Waters (1987, p. 6) state that ESP is categorized into two
divisions: English for Academic Purposes (EAP) and English for Occupational
Purposes (EOP). EAP is subjected to the learners who need English for academic
study such as English for Medical Study, English for Economics, English for
Agriculture and the like. Whereas, EOP is intended for the learners who need English
for work training such as English for Technicians, and English for Secretaries.
However, there is no clear-cut distinction between the two divisions since language
learners can study simultaneously. It is also possible that language competence owned
by the learners will be used later if the students apply for job.
The phenomenon of ESP will be easily found at students„ specific area of
competence, especially at Vocational Schools or Colleges that educate learners to
reach their specific purposes for joining the course at the colleges or schools. SMK
(Sekolah Menengah Kejuruan) identically with the vocational high school in
Indonesia. Then, since training and education programs at SMK are aimed at enabling
students to assess certain competence in order to encourage them to get jobs dealing
with national welfare, the English teaching at SMK must be directed at reaching the
aim because vocational high school students are prepared to face the work field after
graduation in a particular field (Acts of Republic of Indonesia, number 20, article 15,
2003). As it is stated previously, that English is needed for job applications, vocational
high school students should master English competences needed to work in
companies.
The issue of English teaching, in this case concerns with how to provide
English to meet learners needs. ESP, then becomes an essential approach in English
language teaching. When English is used for special purposes, there should be a
particular program for learners in order to learn it effectively. As a matter of fact,
English teaching in vocational high school is focused on developing communicative
competence. It is based on curriculum 2013, specifically in the Minister of Education
and Culture Regulation No. 70 year 2013 about the basic competences of English for
Vocational High School. The objective is to enable the students to communicate in the
2
target language orally and in writing accurately and appropriately in the four language
skills to support their competence in a certain program.
To set up a program for ESP, a teacher has to concern with several points:
teaching guideline, syllabus, selecting a good materials selection for ESP program, the
objectives and the students. Along with this program, good teachers will set up a
program (teaching guidelines) before they begin teaching. These programs are
necessary because they can prepare all the teaching and learning activities. When they
do this, they can make an evaluation for the teaching materials and they can eliminate
a repetition of the same materials that can cause students‟ boredom.
Materials are needed and take a significant part in the language teaching and
learning. Good and appropriate materials will give positive influence to the students‟
learning process. Since English teaching in vocational high school aims to support the
students‟ competence in a certain study program, appropriate English learning
materials for vocational high school should be based on the learners‟ needs, and they
should represent the characteristics of each study program. Materials play a crucial
role in EVP and have received considerable attention in the literature of the subject.
They depend on the methodologies adopted, forming with them “the interface between
teaching and learning, or the points at which the course needs, objectives and
syllabuses are made tangible to both learners and teachers” (Hyland, 2006, p. 89).
Materials are used to stimulate and support language instruction and their design
and/or adaptation is an important element of EVP teaching practice. Since the
objective of EVP materials is to expose learners to real language as it is used in a range
of professional and/or academic settings, they are to be closely related to students‟
target needs.
Based on the preliminary observation, there was problem in the availability of
the materials since there was no specific material used in the teaching learning of ESP
subject. Further, the English book for vocational high school students cannot be found
in the official website of the Ministry of Education and Culture. The website only
provides the English book for senior high school students that is Curriculum 2013
textbook. This statement is also supported by the article of the performance of the
Corporation of National Education Standard (Badan Standar Nasional Pendidikan)
2014. It explains that BSNP team do the book evaluation of English for Curriculum
2013 only in the level of senior high school (SMA/MA). It means that vocational high
school students do not have specific books of English whereas they have different
needs with senior high school students in general.
Related to the English materials above, there are English books that are
specifically made by the team of regional teachers for vocational high school students
but the topics are still general. They do not cover the needs of each study program in
vocational high school. Each study program of course has different needs of English.
As the main focus of this research is in Office Administration Study Program, this
study program needs English primary in communication skill. The evidences that
speaking is needed for office administration students are proved by some following
documents. The first is Indonesian Qualification Framework for Office
Administration. The Ministry of Education and Culture (2014) proposes the standards
of graduate competence of Office Administration as called Level II Secretary
(Sekretaris Level II). It is stated that one of the standards of graduate competence in
Office Administration is to be able to communicate in English for daily conversation
related to the office context. The second is the syllabus of Office Administration Study
3
Program, there are two syllabuses for two subjects which contain some competences of
Office Administration. These two syllabuses are called the syllabus of Office
Automation subject and the syllabus of Correspondence subject. And the last
document is the evaluation criteria for practical examination for Office Administration
Program. National Board of Education Standard (BSNP) (2014) proposes some criteria
for practical examination of Office Administration Program. It is stated that some
competences which need English primary in communication context are handling
telephone call and delivering a presentation.
In contrast, the students of vocational high schools, especially in the Office
Administration Study Program, are only prepared to face the national examination.
The language skills tested in the national exam are listening skill and reading skill. It
clearly shows that speaking skill is not tested in the national exam. As the result, the
students„ speaking skill does not reach the expectation. It is because teachers do not
really pay attention to teach speaking skill in the learning process. It is proved that
there is lack of English speaking skill of vocational high school students. They are
only prepared to pass the national exam when learning English. It means that they will
not meet their needs in learning English. They need English for Vocational Purposes
(EVP) primary, to face the real work field. If the students only learn to pass the
national exam, most of them cannot apply English in practice because they never learn
to do so. In addition, as it is stated previously in the Minister of Education and Culture
Regulation No. 70 year 2013 about the basic competences of English for Vocational
High School states that English teaching in vocational high school is focused on
developing communicative competence, so that speaking becomes the important skill
to be mastered by vocational high school students specifically for office administration
program.
Furthermore, after observing and holding an interview with the English
teacher, it can be found that the teacher does not have materials used as a guidance to
teach EVP to the students, she just used learning materials taken from internet and
other sources. According to the teacher, it is very hard to find a set of specific
materials that is provided for and ready to use by the students of each study program.
So that EVP speaking materials in vocational school is need to be developed in order
to be relevant to their area of specialism in relation to their future or present jobs, the
materials should focus on the appropriate topics and include tasks and activities that
practice the target skills areas.
Based on the above statement, the researcher is interested in Developing
English for Vocational Purposes (EVP) Speaking Materials for the Tenth Grade
Students of Office Administration Program at SMK PGRI 31 LEGOK –
TANGERANG.
B. Focus and Sub- Focus of the Research
To specify this research, it was then delivered through its focus and sub- focuses.
1. The focus of this research was to develop English for Vocational Purposes (EVP)
speaking materials at the tenth grade of Office Administration Program at SMK
PGRI 31 LEGOK.
2. The sub- focuses of the research were about the need analysis of the students and
designing the appropriate syllabus for the students at the tenth grade of Office
Administration Program at SMK PGRI 31 LEGOK which is designed based on the
result of need analysis.
4
C. Research Questions
From the explanation above, the researcher formulates the questions as follows:
1. What are speaking materials needed by the office administration students in
English for Vocational Purposes (EVP) at SMK PGRI 31 LEGOK?
2. What is the appropriate English for Vocational Purposes (EVP) speaking syllabus
for the tenth grade students of office administration program at SMK PGRI 31
LEGOK?
3. How is English for Vocational Purpose (EVP) speaking materials developed for
the tenth grade students of office administration program at SMK PGRI 31
LEGOK?
D. Research Objectives
Related to the formulation of the problem, the objectives of the research are:
1. To identify the office administration students‟ needs in English for Vocational
Purpose (EVP) speaking materials at SMK PGRI 31 LEGOK.
2. To design the appropriate English for Vocational Purpose (EVP) speaking syllabus
for the tenth grade students of office administration program at SMK PGRI 31
LEGOK that accommodate the students‟ need.
3. To develop English for Vocational Purpose (EVP) speaking materials for the tenth
grade students of office administration program at SMK PGRI 31 LEGOK.
E. Research Significance
This study is expected to give valuable contribution to the following parties:
1. For the students of Office Administration Study Program, the result of this
research can be useful to improve their speaking skill in order to prepare them to
face the work field.
2. For the English teachers of Office Administration Study Program, the developed
materials from this research can be a guidance to improve the students„ speaking
skill. The result of this research can also be useful to give an idea to develop other
learning materials.
3. For other researchers who focus on Research and Development study, this research
will encourage them to conduct relevant studies in different settings.
4. For textbook writers of Vocational High School, the result of the developed
materials can be used as guidance in writing Vocational High School textbooks
since the materials are based on the students„ specific needs.
5
CHAPTER II
LITERATURE REVIEW
In this chapter, terms and concepts that were used in the discussion were presented.
The main terms were ESP (English for Specific Purposes), Speaking, Need Analysis and
Material. Apart from that, the previous related studies are presented at the end of this
chapter.
A. ESP (English for Specific Purposes)
1. The Nature of ESP
The aim of learning English is to make students able to communicate in
English. Communicative usage of English is communication in context. To meet the
objective of learning English for Vocational High School students, English for specific
purposes is needed. English for specific purposes is English course for specific group
of learners with specific situation and needs.
There are almost as many definitions of ESP as the number of scholars who
have attempted to define it. Many have tried to define ESP in terms of what it should
and what it should not be, however, we would rather concentrate on finding out what
ESP really means.
First, Mackay and Mountford (1978, p. 2) defined ESP as the teaching of
English for a clearly utilitarian purpose. The purpose they refer to is defined by the
needs of the learners, which could be academic, occupational, or scientific. These
needs in turn determine the content of the ESP curriculum to be taught and learned.
Mackay and Mountford also defined ESP and the special language that takes place in
specific settings by certain participants. They stated that those participants are usually
adults. They focused on adults because adults are usually highly conscious of the
reasons to attain English proficiency in a determined field of specialization, and
because adults make real use of special language in the special settings they work.
They also argued that there is a close relationship among special settings and adults
and the role, usually auxiliary, that English plays in those particular settings for those
particular people.
Second, Hutchinson and Waters (1987, p. 13) stated that English for Specific
Purposes (ESP) is not a specific kind of language or methodology; it is an approach to
language learning which is based on learner needs. ESP grows from the three
important factors. Hutchinson and Waters say that they are broadness of demand for
English to meet particular needs, the developments of linguistic fields and the
developments of educational psychology.
Third, Richards and Schmidt (2002, pp. 181) stated that English for specific
purpose is the role of English in a language course or program of instruction in which
the content and aims of the course are fixed by the specific needs of a particular group
of learners. For examples, English for business, English for science, and in this
research is English for grade X students of office administration program. From the
above statements, it can be concluded that ESP is an approach to language teaching
which aims to meet the needs of a particular learner.
Furthermore, Basturkmen (2010, p. 17) defined that ESP concerns in teaching
language and communicative skill that specific group of language learners needs or
will need to function effectively in their discipline of study, professions or workplaces.
6
Moreover, Richards (2006, p.5) agreed that learners needed English in specific
needs. They learn English in order to use it in specific occupational or educational
settings. It will be more effective to teach the students based on their specific needs
rather than to teach students in general English. Further, Richards (2006, p.3) proposes
some differences in the use of language when it is used for specific purposes. Such
differences are those in vocabulary choice, differences in grammar, differences in
kinds of text that commonly occurring, differences in language functions and
differences in the need for particular skills.
Even if it is slightly similar with the above scholar's idea, Schleppegrell (cited
in Quarniki, p. 7) suggests that the common factor in all ESP programs is that they are
designed for adults who have a common professional or job- related reasons for
learning English, a common context in which to use English, content knowledge of
their subject area, and well- developed learning strategies. Here it is possible to infer
that the student brings to the ESP class a reason for learning and a context for use of
English, knowledge of the vocational or professional field, and well equipped adult
learning strategies.
Referring to the arguments above, it can be concluded that in brief, ESP is the
combination of subject matter and English language teaching, in order to make
students able to apply what they learn in their English classes to their main field of
study. ESP is teaching English for specific group of learners with specific needs of
English. As the characteristic of ESP, ESP is designed to meet the needs of the learners
in specific teaching activities with different methodology from general English. Beside
the definition and characteristics of ESP, teacher role and learner role in ESP are
important aspects to be considered.
Finally, in relation to this study, ESP is suitable for vocational high schools
because they have particular needs of English. They need English to prepare them to
face the work field. As we know, the global competition is getting higher. The students
have to compete in this globalization era, one of them, by mastering the international
language (English).
2. ESP Characteristics
ESP is a recognizable activity of English Language Teaching (ELT) with some
specific characteristics. Dudley-Evans and St. Johns (1998) tried to apply a series of
characteristics, some absolute and some variable, to outline the major features of ESP.
(p. 4).
Absolute Characteristics:
1. ESP is defined to meet specific needs of the learners;
2. ESP makes use of underlying methodology and activities of the discipline it
serves;
3. ESP is centered on the language (grammar, lexis, and register), skills, discourse
and genre appropriate to these activities.
Variable Characteristics:
1. ESP may be related to or designed for specific disciplines;
2. ESP may use, in specific teaching situations, a different methodology from that of
General English;
3. ESP is likely to be designed for adult learners, either at a tertiary level institution
or in a professional work situation. It could, however, be for learners at secondary
school level;
7
4. ESP is generally designed for intermediate or advanced students. Most ESP
courses assume some basic knowledge of the language systems, but it can be used
with beginners.
It is obvious that the absolute characteristics are specific to ESP because
learners‟ needs are of central importance when designing language activities.
Concerning the variable features, ESP courses can be designed for a specific group
using definite teaching methodology, nevertheless, all learners‟ categories and
disciplines can be concerned with ESP. For that reason ESP should be seen simply as
an 'approach' to teaching, or what Dudley-Evans and St. John illustrate as an 'attitude
of mind'. Similarly, Hutchinson and waters‟ (1987, p. 19) stated that, "ESP should
properly be seen not as any particular language product but as an approach to language
teaching in which all decisions as to content and method are based on the learner's
reason for learning".
Referring to the explanation above, it can be summed up that the
characteristics of ESP usually refers to teaching the English language to students or
people with reference to the particular vocabulary and skills they need. As with any
language taught for specific purposes, a given course of ESP will focus on one
occupation or profession, such as Technical English, Scientific English, English for
medical professionals, English for waiters, English for tourism, etc. In this research,
the materials developed focused on English for Secretary (Office Administration
Program).
3. Types of ESP
Dudley-Evans and St. John, (1998) have divided EAP into two divisions:
English for General Academic Purposes (EGAP) and ESAP. EGAP is related to the
teaching of language skills that are common in different disciplines but ESAP refers to
the teaching of language features that are specific for various disciplines. Research has
offered insights into the mutual relationship of EGAP and ESAP. Skills and language
functions learnt in EGAP programs may be transferred to specific disciplines in ESAP
programs. Many researchers have discussed about the types of ESP and most of them
have grouped ESP into two main categories: English for Occupational Purposes (EOP)
and EAP (Hutchinson and Waters, 1987; Robinson, 1991) whereas Carter (1983) has
identified the following three types of ESP:
1. English as a restricted language
2. English for Academic and Occupational Purposes (EAOP)
3. English with specific topics.
Mackey and Mountford (1978) clearly defined the concept of “restricted
language”in their following statement:
“... the language of international air-traffic control could be regarded as 'special', in
the sense that the repertoire required by the controller is strictly limited and can be
accurately determined situationally, as might be the linguistic needs of a dining-
room waiter or air-hostess. However, such restricted repertoires are not languages,
just as a tourist phrase book is not grammar. Knowing a restricted 'language'
would not allow the speaker to communicate effectively in novel situation, or in
contexts outside the vocational environment” (Gatehouse, 2001 cf. Mackey and
Mountford, 1978, pp. 4-5).
8
The scope and canvas of this first type of ESP is extremely limited which
allows the learners learn English language for very restricted purposes and it trains the
learners to handle specific situations in extremely limited linguistic settings. This kind
of ESP teaching restricts itself to "limited number of phrases and expressions and these
learners remain unable to use English in any setting other than the one they have been
trained for.
EAOP has been recognized as the second kind by Carter (1983) whereas
majority of other researchers have confined their classification of ESP to EAP and
EOP. Robinson (1991) has also included these two types in his classification of ESP.
Kennedy and Bolitho (1985) have added English for Science and Technology (EST) in
their list of types of ESP. It seems to transpire that ESP has been separated from EOP
and EAP because of the fact that it was basically scientific and technological
knowledge that this new approach of ELT was supposed to transfer to non-native
speakers of English (Hutchinson and Waters, 1987; Gatehouse, 2001; Dudley-Evans
and St John, 1998; Strevens, 1977). “Tree of ELT” (Hutchinson and Waters, 1987, p.
6) describes the classification of ESP in detail which offers significant insights into the
broad scope of ESP:
9
English for Specific Purposes
English for Academic Purposes English for Occupational Purposes
English (Academic) English for Professional
for Science and Purposes
Technology
English (Academic) English for
for Legal Purposes Occupational
Purposes
English for English for
Medical Business
Purposes Purposes
English (Academic)
for Medical
Purposes
English (Academic) Pre- vocational Vocational
for Management, Finance Purposes Purposes
and Economics
Figure 2.1 Tree of ELT
Hutchinson and Waters (1987, p. 6)
Hutchinson and Waters (1987, p. 16) seem to agree with Carter (1983) in his
belief that EOP and EAP are not entirely separate phenomena. They have argued that
“people can work and study simultaneously; it is also likely that in many cases the
language learnt for immediate use in a study environment will be used later when the
student takes up, or returns to, a job”. What transpires from the above discussion is
that EOP and EAP have approximately common goals but their dynamics and means
to achieve the ultimate goals are indeed different. Dudley-Evans and St. John (1998, p.
5) have also included only EAP and EOP in their division of ESP. Their suggested
classification is as under:
10
ESP
EOP EAP
Pre- experience As a school subject
Post- experience English for Occupational
Purposes
Simultaneous/ Independent Integrated
In- service
Pre- study Post- study
In- study
Figure 2.2 Division of ESP
Dudley-Evans and St. John (1998, p. 5)
“English with specific topics” is the third type of ESP according to Carter
(1983). He has mentioned activities like post-graduate reading studies, working in
foreign institutions and attending conferences as future needs for scientists. This third
category of ESP requires that the linguistic needs of the learners should be properly
determined before any ESP material is designed. It confines itself to the target future
(linguistic) needs (TFN) of the learners to prepare them for their future needs. It seems
that this category of ESP is not very distinguishable because all ESP courses have a
proper NA procedure as an integral component of developing ESP teaching material
which targets situational language, including topics mentioned by Carter (1983) and
others, in present and target workplace settings (Gatehouse, 2001).
4. ESP Teaching and Learning Process
In ESP teaching, some basic elements have to be taken into consideration, the
most important of which are the learner needs, teacher‟s role, goals and motivation.
Furthermore learners‟ attitudes towards learning and learning strategies are
emphasized and seen as fundamental to the ESP process.
As the students are sited in the core of the learning process they have to be
dynamic contributors in their learning either in the classroom or out of it. Kashani et al
(2007, p.87) stated that students use the adequate and favorite learning strategies and
put a rapid and durable learning rhythm to achieve the stated objectives. They are more
intrinsically than extrinsically oriented. Learning is more individualized than
standardized and students are more open to new ideas. They take responsibility for
11
their own actions and accept related consequences. However, teacher‟s role is
significantly important in teaching and learning process.
3.1 The Role of ESP Teacher
ESP teaching is different from General English teaching. In relation to the
ESP teaching, ESP teachers have different roles from General English teachers.
Dudley-Evans and St John (as cited by Istanti, 2012, pp. 12-13) proposed five key
roles of ESP teacher.
a). The ESP teacher as teacher
The main focus as teacher is helping students to learn. It means that
the teacher is not in the position of being the “primary knower” of the carrier
content of the materials. In this situation ESP teacher has the opportunity to
draw on students‟ knowledge of the content in order to generate genuine
communication in the classroom.
b). The ESP teacher as a researcher
Before designing course or writing materials, ESP teachers should
conduct a research named needs analysis. They also need to observe the
situation in which students use the identified skills and analyze the discourse
of the texts that students use.
c). The ESP teacher as a course designer and a materials provider
ESP teachers often have to plan the course they teach and provide
materials for it. It is rarely possible to use published materials or textbooks.
The role of ESP teachers as providers of material thus involves choosing
suitable published materials, adapting materials when published materials are
not suitable or even writing materials.
d). The ESP teacher as a collaborator
ESP teacher collaborates with subject experts as team-teaching in
order to get more understanding on subject matter.
e). ESP teacher as an evaluator
The ESP teacher is often involved in various types of evaluation,
including the testing of students and the evaluation of courses and teaching
materials. Evaluation course design and teaching materials should be done
while the course is being taught, at the end of the course and after the course
has finished. The ESP teacher also needs to be able to device achievement test
to assess how much learners have gained from a course.
3.2 Vocational High School Students as ESP Learners
Vocational High School students are learners of ESP for they have to
apply the English knowledge and basic skills needed for their skill program‟s
competence achievement in their learning and real-world context. The language
used, hence, is not the general one for it conveys the specific terms and context in
a specific program, in this case, office administration program.
English in Vocational High School is an adaptive course which aims at
equipping learners the English communication skills in materials context needed
for their skill program both in oral or written communication. For that reason,
English cannot be taught as a general course. Teaching English for Vocational
High School students should be based on the learners‟ skill programs. On the
contrary, English in Vocational High School is taught as the general one which
12
covers the general context. It means that the learners are not yet equipped with the
English communication skills needed for their program.
According to BSNP (National Board of Education Sandard) (2006), the
aim of learning English in the Grade X of Vocational High School is to
communicate in English at Novice Level. In this level, they have to master the
basic skill used in the communication and apply them in their learning context.
They have the terms used in their learning context and apply them in the real-
world context. The recent English teaching in the Vocational High School does not
lead to the application.
In short, an ESP teacher should be able to help students to learn, to
conduct research to find the needs of the learners, to develop materials that meets
the student‟s needs, to work together with expert to get more understanding and
evaluate the whole aspects in the teaching and learning process. Characteristics,
goals, and aspects are the terms that can support the success of teaching English
for specific purposes. One more important term in ESP that plays crucial role in it
is needs analysis. By analyzing the students‟ need, the teacher would be easier in
designing the syllabus and developing the materials which is appropriate with their
area of specialism. So that, the objectives of teaching and learning would be
achieved.
5. Objectives in Teaching ESP
The main aims of the teaching and learning process is to enable the learners to
acquire information in its general sense. Concerning ESP Basturkmen (2010, p. 133)
states the existence of five broad objectives, on which specific teaching process is
based and should be reached:
a. To reveal subject-specific language use.
b. To develop target performance competencies.
c. To teach underlying knowledge.
d. To develop strategic competence
e. To foster critical awareness.
The researcher shall examine these objectives one after the other.
a. Reveal subject-specific language use
This objective aims to demonstrate to the learners how the language is used in the
target setting.
b. Develop target performance competencies
This objective is concerned with what learners do with language and the needed
skills to be competent.
c. Teach underlying knowledge
The aim is to focus on developing students‟ knowledge of fields of study or work in
addition to their language skills. The objective of teaching underlying knowledge
can be classified as a cultural knowledge objective.
d. Develop strategic competence
Strategic competence is the link between context of situation and language
knowledge and enables successful and efficient communication.
e. Foster critical awareness
This objective can be linked to the cultural knowledge and affective objectives and
aims at making students conscious and culturally aware of the target situation.
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The teaching and learning process associated to appropriate methodology may
result in mastery of language by correctly using it in the context. Thus, English for
Specific Purposes (ESP) is different from General English (GE) for example. The
purpose of ESP is to enable students to master English in the field they are studying.
For example, chemistry students, then they have to understand English for chemistry,
or if they are an engineering student, they have to know English for engineering. In
this research, the objectives in teaching ESP to vocational school students is to make
the students are able to communicate in English for daily conversation related to the
office context since their area of specialism is office administration.
6. Teaching Skills in ESP
Listening, reading, speaking, and writing are the four basic language skills.
The needs assessment will show which of these skills should be emphasized in your
ESP class. Emphasis will vary from situation to situation, but in many cases, students
typically need ESP to understand English and will therefore expect priority help in
developing their listening and reading skills. However, no skill should be taught in
isolation. This section described the language skills, lists objectives for the
development of each skill, give guidelines and suggestions for classroom activities to
give students practice.
6.1 Listening
Listening comprehension, although vital for communication in English, is
usually the most neglected of the language skills in English programs. Everything that
the teachers say in the classroom can be useful in developing the students' listening
abilities.
To be effective, however, teacher‟s spoken communications with the class
must be comprehensible. Language which is not understood is just "noise" and does
not lead to student language acquisition. For this reason, it is important for teacher to
test students' level of comprehension and adjust the speech to reflect students‟
understanding. Teacher should spend some time at the beginning of the course to be
sure that students understand. The students may be accustomed to hearing a British
accent, for example, and may need time to adjust to teachers. Look at the students
carefully as the teacher talk to get cues about their comprehension.
Check comprehension frequently by asking questions about content which
require listening comprehension, or by allowing more clarification requests.
The cloze exercise is a good way to check students' listening comprehension.
Give them a short passage with some words deleted. Read the passage aloud twice. If
they are unable to fill in the missing words, they are unable to make sense of the
passage. Other ways of using cloze exercises include deleting articles or verbs, for
example, if teacher are working on these forms, to focus students' attention on these
language structures.
The tape recorder is a valuable asset to the language teacher. If teachers have a
recorder available, they can tape listening exercises in advance to allow themselves the
freedom to circulate in the classroom as students complete them. Teachers can also
record other native English speakers reading or other passages to give the students
practice hearing other accents and speakers of the opposite sex.
14
Give students practice taking notes as they listen. The students may be used to
write notes down, as a dictation exercise, and will need practice in listening for main
points of information. Help them to recognize clues to meaning introduced by the
speaker. A summary of such clues includes:
a) Numerical statements, such as "There are two reasons... "
b) Rhetorical questions.
c) Introductory summaries: "Let me first explain...n; "The topic which I intend to
discuss is interesting because... "
d) Development of an idea, signaled by statements such as: "Another reason... "; "On
the one hand... "; "Therefore... "; "Since... "; "In "; etc.
e) Transitions such as "Let us turn our attention to...n; "If these facts are true,
then...n; etc.
f) Chronology of ideas, signaled by "First...n; "The next... n; "Finally...‖ etc.
g) Emphasis of ideas, such as "This is important because...n; "The significant
results were... "; "Let me repeat...‖ etc.
h) Summary of ideas signaled by "In conclusion... n; "As I have shown..."etc.
(Adapted from Mary Shleppergrell and Brenda Bowman, Teaching English for
Specific Purposes, Center for Applied Linguistics, Washington, DC.)
Use graphics and visuals whenever possible with listening exercises. Students
may also need help in learning to read graphics (maps, charts, etc.) because they may
have had little experience with this skill. Listening comprehension activities can help
them see how graphic information is read and analyzed.
6.1.1 Objectives for Developments of Listening Comprehension
1. Students will understand short lectures in the content area when vocabulary
is familiar, as demonstrated by their ability to answer questions about the
lecture.
2. Students will understand spoken numbers, including percentages, fractions,
decimals, and other numerical expressions common to the specialty field, as
demonstrated by their ability to write those numbers when they hear them in
context.
3. Students will be able to follow instructions given in class regarding
assignments and activities, as demonstrated by their correct performance of
such instructions.
6.1.2 Activities for Teaching Listening:
1. Mini-lectures. Give a short lecture every class meeting to provide students
with opportunities to develop note taking and other listening skills. Make
mini-lectures as contextualized as possible. Demonstrations are particularly
effective. Use visual aids and real objects at every opportunity to increase
the comprehensibility of your presentation. If possible, go into the laboratory
with your students and demonstrate an experiment or process. Organize
practical. Following your presentation, ask true/false and yes/no questions to
give students the opportunity to check the comprehension. You can do this
orally, or make it a paper and pencil task and call it a self-evaluation test to
allow students to assess their own progress.
15
If teachers have sufficient preparation time, it is also useful to
construct a cloze exercise in which, fallowing your mini-lecture, you re-read
some parts to the students while they follow along and fill in the blanks.
This exercise can be checked immediately in class so students receive
feedback on their understanding.
2. Reading aloud to the students. They will enjoy listening to the teacher. Read
short passages aloud as they read them silently. They can listen to the
intonation patterns and pronunciation and absorb some of the features of
native speaker spoken language, which will provide additional clues for the
interpretation of complex sentences which might otherwise be beyond the
students Competence. If possible, tape recordings of reading assignments
can be made available to students out of class.
3. Dictation exercises. Dictation combines listening and writing practice. When
dictating, read the whole sentence at normal speed three times, allowing
time for writing between each repetition.
When evaluating dictation, do not focus on spelling as a primary
goal of the exercise. If the teachers think of dictation as a listening
comprehension exercise, they can evaluate the product according to whether
or not meaning is reflected in what is written.
For example, plural endings or past tense endings are necessary for
correct interpretation of meaning. Spelling errors which reflect the
irregularities of English orthography may not affect meaning.
6.2 Reading
Reading is the primary channel through which the students will progress
in English after the course is over. A good reading program provides instruction in
the skills required at various levels of reading, along with plenty of practice in this
skill, which can only be developed through extensive and continual practice.
Two types of skills are needed in reading: simple identification skills,
(decoding) and higher level cognitive skills such as analyzing, synthesizing, and
predicting. Reading program should work on two levels to develop both types of
skill.
In order to do this, the program should incorporate two types of reading
tasks: intensive and extensive. Intensive reading is close analysis of a short
passage and can be used to develop vocabulary, grammar skills, and
comprehension. Extensive reading is faster reading of longer passages to develop
understanding of writers' organizational strategies, to improve reading speed, and
to focus on main ideas.
Fluent reading depends primarily on knowledge of vocabulary and subject
matter, and secondarily on knowledge of grammatical structure and familiarity
with the ways that writers organize texts in English. Vocabulary development,
then, is a vital aspect of reading (and listening) development. Students will need to
develop a good vocabulary in English in order to be efficient readers and listeners.
Teacher will probably find that they already know quite a lot of technical
vocabulary in English in their fields. Teacher can help students to expand their
technical vocabulary and develop the additional vocabulary they need for further
study.
16
Vocabulary should be taught only in context, never in word lists to be
memorized with dictionary definitions. Use real objects or pictures whenever
possible to introduce new words. The vocabulary taught should be words which
are useful for the students in the situations in which they encounter English. Do
not give long lists of words each week; instead, focus on useful words that are
present in the reading and listening passages students are working with.
Grammar is best taught in connection with writing, but exercises related to
the reading and listening passages the students have worked with can also help
them to increase their reading comprehension. Help students focus on grammatical
structures which appear in reading texts, such as verb forms, possessives,
adjectives and adverbs, and comparative forms.
Higher level cognitive skills necessary for good reading depend on
knowledge of the subject matter of the texts and knowledge of the way that
information is organized in writing. ESP students already bring their knowledge of
the subject matter to the reading task, and their backgrounds in their fields will
help make the reading materials more comprehensible to them.
Students' higher level cognitive skills can be tapped by giving them
information about the texts they are asked to read, and by teaching them to
preview texts before beginning to read. Previewing is a quick reading for general
familiarity, in which students a) read the introductory paragraph; b) read the first
sentence of each of the body paragraphs; and c) read the entire concluding
paragraph. This should take students only a few minutes, and will enhance their
reading comprehension.
The SQ3R technique is commonly used to help students get the most from
their reading. SQ3R means Survey, Question, Read, Recite, and Review. Students
are asked to complete these five activities:
1) To survey; looking over headings, reading introductory and concluding
paragraphs, and identifying the core ideas of the passage.
2) To formulate questions from text headings.
3) To make a conscious effort to find the answers in the text as they read.
4) Having read the first section, to look away from the book and try to recite the
answers to their questions, using their own words and trying to give an
example. Training in this procedure will help students to read more efficiently.
Students should receive practice in reading for different purposes, such as
finding main ideas, highlighting specific information, or discovering the author's
point of view. Students should have a clear idea of the purpose of their reading
before they begin. Background information is very helpful in understanding texts.
Students need advance guidelines for approaching each assignment.
Knowing the purpose of the assignment will help students get the most
from their reading effort. From the title, for instance, they can be asked to predict
what the text is about. It is also helpful to give students some questions to think
about as they read. The way they approach the reading task will depend on the
purpose for which they are reading.
Use different texts for different reading tasks. Teach the skills of
skimming and scanning. Skimming is quick reading to get the general drift of a
passage. Students can be asked to skim a text to discover the author's purpose.
Scanning is a focused search for specific information. Students can be asked to
scan a text to answer a specific question.
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Comprehension checks can be built into reading as well as listening
exercises. Students read part of the passage, then mark statements as "true" or
"false" based on what they have read, and then continue reading. You can also
teach them to read the questions about the text first, and then read the text itself.
Use long articles as well as short passages. Students need practice with
long blocks of text which they read for main ideas as well as intensive work with
paragraphs and short passages. Long articles can be read outside of the class to
provide background for the work that will be done during the class period. You
can make long passages more accessible to students by dividing the text into
sections and adding appropriate sub- headings.
Do not ask students to read aloud in class to test their comprehension.
When reading aloud, the reader focuses on pronunciation, not comprehension. In
any case, listening to other students' inaccurate reading is boring and
counterproductive. Students should read silently when reading is to be done in
class.
Students will appreciate hearing you read aloud; it is one way to accustom
themselves to the sound patterns of English. Students often believe they must
understand every word in order to read English. In fact, good 'reading means the
ability to process chunks of language larger than single words, so striving for
word- for- word recognition will actually slow students down and interfere with
their overall comprehension. Encourage them to use the context of the passage to
understand it, rather than reaching for the dictionary every time they do not
recognize a word.
Be sure to get the most out of any reading passage assign, using it in
various ways so that students work with familiar material that they understand well
in doing various types of reading and study skills exercises.
6.2.1 Objectives for Teaching Reading
1. Students will demonstrate their understanding of authentic material in their
content area, including stating the main points of the text and giving the
author's point of view.
2. Students will be able to scan a passage quickly to find specific information.
3. Students will use an increasing large vocabulary in the subject area and in
general academic language.
6.2.2 Activities for Development of Reading Skills
1. Use fill- in- the- blank vocabulary exercises. This type of exercise also doubles
as a listening comprehension exercise if you read the sentence aloud and ask
students to write in the missing vocabulary word.
2. Vocabulary can also be developed through instruction about prefixes and
suffixes that carry meaning in English. These include:
a) prefixes which convey negative meaning, such as un-; in-; non-; a-; dis-;
anti-; de-; counter-; contra-; mis-; under-; over-;. Examples: like/dislike;
understand/misunderstand.
b) Noun-agent suffixes such as -er; -or; -ent; -ant; mist;-ian. Examples:
teach/teacher; science/scientist.
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c) Verb- forming suffixes such as -ize; -ify; -ate. Examples: organize;
specify.
d) Noun- forming suffixes such as ration; -cation; -tion. Examples:
organization, specification.
3. Have students use what they read in order to perform a task.
4. Encourage students to read extensively by asking them to report on material
they have read outside of the class which is relevant to the topic under
consideration.
5. If time permits, incorporate some time for silent reading into the instructional
program.
6.3 Writing Grammar
Although the students will probably place great emphasis on learning
grammar, teacher should assure them that grammar is not the most important
aspect of language learning. This is easily demonstrated by reference to the person
who knows many grammar rules and yet cannot understand or express anything in
the spoken language. Students whose language courses have always focused
exclusively on grammar may urge teacher to spend lots of class time explaining
various points of English grammar and structure. Such explanation is actually
teaching English linguistics, and there is controversy in the field of EFL teaching
regarding the real value of such instruction for language learners. Students may
have a false sense that they are learning English, when, in fact, they are learning
about English, but making little progress toward comprehending and being able to
use the language in the contexts for which they need it.
Understanding and communicating in English is within the students' reach
even if they don't understand the fine points of grammar. The ability to function in
English is not directly linked to accuracy of grammatical use or pronunciation.
Students need to be encouraged to use English even if they make mistakes.
The main purpose of language use, after all, is communication. Some instruction
in grammar is necessary, however. Especially in written work, learning grammar
rules can help students to recognize and correct their errors. In preparing to teach
grammar, be sure you have a good understanding of the structures that you want to
teach, so that your presentation is clear. It is also important that your students be
able to use the grammar they practice. One way to ensure that students can make
effective use of what they learn is to teach grammar in conjunction with writing,
the skill in which it can best be practiced. In speaking, we do not usually have the
time to remember and apply rules of grammar, but in writing we have the
opportunity to monitor our usage. It is in writing that grammar instruction is most
useful. The grammatical forms which are most useful and most learnable are those
which control sentence level functions such as question form, negation, relative
clause formation and other structures involved in subordination and coordination.
Development of writing ability takes lots of practice. Start with simple,
structured exercises and allow students to develop confidence as writers before
you give them longer free writing tasks. As in other skills, development of writing
can be enhanced through the use of appropriate visuals.
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According to previous works, the following are the most common errors
found in the students‟ compositions
1. Subject- verb agreement.
2. Articles.
3. Word order problems: adverbs, win- clauses.
4. Present perfect tense
5. Verb + Verb- ing (gerunds) vs. Verb + to + Verb (infinitive).
6. Passive Voice.
7. Spelling.
8. Punctuation.
6.3.1 Objectives for the Development of Writing Skills
1. Students will be able to summarize material which they have read.
2. Students will be able to take notes on lectures or readings.
3. Students will be able to compose coherent paragraphs on familiar topics.
4. Students will be able to write short letters in standard format.
5. Students will be able to write for a variety of purposes, depending on the needs
of their specialty area.
6.3.2 Activities for Developing Writing Skills
1. Copying exercises are helpful for beginning learners, especially if their native
language uses a writing system different from English.
2. Writing exercises include dictation and completion of cloze or fill-in-the-blank
exercises. Completion of cloze exercises forces students to hypothesize and to
recognize relationships between sentences.
3. Sentence- combining exercises require students to combine short sentences
into longer ones. This gives them practice with coordination and subordination
without requiring the composition of coherent prose passages.
4. Re-ordering jumbled sentences helps students build understanding of
paragraph structure.
5. Note-taking exercises give students practice recording information. Guide
them in developing good note taking style. Teach them that when they take
notes they should include content words, important diagrams, correct figures
(such as percentages, quantities), transitional expressions, and appropriate
abbreviations and symbols.
6. Summarizing exercises can be combined with reading or study skills
assignments. Such exercises can also be used to develop skills in paraphrasing
and to caution students against plagiarism. For example, students can be asked
to read and summarize information in preparation for writing a research paper.
The teacher can evaluate the summary in terms of how well the students
express the information in the article in their own words.
7. Writing descriptions can include descriptions of substances, places, and
objects. At more advanced levels this might include interpretations of
illustrations, graphs, and charts.
8. Writing descriptions of processes, including writing instructions or "how to"
exercises as well as descriptions of how things happen over time.
9. Writing definitions.
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6.4 Speaking
Needs assessment will determine whether the development of speaking skill is
a goal in your ESP class. For many ESP situations, development of speaking skills
may be beyond the scope of what it is possible for you to provide. To provide every
student with practice in speaking is an inefficient use of classroom time. Discussion
groups are difficult to manage. Aggressive students usually take and hold the floor,
and it becomes impossible to give everyone the same amount of practice. Even if
everyone did get the same amount of practice, in the typical class of 50 students and
two hours of class time, each student could not possibly get more than two minutes of
practice.
Teacher and students should not despair, however, because although in your
situation the direct teaching of speaking may not be practical, studies have shown that
increased listening comprehension leads to increased ability to speak. You can assure
the students that the exercises they are doing to increase their listening comprehension
will make them better able to hold conversations with native speakers of English.
Give students practice in conversation management. Teach them greetings and
closings, and replies to greetings and closings. Teach them how to introduce
themselves and others. Teach them forms they can use when they do not understand,
such as "Pardon me. What was that again?" or "What does mean?" or "Please speak
more slowly."
Role playing is an effective way to stimulate conversation in the classroom.
You can use flowcharts to outline a situation which you want to use as a base for
developing your students' speaking skills. You may want to select a small group of
students to demonstrate this method until the whole class understands the procedure,
once this is done, you can divide the class into groups, vary the flowcharts for each
group, and then ask each group to act out their situation for the rest of the class.
Referring to explanations of teaching skills in ESP above, this research
focused only on speaking skill. It is clearly stated previously in the background of the
research that based on the Minister of Education and Culture Regulation No. 70 year
2013 about the basic competences of English for Vocational High School states that
English teaching in vocational high school is focused on developing communicative
competence, so that speaking becomes the important skill to be mastered by vocational
high school students specifically for office administration program.
B. Speaking
1. The Nature of Speaking
There are many definitions of speaking that have been proposed by some
experts in language learning. Speaking is a part of daily life that we cannot ignore.
According to Thornburry (2005, p. 1), people produce tens of thousands words a day
in average. Some of them like businessmen and politician may produce more.
Speaking is one of the language skills that learners should have and develop
(Hughes, 2002). Furthermore, Hughes sees speaking as the interaction of individuals
who share the social activity of talking. The interaction is about things that the
individuals may interest in. Its purpose can be to spend the time, share ideas, and
entertain each other and so on.
In conclusion, speaking is the interaction between two people or more to share
what they have in their minds in spoken language. In this research, the researcher
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focused on speaking because it is in line with Indonesian Qualification Framework for
Office Administration. The Ministry of Education and Culture (2014) proposes the
standards of graduate competence of Office Administration as called Level II
Secretary (Sekretaris Level II). It is stated that one of the standards of graduate
competence in Office Administration is to be able to communicate in English for daily
conversation related to the office context. It is clearly stated that speaking became the
focus skill for vocational school students, especially for office administration program.
4. Functions of Speaking
Brown and Yule (as cited by Richards, 2008, p. 21) make a useful distinction
between the interactional functions of speaking (in which it serves to establish and
maintain social relation.), and the transactional functions (which focus on the exchange
of information.). There are three parts of Brown and Yule‟s framework: talk as
interaction, talk as transaction, and talk as performance. The description of each
function is presented as follows.
a. Talk as interaction
This refers to what we normally mean by “conversation” and describes
interaction which serves a primarily social function. When people meet, they
exchange greetings, engage in small talk and chit chat, recount recent experiences
and so on because they wish to be friendly and to establish a comfortable zone
interaction with others. The aim of having conversation is casual or more formal
depending on the circumstances and their nature that has been well described by
Brown and Yule (as cited by Fabianto, 2012, p. 15). The main features of talk as
interaction can be summarized as having a primarily social function, reflecting role
relationship, reflecting speaker‟s identity, being formal or casual, using
conversational register, and being jointly constructed.
Furthermore, some of the abilities involved in using talk as interaction are
presented as opening and closing conversations, choosing topics, making small-
talk, recounting personal incidents and experiences, turn-taking, interrupting,
reacting to others. In brief, people must be able to speak appropriately in order to
have interaction with others.
b. Talk as transaction
This type of talk refers to situations where the focus is on what is said or
done. The message, which makes oneself understood clearly and accurately, is the
central focus here rather than the participants and the social interaction among the
participants. In transactions, talk is associated with other activities. In this type of
spoken language, students and teachers usually focus on meaning or on talking
their way to understanding. The main feature of talk as transaction is a
conversation which has information focus. The main focus is the message and not
the participants. There are frequent questions, repetitions, and comprehension
checks. However, linguistic accuracy is not always important here. In addition,
some of abilities involved in using talk as transaction are explaining a need or
intention, describing something, asking questioning, confirming information,
justifying an opinion, making suggestion, clarifying understanding, making
comparison, and agreeing and disagreeing. Besides interaction with others for
having socialization, people also have to be able to speak appropriately in order to
have a transaction. In transactional circumstances, people should show their ideas
on certain situation more clearly and accurately.
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c. Talk as performance
The third type of talk which can clearly be distinguished has been called
talk as performance. This refers to public talk, that is, talk which transmits
information before audiences such as lectures, public announcement, and
speeches. Jones (1996: 14) states that spoken texts of lectures, public
announcement, and speeches often have identifiable generic structure. The use of
the language is more predictable. Because of less contextual support, the speaker
must include all necessary information in the text; hence the topic is as important
as textual knowledge. While meaning is still important, there will be more
emphasis on form and accuracy.
Talk as performance tends to be in the form of monolog rather than dialog,
often follows a recognizable format (e.g. a speech of welcome) and is closer to
written language than conversational language. The main features of talk as
performance are there is a focus on both message and audience. It reflects
organization and sequencing. Form and accuracy are important. Language is more
like written language, and it is often monologic. Furthermore, some of the abilities
involved in using talk as performance are using an appropriate format, presenting
information in an appropriate sequence, maintaining audience engagement, using
correct pronunciation and grammar, creating an effect on the audience, using
appropriate vocabulary, and using appropriate opening and closing. It can be
concluded that talk as a performance is more formal than two functions before.
This is used by people to convey their ideas in order to get other people‟s
attention.
In short, there are at least three functions of speaking. The first is talk as
interaction which has primarily social function. The second is talk as transaction
which conveys a message. This message consists of meaningful information which
makes somebody understood clearly and accurately. The third is talk as
performance which transmits information before audiences.
5. Speaking Aspects
In order to be successful in speaking, there are some aspects that should be
taken into account. Nunan (1991, p. 27) proposes some aspects of speaking as follow.
1) Pronunciation
2) Stress, rhythm and intonation patterns
3) Fluency
4) Transactional and interpersonal skill
5) Turn taking
6) Management of interaction
7) Expressions and fillers
From the speaking aspects proposed by Nunan, it can be summed up that there
are some aspects need to be considered in speaking in order the communication can
run smoothly. The above mentioned criteria are also the same criteria we use to test
students‟ ability to speak.
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6. Teaching Speaking
There are some techniques of teaching speaking that considered as the
communicative activities by experts. The explanations of each are as follow.
1) Conversation
Conversation is an important thing in human activities; it takes a large
proportion in the people„s daily language use (Thornburry and Slade, 2006). That
is why we should consider that conversation should be taught in speaking activities
in a class.
Richards in Brown (2001) proposes two major approaches in teaching
conversation. They are direct and indirect approaches. A direct approach involves
student„s engagement in conversational rules, conventions and strategies. An
indirect approach focuses on the use of language to complete a task.
2) Role play
According to Richards (2006), role play is an activity in which students
are assigned roles and improvise a scene based on given information or clues.
Many students obtain great advantages in doing role play. As it is proposed by
Harmer (2001), role play can be used to encourage students‟ oral fluency and/or to
train students for specific situations. Furthermore, role play can be fun and
motivating. It decreases the students‟ hesitation and makes them free to use a
much wide range of language.
3) Survey
According to Harmer (2001, p. 89) Surveys can be used to provoke
conversation and opinion exchange. In addition, surveys can be more useful if the
students plan them by themselves. It means that students can make their own
questions while the teacher can act as a resource.
Thornbury (2005) says that we can conduct a survey through milling
activities. It involves learners to walk around and ask all the other learners
questions to complete their surveys.
4) Communication games
Richards and Schmidt (2002, p. 67) define games in language teaching as
an organized activity which has some characteristics. They are particular task or
objective, set of rules, competition between players and communication between
players. According to Cambridge dictionary, game is a fun activity. Furthermore,
Harmer (2001, p. 272) sees games as a designed activity that can provoke
students‟ communication by providing information gaps.
To conclude, game is a fun activity which can be used in language
teaching to provoke communication between learners. In teaching speaking, we
have to consider using games since they are interesting and challenging so that
learners can learn to speak without any hesitation.
5) Simulation
According to Richards and Schmidt (2002, p. 90), simulation is defined as
an activity to simulate the real situations. Students should follow the given
instructions by the teachers. The instructions may be in the form of tasks, roles in a
situation or problems to be solved.
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Moreover, Jones in Harmer (2001, p. 269) proposed three characteristics
of a good simulation. The first characteristic is that students should think of
themselves as the real participants in the simulation. Second, teachers should
create a simulated environment. This will help students to be the real participants.
At last, the simulation activity should be constructed effectively and the
instructions must be very clear.
6) Prepared Talk
Harmer (2001, p. 271) sees the prepared talk as the popular speaking
activities where students can make a presentation based on their own choice of
topics. This activity helps students to have a well-prepared activity so that they can
speak in front of the class confidently. Furthermore, Harmer says that this activity
can be extremely interesting for teachers and students because the talk is properly
organized.
7) Opinion-Sharing Activity
This activity enables learners to collect and compare their opinions
(Richards, 2006). Not only their opinions but also they can compare their values
and beliefs.
For example, a group of 5 students lists some qualities of delivering a
good presentation then students may sequence them in order of importance. This is
how the activity works. Every student can take part in a speaking activity because
each of students should share his/her opinions.
So, the point is the teacher should pay great attention in teaching speaking. Reduce
teacher speaking time in class while increasing student speaking time. Teacher should
also provide maximum opportunity to students to speak. Make students more active in
the learning process and reduce their anxiety. Make their learning more meaningful
and fun for them.
C. Needs Analysis
An important principle of ESP approach is the purposes of the learners in
learning the language. An ESP approach starts with an analysis of the learner‟s needs.
As Richards and Schmidt (2002, p. 352) stated a needs analysis is the process of
determining the needs for which learners require a language and make priority scale of
need. The process is normally required before a syllabus can be developed for
language teaching.
The needs analysis is defined as the analysis of students‟ needs of English in
order to designed effective learning materials which are suitable for them. The
effective learning materials, then, help the students to use the language in the
vocational workplace. Basturkmen (2010, p. 19) said that needs analysis in ESP refers
to a course process in which the language and skill that the learners will use in the
vocational workplace are identified by considering the existing knowledge of the
learners, their perception of their needs and the teaching context. The information
gathered from the needs analysis is used in determining and refining the content and
method of the ESP course.
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Hutchinson & Waters (1957, p. 58) classify the needs into the target needs and
the learning needs. They will be discussed below.
1. Target Needs
The target needs refer to what the learners need to do in the target situation.
The target needs include necessities, lacks and wants.
a. Necessities
Necessities refer to what the learners have to know in order to function
effectively in the target situation. This is a matter of observing what situation the
learners will need to function in.
b. Lacks
The learners‟ lack is the gap between the target proficiency and the existing
proficiency of the learners. It means that, what the learners know already should be
recognized to decide which of the necessities the learners‟ lack. It is illustrated as a
gap between the ideal situation or target situation with the real conditions.
c. Wants
The learners may have a clear idea of the necessities of the target situation
and their lacks. They also have a view to what they want or they need. The learners‟
motivation is important in the learning process, so learners‟ perceived wants cannot
be ignored. Wants related to learners‟ desires. They are realized that they need
English to support their career.
2. Learning Needs
Learning needs refer to what the learners need to do in order to learn.
According to Hutchinson & Waters (1987, p. 19), learning needs indicates the route:
how the learners are going to get from their starting point (lacks) to the destination
(necessities). To have useful analysis of learners needs, the needs, potential and
constraints of the route must be considered. In addition, the learners must choose their
route according to the conditions of the learning situations, their knowledge, skills and
strategies, and their motivation.
Basturkmen (2010, p.17) proposes the process of needs analysis:
1. Target situation analysis: identification of tasks, activities and skill learners
are/will be using English for; what the learners should ideally know and be able to
do.
2. Discourse analysis: Descriptions of the language used in the above.
3. Present situation analysis: Identification of what the learners do and do not know
and can or cannot do in relation to the demands of the target situation.
4. Learner factor analysis: Identification of learner factors such as their motivation,
how they learn and their perceptions of their needs.
5. Teaching context analysis: Identification of factors related to the environment in
which the course will run. Consideration of what realistically the ESP course and
teacher can offer.
The main difference between target needs and learners‟ needs are in the depth
that they cover. Target needs are very much the surface needs or the surface
representations of the needs of the students have. Learning needs of the other hand go
deeper. They focus on what the learners will have to do to those target needs. Target
needs really focus on what the learners need, but they lack, and lastly what they want
or what they feel they want while the learning needs focus more on the cognitive basis
which will support these target needs.
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Hutchinson and Waters (1987, p. 59) then propose frameworks to analyze
target needs and learning needs. The frameworks are as follow.
A target situation analysis framework
The needs of language will give the information whether the language is needed for
1) study;
2) work;
3) training;
4) a combination of these;
5) or for some other purpose, e.g. status, examination, promotion.
A framework for analyzing learning needs
The purpose in taking the course may differ in many ways as follow.
1) Compulsory or optional
2) Apparent need or not
3) Are status, money, promotion involved?
4) What do learners think they will achieve?
5) What is their attitude towards the ESP course? Do they want to improve their
English or do they resent the time they have to spend on it?
A needs analysis is a pre-course design process in which information is
gathered to help the teacher or course developer decide what the course should focus
on, what content in terms of language or skills to include and what teaching/learning
methods to employ. The needs analysis also plays a role in refining the ESP course.
To meet the learners‟ need, ESP materials have been developed especially for
students who were perceived to have specific needs which could not be met fully by
general material. These needs were originally seen mainly in terms of subject content.
For example, engineers need the language of engineering, doctors need the language of
medicine, pilots need the language of aviation and in this research is secretaries need
the language of business or office administration such as correspondence, receptionist,
handling telephone, making presentations, and other specific language features found
in business.
Related to the theory and description about learning needs above, it is clear
that developing materials should be based on the students‟ need analysis. In this
research, the researcher analyzed the learning needs of the Tenth grade students of
Office Administration Program. The students‟ needs referred to their area of
specialism and the office context. Speaking became the focus of the English skill that
is analyzed in this research because one of the standards of graduate competence in
Office Administration program is to be able to communicate in English for daily
conversation related to the office context.
D. Material
1. The Nature of Material
Materials become very crucial part in English teaching and learning. They
help the students to expose themselves to language. Start from comprehending what
language is, the students can expand their knowledge to the use of language through
materials they learn. There are several definitions of materials proposed by some
experts. Richard and Rodgers (1986) view materials as a way to influencing the quality
of classroom interaction and language use. Tomlinson (1998: 2) defines materials as
any tools in the forms of both audio-video and printed- no printed things that are used
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to facilitate the learning of the language, not only restricted to course books. For
examples: CD-ROMs, dictionaries grammar books, workbooks, photocopied exercises,
etc.
The Ministry of Education and Culture Rule No. 81A year 2013 about
curriculum implementation states that the standards of the English learning materials
based on curriculum 2013 are as follows:
1. The materials are taught to develop language competency
2. Students are rehearsed to read and understand the meaning of text, summarize and
then present it with their own language
3. Students are rehearsed to create text systematically, logically, and effectively
4. Students are taught how to create contextual text
5. Students are rehearsed to express themselves and their knowledge using the target
language confidently and fluently.
Based on curriculum 2013, good materials should support the teaching
learning process achieving the basic competences. Before developing English learning
materials, it is necessary to consider:
1. The students‟ potential
2. The relevancy with the local characteristics
3. The level of physical, intellectual, emotional, social, and spiritual development of
the students
4. The meaningfulness of the materials for the students
5. The Structure of the knowledge
6. The actuality, depth, and the breadth of the learning materials
7. The relevancy with the students‟ needs and the environment‟s demand
8. Time allocation
Meanwhile, Hutchinson and Waters (1987: 96) suggested three kinds of
materials production; they are:
a) Select from existing materials: materials evaluation
b) Write your own materials: materials development
c) Modify existing materials: materials adaptation
Referring to the explanation above, this research included to materials
development since the researcher wrote researcher‟s own material. Actually, there
were no existing materials used by the ESP teacher in teaching ESP for office
administration program. So that the researcher tried to develop the materials based on
the result of need analysis. By developing ESP materials, it is expected that the
developed materials would help and support the ESP teacher in teaching ESP to the
students which is suitable with the students‟ need.
2. ESP Materials
ESP Materials are the useful means in language teaching. “Teaching materials
are tools that can be figuratively cut up into component pieces and then rearranged to
suit the needs, abilities, and interests of the students in the course (Graves, 1999, p.
27). They are anything that the teacher may use in order to help learners get better
understanding. Such materials can exist in different forms; they can be textbooks,
workbooks, texts, activities, etc.
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ESP materials must be varied so that to attract and motivate students; they
appear in most times interesting, fun and clear. Sometimes, materials are appropriate
for the content but sometimes they need to be modified and creative, the teacher has to
adapt or supplement in order to fit the local context.
a. Typology of ESP Material
ESP materials can be done for different reasons and can be presented in
different forms. Kennedy and Bolitho (as cited by El Imane, 2013, p. 12, points out
that ESP materials are helpful in making students read then get the meaning, read then
write such as summarizing or paraphrasing, listen when teachers read from them,
speak when the teacher motivates his students to communicate, or do different tasks
when the teacher integrates different skills. Activities are very useful means in
language teaching. They are of different forms; reading, listening, speaking and
writing. Each specialty is based on some skills according to students‟ needs and the
form of present lesson.
1) Materials for Reading
Materials for reading are the texts given to learners to practice them in
order to achieve a specific aim or various ones. According to Kennedy and Bolitho
(as cited by El Imane, 2013, p. 13), materials for reading play the role of activities;
students are asked to read and try to comprehend as they are allowed to use
dictionaries to learn new structures and vocabulary. Students have to skim, scan,
relate graphs to text, relate diagrams to text, predict and sequence the structure of a
text, and understand elliptical writing- telexes. Such activities are means of joy as
well as of teaching and learning. They help students in using and practicing their
available language recourses as to develop their own skills, strategies and level of
comprehension; they are the practical contribution of theoretical lessons. Each
material for reading is given to students in order to make hem master specific
points which themselves are helpful for their studies.
2) Materials for Writing
When students are given a text and after reading it, they are asked to write
something. Here, the aim of the material is to serve the skill of writing. Since
students are not English ones, they are not asked to write using great styles.
Instead, they have to write correct grammar and simple wording. Kennedy and
Bolitho (as cited by El Imane, 2013, p. 13), insist on the importance of being
coherent when writing.
Some adult ESP students do not experience too many problems with
coherence as there is classroom evidence to suggest that the ability to organize
writing coherently is largely transferable from the mother tongue. Conversely, an
absence of this ability in English in an adult student is bad news for the ESP
teacher as it may signal lack of practice in writing coherently in any language.
When implementing written activities, students also must have a purpose.
There is no activity without one aim or more as their answers should be relevant to
them. ESP students are asked to write reports, take notes, summarize a text, write
descriptions of processes and systems, and write letters and telegrams.
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3) Materials for Listening
According to Kennedy and Bolitho (as cited by El Imane, 2013, p. 14),
materials for listening might be the most difficult choice. They have to be selected
in an appropriate way in order to motivate students and make them listen without
getting bored. ESP students may listen to lectures, instructions, seminars,
meetings, and committees. Then they have to get key words, main ideas, speakers‟
attitude, and switches of register. The teacher‟s role here is to be attentive
concerning students‟ reactions and to the atmosphere of each lesson so that to
attract students‟ attention and satisfy their needs in an appropriate way without
making them get bored or confused.
4) Materials for Speaking
Though those activities need more work for teachers but it is worth using
them. They make the speaking process seems easier and more active as they help
in making the students‟ involvements more obvious. So, the use of speaking
activities would highly improve students‟ retention. Such activities add variety to
range of learning situations, maintain motivation, refresh learners during formal
learning, encourage students‟ interest, help in making teacher- student distance
less marginal, and provide more student- student communication. The more
students get motivated, the more students get comfortable and can speak
confidently. Kennedy and Bolitho (as cited by El Imane, 2013, p. 14).
Referring to the explanation above, the researcher did not develop all the
English skills mentioned above, the researcher only developed the ESP (English for
Specific Purposes) materials which focusing on Speaking skill (Materials for
Speaking) for Office Administration students. This is based on one of the standards of
graduate competence in Office Administration program is to be able to communicate
in English for daily conversation related to the office context, so the researcher
decided to emphasize only in Speaking skill.
.
b. ESP Materials Selections
Some teachers may use the same ESP material for different classes ignoring
the variation among different classrooms. Also, some of them may use the same
material in all lectures. In this situation, students will get bored and may hate this
class. That is why appropriate ESP materials selection would be important and can
play a crucial role in ESP lesson planning. Ellis and Johnson (1994) distinguish
between two levels of materials selection. The first one occurs at the beginning of the
course when teachers suggest their course books and materials. The second level
occurs when the teacher is going to select items from the chosen course book.
1) Authenticity vs Simplicity
Authentic texts are very important in showing real language use though it
is sometimes difficult the find appropriate ones. In fact, most teachers prefer to use
them. “Authentic material is any kind of material taken from the real world and
not specifically created for the purpose of language teaching.” (Ellis and Johnson,
1994, p. 157). Authentic materials are those taken as they are in the original or
natural sources. “It has been traditionally supposed that the language presented to
learners should be simplified in some way for easy access and acquisition.
30
Nowadays there are recommendations that the language presented should be
authentic.” (Widdowson, 1990, p. 67) Many people prefer such classroom
resources because of their natural language use and explanations.
In language teaching, the use of materials that were not originally
developed for pedagogical purposes, such as the use of magazines, newspapers,
advertisements, news reports, or songs. Such materials are often thought to contain
more realistic and natural examples of language use than those found in textbooks
and other specially developed teaching materials.
On the one hand, using authentic materials is very helpful because they
have a positive impact on learners‟ motivation, satisfy learners‟ needs, and supply
authentic cultural information and exposure to real language. On the other hand,
using authentic materials may contain difficult language, difficult vocabulary
items and complex language structures as they can be too culturally. Some
interesting texts may go beyond students‟ level and current abilities. This would
not make problems only for students, it may also struggle teachers. Simplified
materials are materials used by teachers to facilitate the learning process. When
using authentic materials may not be very helpful and it is difficult for students to
understand them since the language and the use of words may be highly complex,
thus, the use of simplified ones would be the solution. Simplified materials use
understandable language, provide clear objectives, and focus on specific items of
the lecture.
2) Criteria for ESP Material Selection
It seems that most, is not all, ESP lessons include the use of an ESP
material or series of materials. Not all students enjoy them and not all lessons
provide appropriate ESP materials selection. There is no rule for selecting or
adapting them but some said that following specific criteria may take it easier for
them. Paul (as cited by El Imane, 2013, p. 1) proposes a division of the lesson into
two parts: educational and fun sections. Selecting materials for ESP students does
not resemble the same as selecting for general English students which need only
print, audio, and video materials as Ellis and Johnson point out. For ESP teachers,
the selection extends the use of what is available. Sometimes, they need to adapt or
look for over the shelf materials in order to help ESP students achieve their aims.
When doing so, they need to respect certain criteria. Ellis and Johnson explain the
criteria for selecting ESP materials: types of learners and their language level,
relevance, learners‟ age and cultural background, and appropriateness of
methodology or style. Moreover, they emphasize the distinction between different
types of learners and their language level; pre- experience learners and job-
experienced learners. Relevance of language and skills is the second key element
that must be respected when selecting materials. Another important criterion is to
respect learners‟ age and cultural background. In other words, types of activities
differ among groups of different age, background knowledge and cultural features.
The last element is the appropriateness of methodology or style for learners. In
other words, “the trainer should experiment to find out an approach to use with a
particular group and then select activities accordingly.” (Ellis and Johnson, 1996,
p. 127).
31
Wallace (1992) suggests the following criteria when selecting ESP
materials.
a. Adequacy : the selected materials should contain appropriate
language and information about the course.
b. Motivation : they should present interesting content in order to help
students be active and work hard in order to understand
better. This criterion should be respected in order to
make students‟ work more effective.
c. Sequence : it is important to have materials that are related to the
lecture. There must be a relation to previous texts,
activities, topics not to miss the sense of a lesson.
d. Diversity : the selected material should lead to a range of classroom
activities, be a vehicle for teaching specific language
structure and vocabulary, and promote strategies.
e. Acceptability : it should contain acceptable cultural customs and
language.
In conclusion, in selecting the material there should be criteria which can
determine the quality of the materials. Moreover, selecting ESP materials is
different to selecting for general English because the ESP teacher should adapt the
materials to the students‟ area of specialism so that the students can achieve their
goals. Materials evaluation helps an ESP practitioner to adjust the teaching
materials to the learners‟ needs and their level of proficiency, as well as to keep
them motivated.
3. Purpose of Materials
Dudley- Evans and St John (2002, pp. 170-172) assert that there are four reasons
for using materials which seem significant in the ESP context are:
a. As a Source of Language
In some situation in which English is a foreign language, not a second
language like in Indonesia, English is the only source. In this context materials
play a crucial role in exposing learners to the language, which implies that the
materials need to present real language, as it used and the full range that learners
required.
b. As a Learning Support
As a learning support, according to Dudley- Evan and St. John (2002, pp.
170-172). “Materials need to be reliable, that is , to work, to be consistent and to
have some recognizable pattern. “to enhance learning, materials must involve
learners in thinking about and using the language.
c. Materials can be for Motivation and Stimulation
To stimulate and motivate, materials need to be challenging yet achievable;
to offer new ideas and information whilst being grounded in the learners‟
experience and knowledge; to encourage fun and creativity. The input must
contain knowledge that is familiar but it must also offer something new.
d. Materials can be for Reference
It means, for reference purposes materials need to be complete, well laid out,
and self- explanatory. The learner will want explanations, examples and practice
activities.
32
All in all, materials are covered all the purpose mentioned above since
materials are the central aspect in language teaching and learning. The availability
of materials can support the teaching and learning process in classroom.
4. Material Development
a. The Nature of Material Development
According to Tomlinson (1998, p. 2), materials development refers to
anything which is done by writers or teachers to provide source of language input
and to use that source to promote language learning. So, in developing materials
they need to identify, first, learners‟ needs and consider the objective of the
learning. Then, they can develop the materials by adapting them in order to
improve or to make them more suitable to learners‟ needs. Adaptation can be
carried out by reducing, adding, omitting, modifying, and supplementing learning
materials (Tomlinson, 1998, pp. 8-11). Tomlinson also sums up some basic
principles of developing learning materials for language learning as follows:
a. Materials should achieve impact
Impact is achieved when students are interested, curious, and pay much
attention to the material.
b. Materials should help learners to feel at ease
Sometimes, students feel uninterested, anxious, and bored during teaching and
learning process. When students are at ease, however, they are comfortable
and relaxed when producing language.
c. Materials should help learners to develop confidence
When students are at ease, they can develop their confidence in producing the
language during the teaching and learning process.
d. What is being taught should be perceived by learners as relevant and useful
The material being taught should be related to learners‟ needs and learners‟
interests. They should be able to practice it by using their target language not
only in their real-life but also in the classroom.
e. Materials should require and facilitate learner self- investment
The material, even media, should allow students to carry out many activities in
learner-centred classroom. The media should also facilitate students when they
do the activities.
f. Learners must be ready to acquire the point being taught
Teacher can use the material that is familiar with students‟ life. It means that
the material should be related to students‟ interest and students‟ needs.
Another definition of materials development is proposed by Graves (2000)
that is the planning process which is created by the teacher to make units and
lessons in order to reach the goal and objectives of the course. To conclude,
materials development is a process done by writers or teachers to create
information used for language learning process to reach the goal.
33
Grave (2000, p. 156) points out there are several aspects to be considered
in developing unit of materials; the learners, learning processes, language, social
context, activities/task-types, and the materials. The considerations are listed as
follows:
A List of Consideration for Developing Materials
Learners
1. Make relevant to their experience and background
2. Make relevant to their target needs (outside class)
3. Make relevant to their affective needs
Learning Processes
4. Engage in discovery, problem solving, analyzing
5. Develop specific skills and strategies
Language
6. Target relevant aspect (grammar, vocabulary, functions, etc)
7. Integrate four skills of listening, speaking, reading, and writing
8. Use/understand authentic text
Social Context
9. Provide intercultural focus
10. Develop critical social awareness
Activities/task-types
11. Aim for authentic tasks
12. Vary roles and groupings
13. Vary activities and purposes
Materials
14. Authentic (texts, realia)
15. Varied (print, audio, visuals, etc)
Figure 2.3 A List of Consideration for Developing Materials
Grave (2000, p. 156)
b. Step of Designing Material
Nunan (1991, p. 210) states that the material is designed and provided
through the consideration of learners‟ needs, syllabus and the curriculum. In this
regard, the material should be in line with learners‟ needs, syllabus and
curriculum. In addition, Nunan (1991, p. 216) proposes the steps of material
design as follows:
1. Selecting the topic
2. Collecting the data of the chosen topic
3. Determining the students‟ needs in relation to the topic
4. Creating pedagogical activities
5. Analyzing texts and activities
6. Creating activities focusing on language elements
7. Creating application tasks
The steps stated above should be integrated with the characteristics of a
good task. The aim is to enhance student‟s involvement in the classroom. In
addition, learner- centeredness can be achieved in the classroom by conducting the
tasks.
34
Ellis and Johnson (1994, p. 115) point out that the choice of materials has
a major impact on what happens in the course. This impact is demonstrated on the
following three levels:
1. It determines what kind of language the learners will be exposed to and, as a
consequence, the substance of what they will learn in terms of vocabulary,
structures, and functions;
2. It has implications for the methods and techniques by which the learners will
learn;
3. The subject of or content of the materials is essential component of the
package from the point of view of relevance and motivation.
c. Advantage of Creating Own Material
Due to the characteristics of ESP which is focusing on specialist subjects,
and due to unavailable commercial materials, very often ESP teachers need to
design or develop the materials themselves. In fact, there are some advantages of
creating our own teaching materials.
1. It is relevance. It means materials can be produced that are directly relevant to
students‟ and institutional needs. Using available commercial textbook does
not guarantee this relevance.
2. It is developing expertise. Creating our own materials can help develop
expertise among staff.
3. It is reputation. What it means by reputation is it can enhance the reputation of
the institution. The institution that creates its own materials will be more
acknowledged that the institution that uses commercial materials available in
the market.
4. It is flexibility. Of course materials produced within the institution can be
revised or adapted as needed. It gives them greater flexibility than a
commercial course book.
Teacher-created material is an easy way to meet the needs of many
students, the teacher can adapt the objective, materials, teaching methodology,
deciding task/ assignment with the students‟ characteristics and ability. The
materials probably won‟t be perfect, but that is OK. Make notes on what worked
and what didn‟t so teacher can adapt them if necessary for the next time. The more
teachers create materials to fit his/her class and the students, the better teacher will
become at it.
d. The Principles of Language Learning Materials
Tomlinson (1998, p. 24) proposes some principles of second language
acquisition as the good characteristics of materials in language teaching. They are
as follow:
1) Materials should achieve impact.
2) Materials should help learners feel at ease.
3) Materials should help learners to develop confidence.
4) What is being taught should be perceived by learners as relevant and useful.
5) Materials should require and facilitate learners„ self-investment.
6) Learners must be ready to acquire the points being taught.
7) Materials should expose the learners to language in authentic use.
8) The learners„ attention should be drawn to linguistic features to the input.
35
9) Materials should provide the learners with opportunities to use the target
language to achieve communication purposes.
10) Materials should take into account that the positive effects of instruction are
usually delayed.
11) Materials should take into account that learners have different learning styles.
12) Materials should take into account that learners differ in affective attitudes.
13) Materials should permit a silent period at the beginning of instruction.
14) Materials should maximize learning potential by encouraging intellectual,
aesthetic, and emotional involvement that stimulates both right and left
activities.
15) Materials should not rely too much on controlled practice.
16) Materials should provide opportunities for outcome feedback.
Those principles above used as a guidance to design the materials for
students of Office Administration Study Program, specifically for speaking skill.
e. Materials Design
According to Hutchinson and Waters (1987, p. 109), the model of
materials design consists of four elements. They are input, content, language and
task.
The model itself is shown in Figure 2.4
Figure 2.4 A Materials Design Model
Hutchinson and Waters (1987, p. 109)
1) Input
This can be a text, dialogue, video-recording, diagram or any learning
material which depend on the needs as the result of needs analysis. The input
provide the following things:
a) stimulus material for activities;
b) new language items;
c) correct models of language use;
d) a topic for communication;
e) opportunities for the use of learners„ processing skills;
f) opportunities for the use of learners„ entry knowledge.
INPUT
TASK
LANGUAGE CONTENT
36
2) Content focus
In order to generate a meaningful communication in the classroom,
nonlinguistic content should be omitted. The content focuses only on the
linguistic materials.
3) Language focus
The main purpose of this focus is to enable learners to use language. In
language focus, learners have opportunities to take the language and study how
it works. Good materials should contain opportunities for analysis and
synthesis.
4) Task
Materials are designed to lead towards communicative task so that
learners can use its content and knowledge. Therefore, the tasks are built up
through the unit.
The model provides “a coherent framework of integration of various
aspects of learning” and, at the same time, allows “creativity and variety” to
develop. From the model above, it is clear that designing ESP can be seen as an
activity of thinking about designing course materials since it is one important part
in ESP program. It involves teaching learning activities.
f. Speaking Task Criteria
Thornbury (2005) proposes some criteria of speaking task in order to
maximize the speaking opportunities so that students can experience the real-life
language use. Some of the criteria are explained as follows.
1) Productivity
A speaking activity needs to maximize language productive in order to
provide the best conditions for the students to use the language autonomously.
2) Purposefulness
The language productivity can be increased if the speaking activity has
a clear purpose, especially for activity which asks students to work together to
achieve a certain goal. Asking students to report the result of work discussion is
an effective way to ensure a commitment to the task.
3) Interactivity
Speaking activity should require students to consider the effect they are
having on their audience. If it is not, the students may not have a good
preparation for real-life language use. For example, in a presentation or speech,
students should perform their talk in front of the audience so that at least there
is a possibility of interaction, i.e. questions, suggestions and comments at the
end of the performance.
4) Challenge
The task should be challenging so that students can experience the
sense of achievement and excitement. This will help students to use all of their
available communicative resources to achieve the goal. Of course, teachers
should adjust the level of difficulty in each task.
37
5) Safety
The classroom should provide the conditions for experimentation,
including a supportive classroom. Teachers are supposed to have a non–
judgmental attitude to students „errors. It is better to correct the error at the end
of the activity. Teachers should also become a prompter when the students
cannot overcome the difficulty in the task.
6) Authenticity
Speaking task should have relation with real-life language use. In order
to become autonomous language use, students need to experience the
communication activity in the classroom which has the same quality with the
communication activity outside the classroom. Role play and simulation can
help a lot to deal with real-life language use.
So the point is ESP teacher should be able to apply all those six criteria of
speaking task in order to maximize the speaking opportunities so that students can
communicate in English for daily conversation related to the office context.
g. The Qualifications of Office Administration in the Work Field
The evidences that English is needed for Office Administration Study
Program primary to prepare in facing the work field are proved by some
documents below. The explanation of each is as follows.
a. Indonesian Qualification Framework (Kerangka Kualifikasi Nasional Indonesia)
The Ministry of Education and Culture (2014) proposes the standards
of graduate competence of Office Administration as called Level II Secretary
(Sekretaris Level II). It is said that one of the standards of graduate competence
of Office Administration is to be able to communicate in English for daily
conversation related to the office context. It is also said that an office staff
should master how to operate the communication means such as telephone,
facsimile, email and other soft wares. Those standards are mentioned in Table
2.1 below.
Table 2.1 The Standards of Graduate Competence of Office Administration
The Ministry of Education and Culture (2014)
1. Study Program Based on KKNI
No Units of Competences Elements of
Competences
Graduate
Indicators
1 Able to do the specific
secretarial job using
Communication
technology either
hardware or software as
well as relevant
information.
i) Able to communicate
in English for daily
communication.
Able to speak
fluently using
English for daily
secretarial jobs.
j) Able to operate
communication means
such as telephone,
facsimile, email and
other soft wares as well
as the office means in
line with their kinds and
functions.
Able to use
Communication
means and other
office means
appropriately in
line with their
kinds and
functions.
38
Based on the standards of graduate competence above, English is very
needed in work field especially for Office Administration staff as called
Sekretaris Level II. English is needed to support the daily secretarial job as
well as in using the communication means which one of them is handling
telephone calls.
b. The syllabus of Office Administration Study Program
There are two syllabi for two subjects which contain some competences
of Office Administration. These competences are different from the others
competences because they need English to support the students mastering the
daily communication in the office context as proposed in the Indonesian
Qualification Framework.
These two syllabi are called the syllabus of Office Automation subject
and the syllabus of Correspondence subject. These syllabi are learned in the
tenth grade. The sections of the intended competences from these syllabi are
listed in Table 2.2 and Table 2.3 below.
Table 2.2 The Selection Section of Office Automation Subject Syllabus
The Ministry of Education and Culture (2014)
Standard Competence Learning activities
3.4 Explain the ways to operate Ms.
Power Point
4.4 Operate the Ms. Power Point
Present a short presentation related to
the daily office context using Ms.
Power Point.
Table 2.3 The Selection Section of Correspondence Subject Syllabus
The Ministry of Education and Culture (2014)
Standard Competence Learning activities
3.1 Explain about the oral
communication
4.1 Apply the skill of oral
Communication
1. Practice to communicate with
friends using telephone in the office
context.
2. Listen and understand the received
information.
c. The Evaluation Criteria for Practical Examination of Office Administration
Study Program.
BSNP (National Board of Education Standard) (2014) proposes some
criteria for practical examination of Office Administration Study Program. It is
stated that some competences which need English primary in communication
context are handling telephone call and delivering a presentation. The criteria of
those competences are presented in the following table.
39
Table 2.4 The Evaluation Criteria for Practical Examination
of Office Administration Study Program
National Board of Education Standard (2014)
Components Criteria
2.2 Handling telephone call a. Receiving a phone call
b. Opening a conversation
c. Speaking etiquette
d. Ending a conversation
e. Writing a telephone message sheet
2.6 Presentation a. The presentation should be interesting
b. Mastering the materials
c. Using the appropriate language
d. Performance
e. The slides, etiquettes and ways of
presentation should be done well.
In handling telephone calls, BSNP (National Board of Education
Standard) prepares a telephone message sheet in English. There will be
additional scores for the use of English in delivering the presentation.
5. Materials Evaluation
a. Evaluation Process
Hutchinson and Waters (1987, pp.98-99) propose some questions used to
evaluate the materials in terms of audience, aims, content, methodology and other
criteria. In term of audience, it means that the materials should be appropriate for the
intended audiences. The good materials should have the clear aims. It will be useful
to guide the materials developer to keep in the track while developing materials. The
content of the materials should cover the linguistic descriptions, language points, the
proportion of work on each skill, the covered micro-skills, text types, types of topics,
the organized contents within the units and materials, and the sequenced content
within the units and materials.
In term of methodology, the materials should be based on the theories of
learning. Tasks, teaching and learning techniques and aids should be covered in the
materials. The good material is flexible; they provide guidance for the users. In other
criteria aspect, this is related to the price and the accessibility of the materials.
b. Evaluation of the Materials
There are two components to evaluate the materials based on the BSNP
team. They are the content feasibility and the materials presentation feasibility. The
explanations are listed in Table 2.5 below.
40
Table 2.5 Evaluation of the Materials
National Board of Education Standard (2014)
Components Sub- components Descriptions
The content feasibility The appropriateness of
the materials with the
standard competences
and/or goals and
objectives
It should be complete and
cover all of the materials
based on the goals and/or
objectives.
The accurateness of the
Materials
It has social functions, the
meaning structures and
elements, and linguistic
features.
The enrichment of
teaching materials
It should develop the life
proficiency.
The materials
presentation feasibility
The presentation
technique
The units should be
systematic and equal.
The learning
presentation
It should focus on the
students, develop creativity,
critical thinking, students„
autonomous, and the skill of
self reflection.
The presentation
completeness
It should cover the
introduction, the main
content, and conclusion.
There are some conclusion that can be concluded from the materials about
materials evaluation; the first is the teacher observed the materials evaluation as one
way of exploiting a course design. Second, the evaluation process should be systematic
and the third, the evaluation process is best seen as a matching exercise (how far the
materials match the needs).
E. Previous Related Studies
The first previous study was done by Budiantari, et.al who conducted a
research entitled “Developing Authentic Reading Material for the Tenth Year Students
of State Vocational High School 1 Kubutambahan”. This research was conducted to
develop authentic reading material for the tenth year students of Vocational high
school based on the School Based Curriculum that meet the criteria of a good reading
material. It was found that the reading materials were developed based on the criteria
of good materials, and the school-based curriculum and BSNP for the tenth year
students of Vocational High School and considered as good reading materials.
The second previous study was done by Yohana Dian Ratna Purnamasari who
conducted a research entitled “Developing English Learning Materials for Grade X
Students of Beauty Study Program”. This research was conducted to develop
appropriate English learning materials for the students of Beauty Study Program of
SMK N 3 Magelang. The product of this study is three units of English learning
41
materials. Each unit has 25 tasks which are divided into three parts: introduction,
lesson proper and reinforcement. The inputs were in the form of spoken and written
texts and grammar explanation. The activities encourage the students to actively
participate in the classroom discussion and be involved in solving the tasks. The tasks
are done individually, in pairs and in small groups. Based on the materials evaluation;
the content, the language, the presentation and the lay-out of the materials are
appropriate. The mean score of all aspects of the developed materials was 3.12 which
is categorized as “Good”.
Furthermore, Erikson Saragih in his journal conducted a research entitled
“Designing ESP Materials for Nursing Students Based on Needs Analysis”. The study
aimed at exploring the learning needs of 50 nursing students, and designing ESP
materials for nurses based on Need Analysis. The findings described the real needs of
students of ESP for nurses, the lecturers‟ view points on the practice of ESP
instructions, and descriptions of ESP for nurses used in English speaking countries.
The next previous research was done by Aprilia Istanti who conducted a
research entitled “Designing Appropriate English Learning Materials for Grade X
Students of Ceramics Craft Skill Programme at SMK N 1 ROTA BAYAT”. This
research was conducted to design appropriate learning materials for grade X students
of ceramics craft programme (Kriya Keramik). This research showed that an
appropriate task has the following features. In term of goal, it helps the students in
learning English based on their skill programme and needs. Pictures, written dialogues,
spoken dialogues, passages, phonetic transcriptions, and given situation which were
comprehensible and suit with the students skill programme were the appropriate input
in the materials. For the procedure, the appropriate activities were listen and answer,
listen and complete, answering questions based on the dialogue, completing dialogues,
having dialogues, practising dialogues, reading passages and answering related
questions, reading explanations, writing descriptive texts, and writing invitation letters.
Another research was done by Choirul Rohmah with the title of her research
“Developing English Learning Materials for Grade X Students of Marketing Study
Program at SMK MUHAMMADIYAH 2 BANTUL”. This research was conducted to
develop three units of learning materials which focuses on improving the students‟
four language skills. Each unit was organized into: „Starting Up‟, „Listening &
Speaking‟, „Reading & Writing‟, „Evaluation‟, „Learning Journal‟, „Summary‟, and
„Glossary‟. The topic of the materials is related to communication in workplace. The
input of the materials was in the form of dialogues, short functional texts, technical
terms, and genre texts. In addition, there were some explanation about English
expressions and also grammar. Related to the setting, most of the tasks in the materials
were in the form of pair-work and small-group work.
This research was different from those previous researches above, the
researcher focused on developing English for Vocational Purpose (EVP) speaking
materials for the tenth grade students of office administration program at SMK PGRI
31 LEGOK – TANGERANG.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, there were discussions about the methodological steps which
underlie this study. It covered the research design, the setting, the subjects, research
instrument, data collecting technique, data analysis technique, research procedure, and the
validity of the research.
A. Research Design
The research method used in this research is Research and Development
method (R&D). The main goal of this Educational Research and Development method
(R&D) is to develop learning materials for educational needs. As it is proposed by
Gall, Gall and Borg (2003, p. 569), Educational R & D is an industry-based
development model in which the findings of research are used to design new products
and procedures, which then are systematically field-tested, evaluated, and refined until
they meet specified criteria of effectiveness, quality, or similar standards.
In practice, this type of study takes evaluation to play a key role in the process.
Evaluation or the process of refining products is done over and over until the best form
of the products is found. Borg and Gall (2003, p. 569) say that this model provides a
great promise for improving education because it involves a close connection between
systematic evaluation program and program development. In education, this research is
conducted to design/develop appropriate materials which can be implemented
effectively to meet the students‟ needs.
B. Place and Time of the Research The research about developing ESP Speaking Materials for the Tenth Grade
Students of Office Administration Program was conducted in SMK PGRI 31 LEGOK-
TANGERANG. It is located in Alun- alun Lap. Bola Street, Legok - Tangerang. This
school is a vocational high school focusing on Business and Management Department
which one of the study programs is Office Administration.
The setting of this study was SMK PGRI 31 LEGOK- TANGERANG,
especially to the tenth year students. There were 6 classes of the tenth year students.
Two classes belong to office administration department, two classes belong to
accountancy and the rest belong to computer and networking engineering department,
in which there were more or less 31 students in each class.
The subjects of this research were the tenth year students of office
administration program while the object of this research is ESP (English for Specific
Purposes) speaking material. The participants were grade ten students of Office
Administration Study Program in one class. The researcher took the sample in random.
A cluster random sampling was used because the researcher had to work with
established classrooms (Lodico, 2010). The subjects were asked to fill in the
questionnaire of which the result was used to gather information about learning needs.
The researcher conducted the research on the first semester in academic year
2017-2018.
43
C. Research Instrument
According to Arikunto (2002, p. 195) research instrument is tools or facility
that is used by the researcher in data collection process in order to get good, faster,
more complete and systematic data. So that it would be easier to be analyzed. The
instruments used are as follow:
1. Questionnaire of Need Analysis
The needs analysis questionnaire was distributed to the students to identify
the target needs and the learning needs of the students.
2. Questionnaire of Expert Judgment
The expert judgment questionnaire aimed to gain the data from an expert in
English teaching about the appropriateness of the materials
3. Interview Guideline
This research used unstructured interview method. The researcher only made
the outline of the problem that was asked to the ESP teacher. By using this
method, the researcher could get the data deeper by analyzing and developing each
informant‟s answer until the data was complete.
4. Written Document
Some selected authentic document from English teacher (English syllabus)
was collected.
5. Recorder
Recorder was utilized to record the interview result. It helped the researcher
in getting and saving the information.
D. Data Collecting Technique
In collecting the data, the researcher used a questionnaire to conduct the needs
analysis and followed by interview using interview questions. Marshall &Rossman
(2006, p. 125) stated that questionnaires typically entail several questions that have
structured response categories; some open- ended questions may also be included.
Questionnaires are usually tested on small groups to determine their usefulness and
perhaps reliability. The questionnaires were distributed to the students and a materials
expert. There were two types of questionnaire used in this research. They were the
needs analysis questionnaire and expert judgment questionnaire. The organization of
the questionnaires was elaborated through the table below.
1. Need Analysis Questionnaire
The needs analysis questionnaire was distributed to the students to identify the
needs of the tenth grade students of Office Administration Program at SMK PGRI 31
LEGOK. In developing the needs analysis questionnaire, this study referred to the
theory of needs assessment proposed by Hutchinson and Waters (1987), Graves (2000)
and Nunan (2004). The questionnaire consists of 17 multiple choices.
44
Table 3.1 The Organization of Needs Analysis Questionnaire
Question
Number
Criteria
of the
questions
The purpose of the
Questions References
1-3 Target
Needs
To find the information about the
importance of English to the
students„ target needs
Hutchinson and
Waters (1987:
62-63)
4-6 Relevant
Materials
To find the information
concerning relevant materials that
actually the students need
Graves (2000:
103-104)
7 Goal To find out what actually the
students want from the materials
Nunan (2004:
41-42)
8-10 Input to find the information of input
that the students want/need
Nunan (2004:
47-49)
11-12 Activities To find the information about the
learning activities that the students
prefer to do
Nunan (2004:
52-63)
13-14 Learning
techniques
To find the information about the
learning techniques that the
students need
Hutchinson and
Waters (1987:
139-142)
15 Learners„
Role
To find the information about the
learners„ role in teaching and
learning process
Nunan (2004:
64)
16 Teachers„
Role
To find the information about the
teachers„ role in teaching and
learning process
Nunan (2004:
64)
17 Layout of
the
materials
To find the information about
what the students want related to
the layout of the materials in order
to build the learning enthusiasm
Hutchinson and
Waters (1987:
126)
2. Expert Judgment Questionnaire
The second questionnaire was the expert judgment. It was proposed to a
materials expert opinion to know their opinion and suggestions about the
appropriateness of the developed materials. The questionnaire contained the points of
evaluation taken from SMK‟s English Learning Textbook Assessment from Badan
Standar Nasional Pendidikan, DEPDIKNAS (2014), Brown (2001), Nunan (2004),
Hutchinson and Waters (1987), Tomlinson (1998) and Celce-Murcia (2001). The
points involved the appropriateness of the contents, the appropriateness of the
presentation, the appropriateness of the language, and the appropriateness of the
graphic design. The data, then, was analyzed to find whether the materials is
appropriate for the students or not, and did they meet the students‟ needs. The
organization of the second questionnaire was presented in Table 3.2 below.
45
Table 3.2 The Organization of Expert Judgment Questionnaire
Question
Numbers The Purpose of the Questions References
1-3 to find information to evaluate the goals of
the materials
Brown (2001:142),
Nunan (2004:174)
(BSNP: 2014)
4-8 to find information to evaluate the input texts
that are used in materials
Nunan (2004:174)
9-11 to find information to evaluate the
vocabularies and pronunciation of the
materials
Nunan (2004:174),
BSNP (2014), Celce-
Murcia (2001: 425)
12 to find information to evaluate the language
skills covered in the materials
Celce- Murcia (2001:
425), BSNP (2014)
13-18 to find information to evaluate the activities
in the materials
Nunan (2004: 174),
Celce-Murcia (2001:
425), BSNP (2014),
Hutchinson and
Waters (1987:102-
103)
19-21 to find information to evaluate the
organization of the materials
Hutchinson and
Waters (1987:102),
Brown (2001:142),
Nunan (2004:174),
Tomlinson (1998:7-
21), BSNP (2014)
22-25 to find information to evaluate the layout of
the designed materials
Hutchinson and
Waters (1987:107),
Brown (2001:142),
Tomlinson (1998:7),
Celce- Murcia (2001:
426)
The researcher also used interview in collecting the data. Estenberg (in
Sugiyono, 2008: 231) stated that a meeting two persons to exchange information and
idea through question and responses, resulting in communication and joint
construction of meaning about a particular topic. Interview was given to the head of
Office Administration Program and ESP teacher to gather opinions and suggestions
about what the appropriate materials should be and the target needs. Besides, it was
also used to ask about their opinion about the appropriateness of the materials.
E. Data Analysis Technique
There were two kinds of data from the research; quantitative and qualitative
data. The quantitative data was gained from the questionnaires of the needs analysis
and the experts judgments, while the qualitative data were from the comments and
opinions from the expert related to their assessments of the materials.
46
1. Needs Analysis Questionnaire
The data of needs analysis questionnaire was analyzed using frequency and
percentage. The highest percentages of the the answers of each question was
considered representing the students‟ need. The data were calculated using the
following formula:
P (%) = f x 100
N
Where
P : percentage
N : total respondents
f : frequency
2. Expert Judgement Questionnaire
The expert judgment questionnaire consisted of statements and responses in
the form of Likertscale. It asked the respondent to indicate the strength of his/her
agreement and disagreement dealing with the provided statements. The responses for
every statement were measured with a score 1 to 5. The statement of Strongly Agree
(SA) has five points, the statement of Agree (A) has four points, the statement of
neutral (N) has three points, the statement of Disagree (D) has two points, and the
statement of Strongly Disagree (SD) has one point. Then the data gathered from the
expert was calculated by using formula proposed by Suharto (2006, pp. 52-53) to find
the range of the data interval. The formula is presented below:
Mn = Σfᵡ N
Mn : Mean
Fx : the scores of the items
N : the number of the scales
The results were then categorized as follows.
Table 3.3 Data Conversion
Suharto (2006, pp. 52-53)
Scale Interval Descriptive Category
5 101 - 125 Extremely Well
4 76 – 100 Very Well
3 51- 75 Fairly Well
2 26 - 50 A Little
1 0 - 25 Not at all
47
F. Research Procedures
This research adopted the model of Research and Development
proposed by Borg and Gall (2003, p. 571). Actually the model was very long to
be applied in this research. As the research was conducted in a limited period of
time, the model was simplified as follow:
Figure 3.1 Research Procedures
Adopted from Borg and Gall (2003, p. 571) Modified by the Researcher
There were five steps that have to be completed. In detail, those steps
employed in this study are explained as follows.
1. Collecting data and information (needs analysis)
Collecting data and information included preliminary observation, review of
literature and conducting the needs analysis. In preliminary observation, the researcher
found problems in Office Administration Study Program. The problems were related
with students„ speaking skill and English material. However, the main problem find in
this research is related to the materials.
Based on the main problem, the materials which meet the vocational high
schools„ needs especially for the tenth grade students of Office Administration
Program was developed. In relation to this, the researcher used review of the theories
as guidance to achieve the research goal.
In order to find information related to the target needs, learner needs and
learning needs, the researcher conducted needs analysis. These data were obtained
from the questionnaire. There were two types of questionnaires in this research. They
were the questionnaire of needs analysis and the questionnaire of expert judgments.
The first questionnaire was used to gather information about the learners„ needs and
learning needs. The second questionnaire was used to evaluate the materials. Besides,
Collecting data and information
(needs analysis)
Writing course grid/syllabus
Designing the materials
Evaluating the first draft
(expert judgments)
Writing the final materials
Observation
Questionnaires
Feedback and Revision
Interview
48
the researcher also used some interview questions which were distributed to one of
teachers in Office Administration Program to gather information about the target
needs. In addition, the target needs also were collected from supported documents find
in preliminary observation.
2. Writing course grid/syllabus
Writing course grid was the following up from the first and the second step of
the procedures. In writing the course grid, the researcher used information from the
collected data. The collected data was used to determine what subject matters,
language functions, language knowledge and language skills that should be taught. The
course grid/ syllabus were used as guidance to design the materials.
3. Designing the materials
The materials were designed based on the course grid and the needs obtained
from the previous step. It is an application from the course grid itself to see the
appropriateness of the materials design. The materials consisted of three units.
4. Evaluating the first draft (expert judgments)
After writing the designed materials, the researcher asked the experts to judge
or to evaluate it. The experts were the head of Office Administration Program and the
ESP teacher. The researcher chose the head of Office Administration Program and the
ESP teacher as the experts because they were considered as the people who are really
know about the students‟ need and whether the materials designed was appropriate to
meet the students‟ need in Office Administration Program.
In this step, the second questionnaire (expert judgments questionnaire) was
used. The data from the second questionnaire then was analyzed. The data was to get
feedback from experts related to the designed materials. Besides the feedback, the data
was used to know whether the materials were appropriate or not based on the expert
opinion.
5. Writing the final materials
It was done by using feedback and the data obtained from the second
questionnaire which was distributed to experts. The data was used to revise the
materials. Actually, this last step was also completed with revising the materials after
expert judgment was conducted. Finally, the agreed unit design was as the product of
this research.
G. Validity
The validity that will be used in this research is concurrent validity. As it is
proposed by Cohen, Manion and Marrison (2007, p. 105), concurrent validity means
that the gathered data using one instrument must have high correlation with the gathered
data from using another instrument. Here the researcher has three different data
collecting instruments: observation, interview, and questionnaire.
49
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presented and discussed the findings of the research. The first part of
this chapter presented the results of needs analysis, the syllabus of the materials, the
materials design and the results of expert judgment. The second part presented the
discussion of the findings.
A. Findings
1. The Results of the Needs Analysis
In order to get the results of the needs analysis, some instruments had been
used. They were questionnaire, observation and interview. The results were in terms of
general information of the learners, target needs and learning needs. The descriptions
of each are as follows.
a. The General Information of the Learners
The learners were the vocational students in SMK PGRI 31 LEGOK-
TANGERANG. They are in grade ten of Office Administration Program in the
academic year of 2017/2018. There were 31 students in the class. All of them are
female. Their ages range from 15-16 years old.
b. The Target Needs
Necessities, lacks and wants are the required terms to determine the target
needs (Hutchinson and Waters: 1987). The following is the result of the first
questionnaire, observation and interview in term of target needs.
1) Necessities
Necessities are what the learners actually need to know in the target
situations (Hutchinson and Waters, 1987). The following descriptions are the
necessities of grade ten students of Office Administration Program gathered
from the questionnaire, interview and observation.
Chart 4.1 below showed that English was very important to support
the students in facing the work field. All of them agreed with the statement.
There were 26 students who said that English was needed in the work field
because their study program (Office Administration Study Program) needed
English to finish some works such as handling guest, telephoning, and
presenting. There were 4 students who said that English was needed to be one
of the requirements to improve the job achievement. In addition, one student
stated in other choice that English was needed as the basis to face the work
field in the international level.
50
Chart 4.1
The Necessities of Students in Office Administration Program
Furthermore, from the interview session, the Head of Office
Administration Program believed that English was needed to support the
students„ job after graduation. The teacher said that English is the needed
language especially in the work field. She also said that, actually, the officer
should master at least 7 languages which one of them was English.
The importance of English, especially in the Office Administration
Study Program, was confirmed by some of job descriptions which needed
English. The head of Office Administration Program said the following job
descriptions in the Office Administration such as handling a telephone call,
handling guest, and delivering a presentation were some of works which
mostly needed English.
There were some documents which supported the needs analysis.
There were three documents which related to the target needs. They are
Indonesian Qualification Framework (Ministry of Education and Culture,
2014), syllabus of Office Administration Study Program in grade ten
(Curriculum 2013) and the evaluation criteria of Office Administration Study
Program in the final practical examination (BSNP, 2014).
Based on the regulation of president of Indonesia number 8 in 2012,
Indonesian Qualification Framework (Kerangka Kualifikasi Nasional
Indonesia) 49 is a competence qualification leveled framework which can
reconcile, equalize and integrate the fields of education, job training and work
experiences in order to award the work competence recognition in line with
the job structure in various sectors. In this document, the SMK students who
graduate from the school are recognized as level 2. In this level, primary for
the Office Administration, one of the indicators graduate is that students
should be able to communicate in English for daily conversation related to the
0
5
10
15
20
25
30
35
Th
e v
oca
tio
nal
stud
ents
are
pre
par
ed
to f
ace
the
wo
rk f
ield
En
gli
sh i
s im
port
ant
to
sup
po
rt y
ou
in
fac
ing
the
wo
rk f
ield
Off
ice
Ad
min
istr
atio
n
Pro
gra
m n
eeds
En
gli
sh
to f
inis
h s
om
e w
ork
s
lik
e h
and
lin
g g
ues
t,
tele
ph
on
ing
an
d
pre
sen
tin
g
En
gli
sh i
s n
eeded
as
one
of
the
requ
irem
ents
to
ach
iev
e th
e w
ork
per
form
ance
En
gli
sh i
s n
eeded
to
face
the
wo
rk f
ield
in
the
inte
rnat
ion
al l
evel
s
The Necessities of Students in Office Administration Program
51
office contexts. Some of the contexts themselves include being able to give
information either in written or spoken form and being able to use some means
of communication like telephone, fax, email, etc. This indicator is stated in the
document in point i under the heading of competence element.
As mentioned in chapter three, the syllabus of grade ten of Office
Administration Study Program described some of learning activities in the
office context. Those learning activities were in line with the Indonesian
Qualification Framework document. They were handling guest, handling
telephone call and delivering a presentation. It meant that to fulfill those
activities as classified into the office contexts, they need English.
The standard competences of Office Administration in the final
practical examination also used English to formulate questions. The questions
which need English are related to correspondence, telephoning and
presentation. The telephoning and presentation are the focus in delivering the
speaking materials in this study.
Based on the evaluation criteria of final practical examination in
Office Administration Study Program, students should be able to receive a
phone call in English. Then, using English in delivering a presentation in the
final practical examination is optional. As the result, students who used
English in a presentation would get a higher score.
2). Lacks
Lacks are the gap between what the students already knew and the
target situations (Hutchinson and Waters, 1987). The following chart showed
the lacks of the students of Office Administration Program.
Chart 4.2
The Lacks of Students in Office Administration Program
0
5
10
15
20
25
30
35
Stu
den
ts u
sed
Curr
icu
lum
201
3 t
ext
boo
k
Stu
den
ts u
sed
KT
SP
200
6 b
oo
k
Stu
den
ts u
sed
Mod
ule
from
th
e te
acher
Stu
den
ts u
sed
inte
rnet
Stu
den
ts' t
extb
oo
k/
mat
eria
ls s
uit
the
top
ics
in t
he
Off
ice…
Stu
den
ts p
ract
ice
spea
kin
g i
n c
lass
on
ce
a w
eek
Stu
den
ts p
ract
ice
spea
kin
g i
n c
lass
on
ce
in t
wo
wee
ks
Stu
den
ts p
ract
ice
spea
kin
g i
n c
lass
on
ce
in t
hre
e w
eek
s
Stu
den
ts p
ract
ice
spea
kin
g i
n c
lass
rar
ely
The Lacks of Students in Office Administration Program
52
It was confirmed by 100% of the students that they did not have
specific material in teaching learning process. Furthermore, the topics did not
match with the topics in their study program. They also said that they rarely
learned speaking skill in the class.
3). Wants
Wants are classified as the learners„ preferences about their own needs
(Hutchinson and Waters, 1987). In these results, the learners„ wants were
classified into the goals, language functions, inputs, learning techniques, and
textbook layout. The complete explanations were as follow.
a) Goals
In learning the English language which suits to their needs, based on
Chart 4.3, there were 84% percent of the students who stated that they
needed materials which would help them to be able to communicate in
English to prepare them facing the work field. In addition, there were 16%
of the students who said that they needed materials which would help them
to master English easily.
Chart 4.3
The Goal of the Target Needs
b) Language functions
Most of the learners wanted the language functions which suitable
with their study program (Office Administration).
0
5
10
15
20
25
30
Learners wanted to learn English to
communicate well because it would
help them to face the work field
Learners wanted to learn English to
master English itself
The Goal of the Target Needs
53
Chart 4.4
The Language Functions
Chart 4.4 showed that making and receiving a telephone call have the
highest percentage among the others (40%). It was followed by delivering
a presentation as the second language functions which is the most
preferred one (19%). Next, 16% of the students preferred to have handling
guest as the language function. Then, there were 13% students who chose
having interview and 9% of them chose offering helps. Further, in option
space, 3% student wanted using the social media as the preferred language
function.
c) Inputs
Related to the inputs, it was classified into types of inputs in speaking
activities and inputs in learning speaking.
0
2
4
6
8
10
12
14
Making and
receiving a
phone call
Handling
guest
Offering
helps
Delivering a
presentation
Interviewing Using social
media
The Language Functions
54
Chart 4.5
The Input in Learning English of Office Administration Students
Chart 4.5 described that dialogue was the most preferred input text.
There were 81% students chose it. Then, there were only 19% students
who wanted monologues rather than dialogues.
The input for speaking learning activities in the class which the
students most preferred was the given example by the teacher (52%). The
second activity was pair work speaking practice which chosen by 24% of
the 31 students. That the students were given pronunciation transcripts was
chosen 15% of the students. The last input for speaking activities
perceptions in the beginning of the lesson was only chosen by 9%
students.
d) Learning Techniques
Chart 4.6 below showed that almost all of the students chose to do
learning activities in group. The pair work activity was chosen by four
students while individual activity was chosen by three students. According
to the students, the most favorite learning technique in the class was
games. Next, it is followed by discussion. It was chosen by seven students.
Then, question and answer session is in the third. It was chosen by four
students. Translation was chosen by three students. There were two
students who preferred role play. The last chosen learning technique is
interview, it was chosen by only 1 student. To conclude, students wanted
the group activities in the teaching and learning process. They also
preferred doing games as the most favorite learning technique.
0
5
10
15
20
25
30
Typ
e of
inp
uts
fo
r
spea
kin
g
acti
vit
ies:
Mon
olo
gu
e
Typ
e of
inp
uts
fo
r
spea
kin
g
acti
vit
ies:
Dia
logu
e
Inp
uts
fo
r
spea
kin
g l
earn
ing
acti
vit
ies:
exam
ple
s fr
om
the
teac
her
Inp
uts
fo
r
spea
kin
g l
earn
ing
acti
vit
ies:
per
cep
tion
s in
th
e
beg
innin
g o
f…
Inp
uts
fo
r
spea
kin
g l
earn
ing
acti
vit
ies:
pai
r
wo
rk s
pea
kin
g
pra
ctic
e
Inp
uts
fo
r
spea
kin
g l
earn
ing
acti
vit
ies:
pro
nu
nci
atio
n
pra
ctic
e
The Input in Learning English of
Office Administration Students
55
Chart 4.6
The Learning Techniques
e) Textbook Layout
Chart 4.7 showed that in term of textbook layout, almost all of the
students (84%) wanted the materials which contained many pictures and
colors. There were 13% students who chose interesting covers and only
3% student filled other choices that the book should be suitable with
Curriculum 2013 textbook and should be simple. In conclusion, the most
wanted English textbook was the colorful one and full of pictures.
Chart 4.7
Textbook Layout
0
5
10
15
20
25
30
Ind
ivid
ual
In p
airs
In g
rou
p
Role
Pla
y T
ech
niq
ue
Gam
es T
ech
niq
ue
Inte
rvie
w T
ech
niq
ue
Tra
nsl
atio
n T
ech
niq
ue
Dis
cuss
ion
Tec
hn
ique
Qu
esti
on
and
An
swer
tech
niq
ue
The Learning Techniques
05
1015202530
Interesting covers Full of colors and
pictures
Full of words Suit with
Curriculum 2013
and look simple
Textbook Layout
56
c. The Learning Needs
Based on the findings, the learning needs were classified into the learning
activities, the teachers„role and the learners„role. The explanations were described
below.
1) Activities
In relation with the learning activities in the class, the module only
focused on speaking.
Chart 4.8
The Learning Activities
In term of speaking activity, acting out the dialogue or monologue had
the highest rank at 65%. It was followed by the activity of creating
monologues or dialogues and performing them in front of the class either in
the form of individual work, pair work, or group work. It was chosen by 19%
students. The last chosen speaking activity is discussing certain topics in group
work. It was chosen by only 16% students.
However, in pronunciation activity, imitating teacher‟s pronunciation
had been chosen sixty eight percent students. Then it was followed by the
activity of reading the English words according to the pronunciation
transcripts available in the material. It was chosen by 32% students.
2) Teachers„ Role
Based on Chart 4.9, 42% students wanted their teacher to give
keywords while they were having difficulties. Then, 25% students preferred
the teacher to monitor their improvement in learning English. There were 20%
students who chose the teacher to open the sharing and question session. The
last choice of the teachers„ role was that students wanted the teacher to be a
facilitator which was only chosen by 13% students. In conclusion, the most
wanted teachers„ role in the teaching and learning process is that teacher
should give key words when the students were in a difficulty.
0
5
10
15
20
25
Sp
eak
ing:
Cre
ate
the
mo
no
logu
e/d
ialo
g
ue
and
pra
ctic
e it
wh
eth
er i
n…
Sp
eak
ing:
Dis
cuss
the
cert
ain p
oin
t in
gro
up
Sp
eak
ing:
Act
ou
t
the
giv
en
mo
no
logu
e o
r
dia
logu
e
Pro
nu
nci
atio
n:
Imit
ate
the
teac
her
in p
rono
unci
ng
En
gli
sh w
ord
s
Pro
nu
nci
atio
n:
Rea
d t
he
Eng
lish
wo
rds
acco
rdin
g
to t
he
pro
nun
ciat
ion
…
The Learning Activities
57
Chart 4.9
The Teachers’ Role
3) Learners„ role
Chart 4.10 showed that listening to the teachers„explanations was the
most preferred learners‟ role (48%). The next rank of the learners„role was
chosen by 30% students that they wanted to actively participate in
communication. Then, 18% students chose to act the materials out after the
teacher gave explanations. At last, there were only 4% student who preferred
to do the teacher„s instructions.
0
2
4
6
8
10
12
14
Facilitator Teachers open the
sharing and
question session
Teacher give key
words when
students in a
difficulty
Teachers monitor
the students‟
improvement in
learning language
The Teachers’ Role
58
Chart 4.10
The Learners Role
2. The Syllabus
After the target needs and the learning needs had been identified, the syllabus
was then designed. This syllabus became a guideline to develop the appropriate ESP
speaking materials for grade ten students of Office Administration Program. In relation
with the results of the needs analysis, the students needed the materials to help them to
communicate in English in office context. There should be the exposure of language
functions which suit the topics in the study program, certain vocabularies and key
pronunciation items. The following was the description of the syllabus. There were 9
components in each unit. They were Unit Title, Objectives, Indicators, Input Text,
Language Functions, Learning Method, Media and Learning Sources, Activities and
Time Allocation. The complete one can be seen in Appendix 7.
a. Unit One
The unit title is “This is Shirley Speaking”. The goal of Unit one is that
students are able to do telephoning in the office context. The objectives are
receiving an in-going call using the right expressions, making an out-going call
using the right expressions and asking for and giving information. Next, there are
seven indicators in this unit. They are using expressions to receive a call,
introducing themselves when make a call, asking for information in a call, giving
information in a call, ending the call politely, pronouncing words related to
telephoning correctly and doing a dialogue related to handling telephone call in
pairs. The input texts in unit one were dialogues related to a telephone call. For the
language functions, there were six of them. They are receiving a phone call, taking
messages, leaving messages, ending a phone call, asking for information and
giving information.
0
2
4
6
8
10
12
14
16
Students listen to
the teacher‟s
explanation
Students do the
teacher‟s
instruction
Students
participate actively
in communication
Students act out
the materials after
teacher‟s
explanation
The Learners Role
59
b. Unit Two
The title of Unit 2 is “Good Morning Ladies and Gentlemen”. This unit is
about delivering a presentation. The goal of Unit 2 is that students are able to
present a short presentation. The objectives are opening a presentation, delivering
main topic, organizing subtopics, summarizing a presentation, ending a
presentation and opening a question and answer session. The indicators are
greeting audience in a presentation, introducing themselves in a presentation,
delivering the topic in a presentation; organizing talk using the right phrases; using
the phrases to deliver every point in the main part of presentation, summarizing up
a presentation with right expressions, ending a presentation with right expressions,
offering audiences to ask questions and delivering a short presentation. The input
texts used in this unit are monologues. The language functions used in this unit are
greeting, stating the topic, delivering main points, concluding a talk, ending a talk
and offering a question in a talk.
c. Unit Three
“Welcome to Sukses Company” is the title of unit three. The goal of this
unit is that the students can welcome guests in the office context. The objectives of
this unit are welcoming guests using the right expressions, offering helps to the
guests, and responding to the offer. The indicators are that students are able to
pronounce the right expressions of welcoming guests, offer helps, respond to the
offer, use the expressions of handling guest in a dialogue, use some vocabularies
related to handling guest in a dialogue and do a dialogue related to handling guest
in pairs. The input texts of this unit are dialogues related to handling guest in the
office context. The language functions of Unit three are greeting, welcoming,
offering helps and responding to the offer.
3. The Materials Design
The units were developed after designing the course grid/ syllabus. The units
followed the principles of Task-Based Language Teaching by Nunan (2004). The
descriptions of each developed unit are explained below. There are 6 main activities in
each unit. They are Warm-Up, Let’s Study, Let’s Practice More, Let’s Speak More,
Summary and Reflection.
a. Unit One
The main topic of Unit One is having a phone call. The unit title is “This
is Shirley Speaking”. Students learn how to receive a phone call, make a phone
call, ask for information and give information.
In Unit 1 activity, students say the expressions of handling a telephone call
and practice it in a sentence. Furthermore, students have more free activities like
making a dialogue following the chart, making a dialogue based on one of cards,
having a telephone simulation and making a conversation on their own. This Unit
is also provided by the summary and reflection. Summary provides the resume in
the whole unit while the reflection will check the students‟ ability after they
learned the unit.
60
Table 4.1 Tasks of Unit One
Goals Activities
Warm- up To introduce the students about
the topic and the situation for
the whole unit.
Check list pictures that have
right manner in handling telephone call
and answer the questions about
telephoning
Task 1 To improve students‟ speaking
skill as well as to learn certain
expressions to handle a
telephone call
Students act out the dialogue and study the
useful phrases about handling a telephone
call and answer the comprehension
questions.
Task 2 To improve students„ speaking
skill in using expressions of
receiving a
phone call
Students complete short conversations
about receiving phone call and practice it.
Task 3 To improve students„ speaking
skill in using expressions of
leave taking messages
Students complete short dialogues about
leaving and taking messages and practice
it.
Let‟s Study
Task 4
To make students„ understand
about some expressions used in
handling telephone
Students say the expressions used in
telephoning.
Task 5 To make students get used to
some expressions used in
telephoning when it is applied
in sentences
Students complete the blanks in boxes
related to receiving and making a
telephone call
Task 6 To make the students„ able to
spell names and numbers
correctly
Students repeat after the teacher to spell
names and numbers (the phonetic
transcriptions are given)
Let‟s
Practice
more
Task 7
To improve students„ speaking
skill in using expressions of
handling telephone call
The students play a Whispering game.
Let‟s Speak
more
Task 8
To improve students„ speaking
skill by providing semi-guided
activity
The students make a dialogue following
the flow chart.
Task 9 To improve students„ speaking
skill by providing semi-guided
activity
The students make a dialogue based on the
given telephone messages and present it in
front of the class.
Task 10 To improve students„ speaking
skill by providing semi-guided
activity
The students have a simulation in
telephoning. The simulation cards are
given.
Task 11 To improve students„ speaking
skill by providing freer
practice
The students make their own dialogue
about Telephoning and perform it in the
class.
Summary To recall the student„s memory
about the whole lesson in the
unit.
Students read the explanations of
expressions and the structure of the
grammar
Reflection To know how far the students
learn in the unit
Students complete the „can-do„ checklist
by ticking the list that they think they can
do or they think they need more practice.
61
b. Unit Two
The Unit 2 title is “Good Morning, Ladies and Gentlemen”. This unit is
about delivering a short presentation. The language functions used in this unit are
greeting, stating the topic, delivering main points, concluding a talk, ending a talk
and offering a question in a talk.
Table 4.2 Tasks of Unit Two
Goals Activities
Warm- up To introduce the students about
the topic and the situation in
the unit
Discussing pictures about good
characteristics in delivering a presentation
Task 1 To check students„
understanding about different
expressions in delivering a
presentation
Students classify the scrabble phrases of
delivering presentation into some boxes.
Task 2 To improve students„ speaking
skill in using the language
function
Students„ practice to open a presentation
by choosing one of the given topics
Task 3 To improve students„ speaking
skill in using language function
Students„ practice to organize the talk
using the given subtopics
Task 4 To improve students„ speaking
skill
Students„ practice to end a presentation
using semi-guided activity
Let‟s Study
Task 5
To make students understand
the other expressions in
delivering presentation.
The students read aloud some useful
expressions in a presentation.
Let‟s
Practice
more
Task 6
To improve students„ speaking
ability in using certain
expressions
Students say something about the
following list in pairs.
Let‟s Speak
more
Task 7
To improve students„ speaking
ability in using certain
expressions
Students make a short introduction of a
presentation based on the given card.
Task 8 To improve students„ speaking
ability in using the various
expressions
Students have an interview session to ask
about how their friends end the
presentation and open the question-answer
session.
Task 9 To improve students„ speaking
ability by providing freer
practice
Students make their own short
presentation and report it in the class.
Summary To recall the student„s memory
about the whole lesson in the
unit.
Students read the explanations of
expressions and the structure of the
grammar
Reflection To know how far the students
learn in the unit
Students complete the „can-do„ checklist
by ticking the list that they think they can
do or they think they need more practice.
62
c. Unit Three
The title of Unit Three is “Welcome to Sukses Company”. This unit is
about welcoming the guest in the office context. The language functions used in
this unit are greeting, welcoming, offering helps and responding to the offer. The
complete descriptions of each task with its goal were described in Table 4.3.
Table 4.3 Tasks of Unit Three
Goals Activities
Warm- up To introduce the students about
the topic and the situation in
the unit
Studying pictures related to welcoming
guest and answering written questions
about what the people might say when
handling guest
Let‟s Study
Task 1
To make the students know
other expressions used in
handling guest
Students say the expressions of
welcoming guest and offering helps
Task 2 To improve students„ speaking
skill as well as to learn the
certain expressions to offer
helps.
Students act out the dialogue and study the
useful phrases about handling guest and
answer the comprehension questions
Let‟s
Practice
More
Task 3
To improve students„ speaking
skill as well as to check
students„ ability in making
interrogative sentences
Students complete short dialogues about
offering helps and act out
Let‟s Speak
More
Task 4
To improve students„ speaking
skill using expressions in
handling guest
In group, the students write the respond of
the given situations and report it in front
of the class
Task 5 To improve students„ speaking
skill through role play
With a partner, the students make a
dialogue based on the given role
Task 6 To improve students„ speaking
skill by providing freer
practice
The students make a dialogue by choosing
the free situations on their own or
choosing the given situations and then act
the dialogue out with a partner
Summary To recall the student„s memory
about the whole lesson in the
unit
Students read the explanations of
expressions and the structure of the
grammar
Reflection To know how far the students
learn in the unit
Students complete the “can-do” checklist
by ticking the list that they think they can
do or they think they need more practice
63
4. The Expert Judgments
The first designed materials should be evaluated to a supervisor for an expert
judgment. The questionnaire for the expert judgments then was distributed. The
questionnaire contained two parts. They were close-ended questions and open-ended
questions. The close-ended questions were using five points Likert scale. The open-
ended questions were in the form of questions related to the expert„s opinions about
the materials. There were 7 aspects in evaluating the materials based on some experts.
They were the appropriateness of goals in writing the materials, input texts, language
structures, language skills, tasks, textbook organization and textbook layout. There
were two experts who evaluated the first draft of the materials, they were the head of
Office Administration Program and the ESP teacher. The first materials expert was a
credible teacher and lecturer in office administration field. She graduated from
Graduate Program of Indonesian University and she has experienced teaching for 19
years. While the second materials expert was chosen because she had similar interest
in ESP, she is fresh graduated from English Graduate Program of UHAMKA.
a. The Result of Expert Judgments, Revisions and Validation of Unit 1
The following is the result of the expert judgment, the review and the revisions
of Unit 1.
1) The Result of the Expert Judgments of Unit 1
a) The appropriateness of goals in writing the materials
The first aspect to evaluate was the appropriateness of goals in writing the
materials. The table below showed the result of the expert judgment analysis
of goals in writing the materials of Unit 1.
Table 4.4 The Appropriateness of Goals in Writing Materials of Unit 1
No Statements Score
1 The developed materials are suitable with the learning
goals as stated in the course grid
4
2 The developed materials are suitable with skill levels of
English for Grade X of SMK
4
3 The developed materials give students knowledge about
their work field
4
Total 12
64
b) The appropriateness of input texts
The second aspect to evaluate was the appropriateness of input texts. The
following table described the result of the appropriateness of input texts in
Unit 1.
Table 4.5 The Appropriateness of Input Texts of Unit 1
No Statements Score
1 The language in the input texts is understandable
for students
4
2 The input texts are various and related to
students‟ work field
4
3 The input texts are suitable with students learning
level
5
4 The input texts can improve students‟ motivation
in learning language
3
5 The input texts can develop students‟ ability in
English communication
4
Total 20
c) The appropriateness of language structures
The next aspect to evaluate was the appropriateness of language
structures. There were 4 points related to the language structures. Table 4.6
below showed the result of the expert judgment analysis of language structures
in Unit 1.
Table 4.6 The Appropriateness of Language Structures of Unit 1
No Statements Score
1 The materials develop students„ knowledge about
vocabularies in the office context.
4
2 The choice of words is suitable with the office context. 4
3 The materials develop students„ knowledge about
pronunciation.
3
Total 11
d) The appropriateness of language skills
The appropriateness of language skills was the fourth aspect to
evaluate. Table 4.7 described the result of the expert judgment analysis in term
of language skills of Unit 1.
Table 4.7 The Appropriateness of the Language Skills of Unit 1
No Statement Score
1 The materials develop students„ speaking skill. 4
65
e) The appropriateness of tasks
The fifth aspect to evaluate in Unit 2 was the appropriateness of tasks.
Table 4.8 showed the result of expert judgment analysis in term of tasks of
Unit 1.
Table 4.8 The Appropriateness of Tasks of Unit 1
No Statement Score
1 The tasks improve students„ interest to learn English. 3
2 The task are various 4
3 The tasks cover all of aspects contained in the course
grid.
5
4 The tasks develop students„ comprehension about the
given input texts.
4
5 The tasks serve activities for students to recall their
memory about what they have learned
3
6 The tasks are organized from the easiest one to the
difficult one
4
Total 23
f) The appropriateness of textbook organization
The appropriateness of textbook organization was the sixth aspect to
evaluate in Unit 1. It covered 3 points related to the organization of the
textbook. The following table described the result of expert judgment analysis
of textbook organization of Unit 1.
Table 4.9 The Appropriateness of Textbook Organization of Unit 1
No Statement Score
1 The developed materials have been organized well
according to the goals.
5
2 The instruction in each task is clear for teachers and
students
4
3 The sequences of the materials have been organized
well and understandable.
4
Total 13
g) The appropriateness of textbook layout
The last aspect was the appropriateness of textbook layout. There were
4 points related to the textbook layout in Unit 1. Table 4.10 showed the result
of the expert judgment analysis in term of textbook layout of Unit 1.
66
Table 4.10 The Appropriateness of Textbook Layout of Unit 1
No Statement Score
1 The cover is interesting and full color. 4
2 The layout is interesting for teachers and students. 5
3 The font type is interesting and the font size is suitable
so that it looks clear.
4
4 The picture illustrations are clear and support the input
texts. They do not make students confused.
4
Total 17
2) The Review of Unit 1
Based on the answer of the open-ended questions, Unit 1 was already good.
Meanwhile, the expert suggested revising some parts of Unit 1 primary in the
instructions of the tasks. Some of the instructions should be revised so that they
could support students in learning speaking.
3) The Revision of Unit 1
After the result of the expert judgment of Unit 1 had been analyzed, some
revisions should be done. Table 4.11 below showed the revisions of Unit 1.
Table 4.11 The Revisions of Unit 1 Parts of Units Suggestions Revisions
Title No revision No revision
Warm- up No revision No revision
Task 1 No revision. No revision.
Task 2 No revision. No revision.
Let‟s Study
Task 3
No revision. No revision.
Task 4 No revision. No revision.
Task 5 No revision. No revision.
Let‟s Practice More
Task 6
No revision. No revision.
Let‟s Speak More
Task 7
No revision. No revision.
Task 8 Revise the statements Please have a meeting at
Cipta Kreasi company on
Monday 08.00 a.m
Please have a meeting at
Cipta Kreasi company on
Monday at 08.00 a.m.
Task 9 No revision. No revision.
Task 10 No revision. No revision.
Summary Change the idea of Summary. Changing the summary
activity into a task.
Reflection No revision. No revision.
67
4) The Validation of Unit 1
The developed materials had been validated based on the result of
components analysis by the expert. The following table described the validation of
Unit 1.
Table 4.12 The Validation of Unit 1
No Components N Total
1 The appropriateness of goals in writing the
materials
3 12
2 The appropriateness of input texts 5 20
3 The appropriateness of language structures 3 11
4 The appropriateness of language skills 1 4
5 The appropriateness of tasks 6 23
6 The appropriateness of textbook organization 3 13
7 The appropriateness of textbook layout 4 17
Total value of Unit 100
Based on Table 4.4, the first component which is the appropriateness of
goals in writing materials has the total value 12. The second component has the
total value 20. Next, the third component is the appropriateness of language
structures. It has the total value 11. The appropriateness of language skills has the
total value 4. In term of the appropriateness of tasks, it has the total value 23. 13 is
the total value of the appropriateness of textbook organization and the last
component is the appropriateness of textbook layout. The total value is 17. The
total value of all components in Unit 1 is 100. The interval ranges from 76-100
Therefore, Unit 1 is categorized as “Very well”.
b. The Result of Expert Judgments, Revisions and Validation of Unit 2
The following is the result of the expert judgment, the review and the revisions
of Unit 2.
1) The Result of the Expert Judgments of Unit 2
a) The appropriateness of goals in writing the materials
The first aspect to evaluate was the appropriateness of goals in writing the
materials. The table below shows the result of the expert judgment analysis of
goals in writing the materials of Unit 2.
Table 4.13 The Appropriateness of Goals in Writing Materials of Unit 2
No Statements Score
1 The developed materials are suitable with the learning
goals as stated in the course grid
4
2 The developed materials are suitable with skill levels of
English for Grade X of SMK
3
3 The developed materials give students knowledge
about their work field
4
Total 11
68
b) The appropriateness of input texts
The second aspect to evaluate was the appropriateness of input texts. The
following table describes the result of the appropriateness of input texts in Unit
2.
Table 4.14 The Appropriateness of Input Texts of Unit 2
No Statements Score
1 The language in the input texts is understandable for
students
4
2 The input texts are various and related to students‟
work field
4
3 The input texts are suitable with students learning level 3
4 The input texts can improve students‟ motivation in
learning language
3
5 The input texts can develop students‟ ability in English
communication
4
Total 18
c) The appropriateness of language structures
The appropriateness of language structures was the third aspect to
evaluate Unit 2. The following table describes the result of the expert
judgment of language structures of Unit 2.
Table 4.15 The Appropriateness of Language Structures of Unit 2
No Statements Score
1 The materials develop students„ knowledge about
vocabularies in the office context.
4
2 The choice of words is suitable with the office context. 4
3 The materials develop students„ knowledge about
pronunciation.
3
Total 11
d) The appropriateness of language skills
The next aspect in evaluating Unit 3 was the appropriateness of
language skills. Table 4.16 below shows the result of the expert judgment
analysis in term of language skills of Unit 2.
Table 4.16 The Appropriateness of the Language Skills of Unit 2
No Statement Score
1 The materials develop students„ speaking skill. 4
69
e) The appropriateness of tasks
The appropriateness of tasks was the fifth aspect in evaluating Unit 2.
There were 6 points related to the tasks of Unit 2. The results of the expert
judgment analysis in term of tasks in Unit 2 were described in Table 4.17
below.
Table 4.17 The Appropriateness of Tasks of Unit 2
No Statement Score
1 The tasks improve students„ interest to learn English. 3
2 The task are various 5
3 The tasks cover all of aspects contained in the course
grid.
5
4 The tasks develop students„ comprehension about the
given input texts.
4
5 The tasks serve activities for students to recall their
memory about what they have learned
4
6 The tasks are organized from the easiest one to the
difficult one
4
Total 25
f) The appropriateness of textbook organization
The sixth aspect in evaluating Unit 2 was the appropriateness of
textbook organization. The results of the expert judgment analysis are
described in Table 4.18.
Table 4.18 The Appropriateness of Textbook Organization of Unit 2
No Statement Score
1 The developed materials have been organized well
according to the goals.
4
2 The instruction in each task is clear for teachers and
students
4
3 The sequences of the materials have been organized
well and understandable.
4
Total 12
g) The appropriateness of textbook layout
The last aspect in evaluating Unit 2 was the appropriateness of
textbook layout. There were 4 points related to the textbook layout. The
following table described the result of the expert judgment of textbook layout
of Unit 2.
70
Table 4.19 The Appropriateness of Textbook Layout of Unit 2
No Statement Score
1 The cover is interesting and full color. 4
2 The layout is interesting for teachers and students. 4
3 The font type is interesting and the font size is suitable
so that it looks clear.
4
4 The picture illustrations are clear and support the input
texts. They do not make students confused.
4
Total 16
2) The Review of Unit 2
According to the expert, the developed material of Unit 2 was good.
However, there were still revisions needed to be done. In Unit 2, it was necessary
to put another task related to the exposure of the input texts.
3) The Revision of Unit 2
The revisions were done after the results of the expert judgment of Unit 2
were analyzed. The following table showed the revisions of Unit 2.
Table 4.20 The Revisions of Unit 2 Parts of
Units Suggestions Revisions
Title Revise the title Good Morning Ladies and Gentlemen
Good Morning, Ladies and Gentlemen
Warm- up No revision No revision
Task 1 No revision No revision
Task 2 No revision No revision
Task 3 No revision No revision
Task 4 No revision No revision
Let‟s Study
Task 5
No revision No revision
Let‟s Practice
More
Task 6
No revision No revision
Let‟s Speak
More
Task 7
No revision No revision
Task 8 Revise the instruction Let„s interview your friends. ...
Let„s observe your friends. ...
Task 9
No revision No revision
Summary Revise the idea of
Summary
The idea is the same with the summary
in unit one which is making the activity
into a task.
Reflection No revision No revision
71
4) The Validation of Unit 2
The developed materials had been validated based on the result of
components analysis by the expert. The following table described the validation of
Unit 2.
Table 4.21 The Validation of Unit 2
No Components N Total
1 The appropriateness of goals in writing the materials 3 11
2 The appropriateness of input texts 5 18
3 The appropriateness of language Structures 3 11
4 The appropriateness of language skills 1 4
5 The appropriateness of tasks 6 25
6 The appropriateness of textbook
Organization
3 12
7 The appropriateness of textbook layout 4 16
Total value of Unit 97
Based on Table 4.21, the first component which is the appropriateness of
goals in writing materials has the total value 11. The second component has the
total value 18. Next, the third component is the appropriateness of language
structures. It has the total value 11. The appropriateness of language skills has the
total value 4. In term of the appropriateness of tasks, it has the total value 25. 12 is
the total value of the appropriateness of textbook organization and the last
component is the appropriateness of textbook layout. The total value is 16. The
total value of all components in Unit 2 is 97. The interval ranges from 76-100
Therefore, Unit 2 is categorized as “Very well”.
c. The Result of Expert Judgments, Revisions and Validation of Unit 3
The following is the result of the expert judgment, the review and the
revisions of Unit 3.
1) The Result of the Expert Judgments of Unit 3
a) The appropriateness of goals in writing the materials
The first aspect to evaluate was the appropriateness of goals in writing
the materials. The table below showed the result of the expert judgment
analysis of goals in writing the materials of Unit 3.
Table 4.22 The Appropriateness of Goals in Writing Materials of Unit 3
No Statements Score
1 The developed materials are suitable with the learning
goals as stated in the course grid
5
2 The developed materials are suitable with skill levels of
English for Grade X of SMK
4
3 The developed materials give students knowledge
about their work field
4
Total 13
72
b) The appropriateness of input texts
The second aspect to evaluate was the appropriateness of input texts.
The following table describes the result of the appropriateness of input texts in
Unit 3.
Table 4.23 The Appropriateness of Input Texts of Unit 3
No Statements Score
1 The language in the input texts is understandable for
students
4
2 The input texts are various and related to students‟
work field
4
3 The input texts are suitable with students learning level 4
4 The input texts can improve students‟ motivation in
learning language
4
5 The input texts can develop students‟ ability in English
communication
4
Total 20
c) The appropriateness of language structures
The next aspect to evaluate was the appropriateness of language
structures. Its goal was to know whether the developed materials could help
students to improve their knowledge about grammar, vocabulary and
pronunciation or not. The following table showed the result of the
appropriateness of language structures in Unit 3.
Table 4.24 The Appropriateness of Language Structures of Unit 3
No Statements Score
1 The materials develop students„ knowledge about
vocabularies in the office context.
4
2 The choice of words is suitable with the office context. 4
3 The materials develop students„ knowledge about
pronunciation.
3
Total 11
d) The appropriateness of language skills
The fourth aspect to evaluate is the appropriateness of language skills.
Table 4.25 described the result of the expert judgment analysis in term of
language skills.
Table 4.25 The Appropriateness of the Language Skills of Unit 3
No Statement Score
1 The materials develop students„ speaking skill. 4
73
e) The appropriateness of tasks
The appropriateness of tasks is the fifth aspect to evaluate. It covered
six points related to the tasks in Unit 3. The following table showed the result
of the expert judgment analysis of the appropriateness of tasks in Unit 3.
Table 4.26 The Appropriateness of Tasks of Unit 3
No Statement Score
1 The tasks improve students„ interest to learn English. 3
2 The task are various 4
3 The tasks cover all of aspects contained in the course
grid.
4
4 The tasks develop students„ comprehension about the
given input texts.
3
5 The tasks serve activities for students to recall their
memory about what they have learned
5
6 The tasks are organized from the easiest one to the
difficult one
5
Total 24
f) The appropriateness of textbook organization
The next aspect was the appropriateness of textbook organization. It
covered the opinion of the expert related to the sequence of the materials.
Table 4.27 below showed the appropriateness of textbook organization of Unit
3.
Table 4.27 The Appropriateness of Textbook Organization of Unit 3
No Statement Score
1 The developed materials have been organized well
according to the goals.
4
2 The instruction in each task is clear for teachers and
students
3
3 The sequences of the materials have been organized
well and understandable.
3
Total 10
g) The appropriateness of textbook layout
The last aspect to evaluate was the appropriateness of textbook layout.
It gained four aspects related to the book layout. The result of the expert
judgment of textbook layout in Unit 3 is described in Table 4.28 below.
74
Table 4.28 The Appropriateness of Textbook Layout of Unit 3
No Statement Score
1 The cover is interesting and full color. 5
2 The layout is interesting for teachers and students. 5
3 The font type is interesting and the font size is suitable
so that it looks clear.
4
4 The picture illustrations are clear and support the input
texts. They do not make students confused.
4
Total 18
2) The Review of Unit 3
Based on the answer of the open-ended questions, the experts stated that
the whole materials in Unit 3 were good. However, there were still some parts that
needed to be revised. Some revisions in the instructions were also needed.
3) The Revision of Unit 3
In relation with the result of the expert judgment analysis in Unit 3, there
were some aspects that needed to be revised. The following table described the
revision of Unit 3.
Table 4.29 The Revision of Unit 3
Parts of Units Suggestions Revisions
Title No Revision No Revision
Warm- up Revise the instruction What do you think of what they are saying?
What do you think of they are saying?
Let‟s Study
Task 1
Revise the instruction Study the following expressions. Pay
attention to the words in color then say the
expressions up.
Study the following expressions. Pay
attention to the highlighted words then say
the expressions up.
Task 2 Revise the instruction With a partner, study the following dialogue
and pay attention to the words in color.
After that, act the dialogue out and answer
the following questions.
With a partner, study the following dialogue
and pay attention to the highlighted words.
After that, act the dialogue out and answer
the following questions.
Let‟s Practice
More
Task 3
No Revision No Revision
75
4) The Validation of Unit 3
The developed materials had been validated based on the result of
components analysis by the expert. Table 4.30 showed the validation of Unit 3.
Table 4.30 The Validation of Unit 3
No Components N Total
1 The appropriateness of goals in writing the materials 3 13
2 The appropriateness of input texts 5 20
3 The appropriateness of language
Structures
3 11
4 The appropriateness of language skills 1 4
5 The appropriateness of tasks 6 24
6 The appropriateness of textbook
Organization
3 10
7 The appropriateness of textbook layout 4 18
Total value of Unit 100
Based on Table 4.30, the first component which is the appropriateness of
goals in writing materials has the total value 13. The second component has the
total value 20. Next, the third component is the appropriateness of language
structures. It has the total value 11. The appropriateness of language skills has the
total value 4. In term of the appropriateness of tasks, it has the total value 24. 10 is
the total value of the appropriateness of textbook organization and the last
component is the appropriateness of textbook layout. The total value is 18. The
total value of all components in Unit 2 is 100. The interval ranges from 76-100
Therefore, Unit 3 is categorized as “Very well”.
Parts of Units Suggestions Revisions
Let‟s Speak
More
Task 4
No Revision No Revision
Task 5 Revise the Statement 1. Answer the greeting and say thank you.
Respond to the greeting
and say thank you.
2. Responding to an offer.
Respond to the offer.
Task 6 Revise the instruction ...Later on, find a partner to act your
dialogue out in front of the class. ...
... Later on, in pairs, act your dialogue out
in front of the class....
Summary Revise the idea of
Summary
Changing the idea of summary into a task to
recall students„ memory rather than provide
them with the resume of the whole unit.
Reflection No Revision No Revision
76
B. Discussions
1. Need Analysis
The objectives of this study was to identify the needs of grade ten students
of Office Administration Study Program and to develop appropriate English for
Vocational Purposes (EVP) speaking materials for the students.
In order to fulfill the first objective which is to identify the needs of the
tenth grade students of Office Administration Study Program, the needs analysis
was conducted. The techniques used to gather the information about needs were in
the form interview and questionnaire. The result of the needs analysis was used to
determine target needs and learning needs (Hutchinson and Waters, 1987).
Need analysis is originated to fulfill the demand by many learners around
the world who needed to learn English and have access to science technology and
economical resources. The very first step to develop the syllabus and materials is
conducting a need analysis. It is also known as needs assessment. It has a viral role
in the process of designing and carrying out any language course. “Need analysis
is the process of establishing the “what and how” a course”.
From the first questionnaire which was distributed to the students, grade
ten students of Office Administration Study Program needed English to support
their job after graduation. From the interview and study documents, it could be
concluded that they had the same result of needs. Students of Office
Administration Study Program needed English to improve communication skills
primary in handling a telephone call, delivering a presentation and handling guest
(BSNP, 2014; Ministry of Education and Culture, 2014; Curriculum 2013).
From the findings above, it can be summed up that the Office
Administration students at SMK PGRI 31 LEGOK- TANGERANG need: First,
students of Office Administration Program needed English to support their job
after graduation. They needed to improve communication skills, this is in line with
the Minister of Education and Culture Regulation No. 70 year 2013 about the basic
competences of English for Vocational High School states that English teaching in
vocational high school is focused on developing communicative competence, so
that speaking becomes the important skill to be mastered by vocational high school
students specifically for office administration program. Most of the learners
wanted the language functions which suitable with their study program (Office
Administration) primary in handling a telephone call, delivering a presentation and
handling guest.
Therefore, English for Vocational Purposes (EVP) is suitable for them,
especially English for Office Administration. It is in line with Tomlinson (2003, p.
307) points out that English for Specific Purposes (ESP) is an umbrella term that
refers to the teaching of English to students who are learning the language for a
particular work or study- related reason. As long as they have ambition to work in
a company, so interact with many colleagues using English is a must. Then,
English for Vocational Purposes (EVP) materials for office administration students
in SMK PGRI 31 LEGOK- TANGERANG is emphasized on speaking skill.
77
Furthermore, the students need varied activities for improving their
speaking ability, such as role play, discussion, etc. it is in line with Harmer (2001,
pp. 348-352) states six classroom speaking activities. They are acting from script,
communication games, discussion, prepared talks, questionnaires, simulation and
role play. Furthermore, Evans and St. John add that in an ESP course, the teaching
of effective spoken interaction involved task- based activities and group works to
provide learners with practice of the language. They also argued that speaking
activities often provide interaction where learners may find it helpful and
successful.
In addition, in term of textbook layout most of the students wanted the
materials which contained many pictures and colors. It is expected to be able to
stimulate the students‟ interest in reading, comprehending and focusing on the
materials.
2. Syllabus that Accommodate Office Administration Students Need
After the students‟ needs had been identified, the syllabus was then
designed. The syllabus was designed based on the result of need analysis since this
study used an EVP approach. They were designed to fulfill the specific needs of
the learners (Tomlinson and Masuhara, 2004: 169). This syllabus became a
guideline to develop the appropriate English for Vocational Purposes (EVP)
speaking materials for grade ten students of Office Administration Program. In
relation with the results of the needs analysis, the students needed the materials to
help them to communicate in English in office context. There should be the
exposure of language functions which suit the topics in the study program, certain
vocabularies and key pronunciation items.
Syllabus is as one of the important component in English Language
Teaching. Hutchinson and Waters (1987, p. 80) defined syllabus as follows: at its
simplest level a syllabus can be described as a statement of what is to be learnt. It
is in line with Richards et al. (1992, p. 368) stated that a syllabus can be defined as
a description of the contents of a course of instruction and the order in which they
are to be taught. Therefore, the researcher developed syllabus for office
administration students based on the finding of need analysis. The researcher
designed course framework in advance. This course framework contained 9
components in each unit. They are Unit Title, Objectives, Indicators, Input Text,
Language Functions, Learning Method, Media and Learning Sources, Activities
and Time Allocation. This course framework became the basis to write the
syllabus.
After that, the researcher developed the syllabus concerning on three
language functions which is mostly needed by the students. They are: handling a
telephone call, delivering a presentation and handling guest. The researcher
elaborated them with the skills that should be achieved. It is in line with the need
analysis for office administration students at SMK PGRI 31 LEGOK-
TANGERANG. The syllabus acted as guidance for producing English for
Vocational Purposes (EVP) speaking materials for office administration students.
78
a. Unit One
The unit title is “This is Shirley Speaking”. The goal of Unit one is
that students are able to do telephoning in the office context. The objectives
are receiving an in-going call using the right expressions, making an out-going
call using the right expressions and asking for and giving information. Next,
there are seven indicators in this unit. They are using expressions to receive a
call, introducing themselves when make a call, asking for information in a call,
giving information in a call, ending the call politely, pronouncing words
related to telephoning correctly and doing a dialogue related to handling
telephone call in pairs. The input texts in unit one were dialogues related to a
telephone call. For the language functions, there were six of them. They are
receiving a phone call, taking messages, leaving messages, ending a phone
call, asking for information and giving information.
b. Unit Two
The title of Unit 2 is “Good Morning Ladies and Gentlemen”. This
unit is about delivering a presentation. The goal of Unit 2 is that students are
able to present a short presentation. The objectives are opening a presentation,
delivering main topic, organizing subtopics, summarizing a presentation,
ending a presentation and opening a question and answer session. The
indicators are greeting audience in a presentation, introducing themselves in a
presentation, delivering the topic in a presentation; organizing talk using the
right phrases; using the phrases to deliver every point in the main part of
presentation, summarizing up a presentation with right expressions, ending a
presentation with right expressions, offering audiences to ask questions and
delivering a short presentation. The input texts used in this unit are
monologues. The language functions used in this unit are greeting, stating the
topic, delivering main points, concluding a talk, ending a talk and offering a
question in a talk.
c. Unit Three
“Welcome to Sukses Company” is the title of unit three. The goal of
this unit is that the students can welcome guests in the office context. The
objectives of this unit are welcoming guests using the right expressions,
offering helps to the guests, and responding to the offer. The indicators are that
students are able to pronounce the right expressions of welcoming guests, offer
helps, respond to the offer, use the expressions of handling guest in a dialogue,
use some vocabularies related to handling guest in a dialogue and do a
dialogue related to handling guest in pairs. The input texts of this unit are
dialogues related to handling guest in the office context. The language
functions of Unit three are greeting, welcoming, offering helps and responding
to the offer.
3. Material that Accommodate Office Administration Students Need
The term material in language teaching and learning refers to everything
used to help teaching language learners (Tomlinson, 1998, p. 2). After designing
the course grid, the materials then were developed. The developed materials have
included some techniques of teaching speaking. Some of the techniques are
conversation, role play, survey, communication game, simulation, prepared talk
and opinion-sharing activity.
79
The result of need analysis was used as guidance to design the course grid.
The developed materials were in line with some principles of a good material
proposed by Tomlinson (1998). That the materials should expose the learners to
language use in authentic use is proved by some tasks in the materials which
enable students practice the language that they will face in the work field, such as
having a telephoning simulation and delivering a presentation based on relevant
topics. Besides, the materials are not relying too much on controlled practice. The
materials provide peer practice for the students in using the target language. This is
useful to help students to achieve communication purposes as further explained by
Tomlinson (1998).
Furthermore, the developed materials have already fulfilled the four
elements proposed by Hutchinson and Waters (1987, p. 109). The four elements
are input, language, content and task. The inputs used in the materials are
monologues and dialogues. These provide the students stimulus for activities, new
language items, correct models of language use, a topic for communication and
opportunities for the use of students„ processing skills and entry knowledge. The
content and the language focus in the materials have enabled the students to use
the target language. Moreover, Hutchinson and Waters (1987) states that materials
should contain the element of tasks since materials are designed to lead towards
communicative task. In this developed materials, tasks were built up through the
unit.
The materials were developed for one semester. The determination about
the number of meeting that needed for every unit was referring to the syllabus of
Office Automation subject and the syllabus of Correspondence subject. The
materials in Unit 1 were developed to be conducted in 10 meetings. Due to SMK
PGRI 31 LEGOK has already applied Curriculum 2013, so the core of learning
method is using Scientific Approach but it was specified into simulation, games,
pair and individual work. In Unit 2, the materials would be conducted in 8
meetings, while for the learning method was different from unit 1. Even still use
scientific approach, but here, the methods were discussion, interview and
presentation. The last but not least, in Unit 3 the materials were developed to be
conducted in 5 meetings by applying role play, group and pair work. So the total
meeting is 23 meetings, the rest would be for remedial, formative and summative
test.
According to developed syllabus, the researcher developed materials that
can be used by the students of SMK PGRI 31 LEGOK- TANGERANG, especially
office administration program. Considering the most important skill for office
administration students is speaking, therefore, the materials presented by
emphasizing on developing skill performance. The materials consisted of three
units. The title of Unit 1 is “This is Shirley Speaking”, Unit 2 is “Good Morning,
Ladies and Gentlemen” and Unit 3 is “Welcome to Sukses Company”. Each unit
covered 6 parts; Warm- Up, Let’s Study, Let’s Practice More, Let’s Speak More,
Summary and Reflection.
The developed materials are considered as the first draft of the materials.
The first draft needed to be evaluated by an expert (Borg and Gall, 1983). The
expert judgment questionnaire was distributed. The questionnaire contained two
sections. They were open - ended questions and close - ended questions. The
results of the expert judgment were used to assess the appropriateness of goals in
80
writing materials, input texts, language structures, language skills, tasks, textbook
organizations and textbook layout. These aspects to assess the appropriateness of
the materials are implemented from some experts, i.e. Brown, 2001; BSNP, 2014;
Nunan, 2004; Celce - Murcia, 2001; Hutchinson and Waters, 1987; Tomlinson,
1998.
The first designed materials should be evaluated to a supervisor for an
expert judgment. The questionnaire for the expert judgments then was distributed.
The questionnaire contained two parts. They were close-ended questions and open-
ended questions. The close-ended questions were using five points Likert scale.
The open-ended questions were in the form of questions related to the expert„s
opinions about the materials. There were 7 aspects in evaluating the materials
based on some experts. They were the appropriateness of goals in writing the
materials, input texts, language structures, language skills, tasks, textbook
organization and textbook layout. There were two experts who evaluated the first
draft of the materials, they were the head of Office Administration Program and
the ESP teacher. The first materials expert is Dra. Sri Meladia, M.Hum. She was a
credible teacher and lecturer in office administration field. She graduated from
Graduate Program of Indonesian University and she has experienced teaching for
19 years. While the second materials expert is Widya Utamidhewi, M.Pd. She was
chosen because she considered that she had similar interest in materials
development especially in English for Vocational Purposes (EVP), she is fresh
graduated from English Graduate Program of UHAMKA.
The results of the expert judgment were in the form of descriptive data.
The data were interpreted by finding the total value using the formula proposed by
Suharto (2006, pp. 52-53). The results were then categorized by using the data
conversion as in Table 3.3. The total value of Unit 1 is 100. It is categorized in
scale 4 and in the interval of 76 to 100. Unit 2 has the total value of 97 which is in
the same interval. The last unit has the total value of 100. All of the units were
categorized as - Very well. At last, the final total value of three units is 99 and it
was categorized as - Very well.
Based on the result of the expert judgment analysis, there were still
revisions needed to be done. Most of the revisions were in term of the instructions
in the tasks. The instructions should be clear either for students or teachers (Celce-
Murcia, 2001). The main differences of the first draft and the evaluated materials
are in the instructions and in the Summary section. In term of instructions, the
changes were mostly in the grammatical structures and the idea of the instructions,
for example learning technique. In the Summary section, the idea of this section
should be changed. In the first draft, the idea of the summary was just providing
students with the complete resume of the whole materials discussed in each unit.
So that the experts suggested that it was better to add a task which enabled the
students to recall their memory of each unit.
After the developed materials had been revised, the second draft of the
materials was called the final draft of the English for Vocational Purposes (EVP)
speaking materials for grade ten students of Office Administration Study Program.
The final draft could be seen in Appendix 9.
81
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter provides information about conclusions of the research and
suggestions. The discussion of each point is presented as follows.
A. Conclusions
This research had three main goals; the first is to identify the office
administration students‟ needs in English for Vocational Purpose (EVP) speaking
materials at SMK PGRI 31 LEGOK. The second is to design the appropriate English
for Vocational Purpose (EVP) speaking syllabus for the tenth grade students of office
administration program at SMK PGRI 31 LEGOK that accommodate the students‟
need and the third is to develop English for Vocational Purpose (EVP) speaking
materials for the tenth grade students of office administration program at SMK PGRI
31 LEGOK. These goals have been answered as they were showed by the research
findings.
The research finding showed that the students of Office Administration Study
Program need English primary to help them in facing the work field after graduation.
There are some works related to the office administration which mostly needed
English for communication. Some of them are handling a telephone call and delivering
a presentation. However, the students stated that they rarely learned speaking in the
class. The students„ goal of learning English is able to communicate in English to
prepare them in facing the work field. They preferred to have some language functions
of handling a telephone call, delivering a presentation and handling guest. Those three
language functions are the most preferred one. Further, the students stated that a good
English textbook should be colorful and full of pictures. Furthermore, the students
wanted to act out the monologues or dialogues in the speaking activity. In the teachers„
role, the students wanted their teacher to give keywords while they were having
difficulties. While in the learners„ role, the students preferred to listen to the teachers„
explanations.
The appropriate English for Vocational Purpose (EVP) speaking syllabus for
the tenth grade students of office administration program were developed based on the
result of need analysis. The syllabus was developed as a Situational Syllabus. It is
appropriate with the objective of learning English for Office Administration Program
which is want to use the language in the office context and for their career. Therefore,
the syllabus took the real- life context of language uses as their basis. The syllabus also
acted as guidance for producing English speaking materials for Office Administration
students. The complete syllabus could be seen in Appendix 7.
From the students‟ need above, it could be concluded that the appropriate
English for Vocational Purposes (EVP) speaking materials for grade ten students of
Office Administration Study Program consists of three units which have been
validated and each unit has these characteristics. The title of the unit, a good title
should specify the topic of the subject matter being discussed. Warm – Up, the good
activity in the beginning of the material should be able to introduce the topic and
situation being discussed. That is why the materials provided Warm - Up section. Let’s
Study, the language learning activities should provide students explanations about
language expressions and the structure of the grammar used in each unit. That is why
Let‟s Study is developed in the materials. Let’s Practice More, extra practices should
82
provide students more tasks related to the grammar and/or the language expressions
explained previously. These are included in Let‟s Practice More. Let’s Speak More, in
order to enable students to practice speaking with more fun speaking activities Let‟s
Speak More are developed. Summary, summary should contain a task that will enable
students to recall their memory about what they learned in the whole unit. And also
Reflection, reflection activities should enable students to measure how much they learn
from the unit. These reflection activities are covered in the Reflection.
B. Suggestions
There are some recommendations proposed for the English materials developer,
the English teacher of Office Administration Study Program and English Vocational
High School Textbook Writers.
1. English Materials developer
The English materials developer is expert in developing the materials more
innovative and effective. Thus, the materials developer could make more interesting
enrichment speaking materials with different theme, activity and teaching and
learning method in other study program in Vocational High School. In order to
develop a good material, there should be a clear needs analysis. A clear needs
analysis will help the materials developer to develop the material which is really
relevant to the needs.
2. English Teachers of Office Administration Study Program at SMK
The teachers of grade ten students of Office Administration Study Program
could use this enrichment speaking materials in the teaching and learning process.
These materials would help the teachers in preparing the students to face the work
field after the graduation since these materials are based on the student‟s specific
needs. In the teaching and learning process, teachers should be able to encourage
students to do the speaking activities. It is important to build student‟s confidence
first to speak because it will influence the teaching and learning process in the class.
3. English Vocational High School Textbook Writers
The results of the English speaking materials for grade ten students of Office
Administration Study Program were based on the student‟s specific needs. The
textbook writers of Vocational High School could implement the process of needs
analysis in developing the textbook since Vocational High School has many kinds of
different study programs.
83
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Thornbury, Scott and Diana Slade. (2006). Conversation: from Description to Pedagogy.
Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge:
Cambridge University Press.
Wallace, C. (1992). Language Teaching: A Scheme for Teacher Education. Oxford:
Oxford University Press.
Widdowson, H.G. (1990). Aspects of Language Teaching. Oxford: Oxford University
Press.
88
APPENDIX 1
89
FIELD NOTES
Field Note 1 (Senin, 21 Agustus 2017)
Tempat : Ruang Kepala Sekolah SMK PGRI 31 LEGOK
Waktu : 08.00 WIB
P : Peneliti
KS : Kepala Sekolah
KP : Kepala Program
GESP : Guru ESP (English for Specific Purposes)
Pada pukul 08.00 WIB P datang ke SMK PGRI 31 LEGOK untuk menemui
Kepala Sekolah SMK PGRI 31 LEGOK yaitu Bpk. Drs. Mohamad Apipi, M.Pd. P
mengutarakan maksud kedatangan nya ke sekolah tersebut yaitu untuk memohon
izin melakukan penelitian pengembangan materi yang berjudul “Developing ESP
Speaking materials (A Developmental Study at the Tenth Grade of Office
Administration Program in SMK PGRI 31 LEGOK- TANGERANG)”. Kemudian,
P menjelaskan mengenai konsep penelitian pengembangan yang akan dilakukan
yakni untuk mengembangkan materi ESP (English for Specific Purposes)
khususnya pada Program Administrasi Perkantoran kelas 10. KS menerima dengan
sangat baik maksud dari P, mengingat ESP merupakan mulok di SMK ini yang baru
berjalan sekitar dua tahun. Untuk itu, pengembangan materi ESP sangat dibutuhkan
guna mendukung kesuksesan pembelajaran. KS menginstruksikan P untuk menemui
KP Administrasi Perkantoran dan GESP kelas 10 untuk membahas lebih jauh
mengenai penelitian yang akan dilakukan. P berterimakasih kepada KS atas
kesediaan nya untuk mengizinkan penelitian yang diajukan.
Field Note 2 (Senin, 21 Agustus 2017)
Tempat : Ruang Kepala Sekolah SMK PGRI 31 LEGOK
Waktu : 09.00 WIB
P : Peneliti
KS : Kepala Sekolah
KP : Kepala Program
GESP : Guru ESP (English for Specific Purposes)
Setelah bertemu dan memohon izin penelitian kepada KS, pada hari itu
juga, P menemui Ibu Dra. Sri Meladia M.Hum. selaku KP Administrasi
Perkantoran. Kemudian P mengutarakan keperluan menemui Ibu Sri Meladia dan
meminta kesediaan beliau untuk terlibat dalam penelitian pengembangan materi
ESP untuk Program Administrasi Perkantoran sebagai expert. KP menanyakan
konsep penelitian yang akan dilaksanakan. P menjelaskan secara detail tujuan dari
penelitian yang akan dilakukan yakni mengembangkan materi ajar bahasa Inggris
untuk tujuan tertentu (ESP) untuk siswa kelas sepuluh program administrasi
perkantoran di SMK PGRI 31 LEGOK. KP menyetujui rencana penelitian tersebut
dan memberikan arahan kepada P untuk menemui GESP kelas 10 agar dapat segera
melaksanakan penelitian. P mengucapkan terima kasih atas kesediaan KP untuk
menjadi expert dalam penelitian ini.
90
Field Note 3 (Selasa, 22 Agustus 2017)
Tempat : Ruang Guru SMK PGRI 31 LEGOK
Waktu : 08.00 WIB
P : Peneliti
KS : Kepala Sekolah
KP : Kepala Program
GESP : Guru ESP (English for Specific Purposes)
P kembali datang ke sekolah pada tanggal 22 Agustus 2017 untuk bertemu
dengan Ibu Widya Utami Dhewi, M.Pd. selaku GESP kelas 10. Kemudian P
mengutarakan keperluan menemui Ibu Widya dan meminta beliau untuk
berkolaborasi dengan P untuk melakukan penelitian pengembangan (R&D). GESP
menanyakan konsep penelitian yang akan dilaksanakan. P menjelaskan secara detail
tujuan dari penelitian yang akan dilakukan yakni mengembangkan materi ajar
bahasa Inggris untuk tujuan tertentu (ESP) untuk siswa kelas sepuluh program
administrasi perkantoran di SMK PGRI 31 LEGOK. GESP menyambut baik
rencana penelitian tersebut. Setelah itu, GESP memberikan jadwal pelajaran ESP
dan memberikan alternatif hari untuk melakukan observasi. P mengucap kan terima
kasih atas kesediaan GESP untuk menjadi kolaborator dalam penelitian ini. P
merencanakan untuk mengadakan observasi awal pekan depan.
91
APPENDIX 2
92
ANGKET ANALISIS KEBUTUHAN BELAJAR BAHASA INGGRIS
SISWA SMK KELAS XI
JURUSAN ADMINISTRASI PERKANTORAN
Data Responden
1. Nama :
2. Jenis Kelamin :
3. Asal Sekolah :
Petunjuk pengisian:
Berilah tanda silang (x) pada huruf a, b, c, d dan seterusnya sesuai dengankeadaan
yang paling menggambarkan kebutuhan Anda saat ini.Hendaknya diisidengan
jawaban yang sebenar-benarnya.Jika Anda memilih jawaban lain-lain, tuliskan
jawaban tersebut dengan singkat dan jelas.Jawaban boleh lebih darisatu.
Pentingnya Bahasa Inggris Untuk Siswa SMK
1. Menurut Anda, apakah siswa SMK memang disiapkan untuk menghadapi dunia
kerja?
a. Ya
b. Tidak
2. Apakah bahasa Inggris penting untuk menunjang keberhasilan Anda dalam
menghadapi dunia kerja?
a. Ya
b. Tidak
3. Mengapa Anda membutuhkan bahasa Inggris untuk menunjang keberhasilan
dalam menghadapi dunia kerja?
a. Jurusan Administrasi Perkantoran membutuhkan bahasa Inggris
untukmenyelesaikan beberapa pekerjaan seperti menerima dan
melakukanpanggilan telepon (telephoning), menerima tamu asing
(handlingguest), presentasi dll.
b. Kemampuan bahasa Inggris dibutuhkan sebagai syarat peningkatan prestasi
kerja nantinya.
c. Lain-lain
........................................................................................................
Kesesuaian Materi
4. Manakah diantara buku pelajaran bahasa Inggris dibawah ini yang Anda pakai
dalam kegiatan belajar mengajar?
a. Buku bahasa Inggris Kurikulum 2013
b. Buku bahasa Inggris KTSP 2006
c. Modul dari guru
d. Lain-lain
......................................................................................................................
5. Apakah buku/materi bahasa Inggris yang Anda pelajari sudah sesuai dengan
topik-topik pada jurusan Administrasi Perkantoran?
a. Ya
93
b. Tidak
6. Seberapa sering Anda melakukan praktek berbicara (speaking) dalam kegiatan
belajar mengajar dikelas?
a. Satu minggu 1x
b. Dua minggu 1x
c. Tiga minggu 1x
d. Sangat jarang
e. Lain-lain
......................................................................................................................
Tujuan
7. Materi bahasa Inggris yang sesuai dengan kebutuhan saya akan menunjang saya
agar:
a. Mampu berkomunikasi dalam bahasa Inggris karena penting untuk
menghadapi dunia kerja
b. Mampu memudahkan penguasaan bahasa Inggris
c. Lain-lain
......................................................................................................................
Input
8. Materi speaking (berbicara) mana yang akan efektif untuk membantu Anda
belajar bahasa Inggris?
a. Berupa monolog (presentasi individu)
b. Berupa dialog
c. Lain-lain
.....................................................................................................................
9. Saya menginginkan input pembelajaran untuk materi speaking seperti:
a. Diberikan contoh oleh guru dalam praktek berbicara
b. Diberi apersepsi/pengantar dalam bentuk monolog/dialog melalui
audio
c. Dipraktekkan bersama dengan teman (pairwork)
d. Diberikan transkip cara pengucapan dan berlatih secara mandiri
e. Lain-lain
...............................................................................................................
10. Kemampuan berkomunikasi dalam bahasa Inggris apa saja yang Anda ingin
pelajari untuk menghadapi dunia kerja nantinya?
a. Menerima dan/atau melakukan panggilan telepon
b. Menerima tamu asing
c. Menawarkan bantuan
d. Presentasi
e. Wawancara
f. Lain-lain
...............................................................................................................
94
Aktivitas
11. Jenis kegiatan speaking (berbicara) yang Anda sukai adalah:
a. Membuat monolog/dialog sederhana dan mempraktekkan didepankelas baik
secara berpasangan, individu, maupun kelompok
b. Mendiskusikan topik tertentu secara berkelompok
c. Mempraktekkan contoh monolog/dialog yang sudah tersedia
d. Lain-lain
...............................................................................................................
12. Jenis kegiatan pronunciation (pelafalan) yang Anda sukai adalah:
a. Menirukan guru dalam melafalkan kata-kata bahasa Inggris
b. Membaca kata-kata bahasa Inggris sesuai transkrip pengucapan yang tersedia
didalam materi
c. Lain-lain
............................................................................................................
Teknik Pembelajaran
13. Saya suka melakukan kegiatan pembelajaran secara:
a. Individu
b. Berpasangan
c. Kelompok
d. Lain-lain
............................................................................................................
14. Menurut saya, teknik belajar bahasa Inggris yang efektif adalah:
a. Role play (bermain peran/mempraktekkan dialog)
b. Games
c. Interview
d. Menerjemahkan
e. Diskusi
f. Tanya jawab
g. Lain-lain
..........................................................................................................
Peran Siswa
15. Apa peranan yang Anda inginkan dalam kegiatan pembelajaran bahasa Inggris?
a. Mendengarkan penjelasan guru
b. Melaksanakan instruksi dari guru
c. Berpartisipasi aktif secara komunikatif
d. Mempraktekkan materi setelah diberi penjelasan
95
e. Lain-lain
...........................................................................................................
Peran Guru
16. Apa peran guru yang Anda inginkan dalam kegiatan pembelajaran bahasa
Inggris?
a. Sebagai fasilitator
b. Menerima sharing dan tanya jawab
c. Memberikan kata kunci pada saat mengalami kesulitan
d. Memonitor perkembangan penguasaan bahasa Inggris
e. Lain-lain
..................................................................................................................
Tampilan Materi/Buku
17. Buku bahasa Inggris yang sesuai dengan kebutuhan saya berupa materi yang:
a. Sampul menarik
b. Penuh warna dan bergambar
c. Berisi tulisan penuh
d. Lain-lain
...................................................................................................................
TERIMA KASIH
Sources: Developed from Hutchinson and Waters (1987)
Graves (2000) and Nunan (2004).
96
APPENDIX 3
97
FREQUENCY OF QUESTIONNAIRE RESPONSES
A. The Students’ Identities
Number of the
Students
Sex Age
Male Female
31 students 0 31 15-16 years old
B. Need Analysis
Code Pentingnya Bahasa Inggris Untuk Siswa SMK F %
1 Menurut Anda, apakah siswa SMK memang
disiapkan untuk menghadapi dunia kerja?
A01a a. Ya 31 100%
A01b b. Tidak 0 0%
2 Apakah bahasa Inggris penting untuk menunjang
keberhasilan Anda dalam menghadapi dunia kerja?
A02a a. Ya 31 100%
A02b b. Tidak 0 0%
3 Mengapa Anda membutuhkan bahasa Inggris untuk
menunjang keberhasilan dalam menghadapi dunia
kerja?
A03a a. Jurusan Administrasi Perkantoran
membutuhkan bahasa Inggris untuk menyelesaikan
beberapa pekerjaan seperti menerima dan
melakukan panggilan telepon (telephoning),
menerima tamu asing (handling guest), presentasi
dll.
26 84%
A03b b. Kemampuan bahasa Inggris dibutuhkan sebagai
syarat peningkatan prestasi kerja nantinya.
4 13%
A03c c. Lain-lain 1 3%
……………………………………………...
4 Manakah diantara buku pelajaran bahasa Inggris
dibawah ini yang Anda pakai dalam kegiatan
belajar mengajar?
B01a a. Buku bahasa Inggris Kurikulum 2013 0 0%
B01b b. Buku bahasa Inggris KTSP 2006 0 0%
B01c c. Modul dari guru 0 0%
B01d d. Lain-lain 31 0%
Internet
5 Apakah buku/materi bahasa Inggris yang Anda
pelajari sudah sesuai dengan topik-topik pada
jurusan Administrasi Perkantoran?
B02a a. Ya 0 0%
B02b b. Tidak 31 100%
6 Seberapa sering Anda melakukan praktek berbicara
(speaking) dalam kegiatan belajar mengajar
98
dikelas?
B03a a. Satu minggu 1x 0 0%
B03b b. Dua minggu 1x 0 0%
B03c c. Tiga minggu 1x 0 0%
B03d d. Sangat jarang 31 100%
B03e e. Lain-lain 0 0%
……………………………………………...
Tujuan
7 Materi bahasa Inggris yang sesuai dengan
kebutuhan saya akan menunjang saya agar:
C01a a. Mampu berkomunikasi dalam bahasa Inggris
karena penting untuk menghadapi dunia kerja
26 84%
C01b b. Mampu memudahkan penguasaan bahasa
Inggris
5 16%
C01c c. Lain-lain 0 0%
……………………………………………...
Input
8 Materi speaking (berbicara) mana yang akan efektif
untuk membantu Anda belajar bahasa Inggris?
D01a a. Berupa monolog (presentasi individu) 6 19%
D01b b. Berupa dialog 25 81%
D01c c. Lain-lain 0 0%
……………………………………………...
9 Saya menginginkan input pembelajaran untuk
materi speaking seperti:
D02a a. Diberikan contoh oleh guru dalam praktek
berbicara
16 52%
D02b b. Diberi apersepsi/pengantar dalam bentuk
monolog/dialog melalui audio
3 9%
D02c c. Dipraktekkan bersama dengan teman (pairwork) 7 24%
D02d d. Diberikan transkip cara pengucapan dan berlatih
secara mandiri
5 15%
D02e e. Lain-lain 0 0%
……………………………………………...
10 Kemampuan berkomunikasi dalam bahasa Inggris
apa saja yang Anda ingin pelajari untuk
menghadapi dunia kerja nantinya?
D03a a. Menerima dan/atau melakukan panggilan
telepon
12 40%
D03b b. Menerima tamu asing 5 16%
D03c c. Menawarkan bantuan 3 9%
D03d d. Presentasi 6 19%
99
D03e e. Wawancara 4 13%
D03f f. Lain-lain 1 3%
……………………………………………...
Aktivitas
11 Jenis kegiatan speaking (berbicara) yang Anda
sukai adalah:
E01a a. Membuat monolog/dialog sederhana dan
mempraktekkan didepankelas baik secara
berpasangan, individu, maupun kelompok
6 19%
E01b b. Mendiskusikan topik tertentu secara
berkelompok
5 16%
E01c c. Mempraktekkan contoh monolog/dialog yang
sudah tersedia
20 65%
E01d d. Lain-lain 0 0%
……………………………………………...
12 Jenis kegiatan pronunciation (pelafalan) yang Anda
sukai adalah:
E02a a. Menirukan guru dalam melafalkan kata-kata
bahasa Inggris
21 68%
E02b b. Membaca kata-kata bahasa Inggris sesuai
transkrip pengucapan yang tersedia didalam materi
10 32%
E02c c. Lain-lain 0 0%
……………………………………………...
Teknik Pembelajaran
13 Saya suka melakukan kegiatan pembelajaran
secara:
F01a a. Individu 3 10%
F01b b. Berpasangan 4 12%
F01c c. Kelompok 24 78%
F01d d. Lain-lain 0 0%
……………………………………………...
14 Menurut saya, teknik belajar bahasa Inggris yang
efektif adalah:
F02a a.Role play (bermain peran/ mempraktekkan
dialog)
2 5%
F02b b. Games 14 46%
F02c c. Interview 1 3%
F02d d. Menerjemahkan 3 9%
F02e e. Diskusi 7 24%
F02f f. Tanya jawab 4 13%
F02g g. Lain-lain 0 0%
……………………………………………...
100
Peran Siswa
15 Apa peranan yang Anda inginkan dalam kegiatan
pembelajaran bahasa Inggris?
G01a a. Mendengarkan penjelasan guru 15 48%
G01b b. Melaksanakan instruksi dari guru 1 4%
G01c c. Berpartisipasi aktif secara komunikatif 9 30%
G01d d. Mempraktekkan materi setelah diberi
penjelasan
6 18%
G01e e. Lain-lain 0 0%
……………………………………………...
Peran Guru
16 Apa peran guru yang Anda inginkan dalam
kegiatan pembelajaran bahasa Inggris?
H01a a. Sebagai fasilitator 4 13%
H01b b. Menerima sharing dan tanya jawab 6 20%
H01c c. Memberikan kata kunci pada saat mengalami
kesulitan
13 42%
H01d d. Memonitor perkembangan penguasaan bahasa
Inggris
8 25%
H01e e. Lain-lain 0 0%
……………………………………………...
Tampilan Materi/Buku
17 Buku bahasa Inggris yang sesuai dengan kebutuhan
saya berupa materi yang:
I01a a. Sampul menarik 4 13%
I01b b. Penuh warna dan bergambar 26 84%
I01c c. Berisi tulisan penuh 0 0%
I01d d. Lain-lain
Suit with Curriculum 2013 and look simple 1 3%
101
RESULT OF NEED ANALYSIS QUESTIONNAIRE
Statistics
A01a A01b A02a A02b A03a A03b A03c B01a
B01b B01c B01d B02a B02b B03a B03b b03c B03d
B03e C01a C01b C01c D01a D01b D01c D02a D02b
D02c D02d D02e D03a D03b D03c D03d D03e D03f
E01a E01b E01c E01d E02a E02b E02c F01a F01b
F01c F01d F02a F02b F02c F02d F02e F02f F02g
G01a G01b G01c G01d G01e H01a H01b H01c H01d
H01e I01a I01b I01c I01d
N Valid 31 31 31 31 31 31 31 31 31
31 31 31 31 31 31 31 31 31 31
31 31 31 31 31 31 31 31 31 31
31 31 31 31 31 31 31 31 31 31
31 31 31 31 31 31 31 31 31 31
31 31 31 31 31 31 31 31 31 31
31 31 31 31 31 31 31 31
Missing 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0
Mean 1.00 .00 1.00 .00 .84 .13 .03 .00
.00 .00 1.00 .00 1.00 .00 .00 .00 1.00
.00 .84 .16 .00 .19 .81 .00 .00 .10
.23 .16 .00 .39 .16 .10 .19 .13 .03
.19 .16 .65 .00 .68 .32 .00 .10 .13
.77 .00 .06 .45 .03 .10 .23 .13 .00
.48 .03 .29 .19 .00 .13 .19 .42 .26
.00 .13 .84 .00 .03
102
Frequency Table
103
104
105
106
107
108
109
110
111
112
113
114
115
APPENDIX 4
116
Interview Protocol : Need Analysis
Time of Interview : Tuesday, 10.00 a.m
Date : August 29th 2017
Place : Ruang Guru
Interviewer : Researcher (TIE)
Interviewee : Widya Utamidhewi, M.Pd. (WUD)
Position of Interviewee : Guru ESP
Bapak/ Ibu Guru ESP yang terhormat, pertama- tama peneliti mengucapkan terima
kasih atas kesediaannya untuk menjawab pertanyaan di bawah ini. Ini akan
digunakan untuk mengetahui kebutuhan siswa dalam pembelajaran Bahasa Inggris
serta mengembangkan materi ESP yang sesuai dengan kebutuhan siswa program
Administrasi Perkantoran.
Jawablah pertanyaan- pertanyaan dibawah ini dengan jelas dan ringkas.
1. Menurut Ibu, apakah siswa SMK memang disiapkan untuk menghadapi dunia
kerja?
2. Seberapa pentingkah pembelajaran ESP untuk siswa program Administrasi
Perkantoran dalam menghadapi dunia kerja?
3. Kemampuan berkomunikasi dalam bahasa Inggris apa saja yang kira-kira akan
siswa temui untuk menghadapi dunia kerja nantinya?
4. Menurut Ibu, teknik pembelajaran seperti apa yang dirasa efektif dalam
pengajaran ESP untuk siswa program Administrasi Perkantoran?
5. Apa peran siswa yang Ibu inginkan dalam dalam pengajaran ESP untuk siswa
program Administrasi Perkantoran?
6. Apa peranan paling efektif yang Ibu lakukan dalam pengajaran ESP untuk
siswa program Administrasi Perkantoran?
7. Bagaimana diktat dan bahan ajar yang digunakan selama ini untuk
pembelajaran ESP?
8. Materi seperti apa yang Anda butuhkan untuk pengajaran ESP pada program
Administrasi Perkantoran?
9. Apakah dibutuhkan pengembangan silabus ESP untuk siswa program
Administrasi Perkantoran?
10. Tampilan buku/materi pembelajaran seperti apa yang Ibu rasa menarik sehingga
dapat meningkatkan motivasi siswa?
Sources: Adopted from Creswell, 2012.
117
APPENDIX 5
118
INTERVIEW RESULT
No Pertanyaan Jawaban
1 Apakah siswa SMK memang
disiapkan untuk menghadapi dunia
kerja?
Siswa diharapkan dapat menghadapi dunia
kerja dan juga membekali diri dalam
ranah pendidikan. Jika didunia kerja
mestinya yang diutamakan adalah
kemampuan berbicara (conversation).
2 Seberapa pentingkah pembelajaran
ESP untuk siswa program
Administrasi Perkantoran dalam
menghadapi dunia kerja?
Sangat penting sekali karena bahasa
Inggris adalah salah satu bahasa
kebutuhan yang secara internasional itu
sudah memang merupakan bahasa yang
dipelajari sejak SD, SMP, SMA/SMK,
bahkan di Perguruan Tinggi. Apalagi nanti
didunia kerja, bahasa Inggris adalah
bahasa yang harus dikuasai oleh seorang
sekretaris. Paling tidak seorang sekretaris
harus menguasai 7 bahasa asing selain
bahasa Inggris.
3 Kemampuan berkomunikasi dalam
bahasa Inggris apa saja yang kira-kira
akan siswa temui untuk menghadapi
dunia kerja nantinya?
Banyak sekali, diantaranya menerima dan
atau melakukan panggilan telepon baik itu
dari internal maupun eksternal (panggilan
internasional). Kemudian menerima tamu
asing. Hal ini sangatlah penting, oleh
karena itu seorang sekretaris harus
menguasai bahasa Inggris dan minimal
menguasai 7 bahasa asing karena tidak
semua tamu asing berasal dari Inggris
begitu. Yang ketiga adalah menawarkan
bantuan dalam hal ini kepada pelanggan
karena pelanggan itu adalah aset
perusahaan baik pelanggan internal dalam
negeri maupun eksternal luar negeri.
Kemudian juga melakukan presentasi
dalam kaitannya dengan proyek atau
tender. Tentu peserta presentasi bisa
berasal dari negara lain, jadi bahasa
Inggris penting untuk dikuasai. Berkaitan
dengan dunia kerja, salah satu kelebihan
dalam bekerja atau menjadi pegawai itu
adalah bisa berkomunikasi dalam bahasa
Inggris.
4 Teknik pembelajaran seperti apa yang
dirasa efektif dalam pengajaran ESP
untuk siswa program Administrasi
Perkantoran?
Berkaitan dengan kurikulum 2013 yang
berfokus pada praktek, seperti
mempraktekkan dialog atau bermain
peran. Selain itu, diskusi juga dapat
digunakan untuk memecahkan studi
kasus. Lalu dialog interaktif antara guru
dan siswa maupun siswa dengan siswa.
5 Apa peran siswa yang Ibu inginkan Sebaiknya siswa yang harus aktif secara
119
dalam dalam pengajaran ESP untuk
siswa program Administrasi
Perkantoran?
komunikatif walaupun bapak/ibu guru
menjelaskan terlebih dulu kaitannya
dengan materi yang akan disampaikan
dalam proses perjalanan KBM diberikan
arahan atau bimbingan kemudian terakhir
yaitu berkaitan dengan hasil atau produk
dari kegiatan belajar mengajar. Pada
intinya siswa yang berperan aktif.
Sedangkan untuk model pembelajaran
harus disesuaikan dengan materi yang
akan disampaikan.
6 Apa peranan paling efektif yang Ibu
lakukan dalam pengajaran ESP untuk
siswa program Administrasi
Perkantoran?
Pertama yaitu sebagai fasilitator terutama
waktu pembelajaran yang memakai model
inquiry. Yang kedua yaitu membuka sesi
sharing dan tanya jawab. Biasanya diakhir
pelajaran guru menerima sharing dan
tanya jawab dalam artian untuk mencapai
kesempurnaan daripada materi tersebut.
Kemudian biasanya bapak/ibu guru
menyimpulkan materi yang saat itu
dipelajari. Kemudian bisa juga memonitor
perkembangan peserta didik dalam belajar
dikelas.
7 Bagaimana diktat dan bahan ajar yang
digunakan selama ini untuk
pembelajaran ESP?
Selama ini untuk pengajaran ESP sendiri
sebenarnya belum ada modul atau diktat
yang digunakan dalam proses
pembelajaran. Guru hanya mencari materi
di internet.
8 Materi seperti apa yang Anda
butuhkan untuk pengajaran ESP pada
program Administrasi Perkantoran?
Materi harus disesuaikan dengan
kebutuhan siswa pada program
Administrasi Perkantoran, fokus pada
Bahasa Inggris untuk Administrasi
Perkantoran.
9 Apakah dibutuhkan pengembangan
silabus ESP untuk siswa program
Administrasi Perkantoran?
Ya, mengingat ESP merupakan muatan
lokal di SMK PGRI 31 LEGOK jadi
selama ini silabus dikembangkan sendiri
tanpa adanya analisa kebutuhan
sebelumnya. Mungkin untuk kedepannya,
silabus yang ada harus terus
dikembangkan dan menghasilkan silabus
yang sesuai.
10 Tampilan buku/materi pembelajaran
seperti apa yang Ibu rasa menarik
sehingga dapat meningkatkan motivasi
siswa?
Tampilan buku yang bergambar dan
berwarna akan menambah minat siswa,
terlebih jika didukung dengan tema yang
menarik dan sesuai.
120
APPENDIX 6
Silabus ESP | SMK PGRI 31 LEGOK 121
SILABUS
TAHUN PELAJARAN 2017/ 2018
Nama Sekolah : SMK PGRI 31 LEGOK
Paket Keahlian : Administrasi Perkantoran
Kelas : 10 (Sepuluh)
Mata Pelajaran : English for Spesific Purposes
Nama Guru : Widya Utamidhewi, M.Pd.
Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai),
santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingintahunya tentang
ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang
dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
Silabus ESP | SMK PGRI 31 LEGOK 122
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu
Sumber
Belajar
1. Menguraikan
bagian- bagian
surat berbahasa
Inggris
2. Mengidentifikasi
bagian- bagian
surat berbahasa
Inggris
Bagian-
bagian
Surat/
naskah/
dokumen
dalam
bahasa
Inggris
(Parts of
Letter)
Lay out
surat
berbahasa
Inggris
Mengamati
Mengamati tentang
berbagai jenis
komunikasi tertulis yang
terjadi di sekolah atau di
kantor
Menanya
Memberikan kesempatan
peserta didik
menanyakan hal yang
berkaitan dengan
berbagai jenis- jenis
komunikasi tertulis yang
terjadi di sekolah atau di
kantor
Mengeksplorasi
Mencoba melakukan
komunikasi secara
tertulis
Mengasosiasi
Menjelaskan bagian-
bagian Surat/ naskah/
dokumen (tata
Tugas
Menganalisa bagian-
bagian surat berbahasa
Inggris dari contoh surat
yang diberikan
Tes
Tes lisan menyebutkan
bagian- bagian surat
dalam bahasa Inggris
secara acak dengan
tepat.
4 x 2 JP Suara
Guru
Internet
Silabus ESP | SMK PGRI 31 LEGOK 123
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu
Sumber
Belajar
penulisan surat secara
jelas) dalam bahasa
Inggris
Mengkomunikasikan
Siswa mempresentasikan
tentang bagian- bagian
surat berbahasa inggris
1. Menjelaskan
tentang
komunikasi Lisan
2. Menerapkan
keterampilan
komunikasi lisan
Tata cara
menerima
panggilan
telepon
dalam
bahasa
Inggris
(handling
telephone)
o Keteramp
ilan
mendeng
ar dan
memaha
mi
informasi
yang
diterima
Mengamati
Mengamati tentang
berbagai jenis
komunikasi yang terjadi
di sekolah atau di kantor
Menanya
Memberikan kesempatan
peserta didik
menanyakan hal yang
berkaitan dengan
berbagai jenis- jenis
komunikasi yang terjadi
di sekolah atau di kantor
Mengeksplorasi
Mencoba melakukan
komunikasi secara lisan
Tes
Siswa dites untuk
menerima panggilan
telepon dalam bahasa
Inggris oleh guru
(Individual)
8 x 2 JP Suara
Guru
Internet
Silabus ESP | SMK PGRI 31 LEGOK 124
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu
Sumber
Belajar
o Spelling
Abjad
o Telephon
e manner
o Mencatat
dan
menyamp
aikan
pesan
melalui
Block
Note
antar teman
Mengasosiasi
Menjelaskan beberapa
jenis komunikasi lisan
dengan menggunakan
alat komunikasi
Mengkomunikasikan
Siswa mempresentasikan
di depan tentang
komunikasi lisan
1. Mendeskripsikan
Ruang Lingkup
Perjalanan dinas
pimpinan
2. Mempraktikan
pembuatan Jadwal
perjalanan dinas
dan berbagai
dokumen baik
secara manual
maupun
komputerisasi
Mengatur
Perjalanan
Bisnis
(Business
Trip
Schedule)
o Pengertia
n
perjalana
n
dinas/bis
nis
pimpinan
Mengamati
Mengamati Perjalanan
dinas pimpinan secara
on line menggunakan
internet
Menanya
Memberikan
kesempatan siswa
menanyakan hal-hal
yang berkaitan dengan
Perjalanan dinas
pimpinan
Tugas
Siswa mengatur jadwal
perjalanan dinas
pimpinan dalam bahasa
Inggris
8 x 2 JP Suara
Guru
Internet
Silabus ESP | SMK PGRI 31 LEGOK 125
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu
Sumber
Belajar
o Macam-
macam
perjalana
n dinas
o Tata Cara
pelaksana
an
perjalana
n dinas
o Persiapan
o Pelaksan
aan
Mengeksplorasi
Menyimpulkan hasil
pengamatan di internet
Mengasosiasi
Mendiskusikan
Perjalanan dinas
pimpinan
Mengatur jadwal
perjalanan dinas
pimpinan dalam bahasa
Inggris
Mengkomunikasikan
Mempresentasikan
Jadwal Perjalanan dinas
pimpinan
1. Menjelaskan tugas
dan karakteristik
sekretaris yang baik
2. Mempresentasikan
tentang tugas- tugas
seorang sekretaris
dan karakteristik
Presentasi
(Presentatio
n)
Mengamati
Mengamati tugas dan
karakteristik sekretaris
Menanya
Memberikan
kesempatan siswa
menanyakan hal-hal
Tugas
Mendiskusikan tugas-
tugas dan karakteristik
sekretaris yang baik
Tes
Siswa melakukan
presentasi dan tanya
14 x 2 JP Suara
Guru
Internet
Silabus ESP | SMK PGRI 31 LEGOK 126
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu
Sumber
Belajar
seorang sekretaris
yang baik
yang berkaitan dengan
tugas dan karakteristik
sekretaris
Mengeksplorasi
Mencoba
mempraktikkan salah
satu karakteristik
sekretaris yang baik
Mengasosiasi
Mendiskusikan tugas-
tugas sekretaris
Mendiskusikan
karakteristik seorang
sekretaris yang baik
Mengkomunikasikan
Mempresentasikan tugas-
tugas seorang sekretaris dan
karakteristik seorang
sekretaris yang baik
jawab mengenai tugas-
tugas dan karakteristik
seorang sekretaris yang
baik
1. Menguraikan cara
membuat surat
bahasa Inggris
(English
Surat Dinas
(Official
Letter)
Mengamati
Mengamati cara
membuat surat dinas
berbahasa Inggris di
Tugas
Mencari contoh surat
dinas berbahasa Inggris
(surat undangan dinas,
4 x 2 JP Suara
Guru
Internet
Silabus ESP | SMK PGRI 31 LEGOK 127
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu
Sumber
Belajar
Correspondence)
2. Mempraktikkan
cara membuat surat
bahasa Inggris
(English
Correspondence)
sekolah atau kantor
terdekat
Menanya
Memberikan kesempatan
peserta didik
menanyakan hal yang
berkaitan dengan surat
dinas berbahasa Inggris
Mengeksplorasi
Praktek membuat surat
dinas berbahasa Inggris
sesuai bentuk yang
berlaku
Mengasosiasi
Menjelaskan cara
pengetikan surat dinas
berbahasa Inggris antar
teman
Mengkomunikasikan
Mempresentasikan tata
cara pengetikan surat
perjalanan dinas, dll)
Tes
Tes tertulis membuat
surat dinas berbahasa
Inggris
Silabus ESP | SMK PGRI 31 LEGOK 128
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu
Sumber
Belajar
dinas berbahasa Inggris
1. Menjelaskan cara
membuat surat
bisnis berbahasa
Inggris
2. Membuat surat
bisnis berbahasa
Inggris
Surat Bisnis
(Business
Letter)
Mengamati
Mengamati cara
membuat surat bisnis
berbahasa Inggris di
sekolah atau kantor
terdekat
Menanya
Memberikan kesempatan
peserta didik
menanyakan hal yang
berkaitan dengan surat
bisnis berbahasa Inggris
Mengeksplorasi
Praktek membuat surat
bisnis berbahasa
Inggris sesuai bentuk
yang berlaku
Mengasosiasi
Menjelaskan cara
pengetikan surat bisnis
berbahasa Inggris antar
teman
Tugas
Mencari contoh surat
bisnis berbahasa Inggris
(surat penawaran,
pesanan, pengaduan,
dll)
Tes
Tes tertulis membuat
surat bisnis berbahasa
Inggris
4 x 2 JP Suara
Guru
Internet
Silabus ESP | SMK PGRI 31 LEGOK 129
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu
Sumber
Belajar
Mengkomunikasikan
Mempresentasikan tata
cara pengetikan surat
bisnis berbahasa Inggris
1. Mengidentifikasi
tata cara
menerima tamu
2. Menyusun
persiapan tata cara
menerima tamu
Menerima
tamu
(Handling
Guest)
o Pengertia
n tamu
kantor
o Jenis-
jenis
tamu dan
cara
pelayana
nnya
o Etika
menerima
dan
menolak
tamu
dalam
bahasa
Inggris
Mengamati
Mengamati tata cara
penerimaan tamu dalam
bahasa Inggris
Menanya
Memberikan kesempatan
siswa menanyakan hal-
hal yang berkaitan
dengan tata cara
penerimaan menerima
tamu dalam bahasa
Inggris
Mengeksplorasi
Role play menerima
tamu dalam bahasa
Inggris
Mengasosiasi
Mengamati peran yang
Tes
Siswa mempraktikkan
menerima tamu dalam
bahasa Inggris
6 x 2 JP
Suara
Guru
Internet
Silabus ESP | SMK PGRI 31 LEGOK 130
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu
Sumber
Belajar
diperagakan oleh
kelompok lain
Mengkomunikasikan
Mempresentasikan hasil
pengamatan tata cara
menerima tamu dalam
bahasa Inggris
1. Menjelaskan
tentang salah satu
materi peminatan
administrasi
perkantoran yang
siswa kuasai
2. Mempresentasikan
tentang salah satu
materi peminatan
administrasi
perkantoran yang
siswa kuasai
Presentasi
(Presentatio
n)
Mengamati
Mengamati materi-
materi dalam
administrasi perkantoran
Menanya
Memberikan kesempatan
siswa menanyakan hal-
hal yang berkaitan
dengan materi- materi
dalam administrasi
perkantoran
Mengeksplorasi
Mempraktikkan salah
satu materi dalam
administrasi perkantoran
Tugas
Mendiskusikan materi-
materi dalam
administrasi
perkantoran
Tes
Siswa melakukan
presentasi dan tanya
jawab mengenai salah
satu materi dalam
administrasi perkantoran
yang mereka kuasai
12 x 2 JP Suara
Guru
Internet
Silabus ESP | SMK PGRI 31 LEGOK 131
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu
Sumber
Belajar
Mengasosiasi
Mendiskusikan materi-
materi dalam
administrasi perkantoran
Mengkomunikasikan
Siswa mempresentasikan
salah satu materi dalam
administrasi perkantoran
yang mereka kuasai
Mengetahui Tangerang, 27 Juli 2017
Kepala SMK PGRI 31 Legok Guru Mata Pelajaran
Drs. Mohamad Apipi, M. Pd Widya Utami Dhewi, M.Pd.
132
APPENDIX 7
133
THE SYLLABUS OF ENGLISH FOR VOCATIONAL PURPOSES (EVP) SPEAKING MATERIALS
School : SMK PGRI 31 LEGOK
Grade : 10 (Ten)
Study Program : Office Administration
Goals : Students are able to communicate in English in the office context using the right expressions.
Developed by : Suparti
Unit 1
Unit
Title Objectives Indicators Input Text
Language
Functions
Learning
Method
Media and
Learning
Sources
Activities Time
Allocation
This is
Shirley
speaking
The students
are able to do
telephoning
in the office
context
- The students
can use
expressions to
receive and
make a call
- The students
can introduce
themselves
when make
a call
- The students
can ask for
information
in a call
- The students
can give
information
in a call
- The students
can end the
call politely
- The students
Dialogue in
which two
people are
in the telephone
asking to
talk to
someone
Dialogue in
which two
people are
in the
telephone
asking
someone
to call
someone
else
Receiving a
phone call
e.g.
Hello. This
is the
Berkah Intan
company.
Taking
messages
e.g.
Can I take a
message?
Leaving
messages
e.g.
Can I leave
a message?
Ending a
phone call
e.g.
Scientific
Approach
1. Simulati
on
2. Games
3. Pair and
individu
al Work
Pictures
related to
handling
telephone
call,
Handout
Audio
Videos from
https://www.yo
utube.com/resu
lts?search_que
ry=handling+te
lephone+calls+
in+the+office
https://www.yo
utube.com/wat
ch?v=lCBF659
RMtg
https://www.yo
utube.com/wat
1. Warm-Up
Check list pictures that have right manner in
handling telephone call and answer the
questions about
telephoning
2. Students complete short conversations
about receiving phone call and practice it.
3. Students complete short dialogues about
leaving and taking messages and practice it.
Let’s Study
4. Students say the expressions used in
telephoning.
5. Students complete the blanks in boxes
related to receiving and making a telephone
call
6. Students repeat after the teacher to spell
names and numbers (the phonetic
transcriptions are given)
Let’s Practice more
7. The students play a Whispering game.
Let’s Speak more
8. The students make a dialogue following
20 x 45 minutes
(10 meetings)
134
can
pronounce
words related to
telephoning
correctly
- The students
can use the
formula to
make
correct simple
present tense
and correct
sentences
using modal
verbs in a
dialogue
- The students
do a dialogue
related to
handling
telephone
call in pairs
Thank you,
good bye.
Asking for
information
e.g.
Can I have
your phone
number?
Giving
information
e.g.
My name is
Alisa of
Sukses
Bersama
Company.
ch?v=zTQIth
MAcSs
https://www.yo
utube.com/wat
ch?v=IJq0aZE
Kq2I
https://www.yo
utube.com/wat
ch?v=dVHzdy
dwuGw&t=26s
https://www.yo
utube.com/wat
ch?v=m-
W6dXfm7YE
&t=29s
the flow chart.
9. The students make a dialogue based on
the given telephone messages and present it
in front of the class.
10. The students have a simulation in
telephoning. The simulation cards are given.
11. The students make their own dialogue
about Telephoning and perform it in the
class.
Summary
Reflection
135
Unit 2
Unit
Title Objectives Indicators Input Text
Language
Functions
Learning
Method
Media and
Learning
Sources
Activities Time
Allocation
Good
Mornin
g,
ladies
and
gentlem
en
The students
are able to
present a short
presentation
- The students
can greet
audience in a
presentation
- The students can
introduce
themselves in a
presentation
- The students
can deliver the
topic in a
presentation
- The students
can organize
talk using the
right phrases
- The students
can use the
phrases to deliver
every point in the
main part of
presentation
-The students can
sum up a
presentation
- The students
can end a
presentation
- The students
can offer
audiences to ask
Monologues
about opening
sequencing and
ending the
presentation
Monologue
about a full
example of
short
presentation
Greeting
e.g
good morning
everyone
Stating a topic
e.g
the subject of
my talk is…
Organizing
the talk
e.g
-first
-second
-finally
Delivering
main points
e.g
-let me
start by. . .
concluding
-to sum up,
. . .
Ending a
Talk
e.g
-it brings
me to the
end of. . .
Offering
questions
-do you have
Scientific
Approach
1. Discussion
2. Interview
3. Presentation
Pictures,
Handout,
Audio
and/or
Videos from
https://www.yo
utube.com/watc
h?v=rASl1BcY
jbs
https://www.yo
utube.com/watc
h?v=eQtxd-
93fTM
https://www.yo
utube.com/watc
h?v=1afHeCHq
uf0
1. Warm-Up
Discussing pictures
about good characteristics in
delivering a presentation
2. Students classify the
scrabble phrases of delivering
presentation into some boxes
3. Students‘ practice to open a
presentation by choosing one of the
given topics
4. Students‘ practice to
organize the talk using the given
subtopics
5. Students‘ practice to end a
presentation using semi-guided
activity
Let’s Study
6. The students read aloud some useful
expressions in a presentation.
Let’s Practice more
7. Students say something
about the following list in
pairs.
Let’s Speak more
8. Students make a short introduction
of a presentation based on the given
card.
9. Students have an
interview session to ask
about how their friends
end the presentation and
16 x 45
minutes
(8 meetings)
136
questions
- The students
deliver a short
presentation
any question?
-is there any
question
open the question-answer
session.
10. Students make their own short
presentation and report it in the class.
Summary
Reflection
137
Unit 3
Unit
Title Objectives Indicators Input Text
Language
Functions
Learning
Method
Media and
Learning
Sources
Activities Time
Allocation
Welcom
e to
Sukses
Compa
ny
The
students
are able
to
welcome
guests in
the office
context.
- The students
can welcome
guests using the
right
expressions
- The students
can offer helps
to the guest
- The students
can respond to
the offer
- The students
are able to use
the expressions
of handling
guest in a
dialogue
- The students
can use some
vocabularies
related to
handling guest
in a dialogue
- The students
are able to do a
dialogue related
to handling
guest in pairs.
- Dialogues
between a
guest and an
office staff in
some situations
e.g. the first
meeting with
the guest,
meeting the
guest who have
a call before,
etc.
Greetings
e.g.
- Good
Morning
- Hello
Welcoming:
- Welcome
to Panama
industries
Offering
helps
e.g.
- Can I help
you?
- Would you
like to have
a drink
Respond to
an offer
- Yes, please
- No, thank
you
Scientific
Method
1. Role Play
2. Group
work
3. Pair work
Pictures related to
handling guest,
Handout, Audio
Videos from
https://www.youtu
be.com/watch?v=f
fy43oGCSBw
https://www.youtu
be.com/watch?v=
VqNCWJjJIvU
https://www.youtu
be.com/watch?v=
T4_1syjH0d8
1. Warm-Up
Studying pictures related to
welcoming guest and answering
written questions about what the
people might say
Let’s Study
2. Students say the expressions of
welcoming guest and offering
helps.
3. Students act out the dialogue and
study the words in color.
Let’s Practice More
4. Students complete short dialogues
with sentences about offering
helps and act out.
Let’s Speak More
5. In group, the students write the
respond of the given situations
and report it in front of the class.
6. With a partner, the students make
a dialogue based on the given
role.
7. The students make a dialogue by
choosing the free situations on
their own and act the dialogue out
with a partner.
8. Summary
9. Reflection
10 x 45
minutes
(5 meetings)
ESP Speaking Materials for the Tenth Grade of Office Administration Program 138
APPENDIX 8
ESP Speaking Materials for the Tenth Grade of Office Administration Program 139
UNIT 1
THIS IS SHIRLEY SPEAKING
In this unit, you will learn how to:
Receive a telephone call
Make a telephone call
Take messages
Leave messages
Spell names and numbers
ESP Speaking Materials for the Tenth Grade of Office Administration Program 140
Warming Up
Put a checklist (√) on the right manner when handling a telephone call and answer the
following questions.
1. Who usually answer a phone call in the office?
2. What first do you say when you receive a phone call?
Picture 1 Picture 2
Source: www.google.com Source: www.google.com
Picture 3 Picture 4
Source: www.google.com Source: www.google.com
Task 1
Complete the balloons about receiving calls below and practice these short conversations
with your friend!
ESP Speaking Materials for the Tenth Grade of Office Administration Program 141
Task 2
Complete the balloons about leaving and taking a message below and say it up with your
friend!
…………………………………………
May I speak to the director,
please?
This is Andrew of First Media
Company speaking.
……………………………………………….
Can I leave a
message?
…………………...
ESP Speaking Materials for the Tenth Grade of Office Administration Program 142
LET’S STUDY Task 3
You have learned some expressions to receive and make a phone call then to leave and
take a message from the dialogues in the previous tasks. What are they? Study them below
and say it up.
Receiving a phone call
Jaya Abadi Company, Good morning.
Good morning, Berkah Intan Company. Can I help you?
Berkah Intan Company, this is Shirley speaking. Can I help you?
Sumber Makmur Company, Good afternoon. May I help you?
Making a phone call
Introducing yourself
This is Raisa from Cipta Kreasi Company
I’m calling on behalf of Mr. Yudistira
My name is Intan from Sinar Mas
I’m calling from Cipta Kreasi Company
Saying what you want (the purpose of calling)
I would like to speak with Mr. Jefry, please.
I want to confirm about our meeting on Monday.
Could I have the Marketing Department, please?
I’d like to know about our last contract.
Leaving and taking messages
Leaving messages
Can I leave a message?
May I leave a message?
Could you give him/ her a message?
Please tell him/her…..
Please ask him/ her to call me back at….
……………………….
Yes, please tell
Mr.Edo to call
me back
ESP Speaking Materials for the Tenth Grade of Office Administration Program 143
Taking messages
Can I take a message?
Would you like to leave a message?
Can I pen down your message?
Giving Information
My name is Sharaina Setiawan
My phone number is 021-8296782
I think he/ she has my phone number
Mr. Bayu would like to talk about the prices of your products
I’m sorry. Mr. Thomas isn’t in today
I’m sorry he/ she is in the meeting right now
I’m sorry he/ she is busy now
I’m sorry he/ she is not in the office right now
I will put you through
Ending a phone call
Thank you. Good bye.
Good bye
Bye
I will hang up now, thank you
Task 4
What do you say when you receive a telephone call? Then, what do you say when you
make a telephone call? Complete the blanks below. You may look at the expressions of
handling a telephone call in Task 3 to help you!
1. You work in Paradiso Company. You receive a phone call at 9.00 a.m.
You say: Good morning. This is Paradiso Company, can I help you?
2. You work in Sejahtera Company. You receive a phone call at 4.00 p.m.
You say: ....................................................................................................................
3. You receive a phone call. Offer the caller to leave a message.
You say: ....................................................................................................................
4. You make a phone call. Introduce yourself and tell the receiver that you are from
Dana Company.
You say: ....................................................................................................................
5. You make a phone call. Tell the receiver that you want to speak to the director.
You say: ....................................................................................................................
6. You make a phone call. Tell the receiver that you want to confirm the meeting
schedule.
You say: ....................................................................................................................
7. You make a phone call and you want to leave a message.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 144
You say: ....................................................................................................................
8. You tell the receiver that your phone number is 021-59492730
You say: ....................................................................................................................
9. You tell the receiver that your director is not in the office right now.
You say: ....................................................................................................................
10. You end the call politely.
You say: ....................................................................................................................
Task 5
Repeat after your teacher in spelling names and numbers below. Later on, practice it with
your friend.
My name is Shirley, S-H-I-R-L-E-Y,
/es/ / eɪtʃ/ /ai/ /ar/ /el/ /i:/
/wai/
And my phone number is 027
8865 4111
/ou/ /tu:/ /sevᵊn/ /dᶺbl eit/ /six/
/faiv/ /fᴐ:r/ /trᶦpl wᶺn/
I am Nicholas, N-I-C-H-O-L-A-S
/en/ /aᶦ/ /si:/ /eɪtʃ/ /ou/ /el/ /eɪ/
/s/
My office phone number is 027
876 2266
/ou/ /tu:/ /sevən//eɪt/ /sevən/ /sɪks/ /dʌbl tu:/ /dʌbl sɪks/
ESP Speaking Materials for the Tenth Grade of Office Administration Program 145
LET’S PRACTICE MORE! Task 6
Let’s play a game. Pay attention on the instruction below.
You will be divided into two groups. Make a line facing the board. Your teacher will
whisper a phrase to you related to handling telephone call. You should whisper the phrase
to your friend in front of you. The last whispered student then looks for a card containing a
sentence related to the phrase and speak out the sentence in front of the class. The first and
the correct one will get 10 points. Next, the last whispered student should come backward
to the line so that all of you can take turns.
Provide two boxes containing sentences in cards. The
sentences will be about the expressions in handling
telephone call e.g.
“Good morning, Parker industries. Can I help you; I’m
afraid Mr. John is not in today”. etc.
Whisper a phrase to your students that related to the
sentence e.g.
Receiving a phone call; asking for names; asking for
phone numbers; etc.
The group which whisper loudly then will be
disqualified and the additional 10 points will be given
to another group.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 146
LET’S SPEAK MORE Task 7
Make a whole dialogue with the given flow chart below. Remember to follow the arrow.
Next, practice it with your partner. You may take turns.
Caller Receiver
Receive a call by greeting and telling
identity
Introduce yourself
Ask to speak to Mr. Dion
Say that Mr. Dion is not in
Ask when you can contact Mr. Dion
Tell Mr. Dion will not be available in
several days
Offer to pen down a message
Agree
You want Mr. Dion to call you
Say you will deliver the message
Ask the phone number
Give the phone number
Confirm the message and the information
Say that the information is correct
Say thank you and end the call
Respond and end the call
Task 8
Make a dialogue based on one of the following telephone messages. Present your dialogue
to the whole class.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 147
F
Telephone Message
For : Marketing Department
Time of Call : 08.20 a.m
Caller : Mr. Adrian
Company : Bantex Indonesia
Phone number: 59492730
Message : Please call back as soon as
possible to talk about the prices of the
product Telephone Message
For : Mr. Thomas
Time of Call : 09.30 a.m
Caller : Ms. Maureen
Company : Cipta Kreasi
Phone number: 8296782
Message : Please have a meeting at
Cipta Kreasi Company on Monday 08.00 a.m
Telephone Message
For : Ms. Shirley
Time of Call : 10.00 a.m
Caller : Mr. Rian
Company : Surya Kencana
Phone number: 46777498
Message : Meeting at Surya Kencana
Company will be reschedule to a week ahead
ESP Speaking Materials for the Tenth Grade of Office Administration Program 148
Task 9
Let’s have a simulation. Ask your teacher to guide you by using telephone. Find a partner
and choose one of the cards below!
Task 10
Your name is Raisa. You work in Sinar Mas
Company as a secretary. Your director’s name is
Mr. Samuel. You are asked to call Mr. Bambang
Wijaya director of BERKAH INTAN Company
to invite him to a meeting about the planning of
New Crystal Hotel Building Project that will be
held on Thursday, 10 December 2017 at 09.00
a.m in Meeting room – Ratu Hotel Serang.
You are Isyana, a secretary of SUMBER
MAKMUR, Company, you receive a call from
Mrs. Ananda from JAYA ABADI She wants to
talk to your director (Mr.Ari Setiawan) , but
because your director is meeting with client right
now so she leaves a message that asking your
director to call her back after he finish his meeting.
Her phone number is (021) 5470209.
Make your own dialogue related to handling a telephone call. Report your own dialogue in front of the class with your partner by acting it out. Ask another friend to take a video while you perform your report. This will help you to evaluate your mistakes if any.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 149
Notes Think of the conversation will be if you choose one of the cards. You may take a
note.
You cannot speak in the telephone near your friend. Make sure that you only listen
to your friend’s voice by the telephone.
You also cannot look at your friend’s note.
In this unit, you have learned some expressions in handling telephone call. To recall your
memory, study the following explanation.
Receiving a phone call
Jaya Abadi Company, Good morning.
Good morning, Berkah Intan Company. Can I help you?
Berkah Intan Company, this is Shirley speaking. Can I help you?
Sumber Makmur Company, Good afternoon. May I help you?
Making a phone call
Introducing yourself
This is Raisa from Cipta Kreasi Company
I’m calling on behalf of Mr. Yudistira
My name is Intan from Sinar Mas
I’m calling from Cipta Kreasi Company
Saying what you want (the purpose of calling)
I would like to speak with Mr. Jefry, please.
I want to confirm about our meeting on Monday.
Could I have the Marketing Department, please?
I’d like to know about our last contract.
Leaving and taking messages
Leaving messages
Can I leave a message?
May I leave a message?
Could you give him/ her a message?
Please tell him/her…..
Please ask him/ her to call me back at….
Taking messages
Can I take a message?
Would you like to leave a message?
Can I pen down your message?
ESP Speaking Materials for the Tenth Grade of Office Administration Program 150
Giving Information
My name is Sharaina Setiawan
My phone number is 021-8296782
I think he/ she has my phone number
Mr. Bayu would like to talk about the prices of your products
I’m sorry. Mr. Thomas isn’t in today
I’m sorry he/ she is in the meeting right now
I’m sorry he/ she is busy now
I’m sorry he/ she is not in the office right now
I will put you through
Ending a phone call
Thank you. Good bye.
Good bye
Bye
I will hang up now, thank you
REFLECTION
How much do you learn from this unit? Tick (√) what you can do or what you think you
need more practice.
Can-do Checklist Can-do Need
more
practice
I can receive a phone call using the right expressions
I can introduce myself when making a phone call
I can offer the caller to take a message in a phone call
I can leave a message in a phone call
I can end the phone politely
Tips for you
Always take the telephone before it rings 3 times.
Pick up the telephone with your left hand. Use
your right hand to hold a pen.
Use your smiling voice when telephoning. It means you have a nice voice because you speak friendly and pleasant.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 151
UNIT 2
GOOD MORNING LADIES AND GENTLEMEN
In this unit, you will learn how to:
Open a presentation
Deliver the main topic
Organize the subtopics in a presentation
Sum up a presentation
End a presentation and offer audiences to ask
questions
ESP Speaking Materials for the Tenth Grade of Office Administration Program 152
Warming Up
Look at the picture below. Discuss with your friends the characteristics of a good
presentation. Make a list in your note and let other groups know it. The words in the boxes
may give you ideas.
Task 1
Take the scrambled phrases in the right box. Compare your answer with your friend by
saying it up.
A Clear Introduction A Good Ending
Media Content
Appearance Clear Explanations
Good morning, everyone This is the end of the presentation First,…
.
Let me start by,…. The topic is about….
In conclusion,…. Second,…. Let me show you….
The presentation ends here Any questions so far?
Today’s topic is…. To sum up,…. In summary,….
Do you have any questions? Good afternoon, ladies and gentlemen
ESP Speaking Materials for the Tenth Grade of Office Administration Program 153
Task 2 Imagine that you have to deliver a presentation today. Say your opening of a presentation
by choosing one of the topics below.
Opening
Good morning
everyone.
………………………
………………………
………………………
………………………
………………………
……………
Topic
Today’s topic
is………………….
……………………
……………………
……………………
……………………
……………………
……………………
……………………
…………
Sub Topics
Second,…
……………………
……………………
……………………
……………………
……………………
……………………
……………………
……………… Summarizing
To sum up,….
………………………
………………………
………………………
………………………
………………………
………………………
Ending
The
presentation
ends here.
………………………
………………………
………………………
………………………
Questioning
Do you have any
questions?
………………………
………………………
………………………
………………………
………………………
The
newest
product
The result of
the product
sale in July
The report of
the business
trip
ESP Speaking Materials for the Tenth Grade of Office Administration Program 154
Task 3
Practice to organize the talk of these following subtopics in cards. You may choose one.
Task 4 Now, it’s your turn to practice how to end a presentation. Say the given summary below
and add the expressions of ending a presentation and offering questions.
LET’S STUDY Task 5
You have learned some phrases to have a good presentation. Here are the complete phrases
that you may use to deliver your presentation later on. Say it up!
Greeting Good morning/ afternoon/ evening Ladies and gentlemen. Good morning/ afternoon/ evening everyone/ everybody. Ladies and gentlemen. Stating the Topic I plan to say a few words about…. I’m going to talk about…. The subject of my talk is…. The theme of my presentation is….
The result of the new product
sale.
The obstacle in selling the
product.
The next plan in improving
the sale.
The description of the
business trip.
The result of the meeting
during the business trip.
The next plan of business trip
in Singapore.
The description of the new
product.
The special features of the
new product.
The advertising campaign of
the new product.
In conclusion, our product presentation in the Grand Hotel went well. We were able
to meet all their needs and they were happy with our new product price.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 155
I’d like to give you an overview of…. Sequencing the Talk I’ve divided my talk into three parts. My talk will be in three parts. I’m going to divide…. First,…. Second,…. Third,…. In the first part,… Then, in the second part,… Then,… After that,…. Next,…. Finally,…. Delivering Main Points
Let me start by….
First, let me tell you about…. Alright, let me begin by…. Now, it’s time to…. Let us show you…. Please take a look at…. Let’s move on to the next topic. Summarizing To sum up,…. To conclude,…. In conclusion,…. Ending the Presentation
It brings me to the end of my presentation today. Thank you for your attention.
That is the end of my presentation today. Thank you very much.
That is all for my presentation. Thank you for your nice attention.
Offering Questions Have you got the questions? Any questions? Please feel free to ask My presentation ends here. Any questions so far?
ESP Speaking Materials for the Tenth Grade of Office Administration Program 156
Let’s Practice More Task 6
In pairs, what do you say about these following lists below? Share your answers to the
class. Number one has been done for you.
1. Greet your audience
Good afternoon everyone. I’m glad to be here today.
2. Introduce yourself
3. Give your presentation a title
4. Sequence your talk
5. Explain that the audience can interrupt you with questions
6. Say that you will show a video later on
7. Say that now you are showing the video
8. Say that you will conclude your presentation
9. End your presentation
10. Offer the audience to ask questions
Let’s Speak more Task 7
Make a short introduction based on the card below. Compare your answer to your friend
next to you.
Task 8
Let’s interview your friends. Complete the table below by asking about how they end the
presentation and open a question-answer session based on their own style.
No Friend’s Name How to end the presentation How to open a question- answer
session 1 2 3 4 5
Name : “Use your name” Position : Marketing staff of Sukses Bersama company Topic : New product Pixma Printer Subtopics The quality of Pixma Printer The price for Pixma Printer & the discount A demo using Pixma Printer
ESP Speaking Materials for the Tenth Grade of Office Administration Program 157
6 7 8 9 ….
Task 9
Make a full presentation by your own topic. If you get confused, you may use these
following topics.
Company service The project result
Company product Life style
The new package in tourism Handling telephone
The result of the meeting Using office equipment
Tips for you
Know your audience
Pay attention on demographics, purpose, interests, commonality and individuality.
Present yourself
Pay attention on your dress, posture, voice, gesture, body language, confidence and
enthusiasm.
Present to your audience
Pay attention on positive, polite, interesting and innovative.
Present your material
Pay attention on your organization, clarity, visuals, language and volume.
Language
Make sure that you use a simple and clear language.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 158
In this unit you have learned how to deliver a good presentation. To recall your memory,
here are the list of useful phrases in a presentation and the common used structure.
Greeting Good morning/ afternoon/ evening Ladies and gentlemen. Good morning/ afternoon/ evening everyone/ everybody. Ladies and gentlemen. Stating the Topic I plan to say a few words about…. I’m going to talk about…. The subject of my talk is…. The theme of my presentation is…. I’d like to give you an overview of…. Sequencing the Talk I’ve divided my talk into three parts. My talk will be in three parts. I’m going to divide…. First,…. Second,…. Third,…. In the first part,… Then, in the second part,… Then,… After that,…. Next,…. Finally,…. Delivering Main Points
Let me start by….
First, let me tell you about…. Alright, let me begin by…. Now, it’s time to…. Let us show you…. Please take a look at…. Let’s move on to the next topic. Summarizing To sum up,…. To conclude,…. In conclusion,…. Ending the Presentation
It brings me to the end of my presentation today. Thank you for your attention.
That is the end of my presentation today. Thank you very much.
That is all for my presentation. Thank you for your nice attention.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 159
Offering Questions Have you got the questions? Any questions? Please feel free to ask My presentation ends here. Any questions so far?
REFLECTION
How much do you learn from this unit? Tick (√) what you can do or what you think you
need more practice.
Can-do Checklist Can-do Need
more
practice
I can greet audience in a presentation
I can introduce myself in a presentation
I can deliver the topic in a presentation
I can organize my talk using the right phrases
I know the right phrases to deliver every points in the main
part of a presentation
I can sum up my presentation
I can end a presentation politely
I can offer someone to ask question at the end of my
presentation
ESP Speaking Materials for the Tenth Grade of Office Administration Program 160
UNIT 3
WELCOME TO SUKSES COMPANY
In this unit, you will learn how to:
Welcome visitors in the office
Offer helps to the visitors
Respond to the offers
ESP Speaking Materials for the Tenth Grade of Office Administration Program 161
Warming-Up
Look at the picture about a secretary with the guest in the office below. What do you think
of what they are saying? Complete the free space in the picture.
Picture: http://www.officewelcome.com
…………………………………...
………………………………………….
ESP Speaking Materials for the Tenth Grade of Office Administration Program 162
Let’s Study
Task 1 Study the following expressions. Pay attention to the words in color then say the
expressions up.
Welcoming visitors
Welcome to Trans Corporation.
Welcome to Jakarta. I’m Shirley.
Good morning, welcome to
Krakatau Steel Industries.
Welcoming someone that you do not
know
Excuse me. Are you Mr. Yudhie?
You must be Mrs. Bella. Welcome
to Gemilang Company.
Mrs. Diana Safitri? I’m Anna of
Sukses Company.
Offering helps
Can I help you?
Would you like a cup of coffee?
Could I get you something to
drink?
What can I do for you?
Responding to an offer
Accepting an offer
Yes, please.
That’s very kind of you.
A light coffee, please.
Yes, I want to meet the director.
Refusing an offer
No, thanks. I’m sorry for the
inconvenience.
No, thank you.
No, it’s all right, really.
No, it’s okay. Thanks.
Did you know….
That handling visitor becomes the face of the
office itself?
It means that you have to welcome the visitors
with smiles and good attitudes.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 163
Task 2 With a partner, study the following dialogue and pay attention to the words in color. After
that, act the dialogue out and answer the following questions.
Lea : Good morning. Are you Ms. Bennet? Do come in. Welcome to Catana.
It’s nice to see you.
Ms. Bennet : And you. I have been very much looking forward to this visit.
Lea : So have we. May I take your coat?
Ms. Bennet : Certainly. Here you are.
Lea : Please have a seat, and make yourself comfortable. I’m sorry for the
inconvenience. I’ll tell Mr. Jenson you are here. Would you like
something do drink?
Ms. Bennet : Yes. I wouldn’t mind a hot drink, if at all possible.
Lea : Of course. We have tea, coffee and hot chocolate. What would you
prefer?
Ms. Bennet : Coffee would be great. Thank you.
Lea : How would you like your coffee?
Ms. Bennet : A drop of milk and one sugar, please.
Lea : Here you are. Please help yourself with the cookies.
Ms. Bennet : They look delicious. Thank you.
Lea : You’re welcome. Do you have another favor Ms. Bennet?
Ms. Bennet : Oh no, thanks. You are very kind.
Lea : So, did you have any trouble finding the way?
Ms. Bennet : No, the directions you sent me were very clear, and there was hardly any
traffic on the road.
Lea : Excellent. Well, I think that is Mr Jenson coming now. I’ll leave you in
his good hands.
Ms. Bennet : Splendid, thank you very much.
Adapted from: http://www.youtube.com/anglosection
Answer the following questions!
1. Did Ms. Bennet have the first visit to Catana office?
2. Do you think Lea is a helpful person? How do you know?
3. List some expressions used by Lea in offering helps!
ESP Speaking Materials for the Tenth Grade of Office Administration Program 164
Let’s Practice More
Task 3 With a partner, imagine that both of you have to offer helps and respond to them. What
will you say? Act it out and you may take turns. The example is given for you.
1.
2.
Welcome to Sukses
Company. Can I help
you with something?
Yes, please. I want to
meet Ms. Qaireen, the
marketing director
………………………… May I take
your coat Ms.
Alya?
ESP Speaking Materials for the Tenth Grade of Office Administration Program 165
3.
4.
5.
………………………. I want a cup of
coffee, please.
I’d like to meet
the director.
Should I show
you the way to
the director’s
office?
………………………
…………………………
ESP Speaking Materials for the Tenth Grade of Office Administration Program 166
Let’s Speak More
Task 4 Make a group of four, look at the situations below then complete the blanks. Share your
answer to the class.
You meet a visitor whom you don’t
know before. What do you say?
You say:………………………….
1
A visitor wants to meet your director.
Ask her/ him whether she/ he has the
appointment before .
You say:………………………….
4
Your visitor wants to have a drink.
What do you say?
You say:………………………….
2
Ask your visitor whether he/ she has a
good flight.
You say:………………………….
5
A visitor whom you know very well
comes to the office. Try to offer a help.
You say:………………………….
3
ESP Speaking Materials for the Tenth Grade of Office Administration Program 167
Task 5 In pairs, make a dialogue based on the given role.
Task 6
It is your first time to meet your guest. Offer a help. The guest would like to
meet the director.
You welcome the guest who had come to the office before. Offer a help. The
guest would like to have a meeting.
You meet the guest who has talked with you by phone. Offer a help.
Student A
Greet the visitor and welcome
him/her.
Offer a drink
Provide the drink. Ask about
his/her flight.
Give respond.
Student B
Answer the greeting and say
thank you
Responding to an offer
Say thank you. Tell that
everything is alright and then
ask to meet the director.
Tell the visitor that the
director will be available in 5
minutes
Make your own dialogue related to handling guest. Later on, find a partner to act
your dialogue out in front of the class. You may look at the situations below to
give you idea.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 168
You have learned how to welcome the visitors and to offer a help. It means you can handle
visitors well. Fill in the blanks. Here is the summary of handling visitors.
Expressions used to handle visitors
Welcoming visitors
Welcome to Trans Corporation.
Welcome to Jakarta. I’m Shirley.
Good morning, welcome to
Krakatau Steel Industries.
Welcoming someone that you do not
know
Excuse me. Are you Mr. Yudhie?
You must be Mrs. Bella. Welcome
to Gemilang Company.
Mrs. Diana Safitri? I’m Anna of
Sukses Company.
Offering helps
Can I help you?
Would you like a cup of coffee?
Could I get you something to
drink?
What can I do for you?
Responding to an offer
Accepting an offer
Yes, please.
That’s very kind of you.
A light coffee, please.
Yes, I want to meet the director.
Refusing an offer
No, thanks. I’m sorry for the
inconvenience.
No, thank you.
No, it’s all right, really.
No, it’s okay. Thanks.
REFLECTION
How much do you learn from this unit? Tick (√) what you can do or what you think you
need more practice.
Can-do Checklist Can-do Need
more
practice
I can welcome visitors
I can handle visitors whom I met at the first time
I can handle visitors whom I know very well
I can give offers to the visitors
I can respond to an offer
ESP Speaking Materials for the Tenth Grade of Office Administration Program 169
APPENDIX 9
ESP Speaking Materials for the Tenth Grade of Office Administration Program 170
UNIT 1
THIS IS SHIRLEY SPEAKING
In this unit, you will learn how to:
Receive a telephone call
Make a telephone call
Take messages
Leave messages
Spell names and numbers
ESP Speaking Materials for the Tenth Grade of Office Administration Program 171
Warming Up
Put a checklist (√) on the right manner when handling a telephone call and answer the
following questions.
1. Who usually answer a phone call in the office?
2. What first do you say when you receive a phone call?
Picture 1: Is it the right manner in Picture 2: Is it the right manner in
handling a telephone call? handling a telephone call?
Source: www.google.com Source: www.google.com
Picture 3: Is it the right manner in Picture 4: Is it the right manner in
handling a telephone call? handling a telephone call?
Source: www.google.com Source: www.google.com
ESP Speaking Materials for the Tenth Grade of Office Administration Program 172
Task 1
With a partner, study the following dialogue and pay attention to the words in color. After
that, act the dialogue out and answer the following questions.
Secretary : Good morning. Gama Corporation. Can I help you?
Caller : Good morning. May I speak to Mr Fahrur Assegaf, please?
Secretary : Who’s speaking, please?
Caller : This is Apryan Siregar of Horasindo Oil Company.
Secretary : I beg your pardon, Sir. Could you spell your first name, please?
Caller : Alfa-Papa-Romeo-Yankee-Alfa-November. That’s APRYAN.
Secretary : Thank you, Mr Apryan Siregar. Just a moment, please.
Caller : All right.
Secretary : I’m sorry, Sir. Mr Assegaf is in a meeting with the Board now.
Caller : That’s OK! He is the Headboard. Can I leave a message?
Secretary : With pleasure, Sir.
Caller : Please tell him to call me back at 1 p.m. today.
Secretary : Right, Sir. Could I have your phone number, please?
Caller : Sure. +62-817-410-4496. Have you got that?
Secretary : Yes, Sir. +62-817-410-4496. Anything else, Sir?
Caller : Is Mr Rahmat, his assistant, in?
Secretary : I’m sorry, Sir. He is attending a seminar in Ogan Hotel. Could I take
your message, Sir?
Caller : Emm…please tell him that I’ll come to see him at 9 tomorrow morning.
Secretary : Right, Sir. I’ll give your message.
Caller : OK. Thank you for your help. Goodbye.
Secretary : You’re welcome, Sir. Goodbye.
Answer the following questions!
1. When did Mr. Assegaf ask to call the caller back?
2. What is the meassage for Mr. Rahmat?
3. Who is the caller?
Task 2
Complete the balloons about receiving calls below and practice these short conversations
with your friend!
…………………………………………
May I speak to the director,
please?
ESP Speaking Materials for the Tenth Grade of Office Administration Program 173
Task 3
Complete the balloons about leaving and taking a message below and say it up with your
friend!
This is Andrew of First Media
Company speaking.
……………………………………………….
Can I leave a
message?
…………………...
……………………….
Yes, please tell
Mr.Edo to call
me back
ESP Speaking Materials for the Tenth Grade of Office Administration Program 174
LET’S STUDY
You have learned some expressions to receive and make a phone call then to leave and
take a message from the dialogues in the previous tasks. What are they? Study them below
and say it up.
Receiving a phone call
Jaya Abadi Company, Good morning.
Good morning, Berkah Intan Company. Can I help you?
Berkah Intan Company, this is Shirley speaking. Can I help you?
Sumber Makmur Company, Good afternoon. May I help you?
Making a phone call
Introducing yourself
This is Raisa from Cipta Kreasi Company
I’m calling on behalf of Mr. Yudistira
My name is Intan from Sinar Mas
I’m calling from Cipta Kreasi Company
Saying what you want (the purpose of calling)
I would like to speak with Mr. Jefry, please.
I want to confirm about our meeting on Monday.
Could I have the Marketing Department, please?
I’d like to know about our last contract.
Leaving and taking messages
Leaving messages
Can I leave a message?
May I leave a message?
Could you give him/ her a message?
Please tell him/her…..
Please ask him/ her to call me back at….
Taking messages
Can I take a message?
Would you like to leave a message?
Can I pen down your message?
Giving Information
My name is Sharaina Setiawan
My phone number is 021-8296782
I think he/ she has my phone number
ESP Speaking Materials for the Tenth Grade of Office Administration Program 175
Mr. Bayu would like to talk about the prices of your products
I’m sorry. Mr. Thomas isn’t in today
I’m sorry he/ she is in the meeting right now
I’m sorry he/ she is busy now
I’m sorry he/ she is not in the office right now
I will put you through
Ending a phone call
Thank you. Good bye.
Good bye
Bye
I will hang up now, thank you
Task 4
Study the following dialogue!
Secretary : Good morning, PT. Shoes Mas Craving. What can I do for you?
Caller : Good morning, I am Pearl as the secretary of Mr Egi, from PT.
Basic Pillars would like to speak with Mr. Joey as Director of PT.
Shoes Mas Craving.
Secretary : Sorry Mrs. Pearl, Mr. Joey was not in place. He was there on a
business trip to Jakarta. Is there a message to be conveyed to him?
Caller : Ok Mam, Mr. Egi as a director wants to hold a meeting with Mr.
Joey to discuss about cooperation on offshore oil drilling in East
Kalimantan. The meeting will be conducted on Monday, October
10th, 2011 at 10:00 pm located in Mahardika Restaurant Jl. A. Yani
no.10 Jakarta.
Secretary : Well, I will convey the message to Mr. Joe and for further
information, I will call you back. May I know the address and the
telephone number of the PT. Basic Pillars?
Caller : Our office is on Jl. Basuki Rahmat 2 Jakarta and the telephone
number is (031) 5552011
Secretary : I'm sorry Mrs. Pearl, any other?
Caller : No thanks. I am waiting for your information as soon as possible.
Secretary : Ok. I will contact you after the message is followed-up by our
director.
Caller : Thank you, good morning.
Secretary : Good morning
ESP Speaking Materials for the Tenth Grade of Office Administration Program 176
Task 5
What do you say when you receive a telephone call? Then, what do you say when you
make a telephone call? Complete the blanks below. You may look at the expressions of
handling a telephone call in Task 3 to help you!
1. You work in Paradiso Company. You receive a phone call at 9.00 a.m.
You say: Good morning. This is Paradiso Company, can I help you?
2. You work in Sejahtera Company. You receive a phone call at 4.00 p.m.
You say: ....................................................................................................................
3. You receive a phone call. Offer the caller to leave a message.
You say: ....................................................................................................................
4. You make a phone call. Introduce yourself and tell the receiver that you are from
Dana Company.
You say: ....................................................................................................................
5. You make a phone call. Tell the receiver that you want to speak to the director.
You say: ....................................................................................................................
6. You make a phone call. Tell the receiver that you want to confirm the meeting
schedule.
You say: ....................................................................................................................
7. You make a phone call and you want to leave a message.
You say: ....................................................................................................................
8. You tell the receiver that your phone number is 021-59492730
You say: ....................................................................................................................
9. You tell the receiver that your director is not in the office right now.
You say: ....................................................................................................................
10. You end the call politely.
You say: ....................................................................................................................
Task 6
Repeat after your teacher in spelling names and numbers below. Later on, practice it with
your friend.
My name is Shirley, S-H-I-R-L-E-Y,
/es/ / eɪtʃ/ /ai/ /ar/ /el/ /i:/
/wai/
And my phone number is 027
8865 4111
/ou/ /tu:/ /sevᵊn/ /dᶺbl eit/ /six/
/faiv/ /fᴐ:r/ /trᶦpl wᶺn/
ESP Speaking Materials for the Tenth Grade of Office Administration Program 177
LET’S PRACTICE MORE! Task 7
Let’s play a game. Pay attention on the instruction below.
You will be divided into two groups. Make a line facing the board. Your teacher will
whisper a phrase to you related to handling telephone call. You should whisper the phrase
to your friend in front of you. The last whispered student then looks for a card containing a
sentence related to the phrase and speak out the sentence in front of the class. The first and
the correct one will get 10 points. Next, the last whispered student should come backward
to the line so that all of you can take turns.
Figure 1: Note for the Teacher
I am Nicholas, N-I-C-H-O-L-A-S
/en/ /aᶦ/ /si:/ /eɪtʃ/ /ou/ /el/ /eɪ/
/s/
My office phone number is 027
876 2266
/ou/ /tu:/ /sevən//eɪt/ /sevən/ /sɪks/ /dʌbl tu:/ /dʌbl sɪks/
Provide two boxes containing sentences in cards. The sentences will be
about the expressions in handling telephone call e.g.
“Good morning, Parker industries. Can I help you; I’m afraid Mr. John
is not in today”. etc.
Whisper a phrase to your students that related to the sentence e.g.
Receiving a phone call; asking for names; asking for phone numbers;
etc.
The group which whisper loudly then will be disqualified and the
additional 10 points will be given to another group.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 178
LET’S SPEAK MORE Task 8
Make a whole dialogue with the given flow chart below. Remember to follow the arrow.
Next, practice it with your partner. You may take turns.
Caller Receiver
Receive a call by greeting and telling
identity
Introduce yourself
Ask to speak to Mr. Dion
Say that Mr. Dion is not in
Ask when you can contact Mr. Dion
Tell Mr. Dion will not be available in
several days
Offer to pen down a message
Agree
You want Mr. Dion to call you
Say you will deliver the message
Ask the phone number
Give the phone number
Confirm the message and the information
Say that the information is correct
Say thank you and end the call
Respond and end the call
Task 9
Make a dialogue based on one of the following telephone messages. Present your dialogue
to the whole class.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 179
Figure 2: Guideline for
Telephone Message Figure 2: Guideline for
Telephone Message
Figure 3: Guideline for
Telephone Message
Figure 4: Guideline for
Telephone Message
Telephone Message
For : Marketing Department
Time of Call : 08.20 a.m
Caller : Mr. Adrian
Company : Bantex Indonesia
Phone number: 59492730
Message : Please call back as soon as
possible to talk about the prices of the
product
Telephone Message
For : Mr. Thomas
Time of Call : 09.30 a.m
Caller : Ms. Maureen
Company : Cipta Kreasi
Phone number: 8296782
Message : Please have a meeting at
Cipta Kreasi Company on Monday at 08.00
a.m
Telephone Message
For : Ms. Shirley
Time of Call : 10.00 a.m
Caller : Mr. Rian
Company : Surya Kencana
Phone number: 46777498
Message : Meeting at Surya Kencana
Company will be reschedule to a week ahead
ESP Speaking Materials for the Tenth Grade of Office Administration Program 180
Task 10
Let’s have a simulation. Ask your teacher to guide you by using telephone. Find a partner
and choose one of the cards below!
Task 11
Card 1: Guideline for Simulation
Card 2: Guideline for Simulation
Your name is Raisa. You work in Sinar Mas
Company as a secretary. Your director’s name is
Mr. Samuel. You are asked to call Mr. Bambang
Wijaya director of BERKAH INTAN Company
to invite him to a meeting about the planning of
New Crystal Hotel Building Project that will be
held on Thursday, 10 December 2017 at 09.00
a.m in Meeting room – Ratu Hotel Serang.
You are Isyana, a secretary of SUMBER
MAKMUR, Company, you receive a call from
Mrs. Ananda from JAYA ABADI She wants to
talk to your director (Mr.Ari Setiawan) , but
because your director is meeting with client right
now so she leaves a message that asking your
director to call her back after he finish his meeting.
Her phone number is (021) 5470209.
Make your own dialogue related to handling a telephone call. Report your own dialogue in front of the class with your partner by acting it out. Ask another friend to take a video while you perform your report. This will help you to evaluate your mistakes if any.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 181
Notes
Think of the conversation will be if you choose one of the cards. You may take a
note.
You cannot speak in the telephone near your friend. Make sure that you only listen
to your friend’s voice by the telephone.
You also cannot look at your friend’s note.
In this unit, you have learned some expressions in handling telephone call. To recall your
memory, study the following explanation.
Receiving a Phone Call
Hello,…………………………………
………….………………………………
Making a Phone Call
Introducing yourself
…………..……………………………….
…………...……….……………………....
Saying what you want
…………………………………………….
……………………………….., please?
Leaving and Taking Messages
…………..…………………………….?
………….………………………….….?
Taking Messages
…………..………………………….…?
…………………………..…………….?
Giving Information
……………………..………………………………………
…………................……………………………………….
Ending a Phone Call
…………………………………………..……………..
………………………………………………………….
ESP Speaking Materials for the Tenth Grade of Office Administration Program 182
REFLECTION
How much do you learn from this unit? Tick (√) what you can do or what you think you
need more practice.
Can-do Checklist Can-do Need
more
practice
I can receive a phone call using the right expressions
I can introduce myself when making a phone call
I can offer the caller to take a message in a phone call
I can leave a message in a phone call
I can end the phone politely
Tips for you
Always take the telephone before it rings 3 times.
Pick up the telephone with your left hand. Use
your right hand to hold a pen.
Use your smiling voice when telephoning. It means you have a nice voice because you speak friendly and pleasant.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 183
UNIT 2
GOOD MORNING, LADIES AND GENTLEMEN
In this unit, you will learn how to:
Open a presentation
Deliver the main topic
Organize the subtopics in a presentation
Sum up a presentation
End a presentation and offer audiences to ask
questions
ESP Speaking Materials for the Tenth Grade of Office Administration Program 184
Warming Up
Look at the picture below. Discuss with your friends the characteristics of a good
presentation. Make a list in your note and let other groups know it. The words in the boxes
may give you ideas.
Task 1
Take the scrambled phrases in the right box. Compare your answer with your friend by
saying it up.
A Clear Introduction A Good Ending
Media Content
Appearance Clear Explanations
Good morning, everyone This is the end of the presentation First,…
.
Let me start by,…. The topic is about….
In conclusion,…. Second,…. Let me show you….
The presentation ends here Any questions so far?
Today’s topic is…. To sum up,…. In summary,….
Do you have any questions? Good afternoon, ladies and gentlemen
ESP Speaking Materials for the Tenth Grade of Office Administration Program 185
Figure 5: Boxes of Presentation Classification
Task 2 Imagine that you have to deliver a presentation today. Say your opening of a presentation
by choosing one of the topics below.
Figure 6: Choice of Topics for Opening the Presentation
Opening
Good morning
everyone.
………………………
………………………
………………………
………………………
………………………
……………
Topic
Today’s topic
is………………….
……………………
……………………
……………………
……………………
……………………
……………………
……………………
…………
Sub Topics
Second,…
……………………
……………………
……………………
……………………
……………………
……………………
……………………
……………… Summarizing
To sum up,….
………………………
………………………
………………………
………………………
………………………
………………………
Ending
The
presentation
ends here.
………………………
………………………
………………………
………………………
Questioning
Do you have any
questions?
………………………
………………………
………………………
………………………
………………………
The
newest
product
The result of
the product
sale in July
The report of
the business
trip
ESP Speaking Materials for the Tenth Grade of Office Administration Program 186
Task 3
Practice to organize the talk of these following subtopics in cards. You may choose one.
Card 3: Choice of Topics to
Organize Talk in Presentation
Card 4: Choice of Topics to
Organize Talk in Presentation
Card 5: Choice of Topics to Organize Talk in Presentation
Task 4 Now, it’s your turn to practice how to end a presentation. Say the given summary below
and add the expressions of ending a presentation and offering questions.
Figure 7: Guideline for Ending Presentation
LET’S STUDY Task 5
You have learned some phrases to have a good presentation. Here are the complete phrases
that you may use to deliver your presentation later on. Say it up!
Greeting Good morning/ afternoon/ evening Ladies and gentlemen. Good morning/ afternoon/ evening everyone/ everybody. Ladies and gentlemen. Stating the Topic I plan to say a few words about….
The result of the new product
sale.
The obstacle in selling the
product.
The next plan in improving
the sale.
The description of the
business trip.
The result of the meeting
during the business trip.
The next plan of business trip
in Singapore.
The description of the new
product.
The special features of the
new product.
The advertising campaign of
the new product.
In conclusion, our product presentation in the Grand Hotel went well. We were able
to meet all their needs and they were happy with our new product price.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 187
I’m going to talk about…. The subject of my talk is…. The theme of my presentation is…. I’d like to give you an overview of…. Sequencing the Talk I’ve divided my talk into three parts. My talk will be in three parts. I’m going to divide…. First,…. Second,…. Third,…. In the first part,… Then, in the second part,… Then,… After that,…. Next,…. Finally,…. Delivering Main Points
Let me start by….
First, let me tell you about…. Alright, let me begin by…. Now, it’s time to…. Let us show you…. Please take a look at…. Let’s move on to the next topic. Summarizing To sum up,…. To conclude,…. In conclusion,…. Ending the Presentation
It brings me to the end of my presentation today. Thank you for your attention.
That is the end of my presentation today. Thank you very much.
That is all for my presentation. Thank you for your nice attention.
Offering Questions Have you got the questions? Any questions? Please feel free to ask My presentation ends here. Any questions so far?
ESP Speaking Materials for the Tenth Grade of Office Administration Program 188
Let’s Practice More Task 6
In pairs, what do you say about these following lists below? Share your answers to the
class. Number one has been done for you.
1. Greet your audience
Good afternoon everyone. I’m glad to be here today.
2. Introduce yourself
3. Give your presentation a title
4. Sequence your talk
5. Explain that the audience can interrupt you with questions
6. Say that you will show a video later on
7. Say that now you are showing the video
8. Say that you will conclude your presentation
9. End your presentation
10. Offer the audience to ask questions
Let’s Speak more Task 7
Make a short introduction based on the card below. Compare your answer to your friend
next to you.
Card 6: Guideline for Short Introduction
Task 8
Let’s observe your friends. Complete the table below by asking about how they end the
presentation and open a question-answer session based on their own style.
Table 1: Students’ Interview Data
No Friend’s Name How to end the presentation How to open a question- answer
session 1 2 3 4
Name : “Use your name” Position : Marketing staff of Sukses Bersama company Topic : New product Pixma Printer Subtopics The quality of Pixma Printer The price for Pixma Printer & the discount A demo using Pixma Printer
ESP Speaking Materials for the Tenth Grade of Office Administration Program 189
5 6 7 8 9 ….
Task 9
Make a full presentation by your own topic. If you get confused, you may use these
following topics.
Company service The project result
Company product Life style
The new package in tourism Handling telephone
The result of the meeting Using office equipment
Tips for you
Know your audience
Pay attention on demographics, purpose, interests, commonality and individuality.
Present yourself
Pay attention on your dress, posture, voice, gesture, body language, confidence and
enthusiasm.
Present to your audience
Pay attention on positive, polite, interesting and innovative.
Present your material
Pay attention on your organization, clarity, visuals, language and volume.
Language
Make sure that you use a simple and clear language.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 190
In this unit you have learned how to deliver a good presentation. To recall your memory,
here are the list of useful phrases in a presentation and the common used structure.
Greeting …………………………………………………… …………………………………………………….
Summarizing ……………………………………………….. ………………………………………………... ………………………………………………..
Stating the topic …………………………………………………… …………………………………………………….
Ending the presentation ……………………………………………….. ………………………………………………………………………………………………………………………………………………………………………………………………………………………..
Sequencing the talk …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… ……………………………………………………
Offering questions …………………………………………………………………………………………………………
Delivering main points …………………………………………………… …………………………………………………… …………………………………………………… ……………………………………………………
ESP Speaking Materials for the Tenth Grade of Office Administration Program 191
REFLECTION
How much do you learn from this unit? Tick (√) what you can do or what you think you
need more practice.
Can-do Checklist Can-do Need
more
practice
I can greet audience in a presentation
I can introduce myself in a presentation
I can deliver the topic in a presentation
I can organize my talk using the right phrases
I know the right phrases to deliver every points in the main
part of a presentation
I can sum up my presentation
I can end a presentation politely
I can offer someone to ask question at the end of my
presentation
ESP Speaking Materials for the Tenth Grade of Office Administration Program 192
UNIT 3
WELCOME TO SUKSES COMPANY
In this unit, you will learn how to:
Welcome visitors in the office
Offer helps to the visitors
Respond to the offers
ESP Speaking Materials for the Tenth Grade of Office Administration Program 193
Warming-Up
Look at the picture about a secretary with the guest in the office below. What do you think
of they are saying? Complete the free space in the picture.
Picture: http://www.officewelcome.com
…………………………………...
………………………………………….
ESP Speaking Materials for the Tenth Grade of Office Administration Program 194
Let’s Study
Task 1 Study the following expressions. Pay attention to the highlighted words then say the
expressions up.
Welcoming visitors
Welcome to Trans Corporation.
Welcome to Jakarta. I’m Shirley.
Good morning, welcome to
Krakatau Steel Industries.
Welcoming someone that you do not
know
Excuse me. Are you Mr. Yudhie?
You must be Mrs. Bella. Welcome
to Gemilang Company.
Mrs. Diana Safitri? I’m Anna of
Sukses Company.
Offering helps
Can I help you?
Would you like a cup of coffee?
Could I get you something to
drink?
What can I do for you?
Responding to an offer
Accepting an offer
Yes, please.
That’s very kind of you.
A light coffee, please.
Yes, I want to meet the director.
Refusing an offer
No, thanks. I’m sorry for the
inconvenience.
No, thank you.
No, it’s all right, really.
No, it’s okay. Thanks.
Did you know….
That handling visitor becomes the face of the
office itself?
It means that you have to welcome the visitors
with smiles and good attitudes.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 195
Task 2 With a partner, study the following dialogue and pay attention to the highlighted words.
After that, act the dialogue out and answer the following questions.
Lea : Good morning. Are you Ms. Bennet? Do come in. Welcome to Catana.
It’s nice to see you.
Ms. Bennet : And you. I have been very much looking forward to this visit.
Lea : So have we. May I take your coat?
Ms. Bennet : Certainly. Here you are.
Lea : Please have a seat, and make yourself comfortable. I’m sorry for the
inconvenience. I’ll tell Mr. Jenson you are here. Would you like
something do drink?
Ms. Bennet : Yes. I wouldn’t mind a hot drink, if at all possible.
Lea : Of course. We have tea, coffee and hot chocolate. What would you
prefer?
Ms. Bennet : Coffee would be great. Thank you.
Lea : How would you like your coffee?
Ms. Bennet : A drop of milk and one sugar, please.
Lea : Here you are. Please help yourself with the cookies.
Ms. Bennet : They look delicious. Thank you.
Lea : You’re welcome. Do you have another favor Ms. Bennet?
Ms. Bennet : Oh no, thanks. You are very kind.
Lea : So, did you have any trouble finding the way?
Ms. Bennet : No, the directions you sent me were very clear, and there was hardly any
traffic on the road.
Lea : Excellent. Well, I think that is Mr Jenson coming now. I’ll leave you in
his good hands.
Ms. Bennet : Splendid, thank you very much.
Adapted from: http://www.youtube.com/anglosection
Answer the following questions!
1. Did Ms. Bennet have the first visit to Catana office?
2. Do you think Lea is a helpful person? How do you know?
3. List some expressions used by Lea in offering helps!
ESP Speaking Materials for the Tenth Grade of Office Administration Program 196
Let’s Practice More
Task 3 With a partner, imagine that both of you have to offer helps and respond to them. What
will you say? Act it out and you may take turns. The example is given for you.
1.
2.
Welcome to Sukses
Company. Can I help
you with something?
Yes, please. I want to
meet Ms. Qaireen, the
marketing director
………………………… May I take
your coat Ms.
Alya?
ESP Speaking Materials for the Tenth Grade of Office Administration Program 197
3.
4.
5.
………………………. I want a cup of
coffee, please.
I’d like to meet
the director.
Should I show
you the way to
the director’s
office?
………………………
…………………………
ESP Speaking Materials for the Tenth Grade of Office Administration Program 198
Let’s Speak More
Task 4 Make a group of four, look at the situations below then complete the blanks. Share your
answer to the class.
You meet a visitor whom you don’t
know before. What do you say?
You say:………………………….
1
A visitor wants to meet your director.
Ask her/ him whether she/ he has the
appointment before .
You say:………………………….
4
Your visitor wants to have a drink.
What do you say?
You say:………………………….
2
Ask your visitor whether he/ she has a
good flight.
You say:………………………….
5
A visitor whom you know very well
comes to the office. Try to offer a help.
You say:………………………….
3
ESP Speaking Materials for the Tenth Grade of Office Administration Program 199
Task 5 In pairs, make a dialogue based on the given role.
Figure 8: Guideline for Students (Making Dialogue)
Task 6
Figure 9: Instruction for Students
It is your first time to meet your guest. Offer a help. The guest would like to
meet the director.
You welcome the guest who had come to the office before. Offer a help. The
guest would like to have a meeting.
You meet the guest who has talked with you by phone. Offer a help.
Student A
Greet the visitor and welcome
him/her.
Offer a drink
Provide the drink. Ask about
his/her flight.
Give respond.
Student B
Respond to the greeting and
say thank you.
Respond to the offer
Say thank you. Tell that
everything is alright and then
ask to meet the director.
Tell the visitor that the
director will be available in 5
minutes
Make your own dialogue related to handling guest. Later on, in pairs, act your
dialogue out in front of the class. You may look at the situations below to give
you idea.
ESP Speaking Materials for the Tenth Grade of Office Administration Program 200
You have learned how to welcome the visitors and to offer a help. It means you can handle
visitors well. Fill in the blanks. Let’s see whether you still remember the lesson or not.
Expressions used to handle visitors
Welcoming visitors
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Welcoming someone that you do not know
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Offering helps
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Responding to an offer
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
REFLECTION
How much do you learn from this unit? Tick (√) what you can do or what you think you
need more practice.
Can-do Checklist Can-do Need
more
practice
I can welcome visitors
I can handle visitors whom I met at the first time
I can handle visitors whom I know very well
I can give offers to the visitors
I can respond to an offer
201
APPENDIX 10
202
CURRICULUM VITAE
Nama : Dra. Sri Meladia, M.Hum.
Tempat dan Tanggal Lahir : Blitar, 18 Juni 1968
Jenis Kelamin : Perempuan
Status Perkawinan : Kawin
Agama : Islam
Alamat : Griya Parung Panjang Blok D2/H1-2 rt.03/04 Ds. Kabasiran Kec.Parung Panjang Kab. Bogor 16360
Nomor HP : 0812 9937 8738 Alamat e-mail : [email protected]
RIWAYAT PENDIDIKAN
Tahun .s.d.. Jenjang Nama Institusi Jurusan/Bidang
Studi
2008 - 2010 S2 Universitas Indonesia Ilmu Perpustakaan
1987 - 1992 S1 Universitas Negeri
Malang Pendidikan Dunia
Usaha, Program
Administrasi
Perkantoran 1984 - 1987 SMA SMAN 2 BLITAR Ilmu Pengetahuan
Sosial 1981 - 1984 SMP SMPN 6 BLITAR -
1980 SMP Sekolah Kesejahteraan
Keluarga Pertama
(SKKP) Blitar, Jawa Timur
-
1974 - 1980 SD SDN 2 PAKUNDEN Blitar, Jawa Timur
-
IDENTITAS DIRI
203
PENGALAMAN JABATAN
Jabatan Institusi Tahun ….s.d…
Kepala Program
Administrasi
perkantoran
SMK PGRI 31 LEGOK - Tangerang 2011-sekarang
Kepala Perpustakaan SMK PGRI 31 LEGOK - Tangerang 2012-2015
Kepala Perpustakaan STIE Kasih Bangsa – Kebon Jeruk 2011-2013
Wakasek Kurikulum SMK YASTRIF, Parung Panjang -
Bogor
2005-2007
Kepala Program
Administrasi
Perkantoran
SMK PGRI 31 LEGOK 2001-2007
PENGALAMAN MENGAJAR
Nama Institusi Tahun .s.d..
SMK PGRI 31 LEGOK – Kab. Tangerang 1998-sekarang
SMKN 1 Tangerang Selatan 2015-2016
SMK YASTRIF, Parung Panjang - Bogor 1998-2006
SMPN 1 Parung Panjang - Bogor 1995-2000
SMPN 2 Parung Panjang - Bogor 1996-2000
YP Karya - Cipondoh 1992-1994
Akademi Sekretari dan Manajemen – LEPISI 2015-2017
204
CURRICULUM VITAE
Nama : Widya Utamidhewi, M.Pd.
Tempat dan Tanggal Lahir : Bogor, 21 Oktober 1991
Jenis Kelamin : Perempuan
Status Perkawinan : Belum Kawin
Agama : Islam
Alamat : Jl. Sudamanik No. 27 rt.001/005
Ds. Lumpang Kec. Parung Panjang
Kab. Bogor 16360
Nomor HP : 0812 9664 0898
RIWAYAT PENDIDIKAN
Tahun .s.d.. Jenjang Nama Institusi Jurusan/Bidang Studi
2015-2017 S2 Universitas
Muhammadiyah Prof.
Dr. Hamka
(UHAMKA)
Magister Pendidikan
Bahasa Inggris
2009-2013 S1 Universitas
Muhammadiyah Prof.
Dr. Hamka
(UHAMKA)
Pendidikan Bahasa
Inggris
2006-2009 SMA SMAN 17 Kab.
Tangerang
Ilmu Pengetahuan
Sosial
2004-2006 SMP SMPN 1 Parung
Panjang - Bogor
-
1997-2003 SD SDN LUMPANG -
IDENTITAS DIRI
205
PENGALAMAN JABATAN
Jabatan Institusi Tahun
….s.d…
Pembina
Ekstrakurikuler English
Club
SMK PGRI 31 LEGOK - Tangerang 2015-sekarang
Wakasek Kurikulum SMK Gapura, Parung Panjang – Bogor 2016-sekarang
PENGALAMAN MENGAJAR
Nama Institusi Tahun ..s.d..
SMK PGRI 31 LEGOK – Kab. Tangerang 2012-sekarang
SMK Gapura, Parung Panjang – Bogor 2015-sekarang
STAI Nida El-Adabi, Parung Panjang - Bogor 2016-sekarang
MTS Al-Makmur, Parung Panjang - Bogor 2014-2016
SMPN 53 Condet – Jakarta 2012
206
APPENDIX 11
207
ANGKET EVALUASI
(Expert Judgments)
Angket ini dimaksudkan untuk mengevaluasi materi pembelajaran Bahasa Inggris untuk
siswa SMK kelas X jurusan Administrasi Perkantoran.
A. Data Responden
1. Nama : Widya Utamidhewi, M.Pd.
2. Usia : 27 Tahun
3. Jenis Kelamin : ( ) L / (√ ) P
4. Pendidikan : ( ) D3 ( ) S1 (√ ) S2 ( ) S3
5. Lama Mengajar : 5 tahun
B. Evaluasi Materi
Petunjuk Pengisian
Berilah tanda centang (√) pada salah satu kolom jawaban yang sesuai dengan pendapat
Anda.
Keterangan
SS : Sangat Setuju (5)
S : Setuju (4)
N : Netral (3)
TS : Tidak Setuju (2)
STS : Sangat Tidak Setuju (1)
208
UNIT 1
No. Code PERNYATAAN STS
(1)
TS
(2)
N
(3)
S
(4)
SS
(5)
Tujuan Penulisan Buku Teks
1 A1 Materi yang disusun sesuai
dengan tujuan pembelajaran
yang tercantum dalam Course
Grid.
√
2 A2 Materi yang disusun sesuai
dengan tingkat kemampuan
Bahasa Inggris siswa kelas X
SMK.
√
3 A3 Materi yang disusun
memberikan pengetahuan
berbahasa terkait dunia kerja
pada peserta didik.
√
Input Teks
4 B1 Input teks menggunakan bahasa
yang mudah diterima oleh
peserta
√
5 B2 Input teks bervariasi dan
berhubungan dengan dunia
kerja yang akan dihadapi
peserta didik
√
6 B3 Input teks sesuai dengan level
peserta didik
√
7 B4 Input teks yang digunakan
dapat meningkatkan minat
peserta dalam belajar
√
8 B5 Input teks yang digunakan
dapat mengembangkan
kemampuan peserta didik
dalam berkomunikasi Bahasa
Inggris
√
Kosa Kata dan Struktur Bahasa
9 C1 Materi yang disusun
memperluas pengetahuan siswa
tentang kosa kata/vocabularies
dalam bidang Administrasi
Perkantoran
√
10 C2 Pemilihan kosa kata/diksi
dalam materi sudah tepat dan
sesuai dengan bidang
Administrasi Perkantoran
√
11 C3 Materi yang disusun
memperluas pengetahuan siswa
√
209
tentang
pengucapan/pronunciation
Kemampuan Berbahasa
12 D1 Materi yang disusun dapat
mengembangkan keterampilan
siswa dalam kegiatan berbicara/
speaking
√
Latihan / Task
13 E1 Tasks dalam materi dapat
meningkatkan ketertarikan
peserta didik untuk belajar
Bahasa Inggris.
√
14 E2 Tasks dalam materi bervariasi √
15 E3 Tasks dalam materi mencakup
semua aspek bahasa yang ada
pada course grid
√
16 E4 Tasks dalam materi
mengembangkan pemahaman
(comprehension) siswa terkait
dengan input teks yang
disajikan
√
17 E5 Tasks dalam materi
menyediakan ruang bagi siswa
untuk meninjau kembali apa
yang sudah mereka pelajari
√
18 E6 Tasks dalam materi disajikan
dari yang paling mudah ke
yang paling sulit.
√
Organisasi Buku
19 F1 Materi yang didesain telah
tersusun dengan baik dan runtut
sesuai tujuan.
√
20 F2 Perintah/instruksi pada setiap
Task sudah jelas bagi pengajar
maupun peserta didik.
√
21 F3 Runtutan materi secara
keseluruhan tersusun dengan
baik dan mudah dipahami.
√
Tampilan Buku
22 G1 Sampul buku menarik dan
berwarna
√
23 G2 Layout (pola susun) materi
menarik bagi pengajar maupun
peserta didik.
√
24 G3 Pemilihan jenis huruf menarik
dan ukuran huruf sudah sesuai
sehingga tampilan huruf jelas
√
210
25 G4 Ilustrasi gambar yang
digunakan jelas dan tidak
membingungkan siswa maupun
pengajar serta mendukung
input teks.
√
Sources: Developed from BSNP (2014), Brown (2001), Nunan (2004), Hutchinson and
Waters (1987), Tomlinson (1998) and Celce-Murcia (2001).
211
REKOMENDASI
Mengacu pada hasil penilaian yang telah diberikan, materi berbicara Bahasa Inggris untuk
siswa kelas X Jurusan Administrasi Perkantoran pada Unit 1 dengan judul “This is Shirley
Speaking” dinyatakan
( ) Tidak layak
( ) Layak tanpa revisi
( √ ) Layak dengan revisi sebagai berikut
Pada Task 8, ubah pernyataan pada kalimat “Please have a meeting at Baron
company on Monday 08.00 a.m” menjadi “Please have a meeting at Baron company
on Monday at 08.00 a.m.”. Kemudian, pada bagian Summary akan lebih baik jika
gagasan ringkasan di ubah menjadi tugas untuk mengingat ingatan siswa daripada
memberi mereka resume dari keseluruhan unit.
*berilah tanda centang ( √ ) pada pilihan yang sesuai pendapat Ibu.
Tangerang, ...................................
Evaluator materi,
Widya Utami Dhewi, M.Pd.
212
UNIT 2
No. Code PERNYATAAN STS
(1)
TS
(2)
N
(3)
S
(4)
SS
(5)
Tujuan Penulisan Buku Teks
1 A1 Materi yang disusun sesuai
dengan tujuan pembelajaran
yang tercantum dalam Course
Grid.
√
2 A2 Materi yang disusun sesuai
dengan tingkat kemampuan
Bahasa Inggris siswa kelas X
SMK.
√
3 A3 Materi yang disusun
memberikan pengetahuan
berbahasa terkait dunia kerja
pada peserta didik.
√
Input Teks
4 B1 Input teks menggunakan bahasa
yang mudah diterima oleh
peserta
√
5 B2 Input teks bervariasi dan
berhubungan dengan dunia
kerja yang akan dihadapi
peserta didik
√
6 B3 Input teks sesuai dengan level
peserta didik
√
7 B4 Input teks yang digunakan
dapat meningkatkan minat
peserta dalam belajar
√
8 B5 Input teks yang digunakan
dapat mengembangkan
kemampuan peserta didik
dalam berkomunikasi Bahasa
Inggris
√
Kosa Kata dan Struktur Bahasa
9 C1 Materi yang disusun
memperluas pengetahuan siswa
tentang kosa kata/vocabularies
dalam bidang Administrasi
Perkantoran
√
10 C2 Pemilihan kosa kata/diksi
dalam materi sudah tepat dan
sesuai dengan bidang
Administrasi Perkantoran
√
11 C3 Materi yang disusun
memperluas pengetahuan siswa
√
213
tentang
pengucapan/pronunciation
Kemampuan Berbahasa
12 D1 Materi yang disusun dapat
mengembangkan keterampilan
siswa dalam kegiatan berbicara/
speaking
√
Latihan / Task
13 E1 Tasks dalam materi dapat
meningkatkan ketertarikan
peserta didik untuk belajar
Bahasa Inggris.
√
14 E2 Tasks dalam materi bervariasi √
15 E3 Tasks dalam materi mencakup
semua aspek bahasa yang ada
pada course grid
√
16 E4 Tasks dalam materi
mengembangkan pemahaman
(comprehension) siswa terkait
dengan input teks yang
disajikan
√
17 E5 Tasks dalam materi
menyediakan ruang bagi siswa
untuk meninjau kembali apa
yang sudah mereka pelajari
√
18 E6 Tasks dalam materi disajikan
dari yang paling mudah ke
yang paling sulit.
√
Organisasi Buku
19 F1 Materi yang didesain telah
tersusun dengan baik dan runtut
sesuai tujuan.
√
20 F2 Perintah/instruksi pada setiap
Task sudah jelas bagi pengajar
maupun peserta didik.
√
21 F3 Runtutan materi secara
keseluruhan tersusun dengan
baik dan mudah dipahami.
√
Tampilan Buku
22 G1 Sampul buku menarik dan
berwarna
√
23 G2 Layout (pola susun) materi
menarik bagi pengajar maupun
peserta didik.
√
24 G3 Pemilihan jenis huruf menarik
dan ukuran huruf sudah sesuai
sehingga tampilan huruf jelas
√
214
25 G4 Ilustrasi gambar yang
digunakan jelas dan tidak
membingungkan siswa maupun
pengajar serta mendukung
input teks.
√
Sources: Developed from BSNP (2014), Brown (2001), Nunan (2004), Hutchinson and
Waters (1987), Tomlinson (1998) and Celce-Murcia (2001).
215
REKOMENDASI
Mengacu pada hasil penilaian yang telah diberikan, materi berbicara Bahasa Inggris untuk
siswa kelas X Jurusan Administrasi Perkantoran pada Unit 2 dengan judul “Good Morning,
Ladies and Gentlemen” dinyatakan
( ) Tidak layak
( ) Layak tanpa revisi
( √ ) Layak dengan revisi sebagai berikut
Pada bagian Title tambahkan tanda koma (,) setelah kata Good morning, sehingga
judul menjadi “Good Morning, Ladies and Gentlemen”. Kemudian, pada Task 8
ubah kata “interview” pada kalimat Let„s interview your friends. ... menjadi
“observe”. Dan pada bagian Summary idenya sama dengan ringkasan di unit satu
yang membuat aktivitas menjadi tugas.
*berilah tanda centang ( √ ) pada pilihan yang sesuai pendapat Ibu.
Tangerang, ...................................
Evaluator materi,
Widya Utami Dhewi, M.Pd.
216
UNIT 3
No. Code PERNYATAAN STS
(1)
TS
(2)
N
(3)
S
(4)
SS
(5)
Tujuan Penulisan Buku Teks
1 A1 Materi yang disusun sesuai
dengan tujuan pembelajaran
yang tercantum dalam Course
Grid.
√
2 A2 Materi yang disusun sesuai
dengan tingkat kemampuan
Bahasa Inggris siswa kelas X
SMK.
√
3 A3 Materi yang disusun
memberikan pengetahuan
berbahasa terkait dunia kerja
pada peserta didik.
√
Input Teks
4 B1 Input teks menggunakan bahasa
yang mudah diterima oleh
peserta
√
5 B2 Input teks bervariasi dan
berhubungan dengan dunia
kerja yang akan dihadapi
peserta didik
√
6 B3 Input teks sesuai dengan level
peserta didik
√
7 B4 Input teks yang digunakan
dapat meningkatkan minat
peserta dalam belajar
√
8 B5 Input teks yang digunakan
dapat mengembangkan
kemampuan peserta didik
dalam berkomunikasi Bahasa
Inggris
√
Kosa Kata dan Struktur Bahasa
9 C1 Materi yang disusun
memperluas pengetahuan siswa
tentang kosa kata/vocabularies
dalam bidang Administrasi
Perkantoran
√
10 C2 Pemilihan kosa kata/diksi
dalam materi sudah tepat dan
sesuai dengan bidang
Administrasi Perkantoran
√
11 C3 Materi yang disusun
memperluas pengetahuan siswa
√
217
tentang
pengucapan/pronunciation
Kemampuan Berbahasa
12 D1 Materi yang disusun dapat
mengembangkan keterampilan
siswa dalam kegiatan berbicara/
speaking
√
Latihan / Task
13 E1 Tasks dalam materi dapat
meningkatkan ketertarikan
peserta didik untuk belajar
Bahasa Inggris.
√
14 E2 Tasks dalam materi bervariasi √
15 E3 Tasks dalam materi mencakup
semua aspek bahasa yang ada
pada course grid
√
16 E4 Tasks dalam materi
mengembangkan pemahaman
(comprehension) siswa terkait
dengan input teks yang
disajikan
√
17 E5 Tasks dalam materi
menyediakan ruang bagi siswa
untuk meninjau kembali apa
yang sudah mereka pelajari
√
18 E6 Tasks dalam materi disajikan
dari yang paling mudah ke
yang paling sulit.
√
Organisasi Buku
19 F1 Materi yang didesain telah
tersusun dengan baik dan runtut
sesuai tujuan.
√
20 F2 Perintah/instruksi pada setiap
Task sudah jelas bagi pengajar
maupun peserta didik.
√
21 F3 Runtutan materi secara
keseluruhan tersusun dengan
baik dan mudah dipahami.
√
Tampilan Buku
22 G1 Sampul buku menarik dan
berwarna
√
23 G2 Layout (pola susun) materi
menarik bagi pengajar maupun
peserta didik.
√
24 G3 Pemilihan jenis huruf menarik
dan ukuran huruf sudah sesuai
sehingga tampilan huruf jelas
√
218
25 G4 Ilustrasi gambar yang
digunakan jelas dan tidak
membingungkan siswa maupun
pengajar serta mendukung
input teks.
√
Sources: Developed from BSNP (2014), Brown (2001), Nunan (2004), Hutchinson and
Waters (1987), Tomlinson (1998) and Celce-Murcia (2001).
219
REKOMENDASI
Mengacu pada hasil penilaian yang telah diberikan, materi berbicara Bahasa Inggris untuk
siswa kelas X Jurusan Administrasi Perkantoran pada Unit 3 dengan judul “Welcome to
Sukses Company” dinyatakan
( ) Tidak layak
( ) Layak tanpa revisi
( √ ) Layak dengan revisi sebagai berikut
Pada bagian Warm-Up, hapus kata “what” pada instruksi “What do you think of
what they are saying?” selanjutnya pada Task 1 dan Task 2 ganti penggunaan kata
“the words in color” pada instruksi menjadi “the highlighted words”. Kemudian
pada Task 5 ubah kalimat “Answer the greeting and say thank you” menjadi
“Respond to the greeting and say thank you” dan kalimat “Responding to an offer”
menjadi “Respond to the offer”. Pada Task 6 ubah instruksi “...Later on, find a
partner to act your dialogue out in front of the class. ...” menjadi “... Later on, in
pairs, act your dialogue out in front of the class....”. Dan terakhir pada bagian
Summary gagasan ringkasan di ubah menjadi tugas untuk merangsang daya ingat
siswa daripada memberi mereka resume dari keseluruhan unit.
*berilah tanda centang ( √ ) pada pilihan yang sesuai pendapat Ibu.
Tangerang, ...................................
Evaluator materi,
Widya Utami Dhewi, M.Pd.
220
C. Tanggapan Umum Terhadap Materi
Interview Protocol : Expert Judgment
Time of Interview : Monday, 13.00 p.m
Date : September 18th 2017
Place : Ruang Guru
Interviewer : Researcher (TIE)
Interviewee : Widya Utami Dhewi, M.Pd. (WUD)
Position of Interviewee : Guru ESP
Ibu Guru ESP yang terhormat, pertama- tama peneliti mengucapkan terima kasih atas
kesediaannya untuk menjawab pertanyaan di bawah ini. Ini akan digunakan untuk
mengetahui kebutuhan siswa dalam pembelajaran Bahasa Inggris serta mengembangkan
materi ESP yang sesuai dengan kebutuhan siswa program Administrasi Perkantoran.
Jawablah pertanyaan dibawah ini dengan jelas dan ringkas.
TIE : Apa pendapat Anda tentang materi Bahasa Inggris untuk Administrasi
Perkantoran yang telah dikembangkan sesuai dari hasil analisa kebutuhan
siswa program Administrasi Perkantoran?
WUD : Pendapat saya mengenai materi yang telah dikembangkan sesuai dengan
analisa kebutuhan siswa program Administrasi Perkantoran sangat
memuaskan. Materinya sesuai dengan bidang Administrasi Perkantoran
dengan penyampaian bahasa yang mudah dimengerti. Jenis latihan sesuai
untuk meningkatkan kemampuan berbicara Bahasa Inggris siswa sesuai
dengan bidang Administrasi Perkantoran. Selain itu, tampilan modul yang
berwarna dan bergambar juga dapat membuat siswa tertarik.
221
ANGKET EVALUASI
(Expert Judgments)
Angket ini dimaksudkan untuk mengevaluasi materi pembelajaran Bahasa Inggris untuk
siswa SMK kelas X jurusan Administrasi Perkantoran.
A. Data Responden
1. Nama : Dra. Sri Meladia, M.Hum.
2. Usia : 47 Tahun
3. Jenis Kelamin : ( ) L / (√ ) P
4. Pendidikan : ( ) D3 ( ) S1 (√ ) S2 ( ) S3
5. Lama Mengajar : 19 tahun
B. Evaluasi Materi
Petunjuk Pengisian
Berilah tanda centang (√) pada salah satu kolom jawaban yang sesuai dengan pendapat
Anda.
Keterangan
SS : Sangat Setuju (5)
S : Setuju (4)
N : Netral (3)
TS : Tidak Setuju (2)
STS : Sangat Tidak Setuju (1)
222
UNIT 1
No. Code PERNYATAAN STS
(1)
TS
(2)
N
(3)
S
(4)
SS
(5)
Tujuan Penulisan Buku Teks
1 A1 Materi yang disusun sesuai
dengan tujuan pembelajaran
yang tercantum dalam Course
Grid.
√
2 A2 Materi yang disusun sesuai
dengan tingkat kemampuan
Bahasa Inggris siswa kelas X
SMK.
√
3 A3 Materi yang disusun
memberikan pengetahuan
berbahasa terkait dunia kerja
pada peserta didik.
√
Input Teks
4 B1 Input teks menggunakan bahasa
yang mudah diterima oleh
peserta
√
5 B2 Input teks bervariasi dan
berhubungan dengan dunia
kerja yang akan dihadapi
peserta didik
√
6 B3 Input teks sesuai dengan level
peserta didik
√
7 B4 Input teks yang digunakan
dapat meningkatkan minat
peserta dalam belajar
√
8 B5 Input teks yang digunakan
dapat mengembangkan
kemampuan peserta didik
dalam berkomunikasi Bahasa
Inggris
√
Kosa Kata dan Struktur Bahasa
9 C1 Materi yang disusun
memperluas pengetahuan siswa
tentang kosa kata/vocabularies
dalam bidang Administrasi
Perkantoran
√
10 C2 Pemilihan kosa kata/diksi
dalam materi sudah tepat dan
sesuai dengan bidang
Administrasi Perkantoran
√
11 C3 Materi yang disusun
memperluas pengetahuan siswa
√
223
tentang
pengucapan/pronunciation
Kemampuan Berbahasa
12 D1 Materi yang disusun dapat
mengembangkan keterampilan
siswa dalam kegiatan berbicara/
speaking
√
Latihan / Task
13 E1 Tasks dalam materi dapat
meningkatkan ketertarikan
peserta didik untuk belajar
Bahasa Inggris.
√
14 E2 Tasks dalam materi bervariasi √
15 E3 Tasks dalam materi mencakup
semua aspek bahasa yang ada
pada course grid
√
16 E4 Tasks dalam materi
mengembangkan pemahaman
(comprehension) siswa terkait
dengan input teks yang
disajikan
√
17 E5 Tasks dalam materi
menyediakan ruang bagi siswa
untuk meninjau kembali apa
yang sudah mereka pelajari
√
18 E6 Tasks dalam materi disajikan
dari yang paling mudah ke
yang paling sulit.
√
Organisasi Buku
19 F1 Materi yang didesain telah
tersusun dengan baik dan runtut
sesuai tujuan.
√
20 F2 Perintah/instruksi pada setiap
Task sudah jelas bagi pengajar
maupun peserta didik.
√
21 F3 Runtutan materi secara
keseluruhan tersusun dengan
baik dan mudah dipahami.
√
Tampilan Buku
22 G1 Sampul buku menarik dan
berwarna
√
23 G2 Layout (pola susun) materi
menarik bagi pengajar maupun
peserta didik.
√
24 G3 Pemilihan jenis huruf menarik
dan ukuran huruf sudah sesuai
sehingga tampilan huruf jelas
√
224
25 G4 Ilustrasi gambar yang
digunakan jelas dan tidak
membingungkan siswa maupun
pengajar serta mendukung
input teks.
√
Sources: Developed from BSNP (2014), Brown (2001), Nunan (2004), Hutchinson and
Waters (1987), Tomlinson (1998) and Celce-Murcia (2001).
225
REKOMENDASI
Mengacu pada hasil penilaian yang telah diberikan, materi berbicara Bahasa Inggris untuk
siswa kelas X Jurusan Administrasi Perkantoran pada Unit 1 dengan judul “This is Shirley
Speaking” dinyatakan
( ) Tidak layak
( √ ) Layak tanpa revisi
( ) Layak dengan revisi sebagai berikut
*berilah tanda centang ( √ ) pada pilihan yang sesuai pendapat Ibu.
Tangerang, ...................................
Evaluator materi,
Dra. Sri Meladia, M.Hum.
226
UNIT 2
No. Code PERNYATAAN STS
(1)
TS
(2)
N
(3)
S
(4)
SS
(5)
Tujuan Penulisan Buku Teks
1 A1 Materi yang disusun sesuai
dengan tujuan pembelajaran
yang tercantum dalam Course
Grid.
√
2 A2 Materi yang disusun sesuai
dengan tingkat kemampuan
Bahasa Inggris siswa kelas X
SMK.
√
3 A3 Materi yang disusun
memberikan pengetahuan
berbahasa terkait dunia kerja
pada peserta didik.
√
Input Teks
4 B1 Input teks menggunakan bahasa
yang mudah diterima oleh
peserta
√
5 B2 Input teks bervariasi dan
berhubungan dengan dunia
kerja yang akan dihadapi
peserta didik
√
6 B3 Input teks sesuai dengan level
peserta didik
√
7 B4 Input teks yang digunakan
dapat meningkatkan minat
peserta dalam belajar
√
8 B5 Input teks yang digunakan
dapat mengembangkan
kemampuan peserta didik
dalam berkomunikasi Bahasa
Inggris
√
Kosa Kata dan Struktur Bahasa
9 C1 Materi yang disusun
memperluas pengetahuan siswa
tentang kosa kata/vocabularies
dalam bidang Administrasi
Perkantoran
√
10 C2 Pemilihan kosa kata/diksi
dalam materi sudah tepat dan
sesuai dengan bidang
Administrasi Perkantoran
√
11 C3 Materi yang disusun
memperluas pengetahuan siswa
√
227
tentang
pengucapan/pronunciation
Kemampuan Berbahasa
12 D1 Materi yang disusun dapat
mengembangkan keterampilan
siswa dalam kegiatan berbicara/
speaking
√
Latihan / Task
13 E1 Tasks dalam materi dapat
meningkatkan ketertarikan
peserta didik untuk belajar
Bahasa Inggris.
√
14 E2 Tasks dalam materi bervariasi √
15 E3 Tasks dalam materi mencakup
semua aspek bahasa yang ada
pada course grid
√
16 E4 Tasks dalam materi
mengembangkan pemahaman
(comprehension) siswa terkait
dengan input teks yang
disajikan
√
17 E5 Tasks dalam materi
menyediakan ruang bagi siswa
untuk meninjau kembali apa
yang sudah mereka pelajari
√
18 E6 Tasks dalam materi disajikan
dari yang paling mudah ke
yang paling sulit.
√
Organisasi Buku
19 F1 Materi yang didesain telah
tersusun dengan baik dan runtut
sesuai tujuan.
√
20 F2 Perintah/instruksi pada setiap
Task sudah jelas bagi pengajar
maupun peserta didik.
√
21 F3 Runtutan materi secara
keseluruhan tersusun dengan
baik dan mudah dipahami.
√
Tampilan Buku
22 G1 Sampul buku menarik dan
berwarna
√
23 G2 Layout (pola susun) materi
menarik bagi pengajar maupun
peserta didik.
√
24 G3 Pemilihan jenis huruf menarik
dan ukuran huruf sudah sesuai
sehingga tampilan huruf jelas
√
228
25 G4 Ilustrasi gambar yang
digunakan jelas dan tidak
membingungkan siswa maupun
pengajar serta mendukung
input teks.
√
Sources: Developed from BSNP (2014), Brown (2001), Nunan (2004), Hutchinson and
Waters (1987), Tomlinson (1998) and Celce-Murcia (2001).
229
REKOMENDASI
Mengacu pada hasil penilaian yang telah diberikan, materi berbicara Bahasa Inggris untuk
siswa kelas X Jurusan Administrasi Perkantoran pada Unit 2 dengan judul “Good morning,
Ladies and Gentlemen” dinyatakan
( ) Tidak layak
( √ ) Layak tanpa revisi
( ) Layak dengan revisi sebagai berikut
*berilah tanda centang ( √ ) pada pilihan yang sesuai pendapat Ibu.
Tangerang, ...................................
Evaluator materi,
Dra. Sri Meladia, M.Hum.
230
UNIT 3
No. Code PERNYATAAN STS
(1)
TS
(2)
N
(3)
S
(4)
SS
(5)
Tujuan Penulisan Buku Teks
1 A1 Materi yang disusun sesuai
dengan tujuan pembelajaran
yang tercantum dalam Course
Grid.
√
2 A2 Materi yang disusun sesuai
dengan tingkat kemampuan
Bahasa Inggris siswa kelas X
SMK.
√
3 A3 Materi yang disusun
memberikan pengetahuan
berbahasa terkait dunia kerja
pada peserta didik.
√
Input Teks
4 B1 Input teks menggunakan bahasa
yang mudah diterima oleh
peserta
√
5 B2 Input teks bervariasi dan
berhubungan dengan dunia
kerja yang akan dihadapi
peserta didik
√
6 B3 Input teks sesuai dengan level
peserta didik
√
7 B4 Input teks yang digunakan
dapat meningkatkan minat
peserta dalam belajar
√
8 B5 Input teks yang digunakan
dapat mengembangkan
kemampuan peserta didik
dalam berkomunikasi Bahasa
Inggris
√
Kosa Kata dan Struktur Bahasa
9 C1 Materi yang disusun
memperluas pengetahuan siswa
tentang kosa kata/vocabularies
dalam bidang Administrasi
Perkantoran
√
10 C2 Pemilihan kosa kata/diksi
dalam materi sudah tepat dan
sesuai dengan bidang
Administrasi Perkantoran
√
11 C3 Materi yang disusun
memperluas pengetahuan siswa
√
231
tentang
pengucapan/pronunciation
Kemampuan Berbahasa
12 D1 Materi yang disusun dapat
mengembangkan keterampilan
siswa dalam kegiatan berbicara/
speaking
√
Latihan / Task
13 E1 Tasks dalam materi dapat
meningkatkan ketertarikan
peserta didik untuk belajar
Bahasa Inggris.
√
14 E2 Tasks dalam materi bervariasi √
15 E3 Tasks dalam materi mencakup
semua aspek bahasa yang ada
pada course grid
√
16 E4 Tasks dalam materi
mengembangkan pemahaman
(comprehension) siswa terkait
dengan input teks yang
disajikan
√
17 E5 Tasks dalam materi
menyediakan ruang bagi siswa
untuk meninjau kembali apa
yang sudah mereka pelajari
√
18 E6 Tasks dalam materi disajikan
dari yang paling mudah ke
yang paling sulit.
√
Organisasi Buku
19 F1 Materi yang didesain telah
tersusun dengan baik dan runtut
sesuai tujuan.
√
20 F2 Perintah/instruksi pada setiap
Task sudah jelas bagi pengajar
maupun peserta didik.
√
21 F3 Runtutan materi secara
keseluruhan tersusun dengan
baik dan mudah dipahami.
√
Tampilan Buku
22 G1 Sampul buku menarik dan
berwarna
√
23 G2 Layout (pola susun) materi
menarik bagi pengajar maupun
peserta didik.
√
24 G3 Pemilihan jenis huruf menarik
dan ukuran huruf sudah sesuai
sehingga tampilan huruf jelas
√
232
25 G4 Ilustrasi gambar yang
digunakan jelas dan tidak
membingungkan siswa maupun
pengajar serta mendukung
input teks.
√
Sources: Developed from BSNP (2014), Brown (2001), Nunan (2004), Hutchinson and
Waters (1987), Tomlinson (1998) and Celce-Murcia (2001).
233
REKOMENDASI
Mengacu pada hasil penilaian yang telah diberikan, materi berbicara Bahasa Inggris untuk
siswa kelas X Jurusan Administrasi Perkantoran pada Unit 3 dengan judul “Welcome to
Sukses Company” dinyatakan
( ) Tidak layak
( √ ) Layak tanpa revisi
( ) Layak dengan revisi sebagai berikut
*berilah tanda centang ( √ ) pada pilihan yang sesuai pendapat Ibu.
Tangerang, ...................................
Evaluator materi,
Dra. Sri Meladia, M.Hum.
234
C. Tanggapan Umum Terhadap Materi
Interview Protocol : Expert Judgment
Time of Interview : Monday, 10.00 a.m
Date : September 18th 2017
Place : Ruang Guru
Interviewer : Researcher (TIE)
Interviewee : Dra. Sri Meladia, M.Hum. (SMD)
Position of Interviewee : Kepala Program Administrasi Perkantoran
Kepala Program Administrasi Perkantoran yang terhormat, pertama- tama peneliti
mengucapkan terima kasih atas kesediaannya untuk menjawab pertanyaan di bawah ini. Ini
akan digunakan untuk mengetahui kebutuhan siswa dalam pembelajaran Bahasa Inggris
serta mengembangkan materi ESP yang sesuai dengan kebutuhan siswa program
Administrasi Perkantoran.
Jawablah pertanyaan dibawah ini dengan jelas dan ringkas.
TIE : Apa pendapat Anda tentang materi Bahasa Inggris untuk Administrasi
Perkantoran yang telah dikembangkan sesuai dari hasil analisa kebutuhan
siswa program Administrasi Perkantoran?
SMD : Menurut saya, secara umum materi yang dikembangkan sangat
memuaskan karena sudah sesuai dengan analisa kebutuhan siswa pada
program Administrasi Perkantoran dan menekankan pada kemampuan
berbicara Bahasa Inggris siswa. Kemudian secara tampilan modul, saya
rasa juga menarik karena modul berwarna dan bergambar.
235
Questionnaire Code
A1 : The developed materials are suitable with the learning goals as
stated in the course grid
A2 : The developed materials are suitable with skill levels of English for
Grade X of SMK
A3 : The developed materials give students knowledge about their work
field
B1 : The language in the input texts is understandable for students
B2 : The input texts are various and related to students’ work field
B3 : The input texts are suitable with students learning level
B4 : The input texts can improve students’ motivation in learning
language
B5 : The input texts can develop students’ ability in English
communication
C1 : The materials develop students‘ knowledge about vocabularies in
the office context.
C2 : The choice of words is suitable with the office context.
C3 : The materials develop students‘ knowledge about pronunciation.
D1 : The materials develop students‘ speaking skill.
E1 : The tasks improve students‘ interest to learn English.
E2 : The task are various
E3 : The tasks cover all of aspects contained in the course grid.
E4 : The tasks develop students‘ comprehension about the given input
texts.
E5 : The tasks serve activities for students to recall their memory about
what they have learned
E6 : The tasks are organized from the easiest one to the difficult one
F1 : The developed materials have been organized well according to the
goals.
F2 : The instruction in each task is clear for teachers and students
F3 : The sequences of the materials have been organized well and
understandable.
G1 : The cover is interesting and full color.
G2 : The layout is interesting for teachers and students.
G3 : The font type is interesting and the font size is suitable so that it
looks clear.
G4 : The picture illustrations are clear and support the input texts. They
do not make students confused.